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Physical Activity 2014
Preamble
The World Health Organisation defines physical activity as any bodily movement produced by skeletal muscles that requires energy expenditure. Physical activity can take a number of forms. Exercise is a form of physical activity that is generally planned, structured, and repetitive which aims to improve or maintain one or more aspects of physical fitness. 1 Sport also requires physical exertion, and or physical skill, which by its nature or organisation is competitive. 2 Incidental activity is physical activity that is undertaken as part of carrying out normal daily life, such as climbing the stairs or walking the dog. 3 Physical activity can also be categorised in terms of its function and effect, including resistance, aerobic, incidental, and active transport.
While physical activity forms part of the body's energy balance equation, all too often the benefits of physical activity are only considered in relation to obesity and weight loss. The benefits of physical activity extend much further. Regular participation in physical activity is known to reduce the risk of physical health problems such as cardiovascular disease and stroke, type 2 diabetes, hypertension, some cancers and osteoporosis. 4 ' 5
Due to the release of endorphins, physical activity can also improve mood. 6 Regular participation in physical activity improves both short- and long- term psychosocial wellbeing by reducing feelings of stress, anxiety and depression. 7 There is scientific evidence to suggest physical activity can alleviate the symptoms of depression and it may also be useful in the treatment of mild to moderate depressive disorder. 8 A recent review confirmed the role of physical activity in reducing the symptoms of depression, but noted some methodological concerns and called for future research to consider the types and duration of physical activity that would provide the most benefit for those people with depression. 9
Physical activity may also provide additional benefits for those who are already suffering from chronic health conditions. Based on estimates that between 60 and 70 per cent of the Australian population is sedentary, or has low levels of physical activity, it has been suggested that increasing participation in physical activity by 10 per cent would lead to opportunity cost savings of $258 million, with 37 per cent of savings arising in the health sector. 10
A lack of physical activity, or physical inactivity, has been identified as the fourth leading risk factor for global mortality. Estimates suggest that physical inactivity is the principal cause for approximately 21-25 per cent of breast and colon cancer disease burden, 27 per cent of diabetes, and 30 per cent of ischemic heart disease burden worldwide.
Vigorous intensity physical activity (eg jogging or other aerobic exercise) generally provides increased health benefits. 11 However, it is important to recognise that some of the biggest health gains are made by those individuals who transition from being physical inactive (sedentary) to moderate amounts of physical activity. Evidence suggests that
activities such as walking for half an hour a day on five days a week may increase life expectancy by 1.5 to 3 years. 12
Current trends
While it is recognised that the modern environment promotes sedentary behaviour, levels of physical activity in Australia appear to be growing (following a period of decline). 13 , 14 Sixty five per cent of Australians aged 15 years and over reported participating in physical activity at least once during the past 12 months (with more than half reporting that they participate, on average, at least twice per week). Young people aged 15-17 years have the highest participation rate, with rates generally decreasing with age. In general, males have slightly higher participation rates, this difference is more significant in the younger age groups (15-17 years males 85 per cent, females 70per cent; 18-24 year olds, males 76 per cent compared with females 67per cent). Other significant factors found to impact on participation in physical activity include country of birth, employment status and level of education.
In relation to children, the 2007 Australian National Children's Nutrition and Physical Activity Survey found that, on any given day, there was a 69 per cent chance that any given child would get at least 60 minutes of moderate to vigorous physical activity. Underweight and obese children were found to have lower levels of physical activity than children of a healthy weight. 15 Along with school-based physical activity, 60 per cent of children participate in at least one organised sport, with the most popular options including soccer, swimming and netball. 16
Guidelines
Adults
The current Australian Physical Activity Guidelines recommend at least 30 minutes of moderate physical activity on most days for adults. 17 Similarly, the World Health Organisation recommends that adults undertake at least 150 minutes of moderate physical activity per week (equivalent to 30 mins each day for 5 days). Additional health benefits are available when this amount is increased to 300 minutes (60 minutes each day for 5 days). 18
In a move that recognises current rates of overweight and obesity, the recently revised Australian Dietary Guidelines recommend 45–60 minutes of moderate physical activity (on most days) for those individuals wishing to maintain a healthy weight. An increase of 60-90 minutes of moderate activity, or smaller amounts of vigorous activity, is recommended for those wishing to lose weight or to prevent weight gain in people who were formerly obese. 19 Initially participation in physical activity can be built up in increments of 10–15 minute sessions.
Older Adults
Participation in physical activity by older people can improve bone health, reduce falls, and improve psychosocial wellbeing. This is important given Australia's ageing population. Guidelines (recommendations) are consistent with those for other adults (at least 30 minutes on most days) but recognise that participation will depend on a range of
factors, including health status. There is also a specific focus on participation in activities that enhance mobility and balance.
Infants and children
From a young age, children can benefit from physical activity that can positively affect cognitive, developmental, coordination, confidence and self esteem. Specific activities may provide additional benefits (swimming can increase water safety awareness, cycling can increase road safety awareness). Australian physical activity guidelines for infants and children suggest:
[x] Infants should be engaged in supervised, floor based play from birth (0-1 year);
[x] Toddlers and preschool aged children (1-3, 3-5) should be physically active for at least three hours per day spread throughout the day;
[x] Children aged two years and under should not spend time watching TV or using other electronic media. For children aged 2-5 years, these activities should be limited to less than one hour per day; and
[x] For children aged 5-12 years, at least 60 minutes (and up to several hours) of moderate to vigorous physical activity every day.
The documented health benefits of exercise among children and youth include increased physical fitness (cardio and muscular strength), reduced body fat, favourable cardiovascular and metabolic disease risk profiles, enhanced bone health, and reduced symptoms of depression. 20
Physical activity over the life span
The role of physical activity in brain development Providing infants with opportunities for physical activity and the development of motor skills is a critical aspect of the first years of life. At birth, muscles are not well developed but, within a short timeframe, infants build muscle mass that allows them to roll over, sit up, crawl, stand, and eventually walk. 21 In addition to building muscle mass, appropriate physical activity in infants stimulates important neural development. Providing infants with a stimulating environment, which includes opportunities for daily physical activity such as floor based play, is critical to healthy growth and development.
Research suggests that, along with benefits relating to early brain development among school age children, participation in sport and other forms of physical activity can enhance academic achievement in children via improved cognitive functioning, memory, concentration and behaviour. 22
The role of physical activity in prevention and management of chronic disease The incidence of chronic disease increases with age. In Australia, chronic illnesses are responsible for 80 per cent of the total burden of disease. 23 Over 70 per cent of the Australian adult population suffers from at least one chronic disease, with one quarter suffering from two or more chronic health conditions. The rising burden of chronic illness is already impacting on the Australian health system and is likely to increase in the future. 24 While some of the risk factors for chronic disease are non modifiable (such as
family history, age, gender), physical inactivity is an easily modifiable risk factor for a number of chronic and debilitating health conditions. The time lag between engaging or increasing physical activity and observing health benefit is relatively short. 25
Recent evidence confirms that engaging in moderate physical activity is very important for the primary prevention of chronic diseases. This includes:
- Consistent findings around an inverse association between physical activity and cancer risk (with evidence around breast and colon cancer showing the biggest risk reductions);
- Physical activity has been linked to improved outcomes for those undergoing organ transplantation; 26
- Physical activity has also been linked with reduced morbidity and mortality from cardiovascular disease;
- Physical activity is associated with improved quality of life among those patients who have had a cardiac event;
- Physical activity also has a significant role in the prevention (and management of) type 2 diabetes, which is a growing health problem worldwide;
- Physical activity is also associated with lower levels of psychological distress, including depression. 27
In addition, certain types of physical activity during childhood and adolescence convey a reduced susceptibility to fractures related to reduced bone density. Similarly, physical activity that focuses on improving balance in the elderly helps to reduce the chance of a fall.
Physical activity can also play an important role in the management of many chronic diseases, by reducing some aspects of disease progression and improving quality of life. Medical practitioners should be consulted during the development of physical activity plans for individuals with single or multiple chronic diseases.
Health risks of physical activity
Concerns about safety may be a barrier to participation in some sports, particularly among children. A survey of parents in NSW identified that more than one quarter of parents of active children aged 5-12 years reported discouraging or preventing children from playing a particular sport because of injury and safety concerns. 28 While some sports are offered to children in a modified format, which increases safety, other sport and leisure time activities could also be modified to increase participant safety.
For adults, there are some forms of physical activity that have increased rates of injury. In some instances, safety equipment may be used to reduce risk of injury. There are also risks associated with participation in too much exercise, particularly among those who have previously been sedentary. There is some risk inherent in the participation in almost all forms of exercise and sport. However, the benefits largely outweigh the risks, and efforts should be made to encourage participation.
Trained first responders who have completed specific training in advanced first aid should be in attendance at sporting events with large numbers of participants because they can provide initial clinical management, prior to the arrival of paramedics or other medical professionals. Automated external defibrillators (AEDs) should be accessible in all places where people participate in physical activity. Timely use of AEDs can improve chances of survival for those individuals who suffer from a sudden cardiac event.
Elite athletes may suffer from injury due to large amounts of physical activity. Injuries are usually specific to the sport, and are often managed by medical professionals who specialise in treating athletes.
Access
Participation in physical activity tends to be influenced by certain socio-demographic factors including occupation, marital status, gender, cultural background, geographic location, and education. Those less likely to be active include older people, people with disabilities, and poorer people because of concerns about affordability, and the lack of opportunity to access (or the existence of) the necessary infrastructure to support participation.
Culturally and Linguistically Diverse (CALD)
Many culturally specific activities contribute towards physical activity levels. Providing culturally specific physical activity advice to people from CALD backgrounds may enhance participation rates, which can be of particular benefit in this higher risk population group. 29
Aboriginal Peoples and Torres Strait Islanders
In 2001, it was estimated that 70 per cent of Indigenous Australian adults living in nonremote areas reported their physical activity levels as low or sedentary. 30 While the lack of academic literature in this area is concerning, this should not prevent efforts to improve access and participation in physical activity. Supportive environments encouraging physical activity, such as swimming pools in remote communities, may have broad ranging positive impacts. 31
People with a disability
Where possible all people with a disability should be encouraged and supported to participate in physical activities. This may require modified or specialised equipment. The cost of this equipment should not prevent participation.
The built environment
There is also evidence that particular urban engineering measures can promote increased activity. Measures recommended for this purpose include development of neighbourhoods with accessible walking paths, cycle paths, parks and recreational facilities, local and accessible shops, facilities and services, and greater street
connectivity. 32 Provision of active transport networks for walking and cycling may also be very cost effective in terms of reducing future costs of cardiovascular disease. 33 State Governments and Local Councils should consider how physical activity can be encouraged in all design and development applications.
Schools and Workplaces
There is a range of settings where physical activity can be promoted. Two notable examples are school and workplaces. School based interventions to increase physical activity show improvements in student awareness and behaviour and when tested, physical and clinical outcomes. 34
There is some evidence that interventions promoting physical activity in the workplace can provide benefits for employees as well as the organisation more broadly. This is particularly important in the context of increased concerns about the health implications of sitting for extended periods.
The role of doctors
There are a number of groups within the population, including those who do not participate in regular physical activity, that may benefit significantly from brief lifestyle interventions within the primary care setting. 35 36 37 38 These interventions have been noted to increase physical activity levels in patients for up to six months. 39 Research is needed to identify how these initial increases in physical activity can be maintained in the longer term. Interventions within the primary care setting must be supported by multifaceted population wide efforts that encourage physical activity. Medical practitioners must be supported in their efforts to encourage physical activity among their patients, including easy access to the latest evidence around physical activity and its role in the prevention and management on chronic disease. Prescribing or recommending physical activity to patients should be an integral part of medical curricula and vocational training.
In many instances, doctors may refer patients on to allied health professionals, such as physiotherapists, exercise physiologists and personal and group fitness trainers, for more specific support and monitoring of patients who are engaging in physical activity. Communication with the treating general practitioner is an integral part of these arrangements.
The role of Government
As stated above, interventions within the primary care setting need to be supported by multi-faceted population-wide interventions and public education campaigns that aim to increase population levels of physical activity. Governments should aim for a coordinated approach so that simple, clear, and consistent messages are delivered to the Australian public around physical activity. Given the costs associated with physical inactivity, its likely that these efforts will be cost effective.
Governments also have a responsibility to ensure that all sections of the Australian community have good access to safe physical activity opportunities. It is important to make physical activity choices easy, safe, convenient and enjoyable so that people seek out opportunities to engage in physical activity. Governments have a responsibility to ensure that in planning and building communities attention is paid to the provision of both incidental and planned physical activity. The recent Ministerial Statement Walking, Riding and Access to Public Transport – Supporting active travel in Australian communities confirms the Government's role in encouraging active transport through appropriate urban design.
The Australian Medical Association Position
The AMA acknowledges that physical activity plays an important role in the prevention and management of many health conditions. It is critical that everyone has the opportunity to engage in appropriate amounts of physical activity on a regular basis. All doctors should be alert to the opportunities to undertake lifestyle interventions with their patients including recommendations to participate in physical activity.
National physical activity guidelines play an important role in educating the public about how often they should be engaged in physical activity. These guidelines must be based on the latest evidence, factor in the current rates of overweight and obesity, and highlight the role of physical activity in the prevention and management of chronic disease.
Recommendations must be communicated in a way that makes recommendations easy to understand and achievable (guidelines that are seen as unrealistic may easily be dismissed).
The AMA believes the following are important considerations and central elements of efforts to increase participation in physical activity:
[x] There must be appropriate opportunities for all people to engage in physical activity;
[x] All doctors should opportunistically advise patients and parents of the potential health benefits of increased physical activity, especially for sedentary children and adults;
[x] There must be increased investment in research examining the risks and benefits (to both the individual and the community) of participating in various forms of physical activity, as well as evaluations of interventions that aim to increase participation in physical activity;
[x] There must be improved data collection on physical activity levels within the population, including collection of information on formal and incidental physical activity. This data collection should also include appropriate representation from specific population groups, including children and adolescents, the elderly, Aboriginal and Torres Strait Islanders, and those from culturally and linguistically diverse backgrounds.
- Physical education and physical activity must be universally incorporated into school curricula. Schools must be universally funded to support such activity;
- Opportunities to engage in physical activity should also be supported by institutions, including (but not limited to) those providing post-secondary education, aged care facilities, hospitals and prisons;
- Opportunities to engage in physical activity should also be promoted within the workplace;
- Governments must extend their focus on support for elite athletes to support of more physical activity opportunities for all Australians.
- All possible steps be taken to maximise the safety of the environments in which exercise is performed. This includes appropriate first aid facilities and equipment, including AEDS. For larger events first responders should be in attendance.
- A health assessment by a medical practitioner should be performed before someone is encouraged to undertake vigorous physical activity.
1 WHO http://www.who.int/dietphysicalactivity/pa/en/index.html#
2 http://asf.org.au/who/definition_of_sport
3 WA Department of Sport and Recreation. Incidental physical activity. Available from: http://www.dsr.wa.gov.au/incidentalphysical-activity
4 World Health Organisation (2010) Global recommendations on physical activity for health.
Warburton D, Nicol CW, Bredin SSD. Health benefits of physical activity: the evidence. CMAJ 2006; 174: 801-809
5
6
Mental Illness Fellowship of Australia Inc. (2011). The Physical Health of People Living with a Mental Illness – Literature review, programs overview and recommendations. Available from:
http://www.mifa.org.au/sites/www.mifa.org.au/files/Physical%20health%20Lit%
20r ev
iew%20July%202011.pdf
7 Warburton DE, Nicol CW, Bedin SS. (2006). Health benefits of physical activity: the evidence. CMAJ, 174: 801-809/
8 Dunn, AL, Trivedi, MH, Kampert JB, Clark CG & Cambliss HO. (2005). Exercise treatment for depression: Efficacy and dose response. Am J Prev Med, 28(1). doi:10.1016/j.amepre.2004.09.003
9 Cooney GM, Greig CA, Lawlor DA, Rimer J, Waugh FR, McMurdo M, & Mead GE. (2013). Exercise for depression – Review. The Cochrane Collaboration.
10 Cadilhac DA, Cumming TB, Sheppard L, Pearce DC, Carter R & Magnus A. (2011). The economic benefits of reducing physical inactivity: An Australian example. International Journal of Behavioural Nutrition and Physical Activity 2011 (8): 99
11 Bright Futures Guidelines for Health Supervision of Infants, Children and Adolescents
12 Franco OH, de Laet C, Peeters A, Jonker J, Mackenbach J, Nusselder W. (2005). Effects of physical activity in life expectancy with cardiovascular disease. Arch Intern Med. 165(20): 2355-2360.
13 Australian Bureau of Statistics 2006 41560 – Sport and recreation: A statistical overview, Australia 2006 Edition. ABS Canberra 14 National Health and Medical Research Council (2013). Eat for Health. Australian Dietary Guidelines : Providing the scientific evidence for healthier Australian diets. Commonwealth of Australia. [Accessed from: http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n55_australian_dietary_guidelines_130530.pdf]
15 Department of Health and Ageing, Australian Food and Grocery Council Department of Agriculture, Fisheries and Forestry. 2007. Australian National Children's Nutrition and Physical Activity Survey: Main Findings.
16 ABS. 2012. 4901-1 – Children's Participation in Cultural and Leisure Activities, Australia, April 2012.
17 Department of Health and Aged Care (1999). National Physical Activity Guidelines for Adults. Australian Government, May 1999 [Reprinted 2005]. Accessed from:
http://www.health.gov.au/internet/wcms/publishing.nsf/content/BC3101B1FF200CA4CA256F9700154958/$File/adults_phys.pdf on1 June 2006.
18 World Health Organisation (2010) Global recommendations on physical activity for health.
19 NHMRC 2013 Australian Dietary Guidelines
20 World Health Organisation (2010) Global recommendations on physical activity for health.
21 Physical activity developmental chapters – bright futures http://www.brightfutures.org/physicalactivity/pdf/Infancy.pdf
22
Martin K. (2010). Brain boost: Sport and physical activity enhance children's learning. Government of Western Australia, Physical
Activity Taskforce and The University of Western Australia. Accessed from:
http://www.dsr.wa.gov.au//assets/files/Research/Brain%20boost_emailer.pdf
23 Australian Institute of Health and Welfare. Australia's Health 2008. Canberra…
24 Aspin, C., Jowsey T, Glasgow N, Nolte E, O'Hallahan J & Leeder S. (2010). Health policy responses to rising rates of multi-morbid chronic illness in Australia and New Zealand. Australia and New Zealand Journal of Public Health.
25 Cadilhac DA, Cumming TB, Sheppard L, Pearce DC, Carter R & Magnus A. (2011). The economic benefits of reducing physical inactivity: An Australian example. International Journal of Behavioural Nutrition and Physical Activity 2011 (8): 99 26 Get ref.
27 Kruk J. (2007). Physical activity in the prevention of the most frequent chronic disease: An analysis of the recent evidence. Review. Asia Pacific Journal of Cancer Prevention, (8): 325-338
AMA Position Statement
28 Boufous S, Finch C & Bauman A. (2004). Parent safety concerns – a barrier to sport and physical activity in children? Australian and New Zealand Journal of Public Health, 28(5) 482-486
29 Moy K, Scragg R, McLean G & Carr H. Metabolic equivalent (MET) intensities of culturally-specific physical activities performed by New Zealanders. NZJM 2006: 119 (1235) URL: http www.nzma.org.nz/journal/119-1235/2000/
30 Australian Bureau of Statistics. The Health and Welfare of Australia's Aboriginal and Torres Strait Islander Peoples 2003. ABS Canberra.
31 Lehmann D, Tennant M, Silvia D et al. Benefits of swimming pools in two remote Aboriginal communities in Western Australia: intervention study. BMJ 2003. pp415-9
32 National Institute for Health and Clinical Excellence. 2008. Promoting and creating built or natural environments that encourage and support physical activity. NICE Public Health Guidance.
33 National Institute for Health and Clinical Excellence. 2007. A rapid review of economic literature related to environmental interventions that increase physical activity levels. NICE.
34 World Health Organisation. (2009). Interventions on diet and physical activity: What works. Summary Report.
35 Briffa T, Maiorana A, Sheerin N, et al. Physical activity for people with cardiovascular disease: recommendations for the National Heart Foundation of Australia. Med J Aust. 2006: 184: 71-75 (pp71)
36 Bauman, A. Reviewing evidence on the effectiveness of approaches used by health professionals to increase uptake of exercises by their patients. 2003 National Institute of Clinical Studies [Accessed from http://www.nicsl.com.au/ on16 April 2006]
37 Brown WJ. Physical activity and health: updating the evidence 2000-2003. Journal of Science and Medicine in Sport 2004; v (1) pp1-5
38 World Health Organisation. (2009). Interventions on diet and physical activity: What works. Summary Report.
39 Petrella RJ, Lattenzio CN. Does counselling help patients get active? Systematic review of the literature. Can Fam Physician 2002: 48:72-80 | <urn:uuid:28820944-669a-44f4-b6c7-13239df280ff> | CC-MAIN-2021-17 | https://ama.com.au/sites/default/files/documents/Physical_Activity_Position_Statement_2014.pdf | 2021-04-17T15:17:49+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00222.warc.gz | 204,414,164 | 5,314 | eng_Latn | eng_Latn | 0.96136 | eng_Latn | 0.992464 | [
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Delaware Cooperative Extension
By Maggie Moor-Orth Delaware State University
Tracy Wootten and & Carrie Murphy University of Delaware
There are different ways to accommodate anyone who wants to garden. This raised bed allows people to gar den at a more comfortable height.
Consider a Vegetable Garden This Year
Introduction
Have you thought about growing a small vegetable garden for you and your family? Have you thought about growing your own food? What about being such a good gardener you could share the extra produce with neigh bors, friends and/or donate to your local food bank? Have you hesitated because you think it is too difficult? What a thrill it is to harvest a squash for a dinner casserole or cucumber for your salad. Vegetable gardening is very rewarding and can be accom plished with some helpful tips.
Considerations for your garden site
* How much time do you have to plant, weed and harvest in your garden?
* Do you have a sunny spot? Most vegetables require 6 to 8 hours of sunlight.
* A small garden is best for beginners. Go bigger as your skills and time increase.
* Vegetables prefer loose, well drained soil; rich in organic matter (compost).
* How much usable space is available?
* Avoid low spots on your property where water may sit after a rain.
* For convenience, a short walk from your house to the garden is ideal.
* Avoid buildings and tall trees that create shade over the garden area.
* Try to be close to a water outlet. You will need water to establish your plants, and especially during flower ing and drought periods.
* Select an area that does not have established plants nearby, they will compete with the available nutrients and water your vegetable plants will need.
* Will you grow your plants in raised beds or in the ground?
* Take a soil sample from the area, six weeks before planting (most vegetables prefer a pH of 6.0 – 6.8).
Considerations for choosing what to plant
* What vegetables are you or your family's favorites?
* How many people are in your family to feed from the garden?
* What are you going to do with the harvested pro duce?
* Were you going to participate in the Plant a Row for the Hungry Program, then donate to your local food bank?
* In addition to using your fresh harvested vegetables, do you plan to freeze, can, store or donate the ex tras?
Other considerations for planting
* Warm season plants (tomatoes, peppers, mel ons, etc.) are planted about May 10.
Remember you can start a vegetable garden in the spring or fall.
* Cool season plants (collards, kale, cauliflower, cabbage, etc.) are planted in mid/late August.
* Ideally rows should run north and south, for maximum sun exposure on all plants.
* If your rows run east to west, place tall crops on the north side to ensure the taller, caged or trellised plants don't shade shorter crops.
Easy garden crops
Cool Season Crops will germinate in cooler soil temperatures and are hardy or frost tolerant. Warm season crops are tender and need warm temperatures to grow (some are very tender and will not grow at cool temperatures). Below are some easy to grow cool and warm season crops:
Easy Cool Season Crops:
(seeds germinate at soil temperatures of 35-40 degrees F )
Hardy
asparagus
kale
broccoli
onion
brussel sprouts
peas
cabbage
spinach
greens
swiss chard
Half Hardy peratures of 40-45 degrees F)
(will tolerate light frost/freezes) (seeds germinate at soil tem
beet cauliflower
carrot lettuce
potato
```
Easy Warm Season Crops: Tender (seeds germinate at soil temperatures of 50-55 degrees F) sweet corn snap beans tomato
```
Very Tender mately May 10 (seeds germinate at soil temperatures of 60
Plant after the last danger of frost , Mother's Day, approxi
degrees F).
cantaloupe cucumber eggplant lima beans squash sweet potato pepper pumpkins watermelon
* get a head start on the season – start these plants indoors
Consider a Vegetable Garden This Year is a publication of Delaware Cooperative Exten sion, a partnership between Delaware State University and the University of Delaware. For more information, contact Delaware Cooperative Extension at (302) 857-6426 or (302) 730-4000 (Kent County); (302) 831-8862 (New Castle), or (302) 856-2585/ext. 535 (Sussex County).
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Helping Children Cope with Stressful News Coverage
Over the last few days, we have seen a huge increase in disturbing news coverage, following the tragic shooting at Stoneman Douglas High School in Lakeland, Florida.
Here at Children's Council, we know that in times such as these, parents and caregivers often face troubling questions from little ones, who may be frightened by what they see on television or overhear in adult conversations.
Below is a blog post published this past fall, in the wake of hurricane disasters. We recommend that all parents and caregivers take the time to reflect and prepare for what may be difficult discussions around stressful news coverage.
For more guidance, here is an informative article about talking to children about school shootings.
September 12, 2017
By Janet Zamudio
Children's Council Director of Parent Services
As hurricane season peaks – bringing with it relentless and often upsetting media coverage – it's important to think about how we help our little ones deal with emotions they may not be equipped to handle on their own.
Yes, the simple answer would be "turn off the TV." But we all know it is practically impossible to avoid media coverage and everyday adult conversations kids may overhear during times of natural disasters.
During these times, many emotions come up and we all respond to those emotions in different ways. As a parent, or a caregiver for children, those emotions can be heightened as we support our children with coping with them too. It's important that we engage children in discussion so that they can name their emotions and feelings. Children, especially preschool-age and above, need reassurance from their caregiver, as they may naturally become fearful of something similar happening to them and/or their neighborhood.
In my own experience as a mother and early educator, I've found it very important to pay special attention to the needs of each child.
For example, during the recent hurricanes, while my oldest daughter would have loved to engage in deep conversations about how a hurricane is formed, my youngest would have been terrified by this same conversation.
Even if you're not sure how your kids are reacting to what they see and hear, strive to provide reassurance to children during these times and highlight the great rescue efforts that are underway, so that they know that help is being provided.
And lastly, take care of yourself and your own emotions. When we pay attention to our own feelings and are able to express them and talk about them with other adults, we are better able to respond to our children.
To learn more, check out this great article with a "Top 5" list of how to help children cope with disturbing news coverage.
Facebook
Twitter
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Nano Science, Technology and Industry Scoreboard
Creating the Best TV Screen Yet
Breakthrough in blue quantum dot technology
There are many things quantum dots could do, but the most obvious place they could change our lives is to make the colours on our TVs and screens more pristine. Research using the Canadian Light Source (CLS) at the University of Saskatchewan is helping to bring this technology closer to our living rooms.
Quantum dots are nanocrystals that glow, a property that scientists have been working with to develop next-generation LEDs. When a quantum dot glows, it creates very pure light in a precise wavelength of red, blue or green. Conventional LEDs, found in our TV screens today, produce white light that is filtered to achieve desired colours, a process that leads to less bright and muddier colours.
Until now, blue-glowing quantum dots, which are crucial for creating a full range of colour, have proved particularly challenging for researchers to develop. However, University of Toronto (U of T) researcher Dr. Yitong Dong and collaborators have made a huge leap in blue quantum dot fluorescence, results they recently published in Nature Nanotechnology.
The idea is that if you have a blue LED, you have everything. We can always down convert the light from blue to green and red," says Dong. "Let's say you have green, then you cannot use this lower-energy light to make blue."
The team's breakthrough has led to quantum dots that produce green light at an external quantum efficiency (EQE) of 22% and blue at 12.3%. The theoretical maximum efficiency is
1
not far off at 25%, and this is the first blue perovskite LED reported as achieving an EQE higher than 10%.
The Science
Dong has been working in the field of quantum dots for two years in Dr. Edward Sargent's research group at the U of T. This astonishing increase in efficiency took time, an unusual production approach, and overcoming several scientific hurdles to achieve.
CLS techniques, particularly GIWAXS on the HXMA beamline, allowed the researchers to verify the structures achieved in their quantum dot films. This validated their results and helped clarify what the structural changes achieve in terms of LED performance.
"The CLS was very helpful. GIWAXS is a fascinating technique," says Dong.
The first challenge was uniformity, important to ensuring a clear blue colour and to prevent the LED from moving towards producing green light.
"We used a special synthetic approach to achieve a very uniform assembly, so every single particle has the same size and shape. The overall film is nearly perfect and maintains the blue emission conditions all the way through," says Dong.
A quantum dot LED light glows while operating.
Next, the team needed to tackle the charge injection needed to excite the dots into luminescence. Since the crystals are not very stable, they need stabilizing molecules to act as scaffolding and support them. These are typically long molecule chains, with up to 18 carbon-non-conductive molecules at the surface, making it hard to get the energy to produce light.
"We used a special surface structure to stabilize the quantum dot. Compared to the films made with long chain molecules capped quantum dots, our film has 100 times higher
2
conductivity, sometimes even 1000 times higher."
This remarkable performance is a key benchmark in bringing these nanocrystal LEDs to market. However, stability remains an issue and quantum dot LEDs suffer from short lifetimes. Dong is excited about the potential for the field and adds, "I like photons, these are interesting materials, and, well, these glowing crystals are just beautiful."
Read the original article on Canadian Light Source.
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Dear Parents / Guardians
To support you and your child with their home learning we are providing some guidance on where to find relevant activities to support your child. It would benefit your child if they can complete daily maths and English activities to keep their skills sharp and ready for when school reopens. We have also identified some possible other curriculum activities below.
Clearly this is a constantly evolving situation, and we will endeavor to support where possible, by adding new links and ideas as things become available.
Physical Activity
Joe Wicks is providing a half hour daily workout at 9 am each day, suitable for primary ages.
https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
Maths
Can Do
In school we have been following guidance provided by Can Do maths. They are providing home learning packs to practice skills developed during the year. As these arrive to us, we will upload them to the school website.
Can Do are also providing videos on their You Tube channel, offering guidance in how to approach each area of maths:
https://www.youtube.com/channel/UCtamY3wAjj85YpH5Zv4CTBQ/
Can do Maths website https://www.candomaths.org/
Hamilton Trust
For further daily maths activities, you can make use of the Hamilton Trust Home Learning Packs which are downloadable from their website:
https://www.hamilton-trust.org.uk/blog/learning-home-packs/
Other
All Foxmoor pupils have a login for Times Tables Rockstars/Numbots. The same login details will work for both systems (so children can access both if they wish). TTRS is aimed at upper school pupils, as it allows them to practise their recall of times table facts. Numbots is aimed at lower school pupils, as it allows them to practise their number sense and mental calculation facts. Each system will progressively increase in challenge as the children work their way through the levels, with the incentive of earning credits allowing them to improve their avatar figures.
Times Tables Rockstars
https://ttrockstars.com/
Numbots
https://play.numbots.com/#/account/search-school
Hit the button - maths
https://www.topmarks.co.uk/maths-games/hit-the-button
English
Oxford Owl
There are lots of resources but you will need to create a log in but this is free. The Ebooks can either be read, or the site will read these to your child.
- Ebooks
- Maths activities
- Phonics
- Comprehension activities
- Grammar activities
https://www.oxfordowl.co.uk/please-log-in?open_loginbox=true
Hamilton Trust
For daily English activities, you can make use of the Hamilton Trust Home Learning Packs which are downloadable from their website:
https://www.hamilton-trust.org.uk/blog/learning-home-packs/
Gloucestershire Libraries
Online access to books https://www.gloucestershire.gov.uk/libraries/join-the-librar y /
Spelling Frame
Free online spelling practise and tests. These are organised into year groups.
https://spellingframe.co.uk/
Science
Marvin and Milo
http://www.physics.org/marvinandmilo.asp
Natural History Museum https://www.nhm.ac.uk/schools/teaching-resources.html
Explorify – you will need to create a log in https://explorify.wellcome.ac.uk/
Computing
Scratch
Online coding activities https://scratch.mit.edu/
General
Twinkle
Twinkle have announced they are offering a one-month free subscription. You will need to create a login but there is a wide variety of educational resources that are organised in year groups.
https://www.twinkl.co.uk/blog/how-to-utilise-twinkl-during-the-coronavirus-shutdown-a-guide-forschools
TTS
Free home activity booklets https://www.tts-
group.co.uk/home+learning+activities.html?utm_source=facebook&utm_medium=wallpost&utm_c ampaign=TTSparentpackpost&utm_content=nowlive
BBC Bitesize
A range of activities across the primary curriculum https://www.bbc.co.uk/bitesize/primary
BBC Skills Wise
A variety of resources for different curriculum areas https://www.bbc.co.uk/teach/primary/zd7p47h
Classroom Secrets
Classroom Secrets are offering a free subscription. There is a variety of curriculum resources.
https://classroomsecrets.co.uk/
Top Marks
A variety of curriculum resources https://www.topmarks.co.uk/
Premier League Primary Stars
https://plprimarystars.com/
Further ideas
- Provide your child with regular opportunities to read aloud to an adult and share stories
- Encourage your child to cook with you and in particular follow recipes giving particular attention to weighing and measuring
- Carry out a research project, into an area of interest (this could be historical, scientific, geographical, etc.)
- Write a diary
- Notice the outdoor changes during Spring
- Ask your child to practise colouring, remembering to hold their pencil in a tripod grip (the children should know 'birdy beak' or 'pinchy crab' as their reminder phrase)
- Play traditional board games, such as snakes and ladders, Monopoly, scrabble, etc.
- Play card games
- Ask your child to make up a story and write it down if they can. Act out a traditional fairy tale, or learn to recite a nursery rhyme. | <urn:uuid:3853ca7f-13f7-4244-94d9-d1184e7e5ca0> | CC-MAIN-2021-17 | http://foxmoorprimary.co.uk/application/files/1915/8470/7063/Learning_Opportunities_for_website.pdf | 2021-04-17T14:32:04+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00223.warc.gz | 34,723,984 | 1,139 | eng_Latn | eng_Latn | 0.990695 | eng_Latn | 0.995706 | [
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Washoe County School District Supplemental Family Guides to Learning At Home
Sixth Grade
Activities to support your child with the standards
English Language Arts
* Talk about what they are reading and/or writing with questions such as: "Who is the audience for this piece of writing?" "What is this piece of writing?" Why did the author write this piece?"
* Include your child in conversations at adult gatherings, such as a meal with friends, informational lectures, and entertainment events.
* Read a text together that has important family or religious significance.
* Encourage your child to write daily at home for fun and reflection. Daily writing prepares students for longer pieces of writing by exercising writing muscles.
* Encourage your child to find and use online information when researching topics for school or personal interest.
* Encourage your child to create digital content, and share it with friends and family through tools like a family blog, and ask relatives to post comments.
* If you use social networking sites, consider creating collaborative posts with your child to help them understand appropriate online language and behaviors.
Mathematics
* With your child, search for examples of fractions, decimals and percent in the newspaper, magazines, on the radio and on the television.
* Determine the best value per ounce of various items at the store.
* When you discover an interesting shape as you walk or drive through your neighborhood, discuss with your child whether it is a polygon.
* Encourage your child to use his/her knowledge of area and perimeter in everyday situations. For example, ask your child to measure the perimeter of your living room or the area of your kitchen table.
* Together, look for examples of how data are used in magazines, newspapers and on the television.
* Encourage your child to use digital tools and apps that support development of mathematical concepts and skills.
Social Studies
* Read primary source documents related to historical events, including those found online.
* Discuss the importance of culture and how it impacts history.
* Examine the culture of your family.
* Study the important geographical features around the world, using print and digital resources.
* Discuss appreciation and understanding of other cultures within the community.
* Watch and discuss the world news, and use social media and online tools to monitor events.
Science
* Encourage your child to observe, ask questions, experiment, find information online, and seek their own understandings of natural and human-made phenomena around them.
* Find a print or digital article about a scientific discovery and summarize what it tells you.
* Ask questions to link material learned in science class to real-world scenarios. Why does ice float? Why do astronauts weigh less on the moon? Why is asphalt hotter than concrete on a summer day? | <urn:uuid:bc92d358-3f4c-4b1f-9692-466074da3767> | CC-MAIN-2021-17 | https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/253/Family%20Resources/6th%20grade%20guides%20at%20home%20engish.pdf | 2021-04-17T15:25:45+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00221.warc.gz | 1,167,337,135 | 546 | eng_Latn | eng_Latn | 0.991726 | eng_Latn | 0.997919 | [
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Saint Rose School Wellness Policy 2016-2017
Policy Intent/Rationale:
Saint Rose School promotes healthy schools by supporting wellness, good nutrition, and regular physical activity as part of the total learning environment. The school supports a healthy environment where children learn and participate in positive dietary and lifestyle practices. Schools contribute to the basic health status of children by facilitating learning through the support and promotion of good nutrition and physical activity. Improved health optimizes student performance potential in the classroom.
School Nutrition and Physical Activity Goals:
Goal 1: Provide a comprehensive learning environment for developing and practicing lifelong wellness behaviors.
The school environment, not just the classroom, shall be aligned with healthy school goals to positively influence a student's understanding, beliefs, and habits as they relate to good nutrition and regular physical activity. A healthy school environment should not be sacrificed because of a dependence on revenue generated from high-added fat, high-added sugar, and low nutrient foods to support school programs.
Goal 2: Support and promote proper dietary habits contributing to students' health status and academic performance.
All food available on school grounds and at school-sponsored activities during the instructional day should meet State of Ohio nutritional standards. Emphasis should be placed on foods that are nutrient dense per calorie. To ensure high quality, nutritious meals, foods should be served with consideration toward variety, appeal, taste, safety, and packaging.
Goal 3: Provide opportunities for students to engage in physical activity.
A quality physical education program is an essential component for all students to learn about and participate in physical activity. Physical activity should be included in a school's daily education program from grade RK through 8. Physical activity should include regular instructional physical education, in accordance with the State of Ohio and NASPE (National Association of Sports and Physical Education) standards, as well as recess activities.
Goal 4: Saint Rose School is committed to improving academic performance.
Educators, administrators, parents, health practitioners, and communities must consider the critical role student health plays in academic stamina and performance and adapt the school environment to ensure students' basic nourishment and activity needs are met. Saint Rose School is committed to promoting an understanding of the benefits to school environments where nutritious foods are provided and where students have an opportunity for physical activity. Research has demonstrated a positive relationship between good nutrition, physical activity, and capacity of students to develop and learn. Saint Rose School will support this research in their commitment to implement this 2016-17 Wellness Policy.
I. Student Nutrition
A.) The school lunch program will continue to follow the USDA Requirement for Federal School Meals Program.
B.) The school food service program will follow the Ohio Department of Education Nutrition Standards (based on "Enhanced Food Based Menu Pattern") when determining the items on the menu. Items that do not meet these standards will not be incorporated in the schools menu.
C.) A cafeteria environment that provides students with a relaxed, enjoyable climate shall be maintained where the students have adequate space to eat and clean, pleasant surroundings, adequate time to eat meals (20 minutes) and a convenient access to hand washing facilities before meals (bathroom or hand sanitizer dispensers).
D.) All fund raising projects are encouraged to follow the USDA and Ohio Dept. of Education Nutrition Standards (ODENS). There are no bake sales or candy fund raising during school hours.
E.) The use of food items as part of a student incentive program is discouraged. Should teachers feel compelled to utilize food items as an incentive, they are required to adhere to the USDA and Ohio Nutrition Standards.
G.) Saint Rose School takes a comprehensive curricular approach to nutrition in RK through 8 th grade. The health benefits of good nutrition should be emphasized and themes should include but are not limited to:
F.) The school will encourage parents to provide "healthy" snacks for all classroom activities and parties. Healthy snacks will meet the USDA standards.
* Knowledge of Choose My Plate (or One Great Plate)
*
Sources and variety of foods
* Diet and disease
* Major nutrients
* Healthy snacks and healthy diet
* Serving size
*
Identification and limitation of foods low in nutrient density
* Healthy heart choices
* Understanding of calories
* Dietary Guidelines for Americans
* Healthy Breakfast
* Proper food safety and sanitation
* Reading food labels
The Toledo Diocesan School Curriculum Guidelines and Saint Rose School Curriculum provides nutrition education to help students learn proper nutrition to encourage a healthy lifestyle. The USDA and ODENS reinforce nutrition education to help students practice these themes in a supportive school environment.
H.) Nutrition education of parents is encouraged and may be provided in the form of handouts, emails, articles and information provided in Building Healthy Kids Newsletters and School Nurse Newsletters that focus on nutritional value and healthy lifestyles, and through any other appropriate means available for reaching parents.
I.) Nutrition and physical activity education opportunities will be offered to all school staff. These educational activities may include, but are not limited to, the distribution of educational and informational materials that focus on nutritional value and healthy lifestyles, health assessments, fitness activities and other appropriate nutrition and physical activity-related topics.
II. Nutrition Standards
A.) Saint Rose School encourages the sale or distribution of nutrient dense foods for all school functions or activities. Nutrient dense foods are those foods that provide students with calorie rich, nutrient content needed to be healthy. Examples of nutrient dense foods are whole grains, fresh fruits, vegetables, and dairy products.
B.) In an effort to support the consumption of nutrient dense foods in the school setting, Saint Rose School has adopted nutrition standards governing the sale of food, beverage, and candy on school grounds. In accordance with state and federal guidelines, Saint Rose School prohibits the sale of food of minimal nutritional value to students within school buildings or on school grounds during school hours. The foods in this category, as defined by federal guidelines, are:
i. Soda (carbonated beverages)
ii. Chewing gum
iv. All vending machine snacks and drinks.
iii. Candies of the following types: hard candies, including breath mints, cough drops, gum, marshmallows, licorice, and chocolates.
III. Student Physical Activity
Saint Rose School shall provide physical activity and physical education opportunities, aligned with the NASPE (National Assoc. of Sports and Physical Education) standards. Physical education shall provide students with the knowledge and skills to lead a physically active lifestyle.
Saint Rose School shall utilize the following implementation strategies:
A.) Physical education classes and opportunities will be available for all students.
B.) Physical activity opportunities will be offered daily during school recess and twice a week in the form of physical education class.
C.) As recommended by the NASPE, school leaders of physical activity and physical education shall guide students through a process that will enable them to achieve and maintain a high level of personal fitness through the following:
a.) Expose students to a wide variety of physical activities
b.) Teach physical skills to help maintain a lifetime of health and fitness
c.) Encourage self-monitoring so students can see how active they are and set their own goals
d.) Individualize intensity of activities
f.) Be active role models
e.) Focus feedback on process of doing your best rather than on product
D.) Introduce developmentally appropriate components of a health-related fitness assessment (e.g. Physical Best or President's Council) to students at an early age to prepare them for future assessments.
E.) Encourage fitness or activity logged at an elementary school level. Assist students to interpret their personal attainments and compare them to national physical activity recommendations of the NASPSE:
a.) Children should accumulate at least 60 minutes and up to several hours of age appropriate physical activity on all or most of the days of the week. Saint Rose School offers Physical Education class twice a week and recess once a day.
c.) Children should participate each day in a variety age-appropriate physical activities designed to achieve optimal health, wellness, fitness or performance benefits.
b.) Children should participate in several bouts of physical activity lasting 15 minutes or more each day. Saint Rose School students participate in daily recess for 20 minutes.
d.) Extended periods (periods of 2 hours or more) of inactivity are discouraged for children, especially during the daytime hours.
F.) Physical Education classes shall be sequential, building from year to year, and content will include movement, physical fitness, personal and social responsibility. Students should be able to demonstrate competency through application of knowledge, skill, and practice. Saint Rose School's goal will be to comply with NASPE's recommendation for 150 minutes of physical activity per week for students. Saint Rose students have 70 minutes of physical education and 100 minutes of recess, which totals to 170 minutes of physical activity per week.
G.) Physical Education classes will also follow the content standards established by the State of Ohio as follows:
Standard 1: Demonstrates competency in motor skill and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, self expression and/or social interaction.
I.) Saint Rose Jr. High students participate in the THOL (Teens High On Life) program, which promotes healthy lifestyles and choices. This program includes a 5K race.
H.) Saint Rose staff are invited to participate in exercise activities after school, in order to encourage increased activity and stress reduction.
IV. Other School Base Activities
A.) Support the health of all students is demonstrated by utilizing the health services of the school nurse and health screenings (vision, hearing and scoliosis).
B.) Supporting the health of the staff is demonstrated by utilizing the health services of the school nurse and health screenings (BP, vision and hearing screenings) when requested.
V. Evaluation
At the conclusion of each school year, an evaluation of the compliance with this policy will be made by the principal and school nurse. This policy will be reviewed and revised by the team members (see signatures below) each year to reflect on going wellness activities and Wellness Policy for Saint Rose School.
Signatures of the team members involved in developing this policy:
School Nurse:
_____________________________________________________________
Principal:
_____________________________________________________________
Food Service:
_____________________________________________________________
PE Teacher: _____________________________________________________________
School Parent:
_____________________________________________________________
School Board President: _________________________________________________________ | <urn:uuid:015d80cc-4f83-4684-bfcc-613d201c4bfc> | CC-MAIN-2021-17 | http://saintroseonline.org/images/uploads/general/wellness_policy.pdf | 2021-04-17T14:48:25+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00220.warc.gz | 80,797,749 | 2,186 | eng_Latn | eng_Latn | 0.994567 | eng_Latn | 0.996752 | [
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| | Coombeshead Academy – Registration and the Tutor Reading Programme | | | | |
|---|---|---|---|---|---|
| | | At Coombeshead, form tutors read to all students from Years 7 to Year 10 every morning. The books have been chosen to introduce | | | |
| | | our students to a diverse and challenging literary canon. Here is a list of the books for Year 9, together with some information about | | | |
| | | each one. | | | |
| | Book Title and Author | | Cover | | Synopsis |
| Ender’s Game by Orson Scott Card | | | | Ender is a gamer but now he must decide what is morally justified in the name of survival. An alien threat is on the horizon and, if humanity is to be defended, the government must create the greatest military commander in history. The brilliant young Ender Wiggin is their last hope. But first he must survive the rigours of a brutal military training program. A saviour for mankind must be produced, through whatever means possible. But are they creating a hero or a monster? | |
| Mythos by Stephen Fry | | | | In Stephen Fry's vivid retelling of the Ancient Greek myths, we gaze in wonder as wise Athena is born from the cracking open of the great head of Zeus and follow doomed Persephone into the dark and lonely realm of the Underworld. We shiver in fear when Pandora opens her jar of evil torments and watch with joy as the legendary love affair between Eros and Psyche unfolds. All human emotions are explored through the tales of the gods and goddesses. | |
| Touching the Void by Joe Simpson | | | | This true story is a moving account of two friends’ difficult, terrifying and heart- breaking journey in the Peruvian Andes. Joe Simpson and his climbing partner, Simon, reached the summit of the remote Siula Grande in June 1985. A few days later, Simon staggered into Base Camp, exhausted and frost-bitten, with news that Joe was dead. What happened to Joe when Simon was forced into the appalling decision to cut the rope, makes not only an epic of survival but a compelling testament of friendship. | |
| The Diary of a Young Girl by Anne Frank | | | | Originally of German origin, until she was made stateless by the Nazis in 1941, this young Jewish girl is possibly the most well-known victim of the Holocaust. In July 1942, thirteen-year-old Anne Frank and her family, fleeing the Nazi occupation of The Netherlands, went into hiding in an Amsterdam warehouse. Over the next two years Anne vividly describes in her diary the frustrations of living in such close quarters, and her thoughts, feelings and longings as she grows up. Her diary ends abruptly when, in August 1944, they were all betrayed. | |
The Book Thief by Markus Zusak
Stay Where You Are and Then Leave by John Boyne
Refugee Boy by Benjamin Zephaniah
Q&A (Slumdog Millionaire) by Vikas Swarup
By her brother's graveside, Liesel's life is changed forever when she picks up a single object, abandoned in the snow. It is The Gravedigger's Handbook, and this is her first act of book thievery. Set in Nazi Germany in 1939, soon she is stealing from Nazi book-burnings, the mayor's wife's library . . . wherever there are books to be found. But these are dangerous times, and when Liesel's foster family hides a Jew in their basement, nothing will ever be the same again.
The day the First World War broke out, Alfie Summerfield's father promised he wouldn't go away to fight - but he broke that promise the following day. Four years later, Alfie doesn't know where his father might be, other than that he's away on a special, secret mission. Then Alfie unexpectedly sees his father's name - on a sheaf of papers belonging to a military doctor….. This story explores the courage of those who fought, those who refused to fight and of those left at home and the mental health cost of this terrible conflict.
This story examines the treatment of child refugees in this country and what parents will do to try to keep their children safe. Alem is on holiday with his father for a few days in London. He wakes one morning to find his father has left him. Alem is now on his own, in the hands of Social Services and the Refugee Council. His fate rests in their hands. He will be in danger if he is sent back to Ethiopia. With an Ethiopian father and an Eritrean mother, and both countries at war, he is welcome in neither place. He is now an asylum seeker…..
Set in Mumbai and Delhi the story opens in a jail cell, where Ram Mohammad Thomas is being held after correctly answering all twelve questions on India's biggest quiz show, Who Will Win a Billion? The authorities do not believe that a poor orphan who has never read a newspaper or gone to school could win such a contest. But through a series of exhilarating tales, full of humour and drama, Ram explains to his lawyer how episodes in his life gave him the answer to each question.
Hidden Figures by Margot Lee Shetterly
The Hound of the Baskervilles by Arthur Conan Doyle
With themes of racial and sexual inequality this novel exposes the lie of the 'American Dream' for many of its citizens. Moving from WWII through NASA's golden age, the civil rights era, the Space Race, the Cold War, and the women's rights movement, Hidden Figures interweaves a rich history of mankind's greatest adventure with the stories of five courageous women whose work forever changed the world. Segregated from their white counterparts, these 'coloured computers' used pencil and paper to write the equations that would launch rockets, and astronauts, into space.
This gothic murder mystery finds Sherlock Holmes and Dr Watson investigating the death of Sir Charles Baskerville, whose body is found on the misty and desolate Devon moors, at Grimpen Mire. The superstitious locals blame his death on the fearsome, supernatural, phantom hound that they claim has haunted the Baskerville family for generations. When the heir to the family fortune, Sir Henry, also comes under threat Holmes uses logic and rational thought to discover the truth behind the legend. | <urn:uuid:65706fa5-8f10-4afa-9a58-ecaeb7828a5f> | CC-MAIN-2021-17 | https://coombeshead.s3.amazonaws.com/uploads/document/Coombeshead-Academy-Year-9.pdf?t=1604496797?ts=1614803195 | 2021-04-17T15:41:27+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00219.warc.gz | 292,094,825 | 1,380 | eng_Latn | eng_Latn | 0.998931 | eng_Latn | 0.999334 | [
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Story language
Objective: To tell real or imagined stories using the conventions of familiar story language. What you need: Copies of Amazing Grace, photocopiable page 23 (one for each child) and a selection of favourite stories.
What to do
* Read Amazing Grace and ask the children to look through the selection of storybooks for examples of story language. Make a list of 'story words' together, such as 'Once upon a time' and 'Happily ever after'. Then move on to talk about how all stories have a beginning, middle and end.
* Return to Amazing Grace and talk about what happens at the beginning, middle and end of the story.
* Provide each child with a copy of photocopiable page 23 to complete. Ask them to decide if the
Favourite stories
Objective: To engage with books through exploring and enacting interpretations.
What you need: Copies of Amazing Grace; books telling traditional and pantomime stories mentioned in Amazing Grace; everyday props similar to those used by Grace (such as a broom, tights, a cardboard box, a bag, a stick and a bicycle pump) and photocopiable page 24 (one for each child). Cross-curricular links: History; ICT.
What to do
* Talk about the everyday items Grace uses as props when she pretends to be the characters featured in the story.
* Provide each child with a copy of photocopiable page 24 to complete. Encourage them to refer to the text and illustrations of Amazing Grace to help them with sentence content. The answers are: lamp, horse, Juliet, Joan and Dick.
Talk about it
SECTION
5
phrases come from the beginning, middle or end of a story, then draw a line to the correct box. They should be as follows: Beginning – Once upon a time, At first, A long time ago there lived; Middle – And then, After that, By and by; End – Happily ever after, In the end.
* Use the completed lists to help to write a story, either to make up a new one or to retell a well-known one.
Differentiation
For older/more confident learners: Invite individuals to read their completed stories aloud and discuss how they can be developed or extended.
For younger/less confident learners: Use the story language as you re-enact a simple traditional story with the class. Encourage the children to emphasise the beginning and end of the story with phrases, such as 'Once upon a time' and 'Happily ever after'.
* Read some of the books of traditional and pantomime stories and discuss the links with Amazing Grace.
* Invite the children to work in groups, with each group selecting an event from one of the stories to dramatise. Use clothes and props to enhance the dramatisation for the rest of the class.
Differentiation
For older/more confident learners: In pairs encourage the children to use websites and books to find out more about historical characters featuring in the story, such as Joan of Arc and Hannibal. Invite them to share these facts with the rest of the class. For younger/less confident learners: Invite the children to choose a picture of a character that Grace dresses up as, and draw their own interpretation. Help them find out more about the character's life from books so that they can enhance their illustration.
PAGE
21
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LESSON PLAN i
FORMING DISCIPLES FOR THE NEW EVANGELIZATION ii
PREPARING TO TEACH THE LESSON
Topic: Serving Others in Community
Grade Level: 3 rd
Methodology: Service
Standard iii 6 Christian Living: Understand and live the moral teachings of the Church through a life of discipleship in Jesus Christ expressed in love for God, conversion, positive self-image, personal integrity, social justice, the dignity of the human person and love of neighbor.
Indicator:
3.06.09
Participate in activities that show we care about people, especially those who are unable to help themselves, as a means of recognizing their human dignity.
Environment:
A prayer space is prepared with candle burning. Display of large poster with Bible quotation: "For the Son of Man came not to be served, but to serve, and to give his life as a ransom for many." (Mark 10:45). Poster board with pictures of those performing service according to the teachings of the Church is displayed (Marriage at Cana, St. Vincent De Paul, Mother Francis Cabrini, Mother Theresa,etc). The song "We plough the fields and scatter the good seeds … All good gifts around us are sent from heaven above," plays in the background.
Materials: Plastic bin containing materials for craft.
TEACHING THE LESSON
Welcome: Greet the children by name as they walk into the gathering space. Music is playing in the background.
Prayer: The Lord's Prayer
Our Father, who art in Heaven, hallowed be thy name; thy kingdom come; thy will be done on earth as it is in heaven. Give us this day our daily bread; and forgive us our trespasses, as we forgive those who trespass against us; and lead us not into temptation, but deliver us from evil. Amen.
Review: Ask the students questions on the last lesson.
- Do you treat others with respect? If your answer is yes, can you give a reason why?
Preview: Explain to the students that just as Jesus did when He lived, we are to care for others, especially those in need. To be a Christian is to be of service and to serve the needs of all as Jesus did. The servant song is played while the students listen meditatively.
Presentation:
Step 1 Give a definition of what service and serving means. Service: an act of helpful activity; help; aid: to do someone a service. Serving: the act of a person that serves. Explain Mark 10:45. Tell the students that the love of God should motivate us to serve others in our desire to be more like Jesus. We can see examples of serving in scripture (John 13:2-5). Here Jesus washes the disciples' feet. Allow the students to view the posters.
Step 2 Ask the children to reflect on what they have seen. Remind them that as children we can be of service if we have the right attitude. We can serve by helping our parents at home (house chores); help out in our parishes and schools. We can also serve others by praying for them. We should try to be more like Jesus when we serve. It is important to care for those around us than our own needs. Ask the students to enumerate other ways to care for those who cannot help themselves.
Step 3 Students work in pairs with coloring page of the Good Samaritan. As soon as they finish, they will begin the craft – Make cards for someone who is sick. This will be delivered personally by the student.
Evaluation/Response: Ask the students to consider the similarities between service and serving. Students will practice serving by cleaning their surrounding and taking out the class trash.
Assignment: Help younger student at home/school during meal time. Or read a story to your younger sibling. Draw a picture of what you did. Be ready to share in the next class.
Announcement: Next Sunday we will help to tidy up the pews after mass (misplaced Missalet/song book, bulletin announcements etc).
Closing Prayer: Saint Michael the Archangel
Saint Michael the archangel, defend us in battle; be our protection against the temptations of the world; may God send you with your heavenly host to accompany and defend us from all evil. Help us to love Jesus as he loves us. Amen.
i The language used in this Lesson Planning Outline is geared to work with children and teenagers. When using it with adults, you may want to substitute the word "session" for "lesson," and the word "participant" for "student." ii The AMS Archdiocesan Religion Curriculum Guide, Grades Pre-K. to 8.
iii Forming Disciples for the New Evangelization is structured around 14 Standards derived from the 4 pillars of the Catechism of the Catholic Church and the 6 Key Elements of Catholic Life outlined in the National Directory for Catechesis, no 20. The 14 Standards are: 1) Creed, 2) Sacred Scripture, 3) Sacraments, 4) Liturgy, 5) Conscience, 6) Christian Living, 7) Prayer, 8) Catholic Church, 9) Ecumenism, 10) Catholic Principles and Relationships, 11) Vocation, 12) Catholic Social Teaching, 13) Inter-Religious Dialogue, and 14) Missionary Vocation. Please see the chart on pages 3-4 of the Archdiocesan Religion Curriculum Guide. | <urn:uuid:cfd96d63-5f8c-4a4c-b6af-07a59212d2ab> | CC-MAIN-2021-17 | https://files.milarch.org/offices/evangelization/faith-formation/forming-disciples/lesson-plans/gr3-serving-others-in-community.pdf | 2021-04-17T13:40:24+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00225.warc.gz | 365,867,391 | 1,133 | eng_Latn | eng_Latn | 0.99072 | eng_Latn | 0.995656 | [
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The Great Teaching Toolkit, Evidence Review, June 2020
Evidence Based Education
The following extract is from section 4 of the Great Teaching Toolkit Evidence Review. Section 4 relates to 'activating hard thinking' and covers the research related to how teachers do this in their classroom. You can access the full review here.
Our third element is questioning. Pretty much every model of teaching includes this in some form. For example, Rosenshine enjoins us to 'ask a large number of questions and check the responses of all students' (2010, p. 12). But questioning is already one of the commonest things teachers do, and the key to quality is not the number of questions but the type and how they are used.
For Hattie (2012) it is about the balance between deep and surface level thinking that teachers promote. When Smith et al. (2008) searched for the strongest differentiators between 'expert' and 'experienced' teachers they found a focus on promoting deep learning to be one of five distinguishing characteristics (along with: presenting content effectively; creating a learning climate; monitoring and giving feedback; believing that all students can succeed). Hattie (2012) defines this deeper understanding as 'more integrated, more coherent and at a higher level of abstraction'. The key point is that just asking a lot of questions is not a marker of quality; it's about the types of questions, the time allowed for, and depth of, student thinking they provoke or elicit, and how teachers interact with the responses.
This raises an important distinction between different reasons teachers do questioning. Understanding and promoting great teaching requires us to attend to teachers' purposes as well as their practices: not just what they do, but why they do it; what problems they are trying to solve (Kennedy, 2016). Teachers use questioning for two main – and quite distinct – purposes: to promote students' thinking, and to assess it.
In the former purpose, questioning is a tool to promote deep and connected thinking. Great teachers use questioning as part of a dialogue in which students are engaged and stretched. They prompt students to give explanations and justifications for their answers, or just to improve an initial response, to describe their thinking processes, to elaborate on their answers, exploring implications, 'what-if's and connections with other ideas and knowledge (Dunlosky et al., 2013; Praetorius et al., 2018). Although we have used the word 'questioning' here, the range of activities teachers use to promote oracy and dialogue are much wider. They may also encourage students to ask their own questions. Shimamura (2018) encourages learners to apply the 'three Cs' (categorise, compare and contrast) and 'elaborative interrogation' (asking, and answering, 'why' and 'how' questions) to help them learn new ideas. Great questioning promotes deep student thinking, helping them to connect and elaborate ideas.
In questioning designed for the latter purpose, the focus is on eliciting and checking student thinking, knowledge and understanding: in other words, assessment. Asking questions, or providing prompts, that provide clear insight into whether students have grasped the required knowledge and understanding is hard; it is in the nature of assessment (and indeed all human communication) that student responses are always equivocal, and interpretations should be probabilistic rather than certain. Questioning that is interactive may go some way to overcome this if follow-ups and prompts are used skilfully to clarify. Great teachers also have strategies for checking the responses of all students. Asking meaningful and appropriate questions that target essential learning, collecting and interpreting a response from every student, and responding to the results, all in real time in the flow of a lesson, is hard to do well, but great teachers do it and it is probably a skill that can be learnt.
Whether questions are asked interactively or as part of a fixed assessment process, starting with great questions that provide maximum information is key. When used for the purpose of assessment, questions should be seen as tools to elicit insights into students' thinking. Questions provide information if they discriminate between those who know and those who don't yet. Whether an assessment is a single question or a formal examination, great teachers understand the amount of information it provides, how much weight it carries and what inferences and decisions it can support. They understand that what has been learnt is not the same as what has been taught (Nuthall, 2007) and that assessment is the only tool we have to make the former visible, albeit 'through a glass, darkly'. Crucially, they plan and adapt their teaching to respond to what assessment tells them. | <urn:uuid:e79263ef-a459-48ee-a18e-a030fe78667e> | CC-MAIN-2021-17 | https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/31/310a3e80-5c46-4ca6-99b8-c5e9e95351ce.pdf | 2021-04-17T13:45:37+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00226.warc.gz | 843,040,320 | 960 | eng_Latn | eng_Latn | 0.99813 | eng_Latn | 0.99814 | [
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Statement by the Minister of Housing and Environment,
Hon. Mohamed Aslam
Republic of Maldives
Mr chairman, distinguished delegates.
Let me begin my statement by thanking the Japanese government and its people for the warm hospitality and the excellent arrangements for this conference.
Mr Chairman, delegates.
I have read in scientific literature that the world in its life time has experienced 5 major mass extinction events of the global biodiversity. These events occurred millions of years before the evolution of humans. The most recent and the most famous mass extinction of the species occurred around 65my ago which wiped out the big reptiles.
One of the contributing common factors of all of these extinctions was dramatic global climate change that resulted from some natural events. The causes of climate change were different for the different events. I read that it is now widely believed among the scientific community that we are now living through the beginning of the 6th mass extinction event of the global biodiversity. The difference between the previous five events and this time is that this time it is largely man made.
It was just last week I heard on BBC that the greatest period of mass extinction the world has ever seen is occurring right now. It is believed that the accelerated rate of extinction of species within the past 50 years is directly related to human activities. The report said that up to 50 percent of the presently existing species may become extinct by 2100. Climate change together with other activities of human beings are the biggest causes of extinction species we are seeing today.
Mr Chairman, distinguished delegates,
We meet here in Nagoya just a month to the meeting of the conference of the parties on climate change. As it has been said by many, we can not separate conservation of biodiversity from mitigation of climate change.
It is now obvious to all of us that climate change we see today is a direct consequence of man's activities since the industrial revolution. Burning of fossil fuel is the biggest culprit causing climate change. It is a shame that the governments around the world have so far failed to reach an agreement to significantly reduce carbon emission. People must understand that the effects of climate change are not going to be limited to some few countries around the world. Every country, every society will be affected by climate change.
Mr chairman, distinguished delegates,
When we talk about loss of biodiversity carbon emission is not the only thing we are concerned about. Over exploitation of the natural resources by some very greedy few are also threatening the ecosystem of the world we live in. A few weeks ago I had the chance to watch the film called END OF THE LINE. It showed a very alarming reality that we are about to face on the global fish stocks. According to WWF we humans are talking far more fish out of the oceans than it can sustain. WWF reports that as many as 90% of all the ocean's large fish have been already fished out.
Coastal communities like the Maldives are feeling the effects of the decline in global fish population. Most noticeably we have seen a 40% decline in our tuna catch within the past 5 years. Such a decline in fishing is having a devastating effect on our economy and on the livelihood of many fisherman. I am sure we had no role to contribute to the decline in our fish catch. The Maldives perhaps is the only country in the world whose entire tuna fishing industry is based on the traditional pole and line fishing.
The Maldives is making every effort it can to survive from the devastating affects of climate change. Maldives is also making a lot of effort to protect and preserve our local biodiversity. We have created 30 marine protected areas. We are in the final public consultation process for making one of the 22 atolls of the Maldives a UNESCO's biosphere reserve. We have just banned shark fishing from anywhere within our EEZ.
Mr Chairman, distinguished delegates
I am sure you will understand conservation of biodiversity and mitigating climate change is something that can only be achieved by a collective effort and it is not just for a few governments around the world to do. It will have to be the effort of every individual human being. All of us need to make a slight change to our life style. We need to be a little less greedy. We all must listen to the children of the world as we heard yesterday. We all must make a pledge to our selves on what actions we will take to conserve biodiversity and to mitigate climate change. It is the greed and the life style of the few that is affecting the global biodiversity and causing the climate change.
Mitigating climate change and stopping the loss of biodiversity requires change of habits not just money. I am sure it should become obvious to everyone that when people stop eating shark meat and shark soup there will not be a demand for hunting the sharks. When we reject consumption of endangered species the hunt will stop. It is a shame that we are linking everything, loss of biodiversity or climate change or anything else to the financial costs and benefits. We must break this link and we must start seeing things from the point of view of survival. See things from the point of view of doing the right thing. Not financial loss and financial gains.
Mr Chairman, distinguished delegates
Maldives re-iterates its commitment to implement objectives of CBD. We are ready to renew our efforts to work towards the new targets set for 2020.
Full and effective implementation of the objectives of the CBD at all levels has become important than ever before. I request Executive Secretary to undertake a full review of reasons why countries were not able to achieve 2010 targets and to pay particular attention to those issues with a view to providing greater assistance to those countries in need of assistance for the successful realization of the new 2020 targets. By assistance let me reiterate that I am not talking about so much of finance but for changing lifestyle, changing habits, eliminating the reasons for over exploitation of species.
The Maldives will be reviewing its National Biodiversity Strategy and Action Plan setting new time frames and national targets.
Mr. Chairman, we can not continue to fail in dealing with loss of biodiversity and mitigating climate change.
I also call upon the people of the globe, every individual to be part of the solution to the two biggest challenges mankind have ever faced, climate change and loss of biodiversity. Make sure that your governments listen to you. You know how to make your governments listen to you. We all get that opportunity once every 4 years or 5 years when we go for elections.
I thank you | <urn:uuid:bdd1f338-5539-4ef0-bb5f-fda08189969a> | CC-MAIN-2021-17 | https://www.environment.gov.mv/v2/wp-content/files/2010/ministermsg/20101028-msg-minister-mohamed-aslam-high-lvl-segment-cop10-cbd-nagoya.pdf | 2021-04-17T15:00:07+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038460648.48/warc/CC-MAIN-20210417132441-20210417162441-00227.warc.gz | 821,204,682 | 1,337 | eng_Latn | eng_Latn | 0.972601 | eng_Latn | 0.999258 | [
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Actuarial Society of India
Examinations
November 2006
CT1 –Financial Mathematics
Indicative Solution
Q.1
I. An insurance company earned a simple rate of interest of 8% over the last calendar year based on the following information:
| Item | Rs. |
|---|---|
| Assets, beginning of year | 25,000,000 |
| Sales revenue | X |
| Net investment income | 2,000,000 |
| Salaries paid | 2,200,000 |
| Other expenses paid | 750,000 |
All cash flows occur at the middle of the year. Calculate the effective yield rate.
Solution:
```
( 1 mark each for X, end year value and i)
```
II. Fill in the blanks
1.Two factors that might influence the level of interest rates are the likelihood of default on payments and the possible appreciation or depreciation of currency.
2. The calculation of the amount of interest payable under a financial arrangement can be expressed in terms of compound interest or simple interest.
III. To accumulate Rs.8000 at the end of 3n years, deposits of Rs.98 are made at the end of each of the first n years and Rs.196 at the end of each of the next 2n years. The annual effective rate of interest is i . You are given (l + i) n = 2.0 . Determine i .
Solution:
10/i= 81.63 i=12.25%
(1 mark each for the equation and final value)
IV. Big Bazaar is running a promotion during which customers have two options for payment . Option one is to pay 90% of the purchase price two months after the dat e of sale. Option two is to deduct X% off the purchase price and pay cash on the date of sale. A customer wishes to determine X such that she is indifferent between the two options valuing them using an effective annual interest rate of 8%.
What is the equation of value the customer would need to solve
Solution:
If we assume purchase price of 1, the present value of 90% of purchase price is 0.90 v^ n . Since effective annual interest rate = 8% and n = 2 months out of 12, 0.90 v^ n = 0.90 * (1/1.08)^ (2/12)
The present value should be set equal to 1-(X/100) since X is the percentage off the purchase price paid on date of sale and we assume purchase price of 1.
```
Therefore 1-(X/100) =0.90 * (1/1.08)^ (2/12)
```
Dividing both sides by v^ n , thereby converting the reference time point to 2 months from date of sale, we get
(1-(X/100)) * (1.08)^
(1/6)
=0.90
(1 mark each for the each equation)
V. A bank offers the following choices for certificates of deposit:
| Term (in years) | Nominal annual interest rate convertible quarterly |
|---|---|
| 1 | 4.00% |
| 3 | 5.00% |
| 5 | 5.65% |
The certificates mature at the end of the term. The bank does NOT permit early withdrawals. During the next 6 years the bank will continue to offer certificates of deposit with the same terms and interest rates.
An investor initially deposits Rs.10,000 in the bank and withdraws both principal and interest at the end of 6 years.
Calculate the maximum annual effective rate of interest the investor can earn over the 6-year period.
Solution:
There are only two real possibilities:
CT1
```
One 5 year CD and a 1 year CD: 10000 * (1+(0.0565/4))^ 20 * (1+.(0.04/4))^ 4 = 13,775.75 13,775.75 is the greater. The annual effective rate is 10000 * (1+I)^ 6 = 13,775.75 i = 5.48% ( 1 mark each for each step)
```
Q.2
I. What are the different types of loans? Describe in brief.
Solution:
The different types of loans are "interest-only" loan and repayment loan (or mortgage) An "interest-only" loan is a loan that is repayable by a series of interest payments followed by a return of the initial loan amount.
A repayment loan is a loan that is repayable by a series of payments that include partial repayment of the loan capital in addition to the interest payments.
(I mark for naming the types, 1 mark each for the description of each type)
II. A loan is being repaid with 25 annual payments of Rs.300 each. With the 10th payment, the borrower pays an extra Rs.1000, and then repays the balance over 10 years with a revised annual payment. The effective rate of interest is 8%. Calculate the amount of the revised annual payment.
```
Solution: The balance after 10 payments is 300 a15 @ 0.08= 300 * (8.5595) = 2567.85 The balance after an additional payment of 1000 is 2567.85 – 1000 = 1567.85 The new payment over 10 years is 1567.85 / a10 @ 0.08 =1567.85 / 6.7101= 233.66
```
( 1 mark for each step)
III. An investor borrows an amount at an annual effective interest rate of 5% and will repay all interest and principal in a lump sum at the end of 10 years. She uses the amount borrowed to purchase a Rs.1000 par value 10-year bond with 8% semiannual coupons bought to yield 6% convertible semiannually. All coupon payments are reinvested at a nominal rate of 4% convertible semiannually.
Calculate the net gain to the investor at the end of 10 years after the loan is repaid.
Solution:
```
Price of a bond: 1000 * ((1.03)^ -20 + 0.04 a 20 @ 3% ) =1148.77=loan principal Loan principal and interest paid: 1148.77 *(1.05)^ 10 =1871.23 Accumulated bond payments: 1000 * (1+ 0.04 s 20 @ 2% ) = 1971.89
```
[Total 13]
```
Net gain = 100.66 (1 mark for each step)
```
IV. A loan is repaid with level annual payments based on an annual effective interest rate of 7%.The 8th payment consists of Rs.789 of interest and Rs.211 of principal.
Calculate the amount of interest paid in the 18th payment.
```
Solution: Total payment = 789 + 211 = 1000 Principal in 18th payment = Principal in 8th payment *1.07^ (18-8) Principal in 18th payment = 211 * (1.07 )^ 10 = 415 Interest in 18th payment = 1000 – 415 = 585
```
(1 mark for the first 3 steps, 2 marks for the final ans)
V. Define the characteristics of government index linked bonds ?Explain in practice why most index linked securities carry some inflation risk in practice.?
Solution:
Bond issued and payments made by a government. Coupon and redemption payments linked to an index which reflects inflation (typically lagged inflation).
Payments fixed in relation to this index, therefore bond provides inflation protection.
Most bonds have payments linked to inflation with a time lag. There is therefore a gap between the reference date for inflation used to calculate the payment from a bond and the date on which a payment is received. If inflation is higher than anticipated between those two dates, the real value of the payments will be reduced.
[Total 18]
Q.3 An institution has a liability to pay Rs.15, 000 per annum, half-yearly in arrears, forever.
(i) Calculate the present value and volatility of the liability at 8% pa effective.
(ii) Calculate the duration of the liability at 8% pa effective.
The following two stocks are available for investment:
(A) A special 5-year stock that pays a coupon of Rs.5 per Rs.100 nominal at the end of the first year rising, by 2% pa compound, to 5x 1.02 ^ 4 at the end of the fifth year.
(B) An n-year zero-coupon bond.
The institution chooses to invest equal amounts of cash in Stock A and Stock B.
(iii) If the institution requires that the duration of the assets must equal the duration of the liabilities, show that n, the term of the zero-coupon bond, must equal 22 years if interest rates are 8% pa effective.
(iv) Do you think that the institution has managed to implement an immunisation strategy? Give reasons, but not any calculations, to support your answer.
[Total 17]
Solution:
Q.4
A loan of nominal amount of Rs.100,000 is to be issued bearing interest payable quarterly in arrear at a rate of 8% p.a. Capital is to be redeemed at 105% on a coupon date between 15 and 20 years after the date of issue, inclusive, the date of redemption being at the option of the borrower.
(i) An investor who is liable to income tax at 40% and tax on capital gains at 30% wishes to purchase the entire loan at the date of issue. What price should she pay to ensure a net effective yield of at least 6% p.a.?
(ii) Exactly 10 months after issue the loan is sold to an investor who pays income tax at 20% and capital gains tax at 30%. Calculate the price this investor should pay to achieve a yield of 6% p.a. on the loan:
(a) assuming redemption at the earliest possible date
(b) assuming redemption at the latest possible date
(iii) Explain which price the investor should pay to achieve a yield of at least 6% p.a.
[Total 17]
Let A be the price per 100 of the loan
=87.370 or 87370 for the whole loan
Q.5
I. ft,r is the forward rate applicable over the period t to t + r. it is the spot rate over the period 0 to t. The gross redemption yield from a one year bond with a 6% annual coupon is 6% per annum effective; the gross redemption yield from a two year bond with a 6% annual coupon is 6.3% per annum effective; and the gross redemption yield from a three year bond with a 6% annual coupon is 6.6% per annum effective. All the bonds are redeemed at par and are exactly one year from the next coupon payment. (a) Calculate i1, i2 and i3 assuming no arbitrage.
(b) Calculate f0,1 , f1,1 and f 2,1 assuming no arbitrage.
(ii) Explain why the forward rates increase more rapidly with term than the spot rates.
i)-( 5 marks each for a) and b))
ii) 2 marks
II. You are given the following term structure of spot interest rates:
A three-year annuity-immediate will be issued a year from now with annual payments of Rs.5000.Using the forward rates, calculate the present value of this annuity a year from now.
[Total 15]
Q.6
A company is adopting a particular investment strategy such that the expected annual effective rate of return from investments is 7% and the standard deviation of annual returns is 9%. Annual returns are independent and (1 + it) is lognormally distributed where it is the return in the tth year. The company has received a premium of 1,000 and will pay the policyholder Rs.1,400 after 10 years.
(i) Calculate the expected value and standard deviation of an investment of 1,000 over 10 years, deriving all formulae that you use.
(ii) Calculate the probability that the accumulation of the investment will be less than 50% of its expected value in ten years. time.
(iii) The company has invested Rs.1,200 to meet its liability in 10 years time. Calculate the probability that it will have insufficient funds to meets its liability.
[Total 20]
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Forklift Safety
What is a Forklift?
A forklift is a motorized industrial truck used to lift, move, and stack material. Forklifts are essential in warehouses, distribution centers, manufacturing facilities, and construction sites for handling heavy loads efficiently and safely. They are equipped with forks or prongs that can be raised and lowered hydraulically to lift and transport pallets, crates, and other materials.
What to do Before Using a Forklift
Only operators authorized by the employer and trained in the safe operations of forklifts are allowed to operate forklifts.
Ensure that all controls, gauges, and safety devices are in working order. Forklift inspection must be performed before each shift. Tires, horns, lights, battery, controller, brakes, steering mechanism, cooling system, fuel system, and forklift lift system (forks , chains, cable, and limit switches) must all function properly.
Verify that the forklift is equipped with all necessary attachments and accessories for the intended task.
Notify your supervisor and remove the forklift from service by attaching a red tag that says "DANGER" or "DO NOT USE" and removing the key if a forklift fails the pre-shift inspection.
Forklift Operating Precautions
Check the work area for hazards such as pedestrians, weather, obstructions, vehicles, terrain types, and loads to be transported before operating a forklift.
The load must not exceed the forklift's rated capacity and must be secured to prevent tipping and falling.
Stunt driving and horseplay are prohibited, and no riders are permitted on the lift truck's forks.
No forklifts may be operated if there is a fuel leak in the fuel system.
Fork extensions and other attachments must be secured and used according to the manufacturer's instructions.
Employees must not stand, pass, or work beneath the elevated portion of any forklift, loaded or empty.
Always wear the seatbelt while operating the forklift to prevent ejection during a tip-over or collision.
Watch out for pedestrians and other workers in the vicinity.
Maintain a safe distance from edges, ramps, docks, and other potential hazards to prevent accidental falls or collisions.
The operator shall slow down and sound the horn at locations where vision is obstructed. If the load obstructs forward view, the operator shall travel with th e load trailing.
Grades shall be ascended or descended slowly and forks always be carried as low as possible, consistent with safe operations.
When parked, the forks must be resting flat on the surface and turn off the engine.
References
Regulation: Standard Number 1910.78: Powered Industrial Trucks
OSHA: Forklift eTool
OSHA: Safe Forklift Operation Quick CardSafe Forklift Operation Quick Card
Phone: (408) 924-1969
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Biology 150: 1 st in-class examination
Sept. 19, 2003
Name_______________________
Lab sec. (time) ______________
Answer the questions in the space provided and you may also use the back of the page to complete your response. There are 31 questions worth a total of 50 points (plus a 2 point bonus question). The point value of individual questions appears in parentheses.
1. A single simple definition of life does not seem possible. In class we discussed seven characteristics of living things. List all seven of those characteristics. (3; minus 1 for each missed)
1)
2)
3)
4)
5)
6)
7)
2. Define hypothesis (1)
3. One characteristic feature of the scientific method as it is actually used by scientists is that scientists, repeating and confirming the results of earlier experimenters, generate and attempt to answer new questions. In following up on the work of Charles Darwin with oat seedlings, what was the question that interested P. Boysen-Jensen and what was his hypothesis? (2)
4. Charles Darwin also proposed a mechanism by which biological evolution might occur. His mechanism contained three components or processes. Name or describe them. (3)
1)
2)
3)
5. Define compound. How does it differ from mixture? (1)
6. The nuclei of atoms are composed of what two types of subatomic particles? (1)
7. Consider the Carbon atom. It has six protons. 12 C, 13 C 14 C occur in nature. In each case, the innermost electron shell is filled and the remaining electrons normally all reside in the next electron shell. Answer the questions below.
1) How many electrons occur in the carbon atom? (1)
2) How many neutrons can occur in the carbon atom? (1)
3) There are how many carbon isotopes? (1)
4) How many bonds does carbon form? (1)
8. _____________ chemical bonds are formed when electrons are lost and gained during interactions between atoms, while ________________ bonds are formed when electrons are shared between atoms. (2)
9. Atoms that have lost or gained electrons are called _____________. (1)
10. In the bond between an Oxygen atom and a Hydrogen atom, the electrons involved are more strongly associated with the ____________ atom. Because of this unequal sharing of electrons this bond is an example of a _______________ bond. (2)
11. Explain why surface tension occurs. (1)
12. Highly water soluble molecules are referred to as being ____________________, while relatively water insoluble molecules are referred to as being ____________________. (2)
13. What is capillarity and why does it happen? (1)
14. If a solution is pH 6: (2)
1) Is it acidic, basic or neutral?
2) What is the [H + ]?
15. The balance between bicarbonate and carbonic acid is an example of a _________________. (1)
16. All organic molecules always contain what 2 kinds of atoms? (1)
17. Biological molecules are often assembled by a process that releases water called ____________________________________. The reverse reaction is called _____________________________. (2)
18. The three similar carbohydrates fructose, glucose, and galactose all have the same atomic composition of C6H12O6, therefore they are __________________ of each other. In particular glucose and galactose differ from each other only in the bond arrangements at one carbon and are therefore ________________________. (2)
19. Name one disaccharide and its component monomers. (1)
20. For the following polysaccharides name the component monomers: (3)
1) amylose
2) cellulose
3) chitin
21. Glucose, sucrose, and starch; which is a reducing sugar? (1)
22. Describe the difference between fats and oils. (1)
23. Describe the composition of a phospholipid molecule. (2)
24. Draw the arrangement of atoms (functional groups) around the central carbon of an amino acid. (1)
25. Describe three differences between DNA and RNA (3)
26. Adenine and guanine are both what type nitrogen containing base? (1)
27. DNA and RNA strands have 5' and 3' ends. Explain. (1)
28. To what does anti-parallel refer when talking about nucleic acids? (1)
29. Base-pairing occurs between which bases in DNA? (1)
30. Chemical reactions that will proceed (i.e. are energetically favorable) are called ______________ reactions. (1).
31. Distinguish between endergonic and exergonic reactions. (1)
Bonus question.
There have been nine lectures so far in this course, how many did you attend? Note: perceived honesty gets you the points here. Any answer is acceptable unless I don't believe you (i.e. some of you I know haven't come to very many classes). (2)
4
Biology 150: 2 nd in-class examination
Name_______________________
Oct 13, 2003
Lab sec. (time) ______________
Answer the questions in the space provided and you may also use the back of the page to complete your response. There are 32 questions worth a total of 50 points (plus a couple of bonus questions). The point value of individual questions appears in parentheses.
1. Under what conditions is a chemical reaction said to be in chemical equilibrium? (1)
2. In chemistry:
a) What is the symbol for the chemical equilibrium constant? (1)
b) What is it equal to (and under what condition)? (2)
3. If the chemical equilibrium constant of a chemical reaction has a value of 1.5, is the reaction spontaneous? (1)
4. What happens to the activation energy for a reaction in the presence of an enzyme that catalyzes that reaction? (1)
5. What happens to the ΔG of a reaction in the presence of an enzyme that catalyzes that reaction? (1)
6. The location on an enzyme (usually in a cleft or fold) where a reaction is catalyzed is called the _____________________ (1)
7. Describe allosteric enzyme regulation. (2)
8. Describe how enzymes can directly couple hydrolysis of ATP to a separate coupled (endergonic) reaction. (3)
9. The discovery of cells depended on the invention of what scientific tool? (1)
10. Plant cells are bigger than animal cells. The diameter of animal cells is generally in what range? (1)
11. How large are bacterial cells? (1)
12. In part, the Cell Theory states that all cells come from preexisting cells, describe the experiment that Louis Pasteur performed in 1862 to test this idea. (3)
13. What is meant by cell metabolism? (1)
14. Define diffusion. (1)
15. Briefly describe how a nerve signal is passed from the end of one nerve cell to the next nerve cell. (2)
16. A bag made with dialysis tubing (a selectively permeable membrane) contains 0.5 M sucrose. It is placed in a solution of 0.4 M sucrose. Will it gain or lose weight? (1)
17. Is the 0.4 M solution in the preceding question isotonic, hypertonic, or hypotonic? (1)
18. The first model of the cell membrane was proposed in the 1930’s by J.F. Danielli and H. Davson. What was their model called and describe it (2)
19. Describe the Unit Membrane model of the cell membrane. (1)
20. The currently accepted model of cell membrane structure was proposed in 1972 by S. J. Singer and G. L. Nicolson, what is his model called? (1)
21. Describe and/or illustrate that model. (3)
22. Gated channels are of two basic types:_______________________________ and ________________________________. (2)
23. The K+/Na+ pump generates an electrical gradient across animal cell membranes. How? (2)
24. Describe the function of a symport (a cooperative ion channel). (2)
25. How does an antiport differ from a symport? (1)
26. Name the 3 forms of endocytosis. (3)
27. What is the principle difference between eukaryotes and prokaryotes? (2)
28. Molecular traffic in and out of the cell nucleus is primarily through what structures? (1)
29. What is the function of the nucleolus? (1)
30. Besides the envelope and nucleoli, the cell nucleus contains __________________ which is composed of almost equal parts _____________ and ________________. (2)
31. What are nucleosomes? (1)
32. What is the function of the rough endoplasmic reticulum (R. E. R.)? (1)
Bonus questions
1) Recently the recipients of the 2003 Nobel Prize for Chemistry were announced. The honorees included Peter Agre in recognition of his demonstration of the existence of water channels and Rod MacKinnon for his elucidation of the function of an aspect of channel function.
a) The channel he studied passes what entity? (1)
b) Describe what he determined about the function of this channel. (2)
Biology 150: 3rd in-class examination November 5 , 2003
Name_______________________
Lab sec. or time______________
Answer the questions in the space provided and you may also use the back of the page to complete your response. There are 31 questions worth a total of 50 points (plus a couple of bonus questions). The point value of individual questions appears in parentheses.
1. Distinguish between cytoplasm, and cytosol. (1)
2. Distinguish between primary and secondary lysosomes. (2)
3. What distinguishes microbodies from other organelles? (1)
4. Mitochondria have 2 membranes. What is the space inside the inner membrane called? (1)
5. Chloroplasts also have 2 membranes. The space inside the inner chloroplast membrane is called _________________________. The name of the sacs or vesicles that fill that space is _________________________. (2)
6. Considerable evidence has amassed in support of the endosymbiosis hypothesis in the thirty years since it was first proposed. Give two examples of such evidence. (2)
7. Microfilaments consist of solid stands of _________________ protein often in association with another protein, ____________________ which has ATPase activity. (2)
8. Microtubules are assembled by the polymerization of a dumbbell or peanut shaped protein called _______________________. (1)
9. Describe the internal structure (arrangement of protein fibers) of a flagellum. How does it differ from that of a basal body? What type of protein fiber(s) is involved? (3)
10. What type of fiber(s) is responsible for muscle contraction? (1)
11. H, C, N, S, O, or P, which is the most electronegative? (1)
12. The gain of electrons from an electronegative substance to less electronegative substance is called _________________________. (1)
13. In the first reactions of glycolysis, the intermediate products are energized by phosphorylation. What molecules donate those phosphates? (1)
14. How much net ATP synthesis results from the glycolysis alone of a single glucose molecule? (1)
15. In a yeast cell, also in the absence of O2, what molecule(s) (and how many) will the original carbons of one glucose molecule eventually be converted to? (1)
16. Fermentation actually wastes most of the energy harvested in glycolysis. Explain. (2)
17. Describe the oxidation of pyruvic acid. What molecule(s) is produced? Where in the cell does this reaction occur? (3)
18. To begin the Kreb's cycle, citric acid is formed by the joining of an acetate (2 carbon) group to a four carbon molecule called ______________________. (1)
19. NADH, reduced in the Krebs cycle, is reconverted to NAD (oxidized) by reducing the first member of the ________________________________________ which consists of a series of proteins located in _________________________________________. Finally, the electrons are passed to ________________________________________, the terminal electron acceptor of aerobic respiration. (3)
20. If you were to measure the pH of the matrix (inner compartment) and of the inter-membrane space (outer compartment) during active aerobic respiration would the pH be the same or different? If different which would be lower? (1)
21. Aerobic respiration can use carbon from both protein and from triglycerides... that is what dieting is all about. Describe how (or where) a triglyceride molecule enters the pathway. (2)
22. Photosynthesis occurs entirely within what organelle in eukaryote cells? (1)
23. Describe the structure of a light harvesting complex. (2)
24. Name the two forms of the principle pigment of plant photosynthesis. (1)
25. Name two types of accessory pigments. (2)
26. What is the terminal electron acceptor of non-cyclic photophosphorylation? (1)
27. During non-cyclic photophosphorylation, electrons are first removed from molecules of ______________, passed to the reaction center named _________________ of photosystem _________. Following energization by light energy these electrons pass from one to another of a series of electron carrier molecules to reach the reaction center named _________________ of photosystem _________. Following a second energization by light energy these electrons pass from one to another of another series of electron carrier molecules to reach the terminal electron acceptor ____________________. (6)
28. If you were to measure the pH of the stroma and of the lumen of the thylakoids during daylight would the pH be the same or different? If different which would be lower? (1)
29. In the dark reactions of photosynthesis, the initial reaction combines CO2 with ___________________ to yield two molecules of phosphoglyceric acid (PGA). (1)
30. In a second phase of the dark reactions, phosphoglyceric acid is phosphorylated and reduced to yield _______________________. (1)
31. For much of the first half of the last century most biologists favored what molecule as the molecule of heredity? (1)
BONUS QUESTIONS:
(1) Chemiosmosis was a term coined by what Noble laureate? (1)
(2) Two scientists were primarily responsible for discovery of the dark reactions of photosynthesis. One of them, named __________________________, got the Nobel prize. The other, named _________________________, did not. (2)
(3) Cyanide is fatal because it binds to a member of the mitochondrial electron transport chain and prevents that protein from being reduced. Explain how this will lead to death. (2)
Biology 150: 4th in-class examination November 24, 2003
Name_______________________
Lab sec. or time______________
Answer the questions in the space provided and you may also use the back of the page to complete your response. There are 20 questions worth a total of 50 points (plus 3 one-point bonus questions). The point value of individual questions appears in parentheses.
Note: a copy of the genetic code is attached as the last page.
1. In spite of the clear results of an experiment published by Avery, Macleod, and McCarty in 1944, most Biologists were not convinced of the apparent conclusion suggested by that work until the work of Alfred Hershey and Martha Chase appeared in 1952. Describe the experiment performed by Hershey and Chase and the conclusion that can be drawn from it. (4)
2. Describe the method used by Rosalind Franklin to determine aspects of the structure of the DNA molecule. (2)
3. What was she able to conclude from her experiments? (3)
4. Why didn't she get the Nobel prize? (1)
5. What three scientists did get the Nobel prize for determining the structure of DNA? (1)
6. DNA replication is described as being semi-conservative. Why? (1)
7. DNA replication turns out to be a complex process. For E. coli DNA replication, describe replication on the lagging strand following the passage of the rep complex mentioning DNA polymerase I, DNA polymerase III, DNA ligase, single stranded binding proteins, primers, RNAprimase, Okazaki fragments. (5)
8. Describe how misalignment deletions occur. Stretches of DNA sometimes contain more A-T base pairs than G-C base pairs and sometimes vice-versa. In which region are misalignment deletions more frequent and why? (3)
9. What are promoters? (2)
10. What enzyme complex performs transcription? (1)
11. What does the acronym "snurp" stand for? (1)
12. Processing of mRNA before it passes from the eukaryote nucleus into the cytosol involves cutting out and discarding portions called _______________. The portions retained are called ___________. In addition, the 5' end of the molecule is modified by ______________________________________________ and the 3' end is modified by ______________________________________________ (4)
13. Determination of the genetic code is arguably the major scientific accomplishment of which decade of the last century (i.e. 1930s, 1940s, 1950s, 1960s, 1970s, etc)? (1)
14. How many bases form a codon? Which base is the least important? (2)
15. The amino acid tryptophan appears only once in the genetic code. What is its codon (1)
16. How many codons code for Leucine in the genetic code? (1)
17. Assume the following sequence represents the 5’ end of a mRNA: methly-GGAAGGAGGUAACACAUGCCAGCGGGGAGUGCUGUAUUGGCCAUAGAUA....
a) list the sequence of amino acids that would result (3)
b) give the base sequence of the gene used to synthesize the original mRNA (3)
18. What are restriction enzymes? Where are they found and what do they have to do with sticky ends? (3)
19. You have completed your studies at MSU and, armed with your Biology degree, you have landed a job in a Biotech company that specializes in genetic engineering of crop plants to be disease resistant. Your first assignment in your new position is to prepare a DNA library of a type of wild sunflower know to be resistant to a sunflower fungus. Describe how you would prepare the DNA library(6)
20. Why has recombinant DNA technology involving plant species proceeded so much more rapidly than that involving animals? (2)
BONUS QUESTIONS:
1. Erwin Chargaff died just a few months ago having apparently spent the last forty years of his life immensely bitter that he was not awarded the Nobel prize. What was his major contribution to science? (1)
2. How many rRNA molecules occur in the large ribosomal subunit? (1)
3. What two scientists got the Noble Prize for determining the genetic code? (1)
Biology 150: Final examination December 18, 2003
Name_______________________
Lab sec. or time______________
Answer the questions in the space provided and you may also use the back of the page to complete your response. There are 44 questions worth a total of 100 points (plus 5 possible bonus points). The point value of individual questions appears in parentheses.
1. What is meant by the term "operon"? Describe the structure of the lac operon indicating the relative position of the relevant components (4)
2. Explain how rising levels of tryptophan molecules in an E. coli bacterial cell a decrease in tryptophan synthesis through gene regulation. (4)
3. Explain the roles and relative locations of enhancers, transcription factors, and inducers in eukaryote gene regulation. (3)
4. Explain how control of the translation mechanism turns out to be an important part of gene regulation. (3)
5. How do the chromosomes of prokaryotes and eukaryotes differ? (1)
6. How many chromosomes does a haploid human cell contain? (1)
7. Interphase is divided into G1, G2, and S. What happens during each? What does "G" stand for? and in what order do the three occur? (4)
8. What is the first phase of mitosis called? Describe the events of that phase. (5)
9. Cytokinesis differs greatly between animals and plants. Briefly describe the process in each. (4)
10. In Meiosis: (3)
a) at what stage do homologous chromosomes separate?
b) at what stage do chromatids separate?
c) at what stage does the synaptonemal complex form?
11. Briefly describe the three types of life cycle found in living things. Indicate where mitosis and meiosis occurs, which cells are haploid, diploid, and gametes and what organisms are typified by each type of life cycle. (6)
12. What does Mendel's Law (or principle) of segregation state? (1)
13. Mendel's Law of Independent Assortment state? (1)
14. You are a geneticist working with fruit flies. You have a true breeding strain of flies with dark pigmentation of the thorax and another with tan thoraxes. You cross a male with a tan thorax with a female with a dark thoax and all the progeny have dark thoraxes. You then cross the F1 and the result is 317 dark thorax flies and 104 tan thorax flies. What do the results suggest to you? (2)
15. In a monohybrid cross between a heterozygous individual and homozygous recessive individual, what proportion of the progeny would be expected to display the dominant phenotype? (1)
16. What genotypes, and in what proportions, would be expected to result from a cross between AaBb and AaBb? What phenotype and in what proportions would be expected? (4)
17. Consider the Carbon atom. It has six protons. 12 C, 13 C 14 C occur in nature. In each case, the innermost electron shell is filled and the remaining electrons normally all reside in the next electron shell. Answer the questions below.
a) How many electrons occur in the carbon atom? (1)
b) How many neutrons can occur in the carbon atom? (1)
c) There are how many carbon isotopes? (1)
d) How many bonds does carbon form? (1)
18. In the bond between an Oxygen atom and a Hydrogen atom, the electrons involved are more strongly associated with the ____________ atom. Because of this unequal sharing of electrons this bond is an example of a _______________ bond. (2)
19. Highly water soluble molecules are referred to as being ____________________, while relatively water insoluble molecules are referred to as being ____________________. (2)
20. If a solution is pH 6: (2)
1) Is it acidic, basic or neutral?
2) What is the [H + ]?
21. Glucose, sucrose, and starch; which is a reducing sugar? (1)
22. Describe the composition of a phospholipid molecule. (2)
23. If the chemical equilibrium constant of a chemical reaction has a value of 1.5, is the reaction spontaneous? (1)
24. What happens to the activation energy for a reaction in the presence of an enzyme that catalyzes that reaction? (1)
25. What happens to the ΔG of a reaction in the presence of an enzyme that catalyzes that reaction? (1)
26. The discovery of cells depended on the invention of what scientific tool? (1)
27. Plant cells are bigger than animal cells. The diameter of animal cells is generally in what range? (1)
28. A bag made with dialysis tubing (a selectively permeable membrane) contains 0.5 M sucrose. It is placed in a solution of 0.4 M sucrose. Will it gain or lose weight? (1)
29. Is the 0.4 M solution in the preceding question isotonic, hypertonic, or hypotonic? (1)
30. The currently accepted model of cell membrane structure was proposed in 1972 by S. J. Singer and G.
L. Nicolson, what is his model called? (1)
31. Describe and/or illustrate that model. (3)
32. The K+/Na+ pump generates an electrical gradient across animal cell membranes. How? (2)
33. What distinguishes microbodies from other organelles? (1)
34. Mitochondria have 2 membranes. What is the space inside the inner membrane called? (1)
35. Describe the internal structure (arrangement of protein fibers) of a flagellum. How does it differ from that of a basal body? What type of protein fiber(s) is involved? (3)
36. The gain of electrons from an electronegative substance to less electronegative substance is called _________________________. (1)
37. In a yeast cell, also in the absence of O2, what molecule(s) (and how many) will the original carbons of one glucose molecule eventually be converted to? (1)
38. Fermentation actually wastes most of the energy harvested in glycolysis. Explain. (2)
39. Photosynthesis occurs entirely within what organelle in eukaryote cells? (1)
40. What is the terminal electron acceptor of non-cyclic photophosphorylation? (1)
41. For much of the first half of the last century most biologists favored what molecule as the molecule of heredity? (1)
42. In spite of the clear results of an experiment published by Avery, Macleod, and McCarty in 1944, most Biologists were not convinced of the apparent conclusion suggested by that work until the work of Alfred Hershey and Martha Chase appeared in 1952. Describe the experiment performed by Hershey and Chase and the conclusion that can be drawn from it. (4)
43. Processing of mRNA before it passes from the eukaryote nucleus into the cytosol involves cutting out and discarding portions called _______________. The portions retained are called ___________. In addition, the 5' end of the molecule is modified by ______________________________________________ and the 3' end is modified by ______________________________________________ (4)
44. You have completed your studies at MSU and, armed with your Biology degree, you have landed a job in a Biotech company that specializes in genetic engineering of crop plants to be disease resistant. Your first assignment in your new position is to prepare a DNA library of a type of wild sunflower know to be resistant to a sunflower fungus. Describe how you would prepare the DNA library(6)
BONUS QUESTIONS:
1. In 1906, shortly after the recognition of the importance of Mendel's experiments, R.C. Punnett examined the inheritance of two traits in sweet peas; flower color and pollen shape. Punnett found that when he crossed purple flowered plants with elongate pollen with red flowered plants with round pollen all of the F1 had purple flowers with elongate pollen. When he allowed the F1 to "self" he found a most of the plants of the resulting F2 had either purple flowers with long pollen or red flowers with round pollen in a ratio of close to 3:1.
a) What ratio did he expect to find in the F2? (1)
b) What phenomenon explains Punnett's unexpected results? (1)
c) In addition to the many purple flowered plants with elongate pollen and red flowered plants with round pollen, Punnett found a very small number of additional plants with either purple flowers and round pollen or red flowers with elongate pollen. What phenomenon explains the existence of these plants? (1)
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School aged years high impact area 4: Maximising learning and achievement. School nurses leading the Healthy Child Programme 5-19
About Public Health England
Public Health England exists to protect and improve the nation's health and wellbeing, and reduce health inequalities. We do this through world-leading science, knowledge and intelligence, advocacy, partnerships and the delivery of specialist public health services. We are an executive agency of the Department of Health and Social Care, and a distinct delivery organisation with operational autonomy to advise and support government, local authorities and the NHS in a professionally independent manner.
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Prepared by: Wendy Nicholson.
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Published: November 2018
PHE publications
gateway number: 2018582
PHE supports the UN Sustainable Development Goals
This guidance has been developed with our key partners, including Department of Health and Social Care, NHS England, Health Education England and Local Government Association. NHS England supports this work and has advised on key areas.
Contents
Maximising learning and achievement Context
The school years are an important time for children and young people. It is a time of rapid growth: physically, emotionally and socially, and it lays the foundation for the future. Health and wellbeing is crucial to a child or young person's learning (PHE, 2014). School nurses have a vital role in supporting children and young people to access education by working closely with families, school and other agencies. This includes 3 key stages:
- school readiness and starting school
- transition to secondary school
- leaving school and preparation to adulthood
The Early Years Foundation Stage (2017) defines school readiness as 'the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.' Health professionals have a vital role in supporting the child and family to ensure school readiness and transition into school is seamless. School nurses can work with health visitors to support families to ensure children are prepared for school, and are able to refer or signpost to other support if a child has any specific difficulties, for example speech, language and communication.
Recent evidence sets out a case for language as a primary indicator of child well-being. Early language impacts on children's social, emotional and learning outcomes. Almost all children learn to communicate through language, yet there are strong and persistent differences in their ability to do so, with a child's socio-economic background an important factor. By age 3 there is already a 17 month income-related language gap, with children from disadvantaged groups twice as likely to experience language delay. 5 year olds with poor vocabulary are three times more likely to have mental health problems as adults. Two-thirds of 7-14 year olds with serious behavioural problems have language impairments.
While the reasons behind the word gap in the early years are complex, exposure to a breadth and depth of vocabulary and a learning-rich home environment, supported by high quality Early Years provision, are essential. (Education Endowment Foundation, 2017; Early Intervention Foundation, 2017).
Preparing for school entry can be a daunting time for some parents, carers and children. A proportion of children starting school do not have the necessary skills, including speech, language and communication skills, to access their education, which can affect
their wellbeing, capacity to learn, and ability to reach their full potential (Early Years Foundation Stage Profile, 2018).
Supporting the health and wellbeing of children at school entry includes social and emotional preparation. This will help the child to build resilience, which will be crucial for preparing for other transitions eg primary to secondary school. Where a child has a special educational need or disability, the school nurse may work with the parents/carers, health visitor and other relevant members of the multi-disciplinary team, to positively plan to address the health care needs of the child and/or identify any additional support they might require to enable them to achieve their full potential.
Regular school attendance throughout the school-aged years has been shown to result in better health, education and socio-economic outcomes. To get the most out of school it is important that children and young people are supported to attend every day.
Good health and emotional wellbeing are associated with improved attendance and attainment at school, which in turn lead to improved employment opportunities. In addition, children who thrive at school are better placed to act on information about good health. Poor health in adolescence can last a lifetime, however appropriate support can positively affect them as individuals, and society as a whole. Early preventative measures, including public health, can make a huge difference.
Encouraging children and young people to feel confident in accessing health services is key to engaging and involving them in decisions about their health and wellbeing and care. You're Welcome is a set of quality criteria for young people friendly health services. It provides a systematic framework to help commissioners and service providers to improve the suitability, accessibility, quality and safety of health services for young people.
For young people who are at a life stage where they are increasing their independence and becoming less reliant on parents and carers, having health literacy skills will help them to build knowledge and skills about their health and wellbeing, and provides them with skills for life. Health literacy also empowers them to make decisions about their own health and to access and use health services appropriately.
Vulnerable children and young people
Identifying vulnerable children and young people who are at risk of health inequalities is challenging. They are less likely to be well engaged with services and they are unlikely to be captured in national statistics, monitoring data or other forms of data, making them vulnerable because they are not recognised as a member of one group or another. Children and young people who are vulnerable are at risk of poorer outcomes.
Some children are less likely to be engaged with education and other services, and are unlikely to be visible to health professionals, for example looked after children, young carers, the homeless, travelling families, asylum seekers and refugees and children from military families. There are groups of children and young people with multiple difficulties and complex needs which significantly impede their access to, engagement with, and outcomes from, services.
Children and young people who are vulnerable to adversity, abuse or neglect are not always willing to access conventional services and may face additional challenges that impact negatively on their lives. Their chances of success are disproportionately low unless they can access appropriate early intervention and support.
Key facts:
- rates of self-harm are particularly high amongst groups of vulnerable young people, such as those in the youth justice system (PHE, 2018)
- asylum seekers are a group potentially made vulnerable by their living circumstances (PHE, 2017)
- children who are under the care of the local authority face a number of inequalities that may have consequences for their health (PHE, 2018)
- lesbian, gay, bisexual or transgender young people are more likely to undertake behaviours such as smoking and recreational drug use. (Hagger-Johnson et al, 2013, Buffin et al, 2011)
- children from minority ethnic backgrounds are also more likely to live in persistent poverty, which in turn leads to worse outcomes (PHE, 2018)
- persistent absence from school by age 14 and slower than expected academic progress between ages 11-14 are risk factors associated with pregnancy before the age of 18 (PHE, 2018)
School nursing teams working with stakeholders, including social care and education, have a crucial role in identifying vulnerable children and young people. They can work with parents to improve health outcomes, particularly in terms of emotional health and wellbeing.
Consideration should be given to all vulnerable groups of children and young people including young carers, unaccompanied asylum seekers, travelling and homeless families and children from military families.
Young carers
Young carers include children and young people under 18 who provide regular and ongoing care and emotional support to a family member who is physically or mentally ill, disabled or misuses substances. A young carer becomes vulnerable when the level of care-giving and responsibility to the person in need of care becomes excessive or inappropriate for that child, risking impacting on his or her emotional or physical wellbeing or educational achievement and life chances (ADCS, 2015).
Data compiled from the 2011 census shows almost 200,000 children and young people aged 18 and under in England and Wales were caring for parents, siblings and others. The Carers' Trust has estimated that this may represent as many as 1 in 12 secondary school aged pupils (Carers' Trust, 2018).
Many young carers may remain hidden due to the fear of being identified, not realising they are a young carer or through professionals not acknowledging their role and therefore failing to identify and support them (DHSC, 2014).
Young carers may undertake practical tasks in the home; provide physical care, personal care and emotional support. Being a young carer may affect a young person's health, social life and self-confidence. Many young carers struggle to juggle their education and caring, which can cause pressure and stress.
Key facts:
- many young carers miss school due to caring duties, and as many as two-thirds (68%) have reported being bullied at school (NHS England, 2014)
- young carers are 1.5 times more likely to have a special educational need or disability (Hounsell, 2013)
- over a third of young carers (38%) reported having a mental health problem (Carers Trust, 2014)
Under the Care Act 2014, local authorities are required to consider the needs of young carers if, during the assessment of an adult with care needs, or of an adult carer, it appears that a child is providing, or intends to provide, care. They should ensure that adults' and children's services work together to offer young carers and their families an effective service and are able to respond to the needs of a young carer, the person cared for, and others in the family. They are expected to take 'reasonable steps' to identify children in their area who are young carers. The local authority must carry out an assessment if it appears that the young carer may have needs for support and, if so, should identify what those needs are.
Identifying young carers is not always easy. Research has found that a significant proportion of young carers do not disclose their caring responsibilities to their school, and that often young people (and their families) do not recognise themselves as 'young carers' (Children and Families Act 2014).
School nursing teams are visible professionals that are well placed within schools and wider community settings to support young carers and play an important role in identifying young carers in the school aged population, both in and out of education. School nurses identify and support families where there may be a child or young person caring or who could become a carer. As the number of adults with long term conditions and mental health issues is increasing, children, young people and families are taking on more caring responsibilities.
Unaccompanied asylum seekers
Unaccompanied asylum seeking and refugee children can be some of the most vulnerable children in our society. They are alone and in an unfamiliar country, at the end of what could have been a long, perilous and traumatic journey. Some of these children may have experienced exploitation or persecution in their home country or on their journey to the UK. Some may have been trafficked, and many more are at risk of being trafficked, being exploited in other ways, or going missing once they arrive in the UK.
An unaccompanied asylum seeking child is defined as an individual who is:
- under 18 years of age when the claim is submitted
- applying for asylum in their own right
- separated from both parents and is not being cared for by an adult who in law or by custom has responsibility to do so
The rise in the number of unaccompanied asylum seeking and refugee children in the UK in recent years, and a complex, rapidly-changing international situation, have highlighted challenges specific to this group of children.
Key facts:
- between 2012 and 2016 there has been a rise in unaccompanied asylum seeking minors of nearly a 100%. As of 31 March 2017, 78% of unaccompanied asylum seeking children were aged 16 years of age and over, with 22% aged under 16 years (DfE 2018)
- the majority of asylum seeking children are young men aged 16-17 (AYPH, 2017)
- in 2016, unaccompanied asylum seeking minors represented 6% of the total looked after child population in England
8 of the 72,670 children being looked after by local authorities as of 31 March 2017, 4,560 were unaccompanied asylum seeking children. This was a 6% increase in looked after unaccompanied asylum seeking children from the previous year (DfE, 2018)
An unaccompanied asylum seeking child is entitled to the same local authority support as any other looked after child, and our ambitions for these children are the same, to have a safe and stable placement, to receive the care that they need to thrive, and the support they need to fulfil their educational and other outcomes (DfE, 2017).
Homelessness
There were 20,170 children (including expected, unborn children) living in temporary accommodation in England in 2017. However, many families with children aged from 0-19 are hidden from homelessness statistics, with young people and families that are living in temporary accommodation not always captured in national and local statistics.
Becoming homeless can be devastating emotional experience. Homelessness takes children and young people outside of familiar environments, takes them from their home, possibly moving school and away from their friends.
Key facts:
- more young people are approaching voluntary sector homelessness organisations for help, with 68% of homelessness providers reporting an increase in young people seeking support (Homeless Link, 2015)
- health: children living in cramped accommodation experience disturbed sleep, poor diet, higher rates of accidents and infectious disease
- education: children form homeless households are more likely to suffer from bullying, unhappiness and stigma
- emotional wellbeing: about half of the families taking part in one study conducted by Shelter said their children were frightened, insecure or worried about their future as a result of their homelessness
- life chances: the health and educational impact of poor housing may affect children's future job prospects and financial wellbeing Supporting families and children, Shelter England
Children living in overcrowded conditions miss out on the space and privacy they need to play, do homework and sleep properly. Without room to grow, many children become sick or fall behind at school. Many children living in temporary accommodation face long, exhausting journeys to school, and are so tired they can't concentrate in class. Moving into and between temporary accommodation can cause severe disruption to schooling (Shelter, 2018).
- two-thirds of respondents to a Shelter survey among homeless households living in temporary accommodation said their children had problems at school (Mitchell, 2004)
- children living in bad housing are nearly twice as likely as other children to leave school without any GCSEs (Shelter, 2006)
- Supporting families and children – Shelter England
School nurses' role
School nursing teams are well placed within schools and wider community settings to support young carers, and play an important role in identifying young carers in the school aged population, both in and out of education. School nurses identify and support families where there may be a child or young person caring or who could become a carer. As the number of adults with long term conditions and mental health issues are increasing, children, young people and families are taking on more caring responsibilities.
School nurses and their teams are in a unique position to build trusting and enduring professional relationships with children and young people throughout their time in education, to enable them to become confident and healthy adults. It is essential that young people in secondary education or college are able to have access to safe, confidential and accessible services when they need health support and advice. School nursing teams and partner agencies are well placed to work collaboratively to offer health and wellbeing services. Individualised plans and support are developed following early identification of physical, emotional or mental health needs.
They deliver care in the most appropriate setting for the local community, using the principles of the You're Welcome Quality Criteria. This includes using technology to improve access and support for children, young people and families.
School nurses and their teams provide a crucial interface between children, young people and families, communities and schools. School nurses have defined skills to support holistic assessment of the health and wellbeing needs of children and young people. They provide health promotion, prevention and early intervention approaches to support individual, community and population health needs.
School nurses have a clear, easily understood, national framework on which local services can build. The school nursing 4-5-6 model sets out the 4 levels of service with increased reach from community action to complex needs, 5 universal health reviews for all children and the 6 high impact areas where school nurses have the greatest impact on child and family health and wellbeing (see Figure 1).
This high impact area interfaces with the other high impact areas and incorporates school nurses working in partnership with education, primary care, oral health services, GPs, Child and Adolescent Mental Health Services, Troubled Families services, children's safeguarding services, local authorities, specialist and voluntary organisations and education services.
Improving health and wellbeing
The high impact areas will focus on interventions at the following levels and will use a place-based approach:
- individual and family
- community
- population
The place-based approach offers opportunities to help meet the challenges public health and the health and social care system face. This impacts on the whole community and aims to address issues that exist at the community level, such as poor housing, social isolation, poor/fragmented services or duplication/gaps in service provision. School nurses as leaders in public health and the Healthy Child Programme (5-19), are well placed to support families and communities to engage in this approach. They are essential to the leadership and delivery of integrated services for individuals, communities and population to provide RightCare that maximises place-based systems of care.
Individual and family
School nurses can work together with families, schools and partner agencies to ensure:
- early identification of vulnerability that may impact on the child or young person's education or school attendance, for example being a young carer, experiencing domestic or emotional abuse or parental substance misuse, teenage pregnancy, poor mental health of parent and/or child/young person or bullying
- support for children with complex and additional health needs, including diabetes, asthma, bladder or bowel issues (continence problems) or disability, to ensure that appropriate provision is put in place and that school staff have the knowledge and skills to care for them
- readiness for other transitions, for example infant to junior, to secondary, to college,
- early support if the child or young person requires additional help to access learning or needs a referral to other services
- support for children and young people who are part of the youth justice system
- children and young people are educated about health and prevention of illness
School nurses can:
- support children, young people and families to navigate the health and social care services to ensure timely access and support
- offer support to children and young people at school with long-term health conditions to help minimise any negative effects of their health needs on their school life
- support children and young people who may require an Education, Health and Care plan needs assessment in order for the local authority to decide whether it is necessary for it to make provision in accordance with an Education, Health and Care plan (SEND Code of Practice 0-25 Years)
- collaborate to support children and young people where there are identified health needs, or where they are in the child protection system, providing therapeutic public health interventions for the child and family and referring children and families to specialist medical support where appropriate
- provide support for vulnerable groups, including children in care, young carers, children with disabilities, young people not in education, employment or training and young offenders
- contribute to improving a child attendance, offering additional support where absences may be due to hospitalisation, or frequent appointments at a hospital or GP surgery
Community
School nurses can:
- act as an effective conduit between education, health and social care, supporting work on health issues in school and making health services more accessible to children, young people, parents and carers, working with other staff to identify vulnerable children and young people and supporting access to services
- work with schools to have a whole school approach to health and to become health promoting environments, promoting a healthy food environment and promoting physical activity, in relation to obesity and oral health - they can advise schools about infection prevention and control and handwashing to prevent the spread of infections
- advise schools about medicines management and the appropriate administration of medicines during the school day, for example inhaler technique
- support the delivery of the Personal, Social and Health and Economic Education (PSHEE), promoting resilience and promoting good emotional wellbeing
School nurses may be the first point of contact for children, young people and parents or carers needing health advice or information, including assessment of individual needs, support and referral on to other services as necessary.
School nurses can:
- liaise with local colleges and employers to ensure that children and young people with special educational needs or disabilities will have their needs met
- collaborate with partners in education, health and social care providing holistic care for children and young people, supporting them to reach their maximum educational potential
Population
School nurses can:
- assess, protect and promote the health and wellbeing of school aged children and young people and offer advice, care and treatment to individuals and groups of children, young people and the adults who care for them
- support the work of the National Child Measurement Programme and the national dental epidemiology programme
- support the work of professional special interest/development/planning groups, for example local authority young carers services
- influence, initiate and support activities for promoting health across the school and community, contributing to the Personal, Social, Health and Economic Education (PSHEE), Relationships and Sex Education (RSE) and Relationships Education (RE) curriculum – the latter will move to statutory status in all schools from 2019
School nurses influence, and can take the lead in, developing effective partnerships and act as advocates to deliver change to support improvements in the health and wellbeing of children and families. They can work in partnership with other professionals and stakeholders, ensuring care and support help to keep children and young people healthy and safe within their community.
Using evidence to support delivery
A place-based or community-centred approach aims to develop local solutions that draw on all the assets and resources of an area, integrating services and building resilience in communities so that people can take control of their health and wellbeing, and have more influence on the factors that underpin good health. This is illustrated in Figure 2, which uses the All Our Health townscape to demonstrate how improving outcomes is everyone's business, working across both traditional and non-traditional settings such as the workplace, green spaces and community centres.
Figure 2: All Our Health: Community and placed-based approach to health and wellbeing
Improving outcomes –everyone’s business
Supporting maximising learning and achievement
#AllOurHealth
Providing support
closer to home.
Promoting health
literacy
Recognising and
considering the
needs of
vulnerable children
and young people,
for example young
carers
Supporting school
readiness and
seamless transition
to primary school.
Early identification
of speech,
language and
communication
skills and referral to
services
Supporting the
transition of
children and young
people to
secondary school
and preparing for
adulthood
Being responsive to
early identification of
vulnerable and under
served children and
young people and
better links with
school nurses
Ensuring effective
referral pathways and
timely responses
The All Our Health framework brings together resources and evidence that will help to support evidence based practice and service delivery; making every contact count and building on the specialist public health skills of school nurses.
Figure 3: All Our Health (AOH) – model where action builds on 'Relationships and Reach'
School nurses contribute to the Healthy Child Programme (5-19) using the 4-5-6 approach and incorporating the evidence base through All Our Health. This is achieved from individual to population level.
Measures of success/outcome
High quality data, analysis tools and resources are available for all public health professionals to identify the health of the local population. This contributes to the decision making process for the commissioning of services and future plans to improve people's health and reduce inequalities in their area. Outcome measures could include Public Health Outcomes Framework and NHS Outcomes Framework or future Child Health Outcomes Framework measure/placeholder, interim proxy measure, measure of access and service experience.
School nurses and wider stakeholders need to demonstrate impact and evidence of improved outcomes. This can be achieved by using the local measures:
Access:
- number of children participating in the National Child Measurement Programme
- number of children participating in the national dental epidemiology programme for England's biennial survey
- number of children identified with long term conditions, complex needs and disability or vulnerabilities offered support
- number of children accessing school based supervised tooth brushing programmes and fluoride varnish programmes
- number of schools with drop in sessions for young people
Effective delivery:
- early help to identify language delay, social and behavioural issues, and referral pathways in place to specialist services where appropriate
- early identification and referral for further oral health advice or treatment
- evidence of implementation of locally devised pathways
- number of schools with plans and policies in place for managing medicine use
- number of looked after children assessments
Outcomes:
- referral to other services: number of children in reception (aged 4-5 years) classified as overweight or obese in the academic year collected via National Child Measurement Programme and available in Annual report on the Child Measurement Programme
- public Health Outcomes Framework and Early Years Profiles
- number of children aged 10-11 years classified as overweight or obese in the academic year collected via National Child Measurement Programme and available in Annual report on the Child Measurement Programme. Public Health Outcomes Framework and Young Peoples Profiles
- number of children aged 0-15 years that were killed or seriously injured in road traffic collisions over a 3 year period, available in Child Health Profiles
- number of hospital admissions in children aged between 10 and 14 years where the main cause is intentional self-harm, available in Young Peoples Profiles
- hospital admissions in children aged 15 and 19 years where the main cause is intentional self-harm, available in Young Peoples Profiles
- number of persons aged 15 who are regular smokers (at least one cigarette per week), statistics on smoking from NHS Digital available in Public Health Outcomes Framework
- school readiness: percentage of children achieving a good level of development at the end of reception year, published by Department for Education and available in Public Health Outcomes Framework
- percentage of children aged five years with one or more obviously decayed, missing (due to decay) or filled teeth, collected through the National Dental Epidemiology Programme for England, and in the Early Years Profiles and Public Health Outcomes Framework
- percentage of children aged 10-11 years with one or more obviously decayed, missing (due to decay) or filled teeth, collected through the National Dental Epidemiology Programme for England, and in the Young Peoples Profiles and Public Health Outcomes Framework
User experience:
- feedback from school nurse service user questionnaire on satisfaction
- health and wellbeing feedback from children and young people
- parent/carers feel confident to send their children to school
- feedback on parent/carer experience of school nursing services
- you're Welcome quality criteria
- NHS Friends and Family Test
Other measures can be developed locally and could include measures such as local initiatives.
Connection with other policy areas and interfaces
How does this link to and support wider 5-19 work?
The high impact area documents have been developed to support delivery of the Healthy Child Programme and 5-19 agenda, and to highlight the link with a number of other interconnecting policy areas eg childhood obesity, Troubled Families, Mental Health, Drug Strategy and Social Mobility Action Plan. The importance of effective outcomes relies on strong partnership working between all partners in health (primary and secondary), local authority including education services, and voluntary sector services.
How will we get there?
Approaches to improving outcomes through collaborative working
- Public Health Outcomes Framework indicator reported and benchmarked by Public Health England and NHS England
- NHS Outcomes Framework indicator 3.7ii – Tooth extractions due to decay in children and admitted as inpatients to hospital, aged 10 years and under
- information sharing agreements in place across all agencies
- integrated commissioning of services
- Schools and Children's Centres play a key role in supporting improved outcomes for children and families as part of the integrated planning, delivery, monitoring and reviewing approach
- partnerships can use information from Joint Strategic Needs Assessment (including Early Years Foundation Stage Profile data, health data, information about families, communities and the quality of local services and outcomes from integrated reviews) to identify and respond to agreed joint priorities
- collation of local data by top ten primary diagnoses
- commission partnership preventive support programmes to avoid hospital admissions based on local data
- primary care and community services to support out of hospital care
- improving:
o school readiness
o school attendance
o appropriate use of services
o management of health conditions
- demonstrate value for money and Return on Investment
Improvements
- improved accessibility for vulnerable groups
- integrated IT systems and information sharing across agencies
- development and use of integrated pathways including primary care and community services to avoid admissions
- systematic collection of user experience eg NHS Friends and Family Test and consulting children and young people to inform action and create young people friendly services
- increased use of evidence-based interventions
- improved partnership working eg health visiting, GPs, oral health services, community paediatric services
- consistent information, for example on accident prevention, for parents and carers
- identification of repeat attendance for non-elective admissions
- development of systems to capture interventions to reduce inappropriate use of services, using a whole school approach
Professional/partnership mobilisation
- multi-agency training to support children's health and wellbeing and their attendance at school
- continued multi-agency safeguarding training
- effective delivery of universal prevention and early intervention programmes
- improved understanding of data within the Joint Strategic Needs Assessment and at the local Health and Wellbeing Board to better support integrated working of school nursing services with existing local authority arrangements to provide a holistic/joined up and improved service for children, young people and families
- identification of skills and competencies to inform integrated working and skill mix
- understanding barriers to primary care access
Associated tools and guidance
(including pathways)
Information, resources and best practice to support school nurses
Policy
Delivering better oral health: An evidence-based toolkit for prevention, Public Health England, 2014
'Fair Society, Healthy Lives': The Marmot Review, UCL Institute of Health Inequality, 2010
Health Matters: child dental health, Public Health England, 2017
Local authorities improving oral health: commissioning better oral health for children and young people, Public Health England (2014).
Improving the oral health of children: Cost effective commissioning, Public Health England, 2016
Our children deserve better: Prevention pays: Chief Medical Officer's report 2012, Department of Health and Social Care, 2013
Promoting children and young people's emotional health and wellbeing, Public Health England, 2015
SEND Code of Practice 0 to 25 years, Department of Health and Department for Education, 2015)
Supporting pupils at school with medical conditions, Department for Education, 2014
Research
Child and Maternal Health, Public Health England, accessed September 2018
Children and young people's health benchmarking tool, Public Health England, 2014
Hall D and Elliman D (2006) Health for All Children (revised 4th edition). Oxford: Oxford
University Press, accessed September 2018
School aged children profiles, Child and Maternal Health Intelligence Network, Public Health England, 2014
The link between pupil health and wellbeing and attainment, Public Health England, 2014
What works in schools and colleges to increase physical activity, Public Health England, 2015
Guidance
Health visiting and school nursing programmes: supporting implementation of the new service model: No 2: School nursing and health visiting partnership: Pathways for supporting children and their families, Department of Health and Social Care, 2014
Maximising the school nursing team contribution to the public health of school aged children, Department of Health and Social Care, 2014 Promoting emotional wellbeing and positive mental health of children and young people Department of Health and Social Care, 2014
Safety
Road injury prevention: Resources to schools to promote safe active travel, Public Health England, 2016
Learning and achievement
Early Years Foundation Stage Profile: 2018 handbook, Standards and Testing Agency, 2017
Subjective wellbeing in adolescence & teacher connectedness: a health asset analysis, GarciaMoye et al, Health Ed Journal. 2014
The WHO health promoting school framework for improving the health and wellbeing of students and their academic achievement, Cochrane library, 2014
NICE Guidance
Immunisations for under 19s overview, NICE advice, accessed September 2018 Immunisations: reducing differences in uptake in under 19s, NICE Public Health guideline [PH21], 2017
Oral health, Local authorities and partners, NICE guideline [PH55], 2014 Oral health promotion, general dental practice, NICE guideline [NG30], 2015 Schools and other educational settings, NICE, accessed September 2018 Social and emotional wellbeing in primary education, NICE Public Health guideline [PH12], 2008
Social and emotional wellbeing in secondary education, NICE Public Health Guideline [PH20], 2009
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CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge International Advanced Subsidiary and Advanced Level
MARK SCHEME for the October/November 2015 series
9631 DESIGN AND TEXTILES
9631/01
Paper 1 (Fibres, Fabrics and Design), maximum raw mark 75
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners' meeting before marking began, which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2015 series for most Cambridge IGCSE ® , Cambridge International A and AS Level components and some Cambridge O Level components.
® IGCSE is the registered trademark of Cambridge International Examinations.
|---|---|---|---|
| | Cambridge International AS/A Level – October/November 2015 | 9631 | 01 |
SECTION A
Answer both questions
1 Natural fibres and fabrics are widely used in the production of textile items.
(a) State how fibres are obtained from:
(i) Cotton plants
Answers could include:
* fibres obtained from the seed pod called a 'boll'/ginning
(ii) Flax plants
Answers could include:
* fibres obtained from the stem/stalk of the plant (bast fibres) which are obtained after processing, e.g. retting [1]
(b) Compare the following characteristics of cotton fibres and flax fibres:
(i) Variation of fibre length
Answers could include:
* Cotton: length of fibres 1 cm – 6 cm (3/8" – 21/4") (approx) depending on where the plant is grown (e.g. Egyptian cotton has longer fibres – higher quality, Indian cotton, shorter fibres – lower quality); higher quality fibres are used in yarn/clothing production; lower quality, e.g. too short to spin into yarn (0.5 cm or shorter in length) used in other textiles, e.g. added to non-woven interfacings/disposable goods, etc.;
* Flax: length of fibres 5 cm to 95 cm 2" – 36"(approx), depending where grown, e.g. Ireland, Belgium, Canada, Russia, weather conditions damp for growing good quality flax and depending of type/end use. Short fibres are staple, long fibres are filament. Fibres occur in bundles of same length. Waste fibres used for rope making, paper, etc.;
* give credit for answers which refer to linen
* additional points relevant to either fibre, but needs to be explained: variations occur due to weather/climate, type of plant (species) and growing conditions, use of herbicides/pesticides/organic.
1 mark maximum for cotton;
1 mark maximum for flax;
1 mark for brief comparison e.g. flax fibres are longer than cotton fibres.
[1]
(ii) Microscopic examination
Answers could include:
Cotton fibres
Cross section: usually bean shaped, hollow centre (lumen), size varies.
1 mark for cotton;
1 mark for flax;
correct sketch and labelling must be given for full marks.
[2]
(c) (i) Discus four performance characteristics of cotton fabrics that make them suitable for clothing.
Answers could include:
* absorbency: relates to comfort of the fabric, cotton is very absorbent (6–8 % absorbency rate), so suitable for wearing in hot conditions; dyes easily;
* soft/comfort: cotton is soft and non-irritating to the skin so is suitable for all skin types including babies and young children;
* elasticity/creasing: cotton has very poor elasticity/low resilience which makes it crease easily. Easy-care finish uses synthetic resins to give crease resistance to cotton;
* strength: cotton is stronger when wet than dry and can be washed frequently hardwearing: fabrics are long-lasting/abrasion resistant;
* fabrics can be treated with most chemicals without deterioration;
* washability: as cotton is stronger when wet, it can be laundered frequently which makes it very suitable for babies, children's clothes, which are more likely to get soiled;
* any other relevant point.
1 mark for performance characteristic;
1 mark for detailed explanation of why it is suitable for clothing.
(ii) Explain why linen is not as popular a fibre as cotton, for clothing.
Answers could include:
* care: linen fabrics crease more than cotton fabrics, more ironing needed, looks creased;
* cost: linen fabrics more labour intensive to produce so fabrics may cost more than cotton fabrics, which means that consumers are not so likely to buy linen fabrics;
* drape: linen fabrics are stiffer than cotton fabrics;
Flax fibres
Cross section hexagonal shaped with hollow centre, bundles of fibres visible, size will vary.
|---|---|---|---|
| | Cambridge International AS/A Level – October/November 2015 | 9631 | 01 |
* comfort: not as soft as cotton fabrics so not so suitable for clothing which are worn next to the skin or for children's clothes;
* weight: linen fabrics are heavier/not as versatile;
* any other relevant point.
1 mark for a brief explanation for each point;
up to 3 marks or up to 2 marks for a detailed explanation of one point.
(d) Evaluate the range of cotton fabrics that can be used for children's clothing. Name specific examples of cotton fabrics in your answer.
Answers could include:
* lightweight fabrics: cotton muslin, cotton lawn, cotton gingham, cotton chambray, cotton seersucker, cotton poplin, cotton calico, cotton madras, cotton broderie anglaise, cotton babycord, cotton needlecord;
* medium weight fabrics: cotton denim, cotton gabardine, cotton corduroy;
* heavy weight fabrics: cotton gabardine, cotton canvas, cotton velvet;
* Types of clothing: fabrics worn next to the skin, e.g. T shirts/nightwear, etc.;
* need to be soft and flexible so knitted fabrics would be suitable, e.g. cotton tricot or jersey;
* outer wear, coats and jackets need to be thicker and possibly stiffer, to keep shape/be able to take special finishes such as water resistance;
* clothing for smart wear/uniforms: need to keep their shape and not crease too much and be hard-wearing, e.g. cotton gabardine, cotton twill; possibly with additional of a small amount of elastomeric (e.g. 5%) to give flexibility in wear;
* age range of the users: e.g. young children will need soft fabrics such as cotton lawn/cotton jersey, so that the skin is not irritated;
* teenagers – wear cotton denim, could have a small amount of lycra added (e.g. 5%) for better fit;
* lightweight voiles used for summer tops and shirts;
* adults: work wear/leisure wear – types of suitable fabrics;
* A good range of fabrics required, showing understanding of weights, structure (weaves/knits), and uses.
High band: eight well evaluated points that show detailed knowledge of the range of cotton fabrics; [7–8]
Middle band: 3–6 relevant points some of which may include detailed knowledge; [3–6]
Low band: brief answer, important details may have been omitted. One or two relevant points which include appropriate knowledge. [0–2]
[Total: 25]
|---|---|---|---|
| | Cambridge International AS/A Level – October/November 2015 | 9631 | 01 |
2 There is a wide choice of synthetic fibres and fabrics.
(a) Describe the following fibres and for each, give one example of its use.
(i) Aramid fibre
Answers could include:
* aramid fibre is man-made fibre produced by spinning a solid fibre from a liquid chemical blend. Very strong, heat resistant fibres used in the production of aerospace and specialist protective clothing. (Kevlar ® and Nomex ®);
* used by police, fire and military services;
* aramids are developed from the synthetic polyamide group containing a large proportion of aromatic (phenyl) groups. Phenyl groups are closely related to benzene;
* the Federal Trade Commission definition for aramid fibre is: a manufactured fibre in which the fibre-forming substance is a long-chain synthetic polyamide in which at least 85% of the amide linkages, (-CO-NH-) are attached directly to two aromatic rings;
* aramid is a manufactured fibre composed of synthetic linear macromolecules having in the chain recurring amide groups, at least 85% of which are joined directly to two aromatic rings, and in which imide groups may be substituted for up to 50% of the amide groups;
* Kevlar® (para-aramid synthetic fibre) and Nomex® (flame-resistant meta-aramid material) are Du Pont's trade names.
1 mark for description;
1 mark for correct use.
(ii) Elastane fibre
Answers could include:
* made from a polyurethane based chemical;
* a very elastic fibres, can stretch up to three times of its original length and recover with no distortion;
* they resist chemicals, and can easily be blended with other fibres to give the fabrics stretch properties;
* trade names: Spandex® and Lycra®;
* used in sportswear and lingerie (accept any relevant examples).
1 mark for description;
1 mark for correct use.
[2]
(b) Compare the performance characteristics of the two fibres aramid and elastane with reference to:
(i) Flammability
Answers could include:
* aramids can stand very high temperatures without damage;
* elastane similar to polyester – affected by heat, can melt.
1 mark for correct response for aramid;
1 mark for correct response for elastane.
[2]
|---|---|---|---|
| | Cambridge International AS/A Level – October/November 2015 | 9631 | 01 |
(ii) Strength
Answers could include:
* aramids very strong, industrial uses for this reason;
* aramid can be stronger than steel when used in multi-layers, e.g. bullet proof vest;
* elastane fairly strong, chosen for its elasticity rather than its strength.
1 mark for correct response for aramid;
1 mark for correct response for elastane.
(iii) Extensibility
Answers could include:
* aramids stiff rigid fabric;
* elastane very elastic, often used with other fibres to give the fabric stretch.
1 mark for correct response for aramid;
1 mark for correct response for elastane.
[2]
|---|---|---|---|
| | Cambridge International AS/A Level – October/November 2015 | 9631 | 01 |
(c) Using labelled diagrams and notes, name and compare the structure of: one named woven synthetic fabric and one named weft knitted synthetic fabric.
Answers could include:
* woven fabrics: labelled sketch to show: warp (white), weft (black), bias/true cross (diagonal/45 degrees) selvedge (edge of fabric where weft threads produce finished nonfraying edge, selvedge);
* fabric names such as: polyester satin; acrylic plain weave; any other suitable fabrics;
* knitted fabrics: Wale (vertical loops); course (horizontal loops, shown in black); fabrics such as: nylon jersey; polyester jersey; polyester double-knit, any suitable fabric;
* accept fibre AND weave/weave description as named fabrics, e.g. polyester twill weave;
* accept relevant correctly labelled diagrams.
4 marks for woven fabrics;
4 marks for knitted fabrics;
Max 3 marks for each if no/incorrect fabric named.
(d) Discuss the factors which should be considered when choosing whether to use woven or knitted fabrics, for clothing.
Answers could include:
* characteristics of woven fabrics:
* keep their shape, usually drape well although may have some stiffness – this will depend on the fibre used, e.g. silk will produce a soft drape whereas linen will give a stiffer drape; cutting on the bias enhances drapability;
* wide variety of types of fabrics, this will also vary according to type of fibre used, e.g. viscose twill is floppy and soft and creases readily, whereas polyester twill will be stiffer and crease less;
* variety of handle, soft, stiff, firm, etc. depending on the weave, which can be very varied as there are many types of different weaves: plain, twill, satin, sateen, pile fabrics, all with variations; (examples of fabrics could be included here);
* plain weaves and twill weaves are more hard-wearing than weaves with looser surface or where there are longer floating threads on the surface, e.g. twill weaves is compact and hardwearing;
* good for work clothes; satin is much softer and has longer floats on the surface, however this could mean that the fabric snags more easily so does not wear as well;
* it would be more suited to an evening fabric where shine is required;
* function/type of clothing (e.g. indoor/outdoor wear);
* any other relevant points.
* characteristics of knitted fabrics:
* less variety of knits – 2 main types (warp and weft knitting) with many variations within these two – lace-type effects can be produced, can be more decorative than woven fabrics;
* drape tends to be softer and more flowing than woven, this is due to loops which form the fabrics and these loops can distort in different directions;
* may be less hard-wearing than woven fabrics and snag or ladder if weft knitted; some fabrics are long-lasting and very hardwearing;
*
stretch: body hugging styles;
* production costs: less seams and fastenings so cheaper to manufacture;
* type of occasion for the clothing, e.g. sportswear will need more flexible clothing so stretch fabric which are knitted would be very suitable, e.g. cotton double jersey;
* evening wear, drape may be the most important factor and a bias cut satin fabric (woven) will drape very well;
* outdoor wear, woven fabrics are more wind resistant than knitted fabrics as they have a denser weave and do not allow air to permeate so easily (knits have loops which allow air through);
* washability – woven fabrics keep their shape much better than knitted fabrics so if a smart and tailored garments is required it would be better to choose woven fabrics, e.g. cotton gabardine; Knitted fabrics require more careful washing/drying/ironing;
* warmth, knitted fabrics trap air and keep the body well insulated;
High band: will contain 6–7 well-discussed factors which should be considered when choosing whether to use woven or knitted fabrics for clothing. [6–7]
Middle band: will contain a good number of relevant points (3–5), some of which may be discussed there may be some consideration of whether to use woven or knitted fabrics for clothing. Some detail may be included. [3–5]
Low band: the answer will contain brief reference to relevant factors, and there will be some omissions. There may be little or minimal consideration of whether to use woven or knitted fabrics for clothing. [0–2]
[Total: 25]
|---|---|---|---|
| | Cambridge International AS/A Level – October/November 2015 | 9631 | 01 |
Section B
Answer one question
3 Bags are a popular fashion accessory.
(a) (i) Draw a design of a fashionable bag for a teenager. Include front and back views and show how line and colour can be used in an interesting way. Label your design clearly.
Answers could include:
* labelled sketches of bag showing front view, back view, shape, size, fastening (if any), opening; style feature such as pocket/top-stitching/decoration, etc.;
* line, could be seen along the edges of the bag, emphasised with piping;
* colour, use of primary colours or secondary colours, or combination.
```
Front & back view (1 mark); Clear use of line (1 mark); Good/imaginative use of colour (1 mark); Appropriate fastening (1 mark); Other labelled style feature (1 mark); Overall quality/originality of design (1 mark); 1 mark for each well-labelled point (up to 6 marks).
```
[6]
(ii) Describe two different secure closures which would be appropriate for your bag design.
Answers could include:
* types of closures (fastenings) could be:
* zip;
* button and buttonholes (or loops);
* magnetic clip;
* flap will give extra security, if used in conjunction with a closure;
* drawstring.
1 mark for each closure;
1 mark for an explanation of how it is incorporated into the design to make the bag secure/reason for choice.
(iii) Explain how your choice of line and colour have shown good design principles and follow current trends.
Answers could include:
* line: could follow current trends (asymmetric/geometric);
* follow the trends of a particular designer/artist (named);
* reference to 'one third/two thirds rule; balance of design;
* focal point/travel along the line to a focal point;
* line can be a way to break up the overall shape of the bag by allowing your eye to travel along the line for interest;
* accept labelled sketches which give examples of how line can be used;
* any other appropriate point;
* colour: could follow contrast, e.g. dark/light;
* could make reference to colour wheel (primary/secondary colours);
* could discuss points about occasion and colours appropriate for these, e.g. dark;
* colours for evening wear; meaning of colours, e.g. blue cool;
* reference to the colours used and whether they relate to a particular season;
* designer who has used these colours;
* some other reason for using them;
* follow trends of particular colour groups as suggested by trend forecasting of colours;
* any other appropriate point;
* It is likely that reference to current trends will be included in the explanation of both line and colour and separate marks should be awarded, but not if the information is repeated.
Up to 2 marks for each well explained choice of line;
Up to 2 marks for each well explained choice of colour;
Up to 2 marks for each well explained point about current trends;
Answers should show detailed knowledge and understanding for full marks.
[6]
(b) Discuss the advantages for the consumer of there being a wide choice of retail outlets that sell bags. Give examples of types of retail outlets in your answer.
Answers could include:
* types of retail outlets which could be included department stores, mail order, internet shopping, markets, supermarkets, independent stores; small/large stores; etc.;
* types of customers – some prefer to look/feel fabrics so would prefer to go to a retail outlet rather than buy online/mail order;
* cost of items to be bought – markets tend to be cheaper than department stores; with internet shopping being popular currently, customers can compare prices easily before buying goods;
* style of bags – some people prefer buying goods which are not too commonly available so may prefer to pay more for a bag where a smaller number has been produced, (batch produced) rather than buy a bag which is cheaper and has been mass produced;
* quality of item: (e.g. thickness of fabric or quality of leather) this is often best determined when looking at the actual item rather than mail order/internet shopping;
* market stalls/independent stores: may have individual hand-made original items which are not available elsewhere;
* advantages: choice, range of price and quality, can try on, convenience, distance, health issues, individual designs versus mass produced, personal service any other appropriate/relevant points.
High band: the answer will contain 7–9 well-discussed advantages for the consumer that shows detailed knowledge and understanding of the choice of retail outlets that sell bags. Relevant examples should be included. [7–9]
Middle band: the answer will contain a good number of advantages (e.g. 3–6), some of which may be discussed and show relevant knowledge about the choice of retail outlets that sell bags. There may be some omissions. Some examples may be included. [3–6]
Low band: the answer will be brief and important details may have been omitted. There may be one or two relevant points include appropriate knowledge about the choice of retail outlets that sell bags. There may be few if any examples. [0–2]
[Total: 25]
| Page 11 | Mark Scheme | Syllabus | Paper |
|---|---|---|---|
| | Cambridge International AS/A Level – October/November 2015 | 9631 | 01 |
4 The manufacture of clothing items depends on many factors.
(a) (i) Explain three ways of adapting existing patterns.
Answers could include:
* using the pattern markings (if these are already printed on the pattern template) such as the lengthening and shortening line, to make the pattern piece longer or shorter;
* this could be a skirt front/back, a sleeve or any other pattern piece;
* this can still be changed even if no pattern markings are evident on the pattern/template;
* changing an aspect of the pattern template, e.g. changing the neckline on a bodice of a dress;
* changing the edge such as a hem, from straight edge to scalloped edge;
* adding a feature such as fullness (darts, pleats, gathers, etc.), this will mean the pattern has to be re-drawn after the new feature is added;
* any other specific example
1 mark for each well explained point
[3]
(ii) Outline the main stages of producing garment patterns for use in manufacturing.
Answers could include:
* card pattern shapes made from basic blocks: basic blocks are adapted for the new style and these are used to cut shapes;
* the shapes of the blocks are traced by the pattern drafter or computer;
* changes are then made to take account of style alterations;
* the pattern is redrawn onto paper or card or on computer;
* a set of patterns is made for each size;
* they must be numbered;
* laser cut patterns directly from the design, using software so no actual card pattern is used;
* the pattern is made at the designing stage, modified and digitised into the computer ready for the lay plan and cutting marker which is placed directly onto the layers of fabric which are held in vacuum;
* this may be printed off instead;
* grading of pattern into different sizes depending on the size range for the batch;
* any other relevant point.
1 mark for each point up to a maximum of 5 marks; If detailed knowledge and understanding, award up to 2 marks per point.
(b) Discuss four factors which a manufacturer would need to consider when choosing fused interfacings for different fabrics.
Answers could include:
* purpose of the interfacing – stiffness, strength, shaping;
* weight of fabric and interfacing being used;
* colour of the fabric and interfacing (usually only available in black and white);
* whether the interfacing is woven or bonded (non-woven) or knitted;
* whether the interfacing is washable, this will depend on whether the outer fabric is washable or dry clean only;
| Page 12 | Mark Scheme | Syllabus |
|---|---|---|
| | Cambridge International AS/A Level – October/November 2015 | 9631 |
* discussion of which interfacing is suitable for which fabric: jersey fabrics which are stretchy may need more flexible interfacings which are available; woven fabrics need firmer interfacings; give credit for fabrics with suitable interfacings.
1 mark for each factor (Max 4);
1 mark for reasons/explanation for each factor.
[8]
(c) Evaluate the range of necklines openings which are available to the manufacturer of ladies clothing. Give specific examples in your answer.
Answers could include:
* types of openings: bound opening; continuous strip opening; faced opening;
* styles of necklines: round, opening at the front; opening at the back; asymmetric positions of openings, sweetheart, V neck, boat neck, shirt, polo;
* bound openings can have purchased bindings or self-fabric bindings cut as crossway strips; different methods of applying these bindings;
* continuous strip openings: often have a fastening at the end of it, e.g. button and loop, or ties;
* faced openings: may be shaped if at the neckline, often have interfacing in order to keep the shape; may have a fastening at the edge;
* faced placket.
High band: will contain an evaluation of 7–9 detailed points with a range of neckline openings which are available to the manufacturer of ladies clothing. Detailed knowledge and understanding will be evident. Relevant examples will be included. Credit should be given for relevant labelled sketches. [7–9]
Middle band: will contain some points which may be evaluated and relevant knowledge about the range of openings available to the manufacturer will be shown. There may be some omissions. Some examples may be included although sketches may not be adequately labelled. [3–6]
Low band: the answer will be brief and important details may have been omitted. There may be one or two relevant points which have included appropriate knowledge. There may be few if any examples. The answer may include only styles of necklines with no evaluation or explanation apart from a description. [0–2]
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Training toolkit
For secondary PGCE tutors and trainees
Including students with SEN and/or disabilities in secondary citizenship
Contents
Including students with SEN and/or disabilities in secondary citizenship lessons 1
Introduction
This booklet gives tutors and trainees information about subject-specific issues in the citizenship curriculum for students with SEN and/or disabilities. It offers a straightforward introduction to planning inclusive citizenship lessons. There are also suggestions for further reading and support in section 7.
Each booklet in this series contains a self-audit table (section 3). This offers a range of ideas that you can use to check against your practice and the practice you observe. The organisation of information in this table is based on the most recent research evidence and the views of expert teachers.
Recent evidence (eg Davis and Florian, 2004) suggests that much of what has traditionally been seen as pedagogy for students with SEN and/or disabilities consists of the approaches used in ordinary teaching, extended or emphasised for particular individuals or groups of students. This applies even when teaching approaches may look very different, eg when teachers are working with students with complex needs.
Trials of these materials in 2007/08 suggested that grouping teaching approaches into themes helps new teachers and those who work with them to consider and discuss their practice. Therefore each self-audit table is grouped under eight themes:
maintaining an inclusive learning environment " "
multi-sensory approaches, including information and communication technology (ICT) " "
working with additional adults " "
managing peer relationships " "
adult-student communication " "
formative assessment/assessment for learning " "
motivation, and " "
memory/consolidation. " "
There are many overlaps between these themes, but the model offers a useful starting point to help you develop teaching approaches that include students with SEN and/or disabilities.
Citizenship
"Education for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Pupils learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy. They learn to take part in decision-making and different forms of action. They play an active role in the life of their schools, neighbourhoods, communities and wider society as active and global citizens.
"Citizenship encourages respect for different national, religious and ethnic identities. It equips pupils to engage critically with and explore diverse ideas, beliefs, cultures and identities and the values we share as citizens in the UK. Pupils begin to understand how society has changed and is changing in the UK, Europe and the wider world.
"Citizenship addresses issues relating to social justice, human rights, community cohesion and global interdependence, and encourages pupils to challenge injustice, inequalities and discrimination. It helps young people to develop their critical skills, consider a wide range of political, social, ethical and moral problems, and explore opinions and ideas other than their own. They evaluate information, make informed judgments and reflect on the consequences of their actions now and in the future. They learn to argue a case on behalf of others as well as themselves and speak out on issues of concern.
"Citizenship equips pupils with the knowledge and skills needed for effective and democratic participation. It helps pupils to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world."
National Curriculum, QCA, 2009
In citizenship, planned learning experiences will include a mix of:
citizenship lessons and learning activities " "
learning across the curriculum and in other subjects " "
activities involving the whole year group, key stage or whole school " "
learning through specific projects, eg in the local community, and " "
participation in the life of the school, including through class or school governance. " "
In citizenship teaching, activities need to be planned carefully to create positive personal and social experiences and learning. Citizenship needs a whole-school approach. Schools must also consider their values, ethos and organisation. The quality and nature of students' relationships with adults and with each other are always crucial, as are the opportunities and support for students to play an active part in decision making. To meet the aims of citizenship, you should create opportunities and provide support to enable students to:
take responsible action " "
take part in decision making on issues of significance to them and their community " "
meet and talk with people, including community leaders " "
work with others " "
consider political, social and moral dilemmas and issues " "
express, explain and justify their views " "
find information, using enquiry and research, and " "
develop understanding of, and respect for, themselves and others. " "
Research has suggested a range of issues that you need to consider when planning and teaching citizenship for students with SEN and/or disabilities (Blake and Muttock, 2004). Some of these are covered in the self-audit table in section 3.
Roles and responsibilities
Recent legislation and guidance make clear that all the teaching staff in a school are responsible for the provision for students with SEN and/or disabilities. All staff should be involved in developing school policies and fully aware of the school's procedures for identifying, assessing and making provision for students with SEN and/or disabilities. Staff should help students with SEN to overcome any barriers to participating and learning, and make any reasonable adjustments needed to include disabled students in all aspects of school life.
The Disability Discrimination Act (DDA) has substantial implications for everyone involved in planning and teaching the curriculum. Schools have specific duties under the DDA to:
make reasonable adjustments to their policies and practice to prevent discrimination against " " disabled students
increase access for disabled students, including access to the curriculum, through accessibility " " planning, and
promote disability equality and have a disability equality scheme showing how they will do so. " "
These duties are important and significant. They require schools to:
take a proactive, systematic and comprehensive approach to promoting disability equality and " " eliminating discrimination, and
build disability equality considerations in from the start at every level of activity, including " " developing and delivering the curriculum and classroom practice.
Schools must address their various DDA duties together in a way that brings greater benefits to disabled students, staff, parents and other users of the school. Using the self-audit table in this booklet to develop an inclusive approach to your teaching will help you carry out these duties in your subject.
Modifying the curriculum and the National Strategies to match students' needs
Teachers have a statutory duty to modify the programmes of study (or National Strategy materials).
"Schools have a responsibility to provide a broad and balanced curriculum for all pupils." National Curriculum, QCA, 2008
This is more than just giving students 'access to the curriculum'. The curriculum is not immovable, like some building, to which students with SEN and/or disabilities have to gain access. It is there to be changed, where necessary, to include all students.
The statutory 'inclusion statement' in the National Curriculum sets out a framework for modifying the curriculum to include all students. Teachers have to:
set suitable learning challenges " "
respond to students' diverse learning needs, and " "
overcome potential barriers to learning and assessment for particular individuals and groups " " of students.
These principles allow you to:
choose objectives for students with SEN and/or disabilities that are different from those " " of the rest of the group, or
modify the curriculum to remove barriers so all students meet the same objectives. " "
Planning for students with SEN and/or disabilities should be part of the planning that you do for all students, rather than a separate activity. It doesn't need to be complicated or time-consuming. You can simply jot down brief notes in your lesson plans on the learning objectives and approaches you will use to remove barriers for students with SEN and/or disabilities. Any personal targets the student has can inform this planning. At times it may be appropriate to plan smaller steps to achieve the learning goal or provide additional resources. It is often possible to use the support available to do this, either from the SENCO or teaching assistant/mentor.
You should also think about the questions you will ask different groups and individuals and the ways you will check that students understand. Some students with SEN and/or disabilities will show they understand in different ways from their peers, so you should look at a range of opportunities for students to demonstrate what they know and can do.
Disability has a clear place in the citizenship curriculum, and disabled students can be empowered to take an expert role when the topic is being discussed, eg by carrying out a local survey of school facilities for accessibility. Similarly, disability issues can be raised through other subject areas − eg students could use computer-aided design to remodel disability aids to make them more aesthetically pleasing.
All students can be introduced to disability issues, locally, nationally and globally, regardless of whether or not they have a disability, eg when considering equality or human rights and responsibilities. However, students with disabilities should not be confined to examining disability issues − they should explore all the issues that might be covered in citizenship, such as youth crime or economic well-being.
Many disability organisations and other research organisations − such as The Rowntree Foundation − have statistics related to disability which can be used as a sound basis for beginning work on these issues. It is important to remember that many students may have friends and relatives who are disabled and may already have strong feelings and views on disability. This should be handled sensitively to avoid bringing out personal information unless it is volunteered.
Removing barriers to the citizenship curriculum for students with SEN and/or disabilities 2
Teaching and learning
To make citizenship lessons inclusive, teachers need to anticipate what barriers to taking part and learning particular activities, lessons or a series of lessons may pose for students with particular SEN and/or disabilities. So in your planning you need to consider ways of minimising or reducing those barriers so that all students can fully take part and learn.
In some activities, students with SEN and/or disabilities will be able to take part in the same way as their peers. In others, some modifications or adjustments will need to be made to include everyone.
For some activities, you may need to provide a 'parallel' activity for students with SEN and/or disabilities, so that they can work towards the same lesson objectives as their peers, but in a different way − eg using virtual decision-making scenarios supported by ICT rather than text-based activities.
Occasionally, students with SEN and/or disabilities will have to work on different activities, or towards different objectives, from their peers.
There are some examples in the checklist in section 3.
Assessment
Similarly, when assessing students, you need to plan carefully to give students with SEN and/or disabilities every opportunity to demonstrate what they know and are able to do, using alternative means where necessary. For example, some students may not be able to achieve certain aspects of the level descriptions. QCA (2008) advises that, when a judgement against level descriptions is required, your assessment of the student's progress should discount these aspects.
Self-audit for inclusive citizenship lessons: planning teaching, learning and support 3
You can use the following checklist to audit your practice and plan for more inclusive lessons.
The left-hand column of the table suggests approaches that are appropriate for students with SEN and/or disabilities in all subjects. The right-hand column suggests extensions and emphases that may be helpful in removing barriers for students with SEN and/or disabilities in citizenship.
In most cases, the actions recommended are good practice for all students, regardless of their particular SEN and/or disability.
In other cases, the actions taken will depend on the barriers to taking part and learning identified in relation to the lesson being taught and students' particular SEN and/or disabilities. For example, students find it easier to make sense of some of the more complex areas of citizenship when activities build on their own life experiences. For many students with learning difficulties, thinking about and taking part in activities in the school community can be a helpful introduction.
Students with dyslexia or speech, language and communication needs can be supported in understanding and communicating about issues such as bullying by using visual aids such as cartoon pictures. Questionnaires can be adapted to allow students to give their views, for example using graphics.
For students with difficulties in concentration or communication, physical activities can be a way of enabling them to take part − eg putting themselves in different spaces to represent different ideas. And some young people with identified needs − such as behaviour difficulties − may benefit from changes in activities or working with selected others or rest breaks.
In these cases it is helpful to discuss and plan with a support assistant who knows the young person well. The SENCO, subject associations and/or organisations supporting people with particular SEN/disabilities may be able to offer more specialist advice.
These examples are not comprehensive or exhaustive. They are intended to stimulate thinking rather than offer detailed advice on how to teach the subject to students with different types of special educational needs and/or disabilities. You will wish to add your own general or subject-specific ideas to the self-audit table.
Maintaining an inclusive learning environment
| Maintaining an inclusive learning environment | Citizenship | Observed |
|---|---|---|
| Sound and light issues For example: "" background noise and reverberation are reduced "" sound feild system is used, if appropriate "" glare is reduced "" there is enough light for written work "" teacher’s face can be seen − avoid standing in front of light sources, eg windows "" students use hearing and low vision aids, where necessary, and "" video presentations have subtitles for deaf or hearing- impaired students and those with communication diffciulties, where required. | Sound and light issues Interactive whiteboards are non-refelctive to reduce glare. When working outside the classroom, for instance on visits, encourage students to think about their needs and tell you about them in advance. You may be able to encourage students to develop ‘coping strategies’ that enable them to participate in environments that are less than ideal. For example, other students could help them to communicate, or you could agree in advance on alternative forms of record keeping, such as photographs. | |
| | Seating Seating should allow all students in the class to communicate, respond and interact with each other and the teacher in discussions. Avoid the need for copying lots of information. For example, notes on interactive whiteboards can be printed off for students. Allow enough room for wheelchair users to move freely in group work, role-play and work using circle approaches. | |
| Resources Storage systems are predictable. Resources are: "" accessible, eg within reach, and "" labelled clearly to encourage independent use, eg using images, colour coding, large print, symbols, Braille, as appropriate. | Resources Encourage students with SEN and/or disabilities to evaluate the specifci resources and support their use, and to help establish the criteria for evaluation. |
|---|---|
| Displays Displays are: "" accessible, within reach, visual, tactile "" informative, and "" engaging. Be aware of potentially distracting elements of wall displays. | Displays Make sure displays refelct students’ own work and achievements in citizenship, and that work is updated regularly. The display policy should allow achievements at all levels to be displayed, and the ethos of the school should value all students’ work. Select resources that: "" are in a range of media "" include disabled people, and "" promote positive messages about disability. |
Multi-sensory approaches, including ICT
Working with additional adults
| Working with additional adults | Citizenship | Observed | Tried out |
|---|---|---|---|
| Consulting students Wherever possible, students are consulted about the kind and level of support they require. | Consulting students You might consult students through a class council, year council or school/student council. Encouraging students to take part in decision making is central to understanding democratic processes. Ensure that students with SEN and/ or disabilities are given a voice in this process. For example, rehearse the points they want to make in advance, and pay particular attention to those points in plenary sessions involving the whole group in discussion. Some students with signifciant learning diffciulties may need advocates to participate in school democracy. Peer support using groupings that work more closely with the teacher in a structured manner can also facilitate their involvement and participation. | | |
| Working with additional adults | Citizenship | Observed | Tried out |
|---|---|---|---|
| Planning support Support from additional adults is planned to scaffold students’ learning, allowing them, increasingly, to work independently. Planning should identify: "" which individuals/groups will receive support "" where in the lesson students will need support "" the type of support students should receive, and "" when students should be allowed to work independently. Additional adults: "" are clear about the lesson objectives "" know the sequence of the lesson "" understand the lesson content "" know how to break tasks into more manageable chunks "" are provided with key questions to encourage formative assessment, and "" where appropriate, are familiar with any ICT used to support students. | Planning support Plan to pre-tutor important citizenship vocabulary, concepts and/or processes, where appropriate. Identify which resources will be needed to meet the learning objectives, and make sure they are adapted to support students with SEN and/or disabilities. Students’ specifci needs will be documented by the school and will depend on the individual needs of the student. They may include such things as access to a computer, enlarged print, hearing loops and so on. Encourage students with SEN and/or disabilities not to become too reliant on specialist and one- to-one support staff. Encourage them to ask for help from their friends and their teacher. Plan the gradual reduction in support with classroom staff as the student becomes more independent at performing tasks. | | |
| Evaluation Additional adults report to the teacher on students’ progress. The effectiveness of support is monitored and reviewed. | Evaluation | | |
Managing peer relationships
| Managing peer relationships | Citizenship | Observed | Tried out |
|---|---|---|---|
| Grouping students All forms of student grouping include students with SEN and/or disabilities. Manageable mixed-ability grouping or pairing is the norm, except when carefully planned for a particular purpose. Sequence of groupings is outlined for students. The transition from whole-class to group or independent work, and back, is clearly signalled. This is particularly helpful for students on the autistic spectrum. | Grouping students | | |
| Managing group work and discussion Students move carefully from paired discussion to group discussion − the language necessary for whole-class discussion work may be a barrier for students who fnid it diffciult to express themselves in public. Paired and small group discussions provide opportunities for all to take part. Students are assigned specifci roles (eg chair, writer, reporter, observer) which gives all students something to do and keeps them focused. | Managing group work and discussion Use paired and small group discussion to establish shared ground rules with students, to help them feel part of the group and to take some responsibility for themselves and their behaviour in the group. Relate this to sensitive issues, for example in ‘Identity and diversity’ − discussion about recognising and challenging inequalities, discrimination and racism. Disability equality is relevant to all students, not just those who are disabled themselves. | | |
| | Developing responsibility Support students to work collaboratively as part of a research team and give them opportunities for control over deciding which areas to research within the curriculum. Enable students to take responsibility for aspects of school life and to exercise real choices − eg through being members of class and school councils or working groups developing school policies and voting in school elections. | | |
Adult-student communication
| Adult-student communication | Citizenship | Observed |
|---|---|---|
| Teachers’ communication Language is clear, unambiguous and accessible. Key words, meanings and symbols are highlighted, explained and written up, or available in some other way. Instructions are given clearly and reinforced visually, where necessary. Wording of questions is planned carefully, avoiding complex vocabulary and sentence structures. Questions are prepared in different styles/levels for different students − careful preparation ensures all students have opportunities to answer open-ended questions. Alternative communication modes are used, where necessary, to meet students’ communication needs, eg signing, Braille. Text, visual aids, etc are checked for clarity and accessibility. For example, some students might require adapted printed materials (font, print size, background, Braille, symbols); some may require simplifeid or raised diagrams or described pictures. | Teachers’ communication Recognise that: "" citizenship concepts and language, eg ‘democracy’ and ‘justice’, ‘rights and responsibilities’, ‘identities’ and ‘diversity’, because of their abstract nature, can create barriers for students "" students may need support with technical vocabulary specifci to citizenship topics, eg ‘franchise’, ‘advocacy’. Plan to teach new vocabulary explicitly at the start of a new topic and ensure that pre-tutoring on citizenship vocabulary is available where needed. | |
| | Students’ communication Use ‘draw and write’ as a technique for fniding out what students know or believe. Ask them to respond to prompts such as “who or what is a good citizen?”, draw a picture and then write a sentence to explain what is happening in the picture. (If writing and drawing is diffciult for the student, they can tell the person who may be supporting them what they think − or use another means of communication.) | |
| Adult-student communication | Citizenship | Observed | Tried out |
|---|---|---|---|
| | Student-teacher interaction Use a microphone. The person holding the microphone is the only person allowed to speak. The microphone is then passed to the next student, who then speaks. This is particularly helpful in conducting debates on issues of concern to students. It encourages turn-taking and listening, and helps to increase participation and build self-confdience. | | |
Formative assessment/assessment for learning
| Understanding the aims of the lesson Lesson objectives are made clear in pictures/symbols/writing, as appropriate. Objectives are challenging yet achievable. This will promote self- esteem and enable all students to achieve success. | Understanding the aims of the lesson Build up a chart (using a wallchart or other space) to show the focus of each lesson, and how successive lessons/ topics link together to develop an area of work in citizenship. This could include symbols, images or objects to make it more accessible. |
|---|---|
| Focus on how students learn Students’ own ways of learning and remembering things are emphasised. Students are encouraged to talk about how they achieved something. Dialogue is the key to successful assessment for learning. Teachers communicate in ways students are comfortable with. | Focus on how students learn Use circle approaches with prompts like “one thing I have learnt today about how we vote is…” or “one thing I could do better/improve is…” to encourage students to refelct on their learning. This can be done in a group, in pairs or individually and recorded anonymously on post-it notes. |
| | Students know where they are in relation to learning aims Revisiting a mind map of the same area of learning, say after three weeks of studying a citizenship topic, can be a good way of assessing − through the added ‘branches’ of the map − how students’ understanding of concepts is developing. This approach can be particularly valuable for students for whom oral and written communication present a barrier, as pictures and symbols can be included. |
| Formative assessment/ assessment for learning | Citizenship | Observed |
|---|---|---|
| Giving feedback Marking and other feedback helps students improve their performance. Feedback is given in an appropriate form – verbally, in writing. Specifci, rather than general, feedback is given. Comments are positive, explicit and evaluative. Emphasis is on the students’ progress and achievement. Weaknesses are presented as areas for development. Opportunities are offered for students to attempt a piece of work again. These approaches are particularly useful for students who fnid it diffciult to receive comments about improving their work. Praise is given discreetly where students fnid public praise embarrassing or diffciult. | Giving feedback Peer-to-peer feedback, for example through pair work, group-on-group comment and class evaluation is particularly relevant to citizenship activities. This will involve fostering sensitivity towards students with SEN and/or disabilities and will need careful structuring to make sure these students benefti. Make sure students with SEN and/ or disabilities have understood feedback and are encouraged to identify areas that they can improve on. This can be shared or a private agreement between staff and the student, depending on the needs of the young person. | |
| Formative assessment/ assessment for learning | Citizenship | Observed |
|---|---|---|
| Reviewing progress and helping students to improve Teachers’ responses to students’ errors recognise, value and build on the thinking that led to them. End-of-lesson discussion considers the ways of working the class has found fruitful or diffciult. Students are asked, for example: "" which key words, concepts, skills or processes were diffciult and why, and how this could be improved "" which parts of a task slowed them down, and "" what could be done to make things go more effciiently. Some students may have anxieties about planning to improve, especially if it involves editing or redoing a task. Students are encouraged to see how they’ve improved on their previous best. | Reviewing progress and helping students to improve Explore with students the responses of adults and students that they feel help to build a culture of openness about making errors and collectively learning from them, and explore the feelings involved in taking risks to learn and make errors. | |
Motivation
| Motivation | English | Observed |
|---|---|---|
| Understanding the structure of the lesson Students are clear about the duration and overall structure of the lesson. Visual timetables or other devices are used to indicate the structure and progress of lessons. | Understanding the structure of the lesson | |
| Motivation | English | Observed | Tried out |
|---|---|---|---|
| Relevant and motivating tasks continued | Relevant and motivating tasks continued Citizenship can allow all students to bring their own experiences and understanding of life into the classroom. Draw on students’ personal experiences to offer real- life examples of concepts being explored and to ensure that the context of discussions is relevant to their lives. Enable students to extend their personal perspectives to a wider perspective in which other people’s experiences and points of view are considered. Disability as an issue has a place in the citizenship curriculum. It can: "" contribute to the school meeting its responsibility to ‘promote disability equality’ under the Disability Discrimination Act 2005, and "" empower disabled students to take an expert role when the topic is discussed. Set up working agreements so that no one will be expected to ask or answer a personal question. Make sure students are comfortable with the way the ideas explored have been left, particularly if sensitive issues have been discussed. | | |
| | Reward systems | | |
Memory/consolidation
| Memory/consolidation | Citizenship | Observed |
|---|---|---|
| Recapping Recap learning from the previous lesson. Main points from the lesson are fed back by students, noted down and saved so students can refer to them. | Recapping | |
| | Reducing reliance on memory Use a digital camera to capture the stages of an activity or the sights of a visit for future reference. Images can also be used to build a visual or audio-visual record. Simple audio recording devices can replace the need for written notes during activities or visits. | |
| Consolidating learning Students’ understanding is checked, eg by inviting students to reformulate key learning. Using visual or concrete (‘real’) materials, or activities involving movement, to reinforce or consolidate learning through a range of sensory channels. Reteach or revise material, where necessary, eg post-lesson tutoring. Opportunities are provided for students to repeat and reinforce previously learnt skills and processes on a regular basis, in similar and different contexts. Encourage students to develop their own strategies, eg an agreed approach to asking for help, rehearsal, note-taking, use of long- term memory, and place-keeping and organisational strategies. | Consolidating learning Invite students to comment on a key issue, reformulating it in their own words to check that they understand. Reinforcement and repetition are likely to be required for some students with SEN and/or disabilities. Reinforcing learning through a range of media will benefti many students. For instance, having completed a lesson on a topical issue such as knife crime and aspects of youth justice/criminal law, follow the topic in the news exploring how different media present the issue. Show a flim on the issue, or invite an expert visitor to respond to students’ questions. Students could create a piece of drama and present it to another class or group. |
|---|---|
| | Independent study/homework There are often limited opportunities for students with SEN and/or disabilities to learn and develop through independent exploration. Encourage students to try out their new learning and skills in real situations − eg having learnt about voting in democratic societies, provide opportunities for voting in mock elections and for the school council. |
Citizenship and Every Child Matters 4
In 2003, the green paper 'Every Child Matters: Change for children' was published. The key outcomes for the Every Child Matters (ECM) agenda were drawn up after consultation with children, young people and families. The five outcomes that mattered most to children and young people are set out below. Each of the outcomes can be addressed through the citizenship curriculum.
| Outcome | General educational aspects | Through the citizenship curriculum |
|---|---|---|
| Be healthy | "" Work towards independent learning "" Actively enquire about differing environments "" Keep mentally and emotionally healthy | Self-awareness Managing feelings Social skills Awareness of legislation that affects their health and well-being, eg on alcohol, tobacco, drugs, etc |
| Stay safe | "" Keep safe in school and on school trips "" Have stability and security "" Know about their place in the wider community | Communication and social skills Awareness of health and safety legislation and why it is needed, and of bullying |
| Enjoy and achieve | "" Achieve personal and social development "" Enjoy lessons "" Achieve to their potential "" Use alternatives to written recording, where appropriate | Social and emotional learning (self-awareness, managing feelings, empathy, social skills, motivation) Critical enquiry and refelction Communication skills |
| Make a positive contribution | "" Understand issues of difference and diversity through studying other environments and cultures "" Understand about, and support, the local community "" Involve themselves in extra- curricular activities "" Participate in school and class decisions about learning and school life | Self-awareness Empathy Social skills Participation skills Informed decisions Contributing to class and school/ student councils, taking part in community-based activities across and beyond the school |
Early development in the National Curriculum: the P scales for citizenship 5
At secondary level, the vast majority of students with SEN will be working at the national curriculum levels, both in mainstream schools and many types of special settings. Students with learning difficulties are likely to be working at national curriculum levels but below those of their peers without SEN.
Those with more significant learning difficulties will be working below national curriculum level 1. For students working below level 1 of the National Curriculum, performance descriptions (P scales) for PSHE and citizenship can be used to describe a 'best fit' for a student's performance.
All schools must report on students' attainment at the end of each key stage in terms of both P scales and national curriculum levels.
P scales 1−3 address very early levels of learning and are the same in all subjects, but illustrated with subject-specific examples.
As a trainee teacher, you may not meet students assessed at these very early levels very often. If you have to teach these students during your placements, you should expect a great deal of support in differentiating teaching and learning.
From P4, each subject has its own progression.
At P4 of the PSHE/citizenship P scales, "Pupils express their feelings, needs, likes and dislikes using single elements of communication (words, gestures, symbols)."
By P6, students may "show concern for others, for example, through facial expressions, gestures or tone of voice, and sympathy for others in distress and offer comfort".
At P8, "They understand agreed codes of behaviour which help groups of people work together, and they support each other in behaving appropriately, for example, while queuing in a supermarket."
From P8, students move to the national curriculum levels.
While a typically developing child will have achieved P8 by the age of four, some students will take considerably longer.
At all times you should be aware of the need to respect the developmental maturity of the students you are planning for. Choose materials and tasks appropriate to the age and maturity of the students. This is a particular issue when using software and other published resources.
Bilingual learners 6
"Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught." SEN Code of Practice (DfES, 2001)
Students must not be regarded as having a learning difficulty because they are learning English as an additional language (EAL).
Bilingual learners take up to two years to develop basic communication skills (street and playground survival language).
Some students may take a long time before they feel confident enough to actively take part in classroom activities and use the English they have learnt. A 'silent' period is typical of this learning and should not be seen as a learning difficulty.
Many learners with EAL do not acquire language in the same way as first language learners. A student may be fluent orally but struggle considerably with reading or writing; or a student may be very literate in written English, but lack confidence in the rapid flow of speech required in conversational dialogue. It is therefore important to assess language competence in all language modes and not to assume a level of competence based on performance in one mode.
'A Language in Common' (QCA, 2000) is a common assessment scale that can be used to gauge where students are in their acquisition of English. It gives assessment steps for students with EAL working below national curriculum level 1 and is useful in helping teachers reach a common understanding of the nature of each step or level of language acquisition. It also shows how the information can be used for target setting and what support may be needed to ensure progress.
Another useful resource is 'Assessing the Needs of Bilingual Pupils: Living in two languages' by Deryn Hall.
When a class or subject teacher feels that a lack of progress in a bilingual student's learning may be due to a learning difficulty (SEN or disability) they should consult the SENCO or inclusion manager and work with them to develop an appropriate response.
Sources of information and advice 7
Publications
Blake, S and Muttock, S, 2004, PSHE and Citizenship for Children and Young People with Special Needs: An agenda for action, Council for Disabled Children/NCB, London − available online at: http://partner.ncb.org.uk/dotpdf/open%20access%20-%20phase%201%20only/ citizenship_pshe_200408.pdf
Blake, S and Plant, S, 2005, Addressing Inclusion and Inequalities Through PSHE and Citizenship, NCB, London
Davis, P and Florian, L, 2004, Teaching Strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study, DfES Research Report RR516
Dickens, M, Emerson, S and Gordon-Smith, P, 2000, Starting with Choice: Inclusive strategies for consulting young children (the CHOOSE project), Save the Children, London
Hall, D, 2001, Assessing the Needs of Bilingual Pupils: Living in two languages, David Fulton Publishers
QCA, 2000, A Language in Common: Assessing English as an additional language
QCA, 2009, Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties: Personal, social and health education and citizenship − available online at: www.qcda.gov.uk/ libraryAssets/media/P_scales_PSHEE.pdf
Websites
The Council for Disabled Children works to promote the active participation of disabled children and young people, making sure their voices and success stories are heard.
www.ncb.org.uk/Page.asp?originx6287it_66049104243658w62p8778378249
The PSHE and Citizenship Information Service is a specialist information resource providing information on many aspects of children's personal, social, health and citizenship education. www.ncb.org.uk/Page.asp?originx7823rk_37983801610078r19s8836000000
Citized offers information for teachers and teacher trainers on teaching citizenship.
www.citized.info
The Association for Citizenship Teaching (ACT), the professional subject association for anyone involved in citizenship education, offers resources for teachers.
www.teachingcitizenship.co.uk
The Citizenship Foundation, an independent educational charity supporting accessible citizenship education, offers teaching resources.
www.citizenshipfoundation.org.uk
The Institute for Citizenship is an independent charitable trust set up to promote informed, active citizenship and greater participation in democracy and society. It also offers resources for teachers. www.citizen.org.uk/education
Community Service Volunteers:
www.csv.org.uk
The TDA is committed to providing accessible information. To request this item in another language or format, contact TDA corporate communications at the address below or e-mail: firstname.lastname@example.org
Please tell us what you require and we will consider with you how to meet your needs.
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MOVEMENT CONCEPTS: RELATIONSHIPS
Relationship to the Goal
- On offense, work to attack the goal. Passing the ball to an open teammate across the goal will force defenders to move, often giving the offense an advantage and leading to a shot opportunity. Words to remember: Attack the goal.
- On defense, work to force the offense to move and pass to the sidelines, away from the goal. Know where the goal is at all times and stay between the offense and the goal. Don't follow the offense; instead, position your body in between the person you're covering and the goal. Words to remember: Stay in between the of ense and the goal.
f
- If you're moving without the ball, look for open space that would allow your team to advance (or move) the ball toward the goal. Don't rush to a teammate who is holding the ball. Doing this would allow your defender to help the defender playing the ball, giving the defense a big advantage. Words to remember: Spread out and move to open space.
- On defense, know where the ball is. If you're defending the player with the ball, stay in between the ball and the goal, forcing the player to the outside of the activity area and away from the goal. Keep your hands active, blocking and distracting the offensive player's line of vision to open spaces. Words to remember: Back to the goal. Force the ball outside.
- On offense, the key to passing and shooting is spreading out. Know where your teammates are and find open space away from other players. Knowing where the defense is will also help you move to open space and/or use open passing lanes. If you're moving without the ball, try to use changes in speed and different pathways to create separation between you and the defense.
Words to remember: Spread out. Create space.
- On defense, the key to stopping the offense is closing passing and shooting lanes while forcing the ball away from the goal or target. Know where offensive players are and keep your hands and feet active. Maintaining control of your body is also important. Don't charge into offensive players or slap at the ball. Keep a distance between you and offensive players that allows you to move quickly without committing a foul or violation.
Words to remember: Close lanes. Stay active. Maintain control.
Relationship to the Ball
Relationship with Other Players
MOVEMENT CONCEPTS: SPACE AWARENESS
Awareness of Open/Closed Space
Awareness of Levels
Awareness of Pathways
- On offense, look for open space into which you can move in order to become open and create an advantage. Keeping the defense spread out is always a priority.
Words to remember: Move to open space.
- On defense, look to close space by positioning your body to block either the space itself or a lane to the space.
Words to remember: Close space.
- On offense, passing and shooting lanes can become open over, around, and/or under the defense. Do you need to shoot over the defense, pass around a defender, or bounce the ball under an arm or hand?
Words to remember: Over, around, or under?
- On defense, positioning your body to take away an advantage is the most important part of defensive movement. Which type of pass or shot is the easiest for the offense? Which is the most difficult? Many times, passing over or under you (the defense) can be difficult. Take away the type of pass or shot that can be easily thrown and caught.
Words to remember: Take away the easy pass/shot.
- On offense, the key to getting open shots and passes is creating space between yourself and the defense. Straight lines to the goal or open space can be fast if they're open. If not, zigzag pathways can confuse and slow the defense, allowing you to separate. Fake one direction, then quickly change direction toward open space.
Words to remember: Create separation.
- On defense, having active eyes, feet, and hands will help you stay with the offense, close space, and not fall for a fake. Stay low (in defensive position) and be alert. If the player you're defending has the ball, watch his/her hips/belly button. Don't fall for head fakes or jab steps; no one can move their body without taking their hips with them. Keep your body/hands in position to close easy passing/shooting angles and pathways to the goal or target and force the ball to the sidelines. Words to remember: Cut angles, watch the waist, and recover quickly.
MOVEMENT CONCEPTS: EFFORT
- On offense, understand the pace of the game. Sometimes you have a big advantage and it's good to push the ball quickly ahead. You want to be fast and pressure the defense by attacking the goal or target. Sometimes, you need to use a slower pace to find open space or to give your teammates time to create open space. You also need to consider the score and how much time is left in a game.
- On defense, it's almost always an advantage when you can slow the offense down. However, depending on the game situation, you may want to apply stronger or lighter defensive pressure. The amount of pressure you apply will change the way the offense must react. It will also change the flow of the game for you and your teammates, forcing you to move faster or slower in order to close passing and shooting lanes.
Words to remember: Control the pace.
Words to remember: Control defensive pressure.
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Long Term Framework for PE
Block 1
Block 2
Block 3
Block 4
Block 5
Block 6
Whole school opportunities and experiences
| To be able to stop on a signal or command | Ball Skills Start to develop catching skills by closing 2 hands on a slow moving objects e.g. balloons, scarves | I wonder how things change. Movement Understands that you need to be on the balls of your feet when running. (PE) | I wonder how things change. Movement on equipment Can access equipment safely, through balancing and pulling themselves up | I wonder what happen next. Games Start taking part in some group activities which they make up for themselves, or in teams |
|---|---|---|---|---|
| Ball skills Be aware of people around them | Ball skills Explore a range of ball skills including: throwing, catching, kicking, passing, batting and aiming | I wonder how things change. Movement Can movement in different ways e.g. can slither, roll, crawl, walk, run, jump, skip and hop (PE) | I wonder how things change. Movement on equipment Confidently use a range of large and small apparatus indoors and outside, alone and in a group | I wonder what happen next. Games Understands how to change speed and direction to catch somebody |
| Games Throwing & Catching Striking & Fielding Understands that an underarm throw is for shorter distances and an overarm throw is for longer distances. | Gymnastics Understands the difference between a log roll, egg roll and teddy bear roll. Understands what a straight jump is. | Dance Understands that a motif is putting dance moves together. | Outdoor adventurous activities/challenges Orienteering Can find locations in the school grounds | Games Attacking and defending Understands how to move into space when attacking and how to mark a player when defending. |
| Games Throwing & Catching Striking & Fielding Understands how a non- throwing arm can be used for aiming. Understands how to move into space when passing and receiving the ball and how to stop a player from scoring. | Gymnastics Understands that a springboard is used to make a jump higher. | Dance Understands that dancing includes face emotions, leg and arm movements and a fall to the floor. | Outdoor adventurous activities/challenges Orienteering Can use a simple map to find locations within the school grounds | Games Attacking and defending Understands how to move into space when passing and receiving the ball and how to stop a player from scoring. |
| Outdoor adventurous activities/challenges Orienteering Understands that arrows on a map are used to show a change in direction (left, right, forwards, backwards). | Gymnastics Understands what a standing roll and a tucked backwards roll are. Understands what a straddle jump is. | Dance Understands that improvisation is movement created on the spot. | Attacking and defending Netball Understands the 4 different passes and when to use them. They can name them and demonstrate them. Understands how they cannot move their landing foot in netball, but only pivot with their other foot | Striking & fielding Benchball Understands when to alternate between the 4 different passes for accuracy and strength. |
| Outdoor adventurous activities/challenges Orienteering Understands that a key can be used to find individual points on a map(sign for tree,building path etc) | Gymnastics Understands what a forward straddle roll and a backwards straddle roll are. | Dance Understands that dynamics means speed/strength/height. Understands that tempo means speed. | Attacking and defending Dodgeball Understand how to dodge when defending- important to be on toes, moving, react. | Striking & fielding Tennis Understands how to use the handshake racket grip when holding a tennis racket. |
different emotions (slow for sad, to control it with their partner to
Rugby and Kwik Cricket skills in a
| | | Understands that rhythm is matching movements to the music. | Understands how to catch a ball when defending- palms up, knees bent. | Understands the forehand stroke moves the racket from low to high. |
|---|---|---|---|---|
| Outdoor adventurous activities/challenges Orienteering Understands that a map must be rotated to follow a simple course (rotate the map so that the school is always in the same place). | Gymnastics Understands what a stag jump is. Understands what a split leap is. | Dance Understands that emotions can be used when improvising. | Attacking and defending Rugby Understands how to use the ‘W’ shape with hands when holding a rugby ball. Understands that you throw behind you only. | Striking & fielding Kwik cricket Understands how to throw a fast overarm ball by moving your weight from backwards to forwards. Understands that you must stand sideways when batting a ball. |
| Outdoor adventurous activities/challenges Orienteering Understands that a map must be rotated to follow a simple course (rotate the map so that the school is always in the same place) in a competitive team game. | Gymnastics Understands what a stag leap is. | Dance Understands that different dances are from different cultures (Samba- Brazil, Haka- New Zealand, Flamenco- Spain, Bollywood- Indian and Charleston- USA). | Attacking and defending Basketball Understands how to dribble a ball- use finger pads rather than palms and push ball towards the floor. Understands how to shoot- square feet, bring ball to chest height, slight bend in knees, spread fingers across ball, supporting hand on side and dominant hand behind the ball, extend body and follow through with arms. | Striking & fielding Hockey Understands the correct grip is one hand on the middle of the stick (power) and one hand on the handle (movement). Understands how to turn the stick when dragging the ball from left to right. | | <urn:uuid:cc36a0ec-4d39-4695-b765-091fdbb3186f> | CC-MAIN-2024-30 | https://www.prestonprimary.co.uk/wp-content/uploads/2023/10/Long-Term-Framework-for-PE-23-24-with-takeaways.pdf | 2024-07-19T21:18:37+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514928.31/warc/CC-MAIN-20240719200730-20240719230730-00347.warc.gz | 812,883,892 | 1,253 | eng_Latn | eng_Latn | 0.946096 | eng_Latn | 0.964081 | [
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Principle 1:
Find The Hunn
THE PRINCIPLE:
Closing the mouth in the "n" position keeps the moving air from exiting through the mouth and forces it out through the nasopharynx, sinuses, and nose.
I have found that this "n" position, along with your instruction, gives most singers a physical sensation of the vibrating air created by phonation. This tiny physical sensation can allow for an interoceptive experience of the sound they are making. When they are able to identify the sensation and focus their attention on it, their experience of it will grow and change.
Understanding this principle gives you the opportunity to find new ways to explore it.
OBJECTIVES OF THIS PRINCIPLE:
The objectives of this exercise are:
* Shift the singer's attention from actively listening to the sound they're generating to actively feeling for the experience of the vibrating air in their body.
* Help them realize that what they feel is providing information for them about how their voice is functioning.
NOTES TO THE COACH:
Please think of this exercise as brain training.
Remember that this principle, and any exercise that grows from it, are to alter or expand an existing procedural memory. It is not to create a particular sonic outcome.
Just because someone understands it doesn't mean they can do it. "Mistakes" are just as valuable as "wins." As a coach, you'll choose a "yes, and" approach rather than "correcting mistakes."
Also remember that this is strange and not what they expected when they signed up for voice lessons. Explain what you need to without over-explaining.
SCRIPT
YOU: We're going to start by making a very plain sound. Normally when we hum we hum on an M like Mary. I'd like you to hum on an N like Nancy.
THEM: Hums on "N."
If they are unable to, suggest they say "hun" like the first half of the word "honey." If that doesn't work, ask them to say the word "tin" and hold out the "n."
YOU: Great. Now, please do it again, and this time, listen to the sound you're making. See if you can hear a buzzy, or metallic, or insect-like component of the sound you're making.
THEM: It sounds like [whatever they say, e.g. a mosquito.]
YOU: Ok! A mosquito. Will you please do that again, and this time really listen for that mosquito sound?
THEM: They do it.
YOU: Did you hear it?
THEM: Yes.
If no, ask them to listen for it and do it again.
YOU: Great. I'd like you to do that again, please, and this time bring your attention to the front of your face. See if you can feel that [their word] mosquito-ish sound you just heard.
THEM: Yes. I can feel it.
OR, if they say they can't, go back to the beginning and ask them to listen for the sound again. Then ask them to bring their attention to the front of their face and tell them to look for a very small feeling.
If they still can't feel it, you can turn back to the sound. Ask them to attach a concept to the sound (a mosquito, a blender, etc.) and just go with that for now.
YOU: Ok! Will you do it again, and as you're noticing the feeling, try to notice if the feeling is more general, or if you're experiencing it in a more local way. Like, can you point to it or tell me where you're feeling it?
THEM: I feel it here.
Whatever they say is fine. Make it clear to them that they're simply exploring a feeling by being relaxed and affirming.
YOU: Great. Do it again please.
THEM: They do it again.
YOU: Great. I'm going to ask you to do it again, and this time, before you make the sound, anticipate how it's going to feel. Look for the feeling before you make the sound.
THEM: They try.
YOU: Great. Do it again.
THEM: They do it again.
YOU:
Do you feel like you're getting what you intend?
Without pointing it out to them, listen for the Neuro-Vocal Trifecta: buzzy sound, relaxed larynx, slight abdominal engagement. If that's happening, move on. When they're first learning, close is good enough . You want to encourage them. You can tidy it up next time.
If there is laryngeal tension, it is because:
1. They think they're singing, or
2. They're trying to be too loud, or
3. Both
The sound of "I think I'm singing" and the sound of working to be too loud are different, and you'll learn to discern between the two.
Start with checking their volume. Remember you're looking for that sweet spot of enough volume/breath energy to create the buzz, but not so much as to create any pushing, straining, or tension.
Give them the "make the sound with a sneer" or "make the sound of a..." or whatever tricks you have. Your object is to help them, not to correct them.
THEM: Yes.
YOU: OK! We're going to move that around a little bit.
Now, on single pitches, you move them within a small range, up and down in half-steps. If they need guidance, simply remind them
of their objective. Quietly say, "reach for the feeling" or "know what that will feel like" or something like that. Do not stop and correct them. Reassure them as they go with words like "great," "there it is," "so easy," "fantastic," etc.
YOU: (picking a major third in which they felt comfortable) We're going to do these few pitches again.
After they do it again, you're done.
If the person was struggling to find their sweet spot, simply give them the homework we discuss in class (5 seconds, 5x a day) and tell them it's a strangely magical thing.
If the person was successful in finding the ease and balance of this exercise, ask them:
1. Notice how you feel that buzz in your face, and nothing in your larynx?
2. Notice how your abdominal wall is ever-so-slightly engaged when you do that?
This is what happens when you make sound efficiently. I know it's hard to believe, but that really does turn into singing. When you get more accustomed to this feeling, you'll hear it in every single singer you listen to! | <urn:uuid:163d11cc-37a5-4598-93b0-9669bd5c30b0> | CC-MAIN-2024-30 | https://www.neurovocalmethod.com/_files/ugd/35d5f8_27d63008eba34fa2b58157acc1dd34e5.pdf | 2024-07-19T21:00:27+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514928.31/warc/CC-MAIN-20240719200730-20240719230730-00345.warc.gz | 788,247,474 | 1,377 | eng_Latn | eng_Latn | 0.999136 | eng_Latn | 0.99931 | [
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The Speed Reading Course
By Peter Shepherd & Gregory Unsworth-Mitchell
Email: email@example.com
Web site: Tools for Transformation
Copyright © 1997 Peter Shepherd
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The Speed Reading Course
Introduction
We all learn to read at school, after a fashion. But for most of us, this is not an optimal use of our brain power. In this course you will learn to better use the left brain's focused attention combined with the right brain's peripheral attention, in close harmony. Good communication between the brain hemispheres is a pre-requisite for creative thinking and also a sense of wellbeing, where thoughts and feelings are integrated.
As you probably expect, this course will also teach you to read much faster and at the same time, to remember more of what you have read. These are obviously great advantages.
There is another major benefit. Most of us, as we read, 'speak' the words in our heads. It is this subvocalisation that holds back fast reading and it is unnecessary. It is possible to have an inner speech, a kind of 'thought awareness,' that isn't linked to the tongue, mouth and vocal chord muscles, and this is much faster and more fluent. Cutting out the identification of vocalisation and the stream of thought gives a surprising by-product. Many of us think that our constant subvocalised 'speaking voice' is who we are. Finding out that you can think and be aware without a vocal stream of words, opens up your consciousness to the usually unrecognised domain of intuition and spiritual awareness. You'll have a better sense of who you really are. Try it and see!
The Definition of Reading
Reading may be defined as an individual's total inter-relationship with symbolic information. Reading is a communication process requiring a series of skills. As such reading is a thinking process rather than an exercise in eye movements. Effective reading requires a logical sequence of thinking or thought patterns, and these thought patterns require practice to set them into the mind. They may be broken down into the following seven basic processes:
1. Recognition: the reader's knowledge of the alphabetic symbols.
3. Intra-integration: basic understanding derived from the reading material itself, with minimum dependence on past experience, other than a knowledge of grammar and vocabulary.
2. Assimilation: the physical process of perception and scanning.
4. Extra-integration: analysis, criticism, appreciation, selection & rejection. These are all activities which require the reader to bring his past experience to bear on the task.
6. Recall: the ability to recover the information from memory storage.
5. Retention: this is the capacity to store the information in memory.
7. Communication: this represents the application of the information and may be further broken down into at least 4 categories, which are:
* Written communication;
* Communication through drawing and the manipulation of objects;
* Spoken communication;
* Thinking, which is another word for communication with the self.
Many problems in reading and learning are due to old habits. Many people are still reading in the way that they were taught in elementary school. Their reading speed will have settled to about 250 w.p.m. Many people can think at rates of 500 w.p.m. or more, so their mind is running at twice the speed of their eyes. A consequence is that it is easy to lapse into boredom, day-dreaming or thinking about what you want to do on the weekend. Frequently, it is through this type of distraction that you find you have to re-read sentences and paragraphs, and you find as a result, ideas are difficult to understand and remember.
The basic problem - the mismatch between thinking speed and reading speed arises for the most part from the inadequate methods by which reading is taught. Since the War there have been two main approaches: the Look-Say method and the Phonic method. Both methods are only semi-effective. In the Phonic method a child is first taught the alphabet, then the different sounds for each of the letters, then the blending of sounds and finally, the blending of sounds which form words. This method works best with children who are leftbrain dominant. In contrast, the Look- Say method works best with children who are right-brain dominant. It teaches a child to read by presenting him with cards on which there are pictures of objects, the names of which are printed clearly underneath. By using this method a basic vocabulary is built up, much in the manner of learning to read Chinese. When a child has built up enough basic vocabulary, he progresses through a series of graded books similar to those for the child taught by the Phonic method, and eventually becomes a silent reader. In neither of the above cases is a child taught how to read quickly and with maximum comprehension and recall. An effective reader has usually discovered these techniques all by himself.
Neither the Look-Say method nor the Phonic method, either in isolation or in combination, are adequate for teaching an individual to read in the complete sense of the word. Both these methods are designed to cover the first stage of reading, the stage of recognition, with some attempt at assimilation and intraintegration, but children are given little help on how to comprehend and integrate the material properly, nor on how to ensure it is remembered. The methods currently used in schools do not touch on the problems of speed, retention, recall, selection, rejection, concentration and note taking, and indeed all those skills which can be described as advanced reading techniques.
In short, most of your reading problems have not been dealt with during your initial education. By using appropriate techniques, the limitations of early education can be overcome and reading ability improved by 500% or more. For example, skipping back over words can be eliminated as 90% of backskipping is unnecessary for understanding. The 10% of words that do need to be reconsidered are probably words which need to be looked up in a dictionary and clearly defined.
GOLDEN RULE: When studying this course, and indeed, whenever reading passages that you want to understand and make use of, make sure never to pass by a word or concept that you do not understand. If you do pass by a misunderstood word or concept, the rest of the text will probably become incomprehensible, and you will feel distracted and bored. If it's worth reading at all, then you owe it to yourself to define any word you're not sure of, or find the misunderstood word(s) in the concept that is unclear and sort that out before going further. If your studies bog down, go back to where you were doing well, clear up your understanding and start off again from that point.
Techniques in this course will reduce the time for each fixation (the assimilation of a group of words simultaneously) to less than a quarter of a second, and the size of fixation can be increased from one or two short words to as many as five words or half a line. Your eyes will be doing less physical work; rather than having as many as 500 tightly focused fixations per page, you will be making about 100, each of which is less fatiguing, and reading speed will exceed 1,000. w.p.m. on light material.
The Eye and its Movements
In order to understand how we read and how reading may be improved, we must first look a little at how the eye works. Light entering the eye is focused by the lens onto the retina, which lines the inside of the eye. The retina itself consists of hundreds of millions of tiny cells responsive to light. Some cells the cones - respond to specific colours; others - the rods - to the overall light intensity. These cells are connected to a web of nerves extending over the retina, which relay information to the visual cortex.
The centre of the retina, called the fovea, is a small area in which the cells are much more tightly packed, so that the perception of images falling on the fovea is much sharper and more detailed than elsewhere on the retina. When we focus our attention on something, the light from that item is focused onto the fovea this is called a fixation.
A reader's eyes do not move over print in a smooth manner. If they did, they would not be able to see anything, because the eye can only see things clearly when it can hold them still. If an object is still, the eye must be still in order to see it, and if an object is moving, the eye must move with the object in order to see it. When you read a line, the eyes move in a series of quick jumps and still intervals. The jumps themselves are so quick as to take almost no time, but the fixations can take anywhere from a quarter to one and a half seconds. At the slowest speeds of fixation a student's reading speed would be less than one hundred w.p.m.
Thus the eye takes short gulps of information. In between it is not actually seeing anything; it is moving from one point to another. We do not notice these jumps because the information is held over in the brain and integrated from one fixation to the next so that we can perceive a smooth flow. The eye is rarely still for more than half a second. Even when you feel the eye is completely still (as when you look steadily at a fixed point such as the following comma), it will in fact be making a number of small movements around the point. If the eye were not constantly shifting in this way, and making new fixations, the image would rapidly fade and disappear. The untrained eye takes about a quarter of a second at each point of fixation, so it is limited to about four fixations per second. Each fixation of an average reader will take in two or three words, so that to read a line on this page probably takes between three and six fixations. The duration of the stops and the number of words taken in by each fixation will vary considerably, depending on both the material being read and the individual's reading skill.
Although the sharpest perception occurs at the fovea, images that are off-centre are still seen, but less clearly. This peripheral vision performs a most valuable function during reading. Words that lie ahead of the current point of fixation will be partially received by the eye and transmitted to the brain. This is possible because words can be recognised when they are in peripheral vision and the individual letters are too blurred to be recognised. On the basis of this slightly blurred view of what is coming, the brain will tell the eye where to move to next. Thus the eye does not move along in a regular series of jumps, but skips redundant words and concentrates on the most significant (useful and distinguishing) words of the text.
Immediate memory span depends on the number of 'chunks' rather than the information content. When we read, we can take in about five chunks at a time. A chunk may be a single letter, a syllable, a word, or even a small phrase - the easier it is to understand, the larger will be the chunks.
In the case of a skilled reader, the fixation points tend to be concentrated towards the middle of a line of print. When the eye goes to a new line, it does not usually start at the beginning, instead it starts a word or two from the edge. The brain has a good idea of what is to come from the sense of the previous lines and only needs to check with peripheral vision that the first few words are as anticipated. Similarly, the eye usually makes its last fixation a word or two short of the end of a line, again making use of peripheral vision to check that the last few words are as expected.
The rhythm and flow of the faster reader will carry him comfortably through the meaning, whereas the slow reader will be far more likely to become bored and lose the meaning of what he is reading. A slow reader, who pauses at every word and skips back reading the same word two or three times, will not be able to understand much of what he reads. By the end of a paragraph the concept is lost, because it is so long since the paragraph was begun. During the process of re-reading, his ability to remember fades, and he starts doubting his ability to remember at all.
There is a dwindling spiral of ability. The person re-reads more, then loses more trust in his memory and finally concludes that he doesn't understand what he is reading. For over a hundred years, experts in the field of medical and psychological research have concluded that most humans only use from 4% to 10% of their mental abilities - of their potential to learn, to think and to act. Speeding up a process such as reading is a very effective method of enabling a people to access a larger proportion of the 90-95% of the mental capacity that he is not using. When a person is reading rapidly, he is concentrating more, and when he can raise his speed of reading above about 500 w.p.m. with maximum comprehension, he is also speeding up his thinking. New depths of the brain become readily accessible.
In addition, accelerated reading can reduce fatigue. Faster reading improves comprehension, because the reader's level of concentration is higher, and there is less cause for him to develop physical tensions such as a pain in the neck or a headache. A further benefit is the improvement of the completeness of thought. E.g. try watching a 90 minute video tape in 9 ten-minute sections; comprehension will be much less than it would be had the video been presented in its entirety.
There is an optimum reading speed for maximum comprehension, which is proportional to your top speed. This rate will vary from one type of material to another, and finding the best rate for the material you are reading is critical for good comprehension.
Test of Reading Speed
Choose a novel or book that you are interested in and can read easily. Measure the time it takes to read five pages. Your reading speed can then be calculated using the following formula:
w.p.m. (speed) = (number of pages read) times (number of words per average page), divided by (the number of minutes spent reading).
Are you a Left-Brain Reader or a Right-Brain Reader?
Recently researches were carried out in the United States to determine the difference between a left-brain reader and a right-brain reader. A special apparatus was constructed, consisting of a television screen to present the reading material, with a cursor that the subject had to fixate upon. Eyemovements were monitored electronically, so the cursor would move when the subject moved his eyes. The equipment could be set up in two modes. In the first mode, material to the left of the cursor would blank out on the screen, if the subject attempted to move his fixation point to the right of the cursor. In the second mode, material to the right of the cursor would blank out, if the subject attempted to move his fixation point to the left of the cursor. In the first (left-brain) mode, when words to the left of the cursor blanked out, preventing the subject from regressing or back-skipping, this duplicated the habitual pattern of a left-brain reader, who always reads one or more words ahead of a particular fixation point. In the second (right-brain) mode, when words to the right of the cursor blanked out, preventing the subject from anticipating by reading one or two words ahead of the fixation point, this duplicated the habitual pattern of a right-brain reader, who tends to re-read the words leading up to a particular fixation point.
This equipment was tested on a group of 30 subjects. When the equipment was set- up in the left-brain mode, the maximum observed average reading speed of the group was 1600 w.p.m., and when the equipment was set-up in the rightbrain mode, the maximum observed average reading speed of the group was 95 w.p.m.; a difference of 17:1. Note: with material presented in the left-brain mode the average reading speed of the group was raised from 500 w.p.m. to 1600 w.p.m.; it was more than trebled.
Without the specialised equipment described above, this test is somewhat subjective, although it should give you a good indication. The steps are as follows:
1. Take a novel and read this silently whilst running your finger along the line of print as you read it.
3. Do you find that it is difficult to read ahead of the fixation point? Do you find that you are holding on to the two or three words you have just read?
2. Note carefully: How far are you reading ahead of your fixation point? The fixation point is determined by your finger position.
If the answer to 2. is yes, and you are reading ahead of the fixation point, you are a left-brain reader. If the answer to 3. is yes, and attention is drawn back to the words that you have already read, then you are a right-brain reader.
Visual Guides
A visual guide is a pointer, such as the end of a pencil or a fingertip, moved along underneath a line of print. The reason children are discouraged from pointing to the words as they read them, is that stopping to point at each individual word can indeed slow down reading. But if instead, the finger is moved along smoothly underneath the line of text, it can help to speed up reading considerably, for three reasons:
1. If the eye is trained to follow the visual guide, then most unnecessary back- skipping is eliminated.
3. As the eye moves faster it is encouraged to take in more words with each fixation. This increases the meaningful content of the material - each chunk makes some sense - so that comprehension actually approves.
2. Deliberately speeding up the visual guide will help the eye to move along faster.
==========================
The following practical procedures are divided into six sections:
A. Preliminary Exercises, to teach a better method of inner speech.
B. Speed Perception, to improve your capacity to duplicate;
C. Pacing & Scanning Techniques, to improve your initial understanding at speed;
D. In-Depth Reading Techniques, including the use of keywords and mindmaps to improve depth of understanding;
E. Visual Reading Techniques, to improve retention and recall.
F. Defeating the Decay of Memories, to apply the newly acquired speed of thought to learning new information.
Therefore, the following selection of exercises reflect the three dimensions of Duplication, Understanding, and Memory.
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English
Y5 GPS – Recognising and using apostrophes for plural possession or
Class 5 Years 5& 6
Computing
Online Safety
Art & Design
Famous Fashion
Safer Internet Day
Date and Information – Flat
File databases
Geography
Where does our food come from?
Explain how land is used to produce
food in the UK.
To consider changes farmers need to
make because of climate change.
Food in Mediterranean climate zones.
Design & Technology
The Great British Bake Off
Researching products for fair trade,
low prices, quality
ingredients.
Using a range of baking
skills.
Modern Languages
Quel Temps Fait-Il
(The Weather)
Identifying different weather
Integrating days of the week
Describing weather in different parts
of the country.
Music
How does music teach us
about our community?
Listening, singing, playing,
composing and performing.
Physical Education
Badminton
Matching and Mirroring
Netball
Athlectics
Religious
Education
What difference does the resurrection
make to Christians?
What would Jesus do?
Mathematics
Year 5
Using equivalence and the compensation to calculate
Using equivalence to calculate
Calculation: Multiplying and dividing fractions by whole numbers.
Multiplication with three factors and volume
Year 6
Division: dividing by 2-digit numbers
Using compensation to calculate
Multiplying and dividing fractions by a whole number.
Linking fractions, percentages and decimals.
SATs practise.
Science
Year 5
Earth and Space
Scientists and Inventors
Year 6
Light
Scientists and Inventors
Science Week
History
How have the Ancient Greeks shaped
my world?
To know when and where the
Ancient Greek civilisation existed.
Understand how the Greek
Empire impacted the
wider world (language, maths,
art etc.)
To investigate and compare
artefacts.
Use evidence and sources.
contraction, recognising and punctuating direct and indirect speech,
prepositional phrases, determiners, word families, suffixes.
Y6 GPS – Auxiliary verbs, determiners, the use of colons,
semi-colons and dashes, brackets, present perfect form, prefixes,
suffixes.
Handwriting
Exploring text types such as: character and setting descriptions, stories,
diary entries, letters.
Guided Reading: The Demon Headmaster
How is design used in the home?
Designing shoes in the style of Dan
Sullivan and hats.
How does a design get from ideas to a
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Poetry Power
An anthology of students' original work produced by the ELA department
Manhattan High School for Girls March 2014
"The artist is a receptacle for emotions that come from all over the place: from the sky, from the earth, from a scrap of paper, from a passing shape, from a spider's web."
-Pablo Picasso
The Manhattan High School for Girls Poetry Power Award
First Place: Moriah Berg
Second Place: Tova Schwartz
Table of Contents
Front Cover Design
9
Poetry Power 2014
Table of Contents
Ten Minutes of Harmony
Table of Contents
Foreword
My dear readers,
Poetry is the language of the heart and the skill of the mind. Fueled by passion, the poet selects her words carefully and assembles them brilliantly, and voila!, she succeeds in creating a picturesque space. It appears to have been effortless, seashells spread across a silk mat.
But that is the magic of the craft.
Who knows how many hundreds of shells were discarded and traded for that crisp shade of coral?
Who knows how many hours under the sun were spent digging through the dunes for that mysterious shape, not quite heart-shaped, not quite oval, not quite round?
Who knows how long the shells were soaked till all the grains of sand were gone and their sparkling opalescence restored?
A few words, a couple of lines—and the reader is transformed by that sensory image, by that riveting thought, by that gripping emotion. Poetry is a study in elegance. So much is withheld and yet so much is there.
MHS enjoyed these weeks of poetry writing— the catharsis and creativity and craft. We also enjoyed reading our poems aloud at the Poetry Power event, giving to and growing from one another, reinforcing the beauty of this artistry—the gains we achieve when we sift carefully through the sand and painstakingly weigh one word against the other.
Poetry Power is a collection of our poetic inspirations. We hope you will enjoy the poetry and be inspired to write your own, recite your own, and read your own aloud.
Sincerely yours,
Ms. Estee Friedman Principal, General Studies
13 Ways of Looking at a Snowflake
Class 11A
(inspired by "13 Ways of Looking at a Blackbird" by Wallace Stevens)
I.
The perfect snowflake falls to the ground and vanishes in a puddle.
The perfect snowflake is perfect no longer.
The perfect snowflake is a snowflake no longer.
II. They say each snowflake is unique But no one ever sees the detail work Just a cold white dot Surrounded by identical brothers
III.
A little girl peers over the tips of her skis
A steep hill lurks ahead
"I can't do it"
"Yes, you can"
She takes a deep breath and forces herself forward
Overpowering any snow or ice that comes her way
IV.
I stick out my tongue and imagine the taste of a milkshake To my dismay, the cold frosty feeling in my mouth was merely a snowflake
V.
It snowed yesterday and on yesterday's yesterday until the heavens could cry no more and now, with the first protruding ray of the sun the snowflake trembles because tomorrow and tomorrow's tomorrow all the snowflakes will fade away
VI.
The snowflake falls And rests upon a heap of snow Brown from the exhaust of passing cars Drivers oblivious to its beauty
VII.
Half asleep neither rising nor falling stagnant in the cold shrinking from the light
VIII.
Its singular uniqueness A hexagonal maze Of icy symmetry So cold yet full of light
IX.
The girl steps into the ballroom The light reflects off of her sequined dress That shimmers like the snow
X.
Her fingers float gracefully over the white keys, Like the snowflakes falling slowly over white rooftops. With not a care in the world, Nothing to stop them, To stop the beauty.
XI.
Look how it catches the light! The silver-white glitter Off the edge of her wrist.
XII.
Each falls on their own In their distinct shape and size But when they fall together They can cancel school forever!
XIII.
The snowflake watches as the sun rises. Please don't come out, or I will melt and not be back until next year.
13 Ways of Looking at a Pearl
Class 11B
(inspired by "13 Ways of Looking at a Blackbird" by Wallace Stevens)
I.
A suncoated shell unleashes a pearl A wild, untainted pearl never touched, unattainable
II.
What is that, Grandfather? It’s a pearl in a bed of shells on a beach.
III.
Blue White Waves shuffling back and forth A pearl lying on the beach Blue White The serenity of the scene
IV.
“It’s a pearl!” he said “No, it can’t be. Pearls belong in fancy shops They’re worn by beautiful ladies No, a pearl doesn’t, no, it shouldn’t, Belong to someone like me.
V.
I spotted it from a distance small, white and round it just lie there
VI.
A shiny ball that could easily be mis taken for a gumball. A pearl.
One of many, resting on my grand
mother's collar bone.
A pearl.
Alone in the bottom of the ocean, in the shell’s belly, waiting to be found. A pearl.
VII.
And when the shell cracked And the rock was cleaned The beautiful bead was clear to see. And then it blew away. Forgotten and lost. Forever.
VIII.
I sit and glisten, no longer on the hand, rather in the dark, with only air as my friend.
IX.
He told his daughter to shut her eyes as he strung the necklace around her neck
X.
Hidden inside is white beauty (small rough irritation) only imitated never copied
XI.
I blend in with the sand I’m one in a million But we’re all basically the same Yet sometimes in an oyster shell I’ll see my reflection I’m one in a million And very unique
XII. She sits, clothed in white, surrounded by loved ones Yet her shelter has been softly pried open She is a shy combination, holding onto the past, while blushing into the new Much like a pearl Whose shell has been cracked open Now
XIII.
Hidden by a shell, he sits in silent hell. he heard about a special bond, but cannot reach the world beyond. and so he sits all day and thinks about his lifelong wish
Life Through the Eyes of Its Beholder
Randy Balasiano
Some people search, But they cannot find. Because their own glasses, Make them blind.
They're jealous of the others, The different frame collections. But really it's their pair, That's custom made for perfection.
Other frames from a distance, May seem crystal clear. But when you put them on, All the bright pictures begin to smear.
Some are tinted with, The rosier side of life. Rainbows, sunshine and butterflies, Just sugar and no spice.
While others are shaded, Looking out brings horror and doom. They think the glass is half emptyAt least that's what they assume.
Then there are the ones that are perfect, Those are 20/20 vision, And without them, You couldn't make life's decisions.
Sometimes we have to realize, That the glasses that we acquire Are unique and special for us, And others we should not desire.
Soothing Streams
Rachelle Benedict
After a long day Scars and thoughts behind me Coffee stains on my shirt Heart weary from pumping
Effortlessly I turn the knob to the right The warm rush of water cascades through my hair Rushing as though to catch a train Erasing the scars of the day
The white tile marching on the wall Echoing music, laughter, and crying I feel the tension ease The water dissolving the angst
With a toga and a turban on my head I stand tall Ready to rule the world Or just get through the morrow
Three Different Ways of Looking at Words
Sara Ben-Zvi
A key to life, to death the right ones twist and turn click in the lock the wrong so badly scrape and mangle the lock it is almost unrecognizable both gain entry they are the same, yet different words
A story, told by generations, gnarled hand resting on smooth curls blankets pulled up to chins rooms turned into wonderlands vividly, artistically painted into fantastical settings and beings the croaking voice continuing to spin out an assortment of characters and their predicaments until the soft, slow breaths signal the end of a chapter until tomorrow words
Hard black borders defining ideas confining such brilliance, emotion, what-have-you to these shapes we give meaning trying to capture in essence, the essence of the virtually unconfinable words
Israel
Moriah Berg
Let me tell you my story,
At first he didn't want me. He cried that I would reject him.
He didn't realize that all I wanted was for him to embrace me.
I was beautiful.
I was rich and generous.
But he was scared. Why would I want him?
But I did, I don't know why.
Perhaps it's because I was destined for him. I was promised to him.
I was his.
I knew that for either one of us to reach completeness we had to be together.
He realized he was mistaken. He should have trusted that I would accept him. And so he came to join me.
But he was late. We lost 40 precious years together.
He was my prince. He bought me gifts and dressed me in warm silk gowns. I was more beautiful than I ever was before. And happier.
I was always dancing and singing. Overcome with joy.
I was calm. I was complete. I was at peace.
But then he got confused.
War raged.
He forgot he loved me. He forgot the day he had yearned for me and cried because I was too good.
He forgot that he had cried in vain because I loved him.
21 Poetry Power 2014
He left.
He was only gone for a short time. He came right back.
And we enjoyed more beautiful years together.
But it was not as beautiful as before. It could never be.
He left again. He was going through an internal battle. He didn't know who he was.
I thought it wouldn't be long until he found himself. But he's still a wander ing soul.
I watched him tortured by life's trou bles. He was beaten.
He was alone.
But he never forgot me. He cried over me.
Again.
And again.
And again.
But he never thought to return.
And I watched him as he became sicker and sicker.
I was sure he was dead. It would take a miracle to survive.
But he was immortal. He was broken and bereft but somehow alive.
And then he returned.
Yes.
He returned.
I watched with anticipation as he walked up to the garden of my palace. I did not believe he was here. He strolled around the garden. Slowly.
I was surprised.
I thought he would run.
He came to my door and he knocked.
I swear I could have heard a trumpet roar. The trumpet of the imminent redemp tion.
My heart stopped beating. I began remembering the days of undisturbed joys.
I didn't think that I could still recall those days.
I don't know what happened next. I can't explain it.
But I began to scream and weep. My heart stopped beating.
I fainted and lay there unconscious for days.
He turned around and left.
He knocked but didn't wait for an answer.
Now he sits at the entrance to the garden gates.
His back is against the brass iron door and his clothes ripped from the dirty cobble floor.
His limbs still struggle against one another.
Sometimes I stretch outside the window to take a peek.
The sight of him makes me weep. He hits himself then punishes his hand.
I fall asleep crying into my pillow.
I hardly ever check any more. It's always the same.
He is so close, yet it cannot be more different than the days of old.
I am Israel. Return to me.
Children's Menu
Dina Rochel Blumenthal
Sunday afternoons, at about five o'clock we all file in to the kitchen whose table we don't fit around. The aroma of frying chicken envelops us in a warm embrace, as sizzling oil dances around the tender pieces in the pan perfectly blanketed in corn flake crumbs. Within minutes of our coming, the cutlets are crisped to perfection, and served on a napkin-lined porcelain platter beside a bottle of ruby-red Heinz and "Always Fresh" Tropicana. The menu never varies, but not for limitation on the part of the chef. We enjoyed this best when we were little, and to Grandma we still are.
The Jewish Nation
Shaindy Blumenthal
We were born When one man chose a different path. We were recognized When he jumped into a fiery furnace Ingraining within us the power to withstand, To live on.
We became a nation Amongst the tortures of Egypt. We were led out in a blaze of glory, Showing the world who we are. That we would live on.
We were taken down to Babylon Where Daniel entered a lion's den, To sanctify G-d's Name. A hand on the wall Foretold their destruction And we lived on.
At a party of a drunken king One queen was decreed to die. And when soon thereafter our fate was the same, Her successor intervened To ensure we would live on.
Amid the destruction of the second Temple Came the rallying cry. Who will be on G-d's side? We were the minority, And yet, we lived on.
They expelled us, tortured us,
And burned us at the stake. They tried to take our identity Forcefully converted us. Despite it all, We lived on.
We were massacred and gassed, Six million souls lost in the flames of Europe. We picked up the pieces And combined our past with our future, Against all odds, We will live on.
Stimulate-Response
Esther Butler
The mouse hovers Refreshes the page; A computerized black hole Sucks me in.
Time kills me Work calls my name; While I await And stare, accomplishing nothing.
A glance toward my papers Technology dominates; The chair swivels Two minutes pass.
An hour and a half a day, 10 and a half hours per week, 45 in a month, 22 and a half days a year.
A squandered life, Lost potential, Emptiness; Three more emails pop up.
The Different Views of the Poster of Prada Models Outside Its NYC Store
Yocheved Butler
I. Passing "them" on the bus every morning,
I see a flash of angry birds or maybe birds instructed to look angry.
They look like supercilious peacocks with the variegated plumage of Prada fash
ion.
II. The handyman changes the poster bi-weekly at 9 a.m.
Today, the price of the suede handbag dangling from a bejeweled wrist
Is twice his monthly wage;
A symbol of the elusive American Dream.
He sighs and descends from the ladder leaning against the Prada window.
III. His wife sees a dress made of gold and silver threads
She wonders if her sewing machine can ever produce such a masterpiece.
But her heart reaches out to the lonely figure
And subconsciously, she is grateful for her portion that does not include Prada dresses.
IV. I can have her pumps but can I ever have her figure?
I will! I will!
This image-consious girl walks up E. 70th to hail a cab
Thinks better of it and runs all the way to prep school
In Prada flats
V. She watches New York City from up high
Half-sneering at the jealous school children, workers and passers-by with a cold smile
Half-wishing some of them would pay her a compliment instead of their sneer Knowing she is selling a Photoshopped façade of perfect beauty dressed in Prada.
The Journey
Rachelle Chechik
Cold blows, Long roads, She waits for the world to know But she can never let it go.
She huddles inside, Waits for the sun. The world she knows is dark But deep inside she has a spark.
On the day she tried to get away, The darkness tried to make her stay. And when she felt the dark come in, The spark inside began to spin.
It spun until it began to grow, It spun until it was aglow. And then the spark became a flame, Consuming everything in its way.
Her darkness flew away,
Consumed by flames that were once its prey. And in that moment all she knew, Was the world that was now in view.
It sprung up in colors and light, The blacks of her past were out of sight. She smiled up at the sun, At last able to have fun.
Warm glows, Short roads. The world outside lets her grow, And now she is never low.
Parallel Stripes, Parallel Worlds
Elisheva Cohen
My father has an armband but I never got one.
My father had an armband and so did I.
It is a swastika.
It was a yellow star.
We moved to a new house.
We moved to a new house.
I sleep in a bed of my own.
I sleep in a bed shared with eleven others.
My father wears a uniform.
My father wears pajamas.
I am not allowed to go to my backyard.
I am not allowed to go past the fence.
I went past my backyard.
I would never go past the fence.
I found a boy beyond my backyard.
A boy came to the other side of the fence.
His name was Shmuel.
His name was Bruno.
He was eight, like me.
He was eight, like me.
Why can't I come to his side of the fence?
Why does he want to come to this side of the fence?
I didn't tell my family about Shmuel.
I didn't tell anyone about Bruno.
I didn't think they would approve.
I didn't want him to get in trouble.
One day,
One day,
I was able to come to the other side.
I needed Bruno to come to my side of the fence.
Shmuel needed help to find his father.
Bruno could help me find my father.
All of a sudden,
All of a sudden,
Mean people were shouting!
The soldiers started yelling at us!
We were pushed into a room.
We were pushed into a room.
It's just to get out of the rain.
It's just a shower.
I turn to my right.
I turn to my left.
And hold on to Shmuel as the doors close.
And hold on to Bruno as the doors close.
(Based on The Boy in the Striped Pajamas)
To Change
Frumi Cohn
You gallop through the midnight skies, Unannounced, you slither through the trees. Sometimes you bring lavish gifts, Other times, poison covered apples.
You bring on the colors of the day.
Black, Gray.
If lucky, you slowly turn into
White.
Then Blue, Pink, and Yellow.
But then you attack again and the colors wash away
Into
Black, Gray.
Seven Ways to View a Black Garbage Bag
Nechama Dembitzer
A little boy bounces on a black trampoline into the clouds An elegant woman in a flowing black dress hails a cab in the night A black hole swirls endlessly among galaxies, planets and stars A small ship fights bravely against the massive black waves of the stormy sea A little girl runs as fast as she can with her black kite flying in the wind A baby bird unfurls its crumpled black wings and learns to fly for the first time A simple black bag lies silently in a can waiting to be filled and replaced
Ten Minutes of Harmony
Suri Deutsch
Slugging up the steps, sweat hugs me. Creeeeek! The door to dark awaits, I shake slightly from my inner tornado, Math, English, Global.
Voices screech like chalk on a chalkboard, A witch's long pointer runs up my back. The heat closes in, ready for the kill, As I slump on the rock-hard bench.
My fingers glide along the black and white Clearing the storm cloud to bliss, My mirage forms into an oasis of keys, The bones in my back relax.
Blush dissolves on my face as I feel The light blue harmony. My yellow highlights come out, Shielding from the dense pit.
I feel pulls, shouts, My fingertips drop off. Hope, bring me back soon. The pit is open, I hold on.
Coffee: Cure or Cause of Pain?
Tamar Eisenberg
A thrice a day habit is a worthwhile investment
Double shot of espresso is my usual dose.
It electrifies the brain, like no other.
Generating waves of energy
Causing my body to shudder.
Bags under my eyes and yawns emanating from my mouth
Soon dissipate as the addictive drug kicks in.
Shoulders unslouched, head upright
A sigh of relaxation
As I encounter a day's work prepared
My brain is wired and programmed to take on any challenge that may come my way.
A sharp pain beginning in my temples
Burning like a blazing camp fire.
Fetch me some drugs
Add a triple shot of espresso
The pain is stronger than yesterday.
A Gilded Python's Effect
Gabriella Englander
Imagine disrobing from the reed loaf of a basket, a gilded python forked tongue flicking against his charmer a tanned, lanky lad splayed across wine colored cushions the identical color of his turban.
Imagine
pluming from the depths of the charmer's pipe sound waves twist and turn in tune with each flit of the python's tongue, each coil of the python's body, each glint of the python's gold-flecked eyes.
Imagine
snake and charmer, sequestered on seamless sand aside from a caravan, dune-trekking silhouettes dark against the black of cloudless night and the white block of moon.
Imagine
atmosphere dark. No; light? Veils of stardust hazy, humming orbs mold and mesh; unfathomable shapes! A gilded python? No. The Thinker? No. Ah - a banana split.
The Cookie Snatcher
Chayala Friedman
But he did it! He really did! I saw him do it!
Ma! Mom! Ma!
He really really did it. He climbed up on the counter and leaned over. I saw him ma.
He took three cookies and he climbed on the counter ma!
Like, on top of the counter.
Ma! Really.
It wasn't me.
I would never climb on top of the counter.
And I would never take two whole cookies. Or even three.
And-
He took 'em right before dinner.
And ma, I would never take, like, two whole cookies right before dinner. Or even three.
And even without permission!?
But he did ma.
He did too. I saw him.
Right on the counter there. Right on top.
And really, I'm tellin' you.
It wasn't me. It really wasn't. Honest.
Would I ever do that?
Your favorite-
-Loving, -Mature,
-Appreciative, -Admirable,
-Marvelous daughter?
This is my best honest voice.
Really.
And ma, it was three whole cookies. Whole!
And besides,
Right before dinner.
I Only Have One Question
Mindi Gelbtuch
One: Where is he?
Only moments from my bosom
Now in G-d's
One: Where did those ten months go?
Into a cramped
Cold
Carven casket
Corroding by the second
One: Where did my feeling go?
Away with my sanity
One: Where did my hearing go?
The ringing resounding in my brain is only getting louder
One: Where did ten go?
The counting never ends
I never reach—
One: Where is my shopping list?
Maybe on the counter
Around the corner
In a crevice
Crumbling
One: What
One: When
One: Where
I only have one question:
Why?
The Park
Estee Gerber
Sun sparkling behind closed trees, blinding Long hair whipping the car, freezing Trees' streaming by, blurring Snow glinting, dazzling, soft as, angel's wings Puffs of smoke released, heavenward Happiness, surrounds, brightens, enlightens Warmth radiates from within, igniting Cars honking, people screaming, sirens blaring, my city's alive But here, in my safe haven, peace Only trees' rustling against each other, murmuring Whispering secrets, softly, lightly, Here is the start to my day
Harlem
Bryna Greenberg
It may have been the colorful town Of people dressed in a uniform Of threadbare sneakers And legarthy in their eyes
Or the squeaking noise Of the trembling roof hatch As the tires pulled and pulled Our bodies
I didn't hit my head Of that I was sure They enticed me on their own
Might it have been The colors Of yellow and red On faded rain stained walls
Or the timeless way they walked No jacket briefcase promptitude
But it doesn't matter what it was That made me turn my head Through the tinted windows I saw it all Their hearts sewn to their sleeves
I harken for those art covered walls Each time I take a ride Their stories still untold to me As I only traverse through
38 Poetry Power 2014 Each bit of grit Tells me its past The thrift shops tell me it's present The future of this town I'll see each day As I watch it Through the rattling metal frame
Four Ways of Looking at an Apple
Miriam Halberstam
Rows and rows of trees all with tiny red balls Upon closer look they seem to be apples Apples ready for anything, waiting for their task Each one different yet unique
The shinning sun creates a glare on the trees resembling a burning fire Soon the harvesters arrive From row to row they collect all the apples The apples are then placed in crates to await their task Each one different yet unique
Each crate in the warehouse is filled to the top with apples Apples of all shapes and sizes Apples with many purposes Each crate will be shipped and each apple will complete her task Each one different yet unique
The crates arrive in the South, North, East and West Apples become something new Each part is used Apple pie, apple juice, and applesauce Each one is different yet unique
Homework Planner
Gabrielle Hawk
I scribbled. Gripped the pencil As if it was my lifeline Blocked out all Chatter. I tried To focus. I finished Scrawling my homework, Hand cramping After running A marathon.
Temporary but Necessary
Tziporah Hirsch
Friendships
Will be lost
Fun
Will conclude
Education
Will be forgotten
Hearts
Will be broken
Memories
Will fade
But
New friendships
Form
Fun moments
Bring happiness
New lessons
Are acquired
Heartaches
Wither away
New experiences
Transpire daily
So
Friendship
Is essential
Fun
Is momentous
Education
Is crucial
A heart
Is vital
Memory
Is meaningful
Silent Connections
Ariella Huberfeld
Night falls, and while others are… Stocking up at the supermarket, Carpooling kids to basketball, Starbucks run for a booster, Kickboxing at the gym… We're home, together.
As disconnected as life seems In our daily routine After dinner, we somehow all come United in a unique silence… Breathing through pages of other Lives, but somehow reuniting with our own
Planted in the usual "spot" Wrapped in the cozy cashmere blanket Bordered fur edges delicately lying Below the book placed upon my body The grey suede couch below Like a comforting cloud
A warm lemon brew is medicine To my quenching throat A blended smell of freshly lit Lavender candles overpower the whiff of Left over lemon chicken and roasted garlic cauliflower However, all I see is them and page 54
It's these moments Each night, connected Parents, siblings…each engaged in words And me, deeply serene with a quiet bonding Kept hushed by avid reading surrounding This evening habitual collection of books and loved ones
The Survivor Lives On
Gila Klein
I would not be here now if you weren't so brave This bravery is evident here on your grave. It says that you passed in 1995 Not in the 40's when they tried to burn you alive. We share the same blood We share the same name But I never got to know you Which is such a great shame. I read your stories over page by page And every single time I cry tears of rage. There are so many questions Which I don't have answers to Like why do terrible things happen To great people like you? They tortured and humiliated you Everywhere you went But they say you never showed it, You still remained content. I've tried to emulate you And to overcome my fears, But I have not been successful, As the months turn to years. You believed your purpose in life Was to make people remember So I promise you, Grandma, Your stories I will cherish forever.
Closets Full of Clothing
Ruti Koenig
Have you ever had that feeling It's kind of like despair When you're going to a party And you have nothing to wear
I've got closets full of clothing But nothing seems just right That skirt is screaming "so last year" That sweater's getting tight
Have you ever had that feeling It's kind of an emotional mess When you're meeting friends for a fun night out But you don't have that perfect dress
I've got closets full of clothing But nothing calls my name This has happened countless times before And by now I know the game
Every article in that closet I will try on then discard And you can bet there will be imminent damage On the MasterCard
For I've got closets full of clothing But they don't compare at all To the closets full of clothing I love to visit At my mall!
A Minyan
Devorah Laub
He needs a Minyan.
It's the middle of the night in the middle of nowhere,
And he hasn't davened Maariv.
And in Israel, of all places.
He's stuck.
What to do…
Inspiration hits.
He pulls out his phone,
Dials a number.
And then another.
And then another.
And then another.
Asks for a cab,
To this-and-this address,
Thank you.
The night is dark,
Very dark.
Nine sets of headlights.
Nine drivers.
Nine Jews.
They are here.
They are confused.
Why are they all here?
He asks them to please start their meters,
And come daven with him.
They daven,
And no one takes a cent.
My Homecoming
Esther Malka Laub
I am a king.
Adorned in greens and greys, Awaiting, my queen and subjects to greet me.
I had been in exile in Vietnam for too long.
I have nothing but my black stallion and my pride.
I have been waiting for this moment, To come home,
And feel the joy,
That my own father felt when he came home from battle.
I am a trooper.
Although I left the fields of blood and corps,
I still stand proud.
I wait for the cheering to begin
But my ears hear nothing.
Not a sound.
I touch my stallion that rests proudly on my arm,
And remind myself,
That risking my life was worth the joy I would soon feel.
I am a leaf.
Falling with my dreams.
This is not what my father experienced
after serving;
Or his father
Or his.
I had hoped for more.
Where are the fireworks that replaced the grenades?
And the screams of joy that replace the screams of war?
Where are the people who will admire
46 Poetry Power 2014
my stallion?
I am a speck of dust.
Ignored and stepped on by the world around me.
I thought that I would be the hero, the one who others would honor and praise.
They would wave their flags-red and blue and white,
And I would salute,
And show off my stallion
But now I hide my "pride"
Beneath my coarse sleeve,
In shame.
I am ashamed.
The blood of war was replaced with the blood of tomatoes.
They stain my clothes with their ven omous spit.
Is this what I risked my life for?
To be shamed?
And humiliated?
I can't bear to look at my stallion, And my pride is lost.
Forever.
Perspectives
Miriam Liebling
A chessed.
Waiting to happen. With just a touch of a button, You can send out your notes. It's called Photos.
An inspiration.
Waiting to penetrate. With just a touch of a button, You can listen to a shiur. It's called Downloads.
A connection. Waiting to be made. With just a touch of a button, You can daven from a siddur. It's called an App.
A mitzvah. Waiting to be fulfilled. With just a touch of a button, You can brighten someone's day. It's called FaceTime.
A dollar.
Waiting to be spent. With just a touch of a button, You can give it to tzedakah. It's called Safari.
An Opportunity.
Waiting to be grabbed. With just a touch of a button, You can make a difference. It's called an iPhone.
Writer's Block
Ariella Mause
Writer's Block stole my binder, With all my inspiration inside Or maybe I misplaced her For how long can she hide?
Now I can't write my poem, Or study chemistry, I can't even do a math problem, Oh where, oh where is she?
I looked under my desk and in my locker, In my room and on my bus I was really hoping to find her, But Writer's Block won't give up.
So I type on my computer as I wait for her return I need to get my revenge, she has many lessons to learn So I bang the keys and I think of a plan If Writer's Block won't return, then maybe this can
Now I am very busy with this And don't really have much time How will I think of a poem, Especially one that can rhyme?
To Make Life Count
Tamar Rosenfeld
Count.
Count seconds.
Count uplifting quotes.
Count goals and aspirations.
Count ways to help others.
Count failures that have become achievements.
Count favors that others have done for you.
Count moments that mean the world to you.
Count points that score and help win the game.
Count all words of advice you have received from others.
Count all of your blessings, even those that seem in disguise.
Count everything that you find inspiring, even if others do not agree.
Count the events that you don't care to count, but others live for.
Count your tasks in this world so that others may follow in your tracks.
Count the steps written above to ensure that your life will count and impact others.
Champion
Elisheva Rosensweig
Over. The day is finally over.
And at this small interlude of time I can forget
The menacing storm cloud of "to do's" hanging above,
Threatening to pour down its saturated contents upon me.
But it holds. It always holds back its thunder for the time being.
Allowing my mind to run free. Run.
The only thing that requires thought at the moment, and strategy.
Avoiding the obstacles.
Chance. It was no game of chance.
For the time and time again that I would lose was no mere heads or tails.
But after every defeat I race again the next day, and await it with enthusiasm.
For I am one race closer to winning.
Today. Today will be different though.
Determination determines the outcome.
Not speed. Nor strength.
But the mere wanting for it to come true.
Despite my familiarity towards the routine, excitement builds. We both take our marks, and begin the agonizing wait For the fellow subway pedestrians to evacuate the stairs. A clear track is created and we eye one another for approval to start, The gun shot is sounded and
Begin. The first four steps fly by and confidence builds,
But the next three I see her five steps ahead. Just there the first obstacle arises. A pungent smell overwhelms me. Aromas eternally combined; almost beyond the point of differentiation.
They come to form one foul entity of damp fur hoods, Soggy, disintegrated cardboard, lunch left in the sun for too long. A melting pot of odors eternally combined. But it is overcome.
But only a new barrier erupts.
Noise begins to knock down my defenses. Ricocheting Off the walls, ambushing the protective bubble surrounding me.
The creaking trains, shifting escalators threatening
To come to a halt.
People muttering; placing bets
On the opponent.
They blend into a conjunction of murmuring,
That mocks the past defeats.
My past defeats.
Today. Today will be different. Only two steps behind now.
I weave in and out of the oncoming stampede of people. Driven by hunger exhaustion, one unified goal to get home. Avoiding crushing-luggage, jagged-brief cases, and clawed-pocket books.
The muggy, yet still frigid air yearns to escape the underground prison.
Just to glance upon the open world above and escape From its compacted neighbors.To float around free once more. Distraction. I narrow my eyes. Focus.
Only one step behind now.And gaining.
The top of the never ending mountain arises, and I know that I can win.
Just one more step and.......
Defeat.
Or is it?
I crossed the line, didn't I.
I kept up, most of the time.
I finished the race, I did.
I had won.
Just in second place.
Defeating the Storm
Shoshana Rosenthal
Amidst the raging gusts of winds,
Swirling, churning monsters come to life.
Innocents are grasped in its merciless arms,
Yet there is an eye of calm within the storm.
The fortunate few remain untouched
Within the circle of security.
While beyond the wall, fury reigns,
Unchecked catastrophe runs free.
A pure, blameless child, cast out due to the storm
Draws the heart of one of the fortunate few.
Her heart now torn and battling itself,
Struggling to find the strength to choose.
Can I? Should I? Will I?
The torture to her soul is relentless.
It's impossible. He's out of reach.
Icy cynicism attempts to deliver the final verdict.
The storm raging around her no longer compares to the storm within her.
She deliberates, debates, decides.
It may be impossible, but she's going to try.
Against the will of all around her,
She breaks through the eye of the storm,
Reaching out, out, out, far beyond her reach,
And pulls into the calm the boy who will one day calm the storm.
The Gift of Kindness
Esther Rothman
Kindness is a quarter,
Entering a blind man's tin can in Times Square.
Kindness is a door,
Held open for the elderly man in the wheel chair.
Kindness is hot cocoa,
Given to the crossing guard in the cold snow.
Kindness is a smile,
Shared with the neighbor next door.
Kindness is a wallet,
Returned to the business woman rushing through the subway station.
Kindness is a sneaker,
Donated to a child in the orphanage.
Kindness is a "thank you,"
Said to the cashier in the coffee shop.
Kindness is a daily action,
Grasped by all those wanting to make a difference.
The Road to Paradise
Malkie Rubin
The road stretches into the distance
While the seat cushions what is behind me.
Glitter sparkles in the twinkling sunset over the river
While the portal to leave and arrive is occupied like a whirling dervish.
The sun sets across the horizon.
Colors of the rainbow splash along the window,
As giggles playfully bounce out the door and down the road.
I peer outside,
As massive buildings tower over the moving ant with wheels.
Hands are waved.
The time has come to say goodbye
To the road marred with speed bumps, potholes, and ruts.
It is a time to laugh and enjoy,
To grab the hand and snatch the opportunity of this moment.
I see fresh laid asphalt, no grooves in the way.
The past trails behind as home arrives.
Mathish
Tova Schwartz
The summation The geometric sum The derivative Are all words Words found in dictionaries Dictionaries of a language A language different from English And Spanish And Yiddish The language of Mathish
For many centuries men were fluent in Mathish It was simple then As simple as…Pi It was not the lexicon of the professors But the common talk of societies mem bers
However, 4 scores and 7 years ago Things were different
Recently Some crooked men With twisted minds Shook up our foundation They blended Mathish with English And created mathematical equations
We must spread the truth We must clear the fog We must remind ourselves That numbers do not equal letters And letters do not equal numbers
55 Poetry Power 2014
We must undo the havoc Caused by men like Pythagoras We must purify Mathish From the contaminations of English
And then
Maybe then
Things will be simpler
Smile and the World Smiles with You
Baila Schuster
Squished
Into a hard blue bench,
Amidst strangers.
Smells
Of sweat and perfume clash in the air.
Elbows,
Like needles,
Poke me as the surrounding people tap on their gadgets.
Anticipation
And dread fill me,
As my thoughts turn towards home
And of the work that needs to be accomplished.
Out of the corner of my eye,
A smile,
A gleam of white.
I feel
Special and acknowledged—
Relief.
My lips rise,
I smile back
And I dream that
Maybe
The stranger
Feels
Special
Too.
Sunrise like you do?
Rivka Schuster
I wake up
And
Like you do
I check my phone
I check the app that detects smog levels
To see
If today I have to wear a mask
Again
Like you do
I'd love to play outside
But my teacher
Says
It is not
Safe
Like you do I do my homework And study for exams In the foggy Dark
Like you do I like to eat veggies But the gray Has stunted their Growth
Like you do
I want to watch the sun come up
Its rays
Penetrating
The black cloud of
Smog
And I did
I watched sunrise
Like you do
In Tiananmen Square
On a flat LED
Like you do?
Discrimination
Rikki siebzener
The ways of the past have come to an end Yet they still hold something against me I haven't stopped trying to blend in But they don't perceive it as flattery
I feel their condescending looks Piercing holes through my self esteem And all their bloody whispers Haunt me in my dreams
As nightmares bleed into days Realizations slowly sink in The world won't change its way And neither will my skin
Purple Reign
Zahavah Sokolow
I've got another piece of plastic, scratching up my heart A giant purple sequin that's been tearing me apart Imagine that one speck of glitter, shining in the sand Imagine that one seagull with no waves on which to land
I've got another plastic rhinestone, scratching up my soul Bittersweet Swarovskis made me prematurely cold Imagine that one speck of glitter, shining in the sky Imagine that one dragon with no courage left to fly
I've got another shining diamond, hurting me inside A broken, lattice crystal that's defracting all the light Imagine that one shard of sea glass, beached upon the shore Imagine that one sparrow, with a tree, yet nothing more
I've got another silver timepiece, turning back my life Restarting all the torture, the pain, the fear, the strife Imagine that one shining diamond, born from common stone Imagine that one single deer, lost, lonely, and alone
I've got another piece of gold that's tearing me apart Manmade mass destruction that's done all but break my heart Imagine that one speck of glitter, shining in the sand Imagine that long tunnel, with no start, no light, no end.
Into the Wild Blue Yonder
Chana Steinberg
My feet drag on the loose dirt Head heavy, surrounded by twitters I plant my feet firmly on the ground, then push off Gravity drags, pulling me down My legs pump hard, struggling to stay aloft. But I am always fighting just to stay up.
I rest for a minute, look downThe dull brown of the mud so close I sag, wanting to rest To relent, to just be But then I glance up, into the brilliant blue sky And push once more And finally I am flying, flying into the wild blue yonder.
My Five Senses
Shenya Stern
I am wrapped in a curtain of darkness And the silence is calling my name… I can taste the words forming in my throat, But only sounds stumble off my lips Calling my name… I smell the anticipation of my mother hearing me Calling my name…
I feel a hand envelop mine
As I speak with twisted fingers…
"My name is Helen Keller."
7 Ways of Looking at a Poem
Shayna Strum
I. Trying to write, yet only pulling out hair in frustration.
II. Struggling to understand the convoluted metaphors, esoteric similes, like the moon growing in the purple grass.
III. Poems are repetitive. Repetitive. Repetitive.
IV. A sweet device to show your love. Use words like passion, swoon and heart.
V. Shakespeare doth writeth with words that thou doth not understand.
VI. Made up words, forcibly put in rhyme. Drashing the chords, with their plucky fime.
VII. Poems that cut off in the
The Destination
Miriam Wilamowsky
Many athletes attempt to bike to you They put their toughest efforts into running to you They pant They gasp And yet even the best swimmers cannot wave their arms long enough to reach you.
You are a unicorn; too fake to believe in yet too magnificent to doubt. Every step we take is in order to reach you but are you reachable? Every movement we gesture is in order to touch you but are you touchable? Every obstacle we climb over is in order to sneak a glimpse of you but are you visible?
Once the cyclists bike you, the wheels continue to spin further and further. Once the runners run to you, they have miles to go.
Once the swimmers swim to you, they have more water waiting for them to tread through.
Once we find the so called you you are reborn into an new you. You are constantly being killed and ressurected.
We can't know you yet we trust you following every hazy trail that may lead us to you only to find out that
63 Poetry Power 2014
you are a lie but possibly the greatest lie because without you where would I go?
It's all about how far the bikers bike and how fast the runners run and how quick the swimmers swim. They say the journey will lead us to you But perhaps the journey is you.
The pestering voice blaring out of the car speaker thinks she knows when I have arrived at you but what she doesn't apprehend is that I'll be back in the car with a new you and a new you and a new you. | <urn:uuid:bcf6ccbb-4e09-4e02-ac2e-c4ac3b349d99> | CC-MAIN-2024-30 | https://www.manhattan-hs.org/uploads/4/4/4/7/44476089/poetry_power_2014.pdf | 2024-07-19T21:24:38+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514928.31/warc/CC-MAIN-20240719200730-20240719230730-00356.warc.gz | 743,805,562 | 10,078 | eng_Latn | eng_Latn | 0.976811 | eng_Latn | 0.99868 | [
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TIME MAGAZINE
Monday, Apr. 22, 1940
COOPERATIVES: Back to Capitalism
As ill-starred a social project as ever drew howls from anti-New Deal columnists is Jersey Homesteads, a settlement of 200 flat-roofed, garagelike homes halfway between New York and Philadelphia and hard by the Revolutionary battlefield of Monmouth.*
Designed for Manhattan garment workers, 120 of whom paid in $500 each for participation in a cooperative garment factory on the grounds, Jersey Homesteads was thoroughly snarled in Government red tape. Some $4,000,000 went into purchase of the land (1,275 acres), building of a factory and homes, equipping a communal farm. Thousands of dollars went out the window when Resettlement Administration officials took to prefabricating concrete slabs for the houses, then couldn't find a way to join them. More was lost when they switched to casting cinder block, later found these could be bought for one-third the cost on the open market. Four years after the project was begun (1933) the first families finally moved in and the garment factory began to give work to about 60 needlemen.
But the garment factory was a dismal flop, found no market for its coats and suits. Government loans of $200,000 fell due, and the Department of Agriculture, which had fallen heir to R. A.'s white elephant, finally foreclosed, sold some of the plant machinery for $1,811. Jersey Homesteaders who could find jobs commuted to Manhattan or Philadelphia, still counted themselves lucky to be living in the country at monthly rent of $14 to $17.
Last week, Jersey Homesteads' dead cooperative economy was buried. Rented for five years was Jersey Homesteads' factory. The renter:
Manhattan's Kartiganer & Co., manufacturers of women's hats. Hopeful was many a member of Jersey Homesteads' 125 remaining families that private enterprise might provide jobs where their cooperative had failed.
* Where George Washington ordered General Charles Lee to advance, found him retreating, called him a "damned poltroon."
- http://www.time.com/time/magazine/article/0,9171,763902,00.html
some other interesting notes
Tomorrow A New World
http://www.archive.org/stream/tomorrownewworld00conkrich/tomorrownewworld00conkrich_djvu .txt
Jersey Homesteads A Triple Co-operative
IT is a long way from Scott's Run to the Jewish garment district of Manhattan, long not so much in terms of miles as of cultural differences. But in both areas the depression led to hardship and to concerted efforts at colonization upon the land, although the background of Jersey Homesteads was entirely different from that of Arthurdale. In contrast to the brief, depression-born subsistence homesteads movement in West Virginia, the all co-operative Jewish colony in New Jersey was the culmination of a long history of Jewish agricultural and industrial colonization in the United States that reached back beyond 1881. In the past efforts of Jewish immigrants to go onto the land and in the long and little-known efforts of Jewish leaders to develop a strong Jewish agricultural community are contained almost all the roots of Jersey Homesteads. In fact, almost the total program of the Division of Subsistence Homesteads and the Resettlement Administration had been anticipated by the work of Jewish organizations in colonization, part-time farming, decentralization of industry, rehabilitation, and social engineering.
Because of numerous restrictions on landownership and constant persecutions and migrations, the ancient Jew, a nomadic herder or a farmer, became, by 1800, almost exclusively a city dweller. Seven colonies of Jews in South Russia in 1804 represented the first modern
256
Jersey Homesteads 257
attempt of Jews to become farmers. In 1825 an ambitious Jewish refugee colony was planned for Grand Island in the Niagara River, but never proceeded beyond land purchase. Beginning in 1837, a small
Jewish colony of twelve families in Ulster County, New York, survived for five years. Other ambitious back-to-the-land schemes, but no real accomplishment, culminated in the formation of a Jewish Agricultural Society in 1856, which never went farther than elaborate planning for colonies. After the assassination of Alexander II of Russia in 1881, a series of pogroms and restrictive laws forced thousands of Jews to emigrate to the United States and other countries. Among the intelligentsia of these emigrants was an organized agrarian group, Am Olam, which, beginning in 1881, established several abortive and a few lasting farm colonies in the United States. A number of these featured collectivist plans; all were founded without previous farming experience, without adequate guidance, and without sufficient funds. The first settlement was at Sicily Island, Louisiana, with others following in Arkansas, Kansas, Colorado, South Dakota, and New Jersey. Only the New Jersey colonies survived. 1
Alliance, the first of the New Jersey colonies and the first permanent Jewish agricultural colony in the United States, was founded in 1882 by about twenty-five Jewish immigrants from Russia. Aided by a newly formed Hebrew Emigrant Aid Society, they purchased 1,100 acres of land, divided it into fifteen-acre plots, and established small factories. The Hebrew Emigrant Aid Society searched the West for farms for those other Jews determined to go onto the land, but, as the stream of immigration temporarily slowed, soon went out of existence, leaving a Jewish author, Michael Heilprin, as the father of several later colonies. In this first great spurt of Jewish colonization, lasting from 1881 to 1888, enduring colonies were started in South New Jersey at Norma, Brotmanville, Rosenhayn, Carmel, Garten Road, and Alliance. The Jewish people, with their distinct communal proclivities and without any real experience in agriculture, chose the colony or community method of agricultural settlement. They also, even in the first settlements, introduced factories into their farm villages. MeanJewish Agricultural Society, Jews in American Agriculture: The History of Farming by Jews in the United States (New York, 1954), pp. 8, 16, 19, 23-26; Philip Reuben Goldstein, Social Aspects of the Jewish Colonies of South Jersey (New York, 1921), p. 12; Gabriel Davidson, Our Jewish Farmers and the Story of the Jewish Agricultural Society (New York, 1943), pp. 194-249.
258 Tomorrow a New World
while an overwhelming majority of the Jewish immigrants settled in the large cities and became needleworkers. 2
When the heavy Jewish migration resumed by 1890, a wealthy European industrialist and Jew, Baron Maurice de Hirsch, became so interested in the plight of the Russian Jews that he endowed a Jewish Colonization Society which, from its European headquarters, aided in the colonization of Jews in several countries. In 1891 Baron de Hirsch also contributed $2,400,000 to be used exclusively for the aid of Jewish emigrants to the United States. Of this sum, $240,000 was specifically designated for farm colonies, since Hirsch was a convinced agrarian. The executors of the Baron de Hirsch fund ( American Jewish leaders ) appointed an agricultural and industrial committee which early decided that any new colonies should be both agricultural and industrial. Meanwhile the South Jersey colonies were adopted and aided by the committee, which also made loans to individual Jews who wished to enter agriculture. For its first major endeavor the committee considered establishing either a suburban-type colony at Hightstown, New Jersey, or a predominantly agricultural colony in southern New Jersey. The latter plan was adopted, while a Jewish colony at Hightstown had to await the New Deal. 3
To develop their first farm colony the trustees of the Baron de Hirsch fund founded a colonization corporation which purchased 5,300 acres near Vineland, New Jersey, and, in 1892, began the development of what was to become the Woodbine colony. Sixty families were selected for the farms, with each being required to contribute some small sum as down payment. The land was divided into three parts a central town, an encircling area divided into fifteen-acre farmsteads, and, at the outskirts, a circle of pasture land. In the first year sixtyfour farmhouses, valued at $600 each, were constructed by the corporation, and twenty-five town houses were constructed at a cost of from $850 to $1,300 each. The first factory, a cloak company, was opened during the first year, and, everything seeming well under way, all aid from the Baron de Hirsch fund ceased. This led to a strike on the
2 Goldstein, Social Aspects of the Jewish Colonies, pp. 13-17; Samuel Joseph, History of the Baron de Hirsch Fund The Americanization of the Jewish Immigrant (Philadelphia, 1935), pp. 5, 8-9; William Kirsch, The Jew and the Land (American Association for Agricultural Legislation, Bulletin no. 7; Madison, Wis., 1920), p. 12.
3 Joseph, History of the Baron de Hirsch Fund, pp. 11-22, 24, 32-34, 48-50.
Jersey Homesteads 259
part of the farmers, who found poor soil and who lacked experience in farming. They had received a house, a cow stable, money for cows and chickens, farm implements, seeds, and fruit trees. For three years they were obligated for an annual payment of only fifty dollars, but by the end of twelve years were to have paid the full cost of the farm, receiving fee simple ownership at an estimated cost of only $1,100. After the strike the leases were modified, and the colony entered a long period of supervision and direction from the trustees of the Baron de Hirsch fund, who suddenly discovered the magnitude of the undertaking at Woodbine. Woodbine, planned as a beginning of the reconstruction of Jewish life in America, was the last such colony attempted. The trustees of the fund spent years of effort in securing adequate, subsidized industry for Woodbine, presaging the efforts of the Resettlement Administration at Arthurdale and elsewhere. Although the first Jewish agricultural school was established at Woodbine, the colony became an industrial village with only a few farms surrounding it. By 1900 the population of Woodbine was 1,400. 4 The efforts of the trustees of the Baron de Hirsch fund to establish Woodbine, to aid the older Jewish colonies, and to establish individual farmers led to the formation of the Jewish Agricultural and Industrial Aid Society (since renamed the Jewish Agricultural Society) in 1900 and to more experimentation. The original purposes of the society included the "removal of those working in crowded metropolitan sections to agricultural and industrial districts," the granting of loans to artisans seeking suburban homes, the decentralization of industry, and the encouragement of co-operatives. In the first few years the society devoted much of its efforts to unsuccessful attempts at decentralizing industry, especially in connection with several of the New Jersey colonies. It also attempted to found a few new colonies in the West, but failed each time. By 1909 the society became orientated toward a lasting policy of aiding individual Jewish farmers. It continued to direct the settlement of individual back-to-the-landers, but depended upon individual farms in community groups rather than on organized colonies. It published a farm magazine in Yiddish, initiated an itinerant supervisory program that predated the United States Extension Service, organized the first rural co-operative credit unions in
4 Ibid., pp. 52-56, 89.
260 Tomorrow a New World
group purchasing, organized test farms, made short-term rehabilitation loans, carried out the first work in rural sanitation in the United States, and, in the New Jersey colonies, conducted evening schools, established libraries, built community halls, and supervised recreation. In fact, the Jewish Agricultural Society, directed by many of America's best-known Jewish leaders, became a miniature Resettlement Administration. From only 200 to 400 families in 1900, the Jewish farm population grew to approximately 5,000 families in 1910 and, by 1930, to approximately 16,000 families. The work of the Jewish Agricultural Society was intended to prove false the long-standing and bitterly resented allegation that Jews did not make good farmers. In this it succeeded. 5
By 1924 the Jewish Agricultural Society was seriously considering part-time farming as a transitory step for Jewish urbanites who eventually desired to be farmers. From this came plans for agro-industrial communities, one of the earlier precedents for subsistence homesteads. In 1926 an agro-industrial settlement was started at Bound Brook, New Jersey, by Jewish families who were advised and assisted by the Jewish Agricultural Society. By 1929 forty families were living on four- to fourteen-acre tracts and commuting to their city jobs. In 1929 the Jewish Agricultural Society decided to initiate a second such community. It purchased a tract near New Brunswick, New Jersey, where it intended eventually to settle about twenty-five families on five- to seven-acre plots. Cautiously beginning the experiment, it constructed nine four- and five-room houses which the settlers helped plan. The first homesteaders contributed about one-fourth the value of their homesteads as a down payment. Although further expansion was curtailed because of the depression, the society continued to believe that the idea was sound and welcomed the support given to a very similar idea by Franklin D. Roosevelt in 1931 in his early advocacy of subsistence homesteads. 6
In the back-to-the-land movement of the depression the Jewish Agricultural Society was swamped with applications for aid in locating
5 Ibid., pp. 120-121, 129; Goldstein, Social Aspects of the Jewish Colonies, pp. 25-28; Davidson, Our Jewish Farmers, pp. 19, 24, 29, 36, 75; Jewish Agricultural Society, Jews in American Agriculture, pp. 35, 38-41.
6 Jewish Agricultural Society, Annual Report, 1929 (New York, [1930]), pp. 8-10; Annual Report, 1930 (New York, [1931]), pp. 10-12; Annual Report, 1931 (New York, [1932]), p. 10.
Jersey Homesteads 261
and buying farms, but was handicapped by a lack of funds. Yet its long work in directing farm settlement, in granting farm credit, and in part-time farming quickly became a part of the New Deal program. One of its members. Henry Morgenthau, Jr., became the first director of the Farm Credit Administration. In New York City the back-to-theland idea captured the minds of many Jewish leaders and of many idle garmentworkers. Against the cautious advice of the Jewish Agricultural
Society, several ill-conceived farm colonies were attempted, including the short-lived Sunrise Community in Michigan. This movement also led to Jersey Homesteads, which, because of its collective features, was viewed hopefully but with some skepticism by the Jewish Agricultural Society, since many former such colonies had failed. If Jersey Homesteads had followed the pattern of the other, less-collectivized industrial homesteads, it would have been a direct extension of the two agro-industrial communities of the Jewish Agricultural Society.
Benjamin Brown, the immediate father of Jersey Homesteads, was a Jewish emigrant from the Ukraine. Coming to the United States in 1901 at the age of sixteen, he worked his way through college and became an enthusiastic organizer of rural co-operatives, beginning with the Central Utah Poultry Exchange in 1919. By 1925 he was managing a distribution organization in New York City which served several Western farm co-operatives and had an annual business of $12,000,000. As a complement to his enthusiasm for farm co-operatives, Brown had long desired to establish co-operative agricultural and industrial colonies for the Jewish needleworkers of New York City. In 1928 Brown was a member of a delegation of Americans which traveled to Russia to help in the organization of a distribution system in Biro-Bidjan, the all- Jewish colony in the Soviet Union. Also on the trip was M. L. Wilson, who sympathized with Brown's desire to remove the garmentworkers to the country. 7
Many Jews saw the country as a means to escape the criticism so often leveled against the Jews because of their concentration in urban areas and because of their participation in highly competitive commercial and financial occupations. Thus, in June, 1933, leaders of three Jewish labor bodies, the Workmen's Circle, the United Hebrew Trades,
7 George Weller, "Land of Milk and Honey," Literary Digest, CXXIV ( Aug. 14, 1937), 14; Ralph F. Armstrong, "Four-Million Dollar Village," Saturday Evening Post, CCX (Feb. 5, 1938), 7, 34.
262 Tomorrow a New World
and the National Jewish Workers' Alliance, were willing to meet in a conference in New York City to study Benjamin Brown's back-to-theland proposals. The conference resulted in the formation of the Provisional Commission for Jewish Farm Settlements in the United States, with Brown as chairman. The commission, which in addition to support from labor organizations included among its members Rabbi Stephen S. Wise, Isador Lubin, Chief of the Bureau of Labor Statistics, and, later, Albert Einstein, planned to give form and direction to the backto-the-land movement. Jersey Homesteads, which became its first effort, was planned as the first of a series of similar colonies, although no others were ever actually attempted. 8
With the announcement of the subsistence homesteads program, Benjamin Brown and his commission applied for a loan of $500,000 from M. L. Wilson and the Division of Subsistence Homesteads. The plan proposed by Brown was for a colony of 200 skilled Jewish needleworkers, who were to become self-sustaining through subsistence farming combined with seasonal employment in a co-operative garment factory. Small individual homestead plots were to be supplemented by a community truck garden, dairy, and poultry plant, all operated co-operatively. Completing the circle of co-operative activities was to be a community store to sell the community-produced products. The cost of such a colony, including the factory, was estimated at $600,000, with $100,000 to be provided by the 200 homesteaders, who were to contribute $500 each. After investigation, the Division of Subsistence Homesteads approved Brown's plans and granted him the loan in December, 1933. Under the early policies, Brown and his commission became the Board of Directors of a Jersey Homesteads Corporation, which was authorized to develop the colony with a minimum of government supervision. Brown had already determined on a 1,200-acre tract of fertile land about five miles from Hightstown, New Jersey, and proceeded to buy it for $96,000 in December. In January, Max Blitzer, a former assistant to the president of William and Mary College, was appointed project manager by the local corporation. The first announcement of the project resulted in 800 ap8 New York Times, Jan. 7, 1934, sec. 9, p. 12; "Milk and Honey: Jewish Needle-
Workers Move into Highstown Project," Literary Digest, CXXI (June 20, 1936), 32-33,
Jersey Homesteads 263
plicants for homesteads, despite the $500 down payment. Jersey Homesteads seemed well under way. 9
As soon as Benjamin Brown and Max Blitzer began to try to turn their plans for Jersey Homesteads into a reality, troubles multiplied. First of all, Brown failed to maintain the support of all the original sponsors, particularly those representing labor and charity groups. Brown was also foiled in his early plans to build homes for $2,000 or less, since National Recovery Administration codes had raised prices. Plans to import inexpensive cattle from drought areas were thwarted by New Jersey laws. Then, in May, the whole subsistence homesteads program was federalized, removing all actual control from Brown, even though Blitzer was retained as project manager. Shortly thereafter M. L. Wilson, Brown's friend, resigned from the Division of Subsistence Homesteads.
After the newly centralized Division of Subsistence Homesteads had reviewed the plans for Jersey Homesteads, another $327,000 was authorized for the project, and by the fall of 1934 construction operations were under way. Then a new obstacle intervened. Brown's original plan, from which he would never deviate, called for a private manufacturer to operate the garment factory until the homesteaders were settled and could organize their own co-operative. As a result Brown and Blitzer began negotiating with private concerns, only to face the determined hostility of powerful David Dubinsky, head of the International Ladies' Garment Workers' Union. Dubinsky opposed the subsidized removal of a factory and jobs from the already-harassed workers of New York City. Since Dubinsky remained adamant, despite attacks in the Jewish press and pleas from Einstein and others, the Division of Subsistence Homesteads, with no guarantee of an adequate economic base and with no desire for another stranded community, decided to suspend all operations at Hightstown. Thus was the situation stalemated when the Resettlement Administration and Tugwell took over in May, 1935. 10
9 Russell Lord and Paul H. Johnstone, A Place on Earth: A Critical Appraisal of Subsistence Homesteads (Washington, 1942), pp. 137-140; Armstrong, "FourMillion Dollar Village," p. 34; Lawrence Lucey, "A Cooperative Town," Commonweal, XXV (Dec. 18, 1936), 210.
10 Lord and Johnstone, A Place on Earth, pp. 140-142; Armstrong, "FourMillion Dollar Village," p. 34.
At the time the Resettlement Administration took over Jersey Homesteads, 120 families had already been tentatively selected as homesteaders, $170,000 had been spent, some land had been cleared, the cleared land was being cropped by the New Jersey Rural Rehabilitation Corporation, and one well had been dug. The 120 homesteaders were carefully screened individuals who, since they contributed $500 of their own money, never regarded themselves as recipients of special government aid. The families had been selected by the sponsors, with final approval by an official of the Division of Subsistence Homesteads. Beyond the possession of $500, they had to be union members in good standing, to be sufficiently skilled in their needle trades to give assurance of economic success, to have some understanding of cooperative endeavor, and to have a family which showed evidence of good home management. The homesteaders, accustomed to organizing in unions or other groups to enforce their demands, desperately searching for security and a higher level of living, and blindly trusting in the leadership of Brown, were determined that the government complete the original plans for their colony. With the delays and the reluctance on the part of the government, the homesteaders, ably backed by their sponsors and numerous Jewish groups, began a long and perfectly united struggle to force the government to continue with the construction of Jersey Homesteads. With the delay in the spring of 1935, the Division of Subsistence Homesteads was besieged with letters, demands for action, and petitions from mass meetings. The homesteaders could cite the real sacrifices they had made to raise $500 and the jobs they had relinquished because of their prospective moves to new homes. 11
The Resettlement Administration early decided to continue Jersey Homesteads, although administration officials considered expanding it into a larger housing project of the greenbelt type. Construction work was resumed in August, 1935. Blitzer remained as project manager, while Brown continued the negotiations with Dubinsky. But once again the project was plagued with difficulties, since the arguments between Brown and Dubinsky became more bitter than ever, with little prospect for a compromise. A ruling in September by the Comptroller General seemed to outlaw any factory not connected with agricultural pro-
11 Armstrong, "Four-Million Dollar Village," p. 34; Lord and Johnstone, A Place on Earth, pp. 146-147.
Jersey Homesteads 265
duction. In November the factory plan was temporarily dropped by the Resettlement Administration, and Blitzer was dismissed. It was rumored that the project would be discontinued or that it would not include the Jewish homesteaders. In any case all construction ceased. On November 26, 1935, the Resettlement Administration announced that Jersey Homesteads would be completed, but that all responsibility for the project, including the factory negotiations, would be assumed by the Resettlement Administration. 12 This left no assurance that the original plans would be followed. Brown was practically excluded from the project, and the homesteaders were indignant. Fortunately, the Resettlement Administration was able to secure Dubinsky's approval for a garment factory at Hightstown, provided it was operated co-operatively from the very beginning. With this plan in view, the homesteaders organized a Workers' Aim Association for the operation of the factory, and the Resettlement Administration announced that it would go on with the original plans.
The first two years at Jersey Homesteads were years of controversy; the two years of construction were years of extravagance. Tugwell, interested in developing new, inexpensive methods of prefabricating houses, used Jersey Homesteads as an experiment. In the fall of 1935 approximately $200,000 was spent in erecting factories to manufacture concrete slabs for the sides and roofs of the homes. Yet when the first such construction was attempted, the walls collapsed. The whole process was abandoned. The concrete slabs were actually used for roofs, and the factory was used to manufacture concrete blocks until it was discovered that they cost about three times as much as those purchased from private manufacturers. This and other early mistakes led to an unpopular order to exclude all visitors from the construction area and to the posting of guards at the entrances.
In January, 1936, the Resettlement Administration began an accelerated construction program at Hightstown. Even though the construction was delayed by procedural snags and Works Progress Administration labor regulations, the factory was completed by May, and several homes were well under way. By July, 1936, the first seven of the flat-roofed bungalows were occupied. Most of the other 193 homes were completed by January, 1937. As finally completed, the town
12 New York Times, Aug. 1, 1935, p. 25, Aug. 4, 1935, p. 7, and Aug. 6, 1935, p. 19; Lord and Johnstone, A Place on Earth, p. 145.
266 Tomorrow a New World
section of Jersey Homesteads contained 200 white, concrete-block homes of from five to seven rooms, located on small homestead plots of approximately one acre. The homes, although not beautiful from the outside, included modern baths, oil furnaces which air-conditioned the homes in summer, and electric refrigerators. Each homestead had a combination garage and workshop. The town contained the garment factory, a modern sewage disposal plant, a water tank and water lines, a town hall, which also contained a day nursery and library, a combination elementary school and community building, a co-operative store and butcher shop, a clothing store, a tearoom, and a medical clinic. 13
Jersey Homesteads was the only New Deal community to be settled by a completely homogeneous population with strong religious ties. From the beginning the homesteaders were a cohesive and enthusiastic group. Almost all of foreign extraction, inured to persecution in Russia or other foreign lands, they had practically been forced into the garment industry on arriving in America, since almost a third were illiterate, since they arrived with less funds than any other major immigrant group, and since, in most cases, they were skilled only in the needle trades because of occupational limitations imposed upon them in Russia. In the garment districts of New York City they had not always found the economic security for which they longed. The opportunity for a homestead in the country, with their own people as neighbors, seemed to be a second migration, away from an insecure, chaotic, and highly competitive world to a modern promised land. They were all as eager as children to get into their new homes. As early as May 17, 1936, the homesteaders and friends picnicked on the grounds of the uncompleted project, disappointed only because no important Resettlement Administration official attended. 14
The first moving day at Jersey Homesteads was on July 10, 1936, when seven families arrived after dark. Their fifty-mile trip from New York City was delayed by a bridge that was out and by the loss of three trucks in heavy traffic. Elaborate opening ceremonies had to be canceled, and the homesteaders unloaded in the face of a thunderstorm, delayed by a publicity director who insisted on recording the
13 Lucey, "A Cooperative Town," pp. 210-212; Armstrong, "Four-Million Dollar Village," p. 6; New York Times, June 14, 1936, sec. 12, pp. 1, 8.
14 New York Times, May 18, 1936, p. 6.
Jersey Homesteads 267
event on a newsreel. With the completion of the project, visitors were allowed, with approximately 5,000 inspecting the project on July 12. The first settlers were soon greeted by the "doers of good" or the "eager helpers and amiable zanies," depending on the point of view, that represented the Special Skills Division of the Resettlement Administration. There were lectures on preserving, co-operation, and drama and, to a group of frugal Jews, on the necessity for economy. On the day of moving an interior decorator came from Washington with a load of furniture and set up a model cottage, despite the fact that homesteaders were on the way from New York to move into every completed home. On her departure a van came to the house and unceremoniously removed the model furniture and placed it in storage. Soon after the first homesteads were occupied, a large surprise package arrived a huge modernistic statue depicting a woman at a sewing machine. 15
The central idea back of Jersey Homesteads was co-operation. M. L. Wilson stated that the "pattern of the community itself will be as co-operative as it is possible to make it," a sentiment that was in line with the ideas of Benjamin Brown. 16 Jersey Homesteads was planned as the first triple co-operative in the new world, with cooperative stores, farm, and factory. Except for homeownership and garden production, every aspect of Hightstown was to be co-operative. According to early plans, approximately 40 homesteaders were to work the farms and service the stores, while 160 were to work in the factory. Admittedly, the garment factory was the key to the economic success of the community. But with an aggressive and well-knit band of homesteaders, it appeared that Jersey Homesteads would surely be one community where co-operative or group activities would succeed.
As the first homesteads were completed in the summer of 1936, Benjamin Brown was under pressure from the homesteaders to get the factory under way, since many of the homesteaders had suffered hardship because of having to hold themselves in readiness for moving to a colony that seemed ever-longer delayed in construction. The factory building was dedicated in an elaborate ceremony on August 2, 1936. Nearly 2,000 people were present, observing the optimism of the home-
15 New York Times, July 11, 1936, p. 31, and July 13, 1936, p. 31; Armstrong, "Four-Million Dollar Village," pp. 38-39.
16 M. L. Wilson to Murray C. Lincoln, Dec. 31, 1936, R.G. 16, National Archives.
steaders, who marched into the factory to the music of "Stars and Stripes Forever." They received a congratulatory telegram from Tugwell and sang their co-operative association theme, composed by Mr. and Mrs. Benjamin Brown:
Production, co-operation, Freedom for every nation, Here, there and everywhere, This is our claim: Workers' Aim, Workers' Aim.
The factory building was 100 feet by 220 feet, mostly all windows, air-conditioned, and declared to be the most modern in the East. Present at the dedication were union officials, sales organization executives, fashion models, and an orchestra. Large orders for coats were announced. Benjamin Brown, who presided at the dedication, defended Jersey Homesteads against charges of communism, declaring instead that it was "common sense-ism" and in line with the Constitution and the American way. The trade name of the factory product was to be "Tripod," standing for the triple co-operative foundation of the colony. Brown said: "On this tripod we will not only bring back craftmanship and pride of achievement, together with security, but we will bring back prosperity based on abundance and not on curtailment." 17
Despite the auspicious opening of the factory, it failed in its first year of operation, with Brown blaming the government and the government inclined to place the blame on the homesteaders. Brown became committed to a summer opening of the factory because of Resettlement Administration promises to have the homes finished by July. Yet, in August, only eight homesteads were completed, even as factory orders were being received. Plans to settle homesteaders in pup tents pending completion of their homes were rejected by the Resettlement Administration, which feared the adverse publicity. As a result many of the family heads came to Hightstown and found lodging in local homes, thus managing to keep the factory going. By December the $60,000 contributed by the 120 approved homesteaders was exhausted, and orders for coats had not been large enough for a profit.
"Washington Star, Sept. 8, 1936; New York Times, Aug. 2, 1936, pt. 2, p. 2; Lucey, "A Cooperative Town," p. 211.
Jersey Homesteads 269
Brown, who led a delegation of homesteaders to Washington, accused the government of a breach of faith in not having completed the house construction as scheduled, thus preventing the success of the factory. Although the Resettlement Administration felt that the failure of the factory was due to poor management, it was keenly embarrassed by the lags in construction. This was particularly true of the Family Selection Section, which had readied the homesteaders for moving without knowing of the delay by the Construction Division. Several homesteaders faced acute hardship as a result. Therefore the Resettlement Administration granted Brown a loan of $50,000 for the further operation of the factory. 18
The second factory season opened in January, 1937. Since the Resettlement Administration had completed the homes, any further losses could not be attributed to a lack of ready labor, although Brown could claim that the nonfulfillment of orders the first year had permanently ruined the market for the factory's products. The second factory season ended by Easter, with no further operating funds. Brown's appeal for a new loan from the Resettlement Administration (now part of the Department of Agriculture) was rejected. Brown accused the government of bad faith and raised $50,000 himself, forming the Tripod Coat and Suit, Incorporated, to design, promote, and distribute the garments. The factory products were to be sold through farm co-operative outlets throughout the country. The Tripod products were distributed by seven trucks, each of which carried complete lines of coats, plus racks and mirrors. One truck reported sales of $1,000 in one day. But by May, 1938, Tripod suspended operations for lack of funds. Appealing to the Farm Security Administration, Brown finally received a loan of $150,000, with stipulations intended to prevent reckless expenditures or overproduction. Almost unbelievably, these funds were exhausted in less than a year. The Farm Security Administration had to admit the complete failure of the co-operative factory and adamantly refused to grant Brown any further aid. 19
Long before the final failure of the factory in April, 1939, the housing shortage at Jersey Homesteads had become a housing surplus. Even
18 Armstrong, "Four-Million Dollar Village," p. 38; J. O. Walker to E. E. Agger, Oct. 9, 1936, R.G. 96, National Archives.
19 Lord and Johnstone, A Place on Earth, pp. 150151.
270 Tomorrow a New World
though the 200 homes were completed, the Resettlement Administration was unwilling to move more families into the colony than the economic opportunities warranted. In addition, no tenants could be found who were willing to contribute $500 to a factory that was an obvious failure. In February, 1938, ninety-six homes were vacant, with the Resettlement Administration threatening to lease them to nonparticipating tenants, and this it later did. Jersey Homesteads never contained more than 120 participating Jewish families. 20
The Jersey Homesteads agricultural asociation was organized in the summer of 1936, with ninety-seven homesteaders joining. The farm co-operative had $16,000 profit from the New Jersey Rural Rehabilitation Corporation, which had leased the farm land for the first year, and two loans from the Resettlement Administration totaling $133,692. The general farm of 412 acres was operated by seven experienced farmers who had been selected as homesteaders for that purpose. They received a regular salary of twenty-five dollars a week from the agricultural association. By raising truck crops for the market, the farm made a profit of $17,000 in 1936, only to lose money consistently in the following years. In the spring of 1937 a poultry unit was started, and a nearby dairy farm was purchased in the fall of 1937. Contrary to Brown's expectations, the three farm units never provided employment for more than thirteen people on the project, and these were the professional farmers. The factory workers, used to indoor work and union wages, were not willing to supplement their earnings by farm work, even in periods of unemployment. As a result transient Negro laborers were employed in busy seasons. Of the three units, only the poultry plant managed to make any profits. After lasting only a year and losing $15,000, the dairy farm was leased to an outside co-operative. 21
The third leg of the co-operative tripod, the consumer outlets, was slightly stronger than the factory and farms. The clothing store was doomed with the factory, but the grocery and meat market had periods of limited prosperity, while the small tearoom managed to survive, albeit with inadequate stock and facilities. The three co-operatives at Jersey Homesteads were each controlled by a Board of Directors
20 New York Times, Feb. 7, 1938, p. 2; Sept. 24, 1938, p. 19. ^Weller, "Land of Milk and Honey," p. 13; Lord and Johnstone, A Place on Earth, pp. 152-154.
Jersey Homesteads 271
elected by the members. Each of the co-operatives was represented in a community council, which approved all new members admitted to the community. Each member of the co-operatives had one vote and was to share equally in any dividends. The homesteaders entered into the co-operatives with great enthusiasm, making co-operation almost a religion. They even formed a co-operative political party, which elected their first mayor. Yet enthusiasm was not enough. 22
The co-operative factory lost money because of an inexperienced manager, because of production in excess of orders, because of an overly ambitious line of goods, and because of high labor costs and inefficient production. Even though many of the homesteaders felt that the failure was the fault of the government, they would have been more realistic if they had placed the blame on themselves and their own attitudes. Habituated to highly competitive endeavor, they were frankly seeking more wages and a better job for themselves rather than a new way of life. Co-operation meant benefits to the exclusion of sacrifices. Thus, in the case of the farm units, the homesteaders, except for the farmers, were primarily interested in what they could get from the farms. They wanted lowered prices for farm products but were unwilling to work for the lower farm wages. Eventually the nonfarmers in the agricultural association secured control of the Board of Directors and tried to run the farms for their own benefit. Even the homesteaders' cohesiveness sometimes hindered, for their attitude was one of "you protect me and I will protect you." Thus inefficient workers were retained. A clerk in the co-operative store, when dismissed, picketed the store the next day, and not a customer passed him. He was rehired, since all business had ceased. 23
Although a co-operative economy at Jersey Homesteads failed, a second objective of the original sponsors the successful decentralization of a seasonal industry was not necessarily proved impractical, since decentralized clothing factories were successful in nearby towns. Just after the failure of the co-operative factory in 1939, a private company leased the factory building from the co-operative association, but remained only a short time. The homesteaders, used to the
22 Lord and Johnstone, A Place on Earth, pp. 152-154; Harold V. Knight, "Jersey Homesteads, Co-operative Outpost," Christian Century, LV (Feb. 2, 1938), 142; Armstrong, "Four-Million Dollar Village," p. 7.
23 Lord and Johnstone, A Place on Earth, pp. 148, 152153, 155.
272 Tomorrow a New World
excellent positions and high wages they had given themselves, made such high wage demands that the private concern withdrew after a short period of bitter controversy. In October, 1939, the Farm Security
Administration forced the co-operative association to sell the factory at auction, since its loans were still unpaid. The government bid in the factory and most of the fixtures, netting only $1,811 on the items released. After remaining idle a year, the factory was rented for five years to Kartiganer and Company of Manhattan for the manufacturing of women's hats. By that time many of the homesteaders had secured jobs in nearby cities, although in 1941 about 100 homesteaders, from 40 families, were working in the hat factory, which proved moderately successful. 24
Another objective of Jersey Homesteads was subsistence agriculture on the small homestead plots. When first on their homesteads most of the settlers were enthusiastically interested in vegetable gardens. Experts from the New Jersey Agricultural Experiment Station gave lectures on gardening, and the farm co-operative offered to plow and sow each garden for ten dollars. Many of the homesteaders quickly lost their early interest. Eight families never made use of their garden plot at all, and thirty-eight families almost exclusively raised flowers. These families claimed that gardening did not pay when proper charges were made for their own labor, which, in spite of periods of unemployment, they felt should be amply rewarded. On the other hand, about sixty-five homesteaders took pride in their vegetable gardens, some as sources of food, many as hobbies. 25
One objective of Jersey Homesteads was fulfilled even beyond expectations. From the first occupancy, Jersey Homesteads was a true community, with a cohesive, socially active citizenry. The first moving into homes was a community affair. Through the long wait for the completion of the homesteads and during what the settlers believed was a long struggle to get the government to fulfill its obligations, the homesteaders had developed a close bond of kinship. In the community everyone knew everyone else, and house doors were never locked. Though quick to criticize the government and its policies, the homesteaders were proud of their new homes and very happy
24 Ibid., p. 156; New York Times, Oct. 28, 1939, p. 17, Oct. 31, 1939, p. 23, and Nov. 1, 1939, p. 26; "Back to Capitalism," Time, XXXV (April 22, 1940), 87-88.
25 Lord and Johnstone, A Place on Earth, pp. 157158.
Jersey Homesteads 273
about the opportunities offered by the community. Numerous social organizations were quickly organized; in fact, the community was almost overorganized, with some meeting occurring almost every night. In 1939 there were only three adult members of the original homesteaders who did not belong to one or another of the community organizations. There was a dramatic club, a junior league, a sewing circle, a baseball club, and a regular cultural evening. In spite of the lack of steady employment, none of the homesteaders wanted to return to New York City. When economic necessity forced homesteaders to move, they always mourned the loss of friends and the pleasant social life. Jersey Homesteads, as much as any other New Deal community, was a well-defined social organism, with a character and a soul all its own.
Although the homesteaders desired, more than anything else, to own their own homes, Jersey Homesteads remained under government leases until the final liquidation by the Public Housing Authority. The rentals were very low, averaging from about $12 to $16 per month. Although Jersey Homesteads had a community manager appointed by the Resettlement Administration, it always exhibited more local control than most of the other communities. The influence of the original sponsors remained very important, with the homesteaders surrendering all authority to such leaders as Benjamin Brown. The group meetings of the homesteaders were dominated by those leaders, who often deliberately defied government officials. Unique among the subsistence homesteads projects, Jersey Homesteads was incorporated in 1937 as a borough, with its own town government. The first mayor, Philip Goldstein, practically became a permanent official, serving many years without a salary. 26
Jersey Homesteads, even as Arthurdale, was a focal point for antiNew Deal criticism. Its controversial career invited critics, while its co-operative pattern aroused conservatives to an attack upon the ideas back of the community. Much of the early controversy was heightened by the actions of the homesteads and their leaders, who were quick to accuse the government of bad faith and who never hesitated to publicize their complaints or their wishes. The fact that many of the homesteaders had emigrated from Russia, that 90 per
26 Ibid., pp. 158-159; Armstrong, "Four-Million Dollar Village," p. 7; New York Herald Tribune, June 8, 1937; New York Times, July 13, 1941, p. 28.
274 Tomorrow a New World
cent of them were foreign-born, that Brown himself was born in Russia and had co-operated with the Soviet Government in 1928, was ammunition for the most unethical critics. The Philadelphia Inquirer complained that "the American taxpayer is putting up $1,800,000 to erect a model of a Russian Soviet Commune half way between New York and Philadelphia." According to the same editorial, "200 carefully selected families, headed by a Russian-born little Stalin, will be running their 'co-operative.' " 27 To counteract criticism of this sort, the homesteaders had Fourth of July celebrations, sang patriotic songs, attended Americanization classes, and tried to point out the difference between co-operation and communism.
The most convincing attacks on Jersey Homesteads were directed at the high costs, the mistakes in construction, and the failure of the co-operatives. The homesteaders and sponsors aided part of this attack by constantly expressing their fears that the project cost was going to be so high that they could never repay the government. On July 4, 1936, as the costs and criticism mounted under the Resettlement Administration construction program, Rabbi Wise, a loyal sponsor, stated: "We will pay back the government every red cent that it has invested in this enterprise, even if it takes the rest of our lives and the lives of our children." 28 This very quickly became a manifest impossibility, and not by the fault of the homesteaders, who surely were not expected to pay for the inefficient relief labor or for the $200,000 concrete-slab factory. The failure of the concrete-slab method, the lockout of visitors at the construction site, the drab appearance that was so widely belived would mark the slab-type homes, the loss of local tax revenue, and the enormous cost, all influenced Senator Warren Barbour of New Jersey to introduce his Senate resolution requiring a full, and what was hoped would be an embarrassing, report from the Resettlement Administration.
Many of the New Deal communities were disliked, for one reason or another, by the older inhabitants in the surrounding areas. This local hostility was very marked at Jersey Homesteads. The type of architecture, the extravagance, and the character and nature of the ex27 Philadelphia Inquirer, May 7, 1936.
28 In Lucey, "A Cooperative Town," p. 210.
Jersey Homesteads 275
Jersey critics. It was the mistakes at Jersey Homesteads that influenced the citizens of Bound Brook to enter their successful injunction against the greenbelt city of Greenbrook and thereby almost block the whole Resettlement Administration program. In fact, a Hearst newspaper reporter circulated a petition in the town of Hightstown requesting a similar injunction against Jersey Homesteads. 29
It was the cost of Jersey Homesteads, more than that of any other project, that gave Senator Harry F. Byrd grounds for attacking the extravagance of the Farm Security Administration. Byrd's attack materially contributed to the final abolition of the Farm Security Administration. Using information allegedly secured from the General Accounting Office, Byrd placed the price of Jersey Homesteads at over $4,000,000. The final account by the Farm Security Administration listed the total cost as $3,402,382.27, or about $16,516 per unit if divided equally among each of the 206 homesteads (both in town and on the farms). 30 If it is considered that only 120 families ever shared in the numerous community facilities, the total unit cost for some of the participating homesteads was over $20,000. Of course much of the money was poured into the operation of the factory, into experiments in construction, and into the wages of highly inefficient relief laborers. But, in any case, there was no question in the mind of anyone, including the officials of the Resettlement Administration, that the total cost of Jersey Homesteads represented at least three times its actual value. In fact, as early as 1937, the Resettlement Administration estimated that Jersey Homesteads could be liquidated for only 27.9 per cent of cost. 31
In one sense the end of the Jersey Homesteads experiment began in September, 1938, when the Farm Security Administration, finally realizing that the economic opportunities at Jersey Homesteads were not sufficient to attract any more Jewish garmentworkers (at $500 a family), began renting seventy-five homes to nonparticipating families from the local area. In 1940 the farm, poultry plant, and crops were auctioned, with the government bidding in most of the property. After having lost money for four years, the farm co-operative was abolished.
29 Weller, "Land of Milk and Honey," p. 12.
30 Select Committee of the House Committee on Agriculture, Hearings on the Farm Security Administration, 78th Cong., 1st Sess., 1943-1944, p. 1118.
31 H. W. Truesdell to E. G. Arnold, May 28, 1937, R.G. 96, National Archives.
276 Tomorrow a New World
With the factory already in private hands, the co-operative community was at an end. 32
One thing could not be liquidated the community itself, for it involved more than economics. In July, 1941, the 102 remaining Jewish homesteaders celebrated their fifth anniversary at Jersey Homesteads. Some were commuting to other cities for work; others were employed in their old factory; all were happy with their homes and homestead plots. Mayor Philip Goldstein, deploring the fact that the homesteaders still rented their homes, asked for a homestead association for Jersey Homesteads. Such an association had been tentatively approved by the Farm Security Administration as early as July 15, 1940, but in 1942, before it was ever put into effect, Jersey Homesteads was transferred to the Federal Public Housing Authority. 33 This agency and its successor, the Public Housing Administration, completed the liquidation of the government's investment in Jersey Homesteads by selling the homes to individuals after the end of World War II. After liquidation, the homesteaders decided to change the name of their community to Roosevelt, New Jersey. Jersey Homesteads, long associated with controversy and extravagance, disappeared from the map. Roosevelt, New Jersey, a name symbolic of a better future in its very newness, was also an indication of the homesteaders' gratefulness to a recently deceased hero.
32 New York Times, Sept. 24, 1938, p. 19; Oct. 31, 1939, p. 23; July 3, 1940, p. 19.
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Our curriculum
The Early Years Foundation Stage (EYFS)
The EYFS define the 'formative years' of a child's life as being up to 5 years old. Much of this definition is around standards for the care, learning and development of your child. As a registered Ofsted childcare provider, Little Acorns Nursery/Pre-School follows the Birth to 5 non-statutory guidance.
We also use a mixture of child-initiated and adult-led activities. Child-initiated play allows the child to have full control over the direction and outcome of their play and will support children in developing their confidence, creativity and innovation. Whereas adult-led activities are guided and structured by the adults. This type of play involves planned activities or games that are directed by an adult, this provides opportunities for introducing knowledge or ideas, and for developing skills.
The areas of learning are:
* communication and language
* personal, social and emotional development
* physical development
* literacy
* understanding the world
* mathematics
* expressive arts and design.
We will celebrate a range of festivals and share special occasions with the children throughout the year. To do this we:
* invite special visitors in
* move to music
* read books and stories
* dress up
* do food tasting.
All of our activities can be seen in our floor book, online journals and our Facebook group.
The impact of the curriculum for children at Little Acorns Nursery/Pre-School
The EYFS led curriculum at Little Acorns Nursery/Pre-School is about helping the children to be ready for transitioning. Each child will be allocated a 'key person' to enable them to have the best start at the setting. The keyworker will decide the best ways in which to support the learning and development based on the child's individual needs and current levels of development. As the key person builds a positive relationship with the child, they will learn more about their interests and how they learn best.
Our key goal is for all children to be independent by the time they leave us. However, we are aware that all children have different starting points and will work through our curriculum at a different pace.
The keyworker will continually carry out test-free assessments and an important Progress Check between the ages of two and three.
We promote equal opportunities for all the children in our care. All of the staff are alert to emerging difficulties children may have and are able to respond according to their needs. We follow the Special Educational Needs Code of Practice to ensure that all requirements are incorporated into our setting. We work closely with parents and outside agencies and together we Assess, Plan, Do and Review to support the needs of the children. Please take a look at our Local Offer.
Assessments
These link to our children's learning and to our curriculum. Most of the assessments we do at the setting are formative, so that it quickly helps us to make a difference to children's learning. However, we also need to have an overview of children's progress so that we can take further actions where needed. We notice what children can and can't do. We are good at deciding when it will be helpful to step in and support, and when it's best to be encouraging but hang back. It is important that we are certain that children are secure in what they know and can do, before introducing them to something new.
We complete:
* A baseline assessment of the children's development shortly after they start with us. This is completed in partnership with parents.
* WellComm assessments helps practitioners to identify children who are experiencing barriers to speech and language development.
* Termly summative assessment of where the child's development is in relation to typical milestones and the characteristics of effective learning.
* Two-year-old checks are an assessment that helps with the early identification of children who need temporary extra support, and children who may have special educational needs.
* School transition reports.
* Checking that individual children, and groups of children, are making progress and taking prompt action where this is not the case.
* Discussions with other professionals who may be involved with a child and family. For example, a health visitor or social care worker.
The three prime areas of the curriculum
Communication & Language is an important area of learning as it provides the basis for all other learning and development. Without good communication and language skills, all other areas of learning could suffer, so these are critically important skills for children to master in their early years. Language and communication skills grow naturally to children through engaging, fun activities like role-play, story-telling and question-and-answer games. Interaction between staff and children provides an effortless approach to broaden their language and communication skills.
Physical Development is any type of game or activity that gets children moving around and expending energy. This includes sports where the child uses their whole body to move around, like running or hopscotch, but it also includs play that only uses smaller physical movements and specific muscle groups or body parts, like finger gym or cutting skills activities. Both types of physical play are valuable and necessary in the early years as children need to develop both their fine motor skills and gross motor skills. To do this, children need to regularly practice a range of physical movements, both big and small.
Personal, Social & Emotional Development ('PSED') The personal part of it aims to ensure that children can look after aspects of their lives themselves, independently managing personal needs like cleanliness, toilet training, healthy eating and so on.
The social and emotional aspects of it aims to help children fit in with adults and peers around them, support one another, themselves feel supported by others and together learn to manage emotions and behave in acceptable, appropriate ways. As they learn to do all of this, they will become more confident, feel rightly valued, more easily resolve any conflicts and form closer friendships with peers and create stronger bonds with staff.
The 4 Additional 'Specific Areas' of the Curriculum
Running in parallel with the 3 prime areas, there are 4 additional areas of focus for Little Acorns which adhere to the EYFS framework for our early year's curriculum.
Literacy is absolutely fundamental and will give each child the best start when they start school. Literacy is so much more than reading and writing, it's about using a wider range of vocabulary, understanding a question that has two parts, such as 'Get your coat and wait at the door' and understanding 'why' questions such as 'Why do we wash our hands?'. We aim to expose children to a rich variety of books that will feed their imaginations and help them to be more creative themselves. We also encourage our children to verbalise, for example by reading out loud. By doing so, speech, pronunciation and articulation also benefits, as does their confidence to speak up.
Mathematics is all about using shape, space, measures and numbers to solve everyday problems. We first support children to master counting numbers from one to ten, then in reverse, then extended to 20 or more. Concepts like volume, shape, measuring and space will also be included. So, by the time they leave us, they'll have learned the maths skills and concepts that they'll need to hit the ground running when they start school.
Understanding the World is a very broad but important area of study for the children and one that'll stand them in good stead going forwards. It's about how children get to know about other people, the place they live and all aspects of the environment. With that in mind, we'll help them to recognise, understand, describe and even sometimes draw what's around them.
They will also learn about the technology they see and use. The children will also learn about the world by going on walks to local parks and hearing from visiting professionals. They will also learn about other communities, both in the UK and abroad, including culture, beliefs and religions.
Expressive Arts & Design Children find this area fun as it gives them the freedom to express themselves, be imaginative and creative, and even to get messy from time to time. A variety of media, equipment and tools are available to them and activities encourage the children to get involved and to create. It's not just art, though; the children can involve themselves in role-play activities, they can sing, dance, tell stories and perform. Their imaginations can run riot and be free as they can express themselves and their creativity in a rich variety of ways.
Goals for transitioning to Inventors (pre-school room):
* co-operate and share
* follow general directions
* begin to be independent in their self-care
* play alongside other children
* develop fine/gross motor skills
* say some numbers in sequence when counting objects (1:1 correspondence)
* self-register and use their name card each session
* listen to a short story from beginning to end
* develop pretend play pretending one object represents another
* give meaning to the marks they make
* begin to use scissors.
Goals for transitioning to school:
* communicate their needs
* listen to and follow two-part instructions
* be independent in their self-care
* share toys with others and take turns
* attempt to write their own name
* understand and retell simple stories
* count in order as far as they can go
* play alongside other children who are engaged in the same theme.
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Basic Parent Coaching Instructions: Ria Severance, LMFT 626-354-4334
Leave this by your bedside, and just practice, learn, relearn ONE item below at a time. Building new parenting habits comes with practice and rehearsal. Even taking one item on per day, and making it a habit, helps. If you live/work with another adult that interacts with your child, help each other by saying things like "Hmm. Did you mean X?" – a respectful way to remind each other rather than criticizing or correcting each other in front of your child. While this is geared to pre-school children, the same principles apply to teenagers, employees, etc.
1. Require Eye Contact ("Eyes here" and point to your eyes) whenever you speak to your child, or child speaks to you. This is how child, in part, learns to look at the teacher and learn from her/him. Your child connects with his/her eyes. No eyes, no connection, no real listening. Practice what you preach. Stop and look at your child when you speak.
2. Practice "Assertiveness Phrases" from handout. Role-play and practice one phrase/day at least 10 times. Switch roles during the role-play (e.g. the child being grabbed from, and the child grabbing). Rehearse and help child prep before school in the morning to practice that one phrase. Tell teacher, in front of child, the specific phrase child is practicing for that day. Children need quick, rehearsed access to respectful language that gets their needs met.
3. Model, offer and require language whenever child wants something or you notice the child is experiencing something. This is called "tracking and narrating." You are teaching your child to track and narrate their desires and their own experiences.
a) Child points to milk without speaking. You say (model, offer and require), "I want some milk please Mom" in a slightly higher (or at least different) tone of voice that your child learns to interpret as meaning s/he's expected to repeat it. Once child repeats, you answer: "Sure, honey. I'll get you some milk," so your child is fairly consistently reinforced for using language that "works with you," as the parent,
b) Make sure you use language whenever you're going to invade child's space or do something "to" the child (also applies to infants – this even works with dogs!) so s/he knows what's going to happen next. E.g. "I'm going to pick you up now." "I'm going to pull your sweater over your head." "I'm going to help you pull your shoes off." (Teaches language, lowers anxiety, and models respect for child's physical space/body, so child is less anxious, and more likely to be respectful of others physical space/bodies.);
c) Practice Assertiveness phrases (see handout) or simpler versions of those phrases (depending on child's language ability) to help child defend her/him self respectfully; and
d) Notice and decide whether child's language and tone would be effective with his/her friends, other adults, teachers, their future boy/girl friends, employers and employees. Do NOT accept language/tones/behaviors that won't "work" or be effective away from home, e.g. ask: "Can you use a kinder tone?" Think of and model/offer language the child could have said instead that both i) accurately reflects child's concerns/needs, and ii) is something both you and others could easily receive/hear as respectful. e.g. the child interrupts a conversation with adults, whines and demands attention, so you offer in a calm tone: "Excuse me, Mom, when you have a minute I need to say something." The above, increase your child's social skills,
makes your child easy for others to be with, lowers your own and child's anxiety, enhances child's conflict resolution skills, and increase his/her overall competence in the world.
4. Instead of "Bossing," Ask Questions that direct the child's attention to social/environmental cues that help the child learn to notice what's important for him/her. This decreases power struggles/impulsivity and engages the child's forebrain – the part of the brain that plans, reasons, learns, thinks and can help him/her to take responsibility for noticing important cues for him/herself. Instead of "Juan, sit down. Juan sit down. Juan, SIT DOWN!!" (if Juan was ever listening, he stopped after the second time), ask: "Juan, where does your bottom go?" The latter question engages the forebrain and makes him think for himself. Usually the child will just sit down.
Kids, like us, naturally resist constant bossing. Further, when a child fails to comply with your "bossing," you naturally get angry. Instead of "Pick up the toy!" try: "I see your toy on the floor, Juan. Where does it go?" Asking questions to direct your child's attention to what s/he already knows, keeps you less frustrated and avoids a power struggle; You don't interpret the child's not following your instructions as willful disobedience. You're more inclined to keep helping the child to "remember" and "notice," e.g. child stands up again, and you say: "Juan, I see you're standing up. What did you forget?" Again, the child will typically just sit down again.
5. Help child learn to follow directives. Your child needs to follow directions, because if s/he can't at home, s/he won't listen to adults elsewhere and it interferes with school learning. 5 Steps:
(1) Don't ask your child to do something unless you're 100% able and willing to ensure s/he follows through. If you ask and don't follow through, you've taught your child that s/he only has to listen sometimes – maybe only when you're really frustrated and mad. Be careful not to train your child to only listen to you if you're amped up and upset – you'll spend a lot of time upset and will have to get more and more upset to get your child to listen, and eventually, your child won't care if you're upset. If you change your mind after asking your child to do something, no problem, but change your mind verbally, out loud. Otherwise s/he again thinks you don't mean what you say. (e.g. "Sorry. I realize it's too late to go now, so we don't need to get ourselves ready to go. We'll try again tomorrow." Don't just fail to tell them you've changed your mind, or they will not respect or trust that what you say merits their attention.)
(2) Ask questions to direct your child's attention to what s/he already knows – try to enlist her/him to be responsible for responding independently. Instead of "Put your toy away," try "Hmm. Your toy is on the floor. Where does it go?" If child ignores you, use the following formula.
(3) "Can you do X by yourself, or do you need me to help you?" (e.g. "Can you put the toy away by yourself, or do you need me to help you?"). You are not actually "helping" by doing for the child. Your "help" is slightly less pleasant than if the child were to follow through on his/her own. If child ignores you, within about 5-10 seconds, you say:
(4) "I see you're ignoring me, so I think you need my help." Then "help" in a way that is "heavy" and in no way reinforcing the child (e.g. don't offer attention, sweetness, extra care, do things for the child), and yet help calmly, without ANY anger. Often I stand behind the child and hold both hands in mine, walking us both forward like robots, bending over the child and "helping" the child to pick up the toy. If the child makes a fist to avoid picking up the toy, I hold his fist in my hand and extend two of my fingers to pick up the toy. Then we robot-walk over to where the toy belongs. If the child resists, aims to elbow me or tries to push me away, I say "Oh! You want to try it by yourself? Ok!" If the child then does not follow through on his/her own, then I say: "Oh, looks like you're not ready to do it by yourself, so you still need some help." And I resume the robot walk. Do not distract the child from learning by being angry, upset, irritated or frustrated with your tone or body language. If you are, the child will primarily focus on your anger, feel threatened and focus on reacting to that, instead of learning to "listen to your words."
(5) Reinforce child, and predict more positive future outcomes, e.g. Reinforcement: "You did it!! You put away the toy" (it's a neutral description of what worked for the child, with a positive tone and facial expression), followed by a Positive Prediction: "This time you needed some help, but I bet next time you'll be able to do it by yourself!"
6. Reinforcement. If you ever want a child's behavior to repeat or happen again, you must reinforce it. Yes. Forever. Until it's reinforcing for the child to do the behavior on his/her own. If you want the behavior to persist over time, reinforce it often, at first, and then at less predictable intervals later. If you want a behavior to stop, stop reinforcing it. If your child has an annoying behavior that s/he keeps doing despite your best efforts, consider that the behavior MUST be being reinforced to persist. The behavior is somehow "working for" the child or it wouldn't continue – either the behavior is getting the child something s/he wants and can't get more effectively in another way (i.e. a skill is missing), OR the behavior is helping the child avoid something s/he wants to avoid. In general, avoid using "good job" or other evaluations of your child's behavior, work, experience.
Judgments or evaluations make the child focus/be dependent on your judgments (e.g. this can translate to caring excessively about what peers think in adolescence, or doing badly in school to punish parents who are more invested in the child's doing well in school, than the child is). Responsibility (and control) get located in YOU, instead of the child. Furthermore, judgments and evaluations give the child NO useful information about the specific behavior(s) that is working for him/her. In addition, negative judgments cause a disconnect in relationships for adults as well as kids.
For adults, 99% of the time, you had judgmental thoughts before you got angry at someone, including your child. If you call me names, accuse or judge me negatively, I will naturally distance myself emotionally. If you observe and describe just the "facts" (neutrally, without interpretation, as a video camera would), state how you feel (before you got angry) and ask for clarification, we are still connected and I have a chance to connect to you (e.g. "Ria, you said my kid needs my help. I notice I'm scared. Are you saying you think my kid's not normal?" Then
I can respond: "Oh! I just mean it would make a powerful difference for your child if we support him. Thanks for checking it out! I'm sorry you were scared.)
The most effective way to reinforce a child's behavior: describe the specific behavior that was effective for the child (not just YOU, and will be effective for the child in the long run), using a positive voice tone and facial expression. E.g. "You waited your turn!" "You used your words instead of your body!" "You listened to your friend's words!" "You remembered what was next in our routine!" Basically for something to really be "effective" for the child, it must also "work" for the people in his/her environment. A child may grab a toy, and it's "effective" in the moment – she got the toy. But tomorrow are kids going to want to play near her? Share their toys with her? or invite her to play with them? In general, avoid "good" or "bad" evaluations of the child. Focus on what "works" or "doesn't work" in the long run. (Actually, you probably want to avoid judgments in every area of your life, as they are inherently alienating.)
7. Punishment. The only punishment that's effective long-term is teaching/practicing the behavior that was missing when the child behaved ineffectively. So if a 2-year old hits the cat, quickly grab the child's hand and show her how to gently stroke the cat, saying "gentle" as you do. If a 3 or 4-year old hits a peer, have the child acknowledge and attend to the peers pain/bodily damage (e.g. bring ice, Kleenex for tears, etc.) and then have the child learn and rehearse what s/he could have done instead. (see #14 below). "Time Out" doesn't work long term because it doesn't teach the child how to be more skillful for the future, in specific situations. "Time out" so you can calm down, is just fine, as long as your kids are safe, and you give a return time (they know exactly when they can rely on you to re-connect). Let them know what you'll be doing with your "time out" to calm your body (see # 11 below) . . . Taking things away, as the only punishment, for example, doesn't work long term because you end up having to escalate your threats and punishments to try to impact the kid negatively, and these options don't teach your child to be effective. On the other hand, if you withhold the toy (calmly, with matter-of-fact tone) and let the child know reasonable practice and mastery of a skill are necessary before it's returned, and you help that skills rehearsal happen -- that's more effective because at least the child is learning to be more skillful for the next time. If you, the parent, are miserable, angry and upset all the time, something is NOT working and punishment alone is not the answer.
8. Saying "NO!" is best reserved for emergencies/safety challenges. "No!" literally stresses the brain into a fight/flight/freeze/fawn mode. But it doesn't teach anything. If an adult constantly tells a child what NOT to do, the child may learn not to do that behavior in front of that specific adult. But the child hasn't learned WHAT TO do.
Furthermore, the brain doesn't receive images of "No" or "Don't." When people study hypnotherapy they are asked to hold a pendulum as still as possible between the thumb and forefinger, and simply to say to themselves (not out loud) "Don't turn right, don't turn right . . . " The pendulum invariably turns right because the brain doesn't get a clear image for "no," or
"don't." So if you tell your child "Don't run!" what's the image you're sending to your child's brain? "Run!" If you say "Don't yell!" What's the image you send? Yell! It's most effective to ask for the specific behavior you DO want. Avoid describing what you DON'T want. (e.g. "Use your walking feet!" "Let's practice our soft, 'inside voice'."
"No!" is often a way young children disagree. Adults often have an ineffective habit of saying "I disagree with that!" which polarizes them from the other person. Instead model and offer "I have a different idea about that," or "Oh! You have a different idea about that. Tell me more?" Having a "different idea" allows you to come up next to the other person with a different opinion or thought, without pitting yourself "against" the other person.
9. Avoid asking the teacher whether your child was "good" or "bad" today in school. It's just not helpful and risks the child's feeling constantly judged and evaluated in big generic, heavy ways – as if any of us is really "all good" or "all bad." "Were you good?" and "Were you bad?" or ". . . only if you're good" gives the child NO information about the behaviors that work in life. "Good" and "Bad" end up meaning that which makes YOU happy/upset. Even then, the child isn't clear about which behaviors actually do make you happy/upset. Children are disempowered by focusing on what pleases you. Furthermore, they're likely to rebel against this when they're older, when that's your focus. They are empowered by what is effective for them in their interactions with the world, at home and beyond. Think through three behaviors your child is learning/practicing that will be more effective for him/you, and ask the teacher if your child "remembered" to (whatever the specific behaviors your child is working on): use his words, instead of his body; take turns; keep her body calm; remembered to look at the teacher's eyes when teacher spoke or when speaking to the teacher, etc. Work with your child's teacher to decide on 3 key behaviors that you'll work together on to help your child. If your child "remembered" the effective behavior even once, you're still focused on the positive and promoting your child mastering that behavior, without criticism or discouragement. Reinforcement might look like (with warm, positive voice tone an facial expression): "Ms. T said you remembered to take turns when you were playing with Sally. You played with the toy and then you remembered she wanted a turn and gave it to her." Similarly, be clear about the specific behaviors you expect. Instead of "You can go in your sister's room if you're good," you might say: "So, if you go in your sister's room, what do you need to remember?" (make child think for him/herself), and then "Right. You're going to listen to her words, and what else?" "Right. You'll ask before you touch her stuff or her body," and ideally, "Ok, so how are you going to ask your sister?" so child has a chance to practice and be skilled at asking, before going in to her sister's room, including knocking and asking to enter.
10. Limit video games/TV to 30 minutes a day, MAX, during the week to avoid your children learning that they don't have to do anything to have fun in life – i.e. fun = being a couch potato and having something/someone else entertain us. Happy kids know how to find ways to entertain themselves, as long as you provide enough interesting options for them. Make a picture list of things your child can do to entertain him/herself and "make her/himself happy" – ultimately, it's the child's job to make him/herself happy. If the child MUST watch TV (??), get
educational, age-appropriate DVD's from your local library. Watch it with your child the first few times, and pause it and participate fully, so your child learns the songs and knows how to sing and participate on his/her own. THEN, let the child watch, as long as s/he's participating. (See last half of #13 regarding Impulsivity below.) With longer movies, also watch these WITH your child, and pause the film to discuss it. You are your child's cultural interpreter. When 9-10 year old girls were asked what the message was from Disney's "Beauty and the Beast" (which I confess to love), they said "If you're really nice to someone who's mean, eventually they'll be nice." This is the perfect abuse fantasy!! So when Gaston enters Belle's house, puts his feet on the table and announces "Belle, I've decided YOU are the one I'm going to marry," you pause the DVD and might ask (again, rather than preaching, use questions to help the child think for him/herself): "So, is Gaston thinking about what SHE wants or needs, or just about what HE wants? Does he even care? How do you know?" You get the idea.
11. Tantrums. Whenever children or adults are upset, excited, etc., they disengage from their forebrains (the part of their brains behind their foreheads) that reason, plan, learn, etc., and engage their lower brain stem ("lizard brain") at the base of the skull which limits their responses to essentially fight, flight, freeze or fawn (going belly up). When kids are impulsive, easily frustrated, highly emotional, sensitive to overstimulation, etc. they are reacting at those times from their lower brainstems – they're just reacting, not thinking or reasoning. So would you try to reason with a tantrumming child? No, because the child's disengaged from the forebrain and it's pointless to keep talking. At that point you're just overwhelming the child.
Ideally, if a child is upset or tantrumming, everything stops until the child is once again emotionally regulated. For this to work, the child must be taught how to calm his/her body ahead of time. You can't teach a child anything in the middle of a tantrum. You must plan ahead, so they're prepared to know what to do when they are emotionally dysregulated. We talk about "Calming your body" versus "Calm down" because even as adults if we're upset and someone tells us to "Calm down!" this typically makes us even more upset/angry.
Prepare your child for what will happen, exactly, when s/he has a tantrum. Warn her ahead of time, that everything will stop in the event of a tantrum/emotional outburst (e.g. child won't get what s/he wants, you'll both go outside of the store) NOT AS A PUNISHMENT‼ – but just because the child can't think when s/he's upset, and to really be able to talk things through, the child must be calm. Warn the child also, that just because s/he manages to calm her body, doesn't necessarily mean the child will get what s/he wants (e.g. the toy in the store).
Have child practice 4-step "Calm Your Body" protocol 2 times/day for 3 minutes each time, at times when the child is guaranteed to be successful (e.g. at the end of a warm, pleasant bath, or just before bed if your child falls asleep easily). Learning this may take longer at the beginning – make it fun, and keep your voice tone encouraging. The exercise actually is evidence-based to be effective with adults having panic attacks as well.
Step 1: Responsibility It's natural for young children to come to parents for help with soothing. However they often get the idea that it's the parent's ongoing "job" (responsibility) to soothe,
not their own job. At ages 3 and 4 they are just beginning to learn to self-soothe. Two sets of questions you ask children help teach responsibility for regulating their own emotions:
A. Can you calm my body, if I don't want to calm down? (Answer is NO! – this is super clear to them.)
Can I calm your body, if you don't want to calm down? (Answer is NO! – may not be clear but easy to grasp)
C. So whose job is it to calm my body? (Mine – they'll say "Yours!" and they're clear
THEY don't want that job!) Whose job is it to calm your body? (They'll say "Mine." – this is usually very new to t them.)
Step 2: Why do we need to calmo
ur bodies?
Basically so we can learn
. With children:
"We need to know how to calm our bodies . . . . So we can THINK (touch forehead at same time), FOCUS (cup hands on both sides of eyes), LISTEN (cup hands behind ears), and USE OUR WORDS (pinch thumb, index and middle fingers together on one hand and place on lips, then move hand away from mouth)." (Think, Focus, Listen & Use Our Words)
Step 3: The Exercise (Only practice when guaranteed to be successful – that is, child is able to relax – not hungry, too tired, already upset, being rushed, etc.). All at the same time: Put both hands on top of each other and press on breast bone. Tighten shoulders as tight as you can while raising them up to your ears, inhaling and counting to 3 out loud, then dropping and relaxing shoulders slowly, as you exhale counting to 3 out loud. It's critical to count out loud to keep the mind distracted from what a monster your parent is for turning the TV off.
Thoughts dictate emotions, so it's important to distract our thoughts by counting out loud. (For adults, it may also be necessary to engage the mind further than just counting out loud – e.g. focus the eyes on the visual details of one's shoes and prepare to describe the minutest details, as if you were preparing to paint them from memory.)
Start with inhaling for 3, exhaling for 3, then inhale for 4, exhale for 4, then 5-5, 6-6, 7-7 . . . 1010. Model and exaggerate how relaxed and "calm" your shoulders and body feel at the end (reinforcement), and invite your child to notice the difference as well (e.g. "Wow. My body feels so relaxed. What about you?"). I tend to say "IN 2-3" while tightening shoulders up and pressing breast plate with both hands, and then "OUT 2-3." Then "IN 2-3-4" and "OUT 2-3-4."
Step 4: Reinforce "You did it! You calmed your body by yourself!" This not only reinforces and encourages the child to do it again, but it also eliminates the idea that the child "can't" do it by him/herself, especially with repeated practice. Remember, your child is learning to calm his/her body and that it's his/her job so they are less impulsive and emotionally reactive, and better able to think and learn.
12. Teaching your child "What's Next" by asking questions, thereby avoiding spending your life pushing him/her up hill! Children, and adults for that matter, typically become anxious when
they can't anticipate "what's next." Teachers and therapists often encourage families to develop routines for their children. Often, families actually have routines that they don't fully make known. How many of us, as parents, spend the morning freaked out or freaking out our kids, trying to get everyone dressed, groomed, fed and out of the house on time for school and work? With your preschoolers, snuggle the night before a school day and take 10 minutes to review the following, AND snuggle with them in the morning (get up a little earlier) to review again "what is next." The payoff is kids who know what they need to do without nagging and screaming, and peaceful mornings.
* Parent: "Honey, what's the first thing you do in the morning?" (Again, asking the question, even if they don't know the answer, engages the forebrain and has the child think. Just pause long enough to make sure they're thinking before you provide the answer.) Child: "We get dressed?" (If this isn't correct, avoid saying "NO!" – this actually shuts the child's brain down. Either ask a question that serves as a hint, e.g. "Before you get dressed . . ." or say something like "Close! See if you can think of what we do FIRST!")
* Parent: Before we get dressed, we do something else . . . (If the child is stumped don't elevate the frustration TOO long, but you want him/her to keep trying without reaching a "giving up" or tantrum level of frustration.
* Child: We pee?
* Parent: Yes, we pee! Then what do we do?
* Child: Get dressed?
* Parent: Yes, we . . . pee, and then we . . . get dressed. Then what do we do? (You pause long enough to encourage the child to fill in the blanks, and you're also repeating the list of tasks, so the child is memorizing it with you.)
* Child: We eat breakfast?
* Parent: Yes, we . . . pee, and then we . . . get dressed, Yes! and then, we . . . eat breakfast. Then what do we do?
* Child: We brush out teeth.
* Parent: Yes! We . . . pee (the pause is to try to get child to say it before you do), then we . . . get dressed, then we . . . eat breakfast, and we . . . brush our teeth. THEN, what do we do? (there may be 3 or 4 other things in here to add.)
* When child has recited the list with you, parent says: "YOU KNOW EXACTLY WHAT TO DO!! AND IF YOU 'FORGET' IN THE MORNING I'LL REMIND YOU!" So when in the morning after peeing and getting dressed, your child turns the TV on (Do NOT expect your morning to go well if your kids are zoned out in front of the TV, and aren't learning to master preparing themselves!), you can say something like: "Hmm. It looks like you forgot what comes after getting dressed. You remembered to pee, and you remembered to get dressed, what's next? TV? Nah. You know that's not part of our morning. What's next?"
As a parent you're now in the role of reminding them regarding what the children already know, instead of getting increasingly frustrated that they can't read your mind or aren't doing
what you ask immediately as you bark orders. This can be adapted for school-age, and older children as well. E.g. They need to learn to get all their schoolwork and supplies ready to go by the front door, so they are not expecting themselves to remember everything at the last minute.
Your children rely on you to teach them how to prepare themselves. For school-aged children parents can do something similar on the way home from school. Help your child know how the afternoon is going to go. Have them review and learn to make realistic guesstimates regarding how long each homework assignment will take (if they stay focused, and if not), when they think they'll need breaks, and how they'll spend that break time. My preference is to invite kids do their chores FIRST – or, they can do them in breaks . . . Make it clear that duty to family and carrying their own weight in age-appropriate ways is first, and that school is for them – I get nothing as a parent from their school success (You see the lack of this training results in adult parents/partners who are high achievers, but lousy at sustaining and nurturing family relationships and sharing the grunt work).
Both my kids were straight A students, I think largely because they learned that it was a privilege, not a right, and education was for them. They couldn't punish or frustrate me by being slugs. I let them know clearly I'd support them and care for most of their needs as long as they were living into their potential and preparing themselves for their own dreams about what a great life looks like – if not, in high school they can get a job and start helping to pay the bills. Parents who spend their lives pushing their kids up academic hills often end up more invested in school success, than their children. Self-motivation doesn't happen. The trick is to find ways to make it clear that school is a privilege, and success is theirs, not yours. Call me if you need more clarification.
As kids are "planning" their chores, homework, etc. make sure to include your own responsibilities so they learn to coordinate WITH YOU, e.g. "So Mom, while you're cooking can you test me on my spelling words?" "Yes, but I'm going to be on a conference call from 7-8 so we have to be sure to do it before then, because I won't be able to talk. What do you want to do while I'm on the call?" You are teaching to coordinate their time with the needs/time restrictions of others.
Even preschoolers benefit from learning to use a timer. When you say 5-minutes, mean 5minutes. A timer helps. If it's not a long enough break from a task, help your child figure out whether they need it to be longer, and what the criteria are for that, e.g. "So, what if you want a longer break? What will you do to get yourself back?" Plan and strategize with them, when they'll need snacks and meals. You are teaching your child to manage his/her own time, so you are not the perpetual cop. Often, kids take a shower when they get home from school to help them wake up for the afternoon "sluggish" period. "What's hardest for you? . . . When do you think it would be wisest to take that on?" (i.e. most awake and able to focus). They learn to plan and think their days through for themselves. As they are able to read, help them add their schedules to a family (google?) calendar.
13. IMPULSIVITY is an indication that your child is not engaging his/her forebrain, and is just reacting from the lower brain stem ("lizard brain" located at the back, base of the skull that just "reacts" with fight, flight or freeze, rather than planning and reasoning). These children typically have difficulty paying attention, learning (processing information), persisting on tasks (staying with something long enough to struggle through and learn – this is actually more important for the child's success than IQ), using language to navigate their needs with peers/adults (instead of pushing, hitting, grabbing – language use requires the forebrain), and interacting effectively with peers. If a child is "impulsive," s/he also often exhibits: low frustration tolerance, tantrums, high levels of physical agitation/anxiety, difficulty focusing and engaging learning activities for prolonged periods, difficulty following adults' directives or routines independently, physical aggression (e.g. hitting, pushing, grabbing, etc.). In addition to all the above parenting suggestions (ANYTHING that engages the forebrain helps these children), here are some more:
(1) LIMIT Video games and TV watching to the weekends or 30 minutes, and ONLY when YOU need relief, and not more than 2 hours total on weekends. Playing video games and watching TV without adult supervision/participation: a) keeps your child from learning to actively engage his/her life and learn the skills needed to tolerate frustration, regulate his/her own emotions, develop interpersonal effectiveness, remain mindful, etc. b) teaches your child that s/he doesn't have to do anything to enjoy him/herself, c) teaches your child that "zoning" is rewarding. If your child is anxious or very active, TV/video games just postpone your child learning to "calm his/her body" (see exercises for this above). If your child is going to watch TV, you can get educational DVD's from your local library. Sit with your child, pause the DVD, and participate with the DVD – e.g. learn and practice the educational song, sing along with the DVD, pause to answer the questions out loud, etc. 98% of the time, when I see an impulsive child and check his/her medical file, I find the child is watching TV or playing video games, unsupervised for extended periods of time. If your child is impulsive, s/he needs to learn skills that TV/video games help you and your child to avoid teaching and learning. The longer your child succeeds in avoiding learning needed skills, the longer s/he will struggle with impulsivity and the related learning/social difficulties.
(2) Instead of simply cutting your child loose, when you're home, practice STOP-PLANVERBALIZE, then feedback the verbalized plan. In the classroom, I ask teachers to do this during free in/outdoor play. Free play times are best because you're not needing to require the child to do anything in particular, so there is less resistance to planning. You can focus just on engaging the child's forebrain (planning and reasoning functions) in a positive way.
a) Bend to eye level, and establish eye contact. Simply ask: What do you want to do now? (You are STOPPING the child from just wandering around impulsively, without thinking, while requiring the child to think about what s/he wants, and asking the child to verbalize this.)
b) Repeat or give language to child's expressed "plan." If a less verbal child simply points to the puzzles, simply model/offer: "I want to play with puzzles, Ria." Always offer language at the highest level your child is capable of repeating, even if s/he has to stretch a little to do it. For a child with speech delays, you might offer: "Puzzles, Ria!" Obviously, use a fun cheerful voice when modeling language or you'll just annoy your child with your intrusions.
c) Ask your child to repeat the modeled phrase. e.g "Just tell me: 'I want to play with puzzles please!'" d) Feed back the request, and grant permission! e.g. "You want to play with puzzles! Go for it!" This sounds simple but actually it accomplishes SEVERAL things:
i) You're teaching your child to acknowledge what is said by others, before moving on to a new topic of your own (here the "new topic" is permission, e.g. "Go for it!"),
ii) You're reminding the child of his/her plan,
iii) You're teaching the child under positive circumstances that his/her behavior is under YOUR control as well – You are the one granting permission.
e) Notice if the child actually follows through with his/her plan. Observe and describe the follow through. It's okay for your child to change his/her mind during free play, but you want this to be literally a "change of mind" (using the forebrain), rather than your child just impulsively switching interests based on a random visual cue (e.g. Susie is playing with blocks, and on the way to the planned puzzles Jane switches to play with blocks instead.).
f) Repeat STOP-PLAN-VERBALIZE steps if child changes his/her mind, and give language to the change of mind. e.g. "What do you want to do now?" Child points. "Oh, so you don't want to play with puzzles (You're reminding the child of the previous "plan"). You want to play with blocks: Tell me: 'I want to play with blocks now Ria." When child repeats, you repeat "You want to play with blocks, now! Go for it!"
g) If your child changes his/her mind a third time, without having actually engaged any activity in any meaningful way, repeat the above steps (e.g. "So you didn't want to play with puzzles or blocks. You want to play with the big Lego's, tell me." Child repeats), and get on the floor and play with the child, helping the child to engage the activity by verbalizing/showing your interest with a positive encouraging tone and engaging his/her own interest. e.g. "Hmm . . . I wonder what we can build here . . . . Which ones do you want to put together? Oh! You grabbed the yellow and the red ones . . . I'll do that too . . . "
When a child's engagement in a task or activity is minimal, avoid "being better" at the task than the child is, or your child may become discouraged. Avoid saying "no!" when child is doing something that won't work. Ask questions, or "wonder out loud" to engage the child in a way that encourages the child to notice cues for him/herself that will help. e.g. "Hmm. I wonder if all the straight edges on puzzle pieces go on the frame." Or "I noticed that it's easier for me if I look for all the straight edge pieces first – I 'wonder' if that would work for you?" Or " I 'wonder' what would happen if you push harder to get the two Lego's to fit together?"
You want to encourage your child's slowly increasing the time s/he's able to stay engaged, and persist with a task – pushing them gently, just slightly beyond the amount of time that's
comfortable, but not so much s/he melts down into a tantrum. e.g. When reading a book, and the child starts to close it after 2 pages, suggest "Well, just 2 more pages so we can finish," and skip to the end, make up the ending of the story from looking at the pages, and YOU let the child know when s/he can close the book because you finished. This is how they learn to focus and finish schoolwork without quitting half-way through. If you let them quit, they learn that quitting is okay. Just push a little beyond what's comfortable and remind them with "let's finish, and then we can stop."
14. AGGRESSION – e.g. hitting, pushing, grabbing, biting. What to do?
(1) In neutral, matter of fact tone, help child learn empathy by noticing the results of the aggression. Help child observe and describe the "facts" Avoid inducing guilt or trying to make child feel bad. E.g. "Look at your friend. Is s/he crying? Hmm. His knee is bleeding. When you pushed, he fell and scraped the skin off his knee. Why do you think he's crying? He's crying because it hurts.
(2) Repair. Help child repair the relationship by attending to the results of the aggression. E.g. "Do you think he might need some ice? Some Bactine? A Band-Aid? Yes. Let him know you're going to go get some and come back." After hurt child or person is attended to, then . . .
(3) Figure out which skill the child was missing – what did the child NOT know how to do that had him/her resort to aggression instead? Often, with impulsive behavior, including aggression, the skill that's missing is a verbal one. E.g. "I have this now! You can have it when I'm done!" may have prevented your child from pushing, when another child tried to grab the toy away. In order to use language, the child must have practiced, role-played and over-learned this language (see Assertiveness Handout), so the phrase would be available in the midst of being startled by another grabbing child.
(4) Teach, practice and rehearse the missing skill until you're sure the child would be able to use it on his/her own. Actually, the learning of the missing skill is the only "punishment" that's effective in the long run (kids typically don't like to have to learn a new skill, even though you'll make it as easy as possible). If you're a parent, practice ALL the verbal phrases on the Assertiveness handout, one phrase per day, role-playing and preparing your child each day to for situations in which to use that phrase at school. Help your child know the situations where s/he can use that particular phrase. Let the teacher know the phrase your child is practicing that day so s/he can look for opportunities for your child to practice. If you're the child's teacher, offer the Assertiveness Handout to the parents and request their help role-playing and practicing. For older kids, model and require effective, respectful language before responding, rather than accepting and tolerating the disrespectful use of language, the absence of verbal requests, etc.
(5) Reinforce! E.g. "You used your words, instead of your body!" "You protected your stuff without losing friends!" "You're learning to take turns!" (Go back and review phrase several times as opportunities arise.) Typically, it's really useless at this age to demand that a child say "I'm sorry." They usually aren't, so you end up teaching the child to be insincere in order to please you. They have to notice and understand the impact of what they've done and
empathize, BEFORE it will really matter to them. The child's feeling guilty or "bad" won't help the child care about others, or behave differently in the future.
15. PREPARE, PREPARE, PREPARE!! your child with the skills needed to learn to behave in effective ways in specific situations that are new or might be difficult for them. For children that are impulsive or anxious in any way, helping them think through and plan for the specific behaviors that are expected or may be needed in the upcoming situation. Preparation and skills rehearsal is a critical means for their feeling confident and being competent. If you just avoid the grocery store, restaurants, family gatherings, etc., your child will never learn the skills needed to adapt and function.
At the same time, DON'T ask your child to function in situations that no child can tolerate (e.g. a 1-hour adult lecture, a long church service geared to adults, adult movies, hikes or physical activities that aren't geared for kids your child's age). If you're going to the doctor's, prepare your child for what will happen, and bring activities (NOT VIDEO GAMES) to keep your child engaged and entertained (e.g. travel-size games, UNO, matching games, beads to string on an elastic string, letter games, books, etc.). I'm NOT suggesting you drag your infant to the grocery store so "she'll learn" to behave!
Also, if your child is hungry, tired, sick or has been sitting too long and needs to burn off some energy, handle these issues FIRST – don't expect your child to function effectively unless basic needs are met first. Adults can't even behave effectively under these conditions, how can we expect a hungry, tired child to behave? We're talking about kids 2.5-5 years of age. So, for example, if you know your child throws a fit in the grocery store, prepare her ahead of time. Let her know you'll only be buying healthy food and things for the refrigerator and that if she asks for something unhealthy today, Daddy may say "no." If she cries or has "big feelings," it's not a problem, AND, you'll leave your basket in the store and take her outside until she calms her body down. When she calms her body down, you'll go back in and give it another shot. If she "forgets" to keep her body calm, no worries, you'll just go back out til she calms her body down and "remembers."
If your child learns that s/he can count on you to do what you'll say you'll do, in a non-punitive, matter-of-fact way, I promise your child will stop acting out. As long as the ineffective behavior "works" for your child – either gets the child what s/he wants (the candy at the cashier stand), or helps the child avoid what s/he doesn't want (being stuck in the grocery basket, instead of walking around) – your child will continue the ineffective behavior. Period. You can rehearse your child's asking for the particular candy she always asks for, and your saying "no," and reinforcing that she's keeping her body calm and accepting it during the rehearsal. Warn her that crying and screaming will not "work" with you --- she'll suffer, not you – "it's hard for me to watch you suffer, but I know [am confident] you'll figure it out and stop when you're ready. In the meantime, I'll just take you outside, again, til you're ready to calm your body, and come back in."
If your child is going into a situation where you know some of the kids are aggressive, role-play and prepare her to defend/protect herself with some of the phrases from the Assertiveness handout. Do NOT take your child to a situation that has historically been difficult and expect a miraculous change in behavior, without having fully prepared and rehearsed. If you don't prepare your children and let them know what you expect from them ahead of time, and what will happen if they "forget," they will not be more skilled than they were before, and so they cannot be more effective!
16. You are your child's primary teacher. The earlier you take on being an effective teacher, the less you and your child will struggle later. Every hour you invest now, will save your 4-5 hours when you're trying to help your child with an ineffective behavior later, as a middle-schooler or teen. If your child is in therapy for behavioral issues, make sure that you are learning as much as your young child is. One hour a week with a therapist is better than nothing, but if you are not learning the skills you need in order to ensure that your child's effective behaviors happen with you and others, outside of that hour, the long-term effect of the individual therapy for your child may be limited.
17. Parental Decisions & Problem-Solving: SAFETY? SKILLS? & DOES "IT" WORKS FOR ALL FAMILY MEMBERS? When you have a decision to make as a parent, there are usually many factors to consider. You have to think about whether your children will be SAFE (What are the possible risks to safety in this situation?), whether they have the SKILLS needed to handle the situation (What skills do I need to teach my child to prepare and be effective in this situation?), and whether the decision will "work" for ALL FAMILY MEMBERS (How might this decision impact the rest of our family? How do I teach my child to consider his/her impact on others?).
As you think about these factors, your job is to make sure your children learn to consider these factors for themselves – i.e. their own SAFETY RISKS, WHETHER THEY HAVE THE SKILLS, and if not, to develop those before going into a situation, and to consider the IMPACT of their decisions on themselves, as well as on ALL FAMILY MEMBERS. Empathy must be learned. It does not occur without that learning. Adolescents who know how to think these things through, and have learned from the time they are very young have an easier time making WISE decisions during adolescence. They have a foundation for being "trusted." (e.g. When I ask to go to a party, do I know whether my parents will be available if it goes "south?" What situations suggest I need to call my parents to come get me out of here? Are there any kids that are particularly difficult to deal with? How will I cope with peer pressure effectively?)
If you simply "boss" your child through the early years, s/he will not develop the skills needed to manage difficult situations in the future. For example, if your child wants to sleep over at a relative's house, what are some SAFETY FACTORS? Can you be available to pick up your child if anything should happen? Do the parent-relatives have a medical release in case of an emergency? How well do they supervise their own children? How skilled are they at keeping
their own children safe? Do they let their kids watch PG and R-rated horror movies? Do they yell as a way of parenting?
Then, what SKILLS does your child need to navigate this situation? Does your child know how to let parents know s/he's only allowed to watch G-rated movies? Does your child know how to ask for what s/he needs in respectful ways (e.g. "No thank you" versus "I don't like that!!" when served food)? Does your child know how to "pitch in" in age-appropriate ways (e.g. pick up dish from the dinner table and take to counter, ask hosts "how can I help?")? Can s/he set limits if a peer wants to do something unsafe (e.g. if peer is playing with matches: "I don't feel safe doing this. Can you listen to my words or do we need parents to help us stay safe?")
Then consider, does this decision work for all members of your family? – Does an older sibling have a recital he'll be late for if your child goes to this sleep-over? etc. Include children (without overwhelming them) in how you navigate your decision-making process re Safety, Skills, Impact on Others, so they learn to do this for themselves – make it clear the final decision is yours as the parent, AND, over time, the more effective they become at thinking these things through on their own, the more trustworthy they become, and the more likely they are to get a decision from you that aligns with what they want. The more responsible they are, the more freedom you can easily allow.
When my son was 16, I asked "So, where are you headed?" He was sincere in his tone and trying to be respectful when he replied: "Mom, I think that question is a bit intrusive." I laughed. He was a straight "A" student at a very competitive high school, with countless extracurricular activities. He kept his commitments, was typically the designated driver, and was as honest as they come. "Honey, you only have 1.5 years before you're at college making all your decisions on your own. If you don't' know how to make wise decisions by now, we're both in trouble. I completely trust you. When you get there, get in the habit of telling a roommate where you're going. I just need to know where to look for the body, if there's a problem." "Oh!" He laughed and grabbed my cell phone to install a Facebook app that allowed me to locate him at any time, in case of emergency. | <urn:uuid:0b85919f-1fd4-4318-b3a5-12357eb247d8> | CC-MAIN-2024-30 | https://virtualdivorceca.com/wp-content/uploads/2022/02/Basic-Parent-Coaching-FECE-15pgs.pdf | 2024-07-19T20:15:56+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514928.31/warc/CC-MAIN-20240719200730-20240719230730-00357.warc.gz | 535,059,501 | 11,347 | eng_Latn | eng_Latn | 0.998954 | eng_Latn | 0.999107 | [
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Year 6 – Electricity
| National Curriculum Reference | Scientific Enquiry | Rocket Words |
|---|---|---|
| Use recognised symbols when representing a simple circuit in a diagram | Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs | symbol circuit circuit diagram battery wires |
| Associate the brightness of a bulb or the volume of a buzzer with the number and voltage of cells used in the circuit | Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary | electricity current voltage voltmeter brightness |
| Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit | Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations | blown resistor variable resistor LED dimmer switch |
| Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches | Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Using test results to make predictions to set up further comparative and fair tests | output variable fair test control test systematically |
| Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches | Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate | synchronised traffic light signal sensor timer-based |
| Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches | Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate | closed electric circuit indicating conductor insulator resistor |
Describe the parts of an electric circuit
Explore voltage and its effect on an
electrical circuit
Apply knowledge to identify and correct
problems in a circuit
Investigate what affects the output of a
circuit
Build a set of traffic lights
Apply knowledge of conductors and
insulators
Year 6 – Light
| National Curriculum Reference | Scientific Enquiry | Rocket Words |
|---|---|---|
| Recognise that light appears to travel in straight lines | Record data and results of increasing complexity using scientific diagrams and labels Identifying scientific evidence that has been used to support or refute ideas or arguments | light eye light source symbol scientific diagram |
| Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye | Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs | reflected prediction fair test variable table |
| Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes | Identifying scientific evidence that has been used to support or refute ideas or arguments | periscope angle mirror line of sight utilise |
| Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them | Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs | shadow block opaque transparent translucent |
| Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them | Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations | plan sun shade real life problem rotate direction |
| explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes | Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary | optical phenomena disperse spectrum refraction |
Explore how light travels
Explore reflection
Explore reflection and explain how it
us see
Investigate how shadows can
change can show why
shadows have the same shape as the
object that casts them
see objects
Year 6 – Animals including humans
| National Curriculum Reference | Scientific Enquiry | Rocket Words |
|---|---|---|
| Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood | Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs | circulatory system atrium ventricle vessel valves |
| Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood | Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate | vessel artery vein capillary microscope |
| Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood | Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs | blood plasma platelet white blood cell red blood cell |
| Describe the ways in which nutrients and water are transported within animals, including humans | Identifying scientific evidence that has been used to support or refute ideas or arguments | absorb diffusion osmosis concentration nutrients |
| Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function | Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary | diet exercise heart rate BPM pulse |
| Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function | Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations | drug painkiller stimulant depressant hallucinogens |
Understand the function of the
the circulatory system
Identify and compare blood
vessels
Explore blood transports water
and nutrients
Investigate what affects your heart
rate
Learn about the impact of drugs
and alcohol on the body
Year 6 – Living things and their habitats
| National Curriculum Reference | Scientific Enquiry | Rocket Words |
|---|---|---|
| Give reasons for classifying plants and animals based on specific characteristics | Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs and bar and line graphs | classify microorganism fern living organism conifer |
| Give reasons for classifying plants and animals based on specific characteristics | Identifying scientific evidence that has been used to support or refute ideas or arguments | kingdom mrs gren cell multicellular unicellular |
| Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals | Identifying scientific evidence that has been used to support or refute ideas or arguments | Carl Linnaeus classification Latin species domain |
| Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals | Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary | microorganism bacteria fungi virus protozoa |
| Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals | Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate | plant microscopic fungi mycelium ecosystem |
| Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals | Reporting and presenting findings from enquiries - including conclusions, causal relationships and explanations of and a degree of trust in results - in oral and written forms such as displays and other presentations | classify microorganism living organism habitat reproduction |
Classify living organisms
Understand the kingdoms of life
Classify living things using the
Linnaean system
Identify the microorganisms
Investigate asexual
reproduction through spore
dispersal
Classify and describe a living
organism
Year 6 – Evolution and inheritance
| National Curriculum Reference | Scientific Enquiry | Rocket Words |
|---|---|---|
| Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents | Reporting and presenting findings from enquiries - including conclusions, causal relationships and explanations of and a degree of trust in results - in oral and written forms such as displays and other presentations | offspring characteristic inherit variation environmental |
| Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution | Reporting and presenting findings from enquiries - including conclusions, causal relationships and explanations of and a degree of trust in results - in oral and written forms such as displays and other presentations | adaptation habitat climate nutrition feature |
| Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution | Reporting and presenting findings from enquiries - including conclusions, causal relationships and explanations of and a degree of trust in results - in oral and written forms such as displays and other presentations | nutrients epiphytes toxic predators pollinate |
| Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago | Identifying scientific evidence that has been used to support or refute ideas or arguments | fossil Mary Anning Palaeontologist ichthyosaurus Jurassic coast |
| Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago | Identifying scientific evidence that has been used to support or refute ideas or arguments | Charles Darwin evolved extinct natural selection theory |
| Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago | Identifying scientific evidence that has been used to support or refute ideas or arguments | ancestor tools primate Homo sapien Neanderthal |
Understand how their parents
Learn about animal
adaptations adaptations
Explore what we can learn from
fossils of evolution
Explore human evolution
change
COP26
weather
| National Curriculum Reference - Scientific Enquiry | Rocket Words |
|---|---|
| Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs | weather climate prevent global warming climate change |
| Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations | recycle landfill rubbish biodegrade council |
| Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs | net zero renewable non-renewable greenhouse gases emissions |
| Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations | industrial revolution fossil fuel coal combustion fuel |
| Identifying scientific evidence that has been used to support or refute ideas or arguments | COP sustainability conference pledge subsidy |
| Using test results to make predictions to set up further comparative and fair tests | species sensitive natural disaster habitat vulnerable | | <urn:uuid:3c11397d-90fb-45e0-8749-e6e11a9e443a> | CC-MAIN-2024-38 | https://www.attenborough.school/wp-content/uploads/2023/02/Year-6-Curriculum-Map-2022.pdf | 2024-09-09T16:14:48+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00280.warc.gz | 642,743,387 | 2,444 | eng_Latn | eng_Latn | 0.9736 | eng_Latn | 0.989315 | [
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Science from 'The King's Senior School', Witney, Oxon.
For Key Stage Level 3 using Relevant Concepts from 21 Major Kingdom of God Concepts.
Foundational concepts on Creation are based on: -
Concept 1 – Man created in God's image and redeemed by Him (Genesis 1:27-28; 1 Peter: 18-19)
God has given dignity and value to men and women by making them in His own image and by redeeming them through the cross at the cost of His Son's life.
Concept 2 – Creator and Creation (Genesis 1: 1; John1: 1: Romans 1:20; Colossians 1:16)
God is the creator of the universe and His creation reflects His nature.
Concept 5 – Order (Genesis 1; Isaiah 9:7a; 1Corithians 14:33)
God establishes a creation which is purposeful and reveals order; He proceeds in orderly ways to achieve His purpose though at times He intervenes miraculously to bring about purposes.
Human Biology module using: -
Concept 1 – Man created in God's image and redeemed by Him (as above)
Chemistry module using: -
Concept 4 – Unity and Diversity (1Corinthians 12 esp. V 12, 27; Romans 12: 3-8; Ephesians 4: 4-13)
There is a unity and diversity throughout God's creation; as people we are called to unity but can appreciate and learn from each other' differences.
Concept 11 – Stewardship and Servanthood (Genesis 1:26; Luke 19:11-27;
John 13:2 17; 1Corinthians 4:1-2; Philippians 2)
God had made us in His own image to serve Him and one another by stewarding and developing the earth and its resources for His glory and for the good of our fellow man, just as Christ Himself did.
Concept 14 -Provision and Resources (Genesis 22:14; Psalm 104; 1Timothy 6:17)
One of God's names is Jehovah-Jireh: God provides resources for all that he has made and for all that He purposes to do.
Concept 6 -Wisdom (Proverbs 2:1-4; 4:7-8; Colossians 2:2-3; 1Corinthians:24, 30)
Scripture encourages us to value and pursue wisdom which is only found in God: God's wisdom is reflected in all that He is and does.
Man and Ecology using: -
Concept 1 – Man created in God's image and redeemed by Him (as above)
Concept 2 – Creator and Creation (as above)
Key Stage 3 Science
Summary of Underlying Concepts
Creation
1. The Triune God revealed in the Bible is the Creator of the Universe.
2. The universe is finite in time and had a beginning.
3. The creation is purposeful and shows design.
4. God is intimately involved with His creation and not separate from it.
5. Creation testifies to God's existence and reveals something of His character.
6. Mankind is unique and special in the created order.
7. The fall has affected the creation.
Human Biology: Our physical bodies are important to God.
1. 'Fearfully and wonderfully made' (Psalm139:14)
We are the product of a brilliant piece of design by a loving father (but we do bear the Marks of the fall: decay, sickness, death.)
2. 'Jesus was... found in appearance of as a man' (Philippians 2:8)
The Son of God inhabited a body just like ours.
3. 'May your…. body be kept blameless… He will do it.' (1Thessalonians 5: 23,24)
God is committed to sanctify us (sort out the effects of sin) as whole people.
4. 'Your body is a temple of the Holy Spirit……honour God with your body' (1Corinthians 6:19,20)
What we do with our bodies is important to God.
5. 'Do not offer the parts of your body to sin' (Romans 6:12,13) Our bodies can be misused by the choices we make.
Chemistry: Stewardship of the material world
God's creation of a material world shows:
1. A diversity of different materials, with special properties (design & purpose).
2. His loving provision to man of rich material resources to steward and develop.
* Man is responsible and accountable for the earth's resources.
* Godly wisdom and an understanding of His creation and His work of redemption in Christ can reverse some of the effects of the fall.
* Sin has affected man's relationship with the creation and his ability to steward it wisely.
Concept 11 – Stewardship and Servanthood (as above)
Concept 5 - Order (as above)
Concept 19-Governing and Ruling (Genesis 1:28; Matthew 28:18-20; Romans 13:1-5; Ephesians 6:1-2; Hebrews 13:17)
Man is made in God's image to govern and rule His creation for Him using godly principles; God's rule through others is to be honoured.
Key Stage 3 Biology-Outline of Teaching Schedule
| Autumn | Spring |
|---|---|
| Introduction to Science What is Science? Observation and measurement Variables | Microbes |
| What are living things? Cells, Tissues and Organs | Cells, Tissues and Organs cont. Green Plants |
| | Diversity of Life Classifying living things Variation Inheritance |
| Human Body Systems Nutrition Circulation Breathing and Respiration | Movement Health and Disease |
Man and Ecology Project
The aim of this project is to research and produce an account of a case history of how human activity has had an effect on the environment. You can choose to study the impact of human activity on a whole ecosystem, a particular habitat, a group of similar species of organism, or a single species.
Remember- human activity has an impact on the environment in four basic ways:
Habitat alteration
Complete destruction-e.g. clear felling of tropical forest.
Modification-e.g. for agricultural use.
Species removal
Harvesting-regular removal of species of economic importance (e.g. fisheries)
Controlling pest species
Hunting-e.g. Tigers in Asia.
Extinction-e.g. Passenger Pigeon, Dodo.
Pollution-the release of toxic substances into the environment e.g. Oil spillage, greenhouses gases, pesticides.
Species introduction-the release of alien species into new locations:
e.g. – North American Mink escaping in the UK
- Grey Squirrels in the UK
- Cane Toad in Australia.
Try to structure your work along the following lines:
(You do not have to use these headings)
Creation
Who does the earth belong to? (Look at Genesis 1, Psalm 24:1; Psalm 115:16)
Describe your ecological example as unaffected by man.
What function or role might it have?
How does it reflect the character/nature of the Creator?
Fall
How has the result of human sin affected your example?
How are its relationships affected (particularly in man)?
What are the long-term consequences of human activity?
Redemption
What measures could be taken to remedy the situation?
What has or is being done? How successful has this been?
What limits its effectiveness?
How might the situation change in the future? | <urn:uuid:af161c1b-2a64-4839-8b41-60dd7f98b764> | CC-MAIN-2024-38 | https://christianschoolstrust.co.uk/wp-content/uploads/2022/03/Science-from-The-Kings-Senior-School-CST-Starters-Christian-Curriculum-Perspectives.pdf | 2024-09-09T14:01:42+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00277.warc.gz | 157,457,158 | 1,592 | eng_Latn | eng_Latn | 0.983457 | eng_Latn | 0.988993 | [
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11
一一一一一一一一一一一一一一一一一一 Answer the following questions.
1. Read lines 4–7. Which pair of words in the poem rhymes?
一一一一一一一一一一一一一一一一一一 4. How did Ken carry Jack?
一一一一一一一一一一一一一一一一一一 ○ A. fly and happy
Language
Language
Corner
Corner
nearby:
not far away
一一一一一一一一一一一一一一一一一一 2. Read line 13. What does "them" refer to? ○ A. the small places 5. What did Ken ask Jack NOT to do in the sky? ○ A. sleep We say
一一一一一一一一一一一一一一一一一一 ○B. fly and me ○C. high and happy ○D. happy and me ○A.
一一一一一一一一一一一一一一一一一一 ○ B. the wonderful places ○ C. the other tortoises ○ B. run ○ C. talk
- D. the huge places
- D. eat
"I think so" when we agree with someone.
We say "you"re welcome" when someone thanks you.
一一一一一一一一一一一一一一一一一一
一一一一一一一一一一一一一一一一一一
3. In line 15. What does "miss" refer to? miss (verb)
6. How did Jack feel when he saw the things under him?
1. to arrive too late to get on a bus, train or plane "I missed the bus so I was late for school."
__________________________________________
一一一一一一一一一一一一一一一一一一 Values and Attitudes 7. What does the story tell you?
2. to feel sad that a person or thing is not present "I really miss my old schoolmates."
一一一一一一一一一一一一一一一一一一 ○C. Ducks have wings. ○D. Do not fly. 4. to fail to do something, often something planned or expected
一一一一一一一一一一 3. to not see or hear something "I missed the beginning of the show."
一一一一一一一 ○A. Be brave. ○B. We should follow rules.
一
"I often miss breakfast on school days."
一一一一一一一一一一一一一一一一一一 Answer Key B. 2 C. 3
一一一一一一一一一一一一一一一一一一 A. 1
D. 4
一一一一一一一一一一一一一一一一一一 Ken invited Jack to see many interesting things.
一一一一一一一一一一一一一一一一一一 and surprised.
一一一一一一一一一一一一一一一一一一
一一一一一一一一一一一一一一一一一一 一一一一一一一一一一一一一一一一一一 | <urn:uuid:9816a60c-8574-4474-aee9-6f71a35840ed> | CC-MAIN-2024-38 | https://paper.takungpao.com/WEEKLY/20211119-JX/p11.pdf | 2024-09-09T16:02:59+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00281.warc.gz | 417,385,867 | 714 | eng_Latn | eng_Latn | 0.99309 | eng_Latn | 0.99309 | [
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Preparing for the Impacts of Climate Change: ALUS
ORGANIZATIONAL BACKGROUND
ALUS is a nationwide farmer-led charitable organization that engages farmers with the ecosystem services their land provides and encourages implementing nature-based solutions on agricultural land. The organization is self-described as a social purpose organization with environmental co-benefits, meaning there are positive environmental outcomes from their actions as an organization. Since 2000, ALUS has partnered with over 450 Canadian provincial and federal organizations. Within their catchment areas, ALUS fosters relationships with the local Indigenous communities, local corporations, and social purpose organizations that impact the surrounding communities. Intersectionality guides ALUS's practices and programs. Understanding their community's social structure is critical to supporting farmers, providing knowledge, and creating thriving agricultural lands and ecosystems.
INTERSECTIONAL PROGRAMMING
ALUS collaborates with farmers that have identified land that is marginal or uneconomical and helps to enhance the landscape. Improving the quality of the land can increase agricultural yield or assists the farmer in naturalizing the land, meaning it re-establishes the land's native species. The newly transformed land produces economic and intrinsic value for the farmer in the form of various ecosystem services and food production. In addition to the monetary value of their land, farmers can begin to learn more about the health of their land, ways to implement climate mitigation strategies on their property and participate in local environmental conservation efforts. Becoming more involved in environmental conservation groups is especially important to rural Canadian farmers, who often feel disengaged by government-led and urban-centric environmental activism.
ALUS has established chapters all over Canada and Ontario, including counties in southwestern Ontario like Middlesex, Norfolk and Elgin. Although the chapters are geographically connected, they are not homogenous, and thus the services are not linear across the three counties. The communities present in each county prioritize and target their specific needs during the planning and decision-making process. Programs are unique to the social conditions, crops/livestock or ecosystem service for each farmer. In Middlesex County, initiatives are focused on the Thames River watershed to keep the river clean and topsoil intact, and on livestock due to the small crop diversity. Elgin County has a diverse mix of crops, and its programming focuses on restoring wetlands to slow water-influenced erosion and planting tallgrass to hold soil in place. Norfolk County has the most diverse crop range out of the three counties, most notably their tallgrass prairies and sandplain grasslands. The county mainly focuses on the restoration of tallgrass prairie and sandplain ecotypes. Tallgrass serves as a great ecological asset, a habitat for pollinators, and food for insects. Pollination will increase the health and crop yield of landscapes. This not only benefits the farmer, as it can increase the services they can provide but will also benefit the environment by providing a safe environment for pollinators and a flourishing ecosystem.
Preparing for the Impacts of Climate
ALUS also aims to bridge the gap between urban and rural communities. For example, in an Albertan county, the residents wanted a more livable community with more green space. ALUS worked with farmers to turn non-productive areas of their land into functioning green spaces. Not only does creating more green space benefit the community's well-being, but it aids biodiversity, air quality, flood protection, and water filtration. It also aids the economy: water filtering plants upstream of a municipal water treatment plant will reduce its operating costs. Involving farmers in green space projects helps farmers recognize their relevance and impact on social and environmental issues. ALUS asks farmers to reconsider and enhance their farm's purpose and value.
Change: Faith & the Common Good
ALUS has identified farmers and their associated farmland to be vulnerable to extreme weather events as a result of climate change. Specifically, rainfall intensity and frequency have increased in the last decade, along with unpredictable weather forecasts, posing a challenge to farmers. During extreme rainfall episodes, the soil becomes overly saturated and rain runoff will begin to wash off the topsoil of the crops, influencing crop yield. As a result, the long-term sustainability of the farm becomes impacted affecting crop availability and the farmer's livelihood. Moreover, upon entering water bodies, the nutrient-rich runoff will cause eutrophication, disrupting aquatic ecosystems, drinking water systems, and, thereby, human health. ALUS has worked to find a nature-based solution to manage and slow down runoff by creating natural buffers and wetlands. By slowing the water runoff, buffers and wetlands allow for more water absorption at a slower rate and offer a natural filtration system, removing excess nutrients from the runoff before reaching the water body. | <urn:uuid:60322054-981d-4183-8023-925146c9a76c> | CC-MAIN-2024-30 | https://www.sdgcities.ca/wp-content/uploads/2023/07/ALUS.pdf | 2024-07-19T20:47:03+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514928.31/warc/CC-MAIN-20240719200730-20240719230730-00357.warc.gz | 840,898,823 | 944 | eng_Latn | eng_Latn | 0.997361 | eng_Latn | 0.997314 | [
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Worcestershire WildlifeTrust TALK 1/9/22
Creating a wildlife garden
Work less hard in your garden and be rewarded with a wildlife bonanza! Leave even a small area of grass uncut, don't pull up all your weeds and you will attract butterflies, bees and birds into your garden. Don't mow lawns too often in hot weather, keeps them thick and prevents drying out.
Helen Mugridge, a wildlife photographer and keen gardener, told a meeting of the Malvern Group of the Worcestershire Wildlife Trust how she and her husband transformed a neglected garden in the Forest of Dean into a wildlife haven.
First, make a pond, said Helen, even a tiny one. Frogs, newts and dragonflies will always find it. Use hessian to overlay the edges of the plastic liner allowing marginal plants to root and dig different depths for different plants. No fish! And no tap water - unless you let it stand for a few days.
Creating shelter and planting to provide food for a range of creatures is important. Leave an area of long grass each year to create a mini - meadow (a small area will do), leaving some grass turned over, when cut, to dry out and drop seeds for the following year. Cut the heads off your dead sunflowers with enough stalk to hang them upside down from your washing line. Watch goldfinches come to feed and save a fortune in sunflower seeds!
Helen recommended the value of several websites for buying native flower species and seeds, including wild daffodils, corn cockle, meadow cranesbill, marigolds, and borage for butterflies, golden rod for hoverflies and evening primrose for moths. Nettle patches and Japanese anemone are beloved by caterpillars. Ivy provides nectar for bees, shelter for birds, and winter berries for redwing and fieldfare. And don't cut back all the seed heads when your flowers die, they're a great source of food for wintering birds.
Enough here to transform even the smallest garden!
Next meeting of the Malvern Group: 7.30 pm on Thursday 6 th October at The Lyttelton Rooms, Church Street, Malvern WR14 2AY. Hedgehogs and how we can help them. Terry Green, retired lecturer, Pershore College. The life of the hedgehog: the hazards it faces and how we can make its life a little easier. £2.50, all welcome. | <urn:uuid:8a554f04-da98-414b-9bc1-0bbd8be81d68> | CC-MAIN-2024-38 | https://malverngroupwwt.org.uk/wp-content/uploads/2022/11/September-22-talk.pdf | 2024-09-09T15:14:32+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00285.warc.gz | 353,232,534 | 513 | eng_Latn | eng_Latn | 0.996214 | eng_Latn | 0.99687 | [
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Center for Smart Agriculture Hi Tech Fruit Culture
Module 3: Canopy Management
Session 6: Rejuvenation
* Rejuvenation/ Top Working
* Rejuvenation is the process of pruning and after pruning management of the plants to make them productive by utilizing the existing root system, which mean restoring the productive capacity of the fruit trees.
* Objectives of rejuvenation
* 1. To increase the productivity and economic age of plant.
* 2. To convert the low yielding and inferior varieties/seedling origin trees into
* superior and high yielding trees.
* 3. To exploit the better root system of a plant who has survived in adverse soil
* and climatic conditions.
* 4. To lessen the time of gestation period.
* 5. To increase the orchard income.
* 6. To lessen the incidence of diseases and pests.
* Principle of rejuvenation
* 1. Trees have latent buds which are activated by heading back of branches at certain point to put forth new sprouts which grow into branches forming fruiting area.
* 2. When the branches are cut back, imbalance is created in root: shoot ratio as a result new shoots arise from plant to balance it.
* Advantages of top working:
* 1. Increase the tree productivity /orchard productivity.
* 2. Conversion of old and senile orchards into productive orchards.
* 3. Conversion of seedling or inferior variety plantation /orchard into new orchard with desirable variety or varieties through top working.
* 4. Possibility of grafting several varieties on the same plant.
* 5. Increasing the fruit set of orchard by grafting few shoots with polliniser varieties.
* 6. Additional income by selling the pruned wood during non bearing season or period.
* TECHNIQUES FOR REJUVENATION
* Old, unthrifty trees can often be rejuvenated by a moderate to severe pruning.
* This is in the form of skeletonising the tree, i.e. cutting back the branches of the tree till only the basic frame is left.
* Moderate skeletonising would entail cutting back the large branches to healthy wood, while at the same time maintaining the basic structure of the tree.
* Particularly large unthrifty trees would benefit from a more severe skeletonising, where all the main branches are cut back to the main trunk only leaving about a metre or so of branch.
* The whole trunk and remaining branches should be painted with diluted paint to prevent sunburn and borer attack.
* In both these cases, there will be a proliferation of sucker growth. These should be treated as mentioned previously.
* CULTURAL PRACTICES IN THE REJUVENATED ORCHARDS
* Inter cultivation
* Regular intercultural practices are essential for proper upkeep of the pruned mango orchards.
* It improves physical conditions of soil, ensures aeration by breaking soil surface crust and removes those weeds which compete for soil moisture and nutrition.
TECHNIQUES FOR REJUVENATION
* Water Management
* Adequate moisture is required soon after heading back of branches for proper initiation and development of shoot growth.
* Care of pruned tree requires watering them regularly during the dry season.
* Due to moisture stress in the pruned trees, emergence of new shoots as well as rejuvenation process is severely affected.
* Therefore, it is necessary to ensure irrigation in rejuvenated trees which is required at regular intervals for initiation of shoots below the cut portion.
* To promote the proper development of tree canopies and fruiting twigs, irrigation required at the interval of every seven to ten days in summer and fifteen to twenty days in winter in addition to the period of rainfall during the monsoon season.
* Integrated nutrient management
* Integrated nutrient management refers to maintenance of soil fertility and plant nutrient supply to an optimum level for sustaining the desired crop productivity in rejuvenated orchards through optimization of the benefits from all the possible sources in an integrated manner.
* Therefore, it is a holistic approach where we first know what exactly is required by plants for optimum level of production
* TOOLS AND EQUIPMENTS FOR REJUVENATION OF ORCHARDS
* 1. Secateur
* It is considered as the most important tool in horticultural operations and is used to prune small twigs and terminal shoots of mango. Its blade should be of good quality because poor quality blades may not give smooth cuts. Twigs around 1 to 1.5 cm diameter can be cut easily.
* 2. Pruning saw
* The commonly used saws are cresent saws, tapered saws and straight saws.
* In general, a small saw is required for cutting of hard branches and sometimes the same saw can be used for pruning also.
* It is usually used to prune small branches of 1 to 2 inches diameter.
* 3. Tree pruner (Pruning shear)
* Different types of shears like hand shears, lopping shear; tree trimmers etc. are needed for pruning.
* Pruning shears should not be very expensive but these should be made up of good steel.
* Similarly, these should make a smooth and clear cut with least injury to the plant.
* Pruning shears are used to prune 2 to 2 ½ inches diameter branches of mango.
* 4. Chain saw
* It is a power operated saw used to prune big logs of any diameter.
* Main purpose of using chain saw is to save time.
* 5. Pruning ladder
* Pruning ladder comes in different sizes according to the height at which pruning is to be done.
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Filter Your Tap Water
Now that the rains have finally stopped it's time to think about drinking water. What kind of water are you drinking? Our water is tested for about 100 different contaminants but it is estimated that there are over 21,000 different pesticides in use in the US today and many of them find their way into the water supply. Bottled water, tap water, filtered water? Of all the elements of healthy living getting clean water is very important and it is one of the few things we can take control of by installing a filter in our home or apartment. When you use a good water filter you know that certain toxins will be eliminated from your water.
As we approach the summer months it is important to think about staying hydrated. During a summer day we lose about 2 quarts of water through our skin. So what is the best way to get clean, pure drinking water? You can use a solid carbon block filter that is installed at or under your sink or you can use a reverse osmosis filter along with the solid carbon filter. These will remove toxic chemicals and even byproducts from water treatment facilities. Filtered water is only as good as the filter you are using. Fortunately in California water filters must be tested and registered with the state so we know how the filters compare with each other. The filters I recommend are made by the Multi Pure Company, a family run company who has been making water filters for over 40 years. They make solid carbon block filters and reverse osmosis filters as well as shower filters and whole house filters. Prices start $225. The carbon filter is changed once per year and costs about $70.00 to replace. These solid block filters take out some of the most dangerous contaminants in our water like chlorine, lead, asbestos, cryptosporidium, trihalamethanes and the gasoline additive MTBA.
The Problem with Bottled Water
First of all the bottled water industry is not well regulated. They could be using local tap water and the processing facility may only be inspected by the health department once a year. The other issue is the plastic itself is leaching chemicals into the water. Only 10% of used water bottles are recycled, leaving the US awash in billions of plastic bottles in landfill that takes 1000 years to degrade. And last is cost, you will save at least $2000 over a 10 year period by switching from buying bottled water to using a water filter. I use a stainless steel drinking bottle filled with filtered water when I'm out or hiking.
Multi Pure has some of the best prices and highest quality for the water filters on the market. They also have payment plans and rental plans as well as special deals. I can help you choose and purchase the right filter for your circumstances.
When I think about the things I have control over in this world it makes me very pleased that I can get clean water from my tap that I know is safe. Drinking clean water is one of the healthiest things that we can do. So if I can help you further please call or e-mail me. | <urn:uuid:e60b5556-8703-4497-bd91-e61a03d64b8e> | CC-MAIN-2024-38 | https://www.susanwallaceacupuncture.com/news/filteryourwater.pdf | 2024-09-09T16:01:17+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00289.warc.gz | 968,880,873 | 630 | eng_Latn | eng_Latn | 0.99923 | eng_Latn | 0.999211 | [
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NAME: ______________________________
PARTICIPANT NUMBER:______________
2012 Junior Hippology Exam KEY
Carefully read each of the following questions, and enter the correct answer on your scantron sheet. Please completely fill in the space of your preferred answer on your scantron and circle your answer on this exam using a No. 2 pencil. Please make sure YOUR NAME and PARTICIPANT NUMBER are bubbled in correctly on your scantron and written on this exam. Good luck!
EXAM I
26. What are the basic parts of the bridle?
B. noseband, headstall, reins
A. headstall, bit(s), reins (H&H2001 27)
C. noseband, browband, headstall
E. browband, noseband, reins
D. headstall, browband, reins
27. Define the term "coldblood."
B. a horse of Spanish decent
A. a horse of Thoroughbred decent
C. a horse of Arabian decent
E. a horse of Mustang decent
D. a horse of Draft decent
(EqSci 24)
28. What is the entire amount of feed allowed an animal during a 24-hour day called?
A. nutrient
It can be fed all at once or at different times throughout the day.
B. dry matter intake
D. total digestible nutrients
C. ration
(HS2001 32)
E. energy
29. Which of the following terms describes a mane that is cut off so part is left standing upright?
B. roached mane
A. pulled mane
C. thinned mane
(H&H2001 35)
D. trimmed mane
E. shortened mane
30. Which of the following gaits is the slowest gait, and is common to all breeds of horse?
A. canter
B. jog
C.
rack
D. pace
E. walk
(EqSci 70)
31. What term describes a chemical substance capable of destroying or eliminating parasitic worms?
A. supplement
B. by-product
C. anthelmintic
(HS2001 56)
D. concentrate
E. antibiotic
32. What is a piece of grooming equipment used to remove dirt and mud from a horse’s coat called? It has a flat back and the front contains several rows of rubber or metal teeth.
A. body brush
B. hoof pick
C. dandy brush
D. face brush
E. curry comb
(LOOK 17)
33. What is the name of the milk produced by the mare during the first few days after foaling that supplies the newborn foal with antibodies to protect the foal against diseases?
A. first milk
B. kumiss
C. mastitis
D. colostrum
(BYOV 85)
E. antibody milk
34. What another term for a horse's sense of smell?
A. tactile sense
B. olfactory sense
(EqSci 61)
C. auditory sense
D. monocular sense
E. palatable sense
35. What is a "relay of mounts" called?
B. gymkhana
A. longe
C. chukker
E. hack
D. remuda
(H&H2001 40)
36. Which of the following body parts is part of the digestive system?
B. uterus
A. cecum
(HS2001 28)
C. trachea
E. cervix
D. bronchi
37. What is an ergot?
B. the top of a horse's head, just back of the ears
A. a downward rotation of the toe of the coffin bone inside the hoof due to chronic founder or laminitis
C. a thin, sharp, arched neck
E. a horny growth behind the fetlock joint
D. a horse that holds its head too high and its nose out
(H&H2001 9)
38. Which of the following is classified as a macro-mineral?
B. copper
A. potassium
(EqSci 131)
C. iodine
E. zinc
D. iron
39. Which of the following is NOT a fat-soluble vitamin?
B. vitamin C
A. vitamin A
C. vitamin D
(EqSci 122)
D. vitamin E
E. vitamin K
40. Which of the following nutrients contains nitrogen?
B. protein
A. vitamins
C. carbohydrates
(EqSci 117)
D. minerals
E. fats
Please match the following reproductive terms to their correct definitions. Each answer will be used only one time. (HS2001 22-24)
41. Hormone
A. This is the narrow passage or doorway between the female’s vagina and uterus.
42. Follicle
B. A bubble-like structure on the ovary which contains an egg.
43. Vas Deferens
C. A body-regulating chemical secreted by a gland into the bloodstream.
44. Cervix
D. The dense center of a cell. It contains the genetic material.
45. Nucleus
E. The tube that carries sperm from the epididymis to the urethra in the male.
46. Which of the following equipment would be ILLEGAL at the 2012 NC State 4-H
Horse Show?
A. pelham bit
B. tom thumb bit
C. loose ring snaffle
D. bosal
E. mechanical hackamore
(4-HR&R III-F.3)
47. What is equitation?
A. the art of horseback riding
(H&H2001 24)
B. the rising and descending of the rider in the saddle at the trot
C. the equipment and clothing used when showing
D. the art of understanding the horse’s needs
E. the study of the horse
48. Which of the following conditions would NOT be considered an unsoundness?
A. cataract
B. bowed tendon
C. roaring
D. parrot mouth
E. splint
(HS2001 13)
49. Which of the following is part of the horse's hindgut?
A. stomach
B. esophagus
C. cecum
(EqSci 112)
D. ileum
E. mouth
50. Which of the following is a serious ailment of the sensitive laminae, possibly caused by overeating grain or lush pasture? This condition occurs most often in the front feet, but may affect all four.
A. founder
(H&H2001 50)
B. corns
C. ringbone
D. navicular disease
E. thrush
EXAM II
51. What selecting a hay, with which of the following hays would you be concerned about potential blister beetle poisoning?
A. fescue
B. timothy
C. alfalfa
(BYOV 33)
D. orchardgrass
E. costal/bermuda
52. Which of the following colors is NOT considered one of the base coat colors?
A. black
B. bay
C. palomino
(EqSci 39)
D. chestnut
E. all of the above are basic coat colors
53. Which of the following would NOT be a recommended biosecurity measure?
A. disinfecting your boots before wearing them to another farm
B. isolating new animals for 14 days before letting them out in your herd
C. reuse needles for all horses in your barn when vaccinating (EqSci 194)
D. disinfect your trailer between uses
E. provide a boot dip of disinfectant for people entering your farm to clean their boots
54. Which disease is characterized by an acute respiratory infection that is transmitted by nose to nose contact or by coughing? This virus can also be carried through the stallion's semen and cause abortions in mares.
B. Equine Viral Arteritis
A. Aniridia
C. Equine Infectious Anemia
(EqSci 177)
D. Rabies
E. Heaves
55. What term refers to a horse's physical appearance, or what it "looks like?"
B. genotype
A. phenotype
(EqSci 91)
C. homozygous
E. polygenic trait
D. heterozygous
56. Which of the following would NOT be a safe thing to do when leading your horse?
B. keeping a secure hold on the lead rope
A. walking beside your horse's left shoulder
C. turning your horse around to face you before removing a halter
E. wrapping the lead rope around your hand to improve grip
D. preventing the lead rope from dragging on the ground
57. How many furlongs is a one mile race?
B. 8 furlongs
A. 10 furlongs
C. 4 furlongs
(LOOK 25)
D. 12 furlongs
E. 6 furlongs
58. Which of the following is NOT a four beat gait?
B. slow gait
A. gallop
C. walk
E. fox trot
D. canter
(EqSci 74)
59. When feeding your horse, which of the following is NOT considered a concentrate feed?
B. energy-rich supplements
A. grain
C. hay
(HS2001 37)
E. vitamin and mineral supplements
D. by-product feeds
(H&H2001 52)
60. Which of the following is NOT an important part of a set of oral reasons?
A. length
(H&H2001 14)
B. presentation
C. delivery
D. completeness
E. accuracy
Please match the following dental terminology to its correct description. Each answer will be used only one time. (HS2001 14-15)
61. Cup
A. Refers to a smooth biting surface of the upper and lower incisors after the cups have disappeared at eleven years of age or older.
62. Full Mouth
B. The hollow space on the wearing surface of an incisor.
C. The small teeth that may appear in front of the upper molars, generally found in male horses.
63. Wolf Teeth
E. Teeth that appear in the interdental space on a male horse at five years of age. Sometimes referred to as tushes.
64. Smooth Mouth
D. When a horse has a complete set of permanent incisors, at five years of age.
65. Canine Teeth
66. What is the average gestation length of the mare?
A. 202-248 days
B. 252-283 days
C. 335-342 days
(HS2001 25)
D. 383-401days
E. 415-460 days
67. What term describes a horse who has rolled in its stall, become wedged against the wall, and cannot get up without human assistance?
A. stuck
B. cast
(LOOK 12)
C. inverted
D. down
E. none of the above
68. Which of the following is NOT a short stirrup class at the State 4-H Horse Show?
E. roundworm
A. showmanship
B. hunter under saddle
C. hunter over fences
D. pleasure on the flat (4-HR&R I-C.1.f.)
E. equitation on the flat
69. Which of the following is NOT part of the horse's hoof?
A. toe
B. sole
C. commissure
D. bar
E. sock
(BH 26)
70. What is a nutrient?
A. a feed that is high in fiber
B. a feed constituent that aids in the support of life (HS2001 32)
C. a mineral needed by the horse’s body for growth
D. a feed that is low in fiber
E. a feed supplement
71. Which of the following is NOT a face marking?
A. star
B. stripe
C. blaze
D. coronet
(H&H2001 5)
E. snip
72. Where does the bit lie in the horse's mouth?
A. on the bars
(H&H2001 29)
B. on the wolf teeth
C. on the canine teeth
D. on the centers
E. on the molars
73. Which of the following parasites is actually a fungus?
A. bloodworm
B. pinworm
C. threadworm
D. ringworm
(EqSci 187)
74. Which of the following is NOT true about a horse's vision?
B. has a hard time detecting movement
A. has a blind spot directly behind its hindquarters
C. must raise its head to see close objects
(BH 8)
D. takes time to adjust its eyesight in a dark stall, trailer, etc.
E. has a blind spot directly in front of the horse
75. Which of the following muscles is located on the front end of the horse?
B. gaskin
A. buttock
C. pectoral
(4-HJM Parts of the Horse)
E. stifle
D. thigh
Yay! You have completed the 2012 Junior Hippology written exam. Please double check all your answers and MAKE SURE YOUR NAME and PARTICIPANT NUMBER ARE BUBBLED IN CORRECTLY.
2012
NC 4-H Hippology Contest
Junior Division
Identification Slides
Identify this piece of equipment. 2
B. Cannon
A. Leg Ties
Protectors
D. Leather Strap
C. Hobbles
E. None of the above
What piece of grooming equipment is shown below? 1
A.Hoof Brush
C. Face Brush
B. Hard Bristle Brush
D.Curry Comb
E. Dirt Scraper
6
Identify this piece of equipment.
A.Dandy Brush
C. Hoof Pick
B. Hoof Tester
D.Tooth Brush
E. Rasp
8
Identify this piece of equipment.
A.Clinchers
C. Rasp
B. Hoof Knife
D.Hoof Testers
E. Hoof Pick
What conformational fault is shown below? 9
A.Pigeon-Toed
C. Cow-Hocked
B. Splay-Footed
D.Paddle-Toed
E. Oversprung Knee
11
Identify this breed.
A.Quarter Horse
C. Arabian
B. Percheron
D.Mule
E. Welsh Pony
What type of hoof crack is shown below? 18
A.Toe Crack
C. Heel Crack
B. Quarter Crack
D.Full Crack
E. None of the above
Identify this Breed. 20
A. Quarter Horse
C. Arabian
B. Halflinger
D. Saddlebred
Walking Horse
E. Tennessee
Identify this piece of equipment. 22
A.Nose Holder
C. Twitch
B. Castrating Tool
D.Hoof Testers
E. None of the above
What type of bit is shown below? 19
A.Hackamore
C. Curb Bit
B. Snaffle Bit
D.Pelham Bit
E. Liverpool Bit
What part of the horse is the red arrow pointing to? 21
A.Stifle
C. Forearm
B. Buttock
D.Fetlock Joint
E. Barrel
What structural defect is shown below? 23
A.Pigeon-Toed
C. Splay-Footed
B. Cow-Hocked
D.Buck-Kneed
E. Calf-Kneed
What event is shown below? 24
A.Pole Bending
C. Trail
B. Barrel Racing
D.Western Riding
E. Horsemanship
End of Junior ID's
Identify the part of the saddle indicated by the red arrow. 25
A.Swell
C. Jockey
B. Fender
D.Skirt
E. Cantle | <urn:uuid:0c37d6ec-dfac-4a63-a237-e08271f726d8> | CC-MAIN-2024-38 | https://equinehusbandry.ces.ncsu.edu/wp-content/uploads/2014/03/2012-Junior-Hippology-IDs-KEY.pdf?fwd=no | 2024-09-09T14:43:32+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00289.warc.gz | 217,004,776 | 3,435 | eng_Latn | eng_Latn | 0.960852 | eng_Latn | 0.989671 | [
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MASTITIS
Mastitis is inflammation of the breast which often happens because of blocked milk ducts and/or nipple damage.
Recognising mastitis
Treatment
* Tenderness, reddened areas and uncomfortable or painful breast lumps
* Women who have mastitis are likely to feel generally unwell, hot and cold, achy and shivery
* Sometimes infective mastitis feels like getting the flu.
Common causes
* Baby not attaching well to the breast
* Nipple damage
* Blocked milk ducts
* Long gaps between feeds - leading to very full breasts
Stopping breastfeeding suddenly
*
Tight or underwire bras causing pressure on breasts
*
* Baby with a tongue-tie having problems feeding (see Tongue-tie fact sheet for more information).
Prevention
* Breastfeed frequently – young babies often need to feed 8–12 or more times in 24 hours.
* Don't miss or delay feeds.
* Offer both breasts for each feed – if second breast not taken, offer it first next time.
* Express just enough milk for comfort if your breasts still feel full after a feed or if your baby doesn't want to feed yet.
* Wake baby for a feed if your breasts become too full.
* If using a breast pump, check breast shield size to make sure pump is not causing any nipple/breast trauma.
* Get advice from your nurse, midwife or breastfeeding counsellor to check your baby is attaching and feeding well
* Avoid giving your baby formula or other fluids unless advised by your nurse, midwife or doctor.
* Wear comfortable non-restrictive clothing and avoid pressure on your breasts from hands and fingers.
It is important to start treatment at the first signs of mastitis.
* Your breast milk is safe for your baby even if you have mastitis. Continue breastfeeding or expressing from both breasts, particularly the affected breast.
* Frequent feeding protects your milk supply and helps prevent further blockage of milk ducts.
* You may need to feed more often than you usually do at first start by offering the affected breast each time to help clear the blockage. Continue to offer the other breast so that it doesn't become too full.
* A heat pack or warm cloth placed on the affected area may help the milk flow before feeding or expressing.
* Gentle massage toward the nipple during feeding or expressing milk - and while in the bath or shower may also help soften breast lumps and improve milk flow.
* A cool pack (or a packet of frozen peas), wrapped in a cloth and placed on the breast after feeding or expressing can help reduce inflammation and be good pain relief.
* Between feeds, very gently stroke the affected area towards the armpit to help reduce excess fluid.
* Paracetamol or ibuprofen can help with pain and is safe to take while breastfeeding.
* Drink plenty of water; rest when you can. Ask your partner, family or friends for help with household tasks.
* Some women with frequent feeding can clear blocked milk ducts, but if you are unwell or the breast is red, you should see your doctor as soon as possible. Tell the clinic receptionist that you think you have mastitis.
* If antibiotics are prescribed by your doctor, take as directed. It is safe to continue to breastfeed when taking these antibiotics.
For more information
Victorian Maternal & Child Health Line (24 hours)
T: 13 22 29
Australian Breastfeeding Association (24-hour helpline)
T: 1800 686 268
W: www.breastfeeding.asn.au
DISCLAIMER This fact sheet provides general information only. For specific advice about your baby or your healthcare needs, you should seek advice from your health professional. The Royal Women's Hospital does not accept any responsibility for loss or damage arising from your reliance on this fact sheet instead of seeing a health professional. If you or your baby require urgent medical attention, please contact your nearest emergency department. © The Royal Women's Hospital 2012–2019
MASTITIS – JANUARY 2019
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LifeSkills Program
WHAT: The Botvin LifeSkills Program for Elementary Schools is a comprehensive, dynamic, and developmentally appropriate substance abuse and violence prevention program designed for upper elementary school students. This highly effective curriculum has been proven to help increase self-esteem, develop healthy attitudes, and improve elementary student knowledge of essential life skills – all of which promote healthy and positive personal development. The program is based on more than 30 years of rigorous scientific research. According to a study published in the Journal of Drug Education, more elementary schools in the US choose to use the LifeSkills Program over all other evidence-based prevention programs.
OBJECTIVES:
* General Social Skills - students gain skills to meet personal challenges such as overcoming shyness, communicating clearly, building relationships, and avoiding violence.
* Personal Self-Management Skills - students develop skills that help them enhance self-esteem, develop problem-solving abilities, reduce stress and anxiety, and manage anger.
* Drug Resistance Skills - Students build effective defenses against pressures to use tobacco, alcohol, and other drugs.
PROGRAM STRUCTURE:
* Can be implemented into 3 rd or 4 th grades
* Program consists of 8 class sessions, running 30-45 minutes
* Sessions can be taught 2-3 times/week, or once/week, until program is completed
SESSION FOCUS:
1. Self-Esteem – to teach students about self-esteem and how it is developed.
* Key Skills - sharing thoughts and feelings; reframing thoughts on personal abilities; demonstrating a personal skill to peers.
2. Decision-Making – to teach students a simple step-by-step process for making decisions.
* Key Skills – group decision-making; sharing ideas in a small group.
3. Smoking Information – to introduce reasons some people smoke.
* Key Skills – practicing pulse taking and exercising; small group discussion; questioning; cause and effect reasoning.
4. Advertising – to develop an awareness of how tobacco advertisers manipulate advertisements to entice people to smoke.
* Key Skills – analyzing ad techniques; creating counter-advertisements.
5. Dealing with Stress – to teach students to recognize stress and to practice techniques to deal with stress.
* Key Skills – practicing stretching and deep breathing; finding what works.
6. Communication Skills – to teach students how feelings are communicated.
* Key Skills – group discussion of feeling words and verbal communication; practicing non-verbal communication; practicing "body language."
7. Social Skills – To help students learn ways of building and maintaining friendships.
* Key Skills – brainstorming/discussion; analysis of terms; sharing perceptions about friendship; drawing, bulletin board.
8. Assertiveness – to teach students refusal skills.
* Key Skills – practicing and analyzing different ways to say "NO"; practicing refusal skills in pairs; practicing in small groups or in front of the class. | <urn:uuid:9a576ae4-2bdd-4043-81bb-31f10cadd6f0> | CC-MAIN-2024-38 | https://www.grundycountyiowa.gov/images/departments/public-health/pdf/forms/GCPH_LifeSkills_Substance_Abuse_Program.pdf | 2024-09-09T14:31:46+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00294.warc.gz | 764,962,464 | 566 | eng_Latn | eng_Latn | 0.993754 | eng_Latn | 0.993754 | [
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Heltwate School
Early Years Foundation Stage (EYFS) Information
Welcome
In the EYFS at Heltwate School, we aim to provide a fun and enabling learning environment for the children that is adapted to meet the needs of the class.
We have one EYFS/Reception class named 'Olive'. All reception aged children will join Olive class the children in this class are aged 4-6 years old.
The classroom is spacious and well equipped with two indoor learning rooms, a sensory room, an outdoor learning area and a separate playground.
Curriculum
In Olive class, the children are exposed to all seven areas of learning. Due to the complex needs and abilities of the children, the main focus is on the prime areas of learning; Communication and Language, Physical Development and PSED. These prime areas underpin all areas of learning.
The class also have scheduled Communication time where children develop their use of specialist interventions such as PECS (Picture Exchange Communication System) , Intensive Interaction, Attention Autism or individualised Speech and Language plans.
Each child has a Individual Learning Plan (ILP) which identifies a child's individual targets. These ILP's may include targets recommended by external professionals.
Curriculum
At Heltwate we follow a themed topic each half term.
| Term | Topic year 1 |
|---|---|
| Autumn 1 | All about me |
| Autumn 2 | Colours |
| Spring 1 | Once upon a time |
| Spring 2 | Spring |
| Summer 1 | Animals |
Curriculum
We ensure that all of our lesson activities are enjoyable, relevant, imaginative and multi-sensory; whilst also providing an appropriate level of challenge for the pupils so that they can further their learning.
Children in Olive class will also participate in 'Play to Learn' sessions. Play to Learn provides opportunities for the children to explore resources, and extend their learning and play skills independently where appropriate.
The Play to Learn activities are changed frequently to match the current topic theme, and to build on children's interests and learning.
Snack time
We encourage children to have their own water bottle, and these are kept easily accessible throughout the day. Plastic drinking cups are also provided for children who prefer to use them.
Each day the children will share 'snack time' together. Snack is used as a social time where the children learn important life skills such as waiting their turn and sitting calmly whilst enjoying food with others. As the children progress, snack time can also be a great opportunity to practice communication skills such as PECS.
All children in Reception and Key Stage 1 receive a piece of free fruit or vegetable each day as part of the SFVS scheme; this will be offered to them at snack time. Reception and Key Stage 1 pupils are also entitled to a daily free school lunch. You will find our current school dinner menu on our website or Class Dojo.
Assessment
New entries to Olive class are baselined within six weeks and assigned a 'key person' (this is normally the class teacher.) Before entry we discuss the individual child's needs with nursery staff, teaching assistants/teachers and parents before they join our school - this is to ensure a smooth transition.
Staff assess the children by providing short play based activities, and observing the children's interactions with these resources.
Progress is then tracked through the school year using development milestones taken from 'Development Matters.
Staff use "Earwig"; an online observation and assessment tool to record details of children's learning against Heltwate EYFS academic achievement statements. It builds into a journal of their achievements and is used to complete their EYFS profile and assessments throughout the school year. Parents can access this and are actively encouraged to add observations on from home.
Parents
At Heltwate we believe that to ensure children have a successful time at school, it is important for school and home to work together.
Parents are an important part of school life at Heltwate, and we enjoy working alongside to ensure your child's time at school is successful. We welcome any communication from parents. The easiest way to contact the class team is via Class Dojo. Parents are also welcome to telephone the school office during the school day.
We hold many fun events during the academic year and parents are encouraged to attend. These events include sing-a-long assemblies, charity events, sports day and special person days. Termly newsletters are also sent out to inform parents of whole school news.
Multi agency working
At Heltwate School, we liaise and work collaboratively with a number of external agencies who provide support and interventions for our EYFS pupils. The referrals are made to these professionals according to the needs of the individual pupil. This may include: School Nursing Team, Speech and Language Therapy, Occupational Therapy, Sensory Integration OT, Social Services, Educational Psychology, Physiotherapist and/or Local Authority Specialist Teaching services.
For more information please contact the school
Email: email@example.com
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Preparing Students for Success - STAAR 2023
Building Mathematical Knowledge
Throughout Eureka Math lessons students will build deep understanding of math concepts, evaluate their own thinking and that of their classmates, and learn to apply what they've learned in new problem solving situations. This will prepare students to be successful on the end of year assessment when they are required to apply their math knowledge to various problem solving situations.
Phases of Learning
Surface learning phase: the initiation to new ideas. It begins with development of conceptual understanding, and then, at the right time, labels and procedures are explicitly introduced to give structure to concepts. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 29)
Deep learning phase: Deep learning is about consolidating understanding of mathematical concepts and procedures and making deeper connections among ideas. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 30)
Transfer phase: The phase of learning in which students take the reins of their own learning and are able to apply their thinking to new contexts and situations. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 31)
Tying all this together is clarity about learning outcomes and success criteria, on the part of both teachers and students. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 35)
STAARPre
* Using the curriculum with fidelity will empower students to build knowledge and use that knowledge to answer questions on assessments
* Using Math Discourse in daily lessons will allow students to construct viable arguments and reason about answers.
* Using the RDW process consistently will help students make sense of problems.
* Using data from exit tickets, mid-module assessments, and end-of-module assessments to plan, analyze, and adjust upcoming lessons to incorporate specific skills and concepts that students still need to practice will close gaps and increase student achievement.
* Using Affirm will give students access and practice to different types of questions. (Drag and drop, multiple choice, open ended, etc)
* Using STAAR released test questions provided by the state will allow students to practice various types of questions that may be included on the end of year assessment.
References:
Hattie,)., Fisher, D., Frey, N., Gojak, L., Moore, S., Mellman W. (2017) Visible Learningfor Mathematics: What Works Best to Optimize Student Learning. Thousand Oaks, California: Corwin Publishing Company.
great mi nds.org/texas
Eureka Math 5 th Grade STAAR Review Activities
Throughout Eureka Math TEKS lessons, students build a deep understanding of math concepts, evaluate their thinking and that of their classmates, and apply what they've learned in new problem-solving situations. This will prepare students to succeed on the end-of-year assessment when they must use their math knowledge in various problem-solving situations.
As you plan to review the STAAR test, the chart below can help you identify the most tested concepts and some recommended review activities from the Eureka Math TEKS edition. The recommended review activities focus on the readiness standards since these are the most tested knowledge and skills. Use the fluencies in the weeks leading up to the STAAR to help review and maintain fluency skills. The recommended lessons can be used to review key concepts and strategies or to pull problems for students to practice using the RDW process.
| TEKS Cluster | | STAAR |
|---|---|---|
| | | Questions |
| Whole Number Operations Readiness 5.3K, 5.4B, 5.4F Supporting 5.3A, 5.3B, 5.3C, 5.4E | 2-5 items | |
| Decimals Readiness 5.2B, 5.3E, 5.3G, 5.3K, 5.4F Supporting 5.2A, 5.2C, 5.3A, 5.3D, 5.3F, 5.4E | 12-13 items | |
| Fractions Readiness 5.3K, 5.3L Supporting 5.3A, 5.3H, 5.3I, 5.3J, 5.4A | 3-5 items | |
| Graphing on Coordinate Plane Readiness 5.4C, 5.8C Supporting 5.4D, 5.8A, 5.8B | 5-6 items | |
| TEKS Cluster | | STAAR |
|---|---|---|
| | | Questions |
| Data Analysis Readiness 5.9C Supporting 5.9A, 5.9B | 2-3 items | |
| Personal Financial Literacy Readiness Supporting 5.10A, 5.10B, 5.10E, 5.10F | 1-2 items | | | <urn:uuid:2b639ebb-a8a7-413f-a6f6-380b47144396> | CC-MAIN-2024-38 | https://3454910.fs1.hubspotusercontent-na1.net/hubfs/3454910/Lindsay/TEXAS/EM%20TEKS%20Support%20Page/STAAR%20Review/G5%20EM%20STAAR%20Review.pdf | 2024-09-09T15:17:52+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00297.warc.gz | 61,992,741 | 1,094 | eng_Latn | eng_Latn | 0.995116 | eng_Latn | 0.994746 | [
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Susan Wallace Health Newsletter #9 - June 2010
Detoxify Your Body and Experience Better Health – Part 1
Many of my patients ask me about detoxification with questions like: "How do you know you need to detoxify?" If on a daily basis you need caffeine in the morning to wake up, candy bars to pick you up or fast food snack in the afternoon to ease your hunger and alcohol at night to unwind you're a good candidate for a cleansing program. When our bodies are working well we automatically are detoxifying impurities & properly eliminating waste 24/7. If your body is not detoxifying well or your body has too many toxins you may be experiencing some of the following symptoms:
* Fatigue, headaches, low grade infections, poor skin color, skin rashes, joint pain.
* Digestive problems, food allergies, and difficulty concentrating.
3 Steps to Detoxify Your Body
If you're not feeling as good as you used to and think you need to detox your body, there are 3 actions you can take to get your body working at optimum detoxifying levels.
1. Drink enough water. Water is essential for your body to detoxify. It helps every cell exchange water for waste through the cell walls. Make sure your water is filtered to remove any possible impurities.
2. Antioxidants: we need plenty of antioxidants which are abundant in fruits and vegetables; as a bonus, fruits and vegetables like tomatoes and broccoli also contain up to 95% water.
3. Medical Food: Start a specially formulated cleanse using "medical food" to detoxify the body of toxins and waste in a controlled and safe manner.
How did we get so toxic in the first place?
"The air we breathe, the water we drink and shower in, the foods we eat, the household products we clean with, the cosmetics we use all contribute to toxin build up. The buildings we live and work in can be loaded with chemical by-products from carpets and paints that alone or in combination cause disease. When we remove some or all of these contaminants from our lifestyle and feed our bodies with good nutrition that it is lacking, then our bodies can feel reinvigorated and healthy for the first time in years." Quote from www.cleanprogram.com.
As you can see, many of the toxins we are exposed to are nearly unavoidable. We are also discovering that many things that we have used for years have cancer causing substances in them that in small quantities our body can break down and eliminate. But over time we accumulate more of these toxins than our body can handle properly.
Would you Eat 3 Pounds of Lipstick?
Of course not, but did you realize that over the average woman's lifetime she ingests 3 lbs of lipstick? I'm not suggesting you stop using lipstick but you should consider using cosmetics that are made from more organic and natural substances. What you put on your hair and your skin affects your health as much as what you put in your body.
As a culture with a fast paced lifestyle we suffer from a variety of chronic disorders which will eventually cause disabilities that impede our quality of life and feeling of well being. Too many toxins in the body cause inflammation of the joints, muscles and connective tissue which leads to chronic poor health and pain. You can do something to eliminate those toxins and reduce the inflammations by helping your body to process toxins more effectively.
Your Body's Detoxification Process
The basic body detox goes through 3 stages after substances containing toxins are eaten, breathed in or absorbed through the skin.
1. Stage One: the liver converts the toxins with the help of a family of enzymes. These enzymes convert the toxins into chemicals, some of which can be very harmful like free radicals.
2. Stage Two: the liver neutralizes these toxins with the help of an adequate supply of amino acids & nutrients to prepare them for removal from the body through the kidneys or large intestines.
3. Stage Three: involves the kidneys which help the toxins to be excreted through the urine.
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1. Introduction
You must develop a website to be used as your personal presentation portfolio from now on. By the end of your education, this presentation portfolio should contain a number of different documents showing a comprehensive and adequate impression of your development, your competences and your work at the Multimedia & Communication programme.
2. Objectives
The overall objective of this project is
* To give you an understanding of the concept of "portfolio" and knowledge of "portfolio" as a tool, which can accumulate impressions, document development and activities
And also
* To give you a basic knowledge of html (simple coding and knowledge of the most common tags)
Subjects represented in this project:
* Design & visualization
* Communication & presentation
* Interaction Development
With the following learning objectives:
* Knowledge about the construction and usage of the internet
* Knowledge about central theories and methods applied within communication in relation to multimedia
* Knowledge about elements applied in Content Management Systems (CMS) in practice
3. Product
You must develop a website based on "Wordpress.com". The website, which is to be your personal portfolio can represent fields of your education, e.g. "The Company", "Communication and Presentation", "interaction Development" , Design and Visualization" and also a page called "Learning".
In your portfolio, you must state your intentions of choosing the Multimedia Design programme, including the following reflections:
* How are you going to use the portfolio?
* In which way can you contribute in regard to stakeholders?
* How would you brand yourself?
See to it that your description is as thorough as possible so that the target group you address, will be interested and curious.
In addition to your WordPress based pages, you must also create a separate HTML-page that you have "hand-coded" from scratch. This page must contain photos taken by you from your visit at National Gallery of Denmark and a description of your experiences from the visit.
The page should be created as an HTML document and should illustrate your competences within HTML. You decide the design of the page, but try to be as creative as possible. Be sure that the page links back to your portfolio.
On the page called "Learning" you must write an evaluation of the process. Sample questions could be:
* Did you reach your goals?
* Did you make a serious effort?
* What did you learn about yourself?
* Is there anything in particular that you are proud of?
* Did you learn anything new?
4. Evaluation
The project will be marked either "passed" or "not passed"
5. Requirements
This project is mandatory and must be approved to obtain 15 study points. A student who has not actively participated in the project work and / or has not had the assignment (project) approved obtain 0 study points.
.
6. Deadlines og project plan
Thursday, September 3, 2015
7. Litteratur and links
www.w3schools.com/ www.lynda.com www.html.dk
Litteratur about portfolio theory on Fronter
8. Feedback
You will receive a written feedback from Ditlev (email@example.com) or Merete (firstname.lastname@example.org) on October 4, 2015 at the latest.
9. Formalia
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Heltwate Curriculum Journeys
At Heltwate children and young people are placed at the centre of all we do and what we offer. All of our children and young people have unique abilities (super powers) and ways of learning, these need to be built upon to make them as successful as possible. We have developed clear Curriculum Journeys' throughout the school (pathways), from Reception to Key Stage 5. Children's journeys will vary as they change and develop. Students may move from one journey to another as they progress or regress throughout their time at Heltwate.
Our Curriculum Journeys aim to:
* Enable all our pupils to develop their learning and skills to ensure they reach their full potential while in a supported and safe environment.
* Provide a rich, creative and engaging curriculum with endless learning opportunities to allow individuals to progress
* Promote an understanding of British values
* Provide functional and first hand learning opportunities to all our pupils
* Provide clear accredited outcomes for pupils at the end of Yr. 11 and Yr. 14.
* Enable pupils to become confident, resourceful, enquiring and independent learners
* Help our pupils to make sense of the world around them
* Enable pupils to be a part of their local community
* Enhance pupil's self-esteem and help them build positive relationships with other people
* Provide our pupils with the tools they need to communicate effectively
* Develop key skills in self-regulation, self –respect and to respect others
* Equip and prepare our students of skills needed in adulthood
Each Curriculum Journey is rich and varied in its content and underpins the ethos of the school and takes into consideration that every child is unique, they learn at different paces and have very different starting points.
Our Curriculum Journeys are carefully planned, highly differentiated and well resourced to meet the needs of all pupils. There is a high degree of personalisation, centred on what we know about them, their individual academic starting point, what they want and need for future aspirations and independence. The knowledge, visions and priorities of parents, carers and other professionals are captured regularly; these are incorporated into the individual pupil's journey.
It is fundamental to our pupils' future that we ensure that each individual has an effective communication method. We use a range of communication and engagement strategies, which may include, Attention Autism, British Sign Language (BSL), Picture Exchange Communication System (PECs) and/or Intensive Interaction for those pupils at a very early developmental level.
Each class has an overarching themed topic each half term or term. This allows teachers to plan and teach cross-curricular themed lessons that give children context for their learning. We are very fortunate to have access to four school minibuses, we use these to enrich our curriculum outside the classroom and provide pupils with the opportunity to develop key life skills within the local and wider community. Our older pupils are encouraged to take part in school based enterprise projects and external work experience, independently or supported depending on the individual.
All of our Curriculum Journeys have scope to be adapted and developed to provide successful and suitably challenging lessons for all our pupils. It is the role of our experienced and skilled classroom practitioners to plan these lessons taking full account of all the needs of the pupils in their class.
Our classrooms and teaching areas are attractive, use high quality resources and are well maintained. It is of equal importance that we take account of the learning needs of the specific learning disabilities. Classrooms for pupils with Autistic Spectrum Condition (ASC) have low stimulus and minimal arousal, meaning that displays are kept to a bare minimum. Well-designed visual support materials are used throughout the school.
Early Years Foundation Stage
Foundation
Learners follow the EYFS curriculum throughout their Reception year at Heltwate, through a topic theme each half term.
There is a developmental curriculum which is assessed using the Development Matters framework.
Key Stage 1, 2 and 3 Curriculum
A decision about which pathway our pupils will follow is based upon their academic and social abilities. This allows us to plan an individualised curriculum based on the pupils needs at each Key Stage. Pupils are continually assessed and can move between the three Curriculum Journeys during their time at Heltwate School
KS4 Curriculum
Pupils follow a broad and balanced curriculum and work towards the following qualifications, the accredited pathway that a child takes in KS4 will be determined by their academic achievements at the end of KS3. All children will have bespoke individualised accredited outcomes whilst also being part of a broad and balanced curriculum.
Heltwate Main Site
Heltwate St. George's
Discover
The pupils at KS4 are encouraged to DISCOVER what Post 16 opportunities options are suitable for them. Pupils are prepared for the academic grounding for this.
A topic themed, broad and balanced curriculum is taught and, the pupils are aiming towards a Certificate in OCR Life and Living Skills which will include at least 2 communication and 2 numeracy units at Entry Level 1.
* Bronze AQA Step Up to English
* AQA Step Up to Maths
* AQA Unit Awards in PSE inc RSE
* ASDAN PSD
* ASDAN Employability
* OCR Life and Living Skills
* Duke of Edinburgh Award - Bronze
In addition, our pupils will complete a block of work experience in a self-chosen area of interest, this is supported as each individual needs.
KS5 Curriculum
Stepping On
Pupils at KS5 are being encouraged to think about preparing for adulthood and STEPPING ON. They are encouraged to think about what key skills they need for their future beyond Olympic College.
Pupils entering our KS5 will be assessed as to which curriculum best suits their individual needs. This will be based on academic and soft skills assessments. All of our pupils at KS5 have been at Heltwate main site for their KS4 curriculum.
Pupils follow an individually mapped curriculum route which is bespoke to their academic abilities. All outcomes focus on Preparing for Adulthood outcomes (PfA)
Curriculum and Accredited schemes
At Heltwate we understand that there is no single curriculum that suits all our learners and no 'set' of subject areas. We use a range of published materials and accredited bodies to help us shape the curriculum for our pupils. These include, The Early Years and Foundation Stage, Development Matters, The National Curriculum (2014). Cornerstones Education, Numicon, Storytime Phonics, PSHE Association Scheme for RSE, EQUALS Moving On 14 -19 curriculum, Letters and Sounds, ASDAN Accredited Awards, AQA Unit Award Scheme, OCR Life and Living, Arts Award, Duke of Edinburgh. All schemes comply with legislation and national guidance, this includes the teaching of Sex and Relationships Education (SRE).
Heltwate Curriculum Journeys
Foundation
Reception
Learners follow an Early Years Foundation Stage (EYFS) curriculum during their Reception year at Heltwate, through a topic theme taken from Cornerstones each half term. Our Foundation Curriculum is a developmental curriculum, which is assessed using the Development Matters framework in the prime/specific areas of learning. The curriculum develops play-based skills, engagement and sets the building blocks for independent learning, communication and interaction and social skills. The pupils all have Individual Learning Plans, targets are derived from the child's EHCPs, Development Matters framework and the Heltwate academic and soft skills tracking system. Our foundation autistic learners benefit from a structured and predictable routine approach which includes the use of visual time tables, now and next boards and visual communication methods.
Key Stage 1 – 3
When deciding which Heltwate Journey the child should embark upon within these Key Stages we take into account the child's academic developmental and social abilities and place the child on the appropriate Heltwate Curriculum Journey.
We have 3 potential journeys a child could take within Key Stage 1- 3 these are known as:
* Engage , main focus is early development skills of getting ready to learn, connecting and engaging
* Explore , main focus is communication and early development learning skills, life skills approach
* Develop , a formal curriculum driven outcome approach, an adapted National Curriculum
The curriculum is differentiated and individualised for each child within the class. We design and deliver lessons that are engaging and responsive to the individuals needs. Highly skilled, familiar staff are able to observe and interpret their responses in a positive way.
There is a continuous thread of British Values and Spiritual, Moral, Social and Cultural, (SMSC) experiences and opportunities provided throughout the curriculum content for individual, whole school and class level interaction.
Engage
The 'Engage' Curriculum Journey is planned to meet the needs of our pupils working on non-subject specific lessons within Key Stages 1 -3. Within this Curriculum Journey there is an even greater emphasis on the early development skills, getting ready to learn, connecting and engaging.
Some sessions are to be taught discreetly as the topic does not fit the statutory content e.g. SRE.
The curriculum is taught under four broad areas;
* My Skills to learn,
* My Engagement,
* My Play to learn
* My Development.
All pupils will have an Individual learning plan (ILP); this will clearly identify within the four areas what the pupil's individual targets are. Long term targets are derived from the pupils' EHCP early development targets. Academic and soft skills targets will be set from school assessments. These outcomes are broken down into smaller trackback steps that the child works on throughout the school day and in each lesson/session. The integration of pupils' individual therapeutic programmes into the curriculum and daily lessons is also a significant feature.
Explore
Our 'Explore' Curriculum Journey prepares children for learning. Children are encouraged to explore interactive and creative activities to develop key learning and academic concepts within Key Stages 1 -3. The curriculum enables pupils to work at their own pace on targets that are suitable for the point at which they are in their learning, and ones which are relevant in preparing them for future learning and adulthood. The focus within this Curriculum Journey is on communication and early development learning skills and key life skills. Some sessions need to be taught discreetly as the topic does not fit the statutory content e.g. SRE.
This curriculum journey has the following learning area;
* My Learning,
* My Communication,
* Myself and Others,
* My Care and Independence,
* My Movement,
* The World about Me
* Play to learn
All pupils will have an Individual learning plan (ILP); this will clearly identify what the pupil's individual targets are. Targets will be set based on the outcomes on the pupils EHCP, academic and soft skills targets will be set based on our school assessments. These long term targets are broken down into smaller trackback steps that the child works on throughout the school day and in each lesson/session. To achieve these targets some pupils may need extra provisions to support their learning and may have access to, specialised resources, seating and programmes (including speech, sensory integration, feeding, physical). Use of alternative communication methods (BSL, PECS) and assistive technology (iPads and computer equipment). The integration of pupils' individual therapeutic programmes into the curriculum and daily lessons is also a significant feature.
Develop
Our 'Develop' Curriculum Journey is for pupils who are ready for subject specific teaching, to develop their subject knowledge and have the appropriate attention and engagement skills. The curriculum focuses on a termly topic; teachers plan and prepare lessons that have clear learning outcomes that are mapped to the 2014 National Curriculum. All lessons are creative and are differentiated to meet the needs of the pupils. Some sessions are to be taught discreetly as the topic does not fit the statutory content e.g. SRE.
The curriculum is divided into the following subject headings;
* Maths
* English inc. Phonics
* Life skills, including community visits
* PE
* Targets
* Topic Inc. Science, ICT, PSHE
Key Stage 4
Discover
When deciding which Heltwate journey at Key Stage 4 a pupil should embark upon, we take into account the child's academic achievements at the end of Key Stage 3.
We have two potential journeys a child could take within Key Stage 4, and these are known as:
* Discover at Heltwate
* Discover at St. George's
Within each of the 'Discover' Journeys pupils will follow a broad and balanced curriculum that has an overarching topic theme each term. The pupils work towards a unique predicted accreditation route, the level and quantity of qualifications will be dependent on the individual pupil and the pathway they take at this stage.
Discover at Heltwate
'Discover at Heltwate' is based on a topic themed, (Cornerstones) broad and balanced curriculum, which is based upon a modified National Curriculum (2014) for their chronological age. This Journey allows for a greater emphasis on life skills and communication. Pupils take part in subject specific lessons alongside working on EHCP outcomes. The integration of pupils' individual therapeutic programmes into the curriculum and daily lessons may also occur.
Pupils on this Journey are working at a lower cognitive ability than those at St. George's and therefore are likely to go on to a school based Post 16 placement. Pupils are aiming towards a Certificate in OCR Life and Living Skills that will include at least two communication and two numeracy units at Entry Level 1 by the end of Year 11.
Discover at St. George's
'Discover at St. George's is based on a topic themed, (Cornerstones) broad and balanced curriculum which is modified for the needs of the students, based on the 2014 National Curriculum. Individual predicted accredited outcomes are set by the teacher to work towards by the end of Year 11. These are appropriate to their ability (Entry level 1, 2, 3). The class teacher will teach the majority of lessons with some subject specialist teaching. Pupils take part in subject specific lessons alongside working on EHCP outcomes that focus on Preparing for Adulthood (PfA) outcomes.
This Journey ensures all pupils achieve nationally recognised qualifications before the end of their time at Heltwate School enabling students to progress onto higher levels of study that would normally be undertaken at college.
We offer the following qualifications;
* An Award in OCR Life and Living Skills in home management at Entry Level 1, 2 or 3
* AQA ELC Maths
* AQA ELC Literacy
* AQA ELC PSE
* AQA Unit Awards in various subject areas, inc. PSE, Literacy, Numeracy
* D of E Bronze award.
Pupils within this Journey will undertake a short work experience placement; this could be supported or not depending on the individual's ability.
Key Stage 5
Stepping On
The 'Stepping On' Journey comprises of a personal progression pathway, which prepares students for adulthood with a study programme using the EQUALS MOVING ON scheme. There is a specific focus on life skills, community involvement, enrichment, employability including work related and vocational learning throughout the 16+ study programme.
Pupils entering our Post 16 will be assessed as to which Curriculum Journey best suits their individual needs; this is based upon their academic and soft skills assessments. Pupils follow an individually mapped curriculum route, which is bespoke, to their academic abilities. All outcomes focus on Preparing for Adulthood outcomes (PfA). There is a focus on preparing students for further progression and reaching positive destinations in adult life. These destinations include higher education or further training, employment and / or independent living.
Stepping On – Olympic College
Pupils on this Journey tend to require less adult support than Olympic Rainbow in their daily routines. Pupils access the community for sessions/lessons to equip them with important community participation skills. The pupils on this journey will work on themed units taken from EQUALS Moving On 14-19 Curriculum while also working towards a mapped, personalised accredited qualification/certificate outcome. Pupils take part in running the Post-16 enterprise project 'Munchbox Cafe' on a weekly basis. The Munchbox cafe is open each Friday for pupils, staff and the public. Pupils learn key skills in hospitality.
Pupils follow different units of accreditation leading to qualifications/certificates of achievement in:
* ASDAN Personal Progress
* Arts Award, Discover Level
* ASDAN Workright
* Duke of Edinburgh Award, Silver
Stepping On – Olympic Rainbow
Pupils on this journey tend to require more structure and support in their daily routines. Pupils will work on themed units taken from EQUALS Moving On 14-19 Curriculum, which is mapped to an individual accredited qualification/certificate pathway.
Pupils follow different units of accreditation leading to qualifications/certificates of achievement in:
* EQUALS moving on 14-19 curriculum
* AQA Unit Awards
* Arts Award, Discover Level
Assessment and Progress
We know all our learners are capable of making great progress over their school lives and we have very high expectations for all. We believe that students' achievements; both soft skills and academic, should be celebrated at school and home to highlight their learning and progress.
We expect to see all children making progress, whether that be linear or vertical progression based on their initial baseline assessment. Close scrutiny and monitoring of progress will identify those pupils who are making good progress and those not making progress, and this will promote constructive conversations as to why.
Throughout the school day, staff will take photographs and videos of the children to celebrate their successes and experiences and use a formative assessment tool 'Earwig' to share this learning journey for all our pupils. We will track student's achievements and progress using the Heltwate assessment frameworks in academic achievement and independent living and self help. Through the parent portal on Earwig, parents are encouraged to play an active role in their child's learning by uploading observations to their child's timeline to celebrate their child's achievements. | <urn:uuid:e978a2ce-91d7-4b7a-8570-25c841316fc2> | CC-MAIN-2024-38 | http://www.heltwate.co.uk/wp-content/uploads/2020/12/Heltwate-Curriculum-Journeys-.pdf | 2024-09-09T14:49:14+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00296.warc.gz | 46,782,713 | 3,795 | eng_Latn | eng_Latn | 0.99657 | eng_Latn | 0.997399 | [
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Theme: Discover
Educational Resources: K-6 th
Activity: Lunchtime Conversations
Subject: Lunch
Prep Time: 10 min
Activity Time: Lunch period
Activity Description: Challenge students to discover new things about their lunch friends. Ask lunch monitors (staff, student council, other clubs) to circulate and encourage participation. Ask students to choose a question and have everyone at the table answer before they choose their next question to answer.
Print and place cards on lunch tables with conversational questions such as:
1. If you could only eat one meal every day for the rest of your life, what would you choose?
2. If you could invite 3 people to join you for lunch, who would you choose?
3. Describe a favorite family tradition.
4. What in your life is most important to you (friends, sports, religion, family, etc.)
5. Where is your favorite place that you have traveled to? Why?
6. Where is somewhere you would like to travel? Why?
7. What culture are you particularly interested in learning more about?
8. What is your favorite…book? movie? TV show? band? type of music?
9. What is your favorite memory at this school?
10.What is your favorite subject at this school? Why?
Group Discussion –
Have an adult explain the importance of getting to know each other better. Tell them that one way to do that is to ask questions and take the time to listen and learn about them. Ask them to think about what they learned about their friends. How can they learn more in the future? How can they be a better friend based on what they learned? Enhance this activity by revisiting it the next day. Ask the tables one new question. How did discussing the questions yesterday make your relationships stronger?
Individual Activity –
Encourage students to gather with a friend and invite someone new to join them and repeat the questions with the new person. They might feel more comfortable asking a few new students at a time, instead of just one.
Outcome Measurement:
Ask students to record a short video describing why it is good to get to know their friends better. They should post and tag your school and @GiveSevenDays
Sources: SevenDays Inc.®
Aligns with Kansas State Standard:
* Social Emotional Character Development Standards, Character Development Model Standards
o Character Development – Core Principles
o Social Development – Interpersonal Skills
o Personal Development – Self-Awareness
Let SevenDays® share your Kindness and Understanding. Email email@example.com or post on your social media and tag @GiveSevenDays. #GiveSevenDays #BeTheRipple
**Disclaimer: The lesson plan above should be adapted to your class- grade level, knowledge base, time restrictions, class make up, etc. Only use what works for your situation. | <urn:uuid:c8061008-be0e-4ab1-8c74-1a5c18c0eb8f> | CC-MAIN-2024-38 | https://sevendays.org/wp-content/uploads/2024/08/K-6-DISCOVER-Lunchtime-Conversations.pdf | 2024-09-09T13:49:54+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651103.13/warc/CC-MAIN-20240909134831-20240909164831-00297.warc.gz | 494,858,785 | 588 | eng_Latn | eng_Latn | 0.996314 | eng_Latn | 0.996314 | [
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BAL BHARATI PUBLIC SCHOOL, PITAMPURA, DELHI – 110034
E.E. Activities
Class-VII
2016-2017
GUIDELINES FOR ACTIVITY BASED ENVIRONMENT EDUCATION CONDUCTION & EVALUATION
The following guidelines must be kept in mind while doing all activities for Environment Education:-
1. All activities are to be done in the zero period on the mentioned dates between 7.30-8.20 am.
2. Evaluation will be done by the respective class teachers on a regular basis for each activity.
3. The class teacher will divide the class into groups of four students each roll no. wise and the groups will remain the same throughout the academic session.
4. Monitors can be appointed for each group separately who can be made responsible for ensuring that all the students bring the material on the required day.
5. All class teachers must remind the students about the activity well in advance to ensure that there are no defaulters.
6. Students must be encouraged to work as a team & use their creativity and imagination to the maximum possible extent.
7. Students may use Stencils/ Calligraphy pens/ Cartoons/ Decorative material/ Coloured sheets & pens.
8. If a chart/poster/ bulletin board/ pamphlet / brochure is to be made then there will be only one compiled entry from each group & no individual submission is allowed.
9. The 3- point grading scale proposed for Non- Scholastic areas is as follows:A1, A2, B1.
10. The grades will be entered by the class teachers & they must maintain a continuous record for the same throughout the academic session.
11. Evaluation Criteria :- Team work / Student's harmonious interaction with team , Innovation , Concept , Presentation , Initiative.
Class-VII
1. Conservation of electricity: -
27.7.16
Electricity is a scarce resource that is produced at thermal power station by burning coal, nuclear power stations and hydel power plants.
Prepare a brochure showing the various ways in which electricity is utilized and in the process wasted as well Suggest ways of creating awareness for conserving electricity to increase its availability.
2. Natural Disasters:-
24.8.16
Study the impact of natural disasters like cyclones / floods / earthquakes / Tsunamis on all living organisms and their surroundings. Prepare a collage on the effects of the following natural calamities on half a cartridge sheet:-
(a) Group 1- Earthquakes
(b) Group 2- Tsunami
(c) Group 3- Cyclones
3. Impact of waste accumulation:- 30.11.16
These days the accumulation of waste has made our life difficult on Earth. Make a pamphlet showing the accumulation of garbage in various areas , its effects and suggest corrective measures.
4.
Medicinal plants: -
24.1.17
Many plants have medicinal qualities and are used to treat different types of diseases. Example Drumstick, Periwinkle, Solanum, Aloe Vera, Amaltas, Tulsi, Neem etc. Collect information on 2 such medicinal plants give their scientific names, medicinal purposes & paste their photographs/pictures. A brochure will be submitted by each group and put up on the class bulletin board .
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Kaloko Trust UK (Reg. Charity 1047622)
39-41 Surrey St, Brighton, BN1 3PB, UK
T: +44 (0) 1273 76 66 60 F: +44 (0) 1273 76 66 61
E: email@example.com
W: www.kalokotrust.org
Community Bicycle Transport Project
PROJECT SUMMARY
Using discarded bicycles collected in the UK and shipped to Zambia, the project will assist more than 300 rural families to access more appropriate and cost effective means of transport. This will enable them both to carry their farm produce to market and to more easily access important health, education and other community services. The project area in N. Zambia suffers from very rudimentary road systems and no public transport. Additionally, using the receipts from the sale of the bicycles (to be sold at 50% of local prices), the project will train four local bicycle mechanics, set up two competing workshops and use the remainder to fund the next container of bicycles or other equipment to be shipped from the UK. Of the £9,000 required for the project Kaloko Trust is confident in raising £6,500 1 from other donors and is now seeking £2,500 to enable us to start the project early in 2009 with the first bicycles reaching Zambia by mid-year.
Objective
To improve livelihoods and quality of life of more than 300 rural families living in rural Zambia by improving access to appropriate and cost effective means of transport and expanding marketing possibilities for sales of agricultural produce.
Budget
-----------
Total Freight
£ 8,000
3. Administration fee to Re-Cycle £ 350
4. KTUK Monitoring and evaluation £ 650
TOTAL PROJECT COST: £ 9,000
Overall outcomes
1. >300 farming families receive higher prices for agricultural produce thus improving household income
2. >300 women are relieved of the heavy burden of back-carrying produce to market
1 By end Dec 2008 £6,250 has already been raised.
3. >2,400 members of farming families have improved access to health, education and other community services
4. 4 young persons trained and set up in two bicycle repair workshops
Kaloko Trust
Since 1989 Kaloko Trust has been working to relieve poverty, in the Luansobe 2 area of the Copperbelt Region in rural Zambia. Kaloko Trust UK was established in 1995 and works with the local partner organisation Kaloko Trust Zambia to develop local agriculture and income generation, through self-help projects, and by promoting the environmentally sustainable use of natural resources. From this basis the Trust works to advance education and to promote the healthcare of rural communities through training and the support of schools and health clinics. The different programmes run fall into the following categories:
1) Agricultural Training & Development
Improving the livelihoods of smallholder farmers by helping to develop agricultural production and increasing access to markets and services.
2) Natural Resource Management
Helping rural communities to improve access to water and to make more sustainable use of local forest resources.
3) Community Social Development
Working in partnership with rural communities and the Zambian government to provide education, promote healthcare and address the issue of HIV/AIDS.
4) Enterprise Development
Helping to develop local enterprises that add value to local produce, generate income, raise skill levels, provide employment and support local economic activity.
Further details can be accessed on the website : www.kalokotrust.org. A full version of the 2007 Annual Report and Accounts is available on the Charity Commission website www.charity-commission.gov.uk by entering the number 1047622 in the box in the Search the Register of Charities.
2 11 communities with >10,000 inhabitants
Kaloko Trust UK (Reg. Charity 1047622)
39-41 Surrey St, Brighton, BN1 3PB, UK
T: +44 (0) 1273 76 66 60 F: +44 (0) 1273 76 66 61
E: firstname.lastname@example.org
W: www.kalokotrust.org
Background
For many rural farmers in Zambia there is little realistic chance of formal employment. Income generating opportunities are limited and the main economic activities revolve around agricultural production and the harvesting of natural resources such as wild fruits, mushrooms and honey. Even when producing their own food, families still need cash income to purchase necessities such as salt, soap, clothes, medicine and to pay school fees, so each year farmers need to sell a portion of their produce. At present most farmers are passive sellers awaiting the passing of the occasional trader who might offer them something for their surplus produce. Many farmers sell immediately after harvest because it is only then that buyers come to visit the farms but it is also when prices are at their lowest. The imminent arrival of a tar road within 6 kms of the project area means that finally they might be able to move their produce off the farm and sell for a better price at the central market, or to wholesalers, in the city of Ndola. However, they first have to move their produce along forest tracks to the roadside to be then loaded on to trucks. The most appropriate form of transport for this initial transport stage is the bicycle. Additionally, bicycles can also be used by the farmers and their children to go to school, take sick family members to the health clinic or to attend the various community meetings and events which have normally required a long walk in an area where populations are so spread out.
and this clearly identified transport as a key concern. Communities asked for support with transport, and with bicycles specifically. They repeatedly cited lack of access to transport as being one of the major limiting factors both in developing economic opportunities and in their full participation in local activities. Despite their best efforts economic development is being held back. A clear example given was a family who were able to grow surplus food thanks to training and support from Kaloko but then unable to access markets to sell the produce, thereby making the training ineffective in terms of improving income. The recent offer of assistance by the UK charity Re-Cycle has now created an opportunity to directly address this issue.
Unfortunately the models of bicycle sold locally, which are imported from China and India, are not robust enough for the task and cost more than many families can afford. Using bicycles discarded in the UK and collected by the charity Re-Cycle the Kaloko project will provide 400 robust reconditioned bicycles to be sold at 50% of the local cost thus enabling many more families to purchase this appropriate form of transport. The project will also train four local bicycle mechanics and assist them in setting up two competing workshops to render bicycle repair services to the community. Another UK charity Tools with a Mission have also agreed to assist the project by supplying maintenance kits to equip the two planned workshops, as well as bicycle repair stands and smaller individual bicycle repair kits.
Needs Analysis
Kaloko carried out a specific consultation in July 2004 with several communities in the project area
Activities
1. Kaloko UK will receive from Re-Cycle and Tools with a Mission a container of 400 reconditioned bicycles, tools and repair kits
2. The container will be shipped to Dar-esSalaam and then transported by rail/road to the project site at Luansobe, Copperbelt Province, Zambia
3. 400 bicycles will be sold by Kaloko Zambia for an average of £20 each
Kaloko Trust UK (Reg. Charity 1047622)
39-41 Surrey St, Brighton, BN1 3PB, UK
T: +44 (0) 1273 76 66 60 F: +44 (0) 1273 76 66 61
E: email@example.com
W: www.kalokotrust.org
4. Four young people will be trained and equipped to set up two local bicycle repair workshops
5. Proceeds from the sale of the bicycles will be used to cover the training costs in Zambia and surplus funds will be used to cover transport costs for future containers of bicycles and/or other donated items (eg sewing machines, carpentry/plumbing toolkits) which will be combined with training programmes to develop income generating activities.
Project Beneficiaries
The primary beneficiaries will be the more than 300 households who will purchase the 400 bicycles at a reasonable cost. Locally there is an average of 8 members per household; therefore the project will directly benefit at least 2,400 people. Subsequently the revolving fund will continue to have a direct impact on 2,400 people each year as further containers of second–hand bicycles, or other equipment, are brought over.
A second group of beneficiaries will be women. Women often carry heavy sacks of produce on their backs over long distances to market. The use of a bicycle will alleviate this burden. Kaloko Trust has an established reputation for positively supporting women in development and this project will deliberately include the targeting of households headed by women.
The third group of beneficiaries will be the children attending the local schools. Many of the children are either too young, or live too far away, to walk to school and back each day and bicycles will enable them to access school more easily.
Four school leavers will be trained in basic bicycle repairs and assisted in setting up two commercial workshops.
Project Implementation and Reporting
Kaloko Trust UK (KTUK) staff will be responsible for making the arrangements for the container to be shipped to Tanzania and then transported on by rail to Kapiri Mposhi, Zambia which is 40 kms from the project site. Kaloko Trust Zambia (KTZ) staff will be responsible for organising the customs clearance exemption, the final delivery by road to Luansobe and the offloading, storage and subsequent sale of the bicycles. They will also organise the training of the four bicycle mechanics and assist in the setting up of the two workshops. Funds received from the
sale of the bicycles will be carefully recorded and reported on to KTUK each quarter as will local training activities and associated expenses. Surplus funds will be remitted back to KTUK by being offset against the existing flow of funds from the UK to Zambia and will then be utilised by KTUK to cover shipping costs for future containers. Project progress will be regularly reported in the Kaloko Newsletter which is produced three times per annum and sent out to all donors with fuller details included in the Trustees Annual Report.
Zambia: Country Information 3
* Capital: Lusaka
* Population: 11.9 million
* Government: democracy
* GNI per capita: US $630
* Life expectancy: 40.6 years
* Major languages: English (official), Bemba, Lozi, Nyanja, Tonga
* Area: 752,614 sq km (290,586 sq miles)
* Major religions: Christianity, indigenous beliefs, Hinduism, Islam
* People: Over 70 ethnic groups largely black Bantu
* Monetary unit: Kwacha (approx 7,000 = £1)
3 Statistics from the UN 2007 Human Development Report, World Bank Country Report 2007 and UNAIDS Global Report 2006
Kaloko Trust UK (Reg. Charity 1047622)
39-41 Surrey St, Brighton, BN1 3PB, UK
T: +44 (0) 1273 76 66 60 F: +44 (0) 1273 76 66 61
E: firstname.lastname@example.org
W: www.kalokotrust.org
* Main exports: copper, minerals, tobacco
* Children: 45.7% of population under 15
* Poverty: 68% living below the national poverty line
* HIV statistics: more than 17% (pop aged 5 – 49)
* Orphans: Zambia has the second highest proportion of AIDS orphans in the world (> 700,000)
* 95% of people in rural areas are subsistence farmers
According to the United Nations, Zambia is ranked 165 out of 177 countries on the Human Development Index 4 . 64% of the population live on less than $1 a day and 87% live on less than $2 a day. For some time United Nations indicators for eradicating hunger, achieving universal primary education and reducing child mortality have been in decline. A past legacy of economic mismanagement, debt and disease are said to have contributed to the country's poor economic status today. Politically, Zambia gained independence in 1964, switching from a colonial government into an era of one-party rule lasting 27 years. A multi-party system emerged in the early 1990s and more recently the economic situation has begun to improve.
At independence, Zambia had one of the highest per capita incomes in sub-Saharan Africa. It had large deposits of minerals, a good climate, plenty of agricultural land, and wonderful game reserves. Zambia was encouraged to concentrate on the production and export of copper and it became one of Africa's most industrialised and urbanised countries. Initially the newfound wealth from copper paid for extensive education and health programmes. But following the oil crisis in the 1970s, the price of copper fell dramatically and the price of oil rose. Zambia was forced to turn to the IMF 5 and the World Bank for assistance. So began some thirty years of Bank and Fund intervention in the Zambian economy with a period of increasing foreign debt, economic collapse and social crisis. During this time Zambia's debts rose from US$800 million to almost US$6 billion. Current monies owed by the Zambian government total US$3.3 billion.
4 The HDI provides a composite measure of three dimensions of human development: living a long and healthy life (measured by life expectancy), being educated (measured by adult literacy and enrolment at the primary, secondary and tertiary level) and having a decent standard of living (measured by purchasing power parity and income).
5 International Monetary Fund
Since 1991, to qualify for debt relief, Zambia has been forced to implement economic reforms such as privatisation, trade liberalisation, subsidy cuts and public sector wage freezes. And yet, in the same period and despite these actions, Zambia has had the worst economic performance of any African country that has not suffered from conflict. Its economy declined by 1.7% a year in the 1990s, and by 2003 Zambia had received only 5% of the debt service reduction committed to it. Between 1993 and 1996, Zambia spent four times more on debt servicing than it did on education. The government raised school fees as a result and primary school enrolments fell with almost 600,000 children not attending school, the majority girls. More recently the Zambian government reversed its stand on school fees and access to primary school is now free. However, many schools lack adequate classroom space, qualified staff and appropriate teaching materials and still rely on contributions from parents and other charitable sources.
For poor people in rural areas the consequence of these economic difficulties has been a steady decline in access to such basic rights as sufficient food, clean water, health services and education: 46% of the population are undernourished; 10% of children do not live to see their 5th birthday; only 60% of children go to school; and life expectancy has fallen to 40 years. Against this backdrop of extreme poverty, Zambia now faces yet another crisis: HIV/AIDS. Approximately one in six people are HIV positive and AIDS is now considered the biggest threat to Zambia's struggle for development. It is killing an entire generation, and Zambia now has the second highest number of orphans in the world .
Zambia's climate can be split into three periods. From December to March it is hot and wet, with regular and heavy downpours. The average rainfall at the project site is about 1,000mm a year. From April to August it is dry and cool and then from about September it starts to get progressively hotter until the rains start again. About 70% of Zambia consists of what is termed Miombo woodland. This is a mixture of grassland dotted with trees and shrubs. However, less than 10% of the country is used for agricultural production. | <urn:uuid:bc237118-5478-445d-bbf8-b046dcf1602d> | CC-MAIN-2017-04 | http://www.kalokotrust.org/PDF%20Files/Bicycle%20Project%20Jan%202009%20-Revised%20project%20plan.pdf | 2017-01-19T23:21:55Z | crawl-data/CC-MAIN-2017-04/segments/1484560280761.39/warc/CC-MAIN-20170116095120-00228-ip-10-171-10-70.ec2.internal.warc.gz | 529,866,596 | 3,362 | eng_Latn | eng_Latn | 0.99729 | eng_Latn | 0.997988 | [
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Nook Farm was a neighborhood in Hartford where the residents were a circle of close friends and literary types that loomed large in the literary, political and social worlds of the nation. It got its name from a "nook" in the Park River, which defined the property's southeast corner. Harriet Beecher Stowe made it her home in 1864 and remained there until she died in 1896.
Isabella Beecher Hooker, Stowe's younger halfsister, was interested in the status of women; she became a prominent advocate of women's suffrage in the United States. She organized the first convention in Connecticut to discuss women in government, and formed the Connecticut Woman Suffrage Association. In 1871, she organized the suffragist convention in Washington D.C. For seven years until its passage, she submitted to the Connecticut legislature a bill to guarantee women the same property rights as their husbands.
In 1853, Nook Farm began as a collaborative purchase between John Hooker (a lawyer, husband of Isabella Beecher, and descendant of Hartford founder Thomas Hooker) and his brother-in-law, Francis Gillette (a Senator, abolitionist, and temperance reformer). Following the purchase, the land was subdivided and sold in pieces.
The community attracted friends, relatives, business associates, and literary types, including Stowe, Hartford Courant editors Joseph Hawley and Charles Dudley Warner, and Samuel Clemens (Mark Twain). This idealistic, liberal circle was a tight one, and there were frequent impromptu social activities and intellectual discussions.
The everyday life of Nook Farm was lived less in the single-family sphere than in the social area where families met on common ground. The informality of the old farm was perpetuated and enlarged in this community of friends and relatives. The houses appeared to be irregularly spaced on one enormous estate. Winding among the trees were paths and shortcuts that the neighbors used without going to the street. Doors were unlocked, and residents of the farm walked in and out of each other's houses without knocking. William Dean Howells wrote that the Clemens' and Warners "live very near each other, in a sort of suburban grove, and their neighbors are the Stowes and the Hookers, and a great many delightful people. They go in and out of each other's houses without ringing, and nobody gets more than the first syllable of his first name -- they call their minister Joe Twitchell."
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California State University, Fresno Department of Literacy and Early Education
Leadership for Diverse Communities
LEE 173ECE:
Teaching Literacy and English Language in Grades 4-8
VISION
The Kremen School of Education and Human Development is a center for academic excellence and collaboration in the fields of education and counseling. Graduates will become community leaders who advocate for high standards and democratic values with attention to professional ethics and diversity.
The faculty of the Kremen School of Education and Human Development (KSOEHD) fosters the development of the following candidate dispositions: 1) Valuing Diversity, 2) Critical Thinking, 3) Collaboration, 4) Reflection, 5) Professional Ethics, and 6) Life-long Learning. Candidates will increasingly reflect these dispositions in their work with students, families, and communities.
LEE 173ECE COURSE DESCRIPTION
Prerequisite: Admission to Multiple Subject Credential, Early Childhood Education Program; Concurrent enrollment in EHD 174ECE; completion or concurrent enrollment inCi 171ECE and LEE172ECE. Teaching reading, writing, language arts, and English language development in grades 4-8. Making content area reading (e.g., in history/social studies) accessible. (2 lecture, 2 lab hours)
| Course Title: Teaching Literacy and English | Instructor Name: |
|---|---|
| Language in Grades 4-8 | Office Number: |
| Units: 3 | Email: |
| Time: | Telephone: |
| Location: | Office Hours: |
REQUIRED TEXTBOOKS
1. Akhavan, N. (2007). Accelerated vocabulary instruction: Strategies for closing the achievement gap for all students. NY: Scholastic. ISBN 13: 978-0-439-93037-69 (VOCABULARY INSTRUCTION)
(These titles available from Kennel Bookstore)
2. Dorn, L. J. & Soffos, C. (2005). Teaching for deep comprehension: A reading workshop approach. Portland, ME: Stenhouse. ISBN 1-57110-403-8 (TEACHING COMPREHENSION)
3. Morris, B. & Perlenfein, D. (2003). Literature circles: The way to go and how to get there. Westminster, CA: Teacher Created Materials. (LITERATURE CIRCLES)
4. Rea, D. M. & Mercuri, S. P. (2006). Research-based strategies for English
language learners: How to reach goals and meet standards. K-8. Portsmouth, NH: Heinemann. (EL LEARNERS)
5. Tompkins, G. (2008). Teaching writing: Balancing process and product. (5th ed.). Upper Saddle River, NJ: Pearson. ISBN 0-13-158416-2 (TEACHING WRITING)
6. Shanker, L. & Cockrum, W. (2009). Locating and correcting reading difficulties. Boston: Allyn & Bacon. (READING DIFFICULTIES)
YOUTH LITERATURE
1. Avi. (2008). Hard gold: The Colorado Gold Rush of 1859. NY: Hyperion.
(These titles available from Petunia's Place, Opus I Shopping Center, 6027 North Palm Avenue (northwest corner of Bullard and Palm), 438-1561. Two selections are selected in class activity)
2. Carbone, E. (2006). Blood on the river: James Town 1607. NY: Puffin Books.
3. Lester, J. (2005) Day of tears. NY: Hyperion.
4. Johnson, T. (2001). Any small goodness. NY: Scholastic.
5. Shea, P. D. (2003). Tangled threads: A Hmong girl's story. NY: Clarion Books.
6. Hobbs, W. (2006). Crossing the wire. NY: Harper Collins.
CALIFORNIA CONTENT STANDARDS
English Language Development Content Standards for California Public Schools
These documents can be accessed and downloaded at: http://www.cde.ca.gov/be/st/ss/ English-Language Arts Content Standards for California Public Schools,
History-Social Studies Content Standards for California Public Schools
Journals and websites that may be helpful in competing class assignments:
Reading Teacher
International Reading Association http://www.reading.org/
Educational Leadership
Language Arts
Elementary School Journal
TESOL Quarterly and
GRAMMAR REQUIREMENT
Sebranek, P., Meyer, V., & Kemper, D. (1999). Write source 2000: A guide to writing, thinking, and learning. Wilmington, MA: Great Source Ed. Group.
Future teachers must know standard English word usage, punctuation, parts of speech (noun, conjunction, adverb, pronoun etc.), complete subjects and predicates, and four types of sentences (fragment, simple, compound, and complex) in order to provide proper language instruction in K-8 schools. To pass LEE 173ECE, students must pass a Grammar Test administered in class early in the semester. Students who want to prepare can study yellow pages 458-795 in the book listed below:
BLACKBOARD REQUIREMENT
This course is supported by a web site: http://blackboard.csufresno.edu
All students must be able to access Blackboard for course materials and to turn in their assignments. If you are running Microsoft Office 2004 or earlier, go to the blackboard website http://blackboard.csufresno.edu/and download the "Compatibility Pack" for Mac or Windows on to your computer. For assistance, contact Technology Innovation for Learning and Teaching (TILT) at 278-7373, Monday - Friday from 8:00 AM to 5:00 PM. You can e-mail them at: email@example.com. Please include your Fresno State email address. TILT is located in the Henry Madden Library, First Floor, Room 1110. (Ask for directions at reference desk).
When submitting assignments, please include w for Wednesday, LEE 173ECE, name (use last name, if someone in class has the same name include your first name also) and assignment title (as it appears on syllabus calendar) using no caps, no spaces and no punctuation marks as follows: wlee173lastnamecomprehension
PRIMARY LEARNING OUTCOMES
1) Demonstrate the ability to strategically plan, organize, schedule, and deliver a comprehensive, standards-based program of reading and writing instruction incorporating the following (NCATE 1.1, 1.3, 1.4: CCTC 4, 7A, 12; TPE 1; RICA Domains 1):
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs (NCATE) adopted by the CA Commission on Teacher Credentialing (CCTC), Teaching Performance Expectations (TPEs), and RICA.
* Word analysis (RICA Domain 2)
* Vocabulary, Academic Language, and Background Knowledge (RICA Domain 4)
* Fluency (RICA Domain 3)
* Comprehension (RICA Domain 5)
* Writing strategies, application, & convention (CCTC 7A)
* Literary Response and Analysis (CCTC 7A)
* Instructional delivery in listening and speaking (CCTC 7A)
2) Demonstrate the ability to design a classroom environment that encourages the use of language arts and literature to enhance accessibility to the History/Social Science curriculum (NCATE 1.4; CCTC 4, 7A, 8Ac, 9; TPE 1, 4).
* Demonstrate the ability to distinguish between misbehavior and over-enthusiasm (CCTC 3, 6; TPE 6b).
3) Understand the purpose of reading assessment and best practices related to standards entry-level assessment by implementing a minimum of two types of informal and formal assessments in analyzing student learning needs, planning instruction, and reporting student progress via summative assessment (NCATE 1.7; CCTC 6, 7A, 9, 12; TPE 3; RICA Domain 1.2, 5.013).
* Demonstrate the ability to design developmentally appropriate activities to extend students' concrete thinking and foster abstract reasoning and problem-solving skills (CCTC 6; TPE 6b; RICA Domain 5.013).
4) Demonstrate the ability to make reading and content areas accessible to all students (including struggling readers, students with special need, English learners, speakers of non-standard English, and advanced learners) through (NCATE 1.3; CCTC 3, 6, 7A, 8Ac, 9, 12; TPE 4; RICA Domains 1-5):
*
* Using grade level standards/standards-based curriculum instructional materials appropriately.
Kindergarten through Grade Twelve
Using selections listed in CA Dept. of Education'sRecommended Literature, Pre-
* Varying instructional strategies, providing universal access, and using differentiated instruction to enhance reading and comprehension over a variety of content texts and informational/expository text sources,
* Modeling active listening
* Prioritizing and sequencing essential skills via appropriate pacing methods
* Creating and adjusting lesson designs relative to students' current level of achievement and/or severity of their difficulties (i.e., benchmark, strategic, and intensive groups)
5) Provide examples of activities designed to assist students in the following areas: (NCATE 1.4; CCTC 3, 6; TPE 6b):
* Using flexible grouping, individualized instruction, and whole-class instruction as needed.
* Strategies for managing time and completing assignments
* Developing peer relationships
* Working in groups
* Supporting risk-taking in intellectual exchanges
7) Begin to identify and use appropriately computer-based technology (hardware and software) to facilitate the teaching and learning process (NCATE 1.4; CCTC 11).
6) Implement instructional strategies that facilitate English language development, including reading, writing, listening, and speaking skills in reading and History/Social Studies classrooms (NCATE 1.3; CCTC 5a, 7A, 13a,f,g; TPE 7; RICA Domains 1-5).
8) Begin to analyze, discuss, and evaluate professional literature pertaining to important
contemporary issues in California schools and classrooms (CCTC 6; TPE 13).
MAJOR ASSIGNMENTS
All assignments are aligned with NCATE Standards, KSOEHD Dispositions, the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), the Teaching Performance Expectations (TPE), and the RICA Domains.
REFLECTIVE READING (READINGS) (10 points total) (TPE 1 Reading & Soc. Studies, TPE 6; KSOEHD 2, 4, 5, & 6)
Students will write a one- to two-page summary of highlights from weekly assigned readings due prior to the date indicated in class. The summary must include at least one reflective, discussion question for class meeting. (Possible 1 point for each reading). Because this assignment involves in-class discussion, no points will be awarded if absent on due date or reading is submitted late, after due date. (Disposition: Lifelong Learning).
YOUTH LITERATURE CO-INQUIRY GUIDE (CO-INQUIRY GUIDE) (50 points total) (TPE 1 Reading & Soc. Studies, TPE 6; KSOEHD 2, 4, 5, & 6)
Collaborative Inquiry (Co-Inquiry) is a strategy for structured group dialogue. This assignment involves reading weekly assigned chapters from selected youth literature (two books from required list) for group discussion according to a planned, agreed-on schedule for completing the book and related activities. Members will come prepared with discussion questions, independent activities or a literature strategy (see below) for a small group dialogue held during class meeting. (Possible 25 points per book). After completing the book, the group will submit a literature co-inquiry guide for the book that will be shared with classmates in other groups. Because this assignment involves in-class participation, five points will be deducted from the group score for those individual members who are not present for all meetings. (Disposition: Lifelong Learning).
TEACHING STRATEGY (STRATEGY) (25 points)
LEE 173ECE consists of seminar and activity periods. For the weekly class activity, a teaching strategy or set of strategies will be demonstrated/practiced. Students will sign up on the first night of class for a literacy strategy they would like to demonstrate to the whole class related to their literature study group. The presentation/practice should last no more than 10 minutes. Students are encouraged to bring examples and/or additional resources pertinent to the strategy and post them on blackboard. Examples of related youth literature, 1-5 books, are to be brought to class. A one-page form with description of the strategy with at least one teacher reference and a bibliography of related youth literature are required for presentation. Students are encouraged to include technology applications/documentation such as PowerPoint, exemplary websites, photos/video sharing, virtual discussion, blogs, etc. Please bring your computer or memory stick, materials and resources related to this demonstration. Be sure to check software applications, websites, etc. prior to your presentation so that valuable class time is not used for this purpose.
(TPE 1 Reading & Soc. Studies, TPE 6)
CASE STUDY NOTEBOOK (CASE STUDY) (50 points)
The purpose of this assignment is to give students experience and knowledge in the area of observation, assessment and effective instructional help for a struggling reader or writer, grades 4-8 that you will be teaching in EHD 174ECE. Students will create a case study notebook that includes making observations, conducting interviews, testing, selecting appropriate skills-based activities, collecting work samples, making a formal interpretation of literacy performance and providing recommendations for the classroom teaching and student's family. The case study is completed according to a schedule and the Case Study Notebook must be brought to class each week.
(NCATE 1.7; TPE 1 Reading, TPE 6B, 7; KSOEHD 1, 2, 4 & 5)
CONFIDENTIALITY: The privacy and identity of children and their families should be protected in all written materials. Please remove or cover the name of the child from all work samples and tests. When writing about a child in a case study, for example, the recommended language is "for the purpose of this study, I'll refer to the observed student as Jane or John Doe." The score on the notebook will be lowered if student names are not removed or if confidentiality is otherwise violated.
LITERACY PROJECT (PROJECT) (Mid-Term, 35 points, and Final Exam, 70 points) (NCATE 1.3; TPE 1 Reading & Soc. Studies, TPE 3, 6, 7; KSOEHD 1, 2, 4, & 5)
The literacy project integrates literacy instruction into a specific social studies, science, arts or music investigation of a topic, question or problem. The purpose of this assignment is for students to practice developing and writing seven standards-based, creative lesson plans in the specific components of literacy that are covered in class that can be integrated into content-area instruction. These lessons can also be used to satisfy EHD 174ECE fieldwork competencies. The project also includes a text set of books and resources for literature co-inquiry and related independent enrichment activities (task cards). The Literacy Project is completed in two parts as the mid-term and final examinations for the class.
The mid-term examination covers course content from Week 1 through Week 7 with an emphasis on comprehension and English language development integrated with social studies content. The mid-term examination is aligned with the Comprehensive Lesson Plan Project described in your FAST Manual, the required assessment for all Phase I Credential candidates. The final examination covers course content from Week 8 through Week 18 with an emphasis on vocabulary development, writing, literature and independent activities integrated with social studies content.
ELECTRONIC LITERACY RESOURCES (FILE) (10 points)
You will create your own electronic file of literacy resources for your future role as a skilled and versatile teacher. The file consists of a series of files in the following five areas (each is 2 points): Comprehension, Word Recognition-Decoding, Vocabulary Development, Writing and Literacy/Social Studies Projects (lists of recommended children's books, websites, etc). Each section should include adaptations for ELs as well as struggling readers and students with special
(TPE 1, 6; KSOEHD 2 & 4)
needs. For grading purposes, the electronic file should be submitted on a CD and include documents and hyperlinks to online resources.
GRAMMAR TEST
A grammar test will be administered in class. Students who do not pass this test must then pass a 3 hour course offered on your LEE173 Blackboard website.
PREPARATION AND PARTICIPATION
Students will attend and participate in all classes and be prepared to discuss the assigned reading. It is recommend that students: 1) read and understand the material before class, 2) review any handouts/resources that correspond with the assigned reading, 3) take good notes during class, and 4) raise questions about concepts that you don't understand. Lack of participation and/or more than two absences will result in less points for assignments (see assignment descriptions) and thus may lower your grade for the class.
RICA: The RICA examination should be taken after you have finished or are just about to finish both reading courses and initial Phase I and Phase II student teaching. Registration booklets are in Ed, Room 100. Registration is six weeks before the exam. We request you take the exam after you have finished your coursework and initial student teaching because a high percentage of the people who do wait, pass the exam whereas those that who take it early often must retake the test (additional fees and delay in getting a job). RICA prep courses take place the first Saturday in February, April, and June for $80 through Extended Education 278-0333. Also see http://www.rica.nesinc.com/ and/or call ________ for other resources.
GRAMMAR & WRITING: Those who have difficulty with grammar and writing are encouraged to visit the Learning Resource Center (LRC). Check Fresno State website.
COURSE ASSIGNMENT SCHEDULE
| Date Due | Assignment | |
|---|---|---|
| Each Week | Reflective Reading (due Monday by midnight) (1 point ea.) | |
| Week 6 | | Grammar Exam |
| Begin Week 3 | Literature Co-Inquiry Guide (25 points per book group) | |
| Begin Week 3 | Literacy Strategy | |
| Week 8 | Mid-Term (topic selection, lesson plans) | |
| Week 16 | | Case Study Notebook |
| Week 17 | Literacy Project (goals, lesson plans, text set, task cards) | |
| Week 18 | Electronic Literacy File | |
| | Total Points Possible | |
GRADING
GRADING SCALE: (Final Grades are available through STAR.) 250 – 230 = A; 229 - 200 = B; 199 - 175 = C; 174 -150 = D; 149 – 0 = F
*SUBJECT TO CHANGE: This syllabus and schedule are subject to change at instructor's discretion. It is your responsibility to check for announcements made when you were absent.
COURSE SCHEDULE
| WK | TOPIC | ASSIGNMENTS |
|---|---|---|
| 1 | COURSE AND SYLLABUS REVIEW EFFECTIVE LITERACY TEACHERS Characteristics of effective teachers are examined. Importance of building relationships is discussed along with several strategies for getting acquainted with a new class. • Know theories, models and components of language and literacy for diverse classrooms • Organize a literacy rich environment for Students in Grades 4-8 • Research-based, relationship-building • Create a literate classroom culture • Promote COMMUNICATIVE LITERACY in multiple symbolic modes Discuss reflective reading assignment Drawing, Memory, Questions (DMQ) Book Collection: Building on a Theme | Using the DMQ strategy, share a prior literacy experience by making a drawing and writing a brief description of a favorite literacy experience and asking a question about teaching reading or other related educational issue on a 5”x 8” card. |
| 2 | COMPONENTS OF LITERACY: COMPREHENSION Reading as a complex process involving a network of cognitive actions is discussed. • Comprehension as meaning-making • Different Types of Comprehension • Literacy Program - Components • Teaching English Learners (EL) • Realia, Visuals and Interesting Objects Book Talks for Literature Co-inquiry Selection Submit book preferences and you will be notified by e-mail of your group assignment. Discuss Literacy Strategy and Sign-up | Reading Assignment: 2comprehension EL LEARNERS, Introduction, Chap. 1 TEACHING COMPREHENSION, Introduction, Chap. 1 VOCABULARY INSTRUCTION Chap. 1 |
| | Literacy Strategy: Family Collage and Story. Create a photo collage and story about a your family that includes some family facts, such as whose in your family, pets, activities, places you like to go, etc. (this assignment including photos should be no more than 2-3 pages. We will share them in class next week. Book Collection: Family Collage | |
|---|---|---|
| 3 | COMPONENTS OF LITERACY: ASSESSMENT Assessment is the process of coming to know students in order to understand their performance, needs and differences. • Purpose of Assessment • Forms of Assessment—Standardized and Teacher Generated, Pre- and Post- Tests, Individual and Group • Interest Inventories and Questionnaires For Students and Their Families • Measures: Reading Components • Monitoring Progress and Record- Keeping—Checklists, Anecdotal Records, Conference Meeting Notes • Files and Portfolios Discuss Case Study Notebook and Literacy File Discuss Graded Paragraph Assignment for next week’s library orientation Books: High Interest, Low Vocabulary | Reading Assignment: 3assessment TEACHING COMPREHENSION, Chap. 2, 3, 4 Purchase the two youth literature books assigned by the instructor Due: Family Collage GRAMMAR PRETEST Literacy Strategy: Reading Response Log: may include notes, questions, drawings, photos, video or online blog, Word Wall |
| 4 | TEACHER RESOURCE CENTER, HENRY MADDEN LIBRARY ORIENTATION Class meets in the Library for instruction on locating resources and reviewing reading textbooks and materials. COMPONENTS OF LITERACY: LITERATURE CO-INQUIRY • Literacy resources, materials and websites for improving literacy and motivating students. • Basal texts and how are they used • Shared Reading • Alternative Texts (News, Comics, etc.) In Library: We will have planning meeting for our co-inquiry groups. We well select a graded | Reading Assignment: 4words TEACHING COMPREHENSION, Chap. 5, 7 VOCABULARY INSTRUCTION, Chap. 2 Due (In-Class Activities) Literature Co-Inquiry Group I Planning Meeting (Write/Submit Schedule) Grade Level Basal Paragraph |
| | paragraph for an Informal Reading Inventory (IRI). | | | |
|---|---|---|---|---|
| 5 | COMPONENTS OF LITERACY: INFORMAL READING INVENTORY Informal reading inventories allow teachers to determine reading levels of students and select appropriate materials for teaching reading. Leveling Students using: • San Diego Quick Assessment (SDQA) • Individual Reading Inventory (IRI) • Differences Between Word Recognition and Comprehension • Lesson Plan Format for Instruction GRAMMAR TEST NEXT WEEK Book Collection: Authors | | | Reading Assignment: 5guided EL LEARNERS, Chap. 2, 3 and Appendices on Lesson Plans Literacy Strategy: Book Reports- Standard & Creative, Teaching the Newspaper BK 1: Literature Co-inquiry Meeting 1 Initiation Activity: Bring in an object of photo pertaining to a family move from one location to another that relates to theme of literature co-inquiry. |
| 6 | COMPONENTS OF LITERACY: VOCABULARY DEVELOPMENT FLUENCY, SPELLING, GRAMMAR Research on vocabulary and spelling development. How teaching grammar improves literacy, using IRI results to build fluency. • Spelling Stages and Programs • Word Identification • Vocabulary • Fluency • Academic English GO OVER LITERACY PROJECT Book Collection: Print-Making | | | Reading Assignment: 6writing TEACHING WRITING, Chap. 1, 5 TEACHING COMPREHENSION, Chap. 8 and Appendices Due: BK 1: Literature Co-inquiry Meeting 2 Literacy Strategy: Interactive Journals, Jokes and Riddles, Reciprocal Questioning and Assisted Reading DUE: GRAMMAR TEST Case Study Notebook – Activities 1 & 2 |
| 7 | COMPONENTS OF LITERACY: GUIDED READING AND ELD and SDAIE Guided reading, instruction for EL students and using poetry to develop oral expression. • Steps for a Guided Reading Lesson • ELD and SDAIE Strategies • Poetry and Oral Expression • Writing a poem in class for Book I GO OVER MID-TERM Book Collection: Poetry | | | Reading Assignment: 7responding EL LEARNERS, Chap. 4, 5, 6 TEACHING WRITING, Chap. 2, 3 BK 1: Literature Co-inquiry Meeting 3 Literacy Strategy: Reader’s Theatre, Ads and Commercials, Pantomime DUE: Case Study Notebook – Activities 3 & 4 |
| 8 | READING AND WRITING PROCESSES | | | Reading Assignment: 8approaches |
| | | AND INSTRUCTIONAL APPROACHES | | TEACHING WRITING, Chap. 4, 11 |
| | Using ability grouping—pros and cons | | | Due: MID-TERM |
| | | | MID-TERM COMPLETED IN CLASS | BK 1: Literature Co-inquiry Meeting 4 |
| | Bring final poem to class. Print-making will be used to create an illustration for the poem. | Literature Group II Planning Meeting |
|---|---|---|
| | Bring final poem to class. Print-making will be | DUE: Case Study Notebook – |
| | used to create an illustration for the poem. | Activities 5 & 6 |
| 9 | COMPONENTS OF LITERACY: WRITING | |
| | Using the writing process in the classroom: | |
| | topic selection, rough draft, peer editing, | |
| | revision, publishing and author’s chair. | |
| | Literature Co-Inquiry Group II Check-In | |
| | Book Collection: Writing | |
| 10 | COMPONENTS OF LITERACY: INTEGRATING LITERACY How to teach literacy across the curriculum using thematic units. • Social Studies and Expository Texts • Project Goals • Text Sets and Task Cards • Communicative Literacy • Media and Visual Literacy • Book-making: A vanishing art form • Writing Process: We will write a story about Book I. This session: Story Draft Sign up for 11/17 Book-Making Potluck: Bring a material for making book covers for class stories (colored paper cut to size, glue gun and glue, beads, ribbon, sequins, paint and brushes, cardboard, raffia, hole punchers, etc.) Book Collection: Making Books | |
| 11 | COMPONENTS OF LITERACY: STRUGGLING READERS The characteristics of struggling readers and how to provide intensive intervention. • Interactive learning that allows negotiated meaning for ALL children • Pacing/quantity modifications | |
| | • Enrichment for High Ability • Paired Learning • Peer Tutoring Book Collection: Photographs and Films | |
|---|---|---|
| 12 | CRITICAL LITERACY & NEW LITERACIES Critical thinking involves going beyond the text and new literacies that use technology and the arts enhance this process. | |
| | • Understanding, mediating, creating texts • Community Resources and Problems • Complex Instruction and Collaborative Learning GO OVER LITERACY PROJECT – FINAL, TEXT SET, TASK CARDS Book Collection: Native Americans | • Understanding, mediating, creating texts |
| 13 | FAMILY LITERACY AND FAMILY PARTICIPATION Research shows that family participation increases literacy achievement. • Enhancing family literacy • Family events to improve literacy and communication • Literacy Resources and Book Clubs • Conferencing with parents about reading achievement Writing Process: We will publish the story on Book I and have a book-making “potluck” | |
| 14 | READING WORKSHOP A complete reading program includes writing and communicative literacy activities in the daily program. • Writing and Composing • Poetry • Expressive Arts—Music, Drama and other Art Forms • Creating Independent Activity Centers Discuss Reading Competency 6 -8 Book Collection: Historical Fiction and California | |
| 15 | TEACHING SILENT READING APPLYING LITERACY TO LIFE: Teaching silent reading skills including scanning, skimming and locating information. | |
| | • Investigations in larger community • Civic literacy • Making Time for Co-inquiry and Social Studies Projects | |
|---|---|---|
| 16 | Final Exam | Due: LITERACY PROJECT LITERACY FILE |
Dispositions About Literacy
Topic Descriptions
Teacher candidates examine their own dispositions, beliefs and biases about literacy. They conduct a case study of a learner, participate in a group literature study, and reflect on their experiences as a reader and writer. Teacher candidates learn how to create a secure and safe classroom community that allows students to develop positive attitudes toward literacy, engage in collaborative projects that connect literacy to real world problems and pursue personal reading interests. The course emphasizes that literacy is the primary communication tool for life success and that being literate is essential to participation and being a contributing member of society.
Literacy components that correspond to content standards are addressed throughout the course. The literacy components include: language, word recognition, comprehension, assessment, vocabulary, spelling, grammar, fluency, guided reading, literature study, silent reading, critical literacy, integrated literacy and communicative literacy. Relevant and recent research for each component is examined as the basis for informed practice. Students are exposed to an array of texts and genres, related teaching strategies and discover connections among the components. Key concepts, skills, strategies and literacy materials are introduced in readings and class lectures and practiced through class activities and assignments. Teacher candidates plan and teach standards-based lessons, demonstrate creative teaching strategies and identify appropriate methods, texts, materials and resources. Students learn that each of the literacy components is essential in designing a well-rounded, comprehensive literacy program.
Literacy Components
Teaching Strategies
Acquiring specific literacy teaching strategies are central to competent literacy instruction and creating a literate classroom community and environment. Varied teaching strategies are modeled by the instructor and practiced by the class for each literacy component. These instructional strategies include motivating ways to engage learners in reading and writing using content area texts, integrating, social studies and use of high quality youth literature collections. Featured literacy strategies include: guided reading, comprehension activities, vocabulary development, contextualized learning, word analysis, writing process, mini-lessons, peer teaching, literacy projects in social studies and science and integrating music and the arts.
Content Literacy
This course focuses on literacy in the content areas, specifically social studies. Students engage in a collaborative inquiry (co-inquiry process) while studying literature around a standards-based theme selected for the class. Literature collections and other teaching resources are shared so that students can create their own literacy project that integrates content literacy with social studies. Emphasis is given to different types of writing for the content areas including diaries, biographies, essays and research papers. Students research and engage in small group work around selected youth literature for the class and then develop their own content area projects that include reading, inquiry, writing and expressive arts for a theme related to their field placement. These lessons are taught to students in their upper grade placement in EHD 174ECE.
Assessment, Text Selection and Literacy Skills
English Language Development
Principles and methods of formative and summative literacy assessment are explored throughout the course. Informal and formal methods are introduced in class and practiced in a semester-long, case study as part of the field assignment. Candidates learn how to systematically assess literacy level and interests, administer, score and interpret a variety of literacy assessments including inventories and tests; conduct observations of their student in the classroom and on the playground; and collect and analyze writing samples using a rubric in order to the case study student's language, reading and writing performance. These results are used to locate and address reading difficulties, plan lessons and make recommendations to improve performance.
Research-based English language development strategies are reviewed, modeled and discussed. Students provide explicit instruction in English language and how to adapt instruction in the content areas. A variety of instructional strategies and assessment alternatives for English learners are presented in the readings and course lectures, e.g., cultural artifacts, contextualized learning, graphic organizers, visuals and active learning).. Students must include specific adaptations in all of their lesson plans and projects that address different levels of English proficiency as described in California Content Standards for English Language Development.
Literacy for All Students (Students with IEPs, Struggling and Reluctant Readers)
Instructional strategies that increase opportunities for access and equity in the literacy program are stressed. Specially designed and differentiated instruction are modeled. Intensive one-on-one help, focusing on big ideas, modifying texts and assignments, collaborative learning and using open-ended assignments allow all students access to grade-level content. In their case study, teacher candidates use assessment data and apply their knowledge to improve motivation and performance in reading, language and writing by selecting texts based on interest and level, teaching lessons to address difficulties and providing recommendations to parents.
Using Technology
Technology is incorporated into the components of literacy (reading and writing), teaching strategies and literacy assessment covered in this course. Students use technology for literacy instruction, for collaboration on group assignments and to assemble a professional electronic literacy file. Students learn how to locate internet resources appropriate for lessons and school use. They gain experience with educational applications in making a presentation of a teaching strategy and by creating literature guides that include multi-media internet resources and lesson ideas.
Role as a Professional Educator
The use of professional resources (e.g. standards, professional journals and organizations) is infused throughout the course through lectures, activities, and assignments. The importance of parent and community partnerships to improve literacy are discussed throughout the course.
CLASS AND UNIVERSITY POLICIES
ATTENDANCE: Attend all class sessions unless ill. Due to literature co-inquiry discussions and lab activity requirements, more than 2 absences may result in a lower grade.
HONOR CODE: "Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual respect while engaged in university work and related activities." You should: a) Understand or seek clarification about expectations for academic integrity in this course (including no cheating, plagiarism and inappropriate collaboration); b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor as the basis of grading.; c) Take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other appropriate official for action.
CELL PHONES: Out of respect for everyone's learning experience, cell phones are to be turned off during class. Cell phones must be stowed at all times, and not visible on the desk, clothing, lap, etc. Cell phones may not be used to record, transmit, photograph or video without prior arrangement and permission of the instructor. Violation of this policy will result in requiring student to remove the cell phone from my classroom for the remainder of the semester.
STUDENTS WITH DISABILITIES: Upon identifying themselves to instructor and university, students with disabilities will receive reasonable accommodation for learning and evaluation. For information, contact Services to Students with Disabilities in Madden Library 1049 (278-2811).
CHEATING AND PLAGIARISM: "Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies)
STUDENT CONDUCT: In accordance with university policies and California state law, students are expected to be responsible, civil and respect others and their property. Examples of unacceptable behaviors include: destruction, damage or misuse of university property; dishonesty, falsifying information or misrepresentation; lewd or obscene behavior; disruption of a university-related activity; conduct that threatens or endangers the health or safety of any person within or related to the University community, including physical abuse, threats, intimidation, harassment, or sexual misconduct; and unauthorized recording, dissemination, or publication of academic presentations (including handwritten notes) for a commercial purpose (For more information and additional prohibitions see: California Code of Regulations, TITLE 5 Education, Division 5. Board of Trustees of the California State Universities, Subchapter 4. Student Affairs, Article 2. Student Conduct § 41301).
DISRUPTIVE CLASSROOM BEHAVIOR: "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained . . . . Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live . . . conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class."
MAKE UP POLICY FOR PLANNED AND UNPLANNED ABSENCES: In the case of an unplanned student absence, papers, tests, and/or homework assignments due during the time the student is absent may be made up only if the student contacts the instructor as soon as practicable after the absence occurs and works out a plan. In the case of authorized absences due to university-sponsored activities, students should submit their work to the instructor on or before the due date, or as arranged with the instructor. This includes papers, tests, and/or homework assignments. The instructor may require a doctor's note to verify illness for absence during examinations or for late assignments. When a student is absent for an extended period, a viable make-up plan may not be feasible. In these circumstances, other options such as dropping the class for a serious and compelling reason or withdrawal from the university may be appropriate.
COMPUTERS: "At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources."
During class, use of the computer is for approved, in-classroom activities only such as notetaking or class presentations. Use of the computer for non-class related activities including, but not limited to, social networking, e-mail, other personal access/communication or unauthorized audio or visual recording or transmission of classroom activities, lectures, students or their work are strictly prohibited. Violation of this policy will result in requiring student to remove the computer from my classroom for the remainder of the semester.
COPYRIGHT POLICY: Copyright laws and fair use policies protect the rights of those who have produced the material. Work in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To familiarize yourself with copyright and fair use policies, visit the University's copyright web page. Digital Campus course web site contains material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.
PROFESSIONAL BIBLIOGRAPHY:
Cohen, E. (1994). Designing groupwork. 2 nd ed. NY: Teacher's College Press.
SOCIAL STUDIES
Fritze, Penelope (2010) Social studies curriculum for elementary and middle school teachers. 2 nd ed. Boston MA: Allyn & Bacon.
Maxim, George W. (2010). Dynamic social studies for elementary classrooms: Inspiring tomorrow's social scientists. Boston: Allyn & Bacon.
Morris, R. V. & Obenchain, K. M. (2011). 50 social studies strategies for K-8 classrooms 3 rd ed. Boston: Allyn & Bacon.
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National Council of Social Studies. (2010). National curriculum standards for social studies: a framework for teaching, learning and assessment. Washington D.C: Author.
Rice, L. J. (2006). What was it like? Teaching history and culture through young adult literature. NY: Teacher's College Press.
Tiedt, P. L., and Tiedt, I., (2010). Multicultural teaching: A handbook of activities, information, and resources. 8th ed. Boston: Allyn & Bacon.
Thornton, S. (2004). Teaching social studies that matters. NY: Teacher's College Press.
VanSledright, B. (2002). In search of America's Past: Learning to read history in the elementary school. NY: Teacher's College Press.
READING
Allington, R. (Ed.) (1998). Teaching struggling readers. Newark, DE: International Reading Association.
Anderson, P. L. & Corbett, L. (September 2008). Literature circles for students with learning disabilities. Intervention in School and Clinic, 44(1), 25-33 http://isc.sagepub.com
Caldwell, J. S. & Leslie, L. (2009). Intervention strategies to follow informal reading assessment: So what do I do now? 2 nd ed. Boston: Allyn & Bacon.
Cheyney, A. B. (1992). Teaching reading skills through the newspaper. 3 rd ed. Newark, DE: International Reading Association.
Crawley, S. J. & Merritt, K. (2009). Remediating reading difficulties. 5 th ed. Boston: McGraw-Hill.
Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. York, ME: Stenhouse.
Decker, I. M. (1969). 100 Novel ways to write book reports. NY: Scholastic.
Dias, P. & Hayhoe, M. (1988). Developing response to poetry. Philadelphia: Open University Press.
Evans, K. S. (2001). Literature discussion groups in the intermediate grades. Newark, DE: International Reading Association.
Fallk, B. & Blumenreich, M. (2005). The power of questions. Portsmouth, NH: Heinemann.
Gunning, T. G. (2010). Creating literacy instruction for all students. 7 th ed. Boston: Allyn & Bacon.
Heibert, E. H. & Reutzel. R. (Eds.) (2010). Revisiting silent reading. Newark, DE: International Reading Association.
Henry, M. (1990). Words: Integrated decoding and spelling instruction based on word origin and word structures. Austin, TX: Pro-Ed.
Jobe, R. & Dayton-Sakari, M. (1999). Reluctant readers: Connecting students and books for successful reading experiences. Markham, Ontario: Pembroke.
Gentile, L. M. & McMillan, M. M. (1987) Stress and reading difficulties. Newark, DE: International Reading Association.
Keene, E. O., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.
Lenski, S., Mack, C.L., & Brown, J. (2008). Critical elements for literacy instruction of teacher candidates for urban settings. In L.C. Wilkinson, L. Morrow, & V. Chou (Eds.), Improving literacy achievement in urban schools (pp. 61-80). Newark, DE: International Reading Association.
McAndrews, S. (2008). Language and vocabulary development. In Diagnostic Literacy Assessments and Instructional Strategies (pp. 20-58). Newark, DE: International Reading Association.
Mclaughlin, M., & Allen, M. B. (2009). Guided comprehension in grades 3-8. (combined 2 nd ed.). Newark, DE: International Reading Association.
McMahon, S. I. & Raphael, T. E. (Eds.). ((1997). The book club connection: Literacy learning and classroom talk. NY: Teacher's College Press.
McLaughlin, M. & DeVoogd, G. L. (2004). Critical literacy: Enhancing students' comprehension of text. NY: Scholastic.
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The report of the National Reading Panel: Teaching children to read: Report of the subgroups. (2000). Washington, DC: National Institute of Child Health and Human Development.
Rhodes, L. K. & Shanklin, N. L. (1993). Windows into literacy: Assessing learners K-8. Portsmouth, NH: Heinemann.
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Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.
Routman, R. (2002). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.
Serafini, F. (2001). The reading workshop: Creating space for readers. Portsmouth, NH: Heinemann.
Stahl, S. A. (1999). Vocabulary development. From Reading Research to Practice, vol. 2 Brookline, MA: Brookline Books.
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. Boston: Allyn & Bacon.
Van Horn, L. (2008). Creating Biographies With Voice: Reading Photographs to Write About People. In Reading Photographs to Write With Meaning and Purpose, Grades 4–12 (pp. 71-101). Newark, DE: International Reading Association.
Wheelock, W. H, Campell, C. J. & Silvaroli, N. J. &. (2009). Classroom reading inventory (11th ed.) Boston: McGraw Hill.
Wilde, S. (2000). Miscue analysis made easy: Building on student strengths. Portsmouth, NH: Heinemann.
Wilhelm, J. D. (2001). Improving comprehension with think-aloud strategies: Modeling what good readers do. NY: Scholastic.
ENGLISH LANGUAGE DEVELOPMENT
Coppola, J. & Primas, E. V. (Eds.). (2009). One classroom, many learners: Best literacy practices for today's multilingual classrooms. Boston: Allyn & Bacon.
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students, In Schooling and language minority students: A theoretical framework. (3-49). Sacramento, CA: California State Department of Education.
Echevarria, J., Vogt, M. J. & Short, D. J. (2009). Making content comprehensible for elementary English learners: The SIOP model. Boston: Allyn & Bacon.
Echevarria, J. & Graves, A. (2011). Sheltered content instruction: Teaching English language learners with diverse abilities. Boston: Allyn & Bacon.
Freeman, D. E. & Freeman, Y. S. (2000). Teaching reading in multilingual classrooms Portsmouth, NH: Heinemann.
.
Freeman, D. E. & Freeman, Y. S. (2000). Between two worlds: Access to second language acquisition. Portsmouth, NH: Heinemann
Goodman, K. , & Buck, C. (1997). Dialect barriers to reading comprehension revisited. The Reading Teacher, March , 454-457.
Herrell, A. & Jordan, M. (2008). Fifty strategies for teaching English language learners (3rd ed). Boston: Allyn & Bacon..
Krashen, S. (1981). Bilingual education and second language acquisition theory. In Schooling and language minority students: A theoretical framework (51-79). Sacramento, CA: California State Department of Education.
Peregoy, S., & Boyle, O.(2001). Reading, writing, & learning in ESL: A resource book for k-12 teachers. White Plains, NY: Longman.
Richard-Amato, P. (1996). Making it happen: Interaction in the second language classroom (2nd. ed). White Plains, NY: Longman.
Scarcella, R. C. (2003). Accelerating academic English: A focus on the English Learner. Oakland, CA: Regents of the University of California | <urn:uuid:7cf7ea91-301d-40be-a0d3-297dcfbf3400> | CC-MAIN-2017-04 | http://www.fresnostate.edu/kremen/cctc/documents/ms/LEE173ECE.pdf | 2017-01-19T23:24:42Z | crawl-data/CC-MAIN-2017-04/segments/1484560280761.39/warc/CC-MAIN-20170116095120-00256-ip-10-171-10-70.ec2.internal.warc.gz | 469,015,459 | 11,027 | eng_Latn | eng_Latn | 0.917805 | eng_Latn | 0.985504 | [
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P- Positive Attitude
A- Act Responsible
W- Work and Play Safely
S- Show Respect
Positive Attitude -
1. Make teams not using captains – see above for examples
2. Smile and have fun – if you are not having fun ask the group or a teacher before leaving the activity – if everyone leaves the games ends
3. Use kind words
Act Responsibly –
1. Help others off the ground if they fall
2. Accept that you have been tagged – If someone says "I got you" accept it and let the game move forward.
3. Take turns while playing
Work and Play Safety
1. No tackling or pushing during the game – (horse play hurts)
2. No diving or sliding to make a play (stay on your feet)
3. Be aware of others to avoid injuries - Keep your Eyes up
Show Respect
1. Shake hands when the bell rings
2. Solve problems by talking (rock/paper/scissors)
3. Say sorry when you make a mistake
Recess Academy 2014-15
P.A.W.S. on the Playground
Making Teams
Show Respect by Not using captains– one person is always left out.
Do Not turn anyone away from a game or activity because the number of players are not the same for each team.
How to make Team without captains?
Partner System- Rock- Paper- Scissors (forming two teams)
Each student that is playing the game or activity needs to find a partner. The partner should be similar in ability. Next, these partners should play rock-paper-scissors. The winners are one team and losers make the other team.
Interlocking Grip (forming two teams)
Each student should find a partner. Have students close their eyes and then put their hands together so their fingers are interlocking and their palms are touching each other. Have them open their eyes and look down at their hands. If their right thumb is on top then they are one team and if their left thumb is on top then they go to the other team.
Standers and Sitters (forming 2 teams)
Have everyone get a partner. Have one person sit and the other stand. Standers move to a teacher designated area and they form one team. Sitters become a team.
* Typically this eliminates best buddies and the higher and lower skilled being on the same team all of the time.
PAWS ( Let's play Football)
Rules for Football
1. Make two teams using partner methods list above –no captains please
2. Create a playing area. Don't use the whole field and stay away from the fences.
3. One – hand touch football – not two hands – this helps reduce pushing and debates over one or two touch
4. Each team has 4 downs (attempts) to catch 2 passes. If a team completes 2 passes – that team gets 4 more downs (attempts)
5. If a touchdown is scored, the other team gets the ball 10 steps from the end zone.
6. The quarterback cannot run with the ball – they must hand it off or pass it to another person
7. No touching or getting the quarterback down – you can follow the quarterback but they cannot be rushed or sacked – the ball has to be thrown or handed to another player
8. Have fun and remember the PAWS rules for behavior! Positive Attitude – Act Responsible – Work and Play Safely – Show Respect!
PAWS ( Let's play Tag)
Rules for Tag
1. Pick a game to play- freeze tag – big it – little it – high five tag
2. Create a playing area. Don't use the whole field and stay away from the fences.
3. Use feather tags - as light as a butterfly
4. If someone says (I Got You) you have been tagged.
5. Everyone must have a turn before you leave the game.
6. Have fun and remember the PAWS rules for behavior! Positive Attitude – Act Responsible – Work and Play Safely – Show Respect!
PAWS ( Let's play Soccer)
Rules for Soccer
1. Make two teams using partner methods list above –no captains please
2. Create a playing area. Don't use the whole field and stay away from the fences. Use large cones to make goals.
3. Safety – please stay on your feet at all times - No diving or sliding – people will get hurt.
4. The game starts by having two people stand with their foot on the balls. All players will count down from 5, 4,3,2,1 and the game starts.
5. If the ball goes out of the playing area – the person that touched it last gives the ball to the other team.
6. If a goal is made, the ball goes to the middle of the playing area and the 5, 4,3,2,1 method is used to restart the game.
7. Soccer is a no contact games. No touching - keep hands and body to yourself.
8. You must use feet only. .
9. While stealing the ball, if you touch the person with the ball – it is a foul and the ball is return to the original – If the person with the ball says "you hit me" return the ball and start again.
10. Have fun and remember the PAWS rules for behavior! Positive Attitude – Act Responsible – Work and Play Safely – Show Respect!
PAWS ( Let's play Basketball)
Rules for Basketball
1. Make two teams using partner methods list above –no captains please
2. Keep the size (number of players) as small as possible (make 2 small games).
3. The game starts with checking the ball. Checking means you bounce the ball to a person on the other team and they return it to you. This marks the beginning of the games.
4. If the ball goes out of the playing area – the person that touched it last gives the ball to the other team.
5. If a basket is made the ball goes to the other team.
6. Basketball is a no contact games. No touching - keep hands and body to yourself.
7. You must bounce the ball while moving or it's called traveling and ball goes to the other team.
8. While stealing the ball, if you touch the person with the ball – it is a foul and the ball is return to the original – If the person with the ball says "you hit me" then return the ball and start again.
9. Have fun and remember the PAWS rules for behavior! Positive Attitude – Act Responsible – Work and Play Safely – Show Respect!
PAWS ( Let's play Kickball)
Rules for Kickball
1. Make two teams using partner methods list above –no captains please
2. Keep the size of the game as equal as possible but one extra person on one team will not make a difference.
3. The person pitching the ball should roll the ball slow and as straight as possible. You are not trying to strike the person out. If should be the same for everyone – nice, straight and slow so everyone has the same chance to kick the ball.
4. New pitcher for each inning
5. If the ball is caught in the air the person is out.
6. 3 outs and switch.
7. No throwing the ball at people – you must tag them with the ball or touch the base.
8. No sliding – please stay on your feet
9. Each team should have a team leader. The team leaders from both teams solve any problems regarding safe or out with a game of rock- paper – scissors
10. Have fun and remember the PAWS rules for behavior! Positive Attitude – Act Responsible – Work and Play Safely – Show Respect! | <urn:uuid:393a7487-f999-47e6-9ac0-9edd8a13ec6a> | CC-MAIN-2017-04 | http://mt.londonderry.org/UserFiles/Servers/Server_124099/File/Student%20Activities/Paws%20Recess%20Rules/PawsRecessRules.pdf | 2017-01-19T23:21:00Z | crawl-data/CC-MAIN-2017-04/segments/1484560280761.39/warc/CC-MAIN-20170116095120-00245-ip-10-171-10-70.ec2.internal.warc.gz | 192,269,276 | 1,602 | eng_Latn | eng_Latn | 0.997966 | eng_Latn | 0.99909 | [
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)
Oh, the Thinks You Can Think
Dream Big: Read!
Our Summer Reading Program has taken off like a rocket! Our theme this year is
Dream Big: Read! -- a fun theme with many interpretations. Sometimes, you might want to read simply to escape into a dream world for a while. And, of course, your librarians will tell you that the ability to read gives you the ability to achieve your dreams, for learning to read enables you to read to learn. We are unabashed advocates of the notion that knowledge is power. Learning about something, learning how to do something can inspire and empower you to act, to do, to become! Read more
Posted by Lisa C. on June 1, 2012
Dream something big : the story of the Watts Towers
Long shot : never too small to dream big
Picture Book
Summer Reading
Oh, the Thinks You Can Think
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Oh No, George!
Some of us are cat people and some of us are dog people. I am a cat person. I am not a dog person. That's not to say I don't like dogs. I do. Really. Long ago, I even shared a home with a sweet beagle for a time. It's just that after that experience, I prefer to enjoy other people's dogs in their homes or parks or even at the library where we have some wonderful dogs come in and visit. But even though I am not a dog person, I still appreciate a good dog story, and recently have enjoyed some delightful stories about dogs. Read more view in catalog
Posted by Lisa C. on May 24, 2012
Oh no, George!
Dog
Picture Book
Pets
Oh, the Thinks You Can Think
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The Great Cake Mystery: Precious Ramotswe's Very First Case
Five words on the cover of a new children's book caught my attention, and I knew I had to read it. One was Mystery (I really like mysteries), one was Cake (I adore cake!), and the other three were Alexander McCall Smith - a favorite author of mine! McCall Smith explains in an afterword that he felt compelled to explore the childhood of Precious Ramotswe, the heroine of the No. Read more view in catalog
Posted by Ellen A. on May 12, 2012
The great cake mystery : Precious Ramotswe's very first case
Mystery
Oh, the Thinks You Can Think
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What Are You Reading Today?
Help us call attention to the importance of literacy as we celebrate Bloomington Reads! week, May 6-12. The second annual event, sponsored by the Foundation of Monroe County Community Schools, features a week of reading and literacy-related activities in our community to spotlight the importance of literacy. Read more Posted by Lisa C. on May 2, 2012
Read-aloud
Reading
Oh, the Thinks You Can Think
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SO B. IT
So B. It is a very special novel by Sarah Weeks. Heidi, a twelve year old girl lives in Reno, Nevada with her mentally disabled mother and a quirky neighbor. Homeschooled by her neighbor, Bernadette, Heidi lives a very unconventional life. Her mother has a vocabulary of only 23 words, Bernadette is afraid to leave her apartment, and Heidi's one friend, Zander, is overweight, loves junk food, and lives in a world of made up stories.
view in catalog
The mysteries of how Heidi and her mother arrived at the apartment, who pays for their apartment, and what her mother's strange word "soof" means, haunt the reader as well as Heidi. When Heidi finds a roll of film and has the photos developed they reveal her mother at a Christmas party held at Hilltop Home in Liberty, New York. Heidi simply cannot rest until she pieces together Mama's past. She decides she must travel there alone in order to discover who her mother is, and, in the journey she discovers a great deal about herself. This book is about identity, asking questions, and living both with and without the answers. A memorable and unusual story, So B. It would be great for ages 9 and up.
Posted by jlambert on April 25, 2012
*Selected as an ALA Best Book for Young Adults.
So B. It : a novel
Realistic
Oh, the Thinks You Can Think
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Look for Early Literacy Spots at the Library
There are so many everyday opportunities to talk with your young child about letters and numbers and other early literacy concepts -- things your child knows about reading and writing before they can actually read and write. You can point out letters on street signs and
store names, or note the numbers on speed limit signs and addresses on buildings. We are reinforcing this idea that developing a child's knowledge of letters, numbers, colors, shapes, sizes, etc. can happen in small ways every day, by creating "Early Literacy Spot" activities throughout the children's area of the Main Library. Read more Posted by Lisa C. on April 24, 2012
Children's
Oh, the Thinks You Can Think
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13
Food safety and security system in agri-food chains in Japan
Miki Nagamatsu & Yoichi Matsuki
Background
In Japan, the first outbreak of BSE and a series of false indications for meat have resulted in a loss of confidence in food and have increased the distrust of consumers in the administration and agri-food industry. Therefore, it has become an urgent matter to restore the confidence of consumers by establishing a system of scientific inspection, guarantees, risk analysis and traceability of food, and making the information publicly available. In other words, in the entire process "from farm to table", a safe and secured agri-food chain responding to the need of consumers should be established.
Agri-food chains of organic food
In Japan, consumer groups and co-operatives as pioneers in the movement requesting organic agricultural products and safe food have developed safe agri-food chains led by consumers. The development process of organic farming in Japan is briefly presented below.
− The movement of organic farming in Japan started in the period of rapid economic growth when in search of safe food consumers identified problems and cooperated with the producers who carried out the organic farming. This type of chain is the direct linkage between production and consumption.
− Although organic farming began as a grass-root movement, since the domestic market expanded in the late 1980s and a global market for organic food was formulated in the early 1990s, the domestic market (that did not have the standard of organic food) was subject to great confusion.
− The Codex Committee of FAO/WHO adopted the organic standard of crop products in 1999, and in 2001 it added the guidelines for livestock products.
− In adopting the Codex guidelines, the preparation of standards for organic products was required. Thus, the Japanese Agricultural Standard Law (the JAS Law) was amended in July 1999; it introduced the inspection and guarantee system for organic food except livestock products.
Actual situation of organic farming
The actual number of organic farmers in Japan, according to the Census of 2000, was only about 10,000 out of 3.2 million agricultural households in total. Moreover, the organic farmers who are recognized by a third-party organ are a mere 3,000 households. Since the climate of Japan is characterized by high temperature and humidity, insects and diseases tend to break out, thus full-scale organic farming is difficult to conduct. Moreover, due to the tiny size of farmland of individual agricultural households and the high cost of certification that has to be borne by the producers, farmers are not keen to acquire the certificates of organic farming. Specific legislation to promote organic farming, like in the EU, does not exist in Japan.
Development of new, diversified, safe and secured agri-food chains in Japan
The "Sanchoku" (the direct transaction of food from production areas) through a partnership with producers ("Teikei"), in search of safe food for consumer groups and cooperatives, has been developed as a unique marketing system from producers to retailers in Japan. At present, almost all marketing enterprises have introduced the "Sanchoku" business, which becomes an important channel in the Japanese marketing system.
A safe and secured agri-food system by producers and entrepreneurs developed from the Sanchoku
Initially the Sanchoku and the Teikei were considered not to require examination/inspection by third parties. This is because of the following three specific features of the Sanchoku/Teikei:
− Production places and production methods are clear;
− Producers and consumers frequently communicate with each other.
− Production and raising methods of products are clear; and
In other words, the Sanchoku/Teikei is considered to be a chain in which producers can trace all information about production, thus traceability is guaranteed.
Such a movement has been developed under the leadership of consumers, but as the number of consumers who seek food safety and security increases, entrepreneurs of the agri-food industry are developing the chains led by consumers. Three examples of such types of chains are presented below.
The Zen-Noh (the National Federation of Agricultural Cooperative Associations)
Security System
The first example is the "Zen-Noh" Security System. Zen-Noh is the largest marketing organization of agricultural cooperatives. After a Zen-Noh security system of beef was developed in 2000, it has been expanded to other agricultural products. The system is not necessarily a system of organic farming and organic animal husbandry, but a system in which the traceability is secured by considering the environment and health of consumers. This system has the following three characteristics: (i) to establish the production standards; (ii) to record all production history; and (iii) to make the production history known to the public. Furthermore, as a new project, the system tries to create new environmental indicators so that parents and children of consumers in urban areas learn about the biological diversity in producing areas by a method called "the survey of living things".
The Nichirei "Kodawari" (obsession) food
The next example is a food developed by Nichirei, a large warehouse company as well as a manufacturer of frozen food. Nichirei responds to the need of consumers for high-quality food and develops and markets a private brand called "Kodawari livestock products" (including chickens raised with Chinese medicinal herbs, and natural pork and organic beef). Its five concepts are "safety", "security", "health", "deliciousness", and "consideration for the environment". To meet these concepts, it has built on its own the three frameworks: (i) a "kodawari" standard of livestock products; (ii) establishing traceability; and (iii) a quality-guarantee system by an independent body within the company.
Oisix e-commerce
Oisix is an e-commerce marketing industry of organic and natural food. Its specific features include: (i) to prepare the standards of handling commodities (regarding the applied amount of pesticides and chemical fertilizers, confirmation of production processes, presence of food additives, and taste); (ii) to provide information about commodities as detailed as possible by means of IT (the establishment of traceability, and public availability of information); (iii) its handling commodities are decided by a committee consisting of both food experts (academics) and consumers; (v) to engage in home delivery of milk and in catalogue sales; and (vi) a new entry into agriculture.
The common elements to the above three cases are to make efforts to establish traceability, and to introduce a quality-assessment method by third parties that can conduct an objective assessment, in responding to the increasing needs for safety and security.
New development of food-safety policy
Laws relating to food safety currently include: (i) the Animal Infectious-Diseases Control Law; (ii) the Feed-Safety Law; (iii) the JAS Law, those being under the Ministry of Agriculture, Forestry and Fisheries (MAFF); (iv) the Law Concerning Meat-Disposing Places; (v) the Law Concerning Food Hygiene; (vi) The NutritionImprovement Law, those being under the Ministry of Welfare and Labor (MWL); (vii) the Measuring Law under the Ministry of Economy and Industry; and (viii) the Law Concerning Gift Indication under the Fair-Trade Commission.
Among them, the JAS Law is involved in the indication of qualities and standards of agricultural products. The compulsory indication of organic agricultural products according to the Codex guidelines has been met by amendment of the JAS Law. The indication of product origins applied to genetically engineered agricultural products is also made in accordance with the JAS Law.
However, as it becomes evident that these laws, divided along the lines of several concerned ministries, could not cope with the occurrence of BSE and a series of false indications of food, it is an urgent issue to establish an organ that comprehensively controls the process from production to consumption, and to enact the related laws. Therefore, the Government of Japan decided to establish a food-safety agency. The agency should be independent from MAFF and MWL, but under the supervision of the Prime Minister's office. The agency should be responsible for risk assessment and risk communication, but for the risk management the related ministries (MAFF and MWL) are responsible.
One of the distinct features of the new body is that it is comprised of five experts, but no representative of consumers is included. It requires several hundred public officials and the budget will be allocated through the concerned ministries. The new law will be enacted next year, and the existing Law Concerning Food Safety and the JAS Law will then be amended.
Conclusion
Apart from the establishment of a new administrative body and the enactment of new law, which are urgently required, it is necessary to make more efforts to develop agri-food chains led by consumers. For this purpose, the agri-food chain must be capable to carry out the risk analysis, the food indication system must be transparent and clear, and the traceability of food must be ensured. Furthermore, the consumerled agri-food system should develop an autonomous standard through the partnership among producers, food industry and marketing entrepreneurs. Above all, the autonomous standard should cover all the stages from farm to table. | <urn:uuid:75269efb-0cb3-4246-b8e6-bcf473c4ffe6> | CC-MAIN-2017-04 | http://edepot.wur.nl/137499 | 2017-01-20T00:12:54Z | crawl-data/CC-MAIN-2017-04/segments/1484560280761.39/warc/CC-MAIN-20170116095120-00242-ip-10-171-10-70.ec2.internal.warc.gz | 87,397,858 | 1,895 | eng_Latn | eng_Latn | 0.99527 | eng_Latn | 0.996187 | [
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REVISION ASSIGNMENT
CLASS 7 NUTRITION IN ANIMALS
Very short answer type questions
Q1. What is nutrition?
Q2. Name three glands associated with the digestive system.
Q3. What does the inner lining of the stomach secrete?
Q4. Which teeth are used for chewing and grinding?
Q5. Which carbohydrate is not digested in humans?
Q6. Which part of the teeth is used for biting and cutting?
Q7. Which part of the teeth is used for piercing and tearing?
Q8. Where does complete digestion of food take place?
Q9. What does liver secrete?
Q10. Where is the bile produced? Which component of the food it helps in digestion?
Q11. What is expelled out of the body as faeces through the anus?
Short answer type questions
Q1. What does animal nutrition include?
Q2. What is digestion?
Q3. What is alimentary canal?
Q4. What all constitute human digestive system?
Q5. What is ingestion?
Q6. What is the role of pseudopodia in nutrition in amoeba?
Q7. Write two functions of tongue in humans.
Q8. What is the role of saliva in digestion?
Q9. Why do we taste food sweeter after chewing it for a longer time?
Q10. What is the role of HCl in the stomach?
Q12. Your stomach contains hydrochloric acid, but you don't experience any burning sensation. Why?
Q13. What is the role of villi in the intestine?
Q14. What is meant by rumen and caecum in ruminants?
Q15. How does amoeba ingest its food and where is it digested?
Q16. What is liver?
Q17. What is a gall bladder? What is its role?
Q18. What happens during assimilation of food in man?
Q19. Why do we get instant energy from glucose?
Q20. What are villi? What are their location and function?
Q21. Name the type of carbohydrate that can be digested by ruminants but not humans.
Give the reason also.
Q22. Why do we start hiccupping or get choking sensation while eating food?
Q23. What is meant by assimilation?
Q24. No digestion occurs in large intestine yet its role is important. Justify the statement.
Q25. How do you differentiate between absorption and assimilation?
Q26. What is egestion?
Q27. What are the products of digestion of carbohydrates, proteins and fats?
Q28. What are ruminants?
Q29. What is cud?
Q30. What helps amoeba to capture its food?
Q31. Write one similarity and one difference between the nutrition in amoeba and human beings.
Q32. Which part of the digestive canal is involved in:
1. absorption of food
2. chewing of food
3. killing of micro organisms
4. complete digestion of food
5. formation of faeces
Q33. What is stomach and how does it work?
Long answer type questions
Q1. Briefly describe the process of nutrition in amoeba
Q2. Write the functions of different types of teeth.
Q3. Briefly explain the process of digestion in ruminants
Q4. Draw a labeled diagram of human digestive system.
Q5. Mention the various steps involved in the process of nutrition | <urn:uuid:1e749baf-fc09-4f97-9ea7-6b1cc9188c24> | CC-MAIN-2017-04 | http://balbharatipp.org/assignments/assig2014-15/class7_NUTRITION%20IN%20ANIMALS_sci1.pdf | 2017-01-19T23:23:56Z | crawl-data/CC-MAIN-2017-04/segments/1484560280761.39/warc/CC-MAIN-20170116095120-00256-ip-10-171-10-70.ec2.internal.warc.gz | 27,032,943 | 708 | eng_Latn | eng_Latn | 0.997945 | eng_Latn | 0.998543 | [
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January— December 2016 Volume 8 Issue 1
firstname.lastname@example.org
Inside this issue:
Wetland Management Plan Update
Wetland Ecology: Wildlife
1
2
Habitat
Animal of the Month: Water Strider 2
Newsletter of the White Oak Bayou Wetland Management Plan
Wetland Management Plan Update
Current developments, meeting updates, and future plans
There wetland management plan is now complete and final edits from the public and
important tasks/actions for future involvement. Three were selected as the most important: Education, stormwater management, and wetland trails.
collected on a Trimble TSC3 controller utilizing a Trimble R -10 RTK Rover receiver connected to the Pulaski Area Geographic Information System (PAgis) Virtual Reference Station (VRS) network. The elevation information was then plotted from upstream to downstream in order to produce an elevation profile of the surveyed area.
Austin Bristow using the Trimble unit for elevation
Important Dates:
- Steering Committee Meeting: April 5, 2016
- Steering Committee Meeting: October 2016
government agencies have been sent to GBMc. This document is a "living" document in that it will be continued to be updated and edited for its existence. The City of Maumelle will keep the wetland management plan for the future.
Story Ideas? Want to be put on the mailing list? Contact us at thecypressknee@ swbell.net
Three Steering Committee Meeting were held on January 21, February 26, and April 5 in order for the public to have time to go over the WMP, provide edits to the document, and decide what are the most
This year GBMc & Associates marked beaver dams throughout the White Oak Bayou watershed to show the correlation between elevation differences before and after beaver dams and flood control. Over the course of two site visits, seven beaver dams were identified and their locations were recorded. Once the dams had been located, a third site visit was conducted in order to obtain high accuracy elevation measurements directly upstream and downstream of each dam. The sites were accessed via kayak and elevation measurements were
The University of Central Arkansas (UCA) practicum program is underway. Stephanie Stoughton, a graduate student at UCA, is still collecting water samples in the reaches of WOB to determine the water quality and identify areas where sources of potential contaminants are greatest.
.
Find this newsletter on Maumelle's Planning and Zoning website: http://maumelle.org/city-departments/planning-a-zoning.html
Wetland History: Arkansas Delta
Exploring the functions and values of wetlands in the ecosystem
The Delta ecoregion of Arkansas is one of the largest ecoregions of the state. Consisting of all or part of 27 counties, this region is some of the most bountiful cropland anywhere in the world.
by hand. The transition from bottomland to farmland increased as industrial equipment became more readily available to settlers.
preserve habitats and promote clean water. Without wetlands, the natural ecology of the region would suffer and wildlife would cease to exists.
Early settler came to Arkansas for the fur and timber industry. Before the rise of agriculture in the state, the delta consisted of mostly bottomland hardwoods and other types of wetlands. These wetlands provided ample habitat for migratory birds, amphibians, mammals, and reptiles alike.
Today, most bottomland hardwood wetlands in Arkansas can be found near major tributaries and floodways of the Mississippi River. They provide a buffer for the agricultural land in the Delta from flooding and are natural improvers of water quality in the state.
In the middle of the 19th century, settlers moving into the region began digging trenches to drain large areas of the delta for agriculture. Without modern machinery to assist in land development, clearing for agriculture was limited to what could be done
The White Oak Bayou itself is a direct filtration system that leads to the Arkansas Delta. While it is located in the Arkansas River Valley, it drains to the Arkansas River , which in turn drains into the Mississippi River . It is important to protect this watershed in order to
Wetland Trivia
Peat was used as a bandage to soak up blood.
A map featuring the different ecoregions of Arkansas. The far left purple indicated the Delta Region.
Animal of the Month: Water Strider
Featuring plants, animals and other critters in your area
Scientific Name:
Gerridae
Water striders are a fascinating water bug due to their ability to walk on water!
Water striders also know as pond skaters, water skippers, or Jesus bugs have six legs and thousands of tiny hairs on their legs that keeps water from touching them. The two front legs are shorter than the thin, long back legs in order to more easily eat food. These insects can walk on water due to those tiny hairs on their legs. Those hairs create surface tension with the water. Water molecules are attracted to each other
(cohesions). At the surface of water, water molecules form a strong bond called surface tension. The water strider uses the surface tensions and their long legs to evenly distribute the weight its body. The tiny hairs keep the body and legs from retaining moisture and the hairs capture air.
Water striders are aquatic predators that mainly eat spiders and insects that fall on the water. Water striders are also the prey of birds and some fish.
Water stirders preffered habitat are calm and slow-moving water such as ponds and marshes. | <urn:uuid:ee3f8319-5c9e-47e5-96c9-0e2e1c0365c5> | CC-MAIN-2018-51 | http://whiteoakbayou.com/media/2016_January_-_December.pdf | 2018-12-14T18:56:21Z | crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00068.warc.gz | 335,354,226 | 1,180 | eng_Latn | eng_Latn | 0.996912 | eng_Latn | 0.997422 | [
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Published on Books on Islam and Muslims | Al-Islam.org (http://www.al-islam.org)
Home > Hajj The Islamic Pilgrimage According to The Five Schools of Islamic Law
Hajj The Islamic Pilgrimage According to The Five Schools of Islamic Law
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Adapted from "The Five Schools of Islamic Law"
Author(s):
Allamah Muhammad Jawad Maghniyyah [3] G
Publisher(s):
Ansariyan Publications - Qum [4] G
Category:
Hajj (Pilgrimage) [5] G
Topic Tags:
Hajj [6] G
Schools of Thought [7] G
Law [8] G
Fiqh [9] G
Old url:
http://www.al-islam.org/hajjandfiveschools/
The Hajj
The Acts of the Hajj
At the beginning, in order to make it easier for the reader to follow the opinions of the five schools of fiqh about various aspects of Hajj, we shall briefly outline their sequence as ordained by the Shari'ah.
The Hajj pilgrim coming from a place distant from Mecca assumes ihram1 from the miqat2 on his way, or from a point parallel to the closest miqat, and starts reciting the talbiyah.3 In this there is no difference between one performing `Umrah mufradahor any of the three types of Hajj (i.e. tamattu, ifrad, qiran). However, those who live within the haram4 of Mecca assume ihram from their houses.'5
On sighting the Holy Ka'bah, he recites takbir اﻟﻠَّﻪِ أَﻛْﺒَﺮ (i.e. `God is the greatest') and tahlil ﻻ إﻟﻪ إﻻ اﻟﻠﻪ (i.e. `There is no god except Allah') which is mustahabb 6 (desirable, though not obligatory). On entering Mecca, he takes a bath, which is again mustahabb. After entering al‑Masjid al‑Haram, first he greets the Black Stone (al‑Hajar al‑'Aswad) ‑ if possible kisses it, otherwise makes a gesture with his hand - then makes the tawaf (seven fold circumambulation of the Ka'bah) of the first entry, which is mustahabb for one performing Hajj al‑'ifrad or Hajj al-qiran. Then he offers the two raka'at of the tawaf, again greets the Black Stone if he can, and leaves al‑Masjid al‑Haram. After this, he remains in the state of ihram in Mecca. On the day of tarwiyah, i.e. the eighth day of the month of Dhu al‑Hijjah, or if he wants a day earlier, he goes forth towards `Arafat.
If the pilgrim has come for `Umrah mufradahor Hajj al-tamattu; he performs the tawaf of the entry, which is obligatory (wajib) for him, and prays the two raka'at of the tawaf. Then he performs the sa'y between Safa and Marwah, and, following it, the halq (complete head shave) or taqsir 7 (partial shortening of the hair of the head). Then he is relieved of the state of ihram and its related restrictions, and things prohibited in ihram become permissible for him, including sexual intercourse. 8 Then he proceeds from Mecca after assuming ihram for a second time, early enough to be present at the wuquf (halt) at `Arafat (referred to as `mawqif, ; i.e. the place of halting) at noontime on the ninth of Dhu al‑Hijjah. Assumption of ihram on the day of tarwiyah, i.e. eighth Dhu al‑Hijjah, is preferable.
The Hajj pilgrim, irrespective of the type of Hajj he intends to perform, turns towards `Arafat, passing through Mina. The period of the wufuq at `Arafat is, for the Hanafi, Shafi`i, and Maliki schools, from the noon of the ninth until the day break of the tenth; for the Hanbali school, from the daybreak of the ninth until the daybreak of the tenth; and for the Imamiyyah, from non until sunset on the ninth, and in exigency until the daybreak of the tenth. 9 The pilgrim offers invocations (dua') at `Arafat, preferably (istihbaban) in an imploring manner.
Then he turns towards Muzdalifah (also called al‑Mash'ar al‑Haram), where he offers the Maghrib and Isha' prayers on the night of the `Id (i.e. the tenth of Dhu al‑Hijjah). Offering the two prayers immediately after one another is considered mustahabb by all the five schools. According to the Hanafi, Shafi'i, and Hanbali schools, it is obligatory to spend this night (i.e. the night of the `Id) at Muzdalifah; for the Imamiyyah, it is not obligatory but preferable. After the daybreak, he makes the wuquf at al‑Mash'ar al‑Haram, which is wajib for the Imamiyyah and mustahabb for other schools. And at Muzdalifah, preferably, he picks up seven pebbles to be thrown at Mina.
After this, he turns towards Mina before sunrise on the day of `Id. There he performs the ritual throwing of stones, called ramy, at Jamarat al‑`Aqabah, no matter which of the three kinds of Hajj he is performing. The ramy is performed between sunrise and sunset, preferably (istihbaban)
accompanied by takbir and tasbi ِﺳُﺒْﺤَﺎنَ اﻟﻠَّﻪ (i.e. proclaiming God's glory by saying `How far God is from every imperfection!').
Then if a non‑Meccan on Hajj al-tamattu; he should slaughter the sacrificial animal (a camel, cow or a sheep), by agreement of all the five schools. However, it is not obligatory for one on Hajj al‑'ifrad; again by consensus of all the five schools. For one on Hajj al-qiran the sacrifice is obligatory from the viewpoint o the four Sunni schools, and for the Imamiyyah it is not obligatory except when the pilgrim brings the sacrificial animal ( al‑hady ) along with him at the time of assuming ihram .
For a Meccan performing Hajj al-tamattu; the sacrifice is obligatory from the viewpoint of the Imamiyyah school, but not according to the four Sunni schools.
After this, he performs the halq or taqsir, irrespective of the kind of Hajj he is performing. After halq or taqsir, everything except sexual intercourse becomes permissible for him according to the Hanbali, Shafi'i and Hanafi schools, and according to the Maliki and Imamiyyah schools, everything except intercourse and perfume.
Then he returns to Mecca on the same day, i.e. the day of the `Id, performs the tawaf al‑ziyarah, prays its related two raka'at, regardless of which kind of Hajj he is performing. After this, according to the four Sunni schools, he is free from all restrictions including that of sexual intercourse. Then he performs the sa'y between Safa and Marwah if on Hajj altamattu; by agreement of all the five schools. For the Imamiyyah school, the sa'y after tawaf al‑ziyarah is also obligatory for one performing Hajj al-qiran and Hajj al‑'ifrad. But for other schools, it is not obligatory if the pilgrim had performed the sa'y after the tawaf of first entry, otherwise it is.
For the Imamiyyah, it is obligatory for all the types of Hajj to perform another tawaf after this sa'y. Without this tawaf, called tawaf al-nisa; one is not relieved of the interdiction of abstinence from intercourse.
Then the pilgrim returns to Mina on the same day, i.e. the tenth, where he sleeps on the night of the eleventh, performs the threefold throwing of stones (ramy al jamarat) during the interval from the noon until the sunset of the eleventh‑ by consensus of all the five schools. For the Imamiyyah, the ramy is permissible after sunrise and before noon. After this, on the day of the twelfth, he does what he had done the day before. All the legal schools agree that he may now depart from Mina before sunset. And if he stays there until sunset, he is obliged to spend the night of the thirteenth there and to perform the threefold ramy on the day of thirteenth.
After the ramy, he returns to Mecca, before or after noon. On entering Mecca, he performs another tawaf, tawaf al‑wada` (the tawaf of farewell), which is mustahabb for the Imamiyyah and Maliki schools and obligatory for the non‑Meccans from the viewpoint of the remaining three. Here the acts of the Hajj come to conclusion.
The Conditions (Shurut) that make the Hajj Obligatory (Wajib)
The Proviso of Bulugh
The Hajj is not obligatory for children, regardless of whether a child is of the age of discretion (mumayyiz) or not (ghayr mumayyiz). For a mumayyiz child, the Hajj is voluntary and valid. However, it does not relieve him/her of the obligation to perform the obligatory Hajj (called hijjat ib) for a Muslim are: maturity (bulugh), sanity (`aql), and `capability' (istita'ah).al‑'Islam) later as an adult possessing istita'ah; this, in case he/she does not attain adulthood before the wuquf. On this all the five schools of fiqh are in agreement.
,
It is permissible for the guardian (wali) of a ghayr mumayyiz child to take him along on the Hajj pilgrimage. In that case, he puts on the child the dress of ihram; instructs him to say the talbiyah, if the child can say it well, or otherwise says it himself on the child's behalf; and is cautious lest the child commits some act unlawful (haram) for the pilgrims (hujjaj). The accompanying guardian also tells him to perform every act that the child can perform himself, and what he cannot, the guardian performs it on the child's behalf.
The schools of fiqh differ on two questions relating to the Hajj of a mumayyiz child: firstly, whether his Hajj is valid, irrespective of the permission of the guardian; secondly, whether he is relieved of the obligation of Hajj if he attains adulthood before mawqif. According to the Imamiyyah, Hanbali, and Shafi'i schools, the guardian's permission is a provision for the ihram to be valid. According to Abu Hanifah, the idea of validity is inapplicable to the child's Hajj, even if mumayyiz, and regardless of whether he obtains the permission of the guardian or not; because, according to him, there is nothing to a child's Hajj except its significance as an exercise (Fath al‑Bari, al‑Mughni, al‑Tadhkirah).
According to the Imamiyyah, Hanbali and Shafi`i schools, if the child attains adulthood before mawqif, his obligatory duty of Hajj (hijjat al‑'Islam) is thereby fulfilled. And according to Imamiyyah and Maliki schools, the duty is fulfilled if he renews ihram (as an adult), otherwise not; which means that he should start the Hajj all over again from the beginning. (al‑Tadhkirah)
Insanity
Basically the condition of insanity relieves a person of all duties. Even if he was to perform the Hajj, and presumably in the way expected of a sane person, it would not fulfil his obligatory duty were he to return to sanity. If his insanity is periodic, when regained for a sufficiently long interval it is wajib for him to perform the Hajj with all its conditions and in all its details. However, if the interval of sanity is not sufficient to perform all the acts of the Hajj, he is quit of the obligation.
Istita'ah
All the five schools of fiqh agree that istita`ah is a requirement for the Hajj duty to become obligatory as mentioned by the Qu'ranic verse:
ﻣَﻦِ اﺳْﺘَﻄَﺎعَ إِﻟَﻴْﻪِ ﺳَﺒِﻴﻠًﻼ
("… whoever is able to make his way there"). The Qur'an, 3:97
However, there is disagreement about the meaning of istita`ah. In hadith it has been defined as consisting of "al‑zad wa al‑rahilah". `Al‑rahilah' implies the expenses of to and fro journey to Mecca, and `al‑zad' stands for the expenses required for transport, food, lodging, passport fees, and the like. Moreover, the funds needed to meet such expenses must come out of the surplus after paying one's debts, after arranging for one's family's livelihood, meeting the requirements of one's source of income (such as land for a farmer, tools for a craftsman, capital for a tradesman, and so on), and without compromising the security of his life, property and honour.
All schools agree about it except the Malikis, who say that the duty of Hajj is obligatory for anyone who can walk. The Malikis also do not consider the necessity of providing for the living expenses of the family. Rather, they consider it compulsory for one to sell off his essential means of life, such as land, livestock, tools, and even books and unessential clothes. (al‑Fiqh `ala al‑madhahib al‑'arba`ah).
If a person upon whom the Hajj duty is not obligatory due to absence of istita'ah, takes upon himself the burden and performs the Hajj, in case he attains istita'ah afterwards, is his first Hajj sufficient or should he perform the Hajj once again? According to the Maliki and Hanafi schools, yes, repetition is not compulsory. According to the Hanbali school, yes, but a duty left unattended, such as an unpaid debt, must be discharged.
According to the Imamiyyah school, it does not suffice the obligation of Hajj if he attains istita'ah afterwards, because the provisional is inseparable from the provision both in its presence and its absence. The Hajj performed before the attainment of istita'ah is considered supererogatory (nafl). Later, with its realization, repetition of the Hajj becomes obligatory.
Immediacy (al‑Fawr)
The Imamiyyah, the Maliki, and the Hanbali schools consider the obligation (wujub) of the Hajj duty to be immediately applicable (fawri); i.e. it is not permissible to delay it from the moment of its possibility. It is sinful to delay, though the Hajj performed with delay is correct and fulfils the obligation. The author of al‑Jawahir says:
The immediacy of the obligation of Hajj means that it is necessary to take initiative to perform the Hajj in the first year of attaining istita'ah, and failing that at one's next earliest opportunity....Thereafter, there is no doubt about the sinfulness of the delay if one were to forgo the first opportunity in the case of absence of another.
According to the Shafi`i school, the obligation of Hajj is not immediate (upon attainment of istita'ah); rather one may delay it and perform it when he wishes.10 According to Abu Yusuf, the Hajj is an immediate obligation. Muhammad ibn al‑Hasan considers delay (tarakhi) permissible. Abu Hanifah has no explicit text on the matter, though some of his contemporaries state that he implicitly believes in the immediacy of the obligation.
Secondary Issues Related to Istita`ah
Women and the Hajj
Are there any additional conditions for women with regard to performance of the Hajj? All the five schools agree that it is not required that a woman should obtain the husband's permission for the obligatory Hajj duty, nor may he prevent her from undertaking it. However, there is a difference of opinion about whether the Hajj is obligatory upon her or not if she does not find a husband or a mahram 11 to accompany her on the journey.
According to the Imamiyyah, Maliki and Shafi`i schools, the mahram's company or that of the husband is not at all a condition, regardless of whether she is young or old, married or unmarried; since the mahram's company is a means of her safety, not an end in itself. Accordingly, we have two cases: either she feels confident of her security on the journey, or she doesn't. In the first case, the Hajj is obligatory upon her and the mahram's company is irrelevant. In the second case, she lacks the requirement of istita'ah, in spite of the mahram's company.
Accordingly, there is no essential difference between a man and a woman in this respect.
According to the Hanbali and Hanafi schools, the company of the husband or mahram is a provision for the woman's Hajj, even if she were old. It is not permissible for her to perform the Hajj without his company. The Hanafi school further stipulates the condition that her location should be at a distance of three days' journey from Mecca.
Bequest (al‑Badhl)
Al‑Mughni, a text of Hanbali fiqh, states: "If a person bequeaths money to another, it is not binding upon him to accept it, and it does not make the recipient mustati` (possessing istita'ah), irrespective of whether the bequeathed is a relative or a stranger, regardless of whether the bequest suffices for the expenses of the journey and food. According to al‑Shafi`i, if the bequest is made by one's son, enough to enable him to undertake the Hajj journey, the Hajj becomes obligatory. This is because it enables him to perform the Hajj without having to bear a stranger's favour or without any accompanying encumbrance or harm.
According to the Imamiyyah school, if the bequest is an unconditional gift made without the provision of performing the Hajj by the recipient, the Hajj is not binding, irrespective of who makes the bequest. But if the bequest is made with the condition that one perform the Hajj, the acceptance of the bequest is binding and may not be rejected, even if the bequest is made by a stranger; since it makes him mustati ` to undertake the pilgrimage.
Marriage
What if one has only enough money either to get married or to perform the Hajj? Which of them is prior? The Hanafi text Fath al‑qadir (vol. II, "Bab al‑Hajj") mentions this question being put to Abu Hanifah, who, in his reply, considered that priority lies with the Hajj. The generality (itlaq) of this answer in which he gives priority to the Hajj, taking into consideration that marriage is obligatory under certain conditions, allows us to conclude that for Abu Hanifah delay in Hajj is not permissible.
According to the Shafi'i, Hanbali and Imamiyyah scholars, marriage has priority if there is likelihood of distress (haraj)or difficulty (mashaqqah)in refraining from marriage. In that case priority does not lie with the Hajj. (Kifayat al‑'akhbar, al‑Mughni, al‑`Urwat al‑wuthqa)
Khums and Zakat
Payment of the khums and zakat has priority over the Hajj. The condition of istita'ah is not realized until both are paid off, like other kinds of debts.
Istita'ah by Chance
If someone travels to a place in the vicinity of the holy city of Mecca, on business or for some other purpose, and his stay continues until the Hajj season, and if it is possible for him to reach the Holy Ka'bah, he thereby becomes mustati`. And if he were to return home without performing the Hajj, by consensus of all the schools, he is not relieved of the obligation.
Istinabah (Deputation)
The Islamic duties (`ibadat) are divisible into three categories, depending on a duty's nature whether it mainly involves bodily acts or financial expenditure.
1. The purely bodily `ibadat are those which, like fasting (sawm) and prayer (salat), do not involve any financial aspect. According to the four Sunni schools, such duties cannot in any circumstance be delegated to a proxy (na'ib), either on behalf of a living or a dead person. But according to the Imamiyyah school, taking a na'ib is permissible on behalf of a dead person, though not for a living person, to perform sawm and salat for him, and under all circumstances.
2. The purely financial `ibadat are those which do not involve bodily acts, such as khums and zakat. In such `ibadat, all legal schools agree, it is permissible to take a na'ib. It is permissible for one to depute another to take out zakat and pay other kind of alms (sadaqat) from his assets.
3. The duties which involve both bodily and financial aspects, such as the Hajj, which requires such bodily acts as tawaf (circumambulation of the Ka'bah), say (to and fro movement between Marwah and Safa), ramy (the symbolic throwing of stones), and financial expenditures such as for the journey and its accompanying requirements.
All the five legal schools agree that one who is capable of undertaking the Hajj in person and fulfils all the conditions thereof, should do so himself in person. It is not permissible for him to depute another to undertake it, and if he does so it would not relieve him of his obligation to perform it himself. If he does not do it in his life, according to the Shafi'i, Hanbali and Imamiyyah schools, he is not relieved of the duty because of the preponderance of the financial aspect, and it is obligatory to hire someone to perform the Hajj with a similar expenditure. In case he does not make a will for the Hajj, the amount should be taken out from his undivided heritage.12
According to the Hanafi and Maliki schools, he is relieved of the obligation due to the bodily aspect; but if he mentions it in his will, the expense is taken out from the one third of his inheritance‑‑like all other bequests‑‑and if he doesn't, istinabah is not obligatory.
The Physically Incapable (al‑Qadir al‑`Ajiz)
One who meets all the financial conditions for the Hajj pilgrimage but is incapable of undertaking it personally due to old age or some incurable disease, all the legal schools agree, is relieved of the obligation of performing the Hajj in person, for God says:
(... and He has laid no impediment in your religion ....).13
However, it is obligatory upon him to hire someone to perform the Hajj for him. But if he doesn't, is it a negligence of a duty whose fulfilment continues to remain upon him? All the legal schools, with the exception of the Maliki, agree that it is obligatory upon him to hire someone to perform the Hajj for him. The Maliki says that the Hajj is not obligatory upon one who is incapable of undertaking it in person. ( al‑Mughni, al‑Tadhkirah )
Furthermore, if a sick person recovers after deputing someone to perform his Hajj, is it obligatory upon him on recovery to perform the Hajj in person? According to the Hanbali school, another Hajj is not obligatory. But according to the Imamiyyah, Shafi'i and Hanafi schools it is obligatory, because what was fulfilled was the financial obligation, and the bodily obligation has remained unfulfilled.
Istinabah in al‑Hajj al‑Mustahabb
According to the Imamiyyah and Hanafi legal schools; one who has performed the Hijjat al‑'Islam, if he wants to depute another for a voluntary, mustahabb Hajj, may do so, even if he is capable of undertaking it in person. But according to the Shafi`i school, it is not permissible. There are two narrations from Ahmad ibn Hanbal, one indicating prohibition and the other permission.
According to the Maliki school, it is permissible for an incurable sick person and for one who has performed the obligatory Hajj to hire another for the Hajj. The Hajj so performed is valid, though makruh (reprehensible). It is not considered as the Hajj of the hirer (mustajir) and is counted as the mustahabb Hajj of the hired (ajir).
The hirer gets the reward for providing assistance in the performance of the Hajj and shares the blessings of the prayers offered. When the Hajj is performed for the benefit of a dead person, irrespective of whether he has asked for it in his will or not, it is counted neither as fulfilment of the duty (fard) nor as a supererogatory (nafl)act, nor does it relieve him of the duty of the obligatory Hajj. (al‑Fiqh `ala al‑madhahib al‑'arba`ah).
The Conditions for the Na'ib
The na'ib should fulfil the conditions of: bulugh (adulthood), `aql (sanity), belief in Islam, exemption from the duty of obligatory Hajj, and ability to perform the Hajj properly. A man may represent a woman and a‑woman may represent a man, even if both the na'ib and the one whom he represents have not performed the Hajj before.14
Should the na'ib commence the journey from his own place or that of the deceased whom he represents, or from one of the mawaqit? According to the Hanafi and Maliki schools, the na'ib should commence the pilgrimage journey from the place of the deceased, if he has not specified the starting point; otherwise according to his wish.
According to the Shafi`i school, the pilgrimage commences from one of the mawaqit; if the deceased person has specified one, then the na'ib must act accordingly, otherwise he is free to choose one of the mawaqit.
According to the Hanbali school, the na'ib must start from the place that the deceased was obliged to begin from if he had performed the Hajj himself, and not from the place of his death. If the deceased person had attained istita'ah at a place to which he had migrated, later returning to his own place, the na'ib should start from the place of migration, not from the deceased person's home, except when the distance (between his home‑town and the place of migration) is less than what is required for qasr in prayers performed by a traveller. 15
According to the Imamiyyah school, the Hajj is classified into miqati (i.e. one which starts from one of the mawaqit ) and baladi (i.e. one which starts from the town of the deceased). If the deceased has specified one of these two kinds, then the one specified.
If he has not specified, any one of the two may be performed. Otherwise the Hajj is miqati and, if possible, starts from the miqat nearest to Mecca, or else the miqat nearest to the town of the deceased. The cost of al‑Hijjat al‑miqatiyyah is taken out from the undivided legacy in the case of obligatory Hajj, and the expense exceeding the cost of al‑Hijjat al‑miqatiyyah is taken from the one third. (al‑Jawahir)
Delay by the Na'ib
Once the na'ib is hired, it is obligatory for him to act with immediacy. He may not postpone the Hajj beyond the first year. Also, it is not permissible for him to depute another, since the duty is his own. If we do not know that he actually went on the pilgrimage and performed all its essential acts, or if we doubt whether he performed them correctly and properly or not, or whether he failed to fulfil any of its obligatory essentials, then we assume that he acted correctly and properly, unless there is proof to the contrary.
Change of Purpose by the Na'ib (al‑`Udal)
According to the Hanafi and Imamiyyah schools, if one species to the na'ib a particular kind of Hajj; such as Jajj al‑'ifrad, or Hajj al-qiran; then it is not permissible for him to make any change. However, if a particular town was specified as the starting point and the na'ib starts from another town, the purpose of the one who hires him is considered as fulfilled if the said specification was not really intended by the hirer; i.e. if by mentioning the route he meant the Hajj itself, and not the route specifically. (al‑Tadhkirah, al‑Fiqh `ala al‑madhahib al‑'arba`ah).
1. `Ihram' is the state of pilgrim sanctity, which a pilgrim of Hajj or `Umrah assumes on reaching miqat (see note No. 2). A pilgrim in the state of ihram is called muhrim. (Tr.) 2. Miqat (pl. mawaqit) refers to a number of stations outside Mecca from where the pilgrims intending Hajj or `Umrah assume ihram. They are: (1) Dhu al‑Hulayfah (specifically, Masjid al‑Shajarah); (2) Yalamlam; (3) Qarn al‑Manazil; (4) al‑Juhfah; (5) three points situated in the valley of al‑`Aqiq: al‑Maslakh, al‑Ghamrah, and Dhat al‑`Irq. Those pilgrims whose houses are nearer to Mecca than to any of the above mawaqit, assume
ihram from their houses. (Tr.)
3.
The talbiyah is wajib according to the Imamiyyah, Hanafi, and Maliki schools, and mustahabb according to the Hanbalis. Its time is the moment of beginning of ihram.
4. The area roughly within a radius of six miles, with the Holy Ka'bah at the centre, is called 'haram', the sacred and inviolable territory of the sanctuary of the Holy Ka'bah. See the brief discussion under the subheading; "The Limits of the Harams of Mecca and al‑Madinah" in the present article. (Tr.)
5. According to the Imamiyyah school, Hajj al-tamattu` is obligatory for non‑Meccans, and Meccans may choose between Hajj al-qiran and Hajj al‑'ifrad. According to the four Sunni schools, there is no difference between a Meccan and a non‑Meccan with regard to choice of any particular kind of Hajj, except that according to the Hanafi school Hajj al-tamattu` and Hajj al-qiran are makruh for the Meccan.
6. The tawaf of the first entry or the arrival (called tawaf al‑qudum) is mustahabb from the viewpoint of all except the Maliki school, which regards it as obligatory.
7. According to the Imamiyyah school, one is free to choose between halq and taqsir if on `Umrah mufradah'. But a pilgrim on Hajj al-tamattu` is required to perform taqsir. Also
according to the Imamiyyah, it is obligatory for one on `Umrah mufradah to perform, after the halq or taqsir, a second tawaf, the tawaf al-nisa', before which sexual intimacy is not permissible to the pilgrim. According to the four Sunni schools, one is free to choose between halq and taqsir in both. They do not require the pilgrim of Hajj or 'Umrah to perform tawaf al-nisa; and according to the Maliki school halq or taqsir is not obligatory on one performing `Umrah mufradah.
8. According to the Imamiyyah school, the mutamatti` (pilgrim on Hajj al-tamattu' and its conjugate `Umrah) acquires tahlil (i.e. relief from ihram) after taqsir, even when he brings along with him the sacrificial animal (hady). But according to the other schools, the mutamatti` who assumes ihram for `Umrah from the miqat obtains tahlil on halq or taqsir when not accompanied by hady, but if he has brought along with him the hady, he remains in the state of ihram. However, according to them, the pilgrim of `Umrah mufradah obtains tahlil regardless of whether the hady accompanies him or not. The author of al‑Mughni, after making the above statement, says, "I have not come across a contrary opinion on this matter."
9. According to the Imamiyyah school, the halt in Arafat is obligatory for the entire period of time. But according to the other schools, a moment of halt is sufficient. All the legal schools are in agreement that offering the zuhr (noon) and `asr (afternoon) prayers immediately after one another is mustahabb, because the Prophet (s) had done so. 10. Although the times have tended to support this opinion, and even though the traditions in favour of immediacy (al‑fawr) of the duty of Hajj are open to criticism and controversy, but it leads towards negligence, and gradually towards abandonment of this sacred rite. Accordingly, the stress on immediacy is preferable, being more conducive from the
viewpoint of the necessity to preserve the vitality of the Islamic faith.
11. Mahram is a male relation with whom marriage is not permissible; viz; father, grandfathers, sons, grandsons, brothers, sons and grandsons of one's sister or brother, etc.
12. The Imamiyyah, Shafi'i, and Maliki schools permit hiring another person to perform the Hajj for a fee. The Hanafi and Hanbali schools do not consider it permissible. Nothing more than the expenses of journey, food and lodging may be given to the hired, they say.
13. The Qur'an, 22:78.
14. One who has not performed the Hajj before is called sarurah. According to the Shafi'i and Hanbali schools, if one who has not performed the Hajj before, undertakes it on behalf of another, the Hajj performed is considered his own. But according to the Maliki, Hanafi, and Imamiyyah schools, the Hajj performed depends on his intention (niyyah).
15. The minimum distance required for qasr in zuhr, 'asr and 'isha' prayers is 8 parasangs (approximately 44 kms. or 27.5 miles). (Tr.)
Al‑'Umrah
The Meaning of `Umrah
The word `umrah in common speech "visit", but in the Shari`ah it means paying a visit to the Bayt Allah al‑Haram (the Sacred House of God, i.e. the Holy Ka'bah) in a specific form.
The Kinds of `Umrah
The `Umrah is of two kinds: the first which is performed independently of the Hajj (called al‑`Umrat al‑mufradah al‑mustaqillah `an al‑Hajj), and the second kind which is performed in conjunction with the Hajj (al‑`Umrat al‑mundammah ila al‑Hajj). The al‑`Umrat al‑mufradah, the independent `Umrah, all the five legal schools agree, can be performed at all times of the year, though it is meritorious to perform it during the month of Rajab according to the Imamiyyah, and in Ramadan according to the four Sunni schools.
The time of the conjugate `Umrah, which is performed before the Hajj and in the course of the same journey by the Hujjaj coming to the Holy Makkah from distant countries, by consensus of all five schools, extends from Shawwal to Dhul Hijjah. However, there is disagreement among legists about the month of Dhul Hijjah, whether the entire month or only the first ten days belong to the Hajj season. Anyone who performs the conjugate `Umrah is considered relieved of the obligation to perform the al‑`Umrat al‑mufradah by those who believe in its being obligatory.
Difference Between the Two Kinds of `Umrah
The Imamiyyah scholars make a distinction between al‑`Umrat al‑mufradah and `Umrat al‑tamattu`, citing the following reasons:
1. The Tawaf al-nisa' (to be explained later) is obligatory in al‑`Umrat al‑mufradah, not in the `Umrat al‑tamattu; and according to some jurists is forbidden.
2. The time of `Umrat al‑tamattu` extends from the first of the month of Shawwal to the ninth of Dhu al‑Hijjah, whereas al‑`Umrat al‑mufradah can be performed at all times of the year.
3. The pilgrim (mu'tamir) performing the `Umrat al‑tamattu` is required to shorten his hair (al‑taqsir), whereas the mu`tamir of al‑`Umrat al‑mufradah can choose between shortening his hair or completely shaving his head (al‑halq), as shall be explained later.
4. The `Umrat al‑tamattu` and the Hajj occur in the same year, which is not the case with al‑`Umrat al‑mufradah.
Karrarah, in his book al‑Din wa al‑Hajj `ala al‑madhahib al‑'arba'ah, says that, according to the Maliki and Shafi`i schools, for the mu'tamir of al‑`Umrat al‑mufradah all things are permissible, even sexual intercourse, after the shortening of hair (al‑taqsir)or the head shave (al‑halq), irrespective of whether he brings along with him the sacrificial offering (al‑hady) or not. But according to the Hanbali and Hanafi schools, the mu'tamir gets away with al‑taqsir or al‑halq, if he does not bring the sacrificial offering; otherwise he remains in the state of ihram until he gets through the Hajj and the `Umrah on the day of sacrifice (yawm al‑nahr).
The Conditions of the 'Umrah
The conditions for the `Umrah are essentially the same as mentioned in the case of the Hajj.
The Status of `Umrah
According to the Hanafi and Maliki schools, the `Umrah is not obligatory but a highly recommended sunnah (sunnah mu'akkadah). But according to the Shafi`i and Hanbali schools and the majority of Imamiyyah legists, it is obligatory (wajib) for one who is mustati`, and desirable (mustahabb) for one who is not mustati: In support, they cite the Qur'anic verse:
ِ وَأَﺗِﻤُّﻮا اﻟْﺤَﺞَّ وَاﻟْﻌُﻤْﺮَةَ ﻟِﻠَّﻪ
(Perform the Hajj and the `Umrah for Allah.)1
(Fiqh al‑Sunnah, vol. V; al‑Fiqh `ala al‑madhahib al‑'arba`ah; al‑Jawahir; al‑Mughni)2
The Acts of the `Umrah
According to al‑Fiqh `ala al‑madhahib al‑'arba`ah, whatever is wajibor sunnah for the Hajj is also wajib and sunnah for the `Umrah. But the `Umrah does differ from the Hajj in certain respects: there is no specific time for performing the `Umrah; it does not involve the halt (wuquf) in the plain of `Arafat; neither the departure thenceforth to al‑Muzdalifah; nor the ramy al‑jamarat.3
The Imamiyyah book al‑Jawahir mentions that: "The obligatory acts (af'al or a'mal) of the Hajj are twelve: ihram; the wuquf at `Arafat; the wuquf at al‑Mash'ar al‑Haram; the entry into Mina; the ramy; the dhibh (sacrifice); its related taqsir or halq; the tawaf (the sevenfold circumambulation of the Ka'bah), and its related raka'at (units of the length of prayers); the sa'y; the tawaf al-nisa', and its related raka'at. The obligatory acts of al‑`Umrat al‑mufradah are eight: niyyah (intention); ihram4 ; tawaf its related raka'at; the sa'y; the taqsi; the tawaf al-nisa'; and its related raka'at."
This indicates that all the legal schools agree that the acts of the Hajj exceed those of the 'Umrah by the acts associated with the wuquf. Moreover, the Imamiyyah school considers it obligatory for the performer of the al‑`Umrat al‑mufradah to perform a second tawaf, the tawaf al-nisa'. Similarly the Maliki school differs from others in considering halqor taqsir as non‑obligatory for al‑`Umrat al‑mufradah.
Two Subsidiary Issues
1. The obligation (wujub) of al‑`Umrat al‑mufradah is not connected with the istita`ah for the Hajj. If, supposedly, it is possible for a person to go to Mecca at a time other than that of the Hajj and not possible at the time of the Hajj, then the `Umrah instead of the Hajj becomes obligatory for him. If he dies without performing it, its expense is taken out from his heritage."5
Similarly, if one has istita'ah for Hajj al‑'ifrad instead of the `Umrah, it becomes obligatory upon him; because each of them is independent of the other. This applies to al‑`Umrat al‑mufradah. As to `Umrat al‑tamattu`, which shall be explained later, its wujub depends upon that of the Hajj, since it is a part of it.
2. According to the Imamiyyah, it is not permissible for one intending to enter the Holy
Mecca to cross the miqat or enter its haram (sacred precincts) without getting into the state of ihram, even if he has performed the Hajj and the `Umrah many times before. Only when the exit and entry recur several times during month, or when after entering the city as a muhrim he goes out any re‑enters for a second time in less than thirty days, it is no obligatory. Therefore, ihram with respect to entry into Mecca is comparable to the wudu' before touching the Holy Qur'an. This clearly demonstrates the baselessness of the lie that the Shi`ah do not consider al‑Bayt al‑Haram as sacred, and that they pretend to perform the Hajj for the sake of polluting the holy sanctuaries. (!)
According to Abu Hanifah, it is not permissible to go beyond the miqat and enter the haram without ihram, but entry into the remaining area is permissible without ihram. Malik does not agree with this, and two opinions are ascribed to al‑Shafi'i on the matter.
This much of discussion about the `Umrah is sufficient for throwing light upon it, so that the reader may grasp its difference with the Hajj, though only in some aspects. What we shall say later will offer further clarification.
1. The Qur'an, 2:196.
2. According to al‑Mughni, Ahmad ibn Hanbal did not consider the 'Umrah as being obligatory for Meccans, for the reason that the most important act of the 'Umrah is tawaf(circumambulation of the Ka'bah) which they do and it suffices them.
3. In the book al‑Fiqh 'ala al‑madhahib al‑'arba'ah, it is the author's wont to give the text followed by a commentary and notes. In the text, he states the points of consensus of all the four Sunni schools, the different position of each is given in the commentary. What we have quoted here is taken from the text, not from the commentary.
4. According to al‑Din wa al‑Hajj 'ala al‑madhahib al‑'arba'ah, by Karrarah, one of the things which distinguishes the 'Umrah from the Hajj is that its ihram is not assumed from any of the mawaqit specified for the Hajj. From the Imamiyyah viewpoint, there is no difference between the miqat for one performing 'Umrah and the miqat for one on Hajj with regard to ihram.
5. The Imamiyyah author of al‑Madarik says: "The better known and sounder of opinions is that the obligation of 'Umrah is independent of the obligation of Hajj." The author of al‑Jawahir states, "The statements of fuqaha' are not free of confusion... the one which appears sounder is that those who live far away from Mecca are relieved of the obligation of 'Umrah mufradah, and that which is obligatory upon them is 'Umrat al‑tamattu; whose wujub is related to that of Hajj.
The Forms of Hajj
All the five legal schools agree that there are three kinds of Hajj: tamattu`, qiran, and ifrad. They also agree that by Hajj al-tamattu` is meant performance of the acts of the `Umrah during the months of the Hajj. The acts of the Hajj itself are performed after getting through the `Umrah. They also agree that by Hajj al‑'ifrad is meant performing the Hajj first and then, after getting through the acts of the Hajj, getting into the state of ihram for performing the `Umrah and its related acts. The four Sunni legal schools agree that the meaning of the Hajj al-qiran is to get into ihram for the Hajj and the `Umrah together. Then the talbiyyah uttered by the pilgrim is ﻟﺒﻴﻚ اﻟﻠﻬﻢ ﺑﺤﺞ وﻋﻤﺮة .
According to the Imamiyyah school, the Hajj al-qiran and Hajj al‑'ifrad are one and the same. There is no difference between them except when the pilgrim performing the Hajj alqiran brings the hady at the time of assuming the ihram. Then it is obligatory upon him to offer what he has brought. But one who performs the Hajj al‑'ifrad has essentially no obligation to offer the hady.
In brief, the Imamiyyah do not consider it permissible to interchange two different ihram's,1 or to perform the Hajj and the `Umrah with a single niyyah (intention) under any condition; but the other legal schools permit it in Hajj al-qiran. They say that it has been named `al‑qiran' because it involves union between the Hajj and the `Umrah. But the Imamiyyah say that it is because of the additional feature of the hady accompanying the pilgrim at the time of ihram.2
According to the four Sunni legal schools, it is permissible for the pilgrim, Meccan or non‑Meccan, to choose from any of the three forms of the Hajj: al‑tamattu; al‑qiran, or al‑'ifrad, without involving any karahah (reprehensibility). Only Abu Hanifah considers Hajj al-tamattu` and Hajj al-qiran as makruh for the Meccan.
The four Sunni legal schools also differ as to which of the three kinds of Hajj is superior to the others. The best according to the Shafi`i school is al‑'ifrad, and al‑tamattu` is superior to al‑qiran. According to the Hanafi school, al‑qiran has greater merit than the other two. The best according to the Maliki school is al‑'ifrad, and according to the Hanbali and Imamiyyah schools is al‑tamattu`.
According to the Imamiyyah school, Hajj al-tamattu` is obligatory upon one living at a distance of over forty‑eight miles from Mecca, and he may not choose any other kind except in emergency. The Hajj al-qiran and Hajj al‑'ifrad are performable by the people of Mecca and those living around it within a distance of forty‑eight miles, and it is not permissible for them to perform except one of these two kinds. The Imamiyyah base their argument on this verse of the Qur'an:
…if any one wishes to continue the 'umra on to the hajj, He must make an offering, such as he can afford, but if he cannot afford it, He should fast three days during the hajj and seven days on his return, Making ten days in all. This is for those whose household is not in (the precincts of) the Sacred Mosque…..(2:196)
Moreover, according to the Imamiyyah school, it is not permissible for one obliged to perform the Hajj al-tamattu` to change over to something else, except for the problem of shortage of time available, or, in the case of women, due to impending menses. In those cases it is permissible to change either to al‑qiran or al‑'ifrad on condition that the `Umrah is performed after the Hajj. The limit of the shortage of time is failure to be present at the wuquf in `Arafat until noon.
For one whose duty is al‑qiran or al‑'ifrad, such as the natives of Mecca or those from its surrounding region, it is not permissible to change to al‑tamattu`, except in exigency (such as the fear of impending menses). After explaining this position of the Imamiyyah school, the author of al‑Jawahir says, "I have not come across any different opinion on this matter."
And all the five legal schools agree that the hady is not compulsory for one performing Hajj al‑'ifrad, though better if performed voluntarily.
1. According to al‑Jawahir, al‑Madarik, al‑Hada'iq and other Imamiyyah works on fiqh, it is not permissible for one already in the state of ihram to assume ihram for another purpose, until he completes all the acts of the rite (Hajj or 'Umrah) for which he had assumed ihram.
2. Ibn 'Aqil is alone among Imamiyyah legists in agreeing with the Sunni legists in that the acts of both the Hajj and the 'Umrah may be performed with a single ihram in Hajj al-qiran.
The 'Ihram
Mawaqit al‑'Ihram
The ihram is compulsory for all the various kinds of Hajj as well as' `Umrah, and is regarded as their basic element (rukn) by the Imamiyyah, and as obligatory by other schools. All the five schools agree that the miqat of the people of al‑Madinah from where they assume ihram is Masjid al‑Shajarah, also known as Dhu al‑Hulayfah; 1for the pilgrims of al‑Sham (which includes the Syrians, the Lebanese, the Palestinians and the Jordanians, noting further that the routes have changed from what they used to be in the past), Morocco and Egypt the miqat is al‑Juhfah;2 for the pilgrims of Iraq, it is al‑`Aqiq;3 for those from Yemen and others who take the same route, it is Yalamlam. 4
According to the Imamiyyah, Qarn al‑Manazil 5 is the miqat for the people of al‑Ta'if and those who take their route towards Makkah. But according to the four Sunni schools, it is the miqat of the people of Najd. The miqat for those from Najd and Iraq according to the Imamiyyah is al‑`Aqiq. All the legal schools agree that these mawaqit also apply to those who in their journey take similar routes, even though they may not be natives of those regions.
For instance, if a Syrian starts on Hajj from al‑Madinah, it is permissible for him to assume ihram from Dhu al‑Hulayfah; if he starts on Hajj from Yemen, his miqat is Yalamlam; if from Iraq, then al‑`Aqiq, and so on. If one does not pass the mentioned mawaqit on his route, the miqat for him is the place parallel to any one of them.
If someone lives at a place nearer to Makkah than any of the prescribed mawaqit, then he assumes ihram from the place of his residence. For, someone who resides in Makkah itself, his miqat is Makkah. For one performing the al‑`Umrat al‑mufradah, the mawaqit, according to the Imamiyyah, are the same as for the Hajj.
Ihram Before Miqat
The four Sunni legal schools agree on the permissibility of assuming ihram before the point of miqat, but disagree as to which has greater merit. According to Malik and Ibn Hanbal, ihram before miqat is more meritorious ( afdal ) . According to Abu Hanifah, the merit lies in assuming ihram while starting the Hajj journey from one's town: Two opinions are ascribed to al‑Shafi'i in this regard.
However, according to the Imamiyyah school, ihram before miqat is not permissible except for one who intends to perform the `Umrah in the month of Rajab and is afraid of missing it if ihram is delayed until miqat is reached, and for one who makes a vow (nadhr) to assume ihram before the miqat. (al‑Tadhkirah, Fiqh al‑Sunnah)
Ihram after Miqat
There is consensus among all the legal schools that it is not permissible to cross the miqat without ihram, and one who does so must return to the miqat for assuming ihram. If he does not return, according to the four Sunni schools, his Hajj is correct though he should offer a hady in atonement. But if there be any impediment, such as fear of insecurity on the way or shortage of time, there is no sin. This, regardless of whether there are other mawaqit before him on his path or not.
According to the Imamiyyah, if he has deliberately neglected to assume ihram at the miqat while intending to perform the Hajj or the `Umrah, if he does not turn back to the miqat, there being no other miqat before him from which he can assume ihram, his ihram and Hajj are invalid, whether he had a valid pretext for not returning or not.
But if his failure to assume ihram at miqat was on account of forgetfulness or ignorance, if it is possible to return, he must do so; but if it is not possible, then from the next miqat before him. Otherwise he ought to assume ihram as far as possible outside the haram of Makkah, or within it; though the former is preferable. (al‑Tadhkirah, al‑Fiqh `ala al‑madhahib al‑'arba`ah)
Ihram before the Hajj Months
According to the Imamiyyah and Shafi'i schools, the ihram before the months of the Hajj is invalid if assumed with the purpose of Hajj, though it is valid when assumed for the purpose of the `Umrah. They cite in this regard the Qur'anic verse:
ٌاﻟْﺤَﺞُّ أَﺷْﻬُﺮٌ ﻣَﻌْﻠُﻮﻣَﺎت
The pilgrimage is (performed in) the well-known months…(2:197):
But according to the Hanafi, Maliki and Hanbali schools, it is permissible with karahah. (al‑Tadhkirah, Fiqh al‑Sunnah)
The Mustahabbat of Ihram
There is no disagreement among the legal schools with respect to the ihram being an essential rukn of the `Umrah and all the three forms of the Hajj, namely, tamattu; qiran and ifrad. Also, there is no difference of opinion that ihram is the first act of the pilgrim, irrespective of whether his purpose is `Umrah mufradah, or any of the three forms of Hajj.
There are certain wajibat and mustahabbat related to the ihram.
The legal schools agree that it is mustahabb for anyone intending ihram to cleanse his body, clip his fingernails, shorten his moustaches, and to take a bath (even for women undergoing hayd or nifas, for the aim is cleanliness). It is also mustahabb for one intending Hajj to abstain from cutting the hair of his head from the beginning of the month of Dhu al‑Qi'dah, to remove the hair from his body and armpits, and to enter ihram after the zuhr (noon) or any other obligatory prayers. It is also mustahabb to pray six, four or at least two raka`at. However, freedom from the state of ritual impurity (hadath) is not a condition for the ihram to be valid.
According to the Hanafi and Maliki schools, if water is not available, one is relieved of the duty to take the bath (ghusl), and tayammum as an alternative is not permissible. According to the Hanbali and Shafi'i schools, tayammum substitutes ghusl. The Imamiyyah jurists differ on this matter, some consider it permissible, others not.
According to the Imamiyyah school, it is mustahabb to leave the hair of the head uncut, but according to the Shafi'i, Hanafi and Hanbali schools, it is mustahabb to shave the head. (al‑Fiqh `ala al‑madhahib al‑'arba`ah)
According to the Hanafi school, it is sunnah for one who wants to assume ihram to scent his body and clothes with a perfume whose trace does not remain after ihram except the smell. According to the Shafi'i school, it is sunnah, except when one is fasting, to apply perfume to the body after the bath. Also, perfuming the clothes does not matter. According to the Hanbali school, one may perfume the body; and the clothes with karahah. (al‑Fiqh `ala al‑madhahib al‑'arba `ah)
According to the Hanafi, Maliki and Shafi'i schools, it is mustahabb for the muhrim to pray two raka'at before assuming ihram after the noon prayer or any other obligatory prayer. If he has no obligatory prayer to make at the time of ihram, he should offer six, or four or at least two raka`at for the ihram. (al‑Jawahir)
Al‑ 'Ishtirat
Al‑Muhaqqiq al‑Hilli, the Imamiyyah scholar, in his work Tadhkirat al‑fuqaha', says that for one intending ihram it is mustahabb to make a condition with God at the time of assuming ihram, by saying:
O God, indeed I wish to fulfill Thy command, but if any impediment keeps me from completing it or a barrier obstructs me from it, exonerate me.
Abu Hanifah, al‑Shafi'i, and Ahmad ibn Hanbal also consider it mustahabb. However, this ishtirat does not help in relieving one of the obligations of the Hajj if he were to encounter an impediment which keeps him from getting through it.
The Wajibat of Ihram
The wajibat of ihram, with some difference between the legal schools on some points, are three: niyyah (intention); talbiyah; and putting on of the clothes of ihram.
Al‑Niyyah
Obviously niyyah or intention is essential to every voluntary act; for every such act is motivated by conscious intent. Therefore, some scholars have pointed out that had we been assigned a duty to be performed without intention it would have been impossible to be carried out. However, when the question of intention is raised in relation to the pilgrim (of the Hajj or the `Umrah), what is meant is whether he becomes muhrim solely on account of the niyyah or if something else is required in addition, acknowledging that ihram is void if assumed frivolously or absent‑mindedly.
According to the Hanafi school, ihram is not considered to commence solely with intention unless it is accompanied by the utterance of the talbiyah (Fath al‑qadir). According to the Shafi'i, Imamiyyah and Hanbali schools, the ihram is assumed merely by niyyah (al‑Jawahir, Fiqh al‑Sunnah). The Imamiyyah add that it is obligatory for the niyyah to coincide with the commencement of ihram, and it is not sufficient for the act of niyyah to occur in the course of assuming ihram.
Also while making the niyyah it is essential to specify the purpose of ihram, whether it is Hajj or `Umrah, whether it is Hajj al‑tamattu; Hajj al‑qiran or Hajj al‑'ifrad, whether he is performing the Hajj for himself or as a na'ib of someone else, whether for the obligatory Hajj (Hijjat al‑'Islam) or for something else. If one assumes ihram without specifying these particulars, postponing their determination to future, the ihram is invalid. (al‑`Urwat al‑wuthqa).
According to the Hanafi text al‑Mughni, "It is mustahabb to specify the purpose of ihram. Malik is of the same opinion. Two opinions are ascribed to al‑Shafi'i. According to one of them, it is adequate if one assumes ihram with a general, non‑specific purpose of pilgrimage... without determining the exact purpose, whether Hajj or `Umrah. The ihram thus assumed is valid and makes one a muhrim .... Afterwards, he may select any of the kinds of pilgrimage." All the five schools agree that if one assumes ihram with the intention to follow another person's intention, his ihram is valid if the other person's purpose is specific. (al‑Jawahir; al‑Mughni)
The Talbiyah
That the talbiyah is legitimate in ihram is acknowledged by all the five schools, but they disagree as to its being wajib or mustahabb, and also about its timing. According to the Shafi`i and Hanbali schools, it is sunnah, preferably performed concurrently with ihram. However, if the intention to assume ihram is not accompanied by talbiyah, the ihram is correct.
According to the Imamiyyah, Hanafi, 6[28] and Maliki schools, the talbiyah is obligatory, though they differ about its details. According to the Hanafi school, pronouncement of talbiyah or its substitute‑‑such as tasbih, or bringing along of the sacrificial animal (al‑hady)‑‑is a provision for ihram to be valid. According to the Maliki school, the ihram neither becomes invalid if talbiyah is recited after a long gap of time, nor if it is not pronounced altogether. However, one who fails to pronounce it must offer a blood sacrifice.
According to the Imamiyyah, neither the ihram for Hajj al‑tamattu; nor Hajj al‑'ifrad, nor their conjugate `umrahs, nor for al‑`Umrat al‑mufradah, is valid without talbiyah. However, one who intends to perform Hajj al‑qiran may choose between. talbiyah, ish'ar7 or taqlid; ish'ar for this school being exclusively restricted to a camel, though taqlid may apply to a camel or the other forms of hady.
The Formula of Talbiyah
ﻟﺒﻴﻚ اﻟﻠﻬﻢ ﻟﺒﻴﻚ، ﻻ ﺷﺮﻳﻚ ﻟﻚ ﻟﺒﻴﻚ، إن اﻟﺤﻤﺪ واﻟﻨﻌﻤﺔ ﻟﻚ واﻟﻤﻠﻚ ﻻ ﺷﺮﻳﻚ ﻟﻚ.
All the legal schools agree that taharah is not a proviso for pronouncing talbiyah (al‑Tadhkirah).
As to its occasion, the muhrim starts reciting it from the moment of ihram, being mustahabb for him to continue it‑‑all the five schools agree‑‑until the ramy of Jamarat al‑`aqabah. To utter it loudly is mustahabb for men (not for women), except in mosques where prayers are offered in congregation, particularly in the Mosque of `Arafat. According to the Imamiyyah school, it is mustahabb to discontinue reciting the talbiyah on sighting the houses of Makkah. A woman may recite the talbiyah just aloud enough to be heard by herself or someone near her. It is also mustahabb to proclaim blessings on the Prophet and his Family (s). (al‑Tadhkirah; Fiqh al‑Sunnah).
The Muhrim's Dress
All the five schools agree that it is not permissible for a muhrim man to wear stitched clothing, shirts or trousers, nor may he cover his face. Also, it is not permissible for him to wear shoes (khuffan) except when he cannot find a pair of sandals (na`lan), 8 and that after removing the covering on the back of the heels from the base. A woman, however, should cover her head, keep her face exposed, except when she fears that men may ogle at her.
It is not permissible for her to wear gloves, but she may put on silk and wear shoes (khuffan). According to Abu Hanifah, it is permissible for a woman to wear gloves. (al‑Tadhkirah; Ibn Rushd's al‑Bidayah wa al‑nihayah).
The book al‑Fiqh `ala al‑madhahib al‑'arba`ah, under the heading `That which is required of one intending ihram before he starts to assume it', states, "According to the Hanafi school, among other things he wears izar (loin‑cloth) and rida' (cloak). The izar covers the lower part of the body from the navel to the knees. The rida' covers the back, the chest and the shoulders, and its wearing is mustahabb.
According to the Maliki school, it is mustahabb to wear izar, rida and na`lan; but there is no restriction on wearing something else that is not stitched and does not encircle any of the parts of the body.
According to the Hanbali school, it is sunnah to put on a new, white and clean rida' and izar together with a pair of na`lan before assuming ihram. According to the Shafi`i school, the rida' and izar should be white, new or washed ones.
According to the Imamiyyah school, the rida' and the izar are obligatory, preferably (istihbaban) of white cotton. The muhrim may put on more than these two pieces of clothing on condition that they are not stitched. Also it is permissible to change the clothes in which one commenced ihram, though it is better to perform the tawaf in the same rida' and izar as worn at the beginning.
All the requirements of the dress for salat apply to the dress of ihram, such as taharah, its being non‑silken for men, not made of the skin of an animal eating whose flesh is not permissible. According to some Imamiyyah legists, clothing made of skin is not permissible (in salat and ihram).
In any case, the disagreement between the legal schools about the muhrim's dress is very limited. This is well indicated by the fact that whatever is regarded as permissible by the Imamiyyah is also considered permissible by the remaining schools.
Restrictions of Ihram
There are certain restrictions for the muhrim, most of which are discussed below.
Marriage
According to the Imamiyyah, Shafi'i, Maliki and Hanbali schools, it is not permissible for the muhrim to contract marriage for himself or on behalf of another. Also he may not act as another's agent for concluding a marriage contract, and if he does, the contract is invalid.
Furthermore, according to the Imamiyyah school, he may not act as a witness to such a contract.
According to Abu Hanifah, marriage contract is permissible and the contract concluded is valid.
According to the Hanafi, Maliki, Shafi`i and Imamiyyah schools, it is permissible for the muhrim to revoke divorce of his former wife during the period of her `iddah. According to the Hanbali school, it is not permissible. From the viewpoint of the Imamiyyah, if one enters a marriage contract with the knowledge of its prohibition, the woman becomes haram for him for life merely by the act of concluding the contract, even if the marriage is not consummated. But if done in ignorance of the interdiction, she is not prohibited to him, even if consummation has been affected. (al‑Jawahir Fiqh al‑Sunnah; al‑Fiqh `ala al‑madhahib al‑'arba`ah).
Intercourse
All the five legal schools agree that it is not permissible for the muhrim to have sexual intercourse with his wife, or to derive any kind of sexual pleasure from her. If he performs intercourse before tahlil9 (i.e. relief from the state of ihram) his Hajj becomes void, although he must perform all its acts to the conclusion. Thereafter, he must repeat the Hajj the next year, performing it `separately' from his spouse. 10 The seclusion is obligatory according to the Imamiyyah, Maliki and Hanbali schools, and voluntary from the viewpoint of the Shafi'i and Hanafi schools. (al‑Hada'iq; Fiqh al‑Sunnah).
Moreover, according to the Imamiyyah, Shafi'i, and Maliki schools, besides the fact that his Hajj becomes invalid, he must sacrifice a camel in atonement, and according to the Hanafi school, a sheep.
All the five legal schools agree that if he commits intercourse after the first tahlil (i.e. after the halq or taqsir in Mina, after which everything except intercourse‑‑and also perfume according to the Imamiyyah school‑‑become permissible for the pilgrim), his Hajj is not void, nor is he called upon to repeat it. Nevertheless, he must offer a camel, according to the Imamiyyah and Hanafi schools and according to one of the two opinions ascribed to al‑Shafi'i. But according to the Maliki school, he is obliged to offer a sheep only. (al‑Hada'iq; Fiqh al‑Sunnah).
If the wife yields willingly to intercourse, her Hajj is also void, and she must sacrifice a camel in expiation and repeat the Hajj the year after. But if she was forced, then nothing is required of her, but the husband is obliged to offer two camels: one on his own behalf, and the second on hers. If the wife was not in the state of ihram, but the husband was, nothing is required of her, nor is she did not oblige to offer anything in atonement, nor is anything required of the husband on her account. (al‑Tadhkirah).
If the husband kisses his wife, his Hajj is not void if it does not result in ejaculation. On this all schools are in agreement. But according to the four Sunni schools, he is obliged to make a sacrificial offering in atonement even if it be a sheep. The Imamiyyah author of al‑Tadhkirah says, the sacrifice of a camel is obligatory only if the kiss is taken with sexual desire, otherwise he should sacrifice only a sheep. If he ejaculates, the Hajj is void according to the Maliki school, but remains valid according to the other schools, although he should make an offering in atonement, which is a camel according to the Hanbali school and a group of Imamiyyah legists, and a sheep according to the Shafi'i' and Hanafi schools. (al‑Hada'iq; al‑Mughni).
Use of Perfume
All the legal schools agree that the muhrim, man or woman, may not make use of any perfume, either for smelling, or for applying on himself, or for scenting edibles. Indeed it is not permissible to wash the dead body of a muhrim, or to perform hunut upon it by applying camphor or any other kind of perfumery. If the muhrim uses perfume forgetfully or on account of ignorance, he needs not make any offering in atonement according to the Imamiyyah and Shafi'i schools. But according to the Hanafi and Maliki schools, he must make a sacrificial offering (fidyah). In this relation two different opinions are ascribed to Ahmad ibn Hanbal.
However, when one is forced to use perfume on account of disease, it is permissible and no fidyah is required. According to the Imamiyyah school, if one uses perfume intentionally, he must offer a sheep, irrespective of the use, whether applied to the body or eaten. However, there is nothing wrong in the Khaluq of Ka'bah even if it contains saffron, and the same applies to fruits and aromatic plants. (al‑Jawahir).
Use of Kohl
Al‑Tadhkirah states: "There is consensus among the Imamiyyah legists on the point that darkening the eyelids with kohl or applying a kohl containing perfume is not permissible for the muhrim, man or woman. Apart from that (i.e. ihram) it is permissible." According to the author of al‑Mughni, "Kohl containing antimony is makruh, and does not require any fidyah.
I haven't come across any different opinion on this topic. However, there is no karahah in use of kohl without antimony, as long as it does not contain any perfume."
Shortening of Nails and Hair; Cutting of Trees
All the five legal schools agree about impermissibility of shortening the nails and shaving or shortening of the hair of the head or the body in the state of ihram, fidyah being required of the offender. 11 As to cutting of trees and plants within the haram, all the legal schools agree that it is impermissible to cut or uproot anything grown naturally without human mediation.
Al‑Shafi'i' states that there is no difference between the two with regard to the prohibition, and fidyah is required for both: cutting of a big tree requires fidyah of a cow, and of other plants of a sheep. According to Malik, cutting of a tree is a sin, though nothing is required of the offender, regardless of whether it has grown with or without human mediation.
According to the Imamiyyah, Hanafi, and Hanbali schools, cutting of something planted by human hands is permissible and does not require a fidyah; but anything grown by nature requires fidyah, which is a cow according to the Imamiyyah for cutting a big tree and a sheep for cutting smaller plants. According to the Hanafi school, the owner of the tree is entitled to a payment equivalent to the cost of the hady. (Fiqh al‑Sunnah, al‑Lum`ah)
All the five schools agree that there is no restriction for cutting a dry tree or for pulling out withered grass.
Looking into a Mirror
It is not permissible for a muhrim to look into a mirror, and all the five schools agree that there is no fidyah for doing so. However, there is no restriction on looking into water.
Use of Henna
According to the Hanafi school, it is permissible for the muhrim, man or woman, to dye with henna any part of his body, except the head. According to the Shafi`i school, it is permissible, with. the exception of hands and feet. According to the Hanafi school, dyeing is not permissible for the muhrim, man or woman. (Fiqh al‑Sunnah)The predominant view among the Imamiyyah legists is that dyeing is makruh not haram. (al‑Lum`ah)
Use of Shade; Covering the Head
All the five schools agree that it is not permissible for the muhrim man to cover his head voluntarily. According to the Maliki and Imamiyyah schools, it is not permissible for him to immerse himself under water until the head is completely submerged, although it is permissible for him, all the five schools except the Shafi'i agree, to wash his head or pour water over it. The Malikis say that with the exception of the hands it is not permissible to remove dirt by washing. If he covers the head forgetfully, nothing is required of him according to the Imamiyyah and Shafi'i schools, but a fidyah is required according to the Hanaf i school.
All the schools, with the exception of the Shafi'i, agree that it is impermissible for the muhrim to shade himself while moving. Neither it is permissible for him to ride an automobile, an aeroplane or the like, which are covered by a roof. But it is permissible while
Stitched Clothing and Ring
All the five schools agree that it is forbidden for the muhrim man to wear stitched clothes and clothes which encircle body members, e.g. turban, hat and the like. These are permissible for women, with the exception of gloves and clothes which have come into contact with perfume. According to the Imamiyyah school, if the muhrim wears stitched clothes forgetfully, or in ignorance of the restriction, nothing is required of him. But if one wears them intentionally to protect himself from heat or cold, he should offer a sheep. Also according to them it is not permissible to wear a ring for adornment, but it is permissible for other purposes. Also, it is not permissible for woman to wear jewellery for the sake of adornment.
`Fusuq' and Jidal'
God, the most Exalted, says in the Quran:
…ۗ ِّ…ﻓَﻠَﻼ رَﻓَﺚَ وَﻟَﻼ ﻓُﺴُﻮقَ وَﻟَﻼ ﺟِﺪَالَ ﻓِﻲ اﻟْﺤَﺞ
....There should be no obscenity, neither impiety, nor disputing in Hajj ....' (2:197).
In the above verse, the meaning of `rafath' is taken to be sexual intercourse, to which reference has been made earlier. `Fusuq' is taken to mean lying, cursing, or commission of sins. In any case, all of them are forbidden for the pilgrims of Hajj and the non‑pilgrims as well. The stress here is meant to emphasize abstention from them in the state of ihram. The meaning of jidal' is quarrelling. According to an Imamiyyah tradition from al‑'Imam al‑Sadiq (`a), he is reported to have said, "It (i.e. jidal' in the above‑mentioned verse) means using such expressions as `Yes, by God!' or `No, by God!' in conversation. This is the lowest degree of jidal"
According to the Imamiyyah school, if the muhrim tells a lie for once, he must offer a sheep; if twice, a cow; if thrice, a camel. And if he swears once taking a veritable oath, there is nothing upon him; but if he repeats it three times, he is obliged to sacrifice a sheep.
Cupping (Hijamah)
All the five schools agree on permissibility of cupping in case of necessity, and the four Sunni schools permit it even when not necessary as long as it does not require removal of hair. The Imamiyyah legists disagree on this issue; some of them permit it and others not. (al‑Tadhkirah; al‑Fiqh `ala al‑madhahib al‑'arba`ah)
Hunting (al‑Sayd)
All the five schools are in agreement about the prohibition on hunting of land animals, either through killing or through dhabh, and also on guiding the hunter or pointing opt the game to him in the state of ihram. Also prohibited is meddling with their eggs and their young ones. However, hunting of the animals of water is permitted and requires no fidyah.
This, in accordance with the Qur'anic verse:
Permitted to you is the game of the sea and the food of it, as a provision for you and for the journeyers; but forbidden to you is the game of the land, so long as you remain in the state of ihram: and fear God, unto whom you shall be mustered. (5:96)
The prohibition on hunting within the precincts of the haram apply to the muhrim and the non‑muhrim (muhill) equally. However, outside the haram, the prohibition applies only to the muhrim. If the muhrim slaughters a game, it is considered maytah (a dead animal not slaughtered in accordance with ritual requirements), and its flesh is unlawful for all human beings. The five legal schools agree that the muhrim may kill a predatory bird called hada'ah, crows, mice and scorpions. Others include wild dogs and anything harmful.
According to the Imamiyyah and Shafi'i schools, if the game hunted on land resembles some domestic beast in shape and form (like the Oryx, which resembles the cow), he has the choice between:
(1) giving the meat of one of similar beasts of his livestock in charity after slaughtering it;
(2) estimating its price and buying food of the amount to be given in expiation and charity to the needy, distributing it by giving two mudds (the muddis a dry measure equal to 800 grams) to every individual;
(3) fasting, a day for every two mudds.
The Malikis hold the same viewpoint, except that, they add, the price of the hunted animal itself should be estimated, not that of its domestic equivalent. The Hanafis say that one who hunts in the state of ihram should arrange for the estimated price of the hunted animal, whether there is a domestic animal similar to it or not. When the price has been estimated, he is free to choose between:
(1) purchasing livestock of the money and giving its meat away in charity;
(2) giving it from his own livestock;
(3) purchasing food of the amount to be given away in charity;
(4) fasting, a day for every mudd of food to be given away. (al‑Tadhkirah; Fiqh al‑Sunnah)In this connection all the legal schools base their position on this Qur'anic verse:
ْﻳَﺎ أَﻳُّﻬَﺎ اﻟَّﺬِﻳﻦَ آﻣَﻨُﻮا ﻟَﻼ ﺗَﻘْﺘُﻠُﻮا اﻟﺼَّﻴْﺪَ وَأَﻧْﺘُﻢْ ﺣُﺮُمٌ وَﻣَﻦْ ﻗَﺘَﻠَﻪُ ﻣِﻨْﻜُﻢ ْﻣُﺘَﻌَﻤِّﺪًا ﻓَﺠَﺰَاءٌ ﻣِﺜْﻞُ ﻣَﺎ ﻗَﺘَﻞَ ﻣِﻦَ اﻟﻨَّﻌَﻢِ ﻳَﺤْﻜُﻢُ ﺑِﻪِ ذَوَا ﻋَﺪْلٍ ﻣِﻨْﻜُﻢ ﻫَﺪْﻳًﺎ ﺑَﺎﻟِﻎَ اﻟْﻜَﻌْﺒَﺔِ أَوْ ﻛَﻔَّﺎرَةٌ ﻃَﻌَﺎمُ ﻣَﺴَﺎﻛِﻴﻦَ أَوْ ﻋَﺪْلُ ذَٰﻟِﻚَ ﺻِﻴَﺎﻣًﺎ ُﻟِﻴَﺬُوقَ وَﺑَﺎلَ أَﻣْﺮِهِ ﻋَﻔَﺎ اﻟﻠَّﻪُ ﻋَﻤَّﺎ ﺳَﻠَﻒَ وَﻣَﻦْ ﻋَﺎدَ ﻓَﻴَﻨْﺘَﻘِﻢُ اﻟﻠَّﻪُ ﻣِﻨْﻪ
ٍوَاﻟﻠَّﻪُ ﻋَﺰِﻳﺰٌ ذُو اﻧْﺘِﻘَﺎم
O believers, slay not the game while you are in the state of ihram. Whosoever of you slays it wilfully, there shall be reparation‑‑the like of what he has slain, in livestock, as shall be judged by two men of equity among you, as offering on reaching the Ka`bah; or expiation‑‑food for poor persons or the equivalent of that in fasting, so that he may taste the mischief of his action. God has pardoned what is past; but whoever offends again, God will take vengeance on him; God is All‑mighty, Vengeful. (5:95)
The meaning of the phrase: ٍﻳَﺤْﻜُﻢُ ﺑِﻪِ ذَوَا ﻋَﺪْل in the above verse is that two equitable (`adil) witnesses should judge whether a certain domestic animal is similar to the hunted wild beast. The meaning of the phrase: ﻫﺪﻳﺎً ﺑﺎﻟﻎ اﻟﻜﻌﺒﺔ is that he should slaughter the equivalent livestock and give its meat in charity on arrival in Makkah.
According to the Imamiyyah work al‑Shara'i`, "Every muhrim who wears or eats anything forbidden for him should slaughter a sheep, regardless of whether his action was intentional, forgetful, or on account of ignorance."
The Imamiyyah and Shafi'i schools agree that no expiation (kafarah) is required of someone who commits a haram act forgetfully or in ignorance, except in the case of hunting, in which case even killing by mistake requires kaffarah.
The Limits of the Harams of Makkah and of Al‑Madinah
The prohibition of hunting and cutting of trees applies both to the haram of Makkah and that of al‑Madinah. According to Fiqh al‑Sunnah, the limits of the haram of Makkah are indicated by signs in five directions, which are one‑meter‑high stones fixed on both sides of the roads. The limits of the haram of Makkah are as follows: (1) the northern limit is marked by al‑Tan'im, which is a place at a distance of 6 kms. from Makkah; (2) the southern limit is marked by Idah, 12 kms. from Makkah; (3) the eastern limit is al‑Ja'ranah, 16 kms. from Makkah; (4) the western limit is al‑Shumaysi, 15 kms. from Makkah.
The limits of the haram of the Prophet's shrine extend from `Ir to Thawr, a distance of 12 kms. `Ir is a hill near the miqat, and Thawr is a hill at Uhud.
Al‑`Allamah al‑Hilli, an Imamiyyah legist, states in his work al‑Tadhkirah that "the haram of Makkah extends over an area of one band by one band (1 band =12miles), and the haram of al‑Madinah extends from `Ayir to `Ir. 13
1. Dhu al‑Hulayfah, nowadays known as Bi'r `Ali or Abyar `Ali, is at a distance of about 486 kms. from Makkah to the north and 12 kms. from al‑Madinah. (Tr.)
2. Al‑Juhfah, lies a distance of about 156 kms. from Makkah to the north‑west. (Tr.)
3. There are three points in the valley of al‑`Aqiq, 94 kms. From Makkah in the north‑east, from where ihram is assumed: al‑Maslakh, al‑Ghamrah, and Dhat al‑`Irq. According to the Imamiyyah fuqaha', it is permissible to assume ihram from any of these points, though al‑Maslakh is considered best, then al‑Ghamrah, and then Dhat al-Irq. (Tr.)
4. Yalamlam is a mountain of the Tahamah range, lying at a distance of 84 kms. from Makkah (Tr.)
5. Qarn al‑Manazil, the miqat for those coming from al‑Ta'if, lies at a distance of 94 kms. east of Makkah.
6. 8 According to the Hanafi school, bringing along of hady substitutes the talbiyah, as mentioned by Ibn `Abidin and the author of Fath al‑Qadir.
7. "Ish'ar" here means slitting the right side of the camel's hump. By "taqlid" is meant the hanging of an old horseshoe in the neck of the hady, which is meant to identify the sacrificial animal as such.
8. The nal has a sole, but is devoid of the covering on the sides and the back of the foot at the heels. The khuff is the common shoe, which covers the foot on the sides and the heels.
9.
After performing ramy al jamarat and halq, everything except intercourse and perfume becomes permissible to the pilgrim‑‑such as wearing of stitched clothes and other things.
This is called al‑hill al‑'awwal (or "the first relief" from the restrictions of ihram). After the last tawaf all things including intercourse become permissible to him. This "second
relief"‑‑to be explained later‑‑is called al‑hill al‑thani.
10. According to al‑Tadhkirah, It is necessary during the next Hajj that the `separation' should take place from the point where the misdemeanour was committed during the first Hajj. The meaning of `separation' (tafriq) is that the two should not be alone together without there being present a third muhrim, whose presence acts as a deterrent.
11. According to the Imamiyyah, the kaffarah for cutting a single nail is giving one mudd (800 grams) of food in charity. If all the nails of fingers and toes are cut in one sitting, the kaffarah is one sheep, but if done in several sittings, it is sacrifice of two sheep.
12. The author of al‑Tadhkirah ascribes impermissibility of shadowing oneself while moving to Abu Hanifah, and the author of Rahmat al‑'ummah ascribes to him permissibility.
13. Al‑Mughni states, "Those knowledgeable about al‑Madinah do not know of any Thawr or `Ir," but it is possible that names have changed with time.
Tawaf
Tawaf is an essential part (rukn) of `Umrah, and the tawaf al‑ziyarah (also called `tawaf al‑'ifadah') is a rukn of the Hajj al‑tamattu; Hajj al‑'ifrad and Hajj al‑qiran. As said earlier, the assumption of ihram is the first act of the pilgrim regardless of whether he comes for `Umrah mufradah or for any of the three types of Hajj.
Now, after the assuming of ihram, what is the next step for the pilgrim? Is it tawaf, or wuquf, or something else? The answer is: it depends on the purpose (niyyah) with which the pilgrim assumes ihram. If it is `Umrah, then the next step is tawaf, regardless of whether it is `Umrah mufradah or `Umrat al‑tamattu`' Thus tawaf is the second step for the mu'tamir (pilgrim intending `Umrah), by agreement of all the legal schools.
However, if the purpose of ihram is Hajj only‑‑such as in the case of pilgrim on Hajj al‑'ifrad, or one intending to perform the Hajj al‑tamattu` after getting through the acts of `Umrah‑‑the second step is (as shall be explained later) wuquf in `Arafat.
In other words, one who enters Makkah with the sole purpose of `Umrah or Hajj al‑tamattu` performs tawaf before everything else, then sa'y and then taqsir. After this, if on Hajj al‑tamattu`, he assumes ihram for a second time; but he is not required to perform another tawaf after this ihram. The tawaf (pertaining to the Hajj acts), as we shall explain, comes after getting through the wuquf at `Arafat and passage through Mina.
Kinds of `Umrah in View of the Ahl al‑Sunnah
The imams of the four Sunni schools distinguish between three kinds of tawaf:
1. Tawaf al‑Qudum
It is the tawaf performed by the `outsiders', (i.e. those coming from outside Makkah and from beyond its outskirts within a radius of 88 kms.) on entry into Makkah. It is similar to the two raka'at of salat performed as tahiyyat al‑masjid (lit. `greeting of the mosque'), and so is also called `tawaf al‑tahiyyah'' The four Sunni schools agree on its being mustahabb, and no penalty is required for default according to all except the Malikis who require a blood sacrifice.
2. Tawaf al‑Ziyarah
This tawaf (also called `tawaf al‑'ifadah')is performed by Hajj pilgrims after getting through the acts of Mina, the ramy of jamarat al‑`aqabah, the sacrifice (dhibh), and the halq or the taqsir. The pilgrim performs this tawaf on returning to Makkah. It is called `tawaf al‑ziyarah' because it is performed on the visit (ziyarah) to the Ka'bah after leaving Mina. It is called `tawaf al‑'ifadah' because the pilgrims pour forth (`ifadah' means `pouring forth') into Makkah from Mina. It is also called `tawaf al‑hajj' because by consensus of all the schools it is rukn of the Hajj.
After performing this tawaf all things become permissible for the (Sunni) Hajj pilgrim, even sexual intimacy with women. The Imamiyyah, who disagree, say that sex is not permitted before performing the sa'y between Safa and Marwah followed by a second tawaf, which they call `tawaf al‑nisa'.' This shall be further clarified presently.
3. Tawaf al‑Wada`
It is the last tawaf performed by the Hujjaj before departing from Makkah. The Hanafi and Hanbali schools consider it obligatory, though all that is required of the defaulter is a sacrifice. The Malikis consider it mustahabb and do not require any penalty for the default. Al‑Shafi'i has two opinions on this matter. (al‑Mughni, al‑Fiqh `ala al‑madhahib al‑'arba`ah, Fiqh al‑Sunnah)
Kinds of Tawaf from the Imamiyyah Viewpoint
The Shi`ah agree with the Sunni schools about the legitimacy of the above three kinds of tawaf, and regard the second tawaf i.e. tawaf al‑ziyarah as a rukn of the Hajj whose omission makes the Hajj invalid. 1 However, the first kind, i.e. tawaf al‑qudum is considered mustahabb, and may be omitted. Regarding the third, i.e. tawaf al‑wada; they agree with the Ma1iki school in its being mustahabb, there being nothing on the defaulter.
However, the Shi`ah add another kind of tawaf to the above three, the tawaf al‑nisa', which they consider obligatory, its omission being impermissible in `Umrah mufradah as well as in all the three kinds of Hajj (i.e. tamattu; qiran, and ifrad). They do not permit its omission except in case of `Umrat al‑tamattu; considering the tawaf al‑nisa' performed during the course of Hajj al‑tamattu` as sufficient.
The schools of the Ahl al‑Sunnah state that there is no obligatory tawaf after the tawaf al‑ziyarah, after which sexual intimacy is permissible. The Shi'ah say that it is obligatory upon the pilgrim, after performing tawaf al‑ziyarah and the sa'y, to perform another tawaf, the tawaf al‑nisa; which derives its name precisely because of the sanction of permissibility of relations with women (nisa') following it.
They say that if the pilgrim defaults in regard to this tawaf, sexual relations are forbidden for man and woman (for men even the conclusion of marriage contract), unless he/she performs it in person or deputes another to perform it on his/her behalf; and if he/she dies without performing it or without deputing someone to do it for him/her, it is incumbent upon the heir (wali) to have it performed on the behalf of the dead person.
According to them, even in case of a mumayyiz child who fails to perform the tawaf al‑nisa' while performing the Hajj, even if he omits it by mistake or on account of ignorance, women are forbidden to him after adulthood nor he may conclude a marriage contract (`aqd) unless he performs it himself or deputes another for the job.
To summarize, the Shi`ah consider three tawaf's to be obligatory for the pilgrim on the Hajj al‑tamattu`: (1) the tawaf of the conjugate `Umrah, of which it is rukn;(2) the tawaf al‑ziyarah (or tawaf al‑hajj), which is a rukn of the Hajj; and (3) the tawaf al‑nisa', which is also an obligatory part of it, though not a rukn similar to the Surat al‑Fatihah in relation to the salat. The Ahl al‑Sunnah agree with the Shi`ah in all except tawaf al‑nisa; which they do not recognize. However, of a pilgrim on the Hajj al‑'ifrad or Hajj al‑qiran, only two tawaf's are required by the Shi`ah. 2
Entry into Makkah
All the schools agree that it is mustahabb for one entering Makkah to take a bath, pass through its heights during the approach towards the city, enter through Bab Bani Shaybah, raise his hands on sighting al‑Bayt al‑Haram, pronounce takbir and tahlil, and to recite whatever he can of certain prayers prescribed by tradition. The Malikis, however, disagree about the istihbab of raising the hands for the du'a'.
Thereafter, he approaches the Black Stone; if possible kisses it or caresses it with his hand or else just makes a gesture with his hand, and prays.
According to the Imamiyyah, it is mustahabb while entering the haram of Makkah to be barefooted, to chew the leaves of a plant called `adhkhir' used for refreshing the mouth, or to clean the mouth to purge its odour.
The Conditions (Shurut) of Tawaf
According to the Shafi'i, Maliki, and Hanbali schools ritual purity (taharah, i.e. freedom from hadath and khabath) is required; thus the tawaf of one who is Junub or a woman undergoing hayd or nifas, is not valid. Also, it is necessary to cover one's private parts completely as in salat.
The author of the Fiqh al‑Sunnah (p. 154, 1955) says: "In the opinion of the Hanafis, freedom from hadath is not an essential requirement. However, it is an obligation whose omission may be compensated through a blood sacrifice. So, if one performs tawaf in the state of minor impurity (hadath asghar) his/her tawaf is valid, though one is required to sacrifice a sheep. If tawaf is performed in the state of janabah or hayd, 3 the tawaf is valid, though the sacrifice of a camel is required during the pilgrim's stay in Makkah."
According to al‑Fiqh `ala al‑madhdhib al‑'arba `ah (vol.I, p. 535, 1939): "The taharah of the clothes, the body, and the location of prayer (in salat) is (only) a highly recommended sunnah (sunnah mu'akkadah) from the Hanafi viewpoint; (this is true) even of tawaf, there being no penalty even if all the clothes are completely ritually unclean (najis)."
According to the Imamiyyah, taharah from hadath and khabath is a proviso for validity of an obligatory tawaf. In the same way, covering the private parts (satr al‑`awrah) with a ritually clean cloth legitimately owned (ghayr maghsub) is also a requirement. Moreover, it should not be made of silk or the skin of an animal whose flesh may not be eaten, nor made of golden fabric ‑‑requirements which are the same as for salat.
It may be said that the Imamiyyah are even more stringent with regard to tawaf than salat. They consider a blood spot of the size of a dirham as pardonable for one performing salat, but not for one performing tawaf. Further, they consider wearing of silk and gold as impermissible even for women during tawaf (which is permissible for women in salat). According to the Imamiyyah, circumcision is a requirement for tawaf without which it is invalid, both for an adult man and a child (al‑Jawahir, al‑Hada'iq).
The manner of Performing Tawaf
According to the Imamiyyah and Hanbali schools, the purpose or niyyah must be specified in every tawaf; but according to the Maliki, Shafi`i and Hanbali schools, a general niyyah for the Hajj is sufficient and no separate niyyah for tawaf is required. ( al‑Jawahir, Fiqh al‑Sunnah ) As pointed out earlier, niyyah as a motive behind all voluntary actions is an inevitable and necessary matter; as such, debate and controversy regarding it is futile.
Ibn Rushd, in his Bidayat al‑mujahid, writes: "The Sunni legists are in consensus on the opinion that every tawaf whether obligatory or not, begins from the Black Stone (and according to the Fiqh al‑Sunnah ends thereat). The pilgrim, if he can, kisses it, otherwise touches it with his hand. Then, with the Ka'bah on his left, starts moving towards the right to make the seven circumambulations, walking with a moderately fast pace (ramal) during the first three rounds and with an ordinary pace during the last four rounds. (The ramal 4 applies to the tawaf al‑qudum performed on entry into Makkah by the `Umrah and Hajj pilgrim, not one on Hajj al‑tamattu; also no ramal is required of women pilgrims). Then he kisses al‑Rukn al‑Yamani" (the south‑western corner or rukn of the Ka'bah which falls before the one with the Black Stone mounted on it during the anti‑clockwise rounds made during tawaf.‑‑Tr.).
According to the Imamiyyah, there are certain things obligatory (wajib) in tawaf they are as follows:
1. The niyyah, to which reference has already been made.
2. The tawaf should be made on foot, and in case of inability on a mount. Many Imamiyyah fuqaha' do not recognize this requirement and a group of them explicitly permit tawaf on a mount. They cite the precedent of the Prophet (s) who performed tawaf on camelback, according to traditions in al‑Kafi and Man la yahduruhu al faqih.
3. The condition that the tawaf should begin and end at the Black Stone is stated in this manner in many books of fiqh: "The tawaf should be begun at the Black Stone, so that the first part of one's body is in front of the first part of the Black Stone. Then the pilgrim begins moving with the Black Stone on his left, ending the last circumambulation exactly in line with the point where he commenced his first, thus ensuring that the seven rounds are completed without advancing or falling behind a single step or more.
The danger of advancing or falling behind necessitates that the first circumambulation should commence at the beginning of the Black Stone; because if begun in front of its middle, one cannot be sure of having advanced or fallen behind some steps; and if one began from its end, then the beginning may not be said to have commenced from the Black Stone ...." and so on and so forth.
The author of the Jawahir al‑kalam makes elaborate critical remarks about this kind of meticulousness, which show his balanced and moderate taste and temperament. This is the substance of what he has to say: "The difficulty and the exasperating haraj (impediment) inherent in realizing such a requirement is not concealed .... To give it consideration is to fall into silly scruples. The debate is similar to the depraved and unseemly musings of madmen. 5 And it has been narrated of the Prophet (s) that he performed tawaf on camelback, and attaining this kind of precision is infeasible when on a mount."
That which can be understood from the remarks of the author of al‑Jawahir is that he agrees with the author of al‑Shara'i`, who confines himself to this statement, without adding another word: "It is obligatory to begin and end the tawaf at the Stone." It means—as is also apparent from his above‑mentioned remarks‑‑that in the opinion of the author of al‑Jawahir it is sufficient to fulfil this condition in the commonly understood sense. Al‑Sayyid al‑Hakim, in al‑Munsik, holds a similar position when he says, "The pilgrim performing tawaf should begin a little before the Stone with the intent of performing what is really obligatory. When he performs in this fashion he knows that he began at the Stone and finished thereat."
4. The Ka'bah must be on the left during tawaf. According to al‑Sayyid al‑Khu'i, it is sufficient to realize this requirement in the commonly understood sense (i.e. without giving scrupulous attention to precision); slight shifts of direction do not matter as long as the movement meets the requirement in the ordinary sense. According to him the only crucial factor is satisfaction of the requirement in its ordinary sense.
5. The Hajar Isma'il must be included in tawaf. That is the circumambulation should be made around it and without entering it, 6 and it should be kept to the left while making the tawaf. Thus if one passes between it and the Ka'bah during tawaf making it fall to his right, the tawaf becomes invalid.
6. The body should be completely out of the Ka'bah (because God says ِوَﻟْﻴَﻄَّﻮَّﻓُﻮا ﺑِﺎﻟْﺒَﻴْﺖ ِاﻟْﻌَﺘِﻴﻖ which means that tawaf should be made around and ‑outside the Ka'bah, not inside it). Also if one were to walk on its walls or on the protruding part of its walls' foundations, the tawaf would be invalid.
7. The tawaf should be performed between the Ka'bah and the rock called Maqam Ibrahim, which is a stone on which Abraham (`a) stood during the building of the Ka'bah.
8. The tawaf should consist of seven rounds, no more and no less. Obviously, recognition of these points requires an informed guide to indicate them to the pilgrims.
After finishing tawaf it is obligatory to offer two rak'ah's of salat behind the Maqam Ibrahim regardless of the crowd; but if it is not possible, one may offer the prayer in front of it, and if that, too, is not possible, anywhere in al‑Masjid al‑Haram. It is not permissible to begin a second tawaf without performing the two‑rak`ah prayer. If one forgets performing them, it is obligatory on him to return and perform them. But if returning were not feasible, he can offer them wherever he can. This is true of the obligatory tawaf. But if the tawaf were a mustahabb one, he can offer the two rak`ah's wherever he can. (al‑Tadhkirah, al‑Jawahir, al‑Hada'iq)
This shows that the jurists of all the legal schools are in agreement over certain points: the tawaf starts and ends at the Black Stone; the Ka'bah should be on the left during tawaf; the tawaf should be made outside the Ka'bah; seven rounds should be made; kissing the Black Stone and the Rukn is mustahabb. However, they disagree with respect to the permissibility of break between successive rounds of the tawaf.
According to the Maliki, Imamiyyah, and Hanbali schools, continuity without break (muwalat) is obligatory. According to the Shafi`i and Hanafi schools, it is sunnah (i.e. mustahabb) to observe muwalat, so if there is a substantial break between the rounds without any excuse, the tawaf is not invalidated. (Fiqh al‑Sunnah). Similarly according to Abu Hanifah, if one leaves off after the fourth round, he must complete his tawaf if he is in Makkah; but if he leaves Makkah, he must compensate it with a blood sacrifice. (al‑Tadhkirah)
The schools disagree with respect to the necessity of the tawaf being undertaken on foot. The Hanafi, Hanbali, and Maliki schools consider it obligatory. According to the Shafi'i school and a group of Imamiyyah scholars it is not obligatory and one may perform tawaf on a mount. Also, they disagree with respect to the two‑rak'ah prayer (rak'atan) after tawaf. According to the Maliki, Hanafi, and Imamiyyah schools, the rak`atan‑‑which is exactly like the daybreak prayer‑‑are obligatory. The Shafi'i and Hanbali schools regard it as mustahabb.
The Mustahabbat of Tawaf
The book Fiqh al‑Sunnah, discussing the topic under the heading "Sunan al‑tawaf; states, "Of things which are sunnah in tawaf are: kissing the Black Stone while starting the tawaf, accompanied with tahlil and takbir, to raise the two hands as in salat, to greet the Stone by drawing one's hands upon it (istilam), to kiss it soundlessly, to lay one's cheek on it if possible, otherwise to touch it only." Other mustahabbat are: idtiba 7for men, ramal, and istilam of al‑Rukn al‑Yamani.
According to al‑Lum`at al‑Dimashqiyyah, an Imamiyyah work, of things mustahabb in tawaf are: to halt in front of the Black Stone, to make the prayer later offered with the hands raised, to recite the Surat al‑Qadr, remember Allah‑‑subhanahu wa ta'ala, to walk peacefully, to draw one's hand on the Black Stone, to kiss it if possible otherwise to make a gesture, to draw one's hand on every corner of the Ka'bah every time one basses by or to kiss it, to draw one's hand on al‑Mustajar‑‑which is in front of the door and before al‑Rukn al‑Yamani‑‑during the seventh round, and to keep oneself as near as possible to the Ka'bah. To speak during tawaf apart from dhikr and recitation of the Qur'an, is makruh.
The Ahkam of Tawaf
According to the Imamiyyah, if a woman undergoes hayd during tawaf she discontinues tawaf and performs sa'y, if it happens after the fourth round. Then she completes the tawaf after attaining taharah, and she is not required to repeat the sa'y. But if the hadath occurs before completing the fourth round, she waits until the day of `Arafah. If by that time she regains taharah and is in a position to complete the remaining acts, she does so. Otherwise her Hajj is converted to Hajj al‑'ifrad.
As mentioned earlier, the Hanafis permit tawaf for a woman in the state of hayd, and do not require taharah. According to the Hanafi work Fath al‑Qadir, one who leaves three or fewer rounds of the tawaf al‑ziyarah should sacrifice a sheep; if four, he remains in the state of ihram as long as he does not complete the rounds of tawaf. But if he leaves off more than four rounds, it is as if he had not started the tawaf at all.
According to the Imdmiyyah, if after completing the rounds of tawaf one doubts whether he performed them correctly as required by the Shari`ah or whether he performed the exact number of rounds, his doubt is of no consequence. His tawaf is considered valid and complete and there is nothing upon him. But if the doubt occurs before finishing the tawaf, he should consider whether he has performed at least seven rounds, such as when he doubts whether he made seven or eight rounds. If he is certain of having performed seven rounds, then his tawaf is considered valid.
However, if he is not certain of having performed seven rounds‑‑as in the case when he doubts whether he is in his sixth or seventh round, or in his fifth or sixth‑‑in that case his tawaf is invalid and he should start afresh. It is preferable in such a case to complete the present tawaf before starting afresh. 8 This is true of a wajib tawaf. In case of a mustahabb tawaf, the basis is the least number of rounds under seven one is certain of having performed, regardless of whether the doubt occurs during or after the last round.
For the non‑Imamiyyah schools, the rule is the least number of rounds one is certain of having performed‑‑a rule which is similar to the one they apply to the doubt in the number of rak`ah's of salat.
These are the ahkam, the mustahabbat, and the wajibat of tawaf, which, like the ruku` and sujud in salat, is always the same in all cases, whether as a part of the `Umrah mufradah, `Umrat al‑tamattu; Hajj al‑qiran, or Hajj al‑'ifrad, and regardless of whether it is tawaf al‑ziyarah, tawaf al‑nisa; tawaf al‑qudum, or tawaf al‑wada`.
As mentioned above, the tawaf is the next act after ihram in `Umrat al‑tamattu; but in the Hajj its turn comes after the pilgrim has gone through the rituals of Mind (on the `Id day) as shall be explained later.
1. According to the author of al‑Hada'iq, Hajj is invalid if tawaf is omitted intentionally, but not if omitted by mistake; although it is obligatory to perform it after omission.
2. According to Ibn Rushd, in his Bidayah, the four Sunni schools agree that the pilgrim of Hajj al‑ramattu 'and it's related `Umrah is required to perform tawaf twice; the one on Hajj al‑afrad is required to perform tawaf once. They disagree regarding Hajj al‑qiran, in which case according to al‑Shafi`i, Malik, and Ahmad ibn Hanbal, one tawaf is required, but two according to Abd Hanifah.
3. According to al‑Jawahir, al‑Masalik al‑`Urwat al‑wuthqa and other works of Imamiyyah fiqh, it is not permissible for one in the state of janabah or hayd to enter or pass through
al‑Masjid al‑Haram or Masjid al‑Rasul (al‑Madinah), to say nothing of tarrying (makth) therein. However, it is permissible for one in the state of janabah or hayd to pass, without stopping or halting, through other mosques.
4. `Ramal' means walking fast, without running or making a rush. According to the Imamiyyah work al‑Lum`ah, ramal is mustahabb in the first three rounds of tawaf‑‑a position which is exactly the same as that of the four Sunni schools.
5. The author of al‑Jawahir makes this remark when comparing those who stipulate such kind of conditions for tawaf to others with a similar attitude with regard to the niyyah of salat.
6. Hajar Isma`il ibn Ibrahim (`a) is the place where his house was built, and there he buried his mother.
7. By `idtiba is meant the style of wearing the rida' whose hanging sides are drawn under the right armpit and then thrown over the left shoulder. In the book al‑Fiqh `ala al‑madhahib al‑'arba`ah, the istihbab of idtibta'is ascribed to the Hanafi, Shafi`i, and the Hanbali, not to the Maliki, schools.
8. This is in agreement with the fatawa of al‑Sayyid al‑Hakim and al‑Sayyid al‑Khu'i.
Sa'y
All the schools agree that sa'y follows the tawaf, or its rak'atayn for those who consider them wajib. So also they agree that one who performs sa'y before tawaf should revert and perform his tawaf first and then the sa'y. I haven't come across any opinion holding that the sa'y must immediately follow the tawaf (muwalat).1
The Mustahabbat of Sa`y
According to the book Fiqh al‑Sunnah, it is mustahabb to ascend the hills of Safa and Marwah, and, facing the Holy Ka'bah, to pray to God for some religious or secular matter. It is well known that the Prophet (s), going out from Bab al‑Safa until he could see the Ka'bah. Facing it, he thrice declared the Unity of God and magnified Him; then praising God he said:
ﻻ إﻟﻪ إﻻ اﻟﻠﻪ وﺣﺪه ﻻ ﺷﺮﻳﻚ ﻟﻪ، ﻟﻪ اﻟﻤﻠﻚ، واﻟﻠﻪ اﻟﺤﻤﺪ، ﻳﺤﻴﻲ وﻳﻤﺖ، وﻫﻮ ﻋﻠﻰ ﻛﻞ ﺷﻲءٍ ﻗﺪﻳﺮ، ﻻ إﻟﻪ إﻻ اﻟﻠﻪ وﺣﺪه، أﻧﺠﺰ وﻋﺪه، وﻧﺼﺮ ﻋﺒﺪه، وﻫﺰم اﻷﺣﺰاب وﺣﺪه
There is no god except Allah. He is One, and has no partner. To Him belongs the Kingdom and the Praise. He gives life and makes to die and He is powerful over every thing. There is no god except Allah. He is One. He has fulfilled His promise and granted victory to His slave, vanquishing all the parties (of the infidels). He is One.
The mustahabbat of sa'y according to the Imamiyyah book al-Jawahir are the following: to draw one's hand on the Black Stone; to drink from the water of Zamzam and to sprinkle it on oneself; to leave [al‑Masjid al‑Haram] through the door facing the Black Stone; to ascend the Safa; to face al‑ Rukn al‑`Iraqi; to praise God (hamd) and magnify Him (takbir); to prolong one's stay al‑Safa; and, after seven takbirs, to say three times:
ﻻ إﻟﻪ إﻻ اﻟﻠﻪ وﺣﺪه، ﻻ ﺷﺮﻳﻚ ﻟﻪ، ﻟﻪ اﻟﻤﻠﻚ، واﻟﻠﻪ، اﻟﺤﻤﺪ، ﻳﺤﻴﻲ .وﻳﻤﻴﺖ، وﻫﻮﺣﻲٌ ﻻ ﻳﻤﻮت، ﺑﻴﺪه اﻟﺨﻴﺮ، وﻫﻮ ﻋﻠﻰ ﻛﻞ ﺷﻲءٍ ﻗﺪﻳﺮ
After this he recites the prayer recommended by tradition (al‑du`a' al‑ma'thur).
As can be seen from the above, there is no divergence in this matter between the Shi`ah and the Sunni schools, except for some difference of expressions used. Also, I have not come across any jurist who regards taharah (from hadath and khabath) as obligatory for sa`y; most of the schools have expressly stated its being only mustahabb and the same is true (except for the Shafi'i) of the drawing of the hand (istilam) on the Black Stone before leaving for sa'y.
Also, all the schools are explicit about the istihbab of covering the distance between `the Milayn' (an expression used by the Hanafis and Malikis) or `the intervening distance' (wasat al‑masafah, an expression used by Shafi'is) or `between the Minaret and the Alley of the Pharmacists' (as Imamiyyah say) with a fast pace (harwalah). 2 Without doubt, an informed guide is necessary to enable the pilgrims to recognize the points designated as `Milayn' or `the Alley of the Pharmacists' (Zuqaq al‑`Attarin), or `the Minaret'.
The Way of Performing Sa'y
Although there is agreement between the schools about the necessity of sa'y, they disagree about its being an essential part (rukn) of the rites of Hajj. According to the Imami, Shafi`i, and Maliki schools, it is a rukn; according to Abu Hanifah, it is not a rukn, though a wajib. Two different traditions are narrated from Ahmad ibn Hanbal. (al‑Tadhkirah, Fiqh al‑Sunnah)
All are agreed on the number of ashwat (sing. shawt) being seven, and that the performer of sa'y (i.e. sa'i) should begin at Safa going towards Marwah, and return again to Safa,3 covering this distance seven times. Thus the pilgrim makes four ashwat going from Safa to Marwah and three ashwat while returning from Marwah to Safa, beginning his first shawt from Safa and finishing the seventh at Marwah.
The schools disagree as to the permissibility of making the sa'y on a mount in spite of the ability to walk, and all of them, with the exception of the Hanbalis, permit it regardless of whether one can walk or not. The Hanbalis say that it is permissible only for one who cannot walk.
I have not come across any opinion regarding continuity (muwalat) between the ashwat as wajib4, with the exception of the Hanbalis, who, as also mentioned by the author of al‑Fiqh `ala al‑madhahib al‑'arba`ah, consider it wajib. Also, it is said of Malikis that according to them if the gap between the ashwat were to become inordinate, one should begin sa'y afresh; but if the gap were not prolonged, such as when one discontinues for selling or purchasing something, it is forgivable.
Note
Al‑Sayyid Muhsin al‑Hakim, in his book on the rites of Hajj, says, "It is obligatory, while going and returning, to keep one's face turned towards one's destination .... Therefore, if someone were to turn his face away from it or were to walk backwards, or in a lateral way, it is not correct. However, there is nothing wrong in turning the face this way and that way while continuing to face the destination in the course of movement."
He means that it is obligatory that the body should face Marwah while going and should be toward Safa while returning, and it is not permissible to make the approach with only a shoulder facing the direction of the destination‑‑as may happen due to overcrowding of the pilgrims; also, while moving, the face in particular should remain in the right direction.
Al‑Sayyid al‑Khu'i makes a similar statement in his work on the rites of Hajj; his words are: "It is wajib to face Marwah while going and to be towards Safa while returning. Thus if one turns his back towards Marwah while going and towards Safa while returning, it does not satisfy (lam yujzi', i.e. the conditions for a correct sa'y). Also, one should not turn towards his right or left, neither should he turn back either during the going (dhahab) or during the return (iyab).
The Ahkam of Sa'y
One who cannot perform the sa'y, either on foot or on a mount, may depute another to perform it on his/her behalf, and the Hajj would be correct. There is nothing wrong in looking to the right or the left or turning back to look during the coming and the going.
If someone makes more than seven ashwat intentionally, his sa'y is invalid, but not if the lapse was unintentional. If one were to have doubts about the number of the ashwat performed after finishing his sa'y, it is assumed to have been correct and nothing is required of him. The author of al‑Jawahir bases this hukm about the doubt after finishing on the principle of negation of haraj, as well as on tradition.
However, if the doubt were to occur before finishing the sa'y, the author of al‑Jawahir says that there is no difference of opinion about, nor any objection against, the invalidity of the sa`y in case of any doubt about the number of the ashwat performed, whether of having exceeded or fallen short of the required number. In both cases the sa'y at hand is invalid. If one suspects one's having begun from Safa, his sa'y is correct. But if he thinks that he might have started from some other place, it is invalid. Also if one suspects the number of ashwat already performed, and does not know how many one has completed, one's sa`y is invalid.
If one has recorded the number of ashwat performed, but doubts whether one started the first one from Safa or Marwah, he should consider the number of his present shawt and the direction he is facing. If, for instance, the number is an even one (2, 4, or 6) and he is at Safa or facing it, his sa'y is correct; because this shows that he had begun at Safa. Similarly, if the number is odd (3, 5, or 7) and he is at Marwah or facing it. But if the case is reverse, that is in an even shawt he is facing Marwah or in an odd one facing towards Safa, his sa'y is invalid and should be begun anew. (al‑Jawahir)
According to the other schools, the rule is to take the minimum one is certain of having performed, as in the case of salat. (Kifayat al‑'akhyar)
According to Abu Hanifah the Hajj is not invalid even if the sa`y is omitted altogether, because it is not a rukn and can be made good by a sacrifice. (al‑Shi'rani's al‑Mizan)
1. Al‑Sayyid al‑Hakim says: "It is not obligatory to hasten to perform the sa'y after finishing the tawaf and its salat, but it is also not permissible to delay voluntarily until the next day." Al‑Sayyid al‑Khu'i says, "It is binding on one not to make a considerable delay without need in performing the sa'y after the tawaf and its salat, and it is not permissible to delay it intentionally until the next day." I say, these verdicts of the two scholars are supported by sahih ahadith.
2. Harwalah is a kind of walk which resembles that of a camel when it wants to pick up speed. According to the Imamiyyah, if the one performing the sa'y is riding, he should spur it to make the beast walk faster.
3. The author of al‑Mizan quotes Abu Hanifah to the effect that he does not see any objection in the converse, i.e. performing of the sa'y by starting at Marwah and finishing at Saf'a.
4. Al‑Sayyid al‑Hakim in his book on the manasik of Hajj says that muwalat (continuity of succession) is not required in the ashwal of the sa'y, and it is permissible to separate or interrupt them‑‑even after a single shawt‑‑and to pick up the count again after the break.
Taqsir
According to Ahmad ibn Hanbal and Malik, it is necessary to shave (halq) or shorten the hair (taqsir) of the entire head. According to Abu Hanifah the same of a one‑fourth portion of the head is sufficient; according to al‑Shafi'i cutting of three hairs suffices. (Karrarah's al‑Din wa al‑Hajj)
According to the Imamiyyah, in taqsir one has the free choice of performing it by shortening either the hair of the head, the beard, or the moustaches or the fingernails.
All the five schools agree that taqsir is an obligatory rite, though not a rukn. According to al‑Sayyid al‑Hakim, its relationship to Hajj is the same as that of the salam with respect to the salat, because the muhrim is relieved after it of his state of ihram in the same way as one performing the salat is after the salam.
The taqsir or the halq, whatever be the divergence of opinion about them, is to be performed once during 'Umrah mufradah and twice during Hajj al‑tamattu'. The details follow.
Taqsir in `Umrah
According to the Imamiyyah, one performing 'Umrat al‑tamattu' has to perform taqsir after the sa'y; it is not permissible for him to perform halq. After it everything forbidden to him in the state of ihram becomes permissible. But if he performs halq, he should sacrifice a sheep. However, if he is on 'Umrah mufradah, he may choose between halq and taqsir, regardless of whether he brings along with him the hady or not.
If the taqsir is omitted intentionally, in case one had planned to perform Hajj al‑tamattu' and had assumed ihram before performing the taqsir, his 'Umrah is invalid and it is then obligatory upon him to perform Hajj al‑'ifrad: that is, the rites of Hajj followed by ' Umrah mufradah, and it is better for him to do Hajj again the next year. ' 1 [48]
According to non‑Imamiyyah schools, one has a choice between taqsir and halq after finishing his sa'y. As to relief from the state of ihram, if one were performing a non‑tamattu' 'Umrah, he obtains relief from ihram after halq or taqsir, regardless of whether the hady accompanies him or not. But if one is performing 'Umrat al‑tamattu; he is relieved of ihram if not accompanied by the hady; but if accompanied he remains in the state of ihram. (al‑Mughni)
Taqsir in Hajj
The second type of taqsir is a part of the rites of all the various kinds of Hajj‑tamattu', qiran, or ifrad‑‑to be performed by Hajj pilgrim after the dhabh or nahr (animal sacrifice) in Mina. All the schools agree that here one has a choice between taqsir and halq, halq being more meritorious. They disagree, however, in regard to one with matted hair, whether he must shave his head or if, like others, he also has a choice between halq and taqsir. The Hanbali, the Shafi' i, and the Maliki schools prescribe only halq for him, but the Imamiyyah and the Hanafi give him the same choice as others.
All the legal schools agree that women don't have to perform halq, rather, they may perform only taqsir.
Abu Hanifah and a group of Imamiyyah legists say that one who is bald, completely or partially, as when only the frontal portion of the head is hairless, must nevertheless draw the razor over the [hairless portion of the] head. The rest only consider it mustahabb (al‑Hada'iq, Fiqh al‑Sunnah).
According to the Imamiyyah, the halq or the taqsir is obligatory in Mina. Therefore, one who departs without halq or taqsir should return to perform either of the two, regardless of whether his lapse was intentional or not, and despite the knowledge or out of ignorance. However, if it is difficult or infeasible for him to return, he may perform it wherever he can.
As to the rest, they say that it should be performed within the haram. (Fiqh al‑Sunnah)
All agree that sex is not permitted after the halq or the taqsir. The Malikis include perfume as also being impermissible. The Imamiyyah include with the above two hunting (sayd), which is forbidden because of the respect for the sanctity of the haram. Apart from these three things, the rest are permissible by the consensus of all the five schools. For the four Sunni schools, everything, including sex, becomes permissible after the tawaf al‑ziyarah. As for the Imamiyyah, sex and perfume are not allowed until after the tawaf al‑nisa'.
We conclude this section with the words of al‑'Allamah al‑Hilli in his Tadhkirah:
If [the pilgrim] departs from Mina without halq or taqsir, he returns to perform it there‑‑an obligation if within the reach of possibility. But if his returning is not possible, he performs halq wherever he is, sending his hair to be carried to Mina to be buried there, which if he cannot there is nothing upon him .... The time for halq is on the day of `Id, by consensus, for the Almighty has said [in Qur'an]:
… ُ..وَﻟَﻼ ﺗَﺤْﻠِﻘُﻮا رُءُوﺳَﻜُﻢْ ﺣَﺘَّﻰٰ ﻳَﺒْﻠُﻎَ اﻟْﻬَﺪْيُ ﻣَﺤِﻠَّﻪ
"And do not shave your head until the sacrifice reaches its [specified] destination." (2:196);
and the place of the sacrifice (hady) is Mina on the day of `Id. It has been recorded that the Prophet (s) performed first ramy, then nahr, and then halq, at Mina on the `Id day.
We shall have occasion to refer to the hukm about the ha1q performed prior to the dhabh while discussing later the rites of Mina.2
1. This agrees with the fatwas of al‑Hakim and al‑Khu'i. Al‑Hakim, however, distinguishes between one who forgets (nasi) and one who is ignorant (jahil); he excuses the first not the latter, who is included with the willful defaulter (`amid).
2. This agrees with the fatwas of al‑Hakim and al‑Khu'i. Al‑Hakim, however, distinguishes between one who forgets (nasi) and one who is ignorant (jahil); he excuses the first not the latter, who is included with the willful defaulter (`amid).
The Wuq'uf
The Wuq'uf in 'Arafat
The pilgrim performing `Umrah mufradah or Hajj al‑tamattu` first assumes ihram, then performs tawaf offers the rak`atayn, then performs sa'y, then taqsir. This order is obligatory, and in it while the ihram precedes all the other steps, the tawaf precedes the salat, the salat is prior to the sa'y, and at the end is taqsir. 1
The Second Rite of Hajj
The rites of Hajj, as in the case of `Umrah, start with ihram. However, the rite which is next to ihram in the case of Hajj, and is considered one of the arkan of Hajj by consensus, in the wuquf (halt) in `Arafat, there being no difference whether one is on Hajj al‑'ifrad or Hajj al‑tamattu; although it is permissible for those on Hajj al‑'ifrad or Hajj al‑qiran to enter Makkah to perform a tawaf after assuming ihram and before proceeding to `Arafat. This tawaf (called tawaf al‑qudam) resembles the rak`atayn called tahiyyat al‑masjid, recommended as a mark of respect to a mosque.
Al‑Sayyid al‑Hakim, in his book on the rites of Hajj, says, "It is permissible for one intending Hajj al‑qiran or al‑'ifrad to perform the mustahabb tawaf on entering Makkah and before proceeding to wuquf [in `Arafat]." Ibn Hajar, in Fath al‑Bart bi Sharh al‑Bukhari, writes: "All of them [the four legal schools] agree that there is no harm if one who has assumed ihram for Hajj al‑'ifrad performs a tawaf of the (Holy) House," that is, before proceeding to `Arafat. One on Hajj al‑tamattu', as said, should perform the tawaf of `Umrat al‑tamattu` instead of the tawaf al‑qudum.
Before the Halt in `Arafat
There is consensus among the legal schools that it is mustahabb for the Hajj pilgrim to go out from Makkah in the state of ihram on the day of Tarwiyah (the 8th of Dhu al‑Hijjah), passing towards Mina on his way to `Arafat.
According to the Imamiyyah books al‑Tadhkirah and al-Jawahir, it is mustahabb for one intending to proceed towards `Arafat not to leave Makkah before offering the zuhr and `asr prayers. The four Sunni schools say that it is mustahabb to offer them at Mina. (al‑Mughni)
In any case, it is permissible to proceed to `Arafat a day or two before that of Tarwiyah, in particular for the ill, the aged, women, and those who are claustrophobic. Also it is permissible to delay until the morning of the 9th so as to arrive at `Arafat by the time when the sun crosses the meridian (zawal).
I have not come across any jurist who considers it wajib to spend at Mina the night before the day of wuquf at `Arafat, or to perform some rite there. Al‑`Allamah al‑Hilli, in his Tadhkirah, writes: "To spend the night of `Arafah at Mina for resting is mustahabb; but it is not a rite, nor is there anything against one who doesn't do it." Fath al‑Bari and Fath al‑Qadir have something similar to say.
The word `rest' (for istirahah) used by al‑`Allamah al‑Hilli does not need to be explained, for travel in the past used to be exhausting; so he considered it mustahabb for the pilgrims to stay for the night at Mina so as to arrive looking fresh and in good spirits at `Arafat. But travel today is quite a pleasure. Therefore, if one spends the night of `Arafah in Makkah, going to `Arafat the following morning, or after the zuhr prayer, passing through Mina on his way‑‑as the pilgrims' practice is nowadays‑‑that is sufficient and there is nothing wrong in that. The pilgrim will return to Mina later after the halt in `Arafat, for the ramy al‑Jamrah‑‑but to that we shall come later.
The Period of the Halt in Arafat
There is consensus among the legal schools that the day of the halt in 'Arafat is the 9th of Dhu al‑Hijjah, but they disagree as to the hour of its beginning and end on that day. According to the Hanafi, the Shafi'i, and the Maliki schools, it begins at midday on the 9th and lasts until the daybreak (fajr) on the tenth. According to the Hanbali school, it begins from the daybreak on the 9th until daybreak on the tenth. According to the Imamiyyah, from midday on the 9th until sunset on the same day, for one who is free to plan; and in case of one in an exigency, until the following daybreak.
It is mustahabb to take a bath for the wuquf in 'Arafat, to be performed like the Friday bath. There is no rite to be performed in 'Arafat except one's presence there: one may sleep or keep awake, sit, stand, walk around or ride a mount.
The Limits of 'Arafat
The limits of 'Arafat are `Arnah, Thawbah, and from Nimrah to Dhu al‑Majaz, which are names of places around 'Arafat. One may not make the halt in any of those places, neither in Taht al‑'Arak, because they are outside 'Arafat. If one were to make the halt in any of those places, his Hajj is invalid by consensus of all the schools, with the exception of the Maliki, according to which one may halt at `Arnah though he will have to make a sacrifice.
The entire area of 'Arafat is mawqif (permissible for the wuqaf) and one may make the halt at any spot within it by consensus of all schools. Al‑'Imam al‑Sadiq (`a) relates that when the Prophet (s) made the halt at 'Arafat, the people crowded around him, rushing along on the hoof‑prints of his camel. Whenever the camel moved, they moved along with it. (When he saw this), the Prophet said, "O people, the mawqif is not confined to where my camel stands, rather this entire 'Arafat is mawqif," and pointed to the plains of 'Arafat. "If the mawqif were limited to where my camel stands, the place would be too little for the people." (al‑Tadhkirah)
The Conditions Applicable to the Halt
Taharah (ritual purity) is not a condition for the halt at 'Arafat, by consensus of all the schools.
According to the Imamiyyah and the Malik! schools, the halt at `Arafat must be made with prior intention (niyyah) and with the implied knowledge that the place where he is halting is indeed 'Arafat. Thus if he were to pass on without knowing, or know without intending the wuquf it is not considered wuquf as such.
According to the Shafi`i and the Maliki schools, neither intent nor knowledge is a condition. All that is required is freedom from insanity, intoxication, and loss of consciousness. According to the Hanafis, neither intent, nor knowledge, nor sanity is a condition; whosoever is present in 'Arafat during the specific period, his Hajj is correct, intent or no intent, whether he knows the place or not, whether sane or insane. (Fiqh al‑Sunnah, al‑Tadhkirah)
Is it necessary to make the halt in 'Arafat for the full specified period, or is it sufficient to be present there for some time, even if it is for a single moment?
According to the Imamiyyah, there are two kinds of periods for the halt, depending on whether one arrives at a time of his own choice (ikhtiyari) or the time is forced upon him by circumstances beyond his control (idtirari). In the case of the former, the period of halt for him is from midday on the ninth until sunset on the same day; in the case of the latter, the period lasts until the daybreak of the tenth.
So one who can make the halt from noon until sunset for the entire period, it is wajib upon him; although halt not far the entire period but halt for a part of it is rukn [that is without it the Hajj would not be valid], the rest being merely a wajib. This means that if someone omits the halt his Hajj is invalid far not performing a rukn of it. But if one makes a short halt, he has omitted only a wajib which is not rukn, and so his Hajj does not lose its validity [on this account]. Moreover, if someone cannot make the halt for the entire ikhtiyari period, due to some legitimate excuse, it is sufficient for him to make the halt for a part of the night of `Id.
According to the Shafi'i, the Maliki, and the Hanbali schools, mere presence even if for a single moment, is sufficient. (al‑Fiqh `ala al‑madhdhib al‑'arba `ah, Manar al‑sabil)
According to the Imamiyyah, if one leaves `Arafat intentionally before the midday, he must return and there is nothing upon him if he does. But if he doesn't, he must sacrifice a camel, and if that is beyond his means fast for 18 days in succession. But if the lapse were by oversight and he does not discover it until the time is past, there is nothing upon him, on condition that he is present at the halt in al‑Mash'ar al‑Haram in time. But if he remembers before the period expires, he must return as far as possible, and if he doesn't he must sacrifice a camel.
The Malikis say that one who makes the halt in `Arafat after the midday and leaves `Arafat before the sunset, he must repeat the Hajj the following year if he does not return to `Arafat before the daybreak (on the 9th). But all other legists say that his Hajj is complete. (Ibn Rushd's Bidayah)
According to al‑Fiqh al‑musawwar `ala madhhab al‑Shafi'i, "if one forgets and omits the halt, it is obligatory upon him to change his Hajj into `Umrah, and then complete the remaining rites of Hajj after performing its rites; also he must repeat the Hajj in the immediate following year."
It is mustahabb for one performing the halt in 'Arafat to: observe taharah; face the Holy Ka'bah; and do a lot of dua' and istighfar, with due surrender, humility, and with a heart‑felt presence before God.
The Wu'quf in Muzdalifah
The halt in Muzdalifah is the next rite after the halt in `Arafat, by consensus of all the schools. They also agree that when the Hajj pilgrim turns to Muzdalifah (where al‑Mash'ar al‑Haram is situated) after the halt in `Arafat, he is acting in accordance with the following Divine verse of the Qur'an:
ْﻓَﺈِذَا أَﻓَﻀْﺘُﻢْ ﻣِﻦْ ﻋَﺮَﻓَﺎتٍ ﻓَﺎذْﻛُﺮُوا اﻟﻠَّﻪَ ﻋِﻨْﺪَ اﻟْﻤَﺸْﻌَﺮِ اﻟْﺤَﺮَامِ وَاذْﻛُﺮُوهُ ﻛَﻤَﺎ ﻫَﺪَاﻛُﻢ
When you pour forth from 'Arafat, then remember Allah in al‑Mash'ar al‑Haram, remembering Him in the way you have been shown. (2:198)
Also, there is agreement that it is mustahabb to delay the maghrib (sunset) prayer on the night preceding the `Id day until Muzdalifah is reached. The author of al‑Tadhkirah writes that when sun sets in `Arafat, then one should go forth before the (maghrib) prayer towards al‑Mash'ar al‑Haram and recite there the supplication prescribed by tradition. The author of al‑Mughni says, "It is sunnah (i.e. mustahabb) for one leaving `Arafat not to offer the maghrib prayer until Muzdalifah is reached, whereat the maghrib and the `isha' prayers should be offered together.
There is no difference regarding this, as Ibn al‑Mundhir also points out when he says: "There is consensus among the `ulama', and no divergence of opinion, that it is sunnah for the Hajj pilgrim to offer the maghrib and the `isha' prayers together; the basis for it is that the Prophet (s) offered them together.' "2
All the legal schools, with the exception of the Hanafi, agree that if one were to offer the maghrib prayer before reaching Muzdalifah and not offer the two prayers together, his salat is nevertheless valid despite its being contrary to what is mustahabb. Abu Hanifah does not consider it valid.
The Limits of Muzdalifah
According to al‑Tadhkirah and al‑Mughni, Muzdalifah has three names: Muzdalifah, Jam`, and al‑Mash'ar al‑Haram, its limits are from al‑Ma'zamayn to al‑Hiyad, towards the valley of Muhassir. The entire Muzdalifah is mawqif, like `Arafat, and it is legitimate to make the halt at any spot inside it. According to al‑Madarik, it is a settled and definite matter among the Imamiyyah legists that it is permissible, in case of overcrowding, to ascend the heights towards the hill, which is one of the limits of Muzdalifah.
The Night at Muzdalifah
Is it obligatory to spend the entire night of `Id at Muzdalifah, or is it sufficient to halt in al‑Mash'ar al‑Haram even for a moment after the daybreak? (It is assumed, of course, that the meaning of wuquf is mere presence: one may be walking around, sitting or riding a mount, as in the case of the halt at 'Arafat).
According to the Hanafi, the Shafi`i, and the Hanbali schools, it is obligatory to spend the entire night at Muzdalifah and the defaulter is required to make a sacrifice. (al‑Mughni) According to the Imamiyyah and the Maliki, it is not wajib, though meritorious. This is what Shihab al‑Din al‑Baghdadi the Maliki, in his Irshad al‑salik, and al‑Hakim and al‑Khu'i have confirmed. However, no one has considered it a rukn.
As to halting in al‑Mash'ar al‑Haram after the daybreak, Ibn Rushd, in al‑Bidayah wa al‑nihayah, cites the consensus of the Sunni fuqaha' to the effect that it is one of the sunan (sing. sunnah) of the Hajj, not one of its furud (duties; sing. fard).
According to al‑Tadhkirah, "It is obligatory to halt in al‑Mash'ar al‑Haram after the daybreak, and if someone were to leave intentionally before the daybreak after halting there for the night, he must sacrifice a sheep. Abu Hanifah also says that it is obligatory to halt after the daybreak. The rest of the schools permit departure after midnight." Therefore, with the exception of the Imamiyyah and the Hanafi schools, others permit departure from Muzdalifah before the daybreak.
The Imamiyyah say that the time of halt in al‑Mash'ar al‑Haram is of two kinds: the first (ikhtiyari) is for one who has no reason for delaying, and that is the entire period between the daybreak and the sunrise on the day of `Id; whoever leaves advertently and knowingly from the Mash'ar before the daybreak and after being there for the whole or part of the night, his Hajj is not invalidated if he had halted at 'Arafat, although he must sacrifice a sheep. If he had left the Mash'ar on account of ignorance, there is nothing upon him, as made explicit in the above quotation.
The second (idtirari) is for women and those who have an excuse for not halting between the daybreak and the sunrise; their time extends to midday on the day of `Id. The author of al‑Jawahir says that there is both textual evidence (from hadith) as well as consensus to support the above prescription, and the fatawa of al‑Sayyid al‑Hakim and al‑Sayyid al‑Khu'i are also in accordance with it. The latter has not stated midday as the idtirari time limit, but says that it is sufficient to make the halt after sunrise.
The Imamiyyah also say that the wuquf in the two specified periods of time is a rukn of the Hajj. Therefore, if someone does not perform it altogether either in the ikhtiyari period for the night or in the idtirari period, his Hajj is invalid if he hadn't spent the night there; but not if the default ‑was on account of a legitimate excuse, on condition that he had performed the halt at 'Arafat. So one who fails to make the halts at 'Arafat and the Mash'ar, neither in the ikhtiyari nor in the idtirari period, his Hajj is invalid even if the failure was on account of a legitimate reason. It is obligatory upon him to perform Hajj the year after if the
Hajj intended was a wajib one; and if it was a mustahabb Hajj, it is mustahabb for him to perform it the next year. (al-Jawahir)
The halt in al‑Mash'ar al‑Haram is held in greater importance by the Imamiyyah than the one in 'Arafat; that is why they say that one who loses the chance to be present at the halt in 'Arafat but participates in the halt at the Mash'ar before the sunrise, his Hajj is complete. (al‑Tadhkirah)
Mustahabbat of the Mash`ar
According to the Imamiyyah it is mustahabb for one performing Hajj for the first time to put his feet on the ground of the Mash'ar. (al-Jawahir)
According to the Imamiyyah, the Shafi`i and the Maliki schools, it is mustahabb while leaving for Mina to gather seventy pebbles, for the ramy al‑jamarat, at Muzdalifah. The reason for this, according to the author of al‑Tadhkirah, is that when the Hajj pilgrim arrives in Mina he should not be detained by anything from the rite of the ramy. Ibn Hanbal is narrated to have said that the pebbles may be gathered from any place; and there is no disagreement that it suffices to gather them from whatever place one wishes.
The maintenance of taharah, the pronouncing of tahlil, takbir, and du`a' (the prescribed one or something else) is also mustahabb.
1. Al‑Shaykh `Abd al‑Muta'al al‑Sa`idi says: This order is obligatory in the rites of `Umrah, but in the rites of Hajj there is no order of sequence between the tawaf and the halq, orbetween the sa'y and the wuquf at 'Arafat. See al‑Fiqh al‑musawwar ala Madhhabal‑Shafi'i.
2. This act of the Prophet (s) makes the grounds for the Imamiyyah for the permissibility of offering the two prayers together, because the Prophet (s) had said, "Pray in the same way as you see me praying." The fact that something is permitted at one time or a place suggests its permissibility in all places and at all times, unless there is some textual proof (nass) to show that it is particular and not general. But there is no nass in favour of its being particular (takhsis). Therefore offering the two prayers together is permissible in general and at all times and in all places.
At Mina
All the schools are in agreement that the rites after the halt at al‑Mash'ar al‑Haram are those of Mina, and that departure from Muzdalifah is after the sunrise, and one who leaves before sunrise, passing beyond its limits, according to al‑Khu'i, must sacrifice a sheep as kaffarah.
At Mina one performs several rites which continue from the Day of Sacrifice (yawm al‑nahr), or the day of `Id, until the morning of the thirteenth or the night of the twelfth. The wajibat of Hajj are completed in Mina. The three days following the day of `Id (the 11th, 12th, and the 13th) are called "ayyam al‑tashriq."1
Three rites are obligatory at Mina on the day of `Id: (1) ramy of the Jamrat al‑`Aqabah; (2)
al‑dhabh (slaughtering of the sacrificial animal); (3) halq or taqsir. Agreeing that the Prophet (s) performed first the ramy, then the nahr (or dhabh) and then the taqsir, the schools disagree whether this order is obligatory and if it is impermissible to change that order, or if the order is only mustahabb and may be altered.
According to al‑Shafi` i and Ahmad ibn Hanbal, there is nothing upon one who changes the order. Malik says that if someone performs halq before the nahr or the ramy, he must make a sacrifice; and if he was performing Hajj al‑qiran then two sacrifices. (Ibn Rushd's al‑Bidayah). According to the Imamiyyah, it is a sin to change the order knowingly and intentionally, although repetition is not required. The author of al‑Jawahir says, "I have not found any difference of opinion on this point", and al‑Madarik states that the jurists are definite on this point.
Now we shall deal with each one of these rites under a separate heading.
1. There is disagreement about the Ayyam al‑Tashriq as to whether they comprise two or three days. As to their naming, it is because during those days the pilgrims used to dry strips of the meat of the sacrificed animals in the sun.
Jamrat al `Aqabah
The Number of Jimar
Ramy al jimar, or the symbolic throwing of pebbles performed in Mina, is obligatory upon all pilgrims of the Hajj, whether tamattu; qiran or ifrad. This rite is performed ten times during the four days. The first ramy, in which only one point called Jamrat al‑`Aqabah is stoned, is performed on the day of `Id. On the second day, i.e. 11th of Dhu al‑Hijjah, the three jimar are stoned, and again every three on the third and the fourth day. This applies to the Hajj pilgrim who spends the night of the twelfth in Mina; otherwise there is no ramy for him on that day.
Jamrah of the Tenth of Dhu al‑Hijjah
The legal schools agree that it suffices to perform the ramy of the Jamrat al‑`Aqabah any time from sunrise until sunset on the tenth of Dhu al‑Hijjah, but disagree as to its performance before or after that period. According to the Maliki, the Hanafi, the Hanbali and the Imami schools, it is not permissible to perform the ramy of the Jamrat al‑`Aqabah before the daybreak, and if performed without an excuse, must be repeated. They permit it for an excuse like sickness, weakness, or insecurity (fear).
According to the Shafi'i school, performing the rite earlier is unobjectionable, for the specified period is mustahabb not wajib (al‑Tadhkirah, Ibn Rushd's Bidayah). However, if delayed until after sunset on the day of `Id, according to Malik, the defaulter must make a sacrifice if he performs the rite during the night or the next day. According to the Shafi`is, there is nothing upon him if he performs the rite of ramy in the night or the next day. (Ibn Rushd's Bidayah)
According to the Imamiyyah, the time of this ramy extends from sunrise until sunset on that day. If forgotten, the rite must be performed the next day. If again forgotten, on the 12th, and if one fails again, it can be performed on the 13th. But if one forgets until one has left Makkah, he may carry it out the following year, either himself or through a deputy who carries it out on his behalf. 1
The Conditions of Ramy
There are certain conditions for the validity of ramy al jamarat:
1. Niyyah: stated by the Imamiyyah explicitly.
2. That each ramy must be carried out with seven pebbles; there is agreement on this point.
3. The pebbles must be thrown one at a time, not more; again there is consensus on this point.
4. The pebbles must strike the known target; there is also consensus on this point.
5. The pebbles must reach their target through being thrown (ramy); thus if they are tossed in some other manner, it does not suffice according to the Imami and the Shafi'i schools, and is not permissible according to the Hanbali and the Hanafi schools. (al‑Mughni)
6. The pebbles must be of stone, not of other material, like salt, iron, copper, wood or porcelain, etc.; this is accepted unanimously by all the schools except that of Abu Hanifah, who says that it is all right if pebbles are made of some earthen material, such as porcelain, clay or stone. (al‑Mughni)
7. The pebbles must be `new', that is, not used for rainy before; the Hanbalis state this condition expressly.
Taharah is not a condition in ramy, though desirable.
The Imamiyyah say that it is mustahabb that the pebbles be about the size of a finger tip and rough, neither black, nor white, nor red. The other schools say that their size must be about that of the seed of a broad bean (baqila').
The Imamiyyah also say that it is mustahabb for the Hajj pilgrim to perform all the rites facing the Qiblah, with the exception of the ramy of the Jamrat al‑`Aqabah on the day of `Id, which is mustahabb to perform with one's back towards the Qiblah, since the Prophet (s) had performed this rite in that way. The other schools say that facing the Qiblah is mustahabb even in this rite.
Also, it is mustahabb to perform the ramy on foot (though riding a mount is permissible), not to be farther from the Jamrah than 10 cubits, to perform it with the right hand, to recite the prayers prescribed by tradition and other prayers. Following is one of the prayers prescribed by tradition:
،اﻟﻠﻬﻢ اﺟﻌﻠﻪ ﺣﺠﺎً ﻣﺒﺮوراً، وذﻧﺒﺎً ﻣﻐﻔﻮراً. اﻟﻠﻬﻢ إن ﻫﺬه ﺣﺼﻴﺎﺋﻲ ،ﻓﺄﺣﺼﻬﻦ ﻟﻲ
.وارﻓﻌﻬﻦ ﻓﻲ ﻋﻤﻠﻲ ... اﻟﻠﻪ أﻛﺒﺮ. اﻟﻠﻬﻢ أدﺣﺮ اﻟﺸﻴﻄﺎن ﻋﻨﻲ
O God, make my Hajj a blessing, a forgiving of my sins .... O God, these pebbles of mine, reckon them and place them high in my actions .... God is Great. O God, repel Satan from me.
Doubt
What if one doubts whether the pebble thrown has struck its target or not? It is assumed not to have hit. If one doubts the number thrown, he may count from the least number of which he is sure he has thrown.
Jamrat al‑`Aqabah is the first rite performed by the Hajj pilgrim in Mina on the day of `Id, which is followed by the dhabh, then halq or taqsir. After that he proceeds to Makkah for tawaf the same day.
On this day, there is no other rite of ramy for him. Now we shall proceed to discuss the sacrifice (hady).
Hady
The second obligatory rite in Mina is the hady or animal sacrifice. The issues related to it are: (1) its kinds, wajib and mustahabb, and the various kinds of wajib sacrifice; (2) regarding those for whom the hady is wajib; (3) the requirements of the hady; (4) its time and place; (5) the legal rules about its flesh; (6) the substitute duty of one who can neither find the hady nor possess the means to purchase one. The details are as follow:
The Kinds of Hady
The hady is of two kinds; wajib and mustahabb. The mustahabb sacrifice is the one mentioned in the following verse of the Qur'an:
.ْﻓَﺼَﻞِّ ﻟِﺮَﺑِّﻚَ وَاﻧْﺤَﺮ
`So pray unto the Lord and sacrifice' (108:2), which is interpreted as a commandment to the Prophet (s) to sacrifice after the `Id day prayer. A tradition relates that the Prophet (s) sacrificed two rams, one white and the other black.
According to the Malikis and the Hanafis, the sacrifice is obligatory for every family once every year; it is, they say, similar to the zakat al fitr: The Imamiyyah and the Shafi`i schools say that the mustahabb sacrifice can be carried out in Mina on any of the four days, the day of `Id and the three days following it (called ayyam al‑tashriq).
But at places other than Mina the sacrifice may be carried out only during three days: the day of `Id, and the 11th and the 12th. According to the Hanbalis, the Malikis, and the Hanafis, its time is three days whether in Mina or elsewhere. In any case, the best time for the sacrifice is after sunrise on the day of `Id during a period sufficient for holding the `Id prayer and delivering its two khutbahs (sermons).
The obligatory sacrifices, in accordance with the Qur'anic text, are four:
(1) The sacrifice related to Hajj al‑tamattu` in accordance with the verse:
...If in peacetime anyone of you combines the `Umrah with the Hajj, he must offer such sacrifice as he can... (2:196)
(2) The sacrifice related to halq, which is a wajib open to choice, in accordance with the verse:
But if any of you is ill or suffers from an ailment of the head, he must offer a fidyah either by fasting or by alms‑giving or by offering a sacrifice. (2:196)
(3) The sacrifice related to the penalty (jaza') for hunting, in accordance with the verse:
He that kills game by design, shall present, as an offering near the Ka`bah, a domestic beast equivalent to that which he has killed, to be determined by two honest men among you; .... (5:95)
(4) The sacrifice related to "ihsar" [some hindrance which keeps one from completing the rites of Hajj, such as illness or interruption due to an enemy], in accordance with the following verse (al‑Tadhkirah):
If you cannot; offer such sacrifice as you can afford... (2:196)
Besides the above four, there are also the obligatory sacrifices related to any of the following: `ahd (pledge), nadhr (vow), yamin (oath). In what follows we shall discuss hady as one of the rites of Hajj.
For Whom is Hady Wajib?
The hady is not obligatory, by consensus of all the schools, upon one performing `Umrah mufradah, nor on one performing Hajj al‑'ifrad. Similarly, there is consensus regarding its being obligatory upon the non‑Makkan pilgrim on Hajj al‑tamattu`. The four Sunni schools add that it is also obligatory upon the pilgrim on Hajjal‑qiran.
According to the Imamiyyah, it is not obligatory on one on Hajj al‑qiran except with nadhr (vow), or when he brings along with him the sacrificial animal at the time of assuming ihram.
There is disagreement regarding whether the Makkan performing Hajj al‑tamattu` must offer a sacrifice or not. According to the four Sunni schools, the hady is not wajib upon him. Al‑Mughni states that "there is no disagreement among scholars that the sacrifice of tamattu` is not wajib on those living in the neighbourhood of al‑Masjid al‑Haram." The Imamiyyah say that if the Makkan performs Hajj al‑tamattu` the hady is obligatory upon him." This is stated by al‑Jawahir where it says, "If the Makkan were to perform Hajj al‑tamattu; the hady is wajib upon him according to the widely held (mashhur) opinion [of the Imami fuqaha'].
The legal schools, however, agree that the obligatory hady is not one of the arkan of Hajj.
The Requirements of the Hady
The hady must meet the following requirements:
1. It must belong to cattle, such as camel, cow, sheep, or goat, by consensus of all the five schools. As stated by al‑Mughni, according to the Hanafi, the Maliki, the Shafi'i and the Hanbali schools: if a sheep, it must be at least six months; if a goat, of one year; if a cow, of two years; and if a camel of five years. This agrees with the Imamiyyah view as stated by al-Jawahir, with the difference that the camel must have entered its sixth and the goat its second year.
Al‑Sayyid al‑Hakim and al‑Sayyid al‑Khu'i have said that it suffices if the camel has entered its sixth and the cow or the goat its third. As to the sheep, they add, to be cautious, the sheep must have entered its second.
2. The sacrificial animal must be free of any defect, and, by consensus, must not be one‑eyed, lame, sick or old and decrepit. There is disagreement, however, regarding its acceptability in case of castration, being without horns or with broken ones, missing or mutilated ears or tail. Such are not acceptable according to al‑Sayyid al‑Hakim and al‑Sayyid al‑Khu'i, but acceptable according to the author of al‑Mughni.
Al‑`Allamah al‑Hilli, in al‑Tadhkirah, says that female camel and cow and male sheep and goats are to be preferred, although the permissibility of the converse in the two cases is not disputed by any school. The author of al‑Mughni' says that the sex of the sacrificial animal is irrelevant.
The Time and the Place of the Sacrifice
As to the occasion of the sacrifice, it is, according to the Maliki, the Hanafi, and the Hanbali schools, the day of `Id and the two days following it. Abu Hanifah adds that this time is specific for the sacrificial rite of Hajj al‑qiran and tamattu ; but for the others he sets no such time limit. The Ma1ikis do not recognize any difference between various kinds of hady, as mentioned by al‑Fiqh `ala al‑madhahib al‑'arba`ah.
The Hanbalis say that if the sacrifice is made before its time, it must be made again. If after its time, in case of mustahabb the lapse of time cancels it; and in case of wajib it must be fulfilled. According to the Hanafis, slaughtering the sacrificial animal before the three days of `Id is not sufficient, but is if done later though a kaffarah is required for the delay. According to the Shafi`is, the time of the obligatory sacrifice for Hajj al‑tamattu` starts with ihram; therefore, performing it earlier [than the day of `Id] is permissible, and there is no time limit for delaying, although it is best performed on the `Id day. (al‑Fiqh `ala al‑madhahib al‑'arba`ah)
The Imamiyyah regard niyyah as being obligatory in slaughtering (dhabh or nahr), and say that its time is on the day of `Id; although it is acceptable until the third day following it, or even until the end of Dhu al‑Hijjah, although the delay is a sin. The author of al‑Jawahir reports that there is no divergence [among Imami legists] on this point, even if the delay is without a [legitimate] excuse. It is not permissible, according to the Imamiyyah, to make the sacrifice before the 10th of Dhu al‑Hijjah.
As to the place, it is the Haram, according to the Hanbali, the Shafi'i, and the Hanafi schools, which includes Mina 2 and other places, as mentioned above while discussing ihram and the limits of the harams of Makkah and al‑Madinah.
According to the Imamiyyah, there are three conditions for slaughtering the hady in Mina: (1) that the hady must have been brought in the ihram assumed for Hajj, not in the ihram for `Umrah; (2) the pilgrim should have halted for some time of the night with the hady in `Arafat; (3) he should have made the resolve to make the sacrifice on the day of `Id or the following day. Also the Imamiyyah say that the pilgrim of Hajj al‑tamattu` may make the sacrifice nowhere but in Mina, even if his Hajj is supererogatory. But the hady brought along in the ihram of `Umrah is to be slaughtered in Makkah. (al‑Tadhkirah)
In any case, for all the schools offering of the sacrifice is legitimate and preferable at Mina. Ibn Rushd says that the consensus of the `ulama' is in favour of slaughtering the hady at Mina. Secondly, the difference between the Imamiyyah and the other schools is that the Imamiyyah specify Mina, while others allow an open choice between Mina and other places inside the haram of Makkah.
The Flesh of the Hady
The Hanbalis and the Shafi'is say that the flesh of the hady whose slaughtering inside the haram is wajib is to be distributed among the poor inside it. The Hanafis and the Malikis say: it is permissible to distribute it inside or outside the haram. The Shafi'is say: one may not (oneself) eat the flesh of a wajib hady, but that of a voluntary or mustahabb hady is permissible. The Malikis say: with the exception of the sacrifice made as fidyah for hurting someone (adha), hunting, or sacrifice vowed (nadhr) specifically for the poor, and the voluntary hady which dies before reaching its destination; the flesh of the hady may be eaten in all cases. (al‑Mughni, al‑Fiqh ala al‑madhahib al‑'arba`ah, Fiqh al‑Sunnah)
The Imamiyyah say: a third of the flesh should be given to the poor believers; another third to other believers, even the well off; and the remaining third may be consumed by the pilgrim. (al-Jawahir, al‑Sayyid al‑Hakim and al‑Sayyid al‑Khu'i in their books on the manasik of Hajj).
The Substitute Duty (al‑Badal)
All the legal schools agree that when the Hajj pilgrim cannot find the hady nor possesses means to acquire one, its substitute is to keep fasts for ten days, three of which for successive days, are to be kept during the Hajj days and the remaining seven on returning home. This is in accordance with the Divine verse: 3
َﻓَﻤَﻦْ ﻟَﻢْ ﻳَﺠِﺪْ ﻓَﺼِﻴَﺎمُ ﺛَﻠَﻼﺛَﺔِ أَﻳَّﺎمٍ ﻓِﻲ اﻟْﺤَﺞِّ وَﺳَﺒْﻌَﺔٍ إِذَا رَﺟَﻌْﺘُﻢْ ﺗِﻠْﻚ ٌﻋَﺸَﺮَةٌ ﻛَﺎﻣِﻠَﺔ
...But if he lacks the means let him fast three days during the pilgrimage and seven when he has returned; that is ten days in all. (2:196)
The criterion of capacity to offer the hady is ability to arrange one in the place, and when it can't be done the duty of hady is changed into that of the fasts. This holds even if the pilgrim should be a man of means in his own homeland. This is because the obligation is specific to the occasion and so is the capacity to fulfil it. A similar case is that of availability of water for taharah.
Dhabh by a Wakil
It is preferable that the Hajj pilgrim should slaughter the hady himself, though it is permissible to ask someone else to do it, because it is one of the rites in which delegation is possible. The one deputed (wakil) makes the niyyah of slaughtering on behalf of the one who deputes, and it is better that both of them should make the niyyah together. According to the Imamiyyah it is mustahabb for the pilgrim to put his hand on that of him who slaughters or at least be present at the time of slaughtering.
Shaykh `Abd Allah al‑Mamqani, in Manahij al‑yaqin, writes: "If the wakil makes an error in mentioning the name of the one who appoints him, or forgets his name altogether, there is no harm in it." There is a good point here, for it is related from one of the Imams (`a) that in a marriage ceremony the wakil made a mistake while mentioning the bride's name or mentioned some other name. The Imam (`a) said, "It doesn't matter."
Qani `and Mu`tarr
In regard to the verse 36 of the Surat al‑Hajj:
َّا ﻓَﻜُﻠُﻮا ﻣِﻨْﻬَﺎ وَأَﻃْﻌِﻤُﻮا اﻟْﻘَﺎﻧِﻊَ وَاﻟْﻤُﻌْﺘَﺮ
...and eat of their flesh and feed with it the qani 'and the mu`tarr... (22:36)
al‑Imam al‑Sadiq (`a) said, "The qani` is the (poor) man who is content with what you give him and does not show his displeasure and does not frown or twitch his mouth in irritation. The mu`tarr is one who comes to you for charity and presents himself."
The Substitute for Camel Sacrifice
If the sacrifice of a camel is obligatory upon someone, through kaffarah or nadhr, and he cannot arrange it, he must sacrifice seven sheep one after another, and if that is not possible fast for 18 days. (al‑Tadhkirah)
Taqlid and Ish`ar
`Taqlid; in this context, means putting a shoe or the like in the neck of the sacrificial animal. `Ish`ar' means making an incision in the right side of the hump of a camel or cow and letting it be stained by blood. The Sunni jurists regard ish`ar and taqlid as mustahabb except Abu Hanifah, who says that the taqlid of the sheep and the camel is sunnah, but ish'aris by no means permissible due to the pain it causes to the animal. (al‑Mughni) We all favour kind treatment of the animals, and at the same time we are all Muslims. Islam has permitted the slaughtering of animals and even made it obligatory in case of hady, as Abu Hanifah also concedes by his act and verdict. In this light, ish'aris more entitled to permissibility.
Charity to Non‑Muslims
Al‑Sayyid al‑Khu'i, in his book on the rites of Hajj, says, "The Hajj pilgrim giving something in charity (sadaqah) or gifting the meat of the slaughtered animal, may give the latter to anybody he wishes, even a non‑mu'min or a non‑Muslim.
In general the Imamiyyah permit the giving of non‑wajib sadaqat or making of endowment (waqf) in favour of a Muslim or a non‑Muslim. Sayyid Abu al‑Hasan al‑'Isfahani, in his Wasilat al‑najat, says: "In giving of mustahabb sadaqah, poverty or possession of iman or islam is not a condition for the recipient. He may be a well‑to‑do man, a non‑'Imami, a Dhimmi, and a total stranger (not a blood relation of the giver of charity)." Al‑Sayyid al‑Kazim, in the appendices of al‑`Urwat al‑wuthqa, permits giving of sadaqah even to a warring infidel (kafir harbi).
The Burning or Burying of Slaughtered Animals
It is a custom among Hajj pilgrims nowadays that they offer money to whoever would accept the hady4, which he on receiving either buries or throws away because the number of the slaughtered animals is great and nobody around to make use of their meat.
Throughout whatever I have read I did not come across anyone who should raise a question about the permissibility or otherwise of this practice. In 1949 a group of Egyptian pilgrims asked the al‑'Azhar for a fatwa, asking the permission for giving the price of the hady as help to the needy.
In reply, al‑Shaykh Mahmud Shaltut, in Vol. 1, No.4 of the journal Risalat al‑'Islam which was issued by the Dar al‑Taqrib at Cairo, considered it obligatory to make the slaughter even if it should require burning or burial of the bodies of the slaughtered beasts.
I contested his opinion in a long article which appeared in two successive numbers of the above‑mentioned journal in the year 1950. When the Dar al‑`Ilm li al‑Malayin, Beirut, wanted to bring out a new edition of my book al‑'Islam ma`a al‑hayat, I included it also with a title "Hal ta`abbadana al‑Shar` bi al‑hadyfi hl yutrak fihi li‑al fasad?" ("Does the Shari'ah command us to make the sacrifice in order to rot?").
There, I have drawn the conclusion that the hady is obligatory only when one can find someone to eat it or where it is possible to preserve the meat through drying or canning. But when the sacrifice is solely carried out for destruction through burning or burying, its permissibility in the present conditions seems doubtful and questionable. Anyone who wishes to see the details of my argument may refer to the second edition of al‑'Islam ma`a al‑hayat.
Later I came across a tradition in al‑ Wasa'il which confirmed my position, and which the author had placed in the Book of udhiyyah (sacrifice) in a section entitled "Bdb ta'akkud istihbab al‑'udhiyyah". The tradition reads:
ﻋﻦ اﻟﺼﺎدق ﻋﻦ أﺑﺎﺋﻪ ﻋﻦ رﺳﻮل اﻟﻠﻪ )ص( أﻧﻪ ﻗﺎل: "إﻧﻤﺎ ﺟُﻌﻞ ".ﻫﺬا اﻷﺿﺤﻰ ﻟﺘﺸﺒﻊ ﻣﺴﺎﻛﻴﻨﻜﻢ ﻣﻦ اﻟﻠﺤﻢ ﻓﺄﻃﻌﻤﻮﻫﻢ
From al‑Sadiq (`a), from his ancestors, from the Prophet (s), that he said: "This sacrifice has been instituted to feed the poor among you with meat. So feed them."
Although this tradition is related particularly to voluntary sacrifice, it also throws light on the purpose behind al‑hady al‑wajib.
1. This is in agreement with the fatwas of al‑Hakim and al‑Khu'i.
2. The distance of Mina from Makkah is one parasang (approx. 4 miles).
3. It may be noted that whenever there is an explicit text of the Qur'an there is also agreement and consensus between the Islamic schools of fiqh and no difference between the Sunni s and the Shi`ah. The divergence of opinion between them arises either on account of the absence of nass (text), or its being synoptic (mujmal), or its weakness, or its contrariety with another text, or in its interpretation and application. This is a definite proof of the fact that all of them are derived from a single source.
4. Al‑Sayyid al‑Hakim says, "The duty to offer the hady in sadaqah does not remain if one cannot do it... and when the poor man would not accept it without money, it is not obligatory."
Between Makkah and Medina
As mentioned, the first rite in Mina on the 10th is ramy of Jamrat al‑`Aqabah, after that the offering of hady, and then thirdly, halq or taqsir. We have already discussed the third under the head "Halq or Taqsir." We have referred to the rule about doing the halq or taqsir before the dhabh when discussing the order of the rites under the head "In Mina", where the reader will find its details.
When the pilgrim completes his rites in Mina on the day of `Id (such as ramy and dhabh), he returns to Makkah to perform the tawaf al‑ziyarah; then he offers its related rak'atayn and performs the sa'y between Safa and Marwah. According to the four Sunni schools, he returns to Mina after that tawaf and everything becomes permissible to him thereupon, even sex. According to the Imamiyyah, he has to perform another tawaf the tawaf al‑nisa', and offer its related rak'atayn. Sex does not become permissible to the pilgrim, from the Imamiyyah viewpoint, without this tawaf which we have already discussed in detail above.
The Night at Mina
After completing the tawaf, the pilgrim must return to Mina during what are called Layali al‑Tashriq, which are the nights of the llth, 12th, and 13th‑‑with the exception of him who being in a hurry departs after midday and before sunset on the 12th; there being nothing against him who leaves under these circumstances on the third day, in accordance with the verse:
...He that departs on the second day incurs no sin .... (2:203)
According to Abu Hanifah, to stay overnight in Mina is Sunnah not wajib. Those who consider it wajib agree that it is a rite and not a rukn. They disagree, however, regarding the necessity of kaffarah upon the defaulter. According to Ahmad ibn Hanbal, there is none; according to al‑Shafi`i, a mudd (al‑Tadhkirah, al‑Mughni, Fiqh al‑Sunnah); and according to Malikis, a sacrifice (al‑Zarqani's sharh of Malik's Muwatta').
According to the Irnamiyyah, "If one spends the night at a place other than Mina, there is nothing upon him if he spends it at Makkah praying all the night until morning; but if the night is spent there without prayer, or somewhere else, in prayer or otherwise, he must sacrifice a sheep, even if the default was on account of oversight or ignorance". (al‑Sayyid al‑Hakim's Manahij al‑nasikin).
There is no obligatory rite for the nights in Mina, though spending them in prayer and worship in mustahabb.
Ramy during the Ayyam al‑Tashriq
The schools agree that there is no rite except ramy of the three jimar every day during the three days called ayyam al‑tashriq, regardless of whether the pilgrim is performing Hajj al‑tamattu; al‑'ifrad or al‑qiran. As to the number of pebbles and other things they have been mentioned under "Jamrat al‑`Aqabah."
According to the Imamiyyah, the time of ramy on each of the three days extends from sunrise until sunset, midday being the preferable hour. The other schools say that it extends from midday until sunset, and if done earlier should be repeated. Abu Hanifah permits ramy before midday only on the third day. Ramy after sunset is permissible only for those with a [valid] excuse.
All the five schools are in consensus about the number of jimar and the way of performing the ramy on the three days. Below is the way of its performance as described by al‑Tadhkirah and al‑Mughni.
The pilgrim performs ramy on each of the three days by throwing 21 pebbles, seven in each of the three times. He begins at the first jamrah, al‑Jamrat al‑'Ula, which is the farthest of them from Makkah and nearer to Masjid al‑Khayf. It is mustahabb to toss the pebble in a fashion called hadhf1, from the left side standing at Batn al‑Masil, and to say takbir with every pebble that is thrown and to pray.
After that, he proceeds to the second jamrah, called al‑Jamrat al‑Wusta, halts at the left side of the way, and, facing the Qiblah, praises Allah and prays for blessings upon the Prophet (s), then moving ahead a little prays, and then throws the pebbles in the same way as above, then pauses and prays after the last pebble.
Then he moves on to the third point called Jamrat al‑`Aqabah, and performs the rite of ramy as before, without any pause after finishing. With this the rites of ramy for the day are complete. 2
The total number of pebbles thrown on the three days in 63 (that is, if one spends the night of the 13th in Mina), 21 each day.
With the seven thrown on the day of `Id the total number is 70.
The author of al‑Tadhkirah, after the above description, says that there is no difference of opinion about it. The author of al‑Mughni makes a similar remark, adding that Malik has opposed the raising of hands.
The description of the rites of ramy given by the author of al‑Mughni is similar if not exactly the same as the one given above by the author of al‑Tadhkirah.
All schools, except Abu Hanifah, agree about the order of the ramy of the jimar, and that if one of them is stoned out of turn, then it is obligatory to repeat the rite in the correct order. Abu Hanifah says that the order is not binding. (al‑Tadhkirah, al‑Mughni)
The ramy may be performed on foot or from a mount, though the former is better. It is permissible for one who has an excuse that someone else may perform it for him, and there is nothing upon one if he omits the takbir, the prayer or the pause after the second jamrah.
If the ramy is delayed by a day intentionally, or on account of ignorance or oversight, or is put over completely until the last day of Tashriq and is performed on a single day, the pilgrim does not incur a kaffarah according to the Shafi`is and the Malikis. Abu Hanifah says that if one, two, or three pebbles are delayed by a day, for every pebble delayed a poor man must be fed; if four are delayed by a day, a sacrifice becomes essential.
All the four schools are in consensus that if one does not perform the ramy at all until the days of Tashriq are past, he is not obliged to perform the rite later any time. But they disagree as to the related kaffarah, which, according to the Malikis is sacrifice regardless of some‑‑even one‑‑or all of the pebbles being omitted; according to the Hanafis the sacrifice is required for omitting all, and for fewer one must feed a poor man for every pebble omitted.
The kaffarah according to Shafi'is is a mudd of food for every pebble if two are omitted; for three a sacrifice becomes obligatory. (Ibn Rushd's Bidayah, al‑Mughni)
The Imamiyyah say, if the ramy of one or more jimar is forgotten, the rite must be performed during the days of Tashriq; but if forgotten altogether until one reaches Makkah, the pilgrim is obliged to return to Mina to perform them if the days of Tashriq are not past; otherwise he must perform the rite himself the following year, or depute another to perform it; in any case there is no kaffarah upon him. (al‑Tadhkirah) This agrees with the fatawa of al‑Sayyid al‑Hakim and al‑Sayyid al‑Khu'i, with the difference that the former regards the legal grounds in favour of the obligation of completion of the rite as stronger (aqwa), whereas the latter considers it as dictated by caution (ahwat), and both agree that intentional omission of ramy does not invalidate the Hajj.
We referred earlier to the consensus of all the schools that it is sufficient for the Hajj pilgrim to remain for only two days of Tashriq in Mina and that he may depart before the sunset on 12th; if he remains until sunset, it is obligatory upon him to stay overnight and perform the rite of ramy on the 13th. The Imdmiyyah, however, say that the permissibility of leaving on the 12th is only for one who has not violated the prohibition on hunting and sex in the state of ihram; otherwise he is obliged to remain in Mina on the night of the 13th.
Offering salat in the Masjid al‑Khayf at Mina is mustahabb, so also on the hill called Khayf. (al‑Tadhkirah)
On returning to Makkah after the rites of Mina, it is, according to Imamis and Malikis, mustahabb to perform the tawaf al‑wada; which, according to Hanafis and Hanbal is, is wajib for non‑Makkans and those who do not wish to stay on in Makkah after returning from Mina. There is no tawaf al‑wada; nor any fidyah, for women who enter their periods before the departure, even from the viewpoint of those who consider the tawaf as obligatory; however, it is mustahabb for her to bid farewell to the House from the door nearest to it and without entering al‑Masjid al‑Haram.
Here we conclude the discussion about the rites of Hajj.
1. Hadhf means a certain way of tossing in which the pebble is held under the thumb and tossed by the back of the index finger.
2. Al‑Sayyid al‑Hakim says that it is desirable that the third ramy should be done with one's back toward the Qiblah. According to al‑Mughni it should be done facing the Ka'bah.
The Dhu al-Hijjah Moon
It happens often that the Dhu al‑Hijjah new moon is established for a non‑Imami scholar, and he declares its sighting, and the authorities of al‑Haramayn al‑Sharifayn make it compulsory for all pilgrims to follow his ruling, regardless of whether the new moon has been established for an Imami mujtahid or not. In such a case, what is an Imami pilgrim to do about the wuquf in `Arafat and other rites related to specific dates and times if he cannot act according to his own school of fiqh? Is his Hajj invalid if he makes the halt with others, performing all the rites simultaneously with them?
Al‑Sayyid al‑ Hakim, in his Manahij al‑hajj (1381 H.), p. 91, says: "When the non‑Imami authority (hakim) rules that the new moon has been sighted, so that the halt in `Arafat takes place on the 8th of Dhu al‑Hijjah and the halt in the Mash'ar on the 9th, then on the principle of taqiyyah, or the fear of being harmed, the halt with others is valid and relieves one of the duty. The same holds in case of a na'ib undertaking Hajj on another's behalf or one on a mustahabb Hajj of oneself or that of another. Also, there is no difference with respect to fulfilment of the duty whether he knows or not that the ruling (of the non‑Imami hakim) is contrary to the reality."
Al‑Sayyid al‑Khu'i in Manasik al‑hajj (1380 H.), p. 80, says: "When the new moon is established for a non‑Imami qadi and he rules that it has been sighted, but the sighting of the new moon is not established for the Shi`ah `ulama', to follow others in making the halt is obligatory and satisfactory of the Hajj duty if there is a probability of the ruling being correct. One who acts contrary to the dictates of taqiyyah and the possibility of being harmed, thinking that legal caution lies in acting contrary to them, has committed something forbidden and his Hajj is invalid."1
There is no doubt that God desires ease not hardship for His servants, and there is hardship in repeating the Hajj another time, even for one who has the means to undertake it more than once. But what should a poor man do who returns the next year to find the same thing to have occurred again? Should he keep on repeating the pilgrimage, two, three, or four times... until it coincides with the ruling of his school? May God's peace and benedictions be upon Amir al‑Mu'minin, the Sayyid al‑Wasiyyin, who said:
God has assigned duties which are easy to fulfil not difficult to cope with; and He rewards much for little.
Besides, we know that such kind of things happened during the era of the Infallible Imams (`a) and not one of them is known to have commanded the Shi`ah to repeat the Hajj. It is on this basis that al‑Sayyid al‑Hakim, in Dalil al‑nasikin, says, "To fall in with the ruling of the non‑Imami qadi is permissible; this is in accordance with definitive practice from the times of the Imams (`a), which has been to follow them (i.e. the non‑Imamis) in the halt (at `Arafat), and no other alternative has ever been suggested."
However, al‑Sayyid al‑Shahrudi, in his Manasik al‑hajj, says, "It is permissible to follow, in regard to this question, the fatwa of the absolute mujtahid (al‑mujtahid al‑mutlaq) who considers it permissible." To tell the truth, to me this kind of thing is not digestible when coming from a mujtahid mutlaq, although I have read and heard such things from more than one mujtahid whom the common people follow.
Because, a mujtahid mutlaq in his fatwas should either take an affirmative or a negative stand, and if he doesn't, has no right to be a legal authority (for taqlid). Someone may say that it is not a condition for being mujtahid mutlaq that he should never abstain from giving a definitive fatwa or give up caution (ihtiyat) in some matter, for `caution is the path of salvation' (al‑'ihtiyat sabil al‑najat). In answer I would say, this is an obvious fallacy.
Because, ihtiyat in a matter is something, and giving a fatwa to consult someone else is another matter. In fact when the mujtahid sees the necessity of ihtiyat in a matter, he does not give a fatwa upon it‑‑as is the practice of legal authorities regarding several issues?
Here we affirm al‑Hakim's position, because we understand from the necessary grounds for taqiyyah that the 9th is a requirement for wuquf in 'Arafat when that requirement can be satisfied in presence of security and absence of any fear of harm. But in case of insecurity and fear this condition does not stand, exactly like the requirement for sajdah (prostration) in salat that it should be made on something which is not edible or wearable (ghayr al‑ma'kul wa al‑malbus)‑‑a requirement which applies to conditions when security is present and which falls in case of insecurity and fear.
1. Our teacher al‑Sayyid al‑Khu'i makes the absence of knowledge (that the fatwa of the non‑Imami authority about the sighting of the new moon is contrary to fact) a condition for the Hajj being satisfactory of the duty. But al‑Sayyid al‑Hakim considers the knowledge of its contradiction with reality or absence of such knowledge indifferent to the Hajj (performed on the basis of the non‑Imami faqih's declaration) being satisfactory of the duty. Here we affirm al‑Hakim's position, because we understand from the necessary grounds for taqiyyah that the 9th is a requirement for wuquf in 'Arafat when that requirement can be satisfied in presence of security and absence of any fear of harm. But in case of insecurity and fear this condition does not stand, exactly like the requirement for sajdah (prostration) in salat that it should be made on something which is not edible or wearable (ghayr al‑ma'kul wa al‑malbus)‑‑a requirement which applies to conditions when security is present and which falls in case of insecurity and fear.
Ziyarah of the Greatest Prophet (S)
The ziyarah of the Greatest Prophet‑‑may Allah's peace and benedictions be upon him and his Family‑‑is a highly mustahabb duty. He is reported to have said, "Whoever visits my grave after my death is like one who has migrated with me in my life." He also said, "A salat in my mosque is like a thousand ones offered elsewhere with the exception of al‑Masjid al‑Haram, as to which a salat there is equal to a thousand in my mosque." It is emphasized that the mustahabb salat in the Prophet's Mosque should be offered between his tomb and the minbar, where, a tradition says, is a `garden of the gardens of Paradise.'
To visit all other mosques of al‑Madinah, like Masjid Quba, Mashrabat Umm Ibrahim, Masjid al‑'Ahzab, etc. and also the graves of the martyrs, in particular that of Hamzah (`a) at Uhud, is also mustahabb. Also mustahabb is paying visit to the tombs of the Imams (`a) buried in al‑Baqi`, viz., al‑'Imam al‑Hasan, al‑Imam Zayn al‑`Abidin, al‑Imam al‑Baqir, and al‑'Imam al‑Sadiq, who upon whom all be peace and best of blessings.
As to the ziyarah of Fatimah (`a), the mother of al‑Hasan and al‑Husayn, it is as important as that of her father, of whom she is a part (bid'ah). There are several reports about the location of her honoured tomb, of which the most probable seems to be the one according to which she was buried in her house adjacent to her father's mosque. When the mosque was extended by the Umayyads, the grave also came to be included inside it. This is what Ibn Babawayh (al‑Shaykh al‑Saduq) believed. We think this is highly probable, because it agrees closely with the tradition that her grave is in a garden between the grave (of the Prophet) and the minbar. Allah alone has knowledge of everything.
History of al-Haramayn al-Sharifayn
When the Prophet came to al‑Madinah after the migration, the first thing that he built there was the mosque. Afterwards he built the houses by its side. At first its area was 30 by 35 metres, which the Prophet (S) extended, making it 57 by 50 metres.
There was no minbar in the mosque at the time of its making. The Prophet (s) used to deliver his sermons leaning against one of the pillars, which were made of trunks of date‑palms. Later, the Companions built a wooden minbar with two steps. `Umar ibn al‑Khattab, during his reign, extended the mosque by five metres on southern and western sides and fifteen on the northern. He left untouched the eastern side where the dwellings of the Prophet's wives were situated.
`Uthman ibn `Affan demolished the mosque and rebuilt it, extending it in area by an amount almost equal to the one before by `Umar and left the houses of the Prophet's wives untouched. The building remained as `Uthman had made it until al‑Walid ibn `Abd al‑Malik demolished it again and extended it on all sides, and including even the houses of the Prophet's wives, together with that of `A'ishah, thus making the Prophet's tomb a part of the mosque.
The building constructed by al‑Walid stood until 266/879 when al‑Mahdi, the `Abbasid caliph, greatly extended its northern side. The building endured until the year 654/1256 when a fire broke out bringing down the roof and burning doors and the Prophet's minbar. The Mamluk sultan al‑Zahir rukn al‑Din Baybars I (658‑‑676/1260‑1277) ordered its reconstruction and the mosque was restored to its original form before the fire.
In 886/1481, lightening struck the mosque destroying all the building except the chamber of the Prophet's tomb and a dome in the mosque's courtyard. It was rebuilt by the Mamluk king al‑'Ashraf Sayf al‑Din Qait Bay (872‑‑901/1467‑‑95) in a fashion better than before. In the 10th/16th century the Ottoman sultan Salim had it renovated, building the mihrab (niche) on the western side of the minbar and which is still there.
In the 13th/19th century the Ottoman sultan Mahmud II (1223‑‑1255/1808‑‑1839) had the green dome constructed. During the same century the mosque again needed repairs, which were carried out by the orders of the Ottoman sultan. This time, the engineers dismantled the old building little by little gradually building in its place the new structure which was completed in 1277/1861.
The Ka'bah
`It is the first temple ever to be built for men, a blessed place a beacon for the nations' (3:96) and the most ancient of them in the Middle East. It was first built by Ibrahim, the ancestor of the prophets, and Isma'il, his son, and the Qur'an quotes them praying as they raised its walls:
ُوَإِذْ ﻳَﺮْﻓَﻊُ إِﺑْﺮَاﻫِﻴﻢُ اﻟْﻘَﻮَاﻋِﺪَ ﻣِﻦَ اﻟْﺒَﻴْﺖِ وَإِﺳْﻤَﺎﻋِﻴﻞُ رَﺑَّﻨَﺎ ﺗَﻘَﺒَّﻞْ ﻣِﻨَّﺎ إِﻧَّﻚَ أَﻧْﺖَ اﻟﺴَّﻤِﻴﻊُ اﻟْﻌَﻠِﻴﻢ
And when Ibrahim and Isma'il raised up the foundations of the House (and dedicated it, saying): `Our Lord, accept this from us; Thou hear all and know all'. (2:127)
Isma'il gathered the stones and Ibrahim put them on one another until the walls were raised to the height of a man. Then the Black Stone was put in its place. According to tradition, the Ka'bah (al‑Bayt al‑Atiq) was nine cubits high and had an area of twenty by thirty cubits when Ibrahim (`a) built it. It had two doors, but was without a roof.
As to the Black Stone, it is said to have been brought by Gabriel from heaven. It is also said that Adam brought it along with him on his descent from Paradise, that at first it was snow‑white and was blackened by the deeds of men, and so on. There is no harm in not believing any of these stories and the like, nor are we obliged to establish their verity, nor to know the origin of the Stone. All we are obliged to do is to revere it because the Prophet (s) considered it sacred and revered it. If someone asks the secret behind the Prophet's regarding this stone as sacred, all we can say is that only God and His Apostle know best.
According to some traditions the Ka'bah stood as Ibrahim and Isma`il had built it until it was rebuilt by Qusayy ibn Kilab, the fifth ancestor of the Prophet (s). The structure built by Qusayy stood until the time when the Prophet was 35 years old, when a great flood demolished its walls. The Quraysh rebuilt it. When the walls were raised to a man's height the clans disputed as to who should receive the honour of lifting the Black Stone into its place. They almost came to war with one another, if it was not for their making Muhammad the arbiter amongst themselves.
The Prophet's solution was to spread a cloak on the ground. Then taking up the Black Stone he laid it on the middle of the garment. "Let the eldest of each clan take hold of the border of the cloak," he said. "Then lift it up, all of you together." When they had raised it to the right height, he took the Stone and placed it in the corner with his own hands.
May God's benedictions and His mercy be upon you, O Apostle of God! You raised the Stone first with your noble hands from the ground and then put it into its place again with your hands. Thus you made God and man well pleased with you. This event was a definite evidence of your superiority over all, and of your being a `mercy for all the worlds', before your declaration of the apostlehood as after it. Your act was a clear sign that you were the bearer of a Divine mission, and that those who rejected you were enemies and opponents of the truth and of humanity.
The Ka'bah remained in its condition until Yazid ibn Mu'awiyah became caliph and till `Abd Allah ibn al‑Zubayr challenged his sovereignty over the Hijaz. Yazid's forces installed catapults on the hills around Makkah and bombarded the Ka'bah with tens of thousands of stones. The Ka'bah caught fire which finally demolished its structure. Ibn al‑Zubayr repaired it as it was before without making any changes, and he put a wooden fence around it. When `Abd al‑Malik ibn Marwan came to power, Ibn al‑Zubayr was besieged by his forces under al‑Hajjaj ibn Yusuf, who ultimately killed Ibn al‑Zubayr after causing damage to a part of the Ka'bah. Al‑Hajjaj rebuilt the demolished portions and made some changes in the walls as they used to be, and also had one of its doors (the `western door') blocked.
The Ka'bah remained in the altered condition after al‑Hajjaj's repairs until the year 1040/1630 when its walls collapsed due to heavy rains. Thereafter the Muslims from every corner gathered together to restore it and collected contributions from various regions of the Muslim world to rebuild it in the form as it stands to this day.
The Prophet's Mosque
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Hazardous Materials: Containment Pallets
No. FP-2014-47 November 25, 2014
Learning Objective: The student will be able to explain the use of containment pallets as spill control and secondary containment alternatives.
Last week's Coffee Break Training explained the difference between spill control and secondary containment for liquid and solid hazardous materials. In some applications, containment pallets provide a suitable alternative to permanent construction.
Containment pallets are a portable alternative to spill control and secondary containment construction. Depending upon the design and manufacturer, they can be moved by some types of powered industrial trucks. (See Coffee Break Training FP-2006-39 for important safety warnings.) Depending upon the design and manufacturer, containment pallets may hold up to 10,000 pounds (4,536 kilograms) of solid or liquid materials.
Containment pallets may be constructed of low- or high-density polyethylene. Some include a drain plug to remove spilled liquids or accumulations of rainwater.
This yellow polyethylene containment pallet with the black plastic deck is used for the out door storage of a corrosive hazardous liquid.
When used as an alternative to spill control and secondary containment for outdoor storage, containment pallets must:
* Have a liquid-tight sump accessible for visual inspection.
* Have a sump designed to contain not less than 66 gallons (250 liters).
* Be protected by a canopy or other structure to prevent collection of rainwater within the sump.
* Have exposed surfaces that are compatible with the material stored.
Chemical compatibility is important to safe storage. Polyethylene is susceptible to attack by some chemicals that may cause stress cracking, swelling, oxidation or may permeate the polyethylene. These reactions may reduce the physical strength of the containment pallet or deck, causing it to collapse and spill the hazardous material away from the containment feature.
It is also important to remember that most secondary containment products are designed to hold leaked chemicals for only a short time. Secondary containment units should be inspected regularly and cleaned of spilled materials. You should check with the pallet manufacturer to determine whether the materials to be stored are compatible with the pallet. One manufacturer has a lengthy list of incompatible materials.
For more information, consider enrolling in the National Fire Academy course "Hazardous Materials Code Enforcement" (R0615). Information and applications can be obtained at http://apps.usfa.fema.gov/ nfacourses/catalog/details/10504.
at www.usfa.fema.gov/nfaonline http://www.usfa.fema.gov/training/coffee_break/ | <urn:uuid:9261bbb2-91a8-46c3-aa49-beb14c07215c> | CC-MAIN-2018-51 | https://femalifesafety.org/pdf/Articles/cb_fp_2014_47.pdf | 2018-12-14T18:56:19Z | crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00067.warc.gz | 600,192,086 | 519 | eng_Latn | eng_Latn | 0.992755 | eng_Latn | 0.992755 | [
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Web of difference
Fill the empty circles with numbers from 1 to 9. Along the straight and "radial" lines numbers cannot appear more than once. All sums of numbers connected by thick lines must be different.
Penta packing
Find two pentamino elements that cannot be placed together in given container without overlapping. Elements can be rotated and/or reflected.
Pentamino areas
Place in the grid complete pentamino set. Pieces can be rotated and/or reflected. Each piece must fully fit in its outlined area. Pieces cannot touch each other, not even diagonally. Grey cell belongs to pentamino.
It's a contest puzzle!
Answer key: describe the content of the main diagonal, mostly covered by the pentaminoes, going from left to right, replacing empty cells with symbols “-”.
Battlesnake
First draw in the grid a snake, 45 cells long, not touching itself. Its head and tail are marked by gray cells. Then place full "Battleship" fleet on it. Ships can not bend and touch each other. Ships of the same size can not follow each other along the snake. Every row and column of the grid must have at least one cell occupied by ship. Digits on top and left of the grid show the number of cells occupied by snake in corresponding rows and columns, and digits at bottom and right show the number of cells occupied by the ships.
Snake.BY
Draw in the grid a snake, 45 cells long, not touching itself. Each outlined region must contain exactly 3 cells occupied by the snake. The regions that contain the head and the tail of the snake are marked by grey color.
Pathfinding Snake
Draw in the grid a snake, 45 cells long, not touching itself. The head and the tail of the snake are in grey numbered cells. Going along the snake word "FORSMARTS" must be read.
It's a contest puzzle! Answer key: write down the numbers of lettered cells along the snake.
Figure sudoku
Fill in the grid so that each row, column and highlighted box contains the complete set of the letters, given in the top row. All occurrences of each shape outlined in black (rotated and/or mirrored) must contain the same set of letters (the sets can be same for the different shapes).
Word snail
Write all the given words into each grid, following the spiral (all words are used in each grid). Words must be separated by at least one empty cell. Letters cannot appear more than once in any row or column.
BOROVETS, BULGARIA, OCTOBER, WORLD, CHAMPIONSHIP
Hundred
Fill in the grid so that the total of all numbers in every row and column equals to 100. Numbers in cells must contain the digits which are already shown.
Kropki
Fill the table with digits from 1 to 7 (from 1 to 8), so that each digit appears in every row and column exactly once. If absolute difference between two digits in neighbouring cells equals 1 then they're separated by the white dot. If digit in the cell is a half of digit staying in the neighbouring cell then they're separated by the black dot. The dot staying between "1" and "2" can have any of these colours.
Manifold dividing
Divide the grid into some strips, 1-cell wide with length 2, 3 or 4 cells. No two strips can be the same, even if rotated. Some strips are already shown.
Giant WPC Star Battle
Place in the grid one-cell stars, so that each row, each column and each shape outlined in black contain exactly four stars. The stars cannot touch each other, not even diagonally. The stars cannot be placed in the black cells.
It's a contest puzzle! Answer key: write down the quantities of stars touching each of five shaded shapes, in increasing order. | <urn:uuid:bef5c64a-68b2-4815-87d2-5143e2f2a066> | CC-MAIN-2018-51 | http://forsmarts.com/pdf/fpb_02.pdf | 2018-12-14T20:42:24Z | crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00068.warc.gz | 103,576,683 | 805 | eng_Latn | eng_Latn | 0.998765 | eng_Latn | 0.999117 | [
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Evelyn and her twin brother Rory are at a party. Evelyn fancies Jonas and notices him furtively joining a group at the back of the house. She begs Rory to come with her to see what they are up to. Rory is reluctant but gives in.
Evelyn: What's up, guys?
Jonas: Have you tried this before, Evelyn? You'd like it – here! Evelyn (giggles and tries a puff): What is it?
Rory: It's weed, Eve, dagga. I'll see you guys later, OK? Come, Evelyn. Let's go back.
Jonas (holds his arm): Don't run off and tell Mr Barnes. He was prowling around like a watchdog earlier! Stay and join us! Rory: No, I'm cool. I'm just going to get a coke, that's all. I'm thirsty.
1. What strategies can I suggest to my child if he is reluctant to give in to peer pressure (like Rory)?
Friends can be a great support, and can help to keep your teen on the right path, but, too often, adolescents are pressurised by their peers to do things that they do not want to do. Sometimes they are willing participants, but even if they are not, the pressure will still be there. Your child needs to know he has every right to say 'no'. If his friends are OK with that, he just needs to be firm in his own mind. However, if they continue to try to persuade him, he will need to be more prepared. He needs to keep the situation from developing. If he is in a public place in broad daylight, he will usually just need to be insistent and he will be able to get out of the situation. Even here, though, the emotional pressure is difficult to combat. It might work for him simply to say, 'I just don't want to go there/do that.' However, he might want to have a few 'excuses' ready. If he is a sportsman, he can maintain his 'coolness' by saying that he can't drink/stay out late because of his exercise regime. (Another good reason to encourage your child to play sport!) He can blame his parents, saying, 'My mother will freak!' or 'My dad tests me every few months – I don't dare take these drugs.' He can plead a prior arrangement or suggest alternatives: 'They're serving hamburgers! Come, I'm starving!' It is often a good idea to rehearse situations at home. Let him select a few 'excuses' that he feels comfortable saying, and find words that will not sound nerdish or goody-goody.
It is easier to stay out of 'grey areas' than to extricate oneself from danger. Rory's instincts told him that the back of the house was risky, but he was persuaded. Suddenly the pressure was greater. There were no other people around, it was dark, the group had been drinking and they were less inhibited and more aggressive. They were doubly eager to include him, partly because he had suggested his willingness by joining them, and partly because they did not want him to report them. Rory was determined and was lucky to see a gap: otherwise he risked giving in or being beaten up.
2. What action do I need to take with a child who is attracted by her peers' persuasion (like Evelyn)?
Peer pressure is very real. Adolescents need to be accepted by their friends in order to form their own identity. This is an important developmental stage, and parenting needs to adapt to it. We cannot fight this, so it is best to adapt to it. You and your daughter can work on ways to develop her self-confidence. Remind her, 'If you don't stand for something, you'll fall for anything.' Help her to feel like the 'cool' one. Let her have good
© 2007 Sacred Heart College
Jonas: Have some of my beer. Just don't let the watchdog see! (Evelyn laughs.)
Rory: I've got a drink inside. I…
Evelyn: Rory, don't spoil the fun. You're eighteen, brother! Live a little! Can I have a sip, Jonas?
Mike (Moves to block Rory's exit): Sit down, Rory! Have some of my beer.
Rory: OK, Mike, relax! I'll have some.
As he hands Rory the beer, Mike relaxes and moves aside a little. Rory sees the gap, takes a sip and returns the bottle, keeping Mike at arm's length as he does so. Rory steps firmly through the gap and leaves. He immediately phones his parents to tell them that Evelyn is in trouble.
clean fun which her friends will want to join in with. Encourage her to develop a hobby that she enjoys and does well. Let her express herself in her music or clothes. (See also the pamphlets on 'Moodiness', 'Materialism' and 'Self esteem'.) If she feels valued and confident, she will be less likely to feel the desperate need for peer approval that can lead children to do silly things. Secondly, you can encourage friendships with 'desirable' children, through sport, socialising or activities. This has to be done sensitively. Thirdly, remember not to blame the peer group. Your child will resent your disapproval of her friends and, anyway, they cannot be blamed for her decisions. Fourthly, try to know what your child is doing all the time, so that if necessary you can step in and refuse to let her go there/do that. Children are sometimes relieved at your intervention.
3. In this day and age, should one allow one's children to drink or smoke at parties, since it seems to be the norm?
Parents feel peer pressure too! Our children tell us, 'All the other parents let their children do X.' We wonder whether we are too harsh. We listen to their arguments: 'If you provide the alcohol at my party, people won't try to smuggle it in, and you can control it!' We are tempted to give in to the inevitable – children these days do drink (or have cell phones, or go to clubs) … shouldn't we just accept it and work with it? However, remember the discussion above. Feel confident in your parenting. Try to talk to other likeminded parents (while encouraging your child to socialise with their 'desirable' children!). Examine your principles and stick firmly to those you maintain. Your rejection of 'parental peer pressure' might give your child a good example.
We aim at something better. We want to form them to habits and virtues possessed by a good [person] and a good citizen. – Marcellin Champagnat, founder of Marist schools
4. What responsibility should siblings/friends take for each other? Do boys have more of a responsibility to look after girls, or the other way around … or neither?
Various factors (family philosophy, age of children, circumstances) will determine to what extent you expect siblings to take responsibility for each other when they are together. You will need to assess in each situation whether it is reasonable for siblings to do so, and whether it is desirable. Should an older sibling be responsible for the younger sibling … even if it ruins his fun? … even if it is risky? What could Rory have done to protect Evelyn? Is a younger child responsible for the older one, too? Do you expect your older daughter to protect your younger son or the other way around … or both … or neither? Does the sibling want to be looked after … or left alone? Do you expect your daughter's boyfriend to protect her? Should she continued
continued continued
continued continued
Useful contact information
011 484 1734
Johannesburg Parent and Child Counselling Centre Childline 08 000 55555
Famsa: Parktown
011 833 2057
Soweto
011 933 1301
Teddy Bear Clinic
011 491 5103
Lifeline
011 728 1347
DARE (formerly Drugwise)
011 788 0717
Further reading
http://www.family.samhsa.gov/get/involvement.aspx Life Talk for a Daughter and Life Talk for a Son, Izabella Little, Oshun Books (Struik), 2006
Other titles
in this series include:
Moodiness
Drugs
Fear
Pressure and suicide
The generation gap
Balancing one's time
Bullying
Self-esteem
Sleepovers
Death
Parental presence
Siblings
Discipline
Parties and dates
Money and material possessions
Responsibility
Balancing schoolwork
This pamphlet is part of a project which arose from a Parent Ethos Workshop at Sacred Heart College in May 2006. Parents identified and discussed issues which concerned them in their parenting. This proved so helpful that they decided to create a resource for all parents. This publication is intended as a helpful resource only. Sacred Heart College can take no responsibility for the outcomes of referring to this pamphlet. Please note that the gender reference in each pamphlet is decided according to the gender of the child in the scenario, and has been used interchangeably throughout the series.
continued protect him? Do you expect your son to put himself at risk for his girlfriend? These are complex details to discuss as a family. The same questions can be asked of responsibility for one's friends.
5. It is very difficult for a child to report the bad behaviour of his peers. How can I broach this with my child?
Those who 'blow the whistle' are usually disliked by some. They are said to be 'disloyal'. This often discourages adolescents from reporting bad or even dangerous behaviour. Parent and child need to find a procedure which allows the child to maintain his status within the group, but retain his integrity, too. Some people do feel that it is disloyal to report a peer, but perhaps it helps to show your child that keeping silent can endanger the friend and the community. Sometimes a method can be found which allows a win-win situation. In some cases, an emotionally intelligent child can approach his friend directly and stop the situation. In rare relationships, the friend can be helped to realise that the whistle-
© 2007 Sacred Heart College blower's intervention was an act of loyalty, not disloyalty. More often, a subtle approach will be necessary. You can encourage your child to tell you when he is uncomfortable, on the understanding that if necessary you will take it up confidentially with the teacher/school/other parent. (It is not appropriate to approach the other child directly.) If your child has a teacher that he can trust, he might tell him/her. It is not an easy thing to ask a child to do, and the decision must be his. It is worth noting that the reporting is often forgotten in time, and the whistle-blower
forgiven. The school's attitudes of community spirit, and of openness, trust and forgiveness are important.
We seek to be simple and sincere people, with generosity of spirit and a ready smile of friendship. – from Simplicity by Marcellin Champagnat, founder of Marist schools | <urn:uuid:599fa5ec-f264-49c6-a34f-440d2d128efe> | CC-MAIN-2018-51 | http://sacredheart.co.za/wp-content/uploads/2016/11/Peer-pressure.pdf | 2018-12-14T19:13:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00069.warc.gz | 254,153,036 | 2,321 | eng_Latn | eng_Latn | 0.998636 | eng_Latn | 0.999295 | [
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Secret of Weight Loss
What is the real secret of weight loss?
The funny thing is……there is no secret. At the end of the day, no matter how many ways you look at weight loss, it comes down to 2 things;
1. The amount and type of calories you input into your body in a day.
2. The amount of calories you burn in a day
The differences that all of have in how easy or difficult it is for us to lose weight boils down to how you and your body burn calories, our individual efficiency of burning, and how well we absorb or do not absorb them.
The amount of calories we should have in a day
In order to maintain weight, an average male should not be inputting more than 2500 calories per day. Females should not be ingesting more than 2000 calories per day.
If you are trying to lose weight at approx. 1lb per week you need to decrease your calories by 500 calories/day.
If you are trying to gain weight at approx. 1lb per week, you should increase your calories by 500 calories per day.
Without exercise or change in your daily activities, just a small amount of calories can result in weight gain or weight loss. The average American consumes 2700 calories per day. With this amount it is no wonder why Americans are one of the most obese nations in the world.
The amount of calories you should burn in a day
Depends on the person. Losing weight is a simple equation: if you burn more calories than you eat, the weight will come off. Start off by estimating how many calories you burn each day using the daily calorie needs calculator http://calorieneedscalculator.com This will give you an idea of how many calories to eat. Healthy weight loss is 1-2 pounds per week. To lose 1 pound per week you need to create a calorie deficit (burn more than you eat) of 500 calories per day. To lose 2 pounds a week, you have to double the deficit to 1000 calories per day. You can achieve this by eating less, exercising more or a combination of both.
How you burn calories/efficiency of burning
Your pancreas, liver, and endocrine system play a complex roll in the way you burn the calories that you consume. This is probably the most frustrating part of "dieting" or losing weight. All of us have different balances in our internal burning mechanisms of our bodies. Some things you have control over, or can be corrected, some are genetically set, and are very difficult to change. Estrogen dominance plays an important part of why when we get older, it is more difficult to lose weight. This is something that happens as both males and females age. But it is also affected by the efficiency or health of your liver. Your liver handles your fat metabolism which directly affects the sugar metabolism and the pancrease. Both of these 2 organs are influenced by the amount of estrogen in your body. This is why you should aways do a liver detox of the body before you ever begin your diet. If you do not, it is likely that all of these organs are not likely working to maximize the calorie burning in your body.
Your digestive system also determines what gets into your bloodstream. If you have imbalances in your gut, then you may be absorbing too much of certain nutrients (turning them into sugar), and not enough of others (decease in metabolic function). So you should also make sure you have balanced bacteria in your gut before you begin diet.
What Diet's Work?
All diets work if the input is less than the output. The key is what you do before and after your diet. Have a plan! | <urn:uuid:30438ae8-6e8b-4707-a281-86fce052fb8c> | CC-MAIN-2018-51 | https://nebula.wsimg.com/03dc04eaa5fc4c9faf733eedfe973842?AccessKeyId=34300A35C5FA5ED805D0&disposition=0&alloworigin=1 | 2018-12-14T20:08:04Z | crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00069.warc.gz | 682,646,308 | 763 | eng_Latn | eng_Latn | 0.99923 | eng_Latn | 0.99923 | [
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Smokey Bear Quick Facts
- Dressed in a ranger's hat, belted blue jeans, and carrying a shovel, he has been the recognized wildfire prevention symbol since 1944.
- One spring day in 1950 in the Capitan Mountains of New Mexico, a little cub had been caught in the path of the fire. He had taken refuge in a tree that was now nothing but a charred, smoking snag. His climb had saved his life but left him badly burned on the paws and hind legs. The firefighters removed the little bear cub from the burned tree and a rancher, who had been helping the firefighters, agreed to take the cub home. The cub needed veterinary aid and was flown to Santa Fe where the burns were treated and bandaged.
- The firefighters who rescued the little bear cub call him Hot Foot Teddy but his name quickly was changed to Smokey Bear.
- The living symbol of Smokey Bear was an American black bear cub
- After he recovered from his burns the go-ahead was given to send the bear cub to Washington, D.C. Once there, he found a home at the National Zoo and became the living symbol of Smokey Bear.
- Smokey Bear became very popular. In 1952, Steve Nelson and Jack Rollins wrote the anthem that would cause a debate among Smokey enthusiasts for the next several decades. In order to maintain the correct rhythm, the writers added a "the" between "Smokey" and "Bear." As testament to the song's popularity, Smokey Bear became known as "Smokey The Bear" to many adoring fans, but in actuality his name never changed, and he is still known correctly as Smokey Bear, NOT Smokey "the" Bear. Just like it's not Easter "the" Bunny or Santa "the" Clause
- 1965, the volume of mail so high that Smokey Bear received his own Zip Code – 20252. The President of the US is the only other "person" to have a private zip code. The President's private zip code is unique, no other person or location uses that zip code and the zip code changes with each new President's administration.
- Smokey died in 1976 and was returned to Capitan, New Mexico, where he is buried in the State Historical Park
- "Only YOU Can Prevent Forest Fires" was first used as a slogan in 1947.
- Smokey's message of "Only You Can Prevent Forest Fires" was changed to "Only You Can Prevent Wildfires" in 2001. The term wildfire applies to any uncontrolled, unplanned, unwanted outdoor fire (such as grass fires, range fires, brush fires). The change in tagline was in response to an outbreak of fires in natural areas other than forests, and in an effort to make Smokey's message of forest conservation more contemporary.
- The first Smokey Bear costume was fabricated in 1951. Virginia and Wisconsin have a running debate over who had the first. Wisconsin did have a costume …but it was made from an actual bear hide. Virginia's was designed by the State Forester and professionally created by a tailor.
- Legislation was passed in 1952, PL 82-359, to take Smokey out of public domain and place him under the control of the Secretary of Agriculture. An amendment to that Act, PL 93- 318, passed in 1974, enabled commercial licensing and directed that fees and royalties be used to promote forest fire prevention. Hundreds of items have been licensed under this authority over the years.
- In 1984, Smokey was honored with his own postage stamp.
- Bambi was actually the first face of the forest fire prevention message in 1942, Walt Disney agreed to use Bambi for 1 year..
- Smokey's message has always been about personal responsibility – remember his ABC's: Always Be Careful with fire. If you start a fire, put it out when you are done. "Remember, Only YOU Can Prevent Wildfires!"
- Smokey is administered by three entities: the United States Forest Service, the National Association of State Foresters, and the Ad Council. Smokey Bear's name and image are protected by U.S. federal law, the Smokey Bear Act of 1952 (16 U.S.C. 580 (p-2); 18 U.S.C. 711).
- Smokey does not wear boots…. He has Bear Feet! | <urn:uuid:1e9f2a4f-eed8-4bb4-8cb7-560d38ddad4c> | CC-MAIN-2018-51 | http://smokeybear.adcouncil.org/assets/25/Smokey%20Bear%20Quick%20Facts.pdf | 2018-12-14T19:08:18Z | crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00069.warc.gz | 270,019,719 | 936 | eng_Latn | eng_Latn | 0.999132 | eng_Latn | 0.999294 | [
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Some Small Thoughts on Disagreement, Conflict, and Group Dynamics
What follows are some beginning thoughts on disagreement, conflict, and small group dynamics. We've been feeling like this is an important topic worthy of more discussion and thought.
* A conflict is more than just a disagreement. It is a situation in which one or both parties perceive a threat (whether or not the threat is real).
* Typically, conflicts don't go away by themselves. Left unresolved, they often grow.
* We respond to conflicts based on our perceptions of the situation. Our perceptions are influenced by our life experiences, culture, values, and beliefs. Different people will look at the same facts and come to different conclusions – see different things. It is these perceptions which guide our responses.
* Conflicts trigger strong emotions. Strong emotions can be overwhelming. Be prepared and expect to feel strong emotions from time to time when dealing with conflict.
Most of all
* Conflicts create opportunities. The process of resolving inter-group conflict can
- Create relationships where before there were none (when those in conflict did not have a prior relationship)
- Strengthen relationships (when those in conflict already had a relationship)
- Build trust
- Teach you new things about the cultural and life experiences you, your group members, and others involved in the conflict are bringing to the world. This new knowledge allows you to more effectively work in the future with those who are different from you.
- Can draw new people to become involved
- Can create opportunities for discussion
- Can allow you to explore your empathy for others
Tips for Handling Conflict
* Give everyone a chance to be heard.
* Listen.
* Interrupt personal attacks. When problems occur, encourage an open and respectful discussion among the members. Guide the discussion towards issues, ideas, and desired outcomes. Interrupt statements attacking or demeaning a person.
* Slow communication down. Controversy can put people into high gear at exactly the time they need to slow down. Take time to carefully consider your communications. Is a potential communication moving you towards your goal or moving you away from it? What is your intent with each communication? And, what might be the impact of the communication? Are there other ways to communicate your ideas which might better meet your goals and intentions?
* Remain open. Be open to new ways of understanding what's going on, new ways of thinking about others' intentions and goals, new ways of communicating and working through conflict,... The more open you can remain during the process the more likely you are to find mutually agreeable solutions. (Note Remaining open is not the same as compromising on the values and goals you can't afford to compromise on.)
* Think well of others. Approach others as if they, like you, are doing their best in a rough situation and want to arrive at a positive solution.
* Mediation. If these approaches are not working, another course of action is mediation with the help of a neutral outside party. A neutral person assisting in the conversation can change dynamics and allow both sides to feel listened to. Often this can help you reach a mutually agreeable resolution. Contact EPNO for information on mediation resources.
A Word on Prejudice
Guaranteed you and your NA Board will experience prejudice during your work. This prejudice may be directed at you personally, others present, or others not present. Whether it's directed at someone present or absent, it's harmful.
Prejudiced statements and actions often catch us unawares. The more thought you and your board have put into how you will handle harmful, prejudiced statements should they come up the more prepared you'll be. And, the more prepared you are the more success you will have in creating and maintaining an inclusive and inviting environment whether that be within your board, your committee, or your general Neighborhood Association Meetings.
Note - The above thoughts have been focused on the dynamics, disagreements, and conflicts that come up in small groups, e.g., boards, committees, and working groups. Larger groups, such as Neighborhood Association general meetings, can have different dynamics. Some of the above will apply but there are also differences.
If you want help don't hesitate to contact EPNO staff. We're happy to help you plan for a meeting if you suspect there will be a lot of disagreement and potential conflict. We're happy to help you in handling active disagreements or conflicts in your Neighborhood Association board, committee, working group, general meeting, and more. | <urn:uuid:6c8253c1-f374-489d-a48a-5903f0edce5e> | CC-MAIN-2018-51 | http://eastportland.org/sites/default/files/Conflict-tips-v5.pdf | 2018-12-14T19:19:15Z | crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00069.warc.gz | 81,622,527 | 898 | eng_Latn | eng_Latn | 0.998636 | eng_Latn | 0.998807 | [
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What is Collagen?
Collagen is the most abundant protein in the human body and is as diverse as it is multifunctional (1). It is found throughout the body in a variety of forms and functions making up 30 percent of your body tissue and 70 % of your skin tissue. Specifically, collagen is the protein in connective tissue that is in bone marrow, tendons, cartilage, ligaments, and linings of your body organs. It is often referred to as the glue of the body. (1) Hydrolyzed collagen means the protein has been broken down into individual amino acids which are easier for the body to absorb. Collagen serves to help repair tissue and also functions in various roles throughout the body.
Collagen and the Body
Locations of Collagen:
What Does Collagen Do?
Collagen has numerous structural properties but also plays a vital role in the repair of almost all the body's tissues. Some diseases are directly linked to lacking this essential protein. Depending on which part of the body it is located, collagen serves different purposes.
In skin: Found in the inner layer, this connective tissue gives the skin its structure and strength and also functions in the replacement of dead skin cells. A lack of collagen in the skin can contribute to a decrease in skin health leading to stretch marks, dark spots, and infections as well as affecting the skin's ability to maintain moisture.
In internal organs and blood vessels: In the lining of your organs like in the stomach, kidneys, blood vessels and spleen, collagen functions as a protective covering and a fibrous barrier. Specifically within these areas, collagen plays vital roles:
It helps heal the lining of your stomach and digestive tract and promote more healing.
The stomach has layers of tissues including several layers of connective tissue made of collagen, fibers, and fibroblast cells that produce more collagen and fibers. (2) When the layers are damaged, ingested particles can pass through into the bloodstream causing "leaky gut." When collagen is digested, it is attracted to these fibroblast cells and may help stimulate them to produce more collagen. (3) Since collagen is the building block of this connective tissue, supplementing with collagen may help heal and even encourage fibroblasts to rebuild the damaged parts of the connective tissue in your stomach and digestive tract lining.
It aids in digestion.
The amino acids in the collagen increase production of hydrochloric acid (HCl) in the stomach. (4) This has several positive implications.
- It can help prevent further damage. HCI breaks down proteins. Without sufficient hydrochloric acid, undigested proteins can cause allergic reactions which lead to the inflammatory immune system response that comes with leaky gut and further damage the lining of the stomach (5).
- It kills off pathogens. HCl kills many organisms that can come from tainted, rotten, or undercooked food (5).
- It helps your body to absorb minerals. HCl helps ionize minerals which make it easier for your body to absorb (5).
Also, collagen itself naturally binds to water so it helps move your food through the digestive system. This can help prevent heartburn.
In bones: Collagen helps reinforce the structure of bone minerals so a lack in collagen causes bones to become more porous thus weakening them. (6)
In joints (cartilage, tendons, and ligaments):
Cartilage-This connective tissue found in the nose, ears, knees, larynx, joints, and trachea consists of collagen for flexibility, movement, and support. 67% of cartilage is made up of collagen (7).
Tendons- Collagen makes up more than 95% of the weight of tendons (8). In the tendons, collagen provides flexibility and strength in supporting the movement around bone joints.
Ligaments- Ligaments connect bones at joints and provide stability preventing hyperflexion or hyperextension. Ligaments are made up of over 80% collagen, so a deficiency in collagen in this area can lead to serious injury (9).
Problems with Collagen in the cartilage, tendon, and ligaments can also cause slower healing and even lead to injuries as well as allowing more friction between bones causing further damage. (10)
In muscles: Muscles are comprised of cells interweaved by a connective tissue rich in collagen. Because of collagen's vital role in muscle support and repair, a lack of collagen in this area can lead to a number of issues including muscle pains, a decrease in the muscle's ability to work affecting metabolism, and even disease. In particular, fibromyalgia patients have shown deficiencies in collagen in muscles. Furthermore, evidence suggests that taking collagen hydrolysate may help decrease pain associated with the disease (11).
The Sleep and Collagen Connection
Glycine (one of the amino acids in collagen hydrolysate) can help increase serotonin levels without increasing dopamine levels – providing for a better quality of sleep.
What Causes a Deficiency in Collagen?
1. Normal aging- It is estimated that after the age of 30, collagen production could decrease by 1% a year, so by age 50, the body could lose 20% of its capacity to produce collagen.
2. Injury- In specific areas of the body such as muscles and joints, when the body sustains an injury, it utilizes its resources to heal the injury. If the body is already lacking in collagen, it can further exacerbate the deficiency.
3. Lifestyle aging- Sun damage, smoking, drugs, alcohol, processed foods, sickness, and more can have a drastic negative effect on the body's ability to produce collagen.
(1) Boundless (2016). Boundless Biology. Retrieved from https://www.boundless.com/biology/textbooks/boundless-biologytextbook/the-animal-body-basic-form-and-function-33/animal-primary-tissues-193/connective-tissues-loose-fibrous-and-cartilage738-11968/
(2) Gloria A. Di Lullo, Shawn M. Sweeney, Jarmo Körkkö, Leena Ala-Kokko, and James D. San Antonio. Mapping the Ligand-binding Sites and Disease-associated Mutations on the Most Abundant Protein in the Human, Type I Collagen; 2002: http://www.jbc.org/content/277/6/4223.short
(3) Postlethwaite, A.E., Seyer, J.M., and Kang, A.H. 1978. Chemotactic attraction of human fibroblasts to type I, II, and II collagens and collagen-derived peptides. Proceedings of the National Academy of Sciences of the United States of America. 75(2): 871-875.
(4)Invest, J Clin. Studies on the mechanisms of food-stimulated gastric acid secretion in normal human subject; 1976: http://www.ncbi.nlm.nih.gov/pubmed/956391
(5)D'Aquila, Dr. Rob. Digestion: the importance of hydrochloric acid, 2009; http://robdaquila.com/2009/08/27/digestion-the-importance-of-hydrochloric-acid/
(6) What is bone? May 2015 NIH Osteoporosis and Related Bone Diseases ~ National Resource Center http://www.niams.nih.gov/Health_Info/Bone/Bone_Health/
(7) Mansour, Ph. D. Joseph M. Biomechanics of Cartilage; http://www.cartilagehealth.com/images/artcartbiomech.pdf
(8) P. Kannus. Structure of the tendon connective tissue, Scand J Med Sci Sports 2000: 10: 312–320 http://courses.washington.edu/bioen327/Labs/Lit_StructTendon_Kannus2000.pdf
(9) Frankel, Victor Hirsch. Basic Biomechanics of the Musculoskeletal System, Third Edition page 103, accessed online on 9/27/16
(10) Manske, Robert C. Postsurgical Orthopedic Sports Rehabilitation: Knee & Shoulder, accessed online 9/27/16
(11) Olsen, GB, Savage S, and Olsen J. The effects of collagen hydrolysate on symptoms of chronic fibromyalgia and temporomandibular joint pain. Cranio. 2000 Apr;18(2):135-41. | <urn:uuid:99ef1476-4673-4367-a0b1-623a69926737> | CC-MAIN-2018-51 | https://cdn2.hubspot.net/hubfs/2046348/Facebook/Files/WhatIsCollagen.pdf | 2018-12-14T19:18:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376826306.47/warc/CC-MAIN-20181214184754-20181214210754-00071.warc.gz | 572,893,527 | 1,742 | eng_Latn | eng_Latn | 0.992283 | eng_Latn | 0.993288 | [
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Characteristics of Sycamore
Native or not?
General view is that it is a naturalised species introduced possibly by the Romans but probably in the Middle Ages initially to Scotland. Maple pollen, however, does not preserve well in peat and sediments and where it does survive is hard to identify. The pollen of Sycamore is identical to its native relative the Field Maple making it impossible to ascertain whether one or both species are in fact native to Britain.
Soil
Prefers moist and rich but will grow on everything from "poor and wet" through to "moderately dry and carbonate". Can tolerate aluminium and other toxins and high levels of acidity although nutrient uptake diminishes. This may make it a candidate for improvement of degraded sites. Sycamore is a shade bearer when young whereas most native species are light demanding. It is probably in effect a gap species.
Climate
Wide tolerances and can survive in areas of considerable exposure. Is found up to 460m (Lake District and Pennines), in the North of Scotland (Castle of Mey) and near the sea.
Biodiversity
Birds and insects
Whilst Sycamore supports a relatively small number of insect species it can support a large number of insects per tree. A study at Hamsterley of the foraging habits of 6 species of arboreal passerine birds showed a marked preference for Sycamore by all species. This was thought to be because of the vast numbers of aphids supported by the tree. A study in Oxfordshire described Sycamore as being more important in providing a food source for birds than Beech, Ash or Hazel. Only Oak was more important as a food source with a combination of aphids and caterpillars. Sycamore aphids support the very rare ant Lasius fuliginosus Latreille. The importance of aphids may be more important in the food chain as the numbers peak in late summer when populations of invertebrates have largely disappeared.
Lichen
Sycamore supports a relatively large number of Lichen species including some very rare types. This is because the bark has a high Ph often likened to Elm.
Predation
Grey squirrels can be a problem with Sycamore. Squirrels strip away the bark of trees to eat the phloem tissue underneath. Most damage is concentrated on trees between 10 and 40 years old as the bark on the stems of older trees becomes too thick to strip.
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Comanche
P. O . B O X 7 2 9
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C O M A N C H E , T X 7 6 4 4 2
From Famine to Feast
A s the old saying goes, "If you don't like the weather in Texas, wait a few minutes, and it will change."
Texas weather is as unpredictable as it is extreme. The past few years have been no exception. It is hard to believe that only a year ago, Central Texas was suffering one of its worst droughts in decades. Rainfall records were far below normal, and fire hazards were at an all-time high. Before we had a chance to ring in the New Year in 2007, more than 200,000 acres had been burned by wildfires in Texas. We were witness to friends and neighbors who lost homes, cattle, fences, feed and wildlife. The devastation was horrific to say the least. Carbon, Kokomo and Cross Plains suffered catastrophic losses.
reported that 12 to 15 inches of rain was needed across Texas to bring the Palmer Drought Severity Index back to near normal.
( 3 2 5 ) 3 5 6 - 2 5 3 3
Mills and Stephens. Heavy rains have caused severe flooding for our members from north to south, with Lake Leon being the hardest hit.
As 2007 was being ushered in, drought conditions in Texas were still hanging in there, with approximately 20 percent of the state still in an "exceptional" drought, and an additional 20 percent suffering "extreme" drought. But all that changed in June, when Central Texas was sandwiched between two high-pressure systems that brought moisture in from the Gulf and just wouldn't go away.
Comanche Electric Cooperative crews worked diligently day and night to restore service where possible. There were, however, some areas that were not safe to restore, and our crews were forced to do what had to be done to keep the public safe. All services should now be back on, with the exception of those left disconnected by request.
In June 2006, the National Oceanic and Atmospheric Administration
On June 29, after weeks of flood conditions, Gov. Rick Perry issued a disaster declaration for 37 Central Texas counties. Included were six of the seven counties served by Comanche Electric Cooperative: Brown, Callahan, Comanche, Eastland,
The board of directors and the management of Comanche Electric Cooperative wish to send a special "thank you" to the crew members who worked so hard to keep the power going. They would also like to send an additional "thank you" to our wonderful members who were so patient and understanding during this time.
22 TEXAS CO-OP POWER COMANCHE EC Se p t e m b e r 2 0 0 7
≠
Are You Prepared for Hunting Season?
Hunting season is upon us, and with the record rainfall we have had this year it promises to be a most profitable season. But are you ready?
Comanche Electric Cooperative serves approximately 500 hunting camp meters, and each year as the hunting seasons begin, we are inundated with calls at the last minute for service to hunting camps. If you will need new service at a hunting camp, or an upgrade or connection at your existing camp, please contact Comanche Electric Cooperative as soon as possible.
It will likely take several weeks, and in some cases, months, to connect new service to a hunting camp. Help us to help you be comfortable on your lease by giving us plenty of time to prepare your service for the hunting season.
Look Up! Watch for Overhead Power Lines
When using ladders around the house to clean windows and gutters or to paint, or when trimming trees, be mindful of overhead power lines.
≠ Never touch or allow anything you are holding to touch any power line. Power lines are not insulated to protect people from injury. Birds on wires aren't in danger because they don't provide a path to the ground. You and a ladder, pole or kite string do.
≠ You don't need to be in contact with a power line to get hurt. Electricity can jump and often does when a potential conductor such as a ladder comes within a certain proximity. Be safe and keep well away—at least 10 feet—from overhead power lines.
≠ Any ladder—not just a metal one—is dangerous around power lines. No matter what the ladder is made of, it represents a potential hazard.
≠ Call your electric cooperative to report power lines that pass through tree limbs.
COMANCHE
ELECTRIC
COOPERATIVE
HEADQUARTERS
201 W. Wright St. Comanche, TX 76442 (325) 356-2533 1-800-915-2533
EASTLAND OFFICE
1311 W. Main St. Eastland, TX 76448 (254) 629-3358 1-800-915-3358
EARLY OFFICE
1801 CR 338 Early, TX 76801 (325) 641-1111 1-800-915-2533
OFFICE HOURS
7:30 a.m. to 4:30 p.m. Monday through Friday
FIND US ON THE WEB AT WWW.CECA.COOP
YOUR "LOCAL PAGES"
This section of Texas Co-op Power is produced by Comanche EC each month to provide you with information about current events, special programs and other activities of the cooperative. If you have any comments or suggestions, please contact Shirley at the Comanche office or at email@example.com.
COMANCHE ELECTRIC COOPERATIVE
Se p t e m b e r 2 0 0 7 COMANCHE EC TEXAS CO-OP POWER 23
Calling All High School Juniors!
Texas has a great past, but what about its future? The answer depends on our ability to prepare and train the next generation of leaders. Without opportunity, motivation and education, future leaders will not be equipped to provide the leadership necessary to meet the challenges of tomorrow.
students commonly discover themselves. Led by local community leaders, this forum offers young people the opportunity to learn leadership, communication and goal-setting skills and heightens their awareness of responsible citizenship.
It is to this end that Comanche Electric Cooperative teams up with the University of Texas of the Permian Basin to sponsor the John Ben Shepperd Leadership Forum each year. More than a traditional learning experience, the forum is an event where
Forum attendees discuss public affairs issues that affect our state and local communities while learning skills for effecting positive change. The forum is an excellent opportunity for young leaders to become more involved in the leadership of their local governments.
This year's forum will be held Octo- ber 10 at the 4-H Center at Lake Brownwood and is open to high school juniors in any school in our service district. Eligible schools are: Albany, Baird, Bangs, Blanket, Breckenridge, Brownwood, Cisco, Comanche, Cross Plains, De Leon, Dublin, Early, Eastland, Goldthwaite, Gorman, Gustine, Hamilton, Hico, May, Moran, Mullin, Priddy, Ranger, Rising Star, Sidney and Zephyr. If you know of a high school junior who exhibits leadership qualities and might enjoy attending the forum, please contact a school counselor or Shirley Dukes at 1-800-915-2533 or by e-mail at firstname.lastname@example.org.
24 TEXAS CO-OP POWER COMANCHE EC Se p t e m b e r 2 0 0 7
Tapping into the Sun
"I have no doubt that we will be successful in harnessing the sun's energy ... if sunbeams were weapons of war, we would have had solar energy centuries ago."
when light shines on it.
~Sir George Porter
The sun is the closest star to Earth and is the center and most prominent feature of our solar system, containing approximately 98 percent of the total mass of the solar system. It is a giant, spinning ball of very hot gas, the light from which heats our world, makes life possible and determines our "space weather." The sun is our major source of energy on Earth. It provides almost all the energy needed to warm the Earth and for us to live and to power everything else. Even things like coal, oil and natural gas were originally created millions of years ago by plants that used solar energy to make lots more plants.
Electrical engineers today are aggressively attempting to harness the sun's energy to provide a much less invasive and more efficient form of energy. Using solar power to produce electricity is not the same as using it for heat. Most commonly recognized by us as "solar energy," the more accurate term is "photovoltaic energy." Photovoltaics, or PV for short, are technologies in which light is converted into electrical power. It is best known as a method for generating power by using solar cells packaged in photovoltaic modules to convert energy from the sun into electricity, and is defined as "the direct conversion of light into electricity."
These PV cells are made of the element silicon, which becomes charged electrically when subjected to the sun's light. The cells perform the conversion from sunlight to electricity without moving parts, noise, pollution or radiation. The PV cell is the smallest element that converts light into electrical energy. Each cell is made of silicon like a computer chip. The silicon is treated so that it generates a flow of electricity
Energy created through a solar electric system produces no pollutants, thereby reducing greenhouse gas emission. Since the cells are mostly silicon, the primary component of sand, there is no exhaust and no toxic material to leak out of the system.
Although sunlight is free and abundant, solar electricity is still usually somewhat more expensive to produce than large-scale mechanically generated power due to the cost of the panels. Until recently, photovoltaics were most commonly used in remote sites where there is no access to a commercial power grid or as a supplemental electricity source for individual homes and businesses. Recent advances in manufacturing efficiency and photovoltaic technology, combined with subsidies driven by environmental concerns, have dramatically accelerated the deployment of solar panels.
Great strides are being made in the field of solar generation. As of June, the third-largest power plant in the world is the Nevada Solar One in Boulder City, Nevada. It was built by the U.S. Department of Energy, the National Renewable Energy Laboratory and Solargenix Energy. It is now switched on and providing power to Nevada's electrical grid. It covers 400 acres and should generate enough reliable, clean energy to power 15,000 homes.
The Wal-Mart conglomerate is quickly becoming one of the forerunners in efforts to integrate solar power into store infrastructures. In 2005, the retail giant opened two experimental stores, one in Aurora, Colorado, and one in McKinney, Texas. In January, it opened the first in its line of high-efficiency super-centers in Kansas City, Missouri. Based on data from their two experimental stores, Wal-Mart expects to reduce energy use 2 to 3 percent in each facility.
So, you might be wondering, "What is Comanche Electric Cooperative doing in the field of solar energy?"
BY SHIRLEY DUKES
Our power supplier, Brazos Electric Cooperative, does not currently have any solar panels in place. This is still a new and emerging technology as far as actually generating power. While it may very well be a practical option at some time, the generation co-op does not foresee using it in the very near future. Comanche Electric Cooperative, however, can help inform the members about solar power.
There are instances when running electric lines long distances for small services such as water wells, fence chargers or electric gates is not financially feasible. In these instances, it may make more sense to invest in a small solar panel. If you have questions concerning a personal solar panel, contact Doug Erwin at 1-800915-2533 or (254) 842-7489 or by email at email@example.com.
At remote locations, a solar panel can sometimes be a practical solution to your power needs. Contact Doug Erwin if Comanche Electric Cooperative can help you determine whether this is a good alternative for you.
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WINSTON CHURCHILL HIGH SCHOOL PARENT AND STUDENT HANDBOOK
Introduction
Introduction
Principal's Message
Winston Churchill High School is a school that is proud of our Culture of Success! The programs and opportunities available for you at Churchill are designed to meet a variety of student need, goals, ambitions and dreams. High school is a special time and place where ambitions and goals for your transition to independence and adulthood begins to flourish.
Churchill is a student-centered school fostering an environment that encourages and enables students to be accountable for their learning and behavior. Students are at the heart of each decision we make as a school, and we believe this is one of the key factors that make Churchill stand out as a school of excellence.
At Churchill, we offer a full range of program opportunities leading to a wide range of employment and post-secondary pursuits. Through our Culture of Success motto, we take pride in our history and in the possibilities for the future. We place high expectations on our students to be accountable for their own learning and to challenge themselves academically and socially.
I encourage all of you to become an active member of your school community. There are many opportunities to be involved in student leadership activities, fine arts, athletics, clubs and service initiatives. This is your school and your high school experience. Make it everything it can be.
Carey Rowntree, Principal
Mission of Winston Churchill High School
Winston Churchill High School is dedicated to providing quality education that challenges students of all abilities in a caring environment in order that they might become life-long learners and responsible, contributing members of an ever-changing society.
Churchill School Philosophy
"Commitment to academic excellence combined with a personal concern for students."
Winston Churchill High School is dedicated to providing a quality education that challenges students of all abilities in a caring environment in order that they might become life-long learners and responsible, contributing members of an ever-changing society
The WCHS staff takes considerable pride in the performance of Winston Churchill students on Alberta Education examinations. Churchill students consistently achieve above the provincial average on the provincial Diploma exams.
At Churchill we also attempt to meet the instructional needs of the whole student. Working from this philosophical foundation, teachers and support staff perform their duties with a view to graduating responsible, skilled, productive citizens who are empowered as:
* Creative problem solvers,
* Lifelong learners, and caring, understanding individuals.
Class Schedules
Office Hours
Office Hours:
Monday-Thursday - 7:30 AM - 4:00 PM
Friday - 7:30 AM - 1:00 PM
Contacts
1605 – 15 th Avenue North Lethbridge, Alberta, Canada T1H 1W4
Telephone: (403) 328-4723
Fax: (403) 329-4572
E-mail: firstname.lastname@example.org
Web site: wchs.lethsd.ab.ca
FaceBook: facebook.com/wchslethbridge
Twitter: twitter.com/wchslethbridge
PowerSchool: https://ps.lethsd.ab.ca
Safe Arrival - lethsd51.schoolconnects.com –
Safe Arrival phone- 1-866-879-1041
Moodle: http://moodle.lethsd.ab.ca/
Online P/Tinterviews:churchill/schoolsoft.ca
School Cashonline: lethbridge.schoolcashonline.com
Carey Rowntree
Principal
Morgan Day
Vice Principal
Neil Langevin
Vice Principal
Tara Orser
Vice Principal
Sharon Olsen
Administrative Assistant
Dianne Violini
Business Manager
Stacey Bolton
Counselling Services
Greg Skelton (Melissa Hooper) Skill Development
Nora MacGregor
Student Assessment
Toby Boulet
Athletic Director
Tara Orser
International Baccalaureate
Tara Orser
Knowledge and Employability
Mark Dechief
Head Caretaker
Const. Brussee
School Resource Officer (secondary)
Const. Roth
School Resource Officer (primary)
Fees
District Resource Fee - Textbook Rental and Instructional Materials $ 53.00 WCHS Student Fee – ID Cards, Resources, Locker, Student Programs, Special Events, etc. $50.00
Student Event Pass - Tri-High School - Free or discounted admission to specific functions at all 3 High Schools $20.00
TOTAL FEES: $123.00
Course Fees
Course fees for grades 10-12 will be added each semester (Sept & Feb).
Course fees for grade 9 will be added each quarter (Sept, Nov, Feb, April)
Art 9 - assists with cost of supplies $12.50
Art 10, 20, 30 - assists with cost of supplies $30.00
Band - instrument rental (if applicable) $90.00
Communication Technology - assists with cost of media materials $10.00
Shop 9 - assists with cost of workshop materials $20.00
Construction Technology 10, 20, 30 - assists with cost of workshop materials $45.00
Fashion Studies 9 - assists with cost of materials $12.50
Fashion Studies 10, 20, 30 - assists with cost of materials $35.00
Foods 9 - assists with cost of supplies $15.00
Foods 10, 20, 30 - assists with cost of supplies $45.00
Math, French, German, Spanish - assists with cost of workbooks $15.00
Multi-Media 9 - assists with cost of media materials $5.00
Physical Education 20 - assists with cost of transportation and rental of outside facilities. $45.00
Physical Education 30 - assists with cost of transportation and rental of outside facilities. $60.00
Life Skills - assists with the cost of transportation, rental of outside facilities and costs related to work experience and materials $30.00
Sports Medicine - assists with the cost of supplies $30.00
Foundations of Sports - assists with the cost of transportation and materials $30.00
Tae Kwon Do 9 - assists with the cost of uniform $25.00
Optional Fees
WCHS 2015-2016 School Yearbook (Full Colour) - optional (Order and Payment Deadline is December 11th, 2015) $40.00
Payment of Fees
School fees are payable on registration day. It is desired to have the school fees paid in full at this time, but in the event that this is not possible, a minimum payment of $25.00 is required in order for the registration process to proceed.
Returning Grade 10, 11 and 12 students with outstanding books or fees from last year will experience delays in the registration and book distribution process unless these accounts are cleared prior to registration day.
Deferral or Waiver of School Fees
The philosophy of both Winston Churchill High School and Lethbridge School District No. 51 is that no student should be denied essential learning materials because of financial disadvantage. For this reason, parents may apply to pay fees on an installment plan because of economic constraints. In exceptional cases, parents may apply to have school fees waived. In either circumstance, parents should apply to the school business manager prior to the start-up of the school year.
Curriculum
High School Diploma Requirements
As a minimum to obtain an Alberta High School Diploma, students must have at least 100 credits as described below. Entry into post-secondary programs and workplaces may require additional and/or specific courses. Advisors will work closely with students to ensure student progress.
1. Core Courses
* English Language Arts – 30-1 or 30-2 (15 credits)
* Social Studies – 30-1 or 30-2 (15 credits)
* Mathematics – 20, Applied 20, or 24 (10 credits)
* Science – Science 24 or Biology 20, Chemistry 20, or Physics 20 (10 cr)
* Physical Education 10 (3 credits)
* Career and Life Management (3 credits)
2. Optional Courses: Ten credits in any combination must be from the following:
* Career and Technology Studies (CTS)
* Fine Arts
* Second Languages (maximum 25 credits)
* Physical Education 20 and/or 30
* Locally developed and/or acquired and locally authorized courses in CTS, fine arts, or second languages,
* Registered Apprenticeship Program
3. Other Courses: Ten credits in any 30-level course (in addition to English Language Arts and Social Studies) must be from the following:
* 35-level locally developed and/or acquired and locally authorized courses
* Career and Technology Studies, Advanced Level 3000 series
* 35-level Work Experience (maximum 15 credits)
* 35-level Registered Apprenticeship Program
The science requirement (Science 20 or 24 or Biology 20, Chemistry 20, or Physics 20) may also be met with the 10- credit combination.
Only 15 credits in Work Experience may be used to meet the 100-credit requirement for the Alberta High School Diploma.
Expected Credit Load
At Winston Churchill, we endeavor to support and guide students in becoming responsible and diligent in their studies towards a timely completion of school. The following minimum credit expectations are intended to help students and parents/guardians plan and track progress to successful completion.
Grade 9 - not in credit courses, full course load required with no exceptions
Grade 10 - 40 credits (spares allowed only through approval by an administrator)
Grade 11 - 35 credits (one spare possible if total credit count is on track)
Grade 12 - 30 credits (or enrolment to achieve a minimum of 105-110 credits)
All students will be expected to satisfy these credit guidelines. Circumstances affecting a student's ability to meet these guidelines should be communicated to a school administrator by the parent/guardian.
Assessment and Reporting update
Report Cards and Parent/Advisor Conferences
Each semester will have an Advisor Contact week, Parent-Teacher interviews, a mid-term report card and a semester end report card. All report cards are available on PowerSchool https://ps.lethsd.ab.ca
| Report Card | Semester 1 |
|---|---|
| Advisor Home Contact | October 5-14 | March 6-15 |
|---|---|---|
| Midterm | November 9 | April 13 |
| Parent/Teacher Conferences (book online appointments) | October 20 (evening) and 21 | March 16 (evening) |
| Semester end | January 30 | June 30 |
Academic Integrity/Malpractice Guidelines & Expectations
It is important that the work students are credited for at Winston Churchill High School is indeed their work and has been created under acceptable conditions with the use of appropriate resources. With this basic principle in mind, the following is intended to provide all members of the school community with the information needed to ensure individuals do not engage in activities that bring into question their academic integrity.
Violations and Consequences
Violations of any of the rules, expectations or definitions included in this document will result in academic disciplinary measures that may include, but are not limited to: reduction in marks awarded, removal from the course(s) in which the violation(s) occurred or recommendation for expulsion from Winston Churchill High School. Issues of Academic Malpractice concerning International Baccalaureate students will also be dealt with in accordance to the Guidelines set forth by the International Baccalaureate Organization in their publication, "Academic Honesty" (August 2009, updated July 2011). Disciplinary measures may include but are not limited to: a reduction in marks, removal from course(s) in which the violation(s) occurred, removal from the International Baccalaureate Program or recommendation for expulsion from Winston Churchill High School.
Testing Misconduct/Malpractice
During any examination/test session at Winston Churchill High School, students may face consequences as stated above for violation of examination/testing rules. Testing Misconduct/Malpractice includes, but is not limited to:
* Accessing an examination, parts of an examination or information about an examination prior to the examination session.
* Violating the regulations and expectations regarding electronic devices and testing situations described above.
* Referring to, looking through or working on any examination or examination section other than during the timed testing period for that examination session.
* Using any prohibited aids.
* Leaving the examination room without permission.
* Attempting to remove from the testing room any part of the examination or notes related to the examination.
* Copying from another student or a published work.
* Attempting to give or receive assistance, or otherwise communicate through any means with another person about the examination during the writing session.
* Attempting to write an examination for another person.
* Creating a disturbance during the examination session.
* Using testing accommodations that have not been approved.
Credit Recovery
All students should be provided every possible opportunity to experience academic success. It is acknowledged that for some students, there are barriers to success due to situations beyond their control or through poor choice, resulting in unsuccessful completion of course requirements to receive a passing grade. In cases where students have shown they are capable of successful completion of courses through sufficient engagement in significant portions of the course, a Credit Recovery plan could serve as an alternative to repeating the entire course. The Credit Recovery Program is not intended to grant a student course credit when they have not displayed adequate levels of capable achievement.
The Credit Recovery Program is in place to assist students in overcoming barriers to their success and to supply an opportunity to remain on track for timely graduation. For many students, this opportunity may serve to keep them more engaged in actively pursuing their diploma requirements, as well as removing the punitive nature of failing courses due to their inability to respond to components of the course while other areas display acceptable achievement. The Credit Recovery Program will be available for any 3 to 5 credit course. CTS modules will continue to be available to students to achieve a passing grade once the assessment components for the module have been successfully completed.
Options for students receiving <50% in a class include:
* Credit Recovery – a student that has displayed the ability to be successful in the course but fell short on expectations in portions of the course may be given the opportunity to redo those components within a defined time period. Students who successfully complete the identified areas with a revised final grade of at least 50% will receive credit for the course with an updated mark submission.
* Re-stream – students may choose to be re-streamed to a lower level course in the area of study for the next grade level. Students that achieve a minimum final grade of 40% will have this option. This opportunity is available for Social Studies, English, Mathematics and the Sciences.
* Repeat – students that have not displayed sufficient success in their course work and fall below 40% will be required to repeat the course. To be considered for a Credit Recovery opportunity, a student, or an advisor in consultation with the student, will submit an application to administration for consideration. The application must include a detailed progress report from the teacher. Applications will be reviewed by the Administration with consideration given to the progress report and the student attendance profile for the class in question. If a Credit Recovery plan is appropriate, Administration will meet with the student and/or Advisor and the classroom teacher to develop a success plan and timeline for completion. Final approval for a Credit Recovery opportunity will come from the Principal with the Advisor communicating the decision to the parents/guardians of the student.
I 2 Time
I 2 T stands for Individual, Instruction Time
This time will be scheduled in the timetable to provide students with additional opportunity for learning, catch up on missed assignments and receive individual instruction on specific concepts.
If students maintain and perform to a satisfactory level in class, they may be given the opportunity to pursue individual learning goals outside the regular classroom environment. Teachers of each class have full discretion on setting the standards for I 2 T standards daily. Parents and students can expect the following implementation for I 2 Time.
* Teachers may ask the entire class to stay and work on specific projects, labs, essays etc. at any time.
Special Opportunities
International Baccalaureate
Winston Churchill is pleased to offer students the International Baccalaureate program of studies. Churchill is the first, and only high school in Southern Alberta authorized to offer this prestigious curriculum. The IB Diploma Program is a rigorous, pre-university program of study that meets the needs of highly motivated and academically gifted secondary school students. Students wishing to undertake a partial IB program should consider the IB Certificate Program. Parents interested in learning more about the International Baccalaureate are invited to contact the IB Program Coordinator – Tara Orser.
Skills Development
We believe that every child is an individual who learns and grows at levels and ways unique to themselves. We recognize children not by labels and codes but by identifying strengths and celebrating challenges.
At Winston Churchill High School, it is our philosophy that our school provide an inclusive community environment, encourage independence and responsibility, and preparation for the transition to adulthood for all students. Inclusion is offered to the maximum extent possible without compromising the needs of the individual student. We place great emphasis on the importance of being independent, responsible citizens of our school and community. Our students are encouraged to become as independent as they can be in order to maximize their self-worth and dignity. We recognize that transitions are critical, and work with the student, their families and community agencies to ensure that their dreams and goals are being acknowledged when they transition to adulthood.
Knowledge and Employability
Like all learners, students who are enrolled in Knowledge and Employability courses have their strengths and diverse learning needs. Alberta Education has set out specific enrollment criteria and possible learning indicators to assist in determining the appropriateness of Knowledge and Employability courses for individual Alberta students. Students in these courses could be eligible for an Alberta Education Certificate of High School Achievement. Knowledge and Employability courses are available to students in grades 9 through 12 who meet our enrollment criteria. The courses provide students with opportunities to experience success and become well-prepared for employment, further post-secondary studies, engaged citizenship, and lifelong learning. The attitudes, skills, knowledge, and workplace competencies found within the various core and occupational Knowledge and Employability courses are aligned with other grade-level programs of study. They are intended to maximize opportunities for student success and to support high school completion.
Knowledge and Employability courses assist students in:
* transitioning from school to the workplace and community
* preparing for ethical citizenship
* gaining recognition, respect, and value from employers
* attaining access to continuing education opportunities
Knowledge and Employability courses also promote student skills, abilities, and work ethics, including:
academic and occupational skills of a standard determined by the workplace to be necessary for success
* practical applications through on- and off-campus experiences and/or community partnerships
* career development skills, including career exploration and the development of a career-focused portfolio
* interpersonal skills that support the development of respect and cooperation
Student Services
Advisor System
Upon entering WCHS a student is assigned a teacher/advisor who will help the student to plan his/her academic program and to develop short and longterm goals. The advisor also monitors the student's progress and attendance on a daily basis and functions as the primary link between home and school. For most issues at the school the advisor is the first contact for parents. The advisor is a constant in the life of the student over his/her four years of high school. Consequently, the advisor program is a key part of the Churchill experience.
Administration of Medication
If the principal has approved the request by a parent/guardian for the administration of medications, then the following guidelines shall be implemented for the handling of the medications:
1. All medication, whether prescription or non-prescription, should be brought in to the school office by the parent/guardian and signed in at the office by the school secretary or administrator.
2. All medication should be brought to school in the original containers in one unit doses. This will ensure that no school personnel will be responsible for measuring out medication or cutting pills into parts. Liquid medication should be administered using a dropper or medicine spoon to ensure accurate administration.
3. All attempts should be made to ensure that the medication is handled by as few persons as possible.
4. Medical/Personal Care Request and Authorization Forms (or copies) and all related medications should be kept in a secure, locked and clean location in the school office, classroom or area where medication is administered.
5. Staff dispensing medication shall complete Form - 504.1.3.2 - Daily Record of Medication/ Personal Care Administered each time the medication is given to the student.
6. It is the parent's responsibility to notify the school of any changes to the original prescription or personal care plan. In the event of changes to a prescription, the school must be provided with a new pharmacy label with any change in the prescription. If the principal feels that the change is significant, a new Form- 504.1.3.1 - Medication/Personal Care Request and Authorization, signed by the parent and the physician, may be required.
7. Procedures for safe return or disposal of unused medications should be provided for in consultation with the parent(s).
8. Non-prescription drugs such as acetaminophen (eg. aspirins), cold remedies and inhalants shall not be administered to students without the written permission of the parent/guardian. As an exception to this, at the discretion of the principal, non-prescription remedies may be administered to a student, providing that verbal/ telephone permission from the parent/guardian is received, and two listeners hear the verbal permission. Details including date, time, type of medication and dosage must be documented in this situation.
Counselling Team
The Counseling Team consists of a group of caring individuals who are trained to work with students who need assistance with academic advisement; social/emotional matters; mental health issues; career and post-secondary advisement; and students who require community assistance from complimentary services through Alberta Health Services and Lethbridge City Police. We also have First Nations Metis and Inuit Liaisons that will assist FMNI students in achieving school success.
Teacher Counselor:
Leads and coordinates our counseling department. Meets with any students who require assistance. This person handles academic advising, registration of new and incoming students, and referral to community and district programs, social and emotional issues that arise for students during the school day. The Teacher Counselor is a certified teacher with additional training in meeting student Social/Emotional needs.
Family School Liaison Counselor:
Meets with students who have mental health issues, social emotional issues, and personal circumstances that make it difficult to manage school. This person handles Threat Assessments, and works closely with community agencies, parents and students to provide strategies for managing personal issues that can interfere with school success.
Career Practitioner:
This counselor meets with students to advise on Post-Secondary and work place opportunities, makes classroom presentations on how to make career and post-secondary decisions, and researches opportunities that are shared with students and parents. Also oversees collecting information for work experience within the school.
First Nations Metis and Inuit Liaison Workers:
There are two people that offer service to our FNMI students. They offer cultural experiences, opportunities, and work with students and families to encourage school success.
School Resource Officers:
There are two officers that work within the school that offer preventative programming, and deal with individual matters of concern to the school, students and community. They are members of the school district ALERT program.
School Health Nurses:
Offer presentations in classes, and conduct immunization clinics within the school.
Alberta Health Services Addictions Counselor:
A Counsellor is available one half/day per week to meet with students who have identified issues with addictive substances or behaviours.
The counseling teams works together to offer information and support about making positive lifestyle choices. Regular on-campus sessions are available from Alberta Health Services, Social Services, post-secondary institutions, employers, legal and police services, and many more. Student may make appointments with any of the above-mentioned individuals, or walk into our Wellness Centre at any time to ask for assistance.
Learning Commons
The Winston Churchill Learning Commons makes available a wide range of books, magazines, and educational movies, as well as extensive access to online research sites and creative media opportunities. Our library catalogue and online resources can be accessed from any computer in the school, or by logging onto www.destiny.lethsd.ab.ca from your home computer or laptop.
Churchill's library endeavors to create a balance between a quiet study area and a classroom research facility. In addition, the library provides a public forum for students to display works of art, and explore their creative writing skills. Through our library, the card catalogues at both the University of Lethbridge and the Lethbridge Public Library are also accessible. Questions? Drop by and see us.
Hours of operation:
Monday to Thursday: 7:30 a.m. to 3:30 p.m.
Friday: 7:30 a.m. to 12:30 p.m.
Textbook Centre
The Textbook Centre is the location for centralized distribution and return of textbooks. All classroom textbooks and library reading materials are bar coded and students must use their Student ID Card in order to 'check-out' school books. The centre is open during regular school hours, Monday through Friday.
PowerSchool
WCHS believes in improving communication between home and school. Our online tool and app, PowerSchool (ps.lethsd.ab.ca) provides current grade, timetables and attendance information. Parents can sign up by going to our web page, under parent information.
Students and parents are provided with a username and password to help them track academic achievement. The website also will provide individualized access to student timetables for students in the event that they lose their paper copy of their timetable.
Automated Telephone Calling System
At Churchill we believe that communication between the school and home is an important factor in a student's academic success. For this reason we use an automated phone system which will enable us to contact the home when a student misses a class. The automated phone system is intended to complement the communication between the school and the home. Parents are encouraged to discuss attendance and academic concerns with their child's advisor. No phone calls will be placed when a student is late for a class.
This system will also be used occasionally to provide general information and will be used in the rare event of an unforeseen school closure. If you do not wish to receive communication with regard to your child's attendance, please advise the school in writing so that we might make the necessary modifications to our telephone communication system.
Cafeteria
The school cafeteria provides a short order, hot and cold meal service at reasonable prices. Snack items are also available. The cafeteria hours are:
Monday to Thursday 7:00 am to 2:30 pm
Friday
7:00 am to 12:00 noon
Fitness Centre
The Fitness Centre is open on a changing schedule for students to use including lunch time, I2Time and after school. The schedule will be posted at the fitness centre. Students need to be changed out in appropriate clothing to access the facility.
Vending Machines
Churchill owns three beverage and one food product vending machines, each stocked with healthy choices. All proceeds of these machines go directly back to student programming.
Textbook Rental
Students will be provided with all necessary textbooks for classroom instruction under the rental fee structure. Students will be charged for lost or damaged books.
Students must return all rental books and materials by the end of each semester.
In most cases students may hand in their books just before they arrive to write final exams in each course. For courses without final exams, students should return books to the textbook center by the last day of regular classes each semester. Students should make early arrangements with the Business Manager to pay for lost textbooks.
If a student withdraws from a course during the semester, he/she is responsible for immediately returning all books and materials to the textbook center.
Lockers
On payment of the general instructional fee, all students will be issued with a locker and combination lock that they will rent for the year. Parents and students should note that lockers are provided as a service, and School
District No. 51 policy authorizes school officials to enter lockers at any time. Students are not permitted to change lockers/locks without permission from the Administration office. Students should contact the office if they lose their combination number or experience other difficulties with their lockers. At year-end, damage or graffiti on lockers will be charged.
Insurance
It is strongly recommended that students, particularly those involved in athletic programs and those enrolled in Physical Education, obtain personal insurance. Forms are available from advisors at the beginning of the fall semester.
The school does not carry insurance to cover personal loss, property damage, injuries, or ambulance services resulting from the co-curricular program or as a consequence of injuries incurred in physical education or other school-related activities.
Policies and Procedures
Attending for Success
We recognize how important attendance in class is to student success. Working with students and parents, we will monitor student attendance and work with students and parents when concerns arise.
Our school uses the SafeArrival program to manage student attendance reporting. The Safe Arrival program reduces the time it takes to verify student attendance making it easier for you to report your child's absence and easier for staff to respond to unexplained student absences.
All student absences are considered unexcused until the parent of the student informs the school that the absence should be excused. The Safe Arrival program allows parents to report their child's absence quickly and conveniently in one of three ways:
1. Parents can log into a website, lethsd51.schoolconnects.com where an account can be set up to report absences.
2. If you have an Android or Apple device, you can also download the SafeArrival app. You can go to the Google Play store or the Apple App and search using the keyword "safearrival" (one word) to download the Synrevoice SafeArrival app. Use district code ???
3. Parents can call into an automated interactive telephone system via a toll free number (1-866-879-1041) through which absences can be reported.
Parents must report student absences prior to the end of the current school day, as well as future absences via the internet or telephone 24 hours a day, 7 days a week. This service allows parents to enter planned absences well in advance, reducing the chance that you forget to excuse it ahead of time.
Please do not contact the school directly to report an absence.
We are also using an automated notification system, to contact parents who have not reported their child absent. The automated notification system will contact parents at multiple contact numbers until one of the designated contacts is reached. In order to not receive these automated calls, all absences should be reported in advance.
Parents are encouraged to track daily attendance in the following manner:
* A phone call will be sent every day a student has an unexcused absence in any class.
* Parents can track attendance and grades on PowerSchool.
Intervention for prolonged unexcused absence will occur in order and in the following manner:
* Teachers of individual classes will make personal contact after a series of unexcused absences.
* Advisors will make contact when referred of attendance concern by individual teachers.
* Administration/counselling may organize a face to face meeting with parents once referred by advisors.
* Letter of concern regarding successful completion of course will be sent by administration.
By reporting your child absent in advance using the Safe Arrival, you will not receive a call.
Regardless of the method used to excuse the absence, it is important to recognize that the responsibility to excuse an absence lies solely with the parent.
Sign Out Policy
If a student must leave the school during the day because of illness or other reasons, the student will report to the office and sign out. The student will, at this time, attempt to contact a parent/guardian in cases of illness to let them know that they are leaving.
Absence due to school functions or field trips
The students will be given a form which must be completed by each teacher, signed by the parent/guardian and returned to their sponsoring teacher at least one week prior to the beginning of the field trip. The teacher will provide a list of students who will be excused for the duration. There is no need for parents to phone in to excuse these absences.
Absence due to extended holiday
Students who will be absent from school for a week or more are required to see their advisor to help make a plan with teachers to ensure that the learning process is not harmed.
Absence during final examinations
Students must write final examinations during the prescribed times. Students may be excused from exams only in cases of extreme circumstances. Illness during exams should be excused by a note from a doctor. Please contact Neil Langevin. (See the calendar of events for examination dates)
Bus Pass Policy
Students living more than 2.4 km from their boundary school are eligible to receive a city bus pass paid for by the school district. This is a provincial policy and we are not able to adjust this. Students not eligible for automatically receiving a bus pass may still purchase one from the school at the full cost set by the city.
Passes are distributed through the school office. The bus passes provided are "student" passes, usable only from 6 AM to 6 PM on school days. For an additional cost, "student" bus passes may be upgraded to full "use any time" passes.
On-Time Expectations
Students are expected to be on time for all classes. Failure to be in class on time is not only a hindrance to the student, but also a disruption to the teacher and the class as a whole. Students who are persistently late may be referred to a school administrator. Parents can monitor lates by accessing PowerSchool.
Change of Address or Telephone
In order to keep up-to-date information about students, a Student Update Form needs to be complete for any change of address and/or telephone number, so that contact with the home can be made when necessary, as in the case of emergencies.
Fair Notice of Threat/Risk Assessment
We believe in creating safe and caring environments for students and staff. Any incident where someone engages in behaviour which threatens or appears to threaten the safety of others will be investigated. Administrators can implement a "Risk Assessment" for behaviours that are worrisome including writing or drawings with violent themes; references to or involvement in violent activity at school; or an increased interest in activities that are deemed as dangerous to the safety of others. A "Threat Assessment" is implemented when a student threatens to kill or injure others, brings a weapon to school, or makes direct verbal or written violent threats to others. The Threat/Risk Assessment regulations are outlined in Policy 504.9 available in the School District Policy Handbook available on the Lethbridge School District website.
Lack of Student Success
Many different and often complex factors influence school success. There are a variety of individual situations that require a clear understanding of individual circumstances. The following list outlines some of the presenting situations that contribute to lack of school success.
- Failure to meet course requirements due to lack of engagement, poor attendance, lack of attention to course assignments and tests.
- Behaviours in class and in the school that prevent learning.
- Habits that prevent regular school attendance and attention to academics.
- Unhealthy lifestyle choices.
- Conflicting demands on student time (work, living situations, social emotional issues, peer conflict)
Efforts are made to communicate presenting issues to parents and students early and often to avoid school failure. There are several points of intervention used universally with all students:
Universal School Interventions
- A school system phone message calls the home of every student, when unexcused absences are recorded.
- Teacher phone calls and e-mails to parents are ongoing when there are emergent issues in individual classes.
- Advisor contacting homes is scheduled for every student 2 times/year, once in October and once in April.
- Parents and students are able to monitor progress daily through PowerSchool.
Individual Interventions
- Students can be referred to in-school support services including counseling, SAIC, Learning Support and administration.
- Testing and further diagnostic measures are available through the school and district to provide more information as to what could be causing lack of success.
- Admin/Counseling meetings are held weekly to communicate and organize interventions for students.
- Consultative meetings with parents, administration, teachers, district and community representatives are organized to problem solve and develop plans for success.
Withdrawal from School
A student who is considering withdrawal from school should consult with their advisor and parents. If after consultation the student wishes to withdraw, they should complete the following steps:
1. Obtain a Withdrawal Form from the Main Office.
2. Obtain the signature of their advisor and an administrator.
3. Return all library materials and obtain the signature of the librarian.
4. Return all learning materials to the Textbook Centre and obtain signatures from the Textbook Centre assistant. Payment must be made for lost books.
5. After emptying their locker, the student should take the completed Withdrawal Form and lock to the General Office.
7. Items left in lockers will be retained for a period of 30 days, as required by Board policy. After this period they will be donated to charity.
Student Behaviour and Discipline
The essential expectation for student behaviour is that students conduct themselves in a mature, responsible manner at all times. Behaviour which infringes on a student's right to learn, or threatens the general welfare of others or the school will not be accepted. In addition, excessive public displays of affection are not appropriate for a school environment.
These expectations for acceptable behaviour apply, not only to normal activities during the school day, but also to co-curricular activities that may take place outside the school or the school day.
The school discipline policy is based on the principle that the home and the school share responsibility for teaching appropriate behaviour. Working together, we can help students develop accountability, responsibility, respect for others, and most important, respect for themselves.
In all discipline matters, the principal shall have the final decision. Students/Parents, however, will always have the right to be heard and to appeal a decision, first to the principal, and subsequently to the Superintendent of Schools and the Board of Trustees. This is in accordance with Lethbridge School District #51 Board Policies 500.1, 502.1, 502.2, 502.3, and 502.4. For complete policy details please see the Lethbridge School District No. 51 website at: www.lethsd.ab.ca
Alcohol, Drugs, Tobacco and Electronic Smoking Products
The following are prohibited on school property and at authorized student activities:
- possession and/or use of alcohol;
- possession and/or use of illicit drugs;
- use of tobacco and/or electronic smoking products;
- and inappropriate use of prescription and non-prescription medication.
Persons under the influence of alcohol or drugs are prohibited from being on school property or participating in authorized student activities. Students who contravene this policy shall be subject to discipline by school administration and/or the police.
Students who contravene this policy shall be made aware of the support services available through internal and/or external agencies. District employees shall co-operate with law enforcement agencies in matters related to the possession and/or trafficking of controlled substances on school property or at authorized student activities. District employees' cooperation shall be in accordance with appropriate statutes and in compliance with in loco parentis.
Dress
Students should dress in a manner appropriate for school. Clothing which is overly revealing, or which displays unacceptable language or images will be considered inappropriate for a school setting. Through the School Act, school personnel are given the authority to determine the acceptability of student dress. Students with unacceptable dress will be asked to change, or sent home.
Expectations of students when not in class
Students are encouraged to utilize the Learning Commons for individual study when not in a scheduled class. Students may also lounge in the cafeteria during their spare time. Students are not to be in the hallways during class time. As well students are not to congregate in the parking lot at any time.
Use of Technology
Technology can be a powerful tool to enhance learning, enabling students to access information and collaborate with others across the school, community, and the internet. We believe that all students, staff and parents must be good digital citizens by following standards of acceptable use when using either school owned technology (software, hardware, internet) or their own personal electronic devices.
Students will have access to data storage, internet access, email and other related software. A robust wireless network is available. All internet traffic at the school is filtered at the district level. Internet use can be real-time monitored for anyone logged onto the school district computer network. Users should not expect that files stored on school computers will always be private and are subject to review by school and system administrators. Students are responsible for good behaviour while using school computers or wireless network, just as they are in a classroom or school hallway.
RESPONSIBLE USE OF TECHNOLOGY
This Responsible Use of Technology summarizes the responsibilities of Churchill students using the school computer network. The network includes all computers or computer related equipment and applications, the local area network, and access to the Internet.
Guiding Principles for Network Use
1. Appropriate Use
The network is intended for educational activities and must not be used for purposes that are inappropriate, illegal or unethical.
2. Privacy and Personal Safety
Activities involving the network will protect the privacy of personal information and the personal safety of students.
3. Security of systems and information
Activities involving the network shall not compromise the security and integrity of data and information stored on district or school computer systems
4. Efficiency
Students must not give out their last name, address, photo, or phone number when using the network. Students must cite electronic references and comply with Canadian copyright law. They must not plagiarize the work of others. Students must only access educationally appropriate websites. A student should notify the teacher immediately if he or she accidentally accesses inappropriate material on the network or receives a message that may be inappropriate.
Students may not use vulgar, obscene or derogatory language or graphics while utilizing the internet. They may not engage in threats, personal attacks, harass another person, or post private information about another person. Students must not buy or sell products or services through the network.
Students must not attempt to compromise any computer or the network.
Consequences of Inappropriate Use
Students failing to follow these guidelines may lose their usage privileges for network and school devices and may be subject to further disciplinary consequences.
Fire Drills and Lockdown Drills
A minimum of six fire drills and two lockdown drills are conducted each year. Drill response is monitored closely to ensure that procedures and practices protect the safety of students and staff. The school has a Crisis Response Plan in place, should the need arise.
Motor Vehicle Use and Parking
Students are to operate their vehicles in a safe, responsible manner at all times, both on school grounds and in the vicinity of the school. Authority to govern such use is included in the School Act of Alberta. Students who use their vehicles to transport themselves and/or others on school-sanctioned activities must submit a waiver form signed by a parent. Parents of passengers must also complete a waiver form before this passenger may accompany a student-driver. These forms may be obtained from the office. A limited amount of student parking is available in front of the school and in the east parking lot. Students are cautioned not to park in staff designated parking spaces facing the building in the west parking lot and any space with a plug in.
Co-Curricular Program
2016-2017 Students' Council Executive
President - Rachel Greeno
Vice President - Vivianna Lee Secretary - Jessy O'Connor Treasurer - Ross Oliver Communications Chair - Roxy Kenney
Bulldog & Griffin Athletic Teams and School Clubs
Volleyball - Boys & Girls (Senior, Junior and grade 9)
Basketball - Boys & Girls (Senior, Junior and grade 9)
Football - Senior and Junior (grades 10, 11, 12)
Baseball - Senior and Junior (grades 10, 11, 12)
Rugby – Boys & Girls (Senior and Junior, grades 10, 11, 12)
Badminton - Mixed, Singles, Doubles (all grades)
Golf - Ladies and Men's (all grades)
Cross Country – All grades
Track & Field – All grades
Curling – All grades
Intramurals – All grades
Arts, Clubs, Committees
Interact
Interact works with its parent organization (Rotary International) to support students in pursuing to improve their community by setting one local and one global goal. Our group has a rich history that includes raising funds to build schools and provide clean water to communities in need overseas, as well as raising funds/collecting items for the local food bank and donating over $20,000 to cancer research in the last 5 years.
French Café
On Mondays during the lunch block, you are welcome to join Elise and immerse yourself in the French culture through movies. Come with your lunch and spend the period discovering some great French movies. If you are taking French during the second semester and you want to make sure your French skill are not rusty, please join us.
First movie viewing starts on September 21 st
, featuring: Le petit Nicolas.
À bientôt
Wellness Club
Student driven club with a focus to learn about, practice, and promote all aspects of wellness within the school and greater north side Lethbridge community. Wellness club will focus not only on physical wellness (healthy food choices, exercise, etc.) but also social, emotional, psychological, intellectual, occupational, and environmental wellness.
Teachers & students in the past have:
- Attended conferences with other wellness leaders and groups
- Raised money and collected clothes to help donate to the homeless shelter
- Organized, prepared, and served meals at the soup kitchen
- Participated in beginner healthy physical activities
- Organized our annual wellness fair with a variety of community partners
- Partnered with the University of Lethbridge Nursing and Public health programs to have student nurses help our school community with their wellness needs
- Served healthy snacks to students and teachers
- Promoted the annual Color Run
- Partnered with our counselling department to hold stress and anxiety clinics
- Staff surprises in mailboxes
- wellness draws for prizes
- random acts of kindness around the school
- vending machine healthy initiatives
- winter walk with hot chocolate
Student Council
Student council membership is open to all students in grades 9-12. Student Council fosters school spirit by planning school assemblies and activities and supporting other school events. Student Council meets weekly during lunch. The Student Council executive is determined by electing grade 11 students in the spring to serve during their grade 12 year.
Ignition
Ignition is a club that organizes events such as the World Vision 30 Hour Famine and Operation Christmas Child. The club has a background in the Christian faith and will have guest speakers from this community from time to time. All meetings are open to people of all faiths though!
Human Rights Club
Students from all 4 grade levels are encourage to participate. Originally the group was associated with Amnesty International, however the students felt that they would like to able to have more autonomy over the choices of their activities and projects. The focus now is more diverse and driven by what human rights issues the students feel are most important to them as a group. Letter writing campaigns to government officials regarding humanitarian atrocities, school activities and functions that bring a greater school awareness to the social and economic inequalities are a major emphasis of the group.
GLOW UP
Gay Lesbian or Whomever United People or GLOW UP is Churchill's Gay Straight Alliance group. The group offers peer support to LBGTQ students and their allies. In addition, the group coordinates activities in the school to educate about human rights, equality, and diversity in hopes of building a safe, tolerant and inclusive school environment for all students.
Special Events
Academic Awards Evening (October) Track & Field Meets
Pep Rallies, Fun Day, Colour Day, Orange and Blue Day
Tournaments – Basketball, Volleyball, Baseball
Hall of Fame Ceremony
Education Week
Orange and Blue Day
Graduation Convocation & Reception
Student Roundtable Discussions School Dances
Major Productions
Drama Productions
One Act Play Festival
Christmas Music Concert
Kiwanis Music Festival
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Frequently Asked Questions about Autism
What is Autism?
Autism is a behavioral diagnosis. It describes a set of behaviors. Autism is a general term used to describe a group of complex developmental brain disorders known as Pervasive Developmental Disorders (PDD). The other pervasive developmental disorders are PDD-NOS (Pervasive Developmental Disorder – Not Otherwise Specified), Asperger's Syndrome, Rett Syndrome and Childhood Disintegrative Disorder. Many parents and professionals refer to this group as Autism Spectrum Disorders.
What causes Autism?
The simple answer is we don't know. The vast majority of cases of autism are idiopathic, which means the cause is unknown.
The more complex answer is that just as there are different levels of severity and combinations of symptoms in autism, there are probably multiple causes. The best scientific evidence available to us today points toward a potential for various combinations of factors causing autism – multiple genetic components that may cause autism on their own or possibly when combined with exposure to as yet undetermined environmental factors.
While the definitive cause (or causes) of autism is not yet clear, it is clear that it is not caused by bad parenting. Dr. Leo Kanner, the psychiatrist who first described autism as a unique condition in 1943, believed that it was caused by cold, unloving mothers. Bruno Bettelheim, a renowned professor of child development perpetuated this misinterpretation of autism. Their promotion of the idea that unloving mothers caused their children's autism created a generation of parents who carried the tremendous burden of guilt for their children's disability.
In the 1960s and 70s, Dr. Bernard Rimland, the father of a son with autism, who later founded the Autism Society of America and the Autism Research Institute, helped the medical community understand that autism is not caused by cold parents but rather is a biological disorder.
How common is Autism?
Today, it is estimated that one in every 110 children is diagnosed with autism, making it more common than childhood cancer, juvenile diabetes and pediatric AIDS combined. An estimated 1.5 million individuals in the U.S. and tens of millions worldwide are affected by autism. Government statistics suggest the prevalence rate of autism is increasing 10-17 percent annually. There is not
established explanation for this increase, although improved diagnosis and environmental influences are two reasons often considered. Studies suggest boys are more likely than girls to develop autism and receive the diagnosis three to four times more frequently. Current estimates are that in the United States alone, one out of 70 boys is diagnosed with autism.
Source: Autism Speaks
What is a diagnosis?
A diagnosis is a categorical term that describes a group of behaviors or characteristics that, in most cases, are linked with a particular disease or disorder through cause, trajectory and effective treatments.
How is a diagnosis of an Autism Spectrum Disorder (ASD) different from other diagnoses?
Because we do not know the causes, ASD diagnoses are based purely on observations or reports of behaviors. Unlike many medical syndromes, ASDs are not diseases. They are not contagious and are not yet treatable through medication (though medicine can help some symptoms). They are developmental disorders that reflect differences in the way that children develop from very early on (from infancy and toddlerhood) and that usually continue to affect development into adulthood. The primary treatments are educational (e.g., teaching individuals with ASDs ways to do things that may not come as easily for them) and compensatory (e.g., helping individuals learn to use their strengths to make up for areas that are more difficult), as well as behavioral (e.g., helping individuals and families to minimize behaviors that interfere with daily living, such as tantrums or self-injury).
How are Autism Spectrum Disorders defined?
ASDs are defined by difficulty in three areas of behaviors: 1) reciprocal social interaction, 2) communication and 3) repetition and insistence on sameness. Exactly how an individual is impacted across these three areas varies greatly. There is no one behavior that is present in all individuals with ASDs or that would rule out ASDs in every person. Many, but not all, individuals with ASD have language delays. Some individuals with ASD, but not all, have lifelong language disorders. Some, but not all, individuals with ASD also have mental retardation that affects development of nonverbal problem-solving, everyday self-care (e.g., dressing; academics) and language.
Are there different types of ASDs? Are some cases of ASD more severe than others?
Within the category of Autism Spectrum Disorder (sometimes known as Pervasive Developmental Disorders or PDD), there are a number of subtypes that are associated with different levels of severity in different areas.
Autism is the disorder that has received the most study and has been recognized for the longest time. It is defined by the presence of difficulties in each of the three areas listed above (social deficits, communication problems and repetitive or restricted behaviors), with onset in at least one area by age 3 years. It may or may not be associated with language delays or mental retardation.
Asperger Syndrome is a form of ASD that is often identified later (e.g., after age 3, usually after age 5) and is associated with the social symptoms of autism and some repetitive interests or behaviors, but not with language delay or mental retardation. Many parents and professionals use this term with older and/or more verbally fluent individuals with autism because they feel it is less stigmatizing.
Rett Syndrome and Child Disintegrative Disorder are both very rare, severe forms of ASD that have particular patterns of onset, and, in the case of Rett Syndrome, a specific genetic basis.
Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS) is a form of ASD used to describe individuals who meet criteria for autism in terms of social difficulties but not in both communication and restricted, repetitive behaviors. It can also be used for children who do not have clearly defined difficulties under age 3 or later. This term is often used by professionals when they are not quite sure of a diagnosis or when the symptoms are mild. Several epidemiological studies have reported that as many or more children have PDD-NOS or less clear symptoms as have classic autism.
The difficulties of children and adults with Asperger Syndrome or PDD-NOS are similar, and milder than those of individuals with autism, suggesting that these distinctions are fairly arbitrary and should not be used to limit services or benefits.
What benefit is a diagnosis of ASD?
A diagnosis should go beyond a description of defining features of a disorder to provide important information about other aspects of behavior or development. For example, where ASDs are concerned, it is essential to know that families with one child with ASD are at greater risk for having another child with ASD, though this risk is probably less than 1 in 5. Also important is the fact that adolescents with ASD are more likely to have a seizure or develop epilepsy than other children their age. Most important of all, a diagnosis often provides children access to services through school systems and early intervention networks. It can also provide adults access to services through vocational programs. A diagnosis can give parents and family members a way to start acquiring information about other children with similar difficulties and ways to find support through local, national and international organizations.
A diagnosis should provide information about effective and ineffective treatments. Though there is no one-size fits all treatment for ASDs, it is clear that low intensity interventions that are not built on engaging a child in social interaction and communication, and that do not involve parents, are not appropriate programs for young children with ASDs. In ASD, many children's behavior problems (e.g., tantrums) are linked to not being able to communicate. Providing the child with a way to let others know what he or she wants (e.g., through words or signs or pictures) and helping the child understand what others are saying (also through pictures or objects or gestures) can decrease problem behaviors greatly. Medications may help treat additional symptoms in ASD, such as hyperactivity, but are often less effective in children with ASD than other children.
A diagnosis is necessary for doing research to find the causes and to improve treatments for ASDs, so that scientists can know who they are studying and can compare findings across different research projects. Because there are probably many subtypes of ASD, researchers need to work with large numbers of children and families in order to have adequate numbers of similar children. This means that researchers need to merge samples, which requires that they agree on common diagnostic procedures (or else they will not know what differences across samples mean if they occur).
What Do I Do Now?
1. Take care of yourself
Finding out that your child has autism is a big deal. Hearing the diagnosis can be shocking and emotional, even if you suspected that something was different about your child. It is very common for parents to feel a wide range of emotions about the diagnosis (and the child) including surprise, denial, anger, sadness, grief, numbness, and a sense of being overwhelmed. It is common to feel several of these emotions all at once, or to feel the range of them over time. These emotions are legitimate, and deserve to be acknowledged. Parents who take the time to sort out their own feeling about the diagnosis end up being more useful to their child than parents who do not acknowledge their (very legitimate) reactions.
Many people benefit intensely from attending a few sessions with a therapist themselves. A therapist is a person whose job is to help people process important events and intense emotions. Therapists are for people who have a lot to think about, not just for people who are 'crazy'. Often, insurance companies will cover several sessions of therapy. Investing your time and energy in a few sessions of therapy can really pay off for you and your whole family in both the short and long term.
2. Read and Ask Questions
See our basic resources guide for a place to start. Make phone calls and ask questions
3. Make a Treatment Plan
4.
Work with your child's doctor, psychiatrist, psychologist, or therapist to develop concrete goals and methods for meeting those goals. This may involve changing the way you do things at home and at school. See our resources guide for more information about treatment.
5. Continue to evaluate your plans and modify them as your child reaches new developmental stages.
Make School Plan Work with your child's teacher and other school personnel to develop educational goals, and methods of meeting those goals. This may involve changing the way expectations are communicated in school. See our resources guide for more information about education. | <urn:uuid:7bb78afc-1efb-4c2f-be13-2cb414bf9b99> | CC-MAIN-2017-43 | http://empowerautism.com/wp-content/uploads/2013/11/Frequently-Asked-Questions-about-Autism.pdf | 2017-10-24T01:56:22Z | crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00580.warc.gz | 109,444,080 | 2,169 | eng_Latn | eng_Latn | 0.998614 | eng_Latn | 0.998878 | [
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What's up in Astronomy By Eric Erickson
Offered Title: The Moon by any Other Name
What's up with all the names for our Moon? Hunters, harvest, blue…and on and on. And what do they mean? Names for our Moon come from meaningful descriptions so let's dive into its names and meanings.
Let's start with Moon.
Moon is an English word derived from the Germanic mǣnōn and had its English start around 725 as monā, then mone, then moone, and finally Moon. Luna is the Latin and Selene is the Greek word for our Moon. OK, got it? Not so fast, apparently the Romans used the names Diana and Cynthia to describe the Moon as well. This is getting kind of complicated!
Many of the Moon's names derive from native American names – a full Moon, based on the season and/or month.
From the Farmers' Almanac. The common name is first, then other names used in parentheses.
Wolf Moon (old, snow) – January: Mid-winter wolf packs howled outside encampments
Snow Moon (hunger) – February: The heaviest snowfall of winter
Worm Moon (crow, crust, sap) – March: Earthworms emerging and the return of Robins
Pink Moon (Sprouting Grass, Egg, Fish Moon) – April: Emergence of the herb moss pink, wild grasses, birds nesting, and spawning shad.
Flower Moon (corn planting) – May: Flowers blooming, time for planting
Strawberry Moon (rose) – June: Time to gather strawberries
Buck Moon (thunder, hay) – July: Bucks are growing new antlers
Sturgeon Moon (red, green corn, grain) –August: Named after this big prehistoric looking creature, fished in August, maybe for caviar?
Harvest Moon (corn) – September: Native Americans named it corn Moon for the corn harvest. The harvest Moon is the full Moon occurring closest to autumnal equinox, usually in September but sometimes in October. FYI – the October 2017 full Moon is a Harvest Moon.
Hunter's Moon (Harvest, Blood, Sanguine) – October: Time to hunt fattened deer. Sanguine is a term referring to blood, whether it be relation, or bloodthirsty. This Moon is not the Blood Moon term used for a total lunar eclipse.
Beaver Moon (frosty) – November: Time to set beaver traps before swamps freeze over.
Cold Moon (long nights) – December: Cold, long nights of winter
Blue Moon: This is the name traditionally given to an "extra" full Moon occurring, resulting in 13 during the 12-month year, happening once every 2-3 years. The Maine Farmers' Almanac defined Blue Moon in the late 19 th century as the third full Moon occurring in a quarter that had four full Moons. Normally a quarter has three full Moons. Another definition, a little simpler but out of step with the Almanac, it a second full Moon in any given month. When's the next one? Depends. Using the Almanac, it is on 05/18/2019. Using the simpler definition, it will be on 01/31/2018. Either way, it means an occurrence happening infrequently.
What's in the Sky?
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CHILDREN'S DEVOTIONS FOR THE WEEK OF:
___________________
LESSON TITLE
: The House Built on the Rock
THEME: We must hear and do the Word of God.
SCRIPTURE
: Matthew 7:24-29
Devotion NT227
Dear Parents…
Welcome to Bible Time for Kids! Bible Time for Kids is a series of daily devotions (five per week) for children and their families through which we hope to reinforce Sunday's lesson, provide ideas for the application of God's Word, and encourage your children to develop a daily devotional life. Since the age of your child will affect how they respond to the content, we suggest you make them age appropriate by adding your own ideas.
In the lesson this week, we learned about The House Built on the Rock (Matthew 7:24-29). We encourage you to review these scriptures with your child. We found out that the "wise man" built his house on the rock so that when the storms came, his house would not be destroyed. But, the "foolish man" built his house on the sand. When the storms came, his house was completely destroyed!!
We must build our lives on the right foundation—Jesus and His Word. When our lives are built on Jesus, the solid rock, we will remain strong no matter what storms come into our lives. What a blessing it is to be able to rest in Him!
We hope you and your family will be blessed as you study God's Word together.
What Is Our Foundation?
Text: 1 Corinthians 3:11 - “For no other foundation can anyone lay than that which is laid, which is Jesus Christ.”
Also read 1 Corinthians 3:9-17
Nick called up Joel and asked if he wanted to come and spend a day with him and his Dad at his Dad's work. Joel was pretty excited and said he would love to go. Nick's Dad built houses, and it was always a fun day when he and Nick got to go out to the construction sight. Joel was happy when his Mom and Dad approved the idea.
The next night, Joel was getting ready for bed; he told his Mom and Dad of the wonderful day he had. He told them about the large cement trucks that were pouring all day long so they would be ready to pour slabs upon which the houses would be built. Joel was even allowed to write his initials in some of the wet concrete. Joel then asked his Dad a question. "Why do they need concrete slabs to build the houses on? Why can't they build them right on the dirt?"
"Well," Joel's Dad replied, "the concrete slab provides a foundation. There has to be a strong foundation for the house to stand on so that it won't sink down when storms come or crumble without good support. If they built the house right onto the dirt or the sand, the house may not stand long. It's kind of like what the Bible talks about when it says that Jesus is our foundation. We need to build our lives on a solid and strong foundation. If we build our lives on Jesus, nothing will be able to hurt us. If we build our lives on anything else, we may not be able to stand for very long. The foundation is the most important part of the building, and it is the most important part of our lives."
Jesus said that the wise man builds his house on the rock; the foolish man builds his house on the sand (Matthew 7:24-27). He explained that the one who builds His house on the rock is the one who hears His words and obeys them. Joel jumped in and said, "I definitely want to build my life on Jesus!"
* Have you ever seen the foundation of a house? Maybe your own house?
* What could happen to a house without a strong foundation?
* Have you built your life on the foundation of Jesus?
Kid's Bible Dictionary
Foundation: What a building is built upon. For a building to stand up, it must be built on something strong, like rock or concrete. In the Bible, Jesus is said to be the foundation upon which we should build our lives upon. He is our Rock!
The Cornerstone
Text: Ephesians 2:20 - "having been built on the foundation of the apostles and prophets, Jesus Christ Himself being the chief cornerstone,"
Also read Ephesians 2:19-22
Have you ever been to a really old church building or maybe an old mansion or museum made out of stone? If you walked around the outside of the building you may have seen what is called the cornerstone. The cornerstone is a large stone in one corner of the building. It is used to mark where all of the other stones go so that the building will be built properly. In some of the older buildings, the cornerstone is even marked so that you can see which one it is. Some of them might have the date that the building was built and maybe even the name of the person who owned the building and had it built. Since every other stone had to line up with the cornerstone, the cornerstone is the most important part of the foundation.
In our Bible reading, Ephesians 2:19-22, we read that each one of us is part of the wonderful temple that God is building. Jesus is the chief cornerstone. The whole building has been fit together to be a dwelling place for God's Spirit. Each member is important. Each member serves a special purpose, being fit together to bring God glory.
In order for us to be a building that can give glory to the Lord all of the times, our lives need to be lined up with the chief cornerstone. We can grow in Jesus and be strong when we line up our lives with His. In a good, solid building, there cannot be any bricks off by themselves in a pile, nor can there be bricks askew (not lined up) that weaken the building and detract from it's beauty as well as causing other bricks not to line up. Each brick must be properly set in the building to be useful.
So, we need to realize our importance in the body of Christ—the holy temple built for the Lord. Obviously, we are going to need to be around other "bricks" (other Christians) in the temple. We will not be an effective part of the building if we try to live our lives on our own. And, we need to line our life up with Jesus, obeying what He wants us to do. What a privilege to be part of His body, His temple, built for His glory. Have you committed your life to be a well "fitted together" part of God's building.
* What is a cornerstone? How is Jesus the "chief cornerstone?"
* Why is each one an important part of the building?
Kid's Bible Dictionary
Cornerstone: The stone placed at the bottom corner in the foundation of a stone building. It was the most important part of the building. A picture of Jesus in the Bible.
Day Three
Wise Boys and Girls
Text: Psalm 19:7 - “The law of the LORD is perfect, converting the soul; the testimony of the LORD is sure, making wise the simple ;”
Also read Psalm 19:7-11
How do we build our lives on the right foundation? We need to hear and obey God's Word. God's Word is filled with wisdom and shows us how to live our lives in a way that is pleasing to Him. When we obey God's Word, our lives will be blessed. In the Psalm 19, we see some things that God's Word IS and some things that God's Word DOES in our lives.
GOD'S WORD IS:
* Perfect - It is complete, everything that we need.
* Right - His word is always right, we can find the truth in the word.
* Sure - We can count on God's word.
* Pure - There is no sin or any error in God's word.
* To Be Desired - Even more than gold, it is our most valuable possession.
* True & Righteous - The Bible is "right on." We can rely on the Bible.
* Sweet - God's word is gentle, very much a comfort when we are in need.
WHAT GOD'S WORD DOES:
* Converts the soul - The Bible leads us to Jesus and shows us how to be saved.
* Gives our heart joy - It encourages us and fills us with the joy of the Lord.
* Gives us wisdom - God's word teaches us how we are to live.
* Opens our eyes - Because it is truth it opens our eyes to what is right.
* Warns us - The Bible tells us what to stay away from so we can have a fruitful life.
* Endures forever - Even though some have tried to destroy it, God's word can never be destroyed.
* Brings great reward - When we follow God's word, great blessing will follow.
Can you see why studying the Word of God is so valuable?
* Are you learning God's Word and growing in wisdom?
Kid's Bible Dictionary
Wisdom: Good sense or understanding, wisdom is a gift from the Lord.
A Bad Hair Day
Text: James 1:23 - “For if anyone is a hearer of the word and not a doer, he is like a man observing his natural face in a mirror;”
Also read James 1:19-25
Joel was looking in the mirror early Sunday morning. He heard Mom say, "Make sure that you brush your teeth and comb your hair before we leave for church." "Okay," Joel replied. Wow, was Joel ever having a bad hair day! It was everywhere. After studying the mirror a little, he decided to go get dressed first. As he got dressed, he began to think about the fun day ahead. Tim had invited him to come over after church to ride scooters; he couldn't wait. Soon it was time to go. Joel sped out to the car.
Mom looked back at Joel and asked, "Did you comb your hair?" "Oh No," Joel said, "I forgot to comb my hair!" "I guess you'll just have to wear it like that for today, since we don't have time to fix it now," Mom said. Though Joel might later forget again that he looked quite messy, his friends were reminded of it all day!
Sometimes, we can look into the Bible and see how God wants us to live and take note of the changes we should make. It's like looking into a mirror and seeing that it's a "bad hair day." A "hearer" would be one who just walked away and forgot to comb his hair. A "doer" sees the need and takes action; he combs his hair! Maybe, after hearing God's Word, you know there is something you should change. If you walk away from the Word without changing, it is kind of like Joel with His bad hair; it doesn't get changed. We are still a mess! It is important to listen to God's Word, but even more important to do it! Let's be "hearers" and "doers" of God's Word!
* Tell about a time when you or someone in your family had a "bad hair day."
* What happens if you see something in the mirror that needs changing but you don't do anything about it?
* What is a "doer" of the Word?
Kid's Bible Dictionary
Hearer: Someone who listens to God's Word.
Doer: Someone who does those things that they hear in God's Word.
Hide It in Your Heart
Text: Deuteronomy 6:6 - “And these words which I command you today shall be in your heart;”
Also read Deuteronomy 6:4-9
God has given us His Word so that we will know how to live for Him. Building our lives on God's Word is building our lives on a SOLID foundation. We want to be like the wise builder who built his house upon the rock. The Bible should play a very important part of our lives in helping us to do that.
In Deuteronomy 6, Moses spoke to the Israelites regarding God's Word. He said God's Word should be in their hearts. How important that we do not study God's Word with the idea of putting a lot of facts and things in our minds. We need to let God's Word sink deeply into our hearts. We know God's Word is in our heart when we become "doers" of the Word, taking action when we hear it.
Also, Moses commanded parents to teach the Word carefully to their children. It is important to pass on the Word to our children. Next, he said that we should talk about the Bible in our homes—when we are walking and when we are getting ready for bed. It should be the first thing we do when we get up. In other words, God's Word should be in our hearts at all times. He also talked about placing God's Word between our eyes and upon our hands. Everything that we see or do should be tested and filtered by the Word of God. If God's Word is hidden in our hearts, we will be careful that what we are seeing and doing is pleasing to God. Moses said God's Word should be on the doorposts and gates of our homes. Posting God's Word on the doorposts and gates of our home will not only remind us that the Word of God is very important in our life, but those who visit will know the importance of God's Word to us.
Have we given God's Word its proper place in our hearts? God has promised much blessing to those who highly value His Word.
* What has God given us to help us to know how to live for Him?
* Where should we hide God's Word? A) In the back yard? B) In an old coffee can? C) In our hearts?
Kid's Prayer Time
This week as you pray ask the Lord for His wisdom. Thank Him for His Word. Ask Him to help you to build your life upon Jesus, the only solid foundation.
Memory Verse…
First and Second Grade
"If you hear my words and obey them you will be like the wise man who built his house upon the rock. When the rains and floods came and beat upon the house, it didn't fall because it was built on the rock."
Third Grade and Above
"Therefore whoever hears these sayings of Mine, and does them, I will liken him to a wise man who built his house on the rock: the rain descended, the floods came, and the winds blew and beat on that house; and it did not fall, for it was founded on the rock."
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"Disgusting" Animals: Primary School Children's Attitudes and Myths of Bats and Spiders
Pavol Prokop
Slovak Academy of Sciences, Bratislava, SLOVAKIA
Sue Dale Tunnicliffe
Institute of Education, University of London, London, UK
Received 10 June 2007; accepted 07 January 2008
Knowledge of animals may influence children‟s beliefs and behaviour toward them, thus building positive attitudes toward animals is one of main goals of environmental education programmes. Although keeping animals contributes to the increase of children‟s positive attitudes toward wild animals, pet owners show similar negative attitudes toward less popular animals such as insects, bats or rats than non-pet owners. Moreover, some of these animals are emblazoned with various myths (hereafter alternative conceptions) which may have a negative impact on children‟s attitudes toward them. We used a novel approach with two questionnaires with nearly identical items for identifying attitudes to bats and spiders in a sample of primary school participants (N = 196) aged 10 - 16 years. Score from each questionnaire was factor analysed and then compared with a pair-wise statistic. Children (especially girls) showed more negative attitudes toward spiders in comparison with bats. Both knowledge and alternative conceptions were distributed randomly irrespective of children‟s age or gender. We found a moderate, but significant correlation between alternative conceptions and attitudes, whereas more alternative conceptions resulted in more negative attitudes. Interestingly, the link between attitude and knowledge was found just for bats, but not for spiders perhaps due to greater fear from spiders. Implications of the study for the science education practise are discussed.
Keywords: Alternative Conceptions, Animals, Attitudes, Bat, Myths, Spider
INTRODUCTION
What people feel and believe about the environment determines their attitudes toward it (Pooley, 2000). Although the "feeling" or the affective dimension of science learning has long been recognized as important, it has received much less attention than has the cognitive dimensions (Simpson, Koballa, Oliver, and Crawley, 1994; Alsop and Watts, 2003). Pro- environmental behaviour, however, belies the assumption that behavioral change follows directly from development of necessary knowledge and skills (Iozzi, 1989). Attitudes are expected by some researchers to correlate with knowledge (Thompson and Mintzes, 2002), but there is greater agreement that attitudes correlate with behaviour (Kraus, 1995). The environmental literacy of citizens includes some level of environmental knowledge and attitudes and (proenvironmental) behaviour (Roth, 1992).
Correspondence to: Pavol Prokop, Dr. Department of Biology, Faculty of Education, University of Trnava, Priemyselná 4, P.O. Box 9, 918 43 Trnava, SLOVAKIA E-mail: email@example.com
Copyright © 2008 by Moment
Attitudes toward the environment, or the affective dimension, are generally believed to be a more important predictor of pro-environmental behaviour rather than environmental knowledge itself (Iozzi, 1989). An attitude can be generally defined as the tendency to think, feel, or act positively or negatively
toward objects in our environment (Eagly and Chaiken, 1993; Petty, 1995). Social psychologists consider attitudes as having three components: the cognitive, the affective, and the behavioural (see Reid, 2006 for a review). The cognitive component is a set of beliefs about the attributes of the attitudes‟ object and its assessment is performed using paper-and-pencil tests (questionnaires). The affective component includes feelings about object and its assessment is performed using psychological indices (heart rate). Finally, the behavioural component pertains to the way people act toward the object and its assessment is performed with directly observed behaviours (Eagly and Chaiken, 1993).
The link between environmental attitudes and knowledge
Some researchers propose that environmental knowledge is an essential precursor of attitude formation (Kellert and Westervelt, 1984; Kaiser, Wolfing, and Fuhrer, 1999). However, the relationship between attitude and knowledge is a complex and is still not fully understood (Zimmerman, 1996). Increasing environmental knowledge may result in more positive pro-environmental attitudes. For example, Cohen (1973) found that group of high school students with more environmental information showed different attitudes that the group with less environmental information. Hsu and Roth (1996) investigated the relationship between environmental attitude and knowledge in randomly selected community leaders in Taiwan and found a positive correlation between their environmental knowledge and behaviour. DiEnno and Hilton (2005) compared two teaching methods (constructivistic vs. traditional approach) on high school students‟ attitudes and knowledge of non-native plants and found that knowledge and attitudes of students experiencing a constructivistic approach significantly increased, while no similar trend was found for the group with traditional approach. Bradley et al. (1999) found that after an environmental science course, students had higher environmental knowledge and attitudes between the pre- and post-tests. In both the pre- and post-tests, students with higher knowledge scores also had higher attitude scores when compared with students who had lower environmental knowledge scores.
Later in the course the students espoused other human values (sustainable development and solidarity), demonstrating an apparent shift toward systemic and complex attitudes about environmental matters.
Similarly, Mangas and Martinez‟s (1997) study regarding university students enrolled in an elective environmental education course showed that students‟ environmental knowledge increased at the end of the course and was accompanied by an increase in environmental attitudes. Initially, the students preferred nature protection values to economic interests.
Thompson and Mintzes (2002) showed statistically significant relationships among all five knowledge structures (as measured by concept maps) and three of four attitudinal scales.
In contrast, there are several works that failed to find clearly significant relationship between attitude and knowledge. For example, Kuhlemeier et al. (1999) and Makki, Abd-El-Khalick, and Boujaoude (2003) found only moderate correlation between environmental attitude and knowledge. Lukas and Ross (2005) examined attitudes and knowledge toward apes in 1,000 ZOO visitors before and after they visited a zoological garden. They found an increased level of knowledge about apes, but visitors‟ attitudes toward apes remained unchanged. Only repeat visitors showed more ecoscientistic attitudes than did first-time visitors. Brossard, Lewenstein and Bonney (2005) investigated effects of informal science education project (The Birdhouse Network) on participants‟ attitude toward science and environment and knowledge about birds. They found that participants‟ knowledge of bird biology increased in terms of basic facts of biology of birds. However, they failed to find any statistically significant change in participants‟ understanding of the scientific process, attitudes toward science and attitudes toward the environment. In summary, the link between attitude and knowledge is not definitely resolved yet and, in agreement with earlier view of Kellert and Westervelt (1984), the level of knowledge can be considered as one of several factors affecting attitudes.
Myths and attitudes to animals
Human attitudes toward animals are influenced particularly by the species of animal. For example, the general public were found to view most invertebrates with aversion, anxiety and ignorance (Kellert, 1993), probably because they are small and behaviourally and morphologically unfamiliar to humans (Davey, 1994; Kellert, 1993; Wilson, 1987). Bjerke and Østdahl (2004) found that people most like small animals such as small birds, squirrels, dogs, etc., and dislike invertebrates, bats, rats and mice. Less popular species was more interesting for males and the former group was more popular for females. Similar gender differences (greater fear in females) were also documented relating to human‟s fears of large carnivore predators (Røskaft, Bjerke, Kaltenborn, Linnell, and Andersen, 2003). This suggests that females should express greater fear from phobic animals in comparison with males. Positive attitudes at least to some animals decrease as age of participants increases (Kellert, 1996; Bjerke and Østdahl, 2004).
Fear from animals has been traditionally viewed as biological predisposition that associates humans with potentially dangerous animal with fearful consequences (Seligman, 1971) or, more recently, by the "diseaseavoidance" hypothesis (Davey, 1992, 1994, Davey et al.,
1998). The latter notion comprises a first subcategory of animals that are directly or indirectly associated with the spread of disease and infection (e.g. bats). The second subcategory refers to those animals that possess features which resemble primary disgust-evoking stimuli such as mucus or faeces (e.g. snakes, snails, worms, etc.). The third subcategory relates to animals that are associated with dirt, disease or infection (e.g. spiders).
From the science education perspective, myths or alternative conceptions are especially important in the case of least popular animals such as snakes, spiders or insects, because learners‟ concepts and/or behaviour towards these animals can be influenced by the negative attitude. For example, Bjerke, Østdahl and Kleiven (2003) showed that, although pet owners have generally more positive attitudes toward wild animals in comparison with non-pet owners, these differences disappeared when comparing attitudes toward less popular animals. This suggests that attitudes to less popular animals can be highly resistant to change.
Fear is traditionally followed by various myths that are more or less appreciated by humans. Myths are identical with alternative conceptions which are often cultural and can be characterized follows: Alternative conceptions are robust with respect to age, ability, gender and cultural boundaries. They typically serve a useful function in the everyday lives of students, their families and their teachers. Alternative conceptions are often tenacious and resistant to change by conventional teaching strategies. They successfully interact with knowledge presented in formal instruction and often resemble those of previous generations of scientists and natural philosophers. Alternative conceptions are products of personal experiences or the mass media as well as formal instructional interventions (Mintzes and Wandersee, 1998).
Purpose of the study
There is at least moderate correlation between achievement and attitudes to science (Haladyna and Shaughnessy, 1982; Weinburgh, 1995; Dhindsa and Chung, 2003; Salta and Tzougraki, 2004). Teaching biology however includes several animal species, such as spiders or bats, generally considered less popular and therefore not reared as pets (Kidd and Kidd, 1985; Prokop, Prokop, and Tunnicliffe, 2008). There are various myths about spiders (Davey, 1994) and bats (Strohm, 1982) which can negatively influence students‟ attitudes toward them (for attitude classification see e.g. Kellert, 1985, 1996, or Thompson and Mintzes, 2002). Spiders are of especial importance, because it is suggested that up to 1 in 3 females and 1 in 4 males may actively fear spiders (Davey, 1992). To date, however, no systematic approach to examine relationships between various attitude dimensions and alternative conceptions of spiders and bats has been conducted.
The present study examines relationships between attitudes, knowledge and myths (referred to as alternative conceptions) in a sample of elementary school children aged 10 -16 year toward two distinct and unique animal groups, bats and spiders, which may be important in a biology curriculum. A comparison of attitudes toward these two distinct animal groups is also interesting, because attitudes that are formed through direct experience are rather affective and attitudes formed through indirect experience are rather cognitively based (Millar and Millar, 1996). Bats are unique examples of animals that agitate fear, but direct experiences with them would be less frequent than that with ubiquitous spiders.
Hypotheses
Our hypotheses were:
2. Boys would have more positive attitudes toward bats and spiders than girls.
1. Attitudes toward spiders would be generally more negative than attitudes toward bats.
3. Attitudes toward both bats and spiders would decrease as age of participants increase.
5. Alternative conceptions would influence negative attitudes toward bats and spiders.
4. Alternative conceptions (myths) of bats and spiders would be distributed randomly across age classes, but knowledge would show a positive correlation with children‟s age.
METHODS
Construction of the Bat Attitude Questionnaire (BAQ) and the Spider Attitude Questionnaire (SAQ)
We measured students‟ attitudes towards bats and spiders by Likert-type items (Likert, 1932) developed similarly to Kellert‟s (1985) attitude scale toward animals. Most of negativistic items were derived and modified following the Spider Phobia Questionnaire (Kindt, Brosschot, and Murit, 1996). Knowledge of bats and spiders was measured by items that represent basic facts about the biology of bats and spiders. Alternative conceptions about bats and spiders were derived from accessible online web pages (putting "myths" + "bats" or "spiders" to google), information from various publications (Airas, unpublished paper; Davey, 1994; Strohm, 1982) and our own experiences with peoples‟ beliefs. The questionnaire for measuring attitudes, alternative conceptions and knowledge of bats comprised 49 items and the questionnaire for spiders comprised 50 items. Attitude items were identical for both bats and spiders, except for the term "bat(s)" or "spider(s)" which allowed us to use data for pair-wise comparisons. Only in a few instances does the wording of items differ, and this is because it was impossible to design them more accurately (see Appendix A). The
order of items was designed randomly for both two questionnaires. Items that were scored by participants from 1 (strongly disagree) to 5 (strongly agree). Items were formulated either negatively or positively (Oppenheim, 1993). Negative items were scored in the reverse order. Questionnaires were administered on two separate occasions within 1 – 2 days by the classroom teacher. The order of administering the BAQ or the SAQ was random.
The validity of the questionnaire was established through review by two professors in the field of zoology from two different universities and two experts in biology education. All were asked whether the items in each dimension were relevant to the goal of the questionnaire. Revisions were based on their comments and suggestions.
dimensions (α = 0.89 for BAQ and 0.87 for SAQ), the Negativistic dimension of 9 items (α = 0.85 for BAQ and 0.87 for SAQ), the Naturalistic dimension of 5 items (α = 0.70 for BAQ and 0.75 for SAQ). The values of Cronbach‟s alpha showed that all dimensions showed acceptable reliability (Nunnaly, 1978).
Participants
Score from attitudes (31 items in the BAQ and 31 items in the SAQ) was separately submitted to factor analysis (with Varimax rotation). Both BAQ and SAQ showed high reliability of items (Cronbach‟s alpha = 0.91 and 0.9, respectively). Knowledge and alternative conceptions (remaining 18 items in BAQ and 19 items in SAQ) were measured separately. Six factors with eigenvalues greater than 1.2 for each BAQ and SAQ were derived. These six factors explained 51 and 52 % of total variance. Items with loadings lower than 0.39 were omitted. Items that loaded with more than one factor were also excluded from further consideration (Palaigeorgiou, Siozos, Konstantakis, and Tsoukalas, 2005). As a result, only identical items that loaded to the same dimension for each BAQ and SAQ were used in further analyses. This allowed us to use a pair-wise statistics for comparison of means. In total, data from 5 attitude items for both BAQ and SAQ were omitted. Finally, we measured the reliability of all remaining items (26 items per each questionnaire) and also the reliability of each dimension separately. The Cronbach‟s alpha coefficient for the whole instrument consisting of 26 items was 0.89 for the BAQ and 0.89 for SAQ which indicates high reliability of the questionnaire (Nunnaly, 1978). The Ecoscientistic dimension consists of 12
The study was conducted between November and December 2006. A total of 196 grade 5 - 9 children (136 males and 60 females) aged 10 - 16 years (M = 12.2, SD = 1.39) attending two urban elementary schools attending by 6 – 16 years old children participated in the study. Participants were selected randomly irrespective of their interest in biology. Children were satisfied that the questionnaire was not a test, but just a research attempt to examine their attitudes toward bats. No time limit was given during completion of questionnaire.
RESULTS
General differences between attitudes toward bats and spiders
Overall, there were highly significant differences between six dimensions.
A repeat measures MANOVA was used to identify the effect of gender and grade (between-effect variables) on attitudes toward bats and spiders (within-effect variables). This adds the opportunity of determining through MANOVA which effects are general, and which effects are specific to certain attitude dimension of bat or spider. Results are shown in Table 1.
There were more positive attitudes toward bats in comparison with spiders in all three dimensions (Fig. 1) (Hypothesis 1). A Naturalistic dimension showed lower and negative mean score (i.e. mean < 3) in comparison with the Ecoscientistic and Negativistic dimension which suggests that children have low overall interest to encounter these animals (especially spiders) in the nature.
Table 1. Multivariate analysis of variance (MANOVA) of Slovakian children‟s attitudes toward bats and spiders.
Differences in attitudes with respect to gender and grade
Boys have generally more positive attitudes toward bats and spiders than girls (Hypothesis 2). The effect of gender was especially significant in the Negativistic and the Naturalistic attitudes toward spiders (univariate ANOVA, Boys > Girls, F1,186 = 6.6 and 8.9, p < 0.01 and 0.001, respectively).
The attitude dimensions between bat and spider mutually correlated and correlation coefficients ranged 0.35 – 0.54 (see Figs. 2 – 4). Visual observation of these figures suggests that the Naturalistic and Ecoscientistic attitudes decrease as age of children increase (Hypothesis 3) while the Negativistic attitudes remained more or less unchanged.
Attitude dimensions showed different mean score with respect to age of children (Table 1). A Tukey posthoc comparison of means revealed that 5th and 9th grade boys (10 - 16 years old) showed significantly more positive attitudes toward bats and spiders than girls from the same age category.
Knowledge of bats
More than half of children (56 %) were undecided on the number of bats living in Slovakia. Similarly, about half of children did not know or were undecided what sense use bats when foraging or what is main diet of bats in Slovakia. The majority (70 %) of children was undecided or did not know the size of bats (both body length and patagium length items showed very similar incorrect results). Surprisingly, only 15 % of all children agreed that bats overwinter in Slovakia and do not feed during overwintering. Because just 11 % incorrectly agreed that bats migrate to Africa for overwintering, we suggest that children do not have clear idea not about where, but rather how bats hibernate (i.e. without receiving any food). About half of children (57 %) agreed that bats occur in caves and abandoned tunnels.
Alternative conceptions about bats
Only 17 % of all children rejected an idea that bat can tangle in human hair. Similarly, 37 % of children incorrectly showed that the main diet of bats is blood. A similar number of children thought that bats can prey upon human. Only about one-third of children were right that bats do not attack their prey especially to the neck (like vampires in horror films) or that the prey cannot lose all blood after a bat‟s attack. A similar number of children rejected an idea that bats rear their young in nests. All these data suggest that Slovakian children‟s were unsure about biology of bats.
Knowledge of spiders
The majority of children (74 %) did not know, or were undecided, about the number of spiders living in Slovakia. A similar number (69 %) did not know (or were undecided) about the maximal size of spiders in Slovakia or about the number of eyes of the garden spider. However, more than half (57 %) were correct that spiders do not have 10 legs and a similar number agreed that all spiders feed on smaller animals. In contrast, 71 % of children were undecided or did not know that spider species are not vegetarians. Nearly half of children (42 %) correctly rejected an idea that all spiders are insects. Only about one-third (28 %) correctly believe that some female spider rear spiderlings on her own back or do know how spiderlings overwinter (36 %). About 74 % were undecided of the senses which garden spiders use when hunt on prey.
Alternative conceptions about spiders
Only one third (28 %) of all children is aware that bites of tarantula spiders are not fatal to humans. A similar number (36 %) of children agreed that small spiders do not bite a human. About 37 % of children did not correctly agree that all spiders make orb-webs or that each female spider cannibalizes a male after mating (30 %). A majority of children (62 %) incorrectly believed or were undecided that spiders are dangerous to humans mainly when humans sleep. Only 17 % of all children were correct that a garden spider is unable to repair its orb-web. About half of children (53 %) state that orb-webs are sticky.
Does gender and grade influence children's alternative conceptions and knowledge of bats and spiders?
A two-way ANOVA with gender and grade was used to test whether gender and/or children‟s age (grade) influence alternative conceptions and knowledge of bats and spiders. Contrary to general expectations, there were very weak relationships between grade and knowledge of bats or spiders (F4,186 = 3.31 and 0.26, p = 0.011 and 0.9). Although the effect of grade / age of children on their knowledge of bats showed a significant effect, this result is of low educational importance, because this significance was caused just by the lower score of 6th graders (age 11/12) relative to others. Gender showed no significant effect (F4,186 = 1.39 and 1.03, p = 0.24 and 0.31).
As expected, alternative conceptions were distributed randomly, irrespective of children‟s age in both bats and spiders (F4,186 = 0.98 and 2.19, p = 0.42 and 0.07) This finding suggests that Hypothesis 4 (Alternative conceptions of bats and spiders would be distributed randomly across age classes, but knowledge would show a positive correlation with children‟s age) was just partly supported.
Are alernative conceptions and knowledge linked with attitudes?
A series of Pearson correlation coefficients was conducted to determine relationships between myths, knowledge and attitudes toward bats and spiders. We found that there is a correlation between alternative conceptions about bats and spiders (r = 0.27, p < 0.001). Knowledge of bats correlated with alternative conceptions about bats (r = 0.24, p = 0.001), but alternative conceptions of spiders failed to correlate with knowledge of spiders (r = 0.09, p = 0.19). Interestingly, however, bat knowledge correlated with spider knowledge (r = 0.3, p < 0.001) which suggests that there exist a poor relationship between spider myths and knowledge and that this is not a result of an inappropriate research tool.
Alternative conceptions about bats showed significant correlation with negativistic attitudes toward bats (r = 0.16) and spiders (r = 0.15) (both p < 0.05, respectively) (Hypothesis 5). Similarly, alternative
6
conceptions about spiders showed significant correlation with negativistic attitudes toward spiders (r = 0.24) and bats (r = 0.19) (p = 0.001 and 0.006).
Knowledge of bats correlated with negativistic (r = 0.33) and naturalistic attitudes (r = 0.21) toward bats (p < .001 and .003, respectively). Knowledge of spiders, however, showed only a correlation with negativistic attitudes toward bats (r = 0.22, p = 0.002). No other correlations were found.
DISCUSSION
The results of our study suggest that primary school children in Slovakia show more negative attitudes toward spiders in comparison with bats. Low attitude score was found especially in naturalistic attitudes which indicate that a substantial number of children display fear from a direct experience with these animals in nature. As expected, boys showed more positive attitudes toward bats and spiders than did girls. Both naturalistic and ecoscientistic attitudes decrease as the age of children increase, but this was not true for the negativistic attitudes which remained rather unchanged. Surprisingly, we failed to find a relationship between age and knowledge score. In line with our hypothesis, the distribution of alternative conceptions was irrespective of children‟s age. We also found a moderate correlation between attitude toward and knowledge of bats, but no similar tendency was found in spiders. The relationship between alternative conceptions and negativistic attitudes toward spiders and bats was also supported.
The general difference between attitudes toward bats and spiders can be explained by the origin of attitudes. Millar and Millar (1996) found that attitudes formed through direct experience with an „attitude‟ object tend to be affectively based whereas attitudes that are formed on indirect experience such as being told seem to be cognitively based. Although we did not ask children for their experience with bats or spiders, it is clear that there is a very low likelihood of their having had a direct experience with bats in comparison with having had one with spiders, at least in Slovakia. Bats in Slovakia do not serve as food or pests, thus they are rather unfamiliar for the majority of people. Spiders are common in homes, gardens or in the field, thus first hand-on experiences can not be therefore ruled out. On the other hand, however, no spiders which can cause a serious injury occur in Slovakia. Moreover, surveys on children‟s pets-keeping activities showed that keeping spiders is rather occasional (Kidd and Kidd, 1985; Prokop, Prokop, and Tunnicliffe, 2008), so direct experiences with spiders are also questionable.
Gender differences found in our study clearly support male preferences for less popular animal species (Davey, 1994; Bjerke and Østdahl, 2004) and carnivore predators (Røskaft et al., 2003). It was found that males like invertebrates and bats more than females (Bjerke and Østdahl, 2004). Females, in contrast, show less interest to wild animals than males, but rear pets more frequently than males (Prokop Prokop, and Tunnicliffe,
Slovakian children showed lowest and most negative attitude score in the Naturalistic dimension. This suggests that these children would rather avoid encountering bats and especially spiders in nature if they had the option so to do. This result implies that measuring only ecosientistic or negativistic dimension would lead in less accurate results. From the science education perspective, field trips (Orion & Hofstein, 1994), visits in museums and zoos (Tunnicliffe, Lucas, and Osborne, 1997; Lindemann-Matthies and Kamer, 2006) or other forms of non-formal or informal learning should be applied to increase children‟s knowledge, interest and motivation to learn (Eshach, 2007). Žoldošová and Prokop (2006) for example showed that lasting field trips about five day resulted in increased interest from elementary school children (10 – 14 year) toward cannibalism in the animal kingdom. The control group, who had not experienced a field trip, showed significantly lower interest toward cannibalistic topics. Moreover, although boys from the control group were more interested in cannibalism than girls before the field trip, after experiencing a field trip gender differences disappeared. This result emerged probably because Žoldošová and Prokop‟s field trip activities were also subjected to various activities and discussions about spiders which are well-known cannibals (Schneider and Elgar, 2004).
2008). These facts imply that interest in less popular animals should be encouraged by school teachers and apparent care should be dedicated especially in girls. Keeping pets may have important effect on children‟s self-esteem, social skills and empathy (e.g. Poresky and Hendrix, 1990; Paul and Serpell, 1996). Girls‟ interest for keeping pets like spiders can be enhanced through girls‟ greater preference for biology (e.g. Jones, Howe, and Rua, 2000).
We propose that designing school biology projects particularly focused on less popular animals may contribute to a positive attitude development of elementary school children towards such animals. This would be especially beneficial in older children, in which attitude toward animals decrease (Kellert, 1996, Roskaft et al., 2003; Bjerke and Østdahl, 2004; this study). However, this area of preferences requires more attention of researchers.
The higher the level of people‟s alternative conceptions, the more negative attitudes toward bats and spiders are therefore expected. This point is of special importance considering a correlation between attitude and behaviour (Hines, Hungerford, and Tomera, 1986/87). In other words, mystical beliefs of bats and spiders can result in negativistic behaviour toward these and other less popular animals. Both science teachers and researchers are therefore encouraged to investigate what ways can eliminate children‟s alternative conceptions about animals. Problem – based learning (Barrows and Tamblyn, 1980), participation in inquiry activities which involve making predictions, gathering data and their analyses and communicating findings (e.g. Chin and Chia, 2005) may greatly improve children‟s understandings of scientific phenomena.
Alternative conceptions about bats and spiders showed a significant relationship with children‟s negativistic attitudes toward these animals. Bats and spiders are especially good candidates for testing such relationships, because bats are commonly considered as birds and spiders are regarded as insects (Trowbridge and Mintzes, 1985, 1988; Strommen, 1995; Prokop, Kubiatko, and Fančovičová, 2007). Moreover, both spiders and bats as phobic animals (Davey et al., 1998) are commonly presented in horror films of which „„realism‟‟ of images may contribute to perception of these images as realistic even though they are not actually real (Frank, 2003).
Our data show that there is correlation between attitude and knowledge only in case of bats, but not in case of spiders. These results can be partly camouflaged by greater fear of spiders relative to fear of bats (this study) and/or by not well developed concepts about spiders. The Knowledge dimension however failed to show any correlation with age which suggests that development of basic concepts of bats and spiders is not in line with Slovak biology curriculum (Prokop, Prokop, Tunnicliffe, and Diran, 2007), because 10/11 years old children should be aware about basic facts of biology of bats and spiders. It would be nice to see how animal popularity (i.e. affective domain) does influence cognitive processes about these animals in more detail. Because both of the two animal examples investigated in our study were similarly less popular and, no further research instrument for examining children‟s concept structure was used (e.g. concept maps), we cannot be sure whether poor conceptual development about bats and spiders can be generally applied to other animals. We address this question for future research.
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Appendix A. The Bat Attitude Questionnaire (BAQ) and the Spider Attitude Questionnaire (SAQ). The questionnaires were administered in the Slovakian children‟s first language and translated here for readers. Children were requested to respond to the following statements on a Likert five point scale. Negative items were scored in reverse order. Other items focused on children‟s alternative conceptions and knowledge are described in Results. | <urn:uuid:174ca1f8-a699-42ab-af83-d3d4b0812ab4> | CC-MAIN-2017-43 | http://pdf.truni.sk/download?kb/prokop/Prokop-EURASIA_V4n2_08.pdf | 2017-10-24T02:09:22Z | crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00585.warc.gz | 266,618,839 | 9,992 | eng_Latn | eng_Latn | 0.944076 | eng_Latn | 0.987835 | [
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Kashmir: Will The Pain Never End?
Impunity of policing and aimlessness of politics: A report
A Publication of HRF, PDF & APCLC December 2007
Kashmir: Will The Pain Never End?
Cover Pictures Courtesy: Sanjay Kak's film Jashn-e-Azadi
Copies: 2,000
December 2007
Price: Rs. 10
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By Way of An Introduction
Most Indians believe today that Kashmir is no longer a problem. In the imagery of our Press, the back of militancy (a beast) is broken, Pakistan (an unnatural excrescence) is cut to size, and the US (the only bully in town) is with us. This view celebrates political realism of a particularly cynical variety, but then that is not new: even otherwise sensitive Indians have generally had a cynical way of looking at Kashmir: that it is a game of power that abides no principles. The only difference is that Indian cynicism on Kashmir has now found a matching international ambience. But most Indians would not find it funny let alone true to be told that we have the Al Qaeda to thank for this.
This cynicism makes the task of the Indian State that much more easy in Kashmir, for the vigilant public opinion that it has to contend with – or so we fondly think - in other matters is absent here, excepting Kashmiri public opinion, which the very cooperative Indian media – the exceptions are very few - will not take beyond the Banihal pass.
This convenience for India's establishment has many victims, from abstract things like justice to concrete things such as human lives. But its direct victims are the people of Kashmir - their liberty, their lives and their dignity. It has been the task of human rights organisations to speak out about these victims, to the extent that our voices will carry. The task has not been easy, for the response in India to any democratic view about Kashmir is in general hostile. Kashmir has in many ways been the litmus test of Indian democracy, not only for the political establishment, but for the democratic public opinion too. To think and speak democratically about Kashmir is, for an Indian, to question all the ingredients of established Indian nationalism, not merely of the saffron variety but the progressive/ secular variety, too.
In continuation of this task, a team of eleven human rights activists from Andhra Pradesh, Karnataka and Delhi toured the Kashmir Valley from 6th to 10th May 2007. The team spoke to the victims of and witnesses to twelve incidents of violent death at the hands of the police or the armed forces, or in the course of the action of the armed forces against militants. To those victims and witnesses we also posed questions about the political process, both the India-Pakistan process and the internal political process of that State where different parties have been competitively demanding demilitarisation, reduction of the armed forces, restriction of the armed forces to the border, etc. The team also spoke to a cross-section of activists and spokespersons of the Kashmir movement, and its friends. And to lawyers who have been dealing with cases of human rights violations. A brief Press release was issued by the team at the end of the visit in Srinagar on 10th May.
What follows is a more detailed report, in which, to atone for the delay in bringing it out, we have incorporated some additional information obtained after the team's visit. We express our gratitude to the Public Commission on Human Rights and other friends of Kashmir, for the help they have given us in our endeavours.
Members of the team are: Burra Ramulu, K.Balagopal, V.S.Krishna (Human Rights Forum, Andhra Pradesh), N.Babaiah, V.S.Sreedhara, G.K.Ramaswamy, G.Chethan (Peoples Democratic Forum, Karnataka), D.Suresh Kumar, A.Srinivas (Andhra Pradesh Civil Liberties Committee), Bela Bhatia (researcher and human rights activist, Delhi) and G.S.Rammohan (writer and journalist, Hyderabad).
In Appendix-IV we are giving a brief note on the historical background of the Kashmir issue.
What Has Changed?
That militancy has decreased in Kashmir is an opinion widely publicised outside that State. And by implication, that the police and Army's operations have also decreased. The first is partly true, and admitted by most of the people the team talked to. Though not all put the same construction on its implications. The second is deduced from the first, for it seems to follow logically that if militancy has decreased, operations against it must also have decreased. But that is not so. The reason why it is not is that the operations of the police and the Army are not exclusively or even predominantly against the militants. They are as much if not more against the civilians too. The Kashmir issue is a political issue, and even if guns enter the picture, politics is essentially a matter of the hopes, aspirations and vision of the people. And the Indian State is well aware of this fact. Its strategic planners would perhaps accuse us of taking them to be fools if we expect them to cease anti-militancy operations on par with decreasing militancy. But then we object to the very use of force against political aspirations per se.
Reduction in militancy and the consequent fear of sudden eruption of violence is reflected partly in the terrain our team could traverse. The interior areas of Tral, Kokernag, Shopian, Bandipora, the Wular lake in particular, are places which the Kashmiri friends and well-wishers of human rights teams from outside would in the past have actively dissuaded from visiting. This time we visited very remote villages in these areas. That also enabled the team to see how deceptive the increasingly free movement of people and traffic in Srinagar city, and the familiarly raucous sound of tourists is. The rural areas, especially those close to the hills surrounding the valley, continue to be in the stranglehold of the armed forces. Like in all
hilly regions, in these areas too, there are focal villages from which undulating paths lead to a cluster of habitations. An Army camp located at the focal village can control all movement to and from the whole cluster. Not movement of militants, who probably have other ways of ingress and egress. But the movement of civilians. The army has effectively controlled civilian life in the interior of the Kashmir valley and the militancy affected Pir Panjal hills of the Jammu region by these means, and it continues to do so as completely and effectively as ever. Nothing, and just nothing, that the army disapproves of can be done by the people who live in these areas. One is not talking of Fidayeen attacks but of peaceful dharnas and processions of a political nature.
The propensity and capacity of the police, the armed forces and their agents to pounce upon people, abduct them and deal with them as they please, not only in remote areas but in Srinagar city too, has not decreased one whit. The team had an unnerving taste of this the day before we started on fact finding. The Public Commission on Human Rights # held a three- day meet of Human Rights Defenders on 4-6 May, focusing particularly on attacks on Human Rights Defenders (or activists as they are normally called). Most of the members of our fact finding team attended the meet. One of the Kashmiri participants was Nasir Khora, a journalist from Doda. He reports for the Hindustan Times and is a popular and respected figure in Doda. On the evening of 5th May, as he came out of the Hotel where the participants were put up, he was abducted by five persons and forced into a Mahindra jeep waiting nearby. This was within shouting distance of the R.M.Bagh police station, but nobody intervened as Nasir was taken away. His abductors abused him for 'being with the group,' for 'being with Parvez', which is Parvez Imroze, Advocate and Chairperson of the Public Commission on Human Rights. Nasir was blindfolded, kicked, beaten with lathis and fists, and the growth on his cheeks was forcibly shaved in part. The last is a humiliating taunt, for Nasir needless to say is a Muslim. Quite late in the night, Nasir was thrown out of the jeep at the outskirts of Srinagar after relieving his pockets of the Rs 1500/- he had. He came back to the hotel by thumbing a ride. His shaken visage symbolised what the meet had discussed for three days: impunity in the hands of the agents of the State to commit acts of abduction and violence. All members of the team thronged to the R.M.Bagh police station the next day to register a complaint, and found a trainee IPS officer from South India running the police station. He looked more amused than shocked at the outrage but took the complaint and sent Nasir for medical examination. The human rights activists who attended the meet addressed the Press and condemned the crime. It is needless to add that the police have failed to find the criminals.
But…
Yet it is not that nothing has changed. Two recent events of a heartening character certainly give rise to some hope in the matter, though one of them is probably a flash in the pan. That is the
# The Public Commission on Human Rights (PCHR) is a Kashmir-based human rights organisation functioning from 2002. It is a continuation of Kashmir Monitor, which has been in existence from 1994. PCHR undertakes extensive documentation of human rights violations and provides free legal assistance to victims of human rights violations.
prosecution of quite high ranking police and army officers for murder of five unarmed civilians, camouflaged as operation against armed foreign # militants, in what have made it to the Press as the 'Ganderbal killings'. The name of Ganderbal has got attached to these killings, not because all of them took place in the Ganderbal area, nor because the victims belong to Ganderbal. Indeed, four of the five victims belong to the Kokernag area of Anantnag district. And the fifth belongs to Banihal outside the Valley. The reason for the name is that the killers belong to the Special Operations Group (SOG) of the Jammu & Kashmir police at Ganderbal. They are Hansraj Parihar, the Senior Superintendent of Police (SSP) of SOG, Ganderbal, Bahadur Ram, Deputy Superintendent of Police (Operations), Ganderbal, and six lower rank personnel of the SOG (Asst. S.I of Police Farooq Ahmed Gudoo, constable cum driver Farooq Ahmed Padroo, and constables Shamim Ahmed, Mohammad Ashraf, Surinder Singh and Kishan Chand). A certain Colonel Vikram Singh of the Rashtriya Rifles is also facing prosecution along with them.
All the deceased were passed off as foreign militants at the time when the killings took place. But all were local civilians. They had been abducted at various points of time, and the families had been demanding to know their whereabouts. All such allegations are routinely dismissed by the State and its agencies as propaganda. But now it transpires that the allegations were true, and prosecution of quite senior police officers is underway.
The second event is the revolt in Pampore, Pulwama district, against the dreaded proGovernment militant, Papa Kishtwari @ Ghulam Mohammad Lone. A man suspected of killing anything like 100 persons and torching 100 houses in the town of Pampore alone, all within the knowledge and with the protection of the armed forces of India, has finally been put behind the bars, thanks to the courageous fight of the long suffering people of that benighted town, for trying to encroach onto a kabrastan, perhaps the most benign offence he has committed in his career of State-supported crime.
# In the discussion on this issue, we use the word 'foreigner' in the sense in which the Indian authorities use it, for convenience of narration. This is without prejudice to the view of the Kashmir movement, which regards Indians as foreigners as much as Pakistanis, and the people of the territories of old J&K on the other side of the Line of Control (LOC) as not foreigners.
The 'Ganderbal Fake Encounters'
Stories of foreign militants being killed in army operations are frequently greeted with skepticism by Kashmiris, but the outside world has never taken the suspicion seriously. On the contrary these stories serve two important purposes, and hence are believed with some glee and some pride by Indians. One is the proof that militancy in Kashmir is not a local phenomenon that has originated from a sense of injustice, alienation, political suppression etc., of the Kashmiris, but an extra-territorial conspiracy to dismember and destabilise India. Two, the Indian forces are capable of handling such conspiracies.
It is nobody's case that there are no foreigners among the militants in Kashmir. There are, though not to the same extent as Indian authorities say. Indeed, as suggested in the footnote on the previous page, dividing the militants into 'local' and 'foreign' makes little sense when the political perspective underlying the militancy regards all non-Kashmiris as foreigners and all Kashmiris whether domiciled in Indian controlled or Pakistan controlled territories as local. And it is generally believed that while the Hizb-ulMujahiddeen is predominantly a Kashmiri organisation in this sense, the Kashmir operations of Islamist groups such as Lashkar-e-Taiba and Jaish-e-Mohammad are conducted predominantly by nonKashmiris. Hence even if the word 'foreigner' is understood in the sense that the Kashmir movement gives it, there are quite a few of them operating in Kashmir, and therefore there will be some among those killed by the army. What makes for skepticism is the suspicion that the numbers are exaggerated by describing any and every victim of counter-insurgency operations as a foreign militant. If depicting persons killed in army/police operations as foreigners did not have
political and propaganda uses for the Indian authorities, and if the spokespersons for the administration were not seen as persons who have no qualms about lying 'in national interest', there would not perhaps have been this degree of skepticism or justification for it. As things are, however, the skepticism is not unreasonable.
But the 'Ganderbal killings' have revealed a more sinister use of such fictions. Suppose a street hawker is picked up in Srinagar and killed by the forces. If his name is revealed, then even if he is said to have been a militant in disguise, there can be a furore against killing of innocent people. The dead body has to be handed over to the family, and it may bear tell tale marks of the truth. Passing him off as a foreign militant has many advantages. Any old name - say, Mohammad Iqbal of Bahawalpur – can be hanged on the body, and since dead bodies of foreigners have no takers, the administration can itself bury or otherwise get rid of it. And it will carry with it the truth about its death to its grave.
These are not fanciful thoughts. Nazeer Ahmed Dekka (35) was a hawker. Some reports describe him as a hawker of old clothes, and some as a perfume seller. Ghulam Nabi Wani (40) is described as cloth-seller in some reports and a push-cart vendor in some. Both were picked up near Lal Chowk in the heart of Srinagar, Nazeer Ahmed on 16/2/2006 from the pavement near Kotibagh police station in Lal Chowk, and Ghulam Nabi on 2/3/2006 opposite Bisco School, also in Lal Chowk. Nazeer Ahmed was killed in alleged army operations and buried at Reshpura, Ganderbal as a nameless foreign militant, whereas Ghulam Nabi was killed and buried at Aisa, Bandipora, as Zulfiqar Ahmed of Pakistan Administered Kashmir.
Moulvi Shoukath Ahmed Kataria (27) of Duligam Nokoot Jabri, a remote habitation in the Pir Panjal hills near Banihal in the Jammu region, was Imam of the Alamgiri mosque in Srinagar. He was picked up on 4/10/2006, probably from the mosque where he had gone in the night to lock the gate. He was killed before dawn at far away Baazipora Ajas in Bandipora district, and buried as Abu Zahid of Karachi.
The other two of the 'Ganderbal killings' are of Abdur Rehman Paddar, a carpenter of Larnoo, Kokernag, Anantnag district, who was picked up from Batamaloo bus stand in Srinagar on 1/3/ 2006 and killed near Wasker, Ganderbal on 9/12/2006 and buried as Abu Hafiz, a commander of the Lashkar-e-Taiba, resident of Multan; and Ali Mohammad Padroo also of Kokernag who was picked up on 7/3/2006, killed on 14/3/2006 near Sumbal police station in Bandipora district, and buried under the beautifully vague name of 'Shaheen bhai of Pakistan'. Both of them were killed by the SOG of Ganderbal, and at least in the case of Paddar, it is known that a reward of Rs 1,25,000/- was paid to the SOG personnel. Indeed, the rewards are the main motive for fake encounters.
It is to be appreciated that when these persons were killed, the newspapers merely carried a report that some foreign militant was killed in army operations at such and such place. Their families did not know it was they. They continued to think of these persons as 'missing' after arrest. And so many thousands – 8,000 is the estimate of local human rights activists - are 'missing' in Kashmir that nobody would give any special attention to the pleas of the families of these five persons. It was a chance recovery of the SIM card of the mobile phone of the carpenter Abdur Rehman Paddar from one Abdul Rashid Wagay who in turn said he got it from one Bashir Ahmed Bhat, an associate of a police constable cum driver by name Farooq Ahmed Padroo of the Special Operations Group of the J& K Police, Ganderbal, that led to the unraveling of the stories. The investigation went up to and stopped with these five killings because these five were linked by a common thread. They were planned and executed by the SSP of the SOG, Gandarbal, Hansraj Parihar and his associates.
The 'Ganderbal killings' are now under investigation by a special investigation team supervised by DIG of Police (Central Range) Farooq Ahmed. The State Government has also ordered a judicial probe by a retired judge of the High Court by name M.L.Koul. The Press has in the meanwhile carried reports that Hansraj Parihar was earlier found by the High Court to have been involved in the custodial killing of one Fayaz Ahmed, a photographer who worked in Kashmir University, in the year 1997. There were allegations in the same year of his involvement in the disappearance of two persons from Pampore. This merely illustrates the truth that impunity feeds on itself. An officer once permitted to get away with murder will do it all the more easily the next time. One only hopes that Hansraj Parihar's name will not be heard again in the same context.
Is it not reasonable to suspect that if each case of death of an alleged foreign militant at the hands of the forces is investigated and matched with contemporaneous cases of disappearance of civilians, many may match and reveal a very ugly side of counter-insurgency, which has always been suspected by the people of Kashmir? To repeat, it is nobody's case that there are no 'foreign' militants in Kashmir and that none of them is dying in army operations. But now that the 'Ganderbal killings' have revealed that this situation is coming in handy to cover up for the killing of civilians for rewards or promotions or just to create terror among the people, would not an impartial enquiry into all such incidents be a just and reasonable demand?
Almost simultaneously with the sensational disclosures pertaining to the Ganderbal killings, the Press carried reports of three men of the border district of Rajouri in the Jammu region who are missing from 1997. The reports said that they are now suspected to be three of the many buried along the Line of Control (LOC), purportedly in an encounter while crossing the LOC. Abdul Aziz (26), Mohammed Yousuf (45) and Mohammad Aziz (22) of village Kotdhara in Rajouri district were picked up from the village by 18 Dogra regiment of the Army on 9th October 1997. They are missing ever since. However, recently three informers of the Army revealed that these three were shot and buried in two pits at Peer Badaser area near the LOC. On the basis of this information, the police have started investigation, though what it will lead to is not clear because it appears that with the recent fencing of the LOC by India, the burial pits/graves find themselves on Pakistan side of the LOC.
Thus, the Ganderbal outrage is not an exception. It is an exception only in that the police investigated the offence diligently and the Government agreed for prosecuting the killers in uniform. But perhaps that was because it was the police that were involved. What would have happened if it was the Army and not the police who had killed those five men? It is difficult to see the State Government taking an equally firm stand and the Army silently watching.
That is why the demand for a comprehensive investigation into all cases of 'foreign militants' killed in 'encounters', to be matched with contemporaneous allegations of civilians missing after arrest is a just demand. The Ganderbal story shows that there are certain places in Kashmir where the dead bodies of alleged foreign militants have been buried, whole graveyards reminiscent of the Punjab phenomenon which Jaswant Singh Kalra tried to unravel with fatal consequences for himself. Some of these places are located near army camps and some in villages in which the writ of the renegades or Ikhwanis runs. Some of the graves carry no names, and some carry plaques put up by the army describing the body buried there cryptically as Mushtaq bhai, Shaheen bhai etc of Pakistan, as said by residents of Batmohalla, Sumbal where there are 30 graves of alleged foreign militants, to the Press. One is tempted to ask which carpenter, which perfume seller and which Imam of Kashmir is lying under which plaque.
However, Chief Minister Ghulam Nabi Azad rejected the demand raised by some legislators in the State Assembly for a comprehensive enquiry, saying that ordering a probe into all such incidents that happened from 1990 or 1996 'will create many hurdles and everybody will get involved in it, and we will be back to square one'. He added that the members should be satisfied with the case of the missing carpenter and the five cases related to it. His meaning is clear: digging up old skeletons (literally!) may embarrass all, so be happy with the action in this one case (which was taken not as a matter of principle but because events got out of hand and the truth became public knowledge). This again brings us back to impunity, the core human rights concern in crisis situations. The Chief Minister is not concerned with putting an end to impunity as such, but only wishes to appear to do some thing once in a while. And his reason could not be more plain: if you do any thing more, everybody will get dragged in. That is why we have described the action taken in the 'Ganderbal encounters' case as a flash in the pan.
The Pampore Revolt
The second incident is the revolt in Pampore against Ghulam Mohammad Lone alias Papa Kishtwari, a professional murderer living for almost two full decades in the protection of the State police and the armed forces of India. This, we hope, is not a flash in the pan, and does indicate the emergence of courage in the people to put an end to the Indian Army's macabre tactics of counter-insurgency: arm willing criminals to undertake the more unsavoury of its deemed tasks, like killing civilians, terrorising people, silencing critical members of the intelligentsia and other partisans of the movement of self-determination, etc. It has its origins in the first attempt to hold elections in Kashmir Valley after the rise of militancy. This was the Parliament polls to the seats of Srinagar, Anantnag and Baramulla, held on 23 and 30 May 1996. A minimum of participation was to be ensured, and it was achieved by letting loose progovernment armed gangs, usually called renegades or 'Ikhwanis' after Ikhwan-ul-Muslimoon, the first counter-insurgent gang, to terrorise the people into voting. A team of three civil rights organizations, which toured the Valley to observe the polls noted the impact of this criminal strategy in its report: Voting at the Point of a Gun : Counter-insurgency and the Farce of Elections in Kashmir, July 1996. Eight groups of renegades were identified by the team at that time, but the number and names have kept changing thereafter. Most of the renegades are ex-militants. Papa Kishtwari was formerly of the Harkat-ul-Ansar. He surrendered on 11 Nov 1995 and worked for a while as gate-man in a timber mill before turning into one of the most dreaded of Kashmir's pro-government militants. He was second in command to Jamshed Shirazi alias Kuka Parrey, the topmost Ikhwani. He belonged to South Kashmir whereas Kuka Parrey belonged to North Kashmir. Kuka Parrey earlier worked with the militant group Ikhwan-ul-Muslimeen
That team had met and interviewed Papa Kishtwari. 'It is our guns that have made elections and democracy possible in Kashmir' he boasted to the team. This is how that team's report described the role of the renegades in the conduct of that poll:
As soon as the polls were announced, the countermilitants set up political formations…(some of them nominated their own candidates for the polls)…and the other counter-insurgents supported candidates without forming political parties. This was not their own decision, but part of the Army's 'game plan' (in the words of an articulate campaigner for the Congress' Srinagar candidate, Ghulam Mohammad Magami) for the successful completion of the polls…..
The 'game plan' is to introduce a criminalised political force into the electoral arena, with the hope that it will succeed in breaking the poll boycott. If the
Army's guns and counter-militants' guns together succeeded in getting a decent percentage of votes polled, thereby giving 'victory' to the Government of India in its efforts to hold polls by hook or crook, then it can go on to hold polls for the Assembly too, and demonstrate to the world that the Indian State still has its way in Kashmir….
This 'game plan', then, was devised and set in motion as soon as elections were announced. Soon Kashmiris started witnessing the strange spectacle of candidates going around asking for votes, accompanied by armed youth with a criminal record carrying unlicensed weapons and carefully watched over by protective army men in uniform. Later in the day, the same campaigners may well be found lynching or killing a Jammat activist or a Hizb-ul-Mujahideen supporter. As Papa Kishtwari, Deputy Supreme Commander of Ikhwan-ul-Muslimoon, who was supervising the campaign of Subhan Kishan Tikoo, the Anantnag candidate of Kuka Parrey's J & K Awami League, said to us: 'I campaign during the day time and conduct operations at night'. He added that he had deputed 32 surrendered militants (armed, of course) to go to different booths 'to give courage to the people'. That sounds innocent enough, but it means some thing else when a former militant carrying an automatic weapon comes to your house, with an army man hovering in the background, and directs you to come and line up at the polling station, or else…
Having tested the usefulness of the renegades in successfully conducting elections, the Army continued to use them as instruments of suppression even after the polls. They had the run of the Valley for quite a few years, the latter half of the 1990s being the worst period of their outrages, and are still a source of fear and danger to unarmed partisan's of the azaadi movement in the Valley, though they have been considerably weakened by attacks by militants. Kuka Parrey himself has been killed by the militants, and we found in his native village Hajam in Baramulla district, which we passed on 10th May this year, that the Army had commemorated him by naming a school run by it 'Kuka Parrey Army Goodwill School'. The Indian Army has been consistent in the shameless exhibition of its close links with the renegades, in life as well as in death.
Papa Kishtwari continued to lord it over Pampore on the Jammu-Srinagar highway in Pulwama district, and neighbouring villages. The area is famous for the saffron crop, and Pampore, a town of about 40,000 people, is a major center of saffron trade. The number of murders committed by Kishtwari is said to be no less than a hundred in Pampore itself. For almost a decade any mention of his name would evoke stony silence in the town. Visiting human rights teams made efforts to get information about his rumoured depredations, but nobody would speak. Here is an extract from the report Civil War and Uncivil Government: Human Rights Violations in Kashmir under the National Conference Government, November 1997 published by three human rights groups.
(The existence of the renegades) traverses law, crime and legitimate politics, but crime is its idiom from start to finish. Crime in the interests of the Union of India's counter-insurgency strategy. The fear they cause is almost tangible. In this trip as in the past, nobody in the Valley dared to be seen with our team in public. People would talk to us in their homes, journalists in their newspaper offices, academics in their campus quarters, and lawyers in the Bar Association room. But not one would accompany us even a couple of yards outside these safe zones. And all of them uniformly said that the main source of fear they experienced was the 'renegade militants. When we met lawyers of the Pulwama district Bar Association in their Association room on the evening of 30 May, the President of the Bar said to us in a quite a matter of fact tone: 'if Papa Kishtwari comes to know that that human rights activists have come here and are talking to the lawyers, he will blow up this Court building and kill all of us right now'. Papa Kishtwari (alias Ghulam Mohammad Lone) is the second most notorious 'renegade' leader after Kuka Parrey alias Jamshed Shirazi, the chief of the Ikhwan-ulMuslimoon, the principal Sarkari militant outfit. Papa Kishtwari lives in Pampore, a small town in Pulwama district, located on the Jammu Srinagar highway. His house is guarded by a truck-load of CRPF men and at any time there is a van of the J&K Police standing at the gate, ready for his use. It is indeed a macabre experience to drive past his heavily guarded house in the knowledge that there is a dreaded and known murderer inside, securely protected by the forces of Law and Order.
But finally Pampore took courage this year. Part of the reason could be that he has lost many of his gang in attacks by militants. But sheer vexation is no less an important reason. The occasion was provided by Papa Kisthwari's attempt to grab some land which was part of a kabrastan. He tried to make plots in the kabrastan and sell them. An altercation took place with the local people at a masjid in the last week of April 2007, in the course of which Papa Kishtwari slapped an elderly person by name Abdul Gaffar Dar and hit one Md Amin @ Bijli. Enraged by this, one Basheer Ahmed slapped Kisthwari. This unexpected act of courage acted as a tonic. People raised slogans against Kishtwari. His security guard (a policeman) opened fire at the protestors. The people then moved towards the police station, where they demanded action against Kishtwari. The police opened fire at them, injuring five persons. This enraged the people further and the protests continued, with people sitting on a dharna outside the Pampore police station on 28th April. Congress leader and MLC, Mohammad Amir Bhat joined the protest. They got up only after Kishtwari was arrested.
The dam broke. When our team went to Pampore on 9th May, we were surrounded by victims of Papa Kishtwari who poured out their stories. The contrast with the past when people would just stare blankly when his name was mentioned could not have been more striking. Indeed, when we reminded people of the silence that answered our queries in the past, we were shown one trader by name Ghulam Mohammad Mir who 'spoke to you when you came here in 1997, and then Kishtwari fined him 50,000 rupees'. Perhaps he was lucky. If he had been a poor person with no money to pay, Kishtwari may have killed him.
Many stories of murder, extortion and arson committed by Kishtwari have now come out. A general estimate is that he has killed more than 100 persons in Pampore itself, and torched an equal number of houses and shops. Some cases have now been filed in the Court. One of them pertains to the murder of Abdul Samad Dar of Frastabal, Pampore whose son has filed a case in the Court of the Chief Judicial Magistrate, Shopian. But a larger list is now with the Government. Perhaps because traders were among the main victims of Kishtwari's extortionist crimes, the Saffron Growers & Dealers Association of Pampore took the initiative in gathering information and putting down a detailed complaint on paper. It has listed 22 cases of murder committed by Papa Kishtwari's gang in the complaint given on 8/5/2007 to the Government. A translation of their complaint is given in Appendix-I to this report.
A brief narration of some of these crimes would indicate how much damage the Indian Army has done to civilian life in Kashmir by adopting this means of counter-insurgency. The crimes began in 1995, when Kishtwari killed Abdul Samad Dar. Dar was a civil contractor and a well-built man. Dar's son Nisar Ahmed Dar talked to us of his father's killing. Nisar Ahmed had just completed his plus 2 at that time. Kishtwari had demanded Rs 30,000 from his father and his father had refused. In the Ramzan month of 1995, Kistwari walked into Dar's house, took Abdul Samad into the garden and straight away shot him dead. This killing was followed by the murder of a labourer by name Mohammad Shaban. The killings continued openly until 2001, and clandestinely thereafter. It was seen by the people that the Army and the Police were protecting him, and they understandably got scared. As with all renegades, the Army and the Police supported
his acts of violence because of his preparedness to attack the sympathisers of militancy and critics of the State's repressive measures. And he took advantage of it by indulging in extortion and violence on his personal account too.
Ghulam Rasool Sheikh, saffron trader, editor of the papers Saffron Times and Rehnuma-eKashmir and President of the Auqaf Trust of Pampore, was among the few who spoke out in those days. He confronted Kishtwari in the Pampore police station one day, and on another occasion exchanged strong words in an Eid gathering. On 22/3/1996 he was kidnapped from the main road as he was coming home from Srinagar, and his dead body was fished out of the Jhelum # river on 10/4/1996. He was 50 years old at that time. The blatant killing of such a prominent man increased the fear of Kishtwari manifold.
A double murder that took place in the night of 5/1/1996 illustrates the impunity Papa Kishtwari enjoyed in Pampore better than any thing else. The victims were Abdul Rashid (about 18 years old) of Drangbal, Pampore and Fiaz Ahmed Wani (about 30 years old) of Tolbagh, Pampore.
Mohammad Shafi Sofi, a trader, told us how Papa Kishtwari came along with 50 to 60 persons to his house on 8/ 11/1995, and set his house on fire. His sister, 35 year old Shakila Bano, tried to douse the fire with water, and for that sin Kishtwari fired straight at her and killed her.
the same manner with eyes bandaged and hands tied behind the back. The residents nearby heard the shots but no one dared come out, and the bodies lay there all night. The next morning, Kishtwari went up to the bodies, and pumped a few more bullets into them.
Abdul Rashid's father Mohammad Ramzan Khan is a tailor, and the boy himself was working as bus conductor. The father said to us that Kishtwari demanded an amount of Rs 5 lakhs from him. Not that he really believed the tailor could pay such an amount, but he was punishing him for speaking out against the renegade. When the father refused, he took the son away on the night of 5/1/1996, hitting the mother who came in the way. The boy's eyes were bandaged and his hands tied behind the back, and he was shot dead at a road intersection in the town at about 10-30 in the night. Along with him was shot Fiaz Ahmed Wani, who was also abducted by Kishtwari from his house the same evening and killed in
We heard many such stories, all from the late 'nineties, but we will narrate only two more. Mohammad Shafi Sofi, a trader, told us how Papa Kishtwari came along with 50 to 60 persons to his house on 8/11/1995, and set his house on fire. His sister, 35 year old Shakila Bano, tried to douse the fire with water, and for that sin Kishtwari fired straight at her and killed her. He seems to have spoken a filmi line after shooting Shakila Bano: 'Jo saala kuch kahega, samjho uska laash kal milega' (If any fellow shoots his mouth, then take it that his dead body will be found tomorrow). Her grieving brother gave a police complaint, and for that unpardonable act, Kishtwari abducted him and released him only after extorting Rs 25,000/- from his family.
# Kashmiris spell it as Jehlum but we are using the more common spelling that people of other States are accustomed to.
As said above, there is a specific complaint listing 22 murders committed by him, given to the State Government by the Saffron Growers & Dealers Association of Pampore. Whether the Government will act on it will be a test of the possibility of rule of law in Kashmir. The usual excuse that complainants and witnesses are not willing is no longer available. In fact, these 22 killings have been picked out of the hundred or so committed by him because these are crimes which the victims are willing to speak about. All they need is willingness of the administration to stand by its duty in law. We demand that the State Government should act upon the complaint without any further delay so that the jailed renegade does not come out on bail in the land grab case and take revenge against the people who have stood up and complained against him.
It will be fitting to conclude this section with an account of the travails of the most vocal victim, Masooda Parveen of Chandhara near Pampore. She teaches at Mantaki Higher Secondary School, Awantipora and frankly admits that she regarded herself as an Indian, and her thoughts centered only on a decent education and a good career for her sons, until the Supreme Court of India dismissed the case she filed for her husband's death at the hands of Kishtwari's men and the
Army, the 17 Jat Regiment. Interestingly, she did not lose faith in India when her husband was killed by this unholy combination of criminals and India's army men, but only when the Supreme Court dismissed her plea for justice.
Her husband was Ghulam Mohiuddeen Regoo, lawyer and saffron trader. He incurred substantial debt to two other dealers of saffron, namely Mohd. Saleem Bhat and Ghulam Mohd. Deva, and was pressurised by them to make good the dues. The family seem to have made over to them 12 kanals # of land in satisfaction of the debt, but the creditors were not satisfied. The creditors initially approached the Hizb-ul-Mujahideen, and Regoo was once kidnapped by militants with the demand to pay Rs 20 lakhs to his creditors. Massoda approached the district leader of the Hizb-ul-Mujahideen and explained the whole story. That man was satisfied and released Regoo.
Masooda Parveen with her husband's Photograph
The creditors then approached police, and the police of Pampore as well as SOG personnel intervened on their behalf. Regoo was now accused of being a militant. The police periodically detained Regoo to force him to clear his debt. Masooda paid bribes totaling Rs 50,000/- to get her husband released from time to time. Since she and her husband believed that the 12 kanals of land given to the creditors satisfied the debt they owed, Masooda approached the Superintendent of Police, Awantipora, Mushtaq Sadiq, and complained about the conduct of his subordinates, and asked him to call the creditors and settle the issue. That officer said he was observing fast on the occasion of Ramzan, and he would take up the matter as
# A kanal is approximately 1/8th of an acre. 12 kanals is therefore about an acre and a half.
soon as the festival was over. May be he intended to, but Ghulam Mohiuddeen was killed before Eid.
On the night of 2 Feb 1998, Regoo came back home late in the evening after a visit to Baramulla. Soon after he entered the house, two renegades from Kishtwari's camp, by name Basheer Ahmed Langoo and Abdul Khalid Bhat came in saying that they were searching for a militant allegedly hiding in the house. Masooda told them to search if they were so suspicious. They however asked her husband to go along with them. From a window Masooda saw Major D.S.Punia of 17 Jat Regiment from the camp at Lethpora and some other army personnel standing outside the house. The renegades took Regoo away, locking the main door of the house from outside. The family members shouted aloud and some neighbours unlocked the door. Masooda and other members of the family went out, but the army men outside pushed them back. When Masooda caught the Major's attention, he told her that her husband would be released soon.
The way the Supreme Court dealt with her case makes depressing reading. The Court declared in an inspired prologue that when the might of the State is pitted against a lonely widow, the Courts must tilt just that little bit in favour of the widow, but went on to express faith in the Army's story without any evidence.
Masooda went back into the house, and saw blood on the floor of her husband's room. She realised that her husband has been injured and went to the Lethpora camp of the Army. At the entrance she was accosted, not by a jawan, but by a renegade who confidently said Regoo would soon be released. She returned home. The next day the SI of Police, Pampore, sent word for Masooda, saying that her husband was being released and she should send two persons. She went behind the police vehicle to Pampore. At the police station no one talked to her. After a while she came home, but the dead body of her husband had preceded her.
Masooda has put up a tenacious fight for justice. She went to the Superintendent of Police, Awantipora who had promised to resolve the problem after Eid, and gave the names of the renegades who had taken part in her husband's abduction. The police could do nothing about 17 Jat Regiment, but she got them to detain the renegades Basheer, Khalid and Salim. However, the MLA, Pampore, Mushtaq Ahmed Kuchay of the National Conference, got them released. She met the MLA in the SP's office where he had come to secure the release of the renegades, and the MLA apparently asked her where she got the money to put her sons in a good English medium school in Srinagar. It may be added that Papa Kishtwari later joined the National Conference and was expelled from that party only the day before his arrest this year, caught by surprise by the unexpected outburst of public anger against the renegade's depredations.
Later Masooda Parveen moved the Supreme Court of India. The Army came out with a story in which the renegades had no role. It was said that Regoo had links to the militants and he admitted so much when he was taken in for questioning. He was made to accompany the Army personnel in a search for a place where arms and explosives were hidden by militants. Once he neared the place and tried to open it, there was a blast that cut him to pieces. The way the Supreme
Court dealt with her case makes depressing reading. The Court declared in an inspired prologue that when the might of the State is pitted against a lonely widow, the Courts must tilt just that little bit in favour of the widow, but went on to express faith in the Army's story without any evidence. It was declared that Regoo was indeed a militant and there is no reason to disbelieve the Army's story of how he died # .
The Court's view is really strange. It need not have expressed any view at all as to Regoo's character or as to the circumstances of his death. In law, the allegation was one of custodial death, with the further complaint that private individuals were allowed to participate in the Army's job. In the face of the serious complaint made by the wife of the dead man, and the totally different version given by the Army, the Court could have asked the District Judge, Pulwama to receive evidence and enquire into the matter and send a report. Or, more conventionally, it could have said there are serious disputes about factual matters, and since the Supreme Court cannot decide the truth of the contested claims in a writ petition, the petitioner should file a criminal case in the local Court against her husband's abductors. It could have directed the Government of India to give sanction to prosecute the Army personnel if the local Court felt there was enough material in her complaint to take cognisance of the case. Instead, the Supreme Court chose to decide the factual dispute, and declared that Regoo indeed was a militant as seen from the Army and police records, and he died the way the Army said, thereby foreclosing all other avenues of justice. It is unthinkable how any Court could have come to such a conclusion on mere affidavits and selfserving records. That is when, Masooda Parveen says, she lost faith in India, a faith that survived Major Punia's collusion with Kishtwari's men Basheer, Khalid and Salim, and also survived the sight of her husband's mutilated body sent by the Lethpora camp of 17 Jat Regiment via Pampore police station.
# The judgement, delivered on 2/5/2007, is reported and available for everyone to read: Masooda Parveen vs Union of India, (2007) 4 Supreme Court Cases 548. It is reproduced in Appendix-II to this report with a brief critique. Later this year, a review filed by Masooda has also been dismissed by the Supreme Court.
Impunity of the Police & Armed Forces
1. Custodial Killings
Ghulam Mohiuddeen Regoo's is an old case. It should not be thought that custodial killing is a thing of the past. Allegations of custodial killing are a regular matter in Kashmir, and many of them are substantially true.
Our team enquired into three incidents of custodial killing that happened in recent months, the victims being Mohammad Yakub Mir of Abi Nowpora, Dalgate, Srinagar, Zahoor Ahmed Sofi of Brar, Arigam, Bandipora district and Fiaz Ahmed Qadir of Sadunara, Sumbal, also of Bandopora district. Zahoor Ahmed's case has been confirmed by the Assistant Commissioner, Baramulla who conducted the statutory magisterial enquiry, as a case of custodial death at the hands of the SOG camp Kaloosa, Bandipora, but no action has been taken against the policemen. Regarding Mohammad Yakub's death too there is enough material to fix responsibility on the 52 Rashtriya Rifles. Only the case of Fiaz Ahmad is doubtful, mainly because his native village Sadunara is in an Ikhwani-dominated area where silence rules.
Mohammad Yakub Mir (22) was a labourer who was engaged in some civil works along with 25 other labourers at the Budshah bridge on the Jhelum river in the heart of Srinagar. His house was in the outskirts of the city. He seems to have tried militancy in a halfhearted fashion about four to five years ago and given up without doing any thing. He crossed the LOC for arms training in 2002 and came back, but surrendered in 2003 without putting his training to any effect. He was detained in jail for 25 days before being bailed out. That case under the Arms Act is still pending trial. In June 2004 his house was raided and his family members were told to hand him over. When he went to the Shergari police station the next day he was detained for 15 days, tortured and implicated in a case under the Arms Act again. This prosecution however has ended in acquittal.
Even after that he has has been off and on taken by the police/armed forces for interrogation and released without filing any case.
He had a brother and seven sisters, their father being a boatman. The daily earnings of Mohammad Yakub and his brother were essential for the survival of this poor family. His father says he was a very devout person, who offered prayers five times a day without fail. On 21 Jan 2007 he left his place of work at the Budshah bridge and went to offer noon prayers at the mosque at Maisuma, and never returned. A complaint was lodged with the Maisuma police station on 22nd January. Messages were then sent to all police stations, and the Press carried the news with the boy's photograph. On 25th January the family received a phone call from Pattan police station in Baramulla district informing them that Mohammad Yakub's dead body was in the police station and they may come and take it. He is said to have died in an encounter at Wayloo near Pattan on
25/1/2007 with the 52 Rashtriya Rifles. Evidently Mohammad Yakub was picked up at the mosque or its vicinity and finished off in the ritual killing of alleged militants that happens every year in the Valley and elsewhere on the occasion of 26 January and the 15 August, to the accompaniment of stories of foiled conspiracies for the disruption of India's republic/ independence day celebrations. The fact that there were 36 bullet wounds in his body speaks of close-range killing, and not exchange of fire between armed combatants from a distance. The Maisuma police too were convinced prima facie that it was a case of abduction and killing and have registered a case in Cr.No.61/2007 under Secs. 364 (abduction) and 302 (murder) of the penal code, prudently leaving the identity of the abductors blank.
Zahoor Ahmed Sofi (19) was a resident of Brar near Arigam, Bandipora district. It is an interior area where people live at the mercy of any one who has a gun in hand. Zahoor Ahmed was working as attender in a private College of Education at monthly salary of Rs 3000/-, for one year by that time. The family had only 2 kanals of land and they were three brothers and three sisters and his salary was an important support for the family.
On 26th August 2006, at about 8-30 pm policemen of the SOG came to their house in Brar and surrounded it. They took out Zahoor Ahmed and searched the house for 10 to 15 minutes. Then they took Zahoor Ahmed away in their vehicle. There is a police outpost at Arigam, to which the family members of Zahoor Ahmed went immediately. The police Sub-inspector in charge of the Arigam outpost spoke to the police headquarters at Bandipora and confirmed the arrest. The next day they went to Bandipora and met the Deputy Superintendent of Police, who promised that the boy would be released that afternoon. He was not. They went the next day and a similar promise was made and similarly not kept. This went on day after day. The SOG police
protest or make a request. This is one of the reasons for opposing such forces. The people, faced with their arbitrary exercise of power, go round the offices of the regular police forces or executive magistrates seeking information or succour, but those officers may be equally helpless even if they have the desire to be helpful.
who took away Zahoor Ahmed never gave audience to the boy's family members. It was the regular police who spoke to them and made promises they could not keep. On the sixth day however the father Habibullah Sofi was shown the boy from a distance. Zahoor Ahmed was evidently in pain and could not speak. The local MLA and MLC too made efforts to get the boy released but they too could only get promises. The problem with 'Special' forces like the SOG is that apart from being not answerable to the law (which is common to all the forces in crisis situations), they are rarely accessible to the people even to express
On 4th September the dead body of Zahoor Ahmed Sofi was given to his family. There were signs of burns at various places on the body. He had evidently been tortured to death. The Asst. Commissioner, Baramulla (Sub-Divisional Magistrate), Mr Abdul Kabir Wani who conducted the mandatory magisterial enquiry, held categorically in the report he submitted on 12/1/2007 that Zahoor Ahmed Sofi had been tortured to death by the SOG, camp Kaloosa, Bandipora district. The officer also observed that the Sub-inspector of police in charge of the Arigam outpost did not cooperate with the enquiry. Inspite of the passage of ten months the State Government has not acted on the report. Going by past experience it probably will not. The notion of deterrence is apparently confined to civilian offenders. With the police and armed forces it is somehow believed that they can be made to behave themselves without ever punishing them when they misbehave.
Since a responsible Executive Magistrate has concluded that the SOG, camp Kaloosa, is responsible for the death of Zahoor Ahmed Sofi, the State Government should have a crime registered against the personnel responsible, suspend them from service, and have them tried for murder.
Sadunara is a village near Sumbal in Bandipora district. Across the Jhelum is Hajam, the native village of Kuka Parrey @ Jamshed Shirazi, the original Ikhwani. The debt the Army owes that criminal is acknowledged in the prominent sign board of a school in the village which reads: Kuka Parrey Army Goodwill School. That influence is evident in Sadunara where no one wants to speak out against the Army. Fayaz Ahmed (aged about 25) of this village, a farmer with 20 kanals of land, was found dead in his own fields on 1st August 2006 with injuries indicating electric shocks and other forms of torture on his body. The doctor at the Government hospital, Sumbal, who performed the post-mortem described the wounds as 'third degree torture'. He had actually gone to his fields on the morning of 30th July and was missing ever since. On the night of 31st July there was a crackdown by 13 Rashtriya Rifles in the village and in the morning, after the crackdown was lifted, Fayaz Ahmed's dead body was found in his own land. The most probable inference is that the 13 RR took him into custody on the morning of 30th July from his fields, and after he succumbed to the treatment they gave him, they undertook a crackdown on the village, in the course of which they dumped his dead body in his fields again. The crackdown was intended to camouflage the dumping of the dead body.
Unfortunately, it was difficult to get any thing from the villagers. Being a renegade stronghold, there was fear or reluctance to speak out against the army. A lot of people gathered around us when we introduced ourselves, but they only indulged in a lot of aimless conversation. Only one person spoke out, that too outside the hearing of the people who had gathered to talk to us, and gave us the information set out above.
2. Human Shields
It is tragic that none of the heads of impunity has fallen into disuse over the years. It is arguable that consistent agitation and criticism has lightened somewhat the extent of violence against civilians, but not a single form of suppression has vanished. The use of people as human shields in fighting the militants is a particularly obnoxious abuse which should have long since been discarded by an army which claims human rights awareness, but no.
Ameena is pregnant with the seventh child), by vocation a Helper at the Power Development Project, Kishanganga, obeyed reluctantly. He went inside his neighbour's house and the militants opened fire. The jawans of 14 Rashtriya Rifles entered the house behind Basher Ahmed and fired back. After an exchange of fire for about 15 minutes, both the holed up militants and Basheer Ahmed died. The villagers are of the opinion that it was the soldiers' guns and not the militants' guns that got Basheer Ahmed. That is as it may be, but even if it was the militants who hit him, he entered the house as sacrificial lamb at the behest of the Army, and the Army must answer for his death. And the only acceptable answer is that the Army will stop using people as human shields. A tragic footnote to this story is that in the year 2000, Basheer Ahmad's younger brother Nazeer Ahmad was killed identically.
On 13th Jan 2007, the 14 Rashtriya Rifles went to the village of Sumlar in Bandipora district in search of militants. Militants ran into the vacant house of Mohammad Yousuf Lone and hid upstairs. The soldiers wanted a human shield, a sacrificial goat, who would go into the house ahead of them and draw the fire of the militants so that they would know if the militants are in the house, and if so where in the house. They asked Basheer Ahmed Lone (34), a neighbour, to enter the house of Mohammad Yousuf Lone and see if the militants were there. Basheer Ahmed, father of six (his wife
Chekki Chullend is a small village of 100+ houses close to Shopian, Pulwama district. Nazeer Ahmed Shah of this village died on 11/2/2007 when the 62 Rashtriya Rifles stationed at Behibagh and the SOG jointly launched cordon and search operation in the village and directed him to show them the house of one Asadullah Rather. He and one other villager went up to the house to show it to the forces, and started back. The time was about 7-45 a.m. By that time the Army men had surrounded the village, and two militants who were in the village came out and ran. The Army men opened fired, and it is not known whether the militants fired back. At the end both the militants and Nazeer Ahmed died. Nazeer was hit by a bullet directly in the forehead and the bullet exited from behind. He leaves behind wife Tahira and four children, with 5 kanals of land to support them.
The Army said he was caught in the cross-fire, but it was they who dragged him out of his house to do an errand for them. When the Army comes to undertake cordon and search operations to catch militants known to be hiding in a village, it should direct all people to remain indoors. Instead of that, to make a villager help them find a house is to expose him to death, and when death does happen, it is the Army that is responsible, whoever might have fired the bullet that killed him.
Tahira, wife of Nazeer Ahmed Shah
It is time that the armed forces and the police took a decision at the highest level that it shall be a matter of utmost priority for the forces that all steps will be taken to ensure that unarmed civilians are not injured in the course of their operations against militancy. In particular any thing resembling the use of civilians as human shields shall never be done. It should not normally be necessary to advice any agency or instrumentality of the State that it should take a decision not to commit a particular crime, but in the face of complete absence of any accountability to the law, we are constrained to make this demand.
3. Vengeance killing
This was a very common form of mass killing in Kashmir in the early 'nineties. Any attack by the militants on the forces would invite retaliation against the local civilians, often on large numbers of them. Over the years, repeated criticism has curbed its occurrence, but incidents keep happening that prove that the army has not given up the notion that all Kashmiris are responsible for every instance of violence by any militant or militant group.
Md Afzal Kumar (37), an employee of Centaur Hotel, Srinagar and resident of Arigam, Tral, Anantnag district, was killed by the army (42 Rashtriya Rifles) on 8/2/2007, apparently in retaliation to the killing of three of their men in a land mine blast nearby. Md Afzal used to leave home for Srinagar at 7-30 am every day and return at about 6-00 pm. He would then pray in the local
mosque, often alone. He was praying as usual on the evening of 8/2/2007 when men of 42 Rashtriya Rifles barged into the village. The speculation is that there was a land mine blast at Kahalal, Tral, about 10 to 12 kms from Arigam, in which three jawans died and the angry soldiers were on the look out for a suitable object for retaliation. When they came into Arigam, Md Afzal was praying alone in the mosque. The army men forced themselves into the mosque and opened fire, damaging the wall to some extent. They then dragged Md Afzal out, made him stand by the side of the mosque and shot him dead. They stood guard over the prostrate body for two hours before leaving the village. By the time people took him to a hospital, Md Afzal Kumar was dead.
It is not clear why the Rashtriya Rifles men picked on Md Afzal Kumar. May be they had some information that he had sympathies for militancy, may be his known piety made him a target, may be some informer had given misleading
information. But whatever the reason, there is little doubt that he was killed in cold blood and in retaliation to injury caused to the Army by militants.
4. Detention of a Juvenile
The most heart-rending of all our visits was to the house of Azad Ahmed Wani of Gojwar, Nowhatta, Srinagar. He was 16 years and 3 weeks old when he was arrested on 3rd November 2006, and he is still in jail in the Central Prison, Srinagar. The desperation of his doting mother and four sisters left us deeply moved.
The family is evidently very poor. Indeed, it is a remarkable thing about Kashmir that while the movement itself is not about poverty, the worst victims are almost all poor. A movement that speaks in the name of a nationality or ethnicity and does attract the wide allegiance of all social classes within the community, from the very rich to the poor, should at least be class-neutral in the social profile of victims of State repression. But no, the worst victims are from very poor classes. An echo of this is some times heard in villages when families of victims of Army action complain about the Hurriyat Conference leaders: they lead comfortable lives while it is the poor who suffer. The Hurriyat leaders do not exactly lead comfortable lives, for their safety is constantly under threat from the agencies of the State, and the so-called moderates among them are threatened also by the militants, a threat that can brutally come true as happened with Abdul Gani Lone # . But all this said, it remains true that the poor supporters of the movement are much more vulnerable.
# Lone was an accessible and unpretentious person. Appendix-III carries an interview he gave at Bangalore a little before his killing by militants, apparently in retaliation for his forthright views about Pakistan's role in the Kashmir movement.
chimera. It beckons temptingly again and again but recedes each time it appears near at hand. The plain reason is that no law operates. The whims of the Army/ Police decide the matter and not any law or Court order. And the Army/ Police prefer to keep such persons in jail indefinitely, in the belief that if they are freed there is always a possibility of their getting involved with militancy again. Extended preventive detention is what the Army/ Police want and they have their ways of getting it. That their ways are unlawful, indeed unconstitutional, has not made it impossible. So why bother about the law?
Azad Ahmed Wani's father had married a second time and left the family. Mother Hamida makes ends meet somehow and had pinned her hopes on Azad Ahmed, her only son. In any other situation, arrest on a charge that is obviously concocted – that he was carrying weapons and assaulted some one – would not perturb the family beyond a point. They would expect that after a few months he would be bailed out, or in the worst case he would be free in a couple of years. But experience of Kashmiris has been otherwise. Once a person is jailed in a militancy related offence, freedom is literally a receding
Speaking to Azad Ahmed's advocate, we innocently asked whether bail is such a difficult thing that the boy's family has given up all hopes of seeing him again. His answer was that bail is difficult but not impossible to get, but it only invites fresh charges or a preventive detention warrant under the J&K Public Safety Act. The police all over have a tested method of defeating unwelcome bail orders: concoct a new charge and re-arrest the person at the prison gates. But elsewhere it usually works once or at most twice. In Kashmir it works forever. People are in jail as long as the police/army want, law or no law, even as formally all the motions of determination of guilt by the law Courts are gone through with. The expression Kafka-esque inevitably comes to mind when describing the militancy-related criminal justice system in Kashmir.
To get back to Azad Ahmed Wani's case, the boy was picked up from the street on 3rd November 2006. It appears that someone travelling in an autorickshaw tried to force him to get into the vehicle, alleging that the boy owed him some money. When shopkeepers around intervened, that man said the boy had stolen some thing. They insisted that he should be taken to the police station. The mother and sisters were informed and they too went to the police station. At that stage there was no whisper of militancy-related allegations against him.
He was shifted from Khanyar police station to Kotibagh police station and then to the SOG's Cargo camp before finally being sent to jail on the charge of carrying weapons and assaulting some one. As said in the beginning, he was only 16 years and three weeks old at the time of his arrest. Under the Juvenile Justice Act, 2000 made by the Indian Parliament a juvenile is one who has not completed 18 years of age at the time of the offence. Jammu & Kashmir unfortunately follows the old law which puts it at 16 years. Considering the frequency with which very young persons are charged with militancy-related offences in the State, J & K needs an amendment to its law of juvenile offenders even more urgently. A juvenile cannot be sent to jail or tried for any offence, including 'terrorist' offences, but only sent to a correctional home for a limited period. It is hoped that the rulers of the State will realise this need.
5. Killing by 'mistake'
A very tragic incident happened at Ahlan Godool beyond Kokernag, deep in the interior of Anantnag district on the 3rd October 2006. Hashim Ali Naikoo is a farmer with 5 kanals of land on which he had sown a maize crop. As the crop had grown tall, the Army insisted that they should harvest the crop early for the maize stalks may help the clandestine movement of militants. On the evening of 3rd October, Hashim Ali went to harvest the crop along with his son Md Ashraf Naikoo (22), daughter-in-law Lateefa Bano (wife of another son), daughter Misra Bano (25) and her husband Kabir Naikoo. It was dark by the time they finished the day's work. In the situation prevailing in the interior parts of the Valley, they would not have worked till after dark, but for the insistence of the Army that the crop has to be harvested fast. They carried a lantern as directed by the Army (all civilians moving about in the dark must carry a lantern or else the Army will shoot). As they were coming back home, gunfire started, aimed directly at them. Hashim Ali saw that those who were firing at them were in Army uniform. There were three of them. The firing went on for 10 to 15 minutes inspite of Hashim Ali shouting loudly that they were villagers. Excepting Hashim Ali, all the others were hit. Md Ashraf and Misra Bano died, and Kabir Naikoo has been crippled for life. Soon after the firing stopped, an Army officer (of the 36 Rashtriya Rifles) came and asked 'where have the terrorists gone?' Hashim Ali replied that they were in Army fatigues.
The Army initially gave the impression that it was militants who had shot at Hashim Ali Naikoo's family, but later a Brigadier said to Hashim Ali that 'a mistake may have happened on the part of my men'. And the Hizb-ulMujahideen which operates in the area issued a statement saying that they were not responsible for the killing. Later the army issued a statement accepting the crime and expressing 'regret'. Their version is that they laid an ambush for militants who were expected to be coming along, and seeing a party of five with some implements in hand, they challenged them, upon which the five started running. The soldiers then opened fire and killed two. This does not explain two things. The five persons were carrying a lantern, as per the instructions of the army, whereas no militants would be carrying lanterns or any kind of lights. Secondly, two of the five were women, and there are no woman militants in Kashmir. Nor can the Army blame Hashim Ali for being out in the open so late because it was they who
insisted on the maize crop being harvested quickly. And finally, since when is 'regret' an answer to wanton killing? Once again, we are constrained to pose the question posed above, and again and again in the last 17 years: punishment for committing an offence is supposed to act as a deterrent for the repetition of the offence. That is the philosophy that rules the penal system, and any other view of punishment is firmly resisted by the ruling world view. But how is it that only in the case of the police and the armed forces, it is believed that a graceful admission and apology are a sufficient substitute?.
These are incidents which our team probed by talking to the victims/witnesses. But they do not give a full picture of the situation in Kashmir. Arbitrary acts of the armed forces and the police, and protests in various forms by the people are reported every day in the Press. Each of the incidents reported above led to protests of varying degrees of intensity by the people, especially while taking the dead body for cremation, often resulting in lathi charge and shelling of tear gas by the forces. And while fatalities due to violation of human rights are no longer as numerous as fifteen or even ten years ago, arbitrariness of policing whether done by the police or the armed forces is as common as ever. The terror created by renegades is also not as intense as it was in the later half of the 'nineties but their depredations and the collusion of the police and armed forces with their crimes is also as common as ever. Acts of violence committed by 'unidentified gunmen' are frequently reported in the Press, and it is anybody's guess whether they are militants or renegades or common criminals who have taken advantage of the prevailing situation where no one dares speak out against any one holding a gun. And of course there are a number of killings unambiguously attributable to the militants.
To get a feel of the situation 1 , we reproduce the statistics of killings for the period Jan to Nov 2006:
Sexual abuse of women by the armed forces is frequent. On 3rd Feb 2006 men of the 42 Rashtriya Rifles molested women of the Gujjar hamlet of Dudkulian in the Tral area of Anantnag district. On 4th March 2006 a soldier of 52 Rashtriya Rifles stationed at Trakpora camp in Tangmarg entered a house in Tantaypora and molested a woman. On 12th May 2006, a soldier of 30 Rashtriya Rifles made an attempt to rape a woman in her home at Ashpora, Handwara. The outrage was prevented by her sister-in-law raising an alarm. On 8th June 2006 a school girl was molested by men of the 36 Rashtriya Rifles on the pretext of frisking her at Hakoora, Anantnag. People protested and forced the Commandant to apologise. On 16th August, personnel of 55 Rashtriya Rifles attempted to molest a woman at Arihal, Pulwama district in her house. The cries of her children brought the neighbours and saved her. On 22nd of the same month, in Kupwara, a woman was raped by a policeman in a hospital. On 23rd September 2006 people of Drangbal, Pampore, Pulwama district protested in large numbers against the action of a CRPF jawan in trying to lure a school girl into prostitution. On 26th October 2006 personnel of 53 Rashtriya Rifles tried to molest a 11 year old girl at Zinpachal village, Chrar-i-Sharief, leading to protests, and further thrashing of her father for having complained.
On 21st January 2007, a jawan of 148 battalion of CRPF and his civilian associate were arrested in Kishtwar in Doda district for raping a minor girl, and on 29th January 2007 a massive protest shook the village of Banagund in Anantnag district against harassment of two sisters by an SI of Police of the 142 battalion of CRPF. The CRPF was again in the news on 26th March 2007 for molestation of a woman in Nowpora, Srinagar by men of its 96th battalion. An attempt by two soldiers of the 9 Rashtriya Rifles to rape a woman caused massive protests in Anantnag district on the 29th of the same month.
1. This information is taken from Informative Missive, a monthly bulletin published by the Public Commission on Human Rights, Kashmir. 'Others' includes renegades, Army informers, Army personnel other than soldiers, members of Village Defence Committees, unidentified bodies, etc. 'Civilians' are predominantly those killed by militants, but it also includes those killed by the Army/ Police. 'Militants' is a category which may well include civilians killed by the armed forces and passed off as militants, in cases where no cross-checking has been done. In those eleven months, there were only 11 days when no one was killed in militancy-related violence!
The Political Process: Aimlessness All Round
The political process we are referring to should not be confused with the peace process with Pakistan, though the two are related. The peace process is to be welcomed, and every step that lessens distrust and suspicion and improves communication and understanding between the two countries is a positive step. But given the fact that the unresolved dispute over Kashmir (which is short for 'dispute over the accession of Jammu & Kashmir to India') is one of the obstacles in the way of that process, it inevitably includes determined effort to push this political process, namely the process of resolution of the Kashmir dispute. Except that when it is seen as part of the India-Pakistan peace process, the dispute ceases to be a problem of the Kashmiris and becomes an India-Pakistan problem. And that makes matters worse. A bus service from a place in Indiaheld Kashmir to a place in Pakistan-held Kashmir is good for the India-Pakistan peace process but does nothing much in itself to take forward the resolution of the Kashmir dispute, though it may provide a convenience for the people of the State. Not many people realise this difference, and expect Kashmiris to see every such initiative as a step in the resolution of the dispute that has wrought unspeakable havoc in that State.
The dispute, it is needless to add, has become an India-Pakistan dispute and therefore a contributing element of the enmity between the two countries because what began as the issue of selfdetermination of the citizens of the old J & K State was converted into a territorial dispute between these two countries. The political issue we are here concerned with is not this territorial dispute but the issue concerning the right of the people resident in this territory to decide their political future. They never had a proper opportunity to decide it, and events beyond their control pushed them partly into India and partly into Pakistan. It is the fate of the promised political
process for resolving this issue that we are concerned with, and we insist that the Confidence Building Measures that India and Pakistan indulge in exchanges over are only peripherally concerned with this core issue.
We must refer here again to the comments we began with. Namely the suspicion that the Indian establishment in its heart of hearts believes that the Kashmir issue is no longer an issue at all. That it believes the international situation is in favour of its desire to keep Kashmir with it forever, and so it will not do any thing about it. That is why the political process we have been hearing about for at least eight years now has achieved nothing except to split the All Party Hurriyat Conference (the Hurriyat, in short). We have seen interlocutors like K.C.Pant and Ram
these initiatives other than the desire to buy time and let the new regional and international equations work themselves out.
Jethmalani being sent to Kashmir to initiate a process of dialogue without an agenda; we have heard of some thing called Track-II diplomacy, namely unofficial dialogue between protagonists of all shades aimed at softening attitudes and identifying meeting points; we have seen the Prime Minister himself holding roundtables with political parties in Jammu & Kashmir; etcetera. But whatever other benefits may have resulted from these initiatives, insofar as the core political issue is concerned, not only any result but no aim at all is discernible in
The Indian Press has largely been complicit with this duplicity, which means that the public gets to know nothing of what is actually happening in the name of dialogue, and gets to hear very few opinions other than the official. The Press usually merely reports official handouts, and when it writes some thing on its own, that is often as bad as the handouts in its insensitivity to Kashmiri aspirations, which are routinely greeted with a snigger. Cynicism about any thing to do with the Kashmiri identity is the hall-mark of this commentary, which demeans and debases Kashmiri politics. Perhaps the most prolific reporter on Kashmir in the Indian Press is Praveen Swami of The Hindu. He has mastered the art of spinning stories by merely putting together the reports of Police/ Army intelligence, and publishing them with his by-line. One may fairly say that he has discovered a new brand of investigative journalism: 'the State agencies do the investigation and I do the journalism'. This adds credibility to what would otherwise be seen as the opinion of intelligence agencies, with all the invention and fabrication that are part of the trade.
In addition, every opinion emanating from the Kashmiri identity is reported derisively by him, as if to say: now listen to one more lie, dear reader. What is bad is condemned unrelentingly and what aims to be good is pilloried as hypocrisy. The narrow-minded are damned for being narrow-minded, and those who are not are damned for pretending to be not. In this view, a Kashmiri in politics is either vicious or a liar. It is difficult to distinguish the tone of this premier Kashmir reporter of one of India's premier newspapers from that of army men who tell every one who visits Kashmir: 'these people will tell you a lot of things, but don't be taken in. They are all liars'.
Let us get back to our comments on the political process.
The Hurriyat united, whatever its defects, was a political force whose presence worked towards a genuine dialogue. It represented the whole spectrum of political opinion opposed to the accession of J & K to India, though perhaps its composition and internal dynamics did not represent the various strands of 'separatist' opinion in proper proportions. The Hurriyat divided is a mere shadow of what it was. The division has left a vacuum that is inimical to a democratic resolution of the basic issue. We say this without implying that the Hurriyat fully represented the whole range of political opinion in the Valley, let alone the entire State. That may honestly be disputed but there is little doubt that it did represent quite a wide range, and it was the only organisation that did so. The split in the Hurriyat is therefore to the advantage of the Indian establishment's interests.
It is common knowledge that the split in the Hurriyat was not an innocent development. It is known that Pakistan has been under pressure from the US to ensure that its proteges in Kashmir talk to India, not because the US desires political dialogue in good faith but because it believes the Kashmir issue unresolved is a breeding ground for Jihadi politics.
And that Pakistan has in turn put pressure on the Hurriyat because that country has its own reasons for wanting to be on the right side of the US. Those leaders of the Hurriyat who were amenable to this pressure are described by the Indian Press as 'moderates' and those who are not are called 'hardliners'. From the beginning however the Hurriyat has been for talks, but that was tri-partite dialogue in which Kashmiris have an equal status with India and Pakistan.
Talking to India separately may be defended as a step in that direction. Abstractly, there is nothing one can say in justification or against that claim. There can conceivably be a situation where such a view could be correct. The question then would be whether it is so in the given
situation. Has the decision of the so-called moderate faction of the Hurriyat furthered the cause of political self-determination of Kashmiris, or has it played into the hands of those who are against such a right?
In every nook and corner one can find such army bunkers
It was difficult to elicit the views of ordinary people on this. As in the past we found that people were not very forthcoming with their political views. It could be because we were outsiders and trust could not be won in the short time we spent in each place. It could be fear of speaking out in an ambience dominated by at least three varieties of guns: of the militants, the Army and the renegades.
Or it could be the despair born of a sense of helplessness, which would appear to make all political discussion fruitless. We are inclined to think the last is the dominant mood. Events are moving so high over the heads of the ordinary Kashmiris, that despair born of a rational pessimism is a natural response, even if 'optimism of the will' has not died.
The will is not dead. The one statement that is repeatedly made is : 'we want freedom'. And even without pressing,
Events are moving so high over the heads of the ordinary Kashmiris, that despair born of a rational pessimism is a natural response, even if 'optimism of the will' has not died.
they add: 'freedom from both India and Pakistan'. That the desire for self-determination should be driven into a state of despair is itself a violation of a basic human right, the right to meaningful political choice.
Whatever the stated and unstated views of the people, it is an undeniable fact that those who have agreed to talk with India have achieved nothing. As Syed Ali Shah Geelani, the 'hardline' Hurriyat leader as the Indian Press calls him, says: 'The Mirwaiz Farooq group has sat 130 times with the Government of India from 2002, but nothing has emerged from it'. We are not sure there have been 130 sittings, and may be it is a rhetorical flourish, but the basic comment is valid. It was said in the beginning, when the Government of India expressed its willingness to talk about Kashmir with Pakistan and the Hurriyat, that it meant that it is accepting that accession of J & K to India is a disputed fact. Formally, it may appear to be so, but in reality it would be so if the desire for talks was expressed in good faith. If the Government of India has opted for it only to buy time, it does not follow that India has accepted the disputed nature of the accession. And the way the Indian rulers are progressing with the dialogue indicates just that. No one has heard any Indian leader of importance say in public that accession of J & K to India is disputed. There is very little doubt that the Indian public has understood that the dialogue India has promised is only an attempt to put pressure on Pakistan to stop assisting militancy, so that it will become easier for India to defeat militancy militarily, after which the political problem can be ignored as was done until 1989.
In fact, India has already achieved some success in this direction. It has fenced the LOC, an achievement that would have excited strong protest from Pakistan if circumstances had been different. Substantial reduction in movement across the LOC is claimed by India's military establishment in J & K. Not all the militant groups are obedient of the wishes of the Pakistani establishment and hence the movement may not die out totally. But it will become less easy, and if tomorrow Pakistan is persuaded to actively stop the process, it will become even less easy. How do the Kashmiris see the situation where Pakistan is persuaded by its own circumstances, interests or pressure from the US to stop its support to militancy in Kashmir? We did not find much realistic assessment of the consequences of this change even in politically active circles. 'The struggle will continue'. 'It will be more self-reliant'. 'There will be no effect because all militants are local.' These were some of the responses we got. More pointed questions led to rhetoric and sweeping generalisations about the impossibility of suppressing popular aspirations for ever. We are willing to put this down to desperation.
A more fruitful discussion is going on about the 4-point formula of Musharraf for resolving the issue. The formula is not very different from what was suggested some years ago by Bill Clinton, the then President of the U.S. It has always had takers within the Indian establishment. Namely, that minus the Kashmir Valley the rest of the old State of J & K will be partitioned between India and Pakistan, and the Valley will be given self-rule supervised jointly by India and Pakistan, their good conduct guaranteed by the U.S. It was not treated as a serious proposition since it was believed that Pakistan would not agree to it, but with Musharraf expressing a similar proposal, the 'formula' becomes a likely framework of a political solution. The four points of Musharraf's formula are: 1) Porous borders; 2) Self-rule; 3) Joint Management; and 4) Demilitarisation. To give the details, the five administrative regions that the old J & K is at present divided into, namely Kashmir Valley, Jammu, Ladakh, Azad Kashmir and the Northern Areas
course of joint management, but the answer seems obvious. Who else can it be but the US?.
are, under this formula, supposed to be given selfrule in their respective territories. At the stage of a proposal, the meaning of the expression selfrule is not elaborated. May be it means autonomy such as J & K was originally guaranteed when it acceded to India. Movement of people between these regions will be more or less free. The regions will be de-militarised, which can only mean that no army but only the civil police can operate there, and all the five regions will be jointly managed by India and Pakistan. It is not stated by Musharraf as to who will arbitrate if problems arise in the
Barring the joint management # by India and Pakistan and the implied supervision of the US, this sounds like a little paradise. Except that if de-militarisation means that these territories cannot have their own armies too, they will be tempted to ask why they alone in the whole world must be model world citizens. But joint management means not only that both India and Pakistan retain their access to what they have already laid their hands on, but will get more. It will not be just access as tourists but power as well, for these territories will not be sovereign, but will only have self-rule. The residual power will be with those who 'manage' them. India will then have power over Gilgit and Baltistan, not to mention Mirpur and Muzaffarabad, and Pakistan over Ladakh and Jammu. This is surely a bonus that will satisfy the extreme nationalism on both sides which has always wanted the whole and nothing but the whole of Hari Singh's Jammu & Kashmir. But if all the five regions are to have self-rule, then it is difficult to see why there should be any 'management' of the regions at all, much less joint management by their present occupants. Once
# It is interesting that Musharraf has chosen to use the term 'management' instead of the more usual 'administration'. Is it an unconscious acknowledgement of the looming presence of the compulsions of the neo-liberal world dispensation, which is impatient with politics and believes that the world is not to be administered for the good of its denizens but managed for the greater profit of the deserving?
self-rule is given, all that Jammu & Kashmir needs is to be left alone. To satisfy their aspiration for self-determination by promising them self-rule, but simultaneously satisfy the egoism of extreme Indian and Pakistani nationalism by promising them that they can not only continue to show the whole of Hari Singh's kingdom in their maps as they do at present but also exercise the residual power over these territories if they can at all manage to share it without biting at each other, and to guarantee the US a permanent right to meddle in the sub-continent – this seems to be the idea behind the Musharraf formula, as it was with the less complicated Clinton formula.
One feature of this formula, which has been noticed and commented upon appreciatively by close observers like Balraj Puri, is that unlike many other formulae including Musharraf's own previous proposal, it does not divide the region along communal lines but along the historically evolved lines of division, which is an overlay of accident and political expediency upon ethnic cleavage. To this extent it is an improvement, but otherwise there is much that is debatable about it.
The Muslim Conference, an important constituent of the Hurriyat faction led by Mirwaiz Omar Farooq, has welcomed the Musharraf formula. Since the Muslim Conference has never been a loyal follower of the Pakistan government there is nothing surprising about it. Syed Ali Shah Geelani, the leader of the other faction, has rejected it, describing it in his conversation with us as triple slavery: under India, Pakistan and the US. In his
statements to the Press, he has called for plebiscite as per the original United Nations resolutions. When we talked to him, however, he reiterated the demand of tripartite dialogue and added that though he is for merger of Kashmir with Pakistan, 'if in the tripartite dialogue it emerges that the old territory of J & K is to be an independent State, we will accept that'. Yasin Malik of the JKLF is reiterating his known stand that there can be no solution without involving the people of Kashmir as the primary party to the dispute. In other words any formula including Musharraf's is not to be discussed and decided by India and Pakistan with US as referee and then informed to Kashmiris but to be decided upon by a process which involves the people in a decisive role from the outset. The JKLF has again begun its safar-e-azaadi, journey of freedom, a kind of padyatra for freedom that Yasin Malik has undertaken in the past too. Over all, however, political opinion is lukewarm because people do not see any thing happening excepting unending sparring by India and Pakistan in the name of dialogue.
It may be thought that the significance of Musharraf's proposal is in doubt after recent events in Pakistan. This is not so obvious as it seems. Firstly, it is not at all clear that Musharraf is all set to go. Secondly, it will not matter if he does go. Musharraf would not have come out with the proposal if it did not have the blessings of the US. It is in any case known that the US has long been of the view that some kind of division of the disputed territory with joint sovereignty is the nicest way of placating the egos of Indian and Pakistani nationalism while allowing the US a handle to fiddle in the sub-continent. And if Musharraf is replaced in Pakistan, it will not be by any one less acceptable to the US. It does not matter whether that will be Benazir Bhutto, some segment of the Pakistan Muslim League, or some entity even more to the right. And it does not matter whether the replacement will be by way of the peaceful mode of elections or one more coup. Whichever way, it will be extremely difficult for anyone inimical to US interests to come to power in Islamabad. The North-west of Pakistan is too crucial for the perceived security interests of the US for that to be easy. Hence the Musharraf formula is bound to outlive its supposed proponent and there should therefore be no cause for surprise if we hear a lot about it in the days to come, Musharraf or no Musharraf.
Finally, a word about the other kind of demilitarisation that is being talked about in the Valley, mainly by the People's Democratic Party (PDP) which is in the ruling coalition.The PDP has been asking for demilitarisation, in the sense that the Army should go back to its barracks. The other demand of the PDP is that the J & K Armed Forces (Special Powers) Act be repealed. Of course, if the Army is withdrawn from civilian areas, that Act will not have any area of operation. The Congress leadership of the State, through Chief Minister Ghulam Nabi Azad has rejected the demand for withdrawal of the Army from the Valley, and the C-in-C, Northern Command of the Army is reported in the Press to have said that withdrawal of the troops is out of the question until peace is restored.
One response to the PDP's demand has been that if the Army goes back and the police take over the whole job of counter-insurgency, that will not improve matters since the State police have turned out to be as brutal as the Army. It is true that the Special Operations Group (SOG) of the State police have proved a match for the Rashtriya Rifles of the Indian Army in the matter of brutality of their conduct. Hence it is argued that more important than the demand for demilitarisation or withdrawal of the Army is strengthening the moribund institutional framework for checking human rights abuses. There is considerable truth in this, and indeed, in report after report human rights oganisations have stressed the need for strengthening institutions of democracy and rule of law.
Yet the demand for withdrawal of the Army need not be dismissed as a rhetorical demand. The fact that the police can be equally brutal would not impel any of us to accept replacement of the police by the Army in our respective habitations, and there is no cause for reasoning differently in the case of Kashmir. If degrees of difference do matter, then it needs to be seen that making the police accountable to the law is to some extent easier than in the case of the armed forces. Removing the Army camps that dot the Valley would certainly relieve the people of an oppressive feeling of strangulation.3
Appendix - I
Notorious Mumalun alias Papa Kishtwadi's day of judgment has come
We discontinued walking and our paths closed
As our feet started strolling, we found the way.
We the residents of Tehseel Pampore and Saffron Growers Association (comprising 26 towns) hereby wish to inform to the State and Central Government about the atrocities committed by a rogue named Mumalun alias Papa Kishtwadi in Pampore and adjacent areas.
Mumalun started his career as a poor watchman in 'jawaizi' mill in Bagandar street in Pampore in 1990. He was staying in a rented hut nearby. In 1992 he introduced himself as an agent of Central Government and slowly started doing mischievous and anti-social activities. He gradually unfolded his evil designs one-by-one killing innocent people and spreading bloodbath and terror with the help of his goondas. He brought terror in the hearts of the people around the valley of Pampore and spread havoc in the lives of hundreds of innocuous residents and squandered money worth crores of rupees.
The following is a small list which corroborates his vulgar accumulation of wealth.
* 2 houses in Farishta Bil
* 1 house and 8 shops in Bathandi Narwal in Jammu
* 1 house and many shops in Kishtwad
* Many video coach buses which travel between Jammu and Kishtwad
* Many Tata Sumo vehicles for rent
* A Scorpio vehicle, a Maruti Car and a Gypsy car provided by the Government for himself
* Apart from these, he has unaccounted money worth crores of rupees that he squandered all these years.
This was not enough for this irreligious extremist. He founded an Aashiyana (choultry) named "char yaare Basafa" and mobilised
money to the tune of lakhs of rupees from the people in the name of religion. He started usurping a Muslim graveyard at Farishta Bil and tried to wrest the empty land there. This was too much a test to the patience of the residents of Pampore. They mobilised themselves and started acting together so as to stop the atrocities committed by Mumalun. On Friday the 4 th May 2007, angry and frustrated residents called for a banch and observed peaceful and complete bandh in Pampore valley.
Now, we request the government earnestly to look into the matter at the earliest. We demand an enquiry into the illegal killings, accumulation of wealth of Mumalun by CBI/CID. The other cases of fraud should also be investigated properly and justice done as soon as possible.
This list is only half of the people who were killed by this savage murderer.
| Sl. | Name | Father’s Name | Resident of | Date of Death | Year | Occupa- tion |
|---|---|---|---|---|---|---|
| 1 | Peer Zubair Ahmed Shah | Peer Shareefuddin Shah | Namblabal, Pampore | 24th February | 1969 | Student |
| 2 | Shaik Gulam Rasool | Mohammed Shaban Shaik | Namblabal, Pampore | 18th March | 1996 | Journalist, Zafran Times & Gen. Secre tary, Auqaf Committee |
| 3 | Shakeela Banu | Gulam Rasool | Namblabal, | 8th | 1995 | House Wife |
| 4 | Fayaz Ahmed Wani | Gulam Rasool Wani | Tala Bagh, Pampore | 5th January | 1995 | Contra- ctor |
| 5 | Mohammed Shafi Ganai | Gulam Qader Gunai | Tala Bagh Pampore | | 1994 | Driver |
| 6 | Irshad Ahmed Batt | Gulam Ahmed Batt (Umma | Tala Bagh, Pampore Kalu) | 8th November | 1995 | Labourer |
| 7 | Farooq Ahmed Zat | Gulam Hasan Zat | Namblabal, Pampore | 13th November | 1996 | Driver |
| 8 | Manzoor Ahmed Wani @ Hatta | Haji Gulam Hasan Wani | Namblabal, Pampore | 28th June | 2001 | Business man |
| 9 | Mohammed Shaban Dar | Gulam Kader Dar | Namblabal, Pampore | 10th | 1996 | Govt. Servent |
11. Abdul Samad Mohammed Farishta Bal, 6
th
1996 Nil
52 years
| 11. | Abdul Samad Dar | Mohammed Sultan Dar | Farishta Bal, Pampore | 6th January | 1996 | Nil |
|---|---|---|---|---|---|---|
| 12 | Gulam Hasan Mir | Gulam Mohmmed Mir | Farishta Bal, Pampore | 6th January | 1996 | Landlord |
| 13 | Abdul Rasheed Khan | Mohammed Ramzan Khan | Daranga Bal, Pampore | 6th January | 1996 | Labourer |
| 14 | Basher Ahmed Hajjam | Gulam Mohammed Hajjam | Dhobi Mohalla, Kadla Bal | - | - | Student |
| 15 | Mohiuddin Gunai | Haji Abdal Salam Gunai | Chanda Hara | 7th May | 1999 | Zafran Trader |
| 16 | Mohiuddin Rebu (Advocate | Abdul Raheem Rebu | Chanda Hara | - | 1995 | Advocate |
| 17 | Habeebullah Dar | Abdul Haq DAr | Khanmoha, Srinagar | 5th May | 1996 | Respecta- ble Citizen |
| 18 | Peer Basheer Ahmed | Peer Gulam Ahmed | Khanmoha, Srinagar | 5th May | 1996 | Business man |
| 19 | Basheer Ahmed Batt | Gulam Nabi Batt | Khanmoha, Srinagar | 5th May | 1996 | Govt. Servant |
| 20 | Haji Umma Rathar | Haji Qader Rathar | Mahapar Deen | - | 2002 | Business man |
| 21 | Merajuddin Zargar @ Hatta | Gulam Ahmed Zargar | Kunah Bal, Pampore | - | - | Goldsmith |
The list of remaining innocent victims who were killed by Papa Kishtwadi and the other facts about his involvement in squandering wealth and felling of trees will be printed and submitted at the earliest.
Printed by:
G.M.Panpuri
President,
All Jammu & Kashmir Saffron Growers Associations (26 towns)
Awardee: Kisan Keesar Saman Leader,
Azeen Registered Peoples Welfare Committee, Pampore.
Appendix - II
Judgement of Supreme Court in Masooda Parveen V. Union of India
1. In this writ petition, a prayer has been made that the respondent, Union of India be called upon to pay compensation and to provide a job on compassionate grounds for the custodial death of Ghulam Mohi-ud-din Regoo, the husband of Petitioner 1.
2. The facts taken from the petition are as under:
The deceased Ghulam Mohi-ud-din Regoo was an advocate enrolled and practising in the High Court of Jammu and Kashmir before the Srinagar Bench. In addition to his practice he was also a small-time businessman trading in saffron, but on account of certain factors, sustained heavy losses on which his creditors approached local militants for help in recovering the amounts due to them. As a consequence of this pressure, Regoo shifted from his Village Chandhara to Sopore and remained away for a period of two years from 1992 to 1994 and then returned as there was in the meanwhile a decline in the strength of the militants. It appears that some militants who were working along with the army got him arrested on 6-10-1994 on the allegation that he was a Pakistani trained militant (PTM) and he was kept in custody for about three months and then released, and on return continued to follow his vocations in a peaceful manner. On 2-2-1998 some surrendered militants along with a unit of the army (17 Jat) reached Regoo's home in Chandhara at about
8.30 p.m. and searched his house but found nothing incriminating therein. He was nevertheless taken to the Lethapora Army Camp, the headquarters of 17 Jat, and tortured mercilessly leading to his death whereafter explosives were placed on his dead body and then detonated to camouflage the murder. It is further the petitioners' case that the morning after the incident, his body was handed over to the police and was thereafter subjected to a very casual and cursory post-mortem examination. It is in these circumstances that a case for compensation, etc. has been made on the plea that the deceased had left behind an indigent family comprising of Petitioner 1 (his widow) and four children, the eldest being a son 20 years of age. Petitioner 1 sent several applications to the State Chief Minister, and other government agencies and also addressed letters to the Chief Justice of India on 22-6-1998 and 20-7-1998, on which the matter was referred to the Supreme Court Legal Services Committee which advised her to approach the State High Court. Petitioner 1 in her letter dated 19-10-1998 to the Chief Justice of India pointed out that she was not interested in pursuing her case before the Jammu and Kashmir High Court as the Bar Association was politicising it which was not called for. The matter was accordingly treated as a writ petition under Article 32 of the Constitution of India and after notice to the parties, rule nisi was issued on 9-2-2001.
3. Two affidavits-in-reply have been filed by the respondents, one by Major D.S. Punia, the officer in charge of the patrol of 17 Jat which had arrested Regoo and taken him for interrogation to the Lethapora Army Camp and the other by Respondents 3 and 4, the State of Jammu and Kashmir, etc.
4. In the affidavit-in-reply filed by Major D.S. Punia, the story, has to a point, been admitted. It has however been pointed out that on the basis of intelligence provided to the battalion, a patrol party from the Lethapora Army Camp had searched Regoo's house at about 8.30 p.m. on 2-2-1998 which had led to his apprehension and that he had thereafter been taken to the camp and interrogated on which he had revealed that he was a Pakistani trained militant and an Ex-divisional Commander of Al Barq Terrorist Group, and had also offered to lead a patrol to a hideout in the Wasturwan Heights, a short distance away, where arms and ammunition had been stored in a militant hideout. It has further been deposed that a patrol under his command was accordingly deputed to move to the hideout accompanied by Regoo to effect the recoveries but as patrol leader, he had stopped the patrol fifty metres short of the hideout and after ensuring that he was not in a position to escape, Regoo had been released with a direction to go forward to uncover the hideout and when he had tried to create an opening in it, an explosion had resulted (probably due to booby trapping) leading to his death at about 2.30 a.m. on 3-2-1998. It has also been pleaded that three jawans, Sepoy Kashi Ram, Havaldar Randhir Singh and L/NK Munim Singh too had received minor splinter injuries and had been treated in the medical inspection room and thereafter discharged. It has further been highlighted that the search of the hideout had thereafter been carried out and 3 AK magazines, 130 rounds of AK ammunition and 5 hand grenades had been recovered. Along with the affidavit, Annexure A has been appended to prove the injuries suffered by the three jawans, Annexure B the seizure memo in support of the recoveries of the arms and ammunition
and Annexure C, the copy of the FIR lodged at Police Station Pampore on 3-2-1998. It has accordingly been pleaded that Regoo was not an innocent as claimed, who had been done to death in army custody but was in fact a militant who had died in an explosion while in the process of uncovering a cache of arms and ammunition.
5. Respondents 3 and 4 have supported the stand taken by the first and second respondents and have in support of their case, appended several documents from the police record. Several affidavits and documents by way of a rejoinder have also been filed by Petitioner 1.
6. Before we embark on an appreciation of the various contentions raised by the learned counsel for the parties, we must give a preview of the manner in which we intend to deal with this matter. We cannot ignore the fact that many in Kashmir who have gone astray are Indian citizens and it is this situation which has led to this incident. We do appreciate that a fight against militancy is more a battle for the minds of such persons, than a victory by force of arms, which is pyrrhic and invariably leads to no permanent solution. We cannot ignore that in this process some unfortunate incidents do occur which raise the ire of the civil population, often exacerbating the situation, and the belief of being unduly targeted with a feeling in contrast of the law and order machinery that it is often in the dock and called upon to explain the steps that they have taken in the course of what they rightly believe to be the nation's fight. We however believe that the examination of a complaint, and the provision of an effective redressal mechanism preferably at the hands of the administration itself, or through a court of law, if necessary, is perhaps one of the most important features in securing a psychological advantage. We also understand that in an investigation of this kind based only on affidavits, with a hapless and destitute widow in utter despair on the one side and the might of the State on the other, the search for the truth is decidedly unequal and the court must therefore tilt just a little in favour of the victims. We have chosen to examine this matter on this broad principle.
7. Mr M.S. Ganesh, the learned Senior Counsel for the petitioner has raised three basic issues before us, first that the search in Regoo's house and his detention was apparently taken under the authority conferred by the Armed Forces (Jammu & Kashmir) Special Powers Act, 1990 (hereinafter referred to as "the Act") which retains the pre-eminence of the civil authority over the army inasmuch that it provides that the use of the armed forces would be only "in aid of the civil power", but has pointed out that the army authorities had completely excluded the participation of the local administration and the police in this operation, secondly, that the story projected by the respondents in their affidavit was clearly an afterthought as despite specific orders of this Court and the undertakings given by Respondents 3 and 4 from time to time, the original police record has not been produced and only a shadow file with several significant passages missing, had been put on record from which an inference had to be drawn that an attempt was being made to conceal the truth, and finally, that there were no evidence to show that Regoo was a Pakistani trained militant or that he had any association with any militant organisation, as alleged.
8. Mr Vikas Singh, the learned counsel for Respondents 1 and 2 has however pointed out that the action taken on 2-2-1998 and 3-2-1998 by the army patrol was fully in consonance with the provisions of the Act, which authorised a search, seizure and arrest under certain circumstances. It has also been pleaded that the original police file could not be produced in court as it had been lost and this matter had also been referred to a departmental enquiry and that Regoo was a Pakistani trained militant and an Ex-divisional Commander of Al Barq militant organisation had been revealed by Intelligence inputs received by the battalion and by his interrogation on 2-2-1998.
9. We now take up the arguments seriatim.
10. It is true, as has been contended by Mr Ganesh, that the army action had been taken pursuant to the notification under Section 3 of the Act declaring Jammu and Kashmir as a disturbed area. Section 4 of the Act permits persons of specified rank to arrest without warrant in situations referred to therein. Section 6 to which special reference has been made by Mr Ganesh, is however, reproduced below:
"Arrested persons and seized property to be made over to the police.—Any person arrested and taken into custody under this Act and every property, arms, ammunition or explosive substance or any vehicle or vessel seized under this Act, shall be made over to the officer in charge of the nearest police station with the least possible delay, together with a report of the circumstances occasioning the arrest, or as the case may be, occasioning the seizure of such property, arms, ammunition or explosive substance or any vehicle or vessel, as the case may be."
11. A bare reading of this provision would show that information with regard to the arrest of any person or seizure of property or arms and ammunition or explosives under the Act has to be conveyed to the officer in charge of the nearest police station with the least possible delay, etc. It is Mr Ganesh's plea that despite the fact that Police Station Pampore was a stone's throw away from Village Chandhara, no effort had been made by the army to convey the information to the police at the earliest and the police had been called in only on the morning of 3-2-1998 after Regoo had been done to death. Mr Ganesh has also placed reliance on the judgment of this Court in Naga People's Movement of Human Rights vs Union of India 1 to contend that while upholding the vires of the Armed Forces (Special Powers) Act, 1958, this Court had laid down certain guidelines which would mutatis mutandis apply to a search, seizure and arrest under the Act as well. He has pointed out that the basic principle which governed the exercise of authority under the Act was that the army was to act in aid of the civil power meaning thereby that the pre-eminence of the civil authority had in no way been diluted. He has, in particular, placed reliance on the specific conclusions drawn in para 74 of the report and has pointed out that this Court had clarified that the civil power continued to function even after the deployment of the armed forces, and a person arrested and taken into custody was to be handed over to the officer in charge of the nearest police station with the least possible delay so that he could be produced before a Magistrate within 24 hours and that any property or arms and ammunition likewise seized were to be handed over to the police along with a note explaining the circumstances which had led to the recovery, and the creation of an agency which could redress the grievances of those who alleged misuse of
authority by the armed forces so that if the allegations were found proved compensation could be paid as a follow-up measure.
12. We have considered Mr Ganesh's argument in the light of the facts of the case. We have also perused the site plan produced by him in Court today giving the general locations of Chandhara Village, Police Station Pampore, Lethapora Army Camp and the Wasturwan Heights where Regoo had apparently met his end. Concededly all four locations are very close to each other, the maximum distance being 4-5 kilometres, with Village Chandhara virtually in the middle. We must however observe that the application of the guidelines referable to Section 6 and in the cited case cannot be mechanically applied and must of necessity relate to the facts of each case. It is almost the admitted position that Regoo had been taken from Village Chandhara at about 8.30 on the night of 2-2-1998 and had been interrogated at Lethapora Army Camp and had met his end at about 2.30/3.00 a.m. on 3-2-1998. To our mind therefore the time gap between the arrest and the death was clearly minimal. It is also apparent, as contended by Mr Vikas Singh, that after Regoo had been detained, and his interrogation had revealed the presence of arms and ammunition the first priority would have been to recover the weapons as to cause any delay could lead to a failure of the operation. We agree with Mr Vikas Singh's submission that in the short time available to the army patrol it was perhaps not feasible nor practicable to first inform Police Station Pampore situated at the extreme north with the Lethapora and Wasturwan Heights situated towards the extreme south with Chandhara in the centre to first approach the police authorities. We are also not unmindful of the fact that prompt action by the army in such matters is the key to success and any delay can result in the leakage of information which would frustrate the very purpose of the army action. We reemphasise however that the guidelines laid down in the cited case must be scrupulously observed and any deviation should be frowned upon by the Court.
13. We now examine the other two arguments of Mr Ganesh. It has been emphasised that the story with regard to the circumstances in which Regoo had died and the fact that the original record had not been produced before this Court led to the inference that there was something amiss and the respondents were accordingly engaged in a cover-up exercise.
14. It is true that the original police record has not been produced before the Court despite several opportunities and only a shadow file with some pages missing is before us and has been appended as an annexure to the written statement on behalf of Respondents 3 and 4. Mr Ganesh has accordingly been at pains to emphasise that had the original file been produced the true story of the circumstances leading to Regoo's death would have been revealed and it is for this reason that the file had been withheld. Mr Vikas Singh has, however, pointed out that it had to be understood at the very outset that the raid on Regoo's house and all subsequent events were purely an army operation and the police had come into the picture only after Regoo had died. He has in this background submitted that the record up to the stage of his death was with the army and he has produced the relevant army file before us during the course of the hearing. We have examined this record and find that it is almost contemporaneous with the incident. The record starts with an application addressed by Petitioner 1 to Shri Atal
Bihari Vajpayee, the then Prime Minister of India, asking for relief from the Prime Minister's Relief Fund and compensation on account of the killing of her husband. This application had been received in the Prime Minister's office on 8-6-1998 and had been forwarded to the Ministry of Defence about three weeks later. The matter had thereafter been examined in the Human Rights Cell of the army and the entire record including the after-action report dated 2-2-1998/3-2-1998 pertaining to the incident examined along with the seizure memos and a recommendation had been made that as Regoo was a militant, any compensation awarded to his family would lower the morale of the security forces engaged in fighting militancy. These recommendations were accepted by the General Officer Commanding who was an officer in the rank of Major General. It is noteworthy that this entire exercise started on 26-6-1998 when the application was received by PM's Office and the enquiry was completed and approved right up to the rank of Major General by 29-10-1998.
15. We have also examined the various annexures constituting the shadow file appended with the reply of Respondents 3 and 4. We put it to Mr Ganesh repeatedly as to whether he could identify the information that had to be obtained from the police record. He could give no categorical answer to this query except to state that the reluctance of the civil authority to produce the file betrayed a guilty mind and the possibility existed that there was something in the file which needed to be hidden.
16. It is also interesting to note that in addition to the several documents appended to the inquest report furnished by the police by way of annexures with the written statement of Respondents 3 and 4, a statement of Jalaluddin Regoo, the brother of the deceased completely exonerating the army of any wrongdoing, has been appended although it has been pointed out by Mr Ganesh that he had filed an affidavit denying that he had made any such statement. We are therefore of the opinion that there is not an iota of evidence to support the petitioners' plea except for the statements that she has made in the present petition. It has already been observed at the very initial stage that the court must lean a little in favour of the victims on account of the adverse situation in which they stand placed, but the Court must find something to lean on. We find no evidence to suggest that the petitioners' case was worthy of belief. On the contrary, we have the army and police records pertaining to the incident which clearly show that Regoo was indeed a militant and that the circumstances leading to his death were as per the circumstances put on record by the respondents.
17. We thus find no merit in the petition. It is accordingly dismissed with no order as to costs.
A brief critique of the judgement of the Supreme Court in Masooda Parveen vs Union of India.
1. The Court refers to 'militants working with the Army' quite casually. Though these lines appear at a place where the Court seems to be summarising the allegations of the petitioner, the fact that the Court ignores this allegation completely, as if it is nothing to comment about, is striking. It appears that the Supreme Court has no qualms about the practice of the Army operating in tow with civilians bearing weapons.
2. It is clear from the version of the army that after taking Regoo into custody they did not hand him over to the local police but proceeded to take him to the Lethpora camp of the army, and themselves interrogated him and took him to search for hidden arms and explosives. However, the Armed Forces (Jammu & Kashmir) Special Powers Act (AFSPA, in short) does not endow the Army with any power to investigate offences. Only the police can do it. AFSPA has not endowed the armed forces with all the powers of the police, and only what they have been endowed with can be exercised by them. Arrested persons must be handed over to the custody of the police forthwith as mandated by Sec 6 of AFSPA and it is for the police to investigate the offences they may be suspected to have committed. This includes interrogation, seizure of any material they may be willing to disclose, etc. Hence, the Army should have handed over Regoo to the Pampore police and should not have taken him to the Lethpora camp of 17 Jat Regiment. Thus it is not just a case of there being non-compliance with the mandate of Sec 6 of AFSPA, namely to hand over the arrested person immediately to the police. It is a case of exercise of non-existent powers by the army.
Apart from that, the way the Supreme Court has met the argument of the petitioner's counsel regarding non-compliance with Sec.6 creates an exception to Sec.6 that is too casually laid down and has no basis in the facts of the present case. The armed forces can always plead the danger that delay would lead to 'leakage of information' and 'failure of the operation' and never hand over the arrested person to the police. Sec.6 leaves no scope for any exception to be carved out, but even if it had to be, it could not be in such sweeping and general terms that would frustrate the object of the language used by the legislature. Coming to the facts of this case, it is not as if the arms or ammunition Regoo allegedly promised to reveal were placed there just then and would vanish if there was delay of ten or fifteen minutes. The Court notes that all the relevant areas including the police station of Pampore are within a range of 4-5 kilometers, with the place of arrest being in the middle. It would have taken hardly ten minutes to inform the Pampore police, make over the accused to the police, and hand over the investigation to them.
3. The judgement, by these means, seemingly takes care of the argument concerning noncompliance with Sec 6 but does not at all deal with the allegation that Regoo was deliberately killed. The only material relied upon is a statement made at the inquest by the brother of the deceased exonerating the army of any wrong doing. Since it is nobody's case that the brother was an eyewitness, it is not clear what value such a certificate give by him has. In any case,
we need not tell the judges of the Supreme Court that in a cognisable offence, the statement given by a witness at the inquest is not evidence.
4. Whether Regoo was murdered or he died in the circumstances claimed by the Army is a disputed question of fact which could not have been decided without taking evidence. The Supreme Court could have asked the District Judge, Pulwama, to conduct an enquiry by taking evidence and submit a report, as has been done in many cases, for instance the celebrated case of Nilabati Behera vs State of Orissa 1993. Or it could have directed some agency such as the CBI to investigate the matter. In the worst case the Court could have declared that the issue cannot be decided in a writ petition, and left it to the petitioner to file a criminal complaint against the Army and the renegades. Instead it proceeded to decide a question of fact with no evidence before it at all.
It is altogether a classic instance of injustice done to the case and to the law by a hastily written judgement. However, a review petition has also been dismissed by the Supreme Court, and so Masooda Parveen is left with no remedy in law.
Appendix - III
Interview with Abdul Gani Lone
Mr. Abdul Gani Lone was one of the leaders of All Party Hurrit Conference (APHC). He served for more than two decades as an MLA in the J&K Assembly and was also the Cabinet Minister for Education and Tourism. He was in Bangalore in May 2002 as part of his All-India tour to meet people and share the views of APHC with the public. These meetings are significant as it is for the first time that representatives of the APHC were meeting the people to talk about their perception of the Kashmir problem with a view to explore a peaceful solution to the vexed issue. Here are some excerpts from an exclusive interview he gave to Prof. N.Ramesh and V.S.Sreedhara in Bangalore.
Q. APHC is a conglomeration of various groups with varied ideological and political views. There seems to be quite a few contradictions among the constituents of APHC, like for instance between the fundamentalists and the secularists. You have repeatedly mentioned that there is one point that binds them together: to initiate the peace process through a dialogue. Beyond this point, the contradictions within the APHC begin to surface. Are you of the opinion that contradictions can wait till this basic demand is met? How do you plan to address this question of contradiction?
Lone:. There are contradictions of the sort you have mentioned. But it is the Hurriyat's problem. It should also be noted that the contradictions are blown out of proportion by some politicians in
India. Like you have your Advanis we have our Gilanis. When Gilani stated that the Kashmir problem is a religious problem, his own organisation, Jamait-e- Islami, immediately clarified that it was a political issue and not a religious one. But all the units of the Hurriyat are unanimous on one issue: to solve the present problem through a meaningful dialogue. At the moment there is the rule of the gun. Under this condition political projections cannot be articulated. How do we know what the people want? The only way is to have the plebiscite. But the Government of India is not ready for it. Then the only option left is to have a dialogue. When we go to the dialogue, all the options are available. All the voices will be heard. I do not see any contradiction in this. Even in Pakistan there is powerful section of people who advocate the need for a dialogue.
Q. There is a general feeling that Kashmiris want to go to Pakistan…
It is a mistaken projection that people of Kashmir want to go Pakistan. Similarly some people say that Kashmir being a Muslim majority area may accede to Pakistan. But we should remember that Kashmir never acceded to Pakistan in the past. In fact, they preferred to accede to India. Such being the facts of history how can it go to Pakistan? India will never agree for this. Either Pakistan should wage a war and take away Kashmir or people should voluntarily decide to join Pakistan. But Indian Government would not allow this and there is no third possibility. Even the pro-Pak lobby is one with us that we should go for a dialogue, which means even they are closing the option of Pakistan. You see, the contradiction is not a very serious one. Our stand is very clear. If you do not go for a plebiscite, let us discuss the problem through a dialogue. So, either India or Pakistan claiming Kashmir as its own territory is not acceptable to us. Even in POK, the Pakistan presence is overpowering. They conduct elections but do not respect the people's mandate and bring their own military person to rule. If we were ready to concede to either India or Pakistan, then why would we press for a dialogue?
Q. Let us assume that India agrees for a dialogue with a condition that they do not either consider the Hurriyat as Kashmir's true representative or that they would not have a dialogue with fundamentalist factions within the APHC. What would be your response? What about the people of Jammu and Ladakh? Who represents them?
Dialogue is a dialogue and there can not be any preconditions for a dialogue. Fundamentalism is a problem that we should address within the APHC. It is also our problem as to who should represent us and with what mandate. We are conscious of all this. We know that we cannot go to the dialogue table with a demand that Kashmir will be an Islamic state. Who is going to listen to us? In the same way, we cannot go with a pro-Pak theory as well. These are our problems. For instance when some fundamentalists raised their voice, we decided that their representatives should be changed. Partition has its residues, which make one feel that any Muslim arguing for independence is does so for religious reasons. As I said earlier, Kashmir is a political issue, not a religious one.
As far as the representation of Jammu and Ladakh is concerned, they too need to be heard. The moment everyone agrees to go in for a dialogue, contacting every people becomes a necessity. Either APHC will have to limit their own role to the Valley or it will have to come out with some
alternative proposals so that the interests of other people of Jammu and Kashmir are also represented. The very principle of dialogue is based on the notion of representation. This is only a procedural issue. People in Kashmir want peace and an end to their suffering and violence. Hurriyat's demand for dialogue is aimed at this objective.
Q. Why aren't there any non-Muslims in APHC?
There are some non-Muslims with us. Efforts are on to have more of them from Jammu region. We are talking to the Sikhs there. Let me make it clear that there is no ban for non-Muslims from joining APHC.
Q. Mr. Yousuf Tarigami of Kashmir Unit of CPI(M) in a recent interview to a Kannada magazine has said that APHC has only one point programme: to rake up anti-India feelings among the people of Kashmir and that it cannot lay claim to be the sole representative of Kashmir because it has not won
any elections, though he concedes that it is an important political presence in Kashmir. What is your reaction to these comments?
Tarigami is totally wrong. It is not mandatory to win elections for anyone to voice the opinion of the people. One needs to fight an election if one wants to become a Chief Minister, not for a dispute resolution. For instance, in the fifties, when the Government of India held discussions with Sheik Abdullah, he was not an elected representative but a leader of the people. It is only the Hurriyat which is in a position to talk to Pakistan, to the militants. We can tell them that if they do not come round for talks, they will face our opposition. People have become militants because militancy has been thrust upon them. Only the Hurriyat has the guts, support and the conviction to tackle the militancy problem. From Tarigami's camp who is there to talk to them?
The question is not whether people's support is total or complete. The question is whether one is able to carry all the views. As I said earlier, if people of Ladakh are invited, they will be invited as Ladakhis and not as the leaders of the State of Jammu and Kashmir. The same holds good for Hurriyat also.
Q. One reason normally put forth for the rise of militancy is the problem of unemployment and economic underdevelopment. There is also the feeling that the youth are being misguided…
This is a wrong perception. Kashmir is not underdeveloped. We are better placed than the people of many other States in India like Bihar or some parts of UP. Ours is the only State which is supported by the Centre even for the payment of its services. Our education is free and we are the only State which has implemented land reforms. Land has been given to the people free of cost and there are no landlords. Ours is not a social or an economical problem; ours is a political problem. So many doctors and engineers have left their comfortable jobs and come back to Kashmir and have been martyred. Most of the young men have joined the movement by choice. Thousands of youths have laid down their lives for a cause they have believed in. There is a sense of alienation and nothing is being done to remove or lessen this feeling. People are disillusioned with both Pakistan and India. Mohammad Ali Dogra once asked Moulana Sahib, father of Omar Farooq, where would Kashmiris go if there were to be a plebiscite. Moulana replied that Kashmiris living on the Indian side would vote for Pakistan and those in Pakistan occupied area would want to go to India! It is not at all surprising because people get to see the oppression from their own side and think that the other camp is a better choice.
There is a deep feeling of desperation, anger and shame. What else could be the reaction of people when their daughters are raped and sons and brothers are killed? The official number of rape cases is said to be 500, but it is much more. Due to shame many women do not come out and report the matter to the police. But the people know, they have it etched in their memory. When there is no one to care for them or console them, who should fight against the shame? Why shouldn't they? I cannot forget what the Government of India did to Sheik Abdullah, though I have fought with him bitterly in the Assembly and there is no love lost between the two of us. But for Kashmiris he was a great man. Even after long years of imprisonment, when he came out, he did not say he would go to Pakistan. Why was he ill treated by India? What could be the feeling of an ordinary citizen of Kashmir, if a man of Abdullah's stature was treated like this? This is a question on which the Kashmiri people cannot be convinced. Yet we are seeking a dialogue. Today I am considered a moderate. So are Omar Farooq and Prof. Bhat. But see the fate of these moderates. While they refuse to talk to us, the Government of India lionises the extremists. They may not have done it deliberately, but the result is that moderate voices are being pushed to the margins.
That is why we are saying that the Indian leaders should talk to APHC. When you have a weapon do not blunt it. If you do not talk to the moderates, militants will increase.
Q. What will be your economic policy when you come to power, even hypothetically speaking?
As mentioned earlier, we do not have the problem of landlords in Kashmir. So far as the economic polices are concerned, we do not know what sort of atmosphere we will be in when the Kashmiris come to power. Now it is too premature to think of that. First we want the present problem to be solved.
Q. You have been saying that the Indian leadership took the matter to the UN and promised the plebiscite to the people of Kashmir and continued to make the promise which the people took seriously. Do you think if the plebiscite had been held around 1950, Kashmiris would have voted in favour of India?
Certainly. If only the plebiscite was held at that time India would have won hands down. But the Indian Government itself was not confident and went on postponing it, only to reject the demand altogether. The then Congress Government felt that it might not get the support of the Kashmiris and did not believe them.
Q. What about the Pundits? Aren't they a harassed lot? How would you see their plight?
Pundits are an integral part of the social fabric of Kashmir. It is very sad that they too are alienated and have lost their home and identity. We want them to come back. After all they were our teachers. We have learnt our Koran from them. How can we not have them with us?
Q. You have been touring India with some of your colleagues in APHC. What is that you expect of these meetings?
We have been denied audience by the Government of India. The Chief Ministers of various States that we visited chose not to meet us. So we have come to the supreme power – the people of the land – with an alternative plan to solve the Kashmir problem with a meaningful dialogue. Unfortunately the Kashmir issue is being used by both the countries for their own political interests and gains. I would like to emphasise that it is not a dispute between India and Pakistan or Hindus and Muslims. It is a political and above all, a human issue. We do not want that Indians should support our independence theory or right to self-determination. We want you to consider why there should be such killing and tragedy, why people are dying in Kashmir. America ran away from Lebanon because the people protested against their own people getting killed there. People here should know that a lot of their money is being spent on Kashmir, their own people in the Army are getting killed. Our purpose of talking to the people here is to request them to have a public opinion on the happenings in Kashmir and to pressurise the Government to stop the killings.
Q. There is a feeling among many in India – particularly among some human right activists – that if India agrees to the policy of self-determination by the Kashmiris, it would work against the interests of the Indian Muslims and that there would be a communal backlash.
I do not understand why Kashmiris should be held hostage for some one else's interests. But I strongly feel that this is a baseless fear. Secularism in India is still strong enough to protect the interests of the minorities. The logic behind such an argument is dangerous.
Q. What is the general attitude of the ordinary people towards Vajapeye.?
He has a moderate image. When he was the Foreign Minister he opened a passport office here. He is the only Prime Minister who went in for a unilateral ceasefire. Kashmiris credit him for both.
Appendix – IV
A Brief Historical Background
Jammu & Kashmir (J & K) was one of the largest of the 'Princely States' of colonial India. It is today divided between India and Pakistan. Jammu, the Kashmir Valley and Ladakh are the three divisions in Indian part of J & K, whereas Mirpur, Muzaffarabad and the Northern Areas (Gilgit & Baltistan) are in Pakistani part of J & K. Today's unrest is mainly concentrated in the Kashmir Valley and the Pir Panjal areas of Jammu.
The rulers of the erstwhile J & K were a Dogra family from Jammu. Gulab Singh, jagirdar of Jammu in the reign of the Maharaja Ranjit Singh of Lahore, is believed to have helped the British treacherously in the Anglo-Sikh wars of the nineteenth century. After the British victory, Kashmir was added to his territories by the British in return for Rs 75 lakhs, and a token annual rent of twelve pashmina goats, one horse and three pairs of shawls.
Prior to India's independence there was a vigorous movement in Kashmir for an end to the rule of Gulab Singh's dynasty and establishment of a democratic political order. The movement also championed the cause of the Muslims of Kashmir who faced discrimination and oppression. Its main voice was the J & K Muslim Conference, which renamed itself the J & K National Conference in the year 1938. Its tallest leader was Sheikh Mohammed Abdullah.
When the British left India, all the 'Princely States' were believed to have regained their sovereignty and were free to join either India or Pakistan or be independent. Hari Singh, the ruler of J&K, prevaricated, while the National Conference wanted removal of the monarchy and establishment of democracy before any decision concerning accession could be taken. In this situation, a large mob of people from the North-West Frontier Province of the newly created Pakistan raided J&K with the connivance of the Pakistani authorities
on 24 October 1947. While Hari Singh's Government was paralysed, the people of Kashmir Valley resisted the attempt to settle the issue of accession by force and the National Conference took over their leadership. India's response to Hari Singh's request for help was to demand that J & K should accede to India before the Indian Army could step into the State to stem the invasion. Thus it came about that J & K acceded to India.
The accession was predicated on the condition that J & K would be an autonomous province of India, with the Center having power only over Defence, External Affairs and Communications. In turn, India assured the people of J&K that their view would be taken in a free and fair referendum or plebiscite before accepting the accession as final. This promise was made by India not only to the people of J & K but also to the United Nations, to which body India complained of Pakistani aggression. The plebiscite was never held, inspite of the efforts made by the United Nations to persuade India and Pakistan to agree on the modalities of the referendum. The crux of the Kashmir movement is the demand that the right to self-determination guaranteed by promise of plebiscite should be honoured.
The autonomy promised by the instrument of accession was written into the Indian Constitution in Article 370. As the Central Government was to have only limited power over the State, the State needed to have a constitution of its own. Elections were held for the Constituent Assembly. The National Conference was certainly a popular party but it was not the only political force in J&K. But India pinned its hopes on National Conference and its leader Sheikh Mohammad Abdullah, who it was hoped would ensure merger of J & K with India. Hence the National Conference was allowed to use strong-arm methods to monopolise the Constituent Assembly. Yet, in due course, Abdullah was suspected of harbouring the idea of writing the promise of plebiscite into the State's Constitution. He was arrested on 9 th August 1953 and was in jail more or less continuously till 2 nd January 1968. He was never tried in any Court of Law and never sentenced to imprisonment. He was simply jailed without reference to any law. Pliant leaders were encouraged to take his place, condoning their corrupt practices. More and more powers were assumed by the Center over J & K using the services of the pliant leaders. No one who held views inimical to India's interests has been allowed to win elections in J & K. This strangulation of democracy led to a lot of dissatisfaction which reached its height in 1987 when the candidates of the Muslim United Front who actually polled more votes than their rivals were declared to have lost the elections.
This is the background in which militancy broke out in Kashmir in the year 1989. That the democratic assertion of the right to self-determination was suppressed by cunning and brute force, leaving Kashmiris with no option but to 'take up the gun', is the common observation of all the supporters and sympathisers of the movement. It was only in 1996 that elections of any kind at all were held in Kashmir Valley again, and then by the force of the Army together with the 'renegades', i.e., surrendered militants acting as armed agents of the State.
The armed forces and lately the police, especially the Special Operations Group, indulge in the most brutal forms of torture with complete impunity in J & K. And the political process supposed to have been initiated to resolve the 'Kashmir issue' just does not care to hear the Kashmiri people.
Bibliography of Civil Rights Reports on Kashmir
1. India's Kashmir War, CIK, March 1990
2. Report on the Kashmir Situation, PUCL & CFD April 1990
3. Kashmir Imprisoned, CIK, July 1990
4. Kashmir aflame, Volume I, J & K Basic Rights Committee, August 1990 Volume II October 1990.
5. Kashmir under Siege, Asia Watch, May 1991
6. Undeclared war on Kashmir, LHS, CPDR, APCLC & OPDR, November 1991
7. Kashmir: A land ruled by the Gun, CIK, Dec 1991
8. The Kashmir massacre: A report in the assassination of Mirwaiz Maulvi Farooq and its aftermath, PHRO, 1991.
9. Report on the Human Rights Situation in the Valley, Coordination Committee on Kashmir, May 1992.
10. Sopore: A case study of extra-judicial executions in Kashmir, AI, 1993
11. Kashmir War, Proxy War, CIK, October 1993
12. The Green of the Valley is Khakhi, Women's Initiative, June 1994
13. Torture & Death in Custody in J & K, AI, January 1995
14. Analysis of the Government of India's response, AI, March 1995
15. The Burning of Chrar-e-Sharief, PUCL & CFD, July 1995
16. Heat and 'Mast' in the Valley (report on the burning of Chrar-e-Sharief), CIK, August 1995
17. Blood in the Valley, Kashmir behind the propaganda curtain, ACRA, AFDR, APCLC, APDR, CPDR, LHS, MASS, PDF, December 1995
18. Voting at the Point of a Gun: Counter-insurgency and the farce of Elections in Kashmir, APCLC, CPDR, LHS, July 1996
19. Civil War and Uncivil Government; A Report to the People of India, APCLC, CPDR, PUDR, November 1997
20. Grim Realities of Life and Death in Jammu & Kashmir, APCLC, HRF, OPDR, PDF & PUDR, September 2001
21. Kashmir: An Enquiry into the Healing Touch, AFDR, HRF & OPDR, August 2003
Plus reports carried by periodicals and bulletins published from Jammu & Kashmir such as Informative Missive and J & K Human Rights Perspectives, and the reports of the Institute of Kashmir Studies, Srinagar. | <urn:uuid:6fea963f-0bca-4a45-b6f4-a3b8c7eef054> | CC-MAIN-2017-43 | http://humanrightsforum.org/beta/wp-content/uploads/2013/Articles/Kashmir-pdf.pdf | 2017-10-24T02:22:59Z | crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00586.warc.gz | 160,013,222 | 31,944 | eng_Latn | eng_Latn | 0.983483 | eng_Latn | 0.999247 | [
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Formeller Brief Schreiben
preliminary note
Every letter is something special and unique. It's difficult to give strict rules how to write a letter. Nevertheless, there are guidelines how to start and finish a letter. Like in English we have typical standard experssions and there are clear features which distinguish a formal and informal letter.
I'd like to give some advice how to write a formal letter (business letter).
I wrote this discribtion to help people to achieve the "Zertifikat Deutsch" (level: B1).
A word about the use of "du" and "Sie"
As you know, we've got two different forms in German to address people:
* du (you)
*
Sie (you)
We call the use of du "duzen" and the use of Sie "siezen".
Du is used for children, friends, family members, colleagues and people at your age.
Sie is used for people who are older than you and people you are not familiar with.
The use of "Sie" is a sign of respect and if I used "du" for a 70 years old woman I've never met before it would be rather offending. If you are not sure about the age of your counterpart use "Sie".
The use of "Sie", however, has become less strict than years before. When I met my colleagues in our office for the first time and they were apparently at my age I used "du" even though I'd never met them before. Another example is my table tennis club where everybody is using "du". It doesn't matter if 8 or 80 years old. We all "duzen" each other.
The rule for formal letters is easy: Use always "Sie".
Do so in the B1-exam.
Consider:
You have to capitalise both "Sie" and "Ihr | Ihre | Ihres".
© Thomas Höfler 2005 – 2009
Formeller Brief Schreiben
example letter
© Thomas Höfler 2005 – 2009
Formeller Brief Schreiben
1: Adresse des Absenders (addresser)
In a formal (business) letters you have to put your address on the top of the letter.
The simplest way is to put it on the left, top corner as shown in the example.
There are many other ways to do it. Most companies design a nice head in the middle (top) and integrate their company logo and address.
In the B1-exam you will get a clear order to leave out the address. Follow the order and safe time.
2: Adresse des Empfängers (addressee)
In a formal (business) letters you have to put the address of the receiver on the top of the letter as well.
I suggest the top, left corner as shown in the example. There is a simple reason why.
Many people use envelopes with a transparent window so that they don't have to put an address label on the outide. This place is common in Germany.
In the B1-exam you will get a clear order to leave out the address. Follow the order and safe time.
3: Ort und Datum (location and date)
You start with the place, followed by a comma and the date.
Consider:
We write in German the date in the following order: day | month | year
4: Betreffzeile (subject heading)
The subject heading should summarise the content of your letter. Write in one line what is the letter about so that the reader knows immediatly he is the right addressee and that he knows what you want.
It's not usual anymore to start the subject heading with: "Betreff" (Re:).
Just start your text with a capital letter and emphasize the subject heading (bold letters).
Here some typical subject headings:
© Thomas Höfler 2005 – 2009
Formeller Brief Schreiben
In the B1-exam you have to write a semiformal letter. There is no need to write a subject heading in a semiformal letter. So leave it out and safe time.
5: Begrüßung/Anrede (salutation)
Typcial salutations for a formal letter are:
| German | English |
|---|---|
| Sehr geehrte Frau Müller, | Dear Mrs Müller |
| Sehr geehrter Herr Müller, | Dear Mr Müller |
| Sehr geehrte Damen und Herren, | Dear Sir or Madam |
* The term "Fräulein" (Ms) for an unmarried woman is old-fashioned and not used anymore.
Consider:
The salutation ends with a comma.
6: Einleitungssatz (introduction)
Typcial introductions for a formal letter are:
Consider:
The introductions starts with a small letter!
© Thomas Höfler 2005 – 2009
7: Hauptteil (main part)
There are no strict rules for the main part.
In the B1-exam you will get 3 or 4 points you have to cover.
My suggestion:
* make at first some short keynotes to every points to make clear what you want to say It's absolutly ok if you do it in your language.
* bring the 3-4 points in a logical order
* write 1 - 2 sentences about every point.
* structure your text: use e.g. for every point one paragraph It makes it much easier to read the text.
The task for the examle letter above could have been to cover the following points:
8: Abschlusssatz (closing)
Typcial closings for a formal letter are:
© Thomas Höfler 2005 – 2009
5
Formeller Brief Schreiben
9: Grüße (greetings)
Typcial greetings for a formal letter are:
| Mit freundlich Grüßen | Yours faithfully |
|---|---|
| Mit freundlichem Gruß | Yours faithfully |
| Hochachtungsvoll | Yours respectfully |
Consider:
The greeting starts with a capital letter and ends without comma.
10: Unterschrift (sign)
Don't forget to put your name at the end.
In business letters it's even common to put at first the handwritten sign and underneath again the full name with degree or title because most signs can't be identified.
For the B1-exam it's enough just to write clearly your full name (handwritten).
© Thomas Höfler 2005 – 2009
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TRENDS & VIEWS – KRCE NEWSLETTER
Volume 23/February 2017
Editorial
Education has traditionally consisted of the two fundamental elements of teaching and learning, with a heavy emphasis on teaching. Throughout history, the transfer of information from the teacher to the learner has been done on a person-toperson basis. A teacher stands in front of a room and imparts the information for a student to learn. Because this approach requires the teacher to be an expert on every topic that they teach, this is referred to as the "sage on stage" form of education. While lecture-style teaching has been used for centuries to build today's literate and competent society, it ends up being a highly inefficient system, in many respects, the "equivalent of using Roman numerals." For any new topic to be taught, a new expert needs to be created, and this universal need for more and more experts has become a serious
chokepoint for learning. To illustrate this point, let's look at the example of a new topic that cannot be taught because the expert on this topic lives on the other side of the world. A teacher-dependent education system is also time-dependent, location-dependent, and situation-dependent. The teachers act as a control valve, turning on or off the flow of information. The education system of the future will undergo a transition from a heavy emphasis on teaching to a heavy emphasis on learning. Experts will create the courseware and the students will learn anytime or anywhere at a pace that is comfortable for them, learning about topics that they are interested in. There has long been the pervasive notion that learning can take place only in a classroom. Even though schools use field trips and outdoor experiences to enhance education, the classroom remains the dominant central fixture of today's educational systems. Classrooms are designed to focus attention, close off the rest of the world, and create a controllable environment where learning can take place. Architects refer to schools as a "place," and over the years place-makers have attempted to create the ultimate classroom – a place where learning can be optimized and students can excel.
Most educators will argue that the real learning takes place inside the classroom. Even though external activities such as doing homework, reading assignments, or writing papers happen outside the bounds of the school, the primary education interface remains the classroom. Using classrooms as the primary "touch point" for learning creates many problems. The person or education system that controls the classroom also controls the time when learning can take place, the students who will participate, the lighting, the sounds, the media used, the tools, the pace, the subject matter, and in many cases, the results. However, classroom-centric education is not necessary for learning.
Learning takes place from the moment a person wakes up in the morning until they fall asleep at night. In fact, learning continues even while a person is sleeping. We may not be learning about math and science while we watch a movie, but we learn about the characters in the movie, the plot, the setting, the drama, the resolution of the problem, the kind of popcorn a theatre serves, and how comfortable the seats are. It is easy to fall into the trap of thinking in terms of past top-down approaches. Instead, we need to focus on the key elements, the seeds of innovation, which will allow this new organic form of education to spring to life. New forms of education are not achieved by putting an umbrella over our existing education systems and networking them with hopes that they will get better. And they're not achieved by simply recording the lectures for later broadcast. Education in its current state is the equivalent of Roman numerals, a system that is preventing us from achieving great things. We are much more concerned about finding products that will satisfy our own particular needs.
Fr Eugene Lobo S.J.
Education and Growth: Education is fundamental to development and growth. The human mind makes possible all development achievements, from health advances and agricultural innovations to efficient public administration and private sector growth. For
countries to reap these benefits fully, they need to unleash the potential of the human mind. And there is no better tool for doing so than education.
Twenty years ago, government officials and development partners met to affirm the importance of education in development—on economic development and broadly on improving people's lives—and together declared Education for All as a goal. While enrolments have risen in promising fashion around the world, learning levels have remained disappointingly and many remain left behind. Because growth, development, and poverty reduction depend on the knowledge and skills that people acquire, not the number of years that they sit in a classroom, we must transform our call to action from Education for All to Learning for All.
First, foundational skills acquired early in childhood make possible a lifetime of
learning. The traditional view of education as starting in primary school takes up the challenge too late. The science of brain development shows that learning needs to be encouraged early and often, both inside and outside of the formal schooling system. Prenatal health and early childhood development programs that include education and health are consequently important to realize this potential. In the primary years,
quality teaching is essential to give students the foundational literacy and numeracy on which lifelong learning depends. Adolescence is also a period of high potential for learning, but many teenagers leave school at this point, lured by the prospect of a job, the need to help their families, or turned away by the cost of schooling. For those who drop out too early, second-chance and non-formal learning opportunities are essential to ensure that all youth can acquire skills for the labour market.
Second, getting results requires smart investments—that is, investments that prioritize and monitor learning, beyond traditional metrics, such as the number of teachers trained or number of students enrolled. Quality needs to be the focus of education investments, with learning gains as the key metric of quality. Resources are too limited and the challenges too big to be designing policies and programs in the dark. We need evidence on what works in order to invest smartly.
Third, learning for all means ensuring that all students, and not just the most privileged or gifted, acquire the knowledge and skills they need. Major challenges of access remain for disadvantaged populations at the primary, secondary and tertiary levels. We must lower the
barriers that keep girls, children with disabilities, and ethno-linguistic minorities from attaining as much education as other population groups. "Learning for All" promotes the equity goals that underlie Education for All and the MDGs. Without confronting equity issues, it will be impossible to achieve the objective of learning for all.
Achieving learning for all will be challenging, but it is the right agenda for the next decade. It is the knowledge and skills that children and youth acquire today—not simply their school
attendance—that will drive their employability, productivity, health, and wellbeing in the decades to come, and that will help ensure that their communities and nations thrive.
Pope Francis' teaching on the family: During his Wednesday catechesis, Pope Francis spoke the topic of the family. He reflected on the family in the light of scripture and tradition, social realities and challenges, current roles and future possibilities. He said that the Incarnation of the Son of God opens a new beginning in the universal history of man and woman. And this new beginning happens within a family, in Nazareth. Jesus was born in a family. God chose to come into the world in a human family, which He himself formed.
In his address the Pope said: "There is a close link between the hope of a people and the harmony among generations. The joy of
children causes the parents' hearts to beat and reopens the future. Children are the joy of the family and of society. They are not a question of reproductive biology, nor one of the many ways to fulfill oneself, much less a possession of their parents.... No. Children are a gift, they are a gift: understood? Children are a gift. Each one is unique and irreplaceable; and at the same time unmistakably linked to his/her roots."
Further the Pontiff added: "In the family, among siblings, human coexistence is learned, how one must live in society. Perhaps we are not always aware of it, but the family itself introduces fraternity into the world!" he said that the Son of God was not spared this stage. It is the mystery that we contemplate every year at Christmas.
Speaking from scripture Pope Francis said: "Man and woman are the image and likeness of God. This tells us that it is not man alone who is the image of God or woman alone who is the image of God, but man and woman as a
couple who are the image of God." In the midst of these it is Sin that generates distrust and division between man and woman. Their relationship will be undermined by a thousand forms of abuse and subjugation, misleading seduction and humiliating ignorance, even the most dramatic and violent kind. He asked his audience to think of the exploitation and the commercialization of the female body in the current media culture. And let us also think of the recent epidemic of distrust, skepticism, and even hostility that is spreading in our culture."
The family is often misunderstood in today's world. "The family tops all the indices of wellbeing among young people; but, fearing mistakes, many do not want to even consider it; even being Christians, they do not consider the sacrament of matrimony, the single and unrepeatable sign of the covenant, which becomes a testimony of faith. Perhaps this very fear of failure is the greatest obstacle to receiving the Word of Christ, which promises his grace to the conjugal union and to the family. The Christian seed at the root of equality between spouses must bear new fruit today," said the Holy Father.
"Jesus never stops accepting and speaking to everyone, even those who no longer expect to encounter God in this life. That is an important lesson for the Church! The disciples were chosen to care for this assembly, for this family of God's guests. In order to maintain this reality of the assembly of Jesus in today's situation, it is indispensable to renew the covenant between the family and the Christian community.
Ally, the Pope added that the family is at the beginning, at the root of this world culture
that saves us. "The family, the fruitful covenant between man and woman, is the answer to the great challenge of our world. That challenge is two-fold: fragmentation and standardization, two extremes that coexist and foster each other, and together they support the economic model of consumerism. The family is the answer because it is the cell of a society that balances the personal and the communal dimensions, and that at the same time can be the model for the sustainable management of the goods and resources of creation. The family is the principal agent of an integral ecology, because it is the primary social agent, which contains within it the two foundational principles of human civilization on the earth: the principle of communion and the principle of fruitfulness."
Cardinal Gracias re-elected to head Latin rite bishop: Cardinal Oswald Gracias of Bombay
has been re-elected to head of Conference of Catholic Bishops of India (CCBI), the forum of Latin rite bishops in India, for another term of two years February. 6. However, other top officers, vice president Archbishop Philipe Neri Ferrao of Goa and secretary general Bishop Varghese Chakkalakal of Calicut were replaced. Archbishop George Antonysamy of Madras - Mylapore is new vice president and Archbishop Anil Joseph Thomas Couto of Delhi is new secretary general. The re-election of Cardinal Gracias was unanimous decision of more than 130 bishops attending the 29th plenary of the bishops in Bhopal, said CCBI spokesperson.
The prelates are deliberating on way to revitalize Catholic families after Church studies have suggested that Catholic families are drifting away from vital the Catholic teachings such as those on family planning.
Cardinal Gracias is also the president of the Federation of Asian Bishops' Conferences as well as the Archbishop of Bombay.
Archbishop Antonysamy has served in the Vatican embassies in Gambia, Liberia and Sierra Leone and was in charge of d'Affaires of the Vatican Embassy in Jordan. In 2012 he was appointed the sixth archbishop of MadrasMylapore archdiocese.
Archbishop Couto began his Episcopal career as the auxiliary bishop of Delhi. He was then transferred to Jalandhar as its second bishop in 2007. He became the Delhi archbishop in 2012. The newly elected office bearers were installed at a ceremony moderated by Archbishop Abraham Viruthakulangara of Nagpur.
New Bishop of Mysore installed: Bishop K.A.
William was ordained as the seventh bishop of the Catholic Diocese of Mysore at an elaborate ceremony here on Feb 27. Held at the St.
Philomena's Church precincts, the Episcopal ordination and installation ceremony was witnessed by a large gathering of the devout. There were nearly 30 Bishops, 450 priests, more than 600 religious sisters in the congregation.
Bishop Thomas Anthony Vazhapilly, the outgoing bishop, officiated the ordination ceremony in the presence of other spiritual
leaders of the church. Nearly 5,500 people had gathered to witness the consecration of the new Bishop. The appointment of the new bishop was announced by
Pope Francis on January 25, and he succeeds
Bishop Vazhapilly who held the post for 14 years.
Bishop Williiam belongs to Polibetta in Kodagu district and completed his education in Mysuru before joining the seminary to take up theological studies. He also has a Master's degree in Canon Law and Christianity. Besides being the spiritual head of Catholic churches in Mysuru, Mandya, Chamarajanagar and Kodagu, as the Diocese head, Bishop William will also be responsible for more than 130 educational institutions in the region. He was the vicar of the Cathedral of Mysore, Treasurer of the Diocese and PRO to the Bishop of Mysore.
Archbishop Moras completes 20 years as Bishop: Archbishop Bernard Moras completed 20 years as bishop first as the Bishop and for the last 12 years as Archbishop of Bangalore. Archbishop Moras expressed his gratitude to
God and all others who collaborated with him in his ministry. He also thanked all the bishops, priests, religious and laity for their support and presence on the occasion. He also laid the foundation stone for the Archdiocesan Retreat Centre and said that the Retreat Centre will be a powerhouse and everyone who comes to the Centre will be touched.
Bishop Mar Lawrence Mukkuzhy of Beltangady who preached the homily during the Mass felicitated the Archbishop and asked the congregation to give him (Dr Moras) a 'big hand' on the occasion of his 20th anniversary of Episcopal ordination. He said Archbishop Moras is a gift of God to people of the state, particularly to the Archdiocese. As per the Bible and established tradition bishops are the foundation to send and spread the Word of God. The Bishops are the shepherds for people and we are fortunate about it unlike many places where they do not have shepherds to look after the people. The Retreat Centre that comes up in the premises of Lourdes Church is a great blessing as Mary is an icon of the Church. Mother Mary is a role model. She would be called blessed from generation to generation. Mary advocated to imitate Christ as St Paul said 'be imitators of me, as I am of Christ (1 Cor. 11:1).
In his message Bishop Lawrence said Jesus is
Lord of all. He will take care of us. He will keep His promises. He will make us new persons and will give the Holy Spirit. Jesus is the model and the planned Retreat
Centre is to help everyone to reach the Father, Son and the Holy Spirit. Bishop Mukkuzhy congratulated Archbishop Bernard Moras for having taken the leap for the new Archdiocesan Retreat Centre.
The foundation stone tablet was unveiled by the Archbishop. He sprinkled holy water on the stone tablet and the six bricks. The six bricks were carried in procession to the place marked for the Retreat Centre. The Archbishop was accompanied by the Bishops, priests, CRI representatives, parish priest of Our Lady of Lourdes where the Archbishop blessed the foundation stone at the place of the Centre planned to come up. Fr S Jayanathan, vicar general, explained the significance of time capsule and the contents placed in it. Capsule contained among other things, currency note, photo of Archbishop and various other details. It will be opened after 50 years and replaced by some items with relevant matters and materials of that time. The foundation stone-laying ceremony ended with the choir singing the hymn: There shall be showers of blessings.
Seminar at Holy Spirit PU College, Bangalore: A seminar was held on education and POCSO Act for the staff members of Holy Spirit PU College on February 10, 2017. 45 staff members were present. Sr Pauline Pereira the Principal welcomed the members present and
introduced the topic. Fr Eugene Lobo the Resource Person presented the meaning of education and the art of being a good teacher. Then the topic on POCSO was introduced giving the present day situation and the existing dangerous
in schools in and around Bangalore. In fact this an universal problem and reminded the teachers to be alert in ordered to protect the children. He explained the origin of the problem both in schools and in work place and explained the measures through which these problems may be
overcome. He placed before the teachers the legal obligations and the measures to be employed by the individual teachers and the institution.
Prayer session at Jyothi School, K K Halli, Bangalore: A half day prayer session and reflection was held at Jyothi School K K Halli, Bangalore. 52 staff members from three institutions under Jyothi school took part in the prayer session. At the
commencement of the session Sr Jeevan BS welcomed and introduced the topics and explained how important it is spend some times with God. The entire session was in Kannada with Fr Eugene Lobo as the Resource Person. In the first session the meaning of prayer was explained and with the help of video clips he place before them the need of prayer and the way in which a person can pray. In the second session he placed before the teachers the concept of faith, interreligious prayer,
environment and harmony and finally forgiveness and mercy. There was a good response from the staff providing a good prayerful atmosphere. There
was a session of question and answers where the teachers asked pertinent questions.
A True Duck Story: Something really cute happened in downtown San Antonio. Michael R. is an accounting clerk at Frost Bank and works there in a second story office. Several weeks ago, he watched a mother duck choose the concrete awning outside his window as the unlikely place to build a nest above the sidewalk. The mallard laid ten eggs in a nest in the corner of the planter that is perched over 10 feet in the air. She dutifully kept the eggs warm for weeks, and Monday afternoon all of her ten ducklings hatched.
Michael worried all night how the momma duck was going to get those babies safely off their perch in a busy, downtown, urban environment to take to water, which typically happens in the first 48 hours of a duck hatching. Tuesday morning, Michael watched the mother duck encourage her babies to the edge of the perch with the intent to show them how to jump off. Office work came to a standstill as everyone gathered to watch.
The mother flew down below and started quacking to her babies above. In disbelief Michael watched as the first fuzzy newborn trustingly toddled to the edge and
astonishingly leapt into thin air, crashing onto the cement below. Michael couldn't stand to watch this risky effort nine more times! He dashed out of his office and ran down the stairs to the sidewalk where the first obedient duckling, near its
mother, was resting in a stupor after the nearfatal fall. Michael stood out of sight under the awning-planter, ready to help.
As the second one took the plunge, Michael jumped forward and caught it with his bare hands before it hit the concrete. Safe and sound, he set it down it by its momma and the other stunned sibling, still recovering from that painful leap. (The momma must have sensed that Michael was trying to help her babies.)
One by one the babies continued to jump. Each time Michael hid under the awning just to reach out in the nick of time as the duckling made its free fall. At the scene the busy downtown sidewalk traffic came to a standstill. Time after time, Michael was able to catch the remaining eight and set them by their approving mother.
At this point Michael realized the duck family had only made part of its dangerous journey. They had two full blocks to walk across traffic, crosswalks, curbs and past pedestrians to get to the closest open water, the San Antonio River, site of the famed "River Walk." The on looking office secretaries and several San
Antonio police officers joined in. An empty copy-paper box was brought to collect the babies. They carefully corralled them, with the mother's approval, and loaded them in the container. Michael held the box low enough for the mom to see her brood. He then slowly navigated through the downtown streets toward the San Antonio River. The mother waddled behind and kept her babies in sight, all the way.
As they reached the river, the mother took over and passed him, jumping in the river and quacking loudly. At the water's edge, Michael tipped the box and helped shepherd the babies toward the water and to the waiting mother after their adventurous ride.
All ten darling ducklings safely made it into the water and paddled up snugly to momma. Michael said the mom swam in circles, looking back toward the beaming bank bookkeeper, and proudly quacking. At last, all present and accounted for: "We're all together again. We're here! We're here!"Like all of us in the big times of our life, they never could have made it alone without lots of helping hands. I think it gives the name of San Antonio's famous "River Walk" a whole new meaning! Maybe you will want to share this story with others.
Story of Two Screws: Once upon a time there were two screws fastening a vital part of a gasoline engine. One of the screws was haughty and proud of its shining head. The second screw was quiet, intent only on doing its job to the best of its ability.
One day a speck of rust appeared on the head of the second screw. Filled with vain pride of its own beauty, the first screw began to laugh at the second. "Your head is tarnished," the first said to the second. "Look at you. Your perfect luster is gone."
The second screw said nothing. Instead, it concentrated on what it was doing. "How ugly you have become," the first screw chortled, "and how beautiful I have remained."
Then it began to laugh so hard at the second screw that it failed to notice that it was working itself loose. Finally it dropped off the engine and plunged into a small pool of dirty oil below.
With the first screw no longer holding up its end of the load, the second was faced with doing the work of two. Meanwhile the first screw, now covered with grimy oil, wailed and lamented. "Just look at me! I'm dirty and filthy and all my beauty is gone. By laughing at the blemish on my friend the second screw, I
worked myself loose and fell into the muck. Now I'm doomed."
Now, it just so happened that a short time later the owner of the engine started it up. He immediately noticed that something didn't sound right -- the engine was running rough. When he checked, he instantly saw that one of the two screws holding the vital part was missing. "Ah ha!" the owner said. "One of the screws must have worked itself loose and fell to the ground, but I don't see it. Maybe it fell into that puddle of old oil."
The owner reached into the oil and found the
missing screw. "Look at you," the owner said. "You're all covered with grime and oil. How ugly you are. But I will fix that right away." The owner reached for a nearby rag and wiped all the oil and grime off the first screw until it shone even brighter than before. Then he replaced it on the part. Before he turned away, he noticed a little speck of tarnish on the head of the second screw. With the second rag, he wiped the head clean and bright. Then the owner walked away.
Finally the engine was started. The two screws, now equally beautiful, held the part tight. "Forgive me, my friend," the first screw said to the second. "In my vanity, I was so busy laughing at your blemish that I did not notice that I was working myself loose."
"And what have you learned?" the second screw quietly asked.
"I learned not to judge others because I have my own sins to deal with."
"Then," the second screw said, "I forgive you."
"Thank you, my friend. And rest assured, my vanity will remain forever at the bottom of that dirty puddle of oil."
Face the situation: Once after visiting a temple, swami Vivekananda was crossing a place which had a tank on one side and wall on the other. There was a group of monkey not allowing swami to cross. They started to snatch him and trying to get hold of his belongings. Swami after some trying started to run. But as Vivekananda ran, the monkeys got even bolder.
After failing to escape, Vivekananda heard a monk shouting, "Face the Brutes!" Words had a magical impact on Vivekananda; he turned back, stood his ground and faced the monkeys. As he did
that, the monkeys went on their way and ran away. Vivekananda thanked the monk with traditional 'namaste'. The monk started walking his way and swami his.
Like those monkeys, there will be mischief, negative thoughts, trouble and difficult situations coming your way. Never run. Turn back and "Face the brutes". They will disappear.
Just a reminder: The CBCI office for Education & Culture, New Delhi has re-sent the questionnaire with the imperative that all institutions, schools and colleges are obligated to respond to it. The questionnaire indicates the implementation of the All India Catholic Education Policy. Kindly respond. If you have not received the questionnaire as yet, kindly contact KRCE.
Fr. Eugene Lobo SJ Secretary,
Karnataka Regional Commission for Education nd
2 Cross, Da Costa Layout, St. Thomas Town Post, Bangalore – 560 084.
Tel: No. 080 25807187 Mob: 9845030380
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University of Virginia Adapted Physical Education
Date of Evaluation:
Name: Johnny Healthy
Grade: 7 th Grade
School: Charlottesville Wellness Academy
October 8, 2008
Evaluator: Martin E. Block, Ph.D.
Introduction
Johnny is a 7 th grader male who attends the Charlottesville Wellness Academy (CWA) in Charlottesville, VA. Johnny has qualified for special education services as a child with autism. Currently, Johnny attends general physical education (GPE) with his 7 th grade class. The class is comprised of approximately 15 children evenly divided between males and females. Johnny attends GPE independently without the support of a teacher assistant or assigned peer tutor. Johnny was referred for an adapted physical education (APE) evaluation by his parents due to their concerns with his physical fitness and general motor abilities. The purpose of this initial evaluation was to determine if Johnny qualified for APE services through Albemarle County Public Schools. Johnny was observed during his GPE class on Monday, November 29 th , 2005, by Dr. Martin Block of the Kinesiology Program, Curry School of Education, at the University of Virginia. The following provide results of my observations as well as some comments from a brief conversation I had with Mike Jones, Johnny's GPE teacher at CWA.
Motor Performance – Locomotor Patterns
I observed Johnny participating in several activities including warm-up fitness/locomotor activities and basketball skill work. Locomotor patterns observed included running and sliding. Johnny's running pattern included proper arm action and a normal base of support (not overly wide which would indicate severe balance problems). However, Johnny did not generate enough force to show a flight phase (a moment when both feet are off the ground), he did not demonstrate proper leg bend (lower leg should be parallel to the floor), and he really did not pump his arms to help generate speed. Johnny also appeared to run much more slowly than his peers. Johnny was able to slide both to the left and to the right, and he did this without crossing his legs. However, he did have trouble keeping side-orientation, and he did move slowly as if he really had to think about the movement. While I did not observe other locomotor patterns, his running and sliding patterns indicate a delay in locomotor patterns.
Sports Skills - Basketball
I also observed Johnny performing dribbling, shooting and playing defense in a basketball unit. Johnny was able to dribble and maintain control of a basketball while walking forward the length of the court. However, he really had to concentrate on the basketball looking at it intently. He also was unable to jog or move to the left or right with any control when dribbling a basketball. There were a few other children who had similar dribbling patterns as Johnny, but most of the children in the class had better control and speed when dribbling. When shooting a
Johnny Healthy page 2
basketball Johnny stood closer to the basket than most of his friends. He used a two-handed shooting pattern (both hands to the side of the ball rather than one hand behind the ball). He was able to get the ball to the basket from about 5' away, and although he did not make a basket in 3 attempts he came close. There was another boy who used a similar shooting pattern as Johnny. However, most of the children used the more appropriate one-handed pattern, and most shot from farther away from the basket than Johnny. I also observed Johnny playing defense against a peer who dribbled across the gym. Johnny back-pedaled awkwardly and was really unable to move with any efficiency to the left or to the right to slow down the dribbler. However, most of his classmates had similar problems guarding a dribbler, although most of his classmates moved more quickly when guarding a dribbler.
Based on my observations of Johnny in basketball skill work Johnny is delayed in sport-specific motor skills. There was another child in the class who also had problems with basketball skills, but all the other children in the GPE class performed both qualitatively (how they looked) and quantitatively (how fast and how accurately they performed) better than Johnny. While I did not observe Johnny in other age-appropriate sports activities (e.g., volleyball, soccer, softball), my guess is that Johnny would have trouble with required coordination, speed, and strength to move smoothly and effectively in these activities.
Physical Fitness
I observed Johnny doing various fitness-related warm-up activities during GPE. I also talked to Mr. Jones about Johnny's fitness scores on basic fitness testing he conducted in the fall. Johnny was unable to do any sit-ups or push-ups during my observations. He was able to run through several cones, albeit slowly, demonstrating some basic agility and space awareness. He was able to do use stretch bands for arm strength about the same level as his peers. Mr. Jones noted that Johnny did to poorest in the class in the "Pacer test," a test to measure cardiorespiratory endurance. Most children can run back and forth across a gym keeping the pace of a set timer for 20 or more times. Mr. Jones noted that Johnny could no longer maintain the pace of the timer after 13 times. It is unclear whether or not Johnny's slow and somewhat awkward running pattern resulted in his inability to maintain the required running pace or if it was his limited endurance. Finally, Johnny appears to be slightly overweight, although several peers in his class also appeared to be slightly overweight. Based on my observations, Johnny does appear to be delayed in physical fitness. It should be noted that Johnny was able to participate in all activities during the 30 minute GPE session, and he never asked to sit out and rest or get a drink of water.
Behaviors in General Physical Education
I was able to observe Johnny's ability to attend, follow directions, stay with the group, interact with peers, and generally display appropriate behaviors. Behaviors are clearly Johnny's strengths in GPE as he was extremely well-behaved. He followed all directions without the need for the teacher to repeat them, and he was able to move independently and start GPE activities without any extra cues. Johnny seemed to get along with his peers although he did not initiate any interactions with them during my observations. His peers were wonderful with him asking him to join their group, be his partner, and generally encouraging him when he tried the various activities of GPE. Also, Johnny did not seem to get upset when he was not successful or when he could not complete an activity such as sit-ups or push-ups. The only behavior that I did note was a little self-stimulatory behavior when Johnny first walked into GPE. He would walk away
Johnny Healthy Page 3
from his peers, straighten and stiffen his arms, and wiggle his fingers. He only did this for a few seconds, and only a few times during GPE, and this behavior never interfered with his ability to attend to the teacher or follow directions.
Summary and Recommendations
Based on my observations of Johnny in GPE and comments from Johnny's GPE teacher, it is clear that Johnny is delayed in gross motor skills and physical fitness. He is well-behaved in GPE, and these delays do not seem to have a significant affect on Johnny's abilities or selfesteem in GPE. In addition Johnny seems to have some wonderful peers who are very supportive of Johnny's limited motor and fitness skills. It should be noted that I observed Johnny during a "skill work" session rather than a "game session." Mr. Jones noted that Johnny does better in skill work as opposed to game play. He noted that in games Johnny tends to stay more on the periphery, and the speed of the game is usually too fast for Johnny to be successful.
Based on my observations of Johnny and his apparent delays in gross motor skills and physical fitness, I believe Johnny qualifies for adapted physical education (APE) services through Albemarle County's APE Program. Since Johnny does fairly well in GPE, I am recommending that Johnny receive 30 minutes of APE services as a supplement to his current GPE sessions. This 30 minute session should focus on improving Johnny's strength (sit-ups and push-ups) as well as his basic sports skills (e.g., throwing, catching, dribbling, etc.). I also suggest that a home fitness program be created for Johnny to work on his physical fitness. This home program could be no more than daily sit-ups and push-ups (modified sit-ups and push-ups) to work on Johnny's core strength.
______________________________
Martin E. Block, Ph.D. Kinesiology Program University of Virginia 210 Emmet St., S., Box 400407 Charlottesville, VA 22904-4407 434/924-7073 firstname.lastname@example.org | <urn:uuid:809b0e12-b9ed-42b0-ad66-38ee625ad2d2> | CC-MAIN-2017-43 | http://www.pecentral.org/adapted/SampleAssessmentReportchecklist.pdf | 2017-10-24T02:23:13Z | crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00591.warc.gz | 516,617,255 | 1,849 | eng_Latn | eng_Latn | 0.998679 | eng_Latn | 0.998958 | [
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A new look at urea
Alina Taute KK Animal Nutrition
Urea is not necessary in the diet of ruminant animals, but, because of the ruminant's unique ability to utilise the nitrogen from urea to form high quality microbial protein, urea can be fed as a replacement for part of the protein in a ration.
Introduction
Urea is a simple compound that contains 46 percent nitrogen. It is found in many plants and is a normal end product of protein metabolism in mammals. A part of the urea produced in the animal body is returned to the digestive tract in the saliva. The remainder of the urea is passed off in the urine as waste.
How is urea used by animals?
Urea, a non protein nitrogen compound, is used by the bacteria in the rumen of cattle and sheep. During the normal fermentation process, urea is broken down to ammonia. Micro-organisms in the rumen combine the ammonia with products of carbohydrate metabolism to form amino acids and hence, proteins. The proteins that are formed from NPN compounds are similar in amino acid content to the proteins available to the animal when the principle source of dietary nitrogen is intact protein.
The bacteria and protozoa, and the protein they contain, are digested by the ruminant animal further down the digestive tract. In this manner the ruminant animal can make use of certain NPN compounds even though it does not possess enzymes of its own for their breakdown.
Protein supplementation in the dry season
Fertility of a cow is directly linked to the condition of the cow. It is well known that animals grazing low quality (protein content lower than 6 %) dry roughage during the dry season lose weight. To minimize the weight loss and to ensure that cows are in a as good as possible condition at the end of the dry season, dry grazing must be supplemented with a protein lick Although animals grazing low quality roughage have a relatively high maintenance requirement in terms of energy (because of the cold and windy conditions as well as the activity to move around to graze), energy is not the main nutrient supplemented during the dry season, but rather protein. This is because although energy is the primary factor limiting animal performance on dry grazing, protein intake is the primary factor that influences energy intake and utilization.
Sources of Protein
There are many different raw materials that can be used to supplement protein to animals. The most commonly used sources are the different oilcakes and then of course urea. When urea is used there are a few factors that can influence the efficient utilization thereof.
Sources of readily available energy – The most important factor that can influence the amount of urea that can be used by a ruminant is the digestible energy or total digestible nutrient (TDN) content of the ration. Rations that are high in digestible energy such as rations with a high grain content, result in good utilization of urea, where as rations that are low in digestible energy such as high roughage diets, result in a lowered utilization of urea. The addition of grains or molasses products to a lick, will therefore increase the utilization of urea when urea containing licks are given to animals grazing low quality roughage.
Frequency of feeding - A daily intake of urea will allow for a constant or continuous intake of urea and will improve the utilization of urea over abrupt or periodic intakes.
Levels of urea – Low levels of urea are utilized more efficiently and with less problems than high levels.
Adequate supply of phosphorus, sulphur and trace minerals – When natural proteins are substituted by urea, the quality and quantity of minerals available to ruminal bacteria and cattle changes sharply. Although minerals are only needed in small quantities, these elements are necessary building blocks for microbial protein synthesis. It is therefore important to add additional trace minerals to a lick.
With all of the above taken into account, the following licks can be mixed on the farm. The licks contain a safe amount of urea with all the necessary energy, minerals and trace minerals (contained in Kimtrafos 12 Grande) for the optimal utilization of urea to supply your animals with the protein they need to utilize the grass. By doing so weight loss is minimized hence animals will be in a good condition at the end of the dry season.
Table 1 Winter maintenance licks containing urea
| Raw materials | Without oilcake Early dry season | With oilcake Early dry season |
|---|---|---|
| Maize meal Oilcake Feed Grade Urea Kimtrafos 12 Grande Kalori 3000 or Molassesmeal Feed Grade Sulphur Salt | 250 - 150 150 50/80 7 350 | 250 150 100 100 50/80 5 350 |
| Total | 957 | 1005 |
| Intake (g/cattle/day) | 350 - 500 | 350 - 500 |
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Project Planning Template
Cyber Security: Digital Citizenship
GLOBAL ISSUE OVERVIEW
Whatever the situation, it seems like "there's an app for that."
The proliferation of apps, methods of connecting with one another, mobile computing, and increasing internet connectivity have resulted in an explosion of new and different ways to communicate and conduct business; a commonly used acronym is the rise of SOLOMO (Social Local Mobile). Many of the methods of communicating and conducting business transactions are free or low cost and very convenient, enhancing their appeal. What's not to like? And why WOULDN'T businesses AND consumers want to take advantage of ways of doing things that increase convenience and efficiency and are often just plain cool? The perceived advantages of such activities often come at an unknown cost. At a time when there is considerable focus on government access/control of consumer data, there is much less transparency on the part of businesses. Who has access to your data? Who collects it?
Global Competencies Addressed:
* Investigate the World: Initiate investigations of the world by framing questions, analyzing and synthesizing relevant evidence, and drawing reasonable conclusions about global issues.
* Recognize Perspectives: Recognize, articulate, and apply an understanding of different perspectives.
* Communicate Ideas: Select and apply appropriate tools and strategies to communicate and collaborate effectively, meeting the needs and expectations of diverse individuals and groups.
* Take Action: Translate ideas, concerns, and findings into appropriate and responsible individual or collaborative actions to improve conditions.
Funded through the generous support of
Career/Technical Knowledge and Skills
STANDARDS ADDRESSED
Academic Knowledge and Skills
| College and Career Readiness Anchor Standards for Speaking and Listening: Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively (if assigned to a team). 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Soft Skills: Oral presentation CCTC BM-MGT 3 Apply economic concepts fundamental to global business operations. 1. Describe global trade’s impact on business activities. BM-MGT 4 Employ and manage techniques, strategies, and systems to enhance business relationships. 2. Manage internal and external intercultural business relationships. CRP – 1 Act as a responsible and contributing citizen and employee. CRP – 4 Communicate clearly, effectively, and with reason. CRP – 6 Demonstrate creativity and innovation. CRP – 7 Employ valid and reliable research | Common CORE Literacy CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS.ELA-LITERACY.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. | Learning and Innovation Skills: • Critical Thinking and Problem Solving • Communication and Collaboration Life and Career Skills: • Flexibility and Adaptability • Initiative and Self-Direction • Productivity and Accountability • Leadership and Responsibility |
|---|---|---|
21 st Century Skills
strategies.
CRP – 10 Use technology to enhance productivity.
PROJECT DEFINITION & GOALS/OBJECTIVES
Project Goals/Objectives:
* Students will acquire the skills needed to research:
a. how personal data is collected
b. how personal data is stored
c. how personal data is used
d. how personal data is protected
* Students complete the concept check PRIOR to the lesson. Only the space to the left of each term will be marked at this time. Tell students a zero is OK; it means there is an opportunity to learn!
* Students read different stories about privacy issues.
* Students summarize their specific articles (one paragraph of 5–8 sentences) to share with their peers.
* Students research the questions independently and reconvene to share their results.
* Students take notes during discussion, then use results of their research, conversation, and resource websites to create a public service announcement alerting consumers to digital privacy issues and steps they can take to be safer and to protect their data. The instructor may choose to restrict the types of public service announcements students can create – public service announcements take many forms: flyers, posters, postcards, videos, slideshows, brochures, webpages, etc.
* Students complete the concept check AFTER the lesson. Only the space to the right of each term will be marked at this time.
* Conduct a Gallery Walk to review students' products.
SCENARIO OR PROBLEM: What scenario or problem will you use to engage students in this project?
How can you leave a footprint with your thumb? Sounds impossible, right? Have you ever "liked" a post? Or commented on someone or something online? If so, you have added to your digital footprint, probably without even realizing it. The many different methods individuals and organizations use to conduct business and connect with each other generate TONS of data. How is the data collected? Are you aware of when and how data is collected? Who has access to your data? How is the data used? How is the data stored? Is the data protected?
You have been hired by an independent NGO (non-governmental organization) to inform and educate consumers about the answers to these questions.
Your task is to research these questions and create an appropriate public service announcement (PSA).
| ASSESSMENT: How will you determine what students have learned? (Check all that apply.) | | | |
|---|---|---|---|
| FORMATIVE | | SUMMATIVE | |
| Quizzes/Tests | X | Multiple Choice/Short Answer Test | |
| Notes/Graphic Representations | | Essay Test | |
| Rough Draft | | Written Product with Rubric | X |
| Practice Presentation | | Oral Presentation with Rubric | X |
| Preliminary Plans/Goals/Checklists of Progress | | Other Product or Performance with Rubric | |
| Journal/Learning Log Adapted from Tammy Worcester Tang | | Self-Evaluation or Reflection | X |
| Other: Class discussion of article summaries, videos | X | Evaluation by Authentic Audience | |
| | | Other: Gallery Walk | X |
MATERIALS, RESOURCES, or CONSTRAINTS: What materials and resources will be needed? Are there any perceived challenges?
* Computers
* Internet Access
* First video to view as a class: "Did You Know?" https://youtu.be/uqZiIO0YI7Y
Article links to get started – consider using an app like Instapaper, Pocket, Evernote, etc., to save articles because URLs are dynamic and can disappear without warning.
* Devices, Data, Connections: Which one is your weakest link? https://info.microsoft.com/CO-AAIoT-CNTNT-FY16-03Mar-IoTWeakest-Link-Article.html?ls=social&lsd=nrtr-aaiotiotmanufacturing&wt.mc_id=OLA_1143770_11087206590034_11087206590704
* VTECH Collects Data on Kids http://www.huffingtonpost.com/entry/hack-vtech-collects-data-on- kids_us_565f3651e4b08e945fedae8a?ir=WorldPost§ion=world&utm_hp_ref=world
* Google Under Fire for Data-mining Student email Messages http://www.edweek.org/ew/articles/2014/03/13/26google.h33.html
* Australian Woman Jailed Then Deported from UAE over Facebook Post http://www.aljazeera.com/news/2015/07/australian-woman-deported-uae-facebook-post-150714214424659.html http://www.ibtimes.com/australian-woman-abu-dhabi-arrested-deported-over-facebook-post-illegally-parked-car-2008951 http://www.bbc.com/news/world-australia-33456715
* Privacy has become a human rights issue for the digital age
http://www.irishtimes.com/business/technology/privacy-has-become-a-human-rights-issue-for-the-digital-age-1.2168797
*
Facebook taken to court in Austria https://getpocket.com/a/read/892513272
http://www.irishtimes.com/business/technology/vienna-court-to-hear-schrems-s-civil-suit-against-facebook-1.2169126
* US health care not required to encrypt consumer data https://getpocket.com/a/read/837865666
* Internet of Things (IOT), Hackers remotely kill Jeep's engine on highway
http://www.csmonitor.com/Technology/2015/0721/Hackers-hijack-Jeep-Cherokee-How-can-you-stop-them-video http://www.cnbc.com/2015/07/21/hackers-remotely-kill-jeep-engine-on-highway.html
* Verizon fined over use of supercookies http://www.marketwatch.com/story/fcc-fines-verizon-135-million-over-supercookies-2016-03-07?siteid=rss&rss=1
* Intravenous pump can be hacked; hospitals warned http://sanfrancisco.cbslocal.com/2015/08/03/feds-popular-intravenous-pump-can-be-hacked-warning-issued-to-hospitals/
* Social Media needs limitations, not choices http://www.wired.com/2015/04/social-media-needs-limitations-not-choices/
* Facebook tracks users because of a "bug"
http://www.theverge.com/2015/4/9/8379417/facebook-user-tracking-report-bug
* Czech Republic Bans Google Street View
http://www.nbcnews.com/id/39302384/ns/technology_and_science/t/czech-republic-bans-google-street-view/#.VcgFmBNViko
* China cracks down on smart phone users http://www.bbc.com/news/world-asia-china-28702184
Digital Citizenship/Privacy Resources
* Electronic Privacy Information Center http://www.epic.org
* NetSmartz http://www.netsmartz.org/Parents
* International Society for Technology in Education http://www.iste.org
* Social Media Experiment video (Jack Vale) – to be viewed as a class https://youtu.be/5P_0s1TYpJU
* Public service campaign rubric link (search for saved rubric #2553379) http://rubistar.4teachers.org/index.php?ts=1439131334
*Instructors may also search for or create a product or project-specific rubric at http://rubistar.4teachrs.org at no charge.
SUPPORT, MODIFICATIONS, AND EXTENSIONS: What is needed to provide support for students who have difficulty learning the content, modify for students with special learning needs, or to provide enrichment for advanced students?
Additional help – Schedule students for individual help or for smaller group help.
Enrichment – Advanced students can locate and save additional articles and resources for the class database. Advanced students can investigate and analyze legislation and government regulation of consumer information of specific countries.
Extension – Identify organizations or agencies consumers can contact if their data has been breached.
CALENDAR OF MAJOR LEARNING ACTIVITIES—What are the learning activities or tasks for each day? Are there any project milestones? When will formal assessment activities occur?
| Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|
| Introduction of topic. Distribute and complete Expert | Discuss responses to and implications of video. | Assign articles to be read. Discuss expectations. | Student article summaries completed. |
STUDENT REFLECTION ACTIVITIES—How will students reflect on their work? Add reflection questions and/or activities here.
Self-reflection – Using PMI Individual Reflection Questions.
Student-Project-Plan-Reviewing – Individual Reflection Questions from Project Management Toolkit for Teachers found at http://pmief.org/learning-resources/learning-resources-library/project-management-toolkit-for-teachers?tab=Toolkit%20Materials
Adapted from: Southern Regional Education Board, Unit Planning Template, 592 10th St. N.W., Atlanta, GA 30318-5776 | <urn:uuid:944c6163-b011-48d5-8bc4-fa07b4938d61> | CC-MAIN-2017-43 | http://asiasociety.org/files/uploads/26files/Cybersecurity-Business_Digital_Citizenship.pdf | 2017-10-24T02:12:46Z | crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00595.warc.gz | 26,816,452 | 2,761 | eng_Latn | eng_Latn | 0.931879 | eng_Latn | 0.991998 | [
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Frequently Asked Questions about the Common Core State Standards
Q: What are the Common Core State Standards?
A: The Common Core State Standards (CCSS) are a set of shared K-12 learning expectations for students in Englishlanguage arts and mathematics. The standards are the result of a state-led effort coordinated by the National Governor's Association (NGA) and the Council of Chief State School Officers (CCSSO). The CCSS for grades K-12 were developed in collaboration with a variety of stakeholders including content experts, state education leaders, teachers, school administrators, and parents. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn in K-12 math and English language arts. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. The CCSS supports the college and career ready expectations of Oregon's new graduation requirements.
Q: Why does Oregon need common educational content standards?
A: Today, each state has its own process for developing, adopting, and implementing standards. As a result, what students are expected to learn can vary widely from state to state. We know that our graduates will compete for jobs with students from other states and countries with more rigorous standards. Common standards help ensure that all students, no matter where they live, are prepared for success in postsecondary education and the workforce. Common standards will help ensure that students are receiving a high quality education consistently, from school to school and state to state. Common standards will provide a greater opportunity to share experiences and best practices within and across states that will improve our ability to serve the needs of students.
Q: Will the Common Core State Standards limit flexibility to tailor instruction to individual students?
A: No. The Common Core State Standards are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed. Local teachers, principals, superintendents, and others will decide how the standards are to be met. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms. Local teachers, principals, superintendents, and school boards will continue to make decisions about curriculum and how their school systems are operated. Standards help teachers figure out the knowledge and skills their students should have so that teachers can build the best lessons for their classrooms.
Q: What are some ways Oregon will benefit from common educational content standards?
A: The CCSS will
- Help prepare students in Oregon and in the nation with the knowledge and skills needed to succeed in college and careers
- Allow states to align curricula to internationally benchmarked standards
- Allow for more focused pre-service education and professional development
- Create potential economies of scale for curriculum, instructional resources, and assessment
- Help students who move between states
- Help evaluate policies that affect student achievement across states
- Help prepare students in Oregon and in the nation to compete for good jobs in a knowledge-based economy.
Q: Will the new Common Core State Standards replace Oregon's existing academic content standards for mathematics
and English language arts?
A: Yes. These two new sets of standards will replace Oregon's current standards in English language arts and mathematics. While the new standards are similar to Oregon's current standards, some content has been shifted to ensure college and career readiness at the end of high school.
Frequently Asked Questions about the Common Core State Standards
Q: The Common Core State Standards are more rigorous than existing state standards. Will it be harder for schools to meet state and federal requirements?
A: Parents, students, and teachers should understand that lower scores will not mean students know less than they did the year before or that they are somehow "doing worse in school." The new standards require a higher level of mastery of information and concepts and this higher bar will impact student scores, at least initially. Communities must recognize that it will take time for students to catch up to these more rigorous standards.
Q: What is ODE doing to help schools transition to the Common Core Standards?
A: ODE has
- Convened a CCSS Stewardship Team composed of educators, administrators, and education stakeholders to develop a comprehensive implementation timeline, plan, and identify resources for instruction and assessment.
- Helped to establish the Smarter Balanced Assessment Consortium that will build a CCSS common assessment for the partner states to be implemented in school year 2014-2015.
- Provided mathematics teachers with an annotated crosswalk table (http://www.ode.state.or.us/search/page/?id=3211) that compares the CCSS to the current Oregon mathematics standards, illustrating what content has moved to different grade levels.
- Provided English language arts and subject-area teachers with the Oregon K-12 Literacy Framework (http://www.ode.state.or.us/go/literacyframework ) that supports implementation of the CCSS in English language arts and all other subjects. A number of states are using Oregon's Framework for this purpose.
- Completed two new sections of the Oregon K-12 Literacy Framework: a Writing section comparable to Reading and an extensive Reading professional development portal for coaches and teachers.
- Provided Strand 4 Oregon DATA Project training featuring implementation of the Reading and Writing CCSS and Essential Skills using the Oregon K-12 Literacy Framework.
- Collaborated with other states to provide educators with a variety of tools and resources, including shared curriculum. Collaboration is ongoing.
Q: How will the economies of scale benefit Oregon in implementing the CCSS?
A: The economies of scale that the CCSS will bring will save our state money in these ways:
- Oregon will no longer need to revise and update English language arts and mathematics standards on its own.
- Instructional resources designed to support the CCSS can be shared among the states.
- Smarter Balanced Assessment Consortium partner states will share the costs of developing and implementing a common assessment.
- Assessment resources including formative assessments will be shared among the Smarter Balanced consortium.
- It is anticipated that textbooks and curriculum materials may be shared through open source environments.
- A Joint Taskforce on Mathematics that includes members from all major mathematics education organizations plans to provide a CCSS implementation website to share tools and resources for teachers.
- A Common Core Curriculum Mapping Project funded by the Bill & Melinda Gates Foundation has designed and shared CCSS English language arts curriculum maps for districts.
Q: When will students begin to see these changes in the classroom?
A: Students could begin seeing Common Core content as soon as next school year (2011-12). Districts will first need to work with teachers to make sure everyone understands the knowledge and skills contained within each learning expectation. Teachers at each grade level need to understand what new content they are responsible
Frequently Asked Questions about the Common Core State Standards
for teaching at their grade-level and what is no longer in their grade-level. While many of Oregon's existing Academic Content Standards align to CCSS, some content is introduced in earlier grades in CCSS.
Q: What is the CCSS common assessment?
A: States adopting the CCSS will implement a student assessment system aligned with the CCSS for mathematics and English language arts beginning in the 2014-15 school year.
- Along with 30 other states, Oregon is a member of the Smarter Balanced Assessment Consortium (http://www.smarterbalanced.org/ ) which has formed to create an historic assessment system.
- The common assessment is a natural continuation of the work already underway in Oregon and builds on our current assessment system and the work of the Oregon DATA Project.
- By partnering with other states, Oregon will be able to leverage resources, share expertise, and produce a system that will meet the needs and expectations of Oregon students and teachers.
- Until the common assessment is designed, piloted, and implemented, however, ODE will continue using the Oregon Assessment of Knowledge and Skills (OAKS) to assess students in math, reading, and writing. Oregon will continue to assess science and social science using OAKS until CCSS are developed for those content areas.
To find out more about the common assessment visit www.smarterbalanced.org .
Oregon Department of Education
Oregon Common Core
www.ode.state.or.us www.ode.state.or.us/go/common core
Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/ | <urn:uuid:489772d0-6c64-45b1-868c-eff7d5921b52> | CC-MAIN-2017-43 | https://imesd.k12.or.us/sites/imesd.k12.or.us/files/File/common-core/common-core-state-standards-faq.pdf | 2017-10-24T02:26:45Z | crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00593.warc.gz | 721,893,860 | 1,696 | eng_Latn | eng_Latn | 0.996001 | eng_Latn | 0.997697 | [
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WELCOME TO LUNCH AND LEARN!!! TODAY'S TOPIC IS:
The Role of the Speech‐Language Pathologist (SLP) in Education
Historically speaking.....The field of speech-language pathology has been in existence for more than 100 years. Early on, practitioners worked primarily on speech difficulties, such as stuttering and lisping. The profession has evolved tremendously since its beginnings and now SLPs are trained to work on a variety of areas relevant to communication.
What is meant by "communication?" Communication encompasses a wide variety of areas, including the following:
- Speech (correct sound production, intelligibility in connected speech, fluency of speech/stuttering, etc.)
- Comprehension of language (receptive language)
- Expression of language (expressive language)
- Pragmatics (the use of language in everyday contexts)
- Literacy (reading and writing)
About SLPs: All SLPs hold Master's degrees and are trained to work with a variety of age groups and communication challenges. All SLPs are required to be licensed by a professional order and are bound to a code of ethics. SLPs practice their profession in many different contexts, including schools, clinics, hospitals, rehabilitation facilities and in private practice.
About school SLPs: School-based SLPs typically work with elementary students, but some also work with high school students. In Quebec, SLPs are mandated to prioritize students with severe receptive-expressive language disorders in their case loads. These students are validated by the MELS and assigned a handicapped code (Code 34). The ministry allocates funding so that school boards may allocate resources for these students (2 to 3 hours per week of a combination of SLP support and other school-based resources). Students coded 34 present with the following communication profile:
- Moderate to severe receptive language delay; severe expressive language delay
- Moderate to severe receptive language delay; severe verbal dyspraxia (a specific type of speech disorder)
Some students coded 34 also present with speech disorders, and most present with literacy disorders. Students with oral language difficulties can be expected to exhibit difficulty with reading comprehension and written expression.
Why focus on students code 34? The MELS recognizes that students with this learning profile are at significant risk for academic failure. However, if they receive appropriate instructional interventions focused on building their communication skills and using compensatory strategies to get around their difficulties, these students have a good chance of acquiring the necessary credits to graduate from high school.
What about students who do not present with severe language disorders? Frequently, school SLPs receive referrals for students with speech disorders, literacy disorders, autism and other developmental disorders. It is necessary for SLPs to prioritize their caseloads based on many criteria, including (but not limited to):
- Severity of the disorder
- Effect of the disorder on the student's academic and social functioning
- Prognosis
- Scheduling and caseload considerations
How can school SLPs best service the needs of students with communication challenges? The options for providing service delivery to school-age clientele are the following:
- Pull-out intervention (individual or small group)
- In-class intervention (individual or small group)
- Flexible service delivery
Many parents and educators believe that the traditional pull-out model of service delivery is the most effective. This is largely true for formal evaluation and in cases where highly specialized and focused intervention is required to work on specific communication goals. However, experts in the field now advocate a more flexible model whereby the location of service delivery is determined by the needs of the client at every stage of his/her intervention process, whether for evaluation or intervention.
Who decides? When it comes to speech and language intervention, the SLP alone has the expertise to identify the conditions that will optimize the student's response to intervention. The client (if developmentally ready to participate in the decision-making process) should also have direct input into the decision.
Communication development is not a location, but a process. Effective communication skills are most frequently required in the classroom, not in an office with an SLP. Teachers spend much more time in direct contact with students than do SLPs. Therefore, it is essential that educators and SLPs work collaboratively to identify goals, as well as to craft instructional methods and interventions, that will ensure that students are developing and using their communication skills where they are most likely to need it...in the classroom. | <urn:uuid:dc5dd92d-90c5-44aa-9bc1-ab92c67f8986> | CC-MAIN-2017-43 | http://coesld.ca/documents/Lunch-Learn/SLP-Role.pdf | 2017-10-24T01:58:04Z | crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00599.warc.gz | 80,834,337 | 915 | eng_Latn | eng_Latn | 0.998069 | eng_Latn | 0.998258 | [
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AQUILA COMMUNICATIONS INC.
TEACHING READING IN THE FSL CLASSROOM HOW TO USE THE BOOKS IN THIS SERIES
There are many pedagogical approaches to helping students learn to read and to enjoy FSL materials. The key is to choose the approach that best suits your teaching style, as well as the skill level and needs of your students. The approach outlined below is a generic one that has proven very effective in FSL classes. It is also one that is easily adaptable to your own particular circumstances.
I. PRE-READING
B. Personalizing the theme
Pre-reading activities are meant to elicit interest, to motivate students, and to prepare them for what they are about to read. Start as follows:
A. Predicting the contents
Ask the students to predict the contents of the text that they will be reading. During this prediction step, the students' interest is piqued as they apply their own experiences and knowledge of the theme to envisage and discuss what they consider the theme of the book.
This activity might be approached as follows:
1. Examine the cover of the book
Ask the students to examine the illustration on the cover of the book, as well as the book's title. Ask them to predict the genre of the story: Is it fiction: adventure, romance, science fiction, fantasy, historical, biography, etc.? Or is it non-fiction: historical, heroic, sports, sci- entific, travel, true adventure, etc.?
2. The flip test
Ask students to read the table of contents, then to flip through the book, scanning the story quickly. When they have examined the illustrations, characters, and settings, ask them to predict the story. What do they think happens? What is the theme? Is it school life, personal problems, pastimes etc.? What is the tone? Is the story sad, happy, funny, informative, etc.?
3. Be the author
Ask students to make up a story based on the clues with which they have been provided: the illustrations, characters, settings, etc.
Establish with students what the theme of the book likely is. Discuss with them what they know about the theme, and what they would like to know.
In this personalization phase, assist students in making a connection between the book and their own lives. Discuss
– their personal experiences with the theme
– an experience of someone they know
– an experience they have witnessed
– an experience they have heard about
– other stories and reports they have read, or movies they have seen that treat the theme
– well-known events related to the theme
C. Building vocabulary
As you work with the students to predict the contents of the story and to personalize the theme, write key words on the board or on an acetate. You may wish to create a word web to provide students with the essential vocabulary they will need to glean an initial understanding of the story.
II DURING READING
De-coding the story
Figuring out the meaning of words
Reading activities are meant to help students develop their own abilities and the strategies necessary to decode a text. Your role is to assist the students by exposing them to a variety of strategies, so that each student can choose those which suit him or her best.
For students, the following strategies are key to developing reading comprehension:
1. Developing the ability to deduce the meaning of unknown words from the context;
2. Deciphering the meaning of a word based on its formation and recognizing its membership in a word family, e.g., grand/grandeur/grandir. Without complex explanation, you can show students the root of a word, and how it might change, e.g., by adding or removing a prefix or a suffix;
3. Searching for and detecting cognates, words that have the same spelling in both languages (table, train, absent, minute, arrive) or the same root (magnifique/magnificent). Cognates are great aids in the comprehension of the text. (A warning: "faux amis" – Not all words that are similar in both languages have the same meaning, e.g., actuel/actual);
4. Observing the place of a word in a sentence and its grammatical function. This can help with the understanding of the meaning of the word in context.
5. Learning to use the dictionary. This will require focused assistance from the teacher.
To teach the story, you may invite students to read it first on their own, gisting as much as they can. Then, have them read the story with you. Divide it into small manageable segments and read each out loud to the students in order to provide them with a model for accent and intonation. This is the read aloud phase. Next, invite them to dramatize each section. During this shared reading activity, assist them in pronouncing words correctly. Then point out key vocabulary in the passage and elicit synonyms, antonyms, words of the same family etc. Finally, ask content questions on the passage. This is the guided reading phase of the process.
To develop higher order thinking skills, you may wish to have students analyze the story and comment on the author's motivation in telling it or that of the characters presented as the story unfolds.
As in all aspects of teaching and learning, scaffolding is a key technique. This entails the teacher dividing the reading strategy into small steps that are manageable for students. In the initial stages, the teacher supplies as much modeling and support as is required. As the skill level of the students increases, the responsibility for applying the strategy independently shifts gradually to the learners.
III POST-READING
After the students have read the story, you should verify their comprehension. This should first be done orally. Then, in order to consolidate their language acquisitions further, turn to the activities at the end of the book to have the students search the text for synonyms/antonyms, to unscramble words to form correct sentences, to answer questions etc.
In the context of learning French as a Second Language, the goal of all reading should be to add something new to the reader's repertoire of knowledge, to awaken his or her emotions — not simply to memorize a text or to assume the point of view of the author. Therefore, upon completion of the reading of the text, you should confirm that the students have properly understood the material. Conduct a class discussion which will enable the reader to analyze the story beyond regurgitation of the facts, both to verify comprehension and to make connections with his or her own experiences.
Finally, students can write a brief essay on the theme of the story and on their own experience. You can also have the students invent a story continuation or a different ending, conduct interviews, role play the dialogues in the text or their own variations thereof, or dramatize their personal experiences.
Ultimately, with sufficient training, students will reach the stage of independent reading and be able to enjoy materials written at their level with no or minimal teacher assistance. | <urn:uuid:e63f7825-d2c8-4b9f-8162-a441192bb327> | CC-MAIN-2017-43 | https://www.aquilacommunications.com/pdf/rt.pdf | 2017-10-24T01:54:07Z | crawl-data/CC-MAIN-2017-43/segments/1508187827853.86/warc/CC-MAIN-20171024014937-20171024034937-00598.warc.gz | 891,067,267 | 1,431 | eng_Latn | eng_Latn | 0.998533 | eng_Latn | 0.998592 | [
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Writing Headlines
Headlines are an extremely important part of writing. They help create a design for the section, and entice readers to read the story.
Main Headlines and Subheads
The main story on each spread should have both a main headline and a subhead. The main headline doesn't have to contain a verb, especially if it features a clever twist.
The subhead should contain a verb and should be similar to a one-sentence story summary, but should not end with a period. It should not repeat words or ideas from the main headline because the goal is to convey two distinctive viewpoints.
Writing Headlines
The main headline is usually two to three times larger in size than the subhead. Use words and ideas that connect the reader to the idea of the story. If the page features a story on marching band, the headline might be: "The Music Men," "Marching Orders" or "Putting the Best Foot Forward."
In addition to this larger headline, a subhead could summarize the essence of the story as in the following example:
Putting the Best Foot Forward
Band takes top honors in state competition
Note that the main headline teases and the subhead highlights the story's main theme. Neither headline repeats words or roots of words. Both provide entry points that invite readers to explore the story.
One way to create a main headline is to find a verbal-visual link between the dominant photo and the story. A story on the band might have a dominant photo of the horn section, and the main headline could be: "Tooting Their Own Horns," "Brass Acts" or "Horning In"
The subhead would follow up with: "Awards come easily for seasoned marching band"
Avoid words that are obvious, as in the following examples: "Swimmers make a splash" or "Wrestlers hit the mats"
Brass Acts
Awards come easily for seasoned marching band
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bibendum libero, nec
tempor arcu magna nec metus. Suspendisse egestas nulla eu nisl mattis sed consequat dolor gravida. Vivamus gravida felis vitae dolor aliquam eget auctor mauris euismod. Proin vel elit lorem. Duis tristique, elit in posuere iaculis, odio nibh porta diam, non ullamcorper quam sem vel justo. Vivamus auctor, turpis quis iaculis venenatis, metus turpis semper nunc, et dignissim tortor augue vel tortor. Mauris id eros quis risus placerat tristique. In sodales vehicula urna accumsan faucibus.
Duis ullamcorper, lectus nec euismod viverra, neque nisl gravida lorem, non laoreet purus tellus vitae massa. Integer non aliquet lacus. Aliquam quis lorem risus, ut dapibus turpis. Praesent conval- lis erat et tellus imperdiet ultrices. Cras tempor accumsan facilisis. Aenean sit amet tellus tortor, eget lacinia neque. Proin erat metus, blandit eu pretium id, mattis non elit. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. | <urn:uuid:95e6ae35-190e-4ed8-820b-076800b686b6> | CC-MAIN-2018-43 | https://yearbooks.lifetouch.com/files/files/WritingHeadlines.pdf | 2018-10-24T01:45:58Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00321.warc.gz | 1,165,693,768 | 732 | eng_Latn | eng_Latn | 0.977548 | eng_Latn | 0.977548 | [
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Protocols and suggestions for how to approach 26 th January respectfully
Among other roles, Reconciliation Victoria provides advice to local government and community members around how to approach 26 th January respectfully.
We encourage local councils and organisations commemorating the day to recognise the honoured place of Aboriginal and Torres Strait Islanders in our nation's history, to be sensitive to the feelings of Aboriginal people who may see the day as one of mourning, and to see the day as an opportunity to promote understanding, respect and reconciliation.
There are some simple ways to mark 26 th January respectfully, and acknowledge members of the local Aboriginal and Torres Strait Islander community:
* Talk and consult with your local Traditional Owners and Aboriginal and Torres Strait Islander community members to inform yourself of their views on the date and to help you develop a respectful approach;
* Invite Elders to play a special role in any Australia Day events you are organising, including conducting a 'Welcome to Country', but understand and respect their feelings if they do not wish to take part, and be prepared to respectfully hear their story of what this day represents for them;
* Suggest guest speakers acknowledge that, while Aboriginal and Torres Strait Islander People have great pride in their heritage, Australia Day reminds them of past loss, and these feelings are also a legitimate part of our national day;
* Acknowledge local Aboriginal communities and the honoured place of the First Nations in event programs and/or fliers;
* Incorporate into your event a special ceremony which acknowledges past injustices in our nation's history;
* One way of recognising the hurt and suffering that Jan 26 causes for Aboriginal people is to fly the Aboriginal and Torres Strait Island flags at half-mast;
* Consider holding a moment of silence at the start of formal celebrations to acknowledge the past injustices in our nation's history;
* Consider holding celebratory events on an alternative date.
Other resources and ideas around 26 th January:
* Attend one of the 'Survival Day' or 'Invasion Day' events, such as the 'Share the Spirit' or 'Belgrave Survival Day' Festivals (see our website www.reconciliationvic.org.au for details);
* Check out Maggolee (www.maggolee.org.au) which provides resources for and about local government reconciliation efforts;
* Be Curious and educate yourself - Reading more about the history of Australia during colonial times, such as during the frontier wars, or about the experience of Aboriginal people can enhance our understanding. It is easy to connect with the history of the place in which you live and the connection to traditional lands that continues today. The information is there, and in most cases, it's a mere click away;
* Share your new knowledge and have a respectful conversation with family, friends, colleagues and neighbours about what you've learned and the different perspectives. | <urn:uuid:785b62cd-3b8f-4d6b-b3d3-bc126855a81a> | CC-MAIN-2018-43 | http://www.maggolee.org.au/wp-content/uploads/2017/12/January-26th-Protocols-Suggestions-1.pdf | 2018-10-24T00:40:48Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00321.warc.gz | 495,513,768 | 569 | eng_Latn | eng_Latn | 0.996558 | eng_Latn | 0.996144 | [
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International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS)
A Peer-Reviewed Monthly Research Journal
ISSN: 2394-7969 (Online), ISSN: 2394-7950 (Print)
ISJN: A4372-3144 (Online) ISJN: A4372-3145 (Print)
UGC Approved Journal (SL NO. 47520)
Volume-III, Issue-V, June 2017, Page No. 158-164
Published by: Scholar Publications, Karimganj, Assam, India, 788711
Website: http://www.irjims.com
Traditional Musical Instruments of the Kukis of Manipur Paokhohao Haokip
Research Scholar, Dept. of History, Assam University, Silchar, Diphu Campus, Assam, India
Abstract
The Kukis are, by nature, a people who love music and it has been part of their cultural heritage. As such, music plays a very important role in the social and cultural life of the Kukis, and it is indispensable in all their festivals. It is used during merry making, good time, bad time, marriages, burial ceremonies etc. it is also used in communicating thoughts in poetic form to express love between a man and woman, happiness, sorrow, celebrations, victory over enemies in war etc. Hence, music is part and parcel of the life of the Kukis, who are also lovers of singing and dancing. For any occasion they would compose and sing songs. As such, in the traditional life of the Kukis, music and musical instruments play a significant role. The Kukis used to communicate with each other through songs played/sung with traditional musical instruments which were useful not only for raising the festive mood or spirit, but also for adding solemnity to certain various occasions. For this the Kukis developed their own traditional music system and mucial instruments. As such, music and musical instruments are part and parcel of the Kuki traditional soeity. Musical instruments are of vial importance in the socio-religous and cultural life of the primal as well as today's Kuki soceity. These traditional materials are the living testimonies and aesthetic values inherited from their predecessors, which are of great cultural significance to the society. With this conceptual background this paper is to throw light on the important values and significances of materials among the Kukis in relation to their traditional musical instruments.
Key Words: Kukis, Music, musical instruments, traditional, cultural, significance.
Introduction: Music is one of the media of thought through which feelings, sentiments, emotions and ideas are expressed. Every occassion has its owm music from cradle to tomb. It has been found, noticed, taken to be the satisfactory means of expressing from the deepest sorrow to the highest flight of love. There are songs of war, victory, joy, thril, and gayety festal occasions. Music always has been the means of reaching the depths of the human heart when spoken or written words fail (Haokip, 2016:1). For Moerner, "Music speaks universal language and breaks across the barriers of race and colour" (Moerner, 1939:11). It unites,
binds and touches everyone. Thus, there is a renewed interest in music at times of excitement, pain, grief, frustration, loss, hate and love (Haokip, ibid). It is believed that Music is as old as the world. It was already present there in the universe. Over a period of many centuries, people all over the world have developed musical systems pecular to themselves. Every nation and every tribe have their own style of music (ibid) and the Kukis are not exception to it. The Kukis are, by nature, a people who love music and it has been part of their cultural heritage. As such, music plays a very important role in the social and cultural life of the Kukis, and it is indispensable in all their festivals. It is used during merry making, good time, bad time, marriages, burial ceremonies etc. it is also used in communicating thoughts in poetic form to express love between a man and woman, happiness, sorrow, celebrations, victory over enemies in war etc. Hence, music is part and parcel of the life of the Kukis, who are also lovers of singing and dancing. For any occasion they would compose and sing songs. As such, in the traditional life of the Kukis, music and musical instruments play a significant role.
There are 'traditional music' as weel as 'contemporary music'. Traditional Music normally designates the indigenous music of a people on a social context (Kreider, 2004, 9) while contemporary music is any music being written in the present day (Haokip, 2016:4-5). The Kukis used to communicate with each other through songs played/sung with traditional musical instruments which were useful not only for raising the festive mood or spirit, but also for adding solemnity to certain various occasions. For this the Kukis developed their own traditional music system and mucial instruments. These traditional materials are the living testimonies and aesthetic values inherited from their predecessors, which are of great cultural significance to the society. With this conceptual background this paper is an attempt to investigate on the material culture of the Kukis in relation to their traditonal musical instruments. The Kukis are found settling in Myanmar's Chindwin valley, Chin Hills State and Arrakan State on the Myanmar side; Manipur, Mizoram, Lower Assam, Nagaland, Tripura and Meghalaya on the Indian side; and Chittagong Hill Tract and Sylhet District of Bangladesh. Thus, the Kukis live at different places occupying huge geo-topographical areas of India, Bangladesh and Myanmar. However, the focus of this paper is limited to cover those of the so called Thadou speaking groups of the Kukis of Manipur. The method employed in this study is collection of data from primary sources through empirical studies as well as secondary sources.
1. Traditional Musical Instruments of the Kukis and their Significances: The traditional musical instruments which the Kukis have and are considered important and very much valued till today are as follows:
Volume-III, Issue-V June 2017 159 1.1. Goshem: Goshem is a bagpipe. It is a very important indigenous musical instrument played mainly by the men folk. It is made of a combination of gourd (dry local pumpkin) and bamboo tubes. (Go=bamboo, shem=blowing. Thus, Goshem means blowing bamboo). Seven pieces of hollow bamboo reeds of various lengths are inserted into the gourd; one, to serve as a mouthpiece, and the others, which are of various lengths, have small holes cut in them. The bamboo reeds are fixed with wax to one side of the gourd in two rows – four bamboo reeds horizontally in the front and three vertically in the rear. The instrument is played by inhaling and exhaling. It produces seven different sounds while inhaling and another seven sounds while exhaling.
1.1.1. Origin of Goshem: Regarding the origin of this musical instrument called Goshem, a legend goes as follows:
Once, a man went to his field. He heard sounds of music from the outskirt of the field. henever he went to find out who played the music, the music used to stop. He went on doing the same to find out who really were playing the music. At last it came to his notice that the music was played by seven persons who were not real human beings, but ghosts. They were said to be seven brothers. Each of them was playing music by blowing a pipe which produced seven different sounds of music. On returning home, the man made seven bamboo pipes of the same type blown by the seven male ghosts. When the bamboo pipes were blown one by one, each of them produced the same sound of music played by the seven ghosts. Their father found it troublesome to blow the pipes one by one. Then, later on, for convenience the pipes were fixed together with a dry gourd which produced the same sound when blown. It is said that their father had a pain on the big toe of his feet. As such, whenever he blew the musical instrument, he would keep on raising his feet and putting it down on the floor while blowing the musical instrument. This practice is going on till today whenever a person blows this musical instrument.
In the traditional Kuki society, Goshem was significantly used as means of communicating deep and melancholic thoughts between boys and girls specially lovers. It was used popularly for singing melancholic songs and for expressing desires to the lovers. It was used by boys through which, songs are sung by blowing it. The songs are used as means of communicating their deep thoughts and feelings to others particularly to their girl friends. The boys were used to communicating their deep thoughts and feelings through the music produced by blowing this musical instrument. Girls were usually weaving cloths at home. While a girl is engaged in weaving cloth, a boy would go to the girl; sit nearby and blow the musical instrument as a means of communication rather than talking to her verbally. Interestingly the girl comprehends what the boy says through playing music by blowing the instrument. If the boy holds the goshem in slanting position while visiting a girl, it symbolizes that he has a lover other than the one he is visiting. If he holds it upright position, it symblizes that he has no lover by this time. Thus the girl could easily take her own judgement from goshem popularly used by the famous legendry heroes like Galngam, Ngambom, Nanglhun amd Maneithangja. Goshem is also used for imitating the sound of convolutions of Teo and Loh rivers; the sound of Cock crows; a legendry hero by name Ngambom cutting the banyan tree branches; honey hunting bear; and wild boar's movements over the stream of the river (Singh, 1983:145-152).
It is said in a legend that a girl was holding a basket in her hand; and while the girl was doing so, the boy by way of music blown out of the instrument, commanded the basket to dance, and accordingly and interestingly the basket danced. Such was the thrilling power of
the music blown out of the musical instrument. Besides, the musical instrument was also used for other purposes such as singing folk songs; heijam sap ( a sound of commanding and thrilling people at work in the field.); for encouraging senior and junior Lom members (a group of working people or labour corps) and as a signal to the Lom members the time to set out for the work and also the time to return home after the work; and imitating the sound of the flapping wings of flying birds particularly of the hornbills which is considered an important and very much valued bird in the traditional Kuki society.
1.2. Lhemlhei: Lhemlhei is a peculiar mouth instrument. It is a Kuki indigenous musical instrument played by the women folk. It is made up of a piece of brass plates. A string of brass is made hollowed near the basal end. A string made of thread is inserted in it. A smaller piece is curved out in the middle of the stripe in such a way that except the basal part, the other sides are free from attachment to the main part. Another hole is made at the end of the middle piece and the string is inserted in it. This allows the vibration movement of the inner piece when it is pulled through the string. The random movement of the vibrating piece is converted into desirable sound by the tongue and the mouth (Meeting and conversation with elderly people of diffrent villages. See also Guite, 2010:32-37 and Shaw, 1929:149-152). It is a musical instrument used for singing as well as communicatng words between the lovers.
In the traditional life of the Kukis Lhemlhei was a musical instrument used and played mainly by the womenfolk especially by the girls to communicate with boys through music blown out of this musical instrument. It is used as a means of responding the boy who communicates with her through the music blown out of the musical instrument called goshem. When the boy talks to the girl through music by blowing Goshem, the girl would reply the boy with music by blowing her musical instrument called Lhemlhei. In this way boys and girls communicate with each other through music by blowing their own musical instruments. More than others, it is mostly used by lovers to communicate their deep melancholic thoughts and feelings for each other. Amazingly and interestingly boys and girls could comprehend the meaning of the music played through the musical instruments called goshem played by the boys and lhemlhei played by the girls. In this way, the lovers employed to communicate their feelings through Goshem and Lhemlhei.
1.3. Theile: Theile is a flute made of up of a bamboo tube. It has usually six holes. It has a base hole bigger than the rest, which is used for blowing; and the rest are used for controlling the sound so as to produce different tunes. Theile is used by the as communication of deep feelings between lovers. It is especially used by the boys in wooing the girls. At late night, they sing melancholic songs nearby the house of their love who could easily guess her lover even at a far off distance through listening to the tune of the sounding flute. It is especially used by the boys to communicate their deep feelings when they were deserted by their lovers. They blow the melancholic tune near their lover's house to show their despair towards their lovers. It was also generally played on the way to the field. In this way, theile (flute) serves as an important musical instrument in the tradional Kuki society.
1.4. Changpol Kung Mut: Changpol kung mut means playing music by blowing the stalk of paddy. The stalk of paddy, generally after harvest, is plucked and made into a simple instrument. Air is blown into the stalk by which certain music is produced. During harvesting, the cultivators - men, women and children would just play with the impoverished instrument at leisure time in the jhum as a means of recreation.
Theile (flute) and changpol kung (stalk of paddy) are types of Kuki indigenous musical instruments. Significantly, these instruments were also used used as means of communicating deep and melancholic thoughts between boys and girls especially between lovers. Instead of communicating verbally, the boy expresses his melancholic thoughts and feelings to the girl through music played by blowing his theilhe. Then the girl, in turn, replies the boy through music by blowing her changpol kung (stalk of paddy). Amazingly and interestingly boys and girls could comprehend each other's thought and feelings communicated to each other through the music played by blowing their own musical instruments. Besides the use of these instruments by boys and girls, they are also generally played during harvesting - men, women and children alike would just play with the impoverished instrument at leisure time in the Jhum.
1.5. Pengkul: Pengkul is an indigenous traditional trumpet of the Kukis. It is made of rare species of bamboo called Gotha, and a mithun horn fixed at the one end through which the sound comes out when blown from the other end. The trumpet is blown with a loose lip, the mouthpiece kept being in position against the lips by holding the right hand round it and as near the end as possible, the thumb and the fore finger keeping in contact with the performer's mouth. In olden days this instrument was used as a a means of indicating time table of the villagers' daily activities (bell or time table for the villagers which include time to rise, time to go to field and time to come back from the field). It was also used to welcome important persons and chiefs. Today it is used to welcome important persons such as Chief Guests at festivals and other important functions.
1.6. Pheiphit/Theiphit: Pheiphit/theiphit is a peculiar indigenous whistle of the kukis. It is made of a certain bamboo tube called gotha. The Kukis were fond of singing and dancing. There are fifferent typs of traditional dances in the Kuki soceity. A musical instrument called pheiphit/theiphit is played when a certain type of Kuki traditional dance called sagol kengkhai lam is performed by the Lom members. It is also used during the ceremonial ritual of paddy and animal.
1.7. Khong: Khong is the indigenous drum of the Kukis. It is usually of the skin of sasan (wild goat), cow, mithun etc. The manner in which it is made is simple; a big hollow is made from a typical kind of tree vongthing, and the skin of the animal is wrapped closed with cane so that air does not go out/ escape. A small piece of hole is made at the side of the drum. Khong is used to control the beating of folk songs, and is used while performing traditional dances. It is also used during great festivals like village Lom feast. There are different types of drums used by the Kuki; these include village khongpi (Khongpi=big/ large drum), the chief's khongpi, and the Som (dormitory) khongpi. The chief's drum is used for indicating
dangers or outbreaks of war. Khong is of two types: (i) khongpi (big drum) and (ii) khongcha (small drum). Khong is also excercised during the Chang-ai and Solkho festivals. Onthe outbreak of war or attack by foreign countries or enemies, the chief drum (khongpi) is is used. Today (after the coming of Christianity to the Kukis) drum has become an essential element in church worship. It gives correct beating to the songd and helps the congrgation to sing correctly.
1.8. Dah: Dah is a Kuki indigenous gong. It is made of huge mass of brass with a ball-like circle bulging out at the centre on which the beating of the gong is done to produce sound. When it is beaten, it produces a loud and long vibrating sound. It is played/ used at the time of festivals, death, village meetings and on rituals. It is also used as one of the items of bride price at the time of marriage, and as a fine of divorce. There are different types of gongs which are highly valued and the number of this possession estimates wealth of a person in the soceity.
1.8.1. Dahpi: The biggest of the gongs is called Dahpi (Large/ big gong). They vary in size from six to ten spans of finger in circumference. It is used in all occasions in the soceity.
1.8.2. Dahbu: It consists of three gongs of equal size and about 30 centimeters in diameter, each with a separate note, on which three skilled performers can produce resembling a tune called dahbu. It is used on important occasions of the soceity.
1.8.3. Dahcha: It is a mall gong used in occasional traditional dances.
1.9. Selangdah: Selangdah or guitar is a traditional musical instrument played with six strings. This has been in use from generations. It is made of typical wood called Vongthing and is used (played) mostly by youths to sing songs. There is also a small type of selangdah called Mendaling used in the same way. There was also an indigenous guitar made from bamboo. A node of bamboo having its notes at both ends is used. About three or four strings are curved out of the bamboo and shaped like the strings of the modern guitar. These strings are stretched tightly by inserting some pieces of bamboo or wood below the strings. It is then played like a guitar and is used on any occasion of singing which suits or adds harmony to the songs sung.
1.10. Selki: It is the horn of mithun (Sel=mithun, Ki-horn). It is struck with stick to back up the sound affect of drums and gongs. It is rhythmically used to strike notes. The Kukis were used to drinking a certain type of traditional wine called jukha and selki was used as a cup for drinking that wine.
Conclusion: As highlighted in the above discussion it can be concluded that music and musical instruments are part and parcel of the Kuki traditional soeity. Musical instruments are of vial importance in the socio-religous and cultural life of the primal as well as today's Kuki soceity. With the changes in the kuki society today brought about by modernization acoompanied with the coming of Christianity there has been some changes or modifications in the forms and uses of the different/various traditional musical instruments. Nevertheless
the aesthetic values and importance of music and musical instruments still continues and plays importnat part in the socio-religious and cultural life in the kuki society.
References:
1. Guite, Vanlalruat (2010): Tribal Folk: Costumes & Craft. New Delhi: Akansha Publishing House.
2. Haokip, Paolen (2016): Christian Music: Contemporary & Traditional, for a Meaningful Worship of the Kukis. New Delhi: Christian World Imprints.
3. Kreidi, Heidi Regier (2004): "Music in the church," in the Menonite, Vol. 7 No. 6, Scotland: Postmaster, March, 16.
4. Meeting and Conversation with Elderly People of Pangjang Village, Kangpokpi Distric, Manipur on 3 rd April, 2011.
5. Meeting and Conversation with Ederly People of Khengjang Village, Kangpokpi District, Manipur on 15 th May, 2012.
6. Meeting and Conversation with Elderly People of Molcham Village, Churachanpur District, Manipur on 18 th June, 2013.
7. Meeting and Conversation with Elderly People of Aigejang Village, Churachanpur District, Manipur on 5 th April, 2013.
8. Moerner, O.W (1939): Better Man in the Church. Nashville: Abingdon-Cokesbury Press.
9. Shaw, William (1929): Notes on the Thadou Kukis. Assam: Govt. of Assam.
10. Singh, W Nabakumar ed. (1983): The Chongthus of Manipur. Imphal: The Anthropological Society of manipur. | <urn:uuid:5045978b-7704-4d12-a4c6-271c9f564db7> | CC-MAIN-2018-43 | http://irjims.com/files/16_7vnsl439.-Paokhohao-Haokip.pdf | 2018-10-24T00:16:38Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00321.warc.gz | 174,776,062 | 4,797 | eng_Latn | eng_Latn | 0.968179 | eng_Latn | 0.999035 | [
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Sample Position Paper
Committee: United Nations High Commissioner for Refugees
Topic:
Climate Change Related-Natural Disasters
Country: Montenegro
Delegate: Jamie Iverson
School:
Montessori School
Climate change causes more frequent and more harmful natural disasters like wildfires, storms, floods and droughts. Ice caps and glaciers are melting and causing a general rise in sea levels. There are more floods from rivers and lakes affecting towns, cities and farms ("What are the effects of flooding?"). Extreme temperatures cause droughts from global warming and the critical thing is droughts are happening in poorer countries such as Africa where people can't always get water for themselves ("Climate Change"). These are the two major problems in the world and cause millions of deaths each year but there are ways to adapt to the new climate in simple ways.
Floods and droughts cause poverty and force people to leave their homes to look for better places to live. It is estimated that 36 million people are affected around the world. Droughts cause crops to die, and people cannot get enough to drink, causing death. Droughts are the second most deadly disaster and floods are the most common disaster and are increasing due to global warming. Wildfires, caused by droughts and global warming, have caused 339,000 deaths each year alone and have cost Australia more than 170 lives ("Wildfires kill 339,000 people per year–study"), (Climate Change Related Natural Disasters).
Since 1992, Montenegro has been helped by UNHCR which has given Montenegro's government 60 million USD to help support their refugees and is still helping to this day ("UNHCR in Montenegro"). Montenegro is at high risk of floods in the Lim and Tara rivers and high risk of extreme heat in some regions ("Impacts of climate change on the water regime of river basins Lim and Tara"). Floods are more common and more damaging, but more deaths have occurred during extreme heat or droughts. The underground part of the Lim and Tara rivers in Montenegro could flood and overflow onto agricultural land causing huge farmland damage. Montenegro's government has asked people to reduce water use which helps with extreme heat and droughts.
Montenegro's government is measuring greenhouse gas (GHG) emissions and sending their results to the United Nations Framework Convention on Climate Change. They have found and are finding more ways to reduce climate change emissions with different practices ("Climate change in Montenegro"). They signed the Kyoto Protocol in June 4, 2007 and they have also signed the Regional Environmental Reconstruction Program for South-East Europe. Montenegro's government has stated, "At the moment, there is no official strategy or national policy which integrally addresses this problem and provides recommendations for adaptation" ().
Montenegro has signed treaty number XXVII-10 titled "United Nations Convention to Combat Desertification in those Countries Experiencing Serious Drought and/or Desertification, Particularly in Africa ("Chapter XXVII Environment. 10. United Nations Convention to Combat Desertification in those Countries Experiencing Serious Drought and/or Desertification, Particularly in Africa"). Montenegro knows that climate change is a real threat and is working with its government to find ways to cope with climate change.
Sand filters are a very possible solution. Sand would normally suck water underground where it would not be accessible, but by digging out the ground until a hard surface is found, or by adding clay over the sand, you can contain the water and save it for people that need it. Drought resistant crops are also a possible solution to droughts and by planting these types of plants, it reduces the amount of water needed for crop irrigation and allows it to be used for more useful things, like drinking water. To reduce flood impacts dykes and flood walls can be built and more urban trees can be planted to give shade in urban areas which reduces chance of heat stroke.
Montenegro is helping with GHG emissions and will continue to do so even though they are a small, new and poor country ("Climate change in Montenegro"). The EU recognizes them and they are applying to get into the EU which will help later on with more efforts to reduce climate change and global warming.
References:
Eschooltoday. "Effects of Flooding" What Are the Effects of Flooding?, 2010. http://eschooltoday.com/natural-disasters/floods/effects-of-flooding.html. Accessed 27 October 2015.
Gora, Crna. "Climate Change in Montenegro." Climate Change in Montenegro, 2012. http://www.unfccc.me/index.php?page=unfccc-montenegro-programme. Accessed 8 December 2015.
Gora, Crna. "Impacts of Climate Change on the Water Regime of River Basins Lim and Tara." Climate Change in Montenegro, 2012. http://www.unfccc.me/index.php? page=impacts-of-climate-change-on-the-water- regime-of-river-basins-lim-and-tara. Accessed 29 October 2015.
Inquirer News. "Wildfires Kill 339,000 People Per Year–Study." Inquirer News Wildfires Kill 339000 People Per Year Study Comments, 2015. http://newsinfo.inquirer.net/148611/ wildfires-kill-339000-people-per-year-study. Accessed 6 November 2015.
Montessori Model United Nations Background Guides. "Climate Change Related Natural Disasters." Best Delegate, 2015. http://montessori-mun.org/wp-content/ uploads/2014/07/FinalClimateChangerelatedNaturalDisasters.pdf. Accessed 15 October 2015.
The UN Refugee Agency. "Climate Change." UNHCR News, 2001. http://www.unhcr.org/pages/49e4a5096.html. Accessed 28 October 2015.
United Nations. "Chapter XXVII Environment. 10. United Nations Convention to Combat Desertification in Those Countries Experiencing Serious Drought And/or Desertification, Particularly in Africa." United Nations Treaty Collection, 14 October 1994. https://treaties.un.org/pages/ViewDetails.aspx?src=TREATY& mtdsg_no=XXVII-10&chapter=27&lang=en. Accessed 10 November 2015.
United Nations High Commissioner for Refugees. "UNHCR in Montenegro." UN in Montenegro, 2010. http://www.un.org.me/index.php?page=unhcr-in-montenegro. Accessed 8 December 2015. | <urn:uuid:e5ca90cf-a438-4112-a62e-a725edf221f5> | CC-MAIN-2018-43 | https://montessori-mun.org/wp-content/uploads/2016/08/Sample-Position-Paper.pdf | 2018-10-24T01:47:04Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00324.warc.gz | 739,226,257 | 1,362 | eng_Latn | eng_Latn | 0.984004 | eng_Latn | 0.992644 | [
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Launch
Explore
School Trips
Visit museums to look at artifacts and hear information from guides about life during World War Two.
Explore Memories from The Past
Watch a video from 'Nanny' and 'Grandad' about experiences of leaving home, life during the war, rationing, cooking and jobs.
The Home Front Year 2 and 3
Essential Knowledge
By the end of this unit children will...
- Study events within World War Two and how the war affected children and people at home. What life was like during World War Two, with a particular focus on evacuation and air raids?
- Show understanding of why children were evacuees during the war. Explain what happened to these children and use maps to show the locations of where children were sent.
- Describe and understand rationing during the war, explain why there were limits on food. Use mathematical skills to measure the amounts of food families would receive.
- Describe and understand what life at home was like including transport, jobs and school.
Energise
Celebrate
Evacuee Experience
What was it like to be an evacuee? Dress as children in World War Two. Evacuate to different families to participate in a range of activities including cooking and household jobs.
Come and Share Afternoon
Invite parents and carers into school for a celebration event: ' A Street Party - to celebrate the end of the war and coming home! Children showcase their work and learning from this topic so far, along with their POWer projects homework.
Core Subjects: Links to theme
English
- Read and reply to letters from evacuees.
- Non-Chronological report: rationing, building shelters and life as evacuees.
- Fiction books based around WW2.
- Daily spelling, punctuation and grammar.
Mathematics
- Place value and counting in 2s, 5s, 4s, 8s and 10s.
- Multiplication and division.
- Fractions
- Measures – length, money and time.
- Addition and subtraction.
- Daily mental maths skills.
- Weekly problem solving.
Science
Materials– Good Choices. (Year 2)
Waterproof, suitability and changeable materials
The Power of Forces. (Year 3)
Pushes, pulls, twists and magnetic forces
The Home Front Year 2 and 3: Theme Content
Personal Development
Foundation Subjects
History, Geography and Citizenship
History
- Watch videos from 'Nanny' and 'Grandad' recounting their experiences of life during the war.
- Find out about lives of children and their experiences as evacuees: read stories (such as The Lion and Unicorn).
- Explore ration books and find out more about why there were rations on food.
- Take part in an evacuee day.
- Examine WW2 artefacts
Geography
- Map Skills – Locate the areas where evacuees were evacuated from and where they went to within Britain.
Art and Design and Design Technology
Art: Wartime landscapes, wartime posters & Christmas crafts.
Design Technology: Food technology: Make recipes using rationed ingredients. Design and make a war raid shelter.
Music, Languages and Physical Education
Music: Listen to war time songs: i.e. Glenn Miller, Vera Lynn. Children then create their own versions using Garage Band.
P.E: Handball: Children will learn the skills and teamwork required in handball.
French: Children will learn how to describe themselves and name body parts and pieces of clothing
Computing
- Word processing.
Spiritual
- Discuss the importance of faith and peace for people during the war.
- Write prayers for loved ones.
Moral
- How would you have felt to be an evacuee?
- Empathise with the lives of children in the war.
- The role of the community.
Social
- Work collaboratively.
- Communicate findings to others and showcase learning during our celebration event.
Cultural
- How did people have to adapt their lives during the war, i.e. living away, rationing, and jobs?
- Changes in culture experienced by evacuees leaving the city and going to the country.
The Home Front Year 2 and 3: Links to National Curriculum Framework
Core Subjects:
Foundation Subjects
English
Writing:
Writing narratives about the experience of others (real and fictional). Real events; writing for different purposes.
Spoken Language:
Ask relevant questions to extend understanding and knowledge.
Use relevant strategies to build their vocabulary.
Give well-structured descriptions and explanations for different purposes including expressing feelings.
Mathematics
Measurement:
Choose and use appropriate standard units to estimate and measure mass (kilograms/grams) and length (cm/m). Solve simple problems in a practical context involving addition and subtraction of money in the same unit, including giving change.
Statistics:
Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
Science
Materials –Good choices (Year 2):
Describe and sort materials before determining which material would make the best blackout curtains.
The Power of Forces (Year 3):
Identify things that require pushes, pulls and twists to move before learning about magnetic forces
History, Geography and Citizenship
History: Changes within living memory, to reveal aspects of change in national life. Events beyond living memory that are significant nationally or globally. Significant historical events, people and places in their own locality.
Geography: Place Knowledge; Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom.
Human and physical geography: Use basic geographical vocabulary to refer to key physical and human features.
Citizenship: Are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day to day basis and plan for future financial needs.
Art and Design and Design Technology
Art and Design: Use a range of materials creatively to design and make products. To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space, about the work of a range of artists, craft makers and designers.
Design Technology:
Design: Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Make: Select from and use a wide range of materials and components including construction materials, textiles and ingredients according to their characteristics.
Evaluate: Evaluate their ideas and products against design criteria.
Music, Languages and Physical Education
Music: Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Listen with concentration and understanding to a range of high quality live and recorded music.
Physical Education: Play handball using teamwork
Computing
Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
The Home Front Year 2 and 3: Assessment Opportunities/Tasks within theme
Core Subjects
Foundation Subjects
English
- To articulate ideas and use topic related vocabulary within a range of speaking, listening, drama and talk for writing activities.
- To explore written genres: fictional stories, letters and non-chronological reports.
Mathematics
- To measure accurately when weighing out ingredients for rationing and making ration meals.
- To apply knowledge and understanding of money when planning their street party within a budget.
Science
- To understand materials and their properties.
- To understand magnetic forces.
History, Geography and Citizenship
History
- To sequence key events on a timeline.
- To show understanding of key focus areas; evacuation, rationing, life on the home-front.
-To compare their lives to those of others.
Geography
- To compare locations—city/countryside using geographical language, noticing human and physical features.
- To use maps to locate and show where evacuees were sent.
Art and Design and Design Technology
Art and Design
- To explore, evaluate and create their own countryside paintings, looking carefully at features of others work for inspiration.
Design Technology
- To design, make and evaluate ration meals.
Music, Languages and Physical Education
Music
To listen to war time songs and create their own versions using voices and instruments.
Physical Education
to learn a war-time dance to perform to others.
Computing
To explore and use internet websites and software (including Tag Galaxy, Wordle and Garage Band) | <urn:uuid:0373d21b-29c2-4e5b-bc46-f0c30939ebcb> | CC-MAIN-2018-43 | http://woodside.gloucs.sch.uk/wp-content/uploads/2015/09/Overview-The-Home-Front-Y2-and-3.pdf | 2018-10-24T01:44:19Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00326.warc.gz | 404,288,089 | 1,681 | eng_Latn | eng_Latn | 0.993188 | eng_Latn | 0.994828 | [
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How we teach children to read
The ability to read and write well is a vital skill for all children, paving the way for an enjoyable and successful school experience. Phonics helps children to develop good reading and spelling skills.
"Synthetic phonics offers the vast majority of young children the best and most direct route to becoming skilled readers and writers"
Sir Jim Rose, Rose Review of Reading 2006
At Carlisle, we use 'Read Write Inc' to teach phonics. In the Foundation Stage and in Key Stage 1 phonics is taught every day Monday - Thursday. Regular assessment in RWI ensures that the children's progress is closely monitored and they move onto the next stage of books quickly. Strategies are also put in place for children that may need some additional support.
Read Write Inc is divided into 12 graduated stages, with each phase building on the skills and knowledge of previous learning. Children have time to practise and rapidly expand their ability to read and spell words. They are also taught to read and spell 'tricky words' (red words), which are words with unusual spellings.
Through the progressive stages, children are taught:
*The full range of common letter/ sound correspondences.
*To hear separate sounds within words.
*To blend sounds together.
* To read regular words without sound blending (Fred in your head).
Once the phonic knowledge is secure and the children are reading at a fluent pace they move onto our Literacy and Language programme.
Phonics is important for children to become effective readers, but it is not the only strategy used. The children are taught phonics as part of a language rich curriculum, so that they develop their wider reading skills at the same time.
As children start to take reading books home, they follow a progressive colour band scheme to develop their growing reading skills. As children progress through school and their phonetic awareness develops, reading books from the Oxford Reading Tree scheme are introduced. This scheme is then followed, alongside books from schemes such as Collins Big Cat, Usborne Young Readers and Project X.
Children will bring home a combination of fiction and non-fiction books, and we encourage parents to read with their children as often as possible. Each child has a reading diary and this is a record of what they are reading, and who they read to. Parents are expected to fill in this diary when they hear their child read, and comment on their progress.
Furthermore, as children move on throughout Year 2 they begin to take part in daily guided reading sessions, which involve reading to their class teacher in a small ability set group. The sessions include texts by a variety of authors and genres to continue to widen their experiences of literature. Guided reading tasks develop independent learning of key reading skills (e.g. comprehension and prediction), while the rest of the class work on specific activities to embed phonics and reading.
At Carlisle, we want all children to love reading and the children have many opportunities to share books and listen to stories throughout the day. Each class has a book area which has been designed to be as exciting and welcoming as possible. We also have lots of focused reading events including creative book weeks, inviting storytellers into school, teacher story swaps and 'bedtime reading' events to enrich the children's love of reading and literature. | <urn:uuid:0b0fb28b-8d4e-4bda-bdaa-c794268b79ba> | CC-MAIN-2018-43 | https://www.carlisleinfantschool.co.uk/attachments/download.asp?file=1043&type=pdf | 2018-10-24T01:18:42Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00325.warc.gz | 874,124,225 | 665 | eng_Latn | eng_Latn | 0.999034 | eng_Latn | 0.998981 | [
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Class 7: What's wrong with my lunch & Sandwiches, Wraps & Strombolis
Talking Points
What's wrong with my "usual" lunch?
The typical lunch is high in fat, and low in essential nutrients. Eating too many fats and calories can lead to being overweight.
A. Soda has no nutrients. It only supplies energy. A better choice is milk.
b. It provides the body with calcium which builds strong bones and prevents osteoporosis.
a. It has about the same number of calories
B. Chips and fries are high in fat, calories, but low in many nutrients. Fresh fruits and vegetables are a better choice.
b. They are low in calories and are high in fiber and water, which helps the digestive system keep moving.
a. They have almost no fat
c. Fruits and vegetables are also high in vitamin C which helps your body heal itself.
C. A candy bar is high in sugar, fat, and calories. Sugar is digested quickly, leading to feeling hungry sooner which can lead to overeating. It also has very few nutrients. A sandwich is a better choice.
b. Protein is what your body is made of.
a. Most sandwiches are lower in calories, and also provide protein (from peanut butter, cheese, or meat).
c. Protein helps hair and nails grow, and rebuilds muscles and other cells.
D. The total calories for the healthy and unhealthy lunch are about the same. The difference are:
a. The healthy lunch is more filling
b. The healthy lunch provides the body with the nutrients as well as the energy it needs.
Four Components of a Healthy Sandwich
A. The Bread
b. Consider tortillas, pocket bread and small rolls as well as sliced bread
a. Choose whole grain for fiber and texture
B. The Spread
b. If you love mayo, choose a low-fat or no-fat version
a. Avoid high-fat spreads, like mayonnaise, salad dressing or sandwich spread. Substitute mustard.
c. Reduce the amount you use. Limit to 1 tsp. per slice of bread
e. Other unique sandwich spreads are salsa, horseradish, or vinegars
d. Try mixing light cream cheese with some dried or fresh herbs and use that as a sandwich spread
C. The Filling
b. Avoid processed, cured high-fat lunch meats
a. Choose lower fat, healthy options: turkey, ham, roast beef, tuna, canned chicken, cooked chicken, peanut butter, canned crab, salmon, shrimp, veggies
c. Forego cheese if your sandwich will still be delicious without it.
e. Limit the filling to 2 oz. or less
d. If your sandwich really needs cheese, use a light or fatfree variety.
D. Veggies & Condiments
b. The old stand-by's of lettuce and tomato are great (try different varieties of lettuce, not just iceberg).
a. Load up on fresh vegetables on your sandwich to really add some great nutrition
c. There are so many other veggies than can be used on sandwiches - cucumbers, sprouts, mushrooms, spinach, bell peppers, zucchini, onions.
J Johnston, KUSM-W 2014 Healthy Congregations
d. Try roasted or grilled veggies (bell peppers,
e. Black or green olives can be used sparingly as a condiment to tuna or chicken salad, just watch out for fat and sodium.
asparagus, eggplant, zucchini, yellow squash, onions).
Recipes
BBQ ROTISSERIE CHICKEN SANDWICHES
Ingredients
2 c. shredded leftover roasted chicken (or rotisserie chicken)
¾ c. bottled BBQ sauce
1 med. green pepper, seeded and finely chopped
2 Tbsp. Chopped garlic or 2 tsp. granulated garlic
1 med. onion, diced
5 whole wheat sandwich rolls, split
Sliced tomato
Leaf lettuce
Dill pickle slices
Directions
2. Add chicken to sauce and heat through.
1. Combine barbecue sauce, green pepper, onion and garlic in medium saucepan over medium heat. Bring to boiling, stirring often. Reduce heat and simmer 5 minutes until flavors are blended and green peppers are tender.
3. Divide evenly among rolls, top with vegetables and pickles and serve
VEGGIE WRAPS Ingredients
1/4 c. tub-style fat free cream cheese
4 rinsed spinach leaves, patted dry
4 10-inch fat-free, whole wheat or vegetable tortillas
1 cup alfalfa sprouts
1/2 cup chopped tomato
1 cup shredded red cabbage
1/4 cup crumbled feta cheese
2 tablespoons finely diced red onions
Directions
1. Spread 1 Tbsp. cream cheese over each tortilla; top each with a piece of spinach.
3. Cut each wrap in half diagonally and serve with fresh fruit
2. Divide sprouts and remaining ingredients evenly among tortillas; roll up.
Stromboli Recipe Options
Directions:
1. Roll out the pizza dough according to the package directions. Sprinkle dough with herbs, if desired.
2. Arrange meat, vegetables and cheeses evenly over the dough, leaving about 1/4 to 1/2" edge all around.
3. Roll dough and ingredients lengthwise, like a jellyroll, roll up the stuffed pizza dough and place on a greased baking sheet with the seam side down.
4. In a small bowl, whisk one egg with a fork and brush crust with beaten egg using a pastry brush.
5. Bake at 375 or 400 degrees for about 20-25 minutes or until nicely browned Cut into six 1 ½" slices and serve.
Stromboli Options
| Title | Chicken, Cheddar & Broccoli | Ham, Swiss & Broccoli | Lasagna- Style | Pizza-Style | Tuna, American Cheese, and Potato |
|---|---|---|---|---|---|
| Crust | 1 can (13.5 oz.) pizza dough | 1 can (13.5 oz.) pizza dough | 1 can (13.5 oz.) pizza dough | 1 can (13.5 oz.) pizza dough | 1 can (13.5 oz.) pizza dough |
| Meat Option | 1-10 oz. can cooked chicken packed in water, drained | 1 c. diced ham | ½ # lean ground beef, browned and drained | 1 c diced ham | 1-10 oz. can tuna packed in water, drained |
| Vegetable Option | 1 c. frozen chopped broccoli, thawed | 1 c. frozen chopped broccoli, thawed | ½ c. chopped onion + ½ cup sliced mushrooms | 1 c. mixture of onions, green peppers mushrooms and black olives | 1 c. diced frozen potatoes (for hash browns) + 1 cup frozen peas |
| Cheese Option | 1½ cup low- fat shredded cheddar cheese | 1½ c. low-fat shredded Swiss cheese | 1 c. low-fat ricotta or drained cottage cheese + ½ c. shredded low-fat mozzarella cheese | 1½ c. shredded cheese blend for pizza | 1 c. low-fat shredded American cheese |
| “Extras” | 2-4 chopped green onions | 2 Tbsp. Dijon mustard spread over dough | ¼ to ½ c. spaghetti sauce poured over Stromboli slices | ¼ to ½ c. spaghetti sauce poured over Stromboli slices | 2-4 chopped green onions |
| Title | Bierock | Spicy Mexican | Turkey & Cranberry | Roast Beef & Cheddar |
|---|---|---|---|---|
| Crust | 1 can (13.5 oz.) pizza dough | 1 can (13.5 oz.) pizza dough | 1 can (13.5 oz.) pizza dough | 1 can (13.5 oz.) pizza dough |
| Meat Option | ½ # lean ground beef, browned and drained | ½ # lean ground beef, browned and drained | 1 c. diced cooked turkey | 1 c. diced cooked roast beef |
| Vegetable Option | 2 c. finely shredded cabbage (Angel Hair slaw works well) | 1 c. combination of chopped onion, black olives, and fresh diced tomatoes | 1 c. diced celery (from the salad bar, if you want) | 1 c. diced leftover cooked potatoes or frozen diced potatoes for hash browns |
| Cheese Option | 1 ½ c. shredded low-fat mozzarella | 1 ½ c. shredded low-fat cheese blend for Mexican food | 1 ½ c. shredded low-fat cheddar cheese | 1 ½ c. shredded low-fat cheddar cheese |
| “Extras” | 2-4 chopped green onions | Add 4 oz. chopped green chilies to vegetables. ¼ to ½ c. spaghetti sauce poured over Stromboli slices | ¼ c. leftover smooth cranberry sauce spread over dough | 2 Tbsp. Mustard spread over dough | | <urn:uuid:4ec44142-38b7-4180-86e5-f14c4aa0b46e> | CC-MAIN-2018-43 | https://healthfund.org/hcc/electives/foods/Classes6-10Lunch/4-Class7WhatsWrongWithMyLunch&Sandwiches.pdf | 2018-10-24T01:35:34Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00324.warc.gz | 690,141,502 | 1,910 | eng_Latn | eng_Latn | 0.994659 | eng_Latn | 0.997582 | [
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The Biology of Butterflies Compiled by Emily Kearny, Cornell University 2010
Background and Identification
Butterflies are in the order Lepidoptera which are insects with scaled wings. Moths are also in the order Lepidoptera. Butterflies are invertebrates, which means that they do not have a backbone, instead they have an exoskeleton, a shell that encases their soft body and protects their vital organs. Butterflies undergo metamorphosis, so that the immature and adult forms are very different.
Abdomen
Thorax
Forewing
Hindwing
Head
Wing
Veins
Legs
Antennae
Compound Eye
An adult butterfly has two wings, six legs, and a long body that has three segments: the head, the thorax and the abdomen. The two wings are divided into the forewing and the hind wing and attached to the thorax.
Butterflies also have two compound eyes and two antennae. The compound eyes are made up of thousands of ommatidia (cluster of light receptor cells that could be thought of as very small, simple eyes) that can each detect light and images. The two antennae and the two palpi (located underneath the head close to the proboscis) are covered in scales that detect molecules in the air to give the butterfly a sense of smell. At the bottom of the antennae there is also an organ called the Johnston's organ which helps the butterfly maintain its balance. This organ is used especially while the butterfly is flying because it detects gravity and wind. It is used to identify potential mates because it reacts to wing beat frequencies as well.
Butterflies have a very long, straw-like tongue called a proboscis that is usually curled up underneath their head. The proboscis is used to drink nectar and water and is only extended when the butterfly senses sugar. The thorax has three segments and contains the heart and most of the digestive system. A butterfly's circulatory system is composed of a long vessel that pumps blood (the heart) and a hemocoel or a series of spaces between organs through which blood can pass. Their circulatory system is very inefficient and so it limits the size of a butterfly. The respiratory system of a butterfly consists of nine spiracles or pores open to air and a series of tubes that carry air through the body, the trachea. The six legs and the four wings are all attached to the thorax. On an adult monarch butterfly (like all other nymphalid butterflies), the first pair of legs (which are attached to the first segment) are curled up at the start of the thorax and are not visible. The next two pairs of legs are attached to the last two segments of the thorax and have six segments. On the top of the last segment of the legs, there are tarsi, sensory organs that detect sugar. When a butterfly lands on a flower, it uses its tarsi to detect the presence of sugar and then it extends its proboscis.
The wings of the butterfly are also attached to the last two segments of the thorax; the forewings are attached to the second segment and the hindwings are attached to the third segment. A butterfly's wings are supported by the veins that pass through them and operated by the muscles attached at the base of the wing connected to the thorax. A butterfly's wings are covered in scales to protect them and besides veins they have tubes with harden walls and trachea for more support. The abdomen is composed of eleven segments and contains the end of the digestive system and areas to store fat bodies for energy.
The Life Cycle
A butterfly starts its life as a small egg on a leaf or a branch of a host plant, a plant that will provide appropriate nutrition for the caterpillar to eat and thrive upon. Eggs of different species of moths and butterflies can vary greatly in size, shape and color. All eggs have a hard shell, or chorion, to protect them. A Monarch butterfly's egg is pale yellow to off-white and shaped like a tiny chicken's egg.
After several days to a week, the egg hatches and from the casing, out comes a tiny caterpillar. In order to emerge from the egg, the caterpillar must eat through the chorion. Caterpillars look like small worms with very few differences between their front and their back. However, caterpillars' bodies can be divided into three different segments just like an adult butterfly's body, the head, thorax and abdomen.
The head has simple eyes or ocelli, two very short antenna, a jaw or mandible, two palpi (which are sensory feelers) and a spinneret. The thorax has six very small real legs while the abdomen has ten prolegs (four pairs) that have tiny hooks on them that help the caterpillar to attach itself to a leaf or stem. The tentacles at the front and rear of the caterpillar are not real antennae; instead, the front tentacles are used as feelers (just like a blind man's cane) and the rear tentacles are used for defense to confuse predators about which end of the caterpillar is the head. The thorax and the abdomen also have holes in their sides (9 pairs) or spiracles that allow the caterpillar to breath. These holes are connected to tubes that run through out the rest of the caterpillar's body to provide its tissues with oxygen.
Monarch caterpillars go through five instars or stages as a caterpillar. Each instar is marked by the caterpillar shedding its outer skin and growing into it's new, larger skin. The shedding of the skin is called molting and the old skin is usually consumed after being shed. It takes a monarch caterpillar 10 to 14 days to go through all five instars.
In the caterpillar stage, the only purpose of the butterfly is to gain weight, especially fat. This is accomplished by eating large amounts of leaf material. In fact, some caterpillars can gain more than 20 times
their original weight in less than a week. In the picture to the left, two large Monarch butterfly caterpillars are shown eating their favorite plant, the milkweed.
During the pupae stage, the transformation from larvae to adult is completed in a little less than two weeks. Before pupation, the caterpillar spins a silk pad on the bottom side of a branch, leaf or stem and then hooks itself to the silk pad by its cremaster which a spiny appendage at the end of its abdomen. The caterpillar hangs upside down and starts to "jay" or twist, swinging and bending upward in order to split and shed its skin. At first the green shell that appears underneath the old skin is soft but it soon hardens to form a chrysalis that will remain motionless on the branch (unless disturbed) until the adult butterfly starts to emerge. A monarch's chrysalis is green with a "crown" of gold and black and gold spots encircling it towards the bottom. However, all butterfly chrysalides are different. The Monarch chrysalis is much more camouflaged than the rest of the life stages of the Monarch butterfly because it is motionless and so defenseless. It is this life cycle stage in which a caterpillar completes it metamorphosis into an adult butterfly.
Once the chrysalis starts to change colors, the outer covering breaks open to reveal a very squished adult butterfly. The butterfly climbs out of the casing and once it is on the outside, it stops and starts to fill its crumpled wings up with fluid that is stored in its abdomen. This process can take several minutes and even after the wings are fully inflated, the butterfly needs to rest and let its wings dry before it takes flight which can take up to three hours. After taking flight, the butterfly uses its vision to find suitable flowers from which to drink. Most butterflies drink the nectar of flowers but some can even get their energy from different types of nutrient rich soils. Butterflies do not grow as adults and only eat enough to maintain their energy.
As adults, the butterflies mate and the females, once they have mated, search for suitable plants to lay their eggs on, to start the cycle over again. Some butterflies die immediately after laying their eggs but
Monarchs can live for many months after laying all of their eggs; they die of old age or physical trauma. Monarchs usually only live two to five weeks.
Migration of The Monarch Butterfly
Monarch butterflies are extraordinary. They travel over 2,000 miles every year to get from their summer mating areas to their wintering areas. There are two populations of monarchs, one in the East and one in the West. The eastern Monarchs summer in the northeastern United States, the Great Lakes region and southern Canada. Then they migrate over two thousand miles south to pine groves in central Mexico in the fall months and stay there until the next spring. Monarchs west of the Rockies spend the summer northeast of the
Fall Migration
Rockies and winter in southern California. The journey every fall from southern Canada to central Mexico for the eastern monarchs takes 75 days to complete. They make this journey because it is too cold for them to survive in their summering grounds over the winter.
However, they can not stay in the pine groves of central Mexico all the time because there are no milkweed plants for their larva to eat there. Thus, they have to migrate back and forth between these two areas. In the spring time, the butterflies fly north until they find suitable habitats to mate and lay eggs in the southern United States and the butterflies that survived the whole winter mate, lay their eggs and then die from old age. The new generation grows up into adult butterflies and continues the journey north. Again, when they find suitable habitat they mate, lay their eggs and stop migrating. The next generation will continue the journey north in search of new milkweed and so it is the third or fourth generation that reaches the northern most parts of the Monarch butterfly's range.
Monarch butterflies are facing serious threats to their survival because there is logging happening in their wintering grounds in Mexico. Since Monarchs return to their maternal tree or grove, if that tree or grove is cut down, they will not survive. Also, even if this was not the case, only this pine tree habitat is suitable for over-wintering for Monarchs in Mexico and so if it is devastated, their population numbers will decline rapidly. Thus, deforestation in these groves is a huge problem to the survival of Monarch butterflies.
Another threat to Monarch survival is the conversion of prairies and wildflower fields into agricultural fields in the Midwest. Almost half of the all of the migrating Monarchs breed in the Midwest but as these areas were converted to agricultural land, Monarchs lost many of their breeding and feeding grounds. In their travel north, Monarchs must be able to breed, lay their eggs and replenish their energy from wildflower nectar. None of these things can be done in agricultural fields. Besides the loss in habitat, Monarchs are also threatened by the application of pesticides to these fields and by the widespread use of Montasanto Round Up Ready® corn and soybeans. Since these strains of corn and soybeans are immune to the herbicide Round Up®, the fields can be sprayed indiscriminately with it without negative effects on the crop plants. Though this system is good for crop yields, it is deadly for Monarchs because it eliminates milkweed plants in and around these fields. Where Monarchs used to have edge habitat around the fields, now they have none. This is happening all over the northern part of the Monarch butterfly range and is even happening in their summering grounds. Development is also a threat to Monarch survival and in many areas, the marginal habitat that Monarchs have been provided, on roadsides or the edges of lawns or sports fields, is now being sprayed with herbicides or mowed which both eliminate milkweed.
Valuable Resources:
Journey North
This website is a migration tracking website for many different kinds of animals, one of these being the Monarch Butterfly. There are many different resources including life cycle information, migration patterns, real-time migration maps and educational resources for teacher who would like to include more about monarchs in their lesson plans.
www.journeynorth.org
Monarch Watch
This website is another great resource focused on Monarch Butterfly migration. It also has life cycle information, migration patterns and educational resources.
www.monarchwatch.org
Monarchs in the Classroom
This website has wonderful resources for teachers looking to include lessons on Monarch Butterflies in their curricula. It offers teacher workshops, lesson plan ideas, and fun games to play. It tries to promote hands-on learning through activities and student-run research.
http://www.monarchlab.umn.edu/mitc/
Learn About Butterflies
This website was created and is run by a butterfly enthusiast. Though it is not connected to any national organizations, it has a wealth of information about butterflies as well as a huge collection of photos from butterflies from all over the world.
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Special Educational Needs and Disability Policy
Woodside School Aim
Our aim is to provide an enriched and secure learning environment in which every child can achieve their full potential across all areas of school life: academic, creative, sporting and social.
Introduction
This policy has been written to reflect the changes in the Special Educational Needs Code of Practice (Sept 2014), which in turn was written to refer to recommendations set out in the Children and Families Bill (2014).
Woodside School is a rural primary school that holds positive relationships and values at the core of its ethos. The school currently has 112 children on role, with 16% falling into the category of having special educational needs and disabilities (SEND). All children with SEND are valued, respected and equal members of the school, with inclusive practice being the norm. As such, provision for pupils with SEND is a matter for the school as a whole. All teachers are teachers of pupils with SEND. As a result of this the Governing Body, Head Teacher, Special Educational Needs and Disabilities Co-ordinator (SENDCO) and all other members of staff, have important responsibilities and have been consulted in the writing of this document.
Section 1.39 of the Special Educational Needs Code of Practice suggests that 'with high aspirations, and the right support, the vast majority of children and young people can go on to achieve successful longterm outcomes in adult life.' It is the responsibility of local authorities and education providers to help this take place, especially in relation to:
* higher education and/or employment – including exploring different employment options, such as support for becoming self-employed and help from supported employment agencies
* independent living – enabling people to have choice and control over their lives and the support they receive, their accommodation and living arrangements, including supported living
* participating in society – including having friends and supportive relationships, and participating in, and contributing to, the local community
* being as healthy as possible in adult life
At Woodside School we see that it is our responsibility to start this process at as early an age as possible to enable our learners to have the best outcomes in later life.
Roles and responsibilities
Governors and Senior Leadership Team
The Governing body, in co-operation with the head teacher and senior leadership team, determine the school's general policy and approach to provision for children with SEND. They establish the appropriate staffing and funding arrangements, and maintain a general oversight of the school's work. There is a link governor for SEND who more closely monitors the school's work with children with SEND, their progress, attainment and wellbeing.
The Role played pupils with SEND and Parents and Carers of Pupils with SEND
In accordance with the SEND Code of Practice the school believes that the children should be at the centre of the process and should be involved in discussions about the support they need. It is also viewed that parents of children with SEND should be treated as equal partners, encouraged to share their knowledge and feedback to the school regarding provision. Parents will be supported and empowered to:
- Recognise and fulfill their responsibilities as parents and play an active and valued role in their child's education
- Have knowledge of their child's entitlement within the SEND code, including regular input in the provision process.
- Make their views known about how their child is educated
- Have access to information, advice and support during assessment and any related decision making processes about special educational provision
SENDCO, teaching staff and support staff
The SENDCO has responsibility for the day-to-day management of all aspects of the provision for children with SEND. They are closely involved in the strategic development of the SEND policy and provision by:
- overseeing the day-to-day operation of the school's SEND policy
- coordinating provision for children with SEND
- liaising with and advising fellow teachers
- managing teaching assistants who work specifically with SEND children
- overseeing the records of all children with SEND
- liaising with parents of children with SEND
- contributing to the in-service training of staff
- liaising with external agencies including the LA's support and educational psychology services, health and social services, and voluntary bodies
- Ensuring that the governing body is kept fully informed about developments in SEND
All teaching and non-teaching staff are involved in the development of the school's SEND policy through consultation. They are aware of the school's procedures for identifying, assessing and making provision for pupils with SEND. All teachers and teaching assistants have a duty and responsibility to ensure appropriate and suitable provision is offered children, to monitor and adapt that provision as and when necessary.
Staff training and development are considered key aspects to appropriate provision, and successful outcomes for children with SEND. Staff are given regular opportunities to undertake training to enable them to develop their knowledge and skills in a variety of areas. Where external training is not available, in-house training is offered. Staff have a variety of specialisms such as phonics, speech and language or behaviour support. These specialisms are used when and where appropriate, either for direct intervention with children, or for more general training or advisory input.
Admission Arrangements
The headteacher is responsible for the admission arrangements which accord with those laid down by the local education authority. The school acknowledges in full its responsibility to admit pupils with already identified special educational needs, as well as identifying and providing for those not previously identified as having SEND.
Identification and Graduated Response
Current legislation requires an integrated approach to assessment and planning ensuring children, young people and families are central to and enabled to co-produce one single outcome focused plan. There is a single school-based category of 'special needs' which has replaced the former categories of school action and school action plus. Those who are deemed to have needs beyond this may be subject to a statutory assessment which will lead to the introduction of a Education Health Care Plan (EHCP).
If there is a concern with a child having special educational needs, the teacher discusses these concerns with parties such as the SENDCO and the class teaching assistant. These concerns may be due to a lack in academic progress, a social or emotional concern, or behavioural issues. In line with current best practice, early identification of needs is essential, followed by having an open conversation with the child and his/her parents or carers to discuss their needs and ways of providing support to meet specific and agreed outcomes. This approach also supports a graduated approach to both recording and monitoring progress of children and young people with SEN and/or Disabilities so that knowledge and understanding of what is working and not working to help a child can be gathered and built upon. This information also helps to inform other agencies when additional input is required from them. This graduated approach and process will allow the school to build up a picture of needs and support that can be used in the statutory assessment
Process, if a decision is made that a child or young person needs the support of an Education, Health and Care Plan.
The stages of the graduated response are outlined below:
'Cause for Concern' – children are working below the other children and the teacher is becoming more aware of their needs. Hopefully with some focussed teaching children can then come off this list if not a 'My Plan' can be drawn up and interventions put in place to help them. If their needs change and the gap in their learning closes to come more in line with their peers, they may be taken off the register and placed on a cause for concern list to ensure they are still kept under focus.
'My Plan' – when a child is identified with special educational needs, whether they are to do with learning, emotional wellbeing, communication or in some other area, they may become subject to the category of 'my plan'. The class teacher consults with the parent/carer and the child themselves to complete a plan that identifies the needs, outcomes and actions needed to address those needs that have been identified.
'My Plan +' – if it is the case that needs have been identified that require assessment and intervention from different agencies, a multi-agency framework will be put in place to ensure that all assessments and support can be brought together into one single plan. This will help the child and their family to experience a more coordinated approach, creating a 'team around the child'. Information from the 'my plan +' will then be used, if appropriate, to aid in the compiling of an Education, Health Care Plan (EHCP).
Education, Health Care Plan – some children with significant educational, social or behavioural needs may require a higher level of support through a statutory Education, Health Care Plan. This plan may entitle the child to extra support or consideration during formal assessments etc. but this will vary from case to case.
The SEND Register
If a child becomes subject to one of the plans mentioned above, they will then be placed on the SEND register. This is a register of any children who require support for special educational needs. It sets out what their area of need is, and any other information that helps ensure that child is acknowledged as having special educational needs. The child will remain on the register for as long as they are deemed to have SEND. If their needs change and the gap in their learning closes to come more in line with their peers, they may be taken off the register and placed on a cause for concern list to ensure they are still kept under focus. If their needs do not change, or become more complex, by the time they leave the school then a full transition process will take place with their new setting to ensure their needs are still correctly catered for.
The 4 part cycle of 'assess, plan, do, review' will inform any decisions about whether a child is placed on the SEND register, and at what stage of the plan process – my plan, my plan +, or EHCP – they are on. Similarly, the same cycle will be used to decide if they can be removed from the register.
Access to the Curriculum
All pupils have the entitlement to a broad, balanced and relevant curriculum. Pupils with SEN are taught, for most of the time, with their peers in mainstream classes by class teachers and study the curriculum appropriate for their age. All teaching and support staff are aware of the National Curriculum Inclusion Statement and in their planning and teaching they strive to:
- Provide suitable learning challenges
- Meet the pupils' diverse learning needs
- Remove the barriers to learning and assessment
With advice from, and the support of, the SENDCO, teachers match the learning objectives to the needs and abilities of the pupils. They use a range of strategies to develop the pupils' knowledge, understanding and skills. Where appropriate, materials are modified or support is provided to enable pupils with SEN to access the learning or the assessment processes. This may take the form of small group interventions or additional support in tests and examinations.
The school acknowledges that its practices make a difference. Because of this the SENDCO and class teachers regularly review issues related to pupils with SEN , such as classroom organisation, teaching styles and methods, materials and tasks to determine how these could be improved.
Working with outside agencies
The school is supported in its work by the Education Psychology Service, ATS (Advisory Teacher Service), Behaviour Support Team, School Nurse and pediatrician, The Education Welfare Officer and Social Services. There are also a number of other agencies which can be called upon to give advice and offer assessment and intervention should a particular child need it. These agencies are liaised with very closely and have the common aim of building a 'team around the child'.
Support for Medical Conditions
Should a child with a medical condition join the school, or develop a medical condition whilst at the school, then full consideration to that child's needs and welfare would be taken into consideration. Where necessary, staff would be trained in how to assist or support the child, how to administer medication, or how to offer the therapy the child needs within a school context. All staff would be made aware, where appropriate, of the child's needs and consideration would be given to ensure the child was cared for correctly.
Information storage and management
All information pertaining to the needs of a child with SEND would be considered sensitive and kept in a secure location. Any information which would be required to ensure the child had any barriers to learning removed; their health and wellbeing managed correctly; their safety and the safety of others addressed; or which was deemed to be appropriate to share with teaching and support staff, may be shared as appropriate.
Monitoring and Evaluating the Success of the Education Provided for Pupils with SEN
The school, including the governing body is committed to regular and systematic evaluation of the effectiveness of its work. Evidence to support this is gathered from the following:
- Analysis of the attainment and achievement of different groups of pupils with SEND
- Regular observations of teaching by Head teacher or SENDCO
- Success rates in respect of My Plan/My Plan+ or EHCP targets
- Scrutiny of teachers' planning and pupils' work
- The views of parents and the pupils
- Regular monitoring by the governing body/SEN governor
- Mapping of provision given to SEN children and their impact
- Maintenance of assessment records that illustrate progress over time
- Regular meetings between SENDCO, class teachers & Teaching assistants
Evaluation
The aim of our school's provision for SEN children is to allow them to make the maximum progress possible. The implementation of clear and effective assessment procedures is vital to the evaluation of our policy.
Other criteria include:-
- Good record keeping
- Maintenance of SEN register
- Record of visits and contacts with support services and agencies
- Meetings with parents
- Setting yearly targets
- Clear links to School Improvement Plan
- Effective inclusion of SEND children
- Staff awareness of SEND procedures adopted in our school
Arrangements for Dealing with Complaints from Parents
If any parent or carer wishes to express concern about the provision being made for their child they should do so firstly to the class teacher. If at any stage the parent feels their concern has not been addressed they should then refer it to the SENDCO or Head teacher. If a problem remains then the Governors of the school will become involved.
School Offer
For further information on the school offer please refer to the school website.
The head teacher and designated safeguarding lead is Mrs M Davis. The family worker and deputy safeguarding lead is Mrs G Matthews. The chair of governors and SEND governor is Mrs A Davis. The SENDCO is Mrs C Jeavons. All parties can be contacted through the school email address: email@example.com | <urn:uuid:8ccad504-14d1-4611-88ed-25e1ebf81a42> | CC-MAIN-2018-43 | http://woodside.gloucs.sch.uk/wp-content/uploads/2015/07/SEN-Policy-Oct-20161.pdf | 2018-10-24T00:18:01Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00324.warc.gz | 405,344,675 | 2,949 | eng_Latn | eng_Latn | 0.997976 | eng_Latn | 0.998147 | [
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ENGAGE – INSPIRE - ACHIEVE
The Christian family of St Paul's… moving forward together. A caring, exciting and happy school where everyone succeeds!
Policy for teaching children with English as an additional language (EAL)
January 2017
Mission Statement
The family of St Paul's Constable Lee CE Primary School work together to create a caring, stimulating and happy school environment, in which each individual can develop to his/her fullest potential within the context of Christian values.
Policy Statement
At St Paul's CE school we believe all our children are important, and this applies to all aspects of their education – their teaching and learning, their achievements, their attitudes and their well-being. We encourage all our children to aim for the highest possible standards, and we take account of each child's individual needs and experiences.
The learning environment is an important element and should be stimulating and attractive, comfortable and welcoming, safe and imaginative. We want all pupils to develop positive attitudes towards learning, to show interest in and participate fully in school life, to show initiative, be confident, work co-operatively and attain their true potential.
Teachers, together with parents and the wider community, play an important part in the development of the whole child. Enjoying school and doing well, being healthy and staying safe and making a positive contribution to school and the community are desirable outcomes for all children. The curriculum and all of the enrichment activities we offer at St Paul's CE school reflect our commitment to a rounded and inclusive education for all our pupils.
INTRODUCTION
A small proportion of our children have particular requirements with regard to learning and assessment, and these are linked to their progress in learning as they have English as an additional language.
Children who have English as an additional language have linguistic skills similar to those of monolingual English-speaking children. Their ability to participate in the full curriculum may well be in advance of their current ability to communicate in English.
Being a speaker of more than one language is no disadvantage to educational achievement; indeed, multilingualism is associated with success. This school recognises the importance of community languages in their own right, and the ability of their speakers to acquire other languages.
AIMS
The aim of this policy is therefore to help to ensure that we meet all the needs of those children who are learning English as an additional language. This is in line with the requirements of the Race Relations Act 1976.
Underlying the National Curriculum is the entitlement of all children to access certain areas of learning, and thereby to acquire the knowledge, the understanding, the skills and the attitudes that are necessary not only for their self-fulfilment, but also for their development as responsible citizens. We seek to honour this entitlement through the education that we provide in our school.
OBJECTIVES
- To improve the speaking and listening, reading and writing of English of children who have English as an additional language.
- To support access to a broad early years curriculum and to the National Curriculum, by improving children's fluency and providing bilingual support as appropriate.
- To integrate new children into the school in order to ensure that they gain access to the curriculum and academic achievement
- To identify and make maximum use of opportunities for modelling fluent use of English and to provide opportunities for children to practice and extend their use of English.
- To encourage and enable parental support in improving children's attainment. The aim of this policy is to help ensure that we meet the full range of needs of those children who are learning English as an additional language.
TEACHING AND LEARNING STYLE
In our school teachers take actions to help children who are learning English as an additional language by various means:
- Classroom activities have clear learning objectives and use appropriate materials and support to enable pupils to participate in lessons.
- Key language features of each curriculum area, e.g. key vocabulary, uses of language, forms of text, are identified.
- Enhanced opportunities are provided for speaking and listening, including both process and presentational talk, and use made of drama techniques and role play.
- Pupils have access to effective staff and peer models of spoken language.
- Additional visual support is provided, e.g. posters, pictures, photographs, objects, demonstration and use of gesture.
- Additional verbal support is provided, e.g. repetition, modelling, peer support
- Teachers ensure that the vocabulary the work covers is technical as well as the everyday meaning of key words, metaphors and idioms.
- Teachers explain how speaking and writing in English are structured for different purposes across a range of subjects.
- A range of reading materials that highlight the different ways in which English is used.
- Building on children's experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another.
Ensuring access to the curriculum and to assessment by:
- Using accessible texts and materials that suit children's ages and levels of learning.
- Providing support through ICT, video or audio materials, dictionaries and translators, visual support materials, readers and amanuenses.
- Using the home or first language where and when appropriate.
Providing additional support for EAL children:
- Providing support where possible to enable children to access the curriculum, learn basic classroom routines and to continue children's language development in their first language.
- Teacher assistant support which allows children to work in smaller groups and increases opportunities for modelling language structures and for conversations between adults and children.
- Additional support to target groups through an intervention pod/group of children who are operating at a level or more behind that which would be expected for their age/time in school.
- 1:1 intervention for EAL children (delivered by AG)
CURRICULUM ACCESS
- In our school, we value each child as a unique individual. We will strive to meet the needs of all our children, and to ensure that we meet all statutory requirements related to inclusion. All children in our school follow the requirements of the National Curriculum. Children with English as an additional language do not produce separate work. We provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of all pupils learning English as an additional language, and we take all reasonable steps to achieve this.
- We do not withdraw children from lessons to receive EAL support. Language support within classrooms may involve supporting individual children or small groups of children and, at times, teaching the whole class. Language support can also support children whose first language is English.
- In the Foundation Stage, we provide opportunities for all children to develop their language, and we try to provide support to help children take part in activities.
The Foundation Stage helps children learning English as an additional language by:
- building on their experience of acquiring language at home and in the wider community, so that this experience supports their developing use of English;
- providing a range of opportunities for them to engage in English speaking and listening activities, with peers and with adults;
- providing support when and where possible to extend vocabulary
- providing opportunities for children to hear their home languages, as well as English when and where possible;
- providing a variety of writing in the children's home languages, as well as in English when and where possible.
Materials
There are a range of resources available to support EAL pupils, such as barrier games through the collaborative learning website. Teachers also have a list of useful websites/EAL resources that can be accessed through the web.
ROLES AND RESPONSIBILITIES
All staff have a responsibility for supporting and encouraging children to become fluent English speakers and for communicating school expectations for Speaking and Listening. Miss Asher Gull is the school Lead for EAL learners and coordinates provision in conjunction with unit Heads. Mrs. Andrea Horrocks, as Inclusion Manager has oversees the work of Miss Gull.
All staff have responsibility for:
- Modelling good use of English, in extending sentences and encouraging children to do the same.
- Communicating to children that they are expected to speak clearly and audibly using more than single words as appropriate.
- Communicating to children that they are expected to listen and respond when someone speaks to them.
All teachers have responsibility for:
- Planning work in the context of children's stage of fluency and anticipating opportunities
- Developing the use of English by planning a clearly identified language focus for lessons with EAL children, which will aid second language acquisition and this is made explicit to the pupils.
- Setting targets for improving oracy and speaking and listening through IEP's.
- Ensuring that children are clear about what they are learning, the purpose of what they are learning and how they need to get there
PLANNING, ASSESSING AND MONITORING
- All EAL pupils are entitled to assessments as required.
- Staff have liaison time with Unit Heads to discuss pupil progress, needs and targets.
- Progress in the acquisition of English is regularly assessed and monitored termly using teacher assessments and Language in Common for newly arrived pupils.
- Assessment methods are checked for cultural bias and action is taken to remove any that is identified.
- Consideration and sensitivity is given to the appropriateness of testing EAL pupils at the earlier stages of English acquisition. It also does not need to be written, observations of children displaying language competence can also be used.
EAL leader is responsible for:
- Initial assessment of children's speaking and listening level of admission to school.
- Completion of an initial assessment within four weeks of admission to school or if children has had extended leave.
- Additional planning and preparation for targeted children which will support access to the curriculum and/or development of English fluency.
- Supporting whole school or year group planning with additional input on developing language across the curriculum when requested by teachers.
- Identifying and providing resources which support children learning English as an additional language.
- Translating where possible to enhance communication between school and parents.
- Inputting data in relation to assessment every term to track progress and attainment
Teachers are responsible for:
- Targets for EAL pupils are appropriate, challenging and reviewed on a regular basis.
- Planning for EAL pupils incorporates both curriculum and EAL specific objectives.
- Staff regularly observe, assess and record information about pupils' developing use of language.
- When planning the curriculum, staff take account of the linguistic, cultural and religious backgrounds of families
The statutory assessment arrangements of the National Curriculum allow us to make special arrangements for children who are learning English as an additional language.
- In the mathematics tasks and tests at Key Stage 1, we can translate words or phrases that appear in the assessment materials or that the children use in their responses.
- For the written mathematics test at Key Stage 2, we are able to when appropriate provide verbal or written translations of words or phrases in the test papers which we think are likely to prove difficult for children for whom English is an additional language.
- For the mental arithmetic test at Key Stage 2 we can where appropriate provide a verbal translation of the test to children who have limited English.
SEND AND AGT CHILDREN
Bilingual children with Special Educational needs are eligible for support, particularly at the stages of fluency where a child is working below the National Curriculum where.
all teachers need to monitor a child's progress, gathering information about the nature of the child's difficulty.
- Should SEN be identified, EAL pupils have equal access to school's SEND provision.
- If EAL pupils are identified as Gifted and Talented, they have equal access to school's provision.
PARENTAL/COMMUNITY INVOLVEMENT
We encourage parental and community involvement by:
- Providing a welcoming induction process for newly arrived pupils and their families/carers.
- Using plain English and translators and interpreters, where appropriate and available, to ensure good spoken and written communications.
- Identifying linguistic, cultural and religious background of pupils and establishing contact with wider community where possible.
- Celebrating and acknowledging the achievements of EAL pupils in the wider community.
- Recognising and encouraging the use of first language.
- Helping parents understand how they can support their children at home, especially by continuing the development of their first language.
MONITORING AND REVIEW
This policy is monitored by the governing body, and will be reviewed in two years, or earlier if necessary.
Signed: Asha Gul
Date: April 2016
This policy will be reviewed and ratified by the Governing Body in January 2017
Signed by Mr W Aitkin (Chair of Governors) W. Aitkin
Date 31.1.17
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Setting the Stage for Success through Behavior Guidance
The Environment
* Show where certain materials are to be used. For example, lay a hula hoop on the floor to indicate to the children where to stay with a punch ball.
* Limit the number of children who can play in a popular area so there is less competition over desired toys. Place four water shirts near the water table to indicate four children can use these materials at one time. Or arrange two chairs at the computer station to show that two children can use the computer at once.
Careful consideration of the environment can help set the stage for success. Sometimes the goal of challenging behavior is to obtain an object. Make it easier for children to see and to access materials they want by arranging the environment in ways that allow them to be as independent as possible. Practitioners can also avoid or reduce the number of challenging behaviors by adding objects, removing objects, or arranging them in ways that support appropriate behavior.
Suggestions for Supporting Appropriate Behavior
* Arrange materials in a way that children can easily see the selections and make decisions about what to play with. For example, display books on the bookshelf with the titles and covers facing forward. This way the child doesn't have to dig through a box or become frustrated looking through the books on a shelf before finding the one he/she wants.
* Place toys and materials on low shelves and hooks so the children can help themselves as well as independently return materials to their places.
* Label containers for materials with a picture and put the same picture on the shelf where the container is to be stored.
* Place some materials that are available for use on a table or on the floor. This might draw children to the area and encourage the type of play that is to take place. For instance, place a few puzzles out on the puzzle table rather than leaving them in the rack.
* Provide duplicates of favorite toys and materials.
Program Changes
* Plan ahead by letting children know when there will be changes to the regular schedule. Also, within the regular schedule, give five-minute warnings to prepare for ending the activity. Some children may need multiple cues in order to ready themselves for a change.
* Reduce the overall number of transitions each day.
* Give extra time to children who may need it.
* Reduce the chaos of some transitions by sending one child at a time. For example, if the children are transitioning from
* Allow materials to go from one area to another, when possible.
group time to washing hands, give each child an opportunity to answer a question or do a short activity before going to the sink. The group might all be monkeys jumping on the bed, but one is dismissed to the sink when her name is placed in the phrase,
"Jenna fell off and bumped her head." Or the group can sing, "The bear went over the mountain,"then dismiss one at time by singing, "Vincent went over the mountain."
Program Approaches to Transitions
All children at some point will prefer not to leave a play area or a preferred activity. Practitioners can help children by examining their own program schedules carefully and implementing changes where needed. Avoiding a challenging behavior by adapting the need for movement within a program is key. Also, teaching some specific skills for transitions to children will be a useful tool for preventing some problems during change times.
Specific Strategies for Transitions
* Keep a bag of open ended waiting gadgets handy for especially difficult transitions. Party favors such as mini Slinkys, kaleidoscopes, pinwheels, or squeeze balls are inexpensive gadgets that can be passed out, used while waiting, and then collected until the next time they are needed.
* Use an activity book to describe the sequence of actions for a given event. The pages of the book might contain pictures for each step, laminated so it can be used again.
* Capture the interest of the group with an "attention getter." While the children finish an activity and begin to settle into the next, pique their curiosity about what is to come. Introduce the new activity by wearing a costume, showing a prop, giving clues about the next activity, or
asking questions that they can answer at the end of the game or story.
* Post a photo in each area of the room that provides an example of what it is to
* Give choices to children who have difficulty with the clean up transition. Encourage participation by letting the child choose if he/she will clean the blocks or the puzzles. Another choice might be to decide if he/she will pick up the blocks while you place them in the shelf or the other way around, where you bring the blocks and he/she places them where they go.
look like when it is clean.
* Use a picture schedule to help children understand what is happening now and what is going to happen next. Make a picture schedule for the day or even for specific activities, like a field trip. Specify each step of the schedule in an easy to understand format. By teaching children to use a picture or activity schedule, we give them predictability, security, confidence, and independence.
For more information on positive environments, visit www.inclusivechildcare.org.
Copyright © 2011 Center for Inclusive Child Care, Concordia University, 275 N Syndicate St, Saint Paul, MN 55104. These materials may be freely reproduced for educational purposes.
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SI Prefixes
| | Factor | | Name | | Symbol | | Factor | | Name | Symbol |
|---|---|---|---|---|---|---|---|---|---|---|
| 101 | | deca | | da | | 10-1 | | deci | | |
| 102 | | hecto | | h | | 10-2 | | centi | | |
| 103 | | kilo | | k | | 10-3 | | milli | | |
| 106 | | mega | | M | | 10-6 | | micro | | |
| 109 | | giga | | G | | 10-9 | | nano | | |
| 1012 | | tera | | T | | 10-12 | | pico | | |
| 1015 | | peta | | P | | 10-15 | | femto | | |
| 1018 | | exa | | E | | 10-18 | | atto | | |
| 1021 | | zetta | | Z | | 10-21 | | zepto | | |
| 1024 | | yotta | | Y | | 10-24 | | yocto | | |
Recommended Values of Physics Constants and Conversion Factors
| | Quantity | | Symbol | Value |
|---|---|---|---|---|
| speed of light in a vacuum | | either c or C 0 | | |
| magnetic constant | | µ 0 | | |
| electric constant | | ε o | | |
| elementary charge | | e | | |
| Newtonian gravitational constant | | G | | |
| unified atomic mass unit | | u | | |
| rest mass of electron | | m e | | |
| rest mass of proton | | m p m /m p e | | |
| rest mass of neutron | | m n | | |
| energy equivalence of rest mass of electron | | m c2 e | | |
| energy equivalence of rest mass of proton | | m c2 p | | |
| Planck constant h/2π | h |
|---|---|
| Rydberg constant | R |
| fine structure inverse | -1 |
| Bohr radius | a 0 |
| classical electron radius | r e |
| Avogadro constant | Either N A or L |
| Molar gas constant | R |
| Boltzmann constant | k |
| Stefan-Boltzmann constant | σ |
| Bohr magnetron | μ B |
| Nuclear magnetron | μ N |
| magnetic flux | 0 |
*Units in brackets () contain the standard uncertainty of the value | <urn:uuid:4ef271e4-0977-494b-898c-90b9d8c2685b> | CC-MAIN-2018-43 | https://ph.qmul.ac.uk/sites/default/files/SI%20Prefixes%20and%20Constants.pdf | 2018-10-24T00:47:36Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00326.warc.gz | 760,708,913 | 710 | eng_Latn | eng_Latn | 0.902374 | eng_Latn | 0.916761 | [
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NATIONAL PORTRAIT GALLERY, WASHINGTON, DC HIGH SCHOOL EDITION VOLUME 2, NO. 3, SPRING 2003
george washington a national treasure
PATRIOT n. [Fr patriote < LL. patriota, fellow countryman < Gr patriotes < patris, fatherland <pater, FATHER] PatriotPapers
George Celebrates Birthday in the Hollywood Hills Smithsonian Exhibition Opens in Seattle in March
National Portrait Gallery Tours "George Washington: A National Treasure"
Driving through the sunlit streets of Los Angeles, I saw him, suspended from a lamppost on Fairfax Avenue, just off Wilshire Boulevard. As I caught a glimpse of the Hollywood Hills, there he was again, shrouded by the morning mist. George Washington had come to LA to celebrate his birthday, and hundreds were flocking to see him. The event: "George Washington: A National Treasure," an exhibition from the Smithsonian's National Portrait Gallery. The place: LACMA—The Los Angeles County Museum of Art.
On Presidents' Day 2002, "George Washington: A National Treasure" began a nationwide tour at the Museum of Fine Arts in Houston, Texas. One year later, George Washington celebrated Presidents' Day in Los Angeles, reigniting the spirit of Washington for thousands of Americans. And on March 21, 2003, the exhibition opened at the Seattle Art Museum. With this tour, made possible through the generosity of the Donald W. Reynolds Foundation, the National Portrait Gallery in Washington, DC, is sharing the spirit of George Washington with students across America.
Painted in 1796 by artist Gilbert Stuart, the portrait is considered one of the most important visual documents of the founding of our nation. Its historical and cultural significance has been compared to that of the Liberty Bell and the Declaration of Independence. At the tour's end, the portrait
Tennessee Catches the Spirit and Declares GW Education Day
Tennessee caught the spirit and declared December 17, 2002, George Washington Education Day throughout the state. West Elementary School in Mount Juliet hosted the event where educators from the Smithsonian presented the state of Tennessee with a framed reproduction of the original "Lansdowne" portrait of George Washington. The day was celebrated with tricorn hats, knee-high stockings, and a red, white, and blue-flocked Christmas tree. Costumed students presented a living timeline that debunked common myths about the founding father, including the myth that Washington wore wooden teeth. (Actually his teeth were made from human teeth, cow's teeth, and ivory.) Other students read their winning essays on Washington and even reenacted Washington's famous crossing of the Delaware. Nevada and South Carolina held similar celebrations.
Coming Soon to a Museum Near You
The Museum of Fine Arts, Houston:
February 15 - June 16, 2002
Las Vegas Art Museum:
June 28 - October 27, 2002
Los Angeles County Museum of Art:
November 7, 2002 - March 9, 2003
Seattle Art Museum: March 21 - July 20, 2003
The Minneapolis Institute of Arts:
August 1 - November 30, 2003
Oklahoma City Museum of Art:
December 12, 2003 - April 11, 2004
Arkansas Arts Center: April 23 - August 22, 2004
The Metropolitan Museum of Art: Fall 2004
will return to its permanent home in the Portrait Gallery. "I thought it was going to be small," said Patricia Vargas, visiting with her mom, Lupe. "But it was huge!" The 8-foot life-size painting does dwarf many of its younger visitors. Museum docents lead daily school tours as hundreds of children stare wide-eyed at all 6'3" of Stuart's George Washington. "Do you think he was a good man?" "Of course," answered ten-year-old Gabe Wingert. "He started a country."
The iconography—the rainbow, the flag, the inkwell, the blue sky, the sword—was another favorite topic of discus-
Young GW reenactor Cody Hartley comes "face to face" with George.
Although the 205-year-old portrait will visit only eight cities, the National Portrait Gallery hopes to affect all 50 states. "Our goal is to create excitement about George Washington as an American hero," said NPG education director Carol Wyrick. "The greatest legacy he left us was his selfless service to his fellow man. We're asking all Americans to follow his example and give time to both country and community."
Get on the Bus, Gus … Make a New Plan, Stan
LA Schools Support Local Communities. What's Your Plan?
The kids from Malibu jumped on board. Lorraine Staab and her kindergartners from Webster Elementary School in Malibu led the way on a school initiative that supports the School on Wheels. The kids collect backpacks, lunch pails, pencils, crayons, and other assorted school supplies to equip this traveling school bus that tutors homeless kids in Santa Monica. Read on to see how kids around LA are studying history through service, benefiting both school and community.
★ Virginia Goodrich from Monterey Hills Elementary School in South Pasadena and her 5 th -grade class chose to support the Rare Breeds program at Colonial Williamsburg. Using the culinary arts to raise money, they chose a recipe from the historic Raleigh Tavern, baked gingerbread cookies in the shape of rare breeds, and sold their wares at a mock market square. Watch for the recipe in the next issue. continued on page 8
"George Washington: A National Treasure" is organized by the National Portrait Gallery, Smithsonian Institution, and made possible through the generosity of the Donald W. Reynolds Foundation.
About the Artist
Making Connections
Gilbert Stuart was born on December 3, 1755, in Saunderstown, Rhode Island. He began to study painting in his early teenage years, while traveling around Europe. After painting the Lansdowne portrait, Stuart painted Presidents John Adams, Thomas Jefferson, James Madison, and James Monroe. His most famous portrait of Washington is recognizable today on the one-dollar bill and on postage stamps.
Imagine you are an actor who portrays a historical figure. Who would you be? How could you talk, dress, and behave to be like this person? Create this character.
High School Teacher ' s Edition
Fellow educators: The Patriot Papers was developed as a vehicle for enrichment in the classroom. As a teaching tool it seeks to put George Washington in context, realizing that while Washington influenced America, America also influenced Washington. The news of the day, the social scene, the fashion, the gossip, the political events, his family, and his contemporaries all had their impact. This interdisciplinary approach to studying Washington should serve a variety of subjects—literature as well as history, language arts as well as visual arts. Designed to coincide with national curriculum standards in both social studies and the language arts, The Patriot Papers provides opportunities to sharpen critical thinking skills, interpret primary source materials, arrange events chronologically, determine cause and effect, summarize and analyze historical events and ideas, and discover relationships between America's early history and the present day.
The paper also encourages student involvement. We challenge all to become actively involved in service to country and share their efforts with students across the United States. We hope to publish student art and poetry, as well as stories of service through our website and publication. Pledge It Forward and enjoy the journey.
—Felice Pulles, editor-in-chief
Related national standards in historical thinking
Chronological thinking
Historical comprehension
Historical analysis and interpretation
Historical research
Related national standards in language arts
Reading for perspective
Reading for understanding
Applying knowledge
Evaluating data
Developing research skills
Developing writing skills
Writing to Learn
Students spend numerous hours learning to write, and we usually depend on the English teachers to instruct them. We forget that students can also write to learn. The very act of thinking an idea through in order to put it on paper leads to clarification of that idea. And as students write, more ideas emerge, questions find answers, and confusion finds clarity as words take shape and form. We need not always know the ending or the answer when we begin to write. The journey will often reveal it.
The activities suggested in Writing to Learn are intended for student exploration, to let students meander through inspirations, arguments, and ideas until they make meaning of their own. Initially, don't worry too much about form, structure, spelling, and grammar; it's only a work in progress. Ideas are best generated when words flow quickly. The mind can race far faster than the pen. Let it race and catch those ideas on the fly.
Making Connections
Construct a visual timeline that includes both the "Blast from the Past" news stories on page 2 and the entries from "The Pudding Papers" on pages 4 and 7. (Students will need to write headlines for "The Pudding Papers" entries.) Add significant world events to the timeline, i.e., the beginning of the French Revolution, advances in science, and noted accomplishments in art, music, and literature. It is important to understand Washington and America's early history in relation to other world events.
Suggestions for the timeline
* 1761, Austria: Wolfgang Amadeus Mozart begins writing minuets at age five
* 1763, Europe: The Treaty of Paris ends the French and Indian War. France cedes Canada to England and gives up all territories in the New World except New Orleans and a few scattered islands.
* 1765, Massachusetts: Chocolate is first produced in America
* 1770, Germany: Composer Ludwig van Beethoven is born
* 1770, Boston: Boston Massacre
* 1773, Boston: Boston Tea Party
* 1777, Russia: Alexander I, Czar of Russia is born
* 1789, France: Bastille stormed, French Revolution begins
page 2
a blast from the past
Washington Wins Election to House from Fort Cumberland!
Washington Unanimous Pick for President at Convention!
FREDERICKSBURG, 1758—George Washington, son of Augustine and Mary Ball Washington, has been elected to the Virginia House of Burgesses while serving with the British regulars at Fort Cumberland. Although urged by friends to return to the colony of Virginia and "show his face," Washington opted to remain with his men and was successful in winning a seat in the House from Frederick County.
General Washington Rallies Troops at Valley Forge
VALLEY FORGE, 1777–1778—General Washington struggles to keep his troops alive and well in Valley Forge, Pennsylvania, this winter. Inadequate shipments of food, clothing, and supplies have left the regiments in shambles; poor hygiene and rampant disease threaten the lives of all the soldiers camped there. General Washington has made repeated appeals for increased supplies, but the mismanagement of the supply trade has yet to be resolved. In the meantime, General Washington struggles alongside his men while political rivals threaten to remove his power. Military and civilian critics, particularly Thomas Conway and Dr. Benjamin Rush, feel that there are several men who are better suited to lead the Continental army.
The Glorious Washington and Gates, detail from
Bickerstaff's Boston Almanack, 1778
Martha Washington Buries Fourth Child, John P. Custis
YORKTOWN, 1781—After losing two children in infancy and her daughter Patsy to epilepsy, Martha Washington lost her last child to camp fever. John Parke Custis, known as Jacky to family and friends, passed away on November 5 at Yorktown, merely seventeen days after the surrender of Britain's General Cornwallis. Jacky leaves behind a wife and four children. General and Mrs. Washington will raise the younger two children, Eleanor "Nelly" Custis and George Washington Parke Custis, at Mount Vernon, their home in Virginia.
the patriot papers
Whiskey Rebellion Shakes Pennsylvania
PHILADELPHIA, 1794—Western Pennsylvanians have turned their resentment over recent taxes on whiskey into a violent opposition. They are launching the first major civil disturbance of President Washington's term in office. Last week, U.S. Marshal David Lenox met with resistance in Westmoreland County while trying to collect taxes on locally distilled liquor. Military action will be taken, much to the regret of the President: "I have accordingly determined to do so, feeling the deepest regret for the occasion, but withal, the most solemn conviction, that the essential interests of the Union demand it." The army is being organized from other northern states, and it will advance into Pennsylvannia shortly.
Wanted Immediately
A PERSON to attend in a Store who will be constant and assiduous, understands Accounts, and can write a good Hand. Also, a Youth about fourteen or fifteen Years of Age, who can read well, and write tolerably. Inquire at the Post Office.
v
On Tuesday next, being the 14th Instant, A new COMEDY, called
Was found November 9, 1787, on the Egypt Road
FALSEDELICACY
By the author of
A WORD TO
THE WISE
(It may not be improper to give Notice that the Theatre in Williamsburg will be closed at the End of the April Court, the American Company's Engagements calling them to the Northward, from whence, it is probable, they will not return for several years.)
Whoever has lost the same, by applying to the Printers, and paying the expense of the advertisement, may have it again.
8
king & queen, march 31, 1772
WHEREAS
my Apprentice,
Christopher Lewis, has absented himself from my Service, I therefore forewarn all Persons
from employing or entertaining him under any Pretence whatever.
NEW YORK, 1789 (AP)—After many months of debate to establish our new American government, the first official election was held on February 4, 1789. George Washington has received all 69 electoral votes! Washington, who will be inaugurated on April 30 of this year, accepted his new office, despite his overwhelming desire to return to his estate at Mount Vernon: "I was summoned by my country . . . from a retreat which I had chosen with the fondest predilection, and . . . with an immutable decision, as the asylum of my declining years." Washington and his wife Martha will move to the country's capital, New York City.
Washington Graciously Delays Retirement for a Second Term
PHILADELPHIA, 1793 (AP)—President George Washington has won his second election to the presidency of the United States! The inauguration will take place on March 4 in Philadelphia, the new capital of the United States. However, the prospect of returning to the stress of presidential life has left Washington doubtful. Washington wrote to his friend Henry Lee "that it was after a long and painful conflict in my own breast, that I was withheld from requesting, in time, that no votes might be thrown away upon me; it being my fixed determination to return to the walks of private life." The next four years do in fact promise to be difficult; factionalism has already begun to sprout in government over constitutional interpretation. Secretary of the Treasury Alexander Hamilton, who was the driving force behind the creation of the National Bank and National Mint, will remain in the service of the President. Edmund Randolph will replace Thomas Jefferson as secretary of state.
The Patriot Papers serves students of all ages. It is published quarterly by the National Portrait Gallery, Smithsonian Institution, P.O. Box 37012, Washington, D.C. 2o013-7012
editor-in-chief:
Felice A. Pulles assistant editor:
, Hana Field
Vicki Fama review editor:
Dru Dowdy editorial consultants:
Kate Finch, Shirlee Lampkin the pudding papers:
the pudding papers:
Margaret Christman, historian editorial staff: Tia Powell Harris, Terilee Edwards-Hewitt, Emily McDonough, Whitney Pickens, Emily van Agtmael guest columnist : J. K. Pulles design: Studio A, Alexandria, VA, and London Graphics, Washington, DC
Margaret Christman
The opinions expressed in The Patriot Papers are not necessarily those of the Smithsonian Institution or the National Portrait Gallery.
Teaching materials to accompany the exhibition "George Washington: A National Treasure" are available to educators at no cost by visiting www.georgewashington.si.edu or by calling 1-866-NPG-KITS.
© 2003 Smithsonian Institution. All rights reserved.
Smithsonian
National Portrait Gallery
The Women of Valley Forge and the American Revolution
Martha Washington and other wives assisted with cooking and entertaining the men at Valley Forge. Did you know that some women actually fought in the American Revolution? Deborah Samson served in the Continental army for three years, under the name Robert Shirtliffe. She maintained her identity as a man until she was discovered in 1781. Margaret Corbin replaced her husband on the battlefield at Fort Washington, performing all of his duties. Anne Bailey rode hundreds of miles alone to gather ammunition to bring to Fort Lee. For more information on women and war, visit userpages.aug.com/captbarb/index.html.
thomas hill
For Discussion and Debate
Have students do further research on slavery. Good websites include Mount Vernon's site at www. mountvernon.org, the Hubbard House Underground Railroad Museum in Ohio at www.hubbardhouse museum.org, or the Decatur House at www.decaturhouse.org.
A Lady's TIPPET.
the patriot papers
not our finest hour
Valley Forge: An Eyewitness Account
In the winter of 1777, Commander in Chief George Washington moved his army to a winter camp at Valley Forge, some 20 miles outside of Philadelphia. For the next few months, the soldiers suffered from starvation, the lack of adequate clothing, and poor hygiene. Although morale was low, Washington managed to keep the struggling army together. A new quartermaster general, Nathanael Greene, and a German drillmaster, Baron von Steuben, helped bring supplies and order to the broken army. The following diary entry from Dr. Albigence Waldo describes the physical and emotional suffering endured by the troops at Valley Forge:
"December 14—Prisoners & Deserters are continually coming in. The Army which has been surprisingly healthy hitherto, now begins to grow sickly from the continued fatigues they have suffered this Campaign. Yet they still show a spirit of Alacrity & Contentment not to be expected from so young Troops. I am Sick— discontented—and out of humour. Poor food—hard lodging—Cold Weather—fatigue—Nasty Cloaths—nasty Cookery—Vomit half my time—Smoak'd out of my senses [by the smoke created by the guns]—the Devil's in it—I can't Endure it—Why are we sent here to starve and Freeze—What sweet Felicities have I left at home; A charming Wife—pretty Children—Good Beds—good food—good Cookery—All agreeable—all harmonious. Here all Confusion—smoke & Cold— hunger & filthyness—a pox on my bad luck. There comes a bowl of beef soup—full of burnt leaves and dirt. . . . Away with it Boys—I'll live like the Chameleon upon Air. Poh! Poh! Cries Patience within me—you talk like a fool. Your being Covers your mind with a Melancholic Gloom, which makes everything about you appear gloomy. See the poor Soldier, when in health—with page 3
what cheerfulness he meets his foes and encounters every hardship—if barefoot, he labours thro' the Mud & Cold with a Song in his mouth extolling War & Washington—if his food be bad, he eats it notwithstanding with seeming content— blesses God for a good Stomach and Whistles it into digestion. But harkee Patience, a moment—There comes a Soldier, his bare feet are seen thro' his worn out Shoes, his legs nearly naked from the tatter'd remains of an only pair of stockings, his Breeches not sufficient to cover his nakedness, his Shirt hanging in Strings, his hair dishevell'd, his face meager; his whole appearance pictures a person forsaken & discouraged. He comes, and crys with and air of wretchedness & despair, I am Sick, my feet lame, my legs sore, my body cover'd with this tormenting Itch—my Cloaths are worn out, my Constitution is broken, my former Activity is exhausted by fatigue, hunger & Cold, I fail fast I shall soon be no more! And all the reward I shall get will be—'Poor Will is dead.' People who live at home in Luxury and Ease, quietly possessing their habitations, Enjoying their Wives & families in peace, have but a very faint idea of the unpleasing sensations, and continual Anxiety that Man endures who is in a Camp, and is the husband and parent of an agreeable family. These same People are willing we should suffer every thing for their Benefit & advantage, and yet are the first to Condemn us for not doing more!!"
December 1790
PRESIDENTIAL RESIDENCE, 190 HIGH STREET, PHILADELPHIA. Senator Robert Morris's dwelling at 190 High Street has turned out to be the best house available for the President's use, and Mr. Morris has graciously agreed to move around the corner. Additions will be made to accommodate Mrs. Washington and her two grandchildren, Nelly, who is about twelve, and George Washington, who is about ten, as well as the President's secretary and numerous servants. The bathing room has been
Throughout the coming months The Patriot Papers will address the issue of slavery during Washington's time. In view of Washington's many attributes and accomplishments, it is difficult to acknowledge his role as slave owner. Guest historians will share their perspectives; we invite you to share yours. Hopefully, through dialogue, we will increase our understanding.
— F. A. Pulles, editor
email@example.com
November 1796
RUNAWAY SLAVE. Mrs. Washington is greatly distressed by the loss of Olney Judge, her Mount Vernon servant so skilled in needlework. The girl, we hear, was lured away by a Frenchman who tired of her and left her stranded in Portsmouth, New Hampshire. President Washington has sent word that all will be forgiven if she returns to her mistress, but she has refused to come back unless promised her freedom. This puts the President in an awkward situation. Privately he has said that although he is sympathetic to her demand, setting her free would only reward her for running away, and would spread discontent among the rest of his servants (as he calls them), who by being faithful are more deserving of their freedom than the runaway. Above all, the President cautioned that no violent means should be used to bring her back, lest a mob or riot be excited. Rather than risk this happening, he would tell Mrs. Washington she must get along without the services of Olney Judge.
December 1790
FREEDOM TOO GREAT A TEMPTATION. President Washington has brought a handful of servants from Mount Vernon, but he will be faced with the difficulty of complying with the Pennsylvania law freeing adult slaves who have lived in Pennsylvania for six months in a row. It is believed that the President, therefore, will have to shuttle these servants back and forth and suffer the inconvenience of sometimes being without his cook Hercules. Asked if he feared his slaves might take advantage of being in the north to run away, the President has privately conceded that "the idea of freedom might be too great a temptation for them to resist."
RUN away from my plantation, called Newport News, on the 17th of January, a very likely Negro Fellow named Strawsbury, about thirty Years of Age, has lost one of his fore Teeth, and had on a Cotton Waistcoat and Breeches, Plaid Stockings, and Negro Shoes. The Negroes upon the Plantation saw him go away with two Sailors; he can read, and I imagine he will attempt to go out of the Country on Board a Vessel. I do hereby forewarn all Masters of Vessels from carrying him away, as they shall answer it at their Peril. Whoever brings the said Negro to me, in York County, shall have TEN POUNDS Reward if he is taken in this Colony, and TWENTY POUNDS if out thereof.
turned into a study to provide for a room in which the President can do business, but unfortunately, it will be necessary for visitors to walk up two flights of stairs and pass by the public rooms and private chambers to get to it. The President has insisted that the house is to be finished in a plain and neat manner and has ruled out tapestry or very rich and costly wallpaper. He has also ruled that the back yard be kept as clean as the parlor since it is in full view from the best rooms in the house.
v
George Washington and His Family by David Edwin, after Edward Savage, stipple engraving, 1798. National Portrait Gallery, Smithsonian Institution
WILLIAM DIGGES, Junior
George Washington was only 11 years old when he inherited 10 slaves from his father in 1743.
By the time he was 22 years old, Washington owned approximately 36 slaves.
At his death in 1799, Washington had 316 slaves at Mount Vernon, 123 of whom belonged directly to him. The remaining 193 were "dower" slaves—those he acquired through his marriage to Martha.
Approximately 75 percent of the slaves at Mount Vernon worked in the fields. Of these, nearly 65 percent were women.
Washington did not buy or sell his slaves after the Revolutionary War.
Washington allowed his slaves to marry, although such arrangements were not legally binding at that time.
In his will, Washington freed all of the slaves he owned. His personal valet, William Lee, was released with a payment of $30 per year for the rest of his life, a considerable sum in those days.
For Discussion and Debate
Use the following scholarly perspectives for open class discussion, or ask students to choose one quote and write a paragraph that supports or rejects the author's opinion.
"Not talking about slavery isn't a question of not having the information. It's a question of what you decide to selectively remember."
"White and black history are invariably entwined together. To suggest that you can tell a story about whites and not talk about blacks, or blacks and not talk about whites, is preposterous."
—Paul Reber, Decatur House "A major factor in Washington's failure to put his growing opposition to slavery into practice in the 1790s was certainly his own conception of his presidential role."
"It was Abigail Adams, perhaps, who first noticed the paradox of Virginia. In a letter to her husband in the spring of 1776, she remarked how odd it was that those patriots with the strongest 'passion for Liberty' were also 'those who were accustomed to deprive their fellow Creatures of theirs.'"
"Slavery is like holding a wolf by the ears." —Thomas Jefferson
Writing to Learn
"Valley Forge: An Eyewitness Account"
This very personal and rather disturbing diary entry of Dr. Albigence Waldo attests to the power of primary sources and to the power of the first-person narrative. The personal recollections of Tobias Lear in Washington's Final Hours on page 5 are equally powerful. Have students write their own diary entry as a real or imaginary historical figure. They could write as a colonist, a soldier, runaway slave Olney Judge, or Strawsbury, the slave sought through an actual advertisement.
George Washington's fundamental dilemma: How to reconcile the proclaimed ideals of the revolution with the institution of slavery?
As a Virginia plantation proprietor and a lifelong slaveholder, Washington had a substantial private stake in the economic system of the South. However, in his role as acknowledged political leader of the country, his overriding concern was the preservation of the union.
Have students discuss Washington's fundamental dilemma as President and slaveholder in a written essay. They should consider the entries on page 3, as well as the facts bulleted in the box to the left.
Building Vocabulary
Define the terms "Federalist" and "Republican" as used in Washington's time. What did each political party represent? Which parties did Jefferson and Hamilton support? Why? How do these terms relate to the Republican and Democratic parties of today?
Vocabulary Words
camp fever 1. Typhus: an infection characterized by high fever, headache, and dizziness; a.k.a. camp diarrhea cede vt. 1. To surrender possession of, formally or officially. 2. To yield or grant, as by a treaty.
tippet n. 1. A long, slender boa used like a scarf. It was considered a fancy accessory in the 19th century, usually made of swansdown or fur.
For Discussion and Debate
The Role and Responsibility of the Press
The entry for August 2, 1793, "The President Enraged," reminds us that criticism of the press is nothing new.
Research the role of the press and its effect on major moments in history.
Research the effect of the press on political campaigns and elections. How has its role affected election results? Candidates elected?
Debate freedom of the press vs. the necessity for national security. Today, more than ever, the issue is a difficult one. Does the need for national security ever override the public's right to know?
Writing to Learn
Research colonial medicine
Find early medical treatments for some common ailments today.
Research and chart the rising number of female doctors from 1800 to the present day. Devise a graph to present your data.
page 4
the pudding papers
We interrupt this edition of The Patriot Papers news to bring you the nearly news—a collection of intimate historical glimpses into the past, captured in not-so-living color in The Pudding Papers. The complete episodic adventures can be viewed at your leisure at www.georgewashington.si.edu. Our on-the-scene trusted correspondents include: Silas Silvertongue, our presidential reporter; Titus Blunt, our congressional correspondent; and our own Prudence Pudding, who provides social notes from all over. (We leave it for you to decide, dear reader, whether she is an upstart hussy or a man in disguise.) In the spirit of the freedom of the press guaranteed by our new Bill of Rights, we intend to act as a watchful eye and a listening ear, sometimes bringing a plate of gossip, but never a dish of scandal.
the patriot papers
*Editor's note—We apologize in advance for any improprieties, insults, or slanderous remarks on the part of our correspondents. They are, at times ill-mannered, sometimes indiscreet, and, at all times, want of wit.
April 23, 1789
HE COMES! HE COMES! George Washington, Presidentelect of the United States, has just set foot on the New York shore after an eight-day triumphal journey from Mount Vernon. The excitement here is unbelievable. Thousands line the streets—all you can see are heads standing as thick as ears of corn before the harvest. Ladies are crowded in every window, anxious for a glimpse of the illustrious man. "I have seen him!" we heard one young lady call out, "and though I had been entirely ignorant that he was arrived in the city, I should have known at a glance that it was General Washington: I never saw a human being that looked so great and noble as he does. I could fall down on my knees before him." Washington, it can well be believed, is more popular than the new government he is to head.
May 14, 1789
WHAT IS THE PRESIDENT TO BE CALLED? Debate, we are told, rages behind the closed doors of the Senate over a proper title for the President. Vice President John Adams and a number of the senators have insisted that a grand and highsounding name, such as "Elective Excellency" or "Elective Highness," is necessary to give respect to the office. Sources tell us that the committee appointed to draw up a list of titles "of all the Princes of the Earth" has recommended "His Highness the President of the United States of America, and Protector of their Liberties." But the House of
Representatives refuses to agree, and Mr. Washington will be simply called President of the United States. As one member of Congress told us, no other title was necessary to add to the respect the whole country had for General Washington.
John Adams by John Trumbull (detail), oil on canvas, circa 1793. National Portrait Gallery, Smithsonian Institution
"Elective Highness"
—a suggested title for the President of the United States, 1789
May 30, 1789
THE PRESIDENT'S LADY. Mrs. Washington, who needed some time to prepare for her journey, has now arrived in New York. The President's lady will give no interviews to the press, but this correspondent has talked to many of her friends and acquaintances. Mrs. Adams, the Vice President's lady, who first met Mrs. Washington when she came to be with the general in Cambridge at the beginning of the war, told The Patriot Papers that Mrs. Washington is a lady of patience and prudence. "Her manners are modest and unassuming, dignified and feminine, not the Tincture of ha'ture about her." Others tell us that Mrs. President Washington [no one thought to call her the first lady] is very friendly and likes to talk, but never about politics. "I little thought that when the war was finished that anything would call the General into public life again," she had told friends. "Yet I cannot blame him for having acted according to his ideas of duty in obeying the voice of his country."
July 9, 1790
February 1792
POLITICAL PARTIES. Not a word about political parties in the Constitution, but they are here and with a passion. Federalists, who are friends of the government, and the Republicans, who find much to criticize, are at it tooth and nail. Most folks say the parties started over the differences between Secretary of the Treasury Alexander Hamilton and Secretary of State Thomas Jefferson. Hamilton, the friend of business and manufacturers, has pushed for a strong federal government; Jefferson, who wants to see America stay a land of farmers, is deeply suspicious of moneymen and banks. But what has really stirred things up is the war between France and England, with the Republicans being passionately on the side of France, which has beheaded its king and become a republic, and the Federalists seeing the old mother country as an important trading partner. The President, who wants to keep both Hamilton and Jefferson in his cabinet and to steer a neutral course between France and England, is beset by difficulties.
August 2, 1793
THE PRESIDENT ENRAGED. Sources tell us that the President lost his usually well-controlled temper at a recent meeting of his cabinet. Shown a satiric piece describing his head being chopped off by the guillotine, printed in Republican editor Philip Freneau's newspaper, the President went suddenly into a towering rage, spoke bitterly of the newspaper abuse to which he had been subjected in past months, and defied any critic to indicate one selfish act committed by him in office. He said he would rather be a farmer than emperor of the world, and yet that "rascal Freneau" insinuated that he would like to be a king. To add insult to injury, Freneau sent three copies of every issue to the President's dwelling.
April 1796
WHERE IS THE CAPITAL TO BE? Ever since the old Congress left Philadelphia in 1783, arguments have raged over where the permanent seat of government should be built. At last, the residence is decided. The government is to leave New York and spend the next ten years in Philadelphia. The permanent capital will be a new city created on the banks of the Potomac River, the exact location to be chosen by President Washington. Some folks speculate that it will not be far from Mount Vernon. New Yorkers, after they have gone to so much trouble and expense to accommodate the government, feel betrayed, and one angry letter to the editor speaks of the President as the country's "former favorite guardian and deliverer."
Making Connections
Some familiar phrases and famous titles originate from the work of 17th-century poet John Donne. Students may find them familiar. "Death Be Not Proud" was used as the title for John Gunther's famous novel about his son's death at age 14 from leukemia. "For Whom the Bell Tolls" titled Ernest Hemingway's famous World War I novel. And "no man is an island" is captured in everything from poster to song. Students may recall hearing the musical refrain played repeatedly during the 2002 Winter Olympic games held in Salt Lake City, Utah. Ask them why Donne's words from Meditation XVII were especially relevant to the Olympics, especially in view of the preceding tragic events of September 11, 2001. How is the phrase "no man is an island" relevant to their lives today? Have students explore the meaning of the last line, "Never send to know for whom the bell tolls, it tolls for thee."
GEORGE WASHINGTON LAFAYETTE. The fourteen-year-old son of the Marquis de Lafayette arrived in Philadelphia on the 11th of this month. His father, who had tried to save the King and Queen of France from losing their heads, remains in prison, and the lad has been sent to America to be under the protection of President Washington. "I will be his friend," the President declared and has taken him into his household, even though he worries that the revolutionary government of France might take offense. He has instructed young Lafayette to study hard to be worthy of his father. Washington has a special place in his heart for the Marquis de Lafayette, who came from France to fight in the American Revolution when he was nineteen years old.
the patriot papers
death be not proud
page 5
Washington's Final Hours
personal recollections from tobias lear
G eorge Washington, beloved general and first President of the United States, has died at his home at Mount Vernon at the age of 67. His illness was short: after riding out in bad weather on Thursday, December 12, General Washington was taken with a fever and respiratory problems. Although doctors made numerous attempts to save his life, Washington passed on with the dignity and courage he had displayed throughout his many years of military and civic service.
Washington's close friend and personal secretary, Tobias Lear, was with the general throughout his illness. Recounted here are Lear's recollections of these final hours:
"I found the General breathing with difficulty, and hardly able to utter a word. . . . A mixture of Molasses, Vinegar, and butter was prepared to try its effects in the throat; but he could not swallow a drop. Whenever he attempted it, he appeared distressed . . . and almost suffocated. Rawlins came in soon after sunrise, and prepared to bleed him. When the arm was ready the General, observing that Rawlins appeared to be agitated, said, as well as he could speak, 'Don't be afraid.'
Dr. Craik came in soon after and, upon examining the General, he put a blister of Cantharides* on the throat, took some more blood from him, and had a gargle of Vinegar and sage tea, and ordered some Vinegar and hot water for him to inhale the steam, which he did; but in attempting to use the gargle, he was almost suffocated.
Upon Dr. Dick's seeing the General . . . he was bled again; the blood came very slow, was thick, and did not produce any symptoms of fainting. About half past four o'clock, he desired me to call Mrs. Washington to his bed side, when he requested her to go down into his room, and take from his desk two Wills . . . and bring them to him, which she did. Upon looking at them, he gave her one, which he observed was useless . . . and desired her to burn it.
He said to me, 'I find I am going, my breath cannot last long. I believed from the first that the disorder would prove fatal. . . .'
About ten minutes before he expired, . . .his breathing became easier; he lay quietly; he withdrew his hand from mine and felt his own pulse. I saw his countenance change. . . .The General's hand fell from his wrist—I took it in mine and put it into my bosom. Dr. Craik put his hand over his eyes and he expired without a struggle or a sigh!
During his whole illness he spoke but seldom, and with great difficulty; and in so low and broken a voice as at times hardly to be understood. His patience, fortitude, and resignation
never forsook him for a moment. In all his distress, he uttered not a sigh, nor a complaint; always endeavoring to take what was offered him, and to do as he was desired by the Physicians."
* blister of Cantharides: cantharides (kan thar_ë dez) n. pl. [ME cantarides<L cantharides, pl. of cantharis, kind of beetle, Spanish fly, Gr kanthris, blister beetle] dangerous, sometimes fatal, preparation of powdered, dried Spanish flies, formerly used internally as a diuretic and aphrodisiac and externally as a skin irritant.
Did George Washington Stand a Chance?
balance of tension and fluids in the body; this delicate balance was essential to both physical and mental health. This concept played an important role in Washington's death.
Colonial Practice of Bloodletting Helped Cause Washington's Death
—by Vicki Fama, assistant editor
Today, it is easy to criticize the medical methods performed in colonial times. When we read that George Washington died of a simple bacterial infection, we wonder why measures we now consider primitive, such as bloodletting, were even employed in the fight to save the first President's life. Medical training was primitive as well: although some American doctors were fortunate enough to study in England or Scotland, others were less fortunate. American medical schools did not yet exist; thus, many doctors were self-trained. In view of our present medical understanding, did George Washington even stand a chance of being saved?
to choke the sick General.
On the morning of December 14, 1799, George Washington, who had felt ill for several days, sent for a plantation worker who could bleed him. Bloodletting was a common practice: by releasing blood from the body of a sick person, doctors believed they could alleviate excessive pressure and tension and return the body to a healthy balance. Washington's doctors may have thought that bloodletting would thus extract the constricting fluids around his throat. However, within 2 hours, Washington was bled several times, losing an estimated 5 pints of blood—approximately one-third of the blood in his body! This was certainly a factor in his death.
The doctors also tried other methods of withdrawing fluids. Washington was given an tartar emetic, which induced vomiting. Again, this practice would have dehydrated him and lessened his chance of recovery.
Colonial medicine was based on European medical methods and theories; no one then understood how diseases or infection spread. One of the main theories focused on the need for a total
Washington was also subjected to the intake of fluids. Doctors tried to administer mixtures of molasses, vinegar, and butter, hoping to heal his throat from the inside. They also used a gargle of vinegar and sage tea for the same purpose. But because of the severe swelling of Washington's throat, both attempts were unsuccessful and even threatened
The most dramatic medical treatment, proposed by Dr. Elisha Dick, was a tracheotomy (the creation of an air hole in the throat to allow for easier breathing). While the other physicians treating Washington rejected the idea, some scientists today believe that a tracheotomy could have been beneficial. Nonetheless, the lack of sterile equipment and anesthesia might have easily caused a deadly infection or put Washington's body in shock, an equally threatening possibility.
The doctors who cared for the dying George Washington did all that they thought medically possible. While it is tempting to judge their methods with the benefit of hindsight, we should appreciate the context and limitations of the colonial era. George Washington died the way he lived, with courage and a belief in a greater force beyond mankind.
A modern analysis by White McKenzie Wallenborn, M.D., concludes that Washington died from acute epiglottitis, which is a bacterial inflammation of the epiglottis, a flap at the root of the tongue that prevents food from entering the windpipe. However, some doctors today believe that the excessive loss of blood would have weakened Washington enough to kill him. A modern analysis by White McKenzie Wallenborn, M.D., concludes that Washington died from acute epiglottitis, which is a bacterial inflammation of the epiglottis, a flap at the root of the tongue that prevents food from entering the windpipe. However, some doctors today believe that the excessive loss of blood alone would have weakened Washington enough to kill him.
From Meditation XVII —by John Donne
"All mankind is of one author, and is one volume; when one man dies, one chapter is not torn out of the book, but translated into a better language; and every chapter must be so translated. . . . As therefore the bell that rings to a sermon, calls not upon the preacher only, but upon the congregation to come: so this bell calls us all: but how much more me, who am brought so near the door by this sickness....No man is an island, entire of itself....Any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee."
Studying the Sonnet
16th-century English sonnets, also known as Shakespearean sonnets, consisted of fourteen lines written in iambic pentameter, a rhythmic device with 10 syllables per line, alternating between stressed and unstressed syllables. The rhyme scheme of the sonnet was divided into three four-line stanzas, called quatrains, followed by a two-line rhyming couplet. The quatrains had an alternating rhyme scheme that could be represented by "abab," while the final ending couplet could be represented by "gg." The overall resulting rhyme scheme is "ababcdcdefefgg."
Italian, or Petrarchan, sonnets were written as early as the 13th century but they were more popular during the 14th century. Petrarchan sonnets followed the rhyme scheme of "abbaabba," ending in either "cdecde," "cdcdcd," or "cdedce." Often divided into an octave (8 lines) and a sestet (6), there was usually a rotta, or turn, in the poem's message at the end of the octave. Frequently the first 8 lines presented a question or problem, and the last 6 provided an answer or solution.
After studying the poem thematically, have the students study the poem's structure to determine whether it is an English or Italian sonnet. Marking the rhyme scheme, and searching for an octave, a sestet, or a rhyming couplet provides clues. It also helps clarify meaning.
FORM= abbaabbacddcee
Death Be Not Proud
—a sonnet by John Donne, 1633
Death, be not proud, though some have called thee Mighty and dreadful, for thou art not so; For those whom thou think'st thou dost overthrow, Die not, poor Death, nor yet canst thou kill me. From rest and sleep, which but thy pictures be, Much pleasure; then from thee much more must flow, And soonest our best men with thee do go, Rest of their bones, and soul's delivery. Thou art slave to fate, chance, kings, and desperate men, And dost with poison, war, and sickness dwell; And poppy or charms can make us sleep as well And better than thy stroke; why swell'st thou then? One short sleep past, we wake eternally, And death shall be no more; Death, thou shalt die.
Writing to Learn
Take any character from the past and write a journal entry, a page from a diary, or a letter from his or her perspective.
Make up your own Rules of Civility for the 21st century—on dating, on dining, on education, on politics.
Take any modern personality, celebrity, or politician and send them back in time to comment on an event.
Possessions
Today, most of us own many more things than we really need to live on. When George was 11 years old, his family made an inventory (or list) of their possessions. Here is what they owned, besides their land:
16 pairs of sheets
Looking glass (mirror)
17 pillowcases
13 beds
A couch
Desks
Chairs
A fireplace set
Tablecloths
One silver-plated soup spoon
18 small spoons
7 teaspoons
A watch
A sword
11 china plates
Napkins
20 slaves
How many of these same items are owned by your family today? Are you surprised to see "slaves" listed as part of the inventory of possessions? If you were to make an inventory of every item in your home, how long do you think the list would be? How many items would be unfamiliar to George Washington?
Did You Know...?
Washington came from a blended family, having two older stepbrothers and one stepsister?
He was actually born February 11, not February 22? England changed its calendar when he was a boy, causing his birthdate to become February 22.
His father died when he was 11 years old?
He often had a bad temper but slowly learned to control it?
He loved horseback riding, dancing, and farming?
He was not always a good student?
He did not always get along very well with his mother, who was bossy and controlling?
His older half-brother Lawrence was one of the most important people in young George's life?
He had two stepchildren, but no children of his own?
page 6
trippin' through time
The Perils of Pampering
the patriot papers wax above my eyes.
Faith's Day at at the Spa
— by j. k. pulles
Never again! I have never in my life been subjected to such torture. Faith Proctor here again to tell you about my day at the spa.
You may remember that after leaving my rural with two tables. After a moment, two men came in the room and handed us each a white bedsheet. They then asked us to remove our robes and lie on the tables. "I knew it!" I shouted. "This is a brothel! And to think, you even expect us to make the beds! I have never in my life been treated with such disrespect!" Melody grabbed me and calmly explained that these men were professionals. They expected us to lie on the tables and cover ourselves with sheets. They would then lay their hands on us and make our sore muscles feel better. "Oh!" I said. "I understand. This is that new religion—hands-on healing. My Mama told me about these people. Well, I'm not going to change my religious beliefs, but I suppose if these men are men of the cloth it would be okay for me to remove my robe." An hour later I was completely relaxed and willing to consider this new religion!
Massachusetts home to meet my distant relatives in Washington, D.C., I encountered a great many wonderful things in your modern cities. I've already told you about my fascinating trip to the mall. Well, after visiting the mall, my cousin Melody told me that our next visit should be to the spa. She said, "What use are our great new clothes without a makeover?" Eager to try all of the exciting things the city had to offer, I quickly agreed to a "makeover."
We entered Vittorio's the next morning. They sent us to a beautiful lounge, where a woman handed us robes and sandals. Immediately Melody began removing her blouse! I gasped and said, "Melody! Have you brought me to a house of ill repute? I will not be a part of this!" Melody laughed and explained that we were supposed to undress and put on the robes and sandals. Imagine! Walking around in front of strangers in your bathrobe! I nearly ran right out of Vittorio's for fear that my virtue was in danger. Melody finally convinced me to stay, so I reluctantly put on the robe and sandals. Clutching the robe tightly around me, we left the lounge and entered a small white room
In Other Words...
Mistress Goody's Column of Advice on subjects other than politics and war.
respectfully based on THE RULES OF CIVILITY — by t. powell harris
In 1745, in the colonial frontier town of Fredericksburg, Virginia, thirteen-year-old George Washington recorded The Rules of Civility in his workbook, probably as a dictation exercise. These "guidelines for the respectable gentleman" would influence him throughout his life, guiding him in both social and professional situations. Translations and variations abound, but all stress etiquette, chivalry, and courtesy, often rather elusive concepts in the 21st century.
Fortunately, there is one who understands the rules well; in fact, she still recommends their use today. Let us recall a character from the past to offer advice on life, love, and learning. We give you the "Toast of George Town"—our own Mistress Goody, always informed, always respectable, and very, very good.
Mistress Goody,
There's this really cool group of kids that I want to hang out with. Sometimes they do mean things to people. Like once I know they broke into a teacher's car. They didn't take anything. It was just a practical joke, sort of. My mom says I shouldn't want to be associated with anyone who might lead me into trouble one day, but I think it's all about a little fun. What do you say?
It was only then, after they had lured me in, taken my clothes, and relaxed all of my muscles, that the torture began. Melody and I were ushered into another small room with several reclining chairs. Two women entered the room and asked us to sit in the large, comfortable chairs. One of the women approached me and began to put a hot, sticky glue on my face. "What is that?" I asked. The woman told me it was wax! "Wax!" I gasped. "You're making me into a human candle. This is a human sacrifice! Run, Melody, run!" I couldn't understand why Melody just sat there. Laughing, the woman told me to please sit back down. She said she was simply removing hair from my face. I sat back in the chair, still not completely understanding what was about to happen. After applying more hot wax to my face the woman grabbed strips of paper and put them on top of the wax. After a moment, the woman told me to relax and, grabbing the edge of the paper, she ripped it from my face. "AAAAAH!" I shrieked. "Why are you doing this to me? I will not succumb to your torture—I will not join your religion!" I struggled to get out of the chair, but the woman kept applying the horrible hot wax. I passed out as she began applying the hot
Rule 56: Associate yourself with men of good quality if you esteem your own reputation. For 'tis better to be alone than in bad company.
I think you get Mistress Goody's point!
Mistress Goody,
At the lunch table most everyone eats and talks at the same time. I think that's pretty gross. What do you think?
The rules of dining etiquette are quite clear; let them guide your acquaintances in all their culinary endeavors:
Rule 90: Being set at meat, scratch not neither spit, cough nor blow your nose, except when there is a necessity for it.
Rule 100: Cleanse not your teeth with the tablecloth, napkin, fork, knife; but if others do it, let it be done with a pick tooth [i.e., a toothpick].
Mistress Goody,
My very best friend just broke up with her boyfriend. But now he asked me out, and she'll just die when she finds out. Should I go? What should I do? He's awfully cute.
My, my, this is a distressing dilemma. Mistress Goody recalls a situation of her own. It was 1796 at the George Town Ball. I cut quite a stunning figure that evening in my green taffeta gown and brocaded mules. Miss Prudence Petticoat of Philadelphia was pursued by a most evocative gentleman, but when her dance card was full, he pursued me! I'm afraid that a most unladylike tiff ensued shortly thereafter . . . but I digress. My advice to you, my dear, is found in
I woke up some time later in a dim room with my feet in a toilet. Reclining in a large, leather chair, I was surrounded by hundreds of tiny bottles of colored liquid. A woman came into the room and told me she was going to give me a "pedicure." "A pedicure? A cure? Oh thank you! Finally, something to soothe me after that excruciating hot wax torture!" She sat down on a small stool in front of my feet. She pushed a button and the toilet started to gurgle and swirl. I jerked my legs up and away from the flushing toilet. The woman asked me to please put my feet back in the water. "No thanks," I said. "I've already been covered in glue and I don't want my feet sucked into a toilet." The woman looked at me strangely but agreed to turn it off. Once the swirling stopped, I slowly lowered my feet back into the water. Just then the woman pulled open a drawer and began to remove shiny silver scalpels and scissors from the drawer. It was then I realized her diabolical plan. I jumped from the chair, pushed the woman down, and ran screaming through the hall. The woman began to chase me with her torture instruments. Slipping and sliding on wet feet, I searched frantically for the exit. Turning left and right, down hallway after hallway, I finally saw a sign that said, "Tranquillity Pond, this way." I was sure that was the answer. The sign would lead me back to the nice men of the cloth from the white room and they would help me. I heard the woman behind me, calling my name. Faster and faster I ran, bursting through the door to the Tranquillity Pond and flying headlong into a pool of mud. Mud splashed all around me, covering the woman and one of the religious men standing over the pond. I was mired in a pond of mud, but for the first time in weeks, I felt at home.
Well, I'm willing to try almost anything once, but once was enough for me. No more hands-on healing, hot wax torture, or gurgling foot toilets for me. I'll stick to beauty the old-fashioned way—with a pinch to the cheek and a touch of powder to the nose.
Rule 22: Show not yourself glad at the misfortune of another.
To join the gentleman in frivolity so soon after her heartbreak is unconscionable, not to mention terribly tacky. It certainly shows little regard for your intimate friend and calls into question your upbringing. Heed also
Rule 110: Labour to keep
alive in your breast that little mistress goody
spark of celestial fire called conscience.
Have you misplaced yours, my dear?
Annual City Ball
The Ladies and Gentlemen are respectfully invited to the annual Ball, to be held at the City Public House Ball Room, on FridayEvening at 5 o'Clock.
Gentlemen must provide themselves with tickets of admission, which may be had of Mr. Wadson.
* No Lady to be admitted in a nightgown and no gentlemen
in boots.
* Couples to dance their minuets in the order they stand in their
* No dance to begin after 11 at night. * No tea, coffee, negus or other liquor to be carried into the dancing room.
individual sets.
The President with No Teeth!
When George Washington became the first President in 1783, he had only one tooth left in his mouth. As a boy, he had cracked walnut shells with his teeth. As a result, many of them fell out before he was 30! Over the years, Washington wore several sets of false teeth. There is no proof that he ever had wooden teeth. His dentures were made of many things. They were often made from human teeth, animal teeth, and ivory. They were put together with wire and a spring. This allowed the dentures to open and close. Throughout his life,
Washington had trouble speaking, chewing food, and smiling. The false teeth could be painful. They sometimes made Washington's cheeks and lips puff out. Fortunately, modern dentistry now allows painless smiles for even the greatest of walnut lovers!
the patriot papers
more from the pudding papers
Social Notes from All Over...
Philadelphia, July 13, 1793
page 7
Philadelphia, February 1797
Patience Wright by an unidentified artist, etching, 1775. National Portrait Gallery, Smithsonian Institution
Philadelphia, January 1791
MRS. WASHINGTON'S DRAWING ROOM. On Friday evening at eight, your humble correspondent was among the ladies and gentlemen in attendance at Mrs. Washington's weekly reception. Mrs. Washington, plainly dressed, but in a gown of rich silk, sat on a sofa by the fireplace and arose to greet her guests with a curtsy which each lady returned. Each gentleman bowed low. Coffee, tea, and cake were served, and had I come in the summer, I would have been offered lemonade and ice cream. The ladies swish about, and as candlelight is a great improver of beauty, they appear to great advantage. President Washington circulated among the crowd, chatting agreeably with all the ladies. It is said that he keeps count of the numbers who come to pay their respects to Mrs. Washington and was pleased to find the room so crowded.
Philadelphia, April 1791
OUT AND ABOUT. The President of the United States, it is well known, is very fond of the theater and has gone outside the city to Southwark, where plays are performed. During an affecting moment leading to a happy ending, Washington was observed to shed a tear. As the humorous scenes unfolded, those playing the parts of Priscilla Tomboy and Young Cockney received the approving smiles of the old hero. General Washington goes often to concerts but has been heard to say, "I can neither play Musick nor sing Songs."
RICKETTS'S AMPHITHEATRE. Word that the President and his family were to attend a performance of Mr. John Bill Ricketts's dangerous feats on horseback brought a large crowd this evening to what is called the Circus. The acrobatic performance was held to raise money to buy firewood for the poor during the coming winter. Mr. Ricketts, demonstrating his agility by drinking a glass of wine while on horseback, raised his glass to the health of "The Man of the People." This produced an immediate clap of applause and a loud hurrah from every part of the Circus. Mr. Ricketts has expressed his agreement with those who call General Washington the finest horseman of the age, saying "I delight to see the general ride, and make it a point to fall in with him when I hear that he is abroad on horseback; his seat is so firm, his management so easy and graceful, that I who am a professor of horsemanship, would go to him and learn to ride."
Philadelphia, September 1796
Charles Willson Peale, self-portrait, oil on canvas, circa 1791. National Portrait Gallery, Smithsonian Institution
PEALE'S MUSEUM. A visit to Mr. Peale's museum, Prudence Pudding tells us, is well worth the admission fee of one fourth of a dollar, if only to see the huge American buffalo. Peale's rooms are filled with monsters of the earth and sea, a rich array of birds, and a great collection of the bones, jaws, and teeth of tigers, sharks, and many other fearful animals. In one room are rattle, black, and spotted snakes, confined in cases enclosed with wire and glass. She was astonished to see Mr. Peale take out a black snake about four or five feet long, which he permitted to touch his cheek and twine itself around his neck. In the yard and stable were eagles, owls, baboons, monkeys, and a six-footed cow. Mr. Peale is also a painter, and there can be seen in his museum more than a hundred portraits of the more noteworthy personages of our country, including our illustrious Washington.
June 1791
THE PRESIDENT ON TOUR. When he entered upon the duties of his office, George Washington decided he would visit all parts of the United States to please the citizens and to see how they felt about the new government. Silas Silvertongue, who is with the President's party, reports that they are nearing the end of their two-month journey of 1,887 miles. Everywhere there has been a remarkable outpouring of affection for the President, Silvertongue informs. Towns have been in a bustle of preparation, and at every stop the citizens have come out to meet him with addresses of welcome. Ladies, some rouged up to the ears, have bedecked themselves with sashes and headbands painted with images of the President and patriotic slogans. The festivities include the ringing of bells, bands of music, cannon salutes, and some very bad poetry. (See poetry box, upper right.)
Tile game key. Game on page 8.
NEW THEATER ON CHESTNUT STREET. We are informed that the President of the United States intends visiting the theater this evening and has sent his carriage to bring the Vice President and his family to join him. The play to be performed is Columbus, or, A World Discovered, and it will display scenery, machinery, and decorations, the likes of which have never been seen before. A representation of a storm, an earthquake, a volcano eruption, as well as a procession of Indians, await all who enter. Columbus will be followed by a farce called A Wife at Her Wit's End.
poet's corner… some very bad poetry
George
There was a young General named George
Who led troops in the Valley at Forge
His horse was a dolly
Who took bullets so jolly
And now he has a horse no more.
We take no responsibility for the quality of the work herein. GOOD POETRY SOUGHT. Submit to firstname.lastname@example.org 8
Will theReal George W. Please Stand Up?
Actor William Sommerfield brings George Washington to your community for a 3-day trip back in time.
Hailed by historians and politicians as the definitive dramatic portrayer of George Washington, William Arthur Sommerfield fascinates audiences with the insights, warmth, and humor of our first President. Sommerfield strips away the marble image of the ideal man and replaces it with a portrayal of George Washington, the intensely human being—a man of humor, anger, sorrow, failure, sacrifice, and love. Check local venues for details.
Word find key. Puzzle on page 8.
George Washington — A MAN OF SERVICE; Mrs. Washington's runaway who stayed away! — OLNEY JUDGE; Mistress Goody Quotes…THE RULES OF CIVILITY; Faith Proctor — ON A FASHION FRENZY!; Patriot n. — FELLOW COUNTRYMAN
Making Connections
Fashion design: Design clothing for a historical character or for a historical novel or play.
Research: Investigate Peale's Museum, Ricketts's Amphitheatre, or the history of the circus.
Create: During the 1770s "Poet's Corners" appeared in newspapers throughout America. Anonymous poems, songs, and satires commented on issues of the day. Americans also produced a great number of political broadsides—sheets of paper covered with anonymous poems, songs, and essays—that could be tacked up around the city, left on doorsteps, or even read to groups on street corners. Have your students try their hand at creating broadsides, writing political or social poetry, or drawing political cartoons.
Create an Old-Fashioned Advertisement
Ask students to create advertisements of their own using our authentic 18th-century advertisements as models.
* Advertise an unusual product
* Publicize an upcoming event
* Place a "Help Wanted" advertisement
More Bad Poetry
Revolutionary Tea
There was an old lady lived over the sea And she was an island queen. Her daughter lived off in a new country With an ocean of water between. The old lady's pockets were full of gold But never contented was she, So she called on her daughter to pay her a tax Of three pence a pound on her tea, Of three pence a pound on her tea.
Revolutionary Moments
Colonists took action and dumped the tea They stood strong and would not flea Some fought at Lexington, some at Concord* This threat to the British could not be ignored.
*Bostonians pronounce Concord — [kahn • k d]. You're right, that's hard to rhyme! ´
Wanted:
Original art, "bad poetry," stories of community service, pictures, or photos.
Feature your class on our website—send information to email@example.com!
Writing to Learn
Make Your Voice Heard
If you could have a conversation with George Washington, what would it be like? Compose a letter to Washington sharing your thoughts about the state of America during his presidency. Do you agree with the decisions he makes? What would you suggest he do differently? Next, compose a similar letter addressed to our current President. Send this one!
Or . . . pair up with a friend and write a dialogue between Washington and one of his contemporaries where you discuss the issues of the day.
Or . . . play today's TV correspondent and conduct a live interview with Washington. What does he think of America in 2003 and the current state of affairs?
Pledge It Forward— Self to Service
Divide students into groups and let them brainstorm about possible service projects they could undertake.
Have the students write political poems on "America 2003" and submit them to firstname.lastname@example.org.
Where's George? word find puzzle
Answers on page 7.
THE PATRIOT PAPERS HONORING COMMUNITY SERVICE
Editor's Choice:
The Power of the Penny Challenges the GW Dollar
On Wisconsin! Hudson Middle School Raises $4,000 in One Week
I'm afraid that the stern George Washington who embraces the dollar bill would have blinked recently when seeing the power of the dollar challenged by the penny. Capturing the spirit of the holiday season, students from Hudson, Wisconsin, set out to raise funds to buy Christmas presents for needy children in the area. But in the spirit of George Washington and the American Revolution, they "declared war" on fellow students.
sabotage the enemy," said Miller. "The kids are just waiting for someone to put in a $5 bill."
The Kids Who Care Club, advised by teacher
Michelle Miller, pitted House against House (each grade has 3 Houses) in a weeklong battle that saw the penny triumph. (Sorry, George!) Each House placed its penny jar in plain view and began collecting pennies, in hopes of winning the coveted ice cream party at battle's end. But the spies from fellow Houses set out to sabotage the best-laid plans with silver and GW dollars. Pennies garnered positive points, but a quarter from the opposition eliminated 25 pennies; a dollar wiped out 100. "It's always more fun to
After the jousting was over and casualties counted, the Houses of Excalibur, the Knights, and the Nobles proved victorious. And so did Toys for Tots. The Kids Who Care Club raised $4,000 in one week and went shopping for gifts. Student representatives presented the gifts on a live broadcast airing on KARE 11 News on December 12. "In all my years in Hudson, I've never seen anything like it," said teacher Carol Gilbert. "The kids accepted the challenge and really got into the game." The Patriot Papers salutes you, Hudson. Thanks for Pledging It Forward.
Thanks to teacher Carol Gilbert for submitting this story. Our thoughts and prayers go with you as you face a new challenge of your own.
—The Patriot Papers editor and everyone at Hudson Middle School
Get on the Bus, Gus…
PAGE 8
Students Play Santa:
Adopt Kids from Star Tree
Students from West Elementary School in Mount Juliet, Tennessee, decided to play Santa over the holidays and spread some Christmas cheer to needy children in the Nashville area. They set up a Star Tree covered with the names of kids who wouldn't find much under their Christmas tree. Then students, parents, and classes selected stars from the tree labeled with a child's name and age. Each child then shared his list of the toys, clothes, or shoes that he or she hoped Santa would bring. "I think it's a good idea," said Tyler Cothron, "because I feel a lot better when I give something to somebody."
Tina King's 4 th -grade class chose 4 stars this year. Students contributed what they could, and then Special Santas went on a shopping spree, selecting just the right gifts for their adoptees. Dolls, trucks, an Xbox, even bicycles soon waited beneath the tree for that special someone, promising to make Christmas shine a little brighter for all.
"It cheers your heart," said Kiarra Cleemons, "when you give to others the things they can't buy that you get." Andy Coggins was a little more practical. "I think it's very nice to help people," he said, "because I would feel very bad if I woke up on Christmas morning with no presents under the tree."
So would we, Andy. The Patriot Papers salutes you and all of the stars at West Elementary for Pledging It Forward.
continued from page 1
★ U.S. history students from Lancaster High School, Highland High School, and Quartz High School interviewed World War II veterans to better understand war in Europe and the Pacific. The veterans' stories inspired the kids to create their own USO show, complete with historical artifacts, vintage war movies, and popcorn. This led several students to Washington, DC, where they attended the groundbreaking ceremony dedicating the World War II monument.
★ Teacher Kristin Miller pairs with the Audubon Society to instill a love of nature, an appreciation of wildlife, and a respect for environmental conservation in her students. This year, their six-year partnership led to the creation of a rain forest.
★ Sharon Rose's students at Woodlake Avenue Elementary School in Woodland Hills each donated a favorite book to a local shelter for abused mothers and children. "It helps kids realize that many children don't have the same advantages as they do," said Rose. "It's also a great way to support reading and literacy."
NPG salutes educators Ruth Greene, Lorraine Staab, and Kelly Cook for their creativity in the classroom
Tile Game
Answers on page 7.
Unscramble the tiles to reveal a message.
AN A M OF VIC E. SER
Mrs. Washington's runaway who stayed away!
GE OL JUD NEY
George Washington
★ In Pomona, 3 rd graders and their parents volunteer at the local animal shelter, where they clean, wash, socialize with, and "talk to the animals."
★ Another class at Webster Elementary is knitting 10-inch squares that they will sew together to make quilts for kids in Africa.
★ Ruth Greene, teacher of advanced composition and expository composition at Venice High School, used "George Washington: A National Treasure" to create a fourweek unit that explored art, symbolism, and speech writing. "The Lansdowne portrait was the perfect springboard. The kids will never look at a speech or a portrait in quite the same way." (Teachers: Ms. Greene's innovative lesson plan, complete with rubrics, will soon be posted on our website. Check it out.)
★ Kibbles and bits: Those same adventurous kindergartners from Webster Elementary set out to be kind to animals at the Agora Animal Shelter. They sold dog biscuits and cat treats 10 for a dollar and collected enough money for the shelter to buy a new surgical table. That's a lot of puppy treats and meow chow. Congratulations!
Pledge It Forward—Self to Service
A Challenge from The Patriot Papers —F. A. Pulles, Editor-in-chief
The Portrait Gallery's Office of Education would like to recognize those who continue to care about community. We challenge you to Pledge It Forward—pledge time to your schools, youth organizations, senior centers. We'll feature your stories and photos on our website at www.georgewashington.si.edu. Projects of particular merit will be published in The Patriot Papers. Get creative; get busy. And together, we can build a community of caring. Write to us at email@example.com.
Mistress Goody Quotes…
ILIT Y. THE RULE CIV S OF
Faith Proctor
ON A NZY! FRE HION FAS
CO UNT FEL AN RY M LOW
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The effects of climate change cannot be overemphasized and we have all felt the impact on us one way or the other but what is important is finding an everlasting solution to climate change which is one of the major problems that mankind is currently facing. The solutions to climate change are not farfetched and they include the following:
Awareness about the damage being done involuntarily to our climate. Most of the people that cause a change in climate are not aware of the amount of damage that they are doing to our ecosystem. So, the government, its agencies and knowledgeable individuals should create awareness about what is happening to our climate. They should know that what they are doing to our ecosystem involuntarily is a great harm to mankind at large. If this awareness is duly established in our society through seminars, workshops, challenges and competitions, much of the problem would be solved.
Adoption of recycling. Production of materials from scratch, especially mining and extraction of raw materials lead to a great deal of gaseous emissions. Recycling is a method of converting used waste to new ones. This avoids greenhouse gas emissions that would result from extracting or mining virgin materials. In addition, manufacturing products from recycled materials typically requires less energy than making products from virgin materials. Unauthorized waste disposal should be penalized and recycling should be encouraged as it is more climate friendly than incineration. Recycling should also be done in such a way that there is minimal emission of greenhouse gases by the process.
Agriculture and afforestation. Agriculture is the planting of crops and rearing of animals for mans' use. By agriculture here, I am trying to imply the cultivation of crops. A major way of removing carbon dioxide from the atmosphere is photosynthesis which is carried out by green plants. Photosynthesis is the method of production of food by green plants by the use of chlorophyll in the presence of sunlight, during this process, carbon dioxide is used up. By encouraging agriculture and enforcing rules on afforestation, we can increase the amount of carbon dioxide removing systems in our environment and therefore reduce climate change.
Another way of solving the problem of climate change is adoption of a substitute for natural gas, i.e. biogas, Biogas is a mixture of gases obtained from anaerobic fermentation of biomass wastes in the presence of highly pH sensitive microbes that are mainly bacteria. There is a growing global demand for more efficient heat, power, transport and food production, all of which processes are still largely reliant on fossil fuels. However, biogas is obtained from anaerobic digestion of bio-wastes. In places such as Denmark, Germany, Belgium and France, anaerobic digestion has been implemented for waste processing, with the resulting biogas used for process heating, on-site electrical generation among others, thus, this way, we get rid of waste and at the same time, we are getting a more efficient source of heat and energy. Biogas generation and utilization should be a choice in the entire nation because of its ability to address environmental protection against increasing CO2 and CH4 (methane) emissions, energy security, and economic growth, amongst others.
Since emissions from exhaust pipes of automobiles are a major cause of climate change, there should also be a system that we can use to ensure the complete combustion of these fuels so that the emissions from these systems are minimalized. A catalytic converter is a device used to reduce the emissions from an internal combustion engine (used in most modern day automobiles and vehicles). Not enough oxygen is available to oxidize the carbon fuel in these engines completely into carbon dioxide and water; thus toxic by-products are produced. Catalytic converters are used in exhaust systems to provide a site for the oxidation and reduction of toxic by-products (like nitrogen oxides, carbon monoxide, and hydrocarbons) of fuel into less hazardous substances such as reduced carbon dioxide, water vapor, and nitrogen gas.
At the end of the last Ice Age 14,000 years ago, the level of carbon dioxide in the air increased about 50%. Scientists believe this may explain some of the rise in global temperatures that occurred at that time. Following this global the atmospheric carbon dioxide concentration remained fairly constant at about 280 parts per million until the end of the 18th century. Since then, man-made of carbon dioxide from burning , deforestation, waste incineration and the manufacture of cement have upset the balance between natural sources and sinks of carbon dioxide. Consequently, the of carbon dioxide in the air has increased to about 370 parts per million, and is continuing to increase at a rate of about 1.2 parts per million each year. This level of carbon dioxide is higher than at any other time in the last 160,000 years.
On October 6, 2018, the Intergovernmental Panel on Climate Change (IPCC) issued a special report titled Global Warming of 1.5 °C. Essentially, the report analyzes the impacts of a 1.5°C increase in global average temperature above pre-industrial levels, and details what should be done to limit global warming to 1.5°C.
The report concludes that the adverse impacts associated with a global warming of 1.5°C would be more manageable than the impacts of a 2°C warming, and that the 1.5°C limit is indeed possible — though far from easy. According to the report, human activities are estimated to have caused approximately 1°C of global warming. At the current rate of warming, the global temperature rise should reach the 1.5°C threshold between 2030 and 2052. However, the report also says that the additional 0.5°C increase could be avoided by drastically reducing greenhouse gas (GHG) emissions in the next 10 years.
To that end, global anthropogenic carbon dioxide (CO2) emissions would have to be reduced by about 45 percent by 2030 from the 2010 levels, and all CO2 emissions would have to be balanced by anthropogenic CO2 removals by 2050. As the reports notes, achieving the 1.5°C target requires transitions in energy, land, urban, infrastructures and industrial systems of an unprecedented scale. But, in return, the climate-related risks to health, livelihoods, food security, water supply, human security and economic growth would be significantly reduced.
Carbon dioxide released by mankind into the atmosphere today will influence its atmosphere in the years to come, since the time taken for carbon dioxide to adjust to changes in sources or sinks is in the order of 50 to 200 years. The Intergovernmental Panel of Climate Change science experts, has estimated that to just stabilize concentrations at present day levels would require a massive 60% reduction of global carbon dioxide . In addition, because of the rather slow response of the global climate, even if we took action today to limit carbon dioxide emissions, mankind has already been committed to a certain amount of climate change over the next 50 years. The challenge for future generations will be to prevent further global climate change from taking place. | <urn:uuid:515b1bce-c5d5-4b97-b2c4-34573d8b5d27> | CC-MAIN-2022-05 | http://climate-action.info/sites/default/files/project/week4/Solutions%20to%20Climate%20Change.pdf | 2022-01-28T23:07:24+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306346.64/warc/CC-MAIN-20220128212503-20220129002503-00177.warc.gz | 15,407,959 | 1,438 | eng_Latn | eng_Latn | 0.997833 | eng_Latn | 0.998133 | [
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Clinical Teaching Specialist; Lecturer in Literacy Education, University of Canberra
Five reasons why you should read aloud to your kids – and pick their favourite book
As parents know all too well, children love to re-read their favourite books over and over again. While this may feel painfully repetitive to adults, there is something in the text that is bringing children back time after time.
Research shows that repeated reading of favourite books can boost vocabulary by up to 40%. But this is only truly beneficial when the text is read aloud.
Children benefit greatly from re-reading as they learn the rhyming or predictable pattern of the text – rather than spending that time trying to understand what the book's about.
Research shows that when preschool children are frequently read to, their brain areas supporting comprehension and mental imagery are highly engaged. Studies show that this helps with the development of reading skills, such as word recognition, when they start to learn to read.
And it's never too early to start reading aloud to your children. Australian author and literacy studies professor Mem Fox says reading to children from birth can help develop a love for and understanding of books.
By assisting our children to develop these skills, we're ensuring that they know that text conveys a message, and to read on for more information when they get stuck on a word.
Need more convincing? Here are five ways that reading aloud can benefit your child:
Fluency when reading is essential in order to build strong and confident readers. But it can frequently be misinterpreted as relating only to reading speed alone.
1. Improves fluency
Researcher Timothy Rasinski highlights the "bridge" that fluency plays in between word recognition and understanding what the book is about. He highlights the way that reading fluently at a natural reading speed helps to ensure that comprehension is maintained when reading.
When you share a book with your child, they get to see good reading modelled for them. They establish a sense of the speed and prosody that is essential to fluent reading. This then aids in their comprehension of the story.
To help your child hear themselves as a fluent reader, choose a favourite book, and take it in turns reading a sentence, such as in the style of echo reading, where you might read a sentence or a page first then your child repeats the same part.
2. Expands vocabulary knowledge
Hearing themselves as confident and fluent readers allows children to break out of the struggling reader mindset where every book is a challenge.
Research shows that possessing a broad vocabulary is essential to making sure that children have access to a range of different words with different meanings.
While vocabulary lessons are taught in schools, parents can also assist in helping their children learn new words at home by reading favourite books aloud.
It makes sense that the more words that children know when reading independently, the more they'll enjoy what they're reading.
Before reading a book for the first time, flick through the pages with your child. Look for any interesting words that your child might not have seen before. Talk about what these words mean and where they may have seen them before.
Successful reading is all about making sense of what we're reading.
3. Helps comprehension
As adults, if we don't quite understand something that we've just read, the first thing that we tend to do is to go back and reread.
This is a vital skill that we need to encourage in our children to help them become self sufficient readers.
Reading aloud provides the means by which to clearly take about what is happening in the book and to practice this rereading skill.
The conversations about what the book is about can take place before reading with your child in order to predict what might happen. Discussions during and after reading are also usual in clarifying what your children have just read.
Fathers and other significant males in a child's life play a vital role in encouraging their children to be active readers at home.
4. Involves family members
While mothers do tend to spend more time with their children and often take on reading as a part of this experience, research demonstrates clear benefits when dads, uncles, grandfathers and male friends read with children.
This might be through using different funny voices and even the content that is read together.
Dads are often seen as the untapped resource when it comes to reading with their children and they frequently provide a different range of experiences, especially when reading aloud.
5. Brings the fun back into reading
Sharing this experience with your child is a valuable way to get them on the path to loving books as well.
As any avid reader knows there are few things better in life than curling up with a favourite book and not wanting to put it down.
Consider taking home a new book from the bookstore or library and selling this to your child. Try talking about the pictures, look at interesting words and predict what might happen before reading together.
If you're looking for some inspiration on what to read to your child, then try the Children's Book Council of Australia Awards shortlist, or the Dymock's Top 51 Kids list which is voted for by kids for kids.
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Origami For Beginners The Creative World Of Paper Folding
Spark a lifetime of creativity with a few sheets of paper! Discover the art of paper folding with Origami Made Simple. Featuring 40 classic and original origami models, complete with detailed diagrams and written instructions for every step, it's the fastest way for you to start creating eye-catching paper sculptures. If you're new to origami, the iconic yet approachable designs in this book are a great way to hone your skills--and have a blast doing it. Start with straightforward models that take 10 steps or less and work your way up to more complex creations. No matter the level of difficulty, every model is diagrammed for ease of use, with tricky folds highlighted and broken down into multiple steps. This origami book includes: Classic and contemporary--Try your hand at recognizable models, like Crane and Sailboat, as well as original designs, like Cobra and Teapot. Tips and techniques--Pay attention to tips that help you select the right paper, work through tough steps, and add your own creative twist. Symbol glossary--Find a comprehensive guide to standard origami symbols, as well as helpful info on how to read origami diagrams. Fold up some fun with Origami Made Simple!
Are you a lover of creativity and innovations? Do you or your kids have a thing for handcrafts? Are you looking for a comprehensive guide to making origami crafts? If so, then read on… This book, Origami Book for Beginners, is a treasure you shouldn't let slip you by. Creativity is one of the very tough things to build in life. Anyone could learn languages, technical handcrafts, and digital skills if they put their mind to it, but becoming a master at any of these things requires a high level of creativity. Even being the master in your field and place of assignment involves Page 1/12
Are you searching for the latest and up to date information about origami art? Or Would you like to discover new and latest captivating models in the origami world? This book "The Complete 2020 Origami Kit For Beginners" is an up-todate step by step guide that keeps you informed with a variety of both traditional and modern origami models. It is one of the easiest to understand and wellillustrated origami kit available for beginners (both adults and kids alike) today. It covers a wide range of topics beginning from the animals and flowers to sophisticated and special models. By folding a few projects in this book, you will have a solid foundation in the origami art and will be able to make unique origami pieces. What Will You Discover In This Book? -Well illustrated step by step instructions -Self-explanatory diagrams -Basic tips on origami art -30 entertaining and creative origami projects -100 sheets of high-quality origami paper -Lots of diverse colours and designs -And many more Running out of origami designs to fold is going to be quite difficult because it contains origami project such as; -Flamingo -Simple swan -Dandelion blossom -Unicorn -Cup -Pine tree -And so on... Getting a copy of this book is all you need to become a pro in the origami art.
a level of creativity. Now, you will be wondering how you can build your creativity.
index.
Origami is one definite way to build creativity. The craft involves hands-on activities that improve your mental comprehension, assertion, and logical abilities. It is more than paper folding, as many presume. Origami is paper magic or transformational craft. It involves the practice of art using paper. With just your hands and some pieces of paper, you can make magical crafts. This is one cheap and simple craft that you can also earn good money from if you are devoted to learning and dedicated to practice. This book isn't for only professionals who want to improve their skills and hone their creativity. It is also for those who wish to learn geometry and build their calculative abilities. If you know anyone struggling with mathematics, geometry, or science-related subjects, you should introduce this book to them. Origami has so many benefits than your fingers can number, which I cover in detail in this book. But that's not all, within the pages of this book, you will; 1. Be more acquainted with what origami entails and its historical timelines. 2. Get to know how origami is applied to several areas of discipline. 3. Be familiar with the terms associated and used in origami art. 4. Be exposesd to the tips and techniques used in origami art that will set you on your way to becoming an expert origamist. 5. Be enlightened on the tools and materials needed to get you started in origami. 6. Educated on the basic folds used in origami, and the common origami bases used in paper folding. 7. Get started with making beautiful origami crafts with the aid of the 25 origami project ideas discussed in this book with step-by-step instructions and graphical illustrations to guide you along the process. …And a whole lot more! What more are you waiting for? Hone your creative abilities, and build your paper folding skills with this beginner's guide to origami. To begin your journey to making paper folding crafts, simply grab a copy of this book RIGHT NOW. Through the art of origami, students will journey back in time to when dinosaurs roamed the earth. Readers will follow step-by-step instructions and diagrams to make impressive models of familiar prehistoric favorites such as the pterodactyl, Tyrannosaurus rex, and triceratops, as well as come to learn about some not so well-known species such as the camptosaurus, plateosaurus, and plesiosaurus. The book also includes an introduction to the types of paper that can be used, a key explaining the different symbols, a glossary, a further reading section, and an
Origami for BeginnersThe Creative World of Paper Folding: Easy Origami Book with 36 Projects: Great for Kids or Adult BeginnersTuttle Publishing Kids will love to fold classic origami projects and learn about Japanese culture with this easy origami kit. Origami, the ancient Japanese method of folding paper into 3D objects, is an exciting way for kids to expand their knowledge of the world. Renowned origami author Michael G. LaFosse has designed these paper folding projects specifically to introduce kids to the joys of origami while also learning about Japanese culture. The simple, easy-to-follow origami book in this kit teaches kids how to make traditional Japanese Good-Luck Boxes, Lotus
Blossoms, Koi Fish, Cranes and many other models while learning this traditional Japanese craft! The 12 projects range from simple to slightly challenging—perfect for all children of ages and skill levels from beginning to intermediate. The beautiful designs are simple to create and fun to play with or display. This origami for kids kit contains: 48-page, full-color book Clear step-by-step instructions 12 origami projects 72 double-sided origami papers in 12 different patterns and colors 20 practice dollar bills
Packed with prompts, tips, exercises, and engaging step-by-step projects, Creative Origami & Beyond takes readers through a dynamic exploration of the traditional art form. A centuries-old art form, origami has taken on new depth in today's art world, influencing trends in fashion, interior design, exhibition art, and more. Creative Origami & Beyond takes this traditional art form to new levels, guiding readers through a dynamic exploration of numerous ways to fold paper. This inspiring, interactive project book demonstrates both traditional and contemporary origami methods - from working with unique materials and creating custom origami papers to crafting amazing works of art. A general introduction to origami and an overview of basic folding techniques sets the foundation for the book, which is divided into six engaging sections, including modular origami, giant origami, tiny origami, wet origami, and more. Each chapter, taught by an expert origami artist, features clever exercises and prompts to inspire and spark creativity, while step-by-step origami projects for creating wall art, jewelry, decorative objects, and more, help turn origami novices to pros.
This fun and creative origami kit for children is packed with activities designed to challenge kids' minds and encourage creative thinking! Origami for Kids is perfect for parents searching for interactive, real world activities that challenge the mind and encourage creative experimentation! Also is a great way to develop logical and spatial thinking, encourage creative activity through the activation of thought processes. Book features: 40 sheets of large format origami paper that's easy for little hands to fold, mold, and shape 37 clever projects with step-by-step folding instructions for kids Fold lines are printed right on the illustrations to enable children aged 5-7 to easily create each project Projects for cute animals & more Kws: kids activities, kids activity book, origami paper for kids, origami books, kids origami kit, origami kit for kids, easy origami, oragami book, origami for beginners, orgami kits for kids, origami kits for kids, oragami set for beginners, oragomi for kids, oragami book for kids, origami kids kit, simple origami for kids, oragami for beginners, origami set for kids, origami kits for kids beginner, oragami set for kids beginners, creativity for kids origami
Make colorful and fun origami animals with this easy origami kit. Frogs, butterflies, seals and dogs are just a few of the gorgeous origami animals you can create with this paper craft origami kit. From world-renowned origami artist, animal paper craft projects. This fun and creative origami kit for children is packed with activities designed to challenge kids' minds and encourage creative thinking! 106 clever projects with step-by-step folding instructions for kids Fold lines are printed right on the illustrations to enable children aged 5-7 to easily create each project Projects for cute animals like bunnies, crabs, bugs, dogs and more QR codes for video
tutorials of children folding the origami projects Children often become interested in origami, but the diagrams and explanations meant for grown-ups can sometimes be discouraging. Enter Origami for Kids!
Fold classic origami projects and learn about Asian culture with this easy origami book. Origami, the Japanese art of folding paper, is not just a great crafts activity—it's an exciting way to expand the imagination. Children will have hours of fun with this beginner origami paper
There is something very fun and special about taking a simple piece of paper and turning it into something admirable. In this book, we will learn how to make colorful, sweet, and even fierce animals (lions, tigers, and bears, oh!). You can make your favorites or make them all and have your own paper jungle. Whatever you decide, you will find that each project here is easy to follow, beautiful, and most of all, fun! There are little treasures hidden throughout the book, like fun facts about Japan and all sorts of great things about our animal friends. Some of our friends here are a bit more difficult to make, but if you're not an origami expert, don't worry! These projects progress from easiest to hardest, so take your time and enjoy the adventure from the beginning. When you get to the end of the book, you will be an expert in origami.This fun and creative origami kit for kids is packed with activities designed to challenge children's minds and encourage creative thinking!150+ sheets of large-format origami paper that little hands can easily fold, mold and shape50+ smart projects with step-by-step folding instructions for kidsThe fold lines are printed directly on the illustrations to allow children ages 4-12 to easily create each project.Projects for cute animals like bunnies, crabs, insects, dogs, lions, penguins, tigers, bears, swans, giraffes, squirrels, platypus, and more!QR codes for kids video tutorials folding origami projectsChildren are often interested in origami, but diagrams and explanations aimed at adults can sometimes be daunting. Enter Origami for Kids!Within this book, more than 50 easy-to-do projects with simple folding instructions are provided for fascinating bunnies, crabs, insects, dogs, lions, penguins, tigers, bears, swans, giraffes, squirrels, platypus and more! The fold lines are printed on the illustrations to allow 4- to 12-year-olds to easily create each origami on their own.This Origami book is perfect for parents looking for interactive, real-world activities that challenge the mind and encourage creative experimentation.Written by origami guru Jhon Michaell Keigell, this comprehensive origami instruction book for kids makes this craft easy, but more importantly, fun! "I created this book for children to have fun following directions and creating designs that are within their reach.""This Origami book for children is a great way to develop logical and spatial thinking, encourage creative activity through the activation of thought processes."Thank you for choosing this book.There are many books available on origami. Thank you very much for choosing to join me on this case, thank you! I sincerely hope you enjoy reading and making each design here. If you find a moment where you smile, my work is done. Share some happiness with friends and family by giving these projects as gifts, teaching someone else how to make origami, or even reading this book with others and learning how to make origami together.It's so much fun doing it with others!Are you ready to start? I hope so!Here we go... Create precision origami models of characters and ships from Star Wars: The Force Awakens with some instruction from Star Wars Origami. Comes with paper to get you started! Like a Jedi's training, the Japanese craft origami demands dexterity and patience. Star Wars Origami takes the traditional technique and applies it to contemporary and fun projects that you can show off in your home or on your desk. Follow folding instructions on pre-printed paper to create a whole host of paper models from the major blockbuster, Star Wars: The Force Awakens. Star Wars fans will love creating 10 origami renditions of characters and ships from The Force Awakens. The step-by-step instructions make in Star Wars Origami make it easy for even beginners to this papercraft to jump in. Plus, this pack comes with 100 special, preprinted sheets of origami paper, so your projects will have the right look, in addition to the right folds. Difficulty levels range from beginner to expert.
craft book. Renowned origami artist and author Michael LaFosse designed Origami Actives to introduce them to the exciting world of paper folding. What makes this origami book original is that each paper project explores a distinct aspect of East Asian culture and includes an explanation of the cultural context for each project. The designs are very simple and are great for beginning origami folders. They can be considered origami-for-kids projects and are a great way to learn origami. This origami book contains: 64 page, full-color origami book Easy, stepby-step instructions Origami techniques and folding tips 15 fun and easy designs Cultural background and explanations of projects Once you've folded your own origami, you can use them to create one-of-a-kind origami scenes. Origami projects include: Lotus Flower Japanese Fan Chopstick Wrapper Dollar-Bill Dragon Chinese Zodiac Traditional Crane Japanese Daruma Doll And many more…
challenge kids' minds and encourage creative thinking!? Inside Origami for Kids, more than twenty easy-to-make projects with simple folding instructions + 6 amazing games are provided for fascinating Animals, Flowers, Airplanes, and more. Fold lines are printed right on the illustrations to enable children aged 6 and more to easily create each origami all by themselves. Children often become interested in origami, but the diagrams and explanations meant for grown-ups can sometimes be discouraging. Enter Origami for Kids! Over 30 fun-todo projects Easy-to-follow instructions Simple and creative Origami games The 30 projects range from simple to slightly challenging perfect for all children of ages and skill levels from beginner to intermediate. The beautiful designs are simple to create and fun to play with or display. Origami for Kids is perfect for parents searching for interactive, real world activities that challenge the mind and encourage creative experimentation! Written by origami guru Joel Kit & John Dover, this comprehensive origami how-to book for children makes this craft easy, but more importantly-fun! "Origami for kids is a great way to develop logical and spatial thinking, encourage creative activity through the activation of thought processes." Make simple and fun paper craft models with this easy origami book! World renowned origami author and expert Florence Temko brings you Origami for Beginners, a her collection of her most simple and user-friendly designs. Experience the thrill of creating delightful origami objects from a single sheet of paper. Develop your creativity. Enhance your dexterity. Origami for Beginners teaches you how to make over forty simple-to-fold origami objects—from jumping mice to adorable kittens to beautiful Christmas ornaments and greeting cards. Origami is an ideal activity for children since paper folding develops dexterity and creativity. Origami is also a craft based on a few fundamental 3D folding techniques, so Origami for Beginners is a useful starting point for fans of all ages and abilities. Although this book is aimed at origami beginners, it contains projects suitable for origami fans of all ages and abilities and is the perfect book for all those who enjoy making things with their hands. This origami book contains: 32 page, full-color book 36 fun origami projects Step-by-step directions Colorful diagrams and pictures Use it to craft eye-catching origami for your friends, to beautify your home—or as a wonderful gift for paper craft lovers. All of the folds are simple enough to be origami-for-kids projects and are a great way to learn origami. None of the projects require paint or glue so just grab some origami paper and start folding right away! Origami projects include: Diamond Base Pirate's Hat Tropical Fish Skyscraper Layered Card Sunburst And many more…
Are you looking for a creative origami guide for children, packed with activities designed to
This fun and creative origami kit for children aged 5-7 features 20 fascinating projects and 100 sheets of quality origami paper for hours of folding fun. Fold lines are printed right on the illustrations, and each activity includes a QR code link to a video tutorial.
Make traditional, simple, and fun paper craft models with this easy origami book The ancient art of origami originated in Japan, where it is steeped in traditional values. This new version includes 16 origami models totally different from previous versions .The more playful side of
origami is represented as well: the stylized sumo wrestler with realistic moves has entertained Japanese children for centuries, and the paper Samurai hat is a favorite of kids. In addition, you'll discover: Classic and contemporary Models?Try your hand at recognizable models, like Crane and Sailboat, as well as original designs, like Ninja Star and Samurai Helmets. Tips and techniques?Pay attention to tips that help you select the right paper, work through tough steps, and add your own creative twist. Symbol glossary?Find a comprehensive guide to standard origami symbols, as well as helpful info on how to read origami diagrams. And much, much more! Origami is an ideal activity for children since paper folding develops dexterity and creativity. Origami is also a craft based on a few fundamental 3D folding techniques. This book is a useful starting point for fans of all ages and abilities. Although this book is aimed at origami beginners, it contains projects suitable for origami fans of all ages and abilities and is the perfect book for all those who enjoy making things with their hands.
Origami Games is a unique twist on the traditional origami paper craft book. It contains clear and easy illustrated instructions for creating whimsical origami game pieces. At its heart, it offers suggestions on how to use origami to play both fun, competitive, and cooperative games, building individual skills and teamwork. A perfect origami-for-kids book it also encourages folders to come up with and document their own customized games using a template provided in the back of the book, making it a great way to learn origami. There's even a section for parents and teachers that discusses the educational and developmental benefits of origami, along with suggested classroom activities. Expert paper folder Joel Stern has carefully prepare these playful models and stimiulating games to appeal to children's natural desire to build things and play with them. By using models made from regular letter size (8 1/2 x 11-inch) paper, Origami Games gets paper folders started quickly and easily. The large color photos and a easy origami instructions makes learning the folds a breeze. This origami book contains: 89 page, full-color book 22 original origami games 21 foldable origami game pieces Clear, step-by-step instruction Tips and guide to using origami in the classroom You'll soon find that making the origami components of the games is just as fun as playing the games themselves! Origami games include: Balancing Act Basket Bombs Flying Saucer Froggie Olympics Relay Rings Slay The Dragon Bowl 'Em Over And many more…
Fold and play fun origami games with this easy origami book for children.
Time for some origami fun! With the help of this step-by-step guide, beginning origamists can turn a piece of paper into a fun and creative figurine. This book introduces readers to this exciting paper craft that's been popular in Japan for hundreds of years. They'll learn how to make a colorful modular wreath that can be used as a holiday decoration. They'll also learn how to make dragon and crane models. These figurines are useful for decoration, play, and even gifts. The clear design and colorful visuals aid the step-by-step instructions to provide an accessible guide to each project. With lots of practice, readers can become origami masters in no time!
Offers step-by-step instructions for twenty-five innovative napkin folds suitable for formal as well as informal occasions.
Modular origami is the latest craze in paper folding! These three-dimensional and then cleverly fit together to form a spectacular shape. They range from paper polyhedra to bristling buckyballs that are reminiscent of sea urchins—to ornate flower-like spheres. Each piece of paper is held by the tension of the other papers—demonstrating the remarkable hidden properties of paper, which is at the same time flexible but also strong! Author Byriah Loper has been creating modular origami sculptures for just five years, but in that time, he's pushed the upper limits of the art form with some of the largest, most complex geometric paper constructions ever assembled. While many geo-modular origami artists focus on creating dense floral spheres, Byriah has pioneered the open, linear "wire frame" approach, which results in a very complex-looking model that reveals the interior of its form. He exhibits his sculptures annually at the Origami USA convention in New York, and was recently a featured artist at the "Surface to Structure" exhibition at the Cooper Union gallery in the East Village. A great way to learn origami, the easy-to-follow diagrams and step-by-step instructions in this book show you how to fold the paper components and then assemble them to create 22 incredible models. Each model is a new challenge, and the paper sculptures you create look fantastic on your desk or shelf! Are you looking to introduce your kids to a different kind of fun, engage them, give them something non-screen to look forward to while at the same time introducing them to science and nature in a fun way? And have you grown particularly interested in Origami and are looking for the perfect guide that will captivate your kids and teach them at the same time? If you've answered YES, keep reading... You Are About To Discover The Ultimate Child-Friendly Origami Guide That Will Turn Your Little Ones Into Art And Science Enthusiasts, Boost Their Self-Esteem, Enhance Their Hand/Eye Coordination, Boost Their Creative Thinking, And More! If you think your kids have fun, you definitely haven't seen them creating flapping birds, swimming penguins and swans, dazzling cicadas, and many more interesting original origami models! If you think that's all, then perhaps I should also tell you that each origami model is preceded by a captivating story to keep our little artists entertained while folding their papers! Trust me, and you don't come by such kind of fun every day. I'm sure your kids have fun, and you make sure of it; but don't you think it's time they had it a little differently? Don't you think it's time to incorporate real creativity and knowledge about nature and science into their fun? If you do, then this simple, beginnerfriendly guide is all you need! I know you may be wondering: How is this guide different from all of those out there? How does the book ensure a young child can follow the illustrations without help? What kinds of Origamis should I expect to find? Are they well diversified? Are there fun games? This book has all the answers, most of which will impress and move you. Just to put things into perspective, I'm talking about the perfect kids' guide designed to interest the most inexperienced young paper-folder and enthuse a kid for art, design, and Page 7/12
models are created from a number of small pieces of paper that are easily folded creativity. Here's a bit of what this book contains: ?30 different Origami models ?Well categorized and arranged origamis; including general animals, insects, birds, and airplanes ?Fun Origami games to keep them interested ?Amazing Origami stories for every model ?Well detailed drawings with accurate dimensions to enable them to create the most complex of Origamis easily ...And much more! The 30 projects are perfect for all children! Origami for Kids is perfect for interactive, real-world activities that encourage creative experimentation. Fold up some fun with Origami For Kids! Scroll up and click Buy Now With 1-Click or Buy Now to get your copy now!
Includes illustrated instructions for origami projects that range from simple to challenging.
Diagrams and step-by-step instructions teach readers how to make a variety of origami objects, including a squawker toy, a skyscraper, a space rocket, and earrings.
Packed with prompts, tips, exercises, and engaging step-by-step projects, Creative Origami & Beyond takes readers through a dynamic exploration of the traditional art form. A centuries-old art form, origami has taken on new depth in today's art world, influencing trends in fashion, interior design, exhibition art, and more. Creative Origami & Beyond takes this traditional art form to new levels, guiding readers through a dynamic exploration of numerous ways to fold paper.
Making a polar bear out of paper might seem difficult at first. But through the ancient art of origami, readers are able to bring this white-furred bear to life with just one piece of paper! In this book, readers can work step-by-step through creating arctic animals out of paper. An introduction including common terms and origami folds helps readers get started in making an arctic fox, penguin, and narwhal. Projects range from easy to hard, but each contains full-color photographs guiding readers through each step, allowing them to complete the project whether they're seasoned origamists or new to the craft.
This inspiring, interactive project book demonstrates both traditional and contemporary origami methods - from working with unique materials and creating custom origami papers to crafting amazing works of art. A general introduction to origami and an overview of basic folding techniques sets the foundation for the book, which is divided into six engaging sections, including modular origami, giant origami, tiny origami, wet origami, and more. Each chapter, taught by an expert origami artist, features clever exercises and prompts to inspire and spark creativity, while step-by-step origami projects for creating wall art, jewelry, decorative objects, and more, help turn origami novices to pros. Includes eight pages of patterned origami paper to help get you started.
This fun and creative origami kit for children is packed with activities designed to challenge kids' minds and encourage creative thinking! This affordable kit includes everything needed by beginners to master the age-old art of paperfolding. Over 30 fun-to-do projects Easy-to-follow instructions Children often become interested in origami, but the diagrams and explanations meant for
grown-ups can sometimes be discouraging. Enter Origami for Kids! The 30 projects range from simple to slightly challenging perfect for all children of ages and skill levels from beginner to intermediate. The beautiful designs are simple to create and fun to play with or display.
This book is the perfect way to create paper projects for all your ideas. You don't need to be already an expert since with this book you will be guided step by step to the art of having fun with creative crafts. With simple instructions and easy models to train with for these amazing paper projects, you will learn how to create animals and objects from folding paper. Inside this book, more than twenty easy-to-make projects with simple folding instructions + 6 amazing games are provided for fascinating Animals, Flowers, Airplanes, and more. Fold lines are printed right on the illustrations to enable children aged 6 and more to easily create each origami all by themselves. Children often become interested in origami, but the diagrams and explanations meant for grown-ups can sometimes be discouraging. - Over 30 fun-to-do projects - Easy-to-follow instructions Simple and creative Origami games this book is the perfect way to create paper projects for all your ideas. You don't need to be already an expert since with this book you will be guided step by step to the art of having fun with creative crafts. With simple instructions and easy models to train with for these amazing paper projects, you will learn how to create animals and objects from folding paper. Inside this book, more than twenty easy-to-make projects with simple folding instructions + 6 amazing games are provided for fascinating Animals, Flowers, Airplanes, and more. Fold lines are printed right on the illustrations to enable children aged 6 and more to easily create each origami all by themselves. Children often become interested in origami, but the diagrams and explanations meant for grown-ups can sometimes be discouraging. - Over 30 fun-to-do projects - Easy-to-follow instructions - Simple and creative Origami games The magic of origami is in the transformation of a square of paper into something realistic, as well as the process one goes through to achieve the final product. Readers are introduced to the basic origami folds and terms needed to complete each craft. Full-color photographs and clearly written instructions provide a guide to folding swallowing fish, pecking chickens, and more. Animals made out of paper can be just as fun to play with as action figures—especially those readers can make themselves!
Readers will get creative with origami, the fascinating Japanese art of paper folding. This high-interest title introduces the history and origin of origami, and prompts readers to put their creative skills to use by making simple origami projects that can be completed in 10 minutes or less. Step-by-step instructions guide readers through making origami flowers, puppies, cats, penguins, boxes, and more with materials that are readily available. Each step of the project is reinforced with a detailed photograph for reference, allowing readers to check their progress. By the end of the text, readers will have a newfound love for origami!
A complete introduction to origami paper folding for beginners at an unbeatable price! Easy Origami for Beginners is the ideal beginner's introduction to the magic of origami. This value-packed collection shows you how to fold the 20 most popular origami models that everyone loves to make. It is fully illustrated in color with simple and clear step-by-step instructions for each model. Included are the following delightful projects: A Picture Frame — a useful and inexpensive way to display your favorite family photos A Mother Duck and Duckling —an adorable duck and duckling pair that requires only one sheet of paper! A Hibiscus Blossom — one of two "modular" designs in the book that use several folded sheets to form a blossom that looks complicated (but isn't!) The Dart Glider — a classic paper airplane that's fun to fold, but even more fun to fly! An Inflatable Bunny Balloon — the most challenging (and rewarding!) model in the book…a puff of air makes it 3D! And many more! The clear, colorful instructions in this book make it easy to create amazing paper models without any previous paper-folding experience. Perfect for adults or kids, and the ideal gift for someone who would like to try their hand at the traditional Japanese art of origami!
Create 37 figures with clear, step-by-step instructions and helpful diagrams. Simple to advanced objects include rocket, mouse, elephant, violinist, Viking ship, and many more.
Hearts, flowers, and fans - butterflies, boats, and bunnies - it's all possible with toilet paper! With little effort, a roll of toilet paper can be transformed into a delightful focal point using the charming, elegant, and whimsical designs in this collection. Toilet Paper Origami is perfect for hotels, Bed & Breakfasts, cruise ships, and creative housekeepers. Toilet Paper Origami is fun for crafters of all ages. Illustrated with more than 300 photographs, step-by-step instructions teach 29 easy yet eye-catching folds and embellishments for styling the end of a toilet paper roll. Discover how simple it can be to make a memorable decoration from a bathroom essential.
Are you looking for a creative origami guide for children, packed with activities designed to challenge kids' minds and encourage creative thinking!? Inside Origami for Kids, more than twenty easy-to-make projects with simple folding instructions + 6 amazing games are provided for fascinating Animals, Flowers, Airplanes and more. Fold lines are printed right on the illustrations to enable children aged 6 and more to easily create each origami all by themselves. Children often become interested in origami, but the diagrams and explanations meant for grown-ups can sometimes be discouraging. Enter Origami for Kids! Over 30 fun-todo projects Easy-to-follow instructions Simple and creative Origami games The 30 projects range from simple to slightly challenging perfect for all children of ages and skill levels from beginner to intermediate. The beautiful designs are simple to create and fun to play with or display. Origami for Kids is perfect for parents searching for interactive, real world activities that challenge the mind and encourage creative experimentation! Written by origami guru Joel Kit & John Dover, this comprehensive origami how-to book for children makes this craft easy, but more importantly-fun! "Origami for kids is a great way to develop logical and spatial thinking, encourage creative activity through the activation of thought processes." This fun and creative origami kit for children is packed with activities designed to challenge kids' minds and encourage creative thinking! This affordable kit includes everything needed by
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beginners to master the age-old art of paperfolding. Over 25 fun-to-do projects Easy-to-follow instructions Children often become interested in origami, but the diagrams and explanations meant for grown-ups can sometimes be discouraging. Enter Origami for everyone! The +25 projects range from simple to slightly challenging perfect for all children of ages and skill levels from beginner to intermediate. The beautiful designs are simple to create and fun to play with or display.
Ready to take your origami to the next level? Fold innovative and original origami projects with this fun new ebook. This collection of origami projects features models that use fewer folds to produce clever forms rivaling complex constructions that would normally stump a beginner. Many of the models presented in this origami ebook use only simple mountain and valley folds, following the "Pureland" origami system pioneered by English artist John Smith. Noted origami artist Marc Kirschenbaum draws his inspiration from the art world and other sources to create color 64 page booklet Clear, step-by-step diagrams and instructions 15 original origami designs Free downloadable material Try your hand at exciting new projects like: Homage to Picasso The Duck-Billed Platypus A Ship in a Bottle The Freedom Eagle The Doctor's Dog Origami craft for beginners A Beginner's Guide to Origami with Amazing Creative Paper Projects in a Simple Step-by-Step Format Looking for origami projects that are unique and easy-to-fold? Or, do you feel the need to grab a pair of scissors and cut some beautiful Origami designs? Then his book is for you! This book's straightforward, colorful directions make it simple to construct stunning paper models even if you don't have any experience on paper - folding. This book is perfect for adults or children, and the ideal gift for someone who
**Winner of Creative Child Magazine 2015 Preferred Choice Award** Children and beginners can make fun and simple origami projects with this great origami kit. My First Origami Kit is the perfect, affordable introductory kit for kids and parents to learn and master the joys of origami together. If you've never done origami before, My First Origami Kit is a great origami kit for beginners. It is filled with origami of all kinds—birds, beasts, vehicles, even a teddy bear that talks when you open and close its arms. The folding fun begins with the specially designed origami papers. Both sides are decorated based on the subject—feathers for the duck, metal plates for the airplane, scales for the cobra, and other surprises. You'll end up with a great looking paper model no matter which side you start with. You can add fun stickers to your finished models—to make eyes, ears, paws, and other features. This easy origami kit contains: Full-colored instructional booklet Easy-to-follow instructions 22 origami-for-kids projects 150 detailed stickers 60 two-sided folding sheets Origami paper is pre-colored This kit is sure to keep kids engaged and happy for hours. They'll be so proud of their very first origami—and you'll be happy to display them! Origami projects include: Penny Penguin Sea Surfer Caramel Bear Magic Box Hugo Pig And many more…
easy origami projects that can be folded in just a few minutes. This origami ebook contains Fullwants to try their hand at origami, the classic Japanese art of Origami! 3-D Origami will teach kids how to fold paper into modules and use the modules to create 3-D art. They can make a tree, an octopus, a cupcake, and more! Easy-to-follow instructions accompanied by how-to photos keep projects accessible for readers brand-new to paper art. The captivating creations are sure to appeal to young crafters everywhere. Aligned to Common Core Standards and correlated to state standards. Checkerboard Library is an imprint of Abdo
Learn how to fold 10 original origami models including: - cute ghosts with a lot of personality but only a few easy folds, - an easy diamond eyes bat, - a skull that you can color and decorate like a Mexican Calavera, - Mr. and Mrs. Ghost, - a pumpkin box to store your candy, and even a cool talking pumpkin and a spider web in 3D! All models come with full-color diagrams and instructions, and videos are available if you need help. Giving life to paper with just a few folds and your own interpretation The models in this book are easy to fold but have a
Publishing, a division of ABDO.
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Copyright : hmshoppingmorgen.hm.com lot of character, and they give a lot of room for interpretation: - You can personalize many of the models and choose the size of eyes, teeth, arms and wings. - Most of the models do not require very precise folds. Small or big imperfections will make your model unique and give it personality! - Please experiment! Most of the models are quick to fold, so you can make them multiple times, and you can add or change a few folds to give your model a new touch. Folders of all levels - including kids and beginners - will thus be able to find pleasure from folding and interpreting the models in this book!
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The Five Key Benefits of Pilates
Pilates exercises combine strengthening with good posture; they lighten the load on your spine and joints by correcting muscular imbalances due to bad alignment or misuse of muscles and alleviate tension. You'll restore good biomechanics, movement patterns and experience five key benefits.
Pilates strengthens the whole body, targeting each muscle group evenly with a mixture of dynamic and static
1. Alignment
Proper alignment (neutral spine) balances your skeleton so your muscles are held at their ideal length, without tension.
Key Benefits
z z Improved posture - Good posture is very important to be able to use our body effectively without excess stress and strain.
z z Injury prevention - for our limbs and spine to function effectively we need a strong balanced trunk. Pilates strengthens the body from the inside out with a focus on good body and limb alignment. Neutral, symmetrical spinal posture and correct muscle balance are essential in the prevention of overuse injuries resulting from sitting at a desk as well as injuries resulting from sport activities, running or gym training.
2. Strength
Pilates is a wonderful body-conditioning programme because you don't always need any equipment in order to strengthen your body. You can simply use your own body weight to create resistance for your muscles and to tone up.
strength training. No body part is neglected. You also work on all planes of movement - sitting, lying, standing. This means that the muscles are worked from many different directions, producing a uniform and very deep strength and tone, even without using heavy weights.
Key benefits
z z Better exercise performance. Pilates is now used to improve the performance of elite athletes. In order that you achieve speed and power in your limbs - a good, strong balanced foundation to the limbs is required. Pilates focuses on strengthening and improving endurance in the limb attachments at the pelvis, shoulder girdle and the abdominals or 'core'.
z z You are less likely to suffer from muscular and joint aches and pains, or to injure yourself, because your muscle balance and the way you carry yourself will improve.
3. Flexibility
We all want to achieve a strong body, but there must be a balance between strength and flexibility, and Pilates is the perfect exercise regime to achieve this. Tight muscles hinder your mobility and can lead to tension, aches, and pain. Flexibility is essential for your overall fitness and vitality. It ensures a greater range of movement in your joints, and will in turn mean your joints remain healthy and fare better against normal wear and tear as they age.
Pilates makes most use of dynamic, rather than static, stretching: this involves taking your body into and out of a stretch repeatedly and warms up the muscles so that they respond more effectively.
Key benefits
z z Your muscles are free from tension, and your movement is unrestricted, when you achieve good flexibility.
z z Better blood circulation results from improved flexibility, because it helps the muscles to align more effectively. Improved circulation also gives you a boost of energy.
z z Your posture will improve, because you will be able to hold your muscles correctly.
z z Joints stay healthy as you age: they resist wear and tear better if they are flexible and move freely.
4. Shape and Tone
For a lot of us, our muscle tone while at rest may be quite weak. Muscles respond quickly to regular exercise, and after a few weeks of Pilates you should notice visible muscle tone and see your body begin to evolve. Pilates uses your body weight and the occasional prop as resistance for shaping your muscles, but it trains every part of your body evenly - front, back, and sides.
Key benefits
z z Develop more muscle definition through Pilates exercise - sculpt your waist and shoulders and tone your abdominals, arms, thighs, and your buttocks.
z z Change your body shape completely with regular practice of Pilates. With work, you should see a beautifully toned and lengthened body emerge.
5. Endurance
Pilates exercises build endurance. The exercises should be challenging and can be graded to the individual. Pilates builds endurance within individual exercises and also within the class workouts. Initially in a Pilates class you may need to take breaks to perform a linked sequence of exercises. Your muscles will begin to tire after several repetitions, but over time, work towards completing a sequence without pausing and progressing the exercises to make keep you working hard. Our instructors will be able to advise you which level of class to which you will be most suited.
Key benefits
z z Pilates builds stamina.
z z Improved concentration results from focusing on completing each repetition, exercise, and sequence.
z z Immense strength and tone in the body is developed in Pilates by using your own body weight.
So why the Pilates reformer . . . ?
To some, reformer equipment might resemble a torture apparatus, looking like a single bed frame but with a sliding carriage and adjustable springs to regulate tension and resistance. Cables, bars, straps and pulleys allow exercises to be done from a variety of positions, even standing.
The resistance created by the pulley and spring system can provide a more challenging (or less challenging if appropriate) strength and endurance workout than mat classes. It may also produce visible results sooner - arm, leg and abdominal muscles can look more firm and defined within a dozen or so regular sessions. The reformer's many attachments increase the range of modifications that can be made to the exercises, and allow additional exercises beyond what can be done on a mat. This capability, combined with the support afforded by the resistance the machine provides, allows people with limited range of movement or injuries to safely do modified exercises.
In summary it is a sophisticated piece of Pilates equipment that will help you and your Physiotherapist or trainer achieve your training or rehabilitation goals more quickly.
Before doing mat or reformer sessions it is recommended that you have a one to one assessment with an instructor. This is so you can get the most of out of our classes and you get a challenging work out tailored to you.
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Readers It Happened In A Rainforest A Humorous Rhyming Story For Very Young Readers
The information in this book will make you understand the need to protect Earth's natural systems - the Amazon Rainforest included. There will be a discussion on the functions, structures and characteristics of living things and how they interact with one another and their environment, too. Learn more about the Earth to appreciate it better. Begin reading today.
chimpanzee, the anteater, and the tarantula. In the jungles of South Borneo, an orangutan has set up
Introduces the rainforests of the Earth and the animals and insects that live there, including the Bengal tiger, the home on a dangerous palm oil plantation. He has been resisting all attempts to move him to the safety of the nearby reservation. When Ben and Zoe arrive to try to help, they discover that illegal logging is taking place. As they investigate, it quickly becomes clear that the orangutan isn't the only one in grave danger . . .
Discover which creatures are at the top and bottom of three rainforest food chains, and learn what happens at each stage of their life cycle. At the end of each spread, use the picture clue to guess which rainforest predator is waiting to pounce! Explore the rainforests of the Amazon, Borneo, and Madagascar to find out which creatures live there. . . and
Did you know that capybaras are the largest type of rodent? They have more toes on their back feet than on their front ones. Discover more about these web-footed herbivores in Capybara, part of the Animals of the Amazon Rainforest series of EYEDISCOVER books.
Meg Lowman was determined to investigate the marvelous, undiscovered world of the rainforest treetops. Meg's perseverance and creativity allowed her to achieve this goal, but when this fantastic ecosystem started to disappear, Meg needed to act quickly. Meg Lowman was always fascinated by the natural world above her head. The colors, the branches, and, most of all, the leaves and mysterious organisms living there. As a scientist, Meg set out to climb up and investigate the rain forest tree canopies-- and to be the first scientist to do so. But she encountered challenge after challenge. Male teachers would not let her into their classrooms, the high canopy was difficult to get to, and worst of all, people were logging and clearing the forests. Meg never gave up or gave in. She studied, invented, and persevered, not only creating a future for herself as a scientist, but making sure that the rainforests had a future as well. Working closely with Meg Lowman, author Heather Lang and artist Jana Christy beautifully capture Meg's world in the treetops.
Readers which will make a tasty snack! Each book in this essential series reveals the life cycles of eleven fascinating living things in a particular habitat. The life cycles link together to create three food chains. At the end of the book is a simple overview of how the three food chains interact to create a food web. With clear text and punchy photographs, this is a captivating introduction to habitats and ecosystems.
In 1945, three young brothers joined and eventually led Brazil's first government-sponsored expedition into its Amazonian rainforests. After more expeditions into unknown terrain, they became South America's most famous explorers, spending the rest of their lives with the resilient tribal communities they found there. People of the Rainforest recounts the Villas Boas brothers' four thrilling and dangerous 'first contacts' with isolated indigenous people, and their Page 2/15
"Perhaps the finest and most profound account of ethnographic fieldwork and discovery that has ever entered the anthropological literature." —The Wall Street Journal "If you want to experience a profoundly different culture without the exhausting travel (to say nothing of the cost), this is an excellent choice." —The Washington Post As a young anthropologist, Don Kulick went to the tiny village of Gapun in New Guinea to document the death of the native language, Tayap. He arrived knowing that you can't study a language without understanding the daily lives of the people who speak it: how they talk to their children, how they argue, how they gossip, how they joke. Over the course of thirty years, he returned again and again to document Tayap before it disappeared entirely, and he found himself inexorably drawn into their world, and implicated in their destiny. Kulick wanted to tell the story of Page 3/15
Readers lifelong mission to learn about their societies and, above all, help them adapt to modern Brazil without losing their cultural heritage, identity and pride. Author and explorer John Hemming vividly traces the unique adventures of these extraordinary brothers, who used their fame to change attitudes to native peoples and to help protect the world's surviving tropical rainforests, under threat again today. Euclid in the Rainforest combines the literary with the mathematical to explore logic--the one indispensable tool in man's quest to understand the world. Mazur argues that logical reasoning is not purely robotic. At its most basic level, it is a creative process guided by our intuitions and beliefs about the world.
reading today.
Readers Gapuners—one that went beyond the particulars and uses of their language—that took full stock of their vanishing culture. This book takes us inside the village as he came to know it, revealing what it is like to live in a difficult-to-get-to village of two hundred people, carved out like a cleft in the middle of a tropical rainforest. But A Death in the Rainforest is also an illuminating look at the impact of Western culture on the farthest reaches of the globe and the story of why this anthropologist realized finally that he had to give up his study of this language and this village. An engaging, deeply perceptive, and brilliant interrogation of what it means to study a culture, A Death in the Rainforest takes readers into a world that endures in the face of massive changes, one that is on the verge of disappearing forever. The information in this book will make you understand the need to protect Earth's natural systems - the Amazon Rainforest included. There will be a discussion on the functions, structures and characteristics of living things and how they interact with one another and their environment, too. Learn more about the Earth to appreciate it better. Begin
Did you know that the world's largest flower can be found in rainforests? Millions of different plants and animals live in the Amazon Rainforest. Discover more intriguing facts in Rainforests, an Exploring Ecosystems book.
"A powerful story of self-discovery, survival in the wild." —Los Angeles Times Four travelers meet in Bolivia and set off into the heart of the Amazon rainforest, but what begins as a dream adventure quickly deteriorates into a dangerous nightmare, and after weeks of wandering in the dense undergrowth, the four backpackers split up into two groups. But when a terrible rafting accident separates him from
Readers In this third installment in the Lost series, a teenager is the sole survivor of a plane crash that leaves her stranded deep in the dangerous Peruvian jungle. What will it take to make it out alive? In 1984 Swiss shepherd Bruno Manser trekked through the virgin rainforests of Borneo to live among the jungle's last nomads. In six years among the Penan people, Manser witnessed the wholesale destruction of one of the world's most diverse ecosystems through rapid deforestation. He swore to do everything he could to stop it. Manser's globetrotting campaign brought the world's attention to tropical deforestation. It also made him an enemy of Asia's timber barons. In 2000 he disappeared without a trace. Ruedi Suter's engrossing biography the first in English - charts Manser's extraordinary journey form a young man am who sought to escape civilization for the peace of the jungle to a campaigner who would stand up to oligarchs, lead protests around the globe, and, ultimately, give his life for the forests that he loved.
Come to the tropical rainforest and be amazed at the diversity of life that lives there. Learning about rainforests will help improve your child's knowledge of the natural world. With such information comes the sense of responsibility towards all the ecosystem and all the living things dependent on it. This book is filled with pictures and child-friendly texts to make learning as memorable as can be.
Readers his partner, Yossi is forced to survive for weeks alone against one of the wildest backdrops on the planet. Stranded without a knife, map, or survival training, he must improvise shelter and forage for wild fruit to survive. As his feet begin to rot during raging storms, as he loses all sense of direction, and as he begins to lose all hope, he wonders whether he will make it out of the jungle alive. The basis of an upcoming motion picture, Jungle is the story of friendship and the teachings of nature, and a terrifying true account that you won't be able to put down.
Why is the Brazilian rainforest vanishing so quickly? And why is it essential to the whole world? This story describes how a native tribe is battling potential developers. Can a solution be found that will protect the forest and allow the tribe to continue living as they always have done, while benefiting from limited development?Ages 7 and up
There are many life forms in the rainforest, and all of them exist harmoniously. Have you ever been to a
There is so much to explore in the Amazon! Readers are taken on an adventure through the Amazon rainforest to learn about the lush plants and beautiful animals, deforestation, and rainforest conservation in this fascinating nonfiction reader that features striking photographs and riveting facts.
Readers rainforest? If not, then now is your chance to visit one. Rainforests are important ecosystems and they should be protected. The first step to protection is education, and that's the reason why you should a copy of this book for kids today!
Explore and Relax in the Colorful Beauty of Rainforest Animals, Birds and Plants Enter the inky jungle of Rainforest Escape and let your imagination and pencil roam wild. As you color in the rich flora and fauna of the tropics, you can practically hear the tree frogs croaking and the soft whir of the hummingbirds' wings. Inspired by her native Trinidad and Tobago, award-winning illustrator Jade Gedeon takes you on a journey to a breathtaking world of natural beauty. Bring the tropical designs and your artistry to life by coloring or painting the vivid hues of leatherback turtles and island birds, as well as lush rainforest scenes and unique flowers. The patterns will take you away from the stress of the real world and give your mind a mini-vacation. Use colored pencils, pens, markers and even paints on the highquality premium art paper. The lay flat binding stays open for easy use anywhere. Tear out the finished designs from the perforated edges and display your personalized artwork for all to enjoy. With a wide range of full-page illustrations plus bonus foldout poster pages,
an army? There are about 180 different types of poison dart frogs. Learn more about these poisonous amphibians in Poison Dart Frog, part of the Animals of the Amazon Rainforest series of EYEDISCOVER books. Since the late 1960s the Indonesian state of East Kalimantan has witnessed a marked increase in the impact of human activities chiefly commercial logging and agricultural exploitation. Located on the island of Borneo, East Kalimantan also was subjected to prolonged droughts and extensive wildfires in 1982-83 and 1997-98 that were linked to the El Nino-Southern Oscillation (ENSO) phenomenon. The changes in the rainforest ecosystem in East Kalimantan during this 15-year cycle of severe ENSO events are the subject of this book. With an eye toward development of rehabilitation techniques for sustainable forest management, the authors examine possible interactive effects of drought, fire, and human impacts on the flora and fauna of the area.
Readers you can create an immersive nature experience while traveling or right in your own home. See what beauty and adventures await inside Rainforest Escape. Did you know that a group of poison dart frogs is called
Discover the plants and animals of the rainforest, and how we can protect them, in this beautifully illustrated children's ebook. Embark on a journey through the enchanting world of the rainforest in Charlotte Milner's beautifully illustrated The Rainforest Book. Sweep aside the liana vines, hop over the giant roots of the kapok tree, and follow the sound of the howler monkey as you venture into the tropical rainforest. Find out about some
Rainforests have long been recognized as hotspots of biodiversity--but they are crucial for our planet in other surprising ways. Not only do these fascinating ecosystems thrive in rainy regions, they create rain themselves, and this moisture is spread around the globe. Rainforests across the world have a powerful and concrete impact, reaching as far as America's Great Plains and central Europe. In Rainforest: Dispatches from Earth's Most Vital Frontlines, a prominent conservationist provides a comprehensive view of the crucial roles rainforests serve, the state of the world's rainforests today, and the inspirational efforts underway
Readers of the amazing animals that live there, learn about the enormous variety of life-giving plants, and discover why the Amazon rainforest is known as the 'lungs' of our Earth. In this beautiful ebook, Charlotte Milner continues to highlight the important ecological issues faced by our planet, following on from The Bee Book, The Sea Book, and The Bat Book. Did you know that over half of our planet's wildlife live in the rainforest? And that at least two meters of rain falls in the rainforest every year? The world's rainforests are packed with amazing animals and plants, from the deadly poison dart frog, to the stinky rafflesia flower--there is plenty to discover! As our planet's climate crisis becomes even more critical, with forest fires raging in the Amazon, The Rainforest Book is the perfect way to introduce little nature-lovers to this enchanting yet threatened world. This celebration of the rainforest shows children just how important it is, and reminds them that it is up to us to care for our planet and its wildlife.
to save them. In Rainforest, Tony Juniper draws upon
Readers decades of work in rainforest conservation. He brings readers along on his journeys, from the thriving forests of Costa Rica to Indonesia, where palm oil plantations have supplanted much of the former rainforest. Despite many ominous trends, Juniper sees hope for rainforests and those who rely upon them, thanks to developments like new international agreements, corporate deforestation policies, and movements from local and Indigenous communities. As climate change intensifies, we have already begun to see the effects of rainforest destruction on the planet at large. Rainforest provides a detailed and wide-ranging look at the health and future of these vital ecosystems. Throughout this evocative book, Juniper argues that in saving rainforests, we save ourselves, too. This is the first book to examine how tropical rain forest ecology is altered by climate change, rather than simply seeing how plant communities were altered. The book's goal is to provide a current overview of the impacts of climate change on tropical forests. It aims to investigate past, present, and future climatic influences on the ecosystems with the highest biodiversity on the planet. After squashing Poison Ivy's plans to pilfer the patrons of a Gotham City gala, Batman and Robin puzzle over her foiled plot. Why would Ivy target a fundraiser for Robinson Park-the city's largest green space? All signs point toward the vineloving villain's desire to let her fiendish foliage flourish freelyespecially when a ferocious forest suddenly arises in Robinson Park. Now the Dynamic Duo must dash into the weird and wild woods to face Poison Ivy's rainforest revenge. The rainforest is home to millions of plant and animal species. The inhabitants of the rainforest depend on each other, and
Vansina's scope is breathtaking: he reconstructs the history of the forest lands that cover all or part of southern Cameroon, Gabon, Equatorial Guinea, the Congo, Zaire, the Central African Republic, and Cabinda in Angola, discussing the original settlement of the forest by the western Bantu; the periods of expansion and innovation in agriculture; the development of metallurgy; the rise and fall of political forms and of power; the coming of Atlantic trade and colonialism; and the conquest of the rainforests by colonial powers and the destruction of a way of life. "In 400 elegantly brilliant pages Vansina lays out five millennia of history for nearly 200 distinguishable regions of the forest of equatorial Africa around a new, subtly paradoxical interpretation of 'tradition.'" —Joseph Miller, University of Virginia "Vansina gives extended coverage . . . to the broad features of culture and the major lines of historical development across the region between 3000 B.C. and A.D. 1000. It is truly an outstanding effort, readable, subtle, and integrative in its interpretations, and comprehensive in scope. . . . It is a seminal study . . . but it is also a substantive history that will long retain its usefulness."—Christopher Ehret, American Historical Review
Readers they all depend on rain. How much rain falls in a rainforest? How do scientists work in the treetops? What kind of plants are swimming pools for frogs and crabs? Read and find out! Story told among the Kamayura tribe inhabiting the Amazonian rainforest in Brazil. Walk in the lambent light of the rainforest and find out how Kuat, the Sun God makes them come alive with animals and birds.
A BEST read-aloud! It's happy, it's funny, it's exciting! But most of all it engages. Young children will love to recite along with the reader once they are familiar with the story. And it won't take long; It Happened in a Rain Forest is an engaging, silly rhyming story for kids, sure to captivate and delight all Page 11/15
"An effect is what happened or what the situation is, and a cause is why is happened or why it is so.Rainforests are areas of lush, dense forest located all over the world. Unfortunately, when part of a rainforest is destroyed, the environment around it is changed forever. This book explains the causes for rainforest deforestation and what can be done
Readers who read the book.The story is about Freddy, a red-eyed tree frog who changes from a tadpole into a frog. It's Freddy's first day of life as a frog and he is HUNGRY. He wants to eat a fly. In his quest, young Freddy frog encounters a tree full of funny monkeys, a scary snake, and a silly grasshopper named Larry Green. Larry Green wears blue striped socks.Chocked full of humor and surprise with every page, young readers will enjoy turning the pages of this fantastic read-aloud story to see what happens next.It Happened in a Rain Forest is a story that parents, teachers, and children will love to read over and over again.
to minimise this problem.Reading Age: 12.5 years Text Type: ExplanationContents:RainforestsCause of DeforestationLoggingResources for O It Happened in a RainforestA Humorous Adventure of Unfolding Surprise With Freddy the Red-eyed Tree Frog and His New Best Friend, Larry Green GrasshopperCreatespace Independent Publishing Platform This volume contains 53 of the papers presented at the
Conference on Tropical Rainforest Research - Current Issues, which was held in Brunei Darussalam in April 1993. The book provides an overview of current knowledge, particularly with respect to south-east Asia, and is divided into three sections - Biodiversity, Forest Dynamics and Socioeconomics. The Biodiversity section emphasises the vast range of life forms in tropical forests and considers the theory and practice of estimating species richness and spatial distribution, while contributions on Forest Dynamics provide a Page 12/15
Learn all about the ecosystem of the rainforest, Earth's oldest living ecosystem. Understand the characteristics of a rainforest, where they are located and how old some of them are. Examine the plant and animal life in a rainforest, and determine why they are important. What are the threats to the rainforest and how can you help? Start reading today.
Readers better understanding of the maintenance of this species richness. With an improved background of ideas on rainforest dynamics and biodiversity, better management and conservation strategies are possible, and some of these are explored in the papers on Socioeconomics. The need to demonstrate the total worth of tropical forests to ensure their conservation is taken up by a number of contributors.
Enjoying days spent with animal friends near her home in the Amazon, young Zonia wonders what to do on a day when the rainforest calls out to her for help, in an illustrated story that's complemented by back matter about the Ashâaninka community. In rhyming text, the Cat in the Hat introduces the tropical rainforest and the ways in which its plants and animals interact.
Children will delight in discovering the many plants and animals who call the rain forest home in a clever
Explores the richness of the Amazon rainforest, how humans have damaged it, and efforts being taken to protect it. Clear text, vibrant photos, and helpful infographics make this book an accessible and engaging read.
This book is filled with photos of rainforest animals and wildlife! It seems like the more we learn about the Amazon, the more questions many of us have and although hundreds of biologists work in the Amazon jungle to try and unravel the secrets of this complex forest and the wildlife that lives there, there is still much to be answered. This book attempts to answer many of the commonly asked questions about this incredible rainforest as well as other not so common questions about rainforest animals and wildlife.Although we came up with some of these questions on our own, most come from requests for questions. We asked hundreds of people to send us the most intriguing questions they could think of concerning the Amazon rainforest and were treated to more than a hundred very interesting questions about this vast jungle. Just about every question was a good one and merited an answer. To find the most accurate answers as possible, many hours were spent researching information to provide honest, clear information that reflects current knowledge of the Amazon rainforest.
Readers adaptation of the song "The Green Grass Grows All Around."
The biologist colorfully relates his experiences in the rainforest with various plant and animal species and his conservation battles with members of the human species.
Presents a variety of plants and animals that live in Page 14/15
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Download Ebook It Happened In A Rainforest A Humorous Rhyming Story For Very Young
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Red Dirt and Water The story of Ronald D. Davis
Early in his life, Ron Davis was diagnosed as a 'Kanners baby'. Today he would have been called autistic. As a result, his childhood was filled with violence and intolerance. Fortunately, Ron was oblivious to most of what happened to him until the age of nine, when a spotty form of memory began.
He described these early years as being in the 'void of autism'- a place of being 'everything' and 'nothing' at the same time; as being the feeling of pure, unconditional love.
Somewhere in the void of autism, Ron discovered the red dirt in his back yard. He realized that by mixing it with water, he could make a thick goo, out of which he could make anything he wanted.
Ron wasn't allowed a pocketknife or a wristwatch like his brothers were, but he made his own out of red dirt and water. His brothers' watches were made from metal and leather – Ron's were made from red clay and string.
Unknowingly to Ron at the time, around the age of twelve as his real memory began, the red dirt 'clay pit' at the bottom of his garden transformed from a play area into a learning zone.
At school Ron was ridiculed and made to sit in a corner with a handkerchief over his head and at home he was beaten severely by his father and older brother. Although his mother was his angel she could not save him from this.
Ron would retreat to his clay pit, a place where he could find solace, free from pain. There, he began to make clay models of his father and brother after they had beaten him and he would smash the model of the perpetrator, grinding it back into the ground.
In retrospect, Ron sees now that he was actually acting out an important life concept – 'change'. His models became scenarios, and without realizing it at the time, he then began to model the concept of 'consequence.' His clay scenarios also started to show the passage of 'time' and 'sequence' of events.
It was also around this time that the daily beatings came to an end. Ron realized through his clay modelling, that he had discovered the cause of the beatings, so he learned to remove himself from any place or situation where they had the potential to happen.
Ron also began to emerge from the void of autism and was able to start to distinguish himself as being, separate from others. With his world newly separated into individual parts, it became filled with chaos. He was bombarded with stimuli - what used to be just 'one' or 'everything' became thousands of separate parts - and it was overwhelming.
The clay helped him navigate his way through this chaos. As he created more clay models, it became clear to him that everything that exists has three elements: it exists in a place, it has a position in space, and it has condition (which is where it is on its time continuum). He found that if he could put something in its correct place and position for its condition, then he could create 'order' – another fundamental life concept. Order is the natural enemy of chaos, and when Ron gained the ability to think with the concept of 'order', the chaos disappeared from his universe.
Ron continued to create ideas and concepts out of clay to help him make sense of the world. By the time Ron was 27 years, his IQ had risen from what had been termed "uneducatably mentally retarded" at the age of twelve, to being 169. A genius had emerged.
Ron believes that the potential for genius in some form exists in all of us. If only we have a foundation on which to build our thinking. This is why he created the Davis Autism Approach – to nurture the seeds of genius, and to provide a pathway for those people like himself to be able to participate more fully in life. | <urn:uuid:224aace7-8215-43b9-8357-6831f6dc957b> | CC-MAIN-2018-43 | https://www.davisautism.com/uploads/8/8/0/9/88096020/red_dirt_and_water.pdf | 2018-10-24T00:54:41Z | crawl-data/CC-MAIN-2018-43/segments/1539583517628.91/warc/CC-MAIN-20181024001232-20181024022732-00330.warc.gz | 899,515,252 | 808 | eng_Latn | eng_Latn | 0.999688 | eng_Latn | 0.999688 | [
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BALLYCLARE SECONDARY SCHOOL
Policy for Promoting and Sustaining Good Behaviour (Draft)
Introduction
"All young people, from whatever background, have a right to be valued and respected, to be educated in a secure and caring environment, and to have their abilities and talents nurtured and developed to their full potential."
(Promoting Positive Behaviour in Schools)
Rationale
In Ballyclare Secondary, the school philosophy is based on the belief that every child, regardless of intellectual ability or social background should have a rewarding educational experience.
Aims of Ballyclare Secondary School
Our aims are to help pupils:
- To acquire knowledge, skills, practical abilities and the will to use them.
- To develop qualities of mind, body, spirit and imagination.
- To appreciate human achievement in art, music, science, technology and literature.
- To be prepared for adult life at home, work and leisure and as consumers and citizens.
- To develop above all a sense of self-respect, the capacity to live as independent, self motivated adults and the ability to function as contributing and caring members of cooperative groups.
It is the school's belief that a climate, which fosters effective learning, both in and out of the classroom, is at the heart of the education process. Such a climate or ethos is best established through focusing on the creation and maintenance of good relationships among staff; staff and pupils; pupils and their peers: between parents and the school and the school and the community.
In keeping with the aims of the school we believe that learning can best take place within a safe and ordered environment and that all young people, from whatever background, have a right to be valued and respected, in a secure and caring environment and to have their abilities and talents nurtured and developed to their full potential.
It is therefore our intention to create a calm and caring environment within which teachers, pupils and support staff can work to the best of their ability, enjoy a sense of belonging and know they have an important part to play.
Good behaviour keeps pupils safe, reduces stress for teachers and contributes to a welcoming and caring environment in which pupils can develop as people and both pupils and teachers can do their best work.
Aims of Promoting and Sustaining Good Behaviour
The aims of promoting and sustaining good behaviour are:
- To promote learning for all the pupils.
- To make it easier for teachers to teach effectively.
- To develop pupils' self-esteem and foster self-respect.
- To encourage pupils to develop independence by accepting the need for self-discipline and self-control and taking responsibility for their own behaviour.
- To develop pupils' interpersonal skills and their ability to work co-operatively with others to resolve problems and potential or actual conflict.
- To have the endorsement and active support of parents.
Indicators of an effective Policy for Promoting and Sustaining Good Behaviour
[x]A positive atmosphere based on a sense of community within the school and values which all of its members share;
[x]A sense of collective responsibility among staff, and a commitment to the school by the pupils and their parents;
[x]Effective, well-prepared teaching, where expectations of the pupils are appropriately high, work is differentiated according to pupils' needs, all pupils are challenged and supported as necessary, and homework is carefully and constructively marked;
[x]A stimulating and suitably differentiated curriculum, which takes account of the needs and interests of the pupils and allows every pupil to experience a measure of success;
[x]Effective programmes which promote among pupils a sense of self-esteem and self-respect, respect for others, self-discipline and responsibility
[x] A behaviour policy, devised on a whole-school basis and based on consensus, incorporating an agreed rewards and sanctions regime, which is understood, owned and consistently applied throughout the school by everyone acting in a supervisory role;
[x]Support for the behaviour policy through:
* Suitable staff development in classroom management techniques.
* Suitable training for non-teaching supervisory staff.
* Effective links with the home, and the support of parents.
* Early identification of learning difficulties which may present as, or lead to, behaviour problems.
* Effective links with outside support agencies.
Objectives
- To create a safe and respectful environment.
- To ensure all pupils, parents and staff are aware of the school rules.
- To promote self discipline and proper regard for authority.
- To regulate pupils' conduct and ensure pupils standard of behaviour is acceptable.
- To encourage a consistency of approaches by staff to all cases of indiscipline in an appropriate manner.
The aims and objectives will be encouraged through:
- The organisation of the school and pastoral system where various teachers have responsibility for the welfare of the pupil.
- Effective relationships among staff, pupils and parents.
- Rewarding good behaviour and endeavour and recognising pupil achievement.
- A consistent and appropriate response from teachers to discipline.
The aim of this policy is to provide a coherent and consistent approach to promoting good behaviour throughout the school.
It is understood that everyone in the school community has a role to play in achieving these objectives. These roles are outlined below.
The role of the pupil
The school rules are there for everyone's benefit. Pupils are asked to treat each other, teaching and other staff and school property with respect. The school will maintain high standards in uniform, personal appearance, regular attendance, punctuality and serious application to classwork and homework.
Code of Conduct
It is expected that all pupils:
1. Will be punctual coming to school and to classes during the school day.
2. Will wear the full school uniform in a presentable fashion and take pride in their personal appearance. (Re School Uniform and Appearance Policy)
3. Will keep mobile phones in their inside blazer pocket and switched off during the school day. (8.30 am to 3.10 pm)
4. Will behave in a responsible manner when travelling to and from school.
5. Will bring necessary equipment required for each lesson to school in a suitable bag.
6. Will co-operate with teachers and at all times respect and carry out their instructions.
7. Will complete both classwork and homework to the best of their ability.
8. Will not behave in any way, which is against the interest of the school.
9. Will show respect for the views, ideas and property of others.
10. Will not be involved in any form of bullying; verbal, physical or cyber.
11. Will not smoke in the school buildings, school grounds or travelling to and from school. This includes both conventional and electric cigarettes.
12. Will respect school property and do their best to keep the buildings, grounds, furniture in good condition.
Following this code of conduct will help to maintain an orderly, co-operative community in which high standards of learning, self-discipline and respect for others will develop.
Sanctions
Any breach of the school rules listed above may be dealt with using one or more of the following sanctions at the teachers' or Principal's discretion:
- Warning or reprimand
- Extra work
- Detention at break, part of lunch-time or after school
- Daily report
- Parental interview
- Withdrawn from class
- Loss of school privileges
- Formal written contract (after consultation between the Principal and parents)
- Suspension
- Expulsion
The Role of Staff
Each member of staff is responsible for good discipline in his/her classroom and throughout the school. If unacceptable behaviour is still occurring from an individual, support is available from the Head of Department (HOD), Head of Year, Girls' Tutor/Boys' Tutor, Senior Teachers, Vice Principal and Principal
The table below is intended for guidance.
| Stage | Problem | Sanction |
|---|---|---|
| 1 | Class behaviour eg excessive talking, being noisy, not paying attention, disobedience, being out of seat without good cause, arriving late. Work problems eg not getting on with the set task Lack of homework Breach of Code of Conduct | Reprimand Moving to alternate seat in classroom Extra work Break time/lunch time/after school detention |
| 2 | Repeated poor class behaviour Work problems Lack of homework Breach of Code of Conduct | Extra work After school detention Parental contact |
| 3 | Persistent work problem Persistent behaviour problem Persistent Breach of Code of Conduct | Extra work After school detention Parental contact Extra work After school detention Parental contact Referral form |
| | | privileges eg withdrawal from non-curricular activities, school trips and visits Withdrawal from class Referral form |
|---|---|---|
| 5 | Persistent behaviour problems – no improvement shown | After school detention Daily Report Parental contact and formal interview Withdrawal of privileges Withdrawal from class Following alternative/reduced timetable |
| 6 | Serious breaches of discipline eg physical violence towards another pupil or member of staff, verbal abuse of staff, serious disruption, truancy, criminal actions such as theft, vandalism, drug related issues, bullying behaviour, cheating/malpractice, bringing the name of the school into disrepute | Formal senior staff detention ST/VP Report Formal VP/Parents meeting and appropriate action taken Withdrawal from class Formal written contract Warning of suspension Suspension |
| 7 | Serious breaches of discipline eg physical violence towards another pupil or member of staff, verbal abuse of staff, serious disruption, truancy, criminal actions such as theft, vandalism, drug related issues, bullying behaviour, cheating/malpractice, bringing the name of the school into disrepute | Suspension Consultation meeting with Board of Governors Expulsion for offences deemed serious by the school |
Sanctions should:
* Be used sparingly and appropriate to age and maturity of pupil.
* Be carried out as soon as possible after the event.
* Be conveyed with appropriate tone indicating the severity of the actions.
* Be reasonable, just, fair and consistent.
* Encourage the pupil to reflect on their behaviour and deter them from repeating the behaviour.
* Be followed with the opportunity to rebuild staff/pupil relationships.
Keeping a record
Sanctions for behaviour must be recorded on SIMS Behaviour Management Module. In the case of further action being required after a period of indiscipline, the school is required to maintain a written record of interventions by teachers, contacts with parents and any steps taken to deal with indiscipline. It is therefore essential that all paperwork including referral forms are completed, circulated to relevant staff who should acknowledge, by signing and dating, having read these and passed to Head of Pastoral Care to be filed in pupils' records.
Suspension
This may be considered appropriate for serious misbehaviour in or out of school, for example:
- Causing danger or damage to self, others or property, continued or serious defiance of authority
- Damage to the school's reputation
Suspension is for up to 5 days initially according to the regulations. There is provision for extension. Parents will be notified in writing and asked to come to the school to discuss the matter and reaffirm their support of the school's standards, expectations and rules by reviewing and signing an agreement. The pupil will also be asked to sign that agreement. Failure to cooperate with the school following a suspension might lead to further suspension. In cases where the Principal does not believe the pupil intends to comply with school upon their return the period of suspension may be extended. Suspension is a serious sanction which forms part of a pupil's school record and could, in certain, circumstances be referred to in references or other information which is regularly requested by colleges, universities and employers. Suspension is carried out in line with the relevant regulations, and is reported to the Education Authority and the Chair of the Board of Governors.
Examples of why suspension might be given. This list is not exhaustive.
* Bullying
* Assault or aggressive or threatening behaviour
* Verbal abuse or swearing
* Continued breach of the school Code of Conduct
* Defiance during return to school meeting
* Malicious damage or behaviour, this includes vandalism
* Where a pupil is in possession of, or involved with, inappropriate sexually explicit material of any kind
* The possession of illegal substances or any substance or item judged to be a potential threat to the well-being of pupils, staff or premises
* The possession of any item judged to be intended for inappropriate use
* Any behaviour which is judged to be potentially illegal, such as theft or posing a danger to others
* Where the Principal has cause for very grave concern due to the unacceptable
* behaviour of a pupil
* Where the Principal judges that a pupil is causing serious problems for organisation and discipline within the school
* Where the Principal judges that a pupil's continued presence is infringing the rights other pupils to be taught and to learn
* Where the Principal judges that a pupil's continued presence is placing unreasonable physical or psychological demands on a member of staff, thereby infringing their rights to be in a safe and healthy working environment
* Where expulsion is being considered
In cases of extreme behaviour, a pupil may be referred for Behaviour Support from the Secondary Behaviour Support Service. This may take place in school or in more extreme cases a pupil may attend the Guidance Unit on a regular basis. A pupil must be placed on an
Educational Plan for behavioural difficulties by the SENCO before this is implemented. The Educational Psychologist, with parental consent, must refer a pupil for support following an assessment of the pupil.
This process can take some time: within school there is an internal support system through the SENCO and a support teacher to work with individuals on a 1:1 basis. These pupils will be referred following discussions with the SENCO and the Head of Pastoral Care.
The Education Authority now runs a successful counselling service. If the underlying cause of a child's behaviour is an emotional one due to sensitive circumstances, the pupil can be referred for counselling in an attempt to help the pupil and modify behaviour.
Expulsion
As a final resort expulsion may be recommended where a pupil has not responded to the methods of the school. If a pupil engages in an act of violence towards a member of the school staff or another pupil, disciplinary action will be taken. This may include suspension or expulsion. These procedures will involve a meeting of pupils and parents with the Principal, the Chairman of the Board of Governors and a representative of the Education Authority.
Guidelines for Staff
- CONSISTENCY IS VITAL. Discipline is the responsibility of each member of staff.
- IMMEDIACY IS VITAL. Problems dealt with immediately often prevent further trouble. However, it may also be necessary to delay action until the teacher has become fully informed of circumstances.
- CLASSROOM DISCIPLINE. This is the responsibility of the individual teacher. There may be times when a teacher requires support in the classroom setting and the help of other staff as outlined in the discipline procedures should be used.
- FOCUS ON THE MISDEMEANOUR, RATHER THAN THE PUPIL
Reasonable Force/Safe Handling
For further information staff should refer to the Regional Policy Framework on the Use of Reasonable Force/Safe Handling 2004. The following is an abridged version.
The Education (NI) Order 1998 (part II Article 4 (1) ) states:
"A member of the staff of a grant-aided school may use, in relation to any pupil at the school, such force as is deemed reasonable in the circumstances for the purpose of preventing the pupil form doing (or continuing to do) any of the following, namely:
- Committing an offence
- Causing personal injury to, or damage to the property of, any person (including the pupil himself): or
- Engaging in any behaviour prejudicial to the maintenance of good order and discipline at the school or among any of its pupils, whether that behaviour occurs during a teaching session or otherwise"
A working definition of reasonable force is "the minimum force necessary to prevent a pupil from physically harming her/himself or others or seriously damaging property, but used in a manner which attempts to preserve the dignity of all concerned".
A teacher or other authorised person on the school premises or when elsewhere, e.g. a field trip or school trip, authorised can use reasonable force. It should be limited to emergency situations and when all other behaviour management strategies have been exhausted and where;
- Action is necessary in self-defence or because there is imminent risk of injury to another pupil or person
- There is risk of injury to another pupil or person or significant damage to property
- A pupil is behaving in a way that is compromising good order and discipline
Examples of this may be:
- A pupil attacks a member of staff, or another pupil
- Pupils are fighting
- A pupil is causing, or at risk or causing, injury or damage by accident, by rough play, or by misuse of dangerous materials, substances or objects
Forms of Reasonable Force
A minimum intervention or force should be employed depending on age, sex, physical strength, size, understanding, medical condition and any special needs of the pupil and used in a way that respects the dignity of those involved.
Reasonable force should at all times be carried out in a calm and measured way and in accordance with agreed strategies which include:
- Tell the pupil to stop the inappropriate behaviour
- Ask the pupil to behave appropriately, clearly stating the desired behaviour
- Tell the pupil that physical intervention will take place if the inappropriate behaviour continues
- During the incident assure the pupil that physical contact will stop as soon as she/he is ready to behave
- If the teacher/classroom assistant or supervisory assistant feels at risk, eg: from a group, send for the nearest staff support
Limits On the Use of Force
The law strictly prohibits the use of force, which constitutes the giving of corporal punishment. The use of force as a punishment would contravene the Child Protection Policy. Staff should never act in a way that might reasonably be expected to cause injury, such as:
- Holding around the neck
- Restricting breathing
- Kicking, slapping or using an implement
- Forcing limbs against joints
- Tripping
- Holding or pulling hair
- Holding the pupil face down or on the ground
- Touching or holding a pupil in an indecent way
A member of staff should not intervene in an incident without help if there is a risk that she/he may be injured or may endanger their life.
Record Keeping
All incidents involving the use of reasonable force must be reported to the Principal and the member of staff involved must provide a written report of the incident.
The pupils view should also be recoded as soon as possible, preferably on the same day.
Records of events will be kept until the pupil's 21 st birthday, or in the event of the pupil being 18; records should be kept for 3 years.
Post-Incident Management
The first aider/school nurse should take immediate action if medical attention is required.
A senior or an appropriate member of staff will make arrangements to access further treatment if required.
In consultation with Education Authority appropriate support will be provided for staff and children after incidents.
Parents will be contacted as soon as possible and the incident explained to them. This must also be recorded.
Parents have the right to make a complaint if they wish to do so. This will be dealt with in accordance with the Circular 1999/10 Pastoral Care in Schools – Child Protection.
The Role Of Parents
Parents, pupils and staff need to know how they can help each other. If parents and the school work together good behaviour is more likely to happen. Regular contact between the home and school is encouraged and often early intervention by parents can improve poor behaviour in school.
To support their children parents are encouraged to:
- Get to know the school policy for promoting good behaviour
- Encourage their children to obey the school rules and to show respect for other pupils, school staff and property
- Make sure their child has all she/he needs for school and has completed homework
- Respond quickly to concerns raised by the school
- Make every effort to come to parents' evenings
- Take part in the life of the school
- Treat staff with the respect they would expect to receive themselves
- Tell the school promptly of any concerns they may have about their child
- Support the school in their sanctions when bad behaviour arises
The school is always willing to meet and discuss any issues with parents. This is not always possible when a parent arrives without an appointment: therefore, parents are encouraged to arrange a time to meet before arriving at the school.
June 2017
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Essay about changing Scotland
By Sarah Watson
If I ruled the world…oh, okay then Scotland, I would change homelessness and people who are living in poverty and try to help people who are living on benefits. People who are living on the streets are cold, wet, hungry and sore because of how they sleep and where they sleep. They sleep on a cold hard ground begging for money for food. Some people have lost limbs, they've lost a leg, lost family in the past and some beggars on the streets beg with dogs but does anyone pay attention to them? No. They just walk past, they don't care. I would encourage more charities like the Salvation Army to address how many people live in the streets, and ask if they could come and help and take them in, give them warmth and food and somewhere soft to sleep, also give them a nice hot shower as well because if they've been on the streets for about 2 weeks, they will be unhygienic, they might not be able to walk from how they've been sitting and how long they've been sitting for, also if they don't have a leg and they don't have crutches they won't be able to go anywhere so they're stuck there.
For people on benefits they only have a specific amount of money to spend on bills, food, gas, electricity. If these people have a pet or two they need to buy them food as well and by the end of it, people have very little money left if they're lucky, but if the family smoke in the household then there will be no money left for spare food or money for the next couple of days.
People who are on benefits and work, whatever they get in wages and if they haven't paid rent then their wages to towards the rent. I find this very unfair because if they work 8 hours and get paid £7.50 every hour, they will have £60 for food but if they owe that money for rent they won't have any money for food. I say that they should take half of their wages for rent and let people save money for food. It's more important to have food and water rather than shelter because people need to survive on food and water not shelter. And if you are in a lot of debt to the council and they expect every little bit of money paid in full amounts of cash or try and keep payments up by monthly payment but if this doesn't continue then they will be removed from the house and on the streets.
Some people think that it's good for people on the streets and it's good because people say that they belong there, people just walk past and ignore them. Some people should pay attention because you never know that this could be me or you one day.
Being homeless and living on the streets is unhealthy, unhygienic and unfair. Some people walk past and laugh and mutter under their breath "they're so trampy, they belong there". The homeless shouldn't be ignored. I say that they should be helped and more homeless shelters should be built, but the council says that they don't have the money. It's unfair because they might have had children and the mother had to move on because she had to do what was right for the kids. All she wants is for her kids is to be safe and grow up having a good life. The dad however was unable to pay rent and he was the one who ended up on the streets, rolling away every day from starvation.
If I won this competition, the people who I would take who I know that are well mannered, good at making eye contact, good communication skills and good at listening. Also people who I have known for a while and people who have good confidence. | <urn:uuid:9612884b-a2fd-47f1-8552-f53e00897896> | CC-MAIN-2022-05 | http://www.whec.edin.sch.uk/wp-content/uploads/2017/05/Sarah-Watson-WHEC-If-I-ruled-the-world....pdf | 2022-01-28T23:11:23+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306346.64/warc/CC-MAIN-20220128212503-20220129002503-00180.warc.gz | 132,405,851 | 761 | eng_Latn | eng_Latn | 0.999348 | eng_Latn | 0.999348 | [
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FOR IMMEDIATE RELEASE
CONTACT: Shalini Ramaswamy | 609.802.5593 | email@example.com
HUDSON RIVER PARK'S ANNUAL SUBMERGE MARINE SCIENCE FESTIVAL RETURNS WITH 3 DAYS OF IN-PERSON AND VIRTUAL EDUCATION, ACTIVITIES AND PANELS
Lineup brings marine science to life with interactive presentations from environmental partners, expert-led panel discussions and engaging science experiments
In the Park, kids will be able to see terrapins, seahorses, and other native Hudson River species up-close in the Wetlab, tour the ecological Tide Deck at Pier 26 and monitor oysters alongside Park experts
NEW YORK (October 12, 2021) — Today, Hudson River Park's River Project announced the return of the SUBMERGE Marine Science Festival, an annual celebration of New York City's coastal waters and estuary wildlife, with three days of in-person and virtual programming from October 19 to October 21. The festival educates New Yorkers, particularly local students, about the ecological importance of the Park's 400-acre Estuarine Sanctuary and inspires budding scientists through fun and engaging marine science programming. This year's festival features a jam-packed lineup of in-person activities, virtual panels, wildlife tours and performances centered on local wildlife, harbor habitat and River health.
During SUBMERGE, the Park's River Project staff partners with 20 local organizations to help educate our community while showcasing local habitats and wildlife. The festival aims to reach audiences of all ages with a STEM-focused curriculum to make marine science accessible and engaging for everyone.
"SUBMERGE brings multiple aspects of Hudson River Park's mission together – including connecting the public with our local waterways through discovery-based programming and bringing dozens of environmental partners together along Manhattan's shoreline and virtually to inspire our next generation of river stewards and scientists," said Noreen Doyle, President and CEO of Hudson River Park Trust.
"The Hudson River Park's SUBMERGE festival showcases the wild and wonderful aspects of New York's waterways," said Patrick Foster, New York State Department of Environmental Conservation Regional Director. "From the spectacular fish that thrive in the Harbor to the diverse communities that utilize the River for recreation and reflection, SUBMERGE is a celebration of this amazing, living habitat."
"We are proud to once again partner with Hudson River Park's River Project for the SUBMERGE Marine Science Festival. This event allows us to help increase public awareness and critical understanding of our local waterways," said Michael Stevens, Museum Educator in School and Teacher Programs at the Intrepid Museum. "Intrepid is an aircraft carrier that once traveled global waters and now serves as a Museum in the Hudson River Estuary. We greatly value the importance of advancing knowledge of water quality and how it impacts the ecosystem around us."
Each day of the festival begins with a series of immersive showcases from local community and environmental partners, followed by a live panel discussion led by experts in the field. The virtual portion of the festival wraps up with a live interactive performance from science educator, Al Leszczynski, that will allow participants to follow along with hands-on experiments. Each day concludes with in-person tours and activities led by the Park's River Project staff.
Hudson River Park is financially self-supporting. SUBMERGE is supported by BASIS Independent Schools, an education system designed to teach students an advanced, immersive curriculum that will prepare them to be innovative leaders.
"BASIS Independent Schools are excited to support Hudson River Park's SUBMERGE Marine Science Festival as a mission-aligned educational festival that promotes STEM offerings," said LaNette Hodge, Regional Director of Admissions, BASIS Independent Schools. "From PreK through High School, the BASIS Curriculum is designed to keep students actively engaged in the sciences through daily, hands-on exposure."
This year, the first day of the festival will focus on local wildlife. Participants will be able to see local fish populations up close, check out turtle hatchlings and learn about the diverse range of creatures found in New York City's waterways. The day ends with an in-Park activity featuring a look into the Wetlab at Pier 40. The Wetlab is a flow-through aquarium system that contains Hudson River fish species and is currently home to terrapins, seahorses, oyster toadfish, crabs, sea bass and more. The Wetlab also serves as an educational facility and laboratory for students, scientists and the general public to learn more about the Hudson River Estuary and how it supports a diverse range of species.
Day two will highlight the local harbor habitat. Participants can explore tide pools and local wetlands, while investigating the impacts of stormwater. A live panel on research in the Hudson River Estuary will feature experts from New York University, New Jersey City University and Hudson River Park's River Project. Participants are invited to finish the day by exploring the Pier 26 Tide Deck in the Park with River Project staff. The Tide Deck is an engineered rocky salt marsh, designed to visually educate about the River's ecology while also supporting local wildlife populations. The River's tide ebbs and floods over the Tide Deck, providing a unique opportunity to see intertidal organisms and habitat.
The last day will explore River health, including building water quality instruments with the Intrepid Sea, Air & Space Museum, investigating impacts of climate change with the LamontDoherty Earth Observatory, sampling local water quality with the Bronx River Alliance and observing microscopic indicators of River health with the Park's River Project staff. A panel discussion will dive into how we share information about the health of our waterways, including data visualizations and online games. The festival ends with Shell-ebrate Oysters in the Park, giving participants an opportunity to see the important role oysters play in the local ecosystem.
Members of the public learn the ecological benefits that oysters provide for our local waters and join as community scientists alongside River Project staff monitoring oysters.
This year's hybrid format will enable attendees to participate either in-person or virtually, making the marine science and STEM-focused lineup accessible and engaging for everyone. Registration is required for all in-Park activities.
SUBMERGE MARINE SCIENCE FESTIVAL LINEUP:
TUESDAY, OCTOBER 19 — LOCAL WILDLIFE
* 10:00 AM - Sample fish populations with the Center for the Urban River at Beczak, learn fishing basics with the NYS Department of Environmental Conservation Region 2 Fisheries Division, check out turtle hatchlings with the Turtle Conservancy, meet local sharks with the New York Aquarium
* 11:00 AM - Live panel on dynamic creatures in local waterways featuring Brooklyn Bridge Park, NYS Department of Environmental Conservation's Hudson River Estuary Program and NYS Office of Parks, Recreation and Historic Preservation
* 12:00 PM - Science performance and interactive experiments with Al Leszczynski
* 5:00 PM - Join Hudson River Park's River Project staff in the Park for a look into the Wetlab along the south walk of Pier 40
WEDNESDAY, OCTOBER 20 — HARBOR HABITAT
* 10:00 AM - Explore tide pools with Randall's Island Park Alliance, discover local wetlands with the NYC Department of Parks and Recreation's Natural Resources Group, explore oyster reef organisms with Billion Oyster Project, investigate storm water impacts with Newtown Creek Alliance
* 11:00 AM - Live panel on research centered on the Hudson River Estuary featuring experts from New York University, New Jersey City University and the River Project team
* 12:00 PM - Science performance and interactive experiments with Al Leszczynski
* 5:00 PM - Join Hudson River Park's River Project staff in the Park to learn about the ecological Tide Deck at Pier 26
THURSDAY, OCTOBER 21 — RIVER HEALTH
* 10:00 AM - Build a water quality instrument from home with the Intrepid Sea, Air & Space Museum, explore local climate change impacts with Lamont-Doherty Earth Observatory, sample local water quality with Bronx River Alliance, investigate microscopic river health indicators with Hudson River Park's River Project staff
* 11:00 AM - Live panel discussing water quality and data visualization featuring Killer Snails, Cantina and the New York City Water Trails Association
* 12:00 PM - Science performance and interactive experiments with Al Leszczynski
* 5:00 PM – Join Hudson River Park's River Project staff for Shell-ebrate Oysters in the Park
About Hudson River Park Trust
Hudson River Park Trust is a unique partnership between New York State and New York City charged with building and operating Hudson River Park between approximately Chambers Street and West 59th Street along Manhattan's west side. This free, urban recreational oasis is home to award-winning skate parks, playgrounds, sports fields, gardens and nature exhibits, boating and maritime activities, art installations, and myriad year-round events that celebrate the diverse cultures and neighborhoods along its shores. The Park, which transformed four miles of decaying piers and parking lots into a premier New York City destination for local residents and visitors alike, plays a critical role in protecting the Hudson River ecosystem. For more information, please visit www.hudsonriverpark.org.
About BASIS Independent Schools
BASIS Independent Schools offers the high-achieving BASIS Curriculum, which was developed in 1998 and serves students from Preschool through Grade 12. BASIS Independent Schools educate students to the highest international levels with a spiraling liberal arts and sciences curriculum benchmarked to the best education systems in the world. Our advanced curriculum, unmatched in breadth and depth, prepares students to be innovative leaders across disciplines. BASIS Independent Schools currently offers private school campuses in California, New York, and Northern Virginia, as well as international school locations in China and Thailand. Visit www.basisindependent.com for more information. BASIS Independent Schools is part of Spring Education Group, a multi-brand network providing superior private school education from infant care through high school.
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Rhabdomyosarcoma
Rhabdomyosarcoma is a type of a sarcoma, which means a cancer of the bone, soft tissues, or connective tissue. This cancer can occur anywhere in the body but is most often found in the head and neck region, followed by the organs associated with reproduction and urination, and the arms or legs.
More than 90 percent of rhabdomyosarcomas are diagnosed in people under 25 years old; about 60 percent of these cases are diagnosed in children under the age of 10. In the United States, rhabdomyosarcoma strikes approximately five in every one million children each year.
The cause of rhabdomyosarcoma is unknown. Some children with certain birth defects are at increased risk, and some families have a gene mutation that elevates risk. However, the vast majority of children with rhabdomyosarcoma do not have any known risk factors.
Rhabdomyosarcoma Symptoms Depend on Where the Tumor Develops:
The otolaryngologist—head and neck surgeon is the medical specialist that will identify the symptoms of this cancer in the head and neck region. Specifically, when rhabdomyosarcoma affects the eye or eyelid, the result can be a bulging eye, a swollen eyelid or paralysis of the eye muscles. In the sinuses, rhabdomyosarcoma can cause a stuffy nose, and sometimes a nasal discharge that contains pus or blood. In other locations in the head and neck, the most common symptom of a rhabdomyosarcoma near the surface is a painless lump or swelling that gradually gets larger.
When rhabdomyosarcomas develops in the urogenital tract, the consequence can be tumors causing difficulty in urination, blood in the urine, constipation, a lump or mass inside the vagina, vaginal discharge that contains blood and mucus, or a painless enlargement of one side of the scrotum. Rhabdomyosarcoma appears as a lump or swelling, with or without pain, tenderness and redness. In physically active children, the swelling is sometimes mistaken for an injury related to sports or childhood play.
Call your doctor promptly if your child develops any of these symptoms.
What to Expect When you See the Doctor:
After reviewing your child's symptoms, your doctor will examine your child. Depending on the results of this exam, your doctor may order a regular X-ray as the first test. Computed tomography (CT) scans and magnetic resonance imaging (MRI) might also be needed. If a tumor is found on any of these tests, a small piece of tissue is removed and examined in a laboratory (biopsy).
If the lab tests show signs of a cancerous tumor, your doctor will refer you to a medical center that has the facilities, personnel, and experience to treat childhood cancer. There your child will have more tests to check whether the cancer has spread to the lungs, bones, or elsewhere.
Diagnosis
Once childhood rhabdomyosarcoma is found, more tests will be done to find out if the cancer cells have spread to other parts of the body. This is called staging. Your doctor needs to know how far the cancer has spread to plan treatment.
Treatments:
A rhabdomyosarcoma will continue to grow until it is treated. Without proper treatment, this cancer eventually may spread to the lungs, bone marrow, bones, or lymph nodes. There are treatments for all patients with childhood rhabdomyosarcoma. Three types of treatment are used, most often in combination with each other:
- Surgery
- Chemotherapy (using drugs to kill cancer cells)
- Radiation therapy (using highenergy X-rays or other high-energy rays to kill cancer cells)
Prognosis:
More than 70 percent of children with localized rhabdomyosarcoma enjoy long-term survival. Survival rates depend on initial tumor size, location, appearance under the microscope, how much of the tumor can be removed with surgery, and whether the disease has spread to other parts of the body.
Sources:
emedicine
St. Jude Children's Research Hospital American Cancer Society
National Cancer Institute | <urn:uuid:1ef90105-6cf6-46ba-953f-69d461ceb995> | CC-MAIN-2022-05 | https://105b31079a1ba381f52e-ac2ec5114feb632a1114f20df0e72453.ssl.cf2.rackcdn.com/Page/578e2482-354c-4047-b642-18290ad286aa/Rhabdomyosarcoma.pdf | 2022-01-28T23:06:45+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306346.64/warc/CC-MAIN-20220128212503-20220129002503-00178.warc.gz | 146,184,682 | 871 | eng_Latn | eng_Latn | 0.998671 | eng_Latn | 0.998686 | [
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The Galloway School
2019-2020
Third Grade - Quarter 2
Jump into the 2 nd nine weeks. We will be working on the following skills in our classroom. Your child will continue to make growth as a reader. He/She will expand and use academic vocabulary, as well as, solve new vocabulary defined in text and from context clues. Your child will also gain a deeper knowledge by reading a wide range of genres.
English Language Arts
Writing
The learner will....
* Understand how to summarize or paraphrase an author's work
* Research facts for text accuracy
* Write an informative piece including a biography
* Identify affixes
* Identify and use verbs and adjectives
Reading Comprehension
The learner will….
* Identify and use text features to assist with meaning
* Identify main idea and supporting details in a nonfiction story
* Differentiate between biographies and other nonfiction work
* Use context to determine meaning of unfamiliar words
* Explain the difference in point of view between a biography and autobiography
Expected reading level by the end of the quarter: Level O
Math
The learner will….
* Determine the corresponding fraction greater than zero and less than or equal to one given a specified point on a number line
* Represent fractions greater than zero and less than or equal to one with denominators of 2,3,4,6 and 8
* Explain unit fractions
* Represent equivalent fractions with denominators of 2,3,4,6 and 8
* Solve problems involving partitioning an object or set of objects among two or more recipients using pictorial representations of fractions
* Explain that two fractions are equivalent IFF they both are represented by the same point on the number line or represent the same portion of a same size whole for an area model
* Explain the connection between human capital/labor and income
* Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects and picture models
* Describe the relationship between the availability or scarcity of resources and how that impacts cost
* Explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, with interest
* Identify the costs and benefits of planned and unplanned spending decisions
* List reasons to save and explain the benefit of a savings plan
* Identify decisions involving income, spending, saving, credit and charitable giving
Science
The learner will….
* Explore different forms of energy: mechanical, light, sound, heat/thermal
* Know that forces cause change and that energy exists in many forms
* Demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work to be done
* Explore and record how soils are formed by weathering of rock and decomposition of plant and animal remains
* Observe forces such as magnetism and gravity acting on objects
* Investigate rapid changes in Earth's surface: volcanic eruptions, earthquakes and landslides
* Explore characteristics of natural resources that make them useful in products and materials
* Identify and compare different landforms: mountains, hills, valleys, plains
Social Studies
The learner will….
* Identify historical figures, such as Benjamin Banneker, who influenced the community
* Identify scientist and inventors who left a lasting impact on life today such as Jonas Salk and Bill Gates | <urn:uuid:4e8c33d6-8b92-486c-bb4a-d11747ce9345> | CC-MAIN-2022-05 | https://www.thegallowayschool.net/wp-content/uploads/2019/10/TGS-third-grade-parent-connection-letter-Q2.pdf | 2022-01-28T21:46:23+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306346.64/warc/CC-MAIN-20220128212503-20220129002503-00177.warc.gz | 1,078,772,137 | 709 | eng_Latn | eng_Latn | 0.996119 | eng_Latn | 0.996151 | [
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