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School Report Card: R.N. Podar Skill Scores Scores for each skill were analysed by school type, grade and gender. For better understanding scores have been normalized to a 0 – 10 scale. Students from Non-changemaker schools (Non-CMS) scored lower on average across all skill types as compared to students from Changemaker schools (CMS). Students from Podar consistently scored higher on all skills as compared to other CMS and Non-CMS schools. Team Work emerged as the lowest scoring skill across all school types. CMS, Non-CMS and Podar all scored the highest on Empathy with Leadership scoring the second highest for Podar. Team work was the lowest scoring skill across grades 7 to 10. All grades scored highest on Empathy except grade 9 which scored highest on Leadership. A visible trend across Team Work, Creative Problem Solving and Leadership is that as the grades get higher the scores improve with grade 10 demonstrating the highest average scores for every skill. This trend is not demonstrated in the Empathy scores. However, grade 10 does score the highest and grade 6 the lowest on all skills. 1 Girls on average scored higher than the boys on all skills except Problem Solving which was the lowest scoring skill for girls. Girls scored the highest on Empathy and Leadership with only 0.04 points difference between the two scores. Boys scored the highest on Problem Solving with Team Work scoring the least. The greatest difference in score between boys and girls was seen in the Team Work skill. Conclusion and Recommendation The Growth Card captures the potential of students in a school on particular skills. The current set of items on the Growth Card capture student potential on Empathy, Team Work, Creative Problem Solving and Leadership. It can act as a reference when considering the adoption or alteration of pedagogical approaches and/or extracurricular activities to specifically teach Empathy, Team Work, Creative Problem Solving or Leadership. Students from Podar scored higher than both the CMS and Non-CMS schools for all skills. There is also an upward trend in the skill scores as grades get higher. However, Empathy scores saw a decrease of 0.51 from grade 8 to grade 9. It is recommended that Teachers examine pedagogy, student behaviour and other such areas to understand this break in the trend. Team Work scores were consistently low when analysed by school type, grade and gender. Finally, Problem Solving was the lowest scoring skill for girls and Team Work was the lowest scoring skill for boys. It could be beneficial to take these skills into particular consideration while planning for upcoming weeks and months. 2	<urn:uuid:598f6c95-25c8-4c5c-ba4c-b7fd93408e49>	CC-MAIN-2020-40	https://www.rnpodarschool.com/wp-content/uploads/2017/01/Ashoka_School_Report_Card_Podar_V2.0_1.pdf	2020-09-21T08:42:51+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00177.warc.gz	1,023,391,117	535	eng_Latn	eng_Latn	0.998058	eng_Latn	0.998194	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1113, 2668 ]	[ 2.78125 ]	1	0
RIGHT BEGINNING HILD CARE Centre Licensing program plan & ADMINISTRATIVE POLICIES AND PROCEDURES 2020 Child Discipline/Guidance Policy POLICY: To provide a safe, healthy learning environment in which a child can feel safe, secure and nurtured through guidance and redirection that supports and respects each child as an individual. Each child is encouraged and supported to develop positive relationships with peers and Educators. Educators will strive to be appropriate role models, showing respect for children, parents, co-workers and their environment. Parents can therefore expect that Educators will: - Provide clear, simple and consistent limits regarding appropriate behaviours within the program. Such limits will be offered in a positive respectful manner. Harsh or belittling language will not be used at any time. Any child disciplinary action taken will/must be reasonable in the circumstances. - Demonstrate affection and caring for your child through appropriate forms of verbal and physical interactions - Maximize opportunities for appropriate and positive behaviour for your child through the programing and activities based on the children's interests. - Educator will give verbal direction and redirection as the main means of guidance and discipline. Role modeling and guiding children through social interactions and situations that the child is having problems with. - Educator will guide a child when a feeling or situation may be difficult to express. - Engage in play with the child to guide them to a "settling" down activity when behaviour has become disruptive to other children. - In a severe case of meltdown (child throwing, overturning, objects, screaming disruptively), the child will be removed from the room and supervised by the third Educator of the room or the director if available. The child will be taken to the office if available at the time. The Educator will help the child calm, until he/she is able to regain control of them-selves. The child and Educator will engage in reading or another quiet activity until the child is calm, and then the child may return to join his/her classmates. This removal is necessary for the safety of all children and Educator involved. If this type of behaviour becomes a concern, an unacceptable behaviour strategy will be prepared with the parents input, refer to the policy below. Educator will NOT: - Inflict or cause to be inflicted any form of physical punishment, verbal or physical degradation or emotional deprivation. - Deny or threaten to deny any basic necessity (including food) - Use or permit the use of any form of physical restraint, confinement or isolation. That isn't for the sole purpose of safety and respect to the children and others with-in the program. OUTCOMES: Parents are encouraged to question and discuss with Educator if they are unclear about the handling of an incident, within the Centre. Parents are our partners and are respected as the main role models in the child rearing of their child/ren. Communication is essential, to create bonds. Each child will have a log book or Email communication, where Educators will write about your child's day. Periodically, a phone discussion or in-house collaboration will be scheduled, at your convenience, to discuss your child's progress and development. As parents, guiding your child through these developmental years, it is desirable that Educators and parents work closely and honestly together. UNACCEPTABLE BEHAVIOR POLICY Our goal is to provide, to the best of our abilities; resources, and a nurturing environment where children will be respected as individuals, when they have shown unacceptable behaviors that has brought harm to others. DEFINITION: Unacceptable Behavior: Biting, excessive tantrums, fighting with others that involve hitting and kicking 2 Types of Behavior: Verbal and Non-Verbal Shadowing: Being with-in arm- length to the child, interacting and helping child with appropriate behavior GUIDELINES: - Review each case individually to determine what the underlying issue(s) may be. - Take into consideration the age and level of self-control of the child. - Build empathy so the child engaging in the unacceptable behavior feels remorse and wants to comfort the other child. - Plan for prevention of these types of behaviors during transitions. - Observe the child to identify possible causes or triggers of the unacceptable behavior(s). Examples may include; is the child hungry, tired, teething, or frustrated with not being able to communicate their needs/desires. - Communicate with the parents immediately, as soon as possible after the first incident. Ask parents questions about changes that may be occurring outside the Centre that could be influencing the child's behavior. - Focus on prevention, as these incidents are 98% preventable. - If a second incident occurs, provide families with information, strategies and this policy. - Be vigilant, prepared (armed with preventive techniques) and involve the children and parents in finding solutions to the problem. - Look at the situation from both sides and build empathy for all persons involved including Educators children and families of the room. PROCEDURES: - First Incident - Always talk to the child at their level. Be respectful of the children's feelings, listen. Validate them. Present consequence. Ensure play environment is safe for all other children in the room. o Verbal Child – Educator must stay with the child until he/she recovers selfcontrol. o Non-verbal Child – Educator will move the child to a safe area where he/she cannot harm again. Educator is to engage in interaction at all times until the child has calmed down. - Second Incident – An Educator of the room will be required to shadow the child. The room Educators will prepare a plan as to how the behavior will be stopped or prevented from occurring again. This information must be shared with all persons involved, including the child's parents. - Educator will use an Issue / Inappropriate Behavior / Concern Form to present & record: Issue and Strategies/consequences Timelines of incident reports Number of children involved What was happening in the play environment at the time of the behavior Where and what Educator were doing Is there a known pattern (child is hungry/tired etc.) Any known external factors to the program that could be impacting behavior - Program for weekly plans that give opportunities for the child to show appropriate behaviors so that the child can be praised. - Discuss with parent and co-workers the consequences of the child's actions, where will the child be put and with whom for a time away from the play, to reflect, so that you may provide a safe environment for the rest of the class. During this time the child will not be left alone. Include in your discussion with parent(s), the possibility of dismissal from the program. (Program Director should be involved in these discussions) - If behavior discontinues for a period of 4 weeks, shadowing may be discontinued after room Educator have evaluated the situation. Continued observation and support of the child to prevent reoccurrence will be required. - Dismissal of children will be evaluated on an individual basis and will be presented to the Centre's Board for evaluation and decision Severe incidents may result in immediate dismissal of a child from the program OUTCOMES: - Educator's interactions, planning, diligence and preparedness have given the child selfworth, self-awareness and self-control. This is the desired outcome. - Dismissal of the child with the unacceptable behavior. - Dismissal of Educator for the negligence of implementing the procedures of this policy. Parents are informed of the discipline policy in the parent hand book and verbal by Educator when asked. Children are made aware, through conversation and with clear behaviour expectations (where developmentally appropriate). Educators are provided with policies (Educator binder) of the Centre and sign off that they have read and understand the policies of the Centre. Clarification can be requested and reviews are done periodically during Educator meeting. Off-site Activity and Emergency Evacuation The board and Educator believe that children should have the opportunity to play in outdoor playgrounds and to discover their surrounding community while also being accountable for the children's safety and welfare. The purpose for any off site activities is recorded in weekly program plans. DEFINITIONS: Casual Outing: destination with-in close vicinity of Centre. Can be spontaneous, not always planned but with a purpose to enhance weeks program plans. Including Schools property, the Gym and Centre's fenced playground. Field trip: destination planned to a physical place, with an educational component that will enhance and compliment program plans. Educator may take children to an activity off the program premises only when the children's parents have been advised of the activity, including transportation and supervision arrangements with respect to the activity. The parents must consent in writing to the child's participation in the activity. Parents sign consents for casual outings at registration. For field trips additional forms are signed and the trip is posted 4 working days in advance. Weekly outing/field trip forms are posted in individual room's attendance binders. Parents are required to sign, confirming that they have been notified about where their child is going and how. Educator leaving the program premises with children, must have children's portable records and have completed a field trip info sheet stating how many children & adults in the group, contact #, where they are going and when they will be back. Portable records for children must be taken in the event of any off site activities or an emergency evacuation. The Educator will not leave the premises alone with more than 2 children. The only exception to this is when an Educator is escorting children to or from the school buses. GUIDELINES: Additional Educators, need to be arranged whenever possible, to exceed minimum staff to child ratios, for all fieldtrips and casual outings. * At all times, Educator know how many children (including their names) are on an outing in their group, adding and deleting them from attendance sheets as they arrive and depart with parent/guardian/caregiver. * No caregiver shall leave the center's premises with more than 2 children. * When at a playground, one (1) Educator (may be accompanied by children) is to supervise the entire group by walking the area of playground, watching for and removing any hazards. All other Educators will be interacting with smaller groups of children, enhancing their play experiences, implementing planned activities or actively exploring what nature has to offer. * When children are on an outing/fieldtrip, current detailed information about outing/fieldtrip will be posted prior to fieldtrip in the child's classroom's sign in and out binder. Spontaneous casual outing will fill out the outing form giving destination # of children and educators and adults accompanying the group contact # and approximate return time. * No child shall be transported in a personal vehicle. Methods of transportation include public transit busses, hired bus or by walking to and from destination. PROCEDURES: * One (1) Educator will be assigned to complete Outdoor Safety Checklist, initialing and dating, all other groups be observant that this has been done, complete if not. In the event that playground is unsafe inform Director if assessore cannot correct deficiency. * Before leaving for a casual outing or field trip, children are given information about the where, when, how, and whys of the outing, and a review of safety rules (crossing streets, staying together etc.) * Upon leaving for a casual outing or field trip, room supervisor will post completed field trip information form at room's entrance. Form will include # of children in group, # of caregivers and adult volunteers, where (destination, general area), how (walking, bus etc.), return time, emergency contact #. * Educators will also verify that they have their backpacks and parents written consents prior to leaving for any off site activity. * When leaving for activities, Educator will ensure that volunteers are placed in the midsection of walking children, with primary Educator at the beginning and end of row. Children only walk in a line or in pairs unless an adult is in-between. When walking and crossing streets the group needs to stay together at all times. * One Educator is to supervise (may be accompanied by children) large group, be observant for potential problems or safety concerns and pick-up garbage as necessary. Returning indoors, (from Community playgrounds, field trip destinations and center playground), take roll call from list that was prepared and up dated during outing. When all children are accounted for, proceed. In the event that the group is getting on a bus, this roll call will need to be repeated at each transition, till arrival at center in the classroom. Caregivers should locate themselves at the front and rear of group so that entire group is visible during the roll call and transition time. * Head count should be completed again, upon arrival into child care classroom by Educator who has list. Safety and Health To the best of our abilities, (Educators and Board of A Bright Beginning Child Care) we will make sure that the safety and health of each child is considered by being watchful through supervision and by interactions with the child. We will also strive to create an environment that is mindful and meets the developmental needs of the children's activity level. The Educators and children are urged to wash hands upon arrival at the program and often through-out the day. Opening Educator will fill in checklists daily, removing/repairing safety issues and /or reporting issue in communication books and to Director for corrective action. An assigned Educator enters the playground area and will complete a checklist clean/repair and report any issues. All outdoor play structures will comply with the standards outlined in the current edition of A Guideline on Children's Play-spaces and Equipment, CSA Standards. The outdoor play area must be free of toxic plants, outdoor sand box must have a tight fitting cover (if there is one available to the children). The outdoor play time is valued and exercised daily (exception, colder than -20 or severe weather) for its physical play and nature exploration that is needed for our wellbeing. Closing Educators will complete closing checklist before locking up. Issues will be reported with a written note, addressing any issues to opening Educator/Director for the next day. For urgent issues, the Director will be notified by phone. Emergency contact information is posted in front entrance and is visible from outside the main entrance of the Centre. Incident Reporting The following incidents will be reported immediately to the regional child care office: - An emergency evacuation - Unexpected program closure - An injury requiring medical attention - A serious illness or injury to a child that requires the program to request emergency health care and/or requires the child to remain in hospital overnight. - An error in the administration of medication by a program Educator member or volunteer resulting in the child becoming seriously injured or ill and requiring first aid, or the program requesting emergency health care and/or requires the child to remain in hospital overnight - An intruder on the program premises - The death of a child - An unexpected absence of a child from the program (i.e. missing or lost child) - A child removed from the program by a non-custodial parent or guardian - An allegation of physical, sexual, emotional abuse and/or neglect of a child by a program Educator member or volunteer - The commission by a child of an offense under an Act of Canada or Alberta - A child left on the premises outside of the program's regular operating hours In the event that any of the above noted incidents occur, the program will submit a CFS incident report form to the regional child care office within 2 working days of the incident. In the event of an emergency evacuation, Educators are to help children exit the building safely; taking children's portable records, turning off lights and closing doors. The evacuation routes and Educator responsibilities will be followed as posted in each playroom and in the main entrance of the Center. Alternate housing is at the Harry Belfore School Gymnasium to the west, of the Centre, in the event that the building cannot be re-entered after the evacuation. Parents will be called to pick-up children. Unexpected program closure (i.e flooding, no water, no heat). Parents will be notified by Email, phone call and radio notification. The expected reopening date will be relayed to parents through email as soon as possible. Centre will seek alternate locations for the program to operate in, if closure is for more than 1 week. Currently the Centre is with the Grande Prairie Public School District who may be able to find a suitable temporary location (pending licensing) in the event that the Centre's current location is unusable for more than one week. In the event of an intruder on program premises, police will be notified immediately as well as parents. The GPPSD follows an Hour Zero Program that the Centre will be participating in. There will be practice drills done throughout the school year. In the event of an illness/injury requiring emergency health care and/or requires the child to remain in hospital overnight the child will be attended to immediately. Educator/Director and parents will be notified, and an ambulance will be called if needed. Director will ensure that child/ Educator ratios are met during the event. In the event that there was an error in the administration of medicine by a program Educator or volunteer causing serious injured or ill and requiring emergency health care and/or requires the child to remain in hospital overnight, the child's parents will be notified immediately and information will be collected, to determine the need to transport child by ambulance to the hospital. In the event that a child is left on the premises outside of the program's operating hours, child welfare will be called to pick up the child. A note will be left on the front entrance of the Centre, to inform parent of who has custody of the child, and contact number for child welfare. In the event that an unexpected absence of a child from the program, as in being lost or missing, police and parents will be notified immediately. Intake reports will be taken from all Educator and individuals who may have information concerning the child and the event. In the event that there is an allegation of physical, sexual, emotional abuse and/or neglect of a child by a program Educator member or volunteer, the Educator or volunteer will be excused from her duties immediately, and an investigation will be conducted. In the event of a commission by a child of an offence under an Act of Canada or Alberta, the parents will be notified immediately. Educator will prepare report for parent, for presentation to the police, if issue was not dealt with directly after the offence was committed. Child, Educator and parents would discuss a solution and consequence suitable to the development of the child and the situation. In the event that a child is removed from the program by a non-custodial parent or guardian without permission from the parent or guardian, our policy requires that parents be contacted for permission, in the event that a non-custodial person wants to remove child from the Centre. In the event that it was immediately confirmed that a non-custodial person had removed the child the parent and police would be notified. In the event of the death of a child while in the care of the Centre, all emergency personnel, Parents and Police will be contacted. All accident/incident reports and government critical incident reports are analyzed monthly and discussed at Educator meetings. A prescribed form is submitted on an annual basis to the regional childcare office. Accident and Illness Policy Parents will be notified immediately In the event of an accident or serious illness involving a child at the Center: 1. Attend to child 2. Alert another Educator to ensure that other children are adequately supervised and Staff to child ratios are met 3. Administer first aid and/or call 911 for an ambulance if needed, Educators are not to transport children to the hospital 4. Comfort the child and move other children to a different area. 5. Inform the Director or Acting Director (designated Educator) 6. Contact parents immediately to pick up their child to take them to the hospital or meet them at the hospital depending on situation. If ratio allows, an Educator will accompany child to the hospital and bring the child's portable record of information with them. 7. If the accident or illness meets the criteria for a reportable incident, notify regional child care office immediately. Complete and submit CFS incident report form and send (email, fax) to child care licensing within 24 hours 8. Educators who were present when the incident occurred, are to provide a detailed written account of the incident from their perspective, including what they were doing at the time of the incident and how many other Educators and children were in their group at the time of the incident. 9. Complete all other internal report forms 10. A designated Educator will also contact the child's parents for updates on the child's condition. If needed throughout the evening hours. 11. In house accident /illness/incident forms will be reviewed on a monthly basis as they are being filed and analyzed for any similarities or common occurrences that could have been avoided. These reports will also be discussed at monthly Educator meetings for ideas on how to prevent them from occurring if possible. In the event of a minor accident/incident, Educators will fill out an incident/accident/illness report form and have it signed by the parent at pick-up or call ahead by phone if the incident/accident has left the child very upset or with a noticeable wound. The Director will also review and sign the report. If the parent requests a copy of the report, it will be provided to them. Educator Accident: 1. Alert another Educator to cover in ratio if Educator that is hurt is in ratio 2. Inform Director and any other co-educators affected immediately 3. Seek medical attention if necessary and complete WCB forms if required 4. A report is needed from any witnesses to the accident. Potential Health Risk A child who is ill, must not be brought to the Child Care Centre. The definition of an ill child according to The Child Care Licensing Regulation is a child who: 1. Is vomiting, has a fever ( i.e an oral temperature of over 100°F or 37.8°C, normal temperature is 98.6°F or 37°C.) , diarrhea or a new or unexplained rash or cough; 2. Requires greater attention than can be provided without compromising the care of other children in the program; or 3. Having or displaying any other illness or symptom that the Educator knows or believes may indicate that a child poses a health risk to persons on the program premises In addition, the program requires that children be kept home if they exhibit the following symptoms: 1. Has an eye infection (Conjunctivitis (Pink Eye) that is not being treated by medication. The eye looks red and tender, with some burning, itching and may have a thick yellow discharge 2. Is suffering from a severe cold - the child is fevered, severe coughing and discharge from the nose 3. Is afflicted with a communicable disease - some examples are: chicken pox, mumps, rubella, red measles, strep throat, head lice, etc. A physician must diagnose the child and the parent must report to the director the diagnosis and when the child can return to the program 4. Is not feeling well enough to participate in the program, including outside play The Educator will monitor children for signs and symptoms of illness by observing them for any signs of unusual behavior or appearance. This will include, taking the child's temperature with a forehead scanner. When an Educator knows or has reason to believe that your child is exhibiting the signs or symptoms of illness as indicated above, we must ensure that parents/guardians arrange for the immediate removal of the child from the program premises and that their child does not return to the program premises until the Director is satisfied that the child no longer poses a health risk to persons on the program premises. A statement of health may be requested as evidence that the child has been seen by a physician. During times of outbreak children and employees of the Centre will be asked to stay out for up to 48 hours symptom free. NOTE: With any of the above noted conditions, we ask that parents arrange to see a physician as soon as possible. Once diagnosed by a physician, we ask that the parents report this diagnosis to the program immediately. The program will post information sheets about any illnesses, in each playroom, as soon as a diagnosis is made and confirmed by a doctor. When a parent fails to pick–up a sick child, as required by child care licensing regulation, Educator will continue to call parent and or emergency contact until someone can be reached. The child will be made comfortable and will be kept as far away as is practicable from the rest of the children. In the event that the child's condition becomes more serious, emergency medical attention will be sought and the procedures for reporting incidents of this nature will be followed. A child may return to the program premises when the Director is satisfied that the child no longer poses a health risk to persons on the program premises. Acceptable evidence allowing a child's return to the program premises includes the parent providing a written notice from a physician indicating the child does not pose a health risk to persons on the program premises or the child has been symptom free for 24 hours. Children may also return to the program when the following conditions are met: 1. The cold is mild and the child has no fever and is eating and sleeping well 2. The child has a type of infection, but the child has taken an antibiotic for twenty-four hours 3. The child's rash is not contagious 4. The child has a loose bowel movement, because of something the child ate or because of medication that he/she is taking and /or teething has been diagnosed. 5. Has been treated with an appropriate treatment and is clean of nits (Head lice) When an Educator knows or suspects that a child may pose a potential health risk they will record and document their illness on an Incident/Accident/Illness form. This form will indicate the child's name, date the child was observed to be ill, name of Educator who observed that the child was ill, time the parent was initially contacted, name of Educator person who contacted parent, time child was removed from program and the date child returned to program. Parents will read and sign the form on leaving Centre or returning to the Centre. Parents are advised about the program's management of children who are ill, in the parent handbook that is provided to them when children are registered at the program. Supervised Care for Sick Children If a child is sick and waiting to be picked up and taken home, he/she will be laid down and/or made comfortable, on a sleep mat (supervised by a primary Educator familiar to child) as far away as is practical from the other children, until the parent/guardian arrives to pick them up. The child may be kept in the office, with the director or assistant director if they are available to supervise. Administration of Medication All of the following requirements will need to be met prior to administering children medication: 1. All medications must be in their original labeled containers 2. All prescribed medications need to be clearly labeled with the name of the physician and child and dosage instructions 3. All medications need to be administered according to labeled directions 4. Parents will be required to sign a medication form giving their written consent to administer medications 5. Educator will ensure that the following will be recorded on medication forms where medication is administered to a child: the name of the medication, the time of administration, the amount administered, and the initials of the Educator who has administered the medication 6. All medications will be stored in a locked container that is inaccessible to children, with the exception of emergency medications, which will be stored in a place that is inaccessible to children, but easily retrieved in the event of an emergency classroom emergency backpack Health Care Children requiring specialized health care (other than regular medication) will only have medications administered by a professional or an Educator who has been trained in administering that type of health care. The Educator responsible will require documented evidence of their skill or training and record will be kept in their file as well as that of the child's file. Written permission must be obtained from the parent. The program will provide or allow for the provision of health care to a child only if the written consent of the child's parent has been obtained, or the health care provided is in the nature of first aid. Health care that is provided and is in the nature of first aid will be administered by an Educator with a valid first aid certificate and to the best of their abilities. A written report be given to the parent/guardian and a signed copy will be filed in the child's administration file. Health care services that are outside the scope of the program will have obtained written consent from the parent /guardian and filed in the administration file of the Child. The consent will cover: 1. When a child is involved with a service 2. Which service & scope of service 3. Supervision of child if treatment is away from regular class activities, but remaining on program property in the care of the special service provider. Smoking The facility and property are considered a non-smoking environment at all times. Smoking is prohibited where Educators are caring for children, including field trips and casual outings off the property. Out of sight of the children and off GPPSD's School premises would be considered a designated smoking area. Nutrition The program provides meals and snacks to the children. The program ensures that each child receives sufficient nutrition by following the criteria established in the Canada Food Guide and by making sure adequate quantities of food are prepared for each meal or snack. The Employees that are responsible for the food storage and preparation has completed a foodhandling course. These procedures ensure that hot foods are kept hot and cold food is kept cold at all times. Parents who do supply all food and/or formula for their young child are in clearly labeled containers and/or bottles. Educators and parents will discuss child's feeding schedules and when the child will be introduced to the program's menu if no allergies are present. No beverages are left with children during nap times. Special provisions will be made for children with special diets or food allergies. Allergies are posted in all rooms and also in the kitchen. Special diets are noted and an alternate meal will be made available or will be supplied by parent. We will promote an environment through encouragement to experience cultural and unique foods. The program is also peanut and nut free. Program feeding schedule 1. 8:30 – 9:30 am snack (min 2 food groups) open for arriving children 2. starting at 11:00 for babies, 11:00 – 12:15 all other groups Lunch (all food groups) children are given all the time they need to eat 3. 3:00 pm snack( 2 food groups) 4. 5:30 pm snack if children request Manner of Feeding Children will be required to stay seated at tables while eating and drinking. They will be encouraged to try the foods that are available and to socialize in a relaxing environment meal and snack times. Children will receive assistance where needed, that is appropriate to their age and level of development. Children in the baby room are fed in chairs/individual feeding chair with trays. When infants and toddlers require bottles or sippy cups for naptime, the bottle or sippy cup will be removed once the child is sleeping. Children's Record's In respect of each child attending the program, the following confidential records will be kept up to date and maintained on the program premises: 1. Completed enrollment form which includes: the child's name, date of birth, home address, parent's name, home address and telephone number, and the name, address and telephone number of a person who may be contacted in the case of an emergency 2. Copies of developmental assessments 3. Letters or notes given by the parents 4. Medication forms which will include, parent request, written consent from the parent and the name of the medication, the time of administration, the amount administered and the initials of the person who administered the medication. 5. When a child is involved with a service outside the scope of the program. 6. Consent form when a child needs to be treated away from regular programming activities, but remaining on program premises in the care of the special service provider. 7. Any relevant health information including child's immunization, allergies, and the particulars of any health care provided to the child including the parent's written consents. 8. Copies of incident/accident/ Illness reports 9. Updates of subsidy notices 10. Other pertinent information deemed important by the Executive Director 11. Agreements, Waivers and Consent forms All information will be kept in the child's file for the duration of their enrolment and two years thereafter. Parents are responsible to notify the Director of any changes relating to their child's registration. Children's files are reviewed and updated regularly (new form sent out minimally once per year) to ensure all information is relevant and current. Children's files are available for inspection at all times to the Director and to the child's parents at reasonable times. Administrative Records The following confidential records will be kept up to date and maintained on the program premises: 1. Particulars of the daily attendance of each child, including arrival and departure times; 2. Particulars of the daily attendance of each primary Educators, including arrival and departure times and hours spent providing child care and planning time 3. Evidence of the program supervisor's or Educators Alberta Staff Qualification Certification 4. Current first aid certificates for program supervisors and each primary Educator as required. These are also posted outside of child care classrooms; 5. Verification of a current criminal record check, including a vulnerable sector search, is required and updated every 3 years. Will also include who reviewed the criminal record check and the date it was received. All Employees and Volunteers 6. Letters from the Executive Director and/or Board to the Educator 7. Income tax forms TD1 8. Resume 9. Signed Oath of confidentiality for all Employees and Volunteers 10. Documentation including receipt as to Professional Development fund spending 11. Other information deemed important by the Executive Director Educators are responsible to notify the Executive Director of any changes relating to their personnel records. Educator files are reviewed and updated regularly to ensure all information is relevant and current. Educator and children's daily attendance sheets will be maintained on the program premises for a minimum period of 2 years. Volunteers will also record monthly attendance at the program. Portable Records The program will maintain a portable record of emergency information for each child. This will be kept in an easily accessible location. (in a back-pack, for each child care classroom, in a location that the Educator can quickly and easily reach.) The portable record of emergency information will include; the child's name, date of birth and home address, the parent's names, home address, home address and telephone numbers. The portable record will also include alternate contact information for a person/s who can be contacted in case of an emergency if parents cannot be reached. This will include the emergency contact's name, address and telephone numbers. Individual emergency cards will also include any other relevant health information pertinent to the child including the child's immunizations, allergies and health issues, if any. Included with the portable records, will be the telephone numbers for the local emergency response services and poison control. Emergency Procedures Evacuation plans are posted in each classroom and at the main entrance to the program. Emergency evacuation procedures are reviewed with Educator upon hiring. Monthly fire drills are practiced to ensure children are familiar with the procedure in the event of a real emergency. During the winter months children are educated and review the procedures, but may not physically evacuate building due to weather. The Centre will participate with the practices and procedures of the Hour Zero that the GPPSD recognizes. There are practices and Drills throughout the School year. In the event of a fire or necessity to evacuate of the program premises Educators will relocate with the children to Harry Belfore School Gymnasium, bringing with them the children's portable records. We are included with the agreement held by the GPPSD. It is open during childcare hours and no key is required. Once outside, at a safe distance ( muster point west side of School through Centre's playground gates beside School's storage shed)from the evacuation site, Educators will do a roll call to ensure that all children are accounted for and will report to the School's command Leader using visual props supplied in the Hour Zero Package. Parents will be notified, by using the contact numbers provided on the children's portable records. They will be asked to pick up their children from Harry Belfore School, if it is not possible to return to the program after the evacuation. POWER/WATER FAILURE: Power Interruption: 1. Director or alternate will inquire about duration and failure 2. If interruption is longer than 4 hours call parents to come and pick up children Water Failure: 1. Confirm whether there is a water main break somewhere 2. Contact caretakers of building to report problem (number is posted at front entrance) 3. If water supply is not available for longer than 2 hours call parents to come and pick up children Supervision Policy and Procedures We strive to provide effective supervision to the children at all times. Effective supervision promotes an environment where a child can feel safe, secure and respected by all and promotes positive interactions for learning. This also promotes the children's overall well-being. Interacting and engaging in play, both indoors and outdoors, with the children, will help in planning activities that interest the children and promote developmental growth. This will also provide opportunities to talk about playing safe to avoid harm. Effective supervision reduces the risk of harm by preventing injuries and accidents. It promotes positive, responsive and intentional learning environments. Effective supervision requires Centre Educators to be involved, engaged and familiar with the children in their care. If Educator would like to have a copy of the center's policy on supervision, they can ask the director who will provide them with a copy of the policy. Copies are Emailed to Employees upon hiring. GUIDELINES: Educators should be involved and familiarized with the children that are in their care. They should be observant for patterns that can affect the balance in the child care classroom or outdoor play environment. Toys, equipment and furnishings should be arranged in a manner to promote effective supervision both indoors and outdoors. Educator is expected to maintain minimum staff to child ratios at all times, and exceed them when extra Educators are available. Only when ratio allows, should Educators carry out activities that draw their attention away from the children. Co-educators should be notified when an Educator will not be actively supervising the entire group while engaged in housekeeping, phone calls etc. Educator is expected to be familiar with staff to child ratios and max group sizing as well as the program's policy on supervision. Interacting and engaging in play with the children will help in planning activities that interest the children and allows the opportunity to talk about staying safe during play as events occur. We will regularly evaluate and assess supervisory practices with Educators, to ensure that we are meeting the needs of the children in our program. Potential safety issues and how to minimize them, are reviewed during weekly planning sessions and monthly Educator meetings. PROCEDURES: * Educators are asked to complete all required checklists and notify Director of any hazards that they cannot rectify or fix themselves. * Do head counts periodically throughout the day and more often during and through transitions, also more often during times were children are arriving and departing when there are more parents coming and going. * Educators are required to supervise the children at all times and ensure that they will not be left in an unsupervised area. Children are given flexibility with age appropriate behaviours (three year olds use washroom by themselves, four year olds may remove him/herself to quiet area for self-reflection). Tots will be supervised in the washroom area at all times. The washrooms in the Junior and Senior rooms are single user and entrance is visible within the classrooms, where the Educator will supervise from, unless needed directly in washroom to assist. * Position themselves and equipment (through well designed play learning environment that foster the best development opportunities for a child's development) so that it allows for best view of children in your care, so you can see potential problems quickly or be proactive by engaging in communication quickly before issues develop. * Ensure that records of when children arrive and depart are updated and completed periodically throughout the day. (this can be done when Educator signs themselves in and out through the day). The Educator should know at all times the number of children that are present in their group. When an Educator leave at the end of their shift, prior to sign themselves out, it is expected that they review the children's attendance sheet in their room and update, if parents have forgotten to sign children out. If Educator cannot recall seeing a parent leaving with child, a phone call needs to be made to parent to verify the time the child was picked up prior to the Educator indicating this on the children's attendance sheet. * Doors to the classroom should be kept closed at all possible times ( child gates are available) and when children are visiting in another classroom, make sure that Educators are aware of the visitor. Visiting Babies need to be accompanied by a Visitors Key that contains emergency portable information; name date of birth, parent's names and contact numbers AB health number and any allergies /health issues and need to be signed in on the visitor's sheet. All other children will have duplicate emergency cards available within that classroom. * Educator should avoid carrying out activities that take their attention away from the group of children e.g. Phone use, vacuuming, files, when in ratio. * Ask for identification when unfamiliar persons are picking up children. Verify with parent and/or child's file before releasing child to someone else. * Establish simple, age appropriate classroom rules that are positive ("indoors we walk") and simple that reinforce safety and respect to all in Centre. * Monitor for children's health, by being watchful for early signs; fever, illness, or unusual behaviors, inform parent. * In the event of an incident that has injured the child physically or impacted the child emotionally, but is not of a serious life threatening nature a quick phone call to the parent should be considered. WORKING ALONE: * When working alone, Educator should engage themselves directly with the children and be situated in a manner where they can still see and verbally engaged with children without the need to shout across the room. * Plan for this part of the day to ensure that developmentally appropriate and centers of interest are available for the children present. * In the event that Educator do need to collect some supplies, (toilet paper cloths, playdough making, extra toys etc.) they will need to bring all children with them (try and get these things done before the 2nd Educator leaves for the day) * Educators are directed to close centers when they feel that they are not able to supervise or have a good visual on the happenings within that part of the room or play center. * Reduce lively play to where you can be directly involved only. * Maintain communication with other parents during drop off and pick up, however keep it brief. * Combine with the next room when numbers allow. * Under no circumstances should Educators have their back to the children or be engaged in an activity that reduces their sight or hearing (vacuuming, playing in a tent etc.) * Keep doorways open to hallway, so that Educator can be heard if they need to call out for help. * In the event of an emergency where a child is injured and cannot be moved, send a child (where developmentally appropriate i.e. seniors and juniors) to get help in the next room. FIELD TRIPS/OUTINGS: * Additional Educators are need to be arranged for, or a reduced staff child ratio, for all Fieldtrips and Casual outings. * No Educator members shall leave the center's premises with more than 2 children. Exception when picking up or dropping off children to school bus. * At all times, Educator know how many children are at play/outing in the group, # of children and names, adding and deleting as children arrive and depart with parent/guardian/caregiver. * When additional Educator, volunteers, or parents are used, on the fieldtrip or casual outing these persons should stay to the middle of the group. * Primary Educators at to be at the beginning and end of the group. Children should walk in a line or in pairs unless an adult is in-between them. When walking and crossing streets, the group needs to stay together at all times. * Every attempt will be made for additional Educator or volunteers to be present for field trips/outings or at minimum a reduced ratio per age group size. * No child shall be transported in personal vehicle, only on public transit busses, hired bus or by walking to destination. * Before leaving for a Casual outing or field trip children are given information about the where, when's, how, and whys of the outing, and all that are going will be given a review on safety rules (crossing streets, staying together etc.). * Head counts are done consistently when on field trips and casual outings to ensure that all children are accounted for. * Before leaving and upon return from community playgrounds, field trip destinations and Centre's playground Educators are to do another head count/roll call from list of children's names that they bring with them. When all children are accounted for the group may proceed inside the program. In the event that the group is getting on a bus, this roll call will need to be repeated at each transition, till arrival at centre. Educators should locate themselves at the front and rear of group so that entire group is visible during the roll call and transition time. * Another head count is completed upon arrival into child care classroom in Centre by Educator who has list of children's names. Parents are informed about the supervisory policy with-in the Parent hand book, which they receive at time of registration. Parent handbook is also available on line at www.abrightbeginningchildcare.ca OUTDOOR PLAY SPACE * First group out, one (1) assigned Educator is to access (without children) play space to complete Outdoor Safety Checklist, initialing and dating. All other groups need to verify that this has been completed prior to taking their children into outdoor play space. In the event that play space is unsafe, inform director if Educator cannot correct/remove hazards. * When getting ready to leave Centre for outside play, a list of children's names is prepared by the Educator before leaving the room. To minimize wait time for children one Educator will proceed with a group of children when they are dressed for outdoor play, maintaining the staff to child ratio at all times. The first Educator out will take the portable records and back pack with them. The last Educator leaving the classroom will bring the list with the children's names on it. At the end of the day, if class is still outdoors this list is then to be given to closing Educator, with all amendments (arrivals and departures). * At all times Educator should know how many children are in their group in outdoor play space, adding and deleting from attendance sheet as children arrive and depart with parent/guardian/caregiver. * One Educator to supervise (may be accompanied by children) large group, be observant for potential problems or safety concerns and pick-up garbage as necessary. All other Educators are interacting and following all licensing requirements (supervision, out-door play space, ratio's etc.), Best practices and encompass Accreditation Standards with smaller groups or individual children's interests. Outdoor play-time is to be planned time which is included on weekly programming sheets. * Last group of day in center's playgroup is responsible to put toys away, tricycles stacked in shed, any equipment that should not be rained on or is inside equip./toys will be brought into center. Gates and shed should also be locked. * Returning indoors from center playground. Caregivers should locate themselves at the front and rear of group so that entire group is visible during the roll call and transition time. Take roll call from list of children's names that was prepared and up dated during outdoor time prior to leaving outdoor play space. Once back inside the program another roll call should be completed again to ensure that all children are accounted for. Nap Time POLICY: Nap time routines. There should be regular routines for each room to follow during nap/quiet time. GUIDELINES: Children should have a regular routine for nap time for their day to run smoothly with the rest of the day. With exception, the Baby room, where it might be necessary to nap a child due to personal needs in the morning. Children still need to be visible with the Educator at all times so placement of their nap time mats should be in clear view and be in compliance with government regulations. Proper bedding should be placed on the mats and washed weekly. When stored, mats should be placed in container supplied and labelled with child's name. Quiet music can be played to ease child to sleep as well as to drown out exterior noise from the Center to make for a pleasanter sleep time experience for the children. Room Educator will discuss during orientation and periodically with parents/guardians the individual needs of child/children's sleep needs. Each room shall post /orientate and evaluate their individual class room routine as needed, with changing children's needs and new Educator. PROCEDURES (All ROOMS): - Bedding for naps should not be set out too early for sanitary reasons for some children it may cause unneeded stress, about nap. Children will wash their hands, brush teeth, and use the washroom or if diapering is needed, will be done before. Children could also assist in setting out their own beds. - At 12:30 children are given the option to do a puzzle, read a book or a relaxing activity. - Room darkened no sooner than 12:45pm with exception to Baby room, which may be sooner. - Children that do not fall asleep within 20- 30 minutes, will be allowed to get up and have a choice of quiet activities such as puzzles, reading books, play dough, coloring, or one centre may be opened with-in the room that promote quiet play. - If a child should wake before nap time is over, they will join the children awake and choose an activity as well. - Educator will do their best with children that have restrictions on the duration of their sleep time by waking them gently, and then allowed to play at the table with the other children. - Educator are encouraged to sit beside a child/children on the floor (no lying down beside the children) to rub backs. - If there are days the Center is short in Educators, nap time will be extended if all children are sleeping to ensure the room stays in ratio. Sanitizing Procedures/ Toy washing DAILY TASKS - Toys that can be put through dishwasher should not have batteries or be battery operational. - House-keeping toys and nobs/handles. - Small blocks/manipulative building sets in the rooms where children are still putting them in their mouths (tots, babies) weekly in other rooms (Jr. Sr.). - When cleaning tables and chairs after meals/snacks, do not spray cleaner/disinfectant if child/children are still sitting at table, spray into a clean cloth and wipe. WEEKLY TASKS Disinfecting as per room task list: - Cloth coverings pillowcases chair covers, Dress-up cloths. - Larger equipment (table legs/under edges chairs dividers shelving). - Bedding and mats. - Wooden and battery powered toys and equipment should be hand wiped with a rag that is wet with disinfectant which is to be mix as per directions on disinfectant directions, to a strength of 200 p.p.m active QUAT. Disinfectant is to be mixed in a labeled spray bottle, in the class room which is kept out of the reach of the children. Testing strips available in kitchen (we are at present using Airx 15 which is mixed 1 part Airx15 to80 parts water). - Dampen/wipe toys/equipment using disinfectant cleaner - Allowing to air dry this includes toys that have gone through dishwasher. - Replace toys on shelves in an eye appealing order, sorted (puzzle pieces in there puzzle trays). - No aerosol disinfectants are to be used when children are present. IN THE EVENT OF ILLNESS: 1. Wash all bedding and vacuum room thoroughly (with a fresh bag) for head lice 2. When classroom has more than 2 children with same symptoms in a 24 hr onset, educators will step-up sanitizing responsibilities on all touch areas. 3. Disinfect cubby of specific child and adjacent cubbies 4. Disinfect surfaces such as equipment and shelving where children put hands often. 5. Post information sheet about any illnesses/communicable diseases in each room 6. Follow potential health risk policy for exclusion guidelines Video Materials POLICY: The Board and Educator believe that children should have the opportunity to view video material as part of their programming. DEFINITION: Video material includes film nonfiction/fiction viewed on a television within the classroom, non-fiction information on internet which is viewed on laptop and going to the movie theater. GUIDELINES: - Before children view, an adult has previewed the material. - A ll material is developmentally appropriate, unbiased and culturally sensitive. - All material is non-violent and does not contain sexually explicit material. - Educator will view material with children, opening opportunities for further discussion and use of information for room activities and center development. - The video material is used to expand on children's interests. - Alternative activities are available within the classroom during the viewing time. - The use of video material is limited to once monthly, with exceptions granted by program Director. - Parents will be informed when children view video material and its content. Technology POLICY: The Board and Educators believe that a child can gain knowledge and skills (fine motor eye hand coordination) if given the opportunity to experience the use of our world's technology, primarily the computer. GUIDELINES: - Child development worker previews computer games for content and to establish developmental appropriateness before introducing to children. - All computer games are unbiased and culturally sensitive. - Content of games is non-violent with no sexual connotations. - An adult continuously monitors computer station and interacts with children as needed to guide appropriate use and monitor time limits. - Maximum of 30 min. per day per child Products POLICY: The board and Educators support a non-toxic environment, which is free of, fragrances, aerosol cleaners and products that children may have sensitivities to. This includes products used with children for experiences. GUIDELINES: - All cleaning/disinfecting products are used in pump spray bottles and are diluted to the recommended strength. - Art and craft products are non-toxic. - Traps are used for unwanted pests when needed. Traps are placed in locations that are inaccessible to the children. - City will post a notice when and if outdoor play areas will be or have been sprayed. No access for children for a min. of 3 days after spraying. - Educator will refrain from wearing perfumes and heavily fragmented products. - The dishwasher chemical is stored in a securely latched cupboard. - Oil diffusers are not permitted Diaper Changing PROCEDURE: - Wash hands - Check to make sure that all supplies needed are ready and within easy reach: fresh diaper, fresh damp wipes, bag for diaper disposal, disposable gloves. - Insure that change table is free of all clutter and disinfected - While holding child away from your body, lay child down (if child is not laying still fasten child with safety belt). Talk and exchange verbal conversation about what you are doing with the child. - Remove soiled diaper and put in plastic bag or package together and dispose of in designated container. Disposable gloves may be used. - Clean child (from front to back) with pre-moistened towelette and dispose in designated container. - If child needs to be washed completely, use running water, disinfect sink immediately after you are finished diaper child. - Use clean applicator or Q-tip to remove ointment from containers, apply ointment and discard applicator. - Diaper and dress child - Wash child's hands and return child to previous activity - Spray disinfectant onto diaper changing area - Wash your hands with running water and soap - Clean and wipe all of the diaper changing area, equipment and or supplies touched. - Wash your hands again with soap and running water.	<urn:uuid:daee206c-1f9d-41ec-bec3-502096cf6514>	CC-MAIN-2020-40	http://www.abrightbeginningchildcare.ca/pdf/policies/2020%20Program%20Licencing%20Policies.pdf	2020-09-21T10:00:22+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00179.warc.gz	145,902,441	11,838	eng_Latn	eng_Latn	0.960869	eng_Latn	0.998946	[ "swe_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 102, 2767, 4945, 7424, 9915, 12672, 15237, 18237, 20719, 23308, 26036, 28149, 30575, 32388, 34777, 37030, 39303, 42478, 45373, 48135, 51244, 53706, 55719, 57479, 59576 ]	[ 3.171875, 2.125 ]	2	3
Pupils' Misconceptions in Mathematics One of the most important findings of mathematics education research carried out in Britain over the last twenty years has been that all pupils constantly 'invent' rules to explain the patterns they see around them. (Askew and Wiliam 1995) While many of these invented rules are correct, they may only apply in a limited domain. When pupils systematically use incorrect rules, or use correct rules beyond the their proper domain of application, we have a misconception. For example, many pupils learn early on that a short way to multiply by ten is to 'add a zero'. But what happens to this rule, and to a child's understanding, when s/he is required multiply fractions and decimals by ten? Askew and Wiliam note that It seems that to teach in a way that avoid pupils creating any misconceptions … is not possible, and that we have to accept that pupils will make some generalisations that are not correct and many of these misconceptions will remain hidden unless the teacher makes specific efforts to uncover them. (1995: 13) According to Malcolm Swan Frequently, a 'misconception' is not wrong thinking but is a concept in embryo or a local generalisation that the pupil has made. It may in fact be a natural stage of development. (2001: 154) Although we can and should steer clear of activities and examples that might encourage them, misconceptions cannot simply be avoided (Swan 2001: 150). Therefore it is important to have strategies for remedying as well as for avoiding misconceptions. This paper examines a range of significant and common mathematical mistakes made by secondary school children. Descriptions of these mistakes are followed by discussions of the nature and origin of the misconceptions that may explain them. Some strategies for avoiding and for remedying these misconceptions are then suggested. The paper ends by relating some general features of the recommended strategies to the educational theories of Jean Piaget and Lev Vygotsky. Misconceptions 1 and 2: Algebra 3m + 6 = 9m 11 The type of error highlighted in the heading for this section arose in each of the three classes to which I have taught algebraic topics. There are at least two misconceptions that could explain this kind of error: (1) that letters represent objects rather than numbers, (2) that an answer should not contain an operator symbol such as +, –, x, or ÷. Both misconceptions are discussed in the following paragraphs. I encountered the error of simplifying, say, 3m + 6 to 9m in two different mathematical contexts. These contexts were: (i) expanding brackets containing an unknown and (ii) simplifying expressions by collecting like terms. Although pupils in one class were only asked to remove the brackets from expressions such as 3(m + 2), and not to simplify, some pupils attempted such simplification. The result was that many who correctly expanded 3(m + 2) to give 3m + 6, went on to incorrectly simplify this to 9m. Being aware that such mistakes often originate in the misconception that numbers represent objects (discussed below), I did everything I could to avoid encouraging such a belief when teaching the collection of like terms. I strongly emphasised the fact that letters represent numbers. In keeping with this, I read 3m as three-lots-of-m; making it clear that 3m involves multiplying 3 by m (or m by 3) and therein implying that the letter represents a number. The group coped reasonably well until they met examples such as 2m + m + 6. Many pupils would have responded to this with 9m rather than the correct 3m + 6. Although several pupils were helped by my repetition of such mantras as "adding six is different to adding six-lots-of-m," many pupils persisted in this kind of error. Misconception 1: Letters as Objects After this lesson the normal class teacher and a second observer suggested that perhaps I would have had more success with a different 'more concrete' approach. Both recommended that in future I use what others have called the 'fruit salad' approach (Tirosh et al. 1998). This approach involves reading 3a + 2b + b + 4a as 3 apples plus 2 bananas plus a banana plus 4 apples, which naturally becomes 7 apples plus 3 bananas or 7a + 3b, which is correct. Unfortunately this would have helped least where I needed help most, and it would also have encouraged the same mistakes! As Doug French points out, if k is interpreted as kangaroos, when faced with the expression 2k + k + 4, the students' "instinctive thought is likely to be '4 what?'. And the obvious answer is 4 kangaroos, giving 7k altogether" (2002: 11). This is not the only problem that can arise from thinking of letters as representing objects. If a and b represent apples and bananas, then what does ab mean? Indeed, if letters are used in this manner and we are asked to convert the equivalence a week is seven days into a mathematical formula relating days and weeks, we could easily be led to w = 7d rather than d = 7w (where w is the number of weeks, and d the number of days, in a given period). Given the popularity of the fruit salad approach among teachers at the school in question, I would not be surprised if such a misconception was the underlying cause of much of the confusion on the topic of expanding brackets. However, my experience with the collection of like terms led me to search for other possible explanations for such errors. Misconception 2: Operations vs Answers My conclusion, confirmed by the literature (Tirosh et al. 1998), was that a large part of the problem lay in the fact that to many pupils 3m + 6 does not look like an answer. The presence of the operator symbol, +, makes the 'answer' appear unfinished. In short, pupils see such symbols as +, –, x, and ÷ as invitations to do something, and if something is still to be done, then they ought to do it. If we have to remove the symbol by doing what it tells us to do, in this case adding, it is only natural that 3m + 6 should become 9m. Readers who find it difficult to understand this tendency may like to consider their own response to the following statement Most people respond differently to the two sides of this equation. The left-hand-side looks like a question, namely "What is three divided by forty?" The right-hand-side, however, is not a question but simply a fraction: three fortieths. In a sense these are just two different ways of writing the same thing, but this may also be seen as revealing that in both arithmetic and algebra some expressions lead a dual existence as both process and product. 3m + 6 can be seen as a set of instructions for calculating a numerical value, but also as mathematical object in its own right (French 2003). The resistance to accepting 3m + 6 as an answer is easily understood. In ordinary arithmetic it is always possible to remove the operator signs (unless there are infinite in number), and the final answer has not been reached until they are all gone.. Strategies and Remedies For reasons that should already be clear, despite its obvious appeal the 'fruit-salad' approach seems best avoided. It may also be possible to over use 'realistic' contexts in the early stages of teaching algebra, as such contexts often lead us (and textbook authors) to use letters in ways that might invite a letters-as-objects interpretation (m means miles, h means height and the like). In the place of such 'realistic' examples, I would suggest using number puzzles, tricks and games. Pupils find these very engaging and algebra can be a very powerful tool for solving and explaining in these contexts. In my more recent teaching of collecting like terms, I began the topic with a 'think of a number' trick, requiring a sequence of mental operations. When the results were collected in, nearly everyone got the same answer. Those who did not were quickly helped to realise their mistakes. Algebra was then introduced as a tool that could explain why this happened, why it is that we could all start with different numbers, but all reach the same final answer after performing the operations in question. The topic of collecting like terms fits neatly with such tricks, as the simplifications work 'whatever numbers the letters represent', just as in the trick everyone reaches the same answer 'whatever number they start with'. After working through some examples on the board, including some of the problematic form 2m + m + 6, I stopped to ask the class what is 'funny' about the answer 3m + 6. The class immediately volunteered that it is funny because it contains a plus symbol. After commending this response, I briefly commented that "this happens sometimes in algebra", and set the class to work through some questions for themselves. When one student became stuck on a question of this form, all I said was "It's another of those ones with a funny answer" and he immediately knew how to continue. Another useful approach with students who have already made such errors is to substitute a particular value (or values) into the two expressions believed to be equivalent (French 2002: 12). This approach has the benefit of bringing about a "cognitive conflict" (Swan 2001). On the one hand the pupil believes that the two expressions are equivalent, on the other they can see that they give different results when values are substituted into them. In this situation the pupil can see that something has to be wrong, and can even be invited to explain and resolve this conflict for him- or herself. Even if the pupil is unable to resolve this conflict, the awareness of it is likely to make him or her more receptive to resolutions offered by the teacher or by other students. Substitution seems especially powerful in communicating equivalence (and the lack thereof) when each of a set of values is substituted into the expressions in question. Two expressions are equivalent if, and only if, they give the same result for all values that we choose to substitute. Misconceptions 3 and 4: The Equals Sign Equals as Makes / Equals as a Logical Connective The first misconception to be discussed in this section has been present in almost every class I have taught or observed, including high and low attaining groups in all years. One instance occurred in a Y10 lesson on finding fractions of a quantity. Students were taught a standard method for tackling such problems as "Find ¾ of 16" The method is to first find ¼ of 16 (by dividing 16 by 4) and then multiply the result by 3. In solving this problem, several pupils in the class would have written the following: 16 ÷ 4 = 4 x 3 = 12. While the answer reached is correct, the written statement is not. That statement (unlike the pupil) asserts, among other things, that 16 ÷ 4 = 4 x 3, which is equivalent to asserting that 4 = 12, which is clearly false. The same problem occurs with any two-step calculation. A similar but importantly different error is often seen in algebraic contexts, Doug French points out that "it is common to see erroneous statements like: 3x – 5 = 7 = 3x = 12 = x = 4" (2002: 14). Again, this statement asserts both that 12 = x and that x = 4, and therefore entails the falsehood that 12 = 4. Both of these mistakes can be explained in terms of alternative interpretations of the equals sign. Misconception 3: Equals as Makes The misconception behind the first kind of mistake is well summarised by Candia Morgan, who observes that there is a persistent use of an 'operator' concept of the equals sign by students at all levels which suggests that it is fulfilling a material rather than a relational role. (1998: 81) In writing 16 ÷ 4 = 4 x 3 = 12 pupils seem to show that they use the equals sign not to state an equivalence between two expressions but as an instruction to calculate the value of the previous expression. So, in our example it is as though the two equals signs connect only the emboldened portions in which they are contained In each of these cases the term following the equals sign does indeed give the value of the previous expression. Doug French explains the misconception and its likely origin as follows: Students interpret equals as an instruction to do something to determine a result rather than as a symbol that indicates the equivalence of two expressions. This arises in a natural way through the use of equals in numerical calculations. It is also encouraged by the presence of a key labelled with an equals sign on many calculators. (2002: 13-4) Misconception 4: Equals as a Logical Connective The mistake made in the algebraic context is different, and involves the equals sign playing a dual role. In some contexts it functions as we would expect, but in others it plays the role of such words as therefore, so, leads to, or entails. Using French's example, we can easily restructure the incorrect statement into a well formed argument by replacing every other equals sign with a genuine connective. In this way, 3x – 5 = 7 = 3x = 12 = x = 4, becomes The above quoted passage from Morgan continues: Another common role [for the equals sign] is as a logical connective between statements, for example 5x + 3 = 2x – 15 = 5x = 2x – 18. [This is] likely to be considered to be mathematically incorrect by a secondary school teacher-assessor; a recent handbook for mathematics teachers … picks out use of the equals sign as a connective as its single "example of bad practice" … to illustrate writing that does not 'make sense when read aloud' (1998: 81) Strategies and Remedies The comment at the end of the above quote suggests that one possible remedy for such mistakes is the practice of reading the offending statement aloud. I would suggest that when using this strategy, it might sometimes be valuable to replace the word equals with a synonym such as is-the-same-as. This strategy is intended to help the pupil see the logical implications of their claim. In the case of 16 ÷ 4 = 4 x 3 = 12, it might help the pupil to see that their written statement implies that 16 ÷ 4 = 12, which they know is false. Again, this has the benefit of creating a cognitive conflict, a conflict between their mental methods and the implications of the accompanying written methods. This conflict can then be used to encourage the accepted interpretation and use of the equals sign. It is also important to model the correct use of the equals sign in your board-work. If the teacher uses the sign incorrectly, this can only increase the likelihood of pupils doing the same. Other useful strategies include emphasising the symmetry of the equals sign, for example by not reversing the final line in the following piece of working out: It may also be useful to limit pupils to one equals sign per line. Misconception 5: The Addition of Fractions Add the tops, add the bottoms In this section I consider an error that I encountered in teaching the addition (and subtraction) of fractions to both Y8 and Y9. The error in question is to 'add' two or more fractions by simply adding the numerators and adding the denominators as follows. With both classes, I built towards teaching the correct method by first considering examples where the fractions were already written on a common denominator, and after a lesson on equivalent fractions, moved on to consider cases such as the above. Despite their success in the first two lessons, many pupils found the third lesson extremely difficult, in most cases because they struggled to find appropriate common denominators. During the lesson, then, nearly all pupils attempted to follow the correct method, although they found it difficult to use. Later homeworks and tests revealed a tendency to use the erroneous 'add the tops, add the bottoms' technique. My overall judgements about these classes were very much in line with the conclusions of K. Hart. A very common error in the addition of fractions was to use a rule 'add tops add bottoms'. This … was more prevalent in examples where the two denominators were different. It was also interesting to note that this particular error occurred more when the question was posed in computation form than in [word] problem form. (Hart 1981a: 75) Misconception 5: Add the tops, add the bottoms In older children, who have met the multiplication of fractions, this error might be explained as a 'local generalisation' that involves assuming that we apply any given operation to a pair of fractions simply by applying that operation to the numerators and denominators taken separately. Unfortunately, the pupils in question had not yet met the multiplication of fractions, and so the explanation is false in this case. It may, however, be true in others. Indeed, this might explain one of Hart's other observations: "The ability to solve addition and subtraction computations [with fractions] declines as the child gets older" (1981a: 79). A more likely explanation for pupils adopting this procedure is that they conceive fractions as test-scores, at least when written in their standard notation. Indeed, a test score of 32 out of 50 is usually written in the form 32 /50. As Malcolm Swan (2001: 149) points out, when we add two test scores together we rightly adopt the rule of adding the tops and bottoms; a score of 10 /20 on one test and 15 /20 on another does give an overall score of 25 /40. Strategies and Remedies As with misconceptions 3 and 4, a useful strategy in this case is to encourage pupils to read the question aloud, and to read it in a way that naturally suggests the correct approach. The addition should not be read as one-over-five plus three-over-five, but rather as one-fifth plus three-fifths. Fifths are objects that most pupils are comfortable adding; one of them plus three of them is obviously four of them in total. A cognitive conflict strategy is also available for this misconception. The vast majority of pupils can tell you that a half plus a half is one (or one whole). But if you get the pupils to write down the question and apply their general strategy, something interesting happens: I used this strategy with some success with Y8. This example might not be sufficient to shake the misconception, as it involves adding two fractions with the same denominator. In that case we might also try adding a half to three-quarters. Pupils will be able to see that the answer should be more than one, and that their method gives an answer of 5 /6, which is less than one. Again, the experience of cognitive conflict will not only lead the pupil to seek a resolution of their own but will make them more receptive the resolutions proposed by others. Misconception 6: Reflection The same, but on the other side of the line In an end of term test, I recall watching one pupil as she attempted to answer the following question in Figure 1 (all figures are at the end of this document). The girl's initial answer is shown in figure 2. I was pleased to see her rub this answer out, believing that she was about to replace this answer with a correct one. Unfortunately she only rubbed it out to increase the length of the rectangle she had drawn. In fact, she did this several times before she was happy that she had done it correctly. Many other pupils in the class made the same error. Pupils performed much better on the other two reflection questions, in which the mirror-lines were vertically and horizontally orientated. Misconception 6: The same, but on the other side of the line Dietmar Küchemann confirms that mistakes of this kind are common: "Children may have particular difficulties when the mirror-line is not horizontal or vertical but the slope of the object is horizontal/vertical" (Küchemann 1981: 143). The APU (1980)) studies revealed a similar tendency when the mirror-line is horizontal or vertical but the slope of the object is not. For example, many respondants answered the question in Figure 3 as shown in Figure 4. The examples given here suggest that pupils may understand reflections as 'completing' a shape, by making it the same on both sides of the mirror-line. However, examples discussed by Küchemann reveal that the given shape does not need to meet the mirror line for this kind of mistake to occur. Reflecting shapes in vertical and horizontal lines is certainly easier than reflecting them in lines of any other orientation. Reflections are also easier when the slope of the object is oriented either parallel or perpendicular to the mirror-line. Understandably, teaching on reflection often begins with examples of this sort. In a context such as this, many of the resulting reflections can be explained by a rule that does not extend to more complex cases. The rule is this: flip the object over in such a way as to leave it's slope unchanged, now translate the object in the direction of its slope until it lies on the other side of the mirror-line, and at the same distance from that line. This is much easier to do than to explain. This rule fits the case of Figures 3 and 4 exactly, and makes the answer in figure 2 appear quite natural … the slight lack of fit combined with the obvious fact that the object (and so the image) meets the mirror-line in two places, also seems to explain the girl's dithering over exactly what length to make the resulting rectangle. Strategies and Remedies Küchemann suggests that these misconceptions may be best avoided by tying the idea of reflection to that of folding, and the essential properties of reflection teased out through investigative work. The actions and the representations are both highly intuitiable so that it should be possible to develop such an approach in ways that are meaningful to most children. The transformations can be internalised in gradual steps, by focussing first on the actions themselves … and then on the representation of imagined actions. In addition, the resulting drawings can be checked at each step by a return to the actions. … The approach advocated is one that directs children towards discoveries from which the rules and properties of the transformations can be surmised and against which they can be tested. (Küchemann 1981: 157) A similarly investigate approach could be used in conjunction with a dynamic geometry package. This would allow students to investigate what properties of a "reflection" remain unchanged as the image, object and mirror-line are manipulated in various ways. The value of such investigative, discovery based approaches will be discussed in the next section. Misconceptions and Theories of Learning Many of the above strategies and remedies fit well with the theories of learning due to Jean Piaget and Lev Vygotsky. Due to his emphasis on personal interactions, particularly in the use of language, Lev Vygotsky's theory of learning is often thought of as a sociocultural theory. Vygotsky believed that the ideal learning relationship was that of a novice learning as an apprentice under the tutelage of an expert. Nevertheless, like Piaget, he would have seen much value in peer discussions that, under the guidance of a teacher, overcome differences of opinion and in doing so achieve a shared understanding. Vygotsky's theories also provide a theoretical backing for strategies involving reading aloud. What is at first read aloud is, of course, soon expected to become self-speech (also referred to as private-speech or inner-speech). According to Vygotsky, as the principle form of self-direction and self-regulation, such self-speech is the foundation of all higher cognitive powers (Berk 1997: 248). According to Piaget, all cognitive change can be classified as one of two types: adaptation and organisation. Organisation is a largely internal process involving rearranging and linking up items of previous learning to form a "strongly interconnected cognitive system" (Berk 1997: 213). More important for our purposes is adapation, which itself comes in two varieties: assimilation and accommodation. In assimilation the learner simply fits new concepts, skills and information into his or her existing cognitive framework. However, on some occasions new items of learning cannot be fitted into the existing cognitive framework, and that framework must be changed in order to make room for them. This is accommodation. The awareness of a need for a change in one's cognitive framework is brought about by a realisation that something important 'doesn't fit in'. For this reason, Malcolm Swan and others in the Diagnostic Teaching Project have seen Piaget's views as providing theoretical justification for their view that the best way to overcome a misconception is by engineering a cognitive conflict (Swan 2001). Many of the strategies suggested above fit into this category. When those strategies were described, they were described as strategies for use with individual students. However, Swan and others suggest that the strategy may be as, if not more, effective when the conflict in question is between members of the same peer group, who must then come to a resolution through discussion. A [pupil] might superficially accept a [teacher's] perspective without critically examining it, out of an unquestioning belief in the [teacher's] authority. Piaget also asserted that clashing viewpoints – arguments jarring the [learner] into noticing a peer's point of view – were necessary for peer interaction to stimulate movement towards logical thought. (Berk 1997: 253) Fortunately, many of the strategies suggested earlier could also be used to stimulate debate in a group or whole-class teaching situation. Interestingly, these same general techniques are much less successful when used as preventative strategies: Addressing misconceptions during teaching does actually improve achievement and long-term retention of mathematical skills and concepts. Drawing attention to a misconception before giving the examples was less effective than letting the pupils fall into the 'trap' and then having the discussion. (Askew and Wiliam 1995: 13) This element of peer discussion is also related to Piaget's emphasis of discovery learning (as opposed to straight forward teacher instruction). According to Piaget, we learn better those things that we discover for ourselves. Discovery enables a person to own their beliefs, ideas and concepts in a way that transmission models of teaching do not. In this regard Küchemann's strategies for teaching the topic of reflection seem ideal, and indeed provide a paradigm example of effective teaching methods. References APU (1980) Mathematical Development: Secondary Survey Report (London: HMSO) Askew, M. and Wiliam, D. (1995) Recent Research in Mathematics Education 5-16 (London: HMSO) Berk, L.E. (1997) Child Development, 4 th edn. (Boston: Allyn and Bacon) French, D. (2003) "Problems in Learning School Algebra" notes and handouts from seminar at SHU March 22 French, D. (2002) Teaching and Learning Algebra (London: Continuum) Gates, P. ed. (2001) Issues in mathematics teaching (London: RoutledgeFalmer) Hart, K.M. (1981a) "Fractions" in Hart, ed. (1981b: 66-81) Hart, K.M. ed. (1981b) Children's Understanding of Mathematics: 11-16 (London: John Murray) Küchemann, D. (1981) "Reflections and Rotations" in Hart, ed. (1981b: 137-57) Morgan, C. (1998) Writing Mathematically (London: Falmer Press) Tirosh, D., Ruhama, E. and Robinson, N. (1998) "Simplifying algebraic expressions: teacher awareness and teaching approaches", Educational Studies in Mathematics, 35: 51-64. Swan, M. (2001) "Dealing with misconceptions in mathematics" in Gates, ed. (2001: 147-65	<urn:uuid:b2e0ec69-c67c-4677-9b8d-8c36f0f3cb78>	CC-MAIN-2020-40	https://inboxly.net/annotations/content/maths_misconceptions.pdf	2020-09-21T08:51:28+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00178.warc.gz	442,661,919	5,948	eng_Latn	eng_Latn	0.927845	eng_Latn	0.998772	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn" ]	false	docling	[ 2060, 4385, 6727, 8917, 11294, 13498, 15835, 17553, 19706, 22491, 25045, 27013, 27576 ]	[ 3.84375, 3.6875 ]	1	1
Useful Links for PE - Physical Activity with Joe Wicks - https://www.youtube.com/user/thebodycoach1 - Youth Sport Trust physical activity challenges - https://www.youthsporttrust.org/60second-physical-activity-challenges - PE at home : home.jasmineactive.com Email : email@example.com Password: sgoskills - Andy's wild workouts - https://www.bbc.co.uk/programmes/p06tmmvz - Kent Sport - https://www.kentsport.org/coronavirus/ - Chance to Shine free resources - https://www.chancetoshine.org/teaching-resources - Tennis at home - https://www.lta.org.uk/play-compete/lta-youth/tennis-at-home/ - Athletics Funetics: https://funetics.co.uk/for-parents/funetics-activity-videos/ - NHS & Change4Life: https://www.nhs.uk/change4life - Sport England: https://www.sportengland.org/news/join-movement - The Education People: https://www.theeducationpeople.org/ - This Girl Can Disney Dance Alongs: https://www.thisgirlcan.co.uk/activities/disneyworkouts/ - Healthy Futures: https://healthyfutures.us4.listmanage.com/subscribe?u=35a57192e9ec6a559eaaa6cf9&id=492f01d6de - Firefighter Fit Kids: https://www.youtube.com/channel/UCIgIDJJ9oU9-pdTRFfNFdMA - Homework Challenge Booklets from Greenacre SSP: http://www.sflt.org.uk/gsp/welcome-greenacre-sports-partnership/active-athome and password is : GreenCBook2020! - Teach Active are doing a FREE 30 minute CPD webinar on 'The Benefits of Active Learning' where you will look at the evidence, research and whole school impact of introducing physical activity into English and Maths lessons. Register here https://www.teachactive.org/insightly/?event=web20 to receive your unique link (sent to you in a separate email). Following the webinar, every participant/school will be able to access a free trial at www.teachactive.org – a nationally praised and multi-award-winning online resource which will provide teachers with free lesson plans and resources (FS to Year 6) to use with children still in school, along with a selection of homework plans for parents/carers.	<urn:uuid:5cd1c24f-8b1e-4f5c-ab67-afd157383a8a>	CC-MAIN-2020-40	https://www.parksidecommunityprimaryschool.co.uk/website-content/useful-links-pe--1589531336.pdf	2020-09-21T08:26:18+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00180.warc.gz	1,006,471,889	521	eng_Latn	eng_Latn	0.9423	eng_Latn	0.9423	[ "eng_Latn" ]	false	docling	[ 2015 ]	[ 2.140625 ]	1	0
DataHaven Classroom Materials Title of Material: Voting in America Document Analysis Topics Discussed: Voting rights, suffrage history, civil rights, Election Day Skills Utilized: Reading skills, annotations, historical document reading, document based questions Format: Individual or in small groups, discuss as a class In Person or Online: Either Procedure/Instruction Suggestions: This can be used for an essay, where students are required to use and cite the documents within their writing; a stations activity; a "think pair share"; group work etc 2020 Voting in America Directions: Read and annotate the excerpts below and analyze how voting rights in America have evolved. Make sure you pay attention to the italicized background information and the dates. Then, answer the thought questions. Excerpt I: 15th Amendment Passed on February 26, 1869, and ratified February 3, 1870, the 15th Amendment granted African American men the right to vote. Prior, they were denied this right on the basis of their race. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude. The Congress shall have power to enforce this article by appropriate legislation. Excerpt II: 19th Amendment Passed on June 4, 1919, and ratified August 18, 1920, the 19th Amendment granted women the right to vote. Prior, they were denied this right on the basis of their sex. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of sex. Congress shall have power to enforce this article by appropriate legislation. Excerpt III: The Voting Rights Act The Voting Rights Act was signed into law on August 6, 1965, by President Lyndon Johnson. It outlawed the discriminatory and violent practices in many southern states during the Jim Crow era, including literacy tests, poll taxes and lynchings, to intimidate or deny predominantly Black individuals their right to vote. An act to enforce the fifteenth amendment to the Constitution of the United States, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That this Act shall be known as the "Voting Rights Act of 1965." No voting qualification or prerequisite to voting, or standard, practice, or procedure shall be imposed or applied by any State or political subdivision to deny or abridge the right of any citizen of the United States to vote on account of race or color. Excerpt IV: Fannie Lou Hamer Interview Fannie Lou Hamer, interviewed here by Neil McMillen on April 14, 1972, was a civil rights activist that spoke out against the voter suppression that was rampant in the United States during the Jim Crow Era. She was also a vocal women's rights activist. She was the co-founder and vice-chair of the Freedom Democratic Party, led voter drives, and spoke out against the abuse women like herself were subjected to. Interview text courtesy of Civil Rights in Mississippi Digital Archive McCain Library and Archive, University of Southern Mississippi. HAMER: Well, I didn't know anything about voting; I didn't know anything about registering to vote. One night I went to the church. They had a mass meeting. And I went to the church, and they talked about how it was our right, that we could register and vote. They were talking about we could vote out people that we didn't want in office, we thought that wasn't right, that we could vote them out. That sounded interesting enough to me that I wanted to try it. I had never heard, until 1962, that black people could register and vote… Well, when I first tried to register it was in Indianola. I went to Indianola on the thirty-first of August in 1962; that was to try to register. When we got there—there was eighteen of us went that day—so when we got there, there were people there with guns and just a lot of strange-looking people to us. We went on in the circuit clerk's office, and he asked us what did we want; and we told him what we wanted. We wanted to try to register. He told us that all of us would have to get out of there except two. So I was one of the two persons that remained inside, to try to register, [with] another young man named Mr. Ernest Davis. We stayed in to take the literacy test. So the registrar gave me the sixteenth section of the Constitution of Mississippi. He pointed it out in the book and told me to look at it and then copy it down just like I saw it in the book: Put a period where a period was supposed to be, a comma and all of that. After I copied it down he told me right below that to give a real reasonable interpretation then, interpret what I had read. That was impossible. I had tried to give it, but I didn't even know what it meant, much less to interpret it. . . . Well, when we got back I went on out to where I had been staying for eighteen years, and the landowner had talked to my husband and told him I had to leave the place. My little girl, the child that I raised, met me and told me that the landowner was mad and I might have to leave. So during the time that my husband was talking about it, I was back in the house. The landowner drove up and asked him had I made it back. He [my husband] told him I had. I got up and walked out on the porch, and he [told] me did Pap tell me what he said. I told him, "He did." He said, "Well, I mean that, you'll have to go down and withdraw your registration, or you'll have to leave this place." I didn't call myself saying nothing smart, but I couldn't understand it. I answered the only way I could and told him that I didn't go down there to register for him; I went down there to register for myself. This seemed like it made him madder when I told him that. Excerpt V: Election Day One way that individuals are denied their right to vote is because they have to work on election day. There is debate over how to confront this particular voting rights issue. The following is from a 2018 Pew Research article titled, "Weekday elections set the U.S. apart from many other advanced democracies," by Drew Desilver. Many of the millions of Americans voting in Tuesday's midterm elections will have to do so while working around the demands of their jobs – hitting their polling places before work, taking an extra-long lunch break or going afterward and hoping to make it before the polls close. As they stand in line, many of them may wonder why it is that the United States votes on a Tuesday, of all days. (To be fair, more than 38 million Americans already have voted early in person, by mail or by absentee ballot, according to a tally maintained by University of Florida political scientist Michael McDonald.) The first law designating Election Day as the first Tuesday after the first Monday in November was passed back in 1845. At the time, every state except South Carolina was choosing its presidential electors by popular vote, and had considerable flexibility in deciding when to hold its elections. But as transportation and communications links between the states improved, concern grew that later-voting states could be influenced by the results in earlier-voting ones… But why November, and why on a Tuesday? As a State Department explainer from 2008 put it, back then the U.S. was a predominantly agrarian society. November made sense because it was after farmers were done with their harvest, but before hard winter weather that could make it difficult for them to get to town to vote. And since traveling by horse over unimproved roads could take a while, lawmakers wanted to avoid making their constituents travel to or from the polls on a Sunday (widely considered a day of rest and worship, not politicking). The U.S. is one of only nine OECD nations that have weekday votingIn the 21st century, however, America's election schedule makes it an outlier among advanced industrial democracies. A Pew Research Center analysis finds that 27 of the 36 member countries of the Organization for Economic Cooperation and Development hold their national elections on the weekend, while two others (Israel and South Korea) hold elections on weekdays but make those days national holidays so economic hardship won't be a barrier to electoral participation. There have been repeated proposals in the U.S. over the years to either move Election Day to the weekend or make it a federal holiday, on the grounds that doing so would boost turnout. A recent Pew Research Center poll found bipartisan majority support for the idea: 71% of Democrats and Democratic-leaning independents and 59% of Republicans and GOP leaners said they would support making Election Day a national holiday. But while proposals to do that have periodically been introduced in Congress, none have gotten very far. Thought Questions 1. What is the right to vote and why is it fundamental? 2. Create a timeline for voting in America, including the 15th Amendment, the 19th Amendment, the Voting Rights Act, and how voting stands today. Make sure you cite both how voting became more accessible and how it has been suppressed. 3. Why is the work of activists and politicians who expanded the right to vote so important? 4. Research how voting rights are currently being impacted by events like COVID-19 and the rallying against mail-in voting. Reflect on how this is a part of our voting history. 5. How can you use this information to help support voting rights? 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SIXTH SEMESTER (HONS) PAPER: C13T/ UNIT-3 DERMATOGLYPHICS Sir Francis Galton, a cousin of Charles Darwin was the first to study dermatoglyphics. Dermatoglyphics is derived from a Greek terminology where derma denotes skin and glyph denotes carving. Dermal ridges appear around 3 rd month of intrauterine life (IUL) and are fully developed by the 6 months of IUL. The dermal configurations remain the same till adulthood except for the change in size. The impression of papillary ridges of fingertips is used for analysis in dermatoglyphics. Papillary ridges are mostly located in the palms, soles, and flexure surfaces of the digits. They form fine parallel or coiled arrays divided by thin furrow with the opening of sweat ducts at the summit of each ridge. Dermatoglyphics includes genetics, anthropology, and egyptology. Finger, palm, and sole impressions are said to be products of both environment and heredity. No two individuals, even monozygotic twins, have the same fingerprints. Thus, fingerprints are unique to each person and not altered during lifetime. Currently, medical dermatoglyphics is associated with various conditions such as diabetes mellitus, hypertension, psychosis, breast cancer, alcohol embryopathy, epilepsy, congenital heart diseases. Previous literature suggests the presence of asymmetrical fingerprints amid patients with periodontitis, dental caries, and birth defects such as cleft lip and palate. In common parlance, the study of the skin patterning on the finger palms, soles, and toes, are termed as Dermatoglyphics. It is derived from an ancient Greek term (derma= skin; glyphe = a carving). In Human as well as in many other organism the palmer and planter surfaces are covered by skin different from others parts of the body. The surface is continuously corrugated with narrow minute (friction ridges) ridges and there are neither hairs nor sebaceous (oil) gland. However, sweat glands are abundant and relatively large in size. Similarly palms and soles of all primates' bear ridges. The tails of certain monkeys and paws in some mammals other than primates also possess such kind of ridges. In human it starts appearing for the first time from the twelfth to sixteenth week of embryonic development. Their formation get completed by the twenty fourth week i.e. about six foetal months. Thus once formed becomes permanent and do not change or alter throughout the course of life until intentionally destroyed or decomposed after death. Brief Historical Development The study of finger print started since long back showing an archaeological evidence of ancient Chinese and Babylonian civilizations to sign legal documents in 1000 BC. In AD 650, nearly 600 years before Marco Polo visited "Cathay", Chinese historian Kia Kung-Yen wrote of fingerprints used in an older method of preparing contracts. The law book of Yung-Hwui of the same period listed that the husband in a divorce decree had to sign the document with his fingerprint. In the late 1700's, a German doctor, J.C.A. Mayer, A very astute observation were made. He reported that fingerprints are never duplicated by nature. However he did not continue to work. Most historians credit Sir William Herschel with being the first person to categorically use fingerprints for identification purposes. In 1858, when he began the practice, the idea was probably based on superstition; but Herschel quickly saw the value of fingerprints as a positive form of identification. The first person given credit for using fingerprints to solve a crime is Henry Faulds. He wrote in Nature magazine that when bloody finger marks or impressions on clay, glass, etc. exist, they may lead to the scientific identification of criminals. However the only scientific method of study started recently at the end of the 19th century. Today due to the advances in the state-of-the-art have led to computerization of fingerprint record files. Automated Fingerprint Identification Systems (A.F.I.S.) is in operation in many parts of the country. For example A. F. I. S. not only stores record cards in computer memory, it will match latent fingerprints from crime scenes to its data bank. A well-known example of the speed of an A.F.I.S. at work was in California. A latent fingerprint was entered into the system, and in less than four minutes later the print was matched, and a killer who had eluded police for six years was identified and apprehended. Working Principles of Dermatoglyphics Importance of Dermatoglyphics lies due to the following distinct characters- 1. It is not modified by environmental factors 2. It is Non- adaptive in characters 3. Not subjected to high rate of mutation 4. It can be identifiable without any subjective biasness etc. In the case of particular finger print it has three important principles: First Principle: A fingerprint is an individual characteristic. No two fingers have identical ridge characteristics (we have no specific proof of this, so we go on the scientific principle of inductive reasoning: it helps to explain why the term "fingerprint have been shown to be identical, therefore no finger prints are identical. This is used throughout science, and will hold up until one contradictory example is found. As it is impossible to test every fingerprint on every person living, not to mention those in the past & those yet to be born, in the absence of contradictory evidence this will continue to be accepted as a fundamental principle.) Second Principle: A fingerprint will remain unchanged during an individual's lifetime. Third Principle: Fingerprints have general ridge patterns which make it possible to systematically classify. Importance Because of all this important traits, in the present society it becomes one of the tremendous tools for human biologist. It is used for the personal identification as pointed out by Henry Fauld (1880) and Francis Galton (1892). It becomes one of the greatest contributions to the law enforcing departments on the principle that 'anything can lie but not finger print'. It becomes one of the cheapest means to prove the identity of the criminals. It is also very much applicable in the prevention of impersonation and applied in the biometrics based electronic gadgets. Its value increases in clinical investigations with the rapid growth in human genetics and along with the discovery of chromosomal aberration in man. Because of its unchangeable characteristics, it has got very importance place in criminal investigation by storage, search, retrieval and matching of prints using computers with different methods (automated fingerprint identification systems; AFIS) etc. The anthropologists are very much concerned not only in the context of twin diagnosis (monozygotic and dizygotic), disputed paternity diagnosis, primatology and biological variation among different populations etc. but it try to understand in all the perspectives considering even the cultural and social background of the populations. Main Classes of Fingerprints: (Loops, Whorls, and Arches) Loops: 60-65% of the population has loops. It is characterize by having one or more ridges entering from one side of the print, curving and exiting from the same side. It has classified mainly two types: 1. Loop opening toward little finger: Ulnar loop (As the ulna is the medial bone). 2. Loop opening toward thumb: Radial loop (As the radius is the lateral bone). All loops must have one delta and type lines. The core is the center of the loop. Whorls: 30-35% of the population has whorls. All whorl patterns must have type lines and two deltas. It has four major types: 1. Plain, 2. Central pocket, 3. Double loop and 4. Accidental Plain whorls must have at least one ridge that makes a complete circuit and an imaginary line from one delta to the other must touch a whorl ridge. Central pocket whorls must have at least one ridge that makes a complete circuit and an imaginary line from one delta to the other cannot touch a whorl ridge. Double loop is two loops combined to make one whorl. Any other types not in the three categories are called accidentals (generally, they have a whorl type pattern). Arches: Only 5 percent of the population has arches. Arch ridges tend to enter from one side of the print and leave out on the other side. It has two distinct types: 1. Plain arches and 2. Tented arches. Plain arches tend to show a wave like pattern. Tented arches show a sharp spike at the center of the arch. Arches do not have type line, deltas or cores. Finger Patterns: Sir Edward Henry solved the fingerprint-indexing problem with an ingenious solution in 1897.Scotland Yard adopted the Henry-System in 1901. Since then, the system has been adopted by virtually every country in the world (with minor regional variations). Henry has classified the various finger patterns into four main types: Arches, Loops, True, Whorls and Composites. The compo sites form a heterogeneous assemblage of patterns. Again, three types have been identified by Galton. His three types are: Arches, Loops, and Whorls. A loop may be open to the ulnar side or to the radial side and accordingly it is termed as ulnar or radial loop. The classic and widely used notation is A= arches; Lr = radial loops; Lu= ulnar loops and W= whorls. ; Another Englishman living in India, Sir William Herschel, had already solved the authentication problem by using fingerprints (again, the motivation was fraud prevention). But it was the Henry Classification system which solved the identification problem. Dermatoglyphic Landmark: The three basic dermatoglyphics landmarks found on the fingertip patterns are the triradii, cores and radiant. Triradii: A triraduis is formed by the confluence of three ridge systems. Core: It is the approximate center of the pattern. It is useful for ridge counting. Radiants (Type lines): Radiants are that emanate from triradius and they enclose the pattern The whorls possess two triradii, while only one triradius is present in loops. On the other hand triradius is absent in arches. Thus, generally speaking, the patterns may be identified from the occurrence of triradius. The classification dermatoglyphics specially the fingerprints, according to Henry's system is based on the availabi lit y o f triradius. Apart from classification of each finger pattern types as qualitative variables, different indices are also taken into account for quantitative assessment for any individual or population. Usually three indicates are calculated on the basis of the frequency distribution of the different finger patterns. These are as follow: Furuhata's Index=Whorls x 100/loops Dankmeijer's Index=Arches x 100/Whorls Pattern Intensity Index=2 x Whorls + Loops/n Pattern Intensity Index: Pattern Intensity Index: 2 x W + L / n (Number of subject / No. of fingers). Therefore Pattern intensity index (PII) represent how many triradii are there in that population. Arch is not taken into consideration in case of PII because arch does not possess any triradius. Therefore increased value of PII envisaged higher prevalence whorl while contrary to that decrease of PII indicates lower prevalence of whorl however if PII tends towards very minimum value then the prevalence of arch is higher than the other types. Dermatoglyphics can be taken as a tool for population variation. It is evident from table that whorls are most frequent among the Mongoloid population and least among the Caucasoid population. On the other hand, loops appear most frequently among the Caucasoid groups, while among the Mongoloid and Negroid groups loops are found in equal frequencies. Again arches appear in very small number in the Mongoloid. It is most frequent in the Negroid. The position of the Caucasoid is intermediate. Palmar Dermatoglyphics: In order to carry out Dermatoglyphics analyses that can be compared in different individuals, the palm has been divided into several anatomical defined areas. The areas approximate the sites of embryonic volar pads and include the thenar area, four interdigital areas and the hypothenar area. The digital and axial triradii and the main line traced from each constitute important landmarks for dermatoglyphics analysis. Typically, there are four digital triradii in the distal potion of the pa lm. They are found in the metacarpal region at the base of the digits II, III, IV & V. Each triradius is normally associated with one digit. By convention, they are termed a, b, c & d proceeding in radioulnar direction. Main Line Formula: The radiants of the digital triradius traced is along its whole course within the palmer area, it constitute palmer main line, one of the dermatoglyphics characteristics usually noted in dermatoglyphics analysis. There are four main lines, each emanating from one of the digital triradii and labeled by capital letter A, B, C & D corresponding to the triradii having the same lower case letter. The termination of the main lines, recorded in the order D, C, B, A are used to express the main line formula. Periods are used to separate the numerical symbols. The main-line formula serves as an indication of the general direction of palmar ridge flow. For achieving the main line formula the palmis designated as follows: Main Line Index Main line formula as mentioned earlier serves as an indication of the general direction of palmer ridge flow. Cummins (1936) observed that the termini of two main lines A and D alone can adequetly reflect the ridge direct ion. From this observation proposal of mail Line Index based on the sum of the two numbers corresponding to the exits of main line A and D. If the resulting value is low then it indicates vertical alignment, whereas, high value reflects a tendency for the palmer ridge direction to be horizontal. ********************************************	<urn:uuid:bd4aee3b-9b3c-4536-93fc-acf64ebe58e1>	CC-MAIN-2020-40	http://www.haldiagovtcollege.org.in/wp-content/uploads/2020/05/VI-SEM_C13T_Dermatoglyphics.pdf	2020-09-21T08:59:33+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00179.warc.gz	179,461,597	2,997	eng_Latn	eng_Latn	0.996718	eng_Latn	0.997924	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3552, 7002, 8380, 11375, 13288, 13871 ]	[ 2.03125 ]	1	0
WATERDOG In Jason Rhodes' world "waterdog" is the generic name for a Tiger Salamander. There are many salamanders around the world. The eggs hatch in water, progress to a larval stage called "waterdog" by some and most climb out of the water to live on land. Some get large enough to scare a person. What ever name you use, big bass love to eat them if they have a chance, and this "waterdog" has and will fool big bass. Jason (Pocatello, Idaho) tied several 4-1/2-inch long bass flies like this at the 38th International Fly Fishing Conclave and Show in Idaho Falls, Idaho, August, 2003. Most of them had attractive, spun-deer-hair heads, but this one looked easier to tie. Fishing this size of weighted fly can be a little tricky for a person accustomed to casting a size 18 blue wing olive. One thing it has a lot of air resistance, and another it is heavy. Be sure of your casting technique. Use a larger rod, apply plenty of power to overcome the resistance, and be sure you feel the pull of the back cast before starting the forward cast. Improper casting might case the fly to land on the back of your head. If you are not comfortable casting this big "bug" ask an FFF Certified Casting Instructor for a quick brush up. Jason recommends casting a Type III full sinking line and letting the fly sink to the bottom. Then start a slow hand twist retrieve to walk it across the bottom. It catches both small mouth and large mouth bass. In response to my question "Where do you fish it?" he responded "Lakes in Oklahoma." I had hoped for a hot tip on a lake around Idaho Falls. Materials list: Hook: Tiemco TMC 8089 size 2 Thread: Unithread, 3/0 any color Weed guard: Monofilament, 20-pound Weight: Lead or lead free wire 0.030 Body: Estaz, cactus Rib: Copper wire Legs: Round rubber, large olive Tail: Magnum rabbit strip, about 5/16-inch wide by 4 inches long, olive Head: Wool, dark brown and medium olive Eyes: 3 to 4 mm Tying steps: 1. Smash down the barb before you start tying if a barbless fly is desired. 2. Attach thread at bend of hook, and let thread hang between the point and barb. Tie in 20-pound mono around the bend of hook for weed guard. Coat thread with head cement. 3. Wind lead wire on rear 2/3rds of hook, and wrap thread over the wire to secure it. Secure Estaz and copper wire at bend of hook. 4. Take three pieces of round rubber a bit over 2 inches long. Match the ends, and tie overhand knots in all three about a half inch from each end. Secure one set of legs on top of hook at bend using a figure eight thread wrap. Move thread forward to front of lead coil, and tie in a second set of legs. These are just under 2 inches long with overhand knots tied as above. Move thread forward a wind or two. 5. Wrap Estaz forward to one wrap in front of front legs, secure and trim excess. After the Estaz is wrapped bring the weed guard forward, and tie it securely in front of the Estaz. 6. Trim a little point on back end of rabbit strip, and secure the other end in front of Estaz. 7. Spiral copper wire forward over the rabbit strip. Pull the hair apart to expose the hide where the wire will go. The first wrap is behind the rear legs and then five wraps forward, secure and trim excess. (Use back part of scissors to trim wire.) 8. Begin stacking the wool. Put a bunch of brown on top of the hook, and then a bunch of olive on the bottom of the hook. Repeat with two more bunches of each color. Compact the bunches. Hold the hook at the front of the Estaz with one hand and push backward on the front bunches with thumb and first finger of the other hand. Continue adding bunches of wool and compacting until there is no room left. Whip finish and cut thread. 9. Trim head with scissors to a rounded shape. Looking from the top the head is almost square with a blunt nose. Some of the brown wool extends rearward over the rabbit strip like a collar. The olive wool is trimmed even with the front legs. 10. Glue on eyes and coat them with epoxy. 11. Bottom of Waterdog. Closing comments: The final step in any fly tying process is go fishing. For us in the Northern hemisphere, July and August are warm months so we should go looking for warm water fish. Almost wherever you live there should be a bass lake within reach where you can test this pattern. Some of the bass in warmer waters can grow to huge sizes so be ready for a fight. Please Credit FFF Website or FFF Clubwire with any use of the pattern. You can direct any questions or comments to FOM at firstname.lastname@example.org	<urn:uuid:8ef6f1d8-754e-4d01-9ccc-3d722279bd8b>	CC-MAIN-2014-41	http://fedflyfishers.org/Portals/0/FlyoftheMonth/PreviousIssues/2006-07%20July%20-%20WATERDOG.pdf	2014-09-23T14:22:48Z	crawl-data/CC-MAIN-2014-41/segments/1410657138980.37/warc/CC-MAIN-20140914011218-00112-ip-10-234-18-248.ec2.internal.warc.gz	103,117,405	1,090	eng_Latn	eng_Latn	0.99799	eng_Latn	0.998463	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 1584, 2747, 3026, 3708, 3951, 4020, 4542 ]	[ 2.046875 ]	1	0
Ditch the disposable lifestyle Rechargeable batteries have up to 32 times less impact on the environment than disposable batteries UNIROSS Study on the Environmental Impact of Batteries London, 27th December 2007 UNIROSS, European leader in rechargeable batteries, today announced the results of the world's first independent study* that compares the environmental impact of disposable batteries with rechargeable batteries. This study shows that, for a same quantity of energy produced, rechargeable batteries have up to 32 times less impact on the environment than disposable batteries. "No study has ever shown the environmental benefits of rechargeable batteries. Today, when the choices of responsible consumption are at the heart of the debate, the UNIROSS study proves that switching from disposable to sustainable is not only possible, but also necessary." stresses Peter Keen, MD of UNIROSS. The WWF fully endorses this independent study from UNIROSS. "In the UK, 660 million batteries are bought each year. 95 percent of these are disposable cumulatively that's an enormous amount of batteries heading straight to landfill, releasing damaging chemicals into the environment. It's wasteful and it's unnecessary," says Colin Butfield, Head of Campaigns at WWF-UK. "The average person in the UK is living as though we have three planets worth of resources at our disposal, which is totally unsustainable. Rechargeable batteries are an easy environmental win - they have 28 times less potential impact on climate change than disposable batteries, and while using them won't reduce your standard of living, it will hugely reduce your impact on the planet." The study found that for the same amount of energy produced, rechargeable batteries have: * Up to 23 TIMES less impact on non-renewable natural resources Rechargeable batteries consume up to 23 times less non-renewable natural resources (fossil and mineral) than disposable batteries. This result can be explained by the much higher number of disposable batteries that have to be produced to provide the same amount of energy. E.g. when you use rechargeable batteries to create 1kWh of energy, the impact on non-renewable natural resources is comparable to extracting 1kg of petroleum. Using disposable batteries is comparable to extracting 19kg of petroleum. ) * Up to 28 TIMES less impact on global warming (CO2 Climate change means an increase in the average temperature of the earth's surface caused by an increase in the greenhouse gas effect. Rechargeable batteries have up to 28 times less impact on climate warming than disposable batteries. This ratio can mainly be explained by the impact caused when manufacturing disposable batteries and distributing them (transportation in trucks and the related greenhouse gas emissions). E.g. when you use rechargeable batteries to create 1kWh of energy, the impact on global warming is comparable to driving 16km by car. Using disposable batteries is comparable to driving 457km. * Up to 30 TIMES less impact on air pollution (ozone pollution) Photochemical oxidation is responsible for peaks of ozone and toxic emissions. Rechargeable batteries have up to 30 times less impact on ozone pollution than disposable batteries. E.g. when you use rechargeable batteries to create 1kWh of energy, the impact on air pollution is comparable to driving 73km by car. Using disposable batteries is comparable to driving 2,320km. * Up to 9 TIMES less impact on air acidification The air acidification indicator consists of the accumulation of acidifying substances in the atmosphere particles. When it rains, these acidifying substances pollute ecosystems and soil. Rechargeable batteries have up to 9 times less impact on air acidification than disposable batteries. E.g. when you use rechargeable batteries to create 1kWh of energy, the impact on air acidification is comparable to driving 2,122km by car. Using disposable batteries is comparable to driving 19,812km. * Up to 12 TIMES less impact on water pollution The sedimentary eco-toxicity indicator evaluates potential toxic risks due to the emission of chemicals into aquatic ecosystems. For a given quantity of available energy, rechargeable batteries have up to 12 times less potential toxic risks for fresh water and sea water sediments than disposable batteries. E.g. when you use rechargeable batteries to create 1kWh of energy, the impact on water pollution is comparable to emitting 227mg of mercury into water. Using disposable batteries is comparable to emitting 2,731mg of mercury. * An additional benefit: reduced waste The study drew up a list of raw materials used for each type of battery (disposable and rechargeable), taking into account all of the materials used. Using rechargeable batteries provides: o a way of reducing the amount of batteries that end up in landfill o real savings on packaging waste, since one pack of rechargeable batteries is needed to obtain 1kWh of energy compared with 93 packs of disposable batteries Each year, around 660 million of household batteries are sold in the UK of which between 99% ends up in landfill. 1 The average household uses approx 21 batteries per year. 2 Changing to rechargeable batteries is not only greener for all the reasons stated above, but also cost effective. 3 Notes to the editor: * Study methodology The UNIROSS study, carried out by Bio Intelligence Service, is based on a comparative Life Cycle Analysis (LCA) between a Ni-MH rechargeable batteries and its charger and a disposable battery (nominal capacity of batteries and rechargeable batteries: 2500 mAh). This method measures and compares the environmental impact of the two types of batteries at all stages of their life cycle: production, sale, use and end-of-life, on the basis of a given quantity of energy produced (1 kWH). Bio Intelligence Service evaluated 11 indicators of potential impact on the environment. The challenge of these indicators is to express the environmental impacts of the product throughout its life cycle. Five major environmental impact indicators were used to constitute the eco-profile of a rechargeable battery: consumption of natural resources, climate changes, ozone pollution, air acidification and water pollution. The study also took into account the impact of batteries in terms of waste. This study underwent a critical review by an independent institute: the Fraunhofer Institute of Germany. About UNIROSS Founded in Bristol in 1968, UNIROSS offers rechargeable energy solutions for consumers as well as for industries and professionals. UNIROSS batteries are sold in leading stores in the UK, including Argos, B&Q, John Lewis, Asda and Amazon. 1 Study by Mintel in 2006 3 2 www.wrap.org.uk 500 disposable Duracell Ultra M3 AA batteries cost around £380 while a Uniross charger with 2 double AA batteries that can be charged around 500 times starts from £7.99 All rights reserved – 2007 – Uniross HQ is based in Lognes, France, and there are another 14 sites across the world, including a distribution centre near Bristol in the UK. UNIROSS is listed on the Euronext Paris Stock Exchange. The company is committed to sustainable development beyond the production of its products. UNIROSS is the initiator of the UNIROSS Circle for Sustainable Development (Sustainable Development Think Tank) and the co-founder of the European association, RECHARGE, whose goal is to promote the 4 use of rechargeable batteries and to increase collection rates. UNIROSS has been a partner of the WWF since May 2006 and is carrying out awareness actions with this association to encourage the use of rechargeable batteries by the general public. More info at www.uniross.com For more info, interview requests or pictures, please contact: Sarah Vrancken – Chocolate Communications T: 020 8322 1922 / 07891 828 787 E: firstname.lastname@example.org Ben Bailey – Chocolate Communications T: 020 8322 1922 / 07976 376 226 E : email@example.com	<urn:uuid:4d2f9c9d-3a33-4ecc-8fad-6b64accc25e1>	CC-MAIN-2014-41	http://www.remanufacturing.org.uk/pdf/story/1p85.pdf?-session=RemanSession:42F947A2077f516E7Dury38922F1	2014-09-23T15:02:11Z	crawl-data/CC-MAIN-2014-41/segments/1410657138980.37/warc/CC-MAIN-20140914011218-00106-ip-10-234-18-248.ec2.internal.warc.gz	764,449,551	1,669	eng_Latn	eng_Latn	0.99313	eng_Latn	0.996082	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3007, 6973, 8006 ]	[ 2.328125 ]	3	18
Welcome to the Gitanmaax Daycare Philosophy Our programs are based on the importance of nurturing each child's self-concept and enhancing his/her development by providing many successful experiences. We feel that it is vitally important in the early years to provide a variety of experiences which foster brain development, realizing that this is critical for each child to develop to their fullest potential. We believe it is important to introduce your children to areas that will encourage their natural curiosity and exploration of their surroundings. The use of hands-on manipulative activities will enrich concept development and enhance intellectual development. Motor development is an equally important component. Our play equipment and activities are designed to facilitate physical strength, agility, and coordination. Children are provided with many opportunities to learn and practice social skills such as: taking turns, good manners, problem solving, and communication with other children and adults. Our emphasis in on a well-rounded program for children, that is designed with their developmental needs in mind. We feel each child is special, and this is evident through the individual attention and care each child receives at our center. Program Orientation The Daycare is provincially certified designed to meet the development needs of children. Licensed child care workers and their assistants provide a developed curriculum which stimulates growth in the areas of intellectual, linguistic, social and physical development. Each child is allowed the opportunity to express his/her feelings through well-rounded curriculum including activities in the area of art, large and small motor development, language, literature, dramatic play and music and movement. Parents need to bring child ahead of scheduled entry to become familiar with center and staff. Infant and Toddler Supervision Indoor Supervision 1. During meal times in on the infant side staff will supervise the children who are eating to ensure safety. 2. During meal times in on the toddler side staff will supervise the children who are eating to ensure safety. 3. At least one staff member will be able to see infants and toddlers at all times. 4. Staff are aware of the entire room and rotate positions when necessary. 5. Staff will go to the bathroom with the children. 6. Staff will scan entire room in order to observe what is happening. 7. Staff are aware of each child in order to maintain a safe environment. Outdoor Supervision 1. Staff scan and walk the entire perimeter of the playground as well as inspect inside the playhouse, climbing equipment, and sand box. 2. One staff member will accompany a child when required to go indoors to use the bathroom, get a drink or obtain personal items. Sleeping Supervision 1. Infants are placed on their back in a crib or playpen. 2. Staff will monitor sleeping children through infant monitor system and visual checks every 15 minutes. 3. Blankets placed on sleeping children reach only as far as infant's chest. 4. Staff will sit/work quietly in toddler nap area. 5. Infant/toddler nap times are recorded for each child for parent information. Infants – 30 months and under The infant program is designed to provide the utmost in security, love and nurturing for the little ones in our care. Our emphasis is on the individual developmental needs of each infant. As the primary caregiver in each room responds to the children's physical and emotional needs, a trusting, loving and secure relationship is formed. The team of child caregivers in each room are trained to provide a well-rounded learning atmosphere that encourages development in all areas. We strive for maximum communication with all parents. We will work with you to ensure good rapport for the exchange of information, ideas, and goals. We are committed to you as your child's most important person, and we value your daily input. We welcome and encourage your visits to hold or nurse your baby any time you wish. Toddlers – 30 months and over Freedom to run, play and assert their newly acquired independence is a big part of the toddler's day. Within this well-supervised play, our caregivers will provide situations that develop self-control, cooperation, and communication through positive interaction with peers. Our consistent daily routine will help these young children become familiar with their surroundings. Our day consists of group time when we have a story, talk about the weather and other topics. Next we break into small groups for learning centers. We then stretch our muscles with a large motor activity either inside or outside, if the weather permits. After this we eat lunch and nap on cots. Our afternoons are filled with snack time, reading stories, singing songs, large motor play and time for free play. We provide a relaxed, happy and loving atmosphere for our little ones. The feel well cared for, safe and confident in the toddler room. Parent-Daycare Contract When you enrol your child there will be some necessary paperwork to be filled out. Medical forms, child information forms, emergency contact forms and field trip permission forms must be completed promptly and returned to the center. Each parent will be given a Parent-Daycare contract at the time of registration. After reading the agreement, the parent must sign it and date it. If the parent has any questions regarding this agreement, they may discuss it with the Daycare Manager or the Education Coordinator at the Gitanmaax Band. The Parent-Daycare contract is a contract that both parties agree to abide by – read it carefully! Caregiver Requirements All of our child caregivers are experienced in working with young children. There are dedicated to providing the best care and learning environment for each child. Each caregiver receives ongoing professional growth training through the extensive orientation, quarterly staff training opportunities, periodic center training, and early childhood conferences and workshops. Your child will be grouped with a particular primary caregiver and remain with the same caregiver throughout the day in order to develop a trusting and loving relationship. We strive to be available to share information with you each day and to allow time for concerns and questions. Through a mutually supportive relationship, parents and Gitanmaax Daycare staff work together to determine each child's needs and plan for their care. Please feel free to call the Daycare Manager, on site supervisor or the ECE educators at any time. Our doors are always open. Our staff to child ratio is 4:1 for all children on the infant side of our facility and the ratio for toddlers is 8:1. Curriculum We believe children should have fun! After all, even the experts agree that preschool age children learn most through play. These carefree years are so short, and soon the children will be exposed to a much more structured form of learning. How then do we encourage a child's love for learning? By making learning fun! Each month a theme is presented. These themes are all based on things which interest children. During the month, many activities take place which stimulate early childhood development for infant/toddlers and as many of these activities as possible center around the month's theme. Many of the curriculum materials we have seem like toys to the children, yet while the children are playing with them, they are learning important concepts. Licensing The Daycare is licensed to provide services to a maximum of eight (8) infants (0-30 months) and a maximum of twelve (12) toddlers (30 months and over) through Northern Health. This agency regulates the care we provide and reviews our program through unannounced visits and regularly scheduled re-licensing visits. We are required to meet their standards of staffing, discipline, health, safety, curriculum, equipment and materials, nutrition, transportation, records and reports. Management Structure The Gitanmaax Daycare is run by the Gitanmaax Band Office located in Old Hazelton. The facility is managed by the Daycare Manager and acts as a resource for parents and staff. The on-site supervisor oversees the daily business of the daycare facility. The Gitanmaax Daycare falls under the Education Department of the Gitanmaax Band. Any concerns regarding the Gitanmaax Daycare, that have been properly addressed with the on-site supervisor first and the parent is not adequately satisfied with the outcome, can be addressed with the Education Coordinator. Confidentiality policy Our work will bring us into contact with confidential information. To ensure that all those using and working in the nursery can do so with confidence, we will respect confidentiality in the following ways: i. Parents/carers will have ready access to files and records of their own children but not any other child. ii. Staff will not discuss individual children with people other than the parents/carers of that child. iii. Information given by parents/carers to nursery staff will not be passed on to third parties. iv. Personnel issues will remain confidential to the people involved. v. Any anxieties/evidence relating to a child's personal safety will be kept in a confidential file and will not be shared within the nursery except for the child's key worker and Manager. vi. The nursery will comply with all requirements of the Data Protection Act. Daycare Funding Fundraising activities that the Gitanmaax Daycare enjoys facilitating is the Scholastic Book Order Program in an effort to encourage early reading for our daycare children. All proceeds from this fundraising effort are targeted to purchase more books for our daycare. Daily Schedule Infants and toddlers do not follow the same schedule as preschoolers. They are not capable of sitting still for circle time, may need a morning nap, etc. Infants are always fed on demand and toddlers usually eat meals and snacks at a scheduled snack time. This is one reason our daily schedule is not "set in stone". Pickup - If you are coming early to pickup your child please phone ahead. Space Priority Priority for seats in the Gitanmaax Daycare is based on parents applying for full-time registration, parents who are working and or attending school. Family Issues The Gitanmaax Daycare will not become involved in custody disputes. If there is a custody agreement for dropping off or picking up a child, the daycare will need a written statement from the custodial parent. We appreciate information on changes at home, as it affects a child's behaviour at the daycare. Hours of Operation The Gitanmaax Daycare hours are Monday through Friday from 8:30am to 4:30pm. The facility is open for all school non-instructional days (pending on number of families in need of care) Closures The daycare will be closed for the following statutory holidays: Thanksgiving New Year's Day Labour Day Remembrance Day Good Friday Christmas Day Boxing Day Victoria Day Aboriginal Day BC Day Canada Day The Gitanmaax Daycare will be closed during the Christmas holiday period as well as July and August of each year. The fall season begins on the Tuesday after Labour day. The daycare may be closed during severe weather conditions or problems with the building such as flooding, lack of heat, water or air conditioning. Meals and Nutrition Parents are asked to send a nutritious lunch as well as a morning and afternoon snack. If at times, snacks are forgotten, the daycare does have some snack food on hand. Please do not include junk food, gum or pop. These items have no nutritional value and cause problems between children. The staff will appreciate it if the food is sent ready for the children to eat. A microwave is readily available for the sole purpose of reheating food for lunch. Please bring all bottles for the day filled with water or milk. Please label all bottles clearly and ensure lids are on nipples. Rest/Quiet Time There is a specified rest time for all children in the early afternoon due to the added stimulation of activities and being with other children. The daycare will provide bedding for the children. Parents are asked to provide a blanket from home, which would have to be taken home every Friday for washing purposes. One comfort item per child is also possible if the child needs a comfort item to relax with during rest time. This item would be kept with the child's bedding and used only during quiet time. Rest time is from 11:00 am to 1:30 pm. Daycare Room Observations The daycare has an observation window in the on-site supervisor's office. This office is available to parents so you can observe your children at any time during the day. When you are observing, please keep in mind you are probably only seeing a 'glimpse' of a situation so feel free to talk with your child's caregiver or the on-site supervisor if you have any questions or concerns regarding your observation. Admission Procedures Parents interested in enrolling their child can pick up a registration package at the daycare during regular working hours or at the Gitanmaax Band office. Only eight (8) infant seats are available 0 to 30 months, and twelve (12) seats on the toddler side 30 months and over. For those children enrolled on the infant side of the daycare, we cannot guarantee that a space will be available for them on the toddler side once reaching the age of 30 months. If there is a space on the toddler side, a direct transfer from the infant side will be implemented by the on-site supervisor. In the event that a space is not available when their child turns 30 months of age, parents will have to withdraw their child for the center and will have to wait for an available space on the toddler side. After the applications are received, the on-site supervisor will send confirmation to applicants stating the times and days which have been confirmed for child care. If a child is placed on the waiting list, the on-site supervisor will keep parents informed of openings as they occur. Child Care Fees Our fees are considered enrolment fees, fees must be paid whether or not a child is in attendance in order to secure their spot. Monthly fees Infants (0-30 months) $635.00 Toddlers (30 months and over) $550.00 Monthly fees must be paid by the first of each month. Fees are subject to change and we will give you two weeks notice of any changes in our fees and policies whenever possible. Financial Assistance Parents needing financial assistance should talk with the on-site supervisor about funding available and eligibility requirements for coverage of monthly daycare fees. The following is an outline of the available funds to cover eligible parent's daycare fees; Ministry of Children and Family Development Because the Gitanmaax Daycare is a licensed daycare facility you may qualify for a Child Care Subsidy which will be paid directly to the daycare for your child, if you; - Are working and earn a low income - Are seeking work - Are attending school or training for job programs - Have child care recommended by the Ministry - Have medical conditions which interferes with your ability to care for your child - Have a child attending a licensed preschool Notification of Withdrawal If you have been accepted into our program and choose to withdraw prior to the beginning of the next month, you MUST notify the center at least two weeks before the first day of the month. If you miss this deadline, you will be billed for two weeks of child care. If you completely withdraw from our program anytime during the month or decide to decrease your child's schedule, a two-week notice is required. You will be charged child care fees for the two weeks of care whether or not your child is in attendance. After a withdrawal, you may request to be placed on our mailing list for a future month but you will NOT receive priority in the event that outstanding fees are not paid in full. Notification of Absences We appreciate a phone call when your children will be absent from the daycare so that we can better plan for the daily program. If your child is absent due to a communicable disease, we need to know so we can inform other families. Absent days must be paid for, as staff have been put in place to cover staff to child ratios for the expected number of children. Lengthy absences such as vacations will be billed unless two weeks written notice is given from the child's parents. Please be advised that a space cannot be held for a child who will be absent for more than one month or has had 3 days absent without notice. Termination of Child Care The Gitanmaax Daycare reserves the right to discontinue child care if we decide that the daycare, child or family is not benefitting from the arrangement. One example of termination would include situations where parents do not adhere to center policies. Some examples would include: delinquent payments; failure to pick child up on time; failure to provide or update medical or emergency contact information; disruptive or threatening behaviour; failure to phone in absences for more than three days in a row. Although we pride ourselves on serving a diverse population of children and families, with a wide variety of needs, we cannot maintain enrolment for a child or family who requires more time and attention than we are reasonably able to give. For example, we cannot provide care for a child who needs more individual attention than our classroom ratios provide. Although some children may require extra time and attention on occasion, we cannot continue to provide care for a child who cannot function within the routine of the classroom, and within the stated ratio. Some examples include a child who needs a constant one-on-one, displays chronic aggressive behaviour (beyond what is typical), cannot manage transitions or the daily routine, cannot function or behave appropriately in a social setting, etc. In such cases we will make referrals to the Child Development Center to provide the extra one-on-one support needed. We understand that as a parent you are concerned with the welfare of your child, but as a daycare, we need to be concerned with the welfare of all children enrolled in our program. Be assured, however, that it is in no way our goal to exclude children and families from our program. On the contrary, it is our goal to work with families in providing the best possible care for their children. There are many times when a parent may decide another child's behaviour is inappropriate and warrants dismissal. We want to be clear that there is a range of behaviour for children of all ages that although is not acceptable (biting, hitting, swearing), it is developmental and manageable within our setting. The Center's professional staff will make the determination if a child's behaviour is beyond this developmental range to the extent we feel we are not qualified to successfully work with them. If it appears that our program does not suit the needs of an individual family, we will consult with that family to determine if child care will be discontinued. The Director has the right to determine the frequency of situations such as picking a child up late, with the result being termination of child care services. The center will give a family two weeks notice in order to allow them time to find alternate care (extreme situations, however, will result in immediate termination of child care). Health Policies and Procedures The British Columbia Ministry has developed the policies and procedures for Children and Families to provide a high level of health protection for all children. As a licensed facility with the provincial government we are asked to adhere to these guidelines. We do ask for your full cooperation with the following: 1. Please do not bring your child to daycare if he/she is developing: An acute cold with fever, runny nose and eyes, sneezing, coughing or sore throat. A communicable disease, parasite, skin infection, discharge from an eye or an undiagnosed rash. An intestinal or stomach disorder with vomiting and/or diarrhoea. A fever more than 100 degrees Fahrenheit. 2. Please be aware that the use of a fever suppressant medication such as Tylenol simply masks a high fever. If your child registers a fever of more than 100 degrees Fahrenheit at home or at the daycare he or she must not attend the daycare center until the temperature has returned to normal and remains normal for a period of 24 hours. 3. We ask that if your child has diarrhoea that you keep him/her home until he/she has at least one normal bowel movement. If the child has been vomiting, we ask that your child remain home until at least 24 hours after the last bout of sickness. 4. If your child has an infectious disease or is exhibiting any of the symptoms outlined in (1) above, the staff may request that your child be examined and receive medical clearance before returning to the daycare. 5. We do recommend that if your child is on antibiotics or has been home sick from the daycare that he/she remain home for at least 24 hours before returning to the daycare. Insufficient recuperation time can leave a child with very low immunity levels and increases his/her chances of secondary infections. 6. Only medications officially prescribed by a doctor can be administered at the daycare. Please ask staff for the required consent form. If your doctor provides you with samples please obtain a letter of authorization so we can administer the medication. 7. Please notify staff of any medications being given to your child outside the daycare hours. If you child must be taken for emergency treatment and you cannot be contacted, this information may be of critical importance. 8. Please ensure that staff members are aware of your whereabouts and your alternate emergency contact person at all times. If your child becomes ill, it is a requirement of the Provincial Child Care Facilities Licensing Board that we contact you immediately so that you can make alternate care arrangements. 9. Head lice Policy as per attached Appendix "A". We recognized that the above requirements may seem strict and we know that it is often difficult to make alternate arrangements on short notice. However, when everyone adheres to these policies, we can minimize the opportunities for cross infections and recurring bouts of illness. HEAD LICE CHILDCARE POLICY Head Lice continue to cause concern and frustration for some parents, teachers and children. This childcare policy is intended to outline roles, responsibilities and expectations of the childcare community to assist with treating and controlling head lice in a consistent and coordinated manner. Whilst parents have the primary responsibility for the detection and treatment of head lice our childcare community will work in a cooperative and collaborative manner to assist all families to manage head lice effectively. It is the expectation of parents/carers and families attending this childcare centre that: * Children's hair will be checked for head lice on a weekly basis, at home, using the recommended conditioner/combing detection method; * That your child does not attend childcare with untreated head lice (in accordance with Health Infectious Diseases Regulations 2001); * Regularly inspect all household members and then treat them if necessary; * Parents/Carers will notify the childcare if their child is found to have live lice and advise when appropriate treatment was commenced (in accordance with Health Infectious Disease Regulations 2001); * Children with long hair will attend childcare with hair tied back; * Use only safe and recommended practices to treat head lice; * Notify the parents or carers of your child's friends so they have an early opportunity to detect and treat their children if necessary; To support parents/carers and the broader childcare community to achieve a consistent, collaborative approach to head lice management the childcare will undertake to: * Distribute up to date and accurate information on the detection, treatment and control of head lice to parents and staff at the beginning of the year or more frequently if required; * Include information about head lice management in orientation and transition programs for new families/staff attending the childcare; * Provide practical advice and maintain a sympathetic attitude and avoid stigmatising/blaming families who are experiencing difficulty with control measures; * Abide by the recommendations of the School and Children's Service Centre Exclusion Policy of the Health (Infectious Diseases) Regulations 2001 in that the responsibility to exclude a child from the childcare rests with the person in charge of the centre, and * Only exclude children from childcare who have live insects; * Accept the advice of parents that appropriate treatment has commenced; * Ensure that any person employed by the childcare, or volunteering, to undertake 'head lice inspections' will adhere to the childcare policy and latest Department of Human Services information and Health (Infectious Diseases) Regulations 2001; To help reduce the stigma and maintain confidentiality when conducting head lice inspections a letter should be given to all the children involved; * Include teachers and childcare staff in inspection. Illness Please keep your child at home if s/he has been ill during the night or in the morning and has active symptoms as listed below. A child will likewise be sent home from the Daycare when exhibiting the following symptoms: - Fever (oral temperature of 101 degrees or above) accompanied by behaviour changes or other symptoms. - Symptoms and signs of possible severe illness (lethargy; uncontrolled coughing; persistent crying; difficulty breathing; wheezing) - Diarrhea – defined by more watery stools, not associated with changes of diet or medicine, that is not contained by the child's ability to use the toilet - Undiagnosed skin rash - Vomiting (2 or more times within 24 hours) - Persistent abdominal pain - Mouth sores with drooling - Rash with fever or behaviour change - Head lice (from the end of the day until after the first treatment) - Strep throat or other streptococcal infection, until 24 hours after initial antibiotic treatment and cessation of fever - Chicken Pox, until all sores have dried and crusted - Impetigo, until 24 hours after treatment - Scabies, until after treatment has been completed - Any communicable illness A child who has a temperature of 101 degrees or above orally should not return to the center until she/he is FEVER FREE for 24 hours (without the use of fever reducing medicine). It is not our intent to allow children who are truly sick to stay at the Daycare but it is also not our intent to exclude children who are only mildly ill. The staff will assess and monitor the health of all children in the program and will need to decide if a child is too ill to attend. Please provide the Daycare on-site supervisor with accurate information about your child's health so they can make the best decision for the welfare of your child as well as the other children in the program. We understand it can often be difficult to determine the seriousness of the situation when a child is not feeling well. We tend to look for signs of a child getting better versus that of feeling worse. We encourage you to consult with your physician as well as the staff at the Daycare to help you determine if your child is too sick to attend the Daycare. Every situation is different, but we will use three criteria to determine if a child needs to be excluded: 1. The illness prevents the child from participating comfortably in daily routine and activities. 2. The illness results in a greater need for care than the child care staff can provide without compromising the health and safety of the other children. 3. The fever has any of the symptoms or conditions previously listed. Please keep in mind that children should not be given fever-reducers such as Tylenol, just prior to attending the Daycare in an effort to disguise a fever. The medicine will wear off and if a child is truly sick they will lapse quickly and possibly be sent home. If a child becomes ill while at the Daycare, the parent(s) will be notified immediately to take their child home. We will contact the emergency contact number when a child becomes ill at the daycare. We will sometimes give you a call to notify you of a low grade temperature or an incident of vomiting or diarrhea. If we determine your child is too ill to stay, parents are expected to pick up within one hour (sooner for a child with a high fever). Please notify the center if your child has a communicable illness such as chicken pox, pink eye, strep throat, ringworm, etc. so we can post a sign informing others of their exposure to the illness. Hand washing To help control the spread of illness, ALL children are required to wash hands upon arrival at the daycare and at other times throughout the day. Washing hands is the best way to prevent the spreading of illness. Medication Parents need to administer ALL medicine to their children at home, whenever possible. Many medications can be administered twice a day which means it can be taken at home rather than the daycare. Always check with your doctor to see if this is possible for your child's medical condition. Accidental Injuries In the case of a serious accidental injury to your child, we will make an immediate attempt to contact a parent. If necessary, we will call 911 and an ambulance will take your child to Wrinch Memorial Hospital. Because of this, it is essential for parent(s) to let us know the following information: 1. Where you can be reached while your child is in attendance at the center. 2. Physician's name and phone number 3. Emergency contacts and phone numbers. If injuries are not of a serious nature, we will apply first-aid and notify parent(s) at the end of the day. Biting policy Biting is fairly common amongst young children and it is one of the things that concerns adults the most. Biting is often very painful and frightening for the child who is bitten. It can also be frightening for the child who bites, because it upsets the child and makes adults very angry. Biting can make the child who bites feel very powerful because of the strong reaction that it brings. This power can be frightening for the children because they need to feel secure that their feelings can be controlled. It happens for different reasons with different children and under different circumstances. The first step in learning to control it is to look at why it may be happening. 1 Why children bite 1.1 Exploration: Babies and toddlers learn by touching, smelling, hearing and tasting. If you give a baby a toy, one of the first places it goes to is the mouth. Tasting or "mouthing" objects is something that all children do. Young children do not always understand the difference between gnawing on a toy and biting someone. 1.2 Teething: Children begin teething around the ages of four to seven months. Swelling gums can be tender and can cause a great deal of discomfort. Babies sometimes find relief from this discomfort by chewing on something. Sometimes the object they chew is a real person! Children this age do not truly understand the difference between chewing on a person or a toy. 1.3 Cause and effect: Around the age of 12 months, babies become interested in finding out what happens when they do something. When they bang a spoon on the table, they discover that it makes a loud sound. When they drop a toy from their cot, they discover that it falls. They may also discover that when they bite someone, they get a reaction. 1.4 Attention: Older toddlers may sometimes bite to get attention. When children are in situations where they feel that they are not receiving enough attention they often find a way to make others sit up and take notice. Being ignored is not fun! Biting is a quick way to become the centre of attention - even if it is negative attention. 1.5 Imitation:Older toddlers love to imitate others. Watching others and trying to do what they do is a great way to learn things. Some children see others bite and decide to try it out themselves. 1.6 Independence: Toddlers are trying so hard to be independent - "mine" and "me do it' are favourite words. Learning to do things independently, making choices, and needing control over a situation are part of growing up. Biting is a powerful way to control others. If you want a toy or want a playmate to leave you alone or move out of your way, it is a quick way to get what you want. 1.7 Frustration: Young children experience a lot of frustration. Growing up is a struggle. Drinking from a cup is great, yet nursing or sucking from a bottle is also wonderful. Sometimes it would be nice to remain a baby! Toddlers do not always have good control over their bodies. A loving pat sometimes turns into a push. Toddlers cannot always express themselves. They sometimes experience difficulty in asking for things or requesting help. They have not yet learned how to interact with others. At times, when they are unable to find the words to express their feelings, they resort to hitting, pushing, or biting. 1.8 Stress: A child's world can be stressful too. A lack of interesting things to do, or insufficient interaction with adults is stressful situations for children. Children also experience traumatic events in their lives, such as bereavement, moving to a new home, or even starting a new nursery. Biting is one way to express feelings and relieve tension. Young children are not always able to fully understand what they are feeling, they just act. 2 What we can do 2.1 Use the who, what, when and where method to pinpoint the problem: [x] Who was involved? [x] What happened before or after? How was the situation handled? [x] When did the biting occur? [x] Where did it happen? 2.2 Try prevention: If you determine that the biting occurs as the result of exploration or teething you may want to provide the child with a teething ring. If the child seems to bite when tired or hungry, you may want to look at your daily routine to be sure that s/he is getting enough sleep and nourishment Try to keep group play to short periods and small groups. Watch for situations where two children might want the same toy. For example, if the biting occurs when two children are fighting over a toy telephone, you may want to purchase a second one or perhaps try to distract them before a potential biting situation arises. It is not always possible to make very young children share. Toddlers do not necessarily have the skills to negotiate or understand another child's perspective. Children in this situation need close adult supervision, especially if they are known to bite. However even the best supervision, unless it is one-to-one, will not prevent some children from getting bitten. If attention seems to be the main reason for biting, try to spend time with the child and praise them when they are doing more positive things. If the child is experiencing a stressful family or care giving situation, you will want to make everyday life as supportive and normal as possible. Predictable meals and bedtimes and extra time with a loving adult can help. Often, experiences like rolling, squishing, and pounding play dough or relaxing, splashing and playing in water are a great way to relieve tension. Supervision of Children at the Center Parents are responsible for the safety and wellbeing of their child(ren) any time in which you are together at the Daycare (Parent Programs, drop-off, and pick up times). Please do not allow your child to run off anywhere in the Daycare without adult supervision. There are many rooms that have objects such as knives and scissors that would be dangerous for children. We also request that you refrain from allowing your children to climb on furniture (or anything that is not intended for climbing). We set rules and limits and maintain expectations for children's behaviour while they are under our supervision, so we expect the same from parents when they are under your supervision. Arrivals and Departures As the daycare staff are responsible for the safety and security of the children from the time they are dropped off to the time they are picked up, a parent must bring the child into the building, immediately sign the child in, and let the staff know they have arrived. Sign in and out sheets will be located by the cubbies (door entrance) at easy access. It is also asked that parents, as a courtesy, call the daycare by 9:30am to let the staff know if parents are going to be late, have appointments, if the child will or will not be returning after the appointment or will be arriving at a later time. This is to ensure that the staff to child ratios are maintained. If there is no notice given to staff, and staff have been sent home due to the ratios, your child will not be allowed to attend that day. If an adult other than a parent or guardian will be picking up a child, the person must be on the list as a person authorized to remove the child from the facility. This section is on the registration form. If the person is not on the list, it is the responsibility of the parent to provide this written information to the daycare staff prior to pick up time. Children will not be released without written permission from the parent. Children will not be released to an adult under the influence of drugs or alcohol. The emergency contact person will be contacted or other persons authorized to remove the child from the daycare. If the staff encounter any conflict with the person under the influence of drugs or alcohol the proper authorities will be notified. The Ministry of Child and Family Services will be notified if staff cannot find an authorized person to pick up the child. Late Fees The Gitanmaax Daycare cannot be responsible for overtime salaries caused by a parent being late to pick up a child at the end of the day. Therefore, a parent will be charged an additional $10.00 for every 15 minutes or a portion of 15 minutes a staff member is required to stay past closing. There is a 15 minute grace period. The late fee is payable when picking up your child. (i.e. If you are 10-15 minutes late you are required to pay $10.00, 20 minutes late the fee is $20.00) If you are not going to make the 4:30 closing time, call the daycare and let staff know your situation. Note that late charges will apply. If a child is not picked up within an hour of the daycare closing, and alternate contact for the family cannot be reached, the daycare will notify the Ministry of Child and Family Services. An intake worker will come and help the staff member resolve the problem. Clothing Weather appropriate clothing should be sent with your child to the daycare. Please send your child in play clothes since some activities can be quite messy and damaging to your child's clothing. Extra clothes that are labelled with your child's name should be brought on or before your child's first day of daycare. All children must have indoor shoes or slippers to meet fire regulations. Infant/Child Personal Care Items We ask that you provide the following items to the daycare on a daily/weekly basis to ensure that we have the necessary personal care items for your infant/child: - Diapers - Vaseline/Powder - Baby Wipes - A complete change of clothing, including appropriate outdoor clothing - A pacifier if your child uses one. If so, bring several - Any blanket, toy, pillow, etc. that may provide comfort and security to your infant/child. Toilet Training Diapering – children will be checked and changed frequently during the day. If you have special concerns, please let staff know. Toilet Training – We believe that children need to be developmentally ready to start toilet training. We will try to follow your lead and children's developmental readiness, to decide when to start and how to approach toilet training. Outdoor Play All infants/children who are well enough to be in attendance at the daycare will be taken outdoors for playtime, a walk or a ride in the stroller around the track on a daily basis. The only exceptions are rainy days, summer days when the heat index is over 100, and winter days when the wind chill factor is below 0. Studies have consistently shown that children do not have lowered resistance to colds or other infections because of outdoor play, but are much healthier and have stronger resistance to illness with exposure to the outdoors. Also, in order to maintain our caregiver-to-child ratio, all of the children must go out at the same time. Items Brought from Home Our center maintains a generous supply of materials, toys, and equipment for the children to use. Therefore, children are asked to keep toys and other personal items at home. This helps us to avoid hurt feelings if an item is lost or broken. We cannot be responsible for an item from home once it is brought to the daycare. So for safe keeping, please leave these items at home. If it helps your child to take a toy or special item when they leave the house each day, leaving it in your car is a safe and secure place where your child can have it later. Even if a child brings a toy into the center, it will sit in the cubby all day and they will be unable to play with it here. In addition, please do not bring food, gum, candy, or money into the center. These items will either be thrown away or placed in your parent pocket. Birthdays and Celebrations Parents are welcome to bring cake/cupcakes on birthdays and other special occasions. They are greeted by the children as special treats. Please let staff know in advance of your plans so that we can prepare. Separation Separation can be stressful for parents as well as children. We are here to help in this sometimes difficult, but very common, developmental process. Sometimes children are upset during their first few weeks and some don't express anxiety until a few weeks later, when they feel comfortable enough to do so. This is completely understandable because they are in a new environment with people they do not know yet. It will take time for them to develop bonds and relationships with the daycare staff and children in their group. Please know that we will comfort and reassure your child. The teachers will acknowledge and talk about his/her feelings and we will need you to do the same. Keep in mind that children are very sensitive to the feelings of their parents so if you don't feel good about leaving your child at the daycare, they won't feel good about it either. Please talk about your child's experience in a positive way. When you leave your child, please don't 'sneak out'. Make the 'good-bye' and hug something s/he can count on, even if it brings tears at first. When it's time for you to leave the daycare, after you say your good-byes, make the departure definite. Lingering can make a child unsure of what is expected of him/her. It is helpful when parents develop a routine (leave after reading a book together, washing hands, greeting the teacher, etc.). Consistency is the key. Over time your child will become accustomed to this routine and learn that you always come back when you say you will (after snack, outdoor play, nap, etc.). Together, we will successfully work through this most important developmental process. Guidance and Discipline Gitanmaax daycare staff members will not practice forms of discipline that may be physically or mentally harmful to the children enrolled in the daycare program. Staff will respect the child and his or her feelings in every guidance and discipline situation. It is crucial for the caregiver to know about, understand, and respect the developing child and apply this knowledge and respect through appropriate experiences and interactions. All caregivers will use verbal comments, voice tone, face and body posture to help the child's learning and development of self-discipline. Problems are viewed as learning opportunities and children are encouraged to solve their own conflicts where possible. Positive behaviour will be reinforced and minor negative behaviour will be ignored. The use of "No" will be limited to emergency safety situations. Children will be given allowable choices and redirected to acceptable behaviours. Children will be removed from the situation when, owing to intense emotion such as anger, frustration, hurt or loss of control. A period of time to settle the child down with the caregiver's direction may sometimes be necessary. The caregiver will use a firm, consistent approach while maintaining a positive attitude towards the child. We are to stress two main patterns of behaviour: respect for other people, and respect for property. As a result we don't allow children to hit or shove other children or verbally abuse them. We also stress that they treat material possessions (ours or theirs) with respect. There is a difference between playing hard, and using a toy for a purpose for which it was not intended. For example, books are for looking at, not tearing pages out of, and toy brooms are for sweeping, not for bashing the kitchen set with. Occasionally children do not behave in respectful ways. We first remind them of the proper behaviour. If the behaviour is repeated, a "time out" with a staff member is used. If a child continues to behave inappropriately, we will talk to you about it. Children are never punished for lapses in toilet training or for accidents (spilled milk, for example). In the case of the latter, we will have the child help us clean up, if possible, not for punishment, but to help teach responsibility. Discipline and Management Policy Praise and positive reinforcement are effective methods of the behaviour management of children. When children receive positive, non-violent, and understanding interactions from adults and others, they develop good self-concepts, problem solving abilities, and self-discipline. Based on this belief of how children learn and develop values, this facility will practice the following discipline and behaviour management policy. WE DO: 1. Praise, reward, and encourage the children. 2. Reason with and set limits for the children. 3. Model appropriate behaviour for the children. 4. Modify the classroom environment to attempt to prevent problems before they happen. 5. Listen to the children. 6. Provide alternatives for inappropriate behaviour to the children. 7. Provide the children with natural and logical consequences of their behaviours. 8. Treat the children as people and respect their needs, desires, and feelings. 9. Ignore minor misbehaviours. 10. Explain things to children on their levels. 11. Use short supervised periods of time-out. 12. Stay consistent in our behaviour management program. WE DO NOT: 1. Spank, shake, bite, pinch, push, pull, slap, or otherwise physically punish the children. 2. Make fun of, yell at, threaten, make sarcastic remarks about, use profanity, or otherwise verbally abuse the children. Shame or punish the children when bathroom accidents occur. 3. Deny food or rest as punishment. 4. Relate discipline to eating, resting, or sleeping. 5. Leave the children alone, unattended, or without supervision. 6. Allow discipline of children by children. Infant/Toddler Safe Sleeping Policy The following statements describe our policy at the Gitanmaax Daycare for nap times at the Gitanmaax Daycare. 1. All child care staff working in this room, or child care staff who may potentially work in this room, will receive training on our Infant/Toddler Safe Sleep Policy. 2. Infants 12 months and younger will always be placed on their backs to sleep, unless there is a signed sleep position medical waiver on file. In that case, a notice will be posted on the infant's crib. 3. The American Academy of Pediatrics recommends that babies are placed on their back to sleep, but when babies can easily turn over from the back to the stomach, they can be allowed to adopt whatever position they prefer for sleep. A note will be placed in the child's file stating when the child is able to roll over to their side or back. A similar note will be posted over the child's crib. The parent/guardian will also be notified verbally. 4. We will follow this recommendation by the American Academy of Pediatrics. However, child care staff can further discuss with parents how to address circumstances when the baby turns onto their stomach or side. 5. Sleeping infants will be checked periodically by staff. We will be especially alert to monitoring a sleeping infant during the first weeks the infant is in child care. 6. Infants heads will not be covered with blankets or bedding. 7. No loose bedding, pillows, bumper pads, etc. will be used in Graco Pens. We will tuck any infant blankets in at the foot of the crib and along the sides of the crib mattress. 8. Toys and stuffed animals will be removed from the crib when the infant is sleeping. 9. Only one infant will be in a crib at a time, unless we are evacuating infants in an emergency. 10. No smoking is permitted in the Gitanmaax Daycare building. 11. No child will sleep in a swing, bouncy seat, car seat, etc. Children are to be placed immediately in their crib when they go to sleep. Safety and Emergency Procedures Safety Policy 1. Fire drill procedures are to be posted and approved by the local Fire Department. 2. Monthly drills are to be implemented. 3. All staff will have their approved First Aid or Child safe certificates. 4. The Gitanmaax daycare will ensure that liability insurance is in such an amount to confirm adequate coverage. 5. A written report will document any accidents or injuries that have occurred at the daycare facility signed by a staff member and the child's parent or guardian. 6. The emergency phone numbers of the Fire Department, Hospital, Ambulance, Police and Poison Control shall be posted by the telephone. 7. Allergy information will be posted in an easily accessible place for staff to refer to. 8. Everyone working with children will have criminal record checks and Medical Clearance done. 9. All parents must sign a consent form for field trips, emergency care of their child, photo permission before any of this should be implemented or needed. 10. All staff are to be alert and look for potential safety hazards. Fire Drill Evacuation 1. The staff will first talk to the children of what to do in case of a fire and bring them through the step-by-step process, so they know what to do. They will also give the children the opportunity to hear what the real fire alarm will sound like. 2. The staff will ring a bell signalling the children, in place of the fire alarm, and ask them to drop what they are doing and go straight to the door. 3. The staff will grab the first aid kit supporting all the children's personal information, so they will be able to notify parents of the fire emergency. 4. The staff will do a head count before leaving the daycare premises and again when the group is in the parking lot of the Hazelton Secondary School. Staff will lead the group from the building and the on-site supervisor will be the last person out. 5. Both infant and toddler groups need to meet by the Hazelton Secondary School parking lot door and as one group proceed to the front of the school to use the telephone at the front office. Earthquake Evacuation 1. If inside the daycare, staff will help the children to take cover, crouch beside a wall, protect their head and face, and avoid doorways. 2. If outside, the daycare, staff will stay where they are unless they are in an unsafe location. The best places to move to are away from windows, buildings, overhead wires and telephone poles. 3. In the aftermath of the earthquake, check yourself and others for injuries – administer first aid if needed. 4. Stay off the telephone unless you have to report a serious-life threatening emergency. 5. Staff and children will remain at the daycare (unless it is unsafe to stay) and wait for confirmation that it is safe to send everyone home. Bomb Threat In the case of a bomb threat at the Hazelton Secondary School, the Hazelton Secondary School staff will call the Gitanmaax daycare of the possible threat. The daycare will then follow appropriate evacuation procedures to the parking lot of the Ken Trombley Ice Arena. Child Abuse Any kind of abuse on a child attending the daycare facility will be documented in an incident report and immediately reported to the Ministry of Children and Families and a copy to the Licensing Officer. Local Outdoor Play & Local Field Trips Local outdoor play and local field trips for the children of the Gitanmaax Daycare will be in accordance with the following regulations. The definition of local outdoor play is any activity that is conducted off the Gitanmaax Daycare site. 1. Any outdoor activity off of Daycare Property must be approved in advance by the on-site supervisor 2. Outdoor activity off of Daycare property must have a purpose. Staff must complete a request form and forward it to the on-site supervisor. In this request form it must state the educational/developmental benefit to the children in taking them for an off-site outdoor activity. Exception will be made for those activities that are held on the Hazelton Secondary School Track and Field Location. 3. Staff members are responsible for ensuring that the children all have current and completed parent permission slips that state they give permission for their child to be taken off site for outdoor field trips/walks. 4. Two staff members are required at any time, when conducting outdoor field trips/walks off of daycare property to supervise and ensure the safety of the children. 5. If two staff members are not available and/or if the request for an off-site outdoor activity is not approved, staff members who would like to take their children outside must utilize the enclosed playground area for their outdoor activity. 6. Outdoor field trips/walks must only be scheduled during the morning free play time slot of 9:50am to 11:00am. Children must be back at the daycare by 11:00am to ensure that their schedule is not disrupted. 7. Outdoor field trips/walks that are conducted near highway traffic are discouraged. However, if a field trip/walk is conducted near highway traffic, must be conducted through the use of the daycare strollers and children must be strapped in at all times. No exceptions will be granted. 8. All children attending an off-site field trip/walk must be dressed appropriate to the season. 9. It is the responsibility of the staff to ensure that a portable first aide kit is brought to all off-site outdoor activities. Winter: Winter pants and coat, winter boots, toque and mittens Summer: Sunscreen, hat, summer clothing Contact Phone Numbers For your convenience, the following is the listing for phone numbers that will assist you in contacting various personnel of the Gitanmaax Daycare:	<urn:uuid:426672c6-492e-4c38-bd8d-337fda174e43>	CC-MAIN-2020-40	http://gitanmaax.com/wp-content/uploads/2016/12/Gitanmaax-Daycare-Parent-Handbook.pdf	2020-09-21T10:19:07+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00182.warc.gz	52,864,496	11,211	eng_Latn	eng_Latn	0.998506	eng_Latn	0.998836	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2517, 4871, 7537, 10120, 11010, 13872, 16730, 19595, 22256, 24136, 26648, 28830, 33904, 36383, 39026, 41637, 44975, 47128, 49596, 50672, 53187, 55316 ]	[ 2.421875, 2.5 ]	2	4
Sickle Cell Disease: Retinopathy Patient and Family Education This teaching sheet contains general information only. Talk with your child's doctor or a member of your child's healthcare team about specific care of your child. What is sickle cell retinopathy? Retinopathy is damage to the retina in the eyes. The retina is the "seeing" part of the eye. It is in the back of the eye and it: - Contains nerves and small blood vessels - Captures light and images so that we can see Eye problems caused by the sickled blood cells can be found in all types of sickle cell disease. Eye problems are more common in older children and adults with HbSC and HbSbeta+Thalassemia. - This is thought to be because patients with these types of sickle cell disease often have a higher hemoglobin, which makes the blood thicker. - As this "thicker" blood travels through the tiny blood vessels in the eyes, it causes damage to these vessels and can lead to vision loss if not treated early. What causes sickle cell retinopathy? Sickle red blood cells can get trapped inside the small blood vessels in the retina. This can cause: - A decrease in bloodflow, leading to damage of the retina. The damage may be permanent. - Bleeding in the eye. - When blood vessels are blocked, the eye makes new vessels to replace the blocked vessels. - The new vessels are thinner and weaker. They may break open and bleed. - The bleeding causes damage to the retina. Bleeding can also cause the retina to become loose from the rest of the eye. This is called a detached retina. Damage to the retina can cause changes in eyesight. If the damage is not treated, blindness may occur. What are the symptoms of sickle cell retinopathy? At first, there may be no symptoms. This is why an eye doctor needs to check your child's eyes each year. When retinopathy becomes worse, your child may have these problems: - Flashes and dark shadows in some parts of his vision (floaters) - Sudden loss of vision - Blurred vision - Pain in the eyes In case of an urgent concern or emergency, call 911 or go to the nearest emergency department right away. Hem-Onc / PFEG 028 / 12.13 / SCD: Retinopathy Page1of3 Sickle Cell Anemia: Retinopathy, continued What should I do if my child has a change in his vision? If your child has changes in his vision, call your child's doctor right away. - If you already have an eye doctor (ophthalmologist), call him right away. . - If you cannot see an eye doctor right away, go to the Emergency Department - Changes in vision can also occur with a stroke. Either way, your child needs to be checked right away. What tests could my child need? Your child needs a complete eye exam by an eye doctor who knows about sickle cell disease. - The eye doctor will put drops in your child's eyes. This allows the doctor to see the entire eye better. - Always tell your eye doctor that your child has sickle cell disease. Your child will need a more careful exam. How is sickle cell retinopathy treated? Your child will need treatment if his retina shows signs of damage. - If caught early, most problems can be treated by the eye doctor. - Some problems can be treated with a laser. - Your child may need eye exams more often. - Others may need to be treated with surgery. What type of follow-up care does my child need? - Make sure you understand and follow the instructions the eye doctor gives you. Always ask questions if you are not clear on any instructions given by a healthcare provider. - Your child needs regular follow-up care with your eye doctor and your sickle cell provider. How can I help prevent retinopathy? Early stages of sickle cell retinopathy do not normally cause changes in eyesight. You can help prevent eye problems by doing these things: . - When your child is 7 or 8 years old, schedule him for an eye exam with an eye doctor each year Treatments work better if the eye changes are found early. - Your health insurance may require a referral from your child's pediatrician before being seen by the eye doctor. Be sure to discuss this with your health insurance company, including Medicaid. - Follow any treatments the eye doctor gives. - Give your child plenty of fluids to drink each day. Do this from the time he is 6 months old. Fluids help keep the sickled cells from sticking together and causing problems. - Ask your child often if he has any changes in his vision. If he does, schedule an eye exam right away even if he is younger than 7 or 8 years of age. - A simple vision screen using the eye chart is not the same as a full eye exam by an eye doctor. Ask your sickle cell provider if you are unsure of the type of eye exam that is needed. What should I do if my child is sick? - Follow your child's doctor's advice for what you should do. - Call your child's health care provider anytime that your child has a fever of 101°F (38.3°C) or higher or is sick. Your child will need to be seen right away. In case of an urgent concern or emergency, call 911 or go to the nearest emergency department right away. Sickle Cell Anemia: Retinopathy, continued - During the time when the clinic is closed (on weekends and holidays and between 5PM and 8AM during the week), call the hematologist on call. They will notify the Emergency Room and help with your child's care. - ALWAYS tell the Emergency Room doctors and staff that your child has sickle cell disease. Also tell them which sickle cell clinic he visits. For more information on sickle cell disease and services, visit the Children's Healthcare of Atlanta website at www.choa.org/sicklecell.	<urn:uuid:ce636c97-b12a-4910-9668-b7ffece41f00>	CC-MAIN-2014-41	http://www.choa.org/Childrens-Hospital-Services/Cancer-and-Blood-Disorders/Programs/Sickle-Cell-Disease/~/media/CHOA/Documents/Services/Cancer-Blood-Disorders/Teaching-Sheets/scdretinopathy.ashx	2014-09-23T14:23:10Z	crawl-data/CC-MAIN-2014-41/segments/1410657138980.37/warc/CC-MAIN-20140914011218-00128-ip-10-234-18-248.ec2.internal.warc.gz	419,196,947	1,255	eng_Latn	eng_Latn	0.998768	eng_Latn	0.999282	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2175, 5062, 5600 ]	[ 3.453125 ]	2	0
Laboratory 5 - The Solar System Materials Used: Two-meter sticks, photographs of the planets, flashlight, a sheet of graph paper. Objectives: To investigate the size, shape and organization of the solar system; to study the motion of bodies within the solar system and to gain insight into Kepler's Laws. Discussion: As we learned in the last lab, our solar system consists of the Sun, eight planets, and a number of smaller objects that orbit the sun in the same direction (ccl as viewed from above) in the ecliptic plane. Comets are the only notable exception to this arrangement. Mercury's orbit is inclined about 7 o relative to the plane of the solar system but it is so close to the sun that it never appears far from the ecliptic. Kepler's Laws Kepler's Laws are a masterpiece of empiricism. Johannes Kepler (1571 – 1630) inherited an entire career's worth of observational data on the solar system meticulously acquired by his mentor, Tyco Brahe. Kepler lived in an age when the difference between astronomy and astrology was not welldefined - and both were considered disciplines subordinate to mathematics. Curiously, the emerging field of physics was considered philosophic in nature and not an integral part of astronomy/astrology. As did many scientists of his time, Kepler incorporated elements of mysticism and religion into some of his theories concerning the solar system. His eponymous three laws, however, are the result of a careful and refined scientific evaluation of observational data. Kepler's conclusions on the movements of planets in our solar system are empirical because they are based not on any extrapolation from physical laws (Newton's Principia would not be published for another 75 years), but on a careful study of the positions of the planets over time using Tyco's observations. By carefully plotting the movements of the planets, and studying the relationships between their positions and time, Kepler was able to derive three important relationships involving the orbits of objects in our solar system. Though Newton subsequently offered a more exacting way of describing the mechanics of the solar system, Kepler's Laws are to this day very important in illustrating and understanding the dynamics of our solar system. Kepler, along with his contemporary Galileo, were among last major figures in the Renaissance era of science. The coming of Isaac Newton and his mathematically rigorous view of celestial mechanics based on fundamental physical laws ushered in the modern era of science and sped the maturation of the field of physics. With the dawn of the modern era astrology was no longer considered a part of astronomy (or even science) and astronomy became a discipline within physics. Most (though certainly not all) modern discoveries in astronomy employ, at some level, Newton's Laws to ascertain the existence of heretofore unknown celestial objects. Kepler's first observation concerning our solar system was that the orbits of the planets around the sun are not circular (as was the widely held view of his time), but elliptical, with the sun at one focus of each ellipse. This observation is quantified as Kepler's First Law. Although Kepler studied the orbits of planets his first and all subsequent laws apply to everything in the solar system that orbits the sun. The geometric term used to describe any deviation from circular orbital symmetry is called eccentricity. The orbits of the planets have low eccentricities and are therefore very nearly circular. The orbital eccentricity of the Earth, for instance, is only 0.017. At perihelion the distance from the Earth to the Sun is 91,000,000 miles and at aphelion the distance is 95,000,000 miles. Mercury (e = 0.21) has a somewhat greater eccentricity though still relatively small. Most comets, by contrast, have large orbital eccentricities. Halley's comet (e = 0.967) has a perihelion distance of a mere 55,000,000 miles while its aphelion distance is beyond the orbit of Neptune. Kepler's second law states that the radius vector of each planet sweeps out equal areas in equal times. This is illustrated in Figure 1 below. A planet's motion about the sun is represented by an ellipse with the sun (S) at one of the foci. The radius vector is an imaginary line that points from the sun to the planet at any location along the ellipse. The planet is at perihelion at point A and aphelion at point D. Areas ASB and CSD are equal. Notice that in order for the radius vector to sweep out equal areas in equal time, the planet must travel more rapidly along the portion of the ellipse from A to B than from C to D. Therefore a planet moves more rapidly through space when it is at perihelion than at aphelion. Orbital speed changes over the course of an orbit. B D Kepler's third law establishes a relationship between the distance of a planet from the sun and its orbital period. The third or "harmonic" law (Kepler labored mightily to explain his third law in terms of musical mysticism) states that the square of the orbital period of a planet is directly proportional to the cube of the semi-major axis of its orbit. More succinctly: A modified form of Kepler's third law is used in conjunction with Newton's Laws to determine the masses of distant objects from measurements of orbital data. Our Solar System Most of the mass in the solar system (99.85%) is concentrated in the Sun. The planets and their satellites, comets, asteroids, dust, etc., make up the rest. A rough cross-section of the solar system is described below. All distances from the sun are given in Astronomical Units. One astronomical unit (AU) is the mean distance from the Sun to Earth, i.e., about 93 million miles or 150 million kilometers. Terrestrial Planets: Nearest the sun are a group of planets whose properties are roughly similar to those of the Earth known as terrestrial planets. Mercury, Venus, Earth, and Mars are in this group. Terrestrial planets are rocky bodies composed mostly of silicates (silicon and oxygen) and metals. Venus, Earth and Mars have atmospheres but Mercury is too small and hot to retain an atmosphere. The terrestrial planets occupy the region of the solar system from 0.39 AU to 1.52 AU. Asteroid Belt: Between the orbits of Mars and Jupiter is a region containing numerous small fragments and small rocky planetesimals known as the asteroid belt. The asteroid belt is not, as often claimed, the remnant of a planet destroyed in some ancient calamity. It is, rather, material left over from the earliest time of the solar system that failed to condense into a planet due to immense gravitational forces – principally from Jupiter and the Sun. The asteroid belt occupies the region of the solar system from about 1.6 AU to 5.0 AU. Jovian Planets: Beyond the asteroid belt are a group of gaseous planets with relatively large diameters, violent atmospheres and low average densities know as the Jovian planets. Jupiter, Uranus, Saturn, and Neptune are in this group. The Jovian planets lack solid surfaces (except for small, solid cores) and are composed mostly of light elements such as hydrogen, helium, argon, carbon, oxygen, and nitrogen in gaseous or liquid form. Jupiter, the largest of the Jovian worlds, creates more heat (by gravitationally compressing its immense atmosphere) than it receives from the sun. All of the Jovian worlds are surrounded by networks of satellites (moons) and rings. The Jovian Planets occupy the region of the solar system from about 5.0 AU to about 30 AU. Kuiper Belt: The Kuiper Belt is a region of the solar system similar to the asteroid belt but located beyond the orbit of Neptune. The Kuiper Belt contains a large number of small bodies (KBO's) composed mostly of icy volatile substances. Pluto, one of the largest of the KBO's, is a dwarf planet most similar in size and composition to some of the satellites of the Jovian worlds. The Kuiper Belt occupies the region of the solar system from about 30 AU to 55 AU. Oort Cloud: The Oort Cloud is the only large structure in the solar system that does not orbit the sun in the ecliptic plane. The Oort cloud is a spherical cloud of comets that occupies the region of the solar system from 50,000 AU to 100,000 AU. The outer edge of the Oort cloud is thought to be nearly halfway to the nearest star, Proxima Centauri. In this procedure you will construct a partial model of the solar system – one containing the sun and planets. The purpose of this exercise is to give you some idea of the scale of our solar system and an inkling of the vastness of even our small corner or space. A Scale Model of Our Solar System The average distance from Earth to the Sun is about 1.5 × 10 13 cm in c.g.s. units. The average distance from Pluto to the Sun is 3.58 × 10 14 cm. These are very large numbers. We wish to scale these down so that we may construct a scaled down model of the solar system, i.e., a model in which the relative distances between planetary objects remain the same but is smaller than the original. First we must decide how large our model should be. If we were to build a scale model of, for instance, an aircraft carrier, we would choose a scale such that the model would fit conveniently in the area in which it was to be displayed. An aircraft carrier is on the order of 1000 feet in length. In order for us to have a 20 inch long scale model we would have to use a scale factor of 1 inch = 50 feet. Mathematically, a scale factor (SF) may be expressed: In this particular example (recalling that 1 foot equals 12 inches): Notice that the units cancel in the above calculation. The SF is, therefore, a unitless number. If we wanted to determine the length of a model airplane on our model carrier we would multiply the length of a real airplane by the SF of 1.66 × 10 -3 . Now let's assume that we want our model solar system to have a radius of 1000 cm (i.e., the distance from the Sun to Pluto will be 1000 cm). The SF will be: To find the scaled distance between Earth and the Sun we would simply multiply the SF by the actual distance: A more convenient scale would result from placing Neptune 4000 cm from the Sun - thus allowing us to construct a model that fits conveniently in the hallway outside the lab. Using Table 1, compute the scale distances to the planets in our model solar system. A set of markers and meter sticks will be provided for your use. When you have computed the scale distances you will, as a group, construct a model solar system in the hall outside the lab. Table 1. Orbital data Effects of Earth's Orbital Motion on Our Climate The earth is at perihelion in early January each year. This is when Earth's orbital speed is greatest. Earth's orbital speed gradually slows until reaching aphelion in July when our orbital speed is at its minimum. The earth is actually closer to the sun when temperatures are coldest in the northern hemisphere. Even though the sun is closer to the earth during our winter months, the sun's rays travel a greater distance through the atmosphere and strike the earth at a more oblique angle in the northern hemisphere due to the 23½ 0 tilt of the earth about its rotational axis. Energy from the sun that strikes the earth from directly overhead is more intense than energy that strikes the earth at an angle because the light at an angle is spread out over a greater area. You can verify this for yourself with a flashlight. Hold the flashlight about a foot above a sheet of graph paper and shine the beam directly onto its center. Trace the outline of the beam and count the number of squares within this area. The number of squares may be used to give a rough estimate of the area illuminated by the flashlight beam. Then from the same height shine the beam onto the center of the opposite side of the same sheet of graph paper at an angle of about 45 0 and trace the outline of the beam - again counting the squares within the area of the trace. Intensity is defined as power per unit area. Since the power of the flashlight beam is the same in both measurements you made, in which case is the intensity of the light the lowest, when the beam is perpendicular to the surface or at an oblique angle? This change in intensity, along with other factors such as the path length of light rays through the atmosphere (which increases at more oblique angles) – all related to the tilt of the earth with respect to the ecliptic plane - account for the change of seasons. Many erroneously think that the elliptical nature of Earth's orbit around the sun, and our changing distance from the sun during the course of a year, is responsible for the change of seasons. The difference between the earth's perihelion and aphelion distances is less than 3%. The amount of solar energy striking the earth is 7% greater at perihelion (in January) than at aphelion (in July). At first blush this would lead one to conclude that, at the very least, summer in the southern hemisphere, which occurs at perihelion, is warmer than summer in the northern hemisphere. This is not the case. Most of the land mass of the earth is concentrated in the northern hemisphere. The southern hemisphere, by contrast, is 80% covered by water. Water has the ability to absorb large amounts of heat because of its great specific heat capacity. The additional solar energy supplied by the sun at perihelion is absorbed by the large bodies of water in the southern hemisphere. The result is that temperatures are actually more moderate during summers in the southern hemisphere. On Mars, which does not have any oceans to absorb heat, the temperature fluctuations are much greater due to perihelion and aphelion. Another effect of the elliptical nature of the earth's orbit and its varying orbital speed is that spring and summer are longer in the northern hemisphere than in the southern. The number of days from the vernal equinox (March 20) to the autumnal equinox (September 22) in the northern hemisphere is about a week longer than from autumnal to vernal. Exercises 1. What is the definition of perihelion? Aphelion? 2. What two planets have orbits that are separated by the largest average distance? 3. One wishes to construct a tabletop model of the moon. If the diameter of the moon is about 2.2 x 10 8 cm, and the model is to be 50 cm in diameter, what scaling factor will be used? 4. Why does the distance that sunlight travels through the atmosphere affect the amount of solar energy that reaches the earth’s surface? 5. Why are summer temperatures in the southern hemisphere more moderate than temperatures in the northern hemisphere - even though the earth is closer to the sun during the southern summer? 6. Which, if any, of Kepler’s Laws influences the change of seasons on Earth? 7. Using the same scale factor that you used to construct our scale model of the solar system, what would be the diameter of the sun if the actual diameter of the sun is 1.39 × 10 11 cm? 8. What would be the size of Jupiter at the same scale factor if the actual diameter of Jupiter is 1.42 × 10 10 cm? 9. What is the largest region of the solar system – that occupied by the terrestrial planets, the asteroid belt, the Jovian planets, the Kuiper Belt, or the Oort Cloud? 10. What is the difference between empiricism, as practiced by Kepler, and modern methods in astronomy?	<urn:uuid:51d38e0d-b664-4a87-b2f0-c37e4757a5cc>	CC-MAIN-2014-41	http://www2.cose.isu.edu/~hackmart/astlbsol.pdf	2014-09-23T14:36:47Z	crawl-data/CC-MAIN-2014-41/segments/1410657138980.37/warc/CC-MAIN-20140914011218-00128-ip-10-234-18-248.ec2.internal.warc.gz	966,038,192	3,330	eng_Latn	eng_Latn	0.997655	eng_Latn	0.998618	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3330, 5319, 8616, 10545, 11200, 14052, 14983, 15375 ]	[ 4.125 ]	3	26
TEACHER OVERVIEW Passive Solar Design for Homes For Grades 6, 7 and 8 OVERVIEW In this unit students will learn about using the right type of materials in a home that conserves energy and the importance of building orientation and window sizing. Students will engage in an activity to measure temperature changes in several thermal storage samples. By the end of the unit, students will appreciate the need to plan construction with proper materials. Students will learn that simple measures, such as landscaping and installing thermal storage, make a big difference in energy consumption. OBJECTIVES See Middle School Teacher Resource Guide for TEKS objectives and additional information regarding this and other middle school units. SUGGESTED TIMEFRAME Teacher will need to determine how many class periods to devote to each activity, based on the suggested timeframe and length of classes. \| Time \| Activity \| Content Area \| \|---\|---\|---\| \| 10 minutes 15 minutes 45 minutes \| Activity 1 – Teacher Introduction Activity 2 – Assessment of Current Student Knowledge Activity 3 – Reading Passage and Vocabulary Homework Assignment – Sentences with Vocabulary \| Science Reading Vocabulary Language Arts \| \| 30 minutes 60 minutes \| Activity 4 – Pre-Lab Activity 5 – Lab \| Science \| \| 30 minutes \| Activity 6 – Post-Lab \| Science \| \| 30 minutes \| Activity 7 – Assessment \| Science \| REQUIRED MATERIALS „ copy of the Reading Passage and Student Data Sheets (includes reading comprehension questions, vocabulary and Lab Activity) for each student „ graph paper „ copy of the Assessment Questions for each student „ an equipment kit for each group containing the following items: * 3 small thermometers (non-mercury recommended) * 200 ml each of optional materials to test, such as water, packed sand, shredded paper, powdered cement, mortar, plaster, rock, etc, (students will measure each into a separate beaker) * 1 lab thermometer (non-mercury recommended * 1 liter of ice water OR * 3 beakers to hold test materials * 1 liter of hot water at 85° C approximate, (hot from tap) * goggles * container to hold beakers (cake pans work well) * gloves SUMMARY OF ACTIVITIES Activity 1 – Teacher Introduction (10 minutes) Explain to the class that for the next unit of study, they will be learning about passive solar energy and how these principles can be used in our homes and other buildings. They will be introduced to using appropriate building materials and choosing appropriate design options, such as the position of the building relative to the sun and landscaping. The purpose of the Lab Activity is to test the thermal storage capabilities of several materials that could be used as thermal mass, such as sand, shredded paper and powdered cement, mortar or plaster. Each test material will first be contained in a test beaker and then placed in either a hot water bath or a cold water bath. The effect of the hot or cold water on the test material will be gauged by taking temperature readings of the test material at 1minute intervals for 10 minutes. Test materials with small changes in temperature will have the better thermal storage capabilities than materials with greater temperature changes. TEACHER OVERVIEW Activity 2 – Assessment of Current Student Knowledge (15 minutes) To assess what students already know, prompt a class discussion based on the 4 questions listed below. Based on this discussion, create and display a graphic organizer of the points that were discussed, which can be displayed throughout the unit of study. Refer to the Teacher Resource Guide for a sample bubble graph. 1. What does it mean to use proper building materials to conserve energy in the home? What are examples of these proper building materials? that could be used as thermal mass, such as sand, shredded paper and powdered cement, mortar or plaster. For teachers interested in exploring scientific inquiry more fully as it applies to this Lab, see the Teacher Resource Guide for guidelines. Before performing the lab, students can be given the lab instructions to read and summarize the steps involved. The summary can be in the form of a brief chart. Review safety guidelines before students conduct the lab. See Teacher Resource Guide for general safety guidelines. Demonstrate proper use and care of the equipment used in the activity. 2. Why would the position of a building relative to the sun be important for the building's heating and cooling needs? 4. What impact would natural shading and landscaping have on helping to cool or heat a home? 3. Do you think that homes in Texas can be designed to be solar homes? See Teacher Resource Guide for alternative or additional assessment activity. Activity 3 – Vocabulary and Reading Passage (45 minutes) Each student will need a copy of the Reading Passage and the Student Data Sheets, which include reading comprehension questions, vocabulary words and the Lab Activity. (As an alternative to making copies, the Student Data Sheets can be displayed so the entire class can view them and copy the information into their science notebook.) Instruct students to study the Reading Passage and complete the questions and vocabulary. This activity will help them learn about passive solar design and prepare them for the Lab Activity in which they will test the thermal storage capabilities of several materials. Key vocabulary words in the Reading Passage will assist them in understanding the Lab Activity instructions. For students who wish to learn more of the detailed principles about passive solar design, direct them to the appropriate resources. Suggested resources are included in the Teacher Resource Guide. At the end of this activity, collect and grade the student's work. Return their graded work the following day. Homework Assignment – Key Vocabulary List 2. Collect and grade this assignment the next day. 1. Instruct students to create in their science notebooks meaningful sentences that reflect an understanding of the definition of each vocabulary word. Students should have written the definition of the words in their science notebooks during class. See Teacher Resource Guide for alternative vocabulary homework. Activity 4 – Pre-Lab (30 minutes) 1. Explain to the class that the purpose of the Lab Activity is to test the thermal storage capabilities of several materials 2. Divide the class into small groups to test their materials and conduct the activity. To ensure that all students participate, instruct the groups to assign who will be responsible for each step in the activity before beginning. Activity 5 – Lab Activity (60 minutes) 2. Confirm that the students have recorded their time measurements on their Lab Report Form, as well as answers and calculations to the lab questions. 1. Instruct each group to obtain the materials for one Lab Activity kit. The materials include hot and cold water to use as the water baths. The teacher should decide if each group will test the materials with hot and cold water or if each group will be assigned hot or cold water. The data tables can be modified accordingly. Suggestions 2. Students should not try forcing a thermometer through a dense material, such as sand or cement, because the thermometer may break. Demonstrate how students can pour a portion of the dense material into the beaker, place the thermometer in the beaker, and then continue pouring the material in the beaker around the thermometer. 1. Before conducting the activity, the teacher should gather the test materials for the class (sand, shredded paper, powdered cement, etc.) and store them in buckets, dishpans or other similar containers and label their contents. Before returning tested materials to their original containers so other groups/classes may test them, some materials, like sand should be transferred to a temporary container so it can return to room temperature. They may be cold or warm for a while as a result of the experiment. Dense materials gain and lose heat slowly. 3. To obtain the correct amount of materials, students can estimate the 200 ml of sand or other materials in a 250 ml beaker. a) Time vs. Temperature Measurement of Each Material (line graph) 4. Graphs that can be created from this activity include: b) Material vs. Total Temperature Change of Each Material (bar graph) Sample observations See Figures 1 and 2 for sample graphs that can be created. See Tables 1 and 2 for sample data obtained for this activity. TEACHER OVERVIEW Teacher's Sample Data Table Table 1. Temperature Readings (°C) in Hot Water Bath, 2 Minute Intervals Activity 6 – Post Lab (30 minutes) After students have completed their Lab Report Forms and have created graphs, discuss their results and their answers to the lab report questions. Activity 7 – Assessment (30 minutes) Distribute a copy of the Assessment Questions to each student. Instruct each student to work alone and answer the short answer and multiple-choice questions. Collect the handouts, grade and return them to the students. ADDITIONAL ACTIVITIES Have the groups repeat the Lab Activity, using the opposite temperature of water for the bath. If they used hot water during the Lab, have them repeat the activity using ice water and vice versa. 1. Using Opposite Temperature Water Bath 2. Internet or Library Research Group 1 – earliest uses of passive solar design in homes Group 2 – current areas of the U.S. that are using solar home Students can research information available on the Internet about passive solar design for buildings. Suggested resources are included in the Teacher Resource Guide. You may divide the class into 4 groups and assign each group to a particular topic. Each group can create a display of the information that they found and provide a short summary of their findings. Suggested group topics include: and green building construction techniques Group 4 – Trombe wall construction in homes Group 3 – commonly used home building materials and alternative building materials that could replace them to create thermal mass 3. Collage Collect newspapers and magazines with advertisements from home improvement centers. Ask students to create a collage of the building materials that are advertised for creating floors, walls, fireplaces and other applications where thermal mass could be utilized. The collage should also contain a description of each material and its thermal storage abilities. The color of a particular building material can also be a factor, along with the material itself. Table 2. Temperature Readings (°C) in Cold Water Bath, 2 Minute Intervals Passive Solar Design for Homes HIGHLIGHTS * Direct or indirect gain, solar heating can save money sun. All that is required is an interest in using passive solar design in the building. Once this design is chosen, the building basically becomes a large solar collector. * House orientation and window sizing are keys to proper design * Thermal storage helps control overheating of spaces * Porches and trees are important elements in solar control SUMMARY Sometimes when architects and builders decide where to locate a home or building on a piece of land, they try to position it so that it can make the most use of the sun's heat in the winter. At the same time, they make sure the building will not be too hot in the summer. Locating and placing a home based on the sun is called "solar orientation." Solar orientation for heating and cooling buildings is not a new idea. Builders in China and Greece were designing buildings that used the sun's heat over 2,000 years ago. Buildings in any climate can take advantage of the THE SUN AND YOUR HOME The sun is much lower in the sky during the winter than it is in the summer at most places on Earth. The only exception to this fact is when the location is near the equator. Then the sun remains directly overhead. Solar homes are designed to use the changing position of the sun to benefit the home throughout the year. This is done by allowing the sun to shine into the house in the winter, which heats the home, and by blocking out the sun during the summer, which helps keep the home cooler. To do this, architects and builders must know the exact position of the sun in the sky at various times of the year. Then they can predict the angle that the sun's rays will shine into a home. Using that information, they will know where to place windows and roof overhangs. DIRECT-GAIN SYSTEM The simplest way to use passive solar heating is to just let the sun shine into FIG. 1 SUN ANGLES This diagram shows the direct gain system. Summer Sun Summer Sun Winter Sun Winter Sun Overhang Insulation Overhang Clearstory Masonry Mass the home. This is known as a direct gain system. During the winter, a direct gain system uses south-facing windows that allow heat from the sun to enter the home (See Fig. 1). That heat is then stored using thermal mass. Thermal mass is a dense material that gains or looses heat slowly. Examples of thermal mass include concrete, adobe, stone, brick and water. Heat that is stored in the thermal mass is eventually released into the home later when the sun is no longer high in the sky. During the summer, when the sun is higher in the sky, window overhangs block the sun. For Texans, the most important thing to consider is that the home has the right number of south-facing windows. The right number of south-facing windows depends on how big the home is, also known as the square footage of the house. Too many windows will make the home too hot, which could be worse than no windows at all. When designed correctly, a direct-gain solar home in a Texas city like Amarillo could get 75 percent of the heat it needs from the sun. INDIRECT-GAIN SYSTEMS The most common type of indirect system is a greenhouse or sun porch (See Fig. 2). These rooms trap heat from the sun that can be used in other parts of the house. These structures are usually built to provide more living space in the home or as a place to grow plants. They also contain a large amount of thermal mass to help store heat from the sun. This heat can then be used in other parts of the house by natural air movement or by a fan. During the hot Texas summer, when we want to keep our homes as cool as possible, these structures can be covered with a curtain, shades or blinds. Or we can let the warm air out by opening windows, door or vents. THERMAL STORAGE Solar homes work best when they are made with dense material that absorbs and loses heat slowly. These dense materials are known as thermal mass. Examples of thermal mass include water, adobe, insulated concrete slabs, masonry or even a brick fireplace. The thermal mass absorbs heat during the day when the sun is shining and releases it at night and when it is cloudy outside. Thermal mass also helps prevents homes from getting too hot during the day by absorbing excess heat. air to the outside during the summer. In addition, if a roof overhang is the right size, it will prevent sunlight from hitting the wall during the hot summer months. Builders can use thermal mass walls on the south side of homes and cover it with glass. These types of walls have been in use for centuries. These walls are sometimes called Trombe walls named after the French architect Felix Trombe. If the walls are constructed of masonry, small vents can be added in the top and bottom so that warm air from the air space in the wall will move into the home. If the home becomes too warm, the vents can be closed. In Texas, where cooling is usually more of a problem than heating, vents can be added to thermal walls that will move hot NATURAL SHADING AND LANDSCAPING Deciduous trees may be considered lowtech, but they are one of the best ways to keep a home cool in the summer and warm in the winter. During the summer, the trees provide shade that blocks the sun and keeps it from making the house warm. In the winter, when the leaves have fallen, sun can shine through the branches and into the home to provide some heat. Studies have shown that when the right type of shade trees, bushes and grass are planted in the right places, energy that is used to cool and heat a home can be reduced by up to 30 percent. STUDENT DATA SHEET Understanding the Reading Passage 1. What is solar orientation? ________________________________________________________________ _____________________________________________________________________________________ 2. What is thermal mass? __________________________________________________________________ List 3 examples: 1 ______________________________________________ 2 ______________________________________________ 3 ______________________________________________ 3. How can greenhouses and sun porches help heat and cool our home? ______________________________ _____________________________________________________________________________________ 4. What is a Trombe wall and how can it help heat and cool our home? _______________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 5. How can landscaping help heat and cool our home? ____________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 6. In your own words, explain how Figure 1 and Figure 2 are similar. _____________________________________________________________________________________ _____________________________________________________________________________________ Vocabulary Based on the Reading Passage, write down your understanding of these words or word pairs and verify your definitions in a dictionary, on the Internet if available or with your teacher: architect _______________________________________________________________________________ climate ________________________________________________________________________________ deciduous ______________________________________________________________________________ dense __________________________________________________________________________________ direct gain ______________________________________________________________________________ indirect gain ____________________________________________________________________________ passive solar _____________________________________________________________________________ solar collector ___________________________________________________________________________ thermal mass ____________________________________________________________________________ Trombe wall ____________________________________________________________________________ Lab Activity – Testing Thermal Storage Materials Introduction Performing the Experiment (wear goggles, use gloves) The purpose of this activity is to test the thermal storage capabilities of several materials that could be used as thermal mass. Before You Start Review the vocabulary words from the Reading Passage. Ask your teacher if you are unsure of any of the meanings. Divide up all the steps in the Lab Activity first, so that everyone has a clear job to do. Materials * 200 ml of any 3 test materials your teacher has prepared Obtain an equipment kit from your teacher. Check that it contains the following materials: * 3 small thermometers * 3 beakers to hold test materials * 1 lab thermometer * 1 liter of ice water OR * container to hold beakers * 1 liter of hot water at 85° C approximate * goggles * gloves 9. Dispose of the contents of your beakers as directed by your teacher. 1. As directed by your teacher, obtain 200 ml of each material you will be testing: sand, paper or other material. 3. Place a small thermometer in each beaker you will test. Be sure the test material covers the bottom of the thermometer. 2. Place 200 ml of one test material in beaker #1, 200 ml of the second test material in beaker #2, and 200 ml of the third test material in beaker #3. If you are using a more dense material as the teacher instructs, fill the beaker halfway then place the thermometer into the material and finish filling the beaker. You should avoid forcing a thermometer into dense materials because the thermometer may break. 4. Record the starting temperatures of the test materials on your Data Table. 6. Take 1 liter of either hot or cold water as directed by your teacher and pour the water into the container with the 3 standing beakers. 8. Read and record on your Data Table the temperature of the test materials and the water bath every minute for 10 minutes. 5. Place your 3 beakers to be tested into the container. 7. Place a separate thermometer in the water bath. STUDENT DATA SHEET Lab Report Form – Testing Thermal Storage Materials Date ___________________________________________________________________________________ Purpose of this lab is to _____________________________________________________________________ ________________________________________________________________________________________ Instructions: Follow the instructions listed in the Lab Activity and record your measurements in the Data Table below. Once you have completed all the measurements and calculations, answer the questions at the end of this form and create a graph according to your teacher's instructions. DATA TABLE. Temperature Measurements of Thermal Mass In Water Baths \| Time \| Material: __________ Temperature of Material \| Material: __________ Temperature of Material \| Material: __________ Temperature of Material \| Temperature of Water \| \|---\|---\|---\|---\|---\| \| Start \| \| \| \| \| \| 00:01 \| \| \| \| \| \| 00:02 \| \| \| \| \| \| 00:03 \| \| \| \| \| \| 00:04 \| \| \| \| \| \| 00:05 \| \| \| \| \| \| 00:06 \| \| \| \| \| \| 00:07 \| \| \| \| \| \| 00:08 \| \| \| \| \| \| 00:09 \| \| \| \| \| \| 00:10 \| \| \| \| \| \| Total Temperature Change \| \| \| \| \| 1. Which material retained its initial temperature the longest? ______________________________________ 2. Which material changed its initial temperature the quickest? _____________________________________ 3. How did this lab help you determine how thermal storage works? _________________________________ _____________________________________________________________________________________ 4. According to your teacher's instructions, create a graph with the data you have collected. STUDENT DATA SHEET Assessment Questions 1. What local materials do you think would provide good thermal mass? _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Which material used in the activity kept its starting temperature the longest? _________________________ Why? ________________________________________________________________________________ 3. How is landscaping used in an energy efficient home design? _____________________________________________________________________________________ _____________________________________________________________________________________ Multiple Choice Questions 1. Passive solar design: b) depends on proper house orientation a) is useful in all climates c) can save you money d) all answers a, b, and c 2. The sun is: b) the same height in winter and summer a) higher in the sky in winter c) lower in the sky in winter d) lower in the sky in summer 3. The direct-gain system is dependent on: b) correct sun angles a) south-facing design c) any sun angle d) answers a and b 4. An example of thermal mass is: b) styrofoam a) adobe c) shade d) glass 5. Landscaping can: b) be thermal storage system a) change the sun's position c) be a direct gain glazing d) reduce energy costs 6. The Trombe wall is: b) a glass covered thermal mass wall a) a fire wall c) vented on top and bottom d) b and c 7. Deciduous means: b) indecisive a) evergreen c) losing leaves in autumn d) a flowering bush 8. Solar contribution is greatest in b) El Paso and Lubbock a) Lufkin and Corpus Christi c) Brownsville d) Houston 9. Generally in Texas: b) Having east-facing windows is important. a) Cooling is more of a problem than heating. c) Porches are unnecessary for shade. d) a and b 10. In order to keep a home cooler: b) blinds for windows are shut during the day a) shade trees are used c) hot air spaces are allowed to be vented d) all answers a, b, and c Understanding the Reading Passage 1. Solar orientation is locating and positioning a home on a piece of land so that it takes advantage of the sun for its heating and cooling needs. 3. They contain a large amount of thermal mass that can help store heat from the sun and can be enhanced by adding a fan to distribute air to different parts of the house. 2. Thermal mass is a material that gains and loses heat slowly. Examples include concrete, brick, tile, etc. 4. A thermal mass wall on the south side of a home that is covered in glass allows heat to be collected and stored. The heat can be circulated to the home by natural air movement or by vents. 6. Accept students' answers. Both Figures show how a house design can impact the amount of solar heat on a home. 5. Deciduous trees and bushes can prevent the sun from entering and heating a home thereby keeping the home cool. In the winter their bare branches allow sunlight in the home to keep it warm. Assessment Questions 1. The local materials will vary among concrete, brick, adobe, etc. 3. Well planned landscaping with deciduous trees can provide shade, especially on the west side of the house in the summer, and can allow sunlight to filter into the home in the winter. Plants and grass around the home are cooler than rocks and concrete, which create thermal mass in the yard, making the house hotter. 2. Answers will vary depending on lab results. In general, more dense materials will retain their starting temperature the longest. Multiple Choice Questions 1 d; 2 c; 3 d; 4 a; 5 d; 6 d; 7 c; 8 b; 9 a; 10 d Vocabulary Definitions architect – a person who designs buildings climate – the weather pattern in a region over a long period of time deciduous – a tree whose leaves shed each year at the end of the period of growth, often in autumn dense – thick, packed closely together direct-gain – solar radiation directly entering and heating living spaces, such as south-facing windows that admit heat from the winter sun and warm the room's air indirect-gain – storing or trapping heat so that it can be used in other parts of a building, such as a room with a substantial amount of thermal mass (concrete, adobe, brick, water, etc.), with many windows through which the thermal mass captures the heat from the sun and releases the stored heat at night passive solar – using or capturing solar energy without any external power solar collector – device that collects solar radiation and converts it into heat energy thermal mass – a dense material that gains or loses heat slowly; examples are concrete, adobe, stone, brick and water Trombe wall – a glass covered thermal mass wall on the south side of a home that uses small vents in the top and bottom to allow warm air to flow into the house InfinitePower.org Financial Acknowledgement This publication was developed as part of the Renewable Energy Demonstration Program and was funded 100% with oil overcharge funds from the Exxon settlement as provided by the Texas State Energy Conservation Office and the U.S. Department of Energy. Mention of trade names or commercial products does not constitute endorsement or recommendation for use. State Energy Conservation Office 111 East 17th Street, Room 1114 Austin, Texas 78774 Ph. 800.531.5441 ext 31796 www.InfinitePower.org Texas Comptroller of Public Accounts Publication #96-821B (03/05)	<urn:uuid:d015dca1-ea08-4160-8b6e-1518a824f944>	CC-MAIN-2014-41	http://www.greeneducationfoundation.org/institute/lesson-clearinghouse/download/file.html?fid=19.237	2014-09-23T14:22:50Z	crawl-data/CC-MAIN-2014-41/segments/1410657138980.37/warc/CC-MAIN-20140914011218-00120-ip-10-234-18-248.ec2.internal.warc.gz	542,895,477	5,618	eng_Latn	eng_Latn	0.93404	eng_Latn	0.999223	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "hau_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3214, 8484, 10626, 12556, 14708, 16254, 18848, 20851, 22531, 24555, 27340, 27944 ]	[ 4.96875, 4.71875 ]	1	0
The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project JAMES P. CALLAHAN Interviewed by: Charles Stuart Kennedy Initial interview date: November 28, 2011 Copyright 2017 ADST TABLE OF CONTENTS INTERVIEW Q: Today is the 28th of November, 2011, and this is an interview with James Callahan. Do you have a middle initial? CALLAHAN: P for Philip. Q: Okay. And this is being done on behalf of Association for Diplomatic Studies and Training, and I'm Charles Stuart Kennedy. And you go by Jim? CALLAHAN: Yes. Q: Okay. Well let's start at the beginning. When and where were you born? CALLAHAN: I was born in East Freetown, Massachusetts on January 4, 1948. Q: Where's that? CALLAHAN: It's a village in the town of Freetown in Bristol County, near New Bedford, in that general area. Q: In whaling country. CALLAHAN: Yes, yes, definitely, in whaling country. One of my fondest memories is visiting the New Bedford whaling museum which had a one-third scale whaler, just the right size for a six-year old to explore. Q: Okay. Let's talk, let's take on your father's side; where did they come from? CALLAHAN: Well my paternal grandfather, I think came directly from England. I don't have much background on my paternal grandparents, but other relatives tell me that my grandfather stowed away on a ship from England to the U.S. in search of his siblings who had been adopted and immigrated to the U.S. earlier. My father and my mother both died when they were fairly young so I really don't have a lot of family history other than what I can gather from my relatives still living in Massachusetts, but my understanding is that my grandfather on that side did come from England. Q: And your- Do you know what your grandfather was up to, what he did? CALLAHAN: His name was Jesse Briggs. He had, at the time when we were living in Massachusetts, a little antique shop. Basically he collected and sold antiques. I recall that my grandfather gave me American and German helmets from the first and second world wars, which I treasured but lost over time. I don't know what he did in his earlier years but he and my grandmother produced four sons and a daughter. My surname was originally Briggs. Q: And your father? CALLAHAN: My father's name was William Henry Briggs, from Fairhaven, Massachusetts. He served in the U.S. Navy for six years, including during the Second World War and was a sailor on a destroyer in the Pacific. After the war, my father couldn't find much employment and worked as a grave digger at the cemetery in Fairhaven and also for a time cleaning large industrial boilers. He re-enlisted in the military, this time in the Army, and served in Germany during the post-war occupation. My brother was born in Nuremburg, where we lived while in Germany. My father had a variety of blue-collar jobs during his lifetime and his last job, at the time of his death in 1966, was as a correctional officer at Walpole State Prison in Massachusetts. He was also in the Air Force Reserve at that time. . Q: And your mother; what do you know about her background? CALLAHAN: I know quite a lot more, actually, because after her death, my brother and I lived with her grandparents in East Freetown. In fact, my surname, Callahan, comes from my mother's side because when my mother died my maternal grandparents adopted my brother and me. They were Scots-Irish; the Callahans hail from the Williamsport area of Pennsylvania, in Pine Creek, the village in which their ancestors settled. Apparently the first Callahan from my family came from County Cork, Ireland, settled in the Pine Creek area and then married in that area and the Callahans pretty much lived in that part of Pennsylvania for many generations. Some family reports suggest that one of the early Callahans served in George Washington's personal bodyguard during the American Revolution. My grandfather, Clarence, on my mother's side was one of the few from our branch of the Callahans who left the area. He moved from Pennsylvania to New York where he was a railroad conductor and then to Massachusetts where he worked as a draftsman for the Massachusetts State Road Department in Taunton. It seems that most of the rest of the family, except for an uncle who took a government job in Washington, DC, and lived in Northern Virginia, stayed in Pennsylvania. Q: Was it Pine Creek you say? CALLAHAN: Yes, in Lycoming County. Q: What was the area like? I mean, was it a farming, industrial, what? CALLAHAN: It was sort of backwoods, I suppose, more than anything else. You know, you can still go up to Pine Creek and it probably hasn't changed very much from those days. I've been back there several times. I understand that at that time, hunting, fishing, and trapping were the primary occupations, but it's mountainous so it's not really a farming area. The first member of my family to settle there was Daniel Callahan who emigrated from Ireland in 1750 and was a noted hunter. One of the small tributaries off the Pine Creek used to be called Callahan's Run. Q: Sounds like fertile ground for the whiskey rebellion. CALLAHAN: Most likely, yes. This was the area inhabited before the Revolution by the "Fair Play Men" illegal settlers in what was recognized by the British government to be Iroquois territory. Most were early enlistees to the Continental Army. Q: Well did- When you were growing up in- where did-? CALLAHAN: After my mother died in Germany when I was about five years old, we moved back to the U.S. and lived in East Freetown, Massachusetts, with my maternal grandparents on their little, 10-acre farm. I had been born there in my grandparents' home, and when we moved back from Germany, my maternal grandparents took my brother and me in while my father served out his Army tour. Afterwards my father remarried but we decided to stay with our grandparents. They adopted us in 1956 and we lived in East Freetown until I was 10 years old. In 1958, though, we moved with our grandparents to Tallahassee, Florida, where my grandfather had found a job with the Florida State Road Department. He had a heart condition and thought it would be better for his health to move someplace without heavy snowfalls. Our place in Massachusetts had a long driveway that required heavy work with the snow shovel to clear it during the snowy winters there. My grandfather thought life would be easier and better for his heart in California or Florida. The first offer came from the Florida Department of Transportation. I sometimes wonder how my life might have changed if we had moved to California, instead. I did have an uncle from my father's side living there at the time. Q: Okay. Until you were 10 what was it like being a kid there? CALLAHAN: Oh, it was great in many ways, living on a small farm in rural Massachusetts. As you know, in those days, kids ran free especially in the countryside. We had 10 acres of partially forested land I could run around on, play all over the place and disappear all afternoon and come back in time for dinner. I explored the forests opposite our house, put homemade boats in the pond there and played in what we called the "roaring brook" nearby. It's not what you have today, when we have to watch kids all the time. Q: Was there a dinner bell? CALLAHAN: Usually my grandmother would come out and yell at dinnertime and I'd appear from wherever I happened to be playing. But it tended to be a bit solitary; my brother was three years younger and the nearest neighbors with kids of my age were probably a couple miles down the road so I didn't have that much in the way of playmates. I had to keep myself entertained, which wasn't too difficult with 10 acres of partially wooded land to roam around on. Q: Were you much of a reader? CALLAHAN: Yes, I read quite a lot. We had a collection of National Geographic magazines that kept me going quite a bit in addition to other kinds of reading material around the house. Q: Well, as a kid, can you recall any books or magazines that particularly intrigued you? CALLAHAN: Books, nothing specific at least during that period, up until 10 years old, but magazines, definitely the National Geographic, Life, Saturday Evening Post, Boys Life. I really found the National Geographic to be fascinating. Q: They really did take you- I mean, for so many of us in the Foreign Service. Also, if you looked hard enough you could find bare breasts in -- that were quite acceptable in those National Geographics. CALLAHAN: That was certainly one of the attractions.. Q: Did- You started school in Massachusetts? CALLAHAN: Yes. Q: How'd you cotton to school? CALLAHAN: Pretty well. I got along pretty well, I was well behaved in school, I would say and studied well during the elementary school period.. I had occasional playground issues with some of the other kids at times but nothing serious. Q: What was the sort of ethnic mix? Was it pretty much Massachusetts Yankee or? CALLAHAN: The elementary school was a rural school serving the area and the kids were pretty much Massachusetts Yankee. While there was a Portuguese element in the population, I don't remember many in my school. In that part of Massachusetts, though, there were lots of immigrants from Cape Verde who gravitated to the fishing industry in New Bedford, Fairhaven and other coastal towns. Q: How did Portuguese fit in? CALLAHAN: I don't recall that it was too much of a difference although I think they were mostly urban, living in the towns rather than in the rural areas where I lived. When my father remarried he married a Portuguese woman so my stepmother was Portuguese. I think they fit in pretty well except my grandmother; my maternal grandmother with whom we were living was very prejudiced against them. She was English stock and really did not like the Portuguese at all. I still remember how angry she was when a man, who happened to be of Portuguese ancestry, stopped his car and shot a pheasant on our property without asking permission. As I recall, she was not happy when my father remarried and that probably had an impact on the decision to stay with my grandparents rather than move back with my father and stepmother. Q: Well this is of course a New England attribute, I would say. CALLAHAN: Yes. Q: And that- that absorbing. CALLAHAN: Yes, yes, definitely. Q: Were there any courses that you particularly liked or didn't like in school? CALLAHAN: Oh, I liked the history classes and I didn't like or do well in math. While English grammar study was not my favorite, I liked anything with literature in it. Definitely history was something in which I was really interested, or social studies as it was in grade and high school. Q: Did you have sisters, brothers? CALLAHAN: I have a younger brother, David, who is three years younger and currently lives in Atlanta, Georgia. Q: Well then when you moved to Tallahassee, this had to be sort of a shock, wasn't it? CALLAHAN: It was definitely a shock. - Q: Cultural shock. CALLAHAN: -It was quite a change. Tallahassee is not Southern Florida. It's in the Florida Panhandle and it was more like small-town Georgia at that time than what you would think of as Dade County, Florida. I had some trouble initially fitting in at the school because I spoke with a very strong New England accent and of course some of the boys liked to call me a "Yankee" and give me grief over being from the north. So I definitely had some problems with some of the kids on the playground and that sort of thing - at least during the first year, in fourth grade. I think it didn't take me too long, though, to fit in. At that time I was big for my age and somewhat overweight but I was also tall so that gave me some advantage in the playground situations. I also really wanted to play football in the Peewee Football League for fifth and sixth graders. I had to go on a diet to get my weight down to 110 pounds from 115, so I could qualify for the league and I think the football helped a lot to make friends and fit in. My grandfather died from a heart attack in 1961 and after that things were more difficult economically. When I think back, though, I'm surprised at how normally we lived despite the difficult finances. My grandmother went back to work as a church bookkeeper and we also had some Social Security and Veterans pension income from my grandfather. I started working, as a part-time janitor at our church, as soon as I turned 14 and later worked at a supermarket part-time. Q: Well did- I take it the schools at that point were not segregated- were segregated. CALLAHAN: Right, yes, they were completely segregated at that point. Q: Was there much interaction between the races, black and white, outside of school? CALLAHAN: No, not really. We lived outside of town a bit and it was pretty much all white. In what you might call redneck territory. I can't think of any African-American families, and certainly no Hispanics who lived out that way. Q: What about did you get any feel for how the Civil War was treated there? CALLAHAN: Yes, it was pretty much, you know, the southern view of Civil War as having been a just cause for the south. There's a battlefield outside of Tallahassee, where the Battle of the Natural Bridge took place. This was one of the relatively small skirmishes that took place in northern Florida but the battlefield was a popular place to visit. That said, because of the university there, Florida State University, we did get kids from elsewhere coming through the school because their parents would be there doing graduate studies and they'd be there for a couple of years, so you got some of a cultural mix in that respect. Thinking back, most of my school friends were from those families. Of course, that meant they were only in the school for a couple of years and then would move away. Q: How'd you find schooling? CALLAHAN: You know, I didn't really detect a huge difference between schooling in Massachusetts and schooling in Tallahassee. I'm sure there was one, but it wasn't obvious to me at that age, fourth through the sixth grade, and I did pretty well in school in Tallahassee as well. I have to say that the teachers were dedicated and had a positive influence on me. However, when I got into the junior high school years, I let my studies slide for a while. I guess that I had an attitude toward things and I wasn't paying much attention in class. However, a couple of years on into high school, I had a really good history teacher who motivated me to buckle down and my grades improved dramatically. Q: Well how long were you in Tallahassee? CALLAHAN: I was resident in Tallahassee until about 1975 but in 1966, I went away to the University of Florida in Gainesville. I did my final year of university back in Tallahassee, though, and went back there again for graduate school after three years away. Q: Well let's talk about high school a bit. What was high school like? CALLAHAN: My high school was newly opened as a junior-senior high to serve the south side of Tallahassee; it was a small student body - and I started in 7 th grade with the first class. As we went along we were always the highest grade through twelfth grade which was kind of unique. I was relatively popular, I would say; in high school I was in a number of school clubs including the Junior Civitans, a member of the honor society, editor of the school newspaper and I played on the football team. I guess I was always part of the "in-crowd" despite being economically on the lower side of the scale, although in my school there weren't many on the upper end of that scale. I cannot recall anyone in our school being from a wealthy family. The upper end of the social strata at my school was still middle class. Q: How about the neighborhood when you came out of school? Was it a mixed neighborhood or was it- How'd you find it? CALLAHAN: Well the school was on the south side of town and it was near a fairly new subdivision but we lived even further south of town in an area of lower middle class homes and we lived in a 10 x 50 foot house trailer with a room added on. There was no diversity at all in our neighborhood. Even the larger area that served the school was not very mixed except for the handful of students who were there whose parents were in graduate school there or had been in the military and settled in Tallahassee after retirement. I had a variety of friends, some local and some from that kind of background who also came from elsewhere in the U.S. but it certainly wasn't a very diverse group. I've been to a couple of high school reunions and definitely not much diversity there. I think a year or two after I graduated from high school is when they first began to integrate the school. Since I graduated in 1966, though, the area and the school student body have changed almost entirely and are now heavily African-American. The current school principal invited the Class of '66 back for a reunion at the school in the spring of 2014 and it was quite an odd experience with my all white senior citizen classmates hosted by the virtually all black faculty and student body of our alma mater. Q: Well you graduated when? CALLAHAN: Sixty-six. Q: You're pretty far up in Florida but did you feel any effects of the Cuban revolution and the exodus from Cuba? CALLAHAN: No, not really. I think there were a few kids with Hispanic surnames whose families had been part of that, had come from Cuba but who very much were, from European Hispanic backgrounds. There were a very few of those kids, I'd say. I digress but must mention that my grandmother was very religious. She was a Baptist, had been an American Baptist and so we always went to church in Massachusetts and then when we moved to the South the only option was the Southern Baptist Church, which was quite different and certainly, much more fundamentalist and, at that time pretty racist. That's when and where I first started to lose my religion and to have some real issues. Q: I was wondering because my experience is that Southern Baptist and that ilk religion tends to be you're either with us or agin us and did you feel that? CALLAHAN: Yes. I mean, there was a period, I don't remember the exact years when I actually was quite religious and I even gave a sermon in the church, a youth sermon, but eventually I began to start questioning, I suppose when I was a junior/senior in high school, the position on race that the Southern Baptist Church had at the time, or at least that of the leading members my Church had, which was very, very racist. I couldn't square that at all with the teachings of the New Testament so that's when I began to question the whole religious issue and soon moved away from it altogether. Q: Did foreign affairs of any type intrude at all in your-? CALLAHAN: Yes, in way, I guess. I was especially interested in history and did a lot of reading. Our history class in high school put on a model United Nations program in which I participated enthusiastically. I also recall that at least one of my teachers who was probably the most influential on me had traveled abroad to some extent. I had an interest although I didn't really aspire at that point to the Foreign Service and wasn't familiar with the diplomatic service but from the perspective of history and cultures I was certainly interested. Having lived in Germany briefly as a child must have also contributed. Q: Who was the- I'd like to get their names in to give them credit; who was the history teacher who-? CALLAHAN: His name was John Jones and he was from Virginia, actually from an old Virginia family, but he was certainly a somewhat unusual character in the school in Tallahassee. He dressed very well in tweed suits and English brogues and certainly stood out in that respect. He was quite sophisticated. He retired from teaching or left teaching to become an Episcopalian minister not too long after I graduated. He was very much an enthusiastic student of history and he certainly turned me around and got me very interested in history and other studies. Q: Did- At this point did the Foreign Service ever cross your radar? CALLAHAN: To some extent: although I was aware that the Foreign Service exam was famously difficult and assumed it would be out of my league. I was editor of the high school newspaper and interested in journalism. When I went to university, to the University of Florida, the first thing I did was enroll in a journalism course but found it to be rather mundane. One of my closest friends in high school was from a military family and had lived in many countries, with lots of stories to tell of those experiences. In high school, I fully supported the Vietnam War and considered enlisting in the military. My friend was accepted into the Naval Academy. Q: How about political influence on your family? Where did they fall or did theyCALLAHAN: Well I- Q: left bank or were they- CALLAHAN: Again, it's my grandparents and my grandfather actually had died only three years after we moved to Tallahassee so I'm not real clear on what his political thinking was but my grandmother was extremely conservative, a rock-ribbed Republican of the old school but without the racial tolerance of the Massachusetts Republican Party. I reacted against that, basically, so my leanings were much more liberal than hers by far and certainly more so than a lot of others in my circle of friends - certainly in regard to race. Q: Did the Kennedy election affect, I mean, engage you? CALLAHAN: Yes, yes, we were very interested in that. I remember, now that I think about it, I remember being very engaged and very interested in that election and very pleased with the results. My grandmother on the other hand was extremely unhappy when Kennedy was elected. She constantly claimed that JFK's father had made his fortune as a bootlegger during prohibition. I also remember being very upset when Kennedy was assassinated while a couple of the girls in my class openly rejoiced, actually cheered the fact of his assassination. Q: Yes. Well they were, again, reflecting the parents and all this. CALLAHAN: Right. Q: Were there any- was there any movement towards integration? Because the Brown versus public- whatever- CALLAHAN: Board of Education. Q: -Board of Education had been in effect for a short time. CALLAHAN: Yes, in regard to the implementation of Brown, as I said, I think it was either my senior year in high school or the next year when maybe three or four AfricanAmerican children were enrolled in the school in the lower grades. Then after that, after I graduated, it became much more rapid, the integration of the school and the schools in general. Q: Well you graduated in '66? CALLAHAN: Yes. Q: Were you the first in your family to go on to college? CALLAHAN: On my father's side, yes, I believe so. I'm not sure that if I had remained with my father and stepmother that would have happened because of my half-brothers who were all born afterwards, none of them went to college. My eldest half-brother, Steve, had to take care of his two younger brothers after their mother died when he was only about 18 years old. They all ended up in various blue-collar work in the New Bedford area. But my grandmother to her credit, despite the political issues that we had sometimes, was very insistent on our going to college. And on her side of the family she had relatives who had attended university. Q: Well you went to Florida State, was it? CALLAHAN: Initially, I had a small scholarship from the Tallahassee Rotary Club to the University of Florida in Gainesville, and attended there for three years. Then I married my first wife, Courtney, who had been my high school sweetheart, in our senior year of college. She was at Florida State in an education program that required an internship in Tallahassee so I transferred back to Florida State for my final year. Q: Well let's talk about University of Florida. What was it like when you went there? CALLAHAN: It was quite a new experience. I was really happy to get away from home and to be on my own to a greater extent. We didn't have a lot of money so it was difficult financially. I had a small scholarship for that first year at the university and National Defense Education Act loans at only three percent interest, so that helped quite a bit. We had some Social Security and Veterans Affairs pension from my grandfather which helped but money was running short by my sophomore year so I worked part-time washing dishes at a sorority house, and working summers in construction,. I enjoyed university life, though; I had joined a small fraternity in my freshman year and was able to move out of the dormitory after the mandatory first year in a dorm. One of my best friends initially in the dormitory with me was an African-American from Panama City, Florida. The two of us actually went through the fraternity rush week together when freshmen students check out the fraternities and they check you out. So I went with this African-American friend; we went to the various fraternities and although on the surface my friend was welcomed to the rush week events, he wasn't accepted at any of the fraternities. I pledged at Chi Phi, a small one that was relatively unknown and relatively inexpensive, but in some ways always regretted doing so when my African-American friend was not accepted at any fraternity. I also drifted away from that friend as a result because I was spending most of my free time with friends at the fraternity. Q: Well what was college life like? CALLAHAN: I was more than ready to leave home for college having lived for the previous years with my elderly and very religious grandmother. The freedom from parental oversight was definitely a good experience. I enjoyed the friendship of a particular group of people within the fraternity and we were much more politically on the left than most of the other members of the fraternity. Studies were certainly difficult enough particularly since I was also working part-time to help support myself. I didn't have as much time to study as I would have liked and there were other social distractions and parties on the weekend but the college period was a good time; I enjoyed it. I didn't stay in the journalism area for very long because I felt it wasn't that academically or intellectually stimulating. So, I switched to English literature but that turned out to have been a mistake in my sophomore year when I had started the part-time job. I started to have some trouble with the English literature when we got into some of the more difficult writers although I had done well in my creative writing class. I switched to history as my major and had very good professors in history, particularly American history, and enjoyed that work and did well in it. I minored in philosophy which was also very interesting. However, I struggled through two years of German as my mandatory language elective, getting Cs most of the time there. Q: Waiting for the verb. CALLAHAN: Yes, and trying to remember the gender of definite articles. Q: You mentioned working; let's go back. When did you start working? Was this in high school or-? CALLAHAN: Yes, in high school really because after my grandfather died we were basically living on small Social Security and Veterans' pensions. We lived in a 50 by 10 foot mobile home with a small living room attached to the front that my great uncle, a carpenter by trade, had built for us. My grandmother worked part-time in a church doing the bookkeeping and we didn't really have a lot. She even made my shirts for school which as you might imagine were not the height of fashion. So, I started working as soon as I was old enough, first with my brother cleaning our church on weekends, and later, in my senior year of high school, at a supermarket, a Winn-Dixie Supermarket, bagging groceries. During one summer, I also spent a little time working at a men's clothing store but that didn't last for very long. I was working at Winn Dixie all through my senior year of high school - which made it a little more difficult to do well on our football team because I had to miss some of the practices. I had done very well during my junior year and been awarded the lineman of the year trophy but when I was trying to work and balance that with the football practice my football proficiency suffered. Later, during the summer breaks from college I was able, through some of my high school friends who had connections with construction companies, to do construction work which paid better than the supermarket by far. When I started having financial trouble after the first year at the University of Florida, when the scholarship ran out, the fraternity found me a job washing dishes at a sorority house which in addition to providing free dinners also paid an hourly wage. I worked part-time all through college and full-time every summer. Q: You were there during the end of the '60s; did the "'60s", and I use quotes around "60s," have much of an effect? This is a lot of turmoil on campus. CALLAHAN: Yes, there was some. The state of Florida was conservative enough that the campuses didn't have nearly the level of turmoil that we were watching with great interest in the northern states and in California but it was there. I went to SDS (Students for a Democratic Society) meetings and joined in demonstrations against the war at both the University of Florida where the SDS occupied the dean's office briefly. I participated in antiwar demonstrations at Florida State, as well. My first wife's mother, my mother-inlaw at that time, worked for the Leon Country sheriff's department so I was amused when she brought home a photo of me taken by one of the deputies at one of the demonstrations and but my mother-in-law wasn't so amused. But anyway, antiwar sentiment was fairly active and in our fraternity, as I said, we had a group that was very much on the left so we were sometimes not seeing eye-to-eye with the leadership of the fraternity who we liked to term "The God Squad." My group in the fraternity was known by ourselves and others as "The Sloths" because of our generally not dressing to the fraternity standard and definitely being more in line with what we saw as the "hippie" dress style. Q: Well one of the things- I'm older and I was- one of my great regrets was that I completely missed the Sexual Revolution. It was all over and I was married and I had kids. Hell. How did it hit you all? CALLAHAN: Well, the South was definitely more conservative than further up in the North or out in the West but yes, I'd say there was still, you know, a level of sexual freedom that was definitely far more than I had seen in high school. Q: Did you feel any of the intrusion of politics within- I mean, you were at a state university in a very conservative state at the time and, you know, things were happening which did not sit well with the conservatives. Did you feel any of that? CALLAHAN: We took a certain amount of pleasure in annoying the people who were on a more conservative side and a great example of that was that the University of Florida had initially invited Adam Clayton Powell to speak on campus and then rescinded the invitation. Q: Well known Negro leader from New York City. CALLAHAN: Yes. Very, very outspoken. There was an outcry over the invitation, of course from the Florida Board of Regents, the governing body for the universities in Florida, and others which caused university to rescind the invitation. So a couple of us who were on the left in our fraternity decided to do something about it. One of my "Sloth" friends was the head of the fraternity speakers committee which was supposed to invite speakers to come and talk to the fraternity. We cooked up a scheme to issue an invitation to Adam Clayton Powell to come and talk at our fraternity, which we just did unilaterally and on the authority of the fact that my friend was the head of the speaker committee and the fraternity bylaws authorized the head of the committee to make decisions about who to invite without going to the president of the fraternity chapter who would not have approved it. So we actually issued this invitation and it was picked up on the CBS News; I think Dan Rather reported it. And, of course, when that word got out all of the fraternity alumnae and the "God Squad" just went ballistic and rescinded our invitation. Then there was a move to put us, essentially, on trial within the fraternity to see if we were going to be blackballed and kicked out of the fraternity. So my friend and I arranged for one of law students in the fraternity to represent us in the "trial" and through that process and his excellent representation we won the case and stayed in the fraternity. I had a great deal of satisfaction from that, got a lot of interesting notoriety and made a lot of conservative alumnae pretty unhappy that we were still there but we also got a lot of pleasure out of that. Q: Well how did the young ladies with the university treat you all? CALLAHAN: They treated us reasonably well, considering in that we weren't really the "in-crowd." We weren't the typical fraternity guys with the button down shirts and penny loafers and driving nice cars so we ended up with more down-to-earth or unique, girlfriends. Q: Well you know, despite- sort of moving away, I mean, in this social thing, in some ways I would think you would have been exposed to more interesting points of view and all. CALLAHAN: Yes, that's definitely the case. The people who I was closest to in the fraternity were from a variety of backgrounds, even though all of them were pretty much from white Anglo-Saxon backgrounds, but still a variety. We had a couple of CubanAmericans in the fraternity, whose parents had left Cuba during the Castro takeover, as well and definitely I was exposed to a variety of points of view. The Vietnam War was on our minds and I did a lot of reading of the various literatures on the history of Vietnam, history of the war, both points of view, the left and the right. I suppose one of the formative things I did during university was to travel up to Washington, DC, in the summer of 1968 with two fraternity friends to look for jobs up here because we knew that the wages were higher in this area than in Florida and we thought it would be interesting to come here. I had a cousin who was working at the Department of Agriculture out in Beltsville with whom I was in touch. So we hitched a ride with a young woman who was driving up to DC, who lived up in this area. She dropped us off at the YMCA in downtown DC and we spent a night or two there until I could get in touch with my cousin in Beltsville. We stayed at his place in Beltsville for a while and looked for jobs. My cousin found us jobs at a lumber yard in Beltsville but one of my friends had a contact through his father and was able to get a job with the "New Republic" magazine in their mailroom downtown, on N Street, N.W. My cousin was happy enough to have us stay but was sort of a strange fellow, also fairly religious, so we didn't stay there too long. Anyway, we didn't really want to live in a Beltsville suburb for the summer so we found a room downtown in a building on N Street near Dupont Circle. It was one room with a refrigerator, a hot plate and a bathroom so we moved down there and bought a couple of Army cots and shared the room among the three of us. That was a great experience, in terms of social awakening. Dupont Circle at that time was a gathering place for all types of people. People debated, played chess, smoked marijuana, lounged around on the grass. On weekends we'd hang out on the Circle. There were three college girls from the University of Maryland who lived in a nice apartment across the street from us. We got to know them and went to their parties, where I met an AfricanAmerican girl who was going to Howard University, and who I dated for a while. Q: This is the summer of '67 or-? CALLAHAN: Sixty-eight, the summer when Martin Luther King was killed. So yes, we were there during the riots. I remember the smoke from the fires burning down in lower Northwest and that area. Q: You know anybody who was here remember 101st Airborne, I guess it was, with helmets and bayonets on Wisconsin Road (sic). CALLAHAN: One Saturday night, the three of us went down to Constitution Avenue and were sort of hanging around the Mall when a policeman stopped and asked us where we were going and so we made up something, that we were going to Union Station to watch the trains, but there were no buses running because of the violence. So, the policeman gave us a ride to Union Station. When we got to Union Station, we discovered you couldn't see the trains coming in anyway unless you had a ticket to the platforms. We wandered around the station but ended up getting separated and I walked all the way back from Union Station in the middle of the night to Dupont Circle by myself at a time when I really shouldn't have been out there alone on the streets. However, it was quite interesting because as I was walking along Massachusetts Avenue, locals would come up next to me and walk along with me for part of the way and then kind of veer off, didn't accost me or try to do anything to me and sort of felt like they were giving me some protection or something. They didn't say so specifically but that happened most of the way back to Dupont Circle and I don't recall what happened to my two roommates; they found their way back some other way. Q: It was a different world. Well how did you feel about the Vietnam War? CALLAHAN: When I was a kid, I loved playing soldier, playing with toy soldiers and wearing the helmets and having toy guns. Tallahassee was a very southern town at that time and the war was popular locally. Barry Sadler's famous song, "The Green Beret" was very popular. I would say that when I was still in high school, I probably would have signed up for the military but once I started in college at the University of Florida and was exposed to different ideas and started becoming more educated on the issues then I became very opposed to the war and joined some of the protests. My closest friends were also pretty much in that situation except for one who was in ROTC (Reserve Officers' Training Corps); he went through the full four years of ROTC and became an Army Second Lieutenant but was still on the liberal side of the university spectrum. Q: How stood you with the draft? CALLAHAN: Initially I applied for conscientious objector status but not being very religious - actually not being religious at all by that time - it was rather difficult to pull off. But I did go through the process of having a hearing with the draft board, having them say "forget it; you're not getting the status." I went through the process of having an army physical; I think the draft board might have arranged for that. But then the government instituted the lottery system and it just happened that they didn't quite reach my number which was in the mid-range. Q: Well did you look into the situation say in North Vietnam, part of the Soviet Union and all, I mean China? CALLAHAN: Yes. I majored in history after dabbling in journalism and English Literature. Although, I specialized in American History, I took some courses in Soviet and Chinese history and did a lot of reading on my own in regard to Southeast Asia. I certainly never felt that the United States was on the wrong side of the Cold War. I think I looked pretty much at Vietnam as being a special situation, as more of a national resistance movement; more a grassroots thing and more genuine than something that was perhaps manipulated by Russia or China although I later learned much more about their involvement. Q: Well then, you graduated when? CALLAHAN: Nineteen-seventy. Q: Then what? CALLAHAN: Well, before I graduated, in my senior year, I married my high school girlfriend. We had split up in 1966 when we went to different universities; she went to a junior college and then to Florida State in Tallahassee. We started writing to one another while I was in DC during the summer of 1968. We started seeing each other again during school breaks in Tallahassee. Mid-way through my junior year, I transferred to Florida State because she was doing a teaching internship and couldn't transfer to UF. We were married in September 1969, lived together and then graduated in June 1970. Q: You're getting married your junior year. CALLAHAN: No, at the beginning of our senior years. Q: Senior year. But that's quite a leap, isn't it? CALLAHAN: Yes. It was probably not the smartest thing I ever did or my ex-wife, Courtney, ever did but in my semi-rural high school there were kids getting married right out of high school. We considered ourselves the sensible ones because we managed not to do that but we did decide to tie the knot earlier than we should have. So when I graduated, when we both graduated, Courtney had a Bachelor of Science degree in Secondary Education while my degree was a Bachelor's of Arts in History with a minor in Philosophy. I thought about graduate school in history but it appeared to be more of the same courses, with seminars added for the Masters' program. However, Courtney found an alternative. Her father was from Mississippi and she had many relatives there. Courtney had a cousin, who was the guidance counselor at a rural, all African-American school in Greenwood, Mississippi. Her name was Dinah and she informed Courtney that the school district was looking for white teachers and was not too particular about how much training they had. The school district was under Federal court order to integrate the faculty, although not, at that time, the student body. The school was Amanda Elzy School in Leflore County, Mississippi, covering grades 1-12. The nearest city was Greenwood, Mississippi, smack in the middle of the Mississippi Delta cotton country. So we loaded up our first new car, an Opel Cadet and U-Haul trailer and drove out to Greenwood to be interviewed for the jobs in the school. Courtney, because of her education degree, was hired for a special, Federally-funded program that paid a higher salary, about $6,500 per year as I recall, than the average of $5,200, that I received. The students in her program were third graders and had a separate wing of the school to themselves, and much more in the way of teaching aids available to her and the other teachers in the wing. I taught junior high school, 7 th and 8 th graders, in Social Studies, Civics and Mississippi History. They had no special education programs in the county so you had kids who definitely had educational disability issues in the same class with the rest of the students. Q: I would think this would be an extremely difficult group to work with because, I mean, one they are coming out of a broken system and you were coming out of the rural areas. I mean- CALLAHAN: Yes, it was very difficult. The first week of the school year, the books had not arrived and we had to keep the home room students with us all day, with no books or teaching aids. After that, things sorted themselves out somewhat. Within the classes, my best students tended to have parents who were teachers. There was a chasm between these students and the majority who were from rural farms. Also because it was junior high school, you had all of the issues of that age range, too, 13-14 year-olds, some of whom were quite physically mature. Q: It's hormone high. CALLAHAN: Yes, there were hormone-related issues, really serious problems, and lots of disciplinary issues. The best students, as I mentioned, were the children of teachers. There is a town adjacent to the Mississippi Valley State University, an all AfricanAmerican university at that time, called Itta Bena, and a lot of the middle class African Americans lived in Itta Bena and the children from there tended to be pretty good students. Marion Barry, the former mayor of Washington, DC, was from Itta Bena although his father was a sharecropper. These students responded to teaching but I had big classes and a lot of other kids who were completely disruptive and/or just didn't have the background to do the work. I had done some reading on teaching methods when we decided to go to Mississippi and teach. But I tended to read the more progressive educational books such as those by A.S. Neill, the Master of the Summerhill School who believed that the school should be made to fit the child rather than the child made to fit the school. I was so idealistic that somehow I thought I could implement this kind of teaching method with rural, African-American children from deprived families in the Mississippi Delta. This didn't really work out well, as you might imagine. I also had to deal with the Mississippi history textbooks that were really terrible. Among other problems, the portrayal of the Ku Klux Klan was that they were just a bunch of good-ole-boys in a harmless men's' club. The way the textbooks described the Klan and slavery and Mississippi history was appalling. I just stopped using the books and no one seemed to care. I ordered some educational material on Africa, African history and then I taught that in the Mississippi History class. The good students found this really interesting and for the others it didn't matter what I was teaching as they weren't very responsive. So this was an interesting experience and of course I learned a lot about some of my ideals as not being very practical in the real world. Q: Well where were the- these are junior high students; your good students, did they seem to find a good education for you to put them in the high schools? CALLAHAN: I'd say often not. The traditional African-American teachers at the school, whose teaching methodology was pretty rudimentary, weren't really preparing them. They would either stand up and read something to the students or have students who could read, read something to the class as a whole. They used a lot of corporal punishment to try to bring discipline. Their teaching methods really were not very good so I don't think that the kids were getting a lot out of it. And then of course in order to meet their integration targets in addition to a handful of idealistic young people like Courtney and me, the school district hired anyone who wasn't African-American. We had Koreans teaching there who didn't really speak English; we had Bolivians, Peruvians, again with difficult to understand accents; a couple teachers from the Indian Subcontinent. I don't know what their teaching methods were but we had a real mix of people there and education really wasn't getting done. We only stayed there a year although we were trying to decide in the spring if we should sign up for another year at Elzy, try to transfer to the integrated Greenwood city schools, or think of something else to do next. That's when the Peace Corps came through. When I was a student at the University of Florida I had stopped at a Peace Corps recruiting booth, filled out a card with my contact information, and said I would be interested in the Peace Corps, interested in going to Africa or India. While we were in Greenwood, trying to decide what to do next, I got a call from a Peace Corps recruiter asking if I was still interested and I said sure. The recruiter said they didn't have any places in the India or Africa programs for a married couple. He said couldn't place the two of us, as a married couple, with a family in any of the projects they had in India or Africa but he asked me if I knew where South Korea was. I did know but I replied that as long as it's not Greenwood, Mississippi, we would be happy to go there. So from Mississippi we went to a Peace Corps initiation in Chicago and were accepted into the Peace Corps Korea Teaching English as a Second Language (TESL). Q: Okay. Could we talk a bit about the process of getting you trained for Korea? Very different culture, isn't it? CALLAHAN: A very different culture, yes. And, of course, they said from the beginning of the training program that there would be culture shock. First, they brought several groups of us who would be going to Korea into different programs including the Teaching English as a Second Language (TESL) program to Chicago. Basically, anyone with an undergraduate liberal arts degree would be put into the TESL program, that and a tuberculosis screening program. During the initial screening in Chicago, we were interviewed by Peace Corps staff as well as by psychiatrists to make the final acceptance decisions. Q: Did you get any feel about the philosophy of selection? I mean, did they-? CALLAHAN: They asked a lot of probing questions to get an idea – I think - of your psychological makeup. I think that they were trying to get a feel for who would be suitable and who would not flip out in the face of a strange culture and that sort of thing, so that was definitely an element in the process, that probably would not be in Peace Corps recruiting currently, because they were making subjective judgments about the kind of personalities that applicants have. When we went into the training program, for which we were selected, there also seemed to be an element to that and there was some somebody who was kind of looking at you during the 10-week program and a couple of trainees were sent home. The training was in Vermont; they did it at the School for International Living in Brattleboro, although they had us off-site in a couple small towns in Vermont which was a delightful place to spend the summer. Q: Yes. CALLAHAN: We bonded really well with the other members of the group. I think there were 50 or so; this was a relatively large Peace Corps Volunteer (PCV) group - Korea at that time had one of the biggest Peace Corps programs with more than 300 volunteers in the field at any one time. The training was broken up into a couple hours a day of teaching techniques, TESL teaching techniques, about half-day each day of Korean language training and then an hour or so of cultural acclimation, reading materials as well as discussions. The teachers, the language teachers, were- I believe - all Korean university students studying in the U.S. who were not professional trainers but were hired to do language and cultural training during the summer PCV Training. So, they weren't really professional teachers for the most part and they were pretty assimilated into the U.S. Because of this we weren't really getting the kind of cultural understanding to fully prepare us for life in Korea, other than through reading various books on Korean culture. It was all very interesting, fascinating, and of course there were things that you would have to watch out for in Korea but we weren't really dealing with the average Korean in our daily training activities so we still had much to learn about life in Korea by the end of the training program in Vermont. The training included two weeks in Quebec, Canada, where we were supposed to teach English to French Canadian students. However, it was August and school was out so they sent us to public parks where we were supposed to try to teach English to children who just wanted to play. Quebec was very nice, though. When we finished the training program in September of '71 they flew us to Seoul and the first couple days were orientation at the Peace Corps headquarters there. We were still together as a group at that time and we discovered pretty quickly that what we learned in 10 weeks of half days of Korean language training wasn't going to take us very far. Even our first attempts at using chopsticks – which we had practiced in Vermont - also wasn't going to take us very far until we really got the hang of it. After the first couple of days in Seoul, they separated us and sent us out to spend a week, with experienced Peace Corps volunteers who were close to the end of their tours. Courtney and I were sent to Kunsan, near Inchon on the coast of the China Sea. There was a U.S. Air Force base there, but we stayed with another PCV couple, at their place and we shadowed them to their schools where they were TESL teachers. Kunsan was a rough place because with the Air Force base there, there was a lot of anti-American feeling around and we learned pretty quickly that Americans were going to get harassed on the streets. We were harassed by kids yelling at us or sometimes by young adults making comments. But, despite this, we decided we were going to stay with it. I think we were overly dismissive of our PCV couple's unhappiness because we felt we were more empathetic and would be better than they were in our efforts to acculturate. However, at that point, after the week with PCVs in the field, several volunteers in our PCV group packed it in and said they couldn't take it; it was just too much of a cultural clash for them. Actually, the young woman who had scored the best on the language and TESL tests was one of those who decided to go home. In another case we had a KoreanAmerican woman from California who was great in training but couldn't speak Korean, other than what she'd learned in the 10-week course and she had a terrible time because, you know, she was- Q: This is a real pattern because the Koreans won't accept the fact that somebody that looks Korean can't speak it. CALLAHAN: Right. So, she left; after that one week it was enough and she left. But, for the rest of us in the group, for the most part I think we stuck it out for the two years. There were one or two who left somewhere in the middle of the two-year tour. Courtney and I were sent down to Jeju, Seogwipo, a town in the southern part of Jeju Island which was kind of backward compared even to the rest of Korea at that time. Of course, Korea in 1971-73 was still very much a developing country. So, it was not the easiest thing I had ever done and there were definitely periods of time when I was questioning whether or not the Peace Corps was going to be the best way to spend two years of my life. Q: Was there much in the way of bonding with your other Peace Corps colleagues? CALLAHAN: Yes, very much so. We had a group, within our PCV group, and we were very close. Within our group of 50 and there were a group of maybe, I guess, up to ten of us who were quite close and we would periodically get together either on the mainland or on Jeju. Once, they came down to Jeju and we partied on the beach about 20 miles from Seogwipo, and other times Courtney and I traveled up to the mainland to Gwangju, Kyungju, Seoul, and Taegu and stayed with them. Q: Did any of you get the idea of coming into the Foreign Service? Did you have much contact with the embassy? : CALLAHAN: Our only contact with the embassy was usually when we would go to Seoul for some conference or some gathering, which wasn't that frequent. Then we would go to the embassy cafeteria and have breakfast, which was a real treat because you'd get bacon and eggs and the usual American breakfast not, you know, a bowl of …. Fish heads. CALLAHAN: -fish head soup, which is what we were getting in Seogwipo for breakfast. But yes definitely at that point I was starting to think about the Foreign Service and taking the exam. Surprisingly, no one in my Korea PCV group went into the Foreign Service except for me. Of course, I've run into a number of former Peace Corps Korea volunteers from other groups who are Foreign Service Officers, including Kathleen Stephens, who recently finished out her term as ambassador to Korea. Q: Where is she now? CALLAHAN: She is a diplomat in residence in Georgetown for a year. Q: What were you picking up about- there's so much but Korean social structure? Was this a hard thing to get a feel for? CALLAHAN: It was not so much a hard thing to get a feel for but because it's so closely knit, within a family that you really didn't feel like you could break into it in any way. The ideal situation and what they did with most volunteers, the single volunteers, was to place them with a Korean family, they'd live with the family. But the experiences varied. Some had families that they just didn't connect with and then they didn't have a good experience. Others had really nice experiences, usually if they were placed with a pretty well-educated family. There was a volunteer in another group in Seogwipo who was placed with a doctor and his family and Courtney and I would be invited to their house for meals at times; some of the other volunteers and us. That was a great family environment. Friends on the mainland often had similar experiences. Courtney and I didn't have that because there were two of us so it took months for the schools to find us a family to stay with. This family rented us a room in their compound and we hardly ever saw them so we didn't have any kind of interaction with the family. And they weren't interested in having interactions with us. Other volunteers who did have very good family relationships, became very close to their families and I felt that those were really very rewarding experiences. Q: What was your impression of the rule of Park Chung-hee at the time? CALLAHAN: I would say his was pretty much an iron fist rule. On the other hand I would say that he did a lot to bring that country along and given how far Korean society needed to come, I would say he was successful. What South Korea was like at that time and what it is today is a night and day transformation. I remember there was never a queue anywhere and if you went to the post office or you went to get a bus it was just everybody trying to push to the head of the group (there were no lines or queues), jump on first and then, you know, the usual mob scene. They would do air raid drills at our school. I taught at the boys' middle school and we didn't have an air raid shelter so basically we'd be doing an air raid drill and everyone would go stand outside in groups behind a teacher with a flag pretending they were in an air raid shelter. The drills were mandatory but every time they did it, and, of course, they did these on a regular basis, it seemed like they did it for the first time, everybody was running around trying to find their batons or their flags and get to where they were supposed to be. I did have the impression that it took a fairly strong hand to bring that country together and move it in the progressive direction it went. However, there was no love lost for Park Chung-hee and I was there when he dissolved the parliament and stationed tanks in front of the parliament building; I have a picture that I managed to snap of one of the tanks, much to Courtney's chagrin at the time. But you know, I think that it's probably a useful and necessary step in their development. Q: Did you get any feel for the North Koreans? CALLAHAN: Only in the attitudes, I guess, of the Koreans in the South. I mean they definitely were afraid and concerned. I mean there was no love lost and it was always in peoples' thoughts with the air raid drills and the other precautions. Our group did go up to the DMZ (demilitarized zone) during our initial orientation. I recall later that there was an incident at the DMZ in which an American soldier was butchered by North Korean troops at the DMZ. Q: That would have been I think '76 or '77. CALLAHAN: Yes, after I left. But I mean, yes, I certainly had a sense that the North Koreans were, you know, difficult, tough characters and certainly threatening. Q: Were there any incidents of submarine landing of troops or anything while you were there? CALLAHAN: No, no, I think I remember reading or hearing some reports but not at Jeju. Q: How about did you get any feel or was it too far away about the South Koreans' view of Japan? CALLAHAN: Yes, it was quite clear that the Koreans still hated the Japanese for its invasion and colonization of Korea. However, there was regular ferry service between Korea and Japan. We traveled a couple of times to Japan by ferry from Busan to Shimonoseki and then traveled around in Japan. Q: As a couple, what- how did they split up your work? CALLAHAN: Well I taught at the boys' middle school and Courtney taught at the girls' school. They were close together so we'd walk to our respective schools. She was a much better teacher than I was due to her training in education and her interest in teaching. I was more interested in the cultural experience of being in Korea but I tried to make a go of my teaching responsibilities. Every middle school class was made up of about 70 students and we worked with Korean co-teachers who would teach English grammar and they knew the grammar, backwards and forward, far better than I did. So my co-teacher, Mr. Kang, handled the grammar lesson and I did the speaking lesson, the pronunciation drills, which were fairly boring. Courtney was more creative, I would say, in her work and I always felt that it would have been more fun to work with the girls anyway than with the boys, based on what I saw when I photographed Courtney in her classroom. Q: Well did you note or your wife note the discrimination towards women? CALLAHAN: Yes, that was quite obvious. She noted it and I noted it in the work place and society as a whole, especially in rural Jeju. However, Courtney's Korean co-teacher at the school was male and she got along well with him and I recall him being a really decent guy. But, yes, you could certainly see it in the attitudes of some of the other male teachers towards the female students and teachers. And, generally, it was obvious in society although I did see an incident in the market once involving a big argument between a woman who was, I guess, selling fish and I don't know if it was a customer or somebody else, like a competitor. She took one of her fishes and starting hitting this fellow with the fish until he backed off. (Because I finished my teaching day earlier than Courtney, I usually did the food shopping at the market.) The situation was a little different on Jeju, I think, because there was a tradition there of women taking a stronger role in earning the families' livelihoods. The diving women of Jeju are pretty famous there and I often saw women working in the fields more so than the men. So I think from that respect there was a little more respect, I guess, for women in Jeju. Q: Did you get any feel for the pressure of the families towards pushing their children towards, you know, the top schools, universities? CALLAHAN: Not really in Jeju, because we were teaching middle school students and most of these kids were coming from rural working families. Seogwipo was not the provincial capital; it's the second largest town and most of these kids were coming from farm families and they were just in school because they had to be there. There was, however, a handful in each of my classes who were interested and motivated, and fun to teach. I really would like to know what happened with those kids after they moved on. Q: Did you get a feel for the policy of Park Chung-hee of sort of giving priority- a certain amount of priority to farms? He was, you know most dictators milk the farmers and as I understand it he didn't. I mean, he- CALLAHAN: It wasn't obvious to me what his priorities were. I know one of the things that he did and had been done by the time I got there was to fully link the countryside to the electrical grid. So, in that respect he was getting electricity into the rural areas and I think that went a long way toward the progress that the country has made. I do remember there were rice shortages at the time and rice was rationed to avoid imports so that every other day instead of having rice with your meal you would have barley and a millet sort of combination of grains. Q: Well then you did this for how long? CALLAHAN: Two years. Q: As you were there what were you thinking about? CALLAHAN: Well, I think for part of it I was thinking I didn't really ever want to be a teacher again. Part of it was that I really enjoyed the ability to see Korea, the countryside and learning about the culture even though it was a difficult culture. I was becoming very interested in photography - which I'd started when I was still in Mississippi - and wanted to become a photojournalist. There were so many opportunities for photography in Korea that I became pretty good at it. So, during all my free time I would be out walking around, wandering, and looking for opportunities to make photographs. Not too long before I finished my Peace Corps tour, I convinced Peace Corps Seoul headquarters to send me around the countryside and photograph PCVs and their projects, which I did, and turned over the photos for the Peace Corps archives. I started looking to the future and thinking about how I would try to establish myself in photojournalism when I got back home. I was still interested in the aspect of foreign affairs, too, but at that point I was pretty much focused on photojournalism but also wondering if I should stay with the PCV tour for the full two years or curtail since the teaching part of the experience just wasn't satisfying and I didn't see a future in teaching for myself. I also didn't feel that it was going to be very useful even for the Koreans in my classes because of their backgrounds in Jeju and the lack of opportunity that they would become fluent in or use the English language in the future. They weren't going to be in the tourist industry, for the most part. Q: Well maybe you were in the wrong place to get a feel for it but did you, when you got ready to leave, did you have any ideas about the impact of the Peace Corps? Was it a positive thing, a negative thing, a moderate or mixed bag or what? CALLAHAN: Yes, I was pretty convinced that the Peace Corps, the impact of the Peace Corps experience was really much more on the volunteers than on the Koreans. I felt that the development impact, at least at that time and with the kinds of programs that we were doing, was pretty limited. That said, I was back in Pusan, South Korea, for a meeting in September 2009 and the meeting was hosted by the supreme prosecutor's office of Korea. I discovered that a number of the officials with whom I was meeting spoke reasonably good English and several had been taught by Peace Corps Volunteers. So, I had to refine my views based on that experience but at the time I felt that we really weren't having much of a development impact. Q: Well one of the things I think that was happening was that with exchange, I mean Koreans going to the United States, the Park Chung-hee government's receptivity to change and bringing in experts often Koreans who went through the American educational process, he came up with a pretty, you know, pretty good combination. CALLAHAN: Yes. Q: Did you have the feeling that Korea was sort of moving ahead or? CALLAHAN: At that time, living in rural Jeju, I didn't really see it. At that time, from '71 to '73, and especially having traveled a couple times to Japan, which was, in that period of time, just so far ahead of Korea that I never would have expected that Korea would be where it is now, because it didn't seem like they were moving very fast. They still had a long way to go in regard to development. Maybe in part that was because I lived in Jeju; Jeju was the least developed part of Korea, then. Q: Well when you left Korea, when there, did you know what you and your wife wanted to do? CALLAHAN: Not really. We traveled back through Thailand and then spent some time traveling in Malaysia, which impressed me very much, and Europe, buying and riding bicycles in the Netherlands for a few weeks, and then back to Tallahassee. In Tallahassee, Courtney didn't have much trouble finding a teaching job but for me, with a Bachelor of Arts degree in history, there really wasn't much of anything. I, initially, took a job selling shoes at the local K-Mart for a few months and then I was offered a graduate assistantship to go back to Florida State to do a master's degree. Ironically the degree program was in the School of Education, in the Reading Education program. I took it just because I didn't want to keep selling shoes and didn't see anything else really out there. Also, the assistantship was working with a professor who was doing a lot of groundbreaking work in values education and that was interesting for me. Although I received my MS in Education, my heart wasn't in it and I certainly didn't excel. Q: Well did you find that the Peace Corps experience had maybe alienated you from the Florida culture or not? CALLAHAN: Yes, to some extent, although not so much alienation as not being able to fully share the experience with friends and relatives. The Peace Corps had counseled endof-tour PCVs to expect to have "reverse culture shock," that you'd come back home and find that, if you talked about your experience in Korea with friends and relatives, the conversation was good for about five minutes before they got bored andQ: Yes, the blank look. CALLAHAN: Yes. So, we did feel a bit like fish out of water in that respect. However, going to graduate school was useful in developing some new friendships with some other graduate students who had broader horizons in that respect even though I wasn't really thrilled with my program. I didn't really see myself going back into teaching with my degree, which would have also required quite a few additional courses, anyway, to qualify for teaching certification. Toward the end of my graduate school period, through my brother who was working as a part-timer, as needed, at the post office, I was able to get a part-time job as a substitute rural mail carrier for the post office and could actually make pretty decent money. After I finished graduate school, I began covering for a mail carrier who had had surgery and was out for several months. I was able to save some money but in the meantime Courtney and I had had our first falling out and decided to separate about three or four months before I finished graduate school. Q: Would describe the falling out, I don't want to get to far into personal details, but the Peace Corps experience or just getting married young and-? CALLAHAN: A variety of things, including marrying too young and experiencing broader horizons in the Peace Corps. Q: Didn't help? CALLAHAN: Courtney actually initiated the separation because I was still in a period of floundering around, trying to figure out what I wanted to do with my life and being pretty indecisive about it. I moved in with a friend for a few months and after I finished graduate school and worked a few more months at the post office, saved up some money, decided to travel up to DC to try something new. In June 1975, my brother, David, and I took a motorcycle trip up the Blue Ridge Parkway to DC. David was still in university and had a summer break so the two of us rode our motorcycles up here where I had friends from my college years who had relocated to this area. So, we stayed with them for a while and did some traveling to see relatives in Pennsylvania, do some touring around New England, and went back to East Freetown, Massachusetts, where we had lived as kids. When summer came to an end, I decided I would stay in the DC area while David went back to Tallahassee to finish his studies. During that period, I tried to do some photojournalism work and wedding photography and I started work at a photography shop in Silver Spring. I also took the Foreign Service exam during that period. Q: Had you- Was this sort of on impulse or had you really- CALLAHAN: In a way it was an impulse because I'd been interested in it but everything I had heard about the exams sounded pretty daunting: the difficulty of passing it. So I didn't go out of my way when I was in Tallahassee to take the exam. I saw the exam was being held at the Woodrow Wilson High School on 13th Street, NW, not so far from our apartment in Takoma Park, Maryland, and so I, thought that I might as well take it. So, in a way it was an impulse. I tried to study a little for it but not very much. Q: Well did you have a feeling that gee, I didn't go to an Ivy League school or my family doesn't have inherited wealth and so this, I'm going to be a fish out of water? CALLAHAN: Well not so much that I'd be a fish out of water but that it would be difficult to be accepted into the Foreign Service because of those factors. I did have the impression that it was oriented more toward the Ivy League schools and graduates from Ivy League schools and the GW School of Foreign Service at Georgetown and so I thought that I would not be very competitive based on my background. Q: Well I take it you passed the written exam. CALLAHAN: Yes, I kind of squeaked through the written exam. I didn't pass with flying colors but enough to make it. Q: I took it back in '53 and I was averaged into the Foreign Service. I had to get a 70 and I got a 69.8 or something. CALLAHAN: Yes, I was just barely above 70, I think. Q: Yes. Well did you take- when did you take the oral exam? CALLAHAN: I can't remember exactly. I had left the job at the photo-shop and was unemployed. I'd come to the conclusion I wasn't going to make it really in photojournalism; they put me in sales and I'd never been a very good salesman so that didn't work out so well. Then they had me driving the delivery truck, which was actually kind of fun; the pay was decent and I got to learn my way around the DC area. But then they decided I was over-educated and they didn't really need me around anymore so they fired me from the photo shop and it was during that period that I took the written and oral exams. At that time, the oral consisted of a three-person panel of senior FSOs. Q: This is when about? CALLAHAN: Oh, maybe '77, sometime in '77. Q: I had been on the Board of Examiners giving- I mean on the panel in '75-'76 and it was three-person. How did it- Could you recall any of the questions? CALLAHAN: I recall that some of the questions were focused on what newspapers and periodicals I read to keep up with current events and foreign affairs and what I thought about current events in foreign affairs. They gave me some hypothetical situations and asked what would I do in a particular situation, how would I react. I don't recall the specifics though of what the questions were. There was somebody from USIA (United States Information Agency), there was somebody from State and I don't know where the third one was from now, maybe an outside agency. Q: Did they ask you what you wanted to do or sort of the coning situation? CALLAHAN: They may have. I mean I knew that the consular cone had the shortest waiting list so I knew I was going to go for the consular cone. I didn't feel I had a strong enough background for the other cones; I certainly didn't have it in economics. I wasn't interested in administration and I didn't feel I had a strong enough of political science background to try the political officer route, although I believe my drafting and writing is quite good. Plus, I could see that with the written score I had that consular would be the one to go for. And you know, I knew enough, or I learned enough, about consular affairs that I wasn't turned off by the idea. Q: Well then what happened? CALLAHAN: It took quite a while. I was on the roster. Actually, it was taking so long that I took the test a second time, I passed again on the written test but then the second time around I didn't pass the oral, which was curious but I was still on the roster from the first time. In the meantime I started doing volunteer work for the ACTION Agency, which was the agency that at that time had incorporated the Vista and Peace Corps programs into a single agency under the Nixon Administration. After doing some volunteer work, I got a regular job with ACTION, a temporary job as a program assistant on a program to organize returned former Peace Corps volunteers and to reconnect with them and to set up a network. That was quite a fun job and I sort of hated to leave it. I was editor of the Returned Peace Corps Volunteer (RPCV) newsletter, called "Reconnect," for which I called on my experiences in photojournalism and in editing my high school newspaper as well as work on the University of Florida newspaper. I also did a lot of outreach work and some domestic travel to meet with RPCV groups around the country. So, I was doing that when they called me up finally for the class that started in October 1978 based on the first roster. One of the amusing aspects of my Foreign Service recruitment was that when they did the background investigation, the FBI interviewed my best friend at the time in Washington, somebody who I'd lived with for a while when I first came up to the area and who was a college fraternity brother. He had relocated to Washington and, despite having a college degree, was driving a taxi in Maryland, and selling fruit and vegetables on the side of the road out in Montgomery County near Bethesda at a roadside stand. He was one of my references and he FBI ended up interviewing him at his vegetable stand. They took me in anyway. Q: What was your class like? CALLAHAN: It was pretty diverse, interesting. I'd say that I guess most of the people in the class probably came from economically more advantaged backgrounds than I had had with my family after my grandfather died. There was some diversity, not a lot, but I guess the most interesting character in the class was Alan Keyes, who later was picked to be Jeanne Kirkpatrick's assistant at the United Nations mission and later after a falling out with Deputy Secretary Whitehead, left the Foreign Service, and ran for president. Q: He surfaces from time- CALLAHAN: Yes, I haven't seen him in a while, though. I got along well with Alan. He is very bright, and he certainly was the gadfly of our Foreign Service class. When we had speakers come in you could count on Alan to ask them tough questions. The rest of the class was pretty much a cross-section America but also pretty much predominantly- with the exception of Alan - all white. I don't recall even any Hispanics. Q: Alan was an African-American? CALLAHAN: Yes. Q: Well did you get any feel for the standing of consular work with- since you came in? CALLAHAN: Oh yes, it was pretty clear that although admin work wasn't really that highly thought of, consular work definitely was the one that people wanted to try to get out of as soon as they possibly could, especially after a couple of years on the visa lines. Q: I speak as a veteran consular officer on the record here. CALLAHAN: Yes, at that time, as you know, your first tours were going to be consular tours no matter your cone and there was pretty much no way to get out it so there were people who weren't very happy about that. We had an odd class; it was especially large because there due to the settlement of a lawsuit over immigrant visa priority numbers for Mexico many of our class's available assignments were in Mexico, mostly in the border posts. So, we had a limited selection of posts for our group. The exceptions to the Mexican options were Bombay, Kingston, Maracaibo (Venezuela), which had all of us running to the atlas to try to figure out where Maracaibo was, one in Guayaquil, and several in in Iran, both Tehran and Isfahan because of the large visa issuing operations there at that time. I was actually intrigued by the thought of going to Isfahan, Iran, but Courtney very adamantly and perhaps with foresight said she didn't really want to go to Iran. It turned out that all of our friends in our group that went to Iran ended up as hostages or hiding out in the Canadian Embassy, so we were happy that we didn't go there. Four of our colleagues from that time featured as characters in the film, Argo and several others who didn't escape spent the entire time as hostages. I didn't really want to go to Mexico since it was still in North America. We ended up going to Maracaibo, to the consulate which had closed and then been reopened a couple years before, for our first tour. At post, there was a consul general and two junior FSO posts, one of which had recently been added, along with a United States Information Service branch public affairs officer. Q: Okay, I think this is probably a good time to stop, a good place to stop, and we'll pick this up the next time. You're in Maracaibo from when to when? CALLAHAN: I got there in about June of 1979 and stayed until January of 1981. It was an 18-month tour, our first tour. Q: Alright. Let's take a peek at the calendar. Alright. Today is the 2nd of December, 2010, (sic) with Jim Callahan. And we left offhad we talked about your A-100 course? CALLAHAN: Yes, we talked about the A-100 and the people, my classmates and that Alan Keyes was the most prominent of the group. After the A-100 course at FSI, I went through consular training and then Spanish language training for 20 weeks., Q: And then you went to, it was Maracaibo? CALLAHAN: Went to Maracaibo. Q: What was Maracaibo like? It's sort of an interesting post. CALLAHAN: Yes, most people had never heard of it, including in our Foreign Service class, but it's the second largest city in Venezuela after Caracas but very different from Caracas. It's obviously on Lake Maracaibo, close to the Colombian border, and part of the Guajira Peninsula. Maracaibo was pretty chaotic, a low-rise, spread-out sort of city. There were a lot of American and local oil workers who worked and lived on the other side of the lake so even though there were quite a few American expats we didn't see much of them. They were well-integrated and often had local spouses. The oil industry had been nationalized by then but there were still Americans who worked in it. It was on the other side of the lake, and Lake Maracaibo is huge, so we didn't really see too much of them except when they came in for consular services. In the city itself there really were very few American expats or expats of any description. There really wasn't very much to do in the city, either; I mean it was not really a family-friendly place for expats. Q: I remember when I came into the Foreign Service back in 1955 one of our men went to Maracaibo and found it very difficult because it was expensive. CALLAHAN: Yes. Q: Oil, you know oil workers got paid a lot and vice consuls did not get paid a lot. CALLAHAN: Yes, it was expensive, that's for sure. Another reason why there really wasn't a lot to do was because what there was to do tended to be fairly costly. I recall going once or twice to a salsa club with some friends and every table bought a bottle of Dimple Scotch whisky. I don't know why Dimple was so popular but it was $100 for that bottle of whisky so we didn't go out clubbing much. But yes, it was expensive and what we ended up doing, Courtney and I, because the consul was a member of the local, lowrent yacht club; and had a boat, was to join the club. There was also a more prestigious yacht club on the lake, an expensive club which had all the luxury power boats and motor sailors to which the wealthy expatriates and locals, known as Maracuchos, belonged. And then there was our little, low-cost yacht club which was headquartered in a ferry that had been grounded and then used as the clubhouse. It was called the Los Andes Yacht Club. They had a small fleet of 20-foot or so wooden sailboats that had belonged to the Shell Corporation before it was nationalized and had its properties taken over by the government. The club bought them. The membership fees were pretty inexpensive and the club had an interesting group of members, an expat former British Royal Air Force officer, married to a Venezuelan, some Chileans, Peruvians, Argentines, and Mexicans who just happened to gravitate to this particular group and who found difficulty actually getting along with Venezuelans anyway. Q: Well first place, was it sailing on a lake? CALLAHAN: Sailing on the lake. Q: I mean you know, one looks at the lake and I was thinking a lake of oil practically because you hear so much about the oil; but what was- CALLAHAN: You wouldn't really want to swim in the water, but the oil rigs, were on the other side of the lake from the city of Maracaibo so for sailing it was fine. We sailed across the lake a couple times to a small beach but there was also a big petrochemical plant on the other side of the lake which was discharging who knows what into the lake so you didn't really want to swim in it. I remember one time when we did sail across the lake trying to keep out of the way of the tankers coming down the channel and of course they had the right of way; and we didn't have any power. Maracaibo weather was very hot; it was extremely hot all year round, near the equator, and very humid. Once we were becalmed on the lake in the open sailboat and that became very unpleasant. Q: What was the government like of Venezuela? CALLAHAN: Well at that time it was reasonably democratic. As I recall, the President was a Christian Democrat. However, the government at all levels was extremely corrupt. We didn't see too much evidence of the national government in Maracaibo, other than the police services, but we certainly saw plenty of evidence of corruption. I mean the whole mindset of people seemed to be to get what you can any way you can. We had a binational center there with a USIA officer and I recall they did a survey of their English language students on ethics and corruption and basically the kids all indicated they had no scruples at all about taking whatever they could get so that was very clearly an issue. Q: What were you doing? CALLAHAN: I was one of the two vice consuls. There were two vice consuls and the consul and we basically were issuing visas all day. We had some American citizen services, the expat oil workers who would come in for passports occasionally. Maracaibo clearly was not a tourist destination so we almost virtually never saw a tourist come wandering in for any purpose. We did have a number of arrest cases of Americans. Usually they were flying in with private aircraft, got confused and landed in Venezuela instead of Colombia (the Guajira Peninsula is divided between Colombia and Venezuela) where they intended to pick up large shipments of marijuana to fly back to the U.S. They would be immediately arrested and under Venezuelan law, the police had eight days to detain and investigate somebody that they picked up. The planes usually came in empty because they hadn't made it to the pickup locations. They would come in empty but they'd have extra fuel tanks and passenger seats removed from the aircraft and lots of big trash bags to fill up with marijuana. So, and the police would arrest them, investigate and usually after eight days would deport them, The problem for the consulate was that the government always kept the planes which were invariably leased; they didn't actually belong to the people who flew them in. So, then we had ongoing problems trying to help the owners of the planes to get them back from the government. The government was not willing to let them go. That sort of thing livened things up from the usual consular visa issues. In those days, the Venezuelan posts were pretty much visa mills. Venezuelans, because of the oil money, were considered to be good visa risks so we were just issuing visas right and left, usually without an interview. We spent most days just sitting at our desks looking at applications and signing off on them. We interviewed the occasional Colombian who would show up and who was considered to be high risk because they had no permanent status in Venezuela but were labor migrants in the country. Colombia's economy was much weaker at that time. It kept us pretty busy but the work was relatively boring. The other vice consul and I would switch off duties, though; for six months I would be the lead consular officer, handling American Citizen Services and the other vice consul would cover the administrative work. So it was a useful learning experience. Q: Did you have any contact with Venezuelan officials? CALLAHAN: Very little. Only- Q: Police? CALLAHAN: Yes, we had contact with the DISIP which was the intelligence service. The DISIP took over whenever foreigners and drug cases were involved. We also had some contact with customs officials because of the commercial issues that we had. The Consul was the one mostly having contacts with government officials. Also, my Spanish was pretty poor, at that time. The other vice consul was considerably better because he was from Texas and had some Spanish-language background coming into Foreign Service. In fact, although he entered the Service a class behind me, he arrived in Maracaibo before I did, due to attenuated language training. Q: Who was that? CALLAHAN: Actually, it was Bill Brownfield who is now the Assistant Secretary responsible the Bureau of International Narcotics and Law Enforcement Affairs (INL) where I am currently working under a Personal Services Contract (PSC). So it's quite a coincidence that I'm working with him (actually, for him) again after more than 30 years. Q: Well as you did this how did the Foreign Service strike you? CALLAHAN: Oh, I thoroughly enjoyed it. As I said before, I had been interested in photojournalism and I didn't really know if I would be suitable for the Foreign Service but I decided when I passed the exam that I'd just go ahead and apply myself to the Foreign Service to see how I liked it, and I liked it very much. I enjoyed being assigned overseas and I didn't really mind the visa work too much. The variety of dealing with other kinds of issues was sufficient and I just liked living in another culture and yes, I was pretty much hooked at that point, had no desire to do anything else. Q: Okay. Well then, you were there for how long? CALLAHAN: Eighteen months. In those days the first assignment was usually an 18month assignment, pending tenure. Q: How'd your wife feel about the-? CALLAHAN: I think she was okay with it. She made some friends in Maracaibo and she helped out at the consulate during the busy season. She also did some paid work for the bi-national center because of her education background, including some work on curriculum development, so I think she was happy enough there too. Q: Did you get any feel about Venezuelans as-? CALLAHAN: Well, yes. The FSNs (Foreign Service Nationals) that we worked with, particularly the female FSNs in the office, were great; they were really nice, nice people, and very competent. We met a number of people who we got along well with but the language was a bit of a barrier. I think the Venezuelans at that time, in particular, because of their oil wealth were considered to be difficult to get to know well. Even other Latin Americans who we knew, Mexicans, Peruvians, Argentines, with whom we were friends through the yacht club and in our apartment building, also found it difficult because they felt the Venezuelans were a bit arrogant over their wealth and so on. Q: Well there was quite an influx of Colombians, wasn't there? CALLAHAN: Yes. Q: To get more menial type jobs and things. CALLAHAN: Right, yes. Really, all of the skilled and unskilled labor work, such as auto mechanics, things like that, were pretty much all done by Colombians. In general, Venezuelans just wouldn't do that kind of work. Every house would have four or five cars in front, often big Chevy Impalas. Cars were very expensive because even though they were assembled in Venezuela, all the parts were shipped in from the U.S. and they were just assembled in Venezuela with very high labor costs. A new Chevrolet Impala would cost four or five times what it might cost in the U.S. But, every family had three or four cars. Drivers were just completely out of it. I never saw so many accidents as I did in Maracaibo. Every day, almost every day I would see an accident. The guys would just drive down the road and if the light would be red they'd start blowing their horn and run right through the light blowing the horn to let everyone know they were going to run it. But I saw just an amazing number of accidents there. Q: Was Cuba and Castro, were these factors there? CALLAHAN: Not so much. At that time I remember there were some issues with, I can't remember his exact name, Bosch, Orlando Bosch, I believe. Q: Dominican- He was in the Dominican Republic. Q: You were there from when to when? CALLAHAN: It was just '79 to the beginning of 1981. Q: Well where did you go after that? CALLAHAN: I went to Lima, Peru; we left Maracaibo in January of 1981 and had kind of an extended home leave, but went to Lima in March of '81, again in the consular section. Q: And Lima, you were there from-? CALLAHAN: Eighty-one to '83. Q: Eighty-one to '83. How'd you find Lima? CALLAHAN: Oh, I really liked Peru much better than I had Venezuela and certainly Lima was a much more pleasant place to live than Maracaibo was. The climate was a lot better. It was a big embassy so you had a bigger social circle than we had in Maracaibo where there were just a handful of Americans and other expats. I enjoyed Lima very much and I liked working at the embassy. The ambassador was really good; the first year, Edward Corr was the ambassador and I got along very well with him; I had a lot of friends within the embassy from various sections. The work was really interesting even though I spent about the first six months on the visa line. But that was certainly more interesting than it was Venezuela because we had to interview virtually everyone and my Spanish improved tremendously. Also, the Spanish that the Peruvians speak is much better than in Maracaibo where the Spanish spoken is what they would call "costena," in the coastal areas, and was pretty difficult to follow. I didn't learn very much Spanish in Maracaibo but in Peru my Spanish improved a lot. After about six months on the visa line I managed to get myself moved over to the American Citizen Services section and was put in charge of the section as a second-tour officer. We had a lot of issues there with American citizen welfare and whereabouts; there was a lot of tourism in Peru, and a lot of arrest cases. I was constantly going out to the prisons to visit Americans there, going to the courts to try to follow up on their cases, liaising with their relatives and Congressional offices, etc. We had about 42 Americans in prison there at that time, most of them in the court of the "first instance," so their cases would take about two years to run their course before receiving a verdict. Q: What were they- what was the-? CALLAHAN: All but one of the Americans were in on drug trafficking charges, cocaine, but I'd say really all of them except maybe one or two were just small timers, just individuals who thought they would come down to Peru and score some coke, take it back, maybe sell it to their friends but they weren't big time traffickers. Q: What about the Shining Path? Was that going on? CALLAHAN: They were becoming more aggressive during the period I was there. I did a rotation with the political section but I wasn't following the terrorism issue. But Shining Path (Sendero Luminoso) was becoming more and more active during that time and by the time I left Peru, they were starting to attack the aqueducts outside of the city and causing problems to the water supply. It wasn't long after I left that they began to launch attacks within the city itself. Q: Well what- Were the Peruvians a consular problem? I mean for visas and that sort of thing? CALLAHAN: Yes. The economic situation was such there that they were pretty high risk so the refusal rate for visas was pretty high. There were communities in the United States, still are, I'm sure, Peruvian communities in strange places like Patterson, New Jersey, and areas where you wouldn't expect Hispanics to congregate. There were a lot of efforts by people trying to get up to the U.S. to stay and work, just resettle in the U.S. Q: How would you describe American relations with Peru? There had been a time when the Peruvians were grabbing American companies; I mean and there was, you know, these international companies were getting involved there but Peru has, was it variouswas it bauxite or what? CALLAHAN: Yes, I was there after that period. I think it was the Romero government in the late '60s which kicked out the Peace Corps, nationalized U.S. companies and cozied up to the Soviet Union. The relationship with Peru at that time was really very poor but by the time I got there they had a democratically-elected civilian president and the military no longer influenced the government. I remember that Belaúnde was the president and that relations were quite good. After Ambassador Corr moved on to his next assignment in La Paz, Ambassador Frank Ortiz came to Lima. He was an interesting fellow as well. Frankly, I found Ambassador Corr much easier to work with but still Ambassador Ortiz was certainly good. He had been a political officer in the late '60s in Peru and I think he was PNG'd (persona non grata) by the Romero government so coming back as Ambassador was a bit of a triumph. The relationship was good with the Belaúnde government, very supportive. Q: Well how about how'd you find sort of social relations, you and your wife? CALLAHAN: Good. My Spanish had improved quite a bit and we had a pretty wide circle of friends within the embassy with whom we socialized mostly but we also socialized with Peruvians. I met a number of Peruvians in the Ministry of Justice through my work on American Citizen Services issues so we had some receptions and dinners at our apartment that we invited them to and we got along well with most of our neighbors in the apartment building who were all Peruvian. Q: Did you get to travel much? CALLAHAN: Not as much as I would have liked. The problem was that Courtney was pregnant at that time with our first child, Brian, so for the first half of the tour she couldn't really travel and then for the second half we had a small child. So we did take a road trip up into the mountains with friends when Brian was about one-year old and we did a trip to Arequipa, near the border with Chile. I traveled a few times for consular trips up to Cusco because we had an honorary consul and a couple of prisoners up there so I went up to see them; so I did some travel but I didn't get to the Amazon which I really would have liked to have done. Q: How did the honorary consul business work from your perspective? CALLAHAN: Well it was fine. We had one in Arequipa and one in Cusco and it was really good to have one in Cusco. He was a young guy and I can't remember what he did; he wasn't a local. He was an American and he was married to a local but I can't remember what his actual business was up there. It might have been tourism, a travel agency or something like that. But having him there to deal with the many American tourists who would visit Machu Picchu was really very useful. It is a big country, with a good deal of tourism and we didn't have consulates outside Lima. Q: Did you have many sort of drug travelers, I mean kids who, you know, came down and wanted to do- see Latin America and on the way pick up a-? CALLAHAN: Well, most of my clientele in the prisons were in that situation. Virtually all of them, about 41 or so, were amateurs. They just happened to go down to Peru to pick up some coke for themselves and friends. I think probably almost every one of them made their buy from a DEA (Drug Enforcement Administration) informant and, of course, my friends down the hall in the DEA office had something to do with the fact that I had to go visit these guys in prisons for the next two years. But even that was fascinating in itself. I met some really interesting people, you know, on those prison visits, including one who later on became a fairly well known writer, John Anderson, and became friendly with him and was somewhat instrumental in finally getting him out of prison and out of the country. John married a local Peruvian woman he had met before being arrested and I went to their wedding. There were some interesting prisoners with whom I dealt and I also learned a lot about the justice system there which obviously didn't function very well. We also had a prisoner transfer treaty, negotiated by the consul general while I was in Lima, and I was closely involved in the first transfer which involved difficult negotiations with the Ministry of Justice on a variety of issues. Q: You might explain about the prisoner transfer. CALLAHAN: It was an agreement between the government of Peru and the U.S. Government that would allow convicted prisoners, once they'd been convicted, to be transferred by the U.S. Bureau of Corrections back to the U.S. where they would finish their sentence in a U.S. prison but under U.S. rules, so the standards in terms of when they would be eligible for parole would be under U.S. rules. That resolved a lot of the problems because having these people in prisons in Peru was extremely expensive for the families back in the U.S. to pay for lawyers, to provide food for them because the food provided in the prisons really wasn't sufficient. So, the parents would have to send money and support other expenses in addition to the emotional hardship. Naturally, there was always a tremendous amount of congressional interest. We, basically, in the embassy managed internal accounts for all of the prisoners because they couldn't have all their money with them in the prisons because it would be stolen. So, every two weeks when I went out to the prisons - and we had four prisons we visited - I would take money for the prisoners, take them vitamins and dietary supplements, reading material, magazines; I was loaded down with things for them. But the prisoner transfer treaty was designed to alleviate the problem of these kids pretty far from home and their families very worried about them. Also it was precipitated to some extent, I think, because of two issues before I arrived in Lima. Two American prisoners decided to try to make a prison break with the help of some friends outside. In that process, a guard was killed and these two prisoners subsequently, after they were recaptured, died in prison. Their relatives charged were that they were killed in revenge; the Peruvian authorities claimed that they committed suicide because they weren't going to be able to get out. But, there was a lot of publicity about that as well as intense Congressional interest. Then, there were also some issues of a number of American tourists who had recently gone missing in Latin America and there had been a "60 Minutes" program on that issue. So there was a good deal of congressional and media attention in general on American citizens' problems in Peru. Q: I've heard of this problem in Peru; what was your sort of gut feeling about where these tourists had disappeared? How- What happened? CALLAHAN: Well I think they were off on their own usually, that is traveling individually, in some fairly remote place and, they likely met up with the wrong type. I'm sure they just met up with somebody who decided to take advantage of them and rob and kill them; it was pretty easy to make sure that their body was never found somewhere in the mountains or in the jungle. So basically it was the mistake of traveling alone and without taking enough precautions, and being inexperienced. That's pretty much what it came down to, I believe. There were similar cases in Ecuador but the authorities in both countries really weren't capable or perhaps not even that interested in effectively investigating the disappearances. Q: Well how was living there? CALLAHAN: It was good. We had a nice apartment; it was in an old colonial style apartment in the section called the San Isidro, which is just outside the very center of the city, very pleasant and near a golf course and nice restaurants. Peru has a decent climate, nice beaches and great tourism opportunities, so it was a pretty pleasant place to live. I enjoyed it. And the embassy was right downtown at that time. The embassy now is outside of the city. Q: Yes. Well then, you're moving up for a third tour. CALLAHAN: Yes. Q: Whither? CALLAHAN: When it was time to bid, my CDO (career development officer) said okay, it's time to go back to Washington and do something there. I was ready to do that, particularly with a small child, and my wife wanted to get back to Washington as well. I had some friends from my A-100 class who had done tour in the INR (Bureau of Intelligence and Research) Current Intelligence Staff (CIS), sort of the INR version of the SS- Q: Operations Center. CALLAHAN: -the Operations Center. And so I bid on that job, got it and went back to Washington. The INR/CIS assignment was only a 15-month assignment because it was a 24/7 rotation; we did shift work, evenings one week, nights one week and days for one week, rotating; it was not a long-term assignment but it was interesting. We had to have SCI (separate compartmentalized intelligence) clearance and on the day shifts we would take the TS/SCI briefing materials every morning to the principals in the building. I recall that General Vernon Walters was one of the people who I would brief; brief meant I took him the material and waited with him while he read it. The job was interesting from that perspective but it also became pretty routine once you got used to it, pulling the material off the teletypes to review it and then doing the daily summaries of the most important issues to be briefed. We did have some interesting occurrences on the Watch, though. For example, I was on duty when the Korean Airline shoot-down over Russia took place. Q: Oh yes. CALLAHAN: That wasQ: Over the Kamchatka Peninsula. CALLAHAN: Yes. So that was a time when things were pretty exciting in the INR watch because we saw the transcripts of the pilots which had been intercepted. So that was okay. At the time, the shift work worked out pretty well because it gave me time during the days to spend time with my young son and also we had moved into a row house on Capitol Hill that needed some work so the time during the days I could do some work on the house. But yes, 15-months on the Watch were enough. Q: Well then after 15 months? CALLAHAN: Well, then, because I was a consular cone officer, I bid on the job to be the special assistant to the head of the Visa Office. It turned out that it wasn't an official Special Assistant position but a regular consular officer job that had been re-written to be an assistant to the Deputy Assistant Secretary for Visa Affairs who then was Lou Goeltz. Lou was also a great guy to work with and his deputy was Allan Otto who again was really a nice guy to work with and I learned a good deal about visa work and made great contacts among the civil servants in the Visa Office. These contacts were very helpful in my later consular work. However, the job basically was kind of an administrative job. I was responsible for things like getting new office furniture and deciding where it was going to go; who would receive which types of desks, etc. At the time, the Visa Office, located in Columbia Plaza, had a big problem with all of the paper visa files that filled hundreds of metal file cabinets. They became too heavy for the floor and there were some real concerns that they were going to come through the floor at some point so I was responsible for the process of redistributing these files all around the building so they didn't put too much of a load on the floor, and for identifying a more efficient filing system. So, really these were administrative things that I didn't mind doing but they weren't what I really want to do in the Foreign Service. I had the special assistant position, I think, for about six months when a position in the Consular Affairs (CA) public affairs office suddenly opened up. The CA Press Officer, an A-100 classmate of mine, went on vacation one day and never returned. He had decided he was going to become an investment banker California and wasn't going to come back to the Foreign Service. I was familiar with his job from talking with him previously, and it seemed much more interesting than my work in the Visa Office. I had a bit of a journalism background, having been the editor of my high school paper and had worked on the university newspapers at both Florida State and the University of Florida. So, I volunteered to fill in and CA ultimately asked me to stay on as Press Officer, which was a great job. I did that for about 18 months to finish out a two-year tour in CA. Q: What sort of things did you do? CALLAHAN: Well we had to do the daily press guidance for the Department Spokesman, who at the time was Bernard Kalb, on consular issues. There were a lot of consular issues in those days because that's when the Achille Lauro ship hijacking happened and there were a lot of issues related to travel abroad by Americans; the early terrorism concerns. Also, Meir Kahane was having his issue over his U.S. citizenship which the Department stripped when Kahane was elected to the Israeli parliament. There was also this group in Israel whose members called themselves the Black Hebrews. These were African-American citizens who claimed to be descended from the ancient Israelites and who claimed residence in Israel under the Israeli "Law of Return." The Israeli government didn't recognize their claims and tried to deport them. However, the members of the group in Israel renounced their U.S. citizenship so they couldn't be sent back, as stateless. CA had many issues about which the spokesman's office needed guidance. In addition we did quite a bit of press outreach, interviews and organizing interviews for Consular Affairs principals on visa issues, passport issues, American Services and so on. The work kept us pretty busy and there was a lot of exposure, a lot of opportunity to talk to the media, to carefully talk to the media, and to deal with the Spokesperson directly. Q: Well you talk about this group in Israel; what were they called, the black-? CALLAHAN: I think they called themselves the Black Hebrews. Q: Oh, the Black Jews. CALLAHAN: Yes, because they claimed to have been descended from a lost tribe of Judah, I think, of Israelites who disappeared into Africa or something like that. They would travel to Israel and then once they got there they would renounce their U.S. citizenship so they could try to stay. Q: What were they- and did they set up a colony or something? CALLAHAN: Yes, to some extent although I think in many cases they ended up being on the Israeli welfare system because they didn't have any sources of income; they weren't allowed to work really. It was a big headache for the Israeli government and for our government as well because of all of the issues with whether or not their renunciation of U.S. citizenship was really true renunciation and so on. At that time, there were a number of cases in the courts as to what it would take to lose your citizenship. The Supreme Court had recently ruled on a number cases and threw out many of the previous reasons for loss of citizenship such as voting in a foreign election, etc. So, there were a lot of issues that kept us busy and a lot of need to coordinate and to work with other parts of the Department, embassy consular sections, the desks, the legal advisory section in CA and so on. Q: Who was the head of consular affairs? CALLAHAN: Joan Clark was head of consular affairs then. She was in that position for quite a long time. Q: Yes. Well how did you- here you're sort of exposed the inner workings of the consular business; how'd you feel? Did you still want to stay in it? CALLAHAN: Yes. I liked it. I enjoyed the various aspects of consular work. Although, I also wanted to do other things in the Foreign Service; I didn't want to just do strictly consular work for my entire career but I was happy enough when I was doing it. There was enough day-to-day variety to keep it interesting. In Washington, clearly I wasn't doing visa interviews anymore but still the work was interesting. A lot of the legal issues I found very interesting too even though I never went to law school despite having thought about it off and on. I really found the legal issues to be a particular aspect of consular work that I enjoyed. One of my best friends in CA/VO was the head of the Office of Advisory Opinions, the late Steve Fischel. Q: Well then, did this young woman who later got arrested in Peru, was she a factor in your time in- CALLAHAN: That was after I left. I remember reading about her situation. Q: Berenson or something. CALLAHAN: Lori Berenson, yes. I don't think she was involved with Sendero Luminoso (Shining Path); it was another group. Q: No, she was Sendero, I mean- CALLAHAN: Was it Sendero? (Note: the group was not Sendero Luminoso; it was the Túpac Amaru Revolutionary Movement (MRTA)). Q: I think she ran a safe house for them. CALLAHAN: Yes, yes. That was after my time. Q: Well then, again we keep moving; where did you go? CALLAHAN: Well then, at that point I really wanted to try something out of cone and it turned out again that my old friend and colleague from Maracaibo, Bill Brownfield, had been the desk officer for El Salvador in the Latin America bureau, known as American Republics Affairs (ARA). A friend of his, Bill Wood, was the El Salvador desk officer and was leaving, finishing his tour, the next year. They encouraged me to bid on the job and recommended me to ARA-CEN (Central America); I went over and interviewed with the deputy of ARA-CEN then, David Dlouhy, and they picked me to be the lead Salvador desk officer. There were three of us on the desk at that time because it was a big program and Central America was the big issue in the Reagan Administration. Even though Nicaragua was the bigger issue within Central America, El Salvador was still pretty active and topical. Also they didn't have a lot of bidders on these jobs because a lot of Foreign Service officers considered them to be too controversial or they didn't agree with the politics; so in that respect I didn't have a lot of competition for the job. Q: Okay. Well then you did the El Salvador job from when to when? CALLAHAN: That was '86 to '88. Q: What- for somebody who doesn't know it, could you describe the situation in El Salvador and in the United States vis-à-vis El Salvador? CALLAHAN: Well El Salvador was in the throes of its own civil war with at least three or four different factions fighting, primarily communist factions, fighting against the central government. The central government had been basically a right-wing government controlled by the military; however, through strong U.S. efforts the Salvadorans elected a civilian president not long before I got there. Jose Napoleon, yes, Jose Napoleon Duarte, a Christian Democrat, was elected and very much supported by the U.S. Government. There was a good deal of U.S. military support to the Salvadoran government as well as a good deal of civilian support through USAID, including justice reform funding. This was because and there had been a number of incidents of American citizens being killed there, in some cases by death squads; there was a group of American nuns who had been killed by soldiers in 1980 but whose case had not been resolved. There also were two American AFL-CIO field service workers who had been killed by a death squad, and then there were four Marine Embassy Guards, who were gunned down by one of the rebel factions at a café in San Salvador. So there was quite a bit of media attention on the country and, quite a bit of controversy. It was somewhat overshadowed by what was going on with the Contras and Nicaragua, which as you know, had a lot more administration attention to it and, of course, even more controversy. There was a lot of opposition, particularly among leftist groups, among student groups in the U.S., in general, opposition to our Central America policy at the time. There was special opposition to the support for the Contras but certainly there was plenty of anger and unhappiness about our policies in El Salvador. Q: So what does a desk officer do? I mean, you had a significant portion of the American public opposed to whatever we were doing there; what were you doing? CALLAHAN: Well my day to day job was really to liaise between the embassy and the various Department offices with an interest in the issues as well as with other Washington agencies- on El Salvador issues, and that encompassed quite a few agencies at the time. So, we dealt a lot with whatever issues might come up, whatever the embassy, the ambassador, the DCM would, advise that they needed some assistance on or needed me to contact somebody on, internally, with DOD (Department of Defense), with USAID, the Agency, the Department of Justice, etc. We did a lot of work with the Department of Justice because again, we were trying to push the Salvadoran government and the judicial system into a system that could be trusted and was fairer. I believe this was really the impetus and the beginning of a program - that's now become quite large and global - of sending U.S. Department of Justice law enforcement advisors and prosecutorial advisors to El Salvador to advise on reform of the judicial system there, to monitor investigations and trials, and to assist the prosecutors who were prosecuting the cases involving extrajudicial killings of Americans and others. So it was very active with a lot of liaison work sort of across the bureaucracy. I also worked quite closely with the Salvadoran ambassador in Washington, as well. Q: Could you talk a little about the killing of the nuns, which is so unusual in a Latin American- well I mean anywhere. Why did this happen and what was done about it? CALLAHAN: Well, I don't remember which order they were; I think there were four or five of them. Q: Maryknoll, was it? CALLAHAN: Yes, that's correct; they were Maryknoll nuns, yes. As I recall the case, e they were driving in from the airport after having just arrived in San Salvador and they were stopped at a National Guard roadblock in the countryside. And it's never been entirely clear what actually transpired. I believe they were raped and murdered by the soldiers. Although there were allegations by the human rights community that this had been ordered by higher authorities, this was never proven. According to the outcome of the trial, which did not happen for quite some time, it appeared that these soldiers abused their authority and then covered it up. But, of course the military didn't want to give them up either so it took quite a bit of work and investigation; the FBI was sent down to help with the forensic investigations and ultimately they were brought to trial, I think in a special court in which it was assured that the judges couldn't be bought or gotten to or threatened. So the soldiers were convicted but to my recollection there was never anyone at a higher level arrested or convicted. Q: Well was it felt that, I mean, you know, there's rape and rape. There's political rape and just plain rape. I hate- I'm not trying to trivialize this but was this sort of our feeling that this was sort of a, you know, a plain rape rather than sending a message to Maryknoll or something like that? CALLAHAN: Definitely, the Maryknoll nuns represented the Catholic Church in El Salvador which at that time was in the "liberation theology" camp, or at least the rightwingers thought so. The Church was a champion of the downtrodden peasants and in opposition to the ruling elites. It is possible that someone wanted to send a message to try to scare away foreign supporters of the Church through this attack on the nuns. It's also possible that it was a senseless crime perpetrated by ill-educated draftees. I don't think I ever saw anything that would indicate that this was something ordered to send a message. Q: Was Ollie North roaming through your grove? CALLAHAN: More or less. I can't recall if I ever met him. He was much more engaged with the Contras than with what we were doing in El Salvador. Elliott Abrams was the assistant secretary of ARA at that time and I saw a fair amount of him. Bob Kagan, who now is a pretty well-known columnistQ: Columnist, yes. CALLAHAN: -was part of ARA at that time, too. I don't recall running into North but he definitely was on the radar screen. Q: Did you get from your fellow colleagues or just on your own that gee, this whole thing here is a real political briar bush and one has to be very careful and all or was it just doing a job? CALLAHAN: It was definitely part of doing a job but I enjoyed it. I felt that the policy El Salvador was a good policy and it seemed to me that by supporting the Christian Democratic government trying to move the government to be more democratic and their justice system into a more just system was the direction that we needed to be going. There was a lot of manipulation of the facts, certainly in the media and by people in the human rights community and opponents of the Reagan Administration. I felt we weren't going to get anywhere just simply by boycotting the government. The communists most certainly would have taken over and then you'd have had a much more authoritarian and totalitarian system maybe than what they have now. Ultimately, I think it was successful because they do have a democratic government. Q: Yes, I agree with you but did you- this, sort of the- both Nicaragua Sandinistas and the guerilla movements in El Salvador became sort of the flavor of the month for many people of active liberal persuasion. CALLAHAN: Yes, definitely. Q: In particular Hollywood but in the press and else- Did you feel that? CALLAHAN: Sure, yes. It was easy to feel beleaguered. Even sitting around late in the evening with my two colleagues - because we worked pretty long hours on the desk, we had times when we were trying to think of somebody from Hollywood who we might be able to enlist- support our point of view; we'd think of Arnold Schwarzenegger or Clint Eastwood, for instance, as a counterweight to Oliver Stone and his film, "Salvador," as well as a number of others from Hollywood. I went and spoke to student groups at times about Central America policy which usually ended up being not very much fun because they didn't want to hear what I had to say. But, I did reach out and I made it a point to talk to the people at Human Rights Watch and at Amnesty International, who we were dealing with Central American issues so that I had a pretty good relationship with those people even though we didn't always see eye to eye. And then also I dealt a lot with Congressman Dave Obey, Chairman of the Foreign Operations Subcommittee of the House Committee on Appropriations, because a couple of the Marines who had been killed were from his district. Now Obey is of a liberal persuasion so he wasn't that happy with what we were doing in Central America and he was the head of the subcommittee that provided our foreign assistance funding for El Salvador. But he also was very interested in what we were doing about finding the people who killed the Marines. So you know, he called me up to the Hill, on various occasions to explain our policy and what we were doing to advance the investigations. He would usually run me through the ringer, but he was somebody I could talk to and get along with and I believe we kind of respected one another.. Q: Well I mean, this is an interesting bit of both history and career, a taste of howessentially is normal consular work comes right up against the political realities of people of various persuasions- CALLAHAN: Yes. Q: -in the United States. CALLAHAN: Yes, I thought it was one of the best jobs I had in the Foreign Service and you know, recommended desk officer jobs to anyone who asked. Q: What was your impression of the American media? CALLAHAN: "The Washington Post" and "New York Times" editorially were pretty much in opposition to the policy in Central America at that time. However, I knew some of the individual journalists; William Brannigan from "The New York Times," covered El Salvador and I had the impression that he was straight in terms of his reporting and what I read and in talking to him and a number of the other journalists - then you get people who are sort of like Joan Didion who was not really a journalist and definitely let her persuasions come through in what she wrote. It depended on the publication. But "The Post" and "The Times," even though their editorial policy was certainly in opposition to the Central America policy I felt that their reporting was pretty straight. Q: What was your feeling about Elliott Abrams and others above you about their direction? CALLAHAN: Well, I liked Abrams. I thought he was a good guy to work for; I mean, he was quite informal, easy to talk to, cared about his staff. I know he had lots of issues on the Hill; they would make him actually be formally sworn in when he'd go up to testify; the Democrats on the Hill felt that he wasn't being straight with them and, perhaps, on some occasions he wasn't. Q: Okay well you're getting close to finishing your Washington tour. CALLAHAN: By that time, my daughter, Kate, had been born - in '86 - and my son, Brian, clearly had some learning and behavioral difficulties. It wasn't really clear exactly what the problem was and we had taken him to the Georgetown Child Development Center and were working with him. His problems made it very difficult to identify an overseas assignment where Brian could receive appropriate education and care. So, at that point, I needed to stay longer in Washington and I got sort of a waiver, an extension to stay in Washington for another year or so and I bid on and was selected for a Congressional Fellowship. I did the Congressional Fellowship, a one-year fellowship, during the 1988-89 period with Dave Obey's office, on his personal staff. Q: Let's talk a little about Dave Obey. CALLAHAN: Well, I have a great deal of respect for him. I'm sorry to see that he's retiring or has retired. He's very principled, very down to earth, sometimes, very caustic he doesn't mince words if he disagrees with you. But he's kind of the old style liberal who's strong on defense, kind of the Sam Nunn school, I guess, in that respect. Strong on defense but, liberal on social issues and very fair, I would say. Q: Where, his district; what- could you describe his district? CALLAHAN: The 7 th District of Wisconsin. It was one of the more rural districts in Wisconsin as I recall so despite the liberalism he was not a gun control advocate because he had a lot of hunters in his district. And, he had Indian reservations so he had some other interesting issues that he had to deal with, with the Indians up there. Q: What sort of things- I mean, did you get involved in any of the Indian issues? CALLAHAN: Not really. When I worked for him I basically covered Latin American issues and to the assistance to Latin America. But I recall he did have some issues with the Indian reservations in his district but I don't remember what they were. Q: Why would Obey have Latin American need? CALLAHAN: Well because of his position as the chairman of the foreign operations subcommittee. It wasn't something that he necessarily needed greatly but he was willing to take me on the fellowship, to work on his staff and that seemed to be the area to which I could contribute something. Q: When you say the "foreign operations," what does that mean? I mean, what was the committee dealing with? CALLAHAN: They were basically dealing with all of our foreign assistance, USAID, ESF (Economic Support Funds), INL (Bureau of International Narcotics and Law Enforcement Affairs); all of our assistance issues on the civilian side and within the appropriations committee so they were responsible really for the budgets that INL has now, USAID has and that we had for any of our assistance needs. Despite the role of the Foreign Relations Committee, the Committee on Appropriations really made the decisions in regard to what kind of foreign policy initiatives that involved foreign assistance funding would be approved. Q: Well how about the view from Capitol Hill on the State Department? Did you find the State Department as- I mean many people from Capitol Hill felt the State Department isn't very responsive. CALLAHAN: Yes. When I was on the desk, I tried to make sure that I was responsive to the Hill and other interlocutors, which is how I came to know Obey relatively well and why he took me on to his office staff for the fellowship. I got along well with the staffers but they really had a certain arrogance about themselves. The staffers saw the Federal agencies in general as subservient to the Hill and they didn't have a tremendous amount of respect, I would say for the agency staff. I would say, though that it depending on the individual and I think probably the professional staff rather than the personal staff, had a better, or a more positive, view toward the Department. Mostly though, they were dealing with USAID. Q: Well you know, and looking at it, if someone should look at Congress well at the time you were there, there really was a difference between the staff of a committee and the personal staff. I mean in- almost in type of person and all that. Could you describe your feeling on-? CALLAHAN: Yes. The personal staffers were much more politically invested in the political situation of their congressman or senator. They had to be much more involved in campaign issues and constituency issues, pleasing the constituents, making sure that the right donors were treated well by agencies. Whereas, I would say that the committee staff were much more professional. Obviously if there were a change in the party and the leadership in the Congress they could end up losing their positions but they generally had a longer term, longer-term view, a more professional view, and they were not as beset by the day-to day-political and constituent issues with which personal staff would have to deal. And therefore I'd say they would be more reasonable whereas the personal staff is going to take the side of the constituent, you know, and no matter how obnoxious. Q: Did you get involved in- you would have been there during an election or preparations for an election? CALLAHAN: No, I started with Obey's office in December 1988, after that year's Congressional elections. Q: Then what, after about two years you-? CALLAHAN: Just one year on the fellowship. Then, I was able to find a consular assignment in Toronto, at the consulate general there. Courtney did a lot of research to find out if they had educational facilities there that would be suitable for my son. I was assigned as one of the consular unit chiefs Toronto. It was a pretty big operation because Toronto was a gateway into the U.S. for third-country nationals. Canadians didn't need visas, obviously, except certain types such as E2 investor visas. Even though Canadians didn't need tourist visas a lot of them did want to immigrate to the U.S. or had questions since many were "Snowbirds" and would spend their winters or half the year in Florida' The Consulate General had a consular information unit (CIU) which was very busy. We had about six locals plus a vice consul, and an American unit chief running it, constantly fielding calls from third-country nationals as well Canadians who wanted to know about various aspects of immigration or living in the U.S. Running the CIU was my first job in Toronto. Q: So you were there from when to when? CALLAHAN: That would have been'89 to '92, a three-year tour. Q: Who was consul general? CALLAHAN: Consul general when I arrived was Mike Durkee and the consul who was responsible for consular issues, consular affairs, who was my supervisor, was John Rattigan, who remains a good friend. We also had an economics officer. Q: What was sort of your biggest issues or problems that you dealt with? CALLAHAN: Well I guess one of the biggest issues that kind of engaged me not long after I took over the CIU was to arrange a contract and set up a telephone answering system, sort of the telephone tree information system so that we could try to cover a lot more of the phone calls through automated messages than we were covering with the live staff. That really kept me very busy during the period that I was head of the information unit, getting that organized and established. As I recall, this was one of the first such systems that the CA (consular affairs) Bureau set up anywhere in the world to deal with the calls. It was pretty complex, trying to set it up in such a way that it wouldn't drive people absolutely crazy. Q: Yes, there's nothing worse than getting up and if you do this press one otherwise press two and then- Except that in the case of so and so press seven. CALLAHAN: We had a lot of frustrated people as we were trying to get that thing up and running properly. But, it was an interesting process, doing that. I learned a lot in the process about contracting and management issues. The unit chiefs rotated through the four consular units. During my three-year tour, I also spent a year in the immigrant visa (IV) unit and issues there tended to be focused on visa adjudications. Toronto would often get people from third countries, who became landed immigrants (legal permanent residents) in Canada and then immediately headed for California or someplace warm to resettle. It was not unusual for these people to present their landed immigrant documents or their Canadian passport, claim to the U.S. immigration officer at the port of entry that they were just visiting, and then take up residence in the U.S. And then, years later when they finally qualified for an immigrant visa, through the numerical system for a U.S. immigrant visa because of a petition by a brother or another relative, or in accordance with the 1986 amnesty, they'd show up in Toronto for their IV interview, and then you'd have all the issues of fraud at the time of their original crossing into the U.S. when they had misrepresented their intentions to the immigration officer at the U.S. port of entry. It was a very sad situation at times because they'd be there with their kids who were in school in California, or wherever, had friends there and then these people would get hung up because of their parents 'previous fraudulent entry. Q: Well what had they done? Had they-? CALLAHAN: Basically, when they went into the U.S. they had lied to the U.S. immigration officer about their purpose of entry, so they were ineligible for the IV and needed to apply to the Immigration and Naturalization Service (INS) for a waiver. There weren't huge numbers of those who got themselves in that situation but there were enough to make it some very sad situations. Q: How did the Canadians feel about this? Or did you get any feedback? CALLAHAN: About-? Q: Well I mean they had people who came to Canada, just using it as a springboard to get into the- CALLAHAN: We didn't get too much feedback from the Canadians as I recall. We lived in a Canadian neighborhood, had Canadian friends and I don't recall that they had much of a concern with it themselves. In the case of landed immigrants, they had to reside in Canada for five years in order to be eligible for Canadian citizenship but I had quite a few cases in which the landed immigrants had gone almost immediately to the U.S. to reside and then returned to get their Canadian passports. The Canadian authorities didn't seem interested in questioning them on this issue. Some of the Canadian officials that I knew and dealt with had other concerns. One of the concerns we had at the time, and that the Canadians had with us, was that large numbers of Somalis were obtaining U.S. visitor visas, arriving in New York City and heading straight to the Canadian border where they made claims for political asylum in Canada. I worked with the Canadian foreign ministry - now called the Department of Global Affairs – on this issue. The Canadians weren't very happy about why our Embassy in Mogadishu was issuing all these visas to Somalis who evidently had weak ties to their home country. I had to go back through CA to our embassy in Mogadishu to try to put a stop to that. Somebody there was just issuing those visas right and left. Q: Well were you- In Canada and particularly Toronto and Montreal has a reputation of being sort of havens for a good number of Non-Canadian groups, I mean like Somalis, Ethiopians; was this true? CALLAHAN: Yes. Quebec, in particular, because they gave special preference to French speakers, so there were a lot of Haitians who ended up in Montreal Many of whom were not so happy with northern Canada's climate. Toronto had quite a lot of ethnic enclaves. There were old ethnic enclaves; they had large neighborhoods of Croatians and Serbians, Ukrainians, a Greek section; Italian section. A lot of Chinese, particularly from Hong Kong had settled in Toronto; there were a lot of Jamaicans. So yes, there were quite a few ethnic groups there who were pretty well settled in but a fair number of the newer migrants tried to make it across the border to resettle in the U.S. A lot of Armenians and Iranians in particular - preferred California – where there are big Armenian and Iranian diasporas - to Canada. Q: Yes. CALLAHAN: After the IV Unit, I went to the Non-immigrant Visa (NIV) Unit which was pretty much a big visa mill with long lines outside and, again, we were trying to work on ways to improve and streamline the application process. The lines of waiting applicants did not make for good publicity. We set up the first NIV appointment system in Canada to try to get away from having people lined up in the middle of winter out on the streets for blocks. But the most interesting aspect of the NIV work there was that of the treaty investor visas because that was a big business for the immigration attorneys, both the Canadian immigration attorneys based in Toronto and the Americans based in Buffalo. They would bring in Canadians but others as well who wanted to find a way to live in the U.S. through the E2 investor visa process. The lawyers would sometimes cook up investments for them which often were very much fly-by-night operations so we spent a lot of time going back and forth with the immigration attorneys on a lot of these investor cases, trying to adjudicate them. We really didn't have the kind of backgrounds that we needed to understand business plans and so forth in these investment cases but I gradually learned more and more of what these businesses should look like if they successful. That was probably the most interesting aspect of the visa work there. Q: Did you find being an American representative in Canada sometimes a heavy burden with your Canadian neighbors and all? CALLAHAN: Not so much with the neighbors; we got along well with the Canadians that we knew but the Canadian media was extremely anti-American in tone: perhaps not extremely, but definitely anti-American. "The Toronto Globe and Mail," editorial page frequently slammed the immoral neighbor to the south for various and sundry reasons. People in the media seemed to take very seriously the claim that the U.S. 10th Mountain Brigade Division was based in Buffalo so they could be poised to invade Canada at some point. Q: Huh. Well lots of luck. I mean, I keep thinking about the War of 1812, you know, if our generals had been a little more competent we might have ended up with the whole Quebec problem and now thank God we didn't. CALLAHAN: Yes. That was the irritating aspect of it. It wasn't the people. We got along well with everyone, never had any issues with any of the people we knew. Q: Well I know I have some Canadian- through my wife I have Canadian cousins and I remember not too long ago going up there and here I am a retired Foreign Service officer and all and they looked at me when we first met and what do you think of- and it was the prime minister. It was the prime minister today whose name I can't even think of and you know, I looked blank. And of course this sent Canadians up the wall because we really don't pay much attention- CALLAHAN: Yes, yes. Q: -to Canada. And they pay a hell of a lot of attention to everything that we do, particularly the nasty things. CALLAHAN: Yes, that's true. I guess one of the interesting things about working at the Consulate General in Toronto was that I met a number of people I wouldn't otherwise have met. I met Mick Jagger and Keith Richards, who went to the Consulate for their O visas for their concert tours in the U.S. For some reason, instead of getting them in London, their lawyers would bring them into Toronto for interviews. Elliott Gould was up there doing something and came in for some Citizen Services and I had a chance to chat with him about some of his films. It was fun in that respect and the lawyers knew we liked to meet them so they made sure to bring them in. I had Keith Richards sitting in my office while we processed his visa,because he had to have a visa waiver; both he and Mick Jagger needed waivers for their drug convictions. Q: Well were there any issues between Canada and the United States while you were there that raised temperatures across-? CALLAHAN: There was an event that happened before I was there; it was the case of a pretty well-known Canadian writer who was denied entry to the U.S. by the INS on the grounds that there was something derogatory in his INS files but there was still some political fallout from that. I can't remember his name but recall that the issue was something like he bragged in a newspaper that he had pointed a rifle at an American fighter jet flying over his property. Of course, the Canadian media was outraged over this denial of the fellow's entry into the U.S. We had INS pre-clearance in the airport in Toronto so we dealt a lot with them and they handled our waiver issues but since this fellow was a Canadian and it wasn't the State Department that had denied his entry, it was an INS issue. But still it certainly raised temperatures and certainly got a lot of negative attention in the Canadian media as well as in some of the American media because it was kind of ridiculous that he was in the system. Q: Well then again you didn't with sort of the social life, you didn't- did you find yourself cornered at parties and why are you Americans doing this and that? CALLAHAN: Not usually. We weren't really part of the diplomatic circuit being a consulate so while we had Canadian friends we didn't attend official dinners or receptions.. There may be some discussion at times about American policies but it didn't really get very political. Q: Yes. Okay, then where? I mean, in the first place how did things work out for your son? CALLAHAN: Well, now he's almost 30 and he still has his problems but at least Toronto was a good place for him. They had a very good program there and actually it was the first place that we had an accurate diagnosis of his condition, which is Asperger's Syndrome, which we never got at Georgetown Child Development Center or in the U.S. so we were pretty pleased with the competence in Canada. We felt that the Canadians were ahead of the U.S., actually, at least some in Washington, in this area of autism and Asperger's Syndrome. Q: Did you run across this rather peculiar thing of the Canadians are very proud of their medical system yet there's a steady stream of Canadians who go across the border to see doctors and all that. Did that-? CALLAHAN: Yes. Courtney contracted pneumonia in Toronto and was hospitalized for about a week in a Toronto where they had whole wings in the hospital with empty beds, which I found pretty strange. We had a fair number of Canadians who needed drug treatment which was not available in the numbers needed in Canada. Because of the drug issue they had to have a waiver in order to get across and they were going into the U.S. for treatment rather than having it done in Canada because of a lack of capacity in Canada. The Canadian government was paying for it. I also noticed that a lot of Canadians seemed to prefer, if they had the money, to go to the U.S. for other kinds of treatment. The Canadian government would pay for some of these kinds of things. As I recall, for example, there were very few MRI (Magnetic Resonance Imaging) machines in Canada, Q: These are Magnetic- CALLAHAN: Resonance imaging; so if somebody needed an MRI they'd need to be on a waiting list forever in Canada or they'd have to go across and have it done in one of the hospitals in Detroit or Buffalo. I think that was the same for some of the other specialty issues. In the Canadian system you could be on a waiting list to get the right test or to see the right doctor and if you have cancer then that's not such a good thing. Q: Yes. Well then, okay, we come again to movement. Whither? CALLAHAN: This was a tricky one because of the need to find a school for Brian. A good friend of mine who I had known back in the Department in the CA Bureau, Bill Griffith, was the Consul General in Dublin and was leaving the next summer. He recommended Dublin to me and Courtney and I did a lot of research to see if there was some place in Ireland, in Dublin, where we could get Brian the appropriate schooling since at least it is an English speaking country. We did find, through Bill's help and through the help of a couple of the officers in Dublin at the time, a special school there that would be able to accept Brian and deal with his issues. I bid on the Dublin assignment and got it. I was pretty happy to have a great assignment that a lot of people would like to have had. We went to Dublin in 1989 to head up the consular section there which was a big operation because at the time the consular section was dealing with the first rounds of the lottery visas. Initially the lottery —which was promoted by IrishAmerican members of Congress with large Irish-American constituencies – only covered the Irish. Q: Well before we move- you were there from '89 to when? CALLAHAN: Ninety-two. No, let's see. No, I was there from- No, no, sorry; '92 to '94, yes. Q: Okay. Who was the ambassador? CALLAHAN: When I first got there the ambassador was an Irish-American, of course, they were always Irish-American. It was William Henry Fitzgerald, appointed in June 1992 by President Bush. He only was there for the one year which was my first year in Dublin because after Bush lost the election for a second term, the Ambassador had to resign. He was in his 80s, but a very courtly gentleman who'd been a naval officer and then an investment banker. He was a very nice man and very good to work for. He didn't want to be involved in visa issues and told me, "that's your shop, you deal with it," and he just wouldn't listen to Irish members of the Dail, the Irish parliament, who would constantly complain over their constituents being refused visas. The visa issue was a big deal for the Irish at the time; the government didn't like the fact that Irish citizens had to get visas in the first place- because at that time the visa waiver was in effect for the UK (United Kingdom) and some other European countries. However, there was a significant overstay rate by the Irish in the U.S. on nonimmigrant visas and therefore the visa refusal rate was too high for the Irish to qualify under the Visa Waiver Program. Ambassador Fitzgerald left post in January or February and of course there was a great deal of speculation about who would replace him under the Clinton Administration. There were a couple members of Congress who had been instrumental passing legislation for the Irish Visa Lottery Program and they both thought that one of them would be nominated. - There was Congressman Bruce Morrison and Congressman Brian Donnelly both of whom had the two separate visa lottery programs named after them in the Irish press. But the final nomination turned out as a real surprise to everyone: it was Jean Kennedy Smith, sister of John F. Kennedy. Q: Ouch. CALLAHAN: -a choice that, of course, the Irish loved but someone completely without any diplomatic background; government background. The DCM at the time, Tom Tonkin, had also been very supportive of the consular section and staying out of the visa business and had said some things in response to Irish complaints about Irish visa overstays – comparing them to his experience in Guatemala, previously - which annoyed the Irish no end. Of course, this word got back to Jean Kennedy Smith and she demanded Tom's ouster before she even got there so Tom was on his way out and she selected another DCM, a career FSO who I think had been the head of the political section in Stockholm at the time and who had actually gone to the U.S. to be interviewed by Kennedy Smith before she went to post, he was so interested in having the job. Things changed quite a bit after she and the new DCM got there, especially for my work in the consular section. Q: Yes, I've heard that this was- Well let's talk about it. CALLAHAN: Okay. As I say, things were pretty pleasant for my first year while the former ambassador and DCM were there. However, on the personal side, the school wasn't as good for my son as we would have hoped although it was adequate, and my daughter was displaying some learning disability problems of her own though not nearly as severe as Brian's. When Kennedy Smith came there and took up her position and the new DCM arrived they took a lot more interest in the visa process. Kennedy Smith definitely listened very closely to what the Irish government was saying. At about that time, the World Cup was coming up with the U.S. as host country and the Irish were in the playoffs. The Irish Foreign Minister told the Embassy that visas for Irish citizens to go to the World Cup games in the U.S. was a more important issue for the foreign ministry than Irish accession to the World Trade Organization (WTO) which motivated the ambassador to do her best to make sure that we issued lots of NIVs. Unfortunately, I had consular officer in my section, I won't mention his name, who was head of the NIV unit and who was an American –Irish dual citizen. He was very much willing to do the bidding of the ambassador and the DCM in this case, so I was sort of being undermined from within on some of these visa issues because he would issue to people that clearly were going to be a problem and he was very attentive to the parliamentarians who interceded. We got a lot more pressure from the parliamentarians about visa cases now that they saw that they had the ear of the ambassador. However, the big visa case for us at the time was Gerry Adam's visa application at the Dublin consular section. Adams was a resident of the Belfast consular district of the London Embassy and had applied previously for visas there without success. He needed a waiver of his terrorism-related ineligibility and Embassy London consistently declined to recommend a waiver because of his Provo connections before he became head of Sinn Fein. Q: Provo beingCALLAHAN: The Provisional Irish Republican Army. There was good information in the classified system showing that he had been an active member of the military wing of Sinn Fein, the IRA (Irish Republican Army). Q: The terrorists. CALLAHAN: Yes. He was active with the terrorists before becoming head of Sinn Fein, the so-called civilian wing or political wing. He had applied at the consulate in Belfast and the embassy in London, previously, several times. Of course, neither had ever recommended a waiver for him. However, Jean Kennedy Smith was influenced by Sinn Fein sympathizers in both the North and the Republic (not that there were many sympathizers in the Republic). She began to have contacts with Adams. During her first trip to Northern Ireland – which was outside her district - she met with him, which was a big headache for our consul in Belfast, who was another friend of mine because U.S. officials were prohibited from meeting with Adams because of his terrorist associations. The Consul was Valentino "Val" Martinez, who had been with me on the El Salvador desk and he was the consul up there in Belfast at that time. At the time, the IRA was also carrying out a bombing campaign in Northern Ireland and England. I believe the Ambassador assured Adams that she would recommend a waiver of his visa ineligibility. So, Kennedy Smith worked things out for Adams to travel down to Dublin and apply for his visa out-of-district at our embassy. As Consul General in Dublin, I conducted the visa interview with Adams. After I refused him on the grounds of his ineligibility, the Ambassador sent a cable to Washington recommending a temporary waiver of ineligibility for him. After her waiver recommendation, several of us at the embassy submitted a dissent channel cable to the Department saying that we did not believe it was appropriate to request a waiver for Adams because he had not renounced terrorism; he clearly had a terrorist background and that issuing a visa would send the wrong message. This was long before peace talks were launched between the U.K. and Sinn Fein. Sinn Fein, however, was desperate to reach a broader audience in the U.S., especially after bombings in the U.K that had killed children and turned off a lot of supporters in the U.S. Kennedy Smith reacted very negatively to that dissent channel cable; she didn't understand the dissent channel and the DCM had failed to educate her on the process and meaning of the dissent channel. She considered it to be an act of disloyalty by those of us who had signed on to it: me, the public affairs officer, the political officer, and the DAO (defense attaché officer), all of whom are Irish-Americans. Q: Yes. CALLAHAN: We had all jointly signed the dissent channel cable and we had discussed it with the DCM before we did it, telling him we intended to do it, and he said at that time, because the ambassador was away from post, that he had briefed the ambassador on our position and that, she was perfectly aware of it and had no problem; it was no big deal. Well, he apparently had not briefed her on it or if he had it had been in very negative terms because when she came back and saw this cable had gone out she just was very upset; I wouldn't say she "flipped out" because that was not her style but she was extremely angry about it. She called us in to ask us why we had done this and said that she felt it was an act of disloyalty and so on and so forth. I had not had close relationship with the Ambassador previously but after this, she was very cold towards me and the others. And then, of course, the pressure over nonimmigrant visa refusals increased even more. I think she and the DCM felt that I would have to back down on visa refusals because I was in the doghouse with her over the dissent channel cable. I started getting a lot of negative feedback from the DCM on these issues and he gave me a very negative EER which was not substantiated in any way but certainly would have ruined my chances for promotion. In the meantime the dissent channel cable was, I think highly appreciated by a number of people in Washington including the FBI which also was very much opposed to a waiver for Adams. However, the Clinton administration was pretty much invested in seeing that he got his waiver, but said that Sinn Fein had to renounce violence before a waiver would be approved. This appeared to be a subterfuge cooked up between the Administration and Sinn Fein because subsequently there was a report in California of an IRA bomb threat, of all places, in California, which I'm sure was completely bogus; it was just a staged threat and there was never a bomb. But Adams dutifully condemned the "IRA" bomb threat in California so then the Administration could say look, he's renounced terrorism. This gave the Administration the fig leaf so they could grant him the waiver and we did issue him his visa and he went on and did his public appearances in the U.S. and I think he got another one subsequently. Eventually, you know, Sinn Fein did join a peace process and whether him getting a visa was a factor in that or not, I don't know. I mean, certainly, the ambassador would always claim that by giving him the visa and getting him some exposure in the U.S. that she had a lot to do with starting the peace process. Q: I've interviewed a lady who was there I think during that time in the consular section who served in, particularly in the Balkans and Bosnia and all that; do you recall her name? CALLAHAN: Ann Sides? Q: I think so. CALLAHAN: Yes. Ann replaced me in the consular section after I left in the summer of 1994. Q: Well, I mean, what about the World Cup things and all that? I mean- CALLAHAN: Yes, that went okay. We didn't have huge numbers of refusals; we had some refusals but not enough to raise an outcry. Ultimately, the World Cup thing was kind of a non-issue. We never expected we were going to be refusing hordes of these applicants; it was just something that the Irish feared might happen because they somehow felt we were refusing huge numbers even though we weren't refusing huge numbers, although the refusal rate – based on the overstay problem - was too high for them to get on the visa waiver program. After I left Dublin, though, Ireland got the visa waiver program through manipulation of the refusal rate by my former colleague in the NIV unit. Q: Were you having a problem that I guess existed for a long time of young Irish girls going to the United States either as au pair or to visit who ended up as receptionists and all that? Irish accent, you know, a lot of firms like to have one of these young ladies- CALLAHAN: Oh sure, yes. Q: -as a front person. CALLAHAN: Yes. Q: Nothing morally wrong it's just, I mean it's just they were- CALLAHAN: Yes, yes. I know when I come back to D.C. and go to restaurants around the area, you know, the Irish waitresses are there. A fair number of them were getting the work/study J-1 visas and then overstaying after the summer but also a lot of them would come to the U.S. on B-2 tourist visas and they'd overstay. There were plenty of overstays and of course they could blend in pretty easily so it wasn't like a Hispanic who would have a more difficult time. Q: Well how about sort of personal relations between you and the ambassador? Was she typical or not? CALLAHAN: I'd say she was atypical, even for a political appointee. She was very frosty, I would say. I had had very good relations with Ambassador Fitzgerald and previously with Elliott Abrams, both political appointees, but Ambassador Kennedy Smith just wasn't very friendly in the first place. I'd say she's extremely shy; she wasn't outgoing so there was just not much of a relationship there at all. I recall once that after the World Cup, she decided to have a reception for the consular section to thank us for all our work on the visas. But it turned out that because we were Embassy staff, she couldn't use Embassy representation funds. We thought, ah, great, it's very nice of her even though she was very wealthy and could certainly afford it. However, we discovered upon arrival at her residence that in order to avoid spending her own money for this reception she also invited a group of Irish from a disabled persons' home to the same reception. When we arrived we found a line of wheel-chairs in the reception area and we were sort of expected to chat with the people in wheelchairs and so it really was not a heartfelt expression of gratitude by the Ambassador but rather checking a box, I think. By inviting local people, she could use Embassy representation funds for the event. Q: I'm told, again I think by this other lady who I interviewed, that you had a- that the staff, when she had receptions, particularly for sort of the more extreme and not quite necessarily IRA types but of that ilk, that you kind of had to watch the silverware and all that. CALLAHAN: Probably. I wasn't invited to too many receptions after the Dissent Channel message, but it wouldn't surprise me. This whole thing with the Adams visa and then the retaliation for using the Dissent Channel ultimately led to a big OIG (office of inspector general) inspection, after I had left post. Q: And what happened? CALLAHAN: Well by the time the OIG became involved, I had left Dublin. Because of the retaliation and the EER, Mary Ryan, who was the CA Assistant Secretary at the time, saw that my situation was untenable and wanted to get me out of Dublin. It just happened that, at Embassy London, one of the section heads had to leave abruptly on a medical evacuation and wasn't going to be able to come back; I recall that it was her husband who had the medical problem. So, Embassy London had an immediate opening at my grade level in the Consular Section. Ann Swift, who I had met, was head of the consular section there and Diane Dillard, a friend and colleague, was head of the Visa Office at that time. They put their heads together and worked out an arrangement that I would curtail in Dublin and go over to take the post in London. That's why I only stayed for the two years in Dublin when I would have had a three or four year tour. Q: I mean this was really sort of to protect you from the wrath of-? CALLAHAN: Yes, because the EER was a career-killer evaluation and also they could see that I was constantly under pressure to issue questionable visas, which I wasn't going to do. So, yes, it was basically to get me away from the wrath of both the DCM and the ambassador. Q: Well did you feel you got adequate support in this very difficult situation from the consular bureau? CALLAHAN: Yes, very much so. I would say that the support from CA was great. Mary Ryan even wrote an alternative EER for my file and arranged for the DCM's EER to be suspended. I wasn't the only one who suffered retaliation for using the Dissent Channel, though. There was retaliation against the PAO (public affairs officer), as well. He was a USIA (United States Information Agency) officer but I don't recall that he received as much support from the USIA as I did from CA. In regard to the other two, they couldn't do anything about the DAO since he was with the Department of Defense. They couldn't really retaliate against him in any way. The political officer managed to ingratiate himself with the Ambassador, or re-ingratiate himself with her, so it was just the PAO and I who were kind of out there, hung out to dry. He was having a lot of trouble with the DCM as well; same issue with EERs; and we felt that the Department overall wasn't being particularly responsive to the situation in Dublin. It was the CA Bureau alone that came in and helped me out. The fact that we were under retaliation for legitimate use of the dissent channel cable wasn't really wasn't being taken into account in the Department, in regard to our complaint about it. I guess that this was, perhaps, the first time there had been that kind of retaliation because there wasn't really a system in place to handle the complaint. The Foreign Affairs Manual (FAM) guidance was that, if there is some sort of retaliation for use of the Dissent Channel, the aggrieved FSO should notify the Policy Planning Office (S/P), , which we did. We notified S/P about the retaliation and forms that it took, including the negative EERs, and then we didn't hear anything; heard nothing about it for some time. By then, I was in London, at the embassy there, and the PAO was still in Dublin dealing with the problem. Eventually, S/P did get back to us and they said that this wasn't something that the policy staff could actually deal with so they turned it over to the OIG, which shook things loose. The OIG launched an investigation into the issue that grew beyond our issue as they uncovered all sorts of other issues with what she'd been doing on the administrative side playing fast and loose with embassy funding for furnishings and equipment, unnecessary upgrades to the residence- bringing in relatives on U.S.funded speaking engagements and a variety of other things that really weren't proper. It turned into a fairly big investigation but she was completely unrepentant, basically. The inspectors came and talked to me in London. They were an ambassador and an agent on the OIG staff who had an FBI background. They interviewed me and they interviewed plenty of people at the embassy in Dublin. But, when they went to interview the ambassador she basically kicked them out of her office. That didn't really help her case very much and ultimately the OIG report was very critical of Embassy Dublin operations and the Ambassador. But, then the report was sort of buried; I mean, it seemed that nothing came out of it. Initially, it wasn't made public. We were told that Warren Christopher, who was the secretary of state then, had written a letter of admonition to Ambassador Kennedy Smith and that she just wrote a nasty letter back telling him too bad. The report was clearly finalized and we were supposed to see a copy of it, but never saw it at the time. However, the PAO then used his contacts on the Hill and he alerted Senator Jesse Helms' staff that this report existed but apparently was being covered up. Helms was definitely no friend of the Kennedys and demanded to see it. Of course, once he got a copy, he made sure everybody else in the world saw it too and then it got into the media. I think the only thing that really happened to her that actually made her get some kind of comeuppance for all of this was the fact that it got into the media and it made her look pretty bad. There were articles in "The New York Times," "The Washington Post" and the Irish media as well. Of course they put a different spin on it so it wouldn't look quite so negative for her but definitely it got into "The Post" and "The Times" and ultimately the PAO and I were given the AFSA (American Foreign Service Association) William R. Rivkin award jointly for our dissent. Q: Well okay, I'm just looking at the time. This is probably a good place to stop and we'll pick this up when you're off to London. CALLAHAN: Okay. Q: And we'll pick it up from there. CALLAHAN: Okay. Q: Great. Q: Today is the 8 th of April, 2013 with Jim Callahan. And we've had sort of a fairly substantial hiatus, but we're back at it again. And Jim, we left last time, you were with a certain amount of I guess delight left Dublin and went to London. CALLAHAN: Ah, OK. Q: And when was this? CALLAHAN: This should have been in 1994. Q: OK, so it's 94. So having gone through that -- I hate to drag the Kennedy name in, but the Kennedy experience. What were you doing in London? And let's talk about it. CALLAHAN: OK. As I mentioned before, the Consular Affairs Bureau, had made arrangements to transfer me out of Dublin to the Embassy in London. Q: So what were you doing in the Consular Section? CALLAHAN: As in Toronto, the consular unit chiefs rotated through the Section. I started as chief of the Non-Immigrant Visa Unit and I also spent a little time in the Immigrant Visa Unit. Because of all the third-country national applicants, and American citizen tourism, London's consular section was a huge operation. I was fairly happy with what I was doing in London from a consular management standpoint, because we launched a lot of innovation there in terms of setting up the call-in system, the information lines, use of Machine Readable Visa fees, and so on. Q: That was sort of a push button thing, wasn't it? CALLAHAN: Yes, the sort of thing that drives people crazy when they have to get into it, but we did our best to refine it and make it user friendly. It cost people to call into the information lines and it generated a fair amount of income, which we had permission from CA and the Administrative Bureau to use to upgrade the Consular Section. We were able to put in moving information billboards that tell people, you know, what they need, what they should be doing, how to fill things out, and so no. We were able to redesign the waiting room and make it more comfortable, among other innovations. So –while the system generated quite a lot of income, we put it good use to try to improve the quality of the services. Q: Well, you were there from when to when? CALLAHAN: '94 to '98, I extended by one year. Q: What type of -- first place, let's talk a little bit about the section. I was in personnel at one point, was way back in the '60s I guess. And we began to get complaints because if we had anybody who had either a personality problem or a medical problem -- CALLAHAN: (laughs) Q: -- we would send him to a Canadian post or to, to London, maybe a post along the Mexican border. And this meant that, at that time anyway, we had too many you might say problem consular officers assigned there, which is not a happy thing. How did you find it in your time? CALLAHAN: Yes, that was certainly a problem. We didn't have too many but there were enough, you know, to make it difficult at times. We also had a lot of newly minted junior officers who were full of ambition -- Q: Yeah. CALLAHAN: -- sitting there on the visa line next to somebody who was a problem officer who –didn't take the work seriously. We had a mid-level administrative officer – assigned to London for medical reasons - who had never done consular work. He was in his fifties and would not be promoted. He would issue visas to everyone, including applicants who said on their tourist visa application that they were going to go to the U.S. to work. So, this was a morale issue for the junior officers that were there not really doing what they wanted to be doing anyway, on the visa line. Q: How did you deal with that? CALLAHAN: I was fairly tough on people who were not pulling their weight. Of course, I ended up with grievances filed against me for giving them what I thought were honest evaluations; EER's (Employee Evaluation Report). They weren't very happy about it because previous supervisors, who wanted to avoid fighting grievances, gave them a pass. The fellow I just mentioned even charged that I was discriminating against him on the basis of his gender because he was a middle-aged white guy (laughs) and that I was treating the females in the section better, or something. Q: Well, how did the system react to these complaints? CALLAHAN: I think that, basically the "system" didn't pay much attention to these issues but it did have to react to the grievances through the normal process. I never really heard what happened to them because they took so long to work through the system. Q: It didn't tie you up particularly. CALLAHAN: Not too much, no. It's a fair amount of work when you get into that process, but I felt that it was worth doing. Q: Did you find that you were regaling people with the stories about Dublin? CALLAHAN: Yes, because the embassy staff in London was pretty familiar with what was going on in Dublin, especially because London was responsible for the Belfast Consulate. And so they were very much aware of what the ambassador was doing in Dublin, especially with the issue of inviting people from the Belfast Consular District down to Dublin to apply for their visas in Dublin, so they wouldn't have to go through the process in Belfast and possibly be refused visas. Q: Did you -- I mean I imagine you kept an eye on it. What happened to Ambassador Kennedy? CALLAHAN: Not very much. Q: Ambassador Smith. CALLAHAN: As I mentioned, Secretary Christopher issued a letter of reprimand to her for the retaliation over our use of the Dissent Channel. But she just wrote a nasty letter back to the secretary and went about her business. Nothing ever happened to her beyond that and she stayed in Dublin for five years, after the end of the Clinton Administration's first term. Some other people in the embassy that had been going along with what she was doing in regard to management ended up with problems from the OIG report because they didn't have the protection that she did. The DCM (deputy chief of mission) was forced to retire (he had been expecting to get an ambassadorship after Dublin because of the Kennedy connection). The head of the Administrative Section also had some problems. He had some disciplinary actions. He's still in the service, but he did feel some pain from that. Q: OK, let's talk about the Consular Section in London. Your prime responsibility for most of the time was non-immigrant. CALLAHAN: Yes. Q: You must have had -- I mean the world was your oyster, wasn't it? CALLAHAN: (laughs) Pretty much. We had some really interesting cases. We had, for instance the Sultan of Brunei who would always come through London on his way to the U.S. He owned several hotels in London, but he would never get his visas at the Embassy in Bandar Seri Begawan for his entourage, which usually would be about a hundred mostly Filipinos who were taking care of his many children or providing other services. His embassy in London would send over about 100 passports with visa applications. Of course, they always wanted them for the next day through our diplomatic visa section. Our diplomatic processing section would constantly get these kinds of things from all over the world, demanding next-day service. But, then, Sean Connery would come in for a visa and -he'd stand in line with all the other applicants. Q: Movie actor. CALLAHAN: Yes. We had a number of those. I think Edward Fox was in. He went through the process and he didn't ask for any special favors or anything. Some, you know, obviously did. We saw quite a, quite a few interesting people there. I think for the junior officers it was one thing that made their lives on the visa line a little less onerous. They would get to meet some interesting people. I, personally, had several phone conversations with Faye Dunaway who was adopting a child from the UK. I was the acting consul general at that time and she called me several times to discuss this case. Q: Was it easy to adopt a UK child? CALLAHAN: I think it probably was, yes. I don't remember that there were any big issues with that case, but I think she just wanted to know that it was moving. Q: Well, I would imagine that you'd have you might say a well-established bureaucracy on both sides, all of whom, who knew the rules and things. And so it could -- it might take time. But it would sort of work out. CALLAHAN: Yes, we worked very well with our counterparts with the Foreign Office and also with Scotland Yard on visa fraud issues. There were quite a few cases of West African visa fraud cases and passport fraud. Q: Nigerians. CALLAHAN: Nigerians, yes, and Ghanaians. We had an, anti-fraud unit and worked pretty closely with Scotland Yard. Q: How did the fraud section work? Where did they go? Where did they get their information? CALLAHAN: Basically it was run by a British staff member who had a law enforcement background and excellent contacts with British counterparts. We didn't really have any access to any kind of classified information, but the FBI Office, the legal attaché office, would also tip us off when they saw issues coming through, and we worked with them to provide information on visa applicants who they were interested in. Q: Were we concerned during this particular period -- this was from when to when now? CALLAHAN: '94 to '98. Q: '94 to '98. Were we particularly concerned with sort of terrorism and all at that time? CALLAHAN: Yes. That was certainly one of the issues but I don't recall that we had anyone come through who was a major hit on the Watch List. We did have a lot of issues with B1 visa applicants. Q: These are business -- CALLAHAN: They're business applicants. Normally B1 would be to go to the U.S. and conduct business in the U.S. such as consulting with associates, attending meetings, negotiating contracts, etc., and then return home, without requiring the H1B visa needed when you're working for a U.S. company. But, a lot of British and other computer specialists, IT (information technology) experts, etc., were establishing themselves, as individuals, as limited liability corporations. They would essentially be hired by American companies to go and work in the U.S. for the companies. But, the, payment would go to their "business," even though the business was one person, themselves. We had some issues with that in the NIV Unit. I remember that CA wasn't very happy that we were looking into this. Because at that time -- and this was, before 9/11 -- CA was really pushing the idea of visa issuance as an assembly line. Just get 'em in and get 'em out. Don't spend much time talking to them and do as much as you can, sight unseen, with the various mail-in systems and the drop box system, and don't interview anyone that you don't have to interview. If you do interview them, don't take much time doing it. So, the fact that we were spending more time with some of these B1 applicants annoyed the establishment at CA. I did get my hand slapped a couple times from the visa office about that issue, although I have to say that after September 11 th I felt we had been on the right track in trying to do a little bit more thorough interviews. After 9/11, everyone ended up being interviewed. Q: Yeah. Did you find that there were sort of groups of itinerant Iranian students and that, wandering around, trying to get the hell out? CALLAHAN: Yes. We saw a lot of Iranians visa shopping. There are a lot of Iranians anyway living in, in England or staying with relatives in England. So they would be visiting the UK and take a chance in trying to get a visa at our Embassy. Q: What about some of the dominion types, like Pakistanis, Jamaicans, and all? Also have -- Indians who have well-established communities, both in England and in the United States. Was this a problem there? CALLAHAN: Not so much with the residents and citizens of the UK. It was a problem, though, when you'd get the relatives and tourists from India, Pakistan and other Commonwealth countries with high refusal rates visiting and then trying to get a visa in London. They didn't think they had a good chance of getting visas in New Delhi or in Islamabad, so they'd try us. We would also get those who had been turned down in their home countries, but that was pretty obvious in the system. Once they were settled in the UK, had their UK passports, they didn't need to come see us anyway. Q: Yeah. Who was your consul general? CALLAHAN: –Initially, it was Ann Swift when I first arrived there. She left within - I guess - six months to a year after I arrived in London, maybe a year. –She retired out of London, as I recall. Q: She was an Iranian hostage and was unfortunately killed in a horseback riding -- CALLAHAN: Right. I was really sad to hear about that. It wasn't that long after she retired and moved to Middleburg, Virginia, where she kept horses. I remember that in London she rode regularly on the horse path in Hyde Park. Q: Yeah, I went to her funeral out there. CALLAHAN: And then after Ann Swift, Max Robinson arrived as Consul General. Q: Mm-hmm. Was there much in the way of protection of welfare, or? CALLAHAN: Yes (laughs), there was a lot of that. I never had responsibility directly for the American Citizen Services section, but it was a big section and the duty officers were always busy people. I don't know why but people constantly were losing their passports or, stumbling into some situation where they were getting ripped off. Soho was full of sleazy little bars where they invite you in and then entice you to buy drinks for the girls which end up costing you 300 pounds. American tourists had problems with that kind of thing; also arrest cases, deaths, and so on. With so much tourism inevitably there would be accidental deaths there. Sometimes, people would look the wrong way before trying to cross the street, and be hit be a car. So, it was a very busy section. We had a lot of passport cases with about 300,000 Americans living in the UK, plus the tourists. We would see American celebrities at times and once had Prince come in for a passport when he was going by the name, "The Artist Formally Known as Prince." Max Robinson, not long after taking over as the Consul General, developed a medical problem and had to be medevac'd out. I spent about the last two years of my time there, as the acting consul general. . Q: Mm-hmm. Who was the ambassador? CALLAHAN: Just about the time I got there it was Ambassador – Admiral William J. Crowe. Q: Crowe? Mm-hmm. CALLAHAN: Yes, Admiral Crowe arrived about the same time I did and was there the entire time I was at the Embassy. He was great. Q: Well, he was a Navy man who knew the system and -- CALLAHAN: Yes. Q: Yeah, he was stationed in Naples when I was consul general. CALLAHAN: Ah, OK. Q: In Naples. And very nice, very nice. CALLAHAN: Yes, he was great. He would come down to the cafeteria for lunch; he was happy to talk to the maintenance guys; knew the names of people. He was really, really well liked. Q: Were there any -- during that period, I can't think of any particular reason, but were there any sort of collision of -- as far as policy goes with the Brits on areas? CALLAHAN: Not as far as I recall. There was, however, some friction over Northern Ireland issues because the Clinton administration was very much pushing for rapprochement essentially with the, with the Sinn Fein. But I wouldn't say it was very serious. I think our policy certainly in the UK and under Ambassador Crowe was pretty nuanced. Q: Yeah. CALLAHAN: They were pretty irritated with our ambassador in Dublin, but not with the embassy in London. Q: Yeah. With Northern Ireland, what happened with leakage down into Dublin? I mean of visa applicants. Could you do anything about that, or? CALLAHAN: Well, you know, before Ambassador Kennedy Smith, we didn't see too many in Dublin. Generally we would tell people, if they were living in the Belfast consular district to apply there. But once we were forced to take Jerry Adams' application in Dublin there were others, but they were all politically connected. They weren't your average person just trying to visa shop. They didn't need visas if they were residents of Northern Ireland because they had British passports if they were willing to travel on them under the visa waiver program. Jerry Adams wanted the visa in his Irish passport, of course. Q: I guess he was Irish. CALLAHAN: Yes. The Irish government would give passports to anyone living in Northern Ireland who wanted it, essentially. Q: (laughs) CALLAHAN: They didn't really require that you have a family relationship to somebody in the south. I mean, I guess they should. Q: Did you find that you had nests of Irish or other groups in parts of the States where there were -- you know, if somebody was going there who had raised the level of suspicion about how long they were going to stay and all? CALLAHAN: Yes. –You mean when I was in Dublin or London. Q: When you were in London. CALLAHAN: In London. To some extent. There was a big program for J1 visitors, the summer work-study program. There were a lot of British, and others from Ireland as well, who were going over on that program. Q: Kind of interns, weren't they? CALLAHAN: Yes, well in this work study program they can do just about anything. I noticed last year when I was in Ocean City, that at the amusement park there, basically all of the concessions were being run by Russians who were there on work-study J1 visas. So it doesn't require that you do any kind of professional work, or -- Q: Were you hit -- you were there when sort of the Soviet Union fell apart. CALLAHAN: Yes Q: Were you hit by a flood of both tourists and potential immigrants from that area? CALLAHAN: Not really at that time. I think that they really hadn't gotten to the point yet that they were on the move so much. And again, the U.S. established pretty quickly embassies in all of the republics, so they had the ability to apply there. It also took a while of course for the governments themselves to issue their own national passports and so on. But I don't recall that we had many of that kind of applicant coming through London. Q: How was life in London? CALLAHAN: It was very nice. I enjoyed it. The problem with London is that it's an expensive place, so the junior officers were kind of suffering because their salaries were too low to enjoy all of the possibilities in London. And their housing wasn't very attractive. They basically were put in apartments in a nice area of town near Regent's Park. The units, though, were small and not in the greatest condition. By then I was an FS-01. I was promoted sometime around that period and we lived out in Surrey, in the village of Richmond, which is right on the Thames. Our townhouse community backed up onto Richmond Park, which had been one of the royal parks previously and Richmond Castle had been there although it no longer existed. The commute was a bit lengthy, but it was very pleasant area. I would have preferred to live closer into the city except my son, Brian, with his disability, needed a specialized school. The best one we could find was in Surrey, in the town of Guildford. Q: Oh yeah, well it makes good sense, yeah. CALLAHAN: Yeah. Q: Well then, you came back in '90 -- CALLAHAN: '98, yeah. Q: '98. Where'd you go? CALLAHAN: Well, to digress, one of the more interesting things I did in London was to work on the advance team when President Clinton visited Northern Ireland and England. Because of my Ireland experience, the Embassy sent me over to work with the advanced team in Belfast. Q: Ah. CALLAHAN: I knew the lay of the land essentially and Embassy Dublin had sent a number of consular FSN's -- who had previously worked for me -- up from Dublin to help support and the visit. So I went over for that, for about two weeks in Belfast. I was assigned to work with sort of the "Friends of Bill" group, which was a group from various walks of life that had been brought along, I guess because of the interreligious issues in Northern Ireland. So they had some American-Indian leaders, labor leaders, some religious leaders in this group. I was basically kind of working as one of the control officers for them. Q: Well, I guess -- practically every president, I don't know if Obama's done it, but every other president's been able to find some Irish in them. CALLAHAN: (laughs) Well, Obama's mother -- Q: I'm not -- you know, I have an Irish grandmother. I mean, you know, I mean this is -you scratch anywhere and -- CALLAHAN: Yes, yes. Q: And if not we become honorary. CALLAHAN: There was a book out when I was there about how the Irish saved the world or something (laughs). Q: Yeah. How the Irish Saved Civilization. CALLAHAN: That's it. Q: But now, how did the trip go with Clinton and all? CALLAHAN: It went very well. I was impressed. This was the first time I'd seen him up close in that kind of setting. I was impressed with his charisma and his skills at bridging the gap and assuaging the wounds between these two communities, which were still pretty raw. He received lots of good publicity from both the Protestant and the Catholic communities. Q: Well, he's very -- I mean he certainly is a people person. CALLAHAN: Definitely. Q: Well then, its '98, you're back. And where'd you go? CALLAHAN: I went into the Senior Seminar, I guess one of the last few classes before it was shut down, which I think took place only a couple years after our class. It was quite interesting but I probably would have preferred the War College as more of an academic sort of setting. Q: Well, the Senior Seminar is not really very challenging. CALLAHAN: Right. Q: It's sort of being a sightseer, going around. I went there. CALLAHAN: Yes. Q: Way back, the 17 th. CALLAHAN: Seventeenth, OK. I think ours was the forty-first. Q: There were still -- they were having a consular representative, but sort of -- you know, you had the feeling that you were put there because they really should have a consular. CALLAHAN: (laughs) I don't recall that aspect of it. I guess the best part of it was kind of in the friendships that I made in the Senior Seminar with some of the people who were kind of close to me in opinions and personality, and I've maintained those relationships ever since. Q: Were any of the trips that you made particularly memorable for you? CALLAHAN: Well, the Alaska trip, the first one that we took was certainly memorable; my not having been there before. We went up to Juneau for a few days and then up to Anchorage. We were supposed to up to Prudhoe Bay -- up to the oilfields -- but there was a problem with the D.C. National Guard aircraft and a part had to be flown in to replace a faulty one. So we were stuck for a few extra days in Juneau which was fine. As you may recall, after the Alaska trip, we had to decide where we wanted to go in the U.S. and plan our own trips. A committee would be assigned to a region and we'd have to do all the planning and arranging meetings, etc. The Chicago trip was interesting. I had not been there before. We also did a trip to the South. I was on the group that planned the one to the South. We went to Memphis and to Cleveland, Mississippi, the birthplace of the blues. I think the trip to Mississippi was something that was little out of the ordinary for the group. We managed to stretch the geography of the South to Puerto Rico figuring that was also south. The Puerto Rico visit was certainly memorable to be able to talk to the Puerto Ricans, get into the issues of statehood versus nationhood, and the government system there. Q: Well, did you find yourself the resident expert on consular matters? Because it's brought from both the State Department and also the military and all. And each one sort of represents a different -- CALLAHAN: Yes. Q: -- part. And you're the consular guy. CALLAHAN: Yes I'd say so, yes. To the extent that people needed information or wanted to know how to get things done, related to consular issues, or they had friends or relatives that needed some advice or wanted to bring in a domestic servant. They'd come to me. Q: Well, then after that what did you do? CALLAHAN: And then I went to -- Q: It would be '89, wouldn't it? CALLAHAN: No, was the late summer of '98'99, and then in '99, the summer of '99, I went over to INL. I took over the job as office director for the Africa, Asia and Europe regions. This was basically everything that INL covered except for Latin America. Q: You might explain what INL is. CALLAHAN: It's the Bureau of International Narcotics and Law Enforcement Affairs. I wanted to do something other than consular work for a change. And the INL Bureau's mandate had appealed to me. I knew some people who'd gone through there who had found it interesting. It was a good out-of-cone tour for a consular officer. There is a lot of management and program work in it. I went for that and got the office director job. Q: The office is always memorable because it's known as -- CALLAHAN: Of Drugs and Thugs. Q: (laughs) CALLAHAN: Yes. Q: Anyway, what were your duties and how did this work? CALLAHAN: We were responsible for providing support to governments in assisting them in dealing primarily through training and equipment support for combating narcotics trafficking, primarily. To some extent we also dealt with crime, organized crime and rule of law issues in those days. That area has now become a much bigger part of the INL portfolio now than it was then. We provided training support and other assistance to countries, especially in Southeast Asia; they probably were our biggest clients in that respect. We had some programming in Africa, some in South Asia, and were beginning to have some programming in Central Asia. I supervised a group of mostly civil servants who worked the various regions as program officers and developed the programs, did the budgeting, and drafted the letters of agreement with the governments to provide the assistance. Q: Well, particularly with the breakup of the Soviet Union, there was a very large group - at least as I understand -- of young women who were sort of recruited often with false recruitment, but ended up sort of in white slavery or prostitution. And this became also a human rights problem. But for your part, you must have been involved in this. CALLAHAN: It was just starting to come on the radar at that time with INL, the trafficking in persons issues. There clearly were, Eastern European women, Ukrainians and Moldovans in particular who seemed to be the popular nationalities for trafficking. However, a fair number of them were also doing it voluntarily -- they weren't trafficked, they were doing it voluntarily because they didn't have any other way to make decent money essentially in the republics of the former Soviet Union. The economies in those places after the Soviet system ended, pretty much collapsed. The economies tended to fall apart and then the Russians devalued the ruble. So yes, there was a lot of movement of that sort. I even recall one of my TDY (temporary duty) trips as the office director to Burma where we were funding a fairly big alternative development project through the UN Office on Drugs and Crime, in the Shan States, in the area controlled by the United Wa State Army. Getting there was quite a challenge. I flew into Yangon (Rangoon) and then flew into a city further up. From there we had to go overland for 14 hours in a fourwheel drive vehicle on dirt roads to get to the site where this alternative development project was being run. On the way there, we stopped to overnight in a village on the Chinese border where there was a gigantic casino. It was run by a Chinese fellow from Macau who was dressed in black, had Elvis Presley style hair and carried a .45 semiautomatic pistol. Part of the entertainment there were a group of Ukrainian dancers just completely in the middle of nowhere. It was very difficult to get to the casino from the Burmese side, but from the Chinese side there was a good road coming in and they had busloads of Chinese tourists coming in to gamble. All in all, that was quite a trip and one of the more memorable events of that job. But at the time as well - this is before 9/11 - the Taliban were controlling most of Afghanistan time and the opium poppy crop was increasing every year. Poppy was being cultivated throughout the country, in the areas controlled by the Taliban, and in the areas controlled by the Northern Alliance, but the Taliban controlled the more productive areas. INL was funding a project through Mercy Corps, an alternative development project, in Afghanistan. We eventually pulled the funding for that because the area was controlled by the Taliban and the project was having no impact on reducing poppy cultivation. However, the Taliban did, after a lot of pressure, enact a poppy cultivation ban on the farmers in the 2000 planting season. We thought it was just the usual hyperbole and that they were saying something that would not happen, as they had done in the past. But, in fact, satellite surveillance started to show that the farmers weren't planting poppy that year. The UNODC (United Nations Office on Drugs and Crime) organized a donor mission to visit Afghanistan to see what was happening on the ground, in addition to what the satellite imagery was showing. I went in with that group into the Talibancontrolled area of Afghanistan for about a week, in April 2001. It was a mixed group of U.N. officials, an Iranian, Canadians, British, Belgians, an American DEA officer and me. That was another fascinating experience from my time in INL. Q: Well, with the Taliban, what was your impression of the people you'd meet from -- CALLAHAN: Well, it was very interesting. Afghanistan was then, and I suppose in many parts of the country, like a country in the 15 th century, or earlier. We flew from Islamabad, Pakistan, into Kandahar on a UN flight and stayed at a UN guesthouse. The Taliban were quite solicitous of us. They didn't want anything to happen and they provided strong security, you'll remember that Al Qaeda was operating out of Afghanistan at that time. Initially in Kandahar, we met with a group from their "Ministry of Counternarcotics". They all dressed very simply, and I didn't see any Rolex watches under their sleeves. Later, in the country-side, we talked to a lot of farmers, and were able to do that without the Taliban standing right over us and listening in. A lot of the farmers said that while they weren't happy with some of the Taliban's policies and definitely not happy about the poppy ban because they were losing their livelihoods, but they noted that the Taliban provided security. This was something they didn't have during the warlord period after the Soviets pulled out. I didn't get the impression that there was a lot of discontent with the Taliban governance -- at least not in the areas where we were, which were pretty rural and pretty much Pashtun-oriented. People did not seem to be unhappy with the situation, except for the economic situation. Q: Well, where were sort of the major trouble spots as far as you were concerned, about -- both with crime and with drugs? CALLAHAN: Since I did not cover the Western Hemisphere in INL, I would say that our major focus was on Southeast Asia, the Golden Triangle, Thailand, Laos, and Burma. However, we were starting to focus a bit more on Central Asia, although outside of Afghanistan and Pakistan, we weren't doing much. Pakistan had done quite a bit with outside support to eradicate the poppy cultivation, although Pakistani traffickers were quite involved in the production of heroin from opium poppies within Afghanistan. Afghanistan and Burma were the two hotspots for drugs. Q: Well, did we see any viable alternative to growing drug producing crops? CALLAHAN: I would say yes. In Afghanistan, they only started to produce poppy seriously after the Soviets left. Previously, they were growing wheat in those areas, and they were surviving. However, by 2000, they had become so reliant on poppies that there was kind of a reluctance to give it up. Plus, the traffickers would go in and provide credit and seeds to the farmers upfront and then the farmers would be obligated to do the cultivation and provide the product for the traffickers. I think, however, that because they had survived previously without poppy, it's something that could be done again. But, you would have to turn around an entire culture at this point, not to mention end the conflict with the Taliban. Q: What about Mainland China? I mean were you finding -- I mean was the government able to pretty well suppress drugs or? CALLAHAN: –The Chinese effectively suppressed cultivation. The satellite surveillance was quite startling. If you looked at the surveillance over China in Yunnan Province that bordered on Burma and Laos, there was absolutely no poppy growing there anymore. There used to be plenty of poppy in Yunnan, but there's nothing now or at that time, and I think still now. Just across the border into Burma, the surveillance imagery showed that the area was full of poppy. Q: What about on this satellite imagery? Do drug crops show up differently than other crops? Is that? CALLAHAN: Yes, they can, if you know what you're looking for. If you're, a specialist you can identify, the poppy fields versus something else. That's the case in some parts of the world. However, I think one of the issues in South America is that they could plant a coca among other crops and make it more difficult to spot with satellite imagery. But in the case of the poppies in Southeast Asia -- or both Afghanistan and Southeast Asia, it was pretty easy to, to see. You would get a pretty good picture of what the production is from that kind of surveillance. Q: Did you get involved with the mafia or is there essentially an international mafia? CALLAHAN: Mm. Not really. Transnational organized crime tends to be regionalized, localized in the case of drug trafficking. The production, the conversion of opium to heroin was done in labs in Afghanistan. They were primarily financed and run by Pakistanis in those days but I think more and more now are run by Afghans. From the labs in Afghanistan, the heroin would pass through different groups and different hands. Iranians were involved along the Balkan trafficking route getting the drugs from Afghanistan into Southeastern Europe. There was a big, big involvement of Albanians in the Balkan trafficking routes. Turks were also very much involved. In Southeast Asia, ethnic Chinese would be in the trafficking, managing the trafficking organizations. In the parts of Burma where the cultivation was taking place, the Chinese had a huge influence because after the Chinese revolution, they had sent in Chinese Red Guards to occupy northeastern Burma. The area became a proxy battlefield between the Kuomintang of the Nationalists and the Red Guards of the People's Republic. The Red Guard contingent then stayed on and ended up as the leadership of the Wa – the United Wa State Army. The Wa are an indigenous tribe from that area but the political leadership are almost all Chinese who came out of the Red Guard structure. Q: Uh-huh. CALLAHAN: And, in that part of Burma, because it's so isolated also from the rest of the country, Chinese currency is what you use and you can quite easily get around if you speak Mandarin Chinese. The Burmese government had very little influence -- in that part of the country. Q: Well, looking at it from the sort of -- I mean it's hard I realize to remove the, sort of the thugs from the drugs. CALLAHAN: (laughs) Q: But were there any organizations in Europe that -- you know, I have spent some time in Naples and there of course you had the Camorra and the _______________, which are equivalent to the mafia. Now were we concerned with this type of local organization? CALLAHAN: Not for INL; we were really more focused on the countries where we were providing assistance under the Foreign Assistance Act. Generally, in Europe, you know, other -- Q: They were taken care of. CALLAHAN: Yes. I mean we had periodic meetings with the European Union and we certainly worked with the United Nations Office on Drugs and Crime (UNODC) and sent delegations to the annual Commission on Narcotic Drug meetings in Vienna, Austria, where we met with likeminded friends in the UK and Europe who would have similar issues and concerns. But European drug issues were pretty much taken care of by the Europeans. Q: You know, something -- I mean you hear about drug development in Latin America and how traffic can -- I don't hear much about that sort of thing in Africa. But I would think rather there should be. CALLAHAN: Yes. Q: What was happening there? CALLAHAN: At that time, there wasn't a big issue with drug use and trafficking in Africa. In Africa, we were assisting more in addressing crime and law enforcement than specifically drug trafficking. One of the first things that I was confronted with when I arrived in INL was development of an international law enforcement training academy for southern Africa. INL is funding several international law enforcement academies, which generally focus much more on crime than on drugs. INL and U.S. law enforcement agencies wanted to place an International Law Enforcement Academy (ILEA) in southern Africa. So when I arrived in INL, they were just in the process of starting to try to determine where to put an African ILEA. I spent much of my first year in INL traveling back and forth to Southern Africa to look at potential sites and to negotiate with governments about where to locate one. Eventually, we came to the decision to establish the new ILEA in Gaborone, Botswana, co-located with their own, new police academy. Although there was much more of a crime issue than a drug issue at that time in Africa, that has changed. Africa has become a transit area for cocaine from South America moving into Europe, including to the former Soviet Union. The hard drug issue has become a much bigger issue for our assistance to Africa. During my time, it was primarily marijuana and concerns about the social impact of having half your population smoking -- Q: Well, as you looked at this in efforts to squelch it, what did you -- not the hard drugs, but say marijuana, what's your feeling about what you do with it? CALLAHAN: INL didn't really do much on marijuana. Our funding that tended to be focused on those countries that were producing the hard drugs; were producing either synthetic drugs, which became more and more of an issue, or producing heroin and cocaine. So there just really wasn't any funding available to do much of anything as it related to marijuana or hashish. Funding in general for our region was pretty limited. It was a constant irritant when I looked at the budget of the Latin American Office of INL. It dwarfed ours by an order of magnitude. It was huge. We had pretty limited funding in comparison. Q: Did you feel the funding that went to Latin America and the magnitude was justified compared to other places? Or was this -- it was sexy or whatever? CALLAHAN: I'd say in terms of the impact on the U.S., it was justified. Latin America is the source, is the primary source for both heroin -- heroin is produced in Mexico -- as well as cocaine, produced further south. So in terms of the impact on the U.S., there wasn't very much actually that was coming from my part of the world. Very little Afghan heroin was coming to the U.S. and even the Burmese heroin was primarily impacting Australia and Canada. If it got to Canada, though, then it would be moved south to the U.S. Q: What about your European countries, but also China and other major countries, how much cooperation was there with what we were doing? CALLAHAN: There was and is certainly a lot of cooperation with our traditional allies and with the Europeans, Australians and Canadians. That was never a problem. We had plenty of cooperation with them. With others, it varied quite a bit. The Chinese were definitely serious about drugs and they were concerned about the Burmese because they have a big addiction problem and their heroin was coming from Burma. So, we were able to collaborate to some extent with the Chinese on drug issues; on crime and rule of law, not, not so much; especially rule of law. But at that time, we had good relations with the Pakistanis, for instance. Not so much now, but at that time. In general, I think in our part of the world that I was covering the cooperation was pretty good. The South African Police, for instance, and other Southern African police organizations all had pretty good cooperation with the U.S. There were some problems on the Latin American side that I didn't have to deal with in the Caribbean countries, with some of the governments there. Q: How did you find your bureau integrated and worked with the geographic bureaus and all? I mean sometimes relations depend -- bureaucratic relations are as important as international relations. CALLAHAN: It depended on the country, but was relatively limited. We coordinated with the geographic bureaus certainly on memoranda and press guidance. I don't recall that we had any big issues with the geographic bureaus other than – sometimes – with the annual INCSR (International Narcotics Control Strategy Report that) goes country by country and how well they're complying with the UN drug conventions. There would sometimes be issues with that. Q: Basically you're saying Country X has got real problems and -- CALLAHAN: Yes. Q: -- the Geographic Bureau would say, "Well, you know, Country X has had its problems, but it's really not that bad." CALLAHAN: Definitely, there were times when we had issues with the geographic bureaus over the INCSR. One issue was related to Hong Kong, which was on the "majors" list because it was clearly a transit area. They didn't like the fact that they were on the list. We would have issues with the desk on that one because the Hong Kong authorities were always complaining about that designation as one of the majors. Q: Well, was this at a time -- this is before Hong Kong became -- CALLAHAN: This was about -- it was '99, 2000. It was '99 they became -- Q: Something like that. But -- CALLAHAN: Yes. Q: -- it was sort of betwixt and between. CALLAHAN: It was still in kind of a transition period, as I recall. I went out there with General Barry McCaffrey, who was director of the White House Office of National Drug Control Policy (ONDCP). The ONDCP had planned a whirlwind trip for General McCaffrey out to China, Hong Kong, Vietnam and Thailand. I was asked – more or less at the last minute - to accompany him for INL because the INL Assistant Secretary, Rand Beers at the time, was ill and couldn't travel. So, he asked me to travel with the General. The relationship between INL and the ONDCP has always been strained and General McCaffrey was considered a bit of a loose cannon. I was sent along in part to try and keep him from telling the Hong Kong government – unilaterally - that we were going to take him off the majors list. But, he pretty much did it anyway. That was an interesting trip, especially given that McCaffrey had lost part of his arm during the Vietnam War. During our visit to Hanoi, we did a tour of their Vietnam War Museum. Of course, most Vietnamese are pretty young and have no real recollection of the war or any of the implications. We were treated quite well. Q: Right. Well, how would you say that the bureau fit sort of within the department? Did you find that you were sort of out in left field or something? CALLAHAN: Yes, I would say so, to some extent. It's an unusual bureau, although, to some extent I suppose INL would be similar in some ways to the refugee affairs bureau, with program funding to spend. Q: Yeah. I mean these bureaus do -- I mean if you're not in a geographic bureau, you're a little bit the oddball as far as the -- CALLAHAN: Yes. Q: -- straight line State Department thinking. CALLAHAN: Yes. I had plenty of experience of that when I was in consular affairs, so I was used to it. But, yes, you were sort of out there kind of on your own to some extent. I would say too, that after September 11 th , the funding for INL increased dramatically for the part of the world that my office covered. - Q: You were there during the -- CALLAHAN: I -- Q: -- September 11 th ? CALLAHAN: No, I had left INL in August 2001. I went to my next assignment in midAugust 2001, to Beijing where I was assigned to be Minister-Counselor for Consular Affairs, starting in September 2002. Initially, I was in language training in Beijing. , I was going to do a year of language training before taking over our consular operations for China. Q: OK, well let's take that. How did you find -- was this -- did you ask for this? CALLAHAN: Yes, in a way. I was due for a hardship assignment and at that point I was separating from my wife. So, I didn't have the constraint of having to find some place where our children - who were older anyway - could get special education. I had been interested in East Asia since my Peace Corps experience in South Korea so when the China post came up, I bid on it. However, I was also interested in DCM assignments as well and I bid on a couple of DCM assignments, one of which was in Vienna, Austria, at the U.N. Mission, the post that deals with the UNODC among other agencies. After INL, I thought that would be a good fit and interesting. I understand that I was seriously considered for that post, but I was told later that the CA Bureau really wanted me to take the Beijing assignment and pushed me for that instead of the DCM Vienna job. However, I very much enjoyed China, and I enjoyed the language training, but -- Q: Enjoyed the -- let's just talk about the language training. CALLAHAN: (laughs) Q: I mean that sort of stops one cold when one thinks about all those ideographs and all. CALLAHAN: Well, yes. The good part about the training that I had, because I only did five months -- is that during the first part you're only beginning to start the ideographs and you're mostly using the what they call "pinyin," a Romanized version of Chinese – because the initial focus is very much on the conversational aspect of it. Once you get kind of a rough understanding of the tones, then the spoken Chinese is not too bad because there's very little grammar. It's not like Russian or German that you have to learn cases, genders, and everything. As long as you're not immersed into the pure memorization of ideograms, language learning was interesting and relatively fun. It was also fun because it was nice to be in an academic setting again, after many years of working. We were doing the training in Beijing at a language institute there, so we were really immersed in the whole thing. I was living on my own so I didn't have anyone to come home to and with whom to speak English. We socialized with the teachers and would go out with them on outings some evenings or on the weekends. So, it was really a good experience and great way to learn Chinese. Q: You were in charge of the Consular Section? CALLAHAN: Well, I would have been if I had stayed. But when I was still with INL, I had applied for a couple of senior positions with the UN Office on Drugs and Crime (UNODC). They were going through a leadership crisis and they had a couple deputy positions that the U.S. and other donors to the organization decided that they needed to fill because the executive director was causing problems and didn't have anyone in these positions to try to bring some stability to the organization. I had applied for two of the deputy positions there and been interviewed for them before I went to China. I really didn't think I was going to get either of them, and the UN takes a long time to make these personnel decisions. But, while I was in China, 1 think I'd been there for about three or four months, I got a call from the Executive Director of UNODC and he offered me one of the jobs. So, I sort of weighed the pros and cons. I had enough Federal time to retire from the Foreign Service at that point. I was in the process of getting a divorce and facing the prospect of child support, especially for my disabled son, and spousal support and so on -- and I didn't really have strong indications that I was going to do anything more in the Foreign Service than more consular jobs. I decided at that point to go with the UN position and went ahead and retired out of Beijing in February 2002. So, I never did spend any time running the Consular Section in Beijing. Q: All right. Well, you did this UN job. CALLAHAN: Yes. Q: You were essentially out of the Foreign Service at this point? CALLAHAN: Yes, I went ahead and -- Q: And how long were you doing the UN job? CALLAHAN: I did that for eight years. Q: Oh -- CALLAHAN: First I was a Division Director. The director position was kind of an odd position. It was head of the Division of Treaty Affairs and it was one of three directorships in the office. UNODC's a small agency based in Vienna, Austria, and the Division of Treaty Affairs was responsible for the Commission on Narcotic Drugs Secretariat, the administrative support to the International Narcotics Control Board, the global program against money laundering, and the legal advisory section that provided legal advisory services to foreign governments on implementation of the drug control treaties. However, oddly enough, it also had responsibility for the financial office that supported the field network of UNODC. This was basically the budget of the drug control program. I was in Vienna for about 20 months doing that. In the meantime, the, the former executive director who had been the problem, was essentially relieved of his duties by the UN Secretary General and a new executive director was appointed who came in maybe two-three months after I started. Unfortunately, he and I just didn't really hit it off although it was never clear to me exactly what his issues were. Q: Where was he from? CALLAHAN: He was from Italy. He was a sort of international civil servant. He worked for the UN before, worked for the European Bank for Reconstruction and Development, worked for the EU, and so on. At that time, Italy controlled the position at UNODC and the incoming executive director had connections with the Berlusconi government of Italy. He was a fairly difficult fellow. He was not someone who liked to hear other people's opinions if they didn't match his own. I also found UN to be very highly politicized with people always looking for how they could get their next promotion. The system is like the Civil Service system. You're promoted moving to a higher level job, not by moving ahead in personal rank. So, in order to get promoted, everyone's looking for that next job up the ladder. I was in one of the three D2 jobs, which is the highest career rank that you can get to before the assistant secretary general rank, and those are all political appointments by the secretary general. So, there were people gunning for my job and not happy that an outsider got it. Q: Mm-hmm. CALLAHAN: I found that it was very difficult to tell who my friends in the organization were. There was clearly a lot of sort of backstabbing going on.. So, it came down to the executive director calling me in and saying he wasn't satisfied with my performance, but he could give me no reason as to why he wasn't happy. He suggested that I take a field assignment outside of Vienna. Initially we talked about my taking over the office in Bangkok, where UNODC has a big regional operation, which would have suited my interests in Southeast and East Asia. But then, sort of overnight, he changed his mind and decided I should go to the office in Tashkent in Central Asia. I'm sure he decided this because the U.S. at about that time -- again, after September 11 th , the Department received a big supplemental appropriation from Congress and INL had a lot of money to spend in Central Asia and no real way to implement a program there-- they had no INL officers or sections in any of the embassies in Central Asia at that time. So, they went to UNODC to ask them to program the funding. The executive director decided, I think, that it would be useful for me to take on that position because I'd be managing the U.S. money, would make the U.S. happy, which it did. I was essentially dealing with the same people who I had worked with in INL previously. So, I went out to Tashkent in October 2003 and took over as the regional representative in Central Asia. Q: How long were you there? CALLAHAN: I was there for almost seven years, six and a half years essentially. Q: I must say, the idea of going to Tashkent seems to me to be beyond the beyond. CALLAHAN: (laughs) Yes, it did seem so to me at the time, too. -- Q: You know, it's -- let's talk a bit about what was the country like, who was the president, and all that first. Then we'll -- CALLAHAN: Well, yes. I was pleasantly surprised about Tashkent. I had sort of a vision of a desert. But Tashkent itself was built, around an oasis, originally. It's quite pleasant, quite green, with an agreeable climate similar to the southwestern U.S. Q: Like Palm Springs? CALLAHAN: Yes. They have very cold winters, but short winters, and sun most of the year, and hot, dry summers. The president at the time was -- and still is Islam Karimov, who had been -- as with I think virtually all of the leaders of those, the five republics, the Central Asian republics - the Communist Party secretary general. At the time that the Soviet Union fell, he turned that into being elected and reelected by vast majorities to the presidency. He may not last too much longer. I think he's about 76 now and he's said to be not in the best of health (Karimov died from a stroke in September 2016). The government is quite authoritarian. It's definitely on Human Rights Watch's blacklist and it's considered to be one of the most authoritarian countries in, in the world. –However, the governments of the other four republics are not much better. In the case of Turkmenistan, I'd say that it's probably worse. The Kazakh president and the Tajik president are all also carryovers from the Soviet period. And they're still there. They've had a couple changes of government in Kyrgyzstan and Turkmenistan. Politically, the Uzbeks could be difficult to deal with, but I got along fairly well with them. They liked having the regional UNODC office in Tashkent and even though the U.S.-Uzbek relationship was on a downturn when I arrived and got very bad by 2005, I never really had any problems, related to my nationality, working with the Uzbeks. This was probably the most interesting job I've had and the most fun. Q: OK, well what were you doing? I mean -- CALLAHAN: I was responsible for the UNODC programs, the projects and programs, which were focused on both drug and crime problems in the five countries, and to some extent we had some activities in Azerbaijan as well. We were basically developing and managing projects doing some very similar work to what I had done in INL. We were managing projects that provide training and assistance to the governments of the region to help fight drug trafficking. A lot of drugs were coming up through Central Asia from Afghanistan on the route to Russia, so it was a major transit area. We also worked on trafficking in persons; we worked in the areas of anti-corruption and promoting rule of law; promoting the implementation of the transnational organized crime conventions of the UN. Much of my job as the regional representative was dealing a lot with the governments of all five countries because they would have to agree to our projects. We'd have to negotiate the projects with them as well as with the donors. There was a fair amount of fundraising involved, talking to, meeting with representatives of the European Union and some of the other countries of Europe that funded some of our projects as well as, you know, annual trips to Vienna, as well.-- Q: What was the role of the Russians in this period? CALLAHAN: They were very much present in varying degrees depending on the country. One of the issues we had to contend with early on was that the Russians in 2003 and 2004 were still providing most of the protection on the border between Tajikistan and Afghanistan. The Russian border guard service basically managed that border. They contracted Tajik citizens to serve as border guards while the Russians provided the noncommissioned officers and the officer staff, the equipment, food and everything for the border guards in Tajikistan. –The Russians were paying the Tajik government, as well, for the privilege of being there. , When it was time to renew or renegotiate the contract, the Tajiks wanted more money. Ultimately, they couldn't come to an agreement; the Russians pulled their people out and the Tajiks had to take that over and were financially unprepared for it. So, working with the donor community, you know, UNODC tried to increase our support to the Tajik government on that border for the border guard services. Q: I would imagine that the rule of law would be rather dim. CALLAHAN: (laughs) Yes. Q: I mean certainly it's become the case in Russia. CALLAHAN: Yes. There was not very much happening in rule of law mostly where we were -- we did have a couple of projects -- mostly what we were doing though was providing implementation assistance on anti-corruption and trafficking persons. There was an interest on the part of some governments in doing something about corruption; although probably not enough interest to do it really seriously given that the governments themselves -- going up pretty high -- are generally pretty corrupt. A lot of drug money is flowing through there and making the corruption worse. We were doing a lot more on the law enforcement side. We were working with the governments -- trying to improve the capacities of law enforcement people to investigate drug cases, to detect drugs and to deal with trafficking. I think we were relatively successful with trafficking in persons; the human trafficking issue, because there had been very little interest by governments. – There were a lot of people being exploited; women being trafficked out of the Central Asian countries for sex work, as well as labor trafficking: Tajiks, Uzbeks, and Kyrgyz, who were going to Russia and Kazakhstan to work and being exploited there. In 2003 there was very little concept or interest by the governments in that. By now, they have become much more engaged on the issue. The Uzbek government in particular has done quite a lot in that area, although they've got some other issues with forced labor during the cotton harvest when they mobilize government employees and students to go help pick cotton, which is something that's carried over from the Soviet period. Q: Well, of course that whole area was cursed by sort of -- I mean they destroyed what was it, the Caspian Sea or something? CALLAHAN: The Aral Sea. Q: The Aral Sea. CALLAHAN: Yeah. Q: What was happening there? Anything with -- was it coming back or were they disappearing? CALLAHAN: I think it's stabilized basically. There is a commission that meets on a regular basis to try to do something about that. And there are various projects, the Asia Development Bank, the UN Development Program, for example, that are working on trying to bring it back. I don't know how successful it will be. I think they've had more success on the Kazakhstan side than on the Uzbekistan side, but it was basically the, cotton cultivation in Uzbekistan and Turkmenistan that pretty much drained the sea. Q: Well, did you get involved in all with Turkmenistan? They sort of have a crazy ruler. CALLAHAN: Yes, I had Turkmenistan. We had some programs in Turkmenistan. I went over there several times. It was an interesting place; they had the statue of the Golden Boy, which was supposed to -- Q: Revolved facing -- CALLAHAN: Facing the sun, yes. It was quite a bizarre place. Before he died, there was a giant picture or mural of him on every government building. You could see his picture everywhere and the book that he wrote, The Ruhnama, was handed out all over. It was used as the basic textbook for school and was also translated into, I don't know, a hundred or so languages. It was pretty strange. The new fellow who replaced him, who's a dentist by training, seems to be less obsessed about a cult of personality, but not very much improved in terms of human rights and rule of law. There's never a dull moment in Central Asia between the various issues and personalities. -- Q: Well, how -- you know, running a UN job in a place like that, I would think that there would be an awful lot of nepotism and, you know, favor. Or if not nepotism, I don't know what you'd call it, but nationalism as far as, you know, I'm from Uganda and I deserve six seats -- anyway, an awful lot of politicking around jobs. CALLAHAN: In Vienna, yes, definitely in Vienna there was but not so much out in Tashkent. I mean basically the international staff in my office was specialists. They were specialists usually in law enforcement or the legal area and they were from all over. Q: And they tended to be a little more straight arrow. CALLAHAN: Right. We had some very good people in those positions. –We had the Tashkent central office and we had country offices. The local staff was all nationals of that country. So we didn't have that problem. But in Vienna, yes, the issue was very evident. There are also geographic quotas in the regular budget jobs in Vienna and New York. Some governments were much more forceful than others about trying to insist that their national get the job. Q: Well, OK. You're out in the provinces as far as the UN is concerned. How heavily did the hand of New York or Vienna weigh on you? CALLAHAN: It wasn't bad. There is a Chinese saying that basically when you're in the field the sky is high and the emperor's far away. And that's pretty much the way it was in Central Asia for me, because the executive director didn't take a very strong interest in Central Asia. He was very interested in Colombia, the Colombia program, and in Afghanistan. Even though I did apply for the Afghanistan UNODC representative job at one point, I probably would not have enjoyed it because executive director spent a lot of time focusing on what the Afghanistan program was doing. He didn't spend that much time on the Central Asia program. So, we weren't micromanaged in any way from there. We still had to deal with our Human Resources Office in Vienna to get people recruited and they could be very bureaucratic and annoying. Q: Well, in Central Asia did you see a diminution in drug production, or increase, or what? CALLAHAN: No. We certainly didn't see any decrease. There's nothing really being produced as far as we can tell in Central Asia. It's all traffic that's coming from Afghanistan and heading north to Russia and Russia has a huge addict population. So they consume quite a lot of what goes through Central Asia. We were seeing some increases in consumption in the transit countries as a result of the transit, and increases in HIV/AIDS because the injecting drug users were sharing needles, causing problems with the increase in HIV/AIDS. I'd say that we've seen improvements in professionalism in some of the counternarcotics agencies that the UN worked with and that INL works with as well now. But the seizure rate's much too low and most of it's coming through Tajikistan and then going onward. Q: Well, was there a discernable impact of drugs on the workforce or living conditions in Central Asia? CALLAHAN: Not really in Central Asia. I didn't really see that there was much of an impact in Central Asia. In part, this is because, I think, that even though they're certainly not fundamentalists, the majority religion by far in the region is Islam. There was kind of a stigma about using drugs. Most of the people who we saw who were addicts tended to be ethnic Russians or ethnicities other than the Uzbeks or Tajiks. Q: I spent a little time in Kyrgyzstan and was interested to see how the ethnic Russians took over a lot of the, you know, carpentry shops and sort of the specialty shops and all. Whereas the Kyrgyz had obviously been placed in the, in the bureaucracy running the government. CALLAHAN: Mm, mm. Q: What was the pattern that you saw of the ethnic Russians? CALLAHAN: The ethnic Russian community in general is still pretty substantial in Kazakhstan and not bad in Kyrgyzstan. However, the ethnic Russian population gone down quite a lot -- especially in Tajikistan, Turkmenistan and Uzbekistan. The ethnic Russians who were still there tended to be either professionals, doctors, dentists, other kinds of professionals, or they were in business. In Uzbekistan, they were not so much in the craft areas, because Uzbeks are quite good in that area. Uzbek construction workers are pretty skilled. But I'd say in business and in professions the Russians were still there. Q: Well, did you see a change in -- I mean you hadn't been there before, but I mean just Soviets, the Soviet distribution system was God-awful. And you know, I mean most of these places they had probably done fairly well under the Soviet system. But the same time, as far as restaurants and you know, social services and all, pretty God-awful from my understanding, from my little observation. But things, things are certainly changing at least in Moscow. Did you see that happening in Tashkent? CALLAHAN: Yes. I didn't have experience in the Soviet Union previously, but definitely, the service was quite good in restaurants, the supermarkets and other service industries. They really seem to have taken on –the service ethic. There had been a good deal of Turkish penetration as well in these areas and the Turks too had certainly taken on the service ethic. So that definitely was noticeable. You got very good service, I would say, in most places. I also see big differences in –the region between 2003 and now. I go back, in my current job fairly often to these countries. I stayed in the Hotel Tajikistan my first trip to Dushanbe in 2003, which was the old Intourist hotel and it hadn't been renovated. Basically, it was really horrible (laughs). The furniture was falling apart and the bathroom was a shower curtain in the corner with everything altogether; the shower over the toilet and the whole works. I also stayed in the Hotel Kazakhstan, which again was the old Intourist hotel and the staff there, the babushkas (laughs), didn't want to do anything. But all that has really changed. Now they have first-class hotels in all these places, including Hyatts and Marriotts, and service is excellent. I really have seen huge changes there. Q: Did you have much contact with the American Embassy? CALLAHAN: Not a lot. I tried to not be identified too much with the embassy. I didn't go to a lot of embassy functions. I knew the ambassadors, particularly, in Tashkent and was quite friendly with them. I always went to the Fourth of July events. If the ambassador was having somebody visiting who was dealing with drug or crime related issues I'd be invited to their receptions for those people. But I didn't spend a lot of time with the embassy community. I almost never went to any of the homes of embassy staff, for instance. I didn't really socialize with the embassy staff. Q: What was social life like? CALLAHAN: There was a small expat community in Tashkent. I spent a lot of time with colleagues from the international staff who worked in my office, and with some of the local staff. There are decent restaurants. We'd go to people's houses for cookouts. There were nightclubs you could go to. So, social life was fine although somewhat limited. It was certainly sufficient. Q: Well, did you run across any sort of repercussions of our war in Afghanistan when you were there? CALLAHAN: Not so much repercussions. –Uzbekistan had been staging area for U.S. officials and troops supporting the fight against the Taliban – after September 11 th. The Uzbeks were very forthcoming about allowing Tashkent to be used as a staging area and then allowing us to set up a base there for supplying troops in Afghanistan. But when the relationship went down the tubes pretty much over U.S. complaints about human rights to the Uzbeks in 2005/2006, they closed that base. The relationship has improved again now and it's much better than it was in that period. All the governments in the region are concerned about Afghanistan but there weren't any real repercussions at the time, except maybe in Tajikistan where they had had some incursions across the border from Afghanistan, as well as a big refugee problem, with people coming across from Afghanistan. Q: Well, let's talk about this human rights report situation with the United States and Uzbekistan. What was this all about? CALLAHAN: Well, all five of the countries were repressive. I would say that Turkmenistan was probably the most repressive. But Uzbekistan has been a target of the human rights community for some time. I think, in part, it was probably because the government had been so helpful to the U.S. and the Bush Administration in allowing its territory to be used as a staging ground for the assault against the Taliban after 9/11. The government was considered to be very close to the Bush administration during the first years. So I think that made the Uzbeks a target for the international human rights community, which has been focused much more on Uzbekistan than on the other four republics, which have plenty of human rights issues too. There had been several attempts by an Al-Qaeda affiliated terrorist movement called the Islamic Movement of Uzbekistan to attack targets within Uzbekistan. Also, in 1999, even before 9/11, there was a series of bombings, allegedly, by the IMU (Islamic Movement of Uzbekistan) and at that point the Uzbek government became probably more repressive than it had been, as a response to those attacks. There were some others while I was there. The U.S. embassy as well as the Israeli embassy -- which was right down the street from the UNODC office -- were attacked by suicide bombers. What really caused the major problem in the relationship was the arrest in Andijan of members of a kind of odd sect, an Islamic sect. The government was very suspicious of any Islamic group that was not part of the statesanctioned Islam. Central Asians are generally Hanafi Muslims and they're quite tolerant of other religions. But the government is very much afraid of the Salafists and Wahabists. There was a big effort by these groups at penetration of Central Asia right after independence in 1991. The government reacted and basically threw them all out and arrested a lot of people. So, this sect, and it's kind of a strange, unique sect anyway; they were involved in Andijan. They had set up kind of a cooperative, a merchant cooperative. This came to the attention of the local government and I think probably also to some of the other merchants there who didn't like the competition. As a result, I think about 20 of them were arrested, and they were held for trial. I can't remember what the charges were, subversion I guess. They were held in the jail in Andijan. One night a group of their armed supporters were able to overrun a police headquarters, kill some police, take weapons, and then they went to the prison, killed some prison guards, opened up the prison; let everyone out, not just the 20. It's not clear if they had any outside assistance. They moved to the town square in Andijan, took hostages, and then invited people, using loudspeakers, to come out in solidarity with them. So, it ended up with a large group of people in the town square, and by then the government had mobilized military forces and surrounded the square. There was a period of negotiation which eventually broke down. And then there was a firefight. Most of the people were most likely unarmed civilians who'd just been drawn to the square out of curiosity. It's not clear how many people were killed, but there was a huge outcry by the international human rights community. There were all sorts of unproven charges of thousands of people having been killed. I don't think the numbers were anything like that. The UN sent three UN officers to the city within a couple of days; the government allowed them to go in to see for themselves what the situation looked like. They did not find evidence of a huge massacre. Of course the human rights community claimed it had been whitewashed. As a result of this whole thing, the Administration came out pretty strongly and -- Q: Our administration. CALLAHAN: Our Administration. We condemned the government and demanded that there be an independent evaluation -- investigation into it from outside. The Uzbek government basically just hunkered down and said no to everything. Q: Well, you were there and you were a UN employee. I mean did they use you in this? CALLAHAN: No. No, not really. They didn't. Q: Is that sort of the way the UN works? I mean they don't use their representatives such as you as the equivalent to -- well, to an ambassador? CALLAHAN: Well, yes. I actually had the rank essentially, the equivalency to an ambassador accredited to the government of Uzbekistan -- as the regional representative. But I wasn't involved in this particular aftermath of this thing. The head of the UN operation in any country is the resident coordinator who is usually a UN Development Program officer. So there's a separate resident coordinator who basically has the lead for all UN activities in the country. But each UN entity or agency has its own head of office. Q: Well, you left there when? CALLAHAN: I left in January 2010. Q: How were things going at that point? What was your impression of Central Asia and the places? Was it developing sort of a, a world separate from the old Soviet Union and all? CALLAHAN: I definitely would say so. Each country is fairly unique, but I think that's one of the things that the Uzbeks and Karimov, as the president then, had been trying to do. They consciously were trying to develop a nationality, you know, sort of a feeling of statehood among the citizens separate from the old Soviet entity. In some ways, you know, they might be better off if they had a five-country federation of some sort in terms of trade. They'd save a huge amount of money with the borders, you know, without having customs agents and border guards at every border crossing. But, that runs against what they're trying to do to establish their own identity as nations. I'd say that effort is pretty far along. The Uzbeks are very suspicious of the Russians. They broke away from the Collective Security Treaty Organization (CSTO) which Russia essentially manages. They pulled out of that because they see Russia as trying to reassert its authority in the region. They're very much opposed to that. On the other hand, the Kyrgyz are far more dependent on the Russians. Q: You know, in my -- three weeks in Kyrgyzstan, this is the mid-'90s, I was there, kind of a USIA grant to, but to tell them about how to set up a consular service. But at one point I went on a -- I hired a car and went with a couple local people to go see this big lake, Issyk Kul. And something that struck me at that time was we were stopped at least twice, maybe more times, by police. You know, and it was a shakedown. And this is usually a pretty good sign that the government hasn't really got good control. How stood it during your time there? CALLAHAN: It was pretty much the same. You'll see it in the city in Bishkek. You'll see that sort of thing happening a lot. Tajikistan is probably the worst, but Kyrgyzstan as well. I'd say that I think it's improving in Uzbekistan and in Kazakhstan they're paying decent salaries now, and in Turkmenistan I didn't see too much of it. But in some countries more than others, that sort of thing is improving. A lot of it's related to the lack of decent salaries. Q: Yeah. Well, that's it. When one thinks about way back when I was in Saigon, I was sort of surprised at the government, if you had to apply for something, you paid for the papers. We're so used -- but -- you know, I mean think about it. Well, so and so from the outside doesn't need that paper, why should he pay for it? Why shouldn't you, you know? I mean paying for services rendered. Anyway, in 2010, you left there. And did you leave for reasons, or did you -- why'd you leave? What'd you do? CALLAHAN: Well, the UN retirement age is 62. So, I basically hit 62 in January 2010, and it's almost impossible to get an extension and any extensions would be for no more than three to six months. So, I went ahead and retired from the UN and I came back here. By then I was remarried. My wife is from Uzbekistan and we have a child, a daughter. So we came back here and bought the house in Falls Church. We bought the house in the summer before, in 2009, when we were on home leave and moved into it in January 2010. I'd been talking to INL about coming back and doing WAE (when actually employed) work for INL when I came back -- Q: When actually employed, part-time work. CALLAHAN: Yes. While actually employed. I started the security clearance process I think in September 2009 and that took a long time because I was married to a foreign national and I had traveled all over to strange places for an American. When I was with UNODC, I had been to Iran twice as a UNODC representative and China several times and Russia. The security clearance finally came through in May 2010. In the meantime, I did some rehabilitation work on the house, renovated a bathroom and the basement and that sort of thing. After the security clearance came through, INL asked me in June 2010 to go out for a couple months to Moldova to the embassy in Chisinau to develop a more expansive INL program for Moldova. So I went out and did that, which was fun and very interesting. When I came back, INL asked me to stay on in the Washington office and do some work for them on Central Asian issues, which was a nice fit since I had been out there for so long. Initially, I did that as a WAE, but in the meantime Assistant Secretary Brownfield had decided on a Central Asian counternarcotics initiative and found some additional funding for that. INL wanted me to manage that and I started doing that as a WAE. However, when I ran out of hours, it caused problems because you can't just walk away from something and come back to it six months later. So, in August 2011, they put me on a personal services contract. So, that's what I'm doing, now. Q: When you visited Iran, what were your impressions? How were you treated? CALLAHAN: I was actually treated quite well in general. The first time I went to Iran, I was still working in Vienna and I went for an official meeting of the Commission on Narcotic Drugs sub-commission on the Middle East that the Iranians were hosting. Iran, bordering Afghanistan, has a huge drug problem, and they have a lot of concerns. I was treated pretty well by the Iranians who were kind of interested that I was an American, but with a UN passport. They even had me do an interview on their radio station with the head of their drug control agency, in a kind of a back and forth exchange. Also, there was a student journalism group that wanted to interview me separately as an American; about what I thought about my time there. The other times that I went, I did not deal so much with officials. The other times, I was dealing with the UN office in Tehran. But the Iranian people who I met there and dealt with were generally favorable towards Americans. Our group went to one of the Shah's estates in Tehran which the government had preserved and you could go into each of the houses and look around. The minibus that took us up from the parking area stopped to pick up one of the young women who was working there. She asked where we were from and was very happy to hear I was from the U.S. Q: Yeah. CALLAHAN: One evening, two colleagues, an Englishman and a Belgian, and I, went out to dinner at a French restaurant near our hotel. When we finished, we were having trouble with the bill because all the Iranian currency notes look alike, with images of the Ayatollah Khomeini and difficult-to-decipher numbers. The manager of the restaurant, an Iranian woman, came over to us to help us count. She insisted, though, on turning the bills over because - she said out loud - she couldn't stand to look at the image of the Ayatollah. (laughs) So, I was kind of impressed that she wasn't afraid to say that out loud in a crowded restaurant. Q: Yeah. Well, on a personal note, how did you find one, marrying into an Uzbek family, and two, how did your wife find -- because you know, you just don't hear about Uzbeks colliding with the American culture and all that. Although I'm sure it's happened more than one thinks. CALLAHAN: It's not so unusual. –Ambassador John Purnell, who was ambassador when I first arrived, ended up marrying one of his interpreters before he left, although she's actually Tatar ethnically. It's been interesting. My wife's family is not a very traditional family, so that made it a bit easier. My wife's father died a long time before and her mother, who doesn't speak any English, is an accountant. Her sister, who's about three years younger, works for an import/export company. It's a very nice family. It's different but it's not a huge jump. I guess the biggest or some of the cultural things, although by then I'd been in the region for so long I was not surprised by anything. 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Print Name __________________________ Class _______________ Date ________________ A New National Identity GU I DED READI NG STRATEGI ES 12.2 READING THE SECTION As you read the section, use the space provided to write the term or name that is identified by each statement. Choose your answers from the list below. Maine Missouri Compromise Rufus King John Quincy Adams American System Henry Clay Missouri slavery Benjamin Hardin Nathaniel Macon _______________________ 1. Territory whose application for statehood in 1819 caused a major regional conflict _______________________ 2. New York senator who opposed any expansion of slavery and so did not want any more slave states added to the Union _______________________ 3. North Carolina senator who wanted to continue adding slave states to the United States _______________________ 4. Kentucky representative who proposed the Missouri Compromise to settle the dispute over the balance between slave and free states _______________________ 5. Territory that under the Missouri Compromise would be allowed to enter the Union as a free state _______________________ 6. Practice that under the Missouri Compromise would be prohibited in any new territories or states formed north of the 36˚30’ line _______________________ 7. Representative who urged support for the Missouri Compromise, warning that regional differences threatened the unity of the country _______________________ 8. U.S. plan for using high tariffs to pay for internal improvements _______________________ 9. Intended to maintain a balance in the Senate between free states and slave states ______________________ 10. Winner of the 1824 presidential election POST-READING QUICK CHECK After you have finished reading the section, in the space provided, list two improvements in transportation that were made in the United States in the early 1800s and explain their significance. 1. Improvement: _________________________________ Significance: ______________________________ 2. Improvement: _________________________________ Significance: ______________________________ commissions. Marbury asked the Court to force Madison to give him his commission. 4. All justices agreed that Marbury had a legal right to his judgeship, but they also agreed that the Court could not force Madison to give Marbury the judgeship. STRATEGIES 11.2 Reading the Section 1. ToussaintLouverture 2. Sacagawea 3. Napoleon Bonaparte 5. Charles Talleyrand 6. Louisiana Purchase 7. Thomas Jefferson 8. Manuel de Godoy 9. Louisiana 4. Meriwether Lewis 10. Pikes Peak Post-Reading Quick Check 1. Shoshone; provided expedition with horses and a guide to lead them across mountains 2. Nez Percé; provided expedition with food and horses to continue journey STRATEGIES 11.3 Reading the Section 1. 10 2. 5 3. 4. 2 1 6. 7. 8. 9. 7 9 6 4 5. 8 10. 3 Post-Reading Quick Check When war broke out, the United States was caught in the middle. In 1804 and 1805 both Britain and France passed laws forbidding neutral countries from shipping supplies to the other country. Lured by high profits, American merchants carried goods to both sides. In so doing, hundreds of merchant ships were captured by the British navy. The British also impressed many U.S. citizens. These actions triggered a U.S. debate about whether to declare war on Britain or impose a trade embargo. STRATEGIES 11.4 Reading the Section Main Idea: The United States and Britain go to war. Topic I, Detail A: Despite being severely outnumbered at sea, the United States has some early success. Topic I, Detail B: The United States breaks Britain's control of Lake Erie. Topic II: Britain and the United States battle on the frontier. Topic II, Detail B: Jackson's victory in the Battle of Horseshoe Bend ends the Creek War. Topic III: The war in the East progresses. Topic III, Detail A: The British attack the nation's capital. Topic IV, Detail A: Americans win the Battle of New Orleans. Topic IV, Detail B: U.S. and British diplomats sign a treaty ending the war. Post-Reading Quick Check 1. Treaty of Ghent 2. Belgium 3. December 24, 1814 4. restored all conquered territory, but provided no solutions to ongoing problems CHAPTER 12 STRATEGIES 12.1 Reading the Section 1. War of 1812 6. Texas 2. Era of Good 7. Simón Bolívar Feelings 8. sympathized with 3. Florida 9. worried 4. Andrew Jackson 10. Monroe Doctrine 5. Adams-Onís Treaty Post-Reading Quick Check 1. Rush-Bagot Agreement; limited naval power on Great Lakes for both United States and British Canada 2. Convention of 1818; gave United States fishing rights off parts of Newfoundland and Labrador coasts; established border between United States and Canada at 49th parallel STRATEGIES 12.2 Reading the Section 1. Missouri 2. Rufus King 3. Nathaniel Macon 4. Henry Clay 5. Maine 6. slavery 7. Benjamin Hardin 8. American System 9. Missouri Compromise 10. John Quincy Adams Post-Reading Quick Check 1. Cumberland Road; first federal road project 2. Erie Canal; large canal project that opened up transportation between all towns on Lake Erie and New York City STRATEGIES 12.3 Reading the Section Main Idea: Jackson is a popular president, but not without problems. Topic I, Detail A: More white men gain suffrage. Topic I, Detail B: Political parties begin holding nominating conventions. Topic II: Jackson wins the election of 1828. Topic II, Detail B: Jackson's supporters see his victory as a win for the common people. Topic III: Jackson's presidency has problems. Topic III, Detail A: Jackson condemns nullification. Topic IV, Detail A: Some members of Congress believe Jackson abused his powers. Topic IV, Detail B: Jackson opponents form the Whig Party, but cannot defeat Van Buren. Post-Reading Quick Check 1. women; lost right to vote in New Jersey, only state that had granted them suffrage after Revolution 2. free African Americans; lost right to vote in several states that had previously allowed them to vote STRATEGIES 12.4 Reading the Section Post-Reading Quick Check 1. Students may mention that the Sauk, the Creek, or the Seminole used armed resistance. 2. Students may mention that the Cherokee first tried to adopt white practices and then sought justice through the courts. STRATEGIES 12.5 Reading the Section Wirt: biographies, biography of Patrick Henry; Irving: used fictional heroes to tell about American history, "Rip Van Winkle," "The Legend of Sleepy Hollow"; Cooper: historical fiction, The Spy, The Pioneers; Sedgwick: historical fiction, A New England Tale; Hudson River school: beauty of the American landscape, Catskill Mountains; Thomas Cole: beauty of nature, various elements of nature; Bingham: images of American landscape and people, Fur Traders Descending the Missouri Post-Reading Quick Check wanted architecture after style used in ancient Greece and Rome because contained some of the same ideals as the new nation; Paine argued that Americans should create unique style to show that United States was better republic than ancients had CHAPTER 13 STRATEGIES 13.1 Reading the Section 1. Industrial Revolution 2. textiles 3. James Hargreaves 4. water 6. Britain 7. technology 8. interchangeable parts 9. identical 5. mills 10. War of 1812 Post-Reading Quick Check before Industrial Revolution, most people were farmers and made basic necessities at home by hand; after Industrial Revolution, people used machines to produce items quickly and efficiently; because machines were large, mills were built and workers went to work there STRATEGIES 13.2 Reading the Section Main Idea: The growth of factories leads to changes in the way people work. Topic I, Detail A: Slater fills his labor needs at a low cost. Topic I, Detail B: Factory work is divided into simple tasks. 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DISABILITY AWARENESS Disability Awareness We all know we shouldn't yell at blind people, but many people do not know what to say or how to behave when they meet someone with a disability. It is not uncommon for people to be apprehensive when meeting people with various physical disabilities. The important thing to remember is that despite the use of a wheelchair, canes or crutches, or the loss of a limb the individual is just like you. Many people with disabilities have college degrees, are working professionals, have families and share other life similarities. Although each individual story is different, many of their dreams and goals are the same. One major goal that we all have in common is to be treated with respect. Each person is different. There are some who will find working with people with disabilities easy and others who may be uncomfortable. We have compiled some basic information about working with people with disabilities that may help ease individuals' concerns. Communication: - Speak directly to the person. Not to an interpreter or assistant. - Speak in normal tones – Don't shout or exaggerate your words. Use eye contact. - Be considerate of the extra time it might take for a person with a disability to respond when you are communicating. - When speaking with a person in a wheelchair, it is important to speak to the person at eye level. - Behave normally. - It is ok to ask a person how long they have been in a wheelchair or needed adaptive equipment. However, do not be offended if the person does not feel like discussing his/her disability or the assistance the service animal provides. Not everyone wants to be a walking-talking "show and tell" exhibit. - Things to avoid: - Avoid derogatory terms such as: Handicapped or crippled. - Stay away from jargon such as: Physically challenged, differentlyabled. - Wheelchair or scooters liberate a person with disabilities so avoid terms such as: Wheelchair bound; confined to a wheelchair. - Avoid disempowering terms such as: victim or sufferer. When in Doubt…Ask: - Assume nothing. Just because someone is in a wheelchair don't assume they require help. - Most people with disabilities can get around just fine. Offer assistance if the person appears to be struggling. If the situation requires, clarify what it is that you will be doing. Wheelchairs and Adaptive Equipment: - Wheelchair users are people. The chair is what they use, not who they are. - When planning a meeting or other event, try to anticipate specific accommodations a person with a disability might need. If a barrier cannot be avoided let the person know ahead of time. - Do not ask the person in the wheelchair to hold personal items such as a coat or purse or rest drinks on their desktop. - Always remember that wheelchairs are part of a person's personal space. Never push or pull a chair without speaking to the person first. The person in the wheelchair knows the best way to navigate things like curbs. If you don't wait for instructions you could dump them out of the chair. - When speaking to a wheelchair user, pull up a chair and sit down to speak to them at eye level. If no chair is available, stand back a little so that the person is not straining their neck to see you. Kneeling, if possible, is an option too. - Do not touch a person's canes or crutches without asking. Just like the wheelchair, people with disabilities consider their equipment to be part of their personal space. - Many people with disabilities rely on their arms for balance. Do not grab their arms; you could knock them off balance. Accommodations - Most chair users will know the width of opening they need. If you are organizing an event where a wheelchair user will be attending it may a good idea to ask what width of door their personal chair requires making sure they can access the facility. - Make sure the facility you are hosting your event in provides handicapped accessible restrooms. Hidden Disabilities: - Just because a person doesn't use a wheelchair or canes doesn't mean that they are not disabled. o For example: an otherwise healthy looking individual may request a chair when others are standing. They may be fatigued from a condition that is not visible such as fibromyalgia. Service Animals: - Service animals are animals that are individually trained to perform tasks for people with disabilities such as guiding people who are blind, alerting people who are deaf, pulling wheelchairs, alerting and protecting a person who is having a seizure, or performing other special tasks. - Service animals are highly trained and well behaved. - Service animals are working animals, not pets. - Do not touch the service animal, or the person it assists, without permission. - Do not make noises at the service animal; it may distract the animal from doing its job. - Do not feed the service animal; it may disrupt his/her schedule. Adaptive Shooting Equipment Many individuals with disabilities are able to compete by using equipment that has been specially adapted to provide assistance. Adaptive equipment does not give the shooter an edge but merely provides assistance for individuals who are not capable of certain physical activities such as supporting the weight of a rifle or squeezing a trigger. The most common pieces of equipment are rifle stands and power triggers. Stands - A shooting stand is a center post stand that has a "U" shaped bracket on the top with a spring in the middle of the post. - The support stand is placed under the center balance point of the rifle and is not supposed to touch on the sides. - Because there is a spring in the middle of the post the rifle will be "wiggly." - The shooter is still responsible for controlling their shots. Power Triggers - Power triggers or "Sip-n-Puffs" as they are referred to are battery activated solenoids that activate when air is passed through them either by blowing or sucking through a tube attached to a valve on the unit. - Power triggers are ideal for individuals who have sustained high level spinal injuries that have resulted in quadriplegia or the loss of arms or hands. Note: When working with the power triggers it is important to remember that when the tubing is attached to the valve that activates when blown through, the shooter should not talk with the tube in their mouth or the gun with fire. Acceptable Terms Glossary of Acceptable Terms Unacceptable Terms Person with a disability. Disability, a general term used for functional limitation that interferes with a person's ability, for example, to walk, hear or lift. It may refer to a physical, mental or sensory condition. People with cerebral palsy, people with spinal cord injuries. Person who had a spinal cord injury, polio, a stroke, etc. or a person who has multiple sclerosis, muscular dystrophy, arthritis, etc. Has a disability, has a condition of (spina bifida, etc.), or born without legs, etc. Deafness/hearing impairment. Deafness refers to a person who has a total loss of hearing. Hearing impairment refers to a person who has a partial loss of hearing within a range from slight to severe. Hard of hearing describes a hearing-impaired person who communicates through speaking and speech-reading, and who usually has listening and hearing abilities adequate for ordinary telephone communication. Many hard of hearing individuals use a hearing aid. Person who has a mental or developmental disability. Cripple, crippled, crip and gimp - the image conveyed is of a twisted, deformed, useless body. Handicap, handicapped person or handicapped. Cerebral palsied, spinal cord injured, etc. Never identify people solely by their disability. Victim. People with disabilities do not like to be perceived as victims for the rest of their lives, long after any victimization has occurred. Defective, defect, deformed, vegetable. These words are offensive, dehumanizing, degrading and stigmatizing. Deaf and Dumb is as bad as it sounds. The inability to hear or speak does not indicate level of intelligence. Retarded, moron, imbecile, and idiot. These are offensive to people who bear the label. Glossary of Acceptable Terms Use a wheelchair or crutches; a wheelchair user; walks with crutches. Confined/restricted to a wheelchair; wheelchair bound. Most people who use a wheelchair or mobility devices do not regard them as confining. They are viewed as liberating; a means of getting around. Able-bodied; able to walk, see, hear, etc.; people who are not disabled. People who do not have a disability. A person who has (name of disability.) Example: A person who has multiple sclerosis. Healthy, when used to contrast with "disabled." 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Okayama Declaration of the UNESCO Associated Schools in Japan Promoting Education for Sustainable Development (ESD) beyond the United Nations Decade of ESD What ESD means to us I am connected to you, to everyone at school, to everyone in the community, an inclusive community, and to everyone in the world. Therefore, even though you may be hidden from my view, recognizing the value of my role in encouraging each other and supporting each other makes me want to do something. My world extends from the classroom to the schoolyard, from the schoolyard to the community, from the community to my country, from my country to your country, and then further to the world and to the Planet. Therefore, recognizing that precious living treasures are present everywhere, makes me want to do something. Connections with the past, with tomorrow and with the distant future. Now, I am connected with the past and with the future. Therefore, recognizing that I shoulder an important responsibility amid this long passage of time, makes me want to do something. Based on a message from teachers describing their perceptions of student transformation at a UNESCO Associated elementary School Incorporating the ESD vision will lead to the creation of various connections within children's learning - connections between themselves and other people, as well as with the diversity of the world, the living earth, nature, science and technology, culture, the past and the future. Amid such connections, learning will deepen and survive in the hearts of children, and it will support the creation of a sustainable future. This support will be in the form of power to invoke action and collaboration, and the ability to continue inquiring and learning. Outcomes of the UNESCO Associated Schools in Japan under the UN Decade of ESD In 1953, UNESCO launched a programme to realize its ideals in schools around the world. Schools in Japan have participated in the programme from the outset. In Japan, the Course of Study (National Curriculum Standard) and the Basic Plan for the Promotion of Education incorporate the ideas of constructing a sustainable society and promoting ESD. UNESCO Associated Schools in Japan were positioned as bases for promoting ESD in accordance with the Proposal regarding the effective utilization of UNESCO Associated Schools for the promotion and dissemination of Education for Sustainable Development (ESD) (February 2008) by the Japanese National Commission for UNESCO. Through the ESD vision, and by virtue of teachers who empathize with the objectives of UNESCO Associated Schools Project Network (ASPnet), and of people and organizations that support the schools, UNESCO Associated Schools in Japan increased dramatically in number, to reach a current total of 807. Thanks to the UNESCO Associated Schools across Japan, the scope of ESD in school education broadened significantly. The UN Decade of ESD has led to many positive outcomes in ESD in UNESCO Associated Schools. By implementing ESD in UNESCO Associated Schools, topics such as peace, the environment, biodiversity, energy, human rights, international understanding, multicultural coexistence, disaster risk reduction, cultural heritage and regional studies were considered as entry points to learning. Projects and curricula were developed for identifying and resolving key issues in a hands-on, investigative manner. As well as in individual subject areas, ESD has been implemented by drawing connections between curriculum areas, effectively utilizing the Integrated Study Hours and other school activities. Through implementing ESD that makes the most of the unique characteristics of a region, the children have gained a deeper understanding of how local communities are formed by people supporting each other. They have learned about the merits of communities and the issues they face. In addition, together with local people, they have considered what to hand down to future generations and what to reform, and they have learned about translating these ideas into action. ESD has also been leading to a shared understanding that the issues faced by local communities are linked to those at national, Asian and global levels and that joint efforts to overcome geographical distances and differences in generation and status enables us to create a sustainable future. The children now view various local and global issues as their own. They have nurtured a "zest for living" while learning collaboratively, and they have developed an awareness that they are the future leaders of society. It is now realized that experiential learning and scientific investigation, through ESD, foster communication skills and critical thinking. They assist individuals in creating a sustainable future either individually or in collaboration with others. A transformation occurred in the awareness of teachers guided by the ESD vision. Rather than merely communicating knowledge, teachers adopted an attitude of designing and coordinating child-centered study while learning together with their students. There were instances where this attitude changed the children, and changes in the children brought about changes in their school, which in turn brought about changes in the community. It brought out the inner strength of those children in Japan who were regarded as being indifferent to society and as having low self-esteem. It let them to gain self-confidence. Exchanges between schools led to the realization of an even deeper level of learning. Moreover, collaboration deepened between schools and boards of education, parents/guardians, local stakeholders, NGOs and NPOs, businesses, universities and specialized institutions, the quality of ESD in practice improved. It also led to confirmation of the joy of trans-generational learning. The Great East Japan Earthquake of 11 March 2011 wrecked tremendous damage. However, in certain areas, ESD that had been embedded in schools and communities contributed significantly to the disaster recovery, with a great deal of compassionate support being extended to the affected areas through domestic and international networks. Education aimed at creative reconstruction and based on a philosophy of ESD is being conducted for the revitalization and re-creation of local areas. UNESCO Associated Schools in Japan: Our commitment We will commit to continuing the promotion of ESD as a driving force for transforming education in Japan. We will: Nurture the next generation who will contribute to their own community and to take actions with global viewpoint for creating a sustainable future. Realize education with deeper awareness of interconnectedness in cooperation with members of the community and other stakeholders, no matter what approach to learning or the subject, in order to create a broader commitment to peace and sustainability in local communities, in Japan, in Asia, and in the world. Approaches to learning and subjects include peace, the environment, climate change, biodiversity, international understanding, multicultural coexistence, energy, human rights, gender, disaster risk reduction, cultural heritage, regional studies and sustainable consumption and production. Illustrate transformation of students, teachers, schools and communities through ESD to spread the ESD vision, while understanding the essence of ESD. Engage in thematic learning and collaborative learning together with UNESCO Associated Schools in Japan and overseas, especially those in neighboring Asian countries. Through such learning we will enhance understanding of, explore solutions and take actions for cross-border global issues such as climate change, biodiversity, disaster risk reduction and sustainable consumption and production. Develop a national network, organized voluntarily, with fellow UNESCO Associated Schools in order to learn from each other and to raise the quality of activities. We will promote interaction and collaboration among UNESCO Associated Schools, and then enhance mechanisms for the exchange and use of information. Strive to be a practitioner of sustainability in the local community to contribute to the development of sustainable communities together with other schools, non-formal and lifelong learning institutions, NGOs, NPOs, local governments and various other stakeholders, recognizing children and teachers as "agents of change." Continue dialogue and cooperation with various stakeholders to link together the five priority action areas in the Global Action Programme (GAP) on ESD, which is a follow-up to the UN Decade of ESD. Encourage UNESCO Associated Schools in Japan and those in all the other countries, as members of a network spanning 181 countries worldwide, to cooperate in building a sustainable future and, in this context, to learn from each other by creating various opportunities for exchange and collaboration. Proposal from UNESCO Associated Schools in Japan to further promotion of ESD by schools Based on the outcomes and challenges of UNESCO Associated Schools in their capacity as bases for promoting ESD under the UN Decade of ESD, in order to fully realize our commitment and to steadily extend ESD to schools outside the network of UNESCO Associated Schools and to the wider community, we make the following proposals to all schools, including UNESCO Associated Schools, and to the supporters of those schools. Respect the independent initiatives and ideas of teachers and students, and promote ESD across the whole school by developing creative lessons and by developing investigative and interdisciplinary curricula. Consider and share ways for monitoring and evaluating ESD outcomes including methods for voluntarily evaluating children's development and quality of learning through ESD. Build policies and systems that provide sustained support for ESD at each school, and arrange the foundation for the school principals to exercise their leadership while respecting the characteristics of ESD. Expand the in-service training programmes for teachers and others involved in education to deepen their understanding of sustainability from a local/global perspective while making the best use of their expertise. Create mechanisms in the community whereby various stakeholders can participate, cooperate and collaborate in the development of a sustainable society. All children possess unlimited potential. Around the world teachers share an aspiration to provide quality education so that their potential can be realized. While sharing the same aspiration of parents/guardians and others in the community who nurture these children, we will promote ESD in order to create a peaceful and sustainable future. 8 November 2014 Adopted by participants at the 6 th Japan's National UNESCO ASPnet Conference (Okayama, Japan) during the UNESCO ASPnet International ESD Events in conjunction of the UNESCO World Conference on ESD (Provisional translation: Original Japanese) 4	<urn:uuid:3d2f760c-e48c-4cad-b4d6-8456fa8f3b80>	CC-MAIN-2018-13	http://esdcenter.jp/wp-content/uploads/2016/04/dddf738a738be9e53942e3e94de01907.pdf	2018-03-21T20:47:27Z	crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00534.warc.gz	93,406,600	1,972	eng_Latn	eng_Latn	0.996144	eng_Latn	0.996807	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3001, 5831, 8914, 10991 ]	[ 3.265625 ]	2	6
Core Strength: Affiliation Did you know that the human need to "affiliate" is hard-wired into our brains? The latest research in brain development gives us remarkable insight into the brain's role in developing social connections. Because humans are not capable of surviving alone, our species forms groups that ensure our safety and continued existence. Over thousands of years of human history, our brains developed neurological structures that produce feelings of anxiety when we are completely isolated and feelings of pleasure when we experience connection with other people. We are biologically designed to live, grow and work in groups. As parents, it is important that we help our children gain the skills they need to successfully connect with others and form affiliations. Successful affiliation requires some level of competence in the previously developed core strengths of attachment and regulation. Without the ability to connect with one other person and to interact with others while managing frustration and anxiety, children struggle in their attempts to join increasingly complex groups. Most children who have problems in groups have not mastered these earlier skills. They do not easily interpret social cues and when they are frustrated they act in impulsive or immature ways. This can lead to a vicious cycle in which poor responses by peers leads to further anxiety and frustration. Young children cannot understand these social transactions, and their responses reinforce a building sense of incompetence and alienation. As parents, it is important to provide children opportunities to practice skills at their developmental level, even if that might not match their chronological age. Children learn to join with peers in sequential stages. They initially observe while playing in parallel, then explore playing with one other child, and finally learn to join more complex groups with multiple peers. By understanding your child's social development level you can offer opportunities that have some level of challenge, but do not overwhelm. If your child is able to successfully play with one other child, create opportunities for her to play with a third. Prepare for new social experiences by practicing. Help your child recognize feelings of frustration that come when they need to share or lose at a game and practice ways to self-calm. With older children, meet their friends and support their increasing skills. With teens, acknowledge the importance of friendship groups and recognize this as a core, human strength. Encourage them to join various groups or clubs where these skills can be enhanced. Developing strong affiliation skills is critical to your child's healthy development. If you sense that your child is becoming isolated or not forming positive affiliations, do not hesitate to get help. And during the holidays, remember that the family is the foundational group for human bonding and connection, so enjoy those special moments you spend with family during this season.	<urn:uuid:d2612627-ab21-47ab-9814-fc39311ddca3>	CC-MAIN-2018-13	https://www.buckeyeranch.org/assets/media/documents/Core%20Strength%20-%20Affiliation.pdf	2018-03-21T20:14:40Z	crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00534.warc.gz	766,487,730	531	eng_Latn	eng_Latn	0.997101	eng_Latn	0.997101	[ "eng_Latn" ]	false	docling	[ 3022 ]	[ 3.375 ]	1	6
Arthropod Diversity: In situ prairie versus prairie-style green roof Haley Rylander 1 , Devin Spencer 1 , and Dr. Brooke Byerley Best 2 1Texas Christian University and 2Botanical Research Institute of Texas Introduction Results * By far the most common class on the prairie was Insecta, the most common order Hymenoptera. * Larger insects such as grasshoppers, field crickets, mantids, and large beetles were much more common on the prairie than on the roof. Common prairie arthropods * Substantially fewer Collembolans were found in the prairie compared to the roof. * The 4 most abundant arthropod classes were identical for both the prairie and the roof, but relative proportions were quite different. Insecta Orders from Prairie The success of BRIT's living roof can be estimated by determining its capacity for mimicry of the native systems from which it was designed. Composition of a healthy arthropod community is a reliable indicator of this success. We sampled both the roof and the native prairie it was designed to mimic ("Benbrook Prairie") during the same 6-week period in the Fall of 2012 and compared diversity and proportions of arthropods. Methods * Contents were collected weekly from 19 Oct through 27 Nov 2012. * Pitfall traps made of plastic cups filled with anti-freeze were placed into the ground in 16 randomly chosen plots on Benbrook Prairie * Samples were examined under a microscope, and arthropods were sorted, identified to the lowest possible taxon, and counted. * Identified specimens were placed in labeled test tubes and grouped by date. Solenopsis invicta (Fire Ant) Carabidae Muscidae Arthropoda Classes Insecta Collembola Arachnida Arachnida - Acari Prairie Roof Conclusions Though Benbrook Prairie had different species make-up than the BRIT living roof, many species were common between the two. The most likely cause of species differences is ecosystem age. In particular, Collembolans (springtails) and Acarids (mites), both of which were much more common on the roof than the prairie, are indicators of early succession and are abundant when predators are scarce. However, Collembolans and Acarids are also strongly affected by soil moisture, and the irrigation of the roof could have influenced these counts. As the man-made ecosystem of the roof matures, arthropod populations and proportions would be expected to more closely mimic that of native prairie.	<urn:uuid:cdc2714d-49e5-4aac-a780-d922aa188b14>	CC-MAIN-2018-13	http://legacy.brit.org/webfm_send/1457	2018-03-21T20:31:50Z	crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00542.warc.gz	159,319,899	552	eng_Latn	eng_Latn	0.993753	eng_Latn	0.993753	[ "eng_Latn" ]	false	docling	[ 2420 ]	[ 2.265625 ]	2	5
M.K. HOME TUITION Mathematics Revision Guides Level: GCSE Foundation Tier SYMMETRY Version: 2.2 Date: 20-11-2013 SYMMETRY A figure is said to have symmetry if it has certain regular properties. There are two types of symmetry with plane figures – reflective or 'mirror' symmetry, and rotational or 'turning' symmetry. Examine the letters shown in the diagrams below. Firstly, the letter F does not appear to have any symmetry at all. The letter T can look unaltered by reflection in a mirror about its long bar. It cannot, however, be turned through an angle of less than 360° and look unchanged along the way. The letter N can look unchanged after a half-turn about its centre. It cannot be reflected, as the original letter and its mirror image do not coincide. The letter H can be reflected in a mirror both vertically and horizontally and appear unchanged. It can also be rotated through 180° without altering its appearance. Reflective symmetry. A figure is said to have reflective symmetry if it looks unaltered by reflection in a mirror line. This mirror line is a line of symmetry. See the example of the letter T below. The letter H has two lines of symmetry, one vertical and the other horizontal: Rotational symmetry. A figure is said to have rotational symmetry if it can be turned through an angle of less than 360° about a central point whilst looking unchanged. See the example of the letter N below. The centre of rotation has been marked for reference, and an arrow mark placed on the letter. After rotating the letter N through 180° about the centre, all the points of the rotated letter coincide. Because we have rotated through half a circle, the order of rotational symmetry of the letter N is 2. The letter H also has rotational symmetry of order 2. By analogy, a figure has rotational symmetry of order 3 if it can be brought to coincidence three times in 360°, i.e. every 120° or one-third of a circle. Likewise, if a figure can be brought to coincidence every 90° or quarter of a circle, it is said to have rotational symmetry of order 4. Pattern (a) has rotational symmetry of order 4 in that it can be rotated through one, two or three quarter-turns and be brought to coincidence. It also has four lines of symmetry – horizontal, vertical and two diagonals. Pattern (b) likewise has rotational symmetry of order 4, but there is no line symmetry. The pattern and its mirror image (right) cannot be superimposed upon one another. Pattern (c) has one line of symmetry , namely the main diagonal running top left to bottom right. There is no rotational symmetry though. Pattern (d) has rotational symmetry of order 2 in that it can be rotated through one half-turn and be brought to coincidence. It also has two lines of symmetry – horizontal and vertical. Pattern (a) has rotational symmetry of order 3, and three lines of symmetry passing through opposite pairs of angles. Pattern (b) has rotational symmetry of order 2, and two lines of symmetry – a vertical one through two angles and a horizontal one through the midpoints of the vertical sides. Pattern (c) has rotational symmetry of order 6, but no lines of symmetry. Its mirror image cannot be superimposed upon the main pattern. Symmetries of triangles, quadrilaterals and regular polygons are described in some detail in the document "Properties of Triangles and Quadrilaterals". In general, a regular polygon has as many lines of symmetry, and also has rotational symmetry of the same order, as it has sides. A regular pentagon thus has 5 lines of symmetry, and also rotational symmetry of order 5. Completing symmetrical patterns. Many examination questions ask the student to complete a pattern so that the result has the requested symmetry. Example (3): Shade in the figure on the right in such a way that the completed result has two lines of reflective symmetry (shown here) through the centre. We begin by reflecting the shape in the vertical line. This can be done by drawing the figure and the line on tracing paper and turning the tracing paper over. We now have two L-shaped regions in the figure. Finally, we reflect the intermediate figure in the horizontal mirror line to obtain the result shown lower right. Example (4): Shade in the figure below left in such a way that the completed result has rotational symmetry of order 4 through the centre. Firstly we copy the shape and the centre point onto tracing paper. Because the completed result has rotational symmetry of order 4, we must pivot the shape on the tracing paper by a quarter-turn (90°) clockwise about the centre and copy the shape in its new position. We then repeat the process two more times until we have the result shown in the right-hand diagram. Example(5): Shade in the figure below left in such a way that the completed result has rotational symmetry of order 6 through the centre. The work is similar to that in Example (3), but this time we pivot the traced shape six times around the centre, through an angle of one-sixth of a circle or 60° each time. Example (6): Investigate the symmetries of the following symbols, logos and trade marks. (Ignore lighting and shadow effects). Which two symbols have identical symmetry ? (All trademarks and logos are copyrighted to their respective owners.) i) The Woolmark™ has rotational symmetry of order 3, but no lines of symmetry. (Its mirror image cannot be made to coincide with the original.) ii) The NATO badge has rotational symmetry of order 4, but no line symmetry. Again, the original figure and its mirror image cannot be superimposed. iii) The Volkswagen™ badge has one vertical line of symmetry, but no rotational symmetry. iv) The Mercedes-Benz™ badge has 3 lines of symmetry and also rotational symmetry of order 3. v) The Manx symbol has rotational symmetry of order 3, but no lines of symmetry. vi) The (altered) Bury Metro council logo has rotational symmetry of order 6, but no lines of symmetry. From the above results, the Woolmark™ and the Manx symbol have identical symmetry. Symmetries of solid shapes. The idea of lines of symmetry and rotational symmetry can be extended to include solid shapes. Planes of symmetry. Just as a plane figure can have mirror lines of symmetry, so can a solid have mirror planes of symmetry dividing it into mirror-image halves. Thus, a cuboid (shown below) has three planes of symmetry dividing it into two halves. A cube has the same basic planes of symmetry as a cuboid, but since a square has symmetry about its diagonals as well, the cube has extra planes as per the diagram on the right. There are now 9 planes of symmetry of a cube, if we include the six extra ones formed by the diagonals. Example (7): Sketch one example of a plane of symmetry for: a) an equilateral triangular prism; b) a square-based pyramid; c) a cylinder; d) a cone. a) All prisms have a plane of symmetry bisecting their side faces at right angles and parallel to their end faces, as on the left. If the end faces also have any lines of symmetry, the prism also has planes of symmetry corresponding to those lines, as on the right. b) One plane of symmetry of a (shallow) square pyramid is shown here: it bisects a pair of opposite sides as per the shading. Another one would pass through the vertex. and two edges. c) A cylinder is a special case of a prism with circular end faces. It has a plane of symmetry parallel to the end faces (see middle diagram). It also has an infinite number of planes passing through the diameters of the end faces (left). d) A cone has one infinite set of planes of symmetry; it passes through the diameter of the base (not shown) and its vertex. Axes of rotation. Just as a plane figure can have rotational symmetry, so can a solid have axes of rotation whereby turning a solid through some fraction of a full turn would leave its appearance unchanged. Taking the cuboid (shown right) we can see that there are three axes of rotation corresponding to the three planes. We can rotate the cuboid through 180°about any of them and its orientation will remain unchanged. The cube (below) has a larger number of axes of rotation than a cuboid because of its greater symmetry. In addition to the three face-centred axes of the cuboid, we have 4 axes passing through diagonally opposite pairs of vertices, and 6 axes passing through opposite edge midpoints. Example (8): Sketch four solid shapes (other than a cube and cuboid). Include an axis of rotation in each case. From left to right, we have a cylinder, a cone, an equilateral triangular prism and a square-based pyramid. The prism has three possible rotations about its axis, and the square pyramid four. The cylinder and cone can be said to have an infinite number of possible rotations.	<urn:uuid:e2db5ddc-29d2-4cb9-9e09-aa3a23b92e51>	CC-MAIN-2018-13	http://mkhometuition.co.uk/index_files/GF-306%20Symmetry.pdf	2018-03-21T20:16:24Z	crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00540.warc.gz	197,565,082	1,900	eng_Latn	eng_Latn	0.924609	eng_Latn	0.999301	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 117, 944, 1225, 2088, 3244, 4246, 5070, 6062, 6723, 7692, 8403, 8794 ]	[ 4.34375 ]	2	0
Discipline Role Model the Behavior You Want to See From Your Kids What you do is more important than what you say By Amy Morin Kids are always watching what you do. They see how you handle stress. They watch how you treat other people. They look at how you deal with your feelings. They're very observant and they soak in all that information like little sponges. One of the eight most important parenting skills is providing your children with a positive example. 1 Modeling appropriate behavior is an important part of discipline. If you act in a way that you want your kids to act, they'll learn just from watching you. That isn't to say they'll automatically start behaving the same way, but they'll be better equipped to manage their behaviors. © Studio \|Stock Free Images &Dreamstime Stock Photos Social Learning Theory A famous psychologist, Albert Bandura, developed the Social Learning Theory. He surmised that people learn by watching others. In his famous Bo-Bo doll experiment, he demonstrated how kids learn by watching adults. After witnessing an adult become aggressive with an inflatable doll, the kids began to imitate the behavior and they became more aggressive. Proof that Kids Imitate You You certainly don't need a fancy science experiment however to prove that kids imitate their parents. How many times have you seen little girls putting on their mother's high heels and trying on lipstick so they can look like mommy? Or how many little boys pretend to shave so they can be like dad? Kids repeat what they've heard you say and they imitate what they've seen you do. Examples of How Parents Can Accidentally Model Bad Behavior A mother tells the cashier at a restaurant her 12-year-old son is only 11 so he can she can get a discount at the buffet. She then yells at her son because he lies when he says he has his homework done. A father spends his evenings watching TV but tells his 14-year-old daughter she should read more. Parents tell their kids to treat everyone with respect yet they often make critical comments the appearance of people who appear on the news. A divorced couple argues frequently about custody issues and visitation but expect the kids to get along with one another. A mother tells her daughter to be kind to others but she yells at the store clerk when they refuse to take back an item she had hoped to return. A father tells his kids that they should eat healthy but he sneaks dessert after they go to bed and doesn't exercise. Parents tell their kids to share and be generous with what they have yet they don't get involved in any sort of charity or volunteer work. A father smokes cigarettes and while he has a cigarette in his hand, he tells his kids that smoking is bad and they should never pick up the bad habit. Parents tell their kids to take responsibility for their behavior yet when they forget about their child's dentist appointment, they argue with the receptionist and tell her she clearly made a scheduling error. Follow Your Own Rules It's really hard to model appropriate behavior for your kids all the time. However, you have opportunities every day to provide your kids with learning experiences so they can see how to behave appropriately. Although you may find opportunities that you think are appropriate to bend the rules a little, kids aren't able to do this. For example, if you tell a "little white lie" by telling your friend you can't help her move because you "have a headache" but you go to another social engagement instead, your kids will learn that lying is acceptable. 2 Show your kids how to follow your household rules . Use discipline that teaches life skills and explain how the rules will help them later in life. If you show kids that you value the household rules, it will increase the effectiveness of your discipline strategies. 3 4 Live According to Your Values One of the four biggest discipline mistakes parents make is not looking at the long-term impact of discipline strategies. When it comes to modeling 5 appropriate behavior, it's important to instill values in your kids that will help them to become healthy, responsible adults. The best way to teach them values is to model them. This About.com page has been optimized for print. To view this page in its original form, please visit: http://discipline.about.com/od/disciplinebasics/a/Role-Model-Behavior-That-YouWant-To-See-From-Your-Kids.htm ©2014 About.com, Inc. All rights reserved. Links in this article: 1. http://discipline.about.com/od/disciplinebasics/tp/8-Parenting-Skills-That-Promote-The-Most-Effective-Discipline.htm 2. http://discipline.about.com/od/specificbehaviorproblems/a/10-Steps-To-Help-A-Child-Stop-Lying-And-Tell-The-Truth.htm 3. http://discipline.about.com/od/establishingrules/a/Establishing-House-Rules-For-Kids.htm 4. http://discipline.about.com/od/teachingnewskills/tp/6-Life-Skills-Your-Discipline-Strategies-Should-Be-Teaching-Your-Kids.htm 5. http://discipline.about.com/od/disciplinebasics/tp/4-Of-The-Biggest-Discipline-Mistakes-Parents-Make.htm	<urn:uuid:59230612-05b6-4e4b-992c-539877d3319a>	CC-MAIN-2018-13	http://riversidems.sharpschool.net/UserFiles/Servers/Server_5983372/File/Role%20Model%20the%20Behavior%20You%20Want%20to%20See%20From%20Your%20Kids.pdf	2018-03-21T20:30:06Z	crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00538.warc.gz	256,319,043	1,114	eng_Latn	eng_Latn	0.983052	eng_Latn	0.997634	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4027, 5059 ]	[ 3.53125 ]	2	2
Caregiver's Workbook For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Authors and Acknowledgments Caring for Caregivers was made possible with the assistance of many people. We would like to thank the following members of our Advisory Panel for their feedback and expertise: * Catriona Johnson, M.S., Victoria Epilepsy and Parkinson's Centre * Peter Gerhardt, Ed.D., The McCarton School * Roy Sanders, M.D., Marcus Autism Center. * Shari Chase, Reach Autism * Vicki Bitsika, Ph.D., Bond University * Christopher Sharpley, Ph.D., University of New England * Steven H. Zarit, Ph.D., The Pennsylvania State University We would also like to thank the Center for Autism Spectrum Disorders and the Community Services for Autistic Adults and Children organization for their support and guidance throughout the project. In addition, we would like to thank all of the caregivers who provided their feedback and support in the video production and evaluation of the Caring for Caregivers product. We deeply appreciate their insights and contributions. Caring for Caregivers is dedicated to the memory of Bruce Good, whose love and devotion to his family and son with autism continues to inspire us all. Caring for Caregivers was created under Small Business Innovation Research Grant No. 2R44MH085332-02 with funding from the National Institute of Mental Health. The contents of this product are solely the responsibility of the authors and do not necessarily represent the official views of this institutions. iv For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Table of Contents viii For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Introduction Welcome Welcome to the Caring for Caregivers (CFC) Workbook. This workbook has been designed to coordinate with the CFC program and to provide concrete, useable resources to help caregivers in their daily lives. When you participate in a CFC group session, the facilitator will choose various activities from this workbook for the group to complete. Because of so many exercises, there will not be time to finish all of them. These exercises and handouts can also be used at home when you have free time. Flip through to see which exercises or handouts look helpful to you. Try to set aside a few moments during your day to read and complete one exercise. Most of the exercises should take about 20 minutes. There are a number of exercises and handouts that can be used ove. Use this workbook as a starting point or a building block to find ideas, methods, and resources that can help you and your family. Support Network Throughout the workbook, there are references to the support network. As the facilitator of the CFC group session you attended explained, a support network is a group of people with common interests and experiences who listen and provide guidance and support. You may have joined a support network consisting of the members of your CFC group, you may find support on the Caregiver Community Web site, or you may have a group of people in your community. The prompts throughout this workbook are meant as reminders and ideas for ways to connect with the people in your life who can offer support. 2 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Emotions Exercise 1—Gratefulness When we feel stressed and overwhelmed, it can be easy to lose sight of all that we have to feel grateful for. This feeling of gratefulness can sometimes help to bring more peace and joy into our lives. Use this exercise to think of things and that you are grateful for and lessons you have learned in relation to your child with ASD. What positive qualities and/or characteristics has your child brought to your life? (Examples: patience, love, involvement) What lessons have you learned that you are grateful for? (Examples: appreciating individual differences, closeness of family) What other things are you grateful for in relation to your child and/or your life? (Examples: being a parent, finding support from your family, or everyday) You may find it useful to keep a daily or weekly journal of the things you are grateful for. These can be specific to your child or to life in general. *Support Network Opportunity* Talk to your support network about the things you are grateful for. Maybe everyone in your network keeps a gratitude journal and can share their experiences, whether you connect online or in person. Notes Caregiving and Emotions Exercise 2—Breathing relaxation One type of relaxation technique is to focus on your breathing. This is a skill that can come in handy during stressful moments at work or home, or just when you need a few minutes of silence. Focusing on your breathing can help reduce anxiety and calm the mind. Physical stress responses, such as anxiety, tension, or shortness of breath, can be targeted by focusing on your breathing. You might notice that your breath lengthens, your heart rate decreases, and you feel more relaxed. This exercise can last from 1 to 10 minutes (or more if you have time) and can be done anywhere. Step 1: Sit or lay in a comfortable position. Step 2: Close your eyes. Step 3: Bring your attention to your breath as it moves in and out of your nose. Draw your attention to your nostrils for a few moments. Bring your attention to your breath as it moves in and out of your nose. Scan your whole body, inviting in relaxation, ease,and peace, then letting go to release your tension. Step 4: Concentrate on sending your breath to your belly. Maybe place your hand just above your belly button. As you inhale, feel your abdomen expand into your hand. As you exhale, feel your belly move closer to your spine. Feel each inhale and exhale originate in the area below your ribs. Step 5: Continue breathing in this way for up to 10 minutes or more if you have time" to match the top . When you are done, bring your awareness back to your breath at your nostrils. Sit for a few moments before opening your eyes. Tip Set a timer for the amount of time that you would like to sit and focus on your breath. This way, you won't be worried about when you need to stop and can truly focus on your breath. Note: If you feel lightheaded, dizzy, or uncomfortable at all doing this exercise, then stop and just breathe naturally. Maybe try this exercise at another time or find another relaxation technique that may work better for you. Handouts 1, 2, and 4 have more ideas and information. Notes Caregiving and Emotions Exercise 3—Mindful eating It can be challenging to find or make time for yourself. Having a few moments of silence to be mindful can replenish and reenergize you. For this exercise in the CFC group, you'll practice eating mindfully with a snack (almonds, raisins, chocolate chip cookies, etc). Mindful eating, like focusing on your breath or other techniques, can increase your attention on yourself, bring more oxygen into your body by breathing deeper, reduce muscle tension, and lower your heart rate. These are just some of the benefits. For more information on techniques like these, please see Handout 1 on page 27. If you do this exercise outside of the CFC group, you can use this same technique for any meal. 2- Use the steps below to focus on the foods that you are eating and appreciate them, while finding quiet time for yourself. Maybe set aside one meal a week where you eat quietly and mindfully. 1. Sit quietly—without a TV on, without a magazine or newspaper, without work to do. Just sit with food in front of you. 2. Take a moment to look at the food in front of you. If it is a snack, maybe hold it in your hand. Examine all its characteristics, its textures, colors, etc. 3. Close your eyes and smell the food. 4. Open your eyes and look at it again. 5. Take your first bite and hold the food on your tongue. Notice what tastes come to mind. Maybe move the food around a bit on your tongue. 6. Taking your time, begin chewing your food. Feel the texture of the food in your mouth, hear the sound of your teeth chewing, and note the movement of your jaw. 7. Sit for a moment before taking the next bite. Let the previous bite settle into your digestive tract, maybe offering a silent gratitude for the food and its nourishment to your body. 8. Take your next bite, following steps 5–7. 9. Continue to eat slowly and mindfully during your meal or snack. Optional: After your snack or meal, you might like to write down your impressions of this mindful eating exercise. Use these questions as prompts: What did you notice when you took the time to really look at the food you were going to eat? How did it feel to take your time eating your food? Did the food taste different? After your meal, how did you feel? *Support Network Opportunity* Ask members of your support network to join you for a mindful meal or to share their experiences of eating a snack or meal slowly. What did they notice when they did this activity? Notes Caregiving and Emotions Video 1 1. As your child gets older, do you have similar concerns about the future the caregivers described on the DVD expressed? How are your concerns similar or different from theirs? 2. In what ways do you make time for yourself—on a daily basis for a few moments or perhaps enjoying a favorite weekly or monthly activity? 10 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Emotions Handout 1—Mindfulness Mindfulness is a technique where you pay close attention to your thoughts, feelings in the body, and emotions, and root yourself in the present moment. Over the years, mindfulness techniques have gained increased awareness and popularity. While this is not specifically a technique for relaxation, the practices for mindfulness can bring peace, relaxation, and a sense of space. Two techniques that are based on mindfulness practices include Exercise 2 (a breathing technique) and Exercise 3 (an eating technique). Practicing mindfulness—being aware of the present moment, what you are feeling/thinking/experiencing, without judgment—can give you skills to use in stressful situations and to bring more peace into your life. For more information regarding mindfulness-based techniques: Jon Kabat-Zinn * Kabat-Zinn is the founder of the Stress Reduction Clinic at the University of Massachusetts and a teacher of mindfulness-based stress reduction. * He has authored numerous books and papers related to mindfulness and mindfulness techniques, including: * Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness (1990) * Everyday Blessings: The Inner Work of Mindful Parenting (with Myla KabatZinn, 1998) Local resources * Conduct a search of your local area by using the search terms: "mindfulness," "mindfulness resources," and "mindfulness meditation." * There are often organizations and teachers in your local area that will offer more information and guidance on mindfulness. 12 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Emotions Handout 2—Take care of yourself If it has been a while since you have done something fun for yourself, here is a list of potential activities you may enjoy. Keep in mind that the possibilities are endless. You are making a commitment to yourself and your health by making time for yourself. * Play in a sports league * Create a scrapbook—a positive way to acknowledge your adolescent or school-age child's and family's accomplishments * Exercise—running, walking, biking, hiking * Journal—buy a journal, find a comfortable spot, and spend some time just getting your thoughts down on paper * Take a cooking class * Attend a concert or play * Take a knitting class * Go to a museum * Go to the park * Bake cookies * Go to a coffee shop * Play cards with friends * Go to the movies * Call a friend you haven't talked to in a long time * Take a dance class * Get your hair cut * Get a manicure * Get a massage * Read * Listen to music * Play board games * Sing or do karaoke * Watch your favorite sports team with friends * Do a puzzle (crossword, Sudoku, jigsaw) * Plan a trip or an evening out * Invite friends over for dinner or coffee * Start a garden * Learn to woodwork Benefits Of Taking Time For Yourself * Recharging, building energy * Lowering your stress levels * Having things to look forward to * Rewarding yourself for your hard work * Building focus and increasing attention * Maintaining a positive attitude * Relaxing All of these benefits help to make you a better caregiver—not to mention a happier person. Notes Caregiving and Emotions Handout 3—Fact sheet The following information is covered in the Caregiving and Emotions section of the CFC program. Just when you start to have things under "control," you are now getting ready to transition your child into school or maybe your child is already in school. This transition—along with many other types of transitions that you and your child may face—can bring along emotional reactions. It is common—at different times and for different reasons—to feel sad, embarrassed, worried, tired, or frustrated. Being a caregiver of an individual with ASD is a full-time job, and helping your child learn, get services, and succeed can take up the majority of your time. At the same time, it is important to not let ASD take over. Time for yourself—taking care of yourself and exploring your personal interests and feelings—can create more balance in your life. It may seem hard to start, but you may have more time—even if it is a few hours—when your child is in school for part or all of the day. There may be some space opening up in your day for taking care of yourself. Tips and Ideas to Help Caregivers Cope There are a variety of options to help caregivers cope emotionally to reduce their stress. These include: * Noticing the things that you are grateful for. These may be lessons that you've learned, daily events, or characteristics of your family that bring you happiness. * Sharing experiences with other caregivers, whether online or in person, can provide a sense of support to caregivers. * Finding time to dedicate to yourself can go a long way toward maintaining your emotional health. Finding and doing a favorite activity—even for 30 minutes—is important. * Taking 10 minutes to just breathe and focus on your breathing can rejuvenate your mind, body, and spirit. * Exercising is a great way to relieve stress and build energy. 16 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Emotions Handout 4—Resources for more information * The Organized Parent: 365 Simple Solutions to Managing Your Home, Your Time, and Your Family's Life by Christina Baglivi Tinglof This book offers tips and advice on managing and organizing your home and family life. It is written with all families in mind. * Organized Families: http://organizedfamilies.com This online resource features organization tips for busy families, with resources that can be used by any type of caregiver. * The Relaxation & Stress Reduction Workbook (6th ed.) by Martha Davis, Elizabeth Robbins Eshelman, and Matthew McKay This book is useful in assessing your stress level and provides tips on stress reduction and descriptions of relaxation exercises. * Caregiver Community: www.autismcaregiver.com This Web site is dedicated to connecting caregivers with each other and providing resources throughout the lifespan of ASD. * National Caregivers Library: www.caregiverslibrary.org/Default.aspx?tabid=130 This Web site offers information and tips about the importance of caregiving and exercise. * Cup of Comfort for Parents of Children with Autism: Stories of Hope and Everyday Success by Colleen Sell This book offers a collection of inspiring true stories that portray the strength, love, and devotion of families. * Autism Speaks: www.autismspeaks.org/what-autism/autism-your-family/ vThis Web site provides advice and resources for grieving and the stages associated with grieving. It also provides guidance for the primary caregivers, siblings, and extended family members. Notes Caregiving and Relationships Exercise 1—Asking for help Caregivers of children with ASD do so much. It can be challenging to ask for help from others when you are used to doing things a certain way or by yourself. You might also be dealing with a complex situation that overwhelms you, and this might lead you to be uncertain about the type of help you need. Finding opportunities to ask for help with daily tasks or items on which you could use support can free up time for yourself, create a strong support system with the people in your life, and help you to accomplish more by doing less. Use this activity to think about mobilizing your support system. 1. What are some things that you have on your to-do list? List between 5 and 10 items here. 2. Could any of these items be done by someone else? Which ones? List them here. a. b. c. d. e. f. g. h. i. j. 3. Who could you ask to help with these items—friends, family members, community contacts? 4. Practice makes perfect when you learn how to ask for help for yourself. Write down a few ideas of how you can ask the people you listed in number 3 for help with your to-do list. *Support Network Opportunity* Talk to your support network about how they ask for help with daily tasks. How do they remove extra items from their to-do lists? Caregiving and Relationships Exercise 2—Nurture your relationships As you focus on your child with ASD, it can be easy to let time get away from you. You may be too tired or not have enough time to connect with your significant other. Making the time is important to nurture your relationship as well as to have time together. Use this exercise to brainstorm easy, yet special things that you could do together with your partner to nurture your relationship. When you and your significant other first met: * What types of dates did you go on? * What did you talk about? * What questions did you ask? * What tokens did you do for each other (e.g., notes, phone calls, e-mails) ? Taking these things into account, let's think of ways to incorporate them back into your relationship: * What would be a fun date that you listed above that you could go on? * What types of things would you like to talk about now (unrelated to ASD)? * What things would you like to ask your partner (about their day, world views, future plans)? * What little tokens can you do for your partner during your day? *Support Network Opportunity* Use your support network to discuss how other caregivers connect with their partners. Local members of your network may have fun and easy local ideas for a great date night. 22 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Relationships Exercise 3—Connect with others Use this exercise as a way to brainstorm different places, people, and/or activities that you could use to connect with others. Creating a support system, even in the simplest places (like at your local coffee shop), can give you a sense of belonging, comfort, and encouragement. Once you have identified certain things from this worksheet, trying them out. Use the ideas below to jump-start connecting with people in your life. Circle the places where you often go, people you see, and activities you do. Feel free to add to this list, and then use the items that you circle to find people and places to connect with. People * Coworkers * Parents from the child care center * Spiritual center (church, temple, etc.) participants * Neighbors * Gym members * Caregivers of Other school-age children with ASD * Parents from school * Caregivers at service offices * Facebook friends * Old friends (e.g., from high school, college) * Community center members * Support group participants Places * Coffee shop * Park * Grocery store * Farmer's market * School * Therapist's office * Gym * Yoga studio * Post office * Community center Activities * Exercise * Hiking * School * Work * Accessing services for your child * Birthday parties * School events * Organizations (ASD-related or community-related) * Book club * Sporting events or clubs * Poker night * Movie night Notes Caregiving and Relationships Video 2 1. Have your friendships shifted as a caregiver of a child with ASD? How so? 2. In what ways have your romantic relationships been affected by being a caregiver of a child with ASD? 3. In what ways has your extended family, friends, and/or community supported you and your family? 26 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Relationships Handout 1—Respite resources Every caregiver is in need of a break. Respite allows caregivers time away from caregiving—time to recharge, refresh, and regroup. However, many families have difficulty affording skilled people to help with their child with ASD. In addition, they may not feel comfortable leaving the responsibilities of caring for their children with someone else. You may only need to find a babysitter—or you may need respite care. Respite care is short-term, temporary care. The amount and duration of services may vary, and there are a number of options that may be available. The resources listed below are a great place to start to find more information and programs that may help. Autism Source (www.autism-society.org)—a service v the Autism Society of America. You can enter your city and state and select the specific type of service you are interested in (recreation, camps, medical information and support, and a number of others) and find services in your area. The Arc (www.thearc.org)—a national, nonprofit organization for people with developmental disabilities and their families. The Arc's Web site has a variety of information on various topics and features an important paper on the importance of respite care and its benefits. National Respite Locator Service (www.respitelocator.org)—helps caregivers find respite services in their area that meet their needs. While it is not an all-inclusive list of services in your area, it will give you a jump-start. American Camp Association (www.acacamps.org)—allows you to search for camps related to your child's specific needs. You may search by price, services, activities, and other terms to fit your needs. Keep in mind the following questions as you look into respite services: * What kinds of services do I need? * Do I want services in my home or at another location? * Is there a cost for the service? * What programs are available to help cover the costs of this service? * What are the qualifications of the respite provider? * Are the providers trained to deal with individuals with ASD? * Can I set up meetings with these providers to discuss our family's needs? * Will my insurance cover this? Notes Caregiving and Relationships Handout 2—Fun and free activity ideas Use the ideas below for fun (and free) date night or friend night out ideas: * Play cards * Work on a family or event scrapbook * Exercise—walk, run, bike together * Take a free cooking class at a local market/grocery store * Attend a concert or play in a local park (often these events are free or offer complimentary tickets) * Go to the library and find a great movie to watch together * Visit a museum (local museums often offer free admission on certain days) * Take your dog for a walk * Go to the park • Have a picnic * Play board games * Read together at a park * Give each other manicures/pedicures * Put together a puzzle * Drive to a new area of town and explore * Start a garden * Paint or make a craft together from items on hand * Practice taking pictures, being a photographer * Create a playlist of music together * Walk around the downtown area of your city * Visit the mall and window shop * Make dinner together * Discuss a book that you've both read 30 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Relationships Handout 3—Communication Connecting with other caregivers of school-age children with ASD is easy at the new Caregiver Community Web site (www.autismcaregiver.com). This Web site was designed to coordinate with the CFC product and includes sections for caregivers along the lifespan of their child with ASD. On the Web site, you will find: * A place to create a member profile * Discussion boards divided by age group * Additional resources for caregivers * A links to AutismOnline, a comprehensive resource for information and tools for caregivers and other individuals To best use the Web site: * Visit www.autismcaregiver.com * Click on "Members" * Create your profile * Then access the section most appropriate for you (school-age children with ASD) * Post questions, reply to other caregivers, and even connect with caregivers in your local area 32 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Relationships Handout 4—Fact sheet The following information is covered in the Caregiving and Relationships section of the CFC program. Clear and open communication is especially important fr maintaining relationships. Being clear about what you need, stating it effectively, and saying it in a manner that is open with others will make a big difference in maintaining relationships and getting help and support. Communication can take work and time. It can also improve with practice and help to strengthen your relationships. You may find that your group of friends has changed over the years, either to those who also have kids on the spectrum or to the select few who really understand. Normal activities or play dates with friends can be difficult to coordinate with your child's needs, and you may feel embarrassed or judged by the curious stares or comments from others when you do participate in social activities. Nurturing relationships with friends and others who make up your support system can make you feel good and give you energy. Some caregivers find incredible support from other caregivers of individuals with autism. Others find that they would rather connect with friends without focusing on autism. Either option is great, with the importance being support and connection with others. Tips and Ideas to Help Caregivers Cope There i a variety of options to help caregivers nurture their relationships. These include: * Asking your support system for help. Often, family and friends want to help but are unsure of how. Think of some items on your to-do list that someone else could help with to give you more time. * Brainstorming easy, yet special ways that you can show your significant other how you feel. Set aside time for catching up, give him or her a note or e-mail during the day, or find ways to connect that are fun and easy. * Creating a sense of community in your neighborhood and/or local area can build relationships and extend your support system. Getting involved in a local organization or even striking up a conversation at your local coffee shop can help build and support a feeling of being part of the community. * Access respite resources in your area to find qualified temporary care for your child with ASD. * Network with other caregivers on the Caregiver Connection Web site (www. autismcaregiver.com). Notes Caregiving and Relationships Handout 5—Resources for more information * I Hear You, But…: Communication and Listening Skills. Tips for Improving All Relationships by Rick Goodfriend Focusing on communication and listening skills for all types of relationships, this book promotes quick and easy-to-implement tips that can help your relationships. * Caregiver Connection, www.autismcaregiver.com Connect with other caregivers of school-age with ASD on this interactive Web site. * Organization for Autism Research, www.researchautism.org The Organization for Autism Research offers links and information specifically to help family and friends understand ASD. * Sitter City, www.sittercity.com This Web site contains a database of respite caregivers and babysitters. A search tool allows you to search for local respite caregivers who have experience working with children with ASD. The Web site can help you find respite caregivers more quickly and with the experience you want. * The Relationship Cure: A 5 Step Guide to Strengthening Your Marriage, Family, and Friendships by John Gottman This book provides practical advice for transforming troubled relationships into positive ones. * The Friendship Factor: How to Get Closer to the People You Care For by Alan Loy McGinnis Readers learn how to be a warmer, more loving person; how to communicate better; and how to resolve tension in friendships, marital relationships, and family relationships. * Making Peace with Autism: One Family's Story of Struggle, Discovery, and Unexpected Gifts by Susan Senator This is a personal narrative of a mother who demonstrates how families can find courage, contentment, and connection in the shadow of autism. The author offers valuable strategies for coping successfully with the daily struggles oflife with an autistic child, including: grieving and acceptance, finding the right school program, helping siblings with their struggles and concerns, having fun together, and keeping the marriage strong. Notes Caregiving and Family Exercise 1—Family mission statement A family mission statement can create a cohesive vision for the future of your family. A mission statement outlines the values, goals, and qualities that are important to your family. It does not need to be a formal contract, but rather a guiding document. It should be created with all members of your family together, including your child with ASD, and it should define what is important to your family. Use the beginning of this exercise to help you think about what you would like your family mission statement to be. Brainstorm using the questions below. Then, use these same questions as you work together with your family to develop a final mission statement that includes everyone's interests, goals, and hopes for your family. What does your family aspire to be? What are your overall goals for your family? What responsibilities does your family have, to each other, and to others? What qualities or characteristics are important to your family? What are your top three goals/dreams for your family? What are your top three goals/dreams for your children? How do these responsibilities contribute to your family as a whole? Your family mission statement should include these sections: * Definition of your family (who are the members) * Overall goals for your family * Qualities/characteristics important to all members of your family * How you will approach your goals and work as a family to fulfill your mission Your mission statement can be as specific or as general as you like to be. After you have written it with your family, consider framing it and placing it in a prominent location. When you have family meetings or discussions with your children, you can reference the mission statement as a guide. Sample family mission statement: We are the Jones family: Jessica, Ari, Evan, and Sarah. As a family, we are dedicated to supporting each other and creating a loving, fun, open environment in which to grow and prosper. We work together as a team, supporting each other's dreams. We are strong advocates for people with ASD and all work together to support Evan and create a comfortable environment for him as well as for the rest of the family. We work hard, yet we also play hard, having fun with each other and encouraging each other to pursue hobbies, friends, and interests outside of our family. Notes Caregiving and Family Exercise 2—Explaining ASD to children All families have different ways and approaches to talking about ASD as it relates to their child. Some of this is due to the characteristics of ASD that are unique to the child, beliefs about causes, and ways that ASD impacts the family. As siblings get older and have friends over or interact with their sibling with ASD at school, peers may have questions about their sibling with ASD. Siblings have grown up with their brother or sister and most often accept and love him or her for exactly who he or she is. They may not have the words to describe what makes their brother or sister a bit different from other peers when kids ask. Use this activity to help siblings and your family find positive, proactive ways to explain ASD to others. Think about your other children as you do this exercise. If you do not have other children, perhaps think of a niece, nephew, or other child in your life who may need to explain what ASD is to others. Use age-appropriate words that kids would use with each other in your answers. Begin by completing this exercise on your own, and then complete this exercise with your children. * Using between 5 and 10 distinct words, describe your child with ASD (for example, smart, quiet, visual). Using these words, combine them into a general description of your child. For example: Alex is smart and quiet and enjoys drawing robots. * Now think of some additional words that would describe ASD. Make sure these are appropriate for kids to understand (for example: brain, senses, differences, friends, communication, repetition). * Create a general description of ASD from these words. For example, someone with ASD senses things such as sights, sounds, and tastes differently. Everyone has something that makes them different from others. Someone with ASD may have trouble talking or saying what they want or need, yet they definitely want to be friends. Work on this exercise with your other children to help them find their own words to explain what ASD is and how other children can understand their brother or sister. *Support Network Opportunity* Talk to your support network about how they explain ASD to their other children. What words do they use? How often do they talk about it? How do their other children answer questions from others? Notes Caregiving and Family Exercise 3—Family calendar and activity chart Yes, please change as follows: This is a customizable activity that you can think about and plan for now and then complete with your family. It can be a fun and creative project for everyone. Creating one central place that lets every family member know what is going on that day—what appointments you have and what chores can be done—can not only create a schedule for the day, but also prepare your child with ASD for any upcoming activities or events. Use the following categories to help plan your activity chart: Materials You can select * Posterboard * Bulletin board * White board * Paper * Markers * Stickers * Sticky notes or Post-it® notes * Magnets What materials will you use? Are there others that you'd like to use that aren't mentioned? Types of activities Your activity chart can be a calendar, chore chart, reminder board, or all of the these. Choose from the options below or make it your own by adding other things. * Calendar * Chores * Reminders * Appointments * Birthdays * Activities Family members All of your family members should be represented on your activity chart. Consider the following ways of doing this: * Color coding (with markers, fonts, Post-it® notes, push pins, etc.) * Stickers * cPictures of family member made into stickers Using the above ideas, decide how you would like your activity board to look. You may have some of the supplies already at home. Gather your supplies and schedule an evening, a weekend, or several nights to work together with your family to customize your board. Add in birthdays, appointments, trips, and anything else you would like to create a useful, organized board. By creating it together, each member of your family will understand what it is, how it works, and be able to update it as new things come up. Caregiving and Family Video 3 1. How do you define balance for your family? How do you strive to achieve balance for your family? 2. What type of relationship does your child with ASD have with his or her siblings? 44 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Family Handout 1—Talking about ASD Talking about ASD in your family can lead to approachable, open discussions where your other children feel they can ask questions, learn more, and support their sibling better. Consider these tips as you discuss ASD with your children. * Early and often. Talking to siblings about ASD on a regular basis can help them understand their brother or sister with ASD. Start early, using words that siblings can understand. Demystify the symptoms of ASD in your child with ASD and help siblings learn how to develop a good relationship. * Age-appropriate. Explanations of ASD should be relative to the age of the child you are talking to. A very young sibling will not understand a comprehensive explanation of possible causes of ASD. Yet, they will wonder if they can catch it, and the best way of playing with their sibling will be important to them. Teenage siblings will bebetter prepared for more in-depth explnations. * Explanations will change. Additional information may be needed and explanations may change as siblings get older. The basic point that your child with ASD has differences and that everyone has something different about them may stay the same. As children get older, they can understand more about ASD in relation to the world. * Ask siblings. Siblings may have concerns or questions. Involve them in the discussion, asking for their opinions and finding out what their understanding of their brother or sister with ASD is. Children will surprise you with their insightfulness and ability to accept and understand. * Understanding special qualities. Explaining ASD to siblings is not about making your child with ASD appear different or challenged. It's about helping the sibling understand the unique qualities of ASD to enhance their relationship with their sister or brother. All children—all people—have unique characteristics that make them special. Understanding what each brings to the other's life is important. 46 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Family Handout 2—Creating a photo book about ASD You can create your own family's book about ASD. You can use this book to explain to your other children, family, and even friends who your child with ASD is and how to support him or her. You can do this with pictures and create a type of scrapbook, with handwritten explanations and captions. You can also use an online photo service. A number of services exist that make creating photo books easy and fun. Steps: * Gather photos (either digital or hard copy) of your child with ASD and your family. * Decide whichof your child's characteristics you would like to highlight. They might include his or her interests, routines, challenges with foods, ways he communicates, and/or strengths. * Break your photos up into categories by the characteristics that you've listed. * For each category, write a simple story to tell readers about your son or daughter with ASD. This may include captions with the pictures or it could be a paragraph explaining his or her favorite activity. It can be as simple or as complex as you would like. You get to use your creativity to put pictures and words together to tell a story about your child with ASD. 48 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Family Handout 3—Fact sheet The following information is covered in the Caregiving and Families section of the CFC program. Parenting partnerships take teamwork and compromise. A complicated juggling act takes place to make sure all of the balls in your life are kept up in the air. Caregivers of children with ASD feel vigilant and of course want to protect their child. As your child begins school, you need to learn to let go and help and support your child gain more independence. Many autism caregivers mention that autism has brought their family closer; a sense of cohesiveness develops as they all work together to support the child with ASD and create a balanced family life. This does not mean that finding this balance is easy to do. Communication and teamwork are essential. Helping your family become involved in your community and finding family support and activities you can appreciate together can help. Just as your child with ASD is unique, so are his or her siblings. All children have their own personalities and needs, and each sibling has a different relationship with his or her brother or sister with ASD. Some siblings may act out; they want more attention from you and resent the attention given to their sibling with ASD. Others may take on more of a parenting role, being the defender or protector of their sibling with ASD. Listening to your other children when they express themselves, either through words or actions, and acknowledging their feelings can help them. Tips and Ideas to Help Caregivers Cope There are a variety of options to help caregivers nurture their family dynamic. These include: * Creating a family mission statement to highlight the goals your family has and the qualities and characteristics that are important to guide your family life. * Discussing ASD in ways that are easy for children to understand, using ageappropriate words to answer questions, and having frequent conversations go a long way. * Creating a family calendar together with all members of your family can be a fun family project and a creative way to stay organized. * Talking about ASD on a regular basis with your other children to help them understand and interact with their brother or sister with ASD. * Producing your own family book about ASD using family pictures and stories to create a photo book to explain ASD to children, other family members, or friends. Notes Caregiving and Family Handout 4—Resources for more information * Empowered Autism Parenting: Celebrating and Defending Your Child's Place in the World by William Stillman Written by an adult with Asperger syndrome, this book offers parents a different perspective on relating to their child with autism. * Organized Families: http://organizedfamilies.com This online resource features organization tips for busy families, with resources that can be used by any type of caregiver * Organization for Autism Research: www.researchautism.org/family/index.asp This Web site offers support and resources for families and friends of an individual on the autism spectrum. * Sibling Support Project: www.siblingsupport.org The Sibling Support Project is dedicated to helping siblings of people with special health or developmental concerns. The Web site offers reading lists, information on local sibling meetings, and online resources for siblings. * Autism New Jersey, Inc.: www.autismnj.org/SiblingPenPalProgram.aspx The New Jersey Center for Outreach and Services for the Autism Community (NJCOSAC)" to "Autism New Jersey, Inc. * Photo books Web sites such as kodakgallery.com, shutterfly.com, or snapfish.com all offer options to easily create a picture book, with text, that can be a great story book about ASD. * Playing, Laughing and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Carers by Julia Moor This book shows how to break down activities into manageable stages, and looks at ways to gain a child's attention and motivation and to build on small achievements. * Autism Heroes: Portraits of Families Meeting the Challenge by Barbara Firestone, Ph.D. This book is an account of the experiences of 38 families from different walks of life confronting the challenges of ASD with courage, tenacity, and love. Notes Caregiving and the Individual with ASD Exercise 1—Circle of support A circle of support is a group of people who share a common interest in an individual—in this case your school-age child with ASD. A circle of support can involve a variety of people in the individual with ASD's life, and the main goal is to provide a group of people dedicated to helping the individual with ASD lead a successful, happy life. What does a circle of support do? A circle of support can work together with you and your child throughout the years on a variety of topics and needs. Some examples may include: * IEP meetings * Setting daily living goals * Practicing social skills Who can participate in a circle of support? Members of a circle of support can vary. The two most important people are you and your child with ASD. It is helpful to have a variety of different types of people on the team. These people may include: * Family members * Friends * Community members * Individuals who participate in similar activities or share interests with children with ASD * Professionals who work with teens with ASD * Teachers * Spiritual support leaders * Coaches By creating and routinely connecting with a circle of support, you gather a dedicated group of people to support you, your child with ASD, and your family. A circle of support can meet regularly and grow with your child as he or she gets older (in-person meetings may work, as well as conference calls or web chats). Having consistent people to encourage and assist your child can be a great help. Think about this idea of a circle of support and how it might help you and your child using the following questions. On what types of things could a circle of support advise or provide input for you? Who would you invite to participate in a circle of support? In what ways would having additional help support your goals and your child's goals for the future? How often do you think it would be helpful for the circle of support to meet? What would be an easy way for all members of the circle to communicate about various topics you need help with? How would having a consistent group of support benefit you and your child as he or she grows up? *Support Network Opportunity* Touch base with your support network about this circle of support idea. Have they created a circle of support? In what ways have they used one? How do they anticipate using it in the future? Caregiving and the Individual with ASD Exercise 2—Independence journal activity Encouraging and promoting your child's independence is an important part of being a caregiver. However, it can be difficult to let go and watch your child learn from his or her own experiences. For children with ASD who may need more guidance and support to learn from life experiences, it can be especially challenging to find ways to have more independence as he or she gets older. Use the questions below as a journal activity to think about how you feel about your child growing up and how you can support him or her to be more independent. How do you feel when you think about your child getting older? When you think about independence in relation to your child with ASD, what does it mean to you? What things do you do for your child now that he or she could start learning how to do? In what areas of his or her life could your child experience more independence? What do you think the benefits of increased independence in your child's life would be for him or her? Notes Caregiving and the Individual with ASD Exercise 3—Explaining ASD role-play All children benefit from knowing about their diagnosis. By understanding what their strengths or challenges may be, they can learn more about themselves and their interactions with others. Explaining and providing information about ASD is not appropriate for all children, though. You know your child best and know what will help him or her. If you do decide to talk to your child about his or her ASD, this exercise may help. It involves a role-play where you will have a discussion with your "child" (another CFC participant) about his or her strengths and challenges. If you are working on this activity outside of the CFC group, consider writing out your response or practicing with a friend or family member. Scenario: After a particularly hard day at school, Jeremy comes home very upset. As he tries to explain to his mom, Debra, the kids in his class were teasing him all day about how much he talks about the Civil War. He tried to explain to them the importance of understanding that time in history and its significance to what they were learning in school, which only seemed to make matters worse. Jeremy is very frustrated because he wants to connect with his classmates, but he can't seem to figure out how. In pairs, take turns role-playing the role of Debra and Jeremy. How would you explain why he has trouble socially at school? What tips can you provide to help him engage with a classmate? 58 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and the Individual with ASD Video 4 1. What has the school experience been like for you and your child with ASD? 2. What issues in your relationship with your child create stress for you? In what ways do you manage this stress? 60 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and the Individual with ASD Handout 1—Community activities Helping your child get involved in community activities can help him or her meet new people, participate in activities in which he or she is interested, and learn new skills for independence. Community involvement can also give caregivers additional resources for helping your child l1. learn new skills, as well as an opportunity for you to interact with your child, perhaps in new environments with new people. Here are some ideas for getting your child involved in community activities. You may choose to participate in these activities with him or her or do some activities together as a family. Interest activities Your child probably has a number of topics or activities that he or she is interested in. Most communities will have opportunities available to support all different kinds of interests. For example, if your child likes music, he or she might enjoy music lessons. If he or she is interested in Egyptian culture, a museum or university might offer a kid-friendly class. Make a list of your child's interests and then do a quick Internet search to see what resources are available in your area to foster these interests. Some ideas for interest activities may include: * Arts and crafts classes * Sports, such as swimming * History or science lectures * Museum programs * Pokémon leagues * Animation or computer classes * Drama programs * Gardening class Volunteer. Volunteering is a great way for children and their families to get involved in their communities. It can be a way of learning new skills while also participating in an activity or organization that your child enjoys. Search your local community organizations online for possible volunteer opportunities. Your local paper may also offer ideas. You may even just talk to your local community center or an organization that you are involved with to see what opportunities they have available.The organizations listed below often have local volunteer opportunities. * Habitat for Humanity * Soup kitchen * Ronald McDonald House * Faith organization * Neighborhood cleanup day * Animal shelter Notes Caregiving and the Individual with ASD Handout 2—Fact sheet The following information is covered in the Caregiving and the Individual with ASD section of the CFC program. It seems like your childjust started school, and you already need to be thinking ahead to adolescence and beyond. Starting early with daily living skills, such as hygiene routines and getting dressed, can help them gain important skills and also support their continued independence. Children who are in school are 1. want or are gaining more independence, which is an important part of growing up. You are your child's best advocate and best support to help him or her find options to become independent in his or her life. By encouraging this independence and supporting your child as the capable and talented individual who he or she is, you're helping him or her to grow into a successful adult. At times though, it can be difficult to allow your child to explore and learn from his or her mistakes; you always want the best for him or her. Tips and Ideas to Help Caregivers Cope There are a variety of options to help caregivers who support individuals with ASD. These include: * Creating a circle of support for your child with ASD with the goal of providing a group of people dedicated to helping your child lead a successful, happy life * Journaling or writing about your feelings and thoughts as your child gets older * Finding appropriate ways to explain ASD to help your child understand his or her strengths and challenges * Helping your child get involved in community activities 64 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and the Individual with ASD Handout 3—Resources for more information * 1001 Great Ideas for Teaching and Raising Children with Autism or Asperger's by Ellen Notbohm and Veronica Zysk This book covers tips, advice, and strategies for raising your child with ASD. * The Autism Answer Book: More than 300 of the Top Questions Parents Ask by William Stillman Presented in a question-and-answer format, this book provides answers to some of the main questions that parents of children with autism have. * Ten Things Every Child with Autism Wishes You Knew by Ellen Notbohm This is a short book that highlights the key characteristics of children with autism and how they are special. * Evaluating Internet Information: http://guides.library.jhu.edu/evaluatinginformation Johns Hopkins offers a resource to help evaluate information found on the Internet. * National Dissemination Center for Children with Disabilities (NICHCY): http://nichcy.org This Web site is a central source of information on disabilities in infants, toddlers, children, and youth; education laws; and research-based information on effective educational practices. * AutismVision: Creating Classroom Connections: http://shop.danya.com Explaining ASD to peers can promote a more welcoming classroom environment for your child with ASD. This video-based intervention can be used to educate peers about what ASD is and how to be a good friend to someone with ASD. * Indiana Resource Center for Autism (IRCA): www.iidc.indiana.edu/www2/index.php?pageId=411 IRCA offers information on creating a circle of support for an individual with ASD. * Yoga for Children with Autism Spectrum Disorders: A Step-by-Step Guide for Parents and Caregivers by Dion E. Betts and Stacey W. Betts This illustrated book offers a range of gentle and fun yoga positions and breathing techniques that are effective in dealing with the increased levels of anxiety, disorientation, and tactile sensitivity often found in children with ASD. * The Unwritten Rules of Social Relationships: Decoding Social Mysteries Through the Unique Perspectives of Autism by Temple Grandin and Sean Barron The authors use their colorful life stories to explain the unwritten rules and patterns of social relationships. They create guidelines for living and working with others and illustrate their infinite applications in even the most complex situations. Notes Caregiving and Services Exercise 1—Communicating with teachers role-play Role-plays can be good ways to practice how you would say something or communicate an important point. Use this exercise to create a situation that you can role-play with a partner. Scenario, part 1: Your child with ASD comes home from school with a note in his or her backpack from the teacher. The teacher indicates that your child had trouble participating in a classroom activity where classmates in groups of three were acting out a loud scene from a play. Using the above scenario as a guide, think of a time when your child may have had trouble participating in a classroom activity. What made the activity difficult for your child? What environmental factors (e.g., lights, noises, touches) could have made the activity challenging? What types of activities, in general, may be more challenging for your child in the classroom? What ways could these types of activities be modified to help include your child and make it a positive experience for him or her? Notes Scenario, part 2: The next day, you meet with your child's teacher after school to discuss the note and the classroom activity. You want to be sure to explain what aspects may have been challenging to your child as well as appropriate ways the teacher could modify the activity to encourage your child's participation. Using your answers to the above questions, role-play with a partner. Take turns being the caregiver and being the teacher. As the caregiver, be sure to emphasize the areas of the activity that may have been challenging for your child and how to modify the activity so your child is included. As the teacher, practice asking the caregiver questions, restating what the caregiver is saying, and using the information the caregiver provides to brainstorm new ways of interacting with children with ASD. Notes Caregiving and Services Exercise 2—Caregiving roles As a caregiver, you play many different roles in your child's life. You are his or her best advocate, parent, and teacher. Often, with so many roles to juggle as a caregiver and the inherent demands of each, it can be easy not to see all of the incredible skills, talents, and knowledge that you have. Use this exercise to list the roles that you play in your child's life and, with these roles, the different skills and knowledge that you've gained because of them. 1. Make a list of the different roles you play as a caregiver of a child with ASD. These may include parent, teacher, advocate, therapist, doctor, chef, maid, coach, and/or friend. Think of the many roles or labels that describe what you do on a daily basis for and with your child with ASD. 2. Using the roles that you listed in item 1, brainstorm the skills, techniques, talents, and/or knowledge that you have gained from each role. List at least three skills that you’ve gained with each role. a. b. c. d. e. f. g. h. Example Role: Advocate * Communication skills * Knowledge about ASD-specific laws * Understanding the IEP system 3. Now, take a look at this incredible list of talents, skills, and knowledge that you have and that you gained as a caregiver of a child with ASD. Give yourself a huge pat on the back for all of the hard work that you do! *Support Network Opportunity* Discuss with your support network all of the roles that you play as a caregiver. How do you juggle all of these roles and still have time for yourself? Caregiving and Services Exercise 3—Resource binder Creating a resource binder can be a great way to organize all of the information for your child with ASD related to school, interventions, and other services. Think of it as a one-stop resource for all of the information you may need. This resource binder can help you by keeping everything in one place and is easily portable when you need to take paperwork or other information with you. Your resource binder may include these sections: * Medical history—specific information and/or paperwork regarding diagnosis, allergies and, other important medical information * Research—articles, pamphlets and, printouts about the latest news you have found on ASD * Reports—Results from assessments, interventions, and school reports * Interventions—homework assignments from providers and, activities or other related items to work on with your child * Questions—Blank pages to write down questions to ask doctors, teachers, and therapists (and then answers) * Calendar—a copy of your family calendar to keep track of appointments and important dates * Contacts—contact information for service providers, teachers and, other important people in your child's life * Inspiration—photos of your family, your child, affirmations, quotes, or other encouraging items Take a moment to think about what sections your resource binder will include. Add as many sections as would be helpful, and list them here: In what ways would you use a resource binder? How could it help you? Would it be helpful to create a binder for each member of your family? On your own, use this exercise to help you create your own resource binder (or binders). Materials that you might need include: * Large, 3-ring binder * Page pockets * Tabs * Blank paper * Pens * Copies of reports, medical history and, other documents Be sure to personalize your binder with photos, poems, or other sources of inspiration. Caregiving and Services Video 5 1. What advice have you found to be useful as you work with the school system? 2. What advice would you give to other caregivers about accessing services for a school-age child with ASD? 74 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Services Handout 1—Daily report It can be helpful to get a daily progress report from your child's teacher. Some teachers may have a system they use to give caregivers information about each student's day. If your child's teacher does not, consider talking to him or her about using the brief checklist below to provide you with additional information on your child's school day. \| Subject \| Successes \| Challenges \| Notes/Reminders \| \|---\|---\|---\|---\| \| Language arts \| \| \| \| \| Social studies \| \| \| \| \| Physical education \| \| \| \| \| Math \| \| \| \| \| Science \| \| \| \| \| Art \| \| \| \| \| Lunch \| \| \| \| \| Recess \| \| \| \| \| Other \| \| \| \| 76 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Services Handout 2—Advocates Caregivers are also advocates—they are the best advocates for their child with ASD. Being an advocate can be challenging and frustrating, but it can also be fulfilling. Use this handout as inspiration when you need to advocate for your child and his or her rights. Feel free to also add your own words to describe what an advocate means to you. An advocate is: * Strong * Informed * Courageous * Knowledgeable * Clear * Committed * Hard working * Dedicated * Supportive * Understanding * Friendly * Steadfast * Caring * Loving * Sharing * Open * Mindful * Active Notes 78 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Services Handout 3—Fact sheet The following information is covered in the Caregiving and Services section of the CFC program. With a school-age child, you are now interacting with the school system, accessing benefits, and perhaps receiving school-based interventions. It can be overwhelming to feel empowered during this process when you are learning and trying to access new information and learn the system. Caregivers have indicated that knowing the laws, understanding their child's rights, and having a basic understanding of the process for accessing services can help. Yet, it is daunting. It is always important to remember that you know your child the best and are his or her best advocate. Being put in this advocacy role can feel intimidating and confusing. By getting involved in school, either through school activities, advocacy groups, or working with teachers and administrators, you can become an integral part of the process. You may need to educate your child's teachers and school about your child and his or her unique strengths and challenges. Helping out in school can also help you to get to know your child's peers and other parents, and to become an active part of the school community. Tips and Ideas to Help Caregivers Cope There are a variety of options to empower caregivers in maintaining services. These include: * Educating your child's school, teachers, and peers about what ASD is as it relates to your child. * Receiving daily feedback from your child's teachers so you understand his or her day, what happened, and how he or she performed. * Appreciating and acknowledging all that you do as a caregiver. You wear a lot of hats and have a lot of knowledge! * Developing a resource binder to contain all of the relevant information about the services your child receives. By keeping all of the paperwork and questions in one place, it will help you stay organized. 80 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Services Handout 4—Resources for more information * Wrightslaw, www.wrightslaw.com/info/autism.index.htm Wrightslaw offers a variety of resources on autism; specifically, it can educate caregivers about the rights of parents and children with autism. This resource also offers a lot of information about becoming an advocate for a child with ASD as well as learning about the IEP process. * National Association for the Education of Young Children (NAEYC), www.naeyc.org NAEYC offers resources to parents and professionals who care for young children with ASD. * Autism Speaks, www.autismspeaks.org Autism Speaks has a special initiative dedicated to helping caregivers and other interested individuals advocate on behalf of children with ASD. * Autism Society of America (ASA), www.autism-society.org ASA offers a wealth of resources about services and advocacy for individuals with ASD. * Organization for Autism Research (OAR), www.researchautism.org OAR offers a variety of free resources for parents and teachers about autism through their Life Journey Through Autism series. * Special Needs Advocacy Resource Book: What You Can Do Now to Advocate for Your Child's Education by Rich Weinfeld and Michelle Davis This is a Special Needs Advocacy Resource Book for helping and empowering parents to work with the school system to learn about and access resources and services for their child. * Disability.gov, www.disability.gov This is a U.S. government Web site that connects the disability community to information and opportunities. Type "autism" or another key word in the search bar to find resources and information. * The Autistic Self-Advocacy Network (ASAN), www.autisticadvocacy.org ASAN is a nonprofit organization run by and for people with autism. ASAN's supporters include adults and youth with autism, cross-disability advocates, family members, professionals, educators, and friends. ASAN was created to provide support and services to individuals on the autism spectrum while working to change public perception and combat misinformation by educating communities about persons on the autism spectrum. * Georgetown University's Maternal and Child Health Library, www.mchlibrary.info/KnowledgePaths/kp_autism.html This Web site offers a variety of information and resources to help you advocate for your child and learn about updated research and information about autism. * Autism Today, www.autismtoday.com/classifieds/classifieds.htm This Web site offers a resource directory of professionals, organizations, events, and more related to autism. Notes Caregiving and Finances Exercise 1—Financial planning questions Financial planning is an important activity to begin when your child (or children) are young. Planning for your and your child's financial future can be overwhelming without the proper information and tools. Use the questions below to think about what financial planning resources you have and what questions you have. The resources section has additional information on finding financial planning resources. 1. What types of financial planning activities do you already do (savings account, 401(k), etc.)? 2. What types of financial planning options would you like to learn more about (e.g., special needs trust,)? 3. What questions do you have about planning for your child with ASD’s financial future? 4. Who, in your life right now, could you talk to about your financial planning questions (other caregivers, family members, advocates)? 5. What three action items can you set right now to move forward with financial planning? a. b. c. 6. What types of support or information do you need to achieve these action items? *Support Network Opportunity* Financial planning can feel overwhelming when you first start out. Talk to your support network about what they have done, who they have used, and what types of planning options they've explored to learn more. Caregiving and Finances Exercise 2—Fun and affordable activities Finding fun, affordable, and accessible activities for you and your family to do can be really challenging. As a group, let's discuss the types of activities that you each do with your families. In this way, we can get ideas from each other about great activities to do at home or in our local area. Take a moment to think about these questions and maybe write down a few answers. Then we will share our ideas as a group. What types of activities does your family like to do together? Where do you go in the community for different family activities? Have you found free or low-cost activities in the area that are fun for your family? If so, what are they? How do you afford family activities? How do you get ideas for new activities? *Support Network Opportunity* This is a great activity to do with your support network. Pose these questions to other caregivers (maybe even on the Caregiver Community Web site) and get even more ideas. Notes Caregiving and Finances Exercise 3—Thoughts about money Money and finances may add significant stress to your life, especially when you are caring for an individual with ASD who requires many specialized services and resources. Sometimes, attitudes or beliefs about money add to the stress associated with it. Take a few minutes to answer the following questions: When you were a child, what did your parents teach you about money? What do you think of people who have a lot of money? If you won the lottery, what would you do with the money? Does money bring happiness? Why or why not? What do you think about money? Is it good or bad? What would change your views on your financial situation? How could you look at your finances differently? After you finish answering the questions for yourself, consider asking your spouse or significant other to answer them, and then discuss your answers and your thoughts about money together to better understand each other's perspectives. Caregiving and Finances Video 6 1. What approaches have you used to try to alleviate financial challenges? 2. What types of activities does your family enjoy that are easy to access and relatively low cost? 90 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Finances Handout 1—Special needs trust It can be helpful as you begin or prepare for future financial planning to establish a special needs trust. This handout does not give a full account of what a special needs trust is or how to establish one. It is intended to give a general overview to help you think about your child's financial planning needs. What is a special needs trust? * A way to provide financial support to your child when he or she is older * A method of providing financial support that helps your child remain eligible for other government benefits * Provides money to provide for your child's supplemental or extra needs * A person is appointed a trustee to the special needs trust to administer the money Who establishes a special needs trust? * Caregivers should work with an experienced lawyer who is familiar with estate planning for individuals with disabilities. * There are many technicalities when establishing and using a special needs trust. It is important to create it and use it correctly so your child retains all of his or her other benefits. How do I put funds into a trust? * Funds for a special needs trust can come from a number of resources, such as stocks, mutual funds, IRA, 401(k), real estate, home equity, life insurance, and others. * A financial planner can help guide and organize funds for a trust. 92 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Finances Handout 2— Saving game There are a lot of different ways to save money. Any little bit of change can add up. Consider the follow options to start a "saving game" with your family. Making saving a family activity can be fun, especially when some of the funds go toward extra family activities. * Commit to setting aside a certain amount of money each week in a savings account. * Set up savings accounts for each family member. See who can save the most money. * Set a jar next to the washing machine. All of the coins from pockets will go into the jar. * Place a piggy bank or jar in a prominent location in your home. Ask that any spare change be put into the jar by all family members. * Make one night a week a "savings" night. Rather than going out, recreate an "out on the town" experience at home. Have a movie night and make popcorn together. Put the money that you would have spent going out in your savings jar or account. * Have a family yard sale. Contribute the money you earn to your savings account. * Cut coupons together out of the weekend paper. See who can save the most money on groceries. * Go to the library—save the money you would have spent on purchasing a book. You can do the same thing with DVDs—many libraries have great DVD selections. * Pack school lunches. * Stick to just the items on your grocery list. * Make handmade gifts for your family. 94 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Finances Handout 3—Fact sheet The following information is covered in the Caregiving and Finances section of the CFC program for caregivers of school-age children with ASD. Money is a difficult subject for many people. There are financial planning options available to help you, and accessing services or information through the school or your community may be an option. For many caregivers though, it can be a challenge to balance a job, with paying for services that aren't covered by insurance, and feeling like they are providing all of the different types of services that their child needs. Now is also the time to begin thinking about and planning for your child's financial future. It can be hard to even think about your child being an adult and what types of resources he or she might need. By being prepared, planning early, and laying the groundwork for a solid financial future, you can make this process much more manageable and successful in the long run for your child's future. Tips and Ideas to Help Caregivers Cope There are a variety of options to empower caregivers in relation to financial planning. These include: * Figuring out what questions you have about financial planning and finding multiple contacts to talk to about your questions. * Taking inventory of the types of savings options that you have available to you. * Setting easy to achieve tasks related to financial planning to get you started. * Working with reputable and experienced financial planners with knowledge of the needs of families of children with disabilities. * Finding fun, affordable, and accessible activities for your whole family to enjoy. * Understanding how your thoughts about money may create stress. * Developing, as a family, fun and easy ways to save money together. 96 For Groups of Caregivers of School-Age Children with Autism Spectrum Disorders Caregiving and Finances Handout 4—Resources for more information * Household Planning worksheet: www.kiplinger.com/tools/ budget/ A budget planning worksheet * How to be the Family CFO: 4 Simple Steps to Put Your Financial House in Order by Kim Snider This book explains personal finances in an easy-to-use-way that will help you plan and save for your family's needs. * First Comes Love. Then Comes Money. A Couple's Guide to Financial Communication by Bethany and Scot Palmer. This is a book on communicating about money and achieving financial goals. * Coupons: www.coupons.com This Web site offers a lot of great ways to save money. * Easter Seals and Autism: www.easterseals.com/site/ PageServer?pagename=ntlc8_autism_state_profiles Visit this Web site for state information on autism demographics and state insurance coverage of autism. * Wrightslaw: www.wrightslaw.com This Web site offers a variety of information and resources to learn more about special needs trusts and other financial planning options for your child's future SSDI and Autism Waivers * Supplementary Security Income (SSI): www.ssa.gov/ssi/ This U.S. government Web site is a handy site for finding helpful information about SSI payments for children with disabilities. * U.S. Social Security Administration: www.socialsecurity.gov and www.socialsecurity.gov/pgm/links_disability.htm * Access these U.S. government Web sites to find helpful information about Social Security Disability Insurance (SSDI) benefits for adults disabled since childhood. * Social Security Online: www.ssa.gov/disability/ This is a U.S. government Web site with forms and information about SSDI and SSI. Notes For more educational products and programs, visit www.autismonline.com. AutismOnline is the only Web site of its kind devoted to providing research-based, effective, high-quality resources, products, and information on autism, across the lifespan. The mission of AutismOnline is to provide helpful products for all individuals affected by autism, including individuals with autism, caregivers, advocates, teachers, and professionals. AutismOnline is a unique and extensive resource for the autism community. Danya International, Inc.s (Danya) mission is to have an impact on global public health and education through development and implementation of breakthrough health communications, research, and technology programs. The company provides breakthrough solutions in the areas of public health communication, research and evaluation, information technology, education and training, program management support, and health product development. Danya is based in Silver Spring, Maryland, with offices in Atlanta, Georgia, and Nairobi, Kenya. To learn more about Danya, visit www.danya.com. 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Blue-Green Algae Blooms Frequently Asked Questions (FAQ) 1. What are blue-green algae? Blue-green algae are primitive, microscopic plants that live in fresh water. Their scientific name is Cyanobacteria but they are commonly known as 'pond scum'. Normally blue-green algae are barely visible. These algae thrive in areas where the water is shallow, slow moving, and warm, but they may also be present below the surface in deeper, cooler water. 2. What are algal blooms and why do they happen? When certain conditions are present, such as warm weather, low winds and high levels of plant nutrients in the water, blue-green algae populations can very quickly increase to form a large mass called an algal bloom. The bloom can cause the water to have a foul odour and pea-soup colored foam, scum or mat appearance. Algal blooms can block sunlight that other organisms need to live. When the algal blooms start to die, the oxygen in the water starts to deplete. Blooms most commonly occur during the late summer and early fall. Phosphorus and nitrogen are the main plant nutrients that all plant types, including algae, need to grow. These substances are present in household and agricultural fertilizers, industrial wastewater, sewage, waste management systems and septic systems. Plant nutrients are carried to water bodies through rain runoff or when snow melts, and become a source of food for algae and other plants. Phosphorus greatly influences the growth of algal blooms. 3. Are algal blooms poisonous? Some algal blooms can produce toxins that are harmful to the health of people, animals, plants and the environment. The most common Discover Develop greater scientific knowledge of our region in order to adapt to climate change and respond to its impact on the safety, health, and economic well-being of our residents. ERCA has developed a vast amount of scientific knowledge on our region's natural and cultural landscapes, shorelines, and watersheds. We know from our experience that our region is impacted by, habitat loss, coastal processes, and changing land use patterns. The ability of the region to adapt to changing climate conditions, unpredictable weather and associated flood threats directly impacts the safety, security and economic well-being of our residents. Above: Blue-green algae blooms wash up on the shores of Kings ville, October 2011. Left: A NASA satellite image of blue-green algae blooms in Lake Erie, October 2011. toxins in blue-green algal blooms are called microcystins. These tox ins are released to the water when the algae cell wall is broken. As a precaution, any blue-green algal bloom should be regarded as being potentially toxic. Different blue-green algae toxins can irritate the skin or cause dam age to the liver or nervous system. If you drink water or eat fish or blue-green algal products (such as health supplements) contain ing elevated levels of toxins, you may experience headaches, fever, diarrhoea, abdominal pain, nausea and vomiting. If you swim in contaminated water, you may get itchy and irritated eyes and skin, as well as other hay fever-like allergic reactions. Children are at greater risk if they swallow high levels of toxins, because of their compara tively lower body weight. Pets and other animals could also become extremely ill. If you suspect you might have come into contact with blue-green algae toxins and are experiencing any of the above symptoms, rinse any scum off your body and consult your physician immediately. 4. What happens if blue-green algae is in my drinking water? In treated drinking water, if the toxin is found to be at levels higher than the respective treated drinking water standard, the Ministry of Environment (MOE) is notified. MOE then notifies the local Health Units, municipalities, Conservation Authorities and other stakehold ers. Local Health Units notify the public. 5. Who do I call if I suspect the bloom is blue-green algae? If you suspect a blue-green algae bloom, assume toxins are present. Avoid using the water for any purpose and call the Ministry of the Environment (MOE) Spills Action Centre (SAC) at 1-800-268-6060. 6. What do I do if I see blue-green algae on my shoreline? * Avoid all contact with the water * Use alternate water sources as needed * Keep children and pets away from the algae * Do not use the water for drinking or any other purpose (note: countertop jug filtration systems do not properly remove the algae) * Do not boil the water as this may release more toxins * Do not add any chemicals to the water, as the use of herbicides, copper sulfate, other algaecides and disinfectants like chlorine may also release more toxins 7. How can blue-green algae be reduced or prevented? Algae needs plant nutrients to grow. Reducing or eliminating the plant nutrient input to water bodies is key to reducing or preventing the growth of blue-green algae. Urban and rural best management www.erca.org www.ourgreenlegacy.org practices such as using phosphate-free detergents, eliminating the use of fertilizers and maintaining naturalized shoreline on lakefront properties, proper maintenance of septic tanks and reducing agricul tural runoff (for example, through crop rotation and cover crops) will all help reduce the nutrient input to water bodies. 8. What other testing for blue-green algae toxins in Lake Erie is being done? * In 2012, the MOE is undertaking sampling in the western basin of Lake Erie and in the Lake St. Clair during the summer-fall months to test for the blue-green algae toxin, microcystins, in the nearshore waters. Test results will be shared with local Conservation Authori ties and other organizations. * The National Oceanic and Atmospheric Administration (NOAA) Center of Excellence for Great Lakes and Human Health located in Ann Arbor, Michigan, tests for microcystins weekly during warmer months as well, at several locations in the western basin of Lake Erie. http://www.glerl.noaa.gov/res/Centers/HABS/western_lake_erie. html. * A Harmful Algal Bloom (HAB) Bulletin has been developed by NOAA to provide a weekly forecast for toxic algal blooms in western Lake Erie. When a harmful bloom is detected by the experimental system, scientists will issue the forecast bulletin. The bulletin depicts the HABs' current location and future movement, as well as catego rizes its intensity on a weekly basis. http://www.glerl.noaa.gov/res/ Centers/HABS/lake_erie_hab/lake_erie_hab.html Resources/Links: http://www.ene.gov.on.ca/stdprodconsume/groups/lr/@ene/@ resources/documents/resource/std01_079455.pdf http://www.ene.gov.on.ca/stdprodconsume/groups/lr/@ene/@ resources/documents/resource/std01_079456.pdf http://www.ec.gc.ca/inre-nwri/default.asp?lang=En&n=99B93178-1 http://www.hc-sc.gc.ca/ewh-semt/pubs/water-eau/cyanobacter-eng.php http://www.cdc.gov/nceh/hsb/hab/default.htm http://www.glerl.noaa.gov/pubs/brochures/bluegreenalgae_factsheet.pdf Contact: Chitra Gowda MA.Sc, Water Quality Specialist Essex Region Conservation Authority 519-776-5209 ext. 342 firstname.lastname@example.org 100% Post Consumer Recycled Paper	<urn:uuid:60ee4431-ed12-4f0c-8458-6a6f8f6b21cf>	CC-MAIN-2018-13	http://erca.org/wp-content/uploads/2013/01/blue_green_algae_blooms_faq.pdf	2018-03-21T20:18:39Z	crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00546.warc.gz	96,591,078	1,563	eng_Latn	eng_Latn	0.993165	eng_Latn	0.993979	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2465, 7111 ]	[ 3.125 ]	1	9
P. O. Box 540115 Waltham, MA 02454-0115 Tel: 781-894-1179 Email: firstname.lastname@example.org www.thealliancefordemocracy.org Why You Should Care Industrial Agriculture Is Not Sustainable Our current system of agriculture, which substitutes chemicals for living soil, is not sustainable. It is killing soil, creating dead zones in the oceans, pouring greenhouse gases into the environment, and destroying biodiversity. The earth is our only home, and we must learn to relate to it as a living system, not as an environment we can exploit for profit, while killing its ability to regenerate. Corporate Agriculture Is Not Healthy We are having epidemics of health problems created by modern agriculture, especially obesity, diabetes, heart disease and cancer. We need healthy soil to raise healthful food, both plant and animal. Food-borne pathogens, the only form of unsafe food recognized by the Food and Drug Administration, is the least of our worries. Those causing the problems are also telling us how to eat, and a great deal of what you think you know about that is wrong. Local Food Brings Local Prosperity Our oligarchic food system sucks money out of our local communities and concentrates it in the hands of a few multi-national corporations. Eating locally-produced food circulates money locally and strengthens local economies. A thriving local food system means more jobs and a more vibrant and healthy economy. It also builds the resiliency needed when times get tough. Local food tastes good, too! Food Strengthens Communities Breaking bread together is a time-honored way of celebrating life in community. Church suppers, bake sales, Grange pig roasts and all of the other gatherings bring people together. It is hard to be disagreeable to people when you are all eating together! And when people care about food, they care about people, and find ways to make sure that everyone gets to eat. What You Can Do Pass an Ordinance Put your community in charge by passing a local ordinance that strengthens your food system. Tailor the Local Food and Community Self-Governance Ordinance to your community and its needs and get it passed. You will be told you can't do that. Do it anyway. Then persist. Move Your Food Dollars Never shop at Walmart. Find your local farmers and farmers' markets. Create a community garden. Stay away from the processed foods in the supermarket; learn to cook. Say good-by to McDonald's and Burger King, etc. Form a food circle with friends and help each other to eat only food sourced within a given radius (except for chocolate, of course!). Educate Yourself Study your state constitution, agriculture laws, and local governance structure. Learn more about nutrition, but not from sources that use the USDA food pyramid. Inform yourself about the connection of industrial agriculture and climate change. Read the history of the Grange and the Populist movement. Find out about food co-ops and their place in our economy. Create a Food Community Grow veggies for your local food pantry. Save and exchange seeds. Host a food swap — trade some of your dilly beans for your neighbor's cookies. Host a seasonal, local food potluck. Share what you know about food, farming and history. Form a local food policy council. Bake for community events. Ignore political affiliations. Feed the hungry. Raise food of all kinds. Share food.	<urn:uuid:ff58363a-c053-4b04-91ca-7d68bd750ada>	CC-MAIN-2017-34	http://www.thealliancefordemocracy.org/pdf/AfDJR6322.pdf	2017-08-24T06:43:05Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00654.warc.gz	675,563,480	705	eng_Latn	eng_Latn	0.997965	eng_Latn	0.997965	[ "eng_Latn" ]	false	docling	[ 3390 ]	[ 2.46875 ]	1	1
WAH Part 3-The Wound ( Session worksheet) Masculinity is bestowed. A boy learns who he is and what he's got from a man, or the company of men. He cannot learn it from any other place. Every man carries a wound and it usually comes from the father (or lack of a father). The arrow strikes at the very centre of our heart, in the place of our strength. It strikes at our deepest question 'Do I have what it takes' and the wound always says "NO". We cannot get our hearts back until our wound is healed. So your aim is to go back in time and find our wound. From the wound we choose a way of life that gives way to the false self. Remember the poser comes out our fear, and our fear comes out of our wound. 1. Can you say that your father, another key man or a company of men actively intervened on your behalf in order to tell you who you are as a man? Yes/No 2. What did your Dad teach you about yourself as a man? Answer: 3. Did he teach you to make things, play the piano, chess, become competent in practical activities? Did he teach you your moral code? Explain women to you and how to treat them? Answer: 4. What was your Dad's answer/message to you to your question 'Do I have what it takes' Did he affirm you? Did he call you by a special name? 'Seagull' or 'Tiger'. Answer: 5. Are you comfortable with physical affection from your children? Did you have affectionate physical contact from your father when you were young? Did he take you camping, canoeing, to the footy, wrestle with you, instruct you about life in general? Can you hug him? Answers: 6. Was your father a driven or a passive man? Which is true of you? Do you change your identity from work to the home? Example: Pleasant and helpful at work to angry and complaining at home. Answers: 8. How did he express his interest or disinterest in you and what was his spoken or unspoken message to you? Answers: 9. What is your wound? Can you put words to it? Do you remember how it was given-the way it came? Answer: 10. What was the message of the that wound-or that series of wounds? What did it say to you about yourself? Answer: 11. What are some of the affirming words you would have loved to hear or have heard from your Dad. Could you write a letter to yourself from him, not as he would have written it, but as you would have hoped he would have written it, including all those things you would want to have heard him say.	<urn:uuid:62b3a1bb-ae54-4fa2-a5fb-3f3f5990685a>	CC-MAIN-2017-34	http://canberraforerunners.org/wp-content/uploads/2016/11/WAH-PART-3-The-Wound.pdf	2017-08-24T06:57:32Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00655.warc.gz	70,419,910	568	eng_Latn	eng_Latn	0.999733	eng_Latn	0.999733	[ "eng_Latn" ]	false	docling	[ 2407 ]	[ 2.34375 ]	2	4
Study Guide -- Database, Internet Searching & Boolean Quiz Quiz Date: _________________________ Name: ____________________________ 1. Successful Internet searching requires A. B. C. 2. Examples of Boolean Operators we have learned so far: 1) Operator: _____________, What it does: __________________________ 2) Operator: _____________, What it does: __________________________ 3) Operator: _____________, What it does: __________________________ 4) Operator: _____________, What it does: __________________________ 5) Operator: _____________, What it does: __________________________ 3. Define Boolean Operator: ________________________________________________________________________ ________________________________________________________________________ 4. Writing a Search String: Process Step 1: Define the problem and essential question. Figure out what you need to look up on the Internet. Sample: Your assignment is to Electric Libaray and research the history gold exploration in Alaska. Make sure you list sources that answer the question. Essential Question: Step 2: Circle the main search words, write them below, then brainstorm for other words to search with. Step 3: Write out a possible search string. Step 4: Test it! Go to Electric Library and test your search string. If you get no results, you try again using a different string. Write down three article titles you found that answer your essential question. 1. 2. 3. 6. What are the databases that we have looked at so far and what are some of their key features? What are they best at? 1. Database: ____________________ Outstanding feature: _______________________ 2. Database: ____________________ Outstanding feature: _______________________ 3. Database: ____________________ Outstanding feature: _______________________ 7. What are some of the specialty Internet sites that we have looked in class that are good resources for you in your studies? 1. 2. 8) I need to find out as much as I can about a new drug that my uncle is taking to help fight off a rare medical condition he has. Can you help me?.... what database does Edgecumbe has access to that I might use be able to research this drug?:_________________________ 9) HELP! I need pictures of Venus and I need them quick. Our teacher told us we had to use one of the databases we have access to on the Internet. Do you know which one I should use?:_________________________________ 10) Every time I type in my search words (human genetics) I get a million web site hits. Is there something simple I can do that will help the search engine understand that I want only sites that cover only human genetics , and not human and genetics ? ______________________________________________________ 11) I need maps of the Oregon trail. Do you have a tip on which database I might try to use? _______________________________________________________ 12) Where is the a good site to go to look up anything Alaska? ________ (to cover 11/25) A. I get real frustrated trying to figure out if the information on web sites is reliable. Can you provide me with some guidelines (at least four guidelines) that will help me make wise decisions when trying to judge the reliability of information on a web site? 1)________________________________________________________ 2)________________________________________________________ 3)________________________________________________________ 4)________________________________________________________ B. Explain the difference between a search engine and a database? C. Which gives a larger view of the web: search engine database Why?	<urn:uuid:c12bb069-bfb7-43d5-9a4b-2d40efa1a0a5>	CC-MAIN-2017-34	http://daleandlu.com/lseapy/computers/internet/quiz_rev.pdf	2017-08-24T06:44:26Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00660.warc.gz	101,465,537	717	eng_Latn	eng_Latn	0.972081	eng_Latn	0.995652	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1088, 1964, 3659 ]	[ 3.78125 ]	1	0
Food Safety for Campus Events A guide to keeping foods safe before, during and after an event. Foodborne illnesses are dangerous. A fun event can have a horrible outcome if steps are not taken to ensure the food is handled properly before and during the event. Even the leftovers could possibly make someone very sick if the food has been mishandled. The enclosed information is designed to be a brief overview of some key steps that if practiced will prevent many forms of foodborne illnesses. There are no guarantees as food safety has to begin with the food source, but correct handling can prevent and in many cases eliminate some forms of bacteria and the spread of viruses that could otherwise cause illnesses. On campus, all University Dining Services' managers and key employees are certified in food safety. Extensive systems are in place for taking and maintaining temperatures, receiving, storage, preparation and service that ensure the food we serve is safe. For more detailed information refer to the resources listed below. www.vdh.virginia.gov/EnvironmentalHealth/Food/FoodSafety or www.fda.gov Start off Clean Be Equipped for Safe Food Dangerous bacteria and viruses can be transmitted easily from people cooking and serving food, dirty equipment and from raw food contaminating ready to eat food. - Wash your hands Frequent hand washing with hot water (100°) and soap for 15‐20 seconds is the best defense from bacteria and viruses that can make you and other people sick. Hand Antiseptics do not ever replace a thorough hand washing and do not remove many dangerous pathogens from your hands. When working with food always wash your hands: Before you begin After using the rest room Before and after handling raw meat Whenever handling chemicals that may contaminate food After sneezing or coughing Touching anything that may contaminate food - Wash your equipment - Thoroughly wash fruits and vegetables under cold running water including the outer peels and rind of melons and hard skin fruit before slicing. Cutting boards, counter tops, tables, utensils and coolers might look clean but may contain dangerous levels of bacteria. Wash with hot soapy water and rinse thoroughly before and after each use. Most cases of foodborne illness are caused by high risk foods being time and temperature abused by being: - Cooked to the wrong temperature - Held at the wrong temperature - Cooled or reheated incorrectly Be prepared to keep your hot food hot and your cold food cold whether it's for a picnic or a catered dinner. Plenty of ice On your checklist for your event be sure to add the following; Coolers Set salads or condiments made from high risk foods into disposable pans with a layer ice to keep chilled for service. Dipsosable Chafers(available at most party goods stores) with sterno Clean utensils Cleaning cloths and soapy water Bimetallic Food Thermometer is the only way to know that the temperature of your food is safe: Prevent Cross Contamination Bacteria can multiply and be transferred from soiled equipment such as coolers, cutting boards, cleaning cloths and utensils that have not been properly washed and sanitized after each use. - Don't reuse cutting boards, counters, tables, and utensils after handling raw meat & poultry. Wash and sanitize thoroughly before re‐using. [x] Store raw meats & poultry separate from ready to eat salads, fruits, vegetables. Use separate coolers if refrigeration is not available. [x] Keep chemicals stored separately from food and never use cleaning supply buckets or bottles to store food. 1. Start with clean hands, equipment and work surfaces and keep it clean throughout the event. 2. Never thaw food at room temperature. Thaw in a refrigerator, by microwave, under cold running water or as part of the cooking process (such as using frozen burgers). 3. Use separate cutting boards and utensils for raw or cooked meats and ready to eat foods. 4. Keep high risk foods refrigerated until ready to cook or eat. 5. In the refrigerator, store raw meats below ready to eat food such as fresh salads and vegetables. Use a separate cooler for raw meats if a refrigerator is not available. 6. Do not overload your cooler or refrigerator. Keep cold foods cold. Store food in the refrigerator (40° F or below) or freezer (0° F or below). 7. Cook food to safe internal temperatures (see the Safe Cooking Temperatures chart on the right). Use a food thermometer to check. 8. Keep hot foods hot. Maintain hot cooked food at 140° F or above. 9. Reheat cooked food to 165° F 10. If using a microwave to re‐heat or cook food, use small batches, rotate and cook to 165° F. 11. Don't leave food out at room temperature for more than 2 hours or less on a hot day at a picnic 12. After the event, cool down food in small batches. For soups and chili try setting small containers of hot chili or soup in pans of ice before putting in the refrigerator. 13. Handle leftovers carefully. If in doubt, throw it out. If you feel like a product has been exposed to dangerous temperatures, don't take a chance, dispose of it. 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As Seen In A glimpse into how Michigan's history has influenced the cultural arts. MANOOMIN Michigan's Native Grain Cultural Corner C C by Barb Barton Traditional ricers Charlie and Terry Fox harvesting in Rice Bay on Lac Vieux Desert in 2014. (Photo courtesy of Charles Rassmussen, Great Lakes Indian Fish and Wildlife Commission.) Recipe background image: Wild Rice Salad. (Photo courtesy of the Great Lakes Indian Fish and Wildlife Commission.) Page background image: A view of wild rice harvested inside a canoe. (Photo courtesy of the author.) Rinse wild rice until water is clear. Soak wild rice in hot water, covered, overnight. Wild rice should be split and curled by morning. Add a cup or so of water to rice so you have enough to boil. Bring wild rice to a boil, shut off heat, cover. Let cool, drain off excess water. Mix maple syrup, maple sugar, strawberries, and blueberries into the rice. Refrigerate until ready to serve. Before serving, gently fold in the raspberries. Barb Barton is an author, endangered species biologist, wild foods forager, and singersongwriter. She has worked on wild rice conservation and education since 2008 and her new book Manoomin: The History of Wild Rice in Michigan (MSU Press) will be released June 2018. Few people outside the tribal communities have heard about a protein-packed wild grain that grows in Michigan, perhaps because it was more abundant 100 years ago than it is today. The Anishinaabek—Ojibwe, Odawa, and Potawatomi—know about wild rice, or Manoomin "the good berry," because it is central to their traditional migration story. Long ago, the People of the Three Fires lived on the northeast coast of what is now the United States. The story says that they were visited by several prophets, two of whom advised them to travel westward to the "place where food grows on water" or else they would be destroyed. And so, the Anishinaabek began their long journey toward the land of the setting sun. When they arrived in the Great Lakes region, they finally found the food that grows on water—wild rice. Wild Rice Fruit Salad from Wayne LaBine, Sokaogon Band of Lake Superior Chippewa Reprinted by permission of Michigan State University Press. 1 pound wild rice ½ cup pure maple syrup 2 T maple sugar or brown sugar 1 pint fresh strawberries, quartered 1 pint fresh blueberries 1 pint fresh raspberries © 2017 of Michigan wild rice is harvested from canoes, hand-parched, and "danced" on to remove the hulls—although today a machine is often used in place of "dancing." Sadly, there are few ricing lakes left in the state, and thus the supply of wild rice available for sale is extremely limited. The LaBine family, most of whom are members of the Lac Vieux Desert Band of Lake Superior Chippewa in the western Upper Peninsula, has riced for generations and cooks with Manoomin on a regular basis. Dishes are often made with whatever ingredients are available, with a pinch of this and a handful of that. A visit to the home of Terry Fox, nee LaBine, will almost always find a pot of Manoomin cooking on the stove to be used in soup or as a side dish. The oldest brother, Roger, is wellknown for his tasty walleye recipe and also makes a delicious popped wild rice trail mix. By far, the family's favorite dish is wild rice fruit salad, a tasty recipe brought home from a Midewiwin ceremony in Roseau River, Manitoba, by Wayne LaBine, a member of the Sokaogon Band of Lake Superior Chippewa. The recipe uses seasonally available fruits and requires patience and great care. But it is well worth the effort for both taste and nutrition! M ichigan has an abundance of nutritious wild foods, including mushrooms, nuts, roots, a variety of fish and game species, maple sugar, berries, and greens. Those foods, often referred to as the first medicines, were historically the only nutrition for the Native peoples of this land. Many wild foods were incorporated into the diets of the European colonizers as they moved into the area—yet today, much of that precious knowledge of using wild foods has been lost. Our wild foods menu has been whittled down to just a small percentage of what we once enjoyed on our dinner tables. Historical Society It is difficult to find hand-harvested wild rice for sale in Michigan. Most of the places advertising it are actually offering paddy-grown rice, a domesticated version. True Michigan 12	<urn:uuid:42ce2ed7-9f15-4c88-ae56-7e741d93d08e>	CC-MAIN-2017-34	http://www.hsmichigan.org/wp-content/uploads/2013/08/Current-Chronicle-Article.pdf	2017-08-24T06:46:44Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00659.warc.gz	575,213,203	1,005	eng_Latn	eng_Latn	0.997683	eng_Latn	0.997662	[ "unknown", "eng_Latn" ]	false	docling	[ 10, 4395 ]	[ 2.71875 ]	1	0
Annotated Bibliography Assignment: Your assignment for the next several weeks will be to create a perfectly cited annotated bibliography of web pages and resources found during this project. You will need: 2 citations from the following web databases and specialty sites: Infotrac Health Resource Center, Electric Library, Ebsco Host, Worldbook Online, and Alaska State Library Page. Your citations must be perfect to receive credit. You must have exact punctuation, capitalization, and formatting as this is expected in further education. Follow the examples exactly if you want credit. For your annotations, you must provide 3-5 sentences describing your web site or article. For full credit, comments should summarize the information found in the source and give an opinion of the article. Mention specifically what was featured in the site then give your overall judgment of the page. Online Magazine Article Author. "Article Title." Magazine. Date. Date you read it. Address. Abilock, Debbie. "The Gestalt of Online Searching." Multimedia Schools. Nov. 1997. 31 Dec. 1997. http://www.infotoday.com/MMSchools/nov97/story.html. Online Magazine Article with more than one author: Authors. "Article Title." Magazine. Date. Date you read it. Address. Abilock, Debbie and Ray Helfer. "The Gestalt of Online Searching." Multimedia Schools. Nov. 1997. 31 Dec. 1997. http://www.infotoday.com/MMSchools/nov97/story.html. Proper Internet Citations Professional Web Page: Author. "Title of web page." Part of a group (or section) page found . Date created or last revised. Sponsoring association or institution. Date you saw the site. Address. Ablilock, Debbie. "Research on a Complex Topic." Nueva Library Help. 9 Sept. 1997. Nueva School. 31 Dec. 1997. http://www.nueva.pvt.k12.ca.us/~debbie/library/research/advice.html. Personal Web Site or Home Page Author. Page title or description. Date created or last revised. Date you saw it. Address. Abliock, Damon. Home page. 6 Jul. 1994. 31 Dec. 1997. <http://www.cs.ucla.edu/~dla/>. Online Newspaper Article Author. "Title of Article." Name of Newspaper. Date of publication. Section. Date you read it. Address. Stevens, William K. "Computers Model World's Climate, but How Well?" New York Times on the Web. 4 Nov. 1997. CyberTimes. 31 Dec. 1997. http://www.nytimes.com/library/cyber/week/110497weather.html. Sample Citations Online Magazine Article: Abes, Donald. "Tlingit Threads." America Schools. Nov. 1999. 31 Dec. 1997. http://www.asu.edu/nat_studies.html This article covered ceremonial and traditional clothing worn by Tlingits. Most of the clothing pictures had animals made out of beads. The same designs were on the blankets they wore on their back. Some of the men had nose rings. A few pictures had kayak paddles in them, and they were carved into animal heads. This article provided many photographs and a little text about clothing. I thought it was very thorough in covering its subject. Professional Web Page (author's name missing): "Alaska Studies & Cultures." Inupiaq Culture. 9 Sept. 1997. North American Native Association. 31 Dec. 1997. http://www.nan.org/inupiaq_culture.html. This website pictured a wide variety of objects showing how the Inupiaq lived before the 20th century. You could see how they survived using the land around them, and how they used simple objects to stay comfortable. I thought that this collection was very helpful because you could see how the Eskimos lived and that they were very sophisticated.	<urn:uuid:15c01e39-c21f-42fd-8244-d2f36f8247a7>	CC-MAIN-2017-34	http://daleandlu.com/lseapy/computers/internet/annotated_bib.pdf	2017-08-24T06:45:57Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00657.warc.gz	104,213,037	840	eng_Latn	eng_Latn	0.978027	eng_Latn	0.979372	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1829, 3517 ]	[ 2.3125 ]	1	0
The Ions are Coming! 05.25.2007 + Play Audio \| + Download Audio \| + Email to a friend \| + Join mailing list May 25, 2007: A scientist using the Solar and Heliospheric Observatory (SOHO) has found a way to forecast solar radiation storms. The new method offers as much as one hour advance warning, giving astronauts time to seek shelter and ground controllers time to safeguard their satellites when a storm is approaching. "Solar radiation storms are notoriously difficult to predict—they often take us by surprise," says physicist Arik Posner who developed the technique. "But now we've found a way to anticipate these events." Right: Artist's concept of a radiation storm approaching Earth. [More] Posner is a member of the research staff of the Southwest Research Institute in San Antonio, Texas; he also works at NASA Headquarters in Washington, DC. His study, Up to one-Hour Forecasting of Radiation Hazards from Solar Energetic Ion Events, appears in the journal Space Weather. Solar radiation storms are swarms of electrons, protons and heavy ions accelerated to high speed by explosions on the sun. Here on Earth we are protected from these particles by our planet's atmosphere and magnetic field. Astronauts in Earth orbit are fairly safe, too; Earth's magnetic field extends out far enough to shield them. The danger begins when astronauts leave this protective cocoon. The Moon and Mars, for instance, have no global magnetic fields, and "astronauts working on the surface of those worlds could be at risk," says Posner. "A one hour warning would reduce the odds of an astronaut being caught in a solar storm outside of a lunar habitat, where astronauts are most vulnerable," notes Francis Cucinotta, chief scientist for NASA's Space Radiation Program. Spacecraft and satellites would also benefit. Subatomic particles striking CPUs and other electronics can cause onboard computers to suddenly reboot or issue nonsense commands. If, say, a satellite operator knows that a storm is coming, he can put his craft in a protective "safe mode" until the storm passes. Sign up for EXPRESS SCIENCE NEWS delivery The type of particle most feared by astronaut safety experts is the ion, that is, an atom which has lost one or more of its charge-balancing electrons. "Energetic ions can damage tissue and break strands of DNA, causing health problems ranging from nausea to cataracts to cancer," says Cucinotta. So the goal is to predict when the ions will arrive. The key to that, it turns out, is electrons. "Electrons are always detected ahead of the more dangerous ions," says Posner. This has been known for years, but only recently has Posner's research turned the "electrons first" aspect of radiation storms into a tool for forecasting. http://science.nasa.gov/headlines/y2007/25may_costep.htm?list163612 05/26/2007 Above: Posner's forecasts for the intense "Halloween storms" of 2003. Black denotes the predicted ion flux; red is what was actually observed. [More] Every radiation storm is a mix of electrons, protons and heavier ions. The electrons, being lighter and faster than the others, race out ahead. They are like heralds proclaiming the ions are coming! Posner realized that by measuring the "rise time and intensity of the initial electron surge" he could tell how many ions were following and when they would arrive. The key to the breakthrough was the COSTEP instrument onboard SOHO. COSTEP is short for "Comprehensive Suprathermal and Energetic Particle Analyzer." Essentially, the device counts particles coming from the sun and measures their energies. Posner looked at hundreds of radiation storms recorded by COSTEP between 1996 and 2002, and he was able to construct an empirical, predictive matrix: "Plug electron data into the matrix, and an ion forecast pops out." The next step was to test his results. He decided to try out the matrix on COSTEP data gathered in 2003, a year he hadn't yet analyzed and which formed no part of the matrix itself. "I applied the matrix to the electron data; it successfully predicted all four major ion storms of 2003 with advance warnings ranging from 7 to 74 minutes." http://science.nasa.gov/headlines/y2007/25may_costep.htm?list163612 05/26/2007 Above: Posner's ion storm forecasting matrix.Click here to view a more complete version of the matrix with extended caption. Posner says the method is not yet perfect. He points out, for instance, the brief seven minute warning for one storm in 2003. "I'd like to improve that," he says. "The matrix also generated three false alarms for 2003—that is, storm alerts followed by weak storms or no storms at all." In those few cases, astronauts would have dashed to safety unnecessarily. Improvements will come as Posner works his way through even more of COSTEP's rich dataset: "Launched with SOHO in 1995, COSTEP has been operating through an entire solar cycle including the solar maximum in 2001—and it is still going strong," says Prof. Bernd Heber, COSTEP's principle investigator at the University of Kiel in Germany. The method is currently being considered by planners at the Johnson Space Center in their design of future lunar missions. "Posner's technique reduces the odds of exposure by more than 20 percent compared to current methods, allowing astronauts to venture farther from their outpost," says Cucinotta. "That's good news for both science and exploration." SOHO is a project of international cooperation between the European Space Agency and NASA. To learn more about SOHO, visit the mission's home page: http://sohowww.nascom.nasa.gov/ SEND THIS STORY TO A FRIEND Author: Dr. Tony Phillips \| Production Editor: Dr. Tony Phillips \| Credit: Science@NASA http://science.nasa.gov/headlines/y2007/25may_costep.htm?list163612 05/26/2007	<urn:uuid:beb465dc-7e0e-415d-8c1f-5f488149b3f3>	CC-MAIN-2017-34	http://www.sunflower-astronomy.com/KCKCC_Docs/NewsArticles/The_Ions_are_Coming.pdf	2017-08-24T06:36:59Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00657.warc.gz	706,632,802	1,263	eng_Latn	eng_Latn	0.998554	eng_Latn	0.998651	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2839, 4236, 5796 ]	[ 3.203125 ]	1	4
Small Gasoline Engines Academic Content Area: Mathematics – Grade 11 Career Development Event Content 1. Written examination covering selection, engine theory and principles of operation, maintenance, repair, adjustment and services of two-stroke and four-stroke cycle multi-fuel engines. 2. Use a service manual and parts manual. 3. Identify small gasoline engine parts and service tools. 4. Inventory required tools. 5. Complete a troubleshooting checklist indicating their strategy for repairing the engine. 6. Troubleshoot and repair a "bugged" engine. 7. Complete a job sheet for required maintenance. 8. Present an oral report including a meeting with the customer to present the bill, explain the services performed and answer customer questions. Related Academic Standards/Anchors Objectives 1-8: 2.2.11.A,B; 2.3.11.A,C; 2.5.11.A,B,C Connecting Examples: CDE Objectives and Standards/Anchors Ex. 1 – Related to: 2.2.11.A: Develop and use computation concepts, operations and procedures with real numbers in problem-solving situations. Students must have a diverse knowledge of computation concepts, operations and procedures that require real numbers for problem-solving in engine troubleshooting. Ex. 2 – Related to: 2.3.11.A: Select and use appropriate units and tools to measure to the degree of accuracy required in particular measurement situations. Students are required to use specific small engine service tools to a particular degree of accuracy. For example, students must know and be able to use the proper formula for determining piston displacement: displacement = bore2/4 x 3.14 x stroke. Also, when an engine is operating at 3000 rpm, each valve opens and closes in approximately how many seconds? Small Gasoline Engines Academic Content Area: Reading, Writing, Speaking and Listening – Grade 11 Career Development Event Content 1. Written examination covering selection, engine theory and principles of operation, maintenance, repair, adjustment and services of two-stroke and four-stroke cycle multi-fuel engines. 2. Use a service manual and parts manual. 3. Identify small gasoline engine parts and service tools. 4. Inventory required tools. 5. Complete a troubleshooting checklist indicating their strategy for repairing the engine. 6. Troubleshoot and repair a "bugged" engine. 7. Complete a job sheet for required maintenance. 8. Present an oral report including a meeting with the customer to present the bill, explain the services performed and answer customer questions. Related Academic Standards/Anchors Objectives 1-8: 1.1.11.A,C,E,F; 1.4.11.B; 1.5.11.A,C,F; 1.6.11.A,C,D,E Connecting Examples: CDE Objectives and Standards/Anchors Ex. 1 – Related to 1.1.11.F: Understand the meaning of and apply key vocabulary across the various subject areas. Students must develop a proficient knowledge of the vocabulary used in the small gasoline engine industry and across other subject areas for the purpose of relating to the customer. Ex. 2 – Related to 1.4.11.B: Write complex informational pieces. Students must be able to write an informational piece that educates the customer on services that took place on the engine (job sheet). Ex. 3 – Related to 1.6.11.A: Listen to others. Students are required to listen to their partners during the career development event for advice and suggestions. They should be asking clarifying questions, synthesizing information, ideas and opinions to determine relevancy and take appropriate notes. For example, students work together in pairs to complete all activities except the written examination. Small Gasoline Engines Academic Content Area: Science and Technology – Grade 10 Career Development Event Content 1. Written examination covering selection, engine theory and principles of operation, maintenance, repair, adjustment and services of two-stroke and four-stroke cycle multi-fuel engines. 2. Use a service manual and parts manual. 3. Identify small gasoline engine parts and service tools. 4. Inventory required tools. 5. Complete a troubleshooting checklist indicating their strategy for repairing the engine. 6,. Troubleshoot and repair a "bugged" engine. 7. Complete a job sheet for required maintenance. 8. Present an oral report including a meeting with the customer to present the bill, explain the services performed and answer customer questions. Related Academic Standards/Anchors Objectives 1-8: 3.1.10.A,D; 3.2.10.B,D; 3.4.10.C; 3.6.10.C; 3.7.10.A,B Connecting Examples: CDE Objectives and Standards/Anchors Ex. 1 – Related to 3.1.10.A: Discriminate among the concepts of systems, subsystem, feedback, and control in solving technological problems. Sub-point, identify the function of subsystems within a larger system (e.g., role of thermostat in an engine, pressure switch). Students must have a proficient knowledge of small engine systems, how they function and how to repair them. For example, one component of the career development event is engine repair. Students are required to look up part numbers and order the needed replacement parts for the troubleshot systems. Ex. 2 – Related to 3.2.10.D: Identify and apply the technological design process to solve problems. Students must be able to examine problems with the engine, rank all necessary information and answer all related questions. In addition, students must propose and implement a solution and communicate the process of the solution. Ex. 3 – Related to 3.7.10.A: Identify and safely use a variety of tool, basic machines, materials and techniques to solve problems and answer questions. Students are required to identify small engine service tools and utilize such tools for the performance of system repair and maintenance on small engines.	<urn:uuid:2da0b699-1f17-4bc8-8b78-af7569011c1f>	CC-MAIN-2017-34	http://aese.psu.edu/teachag/school-based-support/instruction/connection/engines	2017-08-24T06:57:45Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00660.warc.gz	10,268,237	1,261	eng_Latn	eng_Latn	0.99131	eng_Latn	0.991323	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1735, 3598, 5751 ]	[ 4.34375 ]	1	1
(1900-Present) As the world continues to advance, science, technology and the ideas of the world, continue to advance as well. These new changes have resulted in demographic shifts, which have changed the way humans interact with the environment and with each other. New scientific ideas were also introduced, challenging the previously "correct" ideologies of the world, such as: * The Big Bang Theory- states that the universe was created by explosion of immeasurably small compressed matter, and is still occurring, which means that the universe is still expanding. New technologies, like air travel, and the internet have provided us with efficient modes of communication and transportation that essentially eliminate the issue of geographic distance. Improved technology (tanks, airplanes, and atomic bombs) also gave way to improved military technology that came with new tactics like trench warfare (defensive fighting style used in WWI) which led to increased hostility between rival states (ex: Cuban missile crisis, nuclear arms race between US and USSR) and a more dangerous and violent type of warfare that resulted in increased levels of wartime casualties. (ex: Atomic bomb on Hiroshima) THE GREEN REVOLUTION- the result of advanced technology and the need to feed the world's growing population, greatly increased crop production, introduced fertilizers, pesticides, and genetically engineered high-yield crop varieties to the environment, which would essentially solve all the world hunger problems, but would also cause extreme environmental degradation. , resulting from advances in technology, increased the ability of humans to survive. Such as: Medical innovations * The polio vaccine- saved countless lives and ended the crippling paralyzing effect that came with the polio virus. It was great medical accomplishment of the World Health Organization (WHO), and showed how advanced medicine was becoming. Advances in technology including the use of oil and nuclear power, increased productivity and the production of material goods, and the consequence of greenhouse gases and other pollutants being released into the atmosphere was global warming. As the global population skyrocketed, humans began to interact with the environment differently, abusing it rather than gently using it. As humans discovered that the world's natural resources were valuable, they began to exploit and compete over the resources more intensely then they ever had before. Pollution threatens the world's supply of water and clean air, and deforestation and desertification have become a common human impact on the environment. As a result of species losing their habitats to our destructive behavior, rates of extinction of animals have increased greatly. CCOT CONTINUITIES CHANGES New scientific ideas New diseases New ways of more effective farming New modes of communication and transportation Scientists trying to better understand the world and improve upon it Use of the environment to benefit humans WHY: Because the world is modernizing, constantly WHY: Because people have always tried to understand the world and manipulation of the environment is almost necessary Demographic shifts: Diseases associated with poverty continued to exist, such as: * Malaria-it's a relatively easy disease to prevent/cure with the proper resources; however the nations that are impacted by it the most are so undeveloped that they cannot afford to cure malaria. Therefore, malaria has become an indicator of poverty. (Ex: some African nations) Other diseases arose in the form of epidemics such as: * The 1918 influenza pandemic- most severe influenza outbreak of the 20 th century, dramatic population decrease, the pandemic left aprox. 25 million people dead. In addition, modern lifestyles, most commonly associated with a higher life expectancy resulted in completely new diseases such as: * Alzheimer's disease- directly associated with people living longer, the brain just starts to deteriorate from old age Modern science also gave way to newer and more effective forms of birth control which empowered women and gave them greater control over their family size and their fertility. This indicated that the modern day women were not living in an extremely patriarchal society.	<urn:uuid:19e20c44-48f4-4482-af29-f9a05a9d09c2>	CC-MAIN-2017-34	http://albahaemhs.wikispaces.com/file/view/Science%20%26%20Environment%206-1.pdf/582268731/Science%20%26%20Environment%206-1.pdf	2017-08-24T06:42:02Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00669.warc.gz	17,704,394	826	eng_Latn	eng_Latn	0.997842	eng_Latn	0.997874	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1580, 4300 ]	[ 3.21875 ]	1	2
Education 2020 Step into the classroom in 2020 and see powerful forces at play. A global shortage of skilled talent propels career-focused learning. Virtual learning, digitization, and augmented reality have made our old definitions of a classroom obsolete. Evolving learning needs redefine what education means, who delivers it and how. Students become teachers, learning from one another through project-based learning and self-organized learning environments. Education funding shifts to pedagogical approaches proven to work via real-world trials. Unbundled, personalized, and dynamic education is the new normal. The classroom of the future Digitized classrooms Digital technologies pervade almost every aspect of the classroom, with enhancements such as desk-sized screens, tablets that track eye movement and thus attention, per formance dashboards, object-embedded intelligence, and interactive whiteboards. The maker classroom 3D printing makes its way into the classroom, allowing students to transform their ideas into actual models and test them, a practice already followed in manufacturing. 3D printing fosters creativity, innovation, and an interest in science and math. By 2020, the classroom has evolved into a creative space enriched by 3D printing, robotics, and real-time collaboration with community startups. 1 The global mobile education market grows to $37.8 billion in 2020, up from $3.4 billion in 2011. 3D printing company Makerbot is crowdfunding an effort to put a 3D printer in every school in the United States. Virtual laboratories Students perform physical science experiments virtually, with nothing more than Internet access. While these applications can't replace all real-world experiments, they can provide extra practice, guidance, and safety at a considerably lower cost. They also allow students to learn by making mistakes, sparking interest in the scientific method. Classroom or playroom? Now it's both More and more schoolwork is game-based, allowing students to learn through playing, building, and discovery. Playmaker, a Los Angeles-based school, incorporates gaming into its curriculum. In the "maker" space, students construct Rube Goldberg structures and make video games or machines. In the "imagination" space, students and teachers tap into their own interests and imaginations to develop ideas and projects. Large group activities, facilitated by multimedia, are conducted in the "adventure" room, such as historical role-playing scenarios and collaborative video gaming. Education technology mash-ups The mash-up of different technologies such as robotics, 3D printing, and programming results in big changes in education. Organizations emulate the approach of Play-i, which is crowdfunding its robot Yana (which stands for "you are not alone"). An interactive iPad app teaches kids to program the robot to perform simple tasks. The objective is to make kids the creators and directors, not just the consumers, of technology. Over time, kids will build their own complex tasks and moves for the robots and share them with the broader Play-i community. The augmented classroom Augmented reality (AR) applications become a common feature of interactive learning in schools, transforming a static learning experience into something immersive and dynamic. For example, instead of looking at diagrams in a book, a student learning about the human circulatory system points an AR-supported device at a classmate to visualize her heart beating. Next-generation teachers A new teacher-student relationship Telepresence, algorithm-generated lessons, teacher assignment algorithms, assessment algorithms, mobile learning platforms, and student-to-student teaching platforms all become part of most classrooms in developed countries. Overturning traditional teach er-student models, these technologies allow teachers to focus on teaching while artificial intelligence helps personalize the lessons. Robot teaching assistants Classroom robots learn from every interaction with humans and accu mulate knowledge. Fully autonomous, guided by artificial intelligence software, and features such as motion tracking and speech recognition, the robots help young students learn simple skills while adapting to their psychology. For example, no child likes to admit his or her own mistakes but may be happy to correct someone else's; robots can be programmed to make carefully calculated errors when working with students, who learn while correcting them. Robots won't replace human teachers; instead they serve as effective teacher helpers. 2 Sandra Okita, an assistant professor at Teachers College, Columbia University, has programmed her robot "Projo," to make carefully calculated errors when working with students. As students point out those errors to Projo, they consciously avoid making similar mistakes in their schoolwork. PBS released a new augmented reality application for its math series Cyberchase. Funded by the US Department of Education, the Cyberchase Shape Quest mobile application helps children develop their geometry, spatial reasoning, and problem solving through math-based games in an augmented reality environment. Rise of the hybrid teacher The career path for teachers evolves. Many teachers increasingly serve in hybrid roles, teaching in the classroom half the time and devoting the rest of the day to activities such as researching teach ing methods, coaching teacher candidates, or working with district administrators on community outreach programs. Teachers who can "read minds" Face-coding algorithms help teachers learn from students' facial expressions. They can know when students are confused or strug gling with a concept, and even gauge the expressions of autistic chil dren. Facial coding also improves online education. Advanced neural headsets will allow teachers to actually "read" students' minds—a red beeping light warns of students whose focus and attention have dropped below acceptable levels. Affectiva, a start-up from MIT's media lab uses its software, called Affdex, to help understand the facial expressions of autistic students. With over one billion facial expressions in its database, the software analyzes facial cues to determine underlying emotions. The evolution of learning Personalized learning for everyone In the online world of 2020, students have unprecedented access to learning resources around the globe, largely without refer ence to barriers such as time, location, and institution. Academic analytics and facial coding technology are built into online learning environments, enabling real-time assessment and personalization of con tent. Most students have their own digi tal learning profiles recording their skills, knowledge, and credentials throughout their lifetimes. These profiles are updated automatically based on learning and career experiences. Self-organized learning environments (SOLE) Self-organized learning environments (SOLEs) give students more control over what and how they learn. Cognitive calibration in the classroom By 2020, students at the best schools each have cognitive profiles that inform their individual learning plans. Uncovering this information is relatively expensive, how ever, and wealth disparities create disad vantages for some. A 2013 MetLife survey found that 25 percent of teachers were interested in a role combining teaching and some sort of leadership position; yet 84 percent were either "not very" or "not at all" interested in becoming a principal. AltSchool, a San Francisco based K-8 school, aims to redefine the education industry by leveraging technology to offer personalized learning experiences. At AltSchool, students help develop their own personalized learning plans through a '3P' process—a learner profile, a personalized learning plan and a playlist (playlist is a weekly list of activities to be performed). Depending on a student's interests and passions, playlist activities can range from solving mathematical problems to developing 3D prototypes of products. Technology plays a central role in personalizing learning experiences as student profiles, playlists, and milestones are recorded on a mobile device. For assessment, the school uses computerized tests that are adjusted based on an individual's skills. Education researcher Sugata Mitra gave children access to a computer and the Internet through a space in the wall of his office in a Delhi slum. He saw how the children, despite not speaking English or even attending school, taught themselves how to find information they needed online, accidentally discovering interests such as genetics. His concept of a "school in the cloud" is essentially a computer lab open to children that allows them to explore their interests, supported by the encouragement of online volunteer mentors who intervene when needed. 3 The student becomes the master: Peer-to-peer learning Students learn from each other through project-based learning and collaboration. Students who test well for personality compati bility, but have varied cognitive strengths, are paired up to support one another during the year, maintaining a constant connection amid changing peer relationships. Thanks to technology, such collaboration is no longer limited to peers in a single class, school, or country. School systems 2.0 Marketplaces for learning Educational markets grow both within and outside public school systems. With the democratization of entrepreneurship via crowdfunding platforms, incubators, startup mentor networks, and innovation summits, the education ecosystem sees a burst of new ideas, technologies, and learning models. Unbundled education Many jurisdictions see the "unbundling" of education, the breakup of the composite structures comprising schooling today. Schools take on the role of a connector or general contractor and convene different organizations that excel in teaching various subjects, rather than every subject. This allows teachers to specialize and bring a higher level of expertise; a teacher might, for instance, be hired to teach human anatomy to eighth graders, rather than general biology to all middle-school grades. These freelance "teacherpreneurs" rotate between multiple schools. The unbundled education system provides greater room for cre ativity, taking the basic elements of education and reassembling them in a way better suited to the evolving needs of learners. See GovCloud. Next-generation apprenticeships The success of apprentice programs in Germany and Austria, together with the balloon ing cost of college, drives the growth of modern-day apprenticeships. Apprenticeships evolve in terms of how they are delivered and become more accessible through the use of technology. For example, the State Department's Virtual Student Foreign Service employs college students remotely as "e-interns." Private businesses and government agencies increasingly offer tailored programs to help train and employ skilled high-school students. Multinational corporations disseminate successful apprenticeship models to other parts of the world. Industrial giant Siemens brings German-style apprenticeship to the United States, offering highschool graduates a free technical education and a job. Today apprentices make up only 0.2 percent of the US labor force, far less than in Canada (2.2 percent), Britain (2.7 percent), and Australia and Germany (3.7 percent). School-business collaboration Schools and businesses co-produce programs teaching job-specific skills, integrating formal education and employment. Education in 2020 also blends adult retraining and youth education—companies send employees who need retraining back to school with kids learn ing the skills for the first time. Co-learning fosters the exchange of practical wisdom and fresh ways of thinking between both groups. 4 New York's Pathways in Technology Early College High School (P-TECH) offers six years of "high-schooling," after which students graduate with an associate's degree— and a guaranteed job with IBM. The company sends full-time staff to ensure the curriculum teaches kids the skills it seeks. Tomorrow's curriculum From textbooks to flexbooks The students of 2020 play a role in the creation and construction of their own learning materials. Heavy, expensive, and quickly outdated textbooks are replaced by cheap, easy-to-update, interactive, digital "flexbooks." The authors of digital texts often are teachers—and sometimes students. With project-based learning, students and teachers around the world become the source of more and more open-source materials. Kindergarten coders Building on the cognitive skills of digital natives and "iPad babies," children are introduced to coding for computers early—preferably in elementary school. Curriculum and teaching methods evolve quickly to keep pace with the continually advancing needs and abilities of even the youngest learners. Estonia has begun introducing children as young as six to the basics of coding. New definitions of literacy The rapid acceleration of technology gives rise to new dimensions of literacy. Because new technologies engage the learners' senses and offer a more immersive learning style, literacy becomes defined by critical thinking, creative thinking, calculation, and "com pspeak"—the skills needed to access information using computers equipped with natural language recognition. Schools in 2020 also teach emotional and social intelligence. Equipped with a deeper understanding of themselves and others, students more easily transition into adulthood and seek out career paths best suited for their cognitive strengths. Museums as learning hubs In 2020, museums are vibrant places that constantly experi ment with new ways to use their collections to enhance learn ing. With technologies such as augmented reality, sensors, and 3D printers, museums provide students with an immersive learning experience on topics including history and science, while also teaching skills such as teamwork. Museums and other public spaces act as equalizers, giving everyone access to the same learning resources and technology. Higher education Rethinking career pathways Rather than allowing the latest list of rankings to guide their college decision-making, students instead start with the end in mind: What do I want to do? Thanks to organizations such as LinkedIn, which provides free access to aggregated education and career data from its vast network of members, it's never been easier to map the career pathways of hundreds of millions of professionals so that students can reverse engineer the college decision-making process. Rather than "Where do I want to go?" as the jumping-off point, students instead start with their desired career outcome in mind and can study the varied paths other professionals took, including the skill sets required for success. College for America, University of Wisconsin, and Western Governors University (WGU) use technology to scale competency-based education to more students. College for America students, for instance, can earn an associate's degree in as little as 100 days for $2,500 or a bachelor's degree in just two years for $10,000. 5 Educators at the Smithsonian's Cooper-Hewitt, National Design Museum have been introducing New York City schoolchildren to how designers approach problem solving— through open minds, teamwork and with an appreciation for detail. The program has been so well received it is being expanded nationally, training teachers from across the United States to deliver the workshops themselves. A shift from credit hours to competencies Competency-based degrees emerge as a popular alternative to traditional degrees awarded on the basis of completing a certain number of credit hours. Competencybased degrees are self-paced, reward prior experience, and measure learning through demonstrated proficiency, making them very attractive to students seek ing a degree from a well-recognized institution at a fraction of the cost of an equiv alent in-person degree—and with less time spent out of the labor market. After HackReactor students complete three months of training, they secure jobs at Silicon Valley-based firms, with graduate salaries averaging more than $110,000. Design your own career pathway Alternative education providers such as HackReactor, a San Francisco-based "bootcamp" focused on teaching computer program ming in an immersive training environment, offer students an accelerated path for acquiring in-demand skills sought by employ ers. Thanks to a growing ecosystem of such educational providers, students in 2020 have many alternative pathways for upgrading their skills and advancing their careers. Stackable educational credentials As alternative education providers proliferate, businesses need a means of com paring the relative merit of various education credentials (for example, how does a 12-week general assembly course stack up against a four-year college degree?). In 2020, it's possible to make quick apples-to-apples comparisons across an increas ingly diverse educational landscape, enabling employers to assess the rigor of each individual's unbundled education. 6 Education technology start-up Degreed assigns scores to a full range of educational opportunities, from massive open online courses to college degrees to corporate training. Sources Deloitte deeper dives Mark Cotteleer, Jonathan Holdowsky, and Monika Mahto, The 3D opportunity primer, Deloitte University Press, March 6, 2014, http://dupress.com/articles/the-3d-op portunity-primer-the-basics-of-additive-manufacturing/?top=10. Patricia Buckley, The solution revolution in education, Deloitte University Press, November 18, 2013, http://dupress.com/articles/the-solution-revolution-in-education/. Rajeev Ronanki and David Steier, Cognitive analytics, Deloitte University Press, February 21, 2014, http://dupress.com/articles/2014-tech-trends-cognitive-analytics/. Tiffany Fishman and Linsey Sledge, The future of higher education, Deloitte University Press, April 2014, http://dupress.com/articles/reimagining-higher-education/. William D. Eggers and John Hagel III, Brawn from brains: Talent, policy, and the future of American competitiveness, Deloitte University Press, September 27, 2012, http://dupress.com/articles/brawn-from-brains-talent-policy-and-the-future-of-american-competitiveness/. William D. Eggers and Paul Macmillan, The Solution Revolution: How Business, Government, and Social Enterprises are Teaming Up to Solve Society's Toughest Prob lems (Boston, Massachusetts: Harvard Business Review Press, 2013). Other sources American Alliance of Museums, Trendswatch 2013: Back to the future, 2013, http://www.aam-us.org/docs/center-for-the-future-of-museums/trendswatch2013. pdf?sfvrsn=4. Andrea Saveri, "5 future trends that will impact the learning ecosystem," Edutopia, June 19, 2013, http://www.edutopia.org/blog/5-shifts-regenerating-learning-eco system-andrea-saveri. Angela Moscaritolo, "MakerBot crowdfunds effort to put 3D printer in every U.S. school," PC, November 12, 2013, http://www.pcmag.com/arti cle2/0,2817,2427019,00.asp. Benedict Carey and John Markoff, "Students, meet your new teacher, Mr. Robot," New York Times, July 10, 2010, http://www.nytimes.com/2010/07/11/science/11ro bots.html?pagewanted=all&_r=1&. Courtney Boyd Meyers, "Clayton Christensen: Why online education is ready for disruption, now," Next Web, November 13, 2011, http://thenextweb.com/insid er/2011/11/13/clayton-christensen-why-online-education-is-ready-for-disruption-now/. David Holmes, "Gamedesk's 'classroom of the future': Why is it so hard to reinvent K-12 education?" Pandodaily, April 29, 2013, http://pando.com/2013/04/29/ga medesks-classroom-of-the-future-why-is-it-so-hard-to-reinvent-k-12-education/. David Talbot, "Startup gets computers to read faces, seeks purpose beyond ads," MIT Technology Review, October 28, 2013, http://www.technologyreview.com/ news/519656/startup-gets-computers-to-read-faces-seeks-purpose-beyond-ads/. Drew Minock, "Augmented reality: The future of edtech," Getting Smart, July 5, 2013, http://gettingsmart.com/2013/07/augmented-reality-the-future-of-edtech/. Dror Ben-Naim, "Tailored online learning is the future," Australian Financial Review, October 14, 2013, http://www.afr.com/p/national/education/tailored_online_learn ing_is_the_GV1xd9haoYVacpWNsMyHvN. Hank Pellissier, "Six K-12 education predictions for the USA," World Future Society, August 30, 2010, http://www.wfs.org/content/six-k-12-education-predictions-usa. Howard Schneider, "Recasting high school, German firms transplant apprentice model to U.S.," Washington Post, November 28, 2013, http://www.washingtonpost. com/business/economy/recasting-high-school-german-firms-transplant-apprentice-model-to-us/2013/11/27/6b242be8-4e42-11e3-ac54-aa84301ced81_story.html. Jal Mehta, The futures of school reform: Five pathways to fundamentally reshaping American schooling, American Enterprise Institute, November 14, 2012, http:// www.aei.org/outlook/education/k-12/system-reform/the-futures-of-school-reform-five-pathways-to-fundamentally-reshaping-american-schooling/. Joshua Davis, "How a radical new teaching method could unleash a generation of geniuses," Wired, October 15, 2013, http://www.wired.com/2013/10/free-think ers/. Knowledge Works Foundation, 2020 forecast: Creating the future of learning, http://knowledgeworks.org/sites/default/files/2020-Forecast.pdf. Liz Riggs, "Great teachers don't always want to become principals," Atlantic, November 18, 2013, http://www.theatlantic.com/education/archive/2013/11/greatteachers-dont-always-want-to-become-principals/281483/. Lizette Chapman, "Robots created with 3-D printers to teach kids how to code," Wall Street Journal, October 28, 2013, http://blogs.wsj.com/venturecapi tal/2013/10/28/robots-created-with-3-d-printers-to-teach-kids-how-to-code/. Matthew Lynch, "A digital future: K-12 technology by 2018," Huffington Post, September 15, 2013, http://www.huffingtonpost.com/matthew-lynch-edd/a-digital-fu ture-k-12-tec_b_3930632.html. 7 Michelle R. Davis, "Computer coding lessons expanding for K-12 students," Education Week, June 12, 2013, http://www.edweek.org/dd/arti cles/2013/06/12/03game-coding.h06.html. Parmy Olson, "Why Estonia has started teaching its first-graders to code," Forbes, September 6, 2012, http://www.forbes.com/sites/parmyolson/2012/09/06/why-es tonia-has-started-teaching-its-first-graders-to-code/. PBS, "Pbs Kids launches new augmented reality app: Cyberchase Shape Quest," <http://www.pbs.org/about/news/archive/2014/cyberchase-shape-quest/> Patrick James, "Mapping the future of education technology," Fast CoExist, August 14, 2012, http://www.fastcoexist.com/1680348/mapping-the-future-of-educa tion-technology. Rana Foroohar, "To compete, America needs 6-year high schools," Time, October 25, 2013, http://business.time.com/2013/10/25/foroohar-to-compete-americaneeds-6-year-high-schools/. Samantha Murphy Kelly, "30 ways Google Glass can innovate the classroom," Mashable, August 19, 2013, http://mashable.com/2013/08/19/google-glass-education/. Sandy Merz, "Journey to 2030: What happens when teachers imagine the future of education?," Good, January 7, 2013, http://magazine.good.is/articles/journey-to2030-what-happens-when-teachers-imagine-the-future-of-education. Sophia Hollander, "When a teacher is 2 feet tall," Wall Street Journal, April 11, 2013, http://online.wsj.com/news/articles/SB10001424127887323820304578410730 962208740. Statista, Global mobile education market, http://www.statista.com/statistics/273960/global-mobile-education-market-volume/. William Crossman, "From the three Rs to the four Cs: Radically redesigning K-12 education," The Futurist, April 2012, http://www.wfs.org/content/futurist/march-april2012-vol-46-no-2/three-rs-four-cs-radically-redesigning-k-12-education. 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YEAR GROUP: 5 TERM: SUMMER ESSENTIAL QUESTION: Was the Victorian way the right way? REAL IMPACT: Children will put on a Victorian Fayre for the local community, which will include Victorian games, sweet stall, pie stall (Mrs Lovett's), tea room and information stands. Numeracy: Term 5 will focus on the following objectives: Read and write decimal numbers as fractions; Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents; Round decimals with two decimal places to the nearest whole number and to one decimal place; Read, write, order and compare numbers with up to three decimal places; Solve problems involving number up to three decimal places; Recognise the per cent symbol (%) and understand that per cent relates to 'number of parts per hundred', and write percentages as a fraction with denominator 100, and as a decimal; Solve problems which require knowing percentage and decimal equivalents of , , , , and those fractions with a denominator of a multiple of 10 or 25. To help children progress in Maths, we will be continuing with our weekly arithmetic test and times tables test, every Friday (please ensure that your child learns their times tables each week, as this well help them to prepare for the end of KS2 SAT). R.E.: P.S.H.E: Do beliefs in Karma, Samsara and Moksha help Hindus lead good lives? Creation and science: Conflicting or complementary? Project Launch In Term 5 we shall be looking at 'Relationships'. In Term 6 we shall be looking at 'Changing Me'. Main Outcome Children will become experts in one topic area and organise a Victorian Fayre for the local community. Chn will run their stall (as the expert) and deliver the information they have learnt. History: We will be conducting a local area studying, focusing on the Victorian period. Art/D.T.: In our Art lessons, we will be studying the life and paintings of William Turner. Our DT topic will be Victorian toys. P.E.: Term 5: Athletics & Term 6: Invasion games. Our PE lessons will be taught by Weston FC. PE lessons will now be on Tuesday afternoons. Science: Animals including humans We will examine the stages in the growth and development of humans, from foetus to old age. This will include puberty. We will then move onto studying internal bodily processes. We will finish the year by discussing the effects of our lifestyle choices on our bodies. Literacy: Reading: Chn MUST be reading regularly at home (at least 10 minutes, 5 times a week, with an adult if possible). SPAG: To help children progress with their spellings, we will have a weekly spelling test, every Friday (please ensure that your child learns these each week, as this well help them to prepare for the end of KS2 SAT). Writing: In Literacy lessons, we will be studying and writing: persuasive texts, quest stories, overcoming the monster stories, instructions and limericks. Geography: Computing: We will use a range of methods, including sketch maps, graphs and digital technologies to observe, measure, record and present the human and physical features of Weston-super-Mare. Pupils will be set various projects, which will involve solving problems by building and programming motorised LEGO models.	<urn:uuid:b181b0bd-a5a7-4c3a-886d-e2b2cc1d5c8b>	CC-MAIN-2017-34	https://christchurchprimaryschool.org/cms/data/files/topicweb-year-5.pdf	2017-08-24T06:58:09Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00673.warc.gz	750,324,172	691	eng_Latn	eng_Latn	0.99722	eng_Latn	0.99722	[ "eng_Latn" ]	false	docling	[ 3239 ]	[ 3.40625 ]	1	0
Grade 10 Grant funded by: Lesson 4: Collecting and Connecting Data Focus Standard(s): W.10.7 Additional Standard(s): W.10.6, W.10.8, SL.10.1, SL.10.2 Estimated Time: 7-8 days Text(s): Student-collected primary and secondary sources Resources and Materials: * Handout 1.2: Learning Targets for the Unit * Handout 1.4: Research Paper Samples * Handout 2.1: Ideas to Remember About Problem Solving * Handout 4.1: Source Information/Data Collection Sheet * Handout 4.2: Sample Source Information/Data Collection Sheet * How to Know if a Source is Reliable? * MLA Formatting and Style Guide * Mendeley * Read Write Think lesson * Read Write Think Resource * Ted Ed video "This App Makes It fun to Pick Up Litter" * Validity * Computer lab or enough laptops for each student to conduct research Lesson Target(s): Students will show understanding of the following concepts: * Research is conducted primarily to solve problems or answer a question in order to improve our quality of life. * Sometimes one problem reveals another problem or question to answer. * Researchers may have to reframe/revise their questions/problem statements to ensure they are investigating the actual problem. * A research topic or question can be altered/revised based on the information available, narrowed if too much information is available, broadened if too little information is available. * Not all sources are reliable. * Not all information is valid. * Both primary and secondary sources can help a researcher solve a problem or answer a question. Students will complete the following actions: * Generate and refine research questions and/or problems. * Conduct research to answer a question or solve a problem. * Evaluate the reliability and validity of sources and instruments to collect information. * Utilize a valid, reliable, and ethical data-collection method. * Evaluate sources to avoid collecting sources that contain false information or bias that makes the information unreliable. * Make connections between and among various sources of information. Guiding Question(s): * How do I determine solutions to a problem through reliable, valid, and ethical research? * How can I ethically collect reliable, valid data and information from both primary and secondary sources? * How do I make connections between and among various sources of information? \| \| Vocabulary \| \| \|---\|---\|---\| \| Academic Vocabulary: • Data Collection • Methods/Methodology • Primary Sources • Research Instrument • Secondary Sources • See this section in previous lessons for review of other words. \| \| Instructional Strategies for Academic Vocabulary: Introduce words with student-friendly definition and pictures Model how to use the words in writing/discussion Read and discuss the meaning of word in multiple contexts Students create pictures/symbols to represent words Students write/discuss using the words Students act out the words or attach movements to the words \| In-ConTEXT Vocabulary: * Students should analyze the sources they have chosen before/as they read and utilize the strategies suggested to the right. Strategies for Teaching How to Determine Meaning from Context Clues: Use the CPR context clue strategy. Direct Instruction Text Vocabulary: * Students should analyze the sources they have chosen before/as they read and utilize the strategies suggested to the right. Instructional Strategies for Direct Instruction Text Vocabulary: Introduce words with student-friendly definition and pictures Model how to use the words in writing/discussion Students create pictures/symbols to represent words Students act out the words or attach movements to the words Symbol Type of Text and Interpretation of Symbol Instructional support and/or extension suggestions for students who are EL, have disabilities, or perform/read well below the grade level and/or for students who and/or a more advanced text for students who perform/read well above grade level [x] Assessment (Pre-assessment, Formative, Self, or Summative) Instructional Plan Anticipatory Set/Introduction to the Lesson Tell students that they will watch Ted Ed video “This App Makes It fun to Pick Up Litter” again. Direct students to answer the following questions as they watch the video: * What data and information did he collect? * What was his purpose? * How did he collect his data? * What conclusions did he make from his data? * How did he use it to help others? Replay the Ted Ed video "This App Makes It fun to Pick Up Litter" from Lesson 2. Have students discuss the answers to the questions. Clarify and validate their responses, as needed. Review the following terms using the strategies listed in the academic vocabulary section: methods/methodology, data collection, primary sources, secondary sources, research instrument. Understanding Lesson Purpose and Student Outcomes Explain to students that they must refine their questions, problem, and solution, and that they will do this through research. Have students view the research section of Handout 1.2: Learning Targets for the Unit. Explain to them that they will learn all about themes, how they are different from central ideas, and how to develop a theme, and they should use this sheet to monitor their comprehension and the completion of the lesson targets as they progress throughout the unit. Tell them that they will not accomplish all of these skills today. They will stop at "Both primary and secondary sources can help a research solve a problem or answer a question" and "Make connections between and among various sources of information." Direct them to check off as they accomplish each target and to highlight the ones they do not think that they mastered. Activity 1: Introduction to Information and Data Collection During the following whole-class discussion, have students add ideas to their Handout 2.1: Ideas to Remember About Problem Solving. Note: Students may need to be provided with an extra copy to continue adding. T: Because data and information about the problem is vital to solving the problem, we will begin to collect data. Data and information can be collected for all different purposes and in many different ways during the problem-solving process. First, you may need to understand more about the problem. (Provide students with, display, or direct students to locate Handout 1.4: Research Paper Samples for your following examples.) For example, if my problem was that students did not read, I may have to research reasons why they do not read. Who or what would be my source? S: (Students should view Handout 1.4: Research Paper Samples and respond by saying students, research articles/reports, or experts in the field.) T: So in what way would I collect this information? S: (Students should view Handout 1.4: Research Paper Samples and respond by saying through interviews, surveys, or reading information.) Discuss both primary and secondary sources and qualitative and quantitative data and when each of them should be used, being sure to reference Handout 1.4: Research Paper Samples. Explain how finding experts in secondary sources is key. The information should be up to date, unless it is necessary to have dated material (i.e., you are researching how something has changed over time and need to look at older sources of information). Explain why an expert is better than just finding any source. Explain how to determine the information. Also, discuss the type of questions you would ask if you interviewed/surveyed students. Discuss if they would leave it open-ended or provided choices. Discuss how asking the right questions and providing the right choices is important to get valid results. Remind students to add ideas to their Handout 2.1: Ideas to Remember About Problem Solving. T: Great! You all are showing understanding of research methods and instruments. From this information and data, I would develop a list of solutions. Once I have collected this information, I still haven't solved my problem. I have come up with possible solutions. So what if more questions arise about these solutions. For example, what if from my initial research and data collection I found that students didn't like to read because they weren't interested in the topics. At this point, what would I need to do? S: (Students should respond by saying collect more information, conduct additional surveys by asking about what topics interest theme, research a list of books that most students love to read.) T: See, additional questions and the need for additional information and data arises in the process of research and problem solving. Therefore, it is helpful to start with an initial plan of action based on your problem statements and root causes. This plan of action is about your method for research. Display the following questions and have students work with their teams to answer these questions: * What do you need to research first? * How do you need to collect this information? * From whom would be a reliable source to collect this information? * What would be the best way to collect this information? Do you need to develop any collection instruments (e.g., surveys, interviews, focus group questions)? * How much information do you need and from how many different sources? * What factors do you need to consider to ensure that the information collected is reliable and valid? Provide support by monitoring conversations to validate appropriate and correct responses and correct any misconceptions. Use Handouts 1.4: Research Paper Samples as a reference for students who are struggling. Also, help extend students' thinking by directing them to think about other perspectives. To do this, ask them the following questions: * Have you thought about every possible perspective? * What if you collected information from a different group of people? * What if you collected information in a different way or with a different instrument? * What if you combined your information from this source with another source? Note: Make sure students have access to a formatting guide such as MLA Formatting and Style Guide. Activity 2: Information and Data Collection Model, After students have had time to answer their questions and you have provided support, provide them with Handout 4.1: Source Information/Data Collection Sheet. Direct students to think about the research samples in Handouts 1.4: Research Paper Samples specifically the research process to get this final product. Display Handout 4.2: Sample Source Information/Data Collection Sheet. Model and think-aloud to show students how to complete Handout 4. 1: Source Information/Data Collection Sheet by using hypothetical information from the sources in Handouts 1.4: Research Paper Samples. Be sure to point out how quotation marks mean direct quotes and how the text that does not contain quotation marks means that the information has already been paraphrased. Emphasize to students the importance of not forgetting quotation marks so they do not incorporate information into their own writing without paraphrasing it or properly quoting it. Note 1: The "Tag It" section is for students to categorize the information into central ideas that may become the central ideas of their own paper. They should ask themselves under what category would they place this information. They should write single words or phrases and draw lines to the information in the second column. Also, this may be better to do after the information is collected completely. Note 2: Under the "About My Sources" section, the information is hyperlinked to a resource that explains what type of information should be recorded. Note 3: If access if available, have students use an electronic copy of this form to avoid running out of space. Note 4: An alternative to using Handout 4. 1: Source Information/Data Collection Sheet, is to use Read Write Think Resource. It guides students through the same activities of collecting information about the resource and deciding how the information is related under a category label. Extensions and/or a more advanced text for students who perform/read well above grade level: - Have students use a digital data collection resource, such as Mendeley. Activity 3: Student Information and Data Collection In a lab setting or with laptops, take time to show students how to use and take advantage of technology to link to other information and to display information flexibly and dynamically. For example, show students how to use Google Docs or another program that allows them to access and enter information into the same document at the same time. Have students determine the focus of their research collection process for the time. If they are collecting information from online sources, they will label their group 'A' for the moment. If they are creating research collection tools, they will label their group 'B' for the moment. It is also acceptable for the group to divide this responsibility. Since both groups have different needs at different times, instruct them to change the labels as their needs change so that you can be aware of their progress. If the students identify as 'A' at the moment: They must watch a tutorial on how find reliable sources, such as Source is Reliable, and create a checklist of things to remember when researching sources online. Note: A tutorial may not be enough scaffolding for students. If so, see this Read Write Think lesson evaluating sources. This resource also offers extension and assessment activities. How to Know if a to prepare a mini-lesson for Students who identify as 'A' should end their research collection by debriefing with the group on their findings, tagging (in the "Tag It" section) their findings, and discussing what other information needs to be collected. Note: An alternative to using Handout 4. 1: Source Information/Data Collection Sheet, is to use this Read Write Think Resource. It guides students through the same activities of collecting information about the resource and deciding how the information is related under a category label. If the students identify as 'B' at the moment, they must watch a tutorial on how to create valid data collection instruments, such as Validity, and create a checklist of things to remember when creating valid data collection instruments. Note: Students may need additional tutorial videos based on their needs. For example, if they are going to conduct a focus group, they need to view a tutorial that advises them on best practices for doing so. Students who identify as B' should end their discussion by deciding who, when, how, and where they will implement their research tool. Note: Some groups will need to complete both 'A' and 'B' activities. Explain to students who complete 'B' activities that once they collect their data, they should debrief with the group about their findings, tag (in the "Tag It" section) their findings, and discuss what other information needs to be collected. Note: An alternative to using Handout 4. 1: Source Information/Data Collection Sheet, is to use this Read Write Think Resource. It guides students through the same activities of collecting information about the resource and deciding how the information is related under a category label. Activity 3: Methodology Tell students that effective researchers are transparent by including the method they used to collect data. This serves two purposes: it strengthens (or weakens, if the method is invalid or unreliable) their findings and it provides opportunity for other researchers to replicate the process with a different group or with slightly different setting to further the research on the same concept. Use the research samples in Handout 1.4: Research Paper Samples to model for students how to write a methodology section. Label the parts of the section. Have the group write their own section using their information. Have one group swap with another group to evaluate (not correct). Have the groups correct and revise their methodology section based on the feedback. Tell students to save this for the next lesson because they will add it into their research paper. Reflection and Closing Have students reflect on how they accomplished the learning targets on Handout 1.2: Ideas to Remember About Problem Solving. Homework Over multiple days (but before Activity 3), students should collect information as needed from sources outside of school (e.g., focus groups, interviews, and surveys) and bring back to group. Handout 4.1: Source Information/Data Collection Sheet \| About The Source \| Information/Data Collected (Include page numbers, if applicable, beside the information recorded.) \| Tag It \| \|---\|---\|---\| \| Author: Title of source: Title of container: Other contributors: Version: Number: Publisher: Publication date: Location: \| \| \| Handout 4.2: Sample Source Information/Data Collection Sheet \| About The Source \| Information/Data Collected (Include page numbers, if applicable, beside the information recorded.) \| \|---\|---\| \| Author: T.E. Ryan Title of source: Motivating novice students to read their textbooks. Journal of Instructional Title of container: Other contributors: Version: Number: vol. 33 no. 2 Publisher: Journal of Instructional Psychology Publication date: 2006 Location: \| Thinks reading comprehension is the cause. “Students do not continue to comprehend when they experience disappointments on multiple occasions.” (page 12) (Note: You should include additional information from this resource in this same blank.) \| \| Author: Rebekah Nathan Title of source: My freshman year: What a professor learned by becoming a student. Title of container: Other contributors: Version: Number: volume 6 no. 2 Publisher: Cornell University Press Publication date: 2007 Spring Location: \| links low levels of reading comprehension to a student’s desire for more personal time (p. 111). (Note: See also A National Endowment for the Arts report (p. 8).) \| \| For training or questions regarding this unit, please contact: email@example.com	<urn:uuid:e54b7bba-d1bf-438d-9523-2c20b2a65d57>	CC-MAIN-2017-34	http://healthyschoolsms.org/docs/secondary-education/ela-grade-10-lesson-4_20170612.pdf?sfvrsn=2	2017-08-24T06:50:58Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00672.warc.gz	189,638,920	3,651	eng_Latn	eng_Latn	0.987164	eng_Latn	0.99588	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 26, 1191, 2964, 4466, 6924, 9415, 12101, 14590, 16572, 16904, 18034, 18037, 18126 ]	[ 4.8125 ]	3	1
The National Archives Education Service Independent Research Preparation materials for onsite workshop (KS 5) Contents 3 5 6 8 Teacher's notes This pack will enable you to prepare your students for this Independent Research session. It is vital that you read the information and return all necessary paperwork to ensure that students get the most from the visit. Our Independent Research session prepares students for searching, ordering, handling and analysing original documents. It also gives students an insight into the role of archives and the challenges of preserving historical records. In this session, students will: - Receive an introductory tour of 'The Keeper's Gallery'; - Explore the catalogue and be advised on searching for documents; - Discuss how to analyse and interpret archival material through examining an original document; - Learn how to reserve a seat in the reading room; - Receive a guided tour of the reading room areas. Teacher preparation It is essential that we receive all forms and paperwork for this session. Some of these forms must be submitted three weeks in advance of the visit. A full checklist for teachers and students has been provided. Please note that missing paperwork or failure to bring valid identification will prevent us from issuing one-day Student Reader Tickets. In advance of the visit, we advise teachers to ensure that all students have a topic, date range and knowledge of related individuals and events. An enquiry question and conceptual focus may also be useful in guiding students' research on the day. - Example: 'English Civil War'; 1625-1649; Cromwell, Strafford, Archbishop Laud, Fairfax; Treaty of Newport, Arrest of 5 MPs, Grand Remonstrance; 'Why did the English execute their king?'; causation. Teachers should also set students the preparation task provided in this pack. Its purpose is to familiarise students with The National Archives' catalogue, Discovery, and for students to gather references in advance of their visit. This will allow more time for examining original documents on the day. Background information The National Archives is a government department and an executive agency of the Ministry of Justice. It is home to millions of historical government and public records, such as letters, reports, minutes, registers, maps, photographs, films, digital files and sound recordings. Spanning over 1,000 years, these records offer a fascinating perspective on people and events in history. Useful links Begin searching for documents on our catalogue: http://discovery.nationalarchives.gov.uk/SearchUI/ Discover our online records: http://www.nationalarchives.gov.uk/records/our-online-records.htm Keep up to date with the latest releases at The National Archives: http://www.nationalarchives.gov.uk/news/latest-releases.htm Teacher's notes (continued) Listen to an expert with our audio and video podcasts: http://media.nationalarchives.gov.uk/ Learn how to read old records, learn Latin, or cite documents in written work: http://www.nationalarchives.gov.uk/records/reading-old-documents.htm Follow The National Archives' blog: http://blog.nationalarchives.gov.uk/ Check list for teachers and students Check list for teachers At least 3 weeks in advance of the session, teachers must: Email a list of full names of all students attending, along with the school name and visit date to firstname.lastname@example.org. Ensure that each student has registered online for a one-day Student Reader Ticket, using the dedicated link enclosed in your booking confirmation email. Please note that teachers are not eligible for a one-day Reader Ticket. Register for a three-year Reader Ticket (recommended). Teachers can choose to register for a three-year Reader Ticket. Register in advance or on the day of the session: https://discovery.nationalarchives.gov.uk/login/yourdetails. Teachers without a Reader Ticket can enter the Reading Room area and access online and microfilm documents, but cannot order original documents or enter the document-viewing area. On the day of the session, teachers must bring: A headed letter from the school for each individual student, identifying them by name as a student of that school; This is essential as it acts as proof of address for students. We advise that teachers distribute the letters to students during the session. Two different forms of identification: one proof of name; one proof of address. This is only required for teachers intending to register for a three-year Reader Ticket. Please consult this list for accepted forms of identification: http://www.nationalarchives.gov.uk/visit/readers-ticket.htm Check list for students In advance of the session, students must: Register online for a one-day Reader Ticket at least three weeks ahead of the session. Make a note of the identification you provide during registration. On the day of your visit, you will need to show this identification to a member of the Education team to receive a one-day Reader Ticket. Photocopies of identification will not be accepted. Complete the student preparation task. On the day of the session, students must bring: The form of identification submitted during online registration. A list of document references to order – see 'Student preparation task'. There is only one copy of each document available to view in the Reading Rooms, so have enough references to choose from in case the document you wish to order is in use by another reader. Student preparation task Dear Student We are looking forward to welcoming you to The National Archives. Millions of documents are held here, and this short task will help you discover those that interest you most. Your task is set out for you in four stages, and does not have to be completed all at once. Once you have completed this task, you will: - know how to use The National Archives' catalogue to search for documents; - have at least three document references to bring on the day of your visit, which you will use to order and view documents in our Reading Rooms. Stage 1: Deciding your research topic Students usually research a topic for an exam or an extended essay; however your teacher may be happy for you to pursue another area of interest. If your topic is broad, for example, covering over 50 or 100 years, select a narrower set of dates and a particular theme to explore; this will make your research more focused and manageable. Before continuing to Stage 2, ensure that you have decided the following: - Overall topic (eg. The Making of Modern Britain, 1951-2007); - Research question (How far did life improve for people in post-war Britain?); - Individuals/events (Harold Macmillan, Festival of Britain, end of rationing); - Focused date range (1950-1960); - Potential themes (housing, immigration, employment, youth culture). If you are unsure of a topic to pursue, your teacher can advise you. Stage 2: Seeing what's out there already! Finding references can be challenging; however sometimes the hard work has already been done for you! Before searching for references yourself, find out what researchers have already found on your topic, by following the suggestions below. Remember, not every link will bring up something relevant to you. Looking for a Subject?: http://www.nationalarchives.gov.uk/records/looking-for-subject/default.htm Research Guides: Search topics by letter: http://www.nationalarchives.gov.uk/records/atoz/ Your Archives A-Level Resources: http://webarchive.nationalarchives.gov.uk/+/http://yourarchives.nationalarchives.gov.uk/index.php?title=Cate gory:A_level_resources Our digitised records, which include Cabinet Papers, Design Registers, and Foreign and Commonwealth Office photographs: http://www.nationalarchives.gov.uk/records/catalogues-and-online-records.htm Education's focussed topics page: http://www.nationalarchives.gov.uk/education/sessions-and-resources/?resource-type=focussed-topics Look at footnotes of published books and articles on your topic for references beginning 'PRO' or 'TNA'. Student preparation task (continued) Stage 3: Searching Discovery Even if you have found lots of references using the links above, now search our catalogue, Discovery, to see what you can find yourself. We keep so many documents that some have not been seen for centuries, and it is only through people doing their own research that new and exciting discoveries are made. Use the following link to access Discovery and read the tips below to guide your search: http://discovery.nationalarchives.gov.uk/SearchUI/. Think carefully about what you type into Discovery - Cold War brings up over 250 results, many irrelevant; "Cold War" in speech marks searches it as a phrase, and brings up around 80 results, mostly relevant. - Being more focused can sometimes help Eg. Cold War "Berlin Blockade". - Broaden the search options, eg. Russia* revolution will search Russia/Russian revolution. The use of * can also be useful for words which have numerous possible spellings. - What did people call things then? Eg. Jack the Ripper "Whitechapel Murders". Start with a broad search and then refine it. Below is an example: View and edit 'Your refinements' Typing 'policing Northern Ireland' produces over 400 results. The 'Refine results' options can narrow this search, for example by 'Subject' and 'Date'. Look at the screenshot above to see how 'Your refinements' has been used to narrow a search from 400 to 40 results. Stage 4: Preparation for your visit Now that you have completed the stages above, you should have a clear research focus, and at least three references for documents you would like to view in the Reading Rooms. Please bring a list of the references you have found to the session. You may also be asked to briefly reflect on your experiences of searching for documents. Frequently asked questions: Can students visit The National Archives without a teacher/adult? Yes, students aged 16+ may independently visit The National Archives and register for a three-year Reader Ticket to access original documents. Students participating in a session delivered by Education staff must be accompanied by at least two adults, even if they are 18 years old. After the session, students may remain onsite and access public areas at The National Archives independently of teachers/adults. How long will students have to conduct independent research? Teachers determine how long students have to conduct research, depending on the amount of time you allow after the session finishes. The session lasts one and a half hours, during which time students will have ordered three documents. Please note that it takes up to 40 minutes for documents to be delivered. You may also wish to consult our opening hours, and document ordering and reader registration times: \| Monday \| Closed \| \|---\|---\| \| Tuesday \| 09.00-19.00 \| \| Wednesday \| 09.00-17.00 \| \| Thursday \| 09.00-19.00 \| \| Friday \| 09.00-17.00 \| \| Saturday \| 09.00-17.00 \| \| Sunday \| Closed \| What can I bring to The National Archives? This list tells you what you can and cannot take into the Reading Rooms. Prohibited Reading Room items can be left in lockers provided (free of charge), and are allowed in other public areas. Reading rooms are airconditioned to maintain a suitable temperature for the documents, so bringing a jumper is advisable, even on a warm day. Can students photograph documents? Photography without flash is permitted, and students are welcome to bring their own devices. Cameras fixed to stands are also available in the Reading Rooms for public use. There is a small charge for printing, or images can be sent by email free of charge. Frequently asked questions (continued): Can I bring my students to The National Archives independently of the Education Service? Yes, though only students aged 16+ will be eligible to register for three-year Reader Tickets. This can be done in advance online here: https://discovery.nationalarchives.gov.uk/login/yourdetails. If your group comprises of 16 or more people you will need to check the group visits booking calendar and notify the group visits registration team of your visit: http://www.nationalarchives.gov.uk/visit/groups.htm. Reader registration can only accommodate one large group visit per day, so it is advisable to check availability as soon as possible. We also advise that students come prepared with references. You may wish to set the student preparation task from this pack.	<urn:uuid:db268539-5203-449c-bed4-3df58ad14964>	CC-MAIN-2017-34	http://www.nationalarchives.gov.uk/documents/education/independent-research-preparation-pack.pdf	2017-08-24T06:52:39Z	crawl-data/CC-MAIN-2017-34/segments/1502886133042.90/warc/CC-MAIN-20170824062820-20170824082820-00670.warc.gz	615,609,950	2,557	eng_Latn	eng_Latn	0.968073	eng_Latn	0.998546	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 109, 131, 2831, 3177, 5512, 8090, 9884, 11724, 12528 ]	[ 2.671875 ]	2	2
問1. 各組の文中の下線部の語の意味を比べなさい。 (a)Wrap this fish in paper. (b)I bought a paper at the train station. (a)He set fire to his own house. (b)A big fire broke out in his neighborhood. (a)There is plenty of room for improvement. (b)May I see the other room? (a)These books are my uncle's. (b)I stayed at my uncle's. 問2. 次の下線部は名詞節、形容詞節、副詞節のいずれであるか。 Do you know the girl who came here yesterday? I wonder where he is staying now. She was sleeping when the telephone rang. I don't know if he knows it. We will go on a picnic if it clears tomorrow. 問3. ・そこへ飛行機で行くと1時間かかります｡ It takes (　) hour to get there by (　)airplane. ・彼は始発列車に乗ろうと急いでいました｡ He was in (　) hurry to catch (　) first train. ・会うことは､ある意味で別れの始まりといわれます｡ Meeting is, in (　)sense,(　)beginning of parting. ・彼は私の肩に触りました｡ He touched me on (　) shoulder. ・老人は若者の気持ちが理解できないといわれています｡ It is said that (　) old can't understand the feelings of (　) young. ・チーズはポンドいくらで売っています｡ They sell (　) cheese by (　) pound. ・子供のころ､両親と教会へ行ったものでした｡ When I was a child,I used to go to (　) church with my parents. ・私はその店で受け皿つきの茶碗を買いました｡ I bought (　) cup and (　) saucer at that store. 日本文の意味になるように（　　）内に適当な冠詞を入れなさい。ただし不要なら×を付けなさい。 Copyright(c) Kanshousha. All rights reserved. 問4. 「my friend」と「a friend of mine」　は両方とも「私の友達」という意味であるが、違いを述べよ。問5. 次の空欄に適切な人称代名詞入れなさい。 (　　) have a lot of rain in June. (　　) rained heavily last night. How far is (　　) from here to your school? (　　) is twelve midnight now in New York. (　　) is dark in this jungle even during the day. 問6. 次の空欄に適当な代名詞を入れなさい。・I've lost my camera. I must buy (　　). 私はカメラをなくした｡1台買わなくては｡・I've lost my camera. I wonder where (　　) is. 私はカメラをなくした｡〔それは〕どこにあるのだろう｡問7. someかanyかを入れなさい｡ (　　) of the children were playing with model cars. Haven't you read (　　) of these books? (　　) student can answer such an easy question. Will you have (　　) more tea? 問8 次の英文の（　　）に適切な語を入れなさい。・This is (　　) I can do for you. これが私があなたにしてあげられるすべてです｡・(　　)(　　)(　　) are on your side. 私たちはみな君の味方だ｡・(　　)his books were lost in the fire. 彼の本はすべて火事で失われた｡問9. 次の英文の日本語にあうように空欄に適語をいれよ。・You should listen to (　　). 他人の言うことに耳を傾けるべきです｡・This cap is too small. Show me (　　). この帽子は小さすぎます｡別のを見せてください｡. 問10. 次の空欄に適当が語句を入れなさい。・There's ( ) at the door. ドアのところに誰かがいます｡・Do you have ( ) to say? 何か言うことがありますか｡・She thinks she knows ( ). 彼女は自分が何でも知っていると思っている｡・There was ( ) in the classroom. 教室には誰もいなかった｡問11. 次の空欄にam/is/areから適語を選んで入れよ｡ I (　　　 ) a student. Nancy and I (　　　 ) good friends. A lot of children (　　　 ) in the garden. Mr.Smith (　　　 ) a famous guitarist. 問12 日本語に当たる動詞を( 　)内に入れよ｡ That woman (　　　 ) a nice car.　(持っている) My brother (　　　 ) English every day.　(勉強している) We (　　　 ) in Hokkaido.　(住んでいる) 問13. (　　 )内の語を適する形の1語にせよ｡ I (be) very busy last year. He (study) English very hard yesterday. She (send) me an email three weeks ago 問14. 次の文を(　　 )に1語ずつ入れて､否定文と疑問文にしなさい｡・You were in Tokyo at that time. 否定文:You (　　　) in Tokyo at that time. 疑問文:(　　　 ) you in Tokyo at that time? ・They enjoyed tennis after school yesterday. 否定文:They ( 　　) enjoy tennis after school yesterday. 疑問文:(　　　 ) they enjoy tennis after school yesterday? 問15. (　　　)に入る適語を選べ｡・He (　　　 ) on the sofa with his eyes closed. (a)laid　 (b)lay　 (c)lain　 (d)lie ・She ( 　　　) her hat when she met him. (a)raise　 (b)raised　 (c)rise　 (d)rose Copyright(c) Kanshousha. All rights reserved.	<urn:uuid:e48823ce-704e-4373-acf4-2f1c594b944d>	CC-MAIN-2017-22	http://san-ns.jp/img/top/challenge/en_grammar.pdf	2017-05-22T17:28:12Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00544.warc.gz	316,704,754	1,379	eng_Latn	eng_Latn	0.960289	eng_Latn	0.976896	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1226, 2203, 3388 ]	[ 3.71875 ]	1	4
CODE _______________ TIME ______ EAS MASTER BEEKEEPER LAB EXAM 2016 NEW JERSEY THE EAS Lab Exam contains 24 STATIONS each with one or more items. There are 2 to 5 questions related to the items at each station each worth 1 point. Total exam value = 100 pts. Passing Grade=85 points. Read the questions carefully. Do NOT assume anything and answer the question as it is asked. You may touch, pick up and closely examine each of the items – do not MOVE any labels or move any item to a different station. If unclear, ASK for clarification. STATION 1. There are 2 photos showing chemical treatment for varroa mites. Answer these 5 questions with reference to ONLY ONE of the photos. I am using PHOTO A or B 1. What is the name of chemical being used? __A=Apivar B=formic acid_________ ___ 2. Does this treatment benefit from reduction/closing of hive entrances? YES or NO 3. (2 pts) If this treatment is used when bees are storing honey what might be an unintended consequence? __A=contamination B= none can be used w supers _______ 4. (2 pts) How long is this treatment period? __A=42-56 days B= 7 days _____________ A=apivar B=MAQS STATION 2. There is a frame before you. Using the indicated markers answer 3 questions . 5. What specifically is indicated at Marker 2 A? _ capped worker cell_______________ 6. (2 pts) What specifically is at Marker 2 B? __Queen cup_________________ 7. (2 pts) Is this a wired frame? __Duragilt _____________ Brood frame from colony STATION 3. Before you are some tools we frequently use to inspect a bee colony 8. What is missing but needed for proper use of some of these tools? matches to light smoker fuel_ 9. What would tool 3B be specifically used for in the opened colony? __free frames of propolis___ 10. (2pts) ID two of these items which might not be necessary as it duplicates the same manipulation objective as another? __frame grip and hive tool + smoker & sprayer_+ spacer& hive tool_ smoker =2A, hive tool=2B, frame spacer=2C, frame grip=2D,smoker fuel=2E,spray bottle=2F STATION 4. There are four PLASTIC items before you. Answer the questions posed for each. Be sure you use correct item for each set of questions 11. ITEM 4 A What is item 4 A? _grid to collect propolis_____________ 12. ITEM 4 B (2 pts) Describe specifically where item 4B is used in hive? top brood below super 13. ITEM 4 C. What is item 4C? __bee escape______________ 14. ITEM 4 D. (2 pts) What is item 4D _pollen trap______ and where (specifically) is it used with a bee hive) _in front of single entry/exit_________________ Plastic propolis trap (=4A), Plastic queen excluder (=4B), plastic bee escape (=4C), plastic pollen trap (=4D) STATION 5. There are three MORE PLASTIC items before you. Answer the appropriate question for each of the 3. 15. ITEM 5A What is item 5A? __JZBZ queen introduction cage___________________ 16. ITEM 5B (2 pts) Where in hive __below supers____________ and for what reason _remove capped honey to harvest _________is item 5B useful? 17. ITEM 4C. What is item 5C? _SHB trap________________ 5A= JZBZ queen cage 5B= Plastic bee escape 5C= Plastic SHB trap STATION 6. There are four feeders before you. 18. Identify as specifically as possible Feeder 6A ___Division Board feeder__________ 19. (2pts) Feeder 6B would be the least desirable choice for fall feeding of 2:1 syrup - give 2 reasons why. _robbing___ & _cold temps__________ 20. Which of 3 feeders would you want to have a working smoker available to replenish feeder when emptied? __Division board__________ 6A= Division board feeder 6B= Boardman entrance feeder 6C= Plastic top pail feeder STATION 7. There is an anatomically incorrect "bee" here. 21. What is item 7 A on model? __thorax__________ 22. If anatomically correct, what would be visible between Item 7A and 7B on the model? __wasp waist_ 23. (2 pts). If this “bee” was anatomically correct how many leg segments would we be able to see? __ 5 _____ and what 2 things might we see terminating last segment of leg? 1_ claw ________ 2 __ arolum pad ________________ Bee toy STATION 8. There is a photo of a "bee". 24. (2 pts) Is this a photo of a honey bee and ‘spring yellow’ flower? Give two reasons why you “know” this is a Honey bee.1. _ hair in eyes _ __________________ 2. __ pollen basket ________ 25. At time of photo what was bee doing? ___ probing for nectar _ ______________________ STATION 9. Before you is a frame removed this morning from a bee colony. 26. (2 pts) What is brood stage & probable age of brood in cell at marker 9A? __larva/2-3 day__ 27. What is specific item at marker 9B? __EFB disease brood_______________ 28. (2pts) Why would this be an appropriate frame to remove if you needed to reduce the size of the colony by make a split for swarm control? __open brood start new col/not affect surplus but disease present__________ STATION 10. Before you are parts of a wooden frame needing assembly, with some marker labels. 29. What are the projections on Part 10A termed? ____ (shoulders on end bar) ______ 30. Why are there holes drilled in Part 10B? __ for eyelets ______________ 31. What is the SPECIFIC, COMPLETE name of part 10C? __wedge top bar _________ 32.(2 pts) Beside nails and hammer name two useful items/tool(s) needed to assemble this frame? 1. ____________________ 2. __________ Glue, frame assembly gig, pliers STATION 11. There is a hive before you. Warre Hive 33. Is this a Langstroth, Kenya, Tanzania, Warré, Feral or Long hive? CIRCLE ONE 34. Are the worker cells in the combs of this hive likely to be BIGGER, the SAME or SMALLER size (CIRCLE ONE) compared to cells started from a sheet of commercial foundation? 35.(2pts) IS this or IS IT NOT an appropriate bee hive for individuals who live in a city and start bees because they heard bees are dying and they want to save them? Why? ___answer_______________________________________________________________ STATION 12. Bee antibiotics and mite chemicals are shown at this stop. 36. Remembering the label is the law – which of these materials is illegal? _______ oxalic/pdb 37. Which one(s) is a legal application for an active brood disease infestation? __tylan____ 38. Which one(s) are permitted for organic honey production? _Apilife Var, Apiguard_______ 39. (2 pts) What material would you advise a new (1 st year) beekeeper avoid using? _______ Why? _______________________________ any depends upon reason 12A=apivar, 12B=apiLifeVar, 12C= fumigillan, 12D= tylan 12E= (illegal OXALIC or PDB) 12F= Apiguard STATION 13. This station has a Langstroth hive box with frames 40. What is name for item 13A? ________________ rabbet 41. What is name of frame 13B __Hoffman______________ and what type of foundation was used in frame? _Duracomb___________________ 42. Does frame 13C have drone cells? _Yes_______ STATION 14. Insects 43. (2 pts) Is there a pest of honey bees here? YES or NO ? If Yes which one(s)? _wax moth , yellow jackets, European hornet________ 44. If Insect 14B was around your bee hives what would you use to reduce its impact on the colony, if anything? __trap ________ 45. Name insect 14C? ___drone (flower fly)____________ insects A= wax moth, B=YELLOW jackets, C=flower (drone) flies, D=polistes wasps E=beetles, F= ground bee G=??? STATION 15. Hive products 48. How would individuals use product 15A? __propolis – internally or externally __________ 49. Would a honey show include as one single judging category Items 15B and 15C? YES or NO. 50. What products are obtained from a glandular section of worker honey bees? _wax, rj___ _ 51. Is the product 15E likely contain more than honey? YES or NO. If yes, What?sugar + propolis products A=propolis B= wax candles, C=piece of wax, D= royal jelly, E= cough drops F= honey STATION 16. Before you are some specialty items used to accomplish a beekeeping task 50. What is the collective purpose of these items? __raise/graft queens ___________ 51. Where is specific use of item 16B? _protect capped queen cell__________ 52. (2pts) Identify the colored items of 16D? _plastic cups__. Of the other items at this station, what other item is used in closest conjunction with item? __15B______ 53. 2 pts) What is item 16F? marking pen________ Of the other items here, which would it be most directly be used with? _16G____ queen stuff a= queen cell protective cage, B=3 grafting needles, c=marking pen, d= plastic and natural queen cups,e= introducing cages, f=queen marking device g=queen catcher STATION 17. Before you is a collection of several items we might use in beekeeping 54. (2pts) What is Item 16A? __cappings scratcher_____. What task specifically does 16A accomplish? _open capped honey cells/sample drone brood for mites ____________________ 55. What is item 16B? _frame cleaner_______. Under what circumstances would we use 80B 56. What is name for 16C? _bracket to fix top bars________________ STATION 18. 2 Photos of bee pests 57. Photo 17A (of about 1000X magnification) show tracheal tube in an unhealthy adult bee thorax. What is the green item likely to be? ___________ tracheal mite 58 . (2 pts) What is this bee called in Photo B ? __________ What is likely light tan colored item on it’s head? __________ bumble bee/mite Station 19. 2 Photos of bee hive activities 59. What is beekeeper doing in Photo 18A? ________ feeding sugar syrup 60. What is likely happening in Photo 18B? _____ making nucs STATION 20. Before you is a life cycle diagram produced by EAS MB Jon Zawislak SHB LC 61. In Life Cycle 20A, insert A shows the ___adult _____ life stage of __SHB _____- 62. What are the adults doing in Insert B? ______________ hiding in hive 63. (2 pts) In insert 20C, a different life stage is shown exiting the bee hive. What is life stage name _______ and how many days does this life stage exist in a bee hive before they exit it? ___________ larva, 7-10 days or 10-16 days Station 21. Another life cycle diagram produced by EAS MB Jon Zawislak Varroa LC 64. In life cycle what is happening in insert 21A? _________ adult mite hiding in cell 65. In Life Cycle, name a chemical treatment that might be capable of killing the mites show in insert 21B _____________ MAQS (formic acid) penetrates capped cell 66. (2pts) What is the usual reproductive success at Insert 21C? __ 1 mature daughterly control Station 22. Items used for mite samplingPS sampling jar/white plate 67. What is white material? ____ powdered sugar ___________________ 68. What is significance of black mark on jar? ____ = 300 bee sample________________ 69. What is item 22A used for? __Shake PS and mites onto__________________ 2 questions from very first MB exam 1981 (35 years ago) STATION 23. 70. What is the full name of the object before you? __Benton mailing cage_____________ 71. Within 10 years, when was it invented? __1891____________ STATION 24. You have before you three pieces of foundation numbered 1 through 3. What is the name of each? Under what circumstances would each be used? Name circumstances of use 72. _drone cell foundation_____ __raise drones for drone trap_______________________________ 73. __small cell foundation__________ __small cells for mite control – not effective_______________________ 74.__wired foundation______________ __for brood_______________________________________ thin surplus, medium brood unwired, wired drone foundation	<urn:uuid:2599e43b-0297-419a-a88a-ac2af0fde94f>	CC-MAIN-2017-22	http://easternapiculture.org/images/MasterBee/2016LabExam.pdf	2017-05-22T17:19:28Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00543.warc.gz	111,040,374	3,025	eng_Latn	eng_Latn	0.989943	eng_Latn	0.992715	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2042, 4092, 5948, 7808, 9471, 11481 ]	[ 2.875 ]	2	2
Conservation A Village Making a Difference A Village Making a Difference A Village Making a Difference A Village Making a Difference CCCCoolagown village near Fermoy in Co Cork, recently took part in a project aimed at reducing household waste. Twentytwo householders in the village set out to reduce the amount of waste they were sending to landfill, as well as conserve water and energy in their normal day. At the beginning of the 12month project the average household disposed of 7 kg of waste to landfill each week. By month 11, these residents had reduced their waste by an amazing 74%. The annual residual waste reduced from 362 to 94 kg per household. All households signed up for home The residents of Coolagown village attended talks given by Cork County Council, which made them more aware of the environment and showed them ways to change their behaviour in order to help the environment. kitchen waste and food scraps together. Each participant was taught the necessary skills and knowledge to divert food and other perishable waste away from the residual waste stream and into composting systems. composting systems, which include both the standard compost bin and a green cone per household. At the beginning of the project, the waste bins in each household were examined by Council experts, who gave advise on how to find other ways of disposing of some items. Each household weighed their waste weekly and recorded their reducing weights. Various types of compost bins and food digesters were used, including greencone digesters which can be used to dispose of green www.naturesweb.ie Perhaps you could practice some of these ideas in your home? The village has gone on to receive a number of awards for the positive changes they have made. It's most recent and exciting is a Gold Medal in Entente Florale Europe (2011), a European competition for Towns and Villages, the aim of which is the improvement of the quality of life for local urban and village communities. In this photograph, Dr. Mary Stack, Environmental Awareness Officer, Cork County Council and John Feeney, Chairperson Coolagown Development Group (both of whom started up the project) are receiving the 2011 Green Community Award. Autumn 2011 Things that Coolagown Village do to help the environment: Shopping habits * Reduce packaging when shopping. * Buying loose fruit and vegetables and buy what you need. * Buying local produce to reduce air miles on purchases. * Check use-by dates to avoid buying food that might get thrown out if not eaten immediately. Reuse of household goods * Use of the Cork County Council's website www.wastematchers.com and similar web sites e.g. www.freecycle.org. * Use of charity shops and free advertiser papers * Set up a local reuse centre in the village for the reuse of local quality household goods. Recycling practices * Highlighting good recycling practices such as washing and crushing items and identification of what can and cannot be recycled. Safe disposal practices * Give unrecyclable goods, medicines, batteries, electronic material to Civic Amenity Centres or disposal schemes. Water Conservation * Installing water saving devices and other water saving actions. * Reducing how much water you use. 15	<urn:uuid:d4d1157c-0934-4243-b5fd-7b4ce97d39a3>	CC-MAIN-2017-22	http://naturesweb.ie/Autumn2011Page15.pdf	2017-05-22T17:27:40Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00543.warc.gz	261,503,800	654	eng_Latn	eng_Latn	0.998073	eng_Latn	0.998073	[ "eng_Latn" ]	false	docling	[ 3261 ]	[ 3.625 ]	2	4
STUDY GUIDE:Homeostasis and Internal Regulation KEY TERMS homeostasis negative feedback positive feedback interstitial(=extracellular) fluid intracellular fluid Nitrogenous-waste compounds ammonia urea uric acid excretion elimination osmoconformers osmoregulators contractile vacuole flame cell system nephridia Malpighian tubules Parts of nephron Bowman's capsule glomerulus proximal convoluted tubule distal convoluted tubule loop of Henle collecting tubule glomerular filtration tubular reabsorption tubular secretion ureter cloaca urethra urinary bladder glomerulus tubular excretion thermoregulation ectothermic(=poikilothermic) endothermic(=homeothermic) behavioral thermoregulation physiological thermoregulation vasodilation rete mirable torpor hibernation aestivation QUESTIONS 1. List three main nitrogenous waste products; compare their toxicity and the amount of water that must be expelled in order to excrete each one. 2. What organisms have salt glands? How do they work? 3. For each of the following organisms, specify the type of excretory mechanism possessed: Paramecium, planaria, earthworm, mammal, insect. 4. Draw a diagram of nephron, labeling the following: glomerulus, Bowman's capsule, proximal convoluted tubule, descending limb of the loop of Henle, ascending limb of the loop of Henle, distal convoluted tubule, collecting tubule. 5. Discuss in some detail the process of urine formation in man, explaining how the nephron functions. 6. Summarize the role played by your kidneys in maintaining homeostasis. 7. Describe a model for the sodium-potassium pump and explain how such a pump might work in the cells of the gills of a freshwater fish. 8. State the principle homeostasis and explain why the body's health and survival depend upon the maintenance of homeostasis. 9. Outline the process of temperature regulation in endothermic animals. What are the four general categories of temperature regulation? 10. How does the mammalian thermostat work? Where is this thermostat located? 11. Explain the principle of countercurrent heat exchangers. 12. Are their any invertebrates that regulate their body temperature? If so who are they? 13. Explain the difference between hibernation, torpor and aestivation?	<urn:uuid:ffd77616-fcf8-4b4c-b3c7-39529834a6f3>	CC-MAIN-2017-22	http://phsgirard.org/APbiology/Chapter44/Excretion.pdf	2017-05-22T17:15:49Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00541.warc.gz	278,430,456	532	eng_Latn	eng_Latn	0.972002	eng_Latn	0.972002	[ "eng_Latn" ]	false	docling	[ 2262 ]	[ 2.921875 ]	1	0
Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org Make a Bird Feeder Birds Need a Bird Feeder Holiday Treat! You will need a styrofoam egg carton (put trash to use), a paper punch and twine, string or heavy yarn. Watch this video to view instructions for an Egg Carton Bird Feeder. http://www.associatedcontent.com/video/22941/easy_egg_carton_bir d_feeder_for_kids.html?cat=32 1. Cut off flat top of egg carton. 2. Punch holes in each corner. 3. Tie string on each corner and then gather all strings in center. 4. Fill with bird seed and hang in tree. www.kidsforsavingearth.org	<urn:uuid:f3048457-4613-45f9-8b7e-83308cd90cd9>	CC-MAIN-2017-22	https://kidsforsavingearth.org/ecoactivities/birdfeeder.pdf	2017-05-22T17:14:21Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00541.warc.gz	766,984,608	870	eng_Latn	eng_Latn	0.968025	eng_Latn	0.968025	[ "eng_Latn" ]	false	docling	[ 3194 ]	[ 2.046875 ]	2	3
MY GRACE IS SUFFICIENT FOR YOU Ghulam Masih Naaman 1. My Muslim Home We were a Muslim family of eight. I had four older brothers and one younger. I was born in Jammu, Kashmir, where my mother had gone for a holiday, but my ancestral hometown was Zaffarawal in Sialkot. My forefathers originally came from Mongolia and had been wealthy land-owners. My father too was a landowner with rich farmland. He grew wheat near the Nala Dek River which ran fast and full during the rainy season, watering the land on its banks. It enabled us to produce so much wheat that we never needed to purchase more. We were a fortunate family that never experienced deprivation. We even had servants who did most of the farm work and I do not recall seeing my father performing any of the labour. When my brothers were old enough, they took over the responsibility for the farm. After the births of my older brothers, my mother had other children who died in infancy. My birth and survival were seen as a miracle and I carry on my body a mark which signifies this: a pierced ear. My mother had longed for another child. She was a devout Muslim, yet retained a belief in goddesses -- something she had inherited from our ancestors. She went up into the hills in Kashmir where there was a shrine of a certain goddess. She promised this goddess that, if she had a son, she would dedicate him to her, bringing him to the shrine yearly as a sign of gratitude. Thus, my ear was pierced with a gold ring to show that I belonged to the goddess. You can imagine what this symbol did for me at school. In addition to its being the cause of much teasing from my friends, it also was what the hands of the other boys reached for whenever I was involved in fights. This sign of my miraculous birth and preservation from death brought pain and embarrassment to me. But later in life, I came to understand that a divine hand had indeed been laid upon me -- not the hand of the goddess, but that of the living God. My paternal uncle took pity upon me and removed the ring. I was relieved, but my mother was deeply upset. She was distressed, because she believed that this would bring about my death. The ring was a kind of talisman guaranteeing me the protection of the goddess -- so she thought. Without it, I would be exposed to danger and even death. But my uncle again came to my rescue and said reassuringly, "You will not die." My mother was just being superstitious. When she asked me to go to the shrine, I politely refused. I was about nine years old. As the days passed and I did not drop dead, I was delivered from any fears that still lingered in the back of my mind. From that time on I never experienced fear again until later in life -even in dangerous situations. However, I did experience grief when my younger brother, Ramazan, suddenly contracted pneumonia and died within a few days. I was still young when my four elder brothers married. We all lived in the same large house with eight bedrooms and a big hall. My brothers had separate rooms for their wives and children. We shared everything, a situation typical of the social structure in India during that time. In a town or village, this was an essential element for the security of all members of the family. Each family member, whether healthy or handicapped, employed or unemployed, shared in the common property and inheritance. Our household was a happy one, with a kind mother, an affectionate father, and loving in-laws. I always called my sisters-in-law "sisters" and my father taught me to treat them as such, because I had none of my own. We loved one another very much. In a household with four daughters-in-law, it might be expected that conflict would be commonplace. But it was not so in our home. Mother was a gentle woman and the atmosphere we breathed was one of love and understanding. From my mother, I learned the value of serving others. "To live for myself," said she, "makes me no different from animals. We can only prove ourselves to be true human beings if we live for others." I saw her live out this principle even in threatening circumstances. Her attitude and example were a bedrock for me. Despite the darkness which would threaten to engulf me later in life, I never totally departed from this foundation. My father had been a military man and held a Viceroy's Commission in the First World War. During that time, Indian nationalism had not yet reached the stage of opposition to joining the army under British control. India was still part of the British Empire and fighting overseas was regarded as an honourable occupation. My father cherished his memories of the war. He had a vast supply of stories with which to fill our imaginations. We loved to listen to him tell us tales about the exploits of the army during the campaigns in Africa. Father instilled within me a love for heroic tales. Indirectly, he taught us that a man should identify himself in this world by doing something extraordinary. People should be able to recognise our abilities; we should not advertise them, but we should act in a way in which they can be honestly evaluated. This attitude had consequences in my life. Lacking fear as I did, and wanting to excel in life, I was led into some dangerous adventures. My father was concerned for others. If anyone was oppressed or so poor that he could not afford to obtain justice, my father was always ready to do what he could by seeking remedy from the courts. But he never took any lawsuit of his own to court. Even soldiers, in receipt of a pension, used to turn to him to deal with their affidavits. My father was compassionate, and because of this, he was respected in the neighbourhood and held a high standing in the community. Because my father had a generous spirit, many guests came to stay in our home. On one occasion, he even welcomed the murderers of his own brother. This brother had been involved in a land dispute, and a group of people had killed him. Afterwards, this group fled, seeking someplace to hide; unwittingly, they hid in a small shed my father had built in the fields. Not knowing of their foul deed, my father invited them into the house and gave them a meal. Later, the friends of his brother, who were pursuing this murderous group, arrived and denounced them. When my father learned of the death of his brother, he was grieved. But to the surprise of all, he was not angry with the murderers. He was a caring person and did not harbour resentment against anyone. Father derived his character from his religion. He did not care much for the externals of religion and distrusted the Maulvis (the religious teachers of Islam). He disliked public worship and prayed in private. He was a mystic. Mysticism or Sufism in Islam (direct communion of the soul with God) was most likely modelled upon Christian hermits who were scattered in the deserts of Egypt and Arabia. The movement was confirmed in Islam by Al-Ghazzali who died in A.D. 1111. In its earliest stages, Sufism was characterised by great devotion, humility, and asceticism, based on self-discipline and self-denial. Obedience to God was seen as that which must spring from the heart. A loving response to God is sought, not mere observance of laws. In search of purity and personal experience of God, the early mystics stressed the importance of prayer and contemplation, enjoying the ecstasy of knowing the love of God. Because of this love, they were able to love God in return and respond obediently to Him. Later on, they used drugs and music to induce a state of ecstasy. The mysticism of my father was a deliberate attempt to cultivate a personal relationship with God, but it never developed into a longing for a mystical union with Him. He did not resort to the use of drugs, music, dance, or incantations to induce a mystical state. He maintained a moral equilibrium which governed his whole life. At home, he was a gentle person, concerned with our welfare and education. My brothers and I were educated in a school two miles from our home. To make it easier for us, our father built a house near the school in Zaffarawal, so that we could get to school on time. I entered primary school when I was five. At this time, I began to go to the mosque near our home. Every Muslim boy from the age of five was expected to go to the mosque once a week, to learn and recite the Qur'an. The mosque was the centre for congregational worship and instruction, and I attended every Friday, the day of devotion for Muslims, along with my friends. While the Imam (prayer leader) uttered the prayers, we all prostrated ourselves at selected intervals, following his example. Usually, he would give a short address in which he explained some aspect of the teaching of the prophet Muhammed. It was not always easy to understand him, but our religious leaders made certain that we learned our faith. From my earliest years, the basic witness of Islam was instilled in me: La ilaha illa Allah; Muhammed rasul Allah, "There is no god but Allah, and Muhammed is his Ambassador." My primary-school headmaster had great influence on me. He was a poet, orator, writer and musician. Owing to his encouragement, I began writing poetry myself. This has been a source of delight to me throughout my life and my notebook is never far from me. I also learned to play the harmonium, but was not allowed to do so at home. So, my headmaster granted me permission to practise at his house. The hand of God was upon me from my earliest years. He was preparing me for a life of service. He was concerned with me and with the smallest details in my life. Truly, He is a great God. I spent four years in primary school. When I was nine, my brothers left home; two went to Jammu and two to Lahore. Then, it was time for me to go to high school. While there, I did not develop much interest in academic work, but my family was determined that I should apply myself to it. The school they chose for me was in Jammu, Kashmir: the Maharajah Ranbeer Singh High School. It was a privilege for me to go there because it was built for the sons of the rajahs or ruling families. The rajahs were the kings who conquered and established themselves as rulers in various parts of India. There were twenty-two rajahs in Kashmir during this period. I was the only Muslim student in that school. Muslims were not allowed there, only Hindus. But since my father had been in the army and was socially influential, he persuaded the headmaster to accept me. People always found it difficult to refuse the requests of my father. This school offered a kind of pre-military training as befitting the sons of warrior kings. Riding horses featured prominently and I loved it. I also enjoyed shooting. My father's Greener Gun was very light and I could cope with its recoil. I remember spending a lot of time with it whenever I had the opportunity. This was much more pleasant than fetching milk every morning, a small task which our servants performed, because I had refused to do it. Hunting interested me more than studies, because diligence and hard work had not yet become part of my character. Besides, the purpose of my preparation at school was not yet clear to me. The sons of the rajahs were being prepared for their future professions; some were commissioned as junior officers in the army and others went into public service. But I was not yet sure where my education would lead me. Because this school was one for Hindus, we observed the practices of Hinduism. I learned to look forward to getting up early for prayers. We had to memorise perfectly, word by word, the mantras or passages of the Hindu Scripture, which enshrined the basic teachings and precepts of the religion. Hinduism did not attract me, but what I learned gave me invaluable understanding of this religion. I also had to learn Hindi, which I speak fluently to this day. There was a big gap in my education at the high school. I did not learn anything about Islam. I was happy about this, but my brother, Khuda Bakhsh, was not. Because my father had died, he had assumed the responsibility for my education. He made me leave the school and enter at Jammu Islamiyyah High School. It turned out to be an orphanage rather than a boarding school, but this did not bother my brother. He was so eager for me to have more knowledge of Islam that it made no difference to him where I gained it. I was not an enthusiastic student; I used to skip lessons and go home for meals at any time during the day when I felt like it and when I knew my brother would be away. My "sisters" did not reveal my actions. Inevitably, the school made formal complaints and this soured the relationship between my brother and me. He was paying for my education and I was making little use of the opportunity he was working so hard to provide. This situation worsened as a result of a relationship I had formed with a young girl. During one of the vacations, I went to a village near Srinagar where we owned a plot of land. There, I met Salima and fell in love. I was captivated from the moment I set my eyes upon her. She was the daughter of the family that tended our land and with which we had a distant relation. We became good friends and used to meet frequently. I did not realise that the attraction was mutual until the day before I was due to leave. We were together and she suddenly began to weep. She did not want me to leave. This touched me deeply and our love grew stronger every minute. The next year when I returned, I found that she had grown even more beautiful. However, I could sense a change in her. She avoided the intimacy we had previously shared, remaining distant. She reassured me that her love for me was greater than ever and that she had missed me terribly. I was puzzled. What could be wrong, I wondered. Our relationship had been a pure one. We simply enjoyed being with each other. Real love can be experienced without sexual expression. I learned early in life that sexual intimacy can destroy a beautiful relationship. One must reserve that for one's life partner, after marriage. However, it became clear to me that a marriage between the two of us was not to be. Her family had sensed that my family would never approve of such a marriage. The family of Salima was not wealthy enough and mine would never allow such a union to take place. My heart was broken, but there was nothing I could do. The relationship between my family and me became strained further. With my heart full of grief, I returned to school. I just could not apply myself to my work. I had never really been excited about work, but now it seemed absolutely senseless. I was not happy there nor at home. I felt that my family had deliberately spoiled my chance for real happiness. It was not long before the tense relationship between my family and me reached a climax. During one of the periods when I skipped a lesson, my brother returned home unexpectedly and found me in a nearby tea shop. These shops were common places of gossip and idleness, but I enjoyed sitting there and watching the crowds. Suddenly, I was startled. My brother was standing beside me. He demanded to know why I was at a tea shop when I should have been at school. Of course, I had no satisfactory answer to give and he became angry. He saw a young boy who was seven or eight years old working in the shop, and seized the opportunity to disgrace me publicly. My brother called this boy and began to question him. Child labour was not forbidden nor was education compulsory, so it was not unusual to see children working. His position contrasted sharply with my very privileged one. "Sonny,"my brother asked, "what time do you get up for work in the morning?" "I get up about 3 o'clock in the morning, sir, and I clean all the dirty dishes from the night before, scour the pots and pans for the morning purees (flat cakes) and halvas (batter pudding), and then I remain with the shopkeeper all day." "What time do you go to bed at night?" "Never before eleven o'clock, Sir." My brother turned to me, his eyes blazing with anger and said: "Look at this child, hardly old enough to leave the side of his mother; he only gets four hours of sleep a day. Let him be an example and lesson to you. You do not study or work. Be a man! Life can be extremely harsh for those who throw its opportunities away." With that, he turned abruptly and left. I was left confused and embarrassed. I was confronted with my idleness and felt shame. My family was wealthy and had a good reputation, but I was becoming an intolerable thorn in their flesh. My dependency dawned upon me, so I took the words of my brother as a personal challenge and decided that from then on I would rely entirely upon myself. I would not continue to live on the favours of others. This resolution, however, did not lead to a more zealous application to my work at school. Instead, I grew irritable with everything. The tenth-year examination was to be held in March. Just before this, I ran away. 2. Who is This Jesus? World War II had begun, and I was sixteen years old. India was caught in a dilemma. How could she join in the war with an imperialist power that held the entire Indian sub-continent in subjection? Naziism was evil and needed to be condemned, but for many Indians, it represented an extreme embodiment of the same imperialism and racism that held India in subservience. The Indian National Congress was loud in declaring that only a free India could join in the war against Germany. "The people must be consulted," was its cry. The political leaders, however, were divided. They hated the aggression of Hitler, but were also hostile to the idea of helping Britain. Yet, a subject nation cannot determine her own course, and when war broke out, India found herself fighting on the side of the British. Like most Indians, I too shared the intense desire for independence from British rule, but I was too young to understand all that was going on with politics and ideologies. My immediate concern was to find something to do. I was alone and could not expect help from my family -- nor did I want any, for that matter! I was resolute in my determination to stand alone, so I joined the Armed Forces. When I applied to enter the Royal Air Force, I had no difficulty. I answered a few questions and was enlisted as a flight mechanic, concerned with the maintenance and repair of airplanes. My initial aviation training took place in Lahore where I learned under American instructors, and my first appointment was to an airport in Calcutta. After a time of instruction, I was sent to Burma and Rangoon. I did normal army routine and was on twenty-four-hour duty. I was later sent to the Air Force Academy in Calcutta. There, I earned a master's degree in military intelligence. One of our administration instructors said something that I have never forgotten: "Always win the confidence of your subordinates." This became a guiding principle in my association with the men under me. I tried to build up a personal relationship with them. Whenever one of them had any difficulty, I would try to help in whatever way I could. For me, the value of every man did not depend upon his colour, race, or creed. Life is precious in every person. Unfortunately, not everyone shared this view. I never disobeyed the orders of my senior officers, nor would I allow my subordinates to disobey mine. During war, disobeying orders carried the death penalty, but I never made use of this punishment. If a young subordinate did not obey my order, then I attempted to find a way of cancelling it honourably. Full dedication to my work, integrity and trustworthiness -- these were the qualities that enabled me to succeed in every position. I did not tolerate dishonesty in myself nor in others. I never put pressure on my subordinates without good reason, and would listen carefully to their legitimate requests. Thinking only of their well-being, I was even prepared to perform an interval of duty for them myself. This is why they were ready to shed their last drop of blood for me. On the advice and recommendation of my senior Indian officers, I became part of a combined group of the Intelligence Corps. I was not anti-British, yet I could not help noticing that relationships in the Air Force were not pleasant. Some of the British officers were condescending in their attitude to the Indian officers. They regarded us as inferior and called us "bloody Indians" and their language to us, in general, was not polite. There were even greater problems that troubled me, however. I was disturbed by the preferential treatment given to the British. Their lives were esteemed while Indian lives were devalued and dispensed with easily. This formed a wide gap between Indian and British officers, even those of the same rank. Racial discrimination was widespread. The British made no attempt to socialise with the Indians. Many believed that one of the great joys of going to a place like Simla, a famous hill station in the Himalayas, was not only to get away from the heat, but also from the native population! This attitude was once manifested in tragic proportions in an incident with my close friend, Squadron Leader Surinder Singh. Our area commander had been notified several times of defects in a certain bomber. One day, he sent orders to our workshop, saying that because of these reports, Surinder Singh should take this aircraft on test-flights himself. Surinder was prepared to go, but was rather apprehensive. He took the aircraft and flew it in the appointed direction. We lost radio contact with him after roughly fifteen minutes. When another fifteen minutes had passed, we saw that an airplane was coming over the Bay of Bengal. It was Surinder. The land forces had not been alerted to provide cover for him, and the Japanese had blown away half his face and one of his eyes. A second distressing situation arose out of a famine in Bengal. It revealed human wickedness at its worst. During 1943-44, Bengal and East and South India were devastated by famine. Epidemics followed the famine, particularly cholera and malaria. This soon spread to other provinces. Unofficial accounts put the death toll at 3,400,000 but the official Famine Enquiry Commission concluded that 1,500,000 deaths occurred in Bengal "as a direct result of the famine and the epidemics which followed." Whatever the exact figures, no one could doubt that death was claiming thousands of lives every day. The awful results of the famine could have been averted, but the authorities manifested a sense of indifference and complacency. One could scarce believe the horrific accounts that came out of the devastated areas. Some authorities accused the reporters of dramatising the situation. But a time came when these reports could no longer be denied, and the arguing over who was to blame only diverted attention from relief to self-justification. Thousands were dying daily, yet rations lay rotting in the government's supply houses. Malaria was a killer disease in those days, yet a vast supply of anti-malarial medicines remained unused in our medical stores. Sickened by the insensitive behaviour around me, I began taking tea, sugar, rice, and lentils from the ration depots and distributing them freely among those in need. I also gave away some anti-malarial medicines. Times were so bad that even wealthy Indians, with all their accumulated riches, could not buy food for themselves. People were reduced to exchanging the virginity of their daughters for provisions. Of course, there were some who seized this opportunity to exploit their fellow human beings, selling antimalarial tablets for one rupee each! There were those whom no human tragedy could stir. While the famine raged and the epidemics took their toll, revelry went on daily among both the English and the wealthy Indians in Calcutta. They with their petty squabbles and love of pleasure carried on as if nothing were happening. My mind was thrown into turmoil over all of this and I could only react emotionally to all that was going on around me. My youthful years seemed to be racing by and I matured quickly in those circumstances. Once, I and a fellow Indian officer named Puran picked up two boys abandoned on the road and brought them to the camp. We kept them hidden for more than six months. When our commanding officer became aware of this, we were severely reprimanded. My colleague and I were prepared to pay any price to save the lives of these children, but they ended up being sent to a refugee camp in a remote part of West Bengal. We hoped that they would come to know some kind neighbours who could help them, for we could not help them any longer. How hard it was to swallow my emotions. Why is life here valued so cheaply? How is human life to be evaluated? Does no one really care? If there is a God, where is He in all of this? These are the questions I kept asking myself. But I soon discovered a light in the darkness. It is true that the dominant attitude of the British officers towards the Indians was one of arrogant superiority, sometimes resulting in brutality; yet, there were those whose lives were shining examples of goodness and love. These were Christians who sought to imitate their Master, Jesus Christ, and they revealed the light and love of God. Their example planted a seed within me that would later grow and flower into full conversion. One of these people was Captain Baxter. He was a young officer who was transferred to our wing. Like most of the British, he was reserved, but he was also broad-minded. In his treatment of his subordinates, we could clearly see the kind of person he was. He was neither patronising nor condescending to the Indian officers. He cared for our welfare. There was a time when the Indian staff requested separate cooking and eating arrangements. Muslim food requires special preparations and ovens in order to cook properly. Our most urgent need was to have chulhas (ovens of clay) made for the new hall. It was agreed that we should have these, but it was difficult for us to see how our needs would be met, considering the conditions under which we were living. You can imagine my amazement and amusement when I returned from the workshop one day to find that Baxter had got hold of a book of instructions and was attempting to construct an oven himself. My admiration for him grew. As I watched him, I began to realise the great love for others that was in his heart. There he was, trying to construct our oven with his own hands. He appreciated the nature of our request and was determined to see it fulfilled. It was a simple gesture, but it moved me deeply. It is a sign of acceptance and friendship when people share a meal together. Strangers know that they are welcome if they are invited to have a meal with their host. Baxter ate breakfast with us every morning -- something the other British officers would never do. Again, this may seem a trivial thing, but in the climate of foreign domination under which we lived, this was touching. It was a genuine act of friendship and we all responded warmly to it. Baxter was not a man to reprimand his men for trivial offenses, even when correction would have been appropriate. For example, some young men once came to breakfast unshaven. Instead of rebuking them, Baxter produced a blade from his own pocket and gave it to the men so that they could go and shave. What impressed me most about Baxter, however, was his behaviour in times of raids. If there was a Japanese bomb attack while he was present, instead of going to the trenches for shelter, he would say to all the men: "Come on, lads. Let's go to the chapel." The chapel was just a tent used for worship. We normally obeyed him. During the times in the chapel, he did all the praying himself. The only thing we had to do was to say "Amen," when he was finished. This happened two or three times. One day, there was a severe attack. The sky was full of planes, and we started running for the trenches. Death seemed inevitable. Baxter shouted: "Boys, it is no use running to the trenches; you will not be safe there. Let's go to the unit chapel." We chuckled at this seemingly silly order. It was alright to go to the chapel when there was a minor raid, but this time it seemed ridiculous. Yet Baxter had a note of authority and assurance in his voice. He said: "I am going to pray to the Lord Jesus. You do not have to believe in Him or do anything; just say 'Amen' when I am finished." Although we were skeptical, we obeyed and entered the tent with him. We sat down, amazed at this gesture in such a crisis. As Baxter began to pray, he wept. His words still ring in my ears: Lord Jesus, reveal Your strength and power today. Prove to these little ones that You are real. For the sake of their loved ones and their parents, protect them from this attack. Let these men know that You are alive and that You save not only man's body but also his soul from destruction. Amen. While Baxter was praying, a peculiar transformation took place in the chapel. Everyone became absolutely silent. Stranger still, we could not hear anything outside. We were only in a tent, yet there seemed to be a blanket of silence draped over it. When we emerged from the tent, the sight was appalling. Pieces of human flesh were strewn about. The unit which was based on the other side of the canal had been hit by several bombs. Heartrending groans from the young men reached our ears. Bombs had also fallen into the canal behind the main mess-hall, and the water in it was boiling. Mud was overflowing the banks, and a fog hung everywhere. In the midst of this destruction, we were safe. Dazed and shocked, we could not help concluding that Baxter's Lord Jesus was alive and that he listens to prayer and saves his people. Who is this Lord Jesus I wondered? As far as I knew from the Qur'an, he was simply a prophet like all the other prophets. Yet, people do not pray to dead prophets for deliverance. I never had heard a prayer such as Baxter's. It was so simple yet direct.When I was a boy growing up in our hometown, I used to go to an American mission station with my friends. What we enjoyed most was going to the house of the missionary after the services to sing choruses with his wife and play with the toys that were there. But during the services, I never understood what the missionary said or prayed. He shouted a lot. Baxter, however, seemed to be talking to a friend standing by his side. It seemed so easy. Was it really possible? 3. Battles Within and Without Shortly after the Japanese bombing ended, I started work again as a flight mechanic. But my work was cut short by an accident which nearly cost me my life. We were repairing damaged aircraft and testing them after they had been fixed. One day, I received orders from our commanding officer to test a particular plane, because the work which had been done was not satisfactory; the communication system was not functioning properly. At this point, I recalled what had happened to my friend during a test flight and how half of his face had been blown away. But I had to obey orders, so I embarked on my flight along with another friend of mine. We were given thirty-three minutes to test it and return. When only thirty miles from the workshop, I was hit from below. My friend, Putan, pushed me from the pilot's seat and took over the controls. We managed to land safely and I was taken to the 56th Indian General Hospital. The whole right side of my face was severely burned. When I arrived, I was given first aid. I was hardly conscious of what was happening, but realised that there was difficulty involved in my admittance. Two days previously, a bomb had fallen on the ward reserved for the British officers. Lying semi-conscious on a stretcher, I overheard a conversation between the senior medical officer and two nurses. When they inquired what was to be done for me, the medical officer insisted that he could not admit me into the general ward because I was RAF personnel. The nurses were upset because they knew the extent of my injuries. One of them asked the officer, "What is more important -- rank or life?" But they did not succeed in securing my admittance. They offered to look after me themselves in a room in the nurses' quarters. I could not see where I was, because both my eyes were bandaged. I learned of my injuries from the conversations I overheard. For twenty days, I lay in that room, but was not neglected; my two "angels" saw to that. With their own hands, they fed me and made sure that my needs were met. I do not remember what other medical treatment I received. All I know is that I have not been able to see properly with my right eye ever since. Early in the morning of the day when I had to leave, these two nurses came into my room and introduced themselves. They were Amber and Mary, two Indian nurses. I was curious to know why they had shown such love for me when others seemed so indifferent. I was deeply moved by their answer. "The reason we attended you," they said, "is not that you are a handsome man (they could hardly think this of me in my stricken condition with bandaged eyes!) or because we are seeking reward, but simply because we are Christians. Our Master suffered for the salvation of man and it is our duty to serve others." I was overwhelmed by this simple confession. I wept so much that it seemed I would drown in my own tears. That these two nurses should care for me so compassionately in the name of their Lord humbled me. They comforted me and said, "You must not cry; your wound is still fresh." I bowed my head in a feeling of immense gratitude and dearly longed to kiss their feet. Once again, I was confronted with the Lord Jesus in these two disciples of His; He seemed to be pursuing me and I could not escape. In the midst of all the slaughter and lack of concern for human life I witnessed daily, here were God's people, caring and living for others. They were upholding another set of values similar to those my mother had taught me. I sensed the presence of God with His people and wondered if He was beckoning me. There was no time for such reflections to be prolonged. I was discharged and sent back to camp. Upon arrival, I was told that I would be given lighter work to do. My job was to prevent Air Force personnel from entering sections of the city that were off limits -- red light districts. In this position, I became acquainted with the people who lived in these areas. This would seem an unlikely place to witness genuine love, but this is precisely what I found. There was a young airman in our workshop named Philip who was born in the province of Bihar. His companionship provided us with fun and laughter. Punctuality was often shirked, with the excuse that so much enjoyment was found in the company of Philip that no one could leave his presence. But it was not only his pleasant nature which drew me to him. It was the sacrifice he was willing to make out of love for his Saviour. One morning, I was ordered to inform Philip that he was being transferred to another workshop. He was upset and did not want to go. When I asked him why, he said that there was a girl, Kumla, a prostitute from a disreputable family, with whom he had fallen in love. I tried to reason with him that to marry such a girl was contrary to accepted social practice, but he remained resolute. His decision was one which sprang from his deepest convictions. He said: "My religion is based on sacrifice. The Lord Jesus loved a wicked person like me and offered His own life as a sacrifice for the salvation of my soul. If He can receive someone like me, then it is my duty to accept sinful people whom the world despises." These words surprised me. Philip had given the impression of someone who was lighthearted and carefree. Now he appeared totally different. His ideals shone like brilliant lights in the darkness. Nothing I could say had any effect on him; his mind was made up. To him, this proposed marriage was an act of sacrifice, almost a direct imitation of his Master's. Captain Baxter understood. With his help, I was able to explain the affair to the commanding officer and the order of transfer was revoked. Kumla was invited to stay in the camp until the wedding which was performed by the area chaplain. Later, they both went to live in Philip's village. This was ultimate bravery. He could easily have gone to a place where no one knew them, but to go among his own people, where criticism and disapproval were sure to surface, took a lot of courage. In the following days, I kept reminiscing over my past experiences: the quiet, Christian life of Baxter, the kindness of Amber and Mary, and the practical example of self-sacrifice displayed by Philip. These memories whirled in my mind and I could not help but reflect upon them. From where did the grace and strength come for a man to defy social convention and prejudice to marry a girl like Kumla? These people believed that they owed their lives to the sacrifice which the Lord Jesus had made for them, and they were allowing Him to direct and govern their lives; they did not merely believe a set of doctrines. These thoughts transported me into a different world -one in which I could imagine everyone loving and caring for the other. What a vision! But there was no time for such thoughts. Perhaps there ought to have been. In a world which was becoming meaningless, I had caught a glimpse of another in which human life was sacred and precious. The inner turmoil which my experiences created within me was nothing compared to the greater turmoil that was engulfing our country. Politics invaded one's existence whether one liked it or not. The Indian subcontinent was on the verge of a great upheaval. World War II ended in 1945. Peace had arrived in Europe, but for India, it was one of the bloodiest periods of her existence. This time, it was not our foreign rulers who were responsible, but religion. Religion became the rock upon which our people stumbled. Hindus and Muslims were no longer able to live together peacefully. The concept of all Indians sharing one India, united and peaceful, was shattered. Now they were caught up in a wave of bitter hatred for each other. Fear fuelled this hatred to an extraordinary degree. The scale of murders, riots and arson which ensued, baffled even the most cynical. Islam was not a new religion. It had arrived in India in A.D. 712. Despite occasional clashes, it was tolerated and coexisted peacefully with Hinduism which was deeply established in the country. Only later did Islam become a political force in northern India, as a descendant of Genghis Khan captured Delhi in A.D. 1526, establishing the Mughal Dynasty. The Mughals did not attempt an entire conversion of the population to Islam; the powerful class of Hindu Brahmins would not have let them even if they had tried. While some among the Muslim upper classes were descendants of the Mughals, the masses of the adherents of Islam had been converted from the lowest castes of Hindu society. In the end, the Hindus and Muslims were hardly distinguishable from each other. Both were found among the poor and exploited. Why did people, who had lived together peacefully, now rise up in hatred against each other? The answer lies in the political scene. Muslims feared that Hindu domination in an independent India would put them in a weak position. They believed that the Hindus could not be trusted to treat them justly. Muslims were also growing aware of themselves as a people with their own identity. Thus, the Muslim middle class began to assert itself. The Muslim League, formed in 1906, was a deliberate attempt to safeguard Muslim rights, and the resulting policy of the British towards them changed, becoming more and more favourable. Amid the political ideas absorbing the minds of Hindus and Muslims, one cry sounded loud and clear: Muslims must have their own state -- Pakistan. Thus, nationalist propaganda ignited the imaginations of Muslims. Added to this was a religious fervour which set the political scene ablaze. Previously, the cultural heritage which Hindus and Muslims shared was enough for them to coexist peacefully. But now, their faith, allied with nationalism, became the rock upon which they fell, and they were irretrievably divided. To establish peace in the country, the British Army was asked to help the national police. My part in this was short-lived. Baxter was no longer with us. He had been transferred to another station. One day after the evening meal, I was arrested. On the following day, I was taken to an Indo-Chinese island called Bala Nakamatti near Singapore. I had no idea of the charges against me but soon learned that they were connected with the Indian National Army. A week later, my papers arrived. These were the charges: 1. I was caught selling rations to a Bengali, and before the unit guard could blow his whistle, I shot and wounded him with a revolver. 2. I and Corporal Izhaq had greeted and garlanded Mr. Mahatma Gandhi, while we were wearing government uniforms. 3. I and Sergeant Aslam had been heard addressing the political meeting of Mr. Muhammed Ali Jinnah, and our words contained an incitement to revolt. The presiding officer in the camp read all the papers and returned them. These charges could not be proven. Instead of sending me back to Chittagong, he sent me to a group near Barrackpur. Although all further proceedings against the Indian National Army were dropped in April 1946, the resolution demanding the release of all the prisoners was not carried through. I was eventually released in March, 1947. I was at a crossroads. I wondered what to do with my life. There seemed to be no purpose in remaining with the Air Force, and I was deeply disenchanted with life there. The war and fighting sickened me and, with my injury, I could only do light work. All the training in aviation and intelligence work was of no use to me now. When I began the murderous game in the Air Force, I was simply following in the footsteps of my father. I had hoped to see exotic lands and perhaps gain a medal for meritorious service. I did enjoy an excursion to Burma and Singapore, but my desired medal eluded me. Life in the Air force with all its discrimination and prejudice seemed intolerable to me. I needed to get out. Once again, my family began to exert pressure upon my life. I had kept in touch with them during my time in the Air Force, and if ever there was an illness in the family, I always went home. But now they demanded my return. Because my father had died, I decided to give in to their requests and put forward my name for discharge. At first, it seemed that I could not go immediately. Regulations stipulated that a person involved with intelligence work should be kept in the forces for eighteen months from the day a request for discharge was made. The purpose of this was for the person in question to forget the secret codes, so that he would not be able to use any of the information he had acquired once he returned to civilian life. But Captain Dr. Abdullah came to my rescue, dispensing with this condition in my case, saying that I needed immediate medical attention. I was discharged and left for home with the discharge papers bearing the remarks of Dr. Abdullah about the injury to my right eye. But my mother was shocked when I returned. Her son had been given no medal! 4. Freedom Fighter Sensing a vacuum in my life, I returned to Jammu, Kashmir, in March, 1947. But the climate of hostility and disruption forced me to be concerned with the safety of my family and to help them in the troubled times in which we lived. Here was an opportunity to heal the breach in our relationship. It was a tense time. We had to be careful in what we said and did. Hindus were the majority in Jammu, and the Muslims in northern Kashmir. We were conscious that we were surrounded by a hostile people. The position of Kashmir was not settled. British rule in India ended in the middle of August 1947, but two countries appeared instead of one. The Muslim country of Pakistan, with one wing in the east and the other in the west, was partitioned from the rest of India. An upheaval of population took place as thousands of families moved to the country of their choice. For Muslims, this often involved a journey of several hundred miles to Pakistan in the west. The suffering was unimaginable. Riots gave way to widespread massacres. Independent states like Kashmir were given the option of joining whichever country they wished. Kashmir was one of the few important states which had not signed the Instrument of Accession which all the independent states had been invited to sign. The Maharajah of Kashmir was entangled in a dilemma. Hari Singh, the hereditary Maharajah, was a staunch Hindu and there was intense hostility between him and Pandit Nehru, the prime minister of independent India. Fearing that India would impose democracy in his state, Hari Singh postponed any union for as long as possible. Although he had been repeatedly urged by all the political authorities to determine the will of the people, he showed no intention of doing so. The majority of his people were Muslim, but it was unthinkable for a Hindu ruler to submit to Muslim supremacy. He played the game of procrastination with great relish. The killings and brutalities, which had begun after partition, continued unabated. No one was safe anywhere. Events were moving quickly and the reign of terror was spreading and permeating every level of society. But even in this darkness, there were small lights shining. Not everyone is transformed into an enemy simply because the political situation changes. Our very kind and dear neighbour, Iqbal Singh, a Sikh, entreated us to leave town because the situation there was getting desperate. He said to me, "If anyone should threaten your lives, we as your neighbours will be obliged to defend you -- even with our own lives." Such generosity of spirit in a sea of hatred was a beacon of light in the whirlpool which threatened to drown us. We knew that the Maharajah would eventually join India, even though the majority of people in Kashmir were Muslims. Our lives were in constant danger and we had to do something. I persuaded my brothers to send their wives and children to our village home. They did so reluctantly, but they had no other choice. The situation grew worse. Daily, we heard news of atrocities being committed. Every restraint upon the murderous instincts of the people seemed to have been removed. The authorities appeared helpless to stop them. I had to force my two elder brothers to leave and join their wives. This was a heavy blow for them because they had land and property here in Jammu. To leave would mean abandoning all they had worked hard for all their lives. But since their lives were in danger, they were forced to choose their priorities and they realised that they could not exchange their lives for their property. Despite their distress and grief, they left. I promised to stay on and look after our familial interests. The terror crept nearer and invaded our own factory. We had a fourteen-year-old labourer whose name was Illyas. When he did not return home for lunch one day, his younger sister came to the factory to find out what had happened. I told her that he had never even come to work that morning, but she insisted that he had left home for work as usual. My suspicions were aroused. Could he have become the latest victim? I became alarmed and feared the worst had happened. Taking the young girl by the hand, I walked with her through the streets in search of her brother. Suddenly, to our horror, we saw him, lying dead in the gutter. I felt sick and the little one beside me began to cry uncontrollably. My attempts to comfort her were in vain. Later, I broke the news to the family and helped with the funeral arrangements. Illyas was buried that same day. Who would be next? We were all prime targets. Our Sikh neighbour again pleaded with me to leave. It was not easy to persuade the workers to go because their wages at the factory were their only income. To leave meant unemployment and consequent starvation for their families. Besides, they were loyal and would not entertain the thought of leaving me alone in this difficult situation. But I insisted that they leave and paid them. Sialkot, the city over the border in Punjab, Pakistan, offered some safety, so they went there. I closed the factory. This was such a sad occasion for me. Our last hope to save what we had was gone. In Jammu, we had three houses, a shop, a factory, and four-hundred acres of valuable land. Now this had to be all left behind. Paying for our new state had a costly price, but the idealistic concept of a separate country for Muslims -- Pakistan -- had triumphed. Near the end of September, 1947, I put on my RAF uniform, took up my gun, and began walking through the streets. I assumed an official manner, so that I would not be molested. It was dark when I reached the Tui River and this provided a convenient cover as I swam across. On the other side, I heard the word "Halt!" and became quite alarmed. Seeing my uniform, the guard said, "Okay, I was only checking." I continued walking. As soon as I was out of sight, I ran the rest of the twenty miles to my home in Zaffarawal. My mother welcomed me with tears in her eyes. The life we had built together now crumbled around us. The future seemed bleak. But according to the politicians, it was an exciting and new beginning for us. We were fortunate. Our circumstances were not as distressing as they could have been. We still had a comfortable house, sufficient food, and were spared being sent to a refugee camp. Life lost all meaning for me. Everything seemed pointless and empty. I was plunged into despair and depression. But I could not shake the idea that life did have a meaning and purpose. It was I who had lost it and it was my job to find it again. I turned to religion to find solace and a new direction -- something to live for, even to die for. My whole being craved for some worthwhile activity. I was convinced that all that I was, as well as what I had experienced and been trained for, needed a new outlet. I began to take Islam seriously. It was the religion I had been brought up with. I was determined to be a good Muslim, and prayer became a regular feature of my life. Muslims are obliged to pray at five specific times, but I did not feel restricted by this requirement and regarded it as the bare minimum. I also sought religious teachers whom I hoped could point me in the right direction. The call to prepare for Jihad or "Holy War" was being sounded from every mosque. As we had feared, the Maharajah of Kashmir had finally aligned the province with India. Most Muslims were incensed; if Kashmir would not be part of Pakistan, then they preferred it to be separate. Thus, they were now called upon to fight a holy war for its independence. This was a supreme service. The principle of Jihad is a call for all faithful Muslims to fight against infidels or unbelievers. Since the inception of Islam, politics and religion have always been linked. It was my supreme duty to please Allah that guided me to become a freedom fighter. Thus began that period in my life when I sank to the lowest depths in which all the values of my upbringing seemed threatened. My zeal overruled the voice of conscience, and I succumbed to the thirst for vengeance and death. I began preparation for this new movement which seemed to offer me all I needed at that time. At last the vacuum was going to be filled. I met Sardar Muhammed Ibrahim, the first president for a free Kashmir, who gave me his personal card and sent me to the headquarters of the Muslim army of freedom fighters. I enlisted and joined as an ordinary soldier. I did not want to impress anyone with my previous experience, so I said nothing about my life and training in the RAF. Most of the freedom fighters were ex-army or air force men. But the freedom movement was not well-organised, and no one was paid. Those who supported us fed us. We had no resources of our own. When nothing was available, we simply killed an animal to satisfy our hunger. There were often tensions with the Pakistan National Army which would have preferred to see us as a well-organised and disciplined set of fighters. But this was impossible. By October, large numbers of men from the Northwest Frontier were pouring into Kashmir. Some of my companions and I joined them in the first attack launched from Muzaffarabad on Bada Mavla. Skirmishes on that front continued for about two months. When cold temperatures set in, I was sent to the southern front. Here also were several battles. The platoon to which I was sent was entrusted with blocking the road that connects Pathankot (and therefore the rest of India) with Jammu and, if possible, with seizing and occupying it. After the Maharajah had aligned himself with India, Indian troops were sent to help him quell the riots and repel the tribesmen. We persisted in our attempt to occupy the road, but we suffered several defeats and many were killed. However, we did manage to inflict casualties on the side of the opposition, even while we were being beaten. It was during the height of my involvement in the freedom movement that I met Salima again. She was delighted and eager to renew our friendship, and even to consider marriage. My family had been stripped of its wealth and therefore no one could object to our marrying. I too longed for this, but not just yet. I was too caught up in the mood of nationalist fervour and religious zeal to pursue my own happiness. We parted, but little did I know that this was to be our last meeting. Some time later, I went to Salima's village, but found that she was sick. I was not allowed to see her. Not knowing the extent of her illness and determined to pursue the course I had set for myself, I left the village without demanding to see her. But I was back at the village within a month, and the sight that greeted me sent a chill down my spine. My heart began to beat so quickly that I thought my chest would burst. I saw Salima's brother, family, and relatives returning home with sad faces and downcast eyes. I became alarmed and fear gripped my heart. Had something happened to Salima? Her brother told me the worst: "Salima died this morning. We have just buried her." I was shattered. As I looked up, I could see the sun setting. There was such a beautiful glow in the sky. The day was nearly at its end, and Salima's life had also been brought to a close. Did she die of a broken heart and was I to blame? Anguish and remorse filled me. The door to personal happiness now seemed shut forever. I had lost the most precious thing I could have had. I returned to my fighting unit with a shattered heart. The only way for me to drown my sorrow was to plunge myself more deeply into the freedom movement. It seemed to be all I had to live for. My commanders were not slow in noticing my experience and training which could be invaluable to the movement. It was decided that I should become one of them and I was commissioned at an evening ceremony. Everything had to be done in great secrecy in this guerrilla warfare. I was made sector commander and was given responsibility for training the other freedom fighters. Gradually, I became more and more involved in intelligence work. I remember one occasion vividly. We were on an operation and had two more days to complete it. There were three of us doing intelligence work in the hills. We ran out of food. Our diet consisted mainly of sweet corn which we used to cook in ghee (butter). We were desperately hungry. Not far from us was a place where Hindus burned their dead. This site was supposed to be haunted and no Hindu would loiter there. But I was never frightened of anything, and as I wondered how to satisfy our hunger, I had a a very good idea -- so I thought. In the distance, I saw the smoke of a funeral pyre rising and there was a field of sweet corn nearby. I picked some of the corn and made my way towards the funeral pyre. We were in enemy territory and could not light fires of our own; that would have only attracted attention. I went and roasted the corn on the smouldering charcoal embers of the funeral pyre. My companions were pleased to see me returning with roasted corn and could not resist asking me how I had managed to do it. After they had eaten, I told them reluctantly. Not surprisingly, they were disgusted and began complaining of stomach pains. I was amused by their predictable, psychological reactions! Our operations included all kinds of deception. On one occasion, I disguised myself as a Hindu Brahmin and pretended to be a refugee from Pakistan. In the uprooting of peoples after the partition of India, the presence of refugees from Pakistan or India was a common sight. I knew that I would not be conspicuous, because thousands of Hindus were abandoning all their possessions in Pakistan and heading towards India. My mission was to find out the strength and resources of the Indian army in that area. When I arrived at the border, I began crying and related how my family had been killed and my belongings taken away. They were deeply affected and comforted me, assuring me of their help. I was told that I would receive a house and household articles, so that I could start all over again. I was relieved; so far so good. But then, to my dismay, they asked me to recite certain passages of Hindu scripture. I knew a lot of these, having learned them at the Hindu school in Jammu. But I did not know the particular ones they wanted to hear. The game was up. Alarmed, I had to think fast. I decided to throw myself at their mercy and began to cry again. I said I was too confused and exhausted to recite the mantras. But they did not fall for this and became suspicious. I became desperate. If they discovered who I was, they would also suspect that some of my men would be nearby. It would not be difficult for them to determine whether I was a genuine Hindu or not, because I carried the mark of my true identity on my body. Like every Muslim boy, circumcision had been part of my initiation rites into Islam. They only needed to strip me to discover what I was. To make matters worse, I had two grenades hidden in my clothing. When they took me aside for examining, I managed to wrench myself free and jumped over the wall. I threw the first grenade, waited fifteen seconds and then threw the second. The whole place was engulfed in flames. Such destruction of human life and property was not unusual. It was our practice to enter a village, send everyone at the point of a gun into their homes, shut the doors securely from the outside, and set the village aflame. The inhumanity of these actions did not penetrate my consciousness. I was merely doing a job and it had to be done well. If Allah was pleased, why should I question it? This freedom fighting went on for two years. At the end of this time, certain events would occur that would help me remember those values I had learned as a child: the sanctity of life and living for others. These ideals had been submerged, but they would resurface and take priority in my life again. But not just yet. As sector commander, I found myself arranging meetings for more raids. We often received help from the Pathans of the Northwest Frontier, who volunteered to strengthen our numbers. They were not usually the best people, being more interested in women and adventure than in fighting for the freedom of Kashmir. But we arranged a meeting in my sector to discuss our plans with them. As the time for the meeting approached, I walked through the street when, to my astonishment, I heard someone call my name. It was the faint voice of a woman, yet I recognised it. The name she used was one that only my family and most intimate friends used. She called me "Gama," a nickname which had been given to me. I looked toward the direction of the voice and saw a young girl, the sister of some Hindu friends, standing behind a barred window. I could barely recognise her, but I remembered that she was a member of a family my mother had sheltered in our home for two months, before they could safely cross the border into India. I asked, "Are you the sister of Sudesh?" She nodded. "How did you come to be here?" She was too shy and embarrassed to tell me. I pleaded with her, because I could see how distressed she was. Eventually, she told me of her horrible experience. Twelve Pathans had crossed the border, raided her village, and brought her to this place where each one had raped her. I became speechless. What was I witnessing? Was this the result of religious zeal? Does Islam produce this kind of behaviour? For the first time in my self-chosen career, a big question mark was raised against my activities, and doubts began to awaken. This tiny spark proved difficult to extinguish. In the present situation, I had to do something positive. I brought her what she needed for her injuries and used all my influence to secure her release. I took her to my mother who kept her at our home until she was sufficiently recovered and ready to reunite with her family across the border. This unjust incident caused me to remember a scene I had once witnessed. I was in the town of Gujarat on my way to Kashmir. As I walked through the bazaar, I witnessed a sale of human beings. The value of the three women was reflected in the prices asked for them. One woman -- a virgin -- was being sold for three hundred rupees; another, who was married and had a small child, for two hundred rupies; and an old woman for fifty rupees. I remember how shocked I was. How is a human being to be valued, I asked myself? 5. The Unexpected Enemy My mental stability had been disturbed. I was no longer sure of myself. However, I had to go on. I could not stop in midstream. A pact between Pandit Nehru, the prime minister of India and Liaquat Ali Khan, the prime minister of Pakistan, was now in effect. The Indian army benefited from this pact and strengthened its position in Kashmir. But the freedom fighters in the Free Kashmir Army began to grow demoralised. The movement and deployment of the freedom fighters were made without much forethought or planning. Almost paralysed by their limited resources, these Muslim fighters were able to fight only at night. One evening, I entered a village with some of my companions. The village was only a short distance inside the Indian border. I had heard that some non-Muslims still lived in the village, so I summoned the Numberdar, the village chief, and asked if this was so. "There are no Hindus, sir,"was his reply, "but there is one Christian family." "Christian? Do you mean the followers of Isa?"(Isa is the Qur'anic name for Jesus.) "Yes, just three people." "Well, they are not Muslims. Come along. Take us to their house and we shall deal with them!" This step seemed very natural to me in light of my understanding of Christianity at this stage. I remember once asking a Maulana (a qualified teacher of Islam) for an elaboration of the word Kafir, "an infidel or unbeliever." He replied that whoever is unwilling to recite the Kalimah, the Muslim Creed, was an infidel. The Kalimah consists of two basic tenets: There is no god but Allah.Muhammed is his Ambassador. Every true Muslim must believe and confess this basic creed. Anyone who does not recite it can be considered an infidel. Therefore, there are just two possibilities for everyone: the portal of peace or that of war. Unless a person accepts the creed and submits to the teaching of Muhammed, he cannot have the peace and protection of Allah; he chooses war and its consequences. All this was straightforward and clear. But then I asked a specific question. What did the Maulana think about Christians? His answer threw me into confusion. He said they were also "People of the Book." Christians and Muslims both claim to worship one God and believe that He has given revelations in a book. For the Christian, this consists of the Old and New Testaments; for the Muslim, the Qur'an. Muslims believe that the revelations to Muhammed in the seventh century in Mecca and Medina were given by the Angel Gabriel, and that these have their counterpart in heaven. They summarise the message of God to all previous prophets and are the final revelation of God to man. In the Qur'an, Jesus is rejected as the Son of God, but is recognised as a prophet like all other prophets. Muslims believe that the Jewish and Christian Scriptures have been abrogated and replaced by the revelation given to Muhammed in the Qur'an. Nevertheless, it seemed to me that if Christians were also "People of the Book," they could not be in the same class as infidels or unbelievers. But if the definition of an infidel is strictly one who does not recite the Muslim Creed, then they were infidels, and war against them was justifiable. The Maulana would not go so far as to sanction my conclusion, nor could he approve of all that it would lead me to do. This conversation had been more confusing than enlightening. But for me, the issue was clear cut-cut; either they were infidels or they were not. Since they did not recite the Kalimah, they were infidels and must prepare for war. With such thoughts in my mind, I set off for the house. Inside a walled courtyard was a small room, but its door was fastened from the inside. We knocked and the door was opened. "Are you Christians?" "Yes, we are." "You have been Christians up to this point. Can you not now become Muslims?" Two middle-aged people were standing in front of me, trembling in the dim light given by an oil lamp. They were searching for an answer when a girl of about ten years suddenly crawled out from under a bed, came forward, and answered my challenge. "No, we cannot become Muslims." I burst out laughing and asked her why. "We cannot change our religion for any reason whatever,"she replied. "Silly girl!"said I, "Nowadays, you have to think about saving your life, and this is the way." She did not give in. "We believe in someone who said, 'I am with you to the end of the world,' and we believe that He is with us even today." It was difficult for me to remain patient any longer. I was irritated by her obstinacy and reached a quick decision. "Alright," I said. "We will make an end of the two old people and we will take you away to camp with us and exchange you for a Muslim girl from India." But this little ten-year-old was not going to submit to my intimidation. "Do what you want, but we have one request,"she persisted. "What is that?" "We will not ask you to spare our lives, but just give us a few minutes for prayer, so that we may ask the One who gave us this promise to come to our aid,"she said confidently. No fear was in her eyes. "Foolish girl! No god today saves anyone. No one has saved Muslims on the Indian side of the border, and no god has saved Hindus on this side. Have you not seen the temple at Fort Haptal over there and how our demolition party razed it to the ground in a matter of hours?"I said this to try to frighten her. "Just let us have a few minutes,"she persisted. "Yes, yes. You say your prayers,"I replied and added sarcastically, "Just see if you can produce an atom bomb by praying." The girl and the two others fell on their knees. I did not hear what they were saying but I noticed tears were rolling down the girl's cheeks, and her lips were moving. Then the silence was broken with the three of them saying together: "In the name of Jesus Christ. Amen." As the word Amen was uttered, a wall of brilliant light rose out of the ground, hiding them from our sight. Although I had toyed with the deadly fire and flames of high explosives, I had never in all my life seen such a bright and terrifying light. It was a unique, ethereal light which I cannot describe in words. Gradually, this light moved closer to me and I started to panic. It seemed as if it would advance and burn me up. I broke out in perspiration and began to hypersalivate. For the first time since I was nine, I experienced fear -- real, chilling fear. I did not know what to do. Suddenly, the thought rose in my mind that I ought to apologise to these wretched creatures and beg their forgiveness; so I said in fear and trembling, "Please forgive me.." Why I should have wanted their forgiveness was beyond me, but they were obviously in touch with a greater power than I had ever witnessed. Perhaps I should ask "it" for forgiveness. Anyway, I heard, "We forgive you in the name of Jesus Christ." As soon as this sentence was uttered, the wall of light vanished. They stood once more before us, peaceful and calm, ready to do whatever I commanded. We could not stay there any longer. In our possession was some jewellery that we had stolen from the abandoned homes of the Hindus. We threw them some and left, feeling that we owed them something for the trouble we had caused. After returning to my quarters, I could not sleep. The name of Jesus Christ kept ringing in my ears, assailing my mind again and again. I began to recall the previous experiences I had had when the name of Jesus Christ was brought forcefully to my attention. There was Baxter's "Lord Jesus" who had protected me and my companions from the Japanese bombs. If Baxter's claim was true -- and we all acknowledged that it was the only explanation for our lives being spared -then I owed my life to Him. Yet, I did not know Him personally, nor did I even know much about Him. How could I show gratitude to someone I did not know? But I ought to have, for He saved my life. Then, there was Amber and Mary's "Jesus Christ" in whom they had trusted and for whose sake they had saved the life of a helpless young man, tending his wounds. Not only had this Lord Jesus saved my life, but He made sure His disciples looked after me when I was injured and helpless. Why should He do this for me? I did not give Him my allegiance. I did not know what way of life He required of His followers, nor was I following it. As a true Muslim, I observed the law of Islam. I did not belong to Jesus Christ. Philip's "Jesus Christ" gave him strength to make great sacrifices. I too had made sacrifices, giving up my chance for personal happiness with Salima and losing her forever because of my desire to please Allah in Holy War. But I did not feel any personal relationship with Allah, nor did I believe that he gave me courage to do anything. I relied upon my own resources and ingenuity. The most impressive of all my experiences was my encounter with the little girl's "Jesus Christ" who came and saved her at precisely the right moment. He was One who kept His promises. If I had any doubts about Him saving our unit during the Japanese bombing, then I could not possibly have any on this occasion. I had witnessed His protection with my own eyes. There was no escaping that fact. This "Lord Jesus" seemed to be pursuing me wherever I went. Amazingly, I had asked the family to forgive me; I had never done any such thing before. Did it occur to me that I was wrong for even having thought about murdering them? Was my whole life sinful and a willful disobedience against what I instinctively knew to be right? And they had forgiven me in the name of "Jesus Christ." Suddenly, I began to detect a pattern in all these experiences. They were like scattered pearls which, when strung together, made a perfect necklace. I had been spared from certain death, cared for, and shown what effect the sacrificial offering of Jesus Christ meant in the lives of those who had been forgiven in His name. Was I being singled out for something? And if so, what? Such tormenting and haunting thoughts gave me no rest. They were forcing themselves upon my attention. However, they were not powerful enough to drown other thoughts and commitments. I was still deeply involved in the freedom movement. I could not simply lay down my arms and walk away. I had nothing else to which I could give myself. Although my zeal had been diminished, I still carried on with my activities. One night, my platoon planned and carried out a successful attack and set fire to a village deep inside the district of Jammu. I was standing alone at the corner of a field on the road that led into the province. I could hear the cries and shrieks of people being killed and burned in the village. I was waiting to welcome with my bullets anyone who tried to escape in that direction. An elderly woman came into view through the flames, keeping the smoke and fire away from something she was carrying. She had an infant flung over her shoulder. I thought it would be useless to waste a bullet; a small blow with the butt of my revolver would be enough to finish both her and the child. When I advanced towards her, she lowered the child to my feet and said: "Kill! Go on, kill it! This is a Hindu child. Your god likes killing people, so kill it!" My hand stopped in mid-air and I stood still, utterly confounded. It was one thing to kill them without any exchanges between us and without any thought of what I was really doing. But to be confronted with their presence in this direct way and to be challenged to carry out my task was more than I could bear. Taking advantage of my obvious hesitation, the lady came forward and, looking me straight in the eyes, asked me boldly, "Son, do you have any children?" "No, mother. But my brothers do."(I had not lost my sense of respect for the elderly, so I called her "mother".) "Have you watched those children closely when they make mud houses during the rainy season?" "Yes, mother, I myself have made mud horses, oxen and houses several times." The conversation was gradually disarming me. How clever she was, engaging me in conversation the way she was doing. She continued: "And how did you like it when someone broke down those mud houses and toys?" "I was very annoyed, mother,"I replied rather sheepishly. "Well then, my son. Just imagine that God made the body of this little soul with His hands to express His goodness. If you were disgusted when anyone ruined something you had made, then how can you think that God likes all these things that you are doing? Is God so weak that He needs your help to kill infidels? If God does not like any person or thing, then He is well able to put an end to it Himself." These words struck in my mind and soul like a sledgehammer, and I shouted out: "That is enough, mother! After today, these hands will never be raised against anyone in the name of religion. You have made me realise what an utter wretch I am. I will put an end to this. Dear mother, pray for me. I know that I am lost." I realised deep down in my heart that she was right. She had brought to a climax all the doubts I was beginning to have concerning the activities I was involved in. My resolve to continue in this warfare had been considerably weakened already. Now at last, I could not go on. I was completely broken. I ordered my section to withdraw for retreat. The men thought I was silly or mad and began grumbling. This was so unlike me, they were baffled. Nevertheless, they obeyed. That night, I reflected on my violent ways. What I saw made me feel that everlasting punishment in hell was the only place left for a person like me, because I, with my own hands, had killed what belonged to God. God Almighty had brought the whole universe into being, and I had destroyed His most noble creation. But I would not accept total responsibility for my actions. Surely, I was only surrendered to my religious teachers. But if I was not responsible for this whole game of bloodshed, who was? God? Tormented by these thoughts, I came to the conclusion that I could not go on with my present life. I no longer felt that I was pleasing Allah by killing infidels. I had to get out. Resignation was the only course open to me. Yet I could not bear to think of the consequences. I only knew that it had to be done. I went to the commanding officer and asked him if I could resign from the freedom movement. Amazement and disbelief were written all over his face. "Why do you want to resign?" he demanded. I could not bring myself to tell him the whole story. It would seem too fantastic to him. In any case, at this stage I could not explain to anyone what I was really thinking. I had no time to work it out for myself, so I merely told him that I was not bound to the movement. I received no salary and they had no claim upon me. I had freely joined and now I wanted to freely resign. He realised that it was futile to go on arguing with me and trying to persuade me to stay on. He asked for my resignation in writing. This gave me a chance to put down my thoughts coherently. I wrote four pages, trying as best I could to explain the reasons for my wanting to resign. He read these patiently and carefully. He told me in no uncertain terms what he thought of me. He said that I had gone crazy. I thanked him for his opinion and said that I was happy I had become crazy. Through this weakness in my brain, the true light was penetrating. I was coming to my senses at last. The commanding officer was baffled, but he offered me another job which I accepted -gathering all the movable property abandoned by the Hindus who fled into India. With me were some other volunteers of the Muslim National Guard and a religious guide. This job brought me back to my family again. One day when I arrived home for a meal, my brother, Haji Khuda Bakhsh, saw that I had a beautiful scarf and asked me where I had found it. I explained that I had taken it from the confiscated property in one of the Hindu's houses. My brother took it from me and threw it in the fire. "You have disgraced yourself and us by taking this scarf," he exclaimed in anger. "Now you will remain at home and from now on you will not continue this duty connected with plundering property! Do you hear me?" I was amazed. It was not that I was doing anything extraordinary. Even our religious teachers did not consider it immoral or beneath their dignity to take and use abandoned property. I remember a certain Maulvi who had taken earthenware ovens belonging to Hindus and placed them in his own home. This man was well-known to our family. When he was away at Deoband and Bulandshahr, two training colleges for Muslim religious leaders in northern India, my father helped to support him financially. He even managed to acquire a great mansion abandoned in a nearby Hindu village. One day, I had seen him claiming, in the presence of a district official, that he was a refugee from India! He had filled in a claim form which stated that he had left a great deal of cultivated land in India and wished to be compensated for it. How true the saying is: I found many robbers dressed up as leaders, Should I save myself or my honour? Yet, here was my brother, filled with rage over my taking a simple handkerchief. Whose example could I trust? Here I was again in confusion and disillusionment, with no job. What was I to do with my life? 6. Cornered and Conquered My confrontation with the elderly lady on that fateful night had prompted my vow to never take another human life. In my determination to keep that promise, I resigned from the freedom movement. After I left the RAF, my desire to please Allah had led me into the movement to fight for a free Kashmir. My life then seemed to have meaning and purpose. But now, neither my religious zeal nor my political enthusiasm fired my imagination. Instead, I was appalled at the brutalities and atrocities of war, no matter what kind it was nor what purpose instigated it. Once more, I was stopped, as it were, in my tracks. I was standing at a crossroads and did not know which way to turn. Instead of emptiness, however, I was filled with doubts and fears. One fear in particular would not leave me -- that of dying and going to hell. I could not see any other destiny for myself. Death seemed so real to me. I wondered what would become of me if I died then. I, who had rarely experienced fear since I was nine, who had never been afraid of dangerous missions, and who had often come near to death, was now caught in the iron grip of fear -- fear of what I knew I deserved. I saw myself fit only for hell. Doubts assailed me and threw me into greater confusion. What if there was no God? I could not then be punished for what I had been and what I had done. There would then be no need to fear hell. I had witnessed death and the destruction of human life all around me. God could not possibly have been in all this. But the voice of my conscience refused to be silenced. It would cry out with authority and conviction, saying, "There is indeed a God." The existence of the universe was proof enough to me that someone was the source of its origin. If this was not so, then God would not be closely involved with his creation and the world would be desolate and unattractive. But I knew this was not the case; the beauty of nature was an undeniable witness. Even if I conceded that there was a God who had created this world and all its beauty, I wondered why He allowed destruction of what He Himself had made. I believed and was encouraged by those religious leaders who thought that Allah was pleased with infidels and unbelievers being killed. But how could this be if He had created all? Surely, it would be better if He would win their allegiance instead! Perhaps God himself was not responsible for the misuse man makes of his free will. Maybe He was displeased with the killing of human beings. But God must be ultimately responsible, I thought, since it was He who gave man free will in the first place. When I killed infidels, I felt I was given a divine order to do so. If God was displeased, then He could easily have overruled my will to accomplish His own ends. As a devout Muslim, I believed that I had acted correctly by responding positively to the call from the mosque to engage in Holy War. I had submitted; Islam, after all, means "submission." I could not therefore be held responsible for all I had done, and if I was not responsible, then there was no reason for me to feel guilt or to deserve hell. If I was not guilty, then there was no reason to repent. Maybe I was totally wrong. Perhaps I should have exercised my free will in such a way that I would not have done the things which my own conscience condemned. If my conscience condemned me and if there is a God, then He must surely be greater than my conscience. The more I thought about these matters, the more confused and despairing I became. My mind was torn and tossed by tormenting thoughts. I felt like a man who had been utterly misled. There was not a glimmer of light left in my life. But I was mentally ill-equipped to cope with such questions. My state of mind was such that I could not sleep at night. Sometimes I would lie awake thinking; sleep would come only as a result of sheer mental exhaustion. Maybe I should have given up trying to find an answer. Perhaps all religions were man-made fabrications by those who wanted to make ordinary people feel inadequate. My tormented mind raced with thoughts and could not find solace. There had to be an answer. I had to find it. The questions demanded answers and I found none. Sleep and food meant nothing to me. I once went without food for seventeen days and nights. My inner turmoil was aggravated by my own behaviour and attitude, and by those around me. I became irritable and difficult to get along with. My company was no longer sought out by my friends. I criticised all religion and was contemptuous of its values. I totally rejected any counselling from our Muslim religious leaders. People began to say that I had probably gone mad. They surmised that the killings in which I had been involved had disturbed my mind. I was not sure whether it was I who disliked people or whether it was people who disliked me. Perhaps it was both. I even became estranged from my family. I knew that I was a stranger in my home and no one in the family liked to talk with me. They could not understand what was happening and felt quite helpless. Despair of this kind can often turn into resentment. My poor mother was very distressed by all this. "Tell me, my son, what your difficulty is and I will help you," she implored. But no one could help me. I was distressed because of the misery I had caused, and yet I could do nothing about it. I seemed locked in an never-ending spiral of disturbing thoughts and demanding questions. Occasionally, but only fleetingly, a small beam of light would penetrate the darkness as the thought occurred to me that not all of life was empty and meaningless. There was a God. The impressive regularity of the world speaks eloquently of a controlling power. To this power, the whole world, man, and the rest of creation was somehow accountable. Man cannot be free to do whatever he likes without any thought of the consequences; neither has he been put into a world of random forces, subject to whatever fate these decree. I became increasingly determined to find this power or God and make peace. I too was beginning to fear for my sanity. I realised that I could not find it where I was. I was isolated from those who loved me and whom I loved. At the beginning of May, 1949, I quietly left home. I had no idea where I was going. I had one burning desire -- to find peace. I did not even say good-bye to my family. My search began in earnest, but I did not turn to Christianity. I had met people in whom the peace I was seeking was visibly present; yet, I made no effort to look in that direction. I was still a Muslim and determined to examine Islam more carefully before I discarded it. A man may renounce a lot of things in life, but to renounce his religion without strong reasons seemed like folly to me; and when that religion is Islam, it becomes more difficult, for Islam involves an all-encompassing committal of one's life to Allah. I had no serious doubts or hesitations about accepting the first basic tenet: "There is no god but Allah." For me, there could only be one God, as Islam gloriously proclaims. Just how remarkable this belief is can be seen when one looks at the religious background from which it sprang. The Arabs were polytheistic, having 360 idols in the Ka'ba, a shrine in Mecca revered by the Arabs because of the black meteorite embedded in one of its walls. The cult of the goddesses Lat, Manat, and Uzza was a firmly-established part of the religion. These goddesses were known as the daughters of Allah. Allah was the supreme deity. Muhammed designated Allah as the only god and abandoned polytheism. To embrace this belief was to embrace a noble truth; yet, Islam had already become discredited in my eyes. Could it possibly provide me with what I wanted? According to our religious leaders, Allah commands his followers to engage in Jihad or Holy War against infidels. It was involvement in the Holy War which had brought me into the state of despair I was now in. I delved deeper and found that Islam teaches that I could hope for forgiveness after death if I performed good deeds while on earth. But I wanted forgiveness now, and peace and reconciliation in this life. After my death, it would be too late. To live the rest of my life just hoping to be forgiven after death was not enough to satisfy me and rescue me from my present predicament. In addition, I found it difficult to respect and listen to the Maulvis. I recalled the words of my father: "Listen, my son, the majority of the Maulvis are immoral people. Listen to what they say, but do not follow their example. They send innocent people to the gallows in the same way as they killed the mystic, Mansoor. Certainly, respect them, but do not trust them. And if it is possible, keep them well away from your home." My father probably said this at a time when a woman, in questionable circumstances, was taken from the house of a certain man who was able to recite the whole of the Arabic Qur'an by heart. It is the ambition of religious Muslims that their sons, by the age of twelve, should be able to recite the whole of the Arabic Qur'an and so become a Hafiz Al-Qur'an, a protector of the Qur'an. But the fact that this Maulvi was a Hafiz Al-Qur'an did not prevent him from indulging in immoral practices. It was as a direct result of the impure lives of the religious leaders that my father stopped going to the mosque to join in the common prayers which Muslims utter on Fridays at noon, preserving their corporate identity. The mystic, Mansoor, to whom my father referred and whom he greatly admired, lived in the tenth century. He was put to death in a barbaric way at Baghdad. To orthodox Muslims, he was a blasphemous heretic. He uttered the words, Ana Haqq or "I am truth." It was a doctrine of personal deification. He had achieved the ultimate in mysticism -- perfect union with God. But any blurring of the distinction between God, the ultimate reality, and created man is not acceptable to orthodox Muslims. My father, who regarded himself a mystic, probably never saw this difficulty. For him, the words of a Persian verse truly express his understanding of the relationship between God and man: Men of God never wholly become God,but they are never separate from God either. As I reflected upon the words and ideas of my father, it struck me that like him, I too could become a mystic. Perhaps in this way I could find the peace for which I was seeking. As I mentioned earlier, in the Islamic world of the eighth or ninth century, men of devotion who sought the peace of a contemplative life were called Sufis. In many ways, they resembled the Christian hermits who penetrated the Middle East. For the Sufis, the obedience demanded by Islam to an external code of human behaviour was secondary. The primary thing was a reverent response of the human heart to a God of love. They believed in a direct experience of God. Surely, I thought, this was what I desired above all else. It was becoming obvious to me that I needed help. My solitary search was getting me nowhere. Consequently, I spent wakeful nights at various shrines and cultivated the company of many "holy men". However, the more I sought the company of "holy" or "godly" men, the more disappointed I became. Perhaps this was due in part to my military training which made me skeptical. Whenever I considered the lives of these men carefully, I discovered that although they claimed to be searchers of divine truth, they were always shown to be sadly misguided. I found them involved in such horrific activities that I am ashamed to relate them. When, in turn, I considered the lifestyles of the pirs or murshids (Sufi spiritual guides), I again was pained. While their peasant labourers went hungry, they engaged in such frivolous pastimes as importing dogs from Russia for breeding purposes. Those working in the fields of these pirs could not feed their children, but the precious dogs were being fed fresh meat twice a day. The contemplation of such decadence reduced me to a state of mental paralysis. I did not give up easily, however. I went so far as to join a group of Muslim students who indulged in drugs, music and dance to induce a mystical state of consciousness of God; yet, this proved a futile exercise and I gained nothing, growing more perplexed instead. My search for peace ended in complete disillusionment. In my despair, I recalled the opening words of the Qur'an: Guide us on the right path, the path of those upon whom Thou hast bestowed thy favours not upon those upon whom wrathis brought down nor those who go astray. The "right path" (Sirat) is generally understood to mean the Muslim faith. It is also the name of a very narrow bridge which Muslims believe is situated over the mouth of hell. Good Muslims will be able to cross safely, but others will fall into the flames. Having lost all confidence in man-made creeds, I felt that there must somehow be a way of escape and deliverance from my own hell, and I asked God to show me the way in this life. I had continued to rise early in the morning and began earnestly to implore God to guide me. From the inner depths of my being, my cry for spiritual help went up: "O Lord Almighty! It is impossible to deny Your Being. My every vein and fibre is a manifestation of Your glory. The whole of creation is a concentration of Your Being. I acknowledge Your existence. My soul affirms Your Being. I acknowledge also that You have created me and all men. By imitating worthless religious leaders and by following their destructive counsel, I have oppressed those whom You created. My evil deeds convince me that hell is my portion, for You, O Master, will judge sinners. I do not trust any religions and creeds in this world. O my Lord, show me the straight path. I do not want to go to hell. Show me the right path, so that I may behold You. I am suffering, O Master. I desire peace of mind and cannot find it. Help me, Lord. The consciousness of my sin pierces me like a lance. Have mercy on me, O God, have mercy. Amen." I do not remember the date, but it was three or four o'clock in the morning and I was saying my usual prayers. I was weeping bitterly and was exceedingly despondent. I was in the waiting room of a railway station when I uttered this particular prayer. Suddenly, I was aware that someone had come up behind me, put a loving hand on my shoulder, and said, "My grace is sufficient for you!" This sentence was repeated three times and then I felt as if an electric charge had gone through my body. The weight on my mind was immediately lifted. It was as if an invigorating and exhilarating ecstasy had unexpectedly overtaken me. I felt lifted up and experienced what I can only describe as a union with God. Nothing seemed to separate us. The sense of forgiveness and reconciliation was so real. I began to repeat these words from God rapturously. I had never experienced such depth of happiness and joy before. It was truly "heavenly". A railway employee was cleaning near the bench where I was lying and, when he noticed my joy, he stopped and asked me if I was a Christian. When I shook my head, he was amazed and said, "Then why do you keep saying, 'My grace is sufficient for you?'" I replied: "I do not know why I am repeating these words. All I know is that someone has just said them to me and showed me some tablets with all my evil deeds written on them. But with one sweep of his hand, he wiped all these tablets perfectly clean. Since that moment, I have felt like a new man. The entire burden has been lifted from my spirit. My heart wants to sing aloud." "It is the Lord you must thank, my son, for this deliverance,"he told me. "The One who came to you was the Lord Jesus Christ. He said these words to the Apostle Paul. I do not remember exactly where, but I know that it is written in the sacred New Testament. The Lord Jesus now wants you to become His servant." "How, sir? How can I become His servant?" "Be baptised in the name of the Lord Jesus Christ and begin to follow Him at once." "Tell me exactly what I must do, sir. I have reached the turning point of my life." "My son, I know nothing more. I only know that if you go from here to Tandlian-wala and then on to Isanagri, there is a clergyman there called Rev. Inayat Rumal Shah. He will help you." This old man now put down his broom and came even closer to me, his eyes filled with tears. I embraced him, clasping him firmly in my arms. We both cried freely and gave vent to our deepest emotions. For a brief moment, I wondered if he might be the father of that little girl whom I and my companions had wanted to murder. I could not bear that thought. How deeply moved I was that this man who belonged to that despised and lowest of all classes, the sweepers, should have been there to show me the next step. It is not difficult to see why so many among their class receive the Gospel of Jesus Christ. In Him, they find their true identity. Realising that they are made in the image of God, that they are His children, they find new dignity and worth. I was happy to be identified with them. With the words "My grace is sufficient for you" resounding in my ears and my heart full of joy, I boarded the train for Isanagri. The turmoil at last was over. Now peace reigned. What a bliss it was! It almost overwhelmed me. My mind could not take it all in. The Lord Jesus Christ who had saved me from physical death, cared for me in my illness, shown me His sacrifice and revealed His all-sufficient grace, had now conquered my heart. He had triumphed. No longer would I wander aimlessly about the world, seeking a purpose and meaning which kept eluding me. I now found the true meaning and purpose for my life. I had found Him who gives us His peace and reconciles us to Himself. He is mine and I am His. 7. Pilgrimage My soul had been wonderfully freed from the hopelessness and despair which had darkened it. My heart was overflowing with joy as I got off the train at Isanagri village in Faisalabad District and met Rev. Inayat Rumal Shah. He greeted me warmly and offered me hospitality. After our meal, he smiled and asked, "Well sir, why do you want to become a Christian?" Not knowing anything of my background or my deep longing for peace which had just been miraculously satisfied, he seemed almost casual. But it was not I that was choosing Christ or Christianity. It was not a question of my wanting to become a Christian. Jesus Christ had chosen me. Not wanting to upset the Reverend, I simply answered: "Someone told me to. Around three or four o'clock this morning, Jesus Christ himself met me and said, 'My grace is sufficient for you.'" There was a picture of Jesus Christ crucified on the wall. Rev. Shah took hold of my hand and with the other hand he pointed to the picture. Was this the same Jesus Christ who had spoken to me? I heard Rev. Shah say: "People robbed Christ even of His own clothes. He was stripped, flogged and nailed to a cross! What can He give you?" The implication of that question might have upset me if I were in a different frame of mind. I did not want anything except His peace. Salvation was what I had sought and found. If I were a conceited person, I might have become angry and upset. I might have thought that I should have been welcomed with open arms. But the whole situation was still too new and overwhelming for me. Thus, these emotions found no place in my heart which was so full of happiness. I did not know it then, but I soon discovered that those who inquire about Christianity or want to become Christians are usually regarded with suspicion. It seems that many want to become Christians because they are attracted by the benefits which missionaries offer: a good education, food, clothing and shelter. Not surprisingly, the majority of Christian converts from Hinduism have come from the sweeper class, the poorest of the poor. But one must not assume that all these converts come for material gain. Like me, many must have found in Christianity the satisfaction of their deepest longings. For them, the following words are true: Nothing in my hand I bring,Simply to Thy Cross I cling,Wash me, Saviour, or I die. To the question I could only reply: "Do not say that Christ is helpless and can offer me nothing. He has already given me everything. He has made me a new man and has given me peace of mind." "Good,"he said, "the only thing I can do for you is to send you to a missionary friend of mine in Gojra. He can help you." I was not going to be received instantly, and I even could not expect it. The road ahead would be a long one. A few minutes later, Rev. Shah put a letter in my hand and gave me some money so that I could go to Gojra by bus. What an inauspicious beginning to my pilgrimage; yet, I was in no way disheartened or discouraged. My new faith meant too much to me. I had at last found my great treasure and no one was going to rob me of it. I reached Gojra in the afternoon and met Rev. R. W. F. Wootton. By now, I think I was fully aware that the way forward was not going to be easy. Rev. Wootton told me that they would first have to test the genuineness of my desire to become a Christian and then a decision would be made about baptism. I gladly agreed. Baptism was a momentous step. It is not something that happens to a person in the natural course of events. It means a deliberate commitment to Christ and the Gospel of the kingdom of God. A whole new lifestyle and set of values opens up before a convert. In a country with a non-Christian history, conversion inevitably involves the uprooting and a crossing of cultural barriers. For some, this can be a painful experience. Baptism is never to be undertaken lightly. To be a Christian in an Islamic country is like committing an act of treason. Muslims who convert to Christianity relinquish the "privilege of living in a Muslim state as a Muslim." In some Muslim countries, converts are excluded from the protection of the law. Such people cannot appeal to the courts for justice when their property is damaged or their family members molested. It is not uncommon for Christian converts of Muslim background to lose their lives. But I was happy to be tested. In the process, both they and I could ascertain the true substance of my allegiance. Rev. Wootton arranged for me to have a visitors' room. The only furniture there was a rickety, old bed with two quilts. If I drew the quilts up, the heat bothered me; if I put them off, the mosquitoes flew off, bloated with my blood! No proper arrangements had been made for food either. When I was given something, I ate; if no one remembered me, I went hungry. On one occasion, no one thought about my food for three days! For the first two days, I managed to survive and spent a lot of time in prayer. But by the third day, I was so weak that I took to my bed. Rev. Wootton had been away from the mission compound and when he returned, he came into my darkened room. "Are you ill, brother?" he asked. "No, I am not ill, sir,"I replied faintly. "Then why are you so weak? Have you had anything to eat?" I shook my head and he asked, "For how long?" There was not much strength in my body and however much I tried I could not prevent my eyes from welling up with tears. I indicated with my fingers that I had not eaten for three days. He was distressed at this news and comforted me. "What kind of people are we?"he asked. "How mean and cruel! Was there not a single person here who thought about you or inquired about your meals while I was away?" "It does not matter, sir. I thought that this might be part of my testing and so I did not mention it to anyone. I did not even go out of this room, because people whispered unkind things about me. One said that I wanted to become a Christian simply because I wanted to find a young girl to marry. Another said that I was looking for employment as a mission servant. And another said that I merely wanted money. I heard it all, but said nothing." The people on the compound had been unkind to me right from the start. To them, I was an intruder. It was their privileged position to be working for the missionaries. They had no time for me. I was beginning to feel pity rather than hurt or anger towards these Christians. They are perhaps the saddest group of people. Living in the mission compounds, they are cut off from their own people. They vie with each other to gain the missionaries' acceptance and admiration, and this tends to breed hypocrisy rather than sincerity. Instead of welcoming inquirers as those who are seeking a higher goal and deeper meaning for their lives, they tend to despise them and treat them as rivals. They are not interested in the sacrifices that inquirers make, but seek instead to please the missionaries rather than the Master to whom they have committed their lives. I was merely a victim of this attitude. Rev. Wootton, however, showed me much kindness. He brought me to his home and instructed his cook to prepare meals for me whether he was there or not. I never went without food again, but the atmosphere in the compound did not change. Attitudes became intolerable. As a result, I persuaded Rev. Wootton to make arrangements for me to stay at the mission hostel. During this time, I did not tell Rev. Wootton anything about myself. The past did not seem important. I did not want any knowledge of my wealthy background or the fact that I had been an RAF officer to influence his treatment of me in any way. When he suggested I should become a night watchman or security guard, I gladly agreed, because I did not want to be a burden to anyone. The school and hostel at Gojra were closed during the month of June. Consequently, arrangements for me were entrusted to a Christian in the compound who was a saintly man. His name was Sewak Boota Masih. I was extremely fortunate to be working along side such a man. He was a messenger in the girls' school and hostel. His wage was exceedingly small; yet, he helped people like me. Boota Masih could only read Gurmukhi (written Punjabi, the language of the Sikhs). His friendship formed the basis of my spiritual growth. It was from him that I learned the true nature of the Christian faith and what a practical Christian life involved. Prayer played an important part of his life. One could almost say that his whole life was one of prayer. We used to spend whole nights together in prayer. I remember being with him one night before I went on duty. We got so caught up in prayer that time passed without our noticing. To my amazement the next day, people said that they had seen me four times during the night. They wondered how I could be so zealous in my duty. I then realised what a wonderful thing had happened. While we were praying, Jesus himself had done my assignment! My heart rejoiced in my Saviour who was making Himself so real to me. At the end of September, 1949, I was told that my baptism would take place on October 2, at the first meeting of the Gojra Convention. Some questions were put before me to ascertain the depth of my understanding of the step I was taking. One of them concerned the amount of Christian literature I had read. I was pleased to say that I had read nearly all of Rev. Wootton's Urdu books and a considerable number of his English ones. On the night of September 30, as I was praying, the Lord roused my conscience, pointing out that I had not been fully honest with Rev. Wootton. The fact that I had not told him about my past seemed to suggest that I had something to hide. This was cowardly and deceptive, and it was an obstacle in my spiritual growth and progress. I found it impossible to relax after this revelation. I got up right then in the middle of the night and went to Rev. Wootton's house. I had to unburden myself and told him everything about my past. He was pleased with my frankness and honesty, and we had a good time of prayer together. My baptism took place on October 2. It gave me great joy that in receiving baptism I was following the example of our Lord. I had now become a visible part of the Christian brotherhood. As a sign of the debt I owed to my humble friend and my appreciation of what his friendship meant to me, I took the name of Ghulam, "slave," as my baptismal name and added Masih, "Messiah" or "Christ," so that it expressed my new vocation -- a slave of Jesus Christ. For the next two weeks, I lived in a state of great happiness. The sense of belonging to Christ and to the Christian fellowship lifted me onto another plane. My Lord was so real to me. The resolution to serve Him for the rest of my life grew daily in strength and intensity. I truly felt the favour of God resting upon me and knew what it was like to be loved by my Creator and to feel a responsive love stirring within me, despite my unworthiness. However, I soon learned what it was like to be put through the refining fire. My outward circumstances suddenly changed drastically. It happened on a day when the compound seemed to be deserted. Neither Rev. Wootton nor Master Charan Dass, head of the boys' hostel, nor Rev. B. M. Augustine who had baptised me was there. I learned later that they had all gone to Lahore for a meeting. I was alone when confronted by an angry maternal uncle and elder brother who arrived that day and had come for me. In most Eastern countries, the word family includes not only mother, father, sisters, and brothers, but uncles, aunts, and cousins from both the maternal and paternal side. One has duties and responsibilities to all of them. Good relationships with them are important in the shaping of one's destiny. I could not ignore them with impunity. It would have been almost impossible for me to declare my independence of them. They had wealth, power and influence. My uncle gave me two options. The first was that I should go away with them immediately, without letting anyone know. The second was a threat. If I refused to go with them, they would go into the town and make the news of my conversion public. This would so anger the people that both I and all the Christians in Gojra would be mercilessly beaten. The well-being of my new Christian family was at stake if I did not do as they asked. I could not allow harm to come to my fellow Christians. Although deeply upset and a little uncertain about how I should deal with this crisis in my early Christian pilgrimage, I remembered to whom I had given my life. It was the bidding of my Master that I wanted to obey and that of none other. His will was to be the guiding force in my life. Therefore, I said to my uncle, "I will ask my Master." I shut the door of my room and asked the Lord what I should do. I was left in no doubt. He told me, "There are still many more thorny obstacles for you to overcome as you follow me. Go with them, for at home is the first place where you must begin your work of witnessing about me. You are to stand as my witness, 'first in Jerusalem, then in Judea, then Samaria, and then in the whole world.'" How amazing that I should have been commissioned in the same way as the disciples of Christ in the Acts of the Apostles. I returned to my relatives and said that I was ready to go with them. I was not afraid to entrust myself to them, for I knew at whose bidding I was doing it and I knew whose hands were underneath, upholding me. So I accompanied them to Lyallpur which is now called Faisalabad. 8. Miraculous Escape My conversion gave me peace of mind and a meaning and purpose for my life. What a transformation this was from the state I was in when I was last with my family! Unfortunately, this meant nothing to them. They had only one passion: to have me renounce Christianity and become a "good Muslim" again. My conversion was a reproach to them and they could not ignore it. People of their standing could not tolerate a Christian in the family. Only the poorest of the poor became converts and, as a Christian, they knew I would no doubt be mingling with such folk socially. This was disgraceful and intolerable. My family was scandalised. I remember being told by one of my nieces later that many of her suitors turned away as a result of my conversion. What I had become brought distressing repercussions on my family. As far as they were concerned, I just had to be convinced of my error. For them, Islam was an exalted and noble religion. How could I possibly exchange it for Christianity? There is only one true God and Muhammed is his Ambassador -this is what is drummed into the ears of every Muslim child from his earliest years. But here I was declaring that Jesus Christ was not simply a prophet like the other prophets, but that He is the Son of God. That was blasphemy to my family, for they insisted that God does not have a son. Since the Muslim conception of sonship is purely physical, this confession contained the ultimate sacrilege; yet, metaphorical concepts are not foreign to the Islamic tradition. One of the friends of Muhammed was named Abu Harera , "Father of Cats," because he was very fond of these animals. An uncle of Muhammed was called Abu Djihal , "Father of Ignorance," because he did not accept Muhammed as the Prophet. Thus, "fatherhood" is used to describe a concept totally removed from a physical relationship. The same is true of the "sonship" of Christ. Sometimes people dismiss as nonsense something they cannot understand, because the challenge can be too great. If a Muslim were to acknowledge Jesus as the Son of God, then the significance of Muhammed as the prophet of Allah and the revelation in the Qur'an would need to take second place to the One who is the Son of God -- He who has given the fullest revelation of God to mankind. Muslims believe that good works done in this life will gain for them forgiveness of sins and happiness in the next life. But I saw the need for my sins being forgiven now, so that I could give my life to God immediately and let Him determine the nature of its course right away. To my family, I had become an infidel and they did not hesitate to treat me as such. On my return home, I was compelled to eat my meals in the street. Nevertheless, I gave thanks and ate without murmuring. The persecution from my family gave me an opportunity to witness publicly about my Lord. No stone was left unturned in the effort to bring me back to the fold. My uncle took me to his village in Sheikhupura District. Religious teachers were sought out and brought to the house to reason with me. One newly trained Maulvi gave up after a short while and issued a certificate of insanity before he left, out of desperation. Six weeks of meetings with various Maulvis proved futile. It was then that I decided to meet Sayyed Ata Ullah, Shah Bakhari (a descendant of the Prophet Muhammed), who was to visit Sheikhupura around that time. At the appointed hour, I was ushered into the presence of this man. However, instead of conversing with me and attempting to have me renounce Christianity, he laughed loudly and derisively, saying, "So, you have become a Christian?" "Yes,"I replied. There was an uneasy silence. "Please go on and say more," I said, the tone of my voice expressing both respect and annoyance. "What more can I say?"the Shah asked contemptuously. "You can give a little more advice and guidance perhaps,"I answered, curious as to what he would say to a man who appeared willing to renounce his conversion, if persuaded strongly enough. "What kind of guidance do you want? There is only one reason for which people like you become Christians,"he responded. I knew what he was thinking. He was attributing my conversion to a desire to marry a Christian girl. I could restrain my anger no longer and asked permission to speak: "Dear Shah, I came to listen to you because my family had great hopes that you would guide me to the 'True Path,' but I did not expect such coarse accusations from you. What is more, I would like to say that sex and religion are two different things, and anyone who rejects or accepts a religion for reasons of sex is a fool. I would also like to point out that as a Muslim, I was entitled to four wives -more if I could manage it! After my death I could hope for seventy-two wives in paradise. But religion and faith transcend such earthly considerations. They cannot be compromised just for sex. You have accused me of allowing sex and marriage to be the foundation of my new faith and yet, by all accounts, I could have a better prospect with both of these if I were to become a Muslim again. Your arguments are not sound." My outburst caused the Shah to lose control and he roared in anger, "Silence, you ill-mannered brute!" I meekly said, "Dear Shah, there is no need for anger; let us reason together." "Throw him down the stairs!"he shouted. The feelings of my brother were at last aroused. "I forbid you to lay a finger on him. If it had simply been a matter of beating him up, the family would have taken care of it," my brother retorted. After these unsuccessful efforts, my brother and uncle began to realise that I could not easily be persuaded to abandon my new faith. They decided to send me to Lahore. Hussain Ali, a relative of my uncle, probably had something to do with it. He had discovered that while I was staying with my uncle, I used to visit with a pastor, Captain Isaac of the Salvation Army, at night in the neighbouring village for prayer. This could not be allowed to continue. While I was in Lahore, my family did not say or do anything publicly which would have made my conversion known to our other relatives. During this time, I was able to establish contact with Rev. Wootton by mail, and one day a missionary named Douglas managed to find me. He had been asking for me by my Christian name, Ghulam Masih, and of course no on knew me by this name. When I saw him standing in the bazaar, I approached him and said, "I am Ghulam Masih." He asked how I was and left. But news of this meeting soon reached my brother. He and his friends decided that the time had come for more drastic action. They would bring this shameful business to an end, once and for all. Lahore was chosen for the site because the Ravi River flowed through this area. This river had the reputation of "sweeping people into its currents" and ending their earthly sojourn. Corpses which were dumped into it were carried far downstream. The Ravi had fulfilled this function for ages, but a climax was reached in 1947 when hundreds of corpses of Muslims floated along from the Gurdaspur and Pathankot districts in India. That night, the Ravi would play its traditional role. My brothers decided that I must be consigned to its current in a sack. December 6 was a cold night. In Lahore, winter nights can be very bitter. After the evening meal, I was stripped of all my clothing except for an undervest and loin cloth. I was then locked up in a cold and empty room. The reason for this was that I should become so numbed with cold as to be unable to offer any resistance. When they had locked me in the room, I knew what was going to happen and all I wanted to do was pray. From the day I became a Christian, I developed the habit of memorising the Scriptures. I began to recite those passages I knew by heart. Passages such as "The Lord is My Shepherd" gave me great comfort. Sometimes I cried, sometimes I recited, but most of the time I talked to the Lord. I knew He was present with me and that I would embrace Him after death. I was torn between joy at being in His presence and anguish over the agonising death I would have to experience. Sometimes I even laughed, because I had known the power of the Lord; the idea that my family could end my life was ludicrous. Never for a moment did I doubt the goodness of the Lord. Never did I think that I was mistaken in the path I had chosen. I knew that Christianity was the only way for me. I had perfect assurance that I would be with the Lord after my death. Nothing could shake this conviction. I knew that I had chosen the right path, even if it seemed my life would come to an inglorious end in this world. While repeating and finding comfort in the Scriptures, one section in the letter of the Apostle Paul to the Philippians struck me forcibly: "I am torn between the two: I desire to depart and be with Christ, which is better by far; but it is more necessary for you that I remain in the body" (Phil. 1:23,24). Although I found death attractive because of the glorious life I knew would begin after it, I was now drawn into another direction -- to live for the sake of my brothers. It occurred to me that I ought to want to live for those still in darkness. I wanted to be able to take the light of the Gospel to those of my fellow countrymen who needed it -- the good news of what God has done for mankind through the death and resurrection of Jesus Christ. This new conviction was strengthened as I recalled the words of Sadhu Sundar Singh (a converted Sikh): "It is easy to die for Christ, but hard to live for Him, because dying may take one or two hours, but to live is to die daily." Slowly but surely, this idea took hold of me and filled me with a strange sensation of exultation. What a wonderful vision appeared before my eyes -- not to die just this once for my Lord but to die daily. How my spirit rejoiced within me as this vision permeated my whole being. The only gain from my death would be for my family; they would no longer be embarrassed by my faith in the Lord Jesus Christ. They would even try to blot me out of their memory, since remembering me would only bring bitterness. I was torn between wanting to die once for Christ and dying daily for Him in a life of total commitment and sacrifice. I realised that the sacrifice He made for me in dying upon the Cross was so precious and deep that even if I were to die a thousand times a day, it could not be compared to one drop of His precious blood that was shed for me. I was convinced that I needed to pray earnestly for deliverance, not because of fear of physical death or anything else but simply that I might live and die daily in witnessing for Him who had loved me and given Himself for me. Thus, my prayer went up: "My Master and Saviour, my spirit is at peace, because I know that after this life I will come to You. Then there will be no barrier between You and me. But the people, especially those who are involved in this scheming and murderous game, will have the impression that they were able to end my life. Death is the gateway to life for me. Part of me longs to enter, but my death will mean an end to my witness to your name in this country. Therefore, if it is pleasing to You, get me out of this place tonight and give me the privilege of proclaiming Your great deeds among men. I will then be able to tell them how You can refresh people's spirits and give sinners the assurance of eternal life. I desire, O Lord, my Master, that just as my tongue had issued orders for killing others, so from this night I may declare words that give life. My eyes have seen Your power. Now if it pleases You, release me from here, so that the coming morning can be a new morning in my life. Escape from this death cell will prove to me that You want to keep me alive as your witness. O Lord, tonight let me be cleansed of selfishness and concern for my own life. If You keep me alive, I promise to bind myself to a life of service to You with the sole purpose of bringing glory to Your name. Lord, You do not need my help and service, but it will be my delight and privilege to serve You. Just as I was zealous to wipe out people whom You created, so may I be zealous to bring them to You. If this be Your gracious will, then deliver me this very night from this place. Amen." After uttering these words, I discovered that instead of being frozen, I had beads of perspiration on my forehead! Suddenly, someone opened the lock from the outside. I waited patiently, listening for footsteps, expecting someone to enter. When no one came, I cautiously looked outside and saw that the street was completely deserted. It was then that I heard the Lord whispering in my ear, "Run, I have opened the door for you!" I began to run, but I did not know in which direction to go. I had only two friends in Lahore and they were Muslims. I did not know any Christians there. I continued to run along the railway line which goes from Lahore to Raiwind. Just beyond Cantonment Station, I tripped and fell into a ditch. I was extremely tired and stayed there for the rest of the night. I fell asleep and did not awaken until eleven the next morning, with the warm rays of the sun upon me. I got up and began walking towards Model Town (a wealthy district in Lahore). Looking at the fine buildings, I suddenly became acutely aware of my attire which contrasted sharply with my surroundings. Behind Model Town, I saw another village and walked towards it. When I entered the village, there were some children playing in the square. I asked one of them, "Son, are there any Christians here?" "Yes," he replied. "My father is the minister here. What can we do for you?" "Take me to your father, please," I implored. The child took me to his home where I met his father, Captain Samuel of the Salvation Army. I was so relieved. Captain Samuel was gracious to me when I told him what had happened to me. He assured me that I was quite safe now and that if there was any trouble, he would defend me with his own life. We had a short time of prayer and then he showed me to a bed. He then sent for the village doctor who examined me and gave me an injection and some medicines. I stayed with the captain four days and then requested permission to go to Gojra. This kind man also gave me a shirt, a pair of shoes, a shawl, and five rupees. On December 15, I reached Gojra. All my friends were delighted to see me, especially Rev. Wootton, Rev. B. M. Augustine, Boota Masih, and Master Charan Dass. The story of my miraculous escape was the cause for much rejoicing. On Christmas Day, I worshipped along with my friend Bawa Masih in his village with other people from outlying areas. The father of Bawa Masih and his younger sister, Grace, were very close to me. The most important thing for me was that I now was part of the Christian community. I regarded these poor and deprived people as my near and dear ones. Love for one another was mutual. Christian fellowship in which there is harmony and trust is a wonderful source of encouragement and help in the growth towards Christian maturity. I was safe among friends who accepted me. There was so much for which I was grateful to God. 9. Evangelising for Christ In the security and peace of Christian fellowship, I began to contemplate which form my ministry should take. Until I was converted, my search had been for personal fulfilment, but now my thoughts turned outwards. I recalled the words of the poet, Ghalib: No victory will come, to love's labour of prayer, till from selfish passions, the soul is washed clean. My well-wishers at Gojra had various suggestions. Some thought that I should go into business and others felt I ought to enter the ministry. But I knew what I wanted to do. I had not forgotten the resolution I had made during the night of my deliverance from certain death. While praising the Lord for all He had done for me, I made this further request: "Lord, give me the grace to proclaim Your wondrous deeds in the world. Give me such devotion to You that I may keep myself pure even in this sinful world. Give me such love that I may drown in its depth, so the world will never find me. Illuminate my path as I tread these rocky ways, so that I may not stumble and cause shame to come upon Your glorious name." I became convinced that my work for the Lord should be evangelism, and I decided to begin where I was. With some of the young men from the hostel, I went into the villages around Gojra and began preaching the Gospel. Sometimes Rev. Wootton came along with us, but I was not enthusiastic about this, because it inhibited people from treating me as they wanted to. In addition, I wanted to gauge my own acceptability and effectiveness among the people. The area of my service expanded rapidly and it was not long before I was witnessing in villages all over the Punjab. At first, I went by foot. Later, a friend bought me a bicycle. People used to call me a Sadhu (holy man). I made it my practice to always stay with the poor wherever I went. It was my way of identifying with my fellow Christians. I wanted to share their way of life in every way. If they went without food, so did I. My wealthy background never became a hindrance to me. Whenever I went into a new area, my policy was always to introduce myself to the pastor of that area, so that I did nothing in his parish without first seeking his approval. This meant that I also had the opportunity of speaking and preaching to Christians, strengthening their faith. During my travelling ministry, I arrived one night at an Anglican mission station near Lahore. I was to stay with Canon Stanley Huck and take part in some meetings he was arranging. While I was waiting for him in his office, the Lord spoke clearly to me. He said: "You should go and give your testimony to your brothers in Lahore. That is the place to start." It was nine o'clock in the evening. As my only ambition was obedience to my Master, I had no hesitation in doing what he commanded. I felt compelled to go that very night. I left my bicycle there and took a train to Lahore. I knocked on my brother's door and he opened it. Amazed, and yet with a slight glimmer of hope in his eyes, he asked, "Have you come back?" I suppose he wanted not only to know if I had come back to the family, but also if I had come back to the faith. "Yes," I said. "I have come back, but not to live with you again. I simply want to tell you that the Lord Jesus Christ is the Saviour. He has saved me and I know He can save you also." His expression immediately changed. Trying hard to control his anger, he replied forcefully: "Thank you very much. But we do not want you nor do we need your Lord Jesus. We do not want His salvation either. Good-bye." With that, he shut the door in my face. I was sad but not surprised. I was also relieved that I had fulfilled my duty even though it seemed fruitless. The words of the Lord on that night sank deep into me, and I became convinced that I should witness among my Muslim friends in my ancestral village of Zaffarawal. I remember going to the home of the American missionary and his wife who had a mission station in our village. As a child, I visited their home with some other boys and joined in the singing which his wife led. After my conversion, I avoided going into this area, but now I wrote to the missionary and told him that I wanted to visit him because the Lord had shown me that I should begin my ministry in my village. He was very eager to see me. Consequently, I went to Zaffarawal in March, 1950. When I arrived, I learned, to my great sorrow, that my mother had died a few days earlier, owing to her grief of separation from me. I deeply regret that I never saw her before she died. She had no knowledge of the plan to murder me; to her I was a disturbed person whom she desperately wished she could help. But I did not allow this tragedy to deter me from my intention to serve the Lord who had brought me to my village again. After the death of my mother, the hatred of my brothers for me grew even deeper. They laid various murderous plots for me. While I was staying with the missionary, they came several times to invite me to their home. At first I refused, but then I asked my friend for his advice. He suggested that I go, but not alone; I should take two friends with me. I followed his advice and visited my brothers. While we were sitting and talking, I noticed a sword on the table next to me. It had been sharpened and was ready for use. I suspected that I was its intended target. As I picked it up, I thought to myself: "To kill someone with such a sword, you must kill yourself first. Your inner being dies before you raise your hand. It is a sign of weakness." I put it back into its sheath. The discussion went on for a long time. My brothers had invited a Maulvi to talk with me. It was useless, however. He had nothing very relevant to say. Finally, we were offered a cup of tea. I took my first sip. It was horribly bitter and I realised immediately that it had been poisoned. I was not afraid, however, for I remembered Jesus' words to the disciples after His resurrection that those who believed and were baptised would see many signs. One of these was: "when they drink deadly poison, it will not hurt them at all" (Mark 16:18). I believed that this was my opportunity to experience one of these signs. I drank the remaining tea and prayed, "Lord, hold me up." I soon became restless and felt very dizzy. I told my friends that it was time to go. My brothers did not know how I was feeling. Outside of the town, not far from the mission station, I told my friends to go on ahead and leave me alone. It was ten o'clock at night. I began to pray: "Lord, if I die tonight, people will say that Christianity is false. It is not my name but Yours which will be dishonoured." As soon as I finished praying, I vomitted twice and all the poison left my system. I then slept peacefully. In the morning, I went to the mission station. My brothers were anxious to know what had happened to me, so when I saw someone from the village walking nearby, I knew that he had been sent by them. I recognised him as one of their servants and told him to tell my family that I was alive. It was not only my faith which was annoying to my family. My brothers were also afraid that I would claim my share in the inheritance. They made another attempt on my life. While I was on a visit to Narowal, a Muslim friend of mine arrived at the home of Rev. Isaac Dass to tell me that some Kashmiri youths were waiting for me at the toll bridge. I resolved that I would steer clear of all those things which could adversely affect my resolve to serve the Lord; so I declared formally in writing that I renounced all claim to the estate of my father, Chaudhry Lal Khan, in favour of my brothers. Thus, I severed all ties with my family. They had nothing to fear from me now. Perhaps they would leave me alone to live my life of witnessing. But it gradually became obvious to me that my life was not safe in the Punjab. I had begun my ministry there as I had been told, but there was no reason why I should remain. It was during this time of reflection that I met a kind and loving friend, Rev. Chandu Ray, who later became a bishop. We had a long conversation about my ministry. He advised me to go to Sukkur in Sind. I accepted his advice, remembering the words of Bulhe Shah, the Punjabi poet: Come on Bulhe,Let us go to a place where no one knows our casteor pays us any special attention. The missionary at Sukkur at this time was the venerable Padre Carson. For a few months, I worked for the Bible Society; this work involved some administration and report-writing. I became very troubled, however. My heart was just not in this kind of work. Moreover, I began to feel that I was getting too commercially oriented. I felt uneasy. I was straying from my original vision, so I decided to relinquish my post. I saw myself as an evangelist and therefore I had to equip myself for this task. I started learning Sindhi with the help of Padre Carson. Quickly, and with not much effort, I mastered Sindhi and began to speak, read and write it fluently. The language barrier was now removed and I was able to join Mr. Carson in his evangelistic work. There was a setback to my work in Sukkur. The summer season began and the heat proved too much for me. Although I had made up my mind that Sind was to be the area of my ministry, I had to leave it for a while. I returned to the Punjab. While there, I met Leroy Selby, an American pastor, at Lyallpur (now Faisalabad). He invited me to join him in working among the young people. The Lyallpur convention had only just begun. For the first two years of its existence, this convention was essentially for youth. I had nowhere to stay, and because I did not like living with missionaries, I made arrangements to stay with a Christian, Chaudhry Jalal Masih. He was a gracious man and was almost like a father to me. I was accepted as one of the family and his son and daughter treated me as a brother. This relationship opened the doors of the community for me, and I became even more engrossed in my service for the Lord. From this base in Lyallpur, I went all over the country on my bicycle. I covered about 12,000 miles, travelling several times between Kemari in the south (in Karachi) and Landi Kotal in the north (near Peshawar on the Afghan border). I was once taken to a small town by an American friend, a Reformed Presbyterian missionary. I was asked to preach at a service he was conducting. When the time came for the offering, I had a mental struggle. All I had was eight annas or half a rupee. What was I to do? I needed that money; yet, I could not let the collection plate pass without putting something in it. When it came to me, I had no choice. I simply put my hand in my pocket, drew out the eight annas, and dropped them into the plate. The battle was over. The service concluded but I kept wondering what I would do without any money. Little did I know that within a short time I would experience the wonderful provision of God again. I returned to the home of a Pakistani friend. His wife met me with the message, "Brother, someone wanted to see you." I was most surprised, because I had expected no one. She then explained that two nurses from the hospital came to see me because they knew I was leaving the next day. They were sorry they had missed the service and left an envelope for me. When I took it to my room and opened it, there was a bundle of rupees in it with a note saying, "The Lord has shown us that you need money for your travels. Please take this and be thankful." I was speechless. God is truly good! One occasion is indelibly printed on my mind. I had decided to visit a man who had shown some interest in the Christian faith. I went to his town but failed to find him. Disappointed and tired, I boarded a bus to return to the station. Sitting next to me was an old Muslim man, and we got into a conversation. He started questioning me about myself, and when I told him that I was an evangelist, he was excited and delighted. It seems that I was the answer of God to his prayer. Muslims usually aim to make at least one visit to Mecca and he had been there seven times, yet he did not find what he was looking for. He told me that someone had given him a copy of the Gospel in his own language and he had been reading it. Like the Ethiopian eunuch in the Acts of the Apostles, he needed someone to explain it to him. Here he was on this bus praying that God would send someone and I was sitting by his side. When I learned this, all the weariness left and I joyfully accepted the privilege of explaining the Gospel to him. When we arrived at his stop, he invited me to his home. He was a landlord and owned 7,000 acres. After a long conversation in his gracious home, he asked me to pray for him. I told him to pray for himself. He seemed very surprised and asked, "Can I?" "Yes," I replied, "if you can talk to me, you can talk to God." Then he said, "Lord Jesus, thank you for sending me Your servant, for leading me in the right path. Please accept me; I take You for my Saviour from today." I knew that God had accepted him. There is no limit to the goodness and generosity of God. All those who truly call upon the Lord are saved. 10. All for Jesus My God has led me in the path He has chosen for me, and I have submitted. Only in this way can I live my life to his glory. I owe it all to Him who first loved me and set His love upon me. In my own strength, I could have done nothing. All that I am and all that I have been able to do have been accomplished only through His working in me. The road to my "Calvary" has been a thorny one. It has been more difficult than I expected. But I have known all along that a certain man, Jesus of Nazareth, walked this way before me. This thought gave me strength and kept me going even when the weight of my "cross" seemed to be too much for me. I was constantly reminded of His words: "If anyone would come after me, he must deny himself and take up his cross and follow me" (Mark 8:34). For me, this was the only path I could tread, the only way I could serve Him and bring others to the foot of the Cross. It was my response to His great love for me. The path of service is a lonely one. Sometimes this loneliness can be misunderstood as, when for weeks and even months, I find no enjoyment in the conversation and company of other people. But it is at these times that I am able to identify closely with my Lord and Master. Dying for Christ in this life enables me to experience the power of His resurrection. In Him, I experience the victory of life over death, while still in this life. A great poet of Pakistan, Sir Muhammed Iqbal, has defined life and death as follows: "Life is the name of the visible order of things; death is when this order is broken and scattered." After I left my extended family of forty-two members, I found it hard to adjust to my new circumstances. I had kind sisters-in-law who showed me much love, a mother who never spoke a harsh word to me or to anyone in my presence, a father whose gracious personality was a shining example to me and who provided me with wise guidance, and my four brothers who were concerned about my well-being and who wanted to see me a happy young man; unfortunately, they became my bitter enemies. Life without them seemed very bewildering. Even my best Muslim friends who had valued my friendship and faithfulness became strangers to me, even though these relationships had been forged in very difficult situations. I remember one occasion when, as a freedom fighter, I was in charge of an operation on the Kashmir border. We were in the midst of fighting. Gunfire had been exchanged from both sides. My friend, Akbar Kazmi, found his rifle jammed. He was terrified. It was like being unarmed. I watched him and saw the look of hopelessness on his face. I threw my rifle to Kazmi to use for his own defense. I felt that I did not need it as much as he, because I was a strong young man and knew how to protect myself without any weapons. This action cemented our friendship. But when my family began to persecute me, even a close friend like Kazmi was unable to do anything to help me. Devoid of relatives and friends, I had to find my own way in life; it was like a "social death" for me. Yet, I kept on walking on the road I had chosen. To die daily for our Lord is not a way of life one should embrace lightly. I have not regretted doing it. When I see lives changed and blessed, it brings me great joy. But there have been discouraging moments when my labour has seemed to be in vain. When I see young women, whom I have helped to educate and bring-up in the Christian faith, abandon all to become the second wives of Muslim men, I become distressed and depressed. I am soon reminded that our Lord died for all and yet so few respond to His love. Then I ask myself, "What is my love and labour compared to His?" His self-sacrifice on the Cross was seen as weakness. When I am abused and do not retaliate, I am also accused of being weak. I cannot expect to be treated any differently than my Master. I am now ready when He calls me to "change my old clothes and put on new ones." I know that death for a Christian is not the end of life but the beginning of a new and better one. After I am gone from this world, I will have no chance to die daily for Him. I can encourage many to walk in this world with confidence, to glorify the name of my Master, and to praise Him. My Lord and God has led me faithfully all my years. Praise His name! A few years ago, I went to a diocesan meeting in Karachi and saw Manzur and Dadu officiating at the Eucharist at Holy Trinity Cathedral. I bowed my head in thanksgiving and praise. When I received the blessed sacrament at their hands, such a thrill went through me that I almost felt my heart would burst with joy! I had been instrumental in bringing both these men to the Lord. What more could an unworthy servant desire? I thank God that He met me. My prayer is that those who read of Him in this book will be numbered among the saints who praise Him in everlasting light. 11. Quiz Dear Reader, if you have read the testimony of Rev. Ghulam Masih Naaman, you will be able to answer the following questions. 1. What did the family of the author mean to him? 2. Why did his father become an Islamic mystic? 3. What is the aim of the Sufis? 4. Why did the author stop his education and enter the Air Force? 5. How did the prayers of Baxter affect his subordinates? 6. What Christian principles led the two nurses, Amber and Mary, to care for the wounded Naaman? 7. Which motive led Philip to marry a girl with a questionable reputation? Why did the author leave the Air 8. Force? 9. How did he become a freedom fighter? 10. How does Islam legalise Holy War? 11. Which harsh realities shook the freedom fighter in his service? 12. How did Jesus answer the testimony and prayer of the ten-year-old girl and her parents in the village near the border? 13. What was the disturbed request of the freedom fighter to the family whom Christ protected? What was their response to him? 14. What did the older Hindu lady explain to the leader of the killing unit, in order to save an infant from death? 15. What were the thoughts of the author regarding Holy War during his renewed Islamic studies? 16. What were the main words in the prayer of the despairing Ghulam to the Almighty God? 17. Which words did Jesus speak, to save the broken seeker of God in the waiting room of a railway station? 18. What did Jesus grant to Ghulam while he spoke with the old railway sweeper, a Christian from the lowest caste? 19. What were the realistic words of Rev. Rumal Shah in Isanagri? 20. How did Ghulam learn fellowship in prayer with Sewa Boota Masih, and what did it mean to him? 21. What hardships did the author endure, while living with the Christian employees at the mission compound? 22. What did baptism mean to the author as a young believer? 23. Why did Ghulam follow his brother and uncle, going home with them, even when he knew that his life would be in danger? 24. How did the family of Ghulam attempt to bring him back to Islam? 25. Why did the brothers of the author want to kill him, and what was their method? 26. What was the aim of the author's prayer, when he was locked in the ice-cold cell, stripped of his clothes? 27. What did Jesus tell His servant and how did he escape? 28. Where did Ghulam begin his evangelistic service? What was its result and where did he go later? 29. What were the important principles of faith in the evangelistic service of Ghulam? 30. What did you learn from this testimony? If you have any question about this testimony, you may write us directly. Please use our Email-Form to contact us or write to: The Good Way P.O. 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NORTH TORONTO CHRISTIAN SCHOOL 255 Yorkland Blvd. North York Ontario M2J 1S3 COURSE DESCRIPTION Grade Four (Mr. Peter No) 2016/2017 Language The Language expectations of the Ontario curriculum are organized into three strands that specify the detail that is to be taught at each grade level. Our school curriculum follows this general pattern with additional emphasis on spelling, grammar, creative writing and oral communication. Strand #1: Writing – The emphasis in this area is to enable students to communicate ideas and information for a variety of purposes and to specific audiences, to begin to write for more complex purposes, to organize and develop ideas using paragraphs, to use simple and compound sentence structure, to revise and edit their work, to proofread and correct final drafts, to use a more varied vocabulary, and to develop further their skills in the areas of grammar, punctuation and spelling appropriate for the grade level. Strand #2: Reading – Students will be expected to read a variety of fiction and non-fiction materials. They will be expected to be able to read aloud, speaking clearly and with expression; to read independently, using a variety of reading strategies; to summarize what they have read, to connect it to their own lives, and to recognize/identify the various parts of a story (introduction, climax, setting, atmosphere, characters, etc.); and to understand the vocabulary and language structures appropriate for this grade level. Strand #3: Oral and Visual Communication – Students will learn to communicate various types of messages, explain some ideas and procedures, and follow the teacher's instruction. They will also learn to ask questions on a variety of topics and respond appropriately to the questions of others; to communicate a main idea about a topic and to describe a short sequence of events; to express and respond to ideas and opinions concisely and clearly; to contribute and work constructively in groups; to demonstrate the ability to concentrate by identifying main points and staying on topic. Time will also be spent on teaching the use of words and oral language structures with some reference to non-verbal communication skills. Texts: Spelling Workout Level D, A Beka Language A Mathematics The mathematics expectations of the curriculum are organized into five strands that detail specific expectations of students within each of the five major areas of knowledge and skills required of students. Our school curriculum is structured around these five strands with additional review of fundamental arithmetic and problem-solving challenges provided by our own Mathbuilder supplementary program. Strand #1: Number Sense and Numeration – This strand explores the relationships between decimals, mixed numbers and fractions. Students seek to understand, compare and order whole numbers and decimals and mixed numbers and proper, improper, and equivalent fractions using concrete materials and drawings. They also develop proficiency in adding and subtracting decimal numbers to tenths. Problem solving involving whole numbers and decimals is emphasized. Students also develop proficiency in multiplication facts to 12 and 1 digit division and are introduced to 2 digit multiplication. Strand #2: Measurement – The student will demonstrate an understanding of and ability to apply appropriate metric prefixes in measurement and estimation activities; identify relationships between and among measurement concepts; solve problems related to their day-to-day environment using measurement and estimation; estimate, measure, and record the perimeter and the area of two-dimensional shapes, and compare the perimeters and areas; estimate, measure, and record the capacity of containers and the mass of familiar objects, compare the measures, and model the volume of three-dimensional figures. Strand #3: Geometry and Spatial Sense – Students will learn to solve problems using geometric models; investigate the attributes of three-dimensional figures and two-dimensional shapes using concrete materials and drawings; draw and build three-dimensional objects and models; explore transformations of geometric figures; understand key concepts in transformational geometry using concrete materials and drawings; describe location and movements on a grid; use language effectively to describe geometric concepts, reasoning, and investigations, and coordinate systems. Strand #4: Patterning and Algebra - Students will learn to demonstrate an understanding of mathematical relationships in patterns using concrete materials, drawings, and symbols; identify, extend, and create linear and non-linear geometric patterns, number and measurement patterns, and patterns in their environment; recognize and discuss patterning rules; apply patterning strategies to problem-solving situations. Strand #5: Data Management and Probability – Students will learn to collect and organize data and identify their use; predict the results of data collected; interpret displays of data (graphs) and present the information using mathematical terms; demonstrate an understanding of probability and use language appropriate to situations involving probability experiments; solve simple problems involving the concept of probability. Text: Math Makes Sense 4 (Addison-Wesley) Science and Technology The science and technology expectations of the curriculum are organized into four strands that specify in detail the program to be taught at each grade level. Strand #1: Life Systems – The Study of Habitats and Communities: Students will analyse the effects of human activities on habitats and communities; investigate the interdependence of plants and animals within specific habitats and communities; demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them. Strand #2: Matter and Energy – Light and Sound: Students will learn to assess the impact on society and the environment of technological innovations related to light and sound; investigate the characteristics and properties of light and sound; demonstrate an understanding of light and sound as forms of energy that have specific characteristics and properties. Strand #3: Structures and Mechanisms – The Study of Pulleys and Gears: Students will learn to demonstrate an understanding of the basic principles and functions of pulley systems and gear systems; investigate ways in which pulleys and gears modify the speed and direction of, and the force exerted on, moving objects; evaluate the impact of pulleys and gears on society and the environment. Strand #4: Earth and Space Systems – The Study of Rocks, Minerals, and Erosion: Students will demonstrate an understanding of the physical properties of rocks (including types of rocks, the rock cycle, tectonic plates) and the effects of erosion on the landscape; investigate the factors that cause erosion of the landscape; and describe the effects of human activity (e.g., erosion-preventing measures) on physical features of the landscape. Students are introduced to plate tectonics and examine the natural disasters that accompany tectonic movement. Social Studies The expectations of the Ontario social studies curriculum are organized into two strands. Strand #1: Heritage and Citizenship - Students will learn to identify and compare key aspects of life in early societies from different regions and eras. They will learn to describe key similarities and differences between early societies and present-day Canadian society. Students will be able to reference to their own social organization, daily life, and relationships with the environment and with each other. Strand #2: Canada and World Connections – Provinces and Territories of Canada: Students will develop proficiency in labeling provinces, territories, and capitals. They will learn to describe the distinguishing physical features of regions within the provinces and territories; identify how different regions are interdependent (e.g., with respect to their economies or governments); demonstrate an awareness of the various relationships (e.g., economic, cultural) within and between Canadian regions. Students will learn to understand and apply map keys, legends and directional indicators and learn to construct a basic map using the above skills. French The French course, AIM (Accelerative Integrative Methodology), makes use of high-frequency vocabulary, introduced with gestures and contextualized in stories, drama, songs and dance. The program allows students to rapidly achieve levels of oral and written fluency. It uses a story-based approach to language learning rather than a thematic one. Students gain a new perspective on the French language and benefit from this positive approach. This course reinforces and extends the vocabulary and oral French learned in grade 3. By the end of grade 4, students will be able to understand French spoken in the classroom and will continue to improve their ability to express their own thoughts in French. Text: Histoires en action! Comment y aller and l'arbre ungali The Arts This section of the curriculum is divided into Visual Art and Music components. Visual Art – In this component, students will produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences; identify the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade when producing and responding to works of art; use vocabulary and art terminology associated with the specific expectations for this grade correctly. Music – In this component, students will demonstrate an understanding of the basic elements of music specified for this grade through listening to, performing (singing and playing recorder), and creating music; students will use correctly the musical terminology associated with the specific expectations for this grade, develop their ability to read and write standard musical notation, and identify music from various cultures and historical periods. Physical Education The physical education expectations of the curriculum are divided into three strands. Strand #1: Healthy Living - Students will learn to explain the role of healthy eating practices and physical activity and to identify the physical, interpersonal, and emotional aspects of healthy human beings. Strand #2: Fundamental Movement Skills - Students will learn to perform the movement skills required to participate in lead-up games and outdoor pursuits; locomotion/travelling (e.g., sliding, gliding), manipulation (e.g., kicking, trapping), and stability (e.g., putting their weight on different body parts); demonstrate the principles of movement in acquiring and then beginning to refine movement skills (e.g., combining directions and levels in sequence). Strand #3: Active Participation - Students will learn to participate on a regular basis in physical activities that maintain or improve physical fitness (e.g., tag games); identify the benefits of physical fitness; apply living skills such as goal setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, cooperating, behaving respectfully) to physical activities (e.g., games, outdoor pursuits); demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully); follow safety procedures related to physical activity, equipment, and facilities. Bible The emphasis of the Bible program is on Bible character studies. The concentration is on the life and service of Daniel, Esther and Nehemiah. Bible memorization is also an important part of the weekly program. The students are encouraged to participate in daily class devotions in which they discuss how to apply Biblical truth to everyday life. The above is a summary of the general overall objectives of the Ontario curriculum. The complete details of each aspect of curriculum for grades 1 – 8 may be found on the website of the Ministry of Education and Training at www.edu.gov.on.ca/	<urn:uuid:34a77bb4-5fc9-433f-9f87-6e06f82315c4>	CC-MAIN-2017-22	http://ntcs.on.ca/downloads/curriculum/Grade4Curriculum.pdf	2017-05-22T17:25:32Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00542.warc.gz	271,452,787	2,235	eng_Latn	eng_Latn	0.990595	eng_Latn	0.994155	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3279, 7213, 10969, 12190 ]	[ 4.5625 ]	3	0
Earth Science Reference Tables: Scavenger Hunt!!! Find the following information in your Earth Science Reference Tables. Write the answer and the page you found it on. The table who finishes first will receive 5 points extra credit on their Topographic Map lab. 1) What kind of tectonic-plate boundary runs along South America's western coast? 2) Where in New York State could I find metamorphic rock that dates back to the Middle Proterozoic era? 3) What stream velocity do I need to maintain the movement of a 1.0-cm particle through a stream? 4) What are two possible fates for an igneous rock? 5) Which geologic period gave rise to the climax of dinosaurs and ammonoids? 7) What is the density of Earth's oceanic crust? Include units. 6) If I am 9 x 10 3 km away from the epicenter of an earthquake, how long would it take for an S-wave to hit me, in hours? 8) What percent (by volume) of the earth's crust is made up of magnesium? 9) A mineral is white to pink, cleaves in 2 directions at 90 degrees, and is used in ceramics and class. a. What is its name? b. What is its hardness? c. Does it have a metallic or a nonmetallic luster? 10)What is the chemical formula for biotite mica that contains potassium? 11) What is the temperature of the mesopause, in degrees Celsius? 13)Which color light has the longest wavelength—green, violet, or yellow? 12)How long does it take for Uranus to circle the Sun? 14)At the vernal equinox, what is the latitude of the Northern Hemisphere's 'dry belt'? 17)What is the symbol for freezing rain? 19)Maclurites came to be during this geologic age. 18)The massive continent Pangea began to break up during this geologic age. 20) What happens to atmospheric pressure as you go from the troposphere to the thermosphere? 22) What is Uranium-238's half-life? 21)What is the specific heat of Pb? 23) How much energy is gained by 3 grams of ice when it changes to water? 24) What are the names of two plateaus in New York State? 25) What are some types of sedimentary rock that were formed during the Cambrian period? 26) I have a green igneous rock that has a fine texture and no gas pockets. What is its name? 27) What is the temperature (in Kelvin) of the human body? 28) What pressure (in millibars) is equivalent to 30 inches of mercury? 29) Which has a larger frequency, gamma rays or radio waves? 30) What is the wavelength of green light? 31)What is the New York State fossil? 15)A red dwarf star has a high __________ and a low ____________. 16)I use a psychrometer to measure the relative humidity on a starry summer night. My dry-bulb temperature is 18 degrees Celsius, and my wet-bulb temperature is 19 degrees Celsius. What is the relative humidity, in %?	<urn:uuid:76cd20f8-6aca-4e05-9a90-66185d4f47fe>	CC-MAIN-2017-22	http://reviewearthscience.com/subjects/es/review/files/ESRTScavengerHunt.pdf	2017-05-22T17:15:18Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00543.warc.gz	315,672,328	674	eng_Latn	eng_Latn	0.996118	eng_Latn	0.996327	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1500, 2712 ]	[ 3.765625 ]	1	5
Iowa State-Wide Smoke Alarm Installation Program Presented by: Raymond Reynolds I. Formative Evaluation – Planning Goals: What started as a 100 year anniversary awareness program turned into an effort to be the first state to install smoke alarms state-wide. Starting in 2010, the State Fire Marshal office started an effort to install smoke alarms in every child's home. After a series of high profile fire fatalities involving children, the efforts of some cities to install smoke alarms in homes was expanded to a state-wide effort. The process involved surveying children's parents K-6 th grade during parent teacher conferences of participating school/fire districts. Once surveyed, participating fire departments notified the State Fire Marshal office with the numbers affected. Student data numbers were provided by the Department of Education showing 365,000 children were enrolled in Iowa schools K-6 th Grade. Burn data from the University of Iowa showed an increase in burn patient admissions through the last several years. Next, data was gathered from NFIRS fire data for the state of Iowa. The 20 highest population centers, 20 highest areas of residential fires, 20 highest number of fires/per capita, and 20 most common Red Cross responses led us to identify the top 5 counties of fire risk based on having all of the above listed factors. II. Process Evaluation – Implementation Once survey numbers were collected, partners were garnered to raise private partner funds as well as public sector grants. Initially nearly 30 Iowa corporations provided donations to the Iowa Firefighter Association foundation account. The 2011 Fire Prevention and Safety grant in the amount of $245,000 was significant in allowing us to purchase 13,000 dual sensor smoke alarms. Once funds were collected, smoke alarms were purchased and distributed to over 300 fire departments. Departments installed dual sensor smoke alarms throughout the homes identified in surveys. We also were able to have electricians donate time and resources to install over 500 deaf and hard of hearing strobe alarms. The program expanded to "Operation Safe Senior" battery installation program. Fire departments carried smoke alarms and batteries in their first fire engine that we provided to them. Calls to battery companies yielded 26,000 9 volt batteries. Once responding to public assistance calls, firefighters would install batteries and assist in checking smoke alarms for elderly populations. In partnership with the Red Cross, several blitz smoke alarm installation programs were carried out. Addressing risks in a community using several hundred volunteers seems the most effective mechanism for wide-spread smoke alarm installations. The entire project has shifted to use data and identify risk communities and build resilience in those most at risk. Some of the Blitz installations have occurred in Lake City, Centerville, Ottumwa, and most recently Des Moines. III. Impact Evaluation – Short Term Results Nearly 3000 installations in a single day were made in the high risk neighborhood Higland Park. Data shows fire damage was $26 M less in homes where a smoke alarm activated. Awareness projects changed behaviors but did identify wide-spread issues with smoke alarm maintenance. In fact very few homes of the 20,000 checked had all smoke alarms working properly. Smoke alarm projects had positive public support for the short term. IV. Outcome Evaluation – Long Term Results Fire deaths between 2012 and 2013 were cut from 42 deaths to 25 deaths (the 2 nd lowest fire fatality rate in 100 years of data collection). Over 674 lives were saved from smoke alarms since April 2010, over 50,563 smoke alarms were installed by over 340 fire departments in Iowa. Children fire fatalities declined from 7 per year on average to 3 in 2013. Recommendations for others: Fighting the traditional norm of fire suppression is treacherous water. It is important to avoid political land mines and provide motivation for prevention activities. Getting the support from your leadership to be the voice for the program is important. There will be many nay-sayers that are afraid to invest in a big project. It takes one installation at a time to make a difference. Smoke alarm maintenance remains a critical failure in saving lives. Smoke alarm strategies need to focus on taking the human intervention out of smoke alarms. As long as people are required to change batteries, we will never get ahead of smoke alarm maintenance issues. Funding smoke alarms for fire departments takes time and effort but one life saved makes those efforts worthwhile. Lastly, it takes motivation to make a difference and not give up. EVERY fire department that has taken part in this program reported their firefighters return to the station a little more proud of their work. The ability to see their customers and see how vulnerable their citizens were (and to address that vulnerability) were two rewarding factors reported back to fire command staff. Conclusions: Many people thought we were crazy when we set a goal to install smoke alarms in every child's home. 50,000 smoke alarms later we are seeing a number of lives saved by fire department installed smoke alarms. Those people saved have common stories. If not for a working smoke alarm, I predict our fire death rate would have been much higher in our state. I have always maintained if you put smoke alarms in just three homes were children live, you will be hooked on the idea of not stopping your efforts until your entire community is protected with smoke alarms.	<urn:uuid:f480b39d-c7e0-4be4-8a19-e64791144d43>	CC-MAIN-2017-22	http://strategicfire.org/wp-content/uploads/2015/04/03-V2020-Reynolds-IA-State-Smoke-Alarm-Installation.pdf	2017-05-22T17:30:22Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00542.warc.gz	347,398,292	1,104	eng_Latn	eng_Latn	0.998841	eng_Latn	0.998942	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2498, 5634 ]	[ 2.28125 ]	1	5
The Ruskington Chestnut Street CofE PrimaryAcademy Anti- Bullying and Behaviour Policy Policy Co-ordinator: Lianne Cook Policy Dated : June 2014 Date to be Reviewed: June 2016 Presented to Governors: to be presented March 2017 Anti- bullying and Behaviour Policy The Governors of Ruskington Chestnut Street Church of England Primary Academy are committed to providing a safe learning environment in which the pupils are encouraged to treat each other with respect and kindness in every aspect of their lives. The principle aim of this policy is to ensure that good behaviour assists the school to develop the potential of all pupils. 1. The Rational The Governors and staff believe that: - It is essential that the school has a positive ethos which fosters a communal sense of purpose. - School has a major role to play in influencing a child's behaviour; - Good behaviour is a necessary condition for teaching and learning to take place; - Good behaviour is a desired outcome of the educational process and one that society has a right to expect; - It is essential that school and parents work in partnership to promote and encourage good standards of behaviour; - School's task is a difficult one, for it may have to reconcile conflicting values between school and society at large. Our rational is also linked and based out our schools core values. At the start of the new academic year, staff will remind pupils of our core values - Compassion - Respect - Honesty - Trust - Forgiveness - Perseverance 2. Aims We aim to: - Create the right ethos and climate of behaviour; - Develop in pupils a sense of self- discipline and an acceptance and responsibility for their own actions; - Ensure that pupil's behave in a responsible manner, showing consideration, courtesy and respect for others at all times. - Create the conditions of an orderly community in which there is mutual respect between all members and proper concern for each other, property and the environment; - Develop a supportive atmosphere, in which pupils are able to give their best and are encouraged and stimulated to fulfil their potential. 3.0 Management The Governors and Senior Leadership team will ensure that decisions on the curriculum, organisation and timetabling are aimed at enhancing the moral of the staff and the pupils. They believe that: - Effective communication is vital between the management and the teachers to ensure clarity of expectation. - The Senior Leadership team should be available to support teachers when disciplinary difficulties arise. - The principle that good relationships are the pre-requisite of good behaviour is established throughout school. - All staff in the school should accept responsibility for maintaining good behaviour in the classroom and elsewhere. 3.1 Staff We have the commitment of all the staff to a positive approach of praise and encouragement, incentives and inducements. To this end the staff; - Set the right example in the matter of commitment and mutual respect. - Have high expectations of all pupils; - Believe that all children should be dealt with fairly, consistently and sensitively .Pupils should see that rewards and consequences are applied consistently and fairly. - Are on duty in the playground or classrooms. The presence of a member of staff is a more effective way of obtaining good behaviour than a punishment of those caught misbehaving when left to their own devices. - Try to understand children's personal problems as poor behaviour can often stem from them. 3.2 Curriculum We believe that: - The quality and content of the curriculum and teaching and learning methods through which it is delivered are important influences on pupil behaviour; - The provision of a relevant, appropriate and differentiated curriculum to motivate and involve pupils is an important ingredient of a successful school discipline policy. 3.3 Environment and resources We try to provide: - An attractive and stimulating environment in which the children are encouraged to take pride; - Good quality, relevant resources which support the children learning; - Opportunities for children to be given responsibility for keeping the classroom and wider school tidy and organising resources. 3.4 Extra Curricular Activities We believe that it is the responsibility of school to provide extra –curricular activities and the enhancements to the curriculum can: - Have a positive effect on behaviour by giving children a sense of achievement and increasing selfesteem. - Encourage independence, self-reliance and determination. 3.5 Parent Involvement Close co-operation with parents is essential and every effort is made to encourage their support and understanding. We: - Expect the support of parents in encouraging their children to keep the school rules and the schools policy of discipline. - Provide individual invitations to discuss their child's behaviour as this helps to break down barriers between school and home and makes the acceptance of a combined responsibility more likely. - Share the schools discipline policy with parents with the opportunity for contributions. - Provide a Home School agreement to be signed when a child starts school. New agreements may be issued in line with any policy changes during the child's time in the school. We will be proactive with parents Early communication is important because - Parents have a right to know and a duty to support school. - Children often respond better to a unilateral approach. - Parents may have additional information that will help us better understand the needs of a child. Therefore we - Keep parents informed of progress and events – particularly for behavioural SEND children - Support parents in having a consistent approach to managing behaviour at home, putting them in touch with outside agencies where appropriate. Keep parents informed when things are going well, particularly for those children who have additional needs and are making that extra effort. 3.6 Outside agencies We aim to establish close relationships with external support agencies such as the Educational Psychologist Service and the Police so that the understanding of the needs of the children and the provision of the right support can be achieved. 3.7 Bullying Bullying is unacceptable and will not be tolerated in school. Bullying is the use of physical, verbal or emotional aggression repeatedly over a period of time. It can be inflicted by an individual or group, by a child or an adult and can include 'cyber bullying'. New legislation supports the schools firm determination to deal with bullying against any individual or group covered by the following characteristics: - Age - Disability - Gender - Gender reassignment - Pregnancy and maternity - Race - Religion and belief - Sexual orientation The PHSE curriculum will highlight the schools abhorrence of bullying and incorporate work on rights and responsibilities. The following will also be applied to combat and deal with bullying. - Children will be encouraged to tell if anything or anyone is distressing them or if they see someone in distress. - Incidents of bullying will be dealt with speedily or effectively. - Bullies will be confronted by their actions and the 'victim' should be seen by the bully to be given support by someone in authority. - Parents will be informed if their children are acting in a bullying way. - The normal sanctions of unacceptable behaviour will apply. 3.8 Hate crimes In the exceptional case of severe verbal or physical attack on a child or adult, school will follow instruction to report the incident on a Hate Crime form to the police. 3.9 Damage to property - Non-accidental damage to the property whether it be to the fabric of the building such as a broken window or to items such as school books or rulers which are defaced or damaged, will be reported to parents with a request to repair or replace. - When accidental damage occurs children will not be disciplined. However where damage is a result of misbehaviour it is important that parent co-operate so that pupils understand the consequences of such behaviour. 4.0 Whole School Approach We believe that good behavioural management relies on a whole school approach. Every member of staff will implement this policy into everyday practice. We apply systematic approaches to: - Code of conduct - Positive ethos - Rewards - Good organisation - Good communication - Consequences and ensuring consequences 4.1 Code of Conduct At Ruskington Chestnut Street C of E Primary School, we believe that we should: - Walk around school quietly. - Remember to use our manners - Listen carefully to others & follow instructions the first time they are given. - Look after school property & keep the environment tidy - Have a good attitude to learning - Use kind words and actions 4.2 Positive Ethos Positive language focuses on identifying things that are going well, good choices that have been made, as well as tackling poor choices. We accept that ultimately the children are responsible for their own actions. This is reflected in our use of the language of choice. This fosters a move away from the idea that children are inherently 'bad' or 'good', they are however making good or bad choices. Praise is used in a rich and focused way. We recognise that we need to be clear about what it is we are praising, 'You have managed to learn how to spell because' is much more effective than well done. Positive language focuses on how much pupils have improved rather than expecting perfection. Used appropriately these positive phrases can be effective: - 'Thank you for making a good choice about….' - 'Well done for doing the right thing….' - 'What does making the right choice look like/ sound like / feel like? - How could you make a better choice next time? - 1-10 scale for children to judge their behaviour – highlighting children at 10/10 5 4.3 Rewards Good behaviour is maintained by giving praise and reward when appropriate and showing disapproval and disappointment when expected standards are not attained. Rewards may take the form of: - Private or public verbal praise from a member of staff - Bringing good behaviour to the attention of someone else - Stickers - House points for good work, attitudes, kind actions by an individual or group - Celebration certificate awarded in collective worship - Recognition in the form of their name on the pupils name rainbow. Rewards - Celebration Assembly On Friday Afternoons we hold Collective Worship with a theme of Celebration. There are several types of rewards that are shared here: - Achievement certificates as described above. - Attendance certificates will be awarded where appropriate. - Additional certificates (for example for sporting achievements) may also be awarded, including those received outside of school. - School house point totals announced Positive Messages Teachers are encouraged to make positive calls or texts, or send a positive message to parents to share success and good news. Good Organisation of Lessons Classroom layouts The classroom layout should encourage and facilitate all children to engage actively with learning, to behave appropriately and to feel safe and secure. Our classrooms demonstrate that - Learning walls are a central and active engagement tool - The Code of Conduct will be on display and referred to appropriately - Resources are accessible and fully labelled - Children are seated to maximise their learning opportunities but minimise disruption opportunities. - Classrooms are clutter free - Furniture will be rearranged appropriately for the nature of the tasks - Pupils and staff can move easily around Prior to pupil arrival - Equipment is easily accessible, and labelled. - Children know which equipment they can access themselves and which is centrally distributed. - Children know what they do the moment they enter a classroom, and teachers set up clear effective routines. This may include initial instructions on the board, or initial focus seated around learning walls – however there are many alternatives. 4.4 Good General Organisation Senior Leadership Team Senior Leadership Team is responsible for supporting colleagues who are experiencing particularly challenging behaviour. This includes coaching and working directly with children, parents, support staff, the Inclusion Leader and external agencies. Supporting supply and cover teachers Supply and cover teachers should be supported by: - All staff - Lesson planning in an easy to follow format. - Lessons that are reasonable for someone other than the class teacher to implement and manage. - SEND list in each class register - Relevant medical information in each class register - Target children list - Password to laptop - Deploying support staff to help children settle at the start of sessions where appropriate. - Class teachers following up behavioural problems with parents when appropriate. - Induction pack including o List of daily routines o Summary of behavioural policy 4.5 Day to day management of behaviour within school. Children arriving At 8.40am and 8.50am respectively all class teachers will be in their classrooms to welcome pupils. Around school Before we move children around school, we think about making the transition smooth, quiet and efficient. We make our expectations clear about how we will move around school. Staff should ensure they are in a position of effective leadership. 4.6 Collective Worship We periodically remind children of the importance of collective worship as a time to reflect on their lives and the lives of others. It is an essential part of the day. Entry to collective worship will be silent, with each class teacher ensuring that their class enters assembly silently, sits silently and waits silently. Music will normally be playing. Staff will also normally model this silent behaviour for children. A member of staff will be highly visible at the front of the hall, identifying and praising good behaviour in a variety of ways, including individual eye contact and acknowledgement. Consequences may be given for poor choices made in collective worship, but unless behaviour is significantly damaging the experience this will normally be done discretely by staff at the end. 4.7 Morning play Playtimes should be an enjoyable, social experience for all of our children. During morning playtimes, staff should disperse themselves strategically so they can observe and support positive play. - At playtimes children will only be allowed in classrooms if supervised. - Children will be provided with playtime apparatus, balls, skipping ropes etc. - When playing in the garden area the children will look after and respect the environment including taking care not to damage trees and plants. - Teacher will escort their class from the playground at the end of play. 4.8 Wet playtimes At wet playtimes parallel classes may share the same classroom, one of the teachers or TLA's being responsible for them or each class can stay in their own classroom supervised by their teacher. - At wet playtimes and dinnertimes materials will be available for the children to use e.g. scrap paper and books etc. - The scissors will only be allowed at playtime when it is safe to do so. - All wet playtime equipment should be cleared away in adequate time before the start of the next lesson. 4.9 Lunch Time At Lunchtimes Children are expected to: - Show the same level of respect to the midday supervisors as they would to their teachers. - Line up quietly for lunchtime. - Talk quietly whilst eating their dinner. - Show good table manners. - Walk sensibly to the playground. Midday supervisors should place themselves around the playground so they can both watch and support children's play. Midday supervisors will promote positive play. Children must ask a midday lunchtime supervisor if they wish to come in for any reason. If a significant incident occurs, it is recorded in the behaviour log and the class teacher is informed. Repeated offences will be followed up by class teachers who will contact home and seek to get the problem behaviour resolved. For children who demonstrate persistently poor behaviour a letter will be sent to parents/carers requesting a meeting with a Senior Team Member to discuss their child's behaviour and strategies for improvement. In cases of particularly aggressive or abusive behaviour the pupil will be sent to a member of SLT and parents/ carers will be informed. In extreme cases where despite the use of a number of behavioural strategies, the child is still unruly at lunchtime, parents/carers will be informed that the child will be excluded from the premises at lunchtime. 5.0 Dinner Hall Routines are clearly established. Calming music may be used. Children are encouraged to talk quietly to the people on their table. 5.1 Uniform We have a dress and hair style code which allows the children a sense of belonging to CHESTNUT Street. The code is published on our school website and in the School Prospectus. We ask that all parents support us in ensuring that their children wear the correct uniform. - All staff will ensure that children are adhering to the uniform code and question them if they are not wearing the correct uniform. - Staff will remind children of the standard of dress we expect i.e. for them to look neat and tidy and enforce the uniform code. 5.2 Manners We believe that good manners are important and that all staff demonstrate those to the children. The children are then expected: - To move around the school quietly in a single file. - To show good manners to each other and to the adults. - To demonstrate good manners by opening doors and holding them for others to pass through; - Show the same level of respect to all members of staff, including office staff, cleaning staff and visitors as they would to their teachers. 5. 3 End of the school day Sufficient time is left at the end of the day, to ensure that children are ready to leave in a calm and safe manner. All teachers will escort their children to the children's exit and supervise their leaving. Members of the Senior Leadership team will be visible every evening. Our high expectations of good choices and polite manners continue until children are at least off school premises. - Ensure that a Key stage one child is united with the person who is picking them up before allowing them to go home. - Ensure the children are sent home suitably i.e. with coat if it is raining. - Remind the Key Stage 2 children that they must return to school if no-one is in the playground to collect them. - Remind the children that school rules still apply outside of school e.g. on school trips and residential trips and that misdemeanours outside school will lead to consequences within it. 6.0 Meeting Pastoral Needs The school ethos shows that we care greatly for our children. We want our children to feel valued, secure and have a sense of belonging. We use the SEAL project as part of our PSHE programme to help meet the pastoral needs of our children. 6.1 Teachers and Support Staff Teachers and support staff together must agree who and how behaviour can and should be managed by the support member of staff within each classroom. All staff should apply the school stage system, ensuring as much consistency as possible is essential. Support staff should contribute to the generation of IEP's and half termly targets for SEND children. Staff should track their child's behaviour carefully, keeping a diary of events, if appropriate. Any significant events or patterns should be recorded. Support staff, with the agreement of the class teacher, and inclusion of strategies onto IEP's, may deploy additional rewards, for example choosing time, stickers etc. However we must do this in such a way that we minimise feelings of unfairness from other children. 9 6.2 Consequences The key tool that we use for ensuring consistency of consequences is the stage system. The Stage System Pupils will be reminded of the stage system and reward systems at the start of each half term, including the fact that phone calls home really do happen. Children who are persistently good sometimes think this does not happen because no-one tells them about it – this can result in children who are persistently good feeling that things are unfair. It is essential that teachers are rigorous and conscientious in applying the stage system. Stage 1 If a child is reprimanded an explanation is given and the child's name is moved to the cloud or thunder cloud accordingly (KS1) or they have their initials written on the board (KS2) which can be erased once positive choices are re-established. If a change of scene is required, to allow a child to refocus, they may spend between five and ten minutes time out in another class room to allow for some calming down time. Stage 2 If a second incident occurs a child will miss part of their playtime by being asked to stay inside under supervision or stand with the adult that is on duty in the playground. Stage 3 If there is a third incident the child will be sent to the key stage leaders with work. (For no longer than half an hour). The key stage leader or class teacher will log this and notify parents that this has happened. Stage 4 Further misbehaviour will result in the child being sent to the Deputy Headteacher with work, The Deputy Head will log this in the child's pupil log and send home a letter to inform parents of the child's misbehaviour. The letter will request that the parents/carers acknowledge receipt. Stage 5 For persistent poor behaviour the child is sent to the Headteacher, who will contact the child's parents/carers to arrange a meeting to discuss behaviour. If there is an incident of extreme behaviour that is either violent or dangerous, this will lead to an immediate Stage 5 recording. 6.3 Dealing with failure to engage in learning It is appropriate to ensure pupils receive their full curriculum entitlement. Therefore, if pupils (who are reasonably capable of doing a task) fail to do so to a satisfactory standard, staff should require pupils to use break times, lunchtimes and additional home learning to catch up. It is particularly important that all staff are empowered to do this and actively supported by class teachers and senior leaders. 6.4 Alternative Consequences There are times when the stage system is simply not enough, is not working, or is not appropriate. When this is the case, the class teacher is responsible for identifying alternative consequences. It is essential to work closely with parents, pupils and relevant colleagues. Parental engagement is key to many pupils that are struggling to make good choices, and although this is not always easy to obtain or maintain, must be a key priority for the class teacher. When a pupil has a 1:1, the 1:1 should be involved at each and every stage. The purpose of these alternatives is to improve pupil behaviour longer term, avoiding the need for exclusion, whilst minimising opportunities for poor choices short term. In extreme circumstances where a child is at risk of causing themselves or others significant harm or compromising a safe environment, it may be appropriate to use physical intervention. Staff members have received Team Teach training. Please see the school's Positive Handling Policy (The use of physical intervention). See also Government guidelines: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/268771/use_of_reasonable _force_-_advice_for_headteachers_staff_and_governing_bodies__-_final_july_2013_001.pdf 6.5 Exclusions from lunchtime - Exclusion from school during lunchtime would be after a spell of persistently poor behaviour which is causing harm or distress to other children. - Exclusion would only occur after all other attempts to modify the behaviour had been tried and found to be unsuccessful. 6.6 Fixed/Permanent Exclusions In the event of serious behavioural difficulties, it may become necessary to consider a fixed term or permanent exclusion. The school supports Social Inclusion and wherever possible would wish to avoid the use of exclusions. A Behaviour Support Plan may be implemented to assist the child remaining in school and there will be strong liaison between staff, parents and child. In the event that a fixed term or permanent exclusion is considered necessary, the LA procedures will be followed. Additional guidance can be obtained through Lincolnshire County Council exclusions and out of school team. This guidance cannot be about whether to exclude or not, merely to reflect what other schools have done in similar situations, and may help with any procedural concerns. Exclusions may be for a build up of unmanageable and unacceptable behaviour, but may also be for a one off incident. See also Government guidelines: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/269681/Exclusion_from_ma intained_schools__academies_and_pupil_referral_units.pdf This policy received the full agreement of the Governing Body and will be reviewed as appropriate..	<urn:uuid:afd1dd9c-4489-403e-9f44-c5d9f9177114>	CC-MAIN-2017-22	http://chestnutstreet.co.uk/media/documents/policy/Anti%20bullying%20and%20Behaviour%20review%20June%202016.pdf	2017-05-22T17:35:22Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00544.warc.gz	66,487,163	4,955	eng_Latn	eng_Latn	0.992517	eng_Latn	0.998374	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 235, 2561, 5318, 7673, 9953, 12157, 14364, 16961, 20007, 23228, 25284 ]	[ 2.921875, 1.2421875 ]	1	2
Matthew J. Walls, DDS 12627 S State Highway 51 Coweta, OK 74429-6476 (918) 486-0039 AGD FACTSHEET : Compiled for you by the Academy of General Dentistry FACT > > > A typical 12-once can of regular soda contains approximately 10 teaspoons of sugar. FACT > > > The average male in the 12- to 19-year age group drinks the equivalent of 868 cans a year. TEEN'S ORAL HEALTH Should I limit drinking soda? YES! Whether at school, home or on the weekends, teens are drinking more soda than they have in the past. In 1977, 12 to 19-year-olds drank 16 ounces of soda a day. In 1996, this same age group consumed an average of 28 ounces a day. Not only is sugar harmful to teeth, acidic flavor additives can also erode and damage tooth enamel. There are simple ways you can limit the harmful effects of sodas. Try sipping soda through a straw. It cuts down on the contact the beverage has with your teeth. Rinse your mouth with water after drinking soda. It can also reduce the risk of cavities. Why should I avoid oral piercings? Tongue piercing remains a teen trend, however it is not always a healthy choice for your mouth. People chip teeth on tongue piercings while eating, sleeping, talking and chewing on the jewelry. Tongue piercing commonly causes fractured teeth. The fracture can be confined to tooth enamel and require a filling, or it may go deeper; in which case, can cause a need for a root canal or extraction. Infections are also common with oral piercings, and they cause more than pain. A tongue can swell after being punctured, however in some cases the tongue becomes infected and swells so much that it may cut off breathing. Unclean piercing equipment can cause other infections, such as bloodborne hepatitis. Why should I make time for healthy habits? Quick meals in the form of "nutrition" bars and fast food help keep you alert and on schedule between school, extracurricular activities and part-time jobs. However, today's fast-paced lifestyle threatens to leave the teen generation with permanent damage to oral and overall health. You can keep travel-size brushes in lockers or back packs. Chewing sugarless gum with xylitol after meals or snacks can also help cleanse your mouth. Drinking water throughout the day can help clean your teeth of excess bacteria and food debris. Teens should be sure to see their dentist at least twice a year. Regular dental visits can help catch minor problems before they become major ones!	<urn:uuid:eb8c324b-b765-43d3-a554-4ac3ef138250>	CC-MAIN-2017-22	http://wallsfamilydentistry.com/wp-content/uploads/2010/09/Teens-Oral-Health.pdf	2017-05-22T17:24:42Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00546.warc.gz	417,509,623	561	eng_Latn	eng_Latn	0.998962	eng_Latn	0.998962	[ "eng_Latn" ]	false	docling	[ 2471 ]	[ 2.703125 ]	29	5
Whitehead Primary School and Nursery Unit "Learning & Growing Together" Homework Policy The purpose of homework Learning at home is an essential part of good education. By setting regular homework tasks for children we aim to: * Encourage and develop an effective partnership between school, parents and children - providing parents an opportunity to take part in their children's education * Consolidate and reinforce skills and understanding, particularly in literacy and numeracy * Extend school learning, for example through additional reading or investigation * Encourage children as they move through the school to develop the skills, confidence and self discipline needed to work independently, and so prepare them for secondary school The amount and type of homework appropriate at different stages Regular homework is important, as it gives children the opportunity to practise at home the tasks covered in class and helps the children work towards improving important skills. It also helps children to become confident and independent in their learning, For children in Foundation Stage and Key Stage 1, the emphasis of homework is on developing a partnership with parents and involving them actively in their children's learning. The homework at this stage will mainly consist of short activities such as reading together, simple games, learning spellings, number facts and short written activities. Homework time also provides an opportunity for young children to talk about what they are learning and to practise key skills in a supportive environment. In Key Stage 2, homework provides an opportunity for children to develop the skills of independent learning and this should increasingly become its main purpose. It is important that children should gradually get into the habit of regularly devoting periods of time, which are age appropriate, to study on their own. By the time children reach Year 7, their homework programme will cover a wider range of tasks and curriculum content. We would ask parents to continue to provide encouragement and support when needed for written tasks and to work with their children on learning tasks such as spelling, tables, mental maths and reading activities. Clear instructions will be given for each homework activity. § Y1 -The monthly newsletter outlines homework activities and learning intentions and also provides information on how to help your child at home and how to help with reading. § Y2 - Homework book with weekly homework guidance § Y3 - Homework diary – children write out spellings, number facts and reading pages each day in their diary. In addition a homework planner outlines the homework for the week. § Y4–Y7 - Homework planner for the week given out on 1 st day of school week. We believe that this prepares the children for Secondary School. Listed below is a guideline to the tasks and time expected to be spent on homework tasks in each year group. \| Year 1 \| Reading Literacy/Numeracy Activity Monthly Newsletter \| 2 nights 2 nights Sideways plan to extend more able children \| \|---\|---\|---\| \| Year 2 \| Reading Written activity Homework guidance sheet at the beginning of the year. \| 2 books per week Homework book - Suggested oral games- numeracy/ phonics + 2 numeracy/topic activities Look, cover, write, check 1 word per week (term 2+3) Term 3 separate spelling book – medial vowels ( 1 list per week) \| Key Stage 1 \| Year 3 \| Reading Written Activity Spellings Number facts Homework guidance sheet sent home at beginning of year \| 4 nights - core readers 2 literacy /numeracy tasks 5/6 per night – spelling book Number bonds \| \|---\|---\|---\| \| Year 4 \| Reading Written Activity Spellings Tables Mental Maths Homework guidance sheet sent home at beginning of year \| 4 nights per week 2 numeracy, 1 literacy 1 topic based activity 3 sets per week + revise Thursday 3 nights per week + revise Thursday 4 nights per week \| Key Stage 2 \| Year 5 \| Reading Written Activity Spellings Tables Mental Maths Homework guidance sheet sent home at beginning of year \| 4 nights per week 2 numeracy, 2 literacy / topic based activities 3 sets per week + revise Thursday 3 nights per week + revise Thursday 4 nights per week (Differentiated tasks set according to ability) \| \|---\|---\|---\| \| Year 6 \| Reading Written Activity Spellings Number Facts Mental Maths Homework guidance sheet sent home at beginning of year \| 4 nights per week 2 numeracy, 2 literacy Occasional project work 3 sets per week + revise Thursday 3 nights per week + revise Thursday 4 nights per week Term 3: Weekend Lit/Num (Differentiated tasks set according to ability) \| \| Year 7 \| Reading Written Activity \| 4 nights per week (Term 2+3) Term 1 4 numeracy, 4 literacy + weekend literacy + numeracy \| Spellings Number Facts Mental Maths Homework guidance sheet sent home at beginning of year Term 2+3 4 written tasks per week - including literacy/numeracy/project/practical 3 sets per week + revise Thursday 3 nights per week + revise Thursday 4 nights per week (Differentiated tasks set according to ability) Homework planner for the week given out on Monday § The tasks set will usually complement or extend work that the children have done in school. It is expected that the tasks children complete at home will be of the same standard as they produce in school. § Homework activities will be differentiated to meet children's individual needs, including any special educational needs. § Numeracy activities should be completed in pencil. § Literacy activities should be completed in a neat handwriting style using pencil or, in Y7, a blue handwriting pen. § Homework will be marked against the learning intention, in line with the school's marking policy with written or oral feedback given to the children when appropriate. § In KS2 homeworks that have been carefully completed will be awarded an A* § A set number of As will earn the child a free homework. § If a child does not understand a task, parents should encourage their child to ask the teacher for further guidance. § Parents are encouraged to discuss the school's expectations and their children's attitudes to homework at parental interviews. Parents should contact the teacher or the principal at any time during the year, if concerned about homework or any other aspect of their child's progress. § Parents are asked to sign completed homeworks. Monitoring and Evaluating Monitoring and evaluating are integral parts of the learning and teaching in our school and are the responsibility of all members of staff. Teachers in each year group work together to plan the homework programme. The principal and curriculum leaders will monitor the content to ensure progression and differentiation. This will be achieved through: review by the principal and co-ordinators of year group planning for homework * * literacy and numeracy curriculum leaders monitoring progress through regular collection of a cross-section of homework workbooks formal and informal discussions with staff * discussions with children The evidence, which is gathered through these monitoring procedures, will be evaluated regularly in order to inform future planning for homework. This homework policy has been reviewed and updated after consultation with staff, governors, parents and pupils. Last reviewed: August 2016 Next review: August 2017	<urn:uuid:72f37c7b-bb2a-40c0-87b2-8c1d258bf44a>	CC-MAIN-2017-22	http://whiteheadps.com/wp-content/uploads/2015/09/Homework-Policy-1.pdf	2017-05-22T17:38:53Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00547.warc.gz	390,770,246	1,504	eng_Latn	eng_Latn	0.935907	eng_Latn	0.998558	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 90, 2223, 3404, 4761, 6382, 7369 ]	[ 3.796875 ]	4	2
Fan and Pad Greenhouse Evaporative Cooling Systems 1 R. A. Bucklin, J. D. Leary, D. B. McConnell, E. G. Wilkerson 2 Temperatures can easily exceed 100 °F in Florida greenhouses during the summer if they are not equipped with cooling systems. Such high temperatures reduce crop quality and worker productivity. Evaporative cooling is the most common method for reducing the temperature inside a greenhouse. Air conditioning or refrigeration systems can be used, but their installation and operating costs are usually prohibitive. wet bulb temperature is an indication of the amount of moisture in the air. EVAPORATIVE COOLING Evaporative cooling is a process that reduces air temperature by evaporation of water into the airstream. As water evaporates, energy is lost from the air causing its temperature to drop. Two temperatures are important when dealing with evaporative cooling systems – dry bulb temperature and wet bulb temperature. Dry bulb temperature is the temperature that we usually think of as air temperature. It is the temperature measured by a regular thermometer exposed to the airstream. Wet bulb temperature is the lowest temperature that can be reached by the evaporation of water only. It is the temperature you feel when your skin is wet and is exposed to moving air. Unlike dry bulb temperature, Wet bulb temperatures can be determined by checking with your local weather station or by investing in an aspirated psychrometer, a sling psychrometer, or an electronic humidity meter. Wet bulb psychrometers consist of two thermometers exposed to the same airstream. The end of one thermometer is covered by a wetted wick. As the water in the wick evaporates, the temperature of the thermometer decreases to the wet bulb temperature. The other thermometer is exposed directly to the airstream and measures the dry bulb temperature. The difference between a sling psychrometer and an aspirated psychrometer is the way the airstream is provided. A sling psychrometer is mounted on a swiveled handle and whirled rapidly, while an aspirated psychrometer uses a small fan to provide air movement. A more common term for measuring the amount of moisture in the air is relative humidity. Hand held electronic humidity meters that display relative humidity are more convenient than wet bulb psychrometers. However, wet bulb temperature is a 1. This document is Circular 1135, one of a series of the Department of Agricultural and Biological Engineering, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Publication date: December 1993, Reviewed July 2002, Major Revision November 2004. Please visit the EDIS Web site at http:edis.ifas.ufl.edu. 2. R. A. Bucklin, Professor, Department of Agricultural and Biological Engineering; J. D. Leary, Lecturer, Department of Agricultural and Biological Engineering; D. B. McConnell, Professor, Department of Environmental Horticulture; E. G. Wilkerson, Graduate Assistant, Department of Agricultural and Biological Engineering, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, FL 32611-0570. more useful measurement for evaporative cooling systems because it directly determines the temperature to which air can be cooled by evaporative cooling alone. Some electronic humidity meters do have an option to display wet bulb temperatures. Even if a humidity meter does not display wet bulb temperature, tables and graphs known as psychrometric charts are available to calculate wet bulb temperature based on the dry bulb temperature and relative humidity. Software packages are also available to calculate wet bulb temperatures. It should be noted that electronic humidity meters frequently drift out of calibration and they should be checked against standards on a regular basis. The best time to measure wet bulb temperature to calculate the potential cooling performance of the evaporative cooling system is in the afternoon. This is when dry bulb temperature is at its peak because solar radiation and outside temperatures are highest. This is also when the difference between dry bulb temperature and wet bulb temperature is greatest and there is maximum potential for cooling. Weather data collected by the weather bureau for many years show that afternoon wet bulbs temperatures during the summer in Florida are about 79-80 °F. With an efficient, well-managed system it should be possible to reduce the temperature of the air entering the greenhouse to within 3-4 °F of the wet bulb temperature. Remember, this will not be the temperature in all areas of the house. As the air moves across the house to the exhaust fans, it will pick up solar heat so that the exhausted air will likely be 7-8 °F higher than the entering air. In a poorly managed system, the temperature of the exhausted air could exceed the ambient air temperature by even more. The basis of any evaporative cooling system is the evaporation of water into an airstream. The most common way of accomplishing evaporative cooling in a greenhouse is with a fan and pad system (Figure 1). High pressure fog systems are also used to cool greenhouses. These fog systems can be designed and operated to maintain more uniform temperatures and humidities in greenhouses than are possible with fan and pad systems. Fog systems are more expensive than fan and pad systems but when uniform temperatures and high humidity levels are important they can be the best method of evaporative cooling. FAN AND PAD EVAPORATIVE COOLING SYSTEMS Fan and pad systems consist of exhaust fans at one end of the greenhouse and a pump circulating water through and over a porous pad (Figure 2) installed at the opposite end of the greenhouse. If all vents and doors are closed when the fans operate, air is pulled through the wetted pads and water evaporates. As each gallon of water is evaporated, 8,100 BTUs of heat energy are absorbed from the air by the water during the change from liquid to vapor. Removing energy from the air lowers the temperature of the air being introduced into the greenhouse. The air will be at its lowest temperature immediately after passing through the pads. As the air moves across the house to the fans, the air picks up heat from solar radiation, plants, and soil, and the temperature of the air gradually increases. The resulting temperature increase as air moves down the greenhouse produces a temperature gradient across the length of the greenhouse, with the pad side being coolest and the fan side warmest. TEMPERATURE GRADIENT The temperature rise across a greenhouse is hard to predict because it is affected by many variables. These include bench arrangements, physical obstructions to the movement of air across the house, percentage of floor area covered by plants, and whether the floor is bare soil or concrete. The roof configuration can also have an influence on the temperature increase. Experience has shown that air may heat up as rapidly as 1 °F every 10 feet as it moves across the greenhouse on sunny summer days. The slower the air movement, the more the air heats up, and the greater the temperature increase. The temperature rise across the house at plant level is most important. In most systems, the air tends to diverge upward at an angle of about 7° above horizontal, or roughly 1 foot in 8 feet. The upper layer of cooled air rises toward the peak of the building above the crop zone and thus does little cooling of the plants. In a cross flow arrangement of gutter-connected houses, the gutters serve as baffles and tend to keep the cool air at crop level. In longitudinal flow arrangements where the airflow is lengthwise down the house baffles should be installed that extend from the roof down to just above the top of the crop. The baffles should be transparent and spaced about 30 feet apart mounted in a fixed position (Figure 3). SYSTEM EFFICIENCY If the efficiency of the evaporative cooling system is known, the temperature of air exiting a cooling pad can be calculated by the following equation. where: T cool = temperature of air exiting cooling pad; T out = temperature of the outside air; T wb =wet bulb temperature of the outside air. A well designed, properly installed and operated evaporative cooling system may have an efficiency of up to 85 percent. Figure 4 shows the temperature of the cooled air exiting an 85% efficient evaporative cooling pad as a function of the outside air for several relative humidity values. With an outdoor relative humidity of 50% and temperature of 90 °F, this evaporative cooling system reduces the temperature to 76.5 °F. The difference between dry bulb temperature and wet bulb temperature is referred to as the wet bulb depression. If the efficiency of your system is 85 percent, then the air entering the greenhouse is the outside dry bulb temperature minus 85% of the wet bulb depression. Figure 5 shows what happens to air with a dry bulb temperature of 95 °F and with a wet bulb temperature of 80 °F that is cooled using an evaporative cooling pad. If the pad is 85% efficient, the air is cooled to point A or 82 °F. If the pad is 70% efficient, the air is cooled to point B or 84.5 °F, and if the pad is 50% efficient, the air is cooled to point C or 87.5 °F. FACTORS THAT INFLUENCE FAN AND PAD EVAPORATIVE COOLING SYSTEMS Operational Considerations It is very important to keep the building as tight as possible so entering air will be forced through the pads. Make sure that all doors and other openings are kept closed except when in use and that any gaps in the greenhouse coverings are sealed. If not, air will be pulled through these openings rather than through the cooling pad. The efficiency of a fan and pad cooling system depends on air moving through the cooling pads. House Location and Orientation Orientation of the greenhouse relative to other buildings or structures and in relation to prevailing summer winds influences the efficiency of operation. Fan arrangements and locations of the fans and pads should be determined by greenhouse location and orientation. Type of Cooling Pad The most widely used type of pad material is corrugated cellulose that has been impregnated with wetting agents and insoluble salts to help resist rot. These pads are expensive but, when properly maintained, do an excellent job of cooling air. With proper maintenance, corrugated pads should have a lifetime of ten years. Aspen pads were commonly used in the past and some are still in service. However, under Florida conditions the life of an aspen pad is usually short. Aspen pads are very susceptible to algae infestation that leads to rotting and compaction. This makes it difficult to keep a system operating efficiently without frequent and costly pad replacements. Other pad materials are also on the market, but none have seen wide acceptance. Among these are pads fabricated from aluminum and from plastic fibers. Both these pads types are expensive and show no advantages over corrugated cellulose. However, an operator planning to replace an old pad system or install a new one should check out completely all the pad materials available. Compare costs, life expectancy claims, cooling efficiencies, and probability of maintenance problems before selecting the one that is best for your operation. Cooling Pad Area The amount of pad area needed depends upon several factors including the type of pad material used. The pads should be continuous along the entire length of the wall. If aspen pads are used, it is recommended that one square foot of pad be provided for each 140 cubic feet per minute (CFM) of air moved by the fans. The fan capacity should be based on total CFM delivered at 1/8 inch static water pressure (for additional information about fan sizing see "Fans for Greenhouses" IFAS publication AE12). Cellulose pads can be used with airflows of up to 230 cubic feet per minute per square foot of pad. The higher airflow rates of cellulose pads, means that fewer square feet of pad area are needed than if aspen pads are used. Water Flow Rate To maximize operating efficiency, you must have adequate pad surface area and an adequate water supply and distribution system. The amount of water needed will vary with the type of system used, but normally, complete pad surface wetting occurs when about 1/3 gallon of water per foot of pad length is recirculated. A valve should be placed in the line from the pump so the water flow through the distribution pipe can be adjusted. You do not want a sheet of water flowing down the pad surface. This would increase resistance to air flow and cause transfer of free water into the house. You do want the pad surfaces covered with a water film. If in doubt about the correct quantity of water flow, check with the pad manufacturer. The water collected by the bottom gutter is returned to a sump from which the water is pumped to the upper distribution pipe or gutter. If water distribution pipes are more than 75 feet in length, the sump should be located near the center of the line. The sump should have a capacity of 1 to 1 1/4 gallons for each linear foot of pad in order to hold the water that drains back to the sump when the system stops. Problems With Cooling Pads Evaporative cooling pads have severe problems in Florida. They lose efficiency due to clogging from impurities in the water, algae growth and decay. If the pad material is clogged or decomposed its ability to function as designed is impaired. Air exhausted by the fans will enter the building at the point(s) of least resistance. If a pad area is totally or partially clogged, very little, if any, air will pass through that portion of the pad. If the pad has holes, the air will move directly through them. This means less contact between air and water and much less cooling. When a pad has decayed, the only alternative is to install a new pad. Airflow Through Cooling Pads The required face velocity of the air will depend upon the pad material. Follow manufacturer's suggestions. This velocity will determine the number of square feet of pad area needed for a house of a given configuration. Locate the pad so that all air entering the house will have to pass through the pad. Provide a method of closing off the pads during the winter when heating, not cooling, is required. Fans Regardless of the type of pad material used, the fans should have the capacity to provide a minimum of one air change per minute in the greenhouse. Equip the fans with automatic shutters to eliminate back drafts when a fan is not operating (Figure 6). Location of Fans and Cooling Pads The best distance between the pad and exhaust fans is a tradeoff between the optimum dimensions of the greenhouse (based on efficiency, function, and operation) and the tolerance of the crop to higher temperatures. The greater the range of the crop's temperature tolerance, the greater the distance between pad and fans can be. It is not practical to separate the pad and exhaust fans by more than 200 feet. A distance of 150 feet or less is preferred. Location of pads and fans will be influenced by several factors. Keep in mind: a) When possible, locate pads on the prevailing summer wind side and locate the fans on the downwind side of the greenhouse. If the pads are sheltered by another house within 25 feet, the wind effect is negligible and can be ignored. b) If it is necessary to face fans into the prevailing winds, increase fan CFM capacity 10 to 15 percent and correspondingly increase fan motor horse power and add shutters or back draft dampers. c) The exhaust fans should not discharge toward the pad of another house unless the houses are separated by at least 50 feet. d) When fans from two adjacent houses close to each other exhaust into a common area between the houses, they should be offset from each other to avoid the air from one blowing directly against the other (Figure 7). e) The maximum practical distance in the greenhouse from pad to fan should never exceed 200 feet. Distances of 150 feet or less reduce the amount of temperature increase across the greenhouse. For most greenhouses, about one foot of pad height is required for every 20 feet of pad to fan distance. f) In very long houses, it is more efficient to locate pads at both ends with the exhaust fans at the center of the house using sidewall fans. Cooled air then flows in from each end and is exhausted at the midpoint of the house. All fans should have automatic shutters for weather protection and to prevent back drafts when not in use. g) Fans should be properly screened and guarded to protect personnel from coming in contact with moving parts (fan blades, pulleys and belts). h) A correctly designed and installed pad system is essential to achieve maximum cooling performance. The evaporative pad must be a continuous section along the entire side or end of the greenhouse and must be the correct size and thickness. A blank space in the pad, such as a doorway, will cause a hot spot through the house for a distance of 6 to 8 times the width of the blank space. Exhaust fans should not be spaced more than 20-30 feet apart (Figure 1). Figure 7. Acceptable multiple greenhouse facility layout. There are several factors to consider when designing evaporative cooling systems for multiple greenhouses in close proximity. FAN AND PAD COOLING SYSTEM OPERATION Watch the pad condition carefully. If you notice bare spots or thin areas in the pad, you can be sure that much of the air entering the house is coming through these areas causing hot spots in the house. To operate efficiently, the pad, pump system, fan system and control systems must be designed to operate as a unit. They must be checked frequently to be sure all parts are functioning properly. Doors of the greenhouse should be opened only when necessary to move people or plants and equipment in and out. An open door can reduce the effectiveness of a pad cooling system significantly. A house with the best possible equipment and sophisticated controls can be a big loser without good management. Controls The evaporative pad cooling system must have adequate controls for the operator to be able to adjust the house environment to provide the best growing conditions for plants and a comfortable environment for workers. Thermostats are usually used to turn fans and pumps on and off as required to optimize response to outdoor climate changes and maintain more uniform greenhouse temperatures with lower operating costs. Thermostats should be checked each spring and fall against an accurate thermometer to insure proper operation. A humidistat can be used to control pumps and fans of the cooling pad system to help prevent excessive greenhouse humidity. However, humidistats are much less reliable than thermostats. If it is desired to use a humidistat to control humidity, it is recommended that the humidistat be checked at least weekly to make sure that it stays in calibration. Humidistats should be checked against a psychrometer. Thermostats and humidistats must be located at plant level to function properly and should never be located on an outside wall. Exhaust fans should be uniformly spaced not more than 20 to 30 feet apart. The fans may be wired so that the thermostats will turn on alternate banks of fans in sequence as the temperature demands. Some greenhouses are equipped with 2-speed fans which should be controlled with 2-stage thermostats. It is important that, during the time of year a thermostat controls the heating system, the cooling thermostat should be set 5-10 °F above the setting of the heating thermostat to avoid having the heating and cooling systems on at the same time. A thermostat should be used as the main pump control. The thermostat should be set to stop the pump before all the fans go off so that the pad can dry out. If evaporative cooling water pumps are controlled by humidistats and thermostats, the humidistats should be wired in series with the thermostats. This will help maintain more uniform temperatures and avoid excessive humidities. It will also help conserve power and water. Each thermostat and humidistat should have a manual control switch wired in parallel with it so that manual control can be used when desired. A safety disconnect switch should be located near each fan and pump. All controls and instruments including thermostats, humidistats and thermometers should be shielded from the direct rays of the sun to avoid being influenced by solar radiation and to provide more accurate readings and control settings. Sensing elements should be mounted so that air can circulate freely around them and they should be located where they represent the average greenhouse conditions at plant level. Aspirated thermostats at plant level are the best choice. Do not locate thermostats near heating lines, near air inlets or on outside walls. This will distort the readings from the desired environmental conditions for plants in the greenhouse. Computers and Microcontrols Thermostats and humidistats are reliable and inexpensive, but are limited to simply turning pieces of equipment on or off in response to a change in temperature or relative humidity. Simple on-off controls cannot regulate environmental conditions exactly because they cannot sense how far the temperature or relative humidity is from the set point, or how rapidly the temperature or humidity is changing. Computers and microcontrollers can use software or hardwired circuits that incorporate logic to make decisions about the exact amount of heat or airflow required to produce desired environmental conditions. Computers and microcontrollers are rapidly decreasing in cost, while at the same time increasing in reliability and sophistication. They are now important tools that growers can use to improve crop quality and increase profits. Computer-based control systems can be linked to phone systems or to the Internet to allow operators to closely monitor greenhouse conditions from any location. Computer systems can also keep continuous records of greenhouse conditions and can be used to send messages or alarms to greenhouse operators when environmental conditions are out of range or when equipment fails. The increased control provided by these devices results in greenhouse conditions that provide a better environment for crop growth.	<urn:uuid:9da14769-d02f-410a-90b7-f7900323537e>	CC-MAIN-2017-22	http://builditsolar.com/Projects/Sunspace/UFEEvapCoolAE06900.pdf	2017-05-22T17:30:43Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00547.warc.gz	55,800,657	4,599	eng_Latn	eng_Latn	0.997603	eng_Latn	0.998504	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3158, 5772, 9101, 11407, 15199, 18772, 22550 ]	[ 2.953125, 1.5234375 ]	2	5
Bible Reading Readiness Skills Language Arts Science World Cultures Exploring God's World By Author(s): Amy Lykosh and Sarita Holzmann Activities by Jill Evely "Apply your heart to instruction and your ears to words of knowledge." About "Exploring God's World" We welcome you to Sonlight's Exploring God's World Did you know that the U.S. Department of Education says, "The single most important activity for building the knowl edge required for eventual success in reading is reading aloud to children." 1 When we enjoy stories together, we also build times of intimacy. As we snuggle on the couch and read with our children, we form treasured memories and enable them to unlock their listening skills and unleash their creativity. Reading expert Dr. Kylene Beers agrees. Her research demonstrates that the single greatest predictor for a child's future success is how much he is read to before he enters Kindergarten—more than ethnic, socio-economic, or even genetic factors. 2 As we read aloud to our kids, we build their vocabulary, and that gives them an advantage for future success. This guide provides a schedule for reading classic stories, award-winning books, poetry, memory verses, and care fully-selected activities, all in just 20–40 minutes per day. And most of all, you'll have plenty of opportunities to just spend treasured time together and build memories to last a lifetime. Have fun with your Little Explorer! Some Practical Tips As the parent of a young child, you already know that it is extremely difficult for little children to sit still for long periods of time. So, for this program, we suggest you break up the assigned reading into small chunks to do throughout the day. You could do the Bible reading as a devotional with the whole family before breakfast; have Dad help with some reading in the evenings; or save some books as special treats for before nap time or bedtime. You may want to allow your children to color, draw, or play quietly with dolls or Legos® while you read aloud. As long as your children are exposed to great literature and are soaking up the reading, they will gain a great benefit, even if they are not sitting completely still. We recommend you read each story primarily for you and your child's pleasure. Of course, the two of you will learn things and enter into the wonder of new discoveries. But all of that will come naturally on top of the primary purpose: enjoying together the delightful experience of great literature. 1. Anderson, R.C., E.H. Heibert, J.A. Scott, and I.A. Wilkinson, eds. Becom ing a Nation of Readers: The Report of the Commission on Reading. Wash ington, DC: U.S. Department of Education, 1985, p. 23. 2. Beers, Kylene, "When Students Struggle With Reading," Holt, Rinehart, and Winston, 2001, seminar notes. We hope you enjoy this program and that it helps you instill in your children a love of reading. If we can be of any assistance, please do not hesitate to e-mail us at main@ sonlight.com, or better yet, visit our Sonlight® Forums at forums.sonlight.com, where you can chat with other parents who are going through the same program. You can ask questions, learn some new ideas, share with others what you have learned, problem-solve, or just talk. Enjoy your days of discovery together! Before You Start Our schedule gives a suggestion for one way you can work through this program. But please note: this schedule is just a suggestion! Feel free to modify or adapt it in any way you see fit to better meet the needs of your family. Note: As you set up your Instructor's Guide to use for the year, we recommend that you use the binder and divider tabs that we have created specifically for our Instructor's Guides. They include a tab for each of the 36 weeks. Please note that with this Instructor's Guide, you will not need the "Section Three" and "Section Four" tabs. How to Read the Schedule Each week fits on a single sheet of paper. Each day's assignments are listed vertically in columns. If you wish to keep track of your progress, simply place a check mark next to each assignment as you accomplish it. Once you've finished the assignments in that column, you're done for the day. It's just that easy! Book Title In the first column on the left-hand side of the schedule page, we list every book you will need for that week. Look across the row to see what assignments to do during the week. Read-Alouds You will read from several Read-Aloud collections throughout this program. The title of the collection can be found on the left, and the title of the story you are to read is listed on each day. Science and World Cultures Berenstain Bears, The Year at Maple Hill Farm, What's Un der the Sea?, and Why Do Tigers Have Stripes? are the books used in the science curriculum to guide you in exploring God's World. Please be aware of the titles listed in the far left line, as these books change throughout the year. There are several books in the World Cultures curriculum: People, Stories from Africa, Things People Do, The Gods Must Be An gry, Then and Now, and New Toes for Tia. These books will introduce you to different people groups and professions. Readiness Skills The activities in Developing the Early Learner 1-4 are de signed to increase young children's perceptual skills. There will be times when you finish one book and go onto the next in the middle of the week. You will find instructions for using Developing the Early Learner 1-4 at the beginning of each book. At the end of each book, there is an An swer Guide and Record Sheet to keep track of your child's progress. Language Arts You and your children will focus on one letter per week in Dr. Seuss's ABC's and First Thousand Words. You will read this letter repeatedly in stories, art, and illustrations throughout the week. Practice the sound of the letter as your children see the letter. Write the weekly letter on a piece of paper and attach it to the refrigerator. During the week focus on the sound the letter makes. Encourage your children to raise their hand as they hear the sound in a paragraph you select. This is the first step to learning to read—recognizing the sound of the letters. For each letter, take a look at the "Words in Order" sec tion of First Thousand Words. Here you will find words listed alphabetically with the page it's located. Use this to reinforce your work with the letter each week. Note to Mom or Dad: If you have purchased Grade K Readers & Language Arts K with your Exploring God's World, you will use those books and Guide instead of the books, Dr. Seuss's ABC and First Thousand Words listed in this schedule. If you have purchased the Pre-Kindergarten Multi-Subject Package, you will use all of the books sched uled in this guide. Activities These activities help your children learn important, practical life skills and have fun at the same time. We have indicated these activities on the Schedule pages. These are activities that you can do together, like taking a nature walk or playing a game. Remember that all of these activi ties are optional. Choose the ones that will fit best into your schedule and your children will enjoy. If your children enjoy a particular activity—repeat it often. If you are over whelmed or do not have the materials handy—feel free to omit an activity. If you don't have access to a computer, when you take your children to story time at the local library you could access the above websites at the public computers there. For additional resources such as CDs or tapes, sheet We list a classical children's song each week for you to sing with your children. If you are not familiar with the songs, please visit our Instructor's Guide links page at http://sonlight.com/iglinks.html . Here you will find several links to websites that may be helpful to you. music, or music books, please check your local library. We recommend the books The Christian Children's Songbook or 100 Songs for Kids, both from Hal Leonard Publishing. Materials Most—if not all!—of these activities can be completed with materials that are generally found around your home. If you do not have an item, feel free to substitute it for something else or simply skip the activity. We list the materials for each activity so you can quickly see what you will need. There are some items that you will need frequently throughout the year. They are: * Pedal riding toy(s) * Ball, bean-bag (purchased or homemade), blocks or small boxes * At least 1 pound each of dry beans, rice and pop corn kernels * Tweezers, tongs and/or a spring clothes pin * Plastic cups, pitcher, kitchen utensils including wooden spoon and pots and pans * Globe or map, calendar * Basic art supplies: paper, crayons, washable markers, glue stick, white glue, safety scissors * Tools such as real or child's hammer, screwdriver, nails, screws, measuring tape * Stuffed toys * Small toy cars * Ribbon or scarf, 2–3 feet long * Flashlight * Egg carton, ice cube tray and/or cupcake pan * Pennies, buttons * Water bottle, preferably with a squirt top * Dusting cloth—a microfiber towel found in most automotive sections works well Memory Verse Introduce the weekly memory verse on Day 1 of each week and practice it everyday with your children. Memo rize the reference to each verse as well. Your children will then be able to find these verses in the Bible later on. You might want to schedule a recital with family, friends, or a Sunday School class to allow your children an opportunity to share what they have learned. In the beginning of the year, each memory verse cor responds to a character quality with a short definition to use as a springboard to teach your children how God has called them to behave. You will find the character qualities emphasized in bold letters on the schedule pages. Notes Use this space to write items your children find particu larly interesting to give you ideas for field trips or other activities. You could list special things that happened during the week, or have your children draw a picture of something they learned during the week. Handwriting You will notice that we have not included a Handwrit ing Schedule in this Instructor's Guide. We believe formal handwriting training should begin at the Kindergarten level. Should you wish to explore this skill with your children, or they express interest in learning how, please go to our catalog or online to learn more about the three programs we offer. Should you choose to use the Handwriting Without Tears program for handwriting, there are many supplemental manipulatives available. You may purchase the slate chalk board with chalk and sponge (Item #KL173), the lined paper for approx. levels K-1 (Item #KL174), the capital let ter wood pieces (Item #KL175), and the mat for the wood pieces (Item #KL176) from Sonlight. Additional materials may be found on the publisher's website. Sonlight has chosen to carry only those manipulatives we believe pro vide worthwhile activities for a good value. Field Trips We recommend that you take your children on some field trips during the year. These "hands on" learning exercises will be invaluable as your children experience the sights and sounds of the world. Here are some suggestions: Visit Various Businesses: * The Post Office * A Garden Center * A Bank * A Bakery * A Fire Station * A Police Station * A Radio and/or Television Station * A Farm * A Greenhouse * Dad's and/or Mom's place of work * City Hall * A Court Room * The Newspaper * A Smaller Print Shop * A Grocery or other Wholesale Distributor * A Pottery Shop * A Music Store * An Airport Visit Service Organizations: * The Library: story time; learn how to find a book you want * Any park with nature walks or docent program * Museums of all varieties * A Natural History Museum * Botanic Gardens * A Planetarium * A Zoo * An Aquarium * Visit an art museum or gallery * Do art activities with others * Check out an art book from the library once a week * Use art creations in real life situations (i.e. on Christ mas cards, for book covers, etc.) Bible At Sonlight we take the Bible seriously. We believe the Bible is the authoritative, inspired Word of God: "All Scrip ture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteous ness, that the man of God may be competent, equipped for every good work" (2 Timothy 3:16-17). Each week you'll find Instructor's Guide Notes that will introduce you to the Bible topics you and your children will cover. Please look these over ahead of time so you know what to expect. In some sections we've also in cluded Notes to address common questions or concerns. Whenever an issue arises where there are multiple viable explanations, we do our best to present all of them fairly and without telling you or your children which option to believe (we leave those matters up to you, as the parent, to discuss with your children as you see fit). As a Christian curriculum company, our desire is to see you and your children grow in spiritual maturity in Christ so that you can make a positive difference in God's Kingdom. If you have your own Bible program you are following as a family, we don't want you to feel as though you must drop it and stick to our approach exclusively. But maybe you'd like to give our method a try to see if you like it and if it fits well with what you'd like to accomplish. In other words, we try to stick to what the Puritan Richard Baxter called "mere Christianity"—the core truths the church has always held to throughout its history. With that in mind, Sonlight does have roots in Protestantism, so we don't specifically cover or assign readings from Bible books found in Roman Catholic and Eastern Orthodox Bibles that are omitted from Protestant Bibles. We are, 7 Art however, respectful of various Christian traditions includ ing Protestant, Orthodox, and Catholic. Our prayer is that you and your children will develop a healthy approach to the Bible, its study, and its applica tion to your own lives on a daily basis. Our curriculum seeks to integrate the Bible as a key aspect of learning and spiritual growth. Wherever possible, we've done our best to tie our Bible readings and memorizations with books you and your children will read as you journey through our curriculum. Regarding memory verses, in some cases they are tied to Sing the Word, while at other times they relate to a rel evant Bible topic covered in a given week. In some cases memory verse may not relate directly and instead are selected specifically because of their timeless and mean ingful message. Further Assistance We trust you will heartily enjoy your homeschool jour ney with your children. If we can be of further assistance, please don't hesitate to contact us or visit our online fo rums at forums.sonlight.com. Our forums provide a place for you to interact with other homeschoolers, seek advice, offer your insights, and join our community. We also strongly recommend that you visit www .sonlight.com/subscribe.html, if you have not done so al ready, to sign up for at least one of our free email subscrip tions. We think you'll find Homeschooling with Excellence especially relevant as you start (or continue) your home schooling adventure! Talk to Your Children Parents, by age three, please have a conversation with your children about private parts. (If it makes it easier, do it while driving—the child is a captive audience, and you don't have the potential embarrassment of looking at them.) You could say something like this: "There are bad people in the world. If someone wants to look at or touch the part of your body that is covered by your underwear (or swimsuit), tell me, or your other parent. Even if they tell you not to tell us. We won't be mad at you." There are other conversations that may come up because of the world we live in. Children can be exposed to inappropriate photos at a young age. To introduce that topic to your child, you could say something like this: "You will probably see a photo of a naked person sooner or later. These photos are taken by bad people. When you see one, close your eyes and turn away as soon as you see it, and, if you can, crumple it up and throw it away." These topics can be uncomfortable, but by addressing them simply, early on, they don't need to be too distressing. Consider making the internet off-limits to young chil dren, unless you, the parent, are present. Corrections and Suggestions Since we at Sonlight Curriculum are constantly working to improve our product development, we would love it if we could get you to help us with this process. If while going through our curriculum you think of any way we could improve our product, please e-mail your suggestions to: email@example.com. If you know of a different book we should use, if you think you should read a book we assign at a different point in the year, or if you have any other ideas, please let us know. Whenever you find an error anywhere in one of our Instructor's Guides, please send a short e-mail to: firstname.lastname@example.org. It would be helpful if the subject line of your e-mail indicated where the problem is. For instance, "Exploring God's World/Section Two/Week 1/ Day 3." Then, in the message portion of the e-mail, tell us what the error is. Your efforts will greatly help us improve the quality of our products, and we very much appreciate you taking the time to let us know what you find. Thanks for your help! n Level P Days 1–5: Week Overview 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Date: _______ to _______ Week 1 \| \| Date: \| Day 1 \| Day 2 \| Day 3 \| Day 4 \| Day 5 \| \|---\|---\|---\|---\|---\|---\|---\| \| BIBLE \| 101 Favorite Stories from the Bible \| Introduce the memory verse for the week \| “God’s Wonderful Creation” pp. 10–11 \| “Adam and Eve” pp. 12–13 \| “The First Sin” pp. 14–15 Opt. Activity \| \| \| \| Memory Verse \| Pay attention, my child, to what I say. Listen carefully. (NLT adapted) Proverbs 4:20 Attentiveness: I listen with my eyes, ears, and heart. \| \| \| \| \| \| READ-ALOUDS \| A Treasury of Mother Goose Rhymes \| “Old Mother Goose” pp. 8–11 \| “Jack and Jill” pp. 12–13 Opt. Activity \| “Simple Simon” pp. 14–15 Opt. Activity \| “Mary’s Lamb” pp. 16–17 \| \| \| \| The Lion Storyteller Bedtime Book \| “Rabbit and Tiger Save the World” p. 21 Opt. Activity \| \| \| \| “The Contented Priest” pp. 88–91 \| \| \| Uncle Wiggily’s Story Book \| \| “Uncle Wiggily’s Toothache” pp. 3–9 \| \| \| \| \| \| Stories From Around the World \| \| \| “The Little Sparrow” pp. 118–122 \| \| \| \| \| The Children’s Book of Virtues \| \| \| \| “There Was a Little Girl” p. 32 \| \| \| \| Eric Carle’s Animals Animals \| “Baby Chick” p. 21 \| \| \| \| \| \| READINESS SKILLS \| Developing the Early Learner 1 \| pp. 1–2 \| p. 3 \| p. 4 \| pp. 5–6 \| p. 7 \| \| SCIENCE \| The Berenstain Bears’ Big Book of Science and Nature (Almanac) \| pp. 2–5 \| pp. 6–10 \| pp. 11–13 \| pp. 14–17 Opt. Activity \| \| \| WORLD CULTURES \| Things People Do \| \| \| \| \| “The Island of Banilla” pp. 4–5 \| \| OTHER \| Song \| Jesus Loves Me \| \| \| \| \| \| Additional Subjects: \| \| \| \| \| \| \| NParental Notes 101 Favorite Stories From the Bible Introduce the memory verse for the week On Monday, please introduce the Memory Verse for the week. You may want to make up simple hand motions for key words to help your children remember it better, and then practice these hand motions as you say the verse together each day. For example: Pay attention, my child (place index finger on your temple) to what I say. (place your hand next to your mouth as though you were call ing to someone) Listen carefully. (place your hand by your ear) Proverbs 4:20 Don't forget to practice the verse's reference each time you say the verse! As you introduce more character qualities in the weeks that follow, feel free to use the vocabulary your children are learning about character to remind them of the good behavior skills that they now know! After you introduce the verse, read the Character qual ity to your child, which is included on the schedule page underneath the verse. Ask your children what they think it means to be attentive, and see if you can come up with particular times during your schedule when attentiveness is a good quality to exhibit. (At church? While you're read ing the Bible story each day?) "The First Sin" pp. 14–15 Optional Activity Materials: paper, safety scissors, tape or stapler After reading "The First Sin," make a snake out of a paper chain. Using safety scissors, have your children cut strips of paper about 8.5" long by 1" wide (they can make 11 out of a piece of copy or construction paper) and have your children tape or staple them to make a chain. You may want to help them draw eyes on their snake. A paper chain could also be made with paper that your children have ripped into strips. Memory Verse Proverbs 4:20 (NLT) Pay attention, my child, to what I say. Listen carefully. Attentiveness: I listen with my eyes, ears, and heart. A Treasury of Mother Goose Rhymes "Jack and Jill" pp 12–13 Optional Activity Materials: pail, (optional paintbrush) After reading "Jack and Jill," fill a small pail part way with water and have your children carry it to water outside flowers, fill a pet's water dish or take a paint brush and let them paint with water on a sidewalk or driveway. Have them pretend they are carrying the pail down a hill, just like Jack and Jill. "Simple Simon" pp. 14–15 Optional Activity Materials: pail, strainer or colander After reading "Simple Simon," and using the same pail as the "Jack and Jill" activity, have them try to scoop out water with a strainer or colander. Do this outside or over the bathtub. Ask them if the strainer worked. What would work better? Have them try to scoop out water with the object they think would work better. Did it work? Ask them to tell you why or why not. Materials: pennies, piggy bank or make one out of a milk jug or coffee can After reading "Simple Simon," have your children count pennies. If they have a piggy bank, have them put the pennies through the slot as they count them. If they don't have a bank, a simple one could be made by cut ting a slit in a plastic milk jug or the top of the plastic lid on a can of coffee. The Lion Storyteller Bedtime Book "Rabbit and Tiger Save The World" p21 Optional Activity Each week you will find a variety of Optional Activities that correspond to specific passages from the books you read together as well as independent Developmental Ac tivities. We have indicated these activities on the Schedule pages. These activities are meant to strengthen different areas of your children's development: cognitive develop ment (in language, problem solving, logical thinking and mathematical reasoning), physical development (fine and gross motor), social and emotional development (taking responsibility for self and others). Many of the activities are repeated throughout the year—intentionally! Children this age need a lot of repetition to develop skills. Have you noticed how they never tire of their favorite game and often ask for you to do itagain!? If your children enjoy a certain activity, feel free to do it on a regular basis. If an activity is too hard or frustrating, drop it for now and try again in a few months. We want your children to experience the joy of learning. We have included many more activities than you will want to do with your children. This is also intentional! To begin with, pick one or two to do a week. As the weeks progress, you will begin to see what fits best with your family. Does one activity a week feel appropriate? Great! Do you enjoy an activity each day? Good! You are interacting with your children and providing a fantastic learning experience either way. This is a tool box, filled with great tools to use as you see fit. After reading "Rabbit and Tiger Save the World," ask your children to tell how Rabbit and Tiger are the same and how they are different. (Same: both animals have fur, have ears and a tail, etc.; Different: Tiger is fierce, sharp claws and teeth, big, striped, etc.; Rabbit is small, fluffy tail, long ears, etc.) The Berenstain Bears' Big Book of Science and Nature (Almanac) pp. 6–10 You will begin this book learning about the seasons: winter, spring, summer, fall. You may notice that the months they give in the book don't completely match up to what you experience where you live. These months also do not align with the months given in The Year at Maple Hill Farm. What is going on, you may say! When talking about this with your children, please do not get too caught up in the exact month a season starts or what the book says will happen in each season--you may never get snow in your area! Instead, please focus on what a wonderful and varied world God has created and that he gives us different seasons and weather. Do not get discouraged, the seasons are determined by equinox and solstice and the position of the sun. It is not determined by a calendar month and generally happens in the middle of our months. In each part of the world, season changes are felt differently and those in the South ern Hemisphere experience the opposite season as those of us in the Northern Hemisphere! pp. 14–17 Optional Activity Materials: winter clothes; calendar (you will use the calen dar in upcoming weeks as well) ice cube Mark the first day of winter on a calendar. This varies from year to year, so you may want to check a calendar or do an internet search for this year's date. After reading "Some of the things winter brings," pre tend it is winter and dress up in winter clothes. Ask your children what winter is like where you live. How is it different than spring, summer and fall? How do they dress? What do they like to do? Have your children hold an ice cube and ask them to describe: 1. how it feels 2. what it looks like 3. what it tastes like 4. what it smells like 5. what it sounds like (How does it sound when you drop it in a cup of cold water?) Song Jesus Loves Me A different song is given each week, for you to sing with your children. You may wish to start your school time with this song, sing it with your children as you clean up after school, or any other routine moment throughout your day. To hear the tune or read the lyrics of these songs, visit our IG links page for a wonderful resource website. This week, the song is "Jesus Loves Me." If you know hand motions or signs to go with this song, teach them to your children. n Level P Week Overview 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Days 6–10: 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Date: _______ to _______ Week 2 \| \| Date: \| Day 6 \| Day 7 \| Day 8 \| Day 9 \| Day 10 \| \|---\|---\|---\|---\|---\|---\|---\| \| BIBLE \| 101 Favorite Stories from the Bible \| Introduce the memory verse for the week \| “Cain Kills His Brother Abel” pp. 16–17 \| “Noah–The Ark Builder” pp. 18–19 Opt. Activity N \| “Tower of Babel” pp. 20–21 Opt. Activity \| \| \| \| Memory Verse \| Now faith is being sure of what we hope for and certain of what we do not see. (NIV) Hebrews 11:1 Faith: I believe and act on God’s promises. \| \| \| \| \| \| READ-ALOUDS \| A Treasury of Mother Goose Rhymes \| “One, Two” pp. 18–19 Opt. Activity \| “The Pumpkin Eater” p. 20 Opt. Activity \| “Jack Sprat” p. 21 \| “Doctor Foster” p. 21 \| \| \| \| Uncle Wiggily’s Story Book \| “Uncle Wiggily and the Freckled Girl” pp. 10–17 Opt. Activity \| \| “Uncle Wig gily and the Mud Puddle” pp. 18–25 \| \| \| \| \| The Lion Storyteller Bedtime Book \| \| “Three Months’ Night” pp. 16–17 \| \| “Tiger Eats a Monkey” pp. 83–84 \| \| \| \| Stories From Around the World \| \| \| \| \| “The Four Brothers” pp. 87–93 \| \| \| Eric Carle’s Animals Animals \| “The Duck-Billed Platypus” p. 26 \| \| \| \| \| \| READINESS SKILLS \| Developing the Early Learner 1 \| pp. 8–9 \| p. 10 \| p. 11 \| p. 12 \| p. 13 \| \| SCIENCE \| The Berenstain Bears’ Big Book of Science and Nature (Almanac) \| pp. 18–19 \| pp. 20–23 \| pp. 24–26 \| pp. 27–30 Opt. Activity \| \| \| WORLD CULTURES \| Things People Do \| \| \| \| \| “The Fisherman” pp. 6–7 \| \| OTHERS \| Song \| This Little Light of Mine \| \| \| \| \| \| \| Optional: Developmental Activities \| \| \| \| \| Sequence \| \| Additional Subjects: \| \| \| \| \| \| \| 101 Favorite Stories from the Bible "Noah–The Ark Builder" pp. 18–19 Optional Activity Materials: real or child-sized tools such as a hammer, nails, screwdriver, sandpaper, block of wood After reading "Noah–The Ark Builder," have your children play with tools and try to hammer a nail into a piece of wood, or use a screwdriver to tighten cupboard handles or put a screw into a piece of wood. Note to Mom or Dad: hammer ing golf tees into a thick piece of Styrofoam works well too. "Tower of Babel" pp. 20–21 Optional Activity Materials: blocks After reading "Tower of Babel" have your children build a tower with blocks. You might also tell your children to do something; perhaps pick up their toys, but use nonsense words instead of real words. Talk about how hard it is to know what to do if you can't understand another person's language. Ask them if they know any other languages, or anyone who uses other languages. If you know any foreign words, this might be a good time to share them with your children. Memory Verse Hebrews 11:1 (NIV) Now faith is being sure of what we hope for and certain of what we do not see. Faith: I believe and act on God's promises. A Treasury of Mother Goose Rhymes "One, Two" pp. 18–19 Optional Activity 1 Materials: 10 blocks or sticks (all the same length) After reading "One, Two" have your children practice putting on their shoes, or laying blocks or sticks straight. Have them lay 5 blocks out in a straight line; then have them take 5 blocks and put them in a pile. Ask them which has more. Then have them lay the pile of blocks in a straight line under the other 5 blocks (the ones in a line). Now which has more, or are they the same? Children will probably get confused, but help them count the 5 blocks in each group, one by one. They may not understand that the number does not change when you rearrange the blocks, and that is fine. They will begin to figure it out as they have more experience. 1. Remember: All of these Activities are optional. Choose ones that fit well into your school day, but do not feel obligated to do them all! Focus on spending time with your children—help them develop a curiosity for God's World. Uncle Wiggily's Story Book "Uncle Wiggily and the Freckled Girl" pp. 10–17 Optional Activity Practice walking softly like Uncle Wiggily in "Uncle Wiggily and the Freckled Girl." A Treasury of Mother Goose Rhymes "The Pumpkin Eater" p. 20 Optional Activity Materials: ingredients for pumpkin pancakes (below) After reading "The Pumpkin Eater" make something out of pumpkin, such as pumpkin muffins or pumpkin pancakes. Pumpkin Pancakes 2 ½ cup pancake mix Mix together: 3 tablespoons brown sugar 1 egg 2 ½ teaspoons pumpkin pie spice (or 1 tsp. ground cinnamon, ½ tsp. ground ginger, ¼ tsp. ground cloves) 1 ¾ cup milk 2 tablespoons vinegar 2 tablespoons oil 1 cup pureed pumpkin (canned is fine) Oil pan and fry like other pancakes. Serve with butter and maple syrup, or top with applesauce or sprinkle with powdered sugar. The Berenstain Bears' Big Book of Science and Nature (Almanac) pp. 27–30 Optional Activity Materials: calendar After reading this week's The Berenstain Bears' Big Book of Science and Nature assignments, put Valentine's Day (Feb 14), April Fool's Day (April 1) and the first day of spring on a calendar (this varies from year to year, you can look on a calendar or do an internet search to find out when it is this year). You may want to do some "spring cleaning" by having your children sweep the floor, dust or pick up toys. Ask your children what spring is like where you live. How is it different than summer, fall and winter? What do they wear? Optional: Developmental Activities Sequence Sometime this week, show your children a sequence of actions and see if they can predict the next action in the sequence. For example, "touch your nose, clap your hands, touch your nose, clap your hands, touch your nose … ." Then ask your children what comes next. This is a great game to play anytime using different motions and sequences. n Level P Days 11–15: Week Overview 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Date: _______ to _______ Week 3 \| \| Date: \| Day 11 \| Day 12 \| Day 13 \| Day 14 \| Day 15 \| \|---\|---\|---\|---\|---\|---\|---\| \| BIBLE \| 101 Favorite Stories from the Bible \| Introduce the memory verse for the week \| “Abram and Lot” pp. 22–23 \| “Abraham’s Sacrifice” pp. 24–25 Opt. Activity \| “A Wife for Isaac” pp. 26–27 \| \| \| \| Memory Verse \| God loves a cheerful giver. (RSV) 2 Corinthians 9:7 Generosity: I share my things with a cheerful spirit. Opt. Activity \| \| \| \| \| \| READ-ALOUDS \| A Treasury of Mother Goose Rhymes \| “The Owl” p. 22 \| “Ring-a-Ring o’Roses” p. 22 \| “Ding, Dong, Bell” p. 23 \| “What Can the Matter Be?” pp. 24–25 \| \| \| \| The Lion Storyteller Bedtime Book \| “Tiger Tries to Cheat” pp. 102–104 Opt. Activity \| \| “The Greedy Farmer” pp. 76–78 Opt. Activity \| \| “The Girl Who Played with the Stars” pp. 12–15 \| \| \| Uncle Wiggily’s Story Book \| \| “Uncle Wiggily and the Bad Boy” pp. 26–31 \| \| “Uncle Wiggily and the Good Boy” pp. 32–37 \| \| \| \| Eric Carle’s Animals Animals \| “If a rooster …” p. 52 \| \| \| “When a peacock …” pp. 54–55 \| \| \| READINESS SKILLS \| Developing the Early Learner 1 \| pp. 14–15 \| p. 16 \| p. 17 \| pp. 18–19 \| p. 20 \| \| SCIENCE \| The Berenstain Bears’ Big Book of Science and Nature (Almanac) \| pp. 31–33 \| pp. 34–35 \| pp. 36–37 Opt. Activity \| pp. 38–41 Opt. Activity \| \| \| WORLD CULTURES \| Things People Do \| \| \| \| \| “The Builder” pp. 8–9 Opt. Activity \| \| OTHERS \| Song \| Father Abraham \| \| \| \| \| \| \| Optional: Developmental Ac tivities \| Skip \| \| \| \| \| \| Additional Subjects: \| \| \| \| \| \| \| NParental Notes 101 Favorite Stories from the Bible "Abraham's Sacrifice" pp. 24–25 Optional Activity Materials: flashlight Tonight or another night that is clear, have your children look up at the stars and talk about how many there are and how God promised Abraham that his family would be as numerous as the stars in the heavens. Would that be a large family? Can you children count up the members in their own family? Help your children count all descen dants from one set of their grandparents so they can see how a family can grow large over time. Let your children pretend they are a star, perhaps flashing a flashlight in a dark room and dancing around. Memory Verse 2 Corinthians 9:7 (RSV) God loves a cheerful giver. Generosity: I share my things with a cheerful spirit. Optional Activity Because the memory verse this week is about generos ity, you may want to have your children do a generous act such as donating a toy to charity, drawing a picture for a family member or neighbor, do a chore that they would not normally do, take cookies to a neighbor, sing a song to someone, etc. The Lion Storyteller Bedtime Book "Tiger Tries to Cheat" pp. 102–104 Optional Activity Let your children make a "cave" under a table by toss ing a blanket over it, and act out the story "Tiger Tries to Cheat" you can help them make the cave and let them make up their own stories. "The Greedy Farmer" pp. 76–78 Optional Activity Materials: milk or cheese, two clear glass containers (such as a 12-16 oz glass that is tall and thin and a shorter, fatter jar or glass that holds about the same amount) After reading "The Greedy Farmer," pour your children a glass of milk in a tall narrow glass and talk about where it comes from, how cows make milk and how milk is made into butter, cream and cheese. Then have them pour it into a short fat cup or jar. Ask them to compare which container has more milk or is it the same. Have them pour it back in the tall glass. If they are not convinced that the milk stays the same, that is fine. You may want to repeat this activity now and then so they can gain understanding of amounts. Let them drink the milk after pouring it back and forth a few times. The Berenstain Bears' Big Book of Science and Nature (Almanac) pp. 36–37 Optional Activity When reading from The Berenstain Bears' Big Book of Science and Nature help your children count the various animals. How many squirrels are there? How many pup pies? How many chicks and ducklings? pp. 38–41 Optional Activity Materials: calendar, summer clothes After reading The Berenstain Bears' Big Book of Science and Nature assignments this week, put the first day of summer on the calendar you have been using (this varies from year to year, you can look on a calendar or do an internet search to find out when it is this year). Ask your children what summer is like where you live. How is it different than the other seasons? You might want them to put on summer clothes and pretend it is summer. You may want to have lunch outdoors on a blanket spread on the ground. Things People Do "The Builder" pp. 8–9 Optional Activity Before reading "The Builder" in Things People Do, open the two page spread and play "I Spy" with your children, taking turns. You could say, "I spy a man with a watering can, can you find him?" Then let your children spy some thing and ask you to find it. After doing a few of these, go ahead and read the pages. Materials: pail of water or filled bathtub, assortment of water-proof objects See the floating duck in "The Builder?" Get a pail of water or have your children do this in the bath tub. Gather a few objects, some that float and some that sink and ask your children to guess which will float and which will sink and then have them see for themselves what each object does. Some ideas are a metal spoon, a wooden spoon, a plastic container with a lid, a few toys, etc. Optional: Developmental Activities Skip Show your children how to play "Ring-A-Ring O'Roses," or practice skipping around in a circle. 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Peace Committee Activities supported by COERR * Their routine activity is to meet monthly for coordination and activity planning * Other social activities of Peace Committee comprise * Visit to the sick at home, clinic, dormitories, prisons, etc. * Activity for the Elderly e.g. the Elderly Day, etc. * Activity for the World Peace Day * Sport Competition Day * Friendship Day planning "Forgiveness and Reconciliation" * TOT Training in Ban Mae Surin Camp "Forgiveness and Reconciliation" on January 20, 2012 * Objectives * Awareness of significances of "forgiveness and reconciliation" * Guidelines towards "forgiveness and reconciliation" management * Critical thinking skills in "forgiveness and reconciliation" management Forgiveness and Reconciliation in Religious Perspective 1. Spirituality aspect: Forgiving is to have mercy and become in unity all religions teach people to have mercy towards others and end the conflicts between two sides in order that they can unite 2. Self aspect: Forgiving others will bring peace, calmness and reconciliation to ourselves too 3. Social aspect: Reconciliation with people around us as a reflection of justice, mercy, respect and love 4. Ecological aspect: Treating nature in a friendly and respective way so our good ecology system will remain PEACE BUILDING * Peace building is a long term prevention and solution process. Peace in oneself, family and community will prevent as well as cure social problems so that community members will live in peace. Family problems: HOW TO FORGIVE Forgiveness – needs to come from deep inside the heart of the person. It takes a lot of time and efforts through many leanings and factors till "forgiveness" comes out. DRAWING ACTIVITIES * Telling your stories : Each participant made one drawing and painting in anything representing their grieves, sorrows or pains * Then discuss and exchange in pair about the feeling and emotion in the painting Reconciliation * Reconciliation is caused by apology and forgiveness and living together in harmony and happily * Avoid conflicts * Process of Forgiveness and Reconciliation Techniques in Forgiving Others 1. Immunization through Humbleness and willingness to forgive others to create the following outcomes: – to love others more and to be cared – to give more to others and you will receive more – to forgive others and you will also be forgiven 2. Using more wisdom and consciousness to overcome anger 3. To be more considerate in what to do and decision making 4. To do aerobic exercise such as jogging, etc. to release endorphin and to imagine the happiness when forgiving others comparing to unhappiness when not forgiving 5. To admire oneself for willpower to forgive Forgiveness is a Great Offering * A story was told like this.. A man then slapped his friend. The latter endured pain and wrote these on the sand Two friends travelled together in the desert. One day they happened to disagree and quarrel. "Today, my friend slapped me on the face" Then the journey continued. His friend replied, Later, they arrived at an oasis. While both were taking a bath, the man who had been slapped suddenly got drowned. Fortunately, his friend rescued him. With gratefulness, he carved in a big rock "Today.. My best friend has saved my life." His friend asked in astonishment, "Why did your write in the sand when I slapped you and carve in a rock when I help you?" "When a friend hit me, I should write it on the sand to let the wind of forgiveness blow it away. However, when a good thing like this happens I would like to carve it in the rock so this memory will remain in my heart and however strong wind could not blow it away." Environmental Awareness and Preservation 1. Speaking your mind with sincerity 2. describing impact 3. guiding how to solve the problems Overview: Speaking truth, with proper reasons, for mutual benefit	<urn:uuid:f9cba77b-1192-4a19-8212-407cb9f0c05b>	CC-MAIN-2017-22	http://coerr.org/Eng/activities/Refugees/2012/PDF/Peace%20Committee%20Activities%20supported%20by%20COERR%20en.pdf	2017-05-22T17:23:55Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00549.warc.gz	71,114,426	831	eng_Latn	eng_Latn	0.983692	eng_Latn	0.997816	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 388, 730, 1297, 1510, 1713, 1945, 2122, 2725, 3699, 3906 ]	[ 2.609375 ]	1	2
Matthew J. Walls, DDS 12627 S State Highway 51 Coweta, OK 74429-6476 (918) 486-0039 I Clean and Fresh Bacteria can live in your mouth in the form of plaque, causing cavities and gingivitis, which can lead to periodontal (gum) disease. In order to keep your mouth clean, you must practice good oral hygiene every day. What is plaque? Plaque is a sticky layer of material containing bacteria that accumulates on teeth, including where toothbrushes can't reach. Many of the foods you eat cause the bacteria in your mouth to produce acids. Sugary foods are obvious sources of plaque, but there are others that you might not realize can cause harm. Starches—such as bread, crackers, and cereal—also cause acids to form. Plaque also produces substances that irritate the gums, making them red, sensitive, and susceptible to bleeding. This can lead to gum disease, in which gums pull away from the teeth and form pockets that fill with bacteria and pus. If the gums are not treated, the bone around the teeth can be destroyed and teeth may become loose or have to be removed. How can I get rid of plaque? The best way to remove plaque is by brushing and cleaning between your teeth every day. Brushing removes plaque from the tooth surfaces. Brush your teeth twice per day with a soft-bristled brush. The size and shape of your toothbrush should fit your mouth and allow you to reach all areas easily. Use an antimicrobial toothpaste containing fluoride, which helps protect your teeth from decay. Clean between the teeth once a day with floss or interdental cleaners to remove plaque from between the teeth, where the toothbrush can't reach. Flossing is essential to prevent gum disease. How do I brush and floss my teeth? The American Dental Association recommends the following techniques for brushing and flossing your teeth: * Bring the floss back toward the contact point between the teeth and move the floss up or down the other side, conforming the floss to the shape of the tooth. Brushing * Place your toothbrush at a 45-degree angle against the gums. * Move the brush back and forth gently in short (tooth-wide) strokes. * Brush the outer tooth surfaces, the inner tooth surfaces, and the chewing surfaces of the teeth. * Use the tip of the brush to clean the inside surfaces of the front teeth, using a gentle up-and-down stroke. * Brush your tongue to remove bacteria and freshen your breath. Flossing * Break off about 18 inches of floss and wind it around the middle fingers of each hand. Hold the floss tightly between your thumbs and forefingers. * Guide the floss between your teeth using a gentle rubbing motion. * When the floss reaches the gum line, curve it into a C shape against one tooth. Gently slide it into the space between the gum and the tooth. www.agd.org * Hold the floss tightly against the tooth. Gently rub the side of the tooth, moving the floss away from the gum with up-and-down motions. * Repeat this method on the rest of your teeth. Is there anything else I can use to clean my mouth? A mouth rinse, in addition to daily brushing and flossing, can increase the cleanliness of your mouth. Antimicrobial mouth rinses reduce bacteria and plaque activity, which cause gingivitis and gum disease. Fluoride mouth rinses also help reduce and prevent tooth decay. Always talk to your dentist about any new products you are interested in trying. Not everyone should use a fluoride mouth rinse. For instance, fluoride rinses are not recommended for children ages 6 or younger because they may swallow them. Always check the manufacturer's label for precautions and age recommendations and talk with your dentist about the use of fluoride mouth rinse. 1.877.2X.A.YEAR At the AGD's Web site, you can search more than 300 oral health topics, post dental questions, sign up for e-newsletters, find an AGD dentist, and more. The AGD's toll-free referral number. Call to locate an AGD member dentist in your area.	<urn:uuid:99bcfd4c-6709-43f2-bf1b-7954b6d51118>	CC-MAIN-2017-22	http://wallsfamilydentistry.com/wp-content/uploads/2010/09/Oral-Hygiene.pdf	2017-05-22T17:24:33Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00546.warc.gz	417,451,124	876	eng_Latn	eng_Latn	0.997991	eng_Latn	0.997991	[ "eng_Latn" ]	false	docling	[ 3956 ]	[ 3.46875 ]	37	5
Matthew J. Walls, DDS 12627 S State Highway 51 Coweta, OK 74429-6476 (918) 486-0039 Uh Oh! People risk breaking their teeth or otherwise injuring their mouths while eating, playing, exercising, and participating in other seemingly harmless activities. It's important to understand what to do in case of a dental emergency so that your tooth can be repaired when you are able to see a dentist. What are dental emergencies and how can I avoid them? Dental emergencies can occur when your tooth breaks, cracks, becomes loosened, or is knocked out completely. Sometimes dental crowns come off of teeth. Lips, gums, or cheeks can be cut. Dental emergencies can be avoided by taking simple precautions, such as wearing a mouthguard during sports activities to prevent teeth from breaking or being knocked out, and avoiding hard foods that may crack or break your teeth— whether you have your natural teeth or you wear dentures. Oral injuries often are painful and should be treated by a dentist as soon as possible. What should I do if a tooth is knocked out? If your tooth is knocked out, immediately call a dentist for an emergency appointment. It is important to see your dentist within an hour of when your tooth is knocked out for the best chance of the tooth surviving the trauma. Handle the tooth by the crown (the top), not by the root (the pointed part on the bottom). Touching the root of the tooth can damage cells that are necessary to reattach the tooth to the bone. Gently rinse the tooth in water to remove dirt. Do not scrub the tooth! Place the clean tooth in your mouth between the cheek and gum to keep it moist. It is important not to let the tooth dry out. If it is not possible to Resources www.agd.org store the tooth in the mouth, wrap the tooth in a clean cloth or gauze and immerse it in milk or saline solution (the solution used for contacts). If a baby tooth is knocked out, the tooth should not be replanted. The patient should be seen as soon as possible to make sure there are no remaining pieces of the tooth. with a sandpaper disc. Alternatively, restorative procedures may be needed to fix the tooth. What should I do if my tooth is pushed out of position? If your tooth is loosened and pushed out of position, call your dentist right away for an emergency appointment. In the meantime, attempt to reposition it to its normal alignment using very light finger pressure—but don't force it! How should I handle a chipped or fractured tooth? There are different types of tooth fractures. Chipped teeth are minor fractures. Moderate fractures include damage to the enamel, tissue, and/or pulp. Severe fractures usually mean that a tooth has been traumatized to the point that it cannot be recovered. If you fracture a tooth, rinse your mouth with warm water and use an ice pack or cold compress to reduce swelling. Take ibuprofen, not aspirin, for pain. Your dentist can smooth out minor fractures If you wear dentures and a tooth breaks or chips, wear your spare dentures until you can visit your dentist. If you do not have a spare set or cannot get to the dentist's office soon, use cyanoacrylate (heavy-duty, quick-drying "super" glue) to glue the tooth or the piece of the tooth back into place. Remember—this is only a temporary measure until your dentist can properly repair your tooth and should only be used for dentures! Never attempt to glue a natural tooth or part of a natural tooth back into place! What should I do if the tissue of my mouth is injured? Injuries inside the mouth include tears or cuts, puncture wounds, and lacerations to the cheek, lips, or tongue. The wound should be cleaned immediately with warm water, and the injured person should be taken directly to an oral surgeon for emergency care. If you can't get to an oral surgeon, the patient should be taken to the hospital. Bleeding from a tongue laceration can be reduced by pulling the tongue forward and using gauze to place pressure on the wound. 1.877.2X.A.YEAR At the AGD's Web site, you can search more than 300 oral health topics, post a dental question, sign up for e-newsletters, find an AGD dentist, and more. AGD's toll-free referral number. Call to locate an AGD member dentist in your area. I	<urn:uuid:0ed72957-f522-41af-9530-f53730d6d83f>	CC-MAIN-2017-22	http://wallsfamilydentistry.com/wp-content/uploads/2010/09/Dental-Emergencies.pdf	2017-05-22T17:24:06Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00551.warc.gz	389,659,299	926	eng_Latn	eng_Latn	0.999246	eng_Latn	0.999246	[ "eng_Latn" ]	false	docling	[ 4238 ]	[ 2.734375 ]	26	5
What is CFIDS? What is CFIDS in Youth? Articles & Information Other Resources CFIDS Profiles: Sharon Walk CFIDS Has Been A Challenge to Me By Sharon Walk Originally published in Youth Allied By CFIDS, Spring 1996 My battle with CFIDS has been a long, hard one. Looking back, I had a definite pattern of symptoms, including night time leg cramps and frequent infections, as young as age 10. My activity level was never as high as my friends', but we never suspected that I was "sick." During my sophomore year of high school, I was exposed to mono. I got sick with a flulike illness soon after that. Six weeks later I was still bedridden, and we had no idea what was wrong with me. I had sore throats, swollen glands, fevers, migraines and the most overwhelming fatigue I'd ever felt in my life. The more school I missed, the worse things got. My pediatrician didn't believe that my bizarre set of symptoms was real. The school concluded that I had school phobia and insisted that my mom force me to go. Around that time I met a girl from a nearby town who came to my mom's Girl Scout meeting. She had CFIDS and her mom recognized the symptoms in me. She gave us articles and helped us find a doctor. A few weeks later I was diagnosed with CFIDS. It was such a relief that my illness finally had a name and to know that other people were experiencing the same thing as I was. Unfortunately, the diagnosis didn't end my problems. I was put on home instruction for the rest of that school year. The next fall came and I was still unable to go back to school. The school again said I had school phobia and had me placed in a psychiatric hospital. After a week I signed myself out and tried to go back to school. With each day I went to school, even with a half-day schedule, I got sicker and sicker. A couple of months went by and finally I relapsed. I was back to being totally bedridden. I had so many symptoms, including strange new problems with my memory and concentration. I had trouble talking and thinking clearly. It was so scary. Well, that was my first year of acute illness. I've spent five years since then learning to live with CFIDS. I struggled and finished high school by home instruction. My senior year of high school brought a severe depression. All my friends were driving and getting ready for college and it was obvious to me that I wouldn't be joining them. I felt like the world was leaving me behind. In time, I got tired of being so isolated and I began to search for a way to meet other young persons with CFIDS (YPWCs). I couldn't find any groups for younger patients so I decided to start one myself. The YPWCs I met by starting the group have become my closest friends. I can talk to them when I can't talk to anyone else. As the years have passed I've learned to adjust my life to CFIDS. The first and most important thing I've realized is that I am not my illness; I have to live with CFIDS but not let it control my life. I've had to find a balance between accepting my illness and fighting to get well, and a balance between resting and pushing myself. It's been hard to find a way to accept my illness and the way it limits my life, and still have the motivation to work toward the goals I have set for myself. Unfortunately, as the years have gone by, my illness has gotten worse. I've been basically homebound, although I do push myself sometimes to go out even though I know it may mean a crash. When walking through the mall became impossible, I adapted - now a trip through the mall means getting pushed in a wheelchair. I always try to push my limits and do as much as I can. Often, it's probably not the smartest thing to do, but pushing so much is the only way I can cope. The past few years have brought a new challenge for me. I have developed a rare illness called chronic intestinal pseudo-obstruction. CIP is basically a paralysis of the digestive system. I haven't been able to eat without vomiting since October 1994. The CIP has complicated my life. I seem to live at hospitals lately. Frequent surgeries keep setting me back. I've had a lot of fears about what CFIDS has taken away from me. I didn't think anyone would ever love me enough to be with me through all the downs that my health brings. But last fall, I met a wonderful guy at a church meeting. I was hooked up to my IV nutrition at the time, so there was no way for me to hide that I was sick. I was very honest with Kevin about my illness. I was shocked when he asked to see me again. After our first official date, I knew that I'd found the person I was going to spend the rest of my life with. He proposed two weeks later. I wouldn't change my life for anything because CFIDS has given me much more than it has taken away. The friends I've met through CYA are closer than any friends I had before. CFIDS has been a challenge to me, and I've accomplished more because of my illness than I ever would have if I was healthy. I'm very happy with the person I have become. How do I cope? This quote from a book by Elizabeth Benning sums up my philosophy for living with my illness. "Try to live each day to its very fullest. Look forward with confidence and back without regret. Don't be afraid to be happy. Be the best self that you can be."	<urn:uuid:d17224b5-3244-4034-acc0-3f0f792b2ab8>	CC-MAIN-2017-22	http://www.njcfsa.org/wp-content/uploads/2010/08/8-1-CFIDS-Has-Been-a-Challenge-to-Me-S.Walk_.pdf	2017-05-22T17:37:16Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00550.warc.gz	604,822,841	1,185	eng_Latn	eng_Latn	0.999779	eng_Latn	0.999769	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3419, 5271 ]	[ 2.171875 ]	1	3
21 April 2016 Green City concepts demonstrated on AIPH/OAiB Garden at Expo 2016 Antalya The International Association of Horticultural Producers (AIPH) and Turkish Ornamental Plants and Products Exporters Association (OAiB) have joined forces to promote Green City concepts on their garden at Expo 2016 Antalya in Turkey. Designed by award-winning garden designer, Nilufer Danis, the 'Green Oasis Garden', which covers over 1,000 square metres, aims to demonstrate the value of 'living green' in cities and promote investment in urban greening around the world. Expo 2016 Antalya expects eight million visitors while it is open from 23 April until 30 October 2016. Visitors to the Green Oasis Garden can see the following concepts in practice: - A green roof which lessens the urban heat island effect as well as capturing particulates and pollutants in the air, producing oxygen and providing insulation to enable energy saving. - Solar panels on the top of the building absorb the sun's rays to generate electricity. - A planted table enables food to grow right where you eat it! The table includes a mix of edible green plants and fruit to encourage healthier and more sustainable living, demonstrating a way to grow your own food at home. - A rain garden provides sustainable drainage to prevent flooding and storm water runoff. - Insect hotels promote biodiversity providing place for hibernating insects like ladybirds and butterflies. - Permeable paving surfaces allow the movement of storm water through the surface and reduce water runoff. - Tree planting provides a habitat for wildlife and helps cool the air, reducing the so called 'heat island effect'. AIPH Secretary General, Tim Briercliffe, comments, "AIPH believes strongly that cities around the world can use plants and the living landscape to tackle the many social and environmental challenges they face. It is our hope that cities from around the world will use the concepts demonstrated in this garden to improve life for their own citizens. Expo 2016 Antalya will be an amazing event and I would recommend that everyone with an interest in greening the future should visit.” OAiB President, Osman Bagdatlioglu, adds, "I am proud to have been involved with Expo 2016 Antalya since AIPH first approved it as an A1 International Horticultural Exhibition in 2008. This region of Turkey is developing rapidly as a major producer of ornamentals and we welcome everyone to come and see us this year." Find out more about Expo 2016 Antalya at www.expo2016.org.tr Tickets are available from https://expoant.com/bilet/expo_tickets.html Contacts Tim Briercliffe, AIPH Secretary General Email: firstname.lastname@example.org Tel: +44 (0) 118 9308956 Mobile: +44 (0) 7885 750324 Website: www.aiph.org Follow AIPH on Twitter@AIPHglobal Notes for Editors: International Association of Horticultural Producers (AIPH) Since 1948, AIPH has united horticultural producers in an international community that thrives to this day. Much has changed in that time. Technologies advanced, cities rose from the ground, and we have become more connected than ever. As a result, our essential bond with nature has been weakened. AIPH strives to reignite and uphold an appreciation of plants that we believe is a basic human instinct. We support the work of grower associations globally and together we champion a prosperous industry, growing plants that enhance lives, advance societies and sustain our planet, for this generation and the next. For further details visit www.aiph.org	<urn:uuid:db266003-6a49-4374-afa3-a088c10a9ac9>	CC-MAIN-2017-22	http://aiph.org/wp-content/uploads/2016/05/PR_Green-City-concepts-demonstrated-on-AIPHOAiB-Garden-at-Expo-2016-Antalya_21Apr16.pdf	2017-05-22T17:14:17Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00550.warc.gz	13,739,010	753	eng_Latn	eng_Latn	0.996683	eng_Latn	0.997211	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2155, 3526 ]	[ 2 ]	1	4
YEAR 13 INDUCTION TASK Overview of AS-Level Moving Image Arts: Whether assessed through Cinema, Television, DVD or the Internet, Moving Images act as a primary source of information and knowledge about the world. The moving image is a key driver of the creative industries. The rapid growth of digital media technologies has made the creative industries increasingly accessible and attractive. The course is designed to enable pupils to develop their creative and critical abilities through hands-on learning in the craft of ﬁlm-making and/or animation. The subject is anchored in the pupils' creation of their own ﬁlm or animation pieces, which should be informed and inspired by exploring of a range of moving image products. To undertake A-Level Moving Image Arts you must demonstrate creative vision, self-motivation and a willingness to explore new ideas. Students who are successful in Moving Image Arts are characterised by: an imaginative and creative mindset, a strong interest in photography and ICT, good English and analytical skills and a proven and committed work ethic towards coursework. * To complete the Induction task successfully you should consult the 'Photography' presentation and the 'GCSE Genre Factsheet' resources. These are available to you as digital ﬁles which you can collect from the Moving Image classroom - bring a blank disc or USB pen/hard drive with plenty of available space. It is YOUR responsibility to collect these resources. TASK: 'Exploring Genre' (Digital Portfolio) You are required to produce a digital portfolio that is produced as a result of initial research and investigative work that you have undertaken. Your work should be submitted as ONE DIGITAL ﬁle (in either PowerPoint or Pdf format). Firstly you must chose a ﬁlm genre. Select one of the following: Horror / Comedy / Crime / Romance Following this you should research your choice and ﬁnd out as much information as you can about it. You will use this to develop both the written and practical elements of your portfolio. Your Portfolio should include the following sections: Title Page: This should clearly be marked with the Title 'An Exploration of the Horror/Comedy/ Crime/Romance Genre' and your name. Section 1: Written Element - Research: (400 words max.) Based on your research, compose a written report which answers ALL of the following questions. This must be entirely your own work - copying and pasting from Internet sites will NOT be accepted. In support of this section include some visual images within the report that relate to the genre as proof that you recognise the style of these ﬁlms. 1) Brief description of the chosen genre: What is it all about? How would you describe it? 2) What are the key traits and characteristics of this genre: What sort of characters, props, settings and storylines often feature in ﬁlms that belong to this genre? 3) What sort of audience does this genre appeal to? Who are these ﬁlms aimed at? 4) List 4-5 popular and successful ﬁlms that belong to your chosen genre. Section 2: Written Element - Statement of Intent: (200 words max.) - Brieﬂy explain why you have chosen the genre you did - what drew you speciﬁcally towards it? - Based on what you have learnt, how do you plan to put this into practice in taking your own photographs? What props, settings etc. will feature in your images? Section 3: Practical Element - Photography: (10-15 images) Based on your research and using the digital Photography resource provided take a series of photographs that clearly link to the genre of your choice. You should consider creative camera angles, lighting, characters, props and settings as part of this task. Select the best photographs and present 10-15 in your digital portfolio. Section 4: Written Element - Evaluation: (200 words max.) Evaluate your photographs: How successful were you? What challenges did you face? How did you overcome them? If you were to retake the photographs what might you change? Have you enjoyed the experience of researching genre and what have you learnt? How does this link to the A-Level course? The speciﬁcation for AS-Level Moving Image Arts sets forth clear criteria that will be used to assess and mark your coursework. The 'Exploration of Genre' portfolio will enable you to develop your understanding of ﬁlmmaking styles and ability to recognise and analyse genre ﬁlms. It may also inform your decision making in regards to preparing for creating your own ﬁlm through researching, planning and development of storylines, settings and characters.	<urn:uuid:b959cb63-c4c0-4eae-b268-ef482714527b>	CC-MAIN-2017-22	http://portoraroyal.co.uk/Portals/b67032d7-7e92-4e77-89d7-0e74032ca350/MIA%20Task.pdf	2017-05-22T17:15:28Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00556.warc.gz	295,809,207	961	eng_Latn	eng_Latn	0.997988	eng_Latn	0.998055	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2106, 4596 ]	[ 3.203125 ]	2	4
Let's Talk About... Sepsis in Babies Your baby has been admitted to the hospital because he has a fever. In infants, a fever is any temperature of 100.4 ºF (38 ºC) or higher. It may be caused by a bacterial or viral infection. If it is a bacterial infection, it is called sepsis. The bacteria may be growing in the bloodstream, urine, or the fluid surrounding the spinal cord. It is much more likely that your baby does not have sepsis (9 out of 10 babies do not), but because sepsis can be dangerous in babies, it is best to check. How do you know what's wrong? You may have noticed that your baby is more sleepy, having more breathing difficulty, not eating well, has a fever, and/or is more fussy than usual. These are common signs of either a bacterial or viral infection in a young baby. The doctors want to find out if your baby is ill from bacteria. To do this, your baby will have several tests to study the urine, the blood, and the fluid surrounding the brain and spinal cord. Your baby will receive viral testing and antibiotics because antibiotics fight bacterial infections. Your baby will receive the antibiotics through a tiny tube (IV) placed in the vein of his foot, ankle, hand, arm, or scalp. After 24 to 36 hours, the doctors will know whether or not bacteria has been found in your baby's body fluid. Often, no bacteria are found and your baby can safely go home without antibiotics or other medicines. He probably had a cold or another viral illness. If a bacterial infection is found, you child will receive antibiotics. What happens in the hospital? While your baby is in the hospital, the nursing staff will check up on your baby often. His temperature and pulse will be closely followed. He will be placed on a heart monitor for observation. The nurse will feed your child and change his diapers. If you would like to help feed and change your baby, you are welcome—just ask his nurse. All diapers will be weighed to make sure your baby is making enough urine. He may be given acetaminophen (Tylenol®) to help reduce the fever. Never give your child aspirin because it is linked to a serious liver and brain disease called Reye's syndrome. What happens when my child goes home? Once your baby goes home, he will probably not need medicine or extra monitoring. Sometimes babies with bacterial infections of the blood receive antibiotics at home. You would give these to your baby by mouth or in an IV. Either way, you will receive instructions on how to give these medicines before your child goes home. Your baby should grow and develop normally. Carry through with the directions given to you when your child leaves the hospital. Follow up with his doctor for well-baby visits and when your baby gets sick. Regular hand washing is the best way to prevent infection. Also, make sure people who are sick don't get close to your baby. Children and adults handling young infants should be up-to-date with vaccinations. If you have any questions, please ask his nurse. 1	<urn:uuid:990d505c-4844-4b6c-8897-d32e1bcc5472>	CC-MAIN-2017-22	https://intermountainhealthcare.org/ext/Dcmnt?ncid=520408015	2017-05-22T18:11:31Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00556.warc.gz	783,910,502	644	eng_Latn	eng_Latn	0.999609	eng_Latn	0.999609	[ "eng_Latn" ]	false	docling	[ 3005 ]	[ 3 ]	4	7
gave clear evidence of a number of small chambers clustered together. Evidence collected in the first phase of excavation suggest that the northern sector has the establishment for teaching at the ground floor and probably the residential accommodations for the learners in the upper floors. As to the residential chambers of the Acharyas and the Bhikshyus in the southern sector, there is plenty of evidence. The second phase of excavation will no doubt bring to light a large number of such chambers throwing further light on the mode of living of the Bhikshyus as well as the architectural significance of the establishment. KURUMA: Kuruma is a site of Buddhist archaeological discoveries. The mound of bricks which attracted the attention of the visitors was seen by the side of a tank called 'Dharma¬Pokhari' at the one end of the village. Some years ago a large. stone slab was lying on the bank of this tank. Once upon a time when the tank underwent a renovation the villagers displaced the slab, they found a beautiful image carved on it. The image was not then recognised as an image of Buddha. It was identified only in 1958 when Sri Bamdev Mohapatra, the then headmaster of Konark High School brought this incident to the notice of the state historians. Besides the image of Dhyani Buddha, two other images were found from the tank (Dharma-Pokhari) in the year 1960. The state archaeology department has undertaken the work of excavation at Kuruma for the last few years. Recent excavations have thrust this little village into the limelight with the discovery of antique of Buddha seated in Bhumisparsa Mudra along with the image of Heruka. About 10 kms. from Kuruma a village named Chaurasi (literally meaning 84) is situated under the Nimapara police station in the district of Puri. The sacred Prachi river flows by its northern and southern sides. The village is full of antiquities. It is believed that in ancient times when Prachi was a navigable river there stood on its bank and at Chaurasi a big and prosperous town. Sailing vessels also could enter then in the river Kadua, a tributary of Prachi and there was a particular place where ships anchored. The ruins of this port still can be seen and the place is now called 'Boltadiha', or a place where boats took shelter in the village of Jagannathpara on the bank of river Kadua and the place of confluence where river Chandrabhaga meets river Kadua. This place is 3 kms. from Kuruma in the north and half a km. from Otang which according to Pt. Krupasindhu Mishra was said to be an ancient Buddhist city `Odantapur'. Considering the reading of Chaurasi grant and other records available it may be said that a Buddha Vihara was built at Kuruma sometime in the 8th century before the construction of the Sun Temple On every Akshyaya Trutiya day, 3rd day of the bright fortnight of Baisakha (AprilMay) the villagers arrange for a gathering of 'Thakurs' (God) and enjoy the day -with great pomp. On Baisakha Purnima day people also take their plunge in the holy tank, 'Dharma¬Pokharl' and hold meetings on the occasion of Buddha's birthday. Approachable by jeeps it lies at a distance of 8kms. from Konark. Odisha is one of the 29 states of India, located in the eastern coast. Source: A Journey to Odisha published by Orissa Tourism Cultural Calendar - July 2016 1 & 2 Friday & Saturday 4.00pm - 7.30pm Cellular Awakening Lecture cum workshop Life Management through Mind Management by Anurag Chhabra, India Venue: ICC auditorium Hindustani Vocal Recital by Prof. Ojesh Pratap Singh, Phd. University of Delhi, India Venue: ICC auditorium 15 Friday 6.00pm Flute Recital by Hemapala Perera renowned flautist of Sri Lanka Venue: ICC auditorium Kathak Recital by Sankaja Nimantha Pinidiya Venue: ICC auditorium Friday matinee – Dil Bole Hadippa Director : Anurag Singh (duration : 3 hrs) Synopsis: Veera who lives in a small village but dreams in 70 mm, who works in a local theatre group but dreams of playing cricket in the big league.... Venue: ICC auditorium 8 Friday 6.00pm 22 Friday 6.00pm 29 Friday 3.00pm Sanskarika Newsletter of the Indian Cultural Centre, Colombo July 2016 Cultural Tapestry Continues from May 2016 Issue Buddhist shrines of Odisha LALITGIRI: Lalitgiri, 90 kms. a-way from Bhubaneswar, is one of the earliest Buddhist complexes, dating back to the 1st century AD. The huge brick monastery, the remains of a Chaitya Hall, a number of votive stupas and a renovated stone stupa at the top of a rugged sandstone hillock dominate the greenery around. The sculpture shed nearby displays excavated images, throwing light on the various schools of Buddhist art. The discovery of golden caskets in 1985, containing sacred bone relics, probably of Tathagata, enhances the sacredness of the place. jambhala, Aparajita, Heruka and others, found during excavation, make Udayagiri a unique site of Buddhist heritage: UDAYAGIRI : Nearby Udayagiri is known for its bell-shaped Stupa signifying Vajrajana form of Buddhism. One of the largest Buddhist complexes in Odisha, Udayagiri is about 90 kms. away from Bhubaneswar. The ancient name of this complex was Madhavapura Mahavihara. Chronologically, this complex came into being after Ratnagiri and Lalitagiri, flourishing between 7th and 12th century AD. It is located in the basin of a U-shaped hill. The remnants suggest the presence of brick monasteries, a brick stupa, rock-cut sculptures and a stepped well with an inscription. The images of Dhyani Buddha, Bodhisattva, Avalokiteswara, Tara, KHICHING: The wealth and antiquities unearthed here clearly indicate that it was the place where people professing Buddhism, Jainism and Brahmanism were living side by side and were maintaining institutions of their respective religion. The largest number of ruined temples and sculptural remains found at Khiching, exist now within the perimeter of nakuram's compound. The image of Buddha in Bhumisparsa Mudra represents postGupta style. The figure sits on the lotus throne in a posture of Yogi, touching the earth, with the fingers of his right hand, making the earth witness to his great vow, placing the left hand palm upward on his lap. The face looks graceful with dangling ear-ring and branches of the Aswatha tree are shooting up from the Usnisa, suggesting the Bodhi tree of the Uruvela forest where the Blessed One attained Enlightenment. The figures of two lions have been engraved underneath the lotus throne and one of them appears to be roaring with vigour. The image, however, seems engrossed in deep meditation and reveals soft modelling and pulsation of life within. A few figures of Vajrasana Buddha are found in this site and they differ both in style and execution. They sit on the lotus not on cross-legged posture but nearly placing the right leg upon the left one and they display in right hand not the Bhumisparsa but Varada pose, although the left hand is lying with palm upwards, on the Utsanga. In each of these images, Aswatha branches are seen shooting up from the Usnisa and heavenly beings paying obeisance from the sky above, while below the lotus throne a devotee is found worshipping with several upacharas. All these Buddha figures are however, much inferior in artistic merit to the colossal image of Bhumisparsa Buddha and although they display great vigour, they lack in soft modelling and appeared conventional and crude. LANGUDI : Close to the diamond triangle of Ratnagiri-Lalitgiri-Udayagiri, Langudi is another important Buddhist heritage site. The remains unearthed here include clusters of rock-cut votive stupas, two unique images of Buddha with female followers and ruins of a brick monastery. The most remarkable and prize discovery at this place are the two inscribed images of Emperor Ashoka-one along with his two queens. The excavation going on in these hills provides the visitors with a unique opportunity to be a part of the unfolding history and heritage. The lower half of a colossal image of Lokeswar (Boddhisatva Avlokiteswara) which was recovered from a mound in 1974 has been preserved in Khiching Museum. An inscription incised on the base of the image states that the image of the Lord Lokesh has been made by Sri Dhanani Varaha, assisted by Kirti for Raja Sri Rayabhanja, was found at Bamanghati (presently Rairangapur) in 1870. ARAGARH : Located at a distance of about 20 kms. from Bhubaneswar, on the northern bank of the river Daya, Aragarh was a prominent centre of Buddhism. The Buddhist nucleus is traced from the time of Ashoka. It was the abode of famous Buddhist dialectician Diganaga (4th century A.D.), who established a monastery and a colossal stupa here. While Buddhist circuit of Ratnagiri, Lalitgiri, Udayagiri and Langudi hill deserves special mention in the annals of Buddhism in Odisha, there are other Buddhist sites which lay scattered all over the state. There is not a single district in the state, where a Buddhist image or remains of Buddhism have not been found. Of all the places, Kuruma and Chaurasi in Prachi valley of Puri district, Banpur in Khorda district, Biswanath hills in Puri district, Moraguda in Nuapada district, Choudwar in Cuttack (Kataka) district, Jaipur in Jaipur district, Ayodhya and Balasore in Balasore district, Jaugada and Buddhakhol in Ganjam district, Khiching and Baripada in Mayurbhanj district, Ganiapalli and Melchamunda in Bargarh district, Boudh in Boudh district, etc. have remained great centres of Buddhism. JAUGADA : Jaugada is situated near Purusottampur of Ganjam district. It is named so because the walls of an ancient fort which once existed here, were made of Jau or lacquer. The fort was destroyed by the King of Malatigarh belonging to the Keshari dynasty. The caves of the hills here bear the inscriptions of Emperor Ashoka. About 2 kilometres from Jaugada lies Buddhakhol, with reminiscence of Buddhist sculpture. BOUDH : Buddhism was prevalent in Boudh in between the 9th and 12th centuries. So it bears the name. PARIMALAGIRI : In ancient times the foot area of Gandhamardan mountain, where Nrusinghanath temple is situated was called Parimalagiri. According to Hiuen Tsang, the Chinese traveller, this place was a centre of Buddhist scriptural learning. MUCHALINDA : The Muchalinda Vihara, located near the confluence of the Ang or Ong and Nagar rivers at Ganiapalli in Bargarh district was not only the earliest of its kind in Odisha, but even in India. A structural monastery of this magnitude was rare during the fourth-fifth century A.D. according to the report on the archaeological excavation of the ruins at Ganiapalli, submitted by the late eminent historian Dr. N. K. Sahu. The Vihara at Ganiapalli was most likely built after the designs of the Parimalagiri Monastery (200 A.D.) which had five storeys and lofty towers . with four big halls with the life-size images of Buddha (made of solid gold), according to Hiuen Tsang's account. The Muchalinda monastery, which covers an area of 1.5 acres, was a multistoreyed structure of well-burnt bricks. The extensive floors paved with bricks suggest that there were big halls or dormitories in north, while the site south of the Chaitya Hall appeared to have been the residential establishment. The foundation wall was quite massive, about 0.9 metres in width, containing 12 large layers of bricks placed on strong earth mixed with small stone chips and sandy clay. Small brick walls having foundation on stone boulders run on from the main wall. These were apparently meant for dwelling of bhikshyus (holy beggars). The ground floor seems to have contained a large number of such small cells, which are 1.8 metres by 2.4 metres. Traces of only four such cells have been found so far. The excavations reveal that the monastery had structural buildings on the northern and southern sides of the main Chaitya Hall. 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INTERMEDIATE PHASE GRADE 6 NOVEMBER 2016 ENGLISH HOME LANGUAGE P2 MARKS: 40 TIME: 1 hour NAME: This question paper consists of 9 pages. 6ENHL2 INSTRUCTIONS TO THE LEARNER 1. Read ALL the instructions carefully. 2. Answer ALL questions. 3. DO NOT change the question numbering. 4. Write neatly and legibly. 5. This paper consists of: SECTION A: COMPREHENSION (25 marks) SECTION B: LANGUAGE (15 marks) Practice exercise Circle the letter of the correct answer: Bafana Bafana is the soccer team of … A Australia. B South Africa. C Cameroon. You answered the question correctly if you circled the letter. B The test starts on the next page. SECTION A: COMPREHENSION QUESTION 1 Read the text below and answer the questions that follow. 1 Senzo Robert Meyiwa (24 September 1987 – 26 October 2014) was a South African footballer who played as a goalkeeper for Orlando Pirates in the Premier Soccer League, and for the South Africa national team. Born in Umlazi, Durban 27 years ago, he began his career with London Cosmos before joining Pirates' juniors. From there on his career progressed as he went on to play for the national Under-17s and Under-20s. His good friend at Kaizer Chiefs, Itumeleng Khune, first made a name for himself in the PSL but it was Meyiwa who was the first-choice for the national Under-23s. 2 At club level his career was not picking up as fast as he would have hoped. Despite making 25 appearances during the 2007/08 season, Meyiwa was back to being an understudy during the 2008/09 campaign as Moeneeb Josephs arrived from Bidvest Wits. Josephs kept the number one jersey, but when he suffered a long injury lay-off during the 2012/13 season, then Pirates coach Roger de Sa gave Meyiwa a chance – and stuck with him even when Josephs was available again. 3 The move paid dividends as Meyiwa's performance in 2012 helped Pirates reach the CAF Champions League Final, with his most memorable performance coming against TP Mazembe in the semi-finals, where he overcame a hostile crowd and terrible refereeing. Meyiwa picked up from where he left off in 2013/14, going on to play a record 51 matches. Therefore when Shakes Mashaba took over as the Bafana Bafana coach, he put faith in the Pirates man following first-choice Khune's injury, even giving him the captain's armband. 4 Meyiwa did not disappoint. He played in all the 2015 African Nations Cup qualifiers – against Sudan, Nigeria and Congo – and kept a clean-sheet in all four matches. Meyiwa's career honours: Full Bafana Bafana international (7 caps), Under-23, Under-20, Under-17 international; 2011, 2012 PSL winner; 2011, 2014 Nedbank Cup winner, 2011 Telkom Knockout winner; 2010, 2011 MTN 8 winner. 5 10 15 20 25 5 Meyiwa made his Orlando Pirates debut in a 2–1 Absa Premiership victory over AmaZulu on 8 November 2006 and played his last match on 25 October 2014 in a 4–1 Telkom Knockout win over Ajax Cape Town. The Umlazi-born goalkeeper, who will be fondly remembered for his lightning-quick reflexes and bravery between the posts, kept a clean sheet every 2,5 matches during his career – 62 clean sheets in 158 games. Meyiwa made his debut for South Africa on 2 June 2013 in a 2–0 away victory against Lesotho. He was included in the South African squad led by manager Gordon Igesund for the 2013 Africa Cup of Nations, but made no appearances. 6 For the 2015 Africa Cup of Nations qualification, he played three times, with his last match being a 0–0 draw against Congo. On 26 October 2014, police reported that two men entered a house in the Vosloorus township around 8:00 pm local time, in which Meyiwa was shot in the presence of his girlfriend Kelly Khumalo, following an altercation, while one man waited outside. Following the shooting all three suspects fled on foot from the scene. He was declared dead on arrival at a hospital in Johannesburg. [Source: www.southafricanlatestnews.co.za/news/537-senzo-robert-meyiwas-s footballprofile.html. Accessed on 02 February 2014.] Circle the letter of the correct answer. 1.1 Read the text above and give a suitable heading. 30 35 40 QUESTION 2 Carefully read the passage below. BOY AND THE SOCCER GAME BY SHIV KHERA 1 Once there lived a boy who was very interested in football. Along with his father he would go to practice every day at the playing field. Both of them would sit in different places. Days passed by and the day of the tournament was fast approaching them, but the boy suddenly stopped going to the grounds. Then after 15 days he unexpectedly reappeared and asked his coach to let him play. 2 Although the coach was in a dilemma whether the boy could play, he decided to let him play. In fact, the team won as a result of the boy's significant contributions. Later, the coach asked the boy how he could perform so well in spite of not practicing a single day. The boy said, "Coach, my father was watching me." The coach was very clearly annoyed. 3 The boy then continued, "Sir I used to come daily with my father but he was blind. I stopped playing because I knew he couldn't see me play. Recently my father died, and now I know that he can see me from the abode of God." [Source: www.spiritual-short-stories.com/spiritual-short-story-350-boy+and+the+ soccer+Game.html. Accessed on 30 January 2014.] 2.1 Summarise the story in FIVE (5) sentences. [5] QUESTION 3 (2) (1) (2) [5] TOTAL SECTION A: 25 SECTION B: LANGUAGE STUDY (EC/NOVEMBER 2016) ENGLISH HOME LANGUAGE P2 9 4.10 Rewrite the sentence below into TWO simple sentences. Meyiwa was included in the South African squad but he made no appearances. (2) TOTAL SECTION B: 15 GRAND TOTAL: 40 Please turn over	<urn:uuid:37a8260e-c855-4a6c-9a13-f3848370f82d>	CC-MAIN-2017-22	http://ecexams.co.za/2016_November_Gr_6_Exams/ENGHL%20P2%20GR6%20QP%20NOV2016.pdf	2017-05-22T17:30:06Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00554.warc.gz	119,027,910	1,459	eng_Latn	eng_Latn	0.91743	eng_Latn	0.996682	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 153, 665, 2740, 4125, 5368, 5421, 5449, 5695 ]	[ 2.875 ]	4	2
Stonehenge monument A monument is a structure that has become historically important. arcs Arcs are curved lines that have the shape of part of a circle. Ruins of a huge stone monument stand on Salisbury Plain in southern England. Some of the stones are about 18 feet tall and weigh over 20 tons. Many were likely brought to the site from over 200 miles away. The stones form broken rings in an area surrounded by a large circular ditch. Known as Stonehenge, this monument has existed for thousands of years— since long before machines could have helped create it. Who built it—and how and why? circular If something is circular, it has the shape of a circle. aligns Aligns means lines up with. 187 194 201 207 216 224 233 242 249 258 261 267 275 285 294 302 312 319 329 339 348 356 360 Moving the large stones from their natural homes into their places at Stonehenge would have been difficult. Scientists have pondered how the builders were able to do so without modern tools. The builders may have rolled the huge stones over a series of logs. They may have used large sleds or rafts, and perhaps they used animals. To test these possibilities, people have tried to move similar blocks of stone in several different ways. Over the years, many people have tried to explain Stonehenge. Some people wondered if it was the work of the Romans. Others thought the Druids, a group of ancient priests, built it. Some even imagined that the legendary magician Merlin had placed the stones. Scientists have studied Stonehenge. Many theorized that several groups of people contributed to the structure at different times, starting about 5,000 years ago. People have made drawings of how Stonehenge may have looked at different stages in history. At one time, many more stones stood at the site. Together with the stones still there, they likely formed completed rings around two stone arcs. Chances are that Stonehenge was an important place for the people who worked on and used it. But what did they use it for? Some people have guessed that it was a place where the injured or ill went for healing. Others have said it was a shrine to the dead. The entrance to Stonehenge aligns with the path of the sun on the longest and shortest days of the year. It's possible that the site served as a type of calendar, helping people to keep track of the seasons. Imagine trying to hang that calendar on your wall! 8 15 25 34 42 51 57 64 71 80 88 94 103 112 118 124 129 135 142 149 156 164 172 180 words read words read goal - errors = - errors = cold score hot score expression date passed Copyright © 2012 Read Naturally, Inc. 27 Sequenced Level 5.6 Read Naturally Encore, Version 1.0.0 Story 14, Stonehenge Stonehenge Identifying the main idea 1. What is the main idea of this story? a. People may have used sleds, rafts, or animals to build Stonehenge. b. Many unanswered questions remain about the huge ruins of Stonehenge. c. Stonehenge is made of stones that weigh over 20 tons. Recalling a fact 2. What may have been used to move the huge stones? a. ditches b. logs c. machines Getting meaning from the context 3. What does theorized mean in this story? a. heard someone say b. gave an explanation c. did not believe Making connections within the text 4. Why was it probably difficult to build Stonehenge? a. because the site changed at different stages in history b. because the entrance aligns with the path of the sun c. because the huge stones came from 200 miles away Connecting author's ideas with reader's ideas 5. Explain why it probably took a long time to build Stonehenge. Developing vocabulary 6. A synonym is a word that has the same meaning as another word. Match each word with its synonym. 1. stages a. circles 2. ditch b. thought 3. pondered c. famous 4. rings d. periods 5. legendary e. hole Attending to details 7. Fill in each blank with a bold-faced word from the story. Some people have thought Stonehenge was built by a magician. Scientists believe it was built over time at different in history. They think that different groups of people to the building of Stonehenge. Nobody is sure what Stonehenge was used for, but there are several . It may have been a calendar, because its entrance with the sun's path. Processing information 8. Why might different groups of people have kept contributing to the building of Stonehenge? Summarizing information 9. Write a summary statement for the following facts: We do not know who built Stonehenge. We do not know how Stonehenge was built. We do not know why Stonehenge was built. Enrichment Activity Easter Island has hundreds of enormous stone statues. Read about the statues on Easter Island, and explain how they are like Stonehenge. 28	<urn:uuid:1a1eb0b3-06a5-4c29-9c3b-1517b2afa382>	CC-MAIN-2017-04	https://www.readnaturally.com/knowledgebase/documents-and-resources/22/258	2017-01-18T20:15:39Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00436-ip-10-171-10-70.ec2.internal.warc.gz	978,877,116	1,161	eng_Latn	eng_Latn	0.999057	eng_Latn	0.999064	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2869, 4927 ]	[ 4.34375 ]	3	2
Sample Lesson #2 What Kind of a Name Is Snickers? How did a candy bar get a name like Snickers? Many years ago, the family of Frank Mars started a candy company. His family lived on a large horse farm. The Mars family trained horses for racing. When Frank was young, he had polio. Polio was a very scary illness. While Frank was getting well, his mother taught him how to dip chocolates. Frank became a confectioner when he grew up. A confectioner is someone who makes candy. Frank and his son came up with a new candy bar. They named it Milky Way. Then, Frank invented another candy bar. He named it Snickers. The Snickers bar became the most popular candy bar in the world! But how did Frank pick those two names? The Milky Way Farm was the family's horse farm. And, Snickers was a favorite horse. Frank named his first candy bar after the farm. He named the other after Snickers, the horse. Frank Mars invented the Snickers candy bar in 1930. Back then, it cost just five cents. The Mars Company has been making the candy bar the same way ever since. It is still the best-selling candy bar in the world. The Mars Company has a new factory. It only makes Snickers and M&M's. The factory can make eight million mini Snickers a day! Snickers has come a long way for a candy bar named after a horse. 88 RI.2.2 1. What is the passage mostly about? A) the Mars family and the family's horse farm B) a new factory that makes Snickers and M&M's C) how a popular candy bar got its name L.2.4 2. Frank’s mother taught him how to dip chocolates. What is another way to say this? A) Frank's mother taught him how to make candy. B) Frank's mother taught him how to ride a horse. C) Frank's mother taught him how to make a kind of dip. RI.2.8 3. Which sentence tells how Frank’s first candy bar got its name? A) Frank and his son came up with a new candy bar. B) Frank named his candy bar after the farm. C) Frank's family trained horses for racing. RI.2.8 4. Which sentence tells how Frank’s second candy bar got its name? A) Frank named his candy bar after a horse. B) It is still the best-selling candy bar in the world. C) The family's horse farm was called the Milky Way Farm. L.2.4 5. A candy bar that is popular is very . well-liked easy costly hard to get RI.2.1 6. How much did a Snickers cost in 1930? RI.2.1 7. What made life hard for Frank when he was a boy? A) There was no candy in those days. B) Frank had an illness called polio. C) Frank's family was very poor. 89	<urn:uuid:40ad6913-17e6-426f-96f5-8dcd273cf636>	CC-MAIN-2017-04	http://simplesolutions.org/pdf/reading/R2%20RdgSmpl%202.pdf	2017-01-18T20:09:49Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00435-ip-10-171-10-70.ec2.internal.warc.gz	269,840,625	642	eng_Latn	eng_Latn	0.999338	eng_Latn	0.999316	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1308, 2504 ]	[ 3.96875 ]	2	3
Google Spreadsheets Google spreadsheet looks and acts similar to other spreadsheet software. To get started entering content into a cell, just click a cell and start typing. Entering Data To edit a cell that already has content, follow these steps: 1. Choose one of the options below to place the cursor in the cell: o Double-click the cell. o Click the cell and press Enter. o Click the cell and press F2. 2. Edit the cell's content. You can create lines (new lines, or line breaks) within a cell while editing; this is helpful when you want to improve the look of text that involves distinct lines, such as addresses. Here's how: 1. Place the cursor in the appropriate cell. 2. Use one of these browser-specific options to create lines: o In Internet Explorer 7, click Ctrl+Enter. o In other IE versions, or in Mozilla Firefox, click Alt+Enter or Ctrl+Enter. Change Cell Data Type There are several different data types a cell can be, including various currencies, date, time, percentages, and rounding The data type of a cell applies to the whole cell. For example, you cannot have one part of the cell be a currency and the other a percent. To select a different data type for a cell, follow these steps: 1. While editing the spreadsheet, select the cell/s you'd like to change 2. Open the 123 drop-down menu. 3. Select the desired data type. Copy and Paste Google Docs is designed to let you copy and paste text and images between all of your online documents – even if you're going from one document type to another. Since the copying and pasting takes place online, you can copy on one computer, then sign in and paste on another one. Here are some examples of things you can do: Copy a set of cells in a spreadsheet, and paste it into a document as a properly formatted table. Copy something in your school computer and paste it into another when you access your Google Account from your home computer. Access items you previously copied, as long as you were signed in. Keyboard shortcuts: Ctrl-C and Ctrl-V For most copying and pasting, you can use the familiar keyboard shortcuts, Ctrl-C (Copy) and Ctrl-V (Paste). This even works when going from one doc type to another. Formulas One of the primary differences between a table you create in a word processing document to segment data and a spreadsheet is the ability to evaluate data that is entered into cells with formulas. These can include the typical mathematical formulas (add, subtract, multiple, divide) to comparisons (greater than, less than) to more complex statistical and engineering concepts. You can use formulas with text, too, for things like finding a character, splitting the text in a cell, forcing the cell uppercase or lowercase, etc. To add formulas to your spreadsheets, follow these steps: 1. Double-click an empty cell. 2. Click the Formulas button on the toolbar. 3. Select a formula from the list that appears. 4. Click the More link to see additional formulas. The formula is inserted into the cell you selected in step 1 and you can begin to enter symbols and attributes to see the formula computation. One of the most common functions in spreadsheets is to add up values in cells. If you just want to see a sum of a few cells but don't need to record the answer in a formula, you can use the Quick sum feature. Quick sum lets you see the sum of selected cells right in the spreadsheet, without entering any functions or formulas. To use this feature, first go to File > Spreadsheet settings and make sure that your spreadsheet's Locale setting is United States. Then, highlight the cells of data that you'd like to total: The sum appears in the bottom-right corner of the page Source for this handout: https://sites.google.com/a/viedu.org/google/courses http://edutraining.googleapps.com/Training-Home/mo dule -4doc s /cha pter-4/5 -1	<urn:uuid:ff90ee39-c8ad-49c5-9974-b78c0572c9bf>	CC-MAIN-2017-04	http://burltwpsch.org/uploads/56/files/Google%20Spreadsheets(1).pdf	2017-01-18T20:15:48Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00436-ip-10-171-10-70.ec2.internal.warc.gz	45,766,094	834	eng_Latn	eng_Latn	0.997829	eng_Latn	0.997874	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2197, 3853 ]	[ 3.453125 ]	2	4
Stormwater Program What is Stormwater Runoff? Stormwater runoff is generated when precipitation from rain and snowmelt events flows over land or impervious surfaces and does not percolate into the ground. As the runoff flows over the land or impervious surfaces (paved streets, parking lots, and building rooftops), it accumulates debris, chemicals, sediment or other pollutants that could adversely affect water quality if the runoff is discharged untreated. The primary method to control stormwater discharges is the use of best management practices (BMPs). In addition, most stormwater discharges are considered point sources and require coverage under an NPDES permit. The Effects of Stormwater Pollution Polluted stormwater runoff can have many adverse effects on plants, fish, animals, and people. [x] Sediment can cloud the water and make it difficult or impossible for aquatic plants to grow. Sediment also can destroy aquatic habitats. [x] Excess nutrients can cause algae blooms. When algae die, they sink to the bottom and decompose in a process that removes oxygen from the water. Fish and other aquatic organisms can't exist in water with low dissolved oxygen levels. [x] Bacteria and other pathogens can wash into swimming areas and create health hazards, often making beach closures necessary. [x] Debris—plastic bags, six-pack rings, bottles, and cigarette butts—washed into waterbodies can choke, suffocate, or disable aquatic life like ducks, fish, turtles, and birds. [x] Household hazardous wastes like insecticides, pesticides, paint, solvents, used motor oil, and other auto fluids can poison aquatic life. Land animals and people can become sick or die from eating diseased fish and shellfish or ingesting polluted water. [x] Polluted stormwater often affects drinking water sources. This, in turn, can affect human health and increase drinking water treatment costs. Stormwater Solutions – Residential Lawn Care Excess fertilizers and pesticides applied to lawns and gardens wash off and pollute streams. In addition, yard clippings and leaves can wash into storm drains and contribute nutrients and organic matter to streams. [x] Don't overwater your lawn. Consider using a soaker hose instead of a sprinkler. [x] Use pesticides and fertilizers sparingly. When use is necessary, use these chemicals in the recommended amounts. Use organic mulch or safer pest control methods whenever possible. [x] Compost or mulch yard waste. Don't sweep it into storm drains or streams. [x] Cover piles of dirt or mulch being used in landscaping projects. Auto Care Washing your car and degreasing auto parts at home can send detergents and other contaminants through the storm sewer system. Dumping automotive fluids into storm drains has the same result as dumping the materials directly into a waterbody. [x] Use a commercial car wash that treats or recycles its wastewater, or wash your car on your yard so the water infiltrates into the ground. [x] Repair leaks and dispose of used auto fluids and batteries at designated drop-off or recycling locations. Pet waste Pet waste can be a major source of bacteria and excess nutrients in local waters. [x] When walking your pet, remember to pick up the waste and dispose of it properly. Flushing pet waste is the best disposal method. [x] Leaving pet waste on the ground increases public health risks by allowing harmful bacteria and nutrients to wash into the storm drain and eventually into local waterbodies. Stormwater Solutions – Commercial Stores Dirt, oil, and debris that collect in parking lots and paved areas can be washed into the storm sewer system and eventually enter local waterbodies. [x] Sweep up litter and debris from sidewalks, driveways and parking lots, especially around storm drains. [x] Cover grease storage and dumpsters and keep them clean to avoid leaks. [x] Report any chemical spill to the local hazardous waste cleanup team. They'll know the best way to keep spills from harming the environment. Automotive Facilities Uncovered fueling stations allow spills to be washed into storm drains. Cars waiting to be repaired can leak fuel, oil, and other harmful fluids that can be picked up by stormwater. [x] Clean up spills immediately and properly dispose of cleanup materials. [x] Provide cover over fueling stations and design or retrofit facilities for spill containment. [x] Properly maintain fleet vehicles to prevent oil, gas, and other discharges from being washed into local waterbodies. [x] Install and maintain oil/water separators. Stormwater Solutions – Construction Sites Erosion controls that aren't maintained can cause excessive amounts of sediment and debris to be carried into the stormwater system. Construction vehicles can leak fuel, oil, and other harmful fluids that can be picked up by stormwater and deposited into local waterbodies. [x] Divert stormwater away from disturbed or exposed areas of the construction site. [x] Install silt fences, vehicle mud removal areas, vegetative cover, and other sediment and erosion controls and properly maintain them, especially after rainstorms. [x] Prevent soil erosion by minimizing disturbed areas during construction projects, and seed and mulch bare areas as soon as possible. 10 Things You Can Do to Prevent Stormwater Runoff Pollution [x] Vegetate bare spots in your yard [x] Compost your yard waste [x] Use least toxic pesticides, follow labels, and learn how to prevent pest problems [x] Direct downspouts away from paved surfaces; consider a rain garden to capture runoff [x] Take your car to the car wash instead of washing it in the driveway [x] Check your car for leaks and recycle your motor oil [x] Pick up after your pet [x] Have your septic tank pumped and system inspected regularly Useful Stormwater Links [x] www.adem.state.al.us [x] www.epa.gov/nps [x] www.cwp.org If you have any questions regarding the City's Stormwater Program, would like to report a stormwater issue, or illicit discharge, Please Contact Glen Williams at: 205.841.8306	<urn:uuid:44c1b092-2e51-4081-850a-effdc34b180c>	CC-MAIN-2017-22	http://www.cityoffultondale.com/StormWater.pdf	2017-05-22T17:20:24Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00557.warc.gz	461,778,774	1,244	eng_Latn	eng_Latn	0.924582	eng_Latn	0.995398	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1931, 3679, 5781, 6045 ]	[ 3.359375 ]	3	0
Chelsea Public Schools Office of the Superintendent City Hall 500 Broadway Chelsea, MA 02150 (617) 466-4477 (617) 889-8361 (Fax) COMPUTER AND INTERNET ACCEPTABLE USE POLICY The purpose of this policy is to outline the acceptable use of digital resources in the District. These rules are in place to protect the employees, students, and the District. Inappropriate use of digital resources exposes the District to risks including: virus, spyware, and hacking attacks; compromised network systems, software, and services; and legal and regulatory issues. The term digital resource shall include all Internet/intranet/extranet-related systems, including but not limited to computers, printers, scanners, peripherals, networking equipment, operating systems, storage media, network accounts providing electronic mail, web browsing, FTP, telecommunications lines, all software and files, multimedia equipment, video equipment, cable equipment, televisions, telefax equipment, technology lab equipment, internet email and other accounts, digital cameras, mobile telephones, and recording devices of any kind. Digital resources may be provided to individual employees or students by the District; they are, and always remain, the property of the District. These resources are to be used for business or educational purposes in serving the interests of the District, our employees, students, and parents in the course of normal operations. Students and staff of the Chelsea Public Schools have the ability to pursue extraordinary opportunities by directly accessing computer resources and the Internet. Students and staff can enhance instruction as they explore real world web sites containing information on any subject supporting curricular interests. The term user is defined as administrators, teachers, students, staff members and members of the community who use the district's technology resources. The Internet is an international linking of networks that will allow our school population access to a wide range of information from around the world. Using the Internet for educational projects will help to prepare our students for success in life and work in the twenty-first century. Some information, however, is not appropriate for school aged children. To help ensure that information received is age appropriate, we have installed filtering software that is compliant with the Child Internet Protection Act ( CIPA) designed to screen out objectionable material. It is impossible, however, to guarantee that all objectionable 1 material will be made inaccessible. We have designed this Acceptable Use Policy, a written agreement signed by Internet users, to give guidance for proper Internet use. Employees are responsible for exercising good judgment regarding the reasonableness of personal use. Individual departments are responsible for creating guidelines concerning personal use of Internet/intranet/extranet systems. In the absence of such policies, employees should be guided by the District policy on personal use, and if there is any uncertainty, employees should consult their supervisor or manager. Terms and Conditions of Internet Use Acceptable Uses a. Access to the Internet using school systems/networks is for school purposes only and not for personal or business use. b. Users are encouraged to conduct research and communicate with others in an educational setting. c. Users should limit themselves to information that is for administrative purposes or applies to the approved curriculum. d. Students will have e-mail access only under their teacher's direct supervision using a classroom account. e. E-mail transmissions for students and employees are not considered confidential and may be monitored at any time by authorized individuals to ensure appropriate use for instructional and administrative purposes. f. Students and employees should only download the information needed for educational purposes, and students should only download the needed information that has been approved by a teacher. g. Students and staff should immediately notify a teacher or administrator any time they receive an uncomfortable message that is threatening, obscene, or has suggestive material. It is very important not to respond to this type of information on the Internet or in an email. h. Students and staff should use proper network etiquette on-line (i.e., be polite, use appropriate language). Prohibited Uses a. Students and staff will not offer, provide, or purchase products or services over the Internet. b. Students and staff will not give out personal information about themselves or anyone else (i.e., home address, phone number, etc.). c. Students and staff will not attempt to gain unauthorized access into files or computer systems. d. Students and staff will not try intentionally to degrade or disrupt equipment or system performance. e. Students and staff will not engage in the use of inappropriate language, profanity, discriminatory attacks, or harassment of others. Plagiarism and Copyright Infringement Students and staff will not engage in plagiarism. Plagiarism is defined as "taking ideas or writings from another person and offering them as your own." Credit must be given to the appropriate sources of all material used. "Fair Use" according to the Copyright Act of 1976, means that one may have free use of any information one finds on the networks to use for educational purposes. One may not plagiarize or sell what one comes across. Any item with a commercial copyright or license may not be legally copied without the purchase of said item. Limitation of Liability The Chelsea School Department does not guarantee that the services provided by the district will be free from error or defect. The department will not be responsible if data is lost, if there are interruptions to the service, or for any damages that the user suffers. The user is responsible for any financial obligations which arise from unauthorized use of the system. Privileges and Consequences Use of the information network is a privilege, not a right. Students and staff are expected to act responsibly and honor the Acceptable Use policies and agreements. Violations will result in the loss of systems/network access and may also result in disciplinary actions including expulsion from the Chelsea Public Schools for students or termination of employment with the Chelsea Public Schools for staff. Technology Use Policy The technology provided to Chelsea Public School employees and students is for school department use and is the property of the Chelsea Public Schools. In addition to an email account and internet access provided by the Chelsea Public Schools, the computer and software available to students and employees are the property of the Chelsea Public Schools. It is unlawful to copy any software or burn CDs for any use other than school related business. In order to comply with copyright laws, only software, video, and other digital formats purchased by the district or one of its schools may be installed on any school computer or network. Games of any type may not be installed without the approval of the building principal and/or Technology Director. Software acquired by the district or by any of its schools may not be installed or copied to other computers outside the district without prior permission of Technology Director. Users may be assigned with a unique username and password. Each user is responsible for all activity conducted on that account. No user may attempt to access another user's account. Prohibited Uses For all staff and students, use of digital resources for personal or other use that is not for business or educational purposes in serving the interests of the District is prohibited. The following are some, not necessarily all, of the prohibited uses by the students, unless prior permission from a teacher, staff member, or administrator: a. Turn a computer or peripherals on or off. b. Attempt to fix technology resource. c. Change the appearance and settings of a computer resource. d. Use modem or telephone line. e. Install or delete software or files . f. Use a non-school issued storage media. g. Enter a room with one or more computers unsupervised. h. Subscribe to a newsgroup , listserve, or participate in any chat room. i. Use of digital resources in violation of a student handbook rules. Violations may result in the loss of computer use and may also result in disciplinary actions including expulsion from the Chelsea Public Schools for students or termination of employment for Chelsea Public Schools' employees. Amended by Chelsea School Committee on 4-29-2010 INTERNET ACCEPTABLE USE AGREEMENT User Agreement and Parental Consent Form I understand the terms and conditions of the Acceptable Use Agreement. I agree to follow the terms and conditions stated in the Agreement. I understand that if I violate those rules, I may lose access privileges and may face other disciplinary action including suspension, expulsion, or termination of employment. Name______________________________________ School/Location__________________________________ Grade/Position___________________________________ Signature ___________________________________Date__________ If the user is a student, a parent, or guardian, he or she must read the following section and sign below: I have read the Acceptable Use Policy for the Chelsea Public Schools. I understand that the school district and the teachers involved will do their best to guide my child/children in the proper use of the Internet for educational purposes only. I will hold my son/daughter responsible for behaving appropriately on the Internet and following the established policies as a condition of my child continuing to have access to the Internet. Signature of Parent/Guardian: ________________________Date:_________ Amended by Chelsea School Committee on 4-29-10	<urn:uuid:0f0be839-9258-447c-bcca-d87fff44468f>	CC-MAIN-2017-04	https://www.chelseaschools.com/cps/uploads/docs/district/2016-17/more/Internet%20acceptable%20use%20agreement.pdf	2017-01-18T20:14:00Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00438-ip-10-171-10-70.ec2.internal.warc.gz	887,553,103	1,854	eng_Latn	eng_Latn	0.997484	eng_Latn	0.998251	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2547, 5027, 7596, 8697, 9964 ]	[ 2.0625 ]	4	3
Powerful Questions Powerful questions are provocative queries that put a halt to evasion and confusion. By asking the powerful question, the coach invites the client to clarity, action, and discovery at a whole new level. As you can see from the following examples, these generally are open-ended questions that create greater possibility for expanded learning and fresh perspective. Anticipation Evaluation For Instance What is possible? What if it works out exactly as you want it to? What is the dream? What is exciting to you about this? What is the urge? What does your intuition tell you? Assessment What do you make of it? What do you think is best? How does it look to you? How do you feel about it? What resonates for you? Clarification What do you mean? What does it feel like? What is the part that is not yet clear? Can you say more? What do you want? Elaboration Can you tell me more? What else? What other ideas/thoughts/ feelings do you have about it? What is the opportunity here? What is the challenge? How does this fit with your plans/way of life/values? What do you think that means? What is your assessment? Example What is an example? For instance? Like what? Such as? What would it look like? Exploration What is here that you want to explore? What part of the situation have you not yet explored? What other angles can you think of? What is just one more possibility? What are your other options? If you could do it over again, what would you do differently? If it had been you, what would you have done? How else could a person handle this? If you could do anything you wanted, what would you do? Fun as Perspective What does fun mean to you? What was humorous about the situation? How can you make this more fun? How do you want it to be? If you were to teach people how to have fun, what would you say? History What caused it? What led up to it? What have you tried so far? What do you make of it all? Implementation What is the action plan? What will you have to do to get the job done? What support do you need to accomplish it? What will you do? When will you do it? Integration What will you take away from this? How do you explain this to yourself? What was the lesson? How can you make sure you remember what you have learned? How would you pull all this together? Learning If your life depended on taking action, what would you do? If you had free choice in the matter, what would you do? If the same thing came up again, what would you do? If we could wipe the slate clean, what would you do? If you had it to do over again, what would you do? Options What are the possibilities? If you had your choice, what would you do? What are possible solutions? What will happen if you do, and what will happen if you don’t? What options can you create? Outcomes What do you want? What is your desired outcome? If you got it, what would you have? How will you know you have reached it? What would it look like? Perspective When you are ninety-five years old, what will you want to say about your life? What will you think about this five years from now? How does this relate to your life purpose? In the bigger scheme of things, how important is this? So what? Planning What do you plan to do about it? What is your game plan? What kind of plan do you need to create? How do you suppose you could improve the situation? Now what? Predictions How do you suppose it will all work out? What will that get you? Where will this lead? What are the chances of success? What is your prediction? Resources What resources do you need to help you decide? What do you know about it now? How do you suppose you can find out more about it? What kind of picture do you have right now? What resources are available to you? Starting the Session What's occurred since we last spoke? What would you like to talk about? What's new/the latest/the update? How was your week? Where are you right now? Substance What seems to be the trouble? What seems to be the main obstacle? What is stopping you? What concerns you the most about . . . ? What do you want? Summary What is your conclusion? How is this working? How would you describe this? What do you think this all amounts to? How would you summarize the effort so far? Taking Action What action will you take? And after that? What will you do? When? Is this a time for action? What action? Where do you go from here? When will you do that? What are your next steps? By what date or time will you complete these steps?	<urn:uuid:952908b1-0084-427b-953c-3161d833697f>	CC-MAIN-2017-04	http://www.coactive.com/docs/resources/toolkit/pdfs/31-Powerful-Questions.pdf	2017-01-18T20:04:32Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00434-ip-10-171-10-70.ec2.internal.warc.gz	387,220,998	1,032	eng_Latn	eng_Latn	0.99965	eng_Latn	0.999648	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1980, 4597 ]	[ 2 ]	8	13
Extracts from The Children's Clubs of Nepal: a democratic experiment 1 Jasmine Rajbhandary, Roger Hart and Chandrika Khatiwada Introduction Children's clubs have emerged as an important new kind of institution in Nepal over the past decade. They appear to be both an expression of, and a promise, for the advancement of democracy and children's rights. This article summarises the process used to evaluate the development and current state of functioning of about 300 of these clubs that have been supported by Save the Children Norway (SCN) and Save the Children US (SCUS). Their progress has been a remarkable natural experiment in the different ways that children can be involved in the management of their own organisations. For a full report of the evaluation and its recommendations, see Rajbhandary, Hart and Khatiwada (1999). Child club, Chitawan, Nepal It is being recognised increasingly in many countries that there are many advantages to children's having a greater voice in their own development and in the development of their communities. But this is invariably done on a project-by-project basis. It was our belief in designing this study that opportunities for children to act as agents in their own organisations offer the potential for a much more effective, authentic and sustainable approach to actively learning about rights and how to collaborate as more self-determining and caring citizens. The sponsoring organisations sought to learn not only what was happening nationally in terms of the growth and general patterns of club membership and activities, 1 This article has been abridged from a longer report of this name published by Save the Children (Norway) and Save the Children (US). but also how the clubs functioned. In particular, it was thought important to learn to what extent the clubs fulfilled the goals of the United Nations Convention on the Rights of the Child (CRC) as settings where children could learn about, and act upon, their rights. Finally, because the two agencies had recognized that they needed to improve their monitoring of the clubs, it was their hope that some of the participatory methods found to be effective in this research could be used by children's clubs as on-going tools. Design of the research The goals of the research for both general national patterns and detailed questions of structure and process called for a multi-phased design. In addition to providing an account of the clubs' current membership patterns, structures and functioning, a primary goal was to develop methods that children and facilitators in any club could subsequently use to critically review their own functioning in order to improve their structure and activities. This required that participatory group methods be at the core of our approach. But this needed to be supplemented by individual interviews – as we knew that group methods often hide important individual differences and issues of power in the functioning of institutions. We also felt that it would be important to obtain the perspectives of nonclub members and their parents about the place of clubs in their communities. One of the central principles of participatory group methods is that the methods be simple and clear to a group unschooled in the use of research methods and that the analysis and interpretation of the data be carried out with the group themselves. Furthermore, many of the children in the clubs were not literate so we had to design methods that were visual. This involved considerable experimentation. When using group data of this kind, it is not possible to carry out any sophisticated statistical analyses. It is simply a systematisation of what they are capable of discussing themselves in any of their group meetings. For the more individual and subtle issues, we relied upon our lengthy semi-structured interviews with key informants, child club members, non-members and their parents. The three phases of the research are summarised b e l o w. Source: PLA Notes (2001), Issue 42, pp 23–28, IIED London Retracing the history, background and purpose of the clubs Archival research and interviews with key policy makers and programme staff of SCN, SCUS and other participatory children's organisations in Nepal. National survey A survey of members of a total of 180 SCN-and SCUS-supported clubs. Case studies Covering all of the districts where SCN- and SCUS- work, seven "primary case study clubs" and 15 "secondary case studies" were selected. The primary case studies were visited for approximately seven days of intensive research involving both group sessions with children and interviews with children, parents and other actors. The secondary case study clubs were visited for only one or two days with only group sessions with children and interviews with one or two key child informants. (For the case study methods, see Box 1.) Box 1 Case study methods Interviews with key informants: These were usually the primary local SCN and SCUS staff person, any primary local volunteer/facilitator and the club chairperson. Group research with all club members: Household mapping* Ranking movement game Participation card sorting regarding training workshops Scenario skits (four separate groups) Comparative activities and benefits chart * Generation of activity preference categories Activity preference matrix * Organisational diagram of club formal structure * Organisational diagram of informal structure* Interviews with sub-samples: The chairperson* Three other board members* Four general club members * Club members’ parents (2 of board members and 2 of general members)* Non-club members (2)* Non-club members' parents (2) A facilitator (if one exists) Community Feedback Session with the children After completion of collection of the data in each of the primary case study clubs, a meeting was held with the children who were executive board members and, when possible, with the facilitators, to discuss the overall findings. *All of the above methods were used with seven "primary case study clubs" which were visited for approximately seven days each. The methods that are starred were also used with 15 "secondary case study clubs," which were each visited for one or two days. Source: PLA Notes (2001), Issue 42, pp 23–28, IIED London When the research was completed, a National Review Workshop on the Child Club Study Recommendations was held in Kathmandu. This four-day workshop enabled children and facilitators to hear the research findings and to comment on the recommendations that emerged. Two clubs from each of the SCN and SCUS districts were invited to send two members and two facilitators as representatives. One of the two clubs in each district needed to have participated in the study. Genesis and growth of children's clubs in Nepal Archival research and interviews revealed that there have long been children's organisations, most notably the cubs and scouts, which have served the children of Nepal in many important ways since 1952. But the child clubs are different in one very important respect from most children's organisations in all countries: they are managed, in varying degrees, by the children themselves. Not surprisingly, the genesis of what can almost be described as a child club movement coincides with the time when the country was preparing for the national report on the CRC, in 1993 and 1994. SCN, SCUS, Plan International, Action Aid, Child Workers in Nepal and other groups established clubs. By a rough estimate, currently over 30,000 children may be involved in children's clubs nationally. The evaluation reported here limits itself to the clubs supported by SCN and SCUS: whether they are similar to clubs sponsored by other agencies is not known. The clubs began in different ways but the great majority evolved out of Child-to-Child training programmes in villages. Since the early 1990s, children throughout the SCN-supported districts have been offered training in the Child-to-Child programme, which covers health, hygiene, injury prevention, care for younger children and children's rights. The Child-to-Child programme guidelines suggest that children may want to form a group to continue their work. This has been the case in the formation of some of the clubs. Others have developed independently by diffusion of the concept to neighboring villages. Some have formed in response to a fictional child club that is used in many of the stories told on a child-to-child radio programme. Whereas the child-to-child groups are structured around classes, the child clubs are structured around a forum for meetings and activities. Organisational structure and club membership The majority of the child groups have the same structure as adult organisations in their communities. There is an executive board of seven to nine persons, which includes a chairperson, vice-chairperson, secretary, treasurer, and sometimes a joint secretary. This structure was introduced to children in the training sessions that they were given by SCN and SCUS and repeated in the advice they received from visiting facilitators. It accords with a "leadership" model with its emphasis on direction being provided by a few talented children with little participation by the majority of the children in decision making. In spite of the preponderance of this structure, some interesting models have evolved in a number of the clubs. Some children have added committees to their structures like the model shown in Figure 1. Each of the coordinators of the committees in this club are also on the Executive Committee. Our general conclusion is that, while children are capable of creativity in establishing their own organisational structures, there is not yet a great deal of variation. This is because children were only introduced to one kind of structure and they have not been encouraged to challenge it. to the older children. Also, with few exceptions, it is the older children who get the opportunity to participate in workshops and training. In terms of gender, the clubs are remarkably well balanced in comparison to other Nepalese institutions. Nationally, t h e re were a greater number of boys in the clubs than girls, by a margin of 56% to 44% out of a sample of 5005 c h i l d ren. It was also found that slightly more boys than girls attend meetings where decisions are made, where a s similar proportions of boys and girls participate in activities. We also sought to understand who attends the clubs, in what capacities, and why some children stay away. The recommended age range for club membership is from 8 to 16. The study showed a modal age of 12, with more children 12 and older than younger than 12. Children over the age of 12 are more highly involved in terms of club meetings and activities, but especially in decision making. Most board members are over 13 years of age, and the selection and planning of activities is also limited The children's mapping of all households in their community with child club members and of all those with no members provides us with our best measure of caste or ethnic exclusion. We conclude that there were no patterns of exclusion based on ethnicity or caste in the child clubs in rural hill areas. In the Terai, there is also generally a representative membership, except for cases where income and caste are correlated. There are many cases of children who are not in the club or who have dropped out who are from low-income and caste groups because they could not pay the monthly club fees. In rural areas as well as urban areas, participation by lower caste and local minority ethnic groups within the executive structure of the clubs is lower. Even when they are a minority, the children of groups that are socially "high ranking" are more highly represented. Figure 1 Organisational structure of children's club (Adarsha model) Source: PLA Notes (2001), Issue 42, pp 23–28, IIED London In urban areas, the poorest children and those of minority groups are not well represented because of less information about club opportunities among their families. As a result, two SCN clubs, in Kathmandu and Birgunj, have recently been established to be specifically accessible to children of low-caste populations. Those who are the most underrepresented are children who experience additional challenges as a result of physical, mental or emotional special needs. None of the 22 case study clubs had any children who were identified as being with special needs. This is unfortunate for these children who are already isolated in their communities, as the clubs offer a unique opportunity to correct this inequality. In the survey, the reasons that children gave for other children in their community not joining the club were a lack of free time, that their parents did not let them join, and the financial difficulties of families. Our interviews with the non-club-going children and their parents confirmed these reasons, and also revealed that some parents felt that the clubs engaged in relatively frivolous activities like dancing and playing when they felt that their children should either be studying or working to help their family. There was a general feeling that the clubs needed to maintain a high profile of good work for the community if parents were to continue to allow their children to attend. Club activities Meetings form the core of club activities. Most clubs meet on a monthly basis and some bi-monthly. Most of the meeting time, of one to two hours, involves taking attendance, collecting fees, sharing the club's financial situation, going through the agenda and passing decisions. This formal part of the meeting is often followed by an informal part, which involves discussion, song, dance and p l a y. From our large survey we learned that there are a set of activities that almost all clubs engage in: dancing, singing, theatre, development work, play, re c re a t i o n , sports, and national rallies like Childre n 's Day. A more revealing survey question was on "activities that you do not get to do anywhere else". We coded the largest category of responses in this chart as "peer relations". Under this category, in order of frequency, are "discussions", "meet and make friends", "share information", "make decisions together" and "work together". To answer a question on activities with such a preponderance of social responses clearly reveals how socially important the clubs are to children. The children also described the clubs as places where they have the chance to participate in celebrations and events such as rallies, contribute to community development, express themselves culturally and artistically, and play. Source: PLA Notes (2001), Issue 42, pp 23–28, IIED London In the case study clubs, we designed the activity preference method to liberate children to rethink what kinds of activities they would like to do in the clubs. We divided club members into four separate groups of older and younger boys and girls (12 and older or younger than 12). They sat in these groups to identify their favorite current club activity, their favorite out-of-club activity that they would like to do in the club, and a desired club activity that they do not get to do anywhere. They then performed each of these activities as mime skits for everyone to guess. Using the total set of these preferred activities within each club, the four groups of children then voted separately on their preferences. This provides each club with an account of what boys and girls of different ages would like to have as club activity opportunities. The results were also compiled for all of the case study clubs together. Children ranking activity preferences using a matrix, Lamjung, Nepal Impacts of the clubs Although we have no independent measure of the impact of the clubs on children, the qualitative data is overwhelmingly convincing to the authors that the clubs are offering some very new kinds of opportunities for children's personal development. They are learning new skills and gaining knowledge which they cannot learn in other institutions such as school or home. The most commonly heard answer among parents, local facilitators and agency staff regarding the benefits of the club is that the children have gained confidence, especially with strangers. The children themselves see the opportunity to do things together as a distinctive quality of the clubs. To this we would add that the children are getting real experiences in how to make decisions together, to manage their own organisation and to learn how other organisations function. They are discovering what community development is about by not just doing projects but discussing their plans for these projects. More generally, they are gaining the habit of managing their relationships in democratic ways from an early age. Some clubs are becoming aware of rights and the violations of rights in the most effective way – by acting on them. When the children voted on the perceived benefits that they gained, girls and boys of both age groups (12 and older, younger than 12) identified clubs as the best place for getting an opportunity to do work, to learn to work with others, to decide what to do and how to do it, to speak publicly with confidence and to learn about child rights. It is notable that the clubs scored the lowest among different community settings as a place for "getting to laugh". It could be that the children were responding here in terms of their club meetings rather than the many opportunities most clubs have for games. But our direct observations of those times when children play in the club is that it is usually boys who play and very rarely older girls, for they must go home to work. For them to have the club as a play opportunity, it would probably have to be built into the club time as an event or a competition. Only then might their parents accept such a seemingly frivolous activity. The samples of parents of club members that we interviewed consistently described the positive impact of the clubs on their children's studies, self-development, confidence, particularly in speaking, and their learning about environmental conservation. It is notable that the parents did not speak, as the children did, of learning about rights. None of the parents interviewed shared any negative impacts they have seen from the child club on the children, family or community. general adult members of the communities show that while they see benefits to children, there is a common lack of recognition of such community benefits. Perhaps this is partly because the projects are rarely truly designed by the c h i l d ren. Consequently they may be seen as community p rojects which the children also get involved in, and hence they do not have any clear identity as child club projects. The clubs also act as awareness-raising groups on children's rights and pressure groups on community and environmental issues. Given that the degree of independent identification of projects by children was found to be low, this awareness raising is an area of potential manipulation of children by adults. Examples we have seen where children engage in some action themselves, which in turn leads adults to act, would seem to be much safer for the future of children's clubs than rallies where children carry out awareness-raising agendas designed by one group of adults for another. For example, when children fixed the water pipes in Jhadewa, Palpa, which had been cut by individuals to intercept water, this was a genuinely positive action by the children themselves, which then embarrassed the adults into action. Even better examples are when children identify and analyse a situation that is central to their own lives. For example, in one community a schoolteacher was spitting in class. The children discussed this in their club and decided to talk to the Principal so that he would stop what they considered to be disgusting behaviour. This may seem like a small issue but it is truly in the spirit intended by the drafters of the CRC when they wrote about children having a voice in matters that concern them. Many of the activities the clubs are involved in are designed to benefit the community: such as re f o re s t a t i o n , beautifying community areas with flower gardens and cleaning water tanks. Unfortunately our discussions with We have evaluated here only the short-term impacts of the clubs. Their greater effect is likely to be in the long term. For the clubs are fostering ways of thinking and working together which are likely to continue after children leave the clubs. We would need to return in ten years' time to properly assess their impact. One cannot help but feel that the clubs bring such changes in children's social relationships and opportunities to act and reflect that they will have far-reaching consequences. While children demonstrate remarkable competencies in collaborative agricultural work with their families, this has not in the past extended to community decision making or to the creation of projects which they themselves initiate. The experience of working with others from an early age on community issues goes well beyond what children have traditionally done in work with their families. Organisation charts, Sakine, Nepal Source: PLA Notes (2001), Issue 42, pp 23–28, IIED London Families will no doubt gradually come to recognize children as capable of being more fully participating members of their communities. Given the knowledge that they gain on health, environment and childcare, the children will also be able to better their livelihoods and their communities. In addition, their experience in being active citizens will hopefully result in their continued active roles in civil society. Their knowledge and skills in democratic decision making as well as working with individuals of different genders, ethnic groups and socioeconomic backgrounds should all contribute to the making of more democratic and inclusive communities. Our greatest concern is that, although the clubs are remarkably inclusive, there are still some patterns of exclusion. Because those who are excluded are the poorest non-school-going children or disabled children, these children's marginalisation will be furthered by the clubs if a concentrated effort is not made to include them. Recommendations To increase the positive effects of the clubs, numerous recommendations were made and discussed at a National Review Workshop on the Child Club Study Recommendation, held in Kathmandu in 1999. Some of these recommendations came from the children themselves, from the national survey, interviews and discussions. Others were based on interviews with facilitators and programme staff and on the authors' own observations. These recommendations are presented in detail in the report referenced below. A concluding remark is that one of our goals in conducting this research was to experiment with methods that could be used by the clubs independently to monitor their ongoing functioning. If the clubs are to be selfmanaging institutions, they need to be self-monitoring ones. Children's voices that are not normally heard, and many issues that are not normally discussed, emerge through this monitoring process. A number of the methods we used were extremely effective in stimulating discussions, which rapidly broadened the awareness of club members. For example, the comparative benefits and the comparative activity preference methods got children of different ages and genders talking for the first time about how well the club served their particular subgroup's needs. Opportunities for reflection through methods of this kind need to become a regular part of the clubs' functioning. These methods are fully described in the video Mirrors of Ourselves, which employs video from the Nepal research together with animation. The methods it shows can be modified by groups of young people or group facilitators in any country to improve their democratic functioning. Source: PLA Notes (2001), Issue 42, pp 23–28, IIED London Jasmine Rajbhandary, Advocacy Support Unit, Save the Children U.K., Jawalaknel, Lalitpur, GPO Box 992, Kathmandu, Nepal email@example.com Roger Hart, Children's Environments Research Group, Graduate Center of the City University of New York, 365 Fifth Avenue, New York, NY 11016-4039, U.S.A. firstname.lastname@example.org Chandrika Khatiwada, Save the Children Norway, Jawalaknel, Lalitpur, GPO Box 3394, Kathmandu, Nepal email@example.com Note The full report on which this article is based, The Children's Clubs of Nepal: a democratic experiment, and the video Mirrors of Ourselves can be obtained from either of the following: Save the Children Alliance, Box 3394, Jawalaknel, Kathmandu, Nepal. Email: firstname.lastname@example.org Children's Environments Research Group, Graduate Center of the City University of New York, 365 Fifth Avenue, New York, NY 10016-4309, USA Internet: www.cerg1.org Photographs and diagram extracted from the full report. Reference Rajbhandary, J., Hart, R., and Khatiwada, C. 1999. The Children's Clubs of Nepal: a democratic experiment. Save the Children US/Save the Children Norway.	<urn:uuid:a64e851c-17cc-40a4-815e-749adf88861b>	CC-MAIN-2017-04	http://pubs.iied.org/pdfs/G01962.pdf	2017-01-18T20:09:44Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00436-ip-10-171-10-70.ec2.internal.warc.gz	231,931,416	4,959	eng_Latn	eng_Latn	0.998343	eng_Latn	0.998787	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4056, 9006, 11978, 16819, 21453, 25338 ]	[ 1.4453125, 2.125 ]	3	4
Regents Earth Science Review #3 (Be sure you have your ESRT with you before you begin) 1. Clay, silt, and sand are added to a jar of water. The jar is shaken and then allowed to stand quietly for a number of hours. The result of this demonstration could be best used as a model to show that ? 5. Which graph best shows the general relationship between stream velocity and the diameter of particles transported by a stream? ? 1) particles with the lowest density settle the fastest 2) particles with the largest diameter settle the fastest 3) water has a higher specific gravity than clay, silt, and sand 4) the bottom layer of a series of sediments is the youngest Hint 2. Which rock particles will remain suspended in water for the longest time? ? 1) pebbles 3) silt 2) sand 4) clay Hint 3. In a soil sample, the particles have the same shape but different sizes. Which graph best represents the relationship between particle size and settling time when these particles are deposited in a quiet body of water? ? Hint 4. How are dissolved materials carried in a river? ? 1) in solution 3) by precipitation 2) in suspension 4) by bouncing and rolling Hint 6. The map below shows the sizes of sediments deposited in different locations within a stream and lake. A sample of sediments taken from one location consists mostly of particles that are approximately 0.4 centimeter in diameter. From which location was the sample most likely collected? ? From which location was the sample most likely collected? 1) A 3) C 2) B 4) D Hint 7. Which statement best describes the conditions existing at a stream location where the erosional-depositional system is in dynamic equilibrium? ? 1) More erosion than deposition takes place. 2) More deposition than erosion takes place. 3) Equal amounts of erosion and deposition take place. 4) No erosion or deposition takes place. Hint 8. Base your answer to the following question on the information and diagrams below. A mixture of colloids, clay, silt, sand, pebbles, and cobbles is put into stream I at point A. The water velocity at point A is 400 centimeters per second. A similar mixture of particles is put into stream II at point A. The water velocity in stream II at point A is 80 centimeters per second. What will most likely occur when the transported sediment reaches lake II? 1) Clay particles will settle first. 3) The sediment will become more angular because of abrasion. 2) The largest particles will be carried farthest into the lake. 9. A stream entering a lake deposits sediments on the lake bottom in the pattern shown on the map below. ? Which corner of the map is nearest to the point where the stream flows into the lake? 1) northeast (NE) 3) southeast (SE) 2) northwest (NW) 4) southwest (SW) Hint 10. Hillslopes, stream patterns, and the structure of the bedrock would most likely be helpful in identifying ? 1) fossils 3) landscape regions 2) earthquake epicenters Hint 4) magnetic north 4) The particles will be deposited in sorted layers. Hint 11. The four particles shown in the table below are of equal volume and are dropped into a column filled with water. ? Which particle would usually settle most rapidly? 1) A 3) C 2) B 4) D Hint 12. Which statement best describes sediments deposited by glaciers and rivers? ? 1) Glacial deposits and river deposits are both sorted. 2) Glacial deposits are sorted, and river deposits are unsorted. 3) Glacial deposits are unsorted, and river deposits are sorted. 4) Glacial deposits and river deposits are both unsorted. 13. Four samples of aluminum, A, B, C, and D, have identical volumes and densities, but different shapes. Each piece is dropped into a long tube filled with water. The time each sample takes to settle to the bottom of the tube is shown in the table below. ? Which diagram most likely represents the shape of sample A? Hint 14. Why do the particles carried by a river settle to the bottom as the river enters the ocean? ? 1) The density of the ocean water is greater than the density of the river water. 2) The kinetic energy of the particles increases as the particles enter the ocean. 3) The velocity of the river water decreases as it enters the ocean. 4) The large particles have a greater surface area than the small particles. Hint 15. Which characteristics of a landscape region would provide the best information about the stage of development of the landscape? ? 1) the age and fossil content of the bedrock 2) the type of hillslopes and the stream patterns 3) the amount of precipitation and the potential evapotranspiration 4) the type of vegetation and the vegetation's growth rate Hint 16. ? Four different kinds of particles (A, B, C, and D) with the same shape and diameter were mixed and poured into a column of water. The mass, volume, and density of the particles are shown below. Which diagram best shows how the particle beds would be arranged in the column of water after settling? Hint 17. Which evidence could be used to help classify a landscape region as a plateau? ? 1) rounded peaks 3) V-shaped river valleys 2) trellis drainage pattern 4) horizontal rock structure Hint 18. In which type of landscape are meandering streams most likely found? ? 1) regions of waterfalls 3) steeply sloping hills 2) gently sloping plains 4) V-shaped valleys 19. Which diagram best represents a cross section of a valley which was glaciated and then eroded by a stream? ? Hint 20. The diagram below shows a portion of a stream. ? The sand bars formed as a direct result of 1) erosion due to a decrease in stream velocity 2) erosion due to an increase in stream velocity 3) deposition due to a decrease in stream velocity 4) deposition due to an increase in stream velocity Hint 21. The cross section below shows a profile of a sediment deposit. ? The pattern of sediment size shown indicates that these sediments were most likely deposited within a 1) landslide 3) moraine 2) drumlin 4) delta Hint Base your answers to questions 22 and 23 on the diagram below, which shows a meandering stream. Letters A, B, C, and D indicate locations on the streambed. 22. At which point is the amount of deposition more than the amount of erosion? ? 1) A 3) C 2) B 4) D Hint 23. At which two locations is the rate of erosion greater than the rate of deposition? ? 1) A and B 3) C and D 2) B and C 4) D and A Hint 24. The cross section below represents the transport of sediments by a glacier. ? At which location is deposition most likely the dominant process? 1) A 3) C 2) B 4) D 25. The map below shows the top view of a meandering stream as it enters a lake. ? At which points along the stream are erosion and deposition dominant? 1) Erosion is dominant at A and D, and deposition is dominant at B and C. 2) Erosion is dominant at B and C, and deposition is dominant at A and D. 3) Erosion is dominant at A and C, and deposition is dominant at B and D. 4) Erosion is dominant at B and D, and deposition is dominant at A and C. Hint 26. The map below shows a meandering stream. Points A, B, C, and D represent locations along the stream bottom. ? At which location is the greatest amount of sediment most likely being deposited? 1) A 3) C 2) B 4) D Hint 27. ? 28. Landscape regions are best identified by their 1) fossils and rock age 2) latitude and climate 3) elevation and bedrock structure 4) soil composition and particle size Hint Which diagram represents a plateau landscape? ? 1) Hint 29. Which kind of stream pattern would most likely be found on the type of landscape shown in the diagram? ? Which terms, when substituted for X, Y, and Z, best complete the table? 1) X = mountains, Y = plains, Z = plateaus 3) X = plains, Y = plateaus, Z = mountains 2) X = plateaus, Y = mountains, Z = plains 31. The diagram below represents a landscape region and its underlying bedrock structure. ? Which stream pattern is most likely present in this area? Hint 32. Which substance found in a soil sample collected in an arid region would most likely be absent in a soil sample collected in a humid region? ? 1) rock salt 3) obsidian 2) quartz 4) pyroxene Hint 33. Most of the surface bedrock in New York State south of latitude 43º N. and west of longitude 75º W. was formed during which period? ? 1) Silurian 3) Cambrian 2) Devonian 4) Ordovician 4) X = mountains, Y = plateaus, Z = plains Which city is located on the oldest bedrock? 1) Jamestown 3) Syracuse 2) Binghamton 4) Watertown Hint 35. Between which two cities in New York State would the oldest surface bedrock be found? ? 1) Plattsburgh and Watertown 2) Jamestown and Rochester 3) Utica and Binghamton 4) Syracuse and Albany Hint 36. Which New York State landscape region contains mostly Devonian bedrock? ? 1) Adirondack Mountains 3) Allegheny Plateau 2) Atlantic Coastal Plain 4) Tug Hill Plateau Hint 37. Which New York State landscape region has the lowest elevation, the most nearly level land surface, and is composed primarily of Cretaceous through Pleistocene unconsolidated sediments? ? 1) the Hudson-Mohawk Lowlands 2) the Atlantic Coastal Plain 3) the Champlain Lowlands 4) the Erie-Ontario Lowlands (Plains) Hint 38. Which rock is usually composed of several different minerals? ? 1) rock gypsum 3) quartzite 2) chemical limestone 4) gneiss Hint Hint Hint 34.? 39. The diagram below represents a surface stream drainage pattern. ? Which geologic cross section represents a landscape region most likely to produce this drainage pattern? 2) Hint 40. Which statement best describes a general property of rocks? ? 1) Most rocks have a number of minerals in common. 2) Most rocks are composed of a single mineral. 3) All rocks contain fossils. 4) All rocks contain minerals formed by compression and cementation. Hint 41. In which group are all the earth materials classified as minerals? ? 1) feldspar, quartz, and olivine 2) granite, rhyolite, and basalt 3) cobbles, pebbles, and silt 4) conglomerate, sandstone, and shale Hint 42. Which two rocks have the most similar mineral composition? ? 1) marble and rhyolite 3) quartzite and rock salt 2) limestone and basalt 4) granite and phyllite Hint 43. The three statements below are observations of the same rock sample: ? * The rock has intergrown crystals from 2 to 3 millimeters in diameter. * The minerals in the rock are gray feldspar, green olivine, green pyroxene, and black amphibole. * There are no visible gas pockets in the rock. This rock sample is most likely 1) sandstone 3) granite 2) gabbro 4) phyllite Hint 44. Most rock gypsum is formed by the ? 1) heating of previously existing foliated bedrock 2) cooling and solidification of lava 3) compaction and cementation of shells and skeletal remains 4) chemical precipitation of minerals from seawater Hint Minerals are identified on the basis of 1) the method by which they were formed 2) the type of rock in which they are found 3) the size of their crystals 4) their physical and chemical properties Hint 46. Scratching a mineral against a glass plate is a method used for determining the mineral's ? 1) color 3) luster 2) hardness 4) cleavage Hint 47. Which mineral property is illustrated by the peeling of muscovite mica into thin, flat sheets? ? 1) luster 3) hardness 2) streak 4) cleavage Hint 45. ? Base your answers to questions 48 and 49 on the table below which provides information about the crystal sizes and the mineral compositions of four igneous rocks, A, B, C, and D. 49. ? 48. Which characteristic of rock B could be caused by the minerals pyroxene and olivine? ? 1) green color 2) felsic composition 3) folded layers 4) metallic luster The mineral quartz in rockAis composed of the two most abundant elements by mass in Earth's crust. These two elements are oxygen and 1) magnesium 2) silicon 3) iron 4) lead 50. Base your answer to the following question on the drawings of six sedimentary rocks labeledAthroughF. Which two rocks are composed primarily of quartz, feldspar, and clay minerals? 1) rock salt and conglomerate 2) rock salt and breccia 3) sandstone and shale 4) sandstone and limestone 51. Which of the following elements is not found in Plagioclase Feldspar? ? 1) Na 3) Si 2) Al 4) Pb 52. A rock that forms directly from land-derived sediments is ? 1) sandstone 3) gabbro 2) dolostone 4) granite 53. How are the minerals biotite mica and muscovite mica different? ? 1) Biotite mica is colorless, but muscovite mica is not. 2) Biotite mica contains iron and/or magnesium, but muscovite mica does not. 3) Muscovite mica scratches quartz, but biotite mica does not. 4) Muscovite mica cleaves into thin sheets, but biotite mica does not. Hint Hint? Hint Hint Hint The diagram below shows the results of one test for mineral identification. Which mineral property is being tested? 1) density 3) streak 2) fracture 4) luster Hint 55. Base your answer to the following question on the diagram and table below. ? The original shape of mineral sample A was altered when it was hit with a rock hammer. Which physical property caused the mineral to break as it did? 1) hardness 3) cleavage 2) luster 4) streak Hint 56. Base your answer to the following question on the data table below. Which statement is best supported by the data shown? 1) An iron nail contains fluorite. 2) A streak plate is composed of quartz. 3) Topaz is harder than a steel file. 4) Apatite is softer than a copper penny. 57. The crystal characteristics of quartz shown in the accompanying diagram are the result of the 1) internal arrangement of the elements from which quartz is formed 2) shape of the other rock crystals in the area where the quartz was formed 3) amount of weathering that the quartz has been exposed to 4) age of the quartz crystal 58. Which element combines with silicon to form the tetrahedral unit of structure of the silicate minerals? 1) oxygen 3) potassium 2) nitrogen 4) hydrogen 59. What causes the characteristic crystal shape and cleavage (breaking along flat surfaces) of the mineral halite as shown in the diagram below? 1) metamorphism of the halite 2) the internal arrangement of the atoms in halite 3) the amount of erosion the halite has undergone 4) the shape of other minerals located where the halite formed 60. Although diamonds and graphite both consist of the element carbon, their physical properties are very different. The most likely explanation for these differences is that 1) the internal arrangement of carbon atoms is different in each mineral 2) graphite contains impurities not found in diamonds 3) graphite contains radioactive carbon-14 but diamonds do not 4) diamonds contain silicate tetrahedra but graphite does not 61. The diagram below represents top and side views of a model of the silicate tetrahedron. This tetrahedron is found in large amounts in the Earth's 1) hydrosphere 3) lithosphere 2) troposphere 4) stratosphere 62. Which sedimentary rock would be composed of particles ranging in size from 0.0004 centimeter to 0.006 centimeter? 1) conglomerate 3) siltstone 2) dolostone 4) shale 63. Which property best describes a rock which has formed from sediments? 1) crystalline structure 2) distorted structure 3) banding or zoning of minerals 4) fragmental particles arranged in layers 64. The diagram below represents a conglomerate rock. Some of the rock particles are labeled. Which conclusion is best made about the rock particles? 1) They are the same age. 2) They originated from a larger mass of igneous rock. 3) They all contain the same minerals. 4) They have different origins. 65. Which sequence of events occurs in the formation of a sedimentary rock? Base your answers to questions 66 and 67 on the diagrams below of five rock samples. 71. Limestone is a sedimentary rock which may form as a result of 1) melting 3) metamorphism 2) recrystallization 4) biologic processes 76. The diagram below represents a section of the Earth's bedrock. The arrows show the direction of forces that are gradually compressing this section. 66. Which sample is composed of sediments 0.006 centimeter to 0.2 centimeter in size that were compacted and cemented together? 1) conglomerate 3) gneiss 2) sandstone 4) granite 67. Which sample would most likely contain fossils? 1) gneiss 3) sandstone 2) granite 4) basalt 68. Which sedimentary rock could form as a result of evaporation? 1) conglomerate 3) shale 2) sandstone 4) limestone 69. Large rock salt deposits in the Syracuse area indicate that the area once had 1) large forests 2) a range of volcanic mountains 3) many terrestrial animals 4) a warm, shallow sea 70. Limestone, gypsum, and salt are rocks formed by the processes of 1) melting and solidification 2) evaporation and precipitation 3) erosion and deposition 4) weathering and metamorphism 72. Sedimentary rocks of organic origin would most likely be formed from 1) sediments eroded by running water 2) materials deposited by glaciers 3) shells of marine animals 4) particles removed from the atmosphere by precipitation 73. Which type(s) of rock can be the source of deposited sediments? 1) igneous and metamorphic rocks, only 2) metamorphic and sedimentary rocks, only 3) sedimentary rocks, only 4) igneous, metamorphic, and sedimentary rocks 74. The diagrams below show cross sections of exposed bedrock. Which cross section shows the least evidence of crustal movement? 1) 3) 2) 4) 75. Rock strata containing fossils of shark's teeth are found at an elevation of 5,000 meters. Which process most likely caused the shark's teeth to be located at this elevation? 1) crustal subsidence 3) crustal uplift 2) ocean floor spreading 4) continental glaciation Which diagram represents the most probable result of these forces? 77. Shallow-water fossils are found in rock layers that are deep beneath the ocean floor. This suggests that 1) shallow-water organisms always migrate to the deeper waters to die 2) parts of the ocean floor have been uplifted 3) parts of the ocean floor have subsided 4) the surface water cooled off, killing the organisms 78. Where are earthquakes most likely to take place? 1) along the core-mantle interface 2) where the composition of the Earth tends to be uniform 3) near the Earth's Equator 4) near a fault zone 79. The diagram below shows a cross section of sedimentary rock layers. Which statement about the deposition of the sediments best explains why these layers have the curved shape shown? 1) Sediments were deposited in horizontal layers and later disturbed by crustal activity. 2) Sediments were deposited on an uneven curving seafloor. 3) Sediments were deposited after widespread volcanic eruptions. 4) Sediments were deposited between two diverging oceanic plates. 80. The diagram below represents a cross section of a portion of the Earth's crust. What do these tilted rock layers suggest? 1) This area has remained fairly stable since the sediments were deposited. 2) The sediments were deposited at steep angles and then became rock. 3) Metamorphism followed the deposition of the sediments. 4) Crustal movement occurred sometime after the sediments were deposited. 81. Which best describes a major characteristic of both volcanoes and earthquakes? 1) They are centered at the poles. 2) They are located in the same geographic areas. 3) They are related to the formation of glaciers. 4) They are restricted to the Southern Hemisphere. 82. Crustal disturbances such as earthquakes and volcanic eruptions are best described as 1) events that are cyclic and predictable 2) events that are usually related and cannot be predicted with accuracy 3) unrelated events that follow no pattern 4) phenomena seldom found in the same regions 83. Where does most present-day faulting of rock occur? 1) in regions of glacial activity 2) in the interior areas of continents 3) at locations with many lakes 4) at interfaces between moving parts of the crust 84. What do mid-ocean ridges and hot spots beneath ocean plates have in common? 1) Rising magma moves due to density differences 2) They are located along crustal plate boundaries 3) Local earthquakes originate at great depths 4) Neither is associated with plate motions 85. Hot springs on the ocean floor near the midocean ridges provide evidence that 1) convection currents exist in the asthenosphere 2) meteor craters are found beneath the oceans 3) climate change has melted huge glaciers 4) marine fossils have been uplifted to high elevations 86. Contact zones between tectonic plates may produce trenches. One of these trenches is located at the boundary between which plates? 1) Australian and Pacific 2) South American and African 3) Australian and Antarctic 4) North American and Eurasian 87. The border between the South American plate and the African plate is best described as 1) converging and located at an oceanic ridge 2) converging and located at an oceanic trench 3) diverging and located at an oceanic ridge 4) diverging and located at an oceanic trench 88. Base your answer to the following question on the map below which shows mid-ocean ridges and trenches in the Pacific Ocean. Specific areas A, B, C, and D are indicated by shaded rectangles. Movement of the crustal plates shown in the diagram is most likely caused by 1) the revolution of the Earth 2) the erosion of the Earth's crust 3) shifting of the Earth's magnetic poles 4) convection currents in the Earth's mantle 89. The diagram below represents a cross section of the Atlantic Ocean from the eastern coast of South America to the western coast of Africa along the Equator. At what point would evidence of a rising convection current in the mantle most likely be found? 1) A 3) C 2) B 4) E 90. Living corals are found in warm, shallow seas. Coral fossils have been found in the sedimentary rocks of Alaska. These findings suggest that 1) Alaska once had a tropical marine environment 2) Alaska's cold climate fossilized the coral 3) coral usually develops in cold climates 4) ocean currents carried the coral to Alaska Base your answers to questions 91 and 92 on the diagram below which is a cross section of the major surface features of the Earth along the Tropic of Capricorn (23½º S) between 75º W and 15º E longitude. Letters A through G represent locations on the Earth's crust. 91. A mid-ocean ridge is located near position 97. Which evidence supports the theory of ocean floor spreading? 1) The rocks of the ocean floor and the continents have similar origins. 2) In the ocean floor, rocks near the mid-ocean ridge are cooler than rocks near the continents. 3) The pattern of magnetic orientation of rocks is similar on both sides of the mid-ocean ridge. 4) The density of oceanic crust is greater than the density of continental crust. 98. Which inference is supported by a study of the Earth's magnetic rock record? 1) The Earth's magnetic field is only 2 million years old. 2) The Earth's magnetic field is 50 times stronger now than in the past. 3) The Earth's magnetic poles are usually located at 0 latitude. 4) The Earth's magnetic poles appear to have changed location over time. 1) A 2) E 3) C 4) D 92. Which two locations in the diagram have bedrock of approximately the same age, which has been separated by seafloor spreading? 1) A and C 2) C and E 3) D and F 4) E and F 93. The diagram below represents a cross section of a portion of the Earth's crust and mantle. Letters A, B, C, D and X identify locations within the crust. The age of oceanic crust increases along a line between location X and location 1) A 3) C 2) B 4) D 94. Which statement best supports the theory that all the continents were once a single landmass? 1) Rocks of the ocean ridges are older than those of the adjacent sea floor. 2) Rock and fossil correlation can be made where the continents appear to fit together. 3) Marine fossils can be found at high elevations above sea level on all continents. 4) Great thicknesses of shallow-water sediments are found at interior locations on some continents. 95. Which statement best supports the theory of continental drift? 1) Basaltic rock is found to be progressively younger at increasing distances from a mid-ocean ridge. 2) Marine fossils are often found in deep-well drill cores. 3) The present continents appear to fit together as pieces of a larger landmass. 4) Areas of shallow-water seas tend to accumulate sediment, which gradually sinks. Base your answers to questions 99 and 100 on the information and diagram below. At intervals in the past, the Earth's magnetic field has reversed. The present North magnetic pole was once the South magnetic pole, and the present South magnetic pole was once the North magnetic pole. A record of these changes is preserved in the igneous rocks that formed at mid-ocean ridges and moved away from the ridges. The diagram below represents the pattern of normal and reversed magnetic polarity in the igneous rocks composing the ocean crust on the east side of a mid-ocean ridge. 99. The igneous material along this mid-ocean ridge was found to be younger than the igneous material farther from the ridge. This fact supports the theory of 1) crustal subsidence 3) superposition 2) seafloor spreading 4) dynamic equilibrium 100. 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\| Course Title \| \| \|---\|---\| \| Tutor \| \| \| Day & time \| \| \| Dates \| 24/07/2017- 28/07/2017 \| \| Course Code \| \| \| Level \| \| \| Cost \| \| What is this course about? This course is a packed week covering a range of ways to paint the human figure in different types of spaces, and is a good introductory course or works as a refresher for those with painting experience. We start by painting the life model in the studio space, focusing on perspective and placing the figure in the room. The next day we look at a technique used by contemporary painters and the old masters, of working from miniature models as a way of working out interesting compositions. Days 4 and 5 are one project - gathering information collected from outside, and then constructing your own compositions in the studio, incorporating 3 figures into the space as a way of suggesting narrative. Oils and Acrylics both welcome. What topics do we cover? ■ Perspective and depicting convincing space and depth in painting ■ An understanding of painting the figure within an environment ■ Developing personal style ■ Creating imaginative compositions ■ Sketching outside. ■ A variety of painting techniques By the end of this course you will: have a series of paintings based on a range of figures in different settings, and leave with increased confidence in your abilities and an enthusiasm for painting. About your tutor Carl Randall is a graduate of The Slade of Fine Art (BA, Painting), The Princes Drawing School, (the Drawing Year), and Tokyo University of Fine Arts (MA & Doctorate, Fine Art). He is a previous winner of the BP Travel Award at The National Portrait Gallery and The Sunday Times Watercolour Competition. He has exhibited several times at The Royal Academy of Art Summer Exhibition, the BP Portrait Awards, The Jerwood Drawing Prize, and The Royal Society of Portrait Painters at The Mall Galleries; at art fairs in Switzerland, Japan and Taiwan, and solo exhibitions in London and Tokyo. His work has been featured on the BBC World Service, and is in the collections of UCL Museum, Tokyo University of Art, Foundation Carmignac Paris, The Royal Collection (commissioned by HRH Prince of Wales). Prints and catalogues of his paintings are on display and sale at The National Portrait Gallery London Carl Randall Website: http://www.carlrandall.com What level is the course and do I need any particular skills? The course is structured to be suitable for both beginners and those with more painting experience. How will I be taught, and what feedback and support will I get? Your experienced tutor will support you throughout the course in both group sessions and one-to-one support providing daily feedback, critique and constructive advice. Each course ends in a final round up session and should you wish for any specific feedback or support, please speak with your tutor at the start of your course. When I've finished, what course can I do next? There is a wide range of weekend and evening classes, such as Intermediate Painting, Life Drawing, Intermediate Drawing, and specialist Master-classes in Painting and Drawing. If you have more time available, huge development can be made in your practice by attending one of our part time day classes in painting, or our certificate programme. Please see all the options available on our web site. http://artacademy.org.uk/short-courses/ http://artacademy.org.uk/part-time/certificate http://artacademy.org.uk/part-time/ Are there any other costs? What else should I bring each lesson? The Academy is a white spirit and turpentine free environment and only odourless spirits, such as Zest-it or Sansodor, are permitted on the premises. Students must provide their own spirits, which can be recycled for longevity. We request that you bring 2 small jars (one with a lid, one without) to hold your spirit, and a few cloths rags for brush cleaning (such as an old cotton t-shirt). You will need to bring your own painting materials to the class, which you can store at The Art Academy for the duration of the course. If you do not have your own materials, we recommend you order an Oil Painting Pack or Acrylic Painting Pack at the time of booking, which will be available when you arrive for your first class. There is also a mini shop in the studio that supplies the basics such as canvas boards, paints, Zest-it etc. (cash purchases only). An Oil Painting Pack (£50.00) contains: A set of bristle brushes, both flat and round, suitable for either oils or acrylics One tear off palette (9"x12") One palette knife One bottle Zest-it (250ml) One 10″x 12″ canvas board One 10″x 14″ canvas board Two 12″x 16″ canvas boards 6 Daler Rowney (Georgian) oil tubes: Titanium White, Cadmium Yellow, Alizarin Crimson, Cadmium Red, French Ultramarine and Burnt Umber An Acrylic Painting Pack (£50.00) contains: A set of bristle brushes, both flat and round, suitable for either oils or acrylics One tear off palette (9"x12") One palette knife One 10″x 12″ canvas board One 10″x 14″ canvas board Two 12″x 16″ canvas boards 8 Daler Rowney ( System 3 ) acrylic tubes: Mars Black, Titanium White, Cadmium Red, Cadmium Yellow, Ultramarine Blue, Burnt Umber, Sap Green and Yellow Ochre Students are also advised to bring: An old shirt or apron to wear; A ringbound sketchbook of ideally A4 or A3 size; Pencils; A selection of black fineline / felt tip pens (optional); Please note that on the second day we will be drawing outside, so please consider if you need to bring with you a portable stool. There is also plenty of seating around the Southbank where we will be drawing. Daily breakdown Courses at the Art Academy offer a structured approach to ensure specific subjects, skills and methods are covered. Below is a daily breakdown of what will be covered. Please bear in mind that these classes will move with the pace of the class so a degree of flexibility of what will be covered on which day will be employed. \| Day \| Date \| Topic/skills covered \| Location & Tutor \| What to bring \| \|---\|---\|---\|---\|---\| \| 1 \| 24th July \| The Figure and its Environment. Exercise designed to break space down into various sections, and to help focus on the figure within its environment. We will also have a life model to work from. \| Studio 3 Carl Randall \| Canvas (or prepared/sealed paper), acrylic paints, paint brushes, painting medium, palette, rags. \| \| 2 \| 25th July \| Linear & Aerial Perspective Reconstructing space using 2 point perspective, looking at the effects of depth upon visual perception. We will have a life model to work from. \| Studio 3 & Outside: Southbank & Borough Market. Carl Randall \| Pencils, erasers, pens. Acrylic or oil paints, paint brushes, painting medium, palette, rags. \| \| 3 \| 26th July \| Working from miniature models. Painting from miniature models as a way to generate ideas and work out composition, from various vantage points and in different lighting conditions. First hour is spent modelling plastercine figurines from the life model, and later in the day students will paint from photographs taken of their compositions. \| Studio 3 Carl Randall \| Plastercine, camera (phone is sufficient), black and white acrylic paints, canvas paper (or prepared/sealed paper), paint brushes, painting medium, palette, rags. Acrylic or oil colour paints. \| \|---\|---\|---\|---\|---\| \| 4 \| 27th July \| Imaginative Figure Composition (1/2) Students will incorporate 3 figures into the foreground, mid-ground and background of a composition. The space will be observed from places around London Bridge area, through sketching and taking photographs. By incorporating the three figures (same model but in 3 different poses) into one space, a narrative can be suggested. The is the first of two lessons for this project. AM: Sketching the model in 3 poses. PM: Sketching/collecting information in London Bridge. \| Studio 3 Carl Randall \| AM:Paints, paint brushes, painting medium, palette, rags. PM: Sketchbook (A4 or A3). Pencils, pens, camera (phone is sufficient) \| \| 5 \| 28th July \| Imaginative Figure Composition (2/2) Continuation of previous lesson. Using information collected outdoors, and painting from the figure, you will create your own imaginative figure composition. We will have a life model to work from in the afternoon. \| Studio 3 Carl Randall \| Canvas (or prepared/sealed paper), acrylic or oil paints, paint brushes, painting medium, palette, rags. \| Welcome to The Art Academy We are looking forward to welcoming you to The Art Academy and wish you the very best for your course. To help ensure you are fully prepared and make the best of your time with us you will find lots of information in this pack that will help. If at any time you would like to speak to a member of the team please feel free to contact us using the details below. We value feedback on all of our courses so please keep us posted on your progress. Who can I contact for further information? General information and advice on courses at The Art Academy is available from the main office, open Monday to Friday 09:00 – 17:00 during term time. Tel: +44 (0) 207407 6969 Email: email@example.com Location The Art Academy is conveniently located minutes away from London Bridge (Northern and Jubilee lines, National Rail services) and Borough (Northern line) underground stations. Please follow signs for Borough High Street to exit. Please click here for a map. Just moments walk from the Thames; The Art Academy is also ideally located for access to: White Cube Tate Modern Jerwood Gallery If you would like to make the most of the area a member of the team will be happy to advise you on areas of interest locally. Refreshments & Facilities All students have access to the common room located in the Barn, on the ground floor of the Mermaid Court building. Here you will have use of a fridge, kettle, microwave and eating area. There is a wealth of supermarkets, shops and cafes in the area as well as the world famous Borough Food Market. Should you have any access requirements, please speak to a member of the Academy team before your course starts. Further Details * You will need to have paid in full for your class before the first session of your class, your place is not guaranteed until we have received payment. * If you purchased a pack online this will be given to you on the first session of your course upon your arrival. * Ensure that you wear old clothing, as you may get messy! * All artwork at the Academy MUST be taken home at the end of the course or it will be disposed of. * Please ensure that your mobile phone is switched off, or is on silent, during the class. * Please read the Health and Safety Guidelines carefully, provided at the beginning of your course. * If you have any further queries let us know and we will do our best to resolve them. Thank you for your co-operation, we look forward to seeing you on the first day of term. * Please bear in mind if you are coming from overseas, you will have one or more wet paintings at the end of the course. * Please speak to the office if you would like to use our forwarding service.	<urn:uuid:366b0c16-2688-4117-a0e2-bf78b459a6e3>	CC-MAIN-2017-04	http://artacademy.org.uk/wp-content/uploads/2012/12/SC1604033PaintingtheFigureinSpace.pdf	2017-01-18T20:07:12Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00437-ip-10-171-10-70.ec2.internal.warc.gz	20,619,897	2,533	eng_Latn	eng_Latn	0.998248	eng_Latn	0.998681	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1672, 4699, 6788, 8996, 10985, 11193 ]	[ 2.265625 ]	2	0
Experiment #3 Arithmetic Instructions 3.0 Objective The objective of this experiment is to learn the arithmetic instructions and write simple programs using TASM 3.1 Introduction Arithmetic instructions provide the micro processor with its basic integer math skills. The 80x86 family provides several instructions to perform addition, subtraction, multiplication, and division on different sizes and types of numbers. The basic set of assembly language instructions is as follows Addition: ADD, ADC, INC, DAA Subtraction: SUB, SBB, DEC, DAS, NEG Multiplication: MUL, IMUL Division: DIV, IDIV Sign Extension: CBW, CWD Examples: ADD AX,BX adds the content of BX with AX and stores the result in AX register. ADC AX,BX adds the content of BX, AX and the carry flag and store it in the AX register. It is commonly used to add multibyte operands together (such as 128-bit numbers) DEC BX decreases the content of BX register by one MUL CL multiplies the content of CL with AL and stores the result in AX register MUL CX multiplies the content of CX with AX and stores the 16-bit upper word in DX and 16-bit lower word in the AX register IMUL CL is same as MUL except that the source operand is assumed to be a signed binary number 3.2 Pre-lab: 1. Write a program in TASM that performs the addition of two byte sized numbers that are initially stored in memory locations 'num1' and 'num2'. The addition result should be stored in another memory location 'total'. Verify the result using turbo debugger. [Hint: Use DB directive to initially store the two byte sized numbers in memory locations called 'num1' and 'num2'. Also reserve a location for the addition result and call it 'total'] 2. Write a program in TASM that multiplies two unsigned byte sized numbers that are initially stored in memory locations 'num1' and 'num2'. Store the multiplication result in another memory location called 'multiply'. Notice that the size of memory location 'multiply' must be of word size to be able to store the result. Verify the result using turbo debugger. 3.3 Lab Work: Example Program 1: Write a program that asks to type a letter in lowercase and then converts that letter to uppercase and also prints it on screen. TITLE "Program to convert lowercase letter to uppercase" .MODEL SMALL; this defines the memory model .STACK 100 ; define a stack segment of 100 bytes .DATA ; this is the data segment MSG1 DB 'Enter a lower case letter: $' MSG2 DB 0DH,0AH, 'The letter in uppercase is: ' CHAR DB ?, '$' .CODE ; this is the code segment ORG 100h MOV AX,@DATA ; get the address of the data segment MOV DS,AX; and store it in register DS MOV AH,9; display string function LEA SI,MSG1; get memory location of first message MOV DX,SI; and store it in the DX register INT 21H; display the string MOV AH,01; single character keyboard input function INT 21H; call the function, result will be stored in AL (ASCII code) SUB AL,20H; convert to the ASCII code of upper case LEA SI,CHAR; load the address of the storage location MOV [SI],AL; store the ASCII code of the converted letter to memory EE 390 Lab Manual, EE Department, KFUPM MOV AH,9; display string function LEA SI,MSG2; get memory location of second message MOV DX,SI; and store it in the DX register INT 21H; display the string MOV AX, 4C00H; Exit to DOS function INT 21H END String output function is used in this program to print a string on screen. The effective address of string must first be loaded in the DX register and then the following two lines are executed MOV AH,09 INT 21H Exercise 1: Modify the above program so that it asks for entering an uppercase letter and converts it to lowercase. Example Program 2: The objective of this program is to enter 3 positive numbers from the keyboard (0-9), find the average and store the result in a memory location called 'AVG'. Run the program in turbo debugger and verify the result. TITLE "Program to calculate average of three numbers" .MODEL SMALL; this defines the memory model .STACK 100; define a stack segment of 100 bytes .DATA ; this is the data segment msg1 DB 'Enter three numbers (0 to 9): $' msg2 DB 0DH,0AH,'The average is (only quotient) : $' num DB 3 DUP(?);memory location to store the numbers average DW ? ;memory location to store the average .CODE ; this is the code segment ORG 100h; program starts at CS:100H MOV AX,@DATA ; get the address of the data segment MOV DS,AX; and store it in register DS MOV CL,03; counter to take 3 inputs MOV AH,9; display string function LEA DI,msg1; get memory location of message1 MOV DX,DI; and store it in the DX register INT 21H; display the string LEA SI,num; load the address of memory location num START: MOV AH,01; single character keyboard input function EE 390 Lab Manual, EE Department, KFUPM INT 21H; call the function, result will be stored in AL (ASCII) SUB AL,30H; subtract 30 to convert from ASCII code to number MOV [SI],AL; and store the first number in this location DEC CL; decrement CL CMP CL,0; check if the 3 inputs are complete JE ADD_IT; if yes then jump to ADD_IT location INC SI; if no then move to next location in memory JMP START; unconditional jump to get the next number ADD_IT: MOV CL,02; counter to add the numbers LEA SI,NUM; get the address of the first stored number MOV AL,[SI]; store the first number in AL AGAIN: ADD AL,[SI+1]; add the number with the next number DEC CL; decrease the counter CMP CL,0; if all the numbers are added JE DIVIDE; then go to the division INC SI; otherwise keep on adding the next numbers to the result JMP AGAIN; unconditional jump to add the next entry DIVIDE: MOV AH,0; make AX=AL for unsigned division MOV CL,03; make divisor=3 to find average of three numbers DIV CL; divide AX by CL LEA SI,average; get the address of memory location average MOV [SI],AX; and store the result in the memory MOV AH,9; display string function LEA DI,msg2; get memory location of message1 MOV DX,DI; and store it in the DX register INT 21H; display the string MOV DL,[SI]; store the result in DL ADD DL,30H; put ASCII code in DL by adding 30H MOV AH,02; display character function INT 21H; should contain ASCII code in DL MOV AX, 4C00H ; Exit to DOS function INT 21H END; end of the program EE 390 Lab Manual, EE Department, KFUPM Exercise 2: Write a program in TASM that calculates the factorial of number 5 and stores the result in a memory location. Verify the program using turbo debugger [Hint: Since 5! = 5x4x3x2x1, use MUL instruction to find the multiplication. Store 5 in a register and decrement the register after every multiplication and then multiply the result with the decremented register. Repeat these steps using conditional jump instruction] Exercise 3: Modify the factorial program such that it asks for the number for which factorial is to be calculated using string function and keyboard input function. Assume that the number will be less than 6 in order to fit the result in one byte.	<urn:uuid:6870f2b7-921d-4bba-8ae0-4d25a2aedb6a>	CC-MAIN-2017-04	http://faculty.kfupm.edu.sa/EE/ahussain/teaching/Exp_03.pdf	2017-01-18T20:16:07Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00436-ip-10-171-10-70.ec2.internal.warc.gz	99,336,283	1,771	eng_Latn	eng_Latn	0.976646	eng_Latn	0.98053	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1252, 3166, 4858, 6376, 7097 ]	[ 3.5 ]	2	4
198 Sample Lesson #2 I Want to Be "Gee," said the ant. "I'm really bored Of marching to and fro. I want to be a squirmy worm Beneath the farmer's hoe." "Ah," said the worm. "I'm awfully tired of wiggling through the mud. I want to be a bumblebee Inside a flower bud." "My," said the bee. "I've spent all my days Making honeycomb. I want to be a swimming fish And make the lake my home." "Oh," said the fish. "I'm so weary Of paddling with these fins. I want to be a soaring bird Flying high on the winds." "Phew," said the bird. "I'm just fed up With gliding through the sky. I want to be a little child And taste an apple pie." "Now," said the child. "I've had enough Of reading all these words. I want to be a tiny ant, Or worm, or bee, or bird!" RL.3.2 1. What is true of all the animal characters? A) All of them can march, swim, wiggle, and fly. B) They all want to be something else. C) Each one enjoys its work. D) They all wish they were little children. RL.3.4 2. What does the phrase fed up with mean in the text? A) eat a meal with C) angry with B) grocery shop D) tired of RL.3.5 3. What kind of text is this? narrative informational passage poem none of these How do you know? RL.3.4 4. Underline the words or phrases in each part that mean tired. RL.3.3 5. Why does the child want to be an insect or bird? Underline words or phrases in the text to support your answer. RF.3.3 6. Give examples of three pairs of rhyming words from the text. RL.3.4 7. What is a farmer’s hoe ? a rock a gardening tool the fertile soil RL.3.1 8. A pattern is something that repeats. Describe a pattern in the author’s writing. RL.3.1 9. Follow the pattern. Fill in the blanks. "Oh," said the cocoon. "I've waited So long now in the ." "I want to be a little fawn And run all through the ." dark lake park rake 199	<urn:uuid:5d8be027-0b8a-438c-a914-9482e59b9509>	CC-MAIN-2017-04	http://simplesolutions.org/pdf/reading/R3%20RdgSmpl%202.pdf	2017-01-18T20:08:33Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00436-ip-10-171-10-70.ec2.internal.warc.gz	256,634,912	542	eng_Latn	eng_Latn	0.999584	eng_Latn	0.999714	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 756, 1991 ]	[ 4.21875 ]	3	3
The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING EARTH SCIENCE Wednesday, January 24, 2007 — 9:15 a.m. to 12:15 p.m., only This is a test of your knowledge of Earth science. Use that knowledge to answer all questions in this examination. Some questions may require the use of the Earth Science Reference Tables. The Earth Science Reference Tables are supplied separately. Be certain you have a copy of the 2001 edition of these reference tables before you begin the examination. Your answer sheet for Part A and Part B–1 is the last page of this examination booklet. Turn to the last page and fold it along the perforations. Then, slowly and carefully, tear off your answer sheet and fill in the heading. The answers to the questions in Part B–2 and Part C are to be written in your separate answer booklet. Be sure to fill in the heading on the front of your answer booklet. You are to answer all questions in all parts of this examination according to the directions provided in the examination booklet. Record your answers to the Part A and Part B–1 multiple-choice questions on your separate answer sheet. Write your answers to the Part B–2 and Part C questions in your answer booklet. All work should be written in pen, except for graphs and drawings, which should be done in pencil. You may use scrap paper to work out the answers to the questions, but be sure to record all your answers on your separate answer sheet and in your answer booklet. When you have completed the examination, you must sign the statement printed at the end of your separate answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet and answer booklet cannot be accepted if you fail to sign this declaration. Notice. . . A four-function or scientific calculator and a copy of the 2001 Earth Science Reference Tables must be available for you to use while taking this examination. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. Part A Answer all questions in this part. Directions (1–35): For each statement or question, write on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. Some questions may require the use of the Earth Science Reference Tables. 1 Which object in our solar system has the greatest density? 4 The diagram below shows the equipment used to demonstrate a Foucault pendulum. (1) Jupiter (3) the Moon (2) Earth (4) the Sun 2 Which sequence of Moon phases could be observed from Earth during a 2-week period? 3 What is the main reason that the gravitational attraction between Earth and the Moon changes each day? (1) Earth's axis is tilted at 23.5°. (2) Earth's rotational speed varies with the seasons. (3) The Moon has an elliptical orbit. (4) The Moon has a spherical shape. Stick Pail Weight Stool In the demonstration, a student swings the weight hanging in the pail and then spins the stool. The stool represents (1) the revolving Earth (2) the rotating Earth (3) the Coriolis effect (4) convection currents 5 If Earth's axis were tilted less than 23.5°, which seasonal average temperature change would occur in New York State? (1) Spring and fall would be cooler. (2) Spring and fall would be warmer. (3) Winter would be cooler. (4) Summer would be cooler. 6 Which list shows stars in order of increasing temperature? (1) Barnard's Star, Polaris, Sirius, Rigel (2) Aldebaran, the Sun, Rigel, Procyon B (3) Rigel, Polaris, Aldebaran, Barnard's Star (4) Procyon B, Alpha Centauri, Polaris, Betelgeuse 7 Which group of organisms is inferred to have existed for the least amount of time in geologic history? (1) trilobites (3) eurypterids (2) dinosaurs (4) placoderm fish 8 Which weather variable can be determined by using a psychrometer? (1) barometric pressure (2) cloud cover (3) relative humidity (4) wind speed 9 The cross section below shows sedimentary bedrock layers A, B, C, and D exposed at Earth's surface. Which layer appears to be the least resistant to weathering? (1) A (3) C (2) B (4) D 10 Which rock was organically formed and sometimes contains fossilized plant impressions? (1) rock gypsum (3) breccia (2) phyllite (4) coal 11 The geologic cross section below shows an unconformity in New York State bedrock layers that have not been overturned. Index fossils found throughout some rock layers are shown. Which New York State index fossil may have been present in a rock layer that is missing due to the unconformity? 12 Most scientists believe the Milky Way Galaxy is (1) spherical in shape (2) 4.6 billion years old (3) composed of stars revolving around Earth (4) one of billions of galaxies in the universe 13 The diagram below shows the apparent daily path of the Sun, as viewed by an observer at a certain latitude on three different days of the year. (1) 0° (3) 43° N (2) 23.5° N (4) 66.5° N 14 Which map best represents the surface wind pattern associated with high-pressure and low-pressure systems in the Northern Hemisphere? 15 The models below represent the decay of radioactive atoms to stable atoms after their first and second half-lives. Atoms after one half-life Atoms after two half-lives Original sample of undecayed atoms Undecayed radioactive atom Decayed atom (stable end product) Key Which model best represents the number of undecayed and decayed atoms after three half-lives? 16 Which sediment size would allow water to flow through at the fastest rate? (1) clay (3) sand (2) silt (4) pebbles 17 Large oceans moderate the climatic temperatures of surrounding coastal land areas because the temperature of ocean water changes (1) rapidly, due to water's low specific heat (2) rapidly, due to water's high specific heat (3) slowly, due to water's low specific heat (4) slowly, due to water's high specific heat 18 The mineral graphite is often used as (1) a lubricant (2) an abrasive (3) a source of iron (4) a cementing material 19 In which Earth layer are most convection currents that cause seafloor spreading thought to be located? (1) crust (3) outer core (2) asthenosphere (4) inner core 20 Which weather map symbol represents air masses that normally form just south of the United States over the Caribbean Sea? (1) cP (3) mP (2) cT (4) mT 21 An earthquake's magnitude can be determined by (1) analyzing the seismic waves recorded by a seismograph (2) calculating the depth of the earthquake faulting (3) calculating the time the earthquake occurred (4) comparing the speed of P-waves and S-waves 22 A seismic station is recording the seismic waves produced by an earthquake that occurred 4200 kilometers away. Approximately how long after the arrival of the first P-wave will the first S-wave arrive? 23 The diagram below shows a section of a meander in a stream. The arrows show the direction of stream flow. (1) 1 min 05 sec (3) 7 min 20 sec (2) 5 min 50 sec (4) 13 min 10 sec The streambank on the outside of this meander is steeper than the streambank on the inside of this meander because the water on the outside of this meander is moving (1) slower, causing deposition (2) faster, causing deposition (3) slower, causing erosion (4) faster, causing erosion 24 Which agent of erosion is mainly responsible for the formation of the depressions occupied by both the kettle lakes and finger lakes found in New York State? (1) wind (3) streams (2) waves (4) glaciers 25 The map below shows the boundary between two air masses. The arrows show the direction in which the boundary is moving. Which weather map uses the correct weather front symbol to illustrate this information? 26 If a low-pressure system follows a typical storm track across New York State, it will move toward the (1) southeast (3) northeast (2) southwest (4) northwest 27 The map below shows the average number of thunderstorms during the year in the continental United States. Average Number of Thunderstorms Each Year Which New York State landscape region normally experiences the most thunderstorms? (1) Allegheny Plateau (3) Adirondack Mountains (2) Taconic Mountains 28 The arrows in the cross section below show the prevailing winds moving across northern New York State into Vermont during the summer. Compared to the climate of location A, the climate of location B is (1) warmer and wetter (3) cooler and wetter (2) warmer and drier (4) cooler and drier (4) Champlain Lowlands 29 The cross section below shows a profile of a sediment deposit. The pattern of sediment size shown indicates that these sediments were most likely deposited within a (1) landslide (3) moraine (2) drumlin (4) delta 30 Which graph best shows the inferred density of Earth's interior as depth increases from the upper mantle to the lower mantle? 31 The Catskills landscape region is classified as a plateau primarily because the region has (1) V-shaped valleys (2) jagged hilltops (3) horizontal bedrock structure (4) folded metamorphic rock 32 London, England, is located at approximately 51° 30' north latitude and 0° longitude. Elmira, New York, is located at approximately 42° 10' north latitude and 76° 54' west longitude. What is one reason why London has a warmer average winter temperature than Elmira? (1) London is located closer to the equator. (2) London is located at a higher elevation. (3) London's climate is modified by the North Atlantic Ocean Current. (4) London's climate is modified by its longer duration of insolation. 33 In which diagram is the observer experiencing the greatest intensity of insolation? 34 The block diagram below shows a tectonic plate boundary. Points A and B represent locations on Earth's surface. Which graph best shows the depths of most major earthquakes whose epicenters lie between A and B? 35 The map below shows a stream drainage pattern. Arrows show the direction of stream flow. On which landscape region did this drainage pattern most likely develop? Part B–1 Answer all questions in this part. Directions (36–50): For each statement or question, write on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. Some questions may require the use of the Earth Science Reference Tables. Base your answers to questions 36 through 38 on the geologic cross section below in which overturning has not occurred. Letters A through H represent rock layers. 36 Which sequence of events most likely caused the unconformity shown at the bottom of rock layer B? (1) folding → uplift → erosion → deposition (3) erosion → folding → deposition → intrusion (2) intrusion → erosion → folding → uplift (4) deposition → uplift → erosion → folding 37 The folding of rock layers G through C was most likely caused by (1) erosion of overlying sediments (3) the collision of lithospheric plates (2) contact metamorphism (4) the extrusion of igneous rock 38 Which two letters represent bedrock of the same age? (1) A and E (3) F and G (2) B and D (4) D and H Base your answers to questions 39 and 40 on the two graphs below, which show the relationship between the amount of rainfall during a storm and the amount of discharge into a nearby stream. Letter A represents the time when approximately 50% of the precipitation from the storm has fallen. Letter B represents the time when peak runoff from the storm is flowing into the stream. The delay is the difference in time between letters A and B on the graph. Graph I shows data before urbanization in an area. Graph II shows data after urbanization in the same area. Amount of Water A B Delay Time Precipitation Stream discharge Graph I : Precipitation and Stream Discharge Before Urbanization Amount of Water Time Graph II : Precipitation and Stream Discharge After Urbanization B Delay A Precipitation Stream discharge 39 The delay time between points A and B on both graphs is due mainly to the time needed for (1) groundwater to evaporate (2) precipitation water to move into the streams (3) green plants to absorb precipitation (4) rainfall rate to decrease 40 How did urbanization affect delay time between points A and B and the maximum stream discharge? (1) The delay time decreased, and the maximum discharge decreased. (2) The delay time decreased, and the maximum discharge increased. (3) The delay time increased, and the maximum discharge decreased. (4) The delay time increased, and the maximum discharge increased. Base your answers to questions 41 through 43 on the map below. The map shows some regions where metamorphic bedrock of the Grenville Province in northeastern North America is exposed at Earth's surface. 41 The bedrock of the Grenville Province is generally thought to have formed approximately (1) 250 million years ago (3) 560 million years ago (2) 400 million years ago (4) 1100 million years ago 42 Which New York State location has surface bedrock that consists mainly of anorthositic rock? (1) Old Forge (3) Mt. Marcy (2) Massena (4) Utica 43 Which location has surface bedrock that consists mostly of gneiss, schist, or marble? (1) 43° N 81° W (3) 47° N 69° W (2) 46° N 78° W (4) 49° N 71° W Base your answers to questions 44 through 46 on the map below. The L represents Mt. Hekla, a volcano in Iceland. The isolines represent the thickness of ash, in centimeters, that settled on Earth's surface after a volcanic eruption of Mt. Hekla on March 29, 1947. Point X is a location on the surface of the ash. 44 At the time of the eruption, the wind direction was primarily from the (1) east (3) north (2) west (4) south 45 How many centimeters thick was the ash beneath point X? (1) 0 (3) 20 (2) 15 (4) 25 46 In addition to the ash, solid rock formed on Mt. Hekla from the lava extruded during this eruption. This rock is most likely (1) light-colored metamorphic (3) fine-grained igneous (2) dark-colored metamorphic (4) coarse-grained igneous Base your answers to questions 47 and 48 on the topographic maps and block diagrams of two landscape regions shown below. The block diagrams show a three-dimensional view of the topographic maps directly above them. Elevations are measured in feet. Points A, B, C, and D are locations on Earth's surface. 47 Which contour interval is used on both topographic maps? (1) 10 ft (3) 30 ft (2) 20 ft (4) 40 ft 48 A stream begins to flow downhill from point D toward the depression. After a period of time, the depression fills with water. Overflowing water from the depression moves downhill toward point C. Which topographic map shows the most likely resulting change in the contour lines? Base your answers to questions 49 and 50 on the cross section below, which represents part of Earth's water cycle. Letters A, B, C, and D represent processes that occur during the cycle. The level of the water table and the extent of the zone of saturation are shown. 49 Which two letters represent processes in the water cycle that usually cause a lowering of the water table? (1) A and B (3) B and D (2) A and C (4) C and D 50 What are two water cycle processes not represented by arrows in this cross section? (1) transpiration and condensation (3) precipitation and freezing (2) evaporation and melting (4) runoff and infiltration Part B–2 Answer all questions in this part. Directions (51–63): Record your answers in the spaces provided in your answer booklet. Some questions may require the use of the Earth Science Reference Tables. 51 The diagram below shows conditions that commonly cause fog to form over land in coastal areas. A weather station at the lighthouse records a temperature of 36°F and an air pressure of 1016.4 mb. Using the proper weather map symbols, place the following information in the correct positions on the weather station model in your answer booklet. [2] * Present weather * Dewpoint * Air pressure * Wind direction * Wind speed Base your answers to questions 52 and 53 on the cross section below, which represents part of the Atlantic Ocean seafloor. An earthquake occurred on November 18, 1929, triggering an underwater sediment flow. The location of the epicenter is labeled. Letters A through D indicate locations on the seafloor. Time, in hours, at each lettered location represents the arrival of the sediment flow after the earthquake. 52 Calculate the gradient of the ocean floor between locations A and D and label your answer with the correct units. [2] 53 Explain why the velocity of the sediment flow created by the earthquake decreased as the sediment moved from location B to location C. [1] Base your answers to questions 54 through 56 on the data table below, which shows some characteristics of four rock samples, numbered 1 through 4. Some information has been left blank. All answers must be recorded in your answer booklet. Data Table \| Rock Sample Number \| Composition \| Grain Size \| Texture \| Rock Name \| \|---\|---\|---\|---\|---\| \| 1 \| mostly clay minerals \| \| clastic \| shale \| \| 2 \| all mica \| microscopic, fine \| foliated with mineral alignment \| \| \| 3 \| mica, quartz, feldspar, amphibole, garnet, pyroxene \| medium to coarse \| foliated with banding \| gneiss \| \| 4 \| potassium feldspar, quartz, biotite, plagioclase feldspar, amphibole \| 5 mm \| \| granite \| 54 State a possible grain size, in centimeters, for most of the particles found in sample 1. [1] 55 Write the rock name of sample 2. [1] 56 Write a term or phrase that correctly describes the texture of sample 4. [1] Base your answers to questions 57 through 60 on the diagram in your answer booklet, which shows Earth as seen from above the North Pole. The curved arrows show the direction of Earth's motion. The shaded portion represents the nighttime side of Earth. Some of the latitude and longitude lines have been labeled. Points A and B represent locations on Earth's surface. 57 On the diagram in your answer booklet, draw a curved arrow, starting at point B, showing the general direction that planetary surface winds flow between 30° N and 60° N latitude. [1] 58 If it is 4:00 p.m. at point B, what is the time at point A? [1] 59 Identify one possible date that is represented by the diagram. [1 ] 60 Explain why the angle of insolation at solar noon is greater at point B than at point A. [1] Base your answers to questions 61 through 63 on the cross section in your answer booklet. The cross section shows a portion of Earth's crust. Letters A, B, C, and D represent rock units that have not been overturned. 61 On the cross section in your answer booklet, place an X where the metamorphic rock quartzite may be found. [1] 62 Identify by name the most abundant mineral in rock unit A. [1] 63 State one piece of evidence shown in the cross section that indicates that rock unit D is older than igneous intrusion C. [1] Part C Answer all questions in this part. Directions (64–82): Record your answers in the spaces provided in your answer booklet. Some questions may require the use of the Earth Science Reference Tables. Base your answers to questions 64 and 65 on the data table below, which shows the azimuths of sunrise and sunset on August 2 observed at four different latitudes. Azimuth is the compass direction measured, in degrees, along the horizon, starting from north. Data Table \| Latitude \| Azimuths of Sunrise and Sunset \| Letter Code \| \|---\|---\|---\| \| 30° N \| sunrise 69° \| A \| \| \| sunset 291° \| B \| \| 40° N \| sunrise 66° \| C \| \| \| sunset 294° \| D \| \| 50° N \| sunrise 61° \| E \| \| \| sunset 299° \| F \| \| 60° N \| sunrise 51° \| G \| \| \| sunset 309° \| H \| 64 On the outer edge of the azimuth circle in your answer booklet, mark with an X the positions of sunrise and sunset for each latitude shown in the data table. Write the correct letter code beside each X. The positions of sunrise and sunset for 30° N have been plotted and labeled with letters A and B. [2] 65 State the relationship at sunrise between the latitude and the azimuth. [1] Base your answers to questions 66 through 69 on the graph below, which shows two conditions responsible for the formation and composition of some planets in our solar system. The distances of Earth and Neptune from the Sun, in astronomical units (AU), are shown beneath the horizontal axis. (1 AU = 149.6 million kilometers). The plotted line on this graph shows the relationship between a planet's distance from the Sun and the inferred temperature at its formation. The regions within the graph indicate the composition of planets formed within these zones. Main Composition of Planets * 1 AU equals the average distance from Earth to the Sun or 149.6 million kilometers. 66 According to the graph, Neptune was mainly composed of which material at the time of its formation? [1] 67 Saturn is located 9.5 AU from the Sun. State the approximate temperature at which Saturn formed. [1] 68 State the relationship between a planet's distance from the Sun and the temperature at which that planet formed. [1] 69 What is Jupiter's distance from the Sun, in astronomical units? Express your answer to the nearest tenth. [1] Base your answers to questions 70 through 72 on the diagram below, which shows the temperature change when a parcel of air warms, rises, and expands to form a cloud. Location A is at the base of the cloud. Cloud Formation 70 Explain why the warmer air rises. [1] 71 Assume the cooling rate of the rising parcel of air is constant. Determine the temperature of the air parcel at the 3350-foot altitude. Express your answer to the nearest tenth of a degree. [1] 72 State the relative humidity of the air at location A. [1] Base your answers to questions 73 through 76 on the map and block diagram below. The map shows the location of North Island in New Zealand. The block diagram shows a portion of North Island. The Hikurangi Trench is shown forming at the edge of the Pacific Plate. Point X is at the boundary between the lithosphere and the asthenosphere. North Island Australia New Zealand Map N L i t h o s p h e r e Block Diagram Lithosphere Asthenosphere Asthenosphere North Island White Island X Mt. Ruapehu Hikurangi Trench Pacific Plate (Not drawn to scale) 73 State the approximate temperature at point X. [1] 74 On what tectonic plate are both North Island and White Island located? [1] 75 Describe the type of tectonic plate motion that formed the Hikurangi Trench. [1] 76 Describe one action that people on North Island should take if a tsunami warning is issued. [1] Base your answers to questions 77 through 79 on the data table below and on your knowledge of Earth science. The data table shows the average monthly discharge, in cubic feet per second, for a stream in New York State. Data Table \| Month \| Jan \| Feb \| Mar \| Apr \| May \| Jun \| Jul \| Aug \| Sept \| Oct \| Nov \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Discharge (ft3/sec) \| 48 \| 52 \| 59 \| 66 \| 62 \| 70 \| 72 \| 59 \| 55 \| 42 \| 47 \| 77 On the grid in your answer booklet, plot with an X the average stream discharge for each month shown in the data table. Connect the Xs with a line. [1] 78 State the relationship between this stream's discharge and the amount of suspended sediment that can be carried by this stream. [1] 79 Explain one possible reason why this stream's discharge in April is usually greater than this stream's discharge in January. [1] Base your answers to questions 80 through 82 on the passage below and on your knowledge of Earth science. Ozone in Earth's Atmosphere Ozone is a special form of oxygen. Unlike the oxygen we breathe, which is composed of two atoms of oxygen, ozone is composed of three atoms of oxygen. A concentrated ozone layer between 10 and 30 miles above Earth's surface absorbs some of the harmful ultraviolet radiation coming from the Sun. The amount of ultraviolet light reaching Earth's surface is directly related to the angle of incoming solar radiation. The greater the Sun's angle of insolation, the greater the amount of ultraviolet light that reaches Earth's surface. If the ozone layer were completely destroyed, the ultraviolet light reaching Earth's surface would most likely increase human health problems, such as skin cancer and eye damage. 80 State the name of the temperature zone of Earth's atmosphere where the concentrated layer of ozone gas exists. [1] 81 Explain how the concentrated ozone layer above Earth's surface is beneficial to humans. [1] 82 Assuming clear atmospheric conditions, on what day of the year do people in New York State most likely receive the most ultraviolet radiation from the Sun? [1] The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING EARTH SCIENCE Wednesday, January 24, 2007 — 9:15 a.m. to 12:15 p.m., only ANSWER SHEET Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: I Male I Female Grade . . . . . . . . . . . . Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Record your answers to Part A and Part B–1 on this answer sheet. Write your answers to Part B–2 and Part C in your answer booklet. The declaration below should be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. Signature Part A 1 . . . . . . . . . . . . 13 . . . . . . . . . . . . 25 . . . . . . . . . . . 2 . . . . . . . . . . . . 14 . . . . . . . . . . . . 26 . . . . . . . . . . . 3 . . . . . . . . . . . . 15 . . . . . . . . . . . . 27 . . . . . . . . . . . 4 . . . . . . . . . . . . 16 . . . . . . . . . . . . 28 . . . . . . . . . . . 5 . . . . . . . . . . . . 17 . . . . . . . . . . . . 29 . . . . . . . . . . . 6 . . . . . . . . . . . . 18 . . . . . . . . . . . . 30 . . . . . . . . . . . 7 . . . . . . . . . . . . 19 . . . . . . . . . . . . 31 . . . . . . . . . . . 8 . . . . . . . . . . . . 20 . . . . . . . . . . . . 32 . . . . . . . . . . . 9 . . . . . . . . . . . . 21 . . . . . . . . . . . . 33 . . . . . . . . . . . 10 . . . . . . . . . . . . 22 . . . . . . . . . . . . 34 . . . . . . . . . . . 11 . . . . . . . . . . . . 23 . . . . . . . . . . . . 35 . . . . . . . . . . . 12 . . . . . . . . . . . . 24 . . . . . . . . . . . . Part B–1 36 . . . . . . . . . . . . 44 . . . . . . . . . . . . 37 . . . . . . . . . . . . 45 . . . . . . . . . . . . 38 . . . . . . . . . . . . 46 . . . . . . . . . . . . 39 . . . . . . . . . . . . 47 . . . . . . . . . . . . 40 . . . . . . . . . . . . 48 . . . . . . . . . . . . 41 . . . . . . . . . . . . 49 . . . . . . . . . . . . 42 . . . . . . . . . . . . 50 . . . . . . . . . . . . 43 . . . . . . . . . . . . Part A Score Part B–1 Score PS/EARTH SCIENCE	<urn:uuid:d6996ec1-4120-4996-a510-64e1e5933d0d>	CC-MAIN-2017-22	http://reviewearthscience.com/regents/es107/es107.pdf	2017-05-22T17:19:41Z	crawl-data/CC-MAIN-2017-22/segments/1495463605485.49/warc/CC-MAIN-20170522171016-20170522191016-00558.warc.gz	319,114,829	7,068	eng_Latn	eng_Latn	0.95178	eng_Latn	0.994756	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "enm_Latn", "unknown" ]	false	docling	[ 2394, 3748, 5123, 5449, 6535, 8205, 9046, 9960, 10176, 10343, 11421, 12854, 13557, 14318, 15007, 15648, 16285, 16972, 18674, 19210, 20359, 21493, 22026, 22902, 25002, 27420, 27438 ]	[ 2.890625, 3.96875 ]	6	1
136. Given below is a pie chart showing relative contribution of various greenhouse gases to total global warming. What gases to the four portions (A – D) represent respectively? \| \| A \| B \| C \| D \| \|---\|---\|---\|---\|---\| \| (1) \| Carbon dioxide \| CFCs \| Methane \| N O 2 \| \| (2) \| Carbon dioxide \| Methane \| N O 2 \| CFCs \| \| (3) \| Carbon dioxide \| Methane \| CFCs \| N O 2 \| \| (4) \| Methane \| Carbon dioxide \| CFCs \| N O 2 \| 137. Coat colour in mouse (albino, agouti and black) is an example for (1) Recessive epistasis (2) Dominant epistasis (3) Complementary genes (4) Inhibitory genes 138. An example of in situ conservation is (1) Seed bank (2) Zoological park (3) In vitro fertilization (4) Sacred groove 139. A species facing extremely high risk of extinction in the immediate future is called (1) Vulnerable species (2) Critically endangered species (3) Endemic species (4) Extinct species 140. Which of the following is an extinct subspecies of plains zebra that lived in South Africa until the 19th century? (1) Quagga (2) Thylacine (3) Caspian (4) Dodo 141. Select the taxon mentioned that represents only marine species. (1) Porifera (2) Cnidaria (3) Ctenophora (4) Arthropoda 142. Hypostome is present in (1) Planaria (2) Obelia (3) Aplysia (4) Euspongia 143. A marine cartilaginous fish that possesses a poison sting is (1) Pristis (2) Torpedo (3) Labeo (4) Trygon Rough Work 144. Mark the correct statement about ozone. (1) Bad ozone is formed in the troposphere whereas good ozone is found in the ionosphere. (2) Bad ozone is formed in the mesosphere whereas good ozone is found in the thermosphere. (3) Bad ozone is formed in the stratosphere whereas good ozone is found in the troposphere. (4) Bad ozone is formed in the troposphere whereas good ozone is found in the stratosphere. 145. Choose the correctly matched pair. (1) Specialised connective tissue – areolar tissue (2) Dense regular connective tissue – tendon (3) Loose connective tissue – cartilage (4) Fluid connective tissue – bone 147. Choose the correctly matched pair. (1) Columnar epithelium – proximal convoluted tubule of nephron (2) Cuboidal epithelium – mucosa of stomach and intestine (3) Squamous epithelium – alveoli of lungs (4) Compound epithelium – bronchioles 148. Fructose is absorbed into the blood through mucosa cells of intestine by the process called (1) Facilitated transport (2) Active transport (3) Simple diffusion (4) Co-transport 149. About seven percent of carbon dioxide is transported to the lungs (1) As carbamino compounds through RBC (2) In a dissolved state through the plasma (3) As bicarbonate ions through RBC (4) As bicarbonate ions through the plasma 150. A person with 'O' type blood is considered universal donor because he has (1) Both anti-A and anti-B antibodies in his blood plasma and has A and B antigens on his RBC (2) Neither anti-A nor anti-B antibodies in his blood plasma (3) Neither A nor B antigens on his RBC (4) Both A and B antigens on his RBC 151. Which enzymes are likely to act on sweet potatoes eaten by a man, starting from mouth as it moves down the alimentary canal? (1) Maltase Amylase Lactase (2) Lipase Trypsin Aminopeptidase (3) Salivary amylase Trypsin Invertase (4) Salivary amylase Pancreatic amylase Maltase 152. Muscles that help in the blood circulation in cockroach are (1) Alary muscles (2) Dorsal longitudinal muscles (3) Dorsoventral muscles (4) Ventral longitudinal muscles 153. The following figure shows a human blood cell. Identify it along with its characteristic. \| \| Blood cell \| \|---\|---\| \| (1) \| Basophil \| \| (2) \| Neutrophil \| \| (3) \| Lymphocyte \| \| (3) \| Monocyte \| 154. Select the correct matching of the type of the joint with the example in human skeletal system: (1) Fibrous joint - between adjacent vertebrae in the vertebral column (2) Cartilaginous joint – sutures between the cranial bones (3) Pivot joint – between carpal bones in the wrist (4) Saddle joint – between carpal and metacarpal of the thumb Rough Work 155. Identify the correct matching of a hormone with its source and function. (1) PTH – Parathyroid glands; decreases calcium levels in the blood (2) Melatonin – Pituitary gland; maintains sleep-wake cycle (3) Cortisol – adrenal cortex; carbohydrate metabolism (4) Renin – JG cells of efferent arteriole; increases GFR 156. Hypoglycemia stimulates the secretion of (1) Glucagon from beta cells – It stimulates glycogenolysis and gluconeogenesis (2) Glucagon from alpha cells – It stimulates glycogenolysis and gluconeogenesis (3) Insulin from beta cells – It stimulates glycogenesis and lipogenesis (4) Insulin from beta cells – It stimulates glycogenesis and lipogenesis 157. Select the correct option with respect to cockroaches. (1) The head holds a bit of a nervous system while the rest is situated along the belly- side part of its body. (2) Males bear a pair of short, thread-like anal cerci which are absent in females. (3) The mesothoracic wings are transparent, membranous and are used in flight. (4) Malpighian tubules remove urea from the haemolymph and release it into the hindgut. 158. Hormones produced in women only during pregnancy are (1) Oestrogen, progesterone, FSH and LH (2) hCG, oxytocin and prolactin (3) Relaxin, oxytocin and progesterone (4) Human chorionic gonadotropin, human placental lactogen and relaxin 159. Which of the following is a contraceptive that contains progesterone? (1) LNG-20 (2) Multiload-375 (3) Saheli (4) Lippes loop 160. Active sites are unmasked when calcium binds with a subunit of (1) Troponin (2) Tropomyosin (3) Actin (4) Myosin 161. A localized injury to the hypothalamus is not likely to affect (1) Eating (2) Drinking (3) Breathing (4) Body temperature 162. Assisted reproductive technology, GIFT involves transfer of (1) Ovum collected from a donor into the fallopian tube of another woman who cannot produce one. (2) The zygote into the fallopian tube. (3) The early embryos with upto 8 blastomeres into the uterus. (4) Sperm from husband or a donor into the cytoplasm of the ovum. Rough Work 163. A colour-blind man whose father was normal, marries a normal woman whose father was colour-blind. What percentage of the children of this couple are likely to be colour-blind? (1) 0% (2) 25% (3) 50% (4) 75% 164. In a population of 10,000 individuals, 6,400 individuals are of the genotype ‘AA’, 3,200 individuals are of the genotype ‘Aa’ and the remaining individuals are of the genotype ‘aa’. Based on this data, the frequency of the allele ‘A’ in the population is (1) 0.2 (2) 0.4 (3) 0.7 (4) 0.8 165. A human with Down’s syndrome (1) Has the karyotype 47,XXY (2) Has an additional copy of chromosome 21 (3) Lacks one X chromosome and has rudimentary ovaries (4) Lacks one chromosome in the 21 st pair 166. The sequencing and annotation of chromosome 1, the largest chromosome in the human genome, was completed in the year (1) 2006 (2) 2003 (3) 2005 (4) 1990 167. Eyes of octopus and of mammals are an example of (1) Vestigial organs (2) Homologous organs (3) Adaptive radiation (4) Analogous organs 168. Which drug is extracted from the plant shown below? (1) Marijuana (2) Morphine (3) Cocaine (4) LSD 169. It is imperative, for the physical and psychological well-being, that the HIV/AIDS infected persons are not isolated from family and society because (1) There is always a time-lag between the infection and appearance of AIDS symptoms. (2) HIV is not spread by mere touch; it spreads only through body fluids. (3) Anti-retroviral drugs are available to cure the disease effectively. (4) AIDS is only a congenital disease and cannot be acquired during the life of a person. 170. Which of the following is an example of ‘escape in time’ from stressful environmental conditions? (1) A person moving from Delhi to Shimla for the duration of summer. (2) Change of the osmotic concentration of the body fluids in aquatic animals when the ambient water osmotic concentration changes. (3) Siberian cranes migrating to Keolado National Park in Rajasthan every winter. (4) Many zooplankton species in lakes and ponds entering diapause under unvavourable conditions. 171. The random unidirectional change in allelic frequencies that occurs by chance, especially in small populations is called (1) Mutation (2) Genetic recombination (3) Natural selection (4) Genetic drift 172. Atrial systole increases the flow of blood into the ventricles by about (1) 30% (2) 50% (3) 10% (4) 60% 173. Which one of the following is not a parasitic adaptation? (1) Loss of unnecessary sense organs (2) Presence of adhesive organs (3) Loss of reproductive capacity (4) Loss of digestive system 174. Which of the following are barrier methods of contraception? (1) Condoms and intrauterine devices (2) Condoms, diaphragms, cervical caps and vaults (3) Lippes loop, multiload-375, vaults and cervical caps (4) Vasectomy, tubectomy and coitus interruptus 175. Which one of the following statements is not correct? (1) Scala media is filled with endolymph. (2) At the base of the cochlea, the scala vestibuli ends at the oval window. (3) Ampulla contains a projecting ridge called macula. (4) Organ of Corti contains hair cells covered by a tectorial membrane. 176. The foetal ejection reflex triggers the release of (1) Oxytocin from the maternal pituitary (2) Oxytocin from the foetal pituitary (3) hCG from the placenta (4) hPL from the placenta Rough Work 177. Given below is a simplified model of nitrogen cycle in an ecosystem with three blanks labelled X, Y and Z. Identify the blanks. Options: \| \| X \| Y \| Z \| \|---\|---\|---\|---\| \| (1) \| NH 3 \| NO – 3 \| NO – 2 \| \| (2) \| N 2 \| NO – 2 \| NO – 3 \| \| (3) \| NH 3 \| NO – 2 \| NO – 3 \| \| (4) \| NO – 3 \| NO – 2 \| NH 3 \| 178. The vehicular emission control device that converts carbon monoxide to carbon dioxide is (1) Scrubber (2) Catalytic converter (3) Electrostatic precipitator (4) Incinerator 179. If 20 J of energy is trapped at producer level, then how much energy will be available to peacock as food in the following chain? Plant Mice Snake Peacock (1) 2 J (2) 0.2 J 180. 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Chickenpox (Varicella): Questions and Answers Information about the disease and vaccines What causes chickenpox? Chickenpox is caused by a virus, the varicella-zoster virus. How does chickenpox spread? Chickenpox spreads from person to person by direct contact or through the air by coughing or sneezing. It is highly contagious. It can also be spread through direct contact with the fluid from a blister of a person infected with chickenpox, or from direct contact with a sore from a person with shingles. How long does it take to show signs of chickenpox after being exposed? It takes from 10 to 21 days to develop symptoms after being exposed to a person infected with chick enpox. The usual time period is 14–16 days. What are the symptoms of chickenpox? The most common symptoms of chickenpox are rash, fever, coughing, fussiness, headache, and loss of appetite. The rash usually develops on the scalp and body, and then spreads to the face, arms, and legs. The rash usually forms 200–500 itchy blisters in several successive crops. The illness lasts about 5–10 days. How serious is chickenpox? Many cases of chickenpox are mild, but deaths from this disease can occur. Before vaccine became avail able, about 100 people died every year in the United States from chickenpox. Most of these people were previously healthy. Chickenpox also accounted for about 11,000 hospitalizations each year. Even chil dren with average cases of chickenpox are uncom fortable and need to be kept out of daycare or school for a week or more. What are possible complications from chickenpox? The most common complication is bacterial infection of the skin or other parts of the body including the bones, lungs, joints, and blood. The virus can also lead to pneumonia or infection of the brain. These complications are rare but serious. Complications are more common in infants, adults, and people with weakened immune systems. How do I know if my child has chickenpox? Usually chickenpox can be diagnosed by disease history and appearance alone. Adults who need to know if they've had chickenpox in the past can have this determined by a laboratory test. Chickenpox is much less common now than it was before a vaccine became available, so parents, doctors, and nurses are less familiar with it. It may be necessary to perform laboratory testing for children to confirm chicken pox. How long is a person with chickenpox contagious? Patients with chickenpox are contagious for 1–2 days before the rash appears and continue to be conta gious through the first 4–5 days or until all the blis ters are crusted over. Is there a treatment for chickenpox? Most cases of chickenpox in otherwise healthy chil dren are treated with bed rest, fluids, and control of fever. Children with chickenpox should NOT receive aspirin because of possible subsequent risk of Reye's syndrome. Acetaminophen may be given for fever control. Chickenpox may be treated with an antiviral drug in serious cases, depending on the patient's age and health, the extent of the infection, and the timing of the treatment. How common is chickenpox in the U.S.? Because it is so easy to catch chickenpox, almost every adult in the United States has been infected. Until a vaccine became available, there were an esti mated four million cases/year. Since the vaccine was licensed in 1995, the number of cases of chickenpox had fallen more than 90%. Can you get chickenpox more than once? Most people are immune to chickenpox after having the disease. However, although it is not common, second cases of chickenpox can occur, particularly in immunocompromised people. If I think my child has been exposed to chickenpox, what should I do? If the child has had chickenpox or has been vacci nated, nothing needs to be done. It is recommended that a susceptible person (one who has never had chickenpox) receive the chickenpox vaccine as soon as possible after being exposed to the virus. There is evidence that the vaccine may prevent illness or Page 1 of 3 reduce the seriousness of the disease, if given within 3 to 5 days following exposure. Even if the person was not infected with the chickenpox virus from the exposure, receiving the vaccination will prevent fu ture disease. How are chickenpox and shingles related? Both chickenpox and shingles are caused by the same virus. After a person has had chickenpox, the virus remains in the body permanently, but silently. About one-third of all people who have been infected with chickenpox later develop the disease known as herpes zoster, or shingles. Symptoms of shingles are pain, itching, blisters, and loss of feeling along a nerve. Most cases occur in people older than 50, and the risk of developing shingles increases with age. In May 2006, the FDA approved a zoster vac cine to prevent shingles. Currently, the zoster vaccine is recommended by CDC's Advisory Committee on Immunization Practices for people age 60 years and older. (See the shingles section for more information about shingles disease and zoster vaccine.) When did the chickenpox vaccine become available? The chickenpox (varicella) vaccine was licensed in the United States in 1995. Since that time, the num ber of hospitalizations and deaths from varicella has declined more than 90%. In 2005, a combination vaccine containing live attenuated measles-mumpsrubella and varicella (MMRV) vaccine was licensed for use in people age 12 months through age 12 years. What kind of vaccine is it? The chickenpox vaccine is a live attenuated vaccine. This means the live, disease-producing virus was modified, or weakened, in the laboratory to produce an organism that can grow and produce immunity in the body without causing illness. How is this vaccine administered? The chickenpox vaccine is a shot, given in the fatty tissue. It should be given at the same visit as all other recommended vaccines. Who should get this vaccine? Chickenpox vaccine is recommended for the follow ing: * All children younger than age 13 years (one dose at 12–15 months and a second dose at age 4–6 years); * Everyone age 13 years and older who has never had chickenpox (two doses, given 4–8 weeks apart); Anyone who is overdue for receiving a dose should get the missed dose at their next visit to their doc tor or clinic. Who recommends this vaccine? The Centers for Disease Control and Prevention (CDC), the American Academy of Pediatrics (AAP), and the American Academy of Family Physicians (AAFP) have all recommended that children receive this vaccine. Should adults be tested before vaccination to see if they are already immune to chickenpox? Currently, 90% of adults are immune to chickenpox because of having had the disease as children. If you have a history of chickenpox disease, you don't need testing or vaccination, unless you are working in an environment where your immune status must be documented (such as in a hospital). If you are uncertain of your medical history, blood testing can be done to see if immunization is appropriate. How safe is chickenpox (varicella) vaccine? Tens of millions of doses of varicella vaccine have been given in the United States, and studies continue to show that the vaccine is safe. Serious side effects are very rare. What side effects have been reported with this vaccine? Possible side effects are generally mild and include redness, stiffness, and soreness at the injection site; such localized reactions occur in 19% of children im munized and 24% of adolescents and adults (slightly more following the second dose). A small percentage of people develop a mild rash, usually around the spot where the shot was given. In the several years following the licensure of the combined measles-mumps-rubella (MMR) and vari cella vaccines in 2005, surveillance of side effects showed that children who got their first dose as the combined product (MMRV) had more fevers and fever-related seizures (about 1 in 1,250) than chil dren who got the first dose as separate shots of MMR and varicella on the same day. Consequently, in May 2010, the CDC recommended that parents and doc tors discuss the risks and benefits of both vaccination options and, unless a clear preference is expressed, the shots should be given separately for the first dose in children age 12 through 47 months. The use of the combination vaccine (MMRV) is generally preferred over separate injections for children who are receiv ing their second dose or their first dose when age 4 through 12 years. How effective is this vaccine? Almost all (more than 99%) children develop im munity to the disease after two doses of vaccine. For older children and adults, an average of 78% develop immunity after one dose and 99% develop immunity after the recommended two doses. Although some vaccinated children (about 2%) will still get chickenpox, they generally will have a much milder form of the disease, with fewer blisters (typi cally fewer than 50), lower fever, and a more rapid recovery. The vaccine almost always prevents against severe disease. Getting chickenpox vaccine is much safer than getting chickenpox disease. Isn't it better for a child to get chickenpox naturally? Some parents purposely seek to get their children infected with varicella virus, even promoting "chick enpox parties" for this purpose. The belief is that it's better to be infected when young, a time when the infection is ordinarily less severe. Some parents also believe that something "natural" (the disease) is better than something "artificial" (the vaccine), or that immunity derived from the disease will be more permanent than that from the vaccine. However, when a safe vaccine is available, parents need to weigh the supposed benefits of infection against its potential risks, including severe disease with complications such as infection with flesh-eat ing bacteria. No one can predict which child will develop a life-threatening case of chickenpox; in fact, most serious cases occur in previously healthy children. In addition, in a recent study, 7 out of 10 children said given the choice, they'd rather have the shot than have the natural disease. Can the vaccine protect you if you've already been exposed to chickenpox? Yes, it is 70% to 100% effective if given within 72 hours of exposure. Who should not receive the chickenpox vaccine? People with weakened immune systems and those with life-threatening allergies to gelatin or the an tibiotic neomycin should not receive this vaccine. People who had a severe allergic reaction to a prior dose of this vaccine should not receive a second dose. Pregnant women and women attempting to become pregnant should not receive this vaccine, as the pos sible effects on fetal development are unknown. However, non-pregnant women of childbearing age who have never had the disease may be immunized against chickenpox to avoid contracting the disease while pregnant. Can the vaccine cause chickenpox? Because this vaccine is made from a live, but weak ened, virus, about 1% of recipients develop a mild form of the disease, consisting of a limited rash, most often with only 5–6 blisters. Usually there is no fever. These people are then safe from the more serious, naturally occurring form of the virus. Can the varicella vaccine virus be transmitted (caught) from a person who was vaccinated? Yes; however, transmission of the varicella vaccine virus is extremely rare. It has only been documented in healthy people on five occasions out of more than 55 million doses of vaccine distributed. All five cases resulted in mild disease without complications. Can the vaccine cause herpes zoster (shingles)? Yes, this is possible. The risk of zoster following vac cination appears to be less than that following infec tion with the varicella virus. The majority of cases of shingles following vaccine have been mild and have not been associated with serious complications.	<urn:uuid:cbdb542c-3c43-4ff3-8dfc-a3f1705152d5>	CC-MAIN-2017-04	http://www.immunize.org/catg.d/p4202.pdf	2017-01-18T20:13:20Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00457-ip-10-171-10-70.ec2.internal.warc.gz	510,037,163	2,606	eng_Latn	eng_Latn	0.999032	eng_Latn	0.99916	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4039, 8464, 11969 ]	[ 2.75 ]	5	16
INTRODUCTION The Wareham Public Schools has a tradition of care and respect for the individual student. Each student is encouraged to grow intellectually, emotionally, physically, and socially. The Wareham Public Schools will provide challenging, innovative, global understanding and engaging educational experiences providing a competitive advantage for our students, our schools, and our community creating a better world. This Elementary Handbook of Policies and Procedures for Students, Staff, and Parents/Guardians is intended for all parties so that each will know their responsibilities to the school community. All members of the school community may expect to feel safe and may expect that their person, property and opinions will be respected. Each member of the school community is expected to contribute to creating an atmosphere of trust. School should be a setting in which respect for rules and common decency are accepted by all as the necessary structure for both learning and community, and where those in authority try always to strike a balance between individual rights and the general good. Intended as a guideline for parents/guardians and teachers, as well as for the students in our schools, this handbook is based on recognition of the responsibility that each person has to foster the physical, moral, and intellectual growth of each child. Parents/guardians must be accountable for the care, welfare, and behavior of their children; teachers must be concerned for the intellectual and behavioral standards of the students in their classrooms; students must grow in understanding of their responsibility for themselves. Every teacher should be able to teach without disruption. Every student should be able to learn without disruption. Therefore, it is the responsibility of the teacher to report all violations of these regulations to the parents/guardians and if warranted, the administration. Every parent/guardian should reinforce the need for appropriate behavior from their child. A child's experience at school is among the most important of his/her life. We work hard to be sure that school is a challenging, engaging, and a happy place for children to learn and make friends. To help in making these school experiences as productive as possible, we are providing this booklet, to supplement the district handbook, which further explains our district policies and school procedures. Please keep these documents as a reference to use throughout the year. We ask that parents/guardians will become active participants in school affairs. This is your school. Your help and cooperation contribute towards making school a successful and productive learning experience. COMMUNICATION BETWEEN HOME AND SCHOOL The effective education of any child requires constant and regular communication between the home and school over the course of the school year. This communication is a two-way process and requires the effort on both the part of the school as well as from the parent/guardian of a child. We realize that information is vital in ensuring that each child is able to reach his/her potential in the classroom and as a result, it is this line of communication which is necessary to ensure that the child is supported to the best extent possible. There are a variety of avenues of communication which are in place at the elementary schools: Parent/Teacher Conferences, School Council, Parent Teacher Association (PTA), Student Support Council (SSC), phone calls, email, the district website www.warehamps.org, and a link to each school's website. PowerSchool At the elementary level, each school uses the online student information system known as PowerSchool. PowerSchool contact information is used for our all-call system. It is important to keep your contact information up-to-date throughout the year. Parent Teacher Conferences All teachers will have time available each week to meet with parents/guardians to discuss a child's progress. A meeting may be requested by a parent/guardian by contacting the school office. In addition, teachers are encouraged to communicate with parents/guardians on a regular basis. Parent/guardians can and should feel free to communicate with teachers on the phone, through emails, or with written notes. School Council The School Council is a committee which represents parents, members of the community and staff. Each public school in Massachusetts is required to have in place such a body as established by the Education Reform Act of 1993. The School Council is composed of the principal, parent/guardians, teachers, staff, and community representatives. The function of the School Council is to serve as an advisory board to the principal in the following areas: [x] To adopt goals that are consistent with local education policies and statewide student performance standards [x] To identify the educational needs of students [x] To review the annual school building budget [x] To formulate a school improvement plan The council meets every month beginning in October and all meetings are open to the public. Parent/Teacher Association (PTA) The Wareham Elementary PTA is a collaborative group of parent and community members that meets monthly to plan school activities, develop ways to support our students through such endeavors as fundraising activities, and encourage parent participation. Its success is by way of the wide-spread involvement of parents who have children in our school. Information regarding ongoing PTA activities and volunteer opportunities will be sent home throughout the school year. PTA meetings are scheduled each month. Families can join the Wareham Elementary PTA Facebook page for updated information. Student Support Council (SSC) Student Support Council (SSC) is a district-wide regular education initiative included at every school. The SSC is designed to allow teachers to receive support from professional peers when they have questions about a student's progress. Each school will operate its own SSC with members including an Assistant Principal, a regular education classroom teacher, a special education teacher, Reading Interventionist, and other building personnel determined by the Coordinator. Parents/Guardians may be invited to join SSC meetings to participate in the process. Any questions regarding the SSC should be directed to your child's teacher or the Assistant Principal assigned to coordinate SSC meetings. Elementary Schools' Website The Elementary Schools' Website contains needed information about the school, staffing, and a calendar of activities. The website can be accessed by going to www.warehamps.org and clicking on the Minot Forest or John W. Decas school link. Newsletters Each month, the elementary principals distribute a monthly newsletter with important information. In addition, teachers send home weekly/monthly newsletters or use social media as a tool to communicate with families. Principal newsletters will be posted to each school's website. WAREHAM PUBLIC SCHOOLS EARLY CHILDHOOD PROGRAMS (Pre-Kindergarten to Kindergarten) PHILOSOPHY The Wareham Public Schools' early childhood philosophy is to help every child develop to his or her maximum potential in state mandated curriculum using developmentally appropriate methods, taking into consideration their social, emotional, physical and cognitive needs. The administration and staff strive to provide every child with positive, supportive opportunities to develop knowledge, basic skills, and enthusiasm for becoming lifelong learners. We are committed to helping every child develop the self esteem and academic skills necessary to continue individual and collective growth in order to succeed in our increasingly global society. John W. Decas and Minot Forest Vision Statement Wareham Public Schools will provide challenging, innovative, global understanding and engaging educational experiences providing a competitive advantage for our students, our schools, and our community creating a better world. ADMISSIONS POLICY This policy is established in accordance with the General Laws of Massachusetts. In the Wareham Public Schools, "every person shall have the right to attend the public schools of the town where he actually resides, subject to the following section. No school committee is required to enroll a person who does not actually reside in the town unless said enrollment is authorized by law or by the school committee. Any person who violates or assists in the violation of this provision may be required to remit full restitution to the town of the improperly-attended public schools. No person shall be excluded from or discriminated against in admission to a public school of any town, or in obtaining advantages, privileges and courses of study of such public school on account of race, color, sex, religion, national origin, disability, gender identity, or sexual orientation." (MGL, Chapter 76, Section 5). "If a child resides temporarily in a town other than the legal residence of his parent or guardian for the special purpose of attending school, the child may attend school with the authorization of the school committee of said town, and the said town may recover tuition from the parent or guardian, unless under section twelve of chapter seventy –six, such tuition is payable by a town. Tuition payable by the parent or guardian shall, for the period of attendance, be computed at the regular rate established by the school committee for non-resident pupils, but in no case exceeding the average expense per pupil in such school for said period. The school committee of the town in which a child is temporarily residing for the special purpose of their attending school may waive all or part of the tuition charge for such child." (MGL, Chapter 76, Section 6). STUDENTS' RIGHTS AND RESPONSIBILITIES Students have the right to freedom of expression, petition and assembly through speech, symbols, and the dissemination of written viewpoints as well as the right to assemble peaceably on school property, provided that no disruption or disorder is caused within the school or its programs. Any expression made by the student will not be deemed to be the expression of school policy or school officials. All postings and flyers whether print or electronic, must be approved by central office administration. All students are responsible for acting in a cooperative and respectful manner as members of the school community. THE RIGHT TO AN EQUAL EDUCATION Discrimination State and Federal laws prohibit discrimination in education. Wareham Public Schools does not discriminate on the basis of race, color, sex, religion, national origin, disability, gender identity, or sexual orientation with regard to admission, access to programs or activities or employment opportunities. In the Wareham Public Schools: No student shall be excluded from participation in, denied the benefit of, or subjected to discrimination in any academic, extracurricular, research, vocational, or other school-sponsored activity because of such student's race, color, sex, religion, national origin, disability, gender identity, or sexual orientation. EDUCATIONAL SERVICES FOR STUDENTS IDENTIFIED AS HOMELESS OR UNACCOMPANIED YOUTH Amended, December 19, 2012 Section 725 (2) of the McKinney-Vento Homeless Assistance Act, which applies to the Wareham Public Schools, defines: - Homelessness as individuals who lack a fixed, regular and adequate nighttime residence or have a primary nighttime residence in a supervised, publicly or privately operated shelter for temporary accommodations; - Unaccompanied youth as youth who are homeless; not in the physical custody of a parent/guardian; and not in the custody of a state agency; This definition includes: - Children and youth who are sharing the housing of other persons due to loss of housing, economic hardship or a similar reason; are living in motels, hotels, trailer parks or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals or are awaiting foster care placement; - Children and youth who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings; - Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations; - Migratory children living in conditions described in the previous examples. The McKinney-Vento Homeless Education Assistance Act requires that school districts immediately enroll a homeless or unaccompanied student, even if they do not have the documents usually required for enrollment, such as school records, record of immunizations, medical records or proof of residency. Homeless and unaccompanied youth covered by the Act are also entitled to other services or program benefits in the general categories of enrollment in school of origin, transportation, access to comparable services, access to preschool programming, access to the reduced/free lunch program and Title I services. The Wareham Public Schools will implement all statutes and regulations and assist students and families designated as homeless. The Wareham Public Schools will designate a Homeless Education Liaison who will coordinate activities between the family and school officials. Homeless If you live in a shelter, motel, vehicle, campground, on the street, in an abandoned building, trailer, or other inadequate accommodations, or with friends or relatives because you cannot find or afford housing, then your child has certain rights and protections under the McKinney-Vento Homeless Education Assistance Act. Your child has a right to: access the same free and appropriate public education as provided to all other children; remain in the school he/she attended before becoming homeless; receive transportation to the last school attended, if requested; enroll in a school without providing proof of residency, if such proof would delay enrollment; enroll without proof of immunizations, if such proof would delay enrollment; receive the same special programs and services, if needed, as provided to all other children. If you require assistance, please contact the Homeless Liaison through the Superintendent's Office, 508-291-3500. ADMISSIONS PROCEDURES - GRADES – PRE-K - 4 A transfer card noting immunization must be presented. The registering person shall determine whether immunizations are up-to-date. Students meeting state immunization requirements will be enrolled. The entry date shall be the first day that the student is physically present in school. Students previously enrolled out-of-state, or in private schools, that do not issue a transfer card shall present the following information: Immunization Records Original Birth Certificate (copy will be made at the school) Name and address of previous school Academic Record (i.e. Report Card, Permanent Record, Temporary Record) Students who have received special education services must present a current, signed Individualized Educational Program. Special education services will not begin until receipt of the accepted IEP. RESIDENCY REGULATIONS Before any student is assigned or invited to attend school in the Wareham School District, the students' custodial * parent or legal guardian** must prove legal residence in the town of Wareham. Families whose primary residence is outside of Wareham are not eligible to attend Wareham Public Schools unless they are exempt from meeting such residency requirements pursuant to Wareham School Committee Policy. ALL APPLICANTS MUST SUBMIT A VALID MASSACHUSETTS PHOTO IDENTIFICATION CARD AND AT LEAST ONE OF THE FOLLOWING: - Copy of deed and record of most recent mortgage statement (financial information may be omitted) - Legal affidavit from landlord/owner affirming tenancy and copy of lease/deed and record of most recent rent payment/mortgage statement - Copy of lease and record of most recent rent statement - Section 8 agreement - Caregiver Authorization Affidavit Documents must be pre-printed with the name and address of the student's custodial * parent or guardian ** and must be presented at the school at the time of registration. These documents will also be required for any change of address and must show your street address, not just a post office box. Proof of residency may be verified throughout the year on an "as needed" basis. * Divorced or separated parents must present a copy of an Order of the Probate Court designating physical custody of the student ** Legal guardianship requires a copy of an Order of the Probate Court. NON-RESIDENT ADMISSIONS - GRADES-PRE-K - 4 Any student intending to enroll in the Wareham Public Schools, whose parents/guardians do not reside within the community, shall request, in writing, admission through the School Choice Program. Written request, including the School Choice Application form, found on the district's website, should be sent to the Principal of the School Choice School. WITHDRAWAL PROCEDURE - PRE-K - 4 1. Students will return all books and materials. Any fees or unpaid balances must be paid in full. 2. Parents/guardians of students transferring will be issued: Transfer Card, including Immunization Record Grades To-Date of Leaving Current IEP, if applicable 3. All academic and health records will be forwarded to the new school according to Student Record Regulations. SCHOOL ATTENDANCE School attendance is compulsory in Massachusetts for all persons between the ages of 6 and 16. Education is a student's right and obligation. It is the shared responsibility of the student, his/her family, and the school to maintain a good attendance record. Schools need to maintain 95% attendance rate. Failure to attend school without a valid excuse may warrant school personnel seeking help for the student and student's family through court action. Planned Absences School vacations and state mandated testing are planned well in advance at appropriate intervals during the school year and parents/guardians should make family plans accordingly. It should be realized that teachers couldn't realistically provide work in advance of planned absences that will adequately make up for missed instruction. Therefore, teachers shall not be required to provide work for any student prior to a planned absence. Parents/guardians, who allow their children to be out of school for vacations are assuming responsibility for their children's educational program. When a student returns to school, he/she shall complete work not available to him/her during his/her absence. The time limit for completion is the length of the absence, plus one day. Absences and/or dismissals that will be recorded as an excused absence with documentation include: 1. Documented medical sickness with medical provider's explanatory signed note 2. Religious holidays 3. Death in the family 4. Court appearances THE MASSACHUSETTS GENERAL LAWS (CHAPTER 76, SECTION 2) SPECIFY THAT A STUDENT UNDER SIXTEEN YEARS OF AGE MAY NOT BE ABSENT MORE THAN SEVEN (7) UNEXCUSED DAY SESSIONS IN ANY SIX (6) MONTH PERIOD. PARENTS/GUARDIANS ARE REQUIRED UNDER THE LAW TO ENSURE REGULAR SCHOOL ATTENDANCE OF THEIR CHILDREN AND ARE SUBJECT TO A FINE FOR FAILURE TO COMPLY WITH THE LAW. UNDER THE NCLB ACT, ALL ABSENCES, BOTH EXCUSED AND UNEXCUSED ARE COUNTED IN THE ALLOWABLE MAXIMUM OF 5% OR 9 SCHOOL DAYS. Chapter 76, Section 5 Place of Attendance; Discrimination Every person shall have a right to attend the public schools of the town where he actually resides, subject to the following section. No school committee is required to enroll a person who does not actually reside in the town unless said enrollment is authorized by law or by the school committee. Any person who violates or assists in the violation of this provision may be required to remit full restitution to the town of the improperly attended public schools. No person shall be excluded from or discriminated against in admission to a public school of any town, or in obtaining the advantages, privileges and courses of study of such public school on account of race, color, sex, religion, national origin, gender identity, or sexual orientation. Amended by St. 1971, c.622, c.1; St. 1973, c925, s9A; St. 1993, c282; St 2004, c.352, s.33. ABSENCE FROM SCHOOL If, for any reason, a student is absent from school, the parent/guardian shall contact the school office. Upon return to school, the student shall bring a doctor's note to the school office as proof of an excused absence. A parent note must be submitted for any other unexcused absence. An absence is unexcused if it does not meet the 4 criteria listed above. In accordance with 603 CMR 28.03(3)(c), the Wareham Public Schools provides an instructional program for any student who, in the judgment of the student's physician, will have to remain at home or in a hospital for a period of not less than fourteen days. As soon as it is known that the student will be absent from school, the Home or Hospital Instruction program may be authorized. Home Instruction may also be provided when a special education student has a valid signed Individualized Educational Plan indicating a Home Instruction Program. In special circumstances, a Principal may recommend to the Administrator of Special Education that a specific Home Instruction program be provided. A Home or Hospital Program is an extension of the school program in which the student is enrolled. The content of the program is the same as that of the class that the student is enrolled in. The instructor coordinates the program with the teacher of the program that the child would be attending. The instructor assists the student in maintaining effective progress in school subjects, and the classroom teacher assigns the actual grades. EXCESSIVE ABSENCES Students who are absent (10%) or more of school days during any given time period without appropriate medical documentation may result in any of the following actions: retention, referral to the Supervisor of Attendance for investigation and/or legal action, or referral to the Department of Children and Families. 1. Regular attendance is a vital aspect of an education. Absences for reasons other than illness or family emergency should be avoided. Parents/guardians are expected to schedule appointments with physicians, dentists, or for any special lessons after normal school hours or during school vacations. If your child is ill and will be absent, please call your child's school by 8:35 AM to report his/her absence and the reason. 2. A written note explaining the absence is required within two (2) days of each absence. 3. Requests for homework should be called into your child's school before classes start in the morning, and picked up after classes end in the afternoon. 4. Parents/guardians will be notified if a student has missed 7 or more unexcused school days in a six month period. TARDINESS A student who is tardy shall report to the office upon arrival at school. If a child is tardy, a written note from the student's parent or guardian stating the reason shall be required. Students who are tardy may be required to make up the work missed during recess time. Tardy times: Decas Minot Preschool 8:35 A.M. 8:35 A.M. 8:35 A.M. 12:20 P.M. DISMISSALS The school shall assume that each parent has legal custody of a child unless the school principal is otherwise notified in writing by a parent or by a guardian having legal custody. The parent claiming custody will be obligated to provide legal evidence to the school principal in case of a dispute. - If a child is to be dismissed, the parent shall notify the school in writing, detailing the time and reason for dismissal. All dismissal notes shall be turned in to the office at the beginning of the school day. NO STUDENT SHALL BE DISMISSED WITHOUT PRIOR WRITTEN PERMISSION FROM THE PARENT. In all cases, children will be dismissed through the school office. NO TELEPHONE DISMISSALS WILL BE ACCEPTED. Emergency situations will be referred to the principal. IN-SCHOOL ILLNESS Dismissals for illness shall be issued by the Health Office and can be made only to the parent /guardian or other persons authorized on the Emergency Form in the Health Office. It is, therefore, extremely important to keep data updated throughout the year. PERFECT ATTENDANCE A student shall be considered to have perfect attendance if she/he has not missed any days in a school year other than for school related activities and has no more than one tardy or one dismissal. TRUANCY The following will be classified as truancy: 1. Students absent without the consent of parents/guardians. 2. Students who leave the school grounds without proper authorization. CHILD ABUSE/NEGLECT REPORTING REQUIREMENTS: Following is the law on reporting child abuse/neglect and the procedures for reporting the same in the Wareham Public Schools: Section 51A. Injured children, reports, immunity, privileged communications, penalties, notice of determination. Any physician, medical intern, hospital personnel engaged in examination, care or treatment of persons, medical examiner, dentist, nurse, chiropractor, podiatrist, osteopath, public or private school teacher, probation officer, social worker, foster parents or policemen who, in his professional capacity shall have reasonable cause to believe that a child under the age of eighteen years is suffering serious physical or emotional injury resulting from abuse inflicted upon him, including sexual abuse...shall immediately report such condition to the department by oral communication and by making a written report within forty-eight hours after such oral communication; provided, however, that whenever such person so required to report is a member of the staff of a medical or other public or private institution, school or facility, or that person's designated agent, whereupon such person is in charge or his said agent shall then become responsible to make the report in the manner required by this section. Any such person so required to make such oral and written reports who fails to do so shall be punished by a fine of not more than one thousand dollars. Said report shall contain the names and addresses of the child and his parents/guardians or other persons responsible for his care, if known; the child's sex; the nature and extent of the child's injuries, abuse, maltreatment, or neglect, including any evidence of prior injuries, abuse, maltreatment, or neglect, the circumstances under which the person required to report first became aware of the child's injuries, abuse, maltreatment or neglect; whatever action, if any, was taken to treat, shelter, or otherwise assist the child; the name of the person or persons making such report; and any other information which the person reporting believes might be helpful in establishing the cause of the injuries; the identity of the person or persons responsible therefore; and such other information as shall be required by the department. WAREHAM PUBLIC SCHOOLS PROCEDURES: 1. When a teacher suspects child abuse/neglect, he/she shall notify the Principal or Assistant Principal. 2. The guidance counselor and/or school psychologist shall be notified of the concern. 3. The Principal, Assistant Principal or designee shall meet with the reporter to discuss the reasons for the suspicion. Information given to the Principal shall include: a. Name of child b. Nature and extent of current injuries, abuse, or neglect c. The circumstances under which the reporter first became aware of the child's injuries, abuse, or neglect d. Action taken, if any to treat, shelter, or otherwise assist the child e. Any other pertinent information 4. The Guidance Counselor or Principal/Assistant Principal may interview the child. The Principal/Assistant Principal or Guidance Counselor may choose to have the child examined by the school nurse in the presence of a corroborator. 5. The reporter and counselor will consult with the Principal/Assistant Principal for determination whether a report (Form 51A) should be filed with the Department of Children and Families. 6. If a report is to be filed, the Principal/Assistant Principal or designee may, at his/her discretion, notify the parent or guardian. 7. The Principal/Assistant Principal, or designee, shall make the report by phone to the Department of Children and Families and complete a written report within 48 hours. 8. The Principal/Assistant Principal or designee shall determine whether other staff should be involved in or notified of the report (e.g. school nurse) 9. If, because of the Department of Children and Families investigation, a social worker is assigned to the family for further services, the guidance counselor (or school psychologist) shall serve as the liaison person for the school. 10. In the event that the Department of Children and Families does not report the results of the investigation to the school within a week, the Principal or his/her designee shall call the caseworker for information. Cases of reported abuse or neglect are to remain CONFIDENTIAL. Discussion of these cases shall be limited to meetings with appropriate school staff who have need to know or other authorized personnel. NOTICES Notices are sent home frequently. Please read, and when necessary, save them. If you have a change of address or phone number during the school year, please notify the school in writing. On occasion, we receive requests from parent groups, field trip organizers, and others for student information. CANCELLATION OF SCHOOL Every effort will be made to contact parents/guardians via the telephone communication system regarding the cancellation of school. Please update the school office throughout the year with any changes to personal contact information. DELAYED SCHOOL OPENING When weather conditions dictate, we may delay school opening by one or two hours. Delayed school openings will be announced on the stations listed below. Half-day session morning preschool will be cancelled. Please DO NOT telephone the Wareham Police or Fire Department. Jammed lines could prevent an emergency call from reaching either department. A decision is not reached until roads are checked out early in the morning of the day in question. You are, therefore, reminded that we will continue to have NO SCHOOL ANNOUNCEMENTS made on: WFXT FOX 25 WBZ TV 4 WCVB TV 5 WHDH TV 7 In addition, every effort will be made to contact every household directly by telephone via the telephone communication system. Parents/guardians are reminded to keep children home if schools are to be in session but conditions are hazardous in your immediate residential area. Parents/guardians should, in such cases, send a signed note to the school when the child next attends school. PARENTS/GUARDIANS ARE ALERTED TO THE FACT THAT OCCASIONALLY BECAUSE OF SEVERE WEATHER OR OTHER EMERGENCY CONDITIONS, SCHOOL MAY BE DISMISSED DURING THE SCHOOL DAY AT ANY TIME. THE PHONE COMMUNICATION SYSTEM WILL BE USED TO NOTIFY PARENTS/ GUARDIANS. WE EXPECT THAT PARENTS/GUARDIANS MAKE PLANS WITH FRIENDS OR RELATIVES TO CARE FOR THEIR CHILDREN IN ANTICIPATION OF SUCH EMERGENCY DISMISSALS. EMERGENCY DISMISSALS In the event that school is canceled due to inclement weather, dangerous driving conditions, or other emergencies, all other activities scheduled for that day or evening would be canceled with the exception of Adult Evening School. Cancellation of Adult Evening School will be announced separately. CLOSING A SCHOOL BUILDING In the event it becomes necessary to close one school building because of a health or safety emergency, the school department would notify the media of the situation and the plans for the respective students. Students from the Decas and Minot Forest Schools would be transported for the remainder of the day to Wareham High School, as long as the emergency didn't affect more than one building at a time. If an emergency occurred early in the morning, the afternoon preschool families would be contacted by phone and afternoon preschool sessions would be cancelled. SPECIAL SUBJECTS Students in grades K - 4 receive instruction in special subjects such as Art, Music, Physical Education, etc. For safety reasons, students are required to wear sneakers and comfortable clothing for Physical Education classes. SUPERVISED OUTDOOR PLAY All students have supervised outdoor play daily unless it rains, the temperature drops to freezing, or the ground is very icy or muddy. Unless outdoor play is canceled, every student is expected to spend this short period in the fresh air. Students should come to school appropriately dressed (boots, coat, hat, and gloves) for this activity. Students who are not well enough to benefit from a period of fresh air generally are not well enough to complete their work successfully in school. FIELD TRIPS Attendance on school-sponsored trips, not part of required class activities, is not a student's right, but is a privilege. No student may attend such a trip if, in the determination of the principal or his/her designee as part of the disciplinary action, the student's pattern of behavior has been so inappropriate as to be deemed disruptive to the planned trip. Parent chaperones are subject to CORI review. Also, parent chaperones may not bring younger children on the field trip. All school aged children must be transported by school bus to and from the field trip. CARE OF BOOKS AND EQUIPMENT All students and staff members shall be responsible for returning, in a timely manner, all classroom and library books, technology, athletic equipment, cameras, musical instruments, and other school equipment and property entrusted or loaned to him/her. Students who fail to return such materials upon request shall be subjected to detention and/or the deprivation of participation in extracurricular activities. All students and staff members shall be responsible for returning such materials in the same condition in which they were entrusted or loaned; and the student's parent/guardian and/or staff members shall bear the cost of repairing or replacing the damaged or lost materials. CELLULAR PHONES AND PORTABLE ELECTRONIC DEVICES Mobile or handheld devices are inclusive of any electronic or wireless communication devices. Such equipment may be used for instructional purposes connected to specific curriculum activities. Electronic equipment can also infringe on student safety and be a distraction to Wareham Public School's learning environment. If a student brings such a device to school and uses it inappropriately and/or at inappropriate times, administrators and professional staff may take any of these devices from students, request that parents/guardians claim the devices at school, and take appropriate disciplinary action. Wareham Public Schools takes no responsibility for such equipment. ELECTRONIC ARCHIVES The Federal Rules of Civil Procedure require archiving of all email to, from, and within the Wareham Public Schools community. Therefore, all Wareham Public School email communications to, from, and within the school community are archived as required by Law. STUDENT RECORDS State regulations governing student records are briefly summarized below. These regulations are available at the school for review. A student's record consists of his/her school transcript and temporary record. The temporary record includes all information that is organized on the basis of the student's name, is relevant to the educational needs of the student and is kept by the school. A student's parent/guardian has the right to inspect all portions of the student's record upon request to the school principal. The record must be made available to the parent/guardian or eligible student not later than two consecutive workdays after the request is made in writing, unless the parent/guardian consents to a delay. The parent/guardian may request copies of any part of the record. By state regulations, the school has 10 days to provide the copies. A fee may be charged for the cost of copying. NON-CUSTODIAL PARENT INFORMATION Massachusetts General Laws, Chapter 71, Section 34H, is a law regarding student records access for non-custodial parents. In order for you to receive information via mail regarding progress reports, report cards, or other information, you must fill out a non-custodial parent form at the start of every academic year. This procedure may take up to twenty-one days to be completed. NOTIFICATION OF RIGHTS UNDER FERPA The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents/guardians certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students." - Parents/guardians or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents/guardians or eligible students to review the records. Schools may charge a fee for copies. - Parents/guardians or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information. - Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31): - School officials with legitimate educational interest; - Other schools to which a student is transferring; - Specified officials for audit or evaluation purposes; - Appropriate parties in connection with financial aid to a student; - Organizations conducting certain studies for or on behalf of the school; - Accrediting organizations; - To comply with a judicial order or lawfully issued subpoena; - Appropriate officials in cases of health and safety emergencies; and - State and local authorities, within a juvenile justice system, pursuant to specific State law. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents/guardians and eligible students about directory information and allow parents/guardians and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents/guardians and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school. For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may call 1-800-437-0833. Or you may contact: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. 20202-8520 Information retrieved from http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html, on 7-19-12 NOTIFICATION OF RIGHTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA) PPRA affords parents/guardians and students who are 18 or emancipated minors ("eligible students") certain rights regarding our conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include the right to: Consent before students are required to submit to a survey that concerns one or more of the following protected areas ("protected information survey") if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED)- 1. Political affiliations or beliefs of the student or student's parent/guardian; 2. Mental or psychological problems of the student or student's family; 3. Sexual behavior or attitudes; 4. Illegal, anti-social, self-incriminating, or demeaning behavior; 5. Critical appraisals of others with whom respondents have close family relationships; 6. Legally recognized, privileged relationships, such as with lawyers, doctors, or ministers; 7. Religious practices, affiliations, or beliefs of the student or parent/guardian; or 8. Income, other than as required by law to determine program eligibility. Receive notice and an opportunity to opt a student out of- 1. Any other protected information survey, regardless of funding; 2. Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and 3. Activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others. Inspect, upon request and before administration or use- 1. Protected information surveys of students; 2. Instruments used to collect personal information from students for any of the above marketing, sales or other distribution purposes; and 3. Instructional material used as part of the educational curriculum. Wareham has developed and adopted policies, in consultation with parents/guardians, regarding these rights, as well as arrangement to protect student privacy in the administration of protected surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. Wareham will directly notify parents/guardians and eligible students of these policies at least annually at the start of each school year and after any substantive changes. Wareham will also directly notify parents/guardians and eligible students, (such as) through either U.S. Mail or email, at least annually at the start of each school year of the specific or approximate dates of the following activities and provide an opportunity to opt a student out of participating in: Collection, disclosure, or use of personal information for marketing, sales or other distribution. Administration of any protected information survey not funded in whole or in part by ED Any non-emergency, invasive physical examination or screening as described above. Parents/guardians/eligible students who believe their rights have been violated may file a complaint with: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-5920 SEARCH AND SEIZURE Wareham School Committee Policy, Amended, November 7, 2012 School Administrators maintain the right to seize items in a student's possession and to search school property (lockers, desks, etc.) assigned to a student and any vehicle parked on school property under the following guidelines: 1. There is reasonable cause to believe that the items in possession are illegal and/or in violation of school rules, and/or constitute a hazard to health and safety of the students or others. 2. Wareham Public Schools maintains the right to search a student's possessions at any time for inspection purposes. This may be done, if possible, in the presence of the student and shall be done under the direction of the School Administrator and whenever possible, in the presence of a second administrator or designee. 3. In cases of searches that include a dog team, the officer and dog team will be accompanied by a School Administrator. The contact between dogs and students will be strictly avoided. 4. All searches will be conducted with respect to all safety considerations and with the least disruption, intrusion and intimidation possible. 5. In the event that students are found in possession of an illegal item, the parent or guardian will be notified immediately. Students who, in the opinion of the School Administrator, may be in possession of, or under the influence of, any controlled substance or may be in possession of any materials dangerous to the student or other students, may be asked to empty their pockets and/or possessions. Examples of items subject to this regulation include, but are not limited to, drugs, alcohol, weapons, pornography, stolen goods, fireworks and explosives. In keeping with all applicable Federal and Massachusetts State Laws, the law requires that minors cannot be questioned by police without being read their Miranda Rights and without a parent/guardian present. It is not the intention of the School District to violate individual liberties; however, the obligation of the school is to provide a safe environment conducive to learning for all students. STUDENT CODE OF CONDUCT Students in Grades Pre-K through 12 All members of the school community have the responsibility to conduct themselves with respect for individuals, their rights, and their property in school and during all school-sponsored activities, both on and off campus, including those times when they are riding school buses or other school-provided vehicles. Therefore, the behavior of students shall be regulated during all of the aforementioned activities. It is specifically noted that, for the purposes of these rules and regulations, buses and other school transportation vehicles are considered school property and bus drivers are considered school personnel. Students are expected to behave in accordance with the rules and regulations and to remove themselves from situations that involve illegal activity, and possession or use of illegal drugs, alcohol, or weapons, or the violations of these rules and regulations. Every effort will be made by school officials to help students solve problems or behavior without interruption of the daily program of studies. However, certain types of behavior are unacceptable and may, and in some instances shall, result in disciplinary action. Certain breaches of conduct are so serious that the Principal may long term suspend or expel a student under the provisions of M.G.L. c. 71, §37H and 37H ½. These include: - Possession of a dangerous weapon while on school grounds or at a school-sponsored event - Possession of a controlled substance while on school grounds or at a school-sponsored event - An assault on a School Administrator, teacher, teacher's aide, or other staff person. - A felony charge or conviction Other violations of the code of conduct will subject a student to disciplinary action up to and including detention, or suspension under the provisions of M.G.L. chapter 71, §37H ¾. In addition to the disciplinary action, violation of the Student Code of Conduct may result in police notification pursuant to state statute. Discrimination, Harassment, and/or Bullying The penalties for discrimination, harassment, and/or bullying of member(s) of our school community will reflect the severity of the offense. Penalties may include, but will not be limited to any one or combination of the following: verbal admonition, written reprimand, suspension or expulsion from school, and/or counseling. Please refer to School Committee Policy on Harassment and Wareham's Bullying Prevention and Intervention Plan. Dangerous Weapons Dangerous weapons include but are not limited to: guns, knives, toy guns, replica guns, paintball guns, water pistols, toy knives, sling-shots, pea shooters, fire crackers, M-80's, stink bombs, snap caps, chains, brass knuckles, etc. PHILOSOPHY OF DISCIPLINE IN THE ELEMENTARY SCHOOLS The Wareham Public Schools provide educational settings wherein all students are given the opportunity to achieve success. Students are expected to be diligent in carrying out their school responsibilities through appropriate conduct and effort. Those students who persist in misbehaving, either inside or outside the classroom, will be subject to disciplinary action. It is the goal of the Wareham Public Schools to deal with students' misbehavior in a consistent and fair manner. The maintenance of a proper educational climate and the concern for each student's safety and welfare are the determinants of each disciplinary action. Peaceful classroom techniques and conflict resolution strategies are taught to students and practiced within the classrooms. STUDENT DISCIPLINE The Principal has the authority to exercise discretion in deciding the consequences for a student who has violated disciplinary rules. The Principal shall first consider ways to re-engage the student offender in the learning process, and shall avoid using expulsion until other remedies and consequences have been employed. Discipline and consequences given to a student are part of a student's record and are bound by confidentiality. Therefore, we are not allowed to discuss consequences given to another student. All procedures will be followed during the investigation. Suspension A suspension is a short term or long term removal from regular classroom activities. Short- term suspension is the removal of a student from the school premises and regular classroom activities for 10 consecutive days or less. Long- term suspension means the removal of a student from the school premises and regular classroom activities for more than 10 consecutive days, or for more than 10 days cumulatively for multiple disciplinary offenses in any school year. A suspended student is restricted from entering the school buildings, or coming onto school grounds; and a suspended student may not participate in any school sponsored activities or functions during the suspension period. The Principal or his/her designee has the sole responsibility for determining who is suspended. The suspended student may not be permitted to return to school until a parental conference has been held. In-school Suspension At the discretion of the principal, in-school suspension may also be imposed for violation of the student code of conduct. In-school suspension means the student is removed from regular classroom activities, but not from the school premises, for no more than 10 consecutive school days. In-school suspension for less than 10 days shall not be considered a short-term suspension. An in-school suspension of more than 10 days shall be deemed a long-term suspension. For an in-school suspension, the principal shall inform the student of the disciplinary offense charged and the basis for the charge, and provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident. If the principal determines that the student committed the disciplinary offense, the principal shall inform the student of the length of the student's in-school suspension, which shall not exceed 10 days, cumulatively or consecutively, in a school year. On the same day as the in-school suspension decision, the principal shall make reasonable efforts to notify the parent orally of the disciplinary offense, the reasons for concluding that the student committed the infraction, and the length of the in-school suspension. The principal shall also invite the parent to a meeting to discuss the student's academic performance and behavior, strategies for student engagement, and possible responses to the behavior. Such meeting shall be scheduled on the day of the suspension if possible, and if not, as soon thereafter as possible. If the principal is unable to reach the parent after making and documenting at least (2) attempts to do so, such attempts shall constitute reasonable efforts for purposes of orally informing the parent of the in-school suspension. The principal shall send written notice to the student and parent about the in-school suspension, including the reason and the length of the in-school suspension The suspended student may not be permitted to return to class until a parental conference has been held. The principal shall deliver such notice on the day of the suspension by hand-delivery, certified mail, first-class mail, email to an address provided by the parent for school communications, or by other method of delivery agreed to by the principal and the parent. Opportunity for Academic Progress During Suspension/Expulsion Any student receiving in-school suspension, short-term suspension, or long-term suspension shall have the opportunity to make up assignments, tests, papers, and other school work as needed to make academic progress during the period of removal from the classroom or school. Any student who is expelled or suspended from school for more than 10 consecutive days shall have an opportunity to receive educational services that will enable the student to make academic progress toward meeting state and local requirements through the school-wide educational services plan. Student Due Process Rights In administering discipline, school officials will be careful to observe the right to due process under the law for each student. The nature of the violation determines the due process that school officials follow. 1. DUE PROCESS RIGHTS FOR STUDENTS CHARGED WITH POSSESSION OF A DANGEROUS WEAPON, POSSESSION OF A CONTROLLED SUBSTANCE, ASSAULT ON SCHOOL STAFF AND/OR STUDENTS WHO HAVE BEEN CHARGED WITH OR CONVICTED OF A FELONY (M.G.L. c. 71, §37H and M.G.L. c. 71, §37H ½). Short Term Disciplinary Sanctions: Prior to the imposition of any disciplinary sanction that might result in a student's suspension from school for ten (10) consecutive school days or less, the student will be given oral notice of the offense with which he/she is charged and an opportunity to respond. In the event that the Principal or designee determines that the student will be suspended from school, the student's parent(s)/guardian(s) will be notified by telephone and in writing. Long Term Disciplinary Sanctions: Prior to the imposition of any disciplinary sanction that might result in the student's suspension from school for more than ten (10) consecutive school days or expulsion, the parents/guardians will be given written notice of a hearing at which they may be represented by an attorney at their expense and may examine and present witnesses and documentary evidence. Following this hearing, a written decision will be issued. The parent(s)/guardian(s) will have the right to appeal any decision imposing a long- term suspension or expulsion from school to the Superintendent. Where the student is excluded in accordance with M.G.L. c. 71, §37H, the student shall have ten (10) days from the effective date of the exclusion to file a written appeal with the Superintendent of Schools. For exclusions imposed pursuant to M.G.L. c. 71, §37H ½, the student shall have five (5) days from the effective date of the exclusion to file a written appeal with the Superintendent. For exclusions imposed by the School Committee in accordance with M.G.L. c. 76, §17, the student shall have the right to file a written request for reconsideration by the committee within ten (10) days of the effective date of the exclusion. Pending the outcome of any such appeal, the disciplinary sanction imposed shall remain in effect. M.G.L. c. 76, §17, M.G.L. c. 71, §37H and M.G.L. c. 71, §37H ½. 2. DUE PROCESS RIGHTS FOR STUDENTS CHARGED WITH OTHER VIOLATIONS (M.G.L. c. 71, §37H ¾) Notice and Principal's Meeting: For any suspension under this section, the principal or a designee shall provide notice of the charges and the reason for the suspension or expulsion to the parent(s)/guardian(s) in English and the primary language spoken in the student's home. The student shall receive written notice of the charges and the opportunity to meet with the principal or designee to discuss charges and reasons for the suspension and/or exclusion prior to suspension/exclusion taking effect. The principal or designee shall make reasonable efforts to notify the parent orally of the opportunity to attend the hearing. The meeting may take place without the student's parent(s)/guardian(s) so long as the principal has sent written notice and has documented at least two (2) attempts to contact the parent in the manner specified by the parent for emergency notification. The purpose of the principal's hearing is to hear and consider information regarding the alleged incident for which the student may be suspended, provide the student an opportunity to dispute the charges and explain the circumstances surrounding the alleged incident, determine if the student committed the disciplinary offense, and if so, the consequences for the infraction. The principal shall determine the extent of the rights to be afforded to the student at a disciplinary hearing based on the anticipated consequences for the disciplinary offense. This information is confidential and cannot be shared with other families. a. Short-Term Suspension The principal shall discuss the disciplinary offense, the basis for the charge, and any other pertinent information. The student also shall have an opportunity to present information, including mitigating facts, that the principal should consider in determining whether other remedies and consequences may be appropriate. The principal shall provide the parent, if present, an opportunity to discuss the student's conduct and offer information, including mitigating circumstances, that the principal should consider in determining consequences for the student. Based on the available information, including mitigating circumstances, the principal shall determine whether the student committed the disciplinary offense, and, if so, what remedy or consequence will be imposed. The principal shall notify the student and parent of the determination and the reasons for it, and, if the student is suspended, the type and duration of suspension and the opportunity to make up assignments and such other school work as needed to make academic progress during the period of removal. The determination shall be in writing and may be in the form of an update to the original written notice. If the student is in a public preschool program or in grades K through 4, the principal shall send a copy of the written determination to the superintendent and explain the reasons for imposing an out-of-school suspension, before the short-term suspension takes effect. b. Long Term Suspension In addition to the rights afforded a student in a short-term suspension hearing, the student shall also have the opportunity to review the student's record and the documents upon which the principal may rely in making a determination to suspend the student or not; the right to be represented by counsel or a lay person of the student's choice, at the student's/parent's expense; the right to produce witnesses on his or her behalf and to present the student's explanation of the alleged incident, but the student may not be compelled to do so; the right to cross-examine witnesses presented by the school district; the right to request that the hearing be recorded by the principal, and to receive a copy of the audio recording upon request. If the student or parent requests an audio recording, the principal shall inform all participants before the hearing that an audio record will be made and a copy will be provided to the student and parent upon request. If present, the Parent shall have an opportunity to discuss the student's conduct and offer information, including mitigating circumstances that the principal should consider in determining consequences for the student. Based on the evidence, the principal shall determine whether the student committed the disciplinary offense, and, if so, after considering mitigating circumstances and alternatives to suspension, what remedy or consequence will be imposed, in place of or in addition to a long-term suspension. The principal shall send the written determination to the student and parent by hand-delivery, certified mail, first-class mail, email to an address provided by the parent for school communications, or any other method of delivery agreed to by the principal and the parent. If the student is in a public preschool program or in grades K through 4, the principal shall send a copy of the written determination to the superintendent and explain the reasons for imposing an out-of-school suspension, whether short-term or long-term, before the suspension takes effect. If the student is suspended for more than 10 days for a single infraction or for more than 10 days cumulatively for multiple infractions in any school year, the notice will include written notification of the right to appeal to the Superintendent and the process for appealing in English and the primary language spoken in the student's home. No student will be suspended for greater than 90 days; beginning on the first day the student is removed from the building. Emergency Removal The principal may remove a student from school temporarily when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school, and, in the principal's judgment, there is no alternative available to alleviate the danger or disruption. The principal shall immediately notify the Superintendent in writing of the removal and the reason for it, and describe the danger presented by the student. The temporary removal shall not exceed two (2) school days following the day of the emergency removal. In the event of an emergency removal, the principal shall make immediate and reasonable efforts to orally notify the student and the student's parent of the emergency removal, the reason for the need for emergency removal. The principal shall provide written notice to the student and parent as provided above, and provide the student an opportunity for a hearing with the principal as provided above, and the parent an opportunity to attend the hearing, before the expiration of the two (2) school days, unless an extension of time for hearing is otherwise agreed to by the principal, student, and parent. The principal shall render a decision orally on the same day as the hearing, and in writing no later than the following school day, which meets the requirements as described above. In the event of an emergency removal from school, the principal will not release the student until adequate provisions have been made for the student's safety and transportation. Superintendent's Hearing: The parent(s)/guardian(s) shall have 5 calendar days following the effective date of the suspension or expulsion to submit a written request for an appeal to the Superintendent but may be granted an extension of time of up to 7 calendar days. If the appeal is not timely filed, the Superintendent may deny the appeal, or may allow the appeal at his or her discretion, for good cause. The Superintendent will hold a hearing with the student and the parent(s)/guardian(s) within 3 school days or the student's request for an appeal. The time may be extended up to 7 calendar days if requested by the parent(s)/guardian(s). The Superintendent's hearing may proceed without the parent(s)/guardian(s) if a good faith effort was made to include parent(s)/guardian(s). The superintendent shall be presumed to have made a good faith effort if he or she has made efforts to find a day and time for the hearing that would allow the parent and superintendent to participate. The superintendent shall send written notice to the parent of the date, time, and location of the hearing. At the hearing, the superintendent shall determine whether the student committed the disciplinary offense of which the student is accused, and if so, what the consequence shall be. Students shall have all of the rights afforded to students at the principal's hearing for long-terms suspension. The Superintendent will issue a written decision within 5 calendar days of the hearing. If the superintendent determines that the student committed the disciplinary offense, the superintendent may impose the same or a lesser consequence than the principal, but shall not impose a suspension greater than that imposed by the principal's decision. The Superintendent's decision is the final decision of the district. Discipline of Students with Disabilities [Includes students currently on 504 Accommodation Plans or Individual Educational Programs.] All students are expected to meet the requirements for behavior as set forth in this handbook. In addition to those due process protections afforded to all students, the Individuals with Disabilities Education Act and related regulations require that additional provisions be made for students who have been found eligible for special education services or who the school district knows or has reason to know might be eligible for such services. Students who have been found to have a disability that impacts upon a major life activity, as defined under §504 of the Rehabilitation Act, are, generally, also entitled to increased procedural protections prior to imposing discipline that will result in the student's removal for more than ten (10) consecutive school days or where there is a pattern of short term removals exceeding ten (10) school days in a given year. The following additional requirements apply to the discipline of students with disabilities: 1. The IEP for every student eligible for special education or related services shall indicate whether the student can be expected to meet the regular discipline code of the school or whether the code should be modified to address the student's individual needs. 2. Students with disabilities may be excluded from their programs for up to ten (10) school days to the extent that such sanctions would be applied to all students. Before a student with a disability can be excluded from his/her program for more than ten (10) consecutive school days in a given school year or ten (10) cumulative school days in a given school year, building administrators, the parents/guardians and relevant members of the student's IEP or 504 team will meet to determine the relationship between the student's disability and behavior (Manifestation Determination). During disciplinary exclusions exceeding ten (10) school days in a single school year, the student shall have the right to receive services identified as necessary to provide him/her with a free appropriate public education during the period of exclusion. 3. If building administrators, the parents/guardians and relevant members of the student's IEP or 504 Team determine that the student's conduct was not a manifestation of the student's disability, the school may discipline the student in accordance with the procedures and penalties applicable to all students but will continue to provide a free appropriate public education to those students with IEPs. The student's IEP team or 504 Team will identify the services necessary to provide a free appropriate public education during the period of exclusion, review any existing behavior intervention plan or where appropriate, conduct a functional behavioral assessment. 4. If building administrators, the parents/guardians, and relevant members of the student's IEP or 504 Team determine that the conduct giving rise to disciplinary action was a manifestation of the student's disability, the student will not be subjected to further removal or exclusion from the student's current educational program based on that conduct (except for conduct involving weapons, drugs or resulting in serious bodily injury to others) until the IEP or 504 Team develops, and the parent/guardians consent to, a new placement, or unless the District obtains an order from a court or from the Bureau of Special Education Appeals (BSEA) authorizing a change in the student's placement. The Student's Team shall also review the student's IEP, and modify as appropriate, any existing behavioral intervention plan or arrange for a functional behavioral assessment. 5. If a student with a disability possesses or uses illegal drugs, sells or solicits a controlled substance, possesses a weapon, or causes serious bodily injury to another on school grounds or at a school function, the District may place the student in an interim alternative educational placement (IAES) for up to forty-five (45) school days. A court or BSEA hearing officer may also order the placement of a student who presents a substantial likelihood of injury to self or others in an appropriate interim setting for up to forty-five (45) school days. Procedural requirements applied to students not yet determined to be eligible for special education. A. If prior to the disciplinary action, a district had knowledge that the student may be a student with a disability, then the district makes all protections available to the student until and unless the student is subsequently determined not to be eligible. The district may be considered to have prior knowledge if: 1. The parent/guardian had expressed concern in writing: or 2. The parent/guardian had requested an evaluation: or 3. School district staff had expressed concern that the student had a disability. B. If the district had no reason to consider the student disabled, and the parent/guardian requests an evaluation subsequent to the disciplinary action, the district must have procedures to conduct an evaluation to determine eligibility. If the student is found eligible, then he/she receives all procedural protections subsequent to the finding of eligibility. C. The school district has developed procedures consistent with the federal requirements to expedite evaluations. TRANSPORTATION Parent cooperation with the school staff in the development of good habits on the part of our students when boarding, riding, and leaving buses will help to maintain a high level of bus service. Students whose conduct on the buses or at the bus stops jeopardizes the welfare and safety of others may be denied the privilege of riding the school bus. School authorities govern the conduct of students on school buses and at bus stops. The following rules have been established for the safe and orderly transportation of pupils: 1. Students should arrive at the bus stop at least five minutes before the bus arrives. They should wait in a safe place, clear of traffic and away from the bus stops. "Horseplay" is not permitted at the stop, on the bus, or when leaving the bus. Any fighting or threatening behavior at the bus stop will be handled according to school discipline policy. 2. Students should be sure that the bus has come to a complete stop before approaching and attempting to board. 3. When entering the bus, students, per direction of the driver, are to go directly to an available or assigned seat. Students are to remain seated, keeping aisles and exits clear. 4. Emergency doors are not to be used unless an emergency exists, and then only by driver direction. 5. Students are to observe classroom conduct and obey the driver promptly and respectfully. 6. Students' profane language, eating, smoking, and drinking of any type is prohibited on the bus. 7. Students may carry only objects that can be held on their laps. 8. Hazardous materials, objects, large band instruments and animals are not permitted on the bus. 9. Leaving or boarding the bus at locations other than the assigned home stop or assigned school is prohibited unless approval has been received from the Principal, his/her designee, or the Transportation Manager. 10. Putting head, arms, or objects out the bus window is prohibited. 11. All buses to games or field trips are scheduled by the school and each bus is under the direction of a school-assigned chaperone. When on a field trip, students must be transported to and from the location by bus and not by parent transport. 12. Hitching rides via rear bumper or holding on to any part of the bus is prohibited. Any behavior or disciplinary action not defined in this listing will be addressed consistently with the philosophy stated above and will be left to the judgment of the appropriate school administrator. All students who ride a bus are subject to school and bus regulations. Upon referral by the bus driver, the administration will handle violations of these rules in the following manner: BUS VARIANCE FOR ALTERNATE LOCATION If a parent wishes their child to be picked up at an address that is not their home address, such as a daycare, then a bus transportation variance form must be filled out and submitted to the main office. Variances are for the full five days of the week. Variance requests are not guaranteed and will depend on available seats on the bus requested. BUS CONDUCT REPORTS - ELEMENTARY MINOR INFRACTIONS 1st Misconduct – Principal or designee conferences with the child and a misconduct slip goes home to be returned, signed by the parent. 2nd Misconduct - A second misconduct slip goes home to be signed and returned, and the parent is contacted. The student is warned that suspension from the bus will occur upon future infractions. 3rd Misconduct - A third misconduct slip is issued and the child is suspended from riding the bus for up to three (3) days. A parent conference is required. 4th Misconduct – A misconduct slip goes home and the child is suspended for three (3) to five (5) days. A parent conference is required. 5th Misconduct - Bus riding privileges may be removed for five (5) to (10) days. Another parent conference is required. After 5th Misconduct - Bus riding privileges may be removed for ten (10) to twenty (20) days. SUSPENSION OF BUS PRIVILEGES A student's bus privileges may be suspended if the "Student Code of Conduct" violation occurs on a school bus or while waiting to board, boarding or exiting said school bus. Such suspensions shall be handled in the following manner: 1. School Bus Drivers are responsible for reporting discipline issues after they have taken progressive actions to correct behavior on the bus. 2. For a 1 to 10 day suspension, school bus privileges may be suspended following oral notice from the school's principal or designee to the student and his/her parent/guardian, stating specific violation which occurred, and that school bus privileges are being suspended for a specific number of days. 3. For a suspension in excess of 10 days, school bus privileges may be suspended for a defined period of time as determined by the school's principal or designee following a written notice from the principal to the student and his/her parent/guardian stating that a specific violation has occurred, and that school bus privileges are being suspended for a specific number of days. BULLYING PREVENTION AND INTERVENTION On May 3, 2010 Governor Patrick signed an Act Relative to Bullying in Schools (M.G.L c. 71, § 37O). This new law prohibits bullying and retaliation in all public and private schools, and requires schools and school districts to take certain steps to address bullying incidents. These requirements are included in the school's or district's Bullying Prevention and Intervention Plan ("the Plan"). The Plan includes the requirements of the new law, and also information about the policies and procedures that the school or school district will follow to prevent bullying and retaliation, or to respond to it when it occurs. The plan can be downloaded at http://www.warehamps.org/district/departments/studentservices/bullying.html. Definitions Aggressor is a student or a member of a school staff, including but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional who engages in bullying, cyberbullying, or retaliation. Bullying is the repeated use by one or more students or a school staff of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: (i) causes physical or emotional harm to the target or damage to the target's property; (ii) places the target in reasonable fear of harm to himself/herself or of damage to his/her property; (iii) creates a hostile environment at school for the target; (iv) infringes on the rights of the target at school; or (v) materially and substantially disrupts the education process or the orderly operation of a school. Bullying includes cyberbullying. Cyberbullying is bullying through the use of technology or any electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. Hostile environment is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of the student's education. Target is a student against whom bullying, cyberbullying, or retaliation is directed. Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. Prohibition Against Bullying Bullying is prohibited: - on school grounds, - on property immediately adjacent to school grounds, - at a school-sponsored or school-related activity, function, or program, whether it takes place on or off school grounds, - at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school district or school, - through the use of technology or an electronic device that is owned, leased or used by a school district or school (for example, on a school computer or over the Internet using a school computer), - at any program or location that is not school-related, or through the use of personal technology or electronic devices, if the bullying creates a hostile environment at school for the target, infringes on the rights of the target at school, or materially and substantially disrupts the educational process or the orderly operation of a school. Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is prohibited. Reporting Bullying Anyone, including a parent or guardian, student, or school staff member, can report bullying or retaliation. Reports can be made in writing or orally to the principal or another staff member, or reports may be made anonymously. If the principal is the alleged aggressor, reports can be made to the superintendent or designee. If the superintendent is the alleged aggressor, reports can be made to the school committee or designee. Discipline The penalties for bullying, cyberbullying and retaliation fall under "Group E of the Student Conduct Code for Wareham Public Schools and will reflect the severity of the offense. Penalties may include, but are not limited to any one or combination of the following: verbal admonition, written reprimand, suspension or expulsion from school, and/or counseling. POLICY PROHIBITING THE ACT OF HAZING Wareham School Committee Policy, Amended, June 27, 2012 Hazing, as defined in Chapter 536 of the Acts of 1985, amended by the Acts of 1987, Ch. 665, and currently defined under Mass. General Laws, Ch. 269, Section 17, is prohibited by all organizations, employees, and students under the jurisdiction of the Wareham School Committee. Hazing will be considered a major offense under the school discipline policy as adopted by the Wareham School Committee and filed with the State Department of Education. All employees of the Wareham Public Schools are directed to refrain from, and not to support in any way, the activity of hazing. Any employee violating this directive of the School Committee will be found to be insubordinate. Such insubordination would subject the employee to discipline by the Superintendent and could result also in dismissal. Further, as defined in Mass. General Laws, Ch. 269, Section 18, employees who know that another person is the victim of hazing are, to the extent that they can do so without danger or peril to themselves or others, required to report the crime of hazing to an appropriate law enforcement official as soon as reasonably practical. Distribution of the hazing policy will be in accordance to MGL Chapter 269, Section 19. Section 17 Whoever is a principal organizer or participant in the crime of hazing, as defined herein, shall be punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction for not more than one year, or both such fine and imprisonment. The term "hazing" as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. Notwithstanding any other provisions of this section to the contrary, consent shall not be available as a defense to any prosecution under this action. Section 18 Whoever knows that another person is a victim of hazing as defined in section seventeen and is at the scene of such crime, shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. A fine of not more than one thousand dollars shall punish whoever fails to report such a crime. Section 19 Each institution of secondary education and each public and private institution of post secondary education shall issue to every student group, student team or student organization which is part of such institution or is recognized by the institution to exist as an unaffiliated student group, student team or student organization, a copy of this section and sections seventeen and eighteen; provided however, that an institution issue copies of this section and sections seventeen and eighteen to unaffiliated student groups, teams or organizations shall not constitute evidence of the institution's recognition or endorsement of said unaffiliated student groups, teams and organizations. Each group, team or organization shall distribute a copy of this section and sections seventeen and eighteen to each of its members, plebes, pledges or applicants for membership. It shall be the duty of each such group, team, or organization, acting through its designated officer, to deliver annually, to the institution an attested acknowledgment stating that such group, team, or organization has received a copy of this section and said sections seventeen and eighteen, that each of its members, plebes, pledges, or applicants has received a copy of sections seventeen and eighteen, and that such group, team or organization understands and agrees to comply with the provisions of this section and sections seventeen and eighteen. Each institution of secondary education and each public or private institution of post secondary education shall, at least annually, before or at the start of enrollment, deliver to each person who enrolls as a full-time student in such institution a copy of this section and sections seventeen and eighteen. Each institution of secondary education and each public or private institution of post secondary education shall file, at least annually, a report with the board of higher education and in the case of secondary institutions, the board of education, certifying that such institution has complied with its responsibility to inform student groups, teams or organizations and to notify each full-time student enrolled by it of the provisions of this section and sections seventeen and eighteen and also certifying that said institution has adopted a disciplinary policy with regard to the organizers and participants of hazing, and that such policy has been set forth with appropriate emphasis in the student handbook or similar means of communicating the institution's policies to its students. The board of higher education shall promulgate regulations governing the content and frequency of such reports, and shall forthwith report to the Attorney General any such institution which fails to make such report. HARASSMENT POLICY Ref; M.G.L. Ch 199 Acts of 2011 Wareham School Committee Policy, amended October 17, 2012 I. GENERAL STATEMENT The Wareham Public School System is committed to providing faculty, staff, and students with a learning and working environment that is free from harassment (verbal and/or physical) based on gender, race, religion, national origin, ethnic background, color, age, sexual orientation, gender identity, or disability. The goal is to maintain a school climate that is supportive, respectful of all school community members, and conducive to learning. It is a violation of this policy for any teacher, student, visitor to the school, administrator, or other school personnel to harass, in any way on school grounds or during school activities, any person associated with the system. This policy precludes any sexual relationship between an employee of Wareham Public Schools and any current pupil. The system will address all complaints of harassment. A violation of this policy will result in appropriate action(s) by the Wareham Public School System. Discipline of employees will be in accordance with the respective collective bargaining agreements. It is the responsibility of all members of the school community to treat each other respectfully. In addition, all members are expected to become familiar with this harassment policy and to report incidents of harassment to school authorities. II. DEFINITION Harassment is defined as conduct that: 1. Unreasonably interferes with an individual's work or educational performance or 2. Creates an intimidating, hostile, or offensive work or educational environment. While this policy on harassment goes beyond the issues of gender and sexual harassment to include race, religion, national origin, ethnic background, color, age, or disability, there are specific laws and regulations relating to gender and sexual harassment that are of prime importance and these are reviewed briefly below. Federal and State Law on Harassment: Sexual harassment in public schools is sex discrimination, and therefore is prohibited by federal and state laws. Title IX of the Federal Education Amendments of 1972 (20 U.S.C. 1681) states, "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance." Actions which constitute different treatment based on sex, such as denial of the opportunity to participate in courses, activities, and sports or different treatment in grading or discipline, are prohibited under Title IX. The federal law protecting school employees from discrimination based on gender is Title VII of the Civil Rights Act of 1964. The Equal Employment Opportunity Commission (EEOC) has developed guidelines that define sexual harassment as "unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature where: 1. Submission to such conduct is made, either explicitly or implicitly, a requirement of employment 2. Submission to or rejection of such conduct by an individual is used as a basis for employment decisions affecting such individual 3. Such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile, or offensive work environment." Although the EEOC guidelines were written for employment situations, they have generally been adopted for the educational environment as well, and provide the basis for defining sexual harassment as it involves students. Massachusetts law on fair educational practices (Chapter 151C of the Mass. General Laws) defines sexual harassment as follows: any sexual advance, requests for sexual favors and other verbal or physical conduct of a sexual nature when: 1. Submission to or rejection of such advances, requests or conduct is made either explicitly or implicitly, a term or condition of the provision of the benefits, privileges or placement services, or as a basis for the evaluation of academic achievement or 2. Such advances, request or conduct have the purpose or effect of unreasonably interfering with an individual's education by creating an intimidating, hostile, humiliating or sexually offensive educational environment. III. EXAMPLES OF SEXUAL HARASSMENT - Telling sexual jokes or stories - Making sexual comments about a person's clothing, anatomy, or appearance - Repeatedly asking out a person who is not interested - Telling lies, spreading rumors, or gossiping about any person's sex life - Whistling, catcalls, making kissing sounds, smacking lips - Name calling, teasing, or other derogatory or dehumanizing sexual remarks - Following a person or blocking a person's path - Drawing or displaying sexually explicit or suggestive posters, cartoons, pictures, calendars, designs on clothing, or other similar materials - Making sexual gestures with hands or body movements - Giving unwanted gifts of a personal or suggestive nature - Unwanted touching of people, their hair, or their clothing - Unwanted hugging, kissing, pinching, patting, or stroking - Inappropriate displays of affection, assault, attempted rape, or rape IV. COMPLAINT PROCEDURES Any student, staff member, or visitor to our community who believes that she/he has been the victim of harassment (as defined above) by a teacher, pupil, visitor, administrator or other personnel of the Wareham Public Schools should report the incident within one month of the occurrence, or as soon as possible. Those who have knowledge of any harassment must report an incident immediately. Depending on the circumstances and seriousness of the incident, interventions can range from informal to formal. Informal interventions include immediately and effectively addressing the situation, for example, by encouraging people to identify the difficulty, talk it out, and agree on how to deal with it. If such a mediation does not work or if the situation warrants further action, a formal harassment complaint can be made. A harassment complaint may be made to the principal, equity coordinator, teacher, counselor or any other school personnel with whom the complainant feels comfortable. If the report is to someone other than the principal it becomes the responsibility of that person to report the complaint to the principal in writing using the forms that are available in every principal's office or in the Office of the Superintendent of Schools. So that all members of the school community will be made secure in bringing forth complaints, a volunteer member of the faculty from each building will be designated as an equity coordinator. Ideally, the equity coordinator will not be of the same gender as the principal. If the complaint involves the principal/supervisor, then the complainant may file the complaint with the Superintendent of Schools (508-291-3500) or the Title IX/Chapter 622 Coordinator: (508) 291-3500. Upon receiving a complaint, the equity coordinator, or other member of the school community shall immediately notify the building principal who shall serve as the complaint hearing officer. The building principal or designee will immediately address the concern. Within twelve (12) working days, the principal shall forward all complaints to the Superintendent Schools and the Title IX/Chapter 622 Coordinator/Administrator of Special Education: (508) 291-3500. The hearing officer shall respect, as much as possible, the privacy of the complainant, the person against whom the complaint is filed, and all witnesses. ALTHOUGH EFFORTS WILL BE TAKEN TO PROTECT CONFIDENTIALITY, THIS IS NOT ALWAYS POSSIBLE IN HARASSMENT INVESTIGATIONS. In the event that students are involved in serious allegations as victim, perpetrator, or witnesses, the principal/designee will notify the parents/guardians of the allegations in a timely manner using appropriate discretion in the notification. All complaints will be taken seriously. While the rights of all individuals will be protected, a program for monitoring an alleged situation of harassment will be developed immediately to prevent the possibility of any recurrence of the behavior. Retaliation against a complainant will not be tolerated. Appropriate disciplinary action will be taken against any party involved in the retaliation. The penalty for harassment of member(s) of our school community will reflect the severity of the offense. Penalties may include, but will not be limited to any one or combination of the following: verbal admonition, written reprimand, suspension or expulsion from school, and/or counseling. Employees may be suspended without pay and/or terminated in accordance with procedures specified in the respective bargaining agreements. V. INVESTIGATIVE PROCEDURES The principal or designee shall consider every report of harassment seriously and shall investigate all reports immediately. The Title IX/622 Coordinator and other staff (e.g. school psychologist) shall assist the school hearing officer, as needed, in the investigative procedures and the identification and delivery of all necessary services to concerned individuals. The person issuing the complaint as well as the individual against whom the complaint is filed shall be separately interviewed, with the goal of resolving the complaint at this level. If resolved, parties will be notified and documentation describing the incident and subsequent resolution shall be kept by the principal for one academic year. If the complaint is not successfully resolved, the principal shall continue with the investigation by interviewing other knowledgeable parties. Documentation supporting or discounting the allegation shall become part of the investigation process. The principal shall complete the investigation and report within twelve (12) working days after the complaint has been filed indicating whether the allegations have been substantiated as factual or not. There will be no reprisal against the person filing the complaint whether or not the complaint is sustained. During the hearing process, the cross examination of witnesses may be restricted at the discretion of the hearing officer. If the allegations are substantiated, the principal or, in a case against an employee, the Superintendent (or his/her designee) must take immediate corrective and/or disciplinary action to resolve the situation. Such action may include, but is not limited to, requiring an apology, direction to stop the offensive behavior, counseling or education, warning, suspension, exclusion, transfer, expulsion, or discharge. Follow up will be conducted to insure that neither continued harassment nor retaliation occurs. Follow-up procedures shall be documented. As soon as the report is completed, it shall be filed with the Superintendent of Schools and the Title IX/622 Coordinator. Written findings will be provided to the concerned parties upon request and shall not deny the individual's right to pursue other avenues of recourse. All records of harassment shall be forwarded to the Superintendent and Title IX/622 Coordinator and shall be kept in a separate file, and only the Superintendent and the Title IX/622 Coordinator shall have access to these files. Concerned parties will have the right of appeal to the Superintendent of Schools within ten (10) working days of receipt of the concluding report. Alleged abuse by a parent, guardian, school staff, or other caretaker will be reported to the Department of Children and Families according to school policy and procedure. If allegations warrant, the sexual abuse unit of the local law enforcement agency shall be notified. V1. STATE AND FEDERAL REMEDIES In addition to the above, if you believe that you have been subject to sexual harassment, you may file a complaint with either of the government agencies set forth below. Using the complaint process of the Wareham Public Schools does not prohibit the filing of a complaint with these agencies. Each of the agencies has a short time period for filing a claim (EEOC - 180 days and MCAD - 6 months). U.S. Equal Employment Opportunity Commission John F. Kennedy Federal Building 475 Government Center Boston, MA 02203 617-565-3200 Massachusetts Commission Against Discrimination - Boston Office The John McCormack Building One Ashburton Place - Room 601 Boston, MA 02108 617-994-6000 VII. DISSEMINATION OF POLICY INFORMATION This policy shall be included in all handbooks (faculty and student) and shall be made available in all main offices. Faculty members, parents/guardians, and students will be informed of this harassment policy. Faculty members will be provided with training helpful in the identification and prevention of harassment. Parents/guardians will be requested to acknowledge the harassment policy through a signature process. The students (K-12) will receive age appropriate harassment training. SUMMARY OF HARASSMENT REPORTING/INVESTIGATION PROCESS \| 1 \| Victims of harassment should report allegations within one month or as soon as possible. \| \|---\|---\| \| 2 \| Witnesses of harassment are expected to report immediately the occurrence of harassment. \| \| 3 \| Informal interventions such as mediation or discussion may be used to resolve the matter. \| \| 4 \| A Harassment Report must be filed with the principal indicating an informal resolution or the need for investigation and a hearing if informal resolution is not successful. \| \| 5 \| In the event of serious allegations the principal will notify parents/guardians of all involved students in a timely fashion. \| \| 6 \| Investigation will include separate interviews with the alleged victim and perpetrator. Other knowledgeable parties may be interviewed. \| \| 7 \| Within 12 working days of the initial reporting the principal must conclude the investigation and provide reports to the Superintendent and Title IX/622 Coordinator. Written findings will be given to concerned parties upon request. \| \| 8 \| Concerned parties have the right to appeal to the Superintendent within 10 working days. The discipline of personnel will conform to bargaining agreements. \| INTERNET SAFETY Adopted, January 25, 2012 Introduction It is the policy of Wareham Public Schools to: (a) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications; (b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors; and (d) comply with the Children's Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)]. Definitions Key terms are as defined in the Children's Internet Protection Act. Access to Inappropriate Material To the extent practical, technology protection measures (or "Internet filters") shall be used to block or filter Internet, or other forms of electronic communications, access to inappropriate information. Specifically, as required by the Children's Internet Protection Act, blocking shall be applied to visual depictions of material deemed obscene or child pornography, or to any material deemed harmful to minors. Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes. Inappropriate Network Usage To the extent practical, steps shall be taken to promote the safety and security of users of the Wareham Public Schools online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications. Specifically, as required by the Children's Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called 'hacking' and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors. Education, Supervision and Monitoring It shall be the responsibility of all members of the Wareham Public Schools staff to educate, supervise and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Children's Internet Protection Act. Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the Coordinator of Technology or designated representatives. CIPA definitions of terms: TECHNOLOGY PROTECTION MEASURE. The term "technology protection measure" means a specific technology that blocks or filters Internet access to visual depictions that are: 1. OBSCENE, as that term is defined in section 1460 of title 18, United States Code; 2. CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or 3. HARMFUL TO MINORS. The term "harmful to minors" means any picture, image, graphic image file, or other visual depiction that: a. Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion; b. Depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and c. Taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors. 4. SEXUAL ACT; SEXUAL CONTACT. The terms "sexual act" and "sexual contact" have the meanings given such terms in section 2246 of title 18, United States Code. RETENTION POLICY Amended: April 10, 2013 A. ELEMENTARY (K-4) When a teacher/counselor or parent identifies a student as having serious academic problems, the following will occur: Intermediary Intervention - Review the student's progress and confer with parent(s) - Refer student to S.S.T. (Student Support Team) for consultation - Consult with support staff - Implement recommendations Procedures for Retention Consideration 1. Review all academic/developmental information as well as attendance records 2. Parent, Teacher, and Administrative conference(s) held 3. Principal's final decision determined and communicated All members of the education community, including teachers, counselors, parents/guardians, administrators, and the student will work together to ensure that the student is appropriately placed and experiencing growth in academic, emotional, social, physical, and intellectuals areas. In determining what is best for the whole child, parent involvement is crucial. In following the Retention Policy, the Principal and Support Team will determine the recommended course of action planned for the next school year. This plan will include program modifications for the academic year the student is repeating, and whether or not the student will repeat the grade with the same teacher(s). Retention decisions will be made on a case-by-case basis. The Principal will make the final decision as to whether or not a student is retained. SECURITY: VISITORS TO SCHOOL BUILDINGS In order to properly provide for the safety of students and employees, the following procedures are to be followed in all school buildings. 1. All doors shall remain locked during school hours. Security equipment is installed in all buildings. All visitors will be asked to state their name and the nature of their business prior to gaining entrance to the school. 2. All visitors in the school must report immediately to the main office and sign in indicating the purpose for being in the building. The visitors will need to provide a MA state license or MA identification card. These cards will be scanned and a pass will be printed that must be visibly displayed while conducting the visit. There will be clear, visible signs indicating the responsibility of visitors at the entrances. The pass must be turned in upon leaving the building and the visitor must sign out. 3. The principal (or designee) may deny access to any individual not directly employed in the operation of the school who does not have a valid reason for being on school property or who disrupts the order of the school. 4. All visitors must follow fire drill and lockdown procedures. Follow teacher directions in the event of any of these drills. Visitors must exit the building during a fire drill, including being in the hallway, and must report to the nearest classroom or office area during a lockdown. ANIMALS IN THE CLASSROOM: RECOMMENDATIONS FOR SCHOOLS No animal shall be brought to school without prior permission of the building principal. The Wareham School District is committed to providing a high quality educational program to all students in a safe and healthy environment. School principals, in consultation with the Health Services Providers in each building, shall utilize the Department of Public Health publication "Guidelines for Animals in Schools or on School Grounds" and review student health records to determine which animals may be allowed in the school building. The decision of the principal shall be final. Educational Program Use of animals to achieve specific curriculum objectives may be allowed by the building principal provided student health and safety is not jeopardized and the individual requesting that the animal be brought to school is responsible for adhering to the "Guidelines for Animals in Schools or on School Grounds" and any other conditions established by the principal to protect the health and well-being of students. Student Health The health and well-being of students is the District's highest priority. Animals may cause an allergic reaction or otherwise impair the health of students. No animals may be brought to school or kept in the school, classroom, office or common area that may negatively impact the health of any student who must utilize that area. Animals that cause an allergic reaction or impair the health of students shall be removed from the school immediately so that no student shall have his/her health impaired and each student shall have full access to available educational opportunities. Animals Prohibited from School Rabies is a growing problem and any fur-bearing animal is susceptible to this very serious fatal disease. Infected animals can transmit this disease to students and staff. Based on the Massachusetts Departments of Health and Education recommendations the following animals are prohibited from schools within the Wareham School District. Wild Animals and Domestic Stray Animals - Because of the high incidence of rabies in bats, raccoons, skunks, foxes and other wild carnivores, these animals should not be permitted in school buildings under any circumstances (including dead animals). Fur-Bearing Animals (pet dogs, cats, wolf-hybrids, ferrets, etc.,) - These animals may pose a risk for transmitting rabies, as well as parasites, fleas, other diseases and injuries. Bats - Bats pose a high risk for transmitting rabies. Bat houses should not be installed on school grounds and bats should not be brought into the school building. Poisonous Animals - Spiders, venomous insects and poisonous snakes, reptiles and lizards are prohibited for safety reasons. Exception: Guide, Hearing and Other Service Dogs or Law Enforcement Dogs - These animals may be allowed in school or on school grounds with proof of current rabies vaccination. Exceptions may be made with the prior approval of the Superintendent of Schools. SOURCE: MASC February 2011 REF: Department of Public Health publication "Guidelines for Animals in Schools or on School Grounds" Reviewed by SCPRSC: April 12, 2011 ADOPTED: June 8, 2011 Reviewed by SCPRSC: February 22, 2016 (no change) SC voted March 23, 2016 (no change) SCHOOL SUPPLIES All students are given paper, pencils, and crayons at regular intervals throughout the school year. These items are issued for in-school use only. While it is not necessary to do so, many students choose to bring in their school supplies. Children are responsible for the care and return of all school books and materials used at home. Parents/guardians will be charged for replacement of lost classroom books. It is recommended that children have a specific place at home for keeping their school materials and doing their homework. CELEBRATIONS / SNACKS IN SCHOOL The schools cannot accept special deliveries of items to students because it causes a disruption in instruction and office management. Please save these aspects of your child's birthday or personal celebration (including invitation distribution) for outside of school hours and for your home. Parents/guardians must request permission from the classroom teacher ahead of time so he/she can determine if there are any food allergies or restrictions with the students before any special event snacks can be sent in. If given permission from the classroom teacher, snacks should be in "finger food" style that does not require items to be cut, need utensils or plates, or other supplies, to make it easy to eat during our "working snack." We ask parents/guardians to support our district Wellness Program by providing healthy snacks. CLASSROOM DIRECTORY Parents/guardians will be given the opportunity to voluntarily share personal contact information with other classroom families at the beginning of the school year. This information will be compiled and sent home to those who sign up. This contact information can be used for birthday invitations, setting up play dates, etc. A form will be sent home and will need to be returned to the classroom teacher. GUIDANCE SERVICES Guidance staff are available to meet with children on a short term basis as needed to address school related issues. Guidance staff work with students on a variety of developmental issues including learning and using appropriate social behaviors, and developing self-awareness and self-confidence. Guidance staff are also available to work with parents/guardians and teachers regarding school issues. Many times the counselor serves as a liaison/referral source to appropriate community agencies. We want to help your child have a happy, successful learning experience here at school. DESKS, CLOSETS, AND LOCKERS Desks and closets/lockers are school department property and are assigned to each student for the safekeeping of personal and school items. The school administration reserves the right to enter them at will. MEDICAL INFORMATION Registration/Emergency Contact Form Emergency contact forms are sent home with every student at the beginning of the school year. We require the student's present home/mailing address, telephone number, parents'/guardians' business phone numbers, and the names of three relatives or neighbors who can be called in the event of an emergency should the school be unable to locate parents/guardians. (Permission of these individuals should be obtained prior to the use of their names.) It is vital that this information be kept up to date and accurate. Parents/Guardians should notify the school office in writing of any changes in this information, (e.g., change of address, home or cell phone number, work number, or change in emergency contact person). This information is confidential and will be used only by authorized school personnel. Vision/Hearing/Body Mass Index Screening and First Aid The school nurse administers vision/hearing/body mass index screenings to K-4 students annually and makes referrals in cases of deficiency. The school nurse maintains health records and administers first aid to injured or ill children. In case of an accident or illness, after first aid is administered, the parent is notified and further care is given, if necessary. Illness at School For your child's welfare and for the protection of others it is important to keep your child home if he or she has: - A fever over 100 degrees during the past 24 hours; - A cold in the active stages; - A sore throat and/or swollen neck glands; - An undiagnosed rash or skin eruptions; - Vomiting or diarrhea within the past 24 hours; - Head lice that has not been treated and/or visible nits (eggs). School personnel assume responsibility for determining whether your child should be sent home because of an illness commencing during school hours. Since accidents and illness can happen, the school secretary or nurse must have at least three local emergency numbers to contact individuals in case you cannot be reached at home or work. These numbers must be kept on file in the office and must be kept up to date at all times. Signed Health Form Students may receive medical treatment from a school nurse only if the Student Health Form, which has been signed by parent or guardian, is on file. If a signed health form is not on file, the school nurse will call the student's parent or guardian to receive verbal permission for treatment. Medical Record and Physical Examinations A medical record is kept for your child from pre-kindergarten through grade twelve. The Commonwealth of Massachusetts requires a periodic physical examination of every school-aged child. These examinations should be made by your private physician. You will be required to have your physician submit a medical form to the school. By state law, every child attending public school must be immunized against diphtheria, pertussis (whooping cough), tetanus, poliomyelitis, measles, mumps, rubella, varicella and hepatitis B or otherwise risk exclusion from school. Documentation of these immunizations must be presented upon entry to school. No child will be allowed to start school until this documentation is received. For those students who are exempt from immunizations due to medical or religious reasons, documentation is also required before entry to school. Children entering kindergarten must have documentation of being tested for lead poisoning at least once in their lifetime. Head Lice Pediculosis (head lice) is a common problem among school children. If you find that your child has lice, please notify the school so that preventive measures can be taken. If you are unfamiliar with the problem, please call the school nurse for instructions on how to identify and treat lice. Children who have been identified as having head lice are excluded from school until they are treated. All lice and nits (eggs) must be removed before reentry to school. The school nurse will need to examine your child before returning to school. PERSONAL ITEMS Personal items such as toys, trading cards, collectibles, and all electronic devices are prohibited in school. Students in possession of any of these items may be subject to disciplinary action. APPEARANCE/PROPER DRESS Clothing does have an impact on behavior and seriousness of purpose with regard to schoolwork. 1. In the interest of maintaining the required school climate essential to meaningful teaching and learning, the Principal may ban dress that is inappropriate due to health, safety, and/or disruption to the educational process. The Principal or Assistant Principal is authorized to send offending students to the nurse's office for a change of clothes or home to change their clothing if such clothing is determined by the Principal or designee to be inappropriate for educational purposes. 2. Standard of Dress for students shall comply with the following guidelines: a. Dress must not interfere with the educational process or the rights of others to secure an appropriate education. b. Dress must not be unsafe or destructive of school property (e.g., flip-flops due to stairs, cleats, or wheels that scratch the floors). c. Bare midriffs, see-through garments, pajamas, bare backs, halter tops, low-cut blouses and pants, tank-tops with less than a one inch strap, cutoffs, micro-mini skirts, hats, head gear, bandanas, handkerchiefs, hoods, sweatbands, and sunglasses are not to be worn in school. d. Clothing or jewelry with obscenities, profanity or pictures of alcohol, drugs, and tobacco shall not be worn. 3. Coats, jackets, and sweatshirts with hoods up are not to be worn in school during the school day. Exceptions to this policy will be made by the administration should heating or weather conditions warrant. 4. It is strongly urged that parents put their child's name on the inside of each item of his/her clothing (i.e. coats, boots, gloves, hats, sweaters, raincoats). Each year we have many lost articles that we cannot identify. Each school maintains a "lost and found" location within the schools. Items that are unclaimed for an extended period of time will be donated to a local charity. REPORTING STUDENT PROGRESS The purpose of conferences and written reports is to provide a basis for effective parent and teacher communication. Report cards are distributed three times a year in grades K-4. Teachers will notify parents/guardians of any concerns related to student performance throughout the year. HOMEWORK REQUIREMENTS Philosophy The Wareham Public Schools believe that meaningful homework assignments are necessary and when assigned systematically, provide additional time for learning that contributes toward improving the student's academic achievement. Homework builds on classroom work, encourages the development of self-discipline, develops responsibility, and strengthens the partnership between the parents/guardians and the school. Homework increases opportunities for parental/guardian involvement in the child's learning. It enhances cooperation among the child, parent/guardian and the school and promotes the academic and vocational success of the student. Definition Homework is defined as any instruction-related tasks and activities approved by the teacher to be completed by the student outside of the regular classroom without the immediate and direct supervision of the teacher. Guidelines All administrators, teachers, and parents/guardians responsible for the education of Wareham Public School students are expected to construct their efforts in such a way as to promote these homework requirements in every appropriate and conceivable manner. Homework will be assigned according to the following guidelines: - Homework shall be recognized by students, parents/guardians, and teachers as part of the students' requirements. - Homework shall be based on instructional objectives and assignments made at the appropriate students' instructional level. - Homework assignments should be a purposeful extension of independent practice. The assignment should be initiated in the class to ensure students' proper understanding, and completed outside of the classroom. - Homework assignments should reinforce a variety of study skills in all subject areas. - Homework should encourage students to use external resources such as materials in the public library, whenever possible. - Homework assignments shall be monitored, evaluated, and may be considered in determining the subject grade. - Homework may encourage the use of technology as a learning tool and its applicability will be determined by the classroom teacher. - Homework assignments shall be reviewed with students. - Student/teacher interaction is necessary to promote positive attitudes toward homework and meaningful learning experiences. - Homework assignments shall encourage and promote positive opportunities for parent/guardian and child interaction. Purposes Homework is valid when it is used: - To reinforce learning through practice, application, integration and/or extension of knowledge and skills. - To develop study skills, work habits, and a sense of personal responsibility so that the student may become an independent learner. - To enhance home/school communication and provide for increased curriculum understanding. - To stimulate imagination, originality, and creativity. - To encourage a follow up of worthwhile school activities into permanent leisure interests. - To involve parents/guardians in the learning process of their children. INSTRUCTIONAL CONNECTIONS Practice Practice assignments are given to provide the student an opportunity to reinforce content which has been presented and practiced in class. For example, the math teacher assigns the student additional problems for homework after the math concept has been both presented and practiced in class. Preparation Activating prior knowledge prepares students to connect that knowledge with the new concepts to be taught; providing experiences for the students to connect with unknown concepts and knowledge. For example, the teacher may assign the students to interview their parent/guardian about family traditions prior to an introduction to the concepts of ethnicity and culture. Extension Extension assignments challenge students to demonstrate understanding and applications of the knowledge and skills learned. For example, the teacher may assign a choice of projects in which students would be challenged to apply and extend a science concept already taught. Creativity Creativity assignments enhance knowledge by stimulating the students to utilize their unique talents through projects, demonstrations, art, drama, or music. The teacher may assign a choice of projects in which students would demonstrate an understanding and interpretation of a story they have read. Most importantly homework review is a critical component in the homework process to provide: 1. Opportunities for students to check for correctness. 2. Opportunities for teachers to check student understanding, provide feedback to students, and plan individual future learning experiences. 3. Opportunities for parents/guardians to see academic content and review assignments. Responsibilities for Elementary Schools Each school will implement homework standards and procedures based upon the following requirements. These standards and procedures will be reviewed and explained to staff, students, and parents/guardians at the beginning of each school year. Consequences may be given to students who do not complete and return homework. Administration: Implement the homework requirements. Disseminate requirements to teachers, students, and parents/guardians. Supply a homework folder (1 folder per child per year). Teacher: Implement the homework requirements. Encourage families to review homework assignments. Communicate with families in September, individual classroom homework procedures and routines. In addition, long term project assignments and due dates need to be communicated to parents/guardians during the school year. Provide purposeful homework assignments. Utilize the homework folder system. Establish standards relative to format, neatness, and procedures. Assign homework according to age, maturity level, individual needs and interests of the students. Be sure students understand and know how to complete assignments successfully. Expect students to spend the recommended average time in K-4. Explain to students that homework assignments can affect grades. Grade level teachers will coordinate homework assignments. Consider the availability of resource materials when creating assignments. Review homework with the class and assess students' understanding. Parents/Guardians: It is the belief of the Wareham Public Schools that the involvement of parents/guardians is beneficial to a child's academic growth and achievement. It is the responsibility of the parent/guardian to: Provide necessary assistance and a positive, supportive attitude for completing assigned tasks. Read and discuss the homework requirements with your child. Provide a routine time and appropriate environment for study and learning. Review homework with the child consistently. Promptly communicate any questions or concerns regarding homework assignments to your child's teacher. Utilize the homework folder as a vehicle for direct communication with the teacher. Monitor the use and return of the homework folder. Student: Make sure you understand the homework assignment(s) before leaving school. Use the homework folder to keep and carry homework to and from school. It is an important tool to help you with organizing your assignments and completed work. Arrange with parents/guardians for a place to do your homework. Schedule time for homework that is compatible with family and after school activities. Do your homework with a minimum of parental help. Do homework assignments as carefully and as neatly as in-school work. Complete and return homework on time. Budget your time for long term projects. HOMEWORK TIME FRAME Kindergarten Homework assignments should be designed to promote language and mathematical development and school readiness. The central idea of kindergarten homework is parent-child interaction. It is strongly encouraged that the kindergarten child be read to at home each day. Grades K-4 Homework assignments should give students an opportunity to prepare, review, practice, and further explore materials taught in class, and should vary in form, e.g., oral and written drill, study, recreational reading, written assignments, and preparation of reports. Recommended Average Time* Kindergarten 15-30 minutes per day Grade 1 15-30 minutes per day Grades 2-3 30-45 minutes per day Grades 4 30-60 minutes per day *Times may vary 15-20 minutes per day depending upon the individual student and their approach to the assignment. CLASSROOM ASSIGNMENT The Principal is responsible for the classroom assignment of children at the beginning of the school year and for children transferring into the school during the school year. In making classroom assignments, the Principal will consider the following factors: The factors that will provide the most efficient and effective classroom program for all children at a given grade level and for the school in general. These include consideration of: a. class size b. placement of special needs and academically able children c. appropriate instructional grouping d. social dynamics of the group e. appropriate balance of boys and girls f. other considerations specific to the effective operation of the school g. the educational recommendations of the present classroom teacher SCHOOL BREAKFAST AND LUNCH PROGRAM (Grades PreK-4) All schools in Wareham serve a breakfast and hot lunch daily. Cafeteria managers are responsible for the planning of well-balanced school lunches. There is no charge for all students for breakfast and lunch. All preschool-12 students are eligible to receive a free breakfast and a free lunch. If students opt to bring their own lunch, they may buy milk for $.50. Snacks are available to purchase at lunch. A copy of the menu is published online. It is the responsibility of the students and their parents/guardians to be aware of their account balances and make sure funds are available for purchasing snacks or milk for lunches brought from home. Payment can be made by cash, money order, or online at www.myschoolbucks.com. No personal checks can be accepted. The Wareham Public Schools' cafeterias use a computerized debit system for food purchases. This system helps to prevent fraudulent use of accounts, records student participation, and provides confidentiality. WALKERS AND EARLY ARRIVALS TO SCHOOL Students may not arrive prior to the designated supervised time. The school does not provide supervision prior to this time. Students must remain and be supervised by the adult dropping them off at school prior to the designated start times of each school as listed below. SCHOOL SESSIONS Elementary buses begin arriving at 8:25 AM at Decas and 8:25 for Minot Instructional Times: PHOTO AND VIDEO RELEASE PARENT OR GUARDIAN PERMISSION At times, teachers may collect student work using various technologies. The collections gathered in this way will be used for student and teacher presentations, cable television, and to show student work in the final published product at exhibitions or in the newspaper. If you would not like your child to participate in sharing their photo or work for public viewing, please notify the school principal in writing by September 30. On occasion, we receive requests from parent groups and others (i.e. student photography company) for student information. Schools are authorized to release the name, address, telephone number and other information concerning students. If you wish to request that information not be released without prior consent, please notify your child's principal in writing. ADMINISTRATIVE CONTACT LIST FOR 2016/2017 SCHOOL YEAR SCHOOL COMMITTEE Mr. Melvin Lazarus, Chair Dr. Clifford Sylvia Secretary Ms. Judith Caporiccio, Vice Chair Ms. Mary Morgan Mr. Geoffrey Swett TABLE OF CONTENTS WITHDRAWAL PROCEDURES------------------------------------------------------------------------------------------------8	<urn:uuid:805b3020-c8d8-4452-ac91-35d1d678f5f2>	CC-MAIN-2017-04	http://warehamps.org/wp-content/uploads/2016/11/Elementary-Handbook-2016-2017.pdf	2017-01-18T20:11:25Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00448-ip-10-171-10-70.ec2.internal.warc.gz	303,704,777	25,538	eng_Latn	eng_Latn	0.981181	eng_Latn	0.997516	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 2715, 5112, 7033, 9848, 12195, 15107, 17183, 19585, 22871, 24785, 27689, 30075, 32391, 34463, 36815, 39139, 41859, 44472, 47452, 50168, 53181, 56219, 59310, 62224, 65278, 69022, 71876, 74629, 77700, 80168, 83122, 85883, 88739, 92028, 94758, 98106, 100719, 103385, 105106, 108096, 111251, 113814, 116560, 119026, 121633, 124142, 126655, 128650, 129765, 130621, 130824, 130843, 130963 ]	[ 2.328125, 3.609375 ]	1	2
Wipro Test 3 1 In the questions below the sentences have been given in Active/Passive voice. From the given alternatives, choose the one which best expresses the given sentence in Passive/Active voice. After driving professor Kumar to the museum she dropped him at his hotel. ( )After being driven to the museum, Professor Kumar was dropped at his hotel. ( )Professor Kumar was being driven dropped at his hotel. ( )After she had driven Professor Kumar to the museum she had dropped him at his hotel. ( )After she was driven Professor Kumar to the museum she had dropped him at his hotel. 2 I remember my sister taking me to the museum. ( )I remember I was taken to the museum by my sister. ( )I remember being taken to the museum by my sister. ( )I remember myself being taken to the museum by my sister. ( )I remember taken to the museum by my sister. 3 Who is creating this mess? ( ) Who has been created this mess? ( )By whom has this mess been created? ( )By whom this mess is being created? ( )By whom is this mess being created? 4 They greet me cheerfully every morning. ( )Every morning I was greeted cheerfully. ( )I am greeted cheerfully by them every morning. ( )I am being greeted cheerfully by them every morning. ( )Cheerful greeting is done by them every morning to me. 5 Darjeeling grows tea. ( )Tea is being grown in Darjeeling. ( ) Let the tea be grown in Darjeeling. ( ) Tea is grown in Darjeeling. ( )Tea grows in Darjeeling. 6 In the following the questions choose the word which best expresses the meaning of the given word. WARY ( )Sad ( )Sad ( )Distorted ( )Tired 7 RABBLE ( )Mob ( )Noise ( )Roar ( )Roar 8 MAYHEM ( )Jubilation ( )Havoc ( )Excitement ( )Defeat 9 In the following questions choose the word which is the exact OPPOSITE of the given words. HYPOCRITICAL ( )Gentle ( )Sincere ( )Amiable ( )Dependable 10 FICKLE ( )Courageous ( )Sincere ``` ( )Steadfast ( )Humble ``` 11 The following questions, consist of two words each that have a certain relationship to each other, followed by four lettered pairs of words. Select the lettered pair that has the same relationship as the original pair of words. ``` Plants : Coal ( )Crops : Manure ( )Animals : Oil ( )Cow : Milk ( )Fire : Smoke ``` 12 Rectangle : Cylinder ``` ( )Square : Sphere ( )Circle : Dosc ( )Triangle : Cone ( )Wall : Room ``` 13 Graphite : Lubricant ``` ( )Movement : Friction ( )Iron : Steel ( )Wool : Cloth ( )Diamond : Abrasive ``` 14 Pick out the most effective word from the given words to fill in the blank to make the sentence meaningfully complete ``` A man who connives ........................the faults of his children is their worst enemy ( )with ( )at ( )of ( ) in 15 Some people revel...............gossip. ``` ``` ( )at ( )with ( )by ( ) in 16 The officer warned me.....................the office until five O'clock. ( )don't leave ( )to leave ( )to not leave ( )not to leave 17 A number when divided by 19, gives the quotient 19 and remainder 9. Find the number. ( )370 ( )270 ( )470 ( )290 18 The average age of 30 kids is 9 years. If the teacher’s age is included, the average age becomes 10 years. What is the teacher’s age?Total age of 30 children = 30 × 9 = 270 yrs. ( )30 ( )25 ( )40 ( )none Explanation: Average age of 30 children and 1 teacher = 10 yrs Total of their ages = 31 × 10 = 310 yrs Teacher's age = 310 - 270 = 40 19 A can do a certain work in the same time in which B and C together can do it. If A and B together could do it in 10 days and C alone in 50 days, then B alone could do it in ( )15 days ( )20 days ( )25 days ( )30 days Explanation: Two trains running in opposite directions cross a man standing on the platform in 27 seconds and 17 seconds respectively and they cross each other in 23 seconds. The ratio of their speeds is ( ) 1 : 3 ( ) 3 : 2 ( )3 : 4 ( )None of these Explanation: Two trains of equal length are running on parallel lines in the same direction at 46 km/hr and 36 km/hr. The faster train passes the slower train in 36 seconds. The length of each train is: ( )50 m ( ) 72 m ( )80 m ( )82 m ``` Explanation: Let the length of each train be x metres. Then, distance covered = 2x metres. Relative speed = (46 - 36) km/hr =(10 x 5 )m/sec 18 ==( 25 )m/sec 9 2x=25 36 9 =2x = 100 = x = 50. ``` 22 A jogger running at 9 kmph alongside a railway track in 240 metres ahead of the engine of a 120 metres long train running at 45 kmph in the same direction. In how much time will the train pass the jogger? ( )3.6 sec ( )18 sec ( )36 sec ( ) 72 sec ``` Explanation: Explanation: Speed of train relative to jogger = (45 - 9) km/hr = 36 km/hr. =(36 x 5 )m/sec 18 = 10 m/sec. Distance to be covered = (240 + 120) m = 360 m. Time taken =( 360 )sec= 36 sec. 10 ``` 23 A and B are children of D. Who is the father of A? To answer this question which of the statements (1) and (2) is necessary? 1. C is the brother of A and the son of E. 2. F is the mother B. ``` ( )Only (1) ( )Only (2) ( )Either (1) or (2) ( )(1) and (2) both ``` Explanation: A and B are children of D. From (1), C is the brother B and son of E. Since, the sex of D and E are not known. Hence (1) is not sufficient to answer the question. From (2). F is the mother of B. Hence, F is also the mother of A. Hence D is the father of A. Thus, (2) is sufficient to answer the question. If P $ Q means P is the brother of Q; P # Q means P is the mother of Q; P * Q means P is the daughter of Q in A # B $ C * D, who is the father? ( )D ( )B ( )C ( )Data is inadequate Explanation: A is the mother of B, B is the brother of C and C is the daughter of D. Hence, D is the father 25 Alfred buys an old scooter for Rs. 4700 and spends Rs. 800 on its repairs. If he sells the scooter for Rs. 5800, his gain percent is: ( ) 4(4/7) ( ) 5(5/11) ( )10% ( )12% ``` Explanation: Explanation: Cost Price (C.P.) = Rs. (4700 + 800) = Rs. 5500. Selling Price (S.P.) = Rs. 5800. Gain = (S.P.) - (C.P.) = Rs.(5800 - 5500) = Rs. 300. Gain % =( 300 x 100)%= 5 5 % 5500 11 ``` 26 The cost price of 20 articles is the same as the selling price of x articles. If the profit is 25%, then the value of x is: ( )15 ( )16 ( )18 ( )25 ``` Explanation: Let C.P. of each article be Re. 1 C.P. of x articles = Rs. x. S.P. of x articles = Rs. 20. Profit = Rs. (20 - x). =>( 20 - x x 100 = 25) x =>2000 - 100x = 25x 125x = 2000 => x = 16. At a party, everyone shook hands with everybody else. There were 66 handshakes. How many people were at the party ( )11 ( )12 ( )13 ( )10 Explanation: With two people, there is one handshake. With three people, there are three handshakes. With four people, there are six handshakes. In general, with n+1 people, the number of handshakes is the sum of the first n consecutive numbers: 1+2+3+...+n. Since this sum is n(n+1)/2, we need to solve the equation n(n+1)/2 = 66. This is the quadratic equation n2+n-132 = 0. Solving for n, we obtain 11 as the answer and deduce that there were 12 people at the party. 28 Joyce has bought ten trees for her garden. She wants to plant these trees in five rows, with four trees in each row. How must Joyce plant the trees (Its like a figure ( )Square ( )Star ( )Rectangle ( )Its not possible Explanation: The trees must be planted on the edges of a five pointed star as shown in the figure below. 29 The sum of ages of 5 children born at the intervals of 3 years each is 50 years. What is the age of the youngest child . ( )5 ( )10 ( )4 ( ) 1 Explanation: Explanation: Let the ages of children be x, (x + 3), (x + 6), (x + 9) and (x + 12) years. Then, x + (x + 3) + (x + 6) + (x + 9) + (x + 12) = 50 i.e. 5x = 20 and x = 4. So, the age of the youngest child (x) is 4 years. A customer pays `1,100 in taxes on a newly purchased TV. What is the price of the TV if the rate of tax is 8.9%? ``` ( )`9,765.45 ( )10,876.90 ( )12,359.55 ( )`14,345.48 ``` ``` Explanation: The tax is 8.9% which is equivalent to `1,100. If the value of the car is x, then 8.9%(x) = 1100 x = 1100/8.9 x100 ≈110000/9 110/9 12, the only option that starts with 12 is option C. Therefore the answer is `12,359.55 ``` 31 The sum of the digits of a two-digit number is 15 and the difference between the digits is 3. What is the two-digit number? ( ) 69 ( )78 ( )96 ( )Cannot be determined ``` Explanation: Explanation: Let the ten's digit be x and unit's digit be y. Then, x + y = 15 and x - y = 3 or y - x = 3. Solving x + y = 15 and x - y = 3, we get: x = 9, y = 6. Solving x + y = 15 and y - x = 3, we get: x = 6, y = 9. So, the number is either 96 or 69. Hence, the number cannot be determined. ``` 32 Which of the following is the correct order of evaluation for the below expression? z = x + y * z / 4 % 2 - 1 ``` ( )* / % + - = ( )= * / % + - ( )/ * % - + = ( )* % / - + = ``` Explanation: C uses left associativity for evaluating expressions to break a tie between two operators having same precedence. 33 Convert the infix to postfix for A-(B+C)(D/E) ``` ( )ABC+DE/ ( )ABC+DE/* ( )+ABC/DE ( )None of these ``` 34 Which one is the Image file extension ( ).avi ( ).jpg ( )mp4 ( ).doc 35 consider the following program: # include class x { public: int a; x(); }; x::x() { a=10; cout< class b:public x { public: b(); }; b::b() { a=20; cout< main () { b temp; } what will be the output of this program? ( )10 ( )20 ( )22 ( )30 36 int i,j; for(i=0;i<=10;i++) { j+=5; assert(i<5); } ( )Runtime error ( )6 ( )5 ( )10 Explanation: Runtime error: Abnormal program termination. assert failed (i<5), , ``` Explanation: asserts are used during debugging to make sure that certain conditions are satisfied. If assertion fails, the program will terminate reporting the same. After debugging use, #undef NDEBUG and this will disable all the assertions from the source code. Assertion is a good debugging tool to make use of. ``` 37 An electron moving in an electromagnetic field moves in a ( )In a straight path ( )Along the same plane in the direction of its propagation ( )Opposite to the original direction of propagation ( )In a sine wave 38 What is the similarity between a structure, union and enumeration? ( ) All of them let you define new values ( )All of them let you define new data types ( )All of them let you define new pointers ( )All of them let you define new structures 39 Declare the following statement? "An array of three pointers to chars". ``` ( )char ptr[3](); ( )char ptr[3]; ( )char (ptr[3])(); ( )char *ptr[3]; ``` 40 The software used to drive microprocessor-based systems is called: ``` ( )assembly language programs ( )firmware ( )BASIC interpreter instructions ( )flowchart instructions The technique of assigning a memory address to each I/O device in the SAM system is called: ``` ( )wired I/O ( )I/O mapping ( )dedicated I/O ( )memory-mapped I/O ``` 42 How many storage locations are available when a memory device has twelve address lines? ( ) 144 ( )512 ( ) 2048 ( ) 4096 43 Find the SQL statement below that is equal to the following: SELECT NAME FROM CUSTOMER WHERE STATE = 'VA'; ``` ( )SELECT NAME IN CUSTOMER WHERE STATE IN ('VA'); ( )SELECT NAME IN CUSTOMER WHERE STATE = 'VA'; ( )SELECT NAME IN CUSTOMER WHERE STATE = 'V'; ( )SELECT NAME FROM CUSTOMER WHERE STATE IN ('VA'); ``` 44 )Which of the following indicates the maximum number of entities that can be involved in a relationship? ( ) Minimum cardinality ( ) Maximum cardinality ( ) ERD ( ) Greater Entity Count (GEC) 45 Piggy backing is a technique for ( ) Flow control ( ) Sequence ( )Acknowledgement ( ) Restoration 46 void start() { A a = new A(); B b = new B(); a.s(b); b = null; / Line 5 / a = null; / Line 6 / System.out.println("start completed"); / Line 7 */ } When is the B object, created in line 3, eligible for garbage collection? ( )after line 5 ( )after line 6 ( )after line 7 ( )There is no way to be absolutely certain. Explanation: Option D is correct. I think there are too many unknowns about the method s and the classes A and B to be able to answer this question with any certainty. 47 What will be the output of the program? public class Foo { public static void main(String[] args) { try { return; } finally { System.out.println( "Finally" ); } ( )Finally ( )Compilation fails. ( )The code runs with no output. ( )An exception is thrown at runtime. Explanation: If you put a finally block after a try and its associated catch blocks, then once execution enters the try block, the code in that finally block will definitely be executed except in the following circumstances: 1. An exception arising in the finally block itself. 2. The death of the thread. 3. The use of System.exit() 4. Turning off the power to the CPU. 5. I suppose the last three could be classified as VM shutdown. In which numbering system can the binary number 1011011111000101 be easily converted to? ( )Decimal system ( )Hexadecimal system ( )Octal system ( )No need to convert Explanation: Hexadecimal system is better, because each 4-digit binary represents one Hexadecimal digit 49 Every time attribute A appears, it is matched with the same value of attribute B, but not the same value of attribute C. Therefore, it is true that: ``` ( )A → B. ( )A → C. ( )A → (B,C). ( )(B,C) → A. ``` 50 If you need to duplicate the entire disk, which command will you use? ``` (x)A . Copy ( )B . Diskcopy ( )C . Chkdsk ( )D . Format ``` Explanation: Explanation: Diskcopy is used to perform track-by-track copy of a disk into another. 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INTRODUCTION June 20 th is World Refugee Day, which is shortly after the Jewish community celebrates Shavuot, a holiday on which we read the story of Ruth, a stranger in a strange land. This study session connects the Book of Ruth to the global refugee crisis and explores the Torah's wisdom on different ways we might respond to the crisis. It can be used at a Tikkun Leil Shavuot or during the Shabbat preceding the holiday. This session has several interlocking components and is meant to be used in its entirety. In order to facilitate this, you will likely want to move through each section at a fairly quick pace. Below you will find an outline of the session followed by a step-by-step guide for how we imagine you might facilitate this teaching. You should, of course, add your own insights, questions, and reflections as you facilitate. We recommend printing the source sheet in color for the best results. SUGGESTED OUTLINE Here is a brief outline of the arc of the study session: ``` Context about the Book of Ruth (5 minutes) Ruth as a Stranger (20 minutes) How Ruth Is Assisted as a Stranger: Boaz Takes Direct and Immediate Action (10 minutes) The Daughters of Zelophehad: Making Systemic Change (10 minutes) Today's Strangers: The Global Refugee Crisis (30 minutes) Ways to Take Action and Make Change (5 minutes) ``` CONTEXT ABOUT THE BOOK OF RUTH Facilitators should begin by providing participants with some background about the Book of Ruth. Something along the lines of: The Book of Ruth, traditionally read on the holiday of Shavuot, tells the story of Ruth, a Moabite woman, and her Israelite mother-in-law, Naomi, when they are forced to flee their home in the wake of a terrible famine. Ruth's husband, Mahlon, has died, and she pledges her loyalty to Naomi. The book details their story of survival as they arrive in Bethlehem. After you provide context for the way in which the Book of Ruth is traditionally discussed, transition to a discussion about Ruth as a stranger. While Ruth is usually seen as the paradigmatic conversion story, the text also explores what it means to be other – whether as a stranger in a strange land or as a woman in a patriarchal society. Though we do not know for certain whether Ruth was a refugee, we can learn something from her story about the experience people may have when they are perceived as strangers. Point out to participants that Ruth is referred to as "Ruth the Moabite" seven times (see Ruth 1:4, 1:22, 2:2, 2:6, 2:21, 4:5, 4:9-10). The other characters in the story are not described by their ethnic backgrounds. Furthermore, Ruth pledges her loyalty to Naomi, seemingly casting her lot with the Jewish people, which is why her story is held up as the paradigmatic example of conversion. Yet, Ruth is not immediately accepted as part of the Israelite people. Read Ruth 1:14-1:19 and Ruth Zuta 1:8, and then discuss the questions below. Questions for Discussion: 1. What effect does the repetition of Ruth's background as a Moabite woman have, particularly in contrast to Ruth's pledge of loyalty at the beginning of the book in Ruth 1:14-19? Whose perspective is this designation? How internalized is this designation? Does Ruth see herself as a stranger? 2. Based on the midrash from Ruth Zuta, does Naomi see Ruth as a stranger? What does it mean to see someone as a stranger? 3. What is Otherness/Foreignness? In a place like America, a nation formed by immigrants and refugees, who decides who is foreign? 4. Similar to Ruth, the 60 million displaced people and refugees around the world find themselves in a liminal place. Is their primary identity that of stranger? At what point do they become a d h h h l? Next, transition into a discussion of the fact that, despite Ruth's clear designation as a stranger, she is still eventually helped and protected – explicitly as a stranger. Read Ruth 2:5-10, Leviticus Rabbah 34:8, and the passage from Bava Batra 91a and discuss the questions on the next page. Questions for Discussion 1. How does Boaz go about helping Ruth? What opportunities does he miss? 2. If Boaz fully took on the challenges Ruth is facing as key concerns, what are some of the ways that he could make life easier for the next generation of young women in her situation (i.e., widows, converts, foreign workers)? Be sure to lift up the fact that Boaz acts directly on Ruth's immediate needs. As the texts from Bava Batra and Leviticus Rabbah suggest, there also seems to even be a dichotomy between the way in which Boaz speaks to Ruth and the way in which he treats her. According to Leviticus Rabbah and Bava Batra, Boaz is much more generous with Ruth in word than in deed. Perhaps, Boaz could have thought more about the challenges that Ruth would face in the long-term, not to mention what other widowed young women might face in the future. Explain to participants that, while Boaz models one way of assisting a person in need – by taking direct action – our tradition also contains examples of a more long-term systemic approach through policy change. One example, in fact, is related to the laws of yibum, which also come up in the Book of Ruth. Read the story of the daughters of Zelophehad (Numbers 27:1-5) and the midrash from Sifre. Ask participants if they see a difference in the chain of events that lead to change as described in Numbers 27 versus the midrash from Sifre. Point out that, according to Numbers 27:1-5, the daughters of Zelophehad bring their case to Moses who then immediately brings it before God. The midrash from Sifre, on the other hand, explains that, in fact, the daughters of Zelophehad think much more systemically about their situation and realize that their inability to inherit is due to their gender. Accordingly, they seek to change the system for all women, rather than advocating only for themselves. After you have parsed Numbers 27:1-5 and the midrash from Sifre, discuss the question below. Questions for Discussion: 1. How do the examples of Boaz helping Ruth and the daughters of Zelophehad advocating for change translate into the ways that we work both directly and systemically for social justice today? Tell participants that, now that you have discussed two of the ways that Jewish tradition shows us that we can make change, you are going to learn a bit more about those who walk in Ruth shoes today: the 60 million refugees and displaced people around the world. Review the definition of a refugee on the source sheet, lifting up the three main parts of the definition: 1.) a refugee has experienced persecution because of one of the 5 categories as noted in the definition 2.) a refugee has crossed an international border and 3.) a refugee has been granted some sort of status or protection by UNHCR or their host country's government. After you review the definition, read the narrative of Rami Abou Jabr and discuss the questions below. Questions for Discussion: 1. Why do you think Rami is able to feel at home in the United States? Thinking about the framework of helping a stranger through direct and immediate action and long-term, systemic change, in what ways has Rami been helped to feel less like a stranger and to be integrated into the U.S.? Be sure to lift up the fact that Rami was helped both directly and because of systemic change. The fact that he was resettled in the United States is due to the fact that, after the Holocaust, many member nations of the UN came together to create international refugee law which led to durable solutions, such as resettlement. Rami and his family, therefore, received comprehensive assistance. They were helped directly with a new home and material goods. They were also given the tools needed to be successful in their new life in the United States, such as English language tutoring to help them find jobs and become self-sufficient. Next, briefly review the "Facts and Figures about the Global Refugee Crisis" to show participants that Rami's story is one of many in a huge and sprawling global refugee crisis. Conclude the study session by telling participants that the texts you have studied together today provide a useful framework for how they might approach taking action on the global refugee crisis. There are ways to take immediate action and to create long-term change – whether through future learning, direct service, advocacy, or tzedakah. Take some time to review the suggestions at the end of the source handout. If your community has started to take action on the global refugee crisis, now would also be a good time to talk to the group about your initiatives. Wrap up the study session by asking participants if there is one action they want to take – either responding to immediate need or making systemic change – to help end the global refugee crisis.	<urn:uuid:fbd31485-7542-46d5-9b03-5100f3020fc3>	CC-MAIN-2017-04	http://www.hias.org/sites/default/files/shavuot_2016_-_study_session_facilitator27s_guide.pdf	2017-01-18T20:25:15Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00444-ip-10-171-10-70.ec2.internal.warc.gz	492,210,557	1,938	eng_Latn	eng_Latn	0.99718	eng_Latn	0.997633	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1863, 4000, 6180, 8057, 8822 ]	[ 2.203125 ]	3	4
Dobrynya BYLINAS Written down by Anna Zubkova In May — August 2006 Under the editorship of Dr. Vladimir Antonov Translated into English by Anton Teplyy and Vladimir Antonov Correctors of the English translation: Hiero Nani and Keenan Murphy This book, compiled of bylinas — the Heroic tales in Slavic folklore tradition — is about how to live in the Truth, serve the Good and grow spiritually. Let the parents and teachers read this book to children, as well as children, parents, and all other people — to themselves. Gentle breeze is calling you by your name To listen to the exploits of Dobrynya: How Dobrynya-Hero was living on the land, How Dobrynya was serving God-the-Father. The wind sings songs about old days And tells honest tales and bylinas. It sings about love and courage, About strong friendship and faithfulness, About our beloved Mother-the-Earth, And about the wisdom of the omnipotent Good! Gentle breeze is calling you by your name To listen to the exploits of Dobrynya: How Dobrynya-Hero was living on the land, How Dobrynya was serving God-the-Father. Content How Dobrynya Became a Hero Morning! The night passed, the day has come! Morning! The sun is rising above the land! "Morning! Morning!" — an owl hooted and flew to sleep. "The sun is rising and giving life to everything!" — a robin is singing. A snipe flew to the sky, and its song began to flow from there: "The sky is pure! The land is beautiful! I see the endless expanse!" The snipe flew down, singing with its tail: "I love my land!" … Every day is like this from century to century: the sun rises, the day comes! … This happened in ancient times. Dobrynya was born on the land and endowed with infinite power and kindness. When Dobrynya grew up, he began to prepare himself for the road and asked the permission of his mother: "Permit me, my dear mother, to set on a journey to find out why I was born on the Earth, how to protect everything and everyone from evil, and how to help those who are good. Dobrynya's mother let her child go. She said to him in her farewell speech: "There is one Mother for all people — Mother-theEarth. Wherever you are — It will be with you, because Its loving heart beats with my heart simultaneously! Protect our beloved Earth! "And all people have one Father — God. He is the Creator and the Parent of all creatures. Wherever you are — He is always with you! Observe His commandments, listen to His advice, and fulfill His instructions! "In the world, there is a great and kind power called love! There is nothing more powerful than it!" Dobrynya embraced his mother and started his journey. … He was walking and saw a beautiful mare galloping in a meadow; a free wind was caressing her mane. Her movements were light and free. It seemed that she was flying over the earth, without trampling down thick grass. A colt, as beautiful as his mother, was with her. Dobrynya bowed to the ground before the mare and asked her: "Let your son go with me: he will be for me not a servant but a friend!" The mare looked in Dobrynya's eyes and sent her son with him. Yet she asked Dobrynya not to sit on the colt during one year until he became stronger. Dobrynya and the colt became friends. They walked together along the fields and forests, bathed together in clean rivers, and smiled together at the sun! The colt grew up and became a horse. That horse could understand Dobrynya without words, cross strong rivers, and gallop tirelessly day and night. Dobrynya was riding across the land, but in each place he visited, he saw only unhappiness and afflictions! Everywhere there were only sad, cheerless and sickly people, who forgot ancient laws and unselfish love! Dobrynya saw that people became unkind. He saw widows and orphans shedding their tears, old men cursing their fate and quarreling, the youth showing their disrespect for them, old women swearing, crying, and lamenting over their wasted lives. Maidens forgot what the beauty of the soul is. The daring of fine fellows began to decline. Children were rarely born, and even those who were born — were ailing and weak. One clan waged war against another clan! People were destroying themselves! Princes lived in enmity, seeking only glory and riches! They did not respect the peace… Dobrynya started thinking how he could help people in their troubles but could not find it out. So he began to ask people why they lived in this way and what for. He asked one of them: "What do you live for, oh man?" "I don't know… I live because I live…" "And what do you do?" "I work, eat and drink…" "And what can you do?" "I can carry stones, and I receive food and drink for this." "But what for do you carry these stones?" "I don't know…" Dobrynya asked another man: "What do you live for, oh man?" "I don't know…" "And what can you do?" "I can beat others with my fists…" "And what do you beat for, and whom?" "I beat everyone whom I was told to beat! I receive a lot of money for this…" Dobrynya saw that people did not know what they lived for and why they were so unhappy. So he began to ask Mother-the-Earth: "You, beloved Mother-the-Earth, carry all of us on Yourself. Tell me why your children live in troubles and afflictions, how I can help them, and how I can overcome this misfortune." Mother-the-Earth answered Dobrynya: "It is not easy to help my children! And not everyone can do this. The great power is needed for this, pure love is needed, and endless patience…" "Teach me how to find this love, power, and patience," — Dobrynya asked. "Look, do you see how the River of the Living Light is flowing above Me like a living solar wind? This is the gentle Flow of the Divine Love! Become this Light and embrace all My children! And remember My main precept: everything is born by love, everything can be healed by love, and everything can be changed by love!" Dobrynya merged with this Light, flew over the land, and saw how the Light was washing all living beings. Those who responded to the Light with love — received tenderness and affection in return. But those in whom malice and sadness lived were as if being gnawed by the worms from inside. They did not feel the Light of God, did not radiate the light themselves, and were rejecting all God's Grace… "Now cling on to My chest, listen to the beats of My motherly heart! Understand where My power and patience come from…" Dobrynya began to embrace Mother-the-Earth and listen to the pulsation of Its Heart in Its depths. He merged with all Its Power and filled himself with Its deepest shining Light and wisdom. Now he could hold everyone on his palms and know the entire destiny of any person! Mother-the-Earth told him: "Now go to the Holy Mountains and meet there Svyatogor. He has a special weapon for Heroes. Not everyone can raise it. Only that one who is ready to dedicate all his life, up to its last minute, to the Heroic service can use this weapon. Ask for the transforming sword and the reflecting evil shield — he will give them to you." Dobrynya came to the Holy Mountains, climbed them, and reached the blue sky. Svyatogor-Hero met him. He himself was like a huge Mountain, filled with unbelievable power. Dobrynya bowed to Svyatogor-Hero: "I was sent to you by Mother-the-Earth. I want to serve God-the-Father: to protect the Earth, defend the truth and good, and help people. Mother-the-Earth told me that you guard the arms for Heroes that not everyone can raise." "Well, Dobrynya, your thoughts are pure, your hands are strong, and your heart is full of shining fire! Choose a sword and shield for yourself!" Dobrynya chose the transforming sword and the reflecting evil shield. Svyatogor wondered: "You have chosen well! Now, to overcome the troubles on the Earth, you, Dobrynya, should temper both the shield and the sword and fill them with great power." Suddenly, a terrible black cloud, with enormous power inside it, swooped on Dobrynya. Dobrynya raised his shield, gathered his strength, and repulsed the attack, cutting the blackness with his sword. The sword blazed up with red fire! The black cloud parted and turned into the rain that watered the earth. Dobrynya did not have time to take a breath and admire the new shining sword, because another black cloud was approaching him, bigger than the first one. It fell upon Dobrynya with all its terrible force… Dobrynya raised his shield to repulse this onslaught. His body sank to its waist in the earth, but he recalled how he merged with the Power of Mother-the-Earth and repulsed this pressure with his shield, repelling this onslaught too. Then he cut the black cloud with his sword, and the sword blazed up like radiant golden lightning! The black cloud parted and dispersed. The sky lit up the land with the tender light. Dobrynya stood still, admiring the beauty and majesty of the sky. His sword was shining with the golden light. But he did not have time to admire this beauty for long: a third black cloud came. Tremendous evil power was in it, with no end in sight! Dobrynya raised his shield, but he did not have enough power to withstand this might. It was impossible for Dobrynya alone to resist that pressure… Then God-the-Father revealed for Dobrynya His Great Power. Dobrynya merged with that Power, and his shield began shining like a mirror that reflects the light; his sword shone with the Divine Fire! Dobrynya struck with his sword and the black cloud dispersed. The sun appeared and lit up everything with its light! Then God-the-Father blessed Dobrynya: "Go now and perform your Heroic service: protect your Mother-the-Earth from afflictions, help to the kindness in everything and everywhere, root out evil, and transform people with love and wisdom! "And don't forget to ask for My advice! "Remember: that enemy is dangerous which is inside and not outside! "Remember also that there exist good and healing words of wisdom. If these words are said in time — then their great power changes what a sword has no power to change! If you tell people why they live on the Earth — then sadness and anger will leave them, and happiness will blossom! Everyone then will feel everything living, create harmony and joy, cognize the laws of love, become the shining Light, live under My laws of life, and create life on the Earth in love and joy! And you can accept those who will be able to learn all this to My host of Heroes!" Then God-the-Father gave Dobrynya the magic bread. This bread of God was special: it did not decrease if one shared it with others! Dobrynya set off, walking a long road, of the length of the entire life, the road of Heroes! Svyatogor wished good luck to Dobrynya and asked him to seek new warriors-Heroes on the Earth, those warriors who could protect Mother-the-Earth and would maintain the glory of the warriors-Heroes for centuries! … This was how Dobrynya became a Hero. He began to travel around the world, performing his Heroic service, driving off misfortunes and healing human souls. How Dobrynya Liberated a Town Dobrynya was riding through the forests and fields, feeling his Heroic power. His heart was burning with the Fire! His arms were filled with power and ready to embrace with love all of Mother-the-Earth! Dobrynya looked into the distance, trying to understand where the Heroic deed that should be performed by him today was. He saw a town on a mountain… Shutters were closed, gates were locked… People lived there in bondage, in fear, without knowing freedom… Dobrynya looked around: no enemies were seen, but everything was closed and locked! There was no danger, but fear lived inside people… … And all around there was expanse and beauty!… The wind blew freely in the open fields! A river was clean, fast, and full of silvery fish! In a forest, there were giant trunks that held the domes of foliage with their arms-branches! Fur-bearing animals were free there! Fish were free! Birds were free! But people were unfree… There were no enemies around, but there was fear. There was no yoke, but there was slavery!… And if those people came out of that locked town — they carried the bondage and death to everything around. They caught birds and put them in cages or even killed them; they caught fish with their nets, trapped and tortured fur-bearing animals… Those people of bondage and fear did not carry good to anyone, and they themselves lived unhappily!… Dobrynya sat down on the bank of the clean river and started thinking about how he could help. He took out some bread and began to eat. This was special bread, given by God. If one shared it with others, it did not decrease, no matter how much one gave!… Birds flew to Dobrynya, small fur-bearing animals ran, fish swam… Dobrynya gave all of them some bread and began to ask their advice: "Why do you, birds, love freedom, but people in this town don't?" The birds replied: "We meet every morning, seeing the sun, and we want to sing! We see the beautiful blue sky — and we want to fly! Every dad among us sings songs about love, beauty, and freedom — and all our children listen to these songs and remember them… "People, on the contrary, live in dark rooms, seeing neither the sun nor our blue sky! How can they strive for freedom if they even do not know about it? Fathers who grew up in slavery can teach their children only slavery!…" Dobrynya thanked the birds. Then he asked forest fur-bearing animals: "Why do you love freedom, but people don't?" The forest fluffy animals replied: "We feel how Mother-the-Earth carries us on Itself. If we dig burrows — the Earth will protect us from danger, put us to sleep, warm us in winter, cool us in summer. We feel tracks and trails with our legs; we know the smell of every blade of grass. We are covered every night with the starry veil of the sky. And during daytime we wash ourselves with transparent light. We live on our Earth happily! It is for us like a great Mother: It gives us water to drink; It feeds us and saves us from danger… "But people… They have forgotten and no longer love Mother-the-Earth! And they do not feel Its warmth, Its help, and Its protection! How can they walk and live on It in happiness?…" Dobrynya thanked the forest fur-bearing animals. Then he began to ask the fish why people do not love freedom. The fish said nothing in reply, but only — with the offence towards people — flashed in the sun with a silvery bend of their backs, submerged into the clean waters of the river and hid in the depths… Dobrynya bowed to the fish. Then he started thinking about how he could show to people the Heaven and the Earth, the water and the sun, how to sing to them the song about freedom. He saw some beggars coming to him with their bags, moaning and groaning, singing their miserable song: "Give us, good man, some money for food!… We are poor, poor, poor!… The sun burns us; the wind blows cold on us; we sleep on bare ground; our bones hurt… We are poor, poor, poor!…" Dobrynya broke off some bread and gave it to one of the beggars. He hid it in his pocket, without sharing it with others, without thanking Dobrynya… The second one started wailing and crying: "Give me too, give me too!…" Dobrynya gave him too… He did the same… Dobrynya began to talk with them about this wonderful bread that did not decrease if one shared it with others… But they did not listen to him, waved their hands, and went away… Everyone ate his piece to the last crumb and remained the same beggar as before… Dobrynya began asking God-the-Father: "How can these people be awakened?" God said: "The key to Freedom is in the spiritual heart of man! This is the selfless love! Awaken love in those souls! Only then they will ask for Freedom and forget their fears, because love is stronger than all fears!" "But how can love be awakened?" "Decide yourself…" Dobrynya rode to the iron gate and began to knock. No one opened the gate… Then Dobrynya struck with his Heroic power, and the gate rattled; he struck another time, and it began to tremble; he struck the third time, and the gate flew off its hinges and fell to the ground. Dobrynya started riding through the streets, and it was as if a fresh wind began blowing in the town, as if a ringing song began to flow, and as if the pure power began to stream… The wind opened the shutters of the houses; the sun started shining brighter; the birds flew over Dobrynya, singing their hymns of freedom. People were amazed! The sun lit up their homes, and they saw what were inside: just dust and unnecessary stuff. And the most daring ones rushed to the streets. Dobrynya sat children on his horse in front of him, told them tales, and sang them songs. A lot of people ran to a square. They all were marveled! Dobrynya began to tell them that everyone can vanquish a serpent with seven heads inside himself or herself. These heads were hatred, fear, laziness, resentment, anger, jealousy, and sadness. And then, after defeating them, one becomes free — and love begins shining in the soul like the bright sun! "Do you hear, people, how the heart is beating in the chest of everyone? It's the heart love in the chest — like a bird in a cage — that thrashes, asking to be released!… Open — as a window can be opened — these closed cages with the arms of the souls! Let the light of love — clean and bright like the morning sun — shine in your chests! Let this light flow and expand in all directions! Smile to each other tenderly! Look how blue, high, transparent, and clear the sky is! Everyone, with the mouth of the heart, can say thanks to the sun for the light, warmth, and life! And then the light of your love, having streamed from your chests, will fill all the space around! The souls, having become free, will spread their gentle and wide wings over the expanse, embracing with love all lives: both Mother-the-Earth and everyone who lives on It!" People went with Dobrynya to the clean river and bathed in its waters. And Dobrynya showed them even more: the River of the Living Light that flows over the ground and washes everything with Itself. And he spoke about Mother-the-Earth, which nourishes and nurtures everything and everyone with Its love, about God-the-Father, Who creates everything with Love and is ready to speak with each one, helping on the Path of Love. Dobrynya began to gather the host so that Heroes would not come to an end on the Earth, and there would be those who could tell people about freedom! It was necessary, because locked towns are all around and people-slaves live in them! … The tales about how Dobrynya vanquished the seven-headed serpent and liberated thousands of people still live in those regions to this day. … And Dobrynya continued riding through the forests and fields, feeling his Heroic power. His heart was burning with Fire. His arms were filled with power and ready to embrace with love all of Mother-the-Earth! How Vasilisa Became Wise Dobrynya was riding along the land, protecting people from enemies. His fiery shield was in his hands, so arrows were not dangerous for Dobrynya. His sword, forged in an unbelievable way and hardened not by a simple fire, hung on his waist. Dobrynya singlehandedly could defeat an army. When he faced those who decided to do evil to villages and towns, the fear arose among them. If Dobrynya raised his fiery shield — the arrows did not fly at him. If Dobrynya unsheathed his shining sword — no force could equal him. The horse under Dobrynya was also Heroic: this horse listened to the rider without reins, understood every thought, and felt the Power of Mother-the-Earth with each step. When Dobrynya rode through thick forests and clear fields — his heart rejoiced at everything around: at fluffy forest animals, at free birds, at thick grass… But when he rode where people lived — he became sad… Dobrynya came to a village, whose people called him to defend them. He saw well-built and rich houses, high fences covered with stakes. Angry dogs were sitting behind them on chains, barking and howling. They became like quarreling people… No one came out to meet the Hero, to receive him with bread and salt, and to invite him to pass the night after a long road. People only were showing with their hands where the enemy army was… Dobrynya became sad, thinking: "How to protect You, Mother-the-Earth, if Your children meet a Hero in this way? They even did not give him a sip of spring water… But well, I have to accustom myself to this!" So he went to an open field to sleep and prepare himself for the battle. Suddenly, out of nowhere, a little girl came to Dobrynya. Her body was very small and puny. It was surprising how it retained the soul. She wore an old shirt with patches. Her two braids were sticking out like mouse tails. Her nose was covered with freckles. Her eyes were kind: golden lights were burning in them, and if the girl smiled — they would start shining. She bowed to the ground before Dobrynya and handed him some spring water in a scoop and some strawberries in her palm. Dobrynya took these gifts and thanked her warmly for fragrant berries, for pure water, for the good and affection. "What should I call you, honey?" — he asked. "Vasilisa-orphan," — the girl replied, being glad about the praise. "But why has no one taken you in the house?" "They took me to be a worker, but I didn't cope with it," — Vasilisa answered. Dobrynya broke off some bread for Vasilisa and explained the nature of its magic. Then he said: "Go away from this village, Vasilisa. Here a battle will be. Go where the sun rises in the morning. There you will find kind people." … The next morning Dobrynya went to a clear field and saw a foreign army… Yet he felt confused, thinking: "Are the people from the village better than their enemies? They live a comfortable life but did not even shelter an orphan…" Dobrynya was riding to face the hosts… Dobrynya was riding, but he was not raising his fiery shield… Dobrynya was riding, but he was not unsheathing his sword… The enemies' arrows started flying already… But Dobrynya kept riding without raising his fiery shield… He was riding without unsheathing his sword… The blood already started flowing on the grass from the wounds of Dobrynya… But he kept riding without raising his fiery shield… He was riding without unsheathing his sword… The enemies became frightened and fled from that warrior who could not be killed… … And Dobrynya fell to the ground. Blood was streaming from his body… But death did not take him… He fell into unconscious state, and saw before him the Great Bright Sun, and heard inside his own great heart the tender Voice of God-the-Father: "Why did you, Dobrynya, decide to abandon your service? Why did you lower your fiery shield that I tempered? Why did you leave the sword that I gave you? "If everything on the Earth was in order, if people were living in love and tenderness, would I have sent you to perform your Heroic service? Come back! Carry out your duty: I gave you the power and understanding for that very purpose!" While God-the-Father was saying these strict words, He was embracing Dobrynya with Love and Tenderness at the same time. Dobrynya opened his eyes and saw Vasilisa standing above him and washing his wounds with living water. And next to her, his Heroic horse stood. His wounds closed up, as if they had not existed. And Vasilisa said to him: "Take me, Dobrynya, with you! You can't be left without my care!" Dobrynya sat Vasilisa before him on his horse — and they rode. They rode through the village where Vasilisa lived. People were glad about what Dobrynya had done but did not thank him. Only boys ran out into the street and started shouting: "Give us your strength, Hero! Give! Give! Give!" Dobrynya decided to play with these boys. He dismounted and gave the reins to Vasilisa. He took off his belt and said: "Well, let's play 'tug-of-war'! I have this magic belt. There is great power in it. The one who will put it on will have a hundred times more power! Let's pull this belt: that one who will win will receive the belt with all its magic power." "You are sly: we can't compete with you! You are trying to deceive us!" — the boys answered to him. "Well, I'll pull it with my little finger only…" "All right!" — the boys agreed. Every one of them tried to pull, but no one was stronger than Dobrynya's little finger. Dobrynya then said: "Pull it all together!" All the boys grabbed the belt and pulled. At that time Dobrynya released it secretly — and the boys won. Then they began to fight about who would be the owner of the belt and the strongest one of them. Dobrynya said: "Thus nothing good will come out! You have gained the belt together — so its power may be yours only when you are doing everything together. If one of you should help his father to chop wood — you all should help. In this case, the work will be completed in a moment. When one of you should help his father to repair the roof — do it all together as well. In this way, you will increase your common strength! And when every one of you grow up to the age of a Hero — each one will have such power, as you all together have." The boys thanked Dobrynya, and he told them the most important precept: "This belt is filled with the power that can be directed for good purposes only! So if someone tries to use it for an evil purpose, the power will leave this belt and never return…" The boys started thinking how they should live from now on… They gradually began learning goodness and friendship. They started working together and accumulating the Heroic power. … Dobrynya with Vasilisa rode further. During the daytime Vasilisa sat in front of him, and Dobrynya was narrating tales to her and showing everything around. During the nights she hid under Dobrynyaʼs raincoat, embraced him with her arms and slept. When the enemy approached them, Dobrynya sat Vasilisa on a high tree and waged a battle alone. If Dobrynya just directed his sword towards the enemies, those who planned evil — a robbery, murder, or seizure — trembled with fear and ran away. The shield reflected the spite of enemies back to them. And the sword was shining with great purity and never stained with blood. There was great power in it: the power of Love, which is beyond the power of death. This power was received from God-the-Father. Yet it was inconvenient for Dobrynya to perform his Heroic service with Vasilisa. That is why he was searching for a house where she could grow and become beautiful and wise. Once they saw a good and well-built house with a well-kept field near it. The earth in that place gave a lot of fruits, and the apples bowed the branches of the apple trees to the ground. In that house three brothers lived: Mikula, Jaroslav, Ivan, and their sister MaryWeaver. Mary-Weaver came out to meet the guests. She was beautiful: stately, rubicund. She has thick and light-brown braids. Her hands were strong but gentle; her eyes were as if the entire sky had reflected in them in a clear day! Mary-Weaver bowed to Dobrynya and called him to a chamber. She was happy to receive the Hero and show him her beauty… "Where have you, marvel Hero, found this so unsightly companion?" — she asked. But Vasilisa did not travel with Dobrynya in vain: she learned to meet the unfriendly words with no offense. Dobrynya put his hand on the shoulder of Vasilisa. They smiled, bowed to the ground before the owners, and passed to the chamber. Dobrynya began to present some gifts to the hosts. He handed the first gift to Mary-Weaver: "This is a magic mirror. A human soul in all its beauty reflects in it. Would you like to take it?" Mary-Weaver took the mirror with joy, looked in it to admire her own beauty… — but suddenly burned with shame… Tears welled up in her eyes… "Will you keep this gift for yourself?" — Dobrynya asked and glanced at Mary-Weaver. "I'll keep it… Thank you, Dobrynya! And especially thank you, Vasilisa! Forgive me, unreasonable and arrogant, for the unfriendly words! Live at our home! I'll be a kind sister for you! And the magic mirror will serve for both of us: you, too, will look in it sometimes and grow up even more beautiful than I am! And I will teach you to bake bread, weave cloth, and embroider skillfully!" Dobrynya smiled. The first gift turned out to be good! The brothers also took their gifts: "These are the plow that helps to produce a lot of grain, the ax that helps to build beautiful houses, and the pipe that awakens and exhilarates hearts. Choose which one you like!" Mikula, the elder brother, chose the plow. He thanked Dobrynya: "Your gift is pleasant to me, Dobrynya! I will grow wheat, bake bread and feed people! And this plow will never become blunt!" Jaroslav, the middle brother, chose the ax. He thanked Dobrynya: "I like your gift, Dobrynya! I will build good and beautiful houses for the prosperity of people!" Ivan, the younger brother, chose the pipe awakening hearts. He thanked Dobrynya, then brought the pipe to his lips and began to play… Marvelous music started flowing. It was like running spring water, like opening green leaves, like blooming fragrant flowers… If people heard this music during their work, this work became joyful! If this pipe played on a holiday — the happiness came! If a disagreement arose, the pipe began to play, and people forgot completely about the cause of their dispute and about how to be angry… Vasilisa rejoiced at this music, began dancing, and the golden sparks in her eyes started shinning with bright light! "Thank you, Dobrynya, for the main present: for our new youngest sister," — Mary and her brothers said. Here Dobrynya began to say goodbye: "Well, now, Vasilisa, listen to my instructions! If you can fulfill them — you will become not only beautiful but also wise! I give you the task of observing that the plow will not become blunt, that the ax will not lay idle, and the pipe, awakening the souls, will not become silent! And if one of your brothers forgets about these instructions, you with Mary immediately bring him the magic mirror that reflects the soul, so that he can see himself and become ashamed!" Vasilisa said: "Let me, my good brothers and my affectionate sister, accompany Dobrynya on his way to the outskirts." "Accompany and return home quickly!" — they answered. Dobrynya took Vasilisa's hand and started walking with slow pace. Vasilisa began to ask him questions: "Tell me, Dobrynya, how that magic mirror became magical." "If one is ready to see the reflection of oneselfsoul in its true appearance, then every mirror becomes magical!" "Tell me, Dobrynya, how that plow became magical." "That plow met kind hands and hot heart — and so it became filled with the magical power for good work!" "And the same with the ax, right? And the same with the pipe that sings the song of the beautiful soul of the singer?" "Yes. You are clever, Vasilisa: you understood the secret of this magic! Now you, growing up, help people with your brothers and Mary! Give people magical gifts and awaken the souls from their sleep!" Dobrynya embraced Vasilisa, and she ran home happily. He followed her with his eyes and saw that she would grow, become wise and beautiful and be able to help people greatly! … Dobrynya rode further. Dobrynya was riding along the land, protecting people from enemies. His fiery shield was in his hands, so arrows were not dangerous for Dobrynya. His sword, forged in an unbelievable way and hardened not by a simple fire, hung on his waist. Dobrynya alone could defeat an army. When he faced those who decided to do evil to villages and towns, the fear arose among them. If Dobrynya raised his fiery shield — the arrows did not fly at him. If Dobrynya unsheathed his shining sword — no force could equal him. The horse under Dobrynya was also Heroic: this horse listened to the rider without reins, understood every thought, and felt the Power of Mother-the-Earth with each step. Three Feats of Dobrynya Dobrynya was riding through the forests and fields. And it seemed that the sun was shining in his Heroic chest! There was no affair that would be beyond his strength! There was no enemy that could overcome him! Each time he saw a maiden, her beauty started blossoming like an apple tree in spring. Each time he saw a fellow, the good strength of that fellow increased. Each time he saw either a grandfather or grandmother and looked into the soul where love and youth lived, their infirmities of the old age were healed and their eyes lighted up with a good smile. Dobrynya smiled at everyone and said: "Now live in this way!" And people lived according to the words of Dobrynya and kept his commandments of Love and Good; and harmony reigned in houses, and light shone in the hearts! … Dobrynya was riding and observing everything. He saw a stone lying in the intersection of three roads. The following words were on this stone: "The one who will go to the left will be married. The one who will go to the right will be rich. The one who will go straight will be killed." Dobrynya was surprised, thinking: "Who has invented such orders?" He decided to check all three roads. So he rode to the left, thinking: "It's not right for a Hero to be married! I'll go and have a look!" Soon he saw two high patterned towers and approached the closer one of them. In that tower, there were rouged damsels whose eyebrows were penciled with antimony. Those damsels were shining with flashy beauty and seducing with immodest clothes. They rushed to meet and embrace the Hero, wanting to give him roast pen-swans and make him drunk with wine to rob him then… But Dobrynya looked at them with surprise. He neither drank their wine, nor ate their fried pen-swans, nor became enticed with their artificial beauty. He said to them: "Were these beautiful bodies given to you to obtain riches with low-down actions? Human happiness is not in worldly riches! I feel sorry for you, poor: you haven't even heard about real happiness and joy! The wealth of the souls has flowed away with your wine, and joy has died like a caught and killed pen-swan… Old age will come to you soon and after it — death… So you will never cognize love! You are wasting your lives…" The damsels had never heard such words before. They became afraid when Dobrynya spoke about old age and death. They began weeping, and their paint started flowing down their cheeks… Dobrynya asked them: "Where are those fellows who have drunk your wine and eaten your pen-swans?" The damsels replied: "Some went away naked and barefoot; others live like we," — and they pointed at the adjacent tower where the fellows seduced damsels, made them drunk with wine and stole their riches… "Bring them here quickly! You were living unjustly together — so you all must answer and correct your mistakes!" Dobrynya gathered fellows and damsels in front of him and began explaining to them about life and death, happiness and selfless love. He also said that everyone would answer for his or her evil deeds and have to correct them. "Choose a companion for yourself: a damsel — a fellow, a fellow — a damsel. And go along your land, giving back what you took from others unjustly! And help those whom you can help! Only thus your hearts will become free! And only then you will be able to love each other! Understand also that good and gentle babies are born only when their parents live in heart love! A new life can come to you only if your hearts are full of love! Only then you will find that happiness which fears neither old age nor death!" The fellows and damsels did everything according to Dobrynya's words. They went along their land to give back that which was stolen and learn the lost kindness and unselfish love. Dobrynya came back to the stone and etched out the first inscription with his sword. It disappeared, as if it was not there at all. … Dobrynya rode to the right, thinking: "It's wrong for a Hero to be rich! I'll go and have a look!" Soon he saw before him a mountain full of gold and gems. Heaps of human bones were seen under it. Among those heaps, people were walking and dragging bags with gold and jewels. They dragged them but could not carry away all that their greed wanted to take. And in the mountain, the serpent with thirty heads was sitting, eating with pleasure, sleeping with pleasure, and throwing the human bones down the mountain. That serpent always had his dinner ready, since those treasures, like heavy chains, fettered people to the mountain! They wanted to take more and more but could not carry them away! Dobrynya gathered people bent under the excessive weight and explained to them about the serpent that lived in the mountain. He also said that only those riches really belong to a person which he or she is able to take to another world and which he or she is ready to give. Besides, he explained that only the wealth that is used for good purposes can ever increase. People began to straighten and feel free. They went to give others what they could take with them. They also went to do good and spread the words of Dobrynya about the golden mountain and real human treasures. Here the serpent felt that something was wrong: he looked everywhere, but there were no humans, just gold and precious stones… Only Dobrynya stood before the mountain and waited for the serpent. So he rushed to Dobrynya, spitting fire out of his thirty heads and puffing out stinking smoke. Dobrynya said to him: "Why are you so punished, poor serpent?" All his heads hissed at Dobrynya: "Why have you come here? Are you looking for your death? So, know that you have found it! People will not see you on earth anymore! I'll pick your bones and put them on a prominent place, so that other Heroes won't dare to prevent me from living as I want! I lived without grief: every day I had a bunch of people for dinner! They walked around the mountain as if being chained to the gold. You freed them, so you will die a horrible death!" "We will see who will win," — Dobrynya smiled, raised his fiery shield, and unsheathed his shining sword. The battle began. The serpent spat fire out of his thirty heads and swooped down on Dobrynya. Dobrynya reflected that fire with his shield and knocked down the scales of the serpent's armor with his sword. They were fighting day and night. And on the third day, the serpent became naked: not a single scale remained on his body. Then Dobrynya cut him into pieces, and every head received its part. Thirty snakes started crawling on the ground, asking Dobrynya for forgiveness… And Dobrynya told them: "Because you have killed so many people, you will live in the bodies of snakes and change your skin every year until neither anger nor poison remains in you! Then you will be allowed to become frogs and lizards and cognize how to live on the Earth without malice!" Dobrynya came back to the stone and etched out the second inscription with his sword. It disappeared, as if it was not there at all. … Dobrynya rode straight to that place where one should be killed. "It's not right for a Hero to be killed!" — he thought. — "I'll go and have a look!" He was riding without noticing anything dangerous. Soon a capital town appeared before him. A prince met Dobrynya, sat him at a table next to himself, to the place of honor, and served him diverse fare. Psaltery players started singing and praising him; servants placed a golden helmet on his head and gave him ornate armor. When the time to sleep came, they laid down Dobrynya on a soft featherbed and covered him with a silk blanket. Dobrynya was surrounded by fame and glory, but still there was no danger! Time passed, and nothing changed! There was no one to whom Dobrynya could help, no one who could be delivered from bondage! Dobrynya felt disquieted, since he was not used to a life in which he would be doing nothing! He started asking God-the-Father: "Where is that enemy against whom I should fight?" "The main enemy can live inside. If you had yielded to those abundant praises and to the life in contentment, if you had forgotten about people's afflictions and about your Heroic predestination — this would have been the end of Dobrynya-Hero! The most difficult feat is to overcome oneself! The one in whom the selfness is dead and love became all-encompassing is, truly, a Great Hero! You have withstood this test! You didn't yield to the glory and fame! You didn't forget your predestination!" Dobrynya thanked the prince and his servants for their reception and honor and prepared himself for the road. He went to the stone, struck it with his sword, and the last inscription disappeared, as if it was not there at all. Then Dobrynya cut the stone in half — and the source of clear, healing water appeared between the two parts. A lake formed. From that moment on, this clear water quenched thirst, cured sicknesses, and filled with joy. Fish began to live in that lake. Birds came to that lake to build their nests. Fluffy forest animals came there to drink. People came to that lake too. They bathed in its waters — and a passion for worldly riches and fame decreased in them. The bodies and souls became pure and filled with love. … And Dobrynya rode further. Dobrynya was riding through the forests and fields. And it seemed that the sun was shining in his Heroic chest! There was no affair that would be beyond his strength! There was no enemy that could overcome him! How Dobrynya Defeated an Idol Dobrynya was riding along the land, gathering a small host. He recruited those who were bold and strong in spirit and instructed them how to perform the Heroic service. Dobrynya taught them the Heroic commandments: The first commandment was to create Good on the Earth, live not for oneself but for people and act not as one wants, but as God wills. The second commandment was to raise great Heroic Power and fight against enemies not with anger and aggression, but with Love and Calm. The third commandment was to obtain Wisdom in order to be able to distinguish righteously the good and the evil — so as not to destroy an innocent, not to embitter a guilty person but to change and heal this person, multiplying the forces of Good and directing all people towards the light of Love. … Dobrynya was riding and looking into the distance. He was thinking: "Where is the next feat that I should accomplish today?" Suddenly, he saw an empty idol. People that lived around worshiped this idol, bringing rich offerings to it. They thought in this way it would protect them from their enemies, make the rain fall, heal the sick, and multiply their harvest… They prostrated themselves in fear before this empty statue, praying it for mercy… And during the nights, the idol sparked with its fiery eyes and spoke with a terrible voice, promising punishment to all those who would disobey… A little man lived near the idol. He accepted all the offerings, dictated the rules on behalf of the idol, and demanded the obedience from others… That little man himself used all the offerings given to the idol, and his power over people was great… Dobrynya was surprised and then became sad, seeing that people did not address living God-theFather but the empty idol instead. He began asking people why they worshiped the empty statue. People answered to him: "Our parents and grandparents lived in this way, and we teach our children to fear and obey the idol. God about Whom you speak is not seen, and thus, is unknown to us, but the idol is right here, and it will punish the disobedient ones! We are afraid even to hear you! It is better for you to leave this place to avoid troubles!" Only a few of the most daring ones said to Dobrynya: "Show us that the idol is empty inside, and we will believe you!" Dobrynya gathered the bold ones around him, and they went to the idol. The little man ran to meet them. He threatened everyone who would come close to the idol with a terrible retribution and promised death and eternal suffering after it. He uttered terrible oaths!… Dobrynya smiled, raised his shield quietly — and the anger of the little man reflected back to him. He ran away in fear barely alive… Dobrynya showed the daring ones that the idol was empty inside. He explained to them that the little man came here during the nights, set fire — and the idol's eyes glittered horribly. The little man read aloud the inscription carved on the walls by his ancestors — and the emptiness inside the idol buzzed, creating an inhuman voice… Then the daring ones began to ask Dobrynya: "You have showed us the emptiness there. Well, now show us God-the-Father!" Dobrynya answered to them: "God-the-Father is the Parent and Creator of everything. He is everywhere! "Look at the beautiful trees, green grass, fluffy mosses, fragrant flowers, distant hills, blue sky, and the radiant sun! Let the souls become filled with the gratitude for such beauty, created by the Divine Father! "He is everywhere — and He has neither limits nor barriers! He is where distant mountains are! He is where the blue sea is! He is where high forests are! He is where you are! He is where I am! The door to the world of God-the-Father opens in the human heart filled with love for our common Parent! There — He is seen like the Pure Light, shining brighter than the sun! There — everyone can hear Him, because He is the Loving Father for everyone!" "How can we learn to hear God-the-Father?" "The first thing you need to learn is to listen to the silence: listen to it in the heart full of love. You can also listen to the trees — how they rustle with their leaves, or to the chirring of grass-hoppers on a far meadow… You can listen to the songs of birds in the blue sky above the land… "You can listen to Mother-the-Earth and submerge yourselves into Its gentle calm… You can hear how our Mother-the-Earth sings lullabies… It caresses everything and everyone, embraces, cradles, and gives Its power… The light of the Earth gently lulls all creatures and is ready to fill them with the power of love… Then — if you listen in the silence of your open and huge spiritual heart — God's words will be heard clearly. Just ask — and at once you will hear the answer, and God's Light will embrace you with His Love!… In this way, God-the-Father fills with His Love all those sons and daughters who have cognized Him." The daring ones were amazed! The doors to their spiritual hearts opened a bit. They saw the Pure Light, shining brighter than the sun, and felt the Love of Godthe-Father! They told all other people about what happened. And people began to ask Dobrynya to free them of the idol. Dobrynya unsheathed His shining sword and cut down the idol like a rotten tree. In this moment, all people saw the emptiness inside… And there was no more fear before the idol in humans. Dobrynya began to tell everyone about God-theFather and teach how to fill oneself with the heart love, in order to be able to see and hear the Parent-Creator. He also taught how to keep the commandments of Love and Good and to live happily on the beautiful Earth. He taught the daring ones even more. He taught how to love other people, how to protect them, teach, fulfill God's precepts totally, accumulate kind power and become a Hero. Thus more Heroes appeared on the Earth. … And Dobrynya rode further. Dobrynya was riding along the land, gathering a small host. He recruited those who were bold and strong in spirit and instructed them how to perform the Heroic service. How Volga Searched for the Heroic Power Dobrynya was riding along the land and smiling. Everything around pleased Him. Birds were singing Him their songs; fluffy forest animals were running next to Him; flowers wished to give Him their fragrance; bushes wanted to share with Him their ripe berries. Dobrynya was dressed in a white shirt, and not in military armor. His light-brown curls were caressed by a free wind. His sword hid its great power in sheath, and His shield was strapped to a saddle. It was joyful in the warrior's heart when peace and calm were around! Dobrynya was riding and saw how some boys and girls were playing a war game… Dobrynya rode to them and asked: "Don't you have another game?" "It's boring to play house-building and baking bread!" "But can it be fun to play at cutting off each other's head?" Children then started thinking if this game was good… Dobrynya also started thinking and became sad: "While fathers forge and grind swords, while people wage wars against each other — it will be impossible to break children of the habit of playing games in which they try to kill one another more artfully!…". … Dobrynya rode further and soon saw a boy riding on a horse and cutting off the heads of grass and flowers with his sword. Dobrynya asked him: "Why do you execute the flowers and grass? What do you blame them for?" The boy fell to thinking and then answered: "I want to become strong and agile and protect my native land from enemies! I want to become a great hero like Dobrynya!" The boy did not recognize Him… He thought that He was just a usual traveler. Dobrynya began to ask the boy: "What is your name, future hero?" "Volga is my name. From infancy, I was growing being endowed with strength and intelligence. I said to my mother and father that my destiny would not be to go after a plow but to be a hero! Therefore, now I seek Dobrynya-Hero to learn from Him." "Well, if you are endowed with intelligence, think about where the border of your native land, which you want to defend, is. Is it the fence around your house or the outskirts of your village? Or is it where the hand of your prince reaches? Or is it where a nearby prince has power? "The distance from one neighborhood to another may be either short or long. But wherever you go, the Earth is like a mother for all Its children! And there are no lines on our land that indicate the borders! People themselves draw those lines! "One neighbor builds a fence to separate himself from another neighbor. Another neighbor, on the contrary, constructs a road to another neighbor! Yet in every house, people live and raise their children. And for all of us Mother-the-Earth is only one! "Do you want to learn to protect Its children?" "Yes, I want to!" — Volga answered. "Then look!" — Dobrynya said and showed His palm with the head of the flower cut off by Volga. — "If you had not cut it, the seeds of this flower would have matured and then sprouted next year, and our land would have been decorated with new flowers!…" Volga asked the flowers to forgive him… "Can you return the life to this needlessly killed flower?" — and thanks to the warmth of Dobrynya's hand, the head of the flower suddenly turned into a capsule with seeds. These seeds ripped and spilt out on Dobrynya's palm. He sowed them to make them sprout next year and become flowers. Volga asked Dobrynya: "But how do we reap grain, grind it and bake bread from it? It also means that we take lives from those ears and grains." "Each grain, turned into bread, will rise in human bodies as life power. It will give its power to people instead of dying in vain! And people should thank Mother-the-Earth and God-the-Father for their daily bread and use this power for good deeds. "If you want, I will give you some bread, and we will continue our conversation while eating." Volga agreed, and they sat to eat. The boy became more and more influenced by Dobrynya's responses and asked new questions: "How to obtain Heroic power, but at the same time not kill anyone?" "Before trying to obtain power, it is necessary to cultivate in ourselves the kindness and love for our smaller brothers and sisters: for growing flowers and trees, for birds singing songs, for fur-bearing animals and for all other creatures!" — Dobrynya answered Volga. He stretched out His hand with bread crumbs, and at once some birds came and confidently sat on His palm and began to eat. Fluffy forest animals came and began to eat too, showing their gratitude and affection for Dobrynya. Then Volga also stretched out his hand with crumbs, and birds sat on it too and began to eat. One little bird, sitting on the palm of Volga, started singing a thankful song for this meal. And it became so warm in the heart of Volga, as if the bright sun had risen inside! Volga caressed the red fluffy fur of a squirrel that came and then stroked the ears of a hare that trustfully leaned against his leg. He himself was surprised at the affection that had awakened in him! It was as if he had become related with every animal! It was as if every creature became for him a sister or brother! And Volga realized with Whom he was eating: it was not a simple traveler who kept the conversation with him but Dobrynya-Hero! "How do You perform Your Heroic service if You have pity for everything and everyone, if You cannot offend even an ant or another insect?" — Volga asked. "One can be strong and bold but give one's life struggling for an unjust cause. This is why a hero should be wise so as to be able to distinguish between the evil and the good, help everyone in good, and stop evil everywhere! "Come with Me, Volga! I'll show you how I teach My warriors to care about everything! I'll show you how to develop the power of goodness! I'll teach you how to ask for advice from God and become the defender of the righteous life on our Mother-the-Earth. Then God will accept you in His Heroic Host!" They rode further. Dobrynya spoke about the great power of Good, which can save souls from vices and direct them to the realization of good deeds. Dobrynya and Volga rode and saw an old man who came out to meet them. He said: "Do not use this road, good fellows! It has become dangerous here, since ten brothers-robbers with a hundred of companions are robbing in this place. And no one can pass by them: neither a trader, nor a simple traveler, nor a brave hero." "But how do you live here now? Can't you go to the towns? Can't you carry your products to fairs in order to sell them? Can't you go to the forest to pick up berries and mushrooms?" "That's how we live…" — the old man replied sadly with a deep sigh and shook his gray head… "Well, Volga, let's restore a proper order!" "Let's!" — Volga replied, without trying to suppress his joy. Dobrynya instructed him: "When we fight against the robbers — you, Volga, keep yourself close to Me! Don't move away even a bit! Thus we will overcome the robbers together." They kept riding… Suddenly, a bandit whistling and a howl sounded from all sides. The robbers rushed upon Dobrynya and Volga, and the battle started. Soon Volga became excited, forgot Dobrynya's instructions, and moved away from Him… Then the chief robber knocked Volga down from his horse, put a sharp knife to his throat and shouted: "Surrender, Dobrynya-Hero! We won! If you move even slightly — I will kill your friend! But if you do as I want — you both will stay alive! Join us, Dobrynya, as a companion! These are hard times now! Each one lives by his own truth, follows his own laws and robs by his own laws: 'He who is sly and quick is not a thief! He who is greedy and brave will eat! He who is strong and cunning is right!' Come to us, Dobrynya! We will live by our own laws! With your power, we will rule over the whole world! All the princes around will bow at our feet and bring a rich tribute to us!" Dobrynya responded: "Well, you surprised Me! Never before has Dobrynya heard such words! Never did He eat thieved bread… "But My companion is dear to Me… "Tell Me who of us will be the chief if I agree, you or Me? Who will be the owner of this sword of power? Who will share the riches? Who will establish the truth and administer?" "It would be a strange victory if I put you above myself!" — the chief robber laughed and winked at the younger robbers. His fellows giggled and whistled… "Well, let it be so: your truth is crooked but let it be with you… Take My sword," — Dobrynya said, coming closer to the chief and throwing His sword on the ground… The chief robber set Volga free, grabbed the sword with both his hands, and was stuck to it: he could neither lift it nor free himself… Dobrynya needed only this moment: He grabbed Volga, scattered a hundred of the robbers above the ground with His shield, and tied all other robbers with ropes. He said to them: "I didn't lie to you, but it is your lie that came back to you! "The power of the Heroic sword is beyond the capacities of the thieves! This power is great but pure, so the one who will decide to unsheathe it for a wrong deed will be burned to ashes. "You have a lot of strength, more than enough. But your truth has mixed with untruth! And until you change this, there will be neither peace in the souls nor happiness in your homes!… It's impossible to obtain the real good with non-good deeds!" The blows of Dobrynya's shield beat the desire to be robbers out of them. They saw their lives as already finished: as if they were already dead, and death caught them unawares. The life passed like an empty dream… And they could not remember even a minute of kindness… And they could not take the stolen with them over the threshold of the death… "What should we do, Dobrynya-Hero?" — the robbers asked. "Return to people and give away what you robbed. Build roads between villages and towns and protect these roads so that everyone can walk safely. Become kind guards of these roads and from now on see to it that no one does harm and violence there!" Volga untied the robbers, raised Dobrynya's sword and gave it to Him with a bow. … They rode further. So Volga began to learn to be a Hero: to serve God selflessly and accumulate the Power of Love, which God helps to increase and which is inexhaustible! Dobrynya was riding along the land and smiling. Everything around pleased Him. Birds were singing Him their songs; fluffy forest animals were running next to Him; flowers wished to give Him their fragrance; bushes wanted to share with Him their ripe berries. Dobrynya was dressed in a white shirt, and not in military armor. His light-brown curls were caressed by a free wind. His sword hid its great power in sheath, and His shield was strapped to a saddle. It was joyful in the warrior's heart when peace and calm were around! About "Double-Trouble" and Destiny Dobrynya was riding through the fields and forests. Meanwhile the spring came to the land and brought love and joy, an awakening of every living creature and a new birth for everything and everyone. Spring brooks started babbling: "Hail, beauty of spring!" Birds in unison started coming back home: "Hail, beauty of spring!" Flowers started opening their corollas: "Hail, beauty of spring!" Fluffy forest animals began walking in pairs: "Hail, beauty of spring!" Beautiful spring, you are the awakening of love and a new birth for all living beings! People welcomed the spring with a celebration. Damsels chose fellows, and fellows chose damsels. Joyful weddings were celebrated everywhere. Dobrynya was also called to a wedding: to be a guest of honor and to wish good luck to the newly married couple. He thought: "What haven't I seen at weddings? Haven't I drunk sweet honey? I truly never took wine in My mouth, since I didn't need this! The Heroic Power doesn't live in the one who drinks wine." He wanted to refuse, but God said to Him: "Go! You will find woe and eliminate it!" So Dobrynya rode. Soon He saw a river flowing between steep banks. The water undermined one of them, and a huge rock fell in the river and blocked its flow. The water began to rise and flood everything around but could not move the stone or flow around it. Soon this water would reach a nearby village and flood the houses… Dobrynya decided to help the river. He entered the water and pushed the stone with his shoulder. Once, twice… Only the third time the stone moved from its place. Dobrynya laid it on the other bank of the river, and the water started flowing freely again. The river ran down to the blue sea, carrying its spring waters. Dobrynya lay down under a tree to take a rest and allow His horse to eat green, spring grass. When He woke up, He heard a conversation. Evil people were devising a perfidious plan. They were discussing how they would come to the wedding, make everyone drunk with foreign wine, and when everyone fell asleep, abduct the bride and all beautiful damsels, take them away to other land and sell to the prince as concubines. The bad people rode away and did not notice Dobrynya. He saddled His horse and caught up to those villains. He asked them: "Where are you going?" "We were called to the wedding." "I ride to this wedding too. What gifts are you carrying?" "We are carrying expensive foreign wine," — unkind people replied. "And I am," — Dobrynya said, — "carrying the Heroic sword. I know that evil people want to make all people drunk at this wedding, and in the morning, when everyone falls asleep, they will steal the bride and all beautiful damsels to sell them to the prince as concubines. This is when My sword will serve! When those unkind people start doing this, My sword will cut off their wicked heads!" The unkind people became frightened and fell on their knees in front of Dobrynya, bowing to Him and asking to forgive them… Dobrynya said: "Thank God that your evil deeds have remained unfinished! Think in future what gifts you will bring to people and what you will reap from this. Your crafty plan could have been unknown to Me, but no one can hide anything from God, neither a thought, nor a word, nor an action! Whatever you do, the hour will come to answer for this. You will receive your reward and obtain what you deserve! Go now in peace, and tell people what has happened to you. If thanks to this, there will be less evil intentions on the Earth — this will mean that you have washed your guilt from your destinies." So they went through the land and began to tell people about All-Seeing God. People listened to them and became better. … Dobrynya rode further. He came to the well-built, beautiful house, where He was called to the wedding, and saw that it was full of guests. A joyous feast was in full swing. On the table were different kinds of sweet honey, freshly-baked breads, mushrooms, pickles, jams… Dobrynya wished good luck to the newly married couple, bowed to the owners and guests, and wanted to go further. But God said to Him: "Wait! You haven't explained anything to anyone yet!" "But who is going to listen to Me at the wedding?" "There is one person…" "All right, I will stay," — Dobrynya answered. He saw a young but not beautiful girl, the bride's younger sister, carrying a scoop with honey to Him. Then she stumbled and fell, spilt the honey, got herself dirty, got a bump, causing the guests to laugh. Her mother and father told her: "Sit down behind the stove, Double-Trouble! Don't disgrace us before our dear guest!" The girl wiped her face, put a copper coin on her forehead and sat behind the stove. She was sitting quietly and was unhappy — but not angry, joyless — but not offended. The feast was in full swing around! Everyone was full of joy! They all suddenly forgot about Dobrynya. He sat on the bench near the stove and asked the girl: "What's your name?" "Alyona," — she responded. — "But everyone calls me Double-Trouble. They don't even remember my real name." "Let's go outside, Alyona, and talk. It's stuffy here." When they were coming out of the house, Alyona pushed accidentally a shelf with clay pots and all the dishes fell and broke… Her mother wanted to shout at her but didn't, thinking "What can I say to such a clumsy girl?" Alyona sat down under a tree, wiped away her tears, and asked Dobrynya: "You help and save everyone. Save me too! It seems that woe and misfortune were born before me! I don't have luck in anything! I don't know how to live! Maybe, I should go and drown myself in a well! But I will probably fail in this too: I will stick in it and become an obstacle for everyone!" "Only you alone can help yourself, Alyona! One alone, like a spinner, spins one's own destiny. One spins the cloth of one's life from the thread of one's actions. Every action puts a milestone in the life of a person and influences his or her future during many years. The destiny is weaved from many former acts, that is why it's not easy to change. The thread of human destiny extends for many lives. It stretches from the past to the future. "Do you understand now how afflictions entwine themselves in a human destiny? Pain and sorrow that one person causes to others return back to that person as an unkind destiny. No matter how quickly or slowly they return back, to correct the evil that was done is harder than to try not to do it. If now something bad happens to you, don't cry and don't be sad, but say gently 'Forgive me!' to that person who suffered because of your evil deeds before. Thus the next dark knot in your destiny will be untied. "As a smith forges iron and gold, tempers them in fire, and pours water over them — so one can change one's destiny. To get rid of a bitter destiny, you must change yourself. For this, firmness is needed — and not for one day only!" Here Alyona began to cry even more. Her handkerchief became completely wet: "How did you find out about the smith, about my greatest affliction? I didn't tell about this to anyone. I even tried not to think about him… I love smith Vavila!… He is a handyman: he can shoe a horse and make a wedding ring of a gold stick. His hands are strong but gentle. He can do any work, as if iron, silver, copper, and gold listen to him… But it can't be possible that he loves me! Why would he love such a blunderer when there are so many beautiful girls around?" "Why is it affliction if you love a good man? How can the love that you give be an affliction? This is the great happiness when love has awakened in the heart! "Why are you crying and suffering? Probably, you don't love smith Vavila but rather yourself as you are: awkward, unlucky, useless… You feel sorry for yourself and love yourself only! "If you want to live without this affliction, you need to change instead of continuing to love yourself! You must transform yourself to get rid of this bitter fate! "So, are you going to make good, gentle, able, beautiful, caring, and wise Alyona from a blunderer?" "I have nothing to lose besides my bitter fate! It cannot be worse than this is!…" "Then start! Go to a river, wash your dirty clothes, wash away your bitter tears, bathe yourself as well, and begin to live anew!" Alyona bathed in the river — in the spring fresh water! She washed away her bitter tears and washed her dress, warmed up and dried her body under the sun and became like a newly born person! Dobrynya told her: "Alyona, with your heart love, thank the Sun that dried your body and healed you!" Alyona raised her hands in gratitude to the Sun — and a stream of pure, goldish Light poured on her! She stood under it for a while and became full of this living Light! Now another Alyona stood! It was as if a bud of maidenly beauty blossomed suddenly! Shining with happiness, Alyona said to Dobrynya thankful words: "Never before have I felt such a joy and well-being! Thank you, Dobrynya!" Dobrynya replied: "You are now that light which has kindled inside you! Send this light of love from your heart to the whole world! Love every being by it: your mom and dad, your brothers and sister, your fellow whom you love, the radiant Sun, the pure water, the fish moving softly in it, and birds flying in the sky!… Wish happiness to everyone: to all creatures on the Earth! In this case, the light and joy will remain in you!" It was as if the sun began to shine in Alyona's chest! She began dancing because of joy, stretched her transparent arms of the soul like wings and caressed all living beings with them! She was glad to share this happiness and love that were coming from her heart with all creatures! Meanwhile Vavila came to the bank. Although he did not love Alyona yet, but he was worried, thinking: "Where has this Double-Trouble disappeared? What if something bad has happened to her again?" Dobrynya did not stay to see how a happy girl's heart lighted with love the heart of the young smith… Dobrynya rode further. He was riding and thinking: "Everyone is a smith of one's own destiny. Man is the crown in the whole Creation of God! Yet everyone must work hard to fulfill the plan of the Creator!" … Dobrynya rides through the fields and forests. The spring came to the land and brought love and joy, an awakening of every living creature and a new birth for everything and everyone. Spring brooks started babbling: "Hail, beauty of spring!" Birds in unison started coming back home: "Hail, beauty of spring!" Flowers started opening their corollas: "Hail, beauty of spring!" Fluffy forest animals began walking in pairs: "Hail, beauty of spring!" Beautiful spring, you are the awakening of love and a new birth for all living beings! 1 How Dobrynya Vanquished Koschei and Transformed the Iron Kingdom of Death Dobrynya was riding along the land and thinking: "A human soul grows being illuminated by Love of God as by the Great Sun. It can become bigger than forests and mountains. It can embrace all the expanse! "The greatest battle of the soul is the battle against its flaws. If you eliminate all your flaws — then you will become invulnerable! "In this way, the soul heals diseases and sorrows, obtains its power and beauty, and makes its love invincible! Father-the-Creator helps in this battle and shows the Path to His Abode…" Dobrynya kept riding and saw a girl of particular beauty walking towards Him. She was stepping on the ground lightly and looked like the shining sun! She bowed to the ground before Dobrynya and said: "Accept me, Dobrynya, in Your Heroic host! I'll help You! "There is one plague in our land: the iron kingdom of death is growing! It destroys the Earth and people. The ruler of that kingdom is the immortal Koschei. "Smoke and fumes are above that iron kingdom. The blue sky is covered with the black clouds of stench. The sunlight cannot pass through them and start the spring or summer! Birds don't live in that 1 One of the demons of ancient Russian folklore. realm, and trees don't grow. An iron shell covered the land! Not even a single sprout can break through it! "The iron kingdom lives by the laws of death. There is no meaning in human life there! People overstrain themselves doing backbreaking work, and thus they themselves strengthen and extend that iron kingdom which oppresses them! "People serve Koschei throughout their lives. They only work, sleep, and eat. No one is glad about such a life there, but they do not even know that another life may be. "Koschei's food is human anger. He enjoys human obedience and revels in his own power… No one can overcome him…" "It's not a girl's work to fight against Koschei! Just tell Me your name and explain to Me how to reach the iron kingdom. I will find how to overcome Koschei and help people." "My name is Nastenka. Don't refuse my help, Dobrynya! I will serve You! I will not become afraid and run away! I will help You in this difficult task! "A lot of people live in the realm of Koschei, and he will send them first to protect his kingdom. We should not destroy them! I'll help You wake them up! It will be possible since free will is given to people by God-the-Father! I'll try to remind them why souls are sent to the Earth and why we live in human bodies! I can sing magic songs! The words of these songs come true unavoidably!" She said this and began to sing 2 : "Like a river of light, this song flows. 2 The word for word translation of the song is given. "It will carry away the black clouds of spite, "And the living source will appear in the heart! "The sun will rise happily above us! "I will hear lullabies that the Earth sings! "I will whisper them to the tender mothers, "And they will rock the cradles as the Earth rocks! "And their children will grow with pure strength! "I can tell to comely girls "How they can multiply their heart love, "Run barefoot on the river bank, "And wash themselves in the morning dew. "I'll tell you how to drink the living water "And how the happiness is born in life. "I'll tell grandparents, who are raising their grandchildren, "How they can grow a miraculous garden. "I'll tell you about the living trees "And about wild flowers on meadows! "Let people wake up from their gray sleep! "Let the joy come back in full to the land! "Then people will love Mother-the-Earth deeper, "Grow their children in love and good, "Create with love and good, "And live by the laws of God! "I also have magic seeds that I'll take with me. If one throws one of them on the ground — it will sprout at once, and a tree will grow in the blink of an eye! Don't refuse me, Dobrynya! Take me with You!" Dobrynya marveled at the unbelievable power of this girl, bowed to the ground before her, and said: "I did not think before that a girl can perform Heroic exploits as well! All right, let's go together to free people from the iron kingdom!" Nastenka called her horse, jumped on it without a saddle, and they rode. At last, they reached the iron kingdom. Koschei sent simple people to fight against Dobrynya, thinking that He would spare them and go away. Simple people rushed upon Dobrynya and began to beat Him, but He shook them off — and they were scattered around. "Why are you beating Me? I'm not your enemy!" "We were told by Koschei to drive you away! If we don't do so — we will be killed!" Dobrynya began telling them how they should live in the world: instead of serving the evil serve the good, create with love, shine with light, give joy, feel peace and calm, and heal with tenderness and kindness! Here Nastenka came, gave them some bread and started singing her songs. People became surprised and began thinking… … Dobrynya and Nastenka rode further. Dobrynya struck with His sword, and the iron shell that covered the ground started cracking. Where He struck once — a river began to flow! Where He struck another time — a spring gushed from the ground! Nastenka, in her turn, threw seeds. She threw once, and grass appeared; she threw another time, and an apple tree grew; she threw one more time, and a pine together with a birch grew and started rustling with their crowns! She was shining with joy — everything around bloomed! In the blink of an eye, the forest and garden grew, and animals hurried there! So the realm of Koschei became green. Birds started singing on the trees; fluffy animals began to dig their burrows; fish started splashing in the rivers! The land became alive, and people woke up… Koschei began to worry. He raised an army of his closest servants, dressed in iron armor from head to toe, and sent them to kill Dobrynya and Nastenka, to destroy forests and gardens, and to kill birds and other animals. … The countless army set out. They went to cut down the trees with their axes, to shoot the animals with their arrows, and to kill Dobrynya and Nastenka with their swords. As they saw Dobrynya, they lined up shield to shield, unsheathed their swords, and rushed to Dobrynya. He caught a sunbeam with His shield and reflected it to the servants of Koschei clad in armor. They felt unbearably hot! The sun was shining so intensively that soon steam started coming from all the cracks in their armor! It was as if they were being cooked in caldrons or fried in frying-pans!… They could not withstand the light of the sun anymore! They threw off their iron armor, breathed in the fresh air, and awakened from their terrible life!… They smelt the fragrance of the spring flowers! And none of them wanted to fight anymore! Then Nastenka stepped forward: "We've come to you not with a war but with peace! We brought you the light of love and the knowledge about the meaning of life! "You have forgotten why the life on the Earth is given to people and how one can use it! That's why you live according to Koschei's orders! "Even the air over your kingdom was poisonous! You wanted to defend the evil power that enslaves everyone and gives the immortality to Koschei! "Life in your kingdom is hellish! No one here is glad about his or her bitter fate! You yourself allowed Koschei to subjugate you and ruin your own land! So you yourselves should free it now! "If you eradicate anger and slavish obedience in yourselves — the power will not come back to Koschei! Only then we will be able to overcome him! "You should know that a human soul doesn't live on the Earth only once, and it doesn't die with the death of its body. Later a soul will be born again: to learn to love and seek the Light! "We live here to make ourselves as souls better, to be kinder and more beautiful, to transform ourselves into love, to learn the laws of life, to serve the Good and Light, and to love God-the-Father! We can cognize the Unity of all that exists and manifest God's ideas in this world!" … Nastenka washed them with the living water and gave them magical bread… The spring was all around! Apple trees were blooming, and birds were singing! … Dobrynya rode forth to prepare Himself for the battle with Koschei. The latter realized that he himself would have to fight against Dobrynya. He gathered all his evil power, saddled a horse, and galloped towards Dobrynya: "Prepare to die, Dobrynya! It's impossible to overcome my power with your love! My evil will crush your kindness! I am stronger than any goodness! After all, any good man has even a drop of evil in him or her! And from each drop of evil — my power only increases! That is why I'm immortal!" — Koschei was laughing. The fight began. Dobrynya's shield reflected Koschei's evil back to him, but Koschei absorbed that evil in himself and rejoiced. Dobrynya cut off with His sword the head of Koschei — but a new head immediately grew in the place of the old one, and every new head was even nastier than the former… Koschei laughed triumphantly: "You will never overcome my evil, Dobrynya!" Dobrynya became tired, but did not retreat even a single step, for the revived land and awakened people were behind Him! He had to find a way to defeat this evil power! But Koschei rushed upon Dobrynya, wanting to strangle Him with his malice. Dobrynya understood that there was no anger in Him, only the power of the Great Love received from God-the-Father. Only that power could vanquish Koschei! Dobrynya began to flood Koschei with the Light of the Father, shining from His chest, and the power of Koschei began melting and disappeared… As the light drives darkness away — so the power of Love melts and disperses the evil. Thus Koschei melted away completely. Nothing remained. People began to thank Dobrynya and Nastenka. They began to realize the truth: in order to transform the world and revive the land, everyone should start with himself or herself. People began to change, filling the souls with love and doing the good actively! They began to live on their land in a new way. … And Dobrynya rode further. Dobrynya was riding along the land and thinking: "The human soul grows being illuminated by Love of God as by the Great Sun. It can become bigger than forests and mountains. It can embrace all the expanse! "The greatest battle of the soul is the battle against its flaws. If you eliminate all your flaws — then you will become invulnerable! "In this way, the soul heals diseases and sorrows, obtains its power and beauty, and makes its love invincible! Father-the-Creator helps in this battle and shows the Path into His Abode…" A New Untold Bylina About How You Became a Hero… This is the new bylina that should be written by you, reader or listener! This is the new bylina that you should compose with your life! This is the new bylina that should be transformed by you into reality! Thus the Book of Existence of the Earth is written. It is your turn to become a Hero: to obtain Love, Wisdom, and Power, to help the good, to stop the evil everywhere, and to transform life on the Earth with love and patience! Your morning is coming! Your sun is rising! Morning! The night passed, the day has come! Morning! The sun is rising above the land! "Morning! Morning!" — an owl hooted and flew to sleep. "The sun is rising and giving life to everything!" — a robin is singing. A snipe flew to the sky, and its song began to flow from there: "The sky is pure! The land is beautiful! I see the endless expanse!" The snipe flew down, singing with its tail: "I love my land!" … Every day is like this from century to century: the sun rises, the day comes! Recommended Literature 1. Antonov V.V. (ed.) — Spiritual Work with Children. "New Atlanteans", Bancroft, 2008. 2. Teplyy A. — Book of the Warriors of the Spirit. "New Atlanteans", Bancroft, 2008. 3. Zubkova A.B. — The Tale about Princess Nesmeyana and Ivan. «New Atlanteans», Bancroft, 2007. 4. Zubkova A.B. — Dobrynya — Bylinas. «New Atlanteans», Bancroft, 2008. 5. Zubkova A.B. — Dialogues with Pythagoras. «New Atlanteans», Bancroft, 2008. 6. Zubkova A.B. — Divine Parables. «New Atlanteans», Bancroft, 2008. 7. Zubkova A.B. — Parables of Lao Tse. «New Atlanteans», Bancroft, 2011. 8. Zubkova A.B. — Parables about the Elder Zosima. «New Atlanteans», Bancroft, 2012. Video Films 1. Immersion in the Harmony of Nature. Way to Paradise. (Slide show). 90 minutes (on a CD or DVD), 2. Spiritual Heart. 70 minutes. 3. Sattva (Harmony, Purity). 60 minutes. 4. Sattva of Mists. 75 minutes. 5. Sattva of Spring. 90 minutes. 6. Art of Being Happy. 42 minutes (HD-video). 7. Psychical Self-Regulation. 112 minutes in 2 parts (HD-video). 8. Yoga of Ancient Russians. 105 minutes in 2 parts (HD-video). You may order our books at Lulu e-store: http://lulu.com/spotlight/spiritualheart and at Amazon: http://astore.amazon.com/spiritual-art-20 You can also download free our video films, screensavers, printable calendars, etc. from the website: www.spiritual-art.info See on the website www.swami-center.org our books, photo gallery, and other materials in different languages. 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Suggestions from Southern State Community College Advising and Retention Services on how to be a successful student: * Develop a Positive Attitude. o Think positive thoughts – I can do this! * Attend Every Class. If you miss a class, contact your instructor and find out if it is possible to make up what you missed. * Tomorrow may be too late to make up missed work. DO IT NOW! If it is not possible to make up a missed assignment, do not give up! Meet with your teacher privately to talk about what you can do to make progress. * PARTICIPATE. Be active in class discussion. Share what you have learned. * Learn to Take Better Notes. Compare notes with a classmate or work with a tutor to improve your notetaking skills. * Do Your Homework. Learn to manage your time and see homework as a priority. * Get All the Help You Can. o Ask question whenever you don't understand something. o As soon as you notice you are having difficulty, seek extra help. Try one or more of the following: o Meet with the instructor during his or her office hours. o Sign up for a tutor through the Tutorial Center. o Go to the Math Lab, Writing Lab, and/or Reading Lab. o Study with a classmate who thoroughly understands the material and is willing to work with you. Get To Know Your Teacher. Check the course syllabus to see how your teacher likes to be contacted. Arrange a meeting with your teacher outside of class time. Prepare Well For An Exam. Do your work on a regular basis so that you won't find yourself cramming or unprepared when exam time comes. Create summaries of your class notes to use as reference material when it comes time to studying for an exam. Aim for excellence and, at the very least, your work will be satisfactory. Make a list of topics that will be covered on the exam. Begin studying for your exam as soon as possible to avoid last minute cramming. Only a brief review should be necessary on the day of the exam. Get a good night's sleep, eat well, and relax. Have Strategies for Taking An Exam. Arrive to the exam rested and a few minutes early. Bring all necessary materials. Relax and maintain a positive attitude. Read all the instructions and each question/problem carefully. If you don't understand something, ask your instructor for clarification. If you get stuck while working on a problem, move on to another problem and come back to that one in the end. Don't allow any one problem to consume more time to solve than it should. Learn from the exam as you take it. Answering questions you know may help you answer questions that you are uncertain of. Show all your work and provide clear and thorough explanations when necessary. Answer all questions to the best of your ability (don't leave any answer blank). Don't leave early, check your work as much as time allows. Know Your Progress and Grades. Talk to your teacher about how you are doing. Teachers notice that students who are most successful do the following: * Take personal responsibility for learning. * Attend class regularly and arrive early for class. * Do all of the homework. * Write thorough summaries of class notes after each class, including explanations and examples. * Set aside some time everyday to spend with schoolwork; do problems, rewrite notes, review topics, etc. * Review topics that have been covered. * Read the topic to be covered in the next class. * Ask questions immediately when a topic is not understood. * Work with classmates or friends outside the classroom. * Meet with the instructor for extra help outside the classroom. * Get a tutor to meet with on a regular basis. * Seek help with test anxiety, if necessary. * Eat well, exercise, sleep enough, etc. * Schedule a little time to relax and have fun.	<urn:uuid:3407df7a-fa5e-4bd6-a60f-83fff89e92b0>	CC-MAIN-2017-04	http://www.sscc.edu/services/assets/tips-successful-student.pdf	2017-01-18T20:18:56Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00457-ip-10-171-10-70.ec2.internal.warc.gz	691,002,489	787	eng_Latn	eng_Latn	0.997965	eng_Latn	0.997829	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2601, 3755 ]	[ 2.21875 ]	1	11
Subject: School Food and Nutrition Services School Approval Standard: Ed 306.02, 306.04, 306.11 This is the twenty-first in a series of Technical Advisories issued by the Department to clarify the School Approval Standards On December 14, 2011, the NH State Board of Education adopted changes to the NH Administrative Rules for Education, Minimum Standards for Public School Approval, including Ed 306.02, Ed 306.04, and Ed 306.11 regarding food and nutrition services. The actual text is below. Following the actual text is the Department's comment. If you have further questions regarding any of this information please call the Bureau of Nutrition Programs and Services at (603) 271-3646. I. Actual Text Ed 306.02 Definitions (e) "Nutrient dense foods" means those foods that provide substantial amounts of vitamins and minerals and relatively fewer calories as identified and defined by 7CFR Part 210.10. (f) "Nutrient density of foods" means the specific nutrient in a food per 100 calories of that food as defined 7CFR Part 201.11. (g) "Nutrient targets" means the specific number and types of food that a student must select. The targets are the scientific bases of the standards for menu planning. Targets provide the foundation for setting meal requirements which encompass meal patterns and other specification for school menu planning purposes. (h) "Portion size" means the amount of food that will ensure each serving will be the appropriate size and that a recipe will produce the expected number of servings. Ed 305.04 Policy Development (a) In accordance with Ed 303.01, the local school board shall adopt and implement written policies and procedures relative to: (21) Supporting the availability and distribution of healthy foods and beverages that create a healthy environment in all schools throughout the school buildings during the school day. Ed 306.11 Food and Nutrition Services (g) The policy relative to distribution of healthy foods and beverages that create a healthy environment required by Ed 306.04(a)(21) shall include: 1. Standards for nutrient dense food and beverages for grade level needs elementary, middle and high school as identified and defined by 7CFR part 210.10; 2. Portion size for nutrient dense foods and beverages in schools which support the framework for healthier food choices in all school environments; 3. Nutrition targets for foods and beverages made available outside the federally regulated school meals program. The targets shall follow those developed by a nationally recognized research-based organization, such as but not limited to USDA, or as determined by the department to have standards equivalent to the USDA; 4. Developmentally appropriate opportunities to learn food preparation skills that support nationally recognized research-based nutrition standards; and 5. Annual communication information about the policy and procedure and related curricula to the school community, including but not limited to school staff, school board, parents and students. (h) Any school in (g)(3) choosing a standard for foods available at school which is not consistent with the USDA standard for Child Nutrition Programs, shall request a waiver from the Bureau of Nutrition Programs and Services. The Bureau shall evaluate the alternative standards and shall grant the waiver if the alternative standards are determined to be equivalent to the nutrition standards of 7CFR Part 210. Issued by: Virginia M. Barry, Ph.D. Date Issued: March 8, 2012 Supersedes issue dated: NEW Page 1 of 4 Subject: School Food and Nutrition Services School Approval Standard: Ed 306.02, 306.04, 306.11 II. Department Comment: School districts must now develop policy surrounding any food or beverage distributed/sold outside of the regular United States Department of Agriculture's (USDA) school meals program. The foods that are distributed in schools that are outside of the regular USDA school meals program are often referred to as "competitive foods". These include but are not limited to foods found in vending machines, snack bars, school stores, a la carte, fundraisers, school parties and any other food and beverage distribution/sales on the school campus while school is in session. While the Department recognizes that classroom parties and celebrations may be difficult to address, it is also recognized that there are many benefits to holding healthy celebrations. Healthy celebrations complement classroom health lessons, promote a healthy school environment and allow students the ability to better able to concentrate after eating healthy snacks. Some possible strategies to employ when offering healthy celebrations include; 1) limiting the number of classroom parties to one per month to recognize birthdays of the month, 2) send a sign-up sheet to families that suggest healthy items 3) celebrate without using food. The following two websites may offer other strategies and suggested lists of non-food celebrations: Issued by: Virginia M. Barry, Ph.D. Date Issued: March 8, 2012 Supersedes issue dated: NEW Page 2 of 4 Subject: School Food and Nutrition Services School Approval Standard: Ed 306.02, 306.04, 306.11 Kansas City Healthy Kids, "Healthy Alternatives for School Celebrations, Fundraisers, and Snacks," www.kchealthykids.org/Resources/Detail/Healthy-Alternaites-for-School-Snacks-andRewards Yale Rudd Center for Food Policy and Obesity, "Healthy Celebrations," www.yaleruddcenter.org/resources/upload/docs/what/communities/healthycelebrationsCT.pdf This rule is only meant to include foods that are distributed/sold during the school day. This rule does not encompass food distributed/sold either prior to the school day beginning or after the school day has ended. Therefore, food distributed/sold during after-hours events, such as sporting events, is not included. As per Ed 306.11 (g), the following resources may be of assistance to schools as they write their competitive foods policy. USDA offers nutrient standards for competitive foods to schools via the HealthierUS School Challenge (HUSSC). http://www.fns.usda.gov/tn/healthierus/application.html USDA is developing a list of foods that meet the requirements of the Healthy, Hunger-Free Kids Act of 2010. It is targeted for release in 2013. For now, the USDA's HealthierUS School Challenge (HUSSC) contains information about standards for nutrient dense food and beverages for grade level needs elementary, middle and high school. It is recommended that schools go to: http://www.fns.usda.gov/tn/healthierus/application.html for more information about HUSSC and the competitive foods nutrient standards. In addition, a school district may choose to adopt one of the below lists of foods. The below lists are frequently revised to contain foods that meet the portion size and nutrition targets standards found in the HUSSC. These lists include: 1. The A-List from John Stalker Institute of Food Nutrition at Framingham State University is a lengthy list of vending and snack products. While the A- list was created to meet the Massachusetts Standards for Competitive Foods, it is continually updated and includes indicators to identify which items meet the HUSSC requirements thus, making it a more universal tool. In addition, the A-List indicates product portion size and nutrition targets. To find the A-list, go to: http://www.johnstalkerinstitute.org/alist/ 2. The Alliance for a Healthier Generation's "List of Compliant Items" is a list of snacks and beverages that follow the 2005 Dietary Guidelines for Americans and the American Heart Association's Dietary Guidelines for Healthy Children recommendations. You can view Issued by: Virginia M. Barry, Ph.D. Date Issued: March 8, 2012 Supersedes issue dated: NEW Page 3 of 4 Subject: School Food and Nutrition Services School Approval Standard: Ed 306.02, 306.04, 306.11 snack and beverage suggestions for elementary, middle and high school by going to http://www.healthiergeneration.org/schools.aspx?id=3425 Both product portion size and nutrition targets are taken into consideration. ED 306.11 (g)(4) of the above rule describes Family and Consumer Science (FACS) classes and Culinary Arts classes held during the school day. Family and Consumer Science classes as well as Culinary Arts classes, where students learn the proper preparation techniques of foods for either home use or career use are exempt from this rule due to the fact that they have their own minimum standards that govern what they teach. As per Ed 305.04 (a)(21) any written policy will be communicated annually to the school community. This can be done through a school district's website, parent handbook, as a part of the "beginning of the year school packet" or any other means that the school district has for communication of policy. As stated above in Ed 306.11 (h) a school district may create and adopt their own alternative standards for nutrient dense food and beverages for grade level needs elementary, middle and high school. If this option is chosen, a waiver would have to be sought by the school to the Department. This will require a school or district to provide written information to the Department on the scientific basis of the alternative standards. If, after evaluation, the standards are deemed appropriate, the Department will grant a waiver. Please send a waiver to: Cheri White, Administrator, Bureau of Nutrition Programs and Services, NH Dept. of Education, 101 Pleasant St., Concord, NH 03301. III Contact: Cheri White, Administrator, Bureau of Nutrition Programs and Services, phone (603) 271-3860 or firstname.lastname@example.org. Issued by: Virginia M. Barry, Ph.D. Date Issued: March 8, 2012 Supersedes issue dated: NEW Page 4 of 4	<urn:uuid:4684f2dc-1417-47ed-b28f-9ed7de96eaf2>	CC-MAIN-2017-04	http://www.education.nh.gov/standards/documents/advisory21.pdf	2017-01-18T20:09:49Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00451-ip-10-171-10-70.ec2.internal.warc.gz	424,969,687	2,083	eng_Latn	eng_Latn	0.99196	eng_Latn	0.993471	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2222, 5114, 7825, 9811 ]	[ 2.515625 ]	1	10
How Can I Help With Homework? - Reward progress; use praise; display good work. - Find out how much and what type of homework is assigned in each class, how students are expected to prepare it and turn it in, and what students can do when they don't understand something; Help your child manage the workload by dividing it into small doses. - Check your child's agenda regularly to be sure that they are using it. - Help your child develop a homework schedule that he or she can stick to. - Talk to your child each day about homework assignments; go over work; see if it's complete; ask questions about it. But don't do your child's homework yourself. - Provide a suitable place for study (if possible, make it quiet and away from the distractions of TV, phone, and loud music). Avoid making homework a punishment. http://parent.sdsu.edu/aboutpi.htm "There are many reasons for developing school, family, and community partnerships. The main reason is to help all youngsters succeed in school and in later life." - Joyce Epstein of Johns Hopkins University Educational Excellence...developing reliable, responsible, and respectful life-long learners, one student at a time Contact the ASFMS Guidance Department for more information: Alan Shawn Feinstein Middle School of Coventry 15 Foster Dr. Coventry, RI 02816 (401) 822-9426 http://asfms.net/ Helping and Motivating Your Child at Home Alan Shawn Feinstein Middle School of Coventry What to Tell Your Child About Study Skills and Succeeding in School Work on time management skills by: Record: organized use your agenda to stay Plan: prioritize tasks Do: complete each task Review: completed check off tasks after Other ways to help you succeed: Study in a distraction-free area. Take good notes and pay attention in class. Learn effective memorization techniques (flash cards, lists, etc.). Work productively with others. Focus on areas that need the most attention (your toughest subjects). Bring necessary materials home, back to school, and then to class. Develop crucial writing, reading, and math skills through practice. Family Involvement in School Research studies consistently reveal that high student achievement and selfesteem are closely related to positive parental participation in education. Parents and schools need to work together so all children can succeed in school. How Can I Make Our Home a Good Place for My Child To Learn? - Have high expectations for your child's learning and behavior, both at home and at school. - Praise and encourage your child. - Emphasize effort and achievement, and be a role model for getting work done before play. - Establish rules and routines in the home. - Monitor television viewing and computer and cell phone use. - Limit after-school jobs and activities. - Encourage your child to share information about school. Try to remember what school was like for you. - Encourage older children to read by reading yourself and by having interesting and appropriate materials available. About Parent Involvement (Epstein) Seven Steps for Motivating Your Child 1. Set proper expectations. 2. Help your child set goals. 3. Show your child that you think school is important. 4. Support your child's learning style. 5. Speak the language of encouragement. 6. Reinforce learning at home and in the community. 7. Encourage your child to be resilient. What about rewards? Parents and teachers alike often use rewards to motivate children to do better in school. These rewards include classroom awards, stickers, and extra privileges. Experts disagree about this. Some say rewards teach children to work only for what they can get out of it, instead of working for internal satisfaction. But others say offering occasional rewards is realistic. After all, most adults do not go to their jobs each day only for internal satisfaction. They go because they need a paycheck to support themselves and their families. The best approach may be to simply take a middle ground. Treat your child to a reward once in awhile, but other times reward him only with a smile, a hug, or a big thumbs-up. 7 Proven Ways To Motivate Your Child To Do Well In School (Click for Article)	<urn:uuid:10417f0c-18fa-40c4-914e-8392e5c1892d>	CC-MAIN-2017-04	http://www.asfms.net/parentworkshops/pdfs/SkillsandMotivationBrochure.pdf	2017-01-18T20:05:20Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00452-ip-10-171-10-70.ec2.internal.warc.gz	335,031,292	885	eng_Latn	eng_Latn	0.997142	eng_Latn	0.997446	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1449, 4207 ]	[ 3.328125 ]	2	0
The Mitten Activities These activities were made by Liesl Copyright © Homeschool Den www.homeschoolden.com All rights reserved by author. Permission to copy for single classroom use only. Electronic distribution limited to single classroom use only. Not for public display. Lapbook pieces. Print the pictures out. Cut on the solid lines. Fold along the dotted lines. Cut the descriptions out along the dotted line. Glue into the inside of the lapbook pieces (or write in your own descriptions). Matching page: Trace the word and match it with the picture. What are these animals? Name: ______________________________ ___________ ________________ _____________ ___________ _____________ ______________ ___________ ________________ Moles live under the ground. They have powerful forelimbs with paws for digging. They eat earthworms, grubs and small nuts. Hedgehogs live Europe, Asia, Africa and New Zealand. They eat insects, grubs, small mammals, birds' eggs, berries, melons, roots and fruits. Badgers have short, fat bodies with short legs for digging. They live in Europe, Asia, Africa and parts of North America. They eat earthworms, insects, grubs, small mammals, birds' eggs, roots and fruit Bear are diurnal, they are usually active during the day, though some may be active at night. Bears usually eat more plants than animals, but will eat whatever is available: roots, berries, meat, fish, insects, larvae, and plants. Rabbits live in groups in underground burrows. A group of burrows is called a warren. Rabbits eat grass and leafy weeds. Owls are nocturnal animals. They hunt small mammals, insects, frogs, lizards, and a few species hunt fish. They are found all over the world except Antarctica. Fox are omnivorous animals. They eat small mammals, birds, reptiles, frogs, eggs, insects, worms, fish, crabs, fruits, berries, vegetables, and seeds. In the wild they usually live for about three years (though some may live up to 10 years). Meadow mice are primarily nocturnal animals. They build intricate burrows. They eat grain and seeds from plants, grass and berries. They will also eat insects and larvae. ©homeschoolden.com Name: _____________________________ Trace the words below. Then match the animal with its picture. mole rabbit hedgehog owl fox bear meadow mouse ©homeschoolden.com Name: ______________________________ Find out about these animals and write what you learned in the space below. mole rabbit hedgehog owl badger fox bear meadow mouse You might also be interested in some of our Animal Packets: Animal Unit – It covers the classification of vertebrates and invertebrates, animal tracks and lots more! My kids used these World Animal Cards as they learned the 7 continents	<urn:uuid:e90a12d1-bf5d-4012-b5f2-646ed8c4fe3a>	CC-MAIN-2017-04	http://homeschoolden.com/wp-content/uploads/2016/12/Mitten-Animal-Activities.pdf	2017-01-18T20:07:33Z	crawl-data/CC-MAIN-2017-04/segments/1484560280319.10/warc/CC-MAIN-20170116095120-00464-ip-10-171-10-70.ec2.internal.warc.gz	135,988,479	630	eng_Latn	eng_Latn	0.998084	eng_Latn	0.998529	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 565, 763, 2187, 2362, 2536, 2776 ]	[ 3.9375 ]	2	1
2016 NATIONAL SCIENCE OLYMPIAD AND NEXT GENERATION SCIENCE STANDARDS ALIGNMENT C (HIGH SCHOOL) DIVISION AIR TRAJECTORY – Prior to the competition, teams will design, construct, and calibrate a single device capable of launching projectiles onto a target and collect data regarding device parameters and performance. Science and Engineering Practices 2-6 Science and Engineering Practices 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) ANATOMY AND PHYSIOLOGY – Understand the anatomy and physiology of the integumentary, skeletal, and muscular systems. HS-LS–2-3 HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1–2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1–3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. ASTRONOMY – Teams will demonstrate an understanding of the basic concepts of mathematics and physics relating to stellar evolution and star formation and exoplanets. HS-ESS1–2-3 HS-ESS1 Earth's Place in the Universe HS-ESS1–2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. HS-ESS1–3. Communicate scientific ideas about the way stars, over their life cycle, produce elements. BRIDGE BUILDING – Prior to the competition teams design and build a Bridge meeting these requirements to achieve the highest structural efficiency while being tested upon uneven surfaces. Science and Engineering Practices 2-6 Science and Engineering Practices 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) CELL BIOLOGY – This event integrates content knowledge and process skills in the areas of cell biology and cellular biochemistry. HS-LS1–2-7 HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1–2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1–3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1–4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. [ HS-LS1–5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1–6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. HS-LS1–7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. CHEMISTRY LAB – Teams will complete one or more tasks and answer a series of questions involving the Science processes of chemistry focused in the areas of kinetics and gases.\ HS-PS1–2, 4-5, 7 HS-PS1 Matter and Its Interactions HS-PS1–2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS-PS1–4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. HS-PS1–5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [ HS-PS1–7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. DISEASE DETECTIVES – Students will use their investigative skills in the scientific study of disease, injury, health, and disability in populations or groups of people with a focus on Population Growth. HS-ESS3–4; HS-ETS1–2-3; Science and Engineering Practices 2 HS-ESS3 Earth and Human Activity HS-ESS3–4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ETS1 Engineering Design HS-ETS1–2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. 2016 (C High School) National Science Alignment to Next Generation Science Standard HS-ETS1–3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 2016 (C High School) National Science Alignment to Next Generation Science Standard Science and Engineering Practices 2. Developing and using models DYNAMIC PLANET—OCEANOGRAPHY – Teams will complete tasks related to physical and geological oceanography HS-ESS2–1; Science and Engineering Practices 2, 4, 6 HS-ESS2 Earth's Systems HS-ESS2–1. Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. Science and Engineering Practices 2. Developing and using models 4. Analyzing and interpreting data 6. Constructing explanations (for science) and designing solutions (for engineering) ELECTRIC VEHICLE – Teams must design, build, and test one vehicle that uses electrical energy as its sole means of propulsion to travel as quickly as possible and stop as close to a target point. Science and Engineering Practices 2-8 Science and Engineering Practices 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) EXPERIMENTAL DESIGN – This event will determine a team's ability to design, conduct, and report the findings of an experiment actually conducted on site. Science and Engineering Practices 1-8 Science and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information FORENSICS – Given a scenario and some possible suspects, students will perform a series of tests. These tests, along with other evidence or test results will be used to solve a crime. Science and Engineering Practices 2-8 Science and Engineering Practices 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information FOSSILS – Teams will demonstrate their knowledge of ancient life by completing selected tasks at a series of stations. Emphasis will be on fossil identification and ability to answer questions about classification, habitat, ecologic relationships, behaviors, environmental adaptations and the use of fossils to date and correlate rock units. MS-ESS2–3; HS-ESS2–7; MS-LS4–1-2 MS-ESS2 Earth's Systems MS-ESS2–3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. HS-ESS2 Earth's Systems HS-ESS2–7. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. MS-LS4 Biological Evolution: Unity and Diversity MS-LS4–1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. MS-LS4–2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. GAME ON – This event will determine a team's ability to design and build on an original computer game incorporating the theme provided to them by the supervisor using the program Scratch. Science and Engineering Practices 2, 5 Science and Engineering Practices 2. Developing and using models 5. Using mathematics and computational thinking GEOLOGIC MAPPING – Teams will demonstrate understanding in the construction and use of topographic maps, geologic maps, and cross sections, and their use in forming interpretations regarding subsurface structures and geohazard risks. HS-ESS2–1; Science and Engineering Practices 2 HS-ESS2 Earth's Systems HS-ESS2–1. Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. Science and Engineering Practices 2. Developing and using models GREEN GENERATION – Students will demonstrate an understanding of general ecological principles, the history and consequences of human impact on our environment, solutions to reversing trends and sustainability concepts. HS-LS2–1-8; HS-ESS3–4 HS-LS2 Ecosystems: Interactions, Energy, and Dynamics HS-LS2–1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS2–2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [ HS-LS2–3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2–4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS-LS2–5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-LS2–6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2–7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS2–8. Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. HS-ESS3 Earth and Human Activity HS-ESS3–3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. HYDROGEOLOGY – Students will manipulate a groundwater computer model, answer questions about groundwater concepts, and evaluate solutions, based on hydrogeological evidence, to reduce anthropogenic effects on groundwater. HS-ESS3–4, 6; Science and Engineering Practices 2, 5-6, 8 HS-ESS3 Earth and Human Activity HS-ESS3–4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ESS3–6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. IT'S ABOUT TIME – Teams will answer questions related to time and they may construct and bring one non-electrical device to measure time intervals between 10 and 300 seconds. Science and Engineering Practices 2-8 Science and Engineering Practices 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 2016 (C High School) National Science Alignment to Next Generation Science Standard 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information INVASIVE SPECIES – This event will test student knowledge of invasive species in local and national ecosystems. HS-LS4–2; MS-ESS3–3 HS-LS4 Biological Evolution: Unity and Diversity HS-LS4–2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. MS-ESS3 Earth and Human Activity MS-ESS3–3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. PROTEIN MODELING – – Students will use computer visualization and online resources to guide the construction of physical models of proteins and to understand how protein structure determines function. Students will model proteins involved in the biosynthesis of the neurotransmitters dopamine and serotonin, and in the subsequent signaling by these neurotransmitters as they bind to receptor proteins on post-synaptic cells. Students will also learn about a rare genetic condition resulting from a deficiency in dopamine synthesis. HS-LS1–1, 6; Science and Engineering Practices 2 HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1–1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS-LS1–6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Science and Engineering Practices 2. Developing and using models ROBOT ARM – Prior to the competition, teams must design, build, document, and test one robotic device to move Scorable Items. Science and Engineering Practices 2-8 Science and Engineering Practices 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information WIND POWER – Teams will build a blade assembly that consists of any kind of propeller/pinwheel/rotor attached to a compact disc (CD), which will be used to capture wind power. Students will also be tested on their knowledge regarding alternative energy. Science and Engineering Practices 2-8 Science and Engineering Practices 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information WRIGHT STUFF – Prior to the tournament teams design, construct, and test free flight rubber-powered monoplanes to achieve maximum time aloft. Science and Engineering Practices 2-6 Science and Engineering Practices 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) WRITE IT/DO IT – One student will write a description of an object and how to build it, and then the other student will attempt to construct the object from this description. Science and Engineering Practices 2, 5-8 Science and Engineering Practices 2. Developing and using models 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. 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Name/Title: Scattered Square Dance Purpose of Event: To get the students active and moving, as well as give them ideas on how to work well with small groups. Suggested Grade Level: K-2 Materials Needed: CD player Recommended music: Any country or square dance music without lyrics or words. Beginning dance formation: Have the students spread out all over the gym in self space. It helps if there are X's or spots on the floor. Dance source: Dance was taken from Dr. Kristin Carlson, professor at Illinois State University. Description of Idea Before performing the dance with music, have the students practice each dance move. Each dance move has a specific "call" that the students should remember. "Lasso" - Students stand in place and pretend they are spinning a rope. "Cactus" - Students stand on one leg and balance. "Twister" - Students spin in a circle. "Tumbleweed" - Students sit on floor and spin. "Join Hands and Circle Two" - Students join hands with a partner and turn slowly in a circle. "Join Hands and Circle Four" - Four students join hands and turn slowly. "Horse and Jockey" - One student has hands on other student's shoulders and walk around self or general space. "Change Jockeys" - Student in back now switches to the front. "2 Person Star" - Two people put right hands up to center and turn. "4 Person Star" - Four people put right hands in center and turn. "Shoot That Star" - All students say "yee-ha" and separate from group. "Walk the Trail" or "Hit the Lonesome Trail" - Students walk/skip/jog/jump/slide, etc. (as called by the teacher) in self or general space. "Giddy-Up" - Students gallop in self or general space. "Join Hands and Circle All" - All students join hands and circle to right. "Hit the Hay" - Students fall down (safely) and pretend they are sleeping. *It is a good idea to call "Walk ( skip/jump etc.) the Trail" or "Hit the Lonesome Trail" between all or most calls. Any type of locomotor skill could be called. Once the students have done each move successfully, turn on music and have them do the moves to the beat. Variations: There are many different individual square dance moves that could be added. Teachers can also add directional cues: left, right, clockwise, counter-clockwise, etc., to reinforce these concepts. Assessment Ideas: Once students learn all the moves, this can be done as an instant activity. In addition, older students could be put into groups and each group can create a series of calls or create a new call. Allow each group to present their patterns and/or new calls to the class. Adaptations for Students with Disabilities: Students in wheelchair can perform most moves in chair. Some students with behavior problems can demonstrate moves with the teacher to minimize disruptions.	<urn:uuid:8437e7ac-f8ee-4979-8a88-f8b0cb013578>	CC-MAIN-2024-22	https://www.pecentral.org/download-pdf.php?id=9694	2024-05-26T15:43:41+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058956.26/warc/CC-MAIN-20240526135546-20240526165546-00898.warc.gz	811,344,039	622	eng_Latn	eng_Latn	0.998991	eng_Latn	0.999016	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1604, 2779 ]	[ 4.28125 ]	3	0
Guidelines for transitioning in primary school in the Republic of Ireland Within discussions between the student, parent/guardian, and school, consider developing a transition plan that considers and accounts for the following. Remember that all aspects of this will likely require negotiation with the school. Please consult 'Being in LGBT in School' and 'Essential elements of a transition plan for a school context' (GLEN, 2016) for further guidance. 1. Starting date of transition 2. Name, language, and pronoun: The student's preferred name, gender identity, and pronoun (he, she, they) should be identified by the student. 3. Informing staff/administration: The primary school teacher should inform other staff and administration within the school. In-school education and resources should be provided to these staff to support them in understanding issues around gender, gender non-conformity, and being transgender in school. 4. Informing other families: The transgender child's parent or guardian may consider informing other families about their family member's transgender identity. This is something that should be discussed between the student, parent/guardian, and school. It will not be the right option for every situation; some parent/guardians have informed other families before, while others have chosen not do this. If it is decided to inform other families within the school, one possibility is to consider writing a letter informing other families about their transgender family member. Another option is for the school to compose a letter on behalf of the student and their family; however, any letter like this should be signed off on by the student and parent/guardian before going out to other families within the school. This may be done with the assistance of the Family Support Officer in TENI. 5. Informing the students: The teacher should consider how to discuss gender, gender non-conformity and being transgender within the classroom. They might consider the use of storybooks. They should explain that sometimes a person's outside body does not always match what they feel on the inside and that sometimes a person has to change the way they look on the outside so it matches what is on the inside. This will include how they want others to see them and so they sometimes need to change their appearance, name and pronoun. 6. Behaviour amongst students: The teacher should remind students about rules around bullying. Mistakes made with names and pronouns are okay, but persistent or purposeful misuse of these, teasing, name calling, threats, or any other forms of bullying will not be tolerated. Depending upon the school context, teachers should consider encouraging other students to be allies for the transgender student through a message of pro-active anti-bullying This might involve using role play or other scenarios showing what is appropriate and inappropriate behaviour and what to do if you see someone engaging in inappropriate behaviour. 7. Facilities: The two main facilities for consideration are the toilets and locker rooms/changing facilities. Typically within primary schools in Ireland, there are single stall, ungendered bathrooms. However, in the case that there are gender-specific toilets, negotiations must be made between the student, family, and school. In this case, the use of disabled toilets for the student should be considered. In terms of locker rooms or communal changing facilities, there may be some difficulty. There are often single stall changing areas but this: a. leaves a child unsupervised and they may not be of an age to get changed themselves and b. if a teacher were to supervise them there would need to be two teachers for safety reasons of both the child and the staff. When this situation occurs, TENI can assist in finding a solution. Generally, they have resolved it by having a family member or neighbour go on the bus with the class and help the child; however, it is all individual and up to negotiation. 8. Single-gender activities: Transgender students should be included in the gender group that matches their identity, when it comes to singlegender identity, such as SPHE. 9. Physical education and sports: Transgender students should be encouraged and enabled to participate fully in physical education and the sports - in the gender they identify with. This may be more complicated depending upon the specific sport and league and negotiations may be required. 10. Uniforms: Many schools require students to wear uniforms, and many schools have a variety of options available in the uniform (e.g. trousers, skirts, tracksuits). However, in some cases, there may not be as readily available options. Uniforms can be very much part of a school's identity and there may be some resistance to changing them; however, schools should be encouraged to begin the journey by negotiating with the board of management as official uniform changes can take time. Negotiations for appropriate uniforms should be made between the student, family, and the school. Ultimately, a gender neutral uniform option will reduce difficulties for the student, family, and school. No transgender student should be forced to wear a uniform that does not correspond to their gender identity. 11. Organisational: All school forms should be updated to include 'male', 'female', and 'other' gender options. All policies should underline that there is a zero tolerance policy towards any transphobic or LGBTIbullying from students, staff, or administration. Respect and appreciation for diversity should be encouraged within the cultural ethos. 12. Supports and further resources: The school/teacher should provide supports and further resources for other students, families, and staff who may have questions.	<urn:uuid:928ac86b-08f3-4586-b612-f62d6defd1ef>	CC-MAIN-2024-22	https://www.gendered.ie/documents/module6/PDF%20-%206.%20Primary%20schools%20guidelines.pdf	2024-05-26T19:05:01+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00000.warc.gz	670,059,493	1,114	eng_Latn	eng_Latn	0.998852	eng_Latn	0.998885	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2359, 5034, 5781 ]	[ 2.21875 ]	1	3
A SEPARATE PEACE: MOVIE VERSION Study Guide compares the novel A Separate Peace by John Knowles to the movie version A Separate Peace (2004) starring J. Barton, Jacob Pitts, Toby Moore, Danny Swerdlow, and Hume Cronyn. Showtime. Copyright c2018. MovieVersion.com LLC. All rights reserved. ISBN 978-1-937714-22-2 This publication may be reproduced for classroom use only. No part of this publication may be posted on a website or the internet. This publication is protected by copyright law and all use must conform to Sections 107 and 108 of the United States Copyright Act of 1976. No other use of this publication is permitted without prior written permission of MovieVersion.com LLC. SAMPLE A SEPARATE PEACE: MOVIE VERSION THE MOVIE VERSION OF A SEPARATE PEACE IS NOT LIKE THE BOOK by John Knowles HOW ACCURATE IS THE MOVIE VERSION OF THE BOOK? Plot: Characters: Setting: Structure: Symbols: Theme: THE MOVIE: SUMMARY The following is a scene-by-scene comparison of the movie to the corresponding chapters in the book. THE MOVIE: CHAPTER 1 Opening scene: A camera pans around a dormitory room at a private boys' school one night in February 1943. (ERROR: The opening scene in the movie occurs in Chapter 11 of the book) A flashback begins. (ACCURATE) Sixteen-year-old Gene arrives for the summer session at Devon, a private high school for boys in New Hampshire. (ACCRUATE) Gene's voice is heard in the background saying he can't believe that he made it to Devon, a school for rich kids. (ERROR: Not in the book) Gene opens the door to his dormitory room and meets his roommate Phineas (Finny) who is doing pushups. (ERROR: Not in the book) Finny asks Gene how tall he is and Gene says five foot nine. (ACCURATE) Finny disputes Gene's height, saying Gene is five foot eight and a half. (ACCURATE) Finny asks Gene when his birthday is, and the boys discover their birthdays are in October a few days apart. (ERROR: Not in the book) Finny remarks that they are almost twins. (ERROR: Not in the book) Finny notices how neatly Gene has packed his suitcase. (ERROR: Not in the book) SAMPLE A SEPARATE PEACE: MOVIE VERSION QUIZ This quiz compares the movie A Separate Peace (2004) starring J. Bartton, Jacob Pitts and Toby Moore to the novel A Separate Peace by John Knowles. ____1. In the movie and the book the setting of the story is at Devon, a private high school for boys in the state of a. New Hampshire b. Vermont c. Massachusetts d. Connecticut ____2. In the movie and the book the senior boys at Devon jump from a tree into the river as training for a. parachute jumps b. Olympic trials c. jumping off troop ships d. hiking ____3. In the movie and the book Finny attends the Headmaster’s tea wearing a pink shirt and a. green pants b. a plaid jacket c. a deer-stalker’s hat d. a necktie as a belt VISIT MOVIEVERSION.COM TO DIGITALLY DOWNLOAD THE COMPLETE STUDY GUIDE A SEPARATE PEACE: MOVIE VERSION	<urn:uuid:1e7f9ef7-3940-42df-b34a-73bef3862c3c>	CC-MAIN-2024-22	https://www.grammardog.com/storage/CatalogItemAttachment/A_SEPARATE_PEACE_MV_View_Sample_Quiz.pdf	2024-05-26T15:37:37+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058956.26/warc/CC-MAIN-20240526135546-20240526165546-00899.warc.gz	680,112,173	723	eng_Latn	eng_Latn	0.989432	eng_Latn	0.996637	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 690, 2098, 2940 ]	[ 2.359375 ]	1	1
Bilbao Bilbao is a municipality and city in Spain, the capital of the province of Biscay in the autonomous community of the Basque Country. With a population of 353.187 as of 2010, it is the largest city of its autonomous community and the tenth largest in Spain. Bilbao lies within one of the most populous metropolitan areas in northern Spain, with roughly 1 million inhabitants. The Bilbao metropolitan area includes the Greater Bilbao (875.552) plus satellite towns, ranking the fifth largest in Spain. Bilbao is situated in the north-central part of Spain, 14 kilometres (8.7 mi) South of the Bay of Biscay, where the estuary of Bilbao is formed. Its main urban core is surrounded by two small mountain ranges with an average elevation of 400 metres (1,300 ft). Since its foundation in the early 14th century by Diego López V de Haro, head of the powerful Haro family, Bilbao was a commercial hub that enjoyed significant importance in the Green Spain, mainly thanks to its port activity based on the export of iron extracted from the Biscayan quarries. Throughout the nineteenth century and beginnings of the twentieth, Bilbao experienced heavy industrialization that made it the centre of the second industrialized region of Spain, behind Barcelona. This was joined by an extraordinary population explosion that prompted the anexation of several adjacent municipalities. Nowadays, Bilbao is a vigorous service city that is experiencing an ongoing social, economic, and aesthetic revitalization process, started by the symbolic Bilbao Guggenheim Museum, and continued by infrastructure investments, such as the airport terminal, the rapid transit system, the tram line, the Alhóndiga, or the currently under development Abandoibarra and Zorrozaurre renewal projects. History Remains of an ancient settlement were found on the top of mount Malmasín, dated around the 3rd or 2nd century BC. Burial sites were also found on mounts Avril and Artxanda, dated 6,000 years old. Some authors identify the old settlement of Bilbao as Amanun Portus, cited by Pliny the Elder, or with Flaviobriga, by Ptolemy. There are also ancient walls, discovered below the Church of San Antón, dated around the 11th century. Bilbao was one of the first towns that were born with a great foundational impulse that happened in the fourteenth century, which originated approximately 70% of the Biscayan municipalities, among them Portugalete in 1323, Ondarroa in 1327, Lekeitio in 1335, and Mungia and Larrabetzu in 1376. The then lord of Biscay, Diego López V of Haro, founded Bilbao through a municipal charter dated in Valladolid on June 15, 1300 and confirmed by king Ferdinand IV of Castile in Burgos, on January 4, 1301. Diego López established the new town on the right bank of the Nervión river, on grounds of the elizate of Begoña and granted it the fuero of Logroño, a compilation of rights and privileges that would prove fundamental to its later development. First engraving of the city, made by Franz Hohenberg in 1554 and first published in 1574. Many notable buildings can be seen, like the Santiago Cathedral, and the church of San Antón. On 21 June 1511, queen Joanna of Castile ordered the creation of the Consulate of Bilbao. This would become the most influential institution of the city for centuries, and would claim jurisdiction over the estuary, improving its infrastructure. Under the Consulate's control, the port of Bilbao became one of the most important of Spain. This progress brought the first printing-press of the city in 1577, and was also here that in 1596, the first book in Basque was edited, entitled Doctrina Christiana en Romance y Bascuence by Dr. Betolaza. In 1602 Bilbao was made capital city of Biscay, title previously held by Bermeo. The following centuries saw a constant increase of the city's wealth, especially after the discovery of extensive iron resources in the surrounding mounts. At the end of the 17th century, Bilbao overcame the economical crises that affected Spain thanks to the iron ore and the commerce with England and the Netherlands. During the 18th century the city continued to grow and almost exhausted its small space. The Battle of Luchana. The Basque Country was one of the main scenarios of the Carlist Wars, and the conquer of Bilbao, a liberal and economic bastion was of extreme importance for the Carlists. The city was besieged three times between 1835 and 1874, but all proved unsuccessful. One of the main battles of this time was the Battle of Luchana, when general Baldomero Espartero defetead the Carlists, freeing the city. Despite this, the city could prosper during the nineteenth and twentieth centuries, when it rose as the economical centre of the Basque Country. During this time, the first railway was built (in 1857), the Bank of Bilbao was founded (which later would become the BBVA), and the Bilbao Stock Exchange was created. Many industries flourished, such as Altos Hornos de Vizcaya in 1902. The city grew in area with the Abando ensanche and was modernized with new avenues and walkways, as well as with new modern buildings such as the City Hall, the Basurto Hospital and the Arriaga Theatre. The population increased dramatically, going from 11,000 in 1880 to 80,000 in 1900. Social movements also occurred, specially the Basque nationalism under Sabino Arana. The Spanish Civil War started in Bilbao with small uprisings suppressed by the republican forces. On 31 August 1936, the city suffered the first bombing. On the next month, further bombings of German origin occurred. In May 1937, the Nationalist army besieged the city. The battle lasted until 19 June of that year, when Lieutenant Colonel Putz ordered to destroy all bridges over the estuary and the troops of the 5th Brigade took the city from mounts Malmasin, Pagasarri, and Arnotegi. Bilbao in the 1950s. With the war over, Bilbao returned to its industrial development, accompanied by a steady population grow. In the 1940s, the city was rebuilt, starting with the bridges. In 1948, the first commercial flight took off from the local airport. Over the next decade, there was a rebirth of the iron industry, which led to the rise of slums in the hillsides. In this chaotic environment, on 31 July 1959, the terrorist organization ETA was born in Bilbao, as a split of PNV. After the fall of Francoist Spain and the stablishment of a constitutional monarchy, in a process known in Spain as the transition, Bilbao could be able to hold democratic elections once again. Against what happened in the republics, this time Basque nationalists rose to power. With the approval of the Statute of Autonomy of the Basque Country in 1979, Vitoria-Gasteiz was elected the seat of the government and therefore the de facto capital of the Basque Autonomous Community, despite Bilbao being larger and more powerful economically. In the 1980s, several factors such as terrorism, labor demands, and the arrival of cheap labor force from the abroad, led to a devastating industrial crisis. Since the mid 1990s, Bilbao has been in a process of deindustrialization and transition to a service city, supported by investment in infrastructure and urban renewal, that started with the opening of the Bilbao Guggenheim Museum (the so-called Guggenheim effect), and continued with the Euskalduna Conference Centre and Concert Hall, Santiago Calatrava's Zubizuri, the metro network by Norman Foster, the tram, the Iberdrola Tower and the Zorrozaurre development plan, among other. Many officiallysupported associations, as Bilbao Metrópoli-30 and Bilbao Ría 2000 were created to monitor this projects. Economy Bilbao has been the economic center of the Basque Country since the times of the Consulate, mainly because of commerce in Castilian products on the city's port, but it was not until the 19th century when it experimented a big development, mainly based on the exploitation of the iron mines and siderurgy, which promoved the maritimal traffic, the portuary activity and the construction of ships. During those years also made their appearance Banco de Bilbao (Bank of Bilbao), founded on Bilbao in 1857 and Banco de Vizcaya (Bank of Biscay), which is established in 1901, also in Bilbao. Both entities merged in 1988 creating the BBV corporation (Banco Bilbao Vizcaya, Bank of Bilbao-Biscay). BBV merged with Argentaria in 1999, creating the current corporation, BBVA. The savings banks that were established locally, Caja de Ahorros Municipal de Bilbao (Municipal Savings Bank of Bilbao) in 1907, and Caja de Ahorros Provincial de Vizcaya (Provincial Savings Bank of Biscay) in 1921, would merge in 1990 and form Bilbao Bizkaia Kutxa (BBK). Along, the Chamber of Commerce, Industry and Navegation of Bilbao and the Stock Exchange Market of Bilbao, founded in 1890. After the dramatic industrial crisis of the 1980s, Bilbao was forced to rethink its very economic foundations. That is how it transformed in a successful service city. Bilbao is home to numerous companies of national and international relevance, including two among the 150 world's biggest, according to Forbes magazine: BBVA at #40 and Iberdrola at #122. The city's GDP per capita is of 26,225€ in 2005, considerably above the country average of 22,152€. According to the official economic yearbook, the strongest sectors are construction, commerce, and tourism. The unemployment rate reached 14.4% in 2009, well below the national rate, of 18,01%. Nevertheless, it is the largest rate in the last ten years. Port of Bilbao The historical port was located in what today is an area called the Arenal, a few steps away the Casco Viejo, until the late 20th century. In 1902, an exterior port was built at the mouth of the estuary, in the coastal municipality of Santurtzi. Further extensions led to a superport, that in the 1970s replaced the docks inside Bilbao, with the exception of those located in the neighbourhood of Zorrotza, still in activity. As of 2010, the port of Bilbao is a first-class commercial port and is among the top five of Spain. Over 200 regular maritime services link Bilbao with 500 ports worldwide. It closed 2009 with cargo movements amounting to 31.6 million tonnes, being Russia, the United Kingdom, the Netherlands and the Nordic countries the main markets. In the first semester of 2008, it received over 67,000 passengers and 2,770 ships. This activity reported 419 million euros to the basque GDP and generates almost 10,000 jobs. Mining and ironworks Iron is the main and most abundant raw material found in Biscay, and its extraction is legally protected since 1526. Mining was the main primary activity in Bilbao and the minerals, of great quality, was exported to all over Europe. It was not until the second half of the nineteenth century when ironworks industry was developed, benefited by the resources and the well communicated city. In the 20th century, both Spanish and European capitals imported around the 90% of the Biscayan iron. Although World War I made Bilbao one of the main ironworks powers, later crisis prompted a decline in the activity. Tourism The first notion of Bilbao as a touristic city came with the inauguration of the railway between Bilbao and the coastal neighbourhood of Las Arenas, in the municipality of Getxo in 1872. This way, the city became a modest beach destination. However, the real touristic impulse would come with the inauguration of the Guggenheim Museum Bilbao in 1997, as shown in the increasing tourist arrivals since then, reaching over 615,000 visitors in the year 2009. A significant leap, considering that during 1995, Bilbao only received 25,000 tourists. Bilbao also hosts 31% of the total Basque Country visitors, being the top destination of this autonomous community, above San Sebastián. Most tourists come from within Spain, mainly from Madrid and Catalonia. International travellers come mostly from nearby France, but also from United Kingdom, Germany, and Italy. Tourism generates about 300 million euros for the Biscayan GDP. Bilbao is also an attractive destination for business tourism, mainly thanks to new venues such as the Euskalduna Conference Centre and Concert Hall, or the nearby Bilbao Exhibition Centre, in Barakaldo. Climate The proximity to the Bay of Biscay gives Bilbao an oceanic climate, with precipitation occurring throughout the year, without a well-defined dry summer season. This precipitation is abundant, and given the latitude and atmospheric dynamics, rainy days represent 45% and cloudy days 40% of the annual total. The most rainy season is between October and April, November being the wettest. Snow is not frequent in the city, while it is possible to see snow on the top of the surrounding mountains. Sleet is more frequent, about 10 days per year, mainly in the winter months. Said proximity to the ocean also makes that the two most defined seasons (summer and winter) remain mild, with low intensity thermal oscillations. Average maximum temperatures varies between 25 °C (77.0 °F) and 26 °C (78.8 °F) in the summer months, while the average minimum in winter is between 6 °C (42.8 °F) and 7 °C (44.6 °F). Extreme record observations in Bilbao are 42.2 °C (108.0 °F) maximum (on 13 August 2003) and −8.6 °C (16.5 °F) minimum (on 3 February 1963). The maximum precipitation in a day was 225.6 mm (9 in) in 26 August 1983 when severe flooding was originated by the Nervión river. Climate data for Bilbao \| Average high °C (°F) Daily mean °C (°F) Average low °C (°F) Precipitation \| 13.2 \| 14.5 \| 15.9 \| 16.8 \| 20.1 \| 22.6 \| 25.2 \| 25.5 \| 24.4 \| 20.8 \| 16.4 \| 14.0 \| 19.1 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| (55.8) \| (58.1) \| (60.6) \| (62.2) \| (68.2) \| (72.7) \| (77.4) \| (77.9) \| (75.9) \| (69.4) \| (61.5) \| (57.2) \| (66.4) \| \| \| 9.0 \| 9.8 \| 10.8 \| 11.9 \| 15.1 \| 17.6 \| 20.0 \| 20.3 \| 18.8 \| 15.8 \| 12.0 \| 10.0 \| 14.3 \| \| \| (48.2) \| (49.6) \| (51.4) \| (53.4) \| (59.2) \| (63.7) \| (68.0) \| (68.5) \| (65.8) \| (60.4) \| (53.6) \| (50.0) \| (57.7) \| \| \| 4.7 \| 5.1 \| 5.7 \| 7.1 \| 10.1 \| 12.6 \| 14.8 \| 15.2 \| 13.2 \| 10.8 \| 7.6 \| 6.0 \| 9.4 \| \| \| (40.5) \| (41.2) \| (42.3) \| (44.8) \| (50.2) \| (54.7) \| (58.6) \| (59.4) \| (55.8) \| (51.4) \| (45.7) \| (42.8) \| (48.9) \| \| \| 126 \| 97 \| 94 \| 124 \| 90 \| 64 \| 62 \| 82 \| 74 \| 121 \| 141 \| 116 \| 1,195 \| \| mm (inches) Avg. precipitation days Mean monthly sunshine hours \| (4.96) \| (3.82) \| (3.7) \| (4.88) \| (3.54) \| (2.52) \| (2.44) \| (3.23) \| (2.91) \| (4.76) \| (5.55) \| (4.57) \| (47.05) \| \| \| 13 \| 11 \| 11 \| 13 \| 12 \| 8 \| 7 \| 8 \| 9 \| 11 \| 12 \| 12 \| 128 \| \| \| 86 \| 97 \| 128 \| 128 \| 160 \| 173 \| 188 \| 179 \| 157 \| 123 \| 93 \| 78 \| 1,584 \| Source: Agencia Estatal de Meteorología, [57] Aena [58]	<urn:uuid:b1466fc7-7fc6-42bd-9b2c-c60e9883441d>	CC-MAIN-2024-22	https://icrepq.com/bilbao/Bilbao.pdf	2024-05-26T15:00:48+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058956.26/warc/CC-MAIN-20240526135546-20240526165546-00897.warc.gz	253,297,975	3,876	eng_Latn	eng_Latn	0.988666	eng_Latn	0.996344	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3141, 6333, 9967, 12832, 14707 ]	[ 2.765625 ]	1	0
Religion Christianity Islam EYFS What makes people special? Christmas – what is Christmas? Easter – What is Easter? What can we learn from stories? What makes places special? What can we learn from stories? What makes places special? Religious Education Concept Curriculum Map Year 1 Year 2 Year 3 Year 4 Does God want Christians to look after the world? Christmas – what gifts might we have given Jesus, if he was born in Mansfield? Was it always easy for Jesus to show friendship? Easter – why was Jesus welcomed like a king on Palm Sunday? Is it possible to be kind to everyone all of the time? Christmas – why do Christians believe God gave Jesus to the world? Easter – How important is, to Christians , that Jesus came back to life after his crucifixion? Does praying, at regular intervals, help a Muslim in his/her everyday life? Does going to a mosque give Muslims a sense of belonging? Does Completing Haaj make a Muslim a better person? Christmas – has Christmas lost its true meaning? Could Jesus heal people? Were these miracles, or was there some other explanation? Easter – what is 'good' about Good Friday? Christmas – what is the most significant part of the nativity story, today, for Christians? Is forgiveness always possible for Christians? Do people need to go to church to show they are Christians? Year 5 Christmas – is the Christmas story true? Easter – How significant is it for Christians to believe God intended Jesus to die? What is the best way for a Christian to show commitment to God? Year 6 Christmas – do Christmas celebrations and traditions help Christians understand who Jesus was, and why he was born? Is Christianity still a strong religion, 2000 years after Jesus was on Earth? Is anything ever eternal? What is the best way for a Muslim to show commitment to God? Religion Judaism Hinduism Sikhism EYFS What makes people special? What makes places special? How do people celebrate? What can we learn from stories? What can we learn from stories? Year 1 Is Shabbat important to Jewish children? Are Rosh Hashanah and Yom Kippur important to Jewish children? Year 2 Year 3 Does joining a Khalsa make a Sikh a better person? Do Sikhs think it is important to share? What is the best way for a Sikh to show commitment to God? Year 4 How special is the relationship Jews have with God? How important is it for Jews to do what God asks them to do? (Passover) What is the best way for a Jew to show commitment to God? Year 5 What is the best way for a Hindu to show commitment to God? How can Brahman be everywhere and in everything? Do beliefs in karma, Samsara and moksha help Hindus lead good lives? Year 6 Humanism Year 1 Looking after the world and each other. Year 2 The good and bad in people Do non-religious people have special places? Nature? Natural wonders? Awe and wonder at the forces of nature? Year 3 Are there miracles? What are the modern miracles? Advance in science, which might seem miraculous (surgery, medicine etc). Year 4 Design a humanist building. Links to DT unit on structures. Year 5 Where do we come from? Links to Big Bang Theory in science. Year 6 Ethics – how can I know what is good? Statistics – growth of humanism Is anything ever eternal? Links to evolution unit in science.	<urn:uuid:abc3a05e-c109-4e1b-8eb9-bdd644972ddc>	CC-MAIN-2024-22	https://www.wainwrightprimary-ac.org.uk/wp-content/uploads/sites/13/2022/09/RE-Concept-Map.pdf	2024-05-26T15:58:23+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058956.26/warc/CC-MAIN-20240526135546-20240526165546-00898.warc.gz	921,715,304	762	eng_Latn	eng_Latn	0.995319	eng_Latn	0.996133	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1843, 2709, 3328 ]	[ 3.609375 ]	1	0
Sharon Hoelscher Day, Extension Agent, Family & Consumer Sciences, University of Arizona Cooperative Extension, Maricopa County E levation influences when to plant vegetables and when our homegrown produce will be available to preserve. Arizona could have fresh produce in almost any month of the year. When you live in Arizona, you can't just follow ordinary canning directions. You have to know the elevation. Arizona elevations range from 216 feet in Yuma to 7015 feet in Flagstaff and 8050 feet in Alpine. Safe home canned foods must be processed at the correct pressure and time for your elevation. Since the boiling temperature of liquid is lower at higher elevations, it is critical that additional time be given for the safe processing of fruits, tomatoes and pickled vegetables in a boiling water bath at altitudes above sea level. If you were processing fruit, like peaches in a boiling-water canner, the processing time for quarts of raw pack peaches would vary by elevation: 30 minutes 0 – 1000 feet 35 minutes 1001 – 3000 feet 40 minutes 3001 – 6000 feet 45 minutes 6001 and higher For example: If you are using a pressure canner with a dial pressure gauge, snap beans pints would be processed 20 minutes at: If you are using a pressure canner with a weighted-gauge, snap beans pints would be processed 20 minutes at 10 lbs. 0 – 1000 feet 15 lbs. 1001 feet and higher Contact your local University of Arizona Cooperative Extension office for canning information for your altitude. The Cooperative Extension system also has a National Center for Food Preservation at the University of Georgia. Visit its website at www.uga.edu/nchfp/ for science-based canning recipes and altitude timing for many types of food. Low acid foods like vegetables, meats, poultry and fish must be processed in a pressure canner and the pounds must be increased as the elevation increases. If your canner has a weighted gauge, the 15 pound weight must be used at all altitudes above 1000 feet. If you are not sure about the elevation at your area, contact a nearby airport. Another option is to use the US Geological Survey elevation search tool at www.geonames.usgs.gov, a service of the U.S. Geological Survey, U.S. Dept. of the Interior. Enter city name, state, and county. There are Backyards Beyond Canning in Arizona Elevation Matters Part 2 multiple listings for a county provided. On the entry page, you can also select a feature such as "schools" or "churches" to see listings closest to your home. Here are just a few elevations in Arizona: Alpine - 8050 feet Mesa - 1248 feet Bisbee - 4780 feet Payson - 5157 feet Casa Grande - 1464 feet Phoenix -1135 feet Chandler - 1243 feet Prescott Valley - 4800 feet Chinle - 5515 feet Safford - 3000 feet Coolidge - 1574 feet Sedona - 4830 feet Eagar - 7080 feet Show Low - 6415 feet Flagstaff - 7015 feet Tombstone - 4743 feet Glendale - 1071 feet Tucson - 2643 feet Kayenta - 5710 feet Window Rock - 6742 feet Kingman - 3449 feet Yuma - 216 feet Source: www.airport-data.com/states/Arizona-3.html at higher elevations by adding 1 additional minute per 1,000 ft above sea level. It is possible to can bread or cake in a jar? These products are not recommended for canning; choose recipes that you can freeze. In fact, most of these products are not really "canned." The directions call for baking in the jar and then closing with a canning lid. Many recipes for quick breads and cakes are low acid and have the potential for supporting the growth of bacteria like Clostridium botulinum if it is present inside the closed jar. One university's research showed a high potential for problems. You will see these products made commercially; however, additives, preservatives and processing controls not available for home recipes are used. Canning jar manufacturers also don't endorse baking in their canning jars. SOURCES: USDA Complete Guide to Home Canning, National Center for Food Reservation, University of Georgia Visit our website at cals.arizona.edu/maricopa/fcs/ for information about all of our programs and more information about specific areas. Call our Master Consumer Advisors at our consumer information line, 602-470-8086 Ext. 341 for information on food safety, food preservation, water treatment, foods, home care and other topics. Visit our website at cals.arizona.edu/maricopa/fcs/foodpres.htm for recipes and information on preserving foods and a link to the National Extension Food Preservation website which includes freezing, canning recipes. Here are some of the frequently asked questions we get at the University of Arizona Cooperative Extension. My mother only used paraffin to seal jellies. Why can't I do that too? Doesn't the sugar preserve it? can't I Even though sugar helps preserve jellies and jams, molds can grow on the surface of these products. Research now indicates that the mold, which people usually scrape off the surface of jellies, may not be as harmless as it seems. Mycotoxins have been found in some jars of jelly having surface mold growth. Mycotoxins are known to cause cancer in animals, but their effects on humans are still being researched. Because of possible mold contamination, paraffin or wax seals are no longer recommended for any sweet spread, including jellies. When you process jellies and jams in a boiling water bath, it also extends its storage life. To prevent growth of molds and loss of good flavor or color, fill products hot into sterile canning jars, leaving 1/4-inch headspace, seal with self-sealing lids, and process 5 minutes in a boiling-water canner. Correct process time	<urn:uuid:97f8926d-c6b5-49e9-8e95-e6b07035f123>	CC-MAIN-2024-22	https://cales.arizona.edu/backyards/sites/cals.arizona.edu.backyards/files/p16-17_0.pdf	2024-05-26T15:13:34+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058956.26/warc/CC-MAIN-20240526135546-20240526165546-00898.warc.gz	125,498,196	1,311	eng_Latn	eng_Latn	0.995593	eng_Latn	0.995579	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2357, 5645 ]	[ 2.71875 ]	1	1
The Supplementary Nutrition Assistance Program (SNAP, formerly known as food stamps) is one of the most efficient and effective government programs. Each year it helps 40 million Americans put food on the table. Some elected leaders are pushing extreme proposals that would radically restructure SNAP and other essential benefits, forcing many families to lose vital assistance. SNAP is one of Pennsylvania's most effective anti-poverty programs. * In Pennsylvania, 1,548,720 people lived below the poverty line in 2017. Each year from 2009-2012 SNAP kept an average of 342,000 people out poverty in Pennsylvania, including 138,000 children. * Nationwide, SNAP prevented 3.4 million people from falling into poverty in 2017, including 1.5 million children. Children who receive SNAP also reap long-term benefits. * Studies show that children in households receiving SNAP do better in school, are healthier, and earn more as adults. * Children in households receiving SNAP are less likely to be underweight or at risk of developmental delays than children in families that were eligible for SNAP but didn't receive it. Most households receiving SNAP are working households. * In Pennsylvania, 47.6% of households had at least 1 person working within a year of receiving benefits, totaling 187,284 people. High SNAP caseloads are not because of the program or people not working. Too many jobs don't pay enough. * Has low administrative costs. In 2017, approximately 93% of federal SNAP spending went directly towards food benefits. * Reaches those who qualify for it. In a typical month in 2015, 83% of people who were eligible for SNAP benefits got them. * Has low error rates. In FY17 the error rate for over and underpayments was 6.3%. Congress and the administration are pushing proposals that would take SNAP and essential assistance away from people if they have trouble finding or keeping a job. Such efforts don't result in more employment and lead to increased hardship and suffering among some of the most vulnerable populations in Pennsylvania. Increased work requirements will: * Force individuals into short-term, temporary jobs that don't pay well, which makes it harder to obtain full-time, permanent employment with a living wage. o To fulfill work requirements, people are forced to take the first available job. As a result, they must take lower-wage positions instead of spending time to find a better paying job or pursue additional training opportunities. * Fail to address serious barriers to employment. Many people who are unable to maintain stable employment face issues like: o A lack of transportation, affordable child care, or available jobs in the area o Discrimination due to race, age, or criminal record o A serious skills gap o Inconsistent work hours * Harm children. If a family member or caregiver is cut off from SNAP, the entire family suffers. * Increase an already large bureaucracy. Stricter work requirements would force millions more Americans to report their hours to state agencies, which are already understaffed. The additional paperwork and red tape not only adds a barrier that could prevent people from accessing their benefits, it also increases the likelihood of errors resulting in more people wrongly losing benefits. Increased work requirements aren't effective because they force people to find work without the adequate resources to help them get and keep a good job. The best path out of poverty is a good job with a good wage. Other federal programs and policies act as powerful tools that would create jobs and raise wages. Expand the Earned Income Tax Credit (EITC) for adults not raising children. * The EITC prevents more people from falling into or deeper into poverty than any other program. * In Pennsylvania the EITC and Child Tax Credit (CTC) lifted 223,000 people out of poverty each year, on average, from 2011-2013. * Expanding the EITC for adults not raising children would: o Help at least 7 million people nationwide o Disproportionately benefit young workers of color o Create a stronger work incentive o Help reduce recidivism Lift the bans on SNAP, housing assistance, and Temporary Assistance for Needy Families (TANF) for individuals with criminal records. * As of 2015, Pennsylvania has modified the ban on individuals accessing SNAP if they have a felony drug conviction. Formerly incarcerated individuals in Pennsylvania already face significant barriers to employment and successfully reentering society. Create a subsidized jobs program. * A program like this can boost earnings and employment among specific populations with lowincomes and barriers to work. These programs would allow people to gain necessary skills, build a work history, and lower the risk for employers to hire people with barriers to employment. Programs like these give people the chance to support themselves and their families, which in turn helps set people onto the path of economic progress.	<urn:uuid:50bc3ae6-ae27-4806-8cb2-5222983ecf4a>	CC-MAIN-2024-22	https://www.fcnl.org/sites/default/files/documents/snap_factsheet_%28pa%29.pdf	2024-05-26T19:11:54+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00006.warc.gz	647,247,642	992	eng_Latn	eng_Latn	0.997744	eng_Latn	0.997899	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2095, 4969 ]	[ 2.15625 ]	1	0
Greenacres Day Nursery Inspection report for early years provision 219970 Unique Reference Number 14 November 2007 Inspection date Susan Marriott Inspector Puxley, Potterspury, Towcester, Northamptonshire, NN12 7QS Setting Address 01908 569127 Telephone number E-mail Margaret Mary Hales Registered person Integrated Type of inspection Full day care Type of care ABOUT THIS INSPECTION The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later. The key inspection judgements and what they mean Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk. THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION On the basis of the evidence collected on this inspection: The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding. The quality and standards of the nursery education are good. WHAT SORT OF SETTING IS IT? Greenacres Day Nursery opened in 1990 and is privately owned. It operates from a converted bungalow situated in the hamlet of Puxley, near Potterspury, in South Northamptonshire. The nursery serves a wide area. The nursery opens between 08.00 and 18.00, five days a week all year round except for Bank Holidays and a short break between Christmas and New Year. The nursery is registered to provide care for 27 children aged from birth to under five years. There are currently 41 children on roll and of these, 12 receive funding for nursery education. The nursery supports a number of children with learning difficulties or disabilities and is able to support those who speak English as an additional language. There are 10 staff who work with the children and this includes the owner and her manager. Of these, eight hold appropriate childcare qualifications. The nursery is a member of the Pre-School Learning Alliance and receives input from the local authority. THE EFFECTIVENESS OF THE PROVISION Helping children to be healthy The provision is good. Children stay healthy because staff mostly follow effective health and hygiene policies and procedures. Sick children are excluded from the provision to minimise the spread of infection and the premises are maintained in a properly clean state. Tables are regularly sprayed with anti-bacterial spray and the toilets are kept clean and hygienic. However, occasional minor lapses in good practice potentially put children at risk from cross contamination. For example, staff do not always wash their hands between handling soiled tissues and serving food to children. Children receive appropriate treatment in medical emergency because most staff hold current and suitable first aid qualifications and the first aid box is accessible and suitably stocked. Staff conscientiously record all accidents and include the relevant details to protect children's welfare. Children learn about germs and healthy living through the daily routines because staff remember to promote discussion about the reasons for hand washing. For example, children are encouraged to wash the paint off their hands and are copiously praised for achieving success. Children are able to rest in a comfy book corner, suitably furnished with cushions. Babies are wrapped up warmly and sleep in prams in an outdoor covered area, monitored every 15 minutes by staff. Children benefit from healthy meals and snacks, cooked on the premises using ingredients free from preservatives and additives. The snack rota is displayed for parents information and includes plenty of fruit. Snack time is being used to good effect as a learning time for children, promoting social skills and increasing development of independence. For example, children learn to wait until everyone at the table has their meal in front of them before beginning to eat and they feed themselves using age-appropriate cutlery, demonstrating competent hand-eye co-ordination. Children do not become thirsty whilst playing because they can ask for an extra drink at any time by pointing to the jug of water and cups. All the children enjoy daily indoor and outdoor activities which enables them to develop control of their bodies and improve their physical skills through a generally appropriate level of challenge. Children get outside in the fresh air on most days and relish their time in the garden. A vast range of outdoor play equipment provides opportunities for children to climb and balance. Children use the fixed activity frames, bikes, tricycles, rockers and cars. Young children demonstrate a noticeable ability to cope with the varying surfaces, slopes and changes of level as they manoeuvre their toys around the garden. Protecting children from harm or neglect and helping them stay safe The provision is good. Children are kept very safe in the nursery because staff give excellent priority to security issues. Children's safe arrival and departure is particularly well-monitored and children are very well-supervised at all times. Staff record fire evacuation procedures and carry out drills with suitable frequency to ensure the safety of the children. Staff monitor visitors to the setting by keeping a visitors book. Relevant risk assessments are completed on a daily basis and the garden is thoroughly checked before use. Children have a clear understanding of the areas to which they do not have access without an accompanying adult. For example, they know not to go into the craft room until instructed to do so. Children learn to keep themselves safe in the setting because staff give good explanations as to why, for example, it is necessary walk rather than run in the playroom. Children are warmly welcomed and well-cared for in a pleasant, suitably safe and secure indoor and outdoor environment. The staff maximise the use of the rural location of the nursery, ensuring children get out in the fresh air every morning and afternoon. The staff have put up posters and pictures to make the rooms attractive for children and there are bright displays of children's work which enhance the environment. Resources are clearly labelled and staff work hard to ensure that children can access resources in the playrooms easily and independently. Children's welfare is properly safeguarded because they are protected by vigilant and caring, informed adults who understand current child protection policies and procedures in line with those of the Local Safeguarding Children Board. Most staff have received suitable training in this field and relevant and current reference information is readily accessible. Information about safeguarding children is shared with parents via the notice board in the entrance hall. Helping children achieve well and enjoy what they do The provision is good. Children enjoy their play and learning because staff are confident, enthusiastic and skilled in their child care practice. Staff provide a broad range of worthwhile activities, both indoor and outdoor, which engage children throughout the nursery in the learning process. Children actively participate in the purposeful activities and clearly enjoy the busy atmosphere. Children feed themselves and manage their own coats competently, but their developing independence is not consistently fostered by some staff, who can be occasionally overly attentive. For example, children are not encouraged to wipe their own noses or to serve themselves at snack or meal times. Children have clear routines to their sessions and follow set procedures for certain activities which help them feel secure. For example, children know that they will sit and listen to a story or have rhyme and song time after meals. Planning and assessment documentation for the two to three-year-olds, known as 'Little Bears', refers to the 'Birth to three matters' framework and shows how the setting takes general heed of the guidance when working with children under the age of three years. Staff provide positive role models for children and give sensitive support to all children. Children are happy, settle quickly and relate well to other children and staff, who encourage and build children's vocabulary through constant praise and recognition as they support play. Staff get to know the children very well and skilfully adapt their level of language and questioning to reflect each child's stage of development. Nursery Education The quality of teaching and learning is good. All staff have a competent knowledge of the Foundation Stage and deliver a varied programme of play-based activities which provide an overall balance across all six areas of learning. Children are making good progress towards the early learning goals given their ages and starting points. Children are happy and settle quickly in the gentle and nurturing environment. They generally display high levels of involvement and gain a sense of achievement, self-confidence and self-esteem through planned and spontaneously chosen activities. Older and more able children maintain their interest in the activities due to the skilful intervention of staff who re-direct their learning appropriately. Staff work together as a very effective and committed team deploying themselves to support children's learning with general sensitivity and respect. Planning builds appropriately on the Foundation Stage guidance for the children aged three and four years, known as 'Big Bears'. Plans are based upon evaluation of the children's interests. For example, staff observations show that children are asking questions about why the leaves are changing colour and why the leaves are falling off the trees. Therefore the staff decide to look at 'Autumn' and base the forthcoming weekly activities upon this topic. Staff find that because plans are based upon the children's current interests, they are more motivated to learn. Stepping stones are selected and provide learning intentions under the six areas of learning for the week's activities. However, staff do not refer to the full range of stepping stones as they work. The setting is not using the stepping stones in an appropriate way to secure and progress the learning of some children in a consistent manner. There is little differentiation on the planning sheets to address the needs of children who may learn at different rates. This means that children may not always access the appropriate stepping stones which reflect their current stage of development and ability. Conscientious observations of children's learning are made and written monthly. However, there is no coherent assessment system which tracks children's progress through the stepping stones. Examples of work are dated and provide evidence for assessment. Staff evaluate activities effectively and use this information to monitor the quality of the provision. It is not clear that assessment is fully effective in securing children's progression in learning and informing the next steps in the learning programme. The potential impact of weaknesses in the planning and assessment systems on the children is currently minimised by the efficient, practical teaching skills exhibited by the staff team. Staff use clear and skilled teaching techniques which they confidently adapt to suit the various ages of children at this setting. Children enjoy good, trusting relationships with staff who get down to their level and engage in meaningful questioning, conversation and discussion which develops learning through play. Snack time is a generally positive and effective learning time for the children. They learn good manners and courtesy. However, staff miss some opportunities to develop children's independence. For example, through allowing the older children to pour their own drinks or serve their friends with snack. A range of strategies are employed by staff to utilise snack time as a purposeful learning experience. Appropriate emphasis is given to the development of children's speaking, listening, reading and writing skills. Children enjoy a wide range of songs and rhymes which support their awareness of language. Staff read lots of stories during the day and the children listen attentively. Children share books with their friends and benefit from being split into age-related groups at some story times. Children learn about numbers, use mathematical language and solve simple problems. For example, children count the diminishing number of fingers held up to represent 'Five little leaves'. Children learn about basic information technology and use the computer to play games with staff. A wide range of construction toys enables children to build and fix pieces together, improving manual dexterity. Children enjoy a wide range of indoor and outdoor activities to promote physical development. They explore paint and print, using their own ideas to create their own pictures and enjoy messy, 'sensorial' play with shaving foam and gloop. Children begin to use imagination playing alongside others in role play situations. Staff extend ideas as needed, model roles they might use, ensure all can join in and that children share resources fairly. Helping children make a positive contribution The provision is good. Children are warmly welcomed and included in all activities. Children develop their understanding and appreciation of others through simple planned activities that promote a greater awareness of the wider world. Children participate in art and craft activities connected with celebrations and taste cultural foods. Children who have varying needs receive excellent support. Children's individual needs are discussed with parents in detail. Any special requirements or information are discussed and consistent communication and information exchange takes place. Children's learning difficulties and disabilities are recognised and met sensitively. Children who may have learning difficulties receive appropriate intervention and referrals to suitable professionals outside the provision. Staff provide excellent role models for children by being calm and polite. Staff praise children freely, ensuring that they develop confidence and self-esteem and understand when they have done well. Children are well-behaved in response to the consistent expectations of caring staff and any adverse behaviour is corrected using positive language. Children's spiritual, moral, social and cultural development is fostered. Staff work really hard to develop a positive partnership with parents to support children's progress in learning. Extensive information is available for parents on a daily basis, because the hallway is used extremely well to display a wealth of information. Staff try to encourage a two-way flow of information, knowledge and expertise. Parents are warmly welcomed into the provision and are well-supported by staff during the settling-in process through induction sessions. Staff encourage parents to share information about their children and they are able to see their child's records and regularly contribute to them if they wish. When working well, this arrangement of two-way sharing benefits the child and enhances their learning. This underpins their progress in the nursery and consequently their ability to fully contribute to the provision. The partnership with parents of children who receive nursery education is good. Organisation The organisation is good. The established and experienced staff team are well-supported by the owner who oversees the management of the nursery and this safeguards and promotes children's care and welfare. The owner and manager work alongside their staff team and therefore have a 'hands on approach' to every aspect of the nursery operation. Registration systems record the attendance of children and staff to secure their safety. Generous adult to child ratios positively support children's care, learning and play during the bulk of the day. However, records do not clearly demonstrate that these preferential ratios are sustained at the start and the end of the day. The leadership and management of the nursery education is good. The staff team are well-qualified and dedicated to the concept of quality childcare and education. They are actively involved in planning and decision-making and contribute to the continuous monitoring of the setting through self-evaluation and reflection in line with 'Every Child Matters'. Staff follow children to the activities which engage their interest and provide effective support to draw the learning from play. This promotes highly positive outcomes for children. Staff demonstrate a genuine affinity with children; they respect children's feelings, value their comments and clearly enjoy their company. Documentation is mostly clear and generally accessible. Staff clearly and confidently speak about their procedures to follow in the event of a range of scenarios. Planning and assessment systems continue to evolve, and increasingly secure and progress children's learning. Overall, children's needs are met. Improvements since the last inspection One recommendation was raised at the last inspection of day care. The nursery was asked to ensure that the child protection procedures are shared with parents. These are now clearly displayed opposite the entrance door in clear view for parents and ensure that parents are suitably informed about the procedures. The action taken by the nursery has satisfactorily addressed the issue raised and improved the welfare of children. At the last inspection of nursery education, there were no significant weaknesses to report, but the nursery was asked to give consideration to three aspects of practice. These included the improvement of differentiation within planning documentation; the recording of the information received from parents about their child's progress and achievements and minor amendments to the staff appraisal system. Differentiation on planning continues to be unclear and a recommendation is raised following this inspection to ensure that children can access a suitable range of stepping stones. The nursery continues to develop the staff appraisal system to identify the professional development needs of the staff. Staff are encouraged to attend training courses to update their skills which means that children are cared for by adults who are well-informed and knowledgeable. Information from home is sought from parents at the time of enrolment and positively contributes towards a baseline assessment. Parents are invited to continue to add their own observations to the records to support children's progress and learning. The actions taken have improved the quality and standards of nursery education. Complaints since the last inspection Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted. THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION On the basis of the evidence collected on this inspection: The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding. The quality and standards of the nursery education are good. WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT? The quality and standards of the care To improve the quality and standards of care further the registered person should take account of the following recommendation(s): * ensure that staff follow good hygiene practice in order to prevent the spread of infection * ensure a consistent approach to developing children's independence and self-care skills * demonstrate that required adult to child ratios are met at all times. The quality and standards of the nursery education To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): * improve planning systems, using the stepping stones in an appropriate way to secure and progress the learning of all children in a consistent manner * develop assessment systems to ensure that children are consistently assessed and their progress through the stepping stones is tracked effectively. Use the information gained from assessment to identify the next steps in children's learning. Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk	<urn:uuid:3b209093-3c09-403e-a7ab-a1eca25e54ee>	CC-MAIN-2024-22	https://files.ofsted.gov.uk/v1/file/1153673	2024-05-26T18:08:46+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00004.warc.gz	207,006,539	3,957	eng_Latn	eng_Latn	0.961085	eng_Latn	0.998174	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 380, 3118, 6730, 10461, 15582, 18504, 21399, 21975 ]	[ 1.3359375, 2.015625 ]	1	0
New York City Department of Transportation Street Safety Tips for School Children Make each trip a safe one! Together we can keep our children safe as they travel to and from school. If you're a DRIVER: * Follow the speed limit. * Be alert for children in the school zones – look for SCHOOL X-ING markings on the pavement and ﬂuorescent yellow-green signs with children walking indicate school crosswalks. * Set a good example for children. If you park opposite the school, cross the street with care. Stop at the curb, look left-right-left before crossing and keep looking as you cross. * Reduce trafﬁc congestion and keep children visible. Do not double-park, stop in crosswalks, or interfere with school buses when you drop off or pick up your child. If your child WALKS TO SCHOOL: * Discuss the safest route to and from school. Use DOT's School Safety Maps to plan your route. (www.nyc.gov/saferoutes) * Teach children to stop, look and listen before crossing, even if the pedestrian signal shows the white ﬁgure walking. * When crossing, children should walk, not run, and should keep scanning for turning vehicles while crossing. * Talk about why it is safer to cross at school crosswalks. The ladder-striped school crosswalks make crosswalks more visible to drivers and help make the intersection safer. If you child TAKES THE BUS: * Use the safety tips above to get your children safely to and from the bus stop. * Encourage children to leave home early enough to avoid running to catch the bus * Teach children to wait for the bus on the side-walk, not in the street. * Teach children to stay out of the bus driver's blind spots, where they would be hidden from view and more vulnerable. * Tell your children to be sure they can see the bus driver's face before beginning to cross, and to avoid walking behind the bus or close to its wheels or sides. * The safest way for children to cross the street after getting off the bus is to walk at least 10 steps away from the bus (on the sidewalk) before crossing. * Explain to children that if they drop anything under or in front of the bus, they should tell the bus driver and not reach for it on their own. Safety Tools in the Traffic Environment Ladder-striped crosswalks installed in school zones where school children are directed to cross. The stripes make the crosswalks more visible to drivers, making them more alert when approaching these crosswalks. School Crosswalks: Regular pedestrian crosswalk: The area of the roadway, bounded by parallel white lines, where pedestrians are directed to cross. Advance warning sign: Located in areas around schools where children are directed to walk and cross streets. The fluorescent yellow-green signs warn drivers to proceed with caution. Traffic Signal/Pedestrian Signal: The red, yellow and green lights, as well as the pedestrian signals (with the symbolic Walking Figure=WALK and Raised Hand=DON'T WALK), are designed to let people in vehicles and on foot know who has the right-of-way. Traffic signals help manage traffic flow on main and cross streets, and help pedestrians cross an intersection safely. Requires vehicles approaching from all directions to stop. The signs act to reduce conflicts between vehicles, prevent crashes and control traffic. The direction in which traffic moves. ONE WAY signs indicate streets where vehicles are allowed to travel in one direction only. All-way stop: Traffic flow: Speed reducer: Janette Sadik-Khan, Commissioner Raised "bump" placed across residential streets, designed to calm (or slow) traffic in residential areas and near schools. Web: www.nyc.gov/dot	<urn:uuid:fd12ec58-a54d-48de-ac05-2e1348615ac8>	CC-MAIN-2024-22	https://www.nyc.gov/html/dot/downloads/pdf/schoolsafetyflyer.pdf	2024-05-26T18:54:13+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00001.warc.gz	803,589,446	762	eng_Latn	eng_Latn	0.998578	eng_Latn	0.999101	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2170, 3635 ]	[ 3.625 ]	1	1
Montana's Landless Cree and Metis in Wild West Show In the late 1880s and early 1890s the itinerant Metis and Cree refugees who headed to Montana after the 1885 Resistance were destitute and starving. They lived on the road allowances and worked as seasonal laborers. In order to feed their people Gabriel Dumont and others joined Buffalo Bill's Wild West Show. It is not as well known that Little Bear and another group joined Beveridge's Wild West Show. In the summer of 1895, the Beveridge's Montana Wildest West show was developed in Helena, Montana, and toured by rail across seven Midwestern states. This show employed a unique Made in Montana cast, including Montana's socalled landless Cree and Metis as a feature attraction. The Anaconda Standard reported on April 6, 1895 that Charles Trottier of Box Elder, Choteau County was working for Dan Davenport to recruit Metis and Cree from Butte, Montana and Medicine Hat, Alberta to join the show. The troupe left Montana in April 1895, stopped at Havre where more Metis and Cree joined, then moved on to Joliet Illinois. Later, it played Chicago, New York, and New Orleans. Beveridge claimed his Cree and Metis cast were not very good actors, whereas the Cree and Metis claimed that entrepreneurs Beveridge and his partner Don Davenport paid them nothing more than money to buy food and left them stranded in Cincinnati, Ohio in the spring of 1886.. Newspapers of the day reported: Beveridge's Wildest West Show On June 9, 1895, the Cincinnati papers announced that Beveridge's Wildest West Show was coming to Cincinnati. It would perform on the old Campus Grounds of the Order of Cincinnatus at the foot of Bank Street; what today is near Spring Grove Avenue just south of the Western Hills viaduct. The Enquirer noted that "several attempts have been made to foist fake shows of this kind on the public" and the Gazette seconded that, saying "The public of Cincinnati has been fooled frequently by Wild West announcements." Both papers assured, however, that this was the real deal, and featured 178 Cree Indians as the feature of the shows. There would be three shows only, Monday, Tuesday and Wednesday. The show would feature, in addition to the Cree, according to the Gazette, a "team of crack shots; a score of cowboys, each of whom has won distinction by his skill and bravery; several cowgirls; all sorts of Western rough riders; Salem Nassar's troupe of Arabs, said to be by far the best troupe ever brought to this country, and to contain a genuine whirling dervish, or spinning Mohammedan priest; a complete card of Hippodrome races; [and] many legitimate circus features that have been lent to add variety." The Enquirer said their tent would hold 8,000 people, and would be the largest ever erected in Cincinnati. The Cree A little background on the Crees: The Cree were Native American Indians originally from Manitoba, Canada. Under Chiefs Wandering Spirit (who, as the white Canadians hung him, sang not a death song, but a love song to his wife) and Big Bear, they found their beloved buffalo in fewer and fewer numbers. The local Indian agent was only interested in helping them if they agreed to settle down, raise crops, and embrace Christianity, but the Cree were having no part of that. The Cree believed that since the Whites had destroyed all of the Cree's food source, the buffalo, the Crees were entitled to eat from the plentiful stores of the White man. The standoff's got violent, most famously during the Riel Rebellion. Ultimately, the Cree fled to Montana, where the US refused to recognize them, since they were not native to the USA. Big Bear was the Chief who led them in Manitoba, but his capture by the Canadians put his son, Little Bear in charge of a tribe that was hungry and homeless, adrift in Montana with no food. They were, the Enquirer noted, the only Indian Tribe to have never signed a treaty. To eat, they joined Beveridge and his Wildest West Show. They had seen Buffalo Bill's Wild West Show, and figured they could do that. They also may have been led to believe that going east would eventually enable them to talk to authorities in Washington. The first Monday morning they were in Cincinnati, June 10, 1895, they were paraded to the Cincinnati Zoo. They got to ride the elephant, and the Enquirer wrote that the big lions and tigers, upon glimpsing the Indians, were caused to growl violently. Little Bear said his people wanted to know if there were Buffalo on display, and the Indians were able to "stroke the mangy hair through the bars of the enclosure." Little Bear told the head of the zoo "My heart is smiling. My people shall talk of your wonderful place at their council fires when they are old men." The march to and from the zoo was used as a promotional tool, and the "parade through the principal thoroughfares of the city attracted the curious in such crowds that many of the streets were fairly blocked." That afternoon and evening were the first of the shows, and the local papers went into a frenzy of Manifest-Destiny-ism and yellow journalism that would last for weeks. The Gazette said that the Cree's "feathers are of the primest and best; their red blankets are the proper shade of carmine; their war paint is sufficiently brilliant, and their war dances so inspiriting;" adding that folks should see the show twice. The Enquirer said "The entry of the Indians, under command of their chiefs, 10 men with each, was an impressive sight. They noted Little Bear, Buffalo Coat, Long Hair, and Sun each conducted 10 warriors into the arena, each in full war paint, and they certainly looked fierce and ugly enough to to fulfill the claims of the most sensational Indian story writer." Tuesday's Enquirer, the 12th, ran another very positive if less detailed review. The Gazette ran no review, but did have a small piece about the ownership of the show being changed. A story in the Gazette on the 13th about the death of one of the Cree children, named Ho-te-ot-te-na-wish, one and a half years old, and said to have died from "pulmonary tuberculosis." The child was to be buried in the "Wesleyan Cemetery." And Then It Gets Real Interesting So three scheduled days of shows took place on June 10-12, and the press remains silent until we get to June 15, that Saturday, when most of the Cree have ended up at Taylor's Bottoms in Bellevue. The Post reported that the promoters of the wild west show were furious, because between when the show's advance men came to Bellevue and the time the show was due to open, there was passed an ordinance passed calling for a $30 fee to be levied on circuses. By Monday, the Gazette was reporting that "The tied up circus, with its squad of Indians, drew a large crowd to Taylor Bottoms yesterday, and what, with the wild men of the west and the rag-tag and bob-tail element which makes Taylor Bottoms a gambling hole from craps to poker every Sunday, Chief Ratliffe and his officers had a busy time of it. Fights were frequent and there was a perfect riot among a lot of young sports at one time during the day over a game of craps." While in Bellevue, it seems that the Sheriff, Jake Plummer, attached the receipts of the show based on a claim by Donaldson Lithographing. And after the Saturday show, Bellevue Constable Albert Ashmoor had attachments totaling $173. The Indians were also not being paid, and refused to go on again until they were paid. On Saturday night, the Indians had been told that if they persisted, and went to Washington, they could get their own land. Further, they were told that they could get a corps of soldiers from Fort Thomas to go with them. The show left town for Greensburg, Indiana with some Indians, but 142 (or maybe 80, or 150, sources vary) of the 178 stayed in Bellevue. At midnight on Sunday the 16th, the Crees show up at Fort Thomas. The sentry sent for the base commander, Major Cochran, who was told that six sick Indians were wanting in. The Colonel ordered them sent from the Fort, but Campbell County Sheriff argued that they should be admitted. While they were arguing, 87 Indians with their ponies marched into the Fort, and complained loudly about their treatment in Bellevue, and their fear of the place. Little Bear related his dissatisfaction with Beveridge's payments to the Cree, and the Sheriff outlined the attachment issues. Mayor Nogel of Bellevue had ordered the Indians out of town as a nuisance. Also, a group in Bellevue masquerading as Kentucky's Governor Brown had told the Indians that if they were not out of the State in 10 hours they would be jailed. Ultimately, Fort Thomas took them in. Because, as the Gazette noted, "If anything is natural to the soldier of the regular army, it is the protection of the Indian." Right. Anyway, negotiations with the wild west show Monday morning were broken by that afternoon, and the Indians refused to leave the Fort. They pitched their teepees accordingly. On Tuesday, Everything Changes It was on Tuesday the 18th that the Fort was inspected by the touring Secretary of War, The Hon. Daniel S. Lamont. The press does not report Major Cochran's reaction to being inspected by the Secretary of War after agreeing to take in 100 stranded Indians, but you can image it was not one of his better days. After viewing a number of war dances put on by Little Bear and his retinue, Lamont washed his hands of the whole mess, saying "Pshaw! There's nothing to it. The War Department has nothing whatever to do with Indians. We only see them as enemies. They get no supplies from us, nor can we issue any without orders of the Secretary of the Interior." Cochran and Lamont agreed to let them stay as long as a week, until they could get on their feet, at which point they would have to go home. There were two other developments on Tuesday. First, the Beveridge show, without the Crees in Fort Thomas, and now in Greensburg, Indiana, was served with a number of additional attachments. The Enquirer reported that shows proprietors were in "a good hotel," and that the rest of the show were "desperate" from "hunger." A man who had come to take the Indians back to the rest of their group in Cincinnati was accused of horse-theft by the cowboys with the show, but they were found not guilty. The Beveridge show was originally funded by Montana's Colonel Beveridge, a man of wealth in Helena, Montana. He turned it over to his son, and the show started performances in Joliet, Illinois. On the 11th, the Enquirer names E. D. Colvin as the manager of the show, while the Gazette on the 12th reports a change of ownership in the show. On the 18th the Gazette refers to Allen and Davenport as the owners, and Hamilton as the manager, but on the 21st, the Enquirer quotes Beveridge, who, as alleged owner, says he only leased the show, from a man named Wallace. At the very least (and I apologize for the coming sentence), it was a case of too many chiefs and too many Indians. The Beveridge Wildest West Show died in Greensburg, Indiana. The second event of Tuesday, was that the Cincinnati Zoo agreed to take the Cree. 87 Cree with their 65 ponies marched from Fort Thomas to the zoo about 6 pm on Tuesday evening, where they were to perform until they could afford to go home. Secretary Lamont was reported to be pleased with the turn of events. At The Zoo The zoo saw the exhibit as being in line with their mission. In their 1896 annual report, the zoo noted "The exhibit of wild people is in line with zoology, and so, when we exhibit Indians, or South Sea Islanders, or Esquimaux, [sic - sound it out] or Arabians, or any wild or strange people in existence, we are keeping within our province as a zoological institution." The press reports nothing buy idyllic pastoral scenes from the Indians at the zoo. The Cree performed every stereotypical scene the managers could think of, wearing ""pseudo Plains clothing in untraditional ways," wore feathers from the birds at the zoo, and the public response was enthusiastic. They performed from mid-June to July 15, when they had made enough to return to the west. The zoo had had to sell of 25 acres of its location in 1886 to make ends meet, and operated close to the edge ever since it opened in 1873. But the Cree made $25,000 for the zoo, a serious sum in those days. It was the best year, financially, the zoo had ever had to that date. The next year, 1896, the Zoo imported a number of Sioux to replicate the success with the Cree, but there was another Indian exhibit in town by then, it was a rainy summer, and that was the end of Indians at the zoo. Posted on: http://www.nkyviews.com/campbell/text/crees.htm Downloaded April 26, 2013 All of the information above is from the Cincinnati Enquirer, the Cincinnati Commercial Gazette, and the Kentucky Post from June 9 through June 24, 1895. Typical Wild West Show Poster Edited and Compiled by Lawrence Barkwell Coordinator of Metis Heritage and History Research Louis Riel Institute	<urn:uuid:f98f474f-1cb3-4e84-9bed-ebc27aedc1f1>	CC-MAIN-2024-22	https://www.metismuseum.ca/media/document.php/13797.Montana%20Wild%20West%20show.pdf	2024-05-26T17:27:40+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00001.warc.gz	776,617,519	2,962	eng_Latn	eng_Latn	0.942904	eng_Latn	0.999467	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2793, 5929, 8803, 11406, 12907, 13052 ]	[ 2.109375 ]	1	0
Let's have a lovely chat about forms I've worked on forms forever* 3 What is a form? 4 Is this page a form? https://www.gov.uk/government/organisations/department-for-environment-food-rural-affairs 5 Is this page a form? 6 6 7 7 Looks like a form and works like a form Interaction Design Asks questions and expects answers Content Design Allows someone to achieve a goal Service Design 8 A great form works well across all three layers Service design Content design Interaction design Easy to get it done Easy to move on Goals achieved Easy to understand Easy to answer Goals achieved Easy to use Easy to read 9 Fix the forms, one at a time Making a form is conceptually simple 1. Get the questions 2. Put the questions onto pages Old paper form + magic of digital = ???? 1. Get the questions 2. Put the questions onto pages Before you ask a question, find out exactly how you will use the answer The double diamond for forms has questions in the middle Work out how you'll use the answers Write good questions Make the form https://www.effortmark.co.uk/discussing-a-topic-map-for-how-to-design-better-a-form/ Let's look at it like baking a cake Idea from: participants at a workshop at #UXBristol, July 2019 A form builder helps, but only with one aspect Idea adapted from participants at a workshop at #UXBristol, July 2019, especially @dframpton, @emmaboulton, @_kylemorris You have to choose a recipe and shop Work out what ingredients you need Measure ingredients Make the cake To make a good form, you must know how you'll use the answers Work out how you'll use the answers Write good questions Make the form A question protocol can help a lot Question protocol Writing! Form builder Some resources about question protocols and forms * Blog post from Adam Silver on the Child Funeral Fund Service: https://adamsilver.io/case-studies/designing-the-child-funeral-fund-service/ * The Australian Style Manual page on forms: https://www.stylemanual.gov.au/format-writing-and-structure/content-formats/forms * NHS Digital service manual 'How to write good questions for forms' https://service-manual.nhs.uk/content/how-to-write-good-questions-for-forms * Forms stuff from me: https://www.effortmark.co.uk/category/forms/	<urn:uuid:ec6adcaa-66d3-4aed-95ff-685881818ce1>	CC-MAIN-2024-22	https://www.effortmark.co.uk/wp-content/uploads/2020/10/achataboutformsxgov2020cjforms-201002095514.pdf	2024-05-26T17:47:37+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00002.warc.gz	633,248,877	557	eng_Latn	eng_Latn	0.981967	eng_Latn	0.994544	[ "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 36, 67, 87, 203, 228, 234, 398, 625, 658, 750, 847, 920, 1137, 1238, 1408, 1518, 1655, 1732, 2268 ]	[ 2.296875 ]	2	0
Establishing a Vision What does success look like and how will you get there? The goal How do we build a vision? A shared, inclusive vision for your school or system that respresents the aspirations of students, teachers, leaders and the community today with the flexibility for ongoing revisions to address continual change. Why change? The digital era is radically changing the way we create new ideas and manage knowledge. So much so that schools themselves need to change to foster the creativity that humans will need to create value in today's world. 1 And even though some young people are emerging as successful collaborative creatives, youth unemployment is more than double the total adult unemployment in many countries. 2 This statistic calls for a rethink of the scholastic experiences and competencies required to help students participate in a global digital economy. A vision is essential. Research shows that schools and systems that successfully transform education start with a clear vision of what they want success to mean. 3 Creating your shared vision can be complex because it touches on the perceptions, attitudes and everyday work of many stakeholders; involves the reallocation of fiscal and cultural resources; and disturbs the status quo. 4 * Don't simply apply someone else's vision. Ground it in your school or system's culture and context * Organizations that have only one core goal often have the most powerful visions 5 , especially if they can unite and energize people around it * Simply defining your vision is not enough. It is part of a change cycle, which includes defining a vision, strategic planning, implementation, and reflections on progress. 6 21st Century Pedagogy Leadership and Policy Establishing a Vision Curriculum and Assessment Developing a Learning Community Personalized Learning Designing Technology for Efficient and Effective Schools Physical Learning Environments Organizational Capacity, Strategic Planning and Quality Assurance Inclusion, Accessibility and Sustainability Teacher and Leader Capacity Partnerships and Capacity Building Education Transformation Framework Guiding questions How will learning outcomes improve with this new vision? How can technology improve literacy or numeracy? How will the role of a teacher change? Is there a strategic framework guiding the transformation? What communication strategies are planned to gain broad support of the vision? What will success look like when the vision is realized? What resources are available (funding and other) to reach the vision? What are the learning priorities and why? Technology should support your vision, not define it After decades of using IT in schools, technology by itself is not an effective solution to the systemic challenges facing education today. Instead, organizations that define their visions with clear goals for learning, and then use technology as an enabler and accelerator of progress, find the most success. 6 Microsoft technologies can support vision for anytime, anywhere learning for all in many ways; * Connecting students to each other and a world of learning through Skype In the Classroom and Office 365 Education * Providing students with personalized online learning spaces for e-portfolios, project assignments and group collaboration – SharePoint * Measuring success through Analytics – Microsoft Azure, Cortana Analytics Suite and O365 PowerBi * Supporting 1-to-1 Learning – Surface and Windows 10 are designed to support flexible learning using apps and software that works with voice, touch, keyboard, scientific readers and more. Resources Whitepaper: Vision for Anytime, Anywhere Learning for All Authored by Maria Langworthy, Senior Officer, Strategic Data at the Bill and Melinda Gates Foundation, this whitepaper provides evidence and examples of successful vision setting along with case studies of countries that have excelled and how they went about it. It also shows how technology can enable progress. The complete version is available at microsoft.com/education/leaders Workshop: Why Transform? This workshop uses the latest research, global best practices and blueprints to guide senior decision makers and change leaders in identifying and demonstrating the critical components required in a systemic change initiative to reach education goals. To organize a workshop, contact your Microsoft Education Specialist. References 1. The Economist. (2014). "Coming to an Office Near You: The effect of today's technology on tomorrow's jobs will be immense – and no country is ready for it." The Economist 2. ILO, International Labour Organization. (2013). Global Employment Trends for Youth 2013: A Generation at Risk. Geneva: International Labour Office. 18 January, 2014. Retrieved from: http://www.economist.com/news/leaders/21594298-effect-todays-technology-tomorrows-jobs-will-be-immenseand-no-country-ready. 3. Edwards, M.A. (2013). Every Child, Every Day: A Digital Conversion Model for Student Achievement. Upper Saddle River, New Jersey: Pearson. 5. Sinek, S. (2011). Start with Why: How Great Leaders Inspire Everyone to Take Action. New York: Penguin. 4. Laloux, F. and Wilber, K. (2014). Reinventing Organizations: A Guide to Creating Organizations Inspired by the Next Stage of Human Consciousness. Millis, MA: Nelson Parker. 6. Fullan, M. (2011). Choosing the Wrong Drivers for Whole System Reform. 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MPJ NEWS The latest news, views and announcements from the MPJ Newspaper Team. A letter from the MPJ News Team SPOOKY HALLOWEEN FILMS Welcome to the MPJ Newsletter! The newsletter was first established in 2021 by Liliana (Y5), and has now grown into a strong, hard-working team of ten members. Together, we have been gathering some amazing articles, fantastic reviews and loads more exciting things for you to read! ---------------------------------- Meet the MPJ News Team: Liliana (Y5): CEO and Writer. Miss Poole (Staff): Editor. Owen (Y6): Editor. Lola (Y6): Science Journalist. Beaux (Y4): Fact File Journalist. Richmond (Y3): Quiz Master. Emily (Y5): Assistant. Suraiya (Y5): Assistant. Emma (Y5): Assistant. Gabriella (Y5): Assistant. ---------------------------------- We are looking for journalists and artists! We are always looking for new stories, works of art and articles to be placed into our newsletter. If you want to be published, then please post your work into the letterboxes around school: Year 3 and 4 - the red box by Mrs Wright's Office. Year 5 and 6 - the red box at the top of the stairs. ---------------------------------- Halloween is a fantastic time of year. The trick-or-treating, the pumpkin carving and decorating your house are all fun things to do. One thing I also enjoy doing at Halloween is watching some spooky movies! Here are some of my favourite Halloween recommendations: The Addams Family (animated film – 2019) The grim and peculiar Addams family move to a bland suburb in New Jersey, America. However, problems soon occur when their strange daughter (Wednesday) becomes friends with the colourful and popular daughter of a reality show host. There are many films about the Addams Family, including three live action films. There are even two television shows! The Corpse Bride (animated film – 2009) When Victor is practicing his wedding vows in the middle of the creepy woods, he accidently gets married to a skeleton-like creature called Emily. His new wife then whisks him off to the land of the dead! This film has some great songs in it, and it is a brilliant Tim Burton film! Tim Burton has done many other fantastic films, such as: The Nightmare Before Christmas and Frankenweenie. Hotel Transylvania (animated film – 2012) Count Dracula, who is overprotective of his daughter Mavis, runs a high-end holiday home for monsters. When a human named Johnny enters the hotel, Dracula tries to prevent his daughter from falling in love with Johnny. There are already three of these films, and a new film is due to be released next year! What are your favourite Halloween films? ------------------------------------------------------------------------ A drawing by Izzy (Y4) Artist Work Wanted We are looking for beautiful pieces of art work to put into our newsletter. Post your artwork into the red letterboxes. SPOTLIGHT ON SCIENCE Many of us have seen this Halloween image. This image comes from a made-up story about Frankenstein's Monster. Victor Frankenstein was a made-up scientist who created a new human, by bringing the creature to life using electricity. To find out some interesting facts about electricity, have a read of the next section. REVIEWS Benjamin Franklin Benjamin Franklin was not the first person to discover electricity, but he was the first person to study electricity in depth. One of his most important findings was proving that lightning was electrical! In his experiment, he flew a kite during a thunderstorm. On this kite, he had also attached a metal key. When the kite was then hit by lightning, Franklin was able to feel the electric sparks from the key. Years later, it was discovered that this was a very dangerous experiment as Franklin could have actually electrocuted himself! We now know how dangerous lightning is. Franklin was also the first person to discover that electricity consisted of positive and negative charges. By Lola (Y6) HALLOWEEN FACTS Bad Girls (Book) I would really recommend this book, because it is really funny and I loved it. By Ella-Mai (Y6) Matlock Bath (Place) Matlock Bath is a great place to visit! It has lots of arcades, fish and chips shops and sweet shops. You should definitely visit The Petrifying Well at Halloween! By Beaux (Y4) ------------------------------------------- If you have a review, please post it into the red letterboxes. Remember to put your name on it! - Halloween goes back more than 2000 years! - It has many different names. In some countries, it is known as: All Hallows' Eve, Witches Night and even Snap-Apple Night. - Many years ago, people in the UK were worried that real ghosts would appear to them on Halloween. On this day, they would spend time warding off ghosts. - The first Jack-O-Lanterns (carved pumpkins) were originally made from turnips. - The largest pumpkin ever recorded had to be carried by a huge vehicle. By Beaux (Y4) PUZZLE SECTION QUIZ 1. What Month does Halloween take place? 2. What food ingredient apparently wards off vampires? 3. What colour is a Jack-O-Lantern? 4. What kind of Halloween creature is Winifred Sanderson from the film Hocus Pocus? Ghost Pumpkin Vampire Trick or treat ANSWERS: Post your correct answers into the letterbox by Wednesday 3 rd November, and one random child will be selected to win a small prize. (Remember to put your name and class on it!) Please ask at the office if you require this newsletter in a larger print. Skeleton Spooky Witch Haunted Phantom October	<urn:uuid:2f501139-b77e-44dd-89a7-2e825e06230b>	CC-MAIN-2024-22	https://www.moorpark.stoke.sch.uk/wp-content/uploads/2021/10/Issue-11.pdf	2024-05-26T17:33:27+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00008.warc.gz	762,265,491	1,225	eng_Latn	eng_Latn	0.999189	eng_Latn	0.999204	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2898, 5542 ]	[ 2.1875 ]	1	1
Flash Forward with Femi Fadugba, Ben Oliver and Jonathan Stroud Explore setting, relationships and voice in these three fast-paced, action-packed novels! Image of book cover(s) Level: Third/Fourth Level Explore themes of: Science and Technology Time Travel Friendship Language Subject Checklist: English Language Social Studies Expressive Arts Sciences Technology At a Glance Before watching the event or reading the extracts! 1. Can you see any similarities between these three covers? What might they have in common? 2. Based on the covers and the titles when do you think the novels are set? 3. Whose 'voices' or 'perspectives' do you think you will hear in these stories? Read the Extracts Taken from chapter 1 of The Upper World by Femi Fadugba Discussion Questions 1. What do you think is the meaning behind the story of the prisoner in the cave? 2. How does the first chapter let you know that something incredible is going to happen to Esso? 3. Page 6 what does Esso mean by his different voices? Do you use any different voices? 4. What examples of slang can you find in the text. Do you know their meanings? 5. What does Esso tell us about gangs in Peckham? Is Esso in a gang? Are D and Bloodshed? 6. What effect does the last line in this extract have? Taken from chapter 3 of The Block by Ben Oliver 1. Why is the opening of Rat impactful? 'When the harvest begins, all that exists is fear.' 2. How does the author build excitement and tension in this extract? 3. What do you learn about Luka and his situation in this chapter? How does he feel about his situation? 4. Where and when do you think the novel is set? What clues are there? 5. What do you think is going to happen next? Taken from chapter 1 of The Scarlett & Browne by Jonathan Stroud 1. What do we learn about Scarlett in this extract? 2. How does the author build excitement and tension? 3. Where and when do you think the novel is set? What clues are there? 4. What effect does describing Scarlett as "the girl" have? 5. Is Scarlett our hero or a villain? Why do you think this? Think about what you've read in all three extracts * Can you see any similarities the extracts and between the 3 main characters described in them? * Which genres are the three books? Get to Know the Authors and the Books! Activity 1: Exploring Time All three of these books are set in time periods different to our own. * For each book which clues can you find to give us an idea of when the books are set? * Which one of the books is set across different time periods? * In The Outlaws Scarlett and Browne there are aspects of society which remind us of another time period. When and where is this? * Write a list for each book of clues we are given as to which time period the book is set in. Are any of them misleading? The Loop The Upper World The Outlaws Scarlett and Browne * Do you think the books are set in a different time period, or would you say they're set in an alternative world? Activity 2: Friendship and Families In The Loop and The Block Luka forms close relationships with his fellow former inmates, who are willing to make massive sacrifices for each other, while The Upper World explores Peckham gang culture and Rhia's feelings about her family. In The Outlaws Scarlett and Browne, Scarlett is a lone wolf, until she meets Albert. * Talk about the different relationships in the three novels, whether friendships, family or love. Do you find them convincing and powerful? * What sacrifices are the different characters willing to make for those they care about. * Do their relationships make the characters stronger, or make them more vulnerable? * Imagine that you were making a film of one of the books. Which actors would you cast as each character? Why? (Or alternatively you could choose to cast your friends or other people you know.) * Make a movie poster for your film. Think about: o What information you need on your poster. o Who you will show on your poster. Draw or print/cut and paste images of the actors you chose. o What genre is your film? How can you convey on the poster that it's dramatic/ action-packed/ romantic etc. o What wording you need on your poster. Maybe you want to create a tag line or include a quote from the book. * You could even plan and film a trailer for your movie. Think about which extracts from the book best sum up the story and the themes. Adapt those scenes into short dramatisations and then act them out in front of the camera to create your trailer. Don't forget your set and costumes! Your Turn: Writing your own voice Activity 1 Each of these two books use language in different ways. From the slang of Peckham gangs in The Upper World to the words for new technologies created in The Loop, via Albert's formal, slightly antiquated speech in The Outlaws Scarlett and Browne. * Look through each extract or book and find some examples of the different language used. Are there words you don't understand? * What effect does the different language in each book? How does it root them to the times and places in which they're set? * Do you and your friends use any slang, dialects or different languages? Think about words from where you come from (whether that's your town, or another country.) When you message each other do you use abbreviations (like text speak)? * Do you think that from listening to you and outsider would be able to tell when and where you came from? Would there be any words they might not understand? * Write a short scene featuring either yourself and your friends or fictional characters who live in the same time and place as you. Try to write as you speak, including any dialect or slang. * When you read the piece does it sound genuine? If not edit it. You might find it easier to speak what you want to say then write it down. * Act out your scene in front of your class. Reflection and Further Questions Reflection Activity Think over all that you have learned today. What have you discovered about relationships, language and setting? Act out an important scene from one of these books (you might choose something from the extracts provided). Create a freeze-frame to show the dynamics in the scene and the characters' feelings. Then, create monologues for all of the characters involved to show their inner thoughts – what is going on inside their heads? Try to speak as you think the characters would speak. Lastly, do you have any final questions you would like to ask Femi, Ben and Jonathan if you got the chance? Try to think of at least two and make a note of them. Keep your eye out for more awesome books from Femi Fadugba, Ben Oliver and Jonathan Stroud, as well as the other authors from the Edinburgh International Book Festival!	<urn:uuid:6be7ab6c-190d-493e-be35-cb713871060c>	CC-MAIN-2024-22	https://learning.edbookfest.co.uk/wp-content/uploads/2021/08/Flash-Forward-with-Femi-Fadugba-Ben-Oliver-and-Jonathan-Stroud-Word.pdf	2024-05-26T17:23:56+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00010.warc.gz	321,965,904	1,497	eng_Latn	eng_Latn	0.997895	eng_Latn	0.99891	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 695, 2084, 2136, 3013, 5901, 6778 ]	[ 4.15625 ]	1	0
Forces between charges Two small objects each with a net charge of Q (where Q is a positive number) exert a force of magnitude F on each other. We replace one of the objects with another whose net charge is 4Q. (i) The original magnitude of the force on the Q charge was F; what is the magnitude of the force on the Q now? (a) 16F (b) 4F (c) F (d) F/4 (e) other (ii). What is the magnitude of the force on the 4Q charge? (a) 16F (b) 4F (c) F (d) F/4 (e) other (iii) Next, we move the Q and 4Q charges to be 3 times as far apart as they were. Now what is the magnitude of the force on the 4Q? (a) F/9 (b) F/3 (c) 4F/9 (d) 4F/3 (e) other (iv) In the original state (2 charges Q) if the symbol Q were taken to have a negative value, how would the forces change compared to the original state? (a) stay the (c) left one would (d) right one would same (b) both would reverse (e) none of the above. Forces on charges Two uniformly charged spheres are firmly fastened to and electrically insulated from frictionless pucks on an air table. The charge on sphere 2 is three times the charge on sphere 1. Which force diagram correctly shows the magnitude and direction of the electrostatic forces? Explain your reasoning. Force is how hard each pushes on the other and is a result of both sets of charges. Newton's third law tells us that every force has an equal and opposite force. So we know that 1, 2,3, 4 and 6 can't be it. That leaves 5. We can also see it's #5 because the like charges repel one another. reverse reverse Thinking about Coulomb's Law In our studies of the force between electric charges, we have constructed an equation to tell us how much force one charge exerts on a second. (If there are many charges exerting forces, we have to add up all those forces to find out the electric force a given charge feels.) One way of writing this equation is in symbols: A second way would be to use words representing the ideas involved rather than symbols in the equation: Is it always more useful to write the equation in symbols, or is there some reason why it might be useful to write - or at least to think about - the equation in the second way? Discuss the value and limitations of each representation. When you solve problems using Coulomb's law, do you always use it in the "symbol form", or does the "idea form" also play a role? This answer depends on the individual. The reason this question was asked was to get you to really think about what the symbols mean. If you do this, then it's easier to correctly use the equation and it helps you reason out conceptual problems. Accelerating charges* In each of the four cases shown below, a particle of charge +q is placed a distance d from a particle of charge +4q. The particles are then released simultaneously. The masses of the particles are indicated in the diagram. Rank the magnitude of the acceleration of each particle just after it is released from greatest to least. Use the following notation: A>B=C>D means A is greater than B which is equal to C which is greater than D. If any or all of the accelerations are zero specify that explicitly. If the ranking of the magnitude of the accelerations is not possible, state that. In any case, explain your reasoning carefully. First analyze the force that is acting on each charge. The force is determined by the two objects interacting. If you start with Case 1, the charges are q and 4 q with a separation of d. That means the force is 4kqq/d 2 . Now look at Case 2. Again a charge of q and 4q a distance d apart so 4kqq/d 2 , Check cases 3 and 4, they also experience the same force as the charges in Cases 1 and 2 for the same reasons. So now we know we are dealing with the same force on each charge and we can concentrate on the acceleration of each charge. F = ma will help us here. F/m = a. look at each charge individually to see what its acceleration will be. Charge A has a force of 4kqq/d 2 and a mass of m so its acceleration is a=4kqq/md 2 . Charge B also has a mass of m so it has the same magnitude of acceleration as A. Charge C also has a mass m. Charge D actually has a different mass. D has a mass of 3m. This means a = 4kqq/3md 2 That's a third of the acceleration that A, B and C experience. In the end you find: A=B=C=F > D=E=G=H Dependence of E In the figure at the left is shown a fixed charge (specified by a circle) and a location (specified by the x). A test charge is placed at the x in order to measure the electric effect of the fixed charge. Complete the two statements below as quantitatively as you can. (For example, if the result is larger by a factor of three don't say "increases" say "triples" or "is multiplied by three".) Each statement is meant to be compared with the original situation. (The changes don't cumulate.) a. If the test charge is replaced by one with half the amount of charge, then the electric field it sees will not change. b. If the fixed charge is replaced by one with twice the amount of charge, then the electric field seen by the test charge will not change. Functional dependence and the electric field* 1. (a) Suppose you want to purchase a sweater, in Denver, which has a list price of $40 for which you pay $2 in sales tax. Suppose your friend bought the same sweater, in Denver, but it had a list price of $80 for which she paid $4 in sales tax. How does the ratio of sales tax to price of the sweater compare for you and your friend (i.e. compare the ratios (sales tax)/(sweater price)? What does that ratio tell us? What is that ratio defined as? $2/$40 = 1/20 $4/$80 = 1/20 The ratios are equal and tell us what the tax rate is on sweaters. 1/20 = 5% which is the percent sales tax. (b) Suppose a charge exerts a repulsive force of 4 newtons on a test charge of 0.2 microcoulombs that is brought within 2 cm of it. However, the charge exerts a repulsive force of 8 newtons on a test charge of 0.4 microcoulombs that is brought within 2 cm of it. How does the ratio of the force on the test charge to the test charge, itself, compare in each case (i.e. compare (force felt by test charge)/(test charge) in each case)? What does that ratio tell us? What is that ratio defined as? (c) Suppose a charge Q exerts a force F on a test charge q that is brought near to it. By how much would the force exerted by Q increase if the test charge increased by a factor of a, where a can be any constant (i.e. a = 17 or 5 or 7.812, etc.)? By how much would the ratio of the force on the test charge to the test charge, itself, increase if the test charge increased by a factor of a? Explain. ``` 4N/0.2 mC = 2 x 10 7 N/C 8N/0.4 mC = 2 x 10 7 N/C This ratio tells us how much force per coulomb of charge will be felt. This is the Electric Field. ``` It would increase by a. The ratio found in (bb) above would not change since the force increases by the same factor as the charge. Electric fields are not affected by the test charge. (d) When the value of one quantity depends on the value a second quantity (and perhaps on others), we say that the first quantity is a function of the second. How the first quantity changes when the second changes is called the functional dependence. For example, if t = As, we say that t has a linear functional dependence on s. When s doubles, so does t. If s is divided by 10, so is t. As a second example, if we had y = Bx 2 , we would say that y depends quadratically on x. If x doubles, y quadruples. If x is divided by 10, then y is divided by 100. (Try this with some numbers, picking whatever values of the constants A and B you would like.) (i) What is the functional dependence of the sales tax paid on the price of the sweater? Explain. Write an equation that relates the tax paid (t) to the cost of the sweater (s). t = 1/20s (ii) What is the functional dependence of the sales tax percentage rate on the price of the sweater? Explain. There is no dependence between these two. Tax percentage is the same for all sweaters. (iii) In part (c), what is the functional dependence of the force, F on the magnitude of the test charge, q? Explain. It is linear. When the test charge doubles, the force also doubles. (iv) What is the functional dependence of the electric field established by Q, EQ, on the test charge, q? Explain. E = AQ Electric field does not have a functional dependence on the test charge. Charge from field lines The figures at the right show some representative electric field lines associated with some charges. Both pictures show the same charges and field lines, but they are masked in different ways by imaginary closed surfaces drawn for the purpose of hiding the charges from your view. A) From the field lines in the two pictures, which of the following statements is most likely to be true? a. There are no charges contained in A. b. The charge contained in A is positive. c. The charge contained in A is negative. d. The total charge contained in A is zero. e. None of the above can be true. B) From the field lines in the two pictures, which of the following statements is most likely to be true? a. There are no charges contained in B. b. The charge contained in B is positive. c. The charge contained in B is negative. d. The total charge contained in B is zero. e. None of the above. C) From the field lines in the two pictures, which of the following statements is most likely to be true? a. The charge contained in C is positive and greater in magnitude than the charge in B. b. The charge contained in C is positive and smaller in magnitude than the charge in B. c. The charge contained in C is negative and greater in magnitude than the charge in B. d. The total charge contained in C is negative and smaller in magnitude than the charge in B. e. None of the above. D) From the information in the two pictures, what can you say about the electrostatic potential at a point on the surface of box B compared to the electrostatic potential on the surface of box C? a. The potential of any point on the surface of B is higher than the potential of any point on the surface of C. b. The potential of any point on the surface of C is higher than the potential of any point on the surface of B. c. The potential on the surface B and C are the same. d. Some of the points on B will be at a higher potential than some of the points on C, but not all of them. e. Nothing can be determined about the relative potentials. Orienteering an electric potential 1. (a) The figure on the right shows a contour plot of a piece of a range of hills in Virginia. The outer part of the figure is at sea level (marked 0). Each contour line from the region marked zero shows a level 10 m higher than the previous. The maximum height is 70 m and is shown by the number 70. Answer the following questions by giving the pair of grid markers (a letter and a number) closest to the point being requested. Where is there a steep cliff? B2 Where is there a pass between two hills? C3 Where is the easiest climb up the hill? From G7 to D4 (b) Now suppose the figure represents instead a plot of the electric equipotentials for the surface of a glass plate. The numbers now represent voltage. The maximum is 70 V and each contour line from the region marked zero shows a level 10 V higher than the previous. Where would a test charge placed on the glass feel the strongest electric force? In what direction would it point? Along the steep cliff. Is there a place on the glass where a charge could be placed so it feels no electric force? Where? Yes, in the pass at C3 and also at the top of both plateaus. One is marked 70 and the other is empty just below it. 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Athletic Training Post-Concussion Return to Physical Activity Exercise Protocol Name:______________________Date of Concussion: ________Sport/Job:___________________________ The following is a guideline for appropriate return to activity progression following concussion, based off of the Berlin Concussion Meeting and other current research documents. The healthcare provider monitoring this progression should note date of completion of each step, as appropriate. Return to Activity Steps: 1. Stage I: Completion of a Cognitive Activity / Return to Learn. 48 hours of normal cognitive activities (school day, studying for tests, watching practice, interacting with peers) without re-emergence of any signs or symptoms, (-) King-Devick/Impact (use clinical discretion), and (-) VOMS. Completed_______ 2. Stage II: Light aerobic exercise (which includes walking, swimming, or stationary cycling, with RPE and Heart Rate Monitoring) while keeping the intensity to less than 70% maximum percentage heart rate for no longer than 20 minutes total. No resistance training. The objective of this step is increased heart rate. Completed __________ a. Treadmill or Bike test (if available), OR… b. Stationary Bike/Jog x 10 (or 20 min if no “a”) working up to 70% max heart rate intensity 3. Stage III: Sport-specific exercise (including skating, and/or running). No head impact or high speed catching activities – ie. no impact risk). The objective of this step is to add movement and cognitive tasks and continue to increase heart rate and exercise intensity. Exercises include dynamic warm up, conditioning drills without resistance, agilities, plyometrics, and core training without resistance (all with cognitive tasks). Completed _________ a. Dynamic Warm Up (activation, mobilization, dynamic movement prep, and power prep) b. Circle Cone Drill Linear Cone Drill Shuffle Cone Drill c. Sprint: 20 yds x 5 (30” rest) d. 6 Cone Drill sequence (5yd X 3 yd): Cuts: 45 deg, 90 deg shuffle, Shuffle/sprint Shuttle, 90 deg run, 135 “N”, 180 deg turn sprint shuttle e. Balance exercises (x 15” each leg, each exercises): Eyes Closed; Fwd light ball toss; Leg swings linear; Leg swings lateral; rotational light ball toss/catch; S/L RDL; Star UE reach 4. Stage IV: Non-contact sports-specific training drills (e.g. hand/eye coordination skills like catching, throwing, hitting, kicking, striking with an implement.) Initiate progressive resistance training. Completed______ a. Dynamic Warm Up (activation, mobilization, dynamic movement prep, and power prep) b. 20 minutes of sport-specific skill work, 90% intensity (controlled, non-contact) c. Band-Resisted or Partner-Resisted Sprinting 20 yd or 5 seconds x 5 (30” rest between reps) d. Resistance Circuit x 2 i. Med Ball Slams x 10 (or other power exercise) ii. Push-ups x 10 (or other upper body resistance/strength) iii. Loaded Squat or Lunge x 10 (or other lower body resistance/strength) e. Controlled Burpee (VJump Lower to eccentric push up roll inch worm Repeat) x 5 5. Stage V: Participation in normal practice/training activities for one day as a “trial run.” ONLY following medical clearance (consultation between licensed athletic trainer, school/team physician, school nurse, student-athlete’s physician, and any other healthcare personnel involved in the recovery). The objective of this step is to restore confidence and to assess/ utilize all functional skills. Completed _____________ a. Full practice 6. Stage VI: Unrestricted Return to Activity involving normal exertion or game activity. Completed _________	<urn:uuid:64311c3d-4333-4b80-9844-186e41fd9664>	CC-MAIN-2024-22	https://www.scvths.org/cms/lib/NJ02210742/Centricity/Domain/157/Concussion%20RTP_ADA.pdf	2024-05-26T18:49:01+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00008.warc.gz	836,649,032	823	eng_Latn	eng_Latn	0.98435	eng_Latn	0.98435	[ "eng_Latn" ]	false	docling	[ 3606 ]	[ 2.125 ]	1	0
Sulphuric acid General Information Key Points - sulphuric acid is a clear, colourless or brown oily liquid that is highly corrosive - it has many uses, including making fertilisers - at home, sulphuric acid is found in lead-acid car batteries and some solutions for unblocking drains - strong solutions of sulphuric acid are highly corrosive and can cause burns on contact - drinking a solution of sulphuric acid will burn the mouth, throat and stomach - sulphuric acid is irritating and corrosive to the eyes - breathing air with high levels of sulphuric acid can cause lung damage, shortness of breath, chest pain and cough PHE publications gateway number: 2014790 Published: October 2016 Public Health Questions What is sulphuric acid? Sulphuric acid is a clear, colourless or brown oily liquid that is highly corrosive. It is a very important chemical worldwide. What is sulphuric acid used for? The largest use of sulphuric acid is in the production of phosphate fertilisers. It has other uses, in the petrochemical processes, to control the acidity of foods, oil refining, metal extraction and processing, to make hydrochloric and hydrofluoric acids and to produce other industrial chemicals. It is also used to harvest potatoes; the acid damages the leaves killing the plant and making it easier to lift the potatoes from the ground. Sulphuric acid may also be used to make plasticisers, dyestuffs, rubber, explosives, silicate for toothpaste, adhesives, detergents, pharmaceuticals, edible oils, lubricants and food acids such as citric or lactic acid. Sulphuric acid is also used in lead-acid car batteries and some commercially available solutions for unblocking drains. How does sulphuric acid get into the environment? Industrial processes and agriculture may release sulphuric acid into the environment. Burning fossil fuels releases sulphur dioxide which can react with oxygen and water in air to form sulphuric acid. This contributes to "acid-rain" which can cause environmental damage. Sulphuric acid is not persistent in the environment, being quickly neutralised on release. How might I be exposed to sulphuric acid? At home, people may be exposed to sulphuric acid as it is present in some household cleaning products and car batteries. Exposure to sulphuric acid may also occur if it is used where you work; however safe levels are enforced to protect employees who may be exposed to sulphuric acid at work. Such levels are below those that are thought to cause harmful effects. If I am exposed to sulphuric acid how might it affect my health? The presence of sulphuric acid in the environment does not always lead to exposure. In order for it to cause any adverse health effects you must come into contact with it. You may be exposed by breathing, drinking or by skin contact with the substance. Following exposure to any chemical, the adverse health effects you may encounter depend on several factors, including the amount to which you are exposed (dose), the way you are exposed, the duration of exposure, the form of the chemical and if you were exposed to any other chemicals. Strong solutions of sulphuric acid are highly corrosive and can cause skin burns on contact; they may also damage the eyes. Dilute solutions may cause irritation to the eyes and skin. Drinking a solution of sulphuric acid will burn the mouth, throat and stomach. Breathing air with high levels of sulphuric acid can cause irritation of the eyes nose and throat, cough, shortness of breath and chest pain; in severe cases there may be lung damage. Breathing air contaminated with sulphuric acid over a long period of time can cause damage to teeth, throat and lungs. Can sulphuric acid cause cancer? Sulphuric acid or its solutions are not classified as cancer causing chemicals. However, studies of workers exposed for a long time (over years) to strong inorganic acid mists which may contain sulphuric acid, have shown an increased risk of cancer of the larynx (voice box) and possibly of the lung. Environmental concentrations of sulphuric acid are generally much lower than those found in occupational settings and are unlikely to result in cancer Does sulphuric acid affect pregnancy or the unborn child? There is no evidence to suggest that sulphuric acid, at concentrations that do not affect the mother, can affect the health of the unborn child. How might sulphuric acid affect children? If children breathe, ingest or touch sulphuric acid they will have similar effects to those seen in adults. Sulphuric acid containing products in the home should be stored in an appropriate container and kept out of the reach of children. Are certain groups more vulnerable to the harmful effects of sulphuric acid? When exposed to the same amount of sulphuric acid, asthmatics have had more breathing difficulties than healthy people. This suggests that asthmatics may be more susceptible to the effects of sulphuric acid. What should I do if I am exposed to sulphuric acid? You should remove yourself from the source of exposure. If you have got sulphuric acid on your skin, remove soiled clothing (not over the head), wash the affected area with lukewarm water and soap for at least 10 – 15 minutes and seek medical advice. If you have got sulphuric acid in your eyes, remove contact lenses, irrigate the affected eye with lukewarm water for at least 10 – 15 minutes and seek medical advice. If you have inhaled or ingested sulphuric acid seek medical advice. Sulphuric acid is used in car batteries, how should they be safely disposed of? It is illegal to dispose of vehicle batteries along with normal household waste. As they contain lead and sulphuric acid they are hazardous to people and the environment. Advice on how to deal with old batteries can be provided by your local authority. The supplier of a new battery may also be able to recycle the old one. Additional sources of information NHS Choices – Acid and chemical burns http://www.nhs.uk/conditions/acid-and-chemicalburns/pages/overview.aspx NHS Choices - Poisoning http://www.nhs.uk/Conditions/Poisoning/Pages/Introduction.aspx UKTIS. Best Use of Medicines in Pregnancy http://www.medicinesinpregnancy.org/ This information contained in this document from the PHE Centre for Radiation, Chemical and Environmental Hazards is correct at the time of its publication. First published: October 2016. Last updated September 2017- NHS Choices- Acids and chemical burns link. For queries relating to this document, please contact: firstname.lastname@example.org For all other enquiries, please contact: email@example.com © Crown copyright 2016, www.gov.uk/phe Re-use of Crown copyright material (excluding logos) is allowed under the terms of the Open Government Licence, visit www.nationalarchives.gov.uk/doc/open-governmentlicence/version/3/ for terms and conditions.	<urn:uuid:14734c7c-8d35-4379-87b6-e5bdc062c571>	CC-MAIN-2024-22	https://assets.publishing.service.gov.uk/media/5a820b94e5274a2e8ab57361/sulphuric_acid_general_information.pdf	2024-05-26T17:44:26+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00010.warc.gz	94,686,189	1,489	eng_Latn	eng_Latn	0.997338	eng_Latn	0.998423	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 694, 3026, 5259, 6881 ]	[ 2.6875 ]	1	0
1 A Brief History of the First Catholic Pioneers of Lewistown, Montana. By Elizabeth Swan 2 Along the Milk River between Harlem and Chinook, Montana, was a large settlement of Red River Half-Breeds, as they were known at the time, who had come from the Red River Country of North Dakota, and Canada, following the buffalo trails, at the same time in search of a permanent location, which after a sojourn of eight years or so their livelihood was diminishing fast. Then they began to think seriously about their future knowing they could not their way of life forever. After some discussion they began to break up into groups. Some went back to North Dakota and Canada and to different points of Montana. Pierre Berger and his family of eleven children were amongst the settlement. One of these children, a daughter 3 , and her husband Frank Azure, and the Gladeau families, with others went to St. Peter's Mission, Montana, where the elder Azures were already located. Mr. Berger had been thinking, then he made up his mind to tell his relatives and friends how he was very much interested and anxious to come further west to look for a certain locality he had heard about from an Indian friend, where there was an abundance of wild game, and other good chances of good prospects. He had also been directed as near as possible to the location. Consequently, it was considered a good idea for him to go. A Band of about (25) twenty-five families, including the Bergers agreed to follow Pierre Berger to his new adventure. The children who accompanied their parents were Peter, Barney, Catherine and Frances. The married children with their families were Isaie, Isidore, Jake and John B. Berger. Mrs. 'Adele' Vital Turcotte and Mrs. Amable Frank Ouelette; Alexander Wilkie and Antoine Fleury two brothers-in-law of Pierre Berger. Their friends, Benjamine Kline 4 , the Lafountains, Doney's, Fayants, Turcottes, Ledoux Gayions and Mrs Laquoit, an elderly widow known to all as Old Ellen. She had no one to provide for her, but she was well taken care of through the generosity of the people she traveled with. She was helpful too and very capable. She would always assist the women to jerk meat and that was hard work. With the group was another unfortunate who was partially blind, with his wife and their little girl and two young stepsons who were also 1 Annotations and editing are by Lawrence J. Barkwell. 3 Marie Berger, b. 1857, married François Azure on January 29, 1878 at Milk River. 2 Elizabeth Swan, "A Brief History of the First. Catholic Pioneers of Lewistown, Montana," file. 541, Merrill G. Burlingame Special Collections, Montana State University Library, and in the Joseph Kinsey Howard Papers, MC 27, Montana Historical Society, Helena, Montana. Elizabeth Swan was a granddaughter of Pierre Berger and Judith Wilkie. 4 Benjamin Klyne. (1847-1932) Ben Kline was born on October 13, 1847 at what is now known as Fort Totten, near Mni Wakan (now called Devil's Lake), North Dakota. His father Michel Klyne Jr. was born in 1811 at Edmonton, a HalfBreed descendent of Michel Klyne Sr. and Suzanne Lafrance a Métisse. His mother was Madeleine Millet dit Beauchemin, whose father was a French Canadien, Andre Millet dit Beauchemin who had married a Half-Breed Crow woman Charlotte Pelletier. Benjamin's parents moved to Pembina from Red River in the late 1840s. On August 6, 1880, he signed Louis Riel's petition to Major General Nelson Miles requesting land for the Montana Metis. looked after by the people, however, he was most obliging and was glad to do what he could, especially as a crier when anything important was to be discussed, or a prayer meeting. When there is a buffalo hunt they go too and he is told to make the rounds, where everyone gives a portion of meat and buffalo hides. His wife helps jerk meat. When she tanned the hides they were able to sell or trade them for their needs. Heading For the New Location In the spring of (1879) eighteen seventy-nine, early in May, after all the necessary preparations for the journey, the caravan set out, and headed for Fort Benton, Montana, with Pierre Berger 5 , who was a good scout, acting as guide and leader. For safety against horse thieves when camping, they made an enclosure by placing all their carts in the form of a circle where they kept the horses overnight. On a Sunday they would not travel unless very necessary and all gathered in the centre of the enclosure, and had a public recitation of the Rosary. From Fort Benton, after crossing the Missouri River by ferry they traveled their own trail to the River breaks, where with much difficulty they finally made their way through en route for the Arrow Creek regions. After travelling a long distance in the wilderness, for some reason, most of the group decided to lay over a day or two, while five or six families came further away. Child is Lost (omitted) Journey Continues In the meantime the rest of the group had joined the camp and stayed till all was well. From there when the journey proceeded all travelled together, and have encountered slow and dangerous travelling on their Red River carts, but by using precautions they managed getting through safely crossing Arrow Creek and the rugged areas that covered the path of their journey. First Child Born at the Basin 5 Pierre Berger Sr. (b. 1816) Pierre Berger Sr. was born at Red River in 1816, the son of Jacques Berger and Cecile Dumont. He married Judith Wilkie, the daughter of Metis leader Jean Baptiste Wilkie and Amable Azure, at Pembina before 1841. On August 6, 1880, he signed Louis Riel's petition to Major General Nelson Miles requesting land for the Montana Metis. Nevertheless they pushed on coming to this part of the country until they came to the site where the Arrow Refinery is now and made camp for a few days, during this time, on May 31, 1879, a daughter was born to Mr. And Mrs. Jake Berger. Her given name was Eliza, and in later years people who knew her never did call her any different, only the "Basin" girl. The Buffalo Hunt Soon, as the mother was able, the exploration continued. They went past the mountains; going North then East and on to the Musselshell (River), from there went alongside the Snowy Mountains, as far as Judith Gap, where they had a buffalo hunt. In the chase, and accident occurred. When John Ledoux's mount ran into a hole and fell with him. Benjamin Kline who was an expert in setting broken bones examined him, by which the man escaped, but was still hurt enough that he could not stand riding the uncomfortable cart. So they conveyed the injured man on a stretcher they made for him and tied securely on a travois consisting of lodge poles fastened together over the back of the horse with the lower ends dragging on the ground. Then he travelled with ease the rest of the way after moving from the Gap. The End of the Journey With all their hardships they never once gave in, but kept up their good spirits. They had faith and always trusted in Divine Providence. They were determined to keep onward until the long weary journey finally terminated; it was only after they found the "land of their dreams" and the ideal place our pioneers chose to establish their permanent homes. On their arrival here from the tour, and all were pleased with the surroundings and good water, their first thought was to get settled some place near the Judith mountains, and the next thing was to find a crossing on Spring Creek. At that time there was no opening in sight and a thicket on both sides. They went down a few miles before coming to a place for a good crossing. From there they traveled east and followed the creek from the present site of the Willow Inn and on up a ways and made camp, right where the Irene Desy's ranch buildings are now. In fact this particular place was formally known as the Old Berger Home. From the time they first camped Pierre Berger squatted here until his son Peter filed a claim. Peter was never married therefore he settled here and made the home for his parents and two sisters, Catherine and Frances, before they were married, and he provided for all of them. He kept the homestead until he sold it to Irene Desy the year of 1907. They had left their home as few years previous when the aged parents could no longer take care of themselves, and moved into separate quarters with their son John B. Berger, just a short distance joining the old homestead, and where they had the best of care. Within this abode on April 12, 1907, Pierre Berger went to his reward at the ripe old age of 93 years, and up to the time of his passing still had a wonderful memory and could tell his life experiences the same as he usually did in his earlier days. On the way to the mountains Alexandre Wilkie 6 and his sons-in-law, the Lafountains, squatted about a mile above the Berger place. He built himself a two room cabin. One of the rooms was about 20 x 30 feet. He had in mind that they would be visited by some missionary soon, and wanted a room large enough to accommodate a good number. The rest of the band went to the mountains and made a little village there, which was at the head of the creek now known as Blind Breed Gulch. And, some on the hill, on the Horack place, formerly owned by the late James H. Neuman. In later years, the ruins of some fire places and other old relics were still visible. First White Man Seen (omitted) Francis Janeaux, a French Canadian Arrives With His Party Our first contingent of Red River Half Breeds were yet unsettled when joined here by another group of their people. They too came from the Milk River country where Janeaux had kept a trading post near where Malta, Montana is now. He came in with a long string of Red River carts, loaded with the stock of merchandise that he carried. Janeaux always was in the company of Half Breeds along with his hired hand, Paul Morase, also a French Canadian. Janeaux was married to Pierre Laverdure's daughter Virginia, and Morase top Frank Daignon's 7 daughter Margaret. Janeaux was well thought of as he was a generous man to deal with. Both of the men had good foresight and immediately saw they had a good opportunity to start a business here. Both took up their homesteads right away. Then Janeaux, after he had his temporary home built across the street from the present post office, started the work for his business and also had a stockade built to protect his property from the Indians. Pierre Laverdure moved up at the mouth of Big Casino Creek where he and his family were located for years. The First Settlers and Their Temporary Homes When the first Red River Half Breeds located here they did not have a thing in [terms] of household furnishings or any farm implements; what few tools they could 6 Alexandre Wilkie. (b. 1831) Alexandre Wilkie was born in 1831, the son of Metis leader Jean Baptiste Wilkie and Amable Azure. The family was enumerated at Pembina in 1850. Alexandre married Louise Gariepy, the daughter of Francois Gariepy and Louise Gladu, in 1852 at Pembina. On August 6, 1880, he signed Louis Riel's petition to Major General Nelson Miles requesting land for the Montana Metis. 7 Francois Daigneau. (b. 1840) Frank Dagneau was the son of Isaac "Zac" Daigneau and Angelique Peter. He married Eliza Laverdure the daughter of Pierre Laverdure and Catherine Charette in 1876. On August 6, 1880, he signed Louis Riel's petition to Major General Nelson Miles requesting land for the Montana Metis. carry on their Red River carts consisted of each an axe, one party had a shovel, Pierre Berger who was very adroit in tin and some blacksmithing, had a few extra tools to serve the purpose. He also had a grub hoe. Isaie Berger 8 had a few carpenter's tools as he was naturally handy on carpentry work. Some people had more than one cart, that is, according to the size and means of a family. Building the log cabins was quite a task, they could not have many logs at a time, with only a device of their own [making], but managed to snake down a few logs each day, being as they were skilful with the use of an axe they made all their roofing, flooring, framework and some furniture with smoothly hewn logs. No one had a stove and they cooked in the fireplace built on a casing of small timbers and finished with mortar made with a mixture of grass and dirt. When the roofing is all up in place the cracks were filled with mortar and the top covered with sod, for the doors and windows the framework was covered with raw hide, which was not altogether transparent but still gave plenty of light inside and was weatherproof. The bunks, tables and benches were finished with peg legs. Besides the light from the fire place at night, a lamp was made by melting tallow on a deep receptacle and a twisted rag for a wick. The brooms were made of buck brush tied securely on the end of a stick. New Arrivals The month of August 1879 brought another band of Half Breeds. These people came across in a ferry at the junction of the Missouri and Musselshell Rivers. Amongst this band we find Antoine Ouelette 9 and his family, the Edward Wells 10 family and some of his relations. 8 Francois Isaie Berger. (b. 1844) Isaie Berger was born at Red River in 1844, the son of Pierre Berger Sr. and Judith Wilkie. Isaie married Clemence Gourneau the daughter of Turtle Mountain chief Joseph Gourneau and Judith Delorme. On August 6, 1880, he signed Louis Riel's petition to Major General Nelson Miles requesting land for the Montana Metis. 9 Antoine ("Ratte") Ouellette. (b. 1834) Antoine was born on December 29, 1834 at St. Francois Xavier, the son of Joseph Ouellette and Therese Houle. He married Angelique Bottineau, the daughter of Joseph Bottineau and Angelique Cardinal in 1854 at Pembina. He died on July 22, 1922 at Weyburn. On August 6, 1880, he signed Louis Riel's petition to Major General Nelson Miles requesting land for the Montana Metis. 10 Edouard Wells (Wills). (b. 1837) Edouard Wells was born at Pembina, the son of Edouard Wells Sr. and his wife Isabella Wells. Edouard married Marie Demontigny, the daughter of Charles Demontigny and Marie Desjarlais in 1863 at St. Francois Xavier. Edouard Wills Sr. (b. 1812) is listed on the 1850 Pembina Census where Edouard Sr. is shown as a hunter. On August 6, 1880, he signed Louis Riel's petition to Major General Nelson Miles requesting land for the Montana Metis. They were rounded up at Milk River (where they were residing) by the United States Army and were asked kindly to settle down somewhere, and were told about this locality, and at once agreed to come over. General Miles and his men escorted them as far as the Missouri River and helped to load the Red River carts on the ferry. They were also given directions to follow to get here. On arriving Mr. Ouelette at once picked his choice of land, and made his home, which was later called Buckskin Flat. From then on people of every class were coming in. The first white settlers coming in then were Frank Day, Henry Brooks, Edward Brassey, and the Crowley Brothers, and many others too numerous to mention. Frank Day settled on Little Casino Creek, and he started a hotel and a blacksmith shop on his place. And, our first post office was built here by one of our old pioneers, Mose LaTray. 11 He had just recently arrived. Old Mose as he was familiarly known was a carpenter by trade, and in later years helped to build the mining town of Guilt Edge where he lived on the outskirts of the village. At this time Janeaux brought the subject to Morase and Ouelette about having their land plotted out for lots, but could no sell til they made proof of their homesteads. Janeaux let D.M. Crowley start a little business, today known as the Crowley Block, he had a saloon and a livery barn. A school house was built also on his place. Edward Brassey was the teacher. This little log building was situated between Boulevard and Washington Street east of First Avenue North. The building was recently torn down within the past ten years. First Death at the Settlement (omitted) Closing the First Trading Post (omitted) 11 Jean Moise Latreille (LaTray). (1846-1938) Moise Latreille, a childhood friend of Ben Klyne was connected to the Wilkie family through Charlotte Pelletier's family. They were all founders of Spring Creek (Lewistown) Montana. He built homes and the Post Office at Lewistown. On August 6, 1880, he signed Louis Riel's petition to Major General Nelson Miles requesting land for the Montana Metis. Jean, known as John Mose Latray was born on 23 September 1846 in St Norbert, Manitoba, the son of Felix Lalonde dit LaTreille 11 and Marguerite (Maggie) Jolibois. 11 He died on 15 April 1938, aged 91, in Zortman, Montana and was buried in Lewiston, MT. John Mose LaTray married Suzanne Perreault dit Morin. Suzanne was born on 4 July 1852 the daughter of Joseph Perreault dit Morin and Josephte Langer. Suzanne died on 17 March 1926, aged 73. They had thirteen children. First Homesteaders The first people to file on claims [during] the first year were: Peter Berger, Paul Morase, Francis Juneaux, Pierre Laverdure, and Antoine Ouelette. They had to go to White Sulpher Springs, county seat of Meagher County. Not till the following year did the rest settle on homesteads, but during the winter those that wanted to settle down got busy and cut what timber they would want and had everything ready. John B. Lafountain settled at the head of the Blind Breed Gulch and shortly after his wife was called out of this world and left him to care for their little five year old girl and her two boys. Catholic Activities and the Coming of the First Priest (omitted) Alexander Wilkie Our story would not be complete if we did not tell of the valiant work done by Alexander Wilkie to promote Catholic Action, also the service he rendered to the missionaries. He came from a family of thirteen children and all were brought up to be useful and practical Catholics. He had a fair education in French and in the Cree Indian language, and had also taken music and played the violin very well. In his spare time in the evenings he taught religion to the children of the settlement at Milk River, besides he taught singing and had a choir and sang the music of the old "Basilan Airs." His daughter Josephine Lafountain 12 and niece Mary Berger Azure, nephews Peter, Isaie and John B. Berger, composed the choir. Peter who had been taught to serve mass when a young boy at school in Pembina, North Dakota was still assisting when necessary. And, when visited by the missionaries they were well prepared to do their part in their own settlement. They sang for the high mass, and for the low mass sang appropriate hymns either in French or in the Cree Indian language. Most of the congregation would join in the singing. The older people were taught to read and write in Cree by some missionary at Pembina, North Dakota. Some of the books are still in the possession of the children of the pioneers in Lewistown. When they left their native Red River country in 1870 they were always traveling with some missionary, till they stopped at Milk River. Then if in need of some priest would go any distance to get one. Father Decorby from Cypress Hills was one often called to perform marriages. 12 Marie Josephine Wilkie (1854-1937) Julienne was born on September 1, 1859, at Pembina, the daughter of Alexandre Wilkie and Louise Gariepy. She married Octave Lafountain, the son of Calixte Lafontaine and Charlotte Adam, on February 9, 1875 at Lebret. But, they were visited annually by the Jesuit Missionaries from St. Peter's Mission who would spend some time with them. The names of Father Giorda, Imoda, Eberscheweiler, Grassi, and Phillip Rapppagliosi were familiar with them, especially Father Phillip or "les petit père Phillip" as he was mostly called. When on a visit he always went to the home of Alexandre Wilkie, his intimate friend. There were several bands of Half Breeds all living within a few miles of each other. In one of the camps a chapel had been built for any visiting priest. Incidentally, a former curate was there from North Dakota and had come in and was occupying the structure. For some reasons of his own, he refused to have the little priest come to the chapel to say mass. He created quite a spell over the people he was with and created quite a disturbance. Father Phillip was grief stricken over the state of things, and pined away with a broken heart. His faithful friends did all they could for him and went after Father Decorby when they saw he was sinking fast. He died on February 1878, at the home of Alexandre Wilkie, where he was making his home and holding services. After the death of Father Phillip his body was taken back to St. Peter's Mission. Before the company of Pierre Berger left the Milk River region to come to this locality, Mr. Wilkie made and erected a cross on the site where the good priest died as a mark of respect to his memory. This land mark was about four miles from the present site of Harlem. In the year 1936, a party from Lewistown visited the place. The cross which was made of oak was still there but had fallen to the ground. 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BBC Learning English – Audio Programmes 音频精选 About this script Please note that this is not a word for word transcript of the programme as broadcast. In the recording and editing process, changes may have been made which may not be reflected here. 关于台词的备注：请注意这不是广播节目的逐字稿件。本文稿可能没有体现录制、编辑过程中对节目做出的改变。 The UK: England 英国：英格兰 Andrea: The United Kingdom's national anthem, 'God Save The Queen'. Jean: 不过大家可能已经知道，当今的英国是由历史上好几个不同的民族和区域所组成的。 Andrea: In this series we're going to be finding out a little bit about England, Northern Ireland, Scotland and Wales. Jean: 这四个组成英国的民族和区域又有哪些不同呢？英格兰、北爱尔兰、苏格兰和威尔士又有哪些不同的传统呢？在本期的节目中，我们还会给大家介绍一下在英国这几个不同区域里人们讲英语是带着什么样的地方口音。 Andrea: So first to England. Hello. I'm Andrea. Jean: 大家好，我是董征。 Andrea: Buckingham Palace, Stratford-upon-Avon. Jean: 来自利物浦的甲壳虫乐队，还有多佛海边的白色海岩。 Andrea: England has so much history and culture to offer. But what do people on the street think is England's best kept secret? Insert I think the best kept-secret about the UK is that you can be in an amazing city like London and then you can go 20 minutes away on the train and be in the middle of the countryside. Even if you don't have a lot of money there is a lot of natural beauty – rivers, lakes, forests, woods. I think that we have the best selection of wine in the world. I think Manchester in general – seeing the city centre, going round the pubs there – it's a nice place. Jean: 看来英国值得我们探寻的神秘所在并不都是在伦敦一个地方。 Andrea: Sometimes we forget that England is more than London and that there is a lot to see and do outside the capital. Jean: 刚才这几位英国人给我们谈到了英国的自然景观 natural beauty. Andrea: Someone talked about England's wine! We often hear about the beer in England but England does also produce wine. Jean: 刚才还有一位男士说英国北部的最大城市曼彻斯特其实是一个很值得到访观光的地方。 Andrea: In fact often people talk about a north-south divide. Jean: 和很多国家一样，英国也有较大的南北方划分。 Andrea: But does it really exist and how is the north of England different from the south? Insert I think people in the north are more proud of being English than people in the south. I think in the south you have a bigger mix of people who are multicultural people, whereas in the North it is primarily more English. Jean: 刚才说话的这位女士认为英格兰北部的英国人更以自己为英国人而自豪。 Andrea: Whereas the south or London is more multicultural. Jean: Multicultural 多元文化。难道英国的南部和北部真的有那么大的区别吗？让我们听听下面这些英国人对此的看法。 Insert It's something we all enjoy believing is there and there is the difference. We love to hate each other and it's part of the fabric of the society. But I don't think there is a real cultural difference. I think there is a north-south divide. Certainly, financially, I think the south does get better council funding and they seen to have much better in terms of transport links than the north. Andrea: The first man said that he thought that the north-south divide was part of the fabric of society. Jean: The fabric of society 社会的基础构架。他认为英国人都愿意相信在英国是有着明显的南北分歧，而其实这一分歧在现实中并不存在。 Andrea: He also says that people from the south and north love to hate one another. We actually enjoy the idea of hating one another! Jean: 不过刚才说话的另一个英国人认为英国的南北分歧是事实存在的。这一分歧的一个方面是经济因素，因为英国南方城市普遍比北方城市要富裕，而且交通设施也比北方的要完备。 Andrea: There may or may not be a division or separation between the north and south of England, but there are definitely different words and accents that can be found in different parts of the country. Take to a listen to this. Insert Up North they would say "Why aye lad?" which is a Geordie expression which means how are you doing?* Jean: 还有大家经常说到的“北上”和“南下” Up north, down south. 而说到地方方言的一个例子就是英国东北地区的英国人经常说的 "Why aye lad?" 其实是 "How are you doing?" 的意思。 * Andrea: A lad is another word for boy. Here's another difference in language between north and south. Insert In Yorkshire they say "tat" for 'hat', i.e. "On Ilkay Moor baht 'at" which means on "Ilkly Moor without a hat". Down south you'd just say 'hat'. Jean: 在约克郡，当地人说帽子这个词的时候不说 hat, 而是说 tat。刚才他给我们举到的例子是，如果用约克郡人的说法来说我们不戴帽子站在 Ilkely 高原上，这句话就是：我们 "On Ilkly Moor baht 'at". Andrea: Jean: Ah. It makes England such an interesting and varied place to live in. 好，我们今天的节目时间又快到了，在最后说再见之前，请大家别忘了经常到我们的网站 bbcukchina.com 来看看，在这里你们能够听到看到更多的英语学习节目。那么我们下次节目再见！Bye! Andrea: Bye! *This person from the south of England is actually wrong! This Geordie phrase means "yes". Glossary	<urn:uuid:32fe8bdb-1ed0-41bc-b945-468ecb04250e>	CC-MAIN-2024-22	https://free.eol.cn/download/cer.net/english/bbc/100617152642_bbc_audio_england.pdf	2024-05-26T18:24:53+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058972.57/warc/CC-MAIN-20240526170211-20240526200211-00014.warc.gz	228,228,972	1,387	eng_Latn	eng_Latn	0.991032	eng_Latn	0.994639	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1572, 3330, 4342 ]	[ 2.203125 ]	1	0

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