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4-H EXHIBIT BUILDING DIVISION Superintendents: Jolynn Fetters and Deb DeDecker Committee: Andrea Nelson and Tracy Casey Yellow Highlights indicate changes that have been made this year. CONFERENCE JUDGING SCHEDULE All exhibits in Family and Consumer Sciences, Creative Arts, Science, Engineering, & Technology, Agricultural and Natural Resources, Personal Development, and Horticulture will be conference judged. The purpose of conference judging is to let each member have a personal interview with the judge to discuss what the member planned to do in the project, how the item displayed fits into the goals the member hoped to reach, and how the member feels about the final results of his/her efforts for the year. This is an opportunity for the member to express his/her thoughts through conversation with a caring adult. The schedule for conference judging follows. Members should report during the listed time for their club. If a time schedule conflict occurs, members may bring their items to be judged during an alternate time block on Wednesday. Conference Judging Time Schedule - Wednesday Clubs should report for conference judging during their assigned time. Clover Kids Judging times 8:30 A.M. Bondurant Clover Kids Freedom Riders Clover Kids Bondur-Ants Open Opportunities Clover Kids 9:30 A.M. Elkhart Clover Kids Polk Producers Clover Kids Mitchellville Clover Sprouts 10:30 A.M. Ankeny Clover Kids Minivators Bright Futures Clover Kids Runnells Runts Camp Creek Clover Kids 1:00 P.M. Beaver Creek Clover Kids Suburban Spirits Clover Kids Urbandale Clover Kids Oakridge Clover Kids Urbandale Clover Kids 1:30 P.M. Southside Pride Clover Kids City Kids- Clover Kids Green Clover Kids KA Clover Kids Monroe Kings and Queens 8:30 A.M. Bondurant Go-Getters Freedom Riders Jester Dreamers Levis 'N Lace 9:30 A.M. Alleman Aces Altoona Hustling Herdsmen Beaver Hustlers Elkhart Rising Suns 10:30 A.M. Altoona Adventurerers Ankeny 4-H Club Ankeny Trailblazers Bright Futures 4-H Club Camp Booster 1:00 P.M. Beaver Creek Hot Shots Juntos Oakridge 2:00 P.M. Callanan Bondurant-Farrar FFA Des Moines FFA Dowling Catholic FFA North Polk FFA New Beginnings 4-H Club Open Opportunities 4-H Club Pleasant Hill Pride Johnston Forevergreens Polk Producers Valley Pacers Wildfarm Kids Camp Creek Challengers Golden Eagles Independent Members Innovators We XL Runnells Rockets Suburban Spirits Urbandale 4-H North Polk Shining Stars Southeast Polk FFA Southside Pride STREETS 4-H Club Team ASAP Departments Family and Consumer Sciences (includes Child Development, Clothing, Consumer Management, Food and Nutrition, Health, Home Improvement and Sewing), Agriculture/Animal/Natural resources, Creative Arts, Horticulture, Science/Engineering/Technology, and Personal Development. See FAIR GENERAL RULES & REGULATIONS for additional information. A violation of rules may result in a forfeiture of all privileges, recognition and premiums. The goal and applicable exhibit standards will form the basis of the evaluation process. Evaluation criteria will include demonstrated learning, workmanship and techniques, and general appearance and design. 4-H Exhibit Rules and Regulations 1. These departments are open to 4-H and FFA members in Polk County. Exhibits are the result of project work prepared within the last 12 months. 2. All members of 4-H, FFA, Clover Kids, School Enrichment and Special Interest Groups must enter their exhibits online at https://www.fairentry.com/Fair/SignIn/2577 Clover Kids – K-3 rd Grade Junior – Grades 4 th -6 th Intermediate – Grades 7 th -8 th Senior – Grades 9 th -12 th FFA – Grades 9 th -12 th and until age 21 ENTRY PACKET DUE DATE: July 1 3. Clubs will be assigned a duty to complete during the fair. If your club is unable to complete the duty assigned, please find a group to switch with. 4. All fair entries including Open Livestock are to be made at https://www.fairentry.com/Fair/SignIn/2577 before or on July 1 by 11:59 pm. No Paper forms will be accepted. a. Late entries can be made for 2 business days following July 1. A $50.00 per day fee will be assessed for late entries. After the 2-day late registration period, youth must contact the Fair board President to attend the Fair board meeting and ask permission to exhibit at the fair. Upon the Fair board's decision, a final fee will be decided. b. All late entries have to be filled out in office. Late entries must be paid in cash or check. 5. Clubs will be allowed to decorate their club booths from 5:30-8:00 pm the Tuesday before the fair. Booth decorations need to be completed by Noon Wednesday. 6. Exhibits which do not comply with size guidelines, copyright, and safety procedures will not be accepted for entry, evaluation or display. 7. Eligible exhibits are an outgrowth of the 4-H'ers participation in a selected project or program. Exhibits can be prepared by an individual or group. Exhibits might be, but not limited to, an actual poster, display box, report, notebook, model, video tape, etc. 4-H participants in 4-H special interest and school enrichment programs and/or 4H community clubs in grades 4 -12 are eligible to exhibit. FFA members are eligible to exhibit, but will not be selected to go on to State Fair. 8. Clover Kids may only enter exhibits in the non-competitive, Clover Kids Department. 9. Each member can have an unlimited number of entries in each department. Exceptions: Visual Arts - 3 exhibits per medium Horticulture - 2 varieties per class Photography – 6 exhibits An exhibit may be entered in only one class. (Exception: Article(s) worn in Fashion Revue, Clothing Selection, or $15 Challenge may also be entered in the related Clothing, Consumer Management, or Sewing Class. See the Clothing Selection Rules to determine the corresponding Family & Consumer Sciences Class) 10. Entries must remain on exhibit until release time of 2:00-3:30 pm Sunday. If you cannot be there to pick up your exhibit, arrange for a family member, friend or leader to get your exhibits. Fair Preparation 1. Exhibit Size: Posters may not exceed 24” x 36” in size. (Exception: See Communications Poster Exhibits.) Charts, graph boards, model displays, etc. may not exceed 48” x 48” in size. Maximum size is determined by measuring the flat (unfolded) dimensions. Display boxes cannot exceed 28” X 22” in height or width and 12" in depth. 2. Attach an entry tag to each exhibit. Entry tags are available at the Extension Office or at the fair. Tags correspond with the entry made in 4-H online. Please make sure description of entry is detailed. 3. Each exhibit is required to have a goal sheet. The required questions are as follows. GOALS: Answers to the following questions about the exhibit must accompany the exhibit. (An audio cassette or video tape may be used (limited to 5 mins)). What was your goal(s)? How did you go about working toward your goal(s)? What were the most important things you learned as you worked toward your goal(s)? What would you like to do in this project area next year? Failure to attach responses to these statements will result in a lower ribbon rating. Exception: Horticulture classes H-1 through H-43 require only a general garden goal statement. 4. Photography and Communication Poster exhibits require an exhibit label attached to entry. 5. Check for additional requirements in the following classes: Food & Nutrition, Photography, Communications, and Creative Arts. Conference Judging Day 1. Pick up your entry form at the front desk. Take your form to each department when you check into the area. They will record the placing for each project judged. At times lines for diffent department will get long put your name on all areas waiting list and wait in the shortest line. Then go to the next area and they will rotate through the list from the top. 2. After all projects are judged, return the form to the check out desk. Premiums are paid based on these sheets. 3. All items are conference judged in each department. Conference judging takes place between the exhibitor and the judge only. Seating is available for parental viewing. All clubs, chapters or groups with entries in this building are expected to display exhibits in a designated booth area for the entire fair. 4. Each judge holds back exhibits to be considered for awards and participates in the final selection decision. Exhibits not selected will be returned to the club booths. Exhibit Rules 1. Duplication of copyright material or design should not be used in a 4-H exhibit that is presented as original work by the exhibitor. A copyright design cannot be displayed in a public setting (fair) without permission being granted by the owner of the copyright. When permission has been granted, the exhibit will be displayed and labeled appropriately. Those without permission cannot be displayed. Many school art projects using copyright material are not acceptable. See Brochure 4-H 634 (March 2000) for more information. 2. A purchased copyrighted item can be used in an exhibit. Exhibits made from purchased kits must be identified. Example: a purchased puppet showing a child safety point or a purchased poster of a Star Wars character which you framed. 3. Noxious weeds endangered or threatened wild flowers nest and small songbird feathers CANNOT be used in any exhibit. Pheasant, duck, goose and quail feathers "legally taken" are acceptable. 4. Any exhibit which includes a live plant must be in a waterproof container or include a drip saucer. 5. Exhibit video or audio cassettes should not be longer than 5 minutes. Awards 1. Blue, Red, White, Participation, Gold, State Fair and State Fair Alternate ribbions are all assigned by the judge. This decision lies solely with the judge and is not the decision of the superintendents, 4-H volunteers or extension staff. 2. Gold ribbons are awarded to outstanding exhibits in one of the following areas: - Horticulture exhibit - 4 th grade - FFA member - Non- Orginal Art 3. State Fair and State Fair Alternates are limited to 4-H'ers who have completed 5 th - 12 th grades. Exhibits entered through FFA are not eligible for State Fair consideration. 4. Polk County is assigned a number of exhibits that can advance to the State Fair. This number is based on 4-H enrollment from the previous 4-H year. 4-H Staff then assigns how many exhbitits can go in each area based on the number of exhibits entered in each department. ART PRINCIPLES Principles of design are the directions or guidelines for mixing the elements. Principles included are balance, rhythm, emphasis, proportion, and unity. 1. Balance gives a feeling of stability. There are three types of balance. 2. Symmetrical: the elements used on one side of the design are similar to those on the other side. 3. Asymmetical Balance: the sides are different but still look balanced. 4. Radical: they are arranged around a central point and may be similar. 5. Rhythm is organized movement. It allows the eyes to move from one part of a design to another. It can be achieved through repetition, graduation, and alternation. 6. Emphasis is the part of the design that catches the viewer's attention. 7. Proportion refers to the relationship between one part of a design and another part or to the whole design. It is a comparision of sizes, shapes and quantities. 8. Unity When things look tight together, you have created unity or harmony. Lines and shapes that repeat each other show unity (curved lines with curved shapes). Colors that have a common hue are harmonious. Textures that have a similar feel add to unity. But too much uniformity sometimes can be boring. Also, too much variety destroys unity. ELEMENTS OF DESIGN Design has individual elements which are part of every item. These include color, texture, line, shape, and form. Design is an overall plan or scheme. 1. Color is described with the words hue, value, and intensity. - Hue: refers to the name of the color - Intensity: refers to the brightness or dullness of a hue. - Value: tells the lightness or darkness of a hue 2. Line can be horizontal, vertical, dotted, zigzag, curved, straight, diagonal, bold, or fine. Lines can show direction, lead the eye, outline an object, divide a space and communicate a feeling or emotion. 3. Texture is the surface quality that can be seen and felt. Textures can be rough or smooth, soft or hard. Textures do not always feel the way they look. 4. Shape is a closed line. Shapes can be geometric, like squares and circles; or organic, like-free-formed shapes or natural shapes. Shapes are flat and can express length and width. 5. Form are three-dimensional shapes, expressing length, width and depth. Balls, cylinders, boxes and triangles are forms. 6. Space is the area between and around objects. The space around objects is often called negative space; negative space has shape. Space can also refer to the feeling of depth. Real space is three-dimensional; in visual art when we can create the feeling or illusion of depth we call it space. AGRICULTURE, ANIMAL, AND NATURAL RESOURCES DEPARTMENT 1. Entries - See 4-H Exhibit Building Rules and Regulations for additional information. 2. Your written or taped goal(s) of the project must be included. Failure to include a written goal(s) statement will result in a lower ribbon placing. 3. All exhibits and pieces of exhibit are to be clearly labeled with class number, name, club or chapter and number of years in project. Entry tags are available from club leaders. 4. See Horticulture Dept. for horticulture exhibits. CLASS NUMBER AND DESCRIPTION \| 10110 \| Animal Science - An exhibit (other than the animal itself) that shows the learning about a large or small animal including beef, dairy cattle, dairy goats, dogs, horse & pony, meat goats, pets, poultry, rabbits, sheep and swine. Ownership of any animal is not required. Any live animal which has its own department at the Polk County Fair must be exhibited in that department. All live exhibits in this class will be released immediately after judging. Members must care for their own live exhibits, furnish appropriate confinement and clean up afterwards. Animals must be confined at all times unless being judged. This will include small pets, pygmy goats, etc. Pot Bellie pigs are not allowed on the grounds due to health rules. \| \| \|---\|---\|---\| \| 10120 \| Veterinary Science An exhibit that shows learning about keeping animals healthy. \| \| \| 10210 \| Crop Production An exhibit that shows learning about the growth, use, and value of field crops. \| \| \| 10220 \| Environment and Sustainability An exhibit that shows the connections between humans and their environment including energy, stewardship, conservation, entomology, fish and wildlife, or forestry. Includes collections. \| \| \| 10230 \| Horticulture and Plant Science An exhibit that shows learning about the growth, use, and value of plants, soils, small fruit production, vegetable and flower gardens, plant nutrition, careers, etc. (Garden crops and herbs are exhibited in classes in the 4-H Horticulture Department.) \| \| \| 10235 \| \| Home Grounds Improvement \| \| \| \| An exhibit that shows learning about landscape \| \| \| \| plans, selection of landscape plants, ornamental \| \| \| \| garden features, home yard improvement, storage \| \| \| \| sheds, careers, etc. \| \| 10240 \| Outdoor Adventures An exhibit that shows learning about backpacking, biking, camping, canoeing, fishing, hiking or other outdoor activities. \| \|---\|---\| \| 10250 \| Safety and Education in Shooting Sports An exhibit that shows learning about safe and responsible use of firearms and archery equipment or wildlife management. (The exhibit must not include actual firearms; archery equipment allowed if tips are removed from arrows). \| \| 10260 \| Other Agriculture and Natural Resources An exhibit that shows learning about agriculture or natural resources and does not fit in any of the classes listed above. \| CREATIVE ARTS DEPARTMENT 1. Entries - See 4-H Exhibit Building Rules and Regulations for additional information. 2. All exhibits and pieces of exhibits are to be clearly labeled with class number, name, club or chapter, and years in project. Entry Tags are available from club leaders. 3. Your written or taped goal(s) of the project must be included. Failure to include a goal(s) statement will result in a lower ribbon placing. 4. See copyright rules under Building Exhibit Rules. ORIGINAL ART RULES A. Exhibits made from kits or preformed molds will not be accepted. Exception: Preformed molds (greenware, whiteware) may be used to provide the appropriate surface for a process technique or application of original design. B. If the exhibit is a finished art object, the source or inspiration of the design, design sketches, or other process for creating the object and design must be included. C. Original works of art must be a creative expression of a design unique to the artist, or represent a significant modification to an existing design to make a new and original statement by the artist. D. Exhibition of derivative works created by a 4-H'er is prohibited without the written permission of the original copyright holder/owner. Use of copyrighted or trademarked designs, images, logos, or materials in 4-H visual arts exhibits is prohibited unless written permission has been obtained from the copyright or trademark holder/owner. For additional information, see 4-H Exhibit Copyright Information at http://www.extension.iastate.edu/4h/projects/visualart.htm E. Only three exhibits per medium are accepted in visual art classes. Examples of mediums are: paper, fiber, clay, leather, textiles, wood, glass, plastic, metal, carbon, and chalk, pigment, and nature materials. CLASS NUMBER AND DESCRIPTION 10310 Music – An exhibit that shows learning about musical performance, composition and arrangements, instruments, musical styles, or history. 10320 Photography – An exhibit, either photo(s) or an educational display that shows learning about photography from choosing a camera to modifying your photo. Still photos only, not video. 1. Photographs may be either black and white or color. They may be processed from negatives, slides, or digital cameras and computer manipulation programs. Photographs must have been taken since last year's county fair. 2. Photographs should be a minimum of 4" x 6". Finished size (including mounting/matting) of single photographs may not exceed 11" x 14". Exception: Panoramic photos must not exceed 24" in length. 3. All photographs must be printed on photographic paper. 4. Mounted photos can be (a) flush-mounted [no board showing] on mounting board, or (b) with mount borders [window mat or flat mount directly on board]. Exhibitors may cut their own mounting boards, use ready-cut window mats or have matting done professionally. 5. 4-Hers are responsible for design decisions such as border, color and size. Framed photographs (including floating frames) will not be judged. 6. Non-mounted photos may be exhibited in a clear plastic covering. 7. A series is a group of photographs or slides [3 to 5] that are related or tell a step-by-step story. Photographs must be mounted together in story order or sequence. Finished size of individual photographs in a series should not exceed 6" x 8". 8. Digitally altered photos should include a copy of the photo before changes. 9. Subject matter of photographs must be in good taste and be appropriate for public display in a 4-H setting. Photographs depicting unsafe practices or illegal activities will not be displayed. Example: Railroads-illegal to be on them and not safe.Photos with railroads may be disqualified. 10. The 4-H Photography Exhibit label must be completed and attached to the back of each photography entry (available at the Polk County Extension Office). Tape to back of mounting or fold label as appropriate for exhibit. 11. Photographs are limited to 6 entries. 10325 Digital Photography A photo or series of photos submitted electronically not printed. Photos in this class will be submitted, viewed, evaluated, and displayed electronically. 1. Photographs may be either black and white or color. 2. Photographs will not be printed. 3. Entries may be a single photo or a series of photos. A series is a group of photographs (3 to 5) that are related or tell a step-by-step story. Series photo entries must have all photos in the series viewable at the same time. 4. Photos entered should be submitted in the highest resolution possible. A finished file size of 1 MB – 3 MB is recommended. 5. Photos should be submitted in an acceptable and commonly used format for ease of viewing. 6. Subject matter of photographs must be in good taste and be appropriate for public display in a 4-H setting. 7. Photographs depicting unsafe practices or illegal activities will not be displayed. 8. Iowa State Fair 4-H photography exhibitors must use the Photo Exhibit Label to provide required information for photo exhibits. The Photo Exhibit Label may be submitted electronically with the photo entry. 9. Photos entered in this class will be evaluated on the same evaluation criteria used for printed photographs. Alternative/Creative Photography –A single photograph or photographic image that has been created with an alternative photographic process, or a photograph that was creatively edited or modified beyond reality in a creative, imaginative and experimental way to make it more interesting and visually engaging. Could be a composite of multiple overlapped photographs. 1. Photograph/Image must be mounted on foam core no smaller than 4"x4" and no larger than 10" x 10" in height and width. No matting and no framing is allowed, put your creativity into the photography! 2. Photograph/Image can be created from film negative, digital negative, or digitally manipulated in computer. 3. Photograph must be on photo paper, canvas, or other flat material. 4. Exhibit must have Photo Exhibit Label on back with required information for photo exhibits. Include information about the processes used. 5. Subject matter must be in good taste and be appropriate for public display in a 4-H setting, photographs depicting unsafe practices or illegal activities will not be displayed. Photography Idea/Educational Display - An exhibit that demonstrates learning about photography that does not fit into any previous photography class. This class includes photos printed on canvas, fabric, ceramic, etc. as part of an educational display showing learning about printing techniques, display, merchandising, etc. 10340 10345 10350 Visual Arts -An exhibit that shows learning through original art, exploration of an art technique, or study of any other visual arts topic. 1. Exhibits made from kits or preformed molds will not be accepted. Exception: Preformed molds (greenware, whiteware) may be used to provide the appropriate surface for a process technique or application of original design. 2. If the exhibit is a finished art object, the source or inspiration of the design, design sketches, or other process for creating the object and design must be included. 3. Original works of art must be a creative expression of a design unique to the artist, or represent a significant modification to an existing design to make a new and original statement by the artist. 4. Exhibition of derivative works created by a 4H'er is prohibited without the written permission of the original copyright holder/owner. Use of copyrighted or trademarked designs, images, logos, or materials in 4-H visual arts exhibits is prohibited unless written permission has been obtained from the copyright or trademark holder/owner. For additional information, see 4H Exhibit Copyright Information at https://www.extension.iastate.edu/4h/visual-art 5. Exhibitors are encouraged to have an understanding of the Art Principles and Elements of Design and they might be asked to describe their exhibits in these terms. 10360 Non-Original Art (Not for State Fair consideration) An exhibit that is derived from a pre-packaged or Pre-determined design and the design is predetermined by someone other than the 4-Her. 1. Pre-formed molds, greenware, or whiteware are to be exhibited in this class. 2. Kits containing copyrighted figures such as Holly Hobby, Precious Moments, company logos, college and sport teams etc. must be identified to be placed in this division. 3. No items in this category are eligible for State Fair. 4. Exhibitors are encouraged to have an understanding of the Art Principles and FAMILY & CONSUMER SCIENCES DEPARTMENT 1. Entries - See 4-H Exhibit Building Rules and Regulations for additional information. 2. All exhibits and pieces of exhibits are to be clearly labeled with class number name, club or chapter, and years in project. Entry tags are available from club leaders. 3. Your written or taped goal(s) of the project must be included. Failure to include goal(s) statement will result in a lower ribbon placing. 4. Exhibitors are encouraged to have an understanding of the Art Principles and Elements of Design where applicable. CLASS NUMBER AND DESCRIPTION \| 10410 \| Child Development An exhibit that shows learning about children. Examples: child care, growth and development, safety and health, children with special needs, and careers in child development. \| \|---\|---\| \| 10420 \| Clothing and Fashion - An exhibit that shows learning about style, fashion, design, thrifty spending, wardrobe planning, types of fabrics, and clothing care. Exhibits may include constructed or purchased clothing and accessories. \| \| 10422 \| Purchased Garments & Accessories Purchased garments or accessories that shows learning about style, fashion, design, thrifty spending, wardrobe planning, types of fabrics, and clothing care. Exhibits must be intended to be worn by humans. \| \| 10424 \| Other Ideas/Educational Exhibits Any other educational exhibit that shows learning about clothing and fashion including but not limited to design illustrations, exploration of clothing styles, careers, clothing care, etc. \| \| 10430 \| Consumer Management – An exhibit that shows learning through savvy budgeting, comparison shopping, money management, and consumer rights and responsibilities. \| \| 10450 \| Health – An exhibit that shows learning through food choices, safe activities and skills such as first aid and CPR, careers, and healthy lifestyle choices. \| \| 10460 \| Home Improvement - An exhibit that shows learning in planning, improving and caring for your home living space. Exhibits may include new or refinished/reclaimed/restored items. \| \| 10470 \| Sewing and Needle Arts - An exhibit that shows learning and skill in sewing, knitting, crocheting, or other needle arts, the use and care of fabrics and fibers, or the construction of clothing and other items. \| \| 10472 \| Sewing and Needle Arts – Other Ideas/Educational Exhibits – Any other educational exhibit that shows learning about sewing and needle arts including but not limited to construction techniques, use and care of fabrics and fibers, design illustrations, decorative processes, careers. \| \| 10480 \| Other Family and Consumer Science - An exhibit that demonstrates learning about a family and consumer science topic that does not fit any previous Family & Consumer Science class listed. \| CLOTHING EVENT DEPARTMENT - The Polk County Clothing Event judging will be held prior to the fair. - A judging schedule will be sent to each participant. - The exhibitor must wear the outfit for the judge on judging day, accompanied by a Fashion Revue or Clothing Construction Reporting Form, a commentary card, and a photograph. The form and card will be used for describing the outfit for judges, and for the Public Style Revue at the County Fair. - Exhibitors must be judged on this day to allow them to participate in the Public Style Revue on Saturday, during the Polk County Fair. - Failure to include the form, card, and photograph will result in a lower ribbon placing. Reporting Forms are available from the Extension Office. - The public presentation of the County Clothing Event will be held Saturday, at 5:00 pm in the 4-H Exhibits Building. FASHION REVUE 1. Class CE10, must be entered on the correct County Fair entry and premium form. 2. This class must have at least one major garment cut and constructed, hand knitted, machine-knitted, or crocheted by the exhibitor during the current 4-H year. (The constructed garment may be worn with a purchased garment See rule #4). 3. A garment or outfit consisting of one to three pieces such as party clothes, tailored suits, vest, slacks, shirt, skirt, active sportswear, and/or coats are acceptable as Fashion Revue entries. 4. Blouses, shirts and sweaters are usually considered garments. If used to complete an outfit, they may be constructed or selected. 5. All other accessories and undergarments may be constructed or selected. 6. Garments modeled in Fashion Revue are eligible to be entered in the Clothing Department competition at the County Fair, but are only eligible for State Fair in one class, either Clothing Event or as a clothing exhibit. 7. Four Senior 4-H'ers may be selected to represent the county at the State Fair Clothing Event, with no more than two (2) participants from any one category (male, female, and minority). Polk County will pay the entry fees for this contest. To be eligible, the member must meet the following requirements: a) Be a senior 4-H member and have enrolled in the clothing project in the current 4-H program year. b) Model a garment or outfit the entrant has constructed during the current 4-H year. c) Must complete the State Fair Clothing Event Form and submit by the deadline. CLOTHING SELECTION 1. Clothing Selection, Class CE20, must be entered on the correct County Fair entry and premium form. 2. This class includes a purchased outfit for any occasion selected by the entrant and worn for the judges. The garment for this class must be purchased and not constructed. 3. Outfits may be selected and/or purchased from any source, including consignment shops, used clothes stores, etc. Clothing items which are home-sewn are not eligible unless the completed garment was purchased from a used clothing source. Clothing items which are custom sewn specifically for the participant are not eligible. 4. Garments modeled in Clothing Selection may be entered in the Clothing Department at the County Fair, but will only be eligible for State Fair in one class, either Clothing Event or as a clothing exhibit. 5. Three senior 4-H'ers (one male, one female, one minority) may be selected to represent the county at the Clothing Event at the State Fair. Polk County will pay for the State Fair entry fees. To be eligible, the member must meet the following requirements: a) Must be a senior 4-H member. b) Select and/or purchase an outfit that represents your goal or intended use for the selected outfit. c) Have individually planned or county experiences in choosing shopping alternatives, evaluating fit, quality and construction features, price and cost comparison. d) Must model garment purchased for clothing selection. e) Must complete the State Fair form and submit by deadline. $15 CHALLENGE 6. $15 Challenge, Class CE30, must be entered on the correct County Fair entry and premium form. 7. This class includes an outfit selected and/or purchased from a garage sale, consignment store, or resale shop. 8. Exhibits in this class must meet this criteria and the total cost for the outfit must be $15 or less (receipts must be turned in with Clothing Event Report Form). 9. (Hand‐me‐downs or clothing as gifts that were selected by the 4‐H'er belong in ClothingSelection.) 10. Garments modeled in the $15 Challenge may be intered in the Clothing Department at the County Fair, but will only be eligible for State Fair in one class, either $15 Challenge or as a clothing exhibit. 11. Three senior 4-H'ers (one male, one female, one minority) may be selected to represent the county at the Clothing Event at the State Fair. Polk County will pay for the State Fair entry fees. To be eligible, the member must meet the following requirements: a) Must be a senior 4-H member. b) Purchase an outfit that represents the 4-H'ers goal or intended use for the selected outfit. c) Have had individual planned our county experience(s) in choosing shopping alternatives, evaluating fit, quality and construction features, price and cost comparison. d) Outfits must be purchased at a garage sale, consignment store, or resale shop (i.e. Goodwill, Salvation Army, or other stores of this type.) (Hand‐me‐downs or clothing as gifts that were selected by the 4‐H'er belong in ClothingSelection.) e) Cost of outfit must be $15 or less, not including shoes, accessories, or undergarments. f) Receipt(s) MUST be turned in with Clothing Event Report Form. g) Must model garment selected and/or purchased for $15 Challenge. h) Must complete the State Fair form and submit by deadline. CLASS NUMBER AND DESCRIPTION \| CE10 \| Fashion Revue \| \|---\|---\| \| CE20 \| Clothing Selection \| \| CE30 \| $15 Challenge \| CLOVER KIDS DEPARTMENT 1. This class is for youth in grades K-3rd in organized Polk County Clover Kids Groups. See Exhibit Building Rules #1 2. These classes are open classes. No premiums paid. A participation ribbon will be awarded. 3. Enter on entry form. Entry form must be to the Polk County Extension Office before or on July 1 as stated in Rules and Regulations. 4. Youth should bring their exhibit(s) on Wednesday, from 8:30 A.M. - 2:00 P.M. An optional interview will be available with a caring adult in show and tell fashion. 5. Youth may enter class CK1 once. Multiple exhibits may be shown, but youth will only receive one participation ribbon for the entire grouping. Youth may display their exhibit(s) in a display box or container, but it is not required. Exhibits may be anything that the youth has made while at a club meeting and/or anywhere else. 6. Larger posters may be used as decoration in display area. The display should be the result of participation at a meeting or activity of their Clover Kids Group. (No live animals please.) 7. Polk County Master Gardeners are sponsoring "Bucket of Live Flowers" where youth can exhibit flowers in a container of their choice. Flowers can be purchased or grown by the Clover Kid member. Optional interview will take place with a caring adult in show and tell fashion. 8. All displays will be put in a designated area during the fair and must not be taken home until released on Sunday at 2:00 P.M. Clover Kids Educational Presention 1. An Educational Presentation is defined as any presentation that teaches or communicates a process, a fact or an idea, through a showing and telling process to gain a desired response from an audience. 2. This presentation may be by demonstration, talk with visuals, skit, panel discussion, dialogue, or any method desired to best get the educational subject matter taught to the audience. 3. The presentation is given by one members. 4. The topic of the presentation should determine its length, but should not exceed 5 minutes. 5. Food products must be unquestionably safe to eat when they are used in a presentation. Any exhibit considered to be or portray a food safety risk will not be accepted, judged or displayed. 6. Judging of presentations will take place at Communication Event Day (Thursday of Fair). A schedule will be sent to each entrant. 7. This is a non competitive event. Participant will receive a Clover Kids Ribbon. A judge will give feed back on the following: a. Topic Approitaeness b. Volume and expression c. Visuals relevant to topic d. Knowledge of topic e. Oraganized presention f. Respones to questions CLASS NUMBER AND DESCRIPTION \| CK1 \| Clover Kid Exhibit \| \|---\|---\| \| CK2 \| Bucket of Live Flowers Sponsored by Polk County Master Gardeners \| COMMUNICATIONS DEPARTMENT 1. The Communications Division consists of the following exhibits: Educational Presentations, Working Exhibits, Extemporaneous Speaking, Share the Fun and Posters. 2. The judging or evaluation for presentations, working exhibits, and extemporaneous speaking will take place in the 4-H Exhibit Building, on the Thursday of the county fair. Posters will be turned in on Conference Judging Day and judged on Thursday. The Share the Fun Contest will be Saturday, at 6:00 pm in the 4-H Exhibit Building, during the County Fair. Educational Presentations 1. An Educational Presentation is defined as any presentation that teaches or communicates a process, a fact or an idea, through a showing and telling process to gain a desired response from an audience. 2. This presentation may be by demonstration, talk with visuals, skit, panel discussion, dialogue, or any method desired to best get the educational subject matter taught to the audience. 3. The presentation may be given by one or more members. The topic of the presentation should determine its length, but should not exceed 20 minutes for intermediate and senior 4-H'ers. Junior presentations should not exceed 15 minutes. 4. All members involved in one presentation should be within the same age division, but if they are not, they must compete in the division of the oldest member. 5. If a member has been part of a team receiving top recognition at the Junior or Intermediate level, he or she must participate with different partners or individually while in the same age group. This does not apply to seniors. 6. Food products must be unquestionably safe to eat when they are used in a presentation. 7. Any exhibit considered to be or portray a food safety risk will not be accepted, judged or displayed. 8. Judging of presentations will take place at Communication Fun Day. A schedule will be sent to each entrant. CLASS NUMBER AND DESCRIPTION Working Exhibits Working exhibits provide an opportunity for 4-H'ers to communicate, interact with, and teach an audience in an informal and experiential way. 1. Entries must be made on fair entry by July 1 submitted to the Extension Office. 2. Exhibits will be scheduled on Communication Fun Day, at the County Fair. A schedule will be sent to all entrants. 3. Food products must be unquestionably safe to eat when they are used in a working exhibit. Any exhibit considered to be or portray a food safety risk will not be accepted, judged or displayed. CLASS NUMBER AND DESCRIPTION Extemporaneous Speaking This contest is designed to encourage the development of the life skill of communicating with others by enhancing the ability to think, to organize, to speak, and the answer questions readily by participating 4-H'ers before an audience. 1. Participants must be senior 4-H'ers. 2. Contest format: a. Thirty minutes before the program, each participant will draw three of the available topics, selecting one to speak on. b. The selected topic will not be available to the other participants in the speaker's assigned room. The general nature of the topics will relate to 4-H. The other two topics drawn but not chosen will be returned to the available topics for the other participants. c. A preparation room is to be used with one participant per speaking site admitted initially and one additional participant per speaking site admitted each 15 minutes as the program progresses. A participant may not leave the preparation room until it is time to speak, nor may a participant receive help from a parent, leader, other adult or any other youth. A program official will assist participants with the time requirements. d. All reference material will be screened by a program official on the following basis: e. Participant may bring his/her own books, magazines or newspaper clippings for reference during the thirty minutes of preparation. f. Reference material must be printed material such as books or magazines (cannot be notes, outlines or speeches prepared by the participant or by another person for use in this program. g. Some relevant reference material will be available in the preparation room. This material will consist of historical material related to the 4-H program. h. Each speech shall be the result of the 4-H'ers own efforts using approved reference material that a participant may bring to the preparation room. No other assistance may be provided. Plain 3"x5" note cards will be provided for each participant in the preparation room. If notes are used, the 3"x5" note cards provided must be used in delivering the speech. i. Only notes made during the preparation period may be used. j. Each speech shall be not less than four but no more than six minutes with five minutes additional time allowed for related questions, which shall be asked by the judge. The participant will be shown time cards in an ascending order (1, 2, 3, 4, and 5) by the time keeper. "Stop" will be said at six minutes. k. The program timekeeper will introduce each participant by name and the county he/she represents. The participant will be expected to introduce his/her speech by title only. l. Participants are not permitted to use any props, gadgets, posters or audiovisuals of any sort. A podium not will be available. 3. Speeches will be evaluated using the following criteria: a. Content related to topic. b. Knowledge of the subject. c. Organization of material. d. Power of expression. e. Voice. f. Stage presence. g. General effect. h. Response to questions. 4. A judge's critique/conference with each participant will be included as a part of the program. CLASS NUMBER AND DESCRIPITION 11401 Extemporaneous Speaking Share the Fun Participation ribbon, no premiums 1. Share-The-Fun performances must not exceed eight minutes in length. 2. Skits, songs, stunts, short one-act plays, dance, and other entertainment will be acceptable. All performances must be appropriate for presentation to a general audience. 3. At least 80% of the performers in a Share the Fun Exhibit must have completed the 5 th grade to be eligible for State Fair Consideration. 4. Only 4 th grade exhibitors will be considered to represent Polk County. 5. Exhibitors must enter Share the Fun on the Fair Entry Form due July 1. Put the TITLE of your "Share the Fun" presentation in class name column on fair entry form. 6. If the entry is a group entry, only one entry need be made and the entry fee needs only be paid once. Please note the number of participants and grades of those participants on that entry. 7. All participants must be present at 6:00 pm, and remain throughout the entire program. 8. Youth may only compete in 2 Share the Fun Acts per year. Both of which cannot be solo acts. 9. One of the Acts that advances to the State Fair will be a club skit if available. CLASS NUMBER AND DESCRIPTION Communication Poster Exhibits 1. This poster must be for one of the following themes. - 4-H is . . . (open to 4-H'er's interpretation) - Join 4-H - 4-H Grows... (4-H.org national marketing theme) - A Universe of Possibilities (2019 Iowa 4-H Youth Conference theme) - Nothing Compares to 4-H Favorites (Iowa State Fair theme) 2. Exhibits are to be entered on the proper entry form by July 1. 3. Each poster must have an exhibit label attached to the back stating the theme and what you want people to think or feel when they look at the poster. The exhibit label is available at the Polk County Extension Office. 4. All posters must be designed on, or affixed to, standard poster board or foam core board—size minimum of 14" x 20" or maximum of 15" x 22". 5. Posters may be vertical or horizontal. Posters may be any medium: watercolor, ink, crayon, acrylic, charcoal, oils, and collage. 6. Posters cannot be 3-dimensional. Materials used to make the poster may not extend more than 1/8 inch above the poster or foam core board. 7. Posters cannot use copyrighted material or exact copies of other promotional designs, such as the Iowa 4-H Youth Conference theme logo. 8. 4-H'ers may include the 4-H clover in the poster. 9. Poster need to be turned in at the Front desk on Wednesday of the fair. Judging will occur Thursday by the communication Judges. Then will be put on display. CLASS NUMBER AND DESCRIPTION 10503 4-H Poster HORTICULTURE DEPARTMENT CLASS NUMBERS HAVE CHANGED 1. Entries - See 4-H Exhibit Building Rules and Regulations for additional information. 2. All exhibits and pieces of exhibits are to be clearly labeled with class number, name, club or chapter, and years in project. Also list variety and name of vegetable on entry tag. Failure to do so will result in a lower ribbon placing. Entry tags are available from club leaders and Extension Office. 3. A general garden goal statement is required for Horticulture and Floriculture classes H-1 through H62. 4. The exhibits shall be arranged by the exhibitor. 5. Vegetables must be grown by the exhibitor. 6. Exhibits judged in Horticulture are not eligable for the state fair however they may receive gold ribbons. The only horticulture class eligible for State Fair is Class 10203 judged in the Ag & Natural Resources Department. 7. Suggestions for displaying vegetables can be found in publication 4-H-462 "Harvesting and Preparing Vegetables"; however, use specimen number listed below. 8. Outstanding exhibits from classes will be selected and placed in a Best of Class display by the judge and superintendents. No additional premiums will be paid on these exhibits. 9. You may exhibit two different varieties per class. 10. No limit on number of classes' exhibitors may enter. Exhibitors must specify and pay for the number of vegetable and flower classes they want to enter. Specific vegetable classes may be determined on conference judging day. Put each class on one line of the form. 11. All entries will be sold with a small portion remaining for an exhibit. 12. Monetary award sponsored by Polk County Master Gardeners for individual deemed best of vegetable class in classes H1-H45. CLASS NUMBER AND DESCRIPTION \| H1 \| Beans, Green- 6 specimens \| \|---\|---\| \| H2 \| Beans, Wax- 6 specimens \| \| H3 \| Beets- 3 specimens \| \| H4 \| Broccoli- 1 specimen \| \| H5 \| Brussels Sprouts- 5 heads \| \| H6 \| Cabbage- 1 specimen \| \| H7 \| Carrots- 3 specimens \| \| H8 \| Cauliflower- 1 head \| \| H9 \| Celery-1 Bunch \| \| H10 \| Corn, Sweet- 2 specimens in husk \| \| H11 \| Cucumbers, pickling- 5 specimens \| \| H12 \| Cucumbers, slicing- 2 specimens \| \| H13 \| Eggplant- 1 specimen \| \| H14 \| Garlic- 3 specimens \| \| H15 \| Kale- 1 plant \| \| H16 \| Kohlrabi- 2 specimens \| \| H17 \| Lettuce, Leaf-1 plant \| \| H18 \| Okra- 3 specimens \| \| H19 \| Onions, Green - 1 bunch of 5 onions tied in the middle \| \| H20 \| Onions, Red- (dry) 3 specimens \| \| H21 \| Onions, Yellow- (dry) 3 specimens \| \| H22 \| Onions, White- (dry) 3 specimens \| \| H23 \| Peas-6 pods \| \| H24 \| Peppers, Bell or other sweet peppers- 2 specimens \| \| H25 \| Peppers, Hot- 4 specimens \| \| H26 \| Potatoes, Sweet- 2 specimens \| \| H27 \| Potatoes, Red- 3 specimens \| \| H28 \| Potatoes, White- 3 specimens \| \| H29 \| Radishes- 1 bunch of 5, tied at the base of leaves \| \| H30 \| Spinach-1 plant \| \| H31 \| Squash, Winter -1 specimen \| \| H32 \| Squash,Summer- 2 specimens \| \| H33 \| Tomato, Other- 10 specimens \| \| H34 \| Tomatoes, Cherry- 10 specimens (ripe) \| \| H35 \| Tomatoes, Regular- 3 specimen (ripe) \| \| H36 \| Turnips- 3 specimens \| \| H37 \| Watermelon- 1 specimen \| \| H38 \| Other vegetable or fruit, adequate specimens for evaluation \| \| H39 \| Display of three or more different fresh herbs \| \| H41 \| Vegetable display - must include five or more different vegetable crops grown in the exhibitor’s home garden. More than one variety, but not more than four of a particular crop, can be displayed; however they will count as only one crop (i.e., all peppers are one crop). There is no limit to the number of vegetables in the display as long as all vegetables are shown as a project and the display occupies no more than a 24” X 30” table top space. \| \|---\|---\| \| H42 \| Garden Idea - An exhibit which shows and explains one idea learned from participating in a garden project. Actual specimens of garden produce may or may not be included. This may be a poster or display. \| \| H43 \| Heritage Class – Choice of heirloom vegetables with number of specimens comparable to classes above \| \| H44 \| Vegetable Collections - A display of vegetables raised as the result of work done in the project. May include from 1 to 5 different kinds of species of vegetables prepared and displayed in the quantity recommended in separate classes listed above. Vegetables are judged on standards listed in 4-H 462 INDIVIDUAL SPECIES basis like classes H1-H37. \| FLORICULTURE DEPARTMENT 1. Entries - See 4-H Exhibit Building Rules and Regulation for additional information. 2. All exhibits and pieces of exhibits are to be clearly labeled with class number, name, club or chapter, and number of years in project. Entry Tags are available from club leaders or at the Polk County Extension office. 3. A general garden goal is required. 4. Flowers must be grown by the exhibitor. 5. NO limit on number of entries in the youth flower department, but not more than 1 entry may be made in any 1 class or subclass. 6. All pots/planters must be waterproof or include a drip saucer. 7. All entries must be checked in with the superintendent of the department. 8. The superintendent may refuse to place any exhibit which does not conform to the classes. 9. Arrangements must be the work, classified and set in place by the exhibitor. 10. No artificial flowers or foliage permitted. Iowa law prohibits the use of primary or secondary noxious weeds in decorative exhibits. 11. Monetary award sponsored by Polk County Master Gardeners for individual deemed best of floriculture class in classes H53 – H77. Flowers CLASS NUMBER AND DESCRIPTION PLEASE NOTE CLASS NUMBERS HAVE CHANGED. \| H53 \| Gladiolus- One spike \| \|---\|---\| \| H54 \| Hosta- Three leaves or one flower spike \| \| H55 \| Liatris- One spike \| \| H56 \| Marigold- A- French or Signet – One to three sprays B- African – Three blooms \| \| H57 \| Oriental/Asiatic Lily– One stem \| \| H58 \| Petunia– One spray \| \| H59 \| Rose A- Tea – One stem with one bloom B- Miniature rose – One bloom or one stem with cluster of blooms C- Grandiflora – One stem with one bloom or one stem with cluster of blooms D- Floribunda – One stem with one bloom or one stem with cluster of blooms E- Shrub rose – One stem with one bloom or one stem with cluster of blooms \| \| H60 \| Snapdragons– Three stems \| \| H61 \| Zinnia– Three blooms, no buds \| \| H62 \| Other individual flower not listed H46-H61. Please refer to “Preparing Cut Flowers and Houseplants for Exhibits” for how to exhibit your type of flower. Posted on polkcountyfairiowa.com. \| \| H63 \| Three or more named cacti and/or succulents in a suitable container. \| \| H64 \| Arrangement of five or more flowers in single container. May be same or different types of flowers. \| \| H65 \| House Plant - potted with a card attached, giving name of plant and where it could be placed in the home. \| \| H66 \| Hanging Container with one or more plants. \| \| H67 \| Terrarium containing one or more plants A- Open terrarium B- Closed terrarium \| \| H68 \| Container garden - for outdoors -Three or more labeled plants \| \| H69 \| Tabletop container garden - Three or more labeled plants \| \| H70 \| Fairy Garden - named plants \| Artistic Designs CLASS NUMBER AND DESCRIPTION HORTICULTURE FUN CLASSES 1. 4-H and FFA members only. 2. Buckets with holes must have drip saucer. 3. Exhibits that decay will be disposed of. CLASS NUMBER AND DESCRIPTION \| FUN 2 \| Crazy Critters - Create a creature with vegetables. Main part of exhibit is to be grown by exhibitor. Use your imagination! \| \|---\|---\| \| FUN 3 \| A Bucket of Flowers - A Bucket of flowers grown by exhibitor and each variety labeled. These will be used during the fair to beautify the grounds. \| PERSONAL DEVELOPMENT DEPARTMENT 1. Entries - See 4-H Exhibit Building Rules and Regulations for additional information. 2. Your written or taped goal/(s) of the project must be included. Failure to include a goal(s) statement will result in a lower ribbon placing. CLASS NUMBER AND DESCRIPTION SCIENCE, ENGINEERING, AND TECHNOLOGY DEPARTMENT 1. Entries - See 4-H Exhibit Building Rules and Regulations for additional information. 2. Your written or taped goal(s) of the project must be included. Failure to include a goal(s) statement will result in a lower ribbon placing. 3. All exhibits and pieces of exhibits are to be clearly labeled with class number, name, club or chapter and number of years in project. Entry tags are available from the Extension Office and club leaders. CLASS NUMBER AND DESCRIPTION \| 10610 \| Mechanics - Any exhibit that shows skills or learning about general mechanics or engineering solutions or that involve a combination of skills. \| \|---\|---\| \| 10612 \| Automotive – Repaired or restored vehicle \| \| 10614 \| Electric – Constructed or repaired article or educational display that shows skills or learning about electric wiring, appliances, lighting, electrical energy sources, safety, etc. \| \| 10615 \| Small Engine – Repaired or restored operating engine or educational display or other type exhibit that shows skills or learning about small engines. This class includes repaired or restored lawn tractors, small motorcycles, go-karts, etc. \| \| 10616 \| Tractor – Repaired or restored tractor \| \| 10618 \| Welding – Constructed item or educational display that shows skills or learning about welding. \| \| 10620 \| Woodworking - Any exhibit that shows learning about wood, woodworking techniques, and safe uses of woodworking tools and machines. 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University of Colorado, Boulder CU Scholar Undergraduate Honors Theses Honors Program Fall 2013 Jeffersonian Diplomacy and the American Indian Chris Lane University of Colorado Boulder Follow this and additional works at: https://scholar.colorado.edu/honr_theses Recommended Citation Lane, Chris, "Jeffersonian Diplomacy and the American Indian" (2013). Undergraduate Honors Theses. 547. https://scholar.colorado.edu/honr_theses/547 This Thesis is brought to you for free and open access by Honors Program at CU Scholar. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of CU Scholar. For more information, please contact firstname.lastname@example.org. Jeffersonian Diplomacy and the American Indian Chris Lane Department of History Thesis Advisor: Dr. Elizabeth Fenn Honors Committee: Dr. Elizabeth Fenn – Department of History Dr. John Willis – Department of History Dr. Greg Johnson – Department of Religious Studies University of Colorado, Boulder November 4, 2013 Abstract In this thesis I attempt to bridge the gap between discussions of Thomas Jefferson's diplomatic policy and his interactions with the Native Americans. I argue that his idealism as well as his coercive tactics in foreign affairs heavily influenced his conduct with neighboring Indian tribes. With European nations, Jefferson articulated his goals in terms of natural rights of states and an idea of universal morality. At the same time, he often used seemingly Machiavellian tactics, like coercion, and threats of war to pursue these ends. Jefferson's goals in Indian affairs were very similar to those in the international arena. He wanted to promote peaceful trade, and prevent war, but above all, acquire as much land as possible. He pursued these aims with the same blend of moral justification and cunning tactics. I will demonstrate this through analysis of Jefferson's philosophical views regarding diplomacy, his ideas about Native Americans, and his role as president in carrying out both of these things in the real world. This will include examining Jefferson's writing about both foreign and Indian affairs, comparing treaties and negotiations Jefferson conducted with Europe as well as with the Native Americans, and his instructions to subordinates on these matters. This thesis will contribute to the discussion of the presidency of Thomas Jefferson as well as the treatment of Native Americans in the early American Republic. Introduction Thomas Jefferson is an iconic figure in American history. He is remembered as an idealist who challenged the established concepts about the nature of government. He advocated the creation of a republic based on the ideals of the Enlightenment, and his ideas contributed substantially to the philosophy behind the American government. His diplomatic philosophy was an extension of this concept of a new kind of state. Jefferson believed that while European monarchs placed personal and national glory over the wellbeing of their subjects, the true purpose of foreign policy was to serve the people. He also extrapolated enlightenment ideals of natural rights onto nation states. Enlightened states, he argued, had an obligation to uphold natural rights against less "civilized" powers. 1 At the time of Jefferson's presidency, from 1801-1809, he was not solely dealing with European powers. The new American republic shared the continent with a multitude of Native American tribes whose interests were very different from Jefferson's. The Native Americans constituted a challenge to Jefferson's idealism. They were, in his mindset, "uncivilized." They were not Christians, many did not derive their livelihood from agriculture, and some were nomadic. This lifestyle, in Jefferson's opinion, was not suitable for the modern world. As Americans expanded west, the Indians had to live on smaller areas of land. To facilitate this Jefferson attempted to "civilize" as many of the natives as he could and push the others west. "Civilization" generally involved the conversion of Native Americans to an Anglo-American lifestyle. This involved reliance on agriculture, a shift from communal to personal conceptions of property, and adoption 1 Paul A. Varg, Foreign Policies of the Founding Fathers (East Lansing: University of Michigan Press, 1963), 146. of western gender roles, with men in the fields and women in the homes. While doing this, he also had to maintain peaceful relations with the tribes to avoid war or worse, native alliances with European powers. The goal of this thesis is to demonstrate that Jefferson's ideals about foreign relations as well as his diplomatic tactics applied to his relations with the Native Americans and were incorporated into his "civilizing" mission. This "civilizing" mission presents the greatest challenge to the comparison between Jefferson's diplomacy and his Indian policy. I argue that his attempt at "civilizing" the natives was not based on race, however, but on the supposed moral superiority of Anglo-Americans. Jefferson believed that Indians were not fundamentally different. He wrote, "We shall probably find that they are formed in mind as well as in body, on the same module with the 'Homo sapiens Europaeus.'" 2 Since this same moral superiority justified his diplomatic tactics with Europe, parallels can be drawn between them and the "civilizing" mission. This study will reexamine the relationship between the United States and neighboring Indian nations during the early years of American independence. This will illustrate that, although these relations eventually became something very different from foreign diplomatic relations, they did not start out that way. Differences that were present during Jefferson's era were primarily due to imbalances of power and lack of unity and organization on the part of the Indians. Jefferson made the same sort of coercive, unilateral demands with the Native Americans that he attempted when negotiation with European nations, but was far more successful with the natives who lacked the resources and unity to oppose him. Political schisms within tribes made 2 Bernard W. Sheehan, Seeds of Extinction: Jeffersonian Philanthropy and the American Indian (Chapel Hill: University of North Carolina Press, 1973). 20. claims to the land ambiguous and Jefferson took advantage of this ambiguity by treating with the pro-"civilization" factions whenever he could. The aim of American interaction with natives was to promote expansion to obtain land for republican farmers in the interest of ensuring natural rights in the same way that interaction with European powers was designed to secure these rights. Jeffersonian diplomacy has attracted the interest of many historians. It had its roots in enlightenment ideals and was designed to promote America's place in the international market. It also took into account America's position on the world stage, avoiding wars he could not win and promoting the notion that America was a bastion of liberty. Historians tend to view Jefferson's policies as a blend of idealism and realism. The idealism was the desire to secure liberty and other American values, while the realism was displayed through the avoidance of costly and unwinnable wars. Historians have also written at length about Jefferson's ideas and policies regarding American Indians. These are usually presented as a conflict between "civilization" and the "savage." Jefferson attempted to incorporate Natives into white society as part of a 'philanthropic' mission, while simultaneously manipulating them to get their land. Scholars approach the subjects of Jefferson's diplomacy and his Indian policy as completely separate issues. Works about Jeffersonian diplomacy make little or no mention of his dealings with the Indians, and those about Indians do not describe the relations in terms of foreign relations or diplomacy. This is due to a combination of factors. The sovereignty of native tribes during Jefferson's time was ambiguous, and since eventually all aspects of sovereignty were taken by later presidents, historians tend to accord natives at this time less sovereignty than was the case. Gene Smith summarizes Jefferson's diplomatic aims, writing, "Central to the Jeffersonian belief was that Americans had a natural right to fulfill their expansionist aims." 3 This is one of the essential themes historians write about in terms of Jefferson's foreign policy. He had a vision of an expansive republic of yeoman farmers and America required more land to bring this to fruition. The landholdings of European powers in North America presented an obstacle to this. According to Gene Smith, the way Jefferson went about dealing with these other nations exemplified his blend of realism and idealism. Jefferson believed that control of the Mississippi River was essential to the survival of America. He claimed that America had a natural right to the Mississippi because oceans and rivers were free to all of their inhabitants. He also supported the idea of expansion by arguing that the availability of land to farmers was an essential part of the 'pursuit of happiness.' Not only was Jefferson determined to expand America, he was determined to do so peacefully. Gene Smith describes the goal of Jefferson's expansion as "to conquer without war." Smith cites Jefferson's use of diplomacy to gain Louisiana without having to go to war as evidence for this claim. Jefferson was willing to resort to extortion and threats of war but was reluctant to act on those threats due to the high price of war. He threatened an alliance with Britain to intimidate the French, for example, but did so almost entirely as a diplomatic bluff. Robert Tucker and David Hendrickson supported 3 Gene A. Smith, "To Conquer Without War: The Philosophy of Jeffersonian Expansion in the Spanish Gulf Borderlands, 1800-1820," Selected Papers: The Consortium on Revolutionary Europe, 1750-1850 23 (1994): 422. this aspect of Jefferson's diplomacy: "Negotiation was, indeed, Jefferson's true policy: to conquer without war or, if this proved impossible, to conquer without a costly war." 4 The skillful avoidance of war contributed to the evaluation of Jeffersonian diplomacy as a blend of idealism and realism. Realistically, wars were expensive and the United States was militarily weak, but threatening war based on principles of natural right gave Jefferson a moral high ground. For example, he argued that French occupation of New Orleans would be crippling to America's ability to navigate the Mississippi and thus to its economy in general. He was therefore justified in doing whatever was necessary to preserve the natural right of America to participate freely in the international market. Similarly, Onuf and Sadosky emphasize the importance of free trade and neutrality in Jefferson's diplomacy. America's place in the Atlantic market, they argue, was essential to its survival, and Jefferson attempted to promote this. They describe the importance of "Jefferson's free trade vision, and its corollary, the rights of neutral, noncombatant powers." 5 In dealing with European powers, it was most important to stay neutral and maintain trade. In contrast, Jefferson's policy towards relations with the Indians has been described as "Jeffersonian Philanthropy." 6 This consisted largely of what was considered a "civilizing" effort. The advance of "civilization" in America in this view necessitated the recession of "savagery." The primary means of doing this was the destruction of 4 Robert W. Tucker and David C. Hendrickson, "Jefferson's Risky Diplomacy of Watching and Waiting," In Major Problems in American Foreign Relations, Volume 1, edited by Dennis Merrill and Thomas G. Patterson (Boston: Wadsworth, 2010), 108. 6 Bernard W. Sheehan, Seeds of Extinction. 5 Peter S. Onuf and Leonard J. Sadosky, "Jefferson's Blend of Realism and Idealism," In Major Problems in American Foreign Relations, Volume 1, edited by Dennis Merrill and Thomas G. Patterson (Boston: Wadsworth, 2010), 87. Native culture, and encouragement of Natives to adopt Anglo-American ways of life. Jeffersonian philanthropy encouraged Indians to adopt the idea of individually owned land that could be farmed for subsistence. According to historians, the desire to enforce this idea coupled with American expansion led to aggressive land treaties in which tribes were induced to sell their collective land to the US government. In these interactions, the Native Americans are often depicted more as victims than as active participants in diplomacy with the United States. Historians argue that Jefferson and the government coerced and manipulated the Native Americans. All of the power rested with the Anglo-Americans and none with the Natives. This is probably why this relationship is not described in terms of foreign relations or diplomacy, even though official treaties and negotiations took place. Works on Jefferson's relations with Native Americans examine this relationship in light of events that happened long after. Anthony Wallace describes the "coming doom of the red race" and refers to the "noble but doomed savages." 7 Although Wallace acknowledges negotiation for land cessions, trade and peace, he presents them in a primarily one-sided way. Robert Miller describes American policy toward Native Americans the same way. He writes, "'law' was used by Europeans, the American colonists, and the American state and federal governments to dominate Indian people and nations." 8 Historians view this interaction not as a conflict between two cultures or two nations but as a matter of oppressive domestic policy. 7 Anthony F. C. Wallace, Jefferson and the Indians: The Tragic Fate of the First Americans (Cambridge, MA: Belknap Press of Harvard University Press, 1999), viii-ix. 8 Robert J. Miller, Native America, Discovered and Conquered: Thomas Jefferson, Lewis and Clark, and Manifest Destiny (Westport, CT: Praeger Publishers, 2006), xviii. The historical analysis of Jefferson's diplomacy tends to conclude that he sought expansion and promoted trade based on ideas from enlightenment philosophy as well as the realities of the world he lived in. He promoted America's interests and brought new lands under her control while avoiding war whenever possible. Jefferson's Indian policy is seen as a failed "civilizing" mission and a tragic destruction of the Native Americans. Scholars describe Jefferson's government as dominating these people and stealing their land. The historical works on these two aspects of Jefferson's policy are written as two completely separate issues. To date, the historiography demonstrates that Jefferson's diplomacy and his Indian policies have been thoroughly researched, but little effort has been made to examine the extent to which the diplomatic ideals shaped the Indian policy. This is evident because scholars writing on one subject do not mention the other, and the two ideas are approached using different methods and language. It is the goal of this thesis to bridge the gap between the discussion of Jefferson's Indian policy and his diplomacy in an attempt to further the discussion of both. In addition to analyzing these two philosophies, two Native American tribes will be examined in depth: Cherokees and Creeks. These tribes were selected because they were on the western frontier of the expanding American population and therefore central to Jefferson's attempts at expansion. These tribes were also heavily influenced by interactions with European culture and were, for a time, held up as an example of the success of the "civilizing" mission. Published government documents reveal Jefferson's thoughts on these issues as well as instructions given to Indian agents and transcripts of some of the negotiations that took place between the agents and the tribes. The extent to which the native leaders were empowered and the instances when they refused to cede lands contribute to the discussion regarding tribal sovereignty and the diplomatic nature of the interaction. The understanding of Indian relations in terms of diplomacy in addition to Jefferson's "civilizing" mission helps to illustrate the distribution of power between natives and nonnatives in the early American Republic. I argue that the Native Americans held a limited amount of power rather than just being passive victims of Jefferson's policies. Jefferson's diplomacy was justified by the supposition that America was a morally superior nation compared to any European power. This rationalization extended to dealings with the Indians, which were justified by the same moral superiority. Jefferson's Diplomacy: Idealistic Aims Through Practical Means Thomas Jefferson's diplomacy was a very shrewd mixture of enlightened ideals and practical methods. His end goal was always the preservation of American interests, which he articulated as "natural rights." In line with his enlightenment influences, he believed that the protection of his citizens' private property was one of the primary functions of government. In order to pursue these interests against stubborn and often more powerful European nations, Jefferson resorted to tactics that promoted his interests in the most practical ways. He frequently made threats and demands, but knew when to keep pushing and when to step back. He astutely kept America out of wars he knew it could not win, and used military force only when he knew he could do so effectively. This mix of enlightenment goals pursued via pragmatic strategy made Jefferson effective in his foreign policy. Thomas Jefferson's idealism played a major part in his politics, and heavily influenced his diplomacy. He operated according to a philosophical and moral code founded on the ideas of enlightenment philosophers like John Locke. Jefferson's devotion to protecting natural rights is one of the most obvious examples of this. He tried to shape the government in such a way that it protected the natural rights of its citizens above all else. In international affairs he did everything in his power to defend the natural rights of the nation, as an extension of those of the individuals. Jefferson also developed very progressive ideas about where a government's authority came from. These conclusions were then applied to his diplomatic thinking. Because Jefferson did not recognize a distinction between the relations of individuals and the relations of states, his ideas of individual rights factored into his diplomatic principles. He argued that in diplomacy, the entire nation constituted a singular moral entity. International affairs were not exempted from the system of morality that governed individual affairs. He wrote, "I know but one code of morality for men, whether acting singly or collectively." 9 Based on this ideal, Jefferson wanted to create a new system of international order rooted in morality to replace the old system that simply pursued aristocratic self-interest by any means available. The philosophy of natural rights articulated by Thomas Jefferson in the Declaration of Independence displays the essence of his thinking on the subject. He wrote, "that all Men are created equal and independent; that from that equal creation they derive Rights inherent and inalienable; among which are the Preservation of Life, and Liberty, and the Pursuit of Happiness." 10 The protection of these rights, he argues, is the sole reason for government. The only legitimate government is one that upholds man's inherent rights. Jefferson argued for the necessity of protecting civil liberties, writing, "God who gave us life gave us liberty at the same time; the hand of force may destroy, but cannot disjoin them." 11 Many of these ideas regarding natural rights came from John Locke's philosophy. The only thing that Jefferson acknowledged to supersede these laws 9 Thomas Jefferson to James Madison, Paris, August 28, 1789, in Memoir, Correspondence, and Miscellanies, From the Papers of Thomas Jefferson, ed. Thomas Jefferson Randolph (Boston: Gray and Bowen, 1830), http://www.gutenberg.org/files /16783/16783-h/16783-h.htm#link2H_4_0010. 11 Thomas Jefferson, A Summary View of the Rights of British America (Williamsburg: Clementinarind, 1774), 23, http://www.loc.gov/rr/rarebook/guide/ ra008001.html. 10 Thomas Jefferson, "Jefferson's Original Draft of the Declaration of Independence," Library of Congress, http://www.loc.gov/exhibits/declara/ruffdrft.html. of nature was the right to resist self-destruction. He argued a nation's obligation to this code of morality was so binding that the only valid exception was when the performance of an obligation became impossible. 12 An extension of these inherent rights was the right of revolution. A government that does not uphold natural rights is not a valid government, and its people have the right to replace it. In articulating this idea, Jefferson acknowledged that war was sometimes a necessary and valid means of securing ones rights. The Declaration of Independence was written "with a clear understanding that the natural right to revolution is quite likely to involve war, or at least the credible threat of war." 13 The moral justification of war in defense of natural rights is something that Jefferson frequently used to his advantage in his diplomacy. Jefferson was also influenced by Locke in regards to ideas regarding the protection of private property. This is essentially what "the pursuit of happiness" meant. In his Second Treatise of Government, Locke articulated the idea of property: "The labor of his body, and the work of his hands, we may say are properly his. Whatsoever then he removes out of the state that nature hath provided, and left it in, he hath mixed his labor with, and joined it to something that is his own, and thereby makes it his property." 14 Jefferson's devotion to the protection of the American farmer comes from this idea. The act of tilling the soil transforms nature into property. For this reason, Jefferson's ideal 12 Adrienne Koch, The Philosophy of Thomas Jefferson (New York: Columbia University Press, 1943), 145. 14 John Locke, "Of Property," in Two Treatises of Government, section 27, http://oregonstate.edu/instruct/phl302/texts/locke/locke2/locke2nd-a.html. 13 John Zvesper, "Jefferson on Liberal Natural Rights" in Reason and Republicanism: Thomas Jefferson's Legacy of Liberty, ed. Gary McDowell and Sharon Noble (Lanham, MD: Rowman and Littlefield, 1997), 21. republic was made up primarily of small farmers, and government protected their right to their property and their livelihood in the soil. Jefferson's admiration of the farmers went so far as to describe them as "the most vigorous, the most independent, the most virtuous, and they are tied to their country and wedded to its liberty and interests by the most lasting bond." 15 This natural right of the farmer to take the land and make it his own is something that Jefferson extended into his international aims. One of the reasons for pursuing expansionist aims was to make more room for the American yeomanry to pursue its own happiness. Jefferson wrote of the American republic, "my hope of its duration is built much on the enlargement of the resources of life going hand in hand with the enlargement of territory, and the belief that men are disposed to live honestly, if the means of doing so are open to them." 16 The determination to expand continuously for the prosperity of the farmers necessitated further acquisition of land from America's neighbors, namely European powers and Native American tribes. Negotiating for this land would be an international issue, requiring the use of diplomacy. This is one of the ways in which the pursuit of natural rights made its way into Jefferson's ideas about the international relations of his day. Another fundamental concept in Jefferson's philosophy was that the authority of government comes from the people. In the Declaration of Independence, he wrote, "To secure these ends, Governments are instituted among Men, deriving their just powers 15 Jefferson to John Jay, Paris, August 23, 1785, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 5:93. 16 Jefferson to Monsieur Barre de Marbois, Monticello, June 14, 1817, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 15:131. from the consent of the governed." 17 This notion also comes from Locke's idea that government comes either from force or from reason. When there is conflict with no common judge, there can only be a state of war. The purpose of society and of government is to avoid this state of war. 18 So government must be based on reason rather than force, and the reason must come from the people. In an enlightened society, this government by reason is a natural progression. European monarchies relied on force and halted the development of the people, but according to Jefferson, "laws and institutions must go hand in hand with the progress of the human mind. As that becomes more developed, more enlightened, as new discoveries are made, new truths disclosed, and manners and opinions change with the change of circumstances, institutions must advance also, and keep pace with the times." 19 The Republican form of government based on the will of the people would naturally advance as the people grew and changed because it allowed for development and the free expression of ideas. The will of the nation is something that Jefferson gave deference to in his diplomatic philosophy. In a letter to the minister to France during the French Revolution, he wrote, "We surely cannot deny to any nation that right whereon our own government is founded, that every one may govern itself under whatever form it pleases, and change these forms at its own will, and that it may transact its business with foreign nations through whatever organ it thinks proper, whether King, convention, assembly, 17 18 Locke, "Of The State of War," in Two Treatises of Government, section 19-21, http://oregonstate.edu/instruct/phl302/texts/locke/locke2/locke2nd-a.html. Jefferson, "Rough Draft of Declaration of Independence." 19 Jefferson to Samuel Kercheval, Monticello, June 12, 1816, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 15:41. committee, President, or whatever else it may chuse." 20 This is an important principle when it comes to recognizing the authority of a government or government agent to make binding agreements internationally. Since just government can only come from the will of the people, any agent that represents the will of the people has this authority. This authority also comes with responsibility. Jefferson further explained, "all acts done by those agents under the authority of the nation, are the acts of the nation." 21 This applied whether the agent was the king or an elected official. An immoral act by a foreign government can be seen as an act of the foreign people as a whole because their government is their agent, as long as they have consented to that government. Furthermore, treaties made between two nations remain valid even if the government of one nation should change, because the treaties were made between the two nations, not between the two governments. These ideals constituting the philosophical basis for Thomas Jefferson's foreign policy and he always used them to explain the way he carried out his diplomacy in the real world. He articulated his stance on important issues in a way that reflected principles of enlightenment and natural rights. Throughout conflicts with foreign nations, Jefferson always claimed to be defending America's natural rights, while also insisting that morality play a part in the diplomacy. He made it clear, at least in words, he had every 20 Thomas Jefferson to Gouverneur Morris, Philadelphia, December 30, 1792, in Founders Online Archives, (Princeton: Princeton University Press, 1990), http://founders. archives.gov/documents/Jefferson/01-24-02-0776. 21 Thomas Jefferson, "Secretary of State Thomas Jefferson Defends the Treaty with France, 1793," in Major Problems in American Foreign Relations, vol. 1, ed. Dennis Merrill (Boston: Houghton Mifflin, 2005), 57. desire to maintain friendly and peaceable relations between the United States and the rest of the world. Among the natural rights that Jefferson believed all nations had was the right to trade with foreign nations. The contemporary international system ignored these rights, but Jefferson argued they existed whether they were acknowledged or not. In describing the Louisiana territory's essential role in American trade Jefferson wrote, "There is on the globe one single spot, the natural possessor of which is our natural and habitual enemy. It is New Orleans, through which the produce of three-eighths of our territory must pass to market." 22 If France were to set itself in New Orleans and cut off access for American goods to reach the market, it would be devastating to American commerce, and in Jefferson's opinion, a violation of American natural rights. In October 1802, Spain suspended America's right of deposit at New Orleans, proving that Jefferson's fears regarding threats to American commerce were justified. He believed the French to be responsible for this breach of American natural rights. According to Paul Varg, at this point, Jefferson's "attitude toward France changed from passive hostility to a belligerent demand for action." 23 This added aggression put more pressure on the French to sell New Orleans, and the threat of military action made France's continued possession of New Orleans less certain. That same year, when Robert Livingston, the American minister to France, was explaining his nation's concerns to Joseph Bonaparte of France, he made his argument along those lines. He reported to Jefferson, "I expressed to him the apprehensions of the jealousies that would naturally be excited from their vicinity, and 22 Jefferson to Robert R. Livingston, Washington, April 18, 1802, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 10:312. 23 Paul Varg, Foreign Policies of the Founding Fathers, 153-4. the impossibility of preventing abuses in a military government established at so great a distance from home…that all we sought was security and not extension of territory." 24 Jefferson strengthened his claims in international affairs through these appeals to natural rights and claiming that he only sought his nation's security. During the conflict with France over possession of Louisiana, Jefferson also gave validity to his moral stance by assuring the French that he had no desire but peaceful friendship between their two countries. In his writings on the subject, Jefferson repeatedly appealed to the ideas of "mutual interest" and "friendship" between the two countries. He argued that he was doing everything in his power to maintain these things but if France would not cooperate it would not be possible. In one letter to Robert Livingston, Jefferson explained all of the possible negative repercussions that could ensue from the French maintaining possession of New Orleans, including losing American favor and probably New Orleans should war break out. As an enlightened nation, America was morally obligated to attempt the use of reason before it used hostility. By appealing to common interest and attempting to maintain good relations with France, a "natural friend," Jefferson displayed his adamant desire for reason and morality to be the primary consideration in diplomatic affairs as they should be in all areas of enlightened, republican government. Despite drawing on these high-minded ideals, Jefferson's diplomacy also needed to produce results in the real world. In practice, he had to take into account America's limited resources and influence in the international community. This realism was often 24 Robert Livingston to Thomas Jefferson, Paris, October 28, 1802, American State Papers, Foreign Relations vol 2, 525. displayed through avoiding wars that Jefferson knew would be very costly and possibly unwinnable, particularly with powerful European nations. He instead opted for the use of veiled threats, coercion and economic measures to deal with these issues. When dealing with lesser threats, the Barbary pirates for example, Jefferson was more willing to use military force to support his ideals about natural rights. The use of different tactics for different situations shows the extent to which Jefferson was aware of his nation's position in the world and that, while he espoused ideas of enlightenment and morality, he was willing to use whatever means were available to him to achieve his desired ends. When Spain ceded the Louisiana territory to France in December of 1802, Jefferson believed that this presented a threat to American commercial interests. Although Jefferson made arguments about natural rights and morality, the main reason for objection specifically to France holding Louisiana rather than Spain was that France was stronger and less likely to be induced to cede the territory. Jefferson wrote, "Spain might have retained it quietly for years. Her pacific dispositions, her feeble state, would induce her to increase our facilities there…Not so can it ever be in the hands of France. The impetuosity of her temper, the energy and restlessness of her character…render it impossible that France and the U.S. can continue long friends when they meet in so irritable a position." 25 Although France maintained friendly relations with the U.S. and had not yet taken any action to indicate they might use Louisiana in a way hostile to U.S. interests, Jefferson realized that they would be harder to coerce into cession of the territory and therefore objected to the transfer. 25 Jefferson to Robert R. Livingston, Washington, April 18, 1802, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 10:312. Jefferson knew the advantage of negotiating with a nation when it was at its weakest and used this to his advantage. He employed this tactic when negotiating with Spain over the boundaries of territory in Louisiana and the Floridas. He wrote, "These claims will be a subject of negotiation with Spain, and if, as soon as she is at war, we push them strongly with one hand, holding out a price in the other, we shall certainly obtain the Floridas, and all in good time." 26 The desire to have the territory was based on its benefit to American commercial interests, but rather than make the argument of the natural right to trade, Jefferson was a proponent of waiting until Spain was weak and then exploiting that weakness. He used the same tactic with France to obtain Louisiana. Knowing that a war between Britain and France was very likely in the near future, Jefferson exploited that situation as well. He argued that French possession of New Orleans "seals the union of two nations who in conjunction can maintain exclusive possession of the ocean. From that moment we must marry ourselves to the British fleet and nation." 27 An American alliance with Britain would have been very unfavorable to France in the event of war, especially for French possessions in North America. If this were to happen, France would likely be unable to hold New Orleans. In reality, Jefferson did not intend to pursue an alliance with Britain, but the threat took advantage of France's weakness during a possible war. This sort of "strategic feint" was characteristic of Jefferson's diplomacy. 28 26 Thomas Jefferson to John Breckinridge, Monticello, August 12, 1803, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 10:409. 28 Robert Tucker, "Jefferson's Risky Diplomacy of Watching and Waiting," 90. 27 Jefferson to Robert R. Livingston, Washington, April 18, 1802, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 10:313. Another tactic that Jefferson was particularly fond of was making veiled threats implying that he might be willing to use military force. He knew that a war with either France or Spain would be devastating to America because of its cost and the inevitable loss of commerce and lives. Nevertheless, throughout his attempts to gain Louisiana and Florida, he always hinted at the possibility in order to give some weight to his arguments. The minister in France was instructed to impress upon the French that their possession of Louisiana "must have an instant and powerful effect in changing the relations between France and the United States…if a possession of the mouth of the Mississippi is to be added to other causes of discord, the worst events are to be apprehended." 29 This is clearly a threat, but by using vague terms, like "worst events," it leaves things ambiguous and does not commit the U.S. to unfavorable military action. Jefferson always presented threats of war as an inevitable consequence that he did not desire but would be forced into if he did not get what he wanted. In February of 1803, as negotiations over Louisiana took place, the Senate provided some legitimacy to Jefferson's threat of force by authorizing him to prepare 80,000 militiamen to use in protection of free navigation of the Mississippi. 30 Throughout the negotiations, Jefferson pointed out that Louisiana would be in a vulnerable position militarily if France should find herself at war. He then qualified his observations, "we do not bring them forward as a menace, but as consequences not controllable by us, but inevitable from the course of things…we 29 James Madison to Robert Livingston, Washington, May 1, 1802, American State Papers, Foreign Relations vol 2, 525. 30 U.S. Senate Journal. 1803. 7th Cong., 2nd sess., 25 February. beseech a friend to look forward and to prevent them for our common interest." 31 This allowed him to maintain his image as a leader committed to the pursuit of peace and morality while still using the threat of war as a diplomatic tool. Napoleon was swayed by the uncertainty of his hold on Louisiana, particularly during a war with Britain, but American threats may have also played a part. When explaining his decision to sell Louisiana to the United States, he mentioned that the British had taken many territories from France, including their holdings in Canada, and he did not want them to also get Louisiana. Referring directly to Jefferson's arguments, Napoleon wrote, "They [America] only ask of me one town in Louisiana, but already I consider the colony as entirely lost, and it appears to me that in the hands of this growing power, it will be more useful to the policy and even the commerce of France, than if I should attempt to keep it." 32 In addition to his desire to keep New Orleans out of British hands, Napoleon believed Jefferson's claims of desiring peace and friendship with France, so he ceded Louisiana to the United States on April 30, 1803. Against weaker foreign powers, Jefferson displayed none of this same reluctance for war. In 1801, early in his presidency he took up the issue of pirates along the Barbary Coast. Ships from the Barbary Coast were capturing American merchant ships and interfering with American commerce in the region. Jefferson's initial response contained his typical assertion of good intentions and his desire for peace. A letter to the Bey of 31 Jefferson to Robert R. Livingston, Washington, April 18, 1802, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 10:314. 32 "Napoleon Bonaparte, First Consul of France, Explains the Need to Sell Louisiana to the United States, 1803," in Major Problems in American Foreign Relations, vol. 1, ed. Dennis Merrill (Boston: Houghton Mifflin, 2005), 84. Tripoli said, "The assurances of friendship which our consul has given you, and of our sincere desire to cultivate peace and commerce with your subjects, are faithful expressions of our dispositions." In this case however, the use of military force was also presented as a legitimate threat. Jefferson informed the Bey that, "We have found it expedient to detach a squadron of observation into the Mediterranean sea, to superintend the safety of our commerce there." 33 Jefferson still justified his actions with natural rights. He mentions the safety of commerce, and in another letter he wrote, "the protection of our right to navigate the ocean freely has induced us to send a squadron into the Mediterranean sea." 34 Intent on protecting America's interests, Jefferson was willing to do whatever was necessary. In this case, more blatant aggression and a less formidable opponent allowed him to go to war in defense of America's rights and national honor. Jefferson always directed his diplomacy toward the ends of protecting American interests. He used idealism and belief in a moral law governing all areas of life, including the interactions between nations, to his advantage. He articulated natural rights for states as an extension of the rights individuals were believed to have within enlightenment thinking. Jefferson argued that every nation had a right to the sea and to commerce, and used these rights to justify his pursuit of these things for America in the international arena. The tactics that he resorted to in each situation showed the extent to which he was a realist in his diplomacy. He knew the strengths and weaknesses of each of his opponents. He quickly used military force when he believed it was to his advantage, but 33 Thomas Jefferson to Bey of Tripoli, 1801, American State Papers, Foreign Relations vol 2, 348. 34 Thomas Jefferson to Hamouda Bashaw, September 9, 1801, American State Papers, Foreign Relations vol 2, 358. was very restrained when he saw that it would be destructive to his cause. When pushing his concerns with foreign powers, he very astutely pointed out how it would be in their interests to do what he wanted. He was also an opportunist who waited until an opponent was weakened, by being at war for example, and then took advantage of the situation. Thomas Jefferson claimed to be pursuing idealistic values while using pragmatic, opportunistic means to great success on the international level throughout his presidency. Jefferson's diplomacy was designed to protect American interests in the "civilized" world, in dealings with European nations for the most part. The multitude of Native American nations sharing the continent with the United States occupied an ambiguous place within this diplomacy. Jefferson and his contemporaries manipulated native forms of government, making authority indefinite and often allowing Americans to decide who they felt had the authority to make binding diplomatic contracts. Jefferson's conviction of the universality of natural rights did not extend into this arena. He was unwilling to respect these rights when it came to dealing with his "savage" neighbors. To reconcile these philosophical problems, Jefferson and likeminded individuals created a separate set of ideals governing their interaction with the Native Americans, centering on the idea of "civilizing" them as an act of philanthropy. Despite this philosophical distinction between U.S.-international relations and U.S.-native relations, under Jefferson's leadership both were carried out for the unilateral promotion of American interest, using the same tactics of flattery, threats, bribery and occasionally war. Indians and the Republic: The Mutual Benefits of "Civilization" Thomas Jefferson's views of Native Americans and their place in the changing landscape of his time were very complex and incorporated ambiguous and contradictory ideas. He took a particular interest in the nature of the Indian, drawing on ideas of universal morality, civilization and, natural law. While he generally concluded that Indians were not inherently inferior to Europeans, their place outside of "civilization" separated them from the ideal toward which he believed humanity was progressing. This conclusion labeled the natives as "savage" and almost part of nature, but Jefferson and many of his contemporaries still harbored a sense of admiration for the Native Americans as a noble though simple people. This analysis of the Native Americans opened the door to the possibility of their incorporation into the new American republic. If they could be civilized and taught to rely on agriculture rather than hunting, they could be productive members of society, but equally important, they could subsist on smaller areas of land. This would open up more space for the expansion of white settlers who were constantly trying to push further west. The "civilizing" mission was carried out in large part by religious groups hoping to convert the natives to Christianity, but the mission was as much about culture and way of life as it was about religion. The government played a significant part in attempting to convert the native population into permanently settled farmers. Jefferson posited that this conversion was the only way to ensure the survival of the native peoples. They could either be incorporated into America and maybe eventually become citizens, or they would be continuously pushed west until there was nowhere left for them to go. Thomas Jefferson explained his dealings with Native Americans in terms of a moral philanthropy, but this philosophy served the same purpose as his rhetoric of natural rights and enlightenment in European diplomacy. With the Indians, he used different arguments, but his overall tactics and goals were the same. The nature of the Indians themselves was a topic of importance for Jefferson, because whether or not they were fully human in the same way that Europeans were would impact what should be done with them. Jefferson himself was particularly interested in the origin of the Native Americans. He studied their languages extensively to that end. Noticing the amount of diversity present among their languages, he compared the natives to the "red men of Asia" writing, "a greater number of these radical changes of language having taken place among the red men of America, proves them of greater antiquity than those of Asia." 35 This line of argument was meant to give the Native American tribes a place within the accepted narrative of world history by showing that they had developed in the same way as other human societies, and demonstrate the capacity for further development into a civilized people. Explaining away differences between Indians and whites was part of the larger Enlightenment movement to preserve an idea of a perfect natural order, according to Bernard Sheehan. Thomas Jefferson accepted this and believed that nature was ordered and even "designed on a grand scale." 36 He had such faith in the natural order that he wrote, "such was the economy of nature, that no instance can be produced of her having permitted any one race of her animals to become extinct; of her having formed any link in 35 Thomas Jefferson, "Notes on Virginia," 1782, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 2:141. 36 Bernard Sheehan, Seeds of Extinction, 17. her great work so weak as to be broken." 37 The natives were part of this ordered chain of being, but they lived according to their circumstances, which separated them from the "civilized" culture of the white man. Since this separation was circumstantial, Jefferson concluded "we shall probably find that they [Indians] are formed in mind as well as in body, on the same module with the 'Homo sapiens Europaeus." 38 This same fundamental formation opened the door for the eventual incorporation of the Native Americans into white society. Another argument that supported the potential for Indians to become civilized was their sense of morality. Jefferson and many of his contemporaries believed in a universal morality. The possession of morality by all human beings was yet another form of evidence for the ordered nature of the universe. This morality was inherent in all human beings and could be strengthened through various means, but could not be learned. Indians possessed the same potential for morality as white men, in spite of their societal circumstances. 39 In his observation of Indian society, Jefferson noticed, "their only controuls are their manners, and that moral sense of right and wrong, which, like the sense of tasting and feeling, in every man makes a part of his nature." 40 Jefferson believed there was an almost complete lack of government within native society, but they lived in an orderly way and crime was not common among them. He noticed, "Every 37 Thomas Jefferson, "Notes on Virginia," 1782, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 2:71. 39 Sheehan, Seeds of Extinction, 28. 38 Thomas Jefferson, "Notes on Virginia," 2:87. 40 Thomas Jefferson, "Notes on Virginia," 2:128. man with them, is perfectly free to follow his own inclinations." 41 He admired the extent to which civil liberties were preserved within these societies. He wrote, "I am convinced that those societies (as the Indians) which live without government, enjoy an infinitely greater degree of happiness than those who live under the European governments." 42 In America however, the potential for civilized life in addition to freedom had been realized. 43 Since the Native Americans hade the same potential for civilization as the white men, Jefferson believed it was possible and desirable to absorb them into the republic. Despite this potential, it was evident to Jefferson that the natives needed help to convert to civilized modes of life. For example, even though the Native Americans had lived on the continent for long enough to diversify and develop all of their different languages, they had not developed materially to the extent Europeans had. Jefferson wrote very critically, "I know of no such thing as an Indian Monument; for I would not honor with that name arrow points, stone hatchets, stone pipes and half shapen images." Despite this claim, he studied Indian burial mounds, admitting them to be the most respectable remains of Indian labor. These mounds were still not, in Jefferson's opinion, on the same scale as those of European civilization. After studying and excavating the mounds, he concluded that the burials he encountered were in "utmost confusion," and "give the idea of bones being emptied promiscuously from a bag or basket…without any 41 Jefferson to Edward Carrington, January 16, 1787, quoted in Bernard Sheehan, Seeds of Extinction: Jeffersonian Philanthropy and the American Indian (Chapel Hill: University of North Carolina Press, 1973), 111. 43 Reginald Horsman, Expansion and American Indian Policy: 1783-1812. (Michigan State University Press, 1967), 106. 42 Jefferson to Edward Carrington, Paris, January 16, 1787, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 6:58. attention to their order." 44 The inability or unwillingness to build permanent structures to memorialize the dead, in Jefferson's opinion, demonstrated a deficiency in Native American development. America was seen as a vast untouched natural resource that could be transformed into something useful given the right circumstances. The Native Americans were part of this natural landscape and Jefferson believed that they too could be "developed." This would be part of the ideal development of mankind as a whole, "this march of civilization advancing from the seacoast, passing over us like a cloud of light, increasing our knowledge and improving our condition…and where this progress will stop no one can say." 45 According to this reasoning, it was a moral imperative to civilize the Indians, not only for their sake, but to contribute to the overall progress of humanity. The means to bring about this transformation of the natives were a "civilizing" mission and the subtle use of coercive force to manipulate them into adopting a different lifestyle. The "civilizing" mission was the publically acknowledged effort to "save" the Indians from their own ignorance. It was seen as a moral duty and carried out by those who considered themselves philanthropists. Manipulation was the Jefferson administration's more secretive attempt to simultaneously divest the Indians of their lands and induce them into a static farming lifestyle. This involved taking advantage of the reliance many tribes had developed on American goods in order to create debt, which could only be relieved through the cession of tribal lands. Jefferson conveniently 44 Thomas Jefferson, "Notes on Virginia," 2:134-6. 45 Jefferson to William Ludlow, Monticello, September 6, 1824, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 16:75. combined philanthropy and hunger for land into policies governing intercourse with the Native Americans. The philanthropic push to save the Indians was partly motivated by the notion of the "vanishing Indian." Many, including Jefferson, believed that the Indians were on their way toward extinction and that "the ultimate point of rest and happiness for them is to let our settlements and theirs meet and blend together, to intermix, and become one people." 46 The only hope for the survival of the Indians, he believed, was as part of the American republic. The progress of civilization would not allow for their mode of living much longer. Jefferson argued, "I consider the business of hunting as already becoming insufficient to furnish clothing and subsistence to the Indians. The promotion of agriculture, therefore, and household manufacture, are essential in their preservation, and I am encouraged to aid and encourage it liberally." 47 The incorporation of religion into this mission was a controversial element. Many of those attempting to bring civilization to the Indians were missionaries doing so primarily through religious conversion. Jefferson and other Enlightenment thinkers argued that the Indians should be brought to civilization gradually. They believed that there was a universal progression of humanity that began with keeping domestic animals, then farming, property, the use of money, then literacy, and only after that would religious sentiment develop. 48 This conversion should begin with simple skills and only introduce Christianity once the Indians were civilized enough to understand and accept it. 46 Jefferson to Benjamin Hawkins, Washington, February 18, 1803, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 10:360. 48 Sheehan, Seeds of Extinction, 125. 47 Jefferson to Hawkins, February 18, 1803, Writings of Thomas Jefferson, 10:360. This ambivalence regarding religion likely reflects Jefferson's own interpretation of Christianity. In his own religious life, he focused on the morality taught by Christ rather than the religious dogma of the church. 49 When it came to the Indians, he thought it would be far more useful to reinforce natural morals than to import a completely alien ideology to them. Jefferson wrote, "the missionary of supernatural religion appeals to the testimony of men he never knew, and of whom the infidel he labors to convert never heard…But the missionary of natural religion can appeal at all times and everywhere, to present and immediate evidence, to the testimony of sense and intellect." 50 Because of these convictions, official government civilization efforts during Jefferson's presidency emphasized adoption of American culture rather than religion. Along with this conversion, land would inevitably be ceded to advancing white settlers as Indians became farmers and no longer needed as much land. This was almost entirely to the benefit of the United States, but Jefferson presented it to the Indians as an act of benevolence. He wrote to a Miami chief, Little Turtle, "I have…always believed it an act of friendship to our red brethren whenever they wished to sell a portion of their lands, to be ready to buy whether we wanted them or not, because the price enables them to improve the lands they retain, and…support them more plentifully." 51 On the surface, this program with the Indians was shown as an effort to incorporate the Indians into white civilization, for the mutual benefit of improving their mode of living and freeing their lands for use by American settlers. 49 Adrienne Koch, The Philosophy of Thomas, 22-23. 51 Jefferson to Little Turtle, Chief of the Miamis, Washington, December 21, 1808, Sheehan, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 16:441. 50 Thomas Jefferson, The Literary Bible quoted in Adrienne Koch, The Philosophy of Thomas Jefferson (New York: Columbia University Press, 1943), 12. In reality, the wellbeing of the Native Americans was not the highest priority for Jefferson. In a letter to Andrew Jackson in 1803, Jefferson admitted, "In keeping agents among the Indians, two objects are principally in view: 1. The preservation of peace; 2. The obtaining of lands." 52 Interaction with the Native Americans was meant to acquire their lands for use by white settlers as cheaply and peacefully as possible. And while he claimed to be "alive to the obtaining lands from the Indians by all honest and peaceable means," 53 his commitment to "honest means" did not prevent the economic manipulation of the Indians. In 1803, he instructed William Henry Harrison, governor of the Indiana territory at the time, "we shall push our trading uses, and be glad to see the good and influential individuals among them run in debt, because we observe that when these debts get beyond what the individuals can pay, they become willing to lop them off by a cession of lands." 54 Jefferson justified this kind of manipulation by his belief that the conversion of Indians into farmers was the only way to ensure their continued existence. Jefferson's willingness to allow Native Americans into U.S. society along with his fascination of their society, evident by his extensive studies, leave little doubt that he genuinely wanted to promote their wellbeing. His official policies and the way in which they were carried out also make it evident that Native American interests were never his top priority. Above all, Jeffersonian philanthropy was designed to acquire land for the United States. Reginald Horsman argues Jefferson wanted the Indians to benefit from 52 Jefferson to Andrew Jackson, Washington, Feb 16, 1803, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 10:357. 54 Jefferson to William Henry Harrison, Washington, Feb 27, 1803, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 10:370. 53 Jefferson to Jackson, Feb 16, 1803, Writings of Thomas Jefferson, 10:359. "civilization," but if they did not accept this offer, "they would be swept aside." 55 In any instance when Jefferson was forced to choose between pursuing American interests and preserving Native American interests, he chose the former. Native American resistance to his policies often challenged Jefferson's determination to keep his methods peaceful. Many Native Americans were not willing to give up their way of life to adopt Western culture, which they deemed inferior. White society was plagued with problems and even many whites who lived with the Indians adopted the native lifestyle rather than return to the European one. Another complication was the involvement of European nations in Native American affairs. Jefferson and his contemporaries believed the Indians were inherently more corruptible due to their uncivilized state. This meant that despite the separation between the Native Americans and the United States, the government had to prevent Europeans from taking advantage of this corruptibility to the detriment of American interests. Tribes that would not adopt "civilized" modes of living could not simply be ignored or compelled through military force, because they might then turn elsewhere for aid, making the fight more costly. Interaction with whites brought a significant decline in native populations to the point where some tribes were extinct or in danger of becoming extinct. The white men had also brought liquor to the Indians, which had a terrible effect. The sale of alcohol quickly became a contentious issue between natives and the government. Tribal leaders asked for legislation preventing the sale of alcohol in their territory. In 1802, Congress passed an act prohibiting the sale of alcohol to Indians. The determination of liquor 55 Reginald Horsman, 111 traders to make money from the Native Americans rendered the good intentions of the act ineffectual. The act was only enforceable to a limited extent and white frontiersmen largely disregarded it. Jefferson wanted to use the act to build a better relationship between the two societies but the almost ungovernable interaction between whites and Indians on the frontier hindered this step in the civilizing mission and gave Native Americans yet another reason to be skeptical of government efforts to help them. The uncivilized nature of the Native Americans made them easily corruptible in Thomas Jefferson's opinion. This brought about a fear that one of America's potential enemies, France, Spain or England, could use hostile tribes against the US in the event of war. To combat this, Jefferson argued, "The principles on which our conduct towards the Indians should be founded are justice and fear." 56 When the peaceful negotiations and attempts at cultivating friendship failed, something else was needed to keep the Indians from becoming a threat. The superior technology and comparative immensity of the American military filled that role. Leading up to the War of 1812, the United States and Britain were each doing their best to win over the support of powerful tribes. The Shawnee prophet Tenskwatawa and his brother Tecumseh led a pan-Indian movement and had the support of the British. Few tribes ended up allying with the United States, mainly only pro-civilization factions in the Creek and Cherokee tribes. Americans were indignant at British influence over Indian tribes, because they did not hesitate to use them against whites. During the American Revolution for example, British commander Henry Hamilton used a force 56 Jefferson to Benjamin Hawkins, Paris, August 13, 1786, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 5:390. composed of Cherokees, Chickasaws, Shawnees, and Delewares to attack Virginians. 57 Jefferson argued that Indians should not be encouraged to attack civilized people writing, "we wish not to expose them [the British] to the inhumanities of a savage enemy…we would not have our national character tarnished with such a practice." 58 Despite this noble sentiment, Jefferson was aware of the potential military use of tribes, and especially the confederacy of tribes forming around Tecumseh during the later years of his presidency. Engaging in the same kind of manipulation that he detested in the British, Jefferson wrote to his Secretary of War, Henry Dearborn, "could not [William Henry] Harrison gain over the prophet, who no doubt is a scoundrel and only needs his price?" 59 These attempts were unsuccessful though and the prophet and his brother Tecumseh ended up fighting against the United States during the War of 1812. Jefferson later told John Adams that he had left the prophet alone "till the English thought him worth corruption, and found him corruptible." 60 Clearly the corruptibility of the Indians was a convenient diplomatic tool. Tribes that accepted American influence, like "progressive" elements of the Creek and Cherokee tribes, were becoming civilized and should be respected as noble peoples. The tribes that fought against America, the nativist factions of the Creek and Cherokee as well as the Shawnee and the rest of the tribes in 57 Gregory Dowd, A Spirited Resistance: The North American Indian Struggle for Unity (Baltimore: John Hopkins University Press, 1992), 57. 59 Jefferson to Henry Dearborn, Monticello, August 12, 1807, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 11:325. 58 Jefferson to George Rogers Clark, Williamsburg, January 29, 1780, in Envisaging the West: Thomas Jefferson and the Roots of Lewis and Clark (Lincoln: University of Nebraska, 2006), http://jeffersonswest.unl.edu/archive/view_doc.php? id=jef.00021. 60 Jefferson to John Adams, Monticello, April 20, 1812, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 13:141. Tecumseh's movement, were only displaying their "savage nature." In many southern tribes, the Cherokee for example, use of "civilized" agricultural and domestic practices was common. These tribes were also the most friendly to American interests and Jefferson used them as proof of the merit of cultural conversion. 61 This also removed any blame from Jefferson or his government regarding hostile tribes and created fear that could be used to justify action against them. Jefferson's willingness to use deadly force against Indians was made clear in a letter to William Henry Harrison. Jefferson wrote, "Should any tribe be foolhardy enough to take up the hatchet at any time, the seizing the whole country of that tribe, and driving them across the Mississippi, as the only condition of peace, would be an example to others, and a furtherance of our final consolidation." 62 Jefferson's ideas about the racial equality of Native Americans were well ahead of his time. He was able to articulate them convincingly using arguments that incorporated enlightenment ideas about the order of nature and the inherent morality of man. This humanity only meant that the Native Americans had the potential to become equals of Europeans though. Their "uncivilized" ways, resulting from their circumstances in the untouched American wilderness, set them apart from the march of human advancement. In order to save them from extinction and to improve the republic at the same time, Jefferson attempted to convert them to farmers. They could then sell their extra lands for 61 Francis Paul Prucha, American Indian Policy in the Formative Years: The Indian Trade and Intercourse Acts 1790-1834. (Cambridge: Harvard University Press, 1962), 217. 62 Jefferson to William Henry Harrison, Feb 27, 1803, Writings of Thomas Jefferson, 10:371. the expanding nation. These goals were pursued with shrewd practical means in much the same way that Jefferson's diplomacy was. Obtaining lands, particularly near rivers and important trade routes was his top priority in both cases, as it was necessary to ensure the survival of the United States. Also, the idea that the plans he was proposing were of mutual benefit to both parties, which was ever present in his foreign relations, was the basis for his arguments for Indians to part with their lands. In the end, just like in diplomatic negotiations, when his efforts were persistently opposed, Jefferson threatened war by referring to it as an inevitable consequence of resistance. The philanthropic claim of Jefferson's Indian policy is certainly questionable. The basis of the idea was that the Native Americans would be improved if they could be made more like whites. This comes from an unwillingness to challenge the idea that "civilization" was progressing and that the Europeans were at the forefront of that advance. Despite Jefferson's claims regarding the equality of man, he subscribed to an elaborate philosophical system that designated the natives as inferior to their white neighbors. Taking land from the Indian tribes was articulated as an incentive to get them to farm so that they could survive in the changing world. This was merely a justification for land grabs, which were always beneficial to whites while the payments given to the tribes in return were only occasionally advantageous. Also, the reason that hunting had to be replaced with agriculture as a means of supporting the tribe was that white settlers had taken the hunting grounds, sometimes with treaties and sometimes without. The "civilizing" program was designed to allow Native American tribes to live on less land. This was almost entirely to the benefit of whites that wanted the land. It is possible that Jefferson genuinely believed that there was an inevitable march of "civilization" and that if the Native Americans were not induced to become part of it, they would become extinct. An examination of Jefferson's dealings with the Cherokee and Creek tribes, however, will demonstrate that these land cessions were part of Jefferson's larger plan for America and were motivated by a variety of factors that were not "philanthropic" for the Indians. Moral rhetoric was a convenient tool to justify his actions, but Jefferson dealt with the Native American tribes with the same adamant self-interest that was evident in all areas of his diplomacy. Disputed Land Cessions from the "Civilized" Cherokee The Cherokee were one of the larger, more important tribes with whom Jefferson negotiated in his attempts to expand the United States and "civilize" the natives. They constitute an interesting example because of the extent to which many among them had already adopted western modes of living. Another reason for their relevance is that the U.S. sought the land they occupied because it stood between American settlements. After the Louisiana Purchase, Cherokee territory was also an obstacle to expansion to the Mississippi. Jefferson's diplomacy, as well as his Indian philosophy, shaped the way he interacted with the Cherokee and instructed his agents to treat with their chiefs. He assured the Cherokees that the goals he had in mind were for their own good as well as America's, he used veiled threats, and he argued that he had a right to secure American commercial and agricultural needs. Jefferson used this pragmatic style of diplomacy, constructed to fit the specific circumstances that he encountered with the Cherokees, to obtain land from the tribe. Jefferson's philanthropy seemed to be a success among the Cherokee given the advancement of "civilization" among them and their rapidly shrinking land claims. As the tribe's resources dwindled, the government continued to push for more cessions due to the insatiable hunger of white settlers for land. The end goals of the "philanthropists" were not the same as those of the expansionists. Jefferson's philanthropy justified taking land only by arguing that it was the best way to preserve the Indians, but the destructive nature of deals made by American agents showed that the government had little regard for the Cherokee's wellbeing, and that the needs of the American nation took precedence to those of the tribe. The history of the Cherokee tribe influenced the way they responded to American attempts to obtain land in Jefferson's day. Historical traditions and a culture that traced its roots back to long before European arrival still shaped important parts of the Cherokee worldview. Anglo-Americans' ignorance of these traditions, or feigned ignorance, complicated diplomatic relations with the tribe. The pattern of interaction that had developed between Cherokees and whites since Europeans had arrived in the New World also influenced interaction. This gave the Americans a precedent for justifying violence and putting pressure on the tribe to cede lands. It made the Cherokees suspicious of treaties and American promises. The origins of the Cherokee tribe are uncertain because there are many competing theories. One creation story that was popular among the Cherokee suggests that they were created in the traditional homeland of the tribe, in what became the southeastern United States. Other stories claimed that the Cherokee migrated from great distances, possibly from Asia or South America and then fought long wars to claim the land they later occupied. Either way, the Cherokees came to inhabit a vast area of land. The earliest known information stated that the Cherokee lived in modern North and South Carolina, Kentucky, Virginia, West Virginia, Alabama, Georgia, and Tennessee. 63 Whatever the origin of the tribe, this area had been their home as long as anyone could remember, and 63 Robert Conley, The Cherokee Nation: A History, (Albuquerque: University of New Mexico Press, 2005), 5-6. was a principal part of the Cherokee identity. Whether they were created there or had conquered the land, it belonged to them collectively, as Cherokee. By the time Jefferson entered into negotiations with the tribe, there was a semblance of centralized government. Influential chiefs claimed to speak for the tribe as did a National Council. This centralization was relatively new, however, and developed mainly as a tool for dealing with European nations. At the time of European arrival, at least 80 autonomous towns composed the Cherokee "nation," each with between 200 and 250 inhabitants on average. Every town had its own peace chief who dealt with domestic and ceremonial life, as well as a war chief who handled negotiation with outsiders, trade, and war. The tribe was divided into seven clans, each constantly battling the others and fighting for political power. They carried out responsibilities that were later left to a centralized government. When the tribe later negotiated with the United States, Indian agents chose small groups of chiefs whom they assumed to be representative of the entire tribe. Because of the decentralized nature of the tribal leadership, left over from the earlier, traditional system, the Cherokee people often contested the notion that a few chiefs represented the entire Cherokee tribe, which complicated negotiations. 64 Belonging within the clans was matrilineal, as were many things in Cherokee society. In their traditional towns, before European influence, women had their own councils and wielded political power along with the men. 65 Women were also providers, since agriculture was strictly a female occupation, except for certain male captives who were ritually adopted to replace dead women. This matriarchal society was very shocking to Europeans and was one of things that they attempted to change when they later 64 Robert Conley, The Cherokee Nation, 6. 65 Robert Conley, The Cherokee Nation, 7. "civilized" the Indians. The established gender roles within the tribe persisted throughout early contact, however, as they were the "most profound social distinction" among the Cherokees. 66 According to the Cherokee worldview, maintaining balance and order was very important. Every being had a proper place within the order of the universe. This reinforced things like tribal leadership, clan belonging and gender roles. Religious ritual was an essential part of preserving balance. Cherokees believed that a number of ceremonies performed throughout the year brought spiritual favor to the tribe. As Americans later tried to "civilize" and Christianize the Cherokees, they viewed these rituals as an obstacle to the progress they hoped to make. The centrality of these rituals to maintaining balance, and therefore to Cherokee identity, drove a wedge between the two societies. One of the most important ceremonies was the Green Corn Ceremony. Cherokee believed a plentiful harvest was the gift of the Corn Woman, the spiritual mother of the Cherokee. The Green Corn Ceremony thanked her for this harvest. According to tradition, the Corn Woman told the Cherokee, "If you forget to think of me,…but make use of me without remembering my words, I will fling among you The Desolator!" 67 One of the American agents to the Cherokee, Return J. Meigs, noticed, to his disappointment, that this ceremony was still religiously observed during a visit to the Cherokees in 1801. He wrote, "In dancing their motions are slow, decent, graceful, & regular…hardly a smile to be seen on their faces. The appearance suggests the Idea of a 66 Gregory Dowd, A Spirited Resistance, 8. 67 John Payne, "Papers concerning the Cherokee Indians," (1789-1839), I, 28-31, quoted in Gregory Dowd, A Spirited Resistance, 8. religious dance." 68 This and many other aspects of traditional Cherokee culture survived contact with Europeans and Americans and even attempts at "civilizing" the tribe. Agriculture, which Jefferson believed inextricably connected to "civilization," was part of Cherokee society long before his civilizing mission. The tribe principally supported itself through farming and hunting. The men hunted and the women grew corn, squash, pumpkins, beans and harvested wild berries, nuts, and mushrooms. 69 Their interest in farming made the Cherokees open to improved techniques and farming equipment introduced to them by the Americans. By the mid-18 th century, the Cherokee had adopted many aspects of European life. Commercial hunting with guns had replaced subsistence hunting with traditional weapons; Cherokee abandoned traditional crafting methods for new technological ones and kept domestic farm animals. Their economy depended on trade with the Europeans as hunters began to focus on pelts rather than food. Elites even held slaves and experimented with the plantation system. 70 Meigs noticed that slaveholders among the Cherokee were "in favor of improvements and have very much thrown off the savage manners and habits of their ancestors." 71 Americans encouraged these practices, believing they would lead to civilization. Ironically, the Cherokee religious tradition, which the agents tried to suppress, was one of the things that made even the conservative members of the tribe open to improvement of the agricultural system. Ceremonies like the Green Corn Ceremony were given to the tribe as gifts by outside forces to help with farming. New technology 68 Return Meigs, quoted in Gregory Dowd, A Spirited Resistance, 173. 70 Gregory Dowd, A Spirited Resistance, 153. 69 Robert Conley, The Cherokee Nation, 11. 71 Meigs to Dearborn, Southwest Point, July 27, 1805, quoted in Gregory Dowd, A Spirited Resistance, 160. brought by Europeans could be viewed in a similar light, as gifts given to help the Cherokee people. 72 In a subtle act of manipulation, Americans were even able to shift some of the agricultural duties onto the men of the tribes. They accomplished this through the introduction of household arts to Cherokee women. Women adopted spinning, and weaving so agriculture was therefore increasingly left to the braves. 73 Jefferson and his contemporaries believed that the Cherokee had made great strides toward civilization, and that this was the result of their philanthropic efforts. While many eastern Native American tribes farmed, the Cherokee were very receptive to American technological advancements and in some cases changed their society to incorporate those advancements. One example was the successful transference of agriculture to the men in society through the introduction of spinning and weaving among the women. The provisions of treaties for land cessions provided some of the most compelling evidence of the "progress" of the tribe. In one treaty, signed in 1791, the Cherokee secured the promise of farming implements from the U.S. in addition to money in exchange for land. The fact the Indians themselves actively sought the agricultural advancement that the "philanthropists" wanted to provide encouraged them of the possibility of success. The Cherokee even reminded government officials on a visit to Philadelphia shortly after the signing of the treaty, "the treaty mentions ploughs, hoes, cattle, and other things for a farm, this is what we want, game is going fast away among us." 74 Also, when passing through the Cherokee territory in 1796, Benjamin Hawkins 72 Gregory Dowd, A Spirited Resistance, 9. 74 Bloody Fellow to Secretary of War, American State Papers, Indian Affairs, vol. 1, 205. 73 Bernard Sheehan, Seeds of Extinction, 166. noticed the Indians raised and sold cattle to whites, planted cotton and even fenced some of their fields, orchards and livestock. 75 This early acceptance of European technology and practices, relative to other tribes, made the Cherokee one of the more receptive tribes to Thomas Jefferson's "civilization" program. It also made him optimistic about the potential success of this mission. An examination of the pressure put on the tribe to obtain land demonstrates the hollowness of Jefferson's claim that American demands for land cessions aimed at encouraging Cherokee adoption of agricultural practices. The Cherokee were already adept at farming. But they were not exempt from the philanthropic loss of lands and, in fact, may have experienced greater pressure to cede lands than less "civilized" tribes. Jefferson's belief that eventually the tribe would be absorbed into American society may also have been a factor in pursuing Cherokee land, but this was not a conclusion that the Cherokee accepted. Even the accommodationists among the Cherokee simply wanted assistance with the economic development of the tribe. According to Meigs, in 1805, it was still a widespread belief among the Cherokee that Indians were not created in the same way or by the same Great Spirit as the whites. He wrote that they believed, "they are not derived from the same stock as the whites, that they are favorites of the Great Spirit, & that he never intended this people to live the laborious lives of the whites." 76 These views undermined Jefferson's agenda and presented an ideological obstacle to any attempts at "civilization" that sought to promote change on a fundamental societal level. 75 Anthony Wallace, Jefferson and the Indians, 287. 76 Meigs to Hawkins, Southwest Point, February 13, 1805, quoted in Dowd, A Spirited Resistance, 175. In 1800, just before the start of Thomas Jefferson's first term as president, only 43,000 square miles remained of the Cherokee tribe's territory, a miniscule fraction of the lands occupied before European arrival. Chiefs whose leadership was no longer recognized bore responsibility for the cession of many of these lands. The remaining lands were located in what are today northern Georgia, Alabama and eastern Tennessee. As the U.S. expanded westward and acquired the Louisiana territory, the Cherokee had white settlers on both their eastern and western borders and faced pressure for roads connecting the two through Tennessee. By this time, in addition to traditional agriculture, the Cherokees had started growing peaches and potatoes and keeping bees. The lowland towns in the South were the most "civilized," with a large number of influential whites and Cherokees with mixed blood living in them. The upper towns in the north maintained a more conservative way of life. 77 This schism between north and south provided a convenient opening for land hungry Americans to exploit in their diplomatic dealings with the Cherokees. The actual negotiations and treaties that occurred between the United States and the Cherokee tribes were fairly straightforward. The United States sought lands for settlers, roads connecting towns for trade and communication, and the use of rivers for commercial purposes. In principle, these were the same goals that drove Jefferson's diplomacy. Also like his diplomacy, Jefferson intended for these negotiations to secure American interests without costly wars and articulated his arguments in his idealistic, moral rhetoric, in order to preserve the reputation of the United States. Notions of 77 Robert Conley, The Cherokee Nation, 81. "civilization" did complicate this process, however, and make it unique. The ambiguity of tribal authority gave Indian agents the opportunity to find the chiefs most receptive to their aims and then act as if those chiefs represented the tribe. The limited resources of the Cherokee, economically as well as militarily, also allowed Jefferson to treat with them with less fear of a military backlash than a powerful nation like Britain. Indian agents were responsible for carrying out the actual interactions with the Indians. Under Jefferson's administration, these agents answered to Henry Dearborn, the secretary of war. Jefferson described Dearborn as a man "whose qualification and standing have possessed [him] of the public confidence, and whose wisdom may ensure our fellow-citizens the advantages they sanguinely expect." 78 He believed that Dearborn was a man who would do what was in the best interest of the republic. Dearborn instructed the agents on behalf of the president and sometimes amended instructions in response to requests from Jefferson himself. The secretary of war carried out Jefferson's wishes in Indian policy. The instructions Henry Dearborn gave to commissioners appointed to treat with the Cherokees in 1801 display the clear-cut, practical aims of the administration. Dearborn laid out a list of objectives including obtaining lands in Northern Tennessee and securing permission to build a road across Cherokee territory. In these instructions, Dearborn wrote, "It is of importance that the Indian nations generally within the United States should be convinced of the certainty in which they may, at all times, rely on the friendship of the United States, and that the president will never abandon them… while 78 Thomas Jefferson to Lieutenant Henry Dearborn, Washington, February 18, 1801, in The Writings of Thomas Jefferson, ed. Albert Ellery Bergh (Washington: Thomas Jefferson Memorial Association, 1905), 10:204. their conduct shall be peaceable, honest, and fair." 79 This rhetoric of peaceful intentions and desire for friendship is the same that appeared repeatedly in Jefferson's diplomatic dealings with European nations. He presented the same qualification as well. The United States would be friendly with the Cherokee as long as they remained "peaceful, honest, and fair." This implied that if Jefferson were to pursue military action against the tribe, he could appear to be doing so reluctantly, and only because the Indians had forced his hand. This was exactly the same tactic he used when negotiating for New Orleans in the following years. An amendment to Dearborn's instructions sent a few days later showed the subtlety and timing with which Jefferson pursued land cessions from the Cherokee. Dearborn explained that since there was a misunderstanding about the boundary between the Cherokees and the whites, "it is evident that the Cherokee have testified much dissatisfaction on hearing that the government were about to request them to cede more land." Because of this, the president had instructed that the commissioners only negotiate for the road that was to go through Cherokee lands. 80 In only pursuing this objective, Jefferson was prioritizing the military and economic benefit of the road above the marginal advantage of gaining more land for settlers. This also exemplifies the prudent application of pressure on a diplomatic opponent, which Jefferson was very skilled at. He knew when to adamantly push his interests with unilateral demands and when to hold off and peacefully negotiate for smaller objectives. Dearborn thus instructed the 79 Henry Dearborn, to William R. Davie, James Wilkinson, and Benjamin Hawkins, Washington, June 24, 1801, American State Papers, Indian Affairs, vol. 1, 64950. 80 Henry Dearborn to William R. Davie, James Wilkinson, and Benjamin Hawkins, Washington, July 3, 1801, American State Papers, Indian Affairs, vol. 1, 650. commissioners to, "State none of [the desires of the government] in the tone of demands, but, in the first instance, merely mention them as propositions…their assent to which the Government would consider as new testimonials of their friendship." 81 Jefferson presented this to Congress as evidence that he respected the rights of the Cherokee. The commission sent to the Cherokees delivered a speech explaining the president's desires to the chiefs of the Cherokees on September 4, 1801. The commissioners presented the need for the road using ideas similar to the assertion of "natural rights," but without using those words. They explained that current roads were, "narrow and obstructed by fallen timber, with rivers and creeks, which prevent them from pursuing their lawful business." This could be seen as protecting the American right to commerce and to freely trade between the distant settlements. They did not use the term "natural rights" because of the assumed lack of civilization of the Cherokee. Instead, the "father," the president, was trying to accommodate the needs of both his red children and his white children. The commissioners explained that this road would be of mutual benefit to the Cherokee. The request "is intended not to extinguish your rights, but to give value to your land, and make it immediately productive to you." 82 After hearing these arguments from the Agents, Doublehead responded on behalf of the Cherokees. He began by saying, "it seems…that means have been provided, to take care of the red people; and the present President, it seems, cherishes the same good wish towards us…we hope his good disposition towards us will continue, that our 81 Instructions to William R. Davie, James Wilkinson, and Benjamin Hawkins, Washington, 1801, American State Papers, Indian Affairs, vol. 1, 656. 82 "Speech of the commissioners of the United States to the chiefs of the Cherokees, assembled at Southwest Point, September 4, 1801," American State Papers, Indian Affairs, vol. 1, 656-7. children will live in peace." 83 He accepted Jefferson's claim that he desired peace and wellbeing for the Cherokee, and used the same diplomatic tactic in return, claiming that the Cherokee also only wanted peace. He established his authority to treat with the United States, claiming, "in behalf of my nation, I am authorized to speak with you." By acknowledging that his authority came from his tribe, he assumed the same role as any European diplomat addressing the United States, and claimed the ability to make binding agreements for his people. He rejected the request to make roads, arguing that it would encourage more white settlers and would bring extra traffic through Cherokee territory. He then used Jefferson's own tactic and once again assured the commissioners of his nation's friendly intentions, "We mean to hold fast the peace which is subsisting between you and us; to preserve this, we hope you will not make roads through our country." In an act of pragmatism similar to Jefferson's customary veiled threats, Doublehead made it clear that the United States would be breaking its own agreement by building these roads and that he would remain peaceful and give them no pretext to use force to do so. In his speech, Doublehead also used paternal rhetoric, referring to Jefferson as the father and to his tribe as the children, showing the effectiveness of this tactic. In this case, as with most diplomatic situations with European nations, the argument that America needed to do something to preserve its economic interests and natural right was not enough to convince the Indians to yield something of value. That these arguments were used and that the Cherokee were able to refuse the proposition shows the extent to which this was in fact a diplomatic interaction despite the hegemonic American ideas of "civilization" and the paternal rhetoric. 83 Doublehead to Commissioners of the United States, Southwest Point, September 5, 1801, American State Papers, Indian Affairs, vol. 1, 657. With the acquisition of the Louisiana Territory in 1803, Thomas Jefferson set his sights on the Mississippi. His determination to hasten the nation's westward advance resulted in increased pressure on the Cherokees to cede lands. In early 1803, Dearborn once more attempted to gain Cherokee permission for a road through their territory, and faced defeat once again. 84 Dearborn then instructed his agent, Return J. Meigs, to win over some of the influential chiefs by bribery. 85 After this, interactions between the Cherokee and the U.S. government went more smoothly, and the tribe agreed to the road later that year. In 1805, Meigs returned to the Cherokee with the mission of acquiring the land north of the Tennessee River, which would allow the unification of eastern and middle Tennessee. The diplomatic parties signed two treaties in Tellico on the 25 th and 27 th of October, 1805. The treaties ceded more land to the United States and allowed for the building of several roads through Cherokee land. 86 These two cessions combined with another in the previous year ceded 8,000 square miles of Cherokee territory. Increased pressure to obtain these lands led to a change in tactics of negotiation. This time Meigs threatened to withhold annuities to the tribe unless they agreed to the cession. 87 He continued to use the rhetoric of maintaining peace and helping neighbors. The treaty itself claimed, "the Cherokees, being possessed of a spirit of conciliation, and seeing that this tract is designed for public purposes…cede to the United States said section of 84 Reginald Horsman, Expansion and American Indian Policy, 125. 86 Articles of a Treaty between the United States of America and the undersigned chiefs and headmen of the Cherokee nation, October 25, 1805, American State Papers, Indian Affairs, vol. 1, 697-8. 85 Dearborn to Meigs, May 30, 1803, Washington, quoted in Horsman, Expansion and American Indian Policy, 125. 87 Dowd, A Spirited Resistance, 161. land." 88 Doublehead explained the need to agree to the treaty to the other chiefs, saying, "we think that…we shall agree to the request of our Father, at least in part…the Agent had informed us that he could not be Justified in continuing the presents of wheels, cards, and implements of husbandry…as he had done before." 89 Doublehead was convinced that the sale of the land was necessary because of these threats and informed Meigs of this. Meigs then wrote to another commissioner, "They appear convinced that it will not do to put off the business. They are assured from every quarter that the white people are irritated at their refusal to comply." In this case the strong-arm tactics worked in forcing easily influenced chiefs like Doublehead to agree to the treaty. In return for this cession, the United States gave the tribe additional annuities and reserved some lands for the private use of Doublehead and Toluntuskee, two of the chiefs who signed the treaty. Doublehead emerged as the leader of a faction of Cherokees friendly to the United States, and ceded lands on behalf of the tribe. During this time, the Indian agents continued using the same kinds of arguments justifying the necessity of the land cessions, namely that they mutually benefitted the United States and the Cherokees, and that they proved the good faith and peaceful intentions of the natives. After another cession of land in January 1806, Jefferson awarded Doublehead one thousand dollars, "in consideration of his active influence in forwarding the views of Government, in the arts of civilization among the Cherokee Nation." 90 Even when it came to bribery, Jefferson 88 "Treaty between the United States and the chiefs of the Cherokees," American State Papers, Indian Affairs, vol. 1, 698. 90 Dearborn to Meigs, January 8, 1806, Washington, quoted in Horsman, Expansion and American Indian Policy, 128. 89 Doublehead to Black Fox, August 9, 1805, quoted in William McLoughlin, Cherokee Renascence in the New Republic, (Princeton: Princeton University Press, 1986), 103. continued to argue that he was helping the Cherokee people. He articulated Doublehead's actions as those of an enlightened individual acting for the benefit of his less civilized brethren. Now that the United States had the opportunity to expand to the Mississippi, Jefferson had more incentive to push the Cherokee off of their land and remove them as an obstacle to the march of civilization. This added motivation led Jefferson to use more aggressive tactics with the tribe. Doublehead was recognized as a legitimate leader of the Cherokee tribe earlier in his life. During the Revolutionary War, he was among the leaders of the Chickamauga faction of the Cherokees, aiding the British and resisting American influence. 91 He fell out of favor because of his willingness to give in to American demands during the later portion of Jefferson's presidency. It may be that he began to agree with Jefferson's argument that the "civilization" and incorporation of native society by the United States was inevitable. Also, with the mounting government pressure for Indian removal, and threats of annuities being withheld, he had little choice. It is also important to note the increasing factionalism within the Cherokee tribe at the time. What to do about land cessions and "civilization" was a highly contentious issue on which the tribe was deeply divided. In 1806, a Cherokee embassy to Washington learned of the "gifts" that the government had given Doublehead. The more conservative upper towns immediately declared that land grants made by Doublehead were invalid because he did not have the authority to make them, or to accept the gifts. 92 The councils of the upper towns informed Jefferson that Doublehead and his party did not have their support. James Vann 91 Conley, The Cherokee Nation, 67. 92 Gregory Dowd, A Spirited Resistance, 160. was an influential chief in the upper towns and emerged as one of the leaders of the new This new faction led by Vann had the support of faction. Vann declared that future cessions would only be valid if they were done under the authority of the National Council. 93 much of the upper towns, but they by no means had the entire tribe behind them. Doublehead, Toluntuskee, Black Fox and other chiefs still led the opposing faction and had support from their respective towns. An internal conflict within the Cherokee tribe ensued. The U.S. government was certainly aware that Doublehead did not speak for the entire tribe, and had heard James Vann's arguments against accepting future cessions from Doublehead. The issue at stake here was the authority of an individual to make binding contracts on behalf of the nation. Jefferson's based his rationale in holding the entire Cherokee tribe accountable for the deals of Doublehead on his idea that agreements made between leaders represented contracts not only between the leaders themselves but also between their respective nations. This was the same argument he used to hold the French Republic to treaties that Louis XVI signed with the United States. 94 The problem was that with the Cherokee, no chief could speak for the entire nation at this time. The authority was decentralized because of the large number of chiefs left over from earlier structure of the tribal government, and even within the centralized council, there was no consensus. Jefferson took advantage of this decentralization by selecting the most favorable faction and treating with it. It was apparent that neither Doublehead nor Vann had the unanimous support of the tribe. Jefferson did as he always did in diplomacy and acted in 93 Gregory Dowd, A Spirited Resistance, 162. 94 Thomas Jefferson, "Secretary of State Thomas Jefferson Defends the Treaty with France, 1793," in Major Problems in American Foreign Relations, vol. 1, ed. Dennis Merrill (Boston: Houghton Mifflin, 2005), 57. the way that he expected to produce the best practical results. After Doublehead was assassinated, Jefferson could not continue to deal with his faction. Doublehead's opponents went to Washington, declared that they had deposed Black Fox and Toluntuskee and all of Doublehead's other supporters. They claimed the support of all of the Cherokee towns and used "philanthropy" to support their argument. They said, "Father those men that wants to move…throw away the plow and pick up the gun and also throw away the wimmin Spinning wheles." 95 Jefferson had secured many of the lands that he wanted, and these chiefs had the support of much of the nation. They also promised to allow continuance of the "civilizing" mission, so he acknowledged their leadership. Many among the Cherokee nation eagerly adopted aspects of American culture, particularly technological innovations. Jefferson and his administration viewed these things favorably and believed that the Cherokee were progressing towards "civilization." Their optimism in these efforts was not entirely justified, as many fought to preserve the old way of life and even among the most progressive Cherokees, few desired total assimilation into white society. Jefferson ignored these complications and used the tribe as an example of the potential success of the "civilizing" mission. If the motivation for Jefferson trying to take their land truly was the "philanthropic" service of "civilizing" the tribe, then one might expect less pressure on the already fairly "civilized" Cherokees than the more savage tribes. If Jefferson meant to force savages to turn to farming by taking land, it was unnecessary to do so with a tribe that had already adopted modern agriculture 95 John Walker, John Meentush, Ridge, to the President, Washington, D.C., January 5, 1809, quoted in Dowd, A Spirited Resistance, 164. to the extent that the Cherokee had. The reality was the opposite, almost immediately after each treaty ceding land, agents went to negotiate for more. 96 Jefferson was unrelenting in his efforts. Dearborn justified the intense pressure on the Cherokees explaining that as the U.S. took more land, the Cherokee "will be enabled to make still greater progress in the useful arts and will more and more rely on Agriculture and domestic manufactories for their support and of course become a happier people." 97 In this case it is clear that Jefferson's priority was obtaining land for the benefit of the United States. There was no reason to apply intense pressure with such urgency if "civilization" of the Indians was the principal goal. The rhetoric of philanthropy was a useful tool in negotiating with the Cherokee because it reassured them that the government was looking out for their interests too. Jefferson warned the Cherokee in the same manner that he warned European nations. He claimed that he desired peace above all but if his people's rights could only be protected with force then he would use force. He used whatever moral, idealistic argument suited his needs. In the case of the Cherokee this was mainly the idea of philanthropy, but in the end, his goal had little to do with the Cherokee at all. He simply wanted to gain land and protect American commercial and military interests, and philanthropy was a convenient excuse. 96 Robert Conley, The Cherokee Nation, 82. 97 Dearborn to Meigs, April 23, 1804, quoted in Horsman, Expansion and American Indian Policy, 126. The Temporary Success of "Civilizing" the Creeks Just to the South of the Cherokee's territory was another powerful Indian nation: the Creeks. The Creeks were a diverse people made up of a variety of tribes that joined together over time and developed a shared cultural identity. Like the Cherokees, the Creeks were pressured for and agreed to several land cessions under Jefferson's direction. The Creek's territory bordered American settlements on the east, and after the Louisiana Purchase, on the west as well. This made the land increasingly valuable for American expansion. Much of the Creek land was within the borders of Georgia, and pressure from the state led Jefferson to pursue these cessions more adamantly than he otherwise may have. "Civilization" of the tribe was wrapped up in the cessions, with farming implements and education being offered as part of the payment for cessions but it was mostly used as a convenient tool to take advantage of the tribe. The agent for the tribe created a central tribal government to help the Creeks be more like a "modern" nation. This government facilitated land cessions because many of the chiefs were proponents of the "civilization" program. With this tribe, Jefferson operated with the same motives and using the same tactics as he did in other areas of diplomacy. He sought expansion and the protection of American economic interests. In order to obtain these things, he treated with the Creeks to gain lands both for use by white settlers and for the natural resources on the land. In negotiations, he emphasized the idea that the United States was morally justified in seeking these lands because they were helping to "civilize" their inhabitants. He also continued to make the argument that he only wanted peace between the nations and what he was doing was for the good of them both. When the Europeans arrived in the new world, the Creeks inhabited modern Alabama and Georgia. Their territory bordered the Cherokee lands in the North, the Chickasaws and Choctaws in the West, and later the English colonies on the East and the Spanish in the South. At this time the confederacy was made up of fifty to eighty towns with a total population estimated between eleven and twenty-four thousand. 98 Creek territory was divided into two separate regions, the upper towns along the Coosa and Tallapoosa rivers and the lower towns along the Flint and Chattahoochee. The confederacy was made up of various tribes that were initially only loosely associated but in times of crisis or war, they came together. The confederate nature of the Creeks led to a unique experience when dealing with the early European colonization. Creeks often annexed tribes they conquered in war, but after European contact they began also to absorb refugees from white settlers, like the Natchez tribe, which was almost wiped out in fighting with the French. The Euchee people in the Tennessee River Valley joined the confederacy after being crowded out of their homeland by the English. Small groups of refugees, many of them Shawnee, came to settle in Creek lands as well. 99 This gave the tribe an especially diverse makeup and also meant that they had a wealth of firsthand experience of the destructive possibility inherent in European colonization. Agriculture was an important part of Creek life, even before the Europeans, just as it was with the Cherokee. Each family had a small garden in front of their home where they grew corn, beans and tobacco, but there was also a large field for each town where 98 Angie Debo, The Road to Disappearance, (Norman: University of Oklahoma Press, 1941), 3. 99 Debo, The Road to Disappearance, 5. the people farmed together. The people of each town all contributed and worked together to plant on this field and later to harvest the crops. This was central to the communal identity of the Creek Indians and helped form a spirit of unity in each town. When the crops were harvested, each family had its own storehouse, but there was also a public storehouse that kept food for public needs. In this way, the land itself was one of the things holding the Creeks together. Hunting also contributed to town identity, since each town had its own hunting areas, which other towns were not allowed to use. Hunting was also part of the communal identity of the Creeks because it was done in groups and often took place before a community celebration or feast. 100 The Creek confederacy had a centralized government similar to that which was later adopted by the Cherokee. Creek towns were either white towns or red towns, and matters of importance to the whole tribe were decided at councils in the leading white or red towns. White towns were used for internal affairs, making peace, and adopting new tribes into the confederacy. Red towns held councils declaring war, conducting foreign relations and diplomacy, and planning military action. It was rare that all of the towns were represented at these councils, but towns that were not included often provided input via messengers. The influence of each chief depended on the prestige of his town, and sometimes chiefs of important towns were allowed to speak for their entire region. Decisions were made by the most important chiefs, but the opinions of all of the chiefs and of the Creek people in general were taken into account. 101 The structure of this early form of government was conducive to diplomacy with Europeans and later America because there was a precedent for one chief or a small group of chiefs to make decisions 100 Debo, The Road to Disappearance, 21. 101 Debo, The Road to Disappearance, 8. for the nation. This also shows that the desires of the tribe as a whole were important in making decisions, but ultimately the chiefs on the council spoke for the tribe. In Creek society, the opinion of the majority was generally respected, but force was not used to compel dissenting towns to comply with decisions, so town councils were more of a forum for debate than anything else. 102 In cases of intense disagreement between factions, they did not confront each other openly at councils. During a conflict, one side would simply not come to the council. This tradition continued even after the advent of the National Council when, during the time Hawkins pressured the council for land cessions, those opposing the sales refused to attend. 103 Ritual ceremonies were a major part of what it meant to be Creek. Other tribes that the Creeks absorbed adopted the Creek ceremonies in one form or another. Just like the Cherokee, the most important Creek celebration was for the corn harvest, and it was called the "busk." A Creek described this ceremony to Benjamin Hawkins around 1790, saying, "It is our opinion that the origin of the Boosketau [busk] and our physics proceeds from the goodness of [the Master of Breath]; that he communicated them in old times to the red people, and impressed it on them to follow and adhere to them, and they would be of service to them." 104 During the observance, the inhabitants of the town danced together to display their shared experience and their relationship to nature. The ceremony also marked the Creek new year when crimes were forgiven, marriages and divorces 102 Claudio Saunt, A New Order of Things: Property, Power, and the Transformation of the Creek Indians, 1733-1816, (Cambridge: Cambridge University Press, 1999), 26-27. 104 Benjamin Hawkins, "A Sketch of Creek Country," quoted in Gregory Dowd, A Spirited Resistance: The North American Indian Struggle for Unity, 1745-1815, (Baltimore: Johns Hopkins University Press, 1992), 8. 103 Ethridge, Creek Country, 108. addressed and other business taken care of. This ceremony showed the importance of agriculture to Creek communal identity, as well as their deep, religious connection with the land. 105 It also showed that the mythological origins of things like the corn ceremony were instances of the tribe being helped by some powerful outside force and may have made some more open to the innovations brought by the Europeans. The busk was of such importance to the Creeks that even in times of war, as when they were aiding the British during the American Revolution, the Creeks put aside all other business and attended the ceremony. 106 The Creeks had extensive relations with Europeans once they established a foothold in the south, something that shaped how they would go on to interact with the United States. The central location of the Creeks between the different colonizers gave them the opportunity to trade with whomever they wanted, but also meant that they experienced pressure for their lands on all sides. The Creeks interacted with the Spanish in Florida both diplomatically and through trade from the time they founded Pensacola in 1698. When the French settled in modern Alabama in 1702, the Creeks allowed them to establish a fort in Creek country, and both peoples agreed upon rules governing trade and other interactions. The English, settled in Charleston in 1670, were the main influence on the tribe. This was in part an economic decision by the Creeks, since the English paid more for Creek goods and charged less for European goods than their competitors. When English traders first arrived among the Creeks, they provided them with guns to use against enemy tribes that had already acquired them. The English also brought new and intriguing goods to the Indians, like bells and brightly colored cloths, which they had 105 Debo, The Road to Disappearance, 22. 106 Dowd, A Spirited Resistance, 62. never seen before. The Spanish by comparison were not focused on trade and had few guns they were willing to part with. 107 The Creeks and English mutually benefitted from this relationship. The Spanish tried to prevent the English from trading with the Creeks, but the Creeks hid English traders from Spanish soldiers and continued to trade. 108 French, Spanish and English visitors to Creek country were all accorded the same courtesies, the Creeks remained more or less neutral with them all, but the English were most willing to adopt the Creek custom of gift giving and participating in formal Creek town meetings. 109 In this way, an early partnership developed between the Creeks and English traders. The changing landscape of the American continent through the 18 th century affected the relationship of the Creeks and the Europeans. After 1763, following the French and Indian war, the English were the strongest remaining power in the region. They dominated commerce and left the Creeks with little alternative to trading with them almost exclusively. The tribe actively participated in the American Revolution on the side of the British. They raided American settlements and attacked along the frontiers. 110 After the war, feelings of hostility remained between the newly formed United States and the Creeks, who had not been considered in peace negotiations. Georgians attempted to use a Creek chief who had been friendly to their cause during the war to cede lands on behalf of the tribe in 1783. A council of Creeks denounced the cession, but when it was 107 Kathryn E. Holland Braund, Deerskins and Duffels: The Creek Indian Trade with Anglo-America, 1685-1815, (Lincoln: University of Nebraska Press, 1993), 28. 109 108 Braund, Deerskins and Duffels, 29. Braund, Deerskins and Duffels, 30-31. 110 Debo, The Road to Disappearance, 37-8. made anyway, they burned down the renegade chief's house and destroyed his cattle. 111 The infuriated chiefs even went so far as to seek the assistance of the Spanish, signing a treaty that placed the tribe under Spanish protection in 1784. 112 Jefferson and many other Euro-Americans treating with the Native Americans later used the same tactic that Georgia had used, with other tribes, finding sympathetic chiefs to cede land on behalf of the tribe, but in this instance, the Creeks did not tolerate it. In addition to allying with the Spanish, Alexander McGillivray, a half-white, western educated chief, convinced Spain to allow the tribe to also trade with the British. He argued that, "the formidable Indian Confederacy of the late war against the Americans must always be a great check on the States in preventing their ambitious designs of possessing themselves of all the Western Countrys." 113 This displays the diplomatic proficiency of tribal leaders in gaining European support against a common threat. Eventually a group of Creek chiefs came to an understanding with the United States and signed a treaty in New York in 1790, which ceded some of the land in question but also provided for an annuity for the Creeks and aided in "civilization." Shortly afterwards, some of the tribe denounced this treaty, and loyalty split within the tribe between chiefs loyal to the United States and those who still opposed it. 114 The Creeks lost the aid of their English allies after Jay's Treaty in 1794, and they lost their Spanish friends after the Treaty of San Lorenzo the following year. 111 Debo, The Road to Disappearance, 40. 113 McGillivray to O'Neil, Little Tallassee, January 1, 1784, Dowd, A Spirited Resistance, 94. 112 Reginald Horsman, Expansion and American Indian Policy, 28. 114 Debo, The Road to Disappearance, 54. With these treaties, the U.S. gained the lands surrounding the Creek confederacy and American influence quickly replaced the vacuum left by the Spanish and English. 115 The emphasis on "civilization" as an essential part of interaction between Americans and Creeks illustrates Jefferson's tendency to defend his diplomacy with moral arguments. He used his concept of philanthropy to justify attempted acculturation of this tribe. When Jefferson, and Dearborn and others praised the progress of "civilization" among the tribe, they were essentially making the argument that whatever they were doing was justified, because they were saving the Creeks from their eventual destruction. This was a different moral argument than Jefferson used to justify his conduct when negotiating with a nation like France, for example, but the presence of an underlying philosophical basis for his diplomacy shows continuity between dealing with the Creeks and with other nations. The main agents of "civilization" to the Creeks prior to Jefferson's program were the English traders who lived among them. These traders integrated themselves into Creek and often took Creek wives. The traders benefited immensely from this interaction and quickly became wealthy. On the eve of Jefferson's presidency, traders among the Creeks had dozens of cattle, horses, and slaves and grew cotton in plantation systems. Elite Creeks emulated this lifestyle, keeping slaves of their own and experimenting with the plantation lifestyle. 116 These "elites" tended to be the mixed-blood Creeks and many of them were so "progressive" that they could barely be distinguished from white settlers living on the fringes of Creek territory. They abandoned the matrilineal household for 115 Dowd, A Spirited Resistance, 116. 116 Anthony Wallace, Jefferson and the Indians, 188. 62 the western "nuclear" family, took European sounding names, and undermined communal land ownership by claiming the best lands for themselves. 117 The presence of traders also changed the leadership of the tribe following the American Revolution. Many important leaders were killed during the conflict and the men who rose to take their places were half-Creek sons of white traders. These individuals were suited to deal with the increasingly important interactions with Anglo-Americans because they had grown up in Creek society but often had more European educations. They were literate, spoke 118 English, and whites were more willing to treat with them. As the American agent to the Creeks, Benjamin Hawkins led the first federally supported mission to "civilize" the confederacy. Hawkins was a devoted Indian agent who did his best to help the Creeks while also carrying out his orders to support pro-U.S. factions and promote land cessions. He was criticized by land hungry southerners for not gaining land quickly enough. They accused him of undue sympathies for the natives, but he always had Thomas Jefferson's support. Henry Dearborn was pleased and optimistic about Hawkins's progress in civilizing the Creeks. He said, "The progress made in the introduction of the arts of civilization among the Creeks must be highly pleasing to every benevolent mind, and in my mind…may ultimately destroy all distinctions between what are called Savages and civilized people." 119 Just like the Cherokees, the Creeks were one of the tribes that were held up as and example of the success of philanthropy and "civilization" by their proponents. 117 Braund, Deerskins and Duffels, 184. 119 Dearborn to Benjamin Hawkins, May 24, 1803, quoted in Francis Prucha, American Indian Policy in the Formative Years: The Indian Trade and Intercourse Acts 1790-1834, (Cambridge: Harvard University Press, 1962), 216-17. 118 Braund, Deerskins and Duffels, 170. Hawkins advocated for the Creeks to abandon hunting, fence their fields, and acquire the skills for domestic industry. Domestic industry provided an opening for change since this would involve introducing new pursuits specifically for native women. Hawkins found women willing to adopt western household pursuits, like spinning and weaving, and used them to subtly undermine Creek society. 120 The value of these new activities was immediately evident as clothing produced this way was much easier and more plentiful than skins obtained by hunting. Hawkins described male feelings on this matter, writing, "The chiefs, who were apprehensive at first, that if their women could clothe and feed themselves by their own exertions, they would become independent of the degraded state of connexion between them, have had proofs that the link is more firm in proportion, as the women are more useful, and occupied in domestic concerns." 121 Since women were the traditional keepers of the family garden plots and played an active part in the communal farming, these new duties left an increasing share of the agriculture to the men of the tribe. Through this transition, the Creeks realized that these new activities were less labor intensive and more stable than their previous reliance on hunting, especially with the shrinking hunting grounds resulting from land cessions. Hawkins also encouraged this shift by introducing sheep and plows to Creek society. 122 The effort to promote keeping livestock was very successful and Hawkins believed it was "more relished by the Creeks than any part of the plan devised for their 120 Bernard Sheehan, Seeds of Extinction, 166. 122 Merritt B. Pound, Benjamin Hawkins: Indian Agent, (Athens: University of Georgia Press, 1951), 143. 121 Benjamin Hawkins, "A sketch of the present state of the objects under the charge of the principal agent for Indian affairs South of the Ohio," American State Papers, Indian Affairs, vol. 1, 647. civilization. They are now eagerly acquiring cattle, by every means in their power." 123 Along with livestock, the Creeks also began fencing their fields. Between 1798 and 1802, 400 Creek settlements were fenced. Property was not traditionally considered to be of much importance, but under Hawkins' encouragement, this was one of the fundamental ways that Creek society began to change. Another indication of the increasing emphasis on property by some Creeks was inheritance. Before the late 18 th century, a dead Creek's possessions were buried with him, but it became increasingly common for his sons to keep them and even to fight over them. 124 The method of Hawkins' "civilization" was similar to that of the English traders who came before him. He operated a slave-run farm where he taught Creek women to spin, weave and keep house. 125 In this way, he encouraged the Indians to follow his example without having to force anything upon them. Because Hawkins shared Jefferson's ambivalence regarding organized religion, Christian missionary work-and therefore formal education-was not part of this "civilization" effort among the Creeks. In addition to this philanthropic effort, Hawkins also encouraged the formation of a centralized, western-style government for the Creeks. He put an end to the peace and war towns and placed most of the power under a central body. 126 He sought to create a Creek government with distinct legislative, executive and administrative branches that would be strong enough to unite the various political factions within the confederacy as well as to combat regional differences. He planned a central body called the "National Council," which would meet yearly in the same place, a town on the Tallapoosa River. 123 Hawkins, American State Papers, Indian Affairs, vol. 1, 647. 125 Wallace, Jefferson and the Indians, 189. 124 Saunt, A New Order of Things, 171-2. 126 Debo, Road to Disappearance, 67. At the Council, one individual from the Upper towns and one from the Lower towns were elected to be Speaker of the Nation. These were the men that the Americans treated with, but their authority was not absolute and, in theory, they could be thrown out of this position if their actions did not reflect public opinion. 127 This council could be used as a forum for Indian-white relations, and the decisions would be put in writing and regarded as the "will of the nation." 128 From the philanthropist's mindset, this form of government helped the Creeks by providing organization to their political system and adding a forum for debate about the future of the nation. But the concept was not entirely new and previous Creek councils had also provided structure and allowed debate. The National Council was different because of its regularity and incorporation of the whole Creek nation. 129 In order for this council to be effective in making binding treaties with the U.S., it needed to be able to enforce its decisions. Traditionally Creek councils did not have this ability, but this was something Hawkins sought to change. He appointed a warrior for each town to enforce laws by punishing thieves and making sure other warriors did not attack whites. He advocated violent, public punishment for those who violated the law. In one instance, a group of Creeks accused of interfering with an American land survey were brutally beaten to death by a group of warriors, on Hawkins' orders. But even after this new "police" system, law enforcement remained rare and opposition to decisions of the National Council was common. 130 127 Ethridge, Creek Country, 106. 129 Saunt, A New Order of Things, 179. 128 Wallace, Jefferson and the Indians, 304. 130 Claudio Saunt, A New Order of Things, 181-5. This new National Council was really for the benefit of the Indian agents. Hawkins informed Dearborn's predecessor, James McHenry, "An establishment of this sort appears to me indispensable to enable the nation to fulfill its engagements with us." 131 The interactions between the Cherokees and the U.S. government show the difficulty of making treaties with a decentralized people and expecting all of the members of the tribe to adhere to the treaties. If Hawkins's plan worked, the decisions of this body would be respected by the Creek nation because this council was their official representation. This council also gave agents a convenient place to introduce their procivilization ideas. Benjamin Hawkins also wrote, "I doubt not, in a few years, it will be a useful instrument to approximate them to a more civilized state, and give the United States a more commanding influence over them." 132 Hawkins met with some success until 1805 when followers of the Shawnee prophet Tenskwatawa and his brother Tecumseh spread anti-white sentiment through the Creek confederacy and the tribe's loyalty began to split between chiefs who supported "civilization" and those who opposed it. Ironically when Tecumseh visited the Creeks and shared his plan for an Indian confederacy, it was at the National Council. 133 Treaties negotiated between the United States and the Creek tribe were done through this National Council that Hawkins created. The first major treaty negotiated by the Council was the Treaty of Fort Wilkinson, which was signed June 16, 1802. Earlier that year, Georgia ceded some of its western lands to the federal government with the 131 Benjamin Hawkins to James McHenry, 6 January 1797, quoted in Saunt, A New Order of Things, 179. 133 Ethridge, Creek Country, 107. 132 Hawkins, American State Papers, Indian Affairs, vol. 1, 647. understanding that those lands would be cleared of their Indian inhabitants as soon as possible. 134 Despite the overarching claims of Jefferson that Indian lands were cleared for philanthropy, in this case, by far the strongest force in favor of the cessions was the pressure by Georgia and white settlers who wanted the lands. Because of this pressure for the lands, agents carried out these negotiations with more urgency and aggression than might have been necessary simply for the sake of "civilization." Benjamin Hawkins, Andrew Pickens and James Wilkinson were sent to treat for this particular cession. James Wilkinson began the negotiations by attempting to intimidate the Creek leaders. He listed murders and other offenses that neighboring whites alleged the Creeks had committed. He told them that they needed to cede the land because soon there would be no game left for them to hunt, but their compliance would ensure their nation's survival by turning solely to the plow. Wilkinson wrote that he intended to "excite a strong sense of humiliation and dependence" with his demands. 135 This tactic makes sense considering the extent to which the Creeks had become dependent on the United States at this point. In addition, Jefferson's plan to encourage influential Indians to acquire debt added to the already sizable debt that the Creeks had built up through decades of trading with Americans and Europeans at a deficit. 136 When the chiefs agreed to the treaty, it involved the forgiveness of a debt of over ten thousand dollars to the American factory. 137 The incorporation of "civilization" into these negotiations and exploiting the Creek economic dependence shows how Jefferson always tried to show a diplomatic opponent that what he wanted was in their mutual interest. In this case, the 134 Pound, Benjamin Hawkins, 177. 136 Braund, Deerskins and Duffels, 137. 135 James Wilkinson, quoted in Debo, Road to Disappearance, 72. 137 Debo, Road to Disappearance, 74 Americans would get the land they wanted and the Creeks could prove themselves good neighbors, relieve their debts and continue their progress toward "civilization." The Creeks were not entirely submissive in these negotiations. They pointed out the white encroachment on their lands, which violated their previous agreements with the United States. One of the Creek chiefs, Hopoi Micco complained to the agents, "We find that houses are built on our lands, and fields are cleared and cultivated; we shall wait a reasonable time, to give an opportunity to the officers of Government, whose business it is to attend to such things, to move these people off...if they do not move off, we shall consider these things as our property." 138 In response, the United States agreed to build military forts between white settlements and Indian lands. The Creeks then ceded one tract on the Altamaha River and part of another on the Oconee. In return they received an annuity, a yearly salary for the leading chiefs in the National Council and ten thousand dollars worth of goods. 139 Many of these goods were for farming and other "civilized" pursuits, which allowed agents to make the argument that the cessions had been philanthropic. Wilkinson and Hawkins reported to Henry Dearborn that, "A solid foundation has been laid for a salutary reform in the habits and manners of this people; and we have no doubt that…the great work of their civilization may be accomplished." 140 The young warriors, who did not reap the benefits of "civilization," objected to the treaty, and the inhabitants of the lands to be ceded boycotted it. More brazen Creeks even 138 Hopoi Micco, American State Papers, Indian Affairs, vol. 1, 670. 140 American State Papers, Indian Affairs, vol. 1, 670. 139 Debo, Road to Disappearance, 73. threatened to kill the representatives in the Council. None of this made any difference as the Council agreed to the deal and ignored the opposition. 141 The purchase of the Louisiana territory from the French changed American relations with the Creeks just as it did with the Cherokee. This change led Jefferson to be more forceful with the Cherokees, but many of the Creek leaders supported the United States and trusted Hawkins, so their situation did not require the same escalation in the urgency of land cessions. In 1804, Jefferson wanted permission for roads across Creek land and the rest of the land tract on the Oconee River, which was withheld in the 1802 treaty. He instructed Hawkins to meet with the Creek council to treat for these things. Whites were settling in the newly purchased lands west and south of Creek country and needed a way across. 142 Hawkins met with the chiefs and explained the necessity of ceding the lands. Hopoi Micco agreed with Hawkins that the sale was necessary for the survival of his people. Hawkins recorded, "He [Hopoi Micco] understood well what was said to them in the name of the President…and was very desirous of doing what might be agreeable to him; but his nation were yet in the dark, and foolish; and that, of all things, this of land selling was the most disagreeable to an Indian." 143 Hawkins continued to negotiate with the other chiefs who did not share Micco's views. They were mainly concerned with the value of the land and making sure that they were compensated fairly, and that the compensation was distributed to the whole tribe. At the conclusion of the negotiations, the Creeks gave Hawkins what he wanted and he agreed to pay in stock amounting to more than what he had been instructed to offer. He defended this, writing, 141 Saunt, A New Order of Things, 216. 143 Benjamin Hawkins to Henry Dearborn, Flint River, November 3, 1804, American State Papers, Indian Affairs, vol. 1, 691. 142 Pound, Benjamin Hawkins, 184. "I have done the best I could in this transaction, and I believe a delay to another year would not have benefitted us, and it would have greatly inconvenienced the views of Georgia, who have an undoubted right to these lands, whenever they can be obtained at a reasonable price, and the one given, in my opinion, is far from being unreasonable." 144 In this instance, the Creeks used Georgia's pressure to obtain the land quickly to their advantage. They knew the value of their land and used that knowledge to their advantage diplomatically. Jefferson's general policy was to press and threaten force when he believed it would work, but hold back in other cases. In this case it was most important to obtain these lands for Georgia peacefully. If the cession was disputed, the Creeks might start making raids in the territory and then Jefferson would have to intervene further, costing more money and resources, and delaying expansion. This also gave credence to his claim that these cessions were supposed to benefit the Creeks as well as the Americans. Since the Creeks were rewarded for the cession with the ability to continue the progress of modernization, it was ultimately for the good of the tribe as well. The treaty was not ratified by the senate because of the amount of money promised to the Creeks. The next year Hawkins led six Creek chiefs to Washington where they signed a treaty with Henry Dearborn on November 14, 1805. Before signing, they debated the value of the land with Jefferson. The "civilization" of the Creeks backfired in this instance as they explained to Jefferson the abundant resources on the land and the potential for sawmills and timber. The price they asked for was about ten cents per acre and at the time the United States paid an average of two cents per acre of Indian land. The chiefs knew that this was still less than the land 144 Hawkins to Dearborn, American State Papers, vol. 1, 692. was worth, and when the treaty was signed, the price amounted to over nine cents per acre, to be paid over eighteen years. 145 Hawkins' having offering more than he was authorized to was one reason he was accused of being overly sympathetic to the Creeks, but really simply shows that both he and the Creeks were aware of the real value of the land. He described the cession to Dearborn as "unquestionably the best land in this country." 146 In this treaty the signing chiefs served their own interests while ignoring the good of the tribe. The National Council told them not to agree to the establishment of a road through Creek territory but they did anyway. Two of the signers, Alexander Cornels and William McIntosh had plans to profit from ferries and inns that would be needed along the road. In addition, as each treaty was signed, the annual stipend paid to the tribe by the U.S. went up. This was supposed to be for the use of the whole tribe in pursuit of "civilization" but it was increasingly mismanaged and came to be viewed by most Creeks as little more than a bribe paid to their corrupt leaders. 147 After 1805, there were few land cessions of any significance until after the close of the War of 1812. In the coming years, the Creek National Council would be challenged by a nativist faction of the tribe called the Red Sticks. Influenced by the panIndian movement of the Shawnee prophet Tenskwatawa, this group advocated the formation of a confederacy of Indian nations and the development of a sustainable economic system that benefited the natives. 148 This backlash against the National 145 Robbie Ethridge, Creek Country: The Creek Indians and Their World, (Chapel Hill: University of North Carolina Press, 2003), 201. 147 146 Benjamin Hawkins, quoted in Ethridge, Creek Country, 200. Saunt, A New Order of Things, 216-18. 148 Dowd, A Spirited Resistance, 148. Council shows that there was a significant portion of the Creek tribe that did not respect the authority of this body. Council members were men who had amassed vast wealth through "civilized" pursuits like slavery and cattle. These men viewed this property as their own individual estates and passed it down to their sons when they died. 149 They had attained their prominence through support of Americans like Hawkins and benefitting from land cessions, and were therefore easily manipulated by Hawkins and other agents. 150 It became clear that these leaders represented a minority of Creeks when traditionalists among the tribe challenged the authority of this body. Most Creeks still maintained conventional Creek notions of property and law and therefore opposed the direction being taken by the "civilized" members of the council. The factionalism among the tribe also illustrated that Hawkins' assumption that a single body could speak for the tribe and that all Creeks would comply with those decisions was erroneous. With the Creek confederacy, Benjamin Hawkins astutely manipulated tribal government in a way that facilitated Jefferson's "civilization" program. The U.S. created a Creek National Council and made sure that at least some of the chiefs on the council supported American programs. Jefferson justified this manipulation with the arguments of philanthropy. He argued the more "civilized" chiefs could understand his vision for the future of the Indians as civilized workers and farmers in white society, and it was his duty to work with these chiefs to save the rest of the tribe from extinction. Jefferson's actions and aims in diplomacy showed a different goal. Benjamin Hawkins was sent to gain lands on behalf of white settlers. The state of Georgia put pressure on the 149 Saunt, A New Order of Things, 185. 150 Ethridge, Creek Country, 107. government to clear Creek lands, and that is ultimately why Jefferson sought the cessions. Hawkins carried out the negotiations on Jefferson's behalf, using moral and practical arguments crafted to fit his aims. He asked for cooperation from the tribe for mutual friendship and peace and so that whites could better navigate and trade. In these matters, Jefferson conveniently neglected to consider the right to free trade, which he considered to be fundamental, with regards to the Creeks. In fact, even though he used this right as a justification to threaten war with France over New Orleans, he had no problem economically dominating the Creek nation and intentionally getting them into debt so he could manipulate them. This relationship with the Creeks shows the flexibility of Jefferson's morality in diplomacy and his tendency to pick and choose tactics and ideals to fit the situation. Conclusion During his presidency, Thomas Jefferson dealt with other nations, European and Indian, with a single-minded determination to promote American interests. He knew that in order to be successful, America needed to continue expanding and acquiring resources, and needed access to roads and rivers for transportation and trade. He treated with all of his neighbors to these ends, whether white or Indian. He was an idealist who justified his pursuits with complex moral philosophies that differed depending on the situation. When treating with Europeans he appealed to enlightened ideas of the natural rights of states, while with Native Americans he used ideas of bringing "civilization." In both instances he tried to show that what he was doing was in the best interest of all parties and that he was morally justified or even morally obligated in his pursuits. He always argued that he wanted peace and friendship but was often willing to forsake these things if it helped get what he wanted. The reason for the striking differences between the two sets of relations was Jefferson's keen understanding of his own resources. He was willing to bribe and manipulate the Native Americans because he could. He did not have this kind of power over European nations, so he resorted to threatening war and alliances with their enemies. The "civilizing" mission was really just a way to organize diplomacy with Indian tribes. It was similar to European diplomacy in its aim to promote American expansion and the establishment of a farmer's republic, but it went farther. It attempted to reshape Native American societies themselves in the image of the United States. This transformation was based on the notion that the U.S. had progressed further towards the ideal of "civilization" than the Indians had. Jefferson had similar ideas of American superiority with regards to European aristocracy and monarchical governments. He tried to "civilize" the Native Americans because it helped fulfill his expansionist aims. This was the ultimate goal of both his Indian policy and his diplomacy. This idea puts forward a new perspective from which to examine Thomas Jefferson. He is remembered for his enlightened ideals and articulation of fundamental human liberties, but an examination of his policies suggests that he was above all an opportunist. His arguments for natural rights fit very conveniently with his political agenda. The continuity in his goals and tactics in European and Native American interactions combined with the flexibility of his moral justifications shows another side of Thomas Jefferson. This larger picture of Jeffersonian diplomacy emerges when one takes into account both his European and Native American policies rather than viewing them as completely separate. Bibliography Primary Sources American State Papers: Foreign Relations. Vol. 2. American State Papers: Indian Affairs. Vol. 1. Jefferson, Thomas. A Summary View of the Rights of British America. Williamsburg: Clementinarind, 1774. http://www.loc.gov/rr/rarebook/guide/ ra008001.html. Jefferson, Thomas. "Jefferson's Original Draft of the Declaration of Independence." Library of Congress. http://www.loc.gov/exhibits/declara/ruffdrft.html. Jefferson, Thomas. The Writings of Thomas Jefferson. Edited by Albert Elley Bergh. Washington: Thomas Jefferson Memorial Association, 1905. Jefferson, Thomas. Thomas Jefferson to George Rogers Clark, Williamsburg, January 29, 1780. In Envisaging the West: Thomas Jefferson and the Roots of Lewis and Clark. Lincoln: University of Nebraska, 2006. http://jeffersonswest.unl.edu/ archive/view_doc.php? id=jef.00021. Jefferson, Thomas. Thomas Jefferson to Gouverneur Morris, Philadelphia, December 30, 1792. In Founders Online Archives. Princeton: Princeton University Press, 1990. http://founders. archives.gov/documents/Jefferson/01-24-02-0776. Jefferson, Thomas. Thomas Jefferson to James Madison, Paris, August 28, 1789. In Memoir, Correspondence, and Miscellanies, From the Papers of Thomas Jefferson, edited by Thomas Jefferson Randolph. Boston: Gray and Bowen, 1830. http://www.gutenberg.org/files /16783/16783-h/16783h.htm#link2H_4_0010. Locke, John. Two Treatises of Government. http://oregonstate.edu/instruct/phl302/texts/ locke/locke2/locke2nd-a.html. Merrill, Dennis. Major Problems in American Foreign Relations. Vol. 1. Boston: Houghton Mifflin, 2005. U.S. Senate Journal. 7th Cong., 2nd Sess., 25 February 1803. Secondary Sources Braund, Kathryn E. Holland. Deerskins and Duffels: The Creek Indian Trade with Anglo-America, 1685-1815. Lincoln: University of Nebraska Press, 1993. Conley, Robert. The Cherokee Nation: A History. Albuquerque: University of New Mexico Press, 2005. Debo, Angie. The Road to Disappearance. Norman: University of Oklahoma Press, 1941. Dowd, Gregory Evans. A Spirited Resistance: The North American Indian Struggle for Unity. Baltimore: John Hopkins University Press, 1992. Ethridge, Robbie. Creek Country: The Creek Indians and Their World. Chapel Hill: University of North Carolina Press, 2003. Horsman, Reginald. Expansion and American Indian Policy: 1783-1812. Michigan State University Press, 1967. Koch, Adrienne. The Philosophy of Thomas Jefferson. New York: Columbia University Press, 194. McLoughlin, William. Cherokee Renascence in the New Republic. Princeton: Princeton University Press, 1986. Merrill, Dennis. Major Problems in American Foreign Relations. Vol. 1. Boston: Houghton Mifflin, 2005. Miller, Robert J. Native America, Discovered and Conquered: Thomas Jefferson, Lewis and Clark, and Manifest Destiny. Westport, CT: Praeger Publishers, 2006. Pound, Merritt B. Benjamin Hawkins: Indian Agent. Athens: University of Georgia Press, 1951. Prucha, Francis Paul. American Indian Policy in the Formative Years: The Indian Trade and Intercourse Acts 1790-1834. Cambridge: Harvard University Press, 1962. Saunt, Claudio. A New Order of Things: Property, Power, and the Transformation of the Creek Indians, 1733-1816. Cambridge, UK: Cambridge University Press, 1999. Sheehan, Bernard. Seeds of Extinction: Jeffersonian Philanthropy and the American Indian. Chapel Hill: University of North Carolina Press, 1973. Smith, Gene A. "To Conquer Without War: The Philosophy of Jeffersonian Expansion in the Spanish Gulf Borderlands, 1800-1820." Selected Papers: The Consortium on Revolutionary Europe, 1750-1850 23 (1994): 415-422. Varg, Paul. Foreign Policies of the Founding Fathers. Michigan State University Press, 1963. Wallace, Anthony. Jefferson and the Indians: The Tragic Fate of the First Americans. Cambridge: Harvard University Press, 1999. Zvesper, John. "Jefferson on Liberal Natural Rights." In Reason and Republicanism: Thomas Jefferson's Legacy of Liberty, 15-30. Lanham, MD: Rowman and Littlefield, 1997.	<urn:uuid:a2865f9e-1f34-4126-9147-8e88ee2e526c>	CC-MAIN-2019-26	https://scholar.colorado.edu/cgi/viewcontent.cgi?article=1742&context=honr_theses	2019-06-16T09:28:46Z	crawl-data/CC-MAIN-2019-26/segments/1560627998084.36/warc/CC-MAIN-20190616082703-20190616104703-00287.warc.gz	597,468,129	30,536	eng_Latn	eng_Latn	0.980456	eng_Latn	0.99811	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 707, 1033, 2494, 4371, 6349, 8094, 10059, 12159, 14116, 16796, 18495, 20641, 22670, 24653, 26650, 28584, 30602, 32461, 34449, 36513, 38351, 40382, 42353, 44080, 45966, 47867, 49668, 51760, 53656, 55615, 57726, 59856, 61671, 63605, 65836, 67672, ...	[ 1.2421875, 2.21875 ]	1	0
English Argument and debate Children will develop persuasive writing and presentation skills through the theme of food waste (linked to Geography). 'Stay Where You Are Then Leave' by John Boyne Children will explore characterisation through diary and letter-writing. Develop instructional writing and poetry, linked to World War 1. Explore 100 years since end of World War 1 Nov 2018. 'Kensuke's Kingdom' by Michael Morpurgo Children will use the text as a stimulus for writing. Children will be taught to proofread and edit in order to improve the quality of their writing. Punctuation and Grammar focus Children will study the technical elements of punctuation and grammar in depth and practise using them in their writing. Geography Australia a mariner nation A locality study examining a contrasting locality with focus upon where Australia is, what the landscape, climate and weather is like, where people live and what it is like to live in Australia. Maths Decimals and percentages Read, write, order, compare and round numbers with up to three decimal places. Recognise the per cent symbol (%) and relate percentages to their equivalent fraction and decimal. Solve word problems involving decimals, percentages and fractions, using the four number operations. Properties of shape Identify 3D shapes (cubes, cuboids, pyramids and prisms) from their 2D representations. Estimate, compare, draw and measure acute, obtuse and reflex angles. Position and Direction Reflect and translate shapes. Converting Units Convert between different units of metric measure, e.g. km and m; cm and m; cm and mm; g and kg; l and ml. Measuring/Volume Estimate volume using 1cm cubes to build cuboids. Languages - French Hobbies and Sports Children will learn to read, recognise and pronounce key words and simple phrases relating to the human body and use them in conversation, for example: chanter (sing), danser (dance), lire (read), le football (football), nager (swim), courir (run). History D Day Landings: A review of the timeline of events leading up and during the D Day landings. Examine the real life stories of people involved in the historical event. Links made to fictional stories including 'Half man' and' The Amazing Story of Aldolphus Tips' Year 5 Summer Term We Can Change the World PE Athletics Develop flexibility, strength, technique, control and balance through track and field activities. Striking and Fielding Use running, jumping, throwing and catching in isolation and in combination in team games, such as cricket. Swimming All children to be encouraged to swim competently, confidently and proficiently over a distance of at least 25 metres, as well as participation in water safety activities. Computing We are bloggers Making the most of computers and the internet for communicating with one or many, and working together on projects such as blogging and emailing on Purple Mash. We are architects Collect and analyse data and information from Sketch Up 'design a building' project; organise, manipulate and present this to an audience using Microsoft PowerPoint and Excel. Music (linked geography/history) Listen to 'Sea Shanties' suitable for children. Look at the work of Stan Hugill (Shanties of the seven seas YouTube). Working in groups, children to compose a sea shanty. Art and Design Look at the marine artwork of northern artists Frank Henry Mason, George Chambers and also the work of JMW Turner. Children to create paintings with backgrounds and foregrounds using ships and marine scenes stimulus. DT (Linked to food and local geography topic – Tall Ships) 1) Children to design and make biscuits and cakes with a nautical theme. Skills: Food hygiene, preparing ingredients, using cooking equipment. 2) Design and make packaging for their biscuits. Skills: Nets, scoring, measuring, cutting, reinforcing and decorating. Science Properties and changes of materials Via research and enquiry, children will compare and group together everyday materials on the basis of their properties and know that some materials will dissolve in liquid to form a solution. Using knowledge of solids, liquids and gases, children will decide how mixtures might be separated, including through filtering, sieving and evaporating. Super Scientists Children will learn about influential people in the field of innovation and science, including: Stephen Hawking, Steve Jobs, Alexander Fleming, Mary Leakey and Libbie Hyman. RE/PSHE Expressions of belief: prayer, including The Lord's Prayer, and its importance to Christians. Visits from A. Osenton, Youth for Christ worker, will enhance the children's understanding as we explore what it is to be 'Christian'. Explore local, national and global issues, such as plastic pollution and offer recommendations.	<urn:uuid:de737884-fe15-46e3-9c17-50f205f3c3cb>	CC-MAIN-2019-26	http://broadwayjuniorschool.com/dnl/curriculum/2019summer/year%205%20summer%202019.pdf	2019-06-16T08:29:51Z	crawl-data/CC-MAIN-2019-26/segments/1560627998084.36/warc/CC-MAIN-20190616082703-20190616104703-00286.warc.gz	28,455,939	988	eng_Latn	eng_Latn	0.995238	eng_Latn	0.995238	[ "eng_Latn" ]	false	docling	[ 4820 ]	[ 3.859375 ]	1	0
Too Good for Drugs Curriculum Correlations Correlated with Virginia Health Education Content Standards and Benchmarks Grade 2 Lesson One: Dreams Can Come True Objectives: The student will be able to: - Identify importance of setting goals. - Set a personal goal. - Describe ways to set and achieve goals. 2.2 The student will explain that personal health decisions and habits influence health and wellness throughout life. Key concepts/skills include: d) The importance of learning and using refusal skills to make good decisions. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: b) The environment. e) Self-image related to personal success. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: b) The effects of personal health decisions on other individuals. Lesson Two: Stop & Think Objectives: The student will be able to: - Discuss the importance of stopping to think before making a decision. - Demonstrate how to make good decisions. - Define consequence. 2.2 The student will explain that personal health decisions and habits influence health and wellness throughout life. Key concepts/skills include: a) How food choices contribute to a healthy lifestyle. b) The harmful effects of drugs, alcohol, and tobacco. d) The importance of learning and using refusal skills to make good decisions. e) The use of nonviolent strategies to resolve conflicts. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: b) The environment. e) Self-image related to personal success. f) Disappointment, loss, grief, and separation. 2.4 The student will recognize the influence that health resources and professionals have on personal health. Key concepts/skills include: a) Health care professionals, resources, and services. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: a) The impact of verbal and nonverbal aggressive behaviors. b) The effects of personal health decisions on other individuals. Lesson Three: Dealing with Frustration Objectives: The student will be able to: - Define frustration; recognize and identify the feeling. - List strategies for dealing with frustration. - Describe frustration as normal, healthy response to new & challenging tasks. - List people who can help with frustrating situations. - Demonstrate techniques for handling frustration: count to ten, take a break, say how you feel, ask for help, take one step at a time, try another way. 2.2 The student will explain that personal health decisions and habits influence health and wellness throughout life. Key concepts/skills include: d) The importance of learning and using refusal skills to make good decisions. e) The use of nonviolent strategies to resolve conflicts. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: b) The environment. d) Different customs and traditions. e) Self-image related to personal success. f) Disappointment, loss, grief, and separation. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: a) The impact of verbal and nonverbal aggressive behaviors. b) The effects of personal health decisions on other individuals. Lesson Four: Saying How You Feel Objectives: The student will be able to: - Describe the difference between feelings and actions. - Differentiate between I-messages and You-messages. - Demonstrate stating feelings clearly and directly with an I-message. 2.2 The student will explain that personal health decisions and habits influence health and wellness throughout life. Key concepts/skills include: d) The importance of learning and using refusal skills to make good decisions. e) The use of nonviolent strategies to resolve conflicts. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: b) The environment. d) Different customs and traditions. e) Self-image related to personal success. f) Disappointment, loss, grief, and separation. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: a) The impact of verbal and nonverbal aggressive behaviors. b) The effects of personal health decisions on other individuals. Lesson Five: Dog-Gone Good! Objectives: The student will be able to: - Discuss how people are alike and how they are different. - Demonstrate giving and receiving compliments. - Discuss his or her own personal strengths. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: b) The environment. d) Different customs and traditions. e) Self-image related to personal success. f) Disappointment, loss, grief, and separation. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: a) The impact of verbal and nonverbal aggressive behaviors. b) The effects of personal health decisions on other individuals. Lesson Six: Be a Friend Objectives: The student will be able to: - Describe how to choose a friend. - Demonstrate asking for help and offering help. - Describe how friends help each other. - Demonstrate saying please and thank you. 2.1 The student will identify the major body systems and explain their connection to personal health. Key concepts/skills include: a) The cardiovascular system. d) The muscular system. e) The nervous system. 2.2 The student will explain that personal health decisions and habits influence health and wellness throughout life. Key concepts/skills include: a) How food choices contribute to a healthy lifestyle. b) The harmful effects of drugs, alcohol, and tobacco. c) The need for regular health check-ups and screenings. d) The importance of learning and using refusal skills to make good decisions. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: d) Different customs and traditions. e) Self-image related to personal success. f) Disappointment, loss, grief, and separation. 2.4 The student will recognize the influence that health resources and professionals have on personal health. Key concepts/skills include: a) Health care professionals, resources, and services. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: a) The impact of verbal and nonverbal aggressive behaviors. b) The effects of personal health decisions on other individuals. Lesson Seven: A Peer Pressure Play Objectives: The student will be able to: - Define peer pressure. - Recite at least three ways to handle peer pressure. - Discuss why it is important to refuse peer pressure. 2.2 The student will explain that personal health decisions and habits influence health and wellness throughout life. Key concepts/skills include: a) How food choices contribute to a healthy lifestyle. b) The harmful effects of drugs, alcohol, and tobacco. c) The need for regular health check-ups and screenings. d) The importance of learning and using refusal skills to make good decisions. e) The use of nonviolent strategies to resolve conflict. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: b) The environment. d) Different customs and traditions. e) Self-image related to personal success. f) Disappointment, loss, grief, and separation. 2.4 The student will recognize the influence that health resources and professionals have on personal health. Key concepts/skills include: b) Emergency services. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: b) The effects of personal health decisions on other individuals. Lesson Eight: A Message About Medicine Objectives: The student will be able to: - Define drug. - Discuss the fact that there are not medicines for all aches and pains, and that sometimes pains hurt for a while and then go away without medicine. - Define over-the-counter drugs and prescription drugs. - Discuss the difference between medicine and candy. - Describe the dangers of misusing prescription and over-the-counter drugs. - List rules for safe use of prescription and over-the-counter drugs. 2.1 The student will identify the major body systems and explain their connection to personal health. Key concepts/skills include: a) The cardiovascular system. b) The digestive system. c) The skeletal system. d) The muscular system. e) The nervous system. 2.2 The student will explain that personal health decisions and habits influence health and wellness throughout life. Key concepts/skills include: a) How food choices contribute to a healthy lifestyle. b) The harmful effects of drugs, alcohol, and tobacco. c) The need for regular health check-ups and screenings. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: a) Heredity. b) The environment. c) Germs and diseases. 2.4 The student will recognize the influence that health resources and professionals have on personal health. Key concepts/skills include: a) Health care professionals, resources, and services. b) Emergency services. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: b) The effects of personal health decisions on other individuals. Lesson Nine: Because I Care Objectives: The student will be able to: - Recite at least three facts about tobacco. - Discuss at least two negative effects of second-hand smoke. - Define second-hand smoke. - Recite at least three ways to avoid second hand smoke. - Demonstrate polite ways to speak to smokers about second-hand smoke. 2.1 The student will identify the major body systems and explain their connection to personal health. Key concepts/skills include: a) The cardiovascular system. b) The digestive system. c) The skeletal system. d) The muscular system. e) The nervous system. 2.2 The student will explain that personal health decisions and habits influence health and wellness throughout life. Key concepts/skills include: b) The harmful effects of drugs, alcohol, and tobacco. c) The need for regular health check-ups and screenings. d) The importance of learning and using refusal skills to make good decisions. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: b) The environment. c) Germs and diseases. d) Different customs and traditions. f) Disappointment, loss, grief, and separation. 2.4 The student will recognize the influence that health resources and professionals have on personal health. Key concepts/skills include: a) Health care professionals, resources, and services. b) Emergency services. c) Print, audiovisual, and electronic media. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: b) The effects of personal health decisions on other individuals. Lesson Ten: A Game for Good Health Objectives: The student will be able to: - Define health. - List at least five healthy foods. - List at least five healthy practices. 2.1 The student will identify the major body systems and explain their connection to personal health. Key concepts/skills include: a) The cardiovascular system. b) The digestive system. c) The skeletal system. d) The muscular system. e) The nervous system. 2.2 The student will explain that personal health decisions and habits influence health and wellness throughout life. Key concepts/skills include: a) How food choices contribute to a healthy lifestyle. b) The harmful effects of drugs, alcohol, and tobacco. c) The need for regular health check-ups and screenings. d) The importance of learning and using refusal skills to make good decisions. e) The use of nonviolent strategies to resolve conflicts. 2.3 The student will describe the influences and factors that impact health and wellness. Key concepts/skills include: b) The environment. c) Germs and diseases. d) Different customs and traditions. f) Disappointment, loss, grief, and separation. 2.4 The student will recognize the influence that health resources and professionals have on personal health. Key concepts/skills include: a) Health care professionals, resources, and services. 2.5 The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community. Key concepts/skills include: a) The impact of verbal and nonverbal aggressive behaviors. b) The effects of personal health decisions on other individuals.	<urn:uuid:b07f949b-a660-4113-98e8-252a998eefbb>	CC-MAIN-2019-26	https://cdn.shopify.com/s/files/1/2015/4727/files/TGFD_2_VA.pdf?16235920496515124089	2019-06-16T10:03:20Z	crawl-data/CC-MAIN-2019-26/segments/1560627998084.36/warc/CC-MAIN-20190616082703-20190616104703-00286.warc.gz	383,169,324	2,645	eng_Latn	eng_Latn	0.99633	eng_Latn	0.996692	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1546, 3575, 5448, 7347, 9218, 10748, 12681, 13320 ]	[ 4.53125 ]	1	0
ELLEN WILKINSON PRIMARY SCHOOL Anti- Bullying Charter This Charter was written by the pupils at Ellen Wilkinson Primary School because we believe that every child has the right to feel happy and safe in our school. So we will not put up with any type of bullying. Our Rights We believe every child has the right to: 1. Enjoy coming to school 2. Be treated fairly and kindly 3. Play safely and happily 4. Be spoken to and about with respect (no name calling) 5. Be able to learn 6. Be themselves 7. Have their worries listened to and taken seriously 8. Expect any report of bullying to be looked into and dealt with quickly 9. Be looked after if they have been bullied 10. Be helped to learn how to behave if they have bullied others Please know that bullying can and does lead to suspension and exclusion from our school. Our Responsibilities 1. To follow our 3 school rules 2. To understand when is it bullying - Several Times On Purpose 3. To always help STOP any bullying by Start Telling Other People We believe it is everyone's job to STOP bullying so we ask everyone in our school to make a promise to do this. Pupil Promise Name: ………………………. Signature: ………………….. Date: ……………. Parent Promise Name: ………………………. Signature: ………………….. Date: ……………. Headteacher Promise (on behalf of the staff) Name: ……………………… Signature………………….. Date………….. Chair of Governors Promise (on behalf of EWPS Governing Body) Name: ……………………… Signature………………….. Date………….. * I promise that I will meet my responsibilities and help STOP bullying * I promise to tell an adult if I feel I am being bullied or that other people are. * I promise that I will not bully others. * I promise that I will listen to my child if they are worried. * I promise I will contact the school to help sort out the problem. * I promise I will help STOP bullying. I promise that all staff in the school will always: * Listen to anyone who feels that they are being bullied * Take children’s concerns seriously * Support them and take action so this does not continue (including exclusion for the child who is bullying if appropriate) * Help children learn how to behave if they have bullied others * Help STOP bullying. * I promise that the Governing Body of the school will help STOP bullying by making sure policies and procedures support this charter	<urn:uuid:33ca29d2-78ff-48aa-8bee-a2c2cc7a149c>	CC-MAIN-2019-26	https://www.ellenwilkinson.newham.sch.uk/attachments/download.asp?file=1329&type=pdf	2019-06-16T08:44:24Z	crawl-data/CC-MAIN-2019-26/segments/1560627998084.36/warc/CC-MAIN-20190616082703-20190616104703-00289.warc.gz	739,774,510	524	eng_Latn	eng_Latn	0.99717	eng_Latn	0.997239	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1011, 2344 ]	[ 3.546875 ]	3	0
Cumulative Test Chapter 3 chapter cumulative test - sausd - chapter cumulative test continued 36. raoul uses tongs to adjust logs in his fireplace. he opens the handles of the tongs 16 inches to move a log. 16 in. 19 in. 81– 2 in. 81– 2 in. 19 in. to the nearest inch, how wide is the log? f 6 in. h 10 in. g 7 in. j 36 in. 37. drake wants to reduce an 8-inch by 10-inch photo so that the width is 5 ... chapter cumulative test - mrskimalgebra2.yolasite - chapter cumulative test 11 continued 21. from the graph of f s x d below, find whether the leading coefficient of f s x d is positive or negative and odd or even. x y a positive and odd c negative and odd b positive and even d negative and even 22. a species of frog doubles its population every 2 months. if the chapter 6 test cumulative form - fort thomas independent ... - chapter 6 test cumulative form . page 2 7. phyllis, radha, and arnie work as lifeguards for the swimming pool at a water park. their least favorite part of their job is to stop swimmers who engage in horseplay. they each agree to be responsible for handling the activity closest to their lifeguard chairs. if the points on the diagram chapter cumulative test - yola - chapter cumulative test continued 38. if f s x d 5 2 x 3 2 x 2 1 3 x and g s x d is a translation of f s x d one unit to the left, which of the following is equal to g s x d? f 2 x 3 2 7 x 2 1 11 x 2 6 g 2 x 3 2 7 x 2 1 11 x 2 3 h 2 x 3 1 5 x 2 1 7 x 1 1 j 2 x 3 1 5 x 2 1 7 x 1 4 39. which mononomial has the highest degree? chapter cumulative test - allen independent school district - chapter cumulative test continued 13. which is the most logical conclusion by the law of syllogism? if one of the angles of a triangle is obtuse, then the other two angles are acute. if a triangle is an obtuse triangle, then one of its angles is obtuse. a triangle has two acute angles. a the triangle is obtuse. b the other angle in the triangle ... name date class chapter cumulative test 4 - cumulative test continued 13. what is the contrapositive of the statement? if a triangle has at least two congruent angles, then it is an isosceles triangle. a if a triangle has no congruent angles, then it is not an isosceles triangle. b if a triangle is an isosceles triangle, then it has at least two congruent angles. name date class cumulative test - plain local schools - cumulative test continued 17. solve ofr w: 45 = 15 − 3w. a −20 c 33 b −10 d 63 18. trey's mechanic said he could fix trey's car at a rate of $20 per hour, plus $400 for the cost of a part. trey's neighbor said he already has the needed part, and will fix his car for only $70 per hour. for how many hours will the cost of getting his car cumulative test chapters 1-6 name (page date - cumulative test chapters 1-6 (page 3of 8pages) name 12. bicycling at 12 noon two bicyclists going in the same direction 12. are 15 miles apart. at 2:30 p.m. they are 10 miles apart. write an equation for the distance, d (inmiles), separating the bicyclists 17n terms of the time t. (assume t = 0 at 12 noon.) r 13. the values of x and y vary directly. y = 18 when x =4. write an 13. ... name date class cumulative test - geometry - cumulative test continued 43. what is the area of the circle to the nearest square meter? a 28 m 2 c 127 m b 64 m2 d 254 m2 44. what is the perimeter of the triangle? f 3x + 5 h x2 + 2x + 5 g 4 1 5 4 x + j 2 1 25 2 xx++ 45. the area of a rectangular office is 288 square feet. one side of the office is 18 feet long. what is the perimeter of the ... stories from el barrio ,stolen lucy christopher ,stop thinking freelancer evolution 241m ,stones abbey pouillon fernand mariner books ,storia del ricamo arte del filo ,story british museum caygill marjorie ,storage and shelving ,stories year boys girls rice katharine ,stories write celia warren ,stories of heinrich boll ,storybook tomi ungerer al franklin watts ,story america national geographic picture atlas ,stop rain ,storia generale dei pirati ebook ,stop talking start communicating 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Family , , The Year Without Summer Tracing A D 536 And Its Aftermath Sitemap \| \| Best Seller \| \| Home \| \| Random \| \| Popular \| \| Top page 2 / 2 page 2 / 2	<urn:uuid:ed78e3e6-9c28-4ca9-bbd2-1bec262c6074>	CC-MAIN-2019-26	http://frankkoehl.com/-cumulative-test-chapter-3.pdf	2019-06-16T09:00:26Z	crawl-data/CC-MAIN-2019-26/segments/1560627998084.36/warc/CC-MAIN-20190616082703-20190616104703-00289.warc.gz	64,798,901	2,574	eng_Latn	eng_Latn	0.938032	eng_Latn	0.973368	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 6351, 10172 ]	[ 2.75 ]	1	0
Mathematics To multiply and divide Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods. Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objectives. To use measure Add and subtract amounts of money to give change, using both £ and p in practical contexts. To understand the properties of shapes Interpret and present data using bar charts, pictograms and tables. Solve one-step and two-step questions [for example, 'How many more?' and 'How many fewer?' using information presented in scaled bar charts and pictograms and tables. Reading- The Miraculous Journey of Edward Tulane * Draw inferences from reading. * Predict from details stated and implied. Recall and summarise main ideas. * Discuss words and phrases that capture the imagination. * Predict what might happen from details stated and implied. * Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. * Identify main ideas drawn from more than one paragraph and summarise these. * Ask questions to improve understanding of a text. French * Ask others to repeat words or phrases if necessary. * Ask and answer simple questions * Take part in discussions and tasks. * Demonstrate a growing vocabulary. Year 3 Spring 1 Class Text: The Miraculous Journey of Edward Tulane ICT Internet Safety * Give examples of the risks posed by online communications. * Understand the term 'copyright'. * Understand that comments made online that are hurtful or offensive are the same as bullying. * Understand how online services work. Writing – Voices in the Park To write with purpose * Use the main features of a type of writing (identified in reading). * Use techniques used by authors to create characters and settings. * Compose and rehearse sentences orally. * Plan, write, edit and improve. To use imaginative description * Create characters, settings and plots. * Use a range of descriptive phrases including some collective nouns. To organise writing effectively * Use the perfect form of verbs to mark relationships of time and cause. * Use connectives that signal time, shift attention, inject suspense and shift the setting. To use sentences appropriately ' * Write sentences that include: * conjunctions * adverbs * clauses * adverbial phrases. To punctuate accurately Develop understanding of writing concepts by: * Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although. * Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. * Using the present perfect form of verbs in contrast to the past tense. * Using fronted adverbials. Indicate grammatical and other features by: Using commas after fronted adverbials. Science Forces To work scientifically Ask relevant questions. * Set up simple, practical enquiries and comparative and fair tests. * Gather, record, classify and present data in a variety of ways to help in answering questions. * Make accurate measurements using standard units, using a range of equipment, e.g. thermometers and data loggers. * Record findings using simple scientific language, drawings, labelled diagrams, bar charts and tables. * Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. Use results to draw simple conclusions Use straightforward, scientific evidence to answer questions or to support their findings. To movement, forces and magnets - Notice that some forces need contact between two objects, but magnetic forces can act at a distance. - Compare how things move on different surfaces - Observe how magnets attract or repel each other and attract some materials and not others. - Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials. - Describe magnets as having two poles. - Predict whether two magnets will attract or repel each other, depending on which poles are facing. PE- Hockey - Follow the rules of the game and play fairly. - Pass to team mates at appropriate times. - Maintain possession of a ball - Lead others and act as a respectful team member. Art- Artist Study - Develop ideas from starting points throughout the curriculum. - Collect information, sketches and resources. - Comment on artworks using visual language. - Replicate some of the techniques used by notable artists, artisans and designers. - Create original pieces that are influenced by studies of others. RE- Stories of Jesus - Present the key teachings and beliefs of a religion. - Refer to religious figures and holy books to explain answers. - Give some reasons why religious figures may have acted as they did. - Discuss and give opinions on stories involving moral dilemmas. - Describe how some of the values held by communities or individuals affect behaviour and actions. Music- Rhythm and pulse Compose and perform melodic songs. Create repeated patterns. Perform with control and awareness of others.	<urn:uuid:77d1e6b8-ae26-4af9-8f25-04842cc9fe5f>	CC-MAIN-2019-26	https://monkwray.cumbria.sch.uk/wp-content/uploads/2019/03/Spring-1-cross-curricular-2019-year-3.pdf	2019-06-16T08:31:44Z	crawl-data/CC-MAIN-2019-26/segments/1560627998084.36/warc/CC-MAIN-20190616082703-20190616104703-00288.warc.gz	532,794,358	1,072	eng_Latn	eng_Latn	0.99757	eng_Latn	0.997656	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3225, 5540 ]	[ 4.40625 ]	1	0
Behaviour Policy These are local procedures which operate at Allenbourn Middle School in conjunction with the over-arching Wimborne Academy Trust behaviour policy, our Home-School agreement, our Anti-Bullying policy and Acceptable Use policy. Allenbourn Middle School is a rights respecting school. As such, it is committed to upholding children's rights and promoting their responsibilities under the UN Convention for the Rights of the Child. The aim of the school with regard to children's behaviour is to: - Build children's aspirations, confidence and self-esteem. - Give children opportunities to take responsibility. - Ensure that all adults working within the school provide a good role model for the children. - Praise and reward good learning, attitudes and behaviour. - Encourage every child to foster a positive sense of belonging to the school community. Code of Conduct AMS encourages all members of our school community to make positive behaviour choices as set out in the table below, which is displayed in every classroom. \| Positive Choices \| Negative Choices \| \|---\|---\| \| Do your best \| Do not distract yourself or other people \| \| Respect other people and their property \| Do not damage or touch things that don’t belong to you \| \| Be kind and gentle \| Do not behave aggressively, be unkind or act selfishly \| \| Follow instructions \| Do not refuse or neglect to do things you are asked to do \| \| Listen to others \| Do not ignore or talk over other people \| Rewarding positive behaviour choices Positive behaviour is rewarded in a number of ways including: - Teachers give verbal praise or other informal recognition - Well done cards - Credits - House points - Awards ceremony - Recognition in assembly - Newsletters - Credit certificates - Stickers or stars - Prized responsibilities - Parents Association rewards - Reward activity e.g. pizza party, movie afternoon, sports activity, non-uniform Consequences for negative behaviour choices Negative behaviour is lessons will, in most cases, be managed by the staff member using the 'Behaviour Choices flow chart' (see Appendix 1). Negative behaviour is sanctioned in a number of ways including: - A verbal reprimand - Extra work or repeating unsatisfactory work until it meets the required standards - A task which requires the child to reflect upon their negative behaviour choice - Loss of privileges – for instance the loss of a prized responsibility or not being able to participate in non-uniform day - Missing break time - Detention, including during lunch-time, after school or inset days - School based community service or imposition of a task – such as picking up litter or weeding school grounds; tidying a classroom; helping clear up the dining hall after meal times; or removing graffiti - Regular reporting including early morning reporting; scheduled uniform and other behaviour checks; or being placed 'on report' for behaviour monitoring For more serious breaches of the behaviour expectations or persistent negative behaviour choices the following will be applied: - Internal exclusion/isolation in an appropriate place e.g. classroom or office - Twilight schooling (adjusted school hours) - Fixed term exclusion - Permanent exclusion In the event that the school decides that the situation is particularly serious this may result in an immediate fixed term or permanent exclusion at the Headteacher's (or other staff member deputising on behalf of the Headteacher). In the event of serious or persistent breaches of the behaviour expectations parents will be invited to attend a meeting to discuss next steps, including support that can be offered to encourage the child to make more positive behaviour choices. Malicious accusations against school staff will be treated as a serious breach of the behaviour expectations. Pupils' conduct outside the school As specified in Wimborne Academy Trust's Pupil Behaviour and Discipline policy, teachers have the power to discipline pupils for misbehaving outside of the school premises 'to such an extent as is reasonable.' Any such incidents of poor behaviour will be dealt with in line with the system of rewards and sanctions detailed in this policy. Behaviour Choices We have all agreed what we deem to be positive behaviours which we should be showing in class and around school. If we choose to display negative behaviour then the following process will begin: Low level inappropriate behaviour (not following behaviour expectations ,calling out, rudeness, not focussed on work) Warning given from teacher Name and 1 strike written on board Teacher needs to explain to the pupil, 1:1, why they are having a warning Low level inappropriate behaviour continues YES NO Low level inappropriate behaviour continues Praise pupil as lesson ends for positively altering their behaviour YES NO 2 nd Warning given from teacher 2 nd strike written on board Teacher needs to explain to the pupil again why they are having another strike and remind them of what a 3 rd strike means if their inappropriate behaviour continues. Acknowledge the change in pupils’ behaviour and remind of expectations for next lesson 3rd strike given from teacher = 10 minute detention for disruptive behaviour 3 rd strike written on board Teacher explains to pupil when they should return for a 10 min break/lunch detention. Teacher writes in pupil’s diary , “10 min detention for …” Teacher logs incident on SIMs If inappropriate behaviour continues, teacher will contact parents and inform pupil’s tutor	<urn:uuid:c5f6886b-36f0-44fa-a43f-509a07193a3b>	CC-MAIN-2019-26	https://www.allenbourn.dorset.sch.uk/attachments/download.asp?file=1419&type=pdf	2019-06-16T09:51:34Z	crawl-data/CC-MAIN-2019-26/segments/1560627998084.36/warc/CC-MAIN-20190616082703-20190616104703-00292.warc.gz	665,956,894	1,120	eng_Latn	eng_Latn	0.997162	eng_Latn	0.99721	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1707, 4210, 5538 ]	[ 2.40625 ]	1	1
Dear Parents, Welcome back! I hope you all had an enjoyable Christmas and New Year. Thank you for all of your gifts and well wishes over the Christmas period, I felt truly blessed. This term our topic is called 'Whatever Happened to the Woolly Mammoth?'' and is a History based topic with a focus on Stone to Iron Age Britain. Please read the attached Topic Web for further details about this topic. MATHS In Maths this term, your child will continue to build upon and apply their knowledge of addition, subtraction, multiplication and division including solving problems using these methods. We will also look at negative numbers and problem solve based on these. As well as this, they will learn about fractions and move onto applying this to percentages and decimals. We will also focus on measure looking at area, perimeter and time. At home we would appreciate you recapping analogue time at any given opportunity (I am aware that this is becoming increasingly difficult in the digital age that we live in!). TIMES TABLES Children will continue to recap on multiplication facts in class and children will be given weekly times tables quizzes based on their current knowledge of times tables. Children will challenge themselves to achieve their next level. At home we would appreciate you working on recalling times tables facts whenever possible (they are expected to know all multiplication tables up to 12 by the end of Year 4). RM EASIMATHS Your child brought their new login details for RM EasiMaths home before the Christmas break. This can be accessed at: https://www.rmeasimaths.com or you can download the free app for use on tablets. Please encourage your child to use this to consolidate Maths learning taught in class. ENGLISH Your child will start the term focussing on instructions; we will explore features of this text type and the children will have a go at writing their own instructions for looking after Stone Age animals. We will also look at diaries, focussing on the layout of these and write our own diary entries based on the text 'Stig of the Dump'. Following this we will look at information texts linked to 'Stone Age Boy'. Towards the end of the term, the focus will be on narrative. The children will build up to writing their own Stone Age story and we will look at Traditional Tales with a twist. SPELLING Following on from last term, we will continue to focus on 5 spelling words a week. The aim is for children to recognise and recall these words and apply their knowledge to spelling these words correctly in their writing. The Spelling List that we are working from is the same list that was sent out at the beginning of the academic year. However, if you would like a new copy, please do not hesitate to ask your child's class teacher. RE This term we will be looking at parts of the Mass, with a particular focus on the Liturgy of the Word and then moving on to look at Lent and how Christians prepare for Easter followed by learning about and understanding Christ's final days during Holy Week in the run up to Easter. HOMEWORK Homework will be set on a Wednesday and is to be handed in by Monday of the following week. The homework will consist of a Maths and English task that will consolidate work covered in class. Please encourage your child to read at home each night and where possible find opportunities to share books or discuss books that you are reading together. Please also ensure your child practise their times tables. P.E – SWIMMING, DANCE, GAMES AND GYMNASTICS Swimming will take place on Wednesday afternoons for Miss Duncan and Mrs Rance's classes. Please ensure that your child has a swimming kit, including a swimming hat in school on Wednesdays. PE lessons will take place on Tuesdays and Thursdays. Please make sure your child has an indoor and outdoor PE kit in school all week. St Mary's outdoor tracksuits are available for purchase from the School office as we will be outside in all weathers! UNIFORM Please ensure that all of your child's uniform is labelled clearly to aid in a speedy return of any lost items. Just a reminder that your child should have indoor shoes in School and that trainers are not acceptable footwear except for PE. GOLDEN TIME Golden Time reinforces the positive reward systems we have in place at St Mary's. It has continued to be very successful this year, with the children thoroughly enjoying the range of activities available for them to choose from each week. If you have any ideas for Golden Time activities, which you would like to lead with a group in school, then please do not hesitate to contact me to discuss it further. DATES FOR YOUR DIARY th Wednesday 11 January- Whole School Mass in school at half past nine. th Tuesday 24 January- LKS2 Phase Mass in school at half past nine. Friday 10 th February- Y4RR PFTA Cake Sale Wednesday 1 st March- Whole School Mass in Church at half past nine. Lentern Masses at 8am in school= nd Thursday 2 March Thursday 9 th March Thursday 16 th March Thursday 23 rd March th Thursday 30 March Thursday 6 th April Year 4 residential trip to Manor Adventure Wednesday 15 th March- Friday 17 th March Year 4 RR Class Assembly- Friday 31 st March Parent's Evenings are Tuesday 21 st March and Wednesday 22 nd March If you wish to know more about the curriculum, please do not hesitate to speak to me. As always, if you have any queries, worries or concerns, please come and speak to me. 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Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level DESIGN AND TECHNOLOGY 9705/33 Paper 3 October/November 2017 3 hours Additional Materials: Answer Booklet/Paper A range of design drawing equipment A3 Drawing Paper (5 sheets) READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use an HB pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Section A Answer any two questions from one of the Parts A, B or C. Section B Answer one question. All dimensions are in millimetres. The instruction 'discuss' denotes that you should: * examine critically the issues raised by the question; * explain and interpret these issues as appropriate; * introduce evidence wherever possible to support conclusions of arguments. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. Section A Answer any two questions from one of the Parts A, B or C. Part A – Product Design 1 Designers often use models when designing products. Use examples for each of the following to explain the importance of modelling in the design process. * 2D modelling * 3D modelling * mock-ups * scale prototype 2 Fig. 1 shows a shape sorter toy for a child and one triangular shape. (a) State a suitable material for a shape sorter frame of the type shown in Fig. 1. Give two reasons for your choice. [3] (b) Describe, using notes and sketches, how you would make the shape sorter frame. [10] (c) Describe, using notes and sketches, how you would manufacture 5000 triangular shapes. [7] [20] item: mild steel vee block process: milling item: birch chair seat and back process: laminating item: melamine formaldehyde school dinner plate process: compression moulding Choose two of the items shown in Fig. 2. For each: (a) use notes and sketches to describe how the process has been used in the manufacture of the item; [14] (b) explain why the process is particularly suitable in the production of the item. [6] Part B – Practical Technology 4 (a) (i) Calculate the power in a circuit if the voltage is 12 V and the current is 2.4 A. [3] (ii) Describe, using examples, two different ways of providing electrical power to a product. [4] (b) Fig. 3 shows an idea for a circuit for a security alarm to indicate that a door had been opened. (i) Name components A, B and C . [3] (ii) Explain how the circuit works. [10] 5 Discuss the following quote attributed to Pablo Picasso with reference to the impact of computers in the designing of products. 'Computers are useless. They can only give us answers.' [20] 6 Fig. 4 shows forces acting on a point. (a) Determine the direction and magnitude of the resultant force. (b) Fig. 5 shows a roof truss. (i) Determine the reactions at RL and RR. [2] (ii) Determine the magnitude of the forces in all of the members and identify whether they are ties or struts. [14] [4] Part C – Graphic Products 7 (a) Construct a cam profile and displacement diagram from the following information. (i) cam shaft diameter 24 (ii) in line flat follower (iii) minimum distance of 24 from the flat follower to camshaft centre (iv) clockwise direction (v) 0° – 180° rise 30 with simple harmonic motion (vi) 180° – 210° dwell (vii) 210° – 360° fall 30 with simple harmonic motion [15] (b) Give an example of an application of a ratchet mechanism. Use a labelled sketch to describe how a ratchet mechanism works. [5] 8 (a) Fig. 6 shows a crank mechanism. Crank OX rotates, and is connected to arm XY. Y is constrained to slide along line OZ. (i) Plot the loci of point P for one revolution of OX. [8] (ii) Draw the profile of a guard to enclose the whole mechanism with clearance of 10 mm. [4] (b) Fig. 7 shows orthographic views of a toy truck made from seven parts. Sketch an exploded isometric view of the toy truck. Render the body of the truck to look as though it is made from wood. [8] 9 Discuss the impact of advances in technology in the graphics industry with reference to: * the graphic designer or illustrator; * the manufacturer of graphic products; * the consumer/user. [20] Section B Answer one question on the A3 paper provided. 10 When very large numbers of people are evacuated because of natural disasters, there is an urgent need for temporary shelters. Design a temporary shelter. The shelter must: * be easily transportable; * be easily assembled; * accommodate up to 3 adults. Anthropometric data is given in Fig. 8. 11 A new school wishes to ensure that students and visitors are inspired and excited as they enter the school. Design a kinetic sculpture to be erected in front of the school. The sculpture must: * be powered by wind; * be visually interesting and create interesting sounds; * be no more than 2.5 metres high. 12 Exercise is very important for the health and well-being of young people and adults. A large multi-national company wishes to promote a new range of fitness tracker bands under the brand name. The bands are worn on the wrist and monitor energy related data. uFit Items are required for a promotional campaign. Design the packaging and a point of sale display. * The packaging must hold the band and connecting cable. * The point of sale display must hold at least three fitness bands. * Both the packaging and point of sale display must include the brand name uFit. Details of the band and connecting cable are given in Fig. 9. 11 BLANK PAGE BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.	<urn:uuid:5fcfe627-6bdb-4177-affe-fc4193f7ab1e>	CC-MAIN-2019-26	https://www.dailybased.com/cie-cambridge-international-as-and-a-level-past-papers/design-and-technology-(9705)/9705_w17_qp_33.pdf	2019-06-16T08:59:08Z	crawl-data/CC-MAIN-2019-26/segments/1560627998084.36/warc/CC-MAIN-20190616082703-20190616104703-00293.warc.gz	736,842,705	1,497	eng_Latn	eng_Latn	0.988938	eng_Latn	0.994912	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 1133, 1829, 2256, 2856, 3164, 3973, 4372, 4430, 5044, 5684, 5700, 6694 ]	[ 2.15625 ]	4	0
Texas Examinations of Educator Standards™ (TExES™) Program Preparation Manual Social Studies 7–12 (232) Table of Contents About The Test \| \| Test Name \| Social Studies 7–12 \| \|---\|---\|---\| \| Test Code \| \| \| \| Time \| \| \| \| Number of Questions \| \| \| \| Format \| \| \| The TExES Social Studies 7–12 (232) test is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The 140 multiple-choice questions are based on the Social Studies 7–12 test framework. Questions on this test range from grades 7–12. The test may contain questions that do not count toward the score. The number of scored questions will not vary; however, the number of questions that are not scored may vary in the actual test. Your final scaled score will be based only on scored questions. The Domains \| \| \| \| \| \| Approx. \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Percentage \| \| \| \| \| Domain \| \| Domain Title \| \| \| \| Standards Assessed \| \| \| \| \| \| \| of Test \| \| \| \| I. \| \| World History \| \| 15% \| \| Social Studies 7–12 IV \| \| \| II. \| \| U.S. History \| \| 20% \| \| Social Studies 7–12 IV \| \| \| III. \| \| Texas History \| \| 13% \| \| Social Studies 7–12 IV \| \| \| IV. \| \| Geography, Culture and the Behavioral and Social Sciences \| \| 13% \| \| Social Studies 7–12 V, IX \| \| \| V. \| \| Government and Citizenship \| \| 13% \| \| Social Studies 7–12 VII– VIII \| \| \| VI. \| \| Economics and Science, Technology and Society \| \| 13% \| \| Social Studies 7–12 VI, X \| \| \| VII. \| \| Social Studies Foundations, Skills, Research and Instruction \| \| 13% \| \| Social Studies 7–12 I–III \| \| The Standards Social Studies 7–12 Standard I The social studies teacher has a comprehensive knowledge of the social sciences and recognizes the value of the social sciences. Social Studies 7–12 Standard II The social studies teacher effectively integrates the various social science disciplines. Social Studies 7–12 Standard III The social studies teacher uses knowledge and skills of social studies, as defined by the Texas Essential Knowledge and Skills (TEKS), to plan and implement effective curriculum, instruction, assessment and evaluation. Social Studies 7–12 Standard IV History: The social studies teacher applies knowledge of significant historical events and developments, as well as of multiple historical interpretations and ideas, in order to facilitate student understanding of relationships between the past, the present and the future. Social Studies 7–12 Standard V Geography: The social studies teacher applies knowledge of people, places and environments to facilitate student understanding of geographic relationships in Texas, the United States and the world. Social Studies 7–12 Standard VI Economics: The social studies teacher knows how people organize economic systems to produce, distribute and consume goods and services, and uses this knowledge to enable students to understand economic systems and make informed economic decisions. Social Studies 7–12 Standard VII Government: The social studies teacher knows how governments and structures of power function, provide order and allocate resources, and uses this knowledge to facilitate student understanding of how individuals and groups achieve their goals through political systems. Social Studies 7–12 Standard VIII Citizenship: The social studies teacher understands citizenship in the United States and other societies, and uses this knowledge to prepare students to participate in our society through an understanding of democratic principles and citizenship practices. Social Studies 7–12 Standard IX Culture: The social studies teacher understands cultures and how they develop and adapt, and uses this knowledge to enable students to appreciate and respect cultural diversity in Texas, the United States, and the world. Social Studies 7–12 Standard X Science, Technology and Society: The social studies teacher understands developments in science and technology, and uses this knowledge to facilitate student understanding of the social and environmental consequences of scientific discovery and technological innovation. Domains and Competencies The content covered by this test is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts: [x] The competency statement, which broadly defines what an entry-level educator in this field in Texas public schools should know and be able to do. [x] The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing. Domain I — World History Competency 001 (Ancient World Civilizations): The teacher understands significant historical events and developments in ancient world civilizations, factors influencing the development of ancient world civilizations and major characteristics and contributions of ancient world civilizations. The beginning teacher: A. Analyzes the influence of various factors (e.g., geography, processes of spatial exchange [diffusion], development of agriculture) on the development of early and classical civilizations. B. Demonstrates knowledge of individuals, events and issues that shaped the development of early and classical civilizations. C. Understands major political, economic and cultural developments in and interactions among the civilizations of Africa (e.g., Egypt, sub-Sahara), the Mediterranean basin (e.g., Greece, Rome), Mesoamerica (e.g., Maya), Andean South America (e.g., Inca tradition), Middle and Near East and Asia (e.g., China, India, Japan). D. Applies knowledge of the location, political organization, cultural characteristics, and contributions and influence of ancient civilizations. Competency 002 (World History from 600 A.D. to 1450 A.D.): The teacher understands significant historical events, developments and traditional points of reference in world history from 600 A.D. to 1450 A.D. The beginning teacher: A. Demonstrates knowledge of individuals, events, issues and traditional points of reference that shaped the development of world civilizations from 600 A.D. to 1450 A.D. (e.g., Mongol conquests, the founding of Islam, Charlemagne, the Norman Conquest, Silk Road). B. Demonstrates knowledge of major developments in and interactions among the civilizations of Africa (e.g., Egypt, sub-Sahara), Mesoamerica (e.g., Aztec tradition), Andean South America (e.g., Inca tradition), Europe (including Western and Eastern) and Asia (e.g., Islamic civilization, China, India, Japan). C. Knows how new political, economic and social systems evolved in Western Europe after the collapse of the Western Roman Empire (e.g., feudalism, manorialism). D. Understands the influence exerted by the Roman Catholic Church and the Eastern Orthodox Church in medieval Europe. E. Compares social, political, economic and religious aspects of medieval Europe with previous civilizations. F. Demonstrates knowledge of the political, economic, religious and social impact of the Crusades and other religious interactions. Competency 003 (World History from 1450 A.D. to 1750 A.D.): The teacher understands significant historical events, developments and traditional points of reference in world history from 1450 A.D. to 1750 A.D. The beginning teacher: A. Demonstrates knowledge of individuals, events, issues and traditional points of reference that shaped the development of world civilizations from 1450 A.D. to 1750 A.D. (e.g., the fall of Constantinople, Martin Luther, the Black Death, Leonardo da Vinci). B. Demonstrates knowledge of major developments in and interactions among the civilizations of Africa (e.g., Egypt, sub-Sahara), the Americas (e.g., Inca, Aztec, Maya), Western and Eastern Europe, Middle East, and Asia (e.g., China, India, Japan). C. Understands the importance of the European Renaissance and Reformation eras in shaping the modern world. D. Understands the causes of European expansion and the effects of that expansion on European and non-European societies (e.g., Columbian Exchange, Atlantic slave trade). E. Analyzes the impact of political, economic and cultural imperialism (e.g., conquest of the Aztec, expansion of the Ottoman Empire) on both colonizers and the colonized. Competency 004 (World History from 1750 A.D. to the Present): The teacher understands significant historical events and developments in world history from 1750 A.D. to the present. The beginning teacher: A. Demonstrates knowledge of developments, events, issues and interactions that shaped the development of world civilizations from 1750 A.D. to the present (e.g., the Great Depression, the Holocaust, decolonization). B. Analyzes the causes and effects of major political revolutions and independence movements of the eighteenth through the twentieth centuries (e.g., the American Revolution, the French Revolution, Napoleon, Simón Bolívar, Latin American wars of independence, Russian Revolution). C. Understands the impact of political, economic and cultural expansion (e.g., rise of the British Empire, Japanese imperialism). D. Analyzes the causes and effects of the Industrial Revolution. E. Demonstrates knowledge of the impact of totalitarianism in the twentieth century (e.g., fascist Italy, Nazi Germany, Soviet Union). F. Analyzes the causes and effects of World War I and World War II. G. Understands significant events related to the twentieth-century spread and fall of communism (e.g., Cold War, Korean War, Vietnam War) and the postCold War world (e.g., globalization, radical Islamic fundamentalism, terrorism). H. Analyzes the influence of significant individuals of the nineteenth and twentieth centuries (e.g., Charles Darwin, Mohandas Gandhi, Adolf Hitler, Nelson Mandela, Mao Zedong, Mother Teresa). Domain II — U.S. History Competency 005 (Exploration and Colonization): The teacher understands significant historical events and developments in the exploration and colonization of North America and the development of colonial society. The beginning teacher: A. Understands the causes and effects of European exploration and colonization of North America, including interactions with American Indian populations. B. Demonstrates knowledge of individuals, events and issues that shaped the development of colonial society, including interactions among Europeans, Africans and American Indians. C. Analyzes political, economic, religious and social reasons for establishment of the thirteen colonies. D. Demonstrates knowledge of the foundations of representative government in the United States (e.g., ways in which the Mayflower Compact, the Iroquois Confederacy, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses contributed to the growth of representative government). E. Analyzes the influence of various factors on the development of colonial society (e.g., geography, slavery, processes of spatial exchange [diffusion]). Competency 006 (Revolutionary Era and the Early Years of the Republic): The teacher understands significant historical events and developments of the Revolutionary Era and the early years of the Republic, including the foundations of representative government in the United States. The beginning teacher: A. Demonstrates knowledge of individuals, events and issues that shaped the development of U.S. society during the Revolutionary Era and early years of the Republic. B. Analyzes causes of the American Revolution (e.g., mercantilism, British policies following the French and Indian War). C. Understands significant political and economic issues of the Revolutionary Era (e.g., taxation without representation, enforcement of the Navigation Acts, Lexington, Concord, winter at Valley Forge, Treaty of Paris of 1783). D. Demonstrates knowledge of the foundations of representative government in the United States (e.g., the Articles of Confederation and issues of the Philadelphia Convention of 1787, such as major compromises and arguments for and against ratification). E. Understands the origin and development of the American political system and political parties (e.g., Federalists, Democratic-Republicans, Jacksonian democracy, Whigs, Democrats). F. Analyzes the challenges confronted by the government and its leaders in the early years of the Republic and the Age of Jackson (e.g., economic programs and tariffs, court system, expansion of slavery, foreign relations, Indian removal). Competency 007 (Westward Expansion, the Civil War and Reconstruction): The teacher understands significant historical events and developments related to westward expansion, the Civil War and Reconstruction. The beginning teacher: A. Demonstrates knowledge of westward expansion and its effects on the political, economic, cultural and social development of the nation. B. Understands the political, economic and social roots of Manifest Destiny and the relationship between the concept of Manifest Destiny and the westward growth of the nation. C. Identifies the territorial acquisitions that formed the United States and explains the factors that influenced these acquisitions. D. Understands major issues and events of the United States-Mexican War and their impact on the United States. E. Analyzes ways in which slavery and other political, economic and social factors led to the growth of sectionalism and to the Civil War. F. Demonstrates knowledge of individuals, events and issues of the Civil War. (e.g., Abraham Lincoln, Jefferson Davis, the Emancipation Proclamation, Lee's surrender at Appomattox Court House). G. Analyzes the effects of Reconstruction on the political, economic and social life of the nation. Competency 008 (The United States as a World Power): The teacher understands significant historical events and developments related to the emergence and role of the United States as a world power and the effects of major decisions and conflicts on the United States. The beginning teacher: A. Understands factors and events that contributed to the emergence of the United States as a world power between 1898 and 1920 (e.g., imperialism, Panic of 1893, acquisition of Hawaii, Spanish-American War, U.S. involvement in and effects of World War I). B. Analyzes how national and international decisions and conflicts between World War I and World War II affected the United States (e.g., the Fourteen Points, isolationism, reasons for U.S. involvement in World War II). C. Analyzes how national and international decisions and conflicts from World War II to the present have affected the United States (e.g., decision to use the atomic bomb, Cold War). D. Demonstrates knowledge of significant individuals who shaped U.S. foreign policy from 1898 to the present (e.g., Alfred Thayer Mahan, Theodore Roosevelt, Woodrow Wilson, Franklin D. Roosevelt, Henry Kissinger). E. Demonstrates knowledge of significant events and issues that shaped U.S. foreign policy from 1898 to present (e.g., Berlin airlift, Korean War, Sputnik I, Vietnam War, Marshall Plan, North Atlantic Treaty Organization, McCarthyism, Cuban Missile Crisis, the Gulf War). F. Understands the origins of major foreign policy issues currently facing the United States and the challenges of changing relationships among nations. Competency 009 (Political, Economic and Social Developments from 1877 to the Present): The teacher understands significant political, economic and social developments in the United States from 1877 to the present. The beginning teacher: A. Understands political, economic and social changes in the United States from 1877 to the present (e.g., in relation to political parties, transportation, labor unions, agriculture, business, race, gender). B. Demonstrates knowledge of the effects of reform and third party movements and their leaders on U.S. society (e.g., Populism, Progressive Era reforms, New Deal legislation, Susan B. Anthony, W. E. B. Du Bois, George Wallace). C. Analyzes the causes and effects of industrialization in the United States. D. Demonstrates knowledge of significant individuals who shaped political, economic and social developments in the United States from 1877 to the present (e.g., Jane Addams, Henry Ford, Franklin D. Roosevelt, Martin Luther King, Jr., Cesar Chavez, Betty Friedan, Malcolm X). E. Demonstrates knowledge of events and issues that shaped political, economic and social developments in the United States from 1877 to the present (e.g., ratification of the Nineteenth Amendment, Great Depression, passage of the GI Bill, passage of the Civil Rights Act of 1964, urbanization, anti-trust legislation, immigration restriction, globalization, terrorism). F. Analyzes the impact of civil rights movements in the United States, including the African American, Hispanic, American Indian and women's rights movements. Domain III — Texas History Competency 010 (Exploration and Colonization): The teacher understands significant historical developments and events in Texas through the beginning of the Mexican National Era in 1821. The beginning teacher: A. Understands the important similarities and differences among American Indian groups in Texas including the Gulf, Plains, Puebloan and Southeastern groups. B. Demonstrates knowledge of the traditional historical points of reference in the history of Texas during the Spanish colonial period. C. Understands the major causes and effects of European exploration and colonization of Texas. D. Understands how significant individuals, events and issues shaped the early history of Texas from the Spanish Colonial Era to the Mexican National Era (e.g., Álvar Núñez Cabeza de Vaca, José de Escandón, Fray Damián Massanet, Francisco Hidalgo, Alonso Álvarez de Pineda, Moses Austin). E. Understands the impact of major geographic features of Texas on American Indians and settlers, and how various groups altered the natural environment through the beginning of the Mexican National Era. F. Demonstrates knowledge of significant cultural and economic developments in Texas history through the beginning of the Mexican National Era. Competency 011 (Independence, Statehood, Civil War Reconstruction and Aftermath): The teacher understands significant historical developments and events in Texas from 1821 to 1900. The beginning teacher: A. Demonstrates knowledge of the individuals, issues and events related to Mexico becoming an independent nation and the impacts of this event on Texas. B. Demonstrates knowledge of important individuals, events and issues related to the Texas Revolution (e.g., the Law of April 6, 1830, Fredonian Rebellion, Battle of Gonzales, Surrender at Goliad, Battle of the Alamo, Battle of San Jacinto, George Childress, Juan N. Seguín, Antonio López de Santa Anna, William B. Travis, James Fannin). C. Demonstrates knowledge of important individuals, events and issues related to the history of the Republic of Texas and early Texas statehood (e.g., Stephen F. Austin, Lorenzo de Zavala, Sam Houston, Joshua Houston, Mary Maverick, Mirabeau Lamar, the Córdova Rebellion, the Council House Fight, the Santa Fe Expedition, United States-Mexican War). D. Demonstrates knowledge of important individuals, issues and events of the Civil War and Reconstruction in Texas (e.g., Jack Coffee Hayes, John Bell Hood, John Magruder, Battle of Galveston, the Battle of Palmito Ranch). E. Understands the major effects of Reconstruction on the political, economic and social life of Texas. F. Understands the major causes and effects of the expansion of settlement along the frontier in Texas and of the conflicts between some settlers and American Indian groups (e.g., Quanah Parker, Texas Rangers, Buffalo Soldiers). G. Demonstrates knowledge of the impact of major economic and technological developments in Texas in the period 1821 to 1900. H. Understands the impact of major geographic features of Texas on migration, settlement patterns and economic development and how various groups altered the natural environment. I. Demonstrates knowledge of major cultural developments in Texas in the period 1821 to 1900. Competency 012 (Texas in the Twentieth and Twenty-first Centuries): The teacher understands significant historical developments and events in Texas from 1900 to the present. The beginning teacher: A. Understands the impact of individuals and reform movements such as the Progressive movement and the Civil Rights movement on Texas in the late nineteenth and twentieth centuries (e.g., Jane McCallum, Lulu Belle Madison White, Manuel C. Gonzales, Oveta Culp Hobby, James Hogg, Hector Garcia). B. Understands the political, economic, cultural and social impacts of major events in the twentieth century, including World War I, the Great Depression, World War II and the Cold War on the history of Texas. C. Understands the political, economic and social impact of major events and individuals in the latter half of the twentieth and early twenty-first centuries on the history of Texas (e.g., Kay Bailey Hutchison, Barbara Jordan, Eddie Bernice Johnson, Henry B. Gonzalez, Lyndon B. Johnson, James Farmer, George Walker Bush, Craig Anthony Washington, immigration, Rust Belt to Sun Belt migration). D. Understands the impact of major developments in manufacturing, the petroleum and gas industry (e.g., Spindletop), commercial agriculture (e.g., cotton, citrus, beef and dairy production) and suburbanization and how various groups altered the natural environment from 1900 to the present. E. Understands the effect of major developments in computer technology, transportation (including aerospace) and medical research on the contemporary economic and social history of Texas. Domain IV — Geography, Culture and the Behavioral and Social Sciences Competency 013 (Physical Geography Concepts, Natural Processes and Earth's Physical Features): The teacher understands basic geographic concepts, natural processes involving the physical environment and Earth's physical features. The beginning teacher: A. Understands the concept of physical region as an area of Earth's surface with related physical characteristics (e.g., soils, climate, vegetation, river systems). B. Analyzes ways in which physical processes shape patterns in the physical environment (i.e., lithosphere, atmosphere, hydrosphere, biosphere). C. Demonstrates knowledge of how Earth-Sun relationships affect physical processes and patterns on Earth's surface. D. Analyzes relationships among climate, vegetation, soil and geology to explain the distribution of plants and animals in different regions of the world. E. Demonstrates knowledge of the patterns and characteristics of major landforms, climates and ecosystems of Earth and the processes that produce these patterns and characteristics (e.g., factors that influence physical regions such as elevation, latitude, ocean currents, mountain barriers, tectonic processes). Competency 014 (Global and Regional Patterns of Culture and Human Geography): The teacher understands global and regional patterns of culture and characteristics and processes associated with different cultural regions. The beginning teacher: A. Understands the concept of cultural region as an area of Earth's surface with related cultural characteristics (e.g., language, religion, economy, political system). B. Analyzes ways in which cultural processes of innovation and diffusion shape patterns in the human environment. C. Demonstrates knowledge of locations and cultural and environmental features of major world regions (e.g., East Asia, sub-Saharan Africa, Latin America, Europe, Southwest Asia, North Africa) and regions of the United States and Texas. D. Understands how the components of culture (e.g., land use, systems of education, religion, language) affect the way people live and shape the characteristics of regions. E. Demonstrates knowledge of the growth, distribution, movement and characteristics of world populations (e.g., trends in past world population growth, push and pull factors affecting major national and international migrations, ways in which physical and cultural factors affect migration, how migration and immigration have affected societies), and understands the benefits and challenges of globalization. F. Analyzes ways in which political, economic and social processes shape cultural patterns and characteristics in various places and regions (e.g., analyzing political, economic, social and demographic indicators to determine the level of development and standard of living in countries). G. Applies knowledge of the history and significance of major religious and philosophical traditions (e.g., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Realism, Idealism). H. Understands the importance of place for populations (e.g., Mecca, Jerusalem, Cuzco, Ganges River, Shrine of Guadalupe). I. Demonstrates knowledge of the impact of religion on the way of life in the United States. J. Recognizes relationships of the arts to the times in which they were created in the United States and world areas. Competency 015 (Interactions between Human Groups and the Physical Environment): The teacher understands the nature and significance of interactions among peoples, places and environments. The beginning teacher: A. Analyzes ways in which humans depend on, adapt to and modify the physical environment in a variety of cultural and technological contexts. B. Understands and analyzes how people, places and environments change over time and are connected and interdependent (e.g., impact of different types of natural disasters). C. Understands types and patterns of settlement and physical and human geographic factors that affect where people settle (e.g., transportation routes, availability of resources) and processes of settlement development over time. D. Analyzes the influence of physical and human geographic factors on political, social, cultural and economic developments and events in U.S. and world history (e.g., Dust Bowl, opening of the Panama and Suez canals). E. Analyzes the impact of the Neolithic agricultural revolution on human life and on the development of the first civilizations. F. Demonstrates knowledge of how population growth and modernization have affected the physical environment throughout history. G. Understands factors affecting the location of different types of economic activities and economic issues related to the location and management of key natural resources. H. Understands relationships between physical and human geographic factors and political divisions, relationships and policies (e.g., ways in which forces of conflict and cooperation influence control of Earth's surface, the influence of physical and human geographic factors on foreign policies of countries such as Iraq, Israel, Japan, and the United Kingdom). Competency 016 (Sociological, Anthropological and Psychological Concepts and Processes): The teacher applies sociological, anthropological and psychological concepts and processes to understand cultural formation and change, intergroup relations and individual development. The beginning teacher: A. Understands the role of culture as a foundation of individual and social behavior. B. Understands the evolving nature of race and gender relations in the United States and knows how people from various racial, ethnic and religious groups have adapted to and modified life in the United States and contributed to a national identity. C. Analyzes ways in which cultures and societies both change and maintain continuity (e.g., social movements, modernization). D. Demonstrates knowledge of the theoretical foundations of sociology and basic sociological principles and processes, including those related to group membership, roles, status, values and stratification. E. Understands the role and influence of social institutions (e.g., family, religion, educational system, science, mass media) in meeting basic societal needs. F. Demonstrates knowledge of the roles of men, women, children and families in historical and contemporary cultures. G. Understands ways in which socialization, cultural values and norms vary across space and time and influence relationships within and among groups. H. Demonstrates knowledge of the theoretical foundations and development of psychology. I. Demonstrates knowledge of behavioral, social, cognitive and personality perspectives of human identity, development and learning. J. Understands basic psychological principles and processes, including those related to motivation, sensation and perception, cognition, personality, relationships between biology and behavior and relationships between the self and others. Domain V — Government and Citizenship Competency 017 (Democratic Principles and Government in the United States): The teacher understands the principles of democratic government and the structure and functioning of government in the United States. The beginning teacher: A. Analyzes the beliefs and principles reflected in the U.S. Constitution (e.g., republicanism, checks and balances, federalism, separation of powers, separation of church and state, popular sovereignty, individual rights) and other important historical documents (e.g., Declaration of Independence, Federalist Papers, English Bill of Rights). B. Demonstrates knowledge of the structure and functions of the government created by the U.S. Constitution (e.g., bicameral structure of Congress, role of congressional committees, constitutional powers of the president, role of the Cabinet and independent executive agencies, functions of the federal court system). C. Understands the processes by which the U.S. Constitution can be changed. D. Knows procedures for enacting laws in the United States. E. Analyzes changes in the role of the U.S. government over time (e.g., civil rights, New Deal legislation, wartime policies). F. Understands changing relationships among the three branches of the federal government (e.g., Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices, War Powers Act, judicial review). G. Demonstrates knowledge of the impact of Constitutional amendments on U.S. society (e.g., Thirteenth, Fourteenth, Fifteenth, Seventeenth, Nineteenth, Twenty-fourth and Twenty-sixth amendments). , H. Analyzes the interpretations and impact of landmark Supreme Court decisions on U.S. society (e.g., Marbury v. Madison, McCulloch v. Maryland Cherokee Nation v. Georgia, Dred Scott v. Sandford, Plessy v. Ferguson, Schenck v. U.S., Brown v. Board of Education of Topeka, Kansas, Engel v. Vitale, Miranda v. Arizona, Roe v. Wade, Regents of the University of California v. Bakke). I. Understands the relationship between the states and the national government of the United States (i.e., federalism). J. Demonstrates knowledge of the structure and functions of Texas state government and local governments. Competency 018 (Citizenship and Political Processes in the United States): The teacher understands political processes in the United States and the rights and responsibilities of U.S. citizens. The beginning teacher: A. Understands the historical and contemporary roles played by political parties, interest groups and the media in the U.S. political system. B. Demonstrates knowledge of processes for filling elective and appointive public offices (e.g., primary system, electoral college). C. Demonstrates knowledge of processes for making policy in the United States, the impact of technology on the political process and ways in which different points of view influence decision making and the development of public policy at the local, state and national levels. D. Understands rights guaranteed by the U.S. Constitution, including each amendment in the Bill of Rights, (e.g., due process, equal protection) and their role in protecting individual liberties. E. Demonstrates knowledge of efforts to expand the democratic process in the United States and understands the contributions of significant political and social leaders (e.g., George Washington, John Marshall, Frederick Douglass, Elizabeth Cady Stanton, Franklin D. Roosevelt, Martin Luther King, Jr.). F. Demonstrates knowledge of the causes and effects of major reform movements in U.S. history (e.g., abolitionist movement, public education, temperance, women's rights, prison reform, civil rights movement). G. Understands civic responsibilities (e.g., jury duty), the difference between personal and civic responsibilities and the importance of voluntary individual participation in the U.S. political process. Competency 019 (Types of Political Systems): The teacher understands the development of political systems and the similarities and differences among major historical and contemporary forms of government. The beginning teacher: A. Understands major political ideas in history (e.g., the laws of nature and nature's God, divine right of monarchs, social contract theory, the rights of resistance to illegitimate governments) and analyzes the historical development of significant legal and political concepts. B. Demonstrates knowledge of significant political documents and the philosophies of individuals in world history (e.g., Hammurabi's Code of Laws, Justinian's Code of Laws, Magna Carta, John Locke, Thomas Hobbes) and their impact on the development of political thought. C. Analyzes how governments have affected and reflected cultural values and provided for social control. D. Understands similarities and differences between the U.S. constitutional republic and other contemporary forms of government. E. Demonstrates knowledge of major forms of government in history (e.g., monarchy, authoritarian government, classical republic, liberal democracy, totalitarian government) and of the historical antecedents of major political systems. F. Analyzes the process by which democratic-republican government evolved (e.g., beginnings in classical Greece and Rome, developments in England, impact of the Enlightenment). Domain VI — Economics and Science, Technology and Society Competency 020 (Economic Concepts and Types of Economic Systems): The teacher understands basic economic concepts, major developments in economic thought and various types of economic systems. The beginning teacher: A. Demonstrates knowledge of the concepts of scarcity and opportunity costs and their significance. B. Understands the circular-flow model of the economy. C. Analyzes interactions among supply, demand and price and factors that cause changes in supply, demand and price, and interprets supply-anddemand graphs. D. Demonstrates knowledge of the historical origins of contemporary economic systems (e.g., capitalism, socialism, communism), including the influence of various economic philosophers such as John Maynard Keynes, Karl Marx and Adam Smith. E. Understands free enterprise, socialist and communist economic systems in different places and eras. F. Understands and compares types of market structures (e.g., pure competition, monopolistic competition, oligopoly, monopoly). G. Demonstrates knowledge of concepts and issues related to international trade (e.g., absolute and comparative advantage, effects of changes in the exchange rate of world currencies, free trade and the effects of trade barriers). Competency 021(Structure and Operation of the U.S. Free Enterprise System): The teacher understands the structure and operation of the U.S. free enterprise system; the role of government, business, consumers and labor in the system; and basic concepts of consumer economics. The beginning teacher: A. Analyzes the origins and development of the free enterprise system in the United States and understands the basic principles of the U.S. free enterprise system (e.g., profit motive, voluntary exchange, private property rights, competition). B. Analyzes issues and developments related to U.S. economic growth from the 1870s to the present (e.g., anti-trust acts; tariff policies; The New Deal; economic effects of World War I, World War II and the Cold War; increased globalization of the economy). C. Understands and compares types of business ownership (e.g., sole proprietorships, partnerships, corporations). D. Demonstrates knowledge of the role of financial institutions in saving, investing and borrowing. E. Analyzes the role of government in the U.S. free enterprise system (e.g., significance of government rules and regulations, impact of fiscal and monetary policy decisions, role and function of the Federal Reserve System, relationship between government policies and international trade). F. Demonstrates knowledge of the goals of economic growth, stability, full employment, freedom, security, equity and efficiency as they apply to U.S. economic policy. G. Understands the rights and responsibilities of consumers, labor and business in the U.S. free enterprise system. H. Demonstrates knowledge of basic concepts of personal financial literacy and consumer economics (e.g., factors involved in decisions to acquire goods and services, means by which savings can be invested, risks and rewards of various investment options). Competency 022 (Science, Technology and Society): The teacher understands major scientific and mathematical discoveries and technological innovations and the societal significance of these discoveries and innovations. The beginning teacher: A. Demonstrates knowledge of how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. B. Traces the origin and diffusion of major of ideas in mathematics, science and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, the Islamic Caliphates between 700 and 1200 and in China from the Tang to Ming Dynasties. C. Demonstrates knowledge of the contributions of significant scientists and inventors (e.g., Copernicus, Galileo, Isaac Newton, Marie Curie, Thomas Edison, Albert Einstein). D. Understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. E. Demonstrates knowledge of how specific developments in science, technology and the free enterprise system have affected the economic development of the United States (e.g., cotton gin, Bessemer steel process, electric power, telephone, railroad, petroleum-based products, computers). F. Analyzes moral and ethical issues related to changes in science and technology. G. Analyzes the impact of scientific discoveries, technological innovations and the free enterprise system on the standard of living in the United States (e.g., radio, television, automobile, vaccines). Domain VII — Social Studies Foundations, Skills, Research and Instruction Competency 023 (Social Studies Foundations and Skills): The teacher understands social studies terminology and concepts; the philosophical foundations of social science inquiry; relationships among and between social science disciplines and other content areas; and skills for resolving conflicts, solving problems and making decisions in social studies contexts. The beginning teacher: A. Demonstrates knowledge of the philosophical foundations of social science inquiry. B. Uses social studies terminology correctly. C. Knows how knowledge generated by the social science disciplines affects society and people's lives, understands practical applications of social studies education and knows how to use social studies information and ideas to study social phenomena. D. Understands how social science disciplines relate to each other and to other content areas. E. Knows how to use problem-solving processes to identify problems, gather information, list and consider options, consider advantages and disadvantages, choose and implement solutions and evaluate the effectiveness of solutions. F. Knows how to use decision-making processes to identify situations that require decisions, gather and analyze information, identify options, predict consequences and take action to implement decisions. Competency 024 (Sources of Social Studies Information; Interpreting and Communicating Social Studies Information): The teacher understands sources of social studies information and knows how to interpret and communicate social studies information in various forms. The beginning teacher: A. Demonstrates knowledge of characteristics and uses of primary and secondary sources (e.g., databases, maps, photographs, documents, biographies, interviews, questionnaires, artifacts). B. Evaluates the validity of social studies information from primary and secondary sources and identifies bias (e.g., assessing source validity on the basis of language, corroboration with other sources and information about the author). C. Assesses multiple points of view and frames of reference relating to social studies issues and knows how to support a point of view on a social studies issue or event. D. Organizes and interprets information from outlines, reports, databases, narratives, literature and visuals including graphs, charts, timelines and maps. E. Knows how to use maps and other graphics to present geographic, political, historical, economic and cultural features, distributions and relationships. F. Uses maps to obtain and analyze data for solving locational problems and to answer questions, infer relationships and analyze spatial change. G. Communicates and interprets social studies information in written, oral and visual forms and translates information from one medium to another. H. Analyzes various economic indicators to describe and measure levels of economic activity. I. Uses economic models such as production-possibilities curves, circular-flow charts and supply-and-demand graphs to analyze economic concepts or issues. Competency 025 (Social Studies Research): The teacher understands social science and historical research methods, including procedures for formulating research questions and for organizing, analyzing, evaluating and reporting information. The beginning teacher: A. Knows how to formulate research questions. B. Uses appropriate procedures to reach supportable judgments and conclusions in social studies. C. Understands social studies research and knows how social scientists and historians locate, gather, organize, analyze, interpret and report information using established research methodologies. D. Knows how to analyze social studies information by sequencing, categorizing, identifying associations and cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and drawing inferences and conclusions. E. Analyzes social studies data using basic mathematical and statistical concepts and other analytical methods. Competency 026 (Social Studies Instruction and Assessment): The teacher understands the Texas Essential Knowledge and Skills (TEKS) in social studies; knows how to plan and implement effective social studies instruction, including helping students make interdisciplinary connections and develop relevant reading skills; and knows procedures for assessing students' progress and needs in social studies. The beginning teacher: A. Knows state content and performance standards for social studies that comprise the Texas Essential Knowledge and Skills (TEKS) and understands the vertical alignment of social studies in the TEKS from grade level to grade level, including prerequisite knowledge and skills. B. Selects and uses developmentally appropriate instructional practices, activities, technologies and materials to promote student knowledge, skills and progress in social studies. C. Understands the appropriate use of technology as a tool for learning and communicating social studies concepts and provides instruction on how to locate, retrieve and retain content-related information from a range of texts and technologies. D. Uses a variety of instructional strategies to ensure all students' reading comprehension of content-related texts, including helping students link the content of texts to their lives and connect related ideas across different texts. E. Provides instruction on how to locate the meanings and pronunciations of unfamiliar content-related words using appropriate sources, such as dictionaries, thesauruses, atlases and glossaries. F. Knows how to provide instruction that makes connections between knowledge and methods in social studies and in other content areas. G. Provides instruction that models and promotes understanding of various points of view. H. Demonstrates knowledge of forms of assessment appropriate for evaluating students' progress and needs in social studies. I. Uses multiple forms of assessment and knowledge of the TEKS to determine students' progress and needs and to help plan instruction in social studies (e.g., Freedom Week). Approaches to Answering Multiple-Choice Questions The purpose of this section is to describe multiple-choice question formats that you will typically see on the Social Studies 7–12 test and to suggest possible ways to approach thinking about and answering them. These approaches are intended to supplement and complement familiar test-taking strategies with which you may already be comfortable and that work for you. Fundamentally, the most important component in assuring your success on the test is knowing the content described in the test framework. This content has been carefully selected to align with the knowledge required to begin a career as a Social Studies 7–12 teacher. The multiple-choice questions on this test are designed to assess your knowledge of the content described in the test framework. In most cases, you are expected to demonstrate more than just your ability to recall factual information. You may be asked to think critically about the information, to analyze it, consider it carefully, compare it with other knowledge you have or make a judgment about it. When you are ready to respond to a multiple-choice question, you must choose one of four answer options. Leave no questions unanswered. Questions for which you mark no answer are counted as incorrect. Your score will be determined by the number of questions for which you select the correct answer. The Social Studies 7–12 test is designed to include a total of 140 multiple-choice questions, out of which 120 are scored. The number of scored questions will not vary; however, the number of questions that are not scored may vary in the actual test. Your final scaled score will be based only on scored questions. The questions that are not scored are being pilot tested to collect information about how these questions will perform under actual testing conditions. These pilot questions are not identified on the test. How to Approach Unfamiliar Question Formats Some questions include introductory information such as a map, table, graph or reading passage (often called a stimulus) that provides the information the question asks for. New formats for presenting information are developed from time to time. Tests may include audio and video stimulus materials such as a movie clip or some kind of animation, instead of a map or reading passage. Other tests may allow you to zoom in on the details in a graphic or picture. Tests may also include interactive types of questions. These questions take advantage of technology to assess knowledge and skills that go beyond what can be assessed using standard single-selection multiple-choice questions. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond. For most questions, you will respond by clicking an oval to choose a single answer choice from a list of options. Other questions may ask you to respond by: [x] Typing in an entry box. When the answer is a number, you might be asked to enter a numeric answer or, if the test has an on-screen calculator, you might need to transfer the calculated result from the calculator into the entry box. Some questions may have more than one place to enter a response. [x] Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected. [x] Clicking parts of a graphic. In some questions, you will choose your answer by clicking on location(s) on a graphic such as a map or chart, as opposed to choosing from a list. [x] Clicking on sentences. In questions with reading passages, you may be asked to choose your answer by clicking on a sentence or sentences within the reading passage. [x] Dragging and dropping answer choices into "targets" on the screen. You may be asked to choose an answer from a list and drag it into the appropriate location in a table, paragraph of text or graphic. [x] Selecting options from a drop-down menu. This type of question will ask you to select the appropriate answer or answers by selecting options from a drop-down menu (e.g., to complete a sentence). Remember that with every question, you will get clear instructions on how to respond. Question Formats You may see the following types of multiple-choice questions on the test: — Single Questions — Clustered Questions On the following pages, you will find descriptions of these commonly used question formats, along with suggested approaches for responding to each type. Single Questions The single-question format presents a direct question or an incomplete statement. It can also include a reading passage, graphic, table or a combination of these. Four answer options appear below the question. The following question is an example of the single-question format. It tests knowledge of Social Studies 7–12 Competency 006: The teacher understands significant historical events and developments of the Revolutionary Era and the early years of the Republic, including the foundations of representative government in the United States. Example The primary reason that the new government of the United States chose a location on the Potomac River as the site of the nation's capital was that A. wealthy landowners in Virginia and Maryland wanted a site that would increase the value of their properties. B. politicians wanted a site that would balance the interests of the northern and southern sections of the country. C. military leaders wanted a site that could be easily fortified and protected from foreign invaders. D. representatives of newly admitted western states wanted a site that offered an inland water route through the Appalachian Mountains. Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer. As you read the question, recall the political context of the early years of United States. The Constitutional convention and the first Congress featured many debates and compromises aimed at balancing power between small and large states, as well as between northern and southern states. The recently ratified Constitution had stated in Article I, Section 8 that Congress had the authority to create a federal district for a new capital but did not specify where it would be located. Now look at the response options and consider how this information might be applied to the statements presented in each option. Landholders (option B) in the early United States could influence the political process more than any other group. Although some might financially benefit from the sale of land and the construction of a new capital city, land was not the financial interest that affected this legislation. At the same time that Congress was considering the location of new capital, they were also considering another piece of legislation, favored by Secretary of the Treasury Alexander Hamilton, for the federal government to assume the debts incurred by states during the Revolutionary War. Southern states did not initially support this debt-relief legislation, as many had already paid off much of their war debt, but many northern state governments were still financially burdened by repayments. By linking a debt-relief law to a bill specifying that the new capital would be located on the Potomac River, Hamilton was able to attract the support of Virginia and Maryland representatives and senators who saw political and economic advantages to having the capital located between their two states. These legislators in turn managed to sway other Southern legislators to support Hamilton's federal debt-relief bill, in exchange for the southerly capital location. Thus, the ultimate choice of the location was driven by compromise between Northern and Southern interests (option B). The new capital was located between the towns of Alexandria and Georgetown on the Potomac River on a wide tidal estuary which is navigable by ocean-going warships and is not a particularly defensible site (option C). Despite the construction of some fortifications along the river, the city was captured in 1814 by the British Army, who burned the Capitol building and the White House. Although the Potomac River valley was part of one migration and commerce route that enabled the westward expansion from the original thirteen states, the Potomac River itself is not an all-water route through the Appalachians (option D). The river ceases to be navigable by large ships above Washington. In this way, analysis of the four options should lead you to select option B as the best response. Clustered Questions Clustered questions are made up of a stimulus and two or more questions relating to the stimulus. The stimulus material can be a reading passage, description of an experiment, graphic, table or any other information necessary to answer the questions that follow. You can use several different approaches to respond to clustered questions. Some commonly used strategies are listed below. Strategy 1 Skim the stimulus material to understand its purpose, its arrangement and/or its content. Then read the questions and refer again to the stimulus material to obtain the specific information you need to answer the questions. Strategy 2 Read the questions before considering the stimulus material. The theory behind this strategy is that the content of the questions will help you identify the purpose of the stimulus material and locate the information you need to answer the questions. Strategy 3 Use a combination of both strategies. Apply the "read the stimulus first" strategy with shorter, more familiar stimuli and the "read the questions first" strategy with longer, more complex or less familiar stimuli. You can experiment with the sample questions in this manual and then use the strategy with which you are most comfortable when you take the actual test. Whether you read the stimulus before or after you read the questions, you should read it carefully and critically. You may want to note its important points to help you answer the questions. As you consider questions set in educational contexts, try to enter into the identified teacher's frame of mind and use that teacher's point of view to answer the questions that accompany the stimulus. Be sure to consider the questions only in terms of the information provided in the stimulus — not in terms of your own experiences or individuals you may have known. Example 1 First read the stimulus (two statements discussing U.S. intervention in World War I). Use the information below to answer the questions that follow. Passage A The present German submarine warfare against commerce is a warfare against humankind. It is a war against all nations. American ships have been sunk, American lives taken in ways that have stirred us very deeply. But the ships and people of other neutral, friendly nations have been sunk in the same way. There has been no discrimination. The challenge is to all people. . . . We are now about to accept battle with the natural foe of liberty and shall, if necessary, spend the whole force of the nation to end its power. We are glad, now that we see the facts with no veil of false pretense about them, to fight thus for the ultimate peace of the world and for the liberation of its peoples, the German peoples included; for the rights of nations great and small and the privilege of human beings everywhere to choose their way of life and obedience. The world must be made safe for democracy. Its peace must be planted upon the tested foundations of political liberty. Passage B Our entrance into the European conflict will serve only to multiply the horrors of the war, to increase the toll of death and destruction and to prolong the fiendish slaughter. It will bring death, suffering and destruction to the people of the United States and particularly to the working class. It will give the powers of reaction in this country the pretext for an attempt to throttle our rights and to crush our democratic institutions, and to fasten upon this country a permanent militarism. The working class of the United States has no quarrel with the working class of Germany or of any other country. The people of the United States have no quarrel with the people of Germany or any other country. The American people did not want and do not want this war. . . . They have been plunged into this war by the trickery and treachery of the ruling class of the country through its representatives in the National Administration and National Congress, its demagogic agitators, its subsidized press and other servile instruments of public expression. Now you are prepared to address the first of the two questions associated with this stimulus. The first question tests Social Studies 7–12 Competency 025: The teacher understands social science and historical research methods, including procedures for formulating research questions and for organizing, analyzing, evaluating and reporting information. 1. Based on information contained in Passage A, it is reasonable to infer that the author believed that A. U.S. intervention would bring the war to a swift conclusion. B. sea power was the key to effective national defense. C. the United States viewed intervention as a means of expanding foreign trade. D. the United States had no selfish motives for entering the war. Suggested Approach Consider carefully the information presented in the stimulus. Then read and consider this first question, which asks about the assumptions underlying the author's statement. There is no evidence in Passage A that the author believed U.S. intervention would bring the war to a swift conclusion (option A). There is evidence to suggest the contrary, however. The statement that Americans are prepared to "spend the whole force of the nation" to achieve their war aims indicates a recognition that the struggle could be long and costly. Although the author of Passage A is concerned about freedom of the seas, there is no evidence that he believed sea power was the key to effective national defense (option B). He condemns German submarine warfare because of its destruction of innocent lives and neutral shipping, not because it threatens American sea power. In the first sentence of paragraph one, the author of Passage A declares that "German submarine warfare against commerce is a warfare against humankind." When this statement is read in context, however, it is clear that the author is much more concerned about the warfare against humankind than about the warfare against commerce. Consequently, there is no reason to believe that he saw U.S. intervention as a means of expanding foreign trade (option C). There is, however, considerable reason to believe that the author of Passage A felt that the United States had no selfish motives for entering the war (option D). This is specifically evident in the second paragraph, where he states that the nation will be fighting for world peace, the liberation of oppressed peoples, and "the privilege of human beings everywhere to choose their way of life and obedience." In this way, analysis of the four options should lead you to select option D as the best response. Now you are ready to answer the second question. This question also measures Social Studies 7–12 Competency 025: The teacher understands social science and historical research methods, including procedures for formulating research questions and for organizing, analyzing, evaluating and reporting information. 2. Compared with the author of Passage A, the author of Passage B is more concerned about the A. political consequences of U.S. intervention in the war. B. war's effect on the global balance of power. C. ideological goals of the U.S. war effort. D. war's effect on the economy of the United States. Suggested Approach Again, consider carefully the information presented in the stimulus. Read and consider this second question, which asks about the main concerns of the two authors. The author of Passage B is very concerned about the political consequences of U.S. intervention in the war (option A). This is specifically evident in the last sentence of paragraph one, where the author declares that intervention "will give the powers of reaction in this country the pretext for an attempt to throttle our rights and to crush our democratic institutions, and to fasten upon this country a permanent militarism." By comparison, the author of Passage A makes no mention of the domestic political consequences of U.S. intervention in the conflict. The author of Passage B does express concern about the effect that intervention will have on power relations within the United States. However, the author's concern does not extend to the global balance of power (option B). Apart from an effort to justify U.S. neutrality, the author appears uninterested in the international consequences of the conflict. Although probably influenced by Marxist ideology, the author of Passage B is not particularly concerned about the purported ideological goals of the U.S. war effort (option C). The writer is certainly not as concerned about them as the author of Passage A, who provides an able summary of those goals in the second paragraph of that passage. The author of Passage B expresses great concern about the war's effect on working people. As noted above, however, this concern is expressed in political rather than economic terms. There is no explicit discussion in Passage B of the war's effect on the U.S. economy (option D). In this way, analysis of the four options should lead you to select option A as the best response. Multiple-Choice Practice Questions This section presents some sample test questions for you to review as part of your preparation for the test. To demonstrate how each competency may be assessed, each sample question is accompanied by the competency that it measures. While studying, you may wish to read the competency before and after you consider each sample question. Please note that the competency statements do not appear on the actual test. For each sample test question, there is a correct answer and a rationale for each answer option. Please note that the sample questions are not necessarily presented in competency order. The sample questions are included to illustrate the formats and types of questions you will see on the test; however, your performance on the sample questions should not be viewed as a predictor of your performance on the actual test. COMPETENCY 001 1. Most early civilizations of Afro-Eurasia arose in physical environments that featured A. abundant temperate grasslands that could be used for the pasture of livestock. B. easy access to existing major long-distance trade networks. C. proximity to a reliable freshwater source that could be used for crop irrigation. D. plentiful wild game, fish and other food sources available for hunting and foraging. Answer and Rationale COMPETENCY 001 Read the excerpt below from the Code of Hammurabi of ancient Babylon and answer the question that follows. If anyone is committing a robbery and is caught, then he shall be put to death. If the robber is not caught, then shall he who was robbed claim under oath the amount of his loss; then shall the community . . . on whose ground and territory and in whose domain [the robbery took place] compensate him for the goods stolen. 2. The excerpt above from the Code of Hammurabi suggests that A. Babylonian law applied both the concept of individual responsibility and the concept of collective responsibility in assigning penalties for crimes. B. penalties for crimes in ancient Babylonian society were dependent largely on the social status of the criminal. C. Babylonian society was plagued by unusually high rates of crimes against personal property. D. punishments for crimes in Babylonian society were mostly designed to protect the property of the king and members of the nobility. Answer and Rationale COMPETENCY 001 3. In which of the following ways did the migrations of Bantu-speaking peoples into many regions of sub-Saharan Africa in the period 1000 B.C. to 500 A.D. most fundamentally affect the continent? A. The migrations led to the diffusion of many Egyptian traditions B. The migrations triggered the spread of Islam C. The migrations helped establish a large empire of Bantu speakers that controlled much of sub-Saharan Africa D. The migrations led to the spread of settled agriculture Answer and Rationale COMPETENCY 002 4. Which of the following was an effect of the Crusades on western Europe? A. The Crusaders' daily interactions with Muslims and Eastern Orthodox Christians led the papacy to adopt an official policy of greater tolerance for diverse religious beliefs and practices B. The Crusades' initial successes led to a wave of migration of German and French peasants to the Middle East and the depopulation of some regions of western Europe C. The Crusades led to an increased trade between western Europe, Byzantium and the Muslim states of the eastern Mediterranean, thereby promoting European economic expansion D. The Crusades led to a decrease in the power and prestige of European monarchies, as many monarchs were absent from their kingdoms for long periods of time while fighting in the Crusades Answer and Rationale COMPETENCY 003 5. Which of the following statements best describes a major impact of the Columbian Exchange on Europe? A. New food crops from the Western Hemisphere promoted better health and longer life spans in Europe B. Immigration from the Western Hemisphere significantly altered the ethnic makeup of Europe C. New diseases from the Western Hemisphere killed close to 90 percent of Europe's pre-Columbian population D. New draft animals from the Western Hemisphere greatly increased the productivity of European farmers Answer and Rationale COMPETENCY 003 6. Which of the following was the most significant effect on Europe of the Ottoman conquest of Constantinople (1453) and the eastern Mediterranean (1516–1517)? A. The Ottoman Empire took control of most of the major trade routes connecting Europe to India and China B. The Ottoman Empire began conscripting young Balkan Christian boys to become Janissaries C. Ottoman missionaries spread Islam throughout the Mediterranean region D. The threat of further Ottoman territorial expansion led to the political unification of much of central and western Europe Answer and Rationale COMPETENCY 004 7. In contrast to the First Industrial Revolution, the Second Industrial Revolution was characterized mostly by A. innovations in the textile industry and steam power. B. innovations in mass production and electrification. C. heavy reliance on child labor. D. heavy reliance on forced labor. Answer and Rationale COMPETENCY 004 8. The Chinese government responded to the 1989 protests in Tiananmen Square by A. halting all trade with Europe and the United States. B. appeasing protesters by holding democratic elections. C. forcibly dispersing the demonstrations with tanks and troops. D. calling for a session of the United Nations Security Council to condemn the protests. Answer and Rationale COMPETENCY 005 9. Which of the following groups of people constituted the main source of labor for the Chesapeake colonies before 1660? A. Enslaved Africans B. American Indians C. Landowning families D. Indentured servants Answer and Rationale COMPETENCY 005 10. The establishment of the House of Burgesses in 1619 was significant because it was the first A. Protestant church founded in the English colonies. B. assembly of elected representatives of English colonists in North America. C. instance of democratic decision making at a New England town hall meeting. D. stock exchange set up by the English colonists in North America. Answer and Rationale COMPETENCY 006 11. The British government issued the Proclamation of 1763 primarily as a way to A. help pay for the cost of the French and Indian War. B. reassert Britain's claims to the lands of eastern Canada. C. prevent costly conflicts between colonists and Native Americans. D. impose British law on the Indian nations west of the Appalachian Mountains. Answer and Rationale COMPETENCY 006 12. In agreeing to the Three-Fifths Compromise at the Constitutional Convention, the framers delayed reaching a clear solution to which of the following issues? A. The right of women to vote B. The protection of individual rights C. The future of slavery D. The balance of power in Congress between large and small states Answer and Rationale COMPETENCY 007 Use the excerpt below from a Georgia newspaper in 1856 to answer the question that follows. Free Society! We sicken at the name. What is it but a conglomeration of greasy mechanics, filthy operatives, small-fisted farmers, and moon-struck theorists? . . . The prevailing class one meets [with in the North] is that of mechanics struggling to be genteel, and small farmers who do their own drudgery; and yet are hardly fit for association with a southern gentleman's body servant. 13. The newspaper article quoted above could best be used to illustrate which aspect of American life in the late 1850s? A. The growing threat of slave rebellions in the South B. The increasing degree of social mobility in the Northern and Southern sections of the country C. The growing hostility between the Northern and Southern sections of the country D. The increasing economic interdependence of the Northern and Southern states Answer and Rationale COMPETENCY 007 14. Which of the following developments during the Reconstruction period after the Civil War demonstrated an effort to counteract the reforms of Radical Republicans? A. The federal appointment of provisional state governors B. The impeachment of Andrew Johnson C. The issuance of Black Codes D. The creation of the Freedmen's Bureau Answer and Rationale COMPETENCY 009 15. A major goal of Progressive Era reformers such as Jane Addams and Jacob Riis was to overcome the A. socialist tendencies of most reformers in the United States at the time. B. use of social science to explain the nature and causes of poverty. C. spread of poverty amid conspicuous displays of wealth. D. expanding use of government regulation to address social ills. Answer and Rationale COMPETENCY 008 16. Which of the following was a significant objection raised by members of the United States Senate to joining the League of Nations after World War I? A. It did not require reparations to be paid by Germany B. It could entangle the United States in future European military conflicts C. It took away the president's power to declare war D. It gave veto power over major policy decisions to China and the Soviet Union Answer and Rationale COMPETENCY 009 17. What was the purpose of the G.I. Bill of Rights passed by Congress in 1944? A. To provide educational and financial benefits to soldiers returning home from war B. To ensure that soldiers accused of war crimes received fair trials C. To support African-American veterans who faced discrimination after leaving the military D. To guarantee that members of the armed services had the same constitutional protections as civilians Answer and Rationale COMPETENCY 008 18. Which of the following was a notable foreign policy success of President Richard Nixon's administration? A. Establishing relations with the People's Republic of China B. Winning the war in Vietnam C. Negotiating a peace accord between Israel and Egypt D. Isolating the Soviet Union from the world community Answer and Rationale COMPETENCY 010 19. Which of the following American Indian tribes inhabited present-day Texas and is best known for construction of ceremonial mounds? A. Caddo B. Pueblo C. Apache D. Comanche Answer and Rationale COMPETENCY 010 20. To preserve the Spanish claims to land in Texas in the 1680s, Alonso de León was sent on several expeditions to A. capture American Indians for manual labor. B. destroy the French settlement at Fort St. Louis. C. found a Spanish settlement at the mouth of the Mississippi River. D. supply horses to American Indian groups and convince them to fight as Spanish allies. Answer and Rationale COMPETENCY 011 21. Which of the following was the most significant threat to the survival of the Republic of Texas? A. The expansion of slavery B. The discovery of oil C. The Córdova Rebellion D. The Santa Fe Expedition Answer and Rationale COMPETENCY 011 22. During the Civil War, most of the fighting between Confederate and Union forces in Texas took place A. in the Gulf Coast region. B. along the border with the Indian Territory. C. along the length of the Rio Grande. D. on the western plains. Answer and Rationale COMPETENCY 012 23. During World War II, Texas became instrumental in the war effort by A. vastly expanding its petroleum-refining industry to produce more fuel. B. mandating the strictest gas-rationing policy in the nation. C. becoming the center of research and development for the Manhattan Project. D. becoming the main base for antisubmarine warfare against the Germans. Answer and Rationale COMPETENCY 012 24. Which of the following Texans revolutionized medical care by inventing a major component of the heart-lung machine and making open heart surgery possible? A. Michael E. DeBakey B. Denton A. Cooley C. T. C. Hsu D. R. Lee Clark Answer and Rationale COMPETENCY 013 Use the information on the map of Texas below to answer the question that follows. 25. The shaded region on the map represents which of the following climate zones? A. Warm semiarid B. Humid continental C. Humid subtropical D. Mediterranean Answer and Rationale COMPETENCY 013 26. A map scale of 1:4,000,000 represents A. one inch on the map for every 4,000,000 feet on the ground. B. one inch on the map for every 4,000,000 inches on the ground. C. one centimeter on the map for every 4,000,000 meters on the ground. D. one centimeter on the map for every 4,000,000 kilometers on the ground. Answer and Rationale COMPETENCY 014 27. Which of the following best represents an application of the geographic principle of region? A. Using a map to identify patterns of erosion in a local floodplain B. Constructing a grid and labeling key reference points such as the equator, prime meridian and International Date Line C. Using a chart to show how out-migration has affected a city over time D. Constructing a table of several countries and listing common political, social and economic characteristics Answer and Rationale COMPETENCY 014 28. A country is most likely to join the European Union for which of the following reasons? A. So that its citizens can use the same currency when traveling to other European countries B. So that it can exercise more economic power in the world market C. So that it can take unilateral military action to protect its interests D. So that it can have the assurance of retaining its unique culture Answer and Rationale COMPETENCY 015 29. Commercial agriculture is most often practiced on farms where A. a family or village community produces a crop for its own use. B. no chemical fertilizers or pesticides are used. C. humans and animals perform intense physical labor. D. a single crop is grown for sale and processing. Answer and Rationale COMPETENCY 016 30. When people imitate the way celebrities dress, act or talk, it is an example of which of the following? A. Classical conditioning B. Operant conditioning C. Social learning theory D. Insight learning Answer and Rationale COMPETENCY 017 31. Which of the following statements correctly explains how the United States Constitution may be amended? A. The president may propose an amendment, and Congress must ratify it by a supermajority vote B. Congress may propose an amendment by a two-thirds vote, and threefourths of the states must ratify it C. Three-fourths of the states may propose an amendment, and the Supreme Court must ratify it by a two-thirds vote D. Three-fourths of the states may propose an amendment, and the president must ratify it Answer and Rationale COMPETENCY 017 32. Which of the following is the purpose of the due process clause in the Fifth Amendment? A. To ensure that similar crimes have similar penalties B. To guarantee that all citizens follow the law C. To protect those accused of crimes D. To guarantee trial by jury Answer and Rationale COMPETENCY 017 Read the list of statements below and answer the question that follows. [x] Some powers are delegated, such as declaring war and coining money. [x] Some powers are reserved, such as establishing schools and conducting elections. [x] Some powers are shared, such as raising taxes and borrowing money. 33. The list above describes features of which of the following principles of the Constitution? A. Federalism B. Rule of law C. Popular sovereignty D. Individual rights Answer and Rationale COMPETENCY 017 34. The passage of the Twenty-second Amendment, which limits the number of terms a president can serve, was in reaction to the administration of which of the following presidents? A. William McKinley B. WoodrowWilson C. Franklin Roosevelt D. Harry Truman Answer and Rationale COMPETENCY 019 Read the list of statements below and answer the question that follows. [x] Signed in 1215 [x] Affirmed feudal rights [x] Granted certain rights to nobles and all free men [x] Required the monarch to obey the law 35. Which of the following is the best title for the above information? A. Justinian Code B. Magna Carta C. Hammurabi's Code D. Mayflower Compact Answer and Rationale COMPETENCY 019 36. The United States Supreme Court cited the idea of separate but equal to justify the decision in which of the following cases? A. Plessy v. Ferguson B. McCulloch v. Maryland C. Dred Scott v. Sandford D. Texas v. White Answer and Rationale COMPETENCY 020 Use the information in the foreign exchange graph below to answer the question that follows. 37. The graph above shows the supply (S) and demand (D1 and D2) curves of the Japanese yen in the foreign exchange market. Which of the following transactions could cause the change in the international value of the Japanese yen relative to the United States dollar that is shown by the shift from D1 to D2 on the graph? A. Japanese firms increase their imports of iron ore from the United States B. United States firms increase their exports of cars to Japan C. Japanese tourists visit a theme park in the United States D. United States consumers buy more toys produced in Japan Answer and Rationale COMPETENCY 020 38. In a competitive market the equilibrium price of a good is determined by the interaction of supply and demand. If the price of a good is above the market equilibrium, there will be a A. shortage of the good in the market because the quantity demanded exceeds the quantity supplied. B. shortage of the good in the market because the quantity supplied exceeds the quantity demanded. C. surplus of the good in the market because the quantity demanded exceeds the quantity supplied. D. surplus of the good in the market because the quantity supplied exceeds the quantity demanded. Answer and Rationale COMPETENCY 020 Use the table below, which contains macroeconomic data about a hypothetical country, to answer the question that follows. Economic Indicators 9.6% 2.9% Unemployment rate GDP growth rate –4.2% Inflation rate 39. The economy of the country described in the table is undergoing which stage of the business cycle? A. Expansion B. Peak C. Recovery D. Recession Answer and Rationale COMPETENCY 021 40. Which of the following is the main incentive for entrepreneurs to take risks to start a business? A. Profits B. Voluntary exchange C. Specialization D. Competition Answer and Rationale COMPETENCY 021 41. Assume that the demand for soft drinks is relatively inelastic. If the government imposes a per-unit tax on the sale of soft drinks, which of the following correctly identifies how the tax will affect the quantity demanded in the market and who will pay the largest portion of the tax? Answer and Rationale COMPETENCY 022 42. President Eisenhower signed the Federal-Aid Highway Act in 1956, which he promoted as a benefit to national defense. The act also had the benefit of promoting the national goal of A. price stability. B. full employment. C. economic freedom. D. economic efficiency. Answer and Rationale COMPETENCY 023 43. A geography teacher is most likely to use the term "cultural convergence" when discussing A. contact and interaction between different cultures. B. restrictions on outside influence on a culture. C. the process by which values are transmitted across generations. D. the beliefs and values that distinguish a group of people. Answer and Rationale COMPETENCY 025 44. A historian studying the impact of the Civil War on American society is most likely to ask which of the following research questions? A. How many Union soldiers died at the Battle of Gettysburg? B. How would Northern society have changed if the South had won the war? C. How did the South's defeat shape the reconstruction of the Union? D. Was Abraham Lincoln a better commander in chief than Jefferson Davis? Answer and Rationale COMPETENCY 025 45. Students benefit from constructing and using population pyramids to A. determine the social hierarchy of ancient civilizations. B. predict the future need for human services in a nation. C. analyze the changing racial and ethnic composition of select nations. D. compare and contrast different forms of government. Answer and Rationale COMPETENCY 025 46. Which of the following documents is considered a secondary source? A. The Journal of American History B. The United States census C. Plato's Republic D. The Treaty of Versailles Answer and Rationale COMPETENCY 025 47. A researcher is examining students' study habits and their impact on academic performance. To identify the relationship between time spent studying outside class and final exam score, a researcher is mostly likely to employ which of the following research designs? A. Naturalistic observation B. Case study C. Correlational study D. Longitudinal study Answer and Rationale COMPETENCY 026 48. Which of the following activities best encourages reflective thinking by students participating in a mock election in their civics class? A. Predicting the outcome of the election using polling data B. Writing a journal entry describing the reasons behind their vote C. Making a campaign poster in support of a candidate D. Researching the outcomes of past presidential elections Answer and Rationale Answer Key and Rationales \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 001 \| \| C \| \| 53 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 001 \| \| A \| \| 54 54 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 001 \| \| D \| \| 55 55 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 002 \| \| C \| \| 56 56 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 003 \| \| A \| \| 57 57 58 58 59 59 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 004 \| \| C \| \| 60 60 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 005 \| \| D \| \| 61 61 62 62 63 63 \| Question \| Competency \| Correct \| \|---\|---\|---\| \| Number \| Number \| Answer \| 64 64 65 65 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 008 \| \| B \| \| 66 66 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 008 \| \| A \| \| 67 67 68 68 \| Question \| Competency \| Correct \| \|---\|---\|---\| \| Number \| Number \| Answer \| 69 69 70 70 71 71 72 72 73 73 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 013 \| \| B \| \| \| \| 014 \| \| D \| \| 74 74 75 75 76 76 77 77 78 78 \| Question \| Competency \| Correct \| \|---\|---\|---\| \| Number \| Number \| Answer \| 79 79 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 019 \| \| B \| \| 80 80 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 019 \| \| A \| \| 81 81 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 020 \| \| D \| \| \| \| 020 \| \| D \| \| 82 82 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 020 \| \| D \| \| 83 83 84 84 85 85 86 86 87 87 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 025 \| \| B \| \| 88 88 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 025 \| \| A \| \| 89 89 \| Question \| \| Competency \| \| Correct \| \|---\|---\|---\|---\|---\| \| Number \| \| Number \| \| Answer \| \| \| 025 \| \| C \| \| \| \| 026 \| \| B \| \| 90 90 Study Plan Sheet STUDY PLAN \| Content covered on test \| How well do I know the content? \| What material do I have for studying this content? \| What material do I need for studying this content? \| Where can I find the materials I need? \| Dates planned for study of content \| \|---\|---\|---\|---\|---\|---\| Preparation Resources The resources listed below may help you prepare for the TExES test in this field. These preparation resources have been identified by content experts in the field to provide up-to-date information that relates to the field in general. You may wish to use current issues or editions to obtain information on specific topics for study and review. JOURNALS Social Education, National Council for the Social Studies. Theory and Research in Social Education, National Council for the Social Studies. OTHER RESOURCES Baerwald, T. J., and Fraser, C. (2009). World Geography: Building a Global Perspective. Upper Saddle River, N.J.: Prentice Hall. Banks, J. A. (1998). Teaching Strategies for the Social Studies, Fifth Edition. Reading, Mass.: Addison-Wesley Publishing Company. Bergman, E. F., and Renwick, W. H. (2002). Introduction to Geography: People, Places, and Environment, Second Edition. Upper Saddle River, N.J.: Prentice Hall. Boyes, W., and Melvin, M. (2010). Economics, Eighth Edition. Boston, Mass.: Houghton Mifflin Company. Burns, J. M., et al. (2011). Government by the People, Twenty-Fourth Edition. Upper Saddle River, N.J.: Prentice-Hall. Calvert, R. A., and DeLeón, A. (2007). The History of Texas, Fourth Edition. Arlington Heights, Ill.: Harlan Davidson, Inc. Center for Civic Education. (1994). National Standards for Civics and Government. Calabasas, Calif.: Center for Civic Education. Chambers, M., et al. (2009). The Western Experience, Tenth Edition. Boston, Mass.: McGraw-Hill College. Clawson, D. L., and Fisher, J. S. (Eds.). (2010). World Regional Geography: A Development Approach, Tenth Edition. Upper Saddle River, N.J.: Prentice-Hall. Davidson, J. P., Reed, W. E., and Davis, P. M. (2001). Exploring Earth: An Introduction to Physical Geography, Second Edition. Upper Saddle River, N.J.: Prentice Hall. Expectations of Excellence: Curriculum Standards for Social Studies (Bulletin No. 89) (2010). Washington, D.C.: National Council for the Social Studies. Faragher, John M., Buhle, M. J., Czitrom, D., and Armitage, S. H. (2005). Out of Many: A History of the American People, Fifth Edition. Upper Saddle River, N.J.: Prentice Hall. Fellmann, J., et al. (2009). Human Geography: Landscapes of Human Activities, Eleventh Edition. Boston, Mass.: McGraw-Hill College. Gabler, R. E., et al. (2011). Essentials of Physical Geography, Tenth Edition. Belmont, Calif: Brooks/Cole, Cengage Learning. Gilderhus, Mark T. (2009). History and Historians: A Historiographical Introduction, Seventh Edition. Upper Saddle River, N.J.: Prentice Hall. Janda, K., Berry, J. M., and Goldman, J. (2011). The Challenge of Democracy: American Government in Global Politics, Eleventh Edition. Boston, Mass.: Houghton Mifflin Company. Kagan, D., et al. (2012). The Western Heritage, Eleventh Edition. Upper Saddle River, N.J.: Prentice-Hall. Knox, P. L., and Marston, Sallie A. (2012). Human Geography: Places and Regions in Global Context, Sixth Edition. Upper Saddle River, N.J.: Prentice Hall. Kraemer, R. H., and Newell, C. (2012). Texas Politics, Twelfth Edition. Belmont, Calif.: Wadsworth Publishing. Michaelis, J. U., and Garcia, J. (2000). Social Studies for Children: A Guide to Basic Instruction, Twelfth Edition. Old Tappan, N.J.: Allyn and Bacon. National Geography Standards: Geography for Life, Second Edition. (2012). Washington, D.C.: Geography Education Standards Project. National Standards for History, Revised Edition. (1996). Los Angeles, Calif.: National Center for History in the Schools. Norton, M. B., et al. (2011). A People and a Nation: A History of the United States, Ninth Edition. Belmont, Calif.: Wadsworth Publishing. Parkin, M. (2011). Macroeconomics, Tenth Edition. Reading, Mass.: Addison-Wesley Publishing Company. Parkin, M. (2011). Microeconomics, Tenth Edition. Reading, Mass.: Addison-Wesley Publishing Company. Pulsipher, L. M. (2010). World Regional Geography: Global Patterns, Local Lives, Fifth Edition. New York, N.Y.: W. H. Freeman and Company. Shaver, J. P. (Ed.). (1991). Handbook of Research on Social Studies Teaching and Learning. New York, N.Y.: Maxwell Macmillan International. Takaki, R. (1993). A Different Mirror: A History of Multicultural America. Boston, Mass.: Little, Brown and Company. Texas Education Agency (1997). Texas Essential Knowledge and Skills (TEKS). Welch, S., Gruhl, J., Steinman, M., and Comer, J. (2011). Understanding American Government, Thirteenth Edition. Belmont, Calif.: Wadsworth Publishing. Welton, D. A., and Mallan, J. T. (2004). Children and Their World: Strategies for Teaching Social Studies, Eighth Edition. Boston, Mass.: Houghton Mifflin Company. ONLINE RESOURCES Austin Independent School District, Instructional Resources for Texas History — www.austinschools.org/curriculum/soc_stud/ms/7th/index.html Best of History Websites — www.besthistorysites.net/index.php/lesson-plans EcEdWeb, Economic Education Web — http://ecedweb.unomaha.edu/lessons/lessons.cfm EconFun for Teachers — www.econ-fun.com/sample_lessons.htm Federal Reserve Bank of St. Louis/Education Resources — www.stlouisfed.org/education_resources/ Foundation for Teaching Economics — www.fte.org/ HippoCampus — www.hippocampus.org/ Historyteacher.net — www.historyteacher.net Mid-continent Research for Education and Learning (McREL) — www.mcrel.org/lesson-plans/civics/civicslessons.asp National Council for the Social Studies — www.ncss.org Politico — www.politico.com/ TeacherVision, U.S. Government Resources for Teachers — www.teachervision.fen.com/government/teacher-resources/6623.html Texas State Historical Association — www.tshaonline.org	<urn:uuid:eae9bc2f-1a24-4c4d-a847-6535ce15fec8>	CC-MAIN-2016-40	http://cms.texes-ets.org/files/5413/6698/7482/social_studies_7_12_232.pdf	2016-09-26T20:41:52Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00231-ip-10-143-35-109.ec2.internal.warc.gz	58,026,756	19,539	eng_Latn	eng_Latn	0.944025	eng_Latn	0.98349	[ "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn"...	false	docling	[ 105, 124, 874, 1706, 3680, 4239, 6446, 8471, 10702, 13027, 15474, 17663, 20031, 22376, 24743, 27043, 28899, 31123, 33588, 35525, 37769, 39877, 42051, 44399, 45118, 47925, 50229, 52964, 55336, 57919, 60491, 62931, 63805, 65279, 66632, 67776, 687...	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Early Learning Standards At-A-Glance Tom Schultz – Council of Chief State School Officers – NCSL Early Learning Fellows Conference – December 3, 2011 \| \| State Standards for 0-2s \| State Standards for \| State Standards for \| OSEP Early Intervention/ Preschool \| Child Care & Development Fund \| Head Start/Early Head Start \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| 3-5s \| Kg. \| \| \| \| \| Status \| 37 states have adopted \| 50 states + DC have \| 43 states adopted \| 3 Child Outcomes 1 Family Outcome Mandated in 2005 \| No federal standards \| No standards for 0-2s HS Child Development & Early Learning Framework for 3-5s \| \| \| \| adopted \| Common Core \| \| \| \| \| \| \| \| Standards \| \| \| \| \| Content \| Physical, social-emotional, \| Language and \| Language Arts/Math \| Social/emotional development Knowledge, skills, language & literacy Use appropriate behaviors to meet needs \| \| 10 domains + English language development 37 components 149 “examples” \| \| \| language and cognitive \| cognitive \| (Most states have \| \| \| \| \| \| development well \| development \| Kg. standards in \| \| \| \| \| \| represented. Approaches \| represented in all \| other content \| \| \| \| \| \| toward learning under- \| states; physical, \| areas) \| \| \| \| \| \| represented \| social-emotional \| \| \| \| \| \| \| \| and approaches \| \| \| \| \| \| \| \| toward learning less \| \| \| \| \| \| \| \| common \| \| \| \| \| \| \| States have disseminated \| States have \| 30+ states \| \| \| \| \| \| their ELGs, provided \| disseminated their \| participate in a \| \| \| \| \| \| \| \| consortium to guide \| \| \| \| \| \| training, & support \| ELGs, provided \| \| \| \| \| \| \| \| \| efforts to \| \| \| \| \| \| materials. \| training, & support \| \| \| \| \| \| \| \| \| implement the \| \| \| \| \| \| \| materials. \| \| \| \| \| \| \| \| \| Common Core K-12 \| \| \| \| \| \| \| \| Standards. \| \| \| \| \| \| \| Some states \| \| \| \| \| \| \| Some states incorporate \| \| \| \| \| \| \| \| \| reference ELGs in \| \| \| \| \| \| \| requirements related to \| \| \| \| \| \| \| \| \| QRIS systems. \| \| \| \| \| \| \| ELGs in systems such as \| \| \| \| \| \| \| \| QRIS \| \| \| \| \| \| Assessments of Young Children At-A-Glance Tom Schultz – Council of Chief State School Officers – NCSL Early Learning Fellows Conference – December 3, 2011 \| \| State Assessments \| State Assessments for \| State Assessments for \| OSEP Early Intervention/ Preschool for 0-5s \| Child Care & Development Fund for 0-13s \| Head Start/Early Head Start for 3-5s \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| 3-5s \| Kg. \| \| \| \| \| \| for 0-2s \| \| \| \| \| \| \| \| \| (2008-9) \| (2009-2010) \| \| \| \| \| Status of Assessments \| No state requirements. \| 34 initiatives \| 29 Initiatives \| 3 Child Outcomes (federal) 1 Family Outcome (federal) Mandated in 2005 \| No federal requirements \| All programs must assess Local programs select tools \| \| \| \| 14 common tool \| 18 common tool \| \| \| \| \| \| \| 7 multiple tools \| 11 LEAs select \| \| \| \| \| \| \| 13 local program \| \| \| \| \| \| \| \| select \| 21 no state mandate \| \| \| \| \| \| \| 5 no state mandate \| \| \| \| \| \| Content of Assessments \| \| 30 multiple domains \| 14 multiple domains \| Social/emotional development Knowledge, skills, language & literacy Use appropriate behaviors to meet needs \| \| Must assess progress towards school readiness goals in 5 domains \| \| \| \| 4 Literacy only \| 11 Literacy only \| \| \| \| \| \| \| \| 2 Literacy & Math \| \| \| \| \| Implementation Efforts/Mandates \| \| Local programs use \| 6 states report on \| States report on % of infants, toddlers & preschool children who demonstrate improved outcomes compared to same-aged peers. States report % of Part C families who report that programs have helped their family: know their rights; communicate children's needs; & help children develop and learn. States report % of 619 parents who report that schools facilitated parent involvement to improve services and results. . \| \| Programs are expected to align curricula & assessments to the Framework, develop school readiness goals (with reference to state ELGs) & use ongoing child assessment data to improve teaching, learning & family engagement. \| \| \| \| information for \| status of children \| \| \| \| \| \| \| \| In relation to \| \| \| \| \| \| \| planning & \| \| \| \| \| \| \| \| \| standards. \| \| \| \| \| \| \| communicating to \| \| \| \| \| \| \| \| parents. \| \| \| \| \| \| \| \| \| Local schools/teachers \| \| \| \| \| \| \| \| use for planning & \| \| \| \| \| \| \| \| communicating to \| \| \| \| \| \| \| \| parents. \| \| \| \| Principles for Improving State Early Learning Standards 1. Comprehensiveness: Early learning standards should address all domains of development and learning. 2. Age Continuum: Early learning standards should cover the full age spectrum of early childhood—birth through age 8. 3. Research-based: Early learning standards should be informed by research on trajectories of early childhood development and learning. Standards development should include age validation studies to ensure that benchmarks/expectations for children are accurate & appropriate. 4. Alignment: Early learning standards should be aligned vertically across the 0-8 years, and horizontally, meaning (a) across state & federal programs and (b) with other policies, materials, documents, including curricula, child assessments, program quality standards, Quality Rating & Improvement systems and professional development initiatives. 5. Utilization: States should support early childhood programs, educators and families in understanding and using early learning standards to improve development, learning and school readiness for all young children. 6. Voluntary Collaboration: States should have opportunity to work together on a voluntary basis to develop a common, comprehensive, research-based early learning standards to enhance the consistency of expectations for children, programs and practitioners, and address common challenges such as alignment with the Common Core kindergarten standards, developing standards for English language learners, and engaging the nation's best researchers in standards development/revisions. Principles for Improving State Early Childhood Assessment Efforts 1. Use multiple assessment tools if there are multiple purposes. 2. Address a range of domains of development and early learning. 3. Align with state & federal early learning guidelines and state kindergarten standards. 4. Collect information from multiple sources. 5. Implement a system-based approach: a. Support teachers to assess accurately and consistently. b. Help multiple audiences to understand and use assessment data to improve teaching, learning and positive outcomes. c. Build a system of assessments for children birth through grade 3. 6. Avoid inappropriate use of child assessment data.	<urn:uuid:cd8833b7-aaaf-4e1d-8372-97bdee42bd44>	CC-MAIN-2016-40	http://www.ncsl.org/Portals/1/Documents/cyf/Schultz_early_learning_standards.pdf	2016-09-26T20:47:36Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00236-ip-10-143-35-109.ec2.internal.warc.gz	610,393,375	1,859	eng_Latn	eng_Latn	0.900089	eng_Latn	0.981178	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2143, 4562, 6838 ]	[ 2.75 ]	1	25
FOREWORD REVIEW Suki's Kimono Chieri Uegaki Stephane Jorisch, illustrator Kids Can Press (September 2003) Unknown $15.95 (32pp) 978-1-55337-084-0 Armed with the same tenacity and unwavering determination as Henke's precious Lily in Lily's Purple Plastic Purse, Suki takes center stage. The comparison stops there, however, as the story's tone evokes more reverence than sass in the face of adversity. When Suki's grandmother (obachan) visits for the summer, she brings a special gift from the Japanese homeland-a kimono. Memories of a delightful street festival come to life as Suki recalls the first time she donned the beautiful garb-the tasty cuisine, colorful paper lanterns, and traditional dances. Understandably, the "fan-patterned blue kimono" is Suki's "favorite thing." In honor of her grandmother and her rich heritage, Suki declares she will wear her Japanese robe on the first day of school! The author is a graduate of the University of British Columbia's Creative Writing Department and a finalist in The Writers' Union of Canada Writing for Children Competition. This is her first children's book, inspired by her relationship with her own grandmother. The story, written for ages four through eight, rings true on many levels. The main character, an independent first-grader, decides to openly embrace the traditions of her Japanese ancestry. She wears her kimono, sash (obi), and wooden clogs (geta) to school, regardless of her sisters' disapproval. Marked as the opening scene, the reader is appropriately prepared for the reaction Suki will soon receive from her classmates. Her mother, who obviously appreciates her daughter's individuality, does not challenge her decision. Throughout the day, Suki stands tall and strong in her right to express herself as she sees fit, despite the teasing and ridicule. Only one child dares to befriend her and ask the questions no one else has the courage to ask. The crowning moment for Suki is when the teacher asks her to tell the class what she experienced during the summer months. Suki moves to the head of the room and tells of her grandmother's visit. As she describes the festival dancers, Suki loses herself in a graceful demonstration of a traditional dance and hums the familiar music of Japan. When she returns to her seat, her classmates, reluctant at first, reach out to her in a thunderous round of applause. The illustrator is the recipient of the Ruth Schwartz Award for her last Kids Can Press picture book, Oma's Quilt, as well as two Governor General's Awards and many other artistic honors during her career as an illustrator. Here, her playful watercolors glide across the page as Suki retraces her grandmother's dance patterns. Suki's Kimono addresses the challenges of diversity and intolerance, and realistically explores the role played by fear of the unknown. CHARISSE FLOYD (December 16, 2003) Disclosure: This article is not an endorsement, but a review. The author provided free copies of his/her book to have his/her book reviewed by a professional reviewer. No fee was paid by the author for this review. Foreword Reviews only recommends books that we love. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255. PICTURE BOOKS	<urn:uuid:1c33f2a6-a8e6-4870-b66d-73cd7ba45476>	CC-MAIN-2016-40	https://www.forewordreviews.com/reviews/sukis-kimono-review.pdf	2016-09-26T20:52:01Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00232-ip-10-143-35-109.ec2.internal.warc.gz	916,018,099	713	eng_Latn	eng_Latn	0.998226	eng_Latn	0.998226	[ "eng_Latn" ]	false	docling	[ 3287 ]	[ 2.40625 ]	9	6
Revolution 1: Population How many people can our planet handle? RESOURCES Sample discussion questions - What difficulties-from retiring baby boomers in the United States to a graying China, to the massive overhang of Europe's elderly-can private corporations, governments, and other sectors expect as the aging revolution unfolds across the globe? How will changing demographics affect workforce composition? Retirement age? Pension outlays? Taxation? Immigration? Economic growth? How can governments, corporations, and nongovernmental organizations work together to address these issues? - Immigration already accounts for over 60% of population growth in developed countries. Do you believe that governments in developed countries are ready to deal with the massive immigration that will accompany, in many cases, a sharply decreasing number of citizens? What recent world events encourage pessimism or optimism in this regard? - According to the United Nations Population Division, by 2050 the four most-populous countries will be India, China, the United States, and Pakistan. What will this mean for the geopolitical balance of power? Pakistan is a prime example of the overarching global trend of the highest population growth occurring in countries with the lowest prospects for economic development, the most dire resource scarcities, the most daunting public health challenges, and the least transparent and effective systems of governance. What will be the impact of this population growth in terms of global stability and security? * From, Educating Globally Competent Citizens A Tool Kit for Teaching Seven Revolutions Web Resources The United Nations Population Division remains the standard of reference for global population figures, as well as analysis of trends. The Population Reference Bureau (PRB) provides detailed articles, datasheets, and reports on key population issues including mortality rates, gender, race/ethnicity, and fertility. PRB also offers specific country data. CSIS Global Aging Initiative provides information about the international economic, financial, political, and security implications of aging and depopulation. CIA: World FactBook and CIA regional maps: great country-by-country statistics and maps. World Health Organization Worldmapper: provides images of the globe based on statistical information. Videos Population Growth Hans Rosling shows the best stats you've ever seen Hans Rosling on global population growth Hans Rosling: Let my dataset change your mindset Minature-Earth Global Aging Preparedness with Richard Jackson Further Reading Carl Haub. Tracking Trends in Low-Fertility Countries: An Uptick for Europe. Population Reference Bureau. September 2008. Richard Cincotta, Robert Engelman, and Daniele Anastasi. The Security Demographic: Population and Civil Conflict After the Cold War. Population Action International. August 2003. Richard Jackson and Rebecca Strauss. The Geopolitics of World Population Change. CSIS Commentary. July 2007. United Nations Population Fund (UNFPA) publications	<urn:uuid:6c2015f5-4b94-4195-b144-70c7e566f017>	CC-MAIN-2016-40	http://www.purdue.edu/cie/documents/7Revs%20resources_1.pdf	2016-09-26T21:09:03Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00241-ip-10-143-35-109.ec2.internal.warc.gz	661,676,892	585	eng_Latn	eng_Latn	0.968152	eng_Latn	0.990122	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1636, 3081 ]	[ 2.609375 ]	1	8
18-001-1003 Just the Facts… Tick Control Around the Home First, some basic facts about ticks: There are over 800 species of ticks worldwide. The relative size of Ixodes scapularis (blacklegged tick, a.k.a. 'deer tick') as compared to the side of a dime. Ticks must feed on the blood of an animal (the host) in order to grow (molt to different stages) and reproduce (lay thousands of eggs). Most ticks go through one inactive stage (egg) and three active stages (larva, then nymph, and finally adult) in their life cycle. The whole life cycle takes 1 to 2 years and the tick must feed (take a blood meal) once at each active stage. A blood meal takes several days to complete. Ticks don't fly or jump. Rather, a tick climbs to the ends of blades of grass or weeds and waits quietly with its front legs extended until it can grab onto a passing host. Ticks can spread diseases to people, pets, and other animals. Germs that may be present in their saliva are transmitted as they feed on the person or animal. These germs include the bacteria and viruses that cause such serious diseases as Lyme disease, Rocky Mountain spotted fever, and human ehrlichiosis. Not all ticks are infected. However, you can't tell if a tick is infected or not just by looking at it. Therefore, it is important to remove any tick that is attached to your skin as soon as possible. Ticks that are just crawling on you cannot transmit diseases. Ticks are most common in woods or overgrown places where the ground is covered with leaf litter, thick weeds, or high grass. These are the areas where ticks are not only protected from the harsh drying effects of the sun and wind, but also where their animal hosts (such as mice and deer) live. Ticks may sometimes be found on well-mowed lawns, or even inside your home. This is because they drop off of pets or other animals that cross over or enter these areas. The best way to control ticks is to remove high grass, weeds, leaf litter, and undergrowth from around your home. Chemicals (pesticides) that kill ticks can be applied to your yard as a last resort if large numbers of ticks are present. Create 'tick-free' zones around your home by cutting back wooded areas and increasing the size of open lawn. Keep your lawn well mowed, to a height of 3 inches or less. This lowers the humidity at ground level, making it difficult for ticks to survive. Also, mice and other small animal hosts avoid these neatly trimmed areas because they cannot easily hide or find food and nesting materials. Move woodpiles, birdfeeders and birdbaths as far from your house as possible. Mice and chipmunks hide and nest in woodpiles, and eat spilled food from birdfeeders. Birds can spread immature ticks over great distances as they migrate, and they may drop ticks in your yard as they use feeders and birdbaths. Remove brush, weeds, leaf litter, and other yard debris that attract ticks and their hosts. Rake back leaf litter and cut away undergrowth several feet into the edge of any woods that are on or next to your yard. Eliminate dense plant beds close to your house, such as ivy and pachysandra. Keep garbage in tightly closed cans and don't put pet food outside or purposely attract and feed wild animals. Reduce the plants in your yard that deer love to eat (such as azaleas, rhododendrons, arborvitae, and crabapple) and increase the plants that they don't like (such as Colorado blue spruce, Scotch pine, boxwood, daffodils and marigolds). Extension agencies and local nurseries can offer more suggestions for your area. Consider fencing to keep out larger animals, such as deer, as well as neighborhood pets. Ten-foot high fences may be necessary to completely keep out deer. Using an electrified fence may also be helpful. Keep clotheslines high off the ground and out in the open so laundry will not touch vegetation. Keep picnic tables and lawn furniture as far from any woods, shrubs, and undergrowth as possible. Move children's play areas as far away as possible from woods or other overgrown sites. Consider using fences to keep children from entering tick habitat. Create your vegetable and flower gardens in the middle of large areas of open lawn. It is rare for a tick infestation to occur indoors. However, this can happen if a fully fed female tick falls off a pet and lays its eggs. This may occur in a location like pet bedding, carpeting, furniture upholstery, or crevices in floors and walls. In such a case, vacuum up as many of the ticks as possible, then seal the vacuum bag inside a plastic bag and dispose of it in an outdoor trash can. If possible, first place the sealed bag in the freezer for a couple of days to kill most of the ticks before placing it in the trash. Wash all removable bedding or cloth items in hot, soapy water, and apply an appropriate pesticide to all infested areas (see section on Chemical Control Options). It is best to hire a professional pest controller to perform the pesticide treatment. More often, a single tick is carried inside on either a pet's fur or a person's clothing. It may then crawl onto another family member, searching for a blood meal. Inside the home, you can reduce the potential for exposure to ticks by following these suggestions: Keep small animals like mice and cute fluffy kittens out of your home by closing up gaps around doors, windows, and other places. Check your clothing carefully for ticks before you come inside, and check your whole body once you're indoors. Follow this advice if you have pets that go outdoors: o Groom them carefully for ticks every time they've been outside. o Designate specific sleeping areas for your pets, and check their bedding routinely for ticks that might drop off of them while they sleep. o Keep pets off of furniture where ticks can become hidden in the fabric or cushions. o Seek your veterinarian's advice before using flea and tick control products on your pet or it's bedding. Remember that exposing your pet to more than one type of treatment (flea and tick collars, dips, baths, or powders) within a short period of time might seriously harm your pet. Chemical Control Options Applying pesticides (chemicals that will kill ticks) should be considered only as a last resort. It is best to hire a professional pest control company to do this. Before deciding to apply pesticides, your property should be sampled for ticks. Your yard may not necessarily contain large numbers of ticks, even if you live in a county or other local area where ticks are numerous, or where there is a high rate of tick-borne disease. Sampling can be accomplished by using a 'tick drag or flag' (white flannel fabric attached to a pole that is dragged across, or poked into, the vegetation. Ticks, if they are present, will cling to the fabric.). If tick levels are high, pesticide treatment may be justified. Pesticides come in both liquid and granular form. The type of vegetation in your yard and the stage of the ticks that are present will help determine what kind of product is best for your situation. Liquid pesticides will kill ticks that are crawling out in the open. Granular pesticides will penetrate leaf litter to kill ticks that are hatching, molting, or waiting out the cold weather (overwintering). For example, for blacklegged ticks (also known as deer ticks) in the northeastern and mid-Atlantic states, liquid pesticides can be used to kill nymphs in the spring, larvae in the summer, or adults in the fall. Granular pesticides will kill nymphs that are overwintering (in the fall) or larvae that are hatching from eggs (in the early summer). Some pesticides are restricted for use only by licensed pesticide applicators. Here are some of the safest pesticides that are effective for controlling ticks. All products may not be registered for use in all states. Personal Protective Measures Despite your best efforts, it may be impossible to keep your yard entirely free of ticks and their animal hosts. It is therefore important to use personal protective measures. This includes wearing clothing that will prevent ticks from reaching your skin, such as long sleeves and long pants. Tuck your shirt into your pants and your pant cuffs into your socks or boots. Use an insect repellent containing DEET (N,N, diethyl-mtoluamide) on your exposed skin (skin that is not covered with clothing). Use an insect repellent containing permethrin on your clothing. Always FOLLOW LABEL DIRECTIONS when applying repellents. Be sure to check your clothing and body carefully for ticks when you've been outdoors. Entomological Sciences Program October 2003	<urn:uuid:ad75809a-6a29-4eaa-b149-af1329217297>	CC-MAIN-2016-40	http://www.smdc.army.mil/2008/Safety/Articles/TickControlAroundTheHome.pdf	2016-09-26T20:41:48Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00240-ip-10-143-35-109.ec2.internal.warc.gz	720,035,961	1,876	eng_Latn	eng_Latn	0.9988	eng_Latn	0.998783	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3562, 8811 ]	[ 3.484375 ]	2	12
Pledge to Be Fit Being fit means that you eat well and get a lot of exercise. Being fit means that you eat well, get a lot of exercise, and are a healthy weight. When you are fit, your body works well, you feel good, and you have the energy to do the things that you want to do. \| I pledge to be fit and to: \| \| \|---\|---\| \| • Eat 2 pieces of fruit each day. \| • Drink 3-4 glasses of water each day. \| \| • Eat 3 vegetables each day. \| • Drink less sugar-sweetened beverages. \| \| • Eat less junk food—choose snacks that are better for me, for example, raw vegetables, cheese and crackers. \| • Watch TV or play video/computer games no more than 1 hour each day. \| \| • Eat breakfast each day. \| • Be active for at least 1 hour each day: Playing a team sport, ping pong or tennis, riding my bike, running, shooting hoops, jumping rope or playing at the playground, etc. \| \| • Drink 3 glasses of low-fat milk each day. \| \| Healthy Lunchbox Tips Allowing children to choose their own lunchbox and help prepare their own lunch helps pique interest in the meal. Let your children help make lunch the night before school to avoid last-minute morning rushing. The most nutritious lunches include foods from at least three food groups. You should prepare lunches with the proper portions and healthy choices with whole grains, protein, and produce. Some healthy fare includes whole–grain breads or crackers, peanut and almond butters, light canned tuna fish, sliced, raw vegetables, and fruits. Low fat milk and fortified 100% unsweetened fruit juice are the best drinks for children at lunch. Healthy snacks include: baked potato chips, pretzels, trail mix, raisins, nuts or soy nuts, fig bars, Graham crackers, and sunflower seeds. ________________________________________________ ______________________________________________________ _______________________________ My Name My Age Date _______________________________________________________________________________________________________ ______________________________ Parent/Guardian Signature Date For more information on healthy eating, visit www.mypyramid.gov Group Health Incorporated (GHI), HIP Health Plan of New York (HIP), HIP Insurance Company of New York and EmblemHealth Services Company, LLC are EmblemHealth companies. EmblemHealth Services Company, LLC provides administrative services to the EmblemHealth companies. EMB_FLY_006672_Fitness Pledge_Final_8/09	<urn:uuid:7f165d4b-966f-475f-9906-996d427f8ec7>	CC-MAIN-2016-40	http://www.emblemhealth.com/~/media/Files/PDF/wellness_path/snack4kids_fitpledge.pdf	2016-09-26T20:45:03Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00239-ip-10-143-35-109.ec2.internal.warc.gz	427,949,224	540	eng_Latn	eng_Latn	0.998968	eng_Latn	0.998968	[ "eng_Latn" ]	false	docling	[ 2434 ]	[ 2.90625 ]	2	2
FOREWORD REVIEW We Share One World Jane E. Hoffelt Marty Husted, illustrator Illumination Arts (April 2004) Hardcover $15.95 (32pp) 978-0-9701907-8-9 Finding peace nowadays seems more difficult than ever. Books like this one, which teaches young children about different peoples and cultures around the world, take a positive step in the direction of peace. The author's gentle poem is soothing, and its meaning is universal, since some things—like sunshine, air, wind, the moon, rain, singing, and friendship—are the same all over the globe. The world is seen through a young boy's eyes in this volume, and the single line of text per page is accompanied by a double-page illustration, each of a particular country. The vibrant and busy watercolors capture each land's people, their way of life, the animals, and the geography. Eleven countries are represented, and the book culminates with a portrayal of children from all these cultures, all together in one place, and all peaceful. Each illustration offers numerous subjects for discussion with children, to maximize their interest, make the most of their enthusiasm, and support the book's message. Small maps of each country appear in the upper-right-hand corner of each page, so that a little geography lesson can be incorporated while reading the book. The author holds a Bachelor of Fine Arts degree in design from Columbus College of Arts; she has been an award-winning graphic designer for twenty-five years and now owns a design firm. The illustrator is her sister, who also graduated from Columbus; she has previously illustrated several children's books, including Arctic Dreams and Firefly Night. The smiles of the children on the final page, with their arms on each other's shoulders and white doves about their heads, accompanied by the proposal, "Let's live in peace," sums up this little gem of a book. The world map at both ends of the volume is "based on the Dymaxion Map created in 1938 by R. Buckminster Fuller." It depicts the Earth's entire surface without visual distortions, revealing our planet as "one big island in one big ocean." Although it is perhaps a little too babyish for ten-year-olds, as recommended on the cover, this book provides a beautiful and positive introduction to the world and its people. A portion of the profits from We Share One World will go to the Children's Global Foundation, a non-profit organization that helps homeless children around the world, taking another step towards peace. ADRIENNE PETTERSON (August 16, 2004) Disclosure: This article is not an endorsement, but a review. The author provided free copies of his/her book to have his/her book reviewed by a professional reviewer. No fee was paid by the author for this review. Foreword Reviews only recommends books that we love. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255. PICTURE BOOKS	<urn:uuid:01f1985c-5b96-4a18-89f6-fa2933e2174f>	CC-MAIN-2016-40	https://www.forewordreviews.com/reviews/we-share-one-world-review.pdf	2016-09-26T20:51:28Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00246-ip-10-143-35-109.ec2.internal.warc.gz	928,698,139	620	eng_Latn	eng_Latn	0.997742	eng_Latn	0.997742	[ "eng_Latn" ]	false	docling	[ 2931 ]	[ 2.59375 ]	10	5
FOR IMMEDIATE RELEASE January 10, 2011 Carolyn Belardo 215-299-1043,firstname.lastname@example.org Press Room with images: www.ansp.org/press BIZARRE BEASTS PAST AND PRESENT EXHIBIT PROVES FACT IS STRANGER THAN FICTION See the Academy's own rare, bizarre fossils at opening weekend Jan. 29-30 PHILADELPHIA—A new interactive exhibit opening Saturday, Jan. 29, at the Academy of Natural Sciences takes visitors back in time to experience some of the strangest animals that have ever lived. Bizarre Beasts Past and Present, on view through April 24, features lifelike models of prehistoric animals that evolved crazy-looking features that allowed them to adapt to their unique environments. These animals may seem unbelievable, but each one swam, crawled, flew or walked the earth. And some, like the hammer-head shark, are still around today. The realistic-looking, life-sized models of freaky fish, radical reptiles and bizarre birds— in all their gory details—are the work of Gary Staab, an illustrator and sculptor whose creations have been seen in museums, movies and on television. Staab, of Missouri, worked closely with scientists and with real fossils to create a realistic portrait of amazing creatures that lived millions of years ago. "These creatures are so realistic looking," said Jennifer Sontchi, the Academy's manager of exhibit projects. "The big flightless bird looks like it's about to gallop away, and the shark looks like it could gobble you up." Special activities for the whole family during the exhibit's opening weekend include craftmaking, games and a display of rarely seen fossils from the Academy's own world-renowned collection. Visitors will learn how the 7-foot-tall birdlike Dinotryma evolved to fit the ecological niche left when dinosaurs went extinct. The 13-foot-long Helicoprion, a shark that lived 250 million years ago, sports a row of circular teeth resembling a buzz saw. A shovel-tooth elephant that lived 7 million years ago totes a 5-foot-long skull with two outsize scoop-like teeth in its lower jaw. Page 2, Bizarre Beasts Touchable casts, squishy intestines to finger, interactive games, and videos help bring to life a long-ago cast of creatures that some people may be glad are no longer in existence. Bizarre Beasts Past and Present was created by Staab Studios, Inc., and is free with museum admission. A Spanish translation of the exhibit label text is available. # # # The Academy of Natural Sciences, founded in 1812, is the oldest natural science research institution and museum in the Americas and a world leader in biodiversity and environmental research. The mission of the Academy is the encouragement and cultivation of the sciences. HOURS: Monday–Friday, 10 a.m.-4:30 p.m., Saturday-Sunday, 10 a.m.-5 p.m. ADMISSION: $12 adults; $10 children 3-12, seniors, college students, military personnel; free for members and children under 3. $2 fee for Butterflies! THE ACADEMY OF NATURAL SCIENCES · 1900 BENJAMIN FRANKLIN PARKWAY · PHILADELPHIA · PA 19103	<urn:uuid:9d3100d1-01e5-4c90-bc39-f688a4ca66e9>	CC-MAIN-2016-40	http://ansp.org/~/media/Files/ans/about/press/releases/2011/Bizarre_Beasts_Past_and_Present_1-11.ashx	2016-09-26T20:46:20Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00251-ip-10-143-35-109.ec2.internal.warc.gz	12,328,930	699	eng_Latn	eng_Latn	0.996541	eng_Latn	0.997351	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2042, 3013 ]	[ 2.015625 ]	1	70
for parents Name Height Weight Date BMI percentile % Fueling your thoughts l Are you concerned about your child's weight? l Limit sweetened beverages such as soft drinks, punch, juice drinks, energy drinks and caffeine containing beverages. l Are you concerned with your child's eating habits or level of physical activity? l Do you and your child eat breakfast? l How many meals do you eat as a family each week? How many are from fast food, take out, etc? l What beverages do you buy for the family? l How much time does your child watch TV, play on the computer, play videogames, or text daily? l What do you do as a family to stay active? Nutrition Advice By providing nutritious foods to your child you help him or her improve strength, energy, attention span and the ability to keep up with friends. Breakfast ~ Eating breakfast every day helps children do well in school and improves overall health. Lunch ~ Buying school meals can be nutritious; review school menus with your child and plan ahead. When packing lunches it is important to include at least 4 out of the 5 food groups (low-fat/fat-free dairy foods, fruits, vegetables, whole grains and lean protein). Snacks ~ Eat only when hungry. Stock up on readyto-eat vegetables, fruit, low fat cheese, yogurt, milk, lean meats, whole grain crackers, bread, low sugar cereal or nuts. Dinner ~ Eat as many meals as possible as a family at the dinner table. Be sure to slow down, enjoy, and turn off the TV. Eating Out ~ Keep portion sizes small or share meals (don't "super size"). l Choose fruit or salad instead of French fries, milk instead of pop, baked or broiled instead of fried. l Limit dressings and mayonnaise; ask for them on the side or choose low fat options. Beverages -Think your Drink! l The best choices are water, low fat (1%) or nonfat (skim) milk and 100% fruit juice (limit fruit juice to 1 cup or 8 oz. serving per day). The Ounce of Prevention Program is a collaboration of the Ohio Department of Health, Healthy Ohio; the American Academy of Pediatrics–Ohio Chapter; Nationwide Children's Hospital; the American Dairy Association Mideast and the Ohio Dietetic Association. May be reproduced in its entirety for educational purposes. February 2010 l Regular intake of too much caffeine can lead to trouble sleeping, rapid heartrate, anxiety, poor attention span, headaches or shakiness. Your main job as a parent is to be sure that your child is served a variety of healthy foods (fruits, vegetables, milk, yogurt, cheese, whole grains, meat, poultry, fish & eggs). Be a good role model for your kids by eating and choosing healthy foods. Visit www.mypyramid.gov for more information. Be Active l Make sure you and your kids are active 60 minutes every day. Focus on FUN, including both organized and free play. l Count time spent doing chores: car washing, walking the dog, dusting, sweeping, pulling weeds, raking leaves or shoveling snow. l Involve the whole family in physical activity because you are role models! l "Screen time" (computers, TV, gaming systems, texting, etc) should be limited to 2 hours or less daily (pre-plan how "screen time" will be used). l Screens may be monitored easily if moved to a common area; keep them out of child's bedroom. l Make sure your child is sleeping at least 10-11 hours per night. Keeping regular bed time is critical to good health and weight maintenance. l If you have concerns about your child's weight, physical activity or eating behaviors, ask your healthcare provider.	<urn:uuid:03e823da-ef69-45de-aeb2-33ff040a5b96>	CC-MAIN-2016-40	http://www.nationwidechildrens.org/Document/Get/81703	2016-09-26T20:58:13Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00245-ip-10-143-35-109.ec2.internal.warc.gz	604,036,888	791	eng_Latn	eng_Latn	0.998109	eng_Latn	0.998109	[ "eng_Latn" ]	false	docling	[ 3561 ]	[ 2.625 ]	1	37
Atomic Spectroscopy Atomic Absorption, Emission and Fluorescence Techniques Atomic spectroscopy is the determination of elemental composition by its electromagnetic or mass spectrum. The study of the electromagnetic spectrum of elements is called Optical Atomic Spectroscopy. Electrons exist in energy levels within an atom. These levels have well defined energies and electrons moving between them must absorb or emit energy equal to the difference between them. In optical spectroscopy, the energy absorbed to move an electron to a more energetic level and/or the energy emitted as the electron moves to a less energetic energy level is in the form of a photon. The wavelength of the emitted radiant energy is directly related to the electronic transition which has occurred. Since every element has a unique electronic structure, the wavelength of light emitted is a unique property of each individual element. As the orbital configuration of a large atom may be complex, there are many electronic transitions which can occur, each transition resulting in the emission of a characteristic wavelength of light, as illustrated below. The science of atomic spectroscopy has yielded three techniques for analytical use: Atomic Absorption. Atomic Emission. Atomic Fluorescence. The process of excitation and decay to the ground state is involved in all three fields of atomic spectroscopy. Either the energy absorbed in the excitation process, or the energy emitted in the decay process is measured and used for analytical purposes. If light of just the right wavelength impinges on a free, ground state atom, the atom may absorb the light as it enters an excited state in a process known as atomic absorption. This process is illustrated on the right.Atomic absorption measures the amount of light at the resonant wavelength which is absorbed as it passes through a cloud of atoms. As the number of atoms in the light path increases, the amount of light absorbed increases in a predictable way. By measuring the amount of light absorbed, a quantitative determination of the amount of analyte element present can be made. The use of special light sources and careful selection of wavelength allow the specific quantitative determination of individual elements in the presence of others.The atom cloud required for atomic absorption measurements is produced by supplying enough thermal energy to the sample to dissociate the chemical compounds into free atoms. Aspirating a solution of the sample into a flame aligned in the light beam serves this purpose. Under the proper flame conditions, most of the atoms will remain in the ground state form and are capable of absorbing light at the analytical wavelength from a source lamp. The ease and speed at which precise and accurate determinations can be made with this technique have made atomic absorption one of the most popular methods for the determination of metals. Energy Transitions How the three techniques are implemented. In atomic emission, a sample is subjected to a high energy, thermal environment in order to produce excited state atoms, capable of emitting light. The energy source can be an electrical arc, a flame, or The atomic absorption process more recently, a plasma. The emission spectrum of an element exposed to such an energy source consists of a collection of the allowable emission wavelengths, commonly called emission lines, because of the discrete nature of the emitted wavelengths. This emission spectrum can be used as a unique characteristic for qualitative identification of the element. Atomic emission using electrical arcs has been widely used in qualitative analysis.Emission techniques can also be used to determine how much of an element is present in a sample. For a "quantitative" analysis, the intensity of light emitted at the wavelength of the element to be determined is measured. The emission intensity at this wavelength will be greater as the number of atoms of the analyte element increases. The technique of flame photometry is an application of atomic emission for quantitative analysis. The third field of atomic spectroscopy is atomic fluorescence. This technique incorporates aspects of both atomic absorption and atomic emission. Like atomic absorption, ground state atoms created in a flame are excited by focusing a beam of light into the atomic vapor. Instead of looking at the amount of light absorbed in the process, however, the emission resulting from the decay of the atoms excited by the source light is measured. The intensity of this "fluorescence" increases with increasing atom concentration, providing the basis for quantitative determination.The source lamp for atomic fluorescence is mounted at an angle to the rest of the optical system, so that the light detector sees only the fluorescence in the flame and not the light from the lamp itself. It is advantageous to maximize lamp intensity since sensitivity is directly related to the number of excited atoms which in turn is a function of the intensity of the exciting radiation. While atomic absorption is the most widely applied of the three techniques and usually offers several advantages over the other two, particular benefits may be gained with either emission or fluorescence in special analytical situations. ICCD Quantum Efficiency relevant to Atomic spectroscopy	<urn:uuid:e571669c-6fe6-45a2-b3b9-7ce5258edb8a>	CC-MAIN-2016-40	http://www.andor.com/LearningPdf.aspx?id=44	2016-09-26T20:44:03Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00250-ip-10-143-35-109.ec2.internal.warc.gz	306,588,267	957	eng_Latn	eng_Latn	0.997393	eng_Latn	0.997524	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4096, 5358 ]	[ 2.546875 ]	1	6
Local Warming: Consequences of Climate Change for Atlanta By Judith Curry Atlanta is no stranger to weather disasters. In 2004, the remnants of Hurricane Frances caused $41 million dollars damage in Atlanta, mostly from flooding owing to overburdened and outdated storm sewer systems. During 2007, Georgia has seen the worst drought and largest forest fire in over 100 years, with damage estimated at over $1 billion. No single weather event can be directly attributed to global warming; however, we can expect the frequency and severity of flooding, droughts and forest fires to increase in the coming decades owing to global climate change. But the costs to the region inflicted by global warming could be far more extensive and complex than simply adding the cost of increasingly frequent and severe weather disasters. The earth is getting warmer, and scientists conducting research on global climate change overwhelmingly agree: most of the warming since the mid 20 th century has been caused by humans, primarily through burning fossil fuels such as coal and petroleum. Climate model projections suggest that average global temperatures could increase from 3 to 10 degrees Fahrenheit by 2100, the range reflecting the amount of carbon dioxide and other greenhouse gases that might actually be put into the air, plus uncertainties in the climate models. Georgia can expect warmer temperatures to be accompanied by more severe heat waves, increased heavy rainfall events, and more severe and longer droughts. While we need to continue with aggressive efforts to reduce carbon emissions, it has been difficult to obtain the requisite international agreements and actually implement strategies to reduce emissions quickly enough to avert changes in climate. We need to pay more attention to how the world will actually cope with the consequences of global warming. The problem of increasing carbon dioxide in the air is global, but the consequences of climate change are entirely local. Communities and local and state governments are giving increasing attention to adaptation strategies. Adaptation refers to changes in natural or human systems that moderate harm or exploit opportunities. Most of global warming's local perils are familiar problems, though with a considerable magnification factor. National assessment reports and studies by Georgia's scientists have examined the impacts of global warming on our region. Specifically, the impacts described here for Atlanta focus on human health, water resources, agriculture and forestry, air and water quality. Heat waves. In the 2080s, the average summer high will probably be 96 degrees in Atlanta, with extreme temperatures reaching 115 degrees. Conditions seen in the 1998 southern heat wave and drought – damages in excess of $6 billion and at least 200 deaths – would become commonplace. Human health concerns are greatest for lower income households that lack sufficient resources to improve insulation and install and operate air conditioning systems. With a warming of only 2 degrees (which is likely over the next few decades), heat related deaths in Atlanta are expected to increase from 78 annually now to anywhere from 96 to 247 people per year, with major heat waves associated with even greater loss of life. Water. Georgia's warmer climate would mean more intense thunderstorms and episodes of heavy rainfall, as well as more intense and prolonged droughts. While the prospect of heavier rainfalls from thunderstorms and landfalling hurricanes seems like blessed relief during this period of severe drought, the associated flooding can cause substantial property damage, loss of life, ecosystem damage, and environmental damage. Atlanta's storm sewer system is inadequate to handle the rainfall from severe thunderstorms and tropical cyclones. Besides the threat to property, floodwater can be tainted with raw sewage, pesticides, petroleum products, animal waste, and dead animals. The far more serious issue for the region is drought. The economic impact in North Georgia of the current drought has been estimated at $1.3 billion. Such droughts with greater severity are expected to become more commonplace. Compounding the issue of drought is rapidly growing population: water demand in the greater metropolitan Atlanta region in 2020 is expected to increase by approximately 60%. We are currently in the midst of a water crisis; we are facing the prospect of future water catastrophes. A first step in adapting to drought should be the adoption of the Georgia statewide water management plan, Georgia's Water Resources: A Blueprint for the Future. The projected increase in Atlantic hurricane activity is a two-edged sword for Atlanta: while heavy rains and tornadoes from Gulf landfalling hurricanes can cause substantial damage in Georgia, these same heavy rains provide critical replenishment of our reservoirs and relief from drought. Air quality. The current pace of global warming means that the number of unhealthy, "red alert" days for Atlanta's air quality could double within the next three decades, if smog-forming pollution remains unchanged. The projected population increase in the region is 40% by 2030; if nothing is done to change the per capita burning of fossil fuels and the associated pollution increase, the air quality problems will worsen substantially. The adoption of readily available measures to lower emissions from power plants and automobiles would provide major public health benefits by improving air quality. Infectious diseases. Increasing temperatures and humidity bring an increased risk of mosquito borne diseases that are more commonly associated with tropical climates. The greatest threats to a warmer southeast U.S. are yellow fever and dengue, both serious diseases with significant fatality rates. West Nile Virus outbreaks are also expected to become more common in the southeast U.S. The only defense is control of mosquitoes. Agriculture. Longer growing seasons and increased carbon dioxide in the air could mean greater near-term yields for crops such as peanuts, soybeans and cotton – although such benefits would subside as temperatures continue to rise. With prolonged droughts, the state's agricultural productivity will become more dependent on irrigation. Adaptation in the agricultural sector should be relatively easy: farmers can switch crops or vary planting dates, patterns of water usage, crop rotations, and the application of fertilizers and pesticides. Improvements in forecasting weather on monthly to seasonal time scales would enhance the ability of farmers to manage their crops. Forests. Increasing carbon dioxide, taken by itself, could stimulate the productivity of Georgia's forests. This past year, 80-90% of last winter's regeneration planting fell victim to the drought and the pine beetle is spreading and damaging drought-weakened trees. The long-term stress from prolonged droughts, fires and changing insect populations could substantially diminish the forests particularly in the southern part of the state. Commercial forestry adaptations could include salvaging dead and dying timber and replanting species appropriate to a new climate. An aggressive fire management strategy will be needed. The risks from global warming exist in a broader context of natural climate variability, resource depletion, environmental degradation, and population increase. The greatest economic loss to Atlanta and Fulton County could result from increasing water shortages and further degrading air quality, as businesses and industries decide that Atlanta's environment cannot sustain long term operations for their companies nor provide a desirable quality of life for its employees. Atlanta's "brand" as economic and cultural center of the southeast is currently qualified by poor air quality and massive traffic jams. Add unreliable water supply and unsustainable growth with lack of planning, and Atlanta could look much less attractive for future economic development. We can change Atlanta's brand to become the model of how a city can grow prosperous, secure, innovative and healthy by managing our natural resources sustainably and confronting climate change. The forward looking planning required to develop a strategy for adaptation to climate change can be used as an opportunity to plan broadly for a sustainable prosperity, by doing planning for land use, transportation systems, disaster management, and reducing our carbon footprint. Dealing with climate change is both necessary and feasible. The best climate change strategies combine adaptation with reducing our carbon footprint and protecting our natural resources, since it will be much more difficult to adapt to faster warming rates. Several cities and states are leading the way: Seattle, King County and the state of Washington; Chicago and Illinois; the state of California; and the state of Florida. So what should Atlanta and Fulton County be doing? We need to start engaging in serious long-term planning on the issues of sustainable development that includes land use, transportation systems, water systems, and reducing emissions and build climate change risks into the policy development process. Here is what we can start doing right now: * Assess our water resources, future needs, and the engineering and policies required for a sustainable water supply. * Improve Atlanta's storm water management and sewer system. This will not only diminish the damage from floods, but will also support Atlanta's overall water management and help control mosquito borne diseases. * Aggressively protect our trees. Besides the direct economic value of our forests, trees are our front line for a livable climate by moderating the temperature and retaining moisture in our soils. Further, trees remove carbon dioxide from the air. * Enhance our public transportation system. Plans are already on the table for an enhanced regional transit system and the so-called "brain train". In addition to reducing our carbon footprint, the reduced emissions from an enhanced public transportation system will have a dramatic impact on our air quality (not to mention our traffic problem). * Implement energy conservation and efficiency strategies. The up-front investment will provide payback within a few years in terms of substantially reduced energy costs. In addition to reducing our carbon footprint, the emission reductions will have a substantial beneficial effect on our air and water quality. * Further reduction in carbon emissions will require clean energy technologies. The single most effective thing we can do in the short term is not to build any more coal burning power plants until clean coal technologies are available. The perception that any serious emissions reduction threatens the U.S. economy and our way of life is incorrect: reducing our energy consumption can be done, with financial benefits. Georgia Tech, the largest consumer of electricity in Atlanta, has begun implementing an aggressive plan to reduce energy consumption and its carbon footprint. During the period 1995-2004, Georgia Tech reduced its energy consumption by 11% in spite of substantial campus growth, and avoided $7.3 million dollars in energy costs. All of the measures recommended for adapting to climate change and reducing emissions will further benefit the region through improved air and water quality, improvements to the region's traffic problems, more reliable water supply, greater resilience to weather disasters, and lower energy costs. Further, our national political leaders have made reducing our dependence on foreign oil a national imperative. The global need to reduce greenhouse gas emissions is arguably the biggest entrepreneurial opportunity the United States has known. Surely this is an opportunity for Atlanta, particularly given the existing technological base in our universities and industries. Investments made in a more sustainable environment and reducing our vulnerability from climate change are investments in sustainable prosperity and economic growth for the region.	<urn:uuid:c52dcb31-5b38-443a-a762-0b2a8f693441>	CC-MAIN-2016-40	http://curry.eas.gatech.edu/climate/pdf/atlanta_rev.pdf	2016-09-26T20:41:11Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00252-ip-10-143-35-109.ec2.internal.warc.gz	60,570,018	2,195	eng_Latn	eng_Latn	0.998195	eng_Latn	0.998327	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3294, 6651, 10784, 12153 ]	[ 2.90625 ]	1	13
Asthma and Diesel It is estimated that diesel causes 3,500 premature deaths in California in a single year. — California Air Resource Board "There is a family [where] all three of them have asthma and they feel like prisoners in their own home. The grandmother and two grandsons have asthma and they're literally four houses down from the 710 freeway and two houses away from the train yards. It's affecting their schoolwork, their grades, and their existence. Their asthma is a major problem." — Angelo Logan, East Yard Communities for Environmental Justice What Is Diesel Exhaust? Diesel engines emit a complex mixture of air pollutants. In California diesel particulate matter (PM) contributes to an estimated 3,500 premature deaths each year as well as thousands of hospital admissions, asthma attacks and other respiratory symptoms, and lost workdays. lutants relative to their body weight. 7 Fine particulates from diesel exhaust can penetrate children's narrow airways and lodge deep within the lung—an area where the particulates are more likely to be retained and absorbed. * Diesel exhaust is emitted by trucks, school buses, trains, ships, harbor craft, off-road vehicles, and cargo-handling and industrial equipment with diesel engines. 1 * Diesel engines emit a complex mixture of air pollutants composed of gaseous and solid materials. 1,2 The visible emissions in diesel exhaust are known as diesel exhaust particulates (DEP) or soot. Diesel exhaust also contains a variety of harmful gases and over 40 other cancer-causing substances. 3 In addition diesel exhaust contributes to the formation of ozone. * Diesel exhaust incurs high societal costs. The cost of premature deaths resulting from exposure to diesel PM is estimated to be $16 billion per year in California. An annual cost of over $3.5 billion is associated with hospitalizations, treatment of illnesses, and lost workdays each year. 4 Why Should We Be Concerned About Diesel Exhaust for Children? Many diesel emission sources such as heavily traveled roads, ports, and rail yards are concentrated near densely populated areas, 5 which leads to higher exposures and greater health consequences for our children. Additionally, diesel pollution has been observed on every school bus tested in California regardless of the age of the bus. On any given day, the cumulative exhaust inhaled by the 40 or so children on a self-polluting bus is comparable to, or in many cases larger than, the cumulative amount of exhaust inhaled by all the other people in the South Coast Air Basin, which covers the urban portions of Los Angeles, Orange, Riverside, and San Bernardino counties. 6 Children are one of the most vulnerable populations since their lungs are still developing. They have higher respiration rates than adults, which can increase their exposure to air pol- The health risks of diesel exhaust have been recognized by the State of California: * In 1998 California formally recognized DEP as a toxic air contaminant; it is subject to regulation for reducing emissions and human exposure. * In 2001 the Office of Environmental Health Hazard Assessment, under the Children's Environmental Health Protection Act of 1999 (Senate Bill 25, M. Escutia), determined that one of the "top 5" outdoor air pollutants affecting children's health is diesel exhaust PM. * On December 12, 2008, the California Air Resources Board adopted two critical regulations designed to clean up harmful emissions from the estimated one million heavyduty diesel trucks operating in California. The Statewide Truck and Bus rule requires truck owners to install diesel exhaust filters on their rigs by 2014. Owners must also replace engines built before 2010 by the year 2022. How Is Diesel Exhaust Linked to Asthma? Many of the compounds in diesel exhaust have been increasingly implicated in asthma. 1,8 Researchers have often used proximity to traffic as a proxy for diesel exhaust exposure because it is measurable and a significant source of diesel pollution. 9 A growing body of evidence indicates that exposure to traffic emissions is associated with increased risk of adverse respiratory health outcomes, including asthma incidence, severity, and persistence among children. 10 Trafficrelated pollutants are associated with airway inflammation, 11 reduced lung function, and reduced lung development. 12 The research shows the following health effects on childhood asthma: Increased asthma occurrence The Southern California Children's Health Study indicates that traffic exposure may cause asthma among children, which is reflected by increased lifetime asthma diagnoses and asthma prevalence. 13 Reduced lung function Children exposed to high levels of diesel pollutants are five times more likely than other children to have underdeveloped lungs. 11 Increased respiratory symptoms Increases in symptoms such as cough, wheeze, runny nose, and doctor-diagnosed asthma have been linked with traffic exposure. 14-17 A San Francisco Bay Area study also linked traffic-related pollution exposure at schools to the same symptoms. 18 Increased doctor visits and use of medications Studies have shown that children who live near high-density traffic areas have higher rates of doctor visits for asthma in San Diego 14,19 and increased use of asthma medications in Los Angeles than children who live near low-density traffic areas. 14 Increased risk of Emergency Department visits and/or hospitalization 20,21 A study done in Atlanta, Georgia, during the 1996 Summer Olympic Games found fewer recorded doctor visits and hospitalizations for asthma among children during the Games, because of a reduction in traffic, than they found four weeks before and after the Games. 22 Increased allergic inflammation and the development of new allergies DEP can disrupt the regulation of the immune system in sensitive individuals, which can increase their risk of having allergic reactions to other substances in their environments. 23,24 What Can Be Done About Exposure to Diesel Pollution? Community Action to Fight Asthma (CAFA) is a network of asthma coalitions in California working to shape local, regional, and state policies to reduce the environmental triggers of asthma for school-aged children where they live, learn, and play. Below are a few examples of local and state policies related to diesel pollution. * Implement regulatory actions and other incentives to cut diesel emissions from trucks and school buses. * Promote siting of schools, playgrounds, athletic fields, and subsidized housing away from major outdoor air pollutant sources such as high-traffic roads and freeways. * Enforce idling regulations for trucks and buses to reduce human exposure to diesel exhaust. * Shape policies around California's goods movement, reducing pollution at the ports, on truck routes, and in communities across the state. Please visit our website at www.rampasthma.org to learn more about Community Action to Fight Asthma, connect with local coalitions, locate asthma resources across California, and sign up for our e-newsletter. References Pandya, R. J., G. Solomon, A. Kinner, and J. R. Balmes. "Diesel exhaust and asthma: hypotheses and molecular mechanisms of action." 1 Environmental Health Perspectives 110 (Supplement 1): 103–12 (2002). Kagawa, J. "Health effects of diesel exhaust emissions—a mixture of air pollutants of worldwide concern." 2 Toxicology 181–182: 349–53 (2002). California Air Resources Board Fact Sheet, 2008. "Summary of Adverse Impacts of Diesel Particulate Matter." http://www.arb.ca.gov/research/diesel/ 3 diesel_health_effects_summary_7-5-05-1.pdf. California Air Resources Board Staff Report, 2002. "Public Hearing to Consider Amendments to the Ambient Air Quality Standards for Particulate 4 Matter and Sulfates." http://www.arb.ca.gov/research/aaqs/std-rs/pm-final/pm-final.htm. Green, R. S., S. Smorodinsky, J. J. Kim, R. McLaughlin, and B. Ostro. "Proximity of California public schools to busy roads." 5 Environmental Health Perspectives 112 (1): 61–6 (2004). Marshall, J. D., and E. Behrentz. "Vehicle self-pollution intake fraction: children's exposure to school bus emissions." 6 Environmental Science and Technology 39 (8): 2559–63 (2005). Bateson, T. F., and J. Schwartz. "Children's response to air pollutants." 7 Journal of Toxicology and Environmental Health, Part A, 71 (3): 238–43 (2008). Weir, E. "Diesel exhaust, school buses and children's health." 8 Canadian Medical Association Journal 167 (5): 505 (2002). Trasande, L., and G. D. Thurston. "The role of air pollution in asthma and other pediatric morbidities." 9 Journal of Allergy and Clinical Immunology 115 (4): 689–99 (2005). Salam, M. T., T. Islam, and F. D. Gilliland. "Recent evidence for adverse effects of residential proximity to traffic sources on asthma." 10 Current Opinion in Pulmonary Medicine 14 (1): 3–8 (2008). Holguin, F., S. Flores, Z. Ross, M. Cortez, M. Molina, L. Molina, C. Rincon, et al. "Traffic-related exposures, airway function, inflammation, and respira- 11 tory symptoms in children." American Journal of Respiratory and Critical Care Medicine 176 (12): 1236–42 (2007). Gauderman, W. J., E. Avol, F. Gilliland, H. Vora, D. Thomas, K. Berhane, R. McConnell, et al. "The effect of air pollution on lung development from 10 12 to 18 years of age." New England Journal of Medicine 351 (11): 1057–67 (2004). McConnell, R., K. Berhane, L. Yao, M. Jerrett, F. Lurmann, F. Gilliland, N. Kunzli, et al. "Traffic, susceptibility, and childhood asthma." 13 Environmental Health Perspectives 114 (5): 766–72 (2006). Gauderman, W. J., E. Avol, F. Lurmann, N. Kuenzli, F. Gilliland, J. Peters, and R. McConnell. "Childhood asthma and exposure to traffic and nitrogen 14 dioxide." Epidemiology 16 (6): 737–43 (2005). van Vliet, P., J. Knape, J. de Hartog, N. Janssen, H. Harssema, and B. Brunekreef. "Motor vehicle exhaust and chronic respiratory symptoms in chil- 15 dren living near freeways." Environmental Research 74 (2): 122–32 (1997) Ryan, P. H., G. K. Lemasters, P. Biswas, L. Levin, S. Hu, M. Lindsey, D. I. Bernstein, et al. "A comparison of proximity and land use regression traffic 16 exposure models and wheezing in infants." Environmental Health Perspectives 115 (2): 278–84 (2007). Janssen, N. A., B. Brunekreef, P. van Vliet, F. Aarts, K. Meliefste, H. Harssema, and P. Fischer. "The relationship between air pollution from heavy 17 traffic and allergic sensitization, bronchial hyperresponsiveness, and respiratory symptoms in Dutch schoolchildren." Environmental Health Perspectives 111(12):1512–8 (2003). Kim, J. J., S. Smorodinsky, M. Lipsett, B. C. Singer, A. T. Hodgson, and B. Ostro. "Traffic-related air pollution near busy roads: the East Bay Children's 18 Respiratory Health Study." American Journal of Respiratory and Critical Care Medicine 170 (5): 520–6 (2004). English, P., R. Neutra, R. Scalf, M. Sullivan, L. Waller, and L. Zhu. "Examining associations between childhood asthma and traffic flow using a geo- 19 graphic information system." Environmental Health Perspectives 107 (9): 761–7 (1999). Lin, S., J. P. Munsie, S. A. Hwang, E. Fitzgerald, and M. R. Cayo. "Childhood asthma hospitalization and residential exposure to state route traffic." 20 Environmental Research 88 (2): 73–81 (2002). Migliaretti, G., E. Cadum, E. Migliore, and F. Cavallo. "Traffic air pollution and hospital admission for asthma: a case-control approach in a Turin 21 (Italy) population." International Archives of Occupational and Environmental Health 78 (2): 164–9 (2005). Friedman, M. S., K. E. Powell, L. Hutwagner, L. M. Graham, and W. G. Teague. "Impact of changes in transportation and commuting behaviors 22 during the 1996 Summer Olympic Games in Atlanta on air quality and childhood asthma." Journal of the American Medical Association 285 (7): 897–905 (2001). Diaz-Sanchez, D., L. Proietti, and R. Polosa. "Diesel fumes and the rising prevalence of atopy: an urban legend?" 23 Current Allergy and Asthma Reports 3 (2): 146–52 (2003). Morgenstern, V., A. Zutavern, J. Cyrys, I. Brockow, S. Koletzko, U. Kramer, H. Behrendt, et al. "Atopic diseases, allergic sensitization, and exposure to 24 traffic-related air pollution in children." American Journal of Respiratory and Critical Care Medicine 177 (12): 1331–7 (2008). California Air Resources Board Staff Report, 2008. "Methodology for Estimating Premature Deaths Associated with Long-Term Exposure to Fine 25 Airborne Particulate Matter in California." http://www.arb.ca.gov/research/health/pm-mort/pm-mort_final.pdf. 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An Act To Provide a Government fot The District of Columbia 1871, February 21: Congress Passes an Act to Provide a Government for the District of Columbia, also known as the Act of 1871. With no constitutional authority to do so, Congress creates a separate form of government for the District of Columbia, a ten mile square parcel of land (see, Acts of the Forty-first Congress," Section 34, Session III, chapters 61 and 62). The act -- passed when the country was weakened and financially depleted in the aftermath of the Civil War -- was a strategic move by foreign interests (international bankers) who were intent upon gaining a stranglehold on the coffers and neck of America. Congress cut a deal with the international bankers (specifically Rothschilds of London) to incur a DEBT to said bankers. Because the bankers were not about to lend money to a floundering nation without serious stipulations, they devised a way to get their foot in the door of the United States. The Act of 1871 formed a corporation called THE UNITED STATES. The corporation, OWNED by foreign interests, moved in and shoved the original Constitution into a dustbin. With the Act of 1871, the organic Constitution was defaced -- in effect vandalized and sabotage -- when the title was capitalized and the word "for" was changed to "of" in the title. THE CONSTITUTION OF THE UNITED STATES OF AMERICA is the constitution of the incorporated UNITED STATES OF AMERICA. It operates in an economic capacity and has been used to fool the People into thinking it governs the Republic. It does is not! Capitalization is NOT insignificant when one is referring to a legal document. This seemingly "minor" alteration has had a major impact on every subsequent generation of Americans. What Congress did by passing the Act of 1871 was create an entirely new document, a constitution for the government of the District of Columbia, an INCORPORATED government. This newly altered Constitution was not intended to benefit the Republic. It benefits only the corporation of the UNITED STATES OF AMERICA and operates entirely outside the original (organic) Constitution. Instead of having absolute and unalienable rights guaranteed under the organic Constitution, we the people now have "relative" rights or privileges. One example is the Sovereign's right to travel, which has now been transformed (under corporate government policy) into a "privilege" that requires citizens to be licensed. (Passports) By passing the Act of 1871, Congress committed TREASON against the People who were Sovereign under the grants and decrees of the Declaration of Independence and the organic Constitution. [Information courtesy of Lisa Guliani, www.babelmagazine.com. The Act of 1871 became the FOUNDATION of all the treason since committed by government officials.] ~~~~~~~~~~~~~~~ Dove: The following is an expansion and further explanation of the above (an adaptation of Lisa's work, done with her permission), which you may want to read for your own edification. Whereas my Chapter 9 is a time-map of the major Headlines and Landmines of the 200-years-plus history of America, each subsequent chapter goes into particular details. This section is from Chapter 18, "The Tale of Two Governments, which overall addresses the difference between a democracy and a republic as well as the fact of a federal government and a shadow government practicing under the guise of The Corporation. I'm sure Lisa won't mind your using what you need in order to make whatever point you wish to make in the moment. . . . C. ~~~~~~~~~~~~~~~~~~~~~~~` The United States Isn't a Country; It's a Corporation! In preparation for stealing America, the puppets of Britain's banking cabal had already created a second government, a Shadow Government designed to manage what the common herd believed was a democracy, but what really was an incorporated UNITED STATES. Together this chimera, this two-headed monster, disallowed the common herd all rights of sui juris. [you, in your sovereignty] Congress, with no authority to do so, created a separate form of government for the District of Columbia, a ten-mile square parcel of land. WHY and HOW did they do so? First, Lisa Guliani of Babel Magazine, reminds us that the Civil War was, in fact, "little more than a calculated front with fancy footwork by backroom players." Then she adds: "It was also a strategic maneuver by British and European interests (international bankers) intent on gaining a stranglehold on the coffers of America. And, because Congress knew our country was in dire financial straits, certain members of Congress cut a deal with the international bankers (in those days, the Rothschilds of London were dipping their fingers into everyone's pie). . . . . There you have the WHY, why members of Congress permitted the international bankers to gain further control of America. . . . . . "Then, by passing the Act of 1871, Congress formed a corporation known as THE UNITED STATES. This corporation, owned by foreign interests, shoved the organic version of the Constitution aside by changing the word 'for' to 'of' in the title. Let me explain: the original Constitution drafted by the Founding Fathers read: 'The Constitution for the united states of America.' [note that neither the words 'united' nor 'states' began with capital letters] But the CONSTITUTION OF THE UNITED STATES OF AMERICA' is a corporate constitution, which is absolutely NOT the same document you think it is. First of all, it ended all our rights of sovereignty [sui juris]. So you now have the HOW, how the international bankers got their hands on THE UNITED STATES OF AMERICA." To fully understand how our rights of sovereignty were ended, you must know the full meaning of sovereign: "Chief or highest, supreme power, superior in position to all others; independent of and unlimited by others; possessing or entitled to; original and independent authority or jurisdiction." (Webster). In short, our government, which was created by and for us as sovereigns -- free citizens deemed to have the highest authority in the land – was stolen from us, along with our rights. Keep in mind that, according to the original Constitution, only We the People are sovereign. Government is not sovereign. The Declaration of Independence say, "…government is subject to the consent of the governed." That's us -- the sovereigns. When did you last feet like a sovereign? As Lisa Guliani explained: "It doesn't take a rocket scientist or a constitutional historian to figure out that the U.S. Government has NOT been subject to the consent of the governed since long before you or I were born. Rather, the governed are subject to the whim and greed of the corporation, which has stretched its tentacles beyond the ten-milesquare parcel of land known as the District of Columbia. In fact, it has invaded every state of the Republic. Mind you, the corporation has NO jurisdiction beyond the District of Columbia. You just think it does. "You see, you are 'presumed' to know the law, which is very weird since We the People are taught NOTHING about the law in school. We memorize obscure facts and phrases here and there, like the Preamble, which says, 'We the People…establish this Constitution for the United States of America.' But our teachers only gloss over the Bill of Rights. Our schools (controlled by the corporate government) don't delve into the Constitution at depth. After all, the corporation was established to indoctrinate and 'dumb-down' the masses, not to teach anything of value or importance. Certainly, no one mentioned that America was sold-out to foreign interests, that we were beneficiaries of the debt incurred by Congress, or that we were in debt to the international bankers. Yet, for generations, Americans have had the bulk of their earnings confiscated to pay a massive debt that they did not incur. There's an endless stream of things the People aren't told. And, now that you are being told, how do you feel about being made the recipient of a debt without your knowledge or consent? "After passage of the Act of 1871 Congress set a series of subtle and overt deceptions into motion, deceptions in the form of decisions that were meant to sell us down the river. Over time, the Republic took it on the chin until it was knocked down and counted out by a technical KO [knock out]. With the surrender of the people's gold in 1933, the 'common herd' was handed over to illegitimate law. (I'll bet you weren't taught THAT in school.) "Our corporate form of governance is based on Roman Civil Law and Admiralty, or Maritime, Law, which is also known as the 'Divine Right of Kings' and the 'Law of the Seas' -- another fact of American history not taught in our schools. Actually, Roman Civil Law was fully established in the colonies before our nation began, and then became managed by private international law. In other words, the government -- the government created for the District of Columbia via the Act of 1871 – operates solely under Private International Law, not Common Law, which was the foundation of our Constitutional Republic. "This fact has impacted all Americans in concrete ways. For instance, although Private International Law is technically only applicable within the District of Columbia, and NOT in the other states of the Union, the arms of the Corporation of the UNITED STATES are called 'departments' -- i.e., the Justice Department, the Treasury Department. And those departments affect everyone, no matter where (in what state) they live. Guess what? Each department belongs to the corporation -- to the UNITED STATES. "Refer to any UNITED STATES CODE (USC). Note the capitalization; this is evidence of a corporation, not a Republic. For example, In Title 28 3002 (15) (A) (B) ©, it is unequivocally stated that the UNITED STATES is a corporation. Translation: the corporation is NOT a separate and distinct entity; it is not disconnected from the government; it IS the government -- your government. This is extremely important! I refer to it as the 'corporate EMPIRE of the UNITED STATES,' which operates under Roman Civil Law outside the original Constitution. How do you like being ruled by a corporation? You say you'll ask your Congressperson about this? HA!! "Congress is fully aware of this deception. So it's time that you, too, become aware of the deception. What this great deception means is that the members of Congress do NOT work for us, for you and me. They work for the Corporation, for the UNITED STATES. No wonder we can't get them to do anything on our behalf, or meet or demands, or answer our questions. "Technically, legally, or any other way you want to look at the matter, the corporate government of the UNITED STATES has no jurisdiction or authority in ANY State of the Union (the Republic) beyond the District of Columbia. Let that tidbit sink in, then ask yourself, could this deception have occurred without full knowledge and complicity of the Congress? Do you think it happened by accident? If you do, you're deceiving yourself. "There are no accidents, no coincidences. Face the facts and confront the truth. Remember, you are presumed to know the law. THEY know you don't know the law or, for that matter, your history. Why? Because no concerted effort was ever made to teach or otherwise inform you. As a Sovereign, you are entitled to full disclosure of all facts. As a slave, you are entitled to nothing other than what the corporation decides to 'give' you. "Remember also that 'Ignorance of the law is no excuse.' It's your responsibility and obligation to learn the law and know how it applies to you. No wonder the corporation counted on the fact that most people are too indifferent, unconcerned, distracted, or lazy to learn what they need to know to survive within the system. We have been conditioned to let the government do our thinking for us. Now's the time to turn that around if we intend to help save our Republic and ourselves -- before it's too late. "As an instrument of the international bankers, the UNITED STATES owns you from birth to death. It also holds ownership of all your assets, of your property, even of your children. Think long and hard about all the bills taxes, fines, and licenses you have paid for or purchased. Yes, they had you by the pockets. If you don't believe it, read the 14th Amendment. See how 'free' you really are. Ignorance of the facts led to your silence. Silence is construed as consent; consent to be beneficiaries of a debt you did not incur. As a Sovereign People we have been deceived for hundreds of years; we think we are free, but in truth we are servants of the corporation. "Congress committed treason against the People in 1871. Honest men could have corrected the fraud and treason. But apparently there weren't enough honest men to counteract the lust for money and power. We lost more freedom than we will ever know, thanks to corporate infiltration of our so-called 'government.' "Do you think that any soldier who died in any of our many wars would have fought if he or she had known the truth? Do you think one person would have laid down his/her life for a corporation? How long will we remain silent? How long will we perpetuate the MYTH that we are free? When will we stand together as One Sovereign People? When will we take back what has been as stolen from the us? "If the People of America had known to what extent their trust was betrayed, how long would it have taken for a real revolution to occur? What we now need is a Revolution in THOUGHT. We need to change our thinking, then we can change our world. Our children deserve their rightful legacy -- the liberty our ancestors fought to preserve, the legacy of a Sovereign and Fully Free People." 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i nformation bulleti n New Hampshire Bureau of Emergency Communications History of 9-1-1 in US February 16, 2012 History of 9-1-1 in the US Happy Birthday 9-1-1! Forty-four years ago, February 16, 1968 at 2:00 PM local time....the first 9-1-1 call was made in Haleyville, Alabama launching the first generation of 9-1-1. Today, more than 240 million 9-1-1 calls are made each day. The nation's 9-1-1 system has endured and survived many changes and challenges. Steve Souder, Director of Fairfax County, Virginia Department of 9-1-1/ Public Safety Communications, said: "Forty-four years later there's much talk about Next Generation 9-1-1. However, three constants have never change....9-1-1 the number, the caller and YOU!" World's First 9-1-1 Call business. For over ten years the idea was discussed and argued about among the different agencies who wanted to receive the calls. Police said they should answer all calls, the Fire Department felt they were the better choice, some even felt the local hospital was the best answer. According to a report in the Fayette, Alabama Times Record commemorating the 25th anniversary of the historic event, B.W. Gallagher, President of Alabama Telephone Company, said he was inspired by an article Haleyville, AL - February 16, 1968 The following is a brief recount of the events surrounding the placing of the nation's first 9-1-1 call. Before Alexander Graham Bell invented the telephone, (June 2, 1875) public safety was served by town criers. A town crier would walk the streets of a town and cry out for help in emergency situations.In the 1950's, independent telephone companies were very common in the United States. If you wanted the police, you dialed the police station. If you had a fire, you called the fire department. If you needed any emergency help, you dialed the individual you needed, or you could dial "0" and get the operator. Then he or she would ring the persons you were calling for. In 1958, Congress called for a universal emergency number. At this time, the President's Commission of Law Enforcement and the F.C.C. started arguing over a single easy to remember number. This was due to the large volume of emergency calls going to telephone company operators. A person may be calling for emergency help while the operator was giving information on the number of Aunt Betsy in Louisiana or Uncle Charles in Oklahoma, which lead to delays in emergency responses. Telephone companies were facing the problem of how to separate emergencies from general in the Wall Street Journal. He read that the president of AT&T and the FCC had announced that 9-1-1 would be the nationwide emergency number. Being a bit offended by the fact that the views of the independent telephone industry had been overlooked in this decision, Gallagher decided to make the Alabama Telephone Company the first to implement 9-1-1. Gallagher consulted with Robert Fitzgerald, inside plant manager for the Alabama Telephone Company, who examined schematics of the company's 27 exchanges. Fitzgerald chose Haleyville because its existing equipment was best suited to be quickly converted to receive 9-1-1 calls. Fitzgerald then designed the circuitry and installed the first 9-1-1 system in less than a week. Working with Fitzgerald to achieve this goal were technicians Pete Gosa, Jimmy White, Al Bush and Glenn Johnston. In the early stages, the city fathers were skeptical of 9-1-1 calls being answered at the police station. They, like persons in Congress, were afraid that the city might not have the personnel qualified to answer "all out emergency calls". Haleyville, Alabama introduced the nation's first 9-1-1 system which was located at the police station. Alabama Speaker of the House, Rankin Fite, made the first call from another city hall room. It was answered by Congressman Tom Bevill on a bright red telephone located in the police department. Also on hand was Haleyville Mayor James Whitt, Public Service Commission President Eugene (Bull) Connor, and B. W. Gallagher. So on February 16, 1968, the first 9-1-1 call was made. information bulletin New Hampshire Bureau of Emergency Communications Page 2 The History of 9-1-1 Emergency Calls Who Designed and Installed the First US 9-1-1 System? "The race to be first will always be part of human nature as long as a bridge remains to be crossed, mountains to be climbed, or a telephone exchange to be cut-over, with a team working together as Alabama Telephone had." The ability to dial a single number to report emergencies was first used in Great Britain, in 1937. The British could dial 999 to call for police, medical or fire departments, from anywhere in the country. In 1958, the American Congress first investigated a universal emergency number for the United States and finally passed the legal B.W. (Bob) Gallagher - President of the Alabama Telephone Company a subsidiary of Continental Telephone. Initiated and directed the overall 9-1-1 effort. mandate in 1967. The very first American 9-1-1 call was placed on February 16, 1968 in Haleyville, Alabama made by Alabama Speaker of the House, Rankin Fite and answered by Congressman Tom Bevill. Robert (Bob) Fitzgerald - Inside State Plant Manager. Designed and engineered the needed circuitry for the first U.S. 9-1-1 system. Jimmy White - Technician on 9-1-1 installation team. Glenn Johnston - Technician on 91-1 installation team. Al Bush - Technician on 9-1-1 installation team. Pete Gosa - Technician on 9-1-1 installation team. The new emergency number had to be three numbers that were not in use in the United States or Canada as the first three numbers of any phone number or area code, and the numbers had to be easy to use. The Federal Trade Commission along with AT&T (which held a monopoly on phone services at that time) originally announced the plans to build the first 9-1-1 system in Huntington, Indiana. Bob Gallagher, President of the Alabama Telephone, was annoyed that the independent phone industry had not been consulted. Gallagher decided to beat AT&T to the punch line and have the first 9-1-1 emergency service built in Haleyville, Alabama. Gallagher consulted with Bob Fitzgerald, his state inside-plant manager. Fitzgerald let Gallagher know that he could do it. Gallagher moved quickly getting approvals from Continental Telephone and the Alabama Public Service commissioner, and releasing a press release on February 9 announcing that the Alabama Telephone Company would be making history. Fitzgerald examined all twenty-seven Alabama exchanges choosing the Haleyville location, and then engineered the new circuitry and made the modifications needed for the existing equipment. Fitzgerald and his team worked around the clock to install the first 9-1-1 emergency system in under one week. The team worked their regular day jobs in Fayette, traveling each night to Haleyville to do the 9-1-1 work during off-peak hours. The work was completed on February 16, 1968, at exactly 2 p.m. celebrated with a team cheer of "Bingo!"	<urn:uuid:13ce6887-d86f-4b6d-8d00-bbe340921732>	CC-MAIN-2016-40	http://www.nh.gov/safety/divisions/emergservices/nh911/pubinfo/documents/history.pdf	2016-09-26T20:45:03Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00253-ip-10-143-35-109.ec2.internal.warc.gz	614,322,918	1,613	eng_Latn	eng_Latn	0.996913	eng_Latn	0.997922	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4089, 7045 ]	[ 2.21875 ]	1	11
Community Education Resource Social Justice Statement 2015–2016 For those Who've Come across the Seas: Justice for asylum seekers and refugees This resource is for parish social justice groups, YCS groups and senior secondary students. It offers a process to engage with issues related to asylum seekers and refugees, based on the Australian Catholic Bishops' Social Justice Statement 2015–2016. In this Social Justice Statement, Australia's Bishops ask us to re-examine our responses to refugees and asylum seekers. The Statement reminds us of the nearly 60 million people around the world who are displaced from their homes and of the war and violence that are devastating countries in the Middle East, Africa and Asia. When people come to us seeking refuge, can we in conscience respond to them with cruel and self-defeating policies such as offshore processing and indefinite detention? This Social Justice Statement is inspired by the example of Pope Francis on his 2013 visit to the Mediterranean island of Lampedusa, where he met the survivors of a refugee tragedy and mourned and prayed for those who had died Using the See, Judge, Act process, this resource provides ways to see the global and regional realities of people forced to flee their homelands and to reflect on Australia's response in this wider context. We can then make an informed judgement on the situation and take action to change what can and should be changed. For each phase of the process, there are references to the Social Justice Statement and suggestions for further resources and research. a. Social Analysis b. Theological Reflection ACT SEE JUDGE SEE Social Justice Statement 2015-16 References Introduction page 3 Part 1 Responding to the call of the asylum seeker, pages 4-7 Part 2 The Global movement of people, pages 8-14 \| Introduction \| \| See notes 1-3 \| \| \|---\|---\|---\|---\| \| Responding to the call of the asylum seeker Human dignity The option for the poor Solidarity and the common good \| \| \| \| \| The global movement of people The flight from persecution and violence Embarking upon a dangerous journey Prolonged detention onshore and offshore Particularly vulnerable groups \| \| See notes 4-10 See notes 11-17 See notes 18-21 See notes 22-30 See notes 31-43 \| \| \| \| See for yourself! \| \| Other resources \| \| What is your experience of these issues? \| \| \| \| \| Select one of these issues that particularly concerns you. \| \| Australian Catholic Migrant & Refugee Office Refugee Council of Australia UN High Commission for Refugees Jesuit Refugee Service Edmund Rice Centre See web references in the 10 Steps Leaflet \| \| \| Name the aspects of this issue that concern you. \| \| \| \| \| Use the notes in the Statement to find out more about it. \| \| \| \| \| Which organisations address this issue in your state/local area? \| \| \| \| \| Are there other issues related to the global movement of people that need to be addressed? \| \| \| \| \| After this research, what question or questions do you now have regarding this issue? \| \| \| \| Take this question to the next stage. JUDGE a. Social Analysis b. Theological Reflection a. Social Analysis helps us to obtain a more complete picture of the social situation by exploring its historical and structural relationships. In this step, we attempt to make sense of the reality that was observed in Step 1. Why does this situation exist? What are the root causes? Look at and discuss the concern you researched in terms of the following factors. This deepens our understanding of our experience by asking: 'Which of these areas is this issue really about?' Economic factors – Production, distribution, patterns of ownership and decisions about property and resources. Who owns? Who controls? Who pays? Who gets? Why? What part do economic factors play in the disadvantage faced by some asylum seekers and refugees? Political factors: Totality of people's participation in decisions that affect their lives. Who decides? For whom do they decide? How do decisions get made? Who is left out of the process? Why? Social Factors: How people group to relate to one another – social, class, ethnic, racial or age groups. Who is left out? Who is included? Who is overrepresented? Why? Cultural factors: Sum total of ways of believing, thinking, feeling and acting, which constitutes what people call 'their way of life' What values are evident? What do people believe in? Who influences what people believe? Religious factors: Religion is the expression of humanity's ultimate concern – the articulation of longings for a centre of meaning and value, for connection with the power of being. What religious beliefs or practices support this practice? What religious beliefs or practices challenge it? Historical factors: Past events form the current reality. Trace where your ancestors came from. What forces influenced them to come to Australia? By the end of this step, the group will have constructed a wider and deeper picture of the issue or focus. The underlying cause begins to emerge. For example, is it predominantly a social, political, cultural, economic or religious issue? In light of the analysis the group renames the issue/question and takes it to the theological reflection b. Theological Reflection explores the experience and its deeper analysis, in dialogue with the religious tradition. From this conversation we gain new insights and meanings. Two important sources of this tradition are the Scriptures and Catholic Social Teaching. What Scripture passages can help us to make meaning of this experience? How do the Scriptures enable us to see this reality in a different way? Quotes in the Statement When an alien resides with you in your land, you shall not oppress the alien. The alien who resides with you shall be to you as the citizen among you; you shall love the alien as yourself, for you were aliens in the land of Egypt. I am the Lord your God. Leviticus 19:33-34 Now after they had left, an angel of the Lord appeared to Joseph in a dream and said, ‘Get up, take the child and his mother, and flee to Egypt, and remain there until I tell you; for Herod is about to search for the child, to destroy him.’ Then Joseph got up, took the child and his mother by night, and went to Egypt, and remained there until the death of Herod. Matthew 2:13-15 Then little children were being brought to him in order that he might lay his hands on them and pray. The disciples spoke sternly to those who brought them; but Jesus said, ‘Let the little children come to me, and do not stop them; for it is to such as these that the kingdom of heaven belongs.’ Matthew 9:13-14 What does Catholic Social Teaching say about this issue? What key principles from Catholic Social Teaching apply to this situation? For example: human dignity, the common good, human rights, the option for the poor. How can we justify Australia’s policy of deterring people from claiming protection in the light of Jesus’ words? As a nation, we harm innocent people by detaining them, pushing back their boats and transferring them to other impoverished nations. We pretend that the pain and diminishment of one group of people, including children, is a justifiable price to pay for sending a message to others. This policy dishonours the human dignity of people who seek protection and denies the truth of their humanity . 2015-16 Social Justice Statement p.6 If there is a question of priority in who we should care for, Jesus’ message is crystallised in the Catholic social teaching principle of the option for the poor. It says that the test of solidarity and of commitment to the common good is the care we have for the people who are most disadvantaged. A just and healthy society is one in which all people are able to live decently, and where all contribute to the needs of the weakest, including non-citizens. This principle applies to communities and nations, not simply to individuals . 2015-16 Social Justice Statement p.6 What insights emerged for you? What do you see more clearly? What ideas for action emerge from your insights? Call for a new global response of compassion Pages 15-18 From your information [Seeing] … and analysis and theological reflection [Judging] … what ACTION needs to be taken - to change the situation? - to address root causes? We all have a role to play : [x] We are challenged as individuals and as a community to help our brothers and sisters and to work for a conversion in our nation. [x] We can make sure that Australians understand the issues better. Quiet conversation and example are powerful tools for conversion [x] We can support the organisations that work to help asylum seekers: organisations like the Society of St Vincent de Paul, Catholic Social Services, Jesuit Refugee Services, Asylum Seeker centres and many others [x] We can work within our parishes to ensure that they are welcoming places; creating social events, organising or joining support networks, introducing refugees and hearing their stories. [x] Politicians need to know that we feel passionately about this issue, and not just at the ballot box, when we cast our vote. Writing to local members and ministers does have an effect, and can give encouragement to those in Parliament who also seek a better way. 2015-16 Social Justice Statement p17 What challenges emerged for you? What action can you take? (See the 'Ten steps' below – also available as a leaflet from the ACSJC) If no action is clear, what additional research is needed? How would you transform the structures and relationships that produce this situation? How can you act to empower those who are disadvantaged in this situation? What practical help can you offer? How will you evaluate the effectiveness of your action? Some useful websites: ACSJC: http://www.socialjustice.catholic.org.au/social-teaching/issues/110-refugees Refugee Council of Australia www.refugeecouncil.org.au The Edmund Rice Centre www.erc.org Church social teaching: Spring Hill College Theology Library www.shc.edu/library/ Secondary Res. http://www.socialjustice.catholic.org.au/publications/soc i al -just i ce - st at emen t s TEN STEPS TOWARDS JUSTICE FOR REFUGEES AND ASYLUM SEEKERS [To accompany the Social Justice Statement 2015–2016, For Who've Come Across the Seas: Justice for refugees and asylum seekers.] The Australian Catholic Bishops' Social Justice Statement for 2015–2016 challenges us to face the reality of the terror and danger that people face around the world and to work to change Australia's response to people seeking asylum. When we Australians support policies of cruelty and rejection, we close our ears to Christ's call and turn him away from our doors. We know that we are better than this. As Christians, we know that it is within us to hear the call of Jesus. As Australians we have shown ourselves willing to take the path of generosity and leadership. We can do so again. (Social Justice Statement 2015–16) Following are ten steps – actions – we can take personally, locally and nationally. 1. Listen to the stories Pope Francis, in his words and actions at Lampedusa, cuts through the global indifference by making the issue personal. He shows us that, when we look into the face of the asylum seeker and really hear their story – each stage of their journey – they are no longer a stranger to be feared and we can no longer be indifferent to their need. (Social Justice Statement 2015–16) On your own or with others: read stories about asylum seekers and refugees. See a film, read a poem or a book. Go to: Refugee Council of Australia Fact Sheets and Resources: www.refugeecouncil.org.au Edmund Rice Centre, Asylum Seekers and Refugees Education Resource: www.erc.org.au 2. Allow yourself to be touched by the stories of asylum seekers and refugees Has any one of us wept for these persons who were on the boat? For the young mothers carrying their babies? For these men who were looking for a means of supporting their families? We are a society which has forgotten how to weep, how to experience compassion – 'suffering with' others: the globalisation of indifference has taken from us the ability to weep! (Pope Francis at Lampedusa) In your family, parish, community, gather a group to pray and mourn for those who have lost their lives seeking a safe place to live. Two examples of such prayers are available from: - Catholic Religious Australia (www.catholicreligiousaustralia.org/index.php/events/item/1260-national-lament) and - Catholic Justice and Peace Commission, Brisbane (CJPC) (http://cjpcbrisbane.wordpress.com). 3. Get the facts Australia's political debate has focused not on the millions of people displaced around the world, but almost entirely on a small segment of its immigration intake, the refugee and humanitarian program of 13,750 places annually. The policies of both major parties are aimed at deterring so-called 'illegal maritime arrivals' who, at their height in 2013, amounted to about 20,000 people. (Social Justice Statement 2015–16) There is a great deal of misinformation in the community about refugees. Some reliable sources of information are: - United Nations High Commission for Refugees (UNHCR): www.unhcr.org - The Edmund Rice Centre: www.erc.org.au - Refugee Council of Australia: www.refugeecouncil.org.au - Australian Catholic Migrant and Refugee Office: www.acmro.catholic.org.au - Jesuit Refugee Service: www.jrs.org.au - Australian Catholic Social Justice Council: www.socialjustice.catholic.org.au - Australian Churches Refugee Task Force: www.acrt.com.au - Amnesty International Australia: www.amnesty.org.au 4. Pray regularly for refugees and asylum seekers Pope Francis showed us at Lampedusa how deeply he was touched by the plight of asylum seekers. We can follow his example by remembering those displaced around the world in our daily prayers, with family and friends, and by encouraging our parishes to include them in the Prayers of the Faithful at Mass. Use the prayer card published with this Statement. 5. Envision a new way of responding There is another way; a way to make a real difference ... No longer need we fear the alien approaching our shores as a burden. Instead, we would realise that we are blessed because we do have the means to welcome our brothers and sisters. This other way is characterised by acceptance, leadership and generosity. (Social Justice Statement 2015–16) Following the Vietnam War, Australia helped forge a humane regional response to boat people and accepted thousands of refugees. Now, 'Australia is the only country in the world with a policy that imposes mandatory and indefinite immigration detention on asylum seekers as a first action.' (Australian Human Rights Commission, 2014) Find out how other countries respond humanely to far greater numbers of asylum seekers than Australia faces. Some examples: - People fleeing from the violence in Syria have increased the population of Lebanon by 25%. To see how Lebanon's schools have responded, go to the Jesuit Refugee Service website: www.jrs.net/multimedia. - How do Scandinavian countries respond to people who seek asylum within their borders? - How have Italy and the European Union responded to thousands of asylum seekers in the Mediterranean? 6. Work to raise awareness in your parish, schools and communities We can work within our parishes to ensure that they are welcoming places. Creating social events, organising or joining support networks, introducing refugees and hearing their stories: all these are ways in which we can recognise the humanity of those who have come in need of protection. (Social Justice Statement 2015–16) Where asylum seekers are rejected and excluded from our communities, they may be viewed with fear and suspicion. As Christians, we can work to break down that fear. See the resources in Steps 1 and 3; encourage your parish to make these resources available to people in your area; arrange for speakers from organisations supporting refugees in the community. 7. Join or set up a support group for asylum seekers and refugees in your parish The treatment of asylum seekers in detention is cruel. So are the conditions for those permitted to live in the community while their claims are assessed ... they experience severe hardship and the indignity of having to search for charity wherever they can. (Social Justice Statement 2015–16) Find out what support is already available in your diocese. Find out where there are asylum seekers or refugees in your local area and set up or join a parish group to support them. Look up the 2015 Refugee Week Resource Kit for ideas and practical advice for organising events: www.refugeeweek.org.au/refugee-week-resources 8. Support agencies assisting asylum seekers and refugees We acknowledge the untiring efforts of women and men of Church and community organisations who offer material and financial assistance, as well as emotional and social support to asylum seekers in poverty ... They have stood in true solidarity with the vulnerable in the face of inflammatory public debate. (Social Justice Statement 2015– 16) Many organisations are working to support asylum seekers. Volunteer your skills, or make a donation, to groups such as: - Catholic Alliance for People Seeking Asylum (CAPSA): http://capsa.org.au - Asylum Seekers Resource Centre (Melbourne): www.asrc.org.au - House of Welcome (Sydney): www.houseofwelcome.com.au - Jesuit Refugee Service Australia: www.jrs.org.au - Edmund Rice Centre for Justice and Community Education: www.erc.org.au - Sisters of Mercy www.mercy.org.au - St Vincent de Paul Society: www.vinnies.org.au 9. Challenge your political representatives to take a stand Politicians need to know that we feel passionately about this issue, and not just at the ballot box, when we cast our vote. Writing to local members and ministers does have an effect, and can give encouragement to those in Parliament who also seek a better way. (Social Justice Statement 2015–16) Write to the Prime Minister, the relevant Minister, your MP and Senators, and officials of political parties. The Refugee Council has suggestions on how to do this, including addresses of politicians: www.refugeecouncil.org.au/campaigns/take-action/write-to-beheard. 10. Join in 2016 events: Refugee Week and Refugee and Migrant Sunday The essential issue for Australia is whether we will live up to our reputation as the land of the 'fair go' that lends a hand to those in desperate circumstances. (Social Justice Statement 2015–16) The Social Justice Statement is current for a full 12 months until Social Justice Sunday 2016. So work on all these ten steps and plan to participate in events in 2016. Refugee Week begins on the second Sunday in June. Resources are provided by the Refugee Council of Australia www.refugeecouncil.org.au. Refugee and Migrant Sunday is celebrated on the last Sunday in August. Resources are provided by the Australian Catholic Migrant and Refugee Office www.acmro.catholic.org.au.	<urn:uuid:fd589b6b-9f37-42ac-a2d4-c775c1b2359b>	CC-MAIN-2016-40	http://www.socialjustice.catholic.org.au/files/SJSandresources/2015-SJS-Community-Education-Resource.pdf	2016-09-26T20:57:33Z	crawl-data/CC-MAIN-2016-40/segments/1474738660887.60/warc/CC-MAIN-20160924173740-00253-ip-10-143-35-109.ec2.internal.warc.gz	709,653,663	4,079	eng_Latn	eng_Latn	0.993813	eng_Latn	0.997101	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1642, 3110, 5551, 8147, 10220, 13112, 16107, 18940, 19116 ]	[ 2.265625 ]	4	11
THE EFFECTS OF USING BLOOM'S TAXONOMY TO ALIGN READING INSTRUCTION WITH THE VIRGINIA STANDARDS OF LEARNING FRAMEWORK FOR ENGLISH A Dissertation Presented to The Faculty of the School of Education Liberty University In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Charla Faulkner Crews April 2010 The Effects of Using Bloom's Taxonomy to Align Reading Instruction with the Virginia Standards of Learning Framework for English By Charla Faulkner Crews APPROVED: COMMITTEE CHAIR Scott B. Watson, Ph.D COMMITTEE MEMBERS JoAnne Y. Carver, Ed.D Annie K. Ferrell, Ed.D CHAIR, GRADUATE STUDIES Scott B. Watson, Ph.D iii Charla Faulkner Crews. THE EFFECTS OF USING BLOOM'S TAXONOMY TO ALIGN READING INSTRUCTION WITH THE VIRGINIA STANDARDS OF LEARNING FRAMEWORK FOR ENGLISH (Under the direction of Dr. Scott B. Watson) School of Education, April 2010. This study examined the effects of aligning the Virginia Standards of Learning (SOL) English Framework with Bloom's Taxonomy on student achievement. Changes prompted by No Child Left Behind legislation increased accountability for student success, as well as mandated testing to determine annual academic growth of all students. Documentation supported the need of fourth grade students to improve comprehension skills. The goals of this research were to determine the effects of aligning the SOL English Framework with Bloom's Taxonomy on student achievement and determine the effects of developing reading lesson plans based on the SOL English Framework aligned with Bloom's Taxonomy to consistently include higher order thinking skills. Fourth grade students in a rural, K-5 public school participated in the project for nine weeks which utilized a nonrandomized control group, pretest posttest design. Results determined no significant difference in scores between the two treatment groups existed; however, aligning Bloom's Taxonomy with the SOL English Framework had a positive effect on student scores when comparing the same students' pretest and posttest scores. Keywords: Bloom's Taxonomy, comprehension, English Framework, higher order thinking skills, SOL, NCLB © Copyright 2010 by Charla Faulkner Crews All Rights Reserved Acknowledgements "You raise me up, so I can stand on mountains;" It is with great pleasure that I recognize the people who helped this dissertation become a reality. Your constant words of encouragement, prayers, and expertise always will be remembered. I would like to thank Dr. Scott B. Watson for guiding me through this process and serving as chair of my committee. Your explanation of the process and expectations during class were invaluable. I will be eternally grateful to my committee members, Dr. JoAnne Y. Carver and Dr. Annie K. Ferrell who provided me with wisdom, friendship, and motivation. "You raise me up, to walk on stormy seas;" My Christian friends were an extraordinary source of support and prayers. I extend heartfelt thanks to Jeanie Hawks and her family, the Fabulous Five, Email Angels, the Virginia Milken Educators Network, my County Line Baptist Church family, and friends at Mount Olive Baptist Church. Special encouragement was received from my colleagues. Thank you. "I am strong, when I am on your shoulders; My family is my greatest source of inspiration and motivation. My husband Michael; my mother Lydia D. Faulkner and my daughters Leslie, Sharon, and Carlene, put their faith and love in action with powerful prayers, encouraging words, and understanding. I am grateful to Clinton Crews, Belinda Crews, Patricia Crews, and Alice Birckhead for their belief in the importance of education. "You raise me up...To more than I can be!!" Lyrics from: You Raise Me Up, by Josh Grogan., 2001, Warner Brothers Records v vi Dedication "If ever there is tomorrow when we're not together. There is something you must always remember. You are braver than you believe, stronger than you seem, and smarter than you think. But the most important thing is, even if we're apart... I'll always be with you." -fromWinnie-the-Pooh This work is dedicated to those who help me remember through their legacies that a part of them will forever be with me. Hurley M. Faulkner, my Father Amos Crews, my Father-in-law Nannie Crews, my Mother-in-law Martha Dunn Nannie Faulkner William "Jiggs" Birckhead Winifred Harris Eva Crews Jeanette White Ira Dunn Samuel White TABLE OF CONTENTS List of Tables Chapter One: Introduction Background of the Study Accountability is prevalent in all facets of today's society. People in some of the most respected professions are often held to the highest degrees of accountability. Walker (2006) points out law enforcement officers are held responsible for their actions as individuals and as members of an agency. During the past thirty years, doctors and nurses have increasingly found themselves held accountable for their performance and quality of service. In many cases, patients are asking challenging questions of their health care professional based on information acquired by conducting Internet researches. In addition, everyone in the medical field must follow protocols such as Health Insurance Portability and Accountability Act (HIPAA) regulations and insurance company monitoring (Wells, 2007). Educators are not exempt from society's scrutiny. A blog post by Donald Trump referred to a survey in which the majority of parents felt their children were receiving instruction in the wrong subjects (D Trump, 2008). Open scrutiny is not limited to reactions from parents and businessmen, but also students. The 2008 Speak Up survey included students in grades kindergarten through 12. The survey revealed only 39 percent of the high school respondents believe they were being prepared for future jobs, especially with the use of technology ("Student survey", 2009). Such scrutiny has elicited various responses from educators. One response by school divisions to the scrutiny is seeking accreditation from entities such as the Southern Association of Colleges and Schools. The process of accreditation includes school visits, documentation of adherence to certain standards, and a review by a team of educators to determine if accreditation is warranted. In some cases, school divisions are placed on probation and are reevaluated every six months (Franklin, 2009). Another response to the scrutiny is the implementation of new or revised teacher licensure programs. Several states including Virginia have implemented rigorous teacher certification programs in response to legislation and school restructuring efforts (Claudet, 1999). Some of the most across-the-board changes to American public education occurred with the enactment of the No Child Left Behind Act of 2001 (NCLB) (No Child Left Behind, 2001). This act was a revision of the Elementary and Secondary Education Act of 1965. Changes prompted by the NCLB legislation included increased accountability for student success at state and local levels, mandated testing to determine annual academic growth of all students, the requirement that school divisions employ highly-qualified personnel, and the use of research-based teaching strategies. NCLB legislation required the implementation of statewide assessments of students in grades three through eight in reading and mathematics. The objective of the law was to ensure that all groups of students were making sufficient progress each year, known as Adequate Yearly Progress (AYP). A goal was set determining 100 percent proficiency would be reached within twelve years. The federal government set deadlines for school improvement, subjecting schools not in compliance to corrective and restructuring procedures (Johnston, 2001). Disaggregation of the assessment results were required to show the progress of five groups: gender, race, ethnicity, disability, and limited English proficiency. Personnel at all levels in school divisions are currently held accountable for the progress made by students in each subgroup. High-stakes testing is used to monitor student progress and provide a means of accountability for the public educational system. In response, state education agencies are developing standards-based academic programs that utilize a variety of standardized tests to monitor student achievement. Local school divisions must meet predetermined levels of achievement not only to maintain state accreditation, but also to stay in business. By 2006, every state but Iowa had developed a standards-based academic program. Each of these programs used some type of testing to determine the extent the standards were being taught (Barth & Mitchell, 2006). Reports have predicted that in one year approximately 68 million standardized tests will be given to students in an effort to meet the requirements of NCLB. Other estimates have been given that students will take upwards of 100 million tests (Clarke, Madaus, Horn, & Ramos, 2000; Scherer, 2005). The literature is replete with ways in which state and local education officials use the results of the tests. Decisions regarding development or changes to existing curricula are based on the data generated from the tests. In addition, accreditation of schools and divisions depend on students being successful on the high-stakes tests. In some cases, the results of the assessments can determine grade promotion or retention, as well as serve as exiting requirements from high school (Appropriate Use 2001; Barth & Mitchell, 2006; Clarke, Haney, & Madaus, 2000). A problem facing teachers is how to meet the needs of a diverse student body through the use of research-based instructional strategies as required by local, state, and federal mandates, while preparing them to be successful on high-stakes tests. High-stakes testing and the issue of accountability have caused an examination of the current curricula selected or developed by school divisions. Instructional practices and the assessments used by classroom teachers also have been closely analyzed. NCLB requires the use of research-based instructional strategies; therefore, teachers must rely on proven approaches to meet the needs of a diverse student body (Research-based Instruction, 2009). Since the 1950's, Bloom's Taxonomy has been used to structure the thinking process in education. Later research supported the concept that the natural thinking process begins with the lower levels of the Taxonomy, and proceeds to the higher levels. Yet, subsequent research revealed that up to 90 percent of teaching occurs at the knowledge level, which is the lowest of Bloom's six levels (Davidson & Decker, 2006). Due to the revision of standards and tests, teachers must ensure that students are able to function at higher cognitive levels. Therefore, a need has surfaced to increase the use of higher order thinking skills by the students. Since many teachers only utilize the lower levels of cognitive thinking in their instruction, a paradigm shift in how teachers prepare and conduct their lessons must occur (Tankersley, n.d.; "The Critical Thinking Community", 2008). A challenge now faced by administrators is how to help teachers understand the need for instruction and assessment to spiral to the higher levels, since teaching at the higher levels encompasses the lower levels. A second challenge is to develop lessons containing the mandated content that advance towards the higher levels of the taxonomy in a manner that is not overwhelming to students or teachers. Teachers are more conscious of providing students opportunities for success by developing multiple exposures to the required content based on the Virginia Standards of Learning (SOL). Therefore, students must have opportunities to practice and apply the specific skills included in the assessment before the administration of the test. Students also should have opportunities to interact with the format of the test before attempting the actual assessment. These steps would ensure that students were not at a disadvantage due to a lack of familiarity with the content and the testing process (Educational Testing Service, 2007; United States Department of State, n.d.). One practice that has become popular among school divisions is the administration of benchmark tests. The premise for incorporating these tests into the academic program is two-fold. First, educators at all levels are provided a means by which to monitor student achievement at given intervals. Second, students are given the opportunity to practice test taking strategies as well as to become familiar with test formats before taking the actual high-stakes assessment. The tests monitor student academic improvement and are administered periodically during the school year. In most cases, end-of-year and state-wide assessments serve as models for the benchmark tests which are used as instructional tools (Linn, 2007; Scantron, 2006). Teachers and administrators receive the results from benchmark testing then use the data to make decisions which improve individual and group learning (Marsh, Pane, & Hamilton, 2006). Public school students in the Commonwealth of Virginia began state-wide testing in the spring of 1998. The assessment program developed used as its foundation the Virginia SOL for all grades and courses taught in Virginia's public schools (Standards of Learning, n.d.). The version of the third grade English SOL test administered in 2000, contained questions that correlated to "low levels" of thinking. Based on Bloom's Taxonomy, the questions corresponded to the knowledge, comprehension, and lower application levels. A question from a Standards of Learning 2000 Released Test for third grade English asked students to identify a statement that named a presented picture (Commonwealth, 2000). Characteristics of the knowledge level of Bloom's Taxonomy include observation and recall. Since the students only had to look at the picture to answer the question, this question qualified for Bloom's knowledge level. The increased requirements of NCLB created a need to periodically review and revise the assessments used in the Virginia Assessment Program. Analysis of assessment revisions revealed the tests included questions requiring students to use analytical thinking skills. These higher order thinking questions also included items that necessitated the use of synthesis and evaluation skills, which are located at the higher levels of Bloom's Taxonomy. Classroom instruction and assessments constructed to incorporate higher levels of Bloom's Taxonomy would lead to the student using higher order thinking skills on a regular basis. As students use higher order thinking skills regularly, mandated test results improve. More importantly, reading skills that have been considered weak in American students are strengthened (Hendricks, 1995). Statement of the Problem Results from the Nation's Report Card for Reading (2007) reported on two areas of comprehension: reading for information and reading for literary experience. The results were then reported using the three achievement-levels described in Table 1. Table 1 Nation's Report Card for Reading Achievement-Level Definitions The results of the study which covered a two year period from 2005 to 2007, documented that only eight percent of Virginia's fourth graders were reading at an advanced level. The results also reported that 37 percent of the students were reading at the proficient level, while 72 percent of students were reading at the basic level (National Center, 2007). The school division selected for this project administered a benchmark cumulative reading test during the fourth nine weeks of school to the fourth grade students. An examination of the fourth grade students' average comprehension scores in the division revealed a need to improve reading comprehension. Table 2 uses the same achievement levels to show the levels of comprehension for fourth grade students over a two year period. The name of the school was changed to maintain anonymity and is known as The Elementary School throughout this project. Table 2 Achievement Levels of Fourth Grade Students at The Elementary School \| \| 2005-2006 \| 2006-2007 \| \|---\|---\|---\| \| Basic \| 44% \| 38% \| \| Proficient \| 10% \| 10% \| \| Advanced \| 47% \| 51% \| The following is a correlation of the achievement levels used to the Virginia SOL test results. * The basic achievement level is equivalent to not passing the SOL test. * The proficient achievement level is equivalent to a "passed – proficient" score of 400-499 on the SOL test. * The advanced achievement level is equivalent to a "passed – advanced" score of 500-600 on the SOL test. Based on the results of the benchmark scores, gains were made. However, there still exists a need to improve fourth grade students' comprehension in order to meet the requirements for state and national accreditation. Purpose of Study Due to the requirements of the No Child Left Behind Act of 2001, school divisions are required to show academic improvement, known as Adequate Yearly Progress (AYP). The progress must represent academic growth in subgroups of students. The subgroups include "all students, racial/ethnic groups, economically disadvantaged students, students with disabilities, and students with limited English proficiency" (United States Department of Education, 2003). As the assessments move toward the use of more analytical thinking, it is imperative that students in all subgroups are provided as many opportunities for success as possible. An understanding of the effective use of Bloom's Taxonomy when planning instructional activities will enable teachers to determine strategies that will increase student use of higher order thinking skills. SOL testing in Virginia began in the elementary school with grades three and five. The fourth grade was selected for this study because reading and mathematics assessments were recently added for that level. Analyses of the results from grades three and five over several years have revealed trends, possible areas of concern, and areas of success. Therefore, systems of analysis have been established for these grades. This study will allow educators to apply as well as build on the knowledge gained from third and fifth grade assessment results. The experiences of teachers who have become versed in making decisions based on classroom data can serve as a valuable resource. This study will help define a process of educating a group of teachers on making data driven instructional decisions, many of whom are new to the testing arena. Hypotheses The goals of this research are to: * determine the effects of aligning the SOL English Framework with Bloom's Taxonomy on student achievement; and * determine the effects of developing reading lesson plans based on the SOL English Framework aligned with Bloom's Taxonomy. Therefore, this research project was designed to explore the following null hypotheses: Null Hypothesis 1: There will be no significant difference in the means of the third nine weeks Reading Benchmark Assessment for Grade Four posttest scores for the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy than the means of the Control Group which uses traditional textbook bound instruction. Null Hypothesis 2: There will be no significant difference in the mean scores of the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy as measured by the difference between the pretest and the posttest scores on the third nine weeks Reading Benchmark Assessment for Grade Four. The results of this research will aid administrators and teachers in addressing the needs of the students in each of the subgroups by providing a template for instructional planning that incorporates Bloom's Taxonomy with reading lessons. In addition, the results of this project will serve as a model for instructional staff development and continuous improvement through the creation of a staff development model that can be duplicated with minimal training. Division administrators can use the results of this study as a strategy for schools not meeting the requirements of AYP or those in school improvement status. Buildinglevel administrators might use this study as a source for implementing school-wide research-based strategies and action research. Teachers can use the results of this study as a springboard to differentiation of instruction by tailoring instruction to the unique needs of each child through the use of higher order thinking skills as an instructional component. Since the majority of curriculum is standards-based, teachers who learn to disaggregate classroom instructional data, reflect upon the results, and make instructional decisions based on those results will provide a quality education for each student in their charge. Moreover, teachers must determine those strategies that are most effective with a wide range of student abilities and backgrounds due to the diversity of the cultures present in all classrooms and the impetus of the current inclusion movement. The results of this research project will aid teachers in making the types of decisions that will improve classroom instruction. Definition of Key Terms Throughout this investigation, the following terms are used. Academic Standards: "the skills and knowledge base expected of students for a particular subject area at a particular grade level" (Indiana Department of Education, n.d.) In Virginia, they are known as the Standards of Learning (SOL). Assessment: "measuring the learning and performance of students or teachers. Different types of assessment instruments include achievement tests, minimum competency tests, developmental screening tests, aptitude tests, observation instruments, performance tasks, and authentic assessments" (ASCD, 2009a) Adequate Yearly Progress: (AYP): "An individual state's measure of yearly progress toward achieving state academic standards. Adequate Yearly Progress is the minimum level of improvement that states, school districts and schools must achieve each year" (Ed.gov, 2004) Benchmarks: "a standard for judging a performance" (ASCD, 2009b) Bloom's Taxonomy: "a classification of educational objectives developed in the 1950s by a group of researchers headed by Benjamin Bloom of the University of Chicago. Commonly refers to the objectives for the cognitive domain, which range from knowledge and comprehension (lowest) to synthesis and evaluation (highest)" (ASCD, 2009c) Core Areas: four instructional areas – English, mathematics, science, and social sciences Disaggregated Data: "Test scores or other data divided so that various categories can be compared" (ASCD, 2009d) English: includes reading and written expression; English refers to reading only in grade four. Higher Order Thinking: Those cognitive skills at the upper end of Bloom's Taxonomy; generally considered to be analysis, synthesis, and evaluation High Stakes Testing: "Tests used to determine which individual students get rewards, honors, or sanctions. Tests affecting the status of schools, such as those on which a given percentage of students must receive a passing grade, are also considered high stakes" (ASCD, 2009e) Lesson Plan: an outline of goals and objectives, activities designed to help students achieve those goals, and objectives and ways to assess whether students have actually reached those goals and objectives (TeacherVision, 2009a) Local Assessments: the Benchmark Assessments administered in the public school system in the four core areas; The tests are administered in Kindergarten through grade five at various times throughout the school year. No Child Left Behind (NCLB): "NCLB's provisions represent a significant change in the federal government's influence in public schools and districts throughout the United States, in terms of assessment, accountability, and teacher quality. It increases the federal focus on the achievement of disadvantaged pupils, including English learners and students who live in poverty, provides funding for "innovative programs", and supports the right of parents to transfer their children to a different school if their school is low-performing (EdSource, 2009a) Professional development: Also known as staff development, this term refers to experiences, such as attending conferences and workshops, that help teachers and administrators build knowledge and skills (ASCD, 2009f) Reports Online System: Data disaggregator used by local school division to analyze benchmark and classroom assessment data Scientifically-based Research: "Research that involves the application of rigorous, systemic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs" (EdSource, 2009b) Standards-based Instruction: teachers use activities and lessons to ensure that students master a predetermined set of requirements or standards (TeacherVision, 2009b) Social Sciences: refers to history, geography, civics, and economics; State Assessments: the Virginia SOL tests administered in elementary school grades three, four, and five; tests are given in the four core areas at the end of the school year. Tests for Higher Standards (TfHS): system of assessment developed by Dr. Stuart Flanagan to aid school divisions in developing benchmark assessments Chapter Two: Literature Review Introduction Theoretical Perspectives. All educators are guided by a belief system that determines a personal philosophy of education that serves as a basis for each educator's behavior. Lindgren (1959) eloquently explained the educator's personal philosophy was developed out of the "uniqueness of our experience and personality". While most educators would agree with Lindgren's statement, the influence of several learning theorists and theories on shaping education in America cannot be overlooked. A cursory search reveals there is no shortage of learning theories or theorists. During the ten year period beginning in 1999, Kearsley documented over fifty theories of learning and teaching (2009). This literature review succinctly discusses the characteristics of three prominent theories – behaviorism, cognitivism, and constructivism, due to their common use in current instructional practices. A fourth theory, connectivism, also is discussed. This theory is currently utilized more with the inclusion of technology as a tool for learning. Behaviorism. John Watson and B.F. Skinner, both proponents of behaviorism, impacted instruction through their approach to teaching and learning. Shaffer (as cited in Standridge, 2002) explained the basis of Watson's work was to some extent based on the famous stimulus-response studies of Pavlov. Watson applied that belief to teaching by deducing that students presented with specific stimuli would respond with a particular behavior (Standridge, 2002). 14 During the 1950s and 1960s, Skinner augmented Watson's stimulus-response theory to include the concept of operant conditioning. Operant conditioning adds to the stimulus-response theory the concept of satisfying and unsatisfying responses. Skinner believed that rewarded responses would be repeated; while those responses not rewarded would be abated (Skinner, as cited in Standridge, 2002). Over the years, the behaviorist theory has evolved into four main tenets (Behavioral Theories, n.d.) 1. Students are taught skills and information in small parts. 2. Students need frequent feedback from their work to reinforce learning. 3. Students learn better if information and skills are taught in isolation to be applied later. 4. Students respond better to direct instruction that includes delivery methods such as lectures, tutorials, drills, and demonstrations. The instructional delivery methods preferred by behaviorists continue to be used throughout classrooms at all levels of education. However, not all educators subscribed to those methods or beliefs. Another group of educators had a different approach to teaching and learning. Cognitivism. Jerome Bruner and Benjamin Bloom, both considered cognitivists, rejected the behaviorist belief that learning was no more than a response to stimuli. Instead, they believed that learning was a mental process that resulted in a change in behavior (Cognitivism, n.d.). One key point of the cognitive theory is that the learner interacts with the environment, and that interaction influences learning (Grider, 1993). Feedback plays a role in the cognitive theory as well as in the behaviorist theory. However, whereas behaviorists are concerned with the application of feedback from an external source, cognitivists are concerned with internal feedback (Huitt, 2006). Boston (2003) discussed the cognitive theory from the aspect of cognitive science that she explained as the study of how people think, learn, and use that knowledge to solve problems. She based her explanation on the cited work of Greeno, Collins, and Resnick as well as the National Research Council. She continued to discuss its application to education by stating how a learner develops knowledge about the subject matter and can demonstrate that knowledge at a proficient level. Boston offered specific suggestions for students such as the use of meta-cognitive skills and reflection strategies that cause the student to assess their own thinking. Constructivism. The concept of the student taking an active role in learning is one tenet of the learning theory known as constructivism. Theorists such as John Dewey, Jean Piaget and Lev Vygotsky believed that the learner constructs new knowledge based on previous learning and experiences. Dewey discarded the traditional methods of teaching such as memorization and recitation. Rather, he was an advocate of learning by doing (Duffy & Cunningham, 1996). The work of Dewey, Piaget, and Vygotsky continued to influence American education during the reform efforts of the 1990's. Rogoff (1994) criticized educators for teaching in a manner that simply attempted to pour knowledge into the students rather than motivating them to want to learn (as cited in Duffy & Cunningham). Implications for classroom instruction based on the beliefs of constructivists involve changing the role of the teacher. Instead of the teacher being in charge or being considered the one who imparts knowledge, the teacher is one who facilitates learning. In addition, the teacher is responsible for helping students access their prior learning and then use that learning to "build" new knowledge (Duffy & Cunningham, 1996; Hoover, 2009). A phrase describing the teacher's role based on this theory is "not a sage on the stage, but a guide to the side". Connectivism. An emerging learning theory attempts to account for the shifting manner that information is generated and distributed. Knowledge is growing exponentially. It has been estimated that half of what is known today did not exist ten years ago. In addition, it is believed that knowledge is currently doubling every eighteen months (Gonzalez, as cited in Siemens, 2005). Stephenson (n.d) explains how information is shared worldwide. Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people's experiences, and hence other people, become the surrogate for knowledge. 'I store my knowledge in my friends' is an axiom for collecting knowledge through collecting people. The debate over the status of connectivism as a bona fide learning theory continues; however, Kerr (as cited in Kop and Hill, 2008) pinpoints two reasons for the development of a new theory. The first reason is older theories have become outdated. The second reason is a new theory builds on the older theory without discarding it, but attending to the new developments the older theory cannot explain. Connectivism appears to be justified as a learning theory by the second reason. Behaviorism, cognitivism, and constructivism each view the role of the teacher and learner from a different, although sometimes overlapping perspective. However, each is based on the principle that learning occurs inside the person. Connectivism views learning as a process that occurs outside of the learner greatly affected by technology. It has been given the tag line of "the learning theory for the digital age" (Siemens, 2005). Kop and Hill (2008) explain the concept as knowledge that is activated by the learner by way of connecting and participating in a learning community. The learning community is known as a node that is always a part of a larger network. Siemens (2005) provides the guiding principles of the theory. 1. Learning and knowledge rests in diversity of opinions. 2. Learning is a process of connecting specialized information sources. 3. Learning may reside in non-human appliances. 4. The capacity to know more is more important than what is now known. 5. Continual learning is facilitated by constantly nurturing and maintaining connections. 6. The ability to view connections between fields, ideas, and concepts is a core skill. 7. The intent of learning is currency – accurate, up-to-date knowledge. 8. Decision-making is a learning process. Incoming information must be analyzed as it correlates to a changing reality. Connectivism is a model for learning that requires teachers and students to locate, analyze, synthesize, and evaluate massive amounts of data for accuracy, validity, and relevance. Information and knowledge are no longer considered entities to be attained, but tools to use to complete given tasks whether in learning or working environments. Kerr (as cited in Kop and Hill, 2008) states that connectivism requires internal processing that forces the learner to think deeply and create understanding. Each of the models presented in this literature review provides a rationale to the current practices impacting classroom instruction. They also provide insight on why and how the roles of teachers and students have changed as well as why there are changing expectations for each from all educational stakeholders. Former Expectations for Students and Teachers. Each period in American education can be described by a catch phrase or word, as well as legislation that serve as a summary of that period. If one were to look back almost fifty years, great strides in education are evident in each decade. The 1960's were characterized by the Vietnam War, civil demonstrations, and calls for desegregation of American schools. Jeynes (2007) summed the era as the "Turbulence of the 1960's," Landmark legislation during the period included the Vocational Facilities Act of 1963 and the Higher Education Act of 1963. These two pieces of legislation made available funds for student loans as well as the construction of facilities at the postsecondary level. Many postsecondary schools were able to construct libraries on their campuses due to this legislation. A renowned act that passed in 1965 was the Elementary and Secondary Education Act (ESEA). This act was created to address the educational needs of children living in poverty. It was based on the premise that children whose parents' income determined they were living in poverty needed more educational services than children coming from homes where the parents' income was higher than the poverty level. A program started as a result of this legislation was Head Start that continues to provide educational opportunities for young children today (Schugurensky, 2002). ESEA became the forerunner of the No Child Left Behind legislation (National Technical Information Service, 1982). During that time, the expectations of schools and educators were to bridge racial discords and economical disparity, and teach all students. The 1970's ushered in a new paradigm of equity. Concerns that minority high school graduation rates were as low as 40 percent in some areas, created a sense of competition between equity in education and quality of instruction (Perrone, 1985). Changes in the curriculum taught in schools encouraged inclusion of social issues and a deemphasizing of traditional curricula (Stout, 2000). Legislation during that time included the Education for All Handicapped Children Act of 1975 that assured equal educational access to persons with disabilities. Evidence of maintaining the expectations from the 1960s transpired with the Supreme Court decision Swann v. CharlotteMecklenburg Board of Education (1971) which allowed bussing to be used by schools as a desegregation tool (Gillis, 1999). While the turbulent '60s and the openness of the '70s brought about important changes in education, the 1980s and the 1990s completely changed the face of education. The impact of A Nation at Risk, a report developed by the bipartisan National Commission on Excellence in Education, continues to affect the decisions currently made in American education (National Commission, 1983). Due to this report, a renewed emphasis was placed on school reform. Spearheading the reform efforts were numerous committees created nationally (Cross & Islas, n.d.). Prior to the 1990's, educational reform commonly meant monitoring and changing expectations for students based on grades and graduation and/or dropout rates. These expectations varied from state to state as well as within the state from division to division (Darling-Hammond, 1997, p. 7). However, some of the most sweeping legislation concerning education was based on the outcomes of the educational reform of the previous two decades. The No Child Left Behind legislation passed in 2001 mandated the implementation of such changes as state-based standards, annual testing, and the establishment of mandatory annual benchmarks used to determine progress. Changing Expectations for Students and Teachers. Current trends in educational reform are creating paradigm shifts in both the expectations of teachers and student achievement. Despite the current financial crisis, and decreasing support for personnel, programs, and materials, stakeholders expect educators to continue meeting or exceeding predetermined levels of achievement. This success must occur in a cost-effective environment that is conducive to learning (Analysis, n.d.; Wagner & Kumar, 2009). Stakeholders now expect more from students and teachers than ever before. Public Opinion Strategies and Hart Research Associates conducted a national poll taken of registered voters that revealed that 66 percent of the respondents believed that students needed skills other than just basic reading, mathematics, and writing. Eighty-eight percent of those responding believed that schools should be teaching critical thinking, problem solving, and communication skills (Partnership, 2007). November discussed the need to prepare students for global competiveness. He detailed three essential skills that students must attain: strategies to handle massive amounts of information, global communication skills practices in the classroom, and selfdirection (November, 2007). With the realization that American students must be able to compete in the world market rather than a national market, educational reform took on a new façade. A challenge that continues to face educators is determining how to provide quality instruction under the restraints mandated by federal, state, and local legislation. Current Expectations for Students and Teachers. Current reform efforts are requiring all members of the educational community to 22 respond to rising expectations. The superintendent of Lockhart Independent School District in Texas published a document outlining the superintendent's expectations for teachers. Five categories were presented in which four of the areas address expectations of stakeholders. Listed below are several of the explanatory statements included (LISD Superintendent's Expectations for New Teachers, n.d.). * "People are constantly watching and monitoring what you do or fail to do!" * "Lifelong Learners Who Are Professional!" * "You will look (dress, groom, speak) like a professional!" * "We take the three most important assets families have to offer: 1. Their Children 2. Their Tax Dollars 3. Their Trust We cannot let them down!" Lenz (2009) noted that once parents' concerns about testing and other academic concerns are addressed, the parents basically want to make sure that the educators are doing their best to make sure their children are learning what they need to be "happy, successful, good people". A study conducted by the University of Michigan supported the observations of Lenz. Families from wealthier income levels were more concerned with their child's happiness at school, while families from high poverty levels were more interested in student achievement (Jacob & Lefgren, 2007). Student achievement remained at the forefront of education in 2002 with the reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. This legislation became more commonly known as No Child Left Behind (NCLB), and established mandates that can be categorized into four areas of school and student improvement (Four Pillars, n.d.). 1. "Stronger accountability for results" 2. "More freedom for states and communities" 3. "Proven education results" 4. "More choices for parents" The four mandates translate into practice through reforms that hold all educators accountable for student achievement. The Commission on Instructionally Supportive Assessment documented nine requirements for the development of assessments. Assessments created using the nine criteria will provide useful information concerning student learning, as well as serve as a means for holding schools and teachers accountable for student performance (The Commission, 2001). According to Silver, Strong, Perini, & Tuculescu (2004), this is the third generation of accountability. The first generation concentrated on raising student achievement with the catchphrase, "every child can learn." It became evident that while everyone could learn, there existed great variance in the levels of learning and the content that could be learned. Thus, the second generation dawned with goals or standards for learning. However, with the existence of goals it became inevitable that there must be measurements of goals, which led to mandated testing. The third generation as described by Silver, Strong, Perini, and Tuculescu is characterized by a challenge for educators to "to realize the dream unique to American Education: raising the levels of achievement for all students while still preserving the unique and precious gifts of each and every individual." In order to meet the challenge, many educators are being held to an accountability system that is comprised of several elements. Mathers noted five elements of accountability systems. They included standards, assessments, additional performance indicators, rewards, and sanctions (Mathers, 2001). As a result of NCLB legislation, state and local districts are required to publish report cards so that the public can monitor and evaluate progress. Required report card components are Adequate Yearly Progress (AYP) status, highly qualified teacher information, student attendance and dropout rates, and student performance on standardized tests (State of New Jersey Department of Education, 2009). This new level of accountability has changed the expectations of building administrators. Principals are expected to serve as instructional leaders basing instructional and resource allocation decisions on data collected from national, state, and local tests results. In some divisions, personnel decisions are made based on student achievement (Hamilton et al. 2007). Classroom teachers use the results of the tests to make decisions on both the content and pacing of instruction with the knowledge that stakeholders are monitoring test results. NCLB laws impacted the expectations of student achievement at the state level, as well as the local level. These regulations compel educators at all grade levels to monitor student progress and use data as the basis for all academic decisions. Based on a study conducted by the Education Commission on the States (ECS), three types of data generally collected for use in making academic decisions were demographic, achievement, and instructional data. Six exemplary districts from five states collected that data, and participated in the study. Districts reported the information was useful in setting goals for instruction by providing information that identified each division's strengths and weaknesses. Each district reported that the information provided was essential in improving teaching and learning (Education Commission, n.d.). Data-Driven Decision Making (DDDM) not only leads to improvement in teaching and learning, but provides a resource for determining accountability (Marsh, Payne, and Hamilton, 2006). States and districts are required to divulge information on student progress in categories mandated by NCLB. Student results of reading and mathematics assessment scores must be included as well as the data for student subgroups to ensure that all children are making progress in meeting the state standards (No Child Left Behind: Accountability, 2008, NAEP Data). As a result, elementary and secondary educators' success continues to be based on student achievement. Tucker and Stronge (2005) propose that teacher evaluation rely on both classroom instruction and the learning gains of the students. Other mandates include the release of data to the public revealing the progress of student subgroups in meeting predetermined achievement levels each year, known as AYP. Individual student progress also must be documented (No Child Left Behind: Accountability, 2008, Including Individual Student Growth; No Child Left Behind: Accountability, 2008, Minimize Subgroup). These data are used to evaluate the needs of the students and staff development needs of the teachers in the district. Additionally, the data drive reform and restructuring efforts, assessment formats, and identification of schools that need improvement (No Child Left Behind: Accountability, 2008, Assessment; No Child Left Behind: Accountability, 2008, Restructuring; No Child Left Behind: Accountability, 2008, Same Subject Identification). Marsh, et al. (2006) examined the results from the following studies: Data-driven Decision Making in Southwestern Pennsylvania (SWPA) 2 2004–2005, Standards-Based Accountability, Instructional Improvement Efforts of Districts Partnered with the Institute for Learning (IFL) 3 2002–2005, and Evaluation of Edison Schools 2000–2005. The results from these four studies document ways that reform efforts have caused educators at all levels, especially classroom teachers, to use data to reevaluate their programs and practices, and then make decisions based on the conclusions drawn from that data. The studies cited encompassed various school settings such as urban and rural, as well as representing a cross section of national regions. One of the modules in the Teachscape XL: New Teacher Support Series (Teachscape, 2009) addresses the question of why instructional decision making is important, discusses data analysis, and how to develop plans based on data that lead to student advancement. The process outlined in the module contains four steps that create a continuous cycle. The steps are: summarizing multiple assessments, creating a class profile, developing action plans, and keeping it going. The module encourages teachers to take the time to analyze the data and use these data to determine both individual and group needs. The success of current reform efforts largely rely on the daily decisions made by classroom teachers. Along with the accountability factors, the qualifications for educational professionals have changed due to new federal regulations. Districts not only had to hire certified teachers but the expectation changed to having highly qualified personnel providing instruction. This greatly impacted many districts as they had to ensure that teachers were certified for the area in which they were providing instruction. Beginning with the 2005-2006 school year, NCLB required teachers in core content areas to be "highly qualified." Core areas are mathematics, science, English, and social studies. English includes oral language, reading, and writing; while social studies consists of history, government, geography, and economics. The term "highly qualified," which has become a buzzword in education since the passage of the NCLB legislation, refers to teachers who have completed specific requirements (Virginia Department of Education: Teacher Education and Licensure, 2005). Based on regulations of the United States Department of Education (US DOE), highly qualified teachers are those who have earned a bachelor's degree, full state certification, and knowledge of the assigned teaching subject. The US DOE allows each state to determine in what manner a teacher proves they know the subject proficiency (US Department of Education: Fact Sheet, 2004). The Commonwealth of Virginia has determined requirements for new and existing teachers. New teachers must be state licensed, hold a bachelor's degree, and pass state tests. The tests required by the state are the Praxis II, and the Virginia Reading Assessment (VRA). Prior to 2006, Praxis I was one of the tests required by Virginia for licensure. However, Praxis I is now used as a Virginia Board of Education requirement for entry into Virginia's approved teachers preparation programs. Praxis I and Praxis II evaluate general knowledge in reading, writing, and mathematics, as well as content knowledge, principals of teaching and learning, and teaching foundations respectively (Praxis Series: For Test Takers, 2009; Praxis Series: Praxis 1, 2009). The VRA measures a teacher's knowledge to teach reading in grades preK-6 (Virginia Reading Assessment, 2007). Existing teachers are considered highly qualified if they are fully licensed with a current five-year renewable license, and satisfy one of two conditions. They must successfully pass a state subject test for elementary education or meet the High Objective Uniform State Standard of Evaluation (HOUSSE) definition. The HOUSSE definition for Virginia has five options including taking state tests, completing 180 professional development points, and earning an advanced degree from an accredited college or university (Virginia Department of Education: Teacher Education and Licensure, 2005). In 2007, the HOUSSE requirements were revised to limit the use of the HOUSSE process for designating teachers as highly-qualified (Billy K. Cannaday, personal communication, February 23, 2007). This project was conducted at the elementary level; therefore, only the requirements for elementary teachers are noted. Paraprofessionals, formerly known as aides, also had new qualifications to meet. In order to be considered highly qualified, paraprofessionals must either have an Associate's Degree or satisfactorily demonstrate general knowledge determined by their performance on the results of a paraprofessional test. Darling-Hammond (as cited in Darling-Hammond, 1997) reported that more than 25 states have passed legislation to improve teacher quality, recruitment, education, and certification. In the same article Darling-Hammond provided evidence by Andrews, Blackmon, and Mackey (1980), as well as Ayers and Qualls (1979), to support that there were not strong nor consistent findings that prove the intelligence of the teacher had a positive impact on student achievement (as cited in Darling-Hammond, 2000). Findings were presented to show a strong, positive correlation to student achievement when teachers were able to use a "broad, repertoire of approaches" in addition to asking higher level thinking questions, and structuring material (Darling-Hammond, Wise, & Pease, 1983; Good & Brophy, 1986 as cited in Darling-Hammond 2000; Rosenshine & Furst, 1973). Another entity that suggests high qualifications for teachers is the National Board of Professional Teaching Standards (NBPTS). This organization was created in 1987 and became noted for the policy statement, What Teachers Should Know and Be Able to Do. The organization has five core propositions. The propositions denote characteristics of accomplished teachers. The propositions state that teachers are committed to their students and their learning; they know their content and how to teach it; they manage and monitor student learning; they are reflective persons who learn from experience; and they are members of learning communities (National Board, n.d.) The propositions mirror the requirements of what is considered highly qualified by the US DOE. Teachers pursuing this certification are often compensated by receiving financial assistance in paying for the process, earning financial rewards from their local or state education agencies as well as earning exemption from state certification. A memo from Virginia's Superintendent of Public Instruction, (Patricia I. Wright, personal communication, April 10, 2009) denoted subsidy grants to aid Virginia's teachers in pursuing National Board Certification. Compensation methods and amounts offered by states vary. Some states paid the $2, 300 fee, some states offer financial incentives, while other states accept national certification as partial or total fulfillment for licensure renewal requirements (Lieberman, 2002). A definition of highly qualified teachers offered by Glatthorn, Jones, and Bullock (2006) is intended to help readers better understand the concept. Their definition differs slightly from the one offered by the US DOE as Glatthorn, et al. suggests that competence is needed in three areas: quality learning, the science of teaching, and professionalism (Glatthorn, Jones, and Bullock, 2006, p. 3). Quality learning, according to the authors, is the goal of education and can be accomplished by highly qualified teachers. This position is supported by the work of Wallace (as cited in Wenglinsky, 2002), who as early as 1932, observed the impact of interaction between a teacher and the student in the classroom. He observed the great difference that can occur in the student's knowledge and attitudes based on the classroom practices of the teacher. Teachers have to wisely select sources of content, determine how to present that content effectively, and assess students' progress in relation to that content. According to Wong (n.d.), two hundred studies have investigated and the results supported the theory that significant gains in student achievement result when a "knowledgeable, skillful" teacher is making those decisions. His position is supported by Darling-Hammond (1997) who reports on the impact of teacher qualifications on student achievement. She asserts that after reviewing 60 studies "spending on teacher education swamped other variables as the most productive investment for schools." A study by Denton and Lacina (as cited in Darling-Hammond, 2000) concluded there is a positive relationship between professional education coursework, teaching performance, and student achievement. Analysis of the 1992 and 1994 National Assessments of Educational Progress (NAEP) results found that fourth grade reading students whose teachers were fully certified, had a master's degree, and additional courses in literature-based instruction, made greater gains on reading assessments. The fully certified teachers also were found to use resources that encourage higher reading achievement such as library resources, trade books and literature, and the integration of reading and writing more than the use of workbooks and reading kits that have been linked to lower levels of achievement (Darling-Hammond, 2000). Education is in many ways a kind of evolution. Over time, what we learn transforms us, elevating us to higher levels of thought and ability. And since educators are also lifelong learners, what they teach often evolves with what they learn. (Cho, 2009) Cho's statement reveals an ongoing process of change in education. Teachers impact students intellectually and academically creating a cycle of role reversal. The teacher becomes the learner who is studying the effect of various methods they used in their instruction. As teachers learn about their students and the content they teach, they not only increase their knowledge base, but the knowledge base of their students. This introduction has presented existing literature on standards-based education and the impact of teacher quality on student achievement. The remainder of this chapter discusses existing literature on curriculum, instruction, assessment, and curriculum alignment that are vital components to this study. The Virginia Standards of Learning. America's public schools once taught topics based on three themes: enculturation, socialization, and liberation. However, educators neither agreed on the most important theme nor the structure of the learning process. Over time, the structure of schools evolved into a system based on the students' age. Elementary and secondary categories emerged, later developing into hierarchies within each division. As more knowledge about students became available, research proved best practices for each age group (Wiles & Bondi, 2004). Many times these best practices were correlated to themes, topics, or content taught. The emerging curriculums often reflected the stakeholders' interests and concerns that lead to a plethora of topics being taught at different times (Tyler, 1981). As students became more transient, the emergence of standards-based instruction helped to ensure that students in the same school division received exposure to the same content. Prior to this reform movement, the content taught in classrooms varied greatly. Teachers spent more time on material they enjoyed or knew well or content the students enjoyed. As early as the 1950's states were developing documents to guide what knowledge and skills teachers were expected to teach at each grade level. Even as late as 2004, all states except Iowa had some type of standards that determined what students learned (Concept to Classroom, 2004). However, in many cases, mandated content was briefly taught, and in some cases, the teachers ignored the curriculum given to them to teach and it remained unopened in a desk or file drawer (Popham, 2003). Two states, Virginia and Texas, were considered pacesetters in the development of state standards. The Texas Essential Knowledge and Skills (TEKS) assessments were implemented in 1998 as the state curriculum providing content for eighteen different program areas. These standards are updated periodically. As reported by the Texas Education Agency, the purpose of the TEKS provides "information and resources to ensure academic success of all students in Texas public schools" (Texas Education Agency: Curriculum, 2008). The Virginia Department of Education (VDOE) responded to the need for a more equivalent minimum curriculum in 1995. The SOL, instituted under the leadership of Governor George Allen, were written to provide the "essential knowledge" students needed to be successful on the standardized tests given at the end of third, fourth, fifth, and eighth grades, as well as end-of-course tests administered for particular courses at the high school level (Rauchway & Altschuler, 2002). The standards in Virginia were developed based on a consensus of what stakeholders believed students should be taught and what they should learn (Standards of Learning, n.d.). Standards are now included in ten different program areas, encompassing a range of standards. For example, in the foreign language area, standards are provided for several different languages including French, German, Spanish, Latin, Modern Languages, and American Sign Language. The SOL are reviewed and revised at least once every seven years based on a schedule developed by the Virginia Board of Education, to ensure a continuous process of evaluation of the standards (Standards of Learning, n.d.). English standards are comprised of three strands: oral language, reading, and writing. Standards from each of these strands were divided into two reporting categories. The categories report on students' success in using word analysis strategies and information resources, and demonstrating comprehension of printed materials (Virginia Department of Education: Instructional Services (n.d.). As established by the VDOE, the fourth through twelfth grade English curriculum expects students to apply and refine the skills learned as well as learn additional strategies to enhance the comprehension of various forms of literature. For the purposes of this project, only the fourth grade reading strand was examined. It is comprised of four objectives. The standards are designated as 4.3, .4.4, 4.5, and 4.6. The first number indicates the grade level and the second number indicates the standard. If the standard is further enumerated, a lowercase letter is added to the designation (See Appendix A) (English Standards: Grade 4, 2002). The standards have been updated every seven years, and the revision in 2002 resulted in more precise assessments that required students to complete at least two steps to derive the correct answer. This is true for tests given in the four content areas: English, Mathematics, Science, and Social Sciences, and at each level of assessment. Additional test revisions have included more charts, tables, diagrams, and maps that allow for the measurement of higher thinking skills. (Released Tests 2001; Released Tests 2007). The revised English SOL were approved by the Virginia Board of Education in January 2010. However, for this study, the 2002 standards are used. Mehrens and Lehmann (1973) suggest that these types of items, contextdependent items, are more suitable for assessing complex skills. Before students can be successful on assessments requiring the use of higher order skills, they must be prepared for the assessments, which add importance to reading content. The Virginia Standards of Learning Framework. The Commonwealth of Virginia enlisted the help of educators at all levels to develop a document to aid school divisions in developing curriculum closely aligned to the SOL assessments. The SOL Curriculum Framework (the Framework) provided all stakeholders an in-depth guidance to the SOL, and is not intended to be a complete curriculum, but to ensure that students in the Commonwealth of Virginia receive the same minimum education. It is on this foundation that school divisions and teachers should plan the instruction, curriculum, and assessments for the students (Virginia Department of Education: Curriculum Alignment, n.d.). The document contained the standards as well as additional information divided into the three categories: "Understanding the Standards" (teacher's background knowledge), "Essential Understandings", and "Essential Knowledge, Skills, and Processes". Each category provides pertinent information for teachers to use in daily instruction. "Understanding the Standard" provides vocabulary, definitions, and clarifies the information that will be assessed. An important component of the "essential Knowledge" category is that it provides specifics for basic skills. SOL 2.4a calls for students to know and use consonant diagraphs. The Framework makes teachers aware that four specific diagraphs could be on the assessment. (English Standards: Grade 2, 2002). District and building administrators as well as classroom teachers found themselves participating in a process to "unpack" or delineate the Framework in order to better understand content (Daughtry, McDaniel, & Smith, n.d.). "Unpacking" the Framework reveals that skills at each of the six levels of Bloom's Taxonomy are included. Teachers using the Framework will find themselves teaching at the higher levels of the Taxonomy because of the variation in the skills. Unpacking the fourth grade reading Framework revealed the use of over eleven different verbs such as: compare, construct, describe, distinguish, draw conclusions, evaluate, explain, formulate, identify, summarize, synthesize, and use (English Standards of Learning Framework, 2002). A survey of the fourth grade reading SOL Framework yielded the following frequencies of verbs used. Table 3 illustrates a comparison of the verbs used in the Framework to the corresponding level of verbs in Bloom's Taxonomy (Bloom's Taxonomy Action Verbs, n.d.; English Standards: Grade 4, 2002; Outcome Verbs, n.d.). Table 3 Correlation of Framework Verbs to Bloom's Taxonomy Verbs \| Identify \| \|---\| \| Describe \| \| Explain \| \| Summarize \| \| Use \| \| Compare \| \| Distinguish \| \| Infer \| \| Conclude \| \| Construct \| \| Formulate \| \| Evaluate \| The process of unpacking the SOL as suggested by Emberger (2007) utilizes the Understanding by Design Three-Circle Audit. Three questions are answered to prioritize the content: 1. What is worth being familiar with? (outer circle) 2. What should all students know and be able to do? (middle circle) 3. What are the enduring understandings students should explore and acquire? (center circle) Another process for unpacking the SOL involves twelve instructional strategies. One of the strategies calls for teachers to closely analyze each standard to determine the instructional target. In addition to determining the teaching target of the standard, the cognitive level of the standard must be determined. Eight of the twelve strategies correlate student outcomes directly to levels of Bloom's Taxonomy. The remaining four strategies require the teacher to engage students in higher level thinking during instruction (Stiff-Williams, 2002). Instruction Implications for Reading Instruction. Teaching students to read has been a responsibility of the teacher for hundreds of years. It is the foundation on which the system of education is built. During the eighteenth century the main purpose of schools was to teach students to read Latin. In fact, it would be difficult for one to find many people that disagree with the following statement: "If people want to be productive, they need to understand the world and the opportunities that it presents. To do this, they must be able to learn. To learn, one must be able to read" (History, 2004). While many may agree with the statement, few agree on how to teach students to read. This has been an ongoing debate for more than 100 years. The National Reading Panel (NRP) released its landmark report, The Report of the National Reading Panel: Teaching Children to Read" in 2000. This report was based on the findings of assessing research-based reading instruction approaches. Based on the findings, the NRP found that students must be taught certain skills to become productive readers. Those skills included: phonemic awareness, phonics, fluency, and comprehension (National Institute of Child Health, 2000). The section of the report of interest to this study is comprehension instruction. Two of the three necessary components of reading comprehension as noted by the NRP, provide support for this project. The first component noted was the role of vocabulary development and vocabulary instruction in comprehension. A second component is the concept that comprehension is an interactive process that occurs between the reader and the text. The last component is that teacher preparation in reading instruction is directly linked to student achievement (National Institute of Child Health, 2000). A long-standing myth states that kindergarten through third grade students learn to read, while beginning at fourth grade, students read to learn. Research has proven that students in upper elementary need opportunities to refine comprehension skills, exposure to a variety of literature, practice decoding multisyllabic words as well as words of Latin and Greek origin. In addition upper elementary students need opportunities that enable them to continue expanding their vocabulary (Robb, n.d.). Fountas and Pinnell (2006) discuss comprehension as the essential core of "the broader more complex ability to reason" rather than a product or goal of reading. They continue the discussion by describing the difference between literacy and comprehending. According to Fountas and Pinnell, literacy is "a network of in-the-head processes in which the reader gains a variety of information while reading and then builds the author's meaning" (p.4). Comprehension is using the in-the-head processes to make meaning and occurs before, during, and after reading. Aiding comprehension is "a student's understanding of genre that sets the rules and expectations in the reader's mind and helps build meaning" (p.139). Pearson & Duke (2002) support Fountas & Pinnell's discussion on the complexity of comprehension. They describe comprehension as a complex process in which the reader interacts with different texts for a variety of reasons. An example of this process is based on the schema theory. The schema theory views reading as an active process and that readers connect old knowledge to the new information they gained from the text. Comprehension as an interactive process depends solely on the reader acting and reacting to the text. A deliberate teaching of strategies that provides the reader with the means of such interaction empowers the reader to gain a greater understanding of what was read. Teachers must be trained in the comprehension processes and strategies that have proven to be effective. Beyond training, the teacher must adopt the attitude of the adage "actions speak louder than words". Students must view the strategies in action. Teachers must model using the strategies. Wilson (2005) noted in Teaching Reading: A History, enthusiasm, ability, and energy of the teacher was more important that a certain teaching method in the success of teaching students to read. One component of NCLB requires teachers to employ research-based instructional strategies. Local Education Agencies (LEAs) therefore had to evaluate their guides for instruction. The National Reading Panel's (NRP) document "Reading First" shaped a national stage for reading instruction. Based on the results of the NRP's research, a common vocabulary, a verified source for research-based strategies, and a focus for teaching reading were provided. Five components were presented as the areas in which children must be taught and learn to be successful readers. The five components were: * Phonemic awareness * Phonics * Vocabulary Development * Comprehension * Fluency. Given these five areas, educators were challenged to change their thinking about reading instruction to include researched-based, successful skills and strategies. The goal is to help students become successful readers (Armbruster, Lehr, & Osborn, 2003). The panel recommended the goal of teaching reading is to develop strategic readers. Often cited were strategies that successful readers used routinely. Comprehension strategies recommended for use included the "before, during, and after" reading strategy. This particular strategy helps students access their prior knowledge throughout the reading process. A mental framework on which new knowledge can be connected also is provided (North Central Educational Laboratory, n.d.; Pennsylvania Department of Education, 2008). Another method or strategy of helping students become successful readers is differentiation of instruction. Educators have been known to differ on whether differentiation is a strategy or approach to instruction. When implemented, differentiation is based on meeting learner needs through options for student interaction with content, process, and/or product (Hall, 2002). Therefore, for the purposes of this project, differentiation is considered an implemented strategy. Brailey & Ashley (2007) explained a method of instruction known as co-teaching. This method enables teachers and paraprofessionals give students more individualized help. The forms of co-teaching are "one teach/one observe", "station teaching", "parallel teaching", "alternative teaching", "teaming", and "one teach/one assist". The most prevalent of the six are "station teaching", "parallel teaching", and "one teach/one assist." The strategy of making connections to the text was introduced by Robert Marzano. Students learn to connect personally to the selection they are reading by making three types of connections – text to text, text to self, text to world. Each type of connection requires students to explain their relationship with the information. Dwyer and Igoe conducted a study examining the effect of personalization on students' comprehension in the ninth, tenth, and eleventh grades. Personalization occurs when teachers and students assimilate concepts and information being taught based on their prior knowledge and experiences. Results from the study revealed that personalization of reading material increased student comprehension (Dwyer & Igoe, 1992). Each of these strategies allows students to access prior learning and experience and apply those to a new situation. Ultimately, both strategies enable students to function at the higher ends of Bloom's Taxonomy that ensures greater comprehension of the material. Effective questioning is another strategy proven to aid students in comprehension. The questions have to challenge student thinking; however, rather than train students to answer rote questions that could be classified at Bloom's lower levels. Jones, Harland, Reid, and Bartlett (2009) conducted a study to determine the relationship between the cognitive level of examination questions and learner outcomes, and student performance. Bloom's Taxonomy was selected for the study. Each level of Bloom's Taxonomy was described based on the types of questions relative to the level. Knowledge questions were based on the student being able to recall and remember facts or information previously taught. Students were required to rephrase into their own words, as well as interpret charts, graphs, tables, and cartoons in order to answer comprehension questions. Application questions required students to identify information and apply the rules to algorithms. The analysis level of questioning expected students to separate information into parts, and then display an understanding of the relationship of the parts to the whole. The fifth level, synthesis, allowed students to develop and complete a plan or experiment. This level also could require students to write a paper. The highest level, evaluation, required students to use the other five levels to make judgments based on the information, idea, or problem to be solved. Third and fourth year college students were participants in the study. The results of the study revealed that some instructors were creating examination questions to match the cognitive skills taught, but more work in the area was needed. Demand for Higher Order Thinking Skills Instruction. As children grow and develop, certain levels of thinking occur naturally. However, Nickerson (1988, as cited in Nagappan, 2000) suggests that students do not often think as effectively as possible. Nagappan then asserts that the goal of an educator is to improve the quality of students' thinking so that they are able to think more effectively. He considered skills such as thinking deeply, consistently, and more productively are to improve the quality of thinking. In addition, he proposes that due to the advances in technologies, a student must be able to think critically, not just able to read, to be considered literate (Nagappan, 2000). Brady (2008) concurred by stating that students must move past memorization to develop a full range of thinking skills that they need to deal with the complex issues of their world. He continues supporting his position by comparing the societal changes made between different generations. His conclusion was that the adaptations students need to function in a world of changing realities necessitate the use of higher order thinking skills. This concern for the quality of thinking is not new. As early as 1984, several statewide initiatives were underway in Vermont, California, Maryland, and New Jersey to incorporate thinking skills into their curriculums. The city of Pittsburgh, concerned with increasing thinking skills, created a program that stressed skills at the upper levels of Bloom's taxonomy such as summarizing and evaluating. During that same time, Bloom's taxonomy was the basis for incorporating process skills into the curriculum in Baltimore, MD (Presseisen, 1984). Created in 1956 by Benjamin Bloom and his associates as an instrument to classify the important thinking behaviors required in the learning process, the taxonomy has been used for fifty years, translated into 22 languages, and is one of the most cited references used in education (Forehand, 2005). There are six levels of the taxonomy that begin at lower levels of thinking known as knowledge and comprehension. The next levels are application and analysis, and progresses to require more complex, divergent thinking at the highest levels of synthesis and evaluation (Bloom & Krathwohl, 1956). Bloom's Taxonomy is often described by a group of verbs for each level which specify the type of student behavior expected for that level. A general explanation of the taxonomy is "tasks move from simpler to complex, from observable to concrete to abstract, and from working with known materials to the creation of new materials or approaches" (Presseisen, 1984). Using Bloom's taxonomy in the development of the curriculum ensures that the skills taught include the full range of the taxonomy. Results from the National Assessment of Educational Progress (NAEP) administered in 2000 found that 37 percent of fourth graders were reading below the basic level. Readers at that level received a score up to 208, and were able to gain an overall understanding of what they read, but were not able to function at higher levels of comprehension. A comparison of scores obtained by different ethnic groups revealed that the average score of Caucasian students was 226 or the proficient level. Students scoring in the proficient level gained an overall understanding of the passage and were able to provide inferential and literal information. Black students attained an average score of 193; Hispanic students' average score was 197; and American Indians average score was 196. The highest average score, 232, was obtained by Asian/Pacific Islander students. A score of 239 was needed to move to the advanced level (National Institute for Literacy, 2008). Raths (2002) noted that Carroll's model of school learning helped educators determine if instruction had improved. He concluded that improved instruction could be reasonably inferred if the complexity of lesson objectives increases across lessons or units. The American Educational Research Association discussed the importance of increasing the "cognitive demand" in high school mathematics classes. The premise was presented that certain groups of students were not being challenged in a way that promoted higher-level thinking, which lead to an inability to compete for positions requiring the use of higher mathematics skills such as engineering and technology. The information presented was based on an American College Testing (ACT) study that included seven countries, one of which was the United States. The study proved that the "same levels of mathematics skills were required for the workforce and college", and this in turn led to the conclusion that a greater level of cognitive demand in the mathematics classes taken by all students was needed (Resnick, 2006). Pollock (2007) supported this concept when calling for the "use of a well-articulated curriculum" that includes robust concepts, generalizations and procedures as opposed to statements of objectives. In addition, Tankersley (2005) applied the same concepts to reading by stating that students who engage in higher-order thinking are able to make insightful conclusions, inferences, and use their knowledge in new situations. The article concluded by reiterating three main points: * Cognitive demand must be raised in the curriculum to enhance student skills for career preparation. * Teaching mathematics at higher cognitive levels in the early grades provides a brighter outlook for the future of diverse populations. * A learning environment must be created that supports both basic skills and tasks that require higher cognitive demand. The information presented in the article is relevant to this research as it proves the impact of higher cognitive skills on student learning, as well as connecting the curriculum to the higher cognitive skills. While studies have proven the effectiveness of higher order skills in improving student achievement, a challenge continues to be convincing teachers to change their pedagogy and teaching styles to include instruction, strategies and opportunities for students to apply high level thinking skills. Bloom (as cited in Jones, Harland, Reid, and Bartlett, 2009) commented that teachers asked questions at the knowledge level 80 to 90 percent of the time. He acknowledged that these questions are valuable to learning, but students need to interact with questions at higher levels because the higher level questions require "more brain power and more extensive and elaborate answers." In many classrooms, teachers continue to consistently teach at the lower levels of the taxonomy, never requiring students to delve into the content at the level required to reach the higher levels of thinking. Quint, Akey, Rappaport, and Willner (2007) found in a study of 49 third- and fourth-grade teachers and principals that it was rare for students to be impelled to analyze their work, make judgments for their responses, or evaluate their responses during class discussions. The result is that students do not learn nor experience the process of the mental calisthenics used in higher order thinking (Schwebel, Schwebel, Schwebel, & Schwebel, 1996). This finding was supported in the average score of Academic Rigor indicating that third-and fourth-grade students who participated in the study seldom functioned past basic summaries and superficial answers to questions (Quint et al., 2007). Schwebel, et al. (1996) suggested that students actually enjoy the challenge of working at the higher levels of Bloom's taxonomy, provided it is compatible with their conceptual state of development. Patsalides, in sharing from her personal experiences of trying to implement all levels of the taxonomy in a kindergarten classroom, noted that teachers often teach at the lower levels of the taxonomy – knowledge, comprehension, and application (Patsalides, 2008). Even at the postsecondary level, it was found that college undergraduates remember little of what they learned in high school science classes. The lack of understanding was attributed to the lack of time spent on application and analysis as opposed to the students being assessed on their ability to recall and summarize the information presented (Lord & Baviskar, 2007). Brady (2008) posed the idea that educators have been seeking the wrong information from students by asking "What do you remember?" He presents the premise that educators should be asking questions such as: 1. What's going on here? 2. Why? 3. Where is it likely to take us? 4. What should we be doing? Analysis of the sample questions cause the students to think at the higher levels of Bloom's Taxonomy such as analysis, synthesis, and evaluation. Teaching higher order thinking skills that are integrated into the content takes time and energy. Many teachers would prefer to use multiple choice tests and memorization of facts because they are much easier to implement (Carr, 1990). McMillan (as cited in Carr, 1990) stated that "It really boils down to whether teachers are creating an environment that stimulates critical inquiry." The environment of the classroom is determined by the central element -- the teacher. The environment should be flexible so that different types of activities can be planned, as well as arranged to motivate students. The elementary classroom should be a place where students can achieve the planned objectives and behavior problems are minimized. The classroom environment has been compared to an extra teacher (Scholastic, 2009). Effective Instructional Lesson Plans. Traditional lesson plans have been used for more than forty years. Generally, they are completed by teachers and usually are a detailed schedule of daily activities (Nerbovig & Klausmeier, 1962). Kagan and Tippins (1992) conducted a study on the lesson plan formats used by twelve elementary and secondary student teachers. Implications from the study found that traditional lesson plans were counterproductive to both groups of student teachers. Researchers suggested that the teachers should use a format that allowed them to individualize the lesson plan with as many or as few details needed. Novice teachers typically join the ranks of teachers who use the "fill-in-theblock" lesson plan form. These forms do not compel teachers to think through the teaching process in the same way required by detailed formats. In many cases, the product is a brief, one sentence description of what will occur in class. By contrast, lesson plans should enable a teacher to effectively communicate content to students (Kizlik, 2008b). The lesson plans should aid the teacher in creating the optimal learning environment, preparing for classroom management of the lesson or activity, formulate specific learning experiences, denote needed materials, and utilize time effectively (Nerbovig & Klausmeier, 1962). The results of effective lesson plans include greater student success, higher student test scores, improved retention, and a better attitude towards school (Burke, 2002). Wong & Wong (2005) suggest that the "greater the structure of a lesson and the more precise the directions on what is to be accomplished, the higher the achievement" (p.218-219). Wong & Wong further suggest that preciseness can be achieved by telling the students exactly what they are expected to accomplish using verbs or thinking words that are based on Bloom's taxonomy. Each level of the taxonomy provides verbs that will advance students to higher levels of thinking. These thinking words should be used in the lesson objectives. Teachers must be able to think, plan, and teach at the higher cognitive levels if they expect their students to operate at those levels. An analysis of teachers' reactions to planning and teaching at higher levels of thinking revealed that they found themselves thinking at higher levels. Through the planning and teaching process teachers specifically stated, "they had to think beyond the basics because they wanted their students to do likewise" (Sparapani, 1999, p. 6.). The use of Bloom's Taxonomy as a scaffold for planning lessons permits the teacher to systematically teach the content at the advancing degrees of complexity. Changing the lesson plan format to align to Bloom's Taxonomy will provide a format for building higher order thinking skills into the lesson based on the required content. Lesson plans serve as a guide or road map to helping children achieve a desired learning outcome (Developing the Lesson Plan, n.d.; Kizlik, 2008a). Chappius (2007) in addressing the topic of development of a division-wide policy on lesson plans affirmed that the alignment of classroom instruction with the expectations of a school division should be documented through the teacher's lesson plan. He continued to say that those plans should be completed before class targeting three areas: lesson content, assessment, and purpose. The lesson plans should be tightly linked to state and division standards since there is a proven correlation between the written curriculum and the taught curriculum. Assessment Student assessment continues to be a major component of education. In ancient times, the Socratic Method was used to ascertain student progress as well as determine what the content needed to be for future lessons (Socratic Questions, n.d.). Teachers continue to use assessments to determine if a taught skill or concept has been learned (Brualdi, 1998). While the rationale for student assessment has not changed over time, the purpose, quantity, and format of asking students questions has changed since the time of Socrates. Scherer reports that American students will take approximately 68 million tests in one year to meet the requirements of NCLB (Scherer, 2005). The results of high stakes testing are currently used to measure a student's level of knowledge to academic standards (Heubert & Hauser, 1999). Due to the fact that these tests are used to measure the student performance and to hold school districts, schools, and teachers accountable, they are considered high-stakes tests (American Psychological, 2007). Educators agree that the purpose of assessments is to improve student learning by providing a crucial link between effective teaching, student learning, and academic standards (Extract, n.d.; Roeber, 1995). Teachers, students, and parents depend on classroom assessments as measures of student progress. In addition, policymakers at all levels now depend on high-stakes assessment results to drive their decisions (Scherer, 2005). The types of assessments given in classrooms have continued to evolve into precise tools that accurately measure student achievement. Multiple-choice tests are commonly used because of their versatility in question creation and choice. As early as 1945, Mosier, Myers, & Price discussed fourteen types of questions that could be assessed with multiple choice tests. (Mosier, Myers, & Price, 1945) Beginning in the 1960's, the National Assessment of Educational Progress began using multiple choice instruments to test students nationwide in reading. The passing of NCLB caused stakeholders to continue to rely on high-stakes multiple choice testing to determine adequate yearly progress. The tests now given in reading have been refined to address areas of vocabulary, as well as literal and inferential comprehension (Afflerbach, 2007). The National Assessment of Education Process Test examines three areas of reading: reading for literary purpose, information, and to perform a task (Tankersley, 2005). In an attempt to prepare students for state testing, many school divisions are purchasing or creating benchmark tests to provide students chances to interact with the format of tests before taking the mandated assessments. Kozlowski, Bekkering, & Jones (2006) outlined a procedure through which college instructors can create multiple choice assessments that include questions comprised from all levels of Bloom's Taxonomy. The process used a bank of test questions provided by the textbook company in addition to questions written by some of the instructors. Assessment of the state standards was needed to fulfill the federally mandated requirements for testing. NCLB requires states to determine every child's progress in reading and mathematics annually in grades 3 through 8. Student assessments are required at least once during grades 10 through 12. States are required to continue meeting the directives published in the reauthorizing of the Improving America's Schools Act of 1994 (ESEA). ESEA mandated assessments in reading and mathematics at three grade spans (3-5; 6-9; and 10-12). In addition, mandated timelines were designed to include required assessments of science, and students with limited English proficiency (US Department of Education: Stronger Accountability, 2003). The Commonwealth of Virginia met the mandated assessment requirements through the development of the SOL assessment program. SOL tests are administered each spring at the elementary and middle school levels, and at the end of certain courses at the high school level. Students in grades 3, 5, and 8 are tested annually using an assessment based on the SOL created for each grade in four core areas: English, mathematics, science, and social studies. Students in grade 4 are assessed in reading and mathematics, and writing at grades 5 and 8. Assessments at the high school level are given at the end of courses (EOC) for which standards have been developed. In addition, an EOC assessment is given before a student exits English 11. The assessments are based on the blueprints given to the test constructors ensuring that all stakeholders understand the expectations. The assessment blueprints make available to the public information about the tests such as test construction, the length of the tests, and the number of field test items on each test. They also correlate the reporting categories to the SOL (Virginia Department of Education: Instructional Services, n.d.). The tests vary in length, are untimed, and range in number of questions from a low of 30 questions to a high of 60 questions. Each test contains several field test questions so that a bank of questions is constantly being updated to maintain test validity and reliability. The original assessments began in 1999 with questions that demanded basic knowledge of four content areas. These tests consisted mostly of questions that could be answered by simple recall or by looking back into the passage. More precise assessments are now being used at every level. With each revision, the tests have become more analytical and require the students to incorporate higher levels of thinking to be successful. With the revisions of the assessments over the past five years, many of the questions on the assessments have required students to complete at least two steps to derive the correct answer. This is true for tests given in the four content areas. Additional test revisions have included more charts, tables, diagrams, and maps that allow for the measurement of higher thinking skills. The English assessment increased in complexity as well. More difficult reading texts were implemented as students advanced in school. In addition, reading skills spiraled upward with each grade and those skills were subsumed in grades kindergarten through three (Technical Assistance Document, 2005). Examples of increasing complexity are found in the comparison of a 2001 and a 2007 third grade reading test. The 2001 test consisted of three reading passages that averaged 142 words each. One selection was a poem, and the remaining two selections were fiction passages. The 2007 test consisted of four passages. One passage was a recipe, and another was a nonfiction selection. Two selections were in the genre of realistic fiction. The passages from the 2007 test averaged 331words each. There were 189 more words on the 2007 test than on the 2001 test. Therefore, students were required to read and comprehend a greater quantity of more complex information (Released Tests 2001; Released Tests 2007). Educators then evaluate the results of those assessments to determine the effectiveness of instructional strategies, as well as a course of direction for future instruction (Brissenden & Slater, n.d.). Teachers can assist students in learning to think at higher levels and be successful on high stakes tests by ensuring that classroom instruction, the curriculum, and all assessments are aligned not only in content and format but also in levels of complexity. "Learning outcomes in this area [evaluation] are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments on clearly defined criteria" (Carneson, Delpierre, & Masters, n.d.). Tankersley (2005) suggests that students only can do well on high-stakes tests when they know how to think, which occurs in reading when students can synthesize, analyze, evaluate, and interpret information. In an essay commissioned by the National Center on Education and the Economy, it was noted that alignment of the curriculum, instruction, and assessment would constitute a triad in which teaching and learning were driven by a scope and breadth of skills and knowledge of content or subject matter using various methods and activities, which then assessed the actual curriculum taught (Pellegrino, 2006). Curriculum Alignment Timeline of Curriculum Alignment. Curriculum alignment has been prevalent in education since the 1960's and early 1970's. During this time teachers started to base their lesson plans on behavioral objectives according to Mager (as cited in Liebling, 1997). Greatly influenced by the work of Bloom's Taxonomy, early attempts at curriculum alignment were "intended to make a clear connection between the assessments content and instructional content" (Liebling, 1997). Due to the creation of a large number of objectives, teachers rejected this approach. In the late 1970's and early 1980's many districts moved away from aligning the curriculum to Bloom's Taxonomy and focused their efforts on aligning the districts curriculum to textbook objectives. The basis of textbook objectives was generally the objectives of standardized achievement tests. Administrators then learned to analyze the results to determine areas of strengths and weaknesses (Liebling, 1997). The emphasis of curriculum alignment was refocused because of increased accountability and the implementation of state standards. Since that time, alignment has centered on three components: content, instruction, and assessment (March, 1997; Pankratz & Petrosko, 2000). Effectiveness of Curriculum Alignment. Several studies have proven that curriculum alignment improves student achievement. Cohen (as cited in Edvantia, 2005) examined doctoral dissertation studies conducted by four of his students. He concluded that when instruction and assessment were aligned, not only did high-aptitude students do well, but also low-aptitude students did well. Raths (2002) in reflecting on Carroll's model of school learning (1963) noted that one could infer evidence of improved instruction if the assignment of activities and assessments were more closely aligned to the lesson's objectives that would lead to student learning. . Wishnick (as cited in Edvantia, 2005) noted that factors such as socioeconomic status, gender, and teacher effect lost their impact when curriculum and assessment were aligned. Mitchell (1999) conducted a study to determine an aligned curriculum's impact on student achievement. More than 4,000 third grade students in one school district were involved. Research results were similar to that of previous studies. The students gained a mean of 5.12 points in mathematics when given the IOWA standardized test. Curriculum alignment was therefore, considered an effective strategy to increase student achievement. Smith and Gillespie (2007) reported on several sources that identified the importance of curriculum alignment in adult basic education (ABE). This report was referenced at the Massachusetts Department of Education's Adult Basic Education Directors Meeting. A panel of educators presented information on aligning the Massachusetts ABE Curriculum Framework with English as Second Language (ESOL) and ABE program curricula (Massachusetts Department of Education, 2007). EdSource, a 30 year old, independent, non-profit policy organization, conducted research in 257 California elementary schools. The student populations of each school were similar. Many students had a low socioeconomic status (SES) or parents struggling with the English language. Some parents did not have a high school degree or any formal education past high school. The research results determined that these students made the greatest gains by aligning lessons with the California standards (EdSource, 2005). An analysis of international studies revealed that a gain of 31 percentile points was made when an aligned curriculum was implemented. In addition, other studies concluded that alignment eliminated factors such as socioeconomic status and teacher effect in student achievement (The Benefits, 2004). Educational agencies and organizations have made curriculum alignment a priority. The Association for Supervision and Curriculum Development offers a professional development course, Crafting Curriculum. Two out of six lessons are devoted to the topic of aligning and linking the curriculum (Crafting Curriculum, 2003). Lesson two addresses the topic of aligning the curriculum with a focus on three concepts: 1. types of curriculum; 2. issues related to aligning curriculum; and 3. characteristics of a quality curriculum. Eight types of curriculum are included in the lesson; however, Glatthorn stated that the most important curriculum alignment is between the taught and learned curriculum (Glatthorn, 1999). "Linking curriculum, instruction, and assessment" is the focus of lesson six. Course participants learn how to identify instructional approaches that support the curriculum, as well as ways to use assessments for curriculum support. The Alabama Department of Education designed a website enabling their educators' asynchronous participation in professional development modules. One module addresses the need for aligning curriculum, instruction, and assessment. The curriculum alignment module describes the purpose of alignment. "Teachers need to be skilled in aligning all of these elements so that the assessment provides an accurate reflection of the student's accomplishments and an effective indicator of the teacher's success" (Alabama, 2003). The North Carolina State Department of Education wanted to ensure The Standard Course of Study served as the basis for instruction. Across the state, teachers learned how to align curriculum. Then they worked together aligning their district's written, taught, and tested curriculum. Resources and time used on unaligned lessons to the mandated content were discouraged because the lessons did not prepare the students for the tested material (Curriculum Alignment, 1999). Virginia's General Assembly authorized the Standards of Quality that required the Board of Education to "establish objectives, revise them periodically, and assess them to determine the levels of student achievement". The Standards of Quality also require local school boards to "implement the objectives" (22.1-253.13:1). Curriculum Alignment Indicators for written, taught, and assessed curriculum were developed. Conclusion Accountability of Educators. The No Child Left Behind legislation brought sweeping changes to how schools, districts, and states were evaluated and earned accreditation. Accreditation requirements under NCLB were based on testing, Adequate Yearly Progress (AYP), and teacher quality. Two areas of the accreditation requirements have a direct impact on this study -testing and teacher quality. Schools at the elementary level must continue to account for student retention and misbehavior, but also demonstrate predetermined levels of growth based on student results to standards-based assessments. Educators at all levels are expected to use researched-based strategies proven to be effective. In addition, teachers in the Commonwealth of Virginia, find themselves being held accountable for teaching the SOL Framework as opposed to teaching the textbook to guarantee students are prepared for the assessments. As a result, for educators in the Commonwealth, the only assurance that test data can provide an accurate reflection of student progress continues to be ensuring classroom instruction is aligned with the standards. Administrators at all levels find themselves being held accountable for teacher and student success. Superintendents risk the loss of essential federal and state funding if NCLB benchmarks are not met. District level administrators now find themselves being held accountable for curriculum and personnel decisions that effect the decisions made by building level administrators. Purpose of Project. The purpose of this project was to determine the effect of aligning Bloom's Taxonomy to the Virginia Department of Education's SOL Framework for reading instruction in the fourth grade. The premise for this project was to determine if a tight alignment will help teachers and students experience greater success by working smarter rather than harder in the teaching and learning process. Corroboration presented in the literature supports the concept that students, who engage in higher-level thinking skills, are better prepared to think and perform more effectively on standardized tests. Evidence also was provided to support the premise that teachers need to improve as well as increase their use of higher order thinking skills in their instruction. A survey of the literature confirms that curriculum alignment can have a positive effect on student achievement. This survey of literature also provided examples of researched-based strategies and classroom teaching structures that support student advancement. This project examines the impact that alignment has on student achievement as measured by results on the third nine week benchmark assessment given in a fourth grade reading class. In addition, the project aligns SOL framework with the higher order thinking skill taxonomy developed by Benjamin Bloom (Bloom & Krathwohl, 1956), and relies on division-wide benchmark tests to assess achievement. Chapter Three: Methodology Higher academic expectations are being required of students and teachers. The need to meet and exceed these expectations is requiring teachers to change their paradigm concerning teaching to mastery. Replacing this train of thought is the concept of teaching students to think at higher cognitive levels. It is essential that students have opportunities to learn the content they will experience on mandated state assessments at higher cognitive levels. No research was found that connected the use of higher levels of thinking as structured in Bloom's Taxonomy with the specific content of the Virginia Department of Education's English Standards of Learning Framework to classroom instruction as documented through a teacher's lesson plans. Therefore, this study was conducted to provide valuable data determining the effectiveness of making that connection. The data for this project were reported using percentages and displayed in a combination of narrative text, tables, and graphs. The project was designed to study the question: "Will the practice of having teachers specifically develop lessons and assessments using Bloom's Taxonomy as a guide affect scores on the fourth grade Virginia Reading Assessment?" The data generated by the project were analyzed using Microsoft Excel, Statistical Package for Social Sciences (SPSS ® ), and the ReportsOnline System (ROS) for data disaggregation. Two null hypotheses were developed for this project. Null Hypothesis 1: There will be no significant difference in the means of the third nine weeks Reading Benchmark Assessment for Grade Four posttest scores for the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy than the means of the Control Group which uses traditional textbook bound instruction. Null Hypothesis 2: There will be no significant difference in the mean scores of the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy as measured by the difference between the pretest and the posttest scores on the third nine weeks Reading Benchmark Assessment for Grade Four. This chapter describes the methodology and procedures used in this project. The chapter also contains a description of the data analysis process employed. Information regarding the location and people involved in the study is also provided. The name of the school was changed to maintain anonymity and is known as The Elementary School. Sample and Participants Prior to the start of each school year, the principal assigns students to each class. Classes are grouped heterogeneously, as students are assigned based on creating a balance in gender, race, disability, and teacher recommendation of ability. In addition, the principal strives to ensure that the students do not move grade to grade as an intact group. It also should be noted that the principal prefers the students to have a least one person they know in the class. The process for determining class assignments was completed before the principal was aware the project would take place at that school. Therefore, there was no bias that would affect this project. Total random assignment of students was not possible. This research project implemented a Nonrandomized Control Group, Pretest-Posttest Design. The study was conducted over a nine-week period, beginning in January 2008 and ending in March 2008. This time period was considered the third nine-week session for the participating school division, which will be known as the Division to maintain confidentiality and anonymity. The Division served 6,100 students, who lived in one of seven attendance zones. The Elementary School served the largest geographical area in the county. Nineteen school buses and four Division cars transported students daily. In addition, parents and other relatives transported over 100 students by private vehicles each day. A principal and assistant principal provided building level leadership for 642 students in grades kindergarten through five. The principal was an administrative veteran of seven years; the assistant principal was new to administration. There were five classrooms at each grade level. Grade level chairpersons were utilized to help disseminate information pertinent to the school within each grade. The students at the school maintained a 97 percent attendance rate and the school had a free and reduced meal rate of 26 percent. The support staff included two cafeteria managers who supervised 11 food service workers. Four secretaries in the main office filled the positions of receptionist, bookkeeper, general secretary, and maintaining the student information system for the school. The student population was comprised of three ethnic groups: Blacks, Caucasians, and Hispanics. This racial distribution was 29 percent Black, 69 percent Caucasian, and 2 percent Hispanic. Gender distribution was balanced within each ethnic group. There were 15 percent Black Females, 14 percent Black males, 33 percent Caucasian females, 36 percent Caucasian males, and one percent each of Hispanic females and males. The majority of the students came from medial socio-economic backgrounds and two parent homes. The fourth grade contained a total of 116 students. The two classes selected for the project were reading classes taught by two different experienced teachers. The Experimental Group consisted of 23 students. The teacher assigned to this class had 35 years of teaching experience. Prior to the 2007-2008 school year, all of the teacher's experience had been at the same school in the Division. It was the oldest of the four schools closed, and had never achieved accreditation. In addition, the teacher had a licensure endorsement for developmental reading and reading specialist. Despite her background, she had chosen to remain in the classroom without pursuing positions such as reading specialist or instructional coach. She did share her concern because this was the first time she had taught in a structure that was not self-contained. The students with special needs were not a part of this group due to the requirements of their Individualized Educational Plan (IEP). The Control Group also consisted of twenty-three students. There was one student with special needs who was a part of this group whose IEP mandated participation in a collaborative setting. The teacher for the Control Group had taught at the elementary level for eleven years with a licensure endorsement in library science. This teacher had taught in two schools that were fully accredited. This teacher always had taught in a departmentalized scheduling structure and was comfortable with changing classes. The students were in the fourth grade at The Elementary School. There were five sections of heterogeneously grouped fourth grade classes, with two reading classes. The sections were divided into two teams consisting of a three-way rotation and a two-way rotation. The Division mandated that times for reading blocks be protected. Therefore, reading blocks at all elementary schools were scheduled for 60 uninterrupted minutes. Both reading teachers taught more than one fourth grade section. In each case, the students in the study represented their homerooms, which were selected because they had an equal number of students, and both were taught in the afternoon. Instrumentation The Division utilized Benchmark Assessments developed in conjunction with the Tests for Higher Standards (TfHS) (Mott, 2001). Forms A and B of the Benchmark Assessment for Fourth Grade were used as a pretest/posttest. Both forms were identical assessments with the exception of a cosmetic change on the cover of each test which included changing the form identification, and removing the border that was used routinely on the Division's Benchmark tests. A model for the test was the Virginia SOL Reading Assessment for Grade Four. The SOL test contained thirty-four multiple choice questions based on four selections. The passages ranged in readability from 4.2 to 5.4. The average readability of the tests was 5.0. The Benchmark Assessments used contained thirty-four questions based on three selections. The selections covered a variety of genres including fiction, nonfiction, and poetry. The multiple choice questions utilized the same format as the SOL tests in regards to font, layout, and selection for answer choices. The readability of each passage on the Benchmark test was determined by using the same procedure used to determine readability of the Virginia SOL Test for Fourth Grade. The selections ranged in readability from 3.9 to 7.6. The average readability of the tests was 5.9. According to Mott, (Mott, 2001) the TfHS Pre-Post Test scores in grade 5 had a 0.95 correlation with scaled scores on Virginia's SOL Test. The TfHS had the following reliability coefficients at grade 5. (See Table 4) The Spearman/Brown formula was used to adjust for differences in test lengths. Table 4 Reliability Coefficients at Grade 5 The Virginia SOL requires a passing score of 400 out of a possible 600. This equates to a pass percentage of 67 percent. When comparing previous 5 th grade Benchmark and SOL scores from the Division by equating the scores to the passing rate, the Benchmark scores were consistently lower. (See Table 5) Table 5 Comparison of 5th Grade Passing Rates Benchmark and SOL Scores \| \| Benchmark Passing Rate \| SOL Score Passing Rate \| \|---\|---\|---\| \| 2005-2006 \| 36% \| 83% \| The same trends noted in the fifth grade comparison were noted in the fourth grade comparison. For that reason, it was determined that the test was reliable to use for the fourth grade. (See Table 6) Table 6 Comparison of 4th Grade Passing Rates Benchmark and SOL Scores \| \| Benchmark Passing Rate \| SOL Score Passing Rate \| \|---\|---\|---\| \| 2005-2006 \| 55% \| 81% \| \| 2006-2007 \| 64% \| 78% \| Validity of the assessment was ascertained by analyzing the content to determine the correlation of the assessment with the Virginia SOL. Test Blueprints developed by the Virginia Department of Education (VDOE) were used to determine the content for both tests (Mott, 2001). When examined, the fourth grade test was developed based on the VDOE's blueprint. Items excluded from testing on the SOL assessment also were excluded from the Benchmark tests. Items excluded were those determined by the VDOE to be unrealistic to test in a multiple choice format. Procedures Prior to beginning the project, the Division approved and supported the project by approving the school selected, and agreeing to employ a substitute so that the teacher of the Experimental Group could participate in a full day of training. The Division's support also included division-wide access to the data reporting system and permission to request use of the meeting room at a local technology center that partners with the school system. Therefore, the training for the Experimental Group occurred off-campus and was conducted on the first day of the third nine weeks. The researcher, who was considered the liaison for the project, conducted the training. During the first day of training, the teacher was introduced to the premise of the project, mandatory lesson plan format, purpose of the teacher journal, and was required to complete confidentiality and testing affidavits. The teacher was specifically informed not to share materials, strategies, or skills learned during the training with any other teachers. The teacher of the Control Group was told that her grade level was participating in an educational project, and materials were going to be provided to the other reading teacher. It was explained to the teacher that if materials proved helpful, they would be shared with all teachers at the end of the project. Initial training covered an extensive review of the VDOE Framework for 4 th Grade Reading, Bloom's Taxonomy, and the mandated lesson plan format were explained in detail. Each component of the lesson plan correlated to either the Framework or Bloom's Taxonomy, with the exception of descriptive information. Descriptive information included lesson number, subject, teacher's name, grade, and lesson duration, technology integration, materials needed, additional resources, overview, and administrator's objective. Table 7 explains the correlations of the lesson plan components. The teacher of the Control Group did not participate in any training. Table 7 Correlation: Lesson Plan Components to VDOE Framework and Bloom's Taxonomy \| \| VDOE Framework \| \|---\|---\| \| SOL Objectives \| \| \| Teacher Activities \| Activities based directly on the Framework denoting SOL to be taught \| \| Student Activities \| Activities completed by students. Objectives written in student friendly terms. \| \| Procedures \| Teacher and student actions \| \| Verification \| Six methods for validating the teacher is relaying information and students are receiving the planned content \| \| Differentiation \| Six strategies for differentiating the content \| \| Flexible Groups \| Student groups based on instructional needs; Activities planned to meet those needs \| \| Assessment Method \| Six methods of assessing students \| \| Collaboration \| Reinforcement/extension/remediation taught by another member of the staff \| Students in both groups were given Form A (Pretest) of the Division's Benchmark Assessment on the same day. The assessment occurred on the second day of the second semester. The results were not shared with either of the classroom teachers. Parents were informed of the project via an announcement that appeared in the school's bimonthly newsletter. Appendix B is a copy of the announcement. The teacher of the Experimental Group received instruction twice a month on strategies for aligning the SOL Framework with Bloom's Taxonomy to include higher level thinking skill strategies in reading lessons. A total of eight sessions were held at the school after students were dismissed. The teacher also received at least four reading lessons per week that utilized higher level thinking skills for the entire third nine weeks. Lesson plans were designed with a skill spiral to ensure student exposure to the content included all levels of Bloom's Taxonomy. Many of the ancillary materials from the current textbook were incorporated in the lesson. The students were given Form B (Posttest) of the Division's Benchmark Assessment on the forty-third day of the nine week period (45 days). Data Analysis The results of the pretest and the posttest were scanned using the Reports Online System (ROS). The scanned tests were made available in one of four traditional ROS reports: Item Analysis, Matrix Report, Progress Report, or Multi-category Report. The disaggregator allowed data to be reported in several ways, such as in counts, by percentages, or in several grouping configurations. An Analysis of Covariance (ANCOVA) was used to determine the statistical significance between the scores the Experimental Group and the Control Group. A dependent samples t-test was used to determine the statistical difference between the pretest and posttest scores of the Experimental Group. Chapter Four: Results Introduction As presented in Chapter 1, there is a need to improve fourth grade students' reading comprehension scores if the Division is to continue meeting the requirements for state and national accreditation. This problem is prevalent not only with the division participating in this study, but across the nation as benchmarks continue to rise based on the requirements of the No Child Left Behind legislation. A quantitative investigation conducted involving fourth grade students from an elementary school in a rural, Virginia community yielded the results for this project. This study examined the effects of aligning the Virginia SOL English Framework with Bloom's Taxonomy on student achievement. Therefore, this research project explored the following null hypotheses: Null Hypothesis 1: There will be no significant difference in the means of the third nine weeks Reading Benchmark Assessment for Grade Four posttest scores for the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy than the means of the control group which uses traditional textbook bound instruction. Null Hypothesis 2: There will be no significant difference in the mean scores of the experimental group in which the teacher developed lessons using Bloom's Taxonomy as measured by the difference between the pretest and the posttest scores on the third nine weeks Reading Benchmark Assessment for Grade Four. Chapter Four describes the results yielded from this project and are presented as they relate to the proposed hypotheses. Data from this project were disaggregated using Microsoft Excel, Reports Online System (ROS) and SPSS ® computer programs. Measures of central tendency were computed to summarize the data for the pretests and posttests. Participants This research project, conducted over a nine week period, implemented a Nonrandomized Control Group, Pretest-Posttest Design. Participants were fourth grade reading students in a rural school. An experienced reading teacher taught each of the two classes selected for the project. The Experimental Group consisted of 23 students when the class was selected for participation. Results for this project were based on the student scores of 19 students in the Experimental Group. During the administration of the pretest, three students were absent. One student was absent during the posttest. In each case, the school schedule deemed it unfeasible to administer a make-up test due to student illness, inclement weather, and school-wide activities. The Control Group was comprised of 23 students. One student with special needs was a member of this group since the current individualized education plan (IEP) mandated participation in a collaborative setting. During the time of the project, two students in this group moved and withdrew from the school. One student was absent during the posttest. Again, make-up testing was not feasible. Therefore, the data examined includes the results of 20 students in the Control Group. Disaggregated Data Benchmark Data Results. The Experimental Group participated in lessons designed by aligning Bloom's Taxonomy to the content mandated in the SOL English Framework for Fourth Grade. Only those SOL designated in the reading category were included in this study. The Control Group received reading instruction based on the more traditional method of teaching reading based on the textbook. While the SOL English Framework was used with the Control Group because of its mandated use by the school division, it was not taught in-depth nor aligned to Bloom's Taxonomy. Both groups completed a 34 question pretest. The highest available score was 100. Table 8 shows the mean pretest score results from both treatment groups. The Control Group earned a higher mean score than the Experimental Group on the pretest. Table 8 Mean Pretest Scores on Benchmark Assessment \| \| n \| Mean \| Median \| Range \| \|---\|---\|---\|---\|---\| \| Experimental Group \| 19 \| 72.32 \| 74 \| 47 \| \| Control Group \| 20 \| 75.75 \| 78 \| 36 \| The posttest given to both groups consisted of 34 items, with the highest score available 100. Table 9 shows the posttest mean score for each group. Based on the results of the mean posttest scores, the Experimental Group gained 9.79 points, while the mean score of the Control Group increased by 7.65 points. The median score of the Experimental Group increased by eleven points; while the median score of Control Group increased by four points. Table 9 Mean Posttest Scores on Benchmark Assessment \| Experimental Group \| 19 \| 82.11 \| 85.00 \| \|---\|---\|---\|---\| \| Control Group \| 20 \| 83.4 \| 82 \| The Division used the Benchmark test score results as a predictor for English SOL tests. Division guidelines set a passing score at 70. This was known as the cut score. The passing score was also used to determine a class's passing rate. The Division calculated the passing rate by dividing the number of students passing the test by the number of students taking the assessment. The Experimental Group had a 58 percent increase in the number of students who passed the posttest. The Control Group had an increase of 33 percent in the number of students who passed the posttest. Table 10 shows the Benchmark pretest results for both groups. Table 11 shows the Benchmark posttest results for both groups. Table 10 Benchmark Pretest Results for the Experimental Group and the Control Group \| \| Number of Passing Scores (passing score= 70) \| \|---\|---\| \| Experimental Group \| 10 \| \| Control Group \| 15 \| Table 11 Benchmark Posttest Results for the Experimental Group and the Control Group \| \| Number of Passing Scores (passing score= 70) \| Passing Rate \| \|---\|---\|---\| \| Experimental Group \| 16 \| 84% \| \| Control Group \| 20 \| 100% \| Statistical Data Analysis of Covariance (ANCOVA) Results. Levene's Test for Equality of Variances determined the significance level for the dependent variable to be .112, which is considered not significant. Therefore, the assumption of equal variance was met. (See Table 12) Table 12 Results of Levene's Test of Equality of Error Variances Dependent Variable: Posttest \| F \| df1 \| df2 \| Sig. \| \|---\|---\|---\|---\| \| 2.646 \| 1 \| 37 \| 0.112 \| The analysis of covariance (ANCOVA) adjusted the group means on the pretest and the degree to which it affected the posttest means. Of particular interest was the change in gains made by the Experimental Group after adjustments were made for pretest differences. When conducting the ANCOVA, pretest scores served as the covariate, the dependent variable was the posttest scores, and the group served as the fixed factor/independent variable. The ANCOVA results analyzed the mean posttest scores and revealed the differences in the posttest scores were not statistically significant between the groups, F(1,36)=.169, p =.683. ANCOVA results are shown in Table 13. An alpha level of 0.05 was used for all statistical tests. The adjusted R square as shown in Table 13 accounted for 44 percent of the variance in posttest scores. A regression analysis supported the finding that there was no significant difference in the means of the third nine weeks Reading Benchmark Assessment for the treatment group in which the teacher developed lessons using Bloom's Taxonomy than the means of the group whose teacher used traditional, textbook bound instruction. Table 13 ANCOVA Summary Dependent Variable: Posttest \| Source \| \| df \| \| MS \| \| F \| \| Sig. \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Source \| \| df \| \| MS \| \| F \| \| Sig. \| \| \| Corrected Model \| \| 2 \| \| 1622.460 \| \| 15.950 \| \| .000 \| \| \| Intercept \| \| 1 \| \| 651.478 \| \| 6.404 \| \| .016 \| \| \| Pretest \| \| 1 \| \| 3228.586 \| \| 31.739 \| \| .000 \| \| \| Group \| \| 1 \| \| 17.230 \| \| .169 \| \| .683 \| \| \| Error \| \| 36 \| \| 101.722 \| \| \| \| \| \| \| Total \| \| 39 \| \| \| \| \| \| \| a R Squared = .470 (Adjusted R Squared = .440) t-Test Results. A dependent samples t-Test determined the statistical difference between the posttest and pretest scores of the Experimental Group. Results from the t-Test confirmed a significant gain between the pretest (Mean=72.32, SD=14.74) and posttest scores (Mean=82.11, SD=17.36); t(19)=3.224, p<.05. The scores of students in the Experimental Group increased on the posttest by a sample means difference of 9.79 points. This indicates that aligning the SOL Framework to Bloom's Taxonomy had a positive effect on students' posttest scores. Table 14 presents the results used in the analysis. Table 14 t-Test Results for the Experimental Group \| Pair 1 Posttest \| 19 \| 82.11 \| 17.36 \| 3.224 \| 18 \| \|---\|---\|---\|---\|---\|---\| \| Pretest \| 19 \| 72.32 \| 14.74 \| \| \| Findings in Relation to Proposed Hypotheses Null Hypothesis 1: There will be no significant difference in the means of the third nine weeks Reading Benchmark Assessment for Grade Four posttest scores for the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy than the means of the Control Group which uses traditional textbook bound instruction. ANCOVA results determined no significant difference in mean posttest scores occurred. Therefore, Null Hypothesis 1 was retained. The unadjusted mean for the Experimental Group (Mean = 82.11, SD = 17.36) was not higher than the unadjusted mean for Group 2 (Mean = 83.40, SD = 8.78). Adjusted gains for the Experimental Group did demonstrate greater gains than the Control Group. Table 15 displays the unadjusted and adjusted means for both groups. Table 15 Adjusted and Unadjusted Mean Posttest Scores on Benchmark Assessment \| Experimental Group \| 82.11 \| \|---\|---\| \| Control Group \| 83.4 \| Null Hypothesis 2: There will be no significant difference in the mean scores of the experimental group in which the teacher developed lessons using Bloom's Taxonomy as measured by the difference between the pretest and the posttest scores on the third nine weeks Reading Benchmark Assessment for Grade Four. Based on the results, Null Hypothesis 2 was rejected. The Experimental Group, the group in which the teacher developed lessons using Bloom's Taxonomy and aligned to the SOL Framework, earned a significantly higher posttest mean score. The posttest mean score showed a gain of 9.79 points. The mean score increased from 72.32 on the pretest to 82.11 on the posttest. The difference between the two means is significant at the .05 level, t(19)=3.224, p<.05 (two tailed). (Refer to Table 14) Summary The purpose of this project was to determine the effects of aligning Bloom's Taxonomy with the Virginia English SOL Framework for Fourth Grade. Based on disaggregated data results from Microsoft Excel, ROS and SPSS ® , two groups of student reading test scores were analyzed. The analysis determined the following: * The main effect of group was not significant. * Null Hypothesis 1 was retained. * Null Hypothesis 2 was rejected. * The Experimental Group, performed lower on the pretest than the Control Group. * Both groups made gains on the posttest. The Experimental Group made greater gains when comparing adjusted means than the Control Group. * The passing rate for the Experimental Group increased by 58 percent. The passing rate for the Control Group increased by 33 percent. * The number of students earning passing scores increased for each group. The Experimental Group's posttest scores increased by 60 percent, while the Control Group's scores increased by 27 percent. A discussion of the results is presented in Chapter Five. Chapter Five: Summary & Discussion The No Child Left Behind (NCLB) legislation, impacted by riveting reports such as "A Nation at Risk: The Imperative for Educational Reform" released in 1983, ushered in a new generation of accountability for all educators. It required the implementation of statewide assessments in reading and mathematics for grades three through eight, as well as assessments at the end of some courses at the secondary level. The objective of the law was to ensure that all groups of students were making sufficient progress each year, known as Adequate Yearly Progress (AYP). Silver, Strong, Perini, and Tuculescu (2004) described the new generation as the third generation of accountability whose responsibility is to "make the students as important as the standards". The progress must represent academic growth in subgroups of students which include "all students, racial/ethnic groups, economically disadvantaged students, students with disabilities, and students with limited English proficiency" (United States Department of Education, 2003). As a result, most states have developed rigorous standards for each grade level which articulate what is to be taught. These standards are often considered the minimum content classroom instruction should include. Student results on high stakes tests in reading and mathematics serve as the foundation for determining the progress in meeting those rigorous standards. In addition to the reading and mathematics assessments, state accreditation of schools in Virginia requires assessments in science and social studies. Educators are now faced with preparing students to work and live in a world-wide environment as opposed to the more national environment that existed two decades ago. High-speed Internet access is becoming available not only in rural areas, but to developing countries, thereby providing instant access to massive amounts of information and data. Due to these advancements, information and knowledge are no longer considered entities to be attained, but tools used to complete activities in living, learning, and working environments. Students are required to know how to access, evaluate, and then apply the information to meet their needs; all of which require higher order thinking skills. Evidence presented in the literature supports the belief that students who engage in higher order thinking skills are better equipped to think and perform more effectively on standardized tests (Carneson, Delpierre, & Masters, n.d.; Tankersley, 2005). However, no research was available which examined the relationship between engaging students in higher order thinking skills and the outcomes on benchmark tests. Therefore, this research project was designed to examine the effects on student achievement by using Bloom's Taxonomy to align fourth grade reading instruction with the Virginia SOL Fourth Grade English Framework. This chapter summarizes the research problem, the project's purpose, and the methodology used to complete the project. Also presented in this chapter is an analysis of the results with applications for educators. The chapter concludes with a discussion on the limitations of the study and recommendations for further research. The Research Problem Each school year begins with higher expectations for students and teachers. Required passing rates for national and state mandated assessments also increase with the beginning of each school year. The AYP reading passing rate, determined by NCLB requirements, set for the 2009-2010 school year is 85 percent. Over the next two years, the targets rise to 89 and 93 percent (Virginia Department of Education: Accountability Guide, 2010). According to the state report card for Virginia, during the 2008-2009 school year students in the Commonwealth earned a passing rate of 87 percent on SOL assessments. The results from these assessments determine the AYP for Virginia's public schools (Virginia School Report Card, n.d.). Requirements for accreditation from the Commonwealth of Virginia set the reading passing rates for students in grades three through five at 75 percent. While students may obtain scores that establish state accreditation for the school division, there must be continuous improvement on SOL tests to meet AYP requirements. A hasty conclusion could be drawn that if teachers and students continued using the strategies and methods they are currently implementing, AYP requirements would be met. This assumption would be a mistake, as AYP requirements continue to increase. Furthermore, revised SOL assessments are more analytical than previous assessments. Earlier assessments were more skill driven, and required students to use more specific reading skills. In essence, students could be taught the how and when to use a skill with the anticipation of using those skills to be able to pass the SOL tests. Current SOL reading tests contain two areas or strands: word analysis and comprehension. Reading Test Blueprints for the third and fourth grades stipulate that 19 percent of the test must consist of word analysis skills, and 64 percent of the test must include comprehension skills. At the fifth grade level, the test must include word analysis skills equivalent to 20 percent of the test and comprehension skills equal to 60 percent of the test. In each case, the remainder of the tests consists of field test questions. Based on the dynamics of the test construction, a student must be successful on the comprehension portion of the test. Therefore, students must improve comprehension skills if the goals for state and national accreditation are to be met. Consequently, students need more opportunities during reading class to build and apply a repertoire of higher-order thinking skills. Statement of Purpose This project examined the effects on student achievement as a result of aligning Bloom's Taxonomy to the SOL English Framework for Fourth Grade. Bloom's Taxonomy, an established framework for organizing higher-order thinking, provided a scaffold for planning reading instruction to increase the student use of higher order thinking skills. SOL testing at fourth grade is still in its infancy, which led to the selection of fourth grade students for participation in this project. The 2008-2009 school year was the fourth year for testing reading in the fourth grade. In comparison, third and fifth grade students began participating in the assessment program in 1998. This study sought to determine the effect of having a teacher purposely develop lessons and assessments aligning the SOL English Framework for Fourth Grade to Bloom's Taxonomy on the Reading Benchmark Assessment scores of fourth grade students. Two null hypotheses were explored by this study. Null Hypothesis 1: There will be no significant difference in the means of the third nine weeks Reading Benchmark Assessment for Grade Four posttest scores for the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy than the means of the Control Group which uses traditional textbook bound instruction. Null Hypothesis 2: There will be no significant difference in the mean scores of the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy as measured by the difference between the pretest and the posttest scores on the third nine weeks Reading Benchmark Assessment for Grade Four. Review of Methodology During a nine week period beginning in January 2008 and ending in March 2008, this study was conducted with a group of fourth grade students in a rural, K-5 public school. A nonrandomized control group, pretest posttest design was utilized. The assessment used was the fourth grade third nine weeks Benchmark Assessment for Reading developed by the Division in conjunction with Tests for Higher Standards. The instrument contained 34 multiple choice questions. A total of three selections from the genres of fiction, nonfiction, and poetry were included on the assessment which had a readability range of 3.9 to 7.0. This assessment was chosen because it is used by the local division to guide instructional decisions in addition to predicting student success on the SOL English tests. Two reading teachers, each with more than ten years of experience, participated in the study. The teacher for the Experimental Group received additional training on unpacking the SOL Framework, applying Bloom's Taxonomy, and developing lessons that incorporated higher order thinking skills. There was one full day of training and eight after-school sessions. In addition, the researcher was able to conduct a total of four classroom walk-throughs throughout the project. The teacher of the Control Group did not receive any additional training. Both treatment groups were administered the pretest on the second day of the second semester. The posttest was administered on the forty-third day of the nine weeks. The researcher distributed and collected the pretests and posttests in sealed envelopes which were not opened until they were scanned. A total of 39 responses were used to complete this study. Results from the assessment were analyzed using Microsoft Excel, Reports Online System (ROS), and SPSS ® . An alpha coefficient of 0.05 was used to conduct an ANCOVA for determining the effect of group and pretest on the posttest results. The ANCOVA determined there were no significant interactions that would have affected the posttest results, therefore, the results were considered valid. Summary of Results One of the goals of this research project was to determine the effects of aligning the SOL English Framework with Bloom's taxonomy on student achievement. Two null hypotheses guided this project. The results will be discussed in terms of the correlating hypothesis. Null Hypothesis 1: There will be no significant difference in the means of the third nine weeks Reading Benchmark Assessment for Grade Four posttest scores for the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy than the means of the Control Group which uses traditional textbook bound instruction. The teacher of the Experimental Group developed lessons by aligning Bloom's Taxonomy to the required content in the SOL Framework for fourth grade reading. This study concentrated only on the reading SOL, and did not include those related to oral language and writing. The Control Group participated in lessons developed based on a more traditional method of using the textbook while incorporating the reading SOL. Analysis of the disaggregated data, including ANCOVA results, determined Null Hypothesis 1 must be retained. The Experimental Group had a mean posttest score of 82.11 and the Control Group had a mean posttest score of 83.40. The ANCOVA results, which used an alpha level of 0.05, disclosed there was no significant difference in the scores. Therefore, these findings suggest that in general there was no statistical difference between the posttest scores of the two groups. Null Hypothesis 2: There will be no significant difference in the mean scores of the Experimental Group in which the teacher developed lessons using Bloom's Taxonomy as measured by the difference between the pretest and the posttest scores on the third nine weeks Reading Benchmark Assessment for Grade Four. Based on the disaggregated data, which included a dependent samples t-Test, Null Hypothesis 2 was rejected. Null Hypothesis 2 specifically explored the difference in the pretest and posttest scores of the Experimental Group. The results of this study indicated that the scores did increase. Results from the t-test confirmed a significant gain between the pretest and posttest scores, t(18)=3.224, p<.05. Data also revealed that the median posttest scores of the Experimental Group increased by eleven points when compared to the same group's pretest scores. In terms of student success, the pretest passing rate for the Experimental Group was 53 percent. The posttest passing rate for this group increased by 60 percent. Six additional students earned a passing score. Based on these results, this project determined that aligning Bloom's Taxonomy with the SOL English Framework had a positive effect on student scores when comparing the same students' pretest and posttest scores. Discussion of Results The results of this quantitative research study revealed several insights which have the potential to positively impact student achievement, which in most cases is determined by student results on high stakes tests. While current trends in American education require teachers to use a myriad of teaching strategies and students to use tools that were nonexistent two decades ago, success in education is chiefly determined by the data (Boss, 2009; Oates, 2009; Marzano, 2010). The rephrasing of an old adage is "the proof is in the numbers." Therefore, the results of this study illustrate specific benefits of aligning Bloom's Taxonomy to the SOL Reading Framework. The insights and benefits revealed are discussed in this section. Evidence suggests that a positive relationship exists between student achievement and instruction that is taught at the higher levels of Bloom's Taxonomy. As mentioned in the literature review, Raths (2002) and Tankersley (2005) discussed the improved instruction and positive impact on student learning when the complexity of the lesson objectives increased over lessons or units. The findings of this study are in agreement with Raths and Tankersley. The Experimental Group's passing rate increased by 58 percent on the Division's Benchmark Assessment. These results confirm the relationship between student achievement and instruction taught at higher levels of Bloom's Taxonomy. However, the true significance of these results is not manifested until the results are utilized to help other students. Therefore, it is necessary to determine which factors contributed to this gain and disclose them in a manner that is feasible for classroom implementation. Interpreting Data. Often test results are disseminated to the community through newspaper articles and reports sent home to parents. Once the reports are received, teachers, administrators, parents, and even community members are expected to not only read the reports, but interpret the information. There are times when a cursory look at data can lead to misinterpretation. Interpreting students' results is a multi-faceted process that includes examining what Hitch and Jenkins (n.d.) refer to as "hard numbers" and "soft measures". Hard numbers describe the data being analyzed, while the soft measures express entities such as time, morale, emotional investment, and disengagement. All stakeholders should not be presented with the entire compilation of hard numbers and the soft measures. However, it is imperative that those using the data from high stakes assessments as supports for instructional and financial decisions are made aware of a complete picture of the results. Otherwise misinterpretations of the data can easily lead to poor decisions and inaccurate reporting. This view is supported by the research analysis of Marsh, et al. (2006), who determined that data must be understood in the larger context to avoid invalid inferences. In this case, the results from the benchmark tests represent the hard numbers, and the soft measures are represented by valuable information gleaned from the teacher that could impact the results as well as go unnoticed. The hard numbers from this study established several facts: 1. There is no significant difference between the Experimental Group's posttest scores and the Control Group's posttest scores. 2. There is a significant difference between the Experimental Group's pretest and posttest scores. 3. There are no extreme values in the Control Group's posttest scores. 4. Student A in the Experimental Group earned a pretest score of 50. While this represents the lowest score, a total of two students received the same score. However, the posttest score of Student A dropped to 29. The score of 29 was reported as an extreme value when the descriptive statics were analyzed in SPSS ® . 5. The exclusion of the extreme value (score = 29), provides a more realistic view of the posttest results. The mean score for the group increased by 2.95 points; the median increased by 1.5 points; and, the range decreased by 30 points. Table 16 shows the statics with and without the extreme posttest value. Table 16. Descriptive Statistics for the Experimental Group Excluding the Extreme Score \| Variable \| n \| M \| Mdn \| \|---\|---\|---\|---\| \| Posttest including extreme score \| 19 \| 82.11 \| 85 \| Critical Passing Point and Critical Passing Range. This researcher has found through experience that there is a critical passing point (CPP) and a critical passing range for every assessment. When students earn a passing score on an assessment the score is often accepted at face value. The same is true when a student fails an assessment by a small margin. Analyzing both scores using the critical passing point and critical passing range can determine the strength of the score. Could the student who failed the assessment have passed by answering one more question correctly? Would the student who passed the test have earned a passing score if one less question had been answered correctly? Using the CPP helps answer these questions by identifying students who may be having difficulty understanding the pedagogical style of the classroom teacher. The data provided from the CPP also may reveal students who would be in danger of "slipping through the cracks." These data can aid in child study meetings or be applied to Response to Intervention (RTI) strategies. This point is derived by determining the number of correctly answered items needed to earn a passing score, and the value of that point. This is denoted in the study as CPP:??=??. The critical passing range is the range of scores that are in a band of five points below and above the CPP. A range is denoted in this study following the CPP in parentheses, CPP:??=??,(??-??). The number to the left of the comma in the parentheses is the score at the lower end of the range, and the number to right of the comma is the score at the upper end of the range. When reporting student data, the information is represented by denoting the number of student scores below, equal to, and above the CPP. This information is vital when interpreting scores as it provides hard numbers representing the number of students who are close to passing an assessment or who may have passed based on one or two "lucky" guesses. Table 17 shows the Critical Passing Point and Critical Passing Range for the posttest scores from this study, applying the Division's passing score of 70. Table 17. Posttest Scores Analyzed by the Critical Passing Point and Critical Passing Range \| \| N \| na \| Below \| Equal \| \|---\|---\|---\|---\|---\| \| Experimental Group \| 19 \| 2 \| 0 \| 1 \| a CPP: 24=71, (66-77) Further analysis of the CPP reveals that one student in the Experimental Group earned the passing score by answering 24 questions, the minimum required to pass the test. Another student in the same group passed the test by answering one question more than the minimum required to pass the test. The initial descriptive statistics from this study would conclude that the Control Group's progress is satisfactory. However, using the information derived from the CPP, two students earned the minimum score to pass, and five of the scores were considered passing because one or two additional questions were answered correctly. Using the CPP will allow teachers to explore and examine student results for instructional implications, thus addressing student weaknesses in a more systematic and prolific way. Moreover, the use of the CPP will help provide evidence for both effective and ineffective classroom instruction. Evidence presented in the literature supports the strong connection obtained from aligning the curriculum, instruction, and assessment (Mitchell, 1999; Raths, 2002; The Benefits, 2004). Using the CPP in conjunction with other data helps educators determine if there is a need to reexamine the alignment of the three components: curriculum, instruction, and assessment, or to only study one component. Based on the data from this study, a conclusion can be made that the curriculum, instruction, and assessment are tightly aligned because the CPP scores from both groups were above the passing score. Also, an item analysis of the test results within the critical passing range may aid in determining the students' specific areas of weakness. In cases where the scores of the students are not in the critical passing range, it would be advantageous for the teachers or administrators to revisit instructional supports as the curriculum guide, strategies used for delivering particular content, and test formatting. One soft measure from this study provided additional insight to the results of the Experimental Group. Examining the hard numbers revealed that Student A had an extreme score. Further investigation revealed that during the time of the study, this student had been suspended due to conduct problems stemming from a new change in the home. While knowing this information does not change the posttest results, it does help provide perspective to the success of the project. Contributing Factors. One factor contributing to the increase in student achievement was the use of higher order thinking skills on a consistent basis. The reading instruction received by the Experimental Group focused on spiraling reading skills from the lower levels of the taxonomy to the upper levels of the taxonomy. Students must be able to process the information at the lower levels of Bloom's Taxonomy before they can apply a skill at the higher level. As presented in the literature review, Bloom surmised that before students could be taught at the higher levels of the taxonomy, teachers must be able to think and teach at those levels. Skill spiraling occurred for each reading lesson. Skills were mapped to ensure that each skill was taught and/or reviewed at each level of Bloom's Taxonomy. One of the first activities for the teacher was to develop questions for each selection based on the Bloom's Questioning Sheet developed for the project. Through the use of this format, the teacher determined at which point in the lesson each level of question would be most effective. This was one example of providing students with consistent opportunities to apply higher order thinking skills. The results of the students in the Experimental Group, supported Tankersley's beliefs that students can only do well on high-stakes tests when they know how to think, which occurs in reading when students can synthesize, analyze, evaluate, and interpret information (Tankersley, 2005). A second factor contributing to the increase in student achievement was the application of higher order thinking skills to different genres. Once a week, the Experimental Group participated in reading lessons in which they were required to evaluate the author's purpose. This discussion was conducted for each selection from the reading anthology regardless of genre. Students evaluated four realistic fiction selections and one nonfiction selection as guided practice. While working in flexible groups, students were provided with leveled readers as well as nonfiction articles and poems. The students were assigned the task of evaluating and discussing the author's purpose for the given selection applying the same process used during the guided practice. Based on the research of Bloom and Broder, which involved students of low- and high-aptitudes, Whimbey (1984) discussed importance of teaching students to change their thinking from what he calls "one shot" thinking to precise processing which enables students to transfer skills and strategies to other content or situations they may encounter. His discussion supports the strategy applied in this study. As a result, the conclusion can be drawn that the students in the Experimental Group were able to transfer the skills practiced during guided practice to the various forms of genre they encountered at other times. This may help account for the fact that the Experimental Group's mean posttest scores were 9.79 points higher than their pretest scores. The results of this investigation also affirmed that the use of lesson plans was an effective tool for aligning Bloom's Taxonomy to the SOL Framework. Kizlik (2008a) stated that the purpose of a lesson plan is to serve as a guide for teachers as they help students attain desired outcomes from the lesson. Often unexpected schedule changes occur that disrupt a planned lesson, which means there are times when a teacher will not explicitly follow the prepared lesson plan. Planning does not guarantee implementation. However, because the teacher integrates the thought processes of preparing for the lesson aligned with Bloom's Taxonomy, there is a greater possibility that the teaching strategies and activities planned incorporating higher order thinking will be employed. The teacher of the Experimental Group used a lesson plan format that mandated the inclusion of certain components. One of those components specified the level of Bloom's Taxonomy incorporated into the lesson, and the lesson objectives were written to include verbs from the taxonomy. As noted by Wong, using verbs from each level of the taxonomy will advance students to higher levels of thinking (Wong, 2005). By requiring the teacher to specify the level of Bloom's Taxonomy addressed in the lesson, and to write objectives using verbs from the Taxonomy, she was compelled to constantly analyze the cognitive level instruction planned for her students. A pattern of instruction emerged. Most lessons taught at the knowledge and comprehension levels introduced the selection to the children or allowed them to manipulate the information in preparation for future lessons. For example, after introducing the vocabulary words, students were asked to illustrate them and then explain their illustration. Another activity used the vocabulary words in cloze passages. Later, the students were expected to participate in group discussions about the selection using the vocabulary words fluently and accurately. As the project progressed, the teacher began to intuitively analyze the objectives based on the verbs used, and quickly recognized a lesson that contained mostly lower level skills. As a result, the lesson plans used in this project by the teacher of the Experimental Group became a handbook for developing higher order thinking skills correlated to the SOL Framework for the fourth grade. Also, a confirmation for teacher self-reflection occurred. The importance of selfreflection is well documented. As early as 1933, Dewey suggested that learning comes from reflecting on dilemmas or experiences, not just the experience (Danielson, 2009; "The Role of Critical Reflection", n.d.; Stevens & Richards, 1992). Tripp (as cited in Hole and McEntee) promotes the practice of teachers thinking about the events and lessons that occur during the day because it is through those experiences teachers can learn about the "the trends, motives, and structure of our practice" (Hole and McEntee, 1999). A more extensive statement on reflection was made by Schön (as cited in Atherton) who suggested that one characteristic of professional practice is the ability to reflect on one's actions as a part of a continuous learning process (Atherton, 2009). During the course of the project, the teacher of the Experimental Group reflected on previous lessons and lesson plans to ensure a spiraling of skills was occurring. She was a veteran teacher who was accustomed to reflecting on student actions and humorous or serious events that had occurred in her class. She was adept at analyzing and developing accurate judgments concerning those situations. The aspect of reflection that was different for this teacher was the analysis, synthesis, and evaluation of the student outcomes of her lessons in relation to the lesson she had planned. In essence, the teacher was required to think about and process lesson planning at a higher level. This practice was in direct opposition of how Nerbovig and Klausmeier (1962) described many teachers' traditional lesson plans - a detailed schedule of daily activities. The outcome of this project also supported Burke's (2002) comments on the results of effective lesson plans. He concluded that lesson plans should promote greater student success, higher student test scores, improved retention, and a better attitude towards school. The process of reflection based on student outcomes encouraged the development of improved lesson plans. By the end of this project, the teacher's conversations were balanced between precise, critical comments about her pedagogy and antidotes from her classroom. Aligning Bloom's Taxonomy to the SOL Framework prepared students for local and state high stakes assessments. The SOL Framework continues to serve as guidance for Virginia educators to the SOL. These standards are intended to be the foundation for school divisions to use when making curricular, instructional, and assessment plans. The specific benchmark assessment used by the Division was developed based on the format of the SOL assessments given by the state. Since local and state assessments are based on the SOL, when instruction is based on the skills in the SOL Framework, students are learning specific skills that will be included on state assessments. The SOL tests are becoming more analytical with each revision cycle. Using higher order thinking skills such as those found at the upper end of Bloom's Taxonomy, provides examples for students to analyze formatted similar to those they will experience on both assessments. Unexpected Results Division Buy-in. While the research yielded some expected results, several unexpected results emerged. Three of the unexpected results are discussed. They are division, teacher, and student buy-in. At the onset of this project, several meetings and conversations were held with central office administrators. During those meetings the importance of Bloom's Taxonomy and the use of higher order thinking skills were discussed. Central office administrators expressed support for the project as well as well as much interest in the potential effects of proposed teaching strategies on student achievement. During the school year in which the project was implemented non-participating teachers were encouraged to include higher order thinking skills in their lessons. No formal instructions were provided for the teachers, nor were any mandates issued from central office or the school. Yet, a diminutive effect on this study may have occurred. However, an examination of the lesson plans submitted by the teacher of the Control Group did not show any overt effort to include higher order thinking skills in any lessons. Teacher Buy-in. The teacher of the Experimental Group began the study apprehensively. She expressed concern about using a different lesson plan format instead of the format she had used for several years. She also expressed discomfort about the amount of time it took to complete the new lesson plans required for the project. During the after-school sessions, the teacher shared that the length of time required to complete the lesson plans continued to be a source of tension. When the project was over, the teacher did reveal that as time passed, the issue was not as stressful as it had been. One of the final comments made by the teacher was that the effects of using the different lesson plan format and the extra time did make a difference in student achievement. The change in attitude of the teacher mirrors the results Sparapani (1999) found in her study on teacher reactions to teaching at higher levels of thinking. She noted that the teachers acknowledged that it took more time to develop lessons promoting higher levels of thinking. In addition, the teachers expressed the need to be more select when deciding which activities would be included in the lesson to ensure activities were meaningful for the students. Another concern expressed by the teacher was the amount of work involved in participating in the study. She did have to develop some new materials as opposed to using those she had created in previous years. During the after-school sessions the teacher shared her thoughts. Below are some of her comments. * "I am still concerned about the amount of time it is taking me to prepare for my reading lessons." * "The students especially enjoyed the making connections part of the lesson." * "I have had a decrease in behavior problems during reading class. Students that usually get in trouble for talking are now excelling because they can participate in constructive talk about the story and themselves at the same time." * "I enjoy teaching reading using these strategies. It keeps me motivated and challenged. My students asked to do reading." An additional unexpected result occurred the following school year. The teacher of the Experimental Group's grade assignment changed. Despite working with younger students, she continued to teach reading using the strategies she learned and implemented through participation in the project. She shared her beliefs that the outstanding scores her students received on the Division's benchmark assessments were due to the use of the strategies. It was confirmed that her class the following year had an average passing rate of 95 percent. Student Buy-in. This project began with the second semester of the school year. Therefore, the teacher and the students already had established a classroom routine. Some of the strategies and expectations used in the project were different than those used during the previous semester. Making connections to the literature was one strategy implemented. The teacher reported that the students enjoyed using the sticky notes to denote their connections in the text. When required to explain the rationale for their connections, the students found the task hard to complete at the beginning of the project. However, after gaining more experience in this type of participation, they enjoyed the activity and transferred it to other subjects. She also noted fewer behavior problems occurred relating to talking during reading, when the students had the chance to constructively communicate with each other. The activity served as an impetus for motivating student participation. This student reaction supports the tenets of both behaviorism and cognitivism. As the students learned to have meaningful discussions during class, they received positive reinforcement by being able to talk freely in class. The more success the students experienced, the more they participated in class. They also exhibited greater self-confidence which was evident by the students taking greater risks during class discussions and participating in class at higher cognitive levels. Applications of Results Educational research has several goals. Three of the goals of an educational research project are to contribute to the solving of problems in education, contribute to the educational body of knowledge, and to base these contributions on a systematic process of data collection. This project fulfills those goals since it suggests a possible solution to helping fourth grade students increase their success on standardized tests in reading. Furthermore, the project contributes data to the limited body of research available pertaining to fourth grade students in Virginia, Bloom's Taxonomy, and the SOL Framework as an entity. Another reason this project fulfills the preceding goals is due to the process used to generate, gather, and analyze the data. Established research practices and policies were followed resulting in reliable, valid data. The results of this study suggest applications that can positively impact instructional, curricular, and assessment decisions, in addition to lesson plans at all levels. In many cases, the implementation of the recommended applications can occur with limited resources. Two of those applications are the incorporation of active thinking during the course of planning lessons and implementing instruction, and the staff development model incorporated in the project. Division administrators can use the results of this study as a strategy for schools not meeting the requirements of AYP or those in school improvement status. This project has demonstrated one way specific strategies for spiraling the levels of Bloom's Taxonomy could be implemented, and with minor modifications could be replicated school-wide. The use of the critical passing point (CPP) can help in determining if reexamination of the alignment between curriculum, instruction, and assessment is needed. The Division supported this project by granting the teacher involved the freedom to deviate from traditional lesson plans, the curriculum guide, and the pacing guide. It is acknowledged that deviating from those items in an unstructured fashion may not be practical for implementation on a Division-wide basis. However, given the amount of scrutiny educators face, the project provides another strategy to aid in developing a structured, well-planned implementation process for increasing the use of higher order thinking skills in conjunction with the SOL Reading Framework. In addition, this project provides an example of continuous professional development to aid teachers in improving their instruction and student achievement by putting more emphasis on higher-order thinking skills in their daily lessons. This concept corroborates the ideas that empowering teachers to use critical thinking skills in their lessons must be supported by professional development. Training should begin with preservice teachers. The needs of existing classroom teachers should be addressed by a long-term commitment at the Division level for supporting programs and strategies that promote the critical thinking process (Critical Thinking Skills,1988). Building administrators might use this study as a source for implementing schoolwide research based strategies. The strategies used in this research study were applicable to the K-5 elementary setting. For example, flexible reading groups are being utilized in many schools as a standard instructional delivery method. Materials such as leveled readers and additional selections are a part of most reading series. Using pre-existing materials in a different manner may result in greater achievement gains, with a minimal investment. In addition, principals may want to replicate a simplified form of this study as action research with selected grade levels and personnel. Teachers can use the results of this study as a springboard to differentiating instruction by using higher order thinking skills as an instructional component. The data presented through research may increase teacher understanding of the effect of using Bloom's Taxonomy when planning instructional activities. Teachers can then determine additional strategies that will increase student use of higher order thinking skills. The use of the critical passing point can help teachers determine areas in which they need to modify instruction. The strategies implemented in the study can also help teachers in determining students that need various levels of remediation. In some cases, students who earned a failing score only may need encouragement and a demonstration of compassion. Another application of this project is continued professional development. Many teachers remember Bloom's Taxonomy from courses taken while pursuing their undergraduate degree. Yet many of them fail to use higher order thinking skills themselves or understand how to apply the taxonomy to instruction. The National Staff Development Council suggested that at least 35 hours of effective professional development are required before instructional changes are manifested (Washburn, 2006). After-school sessions such as the ones implemented in this project would enable teachers to execute strategies and then convene on a regular basis to discuss the outcomes, learning from one another. As this occurs across grades levels and subjects, the entire school's academic structure would be strengthened. This type of collaboration would also create tighter vertical and horizontal alignment of skills. Limitations of the Study The results of this study were based on a limited population. Due to the population size, it was not viable to eliminate outliers from the data. A larger population would have allowed for the removal of outliers from the disaggregated data. The participants were from one school, at one grade level. This study also was limited to one subject area. Results may differ in another subject area. An additional limitation to be considered is the impact of the Division's heightened encouragement for the use of Bloom's Taxonomy. Therefore, consideration should be given when generalizing these results. Implications from the Study This research project examined the effects of aligning Bloom's Taxonomy to the Virginia SOL Framework for Reading. The process used in the project compelled the teacher involved to develop a new paradigm concerning planning for teaching reading in a fourth grade classroom. The model used in the project required the teacher to consider the purpose for each component of the lesson. In addition, the teacher was required to categorize each activity conducted by the teacher and the students based on a level of Bloom's Taxonomy. This process of planning transcends content and can be applied to planning any lesson regardless of the standard used. (See Appendix C) At the conclusion of the project, conversations with the teacher revealed that the desired paradigm change had occurred within the teacher. One outcome was that the veteran teacher changed her instructional strategies through participation in the project. Therefore this project could be considered positive evidence to support the concept of school reform through continuous improvement and supported professional development. Another result of the study was that the students in the Experimental Group cultivated a new set of expectations. The students' enhanced expectations included having: * opportunities to share their answers as well as the rationales behind their responses; * opportunities to freely exchange and converse about the subject matter; and * opportunities to continue using the new strategies they learned. The students also began to take responsibility for their learning. Therefore, this project was a success since it holds implications for improving active thinking in students. According to Bonwell and Eison (1991), active thinking includes using higher order thinking skills such as analysis, synthesis, and evaluation. Furthermore, Bonwell and Eison propose a definition for active learning as instructional activities requiring students to "do things and think about what they are doing." Based on their proposed definition, the teacher of this project also became an active thinker as she completed the planning process. Due to the mandated lesson plan format for the project, the teacher had to think of her specific role in activities and its relevance to the lesson. In essence, the teacher was required to think about what she was doing. As standards change, the concept of active thinking will continue to be applicable for teachers since it influences the planning process and the learning process for the students. The results of the research established the benefits of aligning Bloom's Taxonomy to the Virginia SOL Reading Framework, and it provided a documentation platform for addressing the varying needs of students at all levels. Therefore, the project met the second of the intended goals designated in Chapter One. Most importantly, this project has the potential to impact both teachers and students. As novice and veteran teachers strive to prepare diverse groups of students to meet the demands of increasing expectations from stakeholders, the results of this project emphasized strategies that will help teachers work smarter and more effectively, rather than harder. The results also call attention to positive outcomes derived from developing higher order thinking skills. These skills are essential to empower students for participation in the increasingly globalizing world of higher education and the workforce. Recommendations for Future Research Additional research in this area could prove beneficial. Further research ideas conclude this discussion. 1. Replication of the study could be conducted with the teacher of the Experimental Group to determine the effect experience in teaching the strategies has on student achievement as well as teacher enthusiasm. 2. Replication of the study in school divisions with similar demographics may validate this study thereby escalating the use of higher order thinking skills in reading classes. 3. A replication of this study with a larger population may reveal additional strategies for improving student achievement after removal of any outliers. 4. Further research in urban areas or private schools may reveal additional data regarding the effect of strategies used on student achievement. 5. Conducting additional research with older students may provide insights to student reactions to using higher order thinking skills regularly. It would be of interest to note their academic and behavioral reactions of this age group as well as their subjective reactions to the strategies. 6. Research in the area of student behavior related to the cognitive level of instruction may provide significant findings for teachers of students with behavioral problems. 7. A replication of this study including the subgroup demographic information of the participants required for AYP would provide data to determine the impact on the subgroups. 8. Longitudinal research could determine if the results are valid over a more extended period of time. References Afflerbach, P. (2007). Understanding and using reading assessment. Newark: International Reading Association. Alabama Department of Education. (2003). Aligning curriculum, instruction, classroom assessments, and standardized tests. 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Retrieved from http://www.emccray.com/uploads/219_1_._POLICE_RACKETEERING._Accou ntability._DoJ_Institute_of_Justice.pdf Washburn, K.D. (2006). Analysis of reading comprehension and thinking process (Doctoral dissertation). Retrieved from http://digitalcommons.liberty.edu/doctoral/47/ Wells, C. (2007). The rise of physician accountability [Electronic version]. American Medical Association Journal of Ethics, 9, 473-475. Wenglingsky, H. (2002, February 13). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12). Retrieved June 4, 2009, from http://epaa.asu.edu/epaa/v10n12/ Wiles, J. & Bondi, J. (2004). Supervision: a guide to practice. New Jersey: Pearson- Merrill Prentice Hall. p. 157-163. Wilson, R. (2005). Teaching reading: a history. Retrieved October 11, 2008, from Education Oasis website: http://www.educationoasis.com/resources/Articles/teaching_reading.htm Whimbey, A. (1984). The key to higher order thinking is precise processing. Retrieved January 22, 2010, from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198409_whimbey.pdf Wong, H.K. (n.d.). There is only one way to improve student achievement. Retrieved December 10, 2009, from http://www.newteacher.com/pdf/only1way.pdf Wong, H.K., & Wong, R.T. (2005). How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publications, Inc. Appendix A Virginia Grade Four Standards of Learning for Reading 4.3 The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meanings of unfamiliar words. b) Explain words with multiple meanings. c) Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple meanings of words. d) Use word-reference materials, including the glossary, dictionary, and thesaurus. 4.4 The student will read and demonstrate comprehension of fiction. a) Explain the author's purpose. b) Describe how the choice of language, setting, and information contributes to the author's purpose. c) Compare the use of fact and fantasy in historical fiction with other forms of literature. d) Identify major events and supporting details. e) Describe the relationship between text and previously read materials. f) Identify sensory words. 4.5 The student will read and demonstrate comprehension of nonfiction. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information. b) Formulate questions that might be answered in the selection. c) Explain the author's purpose. d) Make simple inferences, using information from texts. e) Draw conclusions, using information from texts. f) Summarize content of selection, identifying important ideas and providing details for each important idea. g) Describe relationship between content and previously learned concepts or skills. h) Distinguish between cause and effect and between fact and opinion. i) Identify new information gained from reading. 4.6 The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. b) Collect information, using the resources of the media center, including online, print, and media resources. c) Evaluate and synthesize information. Appendix B Announcement of Project Below is a copy of the announcement that appeared in the school newsletter. The original newsletter was not placed in this appendix to maintain confidentiality and anonymity. . "Two of our fourth grade teachers have been selected to participate in an educational project that will emphasize the use of research-based teaching strategies. We believe this project will help our teachers learn new strategies to use in their classrooms. At the end of the project, the teachers will help determine the best strategies, and they will be made available to all of our teachers. 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Hickling Broad Sailing Club Staithe Road, Hickling, NR12 0YW www.hicklingbroad.com : email@example.com E-mail Safeguarding and Child Protection Policy Produced by the RYA and adapted by Hickling Broad Sailing Club CIO \| Revision \| Date Of Issue \| \|---\|---\| \| 001 \| 15/05/2021 \| \| 002 \| 20/07/2021 \| \| 003 \| 09/09/2021 \| \| 004 \| 21/01/2022 \| \| 005 \| 12/03/2022 \| \| 006 \| \| If you require any of this information in a different language or accessible format, please contact HBSC CIO's Club Welfare Officer Contents 1 Introduction These guidelines have been produced by the RYA and adapted by Hickling Broad Sailing Club CIO to help our organisation to enable children and young people to enjoy the sports of sailing, windsurfing and powerboating in all their forms, in a safe environment. Hickling Broad Sailing Club shall be referred to as HBSC CIO within this policy. Definition of a child The Children Act 1989 defined any person under the age of 18 as a 'child'. In this document and in day to day communications the terms 'children' and 'young people' are both used, recognising that older teenagers may prefer not to be referred to as 'children' although they are still children in the eyes of the law. Safeguarding adults Many of the safeguarding principles in these guidelines also apply to 'vulnerable adults' or 'adults at risk' (Care Act 2014), but the categories of abuse and the statutory procedures to be followed in the case of a concern are different. Guidance on Safeguarding Adults can also be found at www.rya.org.uk/go/safeguarding These procedures are in place * to safeguard children from physical or emotional harm, both on and off the water * to assure parents that their children are as safe at our organisation as they are when taking part in any other sport or leisure activity * to raise awareness amongst all of our members and volunteers so that they know what to do if they are concerned about a child, whether the concern relates to: o the child's welfare at our site or o something happening outside the sport that a child discloses to someone they trust at our club * to protect instructors, officials or volunteer helpers by giving them some practical, common sense guidelines to avoid placing themselves in situations where they are open to allegations which could seriously damage their lives and careers * to protect our organisation, by showing that we have taken 'all reasonable steps' to provide a safe environment. PART 1 − POLICY 2 Policy Statements HBSC CIO Safeguarding and Child Protection Policy Statement As defined by the Children Act 1989, for the purposes of this policy anyone under the age of 18 should be considered as a child. The policy applies to all members, visitors, contractors and volunteers. HBSC CIO is committed to safeguarding, from physical, sexual or emotional harm, neglect or bullying, children taking part in its activities. We recognise that the safety, welfare and needs of the child are paramount and that all children, irrespective of age, disability, race, religion or belief, sex, sexual or gender identity or social status, have a right to protection from discrimination and abuse. HBSC CIO takes all reasonable steps to ensure that, through appropriate procedures and training, children participating in activities organised by HBSC CIO do so in a safe and enjoyable environment. HBSC CIO actively seeks to: * Create a safe and welcoming environment, both on and off the water, where children can have fun and develop their skills and confidence. * Run RYA-organised training and events to the highest possible safety standards. * Treat all children with respect and celebrate their achievements. HBSC CIO: * Recognises that safeguarding children is the responsibility of everyone, not just those who work with children. * Recruits appropriate volunteers in roles involving close contact with children, carrying out checks and providing them with appropriate safeguarding training. * Responds swiftly and appropriately to all complaints and concerns about poor practice or suspected or actual child abuse. * Regularly reviews safeguarding procedures and practices in the light of experience or to take account of legislative, social or technological changes. * Communicates changes and shares good practice with training centres, clubs and class associations. This policy will be reviewed by HBSC CIO annually in line with RYA revisions. The RYA Safeguarding and Equality Manager will be notified of all relevant concerns, allegations or complaints made by HBSC CIO. Policy Statement HBSC CIO is committed to safeguarding children from physical, sexual or emotional harm, neglect or bullying, whilst taking part in its activities. We recognise that the safety, welfare and needs of the child are paramount and that all children, irrespective of age, disability, race, religion or belief, sex, sexual or gender identity or social status, have a right to protection from discrimination and abuse. All members of the Club should be aware of this policy, it is available in hard copy at the site clubhouse and can be read online via our website. Club Welfare Officer The Club Welfare Officer is: Helen Colyer firstname.lastname@example.org Part of this duty is to maintain a register recording legally permitted parts of a DBS check. Best practice states DBS check should be no less than three years in date. Parents / Carers Children should never be left alone onsite. A responsible adult must be designated to each child. Children attending RYA Courses at our site will have an RYA Instructor oversee their care. Clear signage reminds that Under 12's must wear a buoyancy aid when onsite. Staff and Volunteers The Club Welfare Officer and those regularly instructing, coaching or supervising young people will be asked to apply for an Enhanced Criminal Records Disclosure, with Barred List check if appropriate. Safeguarding Training for these roles, is a mandatory requirement, provided by HBSC CIO. Instructing volunteers will be asked annually, prior to the sailing season, to read and then sign a declaration confirming they have read this policy and will comply with all obligations. Trustees / Management Committee A HBSC CIO adapted Charity Commission declaration is required to be signed annually, it ensures anyone with a position of authority is still in a position to act on behalf of our charity. DBS checks are a requirement. Good Practice All members of the Club should follow the good practice guidelines (see Document 1) and agree to abide by the Club Code of Conduct (see Document 2) and the RYA Racing Charter contained in the Racing Rules of Sailing. Those working or volunteering with young people should be aware of the guidance on recognising abuse (see Appendix A). Adults are requested not to enter the showers and changing rooms at times when children are changing before or after junior/youth training or racing. If this is unavoidable it is advised that they are accompanied by another adult. The Club will seek written consent from parents/carers before taking photos or video of a child at an event or training session or publishing such images. Parents and spectators should be prepared to identify themselves if requested and state their purpose for photography/filming. If the Club publishes images of children, no identifying information other than names will be included. Any concerns about inappropriate or intrusive photography or the inappropriate use of images should be reported to the Club Welfare Officer. Concerns Anyone who is concerned about a young member's or participant's welfare, either outside the sport or within the Club, should inform the Club Welfare Officer immediately, in strict confidence or the external Child protection organisations detailed on the next page. The Club Welfare Officer will follow the attached procedures (see Flowcharts 1 and 2). Any member of the Club failing to comply with the Safeguarding policy or any relevant Codes of Conduct may be subject to disciplinary action under Club Rules. PART 2 – PROCEDURES 3 Designated Person Although everyone has a role to play in ensuring that children are safe, HBSC CIO has assigned the specific role to an individual for implementing this policy. External Child Protection Organisations are Norfolk Children's Services and the Police. The designated person's role description includes: * Maintaining up-to-date policy and procedures, compatible with the RYA's. * Ensuring that relevant staff and/or volunteers are aware of and follow the procedures, including implementing appropriate safe recruitment procedures. * Advising the committee on safeguarding and child protection issues. Maintaining contact details for local Children's Services and Police. If there is a concern, the designated person would: * Be the first point of contact for any concerns or allegations, from children or adults, ensuring that confidentiality is maintained in all cases. * Decide on the appropriate action to be taken, in line with the organisation's procedures and in conjunction with the person in charge (Principal, Head of Trustees etc). * Keep the RYA informed as necessary (see flowcharts in Section 6). Designated Organisations / Person Local Authority Designated Officer (LADO) Referrals If you have concerns about an adult working with a child under the age of 18 that you would like to report, please see the LADO Guidance and consultation documents below. Referrals/Consultation * LADO Consultation and Referral Guidance * LADO Referral/Consultation Form 2020 Completed LADO referral forms should be sent to email@example.com. If you consider the incident to be an emergency, call 999 If you have no email facility it can be posted to: LADO Service, Children's Services, 1 Norwich Business Park, Whiting Road, Norwich NR4 6DJ The RYA's Safeguarding and Equality Manager is Katie Loucaides, tel. 023 8060 4104, e-mail firstname.lastname@example.org 4 Recruitment and training All applications, whether for paid or voluntary work, will be subject to an appropriate level of scrutiny. The level of checking we carry out will be proportionate to the role and the level of risk involved and in line with relevant statutory requirements. The risk is higher if the person will be in regular contact with the same child or children, in sole charge of children with no parents or other adults present, and/or in a role involving authority and trust, such as an instructor or coach. - who to check – paid staff and/or volunteers (if they have the same level of responsibility and contact, they should be treated in the same way whether they are paid or not) – new applicants and existing volunteers/staff – those with specific responsibilities (eg. instructor, centre principal, child protection officer, coach) or anyone who regularly volunteers with junior/youth activity - the level of check to be conducted for each category – Step 1 - Application Form – Step 2 - Self Declaration & Reference – Step 3 - Request a Reference – DBS check at an appropriate level. Enhanced Criminal Records Disclosure (and Barred List check if appropriate) It is a criminal offence under the Safeguarding Vulnerable Groups Act 2006 * for a Barred individual to work in Regulated Activity/Regulated Work * for an organisation to knowingly allow someone who has been Barred to work in Regulated Activity/Regulated Work, and * for an organisation to fail to make a referral to the Disclosure and Barring Service if they have dismissed someone from Regulated Activity/Regulated Work for harming a child or vulnerable adult or placing them at risk of harm, or would have dismissed them if they had not resigned Ensuring competency * New volunteers and instructors will be guided by our Senior RYA Instructors whilst at events or on courses so they understand what is involved or who to approach * Our Risk Assessments, Operating Procedures and Safeguarding Policy are all online and in hard copy, all instructors and volunteers are annually required to read and sign a declaration to say they have read, understood and will follow them * The new applicant will be checked that they are competent for the role, eg. they hold an appropriate and valid RYA instructor certificate, coach qualification or powerboat/safety boat certificate and first aid if required Are they safe? Guidance from Safer Recruiting forms the background for this safety check procedure. If the role involves regularly training or supervising children or is a position of trust or authority over children's welfare you may be eligible for a Criminal Records check, we will: * Step 1 - Application Form Ask the applicant to complete an Application Form, to ascertain if suitable for the role * Step 2 - Self Declaration & Reference Request the applicant to complete a self declaration and to gain references * Step 3 - Request a Reference take up references, at least one of which should be from someone who has first hand knowledge of their previous work with children, and make sure the nature of the work is clear to the referees (or Document 1 & 2 for a hard copy). * Seek permission from the applicant to apply for a DBS check at an appropriate level. In some circumstances we may need to increase or modify our checks to fall in line with external visiting groups such as schools so our volunteers are subject to the same level of scrutiny. Although it is not a legal requirement for HBSC CIO to ask their staff or volunteers to apply for Disclosures, it is an offence to allow someone to undertake regulated activity/work if they have been barred from working with the relevant vulnerable group. Confidentiality and data storage All personal information, including Disclosure information, should be treated as confidential, stored securely and only shared with those who need to see it in the course of their duties or to protect children, in accordance with the DBS Codes of Conduct and your organisation's Data Privacy Policy. Safeguarding Training We ensure that all staff and volunteers working with children have undertaken safeguarding training appropriate to their role. This may be through formal training, an online course, induction and mentoring and/or continuing professional development. Details of any formal certification are recorded. It is a mandatory requirement for those intending to qualify as RYA Instructors, Senior Instructors or Racing Coaches to complete the RYA online course prior to their Instructor or Coach course. 5 Good practice guidelines Culture HBSC CIO understands the importance of developing a culture where both children and adults feel able to raise concerns, knowing that they will be taken seriously, treated confidentially and will not make the situation worse for themselves or others. Minimising risk HBSC CIO plan the work of the organisation and promote good practice to minimise situations where adults are working unobserved or could take advantage of their position of trust. Good practice protects everyone – children, volunteers and staff. These common sense guidelines should be followed by everyone within our organisation: * Avoid spending any significant time working with children in isolation * Do not take children alone in a car, however short the journey * Do not take children to your home as part of your organisation's activity * Where any of these are unavoidable, ensure that they only occur with the full knowledge and consent of someone in charge of the organisation or the child's parents * Design training programmes that are within the ability of the individual child. * If a child is having difficulty with a wetsuit or buoyancy aid, ask them to ask a friend to help if at all possible * If you do have to help a child, make sure you are in full view of others, preferably another adult * Restrict communications with young people via mobile phone, e-mail or social media to group communications about organisational matters. If it's essential to send an individual message, copy it to the child's parent or carer. You should never: * engage in rough, physical or sexually provocative games * allow or engage in inappropriate touching of any form * allow children to use inappropriate language unchallenged, or use such language yourself when with children * make sexually suggestive comments to a child, even in fun * fail to respond to an allegation made by a child; always act * do things of a personal nature that children can do for themselves. It may sometimes be necessary to do things of a personal nature for children, particularly if they are very young or disabled. These tasks should only be carried out with the full understanding and consent of both the child (where possible) and their parents/carers. In an emergency situation which requires this type of help, parents/carers should be informed as soon as possible. In such situations it is important to ensure that any adult present is sensitive to the child and undertakes personal care tasks with the utmost discretion. Additional vulnerability Some children may be more vulnerable to abuse or find it more difficult to express their concerns. For example: * a disabled child who relies on a carer to help them get changed may worry that they won't be able to sail any more if they report the carer * a deaf child may not be able to express themselves or speak confidentially if they need an interpreter * a child who has experienced racism may find it difficult to trust an adult from a different ethnic background * children with low self-esteem or mental health problems can be more vulnerable to bullying or abuse, as can gay, lesbian, bisexual or transgender young people, or any child who has a characteristic that marks them out in others' eyes as 'different'. Grooming Grooming is when someone develops a relationship with a child over a period of time to gain their trust for the purposes of sexual abuse or exploitation. Children and young people can be groomed online or face-to-face, by a stranger or by someone they know for example a family member, friend or professional. For more information on possible signs of grooming, see www.nspcc.org.uk/preventing-abuse/child-abuse-andneglect/grooming/ Sometimes the perpetrator grooms the entire family, building a relationship with the child's parents/carers so that they are allowed more access to the child than would normally be the case. Similar behaviour could be used to radicalise young people and recruit them to a religious or political cause. This is unlikely to happen in a sailing club setting, but under the government's 'Prevent' strategy teachers and others working with young people are receiving training on recognising the warning signs. Bullying If a child alleges bullying or shows signs of being bullied, this must be investigated. For a definition of bullying, see Appendix A. Safeguarding and child protection procedures include an Anti-Bullying guidance. Managing challenging behaviour Guidance for instructors and coaches on handling young people who display challenging behaviour is available as a download from the RYA website www.rya.org.uk/go/safeguarding, under RYA Safeguarding and Child Protection Guidelines. Responsibilities of staff and volunteers Our staff and volunteers are given clear roles and responsibilities, are aware of our organisation's safeguarding policy and procedures. RYA Coaches and Instructors are expected to comply with the RYA Codes and Conduct (see Appendices B and C). Parental responsibility and club liability All children under the age of 18 years old must have a designated adult responsible for them, at all times, whilst onsite at HSBC or at organised away events. Parents play an essential part in their children's participation, but occasionally their desire to see their child achieve success can put the child under too much pressure or give rise to friction between families or interference in coaching. HBSC CIO has a Code of Conduct (see Document 5), whether they are participants, parents, staff or volunteers, so that everyone is aware of their responsibilities towards each other and appropriate action can be taken if anyone's behaviour fails to meet the expectations set out in the Code. Although we have a duty of care to our members, and particularly to young people who cannot take full responsibility for their own safety, parents must be responsible for their children's welfare and behaviour, or designate another adult to take that responsibility, outside formal club-organised activities. When children are attending an organised training or coaching session or activity, the organisers have a duty of care for their safety and welfare at all times. If we require a parent (or designated responsible adult) to be on site, it must be made clear at what point responsibility transfers from the instructor, coach or organiser to the parent. Changing rooms and showers HBSC CIO shower areas are designed to allow both adults and children to shower and dress in reasonable privacy. We have separate male and female changing rooms. It is preferable for adults to stay away from the changing rooms while there are children there. If this is unavoidable because adults are sailing at the same times, or the site is open to the public, it is better if one adult is not alone. Parents should be made aware that adult club members and/or members of the public may be in the changing rooms. Bullying can be an issue in changing rooms and showers. If a child alleges bullying or shows signs of being bullied this must be investigated with reference to the Anti-Bullying Policy. If it is essential, in an emergency situation, for a male to enter a female changing area or vice versa, it is advised that they are accompanied by another adult of the opposite sex. First aid and medical treatment First aid, provided by an appropriately trained and qualified person, is part of an organisation's normal duty of care. Obtain consent if medication or medical treatment is required in the absence of the parent/carer. Organising and hosting events When hosting an open junior or youth event at your club, liaise with the relevant class association to ensure that all involved in the organisation of the event are operating to similar policies. It should be made clear to all young competitors and their parents that there is someone responsible for their welfare who can be contacted if they have any concerns. The RYA Racing Department, in conjunction with the recognised junior and youth classes, has developed guidelines covering all aspects of running a major junior or youth event and these are available to clubs and class associations on request. RYA organised events will be run under these guidelines. Away events It is essential that those accompanying young people to away events or training camps, and the competitors themselves, have a clear understanding of their responsibilities and the conduct expected of them. The RYA Racing Department has Sailor Supervision Guidelines and other detailed policies for the RYA junior and youth squad programmes. These are available on the RYA website, see Racing & Performance, Youth and Junior Racing, Information, Policy Guidance, or click on Youth and Junior Racing Policies. They may be a useful reference for events organised by bodies other than the RYA but should not be taken as prescriptive. Communication and Images It is important for parents and for anyone working with young people to develop some understanding of how they use technology, the risks involved and how to keep them safe. Suggested sources of information, mainly intended for parents but useful for anyone, are: www.nspcc.org.uk/shareaware www.net-aware.org.uk www.internetmatters.org Parents HBSC CIO is responsible for the content published on our website, but parents must accept responsibility for their children's access to and use of computers, tablets and smartphones. Club websites and social media When promoting HBSC CIO and encouraging our members to interact online, there are a few issues to bear in mind in relation to children and young people: * follow the RYA guidance on the use of images of children (see Photography section below) * ensure that the content and language on our site or social media page, including contributions to blogs, forums etc, is not inappropriate for younger visitors and does not link directly to unsuitable material on other sites * provide a clear process for parents and others to report inappropriate content or online bullying and to request that content is removed * have a robust procedure for handling and assessing such a report or request and acting promptly to remove the offending content. Webinars for clubs on using social media can be found in the Club Zone of the RYA website under Club Marketing: https://www.rya.org.uk/the-club-zone/Pages/socialmedia.aspx Coaches and Instructors When working with children and young people you are advised to: * where possible have a business phone and a personal phone * only contact sailors on your business phone (or using your organisation's text system) * avoid using over-familiar language and try to copy in the child's parent/carer * only communicate regarding organisational matters, not for social or personal contact. When using social media, it is recommended that you: * have a personal and a professional page for your social media * do not allow young sailors to follow or be friends with your personal account * set your privacy settings as high as possible on your personal account * challenge the way that young sailors post or comment to you or others on social media if it is inappropriate * educate young sailors about the boundaries between them and their Coach or Instructor. Coaches working with the RYA's Youth and Junior squads are expected to comply with the RYA British Youth Sailing Communication Policy. Children and young people Children and young people use modern technology as a matter of course, but they don't always understand the risks involved and their parents may not always fully aware of their children's risky behaviour. Online communication and texting can often be used as a means of bullying. 'Cyberbullying' should be treated in the same way as any other form of bullying. www.thinkuknow.co.uk and www.childline.org.uk provide guidance and support for children and young people in different age groups, as well as for parents and carers, on matters such as online bullying, sharing images and 'sexting'. Photography, images and video Publishing articles, photos and videos in club newsletters, on websites, in local newspapers etc is an excellent way of recognising young people's achievements and of promoting your organisation and the sport as a whole. However, it is important to minimise the risk of anyone using images of children in an inappropriate way. Digital technology makes it easy to take, store, send, manipulate and publish images. There are two key principles to bear in mind: Before taking photos or video, obtain written consent from the child's parents/carers for their images to be taken and used * Signage is displayed within the changing room prohibiting photography. * A consent form could be included with the event entry form. * Any photographer or member of the press or media attending an event should wear identification at all times and should be fully briefed in advance on your expectations regarding his/her behaviour and the issues covered by these guidelines. * Do not allow a photographer to have unsupervised access to young people at the event or to arrange photo sessions outside the event. * Consent should also be obtained for the use of video as a coaching aid. Any other use by a coach will be regarded as a breach of the RYA's Code of Conduct. * Care must be taken in the storage of and access to images. When publishing images, make sure they are appropriate and that you do not include any information that might enable someone to contact the child * It is preferable to use a general shot showing participants on the water, or a group shot of the prizewinners, without identifying them by name. * If you are recognising the achievement of an individual sailor and wish to publish their name with their photo, DO NOT publish any other information (eg. where they live, name of school, other hobbies and interests) that could enable someone to contact, befriend or start to 'groom' the child. * Ensure that the young people pictured are suitably dressed, to reduce the risk of inappropriate use. Most sailing activity takes place in areas that are open to the public and it is therefore not possible to control all photography, but any concerns about inappropriate or intrusive photography, or about the inappropriate use of images, should be reported to HBSC CIO's Club Welfare Officer and treated in the same way as any other child protection concern. Parents and spectators should be prepared to identify themselves if requested and state their purpose for photography/filming. The recording of images or video using any type of camera or photographic equipment, including cameras on smartphones and tablets and action cameras used on the water, should not be permitted in showers or changing areas in any circumstances. 6 Handling concerns, reports or allegations This section is primarily for HBSC CIO's designated Club Welfare Officer, but everyone should be aware of the procedures to follow if there are concerns (see flowcharts below). A complaint, concern or allegation may come from a number of sources: the child, their parents, someone else within our organisation. It may involve the behaviour of one of our volunteers or employees, or something that has happened to the child outside the sport, perhaps at home or at school. Children may confide in adults they trust, in a place where they feel at ease. An allegation may range from mild verbal bullying to physical or sexual abuse. If you are concerned that a child may be being abused, it is NOT your responsibility to investigate further BUT it is your responsibility to act on concerns and report them to the appropriate statutory authorities. For guidance on recognising abuse, see Appendix A. Handling an allegation from a child Always: * stay calm – ensure that the child is safe and feels safe * show and tell the child that we are taking what he/she says seriously * reassure the child and stress that he/she is not to blame * be careful about physical contact, it may not be what the child wants * be honest, explain that you will have to tell someone else to help stop the alleged abuse * make a record of what the child has said as soon as possible after the event, using the child's own words * follow our organisation's child protection procedures. Never: * rush into actions that may be inappropriate * make promises we cannot keep (eg. won't tell anyone) * ask leading questions (see 'Recording and handling information' below) * take sole responsibility – consult someone else (ideally the designated Child Protection/Welfare Officer or the person in charge or someone you can trust) so that you can begin to protect the child and gain support for yourself. It may be upsetting what the child has said or they may be worried about the consequences of our actions. Sometimes people worry about children being removed from their families as a result of abuse, but in reality, this rarely happens. However, one thing is certain – you cannot ignore it. Recording and handling information If you suspect that a child may have been the subject of any form of physical, emotional or sexual abuse or neglect, the allegation must be referred as soon as possible to Children's Social Care or the Police who have trained experts to handle such cases. Do not start asking leading questions which may jeopardise any formal investigation. A leading question is where you suggest an answer or provide options that only need a 'yes' or 'no' answer, instead of allowing the child to explain things in their own words. An example would be asking 'did X hit you?' instead of 'how did you get that bruise?'. Use open questions such as 'what happened next?'. Only ask questions to confirm that you need to refer the matter to someone else. Listen to and keep a record of anything the child tells you or that you have observed and pass the information on to the statutory authorities (see Document 7 for Referral Form). All information must be treated as confidential and only shared with those who need to know. If the allegation or suspicion concerns someone within your club or centre, only the child's parents/carers, the person in charge of the organisation (unless they are the subject of the allegation), the relevant authorities and the RYA Safeguarding and Equality Manager should be informed. If the alleged abuse took place outside the sport, the Police or Children's Social Care will decide who else needs to be informed, including the child's parents/carers. It should not be discussed by anyone within the organisation other than the person who received or initiated the allegation and, if different, the person in charge. Confidential information must be processed, stored and destroyed in accordance with your organisation's Data Privacy Policy and Data Protection legislation. Procedures It is essential to have clear and agreed procedures to follow. These include: * procedures to be followed by anyone concerned about a child's welfare, either outside the sport or within your organisation (see flowcharts below) * a disciplinary procedure (which may be included in a contract) setting out the process to be followed if an allegation or complaint is made about an employee * a procedure for handling a complaint about a member. The RYA's information sheet on disputes with members and disciplinary procedures is available on the website in the Club Zone under Club People, Members, or click on this link: Disputes and Disciplinary Procedure. Local CADS Information – Norfolk Safeguarding Children Partnership Children's Advice and Duty Service If you are a professional, i.e. working with a child or young person in a formal or voluntary setting and not a family member or member of the public, you can contact the Children's Advice and Duty Service on their direct line: 0344 800 8021. If you are a member of the public you can do this through Norfolk County Council's Customer Services on 0344 800 8020. For any call raising concerns about a child, the Children's Advice and Duty Service will ask for: * all of the details known to you/your agency about the child; * their family composition including siblings, and where possible extended family members and anyone important in the child's life; * the nature of the concern and how immediate it is; * Any and what kind of work/support you have provided to the child or family to date. They will also need to know where the child is now and whether you have informed parents/carers of your concern. Notice to Callers: * Preparing for the conversation: please see the tools developed by the Children's Advice and Duty Service to support communication. This includes, FAQs and a flow chart. Please remember to record your concerns for your internal audit trail. * Consent: Please can you ensure you seek consent for the referrals unless the concerns being raised suggest that the child/children or someone else (including the referrer) would be placed at risk of significant harm, or it might undermine a criminal investigation if the parents/carers are informed. Reasons for not seeking consent should be clearly stated when speaking with Children's Advice and Duty Service and recorded on internal systems for your records. https://www.norfolklscb.org/people-working-with-children/how-to-raise-a-concern/ Local Authority Designated Officer (LADO) - Norfolk Safeguarding Children Partnership Local Authority Designated Officer (LADO) Referrals If you have concerns about an adult working with a child under the age of 18 that you would like to report, please see the LADO Guidance and consultation documents below. Referrals/Consultation * LADO Consultation and Referral Guidance * LADO Referral/Consultation Form 2020 Completed LADO referral forms should be sent to email@example.com. If you have no email facility it can be posted to: LADO Service, Children's Services, 1 Norwich Business Park, Whiting Road, Norwich NR4 6DJ Statutory Authorities If your club or centre is contacted by the Police or Children's Services concerning information received or a complaint made by or about a member, volunteer or employee, you are advised to contact the RYA Safeguarding and Equality Manager as soon as possible for guidance and support. Co-operate fully with official requests for factual information, but do not express any personal opinions on the person's conduct. Handling the media If there is an incident at your premises which attracts media interest, or if you are contacted by the media with an allegation concerning one of your members or employees, do not give any response until you have had an opportunity to check the facts and seek advice. You may wish to contact the RYA's Communications department on 023 8060 4215 for professional advice on handling the media. Insurance If there is a serious allegation involving harm caused to a child either at your premises or as a result of taking part in your activities, the person in charge should consider notifying your insurers in case there is a subsequent claim against the organisation. Historical allegations If someone raises a child protection concern relating to incidents that took place some time ago, follow the same procedure as you would for a new concern, even if the person about whom the allegation is being made is no longer active within your organisation. If the concern appears to relate to a criminal offence, encourage the individual to contact the Police on 101. Reference to the Disclosure and Barring Service The Disclosure and Barring Service (DBS) maintains the lists of people barred from working with children or with vulnerable adults in England and Wales and in Northern Ireland. If your organisation permanently dismisses or removes someone from a role involving Regulated Activity/Work, or would have dismissed them if they had not resigned, because they have harmed a child or vulnerable adult or placed them at risk of harm, you have a duty to refer them to the DBS or Disclosure Scotland, as appropriate. It is a criminal offence not to make such a referral. For guidance on the grounds and process for making a referral, see the relevant website (see Section 7 Useful Contacts) or contact the RYA Safeguarding and Equality Manager. Reporting Procedures If you are uncertain what to do at any stage, contact the RYA's Safeguarding and Equality Manager on 023 8060 4104 or the NSPCC free 24-hour helpline 0808 800 5000. If you are a professional, i.e. working with a child or young person in a formal or voluntary setting and not a family member or member of the public, you can contact the Children's Advice and Duty Service on their direct line: 0344 800 8021. If you are a member of the public you can do this through Norfolk County Council's Customer Services on 0344 800 8020. If a child is at immediate risk, the Police 999. Flowchart 1 PART 3 – SAFER RECRUITING & SAMPLE DOCUMENTS 7 Useful Contacts Social Care Services If you are concerned about a child in Norfolk and want to speak to someone, contact Norfolk County Council on 0344 800 8020. If you consider the incident to be an emergency, call 999. https://www.norfolk.gov.uk/children-and-families/keeping-children-safe/report-concerns Norfolk Safeguarding Children Partnership - Children's Advice and Duty Service direct line: 0344 800 8021 NSPCC 24 hour free helpline 0808 800 5000 E-mail: firstname.lastname@example.org Website: www.nspcc.org.uk Childline 24 hour free helpline 0800 1111 Website: www.childline.org.uk MIND – mental health charity Tel: 0300 123 3393 Text: 86463 E-mail: email@example.com Website: www.mind.org.uk Royal Yachting Association Katie Loucaides, Safeguarding and Equality Manager RYA House, Ensign Way Hamble Southampton SO31 4YA Tel: 023 8060 4104 E-mail: firstname.lastname@example.org Website: www.rya.org.uk/go/safeguarding Child Protection in Sport Unit (CPSU) Website: www.thecpsu.org.uk England Tel: 0116 366 5590 E-mail: email@example.com Disclosure and Barring Service (DBS) – RYA is Registered Body Website: https://www.gov.uk/government/organisations/disclosure-and-barring-service UK Coaching – provide Safeguarding and Protecting Children training Website: www.ukcoaching.org SAFER RECRUITING STEP 1 Online Application Form. If completing a paper copy return marked 'Private and Confidential' The closing date for applications is: Personal details Title: Surname: Other names in full: Contact detailsAddress: Mobile: E-mail: Training and Qualifications Academic and/or vocational qualifications. RYA or other qualifications relevant to the role; Summary of past experience Please state the name of organisation, position held, dates and a brief description of responsibilities and duties Please state how you think your skills and experience match the requirements of this role and give your reasons for applying. Other relevant information eg. recreational interests, hobbies, voluntary or community work Criminal record Having a criminal record will not necessarily bar you from working with us. This will depend on the position applied for and the nature of your offence. If you are applying for a position involving regular contact with children or vulnerable adults you will be required, at the offer stage, to apply for an Enhanced Criminal Records Disclosure, with Barred List check if relevant. SAFER RECRUITING STEP 2 Online Self-declaration & Reference form If completing a paper copy return marked 'Private and Confidential' Self-declaration form for roles involving contact with children HBSC CIO is committed to safeguarding children from physical, sexual and emotional harm. As part of our Safeguarding policy, we require applicants for posts involving contact with children to complete a self-declaration form. If your role will involve regular or frequent contact with or responsibility for children you may also be required to provide a valid Enhanced Criminal Records Disclosure, with Barred List check if relevant. Having a criminal record will not necessarily bar you from working with us. This will depend on the nature of the position and the circumstances and background of your offences. All information will be treated as confidential and managed in accordance with our Data Privacy Policy and current data protection legislation and guidance. Name ………………………………………………………………………………………….. 1. Have you ever been known to any Children's Services Department as being an actual or potential risk to children? YES / NO If yes, please supply details. 2. Have you ever been the subject of any disciplinary investigation and/or sanction by any organisation due to concerns about your behaviour towards children? YES / NO If yes, please supply details. Declaration I declare that to the best of my knowledge the information given above is correct and understand that any misleading statements or deliberate omission may be sufficient grounds for disciplinary action and/or the withdrawal of my appointment. If required I agree to provide a valid Criminal Records Disclosure. I agree to inform the organisation within 24 hours if I am subsequently investigated by any agency or organisation in relation to concerns about my behaviour towards children or young people. I understand that the information contained in this form and in the Disclosure, or supplied by third parties, may be shared with other persons or organisations in circumstances where this is considered necessary to safeguard children. Signed: ………………………………………………………….. Date: …………………………… Note: if the applicant is aged under 18, this form should be counter-signed by a parent or guardian SAFER RECRUITING STEP 3 Online request for References If completing a paper copy return marked 'Private and Confidential' (Name) ............................................................................................ has expressed an interest in working with HBSC CIO in the role of ..................................................................., and has given your name as a referee. This role involves substantial access to children. As an organisation committed to the protection and welfare of children, we are anxious to know if there are any reasons to be concerned about this applicant being in regular contact with children or young people. If you agree to complete this reference, any information will be treated with due confidentiality and in accordance with relevant legislation and guidance and will only be shared with the person conducting the assessment of the applicant’s suitability, should they be offered the role. We would appreciate you being candid, open and honest in your evaluation of this person. 1. How long have you known this person? ............................................................................. 2. In what capacity? ............................................................................................................... 3. What attributes does this person have which would make them suitable for this role? ............................................................................................................................................ ............................................................................................................................................ 4. Please rate this person on the following (please tick one box for each question) \| \| Don’t Know \| Below Average \| Good \| \|---\|---\|---\|---\| \| Trustworthiness \| \| \| \| \| Maturity \| \| \| \| \| Reliability \| \| \| \| \| Professionalism \| \| \| \| \| Responsibility \| \| \| \| \| Care / Empathy towards others \| \| \| \| 5. Do you have any reason at all to be concerned about this applicant being in regular contact with children or young people? Maybe / NO If you answer 'Maybe' we will contact you in confidence. Name: (please print) .............................................................. Tel. No: ......................................... Signed: .................................................................................. Date: ............................................ Please return this form, marked 'Confidential' to: .......................................................................... Document 1 – Good Practice Guide Good Practice Guide for Instructors, Coaches and Volunteers This guide only covers the essential points of good practice when working with children and young people. You should also read the organisation's Child Protection Policy and Procedures which are available for reference at all times. * Avoid spending any significant time working with children in isolation * Do not take children alone in a car, however short the journey * Do not take children to your home as part of your organisation's activity * Where any of these are unavoidable, ensure that they only occur with the full knowledge and consent of someone in charge of the organisation or the child's parents * Design training programmes that are within the ability of the individual child * If a child is having difficulty with a wetsuit or buoyancy aid, ask them to ask a friend to help if at all possible * If you do have to help a child, make sure you are in full view of others, preferably another adult * Restrict communications with young people via mobile phone, e-mail or social media to group communications about organisational matters. If it's essential to send an individual message, copy it to the child's parent or carer. You should never: * engage in rough, physical or sexually provocative games * allow or engage in inappropriate touching of any form * allow children to use inappropriate language unchallenged, or use such language yourself when with children * make sexually suggestive comments to a child, even in fun * fail to respond to an allegation made by a child; always act * do things of a personal nature that children can do for themselves. It may sometimes be necessary to do things of a personal nature for children, particularly if they are very young or disabled. These tasks should only be carried out with the full understanding and consent of the child (where possible) and their parents/carers. In an emergency situation which requires this type of help, parents should be fully informed. In such situations it is important to ensure that any adult present is sensitive to the child and undertakes personal care tasks with the utmost discretion. Document 2 Club/Class Association Code of Conduct It is the policy of HBSC CIO that all participants, coaches, instructors, officials, parents and volunteers show respect and understanding for each other, treat everyone equally within the context of the sport and conduct themselves in a way that reflects the principles of the club/class. The aim is for all participants to enjoy their sport and to improve performance. Abusive language, swearing, intimidation, aggressive behaviour or lack of respect for others and their property will not be tolerated and may lead to disciplinary action. Participants - young sailors, windsurfers and powerboaters * Listen to and accept what you are asked to do to improve your performance and keep you safe * Respect other participants, coaches, instructors, officials and volunteers * Abide by the rules and play fairly * Do your best at all times * Never bully others either in person, by phone, by text or online * Take care of all property belonging to other participants, the club/class or its members Parents * Support your child's involvement and help them enjoy their sport * Help your child to recognise good performance, not just results * Never force your child to take part in sport * Never punish or belittle a child for losing or making mistakes * Encourage and guide your child to accept responsibility for their own conduct and performance * Respect and support the coach * Accept officials' judgements and recognise good performance by all participants * Use established procedures where there is a genuine concern or dispute * Inform the club or event organisers of relevant medical information * Ensure that your child wears suitable clothing and has appropriate food and drink * Provide contact details and be available when required * Take responsibility for your child's safety and conduct in and around the clubhouse/event venue Coaches, Instructors, Officials and Volunteers * Consider the welfare and safety of participants before the development of performance * Encourage participants to value their performance and not just results * Promote fair play and never condone cheating * Ensure that all activities are appropriate to the age, ability and experience of those taking part …/over * Build relationships based on mutual trust and respect * Work in an open environment * Avoid unnecessary physical contact with young people * Be an excellent role model and display consistently high standards of behaviour and appearance * Do not drink alcohol or smoke when working directly with young people * Communicate clearly with parents and participants * Be aware of any relevant medical information * Follow RYA and club/class guidelines and policies * Holders of RYA Instructor and Coach qualifications must also comply with the RYA Code of Conduct * Holders of RYA Race Official appointments must also comply with the RYA Race Officials Code of Conduct. If you are concerned that someone is not following the Code of Conduct, you should inform the Club Welfare Officer or the person in charge of the activity. Document 3 – Safeguarding and Child Protection referral form Date and time of incident Name and position of person about whom report, complaint or allegation is made Name and age of child involved Name of club or organisation (if relevant) Nature of incident, complaint or allegation (continue on separate page if necessary. Action taken by organisation (continue on separate page if necessary) If Police or Children’s Social Care Services contacted, name, position and telephone number of person handling case Name, organisation and position of person completing form Contact telephone number and e-mail address Signature of person completing form Date and time form completed Name and position of organisation’s child protection/welfare officer or person in charge (if different from above) Contact telephone number and e-mail address This form should be copied, marked 'Private and Confidential', to the RYA Safeguarding and Equality Manager, Katie Loucaides, RYA House, Ensign Way, Hamble, Southampton, SO31 4YA, e-mail firstname.lastname@example.org and to the statutory authorities (if they have been informed of the incident) within 48 hours of the incident. Appendix A – What is child abuse? (Based on the statutory guidance 'Working Together to Safeguard Children' 2018) Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others (including via the internet). They may be abused by an adult or adults, or another child or children. Physical abuse may involve adults or other children inflicting physical harm: * hitting, shaking, throwing, poisoning, burning or scalding, drowning or suffocating * giving children alcohol or inappropriate drugs * a parent or carer fabricating the symptoms of, or deliberately inducing, illness in a child * in sport situations, physical abuse might also occur when the nature and intensity of training exceeds the capacity of the child's immature and growing body. Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child's emotional development. It may involve: * conveying to a child that they are worthless, unloved or inadequate * not giving the child opportunities to express their views, deliberately silencing them or 'making fun' of what they say or how they communicate * imposing expectations which are beyond the child's age or developmental capability * overprotection and limitation of exploration and learning, or preventing the child from participating in normal social interaction * allowing a child to see or hear the ill-treatment of another person * serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger * the exploitation or corruption of children * emotional abuse in sport might also include situations where parents or coaches subject children to constant criticism, bullying or pressure to perform at a level that the child cannot realistically be expected to achieve. Some level of emotional abuse is involved in all types of maltreatment of a child. Sexual abuse. Sexual abuse involves an individual (male or female, or another child) forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening, to gratify their own sexual needs. The activities may involve: * physical contact (eg. kissing, touching, masturbation, rape or oral sex) * involving children in looking at, or in the production of, sexual images * encouraging children to behave in sexually inappropriate ways or watch sexual activities * grooming a child in preparation for abuse (including via the internet) * sport situations which involve physical contact (eg. supporting or guiding children) could potentially create situations where sexual abuse may go unnoticed. Abusive situations may also occur if adults misuse their power and position of trust over young people. Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. Neglect may involve a parent or carer failing to: * provide adequate food, clothing and shelter * protect a child from physical and emotional harm or danger * ensure adequate supervision * ensure access to appropriate medical care or treatment * respond to a child's basic emotional needs * neglect in a sport situation might occur if an instructor or coach fails to ensure that children are safe, or exposes them to undue cold or risk of injury. Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity in exchange for something the victim needs and wants (eg. attention, money or material possessions, alcohol or drugs), and/or for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation can also occur online without involving physical contact. Extremism goes beyond terrorism and includes people who target the vulnerable - including the young - by seeking to: sow division between communities on the basis of race, faith or denomination; justify discrimination eg. towards women and girls; persuade others that minorities are inferior; or argue against the primacy of democracy and the rule of law in our society. Bullying (not included in 'Working Together' but probably more common in a sport situation than some of the other forms of abuse described above) Bullying (including online bullying, for example via text or social media) may be seen as deliberately hurtful behaviour, usually repeated or sustained over a period of time, where it is difficult for those being bullied to defend themselves. The bully is often another young person. Although anyone can be the target of bullying, victims are typically shy, sensitive and perhaps anxious or insecure. Sometimes they are singled out for physical reasons – being overweight or physically small, being gay or lesbian, having a disability or belonging to a different race, faith or culture. Bullying can include: * physical pushing, kicking, hitting, pinching etc * name calling, sarcasm, spreading rumours, persistent teasing and emotional torment through ridicule, humiliation or the continual ignoring of individuals * posting of derogatory or abusive comments, videos or images on social network sites * racial taunts, graffiti, gestures, sectarianism sexual comments, suggestions or behaviour * unwanted physical contact. The acronym STOP – Several Times On Purpose - can help you to identify bullying behaviour. Recognising Abuse It is not always easy, even for the most experienced carers, to spot when a child has been abused. However, some of the more typical symptoms which should trigger your suspicions would include: * unexplained or suspicious injuries such as bruising, cuts or burns, particularly if situated on a part of the body not normally prone to such injuries * sexually explicit language or actions * a sudden change in behaviour (eg. becoming very quiet, withdrawn or displaying sudden outbursts of temper) * the child describes what appears to be an abusive act involving him/her * a change observed over a long period of time (eg. the child losing weight or becoming increasingly dirty or unkempt) * a general distrust and avoidance of adults, especially those with whom a close relationship would be expected * an unexpected reaction to normal physical contact * difficulty in making friends or abnormal restrictions on socialising with others. It is important to note that a child could be displaying some or all of these signs, or behaving in a way which is worrying, without this necessarily meaning that the child is being abused. Similarly, there may not be any signs, but you may just feel that something is wrong. If you have noticed a change in the child's behaviour, first talk to the parents or carers. It may be that something has happened, such as a bereavement, which has caused the child to be unhappy. If you are concerned If there are concerns about sexual abuse or violence in the home, talking to the parents or carers might put the child at greater risk. If you cannot talk to the parents/carers, consult your organisation's designated Welfare/Safeguarding Officer or the person in charge. It is this person's responsibility to make the decision to contact Children's Social Care Services or the Police. It is NOT their responsibility to decide if abuse is taking place, BUT it is their responsibility to act on your concerns. Appendix B − RYA Instructor Code of Conduct RYA Instructor Code of Conduct for RYA Instructors, Coach Assessors, Trainers and Examiners This document outlines the code of conduct under which all holders of RYA instructor qualifications and RYA training appointments (hereafter referred to as instructors) are required to comply. The code of conduct is intended to make clear to all participants, instructors and RYA appointment holders the high standards to which all are expected to conform. Instructors must: * If working with people under the age of 18, read and understand the Child Protection Policy as detailed on the RYA website at www.rya.org.uk * Respect the rights, dignity and worth of every person and treat everyone equally within the context of their sport. * Place the wellbeing and safety of the student above the development of performance or delivery of training. * They should follow all guidelines laid down by the RYA with regards specific training or coaching programmes. * Hold appropriate insurance cover either individually or through the training centre in which they are working. * Not develop inappropriate working relationships with students (especially children). Relationships must be based on mutual trust and respect and not exert undue influence to obtain personal benefit or reward. * Encourage and guide students to accept responsibility for their own behaviour and performance. * Hold relevant up to date governing body qualifications as approved by the RYA. * Ensure that the activities they direct or advocate are appropriate for the age, maturity, experience and ability of the individual. * At the outset, clarify with students (and where appropriate their parents) exactly what is expected of them and what they are entitled to expect. * Always promote the positive aspects of the sport (eg courtesy to other water users). * Consistently display high standards of behaviour and appearance. * Not do or neglect to do anything which may bring the RYA into disrepute. * Act with integrity in all customer and business to business dealings pertaining to RYA training. * Not teach or purport to provide RYA courses or RYA certification outside of the framework of an RYA recognised training centre * Notify the RYA immediately of any court imposed sanction that precludes the instructor from contact with specific user groups (for example children and vulnerable adults). * Not carry out RYA training, examining or coaching activities whilst under the influence of alcohol or drugs. Failure to adhere to the RYA Instructor Code of Conduct may result in the suspension or withdrawal of RYA qualifications or appointments. Appendix C – RYA Coach Code of Ethics and Conduct Sports Coaching helps the development of individuals through improving their performance. This is achieved by: 1. Identifying and meeting the needs of individuals. 2. Improving performance through a progressive programme of safe, guided practice, measured performance and/or competition. 3. Creating an environment in which individuals are motivated to maintain participation and improve performance. Coaches should comply with the principles of good ethical practice listed below. 1. All RYA Coaches working with sailors under the age of 18 must have read and understood the RYA Child Protection Policy as detailed on the RYA website at www.rya.org.uk/go/safeguarding . If you are unable to access the website please contact email@example.com 2. Coaches must respect the rights, dignity and worth of every person and treat everyone equally within the context of their sport. 3. Coaches must place the well-being and safety of the sailor above the development of performance. They should follow all guidelines laid down by the RYA, follow Operating Procedures and hold appropriate insurance cover. 4. Coaches must develop an appropriate working relationship with sailors based on mutual trust and respect. Coaches must not exert undue influence to obtain personal benefit or reward. In particular they must not abuse their position of trust to establish or pursue a sexual relationship with a sailor aged under 18, or an inappropriate relationship with any sailor. 5. Coaches must encourage and guide sailors to accept responsibility for their own behaviour and performance. 6. Coaches must hold up to date and nationally recognised governing body coaching qualifications. 7. Coaches must ensure that the activities they direct or advocate are appropriate for the age, maturity, experience and ability of the individual. 8. Coaches must, at the outset, clarify with sailors (and where appropriate their parents) exactly what is expected of them and what sailors are entitled to expect from their coach. A contract may sometimes be appropriate. 9. Coaches must co-operate fully with other specialists (eg. other coaches, officials, sports scientists, doctors, physiotherapists) in the best interests of the sailor. 10. Coaches must always promote the positive aspects of their sport (eg. fair play) and never condone rule violations or the use of prohibited substances. 11. Coaches must consistently display high standards of behaviour and appearance. 12. Coaches must notify the RYA immediately of any court imposed sanction that precludes the coach from contact with a specific user group (eg. children and vulnerable adults). 13. Coaches must not carry out coaching activities whilst under the influence of alcohol or drugs, or when they have received medical advice not to continue activities that are connected with their coaching (eg. driving). 14. Coaches must not behave in a way which brings the sport into disrepute. Failure to adhere to the RYA Coach Code of Conduct may result in the suspension or withdrawal of RYA qualifications or appointments and will be dealt with in line with the RYA Coaches' Performance Guidelines. 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Development Matters – Reception -Form lower-case and capital letters correctly (L) -Spell words by identifying the sounds and then writing the sound with letter/s (L) -Write short sentences with words with known sound-letter correspondences using a capital letter and full stop (L) -Re-read what they have written to check that it makes sense (L) ELG: Fine Motor Skills Children at the expected level of development will: - Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases; - Use a range of small tools, including scissors, paint brushes and cutlery; - Begin to show accuracy and care when drawing. ELG: Writing Children at the expected level of development will: - Write recognisable letters, most of which are correctly formed - Spell words by identifying sounds in them and representing the sounds with a letter or letters. Intended Experiences Use variety of tools and experience the different marks they make, Experiment with thick/ thin lines, Make curled, zig- zag, straight patterns Letter orientation, Make lists, invitations, cards, diary, comic strips, Model adult mark making Use message board for communication with others, Name writing, Story writing-using books relating to themes, Diagrams - labelled, Book making, Sentence makers, The office/ Receptionist, Explore large movements , make water patterns , Use 'chalk paint' to mark make on large natural surfaces, Use natural objects & body to mark make in mud, sand, gravel, Use body parts to mark make with different media Use tyres, shoes, wheeled toys to make tracks Use whiteboard/blackboard as scoreboard Use natural resources for mark making & printing Writing and fine motor Adults support and challenge children's learning and thinking through observation, participation, hand over hand help and role modelling Effective Practice Adults to introduce vocabulary (use of words, symbols and signs) eg- Pen, crayon, felt pen, chalk, brush, draw, colour, write, paper, letter sounds(phonics), Adults to ask simple questions to extend learning e.g- Can you colour this picture? Which felt pen/crayon/chalk do you want? Can you make marks in the mud/jelly/slime etc? Up and down? Round and round? Can you make marks with this spray? How will we know this is yours? What colour do you want to use? Can you make a label? Sticker? Book? Can you thread the beads to make a necklace or pattern? Look, Listen and Note Which materials/tools do the children use to make marks? Which hand do they use? Can they colour in a picture? Thread beads? Do they look at what they are doing? Do they enjoy making marks outside? Can they access resources independently and put them away? Are they more successful on a flat surface eg table or on a vertical surface eg easel/wall? Do they imitate adults/peers in their mark making? Can they write their name independently? Do they recognise any sounds and link them to marks made? Can they read their own mark making to you? Can they trace over a picture/word? Can they form the O shape in an anti-clockwise direction? Resources Word board of theme words/ Name cards Pens, pencils, felt tips, wax crayons, highlighters, (assorted colours/types/thickness), sharpeners, Clipboards Hole puncher, staplers, scissors , glue, Sellotape, stencils, rulers, paper clips Assorted paper, card, envelopes, postcards, gift tags, parcel labels, writing books/pads – lists, gummed labels/Post-itpads Phonic resources to help with linking letters to sounds and recalling tricky words etc. Class lists/Message Board/ Books depicting mark making ideas about the theme/Story books Letters / numbers Post box Can you thread this picture? Characteristics of Effective Learning Unique Child Playing and Exploring (engagement) * Pretending objects are things from their experience * Representing their experiences in play * Taking a role in their play * Acting out experiences with other people * Initiating activities Active Learning (motivation) * Maintaining focus on their activity for a period of time * Showing high levels of energy, fascination * Not easily distracted * Paying attention to details Creating & Thinking Critically (thinking) Positive Relationships Playing and Exploring (engagement) * Play with children. Encourage them to explore, and show your own interest in discovering new things. * Join in play sensitively, fitting in with children's ideas. * Model pretending an object is something else and help develop roles and stories. Pay attention to how children engage in activities – the challenges faced, the effort, thought, learning and enjoyment. Talk more about the process than products. Active Learning (motivation) * Stimulate children's interest through shared attention, and calm over-stimulated children. * Encourage children to learn together and from each other. Creating & Thinking Critically (thinking) * Value questions, talk, and many possible responses, without rushing toward answers too quickly Enabling Environments Playing and Exploring (engagement) * Make sure resources are relevant to children's interests * Help children concentrate by limiting noise, and making spaces visually calm and orderly. * Ensure children have uninterrupted time to play and explore Active Learning (motivation) * Ensure children have time and freedom to become deeply involved in activities * Keep significant activities out instead of routinely tidying them away Creating & Thinking Critically (thinking) * Plan linked experiences that follow the ideas children are really thinking about Provision Area Overview The Grange Primary School	<urn:uuid:f8e98ae1-3cc3-45c1-a052-07db7fdda850>	CC-MAIN-2022-40	https://www.tgps.uk.com/wp-content/uploads/2022/02/Writing-and-Fine-Motor-Provision.pdf	2022-09-27T14:18:07+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00291.warc.gz	1,087,274,360	1,177	eng_Latn	eng_Latn	0.994805	eng_Latn	0.99464	[ "eng_Latn", "unknown" ]	false	docling	[ 5617, 5669 ]	[ 4.34375 ]	1	0
Balance March 2019 Healthy eating for busy families Eating healthy can be challenging and overwhelming, especially when trying to balance work, family needs, and a social life. While it might seem easier to go to the nearest drive-through or buy packaged and pre-made foods, these types of food are often filled with added sugars and trans-fats. However, some easy lifestyle adjustments can make healthy meals and snacks just as easy of an option. Pick your recipes first Pick one day of the week or every other week, when you know you will have a few hours free to choose recipes, go grocery shopping, and then "meal-prep". Start by selecting three or four recipes that are simple and will last the week; this should take no more than 15 minutes. When choosing recipes, try and pick those that have at least two vegetables included. Pinterest and Foodgawker.com are excellent resources for finding recipes. There are thousands of different recipes available and the search function makes it easy to find options to suit all dietary needs. Here are a few easy meal and snack ideas that can get you started: * Slow cooker soup, stews, chili * One pan roasted vegetables and protein (chicken or fish) * Hard boiled eggs * Stir-fry * Vegetables and hummus Once you have the recipes, it can be beneficial to write out your weekly meals using a planner. Let us help. Access your Employee Assistance Program (EAP) 24/7 by phone or web. © 2019 Morneau Shepell Ltd. Material supplied by Morneau Shepell, the world's largest Employee Assistance Program (EAP) provider. This content is meant for informational purposes and may not represent the views of individual organizations. Please call your EAP or consult with a professional for further guidance. Shop for your ingredients next Based on the recipes chosen, make a list of groceries you will need and head to the store. Having a grocery list will ensure you only buy what you need, and prevent you from wasting time aimlessly wandering. This will save you money and time. A good rule of thumb when grocery shopping is to shop the perimeter of the store. The perimeter is where you will find fresh fruits and vegetables, meat, fish, and eggs. To help speed up your meal preparation at home, you might want to opt for pre-cut fruits and vegetables. Most grocery stores have produce such as squash, sweet potatoes, parsnips, broccoli, cauliflower, and melons already chopped. Some stores also carry peeled garlic, riced cauliflower, microwaveready green beans, and frozen chopped onions. Stocking your freezer with frozen fruits and vegetables can also be a time saver for those weeks when you don't have the time to get to the grocery store. Time to cook! Now, you can begin preparing the foods you will need to make your recipes. Chop any fruits and vegetables that were not pre-cut, steam or roast them, and cook grains like rice or quinoa. This will speed up the cooking process when you want to make meals for your family. Consider doubling the recipe so that you will have leftovers, which can then be packed for lunch or eaten as dinner another day of the week. Read the ingredient list For those times when you will not be able to meal plan for the week, make sure you read the ingredient list on preprepared products. You should be able to pronounce everything on the list and have a general idea of what each ingredient is. Try and avoid added sugars and steer clear of anything with trans-fats. Make it a family affair Making healthy choices for you and your family requires some time and planning, but involving the whole family can make the process less daunting. Get creative with the meals, have your kids help pick the recipes and get them involved in the grocery shopping and cooking process. This way it can become a fun family activity! Let us help. Access your Employee Assistance Program (EAP) 24/7 by phone or web. How much sleep do you really need? Laying awake for hours trying to fall asleep, waking up several times throughout the night, pushing yourself to stay awake or waking up early to get more work done: these are all common experiences. New studies show that on average, adults are not getting as much sleep as what is recommended for good health. Common knowledge decrees that you should be getting eight hours of sleep a night, but how true is this? Below we will look at the importance of getting enough sleep, getting quality sleep, and how to improve your sleep. Sleep for the old, sleep for the young The amount of sleep you need depends on your age, and lessens as you get older. Infants need the most sleep and as children age, they begin to need less and less. Healthy adults generally need between seven and nine hours of uninterrupted sleep, and often we are not getting it, as many adults report only getting five or six hours of sleep a night. Older adults at age 65+ begin to need slightly less sleep, but still normally require seven to eight hours. Waking often, staying awake New studies suggest that waking up over and over again throughout the night is just as detrimental to your health and your mood as getting fewer hours of sleep overall. This means that even if you have dedicated eight hours of your night to "sleeping", if you find yourself waking up a lot, you are not seeing the benefits of good sleep, and may even be suffering some of the negative fallout symptoms of not sleeping enough. Bad sleep means a bad mood When you get very little sleep, on days where you needed to get up very early to travel, or stayed up too late finishing an assignment, you probably have noticed that your mood is negatively affected. You might be irritable, extra-sensitive and weepy, and have less patience than normal. While these effects on your mood are apparent, your mood is also being affected when you aren't getting enough sleep on a daily basis, even if it is just a little less sleep than you actually need. Lack of sleep accumulates and can negatively affect your day-to-day mood and even lead to mental health problems like anxiety and depression. Top tips for best sleep Now that you understand how important solid uninterrupted sleep is, how do you make sure you are actually getting it? There are some very easy and effective steps you can take to improve your sleep. These all fall under what is known as sleep hygiene, a set of habits that you can adhere to sleep better and longer. Stick to a schedule: Going to bed and waking up at the same time each day allows your body to settle into a rhythm. Try to stick to the schedule daily and if you stay up late or sleep in on the weekend, it should only vary by a margin of about an hour. Let us help. Access your Employee Assistance Program (EAP) 24/7 by phone or web. Make your bed sleep ready: Make the space you sleep in a space that is really for sleeping. Minimize the amount of technology that is close to your bed – that includes mobile phones, tablets, computers, and TV. Try not to do other things in bed, such as work or watching movies. Eliminate distractions before bed: An hour before bedtime, stop emailing, texting, and checking social media. Try not to watch any suspenseful or exciting television programs. All of this is stimulating and will make it harder to fall asleep. Exercise early and often: Regular exercise greatly improves your sleep. But, finish up at least 90 minutes before you go to bed or you can actually wake your body up and make falling asleep more difficult. Create a relaxing pre-sleep ritual: It might be having a bath, reading a book, or lighting a candle. Come up with some set of actions that welcomes rest and relaxation before bedtime. As common as it is, bad sleep does not need to be a given reality. Implementing the above suggestions takes attention and discipline, but they are proven to improve your sleep time and sleep quality. If you still find that you are waking up constantly or not falling asleep at all, you may have a more serious sleep condition and should talk to a medical professional to ensure that you are on the road to the best possible sleep. Let us help. Access your Employee Assistance Program (EAP) 24/7 by phone or web. Balance March 2019 Online featured reads Four ways to increase happiness on and off the job Did you know that you can take a proactive approach to increase happiness and resiliency through positive psychology? Take advantage of positive psychology and make your life more fulfilling – now! Keep reading. Featured webinars Professional writing and email etiquette March 8, 2019 1:00 pm CST Register Call Center stress management March 22, 2019 1:00 pm CST Register	<urn:uuid:de219242-681d-47aa-b854-da2b2f54120d>	CC-MAIN-2022-40	https://www.isd728.org/cms/lib/MN01809549/Centricity/Domain/126/Balance%20March%202019.pdf	2022-09-27T15:24:34+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00294.warc.gz	864,475,241	1,812	eng_Latn	eng_Latn	0.998094	eng_Latn	0.9988	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1754, 3900, 6758, 8188, 8664 ]	[ 2.3125 ]	1	0
Double's Race (Math Dice Game) Math Skill(s): Skip Counting Materials: Dice, 2 Scratch Papers, Pencil Objective of the Game: Be the player to write all of the numbers to get to an established number (goal). 1. Set a Skip Counting Rule and then a Final Number Goal. a. Example- Skip Count by 2's (Rule) until you reach 20 (Final Number Goal) "Double's Race" Math Dice Game https://youtu.be/WTUNgkFkjbM 2. In a fair way, decide which player will be the first writer. This player starts with the shared pencil. 3. The person who is next to write will be the 1 st roller. (You have to roll a double to earn the pencil) 4. The person rolling the number cubes will say "1,2,3 Go" and they will begin rolling the cubes trying to get a double and the writer will being writing numbers according to the rule. (Remember to separate your numbers with commas) 5. The writer continues to write and the roller continues to roll until they reach a double. If the roller gets a double, they say "Double" and do not touch the number cubes. The writer checks that the roller rolled a double and then takes the number cubes and begins rolling. The previous roller then gets the pencil from the writer and they begin writing to get the goal. The previous writer will have to wait until it is their turn again; even if they did not finish writing the number that they were on. 6. Play continues in this order until the first person who reaches the Final Number Goal for the game. 7. For an easier or harder challenge, players can chose to skip count by different numbers to reach a bigger total. Make 10 (Math Dice Game) Math Skill(s): Addition and Subtraction "Make 10" Math Dice Game https://youtu.be/DEQQvrCaNtM Materials: Dice, Scratch Paper, Pencil, Number Chart (if needed) Objective of the Game: Be the player who as the most points at the end of the game. 1. Player 1 will roll the dice. 2. Player 1 will try to find what number needs to be added to make ten. The number needed to make ten becomes the players score for that round. 3. Player 1 records their points on a scoreboard. 4. Player 2 now takes a turn following the same steps. 5. Play continues until an established time is over or until they reach an agreed upon scoring total. 6. For a challenge, students may add an additional dice to add and then find the difference to make 10. Pig (Math Dice Game) Math Skill(s): Addition Materials: Dice, Scratch Paper, Pencil Objective of the Game: Be the first player to reach 100 points. 1. Players take turns rolling two dice and finding their sum. 2. On a turn, a player can keep rolling (or being a PIG) as long as they wish and continue to add to their score. "Pig" Math Dice Game https://youtu.be/poE_H34AUBM a. After each roll, write down your running total for the round. b. A player can stop rolling at any time and take the points for their turn. c. However, if a player rolls a 1 on either dice, all points for that turn are lost. 3. Players switch roles and continue playing. 4. The winner of the game is the first person who reaches the score of 100. Roll To 0 (Math Dice Game) Math Skill(s): Addition and Subtraction Materials: Dice, Scratch Paper, Pencil, Number Chart (optional) Objective of the Game: Be the first player to reach 0 points. 1. Each player starts at 100. They will write 100 on the top of their paper. 2. Players take turns rolling two dice and adding the numbers together. 3. After a player finds the sum of the two dice, they then subtract that number from the starting number, 100. 4. Players switch roles and continue playing. 5. The winner of the game is the first person who reaches the score of 0. "Roll to 0" Math Dice Game https://youtu.be/44doAEvvmuk	<urn:uuid:52a1b315-e02d-4fa9-9996-f530203bd399>	CC-MAIN-2022-40	https://www.usd259.org/cms/lib/KS01906405/Centricity/Domain/4301/Allen%20University%20Directions%20for%20Primary%20Math%20Dice%20Games%20with%20QR%20Codes.pdf	2022-09-27T15:27:18+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00293.warc.gz	1,129,369,096	893	eng_Latn	eng_Latn	0.996323	eng_Latn	0.997505	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2341, 3706 ]	[ 3.65625 ]	1	0
MEGAN MANNING is a third-year student and currently pursuing a Bachelor of Arts in History with a minor in Communication Studies at Cal Poly, San Luis Obispo. Her academic interests lie in World War II and social history. Megan is from the Bay Area, California and enjoys spending time with fam ily and friends as well as traveling. THE CIVIL RIGHTS MOVEMENT AT CAL POLY Megan Manning From 1955 to 1968, racial tensions and African Americans' fight for more equality reached a new height in much of the United States. African Americans fought discrimination in a variety of forms from bus boycotts to the March on Washington in 1963. At times during the Civil Rights Movement, some educational institutions fiercely resented integration. Some instances of permit ting and accepting non-Whites into higher education resulted in fatally violent outcomes, as with the case of James Meredith. In 1962, James Meredith, an African American, had to win a lawsuit to gain admission into the previously segregated University of Mississippi. Two people were killed and about 300 suffered injuries at the riot that tried to prevent Meredith from entering the campus on his first day of school. 1 Although some parts of the country and some colleges were particularly adamant in vocalizing their disapproval of in tegration and allowing discrimination to persist, the civil rights atmosphere at California Polytechnic State University, San Luis Obispo appeared considerably less racially charged than it had the potential to be. During the Civil Rights Movement, the student reporters of Cal Poly's newspaper, the Mustang Daily, 1 Fred Powledge, "Mississippi Give Meredith Degree," The New York Times, August 18, 1962. illustrated the relatively calm but trying efforts of the Black Student Union to expand equality for African Americans on campus. The Mustang Daily chronicled how African American students sought to reduce discrimination and have an expanded curriculum to reflect the increasingly diverse student body at Cal Poly. Although Cal Poly was, and still is, a predominately White university, the efforts of students, principally those of the African Americans who were a part of the Black Student Union during the late 1960s, catalyzed a change in Cal Poly that would bring awareness to racial tension and discrimination. While African Americans only made up about one percent of Cal Poly's student body throughout the Civil Rights Movement, the student population did take an active role in bringing progressive changes to the campus. 2 African Americans participated in bringing the Civil Rights Movement to campus largely through the efforts of the Black Student Union (BSU), which was founded at Cal Poly in the fall of 1968. Throughout the Civil Rights movement the Black Student Union worked on bringing more diversity to campus. The main goals and requests the BSU asked for were an African American centered major, more African American students as well as professors, recruitment of more African American females, special classes for African Americans only, and an African American only dor mitory. 3 The BSU tried to accomplish bringing diversity to Cal Poly largely by working with administrators, specifically Cal Poly president, Robert E. Kennedy and the dean of students, Everett Chandler. Most of the BSU's appeals were heard by the administration, but the majority of their requests either did not become approved by Cal Poly or were slightly altered from the original idea the BSU presented. Out of the suggestions the BSU presented, President Kennedy rejected the idea for segregated dormitories saying, "I find it hard to believe that you actually want separate dormitories for black students" and that "we do not segregate at this college." 4 Kennedy's response was critical of the BSU's requests, especially since Kennedy told the BSU he did not even "believe" that African Americans wanted to be segregated into different dormitories. Although Kennedy's reac tion was not very compassionate, he did provide an understandable reasoning 2 L.H. Dunigan, "Report on Enrollment Trends and Institutional Characteristics, 1976," California Polytechnic State University San Luis Obispo, CA. 3 C.E. Jackson, "BSU, administration discuss black issues," Mustang Daily, April 2, 1969. 4 Ibid. 102 in his rejection of the BSU's ideas to diversify Cal Poly. If African American dormitories were allowed, it would appear that Cal Poly was discriminating against African Americans by segregating them into separate quarters from Whites. President Kennedy also rejected implementing an African American Studies major, particularly because he "could not see the value of a degree in black studies." 5 Even though it seems somewhat inflexible of Kennedy to disregard an African American Studies major, it may not have been a viable option for a president of a polytechnic university to add another liberal arts program. In addition, it took until 1994 for Cal Poly to offer an Ethnic Studies degree and it still does not have African American Studies. 6 However, President Kennedy did try to hire more African American professors, although it may have been just a gesture. At first he said he "would welcome any black instructors who were qualified" but then stated he could not find any qualified African American instructors during his recruitment tour. 7 Despite the fact that the BSU was not able to obtain all of the changes they vocalized, they continued to work collaboratively with the administration to help reduce discrimination. Richard Jenkins, member of the executive com mittee of the BSU, commented in a letter to the editor of the Mustang Daily that the BSU has "never come to the administration with clenched fists, but with creative and productive ideas to improve race relations at Cal Poly, and to eradicate the inequalities of the race relations that prevail on this campus." 8 Jenkins's letter highlights the use of nonviolent means to promote a progressive education that worked towards equality. The nonviolent methods of Cal Poly's BSU also reflect the same nonviolent values and tactics promoted by Martin Luther King Jr.'s philosophy for the Civil Rights Movement. The newspaper letter also underscores how there was a sense of racism that could be felt on campus. Through the BSU's efforts they signaled the lack of diversity on campus and worked towards building more equality on campus. Although strides were made in bringing diversity to Cal Poly during the Civil Rights Movement, the Mustang Daily's articles help reveal the social cul ture and sentiments regarding racism on campus. The Mustang Daily's article 5 Ibid. 7 Jackson, "BSU". 6 "Ethnic Studies," California Polytechnic State University, last modified February 15, 2013, http://cla.calpoly.edu/es.html. 8 Richard Jenkins, "Letter to the Editor," Mustang Daily, April 18, 1969. 103 "Are you Negro or Afro-American?" chronicled how incoming students in the Class of 1968 were asked to indicate if they were African-American, Caucasian, Mexican, Negro, etc. on their registration papers. 32 students answered African American while 19 answered Negro. Darryl Brady, an electronic engineering major and BSU Information Minister, voiced out to the Cal Poly newspaper about the split in the proper term for racial identification. Brady stated, "White men use the word Negro in a derogatory manner" and "it is only their polite way of calling us niggers!" 9 The article reveals not only the internal identity conflict African Americans faced, but also depicts how others regarded African Americans. The title's usage of "Negro" highlights how it was still an acceptable term to use; however, as Brady commented, the word Negro bared a negative connotation with it being associated with roots to the pejorative term "nigger." The Mustang Daily also captured students' sentiments regarding racism as well. In a survey conducted by the Mustang Daily in 1969, about 50% of surveyed students contacted "admittedly discriminate because of race, religion, and national origin." 10 It is also interesting to note that there was still a large percentage of students admitting to racism after Cal Poly President Robert E. Kennedy implemented the Discrimination Committee a year earlier in 1968 to combat discrimination on campus. Subtle backlash against the BSU was also evident from some of the Mustang Daily writers. In one article, the newspaper reported how the BSU might better obtain its objectives by stating, "The Mustang Daily believes…the BSU must realize Poly is not subject to urban solutions. Since this college is rural oriented, it seems logical that the BSU may have to be more flexible in its approach. If it isn't, the administration may be forced by the conservative elements to take a more hard line stand, which is favored by Governor Ronald Reagan." 11 The article cites how Cal Poly is a rural campus as a way to justify the lack of equality at Cal Poly and cannot be as accommodating to the BSU's requests since it is not a college in the city with progressive ideals. The article continues with an indirect statement to African Americans that they should appreciate what they have now at Cal Poly because if they are not flexible in what they are asking for from the administration, Cal Poly might be "forced" to "take a more hard line stand." 12 Although the 9 Ray Morawski, "Are you Negro or Afro-American?" Mustang Daily, October 30, 1968. 10 Jackson, "BSU". 12 Ibid. 11 George Ramos, "BSU needs flexibility," Mustang Daily, February 12, 1969. 104 editorial's suggestions towards the BSU appear somewhat unsympathetic towards African American students' work towards equality, the writer of this editorial was George Ramos. George Ramos was the first Latino editor-in-chief of the Mustang Daily and would later be awarded three Pulitzer Prizes, one of which was for an article covering the Rodney King riots in Los Angeles. 13 Although Cal Poly had a majority of White students, the Mustang Daily provided a source that also captured a Latino's perspective regarding how African Americans were working towards equality. During the Civil Rights Movement African Americans at Cal Poly were able to address discrimination on campus and were able to help institute more ethnically inclusive changes to Cal Poly. The Black Student Union facilitated most of the work in bringing about these changes, such as their meeting with administration. Throughout the transitions Cal Poly experienced, the student reporters of the Mustang Daily chronicled the progress of the BSU and also provided insight into the discriminatory sentiments on campus. 13 Victoria Billings, "Mourning the loss of journalism legacy," Mustang Daily, July 28, 2011. 105 Billings, Victoria. "Mourning the loss of a journalism legacy." Mustang Daily, July 28, 2011. http://mustangdaily.net/journalism-professor-leaves-legacy-at-cal-poly/ (accessed October 30, 2012). Ethnic Studies," California Polytechnic State University, last modified February 15, 2013, http://cla.calpoly.edu/es.html. Institutional Characteristics. 1976. The Office of Institutional Planning and Analysis, "Cal Poly Fall 2011 Factbook." Last modified 2011. Accessed October 30, 2012. http://www.ipa.calpoly.edu/sites/ipa.wcms.calpoly.edu/files/publications_reports/ factbook/fbfall11.pdf. Jackson, C.E. "BSU, administration discuss black issues." Mustang Daily, April 2, 1969. Jenkins, Richard. "Letter to the Editor." Mustang Daily, , sec. Letter to the Editor, April 18, 1969. L.H Dunigan, California Polytechnic State University San Luis Obispo, CA. Report on Enrollment Trends and Institutional Characteristics. 1976. Morawski, Ray. "Are you Negro or Afro-American?." Mustang Daily, October 30, 1968. Powledge, Fred. "Mississippi Gives Meredith Degree." The New York Times, August 18, 1962. http://www.nytimes.com/learning/general/onthisday/big/0818.html (accessed October 29, 2012). Ramos, George. "BSU needs flexibility." Mustang Daily, sec. Editorial, February 12, 1969.	<urn:uuid:068cbac5-fead-43e0-b0ed-4ef89653ba68>	CC-MAIN-2022-40	https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1082&context=forum	2022-09-27T14:12:10+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00294.warc.gz	250,346,374	2,535	eng_Latn	eng_Latn	0.938486	eng_Latn	0.995313	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 335, 1720, 4335, 6924, 9617, 10810, 12089 ]	[ 2.0625 ]	2	1
Exciting and Useful Info ® #5 Some Important Engagements / Campaigns in the War 1914 1915 1916 1917 4 1918 March Germans launch "Ludendorff offensive," ultimately unsuccessful. 1 This German success establishes the hero status of Paul von Hindenburg and Erich Ludendorff. 2 By stopping the German advance, this indecisive battle ensures that the war will not be short. 3 The Austro-Hungarian army loses almost 1/3 of its combat strength in these engagements. These losses also make Austria-Hungary almost completely dependent on Germany. 4 By this time the first (February) Russian revolution had occurred, and so this campaign was undertaken by the Provisional Government. 5 This battle is sometimes called Paaschendaele and is generally associated with mud. A Chronology on Entry and Exit from War July, 1914 Austrian declaration of war on Serbia August, 1914 Entrance into war of Germany (on Austrian side) and Russia, Great Britain, France, Belgium, Serbia, Montenegro, Luxembourg, and Japan (with Entente) November, 1914 Ottoman Empire enters war with Central Powers May, 1915 Italy enters war on side of Entente October, 1915 Bulgaria enters war with Central Powers March 1916 Portugal enters war as associated power 1 August, 1916 Rumania enters war as associated power 2 November, 1916 Greece enters war as associated power 3 April, 1917 United States enters war as associated power March, 1918 Bolsheviks sign treaty of Brest-Litovsk, lose western portion of empire May, 1918 Rumania signs separate treaty of surrender with Central Powers November, 1918 Armistice The two Blocs (with month &date of entry for each): Central Powers Austria-Hungary (07.14), Germany (08.14), Ottoman Empire (11.14), Bulgaria (10.15) Allied & Associated Serbia (07.14), Russia (08.14), Luxembourg (08.14), France (08.14), Belgium (08.14), Great Britain (08.14), Montenegro (08.14), Japan (08.14), Italy (05.15), San Marino (06.15), Portugal (03.16), Rumania (08.16), Greece (11.16), US (04.17), Cuba (04.17), Guatemala (04.17), Siam (06.17), Liberia (08.17), China (08.17), Brazil (10.17), Panama (11.17), Nicaragua (05.18), Costa Rica (05.18), Haiti (07.18), Honduras (07.18) Various terms, concepts, people, institutions, and other such stuff Burgfrieden (Truce of the Fortress) Union Sacrée (Sacred Union) "Business as usual" "Miracle on the Marne" Tannenberg & Masurian Lakes Austrian Galicia Erich von Falkenhayn Liège (Belgium) Franc-tireur Schrecklichkeit (lit. "frightfulness") Pact of London (Sept. 1914) Sykes-Picot agreement (1916) September Program (Bethmann-Hollweg) Mitteleuropa Mittelafrika Defense of the Realm Act (DORA) 1 Portugal committed itself to military actions against Germany in November, 1914 and seized German ships in its harbors in February, 1916. 2 Rumania signed a separate treaty of surrender with Central Powers (Treaty of Bucharest) in May, 1918, but reentered the war in November, 1918 (with eight days left!). 3 A provisional government in Greece entered the war in November, 1916, but the royal government's declaration came only in June, 1917.	<urn:uuid:ecc57fd3-a3c7-4c59-92b8-39b44f813cca>	CC-MAIN-2022-40	http://pwerth.faculty.unlv.edu/Info-348-5.pdf	2022-09-27T14:39:15+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00297.warc.gz	45,807,663	855	eng_Latn	eng_Latn	0.920728	eng_Latn	0.938044	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 772, 3142 ]	[ 2.328125 ]	1	0
CHAPTER 3 HOW TO GROW GREENHOUSE CROPS INTRODUCTION The main goal of any grower is to successfully produce a crop and optimize yields. Optimum yield = high quality with high yields. This Chapter will cover how to grow greenhouse crops including crop scheduling, greenhouse preparation and providing the optimum environment, plant spacing and crop layout and general cultural practices. This chapter will concentrate on tomatoes with reference to other crops to illustrate the variability in cultural practices between crops. CROP SCHEDULING Plan ahead… When do you want to market your product for the best monetary return? Arizona hydroponic tomato growers used to get a better price in Winter with no competition from field or northern greenhouses. Now, competition from Mexico. Alternative: grow year around to maintain a stable, consistent market/shelf space. Tomatoes: 3 examples of crop scheduling Example 1: UA/CEAC: Active cooling but need to conform to school year. Seed late July, transplant early August, plant 1-month-old seedlings late August. Harvest late October until May or June. Plants in 9-10 months - no interplanting. Remove plants, clean greenhouse and prepare for the next Fall semester. Example 2: EuroFresh: Originally, passive cooling (vents only): No Summer harvest. Seed early July; transplant mid-July, plant 1-month-old seedlings in August. Harvest from October until March with total time in the greenhouse = 8 months. Top plants in February; remove when second crop begins producing in March. Seed second crop in early December, transplant in mid-December and "Interplant" new 1 month old seedlings onto Rockwool slabs in January. Harvest from this new crop from March until July. Remove plants. Clean. Example 3: EuroFresh: Active cooling (vents & fan and pad): Year around harvest. Seed, transplant and plant first and second crops as above, removing first crop at the end of March after 8 months () in the greenhouse () Later changed to 10-12 months to save on the cost of transplants! Continue second crop, harvesting from April through September. Seed, transplant and plant the third crop, as the first, in July/August. When third crop is ready to harvest in October, remove second crop… etc. NOTE: Many commercial growers buy seedlings from a TRANSPLANT GROWER (see Chapter 6) so they can concentrate on production (growing, harvesting, marketing, etc.). NOTE: Plants are not grown indefinitely: over time stems grow longer and it takes more energy to pump water/nutrients to the developing head causing reduced fruit size/quality. NOTE: Interplanting is no longer recommended since it can increase pest problems. GREENHOUSE PREPARATION (see also Chapters 11, 12 & 13) Select a site for the greenhouse that is appropriate for the operation (see Chapter 11). Select a greenhouse structure that is appropriate for the operation (see Chapter 12). Make sure all equipment is cleaned, serviced and working at optimum efficiency. For any crop, incl. tomatoes, the following items must be considered prior to planting: Good light transmission: Choose the proper greenhouse covering and structure. If year-around production is planned, shading may be used in Summer. Adequate cooling: Either passive (vents or shade), active (fan and pad), or both. Heating is necessary in Winter: Natural gas has been an economical way. Other methods: propane, oil, electric & solar (growing technology). Carbon dioxide generation: This is especially important for Winter mornings. The sun rises, but it's cold. So if fans come on, it's only for a short time. Plants begin to photosynthesize, using up the ambient carbon dioxide to the point where photosynthesis is effected and even reduced.. If photosynthesis is reduced, fruit set is reduced – and that's $$! Ground cover: Usually white plastic or a white woven material is put down first. - Reflects light back up into the crop increasing photosynthesis up to 30%. - Provides a barrier between the plants and pathogens in the soil. - Helps to control weeds. - Allows for ease of cleaning: CLEANLINESS IS PARAMOUNT! Trash, leaf litter, etc. is a perfect habitat for bugs/disease. Irrigation system: (see Chapter 10 for details and diagram) This inlcudes: - Timer/controller: regulates the "fertigation" (water + fertilizer) schedule. This will be hard-wired to solenoid valves that open for watering. - Reservoirs to contain the nutrient solution (full strength or concentrate). - Injectors (if concentrates are used) to dilute the nutrient solution. - Distribution tubing/emitters/drainage and/or recycling system. - Integrated pH (acid/base) and EC (electrical conductivity) probes. Overhead support wires: These need to be strong enough to support the crop and high enough (8-22 feet) to make use of the vertical space provided. ENVIRONMENTAL CONDITIONS REQUIRED (see also Chapter 13) LIGHT: Greenhouses today are built with a minimum of structure and strong, lightweight materials to allow more light in. Two factors of light are important and can be affected by greenhouse structures and coverings (see Chapter 12). Quality: "Wavelengths" of light. This can vary slightly for each plant species. - Visible light = 390-760 nm: blue at the low end, red at the high end. - PAR (photosynthetically active radiation) = between 400 and 700 nm. Primarily blue, yellow, orange and red (see Chapter 2). Quantity: Is affected by both day length and sun angle (i.e., changes with season): - Day Length: In Tucson, AZ on June 21 day length is 14 hours 15 min. On December 21 day length is only about 10 hours. [less light = less ps] - Sun Angle: Tucson AZ is located approximately 32.5 o North, 111 o West. In June the angle is high = 81 o from the horizon (almost overhead). In December the angle is low = 34 o from the horizon. - The quantity (amount) of light is therefore higher in June and lower in December (in northern hemisphere) and will effect growth & fruit load. Example: For beef steak tomatoes in the desert southwest (high light area): During the Winter (low light) = 2 – 3 fruit/cluster. During Spring/Summer/Fall (higher light) = 4 – 5 fruit/cluster is typical Example: For smaller fruited types (TOV, Roma, Cherry, Grape, etc.), each cluster can hold more fruit than beef but still have fewer fruit in Winter. - If light is too high (causing sunscald or plant stress) shading may be needed. - In low light areas or during winter, lights may be used throughout the day or just in the morning and/or evening to extend the day length. [This costs $$ !] TEMPERATURE: Optimum temps (day/night) vary for different species and varieties. - Example: for TRUST beef steak tomatoes (not a heat tolerant tomato variety): Germination and post-emergence temps = 23-25 C (74-77 F) Production temps = 20-25 C (68-77 F) day / 15-17C (60-64 F) night. Rules of Thumb: - Day temps should be higher than night temps. High night temps increase respiration which wastes photosynthates reducing yield potential. - If possible, "ramp" temp up from ~3am to dawn to warm fruit active "sink". - Tall greenhouses (16'-22' at the gutter) optimize temps around the crop by allowing hot air to rise away from the crop (taller now than 50 years ago). - Tucson/UA, and other hot regions are suitable for heat tolerant varieties. - Smaller fruited varieties (cherries, grapes, etc.) are better for high temp regions. RELATIVE HUMIDITY (RH): The amount of water in the air compared to the total amount of water that the air can hold at a given temperature. %RH = Amount of water in the air X 100 Amount of water possible at a given temp. As the temperature decreases, the amount of water the air can hold decreases… until the air is saturated & water condenses (clouds at altitude or fog near ground). How does this relate to tomato plants growing in a greenhouse? - As the RH increases around the leaf (concentration of water molecules outside increases) it makes it more difficult for the water molecules inside the leaf to move out (transpiration) via diffusion (the passive movement of a substance from high to low concentration – see Chapter 2). - Therefore, as the RH increases, transpiration decreases, water and therefore nutrient movement decrease, and nutrient deficiencies can result. - ALSO, as RH increases and transpiration decreases, leaf temperatures often increase, since transpiration is the plant's way of cooling itself. - If RH is low, plants may transpire too much and wilt (i.e., mid-day wilt). Optimum RH range for tomatoes (and most plants) = 55% - 85 or 90% In Arizona during hot, dry weather, fan and pad cooling adds moisture to the air. On hot, humid days, fan and pad cooling adds moisture but does not cool as well. During cool, damp weather, RH inside the greenhouse can approach 95% ! CARBON DIOXIDE: Critical for photosynthesis. Enrichment is most important during Winter on cold mornings when vents/fans are still off (no exchange of air with the outside), but the sun is up and the plants are photosynthesizing. Average outside ambient levels are now around 400 ppm, up from ~315ppm in 1960, and steadily rising (higher in cities due to industrial/auto exhaust). You can enrich in the greenhouse up to 800 - 1000 ppm, but this costs money $$! AIR CIRCULATION: This avoids pockets of high or low temperature, humidity or carbon dioxide. This also reduces the boundary layer (the physical "still air" layer around the leaf) so that proper gas exchange and transpiration can occur. When cooling fans are off, HAF (horizontal air flow) fans should be used. OXYGEN: All parts of the plant require oxygen for respiration (see Chapter 2). There is usually no problem supplying the top part of the plant with enough. But water-logging and high temps. will inhibit oxygen movement to the roots. PLANT SPACING AND CROP LAYOUT Plant spacing is determined by two main factors: The availability of light to the canopy. Plants must be far enough apart so that a maximum amount of light reaches the leaves for optimum photosynthesis. The availability of water and nutrients to the roots. Plants must be far enough apart so that all plants have an optimum supply of water/nutrients. Spacing for vining greenhouse crops (tomatoes, etc.) is much closer than for field crops. Example: Field (bush) tomatoes = 4000 – 5000 plants/acre. Hydroponic greenhouse tomatoes = 10,000 – 11,000 plants/acre. Why the difference in plant density between field and hydroponic tomatoes? -A vine has a smaller diameter than a bush, so they can be closer together and the leaves will still obtain optimum light for photosynthesis. -The roots of plants growing in hydroponics receive all the water and nutrients required via drip irrigation whereas field grown plants must grow large root systems to search for water and nutrients in the soil. -Therefore, to avoid competition for light, water and nutrients, field grown plants must be positioned farther apart. Typical hydroponic plant spacing: Tomatoes = 2.5–3 plants/m 2 (occasionally higher) Peppers = 4–6 plants/m 2 8–10 pl/m 2 for mini's Cucumbers = 1.25–3 plants/m * 2 Typical layout of a greenhouse for vining vegetable crops is in rows tending north and south. WHY: the sun moves from east to west and if the rows were also set up east to west, the southern most rows (in the northern hemisphere) would shade the rows behind them. Typically, tomatoes are also grown in "double rows" 5-6 feet apart. Plants can either be single or double headed ("pinched"): If single headed: plant 6 plants per slab/bag. If double headed: plant 3 plants per slab/bag, Overhead support wires are set at least 2 feet apart. TRAINING AND PRUNING Introduction: In general, tall greenhouse crops (tomatoes, peppers, cucumbers) are indeterminate (vining) types, chosen to take advantage of the vertical height of the greenhouse. Training and pruning techniques are described for high wire, bag culture, hydroponics. Since plants have a finite amount of mineral nutrients and photosynthates, the pruning techniques presented help to maintain a balance between vegetative and reproductive growth in order to maximize plant growth and fruit production. Training: Plants are trained to 1-4 stems by removing (pruning) side shoots. Tomatoes are routinely trained to 1-2 heads. Another head can be allowed to replace a topped or broken neighboring plant or during a season of high light. Peppers a re trained to 2-4 heads. They have brittle stems and can not be leaned/lowered. Cucumbers can be trained using a single head, the “V-cordon”, “umbrella”, etc. Stem supports/Clipping (tomatoes): After the plants are placed on the bags, tomahooks (or some other support hook), with a sufficient amount of vine twine to last the duration of the crop (35-45 feet for 9 to 11 month's growth of indeterminate (beef-grape) tomatoes), should be hung from the overhead support cable. Initially, the tomahook should be placed not over its plant, but over the plant to the right (in our case). The vine twine is unwound and attached with a vine clip to the plant such that the twine slants up to the right as viewed from the side. As plants grow (1ft or ~ 30.5 cm/wk), vine clips (hinge around twine, clip around stem) …should be placed about 1 foot apart but no closer than 4-6" from the top. …should be placed under a sturdy leaf and so as not to impinge on a cluster. NEVER force a stem to the twine. Stems could crack. Reposition clips on a bent stem so the “bend” protrudes out from one side of the twine. Remove clips from horizontal stems. Left on, they can rub, causing wounds. Clean clips using 10% bleach solution for at least 2 hours. Rinse, dry and reuse. NOTE: For TOV's, cherries, and smaller fruited varieties, some commercial growers do not use clips but rather "twist" the vine twine around the stem. This takes practice. If done improperly or with larger fruited varieties, the twine can damage the stem. Stem pruning (tomatoes): "Suckers" (side shoots) suck nutrients away from the main plant and must be removed so as to maintain a strong head and to train each plant/head, to a single stem. Pop off (do not cut) suckers from the lower, middle and upper parts of the stem. Do not prune suckers within 2-4 inches of the apical meristem (top) of the plant. It is easy to confuse the apical meristem with a sucker and "top" the plant! If the apical meristem is damaged or lost, allow a top sucker to take over. Leaning and lowering (tomatoes): When plants reach the overhead support cable they must be leaned and lowered. Start at a point in the row where there is a space to the right. Lean and lower into that space. Lean and lower the next plant into the newly created space, etc. Unwind the twine and lower the plant top no lower than 1.5 – 2 feet from the cable. This should be the height of the temperature sensor in the greenhouse. The temperature is set for the developing flowers which are at this level. The resulting arch of the plant stem near the floor should not exceed 80 degrees. Higher angles can promote stem cracking. Rule of thumb: the arc should follow that of a person's finger tips when a straight arm is raised from the side of the body to shoulder height. The tops of the plants should all be the same height to prevent shading. If one plant is taller than its neighbor, it can be "leap frogged" around it. Caution: Leaves and fruit may tangle. Make sure fruit does not pop off. Always manipulate the plant by the vine twine from which it is hanging. Do not try to lift or move the plant by grabbing the plant itself. Tomahooks must be equally spaced (30cm) and "locked" (twine can't unravel). For cracked stems – carefully straighten, align & wrap tightly with electrical tape. A splint made with 2 cluster clips can be added after wrapping. Leaf pruning (tomatoes): As tomato plants grow, older leaves age (senesce), yellow spots appear due to loss of chlorophyll and photosynthesis is reduced. Remove these leaves. Removing lower leaves also increases air movement around the stems which decreases humidity that can promote disease (e.g., Botrytis). Removing lower leaves can also reduce certain insect pest populations. Plants add ~3 leaves per week. Therefore, ~3 leaves per week should be removed. The first 3 leaves will be removed when the plants reach 4-6 feet. Start counting from the leaf opposite or just under the top-most flowering truss. The number of leaves left on will depend on the time of year and the variety. During high light periods leave more leaves on to shade the fruit. During drier times leave more leaves on to increase humidity in the house. During wet cool winters remove more leaves to reduce humidity/disease. Remove more leaves from long leafed, vegetative varieties. Leave more leaves on short leafed, reproductive varieties. Cut or pop leaves off at the abscission zone (bulbous attachment between leaf and stem). Do not tear leaves off. This produces a slow-healing wound and a point through which disease can enter (e.g., Botrytis). It is best to remove leaves in the morning when plants are turgid and so the wound will have time to dry before the beginning of the cool, humid night. Cluster clipping (tomatoes – smaller fruited varieties may not need clips): Cluster clips (i.e., J-hooks) should be placed on clusters with 2.5 cm (1") diam. fruit. Clips should support the fruit, not just be put around the cluster stem – This is especially important for "stick trusses" (cluster stem is long/thin). If the cluster clip is not long enough, tie the cluster to the stem with string. Place clip beyond the second or third fruit so it doesn't slide on the stem. As fruit is harvested, remove clips from empty clusters and clean (10% bleach). Cluster pruning (tomatoes): - Remove defective fruit including blossom end rot (leathery patch at blossom end), cat facing (hole in fruit with seeds showing), boats (elongated fruit), sunscald/green shoulder (white/non-ripening area caused by sun exposure) and insect or disease damaged fruit. - Remove extra fruit – maintain a consistent fruit load for a consistent harvest. - Tomatoes can set huge clusters. Since there is a finite amount of nutrients, if large clusters are allowed to stay, individual fruit size will be reduced and clusters higher on the plant may not receive enough resources resulting in fewer fruit or no fruit set at all. - Recommended fruit/cluster will vary with type (beef, cherry, grape, etc.), season or treatment (i.e., grafted plants may be able to support more fruit/cluster than non-grafted): Late Spring/Summer/early Fall (high light): beef = 4-5 fruit ; cherry = 14-18 fruit. Late Fall and early Spring (medium light): beef = 3-4 fruit ; cherry = 12-16 fruit. Winter (lowest light): beef = 2-3 fruit ; cherry = 8-10 fruit. For grape, mini-plum, etc., "tip prune" (remove flowers) 3 rd or 4 th cluster down. For beef types, remove empty clusters by cutting flush with the stem with sterile clippers. This reduces rubbing of empty clusters on neighboring stems, causing wounds. For TOV's, cherries, etc., harvest the intact cluster by cutting flush with the stem. Remove leafy growth on clusters as this can divert nutrients away from the fruit. The area: Keep the floor around the plants clean. Remove plant material from the greenhouse (habitat for insects & diseases). Remove paper, old beneficial cards, string, etc. from the greenhouse. "Dirty clips" must be cleaned (10% bleach solution) before reusing. Drip tubing should be attached to drippers and dripping when system is on. Make sure nutrient solution is dripping onto blocks (not on the bags, floor or stem). Position the end of the tubing 15-30mm above the block so it is not touching the stem. Otherwise, roots from the block or adventitious roots from the stem may grow into the tube and block the flow of nutrient solution. Check for any algae growth: ("Algal Green" = nutrient solution leak). Check for leaky drippers, diverted solution, leaky drainage troughs, etc. If using stem supports, make sure they are secure and stems are resting on them. Where stems go around the row ends, check for breaks & repair with electrical tape. PHYSIOLOGICAL DISORDERS Physiological disorders include noninfectious or abiotic disorders caused by extremes in light, temperature, or soil or root zone moisture, a lack of oxygen, high air pollution, toxicity to pesticides or improper cultural practices. Note: Disorders resulting from diseases & insects/mites or nutritional problems will be covered in Chapters 4 and 9, respectively. Leaves/Edema: High relative humidity around the leaves can reduce transpiration trapping water in the leaf tissue, causing blistering, then cell popping & death. High water pressure in plants can also cause fruit cracking (see below). Tomato Fruit: [NOTE: some varieties are more susceptible than others] Boats: elongated fruit/blossom scar due to improper temperatures (too high or too low) or to improper pollination/fertilization resulting in flower fusion. Cat Facing: breaks in the fruit skin with unfertilized seeds exposed due to abnormally cold temperatures during flowering, high nitrogen levels in the root zone, poor pollination, or a mechanical disturbance to the flower during anthesis. Cracking: concentric rings around or radial cracks from the calyx due to slowthen-fast fruit expansion resulting from wide differences in day/night temps, rapid water uptake early in the morning due to high root pressure (or start fertigation too early), or a dry period followed by a rain/irrigation (less likely in hp). Flower Drop: may be due to temperatures over 33C (90F) or below 10C (~50F), drought or excess nitrogen (in hp only if the irrigation system fails), too high a fruit load, periods of low light (i.e., winter or during cloudy weather which will reduce photosynthesis) or when nighttime temperatures are high which increases respiration burning photosynthates making them unavailable for flowers/fruit. Gold Fleck: gold spotting due to high temperatures or rapid fruit/plant growth. Microcracking or Russetting: when the air temperature is increased quickly from night to day (a rise of 4-10 o ) the thin leaves heat up quickly but the fruit stays cool. Like a cold soda, set on the counter, the cool fruit acts as a moisture condenser. The water on the skin then causes the microcracking. Stick Truss: thin, vertical truss with 2-3 fruit at most, caused by excessive heat. Sunscald or Green Shoulder: white, shiny, leathery area caused by sudden exposure to sunlight (due to leaf overpruning, disease, etc.). Blotchy ripening/"gray wall": due to low light in the canopy, high (>29C/85F) or changing temps during fruit ripening, high root moisture or low K in the fruit. Pepper Fruit: Cracking (around shoulder; calyx end): due to widely fluctuating temperatures. Flower Drop: too much fruit set or other stresses (temperature, nutrient, etc.). Glassy Patches: excessive root pressure forces water up bursting cell walls under the fruit skin. Excessive root pressure results if the air temperature drops significantly faster than the root zone temperature but the roots stay active and force water up through the plant. Can also occur from THRIPS damage (Ch. 4). Sunburn or Sunscald: necrotic (dead) areas, caused by direct exposure of the fruit to high light. Allow crop to develop a dense foliage or use shade on the gh. Cucumber Fruit: Crooking = excessive fruit curvature caused by one or a combination of: -mechanical interference with the growth of the young fruit -air pollution (carbon monoxide, ethylene, NOX gases, i.e., nitrous oxide) -insect damage (i.e., thrips) -adverse temperatures -high root zone moisture -poor nutrition FACTORS CONTROLLING PLANT ARCHITECTURE Plant growth can be divided into 2 types: 1. Vegetative growth: Includes growth of the roots, stem and leaves. 2. Reproductive (generative) growth: Includes growth of the flowers and fruit. The tomato (pepper, cucumber, etc.) plant goes through 3 main stages of growth: 1. Purely vegetative: the production of roots, shoot and leaves only (4-6 weeks). During this stage all water, nutrients and photosynthates are going to form the vegetative portions of the plant. 2. Before maximum fruit load: vegetative parts continue to be produced but plants also begin to produce flowers and set fruit (4 weeks to 3 months). During this stage the plants will produce between 4-7 trusses. However, still mostly "vegetative" since flowers and fruit are a relatively small but increasing "sink" for the photosynthates from the plant. 3. Maximum fruit load / "mature": vegetative parts and flowers/fruit continue to be produced; fruit is also now being harvested (3 to 9 months or more). There needs to be a balance between vegetative and reproductive growth: Vegetative growth: roots/shoots for a strong structure + leaves for photosynthesis. Reproductive growth: flowers/fruit. This is your product ($$)! Table 1. Characteristics that indicate vegetative versus reproductive growth in the tomato: \| Leaves \| Flat and open, light green, soft \| \|---\|---\| \| Stem Diameter: thicker = beef, thinner = cherry \| Thin; small diameter (relative to tomato type) Usually less than 0.8 cm \| \| Flowering \| Close to the top of the plant Within 5-8 cm Flowers open fast and uniform Rapid flowering within truss \| \| Flower Color \| Dark yellow \| \| Truss Stem \| Thick, sturdy, short and curved \| \| Fruit \| Large, many, good shape and fast development \| Modified from: DeRuiter Seeds, Inc. Newsletter, Cultural Information, 11/03/97. * "Steering The Plant": Various environmental or nutritional factors and different cultural practices can affect the growth habit of tomato plants steering them more toward reproductive or more toward vegetative growth (as shown in the table below). RULE OF THUMB: To remember these factors, note that "vegetative growth" is like foliage plants that evolved in the "jungle" (i.e., high humidity, high temperature, no difference between day and night temperatures and more frequent waterings). Table 2. Techniques used to steer the plant towards reproductive or vegetative growth. \| Difference between day and night temperature \| Larger difference \| Smaller difference \| \|---\|---\|---\| \| Day to night cooling rate \| Quickly \| Slowly or not at all \| \| Position of grow pipe (metal or plastic pipe filled with circulating water running horizontally through the crop) \| Three trusses under the top flowering truss \| At the level of the truss to be harvested, or turn off \| \| Temperature of grow pipe (0-80 C) \| Raise \| Lower \| \| Relative humidity \| Lower (make dryer) \| Raise (make more humid) \| \| Ventilate (where outside temp. is above 10 C) \| More ventilation \| Less ventilation \| \| Carbon dioxide \| Increase (800-1000 ppm) \| Decrease \| \| Irrigation: electrical conductivity (salt level) in the drip or input going onto the plants (2.5 - 4 mS/cm) \| Higher (or very low) Stress the plant with very low or very high EC (1-1.5 or 3-4) \| Lower Moderate EC (2-2.5) \| \| Irrigation: how often and how long \| Less frequent but longer duration \| More frequent but shorter duration \| \| Irrigation: start time \| Later \| Earlier \| \| Irrigation: end time \| Earlier \| Later \| \| Truss pruning \| Less (leave more fruit on) \| More (remove more fruit) \| \| Leaf pruning Remove leaf opposite top flowering cluster \| More (remove more leaves) Reproductive action \| Less (leave more leaves on) -- \| Modified from DeRuiter Seeds, Inc. Newsletter, Cultural Information, 11/03/97. Again, the idea is to keep the plant in balance: not too vegetative & not too reproductive. -If the plants become too vegetative, use suggestions in the middle column, "steer towards reproductive” to return the plants to a balanced growth habit. -If the plants become too reproductive, use suggestions in the right column. REFERENCE MATERIAL: 1. DeRuiter Seeds, Inc. Newsletter, Cultural Information. 11/03/1997. Truss Quality. 2. Greenhouse Crops in North America: A practical guide to stonewool culture. 1993. D.H. Marlow. Grodania A/S, 415 Industrial Dr., Milton, Ontario, Canada, L9T5A6. 3. Growing Greenhouse Tomatoes in Soil and in Soilless Media. 1991. A.P. Papadopoulos. Agriculture and Canada Publication 1865/E from Communications Branch, Agriculture Canada, Ottawa, Ontario, Canada, K1A0C7. ISBN 0-66218859-4. 4. Hydroponic Food Production. 2001. H.M. Resh. Woodbridge Press Publishing Company, P.O. Box 209, Santa Barbara, CA 93160. ISBN 0-88007-222-9. 5. Personal Communication: growers at Bonita Nurseries, HCR 1 Box 145 M, Willcox, AZ, 85643. 6. Web Sites: Oregon State University, Commercial Vegetable Production Guide: Greenhouse tomatoes (Rev. 4/24/2002). http://oregonstate.edu/Dept/NWREC/tomatogh.html ATTRA Greenhouse and Hydroponic Vegetable Resources on the Internet. http://attra.ncat.org/attra-pub/ghwebRL.html US Department of Commerce, NOAA Earth System Research Laboratory, Global Monitoring Division, Trends in Atmospheric Carbon Dioxide – Mauna Loa http://www.esrl.noaa.gov/gmd/ccgg/trends	<urn:uuid:5b47e251-4610-4b07-bb7e-836d8f12a12d>	CC-MAIN-2022-40	https://ceac.arizona.edu/sites/default/files/Ch3.pdf	2022-09-27T14:21:18+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00296.warc.gz	210,675,933	6,776	eng_Latn	eng_Latn	0.947957	eng_Latn	0.996223	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2689, 5862, 8858, 11743, 14837, 17899, 20988, 23615, 25800, 28085, 29287 ]	[ 2.640625, 3 ]	3	3
PROTECTIVE FACTORS School Protective Factors Opportunities for Positive Involvement ‐ When young people are given more opportunities to participate meaningfully in important activities at school, they are less likely to engage in drug use and other problem behaviors. * At my school, students have opportunities to help decide things like class activities and rules. * At my school there are opportunities for students to talk with a teacher one‐on‐one. * At my school teachers ask me to work on special classroom projects. * At my school I have opportunities to be part of class discussions or activities. * At my school there are opportunities for students get involved in school activities and other activities outside of class. Rewards for Conventional Involvement (Recognition) ‐ When young people are recognized and rewarded for their contributions at school, they are less likely to be involved in substance use and other problem behaviors. * At my school, teachers notice when I am doing a good job and let me know about it. * At my school, the school lets the adults I live with know when I have done something well. * At my school, I feel safe. * At my school, my teachers praise me when I work hard. Peer Individual Protective Factors Healthy Beliefs and Clear Standards (Belief in the Moral Order) ‐ Young people who have a belief in what is "right" or "wrong" are less likely to use drugs. * I think it is okay to take something without asking if you can get away with it. * At my school, I think sometimes it is okay to cheat. * It is all right to beat up people if they start the fight. * It is important to be honest with your parents, even if they become upset or you get punished. Community Protective Factors Rewards for Conventional Involvement (Recognition) ‐ Rewards for positive participation in activities helps children bond to the community, thus lowering their risk for substance use. * There are people in my neighborhood, or the area around where I live, who encourage me to do my best. * My neighbors notice when I am doing a good job and let me know about it. * There are people in my neighborhood, or the area around where I live, who are proud of me when I do something well. Family Protective Factors Family Attachment (Influences Bonding) ‐ Young people who feel that they are a valued part of their family are less likely to engage in substance use and other problem behaviors. * Do you share your thoughts and feelings with your mother? * Do you share your thoughts and feelings with your father? * I feel close to the adults I live with. Opportunities for Positive Involvement ‐ Young people who are exposed to more opportunities to participate meaningfully in the responsibilities and activities of the family are less likely to engage in drug use and other problem behaviors. * The adults I live with give me opportunities to do fun things with them. * The adults I live with ask me what I think before most family decisions affecting me are made. * If I had a personal problem, I could ask the adults I live with for help. Rewards for Conventional Involvement (Recognition) ‐ When parents, siblings, and other family members praise, encourage, and attend to things done well by their child, children are less likely to engage in substance use and problem behaviors. * My parents notice when I am doing a good job and let me know about it. * How often do the adults you live with tell you they are proud of you for something you've done? * Do you enjoy spending time with the adults you live with? For More Information To learn more, review the KCTC Student Survey Overview and FAQ. If you have questions about the survey, visit www.kctcdata.org, contact the KCTC Team at Greenbush at email@example.com or call 620-7246281 ext. 366	<urn:uuid:b6347da2-aef4-4360-beb1-84831bdc9af5>	CC-MAIN-2022-40	https://kctcdata.org/wp-content/uploads/2022/09/KCTC-Student-Survey-Protective-Factors-Aug-2022.pdf	2022-09-27T13:28:46+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00298.warc.gz	400,525,746	801	eng_Latn	eng_Latn	0.997214	eng_Latn	0.997499	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2219, 3792 ]	[ 3.234375 ]	1	0
WILDFIRE SAFETY Fact Sheet Use this fact sheet to prepare your evacuation plan and safety action plan for your family and pets. Remember to stay COVID-19 safe during any wildfire emergency and/or evacuation. For more information on preparing your home for a wildfire, go to the FEMA website at ready.gov. Wildfire Safety Action Plan Create an Evacuation Plan * Designate a meeting location outside the fire or hazard area. * Plan several different escape routes away from your home. Six "P's" for Immediate Evacuation * Don't wait too long to evacuate – be smart and follow emergency instructions. * Develop a specific evacuation plan for pets and large animals. * Develop a family communications plan that designates an out-of-area contact to check in with as a single source of communications. * Review the plan often with your family, update it, and practice it. Be Prepared * Monitor local authorities' news sources and all emergency alerts constantly. * Sign up for emergency alerts in your area. * Have fire extinguishers and train the family on how to use them. * Make sure your family knows how to turn off utilities. * Assemble an Emergency Supply Kit sufficient for the family; including pets. * Have an alternate way to charge your mobile phone. * Keep emergency supplies in your car. * Have a portable radio in the car if necessary. Protecting Yourself from Wildfire Smoke * Constantly monitor the air quality in your area (there are many websites for this). * Smoke from wildland fires is toxic and contains particulate matter, which is dangerous. * Keep all windows and doors closed; use air conditioning on recirculate mode. * Avoid going outside as much as possible. * When going outside, preferably wear an N95 mask, which is designed to filter out particulates. * Consider relocating vulnerable people with pre-existing conditions to another area, completely away from the fire. South Orange County Community College District Board of Trustees: Barbara J. Jay, Timothy Jemal, David B. Lang, Marcia Milchiker, T.J. Prendergast III, Terri Whitt Rydell, James R. Wright • Ethan Manafi, Student Trustee Kathleen F. Burke, Ed.D., Chancellor • John C. Hernandez, Ph.D., President, Irvine Valley College ☐ ☐ People and pets ☐ ☐ Papers, phone numbers, and important documents ☐ ☐ Prescriptions, vitamins, eyeglasses ☐ ☐ Pictures and irreplaceable memorabilia ☐ ☐ Personal computer, hard drives, digital storage media, and mobile devices ☐ ☐ "Plastic" (credit cards and ATM cards), and cash	<urn:uuid:40f484f7-86a1-4733-be57-5537c905747e>	CC-MAIN-2022-40	https://www.ivc.edu/files/police/brochures/IVCCPD20-Wild-Fires.pdf	2022-09-27T15:25:18+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00299.warc.gz	857,378,402	560	eng_Latn	eng_Latn	0.995751	eng_Latn	0.995751	[ "eng_Latn" ]	false	docling	[ 2513 ]	[ 3 ]	1	2
SBAC Dumps SBAC Braindumps SBAC Real Questions SBAC Practice Test SBAC dumps free Certification-Board SBAC Smarter Balanced Assessment Consortium http://killexams.com/pass4sure/exam-detail/SBAC Question: 100 Although some pet owners feel that spaying or neutering their pets is unnecessary, it actually gives pets the chance for a longer and healthier life. Pets who are spayed or neutered do not have to endure the stress of going into heat and looking for a mate. Spaying or neutering your pet also helps drop the number of unwanted pets living in shelters or on the streets. People who are against the idea of spaying and neutering argue that the animals don't have a say in the process and we are taking away their "rights" to reproduce. Others suggest that spaying or neutering may change their pet's personality. Animal experts and pet care professionals have debunked both of these arguments and support spaying and neutering as one of the most responsible actions a pet owner can take. A student is writing a persuasive speech for his speech class about the value of spaying and neutering pets. Read the attached paragraphs from the student's draft and complete this task: What are more concrete or specific words to replace the three underlined words/phrases in the text? Choose the best answer. B . stabilize, adversaries, transform A . lessen, proponents, affect C . reduce, opponents, alter D . improve, patrons, redesign Answer: C Question: 101 A student is writing an informational essay about the impact of global warming on polar bears in the Arctic. As climate change and the effects of global warming are felt worldwide, scientists have determined that polar bears in the Arctic are just one of the many species facing extinction from our rapidly warming planet. As the ocean waters warm, the main food source for the bears is disappearing. Shortages of food are literally causing these creatures to die of starvation. Whereas bears could previously walk out onto the sea ice and wait for a seal to poke its snout through, shrinking sea ice means the bears must now walk or swim much farther than they did before to find food. These longer migrations to find food are taking their toll on the bear population. Seals are a polar bear's main source of protein. They are also another victim of global warming. With the sea ice melting earlier in the warmer springtime and forming later in the warmer winters, seals struggle with finding a safe place to raise their pups. As a result, their numbers are starting to drop, meaning they are also no longer a plentiful food source for the bears Read the attached passage and then answer this question about it. Choose the transition sentence that would improve the links between the first and the second paragraph. B . There are many reasons why the polar bears are starving. A . Polar bears are not the only ones having a difficult time finding food. C . Polar bears are having a difficult time finding food. D . Scientists suggest that climate change is a result of the Earth's natural cycle of heating exacerbated by man-made causes. Answer: A Question: 102 What is a better way to write this sentence? "Me and Alex went to the movies last weekend and saw a great film by our favorite director Steven Spielberg." B . "To see a great film by our favorite director: Steven Spielberg, Alex and me went to the movies last weekend." A . "Alex and me went to the movies last weekend and saw a great film by our favorite director: Steven Spielberg." C . "Alex and I went to the movies last weekend and saw a great film by our favorite director, Steven Spielberg." D . "Steven Spielberg is mine's and Alex's favorite director, so we went to the movies last weekend to see a movie by him." Answer: C Question: 103 Read the text attached. Workplace Diversity The twenty-first century workplace features much greater diversity than was common even a couple of generations ago. Individuals who might once have faced employment challenges because of religious beliefs, ability differences, or sexual orientation now regularly join their peers in interview pools and on the job. Each may bring a new outlook and different information to the table; employees can no longer take for granted that their coworkers think the same way they do. This pushes them to question their own assumptions, expand their understanding, and appreciate alternate viewpoints. The result is more creative ideas, approaches, and solutions. Thus, diversity may also enhance corporate decision-making. Communicating with those who differ from us may require us to make an extra effort and even change our viewpoint, but it leads to better collaboration and more favorable outcomes overall, according to David Rock, director of the Neuro-Leadership Institute in New York City, who says diverse coworkers "challenge their own and others' thinking."2 According to the Society for Human Resource Management (SHRM), organizational diversity now includes more than just racial, gender, and religious differences. It also encompasses different thinking styles and personality types, as well as other factors such as physical and cognitive abilities and sexual orientation, all of which influence the way people perceive the world. "Finding the right mix of individuals to work on teams, and creating the conditions in which they can excel, are key business goals for today's leaders, given that collaboration has become a paradigm of the twenty-first century workplace," according to an SHRM article.3 Attracting workers who are not all alike is an important first step in the process of achieving greater diversity. However, managers cannot stop there. Their goals must also encompass inclusion, or the engagement of all employees in the corporate culture. "The far bigger challenge is how people interact with each other once they're on the job," says Howard J. Ross, founder and chief learning officer at Cook Ross, a consulting firm specializing in diversity. "Diversity is being invited to the party; inclusion is being asked to dance. Diversity is about the ingredients, the mix of people and perspectives. Inclusion is about the containerCthe place that allows employees to feel they belong, to feel both accepted and different."4 Workplace diversity is not a new policy idea; its origins date back to at least the passage of the Civil Rights Act of 1964 (CRA) or before. Census figures show that women made up less than 29 percent of the civilian workforce when Congress passed Title VII of the CRA prohibiting workplace discrimination. After passage of the law, gender diversity in the workplace expanded significantly. According to the U.S. Bureau of Labor Statistics (BLS), the percentage of women in the labor force increased from 48 percent in 1977 to a peak of 60 percent in 1999. Over the last five years, the percentage has held relatively steady at 57 percent. Over the past forty years, the total number of women in the labor force has risen from 41 million in 1977 to 71 million in 2017.5 The BLS projects that the number of women in the U.S. labor force will reach 92 million in 2050 (an increase that far outstrips population growth). The statistical data show a similar trend for African American, Asian American, and Hispanic workers (Figure 8.2). Just before passage of the CRA in 1964, the percentages of minorities in the official on-the-books workforce were relatively small compared with their representation in the total population. In 1966, Asians accounted for just 0.5 percent of private-sector employment, with Hispanics at 2.5 percent and African Americans at 8.2 percent. 6 However, Hispanic employment numbers have significantly increased since the CRA became law; they are expected to more than double from 15 percent in 2010 to 30 percent of the labor force in 2050. Similarly, Asian Americans are projected to increase their share from 5 to 8 percent between 2010 and 2050. There is a distinct contrast in workforce demographics between 2010 and projected numbers for 2050. (credit: attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license) Much more progress remains to be made, however. For example, many people think of the technology sector as the workplace of open-minded millennials. Yet Google, as one example of a large and successful company, revealed in its latest diversity statistics that its progress toward a more inclusive workforce may be steady but it is very slow. Men still account for the great majority of employees at the corporation; only about 30 percent are women, and women fill fewer than 20 percent of Google's technical roles (Figure 8.3). The company has shown a similar lack of gender diversity in leadership roles, where women hold fewer than 25 percent of positions. Despite modest progress, an ocean-sized gap remains to be narrowed. When it comes to ethnicity, approximately 56 percent of Google employees are white. About 35 percent are Asian, 3.5 percent are Latino, and 2.4 percent are black, and of the company's management and leadership roles, 68 percent are held by whites. Google is emblematic of the technology sector, and this graphic shows just how far from equality and diversity the industry remains. (credit: attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license) Google is not alone in coming up short on diversity. Recruiting and hiring a diverse workforce has been a challenge for most major technology companies, including Facebook, Apple, and Yahoo (now owned by Verizon); all have reported gender and ethnic shortfalls in their workforces. The Equal Employment Opportunity Commission (EEOC) has made available 2014 data comparing the participation of women and minorities in the high-technology sector with their participation in U.S. private-sector employment overall, and the results show the technology sector still lags.8 Compared with all private-sector industries, the high-technology industry employs a larger share of whites (68.5%), Asian Americans (14%), and men (64%), and a smaller share of African Americans (7.4%), Latinos (8%), and women (36%). Whites also represent a much higher share of those in the executive category (83.3%), whereas other groups hold a significantly lower share, including African Americans (2%), Latinos (3.1%), and Asian Americans (10.6%). In addition, and perhaps not surprisingly, 80 percent of executives are men and only 20 percent are women. This compares negatively with all other private-sector industries, in which 70 percent of executives are men and 30 percent women. Technology companies are generally not trying to hide the problem. Many have been publicly releasing diversity statistics since 2014, and they have been vocal about their intentions to close diversity gaps. More than thirty technology companies, including Intel, Spotify, Lyft, Airbnb, and Pinterest, each signed a written pledge to increase workforce diversity and inclusion, and Google pledged to spend more than $100 million to address diversity issues.9 Diversity and inclusion are positive steps for business organizations, and despite their sometimes slow pace, the majority are moving in the right direction. Diversity strengthens the company's internal relationships with employees and improves employee morale, as well as its external relationships with customer groups. Communication, a core value of most successful businesses, becomes more effective with a diverse workforce. Performance improves for multiple reasons, not the least of which is that acknowledging diversity and respecting differences is the ethical thing to do. According to the attached passage, which of these statements is not true about diversity and inclusion in the workplace? B . Workplace diversity can increase creativity and enhance employee morale. A . Workplace diversity is an idea that is new to the twenty-first century corporate world and has gained more attention since the turn of the millennium. C . Workplace diversity and increased inclusion can be challenging for companies to institute. D . Workplace diversity also requires workplace inclusion, where all employees are able to access and engage in the company's culture and feel like valuable members of the corporate "team." Answer: A Question: 104 A student is writing a biography about a person she considers to be the most influential person of the twentieth century. She would like to conduct more research to find resources to include in her essay. Which two sites are the least likely to offer her reliable, factual information she can use in her biographical essay? Site 1: The Smithsonian Institution website: www.si.edu Site 2: The blog post of a Hollywood insider: www.insidehw.com Site 3: The Public Broadcasting Service website: www.pbs.org Site 4: The archives of the National Library: www.nlb.gov Site 5: The top 10 most influential people list: www.people.com A . sites 1 and 5 B . sites 1 and 3 C . sites 2 and 4 D . sites 2 and 5 Answer: D Question: 105 Read the text attached. Workplace Diversity The twenty-first century workplace features much greater diversity than was common even a couple of generations ago. Individuals who might once have faced employment challenges because of religious beliefs, ability differences, or sexual orientation now regularly join their peers in interview pools and on the job. Each may bring a new outlook and different information to the table; employees can no longer take for granted that their coworkers think the same way they do. This pushes them to question their own assumptions, expand their understanding, and appreciate alternate viewpoints. The result is more creative ideas, approaches, and solutions. Thus, diversity may also enhance corporate decision-making. Communicating with those who differ from us may require us to make an extra effort and even change our viewpoint, but it leads to better collaboration and more favorable outcomes overall, according to David Rock, director of the Neuro-Leadership Institute in New York City, who says diverse coworkers "challenge their own and others' thinking."2 According to the Society for Human Resource Management (SHRM), organizational diversity now includes more than just racial, gender, and religious differences. It also encompasses different thinking styles and personality types, as well as other factors such as physical and cognitive abilities and sexual orientation, all of which influence the way people perceive the world. "Finding the right mix of individuals to work on teams, and creating the conditions in which they can excel, are key business goals for today's leaders, given that collaboration has become a paradigm of the twenty-first century workplace," according to an SHRM article.3 Attracting workers who are not all alike is an important first step in the process of achieving greater diversity. However, managers cannot stop there. Their goals must also encompass inclusion, or the engagement of all employees in the corporate culture. "The far bigger challenge is how people interact with each other once they're on the job," says Howard J. Ross, founder and chief learning officer at Cook Ross, a consulting firm specializing in diversity. "Diversity is being invited to the party; inclusion is being asked to dance. Diversity is about the ingredients, the mix of people and perspectives. Inclusion is about the containerCthe place that allows employees to feel they belong, to feel both accepted and different."4 Workplace diversity is not a new policy idea; its origins date back to at least the passage of the Civil Rights Act of 1964 (CRA) or before. Census figures show that women made up less than 29 percent of the civilian workforce when Congress passed Title VII of the CRA prohibiting workplace discrimination. After passage of the law, gender diversity in the workplace expanded significantly. According to the U.S. Bureau of Labor Statistics (BLS), the percentage of women in the labor force increased from 48 percent in 1977 to a peak of 60 percent in 1999. Over the last five years, the percentage has held relatively steady at 57 percent. Over the past forty years, the total number of women in the labor force has risen from 41 million in 1977 to 71 million in 2017.5 The BLS projects that the number of women in the U.S. labor force will reach 92 million in 2050 (an increase that far outstrips population growth). The statistical data show a similar trend for African American, Asian American, and Hispanic workers (Figure 8.2). Just before passage of the CRA in 1964, the percentages of minorities in the official on-the-books workforce were relatively small compared with their representation in the total population. In 1966, Asians accounted for just 0.5 percent of private-sector employment, with Hispanics at 2.5 percent and African Americans at 8.2 percent. 6 However, Hispanic employment numbers have significantly increased since the CRA became law; they are expected to more than double from 15 percent in 2010 to 30 percent of the labor force in 2050. Similarly, Asian Americans are projected to increase their share from 5 to 8 percent between 2010 and 2050. There is a distinct contrast in workforce demographics between 2010 and projected numbers for 2050. (credit: attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license) Much more progress remains to be made, however. For example, many people think of the technology sector as the workplace of open-minded millennials. Yet Google, as one example of a large and successful company, revealed in its latest diversity statistics that its progress toward a more inclusive workforce may be steady but it is very slow. Men still account for the great majority of employees at the corporation; only about 30 percent are women, and women fill fewer than 20 percent of Google's technical roles (Figure 8.3). The company has shown a similar lack of gender diversity in leadership roles, where women hold fewer than 25 percent of positions. Despite modest progress, an ocean-sized gap remains to be narrowed. When it comes to ethnicity, approximately 56 percent of Google employees are white. About 35 percent are Asian, 3.5 percent are Latino, and 2.4 percent are black, and of the company's management and leadership roles, 68 percent are held by whites. Google is emblematic of the technology sector, and this graphic shows just how far from equality and diversity the industry remains. (credit: attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license) Google is not alone in coming up short on diversity. Recruiting and hiring a diverse workforce has been a challenge for most major technology companies, including Facebook, Apple, and Yahoo (now owned by Verizon); all have reported gender and ethnic shortfalls in their workforces. The Equal Employment Opportunity Commission (EEOC) has made available 2014 data comparing the participation of women and minorities in the high-technology sector with their participation in U.S. private-sector employment overall, and the results show the technology sector still lags.8 Compared with all private-sector industries, the high-technology industry employs a larger share of whites (68.5%), Asian Americans (14%), and men (64%), and a smaller share of African Americans (7.4%), Latinos (8%), and women (36%). Whites also represent a much higher share of those in the executive category (83.3%), whereas other groups hold a significantly lower share, including African Americans (2%), Latinos (3.1%), and Asian Americans (10.6%). In addition, and perhaps not surprisingly, 80 percent of executives are men and only 20 percent are women. This compares negatively with all other private-sector industries, in which 70 percent of executives are men and 30 percent women. Technology companies are generally not trying to hide the problem. Many have been publicly releasing diversity statistics since 2014, and they have been vocal about their intentions to close diversity gaps. More than thirty technology companies, including Intel, Spotify, Lyft, Airbnb, and Pinterest, each signed a written pledge to increase workforce diversity and inclusion, and Google pledged to spend more than $100 million to address diversity issues.9 Diversity and inclusion are positive steps for business organizations, and despite their sometimes slow pace, the majority are moving in the right direction. Diversity strengthens the company's internal relationships with employees and improves employee morale, as well as its external relationships with customer groups. Communication, a core value of most successful businesses, becomes more effective with a diverse workforce. Performance improves for multiple reasons, not the least of which is that acknowledging diversity and respecting differences is the ethical thing to do. According to the attached passage, which of these statements is not true about diversity and inclusion in the workplace? B . Workplace diversity can increase creativity and enhance employee morale. A . Workplace diversity is an idea that is new to the twenty-first century corporate world and has gained more attention since the turn of the millennium. C . Workplace diversity and increased inclusion can be challenging for companies to institute. D . Workplace diversity also requires workplace inclusion, where all employees are able to access and engage in the company's culture and feel like valuable members of the corporate "team." Answer: A Question: 106 Read the text attached. Workplace Diversity The twenty-first century workplace features much greater diversity than was common even a couple of generations ago. Individuals who might once have faced employment challenges because of religious beliefs, ability differences, or sexual orientation now regularly join their peers in interview pools and on the job. Each may bring a new outlook and different information to the table; employees can no longer take for granted that their coworkers think the same way they do. This pushes them to question their own assumptions, expand their understanding, and appreciate alternate viewpoints. The result is more creative ideas, approaches, and solutions. Thus, diversity may also enhance corporate decision-making. Communicating with those who differ from us may require us to make an extra effort and even change our viewpoint, but it leads to better collaboration and more favorable outcomes overall, according to David Rock, director of the Neuro-Leadership Institute in New York City, who says diverse coworkers "challenge their own and others' thinking."2 According to the Society for Human Resource Management (SHRM), organizational diversity now includes more than just racial, gender, and religious differences. It also encompasses different thinking styles and personality types, as well as other factors such as physical and cognitive abilities and sexual orientation, all of which influence the way people perceive the world. "Finding the right mix of individuals to work on teams, and creating the conditions in which they can excel, are key business goals for today's leaders, given that collaboration has become a paradigm of the twenty-first century workplace," according to an SHRM article.3 Attracting workers who are not all alike is an important first step in the process of achieving greater diversity. However, managers cannot stop there. Their goals must also encompass inclusion, or the engagement of all employees in the corporate culture. "The far bigger challenge is how people interact with each other once they're on the job," says Howard J. Ross, founder and chief learning officer at Cook Ross, a consulting firm specializing in diversity. "Diversity is being invited to the party; inclusion is being asked to dance. Diversity is about the ingredients, the mix of people and perspectives. Inclusion is about the containerCthe place that allows employees to feel they belong, to feel both accepted and different."4 Workplace diversity is not a new policy idea; its origins date back to at least the passage of the Civil Rights Act of 1964 (CRA) or before. Census figures show that women made up less than 29 percent of the civilian workforce when Congress passed Title VII of the CRA prohibiting workplace discrimination. After passage of the law, gender diversity in the workplace expanded significantly. According to the U.S. Bureau of Labor Statistics (BLS), the percentage of women in the labor force increased from 48 percent in 1977 to a peak of 60 percent in 1999. Over the last five years, the percentage has held relatively steady at 57 percent. Over the past forty years, the total number of women in the labor force has risen from 41 million in 1977 to 71 million in 2017.5 The BLS projects that the number of women in the U.S. labor force will reach 92 million in 2050 (an increase that far outstrips population growth). The statistical data show a similar trend for African American, Asian American, and Hispanic workers (Figure 8.2). Just before passage of the CRA in 1964, the percentages of minorities in the official on-the-books workforce were relatively small compared with their representation in the total population. In 1966, Asians accounted for just 0.5 percent of private-sector employment, with Hispanics at 2.5 percent and African Americans at 8.2 percent. 6 However, Hispanic employment numbers have significantly increased since the CRA became law; they are expected to more than double from 15 percent in 2010 to 30 percent of the labor force in 2050. Similarly, Asian Americans are projected to increase their share from 5 to 8 percent between 2010 and 2050. There is a distinct contrast in workforce demographics between 2010 and projected numbers for 2050. (credit: attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license) Much more progress remains to be made, however. For example, many people think of the technology sector as the workplace of open-minded millennials. Yet Google, as one example of a large and successful company, revealed in its latest diversity statistics that its progress toward a more inclusive workforce may be steady but it is very slow. Men still account for the great majority of employees at the corporation; only about 30 percent are women, and women fill fewer than 20 percent of Google's technical roles (Figure 8.3). The company has shown a similar lack of gender diversity in leadership roles, where women hold fewer than 25 percent of positions. Despite modest progress, an ocean-sized gap remains to be narrowed. When it comes to ethnicity, approximately 56 percent of Google employees are white. About 35 percent are Asian, 3.5 percent are Latino, and 2.4 percent are black, and of the company's management and leadership roles, 68 percent are held by whites. Google is emblematic of the technology sector, and this graphic shows just how far from equality and diversity the industry remains. (credit: attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license) Google is not alone in coming up short on diversity. Recruiting and hiring a diverse workforce has been a challenge for most major technology companies, including Facebook, Apple, and Yahoo (now owned by Verizon); all have reported gender and ethnic shortfalls in their workforces. The Equal Employment Opportunity Commission (EEOC) has made available 2014 data comparing the participation of women and minorities in the high-technology sector with their participation in U.S. private-sector employment overall, and the results show the technology sector still lags.8 Compared with all private-sector industries, the high-technology industry employs a larger share of whites (68.5%), Asian Americans (14%), and men (64%), and a smaller share of African Americans (7.4%), Latinos (8%), and women (36%). Whites also represent a much higher share of those in the executive category (83.3%), whereas other groups hold a significantly lower share, including African Americans (2%), Latinos (3.1%), and Asian Americans (10.6%). In addition, and perhaps not surprisingly, 80 percent of executives are men and only 20 percent are women. This compares negatively with all other private-sector industries, in which 70 percent of executives are men and 30 percent women. Technology companies are generally not trying to hide the problem. Many have been publicly releasing diversity statistics since 2014, and they have been vocal about their intentions to close diversity gaps. More than thirty technology companies, including Intel, Spotify, Lyft, Airbnb, and Pinterest, each signed a written pledge to increase workforce diversity and inclusion, and Google pledged to spend more than $100 million to address diversity issues.9 Diversity and inclusion are positive steps for business organizations, and despite their sometimes slow pace, the majority are moving in the right direction. Diversity strengthens the company's internal relationships with employees and improves employee morale, as well as its external relationships with customer groups. Communication, a core value of most successful businesses, becomes more effective with a diverse workforce. Performance improves for multiple reasons, not the least of which is that acknowledging diversity and respecting differences is the ethical thing to do. According to the attached passage, which of these statements is not true about diversity and inclusion in the workplace? B . Workplace diversity can increase creativity and enhance employee morale. A . Workplace diversity is an idea that is new to the twenty-first century corporate world and has gained more attention since the turn of the millennium. C . Workplace diversity and increased inclusion can be challenging for companies to institute. D . Workplace diversity also requires workplace inclusion, where all employees are able to access and engage in the company's culture and feel like valuable members of the corporate "team." Answer: A Question: 107 A student is writing an informational essay about the impact of global warming on polar bears in the Arctic. As climate change and the effects of global warming are felt worldwide, scientists have determined that polar bears in the Arctic are just one of the many species facing extinction from our rapidly warming planet. As the ocean waters warm, the main food source for the bears is disappearing. Shortages of food are literally causing these creatures to die of starvation. Whereas bears could previously walk out onto the sea ice and wait for a seal to poke its snout through, shrinking sea ice means the bears must now walk or swim much farther than they did before to find food. These longer migrations to find food are taking their toll on the bear population. Seals are a polar bear's main source of protein. They are also another victim of global warming. With the sea ice melting earlier in the warmer springtime and forming later in the warmer winters, seals struggle with finding a safe place to raise their pups. As a result, their numbers are starting to drop, meaning they are also no longer a plentiful food source for the bears Read the attached passage and then answer this question about it. You are asked to help a student with his conclusion for the attached essay. Which would be the best conclusion option he should use? B . Polar bears find themselves in a battle with humans over their main food source. With locals killing seals for food and fur, the polar bears are finding it more and more difficult to hunt. We must enact stricter hunting regulations to save the seals, which will, in turn help to save the polar bears. A . The effects of global warming and climate change are seen in a chain-reaction in nature. The melting of the ice creates a struggle for the seals as they seek a safe place to raise their young, and with fewer seals that are more difficult to find the polar bears are starving. The ecosystem is all interrelated and global warming shows us just how delicate a balance it is. C . Before the majestic animals of the Arctic become extinct, people must work hard to drop their greenhouse gas emissions, including driving less and recycling more. Only by reversing the damaging effects of greenhouse gasses can the animals of the Artic be saved. We much step up and do our part to help save the planet. D . Scientists are still working to understand the effects of global warming and climate change. In Australia, as climate change sparks huge and destructive wildfires, the eucalyptus trees native to the area are being destroyed. This, in turn, has a huge impact on another bear, the koala bear. Answer: A Question: 108 There are 125 adults and children attending a movie in a theatre. The cost for an adult to attend the movie is $5.75 and a child pays 3.50. The theatre raised $617.50 in total sales for the movie. If a represents the number of adults and c represents the number of children that attend the movie, which of the following systems of equations can be used to find the number of adults and children that attended the movie? A . a + c = 125 5.75a + 3.50 c = 617.50 ``` B . 5.75a + 3.50c = 125 a + c = 617.50 C . a + c = 125 3.50a + 5.75c = 617.50 D . a + c = 617.50 3.50a + 5.75c = 125 ``` Answer: A Question: 109 Read the text attached. Study Suggests Today's US Students Are Less Efficient Readers Do today's students perform better than their peers in 1960? Given the advances in education and technology, it would be natural to assume that the answer is a resounding "yes." But, when it comes to reading efficiency, new research suggests that that's not the case. The research, published by the International Literacy Association, compares the comprehension-based silent reading efficiency of US students (grades 2C12) in 2011 with data collected in 1960. A key finding was that students fall further behind as they advance through the grades, wrote Alexandra Spichtig, Ph.D., Chief Resource Officer of Reading Plus, and first author of the study. The study showed that today's second-grade students are comparable to their peers of 50 years ago, but that by the end of high school, students' comprehensionbased silent reading rates average 19 percent slower than the rates of their 1960 peers. "What we know C and the data underscore this C is that for many students, the progression to efficient silent reading does not develop naturally. Many students need structured silent reading instruction," explains Mark Taylor, Chief Executive Officer of Reading Plus, a web-based silent reading program for schools. Some of the benefits of implementing silent reading instruction at home or in school are: expanded vocabulary, improved comprehension, increased efficiency, enhanced reading enjoyment, [and] improved writing skills. Experts agree that without extensive silent reading practices in the classroom or at home, students will continue to struggle and literacy rates will continue to fall short or fall behind. "Effective reading instruction must integrate fluency, vocabulary, and comprehension practice tailored to meet each student's unique needs. This study demonstrates that as long as structured silent reading practice is neglected in this country, the literacy problem is likely to continue," Taylor adds. While researchers can't pinpoint reasons for the decline in silent reading efficiency from that of 50 years ago, it stands to reason that those students who engage in structured silent reading practice become more efficient readers and take with them a love of books that lasts far past their high school graduation. A student plans to use the attached text to write an argument paper about the need for increased reading instruction in school. Which three of the following sources would provide the best and most credible information she might also use? Source 1: A chart showing the reading assessment scores of students in grades 2-12 over the past 25 years. Source 2: A blog written by a 4th grade teacher about his experiences with student readers over his 15 year teaching career. Source 3: A map showing the states with the lowest reading comprehension scores. Source 4: A research paper about learning disabilities in early childhood. Source 5: A study on the impact of budget cuts on classroom instruction. Source 6: A newspaper article about the reading demands required by employers and their disappointment in the reading skills of the next generation of employees. B . sources 1, 3, and 6 A . sources 1, 2, and 6 C . sources 2, 5 and 6 Answer: A Question: 110 Read the text attached. Workplace Diversity The twenty-first century workplace features much greater diversity than was common even a couple of generations ago. Individuals who might once have faced employment challenges because of religious beliefs, ability differences, or sexual orientation now regularly join their peers in interview pools and on the job. Each may bring a new outlook and different information to the table; employees can no longer take for granted that their coworkers think the same way they do. This pushes them to question their own assumptions, expand their understanding, and appreciate alternate viewpoints. The result is more creative ideas, approaches, and solutions. Thus, diversity may also enhance corporate decision-making. Communicating with those who differ from us may require us to make an extra effort and even change our viewpoint, but it leads to better collaboration and more favorable outcomes overall, according to David Rock, director of the Neuro-Leadership Institute in New York City, who says diverse coworkers "challenge their own and others' thinking."2 According to the Society for Human Resource Management (SHRM), organizational diversity now includes more than just racial, gender, and religious differences. It also encompasses different thinking styles and personality types, as well as other factors such as physical and cognitive abilities and sexual orientation, all of which influence the way people perceive the world. "Finding the right mix of individuals to work on teams, and creating the conditions in which they can excel, are key business goals for today's leaders, given that collaboration has become a paradigm of the twenty-first century workplace," according to an SHRM article.3 Attracting workers who are not all alike is an important first step in the process of achieving greater diversity. However, managers cannot stop there. Their goals must also encompass inclusion, or the engagement of all employees in the corporate culture. "The far bigger challenge is how people interact with each other once they're on the job," says Howard J. Ross, founder and chief learning officer at Cook Ross, a consulting firm specializing in diversity. "Diversity is being invited to the party; inclusion is being asked to dance. Diversity is about the ingredients, the mix of people and perspectives. Inclusion is about the containerCthe place that allows employees to feel they belong, to feel both accepted and different."4 Workplace diversity is not a new policy idea; its origins date back to at least the passage of the Civil Rights Act of 1964 (CRA) or before. Census figures show that women made up less than 29 percent of the civilian workforce when Congress passed Title VII of the CRA prohibiting workplace discrimination. After passage of the law, gender diversity in the workplace expanded significantly. According to the U.S. Bureau of Labor Statistics (BLS), the percentage of women in the labor force increased from 48 percent in 1977 to a peak of 60 percent in 1999. Over the last five years, the percentage has held relatively steady at 57 percent. Over the past forty years, the total number of women in the labor force has risen from 41 million in 1977 to 71 million in 2017.5 The BLS projects that the number of women in the U.S. labor force will reach 92 million in 2050 (an increase that far outstrips population growth). The statistical data show a similar trend for African American, Asian American, and Hispanic workers (Figure 8.2). Just before passage of the CRA in 1964, the percentages of minorities in the official on-the-books workforce were relatively small compared with their representation in the total population. In 1966, Asians accounted for just 0.5 percent of private-sector employment, with Hispanics at 2.5 percent and African Americans at 8.2 percent. 6 However, Hispanic employment numbers have significantly increased since the CRA became law; they are expected to more than double from 15 percent in 2010 to 30 percent of the labor force in 2050. Similarly, Asian Americans are projected to increase their share from 5 to 8 percent between 2010 and 2050. There is a distinct contrast in workforce demographics between 2010 and projected numbers for 2050. (credit: attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license) Much more progress remains to be made, however. For example, many people think of the technology sector as the workplace of open-minded millennials. Yet Google, as one example of a large and successful company, revealed in its latest diversity statistics that its progress toward a more inclusive workforce may be steady but it is very slow. Men still account for the great majority of employees at the corporation; only about 30 percent are women, and women fill fewer than 20 percent of Google's technical roles (Figure 8.3). The company has shown a similar lack of gender diversity in leadership roles, where women hold fewer than 25 percent of positions. Despite modest progress, an ocean-sized gap remains to be narrowed. When it comes to ethnicity, approximately 56 percent of Google employees are white. About 35 percent are Asian, 3.5 percent are Latino, and 2.4 percent are black, and of the company's management and leadership roles, 68 percent are held by whites. Figure 8.3 Google is emblematic of the technology sector, and this graphic shows just how far from equality and diversity the industry remains. (credit: attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license) Google is not alone in coming up short on diversity. Recruiting and hiring a diverse workforce has been a challenge for most major technology companies, including Facebook, Apple, and Yahoo (now owned by Verizon); all have reported gender and ethnic shortfalls in their workforces. The Equal Employment Opportunity Commission (EEOC) has made available 2014 data comparing the participation of women and minorities in the high-technology sector with their participation in U.S. private-sector employment overall, and the results show the technology sector still lags.8 Compared with all private-sector industries, the high-technology industry employs a larger share of whites (68.5%), Asian Americans (14%), and men (64%), and a smaller share of African Americans (7.4%), Latinos (8%), and women (36%). Whites also represent a much higher share of those in the executive category (83.3%), whereas other groups hold a significantly lower share, including African Americans (2%), Latinos (3.1%), and Asian Americans (10.6%). In addition, and perhaps not surprisingly, 80 percent of executives are men and only 20 percent are women. This compares negatively with all other private-sector industries, in which 70 percent of executives are men and 30 percent women. Technology companies are generally not trying to hide the problem. Many have been publicly releasing diversity statistics since 2014, and they have been vocal about their intentions to close diversity gaps. More than thirty technology companies, including Intel, Spotify, Lyft, Airbnb, and Pinterest, each signed a written pledge to increase workforce diversity and inclusion, and Google pledged to spend more than $100 million to address diversity issues.9 Diversity and inclusion are positive steps for business organizations, and despite their sometimes slow pace, the majority are moving in the right direction. Diversity strengthens the company's internal relationships with employees and improves employee morale, as well as its external relationships with customer groups. Communication, a core value of most successful businesses, becomes more effective with a diverse workforce. Performance improves for multiple reasons, not the least of which is that acknowledging diversity and respecting differences is the ethical thing to do. According to the attached passage, which of these statements is not true about diversity and inclusion in the workplace? B . Workplace diversity can increase creativity and enhance employee morale. A . Workplace diversity is an idea that is new to the twenty-first century corporate world and has gained more attention since the turn of the millennium. C . Workplace diversity and increased inclusion can be challenging for companies to institute. D . Workplace diversity also requires workplace inclusion, where all employees are able to access and engage in the company's culture and feel like valuable members of the corporate "team." Answer: A For More exams visit https://killexams.com/vendors-exam-list	<urn:uuid:7ff1efb4-58f8-46a3-b4ff-6e546c5247c5>	CC-MAIN-2022-40	http://babelouedstory.com/bibliographies/accueil_bibliographie/training-guides-download.php?book=SBAC	2022-09-27T14:15:13+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00300.warc.gz	6,124,992	9,074	eng_Latn	eng_Latn	0.954078	eng_Latn	0.998558	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 196, 3113, 7201, 9120, 12283, 14800, 17399, 20898, 24975, 26894, 30057, 33223, 36641, 40836, 41997, 45182, 45244 ]	[ 4.09375, 2.546875 ]	3	0
More information Media around the world 1.1 1 1 1 b 2 c 3 a Goals: talk about entertainment media talk about habits express preferences Core language: VOCABULARY Habits and preferences GRAMMAR Talking about the present PRONUNCIATION Common pairs of words 1 Entertainment and you LISTENING 1 Focus learners' attention on the TV logos to introduce the topic of TV. Learners read the questions. Check they understand the types of programme listed. Learners then discuss the questions in pairs. Feed back as a class. Optional language presentation Brainstorm more words and expressions around the subject of TV and radio. For example, you could extend the list of programme types, writing words on the board as learners call them out, e.g. documentaries, soap operas, gardening programmes. Draw attention to the appropriate collocations for different types of programme, e.g. cookery shows, gardening programmes, etc. This extra language will all be useful to learners during the lesson. 2 a Listening for main idea. Learners look at the photos and logos and guess which of the TV channels the people watch (nationality and age are obvious clues). Then play recording 1.1. Feed back as a class. Don't comment on their answers at this stage, as this will pre-empt the listening. 1 Yaseer watches Al Dawri & Al Kass Sport channel. 2 Aiko watches Fuji Television Network. 3 Omar watches OSN. 4 Aiko watches BBC World News. b Listening for detail. Learners read through the questions and think about possible answers. Then they listen again to answer the questions. 1 Yaseer 2 Aiko 3 Omar and Yaseer 4 Aiko 5 Omar 6 Yaseer VOCABULARY Habits and preferences 3 Focus on expressions. Learners look at the three sets of expressions. Ask if they can answer question 1 before looking for the expressions in the script on page 146. Learners then fi nd the expressions in the conversations and answer the questions. Go through the answers as a class and check that learners understand: – that I'll is used to talk about current habits, not the future – what a noun, an -ing form and an infi nitive are. © in this web service Cambridge University Press 2a I hardly ever watch TV. I tend to record the shows I like so I can fast forward through all the ads … If there's something good on, I'll watch it on the Al Kass Sport Channel. 2b I used to look forward to it all day. 3 + noun: I'm a big fan of, I'm really into, I prefer … to …, I'm not a big fan of, I'm not keen on, I fi nd … really …, I can't stand + -ing form: as above + infi nitive: I tend to, I hardly ever, I'll, I used to, I'd rather Language note: prefer, rather Make sure learners understand how to use the expression I'd rather by asking how it could continue (I'd rather watch documentaries … than cookery shows). Contrast this with I prefer radio to TV. Check this by putting a few contrasting items on the board and asking learners to state their preferences using the two forms, e.g. football/baseball on TV; sport on TV/radio; fi lms on TV/in the cinema, etc. Optional extra For question 3, make three lists on the board for a–c. Elicit examples from 1–3 for each list, e.g. WRITING 4 a Writing: Personalisation. To give learners some ideas, write a sentence about yourself on the board, e.g. I can't stand watching reality TV shows. Ask what learners like watching on TV. Learners write fi ve sentences using the expressions from 3. As they do this, go round and check, and give help if necessary. Note: 'Quiet' learners If you have a number of reticent or under-confi dent learners, it's helpful to let them discuss their opinions in pairs or small groups. Monitor while learners are talking in order to spot people who fi nd it diffi cult to express themselves in front of others. Rather than putting them with chatty confi dent learners who will dominate the conversation, group them with similar learners to give them time to build confi dence in expressing their ideas. Once they are more comfortable talking in groups, they will probably be happier to contribute to class discussions, but this may take some time. Optional extension In pairs, learners talk about their sentences. In feedback, fi nd out if learners like the same types of TV programmes and ask a few people to tell you about their partner's watching habits and preferences. Anything good on TV? LISTENING 1 a Pre-listening discussion. Learners discuss the questions. Find out what some learners do if they Unit 1 Media around the world 23 www.cambridge.org	<urn:uuid:5e83d6fa-01af-4749-b870-56ccb59083a5>	CC-MAIN-2022-40	https://assets.cambridge.org/97811076/40788/excerpt/9781107640788_excerpt.pdf	2022-09-27T15:19:47+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00300.warc.gz	160,428,880	1,050	eng_Latn	eng_Latn	0.99698	eng_Latn	0.99698	[ "eng_Latn" ]	false	docling	[ 4528 ]	[ 4.375 ]	1	0
CHAPTER 8 FRUIT HARVESTING, GRADING AND STORAGE INTRODUCTION A grower must not only produce healthy plants with a balanced fruit load, but also handle and store that harvested fruit properly in order to maximize harvest and profit. This chapter presents techniques for tomatoes as well as peppers and cucumbers. FRUIT MAINTENANCE FOR OPTIMUM HARVEST Tomato The initial selection of a tomato variety may depend on what your "market' wants. It also can be significant as some varieties produce less than optimum fruit under certain conditions. Consult the seed company for details. Ex.: Some tomato varieties are more likely to produce boat shaped fruit. Ex.: Some tomato varieties are sensitive to heat: producing weak stick trusses, requiring added support, producing fruit with blossom end rot, reducing marketable yield. Ex.: Some tomato varieties perform better with higher or lower EC. Remove damaged or imperfect tomato fruit including scarred, boats, blossom end rot, cat faced, etc., so the plant will not waste nutrients on unmarketable fruit. If flowers close but do not develop into fruit, or if the fruit remains small and/or dull in appearance, remove from the truss. HOWEVER, keep the plant “in balance” (see Chapter 3). To prevent rotting, fruit should not rest on the floor. -The overhead support cables should be high enough for the variety. -Rule of thumb: the smaller the fruit the taller the producing part of the plant and the higher the wire will need to be to keep the fruit from dragging on the floor. -Stem supports can be used to keep the horizontal stems off the ground. Beef steak tomatoes: Large fruited; harvested individually when ripe. -Typically 150-300 grams per fruit. -Depending on light levels and variety, keep 3-5 fruit per cluster. Rule of thumb: Maintain an average of 9-15 fruit per every 3 clusters -If too many fruit are left on a cluster, the average fruit size within the cluster may be reduced and the number and size of fruit on clusters above may be reduced. -If 0-2 flowers appear on upper clusters, 5-6 fruit may be left on a lower cluster. -Important: cluster clip all beef type tomato clusters (they will crimp or rip off). TOV's (tomatoes on the vine): Medium to small fruit; harvested by the truss when ripe. -Include what are typically called "TOV", "Plum" (Roma), "cocktail" or "cherry". -Larger = 100-140g/fruit Medium = 50-100g/fruit Small = 20-50g/fruit -Cluster size depends on fruit size. If large fruit, then fewer fruit/cluster (truss): Large = 4-6 fruit/truss Medium = 6-8 fruit/truss Small = 8-15 fruit/truss -"Symmetrical" clusters are preferred – called a "herring bone" because of it's resemblance to a fish backbone. If a cluster bi- or trifurcates, choose the best single "hand" (group of tomatoes on the same stem), remove the rest. -Allow the best consecutive fruit on a cluster to mature. If the king fruit is small or misshapen, remove it. Otherwise take fruit off the end of the cluster. Small/damaged fruit within the cluster may force division into 2 clusters. - Use truss supports or cluster clips to prevent larger TOV clusters from crimping. Smaller TOV types may not need cluster clipping. Mini-Plum, Grape, maybe Cherry: Small fruit; harvest by truss or singles when ripe. -Small fruit typically 6-25 or 30 grams per fruit. -Cluster size will vary from 15 to 100 fruit per cluster depending on fruit size. -For larger cherry or mini-plum (strawberry) types, prune cluster to 12-15 fruit. -For smaller grape types, tip prune. Starting from the top flowering cluster, count down 3-4 clusters and remove the buds and open flowers only on the tips. -Bi- or tri-furcated (2 & 3 hand) clusters do occur. Prune off smaller fruit. -Truss supports or cluster clips are usually not necessary, but watch for crimping of the cluster stem. If this occurs, add supports. Pepper Remove the crown fruit flower (develops at the first branch point – see Chapter 2). The plant, because of relatively small leaf & root surface, is usually not large enough to support a fruit at this level as well as set good fruit higher up. At each branch point 1-2 flowers may develop. Usually leave 1 flower / branch level. However, during winter (times of lowered light) or if the plant has 3-4 heads, the plant may be able to maintain only 1fruit every 2 or 3 branch levels (skip 1 or 2). Remove damaged fruit (blossom end rot, oddly shaped fruit including "pancakes" (low pollination/fertilization with few seeds), sunscald, etc., but keep plant in balance. Cucumber The standard practice has been to remove all flowers/fruit up to 80-100 cm above the base of the plant to allow the stem and root systems to develop sufficiently to support subsequent fruit development. If low fruit sets, high fruit usually aborts. With high light levels, usually leave 1 (or 2-3 if mini cucumbers) flower per node. In low light the plant may only be able to support a fruit every other node. Remove damaged or crooked (bent) fruit that will not be "marketable" but will drain nutrients away from marketable fruit on the plant. Keep plant balanced. HARVESTING Tomato Tomato fruit should be harvested every 3-4 days or 2-3 times / week. Harvesting a little every few days is less of a "shock" to the plant than harvesting a lot once a week. NOTE: Due to class time constraints, we will only harvest once a week. Typical commercial tomato harvests can range from 30 (lower tech gh) to as much as 75 Kg/m 2 or higher (in high tech greenhouses such as EuroFresh, Village Farms, etc.) Tomato color designations: (USDA Grade Standards for fresh tomatoes): 1. Green = tomato is completely green 2. Breaker = tomato is tannish-yellow with not more than 10% pink or red 3. Turning = tomato is tannish-yellow with more than 10% but less than 30% pink or red 4. Pink = 30-60% of the tomato is pink or red 5. Light red = 60-90% of the tomato is pink or red 6. Red = more than 90% of the tomato is red Beef steak tomatoes: Fruit should be harvested individually when there is color showing, i.e., not green. -Some growers harvest when only a little pinkish color is apparent. -Other growers wait until the pinkish color is even all the way around the fruit. -If the fruit will be sold locally, and soon after harvest, it can be picked red. -Some varieties ripen with an orange tinge. Check with the seed supplier. Removed each fruit at the abscission zone so the green stem and green sepals are left on the fruit. This gives the fruit a "home grown" appearance which commands a higher price at the market. It has also become a "trademark" of greenhouse, hydroponic, vine-ripened fruit. Some varieties contain the REN gene (incorporated through traditional breeding not genetic engineering). This gene imparts long shelf life and is common for field though no longer used for greenhouse varieties. The fruit may take up to 2 weeks to fully ripen (and therefore has a longer shelf life). TOV's (tomatoes on the vine or cluster tomatoes): -Remove the entire cluster as a unit when ~80% of the fruit show color. -Choose a variety that ripens evenly (all/most fruit ripen at the same time). -Choose a variety where the fruit stay affixed to the cluster (don't fall off easily). Mini-Plum, Grape & sometimes Cherry types: -Certain mini-plum types should be harvested as a cluster (12-15 fruit/truss). -Grapes: remove each fruit individually when ripe (pink if they will be shipped). -Some varieties should be harvested with the sepals left on while for others the sepals should be removed (i.e., grape types that are packaged in "clam shell" type containers will poke each other if the sepals are left on). Pepper Pepper fruit can be harvested once a week but twice a week is common. A typical commercial harvest is about 20 Kg/m2 (less than tomatoes; they are hollow!). Due to class time constraints, we will harvest only once a week. Greenhouse hydroponic growers usually grow the colored bell pepper varieties. -Most colored peppers will "size" (grow to final size) while they are still green then turn color (yellow, orange, red, etc. depending on the variety). -In a commercial setting they are harvested either as mature green or fully turned but can also be removed when the fruit is about half way turned in color. -Since colored peppers usually take 2-4 weeks to turn color, and during this time the grower must feed and care for the plants, these are usually more expensive than green peppers. As with beef steak tomatoes, pepper fruit should be removed at the abscission point. CAUTION: The pepper fruit is attached directly to the main stem which is brittle. Hold the main stem firmly while removing the pepper fruit to minimize stem cracking. The pepper fruit can also be cut off with a sharp, STERILIZED blade. Cucumber Long cucumber fruit can also be harvested 2-3 times per week. Since these grow ~twice as fast as the tomatoes, we will harvest 2 times per week. The young fruit have ridges along its length, small prickly hairs and a pointed flower end (furthest from the stem). Wait until the fruit fills out and the flower end is somewhat rounded before harvesting. Cut the fruit off near the stem. CAUTION: The cucumber fruit has a thin skin and will loose moisture quickly after harvest. Wrap it in plastic for storage and/or transport. FRUIT GRADING AND PACKING Tomato Beef Steak Tomato: Simplified system: Beef steak tomatoes can be categorized as #1's, #2's or culls. #1's = good shape; no or minor blemishes; equal to or greater than 150 g. #2's = boat shaped; larger blemishes (scars, minor cracking, etc.); any size. Culls = large boats, cat face, blossom end rot, cracking, extra smalls, etc. Commercial system: Currently greenhouse beef steak tomatoes are graded by weight: Small = Under 3.5 ounces (~100grams) Medium = From 3.5 to 9 ounces (~100 to 255 grams) Large = Over 9 ounces (>255grams) However, the July 2004 Discussion Paper - For Possible Revision of U.S. Grade Standards for Greenhouse Tomatoes proposed a change to a "size classification": Small = 2 4/32" to 2 9/32" Medium = 2 8/32" to 2 17/32" (Note: These are in inches!) Large = 2 16/32" to 2 25/32" Extra Large = 2 24/32" and larger Commercial beef steak tomatoes: Sorting and grading is usually done by machine. The tomatoes are brought in from the greenhouse and placed on a conveyor belt. They pass under a camera and any defective fruit (boats, cat face, scarred, sunscald, etc.) are ‘tagged’ electronically by workers with special wands. The tagged fruit are directed to the cull bins while the other fruit are carried along the conveyor in cups that drop the fruit gently into the appropriate lane according to size and color. Greenhouse hydroponic beef steak tomatoes are typically placed in single layer boxes containing thin plastic inserts with molded cups to accommodate and protect each fruit. However, deeper boxes, with 2-3 layers, are sometimes used. Commercial TOV's: -Sorting and grading is done by hand. -Typically, entire trusses are cut off the plant and all of the tomatoes must be #1's. Ex. If a TOV cluster has 5-6 tomatoes and 1 or 2 are not #1's, they must be removed before packaging. -Preliminary sorting, grading & boxing are done in the greenhouse by the pickers. -Boxes for TOV's and cherries are smaller than those for beef tomatoes, have a thin, flat, cushion layer to protect the fruit and accommodate 7-10 clusters. -TOV's may also be packaged in net bags depending on the buyer's specifications. Many supermarkets prefer cluster packaging to distinguish individual TOV tomatoes that could easily be removed from the cluster from the less expensive field grown tomatoes also available in the store. Mini-Plum, Grape and sometimes Cherry Types: Sorting and grading is done by hand: as individual fruit or clusters Usually packaged in "clam-shells" or "net bags" for sale to the market. Pepper As with beef steak tomatoes, colored peppers can be categorized as #1's, #2's and culls. #1's = good shape and color; no or only minor blemishes #2's = somewhat oddly shaped; larger blemishes Culls = very oddly shaped; sunscald, withered, blossom end rot, etc. Since large bell peppers are hollow inside, they are usually graded by diameter size rather than by weight: 50-60 mm, 60-70 mm and 70-90 mm. They should also have 4 lobes, equally rounded and the fruit wall should be fairly thick. Mini-bells are rounded or flattened and graded by weight, depending on variety. Cucumber Cucumber fruit should be sorted by length and should be uniform in each box. Crooked (bent) or scarred fruit should be separated and marketed as #2's or culls. Fruit MUST be wrapped in plastic to retain water in the fruit. The greenhouse cucumber fruit (long & mini) have thin skins that lose water very quickly after picking and therefore, must be wrapped immediately after harvest. FRUIT STORAGE Tomato Tomato fruit should be stored in a cold room between 50 o and 65 o F. Put not-quite-ripe fruit on the counter, NOT in the refrigerator (will stop ripening). When the fruit is ripe or after it is cut, it should be placed in the refrigerator. Also, DO NOT place ripening fruit in direct sunlight. Pepper Pepper fruit should also be stored in a cold room. However, even if picked half way turned in color, the color change will continue even in the refrigerator. Do not leave pepper fruit on the counter for very long as it will begin to lose water and the skin will wrinkle. Wrap pepper fruit in plastic and store in the refrigerator. Cucumber *Cucumber fruit should be stored in a cold room at 50-55 0 F or can be stored in the refrigerator for up to 2 weeks. Keep fruit wrapped in plastic to retain moisture. REFERENCE MATERIAL 1. Growing Greenhouse Seedless Cucumbers In Soil And In Soilless Media. 1994. A.P. Papadopoulos. Agriculture and Agri-Food Canada Publication 1902/E from the Communications Branch, Agriculture and Agri-Food Canada, Ottawa, Ontario, Canada, K1A 0C7. ISBN 0-662-22118-4. 2. Growing Greenhouse Tomatoes In Soil And Soilless Media. 1991. A.P. Papadopoulos. Agriculture and Canada Publication 1865/E from Communications Branch, Agriculture Canada, Ottawa, Ontario, Canada, K1A 0C7. ISBN 0-662-18859-4 3. Peppers As A Commercial Crop: Grower Guide No. 3 – 2 nd Series. 1995. Edited by P. Rogers. Grower Books, Nexus Media Limited, Swanley, Kent, BR8 8HY. ISBN 1-899372-03-2. 4. Web Sites: "Google" the crop and greenhouse production for a wide variety of sites that discuss or show (videos) how to grow, harvest, etc.	<urn:uuid:35aea52d-e89f-4b8e-a914-7026036999ec>	CC-MAIN-2022-40	https://ceac.arizona.edu/sites/default/files/Ch8.pdf	2022-09-27T14:32:28+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00301.warc.gz	203,277,043	3,574	eng_Latn	eng_Latn	0.995012	eng_Latn	0.996375	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2204, 5145, 7712, 9963, 12569, 14654 ]	[ 2.984375 ]	3	2
[ WATER DEFINES TEXAS. IT IS OUR MOST VITAL NATURAL RESOURCE. ITS PRESENCE – OR ABSENCE – HAS MOLDED OUR STATE'S HISTORY AND PEOPLE. OFTEN, IT SEEMS THAT TEXAS EITHER IS COPING WITH TOO MUCH WATER OR TOO LITTLE. RECENTLY, IT HAS BEEN TOO LITTLE; RAINFALL HAS BEEN SCARCE FOR MORE THAN A YEAR NOW IN MUCH OF THE STATE. DROUGHT HAS RETURNED TO TEXAS, SPREADING NORTHWARD ACROSS THE RIO GRANDE FROM THE CHIHUAHUAN DESERT IN NORTHERN MEXICO, AS IT DID IN THE 1950S. BUT WAS IT EVER VERY FAR AWAY? ] rought is the most complex, and least understood, of all natural hazards, affecting more people than do other natural hazards, but differing from them in important ways. Unlike earthquakes, hurricanes and tornadoes, drought unfolds at an almost imperceptible pace, with beginning and ending times that are difficult to determine, and with D world affected 1.4 billion of of the 2.8 million people who suffered from weather-related disasters, resulting in 1.6 million deaths. In Texas, agricultural losses from the 1996 drought are estimated at $2 billion, and losses from the 1998 drought reached $2.1 billion, with some estimates much higher. Estimates of overall state losses from both droughts exceed $11 billion. next. Anything less than a year is usually called a "dry spell," which also can cause serious hardship. There are several major categories of drought: meteorological, which refers to a deficit of precipitation; hydrologic, which refers to the effects of reduced precipitation, springflow and streamflow; socioeconomic, for example, less water during a drought reservoirs and aquifers can be at critically low levels if rain does not fall in the right place and at the right rate. Drought is a normal condition in Texas. A Texas Water Commission study found that a drought of six months to a year is more likely to occur somewhere in Texas than average precipitation during the same time period. A three-month drought is likely [ These two views of the Pecos River show how dramatic water fluctuations can be. A Texas Water Commission study found that a drought of six months to a year is more likely to occur somewhere in Texas than average precipitation during the same time period. ] effects that are spread over vast regions. WHAT IS DROUGHT? Drought is the most costly of all natural disasters and, because of the famines it causes, it is the most deadly. In the 25 years preceding the 1990s, drought throughout the Drought, or the more Texan "drough", or "drout,"is a normal feature of nearly all climates. Drought generally means a period of serious moisture deficiency that persists from one year into the resulting in a shortfall in available hydroelectric power; and agricultural, which refers to reduced soil moisture. Hydrologic drought shows how complicated drought science can be. Even with average or above-average rainfall, to occur in some part of the state every nine months. Droughts lasting six months or longer will likely occur once every 16 months, and yearlong droughts are likely somewhere in the state once every three years. WHY SO MANY DROUGHTS? Texas experiences so many droughts in part because of its location along 30 degrees north latitude, a climate transition zone called the Great American Desert. This is the latitude where many of the earth's deserts are found, including the Sahara. It is not uncommon for portions of Texas to be suffering a drought while other parts are experiencing heavy rainfall. Annual rainfall varies from eight inches in El Paso to 56 inches along the TexasLouisiana border. cyclones (depressions, storms, and hurricanes) originating in the Gulf of Mexico, the Caribbean Sea and the Atlantic Ocean. These major storms occasionally provide the rainfall needed to quench serious droughts. Droughts in Texas occur primarily when the Bermuda High, a zone of high pressure in the atmosphere, becomes fixed over the southern United States. phere and oceans interact, which can alter precipitation patterns over decades and centuries. Global factors such as El Niño and La Niña are being studied as potential influences on droughts in Texas. Texas receives most of its moisture from the Gulf of Mexico, with lesser amounts from the Pacific Ocean. Precipitation across the state varies seasonally. April, May and June are normally the wettest months because of thunderstorm activity provoked by cold and warm fronts. A secondary rainfall peak occurs in September and October, caused by tropical Niña generally contributes to drier than average conditions in Texas by shifting the jet stream north, taking the westeast track of storm with it. Yet, La Niña appears to enhance tropical cyclone activity. Both 1999 and 2000 have been La Niña years. Brief, but severe, statewide droughts occurred in 1996 and 1998, but portions of South and West Texas have been in a long-term drought for years. There is growing speculation among climatologists that, during the next few decades, Texas could see even more frequent droughts, of longer duration, than the ones it has experienced since the great drought of the 1950s. GLOBAL FACTORS CONTRIBUTE Droughts vary in intensity and length because of differences in how the atmos- El Niño is a warming of sea surface temperatures in the Pacific Ocean west of Peru and Ecuador. Since 1950, it has occurred about every three years. Some studies conclude that a strong El Niño causes wetter than average winters and springs in Texas, because it can shift the jet stream farther south into Texas, bringing with it the west-east path along which storms move across the country. Conversely, El Niño appears to suppress tropical cyclone activity. In contrast, La Niña is a cooling of the sea surface temperatures in the Pacific Ocean west of Peru and Ecuador. Over the last 50 years La Niña has occurred about every four years. La As most of us are aware by now, global climate change, also called the "greenhouse effect,"is the potential for an increase in world temperatures due to an increase in gases in the atmosphere such as water vapor and carbon dioxide, as well as other factors. Some of the computer programs designed to simulate the effects of global climate change indicate warmer and drier conditions for Texas. While global climate change might make the Texas climate warmer and drier, droughts will continue to occur with or without it. Finally, the 22-year sunspot cycle also is being studied as an influence on droughts. The sun drives circulation in the atmosphere and oceans, causing weather. There are dark spots that appear on the surface of the sun, called sunspots, which wax and wane in cycles that last roughly 11 years each. Sunspots are relatively cool areas that appear as dark blemishes on the face of the sun, formed when the magnetic field just below the sun's surface is twisted and thrusts to the surface. Some researchers believe that there may be a connection between the sunspot cycle and a 22year drought pattern over much of the American West. During peaks, or maximums, of the sunspot cycle, droughts have occurred in Texas, including the Dust Bowl in the early 1930s and the record drought in the mid-1950s. The last maximum occurred around 1989, and the next is predicted for this year. Some supporters of the theory predict that the next few years in the West will be dry, followed by flooding along the Mississippi River in 2004 or 2005. THE DROUGHT OF RECORD The drought of record generally refers to the worst drought that has occurred in a region since the beginning of detailed record-keeping. For Texas as a whole, the drought of record lasted from 1950 to 1957, although it may have begun in parts of the state in the 1940s. What may have been the most devastating feature of this drought is that it was uninterrupted by a single "wet" year. By the end of 1956, 244 of Texas'254 counties were classified as disaster areas. The Panhandle was blanketed by dust storms of dry topsoil that some people said were worse than those during the 1930s. The dust butane-fueled "pear burners" to singe the spines off prickly pear cactus so their cattle would have something to eat. Ranch debt climbed above $3 billion and 143 counties in Texas experienced a reduction in population as the drought accelerated rural migration. The water supplies of some cities, including Llano and Royce City, were exhausted, requiring water to be hauled in by trucks. A few cities actually lowered their water rates to east the cost of increased consumption, which aggravated the crisis as ground, returning soil moisture conditions to normal and replenishing depleted surface water reservoirs and aquifers. "The most recent research indicates that a drought similar to the drought of record can be expected to occur in Texas once every 50 to 100 years over the long-term," says Malcolm Cleaveland, a professor at the University of Arkansas. He is a recognized authority in restructuring past climates, or paleoclimates, in the Southwest at the University of Arkansas Tree Ring Laboratory. Cleaveland believes that the science of reconstructing past droughts has improved considerably in recent years. In addition to using tree rings, scientists also are combining information from lake sediments, packrat nests, pollen, historical documents and archeological evidence in an effort to help us understand past droughts. cheaper water led to more use. As an emergency measure, Dallas built a pipeline from Lake Texoma to supplement its dwindling water supply, but the water proved too salty. The drought ended in 1957, with a flood that saturated the MEGADROUGHTS A growing body of research indicates that 20 th century droughts paled in severity, extent and duration to droughts that occurred centuries ago. Droughts over piled up on the highways in drifts, requiring snowplows and bulldozers to remove it. Wells that survived previous droughts went dry, as did creeks, rivers and springs. Comal Springs, the largest springs in the southwestern United States, dried up for almost five months in 1956. Partially as a result of the lack of flow from these springs, the Guadalupe River dwindled, allowing salt-water to flow up the river from the Gulf of Mexico and into water intakes. An inflatable dam now guards the Guadalupe against future saltwater invasions. Dams were placed on the Trinity and Neches rivers after salt-water invasions. Ranchers used the last 400 years have occurred on a scale of seasons to years, while droughts from A.D. 1 to A.D. 1600 appear to have occurred on a scale of one or more decades, a scale that is difficult to imagine. Some suggest this may portend future droughts that may last longer and be more severe than those experienced since 1600, which could result in natural disasters on a scale unknown during the last century. "These megadroughts will eventually return, but we don't know when,"says Cleaveland. In fact, one megadrought in the 16 th century appears to have been the most widespread and severe of the last 500 years. New research by Cleaveland indicates that "for portions of the Southwest, the 16 th century drought lasted a minimum of 20 years to a maximum of 50 years." Some of the attributable effects include mass human migrations as pueblos were abandoned in the Southwest and the disappearance of Sir Walter Raleigh's English colony on Roanoke Island in North Carolina when the drought spread to the East Coast. WATER, DROUGHT, AND POLITICS As rainfall decreases and a drought develops, water supplies shrink from the lack of replenishment as well as from increased watering of lawns and gardens. As the Texas economy and population continue to grow, without an increase in the water supply or more efficient water use, the water supply becomes tighter. The detrimental effects of the droughts of record probably would be far greater today, primarily because of growth in the state's population and ] the size of the economy. Additional factors contribute to increasing vulnerability to water shortages in Texas: * Depletion of groundwater continues; * Most of the good reservoir sites have been developed, and it is increasingly difficult to build new reservoirs; The Texas Water Development Board is the agency leading the effort to plan for future water supply needs of the state in line with this legislation. Across Texas, regional water planning groups are undertaking the challenging task of developing a blueprint for how each part of the state will meet its future water needs. Agricultural losses from droughts are severe, climbing into the billions of dollars. Drought is the most costly of all natural disasters. [ * Increasing legal and regulatory requirements concerning environmental issues will reduce water available for other needs; and * The high costs of new water supplies result in communities taking greater risks that their current supplies will get them through future droughts. The battle against drought is usually won or lost before the drought begins. Preparation is crucial. With this in mind the Drought Preparedness Council (DPC) was created by the 76 th Texas Legislature. It is part of the Texas Department of Public Safety's Division of Emergency Management. Tom Millwee, chair, describes the DPC as "a coalition of state and federal agencies sharing information to address problems associated with drought before a drought begins." The council promotes education and awareness of drought issues and coordinates its efforts with regional water planning efforts under Senate Bill 1, major water planning legislation. "The public has a critical role to play in mitigating the effects of drought through water conservation and wildfire prevention,"Millwee states. Texas water law has evolved within a pattern of key litigation and legislation following major droughts. For example, after the 1996 drought, the Texas Legislature passed Senate Bill 1 in 1997. The Texas Water Development Board is involved with the current drought by monitoring drought conditions and providing ready access to this information. Also, we are providing technical assistance in drought response programs. The TWDB is also looking into the future as part of the state water planning process established by Senate Bill 1, 75 th Texas Legislature. Any longterm solutions to meet the future water needs, including during times of drought, will need to evaluate environmental impacts in addition to cost, quantity and quality aspects of solutions. Bill Madden, Chairman of the Texas Water Development Board OVER THE HORIZON Almost half the United States was in drought at the beginning of 2000. The winter of 1999-2000 was the warmest since records have been kept. As for Texas, at the beginning of 2000, reservoirs across the state were at 23-year lows, with levels continuing to fall. Since the 1960s, much of the state has experienced a wet period with occasional droughts of relatively short duration. Generous rainfall might be responsible, in part, for a slowdown in the development of new water resources, since the need has not been as apparent. In recent years, conservation has been the preferred method of stretching the water supply. While conservation is critical, it ultimately will not be able to meet all of the needs for additional water, given the projected growth in Texas. To obtain new supplies, perhaps by building a new reservoir, may require 20 years or more before the water actually flows from your tap. "When the next megadrought returns, limiting car washing, lawn watering and restricting restaurants from serving water will not be enough to make a difference. With water resources you must take the long-term view to prepare for drought,"says Cleaveland. Droughts worse than the drought of record have occurred in the past and will happen again. Should such a drought occur in Texas in the near future, it will affect a state that has seen its population more than double since the drought of record, while the development of new water supplies has not kept pace. The key to living drought is preparation, even if you've been reaching for your umbrella lately. * Analyzing Ancient Droughts Historical documents contain observations of weather and climatic changes in farmers' logs, travelers'diaries, newspapers and other written records. Tree ring widths, as trees generally produce one ring a year, provide a record of each year's climate. Some trees can grow to be a few thousand years old, providing a lengthy historical record. determine water temperatures in which the coral grew. These temperature recording can provide an indicator to climate. Fossil pollen grains are well preserved in the sediment layers that form in lakes or oceans, showing what kinds of plants were growing when the sediment was deposited, which reflects the climate of the time. past climate of that area. Sediments from ocean and lake floors in drilled cores consist of materials produced in the lake or ocean or washed in from nearby land. These materials include fossils and chemicals that can be used to interpret past climate. Corals build their hard skeletons from calcium carbonate, a mineral extracted from seawater. The carbonate contains oxygen and trace metals that can be used to Ice cores from glaciers and polar ice caps have accumulated from snowfall over thousands of years. The ice contains dust and air bubbles that can be used to analyze the Packrats collect plant parts, rocks, animal bones, insect parts, teeth and other small items. Some of these collections are tens of thousands of years old and are preserved by packrat urine – hardening into dark, crystalline-like "middens"that can be radiocarbon dated. Wildlife and Droughts Most of our native wildlife is adapted to drought conditions, although they are still affected by the resulting lack of water and forage. For example, animals can obtain water from food, particularly succulent plants like cacti. Some examples of the effect of drought on wildlife include: * Low nesting success and survival rates for game birds; * Sparse grass and ground cover, which means that wildlife nesting and escape sites may be lost; * Diminished or curtailed flows of fresh water into the state's bays and estuaries, whch can cause steep declines in the reproduction of fish and shellfish in these coastal nurseries; * Freshwater fish can die in ponds with low water levels as the oxygen level declines; and * When animals do not consume a sufficient amount of food and water, their physical condition declines. While the impact usually is not fatal to adult animals, it can mean death for younger animals. Animals in poor condition generally produce fewer offspring, and fewer of the offspring that are born reach adulthood. As water sources disappear, wildlife seek out secondary water sources and stay closer to them. This can put an even greater demand on the remaining water sources and on the vegetation nearby. Diseases sometimes spread among the weakened wildlife concentrated in these areas, and predation may increase at these oases. Today, many species of wildlife benefit from the construction of livesock watering troughs and farm ponds that can provide water in these areas that had historically had little water during previous droughts.	<urn:uuid:2f6846b9-44e9-4f0c-980d-d35863db018c>	CC-MAIN-2021-49	https://www.hillcountryalliance.org/uploads/HCA/Drought.pdf	2021-12-08T19:36:49+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00105.warc.gz	876,791,737	4,046	eng_Latn	eng_Latn	0.998684	eng_Latn	0.998923	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3094, 5998, 10453, 15781, 17758, 19353 ]	[ 3.375 ]	4	5
DB07:081 Contact: Nicole Winger (916) 653-6575 FOR IMMEDIATE RELEASE November 6, 2007 California's Elections and Education Chiefs Launch 'MyVote California,' Encourage Teen Civic Engagement SACRAMENTO – To engage teen voters-to-be in the excitement of the February 5, 2008, Presidential Primary Election, Secretary of State Debra Bowen and Superintendent of Public Instruction Jack O'Connell today launched MyVote California, a hands-on civic engagement project for high-school students that will culminate in a statewide mock election in January. "Too few Californians who are eligible to vote are actually registering and going to the polls," said Secretary Bowen, California's chief elections officer. "To turn that around, I want to inspire people to participate in their democracy. Projects like MyVote California help high-school students learn about the democratic process in a hands-on way, which will hopefully help them make voting a habit for years to come." "Looking at social-networking and video-sharing sites like Facebook and YouTube, it's easy to see young people who are hungry to take part in democracy in new ways, on their own terms," added Bowen. "MyVote California is an innovative way for the next generation of voters to start having their say, and to hopefully get them hooked so that they are registering to vote as soon as they turn 18." Secretary Bowen and Superintendent O'Connell were joined today by Todd Clark of the Constitutional Rights Foundation and dozens of high-school students in kicking off the statewide registration drive for MyVote California at C.K. McClatchy High School in Sacramento. "Exactly one year before we elect the next president of the United States, we are inviting schools to help us bring democracy alive for students by joining MyVote California," O'Connell said. "Our goal with MyVote is to promote in our schools and in our communities a greater level of participation by students in civic and government affairs." MyVote California offers high-school students a chance to learn about presidential candidates and public policy issues, and gain first-hand lessons in the importance of voting. Participating schools and teachers can use the mock election as a launching pad for discussions about the candidates and their platforms. They will also have access to a lively, standards-based curriculum selected by the California Campaign for the Civic Mission of Schools and the LegiSchool Project. DB07:081 November 6, 2007 Page 2 MyVote California will culminate on January 28 and 29, when students have their say and cast their votes in a mock presidential primary election one week before California's registered voters go to the polls. The Secretary of State will announce the mock election results on January 30. The Secretary of State and Superintendent of Public Instruction developed MyVote California with the help of the Constitutional Rights Foundation, the California Campaign for the Civic Mission of Schools, the Los Angeles County Office of Education, the Sacramento County Office of Education, and the Orange County Registrar of Voters, among others. In 2006, 545 schools statewide registered more than 235,000 students to take part in a mock election for governor and other key races. To learn more about the MyVote California youth civic engagement project, go to http://www.sos.ca.gov/elections/studentmockelection.htm. The last day for eligible Californians to register to vote in the February 5 Presidential Primary Election is January 22. The last day to request a vote-by-mail ballot is January 29. ###	<urn:uuid:80970b77-0b9c-4654-99f0-8f03397a7a87>	CC-MAIN-2021-49	https://admin.cdn.sos.ca.gov/press-releases/prior/2007/DB07_081.pdf	2021-12-08T19:10:23+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00105.warc.gz	148,341,534	717	eng_Latn	eng_Latn	0.996124	eng_Latn	0.997496	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2468, 3607 ]	[ 2.328125 ]	1	0
Devonshire Primary Academy Sex and Relationships Education Policy Implementation Date: March 2013 Adopted by Governors/HT: HT Review period: 3 years Last review date: February 2017 Person responsible for policy: Miss N Dean Sex and Relationships Education Policy 1 Introduction 1.1 We have based our school's sex education policy on the DCSF guidance document "Sex and Relationship Education Guidance" (ref DCSF 0116/2000). In this document, sex education is defined as 'learning about physical, moral and emotional development. It is about understanding the importance of family life, stable and loving relationships, respect, love and care'. Sex education is part of the personal, social and health education curriculum in our school. While we use sex education to inform children about sexual issues, we do this with regard to matters of morality and individual responsibility, and in a way that allows children to ask and explore moral questions. 2 Aims and objectives 2.1 We teach children about: - the physical development of their bodies as they grow into adults; - resolving personal problems; - resisting peer pressure; - respect for their own bodies; - moral questions; - the importance of family life; - relationship issues; - respect for the views of other people. 3 Context 3.1 While sex education in our school means that we give children information about sexual behaviour, we do this with an awareness of the moral code and values which underpin all our work in school. In particular, we teach sex education in the belief that: - sex education is part of a wider social, personal, spiritual and moral education process; - sex education should be taught in the context of marriage and family life; - children should be taught to have respect for their own bodies; - children should learn about their responsibilities to others, and be aware of the consequences of their behaviour; - it is important to build positive relationships with others, involving trust and respect; - children need to learn the importance of self-control. 4 Organisation 4.1 We teach sex education through different aspects of the curriculum. While we carry out the main sex education teaching in our personal, social and health education (PSHE) curriculum, we also teach some sex education through other subject areas (for example, science and PE), where we feel that they contribute significantly to a child's knowledge and understanding of his or her own body, and how it is changing and developing. 4.2 In PSHE within years 5 and 6 we teach children about relationships, and we encourage children to discuss issues. We teach about the parts of the body and how these work, and we explain to them what will happen to their bodies during puberty. We encourage the children to ask for help if they need it. 4.3 In science lessons in both key stages, teachers inform children about growth and change. For this aspect of the school's teaching, we follow the guidance material in the national scheme of work for science. In Key Stage 1 we teach children about how animals, including humans, move, feed, grow and reproduce, and we also teach them about the main parts of the body. Children learn to appreciate the differences between people and how to show respect for each other. In Key Stage 2 we teach about life processes and the main stages of the human life cycle in greater depth. 4.4 In Year 6 we place a particular emphasis on health education, as many children experience puberty at this age. By the end of Key Stage 2, we ensure that both boys and girls know how their bodies change during puberty, what menstruation is, and how it affects women. We always teach this with due regard for the emotional development of the children. 5 The role of governors 5.1 The governing body has the responsibility of setting down these general guidelines on sex and relationships education. The governors will support the Headteacher in following these guidelines. 6 The role of parents 6.1 The school is well aware that the primary role in children's sex education lies with parents and carers. We wish to build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust and co-operation. In promoting this objective we: - inform parents about the school's sex education policy and practice; Devonshire Primary Academy – Sex and Relationships Education - answer any questions that parents may have about the sex education of their child; - We believe that, through this mutual exchange of knowledge and information, children will benefit from being given consistent messages about their changing body and their increasing responsibilities. - take seriously any issue that parents raise with teachers or governors about this policy or the arrangements for sex education in the school; 6.2 Parents have the right to withdraw their child from all or part of the sex education programme that we teach in our school ( Education Act 1993 ). If a parent wishes their child to be withdrawn from sex education lessons, they should discuss this with the Headteacher, and make it clear which aspects of the programme they do not wish their child to participate in. The school always complies with the wishes of parents in this regard. 7 Confidentiality 7.1 If a child makes a reference to being involved, or likely to be involved in sexual activity, then the member of staff will take the matter seriously and deal with it as a matter of child protection. Members of staff will respond in a similar way if a child indicates that they may have been a victim of abuse. In these circumstances the member of staff will talk to the child as a matter of urgency. If the member of staff has concerns, they will draw their concerns to the attention of the Child Protection Officer. The CPO will then deal with the matter in consultation with health care professionals. (See also Child Protection Policy.) 8 Answering difficult questions 8.1 It is important to appreciate that SRE raises complex and emotive issues. Parents and staff should be aware that this subject may cause children to ask an explicit or difficult question. Staff will use their professional judgement when deciding how best to answer such questions and, where appropriate, this would be done in consultation and co-operation with parents. It is the Governors view that it is the responsibility of the parents to answer questions of an explicit nature. It is our intention that in the particularly sensitive areas of SRE, parents are given the opportunity to view the intended content and resources in advance. This will hopefully prepare parents for the type of difficult questions that may arise. 9 The role of the Headteacher 9.1 Devonshire Primary Academy – Sex and Relationships Education It is the responsibility of the Headteacher to ensure that both staff and parents are informed about our sex education policy, and that the policy is implemented effectively. It is also the Headteacher's responsibility to ensure that members of staff are given sufficient training, so that they can teach effectively and handle any difficult issues with sensitivity. 9.2 The Headteacher and the PSHCE coordinator will liaise with external agencies regarding the school sex education programme, and ensure that all adults who work with children on these issues are aware of the school policy, and that they work within this framework. 10 Monitoring and review 10.1 This policy will be reviewed every three years. Note This policy should be read in conjunction with the: PSHE and Citizenship Policy, Child Protection Policy Emotional Health and Well-Being Policy Health and Safety Policy. 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Student Learning Objective (SLO) Template Checklist This checklist should be used for both writing and approving SLOs. It should be made available to both teachers and evaluators for these purposes. For an SLO to be formally approved, ALL criteria must be met, and every box below will need a check mark completed by an SLO evaluator. \| \| Baseline and Trend \| \| Student \| \| Interval of \| \| \| \| \| \| \| Rationale for Growth \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Data \| \| Population \| \| Instruction \| \| Standards and Content \| \| Assessment(s) \| \| Growth Target(s) \| Target(s) \| \| What information is being used to inform the creation of the SLO and establish the amount of growth that should take place within the time period? \| \| Which students will be included in this SLO? Include course, grade level, and number of students. \| \| What is the duration of the course that the SLO will cover? Include beginning and end dates. \| \| What content will the SLO target? To what related standards is the SLO aligned? \| \| What assessment(s) will be used to measure student growth for this SLO? \| \| Considering all available data and content requirements, what growth target(s) can students be expected to reach? \| \| \| \| □ Identifies sources of information about students (e.g., test scores from prior years, results of preassessments) □ Draws upon trend data, if available □ Summarizes the teacher’s analysis of the baseline data by identifying student strengths and weaknesses \| \| □ Identifies the class or subgroup of students covered by the SLO □ Describes the student population and considers any contextual factors that may impact student growth □ If subgroups are excluded, explains which students, why they are excluded and if they are covered in another SLO \| \| □ Matches the length of the course (e.g., quarter, semester, year) \| \| □ Specifies how the SLO will address applicable standards from the highest ranking of the following: (1) Common Core State Standards, (2) Ohio Academic Content Standards, or (3) national standards put forth by education organizations □ Represents the big ideas or domains of the content taught during the interval of instruction □ Identifies core knowledge and skills students are expected to attain as required by the applicable standards (if the SLO is targeted) \| \| □ Identifies assessments that have been reviewed by content experts to effectively measure course content and reliably measure student learning as intended □ Selects measures with sufficient “stretch” so that all students may demonstrate learning, or identifies supplemental assessments to cover all ability levels in the course □ Provides a plan for combining assessments if multiple summative assessments are used □ Follows the guidelines for appropriate assessments \| \| □ All students in the class have a growth target in at least one SLO □ Uses baseline or pretest data to determine appropriate growth □ Sets developmentally appropriate targets □ Creates tiered targets when appropriate so that all students may demonstrate growth □ Sets ambitious yet attainable targets \| \| \|	<urn:uuid:cc2b05e9-a0d5-4ccc-b0d5-dd5c2b228399>	CC-MAIN-2021-49	https://www.brookvilleschools.org/userfiles/1067/SLO%20Checklist.pdf	2021-12-08T19:00:52+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00105.warc.gz	735,074,481	697	eng_Latn	eng_Latn	0.998494	eng_Latn	0.998494	[ "eng_Latn" ]	false	docling	[ 3131 ]	[ 2.734375 ]	1	1
_____________________________________________________________________________ ACADEMIC INTEGRITY POLICY California Pacific Charter Schools and its programs ("CalPac" or the "Charter School") considers academic honesty to be one of its highest values. Students are expected to be the sole authors of their work and to exhibit honest behavior and academic integrity. Use of another person's work or ideas must be accompanied by specific citations and references. The purpose of this policy is to create and maintain ethics and integrity in all academic endeavors and to provide our students with an understanding of what is and is not acceptable. DEFINITION OF PLAGIARISM: 1. The unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work. 2. Something used and represented in this manner. EXAMPLES OF PLAGIARISM AND ACADEMIC DISHONESTY INCLUDE, BUT ARE NOT LIMITED TO: 1. Quoting someone else's words, sentences, paragraphs, or an entire paper without acknowledging the source 2. Paraphrasing someone else's ideas, opinions, or theory without acknowledging the source 3. Imitating someone else's structure or argument without acknowledging the source 4. Using more of a source than you acknowledged in your citation 5. Copying a fellow student's work, paper, and/or essays and turning it in as your own 6. Copying another student's computer file and submitting the work as your own, or allowing such to happen 7. Buying an essay, paper, or written work online without acknowledging the source 8. Using teacher manuals or answer keys Regardless of the student's intent, the above acts constitute plagiarism and/or academic dishonesty. In essence, plagiarism is the theft of someone else's ideas and/or work. Whether a student copies verbatim or simply rephrases the ideas of another without properly acknowledging the source, it is still plagiarism. In the preparation of work submitted to meet course requirements, whether a draft or a final version of a paper or project, students must take great care to distinguish their own ideas and language from information derived from other sources. Sources include published5050 primary and secondary materials, electronic media, and information and opinions gathered directly from other people. _____________________________________________________________________________________________ _____________________________________________________________________________ ACADEMIC INTEGRITY POLICY PROCESS FOR ADDRESSING INCIDENTS OF ACADEMIC DISHONESTY IF A STUDENT COMMITS AN ACT OF PLAGIARISM OR ACADEMIC DISHONESTY: INITIAL INCIDENT The teacher will confirm the student plagiarized or has been academically dishonest. The teacher will consult with school administration to set up a plan to help the student learn about plagiarism and academic dishonesty, and how to avoid it in the future. The student will be required to redo the assignment within the allotted time frame and may receive a reduction in the grade of that assignment depending on the age of the student and the severity of the academic dishonesty. If the student does not redo the assignment, the student will receive an F/zero. SECOND INCIDENT If a student commits an act of plagiarism or academic dishonesty for a second time: The student will receive an F/zero for the assignment with no opportunity to redo the assignment. A conference call with teacher, parent, and school administrator will be scheduled to explain seriousness and to provide additional support. THIRD INCIDENT If a student commits an act of plagiarism or academic dishonesty for a third time: The student receives F/zero on the assignment. The student will receive a reduction of one letter grade for the entire course, regardless of which courses the first two offenses occurred. Conference call with teacher, parent, and school administrator (guidance counselor). Student may be subject to discipline in accordance with applicable due process provisions in accordance with the relevant charter petition, which is available upon request. FOURTH INCIDENT If a student commits an act of plagiarism or academic dishonesty for a fourth time: The student receives F/zero on the assignment. The student will receive an F/zero for the entire course, regardless of which courses the first three offenses occurred. Conference call with teacher, parent, and school administrator (guidance counselor). Related education records, including disciplinary records, may be provided to colleges or other school districts where the student seeks to enroll or transfer as permitted in accordance with applicable law. The student may be subject to discipline in accordance with applicable due process provisions in accordance with the relevant charter petition, which is available upon request. _____________________________________________________________________________________________ _____________________________________________________________________________ ACADEMIC INTEGRITY POLICY SPECIAL EDUCATION STUDENTS OR STUDENTS WITH 504 PLANS If the at-risk student is an identified Special Education student, including a student with an IEP or 504 plan, the teacher will contact the Special Education Department or school counselor/504 coordinator and comply with all provisions of applicable law in addressing any student conduct concerns, including plagiarism. GRIEVANCE PROCEDURE The following procedure is established to ensure that students' grievances are addressed fairly by the appropriate persons in a timely manner. The school prohibits discrimination against students/families on the basis of disability, race, creed, color, gender, national origin, or religion. If a student is accused of plagiarism, cheating or other forms of academic dishonesty and the parent/student disagrees: The student and parent/guardian will address the school administrator in writing with the reason for the grievance, including why they believe the accusation is not accurate/appropriate. The school administrator will investigate and respond with a written determination within ten (10) working days. If the concern or grievance is not resolved, the student and parent/guardian may, within ten (10) working days, request a review with the governing board. The board shall investigate and respond to the student and parent/guardian within ten (10) school days after the review. The decision of the board will be accomplished by the vote of a simple majority and the decision is final. _____________________________________________________________________________________________	<urn:uuid:1340f2f5-b984-4aaa-9ace-11b2989b0b4a>	CC-MAIN-2021-49	https://www.cal-pacs.org/static/media/uploads/board/cpcs_-_5050_academic_integrity_policy_(3).pdf	2021-12-08T18:24:40+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00106.warc.gz	757,456,579	1,217	eng_Latn	eng_Latn	0.999155	eng_Latn	0.999191	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2421, 4956, 6651 ]	[ 2.4375 ]	4	0
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Mini Biography - Pythagoras Pythagorean Theorem Practice Pythagorean Theorem Word Problems -MathHelp.com - Math Help Pythagoras Theorem - Word Problem - VividMath.com Difficult Pythagorean Theorem Problem - SAT Math How many ways are there to prove the Pythagorean theorem? - Betty Fei Pythagorean Theorem Worksheet - Answer Key Maths Made Easy! Pythagoras theorem: Basics [O\u0026U Learn] Pythagoras' theorem (a) \| Math History \| NJ Wildberger KutaSoftware: Geometry- Mulit-Step Pythagorean Theorem Problems Part 2 How to solve harder Pythagoras theory exam questions Pythagoras' theorem practice questions and answers DAV\|\| Introduction\|\| Pythagoras Theorems\|\|Worksheet 4\|\| Part 2\|\| Chapter 8 \|\| Class The Pythagorean Theorem Worksheet Answer A short equation, Pythagorean Theorem can be written in the following manner: a+b=c. In Pythagorean Theorem, c is the triangle's longest side while b and a make up the other two sides. The longest side of the triangle in the Pythagorean Theorem is referred to as the 'hypotenuse'. 48 Pythagorean Theorem Worksheet with Answers [Word + PDF] Consider the triangle above, where a is the perpendicular side, b is the base side, and c is the hypotenuse. According to the definition of the Pythagorean theorem, the formula would be written as: c 2 = a 2 + b 2. When a triangle has a right-angle, we can use the sum of the squares of each leg of the triangle to find the squared value of the hypotenuse. Pythagorean Theorem Worksheets 21 Posts Related to Pythagorean Theorem Word Problems Worksheet Answers. Grade 9 Pythagorean Theorem Worksheet Word Problems. High School Pythagorean Theorem Word Problems Worksheet. Fun Math Worksheets Pythagorean Theorem. Pythagorean Theorem 8th Grade Math Worksheets. Pythagorean Theorem Word Problems Worksheet Answers ... The pythagorean theorem or pythagoras theorem is a formula relating the lengths of the three sides of a right triangle. As mentioned earlier if you know the size of the other two sides you will be able to find out the length of the third side of the right angle triangle. Round the answer to the nearest tenth. 34 Pythagorean Theorem Worksheet Answer Key - Worksheet ... Pythagorean Theorem Vectors from the pythagorean theorem worksheet answers , source:arenawp.com. You will need to understand how to project cash flow. Regardless of what your business planning objectives, cash flow remains the most crucial resource in the organization, and cash is the one small business function. The Pythagorean theorem Worksheet Answers Kick into gear with our free Pythagorean theorem worksheets! Select the Measurement Units U.S. Customary Units Metric Units. Identifying Right Triangles. Apply Pythagorean theorem to identify whether the given triangle is a right triangle. Each printable worksheet consists of six problems. Pythagorean Theorem Chart. Pythagorean Theorem Worksheets Pythagorean Theorem. Solve the word problems. Round the answer to the nearest tenth. Level 1: S1. Score : Printable Math Worksheets @ www.mathworksheets4kids.com Name : Mark is on his way home from work. He drives 35 miles due North and then 42 miles due West. Pythagorean Theorem - Math Worksheets 4 Kids Diagonal = m. 3) A ladder is standing on horizontal ground and rests against a vertical wall. The ladder is 5.5 m long and its foot is 3 m from the wall. Calculate how far up the wall the ladder will reach. Give your answer correct to 2 decimal places. Distance = m. Pythagorean Theorem - Word Problems (Worksheets, Solutions) The hypotenuse is the longest side and is opposite the right angle. The Pythagorean Theorem or Pythagoras' Theorem is a formula relating the lengths of the three sides of a right triangle. If we take the length of the hypotenuse to be c and the length of the legs to be a and b then this theorem tells us that: c2 = a2 + b2 Pythagorean Theorem (solutions, examples, answers ... These pythagorean theorem worksheets are downloadable and printable. These pythagorean theorem worksheets all come with a corresponding printable answer page. In mathematics, the Pythagorean theorem is a relation in Euclidean geometry among the three sides of a right triangle. It states that the square of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides. Pythagorean Theorem Worksheets Printable -Rudolph Academy ... The Pythagorean Theorem relates to the three sides of a right triangle. It states that c2=a2+b2, C is the side that is opposite the right angle which is referred to as the hypotenuse. A and b are the sides that are adjacent to the right angle. The theorem simply stated is: the sum of the areas of two small squares equals the area of the large one. Worksheets to Practice Pythagorean Theorem Problems From (1) and (2), we get. a 2 + b 2 ≠ c 2. By the converse of Pythagorean theorem, the triangle with the side lengths 8 meters, 10 meters, and 12 meters is Page 1/3 not a right triangle. Problem 3 : Determine whether triangle with the side lengths given below is a right triangle. 14 cm, 23 cm, and 25 cm. Converse of the pythagorean theorem worksheet The Pythagorean theorem The Pythagorean theorem was reportedly formulated by the Greek mathematician and philosopher Pythagoras of Samos in the 6th century BC. It says that the area of the square whose side is the hypotenuse of the triangle is equal to the sum of the areas of the squares whose sides are the two legs of the triangle. 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Informational Essay Graphic Organizer & Worksheets \| TpT File Type PDF Graphic Organizer For An Informational Essay These digital note-taking graphic organizers can be used with students who are reading informational text. This digital collection for distance learning contains 8 choices each provided in Google Slides, PowerPoint and an editable PDF. They are perfect for nonfiction reading. Informational Text: Digital Graphic Organizers - The ... This huge collection of 32 graphic organizers is designed to address most of the intermediate informational text standards addressing key ideas & details, craft & structure and integration of knowledge & ideas. These will be a perfect addition to your reading workshop! Informational Text Graphic Organizers - The Curriculum ... What are Graphic Organizers A graphic organizer is a teaching and learning tool that is used to organize information and ideas in a way that is easy to comprehend and internalize. 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It gives students sentence starters and transition words that align to the Common Core. Once students use this graphic organizer to site information and organize their information Informational Writing Graphic Organizer & Worksheets \| TpT Graphic organizers are not only helpful in completing writing projects that they are currently working on but they can also reference the organizers to help inform future assignments. Below I have provided different kinds of graphic organizers for writing that are free and printable based on grade level. Free Printable Graphic Organizers for Writing ... File Type PDF Graphic Organizer For An Informational Essay Informational writing is non-fiction writing that informs, instructs, explains, or describes. It is also referred to as Expository Writing. When we write an informational piece, we must assume the reader knows NOTHING about the topic. It is our job to thoroughly explain the idea. Informational Writing Graphic Organizer Informative/ Expository WRITING GRAPHIC ORGANIZER Name: _____ Date: _____ Topic: Opening Paragraph: (This tells the reader the purpose/focus of the essay. It also tells the reader what your paragraphs will discuss. List them in the order you will present them) Transition Word or Phrase: Informative/ Expository WRITING GRAPHIC ORGANIZER Name: Date: Free Graphic Organizers Download The following 10 graphic organizers for teaching writing (reduced in size here to fit the slideshow) are available for immediate download. You may download them completely free of charge here. Free Graphic Organizers for Teaching Writing Case study of a patient with leukemia essay organizer graphic Informational, faut essayer johnny hallyday organizer essay Informational graphic how to prevent crime essay spm depression treatment case study. Hooks for research essays, topics about nutrition for research papers, essay templates pte. Informational essay graphic organizer Create a Graphic Organizer* Once students have determined the text structure, they can use one of five graphic organizers created on Storyboard That to organize the information presented in the chapter. These activities will help students identify the focus of a chapter, make connections, and improve recall. 1. Expository Text Structures \| Expository Text Graphic Organizer When summarizing nonfiction or informational text, we want students to be able to identify the topic, main idea, and supporting details. Students should also be able to provide textual evidence for each detail. A graphic organizer will help to scaffold students through the entire process. 10 Graphic Organizers for Summary Writing \| Literacy In Focus Graphic organizers are valuable tools to help students organize their thoughts before they begin writing an essay. Third- and fourth-grade students will benefit from this writing organization worksheet that teaches the basic structure of an informative essay, including the topic sentence, supporting details and evidence, and conclusion. Informational Writing Graphic Organizer \| Worksheet ... Copyright : myprofile.fosters.com File Type PDF Graphic Organizer For An Informational Essay In Graphic Organizers for Reading: Teaching Tools Aligned with the Common Core\RX·OO find effective strategies for using graphic organizers to meet Common Core Standards for Informational Text and Literature. Graphic Organizers for Reading - Cabarrus County Schools Expository Planner and Planning Guide This product includes an Expository Graphic Organizer for planning a five-paragraph essay as well as a guide to brainstorming an essay. These materials are ideal for students beginning the process of expository writing. The graphic organizer breaks the planning process down into an introduction, b... 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STATE OF THE PARKS® More than a century ago, Congress established Yellowstone as the world's first national park. That single act was the beginning of a remarkable and ongoing effort to protect this nation's natural, historical, and cultural heritage. Today Americans are learning that national park designation alone cannot provide full resource protection. Many parks are compromised by incompatible development of adjacent lands, air and water pollution, skyrocketing visitation, and rapid increases in motorized recreation. Park officials often lack adequate information on the status of and trends in conditions of critical resources. Only 10 percent of the National Parks Service's budget is earmarked for natural resource management, and only 6 percent is targeted for cultural resource management. In most years, only 7 percent of permanent park employees work in jobs directly related to park resource preservation. One consequence of the funding challenges: two-thirds of historical structures across the National Park System are in serious need of repair or maintenance. The National Parks Conservation Association initiated the State of the Parks® program in 2000 to assess the condition of natural and cultural resources in the parks, forecast the future condition of those resources, and determine how well supported the National Park Service is to protect the parks—its stewardship capacity. The goal is to provide information that will help policy-makers and the National Park Service improve conditions in national parks and ensure a lasting legacy for future generations. The National Parks Conservation Association, established in 1919, is America's only private, nonprofit advocacy organization dedicated solely to protecting, preserving, and enhancing the U.S. National Park System for present and future generations. NPCA identifies problems and generates the support needed to resolve them. * 300,000 members * 9 regional offices * 32,000 local activists Cover photo: Laurence Parent N S CONTENTS SUMMARY AND RECOMMENDATIONS I. PRIDE OF THE BLUE RIDGE II. THE SHENANDOAH ASSESSMENT Natural Resources Native Biodiversity Terrestrial Communities and Systems Freshwater Communities and Systems Cultural Resources Peoples and Cultures (Ethnography) Archaeological Sites History and Historic Structures Cultural Landscapes Museum Collections and Archives Stewardship Capacity Funding and Staffing Park Plans Interpretation External Support APPENDIX State of the Parks® Assessment Process 2 7 9 SUMMARY AND RECOMMENDATIONS REPORT SUMMARY—WILDLANDS AND HISTORY THREATENED Born from a desire in the 1920s to establish additional national parks in the East, Shenandoah National Park initially consisted of a collection of properties that seemed to hold promise. Today, the park is a remarkable slice of southern Appalachian natural history and natural beauty. Shenandoah supports a rich mix of mountain forests and streams, outstanding wildlife habitat, artifacts that testify to prehistoric and more recent cultures, a wide range of historic buildings as well as those built by the Civilian Conservation Corps, and a dazzling array of recreation opportunities. It is the destination of choice for 1.5 million people each year. are outpacing budgets, eroding the National Park Service's purchasing power and constricting its ability to conserve and manage Shenandoah. As one example, despite abundant archaeological sites, park staff have not completed even a baseline study and have no money to hire an archaeologist. But beneath its magnificence, Shenandoah is a park in jeopardy. Years of inadequate funding coupled with serious threats to the park's resources are taking a toll. The challenge is to conserve what exists now, and in some cases to restore degraded resources, to ensure that the park remains healthy. The most significant challenge is that rising costs Shenandoah also faces increasingly serious effects from poor air quality and invasions of aggressive nonnative species—threats that arise in large part from outside the park. Ground-level ozone pollution threatens the health of flora, fauna, park visitors, and staff. On many days, the air in the park is no different than the air in Richmond, Virginia, or Washington, D.C. Acid rain threatens trout species, and haze caused by air pollution has reduced average annual visibility at scenic overlooks from about 115 miles to less than 25. Non-native plant species now account for an estimated 20 percent of all those documented in the park. Many non-native species have out-competed natives and are well established including destructive insects. Two of the most destructive, the non-native gypsy moth and hemlock wooly adelgid, are having a pro- found effect on the park's forests. In fact, the wooly adelgid has killed a majority of the towering hemlock forests throughout the park. Shenandoah is also feeling the effects of land development adjacent to its long, highly irregular, and largely unbuffered border. Originally envisioned as a much larger park surrounded by farms, development is now up against the park's boundary. This has fragmented vital wildlife habitat, severing natural travel corridors and hindering access to food. STATE OF THE PARKS® ASSESSMENT The State of the Parks assessment describes a variety of threats to Shenandoah. In the chart on page 4, up arrows indicate conditions will likely improve over the next ten years, down arrows indicate conditions will likely deteriorate during that time, and flat arrows indicate no change is likely. The findings in this report do not reflect past or current park management. Many factors that affect resource conditions are a result of both natural and human influences over long periods of time, in many cases before a park was established. The intent of the State of the Parks® program is to document the present status of park resources and determine which actions can be taken to protect them into the future. RATINGS Current overall conditions of Shenandoah's known natural resources rated 65 out of a possible 100 as based on 80 percent of the information requirements of the assessment methodology (see Appendix). Ratings were assigned by a panel of three NPCA employees based on an evaluation of park research data. The negative ten-year outlook is based on the severity and pervasiveness of the air pollution and invasive non-native species problems. The greatest threats to Shenandoah's natural resources include ground-level ozone pollution and acid deposition, both arising almost entirely from outside the park. Air quality, specifically ozone and acid deposition, is a dominant driver for the low ratings because the effects influence more than one category. Emissions from cars, trucks, and industrial sources SHENANDOAH AT A GLANCE * More than 100 nationally significant archaeological sites provide evidence of about 10,000 years of human occupation * Established in 1935 on land that was home to early settlers and formerly grazed, farmed, and logged * Preserves Rapidan Camp, a National Historic Landmark, and summer retreat of President Herbert Hoover * Rated globally outstanding for its biological distinctiveness and recognized as one of the world's richest broadleaf temperate forests * Nearly 200,000 acres provide habitat for more than 2,000 native species, estimated to be more than in all of Europe * Gone: bison, elk, river otter, eastern timber wolf, cougar, red fox, gray fox * Restored: white-tailed deer, black bear, wild turkey, bobcat KEY CHALLENGES: * Air pollution: Average visibility reduced from 115 to 25 miles with visibility as low as one mile; third worst summer visibility of any national park monitored * Non-native species: The wooly adelgid, an Asian beetle, is destroying the park's hemlock forests; 20 percent of plant species are non-native * Peoples and Cultures: Collaboration of park staff with NPS ethnographic personnel is needed to improve understanding of local peoples and resource issues * Unfunded annual operating needs: $6,700,000 3 including power plants are the source of the high levels of ozone found at Shenandoah. Some of the park's plant species are especially sensitive to ozone, and exposure is greater for forests growing on ridge tops. Acid deposition has significantly affected soils and aquatic resources in the park and remains the number one known threat to overall water quality. Acid levels have risen so high in some streams that even the native brook trout, an acid-tolerant species, is at risk. Invasions of aggressive non-native species have also taken a toll on native plants and wildlife. It is clear that some of these species are so well established that they cannot be eradicated. Limiting the spread of these existing species will require significant financial resources and personnel. Additional invasions may occur, especially as land along the park's borders is increasingly developed. Current overall conditions of the park's known cultural resources rated 56 out of a possible 100. Management of the park's rich storehouse of cultural and historic resources suffers greatly from lack of adequate funding and sufficient staffing. Park staff make decisions based on incomplete data because they do not have information from baseline archaeological and historic preservation studies. No money is available to hire additional permanent staff to guide proper management of many of the park's historic and cultural resources. Consequently, the park has difficulty meeting its goals and objectives. The park's current overall stewardship capacity— the ability of the National Park Service to protect resources in the park—rated 63 out of a possible 100. The low score for stewardship capacity reflects the erosion in park funding that is affecting management of natural, cultural, and historic resources and visitor services. The park's most important planning document, the General Management Plan, is also significantly out of date. KEY RECOMMENDATIONS NPCA believes it is essential that the Park Service, its Shenandoah partners, and local supporters join with decision makers and legislators to overcome funding and staffing shortfalls at the park. It is clear that additional funds and staff expertise are required to supplement ongoing efforts to protect Shenandoah for the benefit of present and future generations. NPCA also recommends that efforts be directed at the following priorities: Natural Resources * Build on the exceptional ongoing monitoring program by increasing its overall scope to include monitoring the park's only endangered species, the Shenandoah salamander, and the park's soils. Congress should provide funding and staffing increases to support these enhancements. * Continue to monitor the park's plant and fish species that are sensitive to ozone and acid. * Incorporate information obtained from air, water, soils, and species monitoring into an independent, scientific assessment of the effects of existing and proposed power plant pollution on Virginia's natural resources and human health. The Commonwealth of Virginia must establish a moratorium on permits for new power plants, including one proposed five miles from the park's northern gateway, until a comprehensive impact assessment is completed and analyzed. * Complete the draft plan to combat invasive non- ACID DEPOSITION HAS SIGNIFICANTLY AFFECTED SOILS AND AQUATIC RESOURCES IN THE PARK AND REMAINS THE NUMBER ONE KNOWN THREAT TO OVERALL WATER QUALITY 5 native species and preserve native ones and secure the appropriate level of funding for this effort. * Join with a community group for a "good neighbor" campaign that provides information and educates residents about the effect on park resources of new and potentially incompatible land development. * The Virginia Department of Environmental Quality and the U.S. Environmental Protection Agency must strictly enforce existing emissions and air quality standards. Congress and the General Assembly must support timely and significant reductions in power plant pollution. Cultural resources * Congress should provide funding for the park to hire a staff archaeologist and make the Archaeological Technician position permanent. * Establish a historic preservation maintenance team. * Initiate with NPS headquarters and regional offices an internal partnership to identify needs and further the park's ethnography efforts. * Congress should provide sufficient funding to complete the nomination of cultural landscapes to the National Register of Historic Places. Stewardship capacity * Initiate the process to produce a General Management Plan. * Secure funding for a full-time volunteer program coordinator to increase the effectiveness of the volunteers. * Continue community outreach activities, especially for local planning and zoning issues. * Congress should provide sufficient funding for the eight full-time equivalents (FTE) interpretive staff positions needed to carry out work under existing plans. LOCATED ASTRIDE THE LUE B R IDGE M OUNTAINS, S HENANDOAH IS AN EXCELLENT EXAMPLE OF THE CENTRAL APPALACHIAN BIOREGION AND A WINDOW INTO A LANDSCAPE IN THE MIDST OF CHANGE. N PRIDE OF THE BLUE RIDGE Magnificent broadleaf forests, tumbling mountain streams, rare wildlife and plant species, artifacts reminiscent of times gone by, 101 miles of the famed Appalachian Trail— all are among the diverse array of natural, historical, and cultural treasures protected within the boundaries of Shenandoah National Park. Located astride the picturesque Blue Ridge Mountains, this narrow strip of land, no more than a mile across in some places, is both an excellent example of the Blue Ridge/Central Appalachian bioregion and a window into a landscape in the midst of change, where old farmsteads giving way to renewing forests face the pressures of land development. As one of the first national parks established in the eastern United States, Shenandoah was viewed as an opportunity for restoration of a spectacular blend of forest types. Today, the park is a veritable ecological mixing bowl, where more than 100 northern and southern species of trees coexist. The forests combine with mountain streams to provide much-needed habitat for black bears, bobcats, wild turkeys, native brook trout, and nearly 200 species of neotropical migratory birds. All told, scientists have recorded approximately 2,000 different plants and wildlife in the park, some of which are exceedingly rare or, like the endangered Shenandoah salamander, exist only in the park. When the park was established in 1935, it was far from untouched by human hands. People have long helped shape this landscape, beginning about 10,000 years ago with hunter-gatherers and continuing through American Indian occupation and European settlement. Intense resource exploitation characterized late 19th and early 20th century uses in the region. Much of what became parkland was grazed by live- Shenandoah is 105 miles long and no more than a mile wide in some places. Credit: Matt Kania 7 THE UNITED N ATION' S DUCATIONAL E, CIENTIFIC S , ULTURAL C ORGANIZATION HAS PROPOSED THAT HENANDOAH S NATIONAL PARK BE DESIGNATED AN I NTERNATIONAL BIOSPHERE ESERVE BECAUSE R OF ITS HIGH SPECIES RICHNESS. stock, logged, reforested, and farmed. Congress authorized establishment of Shenandoah in 1926, but it took nearly ten years before land for the park was secured. Unlike many western national parks that were carved from existing public lands, Shenandoah was pieced together from parcels of private property that were donated, sold to, or condemned by the Commonwealth of Virginia before being turned over to the Department of the Interior. To this day, a few people still resent the park because some families were involuntarily resettled to communities outside park boundaries. thousands of trees, shrubs, and flowers—sometimes replanting relic shrubs in careful configurations to mimic the natural landscape. Private contractors began constructing the 105mile Skyline Drive in 1931. The Civilian Conservation Corps (CCC) sculpted the landscape of Skyline Drive, built overlooks and comfort stations, and planted In 1976, Shenandoah received additional protection when Congress designated 40 percent of the park as wilderness in tribute to its remarkable wildland and recreation values. The United Nation's Educational, Scientific, Cultural Organization has proposed that Shenandoah National Park be designated an International Biosphere Reserve because of its high species richness. World Wildlife Fund includes the park as part of the Appalachian/Blue Ridge Forests Ecoregion, rated as Globally Outstanding for its biological distinctiveness and recognized as one of the world's richest temperate broadleaf forests. The Civilian Conservation Corps sculpted the landscape of Skyline Drive, building overlooks and comfort stations and planting thousands of trees. THE SHENANDOAH ASSESSMENT NATURAL RESOURCES— SPECIES AND ECOLOGICAL INTEGRITY AT RISK T he relatively low scores associated with Environmental and Biotic Measures (66), and Ecosystems Measures (64) reflect historical use and invasive degradations, the significant risks that the park's natural resources face from poor air quality and acid deposition, the pervasiveness of nonnative species, and incompatible land development along the park's border, which is largely unbuffered by protected areas. Although the park has undergone substantial changes, Shenandoah has demonstrated its resilience through its exceptional species richness. However, the ability to tolerate ongoing threats is suspect as fish kills, hybrid species, susceptibility to invasives, and losses of state-designated rare species attests. NATIVE BIODIVERSITY— ENDURING OLD LOSSES, FACING NEW ONES Shenandoah, where north meets south, represents a fine example of central Appalachian biodiversity. The park's varied topography, geology, exposure, and moisture conditions create a landscape of diverse habitats suitable for a wide variety of species, including many rare plants and animals. According to some accounts, the total number of native species found in Shenandoah exceeds that in all of Europe. Although the park's species list is not complete, scientists have identified about 2,000 native and nonnative plant and animal species (not including varieties or subspecies) within park boundaries. Because invertebrates and non-vascular plant species have yet to be systematically inventoried, it is likely that the list, including rare species, will grow. As recently as 1998, three vascular plants—Bush's sedge, smooth blackberry, and nut rush—were added to the list. The Virginia Department of Natural Heritage found that 59 native species considered rare by the state have been recorded in Shenandoah, but recent survey work indicates that only 56 remain. Two stateendangered species, variable sedge and small whorled pogonia, exist at the park; the latter is also listed as threatened by the federal government. The endemic sword-leaved phlox was recorded at two places in the 66 out of a possible 100 as based on 76 percent of the information requirements of the assessment methodology and ecosystems measures 64 out of a possible 100 as based on 86 percent of the information requirements of the assessment methodology (See Appendix). 9 park but is now found at just one of those sites. The Shenandoah salamander, a federally endangered species, occurs in the park. The smooth green snake, listed by Virginia as rare, inhabits Big Meadows, and the state-threatened wood turtle also lives in the park. Shenandoah provides habitat for nearly 200 neotropical migratory bird species, both as a nesting site and as a flyover corridor. Virginia considers several of these species rare. As settlers moved into the area, an unknown number of native mammal species were extirpated, and many more saw their population numbers dwindle dramatically. The American bison, elk, beaver, river otter, eastern timber wolf, eastern cougar, gray fox, red fox, and white-tailed deer were all gone from the area by the time the park was established, while wild turkey, black bear, and bobcat numbers were near zero. Since the park's establishment, some of those species have been successfully reintroduced or have recovered naturally. White-tailed deer, black bear, wild turkey, and bobcats now maintain fairly healthy populations. Beaver and otter are both occasionally seen in the park, although neither species maintains a permanent residence, and there have been unconfirmed sightings of cougars. Confirmed sightings of the non-native coyote could spell trouble for the bobcat, since research indicates downturns in its populations when coyotes are present. TERRESTRIAL COMMUNITIES AND SYSTEMS—INVASIVE SPECIES TAKE A TOLL The landscape of Shenandoah has changed significantly over time. When the park was established, some lands had been heavily logged or used for marginal agriculture. Since then, the Park Service has allowed the forest to recover a more natural character. Visitors to Shenandoah now walk under a near-continuous canopy of trees. The park is a land of constant change, where both human and natural impacts continue to alter the ecology. Non-native invasive species have taken a toll on the park's terrestrial systems. These invaders can dramatically change the systems in the park by outcompeting or damaging natives. One of the most signifi- cant events in the history of American forests was the invasion of the non-native chestnut blight, a fungus from Asia. In a matter of a few years, this alien species reduced the magnificent American chestnut from a large canopy species dominant throughout eastern U.S. forests to the morphology of a small understory shrub by killing the chestnuts before they can fully mature. Along the Blue Ridge, five insect species went extinct with the demise of the American chestnut, bears and other foragers lost an important food source, and local communities saw the end of the chestnut economy. Non-native invasive species, such as Tree-of-heaven, continue to alter the make-up of plant communities. Although the park has made great strides in combating these encroachers and has managed to eradicate several, these species remain one of the top threats to park resources. A visitor from 1940 would hardly recognize today's Shenandoah National Park. Surveys conducted at that time describe a dramatically different landscape where American chestnut and red oak stands dominated, while cove hardwoods and pines each accounted for just 6 percent of the forest mix, and yellow poplar stands were absent. Today's blend includes chestnut oak and northern oak at 59 percent, yellow poplar at 16 percent, cove hardwoods at 15 percent, and pitch pine at 3 percent. Eastern hemlocks are found in Shenandoah too, mostly in pure stands on moist sites. The hemlocks are now severely threatened by a non-native, invasive beetle, the hemlock wooly adelgid, which is capable of killing a hemlock within just four years of infestation. All hemlock-dominated stands in the park are infested. It appears that except for remnant trees in isolated areas and a few places where park staff are attempting to control the adelgid, the hemlock stands soon will be gone from the park. The park boasts a number of rare community types at places such as Big Meadows, Hawksbill, and Neighbor Mountain. Limberlost, site of the oldest and largest red spruce stands in the park and home to the only population of alder-leaved buckthorn in Virginia, is losing a significant piece of its majesty to the wooly adelgid, which has infested its towering hemlocks. Fire has always been a part of Shenandoah's natural landscape, limiting the growth of some species while encouraging others. Fire plays a critical role in nutrient cycling and the maintenance of a healthy forest ecosystem, but decades of active fire suppression have left the park with high fuel loads and a larger proportion of older class vegetation. Recently, park staff developed a new Fire Management Plan that uses prescribed fire as a tool. The most notable result thus far is successful species regeneration of rare plant species at Big Meadows. FRESHWATER COMMUNITIES AND SYSTEMS—SOURCE OF CLEAN WATERS AND VALUABLE HABITAT Freshwater communities are important to park health and visitor experiences. Most of the popular hiking trails are near cool mountain streams, and on any number of hot summer days, park visitors enjoy the cool trails of White Oak Canyon or fish for native brook trout in the upper reaches of the park's streams. About 95 percent of Shenandoah's freshwater communities are mountain stream habitats. Approximately 850 springs combine to flow downhill and form many highly oxygenated streams that are home to 30 species of fish, including the native brook trout, which is especially well adapted to the park's naturally acidic, higher-elevation mountain streams, and the abundant blacknose dace, which is sensitive to acidic waters. Two species of non-native trout, the brown and the rainbow, are present in the park and may be adversely affecting native brook trout in several streams. As one example, the tiger trout, a hybrid between a female brown trout and a male brook trout, has been found in several streams that are habitat for brook trout. A freshwater community of particular note is Big Meadows swamp, a representative of a globally rare wetlands type. The swamp is home to rare plant species that are found nowhere else in the park. Included are the gray birch, which reaches the southernmost terminus of its range in the swamp, and the pale green orchid. COOPERATIVE SCIENCE AT WORK Shenandoah National Park has a long-standing cooperative agreement with the University of Virginia to conduct watershed monitoring and research as part of the Shenandoah Watershed Study. Under this program, precipitation quantity and chemical composition are measured at two sites, the chemical composition of stream water at 14 sites, and stream water discharge at five sites. Data and analysis have concluded that nitrate concentrations in stream waters increased dramatically following defoliation caused by the gypsy moth infestation of the late 1980s and early 1990s, indicating that the efficient use of nitrogen as a nutrient by the park's regenerating forests has been disrupted. The effect of the nitrate release was an episodic increase in stream water acidity and an inability to neutralize it. As of 1999, the affected stream's chemistry had not returned to pre-defoliation levels, but monitoring continues. The Shenandoah Watershed Study enabled this rapid assessment of gypsy moth effects and continues to make important contributions to the park's science program. FORECAST The assessment's low scores for the current condition of the park's natural resources and the forecast that conditions are likely to decline over the next ten years reflect the serious nature of threats to those resources. Research at Shenandoah suggests that the park's ecological integrity is in jeopardy from threats that arise largely outside the park. Many of these threats, such as air quality degradation, require action from Congress, states including Virginia, and nearby communities. For example, since deregulation in 1998 Virginia has approved permits for 16 new power plants. The state is continuing to accept new proposals, including one for a power plant five miles from the park's Front Royal gateway. Without external support, the challenges facing the park will never be adequately addressed. The major threats are briefly described below. Air quality affects on visibility. Since its establishment, Shenandoah's spectacular views have been recognized as a key resource and visitor attraction. In 1924, surveyors of the then-proposed national park reported: The single greatest feature is a possible skyline drive along the mountaintop…looking down westerly on the Shenandoah Valley from 2,500 to 3,500 feet below, and also commanding a view of the Piedmont Plain stretching easterly to the Washington Monument, which…may be seen on a clear day. Today, the views from Skyline Drive and other points of interest in the park are not what they once were. Some haziness caused by photosynthesis is nat- ural to the Blue Ridge Mountains. However, regional and local haze dominated by fine sulfate particles from power plants and other industrial sources has reduced natural visibility—from an estimated range of 115 miles to an annual average of less than 25 miles. In summer, the average visual range is now 15 miles compared to the historic average of 77 miles and can be less than one mile on particularly hazy days. This impairment ranks Shenandoah as the third worst park for visual range after Great Smoky Mountains and Mammoth Cave national parks among those parks that conduct visibility monitoring. Acid deposition. Wet and dry acid deposition is a major, pervasive threat to the health of Shenandoah's ecosystems. The rate of acid deposition in Virginia's mountains is among the highest in the country, and Shenandoah National Park has one of the highest wet and dry deposition levels in the entire National Park System. Despite national reductions in sulfur pollution as a result of the 1990 Acid Rain Program, streams in Shenandoah continue to become more acidic and less able to support fish. Nitrogen oxide and sulfur dioxide, primarily from power plants, are the dominant emissions contributing to acid deposition. Soils in Shenandoah's watersheds tend to retain acid deposits, eventually leaching the acidity once they have become acid-saturated. Increased soil acidity causes the release of more soluble forms of aluminum, which kills a trees' fine roots reducing its uptake of nutrients. Acid deposition has significantly affected aquatic resources in the park and remains the number one known threat to overall water quality. Acid levels have risen so high in some streams that even the native brook trout, an acid-tolerant species, is at risk. Ozone pollution. Ground level ozone, distinct from the ozone layer in the upper atmosphere, can adversely affect the health of both humans and vegetation. High levels can cause lung damage and trigger asthma attacks in humans. Ozone levels are particularly high in the eastern United States during the summer months when outdoor recreation is at its peak. Most people are surprised to learn that occasionally in some parks, RECOMMENDED ACTIONS While there are some actions the park can take to mitigate resource threats, action is not the responsibility of the Park Service alone. Most of the major resource threats arise from outside the park's borders. It is incumbent upon local, state, and national decision makers to ensure that this natural treasure exists for future generations to study and enjoy. NPCA recommends the following: Continue and enhance monitoring of air, soils, and stream water to track and address acidification and its related effects. Sulfates, nitrates, pH, and metals (especially aluminum and mercury) should be regularly measured at representative sites. * Monitor plant and fish species that are sensitive to ozone and acid. * Incorporate information obtained from this work into an independent, scientific assessment of the impacts of existing and proposed power plant pollution on Virginia's natural resources and human health. The Commonwealth of Virginia must establish a moratorium on permits for new power plants, including one proposed five miles from the park's northern gateway, until an impact assessment is completed and analyzed. * Congress must require significant and timely reductions in sulfur, nitrogen, mercury, and carbon pollution from power plants. In the absence of congressional action, states must adopt similar requirements. * Continue the aggressive plan to combat invasive non-native species and preserve native ones. Although the new regional invasive plant management team is a good start, Congress must allocate funding sufficient to fight all invasives in the park. * Work cooperatively with a partner to inform and educate park neighbors regarding the effects of incompatible land development on park resources and present alternatives to development, including conservation easements and land trusts. * Conduct inventories for non-vascular plants and invertebrates; monitor wildlife species, particularly deer and bear; conduct a comprehensive soil survey; and improve methods to investigate poaching and enforce anti-poaching regulations. All of these items require additional funding and staff. Shenandoah included, the same harmful ozone levels found in cities are present. Recent ozone measurements for Shenandoah indicate the park is comparable to Richmond, Virginia, and some northern Virginia suburbs of Washington, D.C. Shenandoah is vulnerable to the effects of ozone pollution because of its proximity to large nitrogen oxide and volatile organic compound sources. In addition, ozone exposures are greater for forests growing on ridge tops. Three major forest types—cove hardwood, chestnut oak, and yellow poplar—cover nearly 80 percent of the park and are particularly sensitive to ozone. Forty of the plant species in the park are sensitive to ozone, including the tulip poplar and milkweed, and 25 percent of those plants are exhibiting visible foliar injury, decreased growth, and/or early leaf drop, symptoms of ozone pollution. Invasive non-native species. Invasive non-native species—including plants, insects, and fungi—have had significant adverse effects on the park's native biodiversity and land and water communities, especially the American chestnut and hemlock. Currently, 14 MO ST PEO PLE ARE SURPRISED TO LEARN THAT ON SOME DAYS, THE PAR K SU F FERS F ROM THE S AME HARM F UL LEVELS O F GROUND OZONE THAT ARE FOUND IN RIC HMOND, VIRGINI A, AND SOME NORTHERN VIRGINI A SU BURBS O F WASHINGTON,D.C. 300 documented plant species in the park are nonnatives, and many of those are considered invasive; that is, capable of successful and often rapid establishment. Some are extremely aggressive and can quickly crowd out, kill, or out-compete native species. Tree-of-heaven, for example, produces toxins that prevent the establishment of other species. The results of successful invasions are often farreaching and can include massive changes in natural settings and ecosystem functions. In Shenandoah and elsewhere, areas defoliated by the gypsy moth caterpillar created openings that aided in subsequent invasions by non-native species. Researchers predict the same for the hemlock stands that have fallen victim to the wooly adelgid. Other predicted effects of the hemlock loss include decreases in both native insect populations and habitat for songbirds. Park staff face an overwhelming task in the fight against non-native species. Control now focuses on small or new invasions that pose the greatest threats to native species and their habitat. Shenandoah is part of a cooperative effort to assess and control invasive species, and for 2003, the park received funding through the regional NPS office to house a regional CULTURAL RESOURCES— A WEALTH OF TREASURES IN PERIL S henandoah National Park received an overall rating of 56 on a scale of 0 to 100 for cultural resource conditions, including ethnography, archaeological sites, history and historic structures, cultural landscapes, and museum and archival collections. The Park Service faces many challenges in attempting to correct the deficiencies that led to the low score, particularly if funding continues to erode. PEOPLES AND CULTURES—STRONG TIES BETWEEN PEOPLE AND PARK RESOURCES Current Conditions = 41 For approximately ten thousand years, people have occupied the lands of Shenandoah National Park and exotic plants "SWAT" team that will also serve ten other parks. However, overall funding and staffing to combat non-native species remain insufficient. Development of adjacent lands. Expansion of towns and communities on both sides of the park is incrementally encroaching on park boundaries. Shenandoah was originally authorized to include 512,000 acres, significantly larger than its current size of 199,017 acres. As more forests and farm land are developed for commercial or residential use, the consequences for the park become more severe. As suitable wildlife habitat and, especially, migration corridors, are eliminated, the park's overall biological integrity is further threatened. In particular, as forested land around the park is developed, the resulting "edge" habitat tends to attract non-native species that often invade the park. Native species such as black bear find fewer opportunities to forage and run into problems when they seek out human-based foods. In addition, road expansion projects, such as the one proposed for widening Route 340 in the Shenandoah Valley, have the potential to attract new residential and commercial development. used its resources for food, shelter, commerce, and pleasurable pursuits. This rich human influence is sporadically recorded through oral histories, independent academic research, and interpretation of both the park and the CCC's contributions. But Shenandoah lacks funding and staff for a formal ethnography program—an assessment of places and natural and cultural resources that are valued in different ways by various groups affiliated with the park. This gap is especially evident in relation to the park's associations with former mountain residents and their descendants. Although pre-historic American Indian artifacts are in the park, no modern tribe claims affiliation with parklands. Park staff collect oral histories covering the CCC period, the Skyland resort, Rapidan Camp, former park superintendents, and mountain residents. However, many of the mountain family histories, collected by an amateur reporter in the 1960s, are insufficient. With limited resources, park staff furthers the understanding of people and cultures associated with Shenandoah through archaeological studies, interpretive exhibits, films, and research. FORECAST As the assessment score of 41 indicates, Shenandoah rates low in ethnography. Park staff have not completed an Ethnographic Overview and Assessment. Such information could help mountain family descendants and park staff communicate about the sites that hold special meaning. A full-fledged ethnography program will probably not be initiated unless RECOMMENDED ACTIONS: PEOPLE AND CULTURES NPCA recommends that the Park Service undertake the following actions with regard to ethnography at Shenandoah National Park: * Meet with NPS headquarters and regional staff regularly until consensus and conclusions about the park's successes and needs are reached. It may be determined by all levels of the NPS that an Ethnographic Overview and Assessment is not necessary. * Work with people sensitive to the local community to identify an acceptable ethnographer for the Ethnographic Overview and Assessment project if it is determined necessary by all levels of NPS. * Continue to resolve tensions concerning access to cemeteries within the park where the descendants' family members lay at rest. Civilian Conservation Corps camp at Shenandoah staff at NPS headquarters and in the regional offices work with park staff to assess the accomplishments and needs at the park. ARCHAEOLOGICAL SITES— ABUNDANT EVIDENCE OF THE PAST Current Conditions = 47 Shenandoah National Park's archaeological resources are rich and varied, from prehistoric sites to the ten camps set up as the CCC began constructing way stations and picnic grounds. Research points to seasonal camps that early hunter-gatherers established in the mountains. Surveys from the 1970s, while not up to today's standards, are still used as a basis for studying prehistoric mountain use. A few of these sites are considered highly significant, but because no systematic evaluation has been completed, the extent of the sites' archaeological value is not fully understood. Despite this, the park continues to make great strides with limited resources. For example, more than 600 sites have been recorded and evaluated in the past three years. Of the estimated 1,250 to 4,800 archaeological sites in the park, more than 1,200 pertain to historic mountain residents. Included in this count are 460 known historic homestead sites, each with its own story to tell about the people who lived in these mountains before the park was established. FORECAST Shenandoah's wealth of archaeological resources is in jeopardy, as reflected in the assessment score of 47. The reasons are many, but they start with the lack of a permanent staff archaeologist at the park to add an expert voice and attention to the planning and management decisions that affect archaeological resources. The park also suffers from too little knowledge about its archaeological resources, although initial evaluations of many identified sites have been completed. An Archaeological Overview and Assessment, the baseline study for archaeological resources, was RECOMMENDED ACTIONS: ARCHAEOLOGY To alleviate deficiencies in management and protection of Shenandoah's archaeological resources, NPCA recommends the following actions: * Congress must provide funding to hire a staff archaeologist and make the Archaeological Technician position permanent. * Complete the Archaeological Overview and Assessment. * Strengthen internal training of rangers and maintenance staff to promote awareness and required protection of archaeological resources. * NPS and the Potomac Appalachian Trail Club should work together to raise awareness of archaeological resources among club members and hikers on the Appalachian Trail. started but has not been completed as rapidly as the park would like, in part, because the park does not have a full-time archaeologist. In addition, only ten of the park's estimated 100 nationally significant archaeological sites are listed on the National Register of Historic Places, despite repeated requests by the park for funding to update nominations. Increased funding for this project and an archaeologist will help address these needs. The park's popularity also presents a threat to archaeological resources. Today's most visited campsites and visitor destinations were historically the destinations for early peoples and their successors. For example, all Appalachian Trail huts in the park are located on flat, level ground near water, the natural choice for past campsites. High foot traffic in these areas damages archaeological resources, often before staff can survey the sites. Damage is also caused by illegal camping in restricted areas and occasional taking of artifacts. HISTORY AND HISTORIC STRUCTURES— BUILDINGS TELL A COMPELLING STORY Current Conditions = 60 Park staff manage 450 extant historic structures, many of which are considered to be in good condition. One hundred and seven of the structures have been determined eligible for the National Register of Historic Places, but they are not yet included on the park's official List of Classified Structures. Of those structures, 95 are awaiting nominations to the National Register. No funding is available to support the work needed to complete the nominations. Among the many significant historic features of the park is Skyline Drive. This magnificent stretch defines the experience of Shenandoah from the moment visitors enter the park. In addition, Massanutten Lodge, located at the former resort of Skyland, has been restored to its earlier appearance and now boasts a permanent exhibit, "The Women of Skyland," that celebrates the social and historic contributions of five women with connections to the resort. Potomac Appalachian Trail Club manages six historic cabins in the park as rustic accommodations for guests, available on a reservation basis. Corbin Cabin— listed on the National Register of Historic Places and managed by the club—is one of the few remaining intact historic structures from the mountain families who lived in the park. In addition to the six cabins, the club manages all of the trailside huts along the Appalachian Trail. The club does an admirable job with upkeep, but having a group focused on recreation manage historic structures poses some challenges for park staff who must protect archaeological and historic remains at these popular sites. FORECAST Promotion of the park's history and protection of historic structures have evolved greatly since Shenandoah was established. But as the assessment score of 60 reflects, this positive trend is dampened by funding and staffing shortfalls that hinder steps for needed improvement. While many of the historic structures in Shenandoah are in good or fair condition, the park has no formal annual monitoring program. Under the new condition assessment program, all of the structures are scheduled for inspection each year, but not necessarily by someone specifically trained in historic preservation. Shenandoah also lacks a Historic Resource Study for the more than 100 roads that traverse the park. Aside from Skyline Drive, none of the roads has been evaluated for their significance and contributions to the historic fabric of Shenandoah. CULTURAL LANDSCAPES—WHERE NATURAL RESOURCES AND HISTORY MEET Current Conditions = 61 Cultural landscapes represent a blending of the cultural and natural features in a park. Shenandoah has 18 identified cultural landscapes, ranging from a rustic Appalachian garden on the edge of Skyland to Rapidan Camp, President Hoover's "summer White House." Big Meadows, where human occupation dates back thousands of years and includes the 1930s era CCC camp, is an excellent example of Shenandoah's mix of cultural and natural resources. Although not known with certainty, research indicates the meadow might have been maintained early on through intentional burning and, later, grazing of domesticated animals. RECOMMENDED ACTIONS: HISTORIC STURCTURES Park staff have worked with marked success to improve the condition of many of Shenandoah's historic structures over the past decade. The assessment found, however, that conditions are not likely to continue to improve over the next ten years unless action is taken to correct current shortcomings. In particular, lack of funding and insufficient training in the significance of historic resources and their proper preservation threaten the park's irreplaceable historic structures. NPCA recommends the following: * Congress must provide sufficient funding to nominate the 95 remaining structures that are eligible for the National Register of Historic Places and evaluate other structures in the park for eligibility. * Complete a Historic Resource Study for park roads to determine their historic context, keeping in mind the current wilderness character in much of the park. * Establish a historic preservation maintenance team. * Strengthen internal training on the significance of historic places and preservation legislation. In particular, make technical training in historic preservation mandatory for appropriate maintenance staff. * Provide historic preservation training opportunities—and actively encourage attendance—for the Potomac Appalachian Trail Club. This allowed several unique plant communities to take root. The open character of Big Meadows attracts populations of birds found nowhere else in Shenandoah. This area also illustrates the complexity of managing cultural landscapes. In keeping with the original philosophy of returning parkland to a natural state, Big Meadows was not actively maintained. Encroaching forest and scrub reduced the meadow to 150 of its original 700 acres. Park staff now manage the open landscape by mowing down encroaching saplings and using prescribed burns. Lewis Mountain, another of the park's cultural landscapes, relates a tale of race relations in the RESTORATION OF A PRESIDENTIAL RETREAT Rapidan Camp, formerly known as Camp Hoover, is of exceptional significance within the many historically important structures at Shenandoah. A National Historic Landmark located at the headwaters of the Rapidan River, this site was President Herbert Hoover's summer retreat from 1929 to 1933. Shadowed by arching hemlocks, Rapidan Camp became known as the "summer White House." It included the President's Cabin, Prime Minister's Cabin, a Marine camp, and several other structures. Time and neglect led to the loss of several of the camp's structures, and others were modified from their appearance in the 1930s. The wooly adelgid infestation threatens to kill most of the hemlocks that gave Rapidan Camp's landscape its distinctive character. And ice storms in 1998 caused significant damage to the historic landscape and structures of the camp. The Park Service is restoring Rapidan Camp and its remaining structures to their 1931 appearance, using historic photos and records that provide clues to the original look and layout. Restoration of the historic structures is nearly complete, and the President's Cabin will become a permanent museum. Despite this significant progress, funding to fully interpret and maintain the site remains uncertain. United States during the time of segregation. This landscape, in the process of being nominated for the National Register of Historic Places, was initially opened in 1939 to serve only African-American visitors to Shenandoah. Harold Ickes, Secretary of the Department of the Interior under President Franklin Roosevelt, ordered the park to integrate the park's Pinnacles Picnic Grounds, but the leading park concessionaire at the time fought integration in the park. It was not until 1950 that visitor facilities at Shenandoah were fully integrated, more than a decade before other public facilities in the Commonwealth of Virginia. FORECAST The balance between cultural and natural values in cultural landscapes is well illustrated at Shenandoah National Park, where staff have done a credible job maintaining the landscapes. But much remains to be done to protect these landscapes into the future, as reflected in the assessment score of 61. According to park staff, the condition of cultural landscapes at Shenandoah remains largely unknown; and therefore, is presumed to be deteriorating. The park has had some successes, including stabilization of Judd Gardens and the borders of Big Meadows. But overall, cultural landscape preservation at Shenandoah is inadequately funded and understaffed. As one result, only a few sites have been documented and subsequently nominated to the National Register of Historic Places as cultural landscapes. Most of Shenadoah's documentation work required for the National Park Service's Cultural Landscape Inventory is done out of the Park Service's Philadelphia Support Office, which carries a huge responsibility for the entire Northeast Region. Noting that a new General Management Plan for Shenandoah has not been completed, the Philadelphia office has not made the park's cultural landscape research a priority. This means that the park will probably not meet its goal of entering research for 12 cultural landscapes into the Cultural Landscape Inventory by 2005. It also means that staff will not have access to the baseline data needed to make decisions and carry out plans to preserve cultural landscapes. They also will lack resources to initiate training about how to care for cultural landscapes and how to help prevent possible future damage from maintenance workers and visitors who are unaware of their importance. MUSEUM COLLECTIONS AND ARCHIVES— CURATORIAL STAFFING SHORTAGE Current Conditions = 79 The museum collection and archives at Shenandoah earned the highest score, 79, of all cultural resources categories. A new state-of-the-art storage facility allowed staff to move collections and archives out of basements and attics, and most of these items are in good or fair condition. Staff have also reduced the backlog of uncataloged items so that only 24 percent of the collection remains to be cataloged, considerably less than the National Park System average. The park's collection and archives are extensive. As of May 2002, records indicate the park maintains 468,712 museum holdings. The varied collection ranges from archaeological items to historical objects and extensive archival material. The bulk of the history collection includes objects such as clothing, furniture, and tools that are related to the exploration of Shenandoah, the CCC, and Skyland. The large archival collection contains documents associated with establishing the park, including resource management records dating back to the 1920s. Of special significance are the personal papers of L. Ferdinand Zerkel, a Virginia businessman who was instrumental in the park's formation. FORECAST The assessment forecasted that the condition of Shenandoah's museum collection and archival material will be consistent in the coming years; only curatorial assistance and more storage space will improve the situation. The park's collection has grown in recent years through increased archaeological excavations and purchases for the CCC museum at Panorama near the Thornton Gap Entrance Station. Park staff have requested funding for a small addition to house the archaeological artifacts. Compressed storage units were installed in December 2002, and a new collection management plan that will include a storage management plan is scheduled for completion in 2003. Not having enough money to hire the staff needed to keep up with the growing collection and exhibits is the single greatest threat to continued improvements. Staff may be forced to close the new exhibit at Massanutten Lodge in 2003 if money for a ranger cannot be found. In addition, too few employees are available to handle the backlog of uncataloged materials, catalog new items, respond to requests for information from visitors and the broader public, and staff anticipated new exhibitions. RECOMMENDED ACTIONS: CULTURAL LANDSCAPES It is clear that additional funding, for research, training, and support from the regional office are needed to help ensure the continued integrity and protection of Shenandoah's cultural landscapes. NPCA recommends that park staff take the following steps: * Renew communications with the Philadelphia office regarding the timeline for completing the research needed for the Cultural Landscape Inventory. Congress should appropriate the funds necessary to complete this much needed work. * Train park staff in site significance/awareness and horticultural issues and procedures. * Look into partnerships with neighboring parks or protected areas to share training and resources. * Reach out to the Potomac Appalachian Trail Club through workshops and training to increase the group's awareness of cultural landscapes. RECOMMENDED ACTIONS: MUSEUM COLLECTIONS The relatively high score for this category is a testament to the park staff's commitment to stewardship in the face of limited personnel and funding. NPCA recommends that the following steps be taken to ensure adequate funding for work needed in the future: * Congress needs to allocate funding to hire a curatorial technician to manage and maintain the expanding number of park exhibits. * Analyze projected growth of collections, researcher needs, and exhibit expansions and then use the results to seek funding to add needed curatorial expertise to the permanent staff. * Ensure that the upcoming storage management plan accurately reflects the anticipated growth in collections over the long term, not merely for the near future. * Continue work on reducing the catalog backlog even as collection acquisitions increase. STEWARDSHIP CAPACITY— CHALLENGES AND POTENTIAL The third and final step in the resource assessment process examines stewardship capacity—how well positioned the Park Service is to protect Shenandoah's natural and cultural resources. Four categories were considered: funding and staffing, park plans, interpretation, and external support. Overall, the park's stewardship capacity rated 63. As discussed throughout this report, Shenandoah faces many serious threats that originate outside its boundaries, and the Park Service can not reasonably be expected to address their full scope. Nevertheless, NPCA believes that adequate funding and sufficient personnel can be strategically used to reduce the effects these threats have on the park's outstanding natural and cultural resources. OVE R T H E PAST T WO D E C A D ES AS T H E CO ST O F M EE TI NG R E C UR R I NG PAR K NEE D S RO SE , P UR C HAS I NG POWE R E ROD E D. FUNDING AND STAFFING—SHORTFALLS RESULT IN LESS PROTECTION FOR RESOURCES AND FEWER SERVICES FOR VISITORS Rating: 61 At Shenandoah, as at many other national parks, funding is the most significant factor in the staff's capacity to protect park resources. For most national parks, the largest share of budgets is composed of operating funds made available by Congress for recurring needs—basic day-to-day functions such as resource protection, law enforcement, interpretation, management, administration, and routine maintenance. The park's Business Plan, an analysis of operating funds from fiscal years 1980 through 2000, shows that in inflation-adjusted dollars, the park received increases of about 1.2 percent per year, about 24 percent in total. Costs rose about 31 percent over the same time period. Some of this increase includes the cost to meet the requirements of the Clean Air and Clean Water acts, regulations regarding hazardous materials, and other public safety measures. In other words, over the past two decades as the cost of meeting recurring park needs rose, purchasing power eroded. A serious budget shortfall has resulted, and park officials are increasingly challenged to carry out even basic responsibilities. Other funding sources, such as 80 percent of revenues from fees collected in the park, are targeted for specific projects and cannot be transferred to help cover the budget shortfall for recurring needs. Current unfunded annual operating needs totaled about $5 million in fiscal year 2000, rising to $6.7 million in fiscal year 2002. Nearly half of this funding deficit occurred in the Resource Protection budget, which was short $2.2 million and 29 full-time equivalents. The Natural Resource management program operated with a funding deficit of nearly $1.4 million annually. Other funding needs include activities such as improved dissemination of cultural resource knowledge and information ($265,000), year-round operation of the new visitor/education facility ($458,000), improved protection of designated wilderness ($259,000), improved law enforce- ment response and employee safety ($614,000), establishment of a historic structures preservation maintenance team ($490,000), improved emergency medical response time ($221,000), improved structural fire prevention and response time ($275,000), and improved maintenance of all facilities ($771,000) (dollars adjusted to the year 2000). The funding shortfall has led to serious understaffing at the park. In 2000, Shenandoah reported 219 full-time equivalent employees, 84 fewer than are needed to protect park resources and maintain quality visitor services under existing plans. Lack of adequate funding is also taking a toll on public information, emergency, and protection services provided by park rangers. Without additional funding, park officials cannot ensure basic safety and emergency response for park visitors. RECOMMENDED ACTIONS: FUNDING AND STAFFING In 2000 the park's business plan identified substantial funding and staffing shortfalls that have been exacerbated by budget erosion over recent years. Congress must act to increase base funding and staffing levels to ensure full resource protection and a quality experience for visitors. PARK PLANS—OUTDATED GENERAL MANAGEMENT PLAN Rating: 46 A number of significant park plans are outdated or absent in Shenandoah National Park, including an important guiding document—the General Management Plan (GMP). Shenandoah's existing plan dates back 20 years and is no longer relevant. A new plan may soon be in the works because the Park Service has placed Shenandoah on its priority list. Shenandoah's Resource Management Plan (RMP), the vision for resource management, was last updated SWAT TEAM TO ADDRESS REGION'S PLANT INVASIONS SHENANDOAH MAY LOSE A POSITION TO STAFF IT A new non-native plant management team will be located at Shenandoah, where controlling invasive, non-native species is one of the park's greatest challenges. The team will serve 11 parks in the region, including Shenandoah. Unfortunately for the park, staffing the SWAT team comes at the expense of another vital position that will not be refilled because of a lack of funds. The new supervisor for the team is currently employed at the park in insect pest management control and environmental assessment and compliance. His current position will go unfilled. 21 Other significant omissions in park planning documents, discussed in the cultural resource section of this report, are the Archaeological Overview and Assessment (currently under way but delayed because of funding and staffing shortages), an overall Historic Resource Study, and a Historic Resource Study for the park's roads. This category received a low score because of the large number of outdated or non-existent plans. RECOMMENDED ACTIONS: PARK PLANS * Begin revisions of the General Management and Resource Management plans as soon as possible. * Congress should provide funding to complete a Historic Resource Study for the park as a whole, including the park's roads, as also recommended in the cultural resources section of this report. * Initiate—with the appropriate regional and National Park Service offices—an internal partnership to further the park's ethnography studies and efforts. * Congress should provide funding to complete much needed natural resource management plans, such as an exotic species management plan and deer and bear management plans. INTERPRETATION—WELL-ROUNDED EFFORTS PRODUCE RESULTS Rating: 83 Public understanding of Shenandoah's resources is an important stewardship tool. In a popular park like Shenandoah, which is close to large urban areas and averages 1.5 million visits a year, an effective education program is one of the best ways to reach the public. The park's interpretive services are in great demand. In 2002, Shenandoah's 14 full-time and eight seasonal interpretive employees contacted 439,000 people through visitor centers, informal and formal interpretation, and the junior ranger and other education programs. Through non-personal services such as publications and audio/visual media, staff made more than 540,000 contacts. Outreach services, which includes giving presentations and loaning materials, accounted for an additional 2,000 contacts. The park's web site registered approximately 1.5 million hits. The Business Plan estimates that to accomplish the goals and objectives of the Interpretation and Education Division, an additional eight full-time equivalents are necessary. In 2000, $1.1 million was spent on visitor interpretive services, about $354,000 less than what was needed, and funding for this activ- ity has decreased since then. Staff shortages mean the park is not able to offer visitor services, including education programs, to 50,000 wintertime visitors. The park's Loft Mountain Information Center is closed two days a week during the peak park visitation season and closed from fall through spring. Visitor services have been lost each year because of persistent staffing shortfalls, and the park may have to close a visitor center permanently in the coming year because of budget and staffing erosion. The park will take possession of the Panorama building at Thornton Gap in 2004, but will not receive funding to transform it into a yearround visitor center and CCC museum until 2006. RECOMMENDED ACTIONS: INTERPRETATION * Congress must help to eliminate the $350,000 shortfall in interpretive funding. The erosion of the interpretation budget has serious implications for the park's ability to meet visitor demands. * Congress must provide funding for eight full-time equivalent interpretive staff positions needed to carry out work under existing plans. * Congress must provide funding beginning in 2004 to renovate the Panorama building. EXTERNAL SUPPORT—VOLUNTEERS AND PARTNERSHIPS MAKE VALUABLE CONTRIBUTIONS Rating: 62 Across the country, volunteers and national park partners make valuable contributions to the protection of park resources. At Shenandoah, volunteerism averages a remarkable 40,000 hours a year, and in years when the park is damaged by events such as hurricanes, volunteerism rises. In 2002, 518 volunteers— 300 of them from the Potomac Appalachian Trail Club—donated 41,735 hours of their time to the park, equating roughly to $668,000 of service. Volunteer activities range from interpretation, youth conservation, and trail maintenance to resource management and administrative duties. While the number of volunteers at Shenandoah is fewer than in some other national parks assessed by the State of the Parks® program, their productivity tends to be higher, averaging 80 hours per volunteer. In addition to volunteers, Shenandoah maintains multiple long-term partnerships with many other organization and at least six universities. The partnerships focus on key issues and park needs such as falcon reintroduction and gypsy moth research, fish and wildlife monitoring, air quality, archaeological work, trail and hut maintenance, educational materials development and watershed acidification research. Community outreach is a key component of building support for the park and to recruit volunteers and forming partnerships. Shenandoah staff work with park neighbors on several fronts. Senior managers routinely attend meetings of the Blue Ridge Committee, a group that consists of representatives from all the counties that surround the park, to work on issues such as park access and local tourism. The park employs teenagers through the Youth Conservation Corps during the summer and maintains a community service program for legal offenders. Although members of Congress and other decision makers have supported specific pro-park initiatives, Shenandoah lacks the consistent, assertive champions needed to resolve the threats facing the park. Because of uncertain congressional support and the lack of a full-time volunteer program coordinator, the assessment rated external support at 62. RECOMMENDED ACTIONS: EXTERNAL SUPPORT * Congress must provide funding for a full-time volunteer coordinator to increase the effectiveness of park volunteers. Park advocacy groups and key decision makers at local, state, and federal levels must work together particularly on issues relating to air pollution, funding, and non-native species, and on other issues necessary to protect, restore, and enhance the park. * Examine the possibility of working through partnerships and conservation easements on private lands to create ecological corridors linking Shenandoah National Park with neighboring protected areas. * Continue community outreach activities, especially regarding issues of local planning and zoning. APPENDIX: STATE OF THE PARKS® ASSESSMENT PROCESS T o determine the condition of known natural and cultural resources at Shenandoah and other national parks, the National Parks Conservation Association developed a resource assessment and ratings process. It examines current resource conditions, evaluates the park staff's capacity to fully care for the resources, and forecasts likely conditions over the next ten years. reported on a 0-100 scale and reflects the extent to which information requirements for the assessment are met. The scores for cultural resources are determined based on the results of indicator questions that reflect the National Park Service's own Cultural Resource Management Guidelines and other Park Service resource management standards. Researchers gather available information from a variety of sources in a number of critical categories. The Natural Resources rating reflects assessment of more than 120 discrete metrics associated with environmental quality, biotic health, and ecosystem integrity. Environmental quality and biotic health metrics (EBS) address air, water, soils, and climatic change conditions as well as their influences and human-related influences on plants and animals. Ecosystems measures (ESM) address the extent, species composition, and interrelationships of organisms with each other and the physical environment for indicator, representative or all terrestrial and freshwater communities. Each of the metrics is assigned a score of 1-3 based on the interpretation of extent, severity, and duration of impacting influences as regards the element. The total element scores for each category are divided by the total score possible and the percentage calculated becomes the rating. Element category scores are then rolled-up to produce the EBS, ESM, and Overall scores. In addition to producing a 0100 scale score for each element category and roll-up categories of Environmental and Biotic Measures, Ecosystems Measures, and Overall, the assessment ratings also provide a "basis" for interpreting the adequacy of information upon which the element category or roll-up scores are based. This basis is also Indicators of stress and threats to resources are applied across each natural and cultural resource category to determine what their impacts will likely be over the next ten years. A checklist is used to derive a score based on the percentage of positive responses to questions posed about threats to existing resources. This enables a risk analysis to indicate whether resource conditions are likely to decline, remain the same, or improve. The impacts of threats to the park are also used to evaluate how resource conditions may change as a result of threats that are outside the control of park staff. Stewardship capacity refers to the Park Service's ability to protect park resources. Information is collected and circulated to park staff and peer reviewers for analysis and to assign ratings. An overall average based on a 100-point scale is used to determine the ratings. An overall score is obtained by weighting the funding and staffing component at 40 percent, recognizing its critical importance, and the remaining three elements at 20 percent each. For this report, researchers collected data and prepared a paper that summarized the results. The draft underwent peer review and was also reviewed by staff at Shenandoah National Park.* NPCA's State of the Parks Program represents the first time that such assessments have been undertaken for units of the National Park System. Comments on the program's methods are welcome. * This report does not address all of the information gleaned from the assessment process. Rather, it highlights current natural and cultural resource conditions in Shenandoah National Park and the threats that the National Park Service can most likely address to improve resource conditions into the future. For a copy of the full report, please visit www.npca.org/stateoftheparks/ For more information about the ratings in this report, contact National Parks Conservation Association, State of the Parks® Program, P.O. Box 737, Fort Collins, CO 80522 Phone: 970-493-2545; Fax: 970-493-9164; E-mail: email@example.com DATA SOURCES FOR THIS REPORT* * U.S. National Park Service and Park Service staff at Shenandoah National Park Commonwealth of Virginia * Department of Natural Heritage * Department of Conservation and Recreation * Department of Environmental Quality * Department of Forestry U.S. Government * Bureau of the Census * Environmental Protection Agency * National Oceanic and Atmospheric Administration * National Atmospheric Deposition Program/National Trends Network * U.S. Geological Survey Other * The National Trust for Historic Preservation * Colonial Williamsburg Foundation * University of Virginia * Virginia Polytechnic Institute and State University * James Madison University * Data from these sources were collected during visits to the park and from park publications, personal interviews, Internet resources, and literature reviews. ACKNOWLEDGMENT For more information about the State of the Parks® Program and this and other program reports, contact: National Parks Conservation Association State of the Parks® Program P.O. Box 737 Fort Collins, CO 80521 Phone: 970-493-2545 Fax: 970-493-9164 E-mail: firstname.lastname@example.org Or visit us at www.npca.org/stateoftheparks/ Copyright 2003 National Parks Conservation Association Researcher: Quinn McKew Writer/editor: Deanne Kloepfer Design/layout: Pensare Design Photos: Laurence Parent and NPS Printed on recycled paper NPCA thanks the staff at Shenandoah National Park who reviewed the factual accuracy of information used in this report. A special note of appreciation goes to those whose generous grants and donations made the report possible: The Gerald T. Halpin Conservation Fund, Ben and Ruth Hammett, and anonymous donors. STATE OF THE PARKS® ADVISORY COUNCIL Bruce Judd, Chair Architectural Resources Group Dr. Sylvia Earle National Geographic Explorer-in-Residence Michael Finley Turner Foundation Karl Komatsu Komatsu Architecture Dr. Thomas Lovejoy H. John Heinz III Center for Science, Economics, and the Environment Dr. Pamela Matson Stanford University, Ecological Society of America Robert Melnick University of Oregon Dr. Kenton Miller World Resources Institute, World Commission on Protected Areas Dr. Douglas Muchoney U.S. Geological Survey Dr. Douglas Schwartz The School of American Research Dr. Lee Talbot George Mason University W. Richard West Smithsonian Institution/National Museum of the American Indian	<urn:uuid:33edeab1-8296-4f9e-821f-bdf26e84d929>	CC-MAIN-2021-49	https://npca.s3.amazonaws.com/documents/1141/eef340b6-204d-4116-8df3-8b131aa1c62e.pdf?1445978503	2021-12-08T20:15:11+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00107.warc.gz	466,050,125	14,505	eng_Latn	eng_Latn	0.995432	eng_Latn	0.997624	[ "eng_Latn", "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	[ 2542, 8099, 11558, 15136, 19469, 27541, 33889, 40889, 48145, 55974, 61735, 67656, 74326 ]	[ 2.4375, 1.2578125 ]	1	1
2021 Girl Scout Alum Facts Alums at a Glance 1 Benefits of Girl Scouting 3 * More than one in three women in the United States were Girl Scouts at some point in their lives. * There are currently more than 50 million Girl Scout alums. * Girl Scout alums say they have Girl Scouting to thank for many of their life achievements. Girl Scouts: – Set them on a path for achievement and success – Connected them to a network of girls and women around the world – Developed their passions and interests in the outdoors; business and science, technology, engineering, and math (STEM). * Nearly nine in ten Girl Scout alums (88%) are satisfied with their lives today, and 87% say they have successfully met their life goals. * Girl Scout alums are civically engaged—86% are registered to vote and 73% vote always or nearly always. Girl Scout Alums Lead 2 * Fifty-six percent (56%) of women in the 117th Congress are Girl Scout alums. * Seventy-one percent (71%) of current female senators are Girl Scout alums. * Fifty-three percent (53%) of current female delegates and representatives in the House of Representatives are Girl Scout alums. * Five of the nine current female governors are Girl Scout alums. * Every female secretary of state in U.S. history is a Girl Scout or Girl Guide alum: Madeleine Albright, Condoleezza Rice, and Hillary Clinton. 1 The Girl Scout Alum Difference (2021). 2 Girl Scouts of the USA's Public Policy & Advocacy Office (February 2021). 3 The Girl Scout Alum Difference (2021). * Sixty-eight percent (68%) of alums assert that Girl Scouts has had a positive impact on their lives. * Alums who were in Girl Scouts for two or more years showed a significant increase in beneficial life outcomes. * The longer alums were engaged in Girl Scouts, the more likely they are to be successful and satisfied with their lives. This is even more pronounced if they earned highest awards, especially the Gold Award. * Compared to other women, Girl Scout alums embody higher levels of: – Courage—they show resilience when learning from failure and setbacks, take on challenges, are ambitious, and aren't afraid to take risks (46% compared to 36%). – Confidence—they accomplish what they set out to do and are assured in their abilities (66% compared to 53%). – Character—they lead purposeful and meaningful lives, are honest and trustworthy, stand up for their beliefs and values, and actively contribute to others' well-being (74% compared to 62% showed positive values and 61% compared to 48% showed positive self-image). * Alums say they "bring people together to get things done," and 84% hold leadership roles as adults. * Alums attain higher levels of education than other women (78% compared to 65% attended at least some college) * Alums are more satisfied with their careers than other women (68% compared to 60%) and slightly more likely to be in management positions at work (42% compared to 37%). * Alums are more likely than other women to volunteer (48% compared to 33%) and contribute financially to causes they care about (62% compared to 47%). 1 \| \| The Impact of the Girl Scout Gold Award 4 A recent study found that although being a Girl Scout is linked to improved life outcomes, earning the Girl Scout Gold Award has even greater benefits: * Gold Award Girl Scouts are almost three times more likely than non-alums to volunteer for causes they care about (82% compared to 33%). * Gold Award Girl Scouts describe themselves as "go-getters" and report that while earning the Gold Award, they developed essential 21st century employment skills that give them a boost in their academic and professional lives. * The Gold Award opens doors! Alums who have earned it say it gives them a competitive advantage on college (86%) and scholarship (76%) applications and résumés (82%), helping them get into college or a graduate program, earn a scholarship, or get a job. * Gold Award Girl Scouts are more likely than non-alums to have obtained an undergraduate or graduate degree (88% compared to 32%). Read More * The Girl Scout Alum Difference: A Lifetime of Courage, Confidence, and Character (2021) * Girl Scouting Works: The Alumnae Impact Study (2012) * The Power of the Girl Scout Gold Award: Excellence in Leadership and Life (2016) The Girl Scout Research Institute (GSRI) is the applied research arm of Girl Scouts of the USA. Through original research studies, the GSRI measures the impact of Girl Scouting and leads national conversations about girls' healthy development, well-being, and leadership. Learn more at www.girlscouts.org/research. © 2021 Girl Scouts of the USA 4 The Girl Scout Alum Difference (2021). * Gold Award Girl Scouts are lifelong leaders who put their beliefs about women in leadership into action. 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lower, slower, softly and gently helps to calm and relax the mind and body, reducing tension and anxiety, and improving concentration and memory. Shallow, fast breathing increases feelings of stress, anxiety and panic. Diaphragmatic, abdominal, or belly breathing is the core skill for stress management. It is the fastest, most effective way to become calmer and more relaxed. This type of breathing becomes easier and more natural when practiced in a quiet place 5 or more minutes a day for a week or so. Throughout the day, take a few slow breaths each hour to help prevent stress build-up or in response feelings of stress and anxiety. Practice breathing on the go—while walking or driving, in class or meetings, or while studying—to make it a natural defense against stress. Lie on the floor or sit up straight in a chair and place one hand on the center of your chest and the other on your abdomen, right at the waistline. Take a few breaths and notice if the hand on your chest or stomach moves more. Chest breathing makes it difficult to breathe slowly and smoothly. For improved abdominal or belly breathing, relax your shoulders and chest and push your stomach muscles up and out gently and slowly as you inhale, creating a natural vacuum in your lungs for just the right amount of air. Pause. Keep your hand on your stomach if it helps. Gently and slowly relax your stomach muscles in and down as if slowly letting air out of a balloon. To shift from chest to abdominal breathing, make one or two full exhalations that push out the air from the bottom of your lungs – this creates a vacuum that will pull in a deep, diaphragmatic breath on your next inhalation. Inhale gently and slowly through your nose as if slowly filling a balloon with air. Pause. TIP F 6 breaths per minute is ideal for practice. Inhale for 5 seconds Exhale for 5 seconds 801-422-3035 caps.byu.edu/biofeedback Exhale slowly through your mouth, pursing your lips as though blowing through a straw to slow your breathing down. Pause and repeat. * Overbreathing is a behavioral mismatch of the rate and depth of breathing * Breaths can be too fast, deep, and full OR too quick and shallow * Ventilating out too much carbon dioxide * Reduction of O2 and glucose reaching organs and tissues High Blood Flow Image from bountifulbreathing.com Low Blood Flow * Lowering blood levels of CO2 (hypocapnia) * Electrolyte imbalances, affecting muscle and brain function Moderate overbreathing can reduce oxygen delivery to the brain by 30%-40% Severe overbreathing can reduce oxygen delivery to the brain by 60% * Hyperventilation, shallow breaths, chest tightness, increased heart rate; chest (thoracic) breathing results in incomplete ventilation of the lungs * Can trigger anxiety, headaches, asthma, anger, chronic pain, GI distress, panic attacks, chest discomfort, etc. * A proper balance of inhaling and exhaling provides an optimal level of CO2 in the blood. * Promotes nitric oxide (NO) release to blood vessels for vasodilation and glucose release for energy. * Releases oxygen to body tissues for gas exchange. * Use the techniques listed on the other side of this handout * Use a breathing pacer (see suggested apps on our website). * Make an appointment with Stress Management and Biofeedback Services, or come to Walk-In Hours, to use biofeedback equipment to monitor your breathing and find your optimal breathing rate. * Practice daily! Adapted from Inna Khazan, PhD, BCB Blood Vessels During Healthy Breathing	<urn:uuid:71ffee5a-3de5-4c61-bb35-4549844b3786>	CC-MAIN-2021-49	https://caps.byu.edu/https:/brightspotcdn.byu.edu/7f/7a/f4e6caa44ee79854bd9260f16576/breathing.pdf	2021-12-08T19:11:10+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00107.warc.gz	209,504,434	777	eng_Latn	eng_Latn	0.994864	eng_Latn	0.997045	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2045, 3528 ]	[ 3.03125 ]	2	3
5 Postnatal Introduction Traditional birth assistants and health staff can offer a range of postnatal care for mothers and babies, which may include traditional ceremonies, particularly on return to their community. In traditional care, after the birth the woman or a birth assistant prepared warm ash or sand to pack onto her abdomen, between her legs, and at the base of her spine. The warmth relieved pain, helped stop bleeding, and reduced the smell of blood and the placenta (baby bag). After the birth, the mother would take part in a smoking ceremony to give her energy and strengthen her body, provide protection for the mother and the baby, and give the baby a good start in life. Leaves of the mulga tree, emu bush (yellow and pink flowers), stringy bark, or other traditional plants native to a region, were used to make the smoke. In some places a shelter was built with the smoking fire inside. The woman sat over the smoking leaves near the fire to smoke her abdomen and breasts. Smoking the breasts was thought to help the flow of milk. All parts of baby were held briefly in the smoke. The ceremony was used to invoke health and acceptable social behaviour in the child. For example, if you smoke the baby's mouth, the child will not swear later. Women may say that a child is aggressive because they were born in hospital and put into water, rather than being smoked and put in the earth. Aboriginal women traditionally breastfed well into their baby's second or third year. The whole community was accustomed to seeing babies being breastfed. Girls and young women learned about breastfeeding by watching, and would often care for other women's babies. Mothers often fed each other's babies. Postnatal care of mother Check mother and baby every day for 5 days then as needed until 6–8 week postnatal check (p219). Also see Postnatal care of baby (p228). Check file notes for * Discharge summaries for mother and baby * Woman's blood group, baby's blood group * FBC results (Hb), syphilis serology ◦If woman Rh negative, check Kleihauer results, need for further RhD-Ig Medical, mental health, social problems during pregnancy for follow-up * Postnatal immunisations needed — see local guidelines Ask * How baby is going, how she is managing care of baby * How she is feeling * Breastfeeding, breast and/or nipple pain, other problems * Problems — fever, vaginal bleeding or discharge, urinary problems, incontinence (p318), bowels (eg constipation or leakage) * Pain — after-birth pains, abdominal or pelvic, perineal, wound (if present), headache, neck or back, calves * Mood changes, symptoms of depression or anxiety (p221) * Plans for contraception (p333) and baby-spacing Check * Hb — if less than 110g/L see Anaemia (weak blood) in adults (CARPA STM p303) * Temp, pulse, RR, BP, O2 sats — work out REWS (p8) * If diabetes in pregnancy — see Follow-up of medical problems in pregnancy (p209) * Breasts, nipples — cracked or sore nipples, redness, inflammation, breast lumps or pain, issues with breastfeeding (p204) * Urine — midstream urine U/A. If positive or symptoms of UTI — MC&S * Uterus — feel for tenderness, firmness. Do not feel if Caesarean section ◦Breastfeeding helps uterus move down ◦Moves down from umbilicus (descends), getting smaller by 1cm a day ◦By 6 weeks — usual size in pelvis, not felt in abdomen ◦Bright blood loss for 2–3 days, then dark to pink, gets less over 2 weeks. May have light bleeding for 4–6 weeks. Should stop by 6 weeks * Vaginal loss — colour, amount, smell (ask and look) ◦Breastfeeding usually reduces length of bleeding time ◦Not normal — blood clots, smelly vaginal loss, heavy bleeding If heavy bleeding starts again — see Secondary postpartum haemorrhage (p212). * If Caesarean section — check abdominal wound. Sutures removed, healing, redness, inflammation * Perineum — clean, not infected, changing pads often, piles (haemorrhoids) ◦If attempted vaginal birth before Caesarean section — perineal trauma ◦If tear or episiotomy — check healing * Legs — signs of blood clots (p138). Check for fever, pain, swelling in calf muscles * Baby — see Postnatal care of baby (p228) Do * If Hb less than 110g/L — see Anaemia (weak blood) in adults (CARPA STM p303) * If woman RhD negative with no Anti-D antibodies and baby RhD positive — RhD-Ig usually given in hospital within 72 hours of birth (IM 625 international units). If not given — medical consult * Iodine oral once a day — 150microgram. Can be in multivitamin designed for pregnancy and breastfeeding * Medical consult about following up medical problems (p209) in pregnancy (eg high BP, diabetes) ◦If woman has thyroid condition — medical consult Talk with woman about Feeding baby * Important to come to clinic for checks for herself and baby over next few weeks, especially if concerns ◦Strongly encourage breastfeeding (p199 ) ◦If choosing not to breastfeed — talk about formula feeding (p236) ◦If not able to breastfeed — talk with midwife, lactation consultant Immunisations for baby * How to sleep baby safely and reduce risk of SIDS ◦Check if given before leaving hospital. Organise if needed ◦To reduce risk of SIDS -▪Sleep baby with head and face uncovered -▪Sleep baby on their back from birth, not on tummy or side - Do not smoke while pregnant or near baby -▪Sleep baby in adult carer's room in own safe sleeping place, for first 6–12 months -▪Provide a safe sleeping environment night and day -▪Breastfeed baby (p199) -▪Sleep baby beside 1 parent only — not between 2 parents. Parent should face baby ◦Sharing a sleep surface (bed share) with a baby is not recommended. If parents choose to bed share with baby, important to follow all of the steps above for SIDS prevention. Also important to -▪Make sure mattress is firm, and baby can't fall off bed. Can put mattress on floor, but be aware of situations where baby could become trapped. Do not push bed up against wall - Do not wrap baby -▪ Do not put baby in adult's bed alone, or to sleep on sofa, beanbag or sagging mattress - Do not bed share with babies who are preterm or unwell Emotional changes after birth — birth experiences, adjustment to mothering, feelings toward baby, fatigue - Do not bed share with baby when parent or carers are smokers or affected by drugs or alcohol * Social circumstances and support, domestic/family violence (p324) * Diet — high fibre, plenty of fluids to keep bowels regular * Forms — birth registration, family allowance, Medicare. Where to get help to complete them * Leg exercises and walking — prevent blood clots (p138) * Contraception (p335) and baby-spacing, sexual health, sexual activity after birth * Pelvic floor exercises (p283) — help prevent urinary incontinence * When to seek help — signs and symptoms of postpartum haemorrhage (p58), pre-eclampsia (p21), infection (p215) Treat common problems ◦Give paracetamol up to 4 times a day (qid) – adult 1g (CARPA STM p380 After-birth pains — can last a few days, often happen when feeding * Constipation — advise exercise, high fibre diet, plenty of fluids * Haemorrhoids — make sure not constipated ◦If has not passed faeces for 3 days — encourage drinking lots of water, consider laxative (eg bulking agent), faeces softener (eg docusate) ◦Give anorectal cream or suppository, but only for few days * Urine — may sting tears of vulva, perineum, labia ◦If severe, don't get better — medical consult about surgical referral ◦Encourage drinking lots of water ◦Advise — kneel or lean forward to pass urine, pass urine in shower/bath ◦Give urinary alkaliniser ◦Treat UTI (CARPA STM p411) ◦If depressed (p221), acting in strange way, still sad feelings more than 2 weeks after birth — medical consult * Mood — feeling bit sad, teary for few days after birth is common. Reassure. If simple treatments don't work or other problems — medical consult If Caesarean section * Give adequate pain relief (CARPA STM p377) * Check abdominal wound daily until healed - ) * Encourage to move about as much as possible ◦Bowels not working (transient ileus) Check for complications of operation ◦UTI (CARPA STM p411) or chest infection (CARPA STM p309) ◦Wound infection ◦Blood clot in leg (DVT) (p138) Advise to avoid lifting, strenuous activity * Advise to come to clinic with baby for medical review, 6–8 week postnatal check (p219) * Talk with woman about the birth, her feelings about having a Caesarean section, impact on future pregnancies Breastfeeding Breastfeeding is the perfect way to feed a baby. For breastfeeding — mother needs * Time to rest and enjoy her baby * Support from partner, family, friends * Healthy foods — including bush foods, fruit, vegetables, meat, milk, bread * To avoid smoking, alcohol, other substances * Plenty of water to drink Supporting breastfeeding * Promote skin-to-skin contact between mother and baby straight after birth for at least an hour or until first breastfeed * Talk about breastfeeding during pregnancy, offer information * Encourage mother to recognise when baby ready to breastfeed. Offer help if needed * Important to keep baby and mother together after birth and in early days/weeks of life to enable breastfeeding and bonding to be established If help needed * Baby should be warm, but doesn't need to be tightly wrapped * Make sure mother has privacy and is comfortable 5.1 * Mother supports baby behind shoulder/neck area — F 5.1 * Baby close to mother's body, head and shoulders facing breast, nose and mouth at level of nipple * ◦ Do not grasp or hold baby's head to position baby at breast * Mother touches baby's cheek with nipple to encourage baby to open mouth * Reassure mother it may take a few tries to attach baby to breast * When baby's mouth wide open and tongue down, mother can move baby toward her breast, baby's mouth to her nipple * Different positions may help baby to get attached and feeding Signs that baby attached and sucking ◦Poor attachment — F 5.3 Optimal attachment — F 5.2 * Mother and baby comfortable, no breast or nipple pain when baby sucks * Baby on its side, chest-to-chest with mother, chin to her breast 5.2 5.3 * Baby's head slightly back, supported on mother's arm * Baby's lips flanged around areola with no air leaks * Baby's mouth wide open with most of the dark part of breast around nipple (areola) in baby's mouth * Baby's jaw moves when sucking, no 'clicking' noise * Swallowing can be seen and heard Young babies * Babies may need to feed 8–12 times in 24 hours, sometimes more often * Baby should be fed 'on demand' — every time it cries for a feed * Some babies want to feed for 5 minutes, other babies for much longer * If baby not growing well in first 2 weeks after birth — may be breastfeeding issue (p204) * Baby can't be overfed on breast milk, will drink just the right amount for good growth * Talk with mother about how baby has been feeding, sleeping, wet and dirty nappies — babies should have around 6 wet nappies a day * Both mother and baby need full check up if mother, family or health practitioner worried Older babies * At around 6 months — start healthy solid food and boiled and cooled water * Exclusive breastfeeding for about first 6 months is best for all babies. This means breast milk only — no other food or drink, not even water * Continue to breastfeed until 1–2 years, or longer if mother and baby want ◦◦At least 12 months may help protect against infections * As baby has more other foods, breast milk supply will slowly decrease * Older baby having fewer breastfeeds still benefits from breast milk * If mother wants to stop breastfeeding older baby — talk about slowly reducing breastfeeds over a period of time * Breastfeeding without appropriate introduction of other food at around 6 months may lead to serious growth problems. See Appropriate first foods (p234) Expressing and storing breast milk * Support mother with expressing — make sure she has the correct information and help, advise her that baby will continue to have the benefits of breast milk * Some mothers express colostrum or breast milk if baby is sick or preterm, someone else caring for baby, or if away from baby ◦Midwife/lactation consultant can help if needed Can hand express — F 5.4 or use manual or electric breast pump — F 5.5 * Store breast milk in clean, sealed plastic container ◦Freezer inside fridge — up to 2 weeks ◦Fridge — up to 72 hours, at back where it is coldest ◦Freezer compartment of fridge (with separate door) — up to 3 months Expressed milk separates into layers. Shake container before giving to baby ◦Deep freeze — 6–12 months Warm bottle of breast milk in hot water, if needed. Warm to body temperature only * ◦ Do not use microwave to thaw or heat milk ◦Fine to use thawed, doesn't have to be warmed Talk with midwife or lactation consultant for more information Medicines Some medicines taken by mother can pass into breast milk and be harmful for baby, especially if less than 3 months old. Do not give medicine to breastfeeding mother without checking it is safe. Check a medicine reference book or contact your closest Pregnancy Drug Information Centre for more information. Special circumstances * Breast milk is especially good for preterm, small, sick babies Preterm babies * If baby not able to breastfeed — try other methods of giving breast milk * If baby needs tube feeding — expressed breast milk can be given via nasogastric tube ◦Express into baby's mouth, cup feeding, finger feeding Blood-borne viruses ◦Talk with CDC/PHU HIV/AIDS specialist, make individual breastfeeding plan * Sometimes mother advised not to breastfeed or to breastfeed for a short time only to lessen risk of passing virus to baby (eg HIV positive) * Mothers with syphilis, hepatitis A, hepatitis B, hepatitis C can breastfeed their babies ◦Talk with someone experienced in this area — CDC/PHU, lactation consultant ◦If hepatitis C and cracked or bleeding nipples — advise to express and discard milk until bleeding areas healed Alcohol and other substances * Best for baby to breastfeed, even if mother smoking or drinking alcohol 5.5 * Advice about alcohol for breastfeeding mothers ◦Not drinking alcohol is the safest option ◦Baby will get alcohol and other substances through her breast milk ◦Women should avoid alcohol in first month after birth, until breastfeeding well established -▪Limit alcohol to no more than 2 standard drinks a day (CARPA STM p209 ◦After that -▪Avoid drinking immediately before breastfeeding ) -▪If planning to drink — think about expressing milk in advance ◦Talk about best way to take care of baby if she is drinking. Ask about family support, involve other services for help ◦Adult who has been drinking alcohol should not sleep next to baby * Advice about smoking for breastfeeding mothers ◦Don't smoke just before or while breastfeeding ◦Best to breastfeed baby — benefits greater than risks ◦Minimal amounts of nicotine in breast milk, still exposure to passive smoke ◦Nicotine may reduce milk production Caring for breastfed baby away from its mother * If baby very young — encourage mother to express enough breast milk to give baby for time she will be away Breastfed baby may need to be looked after by someone else (eg if mother goes to hospital). ◦No other drinks or food should be given to young baby if possible. See Infant feeding guidelines (p234) Older baby may already be having other food or drinks. Give these until mother returns ◦Encourage mother to continue to express while away to maintain supply Mother may ask another woman to breastfeed baby. If any concerns — talk with midwife or lactation consultant Next pregnancy and new baby * Some mothers continue feeding older child after new baby is born. May feed babies together or at different times * Some women keep feeding older child when pregnant with another baby. Usually quite safe and should be supported * Important that new baby is fed first and has plenty of time at the breast. Usually enough milk for both, but growth of both children, especially new baby, needs to be monitored * New baby needs to put on at least 175–200g each week. If growth poor — immediate intervention needed * Toddlers can be very demanding, so woman needs to understand that new baby must not miss out on feeding Suppressing lactation * Women start making milk at about 20 weeks pregnant so mother may need help with suppressing even after loss of very preterm baby Woman wants to stop milk supply (eg very sick, baby died or given to someone else). * Advise minimal handling of breasts (avoid massage or stimulation), wear firm bra * May take a few days. Advise to take paracetamol up to 4 times a day (qid) for pain if needed – adult 1g (CARPA STM p380) * If has been breastfeeding — may need to express some milk for comfort, decrease over few days until milk supply decreases * If concerns — talk with midwife, lactation consultant For more information Australian Breastfeeding Association — www.breastfeeding.asn.au Breastfeeding — common issues Most issues temporary and not a reason to stop breastfeeding. Give consistent, supportive advice. Talk with midwife or lactation consultant if not sure. Sore nipples * If untreated — can lead to cracked or bleeding nipples, mastitis (p207) * Sore nipples common, especially in first 2 weeks after birth Causes ◦Breast engorgement or poor positioning — common Usually poor attachment — may be due to ◦Baby having tongue or lip tie. If suspected — medical consult Occasionally bacterial or fungal infections of skin — check mother's nipple and baby's mouth for oral thrush Do * If fungal infection — medical consult about applying miconazole 2% cream twice a day (bd) to nipples * Give paracetamol up to 4 times a day (qid) – adult 1g for pain relief (CARPA STM p380). Use in time to take effect before starting feed ◦If infection spread to baby's mouth — give baby nystatin oral liquid 4 times a day (qid) – child 1ml Avoid use of creams except purified lanolin * If bacterial infection suspected — medical consult ◦Use small amount purified lanolin on sore spot only. No need to wipe off, can continue breastfeeding ◦All other creams need to be washed off before baby breastfeeds Before feed * Ensure woman comfortable. Expressing a little milk will soften areola, get milk flowing for feed * Reassure woman that nipples heal well if care taken with attachment * Warm compress held against breast is soothing, encourages flow of milk During feed * Check baby's position — see Signs baby is attached and sucking (p199) * Offer less painful side first * Try different feeding positions — across mother's chest, in 'football' hold, lying beside mother. Suggest feeding positions are changed from feed to feed * Discourage the use of bottles, baby learns to suck in a different way * If too painful to feed — rest nipple for 12–24 hours to help healing. Express milk by hand or pump (p200), give to baby with medicine cup or spoon After feed * Check nipple for blanching — indicates baby hasn't attached well * Suggest mother smear some breast milk on nipple, let it air dry * Talk with lactation consultant or midwife * Assess daily until resolved Breast engorgement * Both breasts and axilla become hard, often swollen, tender, warm * Woman not unwell, may have low-grade fever Causes * Breasts not emptied by regular feeding * Increased blood supply to breast when milk 'comes in' around 3–5 days after birth ◦Problems — sleepy baby, feeds restricted, mother and baby separated Check Temp, pulse, RR, BP Do not * Do not restrict woman's fluid intake, won't help engorgement, may be harmful Do * ◦ Paracetamol up to 4 times a day (qid) – adult 1g (CARPA STM p380) * Pain relief for mother can include ◦Ice packs to breasts after feeds ◦Expressing some milk between feeds to relieve tension in breast. Can do in shower or after warm compress * Management aimed at getting baby to feed well — see Breastfeeding (p199) ◦Allow breast that baby not feeding from to drip onto cloth or pad ◦Allow baby to feed completely from first breast before offering other. Start next feed on breast that was offered last — will be the fullest ◦Avoid ill-fitting bras Assess daily until resolved * Reassure mother that engorgement will improve after 24–48 hours Blocked milk ducts * Suspect blocked milk duct if tender lump or swollen area in breast * Woman looks and feels well Check * Check for tender lump or swollen area in breast, nipple damage, tissue damage, signs of engorgement, red areas, tender areas including under arms * Temp, pulse, RR, BP Do * Apply warmth to area before feed — hot water bottle, hot pack, shower * Give paracetamol up to 4 times a day (qid) – adult 1g for pain relief (CARPA STM p380). Use in time to take effect before starting feed * Feed from affected breast first, make sure breast emptied at each feed * Change feeding positions from feed to feed to help drain breasts * During feed, gently but firmly massage lump toward nipple * Advise mother to come back to clinic straight away if fever or feels unwell. May be developing mastitis Early, effective treatment of breast engorgement and blocked milk ducts can prevent mastitis. Milk supply ◦Part of placenta or membranes left inside uterus (retained products) In early postnatal period, milk supply can be affected by ◦Poor attachment of baby to breast — due to positioning, baby preterm, baby tongue or lip tied ◦Less common — hormonal issues, breast surgery, some medicines ◦Sore nipples making attachment challenging Later, mother may be concerned about low supply if breasts feel soft, baby feeding frequently. Both can be normal — baby will naturally want to feed more often during growth spurts or if unsettled Ask * Mother's postnatal wellbeing — see Postnatal care of mother (p195) * How baby is attaching, feeding — see Breastfeeding (p199) Do * Check baby's history, neonatal check — see Postnatal care of baby (p228 * If retained products suspected — medical consult * * Supply will usually increase within a few days if Reassure mother that baby getting enough breast milk if — bright eyes, wet mouth and tongue, 5–6 wet nappies a day, pale coloured urine, weight gain ◦Baby is fed when it wants to be fed ◦Mother expresses breast milk (p200) ◦Frequency and duration of feeds are increased Supply will decrease if baby has other drinks (eg formula or water) ◦Also need to keep expressing to ensure supply Sometimes domperidone tablets given to help with breast milk supply (eg if they have a growing preterm baby) ◦Domperidone slowly reduced once supply established ) Mastitis Woman usually has fever and feels unwell * Inflammation of breast tissue. Always consider in breastfeeding woman with flu-like symptoms * Usually only 1 breast, or part of 1 breast, affected Causes ◦Cracked nipples with broken skin Infection in breast due to ◦Untreated engorgement and/or blocked milk ducts Prolonged pressure on breasts — tight bra, holding or pressing on breast during feeding Ask * How baby is attaching, feeding, feeding on one or both sides, other concerns — see Breastfeeding (p199) * Previous history of mastitis Check * Check breasts for tissue damage, nipple trauma * Temp, pulse, RR, BP, O2 sats — work out REWS (p8) * Affected part of breast appears reddened, may be hard, tender/painful * May have enlarged tender lymph nodes in armpit Do ◦If very unwell — need to send to hospital, IV antibiotics Medical consult about all women who may have mastitis * If doesn't need IV antibiotics — * ◦ OR cefalexin oral 4 times a day (qid) for 10 days – adult 500mg ◦Give di/flucloxacillin oral 4 times a day (qid) for 10 days – adult 500mg If allergic to penicillin — medical consult * ◦ Paracetamol up to 4 times a day (qid) – adult 1g (CARPA STM p380) * For pain relief — give * ◦ OR paracetamol-codeine oral up to 4 times a day (qid) – adult 500+30mg (CARPA STM p381) ◦Feed from affected breast first unless pus draining from nipple. If pus — hand-express to empty breast Encourage woman to continue breastfeeding to empty breast ◦To improve milk drainage from breast — advise to feed baby often, check baby is well-positioned and sucking well, especially on affected side Encourage rest, good diet, plenty of fluids ◦If baby doesn't feed well on affected side — encourage woman to express milk to drain breast Assess daily until resolved - * If not improved after 24 hours of treatment — medical consult Breast abscess * Localised swelling, redness, pain in 1 breast * Woman looks and feels very unwell, usually has fever * May be 'pointing' swelling like a boil on skin Causes ◦May develop if mastitis not treated properly Bacterial infection hasn't drained properly, localised collection of pus Check * Temp, pulse, RR, BP, O2 sats — work out REWS (p8) Do * Medical consult about management — IV antibiotics, IV fluid, send to hospital * Discourage woman from eating or drinking — may need operation to drain * Start IV antibiotics straight away ◦If allergic to penicillin — medical consult ◦Give flucloxacillin IV every 6 hours (qid) – adult 1g * For pain relief — give * ◦ OR paracetamol-codeine oral up to 4 times a day (qid) – adult 500+30mg (CARPA STM p381) * ◦ Paracetamol up to 4 times a day (qid) – adult 1g (CARPA STM p380) * Important to drain breast. Encourage breastfeeding unless near nipple or pus draining. In this case, express by hand or breast pump on affected side and breastfeed baby on the unaffected side — see Breastfeeding (p200) * If too painful to feed baby or express — gentle massage under warm shower Follow-up of medical problems in pregnancy * Follow-up significant medical problems as early as possible and at 6–8 week postnatal check * Talk about contraception, baby-spacing, coming to clinic early when pregnant for antenatal and specialist medical care * Advise women with chronic medical problems or risk factors for pregnancyinduced problems to plan future pregnancies carefully Anaemia ◦Anaemia during pregnancy See Anaemia (weak blood) in adults (CARPA STM p303) if any of ◦Hb less than 110g/L at first check after birth ◦Caesarean section birth ◦Heavy vaginal bleeding during or after birth (postpartum haemorrhage) Heart disease ◦Check she is on recall register * If woman has RHD — ◦Are prophylactic benzathine penicillin (penicillin G) injections up-to-date Medical review if ◦See Acute rheumatic fever and rheumatic heart disease (CARPA STM p294) ◦Heart disease caused problem or needed medicine during pregnancy ◦Murmur diagnosed during pregnancy not yet investigated High BP ◦See woman every week for 6 weeks. Check BP, weight, U/A for protein * Check discharge papers for plan to control BP in community ◦High BP medicine may need -▪Slow withdrawal, if pregnancy-induced high BP -▪Type or dose changed, if chronic high BP ◦If BP not controlled according to plan — medical consult * If recurrent or early severe pre-eclampsia — medical review early in postnatal period. May need special tests to investigate problem, referral to specialist * Medical review at 6 week postnatal check, or earlier if needed ◦Follow management plan decided at this visit ◦If BP still high — manage as chronic high BP (CARPA STM p268) - * Review 3 months after birth. Check BP, weight, U/A for protein ◦If U/A still shows protein (1+ or more) — investigate cause STIs Gonorrhoea, chlamydia, trichomonas If positive tests for gonorrhoea, chlamydia or trichomonas in pregnancy — ◦Check that contact tracing done and partner/s treated ◦Check if treatment given. Special considerations mean trichomonas may not have been treated in pregnancy (p249) ◦If mother not treated during pregnancy — baby needs medical review Syphilis Active syphilis in pregnant woman is a medical emergency. Positive serology should have been managed definitively during pregnancy. Check results of syphilis tests taken during pregnancy and at birth (p247) * If the mother has positive syphilis serology — check baby's risk of congenital syphilis was assessed. If baby was not born in hospital — always do medical/ sexual health consult about baby's risk ◦If unsure whether treated — talk with sexual health unit Urinary tract infections If persistent or recurrent urinary tract infections, kidney infection (pyelonephritis) or proteus urinary infection in pregnancy — * If urinary symptoms (CARPA STM p411) — mid-stream urine for MC&S ◦Mid-stream urine for MC&S ◦Renal ultrasound if not already done ◦Take blood for FBC, UEC ◦Medical review Diabetes If diabetes in pregnancy — need careful follow-up. Pre-existing diabetes * If breastfeeding — * See Diabetes (CARPA STM p254) * * Do not use sulfonylurea hypoglycaemia). May need doses changed while breastfeeding ◦If using insulin — increased risk of high or low blood glucose (hyper or Talk about ◦Pre-pregnancy check ◦Contraception (p335) and planning next pregnancy Gestational diabetes ◦May be identified in hospital (BGL test) and discharged with care plan Some women diagnosed with gestational diabetes will actually have pre-existing diabetes * For all other women ◦75g OGTT at 6–8 week postnatal check. If not possible — do HbA1c at 4 months ◦All medicines for blood glucose control stopped after birth -▪See Testing for diabetes (CARPA STM p234) to interpret results -▪Yearly fasting OGTT ◦Put on recall register for -▪Adult Health Check (CPM p123) -▪Risk of developing Type 2 diabetes later on ◦Talk about -▪Early check in next pregnancy — testing for diabetes at first visit. May have gestational diabetes in future pregnancies -▪Healthy diet and exercise, keeping weight down Secondary postpartum haemorrhage Abnormal vaginal bleeding between 24 hours and 6 weeks after birth. Causes * Part of placenta or membranes left inside uterus (retained products) * Infection in uterus (endometritis). Can be caused by retained products * Other — cervical polyps, cancer, ectropion, blood clotting disorders * Tears of birth canal or uterus scar — may be infected * May be more than 1 cause Urgent problems — emergency * Signs of shock * Very heavy bleeding (bright with large clots) * Infection in uterus Signs of shock * Pale, cool, moist skin * Restless, confused, drowsy, unconscious * Fast breathing * Low BP (systolic less than 100mmHg) * Pulse fast (more than 100 beats/min) or difficult to feel * Capillary refill longer than 2 seconds Check f rst i Remember — Life support — DRS ABC (CARPA STM p10). * Temp, pulse, RR, BP, O2 sats — work out REWS (p8) Do — if emergency * Give oxygen to target O2 sats 94–98% OR if moderate/severe COPD 88–92% * Medical consult ◦Non-rebreather mask 10–15L/min ◦Give normal saline – 1L straight away * Put in 2 IV cannula (CPM p84), largest possible ◦If you can't get IV cannula in — put in IO needle (CPM p88) Give oxytocin IM single dose – 10 international units * Put in indwelling urinary catheter (p281) and measure hourly * Feel uterus. If soft/boggy — see Rubbing up a contraction (p168) * If directed to by doctor — give misoprostol tablet * Prepare oxytocin infusion (40 international units in 500mL normal saline) Check file notes * Last Hb and vaginal swab results * Date and details of birth, estimated blood loss, were placenta and membranes thought to be complete, perineal tears or episiotomy, any complications * Contraception used since birth — especially Depo or ENG-implant. Could it be causing bleeding * Medical history, allergies, medicines Ask * When did bleeding become heavy * Bleeding — how much, what colour, any clots, has it stopped since birth * Did bleeding start after sex * Did anything cause bleeding to start (eg injury) * Could this be first period * Discharge, smell * Any other symptoms — fever, chills, nausea, vomiting * Pain — where, when did it start Check * Take blood for blood cultures before giving antibiotics * POC test for Hb * Urine for U/A, send for MC&S ◦Check woman's clothing Blood loss ◦Is blood coming from vulva, vagina or rectum ◦Clots — how big, any smell ◦Colour — bright, dark Measure and record blood loss ◦Save and weigh all pads (1g increase= 1mL loss) ◦Put pad between woman's legs. Change pad each time you check * Abdomen (CARPA STM p18) — feel for tenderness, rebound, guarding ◦Fundal height (p98) Uterus ◦Tender, painful, hard or soft Speculum exam, if skilled (p272) ◦If soft/boggy — see Rubbing up a contraction (p168) ◦Look at vulva and perineum for sores, bleeding, infected tears ◦Is cervix open or closed ◦Try to see where bleeding coming from — may need to swab out vagina -▪If open — remove any tissue caught in cervix using sponge forceps. Save all clots and tissue ◦High vaginal swab for MC&S and endocervical swabs for MC&S, gonorrhoea, chlamydia and trichomonas NAAT Bimanual exam, if skilled (p278 ) ◦Look for infected tears of vagina or cervix ◦Tenderness, masses, size of uterus, is cervix painful when moved Do not * Do notlet woman eat or drink anything — may need operation Do * See Infections after childbirth (p215) * If well, no signs of infection, only small amount of blood loss (less than 500mL) — medical consult about treating in community * Send to hospital if ◦Unwell and/or temp more than 38°C ◦Heavy bleeding and/or shock ◦Severe abdominal pain ◦Diagnosis uncertain ◦Possible retained products Medical consult about antibiotics - AND metronidazole IV single dose – adult 500mg ◦Give amoxi/ampicillin IV single dose – adult 2g - AND gentamicin IV single dose (doses p373) - AND metronidazole IV every 12 hours (bd) – adult 500mg ◦ THEN amoxi/ampicillin IV every 6 hours (qid) – adult 1g ◦If delay in sending to hospital of more than 24 hours — give gentamicin once a day (doses p373) if directed by doctor While waiting for evacuation ◦If allergic to penicillin — medical consult ◦Explain to woman what is happening and why ◦Continue management as directed by doctor ◦Consider appropriate escort for baby, who will go with mother Infections after childbirth If woman unwell and/or febrile in first 6 weeks after childbirth — examine carefully. Sepsis can be subtle in onset and women may deteriorate rapidly (p8). Common sites of infection * Urinary tract — UTI (CARPA STM p411) * Uterus — endometritis (below). Most common cause of postnatal infection * Breast — mastitis (p207) * Chest (CARPA STM p309) * Wound — perineal or abdominal (p218) Remember: Can be more than 1 type of infection. Ask * Symptoms of chest infection * Breastfeeding issues (p204) * Bowel or urine problems Check * Check breasts for signs of inflammation — tenderness, red areas, lumps in breast or axilla. See Mastitis (p207) * Temp, pulse, RR, BP, O2 sats — work out REWS (p8) * Listen to breathing (CPM p189) ◦If Caesarean section — check wound Abdominal assessment (CARPA STM p18) * Perineum — sores (p256), episiotomy, tears, offensive discharge * U/A * Signs of DVT or PE (p138) Do * ◦ Uterus infection (endometritis) (below) * If signs of infections — see * ◦ Abdominal and perineal wound infections (p218) ◦Consider blood cultures Medical consult about all women with possible postnatal infection Uterus infection (endometritis) * May be heavy vaginal bleeding Problems * Sepsis — bacteria infecting uterus enter bloodstream If woman is or starts bleeding heavily — see Secondary postpartum haemorrhage straight away (p212). Causes * Infection in vagina (eg STI, GBS) * Part of placenta or membranes left inside uterus (retained products) * Infection introduced during or after birth (eg Caesarean section, forceps, manual removal, perineal tear) Check file notes * Were placenta and membranes thought to be complete, perineal trauma (eg tears), other complications * Date and type of birth * Did woman have high temp after birth ◦If STI in pregnancy — were woman and partner/s treated Last vaginal swab results * Perinatal infection in baby Ask * Vaginal loss — how much, has it increased, colour, any clots, has bleeding stopped since birth * Pain — where, what type, when did it start * Vaginal discharge — brown, smelly (offensive) * Any other symptoms. Woman may complain of * Has she had sex since birth, was there any pain ◦Feeling unwell, no energy ◦Nausea, vomiting, poor appetite ◦Fever, chills ◦Difficulty breathing, chest pain, abdominal pain, pain in legs Check * Uterus — feel for * Temp, pulse, RR, BP, O2 sats — work out REWS (p8) ◦Height of fundus (p98) ◦Central or to one side ◦Tenderness, bulkiness, firm or soft Vaginal loss — how much, colour, smell, any clots ◦If bleeding — save and weigh all pads (1g increase = 1mL loss) ◦Put pad between woman's legs. Change pad each time you check * Speculum exam, if skilled (p272) — cervix open or closed * Bimanual exam, if skilled (p278) — tenderness, masses, size of uterus, is cervix painful when moved * Standard STI check (p238) Do * Medical consult about sending to hospital * Need to send to hospital if ◦Severe abdominal pain ◦Very unwell and/or signs of sepsis (p8) ◦Bleeding heavily and/or in shock ◦Vomiting up medicines ◦Possible retained products ◦Nobody to help look after her and her baby ◦Diagnosis uncertain If sending to hospital ◦Take blood cultures before starting antibiotics — send in with woman * Put in IV cannula (CPM p84), largest possible ◦Start normal saline 1L at 125mL/hr ◦Give straight away * Medical consult about antibiotics - Ceftriaxone IM/IV single dose – adult 1g. If IM — mix with 4mL lidocaine (lignocaine) 1% - AND metronidazole IV single dose – adult 500mg - AND azithromycin oral single dose – adult 1g ◦If allergic to penicillin — medical consult While waiting for evacuation ◦If delay in sending to hospital of more than 24 hours and directed to by doctor — give gentamicin IV once a day (doses p373) ◦If pain relief needed — give - OR paracetamol-codeine oral up to 4 times a day (qid) – adult 500+30mg (CARPA STM p381) - Paracetamol up to 4 times a day (qid) – adult 1g (CARPA STM p380) * ◦ Do not let woman eat or drink anything — may need operation ◦Continue observations until evacuation ◦Encourage to continue to breastfeed baby, if possible If woman staying in community ◦Give azithromycin oral single dose – adult 1g Medical consult about antibiotics - AND ceftriaxone IM single dose – adult 500mg mixed with 2mL lidocaine (lignocaine) 1% – adult 875+125mg ◦Next day give amoxicillin-clavulanic acid oral twice a day (bd) for 10 days ◦Day 8 give azithromycin oral single dose – adult 1g ◦If allergic to penicillin — medical consult If pain relief needed — give * ◦ OR paracetamol-codeine oral up to 4 times a day (qid) – adult 500+30mg (CARPA STM p381) * ◦ Paracetamol up to 4 times a day (qid) – adult 1g (CARPA STM p380) * Assess daily for 5 days (or until antibiotics finished). Make sure she has support and help at home * If woman not improving after 1–2 days of treatment — medical consult, may need to go to hospital * Tell woman to come back to clinic straight away if fever, vomiting, pain, heavy bleeding * Check swab and urine results ◦If positive STI — see Pelvic inflammatory disease for follow-up (p260). Remember to treat partner/s Abdominal and perineal wound infections Check ◦Check swab results and antibiotic sensitivity * Take swab of wound site, send for MC&S * Assess daily, clean and dress wound until healed Do ◦Removing any stitches Medical consult about ◦Antibiotics -▪If allergic to penicillin — medical consult -▪Give amoxicillin-clavulanic acid oral twice a day (bd) for 5 days – adult 875+125mg If pain relief needed — give * ◦ OR paracetamol-codeine oral up to 4 times a day (qid) – adult 500+30mg (CARPA STM p381) * ◦ Paracetamol up to 4 times a day (qid) – adult 1g (CARPA STM p380) * If perineal wound — keep area as clean and dry as possible * If wound not improving after 1–2 days of treatment — medical consult ◦Encourage perineal hygiene — shower or wash perineal area twice a day, change pads often Mother's 6–8 week postnatal check Opportunity to assess mother for medical, mental health, social and emotional, sexual health issues — prevent sickness, promote general health and wellbeing in mother. Check file notes and ask woman about Date of last cervical screening and result — is it due again * Pregnancy, labour, birth * Immunisations — whooping cough, influenza ◦Last genital swabs, any treatment Test results ◦Syphilis serology — date, any treatment ◦Rubella serology — date of MMR immunisation, if given ◦Hb ◦Hepatitis B serology, hepatitis C serology. See Hepatitis (CARPA STM p363) Ask * Nutrition — diet * General health and wellbeing, sleep, exercise * Breasts — breastfeeding (p199), issues with breasts or nipples (p204) * Vaginal loss or bleeding (lochia) — colour, amount, smell * Abdomen — pain, wound healing if Caesarean birth * Urine problems — urinary symptoms, incontinence (p318) * Perineal healing — pain, ongoing discharge * Faeces — constipation, incontinence * Sex — pain or discomfort, safe sex advice (p252) ◦Advise to wait at least 2 years before becoming pregnant again Contraception (p335) and baby-spacing * Medicines * Emotional wellbeing (p221) — sadness, depression, anxiety, mood changes, unusual behaviour, daily coping strategies * Smoking or substance use * Relationship difficulties or concerns * Parenting concerns * Domestic/family violence (p324) * Social supports, extended family involvement, isolation, mobility * Financial situation — social security, family payments, Medicare Check * Cervical screening if due — if perineum healed and lochia has stopped (p289) * Standard STI check (p238) * If perineal tear or episiotomy — check perineal healing * Any tests needed for follow-up of problems in pregnancy * POC test for Hb ◦Heart disease (p209), high BP (p209), STI (p210), UTI (p210), diabetes (p210) ◦If Hb less than 110g/L — take blood for FBC, see Anaemia (weak blood) in adults (CARPA STM p303) ◦If protein 1+ or more — send urine for MC&S and ACR, see Chronic kidney disease (CARPA STM p244) U/A * If UTI symptoms — offer treatment (CARPA STM p411), send urine for MC&S * Do Edinburgh Postnatal Depression Scale (p221) Do * Encourage pelvic floor exercises (p283), especially if incontinent (p318) * Treat immediate problems, arrange follow-up if needed * If incontinent — medical review ◦If not immune to rubella — offer MMR Immunisations -▪Explain she should not get pregnant for next 4 weeks ◦If no whooping cough (pertussis) immunisation in third trimester or early postnatal period — offer to woman and immediate family ◦If HBsAg and Anti-HBs negative — consider hepatitis B immunisation. See Hepatitis (CARPA STM p363) ◦If state/territory schedule incomplete — offer pneumococcal immunisation Talk about and arrange contraception, if not already done (p335) ◦Encourage woman to check that family has immunisations up to date Medical consult about abnormal findings * If not getting social security payment — suggest she see Centrelink agent * If symptoms of depression, domestic/family violence issues, difficulties caring for self or baby, social isolation, substance abuse, smoking or relationship issues — provide emergency contact details and arrange appropriate follow-up Make sure baby's 6-8 week postnatal check has been arranged (p231). Perinatal depression and anxiety Early recognition and management of perinatal depression is essential. * Talk and ask about depression, anxiety, other mental health issues at all routine antenatal and postnatal checks for woman and baby * Consider screening and further mental health assessment if * If history of severe mental illness (eg depression, bipolar disorder, psychosis) — will need mental health team involved in care, especially if taking medicines, even if no current symptoms ◦Sad, more down than usual, feeling hopeless and helpless ◦Not enjoying things they normally enjoy, low energy ◦Does not interact spontaneously, unmotivated ◦Not interacting with baby, not caring for herself or baby as well as expected ◦Disturbed sleep not related to pregnancy or baby waking ◦More irritable and angry than normal, behaviour changed ◦Decreased appetite or more hungry, weight loss or gain Ask ◦May be hard for woman to tell a stranger. Help her feel comfortable, give her plenty of time to build trust and relationship, may take several visits * How is woman feeling emotionally ◦Explain that you ask every pregnant woman and new mum these questions, to help you work out if she needs extra support About risk factors ◦Let her talk freely about her situation, reassure, validate her feelings ◦Past or present mental health problems -▪Have you ever had treatment for a mental health problem before (eg depression, anxiety, bipolar, psychosis) -▪Have you ever had a period of 2 weeks or more when you have felt really down or stressed -▪Has anyone in your close family had mental health problems ◦When you were growing up, did you always feel safe and cared for ◦Past or current physical, sexual, psychological abuse ◦Do you feel safe and cared for with your current partner -▪Do you or others think that you (or your partner) have a problem with alcohol, drugs, other substances ◦Current drug or alcohol use ◦Recent life stressors -▪How did you cope with this -▪Has anything happened in last 12 months that has been particularly stressful — relationship problems, domestic/family violence, death in family, gambling or money issues, housing problems including overcrowding, pregnancy loss ◦Quality of attachment to mother -▪When you were growing up was your mother (or main caregiver) loving and supportive of you -▪Ask who grew the woman up, may not have been her biological mother. Mother or grandmother may be from the stolen generation, might have affected attachment to their caregivers and led to difficulties in attachment to their own babies — ongoing generational attachment difficulties ◦Practical and emotional support. Consider current relationship or pregnancy — is it 'right skin', is woman living in her own or different community/clan, is partner supportive -▪If you found yourself struggling to cope, who could give you practical and emotional support Check ◦Take blood for FBC, UEC, BGL, LFT, TFT, iron studies * Do clinical assessment to exclude physical causes (CPM p94 ) * Current medicines ◦Do at least twice during pregnancy and once in early postnatal period, but can do as often as needed Edinburgh Postnatal Depression Scale (EPDS) (p224) -▪As a minimum — first antenatal visit, third trimester of pregnancy, mother's 6-8 week postnatal check, 6 months after birth -▪May need help to answer questions ◦If woman has low English literacy — -▪Consider using interpreter — not family or someone who knows woman or she may not answer openly ◦Check interactions with baby, appropriate response to baby's needs * If postnatal — ◦Safety and wellbeing of baby -▪Poor level of care or growth faltering can indicate postnatal depression -▪Does mother have any thoughts of harming baby Do Most important thing to decide — is there immediate or short-term risk to safety of mother or baby. EPDS not diagnostic. If mental health issues indicated — further mental health assessment needed * If immediate risk to mother or baby — develop short-term safety plan * ◦ Medical/mental health consult * Offer treatment for medical conditions that may be causing some of her symptoms — anaemia, iron deficiency, thyroid problems * Talk to woman about perinatal depression/anxiety, or other disorders if needed. Ask if she wants further help or treatment * Make management plan (CPM p128) * Explore any fears she may have about disclosing further or accepting help or treatment, reassure her that you can provide her with support * Medicines may be needed for women with severe symptoms or risk * ◦ Medical/mental health consult ◦Potential for harm to fetus or breastfed baby must be balanced with harm to woman or child if she remains untreated ◦If no safe options for effective local treatment — consider transfer to regional centre or hospital Follow-up * If you have any concerns — medical consult * In follow-up visits, always give new mothers opportunities to talk about their feelings about themselves and their babies Scoring EPDS * 0–9 — likelihood of depression low Add scores for the marked items for total score. See EPDS scoring guide (p225). ◦No formal action needed, reassure woman — unless positive response to Question 10 or high score on single question ◦Supportive treatment (p222), repeat EPDS in 2 weeks * 10–12 — likelihood of depression moderate * 13 or more — likelihood of depression high ◦Treat as needed (p222) If positive answer to Q10 — always do suicide risk assessment straight away (CARPA STM p207). Edinburgh Postnatal Depression Scale (EPDS) Date: ______________Weeks pregnant:________ Weeks post birth: __________ Surname: __________________________Given Name:_____________________ As you have recently had a baby or are pregnant, we would like to know how you are feeling. Please circle the number next to the answer which comes closest to how you have felt in the last 7 days, not just how you feel today. Here is an example already completed: I have felt happy: ( ) Yes, all of the time (x) Yes, most of the time ( ) No, not very often ( ) No, not at all This would mean: I have felt happy most of the time during the past week. Please complete the other questions in the same way. In the past 7 days 1. I have been able to laugh and see the funny side of things: ( ) As much as I always could ( ) Not quite as much now ( ) Definitely not so much now ( ) Not at all 6. Things have been getting on top of me: ( ) Yes, most of the time I haven't been able to cope at all ( ) Yes, sometimes I haven't been coping as well as usual ( ) No, most of the time I have coped quite well ( ) No, I have been coping as well as ever 2. I have looked forward with enjoyment to things: ( ) As much as I always did ( ) Rather less than I used to ( ) Definitely less than I used to ( ) Hardly at all 7. I have been so unhappy that I have had difficulty sleeping: ( ) Yes, most of the time ( ) Yes, sometimes ( ) Not very often ( ) No, not at all 3. I have blamed myself unnecessarily when things went wrong: ( ) Yes, most of the time ( ) Yes, some of the time ( ) Not very often ( ) No, never 8. I have felt sad or miserable: ( ) Yes, most of the time ( ) Yes, quite often ( ) Not very often ( ) No, not at all 4. I have been anxious or worried for no good reason: ( ) No, not at all ( ) Hardly ever ( ) Yes, sometimes ( ) Yes, very often 9. I have been so unhappy that I have been crying: ( ) Yes, most of the time ( ) Yes, quite often ( ) Only occasionally ( ) No, never 5. I have felt scared or panicky for no good reason: ( ) Yes, quite a lot ( ) Yes, sometimes ( ) No, not much ( ) No, not at all 10. The thought of harming myself has occurred to me: ( ) Yes, quite often ( ) Sometimes ( ) Hardly ever ( ) Never TOTAL SCORE: EPDS scoring guide Newborn screening test Used to screen babies for rare genetic metabolic or endocrine conditions, needing further clinical evaluation. Usually done in hospital. Do ◦If parents decline to have infant screened — * Explain and demonstrate procedure -▪Record in baby's file notes -▪Complete and return screening collection card, record reason for non-collection on card Document * If test a repeat collection — write 'repeat' on card * Fill out all details on screening collection card using pen before starting test * Do not touch circle area on card, contamination of sample may occur ◦Record card number in baby's file notes Record collection on 'Examination of the Newborn' page on baby's chart (if first test), and in baby's file notes * Detection of galactosaemia depends on type of feed baby had before test. Record on card — breastfeed only, bottle-feed only, mixed feed Perform test * Collect equipment — screening collection card, gloves, sterile lancet (point not more than 2.4mm), cotton wool ball or gauze, small sticking plaster * Blood ideally collected 48–72 hours after birth (collect after 72 hours if missed) * Wrap baby securely. Have parent hold or breastfeed baby so baby relaxed * If heel cold and blood won't flow — warm with warm water * Make sure heel is pink and warm so blood flows easily — keep lower than body * Pressing firmly against skin before pricking may help blood flow ◦Tests unreliable if contaminated with water, faeces, talc, urine etc Clean heel with damp cotton wool ball, allow to dry completely * Prick on inside or outside edge of heel on bottom (plantar) surface of foot — F 5.6. Use downward side of heel * Wipe away first drop of blood * Do not squeeze/milk heel — excess tissue fluid will be expelled. Let blood drip out * Let large drop of blood form. Absorb blood with filter card — correct side marked on card * ◦ Do not let blood dry between drops * Put drop on centre of circle, allow to spread by itself. Circle usually not filled with first drop. Put more drops in centre of circle and let spread, until circle completely filled ◦Only fill from correct side as marked on card ◦Turn card over to check circle full on both sides * Fill other circles the same way. All 4 circles must be completely filled ◦Completely fill circle before moving to next Dry and send card Use rack or edge of bench to dry card, stand up to let air flow to both sides * Card needs to be air dried for at least 4 hours at room temperature (not more than 30°C) away from moisture or splashes * Put card in envelope when totally dry * Do not put card in plastic, may 'sweat' especially if not completely dry * If more than one card being sent — pack so blood spots alternate top and bottom, to reduce cross-contamination * Put envelope inside another addressed envelope. Mail direct to pathology lab address on card as soon as possible. Follow-up * Only abnormal results reported. If significant abnormal results — clinician recorded on card contacted by phone. Medical consult Postnatal care of baby For immediate care of baby after birth — see Newborn resuscitation (p70), Newborn needing special care (p76), Care of normal newborn for first 24 hours (p184). Check baby and mother every day for 5 days, then as needed until baby's 6–8 week postnatal check (p231), mother's 6–8 week postnatal check (p219). Check file notes and birth record * Locate hospital discharge summary * Check baby's birth immunisations. If hepatitis B or BCG immunisations not given — medical consult * Check neonatal hearing test done in hospital — if not done, contact local maternity unit about catch up test * ◦ BCG immunisation usually arranged through CDC/PHU Some babies at extra risk of getting sick in first few days of life, even if well at birth. See Newborn needing special care (p76). Ask mother about baby * Feeding, sleeping, wet and dirty nappies, activity level, any other concerns Check baby Normal observations * Heart rate — 110–160 beats/min * Temp — 36.5–37.5°C under arm * RR — 30–60 breaths/min * Alertness * Colour, heart rate (use stethoscope), RR when baby quiet * Temp under arm (axillary) * Look carefully for signs of breathing problems, even if normal RR ◦Noises with breathing — grunting, stridor, wheeze ◦Nasal flaring, chest in-drawing, apnoea (stops breathing for more than 15 seconds) ◦Difficulty feeding Eyes — discharge, redness, white of eye yellow (jaundiced) * Fontanelles — sunken or bulging * Mouth ◦Tongue and/or lip tie ◦Thrush — white patches that don't wipe away with cotton bud * Skin — colour, skin folds, cleanliness, nappy area for rash * Weight — at birth, day 3, day 5, every 2 weeks until 6 weeks ◦From then on, should be a steady weight gain following a smooth curve on growth chart (CARPA STM p158) ◦Baby may lose up to 10% (no more) of birth weight by day 3. Should be gaining weight on day 5, back to birth weight by day 7–14 ◦Plot baby's weight on a growth chart at least every 2–4 weeks Umbilical cord or umbilicus — red, infected, bleeding * Moves arms and legs equally on both sides * Mother's interaction with baby, signs of perinatal depression (p221) * Urine — 6 or more wet nappies each day * Any odd (dysmorphic) features * Faeces — changing from dark green to yellow paste, frequency variable ◦Carefully monitor bottle-fed babies. If baby appears constipated — check how formula being mixed (p234) ◦Lack of faeces in breastfed babies not a concern, if no other signs of illness or distress. Breastfed babies may pass faeces from several times a day to none for up to 5 days Do * Tell mother when next set of immunisations for baby due * Do newborn screening test (p226) ideally 48–72 hours after birth * Talk with woman about feeding methods ◦If baby bottle-fed — talk with mother or carer about equipment, formula feeding (p236), need for frequent checks at clinic ◦Encourage and support breastfeeding (p199 ) ◦See Infant feeding guidelines (p234 ) Start growth chart (CARPA STM p156) (if not already done) — record on day 3, day 5, then every 2 weeks * Talk with woman about cord care — put nothing on stump, fold nappy below stump, wash and dry stump if it gets soiled * If mother had history of substance misuse during pregnancy — -▪Baby may need supportive care and medicines ◦Watch for signs of withdrawal in first few days (eg irritable, jittery, high pitch cry) ◦Arrange paediatrician review and development assessment ◦If she smokes — not to smoke around baby, children If mother a smoker — suggest ◦Not to smoke just before or while breastfeeding -▪Try to make home a smoke-free place ◦Avoid other people's smoke -▪Have place outside for smokers, away from children's play and sleeping areas * Advise to return to clinic if baby ◦Has difficulty breathing ◦Not feeding well ◦High temperature If any concerns about baby or mother — medical consult ◦Any other concerns Check baby at least weekly until 6–8 week postnatal check (p231) regular contact with mother, review baby more than once a week ◦If worried that mother or baby medically or socially 'at risk' — keep All babies need review by doctor at 6 weeks of age ◦If baby born in community — make sure baby has full medical examination at next doctor visit Baby's 6–8 week postnatal check Purpose of check Check baby is growing and developing normally * Assess how baby and mother are adapting to life together * Listen to parents' concerns and answer any questions * Health promotion and education * Risk assessment for issues that might influence baby's and/or mother's wellbeing (p232) Before consultation ◦Check newborn screening test done (p226) Obtain and check birth information and hospital discharge summary ◦Check if hepatitis B and BCG immunisations given at birth Plot birth weight, length, head circumference on growth chart -▪Check immunisation database — may have been given at another community * If mother had positive syphilis serology — check baby's risk of congenital syphilis was assessed * If no neonatal hearing test — contact local maternity unit about catch-up test ◦If baby wasn't born in hospital — always do medical/sexual health consult about baby's risk Check birth was registered, baby enrolled with Medicare ◦Difficult birth Identify risk factors for abnormal development including ◦Preterm birth, especially earlier than 32 weeks ◦History of meningitis ◦Low birth weight, less than 2.5kg ◦Substance use in pregnancy (eg alcohol, smoking, volatile substance misuse, drugs) Consultation * Involve mother — watch baby and mother interacting. Opportunity for health promotion, information sharing * Do in quiet part of clinic when mother relaxed, baby contented. Hard to do useful examination on crying baby Ask * Feeding — breast or bottle, any problems * Baby's general health * Wet and dirty nappies * Behaviour — is baby alert, interacting with people * Sleep * Mother's concerns about baby's behaviour, vision, hearing Risk assessment ◦Previous child with growth issues and/or involvement with child protection services Ask mother about ◦Issues with infant weight gain or feeding difficulties sanitation) ◦Conditions at home — family support, housing (eg access to food, water, ◦Financial and social issues ◦Domestic/family violence (p324) ◦Substance use including alcohol, smoking, other drugs, petrol sniffing Any concerns about mother — infant attachment, symptoms of perinatal depression (p221) Check * Weight, length, head circumference — plot on growth chart (CARPA STM p157) By any member of health care team * Does baby look normal ◦Does baby interact appropriately with mother, baby may smile at this age Baby's behaviour and movements ◦Does baby look at your face, try to follow when you move your head ◦Does baby move arms and legs equally on both sides ◦Is baby's muscle tone normal — not floppy or stiff ◦When lying face down, does baby lift up its head * Skin (CPM p266) — sores (CARPA STM p387), scabies (CARPA STM p394), nappy rash (CARPA STM p406) * Ears (CPM p158) — otitis media, pus in ear canal, perforated eardrums ◦◦Use otoscope By doctor, suitably qualified midwife or child health nurse ◦Eyes for red reflex Head to toe check, including ◦Heart sounds to detect any murmurs ◦Hips for developmental problems ◦Femoral pulses ◦In boys, can both testes be felt in scrotum Do * If any concerns about growth (CARPA STM p151) — medical consult * Show mother baby's growth chart, explain its purpose * Medical review for any abnormalities found in physical examination * If social risk factors identified — medical/allied health consult about acute issues, additional support for family, plan for follow-up * Provide health promotion and education about ◦How to sleep baby safely and reduce risk of SIDS (p196) ◦Breastfeeding (p199) and infant feeding (p234) ◦Injury prevention Offer 6‒8 week immunisations ◦Immunisations Advise to return to clinic if baby ◦Has difficulty breathing ◦Not feeding well ◦High temperature ◦Any other concerns Make sure mother's 6–8 week postnatal check (p219) has been arranged. Infant feeding guidelines Birth to 2 years is critical period for optimal growth, health and development. Also peak period for growth problems, anaemia, common childhood illnesses. Table 5.1: Feeding guidelines birth to 2 years \| Introduce at \| Key message \| Fluids \| \|---\|---\|---\| \| Birth to around 6 months \| • Breast milk has all nutrients needed • Give oral iron supplement (CARPA STM p116) from 4 months in Indigenous populations \| \| \| Around 6 months – first foods \| • Babies need food in addition to breast milk • First foods should be iron rich as infant's iron store is very low (depleted) • Starting solids too early or too late can make the baby sick or grow slowly \| • Ofef r food before breast milk • Clean cool boiled water in a cup \| \| Introduce at \| Key message \| Fluids \| \|---\|---\|---\| \| 12–24 months \| • Infants should be eating a wide range of healthy family foods • Solid foods should now be providing most of baby's nutritional needs. \| • Ofef r food before breast milk • Clean water in a cup • Cow's milk in a cup* \| Do not use cow's milk as a drink before 12 months (OK with cereal or in dairy products such as yoghurt). Do not add salt or sugar to food. Breastfeeding Help mother to * Involve father — mother more likely to breastfeed if father supportive * ◦ Exclusively breastfeed for first 6 months (p199 ) -▪Baby will feed on demand to meet fluid needs, even in hot weather -▪Only breast milk, no other foods or fluids, including water * Give oral iron supplement from 4 months (CARPA STM p117) * Suggest expressing and storing breast milk (p200) if * Provide good complementary foods from 6 months, continue breastfeeding throughout first year and beyond ◦Mother away from baby for any reason If formula feeds planned (p236) — ◦Baby already having some formula feeds. Mother may not have considered this option ◦Advise mother that baby will benefit from still having some breastfeeds (eg reduces chance of getting infections) ◦Advise mother her supply of breast milk may be reduced if she feeds baby less ◦Reassure that it is fine to use both breast and formula feeding, if fully breastfeeding is not working out ◦If help needed with breastfeeding — get advice from midwife or lactation consultant Formula feeding ◦'Birth to 6 months' appropriate for all infant age ranges unless a special formula is prescribed * Check correct formula is used ◦Healthy infants don't need formulas advertised as 'toddler' or 'supplementary formula' ◦Boil tap water for 5 minutes for both equipment sterilisation and preparation of water for mixing with formula * Sterilise all equipment and water for mixing formula until baby 12 months old ◦If using electric kettle with automatic cut-off — after cut-off has activated, reset cut-off and boil again. About the same as boiling for 5 minutes Infants need 150–200mL/kg of fluid a day until 6 months * Do not use water already used to sterilise equipment to prepare formula ◦Amount of milk and number of feeds needed varies between infants ◦Most young babies feed 3–4 hourly Important points for preparing formula * Follow instructions on can exactly. Different brands have different sized scoops and amounts of water needed per scoop Make sure parents/carers know how to mix formula correctly. * ◦ Do not use different scoop, or add more or less scoops than instructed * ◦ Do not pack down powder * Fill scoop and level off top with clean knife * Use cooled boiled water. 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Family Catechesis in the Diocese of Stockton What is Family Catechesis? The basic concept of family catechesis is a parish-based, family centered catechesis process through which families are formed in the Catholic faith. This means the parish supports and accompanies parents/guardians in their role as primary educators of the faith. The aim is to strengthen the Domestic Church; the family is the Domestic Church. In the early Church, the practice of teaching the faith in the home traces back to our Jewish roots and the oral tradition of passing on the faith. Families came together to learn about the life and teachings of Jesus Christ and continue spreading the Good News. Today, although the tradition of passing on the faith continues to take place in the home, church leaders have accepted the overall responsibility as primary educator of the faith. The purpose of family catechesis is to give back the responsibility of teaching the faith to the primary educators, of placing the responsibility where the Church says it belongs, in the hands of the parents/guardians. Domestic Church - parents are "the first heralds of the faith" (CCC 1655-1658) "parents are the primary educators; the primary catechists...the Church promises to help parents foster their children's faith and assists them specifically in their role as catechists of their children" (NDC, Chap 8, section C). Why change the approach from the typical Religious Education program to family catechesis? First, statistics reveal the decline in church attendance among Catholics in general. "In an article by Gallup, it was reported that from 1955 to 2017, weekly church attendance by Catholics steadily declined to the tune of 75%. Catholics, ages 21 to 29, declined, older Catholics 50 years and older has also declined since 1955 "leading to the current situation where no more than 49% of Catholics of any age category report attending church" (Catholics Church attendance. Gallup 2018). Second, through family catechesis the focus of the formation is shifted from the children to the parents/guardians. By recognizing the parents/guardians as primary educators, parish leaders can equip the adults with the tools and confidence needed to embrace their role as primary educators of the faith. Moving to an adult-based formation is key to strengthening the domestic church. Changing our approach is necessary. Time has revealed that what we have been doing for the past fifty years is not working. Families appear less interested in practicing the faith and simply interested in meeting the requirements to receive the Sacraments; even children as young as ten years old are no longer interested in the faith. Finally, parish religious education programs tend to model the school structure which results in treating the faith like a subject rather a way of living life. Family catechesis restores the promise of the Church to support parents/guardians in their role as primary educators and help bring families into a closer relationship with Jesus Christ. Does COVID-19 affect the implementation of Family Catechesis? The short answer is yes. The pandemic is affecting the implementation of family catechesis, but not in a negative way. Interestingly, the start of the pandemic provided us with a unique window into the future of family catechesis. At the onset, parish leaders responded in many creative ways: sending home lessons, using social media and various online platforms to catechize, calling families by phone and more. Of course, there have been challenges. Timeline The Evangelization & Faith Formation office, with the help of a committee, has been working on implementing family catechesis for over a year. The committee has put together a list of models of family catechesis and a timeline, along with some suggestions for curriculum. Undoubtedly, the onset of COVID-19 has changed some of the planning, so we begin with the timeline. The original timeline is as follows: * 2020-2021 Year 1 – Talk about Family Catechesis – Evangelization & Faith Formation office to discuss FC with Pastors, DRE's and catechists; parish leaders begin to review the models; discuss with parents, especially in parishes where little or no parent involvement in the formation is present. * 2021-2022 Year 2– Experiment with the models - Pastors, DRE's and catechists review and choose potential models for their parish; put together a plan for the following year (the plan should consist of researching curriculum, parish facilities & availability, resources and collaboration within and outside of the parish, anticipate challenges, modify current parent involvement, etc.) * 2022-2023 Year 3 – Implement Family Catechesis Note: this timeline will continue with modifications based on the changes in state and county directives. Due to the directives as of 7/14/20, it is highly recommended that parishes combine steps 1 and 2 this year (2020-2021) but move cautiously experimenting with only 1 or 2 models. Models of Family Catechesis 1. Classroom/Traditional Model - Children in classroom with catechist teaching a lesson. Parents are typically not involved other than to attend an informational meeting. Examples: a. This model is considered temporary/transitional and leaders should plan on eventually removing it as a stand-alone option by Year 3. If used, it should only be used in conjunction with another model. Due to the pandemic, this model may be used in Year 1 via a digital platform, but parents must be nearby/visible while the catechist teaches the lesson. b. This model may be used to transition families that are not ready to move into one of the models or that arrived during/after the shift to FC. But FC must be fully explained so that parents understand this is a temporary/transitional model. c. If used alone, the total time for this model will normally be an hour & fifteen minutes to one hour & a half, 2-4 times a month. d. Note: Parishes are not be able to use this model currently. One on one lessons are allowed but a parent/guardian must be present. 2. Whole Family Model – parents and children attend formation together; same topic is taught. Examples: a. The families begin together with prayer, the topic is introduced, then children are separated by age/grade and topic is taught by a catechist, parents remain in gathering space and receive formation on the chosen topic, then families are reunited for an ending prayer. The session may begin or end with a meal or light hospitality, or a snack may be given. b. The families are gathered and remain together for prayer, a potential meal or snack and an activity. Because parents & children remain together, the formation portion should be short but reinforced by an activity. When necessary, parents should receive reading/information on the topic/theme approximately 1-2 weeks prior to the gathering. c. For either example, the meeting time should last approximately 2 hours (or more if needed) and meet 1-2 times per month. d. Tips: If the children are being separated for the topic lesson, don't forget to allot time for movement, for example: children with catechists & returning to parents. Also, if possible, seat families at round tables or in chairs arranged in a circle. Lastly, if possible, choose a family per table/circle to be the group contact/"herder". This family can send reminders, check up on families not attending, be a source of support. 3. Small Faith Community Model - these are families gathering in homes to share the faith. This model mimics the Domestic Church. Examples: a. Each small faith community should have approximately 8-12 members; the community may be made up of 2-4 families depending on the number of family members; families should meet 2-4 times a month depending on the availability of resources 4. 5. b. Each community should have a main contact who communicates with the parish leader and keeps track of the families; Resources should be provided such as books; topics should be given in advance through the main contact. c. Resources should be self-guided; "homework" need not be turned in; that is what the main contact is for – to report any issues, unanswered questions, etc. Each adult/couple should be given the opportunity to lead a gathering; include teenagers and young adults in the leading. d. Parents/guardians should receive at least a monthly formation session. It can be done via an online platform or by sending reading material via email or mailed. For adults who do not have access or knowledge of online platforms, outside gatherings are allowed as long as safety protocol is followed. e. Note: due to pandemic, the communities should be made up of families related by blood or longtime friends that choose to be together. Remind families of safety protocols: social distancing, wearing a mask, etc. This model may be a challenge at this time. At Home Model- parents teaching the faith at home. a. Parish leader provides parents with resources (books, curriculum) for parents to teach the faith at home. b. Parents should receive at least a monthly formation prior to teaching their own children. The adult formation may be via an online platform, reading material via email or mail. c. This model may require the parish leader or designated person to check on the parents regularly (depending on the level of knowledge). This model is recommended for parents who have at least a basic understanding of the teachings of the faith, therefore parents requesting/choosing this model should be "interviewed" to determine/assess their knowledge. This is a recommendation; if a parent requests this model, the parish leader should honor their request but should gently invite parent/s to take a course through this office (EFF). Adult Faith Model- only parents attend faith formation sessions a. In this model, only the parents receive the formation. Parents are gathered, meal should be provided, fellowship should be encouraged, then a topic is given. b. This model encourages parents to teach the faith in a very organic way, looking for God in daily activities. Books can be given if requested by parent. Most publisher offer parent and child books; many now also offer digital books. c. The parish leader will meet 1-2 times a month for approximately 2 hours; give or take. d. Note: due to pandemic, meetings can be held via online platforms, or outside gatherings, safety protocol must be followed. Reading material may be emailed or mailed as well. 6. Online/Virtual Model – parents or children receiving formation via an online platform a. This model is a great way to meet with parents/guardians who are not able to attend in-person meetings or formations. It is a great model that allows adults with busy schedules to remain informed/connected to the parish and their own formation and the formation of their children. b. *Due to the pandemic, this is currently a very popular model. For parish leaders with creative minds, there are many social media platforms that can be used such as Zoom, YouTube, Google, RingCentral, Facebook and many more. Parish leaders can record a presentation or invite a guest to record a presentation. The options are endless and may/should be continued to be used post pandemic. 7. Individual/Paper lesson Model - a prepared lesson on paper or through a textbook for families who do not have access/knowledge of the internet or online options both during and post pandemic. a. This model may be applied to children and/or adults 8. Hybrid Model – online and in-person formation a. If the models as they are do not reach or exclude families in your parish then it may be necessary to combine the models to include or fit the needs of the families b. The reality is that most if not all parishes will use a combination of the models presented in order to reach all the families in the faith formation programs. Keep in mind that using one model only will more than likely exclude families in your parish. Note: Regardless of the model used, it is important to bring the families together at the parish. Families can be brought together on a monthly basis, by specific celebrations or by seasons of the liturgical calendar. Therefore, come up with a plan for the implementation; meet the pastor and any other staff members necessary. For your planning it may be necessary to conduct surveys to discover the knowledge, abilities and needs of your particular community, the availability of parish facilities or the day or time to come together. Understandably due to the pandemic, bringing families together this is not possible at this time, but we must hold on to the hope that sometime in the future we will; so plan for it. Breaking the School model One of the goals for the formation of the families of the Diocese of Stockton is to break the school model for parish-based faith formation programs. Implementing Family Catechesis through the use of these models will break that model. We can no longer pass along the faith the way we have for so many years, we must change our approach. To help break the school model it is highly suggested that parishes follow the Liturgical calendar. The liturgical calendar provides a wealth of church teachings and brings its families together for many celebrations. Also, as the name implies, it is the Church calendar; why not follow it? Ongoing Formation – in order to break the school model, a change in our approach is vital. Faith formation is not a one Sacrament approach or temporary condition; our formation as Christians is ongoing and ever growing. Jesus left us a trail of sacred crumbs to God's love; it is up to each and every one of us to pick up the crumbs that lead us to the Lord's eternal love. Suggestions for Curriculum - There are many more, these are just to get you started. Check with the publisher you are currently using as many are already moving to family catechesis o Forming Families: a faith resource on Catholic identity by Dr. Kathie Amidei o Gather us In: Tools for forming families – Kathleen O'Connell Chesto o Our Family Faith Resource Guide for Family Catechesis by RCL Benziger o The Pastoral Center – https://pastoral.center/ online resource Spanish/English o Pflaum - https://www.pflaumweeklies.com/ Spanish/English o Augustine Institute – Formed, Faith at Home	<urn:uuid:1452fb36-3ebd-4f0d-a779-950da95a151d>	CC-MAIN-2021-49	https://d2y1pz2y630308.cloudfront.net/21788/documents/2021/3/Family%20Catechesis%20-%20DOS%201%202-2.pdf	2021-12-08T19:41:39+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00109.warc.gz	263,504,244	3,007	eng_Latn	eng_Latn	0.997399	eng_Latn	0.997945	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1812, 3950, 5582, 7842, 10033, 12198, 14390 ]	[ 2.140625 ]	2	2
A Resource From: RESILIENT LEADERS PROJECT © 2021 THE SEATTLE SCHOOL OF THEOLOGY & PSYCHOLOGY. ALL RIGHTS RESERVED. Groups and their facilitators are independent of The Seattle School of Theology & Psychology. Therefore, The Seattle School of Theology & Psychology cannot be held responsible for any harm incurred by participation. Table of Contents 4 Introduction 5 Using this Guide 6 Leaders 7 Groups 9 Introductory Week 1 12 Week 2 Resilience 13 Week 3 Purpose 14 Week 4 Practices 15 Week 5 People 16 Week 6 Ending this Series Introduction Welcome to the Leader Guide for Resilience 101! The video series that accompanies this guide is available on YouTube and Vimeo - we hope it's a useful resource to you. Find the series videos here: Vimeo: https://vimeo.com/showcase/8864515 YouTube: https://bit.ly/3Gk9Fee We made the video series in response to requests from alumni of our 7-month Certificate in Resilient Service who wanted to share their learnings with their congregations, campuses, and communities. We also heard that a Leader Guide to facilitate conversations around those topics would be beneficial to their guiding others through the next steps of their resilience journeys. We hope it is useful for you and your communities, as well. 4 Grace and peace, Kate Rae Davis Director of Resilient Leaders Project Using This Guide This guide is designed for leaders of groups to use as an accompaniment to the Resilience 101 video series. The series is available on YouTube and Vimeo. Find the series videos here: Vimeo: https://vimeo.com/showcase/8864515 YouTube: https://bit.ly/3Gk9Fee This guide includes a recommended schedule and discussion topics for engaging the series as a group. Both the timing and the topics are suggestions; you know your group, culture, and context better than we do. We offer this guide as a starting point for you to think through the group experience, and know you may need to modify any (or many!) parts. That's okay! The suggestions here aren't the only right way to lead a group through this material. The guide is structured for groups to watch the videos together and then discuss immediately following. Within the group, each person has the opportunity to articulate what they learned and how that learning will apply in their lives going forward. Hearing others' reflection often helps our own, both through finding language for shared experiences and in articulating what's different between experiences. Discussion topics are likely to be something you want to modify, and you are welcome to do so! You should determine what feels like an appropriate and comfortable amount of sharing for your group, which will entail finding a balance of feeling "safe enough" to share, but also "vulnerable enough" to grow. A couple of the major factors will be group size, familiarity, format, and intentions — more on that in Group Structure, Schedule & Materials, below. Leaders Role of the Leader As a leader, you play a significant role in cultivating transformation within your group. Being entrusted with leadership should be held with humility and care. While the course is designed to teach a centering prayer practice in an independent, self-paced way, we know that transformation occurs more deeply through relationships, which require a leader who can provide a safe space, direction, and affirmation. Hurt and healing both occur through relationships. Your role as leader for this group is not one of teacher or prayer expert, but of a gentle guide who desires goodness for each group member. As you encourage others to share honestly about their spiritual practice, keep in mind that sharing spiritual experiences may be new for some members; this may be an area of their lives that has not been engaged, or not been engaged kindly. Our assumption is that you have done your personal work and are able to attune well to others both individually and within a group. You should find yourself listening more than speaking, and asking curious questions more than educating. There may be those in your group who need spiritual engagement beyond your time together — encouraging next steps beyond the group time may be a necessary part of your role. Essential Functions of a Leader There are three essential functions of a leader of any group: * Hold time boundaries: An underestimated component of what makes groups feel safe and enjoyable is starting and ending on time. It demonstrates trustworthiness by signaling to members that you will hold to the commitments you've stated and that you'll honor those commitments by respecting their time. This is true both for the start and end times of the entire session and for the sharing time allotted to each member. * Help everyone stay on track: What is the intent of the group? Conversations should support that intent. A likely intention of group members may be to develop a regular practice of centering prayer, in which case a conversational tangent might need to be paused and redirected. That can feel uncomfortable, but cultivates trustworthiness and honors the intent people had of joining, ultimately leading to a better group experience. However, perhaps the goal is simply to get to know one another — in which case some conversational drift may be welcome. Determining when a conversation needs intervention to get back on track (or even determining what "the track" is and where it's going) will take some thoughtfulness on your part. * Facilitate logistics: There are some tasks that just need to be done in order for a group to gather. These include deciding on start and end times, setting the location and sharing the address (if meeting onsite) or deciding the platform and sharing the link (if virtual), and (if on-site) coordinating hospitality like drinks or light snacks. Fulfilling these tasks, or coordinating who will be doing so, is an important part of gathering a group. Groups The pace, structure, and topics for your groups will be influenced by: Size: Groups of 4-6 tend to feel safe and allow for more open sharing, and more depth of sharing, as the time is split between just a few people. Groups of 7-11 mean that each person gets less time to share. Groups of 12 or more begin to feel large, which may limit people's willingness to share deeply. This guide was written for small groups; we recommend no more than 8 (including the leader). Familiarity: or how well group members already know one another. If this is their first experience together, or if there's a new member, you may want to do some additional sessions on "group set up" matters. If they all know each other well, some of our suggestions may be unnecessary. Format: meeting on-site or virtually will have distinct needs and likely different openness to sharing. Intention and desires of group members: Perhaps they're new to prayer and are looking for guidance in this (admittedly strange) practice. Perhaps they are mostly looking to get to know new people. Perhaps they're hoping centering prayer will help them with a major life decision or circumstance. Once you've identified some likely intentions, read this guide alongside those intentions— what will help towards those intentions? What needs to be modified? What components might detract, and may need to be bypassed? Use this guide as a starting point to create the course plan that's appropriate to your group. We recommend: * Scheduling 4-5 meetings at the beginning of the course, or before beginning — enough to work through all the course material together. * Choosing a regular day/time, whether weekly, every other week, or monthly. * Each meeting lasts 1.5-2 hours. * Sticking to the rhythm to create a sense of consistency and familiarity. Group members shouldn't need any materials, though they may want to bring a journal or notebook for personal reflection. Virtual Groups: Tips & Best Practices For those of you meeting remotely, here are some tips for how to ground yourself and be present to online learning and meeting as a group. * Create a ritual for entering your virtual space. When we are in person, the act of entering the room can be considered a ritual. It can be as simple as a phrase that names you are now all together in a sacred space. This could also be the lighting of a candle or a welcome to everyone with a breathing or centering exercise. * Expect, name, and allow for technology failures. Internet connections fail, technology gremlins strike when least expected. This may be hard and grace will be needed. * Greet each participant by name and do so often. There is something very grounding by being called by name online. It also helps to alleviate any confusion as to who you are talking to. * Set your intention to co-regulate virtually. Allow your 'thinking' brain to do what your 'body' brain does naturally in person. Be mindful that our thinking brains have to make up for what our physical bodies might lose virtually. * Ask your group to visually (not virtually) raise their hand. This gives you a visual cue that can be helpful. * Use language even more. Our bodies' nonverbal ways of communicating do not all transfer to online work. We might find that we need to use more words (and intention) to convey what our bodies would normally do without us having to think about it. Be intentional with your body language. * Go slow (and then slower still). There seems to be a need for longer pauses virtually. Silence can be drawn out even longer in this space. * Name and tend to fatigue. Going virtual tends to make people wearier. Allow for playfulness and lightness in the space. Week 1 Already Resilient We suggest that your first week together be used to set the stage for the series, establish expectations, and allow group members to get to know one another. Keep a realistic and steady pace for your group. 90120 minutes is the suggested timeframe for group meetings, whether you are meeting in-person or virtual. This first meeting is crucial for you to model the time constraints you want others to honor moving forward. Begin on time, regardless of how many are in attendance, and end on time. If possible, put an overview of the meeting on a whiteboard or the screen so everyone knows what's happening now and next. Greet each participant as they arrive (by name, preferably). If meeting in person, provide name tags to put people at ease in terms of trying to remember names. A virtual format should allow each person to add their name to their online profile. Overview, based on a 90-minute meeting: * Logistics (5 min) * Welcome & Introductions (30 min) * Group Rules (25 min) * Preparing for Next Time & Questions (10 min) * Group Discussion (20 min) Welcome & Introductions (30 min) Begin with introductions: share the format for introductions (name and what drew them to the group), then introduce yourself first. Keep your introduction simple, and model sharing concisely and authentically. Pace yourself so each group member has sufficient time to introduce themselves and share what brought them to this series. Logistics (5 min) * Overview the general outline of the series * Share the link to the video series with everyone so they can refer to it later, if desired. Review the meeting dates and times. Group Covenant (25 min) * Time by arriving and starting on time, ending on time, and notifying someone if absence is necessary. You can ask people what they would need to feel safe, or bring a set from your experience or that is familiar to them (as may be the case in a church small group). We suggest commitments to honor one another's: * Respect in what we say and how we say it, building one another up, leading with curiosity, and giving the benefit of the doubt. * Confidentiality, keeping group sharing within the group, including refraining from sharing with partners or out-of-state friends. * Presence by being fully present, engaged, and listening, with phones or notifications silenced. * Togetherness over triangles; any disputes or concerns that may arise within the group should be addressed when the group is together. Week 1 Already Resilient Watch Video "Already Resilient" & Discuss (20 min) Let your group know how and when you plan to send them discussion questions ahead of the meeting so that they have a chance to reflect. For example, "Going forward, I will email you discussion questions on Monday, so you have them before our meeting on Wednesday." Group Discussion (20 min) The video for this gathering is short to give you all time to get to know each other. Watch the video together, then choose one of the below questions to discuss: * When have you recognized resilience in your life before? * What do you think it means to be resilient? What does resilience look like, when you see it in someone else? * What does resilience feel like? Where do we feel resilience in our bodies? * When are times you do feel resilient? When are times you don't? * Do you agree that we're all already resilient? Why or why not? Preparing for Next Time & Questions (10 min) Allow your group a few minutes for questions to surface. Usually, leaving a few moments of silence will lead to a question. This question is also typically on the mind of every other group member. Thank them for bringing this question for the group, and bring clarity. This models humility and open feedback. Be sure to end at the time you indicated. By doing this, you build trustworthiness by demonstrating consistency and honoring their time. 10 Structure for Meetings Weeks 2 - 5 Your group will develop a steady rhythm for reflecting on their experience. If meeting in-person, continue to bring name tags. Remember that keeping to your timeframe is a significant way to build trustworthiness and model healthy containment. We find it helpful to continue the 90- to 120-minute timeframe each week with the following schedule. Watch Video & Discussion (60 min Make sure everyone can hear well. If meeting virtually, know that sometimes "sharing screen" for video leads to low quality — you may want to share the link for everyone to watch on their own browsers, at the same time. The bulk of your time together will be spent in discussion to integrate learning. Before meeting, we recommend sending an email reminder to your group with the date, time, and location of your next meeting. It is also good to invite the group to bring their journal. Overview for each meeting, based on a 90-minute meeting: * Check-In (25 min) * Watch Video & Discussion (60 min) * Preparing for Next Time (5 min) Check-In (25 min) Offer some informal time for checking in. You may wish to invite each person to share a word or sentence about how they are as they come into your time together. Depending on how talkative your group is, this may take less time. ) As a leader, the format of this discussion is up to you. You may want to try to cover all the questions; you may want to pick just one or two. Perhaps you sense that all group members are comfortable enough to contribute as they feel led; in that case, you can simply pose the question and allow the group to discuss with one another. Or, you may want to facilitate sharing as a series of monologues, in which everyone starts with an equal chance to share. This may be especially beneficial for quieter groups in which a discussion is hard to cultivate, or for groups in which one or two members tend to dominate the conversation, leaving voices unheard. If you choose this method of facilitation, you may want to decide on signals to let people know where they are on time, such as a wave for half-way through the time, 3 fingers for 3 minutes remaining, and 1 finger for 1 minute remaining. Finally, you may want to use a "write to speak" method of facilitation. After posing each question, invite 3-5 minutes of silence for everyone to journal their thoughts and initial responses. Then, invite each person to share, followed by conversation. This can be helpful in groups in which some members are internal processors. Recommended discussion questions for each lesson are below. Preparing for Next Week (5 min) Remind everyone of the date, time, and location of the next meeting. Invite any questions or need for clarification that may arise. 11 Week 2: Resilience Check-In Watch Video "Resilience" & Discuss In advance of your meeting, choose one to three questions to discuss. * What stood out to you in the teaching about what resilience is? Why is that significant to you? * This lesson defined resilience as the ability to grow in meaningful ways in response to challenges or suffering. Tell us about a specific time when you grew in response to challenges or suffering. What helped you to be resilient in that moment? * Which essential component of resilience do you think you're strongest in: people, practices, or purpose? What advice would you give someone who is weak in that component? * Which essential component of resilience do you feel weakest in? What is a question or curiosity you have about that component? * In what ways does your "place" (the organizations and cultures you are living in) support your wellbeing? In what ways does it undermine your wellbeing? * "Resilience isn't only about my flourishing, but ultimately about cultivating a system of flourishing for everyone." Who in your life would benefit from your increased resilience? How might increasing your own resilience increase the flourishing of others? Preparing for Next Week 12 Week 3: Purpose Check-In Watch Video "Purpose" & Discuss In advance of your meeting, choose one to three questions to discuss. * Think about a time you felt most alive. What was happening? How did you respond? What did the situation demand of you? What did you learn about yourself as a result of that moment? When you felt most alive: Was it when you were at rest, or under stress? What might that tell you about how you learn and grow? * How might you describe your sense of purpose — the "North Star" you are journeying towards — at this point in your life? What questions do you have about your purpose? * Consider your agency, what is and isn't in your power to control. What do you need to let go of that is beyond your control in order to live into your purpose with greater peace? What is one step you could take this week toward pursuing your purpose or getting a better understanding of your purpose? This month? This year? * Share about a challenge you are currently facing. What questions does this challenge raise about your fundamental assumptions about life? How could you engage those questions? How could you actively seek to grow through this challenge? Preparing for Next Week 13 Week 4: Practices Check-In Watch Video "Practices" & Discuss In advance of your meeting, choose one to three questions to discuss. * "Practices help us to remember that we are incarnate beings - both spirit and flesh - and to keep us healthy in our embodiment." Do you tend to think of yourself as more of spirit or flesh? What helps you to connect to your body? What helps you to connect to your spirit? * What's one practice that is already a part of your routine? It can be physical, mental, spiritual, or emotional. How does that practice impact you? How does your practice impact those around you? * Together, brainstorm a list of behaviors that could be used for comfort or care. For each: What is the difference between using it for comfort or for care? When does its use to comfort become a concern? * What's a behavior you do that you wish you didn't? Why do you wish you didn't do this? Do you have any ideas of why that behavior gets repeated? Remember to approach this question with self-compassion and curiosity. * What's one practice you would like to modify, replace, remove, or add? Preparing for Next Week Week 5: People Check-In Watch Video "People" & Discuss In advance of your meeting, choose one to three questions to discuss. * Tell us about someone who has loved you. What were they like? How did you know they cared about you? How did their love contribute to your wellbeing? * Take a few minutes and complete the Community Map worksheet (available for download in the course). Then discuss: What was it like creating your map? What do you feel when you see your map? What are your strongest areas of support? In what areas/roles do you want to seek more support? * What, in moments, keeps you from reaching out to people for support? * It's helpful to your resilience to cultivate supportive relationships before you are in a crisis (though it is certainly never too late to ask for help). What is one thing you could do now to intentionally develop the relationships you will need in the future? * Dr. Vivek Murthy invites us to "build a people-centered life and a people-centered world." What would a people-centered world look like? What would have to change in your organization, neighborhood, city, or community to make it more people-centered, to foster relationships? Preparing for Next Week Week 6: Ending This Series Check-In Watch Video & Discussion In advance of your meeting, choose one to three questions to discuss. * As you wrap up this series on resilience, what has been most impactful to you? * What do you see as your next steps to grow your resilience? * What has this group meant to you? * What do you hope for the other members of this group? 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pound words synonyms antonyms contractions homophones and so much more this is a huge packet covering pound words synonyms antonyms contractions homophones articles and prepositions a huge 50 worksheets are included which are designed to ensure your students are engaged and excited a' 'adjectives Antonyms Opposites Esl Vocabulary Crocodile May 24th, 2020 - Practice Adjectives Antonyms Opposites With This Esl Vocabulary And Grammar Interactive Crocodile Board Game For Beginners Tall Short Old Young Weak Strong Etc Esl Learners And Teachers Can Use It To Review English Vocabulary And Grammar Or Simply Practice These Words' 'antonyms what are antonyms free english grammar May 26th, 2020 - antonyms are words with opposite meanings for example good is an antonym of bad it is possible for a word to have more than one antonym as antonyms can be graded they can be used to make writing more interesting to form deliberate double negatives and to improve vocabulary' ' 1001 vocabulary amp spelling questions may 30th, 2020 - elcome to1001 vocabulary and spelling questions this book is designed to provide you with review and practice for vocabulary and spelling success with 1001 practice questions you can enrich your verbal abilities at your own pace and focus on the areas where you need improvement 1001 vocabulary and spelling questions is''ixl find antonyms in context grade 5 english practice 'antonym mcq questions and answer english antonyms May 14th, 2020 - fun english practice improve your skills with free problems in find antonyms in context and thousands of other practice lessons' May 29th, 2020 - opposite meaning or antonym is part of english vocabulary it helps to increase your stock of words for use in descriptive writing questions antonym mcq question with answer here you will find a list of mon important questions on english antonyms in mcq quiz style with answer for petitive exams and interviews'' Copyright Code : hfN9GBH2blT4a0U	<urn:uuid:7306b180-f038-4bfd-8b34-b78d35490431>	CC-MAIN-2021-49	http://phcompany.com/5o_antonyms-find-the-opposites-practice-questions-en_KL9O86pG.pdf	2021-12-08T17:53:09+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00110.warc.gz	55,100,220	4,280	eng_Latn	eng_Latn	0.990746	eng_Latn	0.992376	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 6353, 12332, 18388 ]	[ 2.25 ]	1	0
Sixth Sunday after Trinity Today's Gospel reading: Mark 6: 14-29 Listen to the Gospel of Christ according to Saint Mark. Glory to you, O Lord. King Herod heard of the healings and other miracles, for Jesus' name had become known. Some were saying, 'John the baptizer has been raised from the dead; and for this reason these powers are at work in him.' But others said, 'It is Elijah.' And others said, 'It is a prophet, like one of the prophets of old.' But when Herod heard of it, he said, 'John, whom I beheaded, has been raised.' For Herod himself had sent men who arrested John, bound him, and put him in prison on account of Herodias, his brother Philip's wife, because Herod had married her. For John had been telling Herod, 'It is not lawful for you to have your brother's wife.' And Herodias had a grudge against him, and wanted to kill him. But she could not, for Herod feared John, knowing that he was a righteous and holy man, and he protected him. When he heard him, he was greatly perplexed; and yet he liked to listen to him. But an opportunity came when Herod on his birthday gave a banquet for his courtiers and officers and for the leaders of Galilee. When his daughter Herodias came in and danced, she pleased Herod and his guests; and the king said to the girl, 'Ask me for whatever you wish, and I will give it.' And he solemnly swore to her, 'Whatever you ask me, I will give you, even half of my kingdom.' She went out and said to her mother, 'What should I ask for?' She replied, 'The head of John the baptizer.' Immediately she rushed back to the king and requested, 'I want you to give me at once the head of John the Baptist on a platter.' The king was deeply grieved; yet out of regard for his oaths and for the guests, he did not want to refuse her. Immediately the king sent a soldier of the guard with orders to bring John's head. He went and beheaded him in the prison, brought his head on a platter, and gave it to the girl. Then the girl gave it to her mother. When his disciples heard about it, they came and took his body, and laid it in a tomb. This is the Gospel of the Lord. Praise to you, O Christ. If you're a fan of "Horrible Histories", you might be familiar with some of the gory goings-on in the past, but we don't usually expect such a "Ghastly Gospel"! We do get some pretty bloodthirsty episodes in the Old Testament. That's the part of the Bible which tells us about the time before Jesus, when people were struggling to learn about God and often misunderstood the nature of his love. When it comes to the four gospels, which tell the story of Jesus, and from which our weekly gospel reading is taken, we expect to hear about Jesus's teaching, his stories, his healings – things which leave us feeling good. Today's story, however, is one which even adults find difficult and wonder what can be learned from it. It might be easier to skip over an episode like this, but it is important not to, because John the Baptist played a vital part in the story of Jesus, and also because every single story in the gospels has something important to teach us - even if it is difficult. This one, for example, can help us to think about the responsibility we all have for our words and actions, about the making and keeping of promises - and when maybe it is better to break a promise than to go for the alternative! This sad story of Herod and his family has much to say about power and the abuse of power. So let's think about this "Ghastly Gospel" in more detail. The Herod in question here is Herod Antipas – a nasty piece of work! He followed on from his father, Herod "the Great" (or not so great, considering that he was the king Herod at the Jesus's birth, from whom the Holy Family had to flee to Egypt). Herod Antipas had divorced his wife to hook up with his brother's wife and this story involves her and her young daughter, who was obviously a brilliant dancer! At least, Herod thought so, and we have heard what happened as a result. 🤔 Some things to think about: Have you ever been asked to do something, or to go along with something, that you knew, deep inside, was wrong? Sometimes we get into trouble for doing things that we know in our hearts are wrong, but it's hard to say "no" when our friends are doing them, isn't it? Have you ever heard yourself saying to your parents, "but everyone else was doing it"? This story helps us to remember that the choices we make are our own and we have to take personal responsibility. The girl in the story didn't know what to ask for when Herod offered her whatever she wanted, so she asked her mother. Do you think she should have gone along with what her mother told her to ask for, when it involved killing a man? Because Herod had made a promise to the girl in front of all his friends and many important people, when she asked for something so terrible, he didn't want to lose face and felt he had to go along with it. Do you think this was a promise he should have kept? What do you think you would have told her? Would it have been better to break his promise rather than do such an awful thing? Thankfully, we are rarely faced with the sort of decisions that were made in this story, but it is a reminder to each of us that, if we are asked to make choices that we just know would be wrong, it is so important to have the strength and the courage to say no - even when taking responsibility is a hard thing to do. So next time you're asked, will you do a better job than Herod and remember that you're responsible for the things you do? The wonderful thing for us is that, whenever we are faced with difficult decisions, we have a helper – God's Holy Spirit. If we ask, God will help us to know what is right and which decision we should make – but we need to listen! Here's a prayer for this week: Dear God, Sometimes we are faced with such hard choices. Fill us with your Holy Spirit and give us the wisdom and strength we need to live our lives in a way that pleases you. Amen. A bit of light relief is called for now! Below are some less ghastly puzzles and colourings! Herod was intrigued by stories he heard about the miracles Jesus was doing – like this! When we follow Jesus, we have his spirit with us to help us, with all the fruit that the spirit brings! 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Menstrual hygiene management in schools in South Asia WaterAid/Mani Karmacharya Overview Nepal has a good track record of improving menstrual hygiene management (MHM) facilities, increasing access to affordable and hygienic sanitary materials, delivering creative awareness campaigns and policy advocacy, and developing the capacity of local stakeholders to promote MHM. Nevertheless, Operations and maintenance (O&M) of water, sanitation and hygiene in schools (WinS) remains challenging. Key take-aways A more coordinated approach to MHM, across sectors, has been developed through initiatives such as MH Day. NGOs and others have a track-record of creative campaigns to challenge myths and shame around menstruation. Going beyond the girl to support mothers, other relatives, teachers and school staff on positive social norms for MHM is essential to addressing girls' needs. Recent innovations have been tested to improve accountability for MHM through monitoring gender-friendly WinS services using Community Score Cards. MHM and WinS approaches in project schools are being used by Non-governmental Organizations (NGOs) to help develop a programmatic approach that works at scale. The Government is finalising a Dignified Menstruation Policy. An MHM Practitioners' Alliance provides cross-sector coordination. Improving the curriculum and teacher capacity, as well as further learning and engagement opportunities for older generations of women, is needed. Girls prefer to learn about MHM from females, but remote schools have few female teachers or staff. Teachers often lack confidence and training on MHM. 2018 1 WinS overview Water availability 78% of schools have water supply facilities (Department of Education (DoE), Education Management Information System (EMIS), 2015/16). Sanitation availability Access to toilet facilities in schools is 82%. Only 69% schools have separate toilets for girls (EMIS 2015/16). 82% MHM overview Current evidence and key findings On average, 15% of female adolescents and youths aged 10-24 in Nepal use a sanitary pad and 84% use a cloth (MoH, 2012; MoH et al 2011). Menstruation is associated with disease, bacteria, decay and dirt. Most girls get information and support on menstruation from their mothers, who often perpetuate taboos (WaterAid 2009, 2015; USAID and NFCC, 2015). In many areas menstruating women (particularly those from certain castes) cannot/ do not use toilets; visit temples or worship; bathe; touch cows; consume milk products; look in mirrors; touch plants. Chhaupadi (isolation outside the home during menstruation) persists in the mid and far west region of Nepal, despite an official ban. United Nations Children's Fund (UNICEF) (2016) found that 15% of girls in WinS programme schools and 22% in non-WinS programme schools had missed a whole day of school. Reasons include pain, fear of leakage, and need to change materials. UNICEF (2013) found that 53% of girls changed their sanitary pad/cloths at school and took waste home in plastic bags. 47% threw dirty pads into rivers or bushes. Girls did not use toilets for urination during menstruation due to fear of leaving blood marks. Incinerators are available in some schools under the DoE programme, or supplied by NGOs (WaterAid, UNICEF, Red Cross, ENPHO, KIRDARC and others). Supply of disposable pads is unreliable, and the cost is prohibitive for many. Reusable pads and cloths are not dried in sunlight due to shame. 2 Toilet to schoolgirl ratio (WHO standard = 1:25) 1:69 (EMIS 2014/15). The Government committed to every school having one gender-separated toilet for every 50 girls by 2017. WaterAid (2016) found that the ratio was 1:115 in Sindhuli, 1:170 in Udaypur and 1:74 in Siraha. Other key issues The Government provides resources for the construction of WinS ; and School Management Committees (SMCs) are responsible for O&M. Few schools have regularly maintained, clean, private, gender and age- segregated toilet facilities with a consistent water supply. O&M are poor and adequate waste disposal solutions are rare. Replacement of consumables is a challenge. MHM overview continued Educational materials Girls receive education on menstruation through hygiene educa-tion. Classes 6-9 receive MHM and sexual and reproductive health (SRH) classes. Girls may not receive age-appropriate information before reaching menarche. Textbooks offer no advice on menstrual hygiene, preparing sanitary pads or disposal of used pads. A new MHM curriculum and training package has been developed under DoE and Department of Health and piloted (NFCC, WaterAid, USAID, VSO, in districts: Integrating Menstrual Hygiene Management into School Health Program in 201). The Water Supply and Sanitation Ministry Development Plan and the National Master Plan for Hygiene and Sanitation prioritise toilet construction rather than MHM WASH facilities. However, the master plan refers to WinS services that are child, disabled and gender friendly. The draft National Strategy on Adolescent SRH (2015) calls for MHM components to be integrated with SRH and education on menstrual health (MH), and increased access to hygiene products. The School Sector Development Plan (2016-2023) aims to improve girls' attendance by fulfilling MHM-related needs. The Total Sanitation Guideline 2017 recognizes menstruation as a natural process and includes MHM-friendly WASH services in community, schools and institutions. The School Sector Development Plan (2016-2023) aims to improve girls' attendance by fulfilling MHM-related needs. DoE prepared forthcoming WinS Guidelines which focus on MHM indicators. A Dignified Menstruation Policy is under development. WaterAid and partners have demonstrated MHM-adapted changing rooms and gender-segregated WASH facilities, where toilets are gender-separated and girls' toilets have a locking door, nearby handwashing station, and access to an incinerator for MHM material disposal. Sanitary pads are supplied and an O&M regime established. NGOs teach women and girls to make reusable cloth pads, which can then be made available in schools. Federation of Drinking Water and Sanitation Users Nepal (FED-WASUN) is working with district authorities to monitor gender-appropriate WinS services using Community Score Cards, so SMCs can make evidence-based demands for more funds. EMIS has data on WASH in schools (e.g. separate toilets for girls) but no MHM data. MHM Practitioners' Alliance is a network of 40 organisations, estab-lished in 2017. UNICEF, World Food Programme, WaterAid Nepal and others are members of the WASH in Schools Task Force to integrate the WASH agenda into the education sector. 3 Policies Standards Guidelines Legal frameworks MHM in schools practice MHM in EMIS Coordination platforms/ mechanisms MHM journey in Nepal 2000 School Sanitation and Hygiene Education Guideline (GON, UNICEF and CODEF). 2005 Government bans the practice of Chhaupadi. 2008 WaterAid launches Breaking the Silence campaign to challenge myths and shame around menstruation. 2009 WaterAid report on absenteeism of schoolgirls during menstruation. 2010 National Sanitation and Hygiene Master Plan requires all schools to have Child, gender and disability (CGD)-friendly WASH facilities. National framework of child friendly school standards published. 2011 At the South Asian Conference on Sanitation (SACOSAN), the Government commits to ensuring every school will have functioning, child-friendly, gender-separated toilets, with facilities for MHM. Alternate Design Option of Child, Gender, Differently-abled Friendly School Toilet, DOE/GON, UNICEF, CODEF 2015 Draft national strategy on adolescent SRH, with attention to MHM. The '4 Days of Fun' campaign promotes good MHM, reaching more than 10,000 girls. 2016 School Sector Development Plan 2016-2023 emphasises the importance of MHM in schools. 2017 Chhaupadi is criminalised. Government departments coordinate to agree MHM training package that integrates MHM into the school health programme. This material has been funded by UK aid from the Department for International Development (DFID). However, the views expressed do not necessarily reflect the Department's official policies. 4 Coming up Endorsement of the Dignified Menstruation Policy and other draft policies relating to adolescents' health and wellbeing. Opportunities to hold MHM Practitioners' Alliance meetings outside Kathmandu to share learning inside Nepal and across the region. References British Nepal Medical Trust (2015) A Report on Menstrual Hygiene Management Project in Morang, Nepal Krishna Galli, Pulchowk Lalitpur (2017) Scoping Review and Preliminary Mapping Menstrual Health and Hygiene Management in Nepal Population Services International Nepal and Maverick Collective Government of Nepal, UNICEF and CODEF (2000) School Sanitation and Hygiene Education Guideline. MoH (2012) Nepal Adolescents and Youth Survey 2010/11 MoH, New ERA and ICF International Inc. (2012) Nepal Demographic and Health Survey 2011 NFCC, WaterAid, USAID, VSO (2015), Integrating menstrual hygiene management into school health programme 2015 Sapkota D., Sharma D., Budhathoki, S.S., Khanal, V.K., and H.P. Pokharel. (2013) Knowledge and Practices Regarding Menstruation among School Going Adolescents of Rural Nepal, Journal of Kathmandu Medical College. 2(3):122-8 UNICEF (2016) Research on Analysis of Menstrual Hygiene Practices in Nepal: The Role of WASH in Schools Programme for Girls Education UNICEF and Columbia University (2013) Menstrual hygiene management among adolescent schoolgirls. WASH in Schools Empowers Girls' Education: Menstrual Hygiene Management in Schools Virtual Conference USAID, NFCC and Beyond Nepal (2015) Menstrual Knowledge, Belief and Practice of Adolescent School Girls in Kathmandu Valley WaterAid (2009) Is Menstrual Hygiene And Management An Issue For Adolescent School Girls? A Comparative Study of Four Schools in Different Settings of Nepal WaterAid (2015a) Formative Research on Menstrual Hygiene Management in Udaypur and Sindhuli Districts of Nepal: Final Report WaterAid (2015b) Ensuring Girls Rights through School based WASH and Improved Menstrual Hygiene Management in Nepal, Baseline Survey Report WaterAid, USAID and NFCC (2015) Assessment Study on Chhaupadi in Nepal: Towards a Harm Reduction Strategy	<urn:uuid:e8259b74-d71d-4c79-9f5b-dc8a15deac31>	CC-MAIN-2021-49	https://washmatters.wateraid.org/sites/g/files/jkxoof256/files/menstrual-hygiene-management-snapshot---nepal.pdf	2021-12-08T19:40:38+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00110.warc.gz	658,988,715	2,318	eng_Latn	eng_Latn	0.965352	eng_Latn	0.98122	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1633, 4141, 6829, 10396 ]	[ 2.328125 ]	2	5
Mathematical Literacy Grade 12 Sba Guidelines Gauteng 2014 Serves as an index to Eric reports [microform]. See America with 50 of Our Finest, Funniest, and Foremost Writers Anthony Bourdain chases the fumigation truck in Bergen County, New Jersey Dave Eggers tells it straight: Illinois is Number 1 Louise Erdrich loses her bikini top in North Dakota Jonathan Franzen gets waylaid by New York's publicist...and personal attorney...and historian...and geologist John Hodgman explains why there is no such thing as a "Massachusettsean" Edward P. Jones makes the case: D.C. should be a state! Jhumpa Lahiri declares her reckless love for the Rhode Island coast Rick Moody explores the dark heart of Connecticut's Merritt Parkway, exit by exit Ann Patchett makes a pilgrimage to the Civil War site at Shiloh, Tennessee William T. Vollmann visits a San Francisco S&M club and Many More! Provide your 6th graders with rigorous reading comprehension practice through close reading, academic vocabulary, comprehension, and writing activities. Downloadable home-school connection activities are included to extend learning at home. The Common core state standards for mathematics are a set of expectations and skills that students need to master to succeed in college and the real world. BarCharts' Math Common core series aligns with those specific standards to help guide students through their classes. Each guide in the series features real-world problems and examples, illustrations, and tables to help students retain information. This laminated quick study guide includes the number system, exponents, radicals, functions, linear equations, transformations, geometry, statistics and more. Educational Assessment in a Time of Reform provides background information on large-scale examination systems more generally and the South African examination specifically. 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Much has been written about these students from a therapeutic perspective, especially regarding how to provide them with adequate counseling supports and services. Conversely, little has been written about teaching this population and doing so from a strengths-based perspective. Using real-world examples as well as research-based principles, this book shows how to * Identify inherent assets that students bring to the classroom. * Connect to students' experiences through instructional planning and delivery. * Foster students' strengths through the use of predictable routines and structured paired and small-group learning experiences. * Develop family and community partnerships. Experts Debbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes outline a comprehensive, collaborative approach to teaching that focuses on students' strengths and resiliency. 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The book thus provides in-depth information on the various aspects of the national education systems represented herein that have originated, been restructured, or otherwise been modified as a direct or an indirect consequence of the results of the 2001 and 2006 PIRLS surveys. The book also gives a brief overview of the design, implementation, and main international findings of PIRLS 2001 and 2006. These introductory chapters are followed by country chapters, each of which is written by authors with unique insider perspectives gained from their work in their home institutions within their national contexts. Findings from these chapters are assembled in a comparative summary. "This book explores how the current process of schooling that frames public education through economic rather than democratic terms is fundamentally flawed, why it must change, and how all members and participants within the early childhood and elementary school communities must be a part of the reform process. The work is based on the author's recent studies of stakeholders' in the changed kindergarten as well as earlier studies examining the impact of reforms on classrooms, pre and in-service teachers, students, families, administrators, teacher educators, and other education stakeholders. By examining these issues empirically, practically, and theoretically, the author illuminates the complexity of what is currently occurring in kindergarten and other early childhood classrooms across the U.S. Then, Brown skillfully puts forward ideas for change that are practical and achievable in developing systems of schooling that can educate, foster, and sustain a democratic society"-- To find more information about Rowman & Littlefield titles please visit us at www.rowmanlittlefield.com. Study & Master Agricultural Sciences Grade 10 has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Agricultural Sciences. The comprehensive Learner's Book includes: * an expanded contents page indicating the CAPS coverage required for each topic * activities throughout that help develop learners' knowledge and skills * revision tasks and review at the end of each module that provides for consolidation of learning * case studies that link science to real-life situations and present balanced views on sensitive issues * 'information' boxes providing interesting additional information and 'Note' boxes that bring important information to the learner's attention * Glossary boxes to explain unfamiliar and difficult terms Step-by-step instructions, with photos, of parts and processes for restoring trim and hardware such decorative strips, fenders, bumpers, hub caps, wheel covers, door and trunk handles. This Book Includes: Access to Online SBAC Practice Assessments Two Performance Tasks (PT) Two Computer Adaptive Tests (CAT) Selfpaced learning and personalized score reports Strategies for building speed and accuracy Instant feedback after completion of the Assessments Inside this book, you will find practice sections aligned to each CCSS. Students will have the ability to review questions on each standard, one section at a time, in the order presented, or they can choose to study the sections where they need the most practice. Includes: Hundreds of standards aligned practice questions 30+ Skills foundational to success on Smarter Balanced assessments Five CCSS Domains: Operations and Algebraic Thinking, Numbers and Operations in Base Ten, Numbers and Operations - Fractions, Measurement and Data, and Geometry Engaging reading passages to make learning fun! Detailed answer explanations for every question Teachers Get FREE Access to Lumos StepUp Basic Account Create up to 30 students accounts and monitor their online work Share information about class work and school activities through stickies Easy access to Blogs, Standards, Student Reports and More.. Lumos Study Program is used by the leading schools and libraries to improve student achievement on the standardized tests and supplement classroom learning." Study & Master Mathematical Literacy Grade 11 has been especially developed by an experienced author team according to the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Mathematical Literacy. The comprehensive Learner's Book includes: * thorough coverage of the basic skills topics to lay a sound foundation for the development of knowledge, skills and concepts in Mathematical Literacy * margin notes to assist learners with new concepts especially Link boxes, that refer learners to the basic skills topics covered in Term 1, Unit 1-16 * ample examples with a strong visual input to connect Mathematical Literacy to everyday life. Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. Page 2/4 Signs of Change: Assessment Past, Present and Future Another Time, Another Place...Examinations Then and Now In the Temple of Literature in Hanoi, Vietnam, a series of stone stelae records the names of the handful of illustrious examination candidates who, in each century, passed the national examination to become a Doctor of Literature. Beginning in the * Solved Board Examination Paper 2020 along with CBSE Marking Scheme from 2016 to 2019 for in-depth study. • Previous Years' Board Examination Questions with Solutions from March 2016 to March 2019 to facilitate focused study. • Handwritten Toppers' Answer sheets from 2016-2019 for perfection in answering Board Examination Questions • Detailed answers have been provided wherever necessary for clarity of concepts • Hybrid edition for Digital Learning 11thcentury,theexamswereconductedpersonallybysuccessivekingswhopursued Confucian ideals that found expression in the enormous value placed on the pursuit of wisdom and learning. In the 21st century we are both puzzled and impressed by this tradition. Puzzled by such an explicit commitment to a meritocracy in an essentially feudal society; impressed by this enthusiasm for learning and the pursuit of wisdom at the highest level of society. Yet, there are also important similarities between the 11th and 21st centuries. Then, as now, assessment was associated with excellence, high standards, pr- tige and competition—success for the chosen few; disappointment for the majority. Then, as now, the pursuit of excellence was embedded in a social context that favoured the elite and determined success in terms of the predilections of the p- erful. Then, as now, the purpose of the assessment, the way it was conducted and its impact on society all re ected the social and economic priorities of the day. Perspectives on Transitions in Schooling and Instructional Practice examines student transitions between major levels of schooling, teacher transitions in instructional practice, and the intersection of these two significant themes in education research. Twenty-six leading international experts offer meaningful insights on current pedagogical practices, obstacles to effective transitions, and proven strategies for stakeholders involved in supporting students in transition. The book is divided into four sections, representing the four main transitions in formal schooling: Early Years (Home, Pre-school, and Kindergarten) to Early Elementary (Grades 1–3); Early Elementary to Late Elementary (Grades 4–8); Late Elementary to Secondary (Grades 9–12); and Secondary to Post-Secondary (College and University). A coda draws together over-arching themes from throughout the text to provide recommendations and a visual model that captures their interactions. Combining theoretical approaches with practical examples of school-based initiatives, this book will appeal to those involved in supporting either the student experience (both academically and emotionally) or teacher professional learning and growth. This practice book will prepare students for the Smarter Balanced (SBAC) English Language Arts/Literacy assessments. It will develop all the skills that students need and provide ongoing practice with the types of questions and tasks found on the real assessments. Just like the real SBAC assessments, it includes tasks covering reading, writing, listening, and research. Provides Ongoing Skill Development and Practice Convenient practice sets allow for ongoing skill development - Flexible format allows practice sets to be completed to suit any schedule Helps students transition to the more rigorous SBAC assessments - Format allows for review after each set to provide feedback and promote improvement Developed Specifically to Match the Smarter Balanced (SBAC) Assessments - Covers all the Common Core skills assessed on the real SBAC assessments - Includes sets covering reading, writing, listening, and research - Provides practice completing multiple-choice, constructed-response, and technology-enhanced questions - Contains writing tasks for informational essays, opinion pieces, and narratives More rigorous questions prepare students for the higher difficulty of the new assessments - Strong focus on key Common Core features including close reading, using evidence from text, and analyzing and evaluating texts - Full answer key lists the Common Core skill assessed by each question Key Benefits of this Book - Builds confidence by helping students prepare before taking the real tests - Develops all the English Language Arts skills that students need - Provides experience answering all types of questions and completing all types of tasks Reduces test anxiety by allowing low-stress practice - More rigorous tasks encourage deeper understanding and more advanced thinking Detailed answer key allows for student work to be reviewed and improved on This groundbreaking anthology is a collection of accounts from leaders in mathematical outreach initiatives. The experiences range from prison education programs to alternative urban and Indian reservation classrooms across the United States, traversing the planet from the Americas to Africa, Asia, and the Indian subcontinent. Their common theme is the need to share meaningful and beautiful mathematics with disenfranchised communities across the globe.Through these stories, the authors share their educational philosophy, personal experiences, and student outcomes. They incorporate anecdotal vignettes since research articles in mathematics education often exclude them. The inclusion of these stories is an element that adds immeasurable value to the larger narratives they tell. Kaytetye is spoken at Barrow Creek, Artarre (Neutral Junction), Ilewarr (Stirling), Alekarenge (Ali Curung) and other communities in Central Australia. For Kaytetye people, their language is much more than a means of communication; it links them with their family, their country and their Dreamings. This learner's guide comes with two audio CDs which give clear, practical instruction in the basics of the Kaytetye language. This hands-on resource offers a wealth of strategies aligned with national science education standards, including sample lessons for integrating reading instruction into inquiry-based science classrooms. This dissertation is composed of three essays. Essay 1, "Does School Start Too Early For Student Learning?", considers the connection between school start time and student performance. Biological evidence indicates that adolescents' internal clocks are designed to make them fall asleep and wake up at later times than adults. This science has prompted widespread debate about delaying school start times in the U.S., a country which has some of the earliest start times worldwide. The debate suffers, however, from a glaring absence of evidence: the small number of prior studies has been too low powered statistically to test whether later start times improve achievement. I fill the gap by studying achievement across a large, nationally representative set of high schools that have varying start times. I identify the positive effect of later clock start times, as well as the independent effect of greater daylight at school start time. My primary empirical method is crosssectional regression with rich controls for potentially confounding variables. The findings are confirmed by regression discontinuity analysis focused on schools close to time zone boundaries. I quantify the net gain in welfare from having an additional hour of sunlight before school starts by comparing the substantial lifetime earnings benefits for students against the likely the societal costs. Essay 2, "Student Success and Teaching Assistant Effectiveness In Large Classes", considers the impact teaching assistants (TAs) have on student performance. In universities, TAs play a crucial role by providing small group instruction in lecture courses with large enrollment. The multiplicity of TAs creates both positive opportunities and negative incentives. On the one hand, some TAs may excel at tasks--such as helping struggling students--at which other TAs fail. If so, all students may be able to learn better if they can match themselves to the TA that best suits their needs. On the other hand, the multiplicity of TAs means that students in the same class often receive instruction that varies in quality even though they are ultimately graded on the same standard. In this paper, we use data from a large lecture course in which students are conditionally randomly assigned to TAs. In addition to administrative data on scores and grades, we use survey data (which we generated) on students' initial preparation, their study habits, and their interactions with TAs. We identify the existence of variation among TAs in teaching effectiveness. We also identify how TAs vary in their effectiveness with certain subpopulations of students: the least and best prepared, students with different backgrounds, and so on. Using our parameter estimates, we simulate student achievement under scenarios such as A collection of pivotal papers from 1986-1993 on bilingualism and bilingual education, grouped in sections on policy and legislation, implementation of bilingual policy in schools, bilingualism in instruction, and using the bilingualism of the school community. Articles conclude with suggested student activities and discussion questions, encouraging students to take on an advocacy-oriented role. The reader can be used alone or with the publisher's Foundations of Bilingual Education and Bilingualism. No index. Annotation copyright by Book News, Inc., Portland, OR Page 3/4 Copyright : edu.swi-prolog.org random assignment to TAs, elimination/retraining of the least effective TAs, and matching of TAs to students based on initial information to show the potential gains in student welfare from more efficient matching. Essay 3, "A Study of Student Majors: A Historical Perspective", considers whether differing financial returns across degrees are a significant factor in a student's choice of a major. During the late 1990s, the U.S. experienced a technology boom that significantly increased the initial salary offers to engineering students, and computer science students in particular. These dramatic increases in returns provide an excellent opportunity to examine not only how students respond to salary levels, but also to salary trends. The existing literature has focused on the extent to which differing financial returns can affect a student's choice of undergraduate major. This paper extends the analysis to test if trends in salary levels also affect the share of students selecting into various majors using a comprehensive dataset of all post-secondary institutions. I find that students select into majors that offer higher salaries and have greater wage growth. Using a flexible empirical For millions of men and women, it's the ultimate pleasure... From private parties to hip bars to posh gentlemen's clubs, cigar smoking has become an eight billion dollar global pastime. But, like wine, a fine cigar requires dedicated study and tasting. Here is the only comprehensive book on the subject, featuring all the information that novice and veteran cigar aficionados need. --New handy 6 X 9 format --Completely updated with the latest brands, product lines, and accessories --Features web-related costcutting tips --Step-by-step instructions for getting the most out of a cigar Exploring Probability in School provides a new perspective into research on the teaching and learning of probability. It creates this perspective by recognizing and analysing the special challenges faced by teachers and learners in contemporary classrooms where probability has recently become a mainstream part of the curriculum from early childhood through high school. The authors of the book discuss the nature of probability, look at the meaning of probabilistic literacy, and examine student access to powerful ideas in probability during the elementary, middle, and high school years. Moreover, they assemble and analyse research-based pedagogical knowledge for teachers that can enhance the learning of probability throughout these school years. With the book's rich application of probability research to classroom practice, it will not only be essential reading for researchers and graduate students involved in probability education; it will also capture the interest of educational policy makers, curriculum personnel, teacher educators, and teachers. The OECD education indicators enable countries to see themselves in light of other countries performance. They reflect on both the human and financial resources invested in education and on the returns of these investments. The development and implementation of the PISA survey and the consequences for the outcomes are thoroughly discussed. Different kinds of items for both paper-based and computer-based PISA surveys are exemplified by many publicly released items along with details of scoring. The novel survey of the opportunity students have had to learn the mathematics promoted through PISA is explained. The book concludes by surveying international impact. It presents viewpoints of mathematics educators on how PISA and its constituent ideas and methods have influenced teaching and learning practices, curriculum arrangements, assessment practices, and the educational debate more generally in fourteen countries. This book describes the design, development, delivery and impact of the mathematics assessment for the OECD Programme for International Student Assessment (PISA). First, the origins of PISA's concept of mathematical literacy are discussed, highlighting the underlying themes of mathematics as preparation for life after school and mathematical modelling of the real world, and clarifying PISA's position within this part of the mathematics education territory. The PISA mathematics framework is introduced as a significant milestone in the development and dissemination of these ideas. The underlying mathematical competencies on which mathematical literacy so strongly depends are described, along with a scheme to use them in item creation and analysis. This report presents the first internationally comparable results to OECD's 2003 Programme for International Student Assessment (PISA) Survey of the educational performance of 15-year-olds in reading, mathematics, and science in 25 OECD countries. 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Earth Science Reference Tables Did you know that about 40% of every Chemistry Regents is composed of questions entirely based on the Chemistry Reference Tables? If you know how to read every table on the Earth Science Reference Tables, that's terrific. But what if you don't? Gaining a clear understanding of the reference tables is crucial for the Chemistry Regents. The good news is that one of the best-kept secrets of the Chemistry regents is that the reference tables-based questions are the easiest part of the regents by far - if you know how to use the reference tables. That's where this book comes in. Unearthing the Reference Tables: A Clear & Simple Reference Tables Guide is a book that: Gives stepby-step instructions in clear and simple terms on how to easily decipher each one of the 21 charts on the Chemistry Reference Tables and... Provides actual regents questions at the end of each section, along with answers and brief explanations The quaternary sciences constitute a dynamic, multidisciplinary field of research that has been growing in scientific and societal importance in recent years. This branch of the Earth sciences links ancient prehistory to modern environments. Quaternary terrestrial sediments contain the fossil remains of existing species of flora and fauna, and their immediate predecessors. Quaternary science plays an integral part in such important issues for modern society as groundwater resources and contamination, sea level change, geologic hazards (earthquakes, volcanic eruptions, tsunamis), and soil erosion. With over 360 articles and 2,600 pages, many in full-color, the Encyclopedia of Quaternary Science provides broad ranging, up-to-date articles on all of the major topics in the field. Written by a team of leading experts and under the guidance of an international editorial board, the articles are at a level that allows undergraduate students to understand the material, while providing active researchers with the latest information in the field. Also available online via ScienceDirect (2006) – featuring extensive browsing, searching, and internal cross-referencing between articles in the work, plus dynamic linking to journal articles and abstract databases, making navigation flexible and easy. For more information, pricing options and availability visit www.info.sciencedirect.com. 360 individual articles written by prominent international authorities, encompassing all important aspects of quaternary science Each entry provides comprehensive, in-depth treatment of an overview topic and presented in a functional, clear and uniform layout Reference section provides guidence for further research on the topic Article text supported by full-color photos, drawings, tables, and other visual material Writing level is suited to both the expert and non-expert Explorations in Earth Science contains a collection of 68 laboratory investigations that can be incorporated into an Earth science course that covers geology, weather, climate, astronomy, and environmental issues. The variety of the exercises contained in the manual provides instructors with the flexibility to use those that suit their individual preferences and which they view as essential for their students. Included is a Prologue that contains activities that address the skills and concepts that are integrated throughout an Earth science course.The investigations are aligned with the New York State Math, Science, and Technology Standards and the National Science Education Standards. Appendices in the manual correlate labs to the New York State Physical Setting/Earth Science Core Curriculum and several well-known textbooks. Also Earth Science Reference Tables included are appendices containing the Earth Science Reference Tables required by the New York State Physical Setting Core Curriculum and supplementary charts teachers will find useful in delivering their courses. Incorporated into the Teacher's Edition is an appendix suggesting Internet sites appropriate for each chapter.Each laboratory investigation contains clearly stated instructions, report sheets, and questions that reflect both the procedural techniques and results students should obtain. Many labs can be adapted to an inquiry/problem-solving approach in which the written activity would often serve the teacher as a guide, but might not be used by students.The Teacher's Edition contains an array of suggested long-term investigations, an equipment and supplies list, and a comprehensive guide preceding each activity. This section is of great use to veteran teachers and is most valuable to teachers new to teaching Earth Science. Barron's Regents Exams and Answers: Earth Science 2020 provides essential review for students taking the Earth Science Regents, including actual exams administered for the course, thorough answer explanations, and comprehensive review of all topics. All Regents test dates for 2020 have been canceled. Currently the State Education Department of New York has released tentative test dates for the 2021 Regents. The dates are set for January 26-29, 2021, June 15-25, 2021, and August 12-13th. This edition features: Five actual, administered Regents exams so students have the practice they need to prepare for the test Review questions grouped by topic, to help refresh skills learned in class Thorough explanations for all answers Score analysis charts to help identify strengths and weaknesses Study tips and test-taking strategies Looking for additional practice and review? Check out Barron's Earth Science Power Pack 2020 two-volume set, which includes Let's Review Regents: Earth Science 2020 in addition to the Regents Exams and Answers: Earth Science book. Volume 5A of this second edition of Rock-Forming Minerals focuses on oxides, hydroxides and sulphides. Since the publication of the first edition, in 1962, there has been an enormous increase in the literature devoted to these minerals. This new edition, greatly expanded and rewritten, covers aspects that include crystal structures, chemical compositions, electronic structures, phase relations, thermochemistry, mineral surface structure and reactivity, physical properties, distinguishing features and parageneses (including stable isotope data). Barron's Let's Review Series titles are classroom textbook supplements that help This useful supplement to high school Earth Science textbooks features: A comprehensive topic review covering fundamentals of astronomy, geology, and meteorology Updated for use with 2010 Edition Reference Tables for Physical Setting/Earth Science Updated with more than 1,100 practice questions with answers covering all exam topics drawn from recent Regents exams One recent full-length Regents exams with answers prepare high school students who are studying for New York State Regents exams. Key concepts in mineralogy and petrology are explained alongside beautiful full-color illustrations, in this concisely written textbook. Barron's Let's Review Regents: Earth Science 2020 gives students the step-by-step review and practice they need to prepare for the Regents exam. This updated edition is an ideal companion to high school textbooks and covers all Physical Setting/Earth Science topics prescribed by the New York State Board of Regents. All Regents test dates for 2020 have been canceled. Currently the State Education Department of New York has released tentative test dates for the 2021 Regents. The dates are set for January 26-29, 2021, June 15-25, 2021, and August 12-13th. This useful supplement to high school Earth Science textbooks features: Comprehensive topic review covering fundamentals such as astronomy, geology, and meteorology The 2011 Edition Reference Tables for Physical Setting/Earth Science More than 1,100 practice questions with answers covering all exam topics drawn from recent Regents exams One recent full-length Regents exam with answers Looking for additional practice and review? Check out Barron's Regents Earth Science Power Pack 2020 two-volume set, which includes Regents Exams and Answers: Earth Science 2020 in addition to Let's Review Regents: Earth Science 2020. Designed with New York State high school students in mind. CliffsTestPrep is the only hands-on workbook that lets you study, review, and answer practice Regents exam questions on the topics you're learning as you go. Then, you can use it again as a refresher to prepare for the Regents exam by taking a full-length practicetest. Concise answer explanations immediately follow each question--so everything you need is right there at your fingertips. You'll get comfortable with the structure of the actual exam while also pinpointing areas where you need further review. About the contents: Inside this workbook, you'll find sequential, topic-specific test questions with fully explained answers for each of the following sections: * Observation and Measurement * The Dynamic Crust * Minerals and Rocks * Geologic History * Surface Processes and Landscapes * Meteorology * The Water Cycle and Climates * Astronomy * Measuring the Earth A full-length practice test at the end of the book is made up of questions culled from multiple past Regents exams. Use it to identify your weaknesses, and then go back to those sections for more study. It's that easy! The only review-as-you-go workbook for the New York State Regents exam An introduction to the study of earth science. Suitable for grades 8-12, this book helps students understand the fundamental concepts of earth science and become familiar with the Earth Science Reference Tables. If Students Need to Know It, It's in This Book This book develops the Earth science skills of high school students. It builds skills that will help them succeed in school and on the New York Regents Exams. Why The Princeton Review? We have more than twenty years of experience helping students master the skills needed to excel on standardized tests. Each year we help more than 2 million students score higher and earn better grades. We Know the New York Regents Exams Our experts at The Princeton Review have analyzed the New York Regents Exams, and this book provides the most up-to-date, thoroughly researched practice possible. We break down the test into individual skills to familiarize students with the test's structure, while increasing their overall skill level. We Get Results We know what it takes to succeed in the classroom and on tests. This book includes strategies that are proven to improve student performance. We provide ·content groupings of questions based on New York standards and objectives ·detailed lessons, complete with skill-specific activities ·three complete practice New York Regents Exams in Physical Setting/Earth Science This workbook correlates with the current New York State Physical Setting Earth Science Reference Tables. Each table has its own section. Each section contains a detailed overview of the material, additional information, and a series of related practice questions. Earth Science Simplified, The perfect earth science review book is a book that helps students as they study for the Earth Science Regents exam or other standardized Earth Science examinations. This review book is unique in two ways: It's written in point-by-point format so that there is no need to read through lengthy paragraphs to find the necessary information. Concept charts placed after each chapter clarify and organize the material. In addition: This book contains snapshots of reference table charts throughout the chapters, with explanations on how to use the charts. The entire Earth Science Reference Tables can be found at the back of the book. A number of practice Regents questions follow every chapter. Answers to these questions are located in the back of the book. Procedures for labs included in the performance test are explained. Earth Science Review Book is user friendly for both the teacher and the student. Since the content is aligned with the New York State Core Curriculum for Physical Setting/Earth Science, a teacher can feel confident that all the required topics are sufficiently developed.The suggested outline of units moves from the concrete material to the more abstract subjects such as meteorology and astronomy. Throughout the book there is ample opportunity for review of basic skills and ways to tie in the various units. For example, isolines are discussed early in the year and then revisited later in the weather topics.The student has the opportunity to use the book as both a reference and a workbook. The extensive number of constructed response items as well as multiple choice questions found interspersed within the topics give ample practice. The multiple Regents Exams found at the back of the book can be used both at the end of the course for review and whenever appropriate throughout the year. Buffalo State College Master's project in Earth Sciences and Science Education, 2005. 2001 edition of the New York State Earth Science Reference Tables Answer Key for past New York State Regents in Physical Setting Earth Science 4th Edition "The Reference Tables Unearthed is an excellent and thorough guide to the reference tables with clearly explained step-by-step examples for each table. A great tool for the Earth Science Regents!" -Mrs. Tzippy Reich, highly-acclaimed author of Earth Science Simplified; Brooklyn, NY "The students found your book very helpful for the regents. The diagrams and information were clear and precise." -Y. Possick, principal; Monsey, NY "The Reference Tables Unearthed is an invaluable aid in deciphering the Earth Science Reference Tables - a key part in doing well on the Earth Science Regents." - F. Lipson, Earth Science teacher; Monsey, NY "A real lifesaver! Your book made it possible for me to pass the Earth Science Regents." -B. K., student; Brooklyn, NY Did you know that about 35-50% of every Earth Science Regents is composed of questions entirely based on the Earth Science Reference Tables? And did you know that a raw score of Page 4/7 approximately 50% on the Earth Science Regents converts to a scale score of 65%? If you know how to read every table on the Earth Science Reference Tables, that's terrific. But what if you don't? Gaining a clear understanding of the reference tables is crucial for the Earth Science Regents. The good news is that one of the best-kept secrets of the Earth Science regents is that the reference tables-based questions are the easiest part of the regents by far - if you know how to use the reference tables. That's where this book comes in. The Reference Tables Unearthed: A Clear & Simple Reference Tables Guide is a book that: Gives step-by-step instructions in clear and simple terms on how to easily decipher each one of the 28 charts on the Earth Science Reference Tables Highlights important information often asked on the regents Provides actual regents questions at the end of each section, along with answers and brief explanations 5 Actual Exams with Answers Explained --Plus the August 1999 Exam-- It's no secret: The best way to ace the Regents exam is by practicing on real tests. This guide includes 5 actual full-length Earth Science Regents exams with answers and complete explanations, plus the August 1999 exam. In "Cracking the "Unearthing the Reference Tables is an excellent and thorough guide to the reference tables with clearly explained step-by-step examples for each table. A great tool for the Earth Science Regents!" - Mrs. Tzippy Reich, highly-acclaimed author of Earth Science Simplified and Earth Science teacher; Brooklyn, NY "The students found your book very helpful for the regents. The diagrams and information were very clear and precise." - Y. Possick, principal; Monsey, NY "Unearthing the Reference Tables is an invaluable aid in deciphering the Earth Science Reference Tables - a key part in doing well on the New York State Earth Science Regents." - F. Lipson, Earth Science teacher; Monsey, NY"A real lifesaver for me! Your book made it possible for me to pass the Earth Science Regents." - B. K., student; Brooklyn, NY Did you know that about 35-50% of every Earth Science Regents is composed of questions entirely based on the Earth Science Reference Tables? And did you know that a raw score of approximately 50% on the Earth Science Regents converts to a scale score of 65%? (with at least 9/16 lab credits) If you know how to read every table on the Earth Science Reference Tables, that's terrific. But what if you don't? Gaining a clear understanding of the reference tables is crucial for the Earth Science Regents. The good news is that one of the best-kept secrets of the Earth Science regents is that the reference tables-based questions are the easiest part of the regents by far - if you know how to use the reference tables. That's where this book comes in. Unearthing the Reference Tables: A Clear & Simple Reference Tables Guide is a book that: Gives step-by-step instructions in clear and simple terms on how to easily decipher each one of the 28 charts on the Earth Science Reference Tables Highlights important information often asked on the Earth Science Regents Provides actual regents questions at the end of each section, along with answers and brief explanations Regents Earth Science, 2000 Edition, the Regents experts at The Princeton Review teach you the test-taking techniques you'll need to know. Focus on the material that is most likely to show up on the test. Use process of elimination to guess when you're not sure of an answer. *Practice your skills on the actual Earth Science Regents exams inside. Visit www.review.com/regents for the latest Regents updates and for the January 2000 exam. This lab manual provides Skill Sheets and includes traditional lab exercises as well as inquiry-based lab activities. A practice Test Booklet that contains 4 full length NYS Regents Physical Setting Earth Science. This booklet has fully explained Answers and Reference Tables.Used to prepare high school students for the New York State Regents Physical Setting Earth Science. A CONSERVATIONIST'S DEEPLY PERSONAL AND FASCINATING REFLECTION ON OWNING AND REVITALIZING A FARM IN RURAL FRANCE A Sting in the Tale, Dave Goulson's account of a lifetime studying bees, was a powerful call to arms for nature lovers everywhere. Brilliantly reviewed, it was shortlisted for the Samuel Johnson Prize for the best nonfiction book of the year, and debuted the already renowned conservationist's ability to charm and educate, and tell an absorbing story. In A Buzz in the Meadow, Goulson returns to tell the tale of how he bought a derelict farm in the heart of rural France. Over the course of a decade, on thirty-three acres of meadow, he created a place for his beloved bumblebees to thrive. But other creatures live there too, myriad insects of every kind, many of which Goulson had studied before in his career as a biologist. You'll learn how a deathwatch beetle finds its mate, why butterflies have spots on their wings, and see how a real scientist actually conducts his experiments. But this book is also a wake-up call, urging us to cherish and protect life in all its forms. Goulson has that rare ability to persuade you to go out into your garden or local park and observe the natural world. The undiscovered glory that is life in all its forms is there to be discovered. And if we learn to value what we have, perhaps we will find a way to keep it. Always study with the most up-to-date prep! Look for Regents Exams and Answers: Earth Science--Physical Setting 2020, ISBN 978-1-5062-5399-2, on sale January 07, 2020. Publisher's Note: Products purchased from third-party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitles included with the product. Prepares students for the new standards and the commencement level PS/Earth Science Test. Barron's Regents Exams and Answers: Earth Science 2020 provides essential review for students taking the Earth Science Regents, including actual exams administered for the course, thorough answer explanations, and comprehensive review of all topics. This edition features: Five actual, administered Regents exams so students have the practice they need to prepare for the test Review questions grouped by topic, to help refresh skills learned in class Thorough explanations for all answers Score analysis charts to help identify strengths and weaknesses Study tips and test-taking strategies Looking for additional practice and review? Check out Barron's Earth Science Power Pack 2020 two-volume set, which includes Let's Review Regents: Earth Science 2020 in addition to the Regents Exams and Answers: Earth Science book. Copyright : edu.swi-prolog.org Challenges with content-based, multiple choice, short and extended constructed-response interdisciplinary problem solving,. Correlates PS/Earth Science key ideas on Earth dimensions, The New York Edition of Pearson Earth Science includes: A complete correlation to the New York Learning Standards for Mathematics, Science, and Technology An overview of the Core Curriculum for the Physical Setting/Earth Science Organization and strategies to help students study and master the Core Curriculum for the Physical Setting/Earth Science A guide to the Regents High School Examination for Physical Setting/Earth Science The most current Earth Science Reference Tables End-of-chapter assessment pages that cover the key concepts and highlight items similar to those on the Regents Examination Regents practice exam mini-tests that match the form and type of questions students will see on the actual exam Bring Content to life with the interactive whiteboard ready products for Prentice Hall Earth Science. Renowned authors Edward Tarbuck and Frederick Lutgens invite students on a journey of observation, explanation, and participation in the study of Earth's processes. An accessible writing style, original artwork by Dennis Tasa, and powerful technology create a fresh new program that leads your diverse classroom on a path to discovery. This new edition is perfectly suited to today's high school curriculum. Bringing content to life, the integrated GEODe Key Concepts CD-ROM connects students to the world through video, animations, and assessment. questions. Features process skills activities in information systems, interconnectedness, and rocks and minerals, dynamic crust, surface processes, water cycle and climate, astronomy, and environmental awareness. Fosters mastery with practice on four recent tests for practice. "The Reference Tables Unearthed" is a great classroom resource for any teacher looking to teach his/her students how to glean the wealth of information found in the New York State Earth Science reference tables. This book includes homework questions at the end of each section that can be assigned at the end of each lesson so the teacher can ensure that the student understood the presented material correctly. With its clear and easy to understand format and layout, it is extremely student-friendly as well. 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THE DYEING PROCESS There are several methods of dyeing fibre, yarn or fabric and some are discussed in this article. NATURAL DYES Before dyeing with natural dyes, it should have a mordant applied which helps to set the colour in the yarn. The most common mordant is Alum but you can also use. IRON……. which will darken the colours TIN……….which will brighten the colours COPPER-SULPHATE…… brings out the greens These are just some of the other mordants that can be used. MORDANTING The yarn should first be soaked in water to wet it all the way through, this makes for an even distribution of the mordant. Then a large pot is filled with enough water to accommodate the yarn easily. The mordant is then added and stirred well to dissolve it into the water. The wetted yarn is now added to the pot and it is brought up to simmering point. The pot should be kept at a simmer for 1 hour. The pot must not be allowed to boil or stirred quickly or the yarn will felt together. The pot is then removed from the heat and allowed to cool. Remove the yarn and squeeze out excess liquid, the yarn is now ready for the dyeing process. DYEING WITH NATURAL DYES Natural dyes can be as simple as things you find in the food cupboard such as Tea…Coffee…Turmeric etc. Other natural dyes are found in plants, just a few are INDIGO…gives a blue MADDER…gives a red BARK….BRACKEN….WALNUTS to name just a few Almost any plant can produce colour from the leaves, flowers or roots. Before these plants can be used for dyeing they need to be chopped small and soaked for a good length of time to extract the most colour from them. Before adding the yarn to the dye pot the plant material can be put into a muslin bag to protect the yarn from becoming entangled with it. This is particularly important if you dye wool fleece before it is spun. Now the yarn can be added to the pot and brought to a simmer. The simmering time depends on the colour required, once the colour has been achieved if there is any colour left in the dye pot more yarn can be added to use it up. This colour is called the exhaust and will produce a much lighter shade of the colour. Here are some samples of colours achieved with natural dyes. ACID DYES Acid dyes are commercially produced dyes usually in powder form and are very easy to use and give a consistent and permanent result. The yarn for acid dyeing doesn't usually need a mordant as a binder is added during the production of the dye powder which makes it permanent and lightfast. The yarn for this type of dyeing is usually soaked in water to which a small amount of white vinegar has been added. The powdered dye is added to the dyebath and mixed well before the yarn is added. The dye pot is then brought to a simmer for about half an hour or until the depth of colour required is reached. The yarn is then removed from the dye pot and rinsed thoroughly in cool water to remove any excess dye from it, the water should run clean and then it can be dried and is ready for use. If there is any colour left in the dye pot more yarn can be added and simmered to use it up. The dye pot will be almost clear when all the colour has been used. The acid dyes when mixed can be painted on to a skein of yarn, wrapped in cling film and put in a steamer for 30 minutes.It is the rinsed in the same way until the water runs clear. It is also possible to put your painted yarn in a plastic bag and microwave it for a few minutes before cooling and rinsing as before. Yarn being painted before steaming Samples of dyed yarn	<urn:uuid:83fef93b-55b3-492f-a599-506f2f7c46dc>	CC-MAIN-2021-49	https://73e0dfb5-0e86-468f-a983-db72749987fe.filesusr.com/ugd/cd4a6b_d0a340285f72451f83df92ce0682bdce.pdf	2021-12-08T20:01:05+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00111.warc.gz	161,522,524	815	eng_Latn	eng_Latn	0.998791	eng_Latn	0.999162	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 610, 1264, 1836, 2153, 2518, 3183, 3502, 3538, 3560 ]	[ 2.484375 ]	1	2
Volunteering Task 1 – Jobs: Important factors Think about the factors that are important to you when you think about jobs. What are the top three most important factors for you? o 1 st o 3 rd o 2 nd Compare your answers with a partner. Task 2 – Mini survey You are going to ask five of your classmates a question about voluntary work. Try to get as much information as possible and make notes. \| Names \| \|---\| \| Have you ever done any voluntary work? \| \| If so, what did you do? \| \| If not, would you like to? \| o Now tell the group what you found out. Task 3 – Bizarre jobs for volunteers There are some very strange jobs you can do if you want to be a volunteer in Britain. Read these job descriptions and decide which ones you would like to try! 1. Toad warden – help toads cross the road when they migrate for the annual breeding season. 2. Tandem bike rider - be the front rider on a tandem bike so blind people can enjoy cycling. 3. Pet carer – look after pets when elderly owners go into hospital. 4. Festival volunteer – work on a charity stall at a music festival - and get a free ticket. 5. Neighbour dispute mediator – work with communities to resolve local clashes. 6. Lifeboat crew member – go out on emergency rescues as well as giving training sessions on using boats. 7. Radio producer – to make programmes for community radio station. 8. Death row pen pal – make friends with people facing the death penalty in the U.S. 9. Beach watcher – organise cleaning the beaches and do beach surveys. 10. Emergency relief worker – support rescue workers and evacuees in the UK in rest centres. 11. Support worker for prisoners' families – Offer support to families of people in prison. 12. Kids theatre volunteer - work with children to do theatre plays and musical productions. 13. Resuscitation trainer – teach basic life support skills in community centres and schools. 14. Green gym environmental volunteer - get fit through conservation activities like planting trees or improving footpath Adapted from: http://www.volunteersweek.org.uk/press_unusual.htm Task 4 – Reading: Volunteering for love? Volunteering – for love? Working as a volunteer can help you to meet new friends or even find romance in unexpected circumstances. Benefit the community Doing some form of voluntary work has never been more popular with British people. Over 20 million people were engaged in voluntary activities in 2013. Volunteering means giving up time to do work of benefit to the community. It can be based in the UK or overseas. Voluntary Service Overseas (VSO) has long recruited people in the UK to fill usually professional roles in developing countries. Volunteering can take many forms, from working with children with learning difficulties, in an animal hospital, or planting trees. When London won its bid to host the 2012 Olympics, up to 70,000 volunteers were needed to help ensure the games were a success. What's in it for me? Volunteers can be anyone of any age. Students and full-time workers often manage to squeeze in some volunteer work. But what motivates volunteers? Some do it out of a sense of altruism while others find they have free time available. But in this selfish age more are asking what they can get out of it. Some mention self-awareness. As Pukul, 28, who works in communications in Manchester, says, 'you're no longer doing it for yourself but for someone else'. Many mention the opportunity to get to know people they would not normally meet. Do you come here often? A relatively new phenomenon is the hope of meeting new friends or even a life partner through volunteering. In a recent survey 20% of 18-24 year-olds and 8% of over-65s said their love lives had improved since they began volunteering. 'Volunteering is what speed-dating promises but never fulfils - a way of seeing a lot of truth about someone you've just met in a short a time as possible,' says Mukta Das. The same poll found that nearly half of volunteers enjoyed improved health and fitness, a quarter had lost weight - especially those working with children or doing conservation projects - and two-thirds felt less stressed. So, it seems volunteering may improve your life – you may even find the person of your dreams. Written by Magnus of the British Council's TrendUK team. * Do you have any organisations that are similar to VSO in your country? * Do you think that volunteering is a good way to meet people? Why/ why not? * Why do young people usually decide to volunteer? * Do you agree that working as a volunteer can help you to keep fit?	<urn:uuid:d73aaedd-4b41-4899-9dae-e4588f27c34a>	CC-MAIN-2021-49	https://www.teachingenglish.org.uk/sites/teacheng/files/Volunteering%20Student%20worksheet_0.pdf	2021-12-08T18:36:04+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964363520.30/warc/CC-MAIN-20211208175210-20211208205210-00110.warc.gz	1,081,089,672	1,009	eng_Latn	eng_Latn	0.998395	eng_Latn	0.999282	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 761, 2123, 4576 ]	[ 3.15625 ]	2	0
Volume 9 2017 ATTENTION AND ORGANIZATION Dr. Dennis Demuth Attention is related to organizational ability and inattention contributes to disorganization since it is difficult to organize that which is not perceived completely. Disorganization on the other hand, may result in the child having difficulty selecting those aspects of the environment that deserve attention. If one shuts his eyes to "tune out" distractions, they may also be shutting out things that may be very meaningful. Often, older students with a short attention span will remark: "This is Dumb!" "Why do we have to do this?" "What good will it make if I lean this?" The Word of God says that we have been given a sound mind (2 Tim. 1:7). His power is at work in the minds of students, causing the mind to function as God intended to be attentive and organized. Proverbs says, "My son, attend to my words; incline thine ear unto my sayings. Let them not depart from thine eyes; keep them in the midst of thine heart. For they are life unto those that find them, and health to all their flesh" (4:20-22). If the Word of God instructs us to attend, it is possible for every student to achieve this end they can become good attenders. God is a God of order. I Cor. 14:40 instructs us to carry out our work decently and in order. From early age Children, must be taught to attend. Consider some of the following strategies: 1. Eyes this way. Command the student to keep his eyes on the teacher. If needed, use a physical touch by placing a hand on the shoulder of child who is not attending. Praise those who are attending. Use "do it" signals only after children are attending. For example, "Class (Pause)" "Everyone..." When asking for attention face the child, especially when giving directions. Do not talk to the chalkboard. 2. Modeling. Teachers can model good listening skills. Many times, teachers do not attend to children when they are talking, or to give their full attention to them. 3. Directions. Try to give directions by having children place their bodies in different positions such as having one hand on top of the head when you give directions or by standing to listen. 4."Show and tell" helps teach attention, especially when the children who are doing the telling get an opportunity to ask questions of children who are listening. 5. Listen. Does the child really know what it means to "listen"? Define it in observable terms, e.g., "feet flat on floor," "sit up straight," "eyes on the teacher." 6. "Simon says" could be used when giving important directions. Check to see which children get the directions by having them repeat back to you the direction. 7. Voice Patterns. Change voice pattern. You are in control of your delivery. Use it to your advantage. 8. Commands. Practice 3 5 part commands. This will combine responding with remembering. 9. Review importance in listening and some of the people students need to listen to and why. Include such things as police sirens, railroad crossings, school bells, fire drills, etc. 10. Have children listen and report on sounds they hear in classroom and the importance of picking out the teacher's voice. 11. Repeating. Teach children to repeat what the teacher has said by giving the information back in their own words. Provide corrective feedback, "Yes" "You are to take out a piece of paper. Good listening." or "No, I said to take out a piece of paper." "I like the way Peter has his paper out on his desk," etc. 12. Use a secret word such as "listen". Decide ahead of time how many times you will use the secret word during the day. Tell the children to listen for the secret word and keep track on a piece of paper the number of times they hear you saying the word. Use the word only during those times when you are giving important directions. 13. Praise children who are attending and reward attending behavior; consider token system, buttons, stars, points, etc. for attending and direction following, etc. 14. Good Behavior Game. Play good behavior game where children are divided into teams. Teams are awarded with points based on how well they listened during direction giving. Points are posted on chalkboard. Teams with a certain number of points can be released at first bell. 15. Cueing. Make instructions visually outstanding by staring, underlining, placing in brackets, superimposing pictures or cartoons, using different color ink. 16. Attention Chart. Create a chart and have student chart his own progress in attending to instructions. Organization For those children who are having extreme difficulty with organization: 1. Avoid all elements that may be confusing to the student. 2. Consider consistent negative consequences for being disorganized and positive ones for being organized. 3. Consequences for disorganization or organization must be understood. 4. Set firm limits and divide complicated instructions into smaller task segments. 5. Set up routines that are orderly where children can predict events and outcomes of who, when, where, why. Limit number of choices to be made and see that all choices are clear and definite. 7. Find powerful rewards or reinforcers for starting work on time, finishing, working independently, etc. 8. Avoid nagging and ridicule or sarcasm for not attending. Sarcasm creates a laughing point, embarrasses, and hinders establishing positive relationships. Cutting remarks sugar coated as humor can cause deeply hurt feelings. Use a positive approach. Find small areas where they are attending and praise them. Praise areas where they are organized. Show them what is expected and inspect. 9. Cardinal rule is to have an attitude of acceptance which will cause the child to feel worthy of help, potentially adequate and lovable. Display warmth, and friendliness. 10. Teach the child ways to be organized to learn through establishing easy to follow routines-papers in folders, written schedules, etc. 11. God has given your students a sound mind. A mind that is disorganized and nonattentive is not pleasing to God. Make this a matter of prayer. Counsel with the child concerning God's expectations for soundness of mind.	<urn:uuid:c39209a6-172f-41f5-9d94-f4244f84c5e1>	CC-MAIN-2018-51	http://www.delpublications.com/ProDevelopment/DoubleGrades/InsightsV9_Attention2.pdf	2018-12-10T04:09:58Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00102.warc.gz	365,343,452	1,294	eng_Latn	eng_Latn	0.998564	eng_Latn	0.998581	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2653, 6138 ]	[ 4.40625 ]	1	0
Ash Class Newsletter Autumn 1 Miss Steele, Class teacher and Miss Capon, our Reception classroom assistant, are delighted to welcome our children and their families to our academy. We have a fun filled and busy learning time in our first half term together. If you have any questions or concerns Miss Steele is always available before or after the academy day to talk them through with you. Reading We will be focusing on a particular book each week, which will generate lots of recall and language opportunities, talking about characters and settings. We will read lots of different types of books in our daily story sessions. Children will be taking reading books home to share with you to encourage a love of books and reading. Writing We will be doing lots of mark making and drawing. We will encourage the children to have a good pencil grip in order to form letters in their name and other letters correctly. We will be having phonics sessions twice a day; one in the morning and one in the afternoon. This half term we will be focusing on developing the children’s listening skills and awareness of sounds in the environment, develop their vocabulary when identifying and recollecting the difference between sounds, make up simple sentences and talk in greater detail about sounds. We will then use our sounds knowledge to enliven our stories and songs with added sounds Number e We will be doing lots of counting and number recognition. Matching numbers to a groups of objects. We will also be looking at number names. Do the children know what their house number is and can they recognise it? We will be finding other numbers of particular interest, such as: How many people live in your house? How old are you? We will be watching and working with the Numberblocks programme. Shape, Space and Measure We will be looking at 2D shapes, naming and sorting them and singing number songs. We will be building towers and working out how tall they are. We will be looking at our own height and measuring peers. Please put names in all items of clothing including coats, shoes, pumps, wellies and socks. Singing songs and nursery rhymes on a daily basis will help develop language skills. Sharing books at bedtime, at other times and talking about the pictures will help develop a love of books and reading skills. Communication and Language: Speaking and Listening activities, following instructions, use of who, why, what, where and when questions and responding appropriately. Physical Development: Team games- cooperation, following instructions and turn taking, developing muscles in the fingers to support writing. Personal, Social and Emotional Development: Confidence building, self–selecting activities, expressing feelings and emotions. Understanding of the World: Exploring similarities and differences in our appearance, finding out what makes us unique. Expressive Arts and Design: Self-portraits, family pictures and pictures or models of our homes using paints, crayons and box modelling. Stories online Alphablocks: https://www.bbc.co.uk/cbeebies/games/alphablocks-games Numberblocks: https://www.bbc.co.uk/cbeebies/shows/numberblocks Who lives in your house? How old are you? How tall are you? We will draw a picture of the people who live in your house. Talk about who they are, say what they are called, are they older or younger than you and describe them. Where do you live, has your door got a number on it? What shape is your house? We will talk about our pets? We will be doing lots of counting, number recognition, measuring, balancing bricks to make tall towers or long lines to represent the height or length. Using metre rulers to measure and make a wall chart. We will draw a picture of your house. What colour is your front door, can you say the number on your door, can you write the number? Build a model of your house using bricks and blocks or a box model of your house. Who is the tallest in class? What colour eyes and hair do you have? Do we all look the same? We will be looking at similarities and differences between us all. We all have the same features but are they the same colour or shape? We will be painting portraits of each other and seeing if we cam recognise who they are? Using mirrors and looking at our own face and painting what we see; matching our hair and eye colours What makes you happy? We will begin to talk about our feelings and emotions to each other. What emotions can we express and how can we show how we are feeling? Can we tell how someone is feeling by looking at their face? Can we make faces to match different emotions? We will sing songs and use our voices to demonstrate different emotions. Forest School Mrs Brown will be linking all our outdoor learning to the books we are reading in ass class each week. We will be learning how to stay safe – become aware of our natural environment, we will be creating faces using mirrors and natural materials, gathering natural materials to represent our age and measuring using natural materials. We will be listening to silence and environmental sounds, learning to move in different ways, using ribbons and outdoor yoga. We will be making clay, wood and stick bears. We will be learning to work collaboratively with each other.	<urn:uuid:00c7aa92-3a62-4b70-a948-4d04868e4066>	CC-MAIN-2018-51	http://www.akroydonprimary.org/wp-content/uploads/2018/09/Ash.pdf	2018-12-10T05:26:31Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00103.warc.gz	328,359,952	1,068	eng_Latn	eng_Latn	0.993704	eng_Latn	0.998762	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2326, 3170, 5358 ]	[ 3.484375 ]	2	0
Intermediate English Comprehension – Book 2 By Stephen Harrison www.eBooksForEnglish.com ~~~ Smashwords Edition Copyright © 2013 by Stephen Harrison. All rights reserved. Smashwords Edition, License Notes This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you're reading this book and did not purchase it, or it was not purchased for your use only, then please return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author. Note from the author How to use this eBook Machu Picchu Capybara Uncontacted Peoples Wicca Zombies Vegetarianism Selective Breeding Jack the Ripper Lake Baikal Easter Island Reality TV The Ancient Egyptians DNA Buddhism Helen Keller Intermediate English Comprehension – Book 3 Other Titles About the author Answers References Table of contents Note from the author Dear reader, Thank you for downloading my eBook! As a teacher and a language learner, I recognise the value of high quality language learning materials at a good price. It is my mission to write great eBooks for learning English, which are not too expensive. I have written several eBooks for students of English and they are listed at back of this eBook (and at www.ebooksforenglish.com). Whenever I release a new eBook, I make it free of charge for the first few days. If you would like to know when my next eBook is free, please visit www.relevantenglish.com and register your email address. Finally, I really hope you enjoy this eBook and it helps you improve your English – that is my goal. If you're happy with it, please take a moment to leave a review on the website where you downloaded it. Your feedback is important and it will help me to keep producing great eBooks for your English learning needs. Thank you! Stephen How to use this eBook The 'Intermediate English Comprehension' series is designed specifically to help you develop your English reading comprehension skills. These are skills you will need in 'real life', as well as to pass the various intermediate level English exams. How you use the book is entirely your choice. Each of the fifteen articles has a glossary of key words and a set of ten questions. The answers to the questions can be accessed by clicking the link, or by going to the end of the book. Many learners find it helpful to first read the glossary, before reading the text. However, some learners begin with the text - there is no correct way. You may decide to write the answers down on paper, but this is not necessary. Because the texts are short, you can answer the questions mentally. Try not to look up every unfamiliar word by using your device's dictionary. Instead, try and work out the words from their context before checking the meaning. When checking your answers, use your own judgement to decide if you are right. Remember this is a learning experience, not a real test! The video links are for readers who would like to find out more on the various topics, they are not related to the questions. Finally, enjoy! The articles cover a wide range of fascinating topics and, if nothing else, they should make interesting reading. Machu Picchu Machu Picchu (which means "old mountain" in the Quechua language) is a ruined Inca city from the 15th century. The ruins are at a very high altitude (about 2400 metres above sea level). Machu Picchu is in the Cusco Region of Peru, South America. It is often called the "Lost City of the Incas" and it is one of the most famous symbols of the Inca civilization. It is situated on top of a mountain above the Urubamba Valley in Peru (home to the Urubamba River), which is 80 kilometres northwest of Cusco. Machu Picchu is a mysterious place. Experts know its functions were both residential and religious, but they are still guessing about its cosmic positioning and its political importance. However, most archaeologists believe that the Incas built Machu Picchu as an estate for an Inca emperor called Pachacuti (1438–1472), Machu Picchu is divided into different parts. In one part you will find the three major archaeological treasures: the Intihuatana (a huge ritual stone), the Temple of the Sun (where the Incas worshipped the sun god) and the Room of the Three Windows (an impressive room). These three buildings were dedicated to Inti, the Inca sun god and their most important deity (god). Another part of the ancient city is the Popular District, also called the Residential District. It is the place where the working people lived. It includes storage buildings and simple houses. There is also a royalty area, which is a group of houses in rows over a slope. Finally, the Monumental Mausoleum is a statue covered in carved drawings. It was used for religious rites and human sacrifices! Machu Picchu is the most popular South American archaeological site and it has an extremely high number of visitors. Every day coach tourists, backpackers and serious hikers visit the ancient ruins. Unfortunately, the number of visitors has worried people, such as international scientists and archaeologists. Since being discovered in 1911, the number of tourists visiting Machu Picchu, has skyrocketed. For example, in the year 2000 there were 400,000 visitors. Such a large number of people walking around was causing damage to the ground so the Peruvian government restricted the number of visitors to 2500 per day in 2011. The central buildings of Machu Picchu are in the classical Inca architectural style. This style uses special polished walls. This building technique was called ashlar and the Incas were very good at it. The ashlar style of building uses blocks of stone which are made to fit together completely without mortar . Many intersections in the central city are so perfect that even a sheet of paper will not fit between the stones. Although mortar was used in some buildings, it was not common. There was a very good reason for this. Peru is a seismic country, which means there are many earthquakes. Not using mortar made buildings more earthquake-resistant. When there are earthquakes, the stones of the dry-stone walls can move slightly without collapsing. This was an extremely clever idea of the Incas. Machu Picchu is set in beautiful humid subtropical forests. There are endangered species of plant, such as ferns and palms. There are several endangered animal species. The most famous is the spectacled bear, also known as the Andean bear. This beautiful creature is the only bear species in South America. Another beautiful, yet deadly, creature found in the area surrounding Machu Picchu is the jaguar. This spotted cat looks like the leopard, although it is usually larger and less slim. It has a very unusual killing method as it bites into its prey's skull piercing the brain. Although a jaguar could easily kill a human, they will not normally attack groups of people so visitors to Machu Picchu are usually safe. With its splendid architecture, breath-taking views, interesting history and wonderful wildlife, Machu Picchu is an incredible place. Although their civilisation is gone, the Incas have left us this treasure. Can we look after it? Click this link to watch a video about Machu Picchu. -Glossary- ``` functions – what something is used for. residential – where people live. cosmic – about the universe, cosmos. estate – a large area of land belonging to someone. treasures – precious things. dedicated – 'to dedicate', make something for a particular person. storage – used to store things. slope – a surface of which one end or side is at a higher level than another. covered in – having all over, e.g. 'I am covered in spots!' hikers – people who walk for pleasure. skyrocketed – 'to skyrocket', to go very high, very fast. restricted – 'to restrict', to put a limit, to stop. polished – 'to polish', to make smooth and shiny. ``` mortar – a mixture of lime with cement, sand, and water, used in building to bond bricks or stones. ``` slightly – a little bit. is set in – 'to be set in' to be located. prey – a creature which is hunted and killed. piercing – 'to pierce', to make a hole in. ``` Questions about the text 1. What happened in 2011? 2. Which two rare animals are mentioned in the text? 3. Why was the high number of tourists a problem? 4. Which natural disaster is common in Peru? 5. Who did the Incas worship? 6. What has happened to the number of visitors to Machu Picchu since 1911? 7. What is ashlar? 8. What was the advantage of not building with mortar? 9. Who was Pachacuti? 10. True or false? – The Incas practiced human sacrifice. Click here to check your answers. Capybara The capybara is the biggest rodent in the world. They are about 50 cm tall and 130 cm long. A fullygrown capybara weighs between 35 and 70 kilograms. Capybara means "master of the grasses." in Guarani (a language spoken by indigenous people). Capybaras are semi-aquatic, which means they spend much of their lives in the water. They inhabit the southern parts of Central America and the northern parts of South America. Their habitat includes savannahs and rain forests but they always live near ponds, rivers, or lakes. Capybaras live close to the water in groups of about 20. They are excellent swimmers and divers. If they have to, they can even sleep underwater (with only their noses showing). Water is essential to capybaras because if they are scared, they will dive into the murky ponds or rivers and hide from their predators (these include: include anacondas, caimans, jaguars, pumas, eagles and ocelots). Capybaras can stay underwater for five minutes. Although many animals hunt capybaras, their main threat is humans. Humans hunt them for their meat and their skin, which can be made into leather. In some countries, people have started to farm capybaras. As with all rainforest animals, deforestation is also a threat. Capybaras are very well-adapted to a semi-aquatic lifestyle. They have webbed feet help which helps them move in water. They have their facial features on the top of their heads, which means they can see and breathe when they are swimming. Capybaras can stay under water for 5 minutes. When they come out of the water, their coarse hair is quick to dry. These huge rodents are herbivores and eat aquatic plants and grasses. An adult capybara can eat between 2.7 to 3.6 kilograms of fresh grass a day. They also eat their own faeces, which contains bacteria that help their stomach to digest the grass. When the weather is very dry or if there is a drought, capybaras will also eat melons, reeds, grains and squashes. Capybaras mate in the water. A capybara's gestation period lasts five months. Female capybaras will give birth to four or five babies. All the females in the group will feed the new offspring. At first, baby capybaras are not good swimmers, so they stay on land, hiding under plants. Because they cannot swim and they are small, they make an easy meal for predators such as, vultures, feral dogs, foxes and piranhas. Capybaras are very social animals and they live in small family groups of about 10 to 20. A group usually includes one male, some females and their babies (there will also be some young, subordinate males). We normally think of rodents as being smaller animals such as rats, mice and hamsters. It can seem bizarre to see these amazing creatures in the wild, where they look more like small buffalo! Click here to watch a short video on the capybara. -Glossary- ``` rodent - a mammal of the order Rodentia that includes rats, mice, squirrels, etc. inhabit – 'to inhabit', to live in. savannah – a grassland almost without trees. divers – things which dive, 'to dive' to go under the water. murky – dirty, not clear. threat – a possible danger. webbed - having the toes connected by skin. facial features – eyes, nose and mouth. coarse – not soft, thick. drought – a time when there is no rain. mate – 'to mate', the act of reproduction. offspring – babies. feral – having gone wild. ``` Questions about the text 1. Why are baby capybaras easy to kill? 2. What do capybaras do to help digest their food? 3. How long can a capybara stay submerged? 4. When would a capybara eat melons? 5. How long does a capybara pregnancy last? 6. Why do humans hunt capybaras? 7. Why do capybaras need to live near water? 8. The text mentions some animals which hunt capybaras. How many are there? 9. What would a capybara do if it was frightened? 10. True or false? – Capybaras are solitary creatures. Click here to check your answers. Uncontacted Peoples It may seem incredible but there are still people who have never had any contact with modern civilisation. Who are they? Where do they live? How many of them are there? How do we know? Read on to find out more about this fascinating topic. Uncontacted peoples are also known as isolated people or lost tribes. They are communities who live, or have lived, in isolation without contact with globalised civilization. Few people are still totally uncontacted by global civilization, however some remain. Indigenous rights activists say that uncontacted peoples should be left in peace. They say that contact will interfere with their right to decide their own futures. Most uncontacted communities are located in the forests of South America and New Guinea. We know they exist because they have been seen from planes and other contacted tribes have met them. There are more than 100 groups of uncontacted peoples worldwide, however we don't know the exact numbers. There could be almost 70 isolated tribes in the Brazilian rainforest and another 15 uncontacted tribes in Peru. The Javari Valley, on the border of Brazil and Peru, is home to seven contacted peoples and about seven uncontacted Indian groups One of the most isolated people in the world are the Sentinelese, who live on North Sentinel Island in the Indian Ocean. The Sentinelese have strongly resisted contact by outsiders. The Sentinelese are a hunter-gatherer society, who live by hunting, fishing, and collecting wild plants. There is no evidence that they farm or use fire. Anthropologists believe that the Sentinelese are directly descended from the first human populations to leave Africa. They have probably lived in the Andaman Islands for up to 55,000 years. Their language is different even from other Andaman islanders and this suggests that they have had little contact with other people for thousands of years. However, this does not mean that they live just as they did 55,000 years ago. There will have been changes in their society, just as in the rest of the world. Unfortunately, uncontacted peoples are very vulnerable. They have problems in the following ways: cattle ranchers, disease, missionaries, colonists, loggers and roads. Cattle ranchers destroyed almost all of the Akuntsu tribe's land. In 1995, it was discovered that the cattle ranchers had massacred nearly all the tribe. They bulldozed their houses to try to hide the evidence. Tragically, there are only five Akuntsu left. The tribe will become extinct, when these five people die. Introduced diseases are the biggest killer of isolated tribal people, who have not developed immunity to viruses such as influenza, measles and chicken pox. In Peru, more than half of the uncontacted Nahua tribe died from diseases when oil companies came onto their land in the early 1980s and the same tragedy happened to the Murunahua in the mid-1990s. Missionaries and colonists can also bring disease with them. Loggers are invading areas inhabited by uncontacted tribes and destroying their homes. The loggers often come into contact with the tribal people. Many indigenous people die from diseases introduced by the loggers, or have even been murdered by them. Finally, new roads can be very bad news for uncontacted people. The Jarawa tribe of the Andaman Islands saw their land split in two when the island's government built a road through their territory. It is now the major road through the islands. This means there are many vehicles, such as buses and taxis, passing through their land. The road also brings tourists, and poachers onto the Jarawa's land. Tribal peoples are not backward, primitive or Stone Age. They have invaluable and unique knowledge of their environment, especially plants and animals. Most of the world's crops were discovered by tribal peoples. Many of the major drugs used in 'modern' medicine come from tribal people. Their survival matters to all humanity. Their diversity shows us how alternative ways of living can be successful. Do they deserve to develop and live peacefully? Much of the information for this article comes from Survival International, an organisation which protects the rights of indigenous peoples'. If you would like to find out how you can support uncontacted people around the world, go to www.survivalinternational.org Click this link to watch a video on a Brazilian uncontacted tribe. -Glossary- ``` fascinating – interesting. isolated – far from civilisation. remain – 'to remain', to stay, to be left. indigenous rights activists – people who fight to help indigenous tribes. interfere with – 'to interfere with', to influence, become involved. resisted – 'to resist', to fight, not want to do. outsiders – people from outside a situation. evidence – proof. ``` anthropologists – people who study other cultures. ``` descended – 'to be descended from', to come from an ancestor or ancestry. vulnerable - exposed to the possibility of being attacked or harmed, either physically or emotionally loggers – men who cut down trees. cattle ranchers – cow farmers. massacred – 'to massacre', to kill many people. tragically – very sadly. immunity – to not be affected. murdered – 'to murder' to kill illegally. poachers – men who hunt animals illegally. unique – special, not found elsewhere. ``` Questions about the text 1. Where are most uncontacted peoples? 2. Why might missionaries be dangerous to uncontacted peoples? 3. Name two ways that loggers can harm uncontacted peoples. 4. What happened to the Akuntsu tribe? 5. Which sentence tells us that the Sentinelese do not want contact with the outside world? 6. Do the Sentinelese grow food? 7. What kills the most uncontacted people? 8. According to the text, how many uncontacted peoples live in South America? 9. Which two groups of people are going onto the Jarawa's land? 10. True or false? – The Sentinelese people are still living like Stone Age people. Click here to check your answers. Wicca Wicca is a modern Pagan religion which uses witchcraft. It began in England during the first part of the 20th century but it has its origins in the pre-Christian, Pagan religions. These ancient religions worshipped nature and used magic. In the 20th century, Wicca was made popular by a man called Gerald Brosseau Gardner (1884-1964). Gardener said that he met a group of witches in the new forest in the UK. He said that they introduced him to the religion of Wicca. Gardener wrote two books 'Witchcraft Today' (1954) and 'The Meaning of Witchcraft' (1959). These books were popular around the world and created new interest in the Wicca religion. Today, the name Wicca is used to describe everything about modern Pagan Witchcraft. However, not all Pagan Witchcraft traditions are Wicca. So what do Wiccans believe? What are their festivals? Do they believe in an afterlife? Wicca used to only refer to a religion, but American TV shows use the word to include magic or white witchcraft. When people describe themselves as Wiccan, they usually mean that they are practising a form of religious Witchcraft. Media images often show Wiccans as female, but men can also practice this religion. Many Wiccans call themselves 'witches' and some belong to a 'coven' (a group of witches or Wiccans). Wiccans worship two gods. The first is known as the Triple Goddess. The Triple Goddess has three sides: virgin, mother and wise woman. She is linked to the stars, moon and fate. The other god is male and known as Cernunnos or Herne (both names mean 'Horned One'). Different groups of Wiccans worship the two gods in different ways but they all believe that God has a female and male form. There is not one authority in Wicca, such as the Vatican for Catholics. Some Witches practice on their own, but others belong to covens. The ideal number of people in a coven is thirteen, however many covens have fewer people. Some covens are female only and some men only. There are mixed sex groups too. In the same way Christians celebrate Christmas and Muslims celebrate Ramadan, Wiccans also have special festivals. The major festivals of Wicca are called sabbats. These are celebrated eight times throughout the year to mark the changes of the seasons. Sabbats begin at sunset and end at sunset the next day. Most of the ceremonies take place at night. There may be bonfires and lanterns if the ceremony is outside, or if it is indoors, there may be a special temple or room in a Wiccan's house. Two important sabbats are Winter Solstice (also known as Yule) on December 20th and 21st, and Summer Solstice (also known as Midsummer) on June 21st and 22nd. As with many Pagan religions, Wicca uses magic. Witches believe that the human mind is extremely powerful and that science cannot fully understand it. During ceremonies, witches perform spells for healing and to help people with everyday problems. Wiccans must follow a strict code that teaches that magic may only be performed to help people and never to harm people. Witches believe that the energies that we create influence what happens to us. They believe that if a witch uses bad magic, whatever the witch makes happen to someone, will happen to the witch but in a worse way. This is often known as the 'Threefold Law'. Wiccans also believe that people should try to live in harmony with others and with the planet. Therefore, looking after the environment is very important to followers of Wicca. Most religions have a theory about what happens after death. Wiccans believe in reincarnation. They say that after death the spirit is reborn and lives again as another person. They believe that when we are reborn, we meet people from our past lives, who have also been reborn. Wiccans believe that the spirit will keep being reborn until it has learned everything it can. When the spirit has learned everything it can, it will not be reborn anymore. Instead, it will stay in a peaceful place known as 'The Land of Youth' or the 'Summerland'. Although the idea of witches and horned gods might seem strange to many people, Wicca is a peaceful religion, which respects the environment. Wiccans might use spells and have night time ceremonies but they also believe in being kind to others and try to live in a positive way. It seems that Wicca is not so different from most other religions. Click here to watch a short video on Wicca. -Glossary- Pagan – an old religion from pre-Christian times. has its origins in – 'to have its origins in', to begin in a certain way. worshipped – 'to worship', the reverent love and devotion given to a god, or other thing. media images – images from TV, magazines, films etc. triple –three times. is linked to – 'to be linked to', to be connected to. on their own – alone. ``` lanterns – lights that use candles. spells - a word or formula believed to have magic power. healing – 'to heal', to make an ill person feel better. in harmony – peacefully, without problems theory – an idea about how something works. ``` Questions about the text 1. According to the Wiccan religion, when will a soul cease to be reborn? 2. What is the best number of people for a coven? 3. Why is Gerald Brosseau Gardner an important person to Wiccans? 4. What is the meaning of 'Cernunnos'? 5. Apart from Wicca, which other two religions are mentioned in the text? 6. Why do Wiccans perform spells? Give two reasons. 7. What do Wiccans do when the seasons change? 8. If a Wiccan uses bad magic, what will happen to him or her? 9. Where is a sabbat held? 10. True or false – Wiccans worship the devil. Click here to check your answers. Zombies Zombies are the new vampire! At least that's how it seems. Many films, books and TV shows feature zombies. Let's take a look at the history of these frightening monsters… don't be scared! The word 'zombie' comes from Haitian Creole (the language of Haiti) but the word has its origins in North Mbundu, an African language spoken in Angola. This is because when slaves were taken to Haiti from Africa, they carried their languages with them. Haitian Creole contains words from many of these languages, including North Mbundu. African slaves were brought to the Caribbean in the 17th and 18th centuries, to work on the sugar plantations. Many slaves brought their own religions with them. One of these religions was West African Vodun. In this religion, each family worships the spirits of its ancestors. However, the slave owners supressed Vodun and forced the slaves to convert to Christianity. The African slaves came from different places, spoke different languages and had different religions. In this environment a new religion was born – Voodoo. Voodooists believe in a creator god called Bondye. They believe that Bondye does not take part in human affairs so voodooists worship spirits called Loa. Voodooists believe that every Loa is responsible for a different part of life. One such Loa is Baron Samedi. Practitioners of Voodoo believe that Baron Samedi is the master of the dead and the giver of life. He is often shown with a top hat, black tuxedo, dark glasses, and cotton plugs in his nostrils. This is to make him look like a dead person, who is dressed and prepared for burial in the Haitian style. Slaves brought to Haiti from Africa in the 17th and 18th centuries believed in Baron Samedi. They thought that when they died, Baron Samedi would carry them from their grave and take them to heaven. However, if they had somehow offended him, such as committing suicide, they would become a zombie There have some scientific explanations for zombies. One of these theories came from Wade Davis, an academic at Harvard University. In 1982, Davis travelled to Haiti, where he carried out some investigations. He published a study which said that a person could be made into a zombie by using two special powders. One of these powders came from the flesh of a pufferfish. The second powder came from a datura (a type of flowering plant). Davis said that this process was carried out by a bokor. A bokor is also known as a witchdoctor. Voodooists believe that bokors practice both dark magic and light magic. Their dark magic includes creating zombies. Davis believed that the bokors used the pufferfish powder to make their victim appear dead. Thinking they are dead, the victim's family bury them in a grave. The bokor will then dig up their victim and give them the second powder, which keeps them sedated. The victim is confused and, because of cultural beliefs, the bokor can convince them that they are a zombie. The victim is now a slave to the bokor. However, many people disagreed with Davis and said that this was impossible. The zombies that have appeared recently in the media have been different from the Haitian tradition. For example, in the film '28 Days Later' the zombies were created because of a disease. This is also the case with the extremely popular book 'World War Z'. Although different from the Voodoo zombies, these fictional creations are just as strange and scary. Click here to watch a video about Voodoo. -Glossary- ``` frightening – scary, terrifying. supressed – 'to supress', to stop the development, action, or expression of. to convert to – to change to. affairs – business, everyday things. practitioners – followers, people who practise a religion. nostrils – the two holes in the nose. grave – the hole in which a dead person is buried. offended – 'to offend', to cause to feel upset, annoyed. powders - fine dry particles made by the grinding, crushing, or disintegration of a substance. flesh – the meaty part of the body. carried out – 'to carry out', to do. sedated – 'to sedate', to make calm with chemicals. convince – 'to convince', to make someone believe something. ``` Questions about the text 1. What is a Loa? 2. What is the name of the plant used to make one of the powders? 3. What job did the African slaves have to do? 4. In most films and books, how are zombies created? 5. What job does Baron Samedi do? 6. What is the name of the Voodoo God? 7. Who can create a zombie? 8. Which African country is mentioned in the text? 9. How were the African slaves different to each other? Give three ways. 10. True or false – Voodooists believe that Bondye will help them in times of need. Click here to check your answers. Vegetarianism Delicious roast chicken, juicy steaks, mouth-watering beef… Do these foods sound good to you? Many people all around the world would love to eat these dishes. However, there is one group of people who wouldn't eat them – vegetarians. A vegetarian does not eat red meat, fish or poultry. In fact, they do not eat the meat of any animal, instead they only eat foods that come from plants. The number of vegetarians is growing and in 2012 there were approximately 12 million in the United States. So why do people become vegetarians? Are there any health risks? How do they eat a balanced diet? One of the most popular reasons for becoming a vegetarian is animal cruelty. Many vegetarians believe that it is cruel to kill animals for food. Furthermore, modern farming can be very cruel. For example, cows and chickens are often kept in very cramped conditions. One theory says that by going vegetarian, a single person will save the lives of 95 animals each year. Another reason many people become vegetarian is for the environment. It takes over 5000 gallons of water to produce one pound of meat but only 25 gallons for a pound of wheat. Over 80% of the agricultural land in America is used to grow food for farmed animals. These same farm animals produce over 130 times the amount of excrement as the entire human population in America each year. This then pollutes lands and waterways. While many people in the Western world choose one, or both, of the reasons to become a vegetarian, there are some people who are vegetarian for religious reasons. Jains (of the religion Jainism) follow a strict vegetarian diet. They do this because they believe that all animals have souls. There are also some sects of Hinduism, as well as Mahayana Buddhism sects, which encourage vegetarianism. Other religions that advocate a vegetarian diet include: the Seventh-day Adventists, the Rastafari movement, the Ananda Marga movement and the Hare Krishnas. Protein is an essential part of the human diet, however many sources of protein come from animals. Therefore, vegetarians have to make sure that their diet includes protein. Good sources of non-animal protein are: beans, lentils, tofu, nuts, seeds, tempeh, chickpeas and quinoa. Another important part of the human diet is iron. Iron is required for the production of red blood cells (a process known as haematopoiesis). It's also part of haemoglobin (part of the red blood cells), which helps transport oxygen around the body. There is a lot of iron in meat. Good non-animal sources of iron are: dried fruits, baked potatoes, mushrooms, cashew nuts, dried beans and spinach. To increase the amount of iron absorbed at a meal, vegetarians can eat a food containing vitamin C, such as citrus fruit, juices, tomatoes, or broccoli. However, there is another group of people who have an even more restrictive diet than vegetarians – vegans. A vegan does not eat any food that comes from an animal. This includes: milk, cheese, other dairy items and eggs. Vegans do not use animal products in their clothes and so they do not wear clothing made from wool, silk, and leather. A vegan would not have a leather sofa in their home. Both veganism and vegetarianism are increasing in popularity each year. Will people still be eating meat in one hundred years? Or will we only see cows, pigs and sheep in zoos? Click here to watch a video about vegetarianism. -Glossary- ``` mouth-watering – delicious. poultry – domestic birds, e.g. chickens. balanced diet – a diet which includes all food groups. animal cruelty – treating animals badly. cramped – no space, squashed. agricultural – farming. excrement – waste matter, faeces. pollutes – 'to pollute', to make the environment dirty. sects – religious groups. advocate – 'to advocate', to publicly recommend or support something. sources – places where something comes from. to make sure – to establish something without doubt; make certain. required – 'to require', to need. transport – 'to transport', to carry, take somewhere. baked potatoes – potatoes cooked in an oven. absorbed – 'to absorb', to take in. restrictive – limited. ``` increasing – growing, getting bigger. Questions about the text. 1. Name three religions which believe vegetarianism is a good thing. 2. Do vegans eat yoghurt? 3. Why is broccoli useful to vegetarians? 4. Apart from religion, what two reasons often make people choose vegetarianism? 5. Why are chickpeas good for vegetarians to eat? 6. Why don't Jains eat meat? 7. According to the text, why are farms often cruel places for animals? 8. What job does haemoglobin do? 9. What percentage of land is used for farming in America? 10. True or false? - Vegetarians eat chicken. Click here to check your answers. Selective Breeding Dogs that fit in handbags, chickens that lay bigger eggs, sheep that have very thick wool – all are examples of selective breeding. Many of the animals and plants we see around us have been shaped by humans. In fact, we have been changing the way animals look for thousands of years. Selective breeding (also called artificial selection), is when people select which two animals breed to produce new 'varieties' of different species. A variety is a type of a species that is different in some way from other varieties of that species. For example, pedigree dogs come in lots of different varieties (or breeds) - they may be different colours and sizes, but they are all still dogs. One example of selective breeding is the chicken. The jungle fowl is the common ancestor of all chickens. There are still jungle fowl today in the forests of India and South-East Asia. Chickens were first domesticated about three and a half thousand years ago and humans have been selectively breeding chickens since then. Selective breeding is quite simple to understand. A farmer chooses a hen which lays many eggs and then breeds the hen with a male chicken whose mother lays lots of eggs. The daughters of these two chickens will probably lay many eggs. This is because the number of eggs which a hen lays is controlled by the genes which a hen inherits from her ancestors. A wild jungle fowl normally lays 20-30 eggs in a year. However, modern hens each lay over 300 eggs a year on average. Other chickens have been selectively bred using the same idea so that they are bigger and produce more meat. Dogs come in all shapes and sizes. Unfortunately, the unnaturally large and small sizes of dog breeds can create different health problems. For example, very small breeds of dog often suffer from heart problems. Giant dogs such as Mastiffs, Saint Bernards, and Great Danes often have problems with their bones. Large dogs sometimes overheat because they can't cool down their bodies (on the other hand, tiny dogs struggle to stay warm). However, not all selective breeding is bad for animals. One example of selective breeding with no negative impact is with the guppy, which is one of the most popular freshwater aquarium fishes in the world. Guppies have been selectively bred to produce a variety of colours and patterns. Wild male guppies are black or brown (with some coloured spots). Wild female guppies are completely grey. The most colourful wild guppies were bred together to create brightly coloured young. This is why guppies are so attractive today. Another example of 'positive' selective breeding is the hypoallergenic cat. The world's first hypoallergenic cat was called 'Joshua' and he was created through selective breeding. A hypoallergenic cat has low amounts of a special protein in their saliva, which causes allergic reactions in some humans. A human who is allergic to normal cats could stroke Joshua all day and they wouldn't sneeze once. However, with a price tag of £2000, this new breed of cat certainly isn't cheap! As we have seen, selective breeding has had some positive and some negative results. It seems we humans are capable of changing the way animals and plants look to meet our own needs. So what does the future hold? What strange breeds will we create next? Only time will tell… Click here to watch a short video about hypoallergenic cats. -Glossary- ``` wool – the material made from the coat of a sheep. select – 'to select', to choose. breed – 'to breed', to cause an animal to reproduce. ancestor – a relative who came before you. fowl – bird. domesticated – 'to domesticate', to train or adapt (an animal or plant) to live in a human environment and be of use to humans. inherits – 'to inherit', to receive a characteristic from one's parents by genetic transmission. on average – normally, generally. suffer from – 'to suffer from something', to feel pain or distress. impact – effect. a variety of – many, a selection of. allergic reactions – sneezing, coughing, a rash caused by an allergy. sneeze – 'to sneeze', to make a sudden involuntary expulsion of air from the nose. are capable of – can do. ``` Questions about the text 1. When did humans first start selectively breeding chickens? 2. Which word tells you that guppies do not live in the sea? 3. Give an example of how selective breeding is good for farmers. 4. Which two problems might a small dog have? 5. Name a type of dog which might have bone problems. 6. Was the first hypoallergenic cat male or female? 7. Why don't hypoallergenic cats affect people with allergies? 8. Where do chickens originate from? 9. What affects how many eggs a hen lays? 10. True or false – male wild guppies are completely black. Click here to check your answers. Jack the Ripper Jack the Ripper is one of the most infamous killers in history. He (or possibly she) was one of the first examples of a serial killer. A serial killer is someone who murders more than three victims, one at a time, and in a short space of time. The identity of Jack the Ripper was never discovered. He murdered five - or possibly six - women in the East End of London in 1888. Why he did it is still a mystery. The case has inspired many films, books and TV shows. Please be warned, this article is not pleasant reading… In London in 1888, between August and November, there were five brutal murders. All of them happened in the very poor Whitechapel area of London. All the victims were prostitutes. All of the women, apart from Elizabeth Stride, were horribly mutilated. It was this mutilation that caused people to call the killer 'Jack the Ripper'. The first murder took place on 31 August. Her name was Mary Ann Nicholls. At about 11pm on 30 August, she was seen walking on Whitechapel Road. She was next seen at 12.30am, leaving a pub on Brick Lane, in Spitalfields. Mary's body was found at about 3.40am, on the ground very close to the London Hospital. Her throat had been cut and there were horrible injuries to her abdomen. There were five more murders. Annie Chapman was killed on 8th September, Elizabeth Stride and Catherine Eddoweson on 30th September and Mary Jane Kelly on 9th November. However, some 'ripperologists' believe that Martha Tabram, who was stabbed to death on 6 August 1888, was the first victim. Martha Tabram had been stabbed 39 times. People thought it was Jack the Ripper for four reasons. First, the murder was extremely violent. Secondly, there was no motive. Thirdly, she was murdered close to Whitechapel. Finally, the date of her murder was very close to the other killings. Because of these four facts, at the time the police thought she was the first victim of Jack the Ripper. However, many experts today do not connect her murder with the later murders because of the difference in the wounds. Martha was stabbed but the other five victims had been slashed. Even today we don't know who Jack the Ripper was and there has been much discussion about his identity. Many experts believe that he or she was a doctor or butcher, because of the weapons and the mutilations. For example, the killer removed some of the victims' organs. This demonstrated knowledge of human anatomy. There have been many ideas about who the killer was. One famous theory connects the murders with Prince Albert Victor (Queen Victoria's grandson). However, there is no real evidence for this. At the time of the murders there was a lot of violence towards prostitutes, however the evidence strongly suggests that one crazed killer committed these murders. After 1888, the murders stopped. What happened? Had he died? Did he emigrate? Or was he sent to prison? Ultimately, we will never know but one thing is certain, Jack the Ripper's name will live on as an example of pure evil. Click here to watch a short video about Jack the Ripper. -Glossary- ``` murders – illegal killings, from 'to murder', to kill illegally. warned – 'to warn', to tell someone in advance of a possible danger or problem. pleasant – nice, agreeable. brutal – extremely violent. mutilated – 'to mutilate', to inflict a violent and disfiguring injury on someone. ripper – 'to rip', to tear. injuries – an injury, e.g. an arm injury, a head injury. abdomen –the part of the body with the heart and stomach. ripperologists – people who study Jack the Ripper. stabbed – 'to stab', to put a knife or other pointed weapon into (someone) so as to wound or kill: "he stabbed him" motive – reason for doing a crime. wounds – an injury such as a cut or stab. slashed - 'to slash', to cut (something) with a violent sweeping movement, typically using a knife. weapons – objects used to hurt or kill. organs – heart, lungs, stomach etc. committed – 'to commit', to do, 'to commit a crime'. emigrate – 'to emigrate', to move to another country. ``` Questions about the text 1. In which part of London did Jack the Ripper kill his victims? 2. Why did the police think that Jack the Ripper killed Martha Tabram? Give at least two reasons. 3. Why do today's experts think that Martha Tabram was not killed by Jack the Ripper? 4. The text gives three possible reasons why Jack the Ripper stopped killing. What are they? 5. How did Jack the Ripper's victims earn their money? 6. According to the text, what might have been the killer's profession? 7. How was the murder of Elizabeth Stride different from the others? 8. How many times must someone kill to be called a serial killer? 9. Why might Queen Victoria have been annoyed at this time? 10. True or false – Jack the Ripper removed all his victims' hearts. Click here to check your answers. Lake Baikal Lake Baikal is a rift lake in the south of the Russian region of Siberia. A rift lake is a lake formed by the earth's seismic movement. They are often found within rift valleys and may be very deep. Other rift lakes include: Lake Balaton in Hungary, Lake Khuvsgul in northern Mongolia and Lake Tana in Ethiopia. Lake Baikal is enormous and has an average depth of about 744 metres. Although its surface area is not as large as the Great Lakes of North America, it contains approximately 20% of the earth's freshwater. Because of this, it has been said that World War III will start because of Lake Baikal as countries fight over water resources. Hopefully this will not happen! Lake Baikal is full of life. It contains a huge amount of plants and animals. In fact, more than 80% of the plant and animal life cannot be found anywhere else in the world. One example is the Baikal seal, which is found throughout Lake Baikal. It is one of only three freshwater seal species in the world. Another example is the omul, which is a small, salmon-like fish. It is caught, smoked and then sold in markets around the lake. The lake is frozen for five months every year. During this time, it gets so cold that the ice sheet is over 1 metre thick. In winter, the water is so cold that it could kill a person in less than one minute. In fact, during the winter months the temperature is too low for almost all species of bacteria to survive. Lake Baikal has several islands and the largest is called Olkhon. It has an area of 730 square kilometres and a population of about 1500 people. Most of these people are Buryats. The Buryat people have inhabited the Lake Baikal Region for thousands of years. There are about half a million of them in Siberia. Just like another deep lake, Loch Ness in Scotland, Lake Baikal has its own monster legend. There have been reports of a giant beast in the lake since 1850. Some people describe it as a giant sturgeon, although others say that it resembles a seal. However, like many of these legends, there is no real proof of the monster. Unfortunately, this beautiful lake has not always been cared for and there has been some pollution. The Baykalsk Pulp and Paper Mill was built in 1966. It is located right on the shore of Lake Baikal and it discharged bleach and chlorine into the waters. Another threat to the lake happened when the state-owned oil company (called 'Transneft') was planning to build a pipeline that would pass very close to the lake. This was a problem as there are many earthquakes in the area and if the pipeline was ruptured, oil would pollute the lake. There were many protests from local residents and environmental groups, such as Greenpeace. Fortunately, the pipeline was built 40 km away, after the Russian president Vladimir Putin intervened. Lake Baikal is truly one of the world's most spectacular and unique places. With its strange wildlife, interesting people and beautiful scenery, a visit there would be unforgettable. Click here to watch a short video on Lake Baikal. -Glossary- ``` within – here it means 'inside'. formed – 'to form', to make. depth – how deep something is. smoked – 'to smoke' here it means to prepare fish by keeping them in a place full of smoke. to survive - to continue to live or exist, esp. in spite of danger or hardship several – more than two but not many. resembles – 'to resemble', to look the same as. proof – evidence. cared for – 'to care for', to look after. discharged – 'to discharge', to release, let out. ruptured – 'to rupture', to break. protests - a statement or action expressing disapproval. intervened –'to intervene', to become involved in a situation to stop it. ``` Answers about the text 1. Which other lake is said to have a mythical creature? 2. Which two harmful chemicals are mentioned in the text? 3. The omul resembles another fish. Which one? 4. Why might Lake Baikal cause a war? 5. For how long each year is the lake covered by ice? 6. Why is it dangerous to swim in Lake Baikal in the winter? 7. Why was it a bad idea to build a pipeline near Lake Baikal? 8. How many people live on the island of Olkhon? 9. Which politician is mentioned in the text? 10. True or false – the Great Lakes in the US are bigger than Lake Baikal. Click here to check your answers. Easter Island Easter Island is most famous for its distinctive stone statues. However, the island's fascinating history is a story of colonisation, war, disease and environmental disaster. Easter Island (known as Rapa Nui by the original inhabitants), is an island in the south eastern Pacific Ocean. Easter Island is an extremely isolated location and the closest inhabited island is Pitcairn Island, which is 2075 km away. The island is about 25 km long and 12 km across at its widest point. Anthropologists believe that the island was probably first discovered by Polynesians, who travelled in canoes or catamarans from the Gambier Islands (2600 km away) or the Marquesas Islands, (3200 km away). Experts are unsure when these first settlers arrived but it was certainly between 1700 and 800 years ago. When these people first arrived, the island was a tropical paradise. It was covered in huge palm trees and there were many birds, including five species of flightless bird. At first, there was plentiful food. The islanders fished in boats they made from the huge trees and they caught and ate sea birds. The population grew until it reached around 15,000 people. Because food was so plentiful, the islanders had time to build the most famous symbols of Easter Island - its huge statues, called moai. The islanders carved the statues between 1250 CE and 1500 CE. The moai represented dead ancestors and some anthropologists believe that they also represented powerful chiefs, both living and dead. Although the island had been a paradise full of trees and birds, things started to go badly wrong. The island became overpopulated and the people cut down all the trees. This meant that the islanders could not build new boats to go fishing. They also hunted all the flightless birds until they became extinct. It was at this time that the 'Bird Man Cult' began. In this tradition, the chiefs of the island would come together once a year. Each chief would choose a young man from his clan. This young man had to swim to a small island and bring back a bird egg. The quickest young man would then give the egg to his chief. The islanders would treat this chief as the creator's (God's) representative on Earth for one year. However, with no food, people began to starve to death. As life began to get worse on the island, wars started between the clans. People pushed over the moai to try and upset the other clans. Thousands of people died from hunger and violence. The once beautiful island was now a terrible place full of desperate and miserable people. The first recorded European visit to the island was on April 5th 1722. It was a Dutch ship and because it was Easter Sunday, the navigator called the island 'Easter Island'. The next foreign visitors to the island were two Spanish ships on November 5th 1770 and then four years later, Capitan Cook visited the island in 1774. Things went from bad to worse in the 1800s. In December 1862, slave traders from Peru came to the island. Over the following months, they violently kidnapped over 1500 men, women and children. When the Peruvian government discovered what was happening, they made the slave traders return the kidnapped islanders. Unfortunately, this was disastrous for the island. The returning people brought back smallpox, which killed hundreds of people. A few years later, whalers brought tuberculosis, which killed even more people. Towards the end of the 19th century, approximately 97% of the island's population was dead. Today, the island is now part of Chile and there are approximately 5700 inhabitants. Easter Island is a popular tourist attraction, made famous by its incredible stone statues. However, the island, with its tragic history, is a lesson to humanity about the dangers of abusing our environment and treating each other with respect. Click here to watch a short video on Easter Island. -Glossary- ``` distinctive – stands out, unusual, gets your attention. isolated – far away from everything. canoes or catamarans – types of boat. flightless – unable to fly. plentiful – many, lots of. represented – 'to represent', to stand for something. chiefs – leaders. to go badly wrong – 'to go wrong', to have problems, not function as hoped. extinct – when a species no longer exists. clan – a group of related people, bigger than a family. to starve – to suffer severely or die from hunger. upset - 'to upset', to make sad. ``` ``` navigator - a person who navigates a ship, aircraft, etc. things went from bad to worse – 'to go from bad to worse', to become very bad. kidnapped – 'to kidnap' to take someone against their will. smallpox – a terrible disease. whalers – people who hunted whales. abusing – 'to abuse', to treat badly. ``` Questions about the text 1. Why was cutting down all the trees a bad idea? 2. Which country did the slave traders come from? 3. What two illnesses are mentioned in the text? 4. Which island is nearest to Easter Island? 5. Apart from cutting down all the trees, what other mistake did the islanders make? 6. From which country did the first visiting European ship come? 7. Name two things which reduced the population of Easter Island. 8. Which country does Easter Island belong to now? 9. Where did the original Easter Islanders come from? 10. True or false – The bird man cult was a type of competition. Click here to check your answers. Reality TV Celebrities eating insects in the jungle, twelve strangers living under 24 hour surveillance, brides judging each other's weddings, young girls competing to be a top model – do these situations sound familiar? They are all are examples of reality television. Reality television (also known as 'reality shows') is a type of television programming. Reality television shows are often documentaries, competitions and chat shows. They have one thing in common – they do not have a script and they do not use actors. One of the first reality TV shows was 'An American Family'. It aired in 1973 and it was about a family going through a divorce. Unlike many later reality shows, it was a documentary. The programme inspired TV producers in the UK to make the series 'The Family' about a family in the town of Reading. During the 1980s, there were more reality TV shows around the world. However, it was the Dutch TV show 'Number 28', which had the idea of putting strangers together in an artificial environment. 'Number 28' also used confessionals where contestants talked about other contestants behind their backs. This is something many other reality shows have also used since. However, it was during the late 1990s and early 2000s that reality TV became really popular. Programmes like 'Big Brother', 'Pop Idol', 'I'm a Celebrity…', and 'Survivor' were very successful and many countries made their own versions. In fact, at least nine reality-television shows have had over 30 international versions. 'Big Brother' featured a group of 12 to 16 strangers living together in a large house. They were completely isolated from the outside world and they were under 24 hour surveillance, using cameras. Each series lasted for about three months and every week contestants had to vote to evict one person from the house. The 'Idol' shows (which are a type of singing contest), have made some of their contestants into stars. For example, Kelly Clarkson, who won the first season of 'American Idol', has had a successful singing career. Will Young was the winner of 'Pop Idol', the original version of the show from Britain, and he has had several bestselling albums. One very popular example of reality television is 'America's Next Top Model', often abbreviated to ANTM or Top Model. The female contestants have to compete in special 'modelling' challenges. The judges eliminate a contestant each week and the winner is given the title of 'America's Next Top Model'. While reality television has been extremely popular, it has also been very controversial. One criticism made about these shows is that they exploit vulnerable individuals. People who dislike reality TV shows say that desperate people, who will do anything for attention, humiliate themselves and ruin their chances of a normal life. Another criticism is that reality television is ruining other shows. The theory is that because reality television is so cheap to make, television networks do not invest much money in other types of quality shows, such as educational programmes and documentaries. Since it began, reality television had exploded in popularity. It has made many people rich, others famous and caused much controversy. Viewers have seen shocking things, such as famous people eating live insects or groups of drunken strangers fighting. These facts leave one question, where will reality television go next? What is left that will shock people? It seems certain that television producers are asking themselves the exact same questions, as they plan their next shows… Click here to watch a video about reality television. -Glossary- ``` under 24 hours surveillance – being watched all day. judging – 'to judge', to form an opinion or conclusion. aired – 'to air', to show a TV show. going through – 'to go through', to experience. inspired – 'to inspire', to give someone a good idea. confessionals – telling secrets. behind their backs – 'to talk about someone behind their back', to talk about someone when they aren't there. featured – 'to feature', to show. to evict – to make leave a house. abbreviate – 'to abbreviate', to shorten a word. modelling – the act of being a model. ``` ``` eliminate – 'to eliminate', to get rid of, to remove. controversial – something which many people disagree about. exploit – 'to exploit', to take advantage of. humiliate – 'to humiliate', to make someone look stupid. ruin – 'to ruin', to spoil. invest – 'to invest', to put money into something, e.g. a business. ``` Questions about the text 1. What do participants do on 'American Idol'? 2. What are two of the criticisms of reality television? 3. What does ANTM stand for? 4. Which country did 'Number 28' air in? 5. Which of the reality shows mentioned in the text is about fashion? 6. According to the text, what two things do all reality shows have in common? 7. When did reality television become popular? 8. Which two types of 'high quality' shows are mentioned in the text? 9. In which reality show were the contestants constantly watched by cameras? 10. True or false? – the reality television show 'The Family' was filmed in Great Britain? Click here to check your answers. The Ancient Egyptians Few civilisations are as fascinating as the ancient Egyptians. The story of ancient Egypt has survived for thousands of years. Their incredible monuments and the mysterious tombs of their Pharaohs are still standing today - 4,000 years later! The population of ancient Egypt lived on the banks of the river Nile. Farmers first settled in Egypt along the River Nile around 5000 B.C. In fact, about 95% of Egypt's population still live in the Nile valley today. The ancient Egyptians depended on the Nile for food, water and transportation. The Nile also provided fertile land, which helped farmers to cultivate their crops and raise their animals. Nowadays, there are dams on the River Nile, which stop the river from flooding. However, before these dams were built, the river used to flood each year. When the river flooded each year, it left lots of dark mud on the land on each side of the river. This mud was brilliant for growing crops. The ancient Egyptians divided Egypt into two parts. One area was the 'red land'. This area was the deserts and it protected Egypt on two sides. It protected Egypt from neighbouring countries and invading armies. The black land was the fertile land (near the Nile River), where the ancient Egyptians lived. At first there were two independent kingdoms (each one was ruled by different kings) in Ancient Egypt. Their names were 'the white crown' in Upper Egypt and 'the red crown' in Lower Egypt. In about 3200 B.C. the pharaoh of the northern kingdom conquered the southern kingdom and he made the two countries into one new kingdom. The pharaoh's name was King Menes. After winning the battle, King Menes built a new capital city called Memphis. The word 'Memphis meant' "Balance of the Two Lands", in Ancient Greek. Pharaohs were the king or queen of Egypt. Most pharaohs were men, however some famous pharaohs were women, such as Nefertiti and Cleopatra. A Pharaoh was the most important and powerful person in the whole kingdom. He (or she) was the head of the government and high priest (or priestess) of every temple. The ancient Egyptians believed that the pharaoh was half-man, half-god. The pyramids are the stone tombs (burial place) of Egypt's pharaohs. They are one of the world's greatest historical mysteries and thousands of people visit them each year. They have stood for thousands of years. When archaeologists discovered them, they were filled with many hidden secrets and clues about what life (and death) was like in Ancient Egypt. The ancient Egyptians thought it was very important to preserve the human body after death. They invented a method of preservation for their dead people (called mummification). Mummification was a complicated process which lasted up to 70 days. The Egyptians believed that if they mummified the pharaoh's body after death, then the pharaoh would live forever. The Egyptians designed the tombs inside the pyramids to protect the buried Pharaoh's body and his treasures. Many of the pharaohs' tombs were plundered by tomb raiders, who stole their treasures. However, in 1922 Howard Carter discovered Tutankhamen's tomb and it was full of incredible, breath-taking treasures. Nobody had been in it for thousands of years! Tutankhamen's tomb contained hundreds of precious objects (they are now in the Egyptian Museum, in Cairo). Many of these treasures were unique and beautifully decorated. Some were covered in gold. The ancient Egyptians put over 3000 treasures in the tomb to help Tutankhamen in his afterlife. They painted the walls of the burial chamber with scenes of his voyage to the afterword after he died in 1323 B.C. Today, Tutankhamen's name is known all over the world and his burial mask is one of the most popular images of ancient Egypt. We can only imagine what he would have thought about our world, or how he would feel about his treasures being in a museum. Click here to watch a video about ancient Egypt. -Glossary- ``` settled – 'to settle', to stay in a place to live. depended on – 'to depend on', to rely on. provided – 'to provide', to give. fertile – very good for growing crops. raise – 'to raise', here 'to grow an animal from a baby to an adult' flood –'to flood', when a river overflows. invading – 'to invade', to enter another land with an army. conquered – 'to conquer', to take control of (a place or people) by use of military force. the head of – the leader. clues – things which help you understand something. preserve – 'to preserve', to maintain (something) in its original state. ``` plundered – 'to plunder', to steal, to rob. Questions about the text 1. Why was the desert useful to the ancient Egyptians? 2. Name three things that the river Nile was good for. 3. Which two female pharaohs are mentioned in the text? 4. Who found Tutankhamen's tomb? 5. Where do you think 'the black land' got its name? 6. What two roles of the pharaoh are mentioned? 7. How long might it take to mummify a dead body? 8. From which part of ancient Egypt did King Menes come? 9. Why did the ancient Egyptians put treasures in the pharaohs' tomb? 10. True or false - Cleopatra and Nefertiti were the only female pharaohs. Click here to check your answers. DNA Imagine you were having a quiet drink in an English pub and two men burst in and said 'We've discovered the secret of life!' What would you think? They were crazy? Drunk? Well this is exactly what happened in 1953 when James Watson and Francis Crick entered 'The Eagle' pub. Both men were researchers at Cambridge University and they had discovered the existence of DNA. DNA stands for deoxyribonucleic acid and is one of the two types of nucleic acid found in our cells. Humans are all made of trillions of cells. There are about 2.5 billion cells in a human hand, however these cells are tiny and invisible to the naked eye. Every cell in the human body has a different function. Some cells help us detect light, other cells fight diseases, some cells allow us to reproduce, some cells carry oxygen and other cells help us digest food. There are over 200 cell types in the body - that is more than 200 different functions! With all these different functions, you might think that your body would be chaos. However, it isn't. In fact, the human body works incredibly well. So how do all the cells know what to do? The answer: DNA. A good way to think of DNA is as the instructions for life. Every cell in a human being, and not just humans, all other organisms too, is controlled by DNA. Information is stored in DNA by using four different kinds of molecules. These molecules are always in pairs. There are billions of these pairs and they are contained in the familiar double helix structure, shown in the photograph above. The DNA is stored in a paired bundle, called a chromosome. The chromosomes are stored in the nucleus of each cell. Different species have different numbers of chromosomes. For example, humans have 23 pairs of 46 chromosomes. Normally, at the time of conception, a baby inherits genetic information from its parents in the form of 46 chromosomes: 23 from the mother and 23 from the father. However, one case when this process does not work properly is with children who are born with Down syndrome. In most cases of Down syndrome, a baby receives an extra chromosome. This means they have 47 chromosomes instead of 46. This extra genetic material is what causes the symptoms of Down syndrome. Chromosomes contain many genes. A gene is a smaller part of DNA, which holds instructions for a protein. Proteins are essential for life. It is proteins that control cells and make a species look a certain way. A collection of genes for a particular species is called a genome. A tiger looks like a tiger because the information is in its genes, which make the tiger genome. A genome is the complete set of instructions for a species. A genome for a species will contain billions of genes. The genome is passed from parent to baby during reproduction. Scientists have studied DNA and found that humans share 96% of their DNA with chimpanzees. Chimpanzees are our closest relative, however humans also share DNA with plants, animals, fish and birds. This makes them think that all life on Earth originated with the same ancestor billions of years ago. Today, some scientists are experimenting with DNA. They are now able to 'rewrite' the DNA sequence of some animals. One such example is the GloFish. This fish has been genetically engineered by scientists. They took a gene from a jellyfish which glows in the dark and inserted it into the genome of a zebra fish. The GloFish is now luminous like the original jellyfish. These fish are bright pink, orange or green. They are available as pets in the US. Genetic engineering is a very controversial topic and it has many critics. Some people say that we still don't understand enough about DNA and that we shouldn't be meddling with it. Others say that if we can improve things, why not? What do you think? Should humans rewrite the instruction book of life? Or is that one book we should not edit? Click here to watch a short video on DNA. -Glossary- ``` burst in - 'to burst in', to enter a place suddenly. researchers - scientists who do research (finding out new facts). stands for – 'to stand for', to mean, to represent. naked eye - unassisted vision, without a telescope, microscope, or other device. function – job. chaos - complete disorder and confusion. stored – 'to store', to keep, accumulate. in pairs – in twos. bundle – a collection of something, e.g. a bundle clothes. conception - the action of conceiving a child or of a child being conceived (made). properly – very well, 'I can't speak German properly'. symptoms – the signs of a disease. ``` ``` originated with – 'to originate with', to start with. sequence – an order of something, e.g. letters, numbers. engineered – 'to engineer', to plan, construct. inserted – 'to insert', to put in. meddling with – 'to meddle with', to involve yourself in a matter without right or invitation. ``` Questions about the text 1. When was DNA discovered? 2. Why do scientists think all life on Earth started with the same ancestor? 3. Where are the chromosomes located? 4. How did scientists make the GloFish? 5. What causes Down syndrome? 6. The text describes five different cell functions. Name three. 7. How many chromosomes does a human being have? (a person without Downs Syndrome) 8. To which animal are humans most closely related? 9. DNA is an abbreviation of which words? 10. True or false – DNA was discovered at Oxford University? Click here to check your answers. Buddhism Buddhism is one of the world's major religions, although many people do not classify it as a religion (more on this later). It is older than Christianity and Islam and the number of Buddhists is growing in the Western world. So what is Buddhism? What do Buddhists believe? Buddhism is a belief system that centres on personal spiritual development and on trying to obtain a deep insight into the meaning of life. Currently, there are about 375 million Buddhists worldwide. Buddhists do not believe in a god or creator, like Christians and Muslims. Because of this, Buddhism if often called a philosophy and not a religion. Buddhists believe that nothing in life is fixed or permanent - change is a constant part of life. A huge part of Buddhism is the path to Enlightenment. The history of Buddhism is the story of one man's spiritual journey to enlightenment or Nirvana. Buddhism comes from his teachings and ways of living. That man was called Siddhartha Gautama (now known as the Buddha), who was born a prince in a royal family. He lived in Nepal over 2500 years ago. Siddhartha had never seen pain or suffering. He had never left the palace and lived a luxurious, privileged life. However, one day he left the palace for the first time… He walked towards the village and found an old man, a sick man, and a corpse. Siddhartha was shocked because his family had protected him from life's hardships. He was so upset that he decided to become a monk. He wanted to try and understand the meaning of life and why people suffer. Siddhartha tried many different religions but he still didn't understand the meaning of life. Buddhists say that one day Siddhartha went and sat beneath a Bodhi tree. He began to meditate, concentrating hard. He thought about his life until he became enlightened. By finding the path to enlightenment, Siddhartha became the Buddha or 'awakened one'. Today, Buddhists try to reach a state of enlightenment by following Siddhartha's example. After his Enlightenment, the Buddha's first lesson to others centred on the Four Noble Truths, which are the foundation of Buddhism. The truths are: 1. The truth of suffering. 2. The truth of the cause of suffering. 3. The truth of the end of suffering. 4. The truth of the path that frees us from suffering. Buddhists use these four truths to tell them where unhappiness comes from and how to end it. The fourth noble truth is the Buddha's prescription for the end of suffering. This is a set of principles called the Eightfold Path. Today there are two major types of Buddhism. One is Theravada ("The School of the Elders") and the other is Mahayana ("The Great Vehicle"). Theravada has followers in Sri Lanka, Cambodia, Laos, Thailand, and Myanmar. Mahayana Buddhism is found throughout China, Korea, Japan, Vietnam, Singapore and Taiwan. Within Theravada and Mahayana Buddhism there are many smaller groups, such as Zen, Nichiren Buddhism and Shingon. There is also a third the kind of Buddhism called Vajrayana, which is found mainly in Tibet and Mongolia. However, some scholars classify it as a part of Mahayana Buddhism. Other well-known Buddhist ideas are: karma, reincarnation, yoga and meditation. All of these are extremely interesting. Many of these ideas, such as yoga, have become part of everyday Western life. In fact, it's easy to forget that these ideas have their origins in one man's search for the meaning of life over 2000 years ago. Click here to watch a short video about Buddhism. -Glossary- ``` centres on – 'to centre on', to focus on a deep insight – an insight is understanding something fully. currently – at the moment. fixed – not moving. enlightenment – being spiritually awake. suffering – being in pain. a corpse – a dead body. hardships – things which make life difficult. ``` ``` beneath – under, underneath. to meditate - think deeply or focus for a time for spiritual purposes or to relax. prescription – an instruction written by a doctor to make an ill person well again. principles – ideas. throughout – in all parts. mainly – mostly. scholars – people who study something seriously. ``` Questions about the text 1. Who was the founder of Buddhism? 2. What sort of Buddhism might you find in Thailand? 3. On which continent did Buddhism originate? 4. What was the Buddha doing when he first became enlightened? 5. Once the Buddha became enlightened, what was the first thing he talked about? 6. Which other two world religions are mentioned in the text? 7. How many Buddhists are there? 8. Some people classify Buddhism as a philosophy, not a religion. Why? 9. Which word in the text means 'being reborn'? 10. True or false – the number of Buddhists in Europe is rising? Click here to check your answers. Helen Keller Helen Keller was an American author, political activist, and lecturer. She was the first deaf blind person to gain a university degree in the United States. Her courage, bravery, intelligence and achievements make her one of the most inspirational people in history. Helen Adams Keller was born on June 27, 1880, in Tuscumbia, Alabama. Helen Keller was born with normal sight and hearing. However, when she was 19 months old, she contracted a serious illness (it might have been scarlet fever or meningitis). The illness left her both deaf and blind. Helen's parents were devastated but her mother refused to give up hope. In 1886, she asked her husband to take six year old Helen to see a specialist doctor in Baltimore. After seeing the doctor, the family got in touch with Perkins Institute for the Blind. This is the moment when Helen's life began to change. In March 1887, the school sent a former pupil, called Anne Sullivan, to the Keller's home. Like Helen, she was also blind. Anne lived with the Keller family and her job was to teach Helen to communicate. Anne taught Helen how communication skills. She used her finger to spell words onto Helen's hand. Her first lesson was to spell d-o-l-l onto Helen's hand. She then gave Helen a doll as a present. At first, Helen became frustrated and she even broke the doll in anger. However, the breakthrough came when Anne poured cool water over Helen's hand and spelled w-a-t-e-r onto her hand. From this moment on, the intelligent young Helen made wonderful progress. In May 1888, Keller attended the Perkins Institute for the Blind. In 1894, Helen and Anne Sullivan moved to New York to attend the Wright-Humason School for the Deaf. Eight years later, Anne and Helen returned to Massachusetts so that Helen could study at The Cambridge School for Young Ladies. When she was 24, in 1904, Helen was awarded a degree from Radcliffe College. She was the first deaf blind person in America to obtain a university degree. A long and loving friendship had developed between Anne and Helen. Anne stayed with Helen after her education was over. When Anne married in 1905, Helen moved to New York with Anne and her new husband. At the same time, Anne's health was deteriorating and a young Scottish girl called Polly Thompson came to work at the house. Sadly, Anne died in 1936 after falling into a coma. Helen was at her side and held her hand when she passed away. Polly Thompson was now Helen's secretary, companion and friend. The two women travelled the world together, raising money for the deaf and blind. Tragedy happened once more in 1957, when Polly had a stroke. She never recovered fully from her stroke and she died in 1960. A nurse had been brought in to care for Polly in 1957. Her name was Winnie Corbally and she stayed at the house after Polly's death. Winnie was Keller's companion for the rest of her life. Helen achieved many amazing things in her life. For example, she was a world-famous speaker and author. She worked hard to raise money for people with disabilities and numerous other causes. Helen had many strong views. She was a suffragist, a radical socialist, a pacifist and a supporter of birth control. In 1915, she helped start the Helen Keller International organization (HKI). This organization does research into vision, health and nutrition. Furthermore, she helped to found the American Civil Liberties Union (ACLU). Incredibly, Helen wrote a total of 12 books. Two of her most famous books are her autobiographies 'The Story of my Life' and 'The World I Live in'. In her lifetime, Helen Keller visited over 40 countries and met many American presidents. She was also had many famous friends, like Alexander Graham Bell, Charlie Chaplin and Mark Twain. Helen's life is a wonderful example of someone who never gave up and who, despite great challenges, achieved many incredible things. "The best and most beautiful things in the world cannot be seen or even touched. They must be felt with the heart" ? Helen Keller Click here to watch a short video about Helen Keller. -Glossary- political activist – a person who fights for a political cause. ``` courage - strength in the face of pain or grief. achievements - things done successfully. inspirational – something which inspires people, 'to inspire' to make others believe in themselves. contracted – 'to contract', to catch a disease. devastated – 'to devastate', to make very sad. to give up hope – to stop believing things will get better. got in touch with – 'to get in touch with', to contact. former – from the past. breakthrough - a sudden, dramatic, and important discovery or development. attended – 'to attend', to go somewhere regularly. deteriorating – 'to deteriorate', to become worse. ``` ``` passed away – 'to pass away', to die. raising money – 'to raise money', to ask people to donate money for a cause. a stroke - the sudden death of brain cells. numerous – many. suffragist – a person who believes in 'suffrage', which is the right to vote (especially for women). radical – extreme. nutrition - the process of providing the food necessary for health. to found – to start an organisation, religion etc. challenges – difficult things. ``` Questions about the text 1. Which two organisations did Helen Keller help set up? 2. What did Anne Sullivan have in common with Helen Keller? 3. What two diseases might have caused Helen's disability? 4. What word tells you that Helen believed in peace? 5. How old was Helen when she finished her education? 6. Which three celebrities are mentioned in the text? 7. Where did Polly Thompson come from? 8. Helen believed that women should be able to vote? What word tells us this? 9. Which of five senses did Anne Sullivan use to teach Helen to communicate? (The five senses are – sight, taste, hearing, touch and smell). 10. True or false – Helen Keller was well-travelled. Click here to check your answers. ~~~~~ Free sample ~~~~~ Intermediate English Comprehension – Book 3 ON SALE NOW! 'Book 2' includes articles on dingoes, Nicaragua, ice hockey, Islam, Iceland, the Vikings, Abraham Lincoln, Krav Maga, social media, Mozart, tsunami, the yeti, superfoods and geisha. Dingoes Dingoes are wild dogs which are found almost exclusively in the region of Australia (where they are known as Australian wild dogs). Some scientists believe that seafaring humans brought dingoes to Australia, between 4,600 and 18,300 years ago. They believe that people brought them from Asia, either as food or as guard dogs – possibly both. There is also a traditional aboriginal dance, which shows dogs acting excitedly on a boat that is arriving at a new place. Furthermore, genetic studies show they are related to wild Asian dogs. The dingo is the largest land predator in Australia. It is an apex predator, which means it is at the top of the food chain and it has few predators of its own. The two main predators of dingoes are crocodiles and humans. Crocodiles catch dingoes when they come to drink from rivers and lakes. Humans often shoot or poison them because they see dingoes as a threat to their farm animals (sadly, many dingoes are also hit by cars and killed). The diet of dingoes is extremely varied and includes about 170 species! Their diet is also different in different habitats. For example, in the Australian outback (a desert environment) dingoes eat kangaroos and wallabies, while in rainforests they eat smaller mammals and reptiles. In coastal areas, dingoes search for dead fish and dead seals, which the sea has washed up. Dingoes share many characteristics with domestic dogs and wolves. They can be up to 60 centimetres tall and have an average weight of about 30-35 kilos. Their fur is reddish orange but some dingoes can have white, sandy or black fur. The fur of dingoes can be short or long, depending on the climate where they live. Like dogs and wolves, dingoes are social animals and live in packs. The size of these packs depends on the area they live in and if there is enough prey for them to catch. In each pack there is an alpha male and female. The alpha male and female are the only animals which breed. The other dingoes in the pack help look after the puppies but they do not have their own offspring. One difference between dogs and dingoes is barking. Dingoes do not bark very often and when they do, their bark is short. When dingoes want to communicate with other dingoes, they use a type of howling. This is usually used to warn other dingoes, for example, if there is a danger nearby (such as a crocodile). Dingoes usually live between 15 and 20 years on average and males are usually bigger than females. Dingo pups are usually born in litters of 3-4, but there have been cases of up to 10 puppies in a litter. Normally, dingoes can care for themselves after about 3-6 months. Many people know about dingoes because of the Azaria Chamberlain dingo attack. Azaria Chamberlain was a nine-week old baby girl and she was taken from her parents' tent, while they were camping at Uluru (Ayers Rock) in 1980. Azaria's mother, Lindy Chamberlain, was convicted of murder and spent three months in prison. Lindy was freed when Azaria's clothing was found in a dingo's den. The story was made into a film called 'A Cry in the Dark' and starred Meryl Streep. Unfortunately, dingoes are an endangered species. This is because they are interbreeding with domestic dogs. If dogs and dingoes continue to interbreed, there will be no pure blood dingoes in less than fifty years. At the moment, the Australian government does not have any plans to try and stop dingoes interbreeding with dogs. Only time will tell if the dingo can be saved, or if it will lose its identity forever. Click here to watch a video about dingoes. -Glossary- ``` exclusively – only. seafaring humans – people who regularly travel by sea furthermore – in addition; besides (used to introduce a new point in an argument). food chain - a series of animals which eat each other. poison – to give poison to a person or animal to kill them. habitats – a habitat is a place an animal lives. washed up – 'to wash up', when the sea leaves something on the beach. packs – a pack is a group of dogs or wolves (not other animals, e.g. a herd of elephants, a pride of lions). offspring – babies. howling – 'to howl', when a wolf makes a long, loud call. a litter – the name for a group of babies produced by a mammal. den – the place where dingoes and other animals, e.g. foxes, live. interbreeding – 'to interbreed', when to different species have babies. ``` Questions about the text 1. What two predators of dingoes are mentioned in the text? 2. Why do humans kill dingoes? 3. Which three types of habitat are mentioned in the text? 4. Are dingoes only found in Australia? 5. On average, how long do dingoes live? 6. Name two types of animal which dingoes eat. 7. How many pups does a female dingo normally give birth to? 8. How are male and female dingoes different? 9. At what age are dingoes able to look after themselves? 10. True or false – dingoes are endangered because humans are hunting them. Nicaragua Image courtesy of Pixabay There are many countries in the world which have characteristics that make them special. In the case of Nicaragua, its natural beauty is what is most striking to tourists. Each year, many people visit this beautiful land in the central region of the American continent. The region that is now Nicaragua was conquered by the Spanish empire in the sixteenth century. Before the Spanish arrived, the western area was inhabited by indigenous people, who were related to the Aztec and Maya civilisations. Meanwhile, the Caribbean coasts were inhabited by different ethnic groups. Nicaragua remained a Spanish colony until 1821, when it declared its independence on the 15 th of September (nowadays this date is a public holiday). For many years, Nicaragua exported agricultural produce, such as coffee and sugar. However, all the money went to a few very rich families. Things changed in 1979 when there was a revolution by the Sandistas (a left-wing political party). The Sandistas began to share out the wealth of the country and they also became friendly with the Cuban and USSR governments. This angered the US government. Because of this, the US government gave weapons to the Contras (another political party) and fighting began. In 1990, the Sandistas lost power and the economy had very big problems. Today, the country has a population of about 6 million people. It is emerging as one of the Central American countries with the highest potential for economic growth. However, Nicaragua is still the poorest country in Central America with a GDP per capita of only $4,500 (compare this to the USA, which has a GDP per capita of $49,800). The country is also known as the land of lakes and volcanoes. It has some spectacular natural sites and attractions. One amazing place is the famous Isla de Ometepe. The island was created by two volcanoes, which are in the middle of Lake Nicaragua. The name 'Ometepe' is a combination of the Nahuatl words 'ome' and 'tepetl', which means 'two mountains'. Many people consider the amazing island a natural wonder of the world. Another excellent choice for tourists is the city of Granada, in western Nicaragua. It is the eighth largest city in the country and it was founded by Francisco Hernández Córdoba in 1524. For many years, Granada was perhaps Nicaragua's most important city. Its architecture is impressive and its style has an Arabic influence (much like the city of Granada in Spain). In fact, it is also known as La Gran Sultana ('The Great Sultan' – a sultan is a Muslim king). The city of Masaya is another must-see for visitors to Nicaragua. The central market is filled with beautiful arts and crafts, which are created by hand. Masaya is located close to Lake Apoyo. The lake is formed from a crater that is over 650 km deep. There are many popular restaurants and hotels around the lake. Nicaragua 's beaches are exceptionally beautiful and can be found on both coasts. Many beaches, like San Juan del Sur, are the preferred destination for thousands of tourists from around the world, as well as Nicaraguans. In fact, tourism is now Nicaragua's second biggest industry and it has risen by over 300 per cent in the last decade. The capital city of Nicaragua is called Managua. It is the largest city in the country and has a population of almost one million, if you include the surrounding areas the population rises to two million. During the last couple of decades, there has been a lot of new building and the city now has many galleries, several universities, shopping centres and many luxury hotels. Click here to watch a video about Nicaragua. -Glossary- striking – something which is striking is really noticeable in a good way. declared – 'to declare' means 'to say' or 'to make known'. nowadays – these days, today. export – 'to export' means to sell produce to other countries. left-wing – this describes socialist politics (the opposite of 'right-wing'). share out – 'to share out' is a phrasal verb meaning 'to share equally'. emerging – 'to emerge' means 'to come out'. GDP per capita – GDP stands for 'gross domestic product', which is all the money made in a country. 'GDP per capita' is this amount divided by the population of the country. consider – 'to consider' means 'to think'. founded – 'to found' is to start a city, hospital etc. must-see – this noun means something that you must go and see, such as a tourist attraction or a really good movie. crater – 'a crater' is large hole in the ground, usually made by a meteorite. exceptionally - extremely, very much. risen/rises – 'to rise' means 'to ascend' or 'to go up'. Here its meaning is closest to 'to increase'. Questions about the text 1. By what name is Nicaragua also known? 2. What is the population of Nicaragua? 3. What is 'San Juan del Sur'? 4. In what architectural style are many of Granada's buildings? 5. Where is a good place to find handmade goods? 6. Why did the US government become angry with the Sandistas? 7. Why is Lake Apoyo special? 8. What makes the biggest impression on tourists when they visit Nicaragua? 9. Where would you find two volcanoes? 10. True or false – Tourism is the biggest industry in Nicaragua. ~~~~~ End of free sample ~~~~~ Other Titles More fantastic eBooks to help you learn English! www.eBooksForEnglish.com ``` Intermediate English Reading Comprehension – Book 1 Intermediate English Reading Comprehension – Book 2 Intermediate English Reading Comprehension – Book 3 Intermediate English Reading Comprehension – Book 4 101 Phrasal Verbs - Book 1 101 Phrasal Verbs - Book 2 101 Phrasal Verbs for Business 101 Free Websites to Learn English 101 English Expressions with 'DO' and 'MAKE' ``` The Ascent of the Vampires – Intermediate English This series of novels has been written especially for intermediate learners of English. Each book has short chapters, at the end of which there is a glossary, which explains difficult vocabulary and expressions. The Ascent of the Vampires - Book 1 The Ascent of the Vampires - Book 2 About the author After graduating with a first class degree in Linguistics in 2001, Stephen moved to Spain where he taught English and learned Spanish. He has since taught adults and children as well as training other teachers. Stephen currently lives in Manchester, in the UK. For more information, and to register your details for news and special offers, write to email@example.com, visit www.relevantenglish.com or find us on Facebook – Relevant English. Answers Machu Picchu 1. What happened in 2011? The Peruvian government restricted the number of visitors to 2500 people per day. 2. Which two rare animals are mentioned in the text? The spectacled bear (or Andean bear) and the jaguar. 3. Why was the high number of tourists a problem? They were damaging the ground by walking on it. 4. Which natural disaster is common in Peru? Earthquakes. 5. Who did the Incas worship? Inti, the sun god. 6. What has happened to the number of visitors to Machu Picchu since 1911? It has gone up fast. 7. What is ashlar? A building technique which doesn't use mortar. 8. What was the advantage of not building with mortar? It means that buildings didn't collapse during earthquakes. 9. Who was Pachacuti? The Incan emperor. 10. True or false? – The Incas practiced human sacrifice. True. Back to Machu Picchu 1. Why are baby capybaras easy to kill? Because they are small and not good swimmers. 2. What do capybaras do to help digest their food? They eat their own faeces. 3. How long can a capybara stay submerged? A capybara can stay under water for five minutes. 4. When would a capybara eat melons? During a drought or dry weather 5. How long does a capybara pregnancy last? Five months. 6. Why do humans hunt capybaras? For their skin and meat. 7. Why do capybaras need to live near water? To escape from predators. 8. The text mentions some animals which hunt capybaras. How many are there? Ten - jaguars, anacondas, caimans, pumas, ocelots, eagles, foxes, vultures, feral dogs, and piranhas. 9. What would a capybara do if it was frightened? Dive into the water. 10. True or false? – Capybaras are solitary creatures. False – they live in groups. Back to Capybara Uncontacted Peoples 1. Where are most uncontacted peoples? South America and New Guinea. 2. Why might missionaries be dangerous to uncontacted peoples? Because they bring diseases. 3. Name two ways that loggers can harm uncontacted peoples. Two from – destroying their homes, killing them or bringing diseases. 4. What happened to the Akuntsu tribe? They were killed by loggers. 5. Which sentence tells us that the Sentinelese do not want contact with the outside world? The Sentinelese have strongly resisted contact by outsiders. 6. Do the Sentinelese grow food? No, they are a hunter-gatherer society. 7. What kills the most uncontacted people? Introduced diseases. 8. According to the text, how many uncontacted peoples live in South America? About 85 -70 isolated peoples in the Brazilian rainforest and an estimated 15 uncontacted tribes in Peru (about between 85 and 100 in total). 9. Which two groups of people are going onto the Jarawa's land? Poachers and tourists. 10. True or false? – The Sentinelese people are still living like Stone Age people. False - there will have been changes in their society, just as in the rest of the world. Back to Uncontacted Peoples Wicca 1. According to the Wiccan religion, when will a soul cease to be reborn? When it has learned everything it can. 2. What is the best number of people for a coven? Thirteen. 3. Why is Gerald Brosseau Gardner an important person to Wiccans? Because he made the religion popular in the 20th century. 4. What is the meaning of 'Cernunnos'? It means 'horned one'. 5. Apart from Wicca, which other two religions are mentioned in the text? Christianity and Islam. 6. Why do Wiccans perform spells? Give two reasons. To heal people and help them with problems. 7. What do Wiccans do when the seasons change? They celebrate a sabbat (eight times a year). 8. If a Wiccan uses bad magic, what will happen to them? The magic will come back to them, but worse. 9. Where is a sabbat held? Outside or inside. 10. True or false – Wiccans worship the devil. False. Back to Wicca 1. What is a Loa? A spirit from the Voodoo religion. 2. What is the name of the plant used to make one of the powders? A datura. 3. What job did the African slaves have to do? They worked on the sugar plantations. 4. In most films and books, how are zombies created? Disease. 5. What job does Baron Samedi do? He takes the dead to heaven. 6. What is the name of the Voodoo God? Zombies Bondye. 7. Who can create a zombie? A bokor (also known as a witchdoctor). 8. Which African country is mentioned in the text? Angola. 9. How were the African slaves different to each other? Give three ways. They came from different places, spoke different languages and had different religions. 10. True or false – Voodooists believe that Bondye will help them in times of need. False – Bondye does not involve himself in human affairs. Back to Zombies Vegetarianism 1. Name three religions which believe vegetarianism is a good thing. Three from – Jainism, Hinduism, Mahayana Buddhism, the Seventh-day Adventists, the Rastafari movement, the Ananda Marga movement and the Hare Krishnas. 2. Do vegans eat yoghurt? No because it is a dairy product. 3. Why is broccoli useful to vegetarians? It contains vitamin C which helps vegetarians absorb iron. 4. Apart from religion, what two reasons often make people choose vegetarianism? Animal cruelty and the environment. 5. Why are chickpeas good for vegetarians to eat? They contain protein. 6. Why don't Jains eat meat? Because they believe every animal has a soul. 7. According to the text, why are farms often cruel places for animals? Because the animals have little space to move. 8. What job does haemoglobin do? It helps transport oxygen around the body. 9. What percentage of land is used for farming in America? 80% 10. True or false? - Vegetarians eat chicken. No – chicken is poultry, which is meat. Back to Vegetarianism Selective breeding 1. When did humans first start selectively breeding chickens? 3400 years ago. 2. Which word tells you that guppies do not live in the sea? Freshwater. 3. Give an example of how selective breeding is good for farmers. Hens that lay more eggs, sheep that produce thick wool or hens that produce more meat. 4. Which two problems might a small dog have? Heart problems and not being able to keep warm. 5. Name a type of dog which might have bone problems. One from - Mastiffs, Saint Bernards, and Great Danes. 6. Was the first hypoallergenic cat male or female? Male – Joshua is a male name. 7. Why don't hypoallergenic cats affect people with allergies? Because they don't have a special protein in their saliva. 8. Where do chickens originate from? India and South-East Asia. 9. What affects how many eggs a hen lays? Her genes. 10. True or false – male wild guppies are completely black. False – in the wild male guppies are black or brown, with some coloured spots. Back to Selective breeding Jack the Ripper Lake Baikal 1. Which other lake is said to have a mythical creature? Loch Ness. 2. Which two harmful chemicals are mentioned in the text? Bleach and chlorine. 3. The omul resembles another fish. Which one? The salmon. 4. Why might Lake Baikal cause a war? Because countries might fight over its freshwater. 5. For how long each year is the lake covered by ice? Five months. 6. Why is it dangerous to swim in Lake Baikal in the winter? It is so cold it will kill a person. 7. Why was it a bad idea to build a pipeline near Lake Baikal? There are many earthquakes and the pipeline could break and pollute the lake. 8. How many people live on the island of Olkhon? About 1500. 9. Which politician is mentioned in the text? Vladimir Putin 10. True or false – The Great Lakes in the US are bigger than Lake Baikal True. Back to Lake Baikal Easter Island 1. Why was cutting down all the trees a bad idea? Because they couldn't build boats to go fishing. 2. Which country did the slave traders come from? Peru. 3. What two illnesses are mentioned in the text? Smallpox and tuberculosis. 4. Which island is nearest to Easter Island? Pitcairn Island. 5. Apart from cutting down all the trees, what other mistake did the islanders make? They hunted all the flightless birds until there were none left. 6. From which country did the first visiting European ship come? Holland ('Dutch' is the adjective for things from Holland). 7. Name two things which reduced the population of Easter Island. Two from - war, disease, famine (lack of food), and kidnapping. 8. Which country does Easter Island belong to now? Chile. 9. Where did the original Easter Islanders come from? The Gambier Islands or the Marquesas Islands. 10. True or false – The bird man cult was a type of competition True – it was a swimming race for an egg. Back to Easter Island Reality TV 1. What do participants do on 'American Idol'? Sing. 2. What are two of the criticisms of reality television? It exploits people and it takes investment away from other shows. 3. What does ANTM stand for? America's Next Top Model. 4. Which country did 'Number 28' air in? Holland. 5. Which of the reality shows mentioned in the text is about fashion? America's Next Top Model. 6. According to the text, what two things do all reality shows have in common? They do not have a script and they do not use actors. 7. When did reality television become popular? During the 1990s and early 2000s. 8. Which two types of 'high quality' shows are mentioned in the text? Educational programmes and documentaries. 9. In which reality show were the contestants constantly watched by cameras? Big Brother. 10.True or false? – The reality television show 'The Family' was filmed in Great Britain? True. Back to Reality TV Ancient Egypt 1. Why was the desert useful to the ancient Egyptians? Because it separated them from other countries and invading armies. 2. Name three things that the river Nile was good for. Three from - food, travel, water, and fertile land. 3. Which two female pharaohs are mentioned in the text? Cleopatra and Nefertiti. 4. Who found Tutankhamen's tomb? Howard Carter. 5. Where do you think 'the black land' got its name? Because of the black, fertile mud left by the river Nile after flooding. 6. What two roles of the pharaoh are mentioned? The head of government and the high priest of every temple. 7. How long might it take to mummify a dead body? Up to 70 days. 8. From which part of ancient Egypt did King Menes come? The North. 9. Why did the ancient Egyptians put treasures in the pharaohs' tomb? To help them in the afterlife. 10. True or false - Cleopatra and Nefertiti were the only female pharaohs. False – they are two well-known female pharaohs, there are others. Back to Ancient Egypt DNA 1. When was DNA discovered? 1953. 2. Why do scientists think all life on Earth started with the same ancestor? Because all organisms share some of the same DNA. 3. Where are the chromosomes located? The nucleus of each cell. 4. How did scientists make the GloFish? They took a gene from a jellyfish and inserted it into the genome of a zebra fish. 5. What causes Down syndrome? People with Down syndrome have an extra chromosome. 6. The text describes five different cell functions. Name three. Three from – digestion, carrying oxygen, fighting disease, detecting light and reproduction. 7. How many chromosomes does a human being have? 46 (23 pairs). 8. To which animal are humans most closely related? Chimpanzees ('chimps' for short). 9. DNA is an abbreviation of which words? Deoxyribonucleic acid. 10. True or false – DNA was discovered at Oxford University? False – it was discovered at Cambridge University. Back to DNA Buddhism 1. Who was the founder of Buddhism? Siddhartha Gautama. 2. What sort of Buddhism might you find in Thailand? Theravada Buddhism. 3. On which continent did Buddhism originate? Asia. 4. What was the Buddha doing when he first became enlightened? Meditating. 5. Once the Buddha became enlightened, what was the first thing he talked about? The four noble truths. 6. Which other two world religions are mentioned in the text? Christianity and Islam. 7. How many Buddhists are there? Approximately 376 million. 8. Some people classify Buddhism as a philosophy, not a religion. Why? Because Buddhism has no god. 9. Which word in the text means 'being reborn'? Reincarnation. 10. True or false – the number of Buddhists in Europe is rising? True - the number of Buddhists is growing in the Western world. Back to Buddhism Helen Keller 1. Which two organisations did Helen Keller help set up? The Keller International organization (HKI) and the American Civil Liberties Union (ACLU). 2. What did Anne Sullivan have in common with Helen Keller? She was also blind. 3. What two diseases might have might have caused Helen's disability? Scarlet fever or meningitis. 4. What word tells you that Helen believed in peace? Pacifist (someone who believes in peace and is anti-war). 5. How old was Helen when she finished her education? 24. 6. Which three celebrities are mentioned in the text? Alexander Graham Bell, Charlie Chaplin and Mark Twain. 7. Where did Polly Thompson come from? Scotland. 8. Helen believed that women should be able to vote? What word tells us this? Suffragist. 9. Which of five senses did Anne Sullivan use to teach Helen to communicate? (The five senses are – sight, taste, hearing, touch, smell). Touch. 10. True or false – Helen Keller was well-travelled. True – she visited over 40 countries. Back to Helen Keller References The following sources were used to research the information in this eBook. Machu Picchu 'Machu Picchu: Trip of a Lifetime' By Chris Moss http://www.te l egraph.co.uk/travel/activityandadventure/9555461/Machu-Picchu-Trip-of-aLifetime.html Machu Picchu http://en.wiki p edia.org/wiki/Machu_Pichu Spectacled Bear http://en.wiki p edia.org/wiki/Spectacled_bear Capybaras Capybara http://www.bbc.co.uk/nature/life/Capybara Animal Fact Guide - Capybara http://www.animalfactguide.com/animal-facts/capybara/ Capybara http://www.w i ldernessclassroom.com/students/archives/2006/03/capybara.html Capybara http://switchz o o.com/profiles/capybara.htm Uncontacted Peoples Up close: startling new photos of uncontacted Indians released in bid to protect their lands http://www.uncontactedtribes.org/ Uncontacted Peoples http://en.wiki p edia.org/wiki/Uncontacted_peoples Survival Internationsl http://www.survivalinternational.org/info Wicca Paganism http://www.bbc.co.uk/religion/religions/paganism/subdivisions/wicca.shtml Wicca http://en.wiki p edia.org/wiki/Wicca Zombies Zombies https://en.wikipedia.org/wiki/Zombie Baron Samedi https://en.wikipedia.org/wiki/Baron_Samedi Datura https://en.wikipedia.org/wiki/Datura North Mbundu https://en.wikipedia.org/wiki/North_Mbundu_language Vegetarianism 'Where vegetarianism is an exotic illness' By Dany Mitzman http://www.bbc.co.uk/news/magazine-20970092 Top 5 Reasons to Go Vegetarian http://voices.yahoo.com/top-5-reasons-go-vegetarian-313651.html?cat=22 Vegetarianism http://en.wiki p edia.org/wiki/Vegetarianism Selective breeding Selective breeding - hypoallergenic cats http://www.bbc.co.uk/learningzone/clips/selective-breeding-hypoallergenic-cats/5520.html Selective breeding http://en.wiki p edia.org/wiki/Selective_breeding Selective Breeding of Farm Animals http://www.ci w f.org.uk/includes/documents/cm_docs/2008/s/science_worksheets_selective_breeding. pdf Jack the Ripper Jack the Ripper http://www.bbc.co.uk/history/historic_figures/ripper_jack_the.shtml Jack the Ripper http://en.wiki p edia.org/wiki/Jack_the_Ripper Lake Baikal Lake Baikal http://en.wiki p edia.org/wiki/Lake_Baikal Planet Earth - BBC http://www.bbc.co.uk/programmes/p0037b3y Lake Baikal Monster http://siberianlight.net/lake-baikal-monster/ Rift Valleys http://en.wiki p edia.org/wiki/Rift_valley Olkhon Island http://en.wiki p edia.org/wiki/Olkhon_Island Easter Island Attenborough Explains Easter Island http://www.youtube.com/watch?v=-hO-vCPuuQQ The Mystery of Easter Island http://www.smithsonianmag.com/people-places/The_Mystery_of_Easter_Island.html Reality TV Are reality television shows helping people or exploiting people? http://www.ted.com/conversations/13110/are_reality_television_shows_h.html Reality Television http://en.wiki p edia.org/wiki/Reality_television The Ancient Egyptians Ancient Egypt by Mandy Barrow http://resources.woodlands-junior.kent.sch.uk/homework/egypt.html The British Museum – Ancient Egypt http://www.ancientegypt.co.uk/menu.html DNA How to explain DNA to kids http://tfscienti s t.hubpages.com/hub/explaining-dna-to-a-six-year-old DNA http://simple.wikipedia.org/wiki/DNA DNA http://en.wikipedia.org/wiki/DNA Down Syndrome http://kidshealth.org/parent/medical/genetic/down_syndrome.html GloFish http://en.wiki p edia.org/wiki/GloFish Buddhism Buddhism http://www.bbc.co.uk/religion/religions/buddhism/ Buddhism http://en.wiki p edia.org/wiki/Buddhism What is Buddhism? http://thebuddhistcentre.com/buddhism Helen Keller Helen Keller http://en.wiki p edia.org/wiki/Helen_Keller	<urn:uuid:dc6c41a9-3c1b-4d72-bb7d-5c05a4280aad>	CC-MAIN-2018-51	http://freebooks123.info/download/7-intermediate-english-comprehension-book-2.pdf	2018-12-10T04:19:48Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00103.warc.gz	110,736,897	24,517	eng_Latn	eng_Latn	0.971755	eng_Latn	0.999299	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn"...	false	docling	[ 657, 1024, 1983, 3345, 6017, 8051, 8812, 10971, 12688, 12723, 14964, 17573, 18708, 20708, 23490, 24335, 26700, 29006, 29041, 31283, 33187, 33796, 36054, 38537, 38572, 40696, 42628, 43423, 45505, 47699, 47734, 49968, 52167, 53120, 55301, 57310, ...	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chapter 12 dna and pdf Chapter 12 DNA and RNA To understand genetics, biologists had to learn the chemical makeup of the gene. Scientists discovered that genes are made of DNA. Scientists also found that DNA stores and transmits the genetic information from one generation of an organism to the next. Scientists began studying DNA structure to find out how it Chapter 12 DNA and RNA - Jackson County School System strand of dna: definition & synthesis studycom, a lagging strand is the name for one of the two dna strands in a double helix that is undergoing replication this lesson will explain which strand is lagging and how it is replicated. More references related to chapter 12 dna and rna flashcards Bought By The Billionaire Annies Fertile First Time Chapter 12 Dna And Rna Flashcards PDF Download Figure 12â€"11 DNA Replication Section 12-2 Growth Growth Replication fork DNA polymerase New strand Original strand DNA polymerase Nitrogenous bases Replication fork Original strand New strand Sites where strand separation and replication occur are called _____replication forks. ... DNA and RNA Chapter 12 ... DNA and RNA Chapter 12 - Ms. V Biology B) It is due to the fact that the DNA polymerase is not active enough. D) It is due to difficulty in unwinding the DNA template for replication. E) It is due to the semiconservative nature of DNA replication. 2. All DNA polymerases synthesize new DNA by adding nucleotides to the _____ of the growing DNA chain. Chapter 12 (Solutions) - DNA Replication and Recombination.pdf Chapter 12 DNA and RNA Performance-Based Assessment Make a Model Make a three-dimensional model representing protein synthesis. Your “protein― should be a sequence of three different amino acids. Show the DNA molecule and the related RNA molecules that would be involved in producing your protein. Chapter 12 DNA and RNA - viggenz.com DNA Replication Chapter 12: DNA. Activating Prior Knowledge 1. List the eight characteristics of living things. 2. List the five elements found in nucleic acids. 3. Name the monomer of nucleic acids. 4. Identify the three parts of the monomer mentioned in question three. 5. Chapter 12: DNA - npenn.org Chapter 12: DNA and RNA Section 1: DNA . Do You Remember… • What organelle is known as the “control center― of the cell? ... Chapter 12 Section 3: RNA and Protein Synthesis . Structure of RNA • What does it mean to transcribe something? • To write a copy of it. Chapter 12: DNA and RNA - mrlundysroom Chapter 12 DNA and RNA Section 12â€"1 DNA(pages 287â€"294) This section tells about the experiments that helped scientists discover the relationship between genes and DNA. It also describes the chemical structure of the DNA molecule. Griffith and Transformation(pages 287â€"289) 1. What did Frederick Griffith want to learn about bacteria? 2. Chapter 12 DNA and RNA, SE - d2ct263enury6r.cloudfront.net Chapter 12 DNA Technology and Genomics Lecture by Mary C. Colavito DNA evidence was used to solve a double murder ... DNA plasmid E. coli bacterium Plasmid Bacterial chromosome Gene of interest DNA Gene ... 12.7 CONNECTION: DNA technology has changed the pharmaceutical industry and medicine Chapter 12 DNA Technology and Genomics Chapter 12 DNA and RNA Section 12â€"1 DNA (pages 287â€"294) Key Concepts •What did scientists discover about the relationship between genes and DNA? •What is the overall structure of the DNAmolecule? Griffith and Transformation (pages 287â€"289) 1. WB Chapter 12 - karnsbiology.com • Label DNA with 32P • Label Protein with 35S 3. Infected E. coli bacteria with two types of labeled T2 4. 32P is discovered within the bacteria and progeny phages, whereas 35S is not found within the bacteria but released with phage ghosts. ... CHAPTER 12 DNA Author: Sarah CHAPTER 12 DNA - Capital High School Section 12-2 - Chromosomes and DNA Replication. DNA and Chromosomes. How are the chromosomes of prokaryotes and eukaryotes different? How many base pairs is the DNA of the single chromosome of the E. coli found in the human gut?. DNA has to be packed very carefully for such a long molecule to be stuffed into a small nucleus. Chapter 12 Study Book - CAST Chapter 12 describes the structure and replication of DNA, the processes of transcription and translation, and the regulation of gene expression. Hot Links Take it to the Net Chapter Self-Test Teaching Links The Watson & Crick paper Chapter 12 Resources - BIOLOGY by Miller & Levine RNA and Protein Synthesis Chapter Test A Multiple Choice ... Viruses sometimes transfer information from RNA to DNA. b. ... 12. A lac repressor turns OFF the lac genes by a. binding to the promoter. c. binding to the operator. b. DNA polymerase. d. Name Class Date 13 RNA and Protein Synthesis Chapter Test A DNA and RNA Chapter 12 . Genetic Engineering A donor cell is taken from a sheep udder. Egg cell An egg cell IS taken trom an Donor Nucleus The two cells are fused using an electric shock. The nucleus Of the egg cell IS removed. The embryo is placed in the uterus Of a foster Fused cell The fused cell begins dividing lhs.dcsdschools.org Chapter 12 DNA and RNA To understand genetics, biologists had to learn the chemical structure of the gene. Frederick Griffith first learned that some factor from dead, disease-causing bacteria turned harmless bacteria into disease-causing ones. Griffith called this transforma-tion. Griffith thought that the transforming factor might be a gene. Chapter 12 DNA and RNA Summary - Henriksen Science DNA - Chapter 12. DO NOW True or False? The first cloned animal was a tadpole. You inherit more from your father if you are a boy. Identical twins do NOT have the same DNA. All humans share 75% of their DNA. DNA is in all our cells except for red blood cells DNA - Chapter 12 - montville.net Start studying Chapter 12: DNA. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Chapter 12: DNA Flashcards \| Quizlet During DNA replication, the DNA molecule separates into two strands, then produces two new complementary strands following the rules of base pairing. Each strand of the double helix of DNA serves as a template, or model, for the new strand. Chapter 12 -- DNA - StudyBlue Rna Vocabulary Review Answer Key.pdf Basic Genetics Sun, 25 Nov 2018 10:31:00 GMT Learn.Genetics visitors, We’re asking for your help. For over 20 years, the Learn.Genetics website has provided engaging, [PDF]Free Chapter 12 Dna And Rna Vocabulary Review Answer Key download Book Chapter 12 Dna And Chapter 12 Dna And Rna Vocabulary Review Answer Key DNA and RNA Chapter 12-1. GENETIC MATERIAL In the middle of the 1900’s scientists were asking questions about genes. ... proteins and DNA seemed to be too ... DNA REPLICATION 12-2. Chromosome. E. coli . bacterium Bases on the chromosome. DNA and RNA Chapter 12-1 - mgaughan-biology.weebly.com Miller & Levine Biology Chapter 12 DNA and RNA study guide by Freeman_Wang includes 41 questions covering vocabulary, terms and more. Quizlet flashcards, activities and games help you improve your grades. Miller & Levine Biology Chapter 12 DNA and RNA - Quizlet Chapter 12 â€" DNA 1. DNA structure and components 2. Discovery of DNA 3. Replication Chapter 7 â€" Cellular Transport and Biological Membranes 1. Passive vs. Active Transport 2. Cell membrane â€" phospholipid bilayer 3. Hypertonic vs. Hypotonic vs. Isotonic Chapter 8 & 9 â€" Photosynthesis and Cellular Respiration 1. ATP 2. Photosynthesis 3. Chapter 13 RNA and Protein Synthesis Study Guide Section 12â€"3 RNA and Protein Synthesis (pages 300â€"306) This section describes RNA and its role in transcription and translation. The Structure of RNA(page 300) 1. List the three main differences between RNA and DNA. a. RNA has ribose sugar instead of deoxyribose. b. RNA is generally single-stranded, instead of double-stranded. Section 12â€"3 RNA and Protein Synthesis Created Date: 3/30/2015 4:36:14 PM www.gmsdk12.org Ch. 12: DNA and RNA 12.1 DNA A. To understand genetics, biologists had to learn the chemical makeup of the gene Genes are made of DNA DNA stores and transmits the genetic information from one generation of an organism to the next B. How does DNA carry information, decide traits, and replicates itself? DNA is a long molecule made up of units Ch. 12 lecture notes - Knox Central High School Science - Home DNA RNA polymerase Figure 12–14 Transcription Section 12-3 Adenine (DNA and RNA) Cystosine (DNA and RNA) Guanine(DNA and RNA) Thymine (DNA only) Uracil (RNA only) Enzyme called _____ separates strands, then uses one strand as a template to assemble an RNA copy. RNA POLYMERASE DNA and RNA Chapter 12 - O'Mara's Science Site Biology Chapter 12: DNA and RNA Name _____Period ____ Section 12.1 Directions: Read pages 287-294 and fill in the missing information as you read. In the middle of the 1900’s scientists were asking questions about genes. What is a gene made of? How do genes work? Biology Chapter 12: DNA and RNA Name Period Section 12 The enzyme that uses one strand of DNA as a template to assemble nucleotides into a strand of RNA is called _____. 18. After introns have been cut out of RNA molocules, the remaining peices called _________ are spliced together. Chapter 12: DNA And RNA - ProProfs Quiz Chapter 12 Study Guide Answer Key.notebook March 17, 2016 Study Guide Chapter 12 1.Know ALL of your vocabulary words! 2.Name the following scientists with their contributions to Discovering DNA: a.Strains can be transformed (or changed) into other forms while studying bacteria that cause pneumonia. Chapter 12 Study Guide Answer Key.notebook Study Guide CHAPTER 12 Section 3: DNA, RNA, and Protein Name Date Class In your textbook, read about the central dogma of biology. For each statement below, write true or false. 1. CHAPTER 12 Study Guide Section 1: DNA: The Genetic Material Chapter 12: DNA Technology and Genomics # 152826 Cust: Pearson Au: Reece Pg. No. 84 Title: Active Reading Guide for Campbell Biology: Concepts & Connections, 8e ... Answer the following questions as you read modules 12.11â€"12.16: 1. True or false: DNA profiling involves the analysis of two separate DNA samples to determine whether or not they ... Chapter 12: DNA Technology and Genomics Chromosomes and DNA Replication DNA Organization So how does it all fit? • DNA is tightly wrapped and coiled into chromatin which is wrapped and coiled into _____. Organization of DNA Chapter 12: DNA and RNA Online TAKS Practice Prentice Hall Biology Chapter 12: DNA and RNA TAKS Practice Test. Click on the button next to the response that best answers the question. For best results, review Prentice Hall Biology, Chapter 12. You may take the test as many times as you like. When you are happy with your results, you may e-mail your results to your ... Pearson - Prentice Hall Online TAKS Practice Chapter 12: The Cell Cycle 2. Mitosis & Cytokinesis 1. Overview of Cell Division ... Overview of Cell Division Chapter Reading ... a distinct piece of DNA in a cell CHROMATIN: DNA complexed with histone proteins Chromatin can be in a condensed or uncondensed state. Chromosome Content Chapter 12: The Cell Cycle - Los Angeles Mission College If you like to read Chapter 12 Section 1 Dna The Genetic Material Answer Key PDF Online?? good, means the same to me. did you also know that Chapter 12 Section 1 Dna The Genetic Material Answer Key PDF Download is the best sellers book of the year. Chapter 12 Section 1 Dna The Genetic Material Answer Key CHAPTER 13: RNA & PROTEIN SYNTHESIS TEST REVIEW QUESTIONS 1. Compare DNA and RNA. List all the ways they are alike. 2. Contrast DNA and RNA in 3 ways. 3. Identify all forms of RNA 4. Name the process in which DNA is copied into a complimentary sequence of RNA. 5. T or F The strand of RNA is complimentary to only one strand of DNA. 6. BIOLOGY 1 NAME CHAPTER 13: RNA & PROTEIN SYNTHESIS TEST a. RNA polymerase uses a strand of DNA as a template to construct an RNA copy of a particular sequence of DNA. b. At the end of the process, the RNA polymerase detaches from the strand of DNA. c. RNA polymerase binds to a strand of DNA at a promoter. d. The enzyme helicase unwinds the DNA double helix to allow the transcription process to begin. Chapter 12: DNA and RNA - Pre-AP Biology CHAPTER 12 - DNA Technology and the Human Genome • DNA technology has many useful applications •The Human Genome Project •The production of vaccines, cancer drugs, and pesticides •Engineered bacteria that can clean up toxic wastes Recombinant DNA Technology • Recombinant DNA technology â€" An organism that carries recombinant DNA is called a genetically modified CHAPTER 12 - DNA Technology and the Human Genome The Human BIO10 ch 11―12 DNA Replication & Protein Synthesis 76 76 Chapter 11-12 DNA Replication & Protein Synthesis Questions you should be able to answer after this lecture. Chapter 11-12 DNA Replication & Protein Synthesis Chapter 12 DNA and RNA Reviewing Key Concepts Class Date Section Review 12-2 roduction Completion On the lines provided, complete the following sentences. 1. Du DNA replication, the DNA molecule (separates combines) into two strands. 2. At the end of DNA replication, strands of DNA have been produced, giving a total of strands of DNA. 3. straubel.pbworks.com •Step 3: Two new molecules of DNA are formed, each with an original strand and a newly formed strand. Newly made strands coil back up and are ready for use •When the DNA polymerase comes to an RNA primer on the DNA, it removes the primer and fills in the place with DNA nucleotides. When the RNA primer has been Chapter 12: Molecular Genetics Lab Manual B: Building a DNA Model, pages 105-107. Complete all questions and turn in. Complete all questions and turn in. REVIEW : Prepare to take the Chapter Assessment , page 315 (1-8) and Standards Practice , page 317 (1-9) by taking the online self-test . Assignment 6: DNA and RNA (Chapter 12) - Biology A @ COAS Chapter 12: The Cell Cycle Overview: 1. ... How many DNA molecules are in each of your somatic cells? 46 11. You are going to have to learn the difference between several similar-sounding terms. The sketch ... 12. Study Figure 12.5 in your text. Label the figure below, and summarize what occurs at the DNA level ... Chapter 12: The Cell Cycle Study Guide PDF Pass CHAPTER 12 Section 2: Replication of DNA In your textbook, read about semiconservative replication. ... PDF Pass CHAPTER 12 Section 3: DNA, RNA, and Protein In your textbook, read about the central dogma of biology. For each statement below, write true or false. 1. Study Guide Section 1: DNA: The Genetic Material Download chapter 12 dna and rna section review 12 4 answers for FREE. All formats available for PC, Mac, eBook Readers and other mobile devices. Download chapter 12 dna and rna section review 12 4 answers.pdf Chapter 12 Dna And Rna Section Review 12 4 Answers.pdf View Test Prep - Chapter 11 (Solutions) - Chromosome Structure and Organelle DNA.pdf from PCB PCB3063 at Florida International University. Chapter 11 (Solutions) - Chromosome Structure and Section Review 12-1 1. c 2. b 3. a 4. double helix 5. Watson, Crick 6. hydrogen bonds 7. nucleotide 8. sugar-phos-phate backbone 9. The hydrogen bonds of DNA are analogous to the rungs of a twisted ladder, Random house dictionary of popular proverbs and sayings - The right to bear arms wild operatives 1 Designing for the digital age how to create human centered products and services kim goodwin - Bad blood wolf bad blood shifters 2 - Ib physics book answers tim kirk - Consciousness biology and fundamental physics - Birth control in america the career of margaret sanger acls history e book project reprint series Lange smart charts pharmacology - Franz kafka obras completas 1 - Owners manual 2007 dodge ram 1500 Introduction to econometrics solution - Forester owner manual - Bmw 3 series 2006 thru 2010 325i 325xi 330i 330xi 2006 328i 328xi 2007 thru 2010 haynes repair manual paperback september 15 2011 - Citroen c2 engine - Mickey mouse color sundays vol 2 robin hood rides again - Manual for bmw 730i v8 - Paternidad libre de gritos screamfree parenting el acercamiento revolucionario para educar a tus hijos manteniendo la calma the revolutionary kids by keeping your cool - El gran libro de los cuentos del mundo - Chevrolet diesel engine problems - Mason raven and johnson biology 10th edition - Ap biology campbell 8th edition practice tests - Transonic wind tunnel testing - Human menstrual cycle lab 31 answers bio - I nostri antenati il visconte dimezzato il barone rampante il cavaliere inesistente - Clark forklift serial number guide - Solution field wave electromagnetics cheng - Mob psycho 100 volume 1 - Cisco prime infrastructure 3 1 cisco - Ford 4000 tractor repair manual - Haynes manual 1986 toyota mr2 - Numerical analysis mathematics of scientific computing david kincaid ward cheney - Bayan ul quran - Deliciously vintage - Head first pmp for pmbok 5th edition christianduke - Numerical techniques in electromagnetics second edition 2nd edition by sadiku matthew no published by crc press hardcover - Interpersonal communication wood 7th edition - Wiring and lighting manual readers digest -	<urn:uuid:c8aff299-8633-4c36-8e6c-2c28aedb27fc>	CC-MAIN-2018-51	http://acaciaministries.international/chapter_12_dna_and_rna_test.pdf	2018-12-10T04:46:14Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00103.warc.gz	6,061,008	4,193	eng_Latn	eng_Latn	0.947939	eng_Latn	0.968784	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3092, 6200, 9596, 12840, 15338, 17257 ]	[ 2.578125 ]	1	0
611-2015 (30-015) Equal Volume Set Materials Required * Caliper or ruler * Balance * Optional graduated cylinder for measuring volume Warranty and Parts: We replace all defective or miss ing parts free of charge. Additional replacement parts may be ordered toll-free. We accept MasterCard, Visa, checks and School P.O.s. All products warranted to be free from defect for 90 days. Does not apply to accident, misuse or normal wear and tear. Intended for children 13 years of age and up. This item is not a toy. It may contain small parts that can be choking hazards. Adult supervision is required. Introduction: The 30-015 Equal Volume Set consists of four handy cylinders of the same length, but varying mass, in specimens large enough for young fingers to handle. The four cylinders (aluminum, glass, nylon and wood) are each 12.5mm x 7.5cm in size. They can be used to demonstrate the relationship between density and volume. They can be used to identify the material out of which they are con structed by determining their density. About Density: When a wooden boat is dropped Why does wood float and metal sink in water? Wood floats because it has a lower density than water. Whether something floats or sinks depends on its density, the amount of mass per volume (or amount of matter per amount of space the object takes up). When an object is in water, it displaces a certain amount of water. Since the displaced water was held up by the water around and below it, the object displacing it is pushed up with the same force by the surrounding water. If the object is the same weight or lighter than the displaced water, it floats; if heavier, it sinks. Try other density and pres sure equipment: 611-2106 Density Rods: Set of two rods which float and sink at varying temperatures. 611-2266 Hydrostatic Studies Kit: A comprehensive kit for exploring critical concepts 611-2025 Density cubes: Set of 10, 2.5mm cubes of varying modern materials. Perfect for density and specific heat labs. How To Teach with Equal Volume Specimens: Curriculum Fit: Physical Science and Chemical Science/ Matter. Unit: Observation and Measurement of Physical Properties.Grades 6-8. Concepts: Mass. Volume. Density. Specific Gravity. Buoyancy. Flotation. 2 Note: Materials vary greatly in density. The above figures are guidelines only. Material Density (g/cm) Aluminum 2.7-2.9 Glass 2.2 Nylon 1.1-1.2 Oak 0.6-.9 Visit us at: www.sciencefirst.com into a bathtub, it displaces an amount of water with the same weight as the boat. The rest of its volume sits above the water; in other words, it floats. An iron cube, even a small one, is heavy for its size. When you drop it into a body of water, it weighs more than the water it displaces; therefore, it slides to the bottom. An iron or steel-sided ship floats if its hull contains a big enough bubble of air to make its over all density less than that of an equal volume of water. The densities of solids range from 0.08 gm/cm 3 (for solid hydrogen) to 22.48 gm/cm 3 (for the metal osmium.) How to Use: 2. Weigh sample on a balance. 1. Take one sample from the four provided. 3. Record mass, m, in grams. 5. Record length. 4. Measure length, l, of sample in cm with calipers. 6. Measure dia., of sample in cm. 7. Record radius. 7. Divide the diameter by 2 to determine radius 8. Calculate volume, v, of cylinder as follows: 2 9. Then calculate density, d, as follows: m v = πr h d = v 10. Look up density in the table provided to determine the sample's material. Since materials vary in composition, the supplied values are approximations only. © Science First ® /Morris & Lee Inc. Science First ® is a registered trademark of Morris & Lee Inc. All rights reserved. SCIENCE FIRST ® \| 86475 Gene Lasserre Blvd., Yulee, FL 32097 \| 800-875-3214 \| www.sciencefirst.com \| firstname.lastname@example.org P/N 24-0015	<urn:uuid:5a17968a-ca93-4c1a-8f73-1566978e1663>	CC-MAIN-2018-51	https://sciencefirst.com/wp-content/uploads/2017/05/24-0015-30-015-611-2015-Equal-Volume.pdf	2018-12-10T03:54:46Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00102.warc.gz	724,206,424	953	eng_Latn	eng_Latn	0.993237	eng_Latn	0.993237	[ "eng_Latn" ]	false	docling	[ 3894 ]	[ 3.640625 ]	1	1
GREEK ORTHODOX ARCHDIOCESE OF AUSTRALIA REVISED OCTOBER 2018 PRAYER OF THE CATECHIST O Christ the true light, enlightening and sanctifying every person who comes into the world. Let the light of Your countenance shine on us, that in it we may behold the indescribable light. Guide our footsteps aright in keeping Your commandments. Through the intercessions of Your all-pure Mother and of all the saints. Amen. GREEK ORTHODOX SPECIAL RELIGIOUS EDUCATION CURRICULUM 2019 The purpose of this document is to outline the curriculum content for Greek Orthodox special religious education to the general public. It is a requirement of the Department of Education in New South Wales. This is an outline of the 2019 program but the entire program comprises almost 300 lessons from Kindergarten to Year 6 and over 100 lessons for high school. It endeavours to cover the key aspects of our Orthodox faith. Aims and Goals The program is designed to support the educational aims of public education for Orthodox Christian students, namely: * To complement the existing curriculum with specific knowledge, skills or attitudes; * To provide instruction in a specialised area (i.e., related to the Greek Orthodox faith); and * To develop interest in religion as a discipline or field of study in its own right There are five broad social goals: * To promote the individual freedom of the child; * To create an attitude of religious tolerance in the school; * To accept everyone of all faiths; * To reinforce the human right to religion; and * To establish religiousness as an aspect of positive citizenship There are five broad spiritual goals: * To establish the importance of the human soul; * To recognise that life is a great gift; * To promote the happiness of the child; * To foster the value of a religious outlook on life; and * To encourage a sacramental life in children Topics and Learning Outcomes This document outlines the lesson content or topic for the 2018 Infants, 2018 Primary and 2018 High School stages. A more detailed curriculum including topic, aims and learning outcomes has been prepared and is available at http://www.pantanassamonastery.org/resources.html The Infants and Primary lessons are accompanied by a series of workbooks produced by the Pantanassa Monastery. Use of these workbooks is optional. For further details http://www.pantanassamonastery.org/scripture-lessons.html Emphasis The emphasis in this curriculum is spiritual. It is not merely a matter of acquiring knowledge or facts like in some other school subjects. Religion is entirely different. Nor is it merely a course on ethics. There is an emphasis on the individual freedom of the learner to absorb whatever they can at this stage in their religious development. The emphasis is on developing a Christian Orthodox identity. Features and Content This background cannot always be provided thoroughly in the home. Some features of the overall curriculum that are worthy of attention are: * The program offers an educational scaffold for learners * The program is multivariate in content * The content of the units is timeless in its relevance * The topic of each unit is actually applicable to people of all ages * The program is descriptive * The content of the units allows for increases in complexity across the ages Finally, the general content falls under seven broad headings: * Church (includes history of the church, vestments of the priest) * Worship (includes the Divine Liturgy, prayers) * Saints * Our behaviour * Feasts * Christ (includes the life of Christ, parables and events in the New Testament) * Old Testament MY 2019 INFANTS STAGE 3 SCRIPTURE PROGRAM AND CALENDAR \| Week \| Dates \| \|---\|---\| \| 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 \| \| Note that dates and timing of lessons will vary from school to school depending upon timetables and lesson arrangements. MY 2019 PRIMARY SCHOOL STAGE 2 SCRIPTURE PROGRAM AND CALENDAR \| Week \| Dates \| Topic/Event \| \|---\|---\|---\| \| 1 \| \| 1.The Four Gospels \| \| 2 \| \| 2.Jesus and the Woman from Canaan \| \| 3 \| \| 3.The Pharisee and the Tax Collector \| \| 4 \| \| 4.The Parable of the Prodigal son \| \| 5 \| \| 5.Icons and the Great Council \| \| 6 \| \| 6.The Angel visits Maria \| \| 7 \| \| 7.Palm Sunday \| \| 8 \| \| 8.The Last Supper \| \| 9 \| \| 9.Holy Week \| \| 10 \| \| 10.The Resurrection of our Lord Jesus \| \| 11 \| \| 11.God’s plan \| \| 12 \| \| 12.A man healed at the Pool of Bethesda \| \| 13 \| \| 13.Saint Constantine \| \| 14 \| \| 14.The Ascension of our Lord Jesus \| \| 15 \| \| 15.Pentecost \| \| 16 \| \| 16.The first Church \| \| 17 \| \| 17.Saints Peter and Paul \| \| 18 \| \| 18.Paul in Rome \| \| 19 \| \| 19. Parable of the Good Samaritan \| \| 20 \| \| 20. The Sermon on the Mount \| \| 21 \| \| 21.Jesus heals and forgives a Paralytic \| \| 22 \| \| 22.The persecution of Christians \| \| 23 \| \| 23.Jesus is Transfigured \| \| 24 \| \| 24.The Dormition of the Theotokos \| \| 25 \| \| 25.A boy is healed \| \| 26 \| \| 26.The death of John the Baptist \| \| 27 \| \| 27.Jesus heals Jairus’s daughter \| \| 28 \| \| 28.The Feast of the Holy Cross \| \| 29 \| \| 29.The Monasteries \| \| 30 \| \| 30.The first disciples \| \| 31 \| \| 31.Jesus heals a man born blind \| \| 32 \| \| 32.Our priests \| \| 33 \| \| 33.Saint James the Brother of Our Lord \| \| 34 \| \| 34.Saint Demetrios \| \| 35 \| \| 35.The Rich Man and Lazarus \| \| 36 \| \| 36.Water turned into wine \| \| 37 \| \| 37.The Church in Australia \| \| 38 \| \| 38.The Birth of Our Lord Jesus \| \| 39 \| \| 39.The Baptism of Our Lord Jesus \| Note that dates and timing of lessons will vary from school to school depending upon timetables and lesson arrangements. MY 2019 HIGH SCHOOL STAGE 1 SCRIPTURE PROGRAM AND CALENDAR \| Week \| Dates \| Topic/Event \| \|---\|---\|---\| \| 1 \| \| 1 God creates Adam and Eve \| \| 2 \| \| 2 Adam and Eve disobey God \| \| 3 \| \| 3 The Parable of the Prodigal Son \| \| 4 \| \| 4 The Second Coming \| \| 5 \| \| 5 The Daily Services \| \| 6 \| \| 6 Daniel \| \| 7 \| \| 7 The Last Supper \| \| 8 \| \| 8 Joseph’s Brothers in Egypt \| \| 9 \| \| 9 Holy Week \| \| 10 \| \| 10 Easter Sunday \| \| 11 \| \| 11 St John Chrysostom \| \| 12 \| \| 12 The holy Liturgy \| \| 13 \| \| 13 Our Lord Jesus Heals a Man who was Born Blind \| \| 14 \| \| 14 The Great Flood \| \| 15 \| \| 15 Jesus – The True Vine \| \| 16 \| \| 16 Pentecost \| \| 17 \| \| 17 The Feasts in our Church \| \| 18 \| \| 18 The Holy Liturgy The Service of Prothesis or Proskomidi \| \| 19 \| \| 19 Joshua \| \| 20 \| \| 20 Samson \| \| 21 \| \| 21 The Holy Liturgy \| \| 22 \| \| 22 Prophet Elijah \| \| 23 \| \| 23 The Parable of the Two House Builders \| \| 24 \| \| 24 The Dormition of the Theotokos \| \| 25 \| \| 25 St Kosmas Aitolos \| \| 26 \| \| 26 The Parable of the Foolish Rich Man \| \| 27 \| \| 27 The Birth of the Holy Mother of God. Joachim and Anna \| \| 28 \| \| 28 The Holy Liturgy \| \| 29 \| \| 29 St John the Theologian \| \| 30 \| \| 30 Esther \| \| 31 \| \| 31 The Holy Liturgy \| \| 32 \| \| 32 Gideon \| \| 33 \| \| 33 St Arsenios \| \| 34 \| \| 34 Job \| \| 35 \| \| 35 The Holy Liturgy \| \| 36 \| \| 36 The Parable of the Talents \| \| 37 \| \| 37 St Nicholas, St Spyridon \| Note that dates and timing of lessons will vary from school to school depending upon timetables and lesson arrangements. MOVABLE ECCLESIASTICAL DATES 2019 MAJOR GREEK ORTHODOX HOLY DAYS © Copyright 2018. All rights reserved. Advisory Committee for the Teaching of Religion in State Schools. This is a draft for inter-office circulation. Comments and criticisms are welcomed but it may not be cited as a reference without the specific permission of the author. 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This publication was prepared to help producers manage insect populations in Kansas cotton fields. The information was correct at the time of printing, but labels frequently change without warning. It is impractical to include all of the usage, safety and precautionary statements for any given product in this publication. Users should check labels carefully before applying a product to ensure safe and legal use. How to Use This Guide 2018 potential. The potential for insect damage must be compared to the crop's yield potential in relation to the time of the season. The following are a few of the insect problems that have been identified in Kansas cotton and some management considerations. that could pollute such sites. Remember that illegal contamination of the treated crop or commodity can occur if pesticides are misused. K-State entomologists assume no responsibility for product performance, personal injury, property damage or other types of loss resulting from the purchase, handling or use of the pesticides listed. Kansas cotton growers escape most of the damaging insects found deeper in the Cotton Belt. But there are potential pests, and growers will need to watch for signs and symptoms of developing problems. While information from other cotton-growing states may help identify and manage many of these problems, local growing conditions and yield expectations require management recommendations and will probably need to be adjusted for Kansas. Inputs for managing insect pests must balance a short growing season and limited yield Using Insecticides Safely If a spill occurs, remove contaminated clothing immediately, and wash with soap and water. If in the eyes, flush with water for 15 minutes and seek prompt medical attention. If exposed and in need of medical treatment, take the pesticide label with you. For poison control information contact the Mid-America Poison Control Center: Emergency Phone Number (800)-222-1222. Injury or death can result from swallowing, inhaling or prolonged skin contact with insecticides. The risk of injury from ingestion is greatest among pets, livestock and young children. Skin absorption and sometimes inhalation usually pose the greatest risk to users. Handle all pesticides with care and use them only when needed. Avoid spilling concentrates on the skin or clothing. Wear protective equipment (respirators, clothing, etc.) as specified on the label. Bathe and change clothing frequently. Launder contaminated clothing separately. Protect fish, wildlife and other nontarget organisms. Do not dispose of unused pesticides where the runoff may contaminate streams, lakes, or drinking water supplies, nor apply in a manner Consider the presence of honeybees before applying insecticides. Avoid drift to beehives or adjacent blooming crops. Notify the bee owner before applications are made in the general vicinity. Applying treatment late in the day when bees are not foraging may help to reduce the risk. As with all pesticides, the user bears responsibility for correct use. If there is any question about the intended use, contact the manufacturer of the product, K-State Research and Extension, or the Kansas Department of Agriculture before applying. Always read and follow label directions carefully. Never use a pesticide when the validity of the label or the intended use is in doubt. The mention of commercial products in this publication does not imply approval to the exclusion of other similar products. Thrips Read the label carefully. It is a legal document. It tells what, where, how and when the product can be used. The most consistent insect-related challenge for Kansas cotton growers is thrips. These tiny, barely visible, splinterlike insects are important pests during the first couple of weeks after plants emerge. They can retard growth but also are sometimes blamed for more damage than they cause. Most thrips problems in Kansas cotton seem to be related to thrips migrating from wheat as it matures in the spring. This may cause a burst of thrips activity that is particularly damaging if it occurs as cotton plants emerge. Thrips are less than 2 millimeters long and vary in color from yellow to brown to gray. Adults have two pairs of narrow wings fringed with long hairs. They have rasping-sucking mouthparts, so they rasp the plant tissue and suck the liquids from individual plant cells. Thrips cause most damage to seedling cotton when dry conditions delay growth. Leaves may turn brown on the edges, develop a silvery color, or become distorted and curl upward. Light thrips infestations tend to delay plant growth and retard maturity. Heavy infestations may kill terminal buds or even entire plants. Damaged terminal buds cause abnormal branching patterns. The duration and intensity of thrips infestations vary greatly according to season and geographic location. After cotton plants are four to six weeks old, they outgrow thrips damage and recover. Populations of more than one thrips per true leaf up to the six-leaf stage may justify treatment, depending on growing conditions. Control is rarely necessary later in the season. Scouting for thrips can be quite difficult. However, it is important to detect significant populations before economic damage occurs. Start looking for thrips as soon as plants begin to emerge, especially in the newest growth. Shake plants over a piece of white paper. If you see small, slender objects crawling, these are usually thrips. If there is residue of sand or soil on the plants, the thrips will be more difficult to see. Windy conditions require pulling some plants, placing them in a plastic bag, taking them out of the wind and examining the plants for thrips in the terminals and on the underside of the first two leaves. Look for early signs of damage. Thrips feeding in the terminal tissue make new leaves appear ratty. Chemical efficacy varies by species of thrips being treated. Some populations express resistance to some materials. If one product does not seem to be working, try a different insecticide. If cotton is treated with a systemic insecticide at planting, it should be scouted for thrips two weeks after plants emerge. If live, immature thrips are found, it means that thrips are laying eggs in the field and residual properties of the seed treatment have elapsed. Follow-up foliar application may be necessary. The use of seed treatments to prevent thrips damage has been shown to provide good economic returns in cotton, especially in southern states. Alternatives include planting-time applications of acephate and phorate; or foliar treatments of dimethoate at a low rate from 0.12 to 0.25 lb. a.i./acre or acephate at 0.18 lb. a.i./acre. 2 Cotton Fleahopper Begin scouting for fleahoppers when cotton reaches the six-leaf stage. Scouting may be difficult because adults jump from plants if they see a shadow. During the first three weeks of squaring, the economic threshold is approximately 25 to 40 fleahoppers per 100 terminals with 10 to 15 percent blasted squares. Fleahoppers are not uncommon in Kansas cotton fields, but populations often remain below threshold levels. Other sampling techniques involve the use of a drop cloth or sweep net. When sampling with a drop cloth, place the drop cloth between the rows, and shake plants vigorously over the cloth. Consider treatment when counts range between one bug per 1 foot of row to one bug per 3 feet of row. With a sweep net, the threshold ranges between 1 and 11/2 bugs per 10 sweeps. If small squares (immature flower buds) turn brown and drop to the ground, the problem could be physiological or the damage may be caused by fleahoppers. If more than 10 to 20 percent of the small squares are lost in pre-bloom cotton, examine plants for fleahoppers. A fleahopper is a 1/8-inch long, yellowish-green insect. It has an elongated, oval-shaped body that is slightly flattened over the top. Adult fleahoppers have a few dark spots near the rear of the upper surface of the back. Nymphs may be white to light green, small and appear to be all legs and antennae. Alternate hosts are croton and silverleaf nightshade, so damaging infestations are more likely where these weeds are abundant. These insects attack tiny squares, so if 75 percent or more squares are retained, there is probably not a significant fleahopper population. Because of the short growing season in Kansas, treating fleahoppers in August after bloom begins is often not economical. In most cases, the limited potential for late-developing squares to enhance yields, coupled with the chance of unleashing bollworms by killing beneficial insects, offset the advantages of protecting later squares if a late-season fleahopper infestation occurs. Where significant numbers of fleahoppers are found, use insecticides that have the least effect on beneficial arthropods, because they are important for suppression of bollworms later in the season. Use lower rates and do not worry if 100 percent fleahopper control is not achieved. Tarnished Plant Bug Tarnished plant bugs are another potential problem for Kansas cotton growers especially where cotton fields are close to alfalfa fields. Watch for plant bugs moving into cotton fields following alfalfa cuttings. They occur about the same time as fleahoppers and cause similar damage, but they are bigger and can cause damage later into the season. Some references indicate that one plant bug equals about three fleahoppers. Many of the insecticides listed for fleahoppers also are labeled for tarnished plant bugs. Bollworm Bollworm management is based on scouting for eggs or small larvae. Treatment is recommended when 10 eggs or The bollworm (corn earworm or sorghum headworm) is a serious pest in the southern cotton growing areas although damage has been limited even when significant infestations have developed in corn and grain sorghum. However, growers should watch for developing infestations during fruiting and boll development. The adult is a medium-sized, cream-colored moth and is seen frequently throughout the day during periods of heavy infestations. Moths lay eggs singly, mostly on young terminal leaves and sometimes on leaves and squares within the canopy. Eggs are the size of a pinhead, white to cream colored and hatch in two or three days during warm weather. Young larvae are difficult to find until they are about three to four days old. At this stage, they are about 1/4 inch long and brownish colored with some scattered hairs. The full-grown larva is about 11/2 inches long with a light-colored head capsule. The predominant body color may range from pink or green to various shades of tan or dark brown. A series of dark stripes run lengthwise on the body. Larvae begin feeding on leaf tissue and small squares, then move down the plant and damage the larger squares and bolls. K-State Research and Extension five small worms per 100 plants are present during early bloom in late July and early August. Preventative treatments applied during the pre-bloom period are discouraged because they can destroy beneficials which help keep bollworms and other pests under control. The value of late-season treatments depends on the weather. In some cases late blooms can add to final yields, thus treatments may be justified if populations are heavy and weather remains favorable. Chemical control is seldom effective after worms exceed 1/2 inch in length (five days old, third instar). Once cotton has blooms within four to five nodes of the top of the plant, the need for bollworm control is usually over. The use of Bt cotton in Kansas has increased, and it's important to note that bollworms must ingest the Bt gene (Bollgard®, Bollgard II®, Widestrike™ and VipCot®) to be killed. It may take up to five days from time of ingestion to death. Infected larvae lose their appetite and stop feeding within hours of ingesting the toxin. Survival increases as larvae mature and exceed 1/2-inch long or five days old. Management strategies differ from bollworm-susceptible varieties. Different scouting techniques and economic thresholds must be employed in Bt cot- Cotton Insect Management ton. Shorten scouting intervals to two to three days during ovipositional periods to determine if newly hatched larvae are controlled by the Bt gene (some resistance has been observed). Consider spraying if fruit and boll damage are excessive as indicated by 10 small worms ( 1/4to 3/8 -inch long) per 100 plants or six small worms in 100 flowers selected at random. The Worker Protection Standard (WPS) is a series of federal regulations pertaining to pesticides used in agricultural plant production on farms, forests, nurseries, and greenhouses. You must comply with these regulations if you are an agricultural pesticide user and/or an employer of agricultural workers or pesticide handlers. For details, consult the U.S. Environmental Protection Agency publication, The Worker Protection Standard for Agricultural Pesticides—How to Comply, What Employers Need to Know. This publication is available at your local K-State Research and Extension office. Worker Protection Standard Endangered Species EPA's Endangered Species Protection Program (ESPP) helps promote the recovery of endangered species. If limitations on pesticide use are necessary to protect listed species in a certain geographic area, the information is relayed through Endangered Species Protection bulletins. Pesticide labels may direct you to contact your local extension office. This information is also available from the EPA: http://www.epa.gov/espp/ bulletins.htm Resources Cotton Insects BugwoodWiki. http://wiki.bugwood.org/ Cotton Cotton Insect Control Recommendations OSU Extension Agents' Handbook of Insect, Plant Disease and Weed Control, E-832. Cotton Insects and Diseases - Texas A&M, Lubbock http://lubbock.tamu.edu/programs/crops/ cotton/general-production/ Cotton Insect Sampling Videos http://lubbock.tamu.edu/videos/ Cotton Worms. Bynum, Byrns, Fuchs, Minzenmayer and Multer, Texas A&M http://lubbock.tamu.edu/files/2011/11/ CottonWormsID.pdf Crop Insects of Kansas. 2010. R.Whitworth, P. Sloderbeck, and H. Davis. Kansas State University Research and Extension, S-152. Field Guide to Predators, Parasites and Pathogens Attacking Insect and Mite Pests of Cotton. A. Knutson and J. Ruberson. http://cotton.tamu.edu/Videos/ pdf/E-357.pdf Field Key to Larvae in Cotton http://pods.dasnr.okstate.edu/docushare/ dsweb/Get/Document-2344/EPP7161web2013.pdf 3 Insecticides labeled for thrips control on cotton \| Imidacloprid \| Attendant, Dyna-Shield Imidacloprid, Gaucho Grande, Imida E-AG 5F ST, Senator and other products \| \|---\|---\| \| Imidacloprid + thiodicarb Aeris \| \| \| Thiamethoxam \| Cruiser \| Pyrethroids may not be the best option for controlling thrips because they do not work systemically. New plant tissue will not be protected from thrips. 4 K-State Research and Extension Insecticides labeled for fleahopper control on cotton Pyrethroid insecticides should be used judiciously, especially if there is a chance that they will be needed to control bollworms later in the season. Cotton Insect Management 5 Insecticides labeled for bollworm control on cotton Chemical Name Product(s) 1 Products containing Bt should not be used on Bt cotton or its refuge. 3 Curacron and Lannate may be phytotoxic to cotton under stress and may redden cotton. 2 Note on Leverage: For irrigated cotton this treatment is only suggested for early season infestation (when first eggs are observed) and then only when used as part of an IPM program with frequent scouting. Possibly worth considering for dryland cotton because of mild effects on beneficials. Sarah Zukoff R., Brian P. McCornack, Jeff Whitworth, J.P. Michaud and Holly N. Schwarting Publications from Kansas State University are available at www.bookstore.ksre.ksu.edu. Kansas State University, March 2018. Brand names appearing in this publication are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned. Contents of this publication may be freely reproduced for educational purposes. All other rights reserved. In each case, credit Sarah Zukoff, et al., Cotton Insect Management 2018, Kansas State University Agricultural Experiment Station and Cooperative Extension Service	<urn:uuid:049740a9-0e1f-458d-b1da-25395ed4272f>	CC-MAIN-2018-51	https://www.bookstore.ksre.ksu.edu/pubs/mf2674.pdf	2018-12-10T05:51:28Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00103.warc.gz	860,216,279	3,471	eng_Latn	eng_Latn	0.990993	eng_Latn	0.997173	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4973, 11181, 14552, 14986, 15223, 16426 ]	[ 2.015625 ]	8	2
Planning and Assessment Time Every Wednesday afternoon, Mrs Bainbridge and Miss Conway will work out of the classroom; this is their P.P.A time. During this time the children will be taught P.E by a specialist coach where they will develop their rugby skills through lots of enjoyable activities. Mrs Gaulton will also be delivering lessons from our creative curriculum. Useful Websites - www.topmarks.co.uk - www.dunstonhillcps.co.uk - www.bbc.co.uk/schools - www.mymaths.co.uk - www.ictgames.co.uk Dates for the diary May Monday 1st May May Day - school closed Monday 8th May KS1 SATs begin Friday 26th May Gateshead Go Run For Fun Half Term - Monday 29th May -Friday 2nd June June Monday 5th June Staff Professional Development Day School Closed Monday 19th June Reception and KS1 Sports Day Thursday 29th June Year 2 Visit to Hartlepool Marina July Thursday 20th July Last day of term If you have any questions or queries please do not hesitate to contact one of the Year Two Team. English Overview English Reading - Our main focus continues to be on comprehension - does your child understand what they are reading and can they answer questions about the text? Can they explain what they liked and disliked about a text? Grammar, Punctuation and Spelling - The children will continue to develop using accurate punctuation independently, including exclamation marks, question marks, commas and begin to use apostrophes. We will also encourage them to use developing phonic knowledge when spelling unfamiliar words - use your Fred Fingers! They will learn about different word classes — nouns, adjectives, verbs, adverbs and proper nouns. Writing - The children will continue to write for different purposes, incorporating a variety of genres — letters, poems, instructions, persuasive adverts and stories. There will also be an emphasis on handwriting to ensure letters are the correct size and proportion and to develop their joined handwriting. Maths Overview Maths - In Maths the children will continue to use and develop their mathematical skills throughout the curriculum in fun and exciting ways. Arithmetic - This remains a big focus for us in Year 2. We will be teaching a range of strategies to add and subtract mentally and we will also practise recalling facts from Calculation - We will be developing calculation strategies, identifying the most efficient method, involving all four operations: addition, subtraction, multiplication and division. There is an emphasis on applying these skills to a range of everyday problems and reasoning about number. Aspects of geometry (2D & 3D shapes), measures (mass, length, time and capacity plus statistics will also be consolidated. the 2, 3, 5 and 10 times tables, doubles/halves, odd and even numbers and place value. Topic Overview We are all v e r y excited about our new topic this term - Pirates! We will be providing your children with a range of fun and stimulating activities to develop their skills in all areas of the curriculum. Knowledge and Understanding of the world Our science this term will focus closely on plants, including looking at suitable conditions for growth. We will be developing our geography skills by looking at maps to locate capital cities in the UK as well as using co-ordinates to locate landmarks. We will also look at historical timelines with a focus on how ships have developed since the 18th Century. Creative Development Your child will be using a range of resources and materials to design and create a pirate ship and we will test their suitability for sailing in our environmental area. We will also be learning sea shanties and adding some jolly moves to perform them as pirates would! Physical Developmen t During PE lessons the children will be introduced to a range of athletics activities including running, jumping and throwing. We will focus on team games ready for sports day and learn skills and tactics in invasion games. The children will continue to have Supporting your child at home Thank you for your support with creative homework, spelling and reading last term. This is invaluable to your child's progress and thoroughly appreciated by all staff. This term is very important and any additional support you can give your child will aid their overall development and enable them to achieve their potential in the SATs. The following suggestions may be useful; - Practise new spellings regularly throughout the week - Ensure regular reading practice (3-4 times a week) - Practise mental maths skills through games e.g. Top Marks, My Maths and recapping on the 2, 5 and 10 times tables. - Practice telling the time and using money in real life contexts. Your child will be assessed based on all of the work they do, however, they will be doing some SATs papers to support our judgements. We do this in a way that your child is familiar and comfortable with and they often really enjoy the 'quiz' style that we give Special Requests - Please ensure that your child has a full outdoor PE kit: outdoor shoes, jogging bottoms and sweatshirt to be brought to school and remain in school until the end of the half term, as well as the usual indoor kit. Please label with child's name. Also check that plimsolls are still the correct size. - We have an increasing number of unclaimed uniform items, please label all items of uniform so they can be easily returned to children. - Please ensure that your child's reading record is signed at least once a week. Reading books will be changed at least once a week. - Please continue to support your child with creative homework and ensure that books/work is handed in on the progress check dates. - With the warmer weather coming, please ensure your child has a water bottle and a sun hat which can stay in school. Sun cream must be applied before school on appropriate days. - Spellings will continue to be sent home on a Friday to be learnt for a quiz on the following Wednesday - please ensure that these spelling books are in school on these days. Educational Visits Ahoy there me hearties! As part of our 'Pirate' topic we will travel back in time to Hartlepool's Maritime Experience where we will find out what it was really like on an 18th Century ship! We will explore the quay and take over the play ship in search of treasure and new lands!	<urn:uuid:3148f2c7-5239-4a16-a41e-2b816416ee9c>	CC-MAIN-2018-51	http://www.dunstonhillcps.co.uk/wp-content/uploads/2016/05/Year-2-Summer-Term-Curriculum-Overview-new-1.pdf	2018-12-10T03:53:52Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00104.warc.gz	384,309,548	1,326	eng_Latn	eng_Latn	0.998242	eng_Latn	0.998919	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1062, 6414 ]	[ 2.578125 ]	1	0
"Putting a little mystery into mathematics" November 2005 Durham LA The Mysteries Index of mathematical mysteries and details of the mathematics needed to solve each of them: Ratio and Proportion Fractions and percentages of quantities; equivalence of fractions and percentages; multiples of ratios; average of two percentages. Directed Numbers Addition and subtraction of directed numbers, odd and even numbers (integers). Algebra Addition and subtraction of linear algebraic terms of the form aϰ + b; expansion of c(aϰ + b) and factorisation of acϰ + bc. Properties of Shape Lines of symmetry; centres of rotation; properties of quadrilaterals; 'regular' shapes. A set of 15 shape cards are available to provide visual support. Locus Constructions including right angles, parallel lines, perpendicular bisector of a line; loci of points which are equidistant from either a fixed point or a fixed line. Probability Probability line 0-1; knowledge of probability of certainty; vocabulary: 'evens chance'; likelihood and chance. Durham Maths Mysteries 'RATIO AND PROPORTION' MYSTERY Who should get the maths prize? You may wish to draw up a table to show each pupil's marks and percentages on each paper and their average percentage over both papers. Hence, put the pupils in rank order. The maths exam consists of 2 papers. Adam got 3 /4 of the marks on Paper 1 but only 30% on Paper 2 when he forgot his calculator. Brian scored 10 more marks on Paper 1 than he did on Paper 2. Susie's average percentage on the two papers was 65%. The ratio of Debbie's marks on Paper 1 to her marks on Paper 2 was 5:4. There are 100 marks available on Paper 1 and 150 on Paper 2. Cathy scored 62 marks on Paper 1 and got 60 marks more than Adam on Paper 2. Susie's percentage on Paper 1 was 15% higher than Adam's on the same paper. Pupils are ranked by their average percentage on the two papers. EXTENSION Would the order change if pupils were ranked on total marks scored? Durham Maths Mysteries Brian got 2 /5 of the marks for Paper 2. Debbie's mark on Paper 1 was 10 less than Brian's on Paper 1. 'DIRECTED NUMBERS' MYSTERY There is a 3 x 3 grid of integers with one number in each grid square. Use the cards to decide which number lies in each grid square. No number is bigger than 6 or smaller than -5. There are two equal positive numbers. There are two equal negative numbers. The largest number is in the centre square. The middle row adds up to the same total as the diagonal from top right to bottom left. There are an equal number of positive and negative numbers. The two 3s do not lie in the same row or column. The smallest number occupies a corner square. Durham Maths Mysteries The sum of the totals of the three rows is zero. The top row adds up to the same total as the diagonal from top left to bottom right. The difference between the number in the centre square and that in the bottom right is 8. The bottom row contains no odd numbers. The smallest number is opposite one of the two equal negative numbers. The sum of the totals of the three columns is zero. The difference between the largest and smallest numbers is 11. The right hand column contains two numbers the same and adds up to -3. Numbers in the top row are all different and are all odd. 'ALGEBRA' MYSTERY There is a 3 x 3 grid square with one linear algebraic expression of the form aϰ + b in each square. Use the cards to decide which expression lies in which square. The right hand column adds up to 5ϰ + 1. The expression in the middle of the bottom row is twice that in the top left corner. The sum of the diagonal top left to bottom right is 3 less than that on the other diagonal. The bottom row adds up to 5ϰ + 16. The sum of the expressions in the left hand column is 4 times the expression in the bottom right hand corner. The difference between the top two cards in the left hand column is 6. The expression on the middle card is 4ϰ - 3 more than that to its right. Durham Maths Mysteries Two of the cards in the right hand column add up to 2ϰ + 1. The cards in the top right and bottom left squares are the only cards which do not have two terms. The sum of the top row is 3 times that of the left hand card in the middle row. The sum of the middle row is 8 times that of the card in the right hand column of that row. The sum of the middle column is 10 times that of the card in the right hand column of the middle row. The sum of the middle column is 10ϰ - 10. LiL 'PROPERTIES OF SHAPE' MYSTERY There is a 3 x 3 grid with one shape drawn in each grid square. Use the cards to decide which shape is in which square. Is your answer unique? The shape in the top left hand corner has 3 lines of symmetry. Two shapes each have 4 lines of symmetry. 5 of the quadrilaterals include at least one pair of parallel sides. 5 shapes have all sides equal in length. Shapes in the middle column contain a total of 14 lines of symmetry. There is a square directly above the hexagon. Each row and column contains 2 quadrilaterals. One shape has no straight sides and one centre of rotation. One of the shapes has one line of symmetry and its diagonals cut at 90º. Shapes in the middle row and in the right hand column contain an infinity of lines of symmetry. EXTENSION (i) Create an additional card to make your solution unique. (ii) Replace one of the cards with one of your own. Does your new problem have a solution? Is it unique? (iii) Design your own 3 x 3 shape grid and a set of cards. Durham Maths Mysteries 5 / 15 The shape to the left of the small square has 2 lines of symmetry and 4 right angles. Each of the shapes in the top right and bottom left hand corners has one line of symmetry. 4 of the shapes are regular with straight sides. 4 quadrilaterals have diagonals which cut at 90º. No shape has more than 6 vertices. You have the plan of an area of land centred on a four sided field reputed once to have belonged to a notorious highwayman. Use the cards to construct the diagram and hence solve the puzzle of where to dig for the treasure. CD is the longest side. The right angle in quadrilateral ABCD is opposite the longest side. Point E is a quarter way along DC. AF is parallel to DC. Points L and M lie on the line through A and F and are each 4cm from point E. F lies on BC. PQ bisects EF at R. AB is 1½ times AD. BC is 9cm long. AD is 3cm long. Angle BAD is obtuse. The line through D and A meets PQ at T. Point L is closer to A than is point M. The point where the treasure is buried lies within 8cm of point B. The treasure is closer to D than to C. The treasure lies inside quadrilateral ABCD. The treasure is buried at a labelled point. CE is 3” long. EXTENSION Investigate what happens as you allow the length of BC to vary. Durham Maths Mysteries 1 Six friends enter a race. Use the following cards to determine who is most likely to win the race and with what probability. In what sequence would you expect the runners to finish the race? C is twice as likely to win as B. The probability that A wins is equal to the sum of the probabilities that F or C win. Two runners have a better than evens chance of winning. Two runners have an equal but not very good chance of winning. The chance that C wins is less likely than two other runners. Runner A is three times more likely to win than runner B. Runners A and C have a combined probability of 1. The probability that C wins is half the combined probability that D or E win. Runners B, F and A have a combined probability equal to that of certainty. Runner F has a probability of winning that is 1 /3 that of runner A. Only one runner has a chance of winning greater than 2 /3. EXTENSION What is the smallest number of cards that you need to solve the problem? Which cards do you need? Durham Maths Mysteries The probability that D wins is half that of each of two other runners. The least likely winner has a probability 0.6 smaller than the most likely winner. Each runner's probability of winning is a multiple of 0.1. Durham Maths Mysteries \| -5 \| 3 \| 1 \| \|---\|---\|---\| \| 3 \| 6 \| -2 \| \| 0 \| -4 \| -2 \| Durham Maths Mysteries \| 2 + 3 ϰ \| - 12 ϰ \| \|---\|---\| \| 2 - 3 ϰ \| 5 ϰ - 4 \| \| 8 \| 4 ϰ + 6 \| Durham Maths Mysteries 10 / 15 Durham Maths Mysteries 11 / 15 Durham Maths Mysteries 12 / 15 Durham Maths Mysteries 13 / 15 TEACHERS' NOTES Ratio and Proportion \| Pupil \| Paper 1 mark % \| Paper 2 mark % \| Average Rank by % average % \| \|---\|---\|---\|---\| \| Adam Brian Cathy Debbie Susie \| 75 75 70 70 62 62 60 60 90 90 \| 45 30 60 40 105 70 48 32 60 40 \| 52.5% 4 55% 3 66% 1 46% 5 65% 2 \| Directed Numbers Support could be to provide pupils with the set of integers involved ie: -5 -4 -2 -2 0 1 3 3 6 Solution: \| -5 \| 3 \| \|---\|---\| \| 3 \| 6 \| \| 0 \| -4 \| Algebra Support could be to provide pupils with the set of 9 algebra cards (page 10/16) that form the solution or the set of 12 cards, which include some 'rogue' cards. Properties of Shape Support could be to provide pupils with the set of 9 shape cards (page 12/16) that form the solutions or the set of 15 cards, which include some 'rogue' cards. Solution: see page 12/16 for one solution. Another solution is to swap the kite with the isosceles trapezium. Durham Maths Mysteries 14 / 15 Locus Demonstrate the range of possible solutions as BC varies by using a dynamic geometry package. Probability More cards are given than are necessary to find a solution - a smaller sufficient set might support some pupils. Solution: E is most likely to win, with a probability of 0.7. Sequence is E (first), A, C, B or F in either order, D (last). 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SOCIAL Animals Sounds (this website gives the sounds and a bunch of information and pictures on a variety of different animals) https://seaworld.org/en/animal-info/animal-sounds Target: sharing ideas I Have- Who Has? Animal matching game (template for a matching the animal to introduce different types of animals) https://prekinders-wpengine.netdna-ssl.com/wp-content/uploads/2015/07/i-havewho-has-wildlife.pdf Target: taking turns Wild Animal Charades After learning about different animals, encourage the children, one at a time, to act out one animal for the other children to guess. Have them whisper in your ear which animal they will be (they tend to change their mind mid-acting!). Or show pictures of the animals to the children. Show each child a picture of one and tell them to act that one out so the others can guess! You may have to start the activity. Target: peer interactions Lion Book- picture book on lions https://www.prekinders.com/pdf/lions.pdf Target: sharing ideas Read a Book on Wild Animals The Umbrella, by Jan Brett Chameleon Chameleon, by Joy Cowley Red-Eyed Tree Frog, by Joy Cowley So Say the Little Monkeys, by Nancy Van Laan The Mixed-Up Chameleon, by Eric Carle Me… Jane, by Patrick McDonnell Five Little Monkeys Sitting in a Tree, by Eileen Christelow Handa's Surprise, by Eileen Browne Honey… Honey… Lion! , by Jan Brett Target: Peer interaction Day Home Book: "I Went On Safari" Children choose a wild animal to draw on the page. Each page says: “I went on safari, and what did I see? I saw a ____ looking at me!” The pages are put together to make a day home book. Target: sharing ideas PHYSICAL Gross Motor Animal Yoga https://mothernatured.com/animal-play/animal-yoga-for-kids/ Target: full body movement Ten Baby Kangaroos (act out the poem as you say it) Ten baby kangaroos standing in a row When they see their mama, they bow just so (bow) They kick to the left (hop to the left) They kick to the right (hop to the right) Then they close their eyes & sleep all night. (Put head on hands and pretend to sleep) Target: balance The Elephant (act out the poem as you and the children say it) The elephant goes like this and that, this and that, this and that. (Walk heavily and stomp feet loudly) The elephant goes like this and that, because he's so big and fat! (Puff up cheeks and stretch out arms) He has no fingers and has no toes; He has no fingers and has no toes. (Wiggle fingers; wiggle toes) He has no fingers and has no toes, But goodness, gracious, what a nose! (Stick arms out like a long trunk.) Target: large muscle movement Underneath the Monkey Tree (Act out the poem as you say it). Pretending to swing from tree to tree) Come and play a while with me, Underneath the monkey tree. Monkey See and Monkey Do, Just like monkeys in the zoo. Swing your tail, one, two, three, Underneath the monkey tree. Monkey See and Monkey Do, Just like monkeys in the zoo. Jump around and smile like me, Underneath the monkey tree. Monkey See and Monkey Do, Just like monkeys in the zoo Target: co-ordination Elephant Conga Line Children walk like an elephant on all four legs, trying to keep their balance while lifting a front leg and a back leg. We made a line of elephants and tried walking around in a circle as a group. Target: balance Fine Motor Handprint Lion or Elephant For the lion have the children put orange or yellow paint on their hand and then make a circle of handprints. Put a circular piece of paper in the center of the fingerprints and have the children draw a face. For the elephant have the children put grey paint on their hand. Put a full handprint on a piece of paper and then have the children draw a face for their elephant Target: eye hand coordination Alligator Noise (Softly) Alligator (Make alligator mouth with fingers) Looking for some food in the morning (Louder) Alligator (Make alligator mouth with hands) Looking for some food in the morning (Louder) Alligator (Make alligator mouth with arms) Looking for some food in the morning Target: finger manipulation Leopard Prints https://www.notimeforflashcards.com/2009/05/leopard-craft.html Target: grasping Toilet Paper Giraffe https://www.redtedart.com/story-art-great-start-giraffes-cant-dance// Target: hand coordination INTELLECTUAL Cognitive Animal Tracks https://teachpreschool.org/2011/12/30/preschool-activity-animaltr ac ks -ar e-n o tali ke/ Target: comparing Matching Animal Halves https://drive.google.com/file/d/0B7HU0DcVrlesN1F2Z3RhckhXNEk/view Target: matching Animal Sound song https://www.youtube.com/watch?v=oYO8clFKbSM Target: recognition Scent Hunt We talk about ways lions use their sense of smell. Cotton balls are placed around the room: a few unscented cotton balls and some with scented oil. The children pretend to be lions on the hunt by crawling around, and use their noses to find the scented ones. If you have students with perfume allergies or asthma, be sure to use natural scented oil, such as peppermint oil. Target: cause and effect Elephant and Peanut Counting cards http://www.makinglearningfun.com/themepages/ElephantPeanutCountCard.htm Target: number labeling Language Alligator on a Log There once was an alligator sitting on a log, Down in the pool he saw a little frog In jumped the alligator, and around went the log Splash went the water, and away swam the frog Target: repetition Five Little Monkeys Five little monkeys swinging in a tree, Teasing the alligators, you can catch me, you can catch me.... Along came an alligator quiet as can be....... And snapped that monkey right out of that tree! Four little monkeys swinging in a tree, Teasing the alligators, you can catch me, you can catch me.... Along came an alligator quiet as can be....... And snapped that monkey right out of that tree! Three little monkeys swinging in a tree, Teasing the alligators, you can catch me, you can catch me.... Along came an alligator quiet as can be....... And snapped that monkey right out of that tree! Two little monkeys swinging in a tree, Teasing the alligators, you can catch me, you can catch me.... Along came an alligator quiet as can be....... And snapped that monkey right out of that tree! One little monkey swinging in a tree, Teasing the alligators, you can catch me, you can catch me.... Along came an alligator quiet as can be....... And snapped that monkey right out of that tree! No little monkeys swinging in a tree Target: rhyming CREATIVE Handprint Zebra or Giraffe http://www.survivingateacherssalary.com/4-pot-sized-pasta-kid-craft-ideas-fine-motorsensory-muellers-shortcuts-contest/ Target: decision making Tiger Shaving Cream http://playcreateexplore.blogspot.ca/2013/04/tiger-shaving-cream-marbling-craft.html Target: sensory Paper Plate Snake https://iheartcraftythings.com/painted-paper-snake-craft-kids.html Target: creativity Making Animal Tracks http://www.totschooling.net/2015/03/making-animal- tr Target: problem solving Stamp Patterns Children make patterns with wild animal rubber stamps. acks.html# Target: creativity Zoo Animal Rescue http://www.simplylearningkids.com/2016/08/z Target: problem solving EMOTIONAL Animal Habitat (sensory bin ideas) http://www.pinayhomeschooler.com/2016/10/prescho Target: independence Animal Habitat #2 (sensory bin ideas) https://www.naturalbeachliving.com/animal-habitat-activities/ Target: self confidence Paper Plate Safari Hats http://widgetworm.blogspot.ca/2008/10/paper-plate-safari-hats.html Target: independence Snack Ideas Here are some fun snack ideas: Cucumber Snake with dip. .http://www.cbc.ca/bestrecipes/recipes/curly-hotdog-snakes Hot dog snakes Animal Toast oo- an im ol al -r - escu anim al e- good -habitats -nig - ht-go using .html rilla/	<urn:uuid:134312a6-27de-48d5-afb7-c76354bfa91c>	CC-MAIN-2018-51	http://www.odysseychildcare.ca/pdf/2018/jan-activity-plan.pdf	2018-12-10T05:33:26Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00104.warc.gz	458,524,674	1,947	eng_Latn	eng_Latn	0.951548	eng_Latn	0.991898	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1650, 3340, 4586, 6379, 7150, 7859 ]	[ 4.46875 ]	1	0
PIONEERS: Female Dispatch Riders of World War II Discovering the wartime history of The Wrens When we think of the role of women in World War II (WWII), we often envision factories filled with women wearing headscarves, riveting together airplanes, but across the Atlantic in Great Britain, things were definitely more dangerous for the women that helped with the war effort. By 1939, it was clear that every able-bodied British seamen would be needed to serve on ships so the Royal Navy decided to reconstitute the Women's Royal Navy Service—nicknamed "The Wrens"—which had been disbanded after World War I. Initially 3,000 women were enlisted to perform shore based duties thus freeing up their male counterparts to go to sea. The Royal Navy made the Wren's focus on land-missions abundantly clear using the recruitment slogan "Join the Wrens and Free a Man for the Fleet." The first Wrens were put into positions traditionally performed by non-enlisted women. Jobs like cooks, stewards and typists were commonly filled by Wrens. As the war continued it soon became necessary to increase those roles to include jobs which previously had only been held by men. During the war, the number of Wrens peaked at nearly 74,000, and the number of different jobs they performed increased to more than 200. One of the jobs in which the Wrens received world-wide recognition was that of the motorcycle dispatch rider. The British Royal Navy wanted women who could not only ride motorcycles, but also maintain their own machines. The first women chosen for dispatch duty were well-known competition riders from local motorcycle race circuits. As war-time need increased, more women were trained, many of whom served with great distinction. Many Wrens received metals of honor for their wartime effort in ensuring communications were delivered no matter what the circumstances. An Associated Press article from May of 1942 relates the story of Wren McGeorge who was awarded the British Empire medal for bravery following her actions during a bombing raid on the town of Plymouth. While carrying urgent messages to her commander, McGeorge's motorcycle was struck by a bomb. Although McGeorge was not injured, the motorcycle was rendered useless. Still determined to get her messages delivered, McGeorge left the wrecked motorcycle behind and ran the remaining half mile back to headquarters with bombs falling all around her. After successfully delivering her messages, she volunteered to go back out into the fray. Hopefully they found her a new motorcycle for the next run! Wren motorcycle dispatchers were responsible for delivering messages between station headquarters and embassies. During the invasion of the Low Countries, the London-based Wrens worked eight-hour shifts, both day and night, to deliver messages between the Admiralty and multiple embassies. Their work throughout the Battle of Britain was highly praised as safe passage through London became increasingly difficult with the German bombing campaign wreaking havoc on the city. A sisterhood in service—the Wrens rode for freedom through their tireless service as part of the British Royal Navy. Although they never served at sea, a total of 100,000 women served in the British Royal Navy as Wrens during WWII. Of those, 303 were killed in service to their country. The Wrens continued in active service until 1993, More Photos Group photo. Always on duty on the motorcycles. Catching the eye of others even then!	<urn:uuid:23b6fe40-74e0-406e-a7e7-0fcc5630ab5f>	CC-MAIN-2018-51	http://archives.jampot.dk/General/WW2_Female_Dispatch_Riders.pdf	2018-12-10T05:12:29Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00104.warc.gz	18,187,436	693	eng_Latn	eng_Latn	0.998745	eng_Latn	0.999033	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 377, 878, 1412, 1734, 2572, 3388, 3490 ]	[ 2.640625 ]	1	9
Frequently asked questions (GCT) 1. Why is the skill of guessing from context important? Guessing from context is the most frequent and preferred strategy when learners deal with unknown words in context (Cooper, 1999; Fraser, 1999; Paribakht & Wesche, 1999). However, their guesses often result in failure (Nassaji, 2003; Parry, 1991). The improved skill of guessing from context has the potential to facilitate vocabulary learning through reading and listening because learners rely on the guessing strategy most frequently when dealing with unknown words in context and good guessers are likely to have a greater opportunity to derive the appropriate meaning of an unknown word and learn it. 2. What does the GCT measure? The guessing from context test (GCT) is designed to measure how well learners can guess the meanings of unknown words from context. In order to comprehensively measure the skill of guessing, it has three sections. The first section measures knowledge of part of speech. The second section measures the ability to use contextual clues. The last section measures the ability to derive the meanings of unknown words. These three steps are included in previous studies (Bruton & Samuda, 1981; Clarke & Nation, 1980; Williams, 1985). 3. How was the GCT validated? The GCT was validated with 428 Japanese learners of English through Rasch analysis. Items that did not fit the Rasch model were excluded from the GCT. The validation study generally indicates that the GCT is a valid and reliable measure of the skill of guessing from context. 4. How can the scores be interpreted? The GCT provides three different scores from the three sections in order to diagnose learners' weaknesses. For example, a low score on the contextual clue section may indicate that this learner's weakness lies in finding contextual clues that help guess the meanings of unknown words. Rasch analysis indicates that the GCT can differentiate four statistically different levels for each section. The scores may be interpreted by simply counting the number of correct answers. The four levels and their raw score ranges are shown in the table below. For example, if a learner got 12 items correct for all three sections, then this learner's levels are Level 2 for the part of speech section, Level 3 for the contextual clue section, and Level 3 for the meaning section. This may indicate that this learner's weakness lies in identifying and using knowledge of part of speech. Note: P = part of speech section (Section 1), C = contextual clue section (Section 2), M = meaning section (Section 3). 5. How can the scores be reported to learners? For practical use of the GCT, diagnostic feedback needs to be easy for learners and teachers to understand so that learners' weaknesses in guessing from context may be clearly indicated. To meet this need, a bar graph may be useful because the information is visually presented and intuitively interpretable. For example, Learner A's estimated ability (P = Level 4, C = Level 2, M = Level 2) is presented in a bar graph in Figure 1. The horizontal axis indicates the section of the GCT (PoS = part of speech section, Clue = contextual clue section, and Meaning = meaning section). The vertical axis indicates the level of the learner. The bar graph shows that this learner demonstrated very good knowledge of part of speech (Level 4), but his performance on the contextual clue and the meaning sections was relatively low (Level 2); thus, his weakness lies in finding contextual clues (and deriving the meaning based on that information). The learner (or teacher) may then be able to prioritize the learning of contextual clues to potentially improve guessing. Another typical example may be seen in Learner B (P = Level 1, C = Level 3, M = Level 2). This learner's performance is presented in Figure 2. This learner demonstrated relatively good knowledge of contextual clues, but her performance on the part of speech and the meaning sections was relatively low; thus, this learner's weakness lies in identifying the part of speech of unknown words (and deriving the meaning based on that information). This indicates that this learner's guessing skill may be improved with knowledge of part of speech. REFERENCES: Bruton, A., & Samuda, V. (1981). Guessing words. Modern English Teacher, 8(3), 18-21. Clarke, D. F., & Nation, I. S. P. (1980). Guessing the meanings of words from context: strategy and techniques. System, 8(3), 211-220. Cooper, T. C. (1999). Processing of idioms by L2 learners of English. TESOL Quarterly, 33(2), 233-262. Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21, 225-241. Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4), 645-670. Paribakht, T. S., & Wesche, M. (1999). Reading and "incidental" L2 vocabulary acquisition: an introspective study of lexical inferencing. Studies in Second Language Acquisition, 21, 195-224. Parry, K. (1991). Building a vocabulary through academic reading. TESOL Quarterly, 25(4), 629-653. Williams, R. (1985). Teaching vocabulary recognition strategies in ESP reading. ESP Journal, 4(2), 121-131.	<urn:uuid:dcb41dd6-12c4-48a1-92f3-7474183e065b>	CC-MAIN-2018-51	http://ysasaojp.info/VocabTests/GCT/GCT_FAQ.pdf	2018-12-10T04:25:20Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00103.warc.gz	534,892,590	1,196	eng_Latn	eng_Latn	0.905588	eng_Latn	0.993082	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2154, 3712, 4256, 5324 ]	[ 2.53125 ]	1	6
Frequently Asked Questions AN INTRODUCTION TO OPERA What is opera? Opera is a complex art form that has been around since about 1600. Today there are many styles of opera performance, but basically, they all have one thing in common – an opera is a play that is sung. What is music theatre? Simply put, music theatre is a dramatic performance that includes music. It usually includes dialogue, music, dance and theatrical elements like set, costume, props, makeup, lights and sound. Which languages are commonly used in opera? The four main languages of opera are Italian, French, German and English. What are the different voice types used in opera? Soprano – the highest sounding female voice Mezzo-soprano – the lower sounding female voice Contralto – the lowest sounding female voice, but not common in opera Countertenor – the highest sounding male voice Tenor – a high sounding male voice Baritone – the middle sounding male voice Bass – the lowest sounding male voice There are further categories defining each particular voice. A few of these are: Coloratura – a voice type with the ability to sing with agility and speed Dramatic – a heavy sounding, powerful voice Lyric – a voice with the ability to sing long beautiful phrases Heldentenor – this is often seen as the heroic tenor, a very big role that requires a powerful sound Frequently Asked Questions What does the conductor do in an opera? The conductor is crucial to the performance. He or she stands in front of the orchestra and conducts, shaping the music and keeping the balance between stage and pit. They also cue the singers to help with their vocal entries. What is an opera orchestra? An opera is usually accompanied by an orchestra. The size and instrumentation of the orchestra will depend on the type of opera and the requirements of the score and composer. The orchestra usually consists of strings, woodwind, brass and percussion. Each of these sections have a variety of instruments in them. Strings Violin, viola, cello, double bass Woodwind Piccolo, flute, oboe, cor anglais, clarinet, bassoon, saxophone Brass Trumpet, French horn, trombone, tuba Percussion Snare drum, tenor drums, timpani, bass drum, cymbals, glockenspiel, xylophone, chimes, triangle and other assorted instruments Harp Keyboard Instruments These could include celeste, harpsichord or piano What is correct opera etiquette? Here is some information to help you feel more at home if you are coming to the opera for the first time: * You can wear whatever you feel comfortable in to the opera, you don't have to dress up if you don't feel like it. You will see people attending in formal and semi-formal dress and in jeans. Usually people don't wear shorts and tank tops. * As for any theatre performance, there are people who are allergic to perfumes and colognes, so we suggest don't wear this or wear little of it. Frequently Asked Questions * If you need to eat cough drops or other lollies to soothe your throat, unwrap them before the opera starts so you don't make unnecessary noise. * Turn off all mobile devices like phones and pagers. * Don't talk during the performance or sing or hum along. * If you must leave your seat, wait until the end of an act. * The overture is part of the performance, so it is best to be quiet from this point. * It is conventional to applaud at the end of an act, although often people also applaud at the end of an aria. Of course applaud at the end and during the bows. If you're not sure when to applaud, wait and see what those around you do. * Children usually like to learn the correct way to behave, so teach them what they need to do to feel comfortable. Who are the opera 'creatives'? Opera has many people involved who contribute to the creative process of either writing or staging an opera. These include: * Composer – the writer of the music * Librettist – the writer of the words * Musical Director/Conductor – the people who decide the musical interpretation * Choreographer – the person who decides the movement of the performers * Chorus Master – the person who rehearses the chorus * Designer – the person/people who decide on the look of the visual and audio elements of the show - costume, set, lighting, sound, makeup * Director – the person who directs the performances of the onstage artists Frequently Asked Questions AN OPERA GLOSSARY A Accelerando – becoming faster Act – a component of the total work, consisting of its own partial dramatic arc Allegro – fast Alliteration –a poetic device, when sequential words begin with the same letter, often used by Wagner Andante – at a moderate walking pace Aria – an elaborate composition for solo voice with instrumental accompaniment Arioso – a recitative of a lyrical and expressive quality Ascending – moving up the scale Aside – when a character talks directly to the audience without the other characters knowing B Ballad opera – a popular form of stage entertainment in the 18th century consisting of spoken dialogue alternating with musical numbers taken from ballad tunes Ballet – theatrical performance in the form of dance, usually with costumes, accompanied by music Banda – the offstage musicians Bar – also called a measure, the section between two bar lines containing the number of beats as indicated by the time signature Baritone – the male voice between the tenor and bass Baroque – the period of music between c. 1600 – 1750, following the Renaissance Bass – the lowest male voice Baton – a white stick used by conductors to conduct with, allowing the conductor greater visibility Beat – the regular pulse of the music Bel canto – an Italian vocal technique from the 18th century with emphasis on the beauty and brilliance of the sound of the performance rather than the dramatic or romantic emotion. Frequently Asked Questions C Cadenza – a passage or section of varying length, often improvised, that allows the performer to show their skill Castrato – historically, a singer who was castrated as a boy to retain the boyish quality of the voice Chord – the playing of more than one note simultaneously Choreographer – the person who designs and creates the movement of the performance, usually in dance form Chorus – in music theatre this refers to a large body of singers Chorus master – the person responsible for the rehearsal and preparation of the chorus prior to production Claque – a group of people hired to applaud Classical – a period of music created roughly between c 1750 - 1830 Coloratura – a rapid passage, run, trill or other virtuoso-like feature used particularly in music of the 18th and 19th centuries Composer – the person who writes the music Concertmaster – the lead violinist of the orchestra Conductor - the person who interprets and leads the orchestra or musical performance, coordinating the performers and keeping the time through the technique of hand movements Contralto – the lowest female voice Countertenor – the highest male voice Crescendo – getting louder D Da Capo Aria – a type of aria common between 1650 – 1750, characterised by an A B A structure Decrescendo - getting softer Designer – the person who designs the overall look of the production, including the sets Director – the person who directs the performances of the onstage artists Dress rehearsal – often the final rehearsal of all the component parts of the production in full costume Duet – a composition for two performers of equal importance Frequently Asked Questions Dynamics – the different volume interpretations of the score E Encore – in a public performance this is the repetition of a piece or an extra piece played in response to the audience's applause Ensemble - a group of performers performing together F Fairy tale – a story that involves the fairy realm, often including fairies, goblins, giants, dwarves and witches where magic or enchantment exists. These are common in most cultures, for example the writings of the Brothers Grimm or Hans Christian Andersen Finale – the last movement of a work that contains more than one movement Flat – the sign b, indicating to lower a note by a semitone. e.g. Bb Forte – f, loud Fortissimo – ff, very loud G Gesamtkunstwerk – a work of art that incorporates all or many art forms Grand opera – a serious opera without spoken dialogue with a large-scale production H Harmony – the chordal structure of a musical composition in contrast to the linear structure Hero / Heroine – often the protagonist. In its modern form is a protagonist character who fulfils a task and restores balance to the community. He/she is a born leader, whether they know it or not. He/she is a real survivor who has faith in good. Others are willing to believe in this hero and will follow him/her. (e.g. Odysseus, Theseus, Prince Charming) I – the producer Impresario Interlude – a section of music between acts Intermission – a break in the performance that allows the audience to leave the auditorium K Key – the tonal centre around which a composition is based, often indicated by a key signature Frequently Asked Questions L Largo – very slow Leitmotiv – the representation of characters, typical situations and recurrent ideas by musical motifs Libretto – the text of an opera or music theatre work Lyrics – the words of a song M Mark – when a singer holds back on their full performance capacity during a rehearsal to protect their voices Mezzo voce – with half voice Mezzo-soprano – the second highest female voice Musical comedy – a light hearted story presented in music theatre form N Natural – a note that is neither sharp nor flat O Octave – the eighth note of a diatonic scale, the tone with twice the frequency of the home tone Opera – a staged drama set to music in its entirety, made up of vocal pieces with instrumental accompaniment and usually with orchestral overtures and interludes. Opera buffa – also known as 'comic opera', an opera with a large mixture of music, on a light subject with a happy ending, including comic elements Opera seria – also known as 'serious opera', an opera with dramatic, serious content often with a tragic ending Opus – the chronological position of a composition within a composer's entire output Oratorio – mostly this is a composition with a long libretto, of religious or contemplative character performed without sets, costume or action by solo voices, chorus and orchestra Orchestra – a large ensemble of instruments divided into four main sections: strings, woodwind, brass and percussion Orchestration – utilisation of the instrumentation of an orchestra in the writing of a composition Ornamentation – the embellishment of notes of a melody that can be written or improvised, often using additional trills, turns or expanded phrases Frequently Asked Questions Overture – an instrumental composition intended as an introduction to an opera or other music theatre work P Patter – the fast delivery of text (often used by Gilbert and Sullivan) Pianissimo – pp, very soft Piano – p, soft Portamento –a manner of singing in which the voice glides gradually from one tone to the next through all the intermediate pitches Prelude – a piece of music designed to be played as an introduction Presto – very fast Prima donna –the principal female role of an opera Principal – a main part Prompter – a person who gives cues to remind a performer of their words or musical entries Proscenium –a large rectangular arch that surrounds the stage and gives the appearance it is framed R Rallentando – gradually slow down Range – the range from the lowest to highest notes that are played or sung Recitative – a vocal (singing) style designed to imitate the natural inflections of speech, used in opera where dialogue might be used in other forms of music theatre Rehearsal – where the performers and the creatives develop the production, shaping lines, songs, movements etc Reprise – repetition or recapitulation of a theme Rhyme – where the words at the end of lines of text sound the same or have the same ending Rhythm – the regular and irregular pattern of notes of different length in the music Ritardando – gradual slowing of speed Repetiteur – a pianist who works as an accompanist and vocal coach for opera Romanticism – a period of the 19th century continuing until around 1910 Frequently Asked Questions S Scale – a series of musical notes arranged in an order of rising pitches Score – the notation showing all the parts of a work, both instrumental and vocal. Each instrument or vocal line has its own stave Semitone – a half of a whole tone, the smallest interval in Western music Sharp – the sign #, indicating to raise the note by one semitone Singspiel – A style of opera with dialogue included Solo – a piece of music performed by a single performer either alone or with accompaniment Sonata – a composition for a single instrument, often with piano accompaniment (e.g. violin, cello, flute) comprising three or four movements Soprano – the highest female voice Soubrette – a light operatic soprano Sound designer – the person who designs the additional sound used in a production Stage manager – the person who manages the running of rehearsals and performances, managing all the components of that production during performance Supernumerary– an actor Surtitles – a translation of the words being sung on stage projected onto a screen above the stage Synopsis– a summary of the story T Tempo – the speed of a composition Tenor – a high male voice – the general range of vocal parts Tessitura Through-composed opera – an opera where the music is continuous Tone – the interval of a major second or a sound of definite pitch and duration Trill – a musical ornamentation consisting of the rapid alternation between two notes Trio – a composition for three performers of equal importance Tutti – a marking in a score that indicates the use of the whole orchestra and/or all the vocal parts Frequently Asked Questions U Underscore – music played underneath dialogue V Verismo – an Italian opera school from the late 19th century featuring a more realistic or naturalistic style of content and music Vibrato – a very slight fluctuation of pitch in rapid succession to create warmth in the sound Villain - often the antagonist. In literature this is the evil character in the story, the character who has a negative effect on the other characters. Vocal range - the human voice falls into a range from the lowest to highest notes they can reach. The normal range is around two octaves and is traditionally broken into six voice types (from highest to lowest) soprano, mezzo-soprano, contralto, tenor, baritone and bass W Workshop – an exploration of a new work (production, text, music, design) Y Young artist program – a program through which young artists are encouraged to explore and be mentored into the artistic form they are interested in Additional resources http://www.theopera101.com/ http://www.britannica.com/art/opera-music http://www.nytimes.com/2011/07/10/theater/musical-or-ope ra -t he -f i ne -l in e -t ha t-di v i des - them.html?pagewanted=all&_r=0 http://www.theguardian.com/music/2011/aug/20/opera-in-the-modern-age	<urn:uuid:93836742-b368-4ed2-92e2-b8bf25ed6c41>	CC-MAIN-2018-51	https://www.victorianopera.com.au/images/resources/VO-Website-Introduction-to-Opera-FAQs.pdf	2018-12-10T05:16:16Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00106.warc.gz	1,085,714,755	3,400	eng_Latn	eng_Latn	0.997775	eng_Latn	0.998236	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1359, 2912, 4355, 5853, 7524, 9139, 10856, 12417, 14061, 15324 ]	[ 3.359375 ]	2	1
MISSISSIPPI HISTORY TEXTBOOKS, 1900-1995 343 The Three R's—Reading, 'Riting, and Race: The Evolution of Race in Mississippi History Textbooks, 1900-1995 by Rebecca Miller Davis I must confess indignation that the recorded history of Mississippi has changed more slowly than the state itself. —James W. Silver 1 Who controls the present controls the past. —George Orwell 2 In 1980, Mississippi public schools had been integrated for a decade, with white and black students sitting in the same classrooms and learning from the same textbooks. 3 The problem remained, however, that dis- 1 James W. Silver, "History Changes More Slowly Than State," Delta Democrat-Times (Greenville, MS), August 3, 1975. 2 George Orwell, 1984 (New York: Harcourt Brace, 1949), 35. 3 The history of school integration is long and complicated, and this statement is a gross oversimplification of the realities of the public schools in Mississippi. While the 1954 Brown decision was intended to end segregation, only isolated incidents of token desegregation occurred in Mississippi until the end of the 1960s. Forced integration occurred in January 1970, and even then full integration was not the reality. Many white Mississippians went to great lengths to avoid racial integration, including supporting legislation that allowed the state government to close the public schools rather than integrate, voting to eliminate the compulsory school attendance law, and, most often, removing their children from the public schools and enrolling them in private segregationist academies. In the late 1960s, Mississippi employed a system called "Freedom of Choice," where parents could send their Rebecca Miller davis teaches at the University of Kansas and will finish her PhD in history at the University of South Carolina in spring 2011. She would like to thank the Mississippi Department of Archives and History, James W. Loewen, David Sansing, and the John Ray Skates estate for graciously providing image permissions. crimination and racism persisted in the schools because of the textbooks themselves. For much of the twentieth century, history textbooks deemphasized or ignored racial, class, and gender history in order to present a unified narrative of American freedom, democracy, and equality. The result was a monochromatic, diluted, and largely false history. Textbook authors suffered from what some have called "historical amnesia" as they glossed over darker segments of the American experience, such as slavery and racism. A 1967 assessment of textbooks charged that "among the perversions committed in the name of education, few equal the schoolbook's treatment of the Negro and his history. For more than 150 years," African Americans were "presented to millions of children, both black and white, as a sub-human, incapable of achieving culture, happy in servitude, a passive outsider." Many of these stereotypes reflected the historiography, and as the historiography improved, so did many of the textbooks—but not all of them. 4 Many school boards in the Deep South consistently selected textbooks that did not follow the recent scholarship, instead chooosing books that defended outdated ideas regarding slavery, the Civil War, Reconstruction, and civil rights. As a result, southern schoolchildren remained firmly rooted in a past that mythologized the Old South and Lost Cause and ignored African Americans. In 1980, a U.S. District Court ruled that Mississippi students deserved another version of history, and approved the revisionist history textbook Mississippi: Conflict and Change by James W. Loewen and Charles Sallis. Until then the adopted textbooks shielded Mississippi students from the realities of their past, provid- children to any public school they wished. By and large, Mississippi schools remained segregated under "Freedom of Choice," because white families rarely sent their children to black schools, and black families had the difficult choice of keeping their children in sub-par black schools or sending them into harm's way at majority-white schools. As one civil rights activist said, "You got to choose whether or not to send your child into hell every day. Some were brave and wanted change, but most just wanted to keep their babies safe. You can't blame them for that. Any parent would want that." In 1969, however, the Supreme Court ruled that plans such as "Freedom of Choice" circumvented the law, and ordered that in January 1970 public schools had to integrate. Mississippi, which led the fight against outside agitators and the federal government, could not fight any more and bowed to the court order. For a more complete history of school integration in the state, see Charles Bolton, The Hardest Deal of All: The Battle Over School Integration in Mississippi, 1870-1980 (Jackson: University Press of Mississippi, 2005). 4 Joseph Moreau, Schoolbook Nation: Conflicts Over American History Textbooks from the Civil War to the Present (Ann Arbor: University of Michigan Press, 2003), 337; Hillel Black, The American Schoolbook (New York: William Morrow & Company, Inc., 1967), 106. ing a whitewashed narrative that degraded African Americans and championed many of the wrong causes and heroes. This article traces how Mississippi textbooks published between 1900 and 1995 evolved from biased, one-sided interpretations of history to more multi-faceted views that incorporated several vantage points and produced more comprehensive histories of the state. The 1980 court case provided a unique opportunity in understanding Mississippi historical memory, as one textbook held tightly to white racial mores, where the other was a forward-looking narrative that honestly acknowledged the state's history of "conflict and change." Comparison of Mississippi textbooks and their representations of race over time reveals the evolving understanding of race and state identity, with a slow but recognizable acceptance of the rich and multi-racial nature of the state's history. The anchor to any history course is the textbook. Teachers plan their courses around it, and, according to an issue of School Management, the textbook "determines what will be taught and when," but also "how almost any given subject will be taught." 5 In her study of history textbooks, Frances FitzGerald wrote that these narratives had a profound impact on students and the way they understood their past. She argued that "those texts were the truth of things: they were American history … [and] what sticks to the memory from those textbooks is not any particular series of facts, but an atmosphere, an impression, a tone." History textbooks served a different function than other kinds of history, FitzGerald explained, because "they are essentially nationalistic histories … [and] they are written not to explore but to instruct—to tell children what their elders want them to know about their country," or, for the sake of this argument, their state. "The information is not necessarily what anyone considers the truth of things. Like time capsules, the texts contain the truths selected for posterity." Loewen agreed, arguing that "when an account is written influences what is written." 6 It is unsurprising, therefore, that for much of the twentieth century, Mississippi textbooks told a pro-southern, pro-white, and anti-integrationist version of the state's history. 7 5 Emphasis in original. 6 Emphasis in original. 7 Quoted in Black, The American Schoolbook, 3; Frances FitzGerald, America Revised: History Schoolbooks in the Twentieth Century (Boston: Little, Brown and Company, 1979), When examining old Mississippi history textbooks, it is easy to fall into the trap of judging them by current research and standards, but this ahistorical approach leads to unfair criticisms. One must consider the historiography available to the textbook authors at the time, the audience, and the prevailing political and social climate. The massive historiographical shift to a more inclusive narrative that incorporated black history occurred because of the modern civil rights movement of the 1950s and 1960s. In a 1984 interview, historian C. Vann Woodward acknowledged the impact of civil rights upon the field: "What created the possibility of a broader, more inclusive, more accurate approach to the past than magnolias and the Lost Cause [was] … a revolution in consciousness about rights, democracy, race, culture, class, and our region." The civil rights "revolution," Woodward explained, "overturned the way historians look[ed] at themselves and their work, and challenged the dominance in the profession of conservative, white men." Before the 1960s, Hillel Black explained, "the American youngster saw an almost completely white world in the textbooks he studied," but the civil rights movement empowered blacks in much of the country, who then demanded more attention in textbooks. If textbook publishers and authors wanted their textbooks adopted, they could no longer ignore black history. 8 While most textbooks published in the early 1970s included the history of African Americans, the South lagged behind. Most Deep South states had large black populations, but they lacked power in the communities compared to the rest of the country. As a result, the white South could stall the integration of their history even after the integration of their schools. 9 "White southerners had been the most visible obstacle to the racial integration of schoolbook history," Joseph Moreau explained. Changes were slower in the South, because deep-rooted ideologies of 7, 18, 47; James W. Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, 2 nd edition (New York: Simon & Schuster, 2007), 141-42. 8 James R. Green, "Rewriting Southern History: An Interview with C. Vann Woodward," Southern Exposure 12:6 (Nov/Dec 1984): 86. 9 In 1961, L.R. Beveridge, Jr., commented on the dual challenge of trying to integrate schools and the textbooks, declaring the "urgent" task of "demand[ing] equal treatment in the school books as well as in the school rooms." (L.R. Beveridge, Jr., "Racist Poison in School Books," The African-American Heritage Association (Summer 1961), in Dorothy M. and Robert Zellner Papers, 1960-1979, Mss 674, Box 3, Folder 21, Wisconsin Historical Society (Madison, WI), (henceforth referred to as WHS). white supremacy, racism, and the "southern way of life," took longer to overcome. Mississippi textbook authors continued writing "whites only" history well into the 1970s and some into the 1980s. New research debunked the "magnolia myths" regarding slavery, Reconstruction, and civil rights, but Mississippi students had no alternative to this outdated history until at least 1980. 10 In contrast, black Mississippi schoolchildren found little to be proud of in their history textbooks. Many narratives available to Mississippi blacks before 1980 reinforced white supremacy and included African Americans as "voiceless appendages to the main story of whites," ste- This warped view of history had a profound psychological impact on all students, black and white. As Jennifer Ritterhouse's book Growing Up Jim Crow pointed out, "race was something that each generation of southerners had to learn." 11 Southerners learned race through racial etiquette, largely taught by society and the family, but the classroom provided an important venue for molding southern minds. When white Mississippi children read about "happy and content slaves," "corrupt Negro-controlled" Reconstruction governments, and "troublemaking" civil rights activists, while never reading about the brutality of slavery, violence of the Ku Klux Klan, or lynching, it created a fundamental misunderstanding about their history. These "facts" left an indelible impression upon white students, serving as "primers in white supremacy." It created a mindset where these white students would later fight for their "heritage," at least as they understood it, and resist any changes in the racial status quo. In his memoir, Curtis Wilkie, a native white Mississippian, explained how society beat white supremacy into children at every turn, from church sermons, to radio programs, and especially in the classroom, thereby teaching them to be racists. To describe the impact of this racial education, Wilkie quoted a Salman Rushdie novel: "children are the vessels into which adults pour their poison." 12 10 FitzGerald, America Revised, 58, 84; Moreau, Schoolbook Nation, 265; Black, The American Schoolbook, 106-108; Loewen, Lies My Teacher Told Me, 137, 141-42. 11 Emphasis in original. 12 Jennifer Ritterhouse, Growing Up Jim Crow: How Black and White Southern School Children Learned Race (Chapel Hill: University of North Carolina Press, 2006), 7; Beveridge, "Racist Poison in School Books," The African-American Heritage Association, in Zellner papers, Mss 674, Box 3, Folder 21, WHS; Salman Rushdie, Midnight's Children (New York: A.A. Knopf, 1981), quoted in Curtis Wilkie, Dixie: A Personal Odyssey Through Events That Shaped the Modern South (New York: Scribner, 2001), 50. reotyped as "buffoons or 'faithful darkies.'" This stripped any pride or agency from the race and taught blacks to believe that they were inferior. In 1891, Edward A. Johnson, a black teacher and principal, argued that textbooks of the time were inadequate for black students. His complaints about North Carolina's textbooks in the 1890s could be made for Mississippi's approved textbooks through 1980. He stated that the textbook authors wrote "exclusively for white children" and "rhetorically isolated Blacks from the American story." Johnson understood the psychological impact of these histories upon black students, and he asked: "how must the little colored child feel" to take their assigned history courses and never read "a favorable comment for even one among the millions of his foreparents, who have lived through nearly three centuries of his country's history?" 13 To understand how Mississippi schoolchildren learned their own history through the state-approved textbooks helps to understand the state itself. At first, the textbooks merely echoed the recent historiography, which is to be expected. As the twentieth century progressed, however, and histories emerged that clearly negated the previous research, the situation became more complicated. Moreau argued that "writing history is always political," and race certainly rested at the heart of southern politics for the entire twentieth century. Much of white Mississippi wanted to maintain the status quo through the 1960s, and in order to preserve a separate system, James Loewen argued, "it is terribly important to control how people think about that system … How people think about the past is an important part of their consciousness. If members of the elite come to think that their privilege was historically justified and earned," as the history textbooks indicated to their white readers, then "it will be hard to persuade them to yield opportunity to others." 14 When the state began requiring Mississippi history of all ninth-graders in 1956 and demanded textbooks that toed the pro-white, anti-integrationist political line, it established a way to reinforce not only the existence of a segregated society, but the belief in it, which created generations of 13 Moreau, Schoolbook Nation, 81, 163-64, 170; Edward A. Johnson, A School History of the Negro Race in America (Raleigh, N.C.: Edwards & Broughton, 1891), iii-iv, 91-92; Beveridge, "Racist Poison in School Books," The African-American Heritage Association, in Zellner papers, Mss 674, Box 3, Folder 21, WHS. 14 Loewen credits this theory of "false consciousness" to Karl Marx (Loewen, Lies My Teacher Told Me, 304). Mississippians willing to defend it. As C. Vann Woodward argued, this "bedtime story" was "calculated to keep the South sleeping, put blacks in their place, [and] console poor whites with white supremacy." 15 In many cases, these textbook boards functioned as censors, controlling what and how students learned. The motives of textbook committees are difficult to measure, because censoring the past could indicate that the committees simply wanted to avoid issues that they viewed as inappropriate for schoolchildren, such as lynching. Another explanation could be that boards wanted to emphasize equality, patriotism, democracy, and pride, but understood that honest depictions of their racial past, especially slavery and Jim Crow racism, undermined that. Yet another justification for whitewashing their history was a conscious approval of the state's racial past. Calling for textbooks that ignored black history or included racial stereotypes indicated the preferred historical memory of white supremacy and their own political worldview. As FitzGerald stated: "the fact that most of the former Confederate states have state- One should also be cautious about immediately blaming the textbook publishers and authors for inaccuracies or biases, or blaming the state adoption boards that selected these texts. Until the 1974 publication of the revisionist textbook Mississippi: Conflict and Change, the state's textbook committee could not select fresh, inclusive texts because they did not exist. The reason that they did not exist, however, was because publishers and authors knew what kinds of histories would and would not sell, and therefore opted for "safe," traditional histories that glossed over controversy and pleased their consumer, namely white-controlled textbook adoption boards. Southern state school boards had influenced the content of textbooks for some time. "For years," Loewen explained, "any textbook sold in Dixie had to call the Civil War 'the War Between the States,'" and some "used the even more pro-Confederate term 'the War for Southern Independence.'" He admitted that this was "simply bad history," but necessary to sell the textbooks. Southern states did not want histories that "cast a [poor] reflection on their past." 16 15 Moreau, Schoolbook Nation, 16; Loewen, Lies My Teacher Told Me, 304; Green, "Rewriting Southern History," 87. 16 Mark M. Krug, "On Rewriting of the Story of Reconstruction in the U.S. History Textbooks," Journal of Negro History 46:3 (April 1961): 133-53; FitzGerald, America Revised, 24; Loewen, Lies My Teacher Told Me, 312; Bessie Pierce, Public Opinion and the Teaching of History in the United States (New York: Da Capo Press, 1970), 39. level adoptions has meant that until recently, conservative white school boards have imposed their racial prejudices … on the children in their states." 17 Civil rights struggles prompted a push for changes in education throughout the country, but the South steadfastly refused to waver in its insistence to teach segregation. In September 1959, the Mississippi Whatever conscious manipulation of history existed in the past, the Brown v. Board of Education decision of 1954 prompted formal, state-sponsored policies to safeguard the preferred version of history that championed the "southern way of life." Less than two weeks after the Brown decision, textbook publishers met in Jackson, Mississippi, to discuss the ruling's possible impact on the textbook business. White Citizens' Councils, designed specifically to resist all forms of integration, especially in the schools, began forming in July 1954. The white power structure, including the Citizens' Councils, school boards, and state government, went to great lengths to ensure the survival of separate schools, but also made sure that Mississippi students received a "proper" racial education. In 1956, the state legislature, pressured by the Citizens' Council, started drafting laws that drastically changed the nature of public education in Mississippi. First, the state did away with compulsory attendance laws, giving parents a way to remove their children from school in the event of integration. For those who remained in school, the legislature then mandated that all ninth-grade students take Mississippi history, thereby providing a forum for extolling the myths of white supremacy. In the same session, the Senate voted on a bill requiring the State Library Commission to purchase books that emphasized white supremacy, such as copies of pro-segregationist publications "Black Monday," "White America," and "You and Segregation." These measures were obvious attempts to prepare students for the fight against integration. Requiring Mississippi history and filling state libraries with one-sided, politically driven literature showed the conscious drive to manipulate racial ideas. 18 17 FitzGerald, America Revised, 35; Loewen, Lies My Teacher Told Me, 307, 312; Pierce, Public Opinion and the Teaching of History in the United States, 39. 18 "Textbook Publishers Meet Here, Discuss Segregation Rulings' Effect on Books," Jackson Daily News (Jackson, MS), May 28, 1954 (henceforth referred to as JDN); "Textbook Battle: Civil War vs. Civil Rights," editorial, Capital Reporter (Jackson, MS), September 6, 1979 (henceforth referred to as CR); "Library, Textbooks Hit In Segregation Dispute," JDN, March 3, 1956. State Society of the Daughters of the American Revolution (DAR) voiced its displeasure with changing textbooks, and attacked schoolbooks that promoted "progressive causes" such as the United Nations, organized labor, and integration. The Mississippi branch of the American Legion and the Citizens' Council called for a committee to inspect the "unsatisfactory" and "subversive" texts listed by the DAR. As a result, the Mississippi Senate passed a bill in 1960 that gave newly elected Governor Ross Barnett full control over selecting textbooks. This unprecedented move, even in the South, created a direct link between the information In 1962, Barnett exercised his new role in the public schools and selected John K. Bettersworth's book Mississippi: A History as the only state-approved choice for the required Mississippi history course. Bettersworth specialized in the Civil War, and his narrative seemed stuck in the same Old South and Lost Cause mentality. From 1962 through available to students and the political agenda. Barnett argued that "all of us ought to be against anything in our textbooks that would teach subversion or integration. Our children must be properly informed about the Southern and true American way of life." 19 1980, all Mississippi students learned from Bettersworth's texts. The state adopted new textbooks every six years, selecting his new edition Mississippi: Yesterday and Today in 1968, and Your Mississippi in 1974. 20 In 1970, however, the state changed its procedures for selecting its textbooks and created the History Textbook Review Committee, composed 19 "Legion Plans to Check Mississippi Textbooks," New York Times, September 6, 1959 (hereafter referred to as NYT); "Textbook Curbs Gain," NYT, April 29, 1960; "'Integration' in Textbooks," editorial, NYT, April 19, 1959; "Mississippi Mud," Time, May 16, 1960, 65; Moreau, Schoolbook Nation, 279-80. 20 Even though Your Mississippi was not published until 1975, it was adopted by the Textbook Review Committee in 1974. The committee reviewed galley proofs and the author's explanation of the revisions from the previously adopted versions. of four members selected by the state superintendent of education and three by the governor. The committee, comprising chiefly educators, historians, politicians, parents, and community representatives, reviewed the proposed texts, compared them to the curriculum, and then approved up to five. The Textbook Review Committee had criteria for rating proposals, and among the major requirements, approved texts had to be "consistent with the valid findings of recent research" and report history in an unbiased manner. This new committee, along with its new requirements, made it seem that Mississippi was finally ready come to terms with its racial past in the classroom, but the Textbook Review Committee's decision in 1974 revealed that the state still had a ways to go. 21 In 1974, Mississippi had an opportunity to provide a textbook that represented all of its students. Sociologist James Loewen at Tougaloo College and historian Charles Sallis at Millsaps College edited a new textbook titled Mississippi: Conflict and Change, the first revisionist history of the state. Conflict and Change presented a multi-racial, multi-ethnic story that honestly chronicled Mississippi's past. Historians lauded it as a "groundbreaking" study, and it won various awards, but Mississippi rejected it for use in the public schools and approved, yet again, a Bettersworth text. The newest Bettersworth edition, Your Mississippi, was an improvement over the last two versions, but was still woefully behind the times, drew from outdated research, and did not acknowledge black contributions. 22 Black students who learned about "their Mississippi," had a hard time finding any redeeming contributions by African Americans. When Bettersworth spoke of "Mississippians," he meant white Mississippians. His coverage of civil rights was surprisingly thin, even for a book published in 1975. His pro-white, 21 Robert B. Moore, ed., Two History Texts: A Study in Contrast (New York: The Racism and Sexism Resource Center for Educators, 1976), 3, 5, 8-12; "Section 37-43-21, The Mississippi Code of 1972," The Mississippi Code, http://www.mscode.com/free/statutes/37/043/0021.htm; "Textbooks Procurement and Adoption," The Mississippi Department of Education, http://www.mde.k12.ms.us/Textbook/textbooks.htm. 22 In 1971, Loewen wrote to James W. Silver, author of the controversial Mississippi: The Closed Society, and explained the plans to write Conflict and Change. He admitted that he and Sallis wanted to "compete with and eventually replace the present Bettersworth [text]. We feel … that his book is woefully inadequate, especially in its treatment of the role of black Mississippians." (Jim Loewen to James Silver, Nov 16, 1971, in James W. Silver Collection (MUM00410), Box 11, Folder 1, Archives & Special Collections, J.D. Williams Library, The University of Mississippi.) anti-integrationist narratives in the 1962 and 1968 editions were unsurprising since Mississippi was in the violent throes of the civil rights movement, but many questioned his sparse attention to civil rights in the 1975 edition. Robert Moore's scathing analysis of Your Mississippi stated that "the author's coverage of the civil rights struggle would be grossly inadequate even for a U.S. history textbook published in 1965. For a book about Mississippi, revised in 1975, the failure to present the enormous conflict and change that Mississippi experienced during the civil rights struggle is inexcusable." 23 The textbooks utilized in this study are by no means the entirety of existing resources, but merely a representative sample. The study incorporates almost twenty texts by various authors published between 1900 and 1995. 25 Editorial changes in subsequent textbooks by the same When the Textbook Review Committee approved Bettersworth's Your Mississippi and rejected Loewen and Sallis's Mississippi: Conflict and Change, it revealed the difficulties that the state had in coming to grips with its past. In his comparison of the two textbooks, Moore charged that the adoption committee felt "threatened by a book that deals honestly with Mississippi history and are attempting to suppress it. This represents censorship in its most blatant form." With no alternative, Loewen and Sallis filed suit against the state, and ultimately won adoption of their text in 1980. This struggle over a textbook is a telling example of Mississippi's difficult acceptance of its past and a hopeful outlook on the state's future. The final adoption of Conflict and Change showed a state moving toward racial reconciliation and a shift in public opinion. This shift took time, but in the two decades after the court case, textbook authors began publishing, and the state began accepting, more objective and comprehensive histories of the state. These new histories, Loewen explained, "represent a sea of change … much less dominated by white supremacy." The journey toward this "new history" provides invaluable insight into racial attitudes in Mississippi. 24 23 Moore, Two History Texts, 9. 24 Moore, Two History Texts, 3; U.S. District Court for the Northern District of Mississippi Greenville Division, preliminary motion, James W. Loewen, et al vs. John Turnipseed, et al, 1980, in John Salter Papers, M55-525, Box 1, Folder 13, WHS; Loewen, Lies My Teacher Told Me, 157-58. 25 Six of the textbooks analyzed were published prior to the establishment of the Textbook Review Committee. This study does not attempt to hold them to standards that were not author present a unique opportunity at evaluating changing racial attitudes over time, as seen in texts by John Bettersworth, Richard McLemore, David Sansing, and John Ray Skates. Loewen and Sallis's Conflict and Change and Bettersworth's Your Mississippi receive significant attention because they provide the most poignant examples of differing representations in Mississippi textbooks and because of the court case surrounding the adoption controversy. None of the textbooks examined are free of bias, but the trend indicates that as historiographical, societal, and political pressures for more inclusion intensified, their treatment of race improved. With some exceptions, Mississippi history textbooks followed the established historiography regarding slavery. Since much of the research prior to the late 1950s supported a romanticized southern version of slavery, it is unsurprising that textbooks also presented the same narrative. Ulrich B. Phillips's book American Negro Slavery dominated the field from its publication in 1918 through the late 1950s. According to Phillips, slaves were racially inferior and needed their masters to take care of them. Slaves had a great deal of autonomy on the plantations, and any punishments, Phillips contended, were light. The system itself was not profitable, and the real burden rested on the master, who had the responsibility of taking care of his slaves. Black scholars like W.E.B. DuBois and John Hope Franklin challenged Phillips's racist view, arguing that his "master narrative" written by elite white men ignored the slaves themselves. In 1956, Kenneth Stampp's Peculiar Institution challenged Phillips and argued that slavery was a severe and profitable institution, not the benign system posed by Phillips. Just three years later, Stanley Elkins argued that slavery was an oppressive system, beating slaves down to psychological helplessness. The growing historiography revealed problems with the Phillips model of slavery, and while there were considerable gaps remaining, they provided different vantage points for textbook authors to present. 26 in place at the time of their publication, but they are included to provide a benchmark for Mississippi history textbooks. 26 Robert Abzug and Stephen Maizlish, eds., New Perspectives on Race and Slavery in America, Essays in Honor of Kenneth Stampp (Lexington: University Press of Kentucky, 1986), 1-3; Ulrich B. Phillips, American Negro Slavery (New York: D. Appleton and Co, 1918); W.E.B. DuBois, The Souls of Black Folk, David Blight and Robert Gooding-Williams, eds. (1903; reprinted Boston: Bedford Books, 1997); John Hope Franklin, The Free Negro Until the 1974 publication of Conflict and Change, Mississippi textbook authors repeated the preferred southern apologist version of slavery presented by Phillips. It is unsurprising that they ignored the research by black scholars, but there was no recognition of the brutality that Stampp and Elkins presented in the late 1950s. A textbook published in 1900 outlined the necessity of slavery to Mississippi's economic system and way of life. Slavery was not evil, as the so-called "ignorant" northern abolitionists argued, but a positive good, because it benefitted everyone involved, especially the slave. Charles Sydnor and Claude Bennett's Mississippi History (1939) stated that "the Negroes were well cared for, given enough food and clothing, and not required to do more than a reasonable amount of work." The authors admitted that some masters were cruel, "but even such owners generally gave their slaves fairly good care." When slaves ran away, they argued, they did so because they "were tired of work, or deserved punishment and wanted to escape it." By implication, slaves were lazy or troublemakers, which would certainly leave an impression on students who learned race from their textbooks. 27 These histories romanticized slave life in such a way that one can understand why white children learning from these texts had a hard time understanding the civil rights struggles and demands for black equality in the 1950s and 1960s. McLemore's Mississippi Through Four Centuries (1949) read almost exactly like Phillips's work, claiming that "the life the Negro lived as a slave was much better than that which he had lived in Africa. It was said that his condition would continue to improve more rapidly as a slave than as a free man." McLemore portrayed the masters as saviors of the black race, who readily supplied their slaves with seemingly every need and want, including summer and winter clothing of "good quality" and "as much bread, and usually as much milk and vegetables, as they wish[ed]." Slaves led a contented life with a minimal workload, for "they [had] no night work, [were] provided with comfortable quarters," and their masters were "kind, indulgent, in North Carolina, 1790-1860 (Chapel Hill: University of North Carolina Press, 1943; Kenneth Stampp, The Pecular Institution: Slavery in the Ante-bellum South (New York: Alfred A. Knopf, 1956); Stanley Elkins, Slavery: A Problem in American Institution and Intellectual Life (Chicago: University of Chicago Press, 1959). 27 Charles S. Sydnor and Claude Bennett, Mississippi History (New York: Johnson Publishing Company, 1939), 159-60. not over-exacting, and sincerely interested in the physical well-being of their dependents." Sydnor and Bennett's 1939 textbook gave the same impression, saying that masters gave their slaves as much food as they desired and the "best medical service available." McLemore agreed, but added that "some Negroes were more lazy than sick." Sydnor and Bennett's narrative described how life in the close-knit slave communities involved "friendship with other slaves, fishing now and then in near-by streams, religious meetings, and occasional merrymakings, all of which helped make the life of a slave pleasant." 28 With descriptions of slavery such as these, a Mississippi student might wonder why anyone would ever want to escape the "pleasantries" of lifelong servitude. 29 These textbooks were not necessarily wrong, as there were kind masters, and slaves did occasionally receive rewards for their labor, but there was no recognition of the brutal realities of slavery. Almost all of the textbooks reflected a paternalistic view of slavery, with the master as provider, and the slave as historical object. As Moreau explained, slaves did not have agency, and instead had "their destiny tossed about by slave owners, abolitionists, politicians, and ultimately the Union and Con- Textbooks published from the late 1950s through the mid 1970s hardly improved, even as the growing historiography revealed the inaccuracies of former scholarship. John Bettersworth's Mississippi: A History (1959), adopted in 1962 as the only state-approved textbook, repeated many of the old Phillips arguments. He admitted that there was some abuse of slaves, but "public opinion and state law generally assured the slaves of good treatment," a statement he repeated in his 1964 and 1975 editions. Richard McLemore's new edition, The Mississippi Story (1959), also emphasized fair treatment for slaves, outlining how masters kept their slaves happy by providing holidays and gifts. 30 28 Emphasis added. 29 Franklin L. Riley, School History of Mississippi for use in Public and Private Schools (Richmond, VA: B.F. Johnson Publishing Company, 1900), 134, 163; McLemore, Mississippi Through Four Centuries (1949), 151-55; Richard A. McLemore, The Mississippi Story (River Forest, IL: Laidlaw Brothers Publishers, 1959), 135, 151; Sydnor and Bennett, Mississippi History (1939), 154-61; John K. Bettersworth, Mississippi Yesterday and Today (Austin, TX: The Steck Company Publishers, 1964), 143; John K. Bettersworth, Mississippi: A History (Austin, TX: The Steck Company Publishers, 1959), 191; Wilkie, Dixie, 50. 30 John K. Bettersworth, Your Mississippi (Austin, TX: The Steck Company Publishers, 1975), quoted in Moore, Two History Texts, 5; Bettersworth, Mississippi: A History (1959), 191; McLemore, The Mississippi Story (1959), 134-35. federate armies." There was also no blame placed upon slave owners or the system of slavery itself. Masters often treated their slaves with their own interests in mind, not the slave's. They provided medical attention and adequate food, because a sick or undernourished slave could not work. Occasionally authors described slavery as a "necessary evil," but rarely explained anything evil about it. By ignoring the darker aspects of slavery, Mississippi textbook authors, whether consciously or not, taught students white supremacy and black inferiority, therefore sowing the seeds of racial unrest. 31 By the 1970s, there was sufficient research available to improve the textbook treatment of slavery. The publication of Conflict and Change (1974) revealed that a more complete look at slave life was possible. Loewen and Sallis clearly discussed the origins of slavery, the ideology justifying slavery, living conditions, violence used to maintain discipline, and slave resistance. The authors showed slavery from the black perspective as well, something completely ignored by previous textbooks. They used slave narratives to explain the brutality of slavery, including one slave's recollection of a whipping: "I saw Old Master get mad at Truman, and he buckled him down across a barrel and whipped him till he cut the blood out of him, and then he rubbed salt and pepper in the raw places. It looked like Truman would die, it hurt so bad." 32 Other textbooks sometimes acknowledged that masters or overseers beat slaves, but never in such detail or from the slave's perspective. Bettersworth's Your Mississippi (1975) put the onus on black overseers, not the masters, stating that "plantation owners cautioned their overseers against brutal practices." The reasons for slave punishment were always 31 Moreau, Schoolbook Nation, 274. 32 James W. Loewen and Charles S. Sallis, eds., Mississippi: Conflict and Change (New York: Pantheon Books, 1974), 93-97; Moore, Two History Texts, 5. some wrong-doing on the part of the slave, but Conflict and Change presented other objectives. "This harsh treatment … accustomed the slaves to discipline, it required them to be submissive, it made them fear white men, and it attempted to make them feel that whites were 'naturally' superior to blacks." Loewen and Sallis cited Mississippi state laws against killing or crippling slaves, but said that "nevertheless, an owner could punish his slaves in any manner he desired. Slaves were rarely killed, however. They were too valuable." 33 By the 1980s, however, textbook authors could not continue writing narratives that read more like Margaret Mitchell's Gone With the Wind. The court ordered adoption of Conflict and Change in 1980, and there was a wealth of new research on slavery. John Blassingame's The Slave Community (1972), Eugene Genovese's Roll Jordan Roll (1974), Herbert Gutman's The Black Family in Slavery and Freedom (1976), Lawrence Levine's Black Culture and Black Consciousness (1978), and many others too numerous to name made it impossible to ignore black history. As a result, Mississippi history textbooks began presenting narratives that broke with the Old South mentality so prevalent in the past texts. David Sansing's 1981 textbook, Mississippi: Its People and Culture dismantled the guise of "happy slaves" and acknowledged slave agency, arguing that many found the "total regulation of their daily lives … unbearable, and they demonstrated their resistance many different Remember, however, that the Textbook Review Committee rejected Conflict and Change and approved Bettersworth's Your Mississippi. One of the committee's requirements was that approved textbooks be "consistent with the valid findings of recent research," yet Bettersworth's narrative paralleled Phillips's 1918 research. He ignored Stampp's 1956 argument that slavery was profitable, and claimed that slavery was so expensive that "planters often neglected their own families to care for their costly slaves." His chapter on the Old South opened with an illustration of a white mistress surrounded by well-dressed slaves with the caption reading: "on some plantations the mistress taught the house servants to read and write." While some did do this, Bettersworth never mentioned that this was the exception, not the norm, and that Mississippi law forbade teaching slaves to read and write. 34 33 Bettersworth, Your Mississippi (1975), quoted in Moore, Two History Texts, 5; Loewen and Sallis, Mississippi: Conflict and Change (1974), 96-97. 34 Bettersworth, Your Mississippi (1975), 184; Moore, Two History Texts, 10. ways," including running away, work slowdowns, and even violence against their masters. 35 Beginning with the eventual adoption of Conflict and Change, almost all textbooks published thereafter began emphasizing a slave culture distinct from its masters. Loewen and Sallis's text, along with others by David Sansing, John Ray Skates, and Jesse O. McKee, acknowledged slaves as real people with real feelings and ideas, not simply a means to perpetuate King Cotton. Sansing's 1981 textbook, along with the three texts that he co-wrote with Skates, discussed the interworkings of the slave family, stressing the importance of kinship, culture, and religion. "Within the framework of the family," Sansing and Skates wrote, "slave parents were able to cushion the shock of bondage for their children and provide a frame of reference that enabled them to develop self-esteem and a positive self-concept." Their 1995 textbook Discovering Mississippi included five pages on slave life, including illustrations, and emphasized how slaves borrowed from their African heritage and American experience to create a unique culture. They acknowledged the problematic nature of assessing the brutality of slavery, stating that "the question of how often whippings occurred and how severe they were is often debated, but some slaves were beaten so severely that their backs bore scars." While many previous textbooks emphasized how well-fed and treated the slaves were, Skates and Sansing provided qualifying statements for their readers: "Since treating slaves decently was in the owners' financial best interest, most owners gave their slaves adequate food, housing, and care." They acknowledged that some masters arranged to 35 John Blassingame, The Slave Community: Plantation Life in the Antebellum South (New York: Oxford University Press, 1972); Eugene D. Genovese, Roll Jordan Roll: The World the Slaves Made (New York: Pantheon Books, 1974); Lawrence Levine, Black Culture and Black Consciousness: Afro-American Folk Thought from Slavery to Freedom (New York: Oxford University Press, 1978); Herbert Gutman, The Black Family in Slavery and Freedom, 1750-1925 (New York: Vintage Books, 1976); Loewen and Sallis, Mississippi: Conflict and Change (1974), 93-97; David Sansing, Mississippi: Its People and Culture (1981), 152-63; David G. Sansing and John Ray Skates, Mississippi History Through Four Centuries (Jackson, MS: Walthall Publishing Company, 1987), 81-83; John Ray Skates and David G. Sansing, Mississippi: The Study of Our State (Brandon, MS: Walthall Publishing Company, 1993), 155-60; John Ray Skates, David G. Sansing, and Mary Ann Wells, Discovering Mississippi: A Mississippi Studies Textbook (Brandon, MS: Walthall Publishing Company, 1995), 205-12; Joseph B. Parker et al, eds., Mississippi Studies: Emergence of Modern Mississippi (Brandon, MS: Magnolia Publishing Company, 1995), 80-81; Jesse O. McKee et al, Mississippi: A Portrait of an American State (Montgomery, AL: Clairmont Press, 1995), 61-67. free their slaves or broke the law by teaching their slaves to read and write, but admitted that "this type of slaveowner was not common." 36 Subsequent textbooks followed Conflict and Change's lead and emphasized Johnson's role in the community that made him a respected figure of the period. David Sansing not only included a picture of Johnson, but also dubbed him as "one of the most successful businessmen in Natchez … a remarkable man who overcame hardships to achieve not The treatment of free blacks in Mississippi textbooks also evolved over time, as seen in changing language, attention, and visual representations. Until adoption of Conflict and Change, all previous textbooks either ignored free blacks entirely or presented them as troublemakers. The 1900 publication School History of Mississippi described free blacks in the antebellum era as "dangers" to the established system. McLemore referred to the need for the "disposal of free negroes." In his 1959 and 1964 texts, Bettersworth described the free black as a "misfit" who had "no place … in the Cotton Kingdom." He argued that free blacks possessed few skills to make them self-sufficient, but cited one exception in William Johnson, an owner of three barbershops, a toyshop, and operator of a small loan service in Natchez. In Conflict and Change Loewen and Sallis described Johnson as "an exceptional man … [who] regularly did business with whites and became quite wealthy," pointing out that "Johnson was murdered by a white man. His murderer was never convicted because the only witnesses—blacks—could not testify in court against a white." Johnson's murder was absent from Your Mississippi, published only one year after Conflict and Change. Bettersworth referenced the murder in his 1981 revision and added a picture of Johnson, but did not mention that his murderer was white. 37 36 Sansing, Mississippi: Its People and Culture (1981), 152-63; Sansing and Skates, Mississippi History Through Four Centuries (1987), 82-83, 158-59; Skates and Sansing, Mississippi: The Study of Our State (1993), 158; Skates, Sansing, and Wells, Discovering Mississippi (1995), 205-11; Skates, Sansing, and Wells, Discovering Mississippi (1995), 205, 211; James V. Sullivan and Kathleen Sullivan, Mississippi: The Land, The People (Brandon, MS: Ollray Publishing Co., 1994), 102; McKee, Mississippi: A Portrait of an American State (1995), 60-67; Loewen and Sallis, Mississippi: Conflict and Change (1974), 93-97. 37 Riley, School History of Mississippi for use in Public and Private Schools (1900), 164; Sydnor and Bennett, Mississippi History (1939), 156; McLemore, Mississippi Through Four Centuries (1949), 154; Bettersworth, Mississippi: A History (1959), 193; Bettersworth, Mississippi Yesterday and Today (1964), 145; Bettersworth, Your Mississippi (1975), 151; John K. Bettersworth, Mississippi: The Land and the People (Austin, TX: The Steck Company Publishers, 1981), Chapter 8. only substantial wealth but also the respect and admiration of many whites and blacks in Natchez." In their 1987 text, Skates and Sansing added how Johnson "even loaned money to his white friends." Other texts stated how Johnson's success earned him respect, but Bettersworth only half-heartedly recognized this in his 1981 text, stating that "a free black like Johnson might be respected in a certain community." In contrast, Skates and Sansing in Mississippi: The Study of Our State (1993) gave Johnson full recognition for his role as a successful free black by naming him as "A Person To Know" and allotting an entire page in the textbook, complete with photograph. The growing recognition of William Johnson was simply one example of the acceptance of black individuals into Mississippi history. The addition of pictures and Johnson's acknowledgement as a positive addition to white society showed a changing attitude towards race in Mississippi textbooks and society. By providing positive role models and descriptions for black students, this trend helped strip past feelings of racial inferiority. 38 While Mississippi history textbooks generally followed the historiography when it came to slavery, their treatment of Reconstruction was more 38 Sansing, Mississippi: Its People and Culture (1981), 161; Sansing and Skates, Mississippi History Through Four Centuries (1987), 83-84; Bettersworth, Mississippi: The Land and the People (1981), Chapter 8; Skates, Sansing, and Wells, Discovering Mississippi (1995), 208; McKee, Mississippi: A Portrait of an American State (1995), 67; Skates and Sansing, Mississippi: The Study of Our State (1993), 159. troublesome. Frances FitzGerald argued that "textbook treatment of Reconstruction offers the most striking example of the gap between the academic world and the secondary schools," which held true for Mississippi textbooks. Many textbooks presented the passing of the Old South as something to be lamented, and depicted Reconstruction as one of the grimmest chapters in the nation's history. This version of the post-war period originated in the 1890s and argued that Reconstruction had been a tragic error. This school of thought, known as the Dunning School, grounded itself in the widespread racism of the period and accepted racial stereotypes that blacks were illiterate, incompetent, and ill-equipped for freedom. Claude Bowers's work The Tragic Era (1929) argued that vindictive Republicans, carpetbaggers, scalawags, and blacks ran state governments during Reconstruction, creating incompetent and corrupt governments to punish the South. As a result, decent white southerners united out of desperation, forced out the Republican regimes, and "redeemed" their governments by putting white southern Democrats in charge and stripping the freedmen of voting and other civil rights. 39 Beginning in the 1920s, however, historians emphasized the positive contributions of Reconstruction governments, including long-needed reforms like public schools, and argued against the notion that naïve and inexperienced blacks led to corruption in state governments. Works by W.E.B. DuBois and C. Vann Woodward tore apart "the shrouds of myth surrounding post–Civil War Southern history," namely the romance of the Old South and righteousness of the Lost Cause. The civil rights struggles of the 1950s and 1960s also changed the historiography regarding Reconstruction and all areas of southern and black history. Starting in the mid 1950s, historians like Kenneth Stampp, Joel Williamson, and C. Vann Woodward highlighted the central question of the black experience and made race a critical component of understanding the South during and after Reconstruction. 40 39 FitzGerald, America Revised, 89; Moreau, Schoolbook Nation, 60, 66, 274-75; Loewen, Lies My Teacher Told Me, 137; Francis G. Couvares, et al, eds., Interpretations of American History: Patterns & Perspectives, Volume One—Through Reconstruction (New York: The Free Press, 2000), 381-88; Green, "Rewriting Southern History," 87-89; Claude G. Bowers, The Tragic Era: The Revolution After Lincoln (Cambridge: Houghton Mifflin , 1929). 40 Ibid; W.E.B. DuBois, Black Reconstruction (New York: Harcourt Brace, 1935); C. Vann Woodward, Reunion and Reaction: The Compromise of 1877and the End of Reconstruction (Boston: Little and Brown, 1951) and Origins of the New South: 1877-1913 (Baton Rouge: Louisiana State University Press, 1951); Kenneth Stampp, The Era of Reconstruction: Despite advances in the historiography beginning in the 1920s, all adopted Mississippi textbooks until 1980 ignored later scholarship and instead based their narrative on works that clearly upheld the idea of white supremacy. In a Southern Exposure article, Anne Braden recalled learning history in the public schools: "Certain 'facts' were undisputed. One was that the Reconstruction period was a 'tragedy'—because ignorant former slaves (manipulated by 'carpetbaggers' and 'scalawags') took over state governments, refused to let whites vote, threatened white womanhood, wreaked chaos throughout the South, and stole public treasuries blind." Reconstruction finally ended "well," however, "when the 'better class' of white Southerners, through brains and skill, regained control." Joseph Moreau blamed this lag between scholarship and textbooks on southern textbook boards and their attempts to censor history for a more pro-South message. For white southerners, Moreau argued, "the 'truths' of history proved remarkably malleable…[they] sought to rewrite the history taught to children [because] they wanted more than final exoneration for the [South.] They wanted to use the past to legitimate the new social order they were creating," namely Jim Crow segregation, and "buttress an official system of racial inequality" built on the ashes of the Old South. 41 Until the adoption of Conflict and Change, Mississippi students learned from textbooks that repeated the Confederate myth of Reconstruction. These textbooks mourned the passing of the Old South, seen in descriptions of the Civil War itself. Bettersworth's 1964 textbook discussed how "the War for Southern Independence…began like a glorious revolution." Bettersworth and many of his predecessors blamed losing the war on various groups, including "abolitionist crusaders of the North" with their "violent propaganda," Yankee intruding armies, and disloyal slaves. Sydnor and Bennett's 1939 text argued that loyal slaves stayed on the plantations to help, but disloyal ones who escaped 1865-1877 (New York: Alfred A. Knopf, 1965), Joel Williamson, After Slavery: The Negro in South Carolina During Reconstruction, 1861-1877 (Chapel Hill: University of North Carolina Press, 1965); C. Vann Woodward, The Strange Career of Jim Crow (New York: Oxford University Press, 1955) and The Burden of Southern History (New York: Vintage Books, 1960). 41 Krug, "On Rewriting of the Story of Reconstruction in the U.S. History Textbooks," 135, 152; Moreau, Schoolbook Nation, 276; Anne Braden, "A Long Way To Go: Teaching Young People the Truth About Racism," Southern Exposure 12:4 (July/August 1984): 53; Moreau, Schoolbook Nation, 79, 90. or refused to work were "a great handicap to the state." 42 When the South lost, Bettersworth explained, "the end of the war brought the final blow to the slave owner, the loss of his slaves. Every able-bodied fieldhand and house servant was worth about two thousand dollars…All of this was completely lost." Robert Moore chastised Bettersworth's mourning for the Old South, and argued that his "grieving for the slave owner keeps him from celebrating—even briefly—for the hundreds of thousands who were freed." For Bettersworth and his predecessors, the once "loyal" slaves transitioned to "confused" freedmen during Reconstruction, and created the "critical problem" of what to do with them. 43 provide them with forty acres and a mule, many of them "wandered about Following the Dunning School's interpretation, virtually all Mississippi textbooks prior to the adoption of Conflict and Change addressed the "problem" of the freedmen using racial stereotypes. In a section entitled "Need for the Black Codes," Sydnor and Bennett's text explained that "most of the Negroes refused to work after they were given their freedom." 44 Since the freedmen believed that the government would 42 Eventually textbooks recognized the role of African Americans in the war itself, with discussion of black soldiers in David Sansing and John Ray Skates's texts Mississippi: The Study of our State (1993) and Discovering Mississippi (1995). Both include pictures of black soldiers, and the 1995 text includes recognition of a former slave from Mississippi who won the Congressional Medal of Honor. (Skates and Sansing, Mississippi: The Study of Our State (1993), 212; Skates, Sansing, and Wells, Discovering Mississippi (1995), 226-27.) 43 Loewen, Lies My Teacher Told Me, 156-58; Bettersworth, Mississippi Yesterday and Today (1964), 202; McLemore, Mississippi Through Four Centuries, (1949); Wilkie, Dixie, 50; Bettersworth, Mississippi Yesterday and Today (1959), 193; Sydnor and Bennett, Mississippi History (1939), 169; Bettersworth, Your Mississippi (1975), quoted in Moore, Two History Texts, 5, 16. 44 McLemore made a similar comment in his 1949 textbook: "Many of the Negroes refused to work. Others were guilty of petty crimes, especially stealing." (McLemore, Mississippi Through Four Centuries (1949), quoted in Wilkie, Dixie, 50-51.) in bands and flocked to towns." Since they had to eat, but refused to work, they explained, "many begged or stole," making themselves parasites on hardworking southern whites. They conceded that blacks should not be blamed for their "annoying" behavior, because the "ignorant Negroes had always been forced to work, and now that they were free they did not know how to behave." McLemore's 1949 and 1959 textbooks stated that rebuilding after the war's devastation was difficult, "but the presence of the carpetbag element and the bad conduct of the Negroes made the task more difficult [since] the war had given him his freedom, but he was not trained to use it." In the introduction to his Reconstruction chapter, McLemore summarized the Confederate myth of Reconstruction perfectly. "In this chapter, you will see how the Republicans ran the state. Their extravagance and their willingness to place untrained people in important places made the conservative whites unite against them." Curtis Wilkie, who learned from McLemore's book in the Mississippi public schools, commented: "No wonder Mississippi helped anchor the Democratic Solid South for nearly one hundred years." 45 Representations of the Ku Klux Klan also revealed that Mississippi textbooks prior to Conflict and Change ignored the historiography and deferred to the romanticized idea of the Klan as a protector of southern Breaking with the Confederate version of history, Conflict and Change described how the Black Codes put "serious controls" on black people and the result "made sure that blacks were kept down, socially and economically." Because of Black Codes and the sharecropping system, black farmers were "victims" because "without land [they] had no economic power." Jesse McKee's Mississippi: A Portrait of an American State (1995) added to the narrative, claiming that "the Codes placed harsh economic and social restrictions over blacks' behavior and, particularly, their labor." He included the reaction of a white traveler in Mississippi who stated: "while honest and industrious Negroes are often arrested and punished, there is not arrest of notorious idle…white men." 46 45 Sydnor and Bennett, Mississippi History (1939), 186; McLemore, Mississippi Through Four Centuries (1949), 246; McLemore, The Mississippi Story (1959), 228; Wilkie, Dixie, 50-51. 46 Loewen and Sallis, Mississippi: Conflict and Change (1974), 146-47; Snydor and Bennett, Mississippi History (1939), 169, 186-87; Bettersworth, Your Mississippi (1975), 226; Bettersworth, Mississippi: The Land and the People (1981), 212; McKee, Mississippi: A Portrait of an American State (1995), 111-12. values. Mississippi History (1939) argued that the Klan provided a much-needed service to white people, since "the government of the state gave the citizens almost no protection. The white people therefore had to protect themselves without the help of sheriff or police." The authors defended the Klan, admitting that their actions were illegal, but arguing that they had no choice because the Reconstruction governments were not enforcing the law. Actions of the Klan, they surmised, "can therefore be justified on the grounds of grim necessity." McLemore explained that "a Negro who had been giving trouble in a community might awake some night to find a ghost-clad figure standing by his bed." Because of their "superstitious" nature, the mere sight of the Klansmen was enough to scare blacks into passivity. The Klan, according to McLemore, "helped the South at a difficult time." Section headings in textbooks, such as "The White Man Fights Back" and "White People Organize to Control the Negroes," revealed much of their biases, implying that the Klan was something that whites were driven to, and their violent actions were justified by the need to protect themselves from blacks and carpetbaggers. Many textbooks only hinted at Klan violence. All of Bettersworth's editions described the Klan as a "secret social and fraternal club," which "were very popular at the time. The initiation of a member required him to ride across the countryside in bedsheet and hood to serenade his best girl. This frightened the blacks." Bettersworth's Mississippi: The Land and the People (1981) added that the Klan used this fear to keep blacks from voting, but gave no indication of the realities of Klan violence and intimidation. 47 Most later textbooks acknowledged the KKK as a terrorist organization. Loewen and Sallis bluntly stated that "the Klan became an instrument of terror throughout the South," with a stated purpose to "promote white supremacy and to 'preserve the Southern way of life.'" Conflict and Change recognized positive achievements of Reconstruction governments, especially the establishment of public education, and noted how the Klan consciously targeted black schools and whites who supported them. Loewen and Sallis, and later Sansing and Skates, 47 Sydnor and Bennett, Mississippi History (1939), 195-96; McLemore, Mississippi Through Four Centuries (1949), 247-48; McLemore, The Mississippi Story (1959), 22829; Quoted in Wilkie, Dixie, 50-51; Bettersworth, Mississippi: A History (1959), 324-25; Bettersworth, Mississippi Yesterday and Today (1964), 231-33; Bettersworth, Your Mississippi (1975), 231; Moore, Two History Texts, 6, 19; Bettersworth, Mississippi: The Land and the People (1981), 218-19. candidly discussed how the Klan burned black schools and churches, and even beat and killed white teachers and black parents who sent their children to school. Mississippi: The Land, The People (1994) discussed the violence toward blacks and noted the huge increase in lynchings and beatings in the late-Reconstruction period. 48 Yet again, Loewen and Sallis's Conflict and Change displayed a dramatic shift in textbook representations of race and racism. Unlike previous texts, and some that followed, the authors dealt directly with When white Redeemer governments regained control of the South and proceeded to strip African Americans of their rights, textbooks followed suit. After Reconstruction, Joseph Moreau explained, blacks "largely departed from textbooks, appearing infrequently or in awkward contexts." These textbooks reflected southern historical memory, carefully censored to show an all-white narrative. Until the adoption of Conflict and Change, most Mississippi textbooks ignored blacks completely after Reconstruction. Bettersworth's Your Mississippi (1975), for example, did not mention segregation or lynching. In his 1934 Journal of Negro History article, Lawrence Reddick discussed the problems with textbooks of the time. They gave an unfavorable picture of blacks, because "as a slave he was happy and docile. As a freedman he was shiftless, sometimes vicious, and easily led to corruption. As a freeman," however, "his activities have not been worthy of note." Some textbooks discussed the 1890 convention where the new Mississippi state constitution disfranchised blacks, and they occasionally mentioned that blacks migrated out of the state during World War II, but never recognized the consequences of disfranchisement, or the discrimination and violence that drove them out of the state. As Moreau explained, "historians generally excluded Blacks from popular schoolbooks as assiduously as Southern Democrats kept them from the polls." 49 48 Loewen and Sallis, Mississippi: Conflict and Change (1974), 155-56; Sansing, Mississippi: Its People and Culture (1981), 212-13; Skates and Sansing, Mississippi: The Study of Our State (1993), 228; Sansing and Skates, Mississippi Through Four Centuries (1987), 126; Sullivan and Sullivan, Mississippi: The Land, The People (1994), 162. 49 Moreau, Schoolbook Nation, 91, 163-64, 276; Lawrence D. Reddick, "Racial Attitudes in American History Textbooks of the South," Journal of Negro History 19:3 (July 1934): 264; Marie Elizabeth Carpenter, "The Treatment of the Negro in American History Textbooks: A Comparison of Changing Textbook Content, 1926-1939, with Developing Scholarship in the History of the Negro in the United States" (Ph.D. diss., Columbia University, 1941), 128. racial violence and segregation. Lynching, they explained, "was the ultimate weapon to keep blacks under control…In the minds of many white Mississippians, the black man had become the symbol of the defeat of the Confederacy," and was therefore punished. Loewen and Sallis plainly stated that Mississippi had the most recorded lynchings in the country, and even included a picture of a lynching. Many subsequent texts omitted a candid discussion of lynching, and no other textbook included a picture. James and Kathleen Sullivan's Mississippi: The Land, The People (1994), however, described lynching and the efforts to fight such injustice. The Sullivans included a description of Ida B. Wells's fight against lynching, including a picture of her, something only replicated by Loewen and Sallis. The inclusion of Wells showed a growing recognition of not only African Americans, but also women, in the greater narrative. 50 For much of the Deep South, and especially Mississippi, the civil rights movement of the 1950s and 1960s was the most significant period of change, upheaval, and crisis since the Civil War and Reconstruction. Many textbooks had a difficult time presenting civil rights, especially those published in the midst of such a difficult period in the state's history. Others suffered from a lack of secondary sources on the Mississippi movement since it took some time for the literature to develop. Neil McMillen's 1971 book on the Citizens' Council was one of the earliest works, but the standard works on Mississippi, namely John Dittmer's Local People and Charles Payne's I've Got the Light of Freedom were not published until the mid 1990s. Despite this, there were resources on the movement for textbook authors to utilize. Many primary sources existed, such as Anne Moody's Coming of Age in Mississippi and James Silver's Mississippi: The Closed Society, but many textbook authors gave only scant accounts of civil rights. Conflict and Change was the exception, providing an excellent overview, but the difficult decades that helped shape Mississippi did not receive adequate attention until the early 1990s. 51 50 Loewen and Sallis, Mississippi: Conflict and Change (1974), 178-89; Sullivan and Sullivan, Mississippi: The Land, The People (1994), 169, 173. 51 Neil McMillen, The Citizens Council: Organized Resistance to the Second Reconstruction, 1954-64 (Urbana: University of Illinois Press, 1971); John Dittmer, Local People: The Struggle for Civil Rights in Mississippi (Urbana: University of Illinois Press, 1994); Most textbooks began their discussion of civil rights with the 1954 Brown v. Board of Education decision. Some textbooks, such as Conflict and Change (1974) and Discovering Mississippi (1995), included the impact of World War II and the decade of Dixiecrats and demagogues, but they were in the minority. Mississippi textbooks were slow to recognize the significance of the Brown decision, and few prior to the mid 1970s gave it much attention. Several textbooks refused to even call the landmark case by name, and instead referred to it as "the court decision," "the integration decision" or "the desegregation decision." 52 All of John Bettersworth's editions referred to Brown as "the desegregation decision" and buried the case in paragraphs that described events of Governor J.P. Coleman's term in office, completely omitting it from the timeline of significant events in Mississippi history. 53 Many textbooks described white dissatisfaction with Brown, and implied that the decision was unnecessary. Bettersworth asserted that Charles Payne, I've Got the Light of Freedom: The Organizing Tradition and the Mississippi Freedom Struggle (Berkeley: University of California Press, 1995); Anne Moody, Coming of Age in Mississippi (New York: Dial Press, 1968); James W. Silver, Mississippi: The Closed Society (New York: Harcourt Brace, 1964). There were also earlier secondary works on the movement in general, such as Richard Kluger's Simple Justice: The History of Brown v. Board of Education and Black America's Struggle for Equality (1977) and August Meier and Elliot Rudwick's CORE: A Study in the Civil Rights Movement (1973). 52 Today the terms "integration" and "desegregation" are used interchangeably and thought of as virtually the same, but there is a difference, however slight, that indicates the author's attitudes towards the Brown decision. "Integration," to the traditional southern white in the 1950s and 1960s, was the more negative of the two, because it implied a mixing of the races where the government forced the races together and erased the traditional barrier between white and black. Two textbooks directly defined the word "integrate." In Bettersworth's Mississippi: The People and Culture (1981), "integrate" meant "to come together as equals," and Jesse McKee's Mississippi: The Portrait of an American State (1995) gave a similar definition. The terms "desegregation" was still unwelcome, but it did not arouse quite the tensions as the term "integration." "Desegregation" meant the end of the traditional system, but it did not directly create a new system. In short, but still rather ambiguous, desegregation declared the end of the accepted system, but integration imposed a system that most southern whites could not even comprehend, having to mingle with blacks. (Bettersworth, Mississippi: The Land and the People (1981), 288; McKee, Mississippi: The Portrait of an American State (1995), 183.) 53 Loewen and Sallis, Mississippi: Conflict and Change (1974), 243-46; Skates, Sansing, and Wells, Discovering Mississippi (1995), 238-40; Bettersworth, Mississippi Yesterday and Today (1959), 484, 566; McLemore, The Mississippi Story (1959), 258; Bettersworth, Mississippi Yesterday and Today (1964), 321; Bettersworth, Your Mississippi (1975); Bettersworth, Mississippi: The Land and the People (1981), 307, 359; Moore, Two History Texts, 9. "both races evidenced their satisfaction" with separate facilities, and emphasized the rare occasions where blacks had better schools than whites. McLemore also insisted that separate facilities for blacks and whites were indeed equal and preferred by all parties. The Mississippi Story (1959) contained two photographs showing "one of Mississippi's modern Negro schools" and "one for our newer [white] school buildings." The photographs gave the appearance of separate and equal schools for the races. To be fair, there were some excellent new schools built for blacks in the state during the "school equalization" program in the years leading up to Brown, but they were in the minority. McLemore's representation of a modern black school misrepresents the education provided to black students in the larger scope of educational facilities, which is obvious when compared to other descriptions of black schools. Conflict and Change argued that "black children received especially poor treatment in Mississippi's public schools" and stated that "separate but equal" was a "disguise" since black schools were much poorer than white schools. Loewen and Sallis provided a very different visual comparison of white and black schools than McLemore, with two photographs and a chart of "equal education." 54 Textbooks published in the early 1980s and onward offered a representation similar to Loewen and Sallis. Mississippi: The Land, The People (1994) described the "poorly funded black schools," and Mississippi: Its People and Culture (1981) gave comparative statistics similar to those in Loewen and Sallis's text that clearly showed the gap between supposedly equal black and white schools. Mississippi: The Study of Our State (1993) stated plainly that "schools for black and white children were not equal." Skates and Sansing contended that Mississippi wanted a better educational system since "the schools for both blacks and whites were poor … [and] steps were taken to improve the schools—at least for white children." Skates and Sansing referred to the Brown decision by name, and described how it gave black students rights guaranteed by the Constitution. Their 1995 revision introduced the role of the National Association for the Advancement of Colored People (NAACP) in the Brown case, an aspect ignored by most previous textbooks. Mississippi: A Portrait of an American State (1995) continued this trend and even 54 Bettersworth, Mississippi Yesterday and Today (1959), 484; McLemore, The Mississippi Story (1959), 258; Loewen and Sallis, Mississippi: Conflict and Change (1974), 212-13. included a photograph of the victorious NAACP attorneys on the steps of the Supreme Court building. 55 One central civil rights incident in the state's history was James Meredith's integration of the University of Mississippi in 1962 and the violence that ensued. The language, attention given to the incident, and visual representations of the Ole Miss riot serve as the best methods to evaluate the changing views of the incident. Bettersworth's Mississippi Yesterday and Today (1964) dedicated a short paragraph to the riot 55 Loewen and Sallis, Mississippi: Conflict and Change (1974), 250-53, 256-57; Sansing and Skates, Mississippi History Through Four Centuries (1987), 166-67; Sullivan and Sullivan, Mississippi: The Land, The People (1994), 217, 225; Skates, Sansing, and Wells, Discovering Mississippi (1995), 240-43; Parker, Mississippi Studies (1995), 166; Sansing, Mississippi: Its People and Culture (1981), 308; Skates and Sansing, Mississippi: The Study of Our State (1993), 232, 283-90; McKee, Mississippi: A Portrait of an American State (1995), 182-83. and blamed the violence on both Meredith and the federal government. "A disturbance followed," he explained, "involving first marshals with tear gas and later federal troops with fixed bayonets." Bettersworth compared the Ole Miss "disturbance" to the Civil War, reminding his readers that one hundred years beforehand, Union troops had been in Oxford. Since publication of this textbook came only two years after the Ole Miss riot, while the state was still in the midst of the civil rights movement, a short paragraph that victimized Mississippi rather than Meredith is understandable. His next edition, Your Mississippi (1975), however, surprisingly gave Ole Miss slightly less attention, and included a picture of five of Mississippi's governors, two of whom were adamant segregationists. The picture seemingly glorified the "great leaders" of Mississippi and applauded their actions. In the 1981 revision of Your Mississippi, Bettersworth still downplayed the Ole Miss riot, but did provide the significant addition of a picture of James Meredith. 56 In juxtaposition to Bettersworth's representations of Meredith and Ole Miss stand Loewen and Sallis's Conflict and Change and the similarly progressive histories that followed. As opposed to Bettersworth's brief and impersonal accounts of the Ole Miss incident, Loewen and Sallis took nearly three pages to explain the events and significance of the riot. Conflict and Change provided a biographical sketch of Meredith as an Air Force veteran, therefore portraying him as an upright citizen instead of a "trouble making Negro." Their detailed account of the riot provided a better understanding of the tense atmosphere. Once the mob realized that Meredith was on campus, the "students began throwing gravel and lighted cigarettes at the marshals. Soon the crowd was pelting the marshals with rocks, bottles, and lengths of pipe. Nearby cars and trucks were overturned, smashed, and set on fire. Bullets began to whiz out of the night." This dramatic recounting of the riot continued, providing one of the most complete representations of the Ole Miss riot in this study, second only to Skates, Sansing, and Wells's Discovering Mississippi (1995). 57 56 Bettersworth, Mississippi Yesterday and Today (1964), 321; Bettersworth, Your Mississippi (1975), 311-12; Bettersworth, Mississippi: The Land and the People (1981), 300-301; Moore, Two History Texts, 8. 57 Loewen and Sallis, Mississippi: Conflict and Change (1974), 263-65; Skates, Sansing, and Wells, Discovering Mississippi (1995), 245-48. In addition, textbooks following the adoption of Conflict of Change shifted the blame for the riot from Meredith and the federal troops to Mississippi itself. Sullivan's Mississippi: The Land, The People (1994) explained that Governor Ross Barnett, "who represented Mississippi's defiantly segregationist government, did not provide the leadership" that Mississippi needed. Sansing's 1981 textbook, as well as the three he co-wrote with Skates, all described how the mob of students and other Mississippians attacked the marshals and provoked the riot. Mississippi Studies (1995) gave an overview of the riot, but also showed the hardships Meredith faced while attending Ole Miss. "Though he was constantly harassed, threatened and ostracized by white students, and had to have continuous protection by federal marshals," the authors explained, "James Meredith graduated from the University of Mississippi in August 1963." This description made Meredith a brave man, a hero even, who fought adversity to achieve a goal, not the troublemaker of Bettersworth's texts. 58 All of the Mississippi textbooks published since Conflict and Change discussed the events of the "long hot summer" of 1964, though in varying degrees of detail. Sansing and Skates described how Freedom Summer volunteers worked to teach blacks how to register to vote. They also addressed the southern white reaction to the Freedom Summer Projects, explaining that many white Mississippians saw northern college students as "'outside agitators' in much the same way Mississippians had reacted to the carpetbaggers during Reconstruction." In response, Sansing and Skates explained that Mississippi saw resurgence in the Ku Klux Klan, and violence against civil rights workers increased, as 58 Later textbooks also began recognizing the integration efforts at other universities, namely Clyde Kennard's 1958 attempt to enroll at Mississippi Southern College (now University of Southern Mississippi). These textbooks describe how Kennard was arrested for buying twenty-five dollars worth of stolen chicken feed and sentenced to seven years in jail, what Jesse McKee called "questionable charges." (Sansing and Skates, Mississippi History Through Four Centuries (1987), 167-68; McKee, Mississippi: A Portrait of an American State (1995), 185. Sullivan and Sullivan, Mississippi: The Land, The People (1994), 225-27; Sansing, Mississippi: Its People and Culture (1981), 315-17; Skates, Sansing, and Wells, Discovering Mississippi (1995), 246-48; Sansing and Skates, Mississippi History Through Four Centuries (1987), 168-70; McKee, Mississippi: A Portrait of an American State (1995), 186; Skates and Sansing, Mississippi: The Study of Our State (1993), 290; Parker, Mississippi Studies (1995), 182. seen in the brutal murders of Michael Schwerner, James Chaney, and Andrew Goodman. 59 Racial violence was a pervading and constant theme in Mississippi during the civil rights movement. Because of the brutal nature of many racially motivated murders in Mississippi, and the negative publicity the state received as a result, this was one of the most underrepresented areas in Mississippi textbooks until the mid 1990s. Besides the murders of the three civil rights workers, the assassination of NAACP field secretary Medgar Evers received the most attention. In Your Mississippi (1975), Bettersworth explained that the state was "shocked" and that the Some Mississippi textbooks dealt with the murders of Schwerner, Chaney, and Goodman directly and in depth, while others skirted the difficult issue of vigilante violence by white Mississippians. In his 1975 and 1981 textbooks, for example, John Bettersworth allotted only two sentences to the murders and did not refer to the victims by name. He simply stated that "three civil rights workers were murdered in Neshoba County. Their deaths added fuel to the flames of racial strife." In his timeline of "events to remember," Bettersworth also omitted Freedom Summer and the murders. In comparison, Conflict and Change described the murders in depth and recounted how this violence spread to other parts of the state. Loewen and Sallis, along with Skates and Sansing, gave the scope of white violence that summer, reporting the three murders, eighty beatings, thirty-five shootings, thirty bombed homes, thirty-five bombed churches, and more than one thousand arrests that mired the state in racial turmoil. The 1993 and 1995 editions of Skates and Sansing's textbook included lengthy descriptions of the murders, along with pictures of the three victims, something repeated in Jesse McKee's 1995 textbook that included the famous FBI poster of the three civil rights workers. 60 59 Sansing, Mississippi: Its People and Culture (1981), 321-23; Sansing and Skates, Mississippi History Through Four Centuries (1987), 172; Skates, Sansing, and Wells, Discovering Mississippi (1995), 248. 60 Bettersworth, Your Mississippi (1975), cited in Moore, Two History Texts, 8; Bettersworth, Mississippi: The Land, The People (1981), 310, 359; Loewen and Sallis, Mississippi: Conflict and Change (1974), 268-71; Sansing, Mississippi: Its People and Culture (1981), 321-23; Skates and Sansing, Mississippi: The Study of Our State (1993), 294-95; Skates, Sansing, and Wells, Discovering Mississippi (1995), 248-49; Sansing and Skates, Mississippi History Through Four Centuries (1987), 172-73; Sullivan and Sullivan, Mississippi: The Land, The People (1994), 228-29; Parker, Mississippi Studies (1995), 183-84; McKee, Mississippi: A Portrait of an American State (1995), 188-89. courts unsuccessfully tried "a Mississippian" for the murder in 1964. In his 1981 edition, however, Bettersworth took a step back and said that the state tried "one white person" for the murder. Conflict and Change described the murder and included a picture of Evers, but did not identify the sniper as either white or a Mississippian. Over time, the "murder" of Evers evolved into an "assassination" of the state's greatest civil rights leader. In 1995, Discovering Mississippi finally identified Evers's assassin as white supremacist Byron de la Beckwith. Two 1995 textbooks, Mississippi Studies: Emergence of Modern Mississippi and Mississippi: A Portrait of an American State, both contained pictures of Beckwith. 61 Other civil rights murders were also slow to appear in Mississippi textbooks. Conflict and Change (1974) included a section entitled "Violence Against Blacks," where Loewen and Sallis discussed the murders of George Lee and Gus Courts, who helped register blacks to vote, as well as the lynching of Mack Parker, an accused rapist taken from his jail cell by a mob. 63 Mississippi's most famous lynching, that of Emmett Till, received relatively little attention until the 1990s. Loewen Even though the latter three textbooks seem superior to their predecessors because they identified Evers's murderer, one must consider the whole story before judging prior publications too harshly. The fact was that Beckwith went free after the first two murder trials ended in hung juries. In 1994, thirty-one years after the murder, the state of Mississippi finally convicted Byron de la Beckwith of the crime. Books published before his ultimate conviction could not print Beckwith's name or likeness in relation to the murder, for it would portray the man as guilty prior to his actual conviction. Once the court made a conclusive decision, the textbook authors quickly completed the story and provided some amount of closure to the thirty-year-old murder. 62 61 Bettersworth, Your Mississippi (1975), 312-13; Bettersworth, Mississippi: The Land and the People (1981), 310; Loewen and Sallis, Mississippi: Conflict and Change (1974), 267-68; Sansing, Mississippi: Its People and Culture (1981), 322; Sansing and Skates, Mississippi Through Four Centuries (1987), 173; Skates and Sansing, Mississippi: The Study of Our State (1993), 293; Skates, Sansing, and Wells, Discovering Mississippi (1995), 248; Parker, Mississippi Studies (1995), 183; McKee, Mississippi: A Portrait of an American State (1995), 187. 62 Loewen and Sallis, Mississippi: Conflict and Change (1974), 267-68; Skates, Sansing, and Wells, Discovering Mississippi (1995), 248; Parker, Mississippi Studies (1995), 183; McKee, Mississippi: A Portrait of an American State (1995), 187. 63 Parker, Mississippi Studies (1995) described all three of these murders. Mississippi: The Portrait of an American State (1995) included a description of the Mack Parker lynchand Sallis briefly mentioned Till in a sidebar, but surprisingly did not offer explanation. This is a strange omission given the narratives on Lee, Courts, and Parker. The Till lynching did not appear again until Mississippi Studies (1994) listed it in a simple civil rights timeline. After this point, only two textbooks included Till in their narrative of the civil rights struggle. Mississippi: A Portrait of an American State (1995) provided the most in-depth account and included three images related to the Till case and a short description of the murder, explaining that it "painted a poor picture of Mississippi and its white citizens." The gradual recognition of white violence against blacks during this period and the attention that these murders began to receive in textbooks was a telling sign of the progress in Mississippi's internal conflict with its violent racial past. 64 The inclusion of prominent black civil rights personalities also revealed the progression of how Mississippi taught race in the classroom. Almost all earlier works, such as Bettersworth's publications, contained references and pictures of the great governors of Mississippi who fought integration throughout their terms in office, but they rarely recognized civil rights leaders. Names like Fannie Lou Hamer, Martin Luther King, Jr., Charles Evers, Stokely Carmichael, and countless others began to appear in mid 1970s publications. Fannie Lou Hamer received the most attention over time, with Sansing's 1981 text calling her "one of the nation's most admired and beloved civil rights activists." As textbooks began to acknowledge the positive roles black leaders played in the movement, rather than portraying them as "troublemakers" or "outside agitators," it revealed a state moving beyond the racism that marred its history to a more inclusive, multi-racial society. 65 ing, as well, but did not refer to it by name. (Parker, Mississippi Studies (1995), 172-73; McKee, Mississippi: A Portrait of an American State (1995), 185.) 64 Loewen and Sallis, Mississippi: Conflict and Change (1974), 257-58; Sullivan and Sullivan, Mississippi: The Land, The People (1994), 218-221; Parker, Mississippi Studies (1995), 172-73; McKee, Mississippi: A Portrait of an American State (1995), 184-85. 65 McLemore, The Mississippi Story (1959),258-59; Bettersworth, Your Mississippi (1975), 309-15; Bettersworth, Mississippi: The Land and the People (1981), 306-09; Loewen and Sallis, Mississippi: Conflict and Change (1974), 258-83; Sansing, Mississippi: Its People and Culture (1981), 315-18, 321-24; Sansing and Skates, Mississippi History Through Four Centuries (1987), 166-70, 172-74; Skates and Sansing, Mississippi: The Study of Our State (1993), 289-97; Sullivan and Sullivan, Mississippi: The Land, The People (1994), 169, 225-28; Skates, Sansing, and Wells, Discovering Mississippi (1995), While acceptance of the black role in history was important, Mississippi textbooks that acknowledged and accepted black culture and its contributions to the whole of Mississippi culture truly showed the extent of racial reconciliation. In its discussion of Mississippi culture, especially folklore, literature, and music, Conflict and Change, yet again, represented a shift away from one-sided history towards one that acknowledged the black place in society. 66 Textbooks acknowledged African influences in language, with words like gumbo, okra, and jazz, along with black contributions to literature, such as Richard Wright, author of Black Boy and Native Son. They also emphasized black contributions to music, especially spirituals, gospel, work songs, prison songs, country music, rock and roll, jazz, and the blues. This growing recognition of Mississippi culture that included both whites and blacks was just another indication of the progress in not only Mississippi textbooks, but in Mississippi itself. 67 Prior to the adoption of James Loewen and Charles Sallis's Conflict and Change in 1980, Mississippi students learned race through textbooks that skewed their history by presenting them with a "magnolia myth" of their past. By under-representing black history and championing the ideals of secession, redemption, and white supremacy, these textbooks held Mississippi back and contributed to the problems of racism and discrimination that pervaded the state. Slavery's twin legacies haunted Mississippi, including the social and economic inferiority instilled in blacks, and the cultural racism conferred upon whites. The textbooks used prior to 1980 only reinforced this and made it more difficult for the state to overcome its difficult racial past. When Conflict and Change directly challenged the accepted narrative of Mississippi history, the Textbook Review Committee promptly rejected it in favor of John Bettersworth's more traditional Your Mississippi. Bettersworth's textbooks 238, 243-51; Parker, Mississippi Studies (1995), 172-73, 181-85; McKee, Mississippi: A Portrait of an American State (1995), 183-91. 66 Bettersworth's 1964 discussion of culture, for example, makes no mention of black contributions, even in its discussion of jazz. (Bettersworth, Mississippi Yesterday and Today (1964), 339-43.) 67 Loewen and Sallis, Mississippi: Conflict and Change (1974), 219-30; Sansing and Skates, Mississippi History Through Four Centuries (1987), 184-96; Sullivan and Sullivan, Mississippi: The Land, The People (1994), 231-247; McKee, Mississippi: A Portrait of an American State (1995), 236-37, 245-51, 270-72. had safeguarded the preferred mythologized history since 1962, and Loewen and Sallis's 1974 textbook stood in stark contrast. Perhaps the rejection of Conflict and Change was to be expected only four years after forced integration took place in a state still licking its wounds from the civil rights movement, but the adoption process itself, along with the court case that finally forced the textbook's adoption, revealed the ongoing struggle over racial identity and historical memory. 68 After its release in 1974, Conflict and Change received excellent reviews and even won the Lillian Smith Award for the best southern nonfiction. The New Orleans Times-Picayune called it "splendidly written [and] handsomely illustrated … It is like no other textbook used in America's schools today. It tells things … like they were—and like they are." One scholarly review claimed that "it displays an informed scholarship and a sensitivity to the real meaning of cultural pluralism which critics of American history texts have demanded for over a decade." The New York Times called it "extraordinary … a sensitive, skillfully writ- Not only did Loewen and Sallis have difficulties getting Conflict and Change adopted for Mississippi schools, but they also had trouble getting it published in the first place. Eleven publishers rejected their manuscript before Pantheon Books, a division of Random House, finally accepted it. 69 None of the dissenting presses questioned the book's quality, but more the marketability. Trade presses would not publish a textbook, while textbook publishers would not touch a book "so unlikely to be adopted." They were understandably skeptical, because after all, the textbook committee had rejected an 815-page literary anthology simply because it contained a three-page essay by James Baldwin, a black novelist. 70 Pantheon had never published a textbook before, but believed that it was "a special case" and a "model of its kind" that they hoped "will inspire similar revisions of other state histories." 71 68 Loewen, Lies My Teacher Told Me, 143. 69 They took the book to eight textbook publishers and three trade presses. 70 Some textbook publishers feared that the state would reject the book, and in turn, boycott their other textbooks. 71 Loewen, Lies My Teacher Told Me, 9, 313; FitzGerald, America Revised, 29; Moreau, Schoolbook Nation, 283, 318-19; "Suit to Win State Textbook Adoption—in Mississippi," Publishers Weekly (November 24, 1975): 18-19 (hereafter referred to as PW); "Integrated Texts on the Rise: Opposition in the South," Library Journal 90 (May 15, 1965): 41; Lerone Bennett, Jr., "Reading, 'Riting and Racism," Ebony 22 (March 1967): 137; "Mississippi: An Updated View," Times-Picayune (New Orleans, LA), September 22, 1974. ten book that maintains a positive conviction about history despite the dark deeds discussed." Perhaps the best review came from the Clarion Ledger and Jackson Daily News, Mississippi's largest daily newspapers, who said the book had "excellent balance and perspective." 72 "Page by page," the review said, "the sorry side of Mississippi's history unfolds." The state's civil rights history "is one of bitter white prejudice and opposition … [but] as ugly as this chapter is to many Mississippians—black and white—today, [Loewen and Sallis] point out that 'the conflict of the 1960s made possible the changes leading into the 1970s.'" In conclusion, the review called Conflict and Change "an excellent chronicle of two Mississippis—the violent, bitter Mississippi which refused to accept the black man as a human being, and the Mississippi which stirred the imaginations" of such famous Mississippians as William Faulkner, Eudora Welty, and Richard Wright. This lavishing praise did not impress the Textbook Review Committee, however, which rejected it for use in the Mississippi schools. 73 Furious with the decision, Loewen and Sallis, along with school districts, teachers, parents, and students who wanted to adopt the book, The Textbook Review Committee met in 1974, presented with only two proposals for adoption, Loewen and Sallis's Conflict and Change, and Bettersworth's Your Mississippi. Bettersworth's previous texts had drawn considerable complaints from black teachers who argued that it treated blacks "as complacent darkies or as a problem to whites." He submitted a new edition right before the deadline, which the New York Times called an "obvious political move," with "the more ridiculous interpretations of black life slightly revised." The textbook committee could have approved both textbooks and let individual school districts choose between them, but instead, they approved Your Mississippi and rejected Conflict and Change. 74 72 The review was published in the joint Sunday edition, October 20, 1974, of the Clarion Ledger and Jackson Daily News. 73 "Mississippi: An Updated View," Times-Picayune, September 22, 1974; "Teaching Mississippi History," NYT, October 10, 1975; Jimmie L. Franklin, review of Mississippi: Conflict and Change, by James W. Loewen and Charles Sallis, Red River Valley Historical Review (undated): 94-95 (Mississippi Department of Archives and History Subject File: Textbook Controversy)(hereafter referred to as MDAH SF); "Tougaloo, Millsaps Profs Pen New History of Mississippi," CL and JDN, October 20, 1974. 74 "Teaching Mississippi History," NYT, October 10, 1975; Preliminary motion for Loewen vs. Turnipseed, in Salter Papers, M55-525, Box 1, Folder 13, WHS. fought to overturn the committee's decision. 75 They first appealed to the state superintendent, who claimed that he had no control over the committee. In order for the Textbook Purchasing Board to buy the textbook, he explained, at least four of the committee members had to recommend it. He insisted that racial bias did not play a part in the decision, even though the committee's vote broke down along racial lines, with the two black members voting for the book, and the five white committee members against it. The authors and their supporters then went to Governor William L. Waller, a moderate, and asked that he review the decision, but he refused. With no appeal procedure, they secured legal counsel from the NAACP's Legal and Educational Defense fund and sued the members of the review committee who rejected the book, the Textbook Purchasing Board, Mississippi Superintendent of Education Garvin Johnston, and Governor Waller. 76 The suit Loewen et al vs. Turnipseed et al attacked the textbook decision on many different points. First, the fact that the board rejected Conflict and Change "without satisfactory cause or a fair hearing" violated due process and equal protection guaranteed by the Fourteenth Amendment. They also attacked the textbook policies themselves, arguing that the state rejected Conflict and Change because of racial bias. The committee, they charged, consistently adopted texts that "minimize, ignore, [and] denigrate the role of blacks and other minorities in the history of the United States and of Mississippi," as well as "present historical events in a manner sympathetic to principles of racial segregation and 75 In addition to authors James Loewen and Charles Sallis, the plaintiffs included Msgr. Paul V. Canonici, Director of Education Services at the Natchez-Jackson Diocese; Father Luke Mikschl, Pastor and Superintendant of the Holy Child Jesus Elementary and High School in Canton (along with one teacher and six black students at Holy Child Jesus School); the Jefferson County Board of Education, including the superintendent, assistant superintendent, two teachers, and two students of the Jefferson County school district; as well as one white student from Jackson's St. Andrews Episcopal Day School whose father was the Bishop of the Episcopal Diocese of Mississippi. (Preliminary motion for Loewen vs. Turnipseed, in Salter Papers, M55-525, Box 1, Folder 13, WHS; "Textbook Authors Sue State Board," Clarion-Ledger (Jackson, MS), November 6, 1975 (henceforth referred to as CL).) 76 Preliminary motion for Loewen vs. Turnipseed, in Salter Papers, M55-525, Box 1, Folder 13, WHS; "Bias is Charged in Book Rejection," NYT, November 10, 1974; "Textbook Authors Sue State Board," CL, November 6, 1975; "Race Emphasis Reason for Rejection of Book," CL, September 6, 1979; "Suit to Win State Textbook Adoption—in Mississippi," PW (November 24, 1975): 18-19; "Mississippi Is Sued on History Books," NYT, November 9, 1975. discrimination, black inferiority, and 'white supremacy.'" This process, they argued, "is and has been an instrument of state propaganda to exclude controversial viewpoints, [and] operates as a state instrument of unconstitutional state censorship." By rejecting Conflict and Change, the suit argued that the state "denie[d] the right of school-age children to a fully nondiscriminatory public school system." 77 In order to prove that the committee should have adopted Conflict and Change, NAACP lawyer Mel Leventhal took Bettersworth's textbook to task, arguing that it attempted to maintain the white-dominated version of Mississippi by means of "omission, distortion, and falsification." 78 Among the many shortcomings and complaints regarding Your Mississippi, Leventhal focused on the periods of slavery, Reconstruction, and civil rights. Regarding slavery, he pointed out that Bettersworth devoted only four paragraphs to slave life, and those passages "minimize[d] the brutality of the system." His Reconstruction chapter emphasized black corruption and marginalized the Klan to a sort of gentlemen's club. For civil rights, Leventhal listed a host of complaints, including Bettersworth's refusal to recognize the significance of the Brown decision. In his list of "Events to Remember," Bettersworth recorded such events as the Great Delta flood, the organization of seemingly every public college in the state, and even the arrival of the boll weevil, but not even a mention of the 1954 Supreme Court decision. In addition, his narratives portrayed civil rights activists and the federal government as the problem of civil rights. One passage stated that "federal voting 77 Preliminary motion for Loewen vs. Turnipseed, in Salter Papers, M55-525, Box 1, Folder 13, WHS;"Bias is Charged in Book Rejection," NYT, November 10, 1974; "Mississippi Is Sued on History Books," NYT, November 9, 1975; "Authors' Suit Charges Racial Bias in History Textbook," JDN, August 28, 1979; "Japanese Journalists Gather Data Here About Censorship of Textbooks," JDN, undated (MDAH SF: Sallis, Charles); FitzGerald, America Revised, 29; "Suit to Win State Textbook Adoption—in Mississippi," PW (November 24, 1975): 18-19; "Mississippi Textbook Dispute Revived," NYT, March 29, 1981. 78 The suit did not call for the removal of Your Mississippi but insisted that teachers have a choice. Public school districts who wanted to adopt the book, such as the predominantly black Jefferson County, could not afford the book on their own, and needed state monies only available for books on the state-approved list. Loewen declared: "it's tragic that Mississippi children get a leftover segregationist text," and had no alternatives. ("Bias is Charged in Book Rejection," NYT, November 10, 1974; "Miss. Must Allow Textbook That Stresses Black Role," Washington Post (Washington, D.C.), April 5, 1980; "Suit to Win State Textbook Adoption—in Mississippi," PW (November 24, 1975): 18-19; "Teaching Mississippi History," NYT, October 10, 1975; "A New View of Old Miss," publication unknown, c. 1979 (MDAH SF: Textbook Controversy). registrars moved into the state [in 1965] to help register black people to vote. Civil rights marches and boycotts followed." By implication, the federal registrars caused disturbances rather than guaranteeing civil rights denied by the state since Reconstruction. 79 The suit criticized many other aspects of Bettersworth's textbook in comparison to Loewen and Sallis's, but the use of the word "Mississippian" and images received considerable attention. According to the lawsuit, Bettersworth's references to "Mississippians" meant white Mississippians. The suit listed forty-seven instances of this, including his description of how "Mississippians took vigorous measures to resist" the Brown decision, and the Citizens' Council "[took] the Mississippi case to the nation." In both of these instances, Bettersworth clearly meant only white Mississippians. In addition, the case charged that Bettersworth's use of pictures discriminated against blacks by omission. In the entire book, Your Mississippi had only two photographs of blacks, Charles Evers and Leontyne Price, where Conflict and Change Bettersworth's vague and scanty accounts of civil rights became more obvious when compared to Loewen and Sallis's text. While Your Mississippi stuck civil rights events into descriptions of Mississippi governors from 1946 to 1970, Conflict and Change provided a thirty-five-page analysis of the struggle for civil rights, complete with detailed sections that addressed almost every major event that touched Mississippi, such as "White Reaction to the Supreme Court Decision," "Violence Against Blacks," "White Views of the Movement," "Black Voting Is Cut," "Token Desegregation in the Public Schools," and many more. As Moore rightly pointed out, "students might receive a broader understanding of this era if they read only these subheadings than they would by reading all of Bettersworth's discussion of the period." 80 Leventhal also scrutinized Bettersworth's rosy summary of the period, where he concluded that "gradually Mississippians, black and white, found that they could get along together—as they always had." For many, Bettersworth whitewashed or omitted too many events in order to make such a claim of "togetherness." 81 79 "Court Bars Rejection of Textbooks for Racial Reasons," NYT, April 5, 1980; "Mississippi Textbook Dispute Revived," NYT, March 29, 198; Moore, Two History Texts, 3, 8. 80 Emphasis in original. 81 Bettersworth, Your Mississippi (1975), 315, quoted in Moore, Two History Texts, 3-12; "Authors' Suit Charges Racial Bias in History Textbook," JDN, August 28, 1979. included twenty. 82 Critics argued that a book claiming to be about "your Mississippi" should represent the whole state, but only two photographs of African Americans in a state with a large black population hardly accomplished that. 83 While the suit criticized Bettersworth's omission of pictures of African Americans, it was Loewen and Sallis's inclusion of certain pictures that led to its rejection. John Turnipseed testified that the book was "unsuitable for classroom use" for many different reasons, but specifically pointed to some of the pictures. The most controversial picture was a grainy photograph of a lynching that showed whites posing for the camera around a burning black body. Turnipseed explained that discussing racial issues like lynching "would be embarrassing," and he thought that it would make it hard for a "white lady teacher" to con- Even though the state insisted that race had not influenced the Textbook Review Committee's decision, the testimonies of committee members quickly revealed otherwise. 84 On the stand, committee members admitted that they rejected the book because it was "too racially oriented" and had "too much black history." One defendant complained that the book spent seventy-five to eighty percent on racial strife, and gave "misleading" coverage of "isolated incidents" like slave abuse, lynchings, and racism. Two teachers from the board agreed that the book overemphasized racial unrest and preferred to leave much of past unpleasantness in the past. "I feel like we can mention the bad, but why belabor it? ... I don't see why [students] need to know how many lynchings there were when so many good things have happened in our state." 85 82 This broke down to roughly five percent of Bettersworth's book and twenty-six percent of Loewen and Sallis's. ("Authors' Suit Charges Racial Bias in History Textbook," JDN, August 28, 1979.) 83 "Court Bars Rejection of Textbooks for Racial Reasons," NYT, April 5, 1980; Bettersworth, Your Mississippi (1975), quoted in Moore, Two History Texts, 8, 10-11; "Mississippi Textbook Dispute Revived," NYT, March 29, 1981; "Authors' Suit Charges Racial Bias in History Textbook," JDN, August 28, 1979. 84 At first, the defendants testified that they rejected the book because it did not have a teacher's edition and failed to provide summaries and reviews at the end of each chapter. On cross-examination, however, John Turnipseed admitted that Random House told him that a teacher's edition would be available. ("Textbook Bias Ruling Delayed," CL, September 7, 1979.) 85 "Textbook Bias Ruling Delayed," CL, September 7, 1979; "Judge Rules State Was Biased in Rejecting Textbook," CL, April 3, 1980; "Race Emphasis Reason for Rejection of Book," CL, September 6, 1979. trol a "predominantly black class." Judge Orma Smith asked, "Didn't lynchings happen in Mississippi?" Turnipseed replied, "Yes, but it was all so long ago, why dwell on it now?," to which the judge replied: "It's a history book isn't it?" 86 In addition to the lynching photograph, Turnipseed and other defendants took issue with two additional photographs that documented the struggle for civil rights. Author Joseph Moreau called Conflict and Change's photographs "the most remarkable aspect of the book," but others found the images troublesome. Turnipseed claimed that, "quite simply, I felt the book harps on the black vs. white issue," and pointed to the Pulitzer Prize–winning photograph of James Meredith lying in the middle of the road after a sniper's bullet caught him in the leg. The committee took issue with another photograph that showed a white police officer wrenching an American flag from the hand of a young black protestor, while a nearby officer clutched a confiscated sign that read 86 Loewen and Sallis, Mississippi: Conflict and Change (1974), 178-79, 274, 281; Loewen, Lies My Teacher Told Me, 169, 313; Moreau, Schoolbook Nation, 318-19; "Teaching Mississippi History," NYT, October 10, 1975; "Authors' Suit Charges Racial Bias in History Textbook," JDN, August 28, 1979; "Mississippi is Sued on History Books," NYT, November 9, 1975; "Court Bars Rejection of Textbooks for Racial Reasons," NYT, April 5, 1980; "Textbook Bias Ruling Delayed," CL, September 7, 1979. "No More Police Brutality." The caption read "police harassing a young protestor." Loewen credited these three pictures as the main reason for the textbook's rejection. Mississippi whites were not ready for their children to see pictures that cast such a dark shadow on their past. 87 The U.S. District Court for the Northern District of Mississippi ruled in favor of the plaintiffs in April 1980, ordering the state to place Conflict and Change on their approved list. The court ruled that the board had no "justifiable" reason to reject the book and found that the review process "tended to perpetuate some of the segregationist ideas of the past." Many considered this a significant First and Fourteenth Amendment case that solidified "the right to read freely." The state of Mississippi, from Ross Barnett to the Textbook Review Committee, had consciously safeguarded the white supremacist version of history and censored any text that challenged long-held beliefs. By forcing the approval of a revisionist textbook that countered this narrative, however, the court broke this trend and gave Mississippi schools access to an alternative to Bettersworth. Conflict and Change and the court case that put it in the schools were turning points for Mississippi education, because they finally broke down the "magnolia curtain" that had separated the state from its true past. Journalist Bill Minor wrote that Mississippi had "outlived the times when blacks could be extracted from educational contact with whites," but then had to change the textbooks that "dealt with blacks as non-persons." Many Mississippi school districts wanted a more balanced textbook like Conflict and Change, and one year after the court battle ended, twenty-one of the state's one hundred fifty school districts used the textbook. 88 In the years that followed, Mississippi history textbooks improved dramatically, partially due to the shifts in 87 Loewen and Sallis, Conflict and Change, 178-79, 274, 281; "Textbook Bias Ruling Delayed," CL, September 7, 1979; "Judge Rules State Was Biased in Rejecting Textbook," CL, April 3, 1980; Moreau, Schoolbook Nation, 318-19. 88 There were reports that some school districts threatened teachers and principals with dismissal if they tried to adopt the book, and many believed that, despite the court battle, Conflict and Change would never reach Mississippi students. (Jim Loewen to John Salter, July 20, 1980, in Salter Papers, M55-525, Box 1, Folder 6, WHS; "Mississippi Textbook Dispute Revived," NYT, March 29, 1981; "Embattled History Textbook Finally OK'd," CL, December 18, 1980; "Time Will Tell If Book Reaches Students," CL, April 4, 1980.) the historiography, but also because of the new expectation that they reflect all of Mississippi, not just whites. 89 Winter's efforts put the state of Mississippi on a new course. The state continues making significant strides to improve the curriculum into the twenty-first century, as seen in a 2006 law that mandated civil rights education in the public schools and the creation of the Mississippi Civil Rights Education Commission. 91 James Loewen and Charles Sallis helped this process of racial reconciliation and education. They knew that Mississippians needed to understand their past, however dark and disturbing, in order for whites to move beyond old prejudices and feelings of superiority, and for blacks to find an equal place in society. Their forward-looking Mississippi: Conflict and Change showed the promise of During the 1970s and 1980s, Mississippi underwent significant changes. After forced integration in 1970, the state took time to adjust to the sudden change. Race relations improved somewhat, and many began to see a "New Mississippi" emerging. Charles Sallis saw this new state identity and was "shocked and dismayed" by the rejection of his textbook. "I saw integration working," he said. "People were ready for it. Obviously the bureaucracy wasn't." The state continued to change, however, and for the better. In 1980, the same year the U.S. District Court forced the adoption of Conflict and Change, Mississippi inaugurated a new governor, William Winter. During his term in office, Winter worked tirelessly to improve the public schools and race relations. His most significant accomplishment was passage of the Education Reform Act of 1982, which reinstated compulsory education abolished after the Brown decision, reorganized the State Department of Education, improved teacher certification requirements, and created public kindergartens. 90 89 "Judge Rules State Was Biased in Rejecting Textbook," CL, April 3, 1980; Loewen, Lies My Teacher Told Me, 313; "A New View of Old Miss," publication unknown, c. 1979 (MDAH SF: Textbook Controversy); "Textbook Battle: Civil War vs. Civil Rights," editorial, CR, September 6, 1979; "Japanese Journalists Gather Data Here About Censorship of Textbooks," JDN, undated (MDAH SF: Sallis, Charles). 90 "Japanese Journalists Gather Data Here About Censorship of Textbooks," JDN, undated (MDAH SF: Sallis, Charles); Bolton, The Hardest Deal of All, 217; "Liberating Our Past," Southern Exposure 12:6 (Nov/Dec 1984): 2. 91 According to the Mississippi Department of Education, the three-year process of adding civil rights education "is nearly complete," and the new curriculum will go into effect in 2010. "News Release: Mississippi Public Schools Add Civil Rights Education to Curriculum," The Mississippi Department of Education, http://www.mde.k12.ms.us/Extrel/ News/2009/09CivilRightsEd.html. an inclusive multi-racial society. As evidenced in this study, Mississippi students who learned race through their textbooks before 1980 learned white superiority and black inferiority, but this began to change with Conflict and Change. Joseph Moreau explained that "somewhere in the 1960s, American history lost its way. At least the teaching of it did." In Mississippi, however, James Silver wrote that "the recorded history of Mississippi has changed more slowly than the state." Mississippi history had lost its way long before the 1960s, but it took until 1980 for it to find its way and set its history "free at last." 92 92 Moreau, Schoolbook Nation, 1; James W. Silver, "History Changes More Slowly Than State," Delta Democrat-Times, August 3, 1975; Bolton, The Hardest Deal of All, 217; "Liberating Our Past," Southern Exposure 12:6 (Nov/Dec 1984): 2.	<urn:uuid:4ba98d6a-7677-457e-8a4e-93fe6ef5c0e1>	CC-MAIN-2018-51	http://www.mdah.ms.gov/new/wp-content/uploads/2013/07/davis_race-in-textbooks.pdf	2018-12-10T04:08:26Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00105.warc.gz	418,238,284	25,564	eng_Latn	eng_Latn	0.990344	eng_Latn	0.996065	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 2004, 5128, 7620, 10385, 13136, 15801, 18513, 21199, 23342, 26210, 28866, 31534, 34158, 36984, 38977, 41603, 44619, 47574, 49236, 52075, 54771, 57111, 59763, 62492, 65250, 67801, 71187, 73789, 74864, 77419, 80185, 83004, 85951, 88831, 91474, 9425...	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______________________________________________________________________________________________________________________________________________________________________ 10810 Handheld Geiger Counter Introduction: The Science First ® Handheld Digital Geiger Counter has been designed for use in school laboratories for studying and understanding the field of radioactivity. It is a compact, portable low-level radiation detector that is sensitive to alpha (α), Beta (β), gamma (γ), and X-ray radiation. Its all digital circuitry provides a clear digital display as well as an audio response. The LCD screen displays count, cpm, or mR/hr, along with elapsed time and charge state. A user is able to conduct various experiments with a high degree of accuracy. The counter may be operated by solar power or solar-charged capacitor. Specifications: Detector: Halogen-quenched Neon (Ne), stainless steel Geiger-Müller tube continuous, cpm, mR/hr Modes: Display: LCD with count, mode, elapsed time, charge status End window: Mica, 1.5-2.0 mg/cm 2 areal density Sensitivity: 18 cps/mR/hr Cobalt-60 Gamma > 0.01 MeV Beta > 0.2 MeV Alpha > 4 MeV Range: 0 - 8 mR/hr Operating Voltage: 500 V Dead time: 90 μs Power sources: Direct solar, solar-charged capacitor WARNING: SENSOR FACE IS DELICATE, DO NOT TOUCH! Before you begin your experiments, read the operational instructions carefully. Theory: Ordinary human senses cannot detect invisible particles that are produced by radioactive materials. The Geiger- Müller handheld counter has been developed for the purpose of detecting radiation. Inside the instrument a potential difference of several hundred volts is maintained between coaxial electrodes in a gas filled (i.e., Neon) tube. When a particle (i.e., α, β, γ, or X-ray) enters the tube, it ionizes the gas, allowing a short pulse of electricity to trigger the detector circuitry. This pulse can be heard as a beep in a speaker and as a change in the number on the scale of the digital readout. Natural radioactivity was first studied in the late 19th century by the French scientist Henri Becquerel. In the 20th century, Ernest Rutherford carried out the gold foil experiment. As a result of the experiment, scientists now had a clear picture of the structure of the ______________________________________________________________________________________________________________________________________________________________________ SCIENCE FIRST ® \| 86475 Gene Lasserre Blvd., Yulee, FL 32097 \| 800-875-3214 \| www.sciencefirst.com \| email@example.com ______________________________________________________________________________________________________________________________________________________________________ atom relative to the time period and the location of its fundamental particles. The atom was found to consist of mostly empty space with a densely packed core, the nucleus, consisting of all the positive charge (i.e., protons). Rutherford formed this conclusion based on the experimental evidence that showed that some alpha particles (positively charged) deflected directly back to the source when they hit the positive center. Rutherford named the three types of observed radiation - alpha, beta, and gamma - after the first three letters of the Greek alphabet. Further research by Bohr and others would ultimately result in the modern depiction of the atom's structure under the quantum mechanical model. Alpha particles are really helium nuclei. Each alpha particle carries a double positive charge. An alpha particle is emitted from an atom at a velocity about 1/20th the speed of light. Alpha particles do not have a high penetrating power. In fact, a an ordinary sheet of paper is sufficient to stop alpha particles. Beta particles are electrons emitted from decaying radioisotopes. Beta particles are negatively charged. A sheet of aluminum a few millimeters thick is sufficient to stop beta particles. Gamma rays have no charge; however, gamma rays have high energy and a short wavelength. Thus, gamma rays are the most penetrating of the three particles. Gamma rays are able to penetrate a block of iron one foot thick. Thick sheets of lead or concrete provide protection from penetrating gamma rays. If you turn on your Geiger counter with no radioactive source in the area, you will hear random beeps. These beeps are the result of cosmic rays and natural radiation emanating from objects that surround you. This is known as background radiation. The unit of radiation exposure is called the roentgen (R). It was introduced at the Radiological Congress held in Stockholm in 1928. It has been the most widely used unit of X-ray dose since its introduction. The roentgen is an integrated measure of exposure, and it is independent of the time over which the exposure occurs. The strength of a radiation field is usually given as an exposure rate, such as roentgens per minute. Measurements of exposure to human tissue are taken via a specialized health physics counter and are expressed as the dose equivalent or rem. Operation: POWERING THE COUNTER: The counter will run in direct sunlight or thereafter off a charged capacitor. Turn the unit on/off by flipping the switch on the bottom of the unit to the desired mode. During use, the counter will preferentially power itself with the highest voltage source. In direct sunlight, this is usually the solar panel. Power usage by the counter is very low. When charged, the capacitor will power the unit for approximately 25 minutes. The largest current draw is from the audio transducer. COUNT MODES: The counter functions in three main modes, which are cycled by the mode button on the unit. The unit's current mode is indicated by an arrow on the left hand side of the LCD. - cont (continuous mode): In this mode, a running tally of ionization events is updated in the COUNT/EXP field of the LCD. The duration of the current count is displayed in the ELAPSED TIME field. - cpm (counts per minute): The counter will log events for a specified duration. The default setting is 15 seconds. Extrapolate this count into a one-minute interval, as needed when performing the investigations below. - mR/hr: In this mode, the counter displays the common dose rate of milliRoentgen per hour. NOTE: Changing count mode resets the current count of the processor. MUTE: When the counter detects a pulse, an audible chirp will be heard. The speaker can be muted by pressing the bell symbol with the line through it. The bell symbol will continuously appear on the LCD, when the unit is not muted. Muting the counter will greatly extend capacitor charge and battery life. SENSOR ORIENTATION: When measuring alpha or beta sources, direct the window at the source. The Geiger-Müller tube in the counter is mounted below the LCD screen with its window facing outward. Care should be taken to protect the mica end window. It is extremely fragile. Gamma radiation is generally of too high an energy to interact directly with the gases inside the tube. It is usually beta particles emitted from Compton scattering within the steel wall of the tube that cause ionization and a pulse within the tube. Investigations: CAUTION - Although the radioactive sources supplied to you by your instructor/teacher should be of low level and considered safe for limited use by students, they should not be used more than necessary. Please be sure to wash your hands thoroughly after each experiment. ______________________________________________________________________________________________________________________________________________________________________ SCIENCE FIRST ® \| 86475 Gene Lasserre Blvd., Yulee, FL 32097 \| 800-875-3214 \| www.sciencefirst.com \| firstname.lastname@example.org ______________________________________________________________________________________________________________________________________________________________________ EXPERIMENT 1 - MEASURING BACKGROUND RADIATION Change the mode to cpm. Record the COUNT/EXP for 15s. Extrapolate the value at 60s by multiplying the COUNT/EXP by four. Alternatively, set the mode to cont and record the COUNT/EXP every minute for a total of 20 minutes. Determine the average number of background radiation counts by dividing the total number of counts by the total number of readings. This number gives the average background radiation level in your area. EXPERIMENT 2 - MEASURING A RADIOACTIVE SOURCE Obtain a radioactive source from your instructor. Place the source about 30 cm from the Geiger-Müller opening. The distance from the source to the counter has a dramatic effect on the count rate. Adjust this distance to approximately 10 cm and set the device to the cont mode. Record the COUNT/EXP every minute for a total of 20 minutes. EXPERIMENT 3 - COUNT RATE AS A FUNCTION OF DISTANCE Place a meter stick on a table and place the Geiger- Müller tube opening at the zero end of the stick. Place a radioactive source 100 cm from the tube opening. Set the device to the count mode and record the COUNT/EXP every minute for a total of ten minutes. Move the source to the 90 cm mark on the meter stick and record the COUNT/EXP every minute for a total of ten minutes. Repeat for 80 cm - 10 cm. After recording the readings for each respective distance, sum the readings and divide by 10 to get the average reading for each distance (cm). Make a graph of average count versus distance. What type of curve is obtained? EXPERIMENT 4 - ABSORBANCE (requires additional materials) The maximum range of radioactive particles as they travel through an absorbing material depends on several factors, including the density and the atomic number of the absorbing material. In this experiment, you will determine the thickness of an absorbing material that will completely block beta particles from entering the Geiger tube. You will need a source that emits essentially only beta particles (e.g., 14 C, 99 Tc, 204 Tl, 210 Bi, or 234 Pa). You will need aluminum foil. Tear or cut the foil into ~100 sheets of uniform size. The thickness of an individual aluminum sheet is close to 0.001". a) Place the beta source approximately 10 cm from the Geiger tube. b) Turn the unit on and set the mode to cpm. c) Obtain a background reading for the default 15s interval. Extrapolate the value at 60s by multiplying the COUNT/EXP by four. d) Place a single sheet of aluminum foil between the tube and the source. While set in the cpm mode, obtain a reading (i.e., COUNT/EXP). Extrapolate the value at 60s by multiplying the COUNT/EXP by four. e) Add a second sheet of aluminum foil between the tube and the source and make another measurement as outlined in step d. f) Continue making readings for sheets 3 and beyond until no audible beep is heard to signify a radiation reading. Record the number of sheets of aluminum foil and total thickness in inches, the COUNT/EXP each time a reading is made and the extrapolated values for 60s at each new thickness. For example, with three sheets of aluminum foil the thickness is ~0.003". g) Subtract the background from each measurement. Make a plot of Count v. aluminum thickness (inches). h) Compare the values obtained with aluminum foil to other materials (e.g., plastic wrap, cardboard). Follow the procedure outlined above. Warranty and Parts: We replace all defective or missing parts free of charge. Additional replacement parts may be ordered. We accept MasterCard, Visa, checks and School P.O.s. All products warranted to be free from defect for 90 days. Does not apply to accident, misuse or normal wear and tear. Intended for children 13 years of age and up. This item is not a toy. It may contain small parts that can be choking hazards. Adult supervision is required. ______________________________________________________________________________________________________________________________________________________________________ SCIENCE FIRST ® \| 86475 Gene Lasserre Blvd., Yulee, FL 32097 \| 800-875-3214 \| www.sciencefirst.com \| email@example.com	<urn:uuid:c8d6cebd-5349-456d-b197-6bd5243067a2>	CC-MAIN-2018-51	https://sciencefirst.com/wp-content/uploads/2017/05/10810-Handheld-Geiger-Counter.pdf	2018-12-10T04:28:17Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00106.warc.gz	729,898,363	2,547	eng_Latn	eng_Latn	0.997696	eng_Latn	0.998597	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2597, 7841, 12166 ]	[ 3.640625 ]	1	4
KansasCropPests In Kansas, various species of flea beetles may affect wheat in early spring and seedling corn or sorghum. An occasional pest, populations of four or more flea beetles per plant may kill young plants, especially during poor growing conditions. They may also transmit Stewart's bacterial wilt, but this is not common in Kansas. Description Figure 1 Adult flea beetles are shiny black, 2 to 3 mm long, with enlarged hind legs (Figure 1). They are known for their jumping ability, thus the name "flea" beetle. Females lay oblong, whitish eggs approximately 0.46 mm long. Larvae are milky white, cylindrical, segmented, with three pairs of legs near the brown head capsule. They grow to a length of about 6 to 7 mm. Pupae are soft-bodied, white, and about 4 mm long. Life cycle In Kansas, flea beetles overwinter as adults beneath leaf litter and plant debris and in clumps of weeds or other vegetation. When spring temperatures reach 50 to 55°F, they feed on various plants and weeds until their preferred host becomes available, then feed voraciously for several days. Depending on the species, mated females deposit eggs singly or in groups of three or four in the upper 5 inches of soil adjacent to the roots of host plants. Eggs hatch in about 10 days, then larvae feed on the root system for 3 to 4 weeks. Mature larvae form earthen cells and pupate for about 2 weeks. Adults emerge in early to mid-July and feed late into the fall before overwintering. Depending on the species, flea beetles produce one or two generations per year (Figure 2). Damage Figure 4 Feeding damage caused by flea beetle larvae has not been quantified. Significant adult populations (four or more beetles per plant at the two-leaf stage) can rapidly destroy corn or sorghum seedlings by stripping the upper leaf surface that protects against desiccation and leaf death (Figure 3). Occasionally, flea beetles have been a problem in early spring wheat when it breaks dormancy. Damaged plants have long, narrow, whitish streaks on the upper leaf surfaces followed by a brown, dried appearance (Figure 4). Infestations in wheat are often limited to field borders adjacent to corn or sorghum stubble. Flea beetle may carry the bacterium, Erwinia stewartii (Pantoea stewartii) that causes Stewart bacterial wilt, and occasionally transmit this infection to corn. The bacterium is harbored in the gut and released with excrement where it may enter the plant via feeding wounds. Plants infested with Stewart's wilt often will have numerous irregular lesions around flea beetle feeding sites. Management options Field corn, forage sorghum or weedy borders provide refuge for summer flea beetle populations that can migrate to newly emerged, fall-seeded wheat plants as well as overwintered wheat as it emerges from winter dormancy. Injury to corn and sorghum is more likely to occur if beetles are present as seedlings emerge. Populations of four to five beetles per plant can kill seedlings. But if the growing point has not been killed and growing conditions have been favorable, plants should recover with little effect on yields. Because damage is often localized along a field border, insecticide treatment of only the affected rows may be sufficient to control populations. Seed treatment: Seed treated with systemic insecticides containing the active ingredients thiamethoxam or imidacloprid provide reasonable protection against flea beetle injury in corn and sorghum. Unless flea beetles are a recurring problem or there is another controllable threat, seed treatments are unwarranted. Foliar treatment: Foliar insecticides seem to provide good control and are recommended in corn and sorghum if the action threshold (four or more beetles per plant) is reached. Foliar insecticides to control armyworms and grasshoppers on wheat also reduce flea beetle populations. Photo Credits Figure 1. Photograph courtesy of USDA, APHIS. Soil insecticide: Non-systemic insecticides applied as planting-time soil treatment seed protectants against other early season pests in corn and sorghum are not effective against flea beetles, which feed on aboveground portions of plants. Figure 3. Marlin Rice, Iowa State University Figure 2. Kansas State University Dept. of Communcations Figure 4. Phil Sloderback, Kansas State University R. Jeff Whitworth Entomologist Aqeel Ahmad Research Associate, Entomologist Brand names appearing in this publication are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned. Publications from Kansas State University are available at www.bookstore.ksre.ksu.edu. Contents of this publication may be freely reproduced for educational purposes. All other rights reserved. In each case, credit R. Jeff Whitworth and Aqeel Ahmad, Flea Beetle, Kansas State University, July 2008. Kansas State University Agricultural Experiment Station and Cooperative Extension Service	<urn:uuid:1c884d9a-c484-405c-8875-b070380baff5>	CC-MAIN-2018-51	https://www.bookstore.ksre.ksu.edu/pubs/MF2832.pdf	2018-12-10T05:51:43Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00107.warc.gz	859,944,229	1,086	eng_Latn	eng_Latn	0.983496	eng_Latn	0.993078	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3280, 4986 ]	[ 2.9375 ]	3	3
A WINTER 2002 • VOL.1, NO. 2 ANEWSLETTERABOUT L AW A N D D I V E R S I T Y Discrimination Against Arab-Americans: Learning from the Past by Phyllis Raybin Emert Hate crimes directed against Arabs, Muslims and Middle Easterners increased dramatically across the nation in the months following the September 11 attacks on the World Trade Center and the Pentagon. In Texas, a Pakistani Muslim storeowner was murdered. In California, an Egyptian Christian was killed. In a Chicago suburb, hundreds of men and women chanting, "USA, USA" marched on a local mosque and were stopped by police. In Brooklyn, an Islamic school was pelted with rocks and bloody pork chops (Muslims are forbidden to eat pork). Fire-bombings of mosques and Islamic centers occurred in Chicago, Seattle, Texas and New York. And, in a Washington suburb, the home of a Pakistani-American family was vandalized. Their Jeep Wrangler was trashed in the driveway. "Go Home" was scrawled in magic marker across the garage door. The doctor who owns the home and has lived in the neighborhood for 17 years wrote back — "We Are At Home." And, in New Jersey . . . In Wayne, gunshots were fired through the window of a fast food store. The owner is Palestinian. Also in Wayne, an arrow was shot through the bedroom window of a young girl. The family is Arab-American. A Muslim man was beaten with a bat and cut with a knife in Ocean County. In Lawrence Township, a man told a Middle Eastern gas station attendant that he would kill him. Teenagers in Paterson rode through an Arabic neighborhood waving American flags. One shouted, "We're going to bomb you when you sleep." Passaic County Prosecutor Boris Moczula has dealt with numerous incidents involving Arab-Americans since September 11, ranging from bomb threats and gunshots fired, to anonymous calls, computer hate mail and random graffiti. These kinds of events are characterized as hate crimes, he explained. "We take hate crimes seriously in New Jersey," declared Robin Parker, Chief of the Office of Bias Crimes. "It's a high priority in this state." The system in place for reporting and processing bias crimes in the Garden >continued on page 5 Scouts' Honor by Dale Frost Stillman Kittatiny Mountain Scout Reservation in Sussex County, New Jersey lends itself to quiet hikes in the woods and introspection. Here, Lee Johnson, a former Troop Leader at the camp, did some soul-searching. "Plenty of straight guys could do the job of Scoutmaster, but by eliminating gays from the mix, you just might rule out someone who could really help the kids," Johnson thought. Johnson's comment reflects one side of the ongoing conflict over the U.S. Supreme Court's decision that the Boy Scouts of America have the right to deny membership to homosexuals. The Boy Scouts, however, believe that as a private organization they should have the right to determine standards for membership. According to a press release issued after the U.S. Supreme Court decision, the Boy Scouts "believe an avowed homosexual is not a role model for the values espoused in the Scout Oath and Law." >continued on page 3 This publication was made possible through funding from the IOLTA Fund of the Bar of New Jersey. Executive Editor Angela C. Scheck Jodi L. Miller Editor Editorial Advisory Board Chair John J. Henschel, Esq. Maria E. Hernandez, Esq. Desha Jackson, Esq. Lisa H. James-Beavers, Esq. Caroline L. Meuly, Esq. Robin R. Parker, Esq. Rafael Perez, Esq. Lourdes I. Santiago, Esq. Dr. Maria Schmidt Amy Zylman Shimalla, Esq. Dr. Paul Winkler Louis H. Miron, Esq. New Jersey State Bar Foundation Board of Trustees Lisa H. James-Beavers, Esq. Daniel M. Hurley, Esq. President First Vice President Second Vice President John J. Henschel, Esq. Ellen O'Connell, Esq. Mary Ellen Tully, Esq. Secretary Treasurer Trustees Richard J. Badolato, Esq. Mary M. Ace Robert J. Boland, Esq. Patricia C. Carney Terry Paul Bottinelli, Esq. Anira Clericuzio, Esq. Stuart M. Lederman, Esq. Barry D. Epstein, Esq. Stuart A. Hoberman, Esq. Edwin J. McCreedy, Esq. Louis H. Miron, Esq. John H. Ogden, Esq. Mel Narol, Esq. Dr. Maria E. Schmidt Daniel M. Waldman, Esq. Karol Corbin Walker, Esq. Ronald J. Uzdavinis, Esq. Leonard R. Wizmur, Esq. ©2002 New Jersey State Bar Foundation The December Dilemma: The Constitutionality of Holiday Displays by Karen M. Spring A brightly decorated fir tree by the entrance, a corner manger scene and the large menorah on the front lawn of your local library seem to have less to do with Constitutional rights and more in common with the December holiday season. Although the season is now behind us, those decorations have caused problems in the past because some find the symbols too religious to appear on public property. The First Amendment to the U.S. Constitution guarantees, among other things, our right to freedom of religion (the First Amendment also protects freedom of speech, assembly, the press, and the right to petition the government). Within the First Amendment, there is an establishment clause, which prevents the government from creating one official religion in the United States or from giving preference to one faith over another. Our forefathers long ago believed that the government had no right to interfere with a person's decision to practice a particular religion and many original settlers came to America in search of religious freedom, after facing persecution in their native countries. The First Amendment keeps the government or state as it is called, separate from each citizen's religious practices, giving everyone the freedom to practice whichever religion he or she chooses without government interference. What about the holidays? The holiday season creates its own dilemma. Is the establishment clause violated when a holiday display is put up on government property? Although holiday decorations are not clearly mentioned in the First Amendment, they come into play because many festive exhibits have purely religious meaning. A menorah is a symbol of the Jewish holiday of Chanukah. Angels or a manger scene depict Christian themes. If these religious-themed objects are displayed on public property, such as a school, public library or a municipal building, does it mean that the institution is endorsing that particular faith? >2 By allowing occupants of government buildings, such as courthouses, government offices, and public schools to put up holiday displays that have a religious theme, like a Nativity scene, it may seem that the American government is endorsing and supporting the Christian religion. A Muslim member of the community might be upset by such a display because his or her faith is not being publicly acknowledged, whereas the Christian religion is. Such situations have led to holiday displays being declared unconstitutional on government-owned property. According to Ronald Chen, Associate Dean of Rutgers Law School-Newark, a lawsuit was brought by the American Civil Liberties Union against Brett Schundler, at the time mayor of Jersey City, for putting up a display of a Nativity scene and a menorah in the town square. While Schundler claimed that the display was part of a secular, cultural exhibit, the judge in the case ruled in favor of the ACLU-NJ and declared that it was too religious in nature and, therefore, unconstitutional. A plastic Frosty the Snowman and Santa Claus were added to the same display to detract from the religious themes. Another lawsuit was brought against Schundler, and this time the judge ruled in the mayor's favor, declaring that the additions made the display secular enough. In a similar case in Wall Township, reindeer were added to a religious scene and the court deemed the display secular enough that it was not in violation of the Constitution, according to Chen. "There is not a unifying theme in these cases anymore," said Chen, who has tried a number of these lawsuits on behalf of the ACLU-NJ. "It has become a very case-by-case basis determination by the courts," he said. There are basic rules that must be followed when holiday decorations are displayed in a public place like a school. Because of the First Amendment's establishment clause, teachers and administrators in public schools are not legally allowed to decorate schools with holiday displays that are based strictly on religious themes. "Schools are a different story," said Chen. "The law is more strict when it comes to schools because you're dealing with impressionable children." Any religious symbols used in public school displays must be part of an overall educational display, Chen said. How to handle the dilemma Can there be a happy medium? Is there a way for public schools to decorate for the December holidays while establishing a more community-like atmosphere so that no student feels left out? Judy Wilson, the superintendent of Woodbury's public schools thinks so. "While we absolutely separate church and state as far as policy, preferences, and choices, we do acknowledge many cultures and many religions," Wilson says. "Signs and symbols of those cultures and religions are found in our schools, but we seek balance and perspective." The federal government has suggested ways for schools to decorate classrooms and buildings, so that all students feel included in the activities. Instead of sticking with one theme, like a Christian-based manger scene, teachers and administrators are advised to opt for winter decorations. Evergreen trees, snowflakes, reindeer, snowmen and candles are all secular or non-religious "neutral" decorations. A secular symbol like Santa Claus can also be added to the display, because he is a figure that is not linked to just the Christian faiths, but well-known by children all over the world. The Christmas party in the classroom can be replaced with a holiday celebration or a winter festival, the government advises. In this way, the school exhibits an appreciation for a winter theme that includes all of its students rather than showing favoritism for just a handful of faiths. Deptford Township High School approaches the December holidays in exactly this way. "We celebrate the holiday season with Christmas trees and Toys for Tots and food drives for the needy," says Dr. Joseph Canataro, the school's principal. "We do not believe the tree to be a religious symbol. It is symbolic of the spirit of the holiday season celebrated by all religions and cultures. This is how we approach the issue. We believe it maintains neutrality, yet does help all of our students feel part of the season." Some school districts feel that promoting unity is the best way to encourage holiday spirit. Wilson agrees. "In celebrating, we encourage the exposure to many religions and customs and garner support from family members of children whenever possible. It is all about understanding, not about promoting one another," she says. I >3 The Boy Scout Oath, written in 1910, reads as follows: "On my honor I will do my best to do my duty to God and my country and to obey the Scout Law; to help other people at all times; to keep myself physically strong, mentally awake and morally straight." It became an issue in this case as well. The term morally straight was used by the Boy Scouts to show that "homosexual conduct is inconsistent with the values embodied in the Scout Oath." Scouts continued from page 1< Chief Justice William H. Rehnquist cited the terms "clean" and "morally straight" in his majority opinion, claiming that the values of the Boy Scouts are spelled out in these terms. According to the Random House dictionary, straight is a slang term used to refer to heterosexuals. "The Court's decision is a betrayal of what scouting is all about," contends attorney Ryan Lilienthal of Princeton. "I never conceived that being morally straight or clean had anything to do with sexual orientation." In a letter to the editor of the New Jersey Law Journal, Lilienthal wrote, "Since the Supreme Court case stems from action taken by a New Jersey Scout Council, it is only appropriate for our local Scouting leaders to speak out forcefully in support of a BSA that embraces diversity, regardless of race, ethnicity, religion or sexual orientation." An Eagle Scout, Lilienthal hails from a family devoted to Scouting. His grandfather was his father's Scoutmaster, and his brother and cousins were all Boy Scouts. Shortly after the U.S. Supreme Court decided the case, the Boy Scouts of America issued a press release. "This decision affirms our standing as a private organization with the right to set its own standards for membership and leadership," the release stated. The Boy Scouts were very pleased with the Court's decision, stating that it "allows us to continue our mission of providing character-building experiences for young people, which has been our chartered purpose since our founding." How did the U.S. Supreme Court decision come about? How the case started Assistant Scoutmaster and Eagle Scout, James Dale, received a letter informing him that the Boy Scouts of America had revoked his membership after they read a newspaper article discussing Dale's support for gay role models for homosexual teenagers. At the time, Dale attended Rutgers University where he became co-president of the Lesbian/Gay Alliance. The Monmouth Council told Dale that "the Boy Scouts specifically forbid membership to homosexuals." Dale, who defines morally straight as "standing up for yourself and being honest," believes he put his definition of the oath to practice in his own life when he filed the discrimination charges against the Boy Scouts. He filed suit in New Jersey alleging that the Boy Scouts had discriminated against him because of his sexual orientation. New Jersey has a state law (the Law Against Discrimination) prohibiting discrimination against someone on the basis of sexual orientation in a place of public accommodation. New Jersey Supreme Court decision In August 1999, the New Jersey Supreme Court ruled unanimously in favor of James Dale, making New Jersey the first state to rule against the Boy Scouts. The Supreme Courts of California, Oregon, Kansas and Connecticut all ruled in favor of the Boy Scouts in similar discrimination cases. The New Jersey decision stated in part that the application of the public accommodations law did not violate the Boy Scouts' First Amendment right of expressive association . While the words expressive association do not appear in the First Amendment to the U.S. Constitution, the U.S. Supreme Court recognizes them as a constitutionally protected part of freedom of speech. Expressive association is the right to freely associate with any one person or group. The New Jersey Supreme Court reasoned that >4 including Dale in the Boy Scouts would not have an impact on the Boy Scouts' "ability to carry out their purposes." The New Jersey Court made it clear that the state wanted to eliminate the "destructive consequences of discrimination from society." Claiming that the New Jersey Supreme Court violated its freedom of speech and association by forcing them to accept Dale, the Boy Scouts appealed the New Jersey decision to the U.S. Supreme Court in January 2000. The Boy Scouts contended that the organization speaks through its leaders and forcing them to accept a leader that is homosexual would essentially be state control of its free speech. In addition, the Boy Scouts, through its attorneys, stated that its right to freely associate included the right not to associate, just as the First Amendment right to speak includes the right not to speak. U.S. Supreme Court decision The U.S. Supreme Court had to decide whether the Boy Scouts engaged in a public or a private form of expression to determine whether the First Amendment's expressive association right protected them. Adult leaders instilling "its youth members with its value system," constitutes expressive association according to the Court. The Court decided that Dale's presence in the Boy Scouts would force the organization to communicate a message regarding homosexuality that it did not believe in. Allowing Dale to remain a Boy Scout would "significantly burden" the Boy Scouts' right to "oppose or disfavor homosexual conduct," the Court found. U.S. Supreme Court Chief Justice William H. Rehnquist wrote in his majority opinion that "although homosexuality is becoming more socially acceptable, this is scarcely an argument for denying First Amendment protection to those who refuse to accept these views. The First Amendment protects expression, be it of the popular variety or not." Finally, the Court stated that the New Jersey public accommodation law, requiring the Boy Scouts to keep Dale as a member, violated the Boy Scouts' First Amendment right to freedom of expressive association. The Court interpreted New Jersey's law to mean that although "the state has an interest in eliminating discrimination," it should not do so "at the cost of another group's constitutional rights." The U.S. Supreme Court overturned the decision of the New Jersey Supreme Court by a vote of 5 to 4. Scouting's future The U.S. Supreme Court decision has generated a backlash against the Boy Scouts, with some people accusing the organization of homophobia, which is a fear or hatred toward homosexuals. This, in turn, is cutting off support from various other organizations, including United Way agencies, many of whom do not want to contribute money to an organization that it believes discriminates. Several corporate donors including Chase Manhattan, Fleet Bank and Wells Fargo have also withdrawn their support. In addition, many public schools and municipal sites around the country no longer offer Boy Scouts free use of their facilities. The controversy has filtered down to Boy Scouts themselves and their parents, some of whom, like Lilienthal, are uncomfortable belonging to an organization that discriminates against homosexuality. Many former Boy Scouts have joined Camp Fire Boys and Girls because they do not prohibit gays. Steven Cozza, a Scout who did not believe in discriminating against homosexuals, helped found Scouting for All when he was only 13. The group's membership now exceeds 7,000 people from all over the country. The new Boy Scout Handbook contains the following words: "you should respect and defend the rights of all people." Are the Boys Scouts being consistent with their oath when they refuse to allow membership to homosexuals? I State has been called a "model hate crime reporting system" by famed civil rights attorney Morris Dees of the Southern Poverty Law Center. Discrimination continued from page 1< According to Parker, hate crimes have risen from five incidents for the entire year prior to September 11, to 30 in the first two months after the World Trade Center disaster. "Most incidents are committed by ordinary people in ordinary circumstances," stated Parker. "But 40 percent of these hate crimes are committed by kids 13 to 17 years of age, who make up only 24 percent of the population." out their anger against certain groups. They need to stop and take a breath. They should begin to think about themselves and their own cultural heritage. If you treasure your own heritage and culture, you also have to respect that of other people." Parker explained that there is a lack of information among many Americans, who have little understanding of Islam. The vast majority of Muslims do not support terrorism and world leaders of Islam have overwhelmingly condemned the attacks of September 11, he pointed out. Learning from the past It's easy to fall into bigotry and stereotypes, Parker noted. "Kids may feel threatened and under stress and they take After the World Trade Center attacks, intolerance, hatred and frustration have been directed at a specific segment of Americans. Arabs, Islam and Muslims: How Much (or Little) Do You Know? Most hate crimes focused against a particular group are the result of fear, ignorance, insecurity and lack of information. How much do you know about Arabs, Muslims and the Islamic faith? * Muslims submit to Allah through the Five Pillars of Islam, which are the basic requirements of the faith: The following facts come from the books Islam by Karen Armstrong and Islam-World Religions by Matthew Gordon. * Seventy-five to 80 percent of the approximately 3.5 million Arab-Americans are Christians. * Four in five Arab-Americans were born in the United States. * There are approximately 6.5 million Muslims in the United States, and fewer than a million are Arabs. Most are African-American or Asian. * There are approximately 250,000 Muslims and about 65,000 Arabs living in New Jersey. * The Islam religion is second only to Christianity in the number of followers around the world, with more than one billion Muslims worldwide. * Allah is the Arabic word for God—the same God that Christians and Jews worship. * Islam, along with Christianity and Judaism, is one of the three major religions in the world that worship one God. * Muslims believe that the Prophet Muhammad founded Islam in the seventh century when the Angel Gabriel appeared and gave him the words of God. These revelations from God were written down and passed on to followers in the form of the Quran (also spelled Koran), which is in the Arabic language. >5 1. Salat—five daily prayer sessions facing Mecca, the holy city where Muhammad was born. 2. Shahadah—a statement affirming that "there is no god but God and Muhammad is the Messenger of God." 3. Sawm—a ritual fast from sunrise to sunset during Ramadan, the 9th month of the lunar calendar. 4. Zakat—the giving of money to the poor and the sick. 5. Hajj—a pilgrimage to the holy city of Mecca, at least once during a lifetime. * The Quran commands Muslims to respect the beliefs of Jews and Christians—"for our God and your God is one and the same, and it is unto Him that we surrender ourselves." * The chief duty of Muslims is to create a society in which all members are treated with respect, justice, equality and compassion. * Religion and politics are considered by some as inseparable in Islam, as Muslims believe that it is God, and not the people, who gives the government legitimacy. This is why it is often difficult for Muslims to set up a modern democratic nation where church and state are separate. * Islam is a peaceful religion that values compassion, justice and benevolence, and does not condone acts of violence. Sources: Islam by Karen Armstrong, New York: The Modern Library, 2000 and Islam-World Religions by Matthew Gordon, New York: Facts on File, Inc., 2001. For the perpetrators of hate crimes, Arab, Muslim or Middle Eastern is equated with "terrorist." And, it's not the first time that something like this has happened in America. After the unexpected attack on Pearl Harbor on December 7, 1941, distrust, fear and anger against the 130,000 Japanese-Americans living in the United States at that time intensified, especially in California where an enemy invasion was anticipated. About 115,000 Japanese lived on the West Coast, and their presence was considered a security threat. Americans questioned the loyalty of these Japanese people even though 80,000 of them were second-generation, natural-born U.S. citizens. There was fear that these >continued on page 6 Japanese-Americans would resort to sabotage or treason to aid America’s enemies. Public leaders like the California Governor, Attorney Discrimination continued from page 5< General, and U.S. military commanders supported the idea of a mass evacuation of all Japanese from the West Coast. Beginning on March 22, 1942, approximately 110,000 Japanese were transported to 15 temporary assembly centers in California, Oregon, Washington and Arizona. Several months later, they were moved to 10 permanent relocation centers scattered throughout the country. These JapaneseAmericans lost nearly everything they owned. They were forced to sell their homes and businesses at rock bottom prices. Although they were given food and shelter at the internment camps, the living conditions were overcrowded and poor. Barbed wire fences surrounded the area and armed guards patrolled the perimeter. Some internees were allowed to leave for seasonal agricultural employment or to attend colleges in the East. Others enlisted in the armed forces and fought in the muchdecorated 442nd Regimental Combat Group (all Japanese-Americans) to prove their patriotism. Most of the Japanese remained in the camps throughout the war years. It has been estimated that internees suffered losses of more than $400 million. In 1988, President Ronald Reagan signed a bill, which publicly apologized to the JapaneseAmerican internees and gave each of the survivors a tax-free payment of $20,000. Are we doomed to repeat history? There may be similarities between the intolerance shown to Japanese-Americans during World War II and the intolerance to Muslim and Arab-Americans today, but the >6 United States has come a long way in identifying, understanding and dealing with the perpetrators and victims of hate (or bias) crimes. Whereas prominent citizens including President Franklin Roosevelt, top military leaders and even the U.S. Supreme Court supported the decision to intern Japanese-Americans during World War II, President George W. Bush and other important citizens have urged tolerance and calm after the September 11 tragedy. One week after the World Trade Center attack, President Bush visited the mosque at the Islamic Center of Washington in an effort to prevent hate crimes and discrimination against Arab-Americans and Muslims. "The face of terror is not the true faith of Islam," said President Bush. "Islam is peace. Those who feel like they can intimidate our fellow citizens to take out their anger don't represent the best of America. They represent the worst of humankind, and they should be ashamed of that kind of behavior," he declared. Attorney General John Ashcroft urged Americans not to descend to the level of those who perpetrated the violence against America by targeting individuals based on their race, their religion or their national origin. In September 2001, the U.S. Senate passed a resolution sponsored by Senator Tom Harkin (D-Iowa) and Senator Orin G. Hatch (R-Utah) calling for the protection of the "civil rights and civil liberties of all Americans, including ArabAmericans and American Muslims." Prosecutor Moczula perhaps summed it up best. "Even one hate crime is one too many," he declared. I	<urn:uuid:019fff40-f207-4369-a158-61a218ccc913>	CC-MAIN-2018-51	https://njsbf.org/wp-content/uploads/2017/03/Respect-Winter-2002.pdf	2018-12-10T04:24:48Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00107.warc.gz	709,648,169	5,447	eng_Latn	eng_Latn	0.998353	eng_Latn	0.998631	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3126, 8400, 13463, 18557, 23424, 26647 ]	[ 1.6953125, 2.53125 ]	2	2
Experiment 1: What is a Calorie? EQUIPMENT NEEDED: — Calorimeter — Thermometer — Balance — Hot and cold water Introduction When two systems or objects of different temperature come into contact, energy in the form of heat is transferred from the warmer system into the cooler. This transfer of heat raises the temperature of the cooler system and lowers the temperature of the warmer system. Eventually the two systems reach some common, intermediate temperature, and the heat transfer stops. The standard unit for measuring heat transfer is the calorie. A calorie is defined as the amount of energy required to raise the temperature of one gram of water from 14.5°C to 15.5°C. However, for our purposes, we can generalize this definition by simply saying that a calorie is the amount of energy required to raise the temperature of one gram of water one degree Celsius (the variation with temperature is slight). In this experiment, you will combine hot and cold water of known temperature and mass. Using the definition of the calorie, you will be able to determine the amount of heat energy that is transferred in bringing the hot and cold water to their final common temperature, and thereby determine if heat energy is conserved in this process. Procedure Œ Determine the mass of the empty calorimeter, M cal . Record your result in Table 1.1 on the following page. Fill the calorimeter about 1/3 full with cold water. Weigh the calorimeter and water together to determine M cal + H 2 O , cold. Record your result. Measure T hot and T cold , the temperatures in degrees Celsius of the hot and cold water, and record your results. Ž Fill a second calorimeter approximately 1/3 full of hot water. The water should be at least 20°C above room temperature. Weigh the calorimeter and water together to determine M cal + H 2 O , hot. Record your result Immediately after measuring the temperatures, add the hot water to the cold and stir with the thermometer until the temperature stabilizes. Record the final temperature of the mixture, T final . Repeat the experiment twice with different masses of water at different temperatures. (You might try adding cold water to hot instead of hot to cold.) ‘ 3 Data Table 1.1 Data Calculations From your data, make the calculations necessary to determine the mass of the hot and cold water that were combined, and also the temperature changes (∆T) undergone by each. Enter your results in Table 1.2. Using the equations shown below, calculate ∆H cold and ∆H hot , the heat gained by the cold and hot water, respectively. Enter your results in the table. Table 1.2 Calculations Questions Œ Which had more thermal energy, the two cups of water before they were mixed together or after they were mixed? Was energy conserved? Discuss any unwanted sources of heat loss or gain that might have had an effect on the experiment. Ž If 200 grams of water at 85°C were added to 150 grams of water at 15°C, what would be the final equilibrium temperature of the mixture? 4	<urn:uuid:56b12822-5c0f-429c-8844-d6bdf9f51c9a>	CC-MAIN-2018-51	http://dept.swccd.edu/hlee/files/275/lab/Calorie.pdf	2018-12-10T04:25:13Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00108.warc.gz	77,977,725	669	eng_Latn	eng_Latn	0.997761	eng_Latn	0.99757	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2228, 3043 ]	[ 4.75 ]	1	0
Māui whakakau, kura whakakau Teaching and learning environments to support priority learners FACTSHEET This factsheet summarises research aimed at better understanding how the features of modern teaching and learning environments support the needs of priority learners and demonstrate the value placed on their identity, language, and culture. It is intended to act as a guide for those involved in the visioning and design of any form of schooling facility designed for delivery of education to Māori and Pasifika students. This factsheet should be read in conjunction with other factsheets in the series. It focuses on key findings directly related to teaching and learning environments and priority learners. Literature on Māori and Pasifika student outcomes emphasises that effective teaching involves visibly valuing students' cultural backgrounds. Meaningful consultation with students, whānau and communities from the conceptual design phase is essential for developing a culturally responsive design and reaching a shared understanding of whānau and community vision for students. The increased visual transparency in modern learning environments causes a reduction in solid wall space for displaying artwork and so the design process should consider the appropriate balance between the two. Artwork, along with names given to learning spaces and buildings, should link the school to the history of its community and the local environment. These names should be displayed on signage around the school. Other areas should have signs showing their functional name (office, reception, etc) in te reo Māori. Whānau and community involvement Ongoing whānau and community involvement is extremely important for supporting students' learning. Whānau can be supported to engage with the school by having spaces that they can access within the school. For example, if it was practical, a school might have a whānau room where families can meet with teachers, wait for their children, have a cup of tea or coffee and access the internet. Cultural visibility The visibility of cultural symbols throughout the school is an important signal for conveying to students and whānau that their culture is acknowledged and valued by the school. Cultural visibility includes the aesthetics of the buildings themselves, the presence of cultural artwork throughout the school and the incorporation of cultural symbols or patterns in multiple media. Interior spaces Larger, open learning spaces provide flexibility to work in different groupings. Students can learn collectively and can easily come together in larger groups for activities such as kapa haka and waiata. These open learning spaces also support tuakana-teina relationships between students and teachers. Multiple groupings within open learning spaces support different teacher locations within the room and increase discursive teaching practice, which is linked to higher Māori student achievement. Spaces should be oriented so that they receive good sunlight. Natural light is linked to increased student achievement and Tamanuiterā (the sun) is important in the whakapapa of Māori culture. Break out spaces Visual transparency is important for supervision, but also supports students within these spaces to maintain their link to the rest of the group. Students working in small groups in these areas can provide feedback or support to other students, encouraging Māori and Pasifika students to feel comfortable taking risks in the main learning space by asking or answering questions in front of a larger group. When sited near a large multi-purpose space, these spaces can be used for smaller whānau hui, sharing kai, or as a safe place for younger children while whānau take part in an event in the multi-purpose space. Language space The location of this space signals the value accorded to the language, and so classrooms for Māori or Pasifika language learning should be located in a place on the site that demonstrates the mana of the language. Multi-purpose space It was suggested that the multi-purpose space or whare is best located towards the front of the school, where it has the benefit of visually communicating cultural inclusivity, and allowing easy access for visitors and whānau to the school. While this space may be used for kawa and tikanga such as pōwhiri (formal welcome ceremony), it is more flexible if the space is not tapu. Community involvement in schools is easier to facilitate if the access points to the school are more apparent to visitors such as encouraging the natural flow to the wharekai (dining room), and from there into the rest of the school if appropriate. A self-contained multi-purpose space with kīhini (kitchen), space for sharing kai, break out spaces, and access to wharepaku (toilets) makes it easier for the community to use the school outside school hours. A veranda in front of the multi-purpose space provides shelter during ceremonies, an overflow area for larger groups, and can be used for less formal activities Consideration, when designing the multi-purpose space, should be given to storage (including for mattresses), floor covering, and the provision of showers. Consideration of the location of the multi-purpose space may allow the outdoor space at the front to act as a marae ātea (courtyard). The separation of food preparation and eating from bodily functions such as ablutions and sleeping is fundamental to Māori and Pasifika cultures. A contemporary way of providing kitchen facilities is to site the food technology area so it can be used for this purpose. Laundry facilities should be structured so that food related and body related laundry is washed separately. Furniture, fittings and equipment Moveable furniture supports flexibility of spaces to be used for different activities. For example, movable seating within a multi-purpose space allows it to be used for a performance, or a ceremony such as a pōwhiri. It is important to ensure seating, in all spaces, is suitable and comfortable for visitors, teachers and students with a range of requirements. Different types of seating should be provided for students, including mats, soft seating, and seating that can be used outside. Outdoor spaces It is important to make outdoor spaces culturally meaningful places for engaging and learning. This may include: * Visual transparency in the form of interior and exterior windows to support learning and emphasise the connection between people and the natural environment. "We learn holistically and through all our senses. It's important to be able to sense and be a part of nature. That's where having a lot of area where you can see outside, you can see nature and it brings it into your learning environment, is really important." Māori Participant. * Glass doors, decks and verandas make the outdoors an extension of the interior learning space. * Further connection with the environment can be made by using native plants such as harakeke that can be harvested for weaving, and trees that can have the bark stripped for dyeing or other artworks. * Cultural symbols can also be visually signalled in outdoor spaces, such as kowhaiwhai patterns in the concrete or other hard surfaces, or in the shape of garden areas and pathways.	<urn:uuid:a5e7974c-a678-49f9-86f5-19f837165038>	CC-MAIN-2018-51	http://www.education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexible-learning-spaces/Maui-Whakakau-TLE-factsheet.pdf	2018-12-10T05:23:07Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00107.warc.gz	382,846,871	1,412	eng_Latn	eng_Latn	0.997948	eng_Latn	0.998014	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2959, 7292 ]	[ 2.625 ]	1	4
א ALEPH BET ▬ SHALAV PART 2 CONTENTS Consonants ל Lamed is pronounced like the "l" in"long". Lesson 4 Lamed, Vav ו Vav sounds like "v" in"visit" when used as a consonant. Its use with vowels will be discussed later. NB: When attached as a prefix, it is the conjunction "and". Vowels As before, the four aleph's below are silent and are only used here as examples to show the position of these following new vowel symbols when used with any consonant. א When placed under the first letter of a word, the sh'va is pronounced similar to the schwa in English (ə).* Otherwise, it is often a silent sh'va. Examples: מ would be pronounced as "mə-" (in mərinə); י ; as "yə" (in law-yər). Note that the sh'va is the most common vowel sound in English, as spoken in Canada and in the northern USA. It is shown in dictionaries as the symbol "ə". You can hear it as the second and third vowels in the word "Canada" (ka-nə-də). In this course we will use the symbol "ə" for the sound of the sh'va. Our word comes from the German schwa, which came from the Hebrew originally. א יאי יא י The segol can be treated as the short "e" sound in English. It sounds similar to the sh'va, but is longer and stronger. We will use the "e" or "ĕ" for its sound. Examples: ב would be pronunced as "bĕ" (in "bet:); מ , as "mĕ" (in "met"). } When a yud follows directly after a patach, we call this combination a patach yud. Similarly, a yud after a qamatz is a qamatz yud. The yud changes the vowel sound by adding a short "ee" sound to the "ah" sound of the patach or qamatz, resulting in the sound of the personal pronoun "I" or the word "eye" and will be shown as "ah-ee". Examples: י ל י sounds like "lie" (lah-ee); מיי, as "my" (mah-ee). Practice 1(a) Print a row of the letter lamed as shown below using the two lines as guides. Do about seven more lamed' s, leaving good spaces between them. As you print each one, say the name “ lamed ” slowly, emphasizing the sound of the letter “l”. 1(b) Now go back and place a patach ( _ ) under each lamed, saying its name lamed each time. Then, from the beginning of the line, say the two sounds together of each syllable very slowly and distinctly, the “l” sound of the lamed and the “ah” sound of the patach . 1(c) Now go back to the same line and add a yud after each lamed , making a patach yud with each one, saying its name patach yud each time . Again. for each one, repeat the “l” sound with the new vowel sound – (lah-ee). 2(a) & (b) Using the pair of lines below, repeat exercise 1(a) by finishing the row of lamed' s, saying its name slowly as you draw each one. This time, add a sh'va under each lamed . Make sure you repeat the sounds – both the “l” sound and the sound for the sh'va (ə). 3(a) & (b) Next, make a row of vav 's; then do again what you did in 2(b) with sh'va's ( : ) under them. This time clearly emphasize the pronunciation of the sound for vav (“v”) and then the sh'va sound. Further, repeat the meaning of this prefix each time: “and”. 4(a) & (b) Next, make a row of aleph's. Then add the vowel segol to each one ( (,א ), saying its name, segol, and pronouncing it as you write it. 5(a) & (b) Make a row of mem's and then add segol's below them – naming and pronouncing as you go. Vocabulary \| Note (a) the silent sh'va under the yud. (b) the silent, final hey. \| night \| הל י י ל י \| \|---\|---\|---\| \| Note the attached prefix forms the definite article. \| the night \| הל י י ל י הי \| \| This is a short form of “Elohim” םיהי לאל ( ) \| God \| לא ל \| \| \| Amen! \| ןמל א י \| \| The dot (dagesh) in the nun is a “doubling dot”, pronounced “hin-ney”, not “hi-ney”. \| Behold!, Here \| הנל ה י \| Vocabulary – Prepositions In Hebrew, some prepositions are single consonants attached to the beginning of a noun. Here are two examples: You will remember that there is no indefinite article in Hebrew; i.e., no equivalent of "a" or "an". If the translation would be "to a(n) . . ." then a sh'va is placed under the preposition. If there is the definite article ("the") attached to a noun, it will be the letter hey with either a patach or a qamets under it. When a preposition is added, the hey is dropped and its vowel will used under the preposition. More on this feature will be covered in future lessons. Vocabulary – The Conjunction "And" As mentioned at the beginning of this lesson, the conjunction "and" in Hebrew is formed by a vav with a sh'va under it. Example: a mother and son אל ם ו בלן Vocabulary – Review Make sure you review all previous vocabulary. "Flashcards" would definitely help. Make them from blank business cards. One side, English; other side, Hebrew. Sentences Translate the following sentences into Hebrew. \| \| English \| \|---\|---\| \| 1 \| Night came. (m) \| \| 2 \| Mother came in the night. \| \| 3 \| Here are (behold) my father and my mother. \| \| 4 \| My mother came. \| \| 5 \| God (is) my father. \| \| 6 \| Here is my son. \| \| 7 \| What (a) night! \| \| 8 \| Who is she? \| Review the instructions below the sentences in Lesson 3, page 14 (top). Make sure that you have your answers checked and that you prepare for a quiz that includes giving the English translation from the Hebrew. The Aleph Bet The two next letters in order of the Aleph Bet – listed below – will be studied in detail in later lessons. \| Ordinal Number \| Name of Letter \| Letter \| \| Numeric al Value \| \|---\|---\|---\|---\|---\| \| 8th \| chet \| ח \| ח \| 8 \| Review the seven letters of the Alef Bet from Lessons 1, 2, and 3. Memorize in order the names of the first seven letters of the Aleph Bet: ←א ב ג ד ה ו ז ח ט Corrections: Before attempting Quiz #4, (1) Have your work on Pages 16 & 18 marked. (2) Correct any mistakes on Pages 16 & 18. Quiz #4 Review the content of Lesson 4 until you are confident of success on this quiz. Practice reading orally Hebrew syllables on page 16 and Hebrew words on pages 17 and 18. This skill will be part of your quiz. Quizzes can be obtained from Ron Wilson or an assisting student. Lesson 5 Resh, Shin Consonants 1(a) Print a row of the letter resh as shown below using the two lines as guides. Do about seven more resh' s, leaving good spaces between them. As you print each one, say the name “ resh ” slowly, emphasizing the “r” sound. 1(b) Now go back and place a cholam ( . ) above each of the resh 's on the left side, saying its name cholam each time . Then, also each time, say the “r” sound for the resh and the “oh” sound of the cholam together slowly and clearly – “r oh”. 2(a) Using the next pair of lines below, make a row of seven more shin's, saying each shin's name slowly as you draw it one. Do not forget the dot over the right side. 2(b) Add a qamats under each shin above, saying its name qamats as you do. Then, repeat the sounds together – both the “sh” sound and the sound for the qamats (ah) – resulting in “shah”. ר “ Resh ” (reysh) is pronounced like the “r” in “rain”. ש When the dot is placed like this on the top right corner, it is a “s hin ” (sheen), making the “sh” sound. ש When the dot is placed on the top left corner, it is a called a “ sin ” (seen), making the “s” sound. Vowels א The cholam is a dot over a consonant, pronounced like the “o” in “open” or the “ow” in “snow”. We will use “oh” for its sound. Of course, the aleph is silent. Examples: מ would be pronounced as “moh” (Moe); ב , as “voh”. ו The cholam vav is formed from a cholam, a single dot at the top of a vav . Both the cholam and the cholam vav are pronounced the same, as the “oh” sound in “open”. Examples: בו pronounced as “boh”; בו , as “voh”; מו as “moh”; יו as “yoh”. Practice 1(a) Print a row of the letter resh as shown below using the two lines as guides. Do about seven more resh' s, leaving good spaces between them. As you print each one, say the name “ resh ” slowly, emphasizing the “r” sound. 1(b) Now go back and place a cholam ( . ) above each of the resh 's on the left side, saying its name cholam each time . Then, also each time, say the “r” sound for the resh and the “oh” sound of the cholam together slowly and clearly – “r oh”. 2(a) Using the next pair of lines below, make a row of seven more shin's, saying each shin's name slowly as you draw it one. Do not forget the dot over the right side. 3 (a) & (b) Repeat 2 (a) & 2 (b) for the letter sin, adding segols under them. 4. Next, make a row of resh' s with cholam vav' s ( ו ) to the left of each of them, each time saying the names of the consonant and vowel. Then pronounce slowly and clearly the two sounds toether: the “r” sound and the sound of the cholam vav . Vocabulary \| Well-known Hebrew greeting. Note the cholam vav. \| peace, wholeness \| םול ש י \| \|---\|---\|---\| \| Note the first verb form follows a masculine subject. The second verb agrees with a feminine subject. The “he” and “she” pronouns are understood if there is no noun as subject. \| said (m) \| רמי א י \| \| \| said (f) \| הר י מ א י \| \| 3rd person singular – subject could be “He”. \| created (m) \| אר י ב י \| \| \| name \| ם של \| \| Note the cholam vav with a yud. \| day \| םוי \| \| \| ruler, prince \| רש י \| \| \| “Prince of Peace” \| םול ש י ־ רש י \| \| Note the cholam vav with an aleph. \| light \| רוא \| \| Two words in Hebrew: command plural verb and “Yah”, a short form of YHWH. \| Hallelujah \| הי י ולל הי \| \| Note the first syllable is the word for “father”. \| Abraham \| םה י ר י ב א י \| Review all previous vocabulary. Make flash cards for all new words. Vocabulary – Personal Pronouns 1. As stated in previous lessons, a hireq yud is often added to a noun to mean "my": \| Noun \| Meaning \| י . Add chireq yud ( ) \| \|---\|---\|---\| \| בא י \| father \| יב י א י \| \| ם אל \| mother \| ימ י א י \| \| ןבל \| son \| יני בל \| 2. A cholem vav is often added to a noun to mean "his" \| Noun \| Meaning \| Add cholam vav \| New Meaning \| \|---\|---\|---\|---\| \| ם אל \| mother \| ומא י \| his mother \| \| ןבל \| son \| ונב \| his son \| \| םש ל \| name \| ומש \| his name \| 3. Personal Pronouns with Prepositions \| Preposition \| Meaning \| Add suffix \| \|---\|---\|---\| \| ב \| in \| יב י \| \| ב \| \| וב \| \| ל \| to, for \| ילי \| \| ל \| \| ול \| Sentences with Pronouns \| What is his name? \| ומש המי ? \| 1 \| \|---\|---\|---\| \| His name [is] Abraham. \| םה י ר י ב א י ומש \| 2 \| Sentences Translate the following sentences into Hebrew and prepare to be tested on Hebrew to English. \| \| English \| \|---\|---\| \| 1 \| She said shalom to him. \| \| 2 \| Who is “Prince of Peace”? \| \| 3 \| YAH created light. \| \| 4 \| Abraham was a prince. \| \| 5 \| What is his name? \| \| 6 \| My name is Abraham. \| \| 7 \| The Prince of Peace is in me. \| \| 8 \| Ben (is) my son. \| \| 9 \| She came for my son. \| The Aleph Bet One of the two next letters of the Aleph Bet has been studied; the other one will be studied later \| Ordinal Number \| Name of Letter \| Letter \| \| Numerical Value \| \| \|---\|---\|---\|---\|---\|---\| \| 10th \| yud \| י \| י \| 10 \| \| \| 11th \| kaph \| כ \| כ \| 20 \| Note that the value of kaph is 20 NOT 11 \| *See the section "Numerical Value" on the next page. Review the names of all the previous nine letters plus the current two. ←א ב ג ד ה ו ז ח ט י כ Numerical Value The Hebrew numerical system, like ours, is based on the number 10. Thus, after the number 10 (yud), most of the "teen" numbers are formed with two letters, usually yud for 10 and another letter for the second digit, which will have a value of 1 to 9. The combinations יה and יו are not used because of they represent the holy, unpronounced name of the LORD. See the following table and note the exceptions: Note that the tet is the number 9, not 10, and the vav and zayin are 6 and 7 respectively. Numerals are written sometimes as follows with one or two small oblique strokes to show the letters used do not form words: Numbers between 21 and 29 will be formed in the same pattern as the teens, using kaph for 20 and the other digit will relate to the numbers 1 to 9. Numbers Practice Give the Hebrew way of expressing the following numbers: \| 1 – \| 15 – \| \|---\|---\| \| 7 – \| 18 – \| \| 6 – \| 16 – \| Corrections: Before proceeding to Lesson 6, have your work on Pages 20-24 marked. Correct any mistakes on Pages 16 & 18. Quiz #5 Review the content of Lesson 5 until you are confident of success on this quiz. Practise reading orally Hebrew syllables on page 20 and 21 and Hebrew words on pages 21 and 22. This skill will be part of your quiz. Quizzes can be obtained from Ron Wilson or an assisting student. Consonants ע The Ayin is now mainly a silent letter like Aleph. Formerly, its pronunciation was a deep gutteral sound made in the throat. (common in Arabic) Vowel ו ט The Tet is pronounced like the "t" in "tune". The Shuruq is formed by a dot halfway up the left side of a vav. The vav has no sound of its own, but this combination makes the sound of oo as in moo n. Examples: מו would be pronounced as "m oo " ; יו , as "you". Practice 1(a) Print a row of the letter ayin as shown below using the two lines as guides. Do about seven more ayin' s, leaving equal spaces between them. As you print each one, say the name “ ayin ”. Remember that ayin is silent. 1(b) Using the row above, add a cholam vav ( ו ) to the left of each ayin , each time saying the name of the consonant and vowel. Then pronounce slowly and clearly the sound of the syllable: “oh”. 2(a) & (b) Print another row of the letter ayin as started below, along with a shuruq (ו ) to the left of each one. Say the name of the vowel and pronounce each syllable as you write them. 3(a) Using the pair of lines below, finish a row of seven tet' s, leaving equal wide spaces. Say its name slowly as you draw each one, emphasizing the “t” sound at the beginning of its name. 3(b), Add a shuruq to the left of each tet above, saying its name each time. Then pronounce the syllable by saying together the sound of the tet and the sound for the shuruq. The sound of the syllable was be like our English word “too”. Vocabulary \| good \| בוט \| 1 \| Israel \| ל אל ר י ש יי \| 5 \| \|---\|---\|---\|---\|---\|---\| \| evening \| בר ע \| 2 \| he \| אוה \| 6 \| \| in the evening \| בר ע ב י \| 3 \| he keeps, guards \| רמל וש \| 7 \| \| over, on \| לעי \| 4 \| \| \| \| Vocabulary – Another Possessive Pronoun – "Their" Sometimes the Hebrew suffix for "their" is formed by a patach and a final mem: \| Noun \| Meaning \| Add patach & mem \| \|---\|---\|---\| \| ם אל \| mother \| םמ י א י \| Sentences Write the Hebrew translation of the following sentences: \| Good evening. \| \|---\| \| What is their name? \| \| Their name [is] Israel. \| \| Peace [is] over Israel. \| \| Who came in the evening? \| \| He came in the evening. \| \| She came in the evening. \| \| He keeps Israel \| \| Who (is) he? \| \| His name (is) Shalom \| The Aleph Bet The next three letters in order of the Aleph Bet have all been studied previously . \| Ordinal Number \| Name of Letter \| Letter \| \| Numerical Value \| \|---\|---\|---\|---\|---\| \| 12th \| lamed \| ל \| ל \| 30 \| \| 13th \| mem \| מ \| מ \| 40 \| \| 14th \| nun \| נ \| נ \| 50 \| Review the names in order of all the letters of the Aleph Bet that we have listed in previous lessons and add on the three that are listed above. ← א ב ג ד ה ו ז ח ט י כ ל מ נ Numbers Practice At the end of the last lesson you discovered how to write Hebrew numbers up to 29 and did some practice. Similarly, fill in the Hebrew way of writing the following numbers: \| 31 — \| 42 – \| \|---\|---\| \| 37 – \| 48 – \| \| 36 – \| 45 – \| Corrections: Before proceeding to Lesson 7, have your work on Pages 25-27 marked. Correct any mistakes. Quiz #6 Review the content of Lesson 6 until you are confident of success on this quiz. Practise reading orally Hebrew syllables on page 25 and Hebrew words on pages 26 and 27. This skill will be part of your quiz. Quizzes can be obtained from Ron Wilson or an assisting student. Consonants ת "Tav" is pronounced like the "t" in "tune". Vowel א ד The "Dalet" is pronouced like the "d" in "dig". You will notice that there are two vowels under the aleph: the sh'va and the segol. This vowel combination is called a "chataph segol". It is pronounced the same as a segol (like the "e" in "met"), but is a little shorter. Note this vowel in the first syllable of Elohim ("God") אלל Practice 1(a) Print a row of the letter tav as shown below. As you print each one, say its name slowly, emphasizing the “t” sound. Note the “tittle” on the left end of the top line and the “hook” at the bottom left. 1(b) Now go back and place a shuruq ( ו ) to the left of every tav, saying the names of each consonant and vowel in e ach syllable as you print them – “ tav, shuruq”. Then, pronounce the sound of each syllable – “t oo ” slowly and clearly. 2(a) Print a row of the letter dalet below. Make sure you put a clear “tittle” on the right end of the top line. As you print each one, say its name slowly, emphasizing the “d” sound. 2(b) Now go back and place a cholam vav to the left of every dalet, saying the name of the consonant and vowel . Then pronounce each syllable – “d oh” – slowly and clearly. 3(a) Print a row of alephs and (b) below each one, place a “ chataph segol ”. Say the name of the consonant and of the vowel as you print them. 3 (c) Go back to the beginning of the line and read each syllable you have printed in the line above. Lesson 7 Tav, Dalet Vocabulary \| Note the chataph segol under the aleph. \| God \| םיהי לאל \| \|---\|---\|---\| \| The root of most Hebrew verbs has 3 consonants. \| (He) gave. \| ןת י נ י \| \| The name of the first five books of the Bible \| instruction/ teaching \| ה ר י ות \| \| From the word for the number seven. \| Sabbath \| תבי ש י \| \| A male student \| student (m) \| דימי ל ת י \| \| A common suffix for feminine nouns הד י (ah): \| student (f) \| הד י ימ י ל ת י \| \| From this verb root having these 3 דמל consonants: \| is studying (m) \| דמל ול \| \| A common suffix for verbs that are תד feminine, singular, present tense (et). \| is studying (f) \| תד מ ול \| \| The first main word in Genesis 1:1 \| beginning \| תישי אר ל \| \| \| thanks \| הד י ות \| \| (Have a) \| peaceful Sabbath \| תבי ש י םולש \| Grammar – Sentence Word Order In Biblical Hebrew, the first word in a sentence is normally the verb. This is followed by its noun subject. If the subject or some other word is first, then this change in word order is done to emphasize the word that come first. On the next page you will see the first three words of the first chapter of Genesis. The Hebrew word for "In beginning" comes first for emphasis on the concept of "beginning". Then comes the verb for "created" and then comes the subject, the noun Elohim. Memorize the three Hebrew words of Genesis 1:1 for oral recitation. Scripture: Genesis 1:1a Sentences: Write the Hebrew translation of the following sentences, putting action verbs first in the sentences, before noun subjects. Have these sentences corrected and prepare to translate from Hebrew to English on Test for Part 2. \| God (is) good. \| \|---\| \| God gave peace to me. \| \| A student (m) is studying Torah. \| \| A student (f) is studying Torah. \| \| God gave (to) him a son. \| \| God gave a Sabbath. \| \| He (is) God. \| \| He (is) first. \| \| Have a peaceful Sabbath. \| \| Torah (is a) light. \| \| Who keeps Israel? \| \| He studies in the evening. \| Aleph Bet No new letters this lesson. Review the 14 memorized previously. ←א ב ג ד ה ו ז ח ט י כ ל מ נ Corrections: Before proceeding to Part 3, Lesson 8, have your work on Pages 28-30 marked. Correct any mistakes. Prepare to recite the first three words of Genesis 1:1. Practice reading orally Hebrew syllables on page 28 and Hebrew words on page 29. This skill will be part of your quiz. Test for Part 2 Review the content of Lessons 4-7 until you are confident of success.	<urn:uuid:7145e7ba-6b18-4be9-bcfb-5659c6ae156a>	CC-MAIN-2018-51	http://becruciform.com/yahoo_site_admin/assets/docs/04_-_07_PDF_PART_2.103125116.pdf	2018-12-10T05:03:15Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00107.warc.gz	33,119,729	6,067	eng_Latn	eng_Latn	0.991678	eng_Latn	0.995915	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 39, 1740, 3266, 4285, 5190, 6005, 8274, 9460, 10237, 11104, 12439, 13927, 14685, 15777, 17274, 18625, 19689 ]	[ 4.46875 ]	2	0
Gateways ECE Assessment (Level 2-4) Interactions, Relationships & Environments Assessment In this Assessment, you will compare and contrast environments and interactions in early childhood settings. Goals of this assessment include assessing your competencies in describing the characteristics and practices of culturally responsive, collaborative, supportive learning environments; identifying supportive practices and strategies within these environments; and creating and adapting environments that are responsive to external requirements and the unique development and learning needs of each and every child Your Assessment requires that you conduct three early childhood classroom observations. These observations should take place in DCFS licensed facilities; preferably, these will be NAEYC accredited centers. In Part 1 of your Assessment, you will develop an overview of legal mandates, standards, and ethical principles that are essential considerations in designing learning environments. Parts 2 and 3 of your Assessment include your observations. In Part 2, you will conduct an Environmental Scan. In Part 3, you will conduct an Interaction Event Sample. Following your observations, you will write a summary of the data collected (Part 4) and analyze the data in your Post-Reflection (Part 5). Prior to your observations: - Call and schedule your classroom observations. All three observations should take place in different sites/program types, but should all be conducted in similar age groupings/grades (i.e. PreK, kindergarten, three year olds, two year olds etc.). - You should plan 90 minutes for the total observation, 30 minutes for the environmental scan and 60 minutes for the interaction event sample. - When setting up your observation, explain to the teacher/ program administrator that you will be taking notes on the organization of the environment and then observing interactions in the classroom. Be sure to arrange a time when different interactions will be observable (i.e not nap time) Part 1: Pre-Reflection Part 1 of your Assessment requires that you describe factors within the early childhood environment (such as space, materials, images, sounds, language, ideas) and adult behaviors and interactions) influence classroom community and children's development and learning. With these factors in mind, provide a 1 to 2-page overview critical considerations for each of these factors when designing engaging environments for young children. Part 2: Environmental Scan (30 Minutes) - Upon your arrival, introduce yourself to the teacher and work with her/him to choose a location to observe from where you will not hinder classroom activities. - Ask the teacher if it is possible to obtain a copy of the daily schedule. If this is not possible, write the schedule down. - During the 30-minute Environmental Scan, develop a diagram of the classroom design. Take notes on features and aspects of the physical environment. Include in your notes the following: o Details on signage, labeling, and organizational strategies that are used within the environment to help children navigate and selfregulate. o Characteristics of the learning environment that support or impede collaboration o Characteristics of the learning environment that support or impede creativity and exploration o Ways in which the physical and social environment reflects cultural responsiveness Part 3: Interaction Event Sample (60 Minutes) - Create a chart (see attached example) prior to your visit that will allow you to collect interaction samples and data for specific periods of time during the 60-minute period. - To begin your event sample, provide an overall description of the following: o Number of children in the room. o Number of staff in the room o Activities occurring during observation time period o Interaction strategies used, including verbal communication and guidance strategies o Other relevant information (whether families were in the room, how children responded to strangers, etc.) - For the 60 minute period focus specifically in on interactions collecting the following information: - A description of the interaction you observed (can include quotes) - The location of the interaction - Reason for the interaction - Duration of the interaction - Interaction type (Adult to child; Child to Adult; Child to child; Child to environment) Part 4: Observation Summary Your Observation Summary is based on Parts 2 and 3 of your Assessment. Include the following for your summary: - A one-page summary of the environmental scans for each observation site. (Attach your diagram and daily schedule for each site). - A one-page summary of each event sample (attach your completed observation charts. Part 5: Post-Reflection Your Post-Reflection requires that you reflect on data collected in your observations, and suggest adaptations to the environments you observed within. For your Post-Reflection, respond to each of the following: o What strengths and opportunities did you observe within the environment related to fostering trusting relationships with children and their families? o What was your overall assessment of the environments observed in terms of their ability to support positive behavioral and developmental outcomes? Identify specific environmental strengths and opportunities. o Describe culturally and individually responsive strategies observed within each of the environments. In addition to strategies observed, identify opportunities, if applicable. How can strategies be adapted in ways that are respectful of personality and temperament? o Based on your responses to each of the questions above, how effective do you feel each of the environments you observed within were in terms of supporting the healthy development and learning of young children, including - encouraging active, creative exploration, - promoting children's positive interactions with others, - supporting self-regulation, - supporting health social and emotional development, - supporting access and participation; - and promoting positive behaviors. What would you suggest in terms of environmental adaptations or changes to the learning environment overall to enhance the learning community and ensure that the diverse development and learning needs of each and every child is enhanced? \| \| Competency \| Distinguished \| Proficient \| Needs Improvement \| Unsatisfactory \| \|---\|---\|---\|---\|---\|---\| \| IRE1: Describes the \| \| Describes how factors within the \| Describes how factors within the \| Partially describes how factors \| Description of factors within the \| \| role of the \| \| environment, including space, \| environment, including space, \| within the environment, \| environment, including space, \| \| environment in \| \| \| \| including space, materials, \| materials, images, sounds, \| \| \| \| materials, images, sounds, \| materials, images, sounds, \| \| \| \| supporting children’s \| \| \| \| images, sounds, language, and \| language, and ideas, support \| \| \| \| language, and ideas, support \| language, and ideas, support \| \| \| \| development. \| \| \| \| ideas, support community within \| community within the \| \| \| \| community within the classroom \| community within the classroom \| \| \| \| \| \| \| \| the classroom and children’s \| classroom and children’s \| \| \| \| and children’s development and \| and children’s development and \| development and learning. \| development and learning \| \| \| \| learning. \| learning. \| \| lacking. \| \| \| \| Includes connections with \| \| \| \| \| \| \| families, community and \| \| \| \| \| \| \| children’s overall development in \| \| \| \| \| \| \| environmental description. \| \| \| \| Interactions, Relationships & Environments Master Rubric \| \| Competency \| Distinguished \| Proficient \| Needs Improvement \| Unsatisfactory \| \|---\|---\|---\|---\|---\|---\| \| IRE2: Articulates the \| \| Considers adult behaviors, \| Considers adult behaviors, \| Partially considers adult \| Does not consider adult \| \| importance of \| \| attitudes and interactions in \| attitudes and interactions in \| behaviors, attitudes and \| behaviors, attitudes and \| \| relationships in \| \| articulating the importance of \| \| interactions in articulating the \| interactions in articulating the \| \| \| \| \| articulating the importance of \| \| \| \| supporting positive \| \| relationships in supporting \| \| importance of relationships in \| importance of relationships in \| \| \| \| \| relationships in supporting \| \| \| \| developmental and \| \| positive developmental and \| \| supporting positive \| supporting positive \| \| \| \| \| positive developmental and \| \| \| \| behavioral outcomes \| \| behavioral outcomes and building \| \| developmental and behavioral \| developmental and behavioral \| \| \| \| trusting relationships. \| behavioral outcomes. \| outcomes. \| outcomes. \| \| \| \| Builds opportunities for positive \| \| \| Describes practices that \| \| \| \| social interactions which \| \| \| minimize opportunities for \| \| \| \| incorporate healthy self-concept \| Describes role of positive social \| \| positive social interactions. \| \| \| \| techniques for multi-language \| interactions, which incorporate \| \| \| \| \| \| learners and children of diverse \| adaptations for multi-language \| \| \| \| \| \| abilities. \| learners, and children of diverse \| \| \| \| \| \| \| abilities. \| \| \| \| IRE3: Identifies \| \| Identifies factors, including \| Identifies factors, including \| Partially identifies factors that \| Identifies factors within early \| \| factors that contribute \| \| personality and temperament, \| personality and temperament that \| influence behavior and \| childhood environments, but \| \| to positive interactions \| \| \| \| \| \| \| \| \| that influence behavior and \| influence behavior and \| interactions within early \| does not consider influence on \| \| with the environment \| \| \| \| \| \| \| \| \| interactions within early \| interactions within early \| childhood environments. \| behavior and interactions. \| \| \| \| childhood environments, and \| childhood environments. \| \| \| \| \| \| advocates for environments that \| \| \| \| \| \| \| support positive behavior and \| \| \| \| \| \| \| classroom community. \| \| \| \| \| IRE4: Designs \| \| Incorporates, advocates and \| Incorporates knowledge of \| Incorporates knowledge of \| Learning environments and \| \| learning environments \| \| models DAP and input from \| developmental, individual, and \| developmental, individual, and \| activities designed are not \| \| and activities \| \| children to design environments \| culturally appropriate practice to \| culturally appropriate practice to \| supportive of healthy \| \| supportive of healthy \| \| and activities which \| design environments and \| design environments and \| development and learning. \| \| development and \| \| accommodate individual \| \| \| \| \| \| \| \| \| activities, which are supportive of \| \| \| \| \| \| activities, which are supportive of \| \| \| \| learning \| \| children’s needs and encourage \| \| \| \| \| \| \| \| \| healthy development and \| \| \| \| \| positive expression of emotions, \| healthy development and \| \| \| \| \| \| \| \| learning. \| \| \| \| \| exploration and problem solving. \| learning, reflective of individual \| \| \| \| \| \| \| children’s needs, and supportive \| Explicit attention to individual \| \| \| \| \| Environmental design reflects \| of positive expression of \| and group not evident. \| \| \| \| \| knowledge of legal and ethical \| \| \| \| \| \| \| \| emotions, exploration and \| \| \| \| \| \| principles related to behavior \| \| \| \| \| \| Competency \| Distinguished \| Proficient \| Needs Improvement \| Unsatisfactory \| \|---\|---\|---\|---\|---\|---\| \| \| \| management. \| problem solving. \| \| \| \| IRE5: Creates \| \| Creates flexible, engaging indoor \| Creates engaging indoor and \| Creates engaging indoor and \| Creates indoor and outdoor \| \| engaging \| \| and outdoor environments that \| outdoor environments that \| outdoor environments supportive \| environments that do not \| \| environments that \| \| meet the needs of individual and \| \| of development and learning. \| support children's development \| \| \| \| \| support the development and \| \| \| \| meet the diverse \| \| groups of children. \| \| \| and learning. \| \| \| \| \| learning of individual and groups \| \| \| \| development and \| \| \| \| Explicit attention to access and \| \| \| \| \| \| of children. \| \| \| \| learning needs of each \| \| Consults with parents and health \| \| participation not evident. \| \| \| child \| \| professionals to maximize \| \| \| \| \| \| \| \| Seeks to maximize access and \| \| \| \| \| \| participation of all children and \| \| \| \| \| \| \| accommodate individual abilities, \| participation for all children and \| \| \| \| \| \| interests and personalities. \| to accommodate individual \| \| \| \| \| \| \| abilities, interests and \| \| \| \| \| \| \| personalities. \| \| \| Observation Date/Time _____________________Observation site/Classroom ________________________________________________ Number of children __________________________ Number of Adults (roles) _________________________________________________ Activities during observation (i.e. large group, centers, snack, small group etc.) __________________________________________________ \| \| Minutes 0-10 \| Minutes 10-20 \| Minutes 20-30 \| Minutes 30-40 \| Minutes 40-50 \| \|---\|---\|---\|---\|---\|---\| \| Interaction #1 \| \| \| \| \| \| \| Interaction #2 \| \| \| \| \| \| \| Interaction #3 \| \| \| \| \| \| \| Interaction #4 \| \| \| \| \| \| \| Interaction #5 \| \| \| \| \| \| \| Interaction #6 \| \| \| \| \| \| \| Interaction #7 \| \| \| \| \| \| \| Interaction #9 \| \| \| \| \| \| \| Interaction #10 \| 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DETERMINATION IN THE FACE OF NEW DISABILITY Tackling and overcoming learning difficulties has become a frequent media subject over the last decade. Terms such as „Dyslexia‟ and „ADD‟ are becoming increasingly familiar to children and adults alike, with copious amounts of literature and online advice available on how to overcome these obstacles. However, Joanna Pinewood Education (JPE), a London based tuition centre, wants to draw our attention to less publicised learning difficulties; namely those which develop following accidents or trauma. In recent months, JPE has been working alongside a young man who has faced these difficulties. He has kindly agreed to be used as a case study and to share his experiences. JPE will provide information and advice on how best to triumph over these new found challenges, while continuing both social and academic development. The young man in question is in his thirties and from London. In year 7 at school, aged 12, he was pushed into the wagon of a passing London Underground train, which caused him to spend 4 days in a coma and a further 2 months in hospital. The boy incurred serious head injuries, developing chronic memory loss and epilepsy. Adjusting to life after an accident such as this is extremely difficult and the man in question remembers severe bullying from his school peers alongside the struggle to come to terms with his new disabilities. Jonathan Smallman, an army officer who was injured in a horrific car crash in 1985 talks of similar difficulties in coming to terms with the severe brain damage incurred. Now a teacher at Rehab UK, which helps people with brain injuries to become socially and economically independent, Jonathan tells the BBC: "When I first came round in hospital, I am told, that I was like a five or six year-old. I had lost my skills to interact." "I remember in the early stages being driven into town by my mother." "I can remember being ready to go home and yelling across the square to my mother, who was talking to somebody 'It is bloody freezing, hurry up." "I was oblivious to everyone else who was shopping and what they might have thought. I had lost my social skills, but to anyone else I must have just seemed very rude." Source: www.bbc.co.uk Learning to rebuild your social and academic skills is extremely testing, especially when having to deal simultaneously with a new disability. However, through focusing his energy on a specialist interest, the young man has overcome this, gaining qualifications and an active lifestyle. He has concentrated on horticulture, gaining a Level 1 Vocational Diploma and is now working towards Level 2. This focused approach makes it much easier to motivate oneself as Krzysztof Bahrynowski, Managing Director of JPE states: "The most difficult obstacle for these newly debilitated people is self-motivation. They are often so disheartened and depressed by an accident or trauma that a completely reclusive and inactive nature takes over. Through working face to face with people who have dealt with these issues, JPE is gaining invaluable knowledge that we would like to share with others who have been affected". Through working together, JPE and the young man would advise the following in order to help continue development: 1. Work as a team – To further motivate his specialised interest in horticulture, the young man has partnered with other people with similar disabilities on his allotment. 2. Get help – The young man has encouraged the local Disabled Person's Society to sponsor his allotment that will become a project for these people in the community. 3. Get involved – Once the project is completed, JPE plans to take him to the Czech Republic for a workshop on motivational skills that will be held at the University of Olomouc in October to present his project work. 4. Keep in contact – Krzysztof and the team at JPE are ensuring that they maintain regular contact with the learner to ensure he is moving in the right direction. With JPE's help, he will gain the new competences he had always wanted to achieve. Over the last year, JPE has made it their priority to create tailor made packages for all learners, regardless of age or ability. They believe that providing packages to suit individuals' needs is imperative, whether it is learning English as a second language, overcoming dyslexia, or a refresher course to help stay ahead of the game. JPE is also actively involved in the European Grundtvig Project "Let's Do It Creatively...for the benefit of Adult Learners", receiving a grant from the EU to help adult learners. Likewise, JPE are currently applying for a grant to help disadvantaged learners, providing free workshops on improving key competences. For more information on the upcoming workshops or to book bespoke, one to one and group tuition, please visit www.jpetutors.com or call: 01895 847 135, email: email@example.com	<urn:uuid:8d492e27-946f-44a5-bde5-e9fbc749dae0>	CC-MAIN-2018-51	http://letsdoit.upol.cz/lib/exe/fetch.php?media=pr:jpe_pr_learning_difficulties.pdf	2018-12-10T04:12:54Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00109.warc.gz	171,919,592	1,005	eng_Latn	eng_Latn	0.998776	eng_Latn	0.999075	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2776, 4918 ]	[ 2.421875 ]	1	3
In the law, a tree can be either public or private property. It can be real of personal property, depending on the circumstances. Trees are funny that way. They depend. A tree's status depends on where it's located. If it's in the public right-of-way – that area usually three rods in width that is controlled by the town for highway purposes – it isn't yours to cut and split into cordwood, without permission of a public official. Town officials can, if they think it right, remove the tree and leave you the wood, unless they can figure some way to use it in the building of the highway. A tree's status also depends on its health. If a tree has a disease that can infect other trees, public officials also have authority to spray it, cut it down, and burn the wood to protect other trees in the area. Trees have been around much longer than any law, but the traditions and understanding of people toward trees have been translated into law in ways that every landowner ought to understand. This brochure is intended to give you an idea of how the law treats trees, and to describe your rights and duties toward our leafy friends. Compiled by Paul Gillies The Players Let's meet the people who administer the law of trees in Vermont. Every town ought to have a tree warden, as the law requires one to be appointed annually by the select board. The statutes devote an entire chapter to the office. The domain of this official includes all shade and ornamental trees within the limits of the public ways and places. Tree wardens decide when old trees should come down and when new trees should be planted, what pest control measures are needed and where to prune. They may enact ordinances for the planting, protection, care, or removal of public shade trees. It's important to appoint someone, with a good background in the subject, to this office, one who is both familiar with the science of trees and who will serve as an advocate for them in an official capacity. The select board hears appeals from decisions of the tree warden. It has no authority to interfere with this officer, if no one appeals. The voters approve budgets that raise money for caring for these trees. The town road commissioner has continuing responsibility for maintaining the public rights-ofway. The private landowner is bound by the law to work with the tree warden to ensure the health and preservation of public shade and ornamental trees. The Commissioner of Forests, Parks and Recreation has a continuing role in assisting communities and landowners to keep forests healthy, and operates a cost-sharing program for the planting and maintenance of trees by towns through the town tree warden. The Commissioner of Agriculture recommends The Anomaly of the Bee Tree Shortly after the Civil War, a man found a bee tree on his neighbor's land. He visited the neighbor and told him about his find and his intention to remove the honey. The neighbor told his cousin about the tree. With the neighbor's permission, the cousin went looking for the tree, found it, and took the honey for himself. The original finder then sued for damages claiming he was entitled to the honey. He was, even though the tree was not on his own land. The common law recognized his rights as first finder of a bee tree. The Vermont Supreme Court acknowledged his right to cut it down, even without asking permission, and take the honey for himself. Whether this is still good law in Vermont is unclear, but the story illustrates how curious the law of trees can be. The usual rules of private property ownership do not always apply. Trees have a special status in the law. All landowners ought to know their rights and those of their trees. The Vermont Institute for Government control measures to protect public trees from infestation and authorizes the tree warden to take the necessary steps to save these trees. Utilities, including power and telephone companies, also have rights within the public right-of-way. With permission from the town, they may prune or cut trees that interfere with lines and poles along the roadside. Law enforcement officials enforce the laws making the cutting of trees on other people's property or within the public right-of-way a crime. Defining "Shade and Ornamental Trees" and Other Terms The term "shade and ornamental trees" appears throughout the law of trees, but the law does not define the term. A public shade tree provides shade to people using public places, including roads, the town commons, and public institutions. An ornamental tree is one that is cultivated for decorative purposes. Neither shade nor ornamental trees are limited to particular age or size. Assume that any tree or shrub within the public right-of-way, or in a public place, is protected by the law. Don't try to be sly with definitions to get around the law. The public right-of-way is an easement that allows the public to walk and ride across private property. Highways are the most obvious public rights-of-way, but the term also includes public trails. The public right-of-way is usually three rods wide (49 ½'), but in some cases may be wider, depending on the original action of the town in laying it out. Within the right-ofway, public officials my take any action necessary to ensure safe travel by the public. Public places include cemeteries, greens, parks, and the lawns surrounding public buildings. Often these properties are owned outright by the town, but the rules on cutting and pruning shade and ornamental trees apply as forcefully there as in the road right-of-way. This means that other town officials – the road crew, the town clerk, the cemetery commissioners – must consult with and gain the written approval of the tree warden before cutting or pruning trees in these public places. Finding the Law The law relating to town tree wardens is found in Title 24 of the Vermont Statutes Annotated, Sections 2502 through 2511. The law on tree crimes (crimes involving the cutting of trees, that is) is in Title 13, Sections 3601 through 3609. The town clerk can show you how to find these laws and make copies of them for review. Most of the law relating to trees is common law, meaning that it is found in court cases, many of them from the earliest reported decisions of the Vermont Supreme Court. You should visit the State Law Library for references to these cases, or contact the Vermont Institute for Government for further help. The purpose of the law is to mediate between the interests of the public and those of private landowners whose property includes public shade and ornamental trees. The public's interests include safe travel, provision of utilities, shade and beauty, calming of traffic, and neighborhood preservation. Private interests include the maintenance of a buffer between living areas and the public highway, creation of a view of the land beyond the boundary of the property, and the ability to choose the design and look of a private residence. Trespass? At this point, owners of real property are wondering just how private property really is, especially as it relates to trees in the public right-of-way. What are your rights and obligations? Here is a short list: 1. The right to a public hearing. The decision to cut down public trees is made by the tree warden only after a public hearing. You may attend. You may appeal the decision to the select board to overturn the tree warden's decision. 2. The right to the lumber cut, except in the remote instance where the public official needs the lumber to construct the road or bridge. The town should at least offer you the trees it cuts. 3. The obligation to allow the tree warden access to your land to conduct control measures against infestation. 4. The obligation to obtain permission from the warden before you cut or plant any tree or shrub within the public right-of-way. And the penalty for failing to conform to the law on public trees? You can be fined for cutting (or "injuring") a public shade tree without written permission of either the tree warden of the select board, up to $500 for each tree. Before controversy develops, a town might think seriously about adopting a policy on public shade trees. By establishing a protocol for tree maintenance and removal, the town can avoid the accusation that the landowner has been singled out for special treatment and provide for regular care and tending of these important resources. There's a public protection advantage with such a program, since it is possible that a town might be found liable for failing to maintain public shade The Vermont Institute for Government trees that cause traffic accidents. If the record shows the town has done nothing to fulfill this responsibility, it may create difficulties in waging a proper defense if a lawsuit develops. even on overhanging limbs, without your permission. Boundary Lines Trees often serve as boundaries between lots. Early deeds frequently refer to a beech tree or an elm tree as a corner or side boundary marker. A special set of laws, most of them established by courts as part of the common law, have grown up around such trees. A tree sometimes is a monument, establishing a corner in the description of conveyed land. Those trees are owned jointly by the owners of the land on either side of the line, and cannot be cut without permission of both owners. Trees near a boundary tend to hang over the line or grow troublesome roots that invade foundations or driveways. Those landowners affected by the alien tree are authorized by law to cut the offending branches or roots and sometimes win damage suits against the owners of the trees, especially when a tree, obviously diseased, falls on the neighbor's house or car. Trees on or near the boundary of the public right-of-way create special problems; roots can damage the road bed. In close cases, we think the best plan is to consult with the tree warden, just to be sure. The fruit falling from a tree onto a neighbor's property is often falsely regarded as belonging to the neighbor, but the neighbor's rights only include to the removal of the offending fruit when it interferes with the neighbor's property, not to the general enjoyment of any apple hanging invitingly on a limb over the line. If the trunk is on your land, your neighbor can't pick the fruit, If a tree on someone else's property grows tall and wide and blocks your view, you have no right to complain. The English common law doctrine of ancient lights does not apply in Vermont, and the only way you can legally ensure the continuation of your view is to obtain an easement from your neighbor. This is usually created by deed, allowing you to cut portions of the trees on your neighbor's property that interfere with your view of the valley or mountains beyond. Timber Cutting wood on your own land is an act of ownership; cutting it on the land of another is a trespass. If you cut or deface a tree belonging to someone else by mistake – maybe you think the trees are on your land – you owe the landowner the value of the timber taken. If you do it knowing the trees aren't yours you pay treble damages – three times the value of the wood taken. Suppose you cut somebody else's trees, load them on your truck, and then are stopped by a police officer who suspects you've stolen them. The law has something special for you too. The officer may stop you and ask for a bill of sale or some writing showing your rightful possession, and if you don't have one, that's enough evidence to convict you of a crime for which you may be imprisoned up to six months or fined not more than $3000 or both. Of course, if you can show where you obtained the trees, or how you had a license or authority to cut them, you may be found innocent. This law is particularly important for those who, during the holiday season, cut Christmas trees and tie them to their cars to bring them home. A bill of sale is an important defense to arrest and prosecution. Then there's adverse possession, the statutory right to land you haven't purchased. If you've used the land openly and continuously for at least fifteen years, in spite of the rights of its original owner, you may persuade a court to recognize your right to the land. It's not easy to generalize about adverse possession, but it's enough for our purposes to tell you that it's possible under the right circumstances. A majority of Vermont towns own and maintain municipal forests. In some cases, these forests are available to residents for harvesting firewood, in others; the common use is as a public recreational area. Check with the town clerk to learn what your rights are in your municipal forest. The Bundle of Rights The mantra of property law is simply stated – property is a bundle of rights, among them the right to sell and use land and everything growing on it. You can convey a right-of-way to your neighbor if you like, dividing off one of the pieces of the bundle, and that authorizes your neighbor to cut whatever trees are found along the way to make the road. You can also convey timber rights to your land, while retaining the rest of the property. The problem is what use you have left. Your use of the land will then be limited to those portions not forested. Arguably, you can't even pull up saplings without permission of the owner of the timber rights, even on your own front lawn. Owners of land abutting public highways have not lost their interest in the land if the town has a rightof-way, but their rights to use that land are severely limited. Although the trees still belong to the The Vermont Institute for Government Why Appoint a Tree Warden? Every town will benefit from the appointment of a tree warden, if someone good can be found who will take the position seriously. Trees need someone looking out for their interests, and the whole community benefits from this work. You don't need to have a forestry degree to qualify. All it takes is an interest in trees and a willingness to provide a public service to your town. Once appointed, you can obtain more information about trees and your duties as tree warden from UVM Extension or from the Vermont Department of Forests, Parks and Recreation. Talk to the select board members if you are interested, and show them this pamphlet. landowner, there is no private right to cut them down, without a public hearing. The tree warden can't just cut any tree, either, without a public hearing, unless the trees are diseased and dying. But the warden can plant trees and shrubs within the public right-of-way for the purpose of shading and beautifying the public ways and places, without the need for a hearing, or the permission of the landowner. Suppose, however, the tree warden cuts a tree (not dying or diseased) growing in the right-of-way, without a hearing. The landowner may sue for damages against the officer individually, as that warden would be acting outside the scope of authority. The bundle of rights is tied securely with the rope of public law, always in the name of public protection. Public protection goes a long way these days. In 1997, the legislature first regulated heavy cutting of Vermont land over forty acres at a time. Now you need the authorization of a state forester to cut that much at one time. Curiouser The law of trees is an odd assortment of rules and principles, many of which stretch traditional notions of private property to the limit. A closer examination reveals a thread of common sense running through the whole canon of tree law in Vermont. It makes sense that some official should have the say on whether trees in public ways are cut or planted, for the sake of public safety and aesthetics. It makes sense that trees should be respected by the law as a species of property subject to special protections from intruding neighbors and meandering loggers and that landowners should know where their property ends and another's begins and be held to a high standard of liability for knowing violations. A Word about The Vermont Institute for Government The Vermont Institute for Government (VIG) is a nonprofit corporation dedicated to improving educational opportunities for local officials and the public on how government works. It consists of representatives from each of the major groups in Vermont that offer such training. The VIG has published other pamphlets that may be of use or interest to you. They include: The Meeting Will Come to Order, covering town meeting procedures. Changing the World, about how to increase your effectiveness in meetings of local and state boards and commissions. Are You Appealing?, which covers the tax grievance and appeal processes at the local level. Isn't This My Land?, relating to local planning and zoning. The Vermont Citizenship Comprehensive Examination, a fun test of basic information a citizen ought to know about Vermont government. The Public Right of Way and You, covering town highways How and Why to Read a Town Report, it can tell you a great deal about your town. It's Your Turn: A Call to Local Office, how to get involved in your local government. Reforming Local Government by Charter, how to change your local government. The Development Review Board: Strengthening the planning and zoning functions. Do It Yourself Zoning: A guide to zoning hearings and appeals Do It Yourself Act 250: A citizen's guide Contact VIG through UVM Extension at 802-223-2389 or email: firstname.lastname@example.org	<urn:uuid:dcd1c859-9a37-46e0-91b5-038b0aad72f8>	CC-MAIN-2018-51	http://www.uvm.edu/crs/resources/citizens/trees.pdf	2018-12-10T05:17:21Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00109.warc.gz	511,327,724	3,630	eng_Latn	eng_Latn	0.998895	eng_Latn	0.999035	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3730, 8638, 13679, 17567 ]	[ 3.15625 ]	2	1
Japanese Knotweed Fallopian japonica Region of Origin: East Asia Habitat: Perennial, deciduous, sub-shrub Current Range: Asia, North America (39 States) & Europe Flowering Season: Summer Japanese knotweed has astounding regenerative prowess and the capacity to spread at lightning speed, especially near streams and roadsides. It is a rapidly growing, perennial plant with characteristic purple spots on the stem. The tubular structure of the stem allows even tiny pieces of knotweed to float through waterways and readily access new habitats to colonize along its journey. The dense root and leaf structure of knotweed stands make it nearly impossible for other plants to compete, and it is considered one of the world's most destructive invasive species. The strong scent of the lacy white blooms attract bees. And, many humans are attracted to its shoots, foraging them for their wonderful rhubarb taste. Avoid sites actively managed with herbicides, and be sure to collect the shoots when they are young and tender – no more than 8 inches tall. A special thank you to author and ecologist Corinne Duncan for her content contributions to the Japanese Knotweed Introduction. Japanese Knotweed Summer Rolls Recipe and Photo courtesy of The 3 Foragers 6-10 ea 8" Rice Paper Wrappers 3 Tbsp Dandelion Flower Petals 3 oz Bean Thread Noodle Cakes 2 Tbsp Chopped Ramp Leaves or Scallions 1 cup Knotweed Shoot Stems (thinly sliced) 4 Tbsp Shredded Carrots ½ cup Parsley and Cilantro Greens To Taste Dipping Sauce of Choice G Soak bean thread noodles in hot water for 10 minutes, until soft. G Rinse and drain well. G In a bowl, add the chopped knotweed, chickweed greens, dandelion petals, ramps, and carrots to the bean thread noodles. Toss well. G Soften the rice paper wrappers in warm water for about 15 seconds until they are pliable. G Place on a smooth surface. Take about 1/2 cup of the noodle filling and place it in the center of the top third of the wrapper. G Fold over the top of the wrapper to cover the filling, then fold in the two sided toward the center. G Roll filled wrapper towards the bottom, enclosing the filling completely. This may take some practice! G Chill the summer rolls for 15 minutes, and serve with a spicy-sweet Thai dipping sauce.	<urn:uuid:f9595f72-e3aa-4c9f-b691-1b5477a37f76>	CC-MAIN-2018-51	http://cantbeatemeatem.us/PDF/cantbeatemeatem_recipe_japanese-knotweed_summer-rolls.pdf	2018-12-10T04:39:35Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00109.warc.gz	53,882,017	518	eng_Latn	eng_Latn	0.994021	eng_Latn	0.994021	[ "eng_Latn" ]	false	docling	[ 2282 ]	[ 2 ]	1	1
Human Growth & Development Assessment (Levels 2-5) Child Study Project In this semester long project, you will learn about each domain of child development through a child study project. The goal of your Assessment is to determine competencies in connecting theory to children's unique growth patterns, understanding of how external and individual characteristics influence growth and development, the identification of the inter-relationship between domains, and your ability to understand unique patterns of development and supportive practices, This project will require pre-planning and scheduling in tandem with your clinical experience to work with one child and complete an in-depth assessment (i.e. ASQ, LAP, etc.) in each of the developmental domains. Part 1: Pre-Assessment Planning & Parent Completion of the ASQ Work with your course/clinical instructor to choose a child on which your child study project will focus. Also arrange to meet and explain the project to the child's parents or teacher, secure needed consent, and complete with them the age appropriate Ages and Stages Questionnaire for the child in your child study project. Part 2: Completion of the Child Study Assessment Arrange multiple (a minimum of seven times) during your clinical hours when you will work through one of the selected assessment tools outlined below with the goal of collecting assessment data in each development domain. - Assessment instrument choices include the following: - BRIGANCE Inventory of Early Development (3-5 year olds) http://www.curriculumassociates.com/products/detail.aspx?title=BrigEC-IED3-sum - Early Learning Scale http://www.lakeshorelearning.com/general_content/general_info/ELSstatic.jsp?utm=offline - Hawaii Early Learning Profile (HELP): 3-6 years (2nd Ed.) Extends HELP 0-3 http://www.vort.com/ - High/Scope Child Observation Record http://www.highscope.org/Content.asp?ContentId=2 - Learning Accomplishment Profile-3 (LAP-3) http://chtop.org/Products/LAP-System/The-LAP-3.html - Use the following steps to guide your assessment: - Calculate, using the child's birthdate, the baseline for beginning your screening. (Today's Date: 5/5/16) - (Child's Birthdate: 1/6/12) = Child is 4 years/4 months old Convert to months (52 months) - 6 months = 46 Months (baseline). Use this baseline age as your beginning point for screening the child in each domain. If the child is not 100% successful in any domain as you begin, subtract another 6 months to establish a corrected baseline. - Look ahead at the assessment tasks before each assessment visit to make sure you have the materials (if any) needed for the child to attempt the tasks. - Make the assessment times fun…get to know the child, be friendly and well-prepared. Make sure they are not taken out of activities they would rather be doing for the screening. Read the child's cues for stop times. If they are disengaging or seem restless, either move to a different domain or stop for the day. Assessment visits should never be more than 30 minutes long. - Record your results for each task. Once the child has reached a point in each domain where they are unsuccessful with 3 out of five sequential tasks, you can assume you have targeted their developmental age for that domain and stop. - Using your data collected, calculate the child's developmental age for each domain and their overall developmental age Part 3: Child Study Post Reflection: For this portion of your assignment you will be writing a Reflection based on your running record through the lens of what you have learned about social, emotional, physical and cognitive development for this child's developmental age. Using the data you collected in your child study project and the completed ASQ from the child's parents, reflect on the following: 1. A summary of what you observed in terms of the child's development and learning, using examples—as applicable. Be sure to include specific information related to developmental milestones and stages and any applicable red flags. Objectivity is no longer required at this point in your assignment, as you are now making subjective observations. 2. An overview of what you observed in each developmental area. In your description, be sure to integrate theory as an infrastructure for your discussion of developmental areas. 3. Specific examples of how your observational data complemented or deviated from developmental milestones. 4. Three specific examples, based on your observation, of how each area of development interrelates. 5. A description of how contextual factors (such as race, ethnicity, language, ability, socio-economics, religion, and society) influence healthy development and learning. Based on the child you assessed, specifically, what impact might cultural, familial, biological, and environmental influences have on his or her physical and mental health, well-being, and nutrition? 6. A description of how protective factors within the environment could serve to alleviate stress and foster resiliency. 7. Recommendations for further assessment or screening (if needed) and list at least three additional resources for families and teachers in these identified areas. Include specific information, as applicable, related to multi-language acquisition. 8. Based on research, developmental theory, and your observations, suggest evidence-based practices, with a rationale, that you feel would support this child's development and learning. 9. Identify strategies that would ensure the development and learning of each and every child, across each domain domain (physical/social/ emotional/cognitive/language/aesthetic), is supported through evidence-based practice. Unable to Asses \| Distinguished \| Proficient \| Needs Improvement \| Unsatisfactory \| \|---\|---\|---\|---\| \| Labels and defines \| Labels and defines \| Labels and defines \| Labels and defines \| \| developmental milestones, \| developmental milestones, \| developmental milestones. \| developmental milestones \| \| patterns of development, and \| patterns of development, and \| \| incorrectly. \| \| specific characteristics of delays \| specific characteristics of \| Describes how individual \| \| \| and disabilities. Includes \| delays and disabilities. \| characteristics are impacted by \| Does not accurately describe \| \| description of potential impact \| \| contextual factors. \| how individual characteristics \| \| on development and learning. \| Describes how individual \| \| are impacted by contextual \| \| \| characteristics (including \| \| factors. \| \| Describes how individual \| physical and mental health, \| \| \| \| characteristics (including \| well-being, and nutrition) are \| \| \| \| physical and mental health, \| impacted by the cultural \| \| \| \| well-being, and nutrition) are \| context (including gender, \| \| \| \| impacted by the cultural context \| family, race, ethnicity, \| \| \| \| (including gender, family, race, \| language, ability, socio- \| \| \| \| ethnicity, language, ability, \| economics, religion, and \| \| \| \| socio-economics, religion, and \| society). \| \| \| \| society). Includes description of \| \| \| \| \| factors that support resilience. \| \| \| \| \| Describes interrelationship \| Describes interrelationship \| Describes developmental \| Does not accurately describe \| \| between developmental domains \| between developmental \| domains (physical/social/ \| developmental domains \| \| (physical/social/ \| domains (physical/social/ \| emotional/cognitive/language/ \| (physical/social/ \| \| emotional/cognitive/language/ \| emotional/cognitive/language/ \| aesthetic), holistic well-being \| emotional/cognitive/language/ \| \| aesthetic), holistic well-being \| aesthetic), holistic well-being \| (including health, nutrition, \| aesthetic), holistic well-being \| \| (including health, nutrition, \| (including health, nutrition, \| safety and environment), and \| (including health, nutrition, \| \| safety and environment), and \| safety and environment), and \| adaptive/living skills. \| safety and environment), and \| \| adaptive/living skills. \| adaptive/living skills. \| \| adaptive/living skills. \| \| Current research-base is \| \| \| \| \| integrated into description. \| \| \| \| Human Growth & Development Master Rubric Unable to Asses \| Distinguished \| Proficient \| Needs Improvement \| Unsatisfactory \| \|---\|---\|---\|---\| \| Describes how cultural and \| Describes how cultural and \| Describes how cultural and \| Does not accurately describe \| \| familial contexts and biological \| familial contexts and biological \| familial contexts and biological \| how cultural and familial \| \| and environmental influences \| and environmental influences \| and environmental influences \| contexts and biological and \| \| impact children’s well-being \| impact children’s well-being \| impact children’s well-being \| environmental influences \| \| and learning. Description \| and learning. \| and learning. Description lacks \| impact children’s well-being \| \| includes connections to \| \| holistic consideration of \| and learning. \| \| \| Identifies the consequences of \| \| \| \| research. \| \| influence and impact. \| \| \| \| stress, trauma, protective \| \| Does not accurately identify \| \| Identifies the consequences of \| factors, and early experiences \| Identifies the consequences of \| consequences of stress, trauma, \| \| stress, trauma, protective \| in understanding individual \| stress, trauma, protective \| protective factors, and early \| \| factors, and early experiences in \| children’s development and the \| factors, and early experiences in \| experiences in understanding \| \| understanding individual \| role of resilience in supporting \| understanding individual \| individual children’s \| \| children’s development and the \| positive development and \| children’s development and the \| development and the role of \| \| role of resilience in supporting \| learning outcomes. \| role of resilience in supporting \| resilience in supporting positive \| \| positive development and \| \| positive development and \| development and learning \| \| learning outcomes. Description \| \| learning outcomes. Description \| outcomes. \| \| includes connections to \| \| lacks holistic consideration of \| \| \| research. \| \| consequences of stress, trauma, \| \| \| \| \| and early experiences and the \| \| \| \| \| role of resilience. \| \| \| Assesses development using \| Assesses development using \| Assesses development using \| Assessment of development \| \| knowledge of milestones, red \| knowledge of milestones and \| knowledge of milestones. \| does not reflect knowledge of \| \| flags, and current-research base. \| red flags. \| \| milestones. \| \| \| \| Identifies when children may \| \| \| Identifies when children may \| Identifies when children may \| benefit from further evaluation \| Incomplete identification of \| \| benefit from further evaluation \| benefit from further evaluation \| and assessment. \| when children may benefit from \| \| and assessment. \| and assessment. \| \| further evaluation and \| \| \| \| demonstrates knowledge of first \| \| \| \| \| \| assessment. \| \| Demonstrates knowledge of first \| Demonstrates knowledge of \| language acquisition. \| \| \| and second language \| first and second language \| \| Knowledge of language \| \| \| \| Connects unique development \| \| \| acquisition. \| acquisition. \| \| acquisition not demonstrated. \| \| \| \| patterns to appropriate \| \| \| Connects unique development \| Connects unique development \| resources. \| Knowledge of community \| \| patterns to appropriate \| patterns to appropriate \| \| resources not demonstrated. \| Unable to Asses \| Distinguished \| Proficient \| Needs Improvement \| Unsatisfactory \| \|---\|---\|---\|---\| \| resources. \| resources. \| \| \| \| Makes decisions about \| Identifies relevant \| Makes decisions about \| Makes decisions about \| \| evidence-based practices \| developmental research and \| evidence-based practices \| evidence-based practice \| \| \| \| \| supporting children’s \| \| supporting children’s learning \| child development data to \| supporting children’s learning \| \| \| \| \| \| development and learning not \| \| and development. \| inform evidence-based \| and development. \| \| \| \| \| \| connected to research, \| \| \| practice. \| \| \| \| \| \| \| developmental theories, and \| \| Decisions incorporate research, \| \| Decisions incorporate \| \| \| \| \| \| observational data. \| \| developmental theories, and \| Makes decisions about \| observational data. \| \| \| observational data. \| evidence-based practices \| \| \| \| \| supporting children’s learning \| \| \| \| Decisions made within the \| \| \| \| \| \| and development. \| \| \| \| context of collaborative \| \| \| \| \| community. \| Decisions incorporate research, \| \| \| \| \| developmental theories, and \| \| \| \| \| observational data. \| \| \| \| Identifies and advocates for, \| Identifies and explains, using \| Identifies practices that support \| Identify inappropriate practices \| \| using research and stage theory, \| research and stage theory, \| holistic knowledge of children’s \| and/or do not appropriately \| \| practices that support holistic \| practices that support holistic \| unique patterns of development \| apply theory and research in \| \| knowledge of children’s unique \| knowledge of children’s unique \| across each domain \| support of children’s unique \| \| patterns of development across \| patterns of development across \| (physical/social/ \| patterns of development across \| \| each domain (physical/social/ \| each domain (physical/social/ \| emotional/cognitive/language/ \| each domain. \| \| emotional/cognitive/language/ \| emotional/cognitive/language/ \| aesthetic). \| \| \| aesthetic). \| aesthetic). \| \| \|	<urn:uuid:c5a3e53d-c78d-4d2b-876a-c5c5ad362a4a>	CC-MAIN-2018-51	http://ilgateways.com/docman-docs/professional-development/higher-education-programs/ece-toolbox/human-growth-development/316-child-study-project-levels-2-5/file	2018-12-10T04:40:32Z	crawl-data/CC-MAIN-2018-51/segments/1544376823303.28/warc/CC-MAIN-20181210034333-20181210055833-00110.warc.gz	143,891,021	2,863	eng_Latn	eng_Latn	0.988077	eng_Latn	0.993125	[ "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown" ]	false	docling	[ 1730, 5694, 8171, 11529, 13610 ]	[ 2.40625 ]	2	8
NACH NUGGETS Sefer Yehoshua Perek 9:21 through Perek 10:20 Written by: Shloimy Zelcer Vol. 9 This week we covered Sefer Yehoshua Perek 9 starting from pasuk 21 and going up to and including Perek 10 Pasuk 20. This weeks learning was highlighted by the famous miracle of the sun "stopping" in the sky for Yehoshua. We will delve into that story shortly. Before we delve into that, there are a couple of other interesting notes about this weeks learning. Throughout the Mishna and Talmud Bavli we find the word "nasin " or "nisina " (See for example Kesuvos Perek 3 Mishna 1) mentioned as a group of people. The source for this is actually in Perek 9 Pasuk 27. יהושע ביום ההוא חטבי עצים ושאבי מים לעדה ולמזבח ה עד־היום הזה אל־המקום אשר יבחר ויתנם That day Joshua made them hewers of wood and drawers of water—as they still are—for the community and for the altar of the LORD, in the place that He would choose. The wordויתנםin the pasuk is the source of this group of people . A " Nasin" actually refers to one who comes from the Givonim - or those who are given [netunim] to the service of the people and the altar. Also in this week's learning - actually the very next pasuk - in Perek 10 Pasuk 1 - we have the very first mention of the name Yerushalayim in the Torah. King Adoni-tzedek, like Malkitzedek King of Shalom (Bereishis 14:18), gets his name tzedek , righteousness, because he resides in Yerushalayim, the city of righteousness, as it says (Isaiah 1:21) ילין בה צדק איכה היתה לזונה קריה נאמנה מלאתי משפט Alas, she has become a harlot, The faithful city That was filled with justice, Where righteousness dwelt.. The Ramban (Bereishis 14:18) points out: ויהי בשלם סוכו ומלכה יקרא גם בימי יהושע "אדני(היא ירושלים כענין שנאמר )תהלים עו ג-מלכי צדק מלך שלם כי מאז ידעו הגוים כי המקום ההוא מבחר המקומות באמצע הישוב או שידעו מעלתו בקבלה()יהושע י א"צדק "שהוא מכוון כנגד בית המקדש של מעלה ששם שכינתו של הקב"ה שנקרא "צדק And Malchitzedek king of Shalem – This is Jerusalem as it says, "His Tabernacle was in Shalem…" (Tehillim 76:3) And in the days of Yehoshua her king was also called "Adonitzedek" (Yehoshua 10:1) because from long ago the nations knew that site was the choicest of all places, located at the center of the settled world. Or they knew its value through received tradition, that it was aligned counter to the heavenly Temple where the Holy One's Presence dwells, which is called "tzedek" (righteousness). This brings us to the "highlight" of the perek. The standing of the sun in its place. The Gemarah in Taanis 20a says that the sun actually stopped for three different people over the course of history. תנו רבנן שלשה נקדמה להם חמה בעבורן משה ויהושע ונקדימון בן גוריון The Sages taught: With regard to three people, the sun broke through and shone at an irregular time for their sake: Moses, Joshua, and Nakdimon ben Guryon. The Gemarah elaborated on the previous daf regarding the story of Nakdimon. Once during the pilgrimage there was no drinking water. Nakdimon b. Guryon borrowed twelve cisterns of water from a Roman nobleman against twelve Kikar of silver (a huge sum of money) if it was not repaid by a certain day. When the morning of the given date arrived, then midday, and then late afternoon, and no rain came, he kept telling the Roman that there was still time. The Roman scoffed that if had not rained the whole year, it certainly wouldn't rain now. He happily went to the bathhouse while Nakdimon sadly went to the Beis Hamikdash. Nakdimon prayed that he had taken the water not for his own honor but rather for Hashems honor and to benefit the pilgrims that had come up to Yerushalayim. The rain then promptly fell and filled up and even overflowed the cisterns of the nobleman. When Nakdimon asked the nobleman for the surplus water to be returned, the Roman replied that it was too late anyway, as it was after sunset. Nakdimon prayed again, the clouds parted and the sun came out even though it was already past the time for sunset. In fact this is how he got his name. Nakdimon's name was really Buni; he was called Nakdimon because the sun shone for him (Nikdarah Chama). The Gemarah continues and asks: We know Nakidomin's story (as elaborated on earlier in the Gemarah) and we know Yehoshua's story as it is stated specifically in the pasuk (Yehoshua 10:13):וידם השמש וירח עמד עד־יקם גוי איביו הלא־היא כתובה על־ספר הישר ויעמד השמש בחצי השמים ולא־אץ לבוא כיום תמים And the sun stood still And the moon halted, While a nation wreaked judgment on its foes —as is written in the Book of Jashar. Thus the sun halted in midheaven, and did not press on to set, for a whole day What about Moshe? How do we know that the sun stood in a supernatural way for Moshe? אמר רבי אלעזר אתיא אחל אחל כתיב הכא )דברים ב, כה( אחל תת פחדך וכתיב התם )יהושע ג, ז( אחל גדלך Rabbi Elazar said: It is derived by verbal analogy between "I will begin" and "I will begin." Here, with regard to Moses, it is written: "This day I will begin to put the dread of you and the fear of you upon the peoples that are under all the whole heaven" (Deuteronomy 2:25). And there, with regard to Joshua, it is written: "On this day I will begin to magnify you in the sight of all Israel, that they may know that just as I was with Moses, so I will be with you" (Joshua 3:7). The repeated use of the phrase "I will begin" indicates that all the miracles performed for Joshua were also performed for Moses. את'ביום תת ה(יב,רבי שמואל בר נחמני אמר אתיא תת תת כתיב הכא אחל תת פחדך וכתיב התם )יהושע י האמרי Rabbi Shmuel bar Naḥ mani said: The fact that the sun stood still for Moses is derived by a different verbal analogy, between the terms "put" and "put." Here, with regard to Moses, it is written: "I will begin to put the dread of you" (Deuteronomy 2:25). And there, with regard to Joshua, is it written:"Then Joshua spoke to the Lord, on the day when the Lord put the Amorites before the children of Israel, and he said in the sight of Israel: Sun, stand still upon Gibeon, and you, moon, in the valley of Aijalon" (Joshua 10:12). אשר ישמעון שמעך ורגזו וחלו מפניך אימתי רגזו וחלו מפניך(כה,רבי יוחנן אמר אתיא מגופיה דקרא )דברים ב :בשעה שנקדמה לו חמה למשה Rabbi Yoḥ anan said: This idea is derived from the verse itself, as it says with regard to Moses: "This day I will begin to put the dread of you and the fear of you upon the peoples that are under all the whole heaven, who, when they hear the report of you, shall tremble, and be in anguish due to you"(Deuteronomy 2:25). When did the nations of the world tremble and when were they in anguish due to you? When the sun broke through for Moses. The Gemarah in Avodah Zarah 25a also brings this narrative. Interestingly the Gemarah does not elaborate on when the sun actually stood still. Rashi in Avoda Zara understands this to be referring to the sun standing still during Moshe's battle with Sichon. Devarim Rabbah (to Parashat Va'etchannan) says that the sun stood still for Moshe on five occasions: the day of the Exodus, of the Splitting of the Sea, of the war with Amalek, of the Revelation at Mount Sinai, and of the crossing of the Arnon Valley. It's worth noting that Ralbag in his commentary to Joshua (10:12) rejects that the sun stood still for Moshe, because that would be so great a miracle that the Torah, which is meant to inspire us, would certainly have told us about it. (More interestingly, he then rejects that the sun stood still for Yehoshua because that would make Yehoshua a greater prophet than Moshe. He explains the verse to mean that the battle finished extremely quickly before the sun and moon made it to Givon and Emek Ayalon respectively.) The Ralbag is not alone in asserting that the sun didn't actually stand still. Others explain it in various different ways as well. Rambam (Morah Nevuchim (2:35)) states that there was no miracle at all, just a perception by the soldiers that time stood still. R. Moshe ibn Chiquitilla and others take a middle position and minimize the wonder of the miracle, claiming that though Hashem did play with the sunlight, He did not stop the sun in its tracks to do so. The Gemarah in Avodah Zarah continues and elaborates on how long the sun actually stood still for. Rabbi Yehoshua ben Levi said that it took twenty-four hours: It traveled across the sky for six hours and stood still for six hours, and again traveled six hours and stood still for six hours, so that the entire matter lasted the duration of an entire day. Rabbi Elazar said that it lasted thirty-six hours: The sun traveled for six hours and stood for twelve hours, and again traveled six hours and stood for twelve hours, so that the accumulated time of its suspension was that of an entire day. Rabbi Shmuel bar Naḥmani said: Forty-eight hours elapsed before it set. It traveled six hours and stood for twelve hours, and then traveled six hours and stood for twenty-four hours. We'll end with this interesting tidbit. (NOTE: I do not profess to know the exact calculations in this story nor is this story meant to "prove" anything. We don't need NASA to prove anything in the Torah. This is just meant as an interesting tidbit.) There is a tale that NASA computers have confirmed the Biblical account of the long day of Yehoshua. The most common version of the story is that some years ago, NASA scientists were doing some advanced computer computations to determine the positions of the sun, planets, and stars. In the course of completing these calculations, the computers ground to a halt. As scientists investigated the problem, they found that the computers had discovered that a day was missing. The team was totally frustrated and unable to solve the problem. Then a member of the team, who was a Christian, recalled the story of Yehoshua and the missing day. He quoted our pasuk in Yehoshua. Then after taking this into account, the NASA team was able to account for 23 hours and 20 minutes of the missing time. Pretty close to the opinion of Rabbi Yehoshua ben Levi. But what about the remaining 40 minutes? In Melachim 2 perek 20 the Navi discuss the story of Chizkiyahu and his illness. The Navi Yeshayahu came to tell Chizkiyahu that he was going to die. Chizkiyahu prayed to Hashem that he be healed. After this prayer, Yeshayahu received a prophecy from Hashem that Chizkiah would be healed. At this point Chizkiyahu asked for a sign that he would actually be healed. ויאמר ישעיהו זה־לך האות מאת ה כי יעשה ה את־הדבר אשר דבר הלך הצל עשר מעלות אם־ישוב עשר מעלות ויאמר יחזקיהו נקל לצל לנטות עשר מעלות לא כי ישוב הצל אחרנית עשר מעלות ויקרא ישעיהו הנביא אל־ה וישב את־הצל במעלות אשר ירדה במעלות אחז אחרנית עשר מעלות Isaiah replied, "This is the sign for you from Hashem that Hashem will do the thing that He has promised: Shall the shadow advance ten degrees or recede ten degrees ?" Hezekiah said, "It is easy for the shadow to lengthen ten degrees, but not for the shadow to recede ten degrees ." So the prophet Isaiah called to Hashem, and He made the shadow which had descended on the dial of Ahaz recede ten degrees. This 10-degree movement would precisely account for that missing 40 minutes! 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FOUNDED UPON ROCK: PART VI SCHISM AND RENEWAL: THE LATE MIDDE AGEST AND THE RENAISSANCE I. At one level, there was a great transition from the Middle Ages to the Renaissance. But at another level, there was remarkable continuity as European society endured numerous crises, such as the Back Death, the Hundred Years war, Muslin conquests of Asia Minor and the Balkans, and schism within the Church, and yet persevered. A. From the 18 th through the mid-20 th century, the most common view of historians was that the Middle Ages failed in the 14 th and 15 th centuries and that the Renaissance marked a dramatic break from it, beginning the modern era. B. However, as C.S. Lewis noted in his 1954 inaugural address upon taking the chair of Medieval and Renaissance Literature at Cambridge, there is more continuity that break from the Middle Ages to the Renaissance. He argued that the major break occurred later, especially in the late 18 th and 19 th centuries, when society departed from any faith, education was increasingly specialized, technology dominated the economic, and the role of government was seen in shaping society anew. See "De Descriptione Temporom from They Asked Me for a Paper," The Essential C.S. Lewis 471. C. The was a shift in society from the High to the Late Middle Ages, and then again to the beginnings of the Renaissance in the late 15 th century. 1. In the High Middle Ages, advancement in theology, prosperity, and the internal peace of Europe seemed to be the norm in Western Europe. The nations of eastern Europe also developed during this era, about 1221 – 1241, and some later occasions, created a crisis that would continue to haunt that region. 2. In the 14 th through mid-15 th centuries, a series of crises within the Church and from natural and foreign forces challenged society at its very core. The Church struggled through the Papacy being in Avignon and then the Great Schism; society struggled with war and plague. There were outside invasions from the Ottoman Empire. All of these crises challenged societies, but what is noteworthy is that they survived, albeit in different ways. 3. In the Renaissance era, a new optimism and prosperity did dawn that made life easier and culture more varied. But those very advantages would prepare the way for opulence, excessive power in the hands of the few, dissatisfaction and eventually division within Christianity. II. The return of the Papacy back to Rome caused controversies that would lead to the greatest schism in the West up to that point. 1. Due to the protests against the Avignon Papacy, and with the strenuous urging of St. Catherine of Siena, a third order Dominican, Gregory XI moved back to Rome in 1376 and 1377. Most of the papal court and the cardinals opposed this move. A. Under Gregory IX, the papal court returned to Rome, but the next election there led to a disputed result, 2. Soon after the move, Gregory XI died in 1378; and the Roman people were determined that the cardinals would elect an Italian Pope, who would be more likely to keep the papacy there in Rome. 3. And, so, under heavy pressure from the crowds, who were threatening to riot, the cardinals elected Bartholomew Prignani, the archbishop of Bari in southern Italy, as Pope. He took the name Urban VI and things seemed to be resolved. But he turned out to be very anti-French and routinely disparaged the French cardinals, who were in the majority. 4. In response, about half of the cardinals went to a small town outside of Rome and declared that the election of Urban VI was invalid due to coercion by the mobs. They then elected a French archbishop Cardinal Robert of Genova, who took the name Clement VII and immediately went back to Avignon with his cardinals. B. Now there were two plausible claimants to the papacy, and the Europeans were divided on which one was legitimate. Most of the Italian kingdoms, Germany, England (and its Irish possessions), Hungary, Poland, Portugal, Norway and Sweden were behind the Roman line. France, Scotland, the independent part of Ireland, the Spanish kingdom of Castille, southern Italy (the Kingdom of Naples) and Austria were behind the Avignon line. C. This situation continued into the fifteenth century, as a claimant named Benedict XIII succeeded Clement VI, and Boniface the IX, Innocent V, and Gregory XII succeeded Gregory XII. D. In 1410, a number of intellectuals in Europe, including some cardinals, called a council at Pisa, declared both lines illegitimate and elected as Pope a Roman cardinal and diplomat Baldassare Cossa, who took the name John XXIII. However, he soon engaged in nepotism, selling offices, and the like, which prevented him from getting much support. E. A solution began when the German Emperor Sigismund called another council at Constance in 1414. 1. Sigismund both wanted peace in the Church and the legitimacy of being crowned Emperor by the universally recognized Pope. 2. Instead of trying to elect its own Pope, which would simply have created a fourth claimant, the Council began negotiations with the men who claimed to be Pope. Eventually, Gregory XII agreed that, if the council recognized him as the true Pope, he would resign. Then his cardinals and the council's representatives would get together to elect a new Pope. 3. The council agreed with this solution. And in 1417, the council elected Martin V as Pope after calling for more councils to be held with some frequency in the future. 4. The other two claimants gradually lost support and the Church, and the antipope John XXIII eventually recognized Pope Martin V. The Church was thus once under one Pope. He agreed with the Council of Constance that there would be a general council every few years. And so Pope Marin V called a universal council in Basle in the 1431; and his successor Eugene IV likewise called another council at Ferrara five years later. F. Another problem arose from this solution, the issue of conciliarism. 1. Many people began to argue that, councils were superior to Popes and could remove them. This view was opposed by the Popes, but supported by many of the bishops at the Council of Basle. 2. To prevent the Council from going in the wrong direction, Pope Eugene IV transferred the Council to Ferrara and then Florence in 1437. Some members of the Council stayed in Basle and tried to depose the Pope, but their efforts were mostly ignored. III. Meanwhile, issues in the east both reflected threats to Christendom from without, but also led to efforts at unity within. A. The Ottoman Turks (successors of the Seljuk Turks against whom the Crusades were fought) began advancing against the Byzantine Empire in the 14 th century. In 1354, they began taking over most of the Balkans, the first Muslin possession in Easter Europe. Armies of Serbia tried to drive them out, but the effort failed with the 1389 Battle of Kosovo, which the Ottomans won decisively. The Ottomans tried to take Constantinople itself in 1402, but they had to call off the attack because of invasions by the Mongol leader Tamerlane. B. In the 1430s, the Ottoman Empire was once again advancing toward Constantinople. The Byzantine Emperor Michael Paleogolus and the Patriarch Joseph II of Constantinople, who was the leading prelate in the East, came to Italy to seek the assistance of the Pope and the western nations, offering reunion of East and West if the West would provide military help. Representatives from Syria, Egypt, and Ethiopia also came on behalf of the Orthodox churches C. A strong central figure was needed in the Church for the discussions, and so the Pope's prestige increased quickly. A Council was meeting in Florence, and the occasion was a good forum for discussing the issues with the east. And so Pope Eugene IV took the lead in the negotiations. D. In 1439, Pope Eugene IV and most of the eastern representatives agreed to the decree Laetentur Caeli. The eastern representatives agreed to reunite with the West under the rule of the Pope. And the Pope agreed to rally the west to the support of Constantinople. E. Unfortunately, when the eastern patriarchs returned home, they could not persuade most of the eastern Christians to return to the Catholic Church. And, for their parts Popes Eugene IV and Nicolas V could not persuade many of the Western leaders to send help to Constantinople. The great Hungarian general John Hunyadi did lead a Hungarian, Polish and Serbian army, supported by Genoa and the Papal states and many French knights, to drive the Ottomans away from Constantinople. However, in 1444, they were defeated at Varna on the Black Sea by the Sultan Murat IV, who came out of retirement in response to this effort. The king of Poland was killed and the Hungarian Empire never really recovered. - A Transylvanian noble named Vlad, often nicknamed the Impaler of Dracul (dragon) fought in these wars. His fierceness and violence later led to the stories about Count Dracula. F. Then, in 1452, Murat's son Mehmet II turned his attention to Constantinople again. He raised an army from around the Empire to besiege the struggling city. The western powers did not intervene; and Constantinople fell to the Turks in 1453. That victory for the Ottomans then cleared the way for further conquests in southeastern Europe. They even briefly help onto some land in Italy. The city of Belgrade did drive back a Muslim attack under the leadership of John Hunyadi and the spiritual support of St. John of Capistrano, the patron saint of military chaplains. G. Despite the fall of Constantinople, the Council of Florence and succeeding efforts at unity in the Church did have some rewards. Many eastern Christians did return to the Catholic Church and formed most of what we now call the eastern rites of the Catholic Church. And the Western leaders began to develop a better defense against the Turks, that would repulse attacks into the rest of Europe. IV. In the fourteenth and early fifteenth century, the cultural situation in Europe had been getting rather pessimistic as the optimism of the thirteenth century faded. 1. Trade had developed with nations far to the east. But with that trade came diseases as well. The worst of them came over on a ship to Sicily in 1347, probably due to fleas that tended to feed off of rats. A. The plague called the Black Death came into Europe in 1347 and within three years wiped out a third of its population. 2. The disease was fatal most, but not all, of the time. It destroyed half or more of the population in the warmer environments and very large segments in the colder environments throughout Europe The disease spread rapidly, and the lack of understanding about how it spread led to further panic and sometimes violence against outsiders. 3. The disease had the effect of increasing piety among some people, but also of creating cynicism and despair, as well as superstition, among others. 4. Gradually, the disease subsided, although versions kept coming back into the eighteenth century. 5. The Black Death shook up Europe, as laborers became scarce and land now relatively plentiful, compared to the population. The effect diminished the power and wealth of the landed aristocracy, and led to improved conditions for laborers, as well as merchants and anyone with innovations. As a result the feudal system went into further decline. 6. Within the Church, the Black Death led to the death of many clergy, as they died while ministering to victims. Their deaths led to an increased respect for clergy, but also led many dioceses to ordain new priests too quickly. 7. Remarkably, however, society still recovered as trade, culture and government resumed anew after the worst of the plague had passed. B. The Hundred Years War raged between France and England from 1337 to 1453, 1. Due to the Norman Invasion of England in 1066, the Dukes of Normandy were also the kings of England. This situation led to a paradox, wherein the king of England was in theory also a vassal of the king of France. Practically, they often ran the Duchy of Normandy, which would eventually encompass most of western France, as part of their own kingdom. 2. Eventually, the kings of France tried to force more obedience from the Dukes of Normandy, who were also the kings of England. When, in the 1330s King Edward III of England began openly defying King Philip VI of France, Philip VI deposed him as Duke of Normandy and claimed his possessions in France. Edward III then claimed to be the rightful king of France because of he was the nephew of the previous king Charles VI, and thus more closely related than Philip VI. 3. The dispute continued for 116 until 1453 years with the advantage going back and forth. Toward the end of the war, St. Joan of Arc led the French forces to victory before being captured and burned at the stake. France would eventually win the war and reduced England's possessions on the Continent to the area around Calais in northwest France. 4. After the Hundred Years War, there was a succession crisis in England that led to the War of the Roses from 1455 to 1487 due in part to the ineffective rule of King Henry VI. C. Within the Church, there was both a certain dissatisfaction, but also an increase in popular piety. 1. On the one hand, many prelates began acting more like noble lords and princes than spiritual leaders, often living high on the hog and concerning themselves more with political advancement than the salvation of souls. 2. This situation led to much popular discontentment. For example, in the Divine Comedy, Dante places numerous recent prelates, including 4 of the last 7 Popes in hell. (It should be noted that one of those four, Celestine V was later canonized.) The Canterbury Tales, written at about 1400 contains numerous negative descriptions of secular and Church leaders alike, such as a worldly abbot, a vain prioress, a lecherous friar, and a pardoner who sells false indulgences and fake relics. 3. However, that there was also a solid basis of piety amidst all of the troubles. a. Pilgrimages and devotions to saints were becoming more and more popular. b. The first book off the newly invented printing press was the Bible. And, with the increased availability of books, spiritual writings, such as the works of St. Julian of Norwich, Piers Ploughman, and The Cloud of Unknowing become much more widely read. c. The idea of Bible studies was increasing and research of the Bible, especially in its original languages, advanced significantly. d. Even those who criticized the Church, such as Dante and Chaucer, were devout Catholics. The Divine Comedy is a profoundly Catholic work. And The Canterbury Tales, for all of the criticism of Church officials, is centered on a pilgrimage and describes a holy, learned, devoted parish priest and a very intelligent, devout clerical student. a. St. Catherine of Siena was a devout young woman and the youngest daughter of a large wealthy family. 4. St. Catherine of Siena (1347 -1380) also rose as a central figure, who would later be declared a Doctor of the Church. b. Opposing her family's desire for marriage in the noble class, she became a third order Dominican, i.e., one that would join in the spirituality of the Dominicans but live in the world. c. She emphasized very much a constant desire of prayer, describing that connection with God as being as the inner circle of a wheel; all other desires are meant to be distributed proportionally around it. d. She very strongly emphasized knowing oneself in the light of Jesus, focusing on His presence and asking what He thinks of one's life. e. She also said that the progress of prayer is not in feeling, but in charity. 5. As the Middle Ages ended, there was a solid faith in Europe, but also a lot of restlessness in the ranks. V. The Renaissance, which began in the mid-fifteenth century, marked a more optimistic time. That era saw a great increase in learning, artistic expression, technology and building, much of which benefitted the Church. But there was also an increase in worldliness, skepticism, and even decadence. 1. This general focus on broader learning actually began with the introduction of Greek philosophy to Europe in the twelfth thirteenth century and was championed at universities of that era. A. With reference to learning, the Renaissance promoted education for a broader range of the general public, and an emphasis on human expression, the classics and the sciences. 2. But starting in about the mid-fifteenth century, the nobles, merchants and families with financial means generally started having their children educated. The formal education was mostly for sons, but many families of the upper classes would hire tutors for the daughters as well. Thus developed the idea of a "Renaissance man," i.e., one who had a vast array of talents and learning in many fields. 3. There was a greater focus on the classics of Greece and Rome, including even pagan literature. Before that era, at least in theory, people would study the pagan classics, such as the writings of Virgil or Ovid, only to learn style, not as good entertainment. 4. There was also a greater research into the original Greek and even Hebrew of the Bible. In addition, the greater literacy meant that more people could read the Bible. The Church never forbade the laity from reading the Bible, nor forbade translations of the Bible. The Church did insist that translations of the Bible, and theological texts generally, receive official Church approval. B. Due to development of the moveable type printing press about 1436, there was a great increase in the availability of books and thus a vast increase in writing, both sacred and secular. 1. The first book off of the new printing press that Johannes Gutenburg developed was the Bible, indicating the importance of religious texts. 2. Also, due to the Crusades, the technology of making cheaper paper came to Europe in the thirteenth century. That technology was also essential to the vastly greater availability of books. 3. Italy was the center of printing in Europe; but by 1500, over 400 cities in Europe produced books. 4. These developments led to a great increase in the availability of books and the demand for literacy. C. Artistically, the Renaissance promoted a much greater emphasis on realism, on the human form, and even on themes from pagan literature. 1. This artistic Renaissance, along with the architectural Renaissance, began in Italy in the fifteenth century, but spread to northern Italy by the early sixteenth century and then to the rest of western Europe. 2. With enriched capacities, such as the ability to produce three-dimensional focuses in painting and greater technology in the production and use of marble, realism became a focus. Artists would portray much more complex images, in painting, tapestry, and sculpture. Figures would be seen more often in motion and with greater expression. 3. The likes of Michalangelo, Leonardo da Vinci, and Raphael (Raffaello Sanzio da Urbino) and Fra Angelico championed Renaissance art in southern Europe. In the sixteenth and seventeenth centuries, the likes of Peter Paul Rubens and Rembrant (Rembrandt Harmenszoon van Rijn) brought such the effects of the Renaissance to the north of Europe. 4. To the Church's advantage, there was a great deal of exquisite art portraying sacred themes. However, there was also a great emphasis on pagan themes in art. In addition, sometimes even the sacred art would become more the focus that the sacraments and prayer. D. With reference to architecture, the Gothic style declined and baroque forms became more popular. 1. The term baroque was originally an insult, meaning eccentric, or odd. But it soon became accepted as a positive description. 2. Baroque architecture emphasized proportion and a focus on the realistic human form more. There were more rounded edges and lively decoration. 3. In Rome, the old St. Peter's Basilica had fallen into disrepair. And so, Pope Julius II began a complete reconstruction of the basilica, beginning in 1505. All over Rome and elsewhere in Europe, churches and other buildings were rebuilt in the baroque style. The Barbarini family was particularly prominent in the Italian reconstruction. E. Musically, there was a greater emphasis on lighter motifs and complex styles, such as polyphony and madrigals, which put popular poems to music and emphasized emotions. 1. There was a great flourishing of Mass parts set to music. However, sometimes the complexity became overbearing. 2. Entertainment and education in music became much more easily available. F. Politically, there was a greater emphasis on centralization and the idea of a professional governmental and political class. Economically, trade led to a vast increase ` in wealth, and also a greater power in the merchant class. 1. More powerful governments and monarchies developed in the great European kingdoms, such as England, France, Denmark and Sweden and the new kingdom of Spain (uniting the Christian kingdoms of Aragon and Castille.) The city states of northern Italy also increased in power. The power of the Holy Roman Emperor, however, was declining, as the princes of that Empire became more independent. 2. Macchiavelli's 1513 book The Prince would define, even now 500 years later, a more cynical view of government, not as reflecting an eternal order, but rather as a matter of gaining and keeping power. 3. There was also a greater willingness to critique powers in the world. In 1511, Dessiderus Erasmus published In Praise of Folly, a satirical attack on many authorities and superstitions of the time. More positively, in 1516 he published The Education of the Christian Prince, which described the monarch as the servant of the people. His good friend Thomas More, who became the Lord Chancellor of England, also was willing to critique both civil and ecclesial authorities. G. Within the Church, the greater learning and wealth allowed a great increase in building, art, music, and education. But there could also be a certain worldliness that set in. - On the one hand, they were powerful leaders, defending the authority of the papacy and engaging in much construction. 1. The term Renaissance Popes generally refers to the 10 popes from Nicolas V (1447-55) to Leo X (1513 -1521). - The great artwork, such as the construction of new St. Peter's and many other Roman churches, the art of Fra Angelico and Michelangelo, and the increased availability of religious workds could increase piety. - On the other hand, they were often very worldly, and even decadent. Pope Alexander VI (1492-1503) in particular attracted much ridicule for his immoral life. He was followed by Pope Julius II (1503 – 1513), who was most known for his battles within the Papal States. And the increased power of governments and merchants could be a challenge to the independence of the Church. 2. Bishops likewise wielded great authority, but could often act more like wealthy nobles than churchmen.	<urn:uuid:11afdf13-abfe-4c63-af3a-b080baf01892>	CC-MAIN-2025-05	https://pilgrimandpriest.com/Downloads/Church_History/TheLightShinesOnpart6.pdf	2025-01-18T17:49:45+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362416.71/warc/CC-MAIN-20250118155508-20250118185508-00372.warc.gz	484,377,101	5,014	eng_Latn	eng_Latn	0.998172	eng_Latn	0.99845	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2898, 5395, 11771, 13612, 16352, 20877, 23124 ]	[ 1.8671875, 2.046875 ]	1	2
Early Years Foundation Stage Policy Our AIMS IN EYFS - What do we want to do? * At Katherine Semar we believe each child is unique and want every child to reach their full potential; children's achievements up to the age of 5 can determine life chances. Barriers to participation and learning, including SEND, are quickly identified and supported appropriately, allowing all children an equal chance of success. * High Quality Care is central to effective practise and the child's experience is at the heart of our provision. Positive, respectful relationships are fostered allowing each child to thrive in a safe, secure environment. * An ambitious curriculum is carefully designed and sequenced to provide an engaging, broad and balanced education that provides and meets the needs of all pupils. It facilitates them to gain the skills, knowledge and understanding, as they start out on their educational journey, supporting them to progress from their individual starting points and preparing them for the next stage of their education. * High priority is given to language development, early reading, writing and mathematics ,as well as social skills. Children become confident, articulate speakers, confident decoders and writers, develop a love of books and have a deep understanding of early number. * The curriculum celebrates diversity and supports the pupils' spiritual, moral, social and cultural development. * Effective pedagogy supports all children to progress and learn. As well as a combination of child initiated play, guided learning and direct teaching, both the indoor and outdoor environments enable children's learning to be supported and extended. * Purposeful, accurate, assessment ensures we know the skills and knowledge of each child, enabling us to quickly and effectively support or challenge children as appropriate. * Self -regulation and executive function are embedded in our effective pedagogy and curriculum. Experiences allow children to foster the characteristics of effective learning and through coregulation, children learn to regulate strong feelings. * Positive and respectful relationships are fostered between all stakeholders and there is a strong home school partnership. Parents are listened to, informed and actively encouraged to engage in their child's learning. They quickly become part of our school community and feel welcome. OUR IMPLEMENTATION- How will we achieve our aims? Our implementation ensures we meet the statutory requirements of the Early Years Framework and reflects the four guiding principles of practice; unique child, positive relationships, enabling environments (with teaching and support from adults) and learning and development. * The SENCo liaises with preschool providers so SEND needs can be identified and supported early. * Staff work co-operatively with the SENCo and outside agencies to provide the best possible provision, support and outcomes for children working significantly below expectations. * One plans and EHCPs are reviewed in line with SEND policy * EAL children are assessed using the Bell Foundation Assessment and an action plan is produced if their provision needs to be extended beyond QFT. * Children not on track for ELG are identified each half term and appropriate provision put in place to ensure progress is accelerated and gaps closed. * Information of children's 'gaps' is shared with all EYFS staff so they can support individual children effectively within provision. * Each term the EYFS Lead analyses the data in terms of GLD and micro groups to identify any patterns which may need addressing. * Regular pupil progress meetings with SLT to discuss individual children's attainment and progress ensure interventions/provision is in place to close any gaps and accelerate progress. * The traditions and cultures of children in the cohort are embraced and celebrated. * Our long term curriculum plan and SMSC provision celebrates both cultural and physical differences. * The positive relationships we quickly develop with parents allow us to understand our individual families and guide and support them to ensure the best outcomes for their child. High Quality Care * Adults in our school enjoy playing and learning with children and develop positive relationships where children feel safe and valued. * Adults facilitate, support and develop children's interests and ideas both in play and guided learning. * Katherine Semar core values are shared with the children and constantly modelled, promoted and celebrated. * Daily routines and clear and consistent rules and expectations ensure children feel safe and secure. * Starting school is a big step for small children. The induction process ensures children are familiar with our school even before they officially start. The induction process includes, stay and play sessions, a class visit and a 1:1 meeting between the class teacher. A member of the EYFS team also visits the child and their keyworker in their preschool setting. * A Y6 buddy writes to each child over the summer holiday and supports with lunchtime play and the food hall in first three weeks of school. * A phased start to full time school means children are supported in their transition to school and quickly learn key classroom routines, build effective relationship with key adults and settle quickly and happily. * Children start to attend whole school birthday and celebration assemblies early in the autumn term, ensuring they quickly feel part of the school community * Transitioning to Y1 is another big step for the children. This transition is supported by Y1 teacher's visiting the children in their EYFS setting, EYFS children visiting their year one classrooms/teachers and EY and Y1 teachers meeting to discuss each child's individual strengths, interests and needs. An ambitious curriculum * The EYFS Framework has guided our curriculum to ensure we meet statutory requirements but it does not define what is taught. Our Early Years embraces the aims of the Katherine Semar Inspire curriculum and is an integral part of our whole school subject skills progressions. * Alongside the skills progressions, long term plans ensure all children experience and develop a range of concepts, skills and knowledge which not only allow them to achieve GLD (and beyond) but lay strong foundations for future learning. * A progression of skills for computing is in place to ensure the children can use technology to support their learning and be well prepared for Y1 and beyond. * Half termly topics provide a context for learning. Topics start with an engaging 'launch' to hook the children into their learning and end with a 'land' which celebrates the learning. * Learning is enriched and brought to life by visits and visitors e.g. visit to an aquarium * A designated sports coach, music teacher and forest school leader ensure high quality provision and a richness of experiences. * Regular P4C sessions are delivered to encourage deeper thinking, language development and social skills. * Jigsaw and Zones of Regulation provide a whole school, cumulative approach to PSED and ensure self–regulation is given a high profile. High priority is given to language development, early reading, writing and mathematics. Rich and varied opportunities are used to promote language development across the whole curriculum: * A school wide oracy progression with a focus on Physical, Linguistic, Cognitive and Social and Emotional Skills. * Talk Guidelines, stem sentences and 'Frame it, Build on it, Prove it 'strategies are established throughout EYFS. * Learning partners and Kagan structures ensure talk is central to all learning * Children have opportunities to speak and listen for a range of purposes e.g. class assemblies, circle time, role play.. * High quality core and enrichment text expose children to rich language and vocabulary in partnered reading books is also explored * Our school poetry spine identifies rhymes to enjoy and learn by heart * Storytelling, narrative therapy and drama provide opportunities for listening, oral comprehension and language development. * Children learn oral texts as part of our Talk for Writing programme helping them to internalise language patterns. * A school wide vocabulary progression ensures children learn and use vocabulary across a range of domains. * There are opportunities for language development through continuous provision e.g. small world play, role play, stage area. * Language and play is scaffolded by an adult through interactions with the children in their play. * Speech and Language intervention programs are implemented for those children needing bespoke teaching and advice from external speech therapists is swiftly acted upon. Early Reading * A daily phonics lesson is delivered to all children by trained staff. * Reading books are phonically decodable and matched to children's phonic learning. * Children read individually at least twice weekly in school * Partnered reading (3xweekly) develops decoding, comprehension and fluency. * Reading volunteers are welcomed into school, particularly to support those children who require extra support and practise. * High quality text, above the children's reading level are read aloud daily; both core and enrichment texts are used. Text range from fiction, non- fiction and poetry. * Reading for pleasure is promoted through: engaging reading areas in both the inside and outside classroom, weekly reading morning, e-books at home, world book day, classroom book collections, library, daily story time and mystery readers. Children also have the opportunity to take bedtime stories home to share with family. Early Writing * In the autumn term funky finger activities are accessed daily to develop children's gross and fine motor skills. Children also learn to write their name, practice handwriting patterns and are taught letter formation (linked to phonics- rhymes used). * Daily segmenting is part of the Letters and Sounds phonics session. * Children are taught to say, hold and write a sentence * In the autumn term guided writing is linked to phonics and hence, to build confidence, children are only asked to write phonically decodable words/sentences. * From spring term onwards there is still a focus on writing words which link to their phonics learning but children are also encouraged to begin to apply their phonic knowledge to other words. They are introduced to using a word bank for key words which are beyond their phonic knowledge. * Our Talk for Writing (T4W) approach is used to support children's understanding of text structure, story language, sentence structure and vocabulary. All staff are trained in T4W. * An EYFS writing checklist is displayed in each classroom and referred to for non- negotiables. * Writing is modelled daily in either phonics, English or both. * There are opportunities for writing across continuous provision with appropriate and varied writing tools available to children. Early Maths * Long and medium term plans have been developed to ensure coverage and deep understanding. * Counting (including subitisng), cardinality, comparison, composition and change are explored in depth. * Children make progress through whole class, interactive inputs based on the CPA approach. * A range of representations, apparatus and contexts are used and non-concepts are discussed to deepen understanding. * Stem sentences are used so children talk in full sentences to explain their mathematical thinking. * There are opportunities for mathematics learning both inside and outdoors. * Half termly playful assessments, as well as daily formative assessment ensure all children make progress and gaps are identified and addressed quickly; children receive immediate intervention/ support after daily class input. * Games are sent home to engage children and parents in mathematics at home. Effective Pedagogy * Effective pedagogy is a mix of different approaches; children learn through play, by adults modelling, by observing each other, and through guided learning and direct teaching. * Children's learning is supported by opportunities for movement and action, creativity and imagination, independence and collaboration. * There is time and space available for children to invent their own play with skilled adults judging when to join in and sensitively support, guide and extend children's learning. * Rainbow challenges encourage consolidation of learning in play. * Children also learn through guided and direct teaching e.g. phonics, partnered reading, mathematics, writing and handwriting. * The level of guided/ direct teaching evolves over the year in response to the cohort and children's development. * A carefully organized, rich and stimulating enabling environments, both inside and out, allow for high-quality play and learning. The environment evolves over the year in response to children's development and interests. Self -regulation and executive function * Our school values promote respect, kindness, resilience and positivity and are embedded across our school and our EYFS setting. * Jigsaw lessons ensure children celebrate and respect difference * Zones of Regulation support children in becoming self-regulating, equipping children with the language to talk about their feelings and actions, * Our behaviour system supports children in learning how their behaviour can affect others. * The characteristics of effective learning (COEL)are embedded and promoted across the curriculum, allowing children to explore, plan and adapt what they do, bounce back from difficulties and focus their attention and thinking. * P4C provides perfect opportunities to develop critical thinking, creative thinking, caring thinking and collaborative thinking. * Open ended resources are a key way of ensuring engagement, motivation and critical thinking. Purposeful, accurate assessment Baseline – to establish starting points for each child * The statutory Reception Baseline Assessment is completed * Teacher's engage with preschools/ parents prior to the child starting school. * The SENCo has involvement with preschools/ parents prior to SEND child starting at school * Bespoke Katherine Semar baseline assessments are used to ensure teaching is tailored to the needs of the children Formative Assessment * Ongoing assessment is an integral part of the learning and development process. * Strong knowledge of child development enables adults to move children's learning on effectively. * During guided/ direct teaching the adults are continually making observations and giving instant verbal feedback * When supporting children's play we judge when to step in and move the play forward and when to stand back and observe, being careful not to dominate play whilst also supporting the child to make progress and learn. We call this 'Responding in the Moment' (RIM) as we move the child's learning forward in that very moment (if appropriate), addressing next steps instantly. * In their interactions with children, adults respond to their own day-to-day observations about children's progress and observations that parents and carers share. * Formative assessments of significant learning episodes in provision (remarkable moments) are evidenced with a short, written/photographic observation. * One child per class per day is a focus for both the class teacher and teaching assistant across the curriculum and provision. The adult's primary aim is to interact with the focus child in their playing and learning, only making a short written/ pictorial observation of any significant learning episodes. Importantly the focus child is discussed at end of day to address any ways in which the child may need to be supported or challenged. * Parents of focus children receive a form asking for information about the child's current interests, experiences and home life etc. This sharing of opinions, experiences and information feeds into our provision, helping to secure a good level of learning and development and allowing a strong parental voice in the child's profile. * Specific, tailored observations are completed if deemed necessary. * Parents can share 'remarkable moments' at any time via our online journal. Summative Assessment * Half termly individual phonics assessment, maths assessment and unaided writing are completed by all children. * A class phonics and reading book tracker is maintained. * Each half term, judgments are entered onto MAPP for all areas of learning, based on formative/summative assessments. Children are 'on track' if they are 'keeping up' with the curriculum being taught. These judgements are moderated internally between EY teachers. * At the end of the year the EYFS Profile is completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child's knowledge, understanding and abilities, their attainment against expected levels, and their readiness for year 1. Moderation * Internal moderation of judgements between EY staff each half term. * External moderation of writing and another area of learning with other schools Positive and respectful relationships Parents and Carers * The induction process ensures parents are familiar with our school even before they officially start. The induction process includes a parent meeting, stay and play sessions, a class visit and a 1:1 meeting between the class teacher. * Phonics parent workshop in the autumn term and further information videos and leaflets throughout the year. * Online learning journey to which the parents are actively encouraged to contribute. Staff also upload observations of significant learning and post pictures and videos of current class activities for the parents to talk about with their child. * A weekly and termly home learning letter is produced to help parents support their child's learning at home. * Two parent consultation evenings throughout the year. * At the end of the year the EYFS Profile is completed for each child. The Profile provides parents and carers, with a summary of their child's knowledge, understanding and abilities, their attainment against expected levels, and their readiness for year 1. * Reading morning every Friday when the parents are invited to come into school and read with their child. Parents are also invited to be a 'mystery reader.' * Many events throughout the year to which the parents are invited; class assembly, sports day, Mayday, Mother's day etc * We operate and open door policy Wider Community * Strong relationships have been established with local preschools. * Early Years staff visit all children in their current pre-school setting and speak to their key worker. * One of our local nurseries come to school and have P.E with our sports coach. * One of the local nurseries has lunch in our food hall throughout the year. * Our SENco visits to support the transition of children with additional needs. * We welcome visits from other reception class teachers when we can share effective practice. * We value support from outside agencies e.g. speech therapy. OUR MONITORING – How will we monitor the effectiveness of our EYFS policy? Katherine Semar we believe that the most effective way to monitor the impact of our Early Years policy is to utilise and triangulate a broad range of moderating activities, involve our stakeholders, and apply these regularly, consistently and robustly. Through our annual Monitoring, Evaluation and Review cycle, we employ the following monitoring activities in Early Years: Lesson Observations and Learning Walks * Senior leaders and subject co-ordinators regularly undertake planned and unplanned lesson observations and learning walks. These have a clear focus and feedback and findings are used to inform individual and whole-school Continuing Professional Development (CPD), School Development Planning and future monitoring activities. MAPP (Mapping attainment and progress for pupils) * We use MAPP to assess children's progress against the expectations of our Early Years INSPIRE curriculum. * Children not on track for ELG are identified each half term and appropriate provision put in place to ensure progress is accelerated and gaps closed. * Each term the EYFS Lead analyses the data in terms of GLD and micro groups to identify any patterns which may need addressing. Work Scrutinies * Work scrutinies are carried out by subject coordinators, Senior Leadership Team and whole staff. Governor Visits * As part of the Governors' Monitoring, Evaluation and Review cycle, the lead governor for EYFS makes visits to school to monitor progress towards the school development plan. * Monitoring activities include a range of teaching and learning observations, discussion with the EYFS Lead, meetings with pupils, work scrutinies and EYFS leader reports. Pupil interviews * Senior staff, subject co-ordinators and governors take regular opportunities to listen to the views of pupils in relation to their experience of Early Years at our school and their feedback actively informs our school development a plan. Parent Feedback * Parents and Carers are encouraged to complete a questionnaire regarding their views on the induction process. This feedback actively informs our school development plan. Caroline Dolby September 2023	<urn:uuid:a70701c4-d63e-4c2f-a9bb-7537e0f68be4>	CC-MAIN-2025-05	https://www.katherinesemar.co.uk/attachments/download.asp?file=4882&type=pdf	2025-01-18T16:29:23+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362416.71/warc/CC-MAIN-20250118155508-20250118185508-00371.warc.gz	887,960,514	4,005	eng_Latn	eng_Latn	0.997066	eng_Latn	0.997428	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2709, 5825, 8755, 11911, 14329, 17222, 20034, 21397 ]	[ 3.46875, 2.734375 ]	1	0
PHILIP – Protection of Health by Increasing the Health Literacy of Pupils Questionnaire for Survey addressed to Pupils The main goal of the PHILIP project is to contribute to increasing the health literacy levels of pupils aged between 11 to 15 through the development of learning modules targeted to the needs of the children and adolescents which are aimed at helping teachers tackle the content of health literacy properly at school. Based on the World Health Organization glossary, the Health Literacy comprises "the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health" 1 . The objective of this questionnaire is to investigate the level of health literacy of pupils in terms of knowledge and understanding of health issues and identify the health-related skills and competencies needed to protect their own and others' health chances. The survey respondents' identity will remain strictly CONFIDENTIAL. All data collected for this research project will be stored in a secure digital space provided by the project partners. Only members of the research team at the [local partner] and the partner organizations will have access to the anonymous questionnaire data. Elements of this survey were adapted from the research "Health Literacy for School-Aged Children" conducted by Olli Paakkari and Leena Paakkari, Faculty of Sport and Health Sciences, University of Jyvaskyla, Finland. 1. What would you say is your sex/gender: ❒ Boy ❒ Girl ❒ I prefer not to answer 2. What is your age: ❒ 11 ❒ 12 ❒ 13 ❒ 14 ❒ 15 3. Which class are you attending? ……………………………………………. 1 Nutbeam D., WHO Collaborating Center for Health Promotion, Health Promotion Glossary, 1998 4. From the following options, choose the one that best describes your o pinio n: \| \| Not at all true \| Not quite true \| Somewhat true \| \|---\|---\|---\|---\| \| 1. I’m confident to have good information about health \| \| \| \| \| 2. I can easily give examples of things that promote health \| \| \| \| \| 3. I can follow the instructions given to me by healthcare personnel (e.g., doctor) \| \| \| \| \| 4. When necessary, I find health-related information that is easy for me to understand \| \| \| \| \| 5. I happen to look for health-related information on the Internet or on social media \| \| \| \| \| 6. When I do not find satisfactory answers on health-related information, I ask my parents or friends. \| \| \| \| \| 7. I am able to compare health-related information from different sources \| \| \| \| \| 8. I can usually figure out if some health-related information is right or wrong \| \| \| \| \| 9. I can judge how my behavior affects my health \| \| \| \| \| 10. I am able to explain the choices I make regarding my health \| \| \| \| \| 11. When necessary, I am able to give ideas on how to improve health in the context I live in (e.g., family, friends, classmates) \| \| \| \| \| 12. I can judge how my own actions affect the surrounding natural environment \| \| \| \| 5. Does your school pay enough attention to the basics of a healthy lifestyle? Please, give us your opinion on the following items: \| Do not know \| Too little \| Enough \| \|---\|---\|---\| 6. Has the school held events for schoolchildren’s health promotion in the current school year? ⬜ I do not know ⬜ No ⬜ Was held, but earlier ⬜ Was held once ⬜ Yes, more than once If yes, which of the following topics did the school events focus on? ⬜ Nutrition ⬜ Physical activity ⬜ Alcohol, smoking and drug use ⬜ Prevention of bullying and cyberbullying ⬜ Other…………	<urn:uuid:55305bb1-5fe2-4004-ad3a-77f6109915a6>	CC-MAIN-2025-05	https://philip.uzg.cz/wp-content/uploads/2023/06/PHILIP_R1_Questionnaire_pupils_template.docx-2.pdf	2025-01-18T16:33:45+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362416.71/warc/CC-MAIN-20250118155508-20250118185508-00374.warc.gz	487,563,966	900	eng_Latn	eng_Latn	0.993669	eng_Latn	0.996123	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1807, 3206, 3639 ]	[ 2.5625 ]	3	0
What Kind of Ethical Education will Serve our Future Needs? Pekka Elo & Juha Savolainen People tend to ask us: What kind of knowledge and skills will our young generation need in the future? The obvious answer is: Skills of learning and thinking! Schools must be learning centres where we all study the skills of learning and are seekers of knowledge. But what does this mean if we think of ethics and, in particular, of ethical instruction in formal education? What sorts of skills in ethics does a good life call for in our modern, or perhaps, in our post modern condition? The birth of modernity in Europe has been endlessly discussed and debated in terms of individualism versus collectivism, nation states versus feudal polities, rationalistic models of analysis versus traditionalist legitimations, secularization versus religiousness, democracy versus elitism, etc. One important thread in this complicated web is surely the distinction between the private and the public. The private versus the public is not, of course, simply a modern distinction, but it does assume a characteristic colouring of its own in the history of modernity. For our present purposes, the private sphere of modernity includes the domestic and intimate spheres of relations and a multitude of individual roles in civil society. In the anthropological literature, the term is often used to refer to the domestic household opposing the public and politicized sphere of interhousehold relations. The public sphere includes such relations as marriage, competitive feasting, feuding and warfare. The public also comprises those rituals or "religious" activities that address the society or polity as a whole as well as ethical instruction in formal education (Friedman 1995). In many societies, of course, the distinction overlaps with the prevailing division of labor between the sexes. In the most extreme case this has meant the exclusion of women from the public domain and their subjection to their fathers, husbands and brothers in the private domain. No wonder that in an era of feminist aspirations all attempts to distinguish the public from the private in ethically principled and rational ways are controversial. Yet such a heated debate is often the price we must pay for progress and freedom. In our presentation we shall first describe how the formal education in Finland is improving the skills of our pupils and students. We shall also point out that the ongoing reforms of the Finnish system of education will make the students more able to meet the challenges of the future. In the second part we shall propose a demarcation between philosophy and philosophy of life to clarify their respective goals in school curricula. We shall see that the proposed demarcation intriguingly brings at the focus of attention the public/private distinction. THE OUTLOOK OF FINNISH EDUCATION The educational system of Finland is presently in transition. Choice, flexibility and quality are the keywords of this change. Such aims are realistic and feasible as we believe firmly that investments in human capital are vital for any country hoping to be or become prosperous. Indeed, modern economists are convinced that epistemics and economics are not too far from being the two sides of the same coin: Economic growth and development are based on creating and learning new things. This emphasis on the growth of knowledge is a crucial feature that distinguishes the via moderna of economics from the stasis of neoclassical mainstream. (Romer 1994). Conversely, an enriched economics that has become 5 aware of its metaphysical and epistemological commitments, can deepen significantly our understanding of epistemological issues. (Hooker 1994) Anyway, we have kept reforming the structures and substances of general and vocational education, despite the heavy strain our weakened economy and finances have imposed on them. This is necessary not just for the benefit of the Finnish economy and general prosperity, but also for reasons of equity and cultural development. We shall carry the reform strategy for the development of Finnish education in two stages. The goal of deregulation is to usher creativity and diversity. Informative instruction will largely replace the rigid national control of the curriculum. The reform enforced in 1993 and at the beginning of 1994 will increase the decisionmaking powers of individual schools and will give them a welcome boost to become more active and inspiring. One aspect of this reform was a new and more flexible roster of school subjects. (Lindstrom 1995) The second stage is being carried out by encouraging improvements in the quality of schooling and by supporting the creation of effective information and evaluation systems. These pursuits have taken a concrete shape in the so-called Aquarium Project. More than four hundred schools take part to this project: primary schools, secondary schools, upper secondary schools and vocational schools. Thanks to the Aquarium Project, the schools make use of previously untapped sources of energy and vitality. They devise and test their own curricula and swap ideas and innovations in fifteen different networks. Finland will be rich in networking experience; we are sure that our schools are more than willing to share this know-how as it becomes available. Such initiatives should be seen as deliberate responses to altered circumstances, namely the rapid changes in society, the complexities of contemporary knowledge and the increasing demand for international cooperation. As these irresistible forces also manifest themselves in shifting contexts of interpretation and horizons of expectation, it is inevitable that we face here the phenomena that many commentators prefer to call post modern. The unpredictability, multivocality, ambiguousness and swift tempo of these phenomena calls for flexibility and diversity in all areas of the education. What kind of role are philosophy and philosophy of life playing in this drama? We feel that they fulfill two essential roles in education. The first role is part and parcel of the global humanistic and scientific tradition. Philosophy has profoundly influenced our ways of thinking and understanding. Therefore we are not obliged to seek justifications for philosophy in the schools; rather, we should ask how general education can meet its proper tasks at all without the help of philosophy. Another, perhaps an even more pressing contemporary role for philosophy in general education is to raise the quality of teaching. The future school aims at developing howto-learn-to-learn skills and not just the memorization of a certain collection of particular facts. As a result, the allimportant skills are those of learning and thinking. Traditionally the faculties of self-reflective critical thinking are the very faculties philosophy has taken pride in cultivating. Thus we see that procedurally philosophy is inseparable from the learning that should guide us to the next millennium. PHILOSOPHY OF LIFE GOES TO SCHOOL: A BRIEF HISTORY Freedom of religion was established relatively late in Finland: until the end of 1922 all the Finns had to belong to some Christian congregation or organization. When freedom from all religious communities became possible, the demand was voiced that school should also offer an alternative to religious education. The history and development of the new subject are reflected in the names it was given over the decades. First is was called history of religion, then history of religions, and finally philosophy of life. So the frame of reference was first based on just one religion, then on several religions and lastly on a whole spectrum of views and beliefs. By now the initial religious framework has been left behind, and the curricula are no longer tied to any one type of belief. The development, however, was not a straightforward march of reason. In fact, the journey towards an emancipation from religious excess baggage has been tortuous enough. At one stage this quest for justice prompted the Finnish freethinkers to lodge an official complaint with the UN Commission on Human Rights. The complaint pointed out that by burdening the philosophy of life studies with religious materials, Finland had not respected the right of the parents to choose the religious education of their children. However, in the end Finland managed to amend its own legislation just in time; thus our liberal democracy narrowly 6 escaped the censure of the Human Rights Commission. Do we need a more compelling proof of the efficiency and efficacy of the UN organisations? The present philosophy of life curriculum includes the following objectives: At the early stages, the themes to be discussed in the philosophy of life classes are chosen from the daily life of young pupils. Here the main point is to strengthen the self-image of the pupil. Glimpses of other cultures and ways of life are introduced gradually. (The pupils are then eleven or twelve years old.) At the upper comprehensive stage (thirteen to fifteen year old pupils), the basic problems of existence are discussed, different doctrines are compared and the ethical values of youth cultures are reviewed. The overall aim is to understand the ethical principles that are the foundation of human rights. The pupils discuss different beliefs, religious as well as non-religious, at the top grades of the upper comprehensive school. Upper secondary school courses in philosophy of life (ages from sixteen and eighteen years) are intended to support the development of an ethically conscious and active person. Pupils are also encouraged to seek knowledge and analyse information critically, and they are guided towards scientific thinking. The first course in philosophy of life introduces the basics of the subject; it identifies connections between general ethical principles and the young person's own life hopes. The second course links up worldviews, ideologies and views of life. The topics discussed vary from the limits of existence to the potential of art to widen one's individual horizon. The third course deals with social issues from an ethical point of view. Philosophy of life has now been taught in Finnish schools for ten years. The universities and the open university provide the teacher training as a multiform programme. Textbooks have now their second generation of development, and the discipline is firmly established in schools. The attendance figures have been growing by 20 percent each year. The majority of pupils come from the Capital area; in Helsinki, the capital of Finland, over 10 percent of comprehensive school beginners choose to attend philosophy of life classes rather than religious instruction. The sort of ethical education philosophy of life is expected to provide is unsurprising: It should aim above good manners, be based on personal responsibility, cultivate sensitivity to more subtle aspects or moral problems, develop understanding of principles guiding practical decisions, etc. These classical objectives have been reviewed in well-known studies by Lawrence Kohlberg (1984) and John Rawls (1971), to mention just two prominent theorists. In view of these objectives, it is obvious that ethical learning both presupposes cognitive capacities and also contributes to their development. Moral development is a story of deepening judgment: It requires the exercise of discerning and critical observation, awareness of moral conflicts and the ability to find new solutions to the problems of everyday life. Given this, the questions on philosophy of life in the national matriculation examinations are fairly often about moral dilemmas. To present moral dilemmas, school teachers often find helpful the Philosophy for Children material developed by Matthew Lipman (Lipman et al. 1980) in the United States. Developing a pupil's imagination also stirs his or her thinking ability. This is why art plays such an important role in ethical education. Intense emotional experiences arising from art may deepen one's view of life and increase the sensitivity that is necessary for acute observation in moral matters. Discussions about vexing problems of life, seeking richer and more mature perspectives for their resolution, can certainly be beneficial to individual moral development. However, the process of maturing is mainly a practical affair. Successful life experiments are premised on sound knowledge about the world. So we may conclude that up-to-date general education is also necessary for the survival of one's life hopes. All in all, the ethical orientation of the discipline and the reflective method of approach explains why in teacher education the most closely related subject to it is felt to be philosophy. We noted that the basis of curriculum subject philosophy of life was relieved from irrelevant religious burdens by no lesser means than the intervention of a UN Commission. But the verification of the genuinely moral substance of the discipline is a much harder problem to solve. Or, is Socrates' problem solvable simply by teaching survival skills? DEMARCATING PHILOSOPHY AND PHILOSOPHY OF LIFE Socrates died after drinking a cup of hemlock. The Athenian judges had accused him of heresy and corrupting the youth of the city, and sentenced him to death. The judges had found his actions inappropriate for an Athenian; in other words, he had been a bad citizen. Would Socrates have avoided his untimely death if he had been taught good manners and survival skills in time? One of the aims of education is to reconstruct a model of a good person in terms of contemporary culture. The ideal is a socially constructive citizen who has found her place in the community and conducts herself appropriately. The sophists gave the ancient Athenians general education, and they had their own ideas about morality and about its relative nature in theory. If Socrates had been given an "ordinary" education, he would hardly have chosen to devote himself to telling painful truths to his fellow citizens. Education presents us with the very same opposite elements as Socrates' problem does. On the one hand, we must give the people a eneral education that permits them to fill the roes the community finds desirable and acceptable. It is not too much to ask that a person should be able to survive in her own community without needing to cross its borders. General education contributing to this modest goal should also include civil ethics. On the other hand, education also comprises ideal objectives that go far beyond basic survival. The story of Socrates comes to our aid again: Socrates did not escape prison nor did he survive his trial, but he did live according to his own ideals. School education at large faces the same problem of balancing these somewhat conflicting objectives, survival skills and personal moral ideals. This problem arises in philosophy of life education in a very acute form. As we have noted, the discipline has been freed from all doctrinal commitments and particular values. What becomes then of learning the map to the good life? If philosophy of life simply provides rational ways of assessing those routes, how does it differ from philosophy proper? We feel that these difficulties can be resolved and philosophy of life can be given a place of its own in the curriculum. THE ROLE OF PHILOSOPHY Philosophy has traditionally studied highly general and abstract problems that are not amenable to ready resolutions by means of experiment or calculation. The development of the sciences, in turn, is closely connected with the emergence of relatively independent research agenda and methods that permit detailed answers to specific questions on the agenda. It would be an error, however, to think that philosophy and sciences are either opposites or completely separate domains of inquiry. It is more justifiable to see them as complementary traditions that both aim at increasing our understanding of the world and our place in it. Both philosophy and sciences are motivated by intellectual curiosity; they are procedurally committed to the systematic use of reason. Philosophy is also related to arts, to the cultivation of life skills and to edification of all sorts. Indeed, as it patrols at the frontiers of our understanding, as it tries to articulate the multifarious world of our experience, philosophy becomes a noble play, it acquires characteristics of an art. The most beautiful products of this play have undiminished poetic value. Edification and visions of life sublime notwithstanding, philosophy in the West has been a theoretical pursuit, a search for objective knowledge. PHILOSOPHY OF LIFE The point of view of philosophy of life, as it has been taught in Finnish schools, is that of a subjective individual, that of a participant. An individual's view of life can be regarded as a personal attempt to articulate the various aspects that make up the rich fabric of human experience. Such a personal view inevitably contains irreducibly subjective choices. There are hardly any objective answers to questions that pertain to, say, the choices individuals have to make between various life pursuits. It's up to the person herself whether to devote her life to arts or personal relations; it is upon the individual to say what life design gives meaning and significance to his existence. Many subjects that are taught in schools are independent academic disciplines. Philosophy of life, as a school subject in Finnish schools, cannot claim any separate academic discipline of its own. It does not mean that views of life would be an unsuitable subject for a proper academic study. Rather, any single discipline would not fulfill all those demands that have been set for teaching philosophy of life for Finnish schools. In fact, the background knowledge necessary for teaching philosophy of life can be traced to several university departments. Of course, ethics comes to mind immediately, but there are also many others: anthropology, biology, sociology, psychology, etc. As its background knowledge philosophy of life makes use of the knowledge produced by many disciplines. We can compare philosophy of life-as conceived above-to many applied or technical sciences. Such sciences use the knowledge that is provided by the more "basic" sciences to give answers to questions of more practical nature (educational studies, cartography, artificial intelligence, medicine etc.). However, philosophy of life, as a normative subject, differs in a crucial way from "more ordinary" normative sciences. The "practical need" relevant for philosophy of life is nothing but "the good life" itself. As a goal "the good life" is problematic precisely in the same way as philosophical problems are problematic. Studies of philosophy of life may provide rational techniques but no given or self-evident uses. This raises the question whether ethics could meet all the needs of philosophy of life in the school curriculum. After all, ethics is committed to rational procedures and acknowledges the problematic nature of the basic decisions. However, there are reasons suggesting another view: Ethics attempts to transcend particular interests in favour of universality and intersubjectivity, if not objectivity. Philosophy of life, in contrast, deliberately embraces the subjective perspective. Its aim is to provide an opportunity to think and to discuss about matters that might give meaning to my life. THE USE OF KNOWLEDGE IN PHILOSOPHY OF LIFE We have argued that philosophy of life does not mean that philosophy of life would reject the demand of reliability. Whatever demands we can set for objective knowledge in general, we can set for the background knowledge philosophy of life is using. However, the goal of philosophy of life is to challenge students to make their own valuations and choices as to what significance they give to these facts in their own life. Similarly, philosophy of life challenges them to think about the place of values and choices in their world. For these reasons philosophy of life is the search of a synoptic view, where the requirements of objectivity are reconciled to the necessity of living ones life from the perspective of subjectivity. HUMANIST WORRIES, POSTMODERNIST CHALLENGES On aspect of philosophy of life as we have presented it should catch the attention of critical readers. Evidently, philosophy of life deals with questions that are very personal. Inevitably, there arises a suspicion of gross intrusion into the lives of students. Sociological studies and philosophically informed accounts have revealed that such doubts concerning the effects of "modern schooling" are justified. While the atmosphere of intimacy is very beneficial to communal well-being, it cannot on its own protect the interests of individual persons and subcommumties. Teachers' noble intentions and beautiful-sounding pedagogical principles are similarly insufficient-unless they become institutionalized in a structure of rights. Such rights would extend general citizens' rights into the schools, into classes. As it happens, philosophy of life has the advantage of being committed to pedagogical principles that do make a difference. These pedagogical principles are based on the idea of a student as an autonomous agent capable of rational judgment and ethical responsibility. Of course, the studying takes place under teachers' guidance, but autonomous agents capable of exercising their rational and ethical faculties certainly deserve the rights free citizens everywhere enjoy. The crucial insight here is to understand that (a) Schools belong to the public sphere, although they are simultaneously networks of intimacy and thus belong to the private sphere; (b) Socratic conflict between the functional necessities of reproducing community life and personal moral ideals can be partially overcome only in a properly organised pedagogical practice. The first point reveals the source of humanistic worries and postmodernist suspicions: We are faced with an ambiguous situation, where the best intentions all too easily turn into nightmares of exploitation. The second point is a (partial) remedy: Starting from the idea of recognising the student as an autonomous agent capable of rational and ethical judgment, we can reproduce the Socratic conflict in the schools in a way that protects the rights of the students and allows them to experiment and play with the roles and situations they have to face in a postmodern world. The postmodernists will surely remain unconvinced. They are likely to see our nice-sounding Enlightenment rhetorics as a cover for sinister power serving (or power seeking) moves. We feel that such an assessment would not be just unnecessarily cynical, but it would reveal an error about the nature of rationality. In fact, lurking behind all debates on modernity and postmodermty is a very serious disagreement on reason and rationality. (Toulmin 1990). The postmodermsts can be thanked for their rediscovery of the historical and contingent aspect of rationality. As human beings are parts of nature, also human rationality has a natural/ cultural history. And as human beings are finite and fallible, human rationality cannot wholly escape ambiguity, diversity, contingency and sensitivity to changing contexts of interpretation. However, that does not spell the end of "the Enlightenment Project." The postmodernists have simply taken Platonistic ideas about rationality at their face value and now find their only solace in narcissistic play. The story of human reason lies precisely in our attempt to transcend the limitations our finitude and fallibility have imposed on us. Fashionable computational accounts of rational faculties tend to play down our capacity for judgment. Yet the capacity for critical and reflective judgment is our best model for rationality. Indeed, it thrives on the very possibility of reinterpreting the situation at hand in the light of our best considerations. Free inquiry does not require some otherworldly Platonist heaven of abstract rationality but "merely" human rationality. That is enough to make sure that we are not going in circles, but bootstrapping ourselves to greater objectivity. One context of self-reflecting interpretation is our ethical judgment. Readdressing our original question, we ask what sort of ethical education the next millennium calls for. The answer is as obvious as in the beginning: we need ethical education that is guided by reason! REFERENCES Friedman, J., (1995) The Private/Public Distinction as a Structure of Modernity. ARS'95. Helsinki. Hooker, C.A., (1994) Idealisation, Naturalism and Rationality. Synthese vol. 99 nr 2 May 1994. Kohlberg, L. (1984) The Psychology of Moral Development. Harper & Row. N.Y. Lindstrom, A., (1995) Opening Address for The Baltic Sea Colloquium for Teachers of Philosophy. Inquiries Concerning Philosophy Teaching, ed. Elo & Korhonen. The University of Helsinki. Lipman, M., & Sharp, A. & Oscanyan, F. (1980) Philosophy in the Classroom. Temple University Press. Philadelphia. Rawls, J. (1972) A Theory of Justice. Oxford University Press. Romer, P. New Goods, Old Theory, and the Welfare Costs of Trade Restrictions. Journal of Development Economics 43 (1994). Toulmin, S.E., (1990) Cosmopolis: The Hidden Agenda of Modernity. New York Free Press. Address correspondence to: Pekka Elo & Juha Savolainen National Board of Education General Education Section Hakaniemenkatu 2 Helsinki 00530, Finland 10	<urn:uuid:0e75a863-2f32-4df5-ae74-c1451b17aec4>	CC-MAIN-2025-05	https://journal.viterbo.edu/index.php/at/article/download/645/432/852	2025-01-18T17:11:18+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362416.71/warc/CC-MAIN-20250118155508-20250118185508-00373.warc.gz	329,769,942	4,901	eng_Latn	eng_Latn	0.997316	eng_Latn	0.998453	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3590, 8505, 13172, 17463, 22247, 25657 ]	[ 2.15625, 1.0390625 ]	1	0
The Vine Schools Collective Worship Policy Our vision is to inspire every child to flourish spiritually, intellectually, and personally within our nurturing school community. 'Growing together in belief, knowledge and wisdom' Introduction The Vine Schools are made up of: Christian Malford Primary School, Seagry Primary School and Somerfords' Walter Powell Primary School. Each of our schools are Church of England Primary Schools and as such have a Christian tradition and ethos which is supported by all staff and academy council members. Our Collective Worship reflects and reinforces the school's vision, aims and ethos, the variety of traditions found in the Church of England and follows the Christian liturgical year. Our Collective Worship both implicitly and explicitly demonstrates our Christian values of generosity, respect, acceptance, perseverance, empathy and selflessness. At the Vine Schools, we consider Collective Worship to be an important part of the school day when we come together as the whole school community. All our worship is inclusive, invitational and inspiring. It makes an important contribution to the overall spiritual, moral and cultural development of the whole school community. It also provides occasions to contribute to academic achievement, personal development and the well-being of pupils and staff. It is attended by all pupils, staff and any visitors in school are very welcome to join us during our time of worship. The Value of Collective Worship As church schools we provide opportunities to: - Express praise and thanksgiving to God - Reflect on the character of God and on the teachings of Christ through Biblical texts - Affirm Christian values and attitudes - Celebrate special times in the Christian calendar (see Planning and Organisation section) Meeting together also strengthens the sense of belonging to our school family, to the local community and church, and to the world in which we live. Therefore, our Collective Worship is important because it: - Offers communal space for the whole school community to learn, grow and celebrate, sharing each other's joys and challenges - Provides the opportunity for stillness and personal reflection on the big questions of life - Nurtures all aspects of spiritual, moral, social and cultural development, especially spiritual awareness - Responds to national events, topical or local issues in a flexible and sensitive way - Enables us to meet and engage with the local community through visitors - Provides opportunity for pupils and staff to develop their own abilities in preparing, presenting and evaluating worship Collective Worship is an educational opportunity with clear objectives for spiritual development and wider SMSC awareness. This time in the day can be used to encourage pupils to: - Show interest and concern for members of the school and wider community - Show concern for the daily happenings in school life, the local community and the wider world, exploring feelings and emotions - Share appreciation of projects and experiences undertaken by groups within the school - Explore and review the variety of values, attitudes and standards shown by religions and society - Reflect upon dimensions of human life – celebration, wonder, beauty, joy, humour, tragedy, sorrow etc - Reflect on the way humans reflect spiritual feelings through the arts, science, religion and service - Enjoy stillness and quiet, taking a break from the busyness of life - Learn how to present in front of an audience Inclusive, Invitational and Inspiring Inclusive: Worship is collective in that it involves meeting, exploring, questioning and responding to others and, for some, to God. In our Church schools, pupils, their families and other adults can expect to encounter worship that is inclusive of, and fully accessible to, all. We acknowledge that there are pupils and staff in our schools that will come from homes of different faith backgrounds as well as of no faith background. Moreover, many pupils will naturally be at different stages of their spiritual journey during their time in school. Pupils will be given the opportunity to think and ask questions. There will be space to consent and dissent: to participate and to stand back; and to consider. It is an expectation that care will be taken to ensure that the language used by those facilitating worship avoids assuming faith in those participating, listening and watching. Collective worship should not be 'done to' but will involve meaningful contributions from the whole school community, including pupils. We recognise that pupils will bring their own experience to worship. Inclusion requires pupil involvement in planning, leading and the evaluation of worship. Invitational: Our school communities can expect to encounter worship that is consistently invitational. There should be no compulsion to do anything. Rather, worship should provide the opportunity to engage whilst allowing the freedom of those of different faiths and those who profess no religious faith to be present and to engage with integrity. The metaphor of 'warm fires and open doors' captures this idea. The warmth of the fire derives from the clarity and authenticity of the Christian message at its heart. Importantly, the door is open, all are welcome to come in and sit as near or as far away from the fire as they feel comfortable. Pupils and adults should always be invited to pray if they wish to do so and should be invited to pray in their own way. Inspiring: Pupils and adults can expect the worship they encounter in our schools to be inspirational. Worship should be formational and transformational: it should enable pupils and adults to ask big questions about who we are and why we do what we do. It should motivate pupils and adults into action, into thinking differently, and into reflecting on their and the wider community's behaviour and actions. As a result of inspirational collective worship, they should be inspired to become courageous advocates of causes. It should encourage them to think searchingly about their faith, beliefs and philosophical convictions. Intent Collective Worship will be treated like any other part of the curriculum when it comes to matters of planning, delivery, training, resourcing and evaluation. Planning is vital to ensure that Collective Worship is: - Distinctive from other classroom activities, retaining a sense of occasion and togetherness (see Planning and Organisation section) - Thoughtfully delivered in an age-appropriate manner - An educational and inspirational experience - Participatory – inviting pupils and adults to join in as often as possible - Rooted in the Anglican Christian tradition Collective Worship at the Vine Schools is important to us as a school community; it aims to enable pupils and adults to flourish spiritually. Spirituality is taught through the 'Windows. Mirrors, Doors' approach. Collective Worship provides the opportunity for pupils to become aware of the importance of reflection and how our positive and negative experiences can be formative. It also provides a real sense of being present, which are often linked to invitations to pray. Through daily Collective Worship, pupils are offered a space and a place for hearing the Christian story. Pupils are given time to consider their responsibilities to others and to grow in love and service, through reflecting on the Bible stories and our school values. At The Vine Schools, we use the 'Roots and Fruits' resources to support exploration, discussion, discovery and reflection. It is our intent to: - Explore the school's vision of growing together and to reflect on how the vision informs our school values and how the two are interwoven - Provide opportunity to reflect on the half-termly values and linked Bible stories - Help pupils and adults to appreciate the relevance of faith in today's world by encountering the teachings of Jesus and the Bible and developing understanding of the Christian belief in the Trinitarian nature of God - Offer the opportunity, without compulsion, to all pupils and adults to grow spiritually through experiences of prayer, stillness, worship and reflection - Enable all pupils and adults to appreciate that Christians worship in different ways, for example using music, silence, prayer, reflection, as well as through the varied liturgical and other traditions of Anglican worship and festivals - Enable pupils to develop skills through engaging in the planning, leading and evaluation of collective worship in ways that lead to improving practice - Enable pupils to talk about the impact Collective Worship makes on their relationships and on life in school - Develop an understanding of Anglican and other Christian traditions found in the UK and worldwide - Provide an opportunity to celebrate and give thanks for achievements within the school, local and international community and occasions of significance, including festivals Legal Requirements In line with the 1988 Education Reform act, which states that collective worship should be 'wholly or mainly of a broadly Christian character', we normally base our worship on the teachings of Christ and the traditions of the Anglican church. The law requires that Headteacher and Governing Body of every school to provide a daily act of Collective Worship. Collective Worship is regarded as an essential part of the development of the whole child, and as such is recognised by staff and academy council members as an important part of daily learning. We expect all children to attend, but any parent can request permission for their child to be excused from attending religious worship and each school will make alternative arrangements for the supervision of the child during the period concerned. Parents to not have to explain or give reasons for this. This complies with the 1944 Education Act and was restated in the 1988 Education reform Act. The Headteachers keep a record of any child who are withdrawn from Collective Worship. Planning and Organisation We hold a daily act of Collective Worship in each of our schools either as a whole school, key stage or in our classes. The structure of Collective Worship varies, but usually includes a song, questions, listening to and reflecting on a passage from the Bible, times of silence and prayer. Collective Worship follows our school vision and values and is based on: - The half-termly value and linked to an appropriate Bible story - Religious events and special days - Special events in the life of our school and wider community Every term, our wider community are invited to join us in a worship to celebrate achievements. This allows our whole community to join together and be part of our Collective Worship. Weekly Timetable: \| \| Monday \| \| Tuesday \| \| Wednesday \| \| Thursday \| Friday \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Whole School \| \| Class \| \| Whole School \| \| Whole School \| Whole School \| \| Gospel Worship \| \| Class Worship (linked to Monday’s worship) \| \| Values Worship \| \| Prayer and Praise \| \| \| Calendar (2024 – 2025) \| Term \| Value \| Church Season \| Liturgical Colour \| \|---\|---\|---\|---\| \| 1 \| Generosity \| Ordinary Time \| Green \| \| 2 \| Respect \| Advent Christmas \| Purple White \| \| 3 \| Acceptance \| Epiphany Ordinary Time \| White Green \| \| 4 \| Perseverance \| Ordinary Time Lent \| Green Purple \| \| 5 \| Empathy \| Easter \| White \| \| 6 \| Selflessness \| Pentecost Ordinary Time \| Red/Gold Green \| A half-termly Collective Worship overview is planned by our Collective Worship lead teacher. This teacher also plans and prepares the Gospel and linked Class Worship for each week. In addition, each person leading worship is expected to follow this planned overview to prepare worship with the same degree of thoroughness as any other aspect of their role within our school community. Collective worship is led by different staff members on a rota and is also supported by our wider ministry team, including local clergy. Children are encouraged to be involved in leading collective worship. They are given the opportunity to share prayers they have written. Key Stage 2 children are also given an opportunity to lead other aspects of our worship. Every year, pupils from Year 2 and above may volunteer to be part of the Worship Council. They will meet at least once a term with a member of our wider ministry team to explore creative ways of communicating and strengthening our Christian ethos. Reflective spaces in the school hall and classrooms provide a focus for collective worship. Children are encouraged to use boxes in classrooms to post concerns. The Anglican Christian Tradition In all church schools, the act of Collective Worship must be in accordance with the school's trust deed, which means following the principles and practices of the Church of England. The following are shared as Christian elements of Collective worship: - Exploring the Christian understanding of God as Father, Son and Holy Spirit - Using the Bible for inspiration, stories and guidance - Observing the cycle of the Church's Year - Learning and saying prayers from a number of sources, in particular the Lord's Prayer and blessings in common use - Singing a wide variety of hymns and songs from traditional to modern - Experiencing Christian symbols in worship and reflecting on their meaning - The use of prayer, silence and reflection - Using Anglican sentences and responses at the beginning and end of worship Our worship should include: 'We Gather' – we come together as a community (music, lighting a candle, opening words) 'We Listen' - we introduce and share the topic (a Bible Story or story based on a Christian theme) 'We Reflect' – we explore about the message of the story (this can be through questions or other activities to engage with the Christian message) 'We Respond' – we share the message again and think about our this will affect our day/life/learning/behaviour (final prayer, closing words, final music) Opening Words: 'We have gathered in the name of God the Father, Son and Holy Spirit to worship together and this about (add value or focus). Closing Prayer: 'Dear God, Thank you for our school, each other and each new day. Help us to make the most of every opportunity that comes our way. Help us to be kind to each other, and grow into the best people we can be. Amen' Visitors Visitors are invited to lead and enhance our Collective Worship provision. Examples of visitors include clergy and volunteers from our local churches. Visitors should understand the aims of our Collective Worship and the need to avoid proselytising. Attempts to persuade pupils or adults to adopt a particular religious, or non-religious belief are not appropriate. The Headteacher(s) are consulted before a visiting speaker is confirmed. 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Boulevard Primary Partnership SEND Offer Meeting the needs of pupils with Special Educational Needs and Disabilities (SEND). The BPP are inclusive schools, which offer a range of provision to support children with Special Educational Needs and Disabilities (SEND). The range of support deployed will be tailored to meet individual needs following assessment by school staff or external agencies. It is designed to promote children becoming more independent and resilient learners and should not be seen in isolation. Special Education Needs is not a peripheral activity but part of the mainstream curriculum delivered to all children and the responsibility of all our teachers. At the BPP schools, children are identified as having SEND through a variety of ways: * Liaison with the child's previous school /early years setting. * Concerns raised by parents/carers. * Concerns raised by the child's class teacher or school SENDCo. * Children who are identified by staff as having social or emotional needs. * Liaison with external professionals (e.g. speech and language therapist). * A medical diagnosis. How does the school know if a child needs extra help? * Ongoing monitoring takes place by class teachers to identify pupils who are not making progress in the four areas of development: cognition and learning; communication and interaction; social, emotional and mental health and physical / sensory. * After discussion with key staff and parents, if appropriate, additional support will be put into place to provide enhanced support or resources, targeted small group or individual support to help overcome any difficulties. What should a parent/carer do if they think their child may have Special Educational Needs or a Disability (SEND)? If a parent is concerned about the progress of their child, they should initially contact the class teacher. However, we have an 'open door' policy and a parent may make an appointment with the school's SENDCo (Special Educational Needs Coordinator) to discuss any concerns further. The class teacher is responsible for: * Adapting and refining the curriculum to respond to strengths and needs of all pupils. Checking on the progress of all children and identifying and planning the delivery of any additional support (it may not be in class teacher delivering this support but he/she will oversee the work). * Contributing to devising personalised learning plans to prioritise and focus on the next steps required for children to improve their learning. The SENDCos are responsible for: * Coordinating provision for children with SEND and developing the school's SEND policy * Liaising with a range of agencies who can offer advice and support to help pupils overcome any difficulties * Providing specialist advice and facilitating training to ensure that all staff are skilled in and confident about meeting a range of needs * Ensuring that parents are: o Involved in supporting their child's learning and access to the curriculum o Kept informed about the range and level of support offered to their child o Included in reviewing how their child is doing o Consulted about planning successful transition to a new class or school At Southwood, the SENDCo is Mr Iain Farrington. At Germander Park, the SENDCo is Miss Nicky Lake. At Downs Barn, the SENDCo is Mrs Elizabeth Randall. How will school support a child who has been identified as having a Special Educational Need or Disability? * In all year groups, children will have access to the curriculum through adapted learning, tailored to the child's need or through access to support staff. * Regular intervention programmes are available in all classes to support children to make progress with their learning. * Class teachers organise and plan for interventions with support from the SENDCo or outside agencies as required. * Children develop their social, emotional and mental health, through whole class Kaleidoscope or PSHE lessons, smaller social skills groups or 1:1 check-in time with an adult. How will school support a child who has been identified as having a need for Speech and Language support? * Speech and Language Therapist advice is implemented by teaching staff. * Speech therapy (individual or group work) can be delivered by support staff following speech therapist advice. * Lanyards with visuals are worn by all staff working with children with additional speech and language needs, to aid communication How will school support a child who has been identified as having a need for support with English development? * Small group intervention programmes are used to support reading and writing. * Little Wandle 'Letters and Sounds' scheme is followed with fidelity. * Smaller groups or additional adult support is used, to aid QFT. How will school support a child who has been identified as having a need for support with Maths development? * Small group intervention programmes are provided to fill gaps and consolidate learning e.g. Number stacks. * Opportunities for over learning are provided. * Smaller groups or additional adult support is used, to aid QFT How will school support a child who has been identified as having a need for support with independent learning? * Now and Next Boards. * Visual timetables for class and individuals. * Job lists and individually designed checklists. * Work stations. * 'Red' and 'Green' task strategy. How will school support a child who has been identified as having a need for support with strategies to support and modify behaviour? * School sanctions and reward systems as set out in the School Behaviour Policy. * Mentoring and guidance from all staff. * Lanyards with visuals worn by all staff for communication. How will school support a child who has been identified as having a need for support and supervision at unstructured times of the day, including personal care? * Trained staff supervising during break time. * Access to structured activities overseen by an adult indoors and outdoors as appropriate during lunch times. * Trained first aid staff available all day. * Appropriate staffing for intimate care (with records kept). Planning, assessment, evaluation and next steps are always agreed through: * Provision maps are written and regularly monitored and updated to show provision for all children. ASC Units - 'Ducklings' and 'Mallards' The BPP provides specialist support through the 'Ducklings' at Germander Park and 'Mallards' at Southwood School. The BPP currently supports placements for 8 children at each site (this will increase to 16 places at Germander Park and 24 places at Southwood). These children have EHCps, with their primary need being Communication and Interaction. In each school, there is an environment designed to engage and challenge children with a range of abilities, including children who are non-verbal or have a limited vocabulary. Staff support children through a 'total' communication approach, including sign language, gesture, written words, facial expressions and speech. Learning is adapted to challenge the children from their starting points. They are supported through suitable concrete and visual resources by staff who have experience of assisting children with ASC. Normally this is facilitated through 1:1 learning opportunities and continuous provision available to them within the environment. The children, where appropriate, have opportunities to socialise with other children in the school during break and lunch time and at Southwood, our KS2 children are offered specialist support children through the 'LAB' at set times during the week. There are regular circle times to share personal preferences and children have also enjoyed trips to local sites, such as Linford Wood and the Cinema. The children's sensory needs are catered for through a calm, caring environment. The schools offer a range of 'cause and effect' toys to stimulate interest and extend their engagement. All staff are aware of their individual needs within their 'one-page profiles' to ensure the children are supported appropriately. How will the curriculum be matched to the child who has Special Educational Needs or a Disability? Quality first teaching is in place in all classes for all pupils to access the curriculum. Teachers are skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupil's needs and requirements. Adaptations are approached in a range of ways to support access and ensure that all pupils can experience both success and challenge in their learning. The 'Ducklings' and 'Mallards' provision provides a bespoke curriculum. Where possible, the children will be given an opportunity to access the same curriculum as their peers. Through the day, they will access daily input for reading, writing and maths. However, as these children have unique starting points, specific to them, their curriculum will also be adapted. They will also follow a life-skills curriculum, that will include learning opportunites about how they can stay safe and build independence. Grouping arrangements are organised flexibly with opportunities for both ability and mixed groups to maximise learning opportunities for all. How will school and the parent know how well the child is doing and how will school help the parent to support their child's learning? Additional support is documented in a year-group provision map. In consultation with the SENDCo and parents, short term outcomes are agreed which prioritise key areas of learning. Where external agencies are involved, their advice and recommendations are included in the provision map. Actions agreed take into account each pupil's strengths as well as their difficulties. These are then reviewed half-termly, which enables teachers to assess progress and next steps. Tests and Examinations: Access Arrangements For some pupils, additional arrangements and adjustments can be made to enable them to BPP SEND Offer – Written: 2024 To be reviewed: October 2025 fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The relevant teacher will inform parents about eligibility and applications for these arrangements. Parental involvement We value parents as partners in their child's learning journey. All parents are encouraged to contribute to their child's education. This may be through: * TLCs (Termly learning conversations). * Working with their child at home by sharing books regularly and supporting completion of home learning. * Ensuring their child has good attendance and punctuality. * Ensuring their child is ready for school; sufficient sleep, nutritious breakfast and have all they need with them ‐ well-equipped for learning. * Attending courses, training or information events at school or outside of school. * Where appropriate, the school will help parents find training and events to maximise learning opportunities for all. Parents can discuss their child's learning at any point during the school year. If they wish to make an appointment with either, or both the class teacher and the SENDCo, they are free to do so by emailing or telephoning the relevant school. What support is offered from the school to ensure the well‐being of the child, who has a Special Educational Need or Disability? Attendance support * Attendance will be closely monitored and discussed with parents. Behaviour support * Behaviour will be monitored and discussed with parents where necessary. * Exclusions will be used when necessary following the school and local and National guidelines. * Where appropriate behaviour will be monitored through a visual sticker report * Restorative practice is used to resolve conflicts and difficulties. Medical support * All medicines will be administered following the school policy. * This will depend on having available and trained staff. A Care Plan will be agreed * Where more specialist medicines or care is required this will be provided where possible. * between the medical professionals, parents and school staff. The child's/parent's views will also be taken into account. * The school works closely with medical professionals to support a child with medical needs Pastoral Support Strategies to support the development of pupils' social skills and enhance self‐esteem: * PSHE Curriculum. * Good on‐going relationships with peers and adults in school. * Small group programmes. * Breakfast, lunch and after school clubs. * Input from the LAB (Southwood). * Extra-curricular clubs. Strategies to reduce anxiety and promote emotional wellbeing * Kaleidoscope (Southwood) and appropriate school assemblies. * Regular contact, communication and liaison with parents. * Transition support when transferring from one year group to another as well as from pre-school or home and to Junior or Secondary school. * Regular planned opportunities for children to give their views. * Consistency of approach by all adults, with targeted interventions where necessary. * Sensory breaks. * Peer mentors (Southwood). * Zones of Regulation. * Restorative practice. What specialist services and expertise are available at or accessed by the school? The schools work with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. The schools foster liaison and communication with professionals and parents. The schools organise: * Regular meetings as required. * After discussions with the class teacher meetings can be booked through the school with the school SENDCo. * Referrals to outside agencies as required following internal and LA systems. * Speech and Language therapy for specific individual pupils. * Educational Psychologist. * Inclusion and Intervention. * Communication with Medical Professionals – requesting advice as needed from school nurses, health visitors, doctors, hospitals and specialists. * Liaison with (CFP) Children and Families Practice MK. Liaison with (CSC) Children's Social Care. School contacts for LAC and PLAC are: Southwood: Mr Iain Farrington Germander Park: Miss Nicky Lake Downs Barn: Mrs Kate Mathews What training are the staff having or going to have to support children with Special Educational Needs and Disabilities? Our SENCo actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEND. An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEND. The schools have staff trained in a wide number of SEN programmes to develop the offer that we can provide. Across the schools, we have staff that have attended CPD on the following courses in the last two years: * Attention Autism * Intensive Interaction * Making Maths Meaningful (and fun) for pupils with SEN * Developing use of 'in print' to make visuals * Colourful Semantics * Sign a long * Communication boards * Blank Level Questions * Using TEACHH to help children learn * TACPAC * Zones of Regulation * Understanding Autism * ELKLAN SALT * Mental Health and Well-Being in all children * Creating positive opportunities to support children's sensory needs * Effective use of precision teaching & monitoring * Early Maths Skills * Developing children's wider learning skills * Teaching methods for retention * Adapting teaching methods for maximising learning and information retention * Attention and listening * Effective TA to Pupil Talk * Helping SEN children build friendships * Top 10 Tips for supporting children with SLCN in class * Effective Support for children with Downs Syndrome * Effective reading strategies for learners with SEND * making phonics accessible for learners with SEND * Life Skills - why are they important and how we can develop them in school * Sensory processing disorder – help reduce challenging behaviour and promote positive well-being * Supporting children and young people with global developmental delay * Supporting children with communication needs in school * Complex needs, communication and mental health * Complex needs: tackling barriers to learning * Writing for all – developing literacy through writing for learners with SEND * The power of stories for learners with complex needs – the key to emotional BPP SEND Offer – Written: 2024 To be reviewed: October 2025 * Pathological Demand Avoidance * Maintaining the Challenge whilst working below 10 in early years maths * Promoting Independence in those with additional needs * Paediatric First Aid * Supporting non-verbal learners in the classroom * Supporting positive behaviour with young children How will children with Special Educational Needs and Disabilities be included in activities outside the classroom including school trips? Activities and school trips are available for all. Risk assessments are carried out and where appropriate are discussed with parents and procedures are put in place to enable, where possible, all children to participate. If it is deemed appropriate, a parent or carer may be asked to accompany their child during a trip or visit. How accessible is the school environment for children with Special Educational Needs and Disabilities? The entrance and exits to school are accessible. The school have accessible toilets available and a disabled space is marked out in the car park. Where possible and appropriate, translators will be used to support parents where English is not their first language. How will the school prepare and support the child who has Special Educational Needs or a Disability to join the school and then transfer to a school for the next stage of their education? Children and young people with SEND can become particularly anxious about "moving on" so we seek to support successful transitions. When starting at our school with no previous school experience: We will conduct a home visit and talk to parents about their child's previous learning experiences. Where relevant and with permission we will talk to previous settings for information about special arrangements, support for that child and previous targets. We may consider personalised transition e.g. passport or a part-time timetable. When starting at our school having attended another school The previous school will send to us any educational records including any special arrangements, previous support and targets. BPP SEND Offer – Written: 2024 literacy/mental health and way in to literacy for all * Sensory processing abilities in children * Supporting children with speech sounds difficulty * Autism and ADHD When moving to another school- Moving from Year 2 to 3 or Year 6 to Year 7 The school will pass on details of the specific needs of your child and the level of support which has had the most impact. In some cases, additional multi‐agency meetings may be arranged to create a more detailed "transition" plan which may include more visits to the new school and/or additional visits from the new school to see the child in their current setting. We will ensure that all records are passed on as soon as possible. The school may put a passport in place to support the transition process. When moving classes in school: An information sharing meeting will take place with the new teacher. Transition to a child's new class takes place at the end of the summer term, to familiarise them for the following September. How are the school's resources allocated and matched to the child's special educational needs and disabilities? Currently mainstream schools have funding delegated to their budgets for Special Educational Needs. Top‐up funding can be applied for children whose high needs cost more than the nationally agreed threshold. To access this funding schools have to show clearly the provision they have in place using their delegation resources. This will be evident from the school's provision management, pupils' achievement of targets and progress. The school SEND Budget is used to provide additional support or resources to support the needs of children. Some examples may include: o Providing specialist equipment to support a need e.g. a writing slope or exercise books using buff or cream coloured paper to reduce glare or visual distortion. o Providing additional intervention programmes to help a child learn and progress. o Directing the work of additional support staff. Who can a parent/carer contact for further information at school? Please initially contact the class teacher or SENDCo. If you need further help, you can contact: Head teacher Mrs Kate Mathews SEND Governor Mr Paul Nolan Independent Support Advice can be contacted at 01908 254518 Milton Keynes City Council special educational needs offer can be found on the council website. If you are unhappy with aspect of the support your child receives, please contact the Head teacher - Kate Mathews (BPP).	<urn:uuid:6c3c7abe-1895-45a0-a7da-6db0422de8d3>	CC-MAIN-2025-05	https://www.boulevardprimarypartnership.org.uk/attachments/download.asp?file=798&type=pdf	2025-01-18T16:23:43+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362416.71/warc/CC-MAIN-20250118155508-20250118185508-00378.warc.gz	741,234,426	4,009	eng_Latn	eng_Latn	0.998055	eng_Latn	0.99865	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2346, 4779, 7128, 10054, 12477, 14098, 16561, 18801, 20825, 21105 ]	[ 2.71875, 2 ]	2	1
Nebraska Social Studies Standards Table of Contents Content Area Standards The Nebraska Social Studies Standards describe the knowledge and skills that students should learn, but they do not prescribe particular curriculum, lessons, teaching techniques, or activities. These standards create a framework for teaching and learning, and they articulate a trajectory for knowledge acquisition across all grade levels. This ensures that student learning builds on prior knowledge and becomes more in-depth over time. Standards describe what students are expected to know and be able to do, while the local curriculum and instructional materials are used to help students master the standards. Decisions about curriculum and instructional materials are made locally by individual school districts and classroom teachers. The Nebraska Department of Education does not mandate the curriculum or instructional materials used within a local school. Organization and Structure of Nebraska's Social Studies Standards The overall structure of Nebraska's Social Studies Standards reflects the two-tier structure common across all Nebraska content area standards. The two levels include standards and indicators. At the broadest level, standards include broad, overarching contentbased statements that describe the basic cognitive, affective, or psychomotor expectations of student learning. The standards, across all grade levels, reflect longterm goals for learning. Indicators further describe what students must know and be able to do to meet the standard and provide guidance related to classroom instruction. Additionally, the indicators provide guidance related to the assessment of student learning. In addition to standards and indicators, the Nebraska Social Studies standards provide examples. The "For example…" statements provide guidance relative to topics that may be included in the locally determined curriculum. These suggestions may be used to meet the learning expectations of the standards and indicators. For grades K-8, the standards and indicators are written at grade level. The K-8 standards and indicators are organized within four disciplines: Civics, Economics, Geography, and History. Within those disciplines, standards and indicators are grouped by big ideas. Big ideas are concepts, themes, or issues that give meaning and connection to facts and skills (Wiggins and McTighe, 2005, p. 5). The high school standards and indicators are written within one grade band (HS = 9-12), and they are also organized by discipline and big ideas. Prior to each grade level and the high school grade band, a summary statement and theme are included. This provides a high-level overview of what students are expected to learn at that grade level. In addition to a common structure for content area standards, a consistent numbering system is used for content area standards. The Nebraska Social Studies Standards numbering system is as follows: Kindergarten Grade Level Summary and Theme Myself and Others: In kindergarten, students begin their investigation of the world using perspectives, concepts, and skills from social studies. The context for social studies learning at this grade level is the student's interaction with classroom and school. The classroom serves as a microcosm of society in which decisions are made with respect to rights, rules, and responsibilities. Students begin to learn the basic concepts of fairness and respect for the rights and opinions of others. Civics Forms and Functions of Government SS K.1.1 Communicate the purpose of rules and the roles within learning and living environments. SS K.1.1.a Describe a rule and analyze its purpose. For example: safety, to make learning possible, to protect freedoms, to ensure consistency for all SS K.1.1.b Identify roles in a family structure and explain their importance. For example: head of household, primary caregiver, parent/guardian, elders, siblings Civic Participation SS K.1.2 Demonstrate positive and productive citizenship skills. SS K.1.2.a Model citizenship skills. For example: respect, courtesy, honesty, voting, cultural virtues SS K.1.2.b Communicate patriotic symbols, songs, actions, and cultural celebrations. For example: U.S. Flag, Pledge of Allegiance, "Star-Spangled Banner," and "America the Beautiful," cultural songs SS K.1.2.c Communicate historical background and significance of national holidays. For example: George Washington's Birthday, Abraham Lincoln's Birthday, Dr. Martin Luther King, Jr.'s Birthday, Native American Heritage Day, Constitution Day, Memorial Day, Veterans Day, Thanksgiving Day Economics Economic Decision Making SS K.2.1 Differentiate between wants and needs in decision-making. SS K.2.1.a Classify wants and needs and explain subsequent choices. Financial Literacy SS K.2.2 Recognize money is used to purchase goods and services to satisfy economic wants and needs. SS K.2.2.a Explain the purposes of money. Exchange and Markets SS K.2.3 Not addressed at this level National Economy SS K.2.4 Not addressed at this level Global Economy SS K.2.5 Not addressed at this level Geography Location and Place SS K.3.1 Explore where (spatial) and why people, places and environments are organized in the world. SS K.3.1.a Communicate personal directions to describe relative locations of people and objects. For example: next to, over there, close to SS K.3.1.b Identify locations in the school and around the classroom. For example: left/right, up/down, front/back, over/under, near/farsupplies, trash can, pencil sharpener, other students, library, gym, office, restroom, cafeteria SS K.3.1.c Identify geographic tools as representations of local and distant places. For example: maps, globes, photographs, GPS (Global Positioning System) SS K.3.1.d Identify the difference between land and water on a globe. Regions SS K.3.2 Explore places and regions. SS K.3.2.a Identify physical characteristics of place. For example: landforms, bodies of water, weather SS K.3.2.b Identify human characteristics of place. For example: cities, buildings, farms, roads, highways Human-Environment Interaction SS K.3.3 Explore the relationship between humans and their physical environment. SS K.3.3.a Identify types of weather and the impact of weather on everyday life. For example: rainy, snowy, sunny, cloudy, foggy - choice of clothing, rainouts SS K.3.3.b Identify the four seasons. SS K.3.3.c Inquire about how people prepare for and respond to severe weather. For example: weather forecasting, tornado drills, winter clothing Movement SS K.3.4 Recognize that people belong to different groups and live in different settings. SS K.3.4.a Identify students as members of various groups. For example: scouts, sports, classrooms, families SS K.3.4.b Identify places in the community where people may live. For example: farms, houses, apartments Geospatial Skills and Geo-literacy SS K.3.5 Use geographic skills to make connections to students' lives. SS K.3.5.a Apply geographic knowledge and techniques to navigate the classroom. For example: Locate people or places in relation to each other, or make a fire evacuation plan for your home. History Change, Continuity, and Context SS K.4.1 Recognize patterns of continuity and change over time in themselves and others. SS K.4.1.a Identify concepts of time and chronology. For example: yesterday, today, tomorrow SS K.4.1.b Identify the sequence of personal events and their impact. For example: daily schedule, timelines Multiple Perspectives SS K.4.2 Recognize different perspectives of events. SS K.4.2.a Compare perspectives of self and others. For example: events that occurred on the playground Historical Analysis and Interpretation SS K.4.3 Identify historical people, events, and symbols. SS K.4.3.a Recognize historical people from a variety of cultures. For example: George Washington, Harriet Tubman, Crazy Horse, Martin Luther King, Jr. SS K.4.3.b Identify symbols of the United States. For example: American flag, bald eagle, Washington Monument, Statue of Liberty SS K.4.3.c Differentiate between stories from the present and the past. For example: literary and informational, history vs. historical fiction, past and present including different cultural perspectives Historical Inquiry and Research SS K.4.4 Develop historical inquiry and research skills. SS K.4.4.a Construct questions about personal history. For example: "How did my family come to live in this place?" "Where were other members of my family born?" SS K.4.4.b Identify and cite appropriate sources when conducting historical research. For example: "My family member gave me this picture." SS K.4.4.c Gather and communicate historical information. For example: pictures, posters, and oral narratives Grade 1 Grade Level Summary and Theme Families - Living, Learning, and Working Together: In first grade, students develop their understanding of basic concepts and ideas from civics, economics, geography, and history. The context for social studies learning in first grade is the family and the ways they choose to live and work together. To develop students' understanding of the basic social studies concepts, students are asked to think about families nearby and those far away. Civics Forms and Functions of Government SS 1.1.1 Analyze the relationship between roles and rules within learning and living environments SS 1.1.1.a Explain how rules reduce and help resolve conflicts between people with different perspectives. For example: classroom rules, playground rules, school rules, family rules SS 1.1.1.b Identify leaders within a school community and explain the importance of their roles. For example: teachers, administrators, nurse, playground supervisor, support staff Civic Participation SS 1.1.2 Demonstrate positive and productive citizenship skills. SS 1.1.2.a Model and communicate citizenship skills. For example: responsibility, voting or decision-making within a family structure, obeying civic laws, obeying family rules, cultural virtues SS 1.1.2.b Identify patriotic symbols, songs, actions, holidays, and cultural celebrations. For example: U.S. Flag, bald eagle, Pledge of Allegiance, national holidays, cultural songs SS 1.1.2.c Communicate historical background and significance of national holidays. For example: George Washington's Birthday, Abraham Lincoln's Birthday, Dr. Martin Luther King, Jr.'s Birthday, Native American Heritage Day, Constitution Day, Memorial Day, Veterans Day, and Thanksgiving Day, and the roles that different cultures played in our community/nation SS 1.1.2.d Compare and contrast historical and current government figures that exemplify civic engagement. For example: governors, civic leaders of marginalized groups such as Susan B. Anthony, Martin Luther King, Jr., Rosa Parks, Chief Standing Bear Economics Economic Decision Making SS 1.2.1 Explain how scarcity necessitates making choices. SS 1.2.1.a Identify gains and losses when choices are made. For example: tradeoff, opportunity cost Financial Literacy SS 1.2.2 Compare spending and saving opportunities. SS 1.2.2.a Give examples of situations where students and families could choose to save for future purchases. Exchange and Markets SS 1.2.3 Explain that resources are used to produce goods and services. SS 1.2.3.a Categorize human and natural resources used to create goods and services. For example: iron ore (a natural resource) is made into steel, which the factory worker (a human resource) uses to build a bike (a good) National Economy SS 1.2.4 Not addressed at this level Global Economy SS 1.2.5 Not addressed at this level Geography Location and Place SS 1.3.1 Explore where (spatial) and why people, places, and environments are organized in the world. SS 1.3.1.a Identify the four cardinal directions. SS 1.3.1.b Identify and describe locations in schools and homes and explain reasons for the locations. For example: Why is the cafeteria next to the kitchen? Why is the office by the front door? Why is the nurse's office often located near the main office? Why is the water fountain near the restroom? SS 1.3.1.c Create and use maps. For example: maps of the home and school SS 1.3.1.d Distinguish between continents and oceans. Regions SS 1.3.2 Explore places and regions. SS 1.3.2.a Identify and differentiate between physical features on maps, globes, graphics, and in the physical world. For example: mountains, plains, islands, hills, oceans, rivers, lakes SS 1.3.2.b Identify and differentiate between human features. For example: cities, farms, buildings, bridges, streets SS 1.3.2.c Explain how places change over time. For example: new building, a bigger road Human-Environment Interaction SS 1.3.3 Explore the relationship between humans and their physical environment. SS 1.3.3.a Interpret the impact of environmental hazards and severe weather on everyday life. For example: tornado drills, snow days, floods SS 1.3.3.b Identify Earth's natural resources. For example: minerals, air, land, water, soil SS 1.3.3.c Describe how people adapt to their physical environment. For example: housing, reservations, land use, recreational activities, soil conservation, build dams Movement SS 1.3.4 Describe the characteristics of culture. SS 1.3.4.a Identify cultural traits. For example: languages, religions, foods, music, sports, clothing SS 1.3.4.b Describe the characteristics of individual culture. For example: foods, languages, celebrations Geospatial Skills and Geo-literacy SS 1.3.5 Use geographic skills to make connections to students' lives. SS 1.3.5.a Apply geographic knowledge and techniques to navigate the school. For example: Make a map of the school or playground. History Change, Continuity, and Context SS 1.4.1 Recognize patterns of continuity and change over time in families. SS 1.4.1.a List and describe life events over time. For example: weekly, monthly, yearly, seasonal celebrations from different cultural perspectives SS 1.4.1.b Compare and contrast family life from earlier times and today. For example: "How was life different for earlier generations?" Multiple Perspectives SS 1.4.2 Identify multiple perspectives of diverse family traditions. SS 1.4.2.a Compare and contrast family traditions across cultures. For example: holidays, celebrations, milestones Historical Analysis and Interpretation SS 1.4.3 Describe historical people, events, and symbols. SS 1.4.3.a Identify the contributions of historical people. For example: Abraham Lincoln, Frederick Douglass, Martin Luther King, Jr., Standing Bear, Willa Cather, Susan LaFlesche SS 1.4.3.b Identify symbols of the United States. For example: national anthem, other patriotic songs SS 1.4.3.c Describe how oral traditions, books, letters, and other artifacts help us to understand the past. For example: show and tell of an artifact from the past, visiting a museum Historical Inquiry and Research SS 1.4.4 Develop historical inquiry and research skills. SS 1.4.4.a Construct and answer questions about family history. For example: "Where was I born?" "What do my family members remember from when I was a small child?" SS 1.4.4.b Identify and cite appropriate texts, letters, and other artifacts for research. For example: the title and author of the text from which information was taken SS 1.4.4.c Gather and communicate historical information about families. For example: picture, posters, and oral narratives Grade 2 Grade Level Summary and Theme Neighborhood: In second grade, students apply their emerging understanding of civics, economics, geography, and history to their communities and others around the world. Students learn about how their community works as well as the variety of ways that communities organize themselves. To develop conceptual understanding, students examine the geographic and economic aspects of life in their own neighborhoods and compare them to those of people long ago. Civics Forms and Functions of Government SS 2.1.1 Investigate and defend the responsibilities and rights of citizens in their communities. SS 2.1.1.a Contribute to developing rules by considering multiple points of view. For example: classroom meetings, voting, consensus building activities SS 2.1.1.b Demonstrate conflict management strategies as individuals, groups, and communities. For example: respectful conversations, active participation, restating others' views, checking for understanding Civic Participation SS 2.1.2 Contribute to making decisions using democratic traditions based on established rules. SS 2.1.2.a Identify and apply civic responsibilities that are important to individuals and their communities. For example: voting, obeying laws, justice, equality, decision-making process in different cultures SS 2.1.2.b Explain how patriotic symbols, songs, actions, celebrations, and holidays reflect democratic traditions. For example: what the colors of the U.S. Flag represent, symbolism of the bald eagle, reasons for reciting the Pledge of Allegiance, why national holidays were established and celebrated, the origination of tribal songs, how cultural songs and symbols unify communities SS 2.1.2.c Communicate historical background and significance of national holidays. For example: George Washington's Birthday, Abraham Lincoln's Birthday, Presidents Day, Dr. Martin Luther King, Jr. Day, Native American Heritage Day, Constitution Day, Memorial Day, Veterans Day, and Thanksgiving Day SS 2.1.2.d Investigate ways to be actively engaged to improve family, school, and community. For example: volunteerism, participation in school clubs and organizations, classroom jobs, following rules, bully prevention SS 2.1.2.e Model and communicate characteristics of good citizenship. For example: establishing beliefs and justice, truth, equality, personal responsibilities for the common good, respect for diversity of opinions, cultural virtues Economics Economic Decision Making SS 2.2.1 Evaluate choices about how to use scarce resources that involve prioritizing wants and needs. SS 2.2.1.a. Justify a decision made by providing evidence of possible gains and losses. For example: tradeoff, opportunity cost, delayed gratification, savings Financial Literacy SS 2.2.2 Demonstrate knowledge of currency, its denominations, and use. SS 2.2.2.a Make transactions using currency emphasizing its use as a medium of exchange. For example: via school store, buying pencils, purchases via debit card or Apple pay as a way to make transactions (medium of exchange) Exchange and Markets SS 2.2.3 Describe how producers deliver products/services, earn an income, and satisfy economic needs and wants. SS 2.2.3.a. Explain the role of goods and services and supply and demand in a community. For example: meet wants and needs SS 2.2.3.b. Describe how people in their communities earn income/wages through work. For example: babysitter, teacher, firefighter, grocery store clerk, librarian, banker, lawyer, rancher, farmer, laborer National Economy SS 2.2.4 Identify the goods and services governments provide. SS 2.2.4.a Identify goods and services that local governments provide. For example: water, fire department, police, educational programs SS 2.2.4.b Explain how the local government uses taxes to pay for goods and services it provides. For example: roads, fire and law enforcement, libraries, schools Global Economy SS 2.2.5 Not addressed at this level Geography Location and Place SS 2.3.1 Explore where (spatial) and why people, places, and environments are organized in the world. SS 2.3.1.a Compare and contrast maps and globes. For example: The shape of a globe makes it look more realistic. You can't see all of the continents and oceans on the globe like you can on a map unless you turn it. Maps can be transported more easily. Globes might have texture for landforms that maps do not have. SS 2.3.1.b Identify and describe locations in neighborhoods. For example: home, the park, friend's house, fire station, grocery store SS 2.3.1.c Identify and apply map elements. For example: title, symbols, legend, and cardinal directions SS 2.3.1.d Locate communities, Nebraska, and the United States on maps and globes. SS 2.3.1.e Explain why things are located where they are in neighborhoods. For example: Why are stores on a main street? Regions SS 2.3.2 Compare places and regions. SS 2.3.2.a Identify and differentiate between physical and human features of neighborhoods and communities. For example: vegetation, ravines, housing, streets, sewers, road signs SS 2.3.2.b Describe local places and regions. For example: prairie, forest, farm land, ranch land, local community SS 2.3.2.c Explain how places and regions change over time. Human-Environment Interaction SS 2.3.3 Describe relationships between humans and the physical environment. SS 2.3.3.a Identify examples of Earth's physical processes. For example: wind and water erosion/deposition SS 2.3.3.b Describe how seasonal weather patterns, natural hazards, and natural resources affect human activities. For example: seasonal jobs (landscaping, street/grounds maintenance, construction), seasonal foods, drought causing water shortages SS 2.3.3.c Match resources to their sources. For example: food from farms, wood from trees, minerals from the ground, fish from bodies of water SS 2.3.3.d Describe how people adapt to their physical environment. For example: soil conservation, build levees, grow plants and raise animals Movement SS 2.3.4 Describe different groups of people and the different settings where they live. SS 2.3.4.a Describe cultures of the local community and other communities. For example: foods, languages, celebrations, religions, music, sports SS 2.3.4.b Identify examples of cultural markers in the community. For example: religious or institutional structures, names of streets, types of businesses, buildings Geospatial Skills and Geo-literacy SS 2.3.5 Use geographic skills to make connections to students' lives. SS 2.3.5.a Apply geographic knowledge and techniques to navigate students' homes and neighborhoods. For example: Use navigation tools to map out shortest route to school; Map the route of a school field trip to multiple destinations. History Change, Continuity, and Context SS 2.4.1 Recognize patterns of continuity and change over time in neighborhoods. SS 2.4.1.a Describe how a neighborhood has changed over the course of time using maps and other artifacts. For example: pictures from school library/media center SS 2.4.1.b Compare and contrast how different neighborhoods have changed over time. For example: photographs of school building, materials from local historical society Multiple Perspectives SS 2.4.2 Compare multiple perspectives of events within neighborhoods. SS 2.4.2.a Compare and contrast perspectives from multiple sources regarding the same event. For example: Compare and contrast different holiday displays in your neighborhood. Historical Analysis and Interpretation SS 2.4.3 Determine past and current events, issues, and people relevant to a neighborhood. SS 2.4.3.a Describe historical people, events, ideas, and symbols (including various cultures and ethnic groups) that impacted a neighborhood. For example: library, police station, schools, local monuments, city hall, and tribal headquarters Historical Inquiry and Research SS 2.4.4 Develop historical inquiry and research skills. SS 2.4.4.a Construct and answer questions about neighborhood history. For example: What parks or community buildings are there? When were they built? SS 2.4.4.b Identify, obtain, and cite appropriate primary and secondary sources for research. For example: identifying titles and authors of texts where students located information SS 2.4.4.c Gather and present historical information about a neighborhood. For example: Ask questions of a guest speaker in the classroom. Grade Level Summary and Theme Grade 3 Communities Near and Far: In third grade, students begin to explore more complex concepts and ideas from civics, economics, geography, and history as they study the varied backgrounds of people living in Nebraska and how they relate to other regions of the United States. Emphasis is on cultures in the United States, including the study of Native Americans and other indigenous people (such as Pacific Islanders, Native Hawaiians, Native Alaskans). Students examine these cultures from the past and in the present and the impact they have had in shaping our contemporary society. They begin to look at issues and events from more than one perspective. Civics Forms and Functions of Government SS 3.1.1 Analyze the structure and function of local governments. SS 3.1.1.a Compare and contrast the structure and function of roles commonly found in local governments. For example: mayor, city manager, city council, village board, tribal council SS 3.1.1.b Communicate how and why a community creates laws. For example: civil discourse, active participation, apply knowledge to address meaningful issues within our society SS 3.1.1.c Investigate and summarize the roles that leaders and other citizens serve in local communities. For example: city council, mayor, city manager, village clerk, county commissioner, sheriff's office, school board, neighborhood associations, PTA, tribal council SS 3.1.1.d Justify the importance of roles that leaders and citizens serve in local government. For example: creation of local laws, safety, transportation (roads department), economic development, management of public funds, enforcement of laws Civic Participation SS 3.1.2 Describe the impact of individual and group decisions at the community level. SS 3.1.2.a Identify and model rights and responsibilities of citizens at the community level. For example: voting, public service, service learning projects SS 3.1.2.b Explain how patriotic symbols, songs, actions, celebrations, and holidays are recognized in local communities. For example: flag etiquette, bald eagle, Pledge of Allegiance, national holidays SS 3.1.2.c Communicate the background of national holidays or historical events, their significance, and how they are recognized in the local community. For example: George Washington's Birthday, Abraham Lincoln's Birthday, Presidents Day, Dr. Martin Luther King, Jr. Day, Native American Heritage Day, Constitution Day, Memorial Day, Veterans Day, Thanksgiving Day, Patriots' Day (Recognition of 9/11) SS 3.1.2.d Identify and engage in opportunities to serve the local community. For example: volunteerism, service learning, participation in community clubs and organizations SS 3.1.2.e Engage in discourse that demonstrates respect and consideration of multiple points of view. For example: class meetings, observe a city council meeting, school board meeting, class debate SS 3.1.2.f Describe the decisions of local leaders and how they affect public policy. For example: recycling/trash hauling plan, city snow removal, disaster relief Economics Economic Decision Making SS 3.2.1 Explain that people choose and decide what services they ask their local and state government to provide and pay for. SS 3.2.1.a Identify goods and services funded through state or local taxes. For example: snow removal, waste management, law enforcement Financial Literacy SS 3.2.2 Evaluate choices and consequences for spending and saving. SS 3.2.2.a Given a budget, make choices as to what to purchase, what to give up, and what to save. Exchange and Markets SS 3.2.3 Explain that markets are places where buyers and sellers exchange goods and services. SS 3.2.3.a Indicate various markets where buyers and sellers meet. For example: grocery store, buy things online, mall, fast food places National Economy SS 3.2.4 Describe how the local community trades with other communities. SS 3.2.4.a Identify local goods and services that could be traded with people everywhere. For example: corn, soybeans, beef, irrigation systems, dry edible beans, art, buffalo hides, fish Global Economy SS 3.2.5 Not addressed at this level Geography Location and Place SS 3.3.1 Explore where (spatial) and why people, places, and environments are organized in the world. SS 3.3.1.a Identify and apply map elements. For example: title, scale, symbols, legend, and cardinal and intermediate directions SS 3.3.1.b Use a map to identify location and distribution of physical and human features. For example: rivers/roads, cities/towns, bodies of water, landforms SS 3.3.1.c Determine why things are located where they are in the community. For example: Why are stores located on main streets? Why are schools near homes? What might be a better location for a school? SS 3.3.1.d Locate specific places on maps and globes. For example: Missouri River, Platte River, Rocky Mountains, Nebraska, the student's community SS 3.3.1.e Identify the continents, oceans, and hemispheres. Regions SS 3.3.2 Compare the characteristics of places and regions. SS 3.3.2.a Identify and differentiate between physical and human features of neighborhoods and communities. For example: vegetation, hills, waterways, housing, streets, business/residential areas SS 3.3.2.b Compare and contrast local places and regions with other places and regions. For example: prairie and forest, local community with another community, life on and off a reservation, products from Nebraska and another state, crops grown in Nebraska and another state SS 3.3.2.c Explain how and why places and regions change over time. For example: population growth (more housing, schools), demolition/renovation of old/unsafe structures, flood control measures Human-Environment Interaction SS 3.3.3 Explain relationships between humans and the physical environment. SS 3.3.3.a Describe how the environment influences human activities and how humans alter the environment to suit their needs. For example: climate, water cycle, soil fertility impact agricultural production, usage of land and energy - land formation impacts transportation and communication, agriculture, transportation, industry, use of natural resources, regulations/practices to protect the environment SS 3.3.3.b Identify ecosystems. For example: forests, deserts, grasslands SS 3.3.3.c Explain the importance of Earth's natural resources. For example: minerals, air, water, land SS 3.3.3.d Describe how humans develop communities in local settings. For example: roads, landfills, utilities, land use patterns Movement SS 3.3.4 Compare and contrast the characteristics of local cultures. SS 3.3.4.a Compare and contrast cultural traits within a community. For example: languages, religions, foods, music, sports SS 3.3.4.b Describe examples of how and why cultures change in a community. For example: technology, education, employment, migration Geospatial Skills and Geo-literacy SS 3.3.5 Use geographic skills to make connections to issues and events. SS 3.3.5.a Identify and evaluate how changes in human and physical geography have shaped the community. For example: placement of schools/hospitals, building of roads, access to water sources, suitable soil for farming History Change, Continuity, and Context SS. 3.4.1 Detect and apply patterns of continuity and change over time in communities (town or city). SS 3.4.1.a Describe community events over time using maps and other artifacts. For example: weekly, monthly, yearly, seasonal happenings SS 3.4.1.b Compare and contrast how different communities have changed over time. For example: parks and playground equipment, different economic communities, different kinds of schools, compare rural and urban communities Multiple Perspectives SS 3.4.2 Describe and explain multiple perspectives of events within a community. SS 3.4.2.a Describe the role of diverse groups of people, events, and ideas in the development of a community. For example: local cultural figures, landmarks, celebrations, cultural events SS 3.4.2.b Compare and contrast conflicting perspectives about a past event in a community. For example: widening a street, where to construct a park or building Historical Analysis and Interpretation SS 3.4.3 Select past and current events and people relevant to the community. SS 3.4.3.a Determine factual information about community historical events through use of a variety of sources such as artifacts, pictures, and documents. For example: local cultural figures, landmarks, celebrations, cultural events SS 3.4.3.b Identify how decisions affected events in a community. For example: decisions on location, growth, etc. Historical Inquiry and Research SS 3.4.4 Develop historical inquiry and research skills. SS 3.4.4.a Construct and answer questions about multiple community histories from viewpoints of that community. For example: How does the founding of a town differ for different groups? Why? SS 3.4.4.b Identify, obtain, and cite appropriate primary and secondary sources for research about the local community. For example: Local newspapers, town charters, and local treaties SS 3.4.4.c Gather and communicate historical information about the community. For example: Interview a community member, find community resources Grade 4 Grade Level Summary and Theme Nebraska Studies: In fourth grade, students use their understanding of social studies concepts and skills to explore Nebraska in the past and present. Students learn about the state's unique geography and key eras in early Nebraska history, particularly the treaty-making period. They use this historical perspective to help them make sense of the state's geography, economy, and government today. The cognitive demand of many grade level expectations begins to include analysis and asks students to look at issues and events from multiple perspectives. Civics Forms and Functions of Government SS 4.1.1 Synthesize and justify the structure and function of Nebraska's government. SS 4.1.1.a Investigate and summarize the historical foundation and events that led to the formation and structure of Nebraska's Constitution and government. For example: modeled from U.S. government, three branches of government SS 4.1.1.b Analyze the origin, structure, and function of Nebraska's state government. For example: Unicameral vs. Bicameral structure, journey from territory status to statehood, state services/responsibilities vs. national or local services/responsibilities, three branches of Nebraska government SS 4.1.1.c Communicate how a bill becomes a law in the Nebraska unicameral. For example: introduction of a bill, committee hearings, legislative debate, governor approval/veto, ratification SS 4.1.1.d Investigate and summarize the roles that leaders and other citizens serve in Nebraska to equitably represent all residents in the state. For example: legislative districts, cultural advocacy groups SS 4.1.1.e Justify the importance of roles that leaders and citizens serve in Nebraska government. For example: governor, state senators, judiciary, tribal leaders, advocacy group participants Civic Participation SS 4.1.2 Investigate how different perspectives impact government decisions at the state level. SS 4.1.2.a Identify and model rights and responsibilities of citizens at the state level. For example: voting, public service, service learning projects SS 4.1.2.b Investigate the meaning of state symbols, songs, and holidays. For example: Nebraska state flag, "Beautiful Nebraska," state and national holidays SS 4.1.2.c Communicate background of Nebraska state holidays or historical events, their significance, and how they are recognized. For example: Arbor Day, George Norris Day and Nebraska Statehood Day, Native American Heritage Day SS 4.1.2.d Identify and engage in opportunities to serve the state. For example: volunteerism, service learning, participation in state clubs and organizations SS 4.1.2.e Explain how individuals and groups influence the way a state issue is viewed and resolved. For example: lobbying, petitions, media, social media SS 4.1.2.f Analyze the decisions of state leaders and how they impact public policy. For example: seatbelt law, state testing, speed limits, state parks Economics Economic Decision Making SS 4.2.1 Describe how scarcity requires the consumer and producer to make choices and identify costs associated with them. SS 4.2.1.a Predict how consumers would react if the price of a good or service changed. For example: Price of gasoline increases; price of haircuts increases; price of milk/bread/sugar increases - would buy less or start to change behavior toward buying less, i.e., plan a carpool and get hair cut less often. Price of something decreases and buy more of it. SS 4.2.1.b Predict how producers would react if the profit from selling a good or service changed. For example: You produce widgets and they have become very popular and the price is rising, what would you do – produce more. In a natural disaster, because of scarcity prices tend to rise for things like water and lumber, if you produced water and/or lumber, the increased price would incentivize you to get more of things where they were needed. Financial Literacy SS 4.2.2 Investigate various financial institutions in Nebraska and the reasons for people's spending and saving choices. SS 4.2.2.a Identify financial institutions in the community and their purposes. For example: a field trip to a bank/credit union or a representative to discuss how banks ensure your money is safe and how they loan money to help businesses grow and help people buy housing among other things Exchange and Markets SS 4.2.3 Investigate how resources are used to make other goods and produce services. SS 4.2.3.a Give examples of human, natural, capital, and entrepreneurial resources used in making goods and services in Nebraska and the United States. For example: human resources (labor), tools used in agriculture, laboratories, equipment, and machinery, game/video designers National Economy SS 4.2.4 Identify and explain specialization and trade and why different regions produce different goods and services. SS 4.2.4.a Compare Nebraska with different regions and the goods and services each region produces. For example: beef, wheat, telemarketing, cotton, coal, beekeeping, tribal traditional art (beading) SS 4.2.4.b Discuss how technology has affected the specialization of Nebraska's economy and surrounding states. For example: irrigation, agriculture and farm equipment, online trading, geospatial technology (GIS [Geographic Information Systems] and GPS [Global Positioning System]) Global Economy SS 4.2.5 Not addressed at this level Geography Location and Place SS 4.3.1 Explore where (spatial) and why people, places, and environments are organized in the state and around the world. SS 4.3.1.a Use local and state maps and atlases to locate physical and human features in Nebraska. For example: major cities, bodies of water, landforms, interstate/highways, railroads, state parks, tribal reservations SS 4.3.1.b Apply map skills to analyze physical/political maps of the state. For example: Utilize grid systems to find locations, identify the location and purpose of time zones, and identify and locate cities using relative and absolute locations. SS 4.3.1.c Determine why things are located where they are in Nebraska. For example: Why are large cattle ranches found in the Sandhills? Why are major airports located near large cities? What determined the route of I-80? SS 4.3.1.d Differentiate between classifications of bodies of water, cities, and land masses. For example: lakes, rivers, capital city, county seats, major urban centers, plains, river valleys, Sandhills Regions SS 4.3.2 Compare the characteristics of places and regions and their impact on human decisions. SS 4.3.2.a Identify criteria used to define regions in the state of Nebraska and the United States. For example: soil, climate, precipitation, population, natural vegetation, land and agricultural usage SS 4.3.2.b Classify regions and places within the state of Nebraska using physical and human features. For example: Sandhills, Pine Ridge, Loess Hills, Platte River Valley, rural/urban/suburban, counties and cities Human-Environment Interaction SS 4.3.3 Explain how human and natural forces have modified different environments in Nebraska and how humans have adapted. SS 4.3.3.a Identify physical processes that shape Nebraska's features and patterns. For example: weathering, erosion, deposition, drought SS 4.3.3.b Identify examples of ecosystems in Nebraska and describe related environmental issues. For example: forests, wetlands, grasslands, and rivers, runoff, flooding, erosion, wildfires SS 4.3.3.c Describe the impact of extreme natural events on the human and physical environment in Nebraska. For example: tornadoes, floods, dust storms, insect infestations result in changes to agricultural/construction/public safety practices SS 4.3.3.d Describe how humans have adapted to Nebraska's physical environment and use available natural resources. For example: progression of home construction materials, agriculture, irrigation, introduction of trees, soil conservation, soil, timber, surface water and ground water Movement SS 4.3.4 Compare and contrast the characteristics of culture statewide. SS 4.3.4.a Compare and contrast patterns of culture within the state of Nebraska. For example: languages, religions, foods, music, sports, celebrations SS 4.3.4.b Compare and contrast population characteristics of the state of Nebraska. For example: density, distribution, growth rates due to available jobs, resources Geospatial Skills and Geo-literacy SS 4.3.5 Use geographic skills to make connections to issues and events. SS 4.3.5.a Identify and evaluate how changes in human and physical geography have shaped Nebraska. For example: map major tornado paths, blizzards, floods, or droughts; how the construction of the Transcontinental Railroad and Interstate Highway system have impacted the way Nebraskans live, locations and reasons for tribal reservations SS 4.3.5.b Explain the interrelationships of human or physical geographic characteristics of places in Nebraska. For example: A community is located on a river floodplain with fertile soil and water for transportation, irrigation, and human consumption. History Change, Continuity, and Context SS 4.4.1 Investigate patterns of continuity and change over time in Nebraska. SS 4.4.1.a Analyze the chronology of key state and/or regional events and communicate their impact on the past, present, and future. For example: timelines, before and after statehood Multiple Perspectives SS 4.4.2 Analyze and explain multiple perspectives of events in Nebraska, including historically marginalized and underrepresented groups. SS 4.4.2.a Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event. For example: The Homestead Act, Oregon Trail diaries, military journal of Ponca Removal, Standing Bear testimony SS 4.4.2.b Identify and describe how various sources relate their perspectives of Nebraska history. For example: texts and primary documents, primary documents from differing groups of people Historical Analysis and Interpretation SS 4.4.3 Analyze past and current events throughout Nebraska history. SS 4.4.3.a Analyze key sources in Nebraska history to determine credibility and context. For example: accounts from settlers and Nebraska tribes, foundational documents in Nebraska SS 4.4.3.b Identify key events in American history that shaped or were shaped by Nebraskans. For example: Kansas-Nebraska Act, Homestead Act, Ponca Trail of Tears, Santee Exile and Winnebago Removal, North Platte Canteen, Orphan Train, Native American Boarding Schools, World War I, Will Brown, World War II, Tuskegee Airmen, Great Depression, Cold War, Civil Rights Movement, September 11, 2001 Historical Inquiry and Research SS 4.4.4 Develop historical inquiry and research skills. SS 4.4.4.a Construct and answer questions about Nebraska history. For example: Why did people migrate and/or relocate to Nebraska? SS 4.4.4.b Identify and cite primary and secondary sources to research the history of Nebraska. For example: document archives, newspapers, interviews SS 4.4.4.c Gather, analyze, and communicate historical information about Nebraska. For example: collect oral histories from community members, research newspaper archives Grade 5 Grade Level Summary and Theme U.S. Studies: In fifth grade, students use their understanding of social studies concepts and cause and effect relationships to study Pre-Columbian cultures, the development of the American colonies, and the creation of the United States through the writing of the U.S. Constitution. By applying what they know from civics, economics, and geography, students learn the ideals, principles, and systems that shaped this country's founding. They conclude the fifth grade by applying their understanding of the country's founding and the ideals in the nation's fundamental documents to issues of importance to them today. This learning forms the foundation and understanding of social studies concepts that will provide students with the ability to examine their role in the community, state, nation, and world. Civics Forms and Functions of Government SS 5.1.1 Synthesize and justify the structure and function of the United States government. SS 5.1.1.a Investigate and summarize contributions that resulted in the historical foundation and formation of the United States constitutional government. For example: early state constitutions, Declaration of Independence, and the Articles of Confederation, Magna Carta, English Bill of Rights, tribal constitutions SS 5.1.1.b Identify and explain the structure and functions of the three branches of government. For example: legislative, executive, judicial SS 5.1.1.c Analyze how colonial and new states' governments' laws affected majority groups and marginalized groups within their population. For example: citizens, enslaved persons, Native American tribes, immigrants, women, class systems SS 5.1.1.d Evaluate how the decisions of the national government affect local and state government and citizens of diverse backgrounds. For example: three-fifths clause, treaties, voting requirements, slavery SS 5.1.1.e Justify the principles of the American Republic. For example: liberty, representative democracy, United States Constitution, Bill of Rights SS 5.1.1.f Analyze and contrast forms of government. For example: Tribal, British monarchy, early American colonial governments Civic Participation SS 5.1.2 Analyze democratic principles that are the foundation of the United States government systems in daily life. SS 5.1.2.a Explore and communicate the constitutional rights and civic responsibilities of U.S. citizens. For example: freedom of speech, voting, staying informed of issues, respecting the rights, opinions, and beliefs of others, joining a civic group SS 5.1.2.b Communicate origins of national and state holidays including historical background and significance. For example: George Washington's Birthday, Abraham Lincoln's Birthday, Presidents Day, Dr. Martin Luther King, Jr. Day, Native American Heritage Day, Constitution Day, Memorial Day, Veterans Day, Thanksgiving Day, Citizenship Day, tribal flag songs, Native American Day SS 5.1.2.c Interpret and communicate the significance of patriotic symbols, songs, and activities. For example: significance of the flag, Fourth of July, Constitution Day, George Washington's birthday, military songs from the Revolutionary War, tribal songs, the Liberty Bell SS 5.1.2.d Explore models of group and individual actions that illustrate civic ideas in the founding of the United States. For example: George Washington, Boston Tea Party, Continental Congress, Federalist Papers, Sons of Liberty, Common Sense by Thomas Paine, Mayflower Compact SS 5.1.2.e Examine how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States. For example: communication through civil discourse historically and presently, constitutional compromises, Continental Congress SS 5.1.2.f Determine how the roles of individuals and groups influenced government. For example: George Washington, John Adams, Abigail Adams, Thomas Jefferson, Benjamin Franklin, sovereign Native Americans, Patriots, Loyalists, European governments, Economics Economic Decision Making SS 5.2.1 Not addressed at this level Financial Literacy SS 5.2.2 Not addressed at this level Exchange and Markets SS 5.2.3 Explain how human capital can be improved by education and training and thereby increase standards of living. SS 5.2.3.a List examples of how additional education/training improves productivity and increases standards of living. For example: On the job training, education can all lead to higher wages. SS 5.2.4 Explain how specialization, division of labor, and technology increase productivity and interdependence. SS 5.2.4.a Describe the historical role of innovation and entrepreneurship in a market economy. For example: apprentice, journeyman, early inventors and entrepreneurs National Economy SS 5.2.5 Summarize characteristics of economic institutions in the United States. SS 5.2.5.a Describe the importance of financial institutions to households and businesses. For example: loans to agriculture, business, and individuals in order to provide capital; importance of rule of law to enforce contracts and provide for private property SS 5.2.5.b Explain the rules and laws that protect and support consumers. For example: contracts, agreements, and product safety SS 5.2.5.c Identify goods and services funded through federal taxes. For example: military and armed forces, parks Global Economy SS 5.2.6 Summarize how specialization and trade impact the global market and relationships with other countries. SS 5.2.6.a Describe how international trade promotes specialization and division of labor and increases the productivity of labor, output, and consumption. For Example: New England specialized in ship building and fishing, South Carolina grew rice, the Middle Colonies had grain, and the Upper South grew tobacco and got finished goods like books from Great Britain. SS 5.2.6.b Explain how trade impacts relationships between countries. For example: fur, tobacco, cotton, lumber, triangle trade, tribal trading with settlers Geography Location and Place SS 5.3.1 Explore where (spatial) and why people, places, and environments are organized in the United States. SS 5.3.1.a Use maps and atlases to locate major human and physical features in the United States. For example: states, capitals and major cities, Rocky Mountains, Appalachian Mountains, Great Lakes SS 5.3.1.b Apply map skills to analyze physical/political maps of the United States. For example: Identify latitude/longitude and the global grid, and the ocean currents, trade winds. SS 5.3.1.c Determine why things are located where they are in the United States. For example: Why were the 13 colonies located on the eastern side of the United States? Why was corn raised in Pennsylvania and Ohio and cotton in Virginia and Georgia? Regions SS 5.3.2 Compare the characteristics of places and regions and draw conclusions on their impact on human decisions. SS 5.3.2.a Identify criteria used to define regions within the United States. For example: location, climate, industry, landforms, bodies of water SS 5.3.2.b Identify and classify regions and places within the United States using physical and human features. For example: Tidewater, New England, Hudson Valley, congressional districts Human-Environment Interaction SS 5.3.3 Explain how human and natural forces have modified different environments in the United States and how humans have adapted. SS 5.3.3.a Identify examples of ecosystems and analyze issues related to the natural setting in the United States. For example: forests, deserts, grasslands, deforestation, wildfires, urban sprawl, flooding, erosion, strip mining SS 5.3.3.b Describe the impact of extreme natural events in the United States on the human and physical environment. For example: lightning, blizzards, floods, drought, hurricanes, tornadoes result in changes to agricultural/construction/public safety practices SS 5.3.3.c Examine patterns of resource distribution and utilization in the United States. For example: fisheries, forests, agricultural development, manufacturing regions Movement SS 5.3.4 Compare, contrast, and draw conclusions about the characteristics of culture and migration in the United States. SS 5.3.4.a Compare and contrast patterns of culture within the United States over time and space. For example: languages, religions, foods, music, sports, celebrations SS 5.3.4.b Compare and contrast population characteristics of the United States. For example: density, distribution, growth rates SS 5.3.4.c Explain reasons for historical and present day migrations to and within the United States. For example: economic opportunity, war, famine, natural disasters, persecution Geospatial Skills and Geo-literacy SS 5.3.5 Use geographic skills to interpret issues and events. SS 5.3.5.a Explain the influences of physical and human geographic features on events in the United States. For example: Developing major settlements around natural East Coast harbors such as New York City (New Amsterdam), building the Boston Post Road to improve connections and communications within the colonies, migrating through the Cumberland Gap into the Kentucky bluegrass region SS 5.3.5.b Analyze aspects of human and physical geography that have shaped the settlement and development of Early America. For example: latitude and longitude in the role of early navigation, groundwater and irrigation, westward expansion of European immigrants, seeds, fertile soils, agriculture, transportation systems, water power History Change, Continuity, and Context SS 5.4.1 Investigate patterns of continuity and change over time from the PreColumbian era through the Constitution. SS 5.4.1.a Examine the chronology of key events in the United States and communicate their impact on various groups in the past, present, and future. For example: Development of civilizations in America before Columbus, founding of colonies, Native American responses to colonization, coming of American Revolution, founding of United States, creation of the United States Constitution, Bill of Rights, the gradual abolition of slavery in the northern states Multiple Perspectives SS 5.4.2 Describe and explain multiple perspectives of historical events in the PreColumbian era through the Constitution including marginalized and underrepresented groups. SS 5.4.2.a Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event. For example: The Boston Massacre, Declaration of Independence, United States Constitution, historical biographies SS 5.4.2.b Identify and describe how multiple perspectives facilitate the understanding of US history. For example: Battle for the Old Northwest, Atlantic Slave Trade Historical Analysis and Interpretation SS 5.4.3 Analyze past and current events and challenges from the PreColumbian era through the Constitution. SS 5.4.3.a Compare the impact of people, events, ideas, and symbols on various cultures and ethnic groups in the Pre-Columbian era through the Constitution. For example: Native American cultures, exploration, conflict, colonization, the emergence of democratic institutions, the Revolution, founders and founding documents, the unique nature of the creation of the United States leading to a nation based upon personal freedom, inalienable rights, and democratic ideals, and other patriotic national symbols Historical Inquiry and Research SS 5.4.4 Apply the inquiry process to construct and answer historical questions. SS 5.4.4.a Construct and answer questions about the PreColumbian era through the Constitution based on multiple sources. For example: Why did people migrate to the Americas? SS 5.4.4.b Evaluate and cite appropriate primary and secondary sources to research the Pre-Columbian era through the Constitution. For example: use of appropriate citation format; determine the credibility, contextualization, and corroboration of sources SS 5.4.4.c Gather, analyze, and communicate historical information from the Pre-Columbian era through the Constitution from multiple sources. For example: document archives, artifacts, newspapers, interviews, pictures, posters, oral/written narratives, and electronic presentation Nebraska Social Studies Standards Middle School Standards Introduction: The purpose of Nebraska's 6-8 Social Studies Standards is to integrate important subject matter and skills, and to provide students a robust understanding of grade-specific concepts. The standards should not be viewed in isolation, but as a unifying approach to social studies curriculum and instruction. citizens. consumers. surroundings. world. world history. SS 6.4.4 Grade 6 Grade Level Summary and Theme World Studies I: In sixth grade, students are ready to deepen their understanding of the Earth and its peoples through the study of history, geography, politics, culture, and economic systems. Students examine the world by exploring the location, place, and spatial organization of the world's ancient civilizations. In this way, students develop higher levels of critical thinking by considering why civilizations developed, where and when they did, and why they declined. Students will have multiple opportunities to employ maps and timelines, to compare the foundations of economic and political systems, and to engage in content-driven research and inquiry. Students will explore the connections between ancient and classical societies and contemporary civic ideas and issues. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link between the contemporary and ancient worlds. Civics Forms and Functions of Government SS 6.1.1 Investigate the foundations, structures, and functions of governmental institutions. SS 6.1.1.a Analyze the different forms of government through the study of early civilizations. For example: tribal, monarchy, democracy, republic, theocracy, tyranny and oligarchy SS 6.1.1.b Identify the development of written laws and artifacts. For example: Code of Hammurabi, Greek Democracy, Axumite, Confucius, Ten Commandments, Indian deities SS 6.1.1.c Communicate the various ways governmental decisions have impacted people, places, and history. For example: invasions, conquests, laws, public works, religious tolerance, censorship, hierarchy SS 6.1.1.d Investigate important government principles. For example: democracy, rule of law, justice, equality, toleration Civic Participation SS 6.1.2 Investigate the roles, responsibilities, and rights of citizens. SS 6.1.2.a Describe ways individuals participate in the political process. For example: tribal/family institutions, city-state, voting, contacting officials, civic engagement, decision making, leadership SS 6.1.2.b Compare and contrast the roles and rights of individuals In Ancient Civilizations to those in the United States today. For example: military service, voting, civic engagement, decision making, leadership Economics Economic Decision Making SS 6.2.1 Investigate how economic decisions affect the well-being of individuals and society. SS 6.2.1.a Compare the benefits and costs of economic decisions made by Ancient Civilizations. For example: marginal benefits of the migration of the Swahili people throughout southern Africa, Constantine the Great's decision to convert the Roman Empire to Christianity, Ancient Mesopotamians that settled along the Tigris and Euphrates to sustain life in a desert SS 6.2.1.b Examine how social and governmental decisions impact economic well-being. For example: Under constant invasion, Chinese dynasties built the Great Wall. Europeans and Asians were able to establish trade through the Silk Road to attain resources not native to their own continents. The caste system of Ancient India established order in the government but at the sake of the liberty of those in lower castes. Use democratic process established in Greece to make a classroom decision. Financial Literacy SS 6.2.2 Not addressed at this level Exchange and Markets SS 6.2.3 Explain the interdependence of producers and consumers. SS 6.2.3.a Identify producers and consumers for Ancient civilizations. For example: Examine the independence and interdependence of social classes in ancient societies. List items sold and traded among various medieval societies. SS 6.2.3.b Explain how the interaction between producers and consumers satisfied economic wants and needs. For example: Research the various resources that were utilized as mediums of exchange like animals, cowry shells, gold, and porcelain. Examine how societies without currency differed from those with currency. National Economy SS 6.2.4 Not addressed at this level Global Economy SS 6.2.5 Not addressed at this level Geography Location and Place SS 6.3.1 Identify where (spatial) and why people, places, and environments are organized on the Earth's surface. SS 6.3.1.a Identify and illustrate the locations of the first cities, civilizations, and empires and the reasoning for their locations. For example: river civilizations (Tigris/Euphrates, Yellow, Indus, Nile, Mesopotamia), early cities (Memphis, Ur, Babylon) History Nebraska Social Studies Standards SS 6.3.1.b Investigate the human and physical characteristics of early patterns of civilizations and empires. For example: agricultural societies (agricultural hearths for crops and livestock), deposits of copper and iron Regions SS 6.3.2 Not addressed at this level Human Environment Interaction SS 6.3.3 Identify how the natural environment is changed by natural and human forces, and how humans adapt to their surroundings. SS 6.3.3.a Describe the impact of natural processes on the human and physical environments. For example: precipitation, drought, earthquakes, tornadoes, floods, hurricanes, volcanic eruptions, mudslides SS 6.3.3.b Summarize how early humans utilized and adapted to their physical environment. For example: irrigation, levees, terraces, fertile soils, mechanized agriculture, changes in land use, clothing, sewage systems, scarcity of resources Movement SS 6.3.4 Interpret and summarize patterns of culture around the world. SS 6.3.4.a Compare and contrast characteristics of groups of people/settlements. For example: characteristics of river civilizations SS 6.3.4.b Explain how cultural diffusion occurs. For example: trade routes, migration, conquest/empire building Geospatial Skills and Geo-literacy SS 6.3.5 Not addressed at this level Change, Continuity, and Context SS 6.4.1 Analyze patterns of continuity and change over time in world history. SS 6.4.1.a Examine the impact of people, events, and ideas, including various cultures and ethnic groups, on the world. For example: Chauvin, Zapotec, Olmec, Mesopotamia, Egypt, Indus, Greco-Roman, early Chinese and Japanese dynasties, Hinduism, Taoism, Buddhism, Judaism, Christianity, Islam SS 6.4.1.b Analyze the impact of historical events in the world using symbols, maps, documents, and artifacts. For example: Hammurabi's Code, symbols of world religions Multiple Perspectives SS 6.4.2 Use multiple perspectives to identify the historical, social, and cultural context of past and current events. SS 6.4.2.a Identify evidence from multiple perspectives and sources to better understand the complexities of world history. For example: Macedonian Empire, Persian Empire SS 6.4.2.b Explain the use of primary and secondary sources to better understand multiple perspectives of the same event. For example: foundational texts of world religions SS 6.4.3 Examine historical events from the perspectives of marginalized and underrepresented groups. SS 6.4.3.a Identify how differing experiences can lead to the development of perspectives. For example: religious, ethnic and racial groups SS 6.4.3.b Interpret perspectives of marginalized and underrepresented regions around the world. For example: inclusion of non-Eurasian civilizations Historical Analysis and Interpretation SS 6.4.4 Interpret and evaluate sources for historical context. SS 6.4.4.a Compare and contrast primary and secondary sources of history. For example: Compare Lascaux cave paintings with a historian's interpretation of the Paleolithic Era. SS 6.4.4.b Analyze the relationships among historical events in the world and relevant contemporary issues. For example: agriculture, technology, written laws Historical Inquiry and Research SS 6.4.5 Apply the inquiry process to construct and answer historical questions. SS 6.4.5.a Construct and answer inquiry questions using multiple historical sources. For example: What defines an empire? SS 6.4.5.b Identify and cite appropriate sources for research about world history, including primary and secondary sources. For example: Hammurabi's Code, Twelve Tables SS 6.4.5.c Gather, analyze, and communicate historical information about the world from multiple sources. For example: document archives, artifacts, newspapers, interviews, pictures, posters, oral/written narratives, and electronic presentation Grade Level Summary and Theme Grade 7 World Studies II: In seventh grade, students become more proficient with the core concepts in social studies. This grade level focuses on a regional examination of geography, civics, economics, and history of post-classical societies. The purpose of studying these different regions and eras is to develop an understanding of major factors influencing our world today. The course guides students in exploring the connection between historical developments and contemporary global issues. Students will have multiple opportunities to use geographic concepts and processes, develop economic reasoning, examine specific historical ideas, beliefs, and themes, and analyze how individuals and societies have changed over time. Students will further develop fundamental concepts and processes of authority, power, and influence with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens. . Civics Forms and Functions of Government SS 7.1.1 Analyze the foundations, structures, and functions of governmental institutions. SS 7.1.1.a Describe different forms and structures of government around the world and how they address the needs of the citizens. For example: republic, monarchy, authoritarian/dictatorship, how nation- states interact, unlimited forms of government, limited forms of government, imperialism SS 7.1.1.b Identify and report significant historic events and documents that have influenced governmental institutions and their function. For example: any governments of major societies from post-classical societies up to present that could include French Revolution, Justinian's Code, Iroquois Confederacy, Communist Manifesto, United States Constitution, Magna Carta, Native American treaties with federal government, trade agreements, arms control SS 7.1.1.c Analyze how governmental systems have changed over time and how those developments influence civic life and ideals around the world. For example: increased role and influence of technology on society, impact of global conflicts on local communities Civic Participation SS 7.1.2 Analyze the roles, responsibilities, and rights of citizens and groups in international societies. SS 7.1.2.a Examine ways in which individuals and groups participate in the political process in different regions of the globe. For example: interconnected nature of world events/relationships, recognize multiple perspectives on issues, demonstrate ethical use of information, service learning, volunteerism, social movements, voting SS 7.1.2.b Evaluate how cooperation and conflict among people around the world have contributed to political, economic, and social events and situations. For example: treaties, aftermath of global conflicts and the rise of international organizations (United Nations, NATO, League of Nations, World Health Organization) SS 7.1.2.c Explain the roles and influence of individuals, groups, and the media on governments in an interdependent society. For example: printing press, right to petition, media literacy, media conglomerates, social media platforms, cyber security concerns Economics Economic Decision Making SS 7.2.1 Not addressed at this level Financial Literacy SS 7.2.2 Not addressed at this level Exchange and Markets SS 7.2.3 Not addressed at this level National Economy SS 7.2.4 Investigate how varying economic systems impact individuals in a civilization/society. SS 7.2.4.a Compare and contrast characteristics of different socioeconomic groups in economic systems. For example: traditional, market, command/communism, socialism, feudal, or caste systems - Examine the daily life of the indigenous people of Guatemala as opposed to those in urban areas. SS 7.2.4.b Identify the relationships between diverse socio- economic groups and their economic systems in the modern world. For example: Compare tax structures in various countries and how the people are impacted. SS 7.2.5 Analyze information using appropriate data to draw conclusions about the total production, income, and economic growth in various economies. SS 7.2.5.a Define the government's role in various economic systems. For example: democratic governments' impact on capitalism and dictators' impact on command economies, tobacco industry and how rules come about in the US vs. tobacco industry in Cuba SS. 7.2.5.b Identify various economic indicators that governments use to measure modern world societies, nations, and cultures. For example: Explore consumption, government spending, business investment, balance of trade, exports, imports, life expectancy, literacy rates, income, etc. Nebraska Social Studies Standards SS 7.2.5.c Categorize goods and services provided in modern societies, nations, and cultures into the four factors of production. For example: Identify the four factors of production (land, labor, capital, and entrepreneurship) and how they manifest in a diverse way from culture to culture and over time. Global Economy SS 7.2.6 Illustrate how international trade impacts individuals, organizations, and nations/societies. SS 7.2.6.a Explain how individuals gain through specialization and voluntary trade and how international trade affects the domestic economy. For example: Business owners are able to explore the world to find labor sources that help maximize profit. Many of the economies of the Americas owe their establishment and success to the development and processing of sugar cane. Corporations chartered for colonial settlement: Dutch East India Company, Virginia Company, etc. Geography Location and Place SS 7.3.1 Not addressed at this level Regions SS 7.3.2 Evaluate how regions form and change over time. SS 7.3.2.a Classify physical and human characteristics of places and regions. For example: climate, landforms, languages, religions SS 7.3.2.b Interpret the impact of land and water features on human decisions. For example: location of settlements and transportation with respect to physical features SS 7.3.2.c Identify how humans construct major world regions and the impact on human societies. For example: geographic factors that influence international relationships and economic development-trade, communication, transportation, infrastructure Human Environment Interaction SS 7.3.3 Determine how the natural environment is changed by natural and human forces and how humans adapt to their surroundings. SS 7.3.3.a Explain the impact of natural processes on human and physical environments. For example: temperature, precipitation, drought, earthquakes, tornadoes, floods, hurricanes, volcanic eruptions, mudslides History Nebraska Social Studies Standards SS 7.3.3.b Research and describe how humans have utilized and adapted to their physical environment. For example: rivers, floods, precipitation, drought, use of natural resources Movement SS 7.3.4 Examine and interpret patterns of culture around the world. SS 7.3.4.a Compare and contrast characteristics of groups of people/settlements. For example: elements of culture including languages, religions, foods, arts, clothing, education, etc. SS 7.3.4.b Develop a logical process to describe how cultural diffusion occurs and how the diffusion of ideas impacts cultures. For example: migration, conquering, trade Geospatial Skills and Geo-literacy SS 7.3.5 Compare issues and/or events using geographic knowledge and skills to make informed decisions. SS 7.3.5.a Classify the physical or human factors that explain the geographic patterns of world events. For example: Use maps/charts/diagrams/timelines/mapping technology to track and analyze historical changes over space and time (spread of religious groups, spatial connections through trade or political arrangement). SS 7.3.5.b Develop geographic representations and analyze the role of geographic physical and human factors in determining the arrangement of economic activity and patterns of human settlement. For example: geographic concentration of manufacturing, banking, or industries, urbanization, availability of arable land, water and suitable climate for farming, access to resources for development Continuity, Change, and Context SS 7.4.1 Compare patterns of continuity and change over time in world history. SS 7.4.1.a Analyze the impact of people, events, and ideas, including various cultures and ethnic groups, on the world. For example: Songhai, Mali, Gupta Empire, Han Dynasty, Hinduism, Taoism, Buddhism, Judaism, Christianity, Islam, Sikhism, Silk Road, Trans-Saharan Trade, Incas, Mayans, Aztecs SS 7.4.1.b Analyze the impact of historical events in the world using symbols, maps, documents, and artifacts. For example: trade routes Multiple Perspectives SS 7.4.2 Use multiple perspectives to examine the historical, social, and cultural context of past and current events. SS 7.4.2.a Analyze evidence from multiple perspectives and sources to better understand the complexities of world history. For example: caste system, partition of India, Ibn Battuta, Zheng He, Marco Polo, Mansa Musa, Mongol Empire, Berlin Conference, Arab-Israeli Conflict, Latin American revolutions, Columbian Exchange SS 7.4.2.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event. For example: foundational texts of world religions SS 7.4.3 Examine historical events from the perspectives of marginalized and underrepresented groups. SS 7.4.3.a Identify how differing experiences can lead to the development of perspectives. For example: religious, ethnic and racial groups SS 7.4.3.b Interpret perspectives of marginalized and underrepresented regions around the world. For example: civilizations from all regions of the world Historical Analysis and Interpretation SS 7.4.4 Analyze and interpret sources for perspective and historical context. SS 7.4.4.a Compare and contrast primary and secondary sources of history. For example: Compare eyewitness accounts of the Black Death with contemporary medical understandings. SS 7.4.4.b Identify the cause and effect relationships among historical events in the world and relevant contemporary issues. For example: migrations, declarations of war, treaties, alliances, epidemics Historical Inquiry and Research Skills SS 7.4.5 Apply the inquiry process to construct and answer historical questions. SS 7.4.5.a Construct and answer inquiry questions using multiple historical sources. For example: Students engage in inquiry and gather evidence to provide a response. SS 7.4.5.b Evaluate and cite appropriate sources for research about world history, including primary and secondary sources. For example: Interpret primary and secondary sources to address the inquiry. Demonstrate ethical use of information and copyright guidelines by appropriately quoting or paraphrasing from a text and citing the source using available resources. SS 7.4.5.c Gather, analyze, and communicate historical information about the world from multiple sources. For example: document archives, artifacts, newspapers, interviews, pictures, posters, oral/written narratives, and electronic presentation Grade 8 Grade Level Summary and Theme United States History: In eighth grade, students develop a new, more abstract level of understanding of social studies concepts. The context for developing this understanding is U.S. history and government. After reviewing the Colonial foundations of what became the United States, students explore the ideas, issues, and events from the adoption of the United States Constitution through the Gilded Age. Study of the founding of the United States allows students to explore the development of the United States' unique institutions of government, civic ideals, geography and economy. Civics Forms and Functions of Government SS 8.1.1 Investigate and analyze the foundation, structure, and functions of the United States government. SS 8.1.1.a Identify and describe the different systems of government. For example: Monarchy, Federal, Confederate, Unitary, Tribal, corporate SS 8.1.1.b Analyze the structure and roles of the United States government in meeting the needs of the citizens governed, managing conflict, and establishing order and security. For example: Chinese Exclusion Act, Fugitive Slave Laws, 13th, 14th, 15th Amendments, antitrust laws, Homestead Act, Indian Removal Act SS 8.1.1.c Examine the development of foundational laws and other documents in the United States government. For example: Declaration of Independence, United States Constitution, Preamble, Bill of Rights SS 8.1.1.d Evaluate how various United States government decisions impact people, place, and history. For example: taxation, distribution of resources, acquisition of territories, Trail of Tears, Indian Removal Act, Dred Scott decision, treaties, Louisiana Purchase, census, Civil War, War of 1812, Mexican-American War SS 8.1.1.e Describe how important government principles are shown in American government. For example: freedom, individual rights, representative democracy, equality, rule of law, popular sovereignty, justice, tribal sovereignty SS 8.1.1.f Analyze the development and significance of political parties in the United States. For example: Federalists and Antifederalists Civic Participation SS 8.1.2 Evaluate the roles, responsibilities, and rights as local, state, national, and international citizens. SS 8.1.2.a Demonstrate ways individuals participate in the political process. For example: registering and voting, elections, contacting government officials, campaign involvement, demonstrating ethical use of information SS 8.1.2.b Analyze the significance of patriotic symbols, songs and activities in terms of historical, social, and cultural contexts. For example: Pledge of Allegiance, "The Star-Spangled Banner," "America the Beautiful," recognition of Memorial Day, Independence Day, Veterans Day, Martin Luther King, Jr. Day, Constitution Day, Patriot's Day - 9/11, Native American Heritage Day, tribal flag songs SS 8.1.2.c Demonstrate civic engagement. For example: engaging in service learning projects, volunteerism, student government participation, participation in simulations of democratic processes (mock trials, elections, etc.), USCIS Citizenship test, communicating through civil discourse SS 8.1.2.d Describe how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States. For example: Louisiana Purchase, Civil War, Civil Disobedience, NAACP movement, women's movement, slave rebellions, Jim Crow laws SS 8.1.2.e Compare and contrast the roles and influences of individuals, groups, and the media on American government. For example: Seneca Falls Convention, Underground Railroad, Horace Greeley, Harriet Beecher Stowe, Jane Addams, Muckrakers, Booker T. Washington, Chief Standing Bear, Susan La Flesche Economics Economic Decision Making SS 8.2.1 Not addressed at this level Financial Literacy SS 8.2.2 Understand personal and business financial management. SS 8.2.2.a Identify skills for future financial success. For example: Identify key terms associated with budgeting, credit, savings, credit score, investing, fraud, and risk management. SS 8.2.2.b Understand tools, strategies, and systems used to maintain, monitor, control, and plan the use of financial resources. For example: Analyze the impact of credit on an individual's ability to acquire goods and services, charitable contributions. Exchange and Markets SS 8.2.3 Not addressed at this level National Economy SS 8.2.4 Justify and debate economic decisions made by North American societies. SS 8.2.4.a Research the origins and development of the economic system, banks, and financial institutions in the United States. For example: Examine the work of Alexander Hamilton and his influence on the banking system in the U.S. economy. SS 8.2.4.b Explain how tax revenues are collected and distributed. For example: Review the Constitution to understand the roles of each branch in establishing a national budget and how the separation of powers is structured. SS 8.2.4.c Describe the progression of money and its role in early United States history. For example: Identify what forms of currency/bartering were used as a medium for exchange among various Native American tribes. Examine what services and regulations were established during the Progressive Era as urban areas' populations boomed. Examine the National Banking Act of 1863. Global Economy SS 8.2.5 Illustrate how international trade impacts individuals, organizations, and nations. SS 8.2.5.a Explain that currency must be converted to make purchases in other countries. For example: Trace the conversion of products and currency between the French and the indigenous tribes of the Midwest. SS 8.2.5.b Recognize how trade barriers impact the prices and quantity of goods. For example: Examine the impact of the Sugar and Molasses Act of 1733 and the Stamp Act of 1765. Geography Location and Place SS 8.3.1 Not addressed at this level Regions SS 8.3.2 Examine how regions form and change over time. SS 8.3.2.a Evaluate physical and human characteristics of places and regions. For example: climate, landforms, religious groups, ethnic groups SS 8.3.2.b Determine the impact of land and water features on human decisions. For example: location of settlements and transportation with respect to physical features SS 8.3.2.c Identify and justify how humans develop major world regions and the impact on human societies. For example: geographic factors that influence international relationships and economic development-trade, communication, transportation, infrastructure Human Environment Interaction SS 8.3.3 Determine how the natural environment is changed by natural and human forces and how humans adapt to their surroundings. SS 8.3.3.a Interpret the impact of natural processes on human and physical environments. For example: precipitation, drought, earthquakes, tornadoes, floods, hurricanes, volcanic eruptions, mudslides SS 8.3.3.b Analyze how humans have utilized and adapted to their physical environment. For example: rivers, wetlands, forests, treeless plains, precipitation, drought Movement SS 8.3.4 Not addressed at this level Geospatial Skills and Geo-literacy SS 8.3.5 Not addressed at this level History Continuity, Change, and Context SS 8.4.1 Analyze patterns of continuity and change over time in United States history. SS 8.4.1.a Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the United States. For example: Columbian Exchange, European colonization and Native American response, Colonial America, Great Awakening, Benjamin Franklin, George Washington, Thomas Jefferson, establishing a nation, Manifest Destiny, Indian Removal Act, slavery, expansion and reform, Dred Scott decision, secession, Abraham Lincoln, Civil War and Reconstruction, Standing Bear, rise of corporations, growth of organized labor, assembly line, immigration, industrialization John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, democratic ideals, patriotism, citizen's rights SS 8.4.1.b Evaluate the impact of historical events in the United States using symbols, maps, documents, and artifacts. For example: founders and founding documents, national symbols Multiple Perspectives SS 8.4.2 Use multiple perspectives to evaluate the historical, social, and cultural context of past and current events. SS 8.4.2.a Compare and interpret evidence from multiple perspectives and sources to better understand the complexities of US history. For example: Dawes Act, Santee Mankato Executions (Dakota Uprising), Chinese Exclusion Act, Treaty of Guadalupe Hidalgo, Reconstruction Acts and Amendments, The Emancipation Proclamation, organized labor, Women's Suffrage Movement SS 8.4.2.b Evaluate the relevancy, accuracy, and completeness of primary and secondary sources to better understand multiple perspectives of the same event. For example: The Bill of Rights, slavery, Gettysburg Address, "The New Colossus" poem SS 8.4.3 Examine historical events from the perspectives of marginalized and underrepresented groups. SS 8.4.3.a Identify how differing experiences can lead to the development of perspectives. For example: Compare primary accounts by American Indian peoples and American settlers regarding the expansion of the United States. SS 8.4.3.b Interpret how and why marginalized and underrepresented groups and/or individuals might understand historical events similarly or differently. For example: Compare how differing Native American groups and Spanish-speaking peoples responded to the Indian Removal Act and the Mexican-American War. Historical Analysis and Interpretation SS 8.4.4 Evaluate and interpret sources for perspective and historical context. SS 8.4.4.a Compare and contrast primary and secondary sources of history. For example: Compare what texts say about Wounded Knee Massacre to Black Elk's account of the same event. SS 8.4.4.b Evaluate the relationships among historical events in the United States and relevant contemporary issues. For example: political party platforms, continuing debates about role of government Historical Inquiry and Research Skills SS 8.4.5 Apply the inquiry process to construct and answer historical questions. SS 8.4.5.a Identify areas of inquiry by using student-generated questions about multiple historical sources. For example: Why is the Gettysburg Address considered an important statement of American national ideals? Nebraska Social Studies Standards SS 8.4.5.b Locate, analyze, and cite appropriate sources for research about United States history, including primary and secondary sources. For example: classroom texts, Gettysburg Address, tribal treaties, major online historical archives like Library of Congress, National Archives, and local and state archives SS 8.4.5.c Gather, analyze, and communicate historical information about United States history from multiple sources. For example: primary sources, secondary sources, popular media, scholarly perspectives High School Civics Summary In a constitutional republic, productive civic engagement requires knowledge about the functions of state and local government, courts and legal systems, the U.S. Constitution, other nations' systems and practices, and international institutions. Civics is not limited to the study of politics and society; it also encompasses participation in classrooms and schools, neighborhood, groups, and organizations using civic virtues and principles to guide that participation (which includes the discussion of issues and making choices and judgments with information and evidence, civility and respect, and concern for fair procedures). Civics enables students not only to study how others participate but also to practice participating and taking informed action themselves. Forms and Functions of Government SS HS.1.1 Analyze the foundation, structures, and functions of the United States government as well as local, state, and international governments. SS HS.1.1.a Examine the historical foundation that influenced the creation of the United States Constitution. For example: philosophers, social contract theory, natural rights, Constitutional Convention, Federalist, and Anti-Federalist Papers, Iroquois Confederation, and the imbalance of representation SS HS.1.1.b Evaluate the structure of American constitutional government. For example: federalism, democracy, representative government, branches of the government, separation of powers, checks and balances, amendment process, concurrent/enumerated/implied powers, electoral college, Bill of Rights, Reconstruction amendments, Prohibition, women's vote SS HS.1.1.c Analyze the functions of United States government and its outcomes. For example: national security, legislative law-making, executive implementation, judicial interpretation, constitutionalism, taxation, naturalization of citizens, environmental implications SS HS.1.1.d Analyze the foundation, structures, and functions of local government and its outcomes. For example: city council, school board, county government, regional boards, grassroots, local organizations, community organizations SS HS.1.1.e Analyze the foundation, structures, and functions of state government and its outcomes. For example: bicameral/unicameral, reapportionment/redistricting, branches of government, judiciary process, penal system SS HS.1.1.f Analyze the foundation, structures, and functions of supranational organizations. For example: United Nations, NATO, European Union, treaties, trade organizations, Native American Treaties Nebraska Social Studies Standards SS HS.1.1.g Analyze the roles that political parties have played in the United States. For example: Republican Party - Civil War, Populist Party - Progressive movement, Democratic Party - New Deal, Southern Strategy- Dixiecrats, emergence of the Tea Party Movement, hyperpartisanship SS HS.1.1.h Analyze United States foreign policy issues. For example: methods, approaches, events, and their outcomes on various groups of people Civic Participation SS HS.1.2 Demonstrate meaningful civic participation by analyzing local, state, national, or international issues and policies. SS HS.1.2.a Investigate how individuals and groups can effectively use the structure and functions of various levels of government to shape policy. For example: lobbying, voting, contacting government officials, petitioning, civil disobedience, tribal voting, tribal government officials, analyze past voting patterns and discuss methods to increase participation in voting SS HS.1.2.b Analyze and communicate the significance and impacts of patriotic symbols, songs, holidays, and activities in terms of historical, social, and cultural contexts. For example: Pledge of Allegiance, "The Star-Spangled Banner," "America the Beautiful," Dr. Martin Luther King, Jr. Day and "I Have a Dream" speech, George Washington's Birthday, Abraham Lincoln's Birthday, Presidents Day, Native American Heritage Day, Constitution Day, Memorial Day, Veterans Day, and Thanksgiving Day, 4th of July, Hispanic Heritage month, tribal flag songs SS HS.1.2.c Engage and reflect on participation in civic activities. For example: discussing current issues, advocating for personal rights and the rights of others, influencing governmental actions, participating in civil discourse, registering for selective service, registering to vote, and voting when reaching the age of majority, participating in community improvement activities, service learning SS HS.1.2.d Investigate an issue and communicate which level of government is most appropriate to utilize in addressing the issue. For example: students communicate through an editorial, public service announcement, pamphlet, public presentation, tribal council, community entities SS HS.1.2.e Demonstrate how individuals, groups, and the media check governmental practices. For example: Watergate, Civil Rights movement, Suffrage movement SS HS.1.2.f Analyze various media sources for accuracy and perspective. For example: news media literacy, online civic reasoning Nebraska Social Studies Standards High School Economics Summary Effective economic decision making requires that students have a keen understanding of the ways in which individuals, businesses, governments, and societies make decisions to allocate human capital, physical capital, and natural resources among alternative uses. This economic reasoning process involves the consideration of costs and benefits with the ultimate goal of making decisions that will enable individuals and societies to be as well-off as possible. The study of economics provides students with the concepts and tools necessary for an economic way of thinking and helps students understand the interaction of buyers and sellers in markets, workings of the national economy, and interactions within the global marketplace. Economics is grounded in knowledge about how people choose to use resources. Economic understanding helps individuals, businesses, governments, and societies choose what resources to allocate to work, to school, and to leisure; how many dollars to spend, and how many to save; and how to make informed decisions in a wide variety of contexts. Economic reasoning and skillful use of economic tools draw upon a strong base of knowledge about human capital, land, investments, money, income and production, taxes, and government expenditures. To be effective participants in our representative democracy, students need an understanding of economics. Economic Decision Making SS HS.2.1 Apply economic concepts that support rational decision making. SS HS.2.1.a Make decisions by systematically considering alternatives and consequences through the use of cost benefit analysis. For example: PACED decision making model (Problem, Alternatives, Criteria, Evaluate, Decision); Some potential topics could include options for energy sources, center pivot irrigation, oil pipeline through Nebraska, use of pesticides and fertilizers. Decisions made by businesses and social issues including corporate social responsibility programs, green energy, living wage, paid parental leave, equal pay, social entrepreneurship (businesses that aim to solve social problems). SS HS.2.1.b Assess the incentives for investing in personal education, skills, and talents. For example: Research returns to education, look at cost of education, and compare to earnings; costs of returning to small towns vs. cities Financial Literacy SS HS.2.2 Develop a plan to support short- and long-term goals. SS HS.2.2.a Develop a budget using a financial record keeping tool. For example: Mint.com, spreadsheet, Quicken, journal on paper SS HS.2.2.b Compare and contrast different types of banking accounts and features. For example: checking, savings, money market, CDs SS HS.2.2.c Assess the effects of taxes on personal income. For example: state income tax, federal income tax, social security, property tax, sales tax, etc. SS HS.2.2.d Compare and contrast possible career choices. SS HS.2.3 Critique strategies used to establish, build, maintain, monitor, and control credit. SS HS.2.3.a Compare and contrast the costs and benefits of different types and sources of credit and debt. For example: credit card interest rates, personal loans rates, mortgage rates, student loan rates, etc. SS HS.2.3.b Investigate strategies to effectively manage debt and factors that influence credit ratings. For example: Credit cards, auto loans, mortgages, extended warranties SS HS.2.4 Evaluate savings, investment, and risk management strategies to achieve financial goals. SS HS.2.4.a Explain the importance of saving and investing early to ensure financial security. For example: compound interest, use rule of 72, time value of money SS HS.2.4.b Develop an investment strategy to achieve short- and long-term goals utilizing a variety of investment vehicles. For example: stocks, bonds, mutual funds, retirement plans, investment in education including analysis of student loans, average income of job, and repayment of loan, investment in homeownership vs. rental SS HS.2.4.c Examine appropriate and cost effective risk management strategies. For example: health, disability, life, auto insurance, personal identity protection, extended warranties, fraud protection Exchange and Markets HS.2.5 Explain the role of markets in determining prices and allocating scarce goods and services. SS HS.2.5.a Summarize the role of competition, markets, and prices. For example: Use product and factor market/circular flow; compare market structures (perfect competition to monopoly) SS HS.2.5.b Illustrate how markets determine changing equilibrium prices through supply and demand analysis. For example: changes in demand and supply, changes in quantity demanded and quantity supplied SS HS.2.5.c Hypothesize how competition between sellers could result in lower prices, higher quality products, and better customer service. For example: Look at businesses in the monopolistic market structure competing for consumer dollars, trying to earn your business. SS HS.2.5.d Investigate possible causes and consequences of shortages and surpluses. For example: use current events and public policy - rent control and minimum wage, etc. National Economy SS HS.2.6 Explain how economic institutions impact different individuals and various groups. SS HS.2.6.a Explain how various economic institutions have played a role in United States economic policy and practice. For example: corporations, labor unions, financial institutions, stock markets, cooperatives, small business and entrepreneurs, and business partnerships SS HS.2.6.b Calculate and describe the impact of economic indicators. For example: trends and business cycles using GDP, unemployment rates including frictional, structural, cyclical, inflation/deflation rates SS HS.2.6.c Describe the functions and role of the Federal Reserve System and its influence through monetary policy. For example: balancing inflation and unemployment, and how banks and a sound monetary system are critical to a functioning economy SS HS.2.7 Assess the roles of institutions such as clearly defined property rights and the rule of law in a market economy. SS HS.2.7.a Assess how property rights are defined, enforced, and limited by government. For example: contracts and the rule of law, zoning laws, eminent domain, Homestead Act, copyright laws, patents, and intellectual property SS HS.2.8 Compare and contrast the roles and responsibilities of government and differing outcomes from various economic systems: command/communism, mixed, socialism, market, and traditional economic systems. SS HS.2.8.a Examine how governments utilize taxation to provide goods and services to society. For example: disaster relief, flood control, military and armed forces, ownership of resources SS HS.2.8.b Evaluate the effectiveness of government policies altering market outcomes. For example: Use economic theory to analyze current events and public policy. Compare and contrast farm subsidies and corporate incentives. SS HS.2.8.c Critique government policies and regulations in areas of market failure. For example: monopolies, externalities, non-enforcement of property rights Nebraska Social Studies Standards SS HS.2.9 Examine the government's influence on economic systems through fiscal policy. SS HS.2.9.a Explore various forms of taxation including income, sales, and capital gains and examine how governments can use taxing and spending policies to influence behavior. For example: alcohol tax, home mortgage interest deduction, sales tax, etc. SS HS.2.9.b Examine the impact of fiscal policy on budget deficits/surpluses and national debt. For example: Spending resources to service the debt impacts opportunities for using the funds for other needs. Global Economy SS HS.2.10 Investigate how international trade affects individuals, organizations, the domestic economy, and other nations. SS HS.2.10.a Explore comparative advantage among different countries. For example: research on what different countries produce when they specialize in those products SS HS.2.10.b Analyze the impact on prices and quantities of various trade policies, both domestically and internationally. For example: tariffs, quotas, protectionist policies, and the resulting changes in price and quantity; research NAFTA and/or Brexit. Nebraska Social Studies Standards High School Geography Summary To succeed in an increasingly interconnected world, Nebraska's next generation of citizens will need to be fluent in spatial knowledge. Geography at the high school level prepares students to understand the world and their place in it. Beyond merely knowing "Where?" the geographically minded person will be better equipped to answer the question of "Why there?" An integrative study of our planet's human and physical features will involve 21st century technologies and inquiry-based research methods. This approach will expand students' geographic knowledge and enable them to think critically about problems. Through analysis of spatial patterns and relationships over time and place, students will be better able to make sense of both the past and present, and be well equipped to address society's future needs. Location and Place SS HS.3.1 Evaluate where (spatial) and why people, places, and environments are organized on the Earth's surface. SS HS.3.1.a Determine spatial organization of human settlements in relation to natural features. For example: population density and distribution, world climate regions, city categorization, natural resource deposits, agricultural hearths, croplands, structure of communities, highway and rail networks SS HS.3.1.b Analyze and explain changes in spatial patterns as a result of the interactions among human and physical processes. For example: major world physical features (mountains, seas, rivers), patterns of human settlement on local, regional, national, and global scale, governmental systems, economic systems, site and situation, Weber's Least Cost Theory, Von Thunen Model of Land Use Regions SS HS.3.2 Evaluate how regions form and change over time. SS HS.3.2.a Analyze physical and human processes that shape places and regions. For example: historical influences, current events, natural disasters, climate change, conflicts, natural processes (erosion, plate tectonics), relationships and connections SS HS.3.2.b Examine the importance of places and regions to individual and social identity and how identities change over space and time. For example: popular cultural traits, folk cultural traits, national monuments and folklore, nationalism, ethnicity, migration, urbanization, demographic transition model, industrial development, toponymy (place names), regional identity (Corn Belt, Heartland, Homeland) Nebraska Social Studies Standards SS HS.3.2.c Evaluate the interdependence of places and regions. For example: models of industrial and economic development, new international division of labor, supranational organizations (The United Nations, Association of Southeast Asian Nations [ASEAN], or The European Union), globalization, popular culture, international trade agreements, patterns of human migration, alliances, Paris Climate Agreement, central place theory Human-Environment Interactions SS HS.3.3 Analyze how the natural environment and cultural landscape are transformed by natural and human forces and interpret how humans adapt to their surroundings. SS HS.3.3.a Explain components of Earth's physical systems and evaluate the impact of natural processes on human environments. For example: atmosphere, lithosphere, biosphere, and hydrosphere, plate tectonics/continental drift, global ocean systems, atmospheric systems, natural disasters, Earth's orbit, seasonal changes in ice coverage, greenhouse effect SS HS.3.3.b Evaluate how humans have utilized and adapted to their physical environment. For example: renewable and non-renewable resources, the cultural landscape, natural disasters (hurricanes, wildfires), environmental technological adaptations (air conditioning, skyways, insulation), synthetic materials, human modifications to physical environment, conservation and environmentalism, Genetically Modified Organisms (GMO), agricultural revolutions, transportation networks, industrial revolutions, Von Thunen Model of Land Use, deforestation, desertification Movement SS HS.3.4 Compare and contrast patterns of human populations and culture over space and time on a local, national, and global scale. SS HS.3.4.a Compare trends in human migration, urbanization, and demographic composition at a local, national, and global scale over time and short-term and long-term causes and effects. For example: urban models, Demographic Transition Model, rural organization (long lot, metes and bounds, township and range), rural to urban migration, Human Development Index, Borchert's Epochs, trends locally, nationally, and globally over time, migration push and pull factors, effects of migration on both the source regions and destinations, More Developed Countries (MDCs) and Less Developed Countries (LDCs), demography SS HS.3.4.b Examine the spread of cultural traits and the potential benefits and challenges of cultural diffusion, economic development, and globalization. For example: cultural convergence and divergence, universalizing and ethnic religions, competition between multinational corporations and local businesses, folk cultures and popular cultures, spread of ideas (such as economic ideals, ideas on government, gender norms), diffusion of medical knowledge and impact on demographics, agricultural and industrial revolutions, models of economic development, the cultural landscape, Third Agricultural Revolution (Green Revolution), internet connectivity and cell phone networks, lingua franca, hypernationalism Nebraska Social Studies Standards SS HS.3.4.c Analyze the relationships of sovereign nations and the role of multinational organizations on conflict and cooperation both between and within countries. For example: impacts of membership in multinational organizations and agreements, treaties, resource and technology exchanges, Heartland and Rimland Theory, demarcation of borders, territorial morphology Geospatial Skills and Geo-literacy SS HS.3.5 Evaluate issues and/or events using geographic knowledge and geospatial skills to make informed decisions. SS HS.3.5.a Apply geographic knowledge and skills to interpret the past and present in order to plan for the future. For example: developing a geographic question, acquiring and organizing data/information, performing analysis, presenting findings, and developing action plan SS HS.3.5.b Analyze how geospatial skills and geo-literacy are applied to improve standards of living and solve problems. For example: Examine how geospatial technologies (such as GIS [Geographic Information Systems] and remote sensing) and geographic knowledge (such as geopolitics) can be applied to better understand the world, address issues, and make spatial decisions (such as determining market potential, optimum usage of irrigation and fertilizers, or mapping public health outbreaks to determine source). SS HS.3.5.c Evaluate geographical information sources for applications, credibility, and appropriateness in displaying spatial data. For example: use maps (paper, digital, and mental), atlases, Global Positioning System (GPS), Geographic Information Systems (GIS), remote sensing, and forms of quantitative/qualitative data, analyze a map to determine appropriate use of scale, evaluate strengths and weaknesses of different map projections Nebraska Social Studies Standards High School History Summary History involves acquiring knowledge about significant events, developments, individuals, groups, documents, places, and ideas to support investigations about the past. Acquiring relevant knowledge requires assembling information from a wide variety of sources in an integrative process. Developing historical knowledge in connection with historical investigations not only helps students better remember the content because it has meaning, but also allows students to become better critical thinkers. High school history courses emphasize historical thinking. Historical thinking requires understanding and evaluating change and continuity over time, and making appropriate use of historical evidence in answering questions and developing arguments about the past. It involves going beyond simply asking, "What happened when?" to evaluating why and how events occurred and developments unfolded. It involves locating and assessing historical sources of many different types to understand the contexts of given historical eras and the perspectives of different individuals and groups within geographic units that range from the local to the global. Historical thinking is a process of chronological reasoning, which means wrestling with issues of causality, connections, significance, and context with the goal of developing credible explanations of historical events and developments based on reasoned interpretation of evidence. United States History (Progressive Era – Present) Change, Continuity and Context HS.4.1 (US) Analyze and evaluate patterns of continuity and change over time in American history. SS HS.4.1.a (US) Evaluate the cause and effect of historical events on various groups in the United States. For example: To which conditions were Progressives responding? Why did the United States enter World War I? What caused the Great Depression? What caused the interpretation of "separate but equal" to change over time? SS HS.4.1.b (US) Select, record, and interpret key national events in chronological order. For example: Progressive Era, Women's Suffrage, World War I, Great Migration, Great Depression and New Deal, Naziism, World War II, Holocaust, Cold War, Civil Rights Era, contemporary United States SS HS.4.1.c (US) Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the United States. For example: 19th Amendment, Brown v. Board of Education of Topeka, Dolores Huerta, desegregation of the military following WWII, March on Washington, Movement for the Restoration of Tribal Status, continuing struggle for equality Multiple Perspectives SS HS.4.2 (US) Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of history. SS HS.4.2.a (US) Identify and evaluate how considering multiple perspectives facilitates an understanding of history. For example: Nineteenth Amendment, 1924 National Origins Act, Indian Reorganization Act of 1934, Bracero program, Civil Rights Movement SS HS.4.2.b (US) Evaluate the relevancy, accuracy, and completeness of primary and secondary sources to better understand multiple perspectives of the same event. For example: Theodore Roosevelt's New Nationalism and Woodrow Wilson's New Freedom, Indian Reorganization Act and responses from tribal leaders, differing strategies in the struggle to gain black equality SS HS.4.3 (US) Examine historical events from the perspectives of marginalized and underrepresented groups. SS HS.4.3.a (US) Identify how differing experiences can lead to the development of perspectives. For example: religious, racial or ethnic groups, immigrants, women, LGBTQ persons, and Native American nations SS HS.4.3.b (US) Interpret how and why marginalized and underrepresented groups and/or individuals might understand historical events similarly or differently. For example: Immigration and Naturalization Act of 1965, Stonewall Riots, American Indian Movement, Equal Rights Amendment, Civil Rights Act of 1964, West Virginia v. Barnette, United Farm Workers Historical Analysis and Interpretation SS HS.4.4 (US) Evaluate sources for perspective, limitations, accuracy, and historical context. SS HS.4.4.a (US) Compare, contrast, and critique the central arguments in primary and secondary sources of history from multiple media. For example: written documents, radio broadcasts, news broadcasts, film, newspapers, photographs, oral histories, virtual museum exhibits SS HS.4.4.b (US) Evaluate strengths and limitations of a variety of primary and secondary historical sources. For example: Jane Addams on settlement houses, Franklin Roosevelt's "Four Freedoms" Speech, Martin Luther King, Jr.'s "Letter from Birmingham Jail," Equal Rights Amendment SS HS.4.4.c (US) Determine the relationship between multiple causes and effects of events and developments in the past. For example: patterns of immigration and migration, presidential leadership strategies, tactics among different civil rights organizations SS HS.4.4.d (US) Synthesize the relationships among historical events in the United States and relevant contemporary issues. For example: voting behavior, political party platforms, economic trends, place relevant current events in historical context, the relationship between Native Americans living on and off the reservation Historical Inquiry and Research SS HS.4.5 (US) Apply the inquiry process to construct and answer historical questions. SS HS.4.5.a (US) Construct meaningful questions about topics in U.S. history. For example: "Why did the United States enter World War I?" SS HS.4.5.b (US) Locate, evaluate, and cite appropriate sources for research about selected topics in U.S. History, including primary and secondary sources. For example: Examine speeches from President Woodrow Wilson leading up to World War I, examine internal communications within Wilson administration, examine press coverage of events leading up to American entry. SS HS.4.5.c (US) Select, organize, and corroborate relevant historical information about selected topics in U.S. History. For example: Compare the sources and determine an initial answer to the inquiry. SS HS.4.5.d (US) Synthesize historical information to create new understandings. For example: Compare the answer students have created to secondary sources and potentially revise students' answers. SS HS.4.5.e (US) Communicate inquiry results within a historical context. For example: Provide an evidence-based answer to the inquiry, "Why did the United States enter World War I?" World History (500 CE – Present) Change, Continuity, and Context HS.4.1 (WLD) Analyze and evaluate patterns of continuity and change over time in world history. SS HS.4.1.a (WLD) Evaluate the cause and effect of historical events in the world. For example: How did the rise of totalitarianism lead to war? SS HS.4.1.b (WLD) Select, record, and interpret key global events in chronological order. For example: emergence of new states and cultures, increased interregional trade, colonization and expansion, global interactions, Industrialization, Age of Revolutions, Imperialism, global conflict, Holocaust, globalization, decolonization, Cold War, contemporary events SS HS.4.1.c (WLD) Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the world. For example: trade networks, empires, revolutions, treaties, warfare, diplomacy, migration and immigration Multiple Perspectives SS HS.4.2 (WLD) Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of history. SS HS.4.2.a (WLD) Identify and evaluate how considering multiple perspectives facilitates an understanding of history. For example: Scramble for Africa and indigenous response, Arab-Israeli Conflict, French Revolution, Haitian Revolution SS HS.4.2.b (WLD) Evaluate the relevancy, accuracy, and completeness of primary and secondary sources to better understand multiple perspectives of the same event. For example: compare accounts from colonizers and colonized, impact of trade on different population groups SS HS.4.3 (WLD) Examine historical events from the perspectives of diverse groups. SS HS.4.3.a (WLD) Identify how differing experiences can lead to the development of perspectives. For example: diverse groups of historical figures and examples from political, religious, and ethnic groups SS HS.4.3.b (WLD) Interpret how and why diverse groups and/or individuals might understand historical events similarly or differently. For example: diverse groups of historical actors and examples from national, religious, and ethnic groups Nebraska Social Studies Standards Historical Analysis and Interpretation SS HS.4.4 (WLD) Evaluate sources for perspective, limitations, accuracy, and historical context. SS HS.4.4.a (WLD) Compare, contrast, and critique the central arguments in primary and secondary sources of history from multiple media. For example: written documents, radio broadcasts, news broadcasts, film, newspapers, photographs, oral histories, virtual museum exhibits, works of art SS HS.4.4.b (WLD) Evaluate strengths and limitations of a variety of primary and secondary historical sources. For example: written and visual documents SS HS.4.4.c (WLD) Determine the relationship between multiple causes and effects of events and developments in the past. For example: patterns of migration and immigration, wars, diplomacy, government structures, religious movements SS HS.4.4.d (WLD) Synthesize the relationships among historical events in the world and relevant contemporary issues. For example: current events from various international news sources Historical Inquiry and Research SS HS.4.5 (WLD) Apply the inquiry process to construct and answer historical questions. SS HS.4.5.a (WLD) Construct meaningful questions that initiate an inquiry. For example: "Can peace lead to war?" SS HS.4.5.b (WLD) Locate, evaluate, and cite appropriate sources for research about selected topics in world history, including primary and secondary sources. For example: Examine the Treaty of Versailles and the League of Nations founding documents, examine maps from before and after treaty, examine contemporary responses to the treaty from a variety of countries. SS HS.4.5.c (WLD) Select, organize, and corroborate relevant historical information about selected topics in world history. For example: Compare the sources and determine an initial answer to the inquiry. SS HS.4.5.d (WLD) Synthesize historical information to create new understandings. For example: Compare the answer students have created to secondary sources and potentially revise students' answers. SS HS.4.5.e (WLD) Communicate inquiry results within a historical context. 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1. Why is diffusion insufficient to meet the oxygen requirements of multi-cellular organisms like humans? Ans. Multicellular organisms such as humans possess complex body designs. They have specialized cells and tissues for performing various necessary functions of the body such as intake of food and oxygen. Unlike unicellular organisms, multicellular cells are not in direct contact with the outside environment. Therefore, diffusion cannot meet their oxygen requirements. 2. What criteria do we use to decide whether something is alive? Ans. Any visible movement such as walking, breathing, or growing is generally used to decide whether something is alive or not. However, a living organism can also have movements, which are not visible to the naked eye. Therefore, the presence of life processes is a fundamental criterion that can be used to decide whether something is alive or not. 3. What are outside raw materials used by an organism? Ans. An organism uses outside raw materials mostly in the form of food and oxygen. The raw materials required by an organism can be quite varied depending on the complexity of the organism and its environment. 4. What processes would you consider essential for maintaining life? Ans. Life processes such as nutrition, respiration, transportation, excretion, etc. are essential for maintaining life. 5. What are the differences between autotrophic nutrition and heterotrophic nutrition? Ans. 6. Where do plants get each of the raw materials required for photosynthesis? \| \| Autotrophic nutrition \| \| Heterotrophic nutrition \| \|---\|---\|---\|---\| \| (i) \| Food is synthesized from simple inorganic raw materials such as CO and water. 2 \| (i) \| Food is obtained directly or indirectly from autotrophs. This food is broken down with the help of enzymes. \| \| (ii) \| The presence of green pigment (chlorophyll) is necessary. \| (ii) \| No pigment is required in this type of nutrition. \| \| (iii) \| Food is generally prepared during day time. \| (iii) \| \|---\|---\|---\| \| (iv) \| All green plants and some bacteria have this type of nutrition. \| (iv) \| Ans. The following raw materials are required for photosynthesis. * The raw material CO2 enters the atmosphere through stomata. * Water is absorbed from the soil by the plant roots. * Sunlight, an important component to manufacture food, is absorbed by the chlorophyll and other green parts of the plants. 7. What is the role of the acid in our stomach? Ans. Following are the roles of acid in our stomach. 1. The hydrochloric acid present in our stomach dissolves bits of food and creates an acidic medium. In this acidic medium, the enzyme pepsinogen is converted to pepsin, which is a protein-digesting enzyme. 2. The hydrochloric acid kills the harmful microbes that enter with food and thus prevents infection of the digestive tract. 8. What is the function of digestive enzymes? Ans. Digestive enzymes such as amylase, lipase, pepsin, trypsin, etc. help in the breaking down of complex food particles into simple ones. These simple particles can be easily absorbed by the blood and thus transported to all the cells of the body. 9. What advantage over an aquatic organism does a terrestrial organism have with regard to obtaining oxygen for respiration? Ans. Terrestrial organisms take up oxygen from the atmosphere whereas aquatic animals need to utilize oxygen present in the water. Air contains more O2 as compared to water. Since the content of O2 in the air is high, terrestrial animals do not have to breathe faster to get more oxygen. Therefore, unlike aquatic animals, terrestrial animals do not have to show various adaptations for better gaseous exchange. 10. What are the different ways in which glucose is oxidized to provide energy in various organisms? Ans. Glucose is first broken down in the cell cytoplasm into a three-carbon molecule called pyruvate. Pyruvate is further broken down into different ways to provide energy. The breakdown of glucose by different pathways can be illustrated as follows. In yeast and human muscle cells, the breakdown of pyruvate occurs in the absence of oxygen whereas, in mitochondria, the breakdown of pyruvate occurs in the presence of oxygen. 11. How are oxygen and carbon dioxide transported in human beings? Ans. Haemoglobin transports oxygen molecules to all the body cells for cellular respiration. The haemoglobin pigment present in the blood gets attached to four O2molecules that are obtained from breathing. It thus forms oxyhaemoglobin and the blood becomes oxygenated. This oxygenated blood is then distributed to all the body cells by the heart. After giving away O2to the body cells, blood takes away CO2which is the end product of cellular respiration. Now the blood becomes de-oxygenated. Since haemoglobin pigment has less affinity for CO2, CO2 is mainly transported in the dissolved form. This de-oxygenated blood gives CO2to lung alveoli and takes O2 in return. 12. How are the lungs designed in human beings to maximize the area for the exchange of gases? Ans. The exchange of gases takes place between the blood of the capillaries that surround the alveoli and the gases present in the alveoli. Thus, alveoli are the site for an exchange of gases. The lungs get filled up with air during the process of inhalation as ribs are lifted up and the diaphragm is flattened. The air that is rushed inside the lungs fills the numerous alveoli present in the lungs. Each lung contains 300-350 million alveoli. These numerous alveoli increase the surface area for gaseous exchange making the process of respiration more efficient. 13. What are the components of the transport system in human beings? What are the functions of these components? Ans. The main components of the transport system in human beings are the heart, blood, and blood vessels. * The heartpumps oxygenated blood throughout the body. It receives deoxygenated blood from the various body parts and sends this impure blood to the lungs for oxygenation. * Being a fluid connective tissue,blood helps in the transport of oxygen, nutrients, CO2, and nitrogenous wastes. * The blood vessels (arteries, veins, and capillaries) carry blood either away from the heart to various organs or from various organs back to the heart. 14. Why is it necessary to separate oxygenated and deoxygenated blood in mammals and birds? Ans. Warm-blooded animals such as birds and mammals maintain a constant body temperature by cooling themselves when they are in a hotter environment and by warming their bodies when they are in a cooler environment. Hence, these animals require more oxygen (O2) for more cellular respiration so that they can produce more energy to maintain their body temperature. Thus, it is necessary for them to separate oxygenated and de-oxygenated blood, so that their circulatory system is more efficient and can maintain their constant body temperature. 15. What are the components of the transport system in highly organized plants? Ans. In highly organized plants, there are two different types of conducting tissues −xylem and phloem. Xylem conducts water and minerals obtained from the soil (via roots) to the rest of the plant. Phloem transports food materials from the leaves to different parts of the plant body. 16. How are water and minerals transported in plants? Ans. The components of xylem tissue (tracheids and vessels) of roots, stems, and leaves are interconnected to form a continuous system of water-conducting channels that reaches all parts of the plant. Transpiration creates a suction pressure, as a result of which water is forced into the xylem cells of the roots. Then there is a steady movement of water from the root xylem to all the plant parts through the interconnected water-conducting channels. Components of xylem tissue 17. How is food transported in plants? Ans. Phloem transports food materials from the leaves to different parts of the plant body. The transportation of food in phloem is achieved by utilizing energy from ATP. As a result of this, the osmotic pressure in the tissue increases causing water to move into it. This pressure moves the material in the phloem to the tissues which have less pressure. This is helpful in moving materials according to the needs of the plant. For example, the food material, such as sucrose, is transported into the phloem tissue using ATP energy. Components of phloem tissue 18. Describe the structure and functioning of nephrons. Ans. Nephrons are the basic filtering units of kidneys. Each kidney possesses a large number of nephrons, approximately 1-1.5 million. The main components of the nephron are the glomerulus, Bowman's capsule, and a long renal tubule. Functioning of a nephron. * The blood enters the kidney through the renal artery, which branches into many capillaries associated with the glomerulus. * The water and solute are transferred to the nephron at Bowman's capsule. * In the proximal tubule, some substances such as amino acids, glucose, and salts are selectively reabsorbed and unwanted molecules are added to the urine. * The filtrate then moves down into the loop of Henle, where more water is absorbed. * From here, the filtrate moves upwards into the distal tubule and finally to the collecting duct. The collecting duct collects urine from many nephrons. * The urine formed in each kidney enters a long tube called a ureter. From the ureter, it gets transported to the urinary bladder and then into the urethra. 19. What are the methods used by plants to get rid of excretory products? Ans. Plants can get rid of excess water by transpiration. Waste materials may be stored in the cell vacuoles or as gum and resin, especially in old xylem. It is also stored in the leaves that later fall off. 20. How is the amount of urine produced regulated? Ans. The amount of urine produced depends on the amount of excess water and dissolved wastes present in the body. Some other factors such as the habitat of an organism and hormones such as Anti-diuretic hormone (ADH) also regulate the amount of urine produced.	<urn:uuid:df3e5a42-6e9a-42f9-b59f-e4f433054629>	CC-MAIN-2025-05	http://www.speedlabs.in/wp-content/uploads/2021/12/CBSE10th_Life-Processes_NCERT-EXAMPLE.docx.pdf	2025-01-15T03:27:28+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00181.warc.gz	50,236,914	2,175	eng_Latn	eng_Latn	0.998073	eng_Latn	0.998297	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1445, 3138, 4772, 6545, 8242, 9495, 10093 ]	[ 4.21875 ]	1	1
Caring for Our Mother Earth A Timely Documentary That Confronts the Taboo of Overpopulation By Fred Elbel solved. Worse, it has become the subject of a 40-year A t the time of the first Earth Day in 1970, population was an integral aspect of any intelligent discussion on sustainability. Today, population is often erroneously viewed as an issue which has been re taboo. Mother: Caring for 7 Billion By Filmmakers Joyce Johnson and Christophe Fauchere Tiroir A Films, 2011 www.MotherTheFilm.com Winner: Best Film, Population Institute 32nd Annual Media Awards Winner: Best Social-Issue Doc, 2011 DocuFest Atlanta Winner: Best Colorado Film, Boulder International Film Festival, 2011 Official Selection: American Conservation Film Festival, 2011 Official Selection: Kansas International Film Festival, 2011 Official Selection: La Femme Film Festival, 2011 Official Selection: Planete Doc Film Festival, 2012 Mother: Caring for 7 Billion directly confronts the taboo on this crucial issue. Mother is a movie about Mother Earth and the seven billion people she is now required to sustain. The movie conveys the message of hope which is counterbalanced by the reality of increas ing population numbers and diminishing resources. The full-length documentary, filmed in the United States and Ethiopia, brings an international yet personal focus to the population versus sustainability issue. It features the fol lowing world-renowned experts, in order of appearance: Dr. Malcolm Potts — University of California at Berkeley Rev. Peter Sawtell — Eco Justice Ministries John Feeney — Environmental writer Dr. Paul Ehrlich — Stanford University William Ryerson — Population Media Center Fred Elbel is an Internet marketing consultant and web designer and is spokesperson and former director of Colorado Alliance for Immigration Reform. www.cairco.org. Dr. Mathis Wackernagel — Global Footprint Network Dr. Lester Brown — Earth Policy Institute Esraa Bani — Population Action International Dr. Albert Bartlett — University of Colorado Robert Walker — Population Institute Beth Osnes — Mothers Acting Up Brian Dixon — Population Connection Dr. Lyuba Zarsky — Monterey Institute of Inter national Studies Dr. Martha Campbell — Venture Strategies Zinet Mohammed Dr. Negussie Teffera — Population Media Center Katie Elmore — Population Media Center Riane Eisler — Center for Partnership Laura Scott — Author,Two Is Enough Studies Fund (UNFPA) Dr. Aminata Toure — United Nations Population Susan Davis — BRAC, USA The Overpopulation Problem The first two minutes of the film seize one's atten tion with high-impact graphics depicting world popula tion growth. World population reached one billion by 1804 and has grown dramatically ever since. The movie submits that "every year there are about 78 million more people living on the planet — that's about 220,000 peo ple every day competing for both natural resources and economic opportunity — stretching further the capacity of the world to sustain us." Rapid population growth has been an unintended consequence of improved health care and the green ag ricultural revolution. The movie notes that "by adding fossil fuels to our agriculture, we have allowed popu lation to simply skyrocket." As a result, we saddled Mother Earth with six billion people by 1999 and twelve years later, on Halloween, 2011, we reached a fright ening seven billion. Indeed, population is projected to reach a truly scary nine billion by 2045. The issue of population first gained prominent at tention in the late 1960s. It was an integral theme of the first Earth Day in 1970. As movie fast forwards to the most recent Earth Day, it notes that population is now hardly mentioned at all. Today, contraceptives are freely available and the rate of population growth has decreased (although numbers are still increasing). Be cause of the lack of discussion of the issue, people now generally believe the problem has been largely solved. The movie cautions that "if we now assume the problem is solved and fail to pay adequate attention to it, we are going to see all of that work undermined." Overpopulation is of paramount importance to the issue of sustainability. Since the first Earth Day, there has been a five-fold increase in recycling, yet there is now 47 percent more trash in landfills, and CO2 emis sions have increased by 20 percent. Our planet is cur rently undergoing the sixth great extinction — 150 to 200 species go extinct every 24 hours. A key concept which many people do not under stand is population momentum, which means that when fertility (children per woman) is changed, it takes a full generation (approximately 73 years in the U.S.) for a change in population numbers to be realized. The movie explains that even if everyone decided to have no more than two children today, world population would still in crease to eight billion — which means that we will have to feed at least that many people in coming years. Dr. Mathis Wackernagel, economist and creator of the Ecological Footprint, notes that people have expand able consumption patterns which have no natural limits, and admonishes that "our demand is larger than what nature can regenerate… Adding 50 million to the middle class each year is a ticking time bomb for our civiliza tion." Lester Brown observes that the demand for food is driven by three forces: 1. population growth; 2. rising affluence with two to three billion people trying to move up the food chain, consuming more grain-intensive lifestyle products; 3. the conversion of grain into fuel for cars — the grain required to fill a 25 gallon SUV tank would feed one person for a year. William Ryerson notes that, although in 1972 Nor man Borlaug won the Nobel Peace Prize as the father of the green revolution, "he saw the green revolution as a way of buying maybe 30 years to solve the population problem. And the fact that we're peaking in oil produc tion almost everywhere [means that] the availability of food globally is going to plummet." Water is already a pressing issue, while land has become the new gold — Oxfam America reports that "560 million acres, the size of Greenland, have been sold, leased or licensed since 2001 in developing countries." A journey to Ethiopia In order to present a more personalized account of the population issue, the movie introduces Beth Os nes, a woman from Colorado who encourages mothers to see themselves as advocates for the world's children. Her parents did not practice birth control and as a result had ten children. Wanting a larger family, she decided to adopt a third child from Africa. Osnes finds that women in Ethiopia are stuck in so cietal roles which force high fertility, and she concludes that human rights-based solutions are integral to achiev ing population stabilization. The film follows Osnes on a journey to Ethiopia — a country which contrasts markedly with the Unit ed States. Rapid population growth there has driven its people into abject poverty; Ethiopia's population is pro jected to triple from 91 million to 278 million by 2050. Education is one such factor in the population equation — a girl who is educated will marry later and more of her children will survive and be healthier. To emphasize that point, the movie continues with the story of Zinet, the oldest daughter of a family of 12 who lives in poverty in central Ethiopia. She refused to marry at an early age and instead went to school, thus helping to break the cycle of poverty by avoiding early pregnancy. The invisible barriers While U.S. teenagers have the highest birth rate in the developed world, Laura Scott, author of Two is Enough, remarks that the medical community will resist anyone wishing permanent sterilization. Sadly, in many countries women are viewed sim ply as "technologies of reproduction." "Changing man's mind about the humanity of women is critically impor tant," says Ryerson. Scott notes that 215 million women worldwide who wish to have smaller families don't use family planning because of informational and cultural barriers. Should these barriers be eliminated, the United Nations Population Fund (UNFPA) estimates that family plan ning would decrease family growth by a substantial 28 percent. Ryerson's Population Media Center and Popula tion Institute challenges these cultural barriers in a novel yet effective manner, using entertainment to deliver the overpopulation message in less-developed countries. They sponsor soap operas with characters — particu larly women — who evolve into reproductive role mod els. Their "radio dramas" have helped prevent AIDS and have increased the demand for contraceptives by a re markable 157 percent. The perceived threat of declining population money in the bank to pay for a downturn in the economy — but that hasn't happened. What we have, then, is essentially a Ponzi scheme in which you have people contribut ing every year which goes to the benefit of the few people but…taxes have to go up for everybody. Bartlett concludes that in the United States, "we've got to set an example and stop our own population growth if we're going to have any moral basis for lecturing to people in other countries when we say 'you've got to stop your population growth.'" Paul Ehrlich more succinctly quips that "until you're taking care of the people we have now, stop giving me this crap about how easy it will be to support more and more people." While changing demographics will certainly im pact many nations, physical population growth can not continue indefinitely on a physical — and fragile — planet. Mathis Wackernagel observes that U.S. popu lation is increasing at 2.7 million per year, and that if everyone lived at the U.S. standard of living, it would take six planet earths to provide the resources we would consume. As Lyuba Zarsky points out, "we have created an ideology out of growth that has taken over our economic planning and development." Prof. Al Bartlett adds that: Ryserson reflects on the instability of unending population growth, noting that "in many countries, they are paying people what I call bribes to have babies, thinking that if they get their birth rate up, they will have ever more working adults to support the aged popula tion. Having babies on top of an aged population that is relatively healthy and can work much longer years than standard retirement age — that was set during the time of Bismarck — is a crazy way to solve that problem." Developers like to hide the fact that growth never pays for itself. Your taxes have to go up to pay for the cost of growth. If the growth were paying for itself, there would be more More coercive approaches to fer tility reduction have also been success ful. China's forced sterilization and onechild policy resulted in its rate of popu lation growth being cut in half over the last 50 years — a significant and notable achievement. In many other countries, population growth rates are declining, albeit not coercively. Although popula tion momentum will continue to keep population numbers high for a genera tion, the movie observes that "the de veloped world — primarily Europe and Japan — have seen their [declining] numbers and their aging population as a threat to their prosperity." The real wealth of a nation con sists of the contributions and well-being of its people. We desperately need eco nomic policies which give priority to caring for people. In one particular ex ample, Riane Eisler points out that Nor way has invested in a caring economic system that has resulted in a familyfriendly, yet stable, population. Our legacy What is really the kind of world we want for our children? The story of our last 10,000 years has been the story of domination — over each other and over nature. Change can bring about a new attitude toward sustain ability, and this movie is one instrument attempting to achieve such change. Mother states that "we are one human family connected in our challenges…and con nected in our solutions." Mother cautions that "more than half of the world population — the majority in the developing world — is under the age of 28 and is either at — or will be at — reproductive age in the next few years. Depending on the kind of choices these youth will make, human ity, according to UN projections, could be as low as 8 billion or as high as 10.5 billion by 2050 — a variance that could make all the difference as we are beginning to reach many thresholds of the planet." Mother is a substantive movie suitable for any gen eral audience. Indeed, it should be mandatory viewing for high school students, their parents, and, of course, policy makers. ■	<urn:uuid:ace37213-e62d-4bca-8609-5e95effff18e>	CC-MAIN-2025-05	https://www.thesocialcontract.com/pdf/twentytwo-two/tsc_22_2_elbel_mother.pdf	2025-01-18T17:17:25+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362416.71/warc/CC-MAIN-20250118155508-20250118185508-00388.warc.gz	1,073,990,544	2,714	eng_Latn	eng_Latn	0.991411	eng_Latn	0.997834	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3509, 8425, 12763 ]	[ 2.046875 ]	1	0
Saving Seeds Q - I grew some great veggies and flowers this year and would like to save their seeds and grow them next year. Can you share basic seed saving tips? A - Saving seeds from your own flowers and vegetables is a great way to connect with your garden by continuing to grow the crops you already love. You can also save money, support pollinators and trade seeds with fellow gardeners. The most important thing to remember for saving seeds is that you can save "true-to-type" seed from open-pollinated plants but not hybrid varieties. That means your first step in saving seeds is to determine the type of plant you are growing. You can have open-pollinated or hybrid varieties in your garden. Open-pollinated plants depend on insects, wind, and birds for pollination. They include heirloom varieties and self-pollinating vegetables such as tomatoes, beans, and peas. Hybrids are typically a cross between two different varieties in a strictly controlled environment and are pollinated by artificial means. You may not always get the desired parental characteristics if you plant hybrid seeds. Hybrids will have an F1 designation on their seed packet. One rule applies whether you are saving flower, herb, or vegetable seeds; optimal seed saving maturity is later than optimal crop maturity. Keep seeds from the best plant in the garden bed until the seed's pods and heads dry out or the vegetables are fully ripe. Some vegetables, such as eggplants, should be left on the vine until they discolor and are past their optimum maturity. Sacrificing the biggest and the best will ensure quality seeds. SAVING FLOWER SEEDS As with vegetable seeds, collect flower seeds when they are "ripe" to increase the viability. Seeds are either produced in seed heads or in pods. Before harvesting, ensure the pods are dry and brittle, but still intact. When collecting seed heads, they should be dry, and the seed head should fall apart when you rub it between your fingers. If the seed head is still a nice green color, it is not ripe and should be allowed to continue to dry on the plant. It is best to harvest your seeds during clear and dry weather. The first step in preparing your seeds is to allow them to dry out fully. This can be accomplished by spreading them out on a paper plate or paper towel in a warm, dry location. Once they are completely dry, they can be cleaned. Remove the pods and the seed heads by rubbing them gently between your fingers until they are broken apart. Separate the seeds from chaff (pods, etc.) by using a sieve, gently shaking, and blowing or remove the seeds using tweezers. Once the seeds are cleaned it is essential to store them properly. You can purchase small sealable envelopes from the craft store or repurpose paper envelopes saved from junk mail. Keep moisture at bay by putting the envelopes with the saved seeds in a glass jar and seal tightly. Small zip type plastic bags also work well. Store all seeds in a cool, dry place. Make sure to label each packet with the contents and date. Try to keep seeds for only one year to improve germination results. SAVING VEGETABLE SEEDS Saving vegetable seeds is not difficult but there are a few extra steps to follow. Tomato seeds have a gel covering that must be removed and is best done by fermentation. Fermenting the seeds removes the gel, reduces some seed-borne diseases, and eliminates a germination inhibitor. To do this, collect the seeds by cutting a ripe tomato in half and scooping out the seeds. Place them into a bowl, jar or glass with a label identifying the variety. Add about a half cup of water and set the bowl in a cool, dry place for three to five days. A moldy film will likely form on top of the liquid. This is normal and what you want to see. To separate these tomato seeds, first remove the film with a disposable spoon and then add more water and stir. The good seeds will sink. Pour off the water and debris. Repeat this step until the debris is gone and the seeds are clean. Spread onto a screen or paper plate to dry. Try not to use regular dinner plates or paper towels as this will cause seeds to stick &/or not dry as desired. Once seeds are completely dry, use the storage method described below. Beans are another vegetable with seeds that are easy to save. Let the pods dry on the plant until they are brown and begin to open. Harvest the pods with bean seeds still inside and let dry for another two weeks. Shell the beans and store in an airtight container until next planting season. Storing dried beans in an airtight container prevents the development of bean weevil larvae that can damage the seed. Saving seeds from eggplants, cucumbers and summer squash is more advanced. These vegetables must ripen beyond the normal, ready-to-eat stage so that viable seeds have time to develop. Allow these vegetables to over-ripen until they are discolored but not rotted. Cut the vegetable open and scoop the seeds into a bowl. Discard the remaining flesh. Cucumber seeds have a coating that must be removed. Rub the seeds inside a sieve while washing and then soak in water for two days. Rinse and dry. Once seeds are brittle enough to break, they are completely dry. If they still have bend in them the seeds are not dry enough. Once the seeds are dry, put them in an airtight container and store in a cool, dry, and dark location. A refrigerator is a good place to store dried seeds but remember to allow the seeds to return to room temperature before opening the container to prevent moist air from condensing on the seeds or container. You can repurpose a small packet of silica gel found in packaging from various consumer goods - put the silica gel packets in with the seeds to absorb moisture and help keep the seeds dry. Seed saving is a rewarding part of gardening and if you are interested in researching the topic further, the University of Tennessee at Knoxville has a great website you can check out. The website includes information on selecting, germinating, and saving seeds. There are also videos to watch on seed saving. On the website, you can also find information on the Hodges and Pendergrass Seed Libraries. A seed library is system where seeds are acquired and shared among the community just like a traditional library. Seed libraries are a great source for heirloom and unusual varieties. For info on saving seeds and seed libraries https://libguides.utk.edu/c.php?g=843122&p=6025891 For Information on growing trees from seed https://trace.tennessee.edu/utk_agexfores/90/ A guide specific to vegetables https://trace.tennessee.edu/utk_agexgard/38/ Thanks for the great question and good luck saving seeds from your garden. The Northeast Tennessee Master Gardeners	<urn:uuid:2c67998d-6d19-4a7b-a908-8cffe673229e>	CC-MAIN-2025-05	https://www.netmga.net/app/download/7127448154/Saving+Seeds+2.pdf	2025-01-15T02:34:52+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00178.warc.gz	964,938,757	1,414	eng_Latn	eng_Latn	0.996433	eng_Latn	0.999346	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3414, 6567, 6730 ]	[ 3.59375 ]	1	1
Paper 5- Financial Accounting Paper 5- Financial Accounting Full Marks : 100 Section - A 1. Answer the following questions (a) Multiple choice questions: Time allowed: 3 hours [10x1=10] (i) Which of the following is / are the characteristic/s of depreciation (a) It is a charge against profit. (b) It indicates diminution in service potential. (c) It is an estimated loss of the value of an asset. It is not an actual loss. (d) All of the above. (ii) An amount spent for replacement of worn out part of machine is (a) Capital Expenditure (b) Revenue Expenditure (c) Deferred revenue (d) Capital Loss (iii) The additional commission payable to the consignee for taking over additional responsibility of collecting money from customers is known as (a) Del Credre Commission (b) Ordinary Commission (c) Over – riding commission (d) None of the above (iv) At the year end, an amount outstanding for electricity consumed during that year will be dealt in the Accounts for the year by following the accounting concept of (a) Realisation (b) Accrual (c) Conservatism (d) None of the above (v) In the case of non-profit organization donations received by the organization are reflected in (a) Income and Expenditure Account (b) Capital Account (c) Receipts and Payments Account (d) None of the above. (vi) Goods are transferred from Department X to Department Y at a price so as to include a profit of 33.33% on cost. If the value of closing stock of Department Y is `54,000, then the amount of stock reserve on closing stock will be (a) `18,000 (b) `13,500 (c) `9,000 (d) None of the above (vii)_________ A/c is used for the reassessment of the assets and liabilities. (a) Realisation (b) Profit & Loss (c) Revaluation (d) Both (b) & (c) (viii) Repairs and Maintenance of Delivery Vans is (a) Selling and Distribution Expenses (b) Indirect Expenses (c) Administration Expenses (d) Both (a) & (b) (ix) Capital Accounts of the co-venturers are of the nature of (a) Personal Account (b) Nominal Account (c) Real Account (d) None of the above (x) Receipts and Payments account is a (a) Nominal Account (b) Real Account (c) Personal Account (d) Artificial Personal Account (b) Match the following: Column 'A' 1. 2. 3. 4. Endowments Gaining Ratio Bills Receivable A/c Interest on Capital A B C D Royalties Asset A/c Expenditure for Business Retirement of partnership 5. Ground Rent E Capital Receipts (c) Fill in the blanks: [5x1=5] (i) Transaction means exchange of money or money’s worth for __________. (ii) _________ bill is drawn to settle a trade transaction. (iii) _________ ratio = Share of an existing partner under Old Ratio – his Share under new ratio. (iv) Consumption of raw material = Opening Stock + ___________ – Direct Expenses – Purchase Returns – Closing Stock. (v) Amount spent on the travelling expenses of a partner to a foreign trip for purchase of an asset to be used for the business is __________ expenditure. (d) State whether the following statements are true or false: [5x1=5] (i) Contingent Liability represents an amount of cash, goods or any other assets which the owner withdraws from business for his or her personal use. (ii) Carriage of `7,500 spent on machinery purchased and installed is a Revenue expenditure. (iii) Drawee is the buyer or debtor, he has to pay the amount of the bill to the drawer on the due date. (iv) Bad debts are apportioned among departments in the proportion of sales of each department. (v) Joint Venture is a permanent form of business organization. Column 'B' [5x1=5] Section - B Answer any five from the following. Each question carries 15 marks (5x15=75) 2. (a) The following errors were discovered in the books of a trader for the year ended December 31, 1995: (i) The total of the Purchase Day Book had been undercast by ` 100. (ii) The discount column of the debit side of the Cash Book had been posted to the credit of the Discount Received Account ` 20. (iii) ` 76 paid for Repairs of Motor Van had been taken to Motor Van Account. (iv) A cheque received from B ` 39 had been debited in Cash Book but the double entry had not been completed. (v) The Returns Outward Book had been overcast by ` 50. Show the Rectification entries considering that the Final Accounts had already been prepared and the net profit arrived at amounted ` 24,320 (before corrections). Show the calculation of the net profit for the year. [8] (b) IRANI & CO., of Chennai had consigned 6000 shirts to Vikram of Jaipur at cost of `425 each. Irani & Co., paid freight `50,000 and insurance `7,500. During the transit 550 shirts were totally damaged by fire. Vikram took delivery of the remaining shirts and paid `82,000 on custom duty. Vikram had sent a bank draft to Irani & Co., for `3,50,000 as advance payment. 5000 shirts were sold by him at `550 each. Expenses incurred by Vikram on godown rent and advertisement, etc., amounted to `12,000. He is entitled to a commission of 5%. One of the customer to whom the goods were sold on credit could not pay the value of 40 shirts which is not recoverable. Vikram settled his account immediately. Nothing was recovered from the insurer for the damaged goods. Your are required to prepare: (i) Consignment to Vikram Account. (ii) Vikram Account – in the book of IRANI & CO. [(4+1)+2=7] 3. The following is the Balance Sheet of MR. SILGARDO as on March 31, 2015. \| Liabilities \| ` \| Assets \| ` \| \|---\|---\|---\|---\| \| Capital Account \| 4,80,000 \| Buildings \| 3,25,000 \| \| Loan \| 1,50,000 \| Furniture \| 50,000 \| \| Trade Crecitors \| 3,10,000 \| Motor car \| 90,000 \| \| \| \| Stock \| 2,00,000 \| \| \| \| Trade Debtors \| 1,70,000 \| \| \| \| Cash in hand \| 20,000 \| \| \| \| Cash at bank \| 85,000 \| \| \| 9,40,000 \| \| 9,40,000 \| A fire occurred on the night of 31st March, 2016 in which all books and records were lost. The cashier had absconded with the available cash. MR. SILGARDO gives you the following information: (a) His sales for the year ended March 31, 2016 were 20% higher than the previous years. He always sells his goods at cost plus 25%. 20% of the total sales for the year ended March 31, 2016 was for cash. There were no cash purchases. (b) On April 1, 2015 the stock level was raised to `3,00,000 and the stock was maintained at this level throughout the year. (c) Collection from Debtors amounted to `14 lakh of which `3.50 lakh was recived in cash. Business expenses amounted to `2,00,000 of which `50,000 was outstanding on march 31, 2016 and `60,000 was paid by cheques. (d) Analysis of the pass books revealed on the following: Payment creditors `13.75 lakh, Personal drawings `75,000. Cash deposited in bank `7.15 lakh. Cash withdrawn from bank `1,20,000. (e) Gross Profit as per last year's audited accounts was `3,00,000. (f) Provide depreciation on building and furniture at 5% and on motor car at 20%. (g) The amount defalcated by the cashier may be treated as recoverable from him. Required: (i) Prepare Trading and Profit and Loss Account for the year ended March 31,2016. (ii) Prepare Balance Sheet as on 31.03.2016. [5+5+(2+1+1+1)=15] 4. The following was the Balance Sheet of 'Kamal' and 'Rani', who were sharing profits and losses in the ratio of 2:1 on 31.12.2016: \| Liabilities \| ` \| Assets \| ` \| \|---\|---\|---\|---\| \| Capital Accounts \| \| Plant and Machinery \| 24,00,000 \| \| Kamal \| 20,00,000 \| Building \| 18,00,000 \| \| Rani \| 10,00,000 \| Sundry Debtors \| 6,00,000 \| \| Reserves \| 18,00,000 \| Stock \| 8,00,000 \| \| Sundry Creditors \| 8,00,000 \| Cash \| 2,00,000 \| \| Bills Payable \| 2,00,000 \| \| \| \| \| 58,00,000 \| \| 58,00,000 \| They agreed to admit 'Nisha' into the partnership on the following terms: (i) The Goodwill of the firm was fixed at `2,10,000. (ii) That the value of Stock and Plant & Machinery were to be reduced by 10%. (iii) That a provision of 5% was to be created for Doubtful Debts. (iv) That the Building Account was to be appreciated by 20%. (v) There was an unrecorded liability of `20,000. (vi) Investments worth `40,000 (Not mentioned in the Balance Sheet) were taken into account. (vii) That the value of Reserve, the values of Liabilities and the values of Assets other than Cash are not to be altered. (viii) 'Nisha' was to be given one-fourth share in the profit and was to bring capital equal to his share of profit after all adjustments. Prepare Memorandum Revaluation Account, Capital Account of the partners and the Balance Sheet of the newly reconstituted firm. [15] 5. (a) Prepare a Branch account in the books of Head Office from the following particulars for the year ended 31st March, 2017 assuming that H.O. supplied goods at cost plus 25%. \| Particulars \| Amount \| Particulars \| Amount \| \|---\|---\|---\|---\| \| \| (`) \| \| (`) \| \| Stock on 1.4.2016 (LP.) \| 12,500 \| Bad Debts \| 2,000 \| \| Debtors „ \| 5,000 \| Allowances to customers \| 1,000 \| \| Petty Cash „ \| 1,000 \| Returns Inwards \| 1,000 \| \| Goods sent to branch (LP.) \| 40,000 \| Cheques sent to Branch for expenses: \| \| \| Goods return to H.O. (LP.) \| 5,000 \| Rates & Taxes 3,000 \| \| \| Cash received from debtors \| 30,000 \| Misc. Exps. \| 1,000 \| \|---\|---\|---\|---\| \| \| \| Stock on 31.03.2017 (LP.) \| 15,000 \| \| \| \| Debtors „ \| 4,000 \| [8] (b) The following information is extracted from a book of MR. ANUBHAV MS GOYAL, a trader for the month of March 2016: Your are required to prepare the CREDITORS' Ledger Adjustment Account which would appear in the General Ledger for the month of March, 2016. [7] 6. (a) BANSAL COAL LTD., leased land from Mr. BUTCHER. M at a royalty of `2.50 per tonne of coal raised. Minimum rent was `2,40,000. Shortworkings was to be recouped during the first 4 years. The coal raised in the first 4 years was as follows: \| Year ended March, 31 \| Tonnes \| \|---\|---\| \| 2013 \| 80000 \| \| 2014 \| 90000 \| \| 2015 \| 60000 \| There was a provision for proportionate reduction in minimum rent in case of stoppage of work by strike, lock out, accident etc. You are required to prepare: (i) Royalty Account (ii) Shortworking Account (iii) Butcher. M Account- in the book of BANSAL COAL LTD. [(3+1)+3+3 = 10] (b) MR Ltd. provides the following information. Prepare Provision for Bad and Doubtful Debts Account. [5] 7. (a) A Ltd. is installing a new plant at its production facility. It has incurred these costs: \| Cost of the plant (cost per supplier's invoice plus taxes) \| 50,00,000 \| \|---\|---\| \| Initial delivery and handling costs \| 4,00,000 \| \| Cost of site preparation \| 12,00,000 \| \| Consultants used for advice on the acquisition of the plant \| 14,00,000 \| \| Interest charges paid to supplier of plant for deferred credit \| 4,00,000 \| \| Estimated dismantling costs to be incurred after 7 years (PV) \| 6,00,000 \| \| Operating losses before commercial production \| 8,00,000 \| (b) Discuss the disadvantages of customized accounting package. [8] 8. Write short notes on any three of the following: (a) Features of Single Entry System; (b) Advantages of Self-Balancing System; (c) Components of contract revenue as per AS – 7; (d) Differences between Branch Account and Departmental Account. 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Make healthy easy with nrgBalance 12345! An important part of being healthy is achieving energy balance: eating and drinking (energy in) to provide the right amount of fuel our bodies need for healthy growth, every day living and physical activity (energy out). nrgBalance 12345! highlights five recommended behaviors for maintaining a good health and provides simple, practical tips for helping families achieve energy balance every day. Start with one of the five guidelines and make it a goal for your family this month. Next month, add another. Make choices together, try it together – and before you know it, you'll all be on your way to energy balance! One hour of physical activity each day Research indicates that children who do not engage in regular physical activity are at greater risk of obesity. Activity habits that are formed during early childhood increase the likelihood of being an active adult. Experts recommend kids accumulate 60 minutes of moderate daily activity. Make a goal to move more as a family * Explore close-to-home parks and trails for fun and free activities * Walk or bike to the store, school, park, library, or community events * Dance to your favorite tunes or build a fort indoors * Celebrate special occasions – birthdays, holidays, anniversaries – with something active, such as a hike, bike ride, or Frisbee ® game * Keep a family activity log; encourage everyone in the family to take part by posting the log on the refrigerator Less than two hours of screen time each day In a year, the average child spends 900 hours in school and nearly 1,023 hours in front of a TV. Evidence shows that children tend to be less physically active when they devote large amounts of time to stationary activities – spending time in front of the TV and at the computer. Replace screen time with fun family alternatives * Walk, hike, bike , and paddle outdoors * Cook a family meal together and enjoy it without turning on the TV * Play games – inside or outside * Try a weekday TV ban and you'll have more time for family togetherness to spend on meals, games and physical activity * Take TVs out of bedrooms Three meals a day with family and friends Research suggests that neglecting to eat certain meals, particularly breakfast, can lead to weight gain. The family meal has a significant impact on the nutritional quality of children's diets. Studies show that a higher frequency of family meals is associated with increased consumption of fruits, vegetables and milk and less fried foods and soft drinks. Share meals together and increase quality family time * Start the day with breakfast including at least 3 food groups such as whole grains, non-fat/low-fat dairy or lean protein, and fruit * Include the whole family in meal planning and preparation. Rotate favorite meals and duties such as salad chef or table setter * Be creative and flexible about where and when you eat – pack a picnic to eat together at the sports field either before or after the game * Make casseroles, soups, or stews on weekends and freeze for quick family weeknight meals * Provide healthy selections at every meal and focus on sharing each other's company so kids learn to eat only as much as they need Four or more glasses of water or no/low calorie beverages each day Soft drinks are the leading source of added sugars in the daily diet of youth. These calories may be easy to over-consume, because beverages seem less satisfying and filling than from food. Research supports a clear association between sweetened beverage consumption, increased caloric intake, and childhood obesity. Experts recommend limiting children's access to sugar- sweetened beverages both at home and at school. Stay hydrated without adding extra calories * Heading out? Bring water bottles or other no/low calorie beverages * Limit caffeinated beverages * Make it a habit to drink a glass of water or milk with family meals * If you choose juice, stick to 100% fruit juice (American Academy of Pediatrics recommends 4-6 oz. serving for 1-6 year olds and 8-12 oz. serving for 7-18 year olds) * Rehydrate with water after sporting events and exercise Five or more fruits and veggies each day Studies show that increased fruit and vegetable consumption can protect against obesity because they are low in calories, high in fiber, and make you feel full. Increased consumption of fruits and vegetables also provides valuable vitamins, minerals and fiber children need for good health. Get more nutrients and fiber with fewer calories * Combine fruits/veggies with nuts and cheese for wholesome snacks * Make veggies the largest portion on the plate * Include at least one fruit/veggie at every meal * Pack whole and dried fruits for a great on-the-go snack Remember nrgBalance 12345! to help your family make healthy choices everyday. When our "energy in" exceeds our "energy out" over time, weight gain and associated health risks may occur. On the other hand, weight loss below an ideal body weight can also lead to a serious medical issue. For more information, please talk with your physician and visit www.nrgbalance.org.	<urn:uuid:76a51d13-4922-47d4-8375-e4b25f52d8d9>	CC-MAIN-2025-05	https://cap4kids.org/philadelphia/files/download/MakeHealthyEasyWithnrgBalance12345.pdf	2025-01-15T02:27:35+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00182.warc.gz	144,449,571	1,055	eng_Latn	eng_Latn	0.998367	eng_Latn	0.998402	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2547, 5140 ]	[ 3.53125 ]	1	0
Earth's Energy Balance For the past quarter century, Earth scientists have been trying to get a handle on how much solar energy illuminates the Earth and what happens to the energy once it penetrates the atmosphere. To date they estimate that roughly 1,368 W/m 2 , averaged over the globe and over several years, strikes the outermost atmosphere at the Earth. This is called the "Total Solar Irradiance," or TSI. TSI depends only on the total energy per second produced by the Sun (its absolute luminosity) and the distance from the Sun to the Earth, 93 million miles or 150 million kilometers. Though sunlight may appear white and nondescript, it consists of electromagnetic waves that have a wide range of wavelengths. One can separate these wavelengths by simply holding up a prism to sunlight, which causes light rays of shorter wavelengths to bend at larger angles. The various purples, blues, greens, yellows, and reds that emerge from the prism represent all the wavelengths of light that are visible to the human eye, which only detects wavelengths between 400 and 700 nanometers (billionths of a meter). The visible spectrum, however, accounts for just under half of the Sun's total energy. Much of the Sun's energy is made up of ultraviolet (UV) radiation, which has shorter wavelengths (higher energy levels) than visible light and extends off of the purple end of the visible spectrum. An even larger amount of this invisible energy can be found in the longer infrared wavelengths (lower energy levels) of light that extend off the opposite end of the visible spectrum. The Sun emits light in a very wide range of wavelengths—from radio waves, through visible light, to x-rays. The most familiar example is the visible spectrum revealed in a rainbow, but all the colors of the rainbow occur in a relatively narrow band of wavelengths. In addition to visible light, infrared and ultraviolet light also play a role in the Earth's climate. (Photograph courtesy Philip Greenspun) Not all of this light is absorbed by the Earth. Roughly 30 percent of the total solar energy that strikes the Earth is reflected back into space by clouds, atmospheric aerosols, snow, ice, desert sand, rooftops, and even ocean surf. The remaining 70 percent of the TSI is absorbed by the land, ocean, and atmosphere. In addition, different layers of the Earth and atmosphere tend to absorb different wavelengths of light. Only one percent of the TSI, mostly in the form of UV radiation, is absorbed by the upper atmosphere, mainly by stratospheric ozone. Twenty to 24 percent of the TSI and a majority of the near infrared radiation is absorbed in the lower atmosphere (troposphere), mainly by water vapor, trace gases, clouds, and darker aerosols. The remaining 46 to 50 percent of predominately visible light penetrates the atmosphere and is taken in by the Solar Radiation and Climate Experiment (SORCE) Introduction Earth's Energy Balance Solar Variability The Sun and Global Warming Uncertainties in Solar Measurements The SORCE Satellite Total Irradiance Monitor (TIM) Spectral Irradiance Monitor (SIM) Solar Stellar Comparison Experiment (SOLSTICE) Extreme Ultraviolet Photometer System (XPS) Related Articles SOLSTICE Watching the Sun ACRIMSAT Sunspots and the Solar Max Clouds and Radiation Why isn't Earth Hot as an Oven? Related Datasets Reflected Solar Radiation Outgoing Heat Radiation land and the oceans. Solar radiation is not emitted in a smooth continuum. Superheated atoms in the Sun, particularly Hydrogen and Helium, absorb radiation in distinct wavelengths. These absorption bands are visible as dips in the green line in the graph above, which represents the spectrum of sunlight that arrives at the top of the Earth's atmosphere. Additionally, gas molecules absorb radiation in the Earth's atmosphere, further reducing the radiation at the surface. The blue line represents the spectrum of radiation arriving at the surface of the Earth on a clear day in the tropics, based on an atmospheric model. (Graph by Robert Simmon, based on model data from the NASA GSFC Laboratory for Atmospheres) The absorption of solar energy heats up our planet's surface and atmosphere and makes life on Earth possible. But the energy does not stay bound up in the Earth's environment forever. If it did, then the Earth would be as hot as the Sun. Instead, as the rocks, the air, and the sea warm, they emit thermal radiation (heat). This thermal radiation, which is largely in the form of long-wave infrared light, eventually finds its way out into space, leaving the Earth and allowing it to cool. For the Earth to remain at a stable temperature, the amount of longwave radiation streaming from the Earth must be equal to the total amount of absorbed radiation from the Sun. next: Solar Variability back: Introduction	<urn:uuid:998ec21f-5f47-4925-b555-79cb03b8aa3f>	CC-MAIN-2025-05	https://ceee.colorado.edu/sites/default/files/2020-03/Climate%20Resiliency%20HS5%20-%20StudentActivityGuideRef.pdf	2025-01-15T02:52:08+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00180.warc.gz	150,512,210	1,001	eng_Latn	eng_Latn	0.996024	eng_Latn	0.995859	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3427, 4836 ]	[ 4.03125 ]	1	0
What counts? Finding Meaningful Metrics RIPL: 12 Months to Better Library Data Materials by Katie Fox "Not everything that can be counted counts, and not everything that counts can be counted." - William Bruce Cameron Guiding Questions for Meaningful Metrics 1. How clearly does this metric align to an articulated outcome or impact? 2. Who cares about this metric? 3. Why do they care? 4. How can they act on it? 5. Whose perspective does this metric reflect or emphasize? 6. How do the people closest to this work feel about it? - At a minimum, this is the staff who do the work, ideally consider the community as well 7. How can this information be collected in a way that is ethical, accurate, and manageable for staff and participants? - Key elements of ethics are privacy and informed consent - Accuracy often involves staff being trained and consistently collecting data Your context: Your outcome/impact: Your metric: \| A. Meaningful Metrics Question \| B. Quick assessment of metric on this question ( + or ? ) \| C. Questions about this question \| \|---\|---\|---\| \| 1. How clearly does this metric align to an articulated outcome or impact? \| \| \| \| 2. Who cares about this metric? \| \| \| \| 3. Why do they care? \| \| \| \| A. Meaningful Metrics Question \| B. Quick assessment of metric on this question ( + or ? ) \| C. Questions about this question \| D. Next steps \| \|---\|---\|---\|---\| \| 4. How can they act on it? \| \| \| \| \| 5. Whose perspective does this metric refel ct or emphasize? \| \| \| \| \| 6. How do the people closest to this work feel about it? \| \| \| \| Examples of library metrics \| Context \| Outcome/Impact \| \|---\|---\| \| Immigrant & refugee services weekly recurring drop in events \| As a result of their experiences attending, members of immigrant communities will be able to connect with & learn from each other. \| \| All library events & programs. \| As a result of their experience attending library events and programs, participants feel welcome in the library. \| \| Library database access \| As a result of library databases, library users will have access to relevant resources that support their learning & development. \| \| Library reference \| As a result of immediate reference, library users with immediate information needs can effciiently access accurate information. \|	<urn:uuid:14ac6442-8d5c-4c78-8ef5-0d3702acf5c7>	CC-MAIN-2025-05	https://www.ripleffect.org/wp-content/uploads/2024/12/Meaningful-Metrics-RIPL-Handout.pdf	2025-01-15T02:43:54+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00180.warc.gz	1,022,108,896	568	eng_Latn	eng_Latn	0.992222	eng_Latn	0.992516	[ "eng_Latn", "unknown", "unknown", "unknown" ]	false	docling	[ 952, 1255, 1604, 2333 ]	[ 2.3125 ]	1	0
Problem A. Ants Input ﬁle: ants.in Output ﬁle: ants.out Young naturalist Bill studies ants in school. His ants feed on plant-louses that live on apple trees. Each ant colony needs its own apple tree to feed itself. Bill has a map with coordinates of n ant colonies and n apple trees. He knows that ants travel from their colony to their feeding places and back using chemically tagged routes. The routes cannot intersect each other or ants will get confused and get to the wrong colony or tree, thus spurring a war between colonies. Bill would like to connect each ant colony to a single apple tree so that all n routes are non-intersecting straight lines. In this problem such connection is always possible. Your task is to write a program that ﬁnds such connection. On this picture ant colonies are denoted by empty circles and apple trees are denoted by ﬁlled circles. One possible connection is denoted by lines. Input The ﬁrst line of the input ﬁle contains a single integer number n (1 ≤ n ≤ 100) — the number of ant colonies and apple trees. It is followed by n lines describing n ant colonies, followed by n lines describing n apple trees. Each ant colony and apple tree is described by a pair of integer coordinates x and y (−10 000 ≤ x, y ≤ 10 000) on a Cartesian plane. All ant colonies and apple trees occupy distinct points on a plane. No three points are on the same line. Output Write to the output ﬁle n lines with one integer number on each line. The number written on i-th line denotes the number (from 1 to n) of the apple tree that is connected to the i-th ant colony. Problem B. Building for UN Input ﬁle: building.in Output ﬁle: building.out The United Nations has decided to build a new headquarters in Saint Petersburg, Russia. It will have a form of a rectangular parallelepiped and will consist of several rectangular ﬂoors, one on top of another. Each ﬂoor is a rectangular grid of the same dimensions, each cell of this grid is an oﬃce. Two oﬃces are considered adjacent if they are located on the same ﬂoor and share a common wall, or if one's ﬂoor is the other's ceiling. The St. Petersburg building will host n national missions. Each country gets several oﬃces that form a connected set. Moreover, modern political situation shows that countries might want to form secret coalitions. For that to be possible, each pair of countries must have at least one pair of adjacent oﬃces, so that they can raise the wall or the ceiling they share to perform secret pair-wise negotiations just in case they need to. You are hired to design an appropriate building for the UN. Input The input ﬁle consists of a single integer number n (1 ≤ n ≤ 50) — the number of countries that are hosted in the building. Output On the ﬁrst line of the output ﬁle write three integer numbers h, w, and l — height, width and length of the building respectively. h descriptions of ﬂoors should follow. Each ﬂoor description consists of l lines with w characters on each line. Separate descriptions of adjacent ﬂoors with an empty line. Use capital and small Latin letters to denote oﬃces of diﬀerent countries. There should be at most 1 000 000 oﬃces in the building. Each oﬃce should be occupied by a country. There should be exactly n diﬀerent countries in the building. In this problem the required building design always exists. Problem C. Cactus Reloaded Input ﬁle: cactus.in Output ﬁle: cactus.out Cactus is a connected undirected graph in which every edge lies on at most one simple cycle. Intuitively cactus is a generalization of a tree where some cycles are allowed. Your task is to ﬁnd a diameter of the given cactus. Diameter is the maximal length of the shortest path between pairs of vertices. 6 For example, on the picture above the shortest path between vertices 6 and 12 goes through 8 edges and it is the maximal shortest path in this graph, thus its diameter is 8. Input The ﬁrst line of the input ﬁle contains two integer numbers n and m (1 ≤ n ≤ 50 000, 0 ≤ m ≤ 10 000). Here n is the number of vertices in the graph. Vertices are numbered from 1 to n. Edges of the graph are represented by a set of edge-distinct paths, where m is the number of such paths. Each of the following m lines contains a path in the graph. A path starts with an integer number ki (2 ≤ ki ≤ 1000) followed by ki integers from 1 to n. These ki integers represent vertices of a path. Adjacent vertices in a path are distinct. Path can go to the same vertex multiple times, but every edge is traversed exactly once in the whole input ﬁle. There are no multiedges in the graph (there is at most one edge between any two vertices). The graph in the input ﬁle is a cactus. Output Write to the output ﬁle a single integer number — the diameter of the given cactus. Sample input and output \| cactus.in \| cactus.out \| \|---\|---\| \| 15 3 9 1 2 3 4 5 6 7 8 3 7 2 9 10 11 12 13 10 5 2 14 9 15 10 \| 8 \| Problem D. Diver Input ﬁle: diver.in Output ﬁle: diver.out Diver had just completed her mission in the depths of the ocean and needs to resurface. To get to the surface she must use the rope that goes straight down from her boat on the surface to her location d feet under the water. However, while she was working, several sharks gathered near the rope. They do not consider her a danger or a prey yet, but if she gets closer than r feet to a shark, then it immediately attacks her. To avoid decompression sickness diver can descend (go down) or ascend (go up) at most vd feet per second. She also cannot go deeper than d feet under the water. Each shark swims at its own constant depth of di feet near the rope. Speed and the pattern of movement for all sharks is the same. They cannot just stay in the water near the rope. They have to swim to avoid sinking, so they swim in a back-and-forth motion with a constant speed of vs — swimming away from the rope on distance of w feet and swimming back to the rope again. Sharks change the direction of their movement so fast, that we consider it being instantaneous. When a shark attacks the diver it also moves so fast, that we consider it to happen instantaneously as soon as the diver is inside a circle of r feet in radius around a shark. Your task is to ﬁgure out if the diver can get to the surface without being attacked by a shark, and if yes, then how fast she can do it. Input The ﬁrst line of the input ﬁle contains 6 integer numbers: * d (10 ≤ d ≤ 100) — initial depth of the diver. * vd (1 ≤ vd ≤ 10) — maximal speed of the diver. * n (1 ≤ n ≤ 20) — number of sharks. * r (1 ≤ r ≤ 10) — minimal safe distance between a shark and the diver. * w (10 ≤ w ≤ 100) — maximal distance that a shark swims away from the rope. * vs (1 ≤ vs ≤ 50) — speed of a shark. Then follow n lines describing sharks with 3 integer numbers per line for each shark: * di (1 ≤ di < d) — depth of i-th shark. * wi (0 ≤ wi ≤ w) — initial distance from i-th shark to the rope. * fi (fi is 1 or −1) — initial direction of i-th shark's movement in relation to the rope (1 if it swims away from the rope, or −1 if it swims to the rope). Initially the diver is more than r feet from any shark. Output Write to the output ﬁle IMPOSSIBLE if the diver cannot get to the surface or write the minimal time that it will take the diver to resurface with precision of at least 10 − 5 . Problem E. Equation Input ﬁle: equation.in Output ﬁle: equation.out Your task is to solve an equation of the form f(x) = 0 where f(x) is written in postﬁx notation with numbers, operations +, -, , /, and at most one occurrence of a variable x. For example, f(x) for an equation (4x + 2)/2 = 0 is written as: The solution for f(x) = 0 is x = −1/2. Input The input ﬁle consists of a single line with at most 30 tokens separated by spaces. Each token is either: a digit from 0 to 9; * an operation +, -, , or /; an uppercase letter X that denotes variable x. The input ﬁle contains a correct representation of f(x) in postﬁx notation where token X occurs at most once. There is no division by a constant zero in this equation, that is, there always exists a value of x, such that f(x) can be evaluated without division by zero. Output Write to the output ﬁle: * X = p/q if equation f(x) = 0 has a single solution that can be represented with a simple fraction p/q, where p and q are coprime integer numbers and q is positive. * NONE if equation f (x) = 0 has no solution; * MULTIPLE if equation f(x) = 0 has multiple solutions. Problem F. Fund Management Input ﬁle: fund.in Output ﬁle: fund.out Frank is a portfolio manager of a closed-end fund for Advanced Commercial Markets (ACM ). Fund collects money (cash) from individual investors for a certain period of time and invests cash into various securities in accordance with fund's investment strategy. At the end of the period all assets are sold out and cash is distributed among individual investors of the fund proportionally to their share of original investment. Frank manages equity fund that invests money into stock market. His strategy is explained below. Frank's fund has collected c US Dollars (USD) from individual investors to manage them for m days. Management is performed on a day by day basis. Frank has selected n stocks to invest into. Depending on the overall price range and availability of each stock, a lot size was chosen for each stock — the number of shares of the stock Frank can buy or sell per day without aﬀecting the market too much by his trades. So, if the price of the stock is pi USD per share and the lot size of the corresponding stock is si, then Frank can spend pisi USD to buy one lot of the corresponding stock for his fund if the fund has enough cash left, thus decreasing available cash in the fund. This trade is completely performed in one day. When price of the stock changes to p ′ i later, then Frank can sell this lot for p ′ i s i USD, thus increasing available cash for further trading. This trade is also completely performed in one day. All lots of stocks that are held by the fund must be sold by the end of the fund's period, so that at the end (like at the beginning) the fund is holding only cash. Each stock has its own volatility and risks, so to minimize the overall risk of the fund, for each stock there is the maximum number of lots ki that can be held by the fund at any given day. There is also the overall limit k on the number of lots of all stocks that the fund can hold at any given day. Any trade to buy or sell one lot of stock completely occupies Frank's day, and thus he can perform at most one such trade per day. Frank is not allowed to buy partial lots if there is not enough cash in the fund for a whole lot at the time of purchase. Now, when fund's period has ended, Frank wants to know what is the maximum proﬁt he could have made with this strategy having known the prices of each stock in advance. Your task is to write a program to ﬁnd it out. It is assumed that there is a single price for each stock for each day that Frank could have bought or sold shares of the stock at. Any overheads such as fees and commissions are ignored, and thus cash spent to buy or gained on a sell of one lot of stock is exactly equal to its price on this day multiplied by the number of shares in a lot. Input The ﬁrst line of the input ﬁle contains four numbers — c, m, n, and k. Here c (0.01 ≤ c ≤ 100 000 000.00) is the amount of cash collected from individual investors up to a cent (up to two digits after decimal point); m (1 ≤ m ≤ 100) is the number of days in the fund's lifetime; n (1 ≤ n ≤ 8) is the number of stocks selected by Frank for trading; k (1 ≤ k ≤ 8) is the overall limit on the number of lots the fund can hold at any time. The following 2n lines describe stocks and their prices with two lines per stock. The ﬁrst line for each stock contains the stock name followed by two integer numbers si and ki. Here si (1 ≤ si ≤ 1 000 000) is the lot size of the given stock, and ki (1 ≤ ki ≤ k) is the number of lots of this stock the fund can hold at any time. Stock name consists of 1 to 5 capital Latin letters from "A" to "Z". All stock names in the input ﬁle are distinct. The second line for each stock contains m decimal numbers separated by spaces that denote prices of the corresponding stock for each day in the fund's lifetime. Stock prices are in range from 0.01 to 999.99 (inclusive) given up to a cent (up to two digits after decimal point). Cash and prices in the input ﬁle are formatted as a string of decimal digits, optionally followed by a dot with one or two digits after a dot. Output Write to the output ﬁle m + 1 lines. On the ﬁrst line write a single decimal number — the precise value for the maximal amount of cash that can be collected in the fund by the end of its period. The answer will not exceed 1 000 000 000.00. Cash must be formatted as a string of decimal digits, optionally followed by a dot with one or two digits after a dot. On the following m lines write the description of Frank's actions for each day that he should have made in order to realize this proﬁt. Write BUY followed by a space and a stock name for buying a stock. Write SELL followed by a space and a stock name for selling a stock. Write HOLD if nothing should have been done on that day. Problem G. Game Input ﬁle: game.in Output ﬁle: game.out A group of contestants sits at the round table and plays the following game to relieve anxiety before the start of NEERC 2007. The game is played with a single token that is given to one person at the beginning of the game. This person passes the token to the adjacent person on the left-hand side or to the adjacent person on the right-hand side with a certain probability. A person who receives the token does the same with his own probability and so on. The game ends when each person has received the token at least once. The last person who has received the token wins. The problem is to ﬁnd the probability of winning for the given person. The probability of passing the token to the left or to the right is individual for each person and is known in advance before the beginning of the game. Contestants are numbered from 1 to n so that the person number 2 sits to the right of 1, the person number 3 sits to the right of 2, and so on. The person number 1 sits to the right of n. The game starts with the person whose number is speciﬁed in the input ﬁle and your task is to ﬁnd the probability of winning for the person number n. Picture shows 7 contestants at the table with the token given to the person number 3. Input The ﬁrst line of the input ﬁle contains two integer numbers n and k (2 ≤ n ≤ 50, 1 ≤ k < n). n denotes the total number of contestants, k denotes the number of the person who has the token at the beginning of the game. The second line of the input ﬁle contains n−1 numbers that denote the probabilities pi (0.01 ≤ pi ≤ 0.99) of passing the token to the right for the persons numbered from 1 to n − 1. The probability of passing the token to the left for the person number i is 1 − pi. The probabilities are given with at most 2 digits after decimal point. Output Write to the output ﬁle a single number that denotes the probability of winning for the person number n with a precision of at least 6 digits after decimal point. Sample input and output \| game.in \| game.out \| \|---\|---\| \| 7 3 0.5 0.5 0.5 0.5 0.5 0.5 \| 0.166667 \| \| 3 1 0.3 0.6 \| 0.3 \| Note: all probabilities in the third example are on the same line in the actual input ﬁle. Problem H. Hanoi Towers Input ﬁle: hanoi.in Output ﬁle: hanoi.out The "Hanoi Towers" puzzle consists of three pegs (that we will name A, B, and C) with n disks of diﬀerent diameters stacked onto the pegs. Initially all disks are stacked onto peg A with the smallest disk at the top and the largest one at the bottom, so that they form a conical shape on peg A. A valid move in the puzzle is moving one disk from the top of one (source) peg to the top of the other (destination) peg, with a constraint that a disk can be placed only onto an empty destination peg or onto a disk of a larger diameter. We denote a move with two capital letters — the ﬁrst letter denotes the source disk, and the second letter denotes the destination disk. For example, AB is a move from disk A to disk B. The puzzle is considered solved when all the disks are stacked onto either peg B (with pegs A and C empty) or onto peg C (with pegs A and B empty). We will solve this puzzle with the following algorithm. All six potential moves in the game (AB, AC, BA, BC, CA, and CB) are arranged into a list. The order of moves in this list deﬁnes our strategy. We always make the ﬁrst valid move from this list with an additional constraint that we never move the same disk twice in a row. It can be proven that this algorithm always solves the puzzle. Your problem is to ﬁnd the number of moves it takes for this algorithm to solve the puzzle using a given strategy. Input The input ﬁle contains two lines. The ﬁrst line consists of a single integer number n (1 ≤ n ≤ 30) – the number of disks in the puzzle. The second line contains descriptions of six moves separated by spaces — the strategy that is used to solve the puzzle. Output Write to the output ﬁle the number of moves it takes to solve the puzzle. This number will not exceed 10 18 . Problem I. I18n Input ﬁle: i18n.in Output ﬁle: i18n.out Internationalization and localization are long words that are usually abbreviated as i18n and l10n. The numbers in between i-n and l-n refer to the number of letters that were omitted. It is a very powerful abbreviation method that can be naturally used for any words. A word may be abbreviated only when it has previously occurred in a given text. A word is abbreviated by omitting all the letters in the word except for the ﬁrst and last letter and replacing omitted letters with a number of omitted letters. Your task is to write a program that expands such abbreviations in a given text whenever possible. Expansion is possible if it is valid and unambiguous. Expansion is valid if expanded word has previously occurred in the text and its abbreviated form corresponds to the abbreviation that is being expanded. Case is ignored for the purposes of validness. For example, expansion from i18n to internationalization is valid in this problem statement (even as internationalization was previously mentioned only with capital letter I). But expansion of p14n to parameterization is not valid since the word parameterization has never occurred before its abbreviation, and expansion of a11n to abbreviation is not valid, since it is not a correct abbreviation for the word abbreviation (correct one is a10n). Expansion is unambiguous if there is exactly one valid expansion for it. For example, expansion from l10n to localization is unambiguous in this problem statement, but expansion from p5m cannot be made unambiguously, since both problem and program are abbreviated to p5m. Input The input ﬁle contains at most 1000 lines with at most 80 characters in each line. Each line contains one or more words separated by spaces and special symbols: '-', ',', '.', '"', '(', ')', ':', ';', '!', '?'. There are no trailing spaces, but other separators are allowed at the end of line. Words may be either full or abbreviated. Full word consists of one to 32 Latin letters and may be written in one of three capitalization forms: all lowercase, First Capital Letter, or ALL CAPITAL LETTERS. Abbreviated word consists of a Latin letter, followed by a number from 2 to 30 (no leading zero), followed by a Latin letter. Abbreviated words also have three corresponding capitalization forms: all l7e, F3t C5l L4r, or ALL C5L L5S. Output Write to the output ﬁle original text with original separators while expanding abbreviated words into full words whenever possible (see problem statement). Capitalization of the expanded full word shall correspond to the capitalization of the abbreviation that is being expanded. Invalid or ambiguous abbreviations shall be left in the text as is (abbreviated). Note, that lines in the output ﬁle may be longer than 80 characters. Problem J. Japanese Writing Input ﬁle: japanese.in Output ﬁle: japanese.out Michael had visited ACM ICPC World Finals 2007 in Tokyo, Japan and became fascinated with Japanese writing. He decided to study hieroglyphs, but in order to check his knowledge he needs a piece of software that can verify correctness of his writing. This program takes a description of a correct shape of the hieroglyph, several Michael's attempts to write it, and judges each attempt as correct or incorrect. In this problem hieroglyphs are represented as a collection of strokes, each stroke being a straight line on a Cartesian plane. The order of strokes is irrelevant for the hieroglyph shape, but the direction of each stroke is relevant. There are eight relevant directions: straight right, upper-right, straight up, upper-left, straight left, lower-left, straight down, and lower-right. Two writings are considered to represent the same shape if one-to-one correspondence can be established between the strokes and all the endpoints of the strokes, so that direction of strokes and relative positions of pairs of points are preserved. Preservation of relative positions is important for any pair of points, even if they are not connected with a stroke. However, relative positions are important only with respect to eight relevant directions described above. For example, here is a hieroglyph similar to Latin letter A with 5 endpoints connected with 3 strokes and several other correct writings of the same shape: Note, that intersections of strokes are not relevant. Here are several incorrect writings of the same shape: ′ ′′ These writings are not correct for the following reasons: * Writing 5 has an extra point, so one-to-one correspondence between endpoints cannot be established. * In writing 6 point d is straight up from point a but it should be to the upper-right of it. * In writing 7 stroke d − e goes in the wrong direction. * In writing 8 point c is lower-right from point a but it should be straight to the right of it. * Writing 9 has an extra a − d stroke, so one-to-one correspondence between strokes cannot be established. Input The ﬁrst line of the input ﬁle contains a single integer n (2 ≤ n ≤ 20) — the number of writings in the input ﬁle. It is followed by descriptions of n writings. Each writing starts with a line with a single integer number mi (1 ≤ mi ≤ 100) — the number of strokes in i-th writing. It is followed by mi lines that describe strokes for i-th writing. Each stroke is represented by a line with four integer numbers x a ij , y a ij , x b ij , and y b ij ( − 1000 ≤ x a ij , y a ij , x b ij , y b ij ≤ 1000) — coordinates of endpoints. x a ij , y a ij are coordinates of the beginning of j -th stroke and x b ij , y b ij are coordinates of the end of j-th stroke. The beginning and the end of the stroke are distinct points. Any two endpoints are connected by at most one stroke. Output Compare the shapes of writings from 2-nd to n-th with the shape of the ﬁrst writing and write to the output ﬁle n − 1 lines with the result of each comparison of a single line. Write CORRECT if the corresponding writing represents the same shape as the ﬁrst one or INCORRECT otherwise. Problem K. Kingdom Partitioning Input ﬁle: kingdom.in Output ﬁle: kingdom.out The Kingdom of Qari was conquered, and now n other Kingdoms are dividing its territory among themselves. However, each Kingdom has its own opinion on which parts of Qari's land are better. For example, Napaj might want a large open space for settlement while Acirema is only interested in rich oilﬁelds. To formalize their claims each Kingdom has indicated an area that it considers worthy. An area indicated by each Kingdom is a union of non-overlapping circles. A Kingdom is content with Qari's partitioning if it receives at least 1/n of the area it has indicated as worthy. Your task is to propose a partitioning that satisﬁes all n Kingdoms. In your partitioning an area given to each Kingdom must be a convex polygon with at most 1000 vertices. In this problem it is always possible to ﬁnd such partitioning. Input The ﬁrst line of the input ﬁle contains an integer number n (1 ≤ n ≤ 30) — the number of Kingdoms that are dividing Qari. Then follow n sections describing the areas that were indicated by each Kingdom as worthy. The ﬁrst line of each section contains an integer number mi (1 ≤ mi ≤ 30) — the number of circles indicated by i-th Kingdom. It is followed by mi lines describing circles, one circle per line. A circle is described by three integer numbers x, y, and r (−1000 ≤ x, y ≤ 1000; 1 ≤ r ≤ 1000) — the coordinates of its center and its radius correspondingly. Circles in one section do not intersect, but may touch each other. Output Write to the output ﬁle descriptions of n non-intersecting convex polygons — one for each Kingdom in the same order as in the input ﬁle. Polygons may touch each other (see sample output). Each description shall start with a line that contains a single integer number ki (3 ≤ ki ≤ 1000) — the number of vertices in the polygon, followed by ki lines with x and y coordinates of the vertices (−3000 ≤ x, y ≤ 3000). Coordinates must be precise up to 7 digits after decimal point. The vertices must be listed in either clockwise or counterclockwise direction. No three consecutive vertices are allowed to lie on the same straight line. Sample input and output On the example picture above, the ﬁrst Kingdom has indicated as worthy a union of circles 1 ′ and 1 ′′ . The second and the third Kingdoms have both indicated the circle marked with 2 and 3 as worthy. One of the possible partitionings is pictured with dashed lines — the ﬁrst Kingdom will receive a square area around circle 1 ′ while the second and the third Kingdoms will receive rectangles 2 and 3, thus getting an equal share of their indicated area. With this partitioning each Kingdom gets half of the area it has indicated as worthy, which is more than one third required by the problem statement. ACM ICPC 2007–2008, Northeastern European Regional Contest Problem L. Language Recognition Input ﬁle: language.in Output ﬁle: language.out Deterministic Final-State Automaton (DFA) is a directed multigraph whose vertices are called states and edges are called transitions. Each DFA transition is labeled with a single letter. Moreover, for each state s and each letter l there is at most one transition that leaves s and is labeled with l. DFA has a single starting state and a subset of ﬁnal states. DFA deﬁnes a language of all words that can be constructed by writing down the letters on a path from the starting state to some ﬁnal state. Given a language with a ﬁnite set of words it is always possible to construct a DFA that deﬁnes this language. The picture on the left shows such DFA for the language cosisting of three words: fix, foo, ox. However, this DFA has 7 states, which is not optimal. The DFA on the right deﬁnes the same language with just 5 states. i x Your task is to ﬁnd the minimum number of states in a DFA that deﬁnes the given language. Input The ﬁrst line of the input ﬁle contains a single integer number n (1 ≤ n ≤ 5 000) — the number of words in the language. It is followed by n lines with a word on each line. Each word consists of 1 to 30 lowercase Latin letters from "a" to "z". All words in the input ﬁle are diﬀerent. Output Write to the output ﬁle a single integer number — the minimal number of states in a DFA that deﬁnes the language from the input ﬁle.	<urn:uuid:fb3626b9-fe89-479b-b56d-4cd05a8defb1>	CC-MAIN-2025-05	https://statement.bacs.cs.istu.ru/statement/get/CixiYWNzL3Byb2JsZW0vTjIwMDdJL3N0YXRlbWVudC92ZXJzaW9ucy9DL3BkZhIGCgRjH92i/bacs/UXOt8V3Fkkfh2d1JKd0_5Cyt798vr115rYno_mDO78iV8m6-o7f6hmdRgcRnZx7JL0ba-8iRAMCRJPV-qKXMhiRzjw_81k5JjiGIXAvizB6pbzoLc3w3ZJRorCyzN8UKu5s2Q0C5WzFn01A18Q0ud6xffpY3Y7pQkBg3ZvF-IllxYlbOc_yFafbCFmpAifclNd0h9w85TORxK8wG8-BicWbxSP-8Mwozgfc6Z0IUz1Uq71QNwr92TJbi7WqBW389hPnol6PYpJhL46amn-a_Itx4-9vFc2Zp_sGABrrLBCr_Dv55RDtm9BfIoE7uSyMCfxA9ur0-y508J0oH5_gzmg/problems.pdf	2025-01-15T02:19:57+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00179.warc.gz	579,719,344	6,655	eng_Latn	eng_Latn	0.99768	eng_Latn	0.99873	[ "eng_Latn", "eng_Latn", "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	[ 1599, 3361, 4929, 7352, 8497, 12402, 13317, 15557, 17389, 20220, 23143, 23438, 26251, 27759 ]	[ 3.65625, 1.71875 ]	1	0
EDUCATOR ' S GUIDE The Colossus of Roads by Christina Uss ★ "Unabashedly feel-good . . . tale." — Booklist, Starred Review ABOUT THE BOOK MARGARET FERGUSON BOOKS From the author of the acclaimed The Adventures of a Girl Called Bicycle comes a tale of traffic jams, secret plans, and one eleven-year-old boy's determination to save his family's livelihood. CLASSROOM DISCUSSION * Rick suffers from motion sickness. How does this rule his life? What does it mean that Rick's condition is "intervention resistant"? Discuss how his parents deal with Rick's condition. What steps do they take to make his life easier? In Rick's old school, he was labeled "Carsick Rick." In his new school, Rick doesn't want his classmates to know about his condition. Discuss the measures he takes to keep his condition a secret. * Contrast Rick's family with the next door neighbors, the Herrara family. Rick stays after school with Mrs. Herrara while his family runs Smotch, a catering service. Describe his relationship with Mila Herrara. Chart how their relationship changes as the plot progresses. Explain her anger when he steals her signs. How do they resolve the conflict? HolidayHouse.com * Rick's parents suddenly decide that he should stay alone after school. They say that it will test his "Pre-Teen Responsibility." Debate whether Rick is a responsible person. Why don't his parents tell him that their business is in trouble, and they can no longer afford to pay Mrs. Herrara? How does Rick learn about his parents' financial situation? Explain how this knowledge contributes to his desire to use his Snarl Solutions to make the traffic situation better for his parents and other drivers. * Rick is a loner. What is the difference between being a loner and being lonely? How does he combat loneliness? Discuss the steps he takes to fit in at his new school. How does the kid nicknamed "Tennis" try to help Rick fit in? Explain what Mrs. Herrara means when she tells him, "Kids aren't supposed to figure everything out. You're supposed to try things, mess up, then try other things" (pp. 38–39). How does he better understand what she means by the end of the novel? #TheColossusofRoads * Mila's Girl Scout Troop is painting old road signs with reflective paint to be displayed all over Los Angeles. Discuss Rick's motive when he asks if he can participate. Anna Diamond, a street-art legend, tells them, "I want you young creators to feel empowered to make art everywhere you go, and find art everywhere you look" (p. 51). How does Rick see art in road maps? Explain how his interest in traffic patterns is naturally linked to the project. * Rick has the idea to steal signs from Ms. Diamond's house and install them with duct tape on Balboa Boulevard. How does he justify stealing the signs when he knows that it's wrong? What other dishonest thing does Rick do to carry out his plan? Discuss what he learns about controlling traffic from his test run on Balboa. He discovers that someone had messed with his signs. Explain what he means when it says, "Someone messing with his signs felt like someone messing with his skin" (p. 98). * Discuss SPLAT, the bicycle organization to which Dr. and Mrs. Herrera belong. How is the purpose of this organization in direct opposition to what Rick wants to accomplish? Explain how Mila uses Girl Scout Law to explain SPLAT. Discuss the following metaphor: "Meeting SPLAT—or whatever they wanted to call themselves—had deflated the tires of his heart" (p. 120). What are the "tires of his heart"? Abuelita belongs to a secret organization that has a plan to calm traffic. How does her organization have a drastically different approach to dealing with traffic than SPLAT and Snarl Solutions? * Discuss Ms. Diamond's reaction when Rick confesses that he had falsified the orders directing where to place the signs. How do his parents react when he confesses to them? Colossus of Roads causes a fight between Ms. Diamond and Mrs. Torres, her sister who works for the Los Angeles Department of Transportation. Discuss what Ms. Diamond means when she says, "Sometimes it [art] leads in unexpected directions" (p. 168). Discuss the final act that causes Mrs. Torres to listen to Rick's ideas. How might this be considered "an unexpected direction"? * Explain the following quote from Eleanor Roosevelt: "The future belongs to those who believe in the beauty of their dreams" (p. 132). Explain how the quote could apply to Rick's efforts to calm traffic issues in Los Angeles. Make a prediction about Rick's future. * Explain the title of the novel. Why does Rick sign his road signs, "The Colossus of Roads"? Photo Credit: Robert Charles Photography ABOUT THE AUTHOR Christina Uss is the author of The Colossus of Roads. Her debut novel, The Adventures of a Girl Called Bicycle, was selected for the Texas Bluebonnet Award Master List, the Maine Student Book Award list, and Vermont's Dorothy Canfield Fisher list and was a Kirkus Reviews Best Book of the Year. It received starred reviews from Shelf Awareness, Booklist, Kirkus Rviews, and Publishers Weekly. Christina lives in East Longmeadow, Massachusetts. HolidayHouse.com #TheColossusofRoads JS 4.20	<urn:uuid:8bf0175d-c138-40fb-9ce6-6355338efb0b>	CC-MAIN-2025-05	https://media.btsb.com/TitleLessonPlans/3555.pdf	2025-01-15T03:03:15+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362214.22/warc/CC-MAIN-20250115010435-20250115040435-00182.warc.gz	396,135,664	1,150	eng_Latn	eng_Latn	0.998772	eng_Latn	0.998792	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2189, 5202 ]	[ 3.515625 ]	1	4

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