text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
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Read Online Chapter 3 Lesson 1 Geography Of Mesopotamia Lesson 1 Quiz
Chapter 3 Lesson 1 Geography Of Mesopotamia Lesson 1 Quiz
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Read Online Chapter 3 Lesson 1 Geography Of Mesopotamia Lesson 1 Quiz
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Resource and Development Class 10 Notes Social Science Geography Chapter 3 CBSE Class 10 Geography Chapter 3 Notes Understanding the Lesson. 1. Water is a valuable resource. It is essential for life on the earth. Human body contains 70% of water. Plants cannot grow without water. Other living beings including micro-organisms cannot survive ...
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Chapter 3 Lesson 1 Geography Of Mesopotamia Lesson 1 Quiz Author: test.enableps.com-2020-10-21T00:00:00+00:01 Subject: Chapter 3 Lesson 1 Geography Of Mesopotamia Lesson 1 Quiz Keywords: chapter, 3, lesson, 1, geography, of, mesopotamia, lesson, 1, quiz Created Date: 10/21/2020 10:09:57 AM
Chapter 3 Lesson 1 Geography Of Mesopotamia Lesson 1 Quiz
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NCERT Solutions for Class 8 Geography Chapter 3 – Mineral and Power Resources. 1. Answer the following questions. (i) Name any three common minerals used by you every day? Answer: Salt, petroleum and gold are the common minerals that are used by humans on a regular basis. (ii) What is an ore? Where are the ores of metallic minerals generally located?
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Check the below NCERT MCQ Questions for Class 6 Geography Chapter 3 Motions of the Earth with Answers Pdf free download. MCQ Questions for Class 6 Social Science with Answers were prepared based on the latest exam pattern.We have Provided Motions of the Earth Class 6 Geography MCQs Questions with Answers to help students understand the concept very well.
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1 Gates controlled how much water flowed from the river. 2 Main canals led from the river.
They sloped gently downward to keep the water flowing. 3 Medium-sized branch canals led away from the main canals. 4 Small feeder canals led water directly to the fields.
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Read Online Chapter 3 Lesson 1 Geography Of Mesopotamia Lesson 1 Quiz
Lesson 1 - Erie City School District
By practicing Class 6 Geography Chapter 3 MCQ with Answers, you can score well in the exam. Download Class 6 SST Geography Chapter 3 MCQ in PDF format from the below access links and start practicing on a regular basis for better subject knowledge. Question 1. In Australia Christmas is celebrated in the season:
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Finish Lesson Lesson Completed Help Chapter 3: Motions of the Earth. The Earth: Our Habitat. Loading lessson... Next . Fullscreen Play Fullscreen Open Play Pause Choose {{current_item.currentQuestion.optionsRemainingToBeSelected}} more options option. Check Answer Correct ...
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Online Test of Chapter – 3 Mineral and Power Resources Test 1 | Geography Class 8th Social Science (S.St) Q.1- Which one of the following is not a characteristic of minerals? a. They are created by natural processes. b. They have a definite chemical composition. c. They are inexhaustible. d. Their distribution is uneven. Q.2....
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Check the below NCERT MCQ Questions for Class 8 Geography Chapter 1 Resources with Answers Pdf free download. MCQ Questions for Class 8 Social Science with Answers were prepared based on the latest exam pattern. We have Provided Resources Class 8 Geography MCQs Questions with Answers to help students understand the concept very well.
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The latest edition of NCERT Geography Textbook for Class 9 (Social Science) is available here for download. Get chapter-wise download links of NCERT Geography ...
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Chapter 3 Lesson 1 -- Geography of Mesopotamia Author: Murrieta Valley Unified Last modified by: Wayne Created Date: 12/3/2008 6:07:00 AM Company: Sony Electronics, Inc. Other titles: Chapter 3 Lesson 1 -- Geography of Mesopotamia
Chapter 3 Lesson 1 -- Geography of Mesopotamia
What you'll learn Gain a better understanding of Geography NCERT Interactive video lectures in every lesson will help you better understand a lesson. Wise IAS ... Chapter - 1 Human Geography Nature And Scope. Chapter - 2 The World Population. Chapter - 3 Population Composition. Chapter - 4 Human Development.
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Read Online Chapter 3 Lesson 1 Geography Of Mesopotamia Lesson 1 Quiz
(3) When the jet rose six miles high, it was clear the earth was round and that it had more sea than land. But it was difficult to understand. Question 1. The passage has been taken from : (a) Geography Lesson (b) The ant and the Cricket (c) The Last Bargains (d) Macavity: The Mystery Cat. Answer. Answer: (a) Geography Lesson
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Principles Of Projectile Motion Student Worksheet Answers
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Principles of projectile motion student worksheet ... Projectile Motion Projectile Motion An object launched into space is called a _____. If we neglect air resistance, the only force acting on a projectile is _____, which causes the object to follow a _____. The projectile has a _____ horizontal velocity and a vertical velocity that changes uniformly _____ _____ Horizontal Projection If an object is projected horizontally, its motion can best be ...
03Projectile_Motion_Guided_Notes__Student.docx - Projectile... Important Points of Projectile Motion. The linear momentum at the highest point is mu cos Θ and the kinetic energy is (1/2)m (u cos Θ) 2. After t seconds, the horizontal displacement of the projectile is x = (u cos Θ) t. After t seconds, the vertical displacement of the projectile is y = (u sin Θ) t – (1/2) gt 2.
Projectile Motion: Definition, Concepts, Formulas, Videos ... Principles Of Projectile Motion Student Uniform Circular Motion; y = ax + bx 2. Projectile motion is calculated by a way of neglecting air resistance in order to simplify the calculations. The above diagram represents the motion of an object under the influence of gravity. It is an example of projectile motion (a special case of motion in a plane).
Principles Of Projectile Motion Student Worksheet Answers
Projectile motion is the motion of an object through the air that is subject only to the acceleration of gravity. To solve projectile motion problems, perform the following steps: 1. Determine a coordinate
system. Then, resolve the position and/or velocity of the object in the horizontal and vertical components.
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Projectile Motion Worksheet with Solutions Worksheets ... Principles Of Projectile Motion Student Uniform Circular Motion; y = ax + bx 2. Projectile motion is calculated by a way of neglecting air resistance in order to simplify the calculations. The above diagram represents the motion of an object under the influence of gravity.
Principles Of Projectile Motion Student Worksheet Answers
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Principles Of Projectile Motion Student Uniform Circular Motion; y = ax + bx 2. Projectile motion is calculated by a way of neglecting air resistance in order to simplify the calculations. The above diagram represents the motion of an object under the influence of gravity. It is an example of projectile motion (a special case of motion in a plane).
Principles Of Projectile Motion Student Worksheet Answers
Principles Of Projectile Motion Student Start studying Principles of projectile motion student worksheet. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Principles of projectile motion student worksheet ... Projectile motion is the motion of an object through the air that is subject only to the acceleration of gravity.
Principles Of Projectile Motion Student Worksheet Answers
An undergraduate student working with me this past year focused his thesis research on investigating student difficulties with projectile motion. The research consisted mostly of analyzing student responses to written problems, multiple-choice questions, and some clinical interviews. He focused mostly on student difficulties amid problem-solving, but also some questions targeting their ...
Projectile Motion: Difficulties that show up During ...
The horizontal motion of the projectile is the result of the tendency of any object in motion to remain in motion at constant velocity. Due to the absence of horizontal forces, a projectile remains in motion with a constant horizontal velocity. Horizontal forces are not required to keep a projectile moving horizontally.
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Principles Of Projectile Motion Student Worksheet Answers projectile is increased from 5 to 9m; – the greater the height reached by the projectile above the release height, the lower the required release speed for a given range; – as the maximum height above the release height approaches zero, the required release speed approaches infinity; – higher maximum height is achieved using larger release angles.
Case Study An Application of the Principles of Projectile ...
In the case of projectiles, a student of physics can use information about the initial velocity and position of a projectile to predict such things as how much time the projectile is in the air and how far the projectile will go. The physical principles that must be applied are those discussed previously in Lesson 2.
Horizontally Launched Projectile Problems
Principles Of Projectile Motion Student Worksheet Answers through the Amazon First Reads program. Principles Of Projectile Motion Student Uniform Circular Motion; y = ax + bx 2. Projectile motion is calculated by a way of neglecting air resistance in order to simplify the calculations. The above diagram represents the motion of an object under the influence of Page 5/27
Principles Of Projectile Motion Student Worksheet Answers
Projectile motion is a predictable path traveled by an object that is influenced only by the initial launch speed, launch angle, and the acceleration due to gravity. You can try it out from where...
Projectile Motion: Definition and Examples - Video ...
As a projectile moves through the air it is slowed down by air resistance. Air resistance will decrease the horizontal component of a projectile. The effect of air resistance is very small, but needs to be considered if you want to increase the horizontal component of a projectile.
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The Department of Education and the Department of Health encourage all schools to provide healthier food and drinks throughout the day.
This healthy breaks for schools resource provides guidance on suitable snacks and drinks for children to have during their morning break, whether provided by the school or brought from home.
Why is a healthy break important?
* Childhood is an important time to establish good eating and drinking habits for future health.
* School healthy eating schemes give pupils the knowledge and opportunity to make healthier choices.
* Teachers have suggested that a healthy snack at break time can help with pupils' concentration and behaviour in the classroom.
* It encourages suitable drinks and snacks to help prevent tooth decay.
* It helps to meet our target of five or more portions of fruit and vegetables a day.
If a child requires a special diet that will not allow the guidance to be met exactly, please discuss with your school.
Want to find out more?
School Food: the essential guide www.publichealth.hscni.net/publications/school-food-essentialguide-and-irish-translation
Enjoy healthy eating www.enjoyhealthyeating.info
5 a day – Live well – NHS choices www.nhs.uk/livewell/5aday/pages/5adayhome.aspx
Healthy breaks for schools
A guide for pupils and parents
What is included in healthy breaks
for schools?
Drinks
It is important that children drink enough during the day, so that they don't become dehydrated and tired. Water should be freely available throughout the school day and drinks should always be included for break time and lunch. Water and milk are the most suitable drinks for children.
Water: tap water or unflavoured, still, bottled water.
Milk: all whole, semi-skimmed or skimmed unflavoured milk.
Not suitable: fruit juices (including pure fruit juice), smoothies, sparkling water, squash or fizzy drinks, even those labelled 'no added sugar', 'diet' or 'zero'.
Fruit and vegetables
Help your child get their five a day by including some fruit or vegetables as a snack for their morning break.
This includes all fresh fruit and vegetables and pots or tins of fruit in fruit juice, but not in syrup.
A portion could be:
* 1 medium sized piece of fruit, eg apple, orange, banana, pear
* 2 small fruits, eg kiwi fruits, satsumas, plums
* 1 cup of grapes, cherries or berries
* 1 large slice of pineapple or melon
* 1 cereal bowl of salad, eg lettuce, tomatoes, cucumber and celery
* 3 heaped tablespoons of fresh veg, eg chopped or sliced carrots, peppers or sugar-snap peas
* 3 heaped tablespoons of fruit salad (fresh or tinned in fruit juice)
For younger children (4–6 years), reduce these portion sizes by about half, then increase the amount as they grow. Older primary school children should be eating full portions. To reduce the risk of choking in young children under the age of five years, smaller fruits and vegetables like grapes and cherry tomatoes should be halved by cutting lengthways.
Not suitable: fruit tinned in syrup, dried fruit (eg raisins, sultanas) and processed fruit bars (eg fruit winders, fruit flakes etc). These are high in sugar and can cause tooth decay, so are not suitable as between-meal snacks.
Bread-based snacks
Children need more or less energy (calories) depending on their age and stage of development. Bread-based snacks can help to meet these extra energy needs and help your child feel more satisfied.
This includes white or wholemeal bread, rolls or baguettes, toast, plain bagels, wheaten, soda, potato or pitta bread, spread thinly with a little margarine, low-fat spread or butter; plain bread sticks, plain crackers or plain unsalted rice cakes; or a small sandwich with a sugar-free filling such as tomato, tuna, chicken, cheese etc.
Not suitable: Sugary spreads, including jam, honey, marmalade or chocolate spread as these are harmful to teeth. Peanut butter is high in fat and salt so is not recommended.
No cereal bars, or sweetened breads and pastries, eg pancakes, scones (plain and fruit), fruit bread, malt loaf, brioche, croissants and Danish pastries as these contain a lot of sugar and/or fat and salt. | <urn:uuid:f2bdcf87-4546-488e-912f-b6e012d6cd43> | CC-MAIN-2022-05 | http://niopa.qub.ac.uk/bitstream/NIOPA/8028/1/Healthy%20breaks%20for%20schools%20A5%20Leaflet%20Spread%200718%20ENGLISH.pdf | 2022-01-28T21:56:43+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306346.64/warc/CC-MAIN-20220128212503-20220129002503-00181.warc.gz | 48,834,944 | 909 | eng_Latn | eng_Latn | 0.997604 | eng_Latn | 0.998165 | [
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This publication assists applicants for Year 5 entry to opportunity classes to become more familiar with the Opportunity Class Placement Test.
In the actual Opportunity Class Placement Test there are 20 questions in reading, 20 in mathematics and, until 2005, 20 in general ability. From 2006 there are 30 general ability questions.
Some of the items have not been included for copyright reasons. Items that assess reading will be available at a later date.
The Opportunity Class Placement Test measures ability and is set to discriminate at a very high level. Students who are accustomed to answering most questions in tests correctly should not be discouraged if they get a number of questions wrong. It is very rare for even the highest scoring candidates to score full marks on all components of the Opportunity Class Placement Test..
Opportunity class entry does not depend entirely on a student's performance in the Opportunity Class Placement Test as school assessment scores in English and mathematics are provided by the primary schools.It is important to note that selection committees and appeals panels will not accept students' performance in this past paper as evidence of academic merit for the purposes of entry into an opportunity class in any future year.
NSW DEPARTMENT OF EDUCATION AND TRAINING
OC PLACEMENT TEST
2003
PART 2
INSTRUCTIONS
* You will have 30 minutes to complete Part 2 of the test. It contains 30 questions.
* With each question there are four possible answers A, B, C or D.
* Mark the one answer you think is best for each question on the separate answer sheet.
* If you decide to change your answer rub out your first mark completely then fill another oval to show your new answer.
* Do not spend too long on any question. If a question is too hard, go on to the next question and come back later if you have time.
* You may do your working out on the test booklet, but remember to mark your answer on the answer sheet.
This message is in the test. When you see it follow the steps.
ANSWERS CHECK (Example)
Look on your Answer Sheet — the last question you answered should have been Question 15 –
If it wasn't, put your hand up for help.
If it was, keep going.
This test contains security features to detect photocopying.
PLEASE DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD.
START OF PART 2
1 The word ALIEN is nearest in meaning to
A ENEMY.
C ANIMAL.
B FRIEND.
D FOREIGN.
2 Rearrange the words below to make the best sentence.
What is the last word in the sentence?
goods to used is buy money
A money
C used
B goods
D buy
3 Joe is 2 cm shorter than Helen and Helen is 4 cm taller than Jim.
If Jim is 140 cm tall, how tall is Joe?
A 136 cm
C 142 cm
B 138 cm
D 144 cm
4 What is the difference in length between the two pieces of ribbon?
A 10 millimetres
C 26 millimetres
B 16 millimetres
D 28 millimetres
5 In a certain code BALLOON is represented by ABKMNPM.
In the same code PARTY would be represented by
A OBQUX.
B OZQSX.
C QBSUZ.
D QZSSZ.
6 If your heart beats about 70 times each minute, which is the best estimate of how many times it beats in a (24 hour) day?
A 1 000 times
B 2 000 times
C 10 000 times
D 100 000 times
Read the information below and answer questions 7 and 8
Georgina builds a stack of tennis balls.
She makes a first layer on flat ground. Figure 1 shows the top view of her first layer.
She then builds the second layer, placing the first three balls as shown in Figure 2. Each ball rests in the hollow between four balls in the layer below it.
Georgina continues building the stack in the same way, making as many layers as possible.
7 How many balls are needed to make the third layer?
A 6
B 9
C 16
D 20
8 How many balls are used altogether in the completed stack?
A 30
B 50
C 55
D 64
Figure 1
Figure 2
14 The word REPEL is most nearly the opposite in meaning to
A FRIGHTEN.
C DISGUST.
B ATTRACT.
D SOOTHE.
ANSWERS CHECK No. 4
Look on your Answer Sheet — the last question you answered should have been Question 15 –
If it wasn't, put your hand up for help.
If it was, keep going.
15
16 The store has flour in 600 gram packs for $2.40 each and in 900 gram packs for $3.20 each.
How much can Len save by buying 1800 grams of flour in 900 gram packs rather than in 600 gram packs?
A $0.80
B $1.20
C $1.60
D $2.40
17 Which letter is missing in this series?
Z X U ___ L
A
P
B Q
C R
D S
18 Here is a rectangle.
If a square has the same total distance around the edge as this rectangle, what would be the area of the square?
A 3 square centimetres
B 4 square centimetres
C 8 square centimetres
D 16 square centimetres
6 cm
2 cm
19 AUTOMOBILE is to MOTORIST as BICYCLE is to
A WHEEL
B PEDLAR
C CYCLIST
D BIKE PATH
20 Which letters are missing in this series?
PR RP ___ VL XJ
A SM
B SO
C TN
D TO
21 The shape stands for one of the numbers 4, 5 or 9.
The shape
stands for another one of the numbers 4, 5 or 9.
The shape stands for another one of the numbers 4, 5 or 9.
—
Which one of these statements is correct?
A
is 4
B is 5
C is 4
D is 9
ANSWERS CHECK No. 5
Look on your Answer Sheet — the last question
If it was, keep going.
you answered should have been Question 21 –
If it wasn't, put your hand up for help.
27 Susy draws a large rectangle as shown.
How many rectangles of length 4 cm and width 2 cm will just cover this large rectangle, without overlapping?
A six
C nine
B eight
D twelve
28 Pati has bought a computer desk. He notices a problem in the instructions for assembling it.
Step 10 reads: 'Tighten fasteners F1 to F8 before placing bracket B1 in position.'
Step 12 reads:
'Make sure that bracket B1 is correctly positioned before tightening fasteners F1 to F8.'
The problem with the instructions is that
A a step has been left out.
C steps 10 and 12 must both be incorrect.
B step 12 ought to go before step 10.
D if step 10 is correct then step 12 must be incorrect.
12 cm
6 cm
29 Jan takes 45 paces to cross the courtyard. Karl takes 42 paces to cross, while Leon takes 45 paces.
Using this information, which one of the following statements can you be certain is true?
A Karl has a longer pace than Jan.
C Jan and Leon are the same height.
B Karl has a shorter pace than Leon.
D The distance across the courtyard is about 45 metres.
30 Goran says that when he adds two whole numbers he gets 10 and that when he subtracts one of the numbers from the other he gets 6.
One of the numbers is
A 1
C
4
B 3
D 8
ANSWERS CHECK No. 6
Look on your Answer Sheet — the last question you answered should have been Question 30 – If it wasn't, put your hand up for help.
END OF PART 2 LOOK BACK OVER YOUR WORK IN PART 2
DO NOT TURN BACK TO PART 1
ACKNOWLEDGMENTS
Susan Cooper,Over Sea, Under Stone, Puffin, London, pp. 37-8.
Thor Heyerdahl,
Morris Gleitzman,Water Wings, Pan MacMillan Australia, Sydney, 1996.
Ltd, London, 1950.
The Kon-Tiki Expedition, translated by P.H. Lyon, George Allen & Unwin
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NASA's Juno successfully completes Jupiter flyby
29 August 2016
upiter's north polar region is coming into view as NASA's Juno spacecraft approaches the giant planet. This view of Jupiter was taken on August 27, when Juno was 437,000 miles (703,000 kilometers) away. Credit: NASA/JPL-Caltech/SwRI/MSSS
NASA's Juno mission successfully executed its first of 36 orbital flybys of Jupiter today. The time of closest approach with the gas-giant world was 6:44 a.m. PDT (9:44 a.m. EDT, 13:44 UTC) when Juno passed about 2,600 miles (4,200 kilometers) above Jupiter's swirling clouds. At the time, Juno was traveling at 130,000 mph (208,000 kilometers per hour) with respect to the planet. This flyby was the closest Juno will get to Jupiter during its prime mission.
"Early post-flyby telemetry indicates that everything worked as planned and Juno is firing on all cylinders," said Rick Nybakken, Juno project manager at NASA's Jet Propulsion Laboratory in Pasadena, California.
There are 35 more close flybys of Jupiter planned during Juno's mission (scheduled to end in February 2018). The August 27 flyby was the first time Juno had its entire suite of science instruments activated and looking at the giant planet as the spacecraft zoomed past.
"We are getting some intriguing early data returns as we speak," said Scott Bolton, principal investigator of Juno from the Southwest Research Institute in San Antonio. "It will take days for all the science data collected during the flyby to be downlinked and even more to begin to comprehend what Juno and Jupiter are trying to tell us."
While results from the spacecraft's suite of instruments will be released down the road, a handful of images from Juno's visible light imager—JunoCam—are expected to be released the next couple of weeks. Those images will include the highest-resolution views of the Jovian atmosphere and the first glimpse of Jupiter's north and south poles.
"We are in an orbit nobody has ever been in before, and these images give us a whole new perspective on this gas-giant world," said Bolton.
Provided by NASA
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This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Why Scuba Divers Should Become Citizen Scientists
Divers have access that can help save the world—become a citizen scientist and join the fight on the front lines.
By ERIC MICHAEL FEBRUARY 13, 2020
0 Comments
Our oceans are under attack. Around the world, aquatic environments and their precious inhabitants are facing significant challenges. From climate change to pollution, overfishing, invasive species and beyond, the fight has come to us.
Science-based conservation is our best weapon to defend against these assaults, but you don't need a Ph.D. to participate. Divers can play an important role—as citizen scientists—because we have access to one of the most dramatic battle lines. Our appreciation for underwater ecosystems runs deep, and we can contribute data to critically important research. Just ask Samantha Whitcraft, director of conservation and out reach for the Sea of Change Foundation. "'Citizen science' generally refers to field work, collecting data from observations in or around marine environments that is scientifically valid and applied to a research question or resource management program," says Whitcraft, a marine conservation biologist whose scientific career includes stops at Harvard University, the University of Miami's Rosenstiel School of Marine and Atmospheric Science, and the University of Hawaii's Coral Reef Assessment and Monitoring Program. "Experienced divers are ideal candidates because they have already mastered the basic skills of diving and can more easily add the extra skills of keen observation and detailed data collection. And, in many cases, divers spend more time underwater than scientists, so their observations of an ecosystem can be invaluable for understanding how to most effectively monitor it."
Just by doing what we love, divers can extend the reach and amplify the effectiveness of marine scientists by becoming their eyes and ears underwater. And there are many examples of citizen science making breakthroughs possible.
"Several years ago, when scientists were having trouble locating the remnants of the lemon shark aggregation off Florida's Atlantic coast, citizen science data from divers helped them relocate the aggregation to allow critical tagging and tracking to continue for another season," Whitcraft says. "And the successful tracking of the rapid range expansion of invasive lionfish in the Atlantic using divers' data has been incredible, thanks to Reef Environmental Education Foundation (REEF)."
By donating their bottom time, divers can help write similar success stories in their local waters, or at exotic destinations when traveling. Here's how.
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FOLLOW YOUR PASSION
The path to becoming a citizen scientist begins by finding the right opportunity. Focus on your interests. Are you committed to your local reefs? Are you enamored by a specific species of marine life? Is there a particular organization that captures your attention? Letting your passion guide your mission will increase your enjoyment—and the value of your contribution.
"Generally, divers who are already interested in the intricacies of marine ecosystems—fascinated by fish species, sea grass growth and live-coral cover, for example—and are passionate about conservation enjoy citizen science the most," Whitcraft says. "Participating consistently is one of the keys to citizen science being valuable in the long term, leveraging more people collecting more data over longer periods of time."
By connecting effort to enthusiasm, you'll be more likely to engage in scientific projects, more attentive during your dives and more dedicated to making the greatest possible contribution.
CHOOSE THE RIGHT MISSION
Chances are good that no matter where you dive, you can find a scientific research project to join. Inquiring at your local dive shop is a great place to start.
"Many dive shops and clubs promote training and regular dives to collect data for reputable citizen science programs like Reef Check and REEF," says Whitcraft. "Divers can also check with their local university to learn more about the marine science research happening in their area and whether it incorporates citizen science opportunities."
One step you can take no matter where you dive is to report marine debris, or lack thereof, on Project Aware's Dive Against Debris app and help create a global dataset of underwater debris.
For more exotic options, adding marine science research to your trip planning will help identify projects you can join when on the road.
"Reef Check and REEF provide citizen science opportunities via travel and in some international dive locations," Whitcraft says. "Another example, when planning a dive trip to Fiji, every April and November divers can participate in the Great Fiji Shark Count."
Be sure to vet the organization as much as you can to ensure effective scientific methods are being used. "A good citizen science project or organization will list on their website the scientific studies that have been peer-reviewed and published using the data," says Whitcraft. "It's also appropriate to ask how the resulting data is applied to meaningful conservation."
FOCUS YOUR ATTENTION
Collecting scientific data requires solid dive skills for your safety and the protection of the environment.
"Because most citizen science projects involve adding additional tasks to your dives—usually close observation and data collection—it is important to be a proficient and comfortable diver overall," Whitcraft says. "This means being experienced in currents and surge and in less than ideal dive conditions, as well as having excellent neutral buoyancy to avoid damaging any substrate while focusing on data collection. I would recommend a certification level beyond entry level and a minimum of 30 dives."
Certification and scientific agencies, including PADI, SSI, GUE, SDI, AAUS and others, offer science diver courses covering a variety of skills and strategies, from search and survey to sampling, lift bags, planning, mapping and much more.
Want more of this?
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MAKE A DIFFERENCE No matter what project you choose or what destination you decide to serve, becoming a citizen scientist will deliver rewards beyond your own experience.
"Especially for experienced divers, the more deliberate focus of citizen science provides a new way of looking at the underwater environment, because you'll become more aware of finer details and interesting animal behaviors," says Whitcraft. "It also gives your diving more meaning because good citizen science contributes to conservation, so as a div- er gains experience, they become a true naturalist with a deeper understanding of the rhythms of life underwater."
The Hack: Shooting for Science
Underwater photographers can support important marine science research by contributing to organizations such as Manta Trust, Wildbook for Whale Sharks and Shark Trust, which actively solicit close-up, sharply focused images of whale sharks and manta rays to include in their databases. But don't lose your head trying to score the perfect shot. "Please keep in mind that when observing and photographing marine animals, responsible wildlife interaction guidelines include not touching the animal, keeping a respectful distance, and never chasing the animal," Whitcraft says.
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JAPAN'S MOST UNFORGETTABLE SHRINES
Relaxing is one thing, but to feel at peace, you need to step away from the neon signs and busy streets and explore the spiritual side of Japan. Shrines are an integral part of Japanese cultural tapestry. You will find these places of worship hidden in forest sandwiched between office towers on busy streets or clinging into mountain tops visiting them can be a spiritual experience, a chance to gain insights into Japanese tradition and history, or simply enjoy serene escape from the busy city life.
Shrines are considered to be the residences of Kami (Shinto gods) and are used as places of worship. The names of Shinto shrines in Japan can end in –jinja, jingu (for Imperial shrines), or taisha. Shrines are built to serve the Shinto religious tradition and are characterized by a Torii gate at the entrance decorated with vermillion, and are guarded by fox, dog, or other animal statues. The architecture of a shrine typically includes a main sanctuary (honden), where the shrine's sacred object is kept, and a worship hall (haiden), where people make prayers and offerings. Some shrines may have treasury buildings and stages for dance or theatre performances. There are close to 80,000 Shinto shrines in Japan and are of several different categories like:
* Sengen shrines- dedicated to the Shinto deity of Mt. Fuji
* Hachiman shrines- dedicated to the Kami of war
* Inari shrines- dedicated to the Kami of huge harvest of grains
* Kumano shrines - dedicated to the twelve Kami, three Grand Shrines in the three Kumano mountains
* Tenjin shrines- dedicated to the Kami of Sugawara No Michizane, a politician and scholar
FUSHIMI INARI SHRINE
Fushimi Inari Shrine (伏見稲荷大社, Fushimi Inari Taisha) is an important Shinto shrine in southern Kyoto. It is famous for its thousands of vermilion Torii gates, which straddle a network of trails behind its main buildings. The trails lead into the wooded forest of the sacred Mount Inari, which stands at 233 meters and belongs to the shrine grounds. Fushimi Inari is the most important of several thousands of shrines dedicated to Inari, the Shinto god of huge harvest of grains. Foxes are thought to be Inari's messengers, resulting in many fox statues across the shrine grounds. Fushimi Inari Shrine has ancient origins, predating the capital's move to Kyoto in 794.
URL: https://www.japan.travel/en/in/
ITSUKUSHIMA SHRINE
The centuries-old Itsukushima Shrine (厳島神社, Itsukushima Jinja) on Miyajima is the source of both the island's fame and its name. Formally named Itsukushima, the island is more popularly known as "Miyajima", literally "shrine island" in Japanese, thanks to its star attraction. It is in the city of Hatsukaichi in Hiroshima Prefecture in Japan. The shrine is known worldwide for its iconic "floating" Torii gate. The shrine and its Torii gate are unique for being built over water, seemingly floating in the sea during high tide. The shrine complex consists of multiple buildings, including a prayer hall, a main hall and a noh (a well-respected Japanese form of art and entertainment) theater stage, which are connected by boardwalks and supported by pillars above the sea.
NIKKO TOSHOGU SHRINE
Nikko Toshogu Shrine (日光東照宮, NikkōTōshōgū) located in Tochigi Prefecture, Japan is the final resting place of Tokugawa Ieyasu, the founder of the Tokugawa Shogunate that ruled Japan for over 250 years until 1868. Ieyasu is enshrined at Toshogu as the deity Tosho Daigongen, "Great Deity of the East Shining Light". Initially a relatively simple mausoleum, Toshogu was enlarged into the spectacular complex seen today by Ieyasu grandson Iemitsu during the first half of the 1600s.
The lavishly decorated shrine complex consists of more than a dozen buildings set in a beautiful forest. Countless wood carvings and large amounts of gold leaf were used to decorate the buildings in a way not seen elsewhere in Japan, where simplicity has been traditionally stressed in shrine architecture.
YUDONO-SAN SHRINE
Yudono-san (湯殿山) is one of the three mountains of Dewa Sanzan, and its shrine is considered to be a kind of inner sanctum. It is located to the north west of Gassan in the eastern area of Tsuruoka city in the north-western region of Yamagata Prefecture. In fact, Yudono-san is so sacred that one is neither to talk nor hear of what happens inside the shrine. Despite its secrecy and mystery, Yudono-san is relatively easily accessible via a toll road. Located in a valley below the summit, the shrine is only 200 meters from the parking lot. The traditional approach, however, is more challenging, consisting of a descent via a steep hiking trail from the summit of Gas-san visitors may note that Dewa Sanzan contains both Shinto and Buddhist elements.
World Mark 1, Asset - 11, Aerocity, New Delhi,
URL: https://www.japan.travel/en/in/
IZUMO OOYASHIRO
Izumo Ooyashiro (出雲大社) is located in the city of Izumo in Shimane Prefecture, a one-hour train ride west of Matsue. It is one of Japan's most important shrines. There are no records of exactly when Izumo Taisha was built, but it is often considered the oldest shrine in Japan, being already in existence in the early 700s as revealed by the nation's oldest chronicles. The main approach to the shrine starts at a giant Torii gate and a shopping street lined by stores and restaurants. At the end of the street stands a large wooden Torii gate, which marks the entrance to the actual shrine grounds. Continuing north, the approach uniquely leads downhill for a few dozen meters, leading to the Matsu no Sando where the trail is divided into three lanes by two rows of pine trees. Visitors are to refrain from taking the centre lane, as it is said to be the path reserved for the deities.
KUMANO NACHI TAISHA GRAND SHRINE, NACHISAN
Kumano sanzan located in Wakayama Prefecture, Japan is the head shrine of about 4,000 Kumano shrines in Japan. It's part of a historic area of worship on NACHISAN, a scenic mountain on the Kii Peninsula. Whether it's a stunning location, outstanding architecture, historic significance, or cultural contribution, each of these shrines in Japan is worth visiting.
Japan has something that makes them stand out from the rest. Whether it's a stunning location, outstanding architecture, historic significance, or cultural contribution, each of these shrines in Japan is worth visiting.
To know more log on: https://www.japan.travel/en/
About Japan National Tourism Organization:
The Japan National Tourism Organization (JNTO) was founded in 1964 with the mission of enticing foreign travelers to Japan. Affiliated with the Japan Tourism Agency of the Ministry of Land, Infrastructure, Transport and Tourism, JNTO has effectively functioned as the Japanese government bureau of tourism. It has a total of 21 tourism-promotion-oriented offices across the world, and a large network of suppliers for tourism and event services in Japan. The Japan Convention Bureau (JCB), within JNTO, gathers professionals dedicated to attracting international conferences and incentive tours to Japan, located in 6 strategic offices.
Campaign Information Website: https://www.japan.travel/2020/en/
JNTO Website: https://www.japan.travel/en/in/
For more information contact:
Deepa Doshi: +91-9820663193
World Mark 1, Asset - 11, Aerocity, New Delhi,
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VITALIS Course: 21st Century Skills
Every year the World Economic Forum publishes a list of the skills that it believes are going to determine not only individual success, but also global economic, social and political success. All of these things will matter, but none of these is a subject that we teach in school.
Who is this course for?
This course is offered as a course for teachers and as a course for students. For the students' course it would be for:
* Groups of Students Leaders/School Council/Prefects/Senior students
* Students beginning their G11/12 programme in school or college
* Older students in Youth Clubs/Organisation with responsibility
* Students at the end of their compulsory education
What will you get from this course?
This course will prepare individuals and groups to:
* Learn how to think and to learn (metacognition).
* Approach new information, situations and problems with a toolkit of skills and processes that lead to a critical and balanced response.
* Understand what maximises our own learning.
* Engage in a visible process of bias identification, source evaluation and fact checking.
* Critically evaluate the information and data that they are presented with in order to make reasonable judgments and choices.
* Gain a greater understanding of how to approach complex and undefined problems.
* Present their data, work and conclusions in a way that is coherent, evidence based and stands up to questioning.
Some of the BIG questions that we will explore:
* What causes us to learn and how can help ourselves learn most effectively?
* How do we evaluate the information that we find and use it to make good decisions?
* Where do we find our information and what problems are inherent in our sources?
* How do we share our work in a way that is honest, transparent and open to review? Why does it matter?
How will the course be delivered?
At VITALIS it is very important that we are always able to turn learning into action; our courses are no different. We use a variety of Workshops, Seminars, Case Studies, Activities and Visits in which participants will contribute to the content and create products that can be implemented when they return to their schools.
Who will be delivering the course?
VITALIS's education team has years of experience in government, private and international schools in Europe and around the world. Their experience includes classroom teaching, department leadership, pastoral care, residential education and senior leadership as principal, head of school and CEO. Our professional educational courses are delivered by members of this team.
Courses at VITALIS are delivered in a way that engages the participants in the practice and delivery of the Workshops, Seminars, Case Studies and Activities that we use as the vehicle for teaching and learning. Every participant will have the opportunity to grow in confidence and experience as a practitioner which will have a positive impact on their day-to-day work and on their learning. As with all of our professional courses, participants must be able to share their ideas and read in English.
VITALIS Betreuungsgesellschaft für Modellprojekte mbH
Coordination of European Projects in Vocational Training Gut Wehlitz 1, 04435 Schkeuditz, Germany
Phone: +49 34 204 77 40 00
Email: email@example.com
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Tinnitus — The Noise in Your Ears
Tinnitus is a ringing, roaring, hissing, or other type of noise in the ear or head. It is a symptom associated with many forms of hearing loss. It can also be a symptom of other health problems. Millions of Americans have tinnitus. Many experience it so severely that it interferes with daily activities. People with severe cases of tinnitus may find it difficult to hear, work, or even sleep. People with tinnitus may also suffer from hyperacusis, an inability to tolerate even moderate level sounds. In most cases it is not a serious problem and may go away on its own.
Tinnitus has many causes. Hearing loss is the most common cause as a result of damage to the microscopic nerve endings in the inner ear. Too much exposure to loud noise can cause noiseinduced hearing loss and tinnitus, as can advancing age. More than 200 medicines can cause tinnitus. Other health problems, such as allergies, tumors, and problems in the heart and blood vessels, jaws, and neck can cause tinnitus. If tinnitus persists, especially if it's only on one side or associated with dizziness, medical evaluation is recommended.
Tinnitus with an obvious cause, such as an ear infection, can be treated. For many causes of tinnitus, however, there is no cure, but there are several treatments that may give some relief. Not every treatment works for everyone. Treatments can include:
* Hearing aids. If you have hearing loss, wearing a hearing aid will sometimes reduce head noise, and occasionally cause it to go away. Even a person with a minor hearing deficit may find that hearing aids relieve tinnitus.
* Maskers. Maskers are small electronic devices that use sound to make tinnitus less noticeable. They make the ringing or roaring seem softer. For some people, maskers hide their tinnitus so well they can barely hear it. Listening to static at a low volume on the radio or using a bedside masker can help you sleep.
* Medicine or drug therapy. Some medicines may ease tinnitus.
* Tinnitus retraining therapy. This treatment uses a combination of counseling and maskers. Maskers help to make your tinnitus less noticeable and after a while, some people learn how to avoid thinking about their tinnitus.
* Counseling. People with tinnitus may become depressed. Talking with a counselor may be helpful.
* Relaxing. Learning how to relax is helpful if the noise in your ears frustrates you. Stress makes tinnitus seems worse. Biofeedback can teach voluntary control of breathing, heart rate, muscle tension, and blood pressure through electronic monitoring.
Avoid anything that can make your tinnitus worse. This includes loud noise, smoking, alcohol, caffeine and marijuana. Wear hearing protection if you are exposed to noise at work or from hobbies like hunting or using power tools.
For more information:
American Tinnitus Association, www.ata.org
American Academy of Otolaryngology—Head and Neck Surgery,
Self Help for Hard of Hearing People, Inc, www.shhh.org
American Academy of Audiology, www.audiology.org
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The Next Flu Pandemic: What to Expect
TM
A flu pandemic could touch us all
A flu (influenza) pandemic is an outbreak caused by a new human flu virus that spreads around the world. Because the pandemic flu virus will be new to people, many people could get very sick or could die. Seasonal flu shots do not protect people from pandemic flu.
It's not a matter of IF, but WHEN
Flu pandemics have happened throughout history. They occur from time to time, and some are worse than others.
Three flu pandemics happened in the 1900s. Near the end of World War I, the 1918 Flu Pandemic was the most severe flu pandemic of the century. It killed about 675,000 people in the United States and between 20 to 50 million people around the world.
If you check your family's history, you may find how your family was affected at that time. Almost everyone was touched in some way by the 1918 Flu Pandemic. Other flu pandemics in the 1900s were less severe.
Public health experts say it's not a matter of IF a flu pandemic will happen, but WHEN. We cannot predict when the next flu pandemic will happen.
Limiting contact helps to save lives
We have learned from past flu pandemics that during a pandemic, limiting contact among people helps to slow the spread of the virus and helps to save lives. Being around other people makes you more likely to get sick or to make others sick. The flu could spread and more people could get sick.
Until a vaccine can be made, limiting contact among people will be our main tool for helping to contain the disease and to prevent others from getting it.
Actions to limit contact among people
In all flu pandemics, sick people will be asked to stay home. Most people with pandemic flu can be cared for at home. During a flu pandemic, hospitals may only have room to care for patients who are the most ill or require special care.
Make plans now to be able to stay home for at least
10 days if you are sick with pandemic flu. Staying home will keep you from giving it to others. Make a plan for who will take care of you and your household if you get sick.
In more severe flu pandemics, even people who are not sick may be asked to stay home.
Household members may be asked to stay home if a
person in the household is sick with pandemic flu. This is because other household members may be infected but not sick yet. They could spread the pandemic flu virus to others. Household members may soon get sick, too. Make a plan for your household if everyone has to stay home.
In severe flu pandemics, students may be dismissed from school. Schools, after-school
functions, and child-care programs may be closed. Parents may be asked to protect their children by keeping them from being with other children outside of school. Find out what your school or child-care program is planning to do in a pandemic. Plan how you will take care of your
During a flu pandemic, health officials may ask you and your community to take actions to help limit contact among people. Your daily routines could change for several months.
children if they need to stay home and how you would limit contact with others.
Continued...
Fact Sheet – October 2008 – Page 1 of 2
In severe flu pandemics, people may be asked to limit contact with others in the community and
workplace. Places where people gather, such as theaters and places of worship, may be closed. Events such as sporting events or concerts may be delayed or cancelled.
Businesses may allow some people to work from home or change work shifts to limit contact between workers.
Ask your workplace or community groups what they plan to do.
Plan now before a flu pandemic hits
You and your community need to start planning now while no flu pandemic exists. You need to be ready when the flu pandemic first arrives in your area. Information will be given on local TV, radio, websites, and in the newspaper. Limiting contact among people early will save more lives.
Making plans now will help you to be ready for the next flu pandemic, which could last up to several months.
What you can do now
You can look at planning guides to help you, your family, your workplace, and your community at www.pandemicflu.gov.
* Make a list of important contacts for home,
school, and work.
* Talk with your neighbors, workplace, and school about how to plan for staying home if you or your household members are sick.
* Think about services you may need and make plans with your service providers.
The Next Flu Pandemic, cont.
and supplies may be hard to get during a pandemic.) When you have to stay home, these supplies will support your family and pets.
Be aware, plan ahead, and share with others what you have learned. Together, we can help protect ourselves, our families, and our communities.
Wash hands and cover coughs and sneezes
A new pandemic flu virus will spread easily from person to person, mostly through coughing and sneezing. When a sick person coughs or sneezes near you, you can breathe in droplets that have the virus. The droplets also could land on surfaces you may touch with your hands.
Get in the habit of washing your hands often and covering your coughs and sneezes. These actions can help you stay healthy now. They also may help protect you and your family during a flu pandemic.
Teach your family the importance of these habits and have them practice now:
1. Wash your hands often with soap and water. If there is no soap and water, use an alcohol-based hand gel. Wash your hands before eating, drinking, or touching your face.
2. Cover your mouth and nose when you cough or sneeze. Throw used tissues away in a trash can, and wash your hands. If you do not have a tissue, cough or sneeze into your sleeve and not into your hands.
For more information
* Contact your local or state health department.
* Visit www.pandemicflu.gov.
* Call 1-800-CDC-INFO (232-4636).
* Although the flu pandemic may last several months, buy and store at least 2-weeks' supplies of food, water, medicine, and facemasks. (Food
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That day, the word of the Lord, spoken by Elisha, came true. Food was sold in the city gate. The people were frantic to get to the barley and flour. Hundreds rushed to the city gate and the army officer who scoffed at Elisha's word was trampled to death in the crush of people.
God said, "Look, you scoffers, wonder and perish, for I am going to do something in your days that you would never believe, even if someone told you" (Habakkuk 1:5; Acts 13:31).
TALK ABOUT
Jesus said to Pilate, "My Kingdom is not of this world. If it were my servants would fight to prevent My arrest . . . But now My Kingdom is from another place" (John 18:36). Jesus also said to His disciples, "Peace I leave with you; my peace I give you . . . Do not let your hearts be troubled and do not be afraid" (John 14:7).
1. What did Elisha tell the king of Israel to do with the Aramean prisoners of war?
2. What did the woman tell the king of Samaria?
3. What was the king wearing under his robes? Why (2 Kings 6:30)?
4. What was the word of the Lord spoken to the officer (2 Kings 7:3)?
5. How can a Christian have peace, even in the midst of war?
6. Can we have peace in our hearts without first making our peace with God?
7. What happens to scoffers?
Manna Publications 2140 Brunswick Circle Little River SC 29566 11.22.02
ELISHA
prophet of
GOD
10 Studies Written in Everyday English
Fred Morris
1
TO THE READER . . .
We can study the Bible all our lives, and still know very little about God. God is so great and wonderful. His word to us is so perfect and full, yet few Christians study the Old Testament.
Read your Bible first, then study these notes. Bible verses are taken from the New International Version. They are shown as (7:6), chapter 7 verse 6. When verses are given from other translations, they are shown as:
KJV – King James Version;
NASB – New American Standard;
TLB – The Living Bible;
NLT – New Living Translation.
TALK ABOUT questions are for groups to discuss .
Study 1 INTRODUCTION
Read: 1 Kings 18:1-15
God's people were slaves in Egypt for 430 years. God used Moses to lead the children of Israel out of Egypt. Over and over again, God reminded His people of this great rescue (Judges 2:12).
Every great rescue in the Old Testament pointed forward to God in Christ saving men from sin. Paul wrote, "God has rescued us from the dominion of darkness and brought us into the kingdom of the Son He loves, in whom we have redemption, the forgiveness of sins" (Col 1:13).
God used Joshua to lead His people, Israel, into the promised land. He promised to drive out the seven nations who lived in Canaan and make room for the twelve tribes of Israel. For many years they let the heathen nations live among them. The heathen Canaanites soon led God's people into sin (Judges 1:21,29).
When the people of Israel obeyed God they had peace. When they followed the evil ways of the nations living among them, God allowed their neighbours to come against them.
At that time God raised up Judges who led the people against their enemies. The Judges rallied the local people and led them to deliver that part of the country where their tribe lived. This happened many times.
In the days of Samuel the prophet, the people asked for a king. God told Samuel He would give them a king. Samuel anointed Saul, son of Kish, king over Israel (1 Samuel 10:1).
The Books of 1st and 2nd Kings follow the Books of Samuel. They give the history of Israel when kings ruled the land. At first one king ruled over the whole area called Israel. After Solomon's death, the land was divided into Israel with ten tribes to the north and Judah with two tribes in the south. Jerusalem was in Judah. When good kings reigned, the people did well. Other kings led the people into idol worship which made God angry.
3. How did God protect Elisha and his servant (2 Kings 6:17)?
4. When soldiers came to catch Elisha, what happened (2 Kings 6:18)?
5. Why were the people of Samaria hungry?
6. What vow did King Joram make (2 Kings 6:31)?
Study 10 GOD'S MESSAGE TO KING JORAM
Read: 2 Kings 7:1-20
Elisha spoke God's word to King Joram. He told the King, "About this time tomorrow . . . flour and barley will sell at the gate of Samaria."
The King did not believe Elisha. And the officer, who had come to take off Elisha's head, scorned Elisha's words. He replied, "Even if the Lord opened the floodgates of the heavens, could this happen?"
Elisha told the officer, "You will see it with your own eyes, but you will not eat any of it." God's word would come to pass!
FOUR LEPERS SAT OUTSIDE THE CITY GATE
Four lepers sat outside the gates of the city. They were unclean because of their disease. They had few choices in life and they talked about their choices. "If we go into the city," they said to each other, "there is famine. If we stay here we will die. So let's go over to the camp of the Arameans and surrender . . . " (2 Kings 7:3-4).
When they reached the enemy camp, it was empty. Not a man moved there, and the horses and donkeys stood without any hand holding them. Clothes and weapons lay on the ground.
The lepers went into one of the tents. They saw food and ate it. Then they drank from the flasks . . . it was too good to be true. As they stuffed bread into their mouths, one of them said, "We are not doing right. This is a day of good news and we are keeping it to ourselves" (2 Kings 7:9).
God had sent a great noise. To the Arameans it sounded like chariots and horses. They believed the king of Israel had hired the Egyptians and what they heard was the Egyptian army coming against them. In their fright, they ran toward the Jordan river. Their camp lay just as they had left it.
"Let's go at once and report this to the royal palace," the lepers said to each other.
Even the King got out of bed to hear their story.
"It's a trick," he said. "The Arameans know we are starving. They are hiding. When we come out of the city, they will rush in upon us."
One of the king's officers had an idea. "Have some men take five of the horses that are left in the city . . . and their chariots . . . and send them to find out what happened" (2 Kings 7:13).
So the king sent two chariots out to the enemy camp. They soon came back to report the good news. Not an enemy soldier in sight . . . and all the way to the Jordan River "the road was strewn with clothing and equipment . . . " The Arameans had thrown away their clothes and weapons as they ran.
GOD'S CHARIOTS OF FIRE
Elisha prayed, "O Lord, open his eyes . . . " Then the Lord (Jehovah) opened the servants eyes . . . and he saw the hills full of horses and chariots of fire around Elisha." (God's angels are called "Seraphim" and in Hebrew that means "fiery," Ps 104:4).
The enemy kept coming, so Elisha prayed again, "Lord, strike these people with blindness." The Lord answered Elisha's prayer. The soldiers halted and could not go on.
Then Elisha told them, "This is not the city. Follow me and I will lead you to the man you are looking for." Elisha led the blind men out of the city gates and down the road to Samaria. When they reached Samaria, Elisha prayed again, "Lord, open the eyes of these men . . . " And the Lord answered.
"Shall I kill them?" the king of Israel asked Elisha when he saw the Aramean soldiers. "Don't kill them," Elisha answered. "Set food and water before them . . . that they may eat and drink and then go back to their master."
When the king of Aram heard this, he knew the God of Israel had protected His prophet. He did not go after Elisha again. Instead he went home to Damascus and left Israel in peace (2 Kings 6:23).
BEN-HADAD OF SYRIA ATTACKED ISRAEL
Ben-Hadad, king of Syria, attacked Israel again in Joram's reign and laid siege to Samaria. This was a long siege and there was no food left in the city. Even an unclean donkey's head was sold for food.
The king saw and heard of these horrors of famine. One day, as he walked on the wall, a woman called to him. When he heard the woman's story, Joram was angry at Elisha and angry at Elisha's God.
The king "tore his robes." He felt so helpless. He could not help the woman or the citizens of the city, so King Joram swore he would have the prophet's head . . . "today" (2 Kings 6:31).
Elisha was sitting in his house when he got this news. He knew a soldier would come, and that the king would be close behind him.
"Shut the door and hold it shut against him," Elisha ordered. And they did. The king was furious. "This disaster is from the Lord," he shouted at Elisha . . . " Elisha answered, "Hear the word of the Lord . . . " The siege was not Elisha's doing, it was God's judgment coming on Israel because of their sins.
When Israel needed God's help most, they went their own way and worshipped idols (1 Samuel 12:8-11). This was why God let their enemies have victory over them.
Men of faith have God's help. Those who stand on God's promises have victory (1 Corinthians 15:57). Those who reject Him have no victory in their lives.
TALK ABOUT
1. Who knew everything that happened in the Aramean camp (2 Kings 6:810)?
2. Who did the King of Aram blame?
TALK ABOUT
1. Who led God's people out of Egypt?
2. Who led them into the promised land?
3. What happened in the days of the Judges?
4. In the days of Samuel, what did the people ask God for (1 Sam 10:1)?
5. Did God give them a king?
6. How was Israel divided after King Solomon died?
GOD SENT PROPHETS
God sent prophets to warn kings and people that they would be punished for their sins if they did not repent, God's prophets spoke His words to the people, God spoke to His prophets directly, or in dreams and visions.
When God's prophets spoke, they said, The mouth of the Lord has spoken." (Isaiah 1:20), Or "the Lord Almighty has revealed this in my hearing . . . " (Isaiah 22:14; Matthew 4:4). They spoke the very words of God to the people. When no message came to the prophet from God, he did not speak. God sealed the prophet’s lips (Ezekiel 3:26-27).
Elijah was one of God's greatest prophets. He was raised among the Bedouin peoples of Tishbe in Transjordan. He was a rugged man who probably lived in the caves of the desert. He wore the roughest of garments and a long, flowing beard.
Because of Israel's wicked king Ahab, Elijah had prayed that it would not rain. God did not send rain for three and a half years (James 5:17). He answered Elijah's prayer and had held back the rain because of the nation's sins. Famine killed most of the herds of cattle. Even King Ahab's donkeys died because they could not find grass for them. Elisha prayed that his people would repent and that God would answer with rain.
OBADIAH, THE KING'S SERVANT
One day, as Ahab's servant Obadiah was walking along the road looking for grass for his master's horses, he met the old prophet of God, Elijah, Obadiah worshipped the true God. He recognized the prophet Elijah and bowed to the ground. He asked, "Is it really you, my lord Elijah" (1 Kings 18:7)?
Elijah sent Obadiah to tell Ahab he had come out of hiding. Obadiah answered, "I don't know where the Spirit of the Lord might carry you, when I leave you." But Elijah assured him he would be at that spot when Ahab came to find him.
Ahab went out to meet Elijah. He was very angry: "So it's you, is it? – the man who brought this disaster upon Israel!" Ahab exclaimed when he saw Elijah.
Elijah answered the King, "You're talking about yourself. For you and your family have refused to worship the Lord . . . " (1 Kings 18:16-17, TLB).
Sin was at its worst in Israel in the reign of wicked king Ahab and his wicked wife Jezebel. She had set up the idol Baal and was leading the people to worship Baal.
TALK ABOUT
1. How did God speak to His prophets?
2. Why did God hold back the rain (James 5:17)?
3. Who did Elijah show himself to?
4. Why was King Ahab angry?
5. Who was Queen in Israel?
6. What did she do?
Study 2 THE PROPHET ELISHA
Read: 1 Kings 19:16-21
Some call Elijah "the Prophet of Fire" because he called down fire from Heaven on his sacrifice on Mount Carmel, God sent fire and burned up Elijah's sacrifice while wicked King Ahab and all the people watched. The prophets of Baal tried to do the same. They could not (1 Kings 18:16-39).
After God gave Elijah this victory at Mt Carmel, 400 priest of Baal fell by the sword. Queen Jezebel threatened to kill Elijah (1 Kings 19:2). To escape the queen’s wrath, he fled southward , to Beersheba, and further . . .
The Lord met Elijah in the Negev desert and told him: "Go back the way you came, and go to the desert of
Damascus." That was far north, ft was an area of the country the old prophet knew well. He probably travelled the road east of the Dead Sea to get there.
After that, God hid Elijah for a long time because wicked King Ahab and Queen Jezebel wanted to kill him. God caused the ravens to bring him bread and meat and he drank water from the brook (1 Kings 17:6).
Later, we find Elijah at Mount Horeb, close to the borders of Aram, and not too far from Abelmeholah where Elisha lived. God had told him to anoint Elisha to be his servant (Judges 7:22; 1 Kings 19:15-16).
ELISHA WAS PLOWING THE FIELD
The earth broke up and rolled over. The dust blew. The two oxen plodded up the field. Elisha and his team of oxen followed eleven other teams with drivers (1 Kings 19:19). Each man drove a pair of oxen pulling a wooden plow that broke up the hard ground. Many families shared in the work of plowing and later the work of planting.
SERVANTS
Elisha drove the twelfth or last pair of oxen so that he could watch those ahead of him. The day's work was ending. Elisha was belong to their masters The master leads the way and the servant follows. The master says what has to be done and the servant does it. The master fixes how long the servant will work, and the servant works on until the work is done. Elisha was a good servant.
Men and women give up everything to chase idols of money and fame! They sell their souls to the gods of sex and power. But Paul wrote, "Godliness with contentment is great gain . . . if we have food and raiment we will be content . . . " (1 Timothy 6:8). "People who long to be rich soon begin to do all kinds of wrong things to get money, things that hurt them and make them evil–minded and finally send them to Hell . . . "For the love of money is the first step toward all kinds of sin" (1 Timothy 6:6-10, The Living Bible).
TALK ABOUT
1. What did Gehazi think when he heard his master refuse Naaman's gifts?
2. How did Gehazi think to benefit himself?
3. Anything that takes God's place in our lives is an idol True . . . . .? False. . . . . .?
4. Can we hide what we do from God? Why not (Hebrews 4:13)?
Study 9 ELISHA'S PRAYER
Read: 2 Kings 6:8-33
The king of Israel and the king of Aram were at war. Aram was to the north–east of Israel, with Damascus as its capital. Syria now covers most of that part of the Middle East. Samaria was the capital of Israel,
The fighting between Israel and Aram went on for a long time. Again and again, Elisha warned Israel's king about the Arameans. "Don't go there," Elisha would tell the king, "the enemy is setting up camp in that place" (2 Kings 6:8-10).
After this happened several limes, the king of Aram got very angry. He called his officers. "Which of us is on the side of the king of Israel?" he demanded. One of his officers knew what was happening. He told the angry king, "Elisha, the
Riches don't satisfy
Riches don't satisfy us and they don't last! Once a man said to himself, "You have plenty of good things laid up for many years. Take life easy; eat, drink and be merry" (Luke 12:20). Jesus said the man forgot one very important thing. That night God said to him, "You fool! This very night your life will be demanded (taken) from you. Then who will get what you have prepared for yourself?" Jesus also said, "You cannot serve both God and money" (Luke 16:13).
prophet in Israel, tells the king of Israel the very words you speak in your bedroom" (2 Kings 6:12).
The King told the officer, "Go, find out where he is, so I can . . . capture him," The King sent men to get Elisha. "He is in Dothan," they reported. So the King sent chariots and soldiers to seize the city and take Elisha.
Next morning, Elisha's servant went out of the house and saw the chariots and soldiers coming into the town. He returned to Elisha and reported what he had seen.
"Don't be afraid," Elisha answered "Those who are with us are more than those who are with them" (2 Kings 6:16).
them a talent of silver and two sets of clothing,'"
Naaman answered, "By all means, take two talents . . . " He tied up two talents or bars of silver in two bags, with two sets of clothing (2 Kings 5:23), Because they were heavy, Naaman gave them to two of his servants to carry.
GEHAZI CREPT INTO THE HOUSE
Gehazi let the men carry the bags until they got to the last hill. Elisha's house was at the top of the hill. Gehazi did not want his master to see the two strangers carrying bags to the house, so he took the bags himself.
He told the men, "Put those clothes over my shoulder." Then he said good-
GREEDY HEARTS
bye to them and climbed up the hill to the house. That last hill to the prophet's house was a long, hard climb. The two bags seemed to get heavier with every step Gehazi took. And the garments hanging around his neck made his shoulders ache.
Gehazi crept into the house through the back door. He hoped his master would not hear him or come out and see the things he was carrying.
He quickly hid the bags and threw the garments on top of them. Then he went in to greet his master.
Elisha heard Gehazi come into the house. His servant had been gone for hours!
"Where have you been, Gehazi?" Elisha asked,
Man's sinful, greedy heart always wants to get more! And he will do anything to get what he wants.
Greed makes people do crazy things! We scheme, tell lies, steal, even murder to get what we want. Our lying tongues get us into lots of trouble (James 3:5-8). Like Gehazi, we forget the right ways we have been taught.
Gehazi answered, "Your servant didn't go anywhere." But Elisha knew what he had done "Did not my spirit go with you? . . . " Elisha asked Gehazi. "Is this the time to take money, or accept clothes . . . ?"
All the time Gehazi had worked for Elisha, he had been well cared for. He always had a bed and enough food to eat He did not want for any good thing. His master was always kind to him. Not that they had much money or many things, but they had the peace of God and His blessing. God always provided what they needed.
God's word says, "Nothing in all creation is hidden from God's sight Everything is uncovered and laid bare before the eyes of Him to whom we must give account" (Hebrews 4:13). And Elisha was God eyes and ears in Israel,
Foolish Gehazi! He could not enjoy the 'gifts' he had taken from Naaman. He had to hide them! Gehazi lived to be sorry for what he had done. We all suffer for our sins. The Bible says, "God cannot be mocked. A man reaps what he sows . . . " (Galatians 6:7).
At once, the leprosy that was on Naaman came onto Gehazi and he went out from his master a leper. From that day on for the rest of his life, Gehazi had to cry out, "Unclean, unclean," so no one would come near him.
hot and tired after the hard work, but the broken earth was ready for planting now. Tomorrow he would help to scatter the grain on the earth. Then his family would pray for rain. Rain had not fallen for a long time in this northern part of the Jordan Valley.
Just as Elisha and his team passed the boundary stones and turned out of the field, a man came into view. Elisha recognized him at once. His long cloak and staff were those of a prophet . . . perhaps the prophet Elijah!
ELIJAH AND ELISHA
The old man of God came up to young Elisha and stood for a moment. Then he took off his cloak and threw it around the young man's shoulders.
Elisha knew at once what the sign meant. It was a prophet's cloak and one day he would wear it himself. The old prophet was choosing him to serve the Lord God of Israel, even as the old prophet had done. He saw the intense look in Elijah's eyes; he had to make a choice.
Elijah was ready to go on his way; there was no time to waste.
"Let me kiss my father and mother good-bye," Elisha said. Then I will come with you" (1 Kings 19:20),
"Go back," Elijah replied. "What have I done to you?"
So Elisha handed the reins to a servant and went to kiss his father and mother. When he got home, Elisha made a sacrifice to the Lord. He shared the meal with his family. Then he said good-bye to them and set out to follow the old prophet Elijah. He left the farm to take up a new vocation . . . Paul said it was a 'calling' (Eph 4:1; 5:17).
We do not know how old Elisha was at this time, but he served the Lord for the rest of his life. He followed Elijah and became his personal servant. He lit the fire and cooked their food and carried the water. When the old prophet wanted to wash his hands, Elisha poured water on them from a goat skin (2 Kings 3:11). He did the things most of us don't like doing!
As Elisha followed God's prophet Elijah, so he followed the Lord God. Elisha had only one goal in life and that was to be a servant of the Lord,
Elisha served the Lord for some 60 years before he heard his Master in Heaven say, "Well done, thou good and faithful servant" (Matt 25:21).
Jesus called twelve disciples. He called them "to be with Him" (Matt 4:18-
22). They followed him through Galilee. They saw His miracles and heard His teaching. He called them to put their full faith in Him. When they followed Him, they left their jobs and homes for a different 'calling.'
Once Peter said to Jesus, "We have left everything to follow You!" (Matt 19:27). Then he added, "What then will there be for us?"
Paul wrote to the Christians in Rome: "Offer your bodies as living sacrifices, holy and pleasing to God – this is your spiritual act of worship . . . " (Romans 12:1-2). God asks the same of each of us. Our offering pleases Him.
TALK ABOUT
1. Do you think Elisha's father and mother tried to stop him leaving home?
2. Elisha probably knew Elijah lived a rough life in the desert. What made him follow the old prophet?
3. How did Elisha serve his master, Elijah?
4. Does God have a plan for each of our lives?
5. What did Paul tell the Christians in Rome (and Christians today) to do (Romans 12:1-2)?
Chorus: "Turn your eyes upon Jesus, Look full in his wonderful face And the things of earth Will grow strangely dim; In the light of His glory and grace."
Study 3 ELIJAH TAKEN AND ELISHA LEFT
Read: 2 Kings 2:1-18
God had told Elijah it was time for him to come home to Heaven. The old prophet, wanted to say good-bye to the "company of prophets" before he died. There were schools of prophets – groups of fifty men – in Bethel, Jericho, and at other cities, maybe even in Samaria. These young men were like apprentices and Elijah had been teaching them the things of God.
Elijah and Elisha were walking to Gilgal. Suddenly, Elijah turned to his servant and said, "Stay here, the Lord has sent me to Bethel."
Elisha replied, "As surely as the Lord lives, I will not leave you" (2 Kings 2:2), So the two men went down to Bethel.
Word had gone out that Elijah did not have long to live. The young prophets at Bethel knew that Elisha would miss his master, so they came out to meet him and asked, "Do you know that the Lord is going to take your master from you today?"
Elisha replied, "Yes, I know, but do not speak of it."
Elisha knew God had a plan for him and he wanted to stay close to his master till the end. If He did not follow closely, he might miss God's plan for him.
ELIJAH AND ELISHA AT BETHEL
At Bethel the old prophet turned to young Elisha and said, "Stay here, Elisha, the Lord has sent me to Jericho" (2 Kings 2:4).
Elisha replied, "As surely as the Lord lives . . . I wilt not leave you." So the two of them walked on together.
Again men from the prophets' school met them. The young prophets asked
Elisha, "Do you know that the Lord is going to take your master from you today?"
Elisha gave the same answer. He was not turned aside by their talk. He knew God had more work for him to do. He had served old Elijah, but now he would serve the Lord God.
Elijah went from Jericho to the Jordan River. It was planting time and the water was running fast and deep.
When Naaman saw that he was healed, he hurried back to the prophet's house. Naaman said to Elisha, "Now I know that there is no God in all the world except in Israel. Please accept now a gift from your servant" (2 Kings 5:15).
Elisha answered, "As surely as the Lord lives, whom I serve, I will not accept a thing." When Elisha would not accept his gifts he said, "please let me have as much earth as two mules can carry . . . "
At that time men thought they could only worship a nation's god on the soil of that nation, so Naaman took some of Israel's earth to Aram. He admired the power of Elisha's God. But he had to be loyal to the King, so he thought he would worship Baal and Israel's God as well (2 Kings 5:18).
Naaman prayed that God would forgive him when he went into the temple of Rimmon, the name they used for Baal.
TALK ABOUT
Jesus poured water into a basin and washed His disciples' feet (John 13:5-17). Simon Peter said to Jesus, "you shall never wash my feet." Jesus answered, "Unless I wash you, you have no part with me." "Then Lord," Simon Peter replied, "not just my feet but my hands and my head as well." Jesus answered, "A person who has had a bath needs only to wash his feet; his whole body is clean" (John 13:10). The blood of Jesus makes us clean and keeps us clean (1 John 1:9).
1. Has God ever told you to do something one way and you thought you knew a better way?
2. In the Bible, the sickness of leprosy is a picture of sin. To be healed Naaman had to have faith and obey. What did he have to have faith in?
3. Would it be easier to be saved if God asked us to do "some great thing"?
4. What did Jesus teach us when He washed the disciples' feet (John 13:517)?
5. How do Jesus' followers wash the feet of others today?
6. Naaman thought he could worship Elisha's God as well as Aram's idol-god, Rimmon. Could he worship both? Why not?
Study 8 WHERE HAVE YOU BEEN, GEHAZI?
Read: 2 Kings 5:15-27
Gehazi heard his master refuse Naaman's gifts. He could not believe what he was hearing! His master, a poor prophet, refused the gifts of silver and gold, and the beautiful garments that Naaman offered to give him.
He said to himself, "My master was too easy on Naaman by not taking his gifts. I will run after him and get something from him" (2 Kings 5:20).
When Elisha was not looking, Gehazi ran after Naaman's chariot.
Naaman saw Gehazi running to catch up, so he stopped his chariot and got down,
"Is everything all right?" he asked.
"Yes. Yes," Gehazi answered. "My master sent me to say, 'two young men . . . prophets, have just come to me from the hill country of Ephraim. Please give
Study 7 NAAMAN THE LEPER
Read; 2 Kings 5:1-27
Naaman was a general in the Army of Syria, but he was a leper. A slave girl from Israel served in Naaman's house. She told her mistress, "If only my master would see the prophet who is in Samaria. He would cure him of his leprosy" (2 Kings 5:3), The girl spoke of the prophet Elisha.
Naaman reported her words to the king of Syria. The king said to his general, "Go. I will send a letter to the king of Israel."
When the letter came to the king of Israel, he was very upset. He tore his robe and asked, "Am I God? Why does this fellow send someone to me to be cured of leprosy? See how he is trying to pick a quarrel with me."
Someone in the king's court reported the king's words to Elisha. The prophet sent this message back to the king of Israel: "Have the man come to me and he will know that there is a prophet in Israel" (2 Kings 5:8).
So Naaman rode out in his chariot to find Elisha's house. Elisha's servant Gehazi heard the horses and the wheels of a chariot outside the house. He opened the door and looked out. A very important army officer got down from the chariot and came to Elisha's door. It was Naaman, commander-in-chief of the Syrian army.
Naaman was coming to ask Elisha, the man of God, to heal him of his leprosy. He held in his hand the letter from the king of Syria.
Gehazi received the letter and took it to Elisha. But Elisha did not get up and go to the door. Instead, Elisha said to Gehazi, "Tell him, 'Go, wash yourself seven times in the Jordan . . . and you will be cleansed' " (2 Kings 5:10).
When Naaman saw that the prophet did not come to the door, but sent his servant with this message, he turned away in anger.
"I thought he would surely come out to me," he said to his servants, "and call on the name of the Lord his God . . . and cure me of my leprosy.
"Are not the . . . rivers of Damascus, better than any of the waters of Israel? Couldn't I wash in them and be cleansed?" So he ordered his driver to leave Elisha's place and return home.
When Naaman's servants saw their master leave without Elisha's blessing, and without him being healed of his leprosy, they were sad.
They spoke quietly: "Master, if the prophet had told you to do some great thing, would you not have done it?"
Chorus:
Naaman thought about their words, then he ordered the chariot driver to turn back toward the Jordan River.
"What can wash away my sin? Nothing but the blood of Jesus. What can make me whole again? Nothing but the blood of Jesus."
When they reached the Jordan, Naaman went down into the water and dipped himself seven times as the man of God had said.
When he came up out of the water the seventh time, his skin was clean, like a young boy's (2 Kings 5:14). His servants saw it and were amazed.
Many years before, God's people came out of Egypt. After wandering in the desert for forty years, they came to the plains of Moab. Between their camp and the Promised Land lay the Jordan River. At that season of the year, it was in flood. The Jordan River had stopped them from crossing over.
At that time, God worked a miracle for them. As the priests carried the Ark of the Covenant to the edge of the Jordan and put their feet into the water, the water stopped flowing and some two million people crossed over on dry land (Joshua 3:13),
TALK ABOUT
1. Do you think the young prophets were trying to make Elisha afraid or to turn him aside from following Elijah?
2. What did Elisha say to them (2 Kings 2:4,5)?
3. Did Elisha feel able to serve the Lord? Do you?
ON THE BANKS OF THE RIVER JORDAN
Elijah and Elisha stood on the Jordan River bank and looked into the swirling waters. Fifty men from "the company of the prophets" stood at a distance and watched. They were curious. What would Elijah do to cross the river?
Elijah faced toward the country of his birth. They could have been close to mount Nebo where Moses, the great leader of God's people had died.
Then the prophets saw Elijah take off his cloak, roll it up and strike the water with it. The waters of the Jordan divided to the right hand and to the left and the two men crossed over to the east side of the river (2 Kings 2:8).
Elisha still stood at Elijah's side, so they went on walking and talking together. Elijah probably shared the practical issues of life. He was not separated from the world to a life of prayer and fasting, as we might think.
Then the old prophet stopped and asked his servant, "Tell me, what can I do for you before I am taken from you?"
Elisha did not hesitate: "Let me inherit a double portion of your spirit," he replied. In Israel, the firstborn son received a double portion of his father's estate. In this way, he carried on the family name and business (Deuteronomy 21:17).
Elisha was not being greedy. He did not want to do greater works than Elijah had done. But he wanted the same ministry and he knew that he needed the Spirit of Elijah's God to equip him for it. Perhaps he wanted to be recognized by the young prophets as their new leader.
A CHARIOT OF FIRE SEPARATED THEM
"You have asked a difficult thing," Elijah said, "yet if you see me when I am taken from you, it will be yours . . . " (2 Kings 2:10).
Elisha's request was not a hard thing for God to give. We can have His Spirit without measure. He said, "Ask . . . " (Luke 11:13). He is willing to give the Holy Spirit's enabling to those who are ready to lead or serve.
As Elijah and Elisha walked and talked together, "Suddenly a chariot of fire
and horses of fire appeared and separated the two of them, and Elijah went up to Heaven in a whirlwind" (2 Kings 2:11). Elisha was left alone.
There was no special ritual before Elijah was translated to Heaven. The great Bible scholar Matthew Henry said, "God showed how men should have left the world if they had not sinned – not by death, but by translation."
Only Elisha saw the chariot of fire. The curious prophets did not see what happened to Elijah and they were puzzled, "My Father! My Father!" Elisha shouted, "The chariots and horsemen of Israel!" And there on the ground lay Elijah's cloak, just as it had fallen from the old prophet's shoulders.
Elisha took up the old cloak, rolled it as he had seen Elijah do, and went down to the bank of the Jordan, "Where is the Lord, the God of Elijah?" he cried and struck the waters with Elijah's cloak. At once, the waters divided and Elisha crossed over to his new work of serving God's people,
The company of prophets from Jericho were still watching. "The spirit of Elijah is resting on Elisha," they said. They received him as their leader.
In opening Heaven and receiving Elijah, God gave us a glimpse of the resurrection and of the eternal life and immortality He offers to men and women in the gospel. By Christ's gospel, God opened the Kingdom of Heaven to all who will believe (Acts 16:31; 2 Timothy 1:10),
THEY WENT OUT TO LOOK FOR ELIJAH
The curious prophets wanted to be sure that Elijah was not hiding somewhere!
GREATER WORKS
"Look," they said to Elisha, "we are fifty able men. Let us go and look for your master. Perhaps the Spirit of the Lord has picked him up and has set him down on some mountain or in some valley" (2 Kings 2:16)
Elisha tried to stop them, but they wanted to go and search for Elijah.
After three days searching the rugged hills and valleys, they came back without finding any trace of Elijah.
The simply curious are seldom rewarded for their searches.
TALK ABOUT:
Elisha took hold of his own clothes and tore them apart (2 Kings 2:12), Why? Perhaps he felt that they were not worthy of the work he was about to take up. Jesus said, "Anyone believing in Me shall do the same miracles I have done, and even greater ones, because I am going to be with the Father. You can ask Him for anything using My name, and I wilt do it . . . " (John 14:12-13TLB).
1. What should we do when others question our desire to follow Jesus with all our hearts?
2. What was Elisha hoping to gain by saying close to Elijah?
3. How did Elisha answer the young prophets' taunts?
4. How can we do greater things than Jesus did (John 14:12-13)?
5. Can we serve God without the Holy Spirit's power?
6. What is your potential? Can God all that He wants to do through you?
He took them to the kitchen to prepare them. In the kitchen, he cut the fruit and put them into the pot of stew. Elisha's servant may have wondered what they were, but he did not stop the young prophet.
Later, Elisha sat down to eat with the company of prophets. Suddenly one of the men jumped to his feet. He was holding his stomach. "O man of God," he shouted, "there is death in the pot!" (2 Kings 4:40). They were all hungry, but no one dared to eat the stew,
Elisha said to his servant, "Get some flour," Elisha added the flour to the pot while the servant stirred the stew. "Serve it to the people to eat," Elisha told him. So the servant served the stew to the men. They all ate the stew and no harm came to them,
Jesus' disciples came back from preaching and said: "Lord, even the demons submit to us in Your name" (Luke 10:17).
Jesus told them, "I have given you authority to trample on snakes and scorpions and to overcome all the power of the enemy; nothing will harm you. However, do not rejoice that the spirits submit to you, but rejoice that your names are written in Heaven" (Luke 10:19-20).
All power in Heaven and earth belongs to Jesus Christ and He gives His authority to those who believe in Him and do His will.
Snakes and scorpions are picture words. They represent all kinds of evil. Satan may kill the body, but Jesus promised His followers power to overcome all evil (Matt 10:28). The disciples were not to rejoice in God's power, but to use it to bless others and extend His Kingdom in the world,
Jesus told the disciples that the greatest blessing was that their names were written In Heaven (Rev 20:12).
TALK ABOUT
1. What made the stew bad?
2. Who 'healed' the pot of stew?
All day, a large crowd had listened to Jesus (Mark 8:18). So He said to His disciples, "I have compassion on these people. They have already been with Me three days and (they) have nothing to eat. If I send them home hungry, they will collapse on the way, because some of them have come a long distance." The disciples did not know what to say. !t was a remote place – no shops, no food. They felt foolish. Was Jesus asking them to give up their own food?
"How many loaves do you have?" Jesus asked. They had seven loaves in their food baskets. Jesus told the crowd to sit down. "When He had given thanks, He broke them (the loaves) and gave them to the disciples, to set before the people, and they did so," We take what He gives, We give out what He has blessed. The people ate and were filled – about 4,000 men as well as women and children – and the disciples picked up seven basketfuls of pieces (Mark 8:8) if you have a talent or skill, use it for the Lord. Ask Him how He wants you to use your talent. Ask Him for new gifts to use for Him.
3. What authority did Jesus give His disciples?
4. Do Christians have this authority today (Matt 28:18)?
5. How should we use the authority Jesus has given to us?
6. Can we do foolish things and ask God's angels to protect us?
7. Is it better to know you are a son of God or to claim to work wonders?
little oil." Then he said to her, "Ask your neighbours for empty jars. Don't ask for just a few. Then go inside and shut the door behind you and your sons. Pour oil into all the jars, and as each is filled, put it to one side" (2 Kings 4:3-4).
THE WOMAN HURRIED HOME
The woman hurried home. And she sent her sons to the neighbours to borrow jars. They brought as many as they could borrow and, for a long time, the widow poured oil into the jars. As each jar filled, she set it aside as Elisha had told her. "When all the jars were full, she said to her son, 'Bring me another
God is calling you
one.' But he replied, There is not a jar left,' Then the oil stopped flowing."
When Elisha heard her story, he told her, "Go, sell the oil and pay your debts. You and your sons can live on what is left" (2 Kings 4:7).
God is pleased to use what we have, if we put it into His hands. It might be only a "cup of cold water" given in His name, (Matthew 10:42}
TALK ABOUT:
God is ever reaching out toward us in mercy. When He calls us, God starts with nothing (no faith in us). There is nothing in us that would want to listen to His voice or respond to Him. He creates in us a yearning to know Him. He takes the first step toward us. That is the pure grace of God,
1. What would the creditor do with the widow's sons?
2. Why did Elisha tell the woman go inside and shut the door?
3. Do you feel you have nothing to share with orphans and widows?
4. Does God expect us to help the poor?
5. The way to fruitful service is to 'pour out* what God has put into our hands True. . . .False. . . . .?
6. What has God put into your hands?
Study 6 DEATH IN THE POT
Read: 2 Kings 4:38-44
Elisha was visiting the prophets at Gilgal. This town may have been different to the Gilgal where the people of Israel camped the first night after crossing the Jordan River (Joshua 4:19-20). This town may have been close to Bethel. The name means 'a circle of stones'. There was school of prophets at Gilgal like the schools of prophets at Jericho and Bethel.
No rain had fallen for a long time and there was a famine in that part of the country. The prophets may have run short of food, so Elisha said to his servant, "Put on the large pot and cook some stew for these men" (2 Kings 4:38).
Elisha's servant hurried to find a few vegetables to put into the stew. There was little enough in the house, so one of the men went out into the field to gather some herbs,
Out in the field the man saw a wild vine with fruit growing on it. He hurried and "filled the fold of his cloak" with the fruit.
Study 4 THE SALT OF THE EARTH
Read; 2 Kings 2:19.22
Elijah was a man of the desert, but Elisha lived among the people.
Elisha was always there in a crisis, to help and comfort. Remember the crisis at the wedding in Cana (John 2)? Jesus was there to help in the crisis.
Some say Elisha did more miracles than Elijah; some say just double the number.
ELISHA STAYED IN JERICHO
Elisha stayed in Jericho while the fifty young prophets searched for his master. When the people of Israel first came into the promised land, God enabled Joshua to destroy the wicked city of Jericho (Joshua 6), God spoke a curse on anyone who tried to rebuild Jericho. This curse fell on the man who worked to rebuild Jericho. In Ahab's time, Heil of Bethel rebuilt Jericho. Both his firstborn son and his youngest son died (1 Kings 16:34), and God's curse on the city lingered on.
Jericho's springs had bad water in them. The bad water made the people sick and the land around the city did not produce good crops.
For a long time, the city fathers had tried to overcome this problem, but they could not. They had not told old Elijah about the water. He was always to hard to reach. He was like a preacher who appeared on Sunday and delivered his message, then left town.
Now the city fathers found Elisha and told him: "Look, our lord, this town is well situated, but the water is bad and the land unproductive" (2 Kings 2:19).
A Prophet of the People
Elisha was very different to Elijah. Elisha was a prophet of the people. Someone said, "Elijah was a true Bedouin child of the desert. If he entered a city it was only to deliver his message of fire and be gone."
Elisha had a warm heart for the men and women around him. He cared about them and wanted to help them. He hoped they would follow the Lord God just as he did. He did not speak arty great prophesies, like the old prophet Elijah, but he worked alongside the people and knew their burdens. These he carried with him as if they were his own. He is a good picture of a true disciple. Elisha set his eyes on the God of Israel He stayed as close to Yahweh, as he had stayed to his 'father* Elijah.
Elisha saw that God wanted to help these people, so he told the men, "Bring me a new bowl, and put salt in it." When Elisha told them what to do they did it. They obeyed the Lord's word through His prophet. When God tells us what to do, we must hurry to do His bidding.
Samuel asked king Saul, "does the Lord delight in burnt offerings and sacrifices as much as in obeying the voice of the Lord? In the small things and large things God says, "Obedience is better than sacrifice . . . " (1 Samuel 15:22).
A CLEAN BOWL
When the men brought Elisha a new bowl and salt, he went out to the spring. He did not throw the salt into the spring. He first spoke the word of the Lord, "I have healed this water. Never again will it cause death.." (2 Kings 2:21). Then he threw the salt into the spring. At once the waters were 'healed.'
More than a Prophet
Elisha did much more than preach. He took a keen interest in:
a) The young prophets and their families (2 Kings 4:1-7).
b) What the people had to eat (2 Kings 4:42-44).
c) Their health and hygiene (2 Kings 4:38-41).
Salt was always a part of the sacrifices offered to God (Leviticus
d) Their housing needs (2 Kings 6:1-6).
2:13). It was bought with public funds and stored at the temple (Ezra 6:9). God said salt made His sacrifice "sweet". It was called "the salt of the covenant" (Leviticus 2:13).
To Christians, Jesus said, "You are the salt of the earth." Or "you are the world's seasoning, to make it tolerable. If you lose your flavour, what will happen to the world?" (Matthew 5:13 TLB). He also said, "Let your speech be seasoned with salt" (Colossians 4:6).
Salt Sweetens
Salt makes food taste better. Salt stops food from going bad. You are salt, Jesus said, you can make this world better.
Jesus told His disciples, "You did not choose me, but I chose you and appointed you to go and bear fruit – fruit that will last . . . " (John 15:16). He chose you to be salt in the earth. Elisha asked for a clean vessel and so does God. That is the only kind He can use. And salt – like our Christian witness –will heal the bitter lives around us. Our world is full of hurt and death. God wants to use your witness and your actions to heal the hurts.
TALK ABOUT:
1. Elisha could have said, "Your city is cursed. I cannot help you."
Salt is the simplest of things, yet one of the most useful. Jesus told His disciples, "You are the salt of the earth . . . " (Matt 5:13). Salt sweetens and purifies.
In Papua New Guinea, missionaries paid their carriers with salt. And people licked it from their fingers as they wrapped it in banana leaves. Man wants salt; animals need salt; salt is at everyone's service.
God uses the simplest, the smallest, "the weak things of this world" – and that may be you! (1 Corinthians 1:27)
2. God is looking for clean vessels. Will He take up a dirty vessel and use it?
3. How can God's servants be always clean and ready for Him to use?
4. If Christians are "the salt of the earth" what happens when there are no Christians around?
5. How was Elisha like Jesus?
Study 5 SERVANTS ARE NOT FOR SHOW
Read: 2 Kings 4:1-7
God gives miracles for His own honour, and that men may believe.
Jesus told the disciples, "Lazarus is dead, and for your sake I am glad I was not there, so that you may believe" (John 11:14-15). The He raised Lazarus from the dead.
We have much to learn about God's demonstrations of power. He does not demonstrate His power to entertain us, though men of God often look for a 'big show' of His power. God gives us power to serve Him. This power is "like unto that which raised Jesus from the dead" (Ephesians 1:18). It is not the same power, for that power broke open the rocks and graves, and shut out the sun at noonday. That power which raised Jesus was mighty and majestic and accompanied by many spectacular miracles (Matthew 27:51-53).
The Spirit's power which works in us is quiet and often goes unnoticed. We do not notice Him at work until we see change. It is like the pearl that grows in an oyster shell. It lies hidden in the ocean bottom until it is brought to light (Matt 13:46). God said to Abram, "I am God Almighty. Walk before Me and be blameless" (Genesis 17:1).
A WIDOW WOMAN
One day Elisha went to visit "a company of the prophets." A widow met him. She cried out, "My husband is dead, and you know that your servant feared the Lord; and the creditor has come to take my two children (sons) to be his slaves" (4:1 NASB). Her husband had died in poverty and in debt.
In those days a whole family could be taken as slaves to pay a debt that was owed to a creditor (Exodus 21:2). This widow of one of the prophets had two strong sons and the creditor would take her and them as his slaves.
Elisha knew the woman needed her sons to help her and he wanted to help her. God had told His people to care for orphans and widows (Deut 26:12; James 1:27). But Elisha was a prophet. He owned no money or property.
He had nothing to share with this widow, Eiisha asked her, "Tell me, what do you have in your house?" "Your servant has nothing there at all," she said, "except a
God did not mean be perfect, for no man is without sin. God meant be available to Me Abram; fulfil the purpose for which I called you.
Sometimes God asks just a simple act. Elisha threw the salt into the springs of water (2 Kings 2:21).
This simple act of obedience effected hundreds of lives for many years. A good work, done in the name of Jesus, lives on into eternity.
Jesus said, "Lay up for yourselves treasures in Heaven . . .
" (Matthew 6:19) He did not mean money or jewels . . . He meant good deeds, done in His name.
In healing the waters of Jericho, God showed He is faithful. The people of Jericho did not love the Lord, but He showed mercy toward them (Lamentations 3:23).
How would you measure the potential of a simple act, done in the name of Jesus?
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WORLDWATER & SOLAR TECHNOLOGIES' SOLAR WATER PURIFICATION SYSTEMS, MOBILE MAXPURE ® CITED BY THE U.S. EMBASSY IN BAGHDAD
Pennington, N.J. – The following story on the solar powered water purification and pumping systems from WorldWater & Solar Technologies, Inc. was written and released by the United States Embassy in Baghdad. The story reflects the impact of the Mobile MaxPure ® units donated to the US Marines who had requested assistance in bringing clean water to the farmers of the Euphrates Valley. WorldWater shipped 12 of the Mobile MaxPure ® units to the Marines in April of 2008. Two additional units were shipped to Darfur by WorldWater in June of the same year.
Sun Powers Fallujah Water Purification Units
Regimental Combat Team 1 and PRT Help Bring Drinking Water to Rural Iraq
By Leslie Sabbagh Special Correspondent Embedded PRT Anbar 1
June 17, 2008
The hot, dusty air erupts with shouts and laughter as a young Iraqi man holds a bottle to capture the water splashing from a hose connected to a strange-looking device. They're cheering in this village just east of Fallujah because that small stream means these villagers, for the first time in more than three years, will have clean, accessible, inexpensive drinking water.
Clean water is a critical need throughout Iraq. Now Iraqis in the Fallujah District of Al Anbar Province are one step closer to attaining that goal with the installation of solar powered water purification units.
Potable (drinking) water is, arguably, Iraq's most precious and scarce resource. And this water, flowing from a newly installed unit, means the difference between health and disease for thousands of Fallujans.
(more)
"Clean drinking water is enormously important to our people," said Fallujah District Council Chairman Hamid Ahmed Hashim Al-Alwani.
Most people receive drinking water from wells or directly from the Euphrates River, which is contaminated. The solar powered water purification units will be crucial in preventing diseases like cholera and bilharzia (a parasitic disease that causes diarrhea) that strike vulnerable population groups, especially children, Hamid said.
Water-borne disease is a significant problem throughout Al Anbar province. "We have received letters from the Ministry of Health related to water-borne diseases," said Fallujah District Council spokesman Sheikh Salam Halbusi, "these units will manage the problem."
How it works
The system is a point distribution system and does not require a water distribution network. People come to the site for water drawn from a storage tank or directly from the unit. Some sites are considering means by which clean water can be delivered from the site to homes via tankers to extend the reach of this potable water source.
The physical requirements are simple--A water source (canal or well), open space for sunlight to hit the solar panels, water storage for the treated water, and security.
The system uses solar panels to generate electricity to power the pump that draws source water through a series of filters and ultraviolet lights and into a holding tank for distribution. The end result is potable (drinking) water. And all this without fuel gulping generator-driven power (obviating the need for fuel) and chlorine.
The units were donated by an anonymous donor based on an ePRT Fallujah's Weekly Report citing the shortage of potable water in the area. About $1.3 million in equipment and shipping costs were donated.
Location, location, location
Where these units are placed is critical, from both a practical and political standpoint. The sites must be physically suitable, secure and within reach of the population in that area. Politically, to ensure placement of the units is both equitable and addresses the clean water shortage in areas where the needs were greatest, the ePRT worked closely with the Fallujah District Council, the membership of which is drawn from the municipal and tribal leadership of the major Fallujah sub-districts.
To date, seven units have been installed by the ePRT and Marines of Regimental Combat Team One throughout the Fallujah District. More evaluation is required as well as consultation with District leaders, but the goal is to have the remaining five units installed by the end of June.
"Many children are taken to the hospital every day from illness caused by unclean water, now hospital visits are down," Salam said.
The Zobai tribal representative to Fallujah District Council Sheikh Hamid Zobai spoke for his tribe, "Our bodies used to be the filters, but now you've given us filters."
http://iraq.usembassy.gov/prt_news_06172008.html
About WorldWater & Solar Technologies, Inc.:
WorldWater & Solar Technologies is a private company specializing in proprietary solar-driven water pumping and purification systems, mainly through its Mobile MaxPure® technology and product lines, which can produce an average of 30,000 gallons of potable water daily from freshwater sources, using solar power backed by an embedded battery bank. Reverse osmosis (RO) desalination and purification systems are also available. For more information about WorldWater & Solar Technologies, Inc. visit the website at www.worldwatersolar.com or call Melissa Burns at 609-737-7080. | <urn:uuid:a24685af-f079-465a-b0cb-9a46461709dc> | CC-MAIN-2020-45 | https://www.worldwatersolar.com/wp-content/uploads/2011/08/Iraq-WWSTs-MMP-Cited-by-US-Embassy-in-Baghdad-0608.pdf | 2020-10-19T15:09:14+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00246.warc.gz | 964,343,112 | 1,107 | eng_Latn | eng_Latn | 0.997529 | eng_Latn | 0.998143 | [
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Noxious and Invasive Weed Update
Plant Protection and Weed Control
Fall 2012
Alternative Landscape Species: Non-invasive Suggestions
What are the best plants for a garden? Those that are hardy, quick to establish, fast growing, produce lots of showy fruit to attract wildlife and fill in the empty spaces between plants quickly, right?
Fortunately, there are native or non-invasive exotic alternatives available for most of these invasives. Flip to page two to see a couple of examples of which species to substitute for invasive species.
Unfortunately, these are also some of the main characteristics of invasive plants.
ed in and began to spread. Now they are competing for resources against native plants and interfering with agricultural crops. Unfortunately, there are still many species being sold in nurseries and big box stores today are invasive.
Many invasive weeds, such as purple loosestrife and Grecian foxglove were introduced as ornamental plants. They then escaped the confines of the gardens and yards they were plant-
It is important to learn which species are or can be invasive before you buy them. The nurseries try to exclude the most invasive species from sale but some species are not invasive in all areas so some are able to "slip through the cracks".
For more information on which ornamental species are invasive and the alternatives that are available, contact the Kansas Native Plant Society through their website at http://www. kansasnativeplantsociety.org/index.php.
(Continued on page 2)
Integrated Weed Management: Part 1 – Education
As in all battles, one of the best strategies for success is to get to know your enemy. In our case that involves learning how to identify weeds, identifying their weaknesses in the form of control methods and planning the timing of our attacks.
Kansas Weed Management Area, a local group of volunteers dedicated to helping landowners with noxious and invasive weed education and control, has published a field guide to identifying all of our noxious weeds. To buy a copy call them at (620) 431-6180.
thistle is a highly effective control method. The same goes for herbicides. 2,4-D will kill broadleaf weeds but has no effect on Johnsongrass.
Why bother identifying the weeds when you just want to kill anything that you don't want in your yard or fields? Because not all control methods kill or control all weeds. If you dug up field bindweed manually, it would simply grow back, usually in the same season, but digging musk
There are many websites on the internet that will help you identify noxious and invasive weeds, one of which is the Department of Agriculture's website at http://www.ksda.gov/ plant_ protection/ content/349. It has pictures and information on identifying the state's noxious weeds.
If you are looking for something a little more hands-on, the Southeast
The Department of Agriculture's website at http:// www.ksda.gov/plant_ protection/content/349 displays the official control methods developed for each noxious weed. For further and information on applying these methods, contact your county Weed Director or your county Extension Agent.
Special points of interest:
- Now that the weather is getting cooler does not mean you should put your control efforts away. There are a few weeds that respond well to fall treatments. Ask your county weed director for more information.
- Johnsongrass, one of our noxious weeds, is very toxic to livestock after a frost. Be sure to keep your animals away from it this time of year and contact you county Weed Director for help in conducting fall treatments to control it.
Inside this issue:
1
1
2
3
Sign up to receive the Noxious and Invasive Weed Update automatically via email at www.ksda.gov
Alternative Landscape Species: Non-invasive Suggestions (Continued)
Invasive
Tree of heaven (Ailanthus altissima)
Grows in abandoned alleys, gutters or just about anywhere that is not in shade. It grows very quickly, and competes aggressively for sunlight in developing forests.
Alternatives
Kentucky coffeetree (Gymnocladus dioicus)
- Very large compound leaves
- Thick, flat brown pods
- No significant disease or pest problems
Yellowwood (Cladrastis lutea)
- White, fragrant, pendulus flowers
- Yellow fall color
- Large compound leaves
Bush honeysuckles (Lonicera spp.)
Grows in forest edge, abandoned field, pasture, roadsides and other open, upland habitats. It can rapidly invade a site, crowding out native plant species.
Alternatives
Serviceberry (Amelanchier spp.)
- A small tree or tall shrub
- Grows in rich and dry soils
- Attracts wildlife
- Abundant flowers and rich fall color
American elderberry (Sambucus canadensis)
- Tall deciduous shrub
- Abundant edible berries
- Likes well drained soils and full sun
- Attracts wildlife
- Grows in a variety of conditions
Control Corner: "The Label is the Law"
You know when you are trying to figure out how much of a certain product to use or under which situation you should use it so you turn the package around and read the directions on the back? Have you ever wondered what would happen if you used a little bit more than the directions suggested?
tell you what you should do, it tells you what you have to do. This is because if you apply a pesticide incorrectly you could not only kill the wrong plant, you could make yourself and others extremely sick, or worse.
When you are using pesticides, the answer is that you could get in a lot of trouble. The label on any kind of pesticide, such as the herbicides you apply to crops, your lawn or your vegetable garden does not
The Environmental Protection Agency regulates the contents of the label so that it will provide all of the information a user will need to apply the pesticide as safely and effectively as possible.
Some of the information on the label includes; the name and amount of each chemical in the pesticide, the toxicity level of the chemicals, which personal protective equipment an applicator has to use when applying the pesticide and how, when and where the pesticide can be applied and a lot more.
How do they get all of this information on a container of chemical? Unless you are buying a 55 gallon drum of the stuff, it will be folded up and stuck in a plastic envelope attached to the bottle or jug.
Plant Protection and Weed Control
Any questions or comments, please contact:
Scott S. Marsh
State Weeds Specialist
P.O. Box 19282
Forbes Field, Bldg. 282
Topeka, KS 66619
Phone: (785) 862-2180
Fax: (785) 862-2182
E-mail: email@example.com
Plant Protection and Weed Control staff work to ensure the health of the state's native and cultivated plants by excluding or controlling destructive pests, diseases and weeds. Staff examine and analyze pest conditions in crop fields, rangelands, greenhouses and nurseries. Action taken to control potential infestations of new pests, whether they are insects, plants diseases or weeds, is beneficial to the economy and the environment.
Our mission is to:
- Exclude or control harmful insects, plant diseases, and weeds;
- Ensure Kansas plants and plant products entering commerce are free from quarantined pests;
- Provide customers with inspection and certification services.
Visit our website at: www.ksda.gov
Invasive Species Spotlight
Garlic mustard (Alliaria petiolata)
Garlic mustard is one of those invasive species that seems to fly under the radar as it encroaches on more and more land. It was introduced from Europe in the 1800's as a food and medicinal plant.
other species and producing chemicals that restrict the growth of competitive plants.
As a biennial it produces low-growing, nonflowering rosettes the first year of its life and then really takes off by producing 12 – 36" plants the second year. It is during this second year that it really does the most damage because that is when it flowers and produc- es many slender pods that contain more than 5,750 seeds per square foot. What's worse is that each of those seeds will either sprout into another plant or lay dormant in the soil for up to 10 years, growing whenever conditions are just right.
This relative of broccoli and cauliflower is most commonly found in the eastern part of Kansas because it prefers the cool understory of forests. It will quickly form a dense understory by crowding out
Control is difficult but as a biennial, pulling the plants will successfully kill them. For larger, well establish infestations, applications of glyphosate in the early spring or late fall while the plant is dormant should work. Remember, because of the long life of the seeds you will have to continue to control the plants until the seed bank is exhausted. | <urn:uuid:1311f5b3-1ee0-4b44-be82-dc6e0f8d8b43> | CC-MAIN-2022-05 | https://agriculture.ks.gov/docs/pp-2012-weed-reports/noxious-and-invasive-weed-update---fall-2012.pdf?sfvrsn=fd97e427_2 | 2022-01-28T21:25:59+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306346.64/warc/CC-MAIN-20220128212503-20220129002503-00189.warc.gz | 150,863,376 | 1,880 | eng_Latn | eng_Latn | 0.996559 | eng_Latn | 0.997276 | [
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Readable English Case Study: The Crossing School
A pilot of Readable English was conducted at The Crossing School, near Indianapolis, Indiana, from September to December, 2016. The Readable English program was taught for 6 weeks during this period.
About the school
The mission of The Crossing School is "to empower struggling students to become contributing members of their communities through academics accredited in the state of Indiana, job training in real world environments, and faith-based character education focused on core values." Typically, students have either been expelled from previous schools, caught with drugs, dropped out of school or have had trouble in the public school setting.
About the pilot
Thirty-one students from two classes with an average age of 16.4 years participated in the pilot. One class of 14 students was randomly selected to act as the control group. The other class of 17 students made up the Readable English test group.
Students from both groups were pre- and post-tested at the beginning and at the end of the pilot. See below for further details about the assessment materials.
On average, students in the test group spent 2-3 hours using Readable English per week (except Week One where students spent 15 hours learning the Readable English system). During this time, students in the control group completed their regular classroom activities.
Learning the Readable English system (i.e. the 21 glyphs) took approximately 15 hours. After learning the Readable English system, students would use the Readable English mark up to practice reading, including reading their Reading Theory passages other converted materials.
Assessment
Two types of assessments were used for the pre- and post-testing. The full Gray Oral Reading Test (GORT) was administered to collect data for students' reading age for accuracy, rate, fluency and comprehension. In the GORT, students read passages aloud to an examiner and then answer multiple choice comprehension questions. The procedure for testing followed the rules exactly as set out in the instructions for the GORT.
The BURT Reading Test, a single word reading reading age test, was also used as a second measure of reading age improvement. See Table 1 for a detailed explanation of the tests.
Study design. For both the pre- and posttest, students in the control group read stimuli in Standard English text only. Students in the Readable English test group also read stimuli presented in Standard English for the pretest, but read stimuli in both Readable and Standard English text in the posttest.
Results
Students in the Readable English group improved by significantly more than students in the control group, in reading age for accuracy and fluency. For accuracy reading age, as measured by the Gray Oral Reading Test, the Readable English group improved on average by 2.7 years compared to an improvement of 0.5 years in the control group.
For fluency reading age, as measured by the Gray Oral Reading Test, the Readable English group improved on average by 2.2 years compared to 0.8 years in the control group.
Similarly, for accuracy reading age, as measured by the BURT single word reading age test, the Readable English group improved on average by 0.7 years in reading age, compared to 0.2 years in the control group.
Teacher feedback
Photo, from left to right: Kimi Holmes – Teacher, Chet – Principal, Kurt – Regional Director, and Tammy Miller – Teacher.
Below are a few quotes from Kimi, the teacher who taught the Readable English group of students. Please note that students' names have been removed for their privacy.
"Once the students had learned the glyphs, we did flash cards to quickly review at the beginning of every class and played games with the apps. They [the students] would use the website conversion tools to read converted books for fun (D.E.A.R Time), and to complete their daily exit tickets/ 2 read theory passages and quizzes per class."
"Some of the students were displaying a negative attitude, however this is not uncommon for students at this school. I showed Student A his growth chart in Read Theory and this made a positive impact. Student A was so surprised about his progress that he got back on and finished his RE lessons and was using the conversion tool in Read Theory."
"Student B also had grown 200 lexile points and was shocked to see his growth and was trying to make sense of how he could be improving when he did not believe that he was. He stated that he thought it would feel a certain way, but he had not realized he was getting so much better. He rarely smiles and in this instance – he had a huge smile! This growth occurred in just two weeks!"
"Student B surprised me with his fluency and fluidity in reading. Student B had no formal schooling until he was 11 years old. English is his second language. It is surprising me that the
students are slowing down and trying to make sense of what they are reading. They are actually processing what they are reading!"
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Module 26404-14 Exam Basic Electronic Theory
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
1. Which of the following makes the best conductor ?
a. Rubber
c. Glass
b. Aluminum
d. Plastic
2. Which of the following is an excellent conductor but too expensive to use on a large scale ?
a. Silver
c. Brass
b. Aluminum
d. Copper
3. What is the average number of valence electrons in a conductor atom ?
a. One or two
c. Five or six
b. Three or four
d. More than six
4. Silicon is widely used as a semiconductor because it _____.
a. has no valence electrons
c. has a negative charge
b. only has one valence electron
d. withstands heat
5. What is the name given to the areas where P-type materials join N-type materials to form a diode ?
a. PN junction
c. NPN junction
b. Solid—State Area
d. Gate junction
6. Convert AC power to DC power using _____.
a. diacs
c. rectifier diodes
b. NPN transistors
d. triacs
7. How many diodes are required to convert three-phase AC power to high-efficiency DC power ?
a. Two
c. Six
b. Four
d. Eight
8. How many diodes are required to form a transformer center-tap full-wave rectifier circuit ?
a. One
c. Three
b. Two
d. Four
9. How many diodes are required to form a bridge rectifier ?
a. One
c. Three
b. Two
d. Four
10. The two basic types of diodes are the silicon and the _____.
a. aluminum
c. tungsten
b. germanium
d. magnesium
11. The point at which avalanche breakover occurs in a diode is known as the _____.
a. forward bias
c. peak inverse voltage
b. forward peak voltage
d. gate voltage
12. One end of a diode has a beveled end which indicates that it is the _____.
a. anode
c. collector
b. cathode
d. emitter
13. When used in a circuit, an LED is generally operated at about _____.
a. 5mA or less
c. 15mA or less
b. 10mA or less
d. 20mA or less
14. The process of giving off light by applying an electrical source of energy is called _____.
a. electroluminescence
c. photon emission
b. forward bias
d. reverse bias
15. The schematic symbol for an LED is the same as that of a diode with the addition of a(n) _____.
a. arrow pointing toward the diode
c. positive sign at the base of the triangle
b. arrow pointing away from the diode
d. negative sign at the base of the triangle
16. In order to permit the emergence of the maximum number of photons in an LED, the conducting surface _____.
a. is given a forward bias
c. connected to the P-type material is much smaller
b. is given a reverse bias
d. connected to the N-type material is much smaller
17. On a transistor, control voltages are applied to the _____.
a. base
c. emitter
b. collector
d. PN junction
18. A transistor is made by joining how many layers of semiconductor material ?
a. Two
c. Four
b. Three
d. Five
19. What semiconductor material comprises the base of an NPN transistor ?
a. Copper
c. N-type germanium
b. P-type germanium
d. Aluminum
20. The figure above shows the electrical symbol for a(n) _____.
a. diac
c. PNP transistor
b. NPN transistor
d. SRC
21. When possible, transistor casings will have some marking to indicate ____.
a. the rated voltage
b. which leads are connected to the emitter, collector, or base
c. the direction of current flow
d. total amperage
22. High-power transistors are manufactured in which configuration ?
a. Studs and heat sinks
c. Small can
b. Top hat
d. Plastic body
23. In the figure above, the lead marked 'A' is the transistor _____.
a. base
c. collector
b. cathode
d. emitter
24. In the figure above, the lead marked 'C' is the transistor _____.
a. base
c. collector
b. cathode
d. emitter
25. The difference between an N-channel and a P-channel IFEI is _____.
a. that the P—channel IFET contains a drain terminal
c. the allowable ampacity
b. that the N-channel IFEI' contains a drain terminal
d. the polarity of the voltage
26. An SRC is made from adjoining layers of semiconductor material in the _____.
a. PN arrangement
c. NPN arrangement
b. PNP arrangement
d. PNPN arrangement
27. The difference between an SCR and a diode is that an SCR _____.
a. has three terminals
c. has a drain connected to the negative terminal
b. is bidirectional
d. is normally open
28. Which of the following can be thought of as an AC switch ?
a. Diac
c. Triac
b. LED
d. SCR
29. The applied voltage does not have to exceed the breakover voltage in order for conduction to begin on a(n) _____.
a. diac
c. SRC
b. junction field-effect transistor
d. triac
30. Which of the following can be viewed as a diac with a gate terminal added ?
a. Pin
c. LASCR
b. SCR
d. Triac
National Electrical Code Questions
31. What is the ampacity for a #18 THW conductor ?
a. 7 amps
c. 12 amps
b. 10 amps
d. 15 amps
32. In both exposed and concealed locations, where a cable-or raceway-type wiring method is installed through bored holes in joists, rafters, or wood members, holes shall be bored so that the edge of the hole is not less than _______ from the nearest edge of the wood member.
a. 1 ¼"
c. 2 ½"
b. 2"
d. 2 ¾"
33. What is the cover required for a UF cable buried under a building ?
a. not allowed under a building
c. 2"
b. shall be in a raceway
d. 6'
34. Can an SJ cord be used on a portable highway sign ?
a. must have a grounding conductor
c. must be hard-service
b. must be junior hard-service
d. all of these
35. Where a duplex receptacle is rated 15 or 20 amps the branch circuit shall be rated a maximum of ______ amps.
a. 15
c. 25
b. 20
d. 30
36. If a service has a grounding electrode reading 35 ohms. How many more electrodes can be added to meet code requirements ?
a. 1
c. 3
b. 2
d. 4
37. A box contains two #14, and two #12 conductors, a single-pole switch and two #12 ground conductors. What size metallic 4" square box is required ?
38. Two #6 conductors, one #10 neutral, and two #12 grounds. What size metallic 4" square box is required ?
a. 4" x 1 ¼"
c. 4" x 2 ⅛"
b. 4" x 1 ½"
d. 4" x 2 ⅛" x 1 ½"
Electrical Theory Questions
39. There are four 30 volt-amps resistors in series (above) with a total of 120 volts. What is the ampacity of the circuit ?
a. .1 amps
c. .5 amps
b. .25 amps
d. 1 amp
40. A series circuit has two 10 ohm resistors in parallel and one 5 ohm resistor in series. What is the total resistance in the circuit ?
a. 20 ohms
c. 10 ohms
b. 15 ohms
d. 5 ohms | <urn:uuid:7ec5bbcf-ff64-494b-9f16-bf1c93777fcc> | CC-MAIN-2020-45 | http://www.edrenzi.com/uploads/8/3/6/0/8360701/electronics__test_.pdf | 2020-10-19T16:19:13+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00247.warc.gz | 135,429,685 | 1,846 | eng_Latn | eng_Latn | 0.980964 | eng_Latn | 0.987799 | [
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Levia (Planet)
<WRAP right 25em>
| System: | Nesha (System) |
|---|---|
| Stellar Radius: | 8.23 AU's from the star |
| Surface Gravity: | 1g |
| Length of Day: | 31 hours |
| Length of Year: | 445 |
| Population: | 509 Million1) |
| Satellites: | 2 |
| Orbital Stations: | 1 |
</WRAP>
Also known as Levia'Trecaste, it was named after the explorer who discovered it. It is the eighth and final planet in the Nesha (System)
Weather Patterns
Levia has a tropical monsoon like climate with the winds being exceptionally high during most of the year and tempering off only for a few weeks in the middle of the year, these high winds have resulted in cities and structures neededing to be heavily reinforced in order to stand the winds.
Background History
Settled in ER 687, Levia serves as the launching platform for FTL ships into deep space. It houses a starbase in orbit and one of the gates that takes ships from the edges of the Levia Star System to the inner planets, such as the capital. Levia is only eighty percent fully colonized, with it's surface having only a few small cities and start up towns and villages. Levia is plagued by powerful winds, which have caused the Neshaten to reinforce every structure on the planet but have also prevented them from constructing orbital elevators due to the risk of high winds destroying the tethers.
The planet also serves as the primary training base for military personnel, it is for this reason that it also possess several shipyards that orbit the nearby moon.
Cities
Forben - capital of Levia. Forben is the main city, it's a decent sized city that is mainly composed of
STAR ARMY - https://stararmy.com/wiki/
Last update: 2018/08/29 15:56
commercial and residential areas. It has an orbital elevator in the center of town that was in the mist of construction before being destroyed by the planets high winds, the structure remains as a reminder of natures fury. Because of this, a large starport was constructed at the location of one of the elevator's original tethers.
Vectes - A city located on a tropical island, Vectes is a combined military/civilian city with several bases that serve as the primary training base for the Neshaten. There are various training facilities for the volunteer military's every occupation.
Ureca - Ureca is located on the planets north polar region and serves as an industrial city for the planet.
Virete'na - Virete'na is an entertainment city, designed from the ground up to serve that purpose.
Points of Interest
Seu'vuria Garden - Seu'vuria Garden is the name of a famous mostly all glass restruant located in the city of Vectes. The garden is six stories tall. Each floor between the top and first is an observation lounge for people to come and relax, while the top floor houses the Graden.
The Garden's roof and walls are all glass, allowing customers the perfect view over the city. There are three elevators and a series of stairways that permit access to all floors.
1)
EE001-v Concensus
From:
https://stararmy.com/wiki/ - STAR ARMY
Permanent link:
https://stararmy.com/wiki/doku.php?id=planet:levia&rev=1535583383
Last update: 2018/08/29 15:56
https://stararmy.com/wiki/
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Mulch Basics
What Is Mulch?
A mulch is any material, organic or inorganic, that is placed on top of the soil in a garden or landscape. Mulches are one of a gardener's most valuable tools and an essential component of low-maintenance landscapes.
Benefits of Mulches
Aside from their decorative value, mulches offer many benefits to your soil and plants. Mulch reduces the amount of water lost through evaporation by shielding the soil from the sun's drying rays. It keeps the soil cooler during the summer and acts as an insulator through the cold winter months lessening the effects of fluctuating temperatures on plant roots which in turn decreases their susceptibility to frost heaving. Organic matter is added to the soil as the mulch breaks down. Increasing the soil organic matter will improve a soil's moisture and nutrient holding capacity, structure, and drainage. Mulch also encourages the activity of beneficial soil organisms. Weed growth is suppressed by the use of a mulch as is the spread of some plant diseases. Mulched plots are also less prone to erosion.
Organic Versus Inorganic
Organic mulches are derived from natural materials that decompose over time. As organic mulches decompose, they add nutrients and organic matter to the soil and beneficial microorganisms like nitrifying bacteria and mycorrhizal fungi are enhanced while undesirable pathogens -- those that cause plant diseases are inhibited. Increased amounts of organic matter will improve soil tilth and drainage, increase soil moisture retention, reduce soil compaction, and attract earthworms. Because organic mulches decompose, they need to be replaced. Depending on the type of mulch used, replacement intervals vary from one to four years.
Inorganic mulches include stones, geotextile mats and landscape fabrics, and plastic mulches. Landscape fabrics and plastic mulches deteriorate with time and eventually require replacement. Inorganic mulches usually are more tedious to install and may require irrigation because water penetration may be limited. Some inorganic mulches are designed to reflect the sky to confuse and keep insects from landing on plants. Many do not have a natural appearance and are often covered by an organic mulch for decorative purposes.
General Tips for Applying Mulches
* Do not place mulch directly against plant crowns or tree bases. Mulch placed directly in contact with stems or tree trunks may retain excess moisture around the base of the plant that can favor the development of diseases like crown rot. Mulch piled around plants may also serve as lodging for bark and stem eating rodents.
* Mulch applied too thickly can cause problems. A wood-derived mulch may undergo high temperature decomposition causing it to dry out. The mulch may then be colonized by fungi that create water repellent conditions throughout the mulch. Water is unable to penetrate the mulch and reach the soil and plants fail to receive adequate moisture. Mulching too deeply can also cause the soil to remain continuously wet
contributing to root and stem rot problems in addition to depriving plants of needed oxygen. Apply a mulch layer no more than 1 to 3 inches thick.
* Thoroughly water newly installed wood or bark mulches. Many good quality mulches are stored in large piles that reach high temperatures. When the mulch is spread or bagged, the high-temperature tolerant microorganisms that inhabit the mulch die as the mulch cools. If the mulch is allowed to dry out or remain dry, nuisance fungi can colonize the mulch and create a water-repellent surface.
* Add a source of nitrogen to garden soils before applying wood-derived mulches. Soil microorganisms that decompose organic materials such as wood-based mulches are effective competitors for limited soil nitrogen. This may cause temporary nitrogen deficiencies especially in annual and perennial plants. Yellowing of leaves often indicates a nitrogen deficiency. Lightly incorporate a source of nitrogen such as bloodmeal, urea or a high nitrogen lawn fertilizer before applying mulch.
Types of Organic Mulches
| Mulch | Pros | Cons |
|---|---|---|
| Shredded Bark | Keeps soil cool and moist. Readily available. Good weed control. Appropriate for ornamentals. | During especially wet years, sour mulch may be a problem. |
| Wood Chips | Decorative, controls weeds. | High carbon wood chips may cause a temporary nitrogen deficiency. Most appropriate for paths or under large shrubs or trees. |
| Sawdust | Inexpensive. Slow to decompose. | Ties up nitrogen in the soil. Slow water penetration. |
| Buckwheat Hulls | Good for small plants, flowers, and vegetable gardens. Very attractive. | Will blow away if placed in windy, exposed areas. Expensive. |
| Cocoa Shells | Good for small plants, flowers, and vegetable gardens. Smells like chocolate. | Toxic to dogs. Will blow away if placed in windy, exposed areas. Expensive. May mold. |
| Hay | Great winter insulator for bulbs, vegetables and perennials. Useful in garden paths and around larger vegetables. | May contain weed seeds. Sometimes blows around when dry. Flammable. |
| Salt Marsh Hay | Good winter insulator for bulbs, vegetables, and perennials. Useful as a summer mulch. | Will blow around when dry. Flammable. Not always available. |
| Grass Clippings | Great use for unwanted lawn clippings. Free and contains nutrients. | Decomposes quickly. Mixing with peat moss will slow decomposition rate. Weed seeds. |
| Pine Needles | Good for acid-loving plants. Winter mulch for strawberries. | Only available to those that have access to pine trees. |
| Leaves | Good winter insulator. Contains a fair amount of plant nutrients. | Will blow around when dry. Maple and poplar leaves tend to pack together. |
| Newspaper | Excellent weed suppresser. No longer contains lead in the newsprint. | Does contain carcinogens in small amounts. Flammable when dry. |
Types of Inorganic Mulches
| Mulch | Pros | Cons |
|---|---|---|
| Stone | Low maintenance mulch. Decorative. Great for pathways. | Weeds can germinate between stones. Stones will filter into the soil over time. Difficult to incorporate amendments into soil under stones. |
| Plastic | Most useful in the vegetable garden. Warms soil. Excellent weed control. | Need irrigation system or holes punched in the plastic to allow water to reach plants and soil. |
| Landscape Fabrics (Geotextiles) | Excellent weed control in vegetable garden. Useful for soil stabilization. Specially designed mats for use around trees. | Does nothing to improve the soil. Weeds may grow through upper layer. Will degrade with time. |
Common Mulch Problems
Artillery Fungus:
Tiny, cream or orange-brown fruiting structures shaped like cups that contain a small black spore mass are called artillery fungus. The fungus "shoots" the spore mass into the air and it sticks to any surface it hits. The small black spots will be visible on plant leaves and/or home siding, and they are very difficult to remove.
Slime Molds:
Slime molds are bright yellow or orange slimy masses reaching a foot or more in diameter. They produce tiny spores, which eventually will dry and blow away. These molds are not a serious problem and can be considered a decorative addition to the landscape. Remove them if you find their appearance undesirable.
Sour Mulch:
If a mulch smells like alcohol, vinegar, ammonia, or sulfur it is probably "sour." The smell is created when a wood derived mulch is piled high and the inside portion of the pile is deprived of oxygen. This causes anaerobic activity, which creates a build-up of acetic acid in the mulch. The acid build-up is toxic to plants, and if the mulch is spread on the landscape without treatment, the volatile acid will quickly cause plants to wilt and subsequently die. Sour mulch can be treated by spreading it out thinly, soaking it with water, and allowing it to dry. After a few days of airing out, the smell should be gone and the mulch is safe to spread around plants.
Recycled Wood Product Mulches:
Some companies recycle discarded wood and wood-based products by shredding them and adding a coloring agent to make them appear suitable for use in the landscape. These commercially produced mulches may decompose faster than natural bark mulches and may contain undesirable substances for use in vegetable gardens and children's play areas.
Revised by UConn Home and Garden Education Center 2016.
The information in this material is for educational purposes. The recommendations contained are based on the best available knowledge at the time of printing. Any reference to commercial products, trade or brand names is for information only, and no endorsement or approval is intended. The Cooperative Extension system does not guarantee or warrant the standard of any product referenced or imply approval of the product to the exclusion of others which also may be available. All agrochemicals/pesticides listed are registered for suggested uses in accordance with federal and Connecticut state laws and regulations as of the date of printing. If the information does not agree with current labeling, follow the label instructions. The label is the law. Warning! Agrochemicals/pesticides are dangerous. Read and follow all instructions and safety precautions on labels. Carefully handle and store agrochemicals/pesticides in originally labeled containers immediately in a safe manner and place. Contact the Connecticut Department of Environmental Protection for current regulations. The user of this information assumes all risks for personal injury or property damage. Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Gregory J. Weidemann, Director, Cooperative Extension System, University of Connecticut, Storrs. The Connecticut Cooperative Extension System offers its programs to persons regardless of race, color, national origin, sex, age or disability and is an equal opportunity employer. | <urn:uuid:93caa307-56be-447f-ab5d-dc4ea24e8ed5> | CC-MAIN-2020-45 | http://www.ladybug.uconn.edu/FactSheets/mulch-basics_9_795821603.pdf | 2020-10-19T15:44:12+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00250.warc.gz | 156,350,531 | 2,103 | eng_Latn | eng_Latn | 0.995587 | eng_Latn | 0.997441 | [
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Where To Download Chapter 2 Properties Of Matter Wordwise Answer Key
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Chapter 2 Properties Of Matter
Chapter 2 Properties of Matter Summary 2.1 Classifying Matter Every sample of a given substance has the same properties because a substance has a fixed, uniform composition. An element has a fixed composition because it contains only one type of atom. • Matter that always has exactly the same makeup is classified as a pure substance.
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properties of matter chapter 2. Atom. boiling point. Chemical change. chemical property. the smallest particle of an element. the temperature at which a substance boils (or at ... property. weight. Newton. balance. a characteristic that helps identify an object. the measure of how hard gravity pulls ...
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Conductivity. The ability of a material for allowing heat to flow. Pure Substance. A classification for matter that always has the same composition. Flammability. The ability of a material to burn. Colloid. A homogeneous mixture containing particles that scatter light. Melting Point.
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Chapter 2 Properties of Matter. STUDY. PLAY. pure substance. is matter that always has exactly the same composition. Example of Pure Substances. Copper and table sugar Every sample of a given pure substance has the same properties because a substance has a fixed, uniform composition. element.
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Chapter 2 – Properties of Matter. Inquiry Activity pg 37. Pure substance (substance) – matter that always has exactly the same composition Ex. Table Salt, Table Sugar Every sample has the same properties due to a fixed, uniform composition. 2.1 Classifying Matter Element – substance that contains only one type of atom, cannot be broken into simpler substances Atom – smallest particle of an element Ex. – Carbon, Oxygen, Nitrogen, Gold, Silver, Calcium, etc. Symbols for Elements 1-3 ...
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Matter. is the "stuff" of which the universe is composed. It has mass and it occupies space. Atom. the tiny particles that compose matter. Compound. is the substances made by bonding atoms together in specific ways. These substances contain two or more different types of atoms bound together in a particular way.
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* The amount of matter in a given space, or volume. • The mass per unit volume of a substance. • one of the 6 physical properties of Matter-----Examples: • A golf ball and a ping-pong ball have similar volumes, but the golf ball has more mass. So, the golf ball is denser than the ping-pong ball.
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8th Class English Medium CHEMISTRY CHAPTER 1 | Properties of matter Part 2 | Horario Chemistry Class Chapter 2Properties of Matter Section 2.3 Chemical Properties Chapter 2Properties of Matter Section 23 Chemical Properties (pages 54–58) This section discusses chemical properties and describes clues that may show that a chemical change has taken
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Where To Download Chapter 2 Properties Of Matter Wordwise Answer Key
place Reading Strategy (page 54) Relating Text and Visuals
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COVID-19 Classroom Worksheet
For Middle School Students
After watching the first video on viruses, complete the TRUE/FALSE questions below:
1. Viruses can replicate on their own.
TRUE or FALSE
2. Viruses can change (or mutate) over time.
TRUE or FALSE
3. After watching the second video about our immune response to viruses, match the following terms to their correct definition:
4. Why is it important that China shared the DNA sequence with the world?
5. How has this time made you feel? You can use sentences, bullet points, pictures, anything that helps you express your emotions...get creative!
6. Stress Action Plan:
Brianstorm things that make you feels better when you are stressed below:
1.
2.
3.
4.
5.
7. Scientific Discovery:
1. Ask a question. Write it down here.
2. Do background research. Take notes on the scientific information you learn here.
3. Create a hypothesis. What do you predict is the answer to your question?
4. Test with an experiment. How are you going to test if your hypothesis is correct?
5. Analyze data and draw conclusions. What do the results of your experiment tell you?
6. Share your results. How will you share your findings with others?
COVID-19 Classroom Answer Key
For Middle School Students
1. TRUE OR FALSE? Viruses can replicate on their own.
* Answer: False. Viruses do not have the machinery necessary to replicate on their own. They need to use a host cell's machinery (otherwise known as organelles) to replicate. When a virus infects a cell (whether that be a cell from a bacteria, plant, or animal), the virus gives the cell the instructions it needs to make more viruses.
2. TRUE OR FALSE? Viruses can change (or mutate) over time.
* Answer: True. As viruses replicate, they need to copy their instructions or DNA. Everytime the DNA is copied, the machinery can make mistakes resulting in small changes. As more "mistakes" are made in the instructions (aka DNA), the virus made by the cell changes. This is what we call mutation and it is why some medications against viruses may initially work but can stop working if a virus mutates over time.
3.
Antibody - proteins that attack and kill neighboring virus
B Cells - special cells that produce antibodies in response to viral infection nearby
Nucleus - contains DNA, the directions that tells our cells how to make proteins the cell needs to function
Messenger RNA - copy of the DNA that brings the instructions to the machines that will make the proteins
4. Why is it important that China shared the DNA sequence with the world?
* The DNA is the set of instructions that the virus uses to make our cells produce more viruses.
* This information helps scientists understand where in nature the virus came from, how quickly it mutates or changes, and how to develop better tests and medicines for it.
5. No right or wrong answers
6. No right or wrong answers
7. An example of the Scientific Discovery activity can be found in the curriculum. | <urn:uuid:f0dff678-10cc-4f34-85c2-f3537cf4c2e1> | CC-MAIN-2020-45 | https://firebasestorage.googleapis.com/v0/b/gitbook-28427.appspot.com/o/assets%2F-M4ocYqt2rbGKFI77O_1%2F-M5U9doVwICm1nMM8paU%2F-M5UAdHaQrjPN4nJdPjx%2FMiddleSchool_COVID19Worksheet.pdf?alt=media&token=7e438a57-b53c-4800-b0ef-0e83fa8b838d | 2020-10-19T16:07:38+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00251.warc.gz | 344,276,601 | 639 | eng_Latn | eng_Latn | 0.997367 | eng_Latn | 0.998596 | [
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Literacy Policy
Date agreed by Governors: January 2019
Date of Review: January 2019
Member of Staff Responsible for the Policy: AM
Date of next review: January 2020
Dissemination of the Policy: All staff and Governors
Introduction
"Literacy is a key issue regardless of the subject taught. It is an important element of teachers' effectiveness as a subject teacher."
Ofsted Report Summary - Improving literacy in secondary schools: a shared responsibility.
Every teacher is a teacher of literacy. We believe that literacy is vital to pupils' overall success and therefore we are committed to developing and raising the literacy skills of all pupils at Pittville.
Key Principles:
- To raise standards of literacy, improving performance in all subjects.
- To ensure students are equipped with lifelong literacy skills, providing solid foundations for lifelong learning.
- To encourage and widen active participation in society and culture through a holistic understand and application of literacy in reading, writing, speaking and listening.
- To equip students with the basic literacy skills needed to access further learning experiences at school and beyond.
- To provide continuity and progression of literacy across the school, in all subjects, building on achievement in the primary phase.
Literacy Definition
We believe that literacy is the engagement with language for coherent, considered and convincing communication in speaking, listening, reading and writing.
Literacy across the curriculum is ensuring that pupils communicate successfully in a range of contexts, for different purposes through a range of strategies and opportunities aimed to consolidate basic literacy skills across all subject areas, within every Faculty.
Speaking and Listening
- Pupils will be able to use Standard English correctly in a range of contexts for a range of purposes. They will be able to adapt their language for purpose and audience.
- Pupils will be able to show a high standard of listening skills through the demonstration of positive body language, asking appropriate questions and challenging misconceptions.
- Pupils will be able to take part in group discussions, taking on a variety of roles.
- Pupils will be able to identify main points arising from a discussion.
- Pupils will use talk to develop learning, responding to and building upon ideas.
Writing
- Pupils will be taught the skills that are required to cope with the increasingly high demands of spelling, punctuation and grammar within a range of subjects.
- Pupils will be provided with resources to help them structure their writing into logical and coherent whole texts.
- Pupils will be shown appropriate models to develop the understanding of how they write and what the finished product would look like.
- Pupils will be given models and/or scaffolds which support their learning whilst remaining challenging.
- Pupils will be provided with opportunities for extended writing.
- Pupils will be able to write to audience and purpose.
Reading
- Pupils in Year 7 and 8 will complete a Star reading test every term so that they pick reading material for their reading age. This data will also be used to analyse their progress.
-
- Year 9 pupils will be given a reading challenge to complete, designed to stretch and challenge students.
- Year 7 and 8 pupils will use Accelerated Reader to take quizzes, helping them read with greater understanding.
- Pupils will read for pleasure.
- Pupils will be given strategies to help them with their reading including: skimming and scanning skills, comprehension, summarising, annotating, highlighting, synthesising etc…
- KS3 pupils will have one reading lesson per week. One will be in the library.
Ensuring Consistency
- Good practise is shared within and across departments.
- All teachers will mark for literacy as outlined in the marking policy, using the marking codes.
- Literacy skills are learned in English lessons; these skills are supported and embedded throughout teaching in other lessons.
- All students to have a copy of the marking codes in their books to refer to.
Role of Head teacher/SLT:
- To lead and give high profile to literacy development.
- To be responsible for monitoring progress across the school and assessing standards of students' literacy.
Role of SENCO:
- To undertake regular learning walks to monitor marking for Literacy in each department.
- To liaise with staff about reading and spelling ages.
Role of Literacy Coordinator:
- To identify students for targeted intervention.
- To support departments with the implementation of strategies.
- To ensure that literacy is being marked for across the curriculum.
- To encourage departments to share good practice.
- To report on the implementation of the literacy policy.
Role of Librarian:
- To organise links with other schools to build on Literacy and transition.
- To promote reading across the school.
- To encourage the development of research and study skills.
-
- To identify and reward successes of individual students and classes on the Accelerated Reading Scheme.
Role of English Department:
To provide staff with Accelerated Reader information for pupils.
- To provide students with the skills, knowledge and understanding of how to speak, listen, write and read correctly, facilitating pupils to apply these skills across the curriculum.
-
- To play a key role in the identification and targeting of pupils needing intervention.
Role of Head of Faculty/Subject Leader:
To provide support, where necessary, to staff regarding specific literacy skills.
- To monitor the consistent application of agreed literacy strategies.
- To be aware of SpaG demands and, if needed, seek guidance from English staff.
- To make sure that literacy is written into SoL and prioritised in meetings.
- Ensure that displays support the literacy targets.
- To support pupils' engagement with language and communication in speaking, listening, reading and writing.
Role of Teacher:
- To be aware of the SPaG demands of their subject and use them to help plan and teach lessons.
- To use spelling and reading age data to make informed choices about reading resources and extended writing resources.
- To mark for literacy in line with the marking policy.
Role of Tutors:
- To help support students improving their vocabulary through Word of the Week.
Role of Support Staff:
- To, where appropriate, be involved with literacy interventions.
- To work closely with teaching staff encouraging pupils to use a range of speaking, listening, reading and writing skills.
Role of Pupils:
Role of Parents/Carers:
- To apply their literacy skills across the curriculum, taking increasing responsibility for understanding their own strengths and making gains in areas for improvement.
- To encourage their children to use a range of strategies that they have learned to improve their levels of literacy.
- To encourage their children to read for pleasure. To use the Accelerated Reader program at home.
Pittville School is committed to raising standards of literacy in all its pupils through a coordinated and consistent approach. Everyone involved in the life of Pittville School has a role to play.
Monitoring and Evaluation
Implementation of literacy policy will be monitored through:
- Book scrutinies
- Faculty Department minutes
- Student questionnaires
- Regular learning walks to check marking for literacy
- Literacy Leader feedback and input
- Routine and relevant testing e.g. reading age tests, spelling age tests, on class tests.
Evaluation of the effectiveness of the literacy policy will be measured by:
- Overall impact on levels/grades
- Book scrutinies
- Teacher feedback
- Analysis of the progress made by pupils regarding reading age tests, spelling age tests, on class tests.
Links to other policies: SEN Policy, T+L Policy, Marking Policy | <urn:uuid:34a34f25-569b-4afc-8013-b54f90524d55> | CC-MAIN-2020-45 | https://www.pittville.gloucs.sch.uk/assets/Literacy-Policy-2019.pdf | 2020-10-19T15:02:30+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00251.warc.gz | 855,564,151 | 1,514 | eng_Latn | eng_Latn | 0.992291 | eng_Latn | 0.998377 | [
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WILLIAM LYNCH ELEMENTARY SCHOOL STAFF HANDBOOK
Dear William Lynch Faculty and Staff,
I am so excited about the 2020-2021 school year. This is going to be an amazing year full of growth and changes. I have already been impressed by the faculty and staff.
Keep up the great work and enthusiasm as we equip students for success by creating a safe, respectful environment that emphasizes academic excellence.
Sincerely,
Herman
TABLE OF CONTENTS
BELL SCHEDULE
MEDIA CENTER
AIM:
❑ To create an atmosphere where there is a love, excitement about, and enthusiasm for books and reading.
❑
To give instruction in the basic skills of efficient library usage.
LIBRARY PROCEDURES:
Each class K-1 visits the library for fifty minutes each week.
We maintain an open shelf policy and encourage the student to develop the ability to choose a book that suits his needs.
Kindergarten students check out books after the first quarter. All other students may check out books as soon as school begins in the fall. The books are checked out for a one-week period and can be renewed.
THE LIBRARY COLLECTION:
The audio-visual supplies (not machines) are housed in the library. Bibliographies are available upon request. A teacher can come in any time and check out these materials.
The librarian will gladly check out room-lots of books to the classroom teacher.
ORGANIZATION OF THE COLLECTION:
Our collection is being organized in a coded system. Fiction is organized alphabetically while nonfiction is according to subject. Our card catalog is arranged in a straight alphabetical listing. No matter what you are looking for, whether it be author, subject or title, you will find it listed under its first letter.
If you take material from the library, it is your responsibility to put such material back where you found it.
INTERNET ACCESS:
Internet is accessible in all classrooms. The internet-usage policy must be signed and returned to the office before it may be used.
CARE OF BOOKS
Textbooks, as well as all other books, are the property of the Salem R-80 Schools. Therefore, teachers are expected to loan any books in their care to any other teacher who may need them when they are not in use.
Discourage marking books in any way, marking in them, turning down corners of pages, doubling covers together, etc. If books are, in your opinion, mistreated so that they are not fit to hand to another child, then send the child responsible along with the book to the office and they will be required to pay for it. The same applies to students who take books home and fail to return them. If the loss is due to unavoidable causes, the student will not be held responsible.
In issuing textbooks, see that a student's books all correspond in number, if possible. Write his/her number on the enrollment card or grade book so that a misplaced book can be quickly identified. Check your students' textbooks each month.
GRADING SYSTEM
Letter grades are placed on the report card. Teachers of PE, Music, Art and other special classes are to provide grades to classroom teachers. Classroom teachers will be using a portfolio system.
Classroom Grades
BB - Below Basic
B - Basic
P - Proficient
A - Advanced
Special Classes
S - Satisfactory
NI - Needs Improvement
U - Unsatisfactory
* It will be up to each individual teacher if they want to put +/- on the satisfactory mark.
Grading Reporting System:
Teachers will send home a common, standards-based progress report twice each quarter to keep parents informed about student progress.
NEW STUDENTS
Students entering our school will be placed by the counselor and/or the principal. The child's individual needs will be the primary concern, but care will be taken to keep the class sizes equal. Every effort to make new students feel welcome should be made. Greet the student with a smile and, remember, he/she is having to make many adjustments. Give the child at least a week before you judge his/her true ability.
COUNSELING SERVICES
The Elementary School provides guidance services to students. These are a few of the duties of the counselor:
❑ Work with teachers in trying to discover the cause or causes of undesirable behavior and to try to work out a plan for desirable results.
❑ Provide group activities for classrooms in the areas of self-concept, interpersonal relationships, and dealing with emotions.
❑ Arrange parent conferences, as the need arises, in order to aid a student in getting along better in school situations.
❑ Talk with students who are having difficulties of various kinds to attempt to determine the cause and possible remedy.
❑ Administer and/or interpret group achievement tests in order for teachers to have a better knowledge of student academic growth.
❑ Record semester grades, attendance, achievement test results, and other pertinent information on permanent record cards.
❑ Along with the principal, assign children to classrooms.
❑ Refer students who have problems beyond our training to clinics or other professionals.
REFERRAL FOR TESTING:
In order to have a student tested for special services, the teacher will complete an intervention file and submit to the counseling office. There must be sufficient documentation as well as a reasonable amount of time elapsed since the child was enrolled in the class. The referral will be presented to the district psychological examiner.
HOMEWORK
Because no one agrees on homework, the following guidelines are suggested.
Never assign an excessive amount of homework; the industry standard is ten minutes of homework times the grade level. For example, a first grader would have ten minutes of homework, a second grader would have twenty minutes, etc. Do not send home an assignment that a student does not understand. DO NOT assume because you covered it, they understand it.
See that it covers all areas and is not always in math.
Do not assign long lists of math problems just for the sake of covering pages. If a student needs extra work, ask him/her to do five or six problems and then take time to check them with him/her. There is no need for a whole class to be assigned work that only one of them needs.
Encourage students to do some research on their own. Let them choose a subject in which they are interested. Then find time to let them share their findings with the rest of the class.
Try to inspire them to engage in some creative hobby--art, musical composition, story writing, poetry, bulletin board arrangement, scientific experiments, wood carving, soap sculpture, etc.
Homework for weekends and holidays should be kept to a minimum.
NO homework should require more than thirty minutes of even the SLOWEST student's time.
When students are given a work period during the day, make sure they are working on an assignment instead of doing something else.
Encourage students to read during the evening. If you require a report or some other written work, make it as simple as possible for your sake and theirs.
LUNCHROOM
Cafeteria personnel do their best to make lunches and breakfasts both nourishing and attractive. We think they do an outstanding job. Please return cup holders, glasses and trays to the lunchroom promptly and do not leave them on desks, tables, etc. either in the lounge, your room or the halls.
Your students will be assigned to certain tables for lunch. Please cooperate with them and see that your students are seated in the right place.
STUDENT ASSIGNMENTS
If a student leaves the system and then returns within 39 days, they are placed in the same room from which they transferred. After the 39th day, they are to be assigned as a new student and placed in the room with the least number of students or as determined by the principal and counselor.
REGULATION ON ABSENCES
If a student is absent for 2 - 3 consecutive days, the teacher is to make contact with parents to see why he/she has been absent. Please communicate your conversation with the secretary. If a student has excessive absences or a pattern of tardiness that is interfering with his or her achievement, please refer him or her to the RTI team.
NURSE
The nurse decides what treatment should be given cuts, scratches, etc. It is her decision if a child needs to go home or stay at school. Students do not visit her unless sent by the teacher, except in an emergency. No student should be sent to the nurse's office without a health station referral form except in case of emergency. Students will be sent back if no referral is in hand before treatment will be rendered. If you would like the nurse to talk to a student about personal health problems, let her know. She will be glad to help.
The nurse will visit your classroom to discuss health problems if you let her know in advance. She is sometimes able to secure clothing for a child who is not adequately clothed for school. Please keep in mind her schedule when sending students to her office.
There are also times when she will be gone for the day and a substitute will be in the office. We will attempt to always notify you of her absence. Also, it is board policy that no teachers or staff dispense any type of medication to students. All medication dispensed at school must go through the health station office.
CUSTODIAN
Our custodians are very busy people but are willing individuals and are always willing to accommodate you when they can. Please do not insist that they do something that is beyond their jurisdiction. If you wish a particular job done, please leave a written request in the office.
Maintenance requests will be turned in to the principal's office.
FACULTY MEETINGS
Faculty meetings will be held as needed. I will try to plan these before or after Data Team times on Monday afternoons.
CERTIFIED SICK LEAVE POLICY Adopted April 15th, 1999
Employees Hired Before 1998-99 School Year Sick Leave--Professional staff employees whose assignments call for 12 months full-time employment will be entitled to ten (10) days of sick leave. Professional staff employees whose assignments call for full-time employment only during the regular school term will be entitled to ten (10) days of sick leave. Part-time teachers will receive the same number of sick days as a full-time teacher, but on a pro rata basis; i.e., four-hour teachers receive ten (10) four-hour days; three-hour teachers receive ten (10) threehour days. Unused sick leave will be cumulative to 180 sick leave days. An absence of over one through four hours shall be counted as a half-day of sick leave. Unpaid leave shall not be considered sick leave for any purpose.
New Employees Hired for 1998-99 School Year and Beyond Sick Leave--Professional staff employees whose assignments call for 12 months full-time employment will be entitled to ten (10) days of sick leave. Professional staff employees whose assignments call for full-time employment only during the regular school term will be entitled to ten (10) days of sick leave. Part-time teachers will receive the same number of sick days as a full-time teacher, but on a pro rata basis; i.e., four-hour teachers receive ten (10) four-hour days; three-hour teachers receive ten (10) three-hour days. Unused sick leave will be cumulative to 90 sick leave days. An absence of over one through four hours shall be counted as a half-day of sick leave. Unpaid leave shall not be considered sick leave for any purpose. See Board Policy book for absences that may be charged against sick leave.
In order for an employee to receive personal leave time, a form must be filled out and submitted, in advance, to your Principal. The Principal will forward the form to the Superintendent's office for approval or disapproval. Forms may be obtained from the Principal's office.
INSURANCE
Teachers in the Salem R-80 School District will receive a board paid medical and hospitalization insurance policy.
CHILD ABUSE LAW
Violation of the provisions of section 210.150 as well as violation of any other part of the new law such as not reporting, if there is a duty to report, is a misdemeanor, punishable by a year in the county jail or a $1,000 fine or both such fine and imprisonment.
SCHOOL DAY
The school day begins at 7:55 and ends at 3:05. Staff members should be in the building at 7:30 and remain 10 minutes after the students are dismissed. First bell rings at 7:55 and school begins at 8:00.
Students use the recess periods for getting drinks and going to the bathroom. Following the lunch period those who need to do so should be allowed to use the bathroom and get a drink. This period should always be SUPERVISED.
There should be very few times when students need to be dismissed during the class period. If there is any doubt about a child needing to leave, it would be wise to see if he/she goes directly to the bathroom or whether he/she takes time to see what is going on in other rooms, etc.
Students are expected to enter the building quietly and go to their rooms in an orderly manner. Students who walk home go directly and do not loiter about to play ball or use playground equipment. Students wishing to leave school early (with parent or guardian) must be signed out in the office.
INVENTORY
Each teacher is required to make an inventory of materials and equipment in his/her room and turn this into the office at the close of the school term. Only one copy is needed. Prices must be included for insurance purposes. Forms will be made available for you. When you receive new materials, list them along with prices and your inventory job will be much simplified at the end of the year.
ORDERS
Order forms will be given to you in January. Fill them out in full and in the proper place. Catalogs are kept in the office for your use. Please use the latest catalog available as prices change very quickly. During the year, as you think of things you will need for the coming year, jot them down. This will make ordering easier for you. List only those things you really need and avoid having much of your order cancelled.
PREPARATION PERIODS
Preparation time is contract time. Please plan accordingly. Teachers should only leave in case of an emergency. If a teacher must leave, they must notify the office before leaving.
PERMANENT RECORDS
Permanent records are to be kept in the office at all times. PERMANENT RECORDS CANNOT BE TAKEN FROM THE BUILDING OR BE TRANSPORTED BY STUDENTS.
SUBSTITUTE TEACHERS
Substitute teachers are at a premium. If you must be absent from school, please notify the office as soon as possible. If you have a preference so far as a substitute is concerned, please let it be known, and every effort will be made to secure this person for you. You do not make your own contacts. This is done through the office.
Try to keep plans visible on your desk at least two days in advance so that if you are absent unexpectedly, a substitute can carry on more effectively.
Do not expect a substitute to know what you want done. If you do not leave instructions, do not assume certain tasks will be done. Do not expect the substitute to grade all the papers. In case of illness, call the principal as early as possible. If you are unable to reach her, call the secretary. It is up to the teacher to let us know how long they will be absent. We expect you to have some type of lesson plan for the substitute. When you return to school, it is your responsibility as a teacher to sign your absentee slip. Your substitute cannot be paid until you sign the absentee slip.
OTHER DUTIES
Be in your room by 7:30. Watch the hallways as students move through the building. Morning duty begins at 7:30.
ATTENDANCE NOTIFICATION
It is the responsibility of the regular classroom teacher to let special teachers know when a child is not attending class. It is also the responsibility of special teachers to let you know, if for some reason there will be no classes.
PLAYGROUND DECISIONS
It is up to the discretion of the people on playground duty if students go outside or not. If students stay inside, each teacher is responsible for his/her own class.
RECORD REQUIREMENTS
The following personal information should be filed with the superintendent's office.
1. Teacher's contract due within the time specified on the contract.
2. Social Security number
3. Employer's withholding exemption certificate
4. Retirement membership form, birth certificate required
5. Teacher certificate--to be filed by the first contract day
6. Complete official transcripts, showing degree, to be filed as soon as degree is complete. Also, any additional hours taken need to be on file.
DUTIES
Playground duties will be divided as fairly as possible. You will receive a list of such duties. Please be prompt in assuming your responsibilities.
If you are on playground duty, SUPERVISE. Do not stand in one spot on the playground, but circulate. One teacher should always be at the Tiger Cage. If there is an organized sport taking place, such as kickball, one teacher should always be supervising this group.
No student leaves the playground without the permission of the playground teacher. The classroom teacher does not give permission for a student to leave the premises during a recess period, unless she/he is also the playground teacher at the time.
If you are a new teacher and have any doubts about your duties, do not hesitate to ask a teacher already familiar with the procedures, or feel free at any time to consult with the principal.
When students have to stay inside because of rain, cold weather, etc., each teacher is responsible for their own room. Because of the danger involved, students should not be allowed to run up and down steps, loiter in the halls or congregate in the bathrooms. Each teacher should familiarize his/her own group about expected behavior. Students are not to play organized games or use the Tiger Cage before school and should be in the designated zones before school.
Updated 2020 08 06
MATERIALS AND SUPPLIES:
The following are available for teachers use:
paper cutter
copy machine
primary typewriter
die cut machine
movie projector hole punch
laminator
Some of the above supplies are in the library and may be checked out there. Others are in the halls on each floor. Please do not check out materials until you are ready to use them. Once you are finished with them, please return promptly. Those machines that have covers should be kept covered when not in use. Machines belong to everyone.
If you find a machine that does not operate properly, please notify someone in the office.
REGULATIONS ON FIELD TRIPS (BUS)
Always have adequate adult supervision on field trips. Check with the nurse to find out medication or special health instructions for your students.
OPENING EXERCISES
After the lunch count, the students stand and give the pledge of allegiance. Following the noon lunch, teachers may read for a while to students or allow them to have a short period for doing something they especially like to do so long as it doesn't interfere with others.
RECORDS AND REPORTS
Records and reports should be made PROMPTLY AND ACCURATELY. All have been simplified as much as possible in order to take the least amount of time.
Attendance will be kept electronically using the Student Information System program. Please complete your attendance prior to 9 am each day.
Students that transfer to another district need to take a complete transfer form with them the last day they attend. Teachers should fill this out, make a copy for the counselor, and give it to the counselor. Current grades should be given to the counselor.
PROGRESS REPORTS
The fifth week of each quarter progress reports are to be sent home.
TELEPHONES
The telephones have been placed in our building for the purpose of making and receiving necessary calls. Teachers are to use their judgment as to when it is necessary for a child to make a call. It is not necessary for one to call home to see if he/she may go to play with another child after school, etc. For those who take music lessons, go to Scouts, church organizations etc., they need to find out before leaving home in the morning if they are to go after school and how they are to go.
Cell phones should be used in the classroom when students are present in the case of emergency only.
INTERVENTION PLAN
William Lynch Elementary is committed to continuous development of the students enrolled in our school and to the achievement of skills for the current grade assignment necessary for the students to pass to the next grade level. Students will normally progress annually from grade to grade when, in the judgment of the school's professional staff, it is in the best educational interest of the student involved.
Parents/guardians will be notified of academic progress based on quarterly report cards. Deficiency notices will be sent to the parents of students in danger of failing by the fifth week of each quarter. These notices include areas of ability, attitude, and/or performance. In addition, notices of concern should be sent at any time during the quarter if the teacher feels the student's performance requires attention. These reports will indicate the specific reasons for the concern, which may include academic difficulties. Parents/guardians will also be notified of the difficulties a student is experiencing through conferences and additional written notes.
When a deficiency is noted, a team composed of the classroom teacher, guidance counselor, principal, parents, any other necessary educational professional, and student (if desired) will meet to discuss intervention possibilities. Their actions will follow the procedures below.
Intervention Procedures
1. Information Gathering
- Teachers begin gathering information on students who are experiencing academic difficulty as soon as concerns are noted.
- Teachers should conduct parent/guardian conferences, either in person or on the phone, to discuss their concerns.
- Teachers should document all steps in the process, including parent conferences.
- Teachers check with the office to see if the student is maintaining an 85% or better attendance rate.
- Teachers should discuss their concerns about an at-risk student with the building principal.
2. Information Sharing and Intervention
- Teachers should continue documenting all parent contact, interventions, modifications, adaptations attempted for a reasonable time.
- Once the teacher has exhausted all sources from step 1, then primary emphasis should be given to referral to the Intervention Team which can be accomplished by completing an Intervention File and submitting it to the counselor's office.
- An intervention team will meet to develop an Intervention Plan.
- The team will have additional meetings as needed to assess the effectiveness of the Intervention Plan.
3. Retention Decision-making
- All appropriate personnel and parents/guardians should be made aware of the student's learning difficulties. Using all available information, the team must determine whether retention would benefit the student's educational development.
- Although the team's plan will be taken under serious advisement, the final decision regarding retention rests with the principal and the superintendent of schools.
Sources of Information
Teachers and teams considering the retention of a student should compile the following information:
a. Assessment data, including reading level and work samples,
b. Current school grades,
c. Current school attendance,
d. Previous retention,
e. Date of birth,
f. Team input,
g. All parent/guardian contact and conference documentation,
h. Mastery of minimum grade level expectations,
i. Modifications/adaptations used,
j. Intervention outcomes, and
k. Ability of the student to progress satisfactorily.
Promotion/Retention Guidelines
Teachers and teams must consider these factors when recommending retention of a student:
1. Report card grades: Failing or unsatisfactory grade performance in any of the four content areas is cause for consideration of retention.
2. Attendance: Students should be present each day; however, an attendance rate of less than 85% is a prominent factor in retention decisions.
3. Reading on grade level: Students in grades K-1 must have completed the intervention process before retention may be considered on the basis of reading.
4. Other factors: When considering retention, other factors should be considered. These factors may include social maturity, emotional maturity, previous retentions, and physical maturity and development.
ORGANIZATIONAL/EXTRA-CURRICULAR ACTIVITIES
School time is not the time to work on organizational and non-school related activities.
The time away from students should be used as preparation time.
EMERGENCY DRILLS
Fire drills will be held. You will be told when to expect the first one. Later they will be held without warning. Each teacher explains to their group where they are to go and how they are to conduct themselves.
Always exit by the door nearest you, moving in single file is best. Move rapidly (do not run) and quietly. When you reach the outside, do not move off the playground; but do move a safe distance from the building and always far enough for a group behind you to have room.
Tornado drills are held less frequently than fire drills. It is necessary that everyone be very quiet in case directions need to be given. We do not go outside the building for tornado drills. Each group makes their way to the cafeteria as quickly as possible. It may be necessary for one group to wait for another to clear the doorway before moving forward. Do not leave your positions until the signal is given to do so. Try to leave at least one window in your room partly open.
FIRE DRILLS:
The fire drill signal will be a series of beeps that resembles the sound of a truck backing up. Groups start moving as soon as they hear the signal.
Every teacher should impress his/her students with the need for moving quickly, quietly, and in an orderly manner.
TORNADO:
The tornado signal will be a series of "whoops". Groups should begin moving as soon as the signal is sounded.
Each teacher should take a class record book and check their roll immediately. If a student is missing, notify the principal, nurse, janitor or any free teacher. Teachers nearest the rest room should check the restroom to make sure no one is left behind.
ALL TEACHERS WHO HAVE A FREE PERIOD SHOULD IMMEDIATELY MAKE THEMSELVES AVAILABLE TO HELP WHEREVER NEEDED (FIRE OR TORNADO).
EARTHQUAKE:
The earthquake signal will sound like a telephone ringing. Teachers will give the "duck and cover", "drop and hold", or "brace" commands. Students will stay where they are. If outdoors stay outdoors, if indoors stay indoors. Check for injuries, do not move serious injured persons unless they are in immediate danger of further injury. If ordered by administrator to evacuate when the earthquake is over, use the fire exit routes.
INTRUDER:
The intruder signal will be an announcement over the intercom saying "CODE RED ALERT". The teacher will move all students away from the windows and doors to an area in the room where they are not visible and all students should be made to stay very quiet. Teachers should check the hallway outside of their room quickly for any other students whether they are theirs or not. At that time you will need to shut and lock the door and quietly check roll. Wait for clearance before resuming your duties.
THREAT OF EXPLOSION/BOMB THREAT
Fire alarm will sound. All students will be directed where to go at such time.
CLASSROOM DISCIPLINE
Discipline problems exist in almost every classroom. The extent and severity of the problems lies within the classroom conditions set by the teacher. Good discipline is a product of good teaching and the following are suggestions to be used in establishing and maintaining good discipline.
1. It is a considerable advantage for a teacher to stand where he or she can see clearly what is happening in the class. Learn to teach while walking about the room and watching the children as you teach. Maintain eye contact with the students.
2. Seating arrangements can be very effective. Study carefully the arrangements in your classroom. Eliminate any barriers between you and them.
3. Knowing the names of your students can be very helpful. Learn these ASAP.
4. You must have an interesting lesson if you expect the children to participate and to learn. Worthwhile material is stimulating to children when presented in an interesting fashion.
5. Stop the little things. These usually grow and cause unnecessary problems. Many disciplinary problems are insignificant in the early stages. Proper treatment requires good sense.
6. Use a variety of teaching procedures. The school day can be insufferably long and boring to
young children and they cannot resist the temptation to start something.
7. Walk around, talk to individuals, smile at pupils, ask them pleasant questions to which there are pleasant answers.
8. Cultivate your sense of humor and use it.
9. Be self-confident and have courage to face the situation. It may be hard to appear self confident, but it is essential. These are helpful things: well prepared plans, sleep, recreation in non-school circles, using pupils to help with classroom routines. If you are unhappy in teaching, look for a more pleasant occupation. If you are miserable, your students are miserable.
10. Be just; put yourself in the pupil's place.
11. Admit when you make a mistake and even be ready to apologize.
12. Encourage those pupils who do not do well. Don't scold them. There is always something positive to be said about each child. Do everything you can to raise the ego of the child.
13. Use your voice effectively. It can soothe, enthuse, and accentuate.
14. Try to avoid creating situations where pupils have to lie. Let them save face when you know they are in a tight spot.
15. Make an interesting environment of the classroom with the help of the students. Have good magazines, books with attractive covers, pictures, flowers, etc.
GENERAL RULES
1. Once a student arrives at school, he/she may not leave the campus or playground during school hours without permission from the parent or teacher.
2. Pupils should not arrive on the school grounds before 7:30 AM. A teacher will be on duty while the students are on the playground, in the gym or in the cafeteria.
3. After arriving at school, students should go directly to the gym or cafeteria. In the event it is raining or extremely cold, students should be allowed to enter the building and wait in the foyer as soon as possible.
4. At no time are students to play on the front areas of the school (on Main Street/Highway 19).
5. Students shall use quiet voices when near other classrooms, the library, the office, etc.
6. Students must not climb on playground fences.
7. Students are encouraged to bring only nutritional snacks or treats to be eaten near the trash container. Wrappers, baggies, etc. are to be placed in the container.
8. Students who purposely break or damage school property or equipment will be expected to replace or pay for replacements or repair.
9. All students are responsible for being thrifty with school supplies. This includes paper towels, napkins, writing paper, etc. School playground balls have been marked in permanent ink.
10. Toys such as yo-yos, marbles, dolls, cars, and radios, are not to be brought to school without prior teacher approval. This includes toy weapons such as squirt guns, knives, and guns.
11. Students are asked to help the school remain clean by doing their part in picking up papers and other items belonging in the trash.
12. No organized games or playground equipment will be used before school begins. Students may walk or run around the area mingling with others. The playground equipment will be off limits until recess time.
PLAYGROUND RULES
1. Games and activities which are unsafe and not allowed at any time are tackle football crack the whip playing with sticks, knives, or other sharp or pointed objects piggyback horse with the jump rope baseball fighting or rough play throwing rocks, stones, or wood chips writing on the walls of the building bouncing or throwing balls against the building
2. There will be no closed games. Include others in your games.
3. Students are not to climb the fence.
4. Do not play behind the storage shed.
5. Do not play tag on the playground equipment.
6. Return balls and ropes to the equipment box or the classroom.
7. No bicycle riding at any time.
8. Use the bathroom and get a drink BEFORE going to the playground.
9. No baseball equipment is allowed except under direct teacher supervision.
10. No skateboards, roller skates, or roller blades are allowed.
11. Play fair or don't play the game.
12. Bad language is prohibited.
13. Do not throw wood chips, rocks, or recycled rubber material.
BUILDING PROTOCOLS
The faculty of William Lynch developed a few protocols we would like everyone to use.
Classroom Interruption Procedure:
If the phone rings, intercom comes on, or a visitor enters, the teacher gives the sign for and says, "Give Me Five." The students show five while looking at the source of the interruption until it is over. If it is a lengthy visit or phone call, the teacher may provide students with instructions (i.e. take out your AR books), but the students will remain silent.
Announcement Procedure:
When a school-wide announcement needs to be made, the announcer will say, "May I have your attention, please?" and pause, proceeding with the cue, "Give Me Five," and another pause before making the announcement.
MAC (Moving Anywhere on Campus) Procedure:
Teachers will lead students to and from special classes, recesses, lunch, etc. Before leaving the classroom, the sign for "Give Me Five" will be used to obtain quiet. The KYHFAAOOTY rule will be in force while traveling to and from destinations. No verbal communications will be used by students or teachers in the hallways to limit interruptions to other classes.
Universal Rules and Signs for Teachers and Staff to Teach and Use:
Give Me Five—Eyes watching, ears listening, hands still, feet quiet, lips closed.
Sign: Hand is raised displaying all five fingers.
KYHFAAOOTY—Keep your hands, feet, and all other objects to yourself. Automatic loss of two recesses for rule infraction.
Stop—Sign: left hand is held out with palm up and right hand is brought down perpendicular to the left hand.
Recess Procedure:
❑ Ten minutes before recess bell, teachers will allow students to use the restrooms in an orderly fashion by sending a few at a time,
❑ When the recess bell rings, teachers will line up students at the door of the classroom, using the "Give Me Five" sign,
❑ Teachers will mark the names of students who have lost recess time on the provided form and send out to teacher on duty,
❑ Teachers on duty will escort the classes outside to eliminate running and misbehaviors in the hallway,
o Balls may not be bounced or thrown,
o KYHFAAOOTY will be enforced,
o There will be no running until the students have passed the symbol line,
❑ Students who have lost recess time will be seated on the benches,
❑ All other students participating recess must stay beyond the symbol line,
❑ When the bell rings indicating recess is over, students line up and teachers give the "Give Me Five" sign to get quiet,
❑ Again, KYHFAAOOTY rule is in force, along with no bouncing of balls,
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Dealing with Incidents of Sexting
SEXTING - Steps to take when dealing with an incident of sexting
Definition of 'sexting'
There are a number of definitions of sexting but for the purposes of this advice sexting is simply defined as images or videos generated:
* by children under the age of 18, or
* of children under the age of 18 that are of a sexual nature or are indecent. These images are shared between young people and/or adults via a mobile phone, handheld device or website with people they may not even know.
There are many different types of sexting and it is likely that no two cases will be the same. It is necessary to carefully consider each case on its own merit. It is important to apply a consistent approach when dealing with an incident to help protect yourself, the school and the child. The range of contributory factors in each case also needs to be considered in order to determine an appropriate and proportionate response. All staff should be familiar with this policy.
Steps to take in the case of an incident
STEP 1: Disclosure by a child
Sexting disclosures should follow our normal safeguarding practices. A child is likely to be very distressed, especially if the image has been circulated widely and if they don't know who has shared it, seen it or where it has ended up. They will need support during the disclosure and after the event. They may even need immediate protection or a referral to social services.
The following questions will help decide upon the best course of action:
* Is the child disclosing about themselves receiving an image, sending an image or sharing an image?
* What sort of image is it? Is it potentially illegal or is it inappropriate?
* Is the school's Safeguarding Policy and practices being followed? For example, is the Designated Safeguarding Lead (DSL) on hand and is their advice and support available?
* How widely has the image been shared and is the device in their possession?
* Is it a school device or a personal device?
* Does the child need immediate support and/or protection?
* Are there other children and/or young people involved?
* Do they know where the image has ended up?
This situation will need to be handled very sensitively. Whatever the nature of the incident, ensure the school Safeguarding and On-line Safety policies and practices are adhered to.
STEP 2: Searching a device – what are the rules?
In a school-based context, it is highly likely that the image will have been created and potentially shared through mobile devices. It may be that the image is not on one single device: it may be on a website or on a multitude of devices; it may be on either a school-owned or personal device. It is important to establish the location of the image but be aware that this may be distressing for the young person involved, so be conscious of the support they may need.
The revised Education Act 2011 brought to bear significant new powers and freedoms for teachers and schools. Essentially, the Act gives schools and/or teachers the power to seize and search an electronic device if they think there is good reason for doing so.
A device can be examined, confiscated and securely stored if there is reason to believe it contains indecent images or extreme pornography.
When searching a mobile device, the following conditions should apply:
The action is in accordance with the school’s Safeguarding and On-line Safety policies
The search is conducted by the Head Teacher or a person authorised by them
The DSL or a deputy is present
The search is conducted by a member of the same sex
If any illegal images of a child are found, you should consider whether to inform the police. Any conduct involving, or possibly involving, the knowledge or participation of adults should always be referred to the police. If an “experimental” incident is not referred to the police, the reasons for this should be recorded in writing. Always put the child first.
Do not search the device if this will cause additional stress to the child/person whose image has been distributed.
Never:
Search a mobile device even in response to an allegation or disclosure if this is likely to cause additional stress to the child UNLESS there is clear evidence to suggest that there is an immediate problem
Print out any material for evidence
Move any material from one storage device to another
Always:
Inform the school's Designated Safeguarding Lead
Record the incident
Act in accordance with school Safeguarding Policy and procedures
Inform relevant colleagues/senior management team about the alleged incident before searching a device
Always:
Inform the school's Designated Safeguarding Lead
Record the incident
Act in accordance with school Safeguarding Policy and procedures
Inform relevant colleagues/senior management team about the alleged incident before searching a device
If there is an indecent image of a child on a website or a social networking site, then you should report the image to the site hosting it.
Under normal circumstances you would follow the reporting procedures on the respective website; however, in the case of a sexting incident involving a child or young person where you feel that they may be at risk of abuse, then you should report the incident directly to CEOP www.ceop.police.uk/ceop-report, so that law enforcement can make an assessment, expedite the case with the relevant provider and ensure that appropriate action is taken to safeguard the child.
STEP 3 - What to do and not do with the image.
If the image has been shared across a personal mobile device:
Always:
Confiscate and secure the device(s)
Never:
* View the image unless there is a clear reason to do so (see above)
* Send, share, copy or save the image anywhere
* Allow children to do any of the above
If the image has been shared across a school network, a website or a social network:
Always:
* Block the network to all users and isolate the image
Never:
* Send, share, copy or save the image
* Move the material from one place to another
* View the image outside of the protocols in the school's Safeguarding Policy and procedures.
STEP 4 - Who should deal with the incident?
Often, the first port of call for a child is a class teacher. Whoever the initial disclosure is made to must act in accordance with the school's Safeguarding Policy, ensuring that the Designated Safeguarding Lead (DSL) or a deputy DSL are involved in dealing with the incident. The DSL should always record the incident using the school's Safeguarding Concerns Form and also log the incident in the school's Online Safety log. There may be instances where the image needs to be viewed and this should be done in accordance with protocols. The best interests of the child should always come first; if viewing the image is likely to cause additional stress, professionals should make a judgement about whether or not it is appropriate to do so.
STEP 5 - Deciding on a response
There may be a multitude of reasons why a child has engaged in sexting – it may be a romantic/sexual exploration scenario or it may be due to coercion. It is important to remember that it won't always be appropriate to inform the police; this will depend on the nature of the incident. However, as a school it is important that incidents are consistently recorded. It may also be necessary to assist the young person in removing the image from a website or elsewhere.
Always:
* Act in accordance with the school's Safeguarding Policy
* Store the device securely
* Carry out a risk assessment in relation to the child
* Make a referral to the LADO Lynn Griffiths 01642 726004), if needed
* Contact the police (if appropriate)
* Put the necessary safeguards in place for the child, e.g. they may need counselling support, immediate protection and parents must also be informed.
* Inform parents and/or carers about the incident and how it is being managed.
STEP 6 - Contacting other agencies (making a referral
)
If the nature of the incident is high-risk, consider contacting your local children's social care team. Depending on the nature of the incident and the response, you may also consider contacting your local police or referring the incident to CEOP. www.ceop.police.uk | <urn:uuid:610b5d6f-041e-4b1d-9bed-8c32405153a6> | CC-MAIN-2020-45 | http://www.abingdonprimary.org.uk/wp-content/uploads/2017/02/Dealing-with-Incidents-of-Sexting.pdf | 2020-10-19T15:51:04+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00254.warc.gz | 118,653,504 | 1,688 | eng_Latn | eng_Latn | 0.998504 | eng_Latn | 0.998841 | [
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Crime and Punishment
History
Year 5/6
Lesson 6 of 7
| Learning Objective | Resources |
|---|---|
| To explore crime and punishmentt in the Victorian period. | Slides Worksheet 6A/6BB/6C/6D Oliver Twist extracct Transportation Stoory sheets Question Cards (FFSD? activity only) |
Teaching Input
* Do you know when the Victorian slides. Explain that this was a pe overseas empire. n era was? Children eriod when the pop n to share ideas, t pulation was growi the show them the timeline on the ing fast and Britain had a huge
* Explain that one of the biggest c the Bow Street Runners but the changes was the cr n in 1829 the Metro reation of the polic opolitan Police Act ce force. This started in 1749 with t was passed.
* Go through the slides explaining what new crimes became comm g why smugglers, t mon due to changes raitors and highwa s in society (e.g. c aymen became less common and child safety laws, railways, etc.).
* There were lots of changes in p including details of how transpo workhouses and reform schools unishments during rtation changed fro s were set up. this time. Go thro om being to Americ ough the information on the slides, ca to Australia, and how prisons,
* What do you think of crime and and punishment today? Children punishment in the n to discuss ideas. Victorian period? How is it different or similar to crime
Fancy something different…?
* Before the lesson, stick up the Q worksheet 6D. Children to walk many of the questions as they c Question Cards aro around the classro can on their worksh ound the classroom oom, looking for th heet. m. Provide children with a copy of e questions. Children to answer as
* When children have answered a answers they didn't know with o information. as many questions other people and to as they can, give find out the answ them some time to discuss any ers using various sources of
| Plenary | Assessment Questions |
|---|---|
| Why do you think many Victorians wwere against having a police force? What do you think our society would be like if we didn’t have policee? Children to discuss their ideas. | • Do children knnow which types of crimes became lesson common in this period and why? • Can children describe changes in the way crime was detected? • Can children explain the major changes in the way crimes wwere punished? | | <urn:uuid:716b5574-67f0-4c68-bd05-55adc3422af5> | CC-MAIN-2020-45 | https://www.greyfriars.academy/wp-content/uploads/2020/06/Crime-and-Punishment-Plan6.pdf | 2020-10-19T15:18:31+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00255.warc.gz | 756,534,979 | 557 | eng_Latn | eng_Latn | 0.997797 | eng_Latn | 0.997797 | [
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Title I, Part A: School/Family-Parent/Scholar Compact
Propel Schools distributes to parents and families a School/Parent/scholar Compact. The compact, which has been jointly developed with parents, outlines how parents, the entire school staff, and scholars will share the responsibility for improved scholar academic achievement. It describes specific ways the school and families will partner to help children achieve the State's high academic standards. It addresses the following legally required items, as well as other items suggested by parents and families.
■ The school's responsibility to provide high-quality curriculum and instruction.
■ The ways parents will be responsible for supporting their children's learning.
■ The importance of ongoing communication between parents and teachers through, at a minimum, semi-annual parent-teacher conferences; frequent reports on scholar progress; access to staff; opportunities for parents to volunteer and participate in their child's class; and opportunities to observe classroom activities when requested and scheduled.
Parents and families along with school staff met to discuss the design implementation of the compact. Propel uses various modes of communication and holds meetings at different times to accommodate parents and families.
Propel Schools engages parents and families in meaningful interactions with the school. It 35 supports a partnership among staff, parents, and the community to improve scholar academic achievement. To help reach these goals, the school has established the following practices which require the home and school to recognize and agree upon the responsibilities of each party in the learning process.
Scholar Responsibilities:
■ Take ownership for my education without making excuses.
■ Read and follow the scholar and Family Handbook.
■ Attend at least 4 school events per year to support my education at my school.
■ Attend school regularly and on time.
■ Complete and return homework assignments.
■ Read every day at home.
■ Respect myself, my peers, and school personnel.
■ Respect the rights of others to learn without distraction and disruption.
■ Accept responsibility for my own actions.
■ Make an effort to do my best work ■ Respect the cultural differences of other scholars, their families, and staff.
■ Work to resolve conflicts in positive, nonviolent ways.
■ Comply with school rules at all times while at school, at school functions (including functions off-campus), and on the school bus.
■ Deliver all reports and notices sent by the school to my parent/guardian.
Parent/Family Responsibilities:
■ Read and follow the scholar and Family Handbook.
■ Assume good intentions.
■ Conduct self in a professional manner at all times.
■ Follow all LEA and school procedures and policies.
■ Advocate for child using the expectations outlined in the scholar and Family Handbook.
■ Assure my child gets to school on time and attends regularly.
■ Provide adequate rest, food, and medical attention for my child.
■ Monitor the completion of homework by establishing a time for homework, reviewing it regularly, providing a well-lighted and quiet place for study, encouraging my child's efforts and being available for questions.
■ Monitor social media, screen time, and media exposure.
■ Encourage positive use of extracurricular time.
■ Encourage my child to read for about 30 minutes each day at home and engage with literacy.
■ Participate in school activities on a regular basis as outlined in the scholar and Family Handbook.
■ Attend fall and spring educator-family conferences.
■
Communicate with school staff regarding my child's needs and circumstances.
■ Stay aware of what my child is learning and his/her progress in school.
■ Be aware of and follow rules and regulations of the school. Encourage and support my child in following the rules and regulations of the school.
■ Support the school in its efforts to maintain proper discipline according to the scholar and Family Handbook.
■ Update contact information regularly to maintain communication with the school and ensure consistent enrollment.
Teacher Responsibilities:
■ Read and follow the scholar and Family Handbook and all Procedures and Policies.
■ Assume good intentions.
■ Conduct self in a professional manner at all times.
■ Follow all LEA and school procedures and policies.
■ Maintain and foster high standards of academic achievement and positive behavior.
■ Serve as a positive role model.
■ Respect the cultural differences of scholars, their families, and other staff.
■ Assist the administration in facilitating and implementing the Title I Parent Involvement policy and parent involvement activities.
■ Provide a safe, caring and pleasant environment that promotes active learning.
■ Explain assignments clearly and provide homework that supports the curriculum.
■ Help scholars learn how to resolve conflicts in an appropriate and positive manner.
■ Advise parents of their scholar's progress on a regular basis.
■ Be readily accessible to parents and provide opportunities for parents to meet on a regular basis to discuss their scholar's progress and to participate as appropriate in the decisions relating to their scholar's education.
■ Provide opportunities for parents to volunteer and participate in their scholar's class and observe classroom activities when appropriately scheduled.
■ Demonstrate exemplary attendance as a model for the scholars.
■ Provide necessary assistance to parents so that they can help with the assignments
■ Continue efforts to develop professionally School Responsibilities.
■ The school provides parents with assistance in understanding the State's academic content standards, assessments, and how to monitor and improve the achievement of their children.
■ The school provides parents and families with materials and training to help them work with their children to improve their children's achievement.
■ With the assistance of parents, the school educates staff members about the value of parent contributions, and in how to work with parents as equal partners.
■ The school coordinates and integrates the Title I Parent-Family involvement program with other programs, and conducts other activities, such as parent resource centers, to encourage and support parents in more fully participating in the education of their children.
■ The school distributes information related to school and parent programs, meetings, and other activities to parents and families in a format and language that the parents understand.
■ The school provides support for parent and family involvement activities requested by parents, when reasonable. Accessibility Propel Schools provides opportunities for the participation of all parents and families, including parents with limited English proficiency, parents with disabilities, and parents of migratory scholars. Information and school reports are provided in a format and language that parents can understand. | <urn:uuid:028adc94-bf8f-4554-a15c-3ffdaf873dbf> | CC-MAIN-2020-45 | http://www.propelschools.org/wp-content/uploads/2020/09/Title-l-School_Family-Scholar-Compact.pdf | 2020-10-19T15:54:14+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00254.warc.gz | 170,351,452 | 1,243 | eng_Latn | eng_Latn | 0.99723 | eng_Latn | 0.996965 | [
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A Qualitative Assessment of the Effect of a Gender-Focused Poverty Graduation Model on Household Decision Making, Household Conflict, and Child Labor
The BOMA Project
February 2018
1
Acknowledgments
Photo copyright by The BOMA Project.
This research was conducted by The BOMA Project with financial assistance from the Bill and Melinda Gates Foundation. We acknowledge the technical support of the International Center for Research on Women (ICRW) in the design of the study and Rebecca Njue for moderating the focus group discussions and analyzing the data. Many thanks to BOMA staff Meshack Omarre and Paul Bolo for coordinating the study and Neena Aggarwal for taking notes during the discussions. Heather Katcher and Megan Gash supported the writing of the report.
2
Table of Contents
Executive Summary
The purpose of this study is to document changes in household decision-making among participants of BOMA's gender-focused graduation model, specifically about household financial decisions that could be a result of women's increased income. The study also seeks to understand how BOMA's program, the Rural Entrepreneur Access Project (REAP) directly or indirectly affects household conflict resulting from women's increased income, the use of child labor in assisting with their mother's businesses, and decisions to send female children to school because of REAP training encouraging households to send all primary school-aged girls to school. The qualitative methodology included conducting eight focus group discussions (FGDs) with REAP participants and their husbands in Marsabit and Samburu Counties, with men and women in separate FGDs. The FGDs were guided by an independent consultant and a discussion guide.
The findings show that common expenditures made by the families are for livestock and related care for animals, business investments, credit, food, household items, medical care, school tuition and supplies, transportation, personal effects and social activities, such as celebrations. Regarding women's participation in financial decision-making for these expenditures, the results suggest that their role has increased overall during participation in REAP. Most importantly, decision-making power for livestock, an important asset, has increased for women. Women are often the final the decision-makers on purchase of livestock for their own business, as well as everyday household expenditures such as food, household items, clothing and personal care products. They also make decisions on expenses for small family events such as child-naming ceremonies. However, in most of the cases, men still make the decisions related to large family expenditures such as medical costs for severe illnesses, purchase of livestock, and school fees. Most likely men still make these decisions because large expenses require sale of the family's livestock assets to finance the cost, which is largely owned and controlled by men. The level of consultation between the couple on expenditures appears to have improved as well. In some instances where men were the sole decision-maker in the past, they now consult their wives. Both men and women report that they consult each other more now on financial decisions than they did before.
Further examination of the factors that likely contributed to these changes reveal that having their own money has increased women's bargaining power in their relationships and changed the way their husbands perceive them. The trainings provided through the mentorship program provided the women with new business knowledge that men associated with "enlightening women" on business skills and ideas. In addition, owning and controlling a business, being able to access credit and being part of the BOMA savings group has led the women to feel more confident about financial decision-making, their own self-worth and their ability to speak up in the relationship. The women also feel more confident in initiating discussions, consulting with their husband, and making final decisions, because they have a greater stake in these decisions through the contribution of their own money to household expenses and exercising their voice and agency.
Women's participation in REAP appears to be well-regarded by both participants and their husbands. It only causes occasional tensions or conflict within the family, as could be expected with a women's growing self-reliance, assertiveness and confidence. The FGD participants generally report, instead, of much appreciation for the initiative. They convey much more consultative decision-making among couples than one and a half years prior, before they joined REAP.
Although both female and male FGD respondents reported an increase in the number of girls attending schools, the majority of the BOMA families reported keeping some children out of school to provide labor. While the parents appreciate the need for all children to be in school, overriding concerns regarding their need for additional labor leads them to keep some children at home. Girls are kept out of school to provide domestic labor, help around the home, and to herd. This contrast makes it challenging to conclude or even speculate from these FGDs that the REAP program has had a clear effect on the rates of girls attending school. In addition, midline data from BOMA's Standard of Living Index (SOLI) on the cohort of REAP participants included in the FGDs showed only a slight increase in primary school enrollment from 66.5% at baseline to 69.9% at midline 6 . To more significantly influence the enrollment rates, BOMA launched a Girl Child Campaign in late 2017 to reinforce the message to participants on the importance of education as well as gain the commitment of parents to enroll girls in school. Over 600 BOMA participants engaged in the campaign, with preliminary primary school enrollment numbers surpassing 60 children, just 2 months later 7 . Endline SOLI data is expected to show a greater increase.
Furthermore, it is clear through several references in the discussions regarding the use of savings and loans from BOMA savings groups that participants use funds to pay school fees. Thus, REAP contributes to sending children to school in this respect.
INTRODUCTION AND BACKGROUND
The BOMA Project (BOMA) is a U.S. nonprofit and Kenyan non-governmental organization (NGO) with a proven track record, measurable results, and a transformative approach to alleviating poverty and building resilience in the arid and semi-arid lands (ASALs or drylands) of Africa. BOMA's innovative poverty graduation approach for ultra-poor women offers a sequence of interventions, a clear exit strategy and data driven definitions of success. It is a leading edge and agile approach to international development that includes evidencebased best practices and innovations in technology, programming, empowerment and financial inclusion.
Through our gender focused poverty graduation program, the Rural Entrepreneur Access Project (REAP), BOMA seeks to transform vulnerable women from local communities by giving them the necessary tools to start small businesses, establish sustainable incomes and move them out of extreme poverty. Under the project, women receive seed capital, training on business and life skills, enrollment in a savings groups and two years of mentoring. By helping groups of women to start a small business and establish savings, women in BOMA's poverty graduation program are able to feed their families, pay for school fees and medical care, accumulate savings, sustain themselves during drought and adapt to a changing climate. Profits from each REAP business provide a new and diversified income, personal and business savings help women manage cash flow (for daily needs) and BOMA savings groups help women to plan for future expenses (such as school fees and medical care) and respond to shocks (such as drought or emergencies).
Since 2009, BOMA has lifted 15,697 women and more than 78,000 dependent children out of extreme poverty. In 2015, BOMA received funding from the Bill and Melinda Gates Foundation to enroll 750 ultra-poor 1 women from Northern Kenya into the poverty graduation program, and to conduct research to assess the changes in household decisionmaking that result from their economic empowerment. 2 Specifically, through this funding, the project anticipated to economically empower these 750 women by enrolling them in the two-year REAP program, supporting their graduation from extreme poverty and increasing their role in household decision-making. It was anticipated that at the end of the two-year project, the enrolled women would hold capital—both financial and social—have tangible financial assets and be able to use their income to make decisions regarding the nutrition, education and health of their families.
The funding included a research component to enable BOMA to investigate, measure and document how participation in REAP supports women's empowerment, specifically related
1 The World Bank Group defines "ultra-poor," as people with no house or land ownership, manual labor as the only means of income, having no savings, inability to afford three meals a day or adequate clothing, and no money to spend on education.
2 For the purpose of this study, we define economic empowerment as women's increased access to and control over financial resources (her ability to earn her own income) and assets (savings, ownership of a business, livestock) as well as increased agency and choices for making financial decisions.
to the effects of REAP on household financial decision-making. To maximize the use of this research opportunity, additional questions of interest were added to the study's objectives, including exploring how REAP affects household conflict, child labor and sending girl children to school. BOMA is interested in understanding these issues better, either as direct or indirect effects of a gender-focused graduation program. With household conflict and child labor, the effects would be indirect. Is increasing a woman's income leading to tensions in household decision-making since women can and may want to make more decisions regarding finances and spending with their money? Related to their businesses, are children spending time away from school or other activities to help their mothers run their businesses? Understanding more about participants sending girl children to school could be a direct effect of REAP since part of the training that recipients receive over the two years focuses specifically on encouraging households to enroll all primary school-aged girls in school. Although BOMA has begun measuring how many participant's primary school-aged daughters are enrolled in school at the end of the program, there is interest in understanding the barriers to enrollment in more depth.
Research Objectives
This study was conducted to answer the following key questions:
a) Is participation in a gender-focused graduation program a (and the resulting economic empowerment) associated with increased household financial decision-making by women?
b) How is participation in a gender-focused graduation program associated with household conflict?
c) How has participation in REAP affected household decisions to send girl children to school?
d) Is participation in a gender-focused graduation program associated with increased child labor (domestic or otherwise) in BOMA households?
Methods
This qualitative study primarily used focus group discussions (FGDs), facilitated with a discussion guide, to collect data. Eight FGDs were held in five locations in Marsabit and Samburu counties with female REAP participants and their spouses separated, as illustrated in the following table:
Table 1. Summary of Location Characteristics and Number of FGDs Held
| FGD Location | Location Type | Dominant Tribe(s) | Access to A2 Highway | Distance | Livestock Market Access | Other Market Access | Girls School Enroll- Ment3 |
|---|---|---|---|---|---|---|---|
| | | | | to | | | |
| | | | | Marsabit | | | |
| | | | | Town | | | |
| | | | | (km) | | | |
| Merille | | | | | | | |
| Korr | | | | | | | |
| Illaut | | | | | | | |
| Kalacha | | | | | | | |
| Sagante | | | | | | | |
Identification and Recruitment of the FGD Participants
The sampling strategy for the FGDs aimed to achieve diversity across a few characteristics of BOMA participants and their locations. First, ICRW worked with BOMA to select five of the fourteen REAP locations with Gates cohort participants. The five selected represent a variety of key location characteristics, each differing amongst the following aspects: dominant ethnic group, dominant form of livelihood-generating activity, distance from Marsabit Town, access to the A2 highway, whether the location had a livestock or other market, and the reported enrollment of girls in primary school (based on BOMA Project data).
Once the five locations were selected, BOMA shared a de-identified list of participants in the Gates cohort which included (approximate) age of the participant, manyatta, location, location type, primary business type, marital status, tribe, total household income at midline and average household decision-making score at midline (the last two characteristics as
3 Girls primary school enrollment rates for participants in the Gates cohort, as measured by BOMA's Standard of Living Index survey (SOLI) at the April 2017 midline.
defined by BOMA). ICRW then assisted BOMA in purposively selecting the participants to recruit for the FGDs. As the primary goal of the FGDs was to identify changes in intrahousehold decision-making (and to engage the spouses of these BOMA participants in allmen's FGDs), ICRW excluded women who were single or widowed from the sample.
For each of the five locations, ICRW first sorted the list of de-identified participants by age and randomly selected one "first choice" candidate for recruitment from each approximate 10-year age group (e.g., one candidate between 20 and 30 years of age, one candidate between 30 and 40 years of age, etc., up to the last age of the participants enrolled). ICRW then selected two alternate candidates within each of these 10-year age categories. When possible, these alternates were similar to the first candidate in more aspects than age (e.g., from the same tribe, had similar business types and levels of income at midline). ICRW then sorted through the de-identified list of participants again to select a first candidate and two alternates (with similar other characteristics such as age and tribe, when possible) who had among the lowest levels of income at midline and had not previously been included in the recruitment list. The same was done for the first candidate and alternates who had among the highest levels of midline income. Further, ICRW sorted through the participant list a third time to select one first candidate and two alternates (comparable in terms of other characteristics, where possible) with the lowest household decision-making scores who had not already been selected. The same procedure was then repeated to reach the first and alternate candidates among those with the highest household decision-making scores.
Field Work
Once the participants had convened for a discussion, the facilitator briefed them about the scope of the study and asked for consent to participate and record the proceedings. The facilitator also explained the process of the discussions, including the use of visual aids. All the participants agreed to participate in the study and to have the discussions recorded. To ensure confidentiality and comfort, names of participants were not recorded and their photographs were not taken. The FGDs were conducted in English and translated into the local language(s).
At the beginning of each FGD, participants were asked to list expenses in their household. To help spur thought on the types of expenses, the facilitator then presented pictures of various types of expenses to help participants remember expenses they may have forgotten. Expenses not already illustrated on a card were drawn on blank cards.
At the outset of the FGDs, participants were asked to list the items and services that they most commonly purchase. Discussions covered the following expenses:
a) Livestock and related care expenses: purchase of cows, camels and goats, as well as medicine to treat illnesses and bells to aid in herding the livestock
b) Business investments, such as purchase of inventory or livestock, hiring transport
9
c) Labor: paying for labor, including casual laborers for help in the farm
d) Credit: buying on credit at the local businesses when they do not have cash to pay, for later reimbursement.
e) Food: food, milk, some fruit, fuel/firewood (for cooking) and water;
f) Household items: Furniture, mattresses, mosquito nets, farm implements (e.g., panga or wheelbarrow), and water storage tanks.
g) Health care: medical treatment, hospitalization and medication
h) School-related expenses: tuition fees; and school supplies for children, which include books, uniform and shoes
i) Transportation: for self/other people and for transporting household items
j) Personal effects: clothing, beads, shoes and cosmetics (lotion)
k) Social expenses for the community (contributions): hosting and attending celebrations such as child naming ceremonies and weddings; contributions to community initiatives and collective fundraising
Participants were then asked to discuss who in the household (the man, the woman, or both) was involved in making decisions and who made the final decision, regarding whether, when and how much to spend on each of the expenses. This was asked for two scenarios - before joining REAP and now. The responses were recorded in a matrix of cards. Although different people may be involved in the decision-making process and different people may make the final decision, often there was a consensus among the participants about who was involved and who was the final decision-maker. If the group could not reach a consensus, the final decision-maker was not indicated on the matrix. Through this process, the discussions revealed significant insight on the decision-making processes before and after a year and a half of participation in REAP.
Matrix of decision-making regarding household expenses. The card above each photograph indicates who made the decision before participation in REAP and the card below each photograph indicates who makes the decision now. For some household expenses, two cards were available for the same expense. This is explained by the fact that women make finals decisions for minor expenses while the men make final decisions on major expenses.
On average, it took 2-3 hours to complete a FGD. All the interview recordings were transcribed verbatim as the discussion occurred, and thematic analysis was later used to identify patterns across and within the transcribed data. Organized by each research question, an analytical framework was developed in MS Excel to identify patterns and common responses. The research team used the thematic analysis to interpret the findings and prepare the report.
Limitations and Challenges
Limitations and challenges encountered during data collection are considered minimal. FGDs that required translation in multiple languages took up to 3 hours to complete, with some participants complaining of fatigue and the need to attend to other pressing matters. In Illaut and Sagante, men identified for the study had left to drive cattle to pasture in satellite camps before the discussions could take place. For this reason, it was not possible to interview men in two of the five locations, and therefore conclusions from men's input are based on a smaller sample than planned. BOMA staff were present during the interviews and it is possible that this influenced some participants' answers.
Lastly, due to the nature of the study methodology, the findings from these FGDs do not prove the impact of our gender-focused poverty graduation program on the issues considered. Although participants were asked to make comparisons of situations before and during participation in the program, recall questions such as these are highly subjective. The aim of the study was to explore association of our program with these issues, to gain a deeper understanding of what changes have occurred, and how.
KEY FINDINGS
Is Participation in a Gender-Focused Poverty Graduation Program Associated with Increased Decision-Making by Women on Household Financial Expenses?
As highlighted earlier, the primary objective of this study is to document the changes (if any) that have taken place in household financial decision-making which can be potentially attributed to participation in REAP. To assess these changes, FGD participants were asked who in the home is involved in the consultation process and who makes the final decision on spending, regarding a variety of expenses. Participants were also asked whether there had been any changes in the decision-making in the last one and a half years, during the time of REAP participation.
The results show changes in some areas and none in others. Two areas where there are clear changes are that women have control over decisions regarding livestock for their businesses, and there is more joint decision-making in households, instead of sole decisionmaking by husbands. Women are also often the final the decision-makers on everyday household expenditures, such as food, household items, clothing and personal care products, as well as other small expenses, like school books, school uniforms medical costs for minor illnesses, and small family events, such as hosting a child-naming ceremony. Men still make the final decisions related to large family expenditures, such as medical costs for severe illness, travel and transportation to far distances, purchase of livestock for herding, and payment of school fees. This is most likely because large expenses require sale of the family's livestock assets to finance the cost, which is largely owned and controlled by men. These outcomes are illustrated in Figure 1, and specific findings are summarized in the following sections.
Decisions around livestock and related supplies
Decision-making around purchasing livestock is mixed, but with some important distinctions. In some households, men make the decision now, as they did prior to REAP, but in others, the women make the decision to buy--either on their own or in consultation with the husband. For example, in Korr and Illaut, female participants said that previously the men made decisions, but the women do now, sometimes in consultation with the men, and sometimes not.
"Before it was [the] husband because he was the one who has livestock. Now that I'm in this program, we consult and discuss together because it's me who has money now,"
(Participant 7, Women's FGD, Illaut).
One significant distinction in decision-making for livestock is whether the animals are female-owned livestock, purchased for their businesses, or male-owned livestock, purchased for herding. Some of the female participants in Merille, Illaut and Korr said they buy livestock for trade (their business), and make all the decisions regarding these animals. For instance, women in Kalacha who buy livestock "to sell in [a] butchery," said that the decisions to purchase animals for slaughter is made by a "women's group."
A second distinction is whether the livestock is purchased specifically for the household, potentially to be consumption. Based on some of the discussions with women, decisions to buy livestock for the household are made jointly.
```
"For home use, it is both of you who make the decision and you consult," (Participant 4, Women's FGD, Merille).
```
One of the FGDs of men reiterated this point, emphasizing that while decisions for household livestock are jointly made, all decisions regarding purchases for herding [or economic investment] are by men.
"The one for household consumption for slaughter and the one for […] food those are one in the same and we consult together. The one that you're not asking [me], the one that you buy for herding, whether it's goat or camel […], you won't consult her […],"
(Participant 7, Men's FGD, Korr).
A third distinction pertains to availability for decision-making. Both men and women in the FGDs agreed that if the husband was not home and a decision needed to be made regarding the sale of livestock, the woman could make the decision.
In terms of purchasing drugs and other supplies for the animals, the decision-making is more fluid. It can depend on who is with the animals at the time of illness, or if a spouse has found a useful drug to treat the animals. This fluidity is a change from two years earlier.
"[For] the issue of drugs, it was just my husband who buys them before. It was just him who goes to the market and sells his goat and buys because he has the money. When he's not here and I need some drugs, I just say, 'I wish my husband was here because he could have bought some drugs.' And now, when my husband is in satellite camp and I saw that there is need to buy a drug because of sick animal, I don't need to wait [for] him, I just go and buy. So when both of us are there and we see that there is a need of buying a drug, he asks me whether we have drug and if I respond that there is no drugs, he says 'Go and buy drugs,'
(Participant 5, Women's FGD, Illaut).
Decisions on credit and business-related expenses
In addition to purchasing products from other businesses on credit, women can take loans from their BOMA savings group to cover a cost for their business or household. For credit from other businesses, the FGDs show mixed results on decision-making: while some FGDs concluded that the woman can now, unlike before, make decisions about taking goods on credit, two groups (Women, Illaut and Men, Korr) said that the husband must first approve. Among the groups that directly discussed taking business loans from BOMA, while women can take loans, they consult with their husbands. There was no evidence from the FGDs that men asked women to secure loans for the household, however. The consultation with the husbands appear to be driven by fear that if she defaults on the loan, the husband will have to pay it back.
"Before, the old man decides the amount that they're supposed to take [loan]. Today, she uses the amount that [is] given by BOMA and he's the one to pay. […] Even today, she involves [the] old man. Final decisions are being made by old man because even if she takes credit from BOMA, [it is the old man] who finally pays," (Participant 2, Women's FGD, Kalacha).
However, the male participants in the FGDs acknowledged that unlike two years earlier, women can now make more decisions regarding business investments because they have access to money.
"Two years before, he's the one to decide. Today she's the one because she knows that she has a certain amount of money, and at the end of the month or some weeks to come, she'll get some money, so she's able to decide for herself,"
(Participant 2, Men's FGD, Kalacha).
Some women also still depend on their male partners for guidance in business operations, especially those that have no education, and for assisting them when they are in trouble.
"What they [women] ask us when we run short of some money, "I have operated this business and this is how I get this […]," and we calculate together how it has become a shortage. Sometimes it is just our children who ate those foods. And sometimes because of those high prices they might not go profitable, they might make a loss. We don't have more businesses so we might just sell some livestock and then we pay back,"
(Participant 7, Men's FGD, Korr).
Decisions related to food
The results show that for many of the participants, there has been a shift in decision-making for food purchases. Compared to before REAP, the women report that they are now either making decisions on their own regarding how much to spend on food and what type of food to buy, or that even if the husband makes the final decision, that there is more consultation. Some of the men's responses also indicate a shift, with two of the three male FGDs agreeing that women now make decisions about buying food, unlike before when it was the man's decision on how much to spend and sometimes, what types of food to buy. This is an important finding considering that one of REAP's objectives is that women are able to use their income to make decisions regarding the nutrition of their families.
Among some of the FGD participants, there is a clear division of roles and decision-making regarding management of expenditures related to food. While some FGDs report that the man still provides the money for food as he did before REAP, it remains a woman's decision on what to buy, how much to spend, with some or no consultation with the husband. This was attributed to the fact that the women usually know the household needs better than the men:
"She'll be given money and she's the one to decide [what to buy]. Two years ago,
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and today, she's the one now catering and caring for her family," (Participant 3, Women's FGD, Sagante).
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There are also suggestions that unlike before, in some households, the women provide the money to buy food and make decisions on how much to spend on food. This was associated with the couple "helping each other" and the woman having her own money from her BOMA business.
The female participants mentioned that before BOMA, when their husbands were at satellite camps, if they needed food, school supplies, or anything else, they would have to send a message to their husbands to send them money or wait for their husband to come back. Now that the women have their own money, when they need something, they can just go buy it without having to wait on their husbands.
"Before it was just [my] husband who feeds me. […] [Now,] if he's in satellite camp, he just comes and finds food in the house, our children have food, because now I have money that I can buy food and I didn't have food before," (Participant 5, Women's FGD, Illaut).
In some households in Kalacha, the husbands still make the final decision on what to food to buy, although they consult their wives in some cases. In other cases, the women have always made the decision - before REAP and now. This was reported in both the men and women's FGDs.
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"Even two years ago, today, I'm the one who decides," (Participant 6, Men's FGD, Kalacha).
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Decisions on health care expenses
The results show that while previously, men made most decisions regarding payment for healthcare expenses, they now consult more with their wives. Women now also make some decisions on their own, as well as make payments with their own money. It was also suggested in both the men and women's FGDs that unlike before, women can make decisions on seeking care for minor illnesses when much money is not required. It was also indicated
that in cases of emergencies and when the husband is away, women can make the decision and pay for care. Both men and women agree that sometimes decision-making power is irrelevant when it comes to their children's medical expenses. If a child is sick, they report that whichever parent is available takes the child to a health facility without having to consult the other parent 4 .
"If he's not here, you just take your child to the hospital and just send a message so
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he knows that you took the child to the hospital." (Participant 8, Women's FGD, Illaut).
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However, it appears that in some households, the men still make final decisions when the anticipated expenditure is large, such as in the case of severe disease, or when the hospital is far (and more money is needed). This was the case before REAP as it is now. This may be due to the fact that to raise the money, the family may have to sell livestock, which is largely controlled by men.
"Two years ago, if it is within maybe buying some tablets or from some chemist, still the decision two years ago, it's him. Today, buying some small things, it's hers. But today, if it's a matter of referral [to another hospital], still he's the one to decide," (Participant 2, Men's FGD, Kalacha).
Decisions on school-related expenses
School-related expenses include payments for school fees, supplies such as uniforms and books, and pocket money for children to cover small daily needs. The discussions show decision-making around school expenses is mixed. In some households, before REAP, the men made all decisions related to school fees and related supplies and also provided the funds, although in other households, men consulted with their wives. However, after the one and a half years in REAP, while the men still provide the funds and make most final decisions regarding school fees, which are considered a large household expenditure, some women now contribute to the cost of the fees (in Kalacha and Illaut). All women make decisions on smaller school expenses related to uniforms, shoes and books, though.
"Two years before, it was still [the] old man. Today, [I am] able to even assist myself. This money of BOMA that [I gain] as the business then the profits that [I get] pays school fees,"
(Participant 6, Women's FGD, Kalacha).
"The last 2 years, he's the one to decide. Now, still he's the one to pay [fees]. But other things, she can even chip in and sometimes she doesn't even wait for him. She buys school uniforms, books,"
(Participant 2, Men's FGD, Kalacha).
4 Note: the grammar in some quotes has been slightly modified from the original language to improve readability, but without changing the meaning or intention.
The participants also reported having much more consultation regarding school fees and money for related supplies than before.
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"A child who is in class 1 will pay like 2000 [KSH]. If someone is in nursery, then we pay 500 [KSH]. But we make decision on how to pay this. Sometimes he gives us money and sometimes I give us money, and that is how we operate," (Participant 6, Women's FGD, Merille).
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In some cases, the women reported that their husbands merely 'top-up' what they already pay in fees or for purchasing supplies.
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"Now it's just me who makes these decisions. When I have my money, I just tell him to sell us this goat and I add some little money and I give money to the child to buy the uniform," (Participant 6, Women's FGD, Illaut).
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Importantly, the women reported that unlike before, they can now sell goats to raise the money for fees or school supplies without having to consult the husband.
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"Before it was just husband who makes the decision [whether to sell goat to raise fees]. I also make now," (Participant 9, Women's FGD, Illaut).
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Although many FGDs cite improved decision-making for school expenses, not all of them do. Some men report that they still make the decisions, even if the woman pays.
In other instances, the woman's business acts as a financial safeguard for the household. She can quickly borrow money from the business to pay school fees, and the husband is responsible for paying it back.
"It is women who has every money that is being used today. If the children took some credit or the woman took some credit from her shop, it's [the] man who is going to pay her back. These women who are owning businesses, they take credits from their businesses; they don't get some food freely from the business. The woman who walked the town and looked for credit before, it's not the way it is now, she just takes from her own business. If you need money for school fees or any expenses for school you just get from this business and pay later. The husband will come and pay all those expenses later. We just take money from the business and come and pay it back,"
(Participant 7, Men's FGD, Korr).
Decisions on transportation
Decisions about transportation involve when to use local or long-distance transport, as well as payment for transportation of household goods, such as water and firewood. As in other areas of financial decision-making, the results suggest there has been a general increase in consultative decision-making about transportation since the women enrolled in REAP.
"Before [the BOMA business], whether you're going to travel, you're going to pay for any bill, whether you're paying for any expense, whether your wife wants to go somewhere, it is just [the] husband who will give out money. It is only [the] husband [...] Even the transport cost of hiring a motorbike or transporting food, now we consult with my wife, and we consult with women nowadays," (Participant 7, Men's FGD, Korr).
For short journeys, women can make the decision whether to hire transport to move goods for household use, such as water and firewood. Since water and firewood are a huge burden to carry, many women hire motorcycles, donkey carts, or tuk tuks to assist them. They make the decision to use the transport and pay for it themselves. Having their own money decreases their dependence on their spouses in this regard.
"[Now] it's just me. When I want to send a motorbike, I just decide alone and get money and send a motorbike to get water for me. Before I was just begging. Sometimes I get [money] or not. He used to give [it to] me when he wish[ed]," (Participant 5, Women's FGD, Illaut).
However, the findings indicate that the husbands are still the main decision-makers when transportation costs are high, such as with long trips. This was also the case before the women's enrollment in REAP.
Decisions on personal effects and celebrations
The results show there has been a shift in the decision-making around purchases related to clothing since initial enrollment in REAP. While before, it was largely a man's role to buy clothing, now women are involved in deciding what and when to buy, and how much to spend. This happens sometimes in consultation with their husbands and sometimes on their own.
"Before it is just entirely him. Before he was just the one who makes the decision because I don't have money at that time and he's the one who sells goat and brings money and sometimes buy other clothes. And nowadays we just consult," (Participant 8, Women's FGD, Illaut).
The discussions suggest that previously, families had to sell livestock to buy clothing, which may explain why the men made all the decisions. However, prior to REAP, there was joint decision-making around clothing if the woman had her own income. Having their own money now appears to have enabled some women to make decisions about the purchase of clothing.
"Before it was just entirely my husband because he's the one who takes goats to market and sell and buy clothes. If he takes goats to the market and sells, I'll just ask him to buy me a cloth and he buys me a cloth. […] And now, it's me who buys clothes because I'm the one who goes to market,"
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(Participant 4, Women's FGD, Illaut).
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Men still may help with the cost, however, including repayment of loans if used.
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"Before he decides. Today she has some money in her hand she's the one to decide. But after she uses it, I'll repay it. But she has [the] final decision. All BOMA money [loans from a BOMA savings group] has to be refunded so they [women] have to involve them [husbands]," (Participant 1, Men's FGD, Kalacha).
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Regarding beads, cosmetics and personal care products such as lotion and soap, some women previously bought these items for themselves, or the men bought them, and it often involved having to sell livestock. Nowadays, it appears that women make all the final decisions to buy the products.
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"Before I was just begging him to buy [beads] for me. Before I was just asking my husband to buy the beads but now I just go and buy for myself. On the side of beads, it's entirely me who makes the decision now," (Participant 5, Women's FGD, Illaut).
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Celebrations incurring costs include weddings, Christmas events, and ceremonies for dowries or naming a child. Before REAP, men made all the final decisions on expenditures related to celebrations. FGD participants report that there has been a shift, and now women can make decisions on smaller family celebrations.
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"It's me who makes that decision [about household-level celebrations]. […] Before it was just husband," (Participant 6, Women's FGD, Illaut).
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Men retain decision-making power for larger expenditures, however, such as village-level celebrations.
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"Two years ago and even today [he makes the decision], because it's expensive to have a […] wedding ceremony," (Participant 3, Men's FGD, Kalacha).
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Drivers of Change in Decision-Making: Participants Perspectives on How Changes Have Occurred
Having their own money has lessened dependence on husbands
The FGDs indicate that having their own money has brought tremendous change in the women's relationships with their spouses, increasing their bargaining power and promoting independence.
"Before I just wait for [my] husband to make all these decisions. And now I don't wait for my husband. [Before] when a child needs [a] uniform and [my] husband is at satellite camp, I have to send [a] message to him and wait for him to send money and the child will not go to school until we get the money for the uniform. And now, I just make the decision even if the husband is far away and there's a need to buy the uniform, I just give child the money."
(Participant 5, Women's FGD, Illaut).
Having this independence is especially important when the men are at satellite camps. Before REAP, without money of their own, women were limited in their ability to buy things like food and clothing while their husbands were away. Now, when they need something, they can buy it on their own without having to wait.
"Before it was only [the] husband who has the livestock […and] we wait for [the] husband to sell livestock for us. He goes and then comes and you are left with the kids here and the children become so hungry at home without food. And the wife will just stay at home waiting for the husband to bring something. BOMA has brought this help when the husband is far away, still the children will feed well. Until now the husband realize[s] that he has this wife now that does this great thing, she works hard. Now he listens to me until we come together […]," (Participant 4, Women's FGD, Korr).
Increasing confidence and sense of self-worth
Owning and controlling a business, having their own money, as well as participating in a savings group, has subsequently led the women to feel more confident about financial decision-making, their own self-worth and their ability to speak up in their relationship. It appears that since they enrolled in REAP, the women feel more empowered, are better able to assert themselves and make decisions independent of their husbands. They believe that participating in REAP gave them some control over the family finances, leading to increased confidence and self-worth. For instance, several of the women said if they need to sell livestock to pay for school expenses, they can do so, merely informing the husband, and not necessarily asking for his permission.
"Before doing BOMA, it was only the husband who makes [the] decisions. He can go and decide to buy a cow. When he comes [home] with the money, he will not give you all the money, but he will give you something little to […] to do some other things. He just goes to the market and buy[s] food for children. And he remains with the other money. And now, it's us who gives them money. They are at home staying. It's us who does business, it's us who makes decisions of what to be done, it's us who buy[s] food for children. We don't have even that time nowadays of husbands telling us to buy food now,"
(Participant 8, Women's FGD, Merille).
Some participants felt that women in non-BOMA project areas do not have the same freedom to make decisions as the women in BOMA areas. Women in BOMA areas are considered more empowered to make financial decisions because of the 'education' they received under the project.
"Those who are in BOMA they have seen this now. Those who are not in BOMA there is nothing much positive they […see]. […] Some have changed. Those who are in BOMA, they have seen all these changes. Those who are not in BOMA still they are in the life where we were before and they didn't see much. For those who are in BOMA, it's now us who tells them, "You know this is how things are; this is how things should be,"
(Participant 8, Women's FGD, Illaut).
Furthermore, some male participants felt that women in non-BOMA families were learning from their BOMA neighbors and taking more initiative in decision-making.
"We can say it's somehow the same, but for the few who are away, it's like they followed up with these other people and they learned from the rest, and now it's almost similar […] They are just learning from their neighbors and other women […],"
(Participant 5, Men's FGD, Merille).
Men's changing perceptions
Another cause for the changes in decision-making power could be the men's changing perceptions of women enrolled in REAP. The women in the study report that, in some cases, their husbands were initially opposed to them joining the project, but once they learned of its benefits, and how the resources available could improve their family's economic welfare, they became supportive and encouraged the women to stay in the program. The access to independent resources that their wives now have, plus their contributions to covering the family expenses, appears to have significantly influenced the men's views of their wives and helped accept their increasing roles in decision-making.
"Since the women joined BOMA, our impressions have changed. The way we are operating have changed. What BOMA gave them it's still progressing within the town here. They buy goat[s] and sell [them] and they buy food […]. They just sell their business and livestock and send food for me also […]. The program has [….] opened women's eyes. That is what we have seen,"
(Participant 5, Men's FGD, Merille).
Some findings from the FGDs suggest that the men view the women differently now and consider them more enlightened:
"Before we didn't see much the way it is now. Because there are some women who never came to town. They don't even know town. It is only [the] husband who brings donkeys to [the]shopping center here and loads the donkey and takes the food to shop. So we didn't see much because there's not much programs that shows us so many things and trains us here. What brings us together and we can agree and discuss with women now this much, it is these kinds of teachings. And all this [progress] in the market and that's what brings us together husband and wife,"
(Participant 5, Men's FGD, Merille).
The women also reported a change in how they are viewed, recognized, and appreciated by their husbands, as well as how they interact together.
"When my husband is at satellite camp, and I buy a hat or a coat and I send that to him at satellite camp, he wears that because it is cold and he thinks, "My wife has done something great," and he really appreciates that and is thankful for that," (Participant 4, Women's FGD, Korr).
How is Women's Participation in A Gender-Focused Poverty Graduation Program Associated with Household Disagreement and Conflict?
Women's participation in REAP generally seems to be well-regarded. The women report that having their own money frees them from having to seek their husband's permission to make purchasing decisions. Men report that the women are more independent now than before in their decision-making, and that they take more initiative without consulting them (in a positive sense).
Men agree that their wives are more helpful partners now that they have some income and can contribute to the family expenses.
"BOMA has really helped me because my wife is among the women […]. Since my wife [has] doing BOMA, I have never sold a goat […]. I say thank you very much because that money has helped me to pay fees and I have never sold any livestock to pay fees since my wife came to BOMA,"
(Participant 2, Men's FGD, Merille).
Although most FGD participants reported either reduced conflict, or no conflict, there are a few indications that increased income and increased decision-making could cause family tensions or conflict. One source is when the couple does not agree on how to spend their money, or when the wife refuses to assist the husband with her own funds, especially in regard to recreational expenses.
"Yes, there's some conflict that comes with money. When you don't have money and you want your wife to use this money in other way and don't buy that idea now you quarrel, sometimes you fight. […] When you need money, you come and beg your wife and you borrow your wife ['s…] money to buy something in town, even some miraa5. 'Please my wife, give me some little money. Let me just go and buy some miraa,' and she says no, you fight,"
(Participant 6, Men's FGD, Merille).
Another area mentioned as a source of potential conflict is with loans—both whether to take a loan and how to spend the money. A husband may disagree with his wife's decision to take a loan due to his fear of an inability to repay. Even if a woman can make the decision to buy clothes, a husband may insist on being consulted on the purchase because he is involved in the repayment if the money was from a loan.
5 Miraa (khat) is a local stimulant plant, whose leaves and shoots are usually consumed for social and recreational purposes.
"The husband sometimes disagrees for [the] wife to take [a] loan because what he fears is when you fail after taking the money from the loan people will come and take your livestock,"
(Participant 4, Women's FGD, Merille).
An important nuance in understanding the general lack of conflict from increased decisionmaking, though, is that it is possible that if the women had more money than they do, there would be more conflict.
"And today, they have less disagreement because the money that they're having they know it's amount and it's little, so they don't have that such amount of money to bring disagreement so they're comfortable. In [the] future, if it's more, it may bring more problem[s], but they have not reached that," (Participant 2, Men's FGD, Kalacha).
Although participants generally reported there was no conflict from REAP participation, seeing two types of potential conflict mentioned, from women having more money and from taking loans, suggests that this topic can be explored further.
Effect of A Gender-Focused Poverty Graduation Program on Child Labor and Intention to Send Girls to School
As mentioned earlier, BOMA explored the issues of child labor and enrolling girl children in school to understand indirect and direct effects of the REAP program. Since the two concepts are complicated, and linked, it is helpful to provide background information established in the FGDs first.
Child labor in the FGD locations takes the form of herding, domestic chores and working in the family farm. The need for additional labor is a huge concern for families, especially if they lack the money to hire others, or have livestock that needs to be taken care of by trusted individuals. These needs force parents to keep some children out of school. Some children do not start school at all, and others start and are withdrawn after a few years, especially if their academic performance is not good. Children in school usually help their parents after school and during vacation periods, but this may not be enough to meet their needs. Although all parents in the FGDs appreciated the need for all children to be in school, overriding concerns regarding their livestock and helping at home lead them to 'sacrifice' one or more children and keep them out of school.
"Both of them decided that since they are not employed, they have decided to keep two boys […] to look after the animals and the other ones will go to school, and in [the] future, [they will] help them,"
(Participant 3, Women's FGD, Kalacha).
Although the participants would not admit to any form of partiality in picking which child to keep out of school, it appears that more often, parents select boys. Boys herd more often than girls, thus help with the most important income-generating activity of the family. Often the eldest is selected to stay and herd, but sometimes the children selected are those who struggle with academic performance. If girls are kept out of school, it is to provide domestic labor, help around the home, or herd. Girls' range of jobs around the home include looking after goats, collecting firewood, washing utensils, and fetching water. There was general agreement amongst the FGD participants that the father decides which child goes to school and which does not.
"You just see them and you just focus and see how they behave. You will see who is braver than the other one or who has some knowledge than the other one. The one who is brave, we will take him to school, and the one who is not brave enough, then we take him to livestock,"
(Participant 2, Women's FGD, Korr).
"If you take your children to school, some are herding and some are in school, when your wife gets pregnant or sick or gives birth, who will help her? This one is there to help her. If there are three, one is in school, one is herding, and one will help her mother at home. She is just at home helping her mother until she gets married," (Participant 5, Men's FGD, Korr).
In all the FGDs, the parents expressed the desire to send their children, both boys and girls, to school. They appreciate that education is valuable, and that an educated child will help the family economically as well as add to social prestige. Participants also know from personal experience that those who are educated can provide for their families.
"I want my son to get married to a girl who is learned and have job like my son, because now, for me now, I have a brother who I took him to school. I am brother to nine. He's the only one who went to university. He is the one with job who feeds all of us. Two boys are in school now. It's him who came and helped me. He normally comes home,"
(Participant 3, Men's FGD, Korr).
Although both female and male FGD respondents reported an increase in the number of girls attending schools, the majority of the BOMA families reported keeping some children out of school to provide labor. This contrast makes it challenging to conclude or even speculate from these FGDs that the REAP program has had a clear effect on the rates of girls attending school. In addition, midline data from BOMA's Standard of Living Index (SOLI) on the cohort of REAP participants included in the FGDs showed only a slight increase in primary school enrollment from 66.5% at baseline to 69.9% at midline 6 . To more significantly
6 The BOMA Project. (2017). Analysis of the Midline Survey for the REAP Cohort, Funded Through the Bill and Melinda Gates Foundation. Manchester, Vermont: The BOMA Project.
influence the enrollment rates, BOMA launched a Girl Child Campaign in late 2017 to reinforce the message to participants on the importance of education as well as gain the commitment of parents to enroll girls in school. Over 600 BOMA participants engaged in the campaign, with preliminary primary school enrollment numbers surpassing 60 children, just 2 months later 7 . Endline SOLI data is expected to show a greater increase.
It also does not appear as if REAP participation has had a significant effect in decreasing or increasing child labor due to assisting their mothers with the businesses. It should be noted that BOMA has initiated a Child Impact Study to further explore child labor and determine the indirect effect of REAP on children. Results will help inform if there are any changes that should be made to improve the program to maximize the benefit to children and minimize any potential for adverse impact. This is particularly important as the model is brought to scale. A report on the baseline data should be available in mid-2018, with the completed study available in late 2019.
One area where there is likely an effect from REAP participation, however, is the funding of school fees. FGD participants remarked that using loans from BOMA funds to pay school fees, supplies or transportation is considered an important contribution. Both men and women in FGDs referred to BOMA funds from savings groups as a key source for school fees, a finding which was expected.
"Last time, [I] decided to take [my] student to school using BOMA money. Those people they are just in the same village and they are saying, "You didn't sell [an] animal, how is it that you decide to take your son or your daughter to school?" And then [I] told them "I borrowed that BOMA money." And then [I] was asked "How is that BOMA money [is still] existing, because we have eaten ours?"
(Participant 1, Women's FGD, Sagante).
DISCUSSION AND KEY LEARNINGS FROM THE STUDY
This study seeks to establish how participation in REAP supports women's empowerment, specifically regarding decision-making on household expenses. The study also aims to understand how REAP participation is associated with household conflict, decisions to send girl children to school, and the use of child labor. The findings have provided important insights that will inform BOMA's on-going and future programs in this region.
REAP's effect on household financial decision-making by women
The study examined changes in decision-making around expenses for health care, livestock, food, household items, clothing, personal effects, children's education, business investments, transportation and celebrations. It is clear from the findings that participation in REAP has increased women's decision-making power at varying levels, and increased their feelings of personal empowerment, confidence and ability to negotiate within their marriages. This is directly associated with REAP participants having their own money from managing a business, and thus reduced dependence on their husbands. Independence is especially important for women when the husbands are away at satellite camps and not available to provide money to their families.
The findings also indicate that the level of consultation on expenditures between a wife and husband has increased remarkably in the one and a half years since the women enrolled in REAP. The women report that the men consult them more now than they did before, and the men report that they seek their wives' input in some key financial decisions. Subsequently, the women have more say in the financial decisions affecting them and their families.
The findings also show that men generally make final decisions when the expenditure is large, such as significant medical expenses or school fees. Women now make more decisions on smaller expenses than before in some areas, such as food, clothing, transport around town, school supplies and small family events such as child-naming ceremonies. Decision-making around household items, personal care products, water and firewood remains a woman's role, as it was before the intervention. In some FGDs, men reported that they still make decisions regarding school necessities, even if it is the woman who pays.
In addition, in the case of livestock, the discussions with the women suggest there is livestock owned by women, and livestock owned by men (usually away in the satellite camps, or herding elsewhere). The findings suggest that unlike before, women can now make decisions regarding their own livestock, although it is limited to those purchased for their own business, or those designated for family food.
While women have some increased decision-making power regarding taking credit from business or cash loans, many men are weary of their wives taking on these debts, and the woman needs the man's permission to do so. Men are interested in how women spend the loan from the BOMA savings group, because if a wife fails to repay, the husband is ultimately responsible for the debt.
The following table provides a summary of changes in decision making about household expenses since participation in REAP, as reported in the FGDs:
Table 2. Summary of Changes in Decision Making About Household Expenses Since Participating in REAP
| | Type of Expense | | Before REAP | After REAP |
|---|---|---|---|---|
| Livestock | | Men made all final decisions | | |
| Business-related expenses | | Men made all final decision in majority of households | | |
| Food | | Men make decisions on how much to spend and sometimes, what types of food to buy; in some households, women consult with spouse | | |
| Health care expenses | | Men made all final decisions Consultation level prior differed per couple | | |
| School-related expenses (tuition, uniforms, books, etc.) | | Men made all final decisions in majority of households | | Fees: Men make final decisions on large household |
| | | | | expenditures |
| | | | | Uniform and books (smaller expenses): Women make |
| | | | | final decisions |
| Transportation | | Men made all final decision in majority of households | | Increase in consultative decision-making about |
| | | | | transportation |
| | | | | Men make final decisions on transport with large |
| | | | | household expenditures |
| Personal Effects and Celebrations | | Men – made decisions in households where women lacked any economic empowerment Women - in households where women had some income; and on cosmetics Both: households where both couples have a source of income | | |
Participation in REAP and its association with household conflict
From the FGDs, it is remarkable to note the general agreement that women's participation in the REAP initiative has hardly led to any household conflict, and is much appreciated by both men and women equally. The men appreciate that women are now able to contribute greatly to family expenditures. The women report that having their own money lessens the possibility of disagreement with their husbands because they do not always have to seek their husband's permission to make purchases. Findings also indicate that couples support each other more in managing their expenditures. There are suggestions from the findings that the men view the women differently now, in a more positive way, and consider them more enlightened.
Although not suggested as a source of conflict, it is a concern noted in this study that some men still saw themselves as the key decision-makers on issues where women believed themselves to be the final decision-makers, such as in purchase of school supplies. While women largely saw this as their decision, some men do not see it that way, and think that their wives must consult them even if they were the ones paying. It is also noted in this study that some men openly 'disagree' with their wives' being able to seek and manage loans. In some of the FGDs, men commented that they sometimes must help their wives repay loans. These sticking issues may be a source of conflict in future if not well managed.
It is also noted that the women used language indicating that they resented the previous arrangements where they had to "beg" their husbands for money, or "follow him around to town" and are proud they do not have to do this anymore. Although the men seem okay with the 'new' woman, it is not clear whether this may be source of conflict in future.
The findings from the men's FGDs seem to suggest that if the women have a lot more money than they have access to now, then conflict could arise. Potential conflict from both economic empowerment and decisions to take loans suggest that the topic be explored further.
REAP's effect on decisions to send girl children to school
From the findings, there is no suggestion that REAP has influenced family decisions regarding girls' education. What is clear is that families are keeping children – both boys and girls – out of school to assist with herding and household chores. In addition, it does not appear as if the participants discriminate against girls in terms of keeping them out of school. From the FGDs, both boys and girls are kept out of school to provide labor, and boys are more often chosen to stay out of school to herd. The choice to keep a child out of school is driven by parents' need for additional labor, which the child provides – boys and girls to take care of the animals, and girls to help their mother around the home.
Is participation in REAP associated with increased child labor (domestic or otherwise) in REAP households?
Child labor in the REAP locations takes the form of herding, domestic chores, and helping with the farm. From the discussions, it does not appear that REAP has had any effect on decreasing child labor, since the BOMA families still keep some children out of school.
Although most families reported sending at least one child to school, they also reported that they have one or more children out of school, to herd, work in the farm, or do household chores. In the FGDs, it emerged that even if the parents appreciate the need for all children to be in school, overriding concerns regarding their livestock or cultivating the family farm lead them to 'sacrifice' one or more children and keep them out of school. It is not clear that REAP participation has increased child labor, either, or that children are spending less time at school or playing to assist their mothers' businesses. The forthcoming Child Impact Study will provide more insight on this issue.
CONCLUSIONS
This study provides useful insights on nuanced changes in household financial decisionmaking, as well as other effects of REAP participation in these communities. Decisionmaking by women on household finances has improved since participation in the program, due largely to their personal increased financial resources. While men are still the primary decisionmakers on larger financial decisions, especially when involving the sale of family livestock, women have been able to expand their decision-making powers in areas of school and medical expenses and smaller family purchases, and even sometimes important decisions like purchase and sale of livestock. As their ability to make financial contributions to their households has grown, women have begun to feel more assertive in their relationships and confirm that they are now consulted more often by their spouses.
While changes in the REAP-enrolled women's decision-making and other aspects of empowerment appear gradual, it is important to take into account the deeply entrenched views of gender roles in this society. As one participant explained, these roles have been there for generations and largely drive decision-making responsibilities. Achieving parity is a long-term prospect. Tracking participants' gains, and mapping the barriers to meaningful progress in increasing women's decision-making power, will continue to be essential to the overall success of the REAP program. Based on the observations in this midline report, BOMA sees increases in participants' decision-making power and overall exercising of voice, choice and agency, and would expect these positive changes to continue throughout the remainder of the program.
"Before, women have their chores and we have our chores. They were apart but now they are close. We were very far apart. [With this] school and the food, now the mother makes final decision on this. Buying livestock and where livestock will go, a woman will not know where the livestock will go. But because they're in town and they know how to operate small business, that has brought us together now. If it were not for this training these women could not even come that far."
(Participant 7, Men's FGD, Korr).
APPENDIX 1: FGD GUIDES
Guide for Participatory Focus Group Discussion with 6-8 BOMA participants (women) or their spouses (men)
Note: Do not begin the discussion until you have taken the participants through the informed consent process and have obtained the consent of all participants.
Keep the tone light as you introduce the activities:
I'd like to start by having everyone introduce themselves. As I mentioned, I won't be writing down names, but for us all to know each other, would you please tell us your:
* Name,
* [For female participants:] How long you have been involved in the BOMA project
* Age, and
* [For male participants:] How long your wife has been involved in the BOMA project
Take notes on the (approximate) ages and length of involvement in BOMA of the participants, but do not write down their names.
1. Thanks very much. I would like to start today by talking about some of the main expenses you have in your household. What are some things that we buy that cost the household money? Can we list them?
As the participants list expenses, pull out index cards with simple images depicting these expenses and hold them up for the group to see, then place them on the ground in a row. Blank index cards can be used to draw rough representations of expenses not already illustrated.
Anticipated list of expenses (prompt if any of these key categories are not brought up by participants themselves by asking, "What about …, is that a major expense in the household?"):
* Medical/hospital expenses
* Food
* Livestock
* Clothing
* Business-related expenses
* School-related expenses (uniforms, books, etc.)
* Transportation
2. Thank you for making this list. Now that we have arranged these on the ground, I'd like you to think back to your lives before the BOMA project started. Think about these expenses that you had then. What I would like to know from you is: who usually made the decision about spending money on these things?
Show the participants paper circles and squares and tell them:
The square represents the man in your household and the circle represents the woman in your household. Please think about who made decisions about whether, when, and how much to spend on these expenses in your household before the BOMA project: the man, the woman, or both? If you agree amongst yourselves, please put the appropriate shape (man, woman, or both) under each expense category.
As the participants discuss who made the decision for each type of expense, take notes about the conversations they are having among themselves. Which topics present the biggest points of disagreement? What are the participants saying concerning these categories—did the decision depend on who was affected (like adults vs. children) or what season the expenses arose? Did it depend on whether or not the husbands were present to take part in making these decisions?
The final matrix on the ground should look something like this (note the example images used here are geared to a Western audience and will have to be adapted to be locally relevant):
No agreement
Take down the final categorization for the matrix in your notes. You may also take a photograph.
Once the diagram has been completed, ask some follow-up questions based on the interactions you just witnessed during the activity, probing into what was considered "normal" or typical before and what factors influenced decision making about these expenditures. For example:
* I noticed that you all very quickly decided that before the BOMA project, men made decisions concerning livestock and transportation. Can you explain why?
* I see that you were not able to agree about who made the decision about expenses for the business. Why is this?
* I saw there was some discussion about who made decisions about food expenses before the BOMA project, and in the end, you indicated that both the man and the woman generally made decisions about whether and how much food to buy. In what way did men and women both make decisions about food expenditures?
Take notes on the responses, then draw a firm line underneath the first set of responses in the matrix and continue.
3. Now I would like you to show me who in your household makes decisions about whether, when, and how much to spend on these same expenses in your household today. Please use the circle and square again to show who makes these decisions in your household today.
As the participants undertake this task, take notes about the discussions taking place. Is there widespread agreement across the categories? Is there debate about whether or not any areas of decision making are different now?
Take notes/photographs of the matrix at this stage.
33
Once the diagram has been completed, ask some follow-up questions based on the interactions you just witnessed during the activity, probing into whether and how any decision-making processes have changed. Ask the following questions:
4. Have there been any changes in decision making about household expenses since the BOMA project?
b. How did these changes happen?
a. What have these changes been?
c. Have there also been these changes in households whose members did not take part in the BOMA project?
i. Why/why not?
5. Let's take the example of [an expense type where the participants have indicated there has been a shift, based on the matrix]. Who in the household begins the conversation about whether we should spend money on this expense?
b. (If more probing is needed): Do you discuss together whether you should spend money on this? Do you discuss how much you should spend? Do you discuss whose money should be spent?
a. What happens next?
c. Who makes the final decision about whether and how much to spend on this expense?
e. Is this different than it was before the BOMA project?
d. What happens if the other household member disagrees?
i. Why?
ii. What has made this change?
6. What happens when the household cannot afford an expense that is necessary?
b. Who decides that the household should take a loan?
a. Can you take out a loan? From where?
c. Do the husband and wife talk to each other first? What happens if there is a disagreement about whether to take out a loan?
Wrap up this discussion on a positive note (using the text below, for example) and transition the participants to the next discussion topic.
Thank you very much for your answers to these questions so far. I know it can be difficult to talk about some of these issues and I appreciate your openness very much.
Now I would like to do another activity, in groups of 3-4 people.
7. I would like each group to draw your ideal daughter and your ideal son at the age of 14. What is your daughter doing during her day? What is your son like doing during his day?
Give participants about 5 minutes to draw these pictures. Take notes on what they are discussing as they draw their ideal son and daughter—what characteristics are emphasized? What activities are emphasized?
8. Now I would like each of you to draw your ideal daughter and your ideal son at the age of 18.
Give participants about 5 minutes to draw these pictures. Then ask the following questions:
9. For the daughters you drew at the age of 14, can you share with the group what you drew?
i. Is she married?
a. What is she doing?
ii. Does she have children?
c. (If not already discussed): Is she in school?
b. What is she not doing?
d. (If not already discussed): What chores is she doing around the house?
10. Now I would like to talk about your drawings of the 18-year-old ideal daughter.
i. Is she married?
a. What is she doing?
ii. Does she have children?
c. What is different about the ideal 18-year-old ideal daughter and the 14-year-old daughter?
b. What is she not doing?
11. How do these pictures of our ideal daughters differ from what our daughters are actually like today?
i. Why/why not?
a. Are our young daughters in primary school?
b. Are our teenage daughters in secondary school?
ii. At what age do they stop going to school?
i. Why/why not?
iii. Has it always been this way? [If not]: What has changed?
i. Has it always been this way? [If not]: What has changed?
c. Who decides whether to send the daughter to school? Who has a say in the decision?
d. At what age are girls married?
ii. Has it always been this way? [If not]: What has changed?
i. [If girls are getting married under 18]: Why are teenage girls getting married?
iii. Who decides whether the daughter should get married? Who has a say in the decision?
e. What chores are girls doing?
iv. Has it always been this way? [If not]: What has changed?
i. Have the chores girls do changed since the BOMA project? How so?
12. Now let's describe the son you drew at the age of 14:
b. What is he not doing?
a. What is he doing?
c. (If not already discussed): Is he in school?
d. (If not already discussed): What chores is he doing around the house?
13. Now I would like to talk about your drawings of the 18-year-old ideal son.
i. Is he married?
a. What is he doing?
ii. Does he have children?
b. What is he not doing?
14. What is different about the ideal 18-year-old ideal son and the 14-year-old son?
15. How do these pictures differ from what our sons are actually like today?
i. Why/why not?
a. Are our young sons in primary school?
b. Are our teenage sons in secondary school?
ii. At what age do they stop going to school?
i. Why/why not?
c. What chores are boys doing?
i. Have the chores changed since the BOMA project? How so?
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EDUCATION ADVERTORIAL
An All Hallows School pupil exercises their creative muscles
CARING FOR CREATIVITY
TRADITIONAL wisdom might place the "three Rs" at the centre of any child's schooling, but does a focus on facts and figures have to come at the cost of creativity?
innovative approach.
time is being reduced and investment cut."
exploration and discovery – the grail of learning.
The short answer, according to our panel, is a resounding "no". While preparing pupils for passing exams remains an enduring aspect of the educational landscape, nurturing their imaginations also forms a significant part of the picture.
This is particularly true for Dr Trevor Richards, Head of Shepton Mallet's All Hallows School, which endorses former government creative and cultural education advisory committee leader Sir Ken Robinson's opinion that "if you're not prepared to be wrong, you'll never come up with anything original".
"The element of risk-taking which comes with originality not only helps our young people learn as they make mistakes along the way but, by teaching them to embrace those mistakes, it can foster resilience and a mentally healthy mindset."
Placing creativity at the heart of education can be tough when future careers seem more likely to require STEM [science, technology, engineering and mathematics] expertise, but Yarrells School Head Sally Weber-Spokes believes that not doing so is a dangerous path to follow.
"It is absolutely the case that the digital world is moving fast and, as educators, we need to help prepare young people for the pace of this change and the world they will inhabit as young adults," she told us.
The value of creativity in preparing pupils for the workplaces of the future is equally not lost on St Mary's Shaftesbury School Headmistress Maria Young.
Labelling it as a "vital" component of teaching, she added: "Most educators agree that the modern workplace needs problem-solving individuals who are able to think outside the box, to take risks and to be able to see the links between seemingly disparate processes.
"Creative activities enable this way of working and should take place in all classrooms, not just the traditional arts-focused subjects. Additionally, the creative arts have a considerable role to play in student wellbeing as a means of self-expression."
Dr Richards explained: "Our children need to be allowed to explore their creative sides to enable them to go beyond straightforward regurgitation of rote learning and let them develop the confidence to produce their own ideas and solutions by thinking critically and using an
"Freedom and encouragement are essential features of a creative environment and every possible care must be taken that targets do not inhibit this most natural and powerful of instincts."
Education expert William Wilcox, who helps families find the right school through his Which Boarding School business, is another advocate of viewing creativity and STEM subjects as complementary rather than contradictory forces.
Explaining that he often encounters parents who want their child's education to provide academic rigour in an environment that nurtures independent, original thought, William said: "Thinking outside the proverbial box and an ability to tackle problems with practical and innovative solutions will both be highly-valued attributes in the next generation of jobs.
"The temptation for schools, however, can be to narrow their curriculums in favour of STEM subjects in a belief that this will facilitate students' preparation for the business world more effectively.
Ensuring creativity is fostered rather than forgotten is also an important part of the education provided for youngsters at Salisbury's Chafyn Grove School.
"The result, although unintended, is potentially devastating for creative arts subjects; curriculum
-› "Arguably there is now, more than ever, a need for creativity in the teaching of and approach to maths and all the STEM subjects. Educational success has become too focused on academic results at the
Describing the trait as one of education's "cardinal virtues", Headmaster Simon Head said: "Twinned with curiosity, it fuels
"Our children need to be allowed to explore their creative sides to enable them to develop the confidence to produce their own ideas and solutions."
www.armyandyou.co.uk
Army&You winter 2018
41
EDUCATION ADVERTORIAL
Dance performances, like this one at St Mary’s
Shaftesbury, allow pupils to express their creative sides
the curriculum in favour of the most recent initiative or directive.
She explained: "Education should provide pupils with valuable and regular opportunities to take risks, develop grit and determination, perform in front of their peers, express their creativity, their emotions, expand their understanding of symbolism, the human form and societal behaviour, as well as give them the opportunity to develop their knowledge in the core areas of the curriculum."
The encouragement of creativity may be regarded as a positive, but Maria Young highlighted the need for moderation from teachers in today's fast-paced society.
The St Mary's Headmistress said: "Part of a teacher's role is in regulating creativity.
Technological progress means
"Outcomes are less important than how they are achieved; having the confidence to wonder and wander will take you anywhere."
– Simon Head, Chafyn Grove School –
expense of curriculum breadth. "Independent schools, and in particular boarding ones, have always been the standard bearers for this approach because they have the time, the staff and the ethos to make this possible."
SENSATIONAL STAFF
Acknowledging the importance of creativity is one thing, but implementing it – and ensuring it is not overused – requires the intervention of teachers.
William Wilcox explained that the person at the front of the class – as well as the ethos of the school they work in – play a "crucial" role in encouraging pupils to use their imaginations.
He said: "I have seen first-hand how an inspirational teacher can have a life-changing effect on the young people around them.
"However, these inspirational teachers must be working in an environment which values them, their subject and the work they do www.armyandyou.co.uk
in order to achieve the very best outcomes for the pupils.
"If teachers are to offer originality, they must be given the freedom to test new approaches. The children must also be given the space and support in which their creative efforts will be valued."
Creativity at All Hallows School is embedded in pupils' daily lives, with opportunities for exploration built into the curriculum.
Explaining his motivation for the approach, Dr Richards described young people as "natural risk takers, problem solvers and uninhibited visionaries" – traits he fears can be suppressed by the education system.
He added: "It is our responsibility and privilege as teachers to work in partnership with parents to encourage their imagination and self-expression and make our schools a cauldron of creativity.
"Parents and teachers can fall into the trap of thinking creativity is linked solely to artistic skills, but it's not. Creativity is about being able to look at a problem, research ideas and develop solutions.
"Daily life is full of opportunities to problem-solve, but too often we might opt for the quick and easy solution instead to save time."
It is an understanding of the opportunities for applying creativity – and the subsequent benefits it can bring – that are the mark of a good teacher, according to Chafyn Grove School's Simon Head.
He explained: "Outcomes are less important than how they are achieved; having the confidence to wonder and wander will take you anywhere. A good teacher will channel the energies and talents of children without hampering them, by being imaginative, sensible and curious themselves."
Providing a broad education to expand, stimulate, challenge and enrich young minds is a "fundamental belief" of Yarrells School's Sally Weber-Spokes, who actively resists any move to narrow that most young people are exposed to new and creative ideas at a relentless pace.
"Teachers are in the fortunate position of being able to balance overtly creative activities with deep, integrated learning, enabling students to discover where their own skill-set is best employed."
CREATIVE CURRICULUM
Given the pressure on schools to deliver excellent exam results, it is to their credit that so much emphasis is placed on creativity in their day-to-day operation.
At Yarrells School, an interdisciplinary approach ensures that imaginative learning and the creative arts are able to co-exist happily with STEM subjects.
Sally Weber-Spokes said: "In order to prepare young people for their futures, we must teach them to think across subjects, be innovative and apply their knowledge to diverse scenarios.
"No longer can we sustain the single-subject, knowledge-based approach to learning when we know, as adults, that in order to succeed we have to draw upon all our skills in numerous ways to solve problems and find solutions."
Concrete examples of creativity winter 2018 Army&You 43 ››
are not hard to find at All Hallows School, where pupils can access facilities including a design studio, workshop, two art studios, photography department, ceramic studio and display areas featuring inspirational work.
Art and design projects such as "All The Fun" – which saw every pupil having a piece of work displayed at a local gallery – further embed creativity within the school's fabric.
And while such opportunities provide plenty of scope for personal development, Dr Richards explained that they could also open doors for pupils in later life.
He said: "In the world beyond schools, there is an escalating emphasis on innovation, creativity, problem-solving, flexibility, values and collaborative skills beginning to permeate forward-thinking universities from employers who are including these elements in their selection processes.
"It is not about demoting the importance of academic disciplines. If we are to give our children the best chance of flourishing in the world they will inhabit, we must work to develop healthy mindsets, creativity, communications skills, the willingness to take risks and to think innovatively."
Chafyn Grove's Simon Head is an advocate of promoting creativity by being creative in as many ways as possible. Extra-curricular activities, for example, are not relegated www.armyandyou.co.uk
"Knowledge is a powerful tool, but without a broad and emotionally intelligent mind, it is limited in its scope and efficacy."
– Sally Weber-Spokes, Yarrells School –
to the end of the day but instead integrated into the timetable.
Simon said: "Creativity is not restricted to art lessons – everything we do is infused with the recognition that this is one of the most previous qualities to nurture.
"If you can be creative in Latin and cricket, you'll find yourself swimming in imaginative waters all the time. Where creativity is allowed to flourish, it enhances appetites and habits. For some it will emerge as a driving strength, for others a complementary one.
"Above all, it protects all children from submission to a culture of testing and those stresses and limitations. Creativity allows children to remain children for longer, becoming ever more confident in their individuality – and light years ahead of robots."
Sally Weber-Spokes concluded that pre-prep age children benefit from exposure to creativity thanks in part to their sponge-like minds and lack of self-consciousness.
And just like Dr Richards, she points to the future benefits of an early focus on creativity.
"There is no question that an inter-disciplinary approach, combining STEM subject work with opportunities to develop ability in the creative arts is the education of the future," said Sally. "Knowledge is a powerful tool, but without a broad and emotionally intelligent mind, it is limited in its scope and efficacy."
For parents keen to find a school capable of nurturing creativity, William Wilcox has some advice:
l Look at the school's curriculum and breadth of subjects taught;
l Ask how it caters for exceptional students whose horizons may stretch beyond what the school can offer;
l Look at the facilities beyond the classroom. Can they be accessed out-of-hours?
l Ask how teachers bring creativity into the classroom;
l Find out what ex-pupils have gone on to study and what industries they have entered;
l Ask if merits or house points are given for generating creative solutions as well as traditional academic success. n
SCHOOLS DIRECTORY
ALL HALLOWS PREP SCHOOL
allhallowsschool.co.uk
ANDERSON EDUCATION
andersoneducation.co.uk
CHAFYN GROVE
chafyngrove.co.uk
THE DOWNS MALVERN
thedownsmalvern.org.uk
THE DUKE OF YORK'S ROYAL MILITARY SCHOOL
doyrms.com
FARLEIGH SCHOOL
farleighschool.com
GORDON'S SCHOOL
gordons.school
HABERDASHERS' MONMOUTH SCHOOLS
habs-monmouth.org
QUEEN VICTORIA SCHOOL qvs.org.uk
ROYAL ALEXANDRA AND ALBERT SCHOOL
raa-school.co.uk
SALISBURY CATHEDRAL SCHOOL
salisburycathedral school.com
ST MARY'S SCHOOL
stmarys.eu
TALBOT HEATH
talbotheath.org
TAUNTON SCHOOL
tauntonschool.co.uk
YARRELLS SCHOOL yarrells.co.uk
WHICH BOARDING SCHOOL
which-boarding-school.com
Which Boarding School offers a bespoke boarding school finding service which is completely free to military families. Call William on 01702 588225 for a chat, or email him at email@example.com
To feature in our education advertorial, email firstname.lastname@example.org winter 2018
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The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project
AMBASSADOR JAMES R. LILLEY
Interviewed by: Charles Stuart Kennedy Initial interview date: May 21, 1998 Copyright 2001 ADST
TABLE OF CONTENTS
Ho Chi Minh Trail
Information sources
Ambassador David Bruce
Alaska oil
Students
Reagan China policy
Otis Elevator Company
State Department - East Asian Affairs - Deputy Assistant
Secretary
New Zealand
Nuclear ship visits
Soviet navy
China relations
Fishing boats
Micronesia Compact
Asia Development Bank
South Korea - Ambassador
Paul Wolfowitz
North Korea
South Korean government
Violence
U.S. military presence
Korean military
Gaston Sigur
Democratization
President Chun
Personalities
Student demonstrations
Kim Dae Jung
Kim Yong Sam
No Tae Wu
Elections
Olympic Games
North Korea "GSP" trade
DMZ
Kim Jong II
Economy
Winston Lord
China - Ambassador
U.S. naval visit
Winston Lord
Military relationship
Human rights
Fang Lizhi
1984-1985
1985-1986
1986-1989
1989-1991
Gorbachev-Deng Xiao-ping visit
Peter Tomsen
"May 4 Movement"
Corruption
Students
Tiananmen Square
Leadership
Importance of "order"
Evacuation of U.S. citizens
Anti-foreign activity
Foreign press
U.S. response to Tiananmen Square
U.S. sanctions
Brent Scowcroft visit
Loan issue
Henry Kissinger
Nixon visit
Aircraft sales
Satellites
U.S. commercial interests
Students to U.S.
"Desert Storm"
Tibet
Congressional interest
INTERVIEW
Q: Today is May 21, 1998. This is an interview with Ambassador James R. Lilley. It is being done on behalf of the Association for Diplomatic Studies and Training. I am Charles Stuart Kennedy.
To start off, Jim, would you tell me when and where you were born and something about your family?
LILLEY: I was born on January 15, 1928, in Tsingtao, China. In modern Chinese, Romanized script it is written as "Qingdao."
Q: Where is Tsingtao in China?
LILLEY: It is in Shandong Province.
Q: That is the peninsula...
LILLEY: Which juts out between the Yellow Sea and Po Hai, or the Gulf of Chihli, opposite Japan. That is the Shandong Peninsula, and Tsingtao is on the southern side of it. Tsingtao is the best deep water port in China.
Q: Why were you born there?
LILLEY: Well, my father worked for what used to be called the Standard-Vacuum Oil Company [also known as "Stanvac"]. In Chinese it's called "Mei Fu Yang Hang." My father went out to China about 1916 from the company headquarters at 26 Broadway in New York City. Of course, this company was originally broken off from John D. Rockefeller's Standard Oil Company. This was the Standard-Vacuum Oil Company, which was jointly owned by Standard Oil Company of New Jersey and Standard Oil Company of New York. The company used to send out young men called "Classmen" in groups to China. Maybe they would be sent out in groups of 10 or 20 at a time.
These young men would then fan out all over China. They would be trained to speak, read, and write Chinese for about a year. Then they would be sent to work at an "up country" post. As John D. Rockefeller used to convey to these young men: "I want you to sell all of the oil that's sold in your district." Shell Oil Company and Texaco Oil Company were the big competitors of Standard-Vacuum at that time.
Anyway, my father came out to China around 1916 as a young man. The rule was that "classmen" couldn't marry during their first tour of duty in China, a tour of five years. Then my father came back to the U.S. and married my mother, who was from New York State. He took her back to China. They had four children: three born in China and one in Tuxedo Park, New York. I was the youngest of the four children.
Q: How long were you in China after you were born?
LILLEY: I was in China more or less continuously, from 1928 to October, 1940, when all American "dependents" were evacuated from China. I was evacuated from Shanghai, where I was in school.
I also came back to the U.S. in 1930. Every three to five years my parents got six months' leave. In 1935 we returned to the U.S. for six months. In 1938 we went back to the U.S. and stayed there from 1938 to 1939, returning to China in late 1939. So I can say that I lived in China almost continuously from the time I was born to when I was 12 years old. During the period from 1928 to 1940 I spent a total of two years in the United States. During this period, then, I spent roughly 10 years in China.
Q: Can you tell me something of what it was to be a young American boy living in China at that time? Could you describe your life in China?
LILLEY: It was a privileged existence. Tsingtao, where my father was posted for 10 years, was a beautiful port city, built by the Germans. It was then expanded on by the Japanese, with these old, German-type buildings that often looked as if they came right out of Bavaria. The Germans leased Tsingtao from China in 1898, and the Japanese took over the German leased territory in 1914, at the beginning of World War I. The Japanese constructed their type of buildings in Tsingtao, which was a city built on hills, with numerous wide beaches. It was a beautiful place. Foreign countries did not have a "concession" there, as they did in Tientsin or the International Settlement in Shanghai. The foreigners just lived well in Tsingtao. It was a nice posting.
The U.S. Navy used to come up to Tsingtao from the Philippines every summer. The USS AUGUSTA, a light cruiser, and then the USS CANOPUS, a submarine tender, would come up. These two ships would go up to Chefoo (Yent'ai) on the North coast of the Shandong Peninsula, then come down to Tsingtao and, from there, return to the Philippines.
Q: During this time were you learning Chinese?
LILLEY: We didn't learn Chinese the way that the foreign missionaries learned it. We didn't live with the Chinese. We lived in a foreign enclave and attended American schools, where we were taught in English. However, we picked up "street Chinese" from the servants and people in town. We learned how to swear, how to talk, and how to make our way around. It was very primitive Chinese. After I returned to the U.S., I had to begin again and learn to speak Chinese properly.
Q: During the 1930s what were the events that affected all of you? I can't remember when the Japanese moved into China, but I recall that it was during the 1930s.
LILLEY: Well, let me "walk that process through." The status of Tsingtao was one of the "21 Demands" which the Japanese presented to China in December, 1915. The Japanese wanted to take over the German concession in Tsingtao during World War I. The "21 Demands" led to a furor of Chinese nationalistic demonstrations. The Japanese were talked out of pressing these "demands" by other foreign countries, and eventually they "backed off." However, the Japanese maintained Tsingtao as a "sphere of influence" after the Germans were forced to give it up formally at the end of World War I. The Japanese had lots of businessmen there in Tsingtao.
Then the Japanese moved into Manchuria in 1931. In 1937 they moved into China proper. Up until 1937 Tsingtao was dominated by European Caucasians. The British were the strongest, but there were also the French, the Belgians, and the Dutch. The Germans had lost their settlements in China as a result of World War I. The Russians had given back their concessions under the Karakhan Declaration of 1923, which renounced the Russian share of the "Boxer indemnity," as well as all extraterritorial rights which Russia had gained under earlier treaties. However, there remained the British, French, Japanese, and sometimes the Dutch and Belgian Concessions. Then there was also the Shanghai International Settlement.
We lived a privileged, "foreign" life in China. It wasn't the "real world" in many ways. I think that this all changed in the summer of 1937. On July 7, 1937, an incident occurred at the "Marco Polo Bridge" near Beijing, which many people believe was provoked by
Chiang Kai-shek and the Chinese Nationalists. However, I think it is more likely that the Japanese provoked the incident.
The Japanese attacked Beijing. Then military activity started in Shanghai. The Japanese moved down to Shanghai, bombed it, and then started driving up the Yangtze River. This was followed by the massacre at Nanking [also known as the "Rape of Nanking"]. The Japanese went as far as Wuhan and Hankow on the Yangtze River. They stopped before they got to Szechuan. Meanwhile, Chiang Kai-shek had moved up to Chungking, which was the capital of the Republic of China during most of World War II.
I think that the most important year was 1937, a watershed when life changed for us foreigners. This was because the era of the foreign domination of China by Europeans was coming to an end. The Japanese were moving in to fill the gap with military power. The Chinese were resisting the Japanese, unsuccessfully for the most part. They certainly couldn't put up much initial resistance to them.
We foreigners saw our life change. The British had to begin to accept insults from the Japanese. So did the French. The Americans pulled the 15th Infantry Regiment out of Tientsin. We had kept troops there ever since the Boxer Rebellion at the beginning of the 20th century, when foreigners were slaughtered in Beijing. After we pulled out the 15th Infantry, the Japanese gradually moved in.
These events gave the Japanese a dominant role in China. President Roosevelt imposed sanctions on the Japanese in terms of cutting off scrap metal, oil, and so forth. The ability of foreigners to do business in China was shrinking rapidly, as the Japanese closed them out. The Japanese were going to turn all of China into a Japanese colony, as they had in Manchuria, or Manchukuo, as they called it.
We saw our whole life change in 1937. My two older brothers went back to the United States to go to school. They didn't stay in China. They went to Phillips-Exeter Academy in New England. My sister and I stayed on, but we could see that the situation was going into eclipse.
Q: Did you, as a kid, experience problems with the Japanese?
LILLEY: Not as a child.
Q: You just kept out of their way.
LILLEY: Well, I'll tell you that at this point I was in a place called Jiu Jiang, or "Nine Rivers," up in Kiangsi Province. My father was posted there in 1939. It was somewhat of a backwater. He was instructed to hold onto Standard-Vacuum properties. The company also had an oil installation there. I lived there with my father. I was the only American kid in town. I had nobody to play with. I used to sit in the yard and play ball by myself.
One day a Japanese soldier came over the wall. This Japanese loved baseball. He started playing with me. We developed a friendship. We couldn't talk to each other, but he was obviously a married man who had children and missed his family. He was a very nice person. We established this close relationship. One day a hard, arrogant Japanese officer whom we knew as liaison to the foreign community and who was wearing thick, hornrimmed glasses came into our compound. He hit this soldier right across the face and said: "Get out of here and never come back." And that was that. I never saw my friend again.
At that time my father was on a committee, along with a French priest and a British businessman. The committee had been set up to help foreigners to deal with the Japanese occupation forces. This committee tried to deal with the Japanese and to get them to help foreigners and treat Chinese better, but the Japanese were very difficult to work with. Finally, my father sent me down to Shanghai to attend the Shanghai American School [SAS], because there was no school at Jiu Jiang. I was a "boarder" at SAS and was in seventh grade.
Q: Was life different in Shanghai?
LILLEY: Yes. I was a "boarder" on a secondary school campus. It looked like and was an imitation of Phillips-Exeter or Andover Academies. It had red brick buildings with a cupola on the main administration building. In fact, it was a poor imitation of Exeter or Andover. It also looked something like Williams College, with its red brick, Georgian style buildings.
SAS was very heavily dominated by religious groups. My brothers had gone there in 1937. I went there in 1940. My parents had originally sent my brothers to Pyongyang School in Korea, but that was too "fundamentalist" a Presbyterian school. So they moved my brothers to Shanghai, which was more "secular," although it was still subject to heavy, religious influences.
However, academically, SAS was a good school. David Tappan, who later became Chief Executive Officer at the Fluor Corporation, attended the SAS. He was the valedictorian of his class of 1940. There were not too many others in the class. Paul Bordwell also attended the SAS and did well afterwards. It was a good and well disciplined school. The teachers made you work. Well, I was just a seventh grade kid and was very unhappy, being away from home for the first time and at an early age.
Q: I'm sure you were. Were developments in China at that time discussed, or were you just kids attending school?
LILLEY: Initially, developments in China didn't have that much impact on us. However, certainly, by the summer of 1937, the impact increased. We saw Japanese bombers roaring over Bei Dai He, near Tientsin, where we spent the summer of 1937. This was perhaps 50 miles from Tientsin. The bombers were going to bomb Tientsin. The railroads were blocked, and the Japanese were obviously in charge. We saw the refugees and heard some of the gunfire. We saw the 15th U.S. infantry leave and saw the Japanese move in
and take over. We saw the Japanese slapping the British around. We saw the Chinese taking refuge in the foreign concessions to get away from the Japanese. There was all of this going on around us, but we were insulated from much of it as foreigners.
Q: So you left China in 1940. Did your father and mother leave with you?
LILLEY: My mother went with us, and my father stayed behind in China. Generally, the men stayed, and the women left. My father then came back to the U.S. on leave in 1941. He was just getting ready to return to China when the company held him up in the U.S.
Q: A good time to be held up.
LILLEY: Had he gone back to China, he would have been "interned" by the Japanese. However, the company held him up, and then everything changed on December 7, 1941.
Q: When you came back to the U.S. in 1940, what did you do?
LILLEY: Well, we lived in Ridgewood, New Jersey. I went to an American school for eighth grade. I was very well prepared by the Shanghai American School. I was either first or second in my eighth grade class. However, I didn't know how to play any of the sports. I didn't know how to play football, baseball, or basketball. I could play soccer and swim. So I was kind of a "fish out of water."
Seeing American society almost as if I were an alien dropped from a planet in outer space had an impact on me. I remember the people I met then vividly. I remember the attractive young girls and the social structure, based on athletics and camaraderie. It was not "snobbishness." It was like the class structure in the United States as described in one of the novels of John P. Marquand, involving the upper, upper middle, lower middle, rich, and poor classes. Basically, I found that society was democratic, in the sense that a poor boy could be President of his class if he were an athlete and had an attractive personality. This school in New Jersey asked me back to attend their 50th class reunion in 1995 - a unique experience, how parochial they were - how far I was distanced from them and yet fascinated by them.
Q: What was the name of this school?
LILLEY: Ridgewood Junior High School. The people who graduated from that junior high school went on and graduated from Ridgewood Senior High School in 1945. Somehow, the school "ferreted" me out as a person who had attended the school and knew them. They asked me if I would come back and attend the class reunion. I said that I would and did. I saw the faces of these people whom I had known 52 years before in Ridgewood, New Jersey, and recognized many of them, as I told them. I don't think that they ever "got" it. I said: "You know, I looked at you people as an outsider. I'm telling you what I observed of you. I tried very hard, at that time, to be 100 percent American, but you had a slightly different accent from mine, you approached things somewhat differently, and you were 'strangers' to me. You never could quite figure me out."
I attended ninth grade at Ridgewood Junior High School for a year and a half and graduated. Then my family sent me off to Phillips-Exeter Academy, because they moved to New York City. My two brothers had gone to Phillips-Exeter.
Q: Tell me about Phillips-Exeter Academy at that time. You were there from...
LILLEY: 1942 to 1945.
Q: What was it like at the time?
LILLEY: Phillips-Exeter was much more cosmopolitan and international than Ridgewood High School. It had a different brand of students. They were much brighter and were very much a select group. My brothers had both gone there and been athletes. My elder brother had been President of his class, so our family name was well known. They played sports I was familiar with. I immediately became a soccer player and a swimmer. I regained my athletic skills after losing them at Ridgewood Junior High School.
I never particularly liked Exeter. It was all male. I think that this was a mistake. I know that this was considered a part of discipline. This developed some unusual attitudes toward girls. We didn't have a sort of "natural" feeling toward girls. We looked at them as "sex objects."
Q: Oh, yes. I attended Kent School for four years. It was operated by Episcopalian monks.
LILLEY: When I was attending Exeter, if you were caught associating with girls, you would be "kicked out" of the school. I don't know if Kent School was that bad.
Q: At Kent we just didn't have the opportunity to associate with girls.
LILLEY: We just sort of looked at the "townies" [local girls] sideways. However, going out with girls and drinking alcohol were grounds for immediate expulsion from Exeter. I think that was a mistake. Briefly, Exeter was all about sports. Academic achievement was important, and there were social clubs. It was a much better school than Ridgewood Junior High School had been. In Ridgewood, I had become acquainted with the local society, but Exeter was a real institution that stood on its own. Just about everybody who graduated from Exeter went on to Harvard, Yale, or Princeton University in those days. A couple of people went to Dartmouth, Williams College, or Stanford University. Exeter was dominated by the so-called "Big Three" universities [Harvard, Yale, and Princeton].
Q: So you attended Exeter during World War II. How did that work out in terms of your own, personal development, interests, and so forth?
LILLEY: I think that, in some ways, it was the kind of experience that Art Hummel had, when he went to the University of Chicago later on. We had a reaction against China. We really didn't want to hear too much about China. We wanted to be 100% Americans. The war in Europe was often more interesting to us than the war in East Asia. We participated in picking apples and doing other things for the war effort. We were oriented toward our sports programs, our friends, and graduating with good marks. Those were the driving forces affecting us.
Getting into college at that time wasn't much of a problem. A "C" average and a reasonable score on your college entry exams were enough.
Q: Particularly if you came from a good high school.
LILLEY: The situation was so different from what it is now. Very different. In my class at Exeter something like 50 out of a class of 200 went to Harvard, and perhaps 40 each went to Yale or Princeton. This was the "mix," The students at Exeter came from all over the country. There were many scholarship boys there, perhaps 25%. It wasn't like St. Paul's or Groton, which were more for the rich kids. Exeter and Andover always said: "We are 'populist' schools. We want people from all walks of society." They gave scholarships on a liberal basis to encourage this. I think in that sense, Exeter and Andover were a step ahead of some of the other and more "closed" college preparatory schools, like Hotchkiss and others.
Q: Well, some of our schools were like that. I know that my school, Cantalius, was like that. Technically, you paid what your family could afford.
LILLEY: I had a scholarship at Exeter during the whole time I was there.
Q: Thinking about you and your future career, did events in Europe during World War II give you a sense about world geography and provide you with an interest in such things?
LILLEY: Yes, it did, but we were "trapped" at Exeter. We felt that we were in a sort of "time warp," a kind of "bubble." Every Christmas we would come out like caged animals. We would go down to New York, "hit" Boston and so on, attend the gawdy shows, and be "naughty."
Q: Oh, yes, Scollay Square in Boston.
LILLEY: Yes. We were "innocent." Our pursuits were basically innocent. We tried to be "naughty," but it took a deliberate effort.
Q: You talked a big "game."
LILLEY: I "accelerated" at Exeter to get out of it sooner. I had to go back a year when I moved from Ridgewood Junior High School, because Exeter was so far ahead of Ridgewood. Then I went to one summer session, made up the difference, and graduated in three years. So I was only 17 when I graduated from Exeter.
Q: That was in 1945?
LILLEY: Right. And then everybody joined the armed services. I joined what they called the "Enlisted Reserve Corps," which led to my later assignment to the Army Specialized Training Reserve Program [ASTRP].
Q: ASTRP, yes.
LILLEY: Yes. I was in that. We all signed up. The war was still going on. That program didn't start until September, 1945, so I went into the Merchant Marine and served during the summer of 1945 on oil tankers. I was just a young ordinary seaman. Most of the adult men had gone to war, so they had to take us younger men. As I said, my father worked for Standard Oil, and he arranged for me to be hired. I went on a tanker for the summer of 1945.
Then I started Clemson College in the fall of 1945 in the ASTRP, the Army Specialized Training Reserve Program. We all put on uniforms, and it was like being in the ROTC. We were supposed to go to college for a couple of years and then become officers. At that time they tried to recruit me for Japanese language training at the University of Minnesota, since I had a high language aptitude score on the exams they gave us. However, I turned this down. World War II had ended, I had been accepted at Yale, and I thought: "What am I doing here at Clemson?" The Army gave us an option of getting out of the ASTRP. We could drop out of the ASTRP any time we wanted, go into the infantry, serve a year, and then get out of the Army, with 2 ½ years of "GI Bill" credit. It was a very good deal.
Q: Oh, absolutely!
LILLEY: So I got out of the Army. I remember that at Clemson this was the only time in my life when I got straight "As." I got out of Clemson in January, 1946. I was taken into the Army in February, 1946, and was sent down to Fort McClellan [Georgia] for basic training. I never went overseas. My older brother died in the Service in May 1946. I obviously wanted to get out of the service in a year. I served at Brooklyn Army Base Terminal, Fort Dix, and Fort Monmouth. I got out of the Army in February, 1947, and went straight into Yale.
Q: When were you at Yale?
LILLEY: From 1947 to 1951. I was in the last of the wartime classes. I entered Yale halfway through the scholastic year in February, 1947, and then graduated in February, 1951.
Q: When you went to Yale, what did you want to become?
LILLEY: I put in my Exeter yearbook that I wanted to be a diplomat. I really didn't know what a diplomat was. I thought that it was like Ambassador Nelson Johnson, sailing on a
U.S. Navy warship on the Yangtze River, or Sam Sokobin, the Consul I had known in Tsingtao. I knew that Consuls had something to do with issuing visas for people to go to the United States, getting people out of trouble, and taking care of the U.S. Navy when it came into town. However, the whole idea of a diplomatic career was appealing to me.
Q: By the way, for the record, Nelson Johnson was Ambassador to the Republic of China for a long time [in the 1930s and 1940s].
LILLEY: He was Ambassador to China when I was in China in 1940. I traveled on a Yangtze River steamer with him. He was a very nice man, rather short and sort of balding. He was an "old China hand."
Q: Yes.
LILLEY: Admiral Glassford was also on that ship. Another personality on that ship was a Marine, Major McHugh, who later became famous during controversies which took place in Chungking. Another figure I remember meeting, a young officer who later became Admiral Overesch. At the time he was a Commander in the U.S. Navy. As a young boy I saw these men who later became prominent.
After I entered Yale, I used to say that I wanted to have very little to do with East Asia. I studied Russian and majored in the Russian language. I also studied the history and culture of Russia. In addition I also took the usual English Literature and Political Science courses. The direction of my studies was Russia.
Q: Russia in 1951, when you graduated from Yale, was the great adversary of the United States.
LILLEY: Yes. I remember that my life changed because, when I was at Yale, I tried to swim and play soccer, but I had skinny legs. You can't both swim and play soccer if you have skinny legs. My brother did all three, including lacrosse, soccer, and swimming. He was an extraordinary athlete. I wasn't as extraordinary an athlete. I tried soccer and swimming and banged the hell out of my knees. I used to train all summer by swimming. In the fall I would resume playing soccer. One fall I played against the West Point [U.S. Military Academy] soccer team, whose members were "hard as nails." I was soft from swimming and twice hurt my knees badly. So I had to readjust my college activity, keeping in mind that condition.
At that time my great focus was Dostoevsky and Tolstoy, Russian literature, and the Russian language. I also studied Gogol, Turgenev, and other Russian writers.
Then, during the summer of 1950, to help my legs recover from the injuries I had suffered, I went to work on a farm in Minnesota. I remember that I was weeding in the cornfields. My employer came by in a tractor and said: "War has started in Korea." That was on June 25, 1950. It didn't really register on me at that time. I was in the ROTC [Reserve Officers Training Corps] at Yale, from which I graduated in 1951. I learned that
everybody in the ROTC was going to be called up to active duty to serve in Korea. Everybody expected that we were going to go to war.
Then, who should come to the Yale campus but CIA [Central Intelligence Agency] recruiters. Yale was a sort of "cloak and gown" university. You remember Robin Winkler...
Q: I remember about three guys in my fraternity from the Class of 1930 or so. They went into the CIA.
LILLEY: What Class were you in?
Q: I was in the Class of 1950 at Williams.
LILLEY: Don Gregg was also in the Class of 1950 at Williams.
Q: Gregg was in the Class of 1951, along with Peter Ganyer, and my roommate, whose name I can't even remember now. Anyway, he went into the CIA.
LILLEY: It was exciting. We didn't know what the CIA really was. We had strange visions of what this would be. We thought that it would be mostly like what the OSS [Office of Strategic Services] had been during World War II. OSS people parachuted into enemy territory, and all of that kind of thing. In fact, a lot of my friends went into the CIA.
I also signed up for the CIA. Of course, if CIA recruited you, the armed services wouldn't take you. At the time the Air Force was preparing to call me up, and I had to balance the two services for a short while. However, the CIA had priority at that time.
That really changed my whole orientation. I had majored in Russian studies. I thought that I was going to be involved in Russia. I was also considering going into the U.S. Foreign Service. Then the Korean War broke out. The CIA recruiters looked at my card and said: "You were born in China? You're going to the Far East." I said: "I'm going to Korea, where the war is going on, right?" They said: "No, not with your knees. You're going to Taiwan." So I went down to Taiwan as a young man. I thought that the work I was assigned to was very interesting.
Q: Obviously, at a certain point we will have to "skate over" some of the details, because this is an UNCLASSIFIED interview. I'm trying to capture the spirit of the times. The CIA was pretty new at that time, and it still had the spirit of the OSS [Office of Strategic Services], which was pretty much of an amateur organization. As you look back on it, did you think of the CIA as being very professional, or was it primarily "action oriented?"
LILLEY: I think that somebody who has captured that very well is Evan Thomas, who wrote a book called, "The Very Best Men." In the book he follows the career experiences of four CIA people: Desmond Fitzgerald, Tracy Barnes, Richard Bissell, and Frank
Wisner. Two of them had gone to Yale, one to Harvard, and one to the University of Virginia. They all came out of elite institutions. They had all been in the OSS.
Dick Bissell was a brilliant and extraordinary man and actually one of the crafters of the Marshall Plan. He had a Ph.D. in Economics from Yale. I think that Tracy Barnes was a lawyer who had graduated from Harvard Law School. Des Fitzgerald had attended Harvard Law School. They all went into the OSS and came back to civilian life. They went to work on Wall Street and they were "bored out of their minds."
Then who should appear on the scene but Allen Welsh Dulles, a member of the "establishment" personified. Dulles went to these guys and said: "Get back into the fray." They all came back to intelligence work at high positions in the CIA. To make a long story short, they resisted the takeover of intelligence by the U.S. military. The military sent their crack men to take over the agency. These included Dick Stilwell, Bill Depuy, and Ray Peers, all of whom had had very distinguished records during World War II. They came into CIA and lost the battle to take over the agency. The CIA became a civilian agency, under this elite group that had come out of the OSS.
The problem was that that formula did not fit Asia, or really any place in the 1950s. The whole situation had changed. The things that they had done during World War II were not relevant. There was a great "push" to train people, push them out into the field, and place them under people 29 and 30 years old who had come out of World War II. These people were about five years older than the new recruits. They had gone through World War II, and that was the break.
Q: And they were thinking in different terms. I was talking to Bob Dillon in an office one building down from here.
LILLEY: He was in CIA and then joined the Foreign Service.
Q: Yes. Bob was talking about doing "hit and run" raids against the coast of Mainland China and all of that. It really sounded like stirring up something that wasn't going to go anywhere.
LILLEY: They had massive funds, they had a lot of people, and little or no oversight. Operations were being run by people who had limited experience in the area. They concocted extensive plans about a so-called "Third Force" which would be set between Mao Tse-tung and Chiang Kai-shek. This "Third Force" was to represent the "new" China, non-communist and non-Kuomintang [Chinese Nationalists]. After a lot of money was spent on this effort, it turned out to be a "bust." The CIA then terminated it and got rid of this program.
They were devoted to a "quick fix" on Chinese intelligence, and they ran into intelligence fabricators. These were people who "manufactured" intelligence in Hong Kong, allegedly from large, mainland China networks. They were involved in a "quick fix" operation, which could cost $100,000 a year. The intelligence fabricators produced information that
was wanted. The Army got "stung" on that for a while.
This situation lasted until roughly the late 1950s in early 1960. Then the CIA people in the Far East began to mature. At that time a couple of things happened. First, there was the great crusade against Russia, or the Soviet Union. Then there was the Cuban fiasco at the "Bay of Pigs" in 1961. That was probably the biggest "black eye" that the agency got. Dick Bissell, a brilliant man who had been involved in the development of the U-2 [strategic reconnaissance aircraft] and the Marshall Plan, took over the Operations Directorate. It was tragic. This man should not have been assigned to this work.
Q: He was the wrong man for the job.
LILLEY: The people that they recruited were "soldiers of fortune." In short, it was wrong.
Q: How did this affect you? You can see this today, in 1998. I won't say that you were "part of the problem," but what were you doing there?
LILLEY: I would say that on my first tour of duty with the Chinese, we developed a healthy cynicism about the Chinese we worked with. I developed this attitude within the first two years I worked there. I was able to detach myself from the "official" part of the agency and went on my own as a student at Hong Kong University. Then I went to Columbia University and worked alone, more or less under "deep cover." So during this period I was somewhat outside the "main stream" of the agency.
Then I went to Japan in the late 1950s. At that time, I think, I began to see a process of maturing in the clandestine service. We had gotten rid of the "big fabricators" of intelligence and the big, para-military programs. Programs in Taiwan such as "Western Enterprises" had failed. Ray Peers had headed it. He had been a big hero of the Burma campaign against the Japanese during World War II in "Detachment 101." Almost none of the guerrilla operations which he ran against the China Mainland were successful. We were told that there were a million, anti-communist guerrillas in China. As Peers said: "If I ever find a Chinese guerrilla, I'm going to stuff him and put him in the Smithsonian Institution." People were getting disillusioned.
During this experience I developed considerable skepticism about big programs. I myself had "nailed" one or two fabricators of intelligence. I went out on my own and saw the duplicity of some of the people I was working with. However, it was interesting to me. Communist China was the enemy, and we worked against it. We had a sense of frustration that we couldn't crack it. Our partners were not up to it then.
In Japan we got a sense that we were beginning to get on the right track. We were beginning to focus our energies on getting things done. I had a very brilliant chief that ran the China operation in Japan and I became very interested in the agency at that time. The work was interesting. It was actually much more interesting than what our colleagues in the Foreign Service were doing. They were issuing visas and handling low level, political
reporting jobs. We felt that we were doing much more relevant and interesting work.
Q: What was the official view toward China? A couple of things happened. One thing was the "disintegration" of China or whatever you want to call it. There was the "Great Leap Forward" and that sort of thing, which was first played up as, "Well, they may be on to something." Then the split developed between the Soviet Union and Communist China, beginning in about 1959. How did you look at it?
LILLEY: That's when the situation became interesting, and we began to become relevant. My assignment to Japan had involved strictly well-focused foreign intelligence objectives, such as trying to recruit Japanese to go into China. We began to do that. They came back with real information on what was happening in mainland China. It wasn't critical information, but we were beginning to get into the collection process realistically. We were also working on the Chinese Communist community, we were getting people to go to Mainland China, come back, and tell us what was happening.
We were beginning to look at "audio" operations against the Chinese, breaking away from this business of "intelligence fabrication" and getting "authentic" information. There was great pressure on "authenticity."
Then, in 1958 the agency sent me to the Philippines to take over one of its big Chinese operations. I was dually assigned as Chinese Affairs officer in the Political Section of the Embassy, and I did agency work on the side. That was interesting because I dealt with many of the influential Chinese leaders who ran the economy of the Philippines. And they still do. I, as a young guy, 30 years old, was dealing with these men about Philippine politics, about what was happening, who was being "bought off," and all of these types of operations.
Q: What was your impression of the role of the Chinese community in the Philippines? We never heard much about it. We heard about its role in Indonesia, Malaysia, and other places in Southeast Asia, but not in the Philippines.
LILLEY: I became very much involved in that. I did research at Yale on it, I went to Chinese language school at Yale, and I took a course focused on the overseas Chinese in Indonesia, Malaysia, and the Philippines.
In the Philippines the numbers of Chinese are relatively smaller than in Indonesia or Malaysia. Obviously so. However, the Chinese controlled the market for copra, manufacturing, a lot of hotels, and retail outlets. All of these things were under the control of the big Chinese families. They were also the "money bags" for Filipino politicians. I was in the middle of all this and I thought that it was interesting.
Then we had the Taiwan Strait crisis in 1958, over Quemoy and Matsu [two island archipelagos near Amoy on the mainland of China]. I was very much "gung ho" with the Taiwanese. That is, I enthusiastically supported them. We brought down several Chinese Nationalist Air Force aces who altogether had shot down about 30 Chinese Communist planes. They had flown F-86s, using "Sidewinder" missiles. They were treated well, and I really found that their visit to Taiwan was exciting.
After the visit of these Taiwan pilots to the Philippines, we began to get reports from people whom we had sent into Mainland China. They were overseas Chinese who came out and said that the situation was ghastly. This situation was not being reflected in the Philippine media. We were picking up some of the earlier indications about this Great Leap Forward disaster. We were also receiving reports about the overseas Chinese community and its power over the Philippine economy and politicians. Then there was this question about what was happening in China. We really sensed that something was going wrong in development in China.
Q: Could you tell us a little about the Chinese community in the Philippines? Was Ramon Magsaysay President of the Philippines at that time?
LILLEY: He was killed in an aircraft accident in 1957. Q: So that was really before you arrived in the Philippines?
LILLEY: Yes. I was in the Philippines when Carlos Garcia was President. We had traditional ties in the Chinese community which went very deep. There was a charismatic guy in the CIA staff in the Philippines called Schultheis who was born and raised in China and educated at Tong Zhou school outside of Beijing. He spoke excellent Chinese. He was a man with a sense of destiny. The Agency had in the Philippines two giants, Schultheis and Ed Lansdale.
Q: You're referring to Colonel Ed Lansdale who became renowned as the inspiration for a character in the book, "The Ugly American," and was...
LILLEY: He was considered to be the power behind President Magsaysay. He represented the success of American covert policy. Lansdale worked to halt the insurrection of the Hukbalahap [communist insurgent group] and helped get Ramon Magsaysay, a charismatic Filipino, elected President of the Philippines. People were saying that we had now started to win the war in Asia. Schultheis had made all kinds of contacts in the Chinese community in the Philippines. He had fled China and had gone to Hong Kong. He was asked to leave Hong Kong by the British and was in the Philippines with his agents.
Q: Was Schultheis an American?
LILLEY: Yes. He had been a Colonel, I believe, in the U.S. Army and then he transferred to the CIA. He and Lansdale were very important men. Their cables made impressive reading. They considered themselves to be men of destiny. Nothing could stop them, and they had virtual carte blanche from their institutions.
Q: Was this rubbing off on you?
LILLEY: Well, we sort of looked at them as "big men." Lansdale was fascinating. I was skeptical about Schultheis, because he seemed to be "taken in" by intelligence fabricators. However, he certainly went through the Chinese community and lined them all up. He took advantage of a trend, because the Filipinos were Catholic, anti-communist, proAmerican. He went through that situation with "Seven League Boots." Lansdale had little sense of the clandestine approach to operations. He operated like an advertising man, although some of the things he did were rather well conceived. He certainly inspired Lederer and Burdick who actually wrote the book, "The Ugly American." They referred to Lansdale as "Colonel Hillandale," who played the harmonica and...
Q: The book doesn't hold up very well, but at the time it had an impact like "Uncle Tom's Cabin." In the diplomatic community it encouraged foreign language training and other subjects.
LILLEY: It also encouraged cultural sensitivity. Of course, Lansdale later went to South Viet-Nam and worked in support of President Ngo Dinh Diem.
Q: Lansdale wanted to make Diem his Vietnamese "Magsaysay." He was the wrong guy in the wrong place.
LILLEY: At any rate, those two men impressed me. I had an interesting job in the Philippines. It was an interesting post. Then I got restless, and the action was moving over to Southeast Asia. That's when I went to Cambodia, which was another, interesting experience.
Q: Before we begin discussing Cambodia, I would like to know whether Ferdinand Marcos ever crossed your line of fire in the Philippines?
LILLEY: Yes. He was then the most popular politician in the Philippines. He was the leading Senator in the Liberal Party. He was just emerging from the pack of other Liberal Party leaders as a sort of Sino-Filipino. He was seen as a new, clean generation of war heroes. That's the way he was seen at the time.
At that time Marcos had very little to do with Americans, or at least with me. We were more involved with people like President Diosdado Macapagal, Raul Manglapus, who later became Foreign Minister, "Manny" Manahan, who was a Senator, and others. We had a very strong Chief of Station [senior CIA representative] called John C. Richardson, who had come to the Philippines from Greece. He was determined to be a "king maker." Charles "Chip" Bohlen was the Ambassador when I arrived in the Philippines.
Q: Would you say that it was almost the ethos of the CIA at that time to look for and make somebody a king? I mean, there was the example of Ramon Magsaysay. This was what the CIA seemed to be trying to do. That is, to bring up local leaders, rather than build up institutions.
LILLEY: I would say that there was a big drive on at that time, along the lines of: "We want you to guide these guys to do the hard work." (End of tape)
Q: You were saying that your job was intelligence collection. In CIA parlance, what did that mean at the time?
LILLEY: There were two branches in CIA Stations abroad at that time. In Manila one of them was called "Foreign Intelligence" or "FI." The other was called "PP," or "Political/Psychological Operations." The first group collected intelligence. The second group acted on it, by influencing the press, politicians, and policy. The "PP" people used what were known as "agents of influence." The "FI" people collected intelligence. That was the basic concept. The Agency was organized into these two components.
Q: At the time did you find yourself "tripping over" people from USIA [United States Information Agency] or the Political Section of the Embassy?
LILLEY: Actually, the relationships were fairly compatible. Henry T. ("Barney") Koren was the Political Counselor when Ambassador Bohlen was in the Philippines. Bohlen was really interested in China, in intellectual terms. He had a tremendous mind. I found him a very intimidating person. Koren was a good friend and a good friend of my fatherin-law. He would say to me: "Jim, why don't you get out of this intelligence game and get into the Foreign Service?" He was the first one to throw this idea at me. He said: "I used to be in the intelligence game but I got out of it."
I had been thinking about this. After the "Bay of Pigs" disaster [abortive CIA-led attempt in 1961 to overthrow Fidel Castro in Cuba], I became really rather disillusioned. This occurred when I was on home leave in 1961. Then the CIA personnel people said: "Look, there's this job in Cambodia which is just 'made for you.' You have access to China. For the first time in your career you will be working against a Chinese Communist Embassy there. There are a lot of good people you can work with. Come back."
Q: This was at a time when you had the President of the United States studying maps of Laos and giving lectures to various people.
LILLEY: He called this country "Lay-os." That is true. I remember that vividly. I remember that friends of mine were up in Laos then. We had a paramilitary operation going on. It was just developing. That was when we all thought that, "America can do it." We were working with Montagnards, minorities who lived in the mountains, who would fight the Vietnamese communists and actually kill them. We thought that we could do it with six "Case Officers." This was conceptually very attractive, and we were just getting into that. We had radios all over Laos. We had people working with us who wanted to fight the Vietnamese. They hated them. The Montagnards weren't like the lowland Laos. These hill people were tough. They were led by Vang Pao and company. We then had a very modest effort.
At that time I went to Cambodia, Prince Sihanouk was turning hostile to the U.S. He was an arrogant, difficult, shrewd, cunning leader. He was the head of what the western press called the "peaceful paradox." He sat there in Cambodia and played the Vietnamese off against the Chinese, the Americans against the Chinese, and the Russians against the Vietnamese. He played games like this and was pretty good at it. He maintained the fragile neutrality of his country.
So we went to Cambodia. Again, I was in the Embassy. We got into some really interesting operations running up into communist China, at the beginning of the collapse of the "Great Leap Forward" [in the late 1960s]. We knew that we could talk, often directly, to the people that we sent into Southeast China. We were able to read letters from relatives inside China which the Chinese in Cambodia received from them. We began to put out reports about the real disasters of the "Great Leap Forward," including starvation and organization. We reported these events from Cambodia. We were outstripping Hong Kong in terms of intelligence collection. In fact, we were outstripping almost everybody, because we had a nucleus of agents who worked against China.
Then, of course, Sihanouk turned very hostile to the United States. He caught CIA in an attempted coup d'etat against him. This was set up by a Japanese-American guy attached to our Station there. This was the so-called "Dap Chhuon" plot centered in Siem Reap. The Cambodian authorities exposed the operation. In this operation we were working with the South Vietnamese. Then, when Liu Shao Qi [Chinese Communist leader] came through Cambodia in the spring of 1963, the Cambodian authorities rounded up all of the members of the Chinese community who were not pro-communist and temporarily put them in concentration camps. The Chinese communists went to the Cambodians and said: "These guys worked for the Americans. Deport them to China." The Cambodians did that to some of them.
That really hurt our operation. We went over to the "stay behind" mode [reduced level of activity]. Then I was moved to Thailand.
Q: Didn't Sihanouk sever diplomatic relations with the United States at one point because of the CIA activities?
LILLEY: That came later. That wasn't so much because of the CIA. The CIA involvement in Cambodia started back in about 1959, with this "Dap Chhuon Affair" in Siem Reap. A Japanese-American, was the Case Officer for this operation. His name became the word for "spy" in Cambodian. When the uproar over this incident died down, Sihanouk turned also against the DCM in the U.S. Embassy.
Q: Who was this?
LILLEY: I don't recall his name. He was a big, tall guy who used to row for Harvard and had a big, gaunt face. He scared the hell out of the Cambodians, so they "picked on him." They publicly attacked him but couldn't do anything to him. Then Phillip Sprouse came to Cambodia as Ambassador. He was an "old China hand." He spoke excellent French and was a bachelor. In Washington they said: "This is the man to deal with Sihanouk. He is European trained and a 'China hand.' Sihanouk is pro-Chinese." Sprouse was hit by one of the exposed CIA operations. As a result, he virtually shut down the CIA Station in the
Embassy, but some of us were able to stay on and continued to work.
Sihanouk was becoming steadily more hostile to the United States. In fact, he had turned hostile to the U.S. in 1961. This was related to the "Dap Chuuon Affair," but it was more the result of the fact that he had made his decision to turn to the Chinese communists to stave off the South Vietnamese. The MAAG [U.S. Military Assistance and Advisory Group] was still in Cambodia. The Chinese communists let him know that if he wanted to work more closely with them, he had to cut back on relations with the United States, because the Chinese communists, of course, were hostile to the U.S.
Q: For you, as an officer in the CIA Station in Cambodia, had Sihanouk become more or less "the enemy?"
LILLEY: Well, I don't really think so. He was a formidable opponent when he chose to strike out at us. We had to protect ourselves and the people who worked with us. However, I think that there was always a kind of "charm" about Sihanouk.
Q: This was especially the case in the past, and he's still doing things in Cambodia today.
LILLEY: I saw him when I was in Beijing as American Ambassador in the 1989-1991. I used to see him regularly. In the 1960s, he was just a "very strange guy." He was caught in this "vortex." He knew that he was struggling and that his country had been occupied by the Thai and the Vietnamese at one time or another. He felt that his control over the country was slipping away from him. In his view the Thai and the South Vietnamese were his enemies. It's a long story, but at that time, when he was there in Cambodia, he was turning against the South Vietnamese, the Thai, and the Americans. He was leaning increasingly toward Russia, communist China, and North Vietnam.
China was then his first love, because the communist Chinese, and particularly Zhou Enlai, Mao Tse-tung, and others, handled him beautifully. He was "entranced" with Zhou En-lai. In effect, Sihanouk became "their boy." They set up an aid program for him, including a plywood factory, built a railroad for him, and built a textile factory for him in Cambodia.
We were hostile to the Chinese communists then. However, we were getting a real insight into what was happening in communist China. We "survived" the arrests that resulted from Liu Shao-Qi's visit and the deportation of a couple of our agents from Cambodia. We "survived" this and kept most of our network of agents virtually intact.
Then some time in 1962 Ambassador Sprouse left Cambodia, and was scheduled to be replaced by Ambassador Randolph Kidder. Ambassador Kidder was given his "agrement" by the Cambodian Government and presented his credentials to the Cambodian Foreign Minister. However, he was never allowed to present his credentials to Sihanouk. Sihanouk became very unpleasant. He kicked out the MAAG, and you could just see him closing in on the Embassy. This wasn't so much attributable to the CIA. It was a result of the Vietnam War. By 1965 or so Sihanouk had become very hostile to the
U.S.
Q: When did you leave Cambodia?
LILLEY: In 1964.
Q: Where did you go next?
LILLEY: I went to Thailand, where I spent a year and tried to get the CIA's China operation going. I think that I had some success in doing that. However, I came down with hepatitis half way through my scheduled tour of duty in Bangkok, and I guess that the agency decided that I had better get out of Thailand. So I went back to the U.S. in 1964.
I was still considering whether I should stay in the agency. I talked to some people in the Foreign Service about what was called "lateral entry" into the Department of State. However, the agency personnel people came to me and said that I had a "big break" coming up and that I was scheduled to go to Laos as Deputy Chief of Station. This was one of our biggest projects at the time, involving an operation of some 40,000 Montagnards. It sounded attractive to me and much more interesting than anything I would have to do in the Department of State. So I went to Laos.
Q: You were in Laos from when to when?
LILLEY: From 1965 to 1968 and it was truly a big operation.
Q: Oh, yes.
LILLEY: It wasn't very "covert." However, in the initial stages some of the things that we did were quite successful. We had small teams "upcountry" in Laos. We had people like Vint Lawrence, Tony Po, and Tom Fusmire, who were really first rate, paramilitary officers.
Then Ted Shackley was assigned as the Chief of Station in July, 1966. He brought in a lot of his old Cuban and German crowd. That changed the complexion of the Laos operation because Ted was a real activist and had been directed to increase efforts to support military operations in Vietnam.
Q: I was just going to say that Shackley also became quite a figure in South Vietnam. He was assigned to Saigon in December, 1968, and served there until January, 1972.
LILLEY: He became known as the "Blond Ghost."
Q: Were you there in Saigon with him?
LILLEY: No. I was in Vientiane, Laos for about a year with Doug Blaufarb and then,
maybe, two years, with Shackley.
Q: How did Shackley operate?
LILLEY: Shackley was a good, personal friend, and our wives are good friends, and that sort of thing. Shackley is a "driven" person. He's a "driver," ambitious, tough-minded, and ruthless. However, there is a very appealing aspect of Ted as a human being, which I always liked. What he was determined to do was to build up the Station in Laos and play a critical role in the Vietnam War by hitting the Ho Chi Minh Trail in Laos. He brought the paramilitary assets that he had to bear on this key target. He didn't just sit around. He wanted to win wars. His inclination was to drive ahead.
He had never served previously in East Asia. He was very new to the area. He caught on very quickly and he mastered facts quickly. He made persuasive presentations. He was a "match" for the U.S. military in Saigon. He was in ways smarter and tougher than they were. He ran these operations against the Ho Chi Minh trail, including sending "trail watchers," paramilitary "strike forces," and Forward Air Controllers to bring in the F-4 fighters, T-28s, B-52 bombers to bomb the trail. He would have his people out there, calling in the air strikes against the trail. I think, again, that he was engaged in building up an empire and developing staff communications facilities to support people assigned up country in Laos. He was appointing Chiefs of Bases, assigning administrative officers, putting in communications, and all of these things. In fact, this was the beginning of the end as the war in Vietnam became increasingly unpopular and support for our operation in Laos was cut back and eventually withdrawn.
Q: I also take it, and I've never been in Laos, that it is difficult to impose all of this system on the Lao. Not so much the Montagnards, but the lowland Lao are a rather gentle people.
LILLEY: Yes, they are. They are "sweet people" in many ways. They love to make love. They love to drink and play. They don't like to work too hard. They think in terms of the "Pi" or the "spirits." Everything is pervaded with a sense of another world. The lowland Lao are Buddhists. They will do much of what you want.
Prince Souvanna Phouma was then the Lao Prime Minister. He was a sophisticated, French educated man, an intellectual. He was a politician, but he was a French style politician. He went along with all of this. He was considered a "neutralist," but then he moved more and more toward the West as he saw his rival, Prince Souphanouvong, the leader of the Pathet Lao, being "turned" by the Vietnamese communists and eventually taken over by them.
The U.S. aid program in Laos was gigantic. It was keeping the whole situation afloat. Laos did produce a little. U.S. aid was pouring into the country.
We had a huge Mission in Laos. In effect, the CIA Station was fighting the war for Prime Minister Souvanna Phouma, much to the frustration of the U.S. Army representatives,
who always wanted to get in and run the war and couldn't stand to see this clandestine war going on and succeeding. I think that what happened was that we were caught in the "Vietnam Syndrome" of building a large, administrative structure and perhaps exaggerating our successes.
Q: I've talked to some of our people who served there. We talked about the bombing of strategic points along the Ho Chi Minh trail. They noticed that if we cut a given point on the trail, everything would just go around it.
LILLEY: We did what we could with B-52 strikes against points in Laos and near the trail. We prepared "after action" reports and picked out areas which had been bombed. If you read the reports prepared by North Vietnamese prisoners, you'll see how "devastated" they were by the bombing of the trail. However, you'll also see how relentless the North Vietnamese were in carrying out their mission. There is a book by a North Vietnamese soldier, I think, who served in a battalion with a nominal strength of 500 men. I think that about 490 of them were killed. They suffered horrendous casualties, but the remaining 10 North Vietnamese from this battalion kept on fighting.
I think that, in many ways, we were often rather successful with our practice of taking these illiterate "Kha," or southern Laotian tribesmen, and equipping them with a little hand device with a picture of a truck, tank, or artillery piece. These devices had the capability of relaying up to an aircraft overhead how many of these items of equipment they had recorded as having seen. The tribesman just punched a button for each item he saw. The location of this tribesman was reported automatically to an aircraft flying overhead. The tribesman would be sitting on a mountain, looking down on the Ho Chi Minh trail. Then they would call in the air strikes. Sometimes we had quite a bit of success. The North Vietnamese had trail watchers, too. They would sense that our planes were coming, and then they would get off the road and take cover. Instead of using jets, we brought in B-25 bombers [World War II, twin-engined aircraft]. They would hover over the Ho Chi Minh trail till the North Vietnamese equipment items came out of hiding. We also used T-28s [single engine, originally advanced training aircraft, which were equipped with machineguns and bombs]. We used them because they could hover over a given area for a long time.
We tried all sorts of things to get at this target. We had advance scouting parties which would pick out a North Vietnamese munitions dump located on a hill. These parties would call in air strikes by planes with missiles which would try to hit the tunnels going into the munitions dump. Once in a while, we would get a "hit," and the whole hill would blow up. More often, we didn't get a "hit."
One of the things that we did in the Nam Bac area in Laos was to try to persuade the Hmong, the Montagnards, to take over a given valley. This didn't work very well. The Hmong couldn't fight well in the lowlands of Laos. Just as they wouldn't fight on the Plaine des Jarres, a plateau area of northern Laos.
We took a "beating" there. Then, when Ambassador Mac Godley and Larry Devlin came
in and replaced us, they did try to take over the Plaine des Jarres. Ambassador Bill Sullivan would never let us try to do that. He was sure that this effort would fail. However, Ambassador Godley was more gung ho [aggressive] than anybody I've ever seen. He loved doing this paramilitary type action.
Q: This was the problem. Obviously, some of you felt that this was fun. Perhaps fun is the wrong term, but when you try to do something, through third parties and using various types of equipment, you get terribly involved in this.
LILLEY: You were in Vietnam.
Q: I was in Vietnam. I remember that we were always looking, not so much for a "gimmick," but to find a way of making a small investment and so end the war.
LILLEY: We accepted the line that this was an honorable war which was worth fighting. We believed we were fighting against a vicious, cruel, communist enemy.
Q: Right.
LILLEY: This situation drove us to do these things, without taking any really long range view of them. So the whole "Meo" or "Hmong" operation became controversial. Then, when we pulled out of Laos, the Hmong were left on their own. Some of the people in U.S. agencies were very disturbed about this. Dr. Jiggs Weldon, a medical doctor who worked for USAID [U.S. Agency for International Development] in Laos, also used to work with us. He was really "tortured" about this whole situation. He would say: "The Laotians can't win. They could have beaten the Pathet Lao, but the North Vietnamese have 70,000 troops in Laos. These Laotians can't fight them." For a while we equalized the situation by bringing air power to bear. Then, I think, the "Fulbright Committee" [Senate Foreign Relations Committee] began to reduce appropriations for Laotian operations, when the war in Laos and Vietnam became unpopular. The North Vietnamese saw that the end was coming for us. The antiwar movement in the U.S. began to get very strong.
We had coups d'etat, floods, and all kinds of things in Laos to deal with. We saw some of our people "crack up" who could no longer "take it." We saw some of our young guys killed in helicopter crashes.
Q: Were you also picking up any antiwar protest activity? I was getting this in Saigon. I was in Saigon from 1969 to 1970.
LILLEY: Was that when Maxwell Taylor was there as Ambassador?
Q: No, Ellsworth Bunker was Ambassador when I was there.
LILLEY: And Ted Shackley was the Chief of Station.
Q: In the ranks of the Foreign Service we were getting some guys assigned to Saigon who, a couple of months before, had been out in the streets in the U.S., protesting against the war.
LILLEY: John Paul Vann was there at that time, and his efforts are depicted in "Bright Shining Lie" by one of the American correspondents who was also there.
Q: Is it a movie now?
LILLEY: They made a movie out of the book, and they had a pre-showing at the Nixon Center, of all places! Of course, Frank Wisner was one of John Paul Vann's "bright boys," in addition to Tom Barnes, who was in Laos with us, as was Frank Scottey. All of these people were in the Foreign Service. In the early days they worked with John Paul Vann when he was in the MAAG and was actually considered something of a monument.
Q: Oh, yes.
LILLEY: Then, of course, things went wrong. I think that the same thing happened in Laos, too. We had well-known people like Stu Methven, Bill Lair, and people who lived in up country Laos. Then there was also Vint Lawrence, who was a kind of "Lawrence of Arabia." He spent five years in up country Laos. He was a Princeton graduate and was well educated. He spoke French and learned to speak Meo [Hmong]. He was really quite a guy, but he left the agency early. He really couldn't work for the CIA after his experience in Laos. He turned out to be a cartoonist. Bill Colby [former Chief of East Asia Division and later Director of Central Intelligence] wanted to keep Lawrence in the agency. I was assigned the job of talking him into switching to China, which was the most interesting target country at the time. However, Lawrence's experience in Laos had just "drained him."
Q: What about Kong Le [dissident Royal Laotian Army officer]? Was he there in Laos when you were there?
LILLEY: Yeah, he was there.
Q: What was he like?
LILLEY: Kong Le was a short, little ex-paratrooper who, I think, pulled off a coup d'etat against the Lao Government in 1960. He claimed to be a "neutralist," working against the then right-wing Government of Laos under then Prime Minister Phoumi Nosavan. He was a very strange little man with great ideas of what he was. Briefly, he became a "celebrity." People looked to Kong Le, including the Russians and everybody else. I remember that Ambassador Sullivan used to say: "The Russians were trying to play the Laotian game. They started out, trying to pick their people. The first one that they picked was Kong Le." They picked him as a "neutralist" who was supposed to be against the U.S. Sullivan said: "Then they found out that he was a 'nut.' The second guy that the Russians tried was Prince Souvanna Phouma. They found out that he was a bourgeois
Frenchman with a Lao face. The third one that they tried was Phoumi Vonvichit, who turned out to be in the Chinese camp." Sullivan said: "The Russians were not formidable. They made mistake after mistake."
The Americans made mistakes, too. Ambassador Sullivan was in Laos during the whole time I was there. I must say that Sullivan had a pretty good grasp of the limitations on what could be done in Laos. He was determined to keep the U.S. military out of Laos, unless they were conducting air strikes for him. He wanted the CIA to stay in Laos because he thought he could control it and he was pretty good at doing this. For example, every rifle provided to the Lao had to be issued under a memo submitted to him. He was a "take charge" person and very clever in terms of detail. I know that he made a lot of enemies on the way but I always had the greatest admiration for Bill Sullivan.
Q: How did he work with Shackley?
LILLEY: It was a good working relationship. Sullivan respected Shackley's drive, his command of facts, and his ability to lead men. However, he also distrusted Shackley's ambition and what Sullivan thought was his practice of "shading" certain facts. I think that Sullivan liked Doug Blaufarb, who was Shackley's predecessor. Blaufarb had gone to Harvard University and was much more "restrained" than Shackley was.
Shackley was assigned to Laos by Des Fitzgerald [former Assistant Director of CIA for East Asian Affairs] and was told, in effect, "Take that thing over and run it! You're the man who did the Berlin operation. You're the man who handled the Cuban missile crisis and got us out of the 'Bay of Pigs' fiasco. I want you in Laos and I want you to get on top of that situation. You're in charge." I think that Shackley took those instructions seriously. He was Fitzgerald's "fair-haired man."
Q: Were there debates over reporting and evaluations?
LILLEY: Yes, there were. I raised that subject a couple of times. It was very hard to "dent" the trend of the reporting. I thought that our figures on enemy casualties were too high.
Q: I think that this was one of the major problems that everyone felt. This was during the administration of President Johnson. From Johnson on down, including Secretary of Defense McNamara, did you feel pressure to turn out reports showing real progress? Was this part of the situation?
LILLEY: I think that there was another dimension to this which said, in effect, "If you guys can't do it, we're sending in the American Army."
Q: I never thought of that. You mean that you really had the feeling that...
LILLEY: Well, Major Gen Dick Stilwell was a big hero during World War II. And then, I believe, he was in the military group which tried to take over the CIA in the early
1950s. He then got into the MAAG [Military Assistance and Advisory Group]. It was called "MACV" in Vietnam [Military Assistance Command, Vietnam]. In Thailand he called the MAAG "MACTHAI" [Military Assistance Command, Thailand]. He was going to turn the campaign against the communists in Laos into a military operation by questioning the CIA effort. Ambassador Sullivan worked with us to keep the Army out of taking over the military campaign against the communists in Laos. The U.S. military had already had the "White Star" Special Forces teams on the Bolovens Plateau in southern Laos. They had been in there in the early 1960s. The U.S. military had developed a taste for this "exotic" area. The Bolovens Plateau was a beautiful and strategic area at a relatively high altitude, and down to the southeast of it was the "Sihanouk Trail" which traversed Laos south of Pakse.
Then the Special Forces teams were all pulled out when the agreement on Laos was signed with the Pathet Lao [in, I believe, 1962], providing for the neutralization of Laos. As you know, Governor Averill Harriman was the negotiator of this agreement to neutralize Laos that was reached in Geneva. Bill Sullivan was Harriman's principal assistant at this negotiation, and Harriman arranged to have him promoted over others and to become Ambassador. Harriman was Sullivan's "guru" [sponsor]. Sullivan is a terrific "staff man" and a master of detail, which he learned very quickly. I think that Governor Harriman was Assistant Secretary of State for East Asian Affairs at that time.
Q: Yes, but he was more than that. He was THE "powerhouse" in East Asia.
LILLEY: He was former Governor of New York State. He was a "big man" and he "mattered." He was always very nervous about the huge CIA contingent coming into Laos and, in effect, violating the terms of the agreement to neutralize Laos. At that time U.S. military officers weren't in Laos, but CIA was there, carrying out a paramilitary operation. We arranged for our teams to be resupplied by planes from Air America, and Bird and Sons' resupply missions. Of course, the Defense Attache Office in the Embassy in Vientiane had about 30 people in it, engaged in running the Forward Air Controller system. We were sort of "hiding an elephant under a handkerchief."
However, for a while it was like Afghanistan in the future. It was THE big, successful, paramilitary operation, which kept the North Vietnamese "in line." What we couldn't do was to do the things that the Mission in Saigon was calling for, and that was to cut the Ho Chi Minh trail and prevent communist reinforcements from going through Laos into South Vietnam. I think that that is where the distortions took place in the reporting. The Ho Chi Minh trail just wasn't being cut, and we said that it was being severely constrained.
Then the U.S. Air Force brought in B-52 bombers under the "ARC LIGHT" operation. They brought in the bombers because movement along the Ho Chi Minh trail wasn't being stopped. Before they bombed an area under the "ARC LIGHT" operation, we had to send in people to certify that the area had nobody in it. They were bombing wasteland, in effect.
Q: I think that there was one case where we bombed an area, and all of the newspaper people came in to see the results...
LILLEY: It was a very strange time. MACV in Saigon had 7,000 people in its intelligence setup. [Laughter]
Q: I was thinking that we might stop at this point.
LILLEY: Yes, I have someone coming in to see me at 9:00 a.m.
Q: I was thinking that we might pick up the interview the next time at the point when you left Laos. When did you leave Laos?
LILLEY: I left Laos in January, 1968, at the time the "Tet" offensive began in South Vietnam. It was breaking out when I left Laos.
Q: So we'll talk about the "Tet" offensive and your departure from Laos in 1968...
LILLEY: And the massacre at "Site 85."
Q: All right.
***
Today is August 28, 1998. Jim, would you talk about why you were still in Laos at about the time when the "Tet" offensive began in South Vietnam?
LILLEY: Well, the war in Laos was becoming an adjunct of the war in Vietnam. We were more and more being taken away from focusing on what you might call the "Vietnamese occupation of Laos" in favor of obstructing North Vietnamese access to South Vietnam through Laos. We had to mount teams along the Ho Chi Minh and Sihanouk trails. Our teams were spotty in quality. They didn't have enough good people. We tried to set up tribal teams, largely recruited from tribal groups in southern Laos. They would report very high statistics of North Vietnamese killed, which I think were in part fabricated. We eventually broke a number of members of these teams, using the polygraph. The people in the tribal teams thought that the polygraph was "magical," and they were superstitious. Once they got on to the fact that the polygraph was just a human device, they began to "beat it." Even they could eventually "beat it." [Laughter]
For a while the polygraph worked, and they confessed that they had made up statistics to make us "happy." At first these statistics tended to make us look "good" in the eyes of the military commands in South Vietnam and Washington and to indicate that we were being successful. In fact, we weren't. However, as I have said, we developed little, hand-held devices for the Meo [also known as Hmong] tribesmen to use. The devices carried on their faces illustrations of trucks, tanks, artillery pieces, and soldiers. Using this device, they could record what they saw and then punch a "Transmit" button. The report would
go up to one of our planes and come down to our military commands, and then the air strikes would take off to hit their targets.
This method worked reasonably well. Then the Vietnamese communists started to move off the trail, and they were very tough. We also supported what they called "ARC LIGHT" strikes, which were conducted by B-52 bombers. We would designate areas which were allegedly free of civilian villagers but which we believed had Viet Cong cadres present. We would try to hit these targets, minimizing "collateral damage" to civilians, as we say now, while still hitting Viet Cong installations. Unfortunately, the Viet Cong moved into populated areas. I think that the "ARC LIGHT" strikes hurt the Vietnamese communists to a degree. You can see this in books that are being written now by Vietnamese soldiers who operated in these villages. A number of people were killed, perhaps more in Cambodia than in Laos.
We were also supplying information for planes that were hitting Hanoi irregulars up there. We established what we called a "TACAN" [Tactical Information] radar site in the mountains up by the North Vietnamese-Laos border. This was manned by about 12 U.S. Air Force airmen. They supplied information to the bombers which went in to hit Hanoi. We provided protection with Vang Pao's Meo guerrillas.
There was a bizarre story which I may have given you before, but it's probably worth repeating. The Vietnamese communists sent in a pair of AN-2 biplanes which they had obtained from Russia. They looked something like the British-made Sopwith "Camels" of World War I. They sent these in to hit "Phou Pa Ti" in late 1967. We had these old, H-34 helicopters flown by American pilots who often carried carbines. Actually, as the AN-2 planes came in to hit Phou Pa Ti, the H-34s flew above them and American civilian pilots and crew shot them down with hand held weapons. This made Washington go "bananas" as it was an incredible story. It was to some like the cartoons about "Snoopy" the "Red Baron," and everybody jumped on it. We got the bodies of the Vietnamese communist pilots and all of their documents. We moved their bodies down to Vientiane, where we had an exhibition to show that the Vietnamese communists were involved in Laos, which Hanoi of course had denied.
I'm not sure of what the Vietnamese communists intentions were, but we sort of got "lulled" into a sense of complacency. Then, in early, 1968, they hit us with a major attack on the radar site. They went up the side of the mountain, causing the Meo to break away, and they killed the U.S. Air Force personnel assigned there.
This happened just as I left Laos. My boss, Ted Shackley, had sent in a message saying that the Meo can't protect these Air Force people from the Vietnamese communists. The information, however, which this radar site provided was essential to the bombing of Vietnamese communist targets. This meant that the Meo were expendable in terms of our efforts in Vietnam, and I think that this did hurt what we were doing in Laos.
When I first got to Laos in spring 1965, we were conducting a very small, paramilitary operation which was quite successful. We were feeding and training the Meo tribesmen, giving them weapons, and helping them to defend their homeland. They could do this as long as they were in the mountains. They could when directed go down temporarily and hit the Vietnamese communist trails as they were protecting their own mountain tops. However, when we started to send them into the lowland areas of Laos, like the famous "Nam Bac" episode I mentioned previously, the Meo were clobbered. You couldn't assign them to take the Plaine des Jarres. You might be able to seize one or two positions, and this is what our successors tried to do. However, Ambassador Sullivan never would permit us to do this because of the dangerous situation there. He said that this would bring in a larger force of Vietnamese communists, and the Meo couldn't stand against them. That is precisely what happened. The Meo went in with our encouragement and took most of the Plaine des Jarres and they captured a lot of equipment. Then the Vietnamese communists came in and clobbered them. These were the limits of what we could do in Laos. Then, Congress began to reduce our funding, and the Meo movement gradually fell apart.
Q: While you were there, did you have a visit by Lowenstein and Moose?
LILLEY: Yes, they came out and looked at what we were doing. We cooperated with them as much as we could. They were really quite hostile to our program. When they returned to Washington, they worked with OMB [Office of Management and Budget] and other government institutions to cut our funding. Unfortunately, the Meo had become very dependent on American largesse, more and more so as time went by. Our expenditures rose steadily. When I got to Laos, we didn't even have a budget. Money was just allocated to us. It was a "sacred war," a "good war." Ted Shackley came in as Chief of Station and began to organize our efforts. He tried to find out how much it cost to operate a helicopter and how much money we should ask for. Then we started building communications facilities at upland guerrilla bases like "Site 98". We increased our personnel, doubling or tripling it. We brought in more people, more rice, more clothing and other supplies. The Meo stopped farming and began to believe that rice came from Heaven, not grown in the ground. More and more, the Meo became dependent on us.
The Meo were always pretty good guerrilla fighters, but that was the limit. And, of course, they were fighting for their homeland. Differences emerged between the tribesmen in the hills and the ethnic Lao living in the Mekong Valley lowlands. There was always that kind of friction there.
Q: Did the "old hands," and you were one of them, become concerned about this situation? I'm from the Foreign Service side of the State Department. I'm trying to get an impression of some of the spirit of the CIA at this time. Would you say that there was a difference between the "old breed" of the CIA and the "new breed" coming in and developing at this point, as far as "activism" goes?
LILLEY: I think that most of the CIA officers were committed to what they were doing. They thought that they were doing the "right thing." They thought that we were getting the various aspects of "insurgency" and "counter-insurgency" right. I think that they realized that there were limitations with the human material that they had to work with.
The State Department guys in Laos tended to follow their leader, Ambassador Sullivan, who was always a strong supporter of our program. There were always "dissenters," but dissent was a career-risking activity. The people in the AID mission [Agency for International Development] largely supported our program. I think that there was a difference in concept between Joe Mendenhall, the AID Mission Director, who was a Foreign Service Officer, and our people. However, by and large, the Embassy policymakers came down on the side of the CIA.
I think that, in most instances, we had the support of the Mission as a whole. Of course, I thought that Ambassador Sullivan was a pretty good strategist. He knew Vietnam and had read the earlier history of Indochina. He had been involved with Governor Harriman in the negotiations to neutralize Laos in Geneva in 1962. He had risen very rapidly on the basis of his advice. He was confident of his knowledge of the politics of the situation, his management of the lowland Lao, and his ability to work with CIA to bring our efforts together.
There was a major election in 1967 for the Lao National Assembly. All 59 seats in the National Assembly were at stake and were won by the government side. We helped that process along. However, earlier on, in the 1960s, we had some real activist CIA guys who were highly motivated. They wrote the Lao constitution and carried out other covert actions. They were active and were intellectually "engaged." This gave us a sense of power, but it was somewhat ephemeral, because we still had to deal with the basic issues of land reform, taxation, agricultural initiatives, and other matters of this kind. We tried to handle those matters. We had several model villages, which represented a successful pacification effort, but that was "out of synch" with the rest of Laos. It was kind of a "Potemkin village."
You were asking whether there was a change in the CIA attitude. I think that in the early days there was a great effervescence, a sense that we had finally found people who would fight the communists and occasionally defeat them in guerrilla warfare. Before that, the Vietnam experience had really been rather negative. Ramon Magsaysay in the Philippines had had some success against the Hukbalahap [pro-communist movement of the 1950s], the British had had some success in Malaya against the Malayan Communist Party, but that was largely a Chinese group. It was largely in China and Korea, where the stakes were very high, that our involvement was less successful. Some of the people we worked with in Laos had had experience in southwest China.
There were various legends on this. We had a marvelous young man, called Vint Lawrence, who later became a cartoonist in Washington. He was a talented young man who had studied at Princeton University. He made a classified movie on Laos, and he was compared to Lawrence of Arabia [British leader of the Arabs during World War I]. He spent five years in Laos. As I said earlier, he learned to speak Lao and also spoke French. He knew the Lao aristocracy. He understood the Lao and spent many years with them. At the same time he understood their limitations. There was Tom Fusmire in Savannakhet, who also had a well-developed appreciation for the Lao. However, others came to Laos, spent two year tours there, and then left. These people really looked at Laos as a paramilitary problem. They really had no "grounding" in the overall situation.
I said "earlier on" to describe the situation when I first arrived in Laos in 1965. At that time there was more enthusiasm in working with tribesmen to carry out fairly successful operations. The CIA "Station" became larger and staff oriented and saw the assignment in terms of tours of duty. Then it became a little bit more like Vietnam, and that's when the situation began to slip away from us. Increasingly, "main force" Vietnamese units were introduced into Laos on the communist side, and we had tribesmen linked to our air power. We had "Forward Air Controllers," some of whom were Lao, on the ground. We had a colorful Air Force colonel called "Heinie" Adderholt, a real character. He flew World War II type planes out of Udorn Thani [Thailand]. These were T-28s...
Q: They were training aircraft...
LILLEY: Used as bombers. They were like the "Harvard" trainers used in World War II. That's what the Lao needed. And I think that the Lao also used the B-25 bomber.
Q: Twin engine, twin vertical stabilizers.
LILLEY: They had a long, "hover time" over the Ho Chi Minh trail. There wasn't much anti-aircraft fire from ground on the communist side. The B-25's could "hover" and hit, whereas the F-4 [jet fighters] would come sailing in at high speed and were less effective against Vietnamese infiltrators. So techniques like using older, slower aircraft like the B25's were adopted, and a really colorful group of people was assembled to run these air operations.
Q: By the time you left Laos in about January, 1968, you and your colleagues were getting to know the Laotian people and what would work best. Were you aware of what was happening in the United States? I mean, were you aware that the "clock" was ticking or were you so absorbed in what you were doing...
LILLEY: Yes, we were aware of what was happening in the U.S. I received a letter from a relative in Massachusetts, in which he expressed opposition to our Southeast Asian policy. I wrote a rather brusque letter right back to him. I said that I wasn't telling him how to run Boston politics but was telling him about what was happening in Southeast Asia.
Yes, we got reflections about what was happening in the U.S. I particularly got this line in correspondence from home. I asked my family what was happening in the U.S. They answered that the criticism of our policies was coming from a "fringe element." We had the feeling that people just didn't understand what was happening. No, I didn't understand that the "clock" was ticking. I was going to go back to China operations, from which I had started, rather than stay in Southeast Asia. At that time I was going to be reassigned to Hong Kong. I should have said that we left Laos with questions and problems, but we had faith that we would probably be able to "neutralize" the situation and that we would be able to stay there and get better terms. I didn't think that we would have to accept the outcome which we experienced about seven years later. We saw signs that we were losing domestic support in the U.S. On the other hand, President Johnson was still in office. He was behind our position in Laos. Ambassador Bill Sullivan was there. There were experienced teams supporting us in the Department of State and CIA. We still had the sense that we were doing the right thing and that the situation would work out. As you know, the situation began to deteriorate badly in the early and mid-1970s.
Q: You said that you were back in the U.S. when tensions really became serious.
LILLEY: I was back in the States in early 1965 and it was depressing. Then, again, as we read the reports, we learned that the Vietnamese communists had taken terrible losses. A friend of mine, a CIA officer, had been captured by the communists in Hue.
We sensed that the American press, as well as other elements in the U.S., were against us, including the "Jane Fonda crowd." We interpreted this as an example of what the hostile media was doing. We thought that we were doing the right thing and that good would eventually prevail over evil. This was a simplistic idea, but at that time, in 1965, it seemed right. A lot of bad things were happening. Of course, in retrospect, domestic support for our policies in Vietnam was eroding. I didn't see it that way, but back in the States, I felt more pessimistic.
Q: I was in the U.S. at the time, and I volunteered to go to Vietnam out of concern over what was happening there. When you returned from Laos in 1968, where did you go?
LILLEY: I spent about four months back in the U.S. and then I went to Hong Kong.
Q: So you were in Hong Kong...
LILLEY: From 1968 to 1970. That was an exciting time to be there. Changes were taking place in China, and we could see other changes coming.
Q: I would have thought that this would have been an "interesting time" to be in Hong Kong. Put me in the picture. Where was China at the time in terms of the Cultural Revolution?
LILLEY: Well, in the summer of 1967 and early 1968 China was still in the throes of the Cultural Revolution. The situation was really getting bad. However, in Laos, we had lived a very monastic existence. We looked at the Chinese in terms of the roads that they were building across Laos and Chinese support for the Viet Cong and the Pathet Lao. We didn't follow the tumultuous events going on inside China in any great detail. Then, when I got back to the U.S., I started reading about this.
Of course, it was in March, 1968, that President Johnson made his announcement that he would not run for reelection. Everybody knew that that was because of the Vietnam War.
Q: When did you arrive in Hong Kong?
LILLEY: In spring 1968.
Q: What was your position there?
LILLEY: I was Deputy Chief of Station [DCOS]. We had a big station there. I think that the CIA wanted to rework the objectives the Station was pursuing. An old friend of mine, Charley Whitehurst, was then the Chief of Station. He had been in Hong Kong previously. He was a Southerner with a wonderful sense of humor who liked to gamble and tell anecdotes. We worked together as a team. I was supposed to be a kind of "China expert." Charley Whitehurst had been in OSS during World War II. He dealt with the British Special Branch and was engaged in "thinking big" on Southeast Asia. He had also been Chief of Station in Laos. He was a very shrewd, smart guy but he had a sort of "corn pone" ["country boy"] image.
Q: Hong Kong was one of our principal sources of reporting on China. I'm talking about information from the State Department side, the FBIS [Foreign Broadcast Information Service], and all of that. This was subsequently put together. I always have a little trouble talking to somebody from CIA and don't want to upset anybody's apple cart. At the same time, what was the difference between what you were doing and what the "China watchers" in the Consulate General in Hong Kong were doing?
LILLEY: The State Department put its "China watching" base in Hong Kong. People like Mort Abramowitz, Nick Platt, and then Ed Rice, the Consul General who came after Marshall Green. After them came people who were born and raised in China, like Ed Martin. Harold Jacobson was the Deputy Consul General when I was there. Allen Whiting was also there. He was considered to be "big on China." The State Department had a strong, China watching crew. These officers worked with newspapermen like Stan Karnow, the Kalb brothers [Marvin and Bernard], as well as all kinds of other Hong Kong residents. The State Department people would work with the China watching community and draft cables based on press reports and the debriefing of refugees from Mainland China, which the British handled in a professional way.
In addition to the reporting based on the press, the State Department people also had access to the debriefings of Chinese refugees who sought asylum in Hong Kong. They worked through us, and we contributed to State Department reporting. We had good relations with the State Department people. However, the role of the CIA Station in Hong Kong basically and originally involved dealing with refugees. We tried to "turn them around" and run them back into China. The British told us to stay away from Chinese communist organizations in Hong Kong because they said that this was "their" bailiwick.
At one point during my early time in Hong Kong we had a man called Bill Wells, who was the Chief of Station. He was very well informed on China and was in fact brilliant. He tried to run resident operations in China which, I think, were largely unsuccessful. Then he started writing papers which received wide distribution. The intellectuals loved them, because Wells was very good at that.
When I arrived in Hong Kong, I said: "We can't run operations in Hong Kong unless we get into the Chinese communist apparatus here." We moved ahead on that, despite British objections. In any event, the British chose to "look the other way." I give Charles "Whitey" Whitehurst, the Chief of Station, the credit for massaging the British on this matter. It was my idea, but "Whitey" dealt with the British on it. I got the Station guys out on the streets, trying to arrange for these "penetrations" of Chinese organizations. We shared one or two of these "penetrations" with the British. We handled these operations and gave the British the "take" from them. I knew that that was the way to get into China. It wasn't by sending refugees back. That was much too dangerous because when you try to send them back, you have to pay them, and if they get caught, there was the risk that they would be "doubled" by the Chinese and that their reports could not be relied on.
We knew at that time that the Chinese communists had a formidable security apparatus in Hong Kong. These were composed of hotel workers, servants in the houses, and switchboard operators. All of these people were part of a vast, Chinese security network. It was directed against Taiwan and against foreigners. I think that it probably still exists in some form. This was something we warned our people about.
We were also very much engaged in Southeast Asian operations, because everybody was involved in the Vietnam War. We had some big operations going against the Viet Cong and Cambodia, through the Chinese community. The Chinese community in Hong Kong was involved in all kinds of sub rosa activities in Southeast Asia. If you could get some of these hard, sharp, materialistic operators, you could get right into the Viet Cong logistics support network. We worked on that, and I think that we had some success. That, plus the penetrations of the Chinese communist apparatus, as well as some shipboard operations. These were really our "raison d'être."
Q: So you were working without telling the British that you were moving into the network there. I can see that the Consul General might well object to that. Normally, the Department of State and the CIA had two different objectives. The Department of State always tries to avoid "upsetting" the local authorities.
LILLEY: But we had made it clear to the British what we were doing. We had a sort of "tacit" agreement on this. The British simply agreed to look the other way. We knew that it would be "our neck" if we got caught. This was what the British told us, in effect. I don't think that the Consul General had any serious problems with what we were doing.
What the Consul General was concerned about was why we had so many people in Hong Kong. He asked us whether we could do what we were doing with a few good men. At that time we were overstaffed, and he knew this.
Q: Overstaffing is a constant problem, particularly with intelligence organizations. You make yourself more vulnerable when you have too many people "bumbling around."
LILLEY: I think that's true and I think that there is a lot of "bumbling around." I came to the conclusion that basically a Station functions with about 25 percent of its personnel effective. There are a lot of people who are just involved in "spinning wheels." A few operations are under way which justify their existence. At least this was my experience in the CIA in Hong Kong.
Q: I think that that is often the case.
LILLEY: We had a few good case officers who carried most of the load. We had a number of case officers in the Hong Kong Station who were unproductive, unless they were assigned to work which was "imposed" by CIA management back in the U.S.
We had some interesting operations going on in Hong Kong which, I think, justified the existence of the Station. We dropped this whole business of paralleling what the State Department was doing. We didn't have people of the right caliber to do this kind of work. Besides, it was not our job, in my view.
The other aspect of this was that we were dealing with Chinese who were passing us "messages" from the Chinese communists. They were telling us that they were "reasonable" and were coming out of this very bad experience during the Cultural Revolution. They said that they wanted to "open up" to the United States. They were rationalizing the Chinese position. We reported this in some detail to Washington. We had a very capable officer who had a good sense of China and who was dealing with people like this. We were really passing messages back and forth.
Q: This is very interesting. In the first place, were you aware of what was happening in China? In a way, it seems as if everybody knew in detail what was happening, but you seem to be saying that nobody was putting together what was happening in this huge country, with a population of about one-quarter of the world. The younger generation in China was going virtually without education and was destroying itself.
LILLEY: I think that we had several different interpretations of the situation in China. One of these interpretations was held by a certain faction in the State Department which saw that what was happening was the disintegration of China. In this view, some of the provinces reportedly could not tolerate what was happening and was caused by madness at the center. There were reports of major violence between factions of the "Red Guards," which were using artillery, rockets, and all kinds of weapons against each other. Then we had reports of large numbers of human bodies flowing down the Pearl River, bodies with their hands tied behind their backs, in groups of 50, 60, and up to 100 bodies in groups. This gives you a sense of the horror that was going on in China. Civilian planes were being mobbed by "Red Guards" waving their "Little Red Books" containing the sayings of Mao Tse-tung.
We were able to talk to some defectors from China who had been in the Communist Party apparatus. They gave us insights into the revolution that was going on in the course of the Cultural Revolution. They had originally joined the Communist Party, thinking that they were going to get rid of "revisionist" elements. They realized they were the targets and
some got out of China. They told us how this process worked inside the Communist Party.
I think that this gave us some insight, but overall reporting was basically the job for the State Department. We had people who, we thought, knew more about China and had better insights than what Washington was sending in messages out to the field. State Department officers serving overseas normally draft telegrams to capture the attention of Washington and give their reading of the local situation of the country where they are assigned. CIA officers report factual materials which feed in to what State as well as their CIA superiors need to know. Therefore, at times, they turn out a more useful product than State Department officers produce. Still, open reporting is really not the job of the CIA.
We really thought that we had to get into the business of collecting information, using clandestine sources. Then we had the job of reading the pulse of China in terms of what the Chinese communist cadres in Hong Kong were telling us about what China as a whole was thinking and the changes which were taking place.
I think that Secretary of State William Rogers came out to Hong Kong some time in the summer of 1969. He began to lift our foreign assets controls on China. We saw what was coming. We didn't know about the "secret diplomacy" being carried on by Henry Kissinger [then the National Security Adviser to President Nixon]. However, we were talking to diplomats in Beijing, when they visited Hong Kong and they gave us their insights on China.
Hong Kong as a whole had been somewhat "upstaged" by what was happening in Southeast Asia. I think that I mentioned what we did in Cambodia earlier, during the 1961-1963 period. Then, we got some real insights into the breakdown of China at that time. We didn't predict the 1962 "mass exodus" from China, although we sensed something big was about to happen. We were sending low-level agents into Southeast China from Cambodia. They came back through Hong Kong and told us of the cuts in food rations, starvation, and the escalation of mass movements against the Chinese Government. That was a terrible time in China.
Q: Oh, yes.
LILLEY: People back in Washington thought that the Consulate General in Hong Kong wasn't sufficiently "on top" of the situation. Then we began to get some key "defectors" from the Chinese communist intelligence and security services. They gave the United States our first real look into the Chinese communist intelligence apparatus. This was real intelligence, not "fake" information. Hong Kong made a massive effort to track Chinese communist intelligence. We looked to the British Special Branch people to help us in this regard. I think that, in some ways, we were tracking masses of data that most people paid little attention to, but we didn't have any dramatic breakthroughs. In Hong Kong, the British had some good sources inside the Chinese communist apparatus, which they shared with us, through Special Branch. So I think that, all in all, we had a role to play in Hong Kong and still do. However, it was beginning to "shift" from interviewing refugees
to getting information from higher level sources.
Q: In some ways, even if you had the best "penetration" in the world, we still couldn't figure out what to do about this situation. I've just finished reading a book on the life of Chairman Mao Tse-tung by Dr. Lee. Just from that and other accounts, the Chinese communists didn't appear to know what was happening. China was in such chaos that you could get "signals" of unknown value. However, from whom did they come? The sources of these reports were individuals who might not be in power for very long. It was not the sort of situation on which you could do any prediction.
LILLEY: I think that that's a little too hard on us. I think that we had a lot of trained people who looked into the revelations contained in key Mao and "Red Guard" posters, exposing the "viciousness" of Madame Mao and her sexual predilections. And stories began to come out about Mao himself.
Q: This was in the 1968-1970 period?
LILLEY: Yes. We began to get stories about Mao, although they did not really come out in force until later on. However, it was difficult to figure out whether the first stories that came out were examples of Taiwan "disinformation," or whether they came from people inside China who had an axe to grind, or whether these reports were just "hearsay" from third parties. This was mainly a job for the analysts to handle but case officers all had the responsibility to authorize sources. I think that, in some instances, these analysts did get the story right. They got it right because they had the right focus. Some of this good analysis was done by State Department people. They did a pretty good job of beginning to understand the fundamental argument between the Gang of Four, including Madame Mao and the Deng faction. This also eventually involved the return to power of Deng Xiaoping. Our analysts saw this struggle really beginning to take shape. I think that they got it right.
Then, in 1976, the situation "blew up." There was a high level Chinese defector from The Hague. He was the Charge d'Affaires in the Chinese Embassy there. In some ways he was a limited man, but he saw the cable traffic from Beijing. He knew about the arguments, and we understood what he was saying, factored against the background that we had. Then some good British sources came in, which added to our knowledge, plus the views of our own people who were "feeding us" from inside the Chinese communist system.
We put all of this information together and began to see the outlines of the real power struggle developing in China. The people who got it "wrong" were academics, some of whom regarded the Cultural Revolution as an experiment in participatory democracy.
Q: These were the same kind of people who looked back at the "Great Leap Forward" and thought that the Chinese were somehow going to produce better quality steel from backyard steel furnaces.
LILLEY: They were dead wrong. Then there were the people who were affected by the
Shirley MacLaine syndrome. They felt that they had "discovered" China and that the Chinese were a selfless people. You asked them what they wanted to do, and they said that they would serve the Motherland. Our own Americans said that they had found their soul on Hua Shan Mountain. These Chinese people allegedly understood selflessness. What a lot of baloney!
Q: They had cute kids.
LILLEY: Yes, and the women curled their hair. This was regarded by some people as a sign that the revolution was calming down. This attitude affected some high level Americans who hated the Soviet Union. The Chinese communists played this attitude to a fare-thee-well. The Chinese communists said that they were the people who were standing up against the Russians and that we Americans must help them. Some very smart Americans were really sucked into this and they started to rationalize what was happening in China.
This is different from the attitude of the academics I spoke of. It was worse, because they should have known better. If they had done their research, they would have known what a "horror" was happening. Many can never forgive Mao Tse-tung for what he did to China. However, these American academics of whom I am speaking found it very difficult to separate themselves from Edgar Snow's version of Mao, even when he visited China in 1969 and interviewed Mao. Snow said that he couldn't explain what was happening in China. He said that this process was "madness." Snow had been sympathetic to the Chinese revolution. Teddy White summarized his own conclusions in his book, "Roots of Madness."
Some of these people saw that something had gone terribly wrong. However, others rationalized it. This included young Americans who hated the Vietnam War, were disgusted with their government, and wound up supporting communist China.
Q: China has always had a lot of fascination for some Americans, perhaps more than any other country. If you go back to the beginning, our first Consul went to China in 1784 or so and supported what was going on with hardly any debate. He felt that China was "great."
However, if we can stick to the 1968-1970 period, you were saying that you were getting signals about a possible "opening" to China. Where did these signals come from? There was almost no Central Government.
LILLEY: These came from Communist Party of China members living in Hong Kong. These would be filtered through figures in the British establishment, who were talking to prominent Chinese in Hong Kong. The British picked up the views of a group in China that allegedly had connections with top levels in Beijing. These views probably represented the opinions of Deng Xiaoping. These people were telling us: "Look, we want a future for China that is practical and that gets away from lunatic social engineering projects. There were people in China who saw things differently, and they
know who was the true enemy. They are your enemies and our enemies as well." They would tell us about certain things that were happening in Beijing and so forth.
But we always had to check out these reports. There clearly were serious splits developing at the leadership level in China. We were beginning to see developments like this now in connection with these horrible floods. Authoritative Chinese were saying: "Look, the emperor has no clothes. You outsiders have things wrong. This is a disaster for China." Many Chinese were reluctant to let this happen, because they knew that they had leveled the mountains and filled in the lakes in endless mass projects that ended in disaster. Now they were admitting this. In the old days Mao Tse-tung wouldn't admit it, but now it was becoming public knowledge.
During the Cultural Revolution, these "Red Guard" posters on display, attacking the other side gave us insights. We then got a sense of what was happening. The majority of these posters reflected extremism, but they still had a core of detailed information which told us what the leadership was doing.
Q: We got the views of both sides. You could see what everybody was doing.
LILLEY: In 1970, we sat down and tried to go through this whole period, including the Cultural Revolution and the rise of Deng Xiaoping There were two schools of thought in the U.S. as to whether we had had it right or wrong. But it became serious when what the United States was doing was planning on how to deal with China, in this period from 1969-1972, when China was in real turmoil.
Kissinger made his first trip to China in July, 1971. He made his second trip to China in September-October, 1971. As he says himself, the Chinese had gone through an attempted coup d'etat led by Lin Piao. The leadership system had been shaken, but Kissinger said he didn't pick up a ripple of this. He came back from his second trip to China and said: "We don't know what the hell is going on. This coup d'etat was going on right under our noses, and we didn't know it."
I remember that we felt that we should really examine our entrails and learn why our analysts tend to become "hooked" on China. There were fights within the American analytical community about China. There was a group that said: "We have to open up relations with China. It's a bulwark against the Soviet Union. There are good people in China who want to move ahead. This is their history. They are not aggressive. Dump Taiwan and go toward China." Another school of thought said: "We know that the Chinese are basically hostile to the West. They were, to begin with, and always are going to be that way. They have deep, anti-foreign feelings in their makeup. They will allow us to be sucked in on these matters, but they really aren't our friends. They'll go back to the Soviet Union if it suits their national purposes."
These arguments became heated and bitter. Jonathan Spence has written a new book, "The American Perception of China." I was going to review it for "The Washington Post," but I wasn't available when the "Post" wanted it. Spence is very good on this
subject.
Q: When you were in Hong Kong, say in 1970, was it generally felt that it made sense to recognize China, or were these dissenting views expressed by both State and CIA officers in Hong Kong? Remember that we were really on the eve of the opening to China at this time.
LILLEY: There was a ground swell in this direction. It was starting to move toward an opening to China. This had started earlier. I found indications of this way back in 1965. There was a move toward opening to China. There were all kinds of people who were thinking this way. Then, of course, this kind of move became more attractive during the Vietnam War. We looked for signs that China would do something about helping us to end the war, but China was not prepared to do anything of the kind. China was prepared to send supplies to North Vietnam, but there were already signs of some dissension between China and North Vietnam. Problems had arisen in connection with moving Soviet equipment through China to North Vietnam.
As I say, there was an increasing ground swell of people who felt that the time was approaching for an opening to China. It was at this point that we saw movement in this direction. The timing of it was something else. It was at this point that Barbara Tuchman wrote her book that said that General Joseph Stilwell was an authentic, American hero. She concluded that he was "flawed," but in essence Tuchman said that Stilwell was smart, he knew the Chinese, and he was sent to China, where he "took on" the corrupt, Chinese Nationalist Government. He led elements of the Chinese Nationalist Army despite their shenanigans and ensured that they would fight. There were others in Chungking who went around behind Stilwell's back to Roosevelt and tried to destroy him. Tuchman said, in effect, that we still were living in Taiwan with these same Chinese Nationalists. This is what they did to us. The Tuchman book was an important book.
Then virulent arguments developed about the idea of moving toward rapid recognition of communist China. You could see that there was a pro-China faction who favored moving ahead. Henry Kissinger [National Security Adviser to President Nixon] was sort of feeling his own way as he developed his views secretly. When the announcement was made of the Kissinger trip to China in 1971, it hit like a bombshell. By and large the public reaction was positive. Public opinion was affected by the ongoing struggles in the UN about the Chinese representation question. As the American move toward China developed, support for Nationalist China in the UN was eroding very fast. However, there were UN members who supported the Chinese Nationalists and said that they wanted Taiwan to remain in the UN. This included George Bush, our UN ambassador. Then Kissinger went to China, and this had an impact indirectly on our UN position.
Q: What about the role of Taiwan when you were in Hong Kong? I would imagine that you would have to be looking over your shoulder and saying: "Anything to get there." Was there a kind of Taiwanese hand on information? Were the Taiwanese playing the game, too?
LILLEY: They were. I'd had a lot of experience with Taiwan during my earlier time in Hong Kong in 1952-1953. I think that I knew what the Chinese Nationalists were up to. We're talking now about the period 1968-1970. We had stayed with them and had large intelligence contingents in Taiwan. In Hong Kong, we could spot immediately what they were doing. In fact, our American military became heavily involved in Taiwan. They were "sold" on things that we had rejected years earlier. In fact, one cannot run operations from Taiwan against Mainland China, because the information we had was that the Taiwanese intelligence apparatus were fully penetrated by the Chinese communists. All of these people from Taiwan were picked up by the communists as soon as they arrived in mainland China.
However, the American military had absorbed the "quick fix" solution. Their counterparts in Taiwan would say: "Give us $10,000, and we'll give you information on China." Our military would come down to Hong Kong and show us these reports. We would look at them and put our analysts to work on them. The information was right out of the mainland newspapers and we were checking newspapers from all over Mainland China. We had had experiences like this in the early 1950s. Journalists in Hong Kong could get the mainland newspapers. The intelligence people then embellished these stories a bit and gave them a "twist." Earlier on in the 1950s, they sounded good and we were sucked into this. The American military were later also sucked into this same scheme. We were trying to tell them: "Stop it! This is not for you." I went to Taiwan and talked with the American military there a couple of times. I told them: "Look, you can get these refugee reports in Hong Kong through the British. Go back and read the history of U.S. intelligence in China in World War II." I knew the people who were in charge of putting out these refugee reports. I told the U.S. military not to duplicate this. There was a certain amount of intelligence on the technical side, yes, of what we could get in Taiwan. However, I urged the American military not to get involved in human intelligence reports. My sense is that the Taiwanese did not influence us to any great extent. We were all very much attuned to what the Chinese Nationalists were doing.
At best, this Taiwan effort was a secondary operation. The British and we were well aware of what was going on. This is one area where the British did not "stampede" us. But we stayed away from intelligence produced in Taiwan. The British told us: "Well, you can collect all of this data from refugees, but we have it already. Why do you want more? The debriefing sources are in place and can be trusted and you can feed advisors to them. If you want to get more of the same kind of material, go ahead." The British had a different agenda than we did.
The situation in Taiwan has changed radically since then. At that time Taiwan was an authoritarian state, run by the old Kuomintang mainland establishment. Their survival rested on the possibility of hostilities between the U.S. and Mainland China. Now, I understand Taiwan is doing better in China.
Q: In many ways that made it easier for us in those days to look at mainland China and Taiwan. We didn't see an awful lot of difference between them. They were both "not very nice governments." We could be more fanciful in reviewing what is happening today.
LILLEY: You couldn't place any great confidence in anything that Taiwan did in the way of analysis of the "Great Leap Forward," the social engineering, and the "lunacy" of Mao Tse-tung. The fact is that the "Great Leap Forward" involved a calculated act of wiping out opposition to Mao. We also saw some suppression in Taiwan and arbitrary arrests. We saw assassinations going on, but they were on a much smaller scale. The American military, in particular, were focused on operations out of Taiwan. By the middle 1970s, they were really beginning to move ahead, and that was changing the face of Taiwan, in political and military terms.
Q: We're still talking about the 1968-1970 period. The changes in Taiwan weren't really in the forecast.
LILLEY: Taiwan was really beginning to "take off" at that time. American economic aid to Taiwan stopped in 1965. However, after all of the mistakes that we had made on mainland China, we finally "got it right." We had some really "crackerjack" people in Taiwan, including men like Wolf Ladajinsky. He promoted real land reform, the move into agriculture and light industry, export promotion, import substitution. Taiwan made a lot of progress economically.
Politically, Taiwan had to fight against authoritarian and single political party KMT control of the system. This is basically similar to what has been done in Singapore. So there has been economic dynamism and political feudalism. Taiwan had gone through this process in the 1960s. By the time I visited Taiwan in 1970, we could really see this process "taking off." However, in the late 1960s and early 1970s mainland China had gone through the awful consequences of the Cultural Revolution. All of this had happened in mainland China, when Taiwan was beginning to move forward economically, although politically and militarily, the progress made was not so good.
Q: You went to Taiwan in 1970?
LILLEY: I made a trip there.
Q: When you left Hong Kong, where did you go?
LILLEY: I came back here to the China desk for a year and then went to the National War College for nine months.
Q: So you were on the China desk during the period 1970-1971.
LILLEY: That's right, 1970-1971.
Q: When you were on the China desk, did you find a divergence between the mainland China you observed from Hong Kong and the China that was being seen in Washington?
LILLEY: I think that this was the first time that we became involved in the big debates on what was happening in China. I saw the differences between the views held by INR [Bureau of Intelligence Research] in the Department of State, the China desk in the Bureau of East Asian Affairs, CIA, and the Department of Defense. I could see that the stakes were high in terms of the animosities which had developed and personal prestige that was involved. We saw how the various American agencies were fighting among themselves.
That's why Henry Kissinger [National Security Adviser to President Nixon] took his whole operation right out of the main stream of the State Department. He took a few people out of the State Department. However, what he initially did was to try to engage the bureaucracies in writing NISMs [National Intelligence Survey Memorandum] 106107. He had these huge papers which were drafted by people like Al Jenkins and other people on the NSC [National Security Council], CIA, State, etc. staff. They spent hours working on these NISMs. I think that Kissinger was using these NISM's to distract the media and public.
Q: It seems to be the common feeling. I've interviewed Winston Lord on this subject. He felt that the NISMs were kind of helpful but not what Kissinger really wanted. He had other people doing other kind of work.
LILLEY: They were drafting papers on a future "U.S. Interests Section" in Beijing and how it could function. There were all kinds of thinking going on regarding how to pass signals to the Chinese communists. This kind of thing was going on at the UN in New York. Everybody was sort of "seized" with this intrigue. Henry Kissinger was pursuing the real "intrigue" in China. I suppose that the first time I became aware of this was when we decided to use these "silent helicopters" to intercept communications. We wanted to use them in China. The word came down to us: "No, do it in Vietnam." Kissinger won the battle over that. I suppose that, at that time, we didn't understand why the decision was made on this issue in July, 1971.
Q: Did you see indicators that everybody else was missing, including the view: "Don't fool around with China. Don't upset relations with China."
LILLEY: Yes. I think that we were beginning to see that the mood was shifting in the United States regarding relations with China. We read information on China which was being sent back by the Consulate General in Hong Kong. The State Department was getting its own reports, too. I felt that, at that time, that we should move ahead in terms of relations with China. However, we had to protect our interests in Taiwan.
This view wasn't terribly popular with the pro-China element in the State Department and a few supporters of it in CIA. However, I took that position later on in various NISMs and asked for a certain level of relations with Taiwan. I was supported by the DO [Director of Operations in the CIA] and less by the DI [Director of Intelligence in the CIA] in this regard. The DI is basically concerned with intelligence analysis.
We began to see these patterns forming when we were dealing with the NISMs. I was not really a crucial player in this. However, I was in favor of moving forward in relations with China. At the same time, I felt that we had to protect our equities in Taiwan. In many ways the "old China crowd" didn't want to hear this.
Q: In other words, they wanted us to get back to China and said: "Let's forget about that little island of Taiwan."
LILLEY: Some people said that we were already on the scene in strength in Taiwan, but others questioned and said: "Why are you dealing with these relics of history?" The question was how long it would take us to get out of this relationship with Taiwan. They asked whether there were any plans to do this. They admitted that China was in bad shape, but there were better elements in China that would come to power, and so forth.
Q: But while you were on the China desk, was one of the arguments that if we recognized China and got close to China, this might throw a spanner in the works of the Soviet Union? Did the China desk view normalization of relations with China as a ploy against the Soviets? Was this a factor that we were looking at?
LILLEY: No question that it was. Well, as you'll recall, there was a clash between the Soviets and the Chinese along the Ussuri River in the summer of 1969. I think that this led directly to our decision to improve relations with China. I don't think there is any question about that. The Chinese were obviously at a disadvantage at this time. The Soviets were obviously much stronger than the Chinese were. The Soviets hit the Chinese very hard, and the Chinese realized how limited they were in this context. Yes, very definitely, this affected people like Jim Schlesinger [then Director of CIA], Kissinger, and people like Paul Nitze. In other words, the people who looked at the Soviet Union as being a "present danger" to the United States. There were people who looked at China as being opposed to the Soviet Union. You have to accept that this was a crucial consideration at the time. This was greater than concerns about Taiwan or other issues. There was a general feeling that we had to move ahead on improving relations with China.
Q: This was all prior to the announcement of Kissinger's first trip to China. Was there an increase in Chinese efforts to make contact with the U.S.? Did you see indications of that?
LILLEY: Oh, yes. My chronology may be flawed, but it seems to me that that was part of the diplomacy at the time.
Q: You mean, like the episode of the "ping pong" diplomacy.
LILLEY: That was very popular at the time. This cast China in the best light. Not a true light, but it brought out considerations of people to people relationships, altruistic motives, good sportsmanship, friendship first and competition second. That contributed to the atmosphere. Kissinger knew the risks that he was running, but he believed that his visit to China would be a popular move. Especially since the Vietnam War was going
badly. Although the peace talks were starting, opening up to China made a lot of sense and gave us an opportunity to get out of the quagmire of the Vietnam War.
Q: On the day that the Kissinger trip to China was announced, how did that hit the China desk?
LILLEY: It was like a bombshell. The desk didn't know anything about it in advance. I remember that I was with a bunch of Royal Canadian Mounted Police that night. I said that I had heard that Kissinger was going to make an announcement. I said that I wanted to go back to my office and hear this. I didn't expect that it would be particularly important, and other people said: "Oh, no, it won't amount to much." All of a sudden, my wife called me up at this dinner and said that Kissinger had made an announcement about his having made a trip to China. I wondered: "What the hell am I doing here" at this dinner? I had an obligation to attend this dinner, but when I got back to my office, there was the announcement, and everybody was very excited about it.
Kissinger mentioned a forthcoming trip by President Nixon to China in early 1972, and this amounted to a huge breakthrough. You asked if public opinion saw this change coming. The average guy didn't anticipate it, but he kind of liked it. It was effectively handled.
Q: In the first place, did the China desk also cover Taiwan?
LILLEY: At that time there was an ROC [Republic of China] desk in the State Department. Then there was also the PRC(M) desk [People's Republic of China (Mainland)]. That was the division of responsibility in the State Department.
Q: I was talking about the arrangement in the CIA. LILLEY: In CIA there was a Directorate of Operations which included both Mainland China and Taiwan.
Q: I was wondering. I would have thought that this announcement would have excited the people who were watching developments in the People's Republic of China [PRC]. However, on the ROC desk, there must have been a lot of people who said: "What are we going to do now?"
LILLEY: I think that there was a group of people who were called "ROC supporters." These included people who had served in Taiwan and then rose to senior jobs in the Department of State. They still looked at China from that point of view. There were many more people in CIA who looked at China from this point of view than in the Department of State. CIA people had spent their careers running operations against China out of Taiwan and regarded mainland China as "evil." They weren't going to change. I think that the CIA people felt more deeply about these matters than people some at the State Department.
Q: Still, from the point of view of people who were looking at both sides, there wasn't a close attachment. After all, Chiang Kai-shek wasn't exactly a "warm and fuzzy" person.
LILLEY: No. There was the "old crowd" left over from the Senator McCarthy period. These included people like John Stewart Service and John Paton Davies who opposed the Chinese Nationalists. People who thought that they had seen the future and reported on it in this sense. They were Foreign Service Officers who had basically "done their job." I think that there was a lot of sympathy for that outlook.
Q: Oh, yes.
LILLEY: They felt that they had been given a "raw deal." There was a feeling that there was some kind of "redemption" going on. I think that there were people in the State Department who had taken the position that the Chinese communists would win the confrontations with the Chinese Nationalists on Taiwan. People like John K. Fairbank and so forth, were right in many ways. There was a feeling that it was time to recognize reality and reestablish normal relationships with the Chinese communists.
What was missing from this view was an appreciation of the beginning of this great transformation in Taiwan. One aspect was democratization, another was economic prosperity, followed by liberalization of the economic system. That was not really evident yet, except for the economic changes. As a result, Taiwan was really not taken that seriously. The Chinese communists had been able to sell us on a possible improvement in U.S.-Chinese relations.
However, right from the beginning Zhou En-lai said that even though we might work together, Taiwan was necessarily first on their list of priorities. That's when he laid down the importance he attached to Taiwan, no Japanese takeover, and so forth. And they were clear in this from the beginning. They said right from the beginning that we can't really move unless there were understandings on this. We said, okay, basically, and of course it became much more subtly stated in the Shanghai Communique when people like Marshall Green [then Assistant Secretary of State for East Asian and Pacific Affairs] and others really felt that it was very important to have agreed language on Taiwan that didn't get us sucked into the Chinese position.
Although there were people who wanted to move very far on U.S.-Chinese relations, I give Marshall Green a lot of credit for this. He's dead, unfortunately.
Q: I had an interview with him, and he talked about this.
LILLEY: He really made a difference. He got that language included that we don't challenge the position that there is only one China. Green had included subtle language which pulled us back from supporting the Chinese communist position on Taiwan and preserved our equities in Taiwan.
Q: I think also, to be fair, that Marshall Green was also determined to mention Taiwan in the Shanghai Communique. He wanted to avoid our being caught in a situation like that created by the statement made by the late Secretary of State Dean Acheson, which excluded Korea from our defense perimeter in East Asia in 1950. Green was concerned that we might be doing somewhat the same thing if we did not mention Taiwan in the Shanghai Communique.
LILLEY: I think that that was one of the few mistakes that Acheson made. He was a superior Secretary of State. I have read the most recent biography of Acheson by Chase, which outlined the mistake he made. Marshall had read history, and he knew these statements. He was the Assistant Secretary of State. He really handled this very well.
Q: It was very difficult. Henry Kissinger felt that he had this issue lined up. They hadn't told Green about the secret trip to Beijing. Green was given the draft to look at, and he said: "You've forgotten this issue" of the failure by Acheson to refer to South Korea. Then everybody realized that there was a problem if we did not refer to Taiwan. However, they didn't want to go back to the Chinese communists, which would have made it very difficult.
LILLEY: That language on Taiwan is important today in working on China. The Chinese communists say that we recognized Taiwan as a part of China. In fact, what the communique says is that we acknowledge the Chinese position. This is an important distinction, which came out in the statement on the normalization of relations between the U.S. and China. However, that distinction did not appear in the Shanghai Communique. Although we didn't really and fully factor in the Taiwan issue in the Shanghai Communique, we did say both sides of the Taiwan Strait regard Taiwan as part of China and we did not challenge the Chinese position. Right now we have challenged it because we don't fully accept the Chinese communist position.
At the same time the Chinese communists are opposed to a Taiwanese declaration of independence. I think that the people who drafted those important communiques were too much involved in a rush to normalize relations with China, leaving aside the future disposition of Taiwan.
Q: You left the China desk before the Nixon trip to China.
LILLEY: I left the China desk in 1971. Then I was at the National War College in 19711972. During my time at the war college, the abortive coup d'etat by Lin Piao took place, the Shanghai Communique was issued, and the visit to China by President Nixon took place. Then I said that I wanted to go to China. They told me that the only way I could go to China was to put in a "denied area" tour prior to going to China. So I planned to go to Romania for two years. Then, they told me, perhaps I could be the CIA man on China.
Q: In effect, you were going into "quarantine," or something like that.
LILLEY: I hadn't any idea that this would turn out as it did. As I said, I finished the war college in 1972 and was then offered Romanian language training for six months. I was then scheduled to go to the Embassy in Romania. This would give me some time away from China. I got five or six months of Romanian language training. I was then 45 years old. But I managed to get a rating of 3 - 3 ["Useful" speaking knowledge, "Useful" reading knowledge]. Right after I finished the Romanian language course, the opening of the liaison offices was announced. That had been kept very secret. I think that it was announced in February, 1973. This involved a change in my plans. I wanted to go directly to China.
The State Department wanted no part of such an assignment. They were only prepared to accept a "pure" FSO mission in China. They were not prepared to accept USIA [United States Information Agency] personnel or military attaches in China, and they wanted no part of a CIA officer. Then Henry Kissinger intervened, as well as Jim Schlesinger, who was then Director of the CIA. I sold this assignment to Schlesinger. I said that I was the guy who should go to China. I spoke some Chinese, had been raised in China, and had worked on Chinese affairs for years. I had spent many years in Asia. So he approved a memorandum assigning me to China as a "declared" CIA officer.
The State Department objected to this. However, Henry Kissinger approved this assignment.
Q: Can you explain for someone else who reads this interview, what is a "declared" CIA officer?
LILLEY: It is a term used to describe a CIA officer serving under Department of State "cover" but who was "declared" to the host government as a CIA officer. Top level Chinese would recognize me in this capacity.
Q: When you were "declared," did this also mean that your work would not encompass other things, that you couldn't do this or that?
LILLEY: Yes. It meant that I would not engage in any incompatible operation against China. That is, it would be a "friendly" liaison type posting.
Q: What does that mean?
LILLEY: It means that I would not recruit Chinese "agents" or engage in operations against China.
Q: However, in a way, everybody in an Embassy, including the diplomatic staff, is trying to collect information. You get information through contacting people.
LILLEY: Yes, but I could play the role of a Consular Officer and do consular work and through this talk to people. What you do in a CIA setting is that you identify "dead drops" or engage in other passive type activities. Of course, I understood surveillance, and this is what I had focused on. Would I handle any assignments with a Chinese service? No. The Chinese communists weren't ready for this. That came later.
Q: So you were assigned to China...
LILLEY: From 1973 to 1975.
Q: The U.S. office in China was an "Interests Section" at that point, wasn't it? What was it called when you went to China?
LILLEY: The United States Liaison Office.
Q: David Bruce...
LILLEY: He was the first head of the Mission. He was very sympathetic to me. He knew my father-in-law well and he accepted me right away. We got along very well, and that's what made this situation tolerable, because there were quite a few people in the State Department who were quite upset over my assignment to Beijing.
After I'd been in Beijing for about a year, I was frankly tired of this opposition to the assignment of a CIA officer there. But this continued. My eventual exposure to the public was done by this guy, a man called Marks of all things, and his information was used by Jack Anderson [syndicated newspaper columnist]. I don't know whether you've heard of Marks He worked with Marchetti. Marks was a former Foreign Service Officer. Marchetti was a CIA guy who turned "sour." They found out that I was in CIA and had been in Hong Kong. They said that I was the CIA man in Beijing. This statement was published in the press, with headlines in Mexico City and all over the place. It was embarrassing. This happened in 1974 while George Bush was the head of the U.S. Liaison Office in Beijing. However, I had been "declared" to the government in Beijing. However, we did look a little bit silly because of this uncalled for publicity. I stayed on in Beijing but I felt that my usefulness was over.
Q: Why was this?
LILLEY: Because I was known to everyone in Beijing as a CIA officer. The diplomatic community in Beijing was talking about it, and in effect we had "blown" it. We wanted to bring in someone with a much lower profile, and that's what we did. I stayed on in Beijing until 1975 and then left for another assignment. Then, after another two or three months, another CIA guy with a much lower profile was assigned. He didn't have any exposure as CIA.
Q: Also, this was the end of that period of exposure of CIA officers by Phillip Agee. This was part of that time...
LILLEY: I appeared in that East German Book, "Who's Who in the CIA."
Q: So am I, and my only connection with intelligence was that I had been assigned to INR [Bureau of Intelligence Research]. But I was listed as a CIA officer.
LILLEY: There was a lot of misinformation in that book.
Q: I think that some of these "errors" were deliberate. I think that the East Germans included a lot of INR officers and said that they were in the CIA.
But let's go back to the time when you went to Beijing in 1973. You were in the capital of China, after working around the periphery for so long.
LILLEY: I found that I was making history, as it were. This was an historic occasion, the first mission to China [since the Embassy in Nanking was closed in 1949]. The living conditions were very "grim." I had to live in a hotel. I had some "cover," but surveillance of me was apparent. I can't talk about the other things that I did at that time. I really tried to be a helpful member of the U.S. Liaison Mission. David Bruce was easy to get along with, and Nick Platt, Don Anderson, and Bob Blackburn were very supportive. Not everybody was, but I won't mention the other ones. We were a very small Mission. We had only limited access to the Chinese. We were really limited in our associations, as was most of the rest of the diplomatic community. I briefly met Henry Kissinger when he visited Beijing, but nothing substantive was involved in this meeting. David Bruce didn't have much access to the Chinese. He was there to "hold the fort," give prestige, and keep his mission out of trouble.
Q: So, really, it wasn't much "fun."
LILLEY: No, it wasn't. It was particularly hard on my wife and children. Eventually, we got into an apartment. That was good, but it wasn't long after that that I was "exposed" by Marks and Marchetti. This made my activities always kind of an embarrassment to the Mission. Art Hummel was the Assistant Secretary and he was supportive. George Bush arrived as head of the Mission. He was supportive, too. He took me along on calls to meet Chinese officials. He invited me to parties and introduced me to diplomats. Bush was friendly and helpful.
This was a good time in Beijing, because Bush was popular and knew a fair bit about people and U.S. politics. He opened up contacts. He, however, ranked on the Chinese diplomatic list just below the PLO!
Q: That's the Palestine Liberation Organization. Among the people assigned to the Liaison Office, was there a feeling that this was all worth it or not? I'm sure that you felt that, eventually, this was going to work out.
LILLEY: Despite the problems with living conditions, the fact that we didn't have access to the Chinese, and that we couldn't make trips within China without prior approval from the government, we felt that it was worthwhile and that we were making history through this assignment to Beijing. We visited the "Great Hall of the People," where meetings of the Communist Party were taking place. We would talk to Romanian or Pakistani Embassy people, who had access to Chinese officials. We were getting some insights into the situation, filing cables, and so forth.
It was an interesting time, because things were changing in China. Deng Xiaoping made his trip to the U.S. and the UN. We were working out various claims and passport problems. We worked on some cultural exchange arrangements. There was a lot going on, in the sense that people at the Mission could keep busy. There was an appetite for reporting from Beijing from people "on the spot," as it were. This was despite the fact that we couldn't say much. The appetite for reporting from Beijing was voracious in Washington. People back home obviously wanted to hear what the Mission was saying.
We were a sort of "sanity check" on what the Consulate General in Hong Kong was reporting, as they were on us. We had close contact with the Hong Kong consul general people. They were still the main China watching post. We were another post physically present in northern China.
Q: David Dean, whom I'm interviewing now, was saying that he was told by John Holdridge, the Assistant Secretary for East Asian Affairs, that the U.S. Liaison Office was reporting that the "Red Guard" business was still going on. Holdridge said that in EA they saw the situation as fairly quiet, and they advised us not to "report so much." He felt that this was contributing to a negative view of the situation in China. Holdridge had the feeling that, since we'd opened up this office in China, we shouldn't report that the place was in turmoil. Did you get any of that feeling?
LILLEY: Yes. There were people in Washington who said that reporting from the Consulate General in Hong Kong was "alarmist" and "slanted." We in Beijing didn't see the evidence of a great power struggle going on. Beijing streets were quiet, people were all saying that everything was fine, at least as far as the Chinese Government was concerned. However, I think that the Consulate General in Hong Kong was more "right" than we were in Beijing. I think that there was a definite tendency to hold down the damper and say that things were okay.
Q: Well, we were opening up the office. You didn't want to say that "all hell was breaking loose."
LILLEY: I think that there was a tendency to get most of the news about China from the Consulate General in Hong Kong. I "dumped on" some Hong Kong reporting. I said that some of the Hong Kong reporting was like gossip. However, American visitors would come through and would talk to the Romanians and Poles in Beijing. These people would tell their visitors that everything was fine. They would in turn tell the American media that, in their view, things were okay. Of course, that was in 1976, and one week later the Gang of Four was overthrown. So we could get lured into a false sense of Beijing because we really didn't have access to the Chinese.
Q: You were sort of living in the eye of the hurricane, in a way.
LILLEY: Yes, because we had limited access to sources of information. It was nothing like what it is today. Then, the people to whom we had access just parroted the party line. There were the "big character" posters put up on the wall, but then they were shut right down. We had a sense that something was going on, something like a ferment. We tried to report this, but you can't base your reporting on a bunch of wall posters and what discontented students say. That's like basing reports on what is going on in the U.S. on the basis of what students at Columbia University say.
Q: At that time was the Consulate General in Hong Kong able to subscribe to more newspapers and publications than you could get in Beijing?
LILLEY: Yes. They had access to a lot more newspapers than we did. They got the Chinese communist provincial newspapers, and they had access to the debriefings of Chinese travelers to China. They had an insight which we simply didn't have.
Q: Was there any feeling, among the reporting officers at the Mission in Beijing, that you were so isolated and unable to contact people...
LILLEY: Yes, we felt that way. At the same time we felt that we were in China, and the Hong Kong people were not. We went down along the streets and saw people, we made trips to Nanjing and Shanghai. We felt that the our people in Hong Kong were limited to what they could see in the press, while we were physically present in China. The truth was somewhere in between the two positions.
Q: Yes, any organization ends up working as best it can.
LILLEY: We were severely limited in what we could do during the period from 1973 to 1975.
Q: While you were in Beijing, David Bruce was at the end of a very distinguished career in the Foreign Service. This showed.
LILLEY: He was not well. His mind was still very good and he could write a cable from time to time which was very perceptive, but not like the great cables he had written when he was Ambassador in London. When he was in London as Ambassador, he would go out, have dinner with senior British officials, go to a play, come back to the Embassy, and write a good cable at 3:00 AM. I'm not saying that he was not active, but in China he didn't write very much. The job that he was given by Henry Kissinger was: "Look, you're a distinguished diplomat. You've served in key posts. The Chinese are lucky to have a man of your stature in Beijing." Bruce accepted this version of what he should be doing.
He would ask me, as a CIA officer, to tell him what were the talking points of the Chinese officials on the other side of that negotiating table, when they were actually negotiating. He said: "Don't do other things. That's what we have to know." He took a direct and uncomplicated view of intelligence. He said that when the time came for us to make a move, we would make it. Meantime, he said, "You stay passive. This mission is much too important to jeopardize it by some CIA 'cowboy' operation."
Q: Did you have problems with the CIA's making demands on you?
LILLEY: No, they understood. I sent in reports, giving my impressions of what was happening. They told me: "You write an analytical paper for us, telling us whether there was a new Chinese man emerging as a result of communism." I would say: "I don't think so." Communism was strong but Chinese were still Chinese. Then I would give the report to Ambassador Bruce to look at.
Q: What was the feeling about the political situation at that time? Did we see Deng Xiaoping as "the man" or...
LILLEY: Ambassador Bruce didn't focus on questions like that. He left it mostly up to Henry Kissinger. When George Bush came in, he knew that Henry Kissinger, in effect, was going to run the Liaison Office, but Bush was going to make a mark. An unusual thing happened. Bush and Deng Xiaoping got along well together. There was a kind of chemistry in operation there. I'm not saying that they were "good friends," but there was personal chemistry in the relationship. Deng looked at Bush and said to himself: "That man is going places." Bush almost viscerally sensed that Deng was going to be the future leader of China. They met a couple of times, and Bush worked very hard to "sell himself" to the Chinese and especially Deng. He was good at this.
When Bush left China, Deng gave him a farewell luncheon. He was the only person so honored. Deng said to Bush: "You're going back to an important job as Director of CIA." The Chinese saw the importance of this position. They knew that he would be a key part of the Ford team and could be a friend of theirs in Washington. Deng invited Bush to come back, saying that he would not have time for that before he left China. Bush actually visited China again in 1977, to the chagrin of the State Department. [Laughter]
Q: Did Bush basically give you the same instructions that Bruce did, to avoid being too active in Beijing?
LILLEY: No, Bush was different. He said to me: "I'm going to introduce you around the diplomatic community. I want you to be part of my job. I'm going to take you on my consular calls. I want to work with you and make you part of the team." I don't think that Bush had to say that. He wanted to do this but he still wanted me to avoid getting into any trouble. He wanted to help me. There was a basic chemistry between us, and this relationship just went well. Bush thought that I was well informed about China, but he really wanted to protect the U.S. Liaison Office, and after my exposure I had become something of an embarrassment. He knew that. He understood my view that my own reputation was less important than protecting the integrity of the U.S. Liaison Office. He chose to see the issue in that way.
Q: When did you leave Beijing? Was it in 1975?
LILLEY: I left in March, 1975.
Q: When you left Beijing, how did you feel that things were going with Madame Mao and the Gang of Four? This was before Gorbachev took office in the Soviet Union.
LILLEY: It was a year and a half before then.
Q: Did you see the Group of Four as being opposed to better relations with the U.S.?
LILLEY: We considered the "Group of Four" eccentric but dangerous. Sometimes they were ingratiating to us. We knew that a lot of Chinese disliked them intensely. The shape of the ongoing struggle within China wasn't all of that clear at that time. The Consulate General in Hong Kong was picturing them as "paper dolls" and were describing the Chinese leaders as "bad guys" and "good guys." They said that this was, in effect, a "morality play."
However, as we looked into it more and more, this had become increasingly apparent, by the time I left China. The Consulate General in Hong Kong saw this more clearly than we did at the Liaison Office. When I arrived home in 1975, I became the National Intelligence Officer [NIO] for China. Then we really began to get a sense that there was a growing conflict with the Gang of Four. In fact, this became much more apparent after I got back to the U.S. from China. Initially, when I returned to the States from China, this was a big story.
Q: Oh, yes, you came out...
LILLEY: Just as this was happening. By this time Gerry Ford was President. He sent people to Saigon, and the whole situation in Vietnam was busting apart. We were trying to rescue as many of the Vietnamese as we could. That was the big story, as we pulled people out in early 1975. The Embassy in Saigon was being evacuated.
China began to "come into its own" in 1975-1976. I didn't really like the NIO job. I prepared various papers based on reaching the "lowest common denominator" among the various elements in the intelligence community. Then, in 1976, we had the Taiwan Strait crisis. That became the issue, and we wrote papers on it. We saw Beijing as a threat to Taiwan. The reporting from Beijing began to get better. We began to get a better appreciation of the situation there. I remember going down to Plains, Georgia, and briefing then former Governor Jimmy Carter on Deng Xiaoping and the Taiwan Strait crisis.
Q: This was before he was elected President.
LILLEY: Yes. Bush and I and a couple of other people from CIA went down to brief Carter. Carter turned out to be a very good listener. I would say that I talked to Carter for about an hour and a half. He seemed to like the briefing very much. He was really a well informed and stimulating person.
Q: Well, we'll pick this up the next time. You were just starting to describe what we were looking at in terms of China. You were talking about the briefing of Henry Kissinger. We'll cover that period.
***
Today is October 5, 1998. Jim, what did you call the title of the job you were handling?
LILLEY: National Intelligence Officer [NIO] for China.
Q: Is that equivalent to being a desk officer?
LILLEY: That was a concept developed by George Carver [formerly Assistant Director of CIA for Intelligence Estimates]. It involved taking over responsibilities formerly handled by the Office of National Estimates. This was supposed to be an intelligence organization superimposed over the intelligence community. The NIOs worked for the Director of Central Intelligence, but not in his capacity as Director of the CIA. That may sound strange, as the Director of Central Intelligence is the same person as the Director of the CIA but he had two functions. One involved running the CIA. The other one involved running the intelligence community. ONE [the Office of National Estimates] was responsible for intelligence estimates prepared by the intelligence community, including INR [Bureau of Intelligence Research] in the State Department, DIA [Defense Intelligence Agency] in the Department of Defense, Treasury, CIA, and IO [Bureau of International Organization Affairs].
I was assigned as NIO for China because I happened to be returning from that country. I turned down another job in the Directorate of Operations [DO] because I thought that I would rather be the NIO for China. I didn't want to go back into the DO. So I went into the analytical side of things. I came to regret that because I wasn't that interested in pure analysis.
Q: To get a feel for this period, you were the NIO for China from when to when?
LILLEY: From about May, 1975, to November, 1978.
Q: What was the feeling at that time about the difference between operations [i.e., the DO] and the preparation of intelligence estimates? Was this sort of another, administrative branch?
LILLEY: No, the NIO was supposed to be substantive. I didn't really have a staff. At most, I had one assistant and a secretary. The NIO was supposed to bring representatives of the intelligence community together and direct the preparation of intelligence community papers. For example, there was an NIO for Strategic Forces, Howard Sturt. He was responsible for preparing the annual intelligence estimate on "Strategic Soviet Forces," which was a full time job. Contributing to it were representatives of Defense, State, and CIA, with everybody arguing about what the Russians were doing.
In my case I was the first NIO for China. I had never been on the national estimates side, so it didn't come naturally to me. I didn't feel very comfortable in that job. I went through the motions and had intelligence community meetings. We did a couple of papers on China, but the only paper I did which had any real impact at all was one on the pluses and minuses of normalizing relations with China. This was an important national intelligence paper. It involved the whole intelligence community. The paper we prepared was put before the Board of National Estimates, which was then chaired by CIA Director Stansfield Turner. Hal Saunders represented the Department of State on this Board. I did this paper for Stansfield Turner, and it interested him. It outlined the advantages of recognition of China, plus the "down" side in terms of relations with other countries in Asia and how we managed Japan and so forth.
Q: I assume that included in that was an estimate of the political impact of such an action within the United States.
LILLEY: No, we didn't consider that.
Q: But during this period, particularly during 1975, we were coming out of the "recognition of China" period. By this time there had been the Kissinger trips to China, and President Nixon had gone there. I have the impression that we were a bit "starryeyed" about China at that time. Correct me if I'm wrong, but I would have thought that you would have found yourself having to deal with two currents. One of these was "Here is this great, new world which we can play with and do things." The other was: "Watch it, fellows, this is a communist regime." Was there intra-governmental conflict involved in handling two strings at the same time? Did you find that?
LILLEY: Very definitely. The difference between the China analysts and the Russian analysts was that the China analysts all loved China and hated each other, and the Russian analysts all hated Russia and loved each other. [Laughter] The China analysts really had emotional, "ad hominem" feelings about each other. They differed on how far they should tilt toward Communist China and how far they should tilt toward "Free China" in Taipei. They also argued incessantly about the intentions of China.
Of course, the Soviets were very heavy-handed at that time.
Q: Oh, yes.
LILLEY: This had driven the U.S. and China together. However, I had the advantage of having served in China for two years. I had no illusions, after coming out of China, regarding what this society was like. It was rigid and controlled. This was just after the Cultural Revolution. The Chinese were considered very "opaque." We had little access to them. China was a tightly controlled dictatorship. However, the opening to China was very important. We had our first mission in China [since 1949]. It was hard on the people who served in Beijing, particularly the families. However, we came out of this experience with a more balanced approach to China. I was enthusiastic about Deng Xiaoping. I was very excited about my tour, even though we couldn't get around China. As I said, we had to apply for travel permits well in advance. It was part of history to have been there in the initial American group to serve in China [since we closed the previous Embassy in 1949]. Q: After you served in the U.S. Liaison Office in Beijing, did you find that you had to deal with starry-eyed intellectuals and academics when you returned to the United States? I
imagine that from your point of view they were pretty impractical about China.
LILLEY: There was some of that, and there was a residual part of the State Department that expressed continuing regret about the McCarthy era of the 1950s, the purging of Jack Service, John Davies, and all of the people who had been hurt by this experience. Now they had been mostly rehabilitated. They felt that we had now made up for all of our years of "not recognizing reality." Sure, China was different, but this was understandable. We had been hostile to China and had been so for many years. We had exploited China for many years, kicked them around, and treated them like dirt. I think that one gets imbued with that attitude, because the Chinese make you think that way.
However, I wasn't taken in too much by that, although I thought at the time that we needed to do things for China in the security field against the Russians. We did some of the original thinking on that. We considered what we could do with the Chinese, to work jointly against the Russians, whether it was in the intelligence, security, or arms field, or whatever it was.
We felt that we should push forward with programs in these fields, first of all because we wanted to show our opposition to Soviet hegemonism and, secondly, we wanted to open up new lines into China. I think that when George Bush came to Beijing as chief of the U.S. Liaison Office, he was particularly sensitive to this. He pushed ahead in these fields just about as far as we could go. Also, he pushed the trade relationship with China, while giving strength to national security cooperation, which was emerging.
Q: There were two areas which you mentioned. Let's start with military cooperation. How did you find that the Pentagon dealt with this and did we expect the Chinese to strengthen themselves enough so that the Soviets might find it necessary to withdraw forces from the front facing NATO?
LILLEY: The U.S. military didn't have any personnel in China until after the full normalization of diplomatic relations in 1979. The U.S. military participated in the preparation of our intelligence estimates. There was a military officer who worked with me as NIO, an admiral who was the principal drafter of the first estimate on the Chinese military. This was carefully drafted. During the period between 1975 and 1977 the Chinese military establishment was really in bad shape. They had been somewhat discredited during the Cultural Revolution. They had to move in and restore order after the Red Guards "went wild," and then they "banished" many of the youth out to the countryside.
Mao Tse-tung always used the military in a "People's Army" sense. They had procured little modern equipment since the Russian equipment was provided to them in the mid1950s, such as the MiG-15s and 17s and the tanks of that vintage. So they were pretty "backward" at that time. The U.S. military wanted to reach out to them, but they were sort of kept away from the Chinese military, although there were some "subterranean" contacts between the two military establishments.
I suppose that one of the breakthroughs came when Jim Schlesinger, then the Secretary of Energy, made a trip to China in 1978. We visited a Chinese submarine during that visit and talked to the Chinese about military matters. Schlesinger was the Secretary of Energy, but he obviously was also interested in the control of nuclear weapons. He wanted to get into discussions with the Chinese, particularly since the Vietnamese were about to "clobber" Cambodia. We saw the fall of the Shah of Iran right then. So things were changing in a number of areas.
President Carter was trying to move in the direction of "making up" with Vietnam [which had now been reunified, North and South]. The Chinese were turning against Vietnam. The Vietnamese were getting ready to invade Cambodia. It was a very "messy" time. I remember that Li Yian Nian, who was then the President of China, really "dumped" on the Vietnamese in our meetings with him. He said, in effect, how could you Americans go back and deal with these people, after what the Vietnamese did to you? Take it from us, the Vietnamese are the worst liars and hypocrites in the world.
Of course, one year later, China was engaged in hostilities with Vietnam. We sort of "stood back" from that struggle but gave the Chinese some encouragement on this. The Chinese moved in and hit the Vietnamese, after the Vietnamese had moved in and taken out Pol Pot in Cambodia. This became a very complex situation.
Q: Absolutely. At that particular point we tried to figure out whose side we should be on. We didn't like Pol Pot in Cambodia and we didn't like the Vietnamese. There were all sorts of conflicting considerations.
LILLEY: I went to the White House to brief President Carter. It was really the last thing that I did for Admiral Turner [then Director of the CIA]. We briefed Carter on two things: first, the coming Vietnamese invasion of Cambodia and second, the personality and character of Deng Xiaoping. Shortly thereafter, Deng was coming to the United States for a visit. This briefing was conducted in two parts.
We talked to President Carter on these issues. President Carter had seen that the situation was changing very rapidly and that we would be faced with dealing with the Vietnamese invasion of Cambodia, and Deng Xiaoping was coming to the United States. It turned out that Deng came to the U.S., implicitly got us behind him, and then he attacked the "Socialist Republic of Vietnam," which was an ally of the Soviet Union. However, Deng did this with the idea that the Americans were standing behind him, making the point implicitly again that it would be wise for the Soviets to stay out of this struggle. Then the Chinese hit the Vietnamese but were hit very hard themselves. This really showed Deng how bad the Chinese armed forces were and how backward and stupidly handled this attack on Vietnam had been. It was clear that ground to air coordination in the Chinese armed forces was very poor.
Deng had known of this situation as early as 1975, because we had some Chinese secret documents that referred to this situation. Deng was "fed up" with the Chinese military. He was just coming back into power in China. He said that the Chinese military were "fat
and lazy" and were "disorganized." Then the fighting with Vietnam proved this.
Q: Well, up to then, when you took over the job of NIO for China, did you find that there had been a sort of exaggeration of the prowess of the Chinese "Red Army"? The quality of the Soviet Army had been similarly exaggerated, and the Chinese "Red Army" was a potential adversary of the United States.
LILLEY: That was not the prevailing thinking in Washington at that time. The prevailing thinking centered on how we could work more closely with the Chinese communists in dealing with the Soviet Union. However, at this time the Chinese really weren't ready to go very far in this direction with us. They weren't really ready to enter into close cooperation with us.
We were also encouraging the Europeans to sell military weapons systems to the Chinese, as we ourselves couldn't, under existing circumstances. It would have been too "explosive" an issue.
Q: No doubt because the Soviets would have screamed "bloody murder."
LILLEY: Also because I think that we had domestic legislation that would have applied. It would have been very difficult to transfer arms to China. We just weren't psychologically ready for such sales to China. I did a series of papers for the National Security Council on what the Chinese needed, what the French, for example, could do for them, and how we could "match" the two of them. The French had a surface to surface missile, which might have been of interest to the Chinese. The French had air to air missiles, they had an anti-ship missile, and they had an anti-tank missile. Procurement of French missiles by the Chinese would have avoided some of the problems which we would otherwise have had to deal with if we had sold American missiles to China. The French would have had to go through "COCOM" [the allied Coordinating Committee in Paris] to do that, but the French would have been prepared to follow this procedure.
Q: As you were preparing these intelligence estimates, were you tapping into equivalent studies prepared by the British and the French? Was this pretty much an American analysis?
LILLEY: This was strictly our study.
Q: Was there some place where we compared your study with allied studies?
LILLEY: We had liaison arrangements with the Joint Intelligence Board in Great Britain and with the Joint Intelligence Board in Australia. They read our product, and we read their studies. However, this was never really done with these strategic papers. These were written by Americans for Americans. Many of them had the further stipulation "NOFORN" [No transfer to foreign countries permitted] attached to them. As for our estimates, they were over written, they were watered down, and there were compromises in the drafting process with the Departments of State and Defense fighting over them. So they became rather cumbersome, long, and uninteresting. They weren't very specific.
Q: Of course, this is the problem with putting things together in a multi-agency context. It's bad enough within a single agency. Then, when you start drafting a paper within a committee...
LILLEY: The committees make it difficult to do anything. You know the definition of a "camel": it's a horse developed by a committee. This was a very tedious, labor-intensive process which I found hard to justify.
Q: Well, you have to be "to the manner born" to get much out of it.
LILLEY: I knew people who thrived on this process. What I tried to do was to write papers on things that were important. Normalization of U.S. diplomatic relations with China was important and worth spending some time on.
For example, the Chinese military exercises in 1976 in the Taiwan Strait were important in terms of their implications. The future of arms sales to Taiwan was important, because this event led to the Taiwan Relations Act and various other pieces of U.S. legislation.
Beyond that, there really wasn't much of any significance. I worked on three important papers in three and one-half years, and that isn't very much. A lot of people cranked out some memoranda like this, and we were always available if someone wanted our views. There were some particularly good memos prepared when George Bush was Director of the CIA, because I knew him, and he would look at these memos closely. This was during the Gang of Four period in China. We talked to him all of the time. It was a question of briefing your boss, rather than giving him a 30-page NIE [National Intelligence Estimate].
Q: You were picked up and engaged in this apparatus. In a way, did you find that eventually it spat you out? Did the people who prepared these memos continue to work on them?
LILLEY: Not really. I could have stayed on but I was 50 years old in 1978. I decided that I wanted to get out of this. I thought that I couldn't go overseas any more as a CIA officer, unless I went in some senior liaison capacity. That didn't sound too interesting. I knew that I wasn't interested in the analytical side of things. I thought that it was time to get out of the Agency. I decided to do that.
Q: In 1977 the Carter administration was still in office, and Stansfield Turner was the Director of CIA. Was there a feeling that things are going to be different?
LILLEY: I always got along well with Stansfield Turner. Some of my colleagues did not, particularly the Director of Operations of CIA. They felt that he had really "gummed things up." From my point of view, and I worked directly with him, I thought that he was an honest and intense man. I really had no problems with him.
However, I did not have a good relationship with the Department of State, and particularly with Dick Holbrooke [Assistant Secretary of State for East Asian and Pacific Affairs]. We didn't get along. I had a good relationship with my boss at the NSC [National Security Council]. Mort Abramowitz was over in the Department of Defense [Assistant Secretary of Defense for International Security Affairs]. I saw him occasionally. However, I would say that my relationship with the State Department was going nowhere.
Q: From your vantage point, what was your impression of Dick Holbrooke?
LILLEY: He's a constant "operator." This guy, and you may not like him, was plugged into everybody in Washington. He was in touch with Clark Clifford [Secretary of Defense], Senator Teddy Kennedy, and all kinds of other people. He was into everything.
Q: He played tennis with everyone.
LILLEY: He was obviously a factor in the State Department. However, from the very beginning, I didn't get along with him. This just didn't work. In 1977 George Bush was then out of office. He was going to go to China. He had been invited by Chairman Mao. Then Chairman Mao died. The Chinese went to him and said: "You come to China, since Chairman Mao invited you to do so. You can go anywhere you want." So Bush came to me when I was an NIO at the Agency and said: "Why don't you come to China with me?" He talked about where he would go. However, the State Department objected. They said that if I went to China, this would be wrong, it would be conveying the wrong signal to the Chinese by letting a CIA man go with Bush, and so forth.
So the State Department fought my going to China with Bush all the way up to Phil Habib [Undersecretary of State for Political Affairs] and almost all the way up to Secretary of State Cyrus Vance. Then Stansfield Turner and Bush both called Secretary Vance and said: "Listen, Lilley was 'declared' to the Chinese as a CIA officer. There's no problem with this. The Chinese know who he is." So Secretary Vance overruled the State Department establishment and approved of my going. They did not take this well at all.
Q: You were talking about Holbrooke in particular. Do you feel that among others in the State Department establishment there was an aversion to anybody from the CIA, or was it you, or...
LILLEY: It was both. It was the fact of my being a CIA officer, as well as me personally. I had been "shoehorned" into the U.S. Liaison Office in Beijing in the first place, over the very strong objections of the Bureau of East Asian Affairs in the Department of State. At that time the Bureau wanted a "pure" mission in Beijing with no Defense or CIA personnel assigned to it. They wanted nobody but FSOs [Foreign Service Officers]. All of a sudden, they got me, and they didn't want me in Beijing. They said: "No, he doesn't count." Then Secretary of Energy Jim Schlesinger went to Henry Kissinger, who was Secretary of State at the time, and said: "We want Lilley there," and Kissinger said: "You're damned right." So I went to Beijing with USLO, but that was not appreciated at
all.
Then, in 1977, I had this second "run-in" which involved Secretary of State Vance, Stansfield Turner, and others. This left me with two "strikes" against me. The State Department wasn't happy about that second episode, either.
I had a terrific trip to China with George Bush. We went to Shanghai and Beijing. We went to Beijing with Lowell Thomas, James Baker, Hugh Lieatke. This was a very interesting group. We traveled up the gorges of the Yangtze River, went to Tibet, visited Chengtu, Wu Han, Kweilin, and then returned to the States.
Q: What was our attitude toward Tibet during the time that you were visiting China on this occasion?
LILLEY: There was an interesting wrinkle, because, before we went to China, I arranged briefings for George Bush from the CIA and other agencies on Tibet and China. So Bush had this briefing on Tibet. We went to Tibet. The State Department took the position that Tibet was a "very sensitive issue" to the Chinese. They took the view that the Chinese were handling Tibet reasonably well, following the excessive turmoil of the Cultural Revolution.
We went to Tibet, and it didn't take long to figure out that Tibet was under a Chinese army of occupation. We were taken to the usual communes and saw the happy, smiling faces of people living in them. However, Lowell Thomas was with us. He knew Tibet very well. He kept asking what happened to this, that, and the other person. All of these people were gone. There wasn't a single, live person available that he mentioned. The Jo Kang Temple in the center of Lhasa was "closed down." In effect, Tibet was a "wasteland," under a Chinese army of occupation.
David Broder, a syndicated columnist for the "Washington Post," was with us. He was looking for a story. We had had this UNCLASSIFIED briefing paper from CIA, saying that things were fairly "rough." Bush gave it to David Broder who published part of it in one of his columns. The State Department was very unhappy about this. What this briefing paper said was that, although we had been taken through some of the villages, things were not very nice at all, which I think was the true story. Things still aren't very nice. That kind of "flap" worked itself into our trip to China.
Q: Do you think that this is part of a kind of institutional momentum? If you're trying to encourage better relations with some country and are on the diplomatic side, you don't want to ruffle feathers, and all of that.
LILLEY: I think that that was one consideration. I think that a good Foreign Service Officer is someone who makes "deals" and gets the confidence of leading people in countries like China. To do this, you have to please the "host government." At this time China was popular in the United States. The instructions from our leader in Washington [President Ford and Kissinger] were: "You guys go out there and don't rock the boat! If
there's any thinking to be done, we'll do it."
So we were subject to various restrictions, and the Chinese could be nasty. They took advantage of us. Meanwhile, the Chinese diplomats in the U.S. were having a great time. They were entertained, given broad access to people, and did what they wanted. In China we were "cooped up," and there was little reciprocity.
We're still struggling with that situation today. As Chris Patten [the last British Governor of Hong Kong] says, this is the result of the special treatment that we give to the Chinese. Patten says that we should "cut it out. They just use this against us. They've got 'face' to preserve, and we've got 'face,' too. We shouldn't give the Chinese any 'special treatment.' We shouldn't fall into this trap." Chris Patten continued: "Our British diplomats who made the deal on the transfer of Hong Kong back to China were also faced with that kind of treatment." The Chinese used the line of the need to show sensitivity to China and referred to the "100 years of humiliation" which they had allegedly gone through at the hands of the British. The Chinese would say: "You owe us one. Hong Kong is our territory. You took it away from us and colonized it. Now, we want it back, and we want the following things in addition."
Q: Hong Kong is now closed with locks.
LILLEY: The Chinese were very tough in the negotiations about the retrocession of Hong Kong to China. They were very good at this. Chris Patten has just written a book in which his views are all spelled out.
Q: I think that there is a basic problem, particularly in dealing with the Chinese, as it often is in dealing with African-Americans in the United States. They play on "white guilt." You can play this line fairly effectively. You can also "lose your pants" while you're doing it.
LILLEY: Because for the Chinese it's a bargaining technique. It puts you on the defensive. Read Dick Solomon's book on negotiating with the Chinese. He feels that when you negotiate with the Chinese, you should lay out the principles, get control of them, and set the climate for the negotiations. The Chinese try to convince you that they are the injured party and you are the guilty party. In this way, you are placed on the defensive, you have things to make up for, and the Chinese box you into this position. They set the climate for the negotiations, usually on their "turf," where you become obligated to them for food, shelter, and transportation. You have an obligation to them, and yet your government is alleged to have done all sorts of negative things.
I remember that when we applied sanctions against the Chinese in 1989, after the Tiananmen incident, Chinese Foreign Minister Qian Qi Chen said to Secretary of State Baker: "You get together with your European allies. Sanctions like this are like the 'March on Beijing' by the eight Western powers." I'm not sure that Secretary of State Baker knew what Qian meant on this occasion. Of course, he was referring to the Boxer Rebellion in Beijing in 1900. Qian said: "You came in, marched on Beijing, took it over, and pillaged it." He didn't mention that the Foreign Legations went through a 55 day siege when they were under attack by the Boxers with the collusion of the authority before the issues were settled.
In other words, the idea is: "You are guilty, and you're doing it again." However, this line didn't really work, because I don't think that Secretary of State Baker really got the implications of what Qian was saying. [Laughter]
Q: We were talking about the outlook of the U.S. Army. As we were analyzing this situation, did we compare the situation in China to the outlook in the Levant, involving the Palestinians, the Lebanese, and the Israelis? The Chinese are a commercial people. Eventually, if you develop commerce, this is something like the "Achilles heel" of the Chinese. This is something which is almost ingrown within the Chinese psyche. Get trade going, and this is essentially going to "rot out" the communist system. Did we ever think in those terms when we were dealing with the Chinese?
LILLEY: I think that that consideration was a part of our view. China was very rigid and "statist" in that regard. As I think I mentioned earlier, there was a certain "chemistry" which developed between George Bush and Deng Xiaoping during Bush's tour of duty as chief of the U.S. Liaison Office in Beijing between 1974 and 1975. This was during the administration of President Ford, when the Republican Party was in office. Out of this contact with Deng Xiaoping came the idea that Deng was a reformist. He was going to change China. Deng was attacked for this during the Cultural Revolution for traveling along the "Capitalist road." Just after Bush left Beijing, Deng was "purged." I remember that some analysts in CIA asked me what Deng Xiaoping was going to do. I said that I thought that Deng was going to wind up in charge of China. They said: "Well, he's just been purged." My answer was: "Just wait." Well, it turned out that Deng regained power. Anyhow, when Bush took this trip to China in 1977 which I have described, he introduced Deng to the idea of this concept of risk "contract" for offshore oil. Deng had all of these problems facing him, and he added that the Chinese were struggling. They had a lot of manuals, as it were, but they had no direct foreign personnel help.
For example, they had a huge, submersible oil drilling rig worth $73 million, and they were trying to learn how to handle it by reading a printed manual. This was a disaster. The rig was rotting down there off Hainan Island. The operating bridges were collapsing. Then along came an American who said: "I have a new idea for you." We take all of the risks, make all of the investment, including hitting a "dry hole" [no petroleum expected to be found]. "We'll pay for everything," but we share production if we hit oil. This went against the "Three No's" of China's investment policy at the time: No Foreign Investment, No Joint Ventures, No Foreign Exploitation of Chinese National Resources.
Then Deng invited American investors to put capital in China, which broke the log jam that led to his great reforms of December, 1978. These were approved at the Third Plenum of the 11th Party Congress of the Communist Party of China. Deng came in and, in effect, wrote the agricultural reform. However, before that and in spite of great
resistance he tried to open up foreign participation in offshore oil contracts. ARC [American Richfield Oil Company], Mobil Oil Company, and Pennzoil all came into the Chinese oil production scene. This changed everything. The question was whether this was going to lead to democracy. The answer was "No." However, we needed a strong, commercial relationship with China. This would be good for both of us and would bring the two countries closer together. We had to build up bilateral trade because we both had major problems with energy and our cooperation against the Soviets began with that. But we wanted to go beyond that and to have contracts with China. So the debate about whether this would lead to democracy came a bit later, after the Tiananmen incident.
Q: You came to visit China in 1975. Was the Gang of Four still riding high at that time?
LILLEY: They were riding high, although they were eliminated in September, 1976.
Q: While they were riding high, what was the prognosis for China? This must have been a rather difficult time for people trying to predict where China was going.
LILLEY: It was. There was a debate going on. I think that it was somewhat simplified by the analytical community in the U.S. They almost made it into a morality play, with "good guys" and "bad guys." The "good guys" were allegedly led by Zhou En-lai, and the "bad guys" were supposedly led by Madame Mao. I think that there was a school of thought that said: "Listen, they are all 'bad guys.' Some of them are worse than others. But don't think that these people are a bunch of Boy Scouts. They're not. They're communists, not agrarian reformers," to use the terminology employed during World War II. This school of thought said: "These people are dedicated communists, and they've done horrible things to their own country, including the 'Great Leap Forward,' the Socialist Education Campaign, and the Cultural Revolution." It's just that one group saw a way out of this mess by somehow breaking the hold of failed Stalinist economics. They had no intention of carrying out any kind of political reform. They knew that they had to open up China to get foreign technology to build China.
The other group supported the view of "China for China." If they let the foreigners in, this would mess up the whole situation again. They said that China should not let foreigners in to invest in the country. They said that these foreigners were too dangerous. China must build itself up, using its own strength, and becoming self reliant.
Well, Madame Mao's group was no match for Deng Xiaoping. The Deng Xiaoping group took over power and threw the Madame Mao group out. However, the Madame Mao group initially had gotten to Deng, and removed him from power in 1976. When the antiGang of Four group seized power in September, 1976, Deng was apparently out of the picture, but he was still there behind the scenes. Ye Jianying was now getting even. The Gang of Four looked to take China down the isolationist path that China should follow. There were deep, personal hatreds involved here. The Gang of Four tried to get their opposition but in the end failed.
Q: Really get them.
LILLEY: And Deng in particular. They wanted to get all of them, including Ye Jianying.
Q: What was going on during this 1975-1978 period? Did you consider that Deng was a "survivor" and would eventually take over?
LILLEY: I think that this was a matter of chemistry. George Bush really didn't have any special insight into this, intellectually. He just looked at Deng and saw him as "straighttalking" Deng. There weren't the usual layers of hypocrisy and dogma in their discussions. Deng seemed to be candid. He used to say that it is not important whether the cat is black or white, as long as it catches mice. He considered that socialism was anything that works.
You got this going both ways. Deng looked at Bush and he said: "If you go back to Washington to head the CIA, that's a big promotion for you. There was a real connection between these two, human beings that was almost visceral.
Q: Did these feelings permeate from these two down the ranks? I'm talking about you and people below Deng.
LILLEY: China was a country that we could do business with. The Chinese would be difficult and would be suspicious. However, obviously, Deng was going to move China in the direction that we wanted to see him go. Deng was clearly identified as "antiSoviet." He had come out in the split between China and the Soviet Union in the 1960s. So he knew this aspect of the situation. Deng had the connections and was responsive to our original ideas about this contact between China and the U.S. Deng comprehended a new idea immediately and had the power to put it into effect. After full normalization of relations between the two countries in 1979, we concluded that Deng was the man who was going to "punch the Vietnamese in the snout" and give them a bloody nose. That view was pretty popular in the U.S.
Q: You were still in CIA at that time?
LILLEY: I was out of CIA by then. I left on January 1, 1979. We saw President Carter during the last weekend of 1978, and then I left CIA.
Q: One of our problems certainly showed up in Vietnam. We kept looking for a man among the communist Vietnamese with whom we could do business. We kept looking for someone like Ramon Magsaysay. Was there any concern that we might be counting too much on Deng Xiaoping as somebody who appeared to speak our language?
LILLEY: I think that that's always a danger. However, we thought that Deng Xiaoping was sufficiently nationalistic that it would be very hard for him to reverse course. Sure, during the Cultural Revolution he was considered to be a "revisionist" and someone who was following the "capitalist road." The Chinese communists spit on him in the long run. They called him a "running dog" for the imperialists. However, that didn't hurt him. The supporters of the "Red Guard" hated him. A lot of Americans said: "He must be doing
something right. We don't want to see him defeated." Many Chinese felt, Let him win back the Westerners. There was a lot of feeling like that in China, despite all of the indoctrination during the Mao years.
There was strong resistance to Deng among the old party hacks and the military, including Lin Piao and others. However, it appeared that Deng was going to move in our direction, in the interests of China.
Q: What did you think about the information you were getting about political developments within China during the time you were with the CIA?
LILLEY: I don't think that it was that good. I think that we had some analysts in CIA who were quite biased. There was a sort of tyrannical version of "PC" [Political Correctness] there. There was a "pro-China" clique in the Office of Current Intelligence [OCI]. However, CIA was broad enough to have better balance in the Office of Policy Research [OPR]. They had a corps of analysts there, such as Phil Bridgham, Bart Southardn, and Art Cohen who spent their whole lives following developments in China. They took a much more skeptical view of events. There was great friction between the people in OCI who were leaning in the direction of China and the analysts in OPR who spent their whole lives studying China and writing about it. The guys in OPR said: "Watch your step. First and last the Chinese communists are nationalists. They're going to do absolutely what's in their own interest. Don't think that they're in love with us because they talk about the danger from the 'Polar Bear.' You're being used."
Q: By "Polar Bear," you mean the Soviet Union.
LILLEY: Yes. There was a long argument within CIA, and it became very bitter. Then there was a similar argument within the State Department. The people in INR [Bureau of Intelligence Research] in the State Department tended to move in the direction of the OCI people in the CIA. There was a lot of argument back and forth as to who was "right."
There was a fellow in OCI in the CIA, Charley Newhouser, who was an eccentric but brilliant analyst who had very strong views. He was the dominant force in OCI. His strong views were basically in the direction of China. He wrote well and he gave Secretary Kissinger the kind of analysis which he wanted to read. However, Charley Newhouser was a good analyst. He tended to have fixed views, and you needed this other crowd coming in from OPR in the CIA who were saying: "Beware the nationalistic element. Watch your step."
Q: What about analysts in the academic world? China was still a place which the academics liked to play around with.
LILLEY: Yes, many academics flocked to China. Perhaps most of them couldn't wait to get back into China. The Chinese really hadn't let them do much research at all, but they did let them visit China and travel around to some extent. The Chinese turned down certain people, including ____________ who had displeased them. It was interesting to see how the academics dealt with this, by the way. There was Fritz Mote from Princeton, who had been in China with OSS. The Chinese said that he couldn't come to China. They selectively picked people who, they thought, would cast China in the best, possible light. At that time Ross Terrill was at Harvard. [Actually, he was an Australian citizen who spent much of his time in the U.S., particularly at Harvard.] He wrote a number of articles and was well regarded by the Chinese communists. He no longer is.
I should mention Shirley McLaine, who found "enlightenment" on top of Hua Shan mountain.
Q: You know, the United States has gone through this love affair with China, going back at least to the 1780s. Our first Consul in China, I think he was called Win Shaw, went to Canton before we sent Consular Officers anywhere else. Somehow, China has had this peculiar grasp on the American soul.
LILLEY: I think that is true. There were a lot of Americans who were caught up in this. I don't think that the way we have handled policy toward China has exactly been "our shining hour."
Q: What did you think of John Fairbank [of Harvard]? Was he around at Harvard during your time there?
LILLEY: He was around. John Fairbank would say that the normalization of relations between the U.S. and China was long overdue. He was glad it had been done. He said: "We finally recognized that the things I said in the 1940s were 'right'." However, John Fairbank was a shrewd guy. In 1987, about eight years after we normalized relations with China, Fox Butterfield [New York Times correspondent] wrote a book called "China: Alive in the Bitter Sea." This was the first real American "blockbuster" book about China. It said that China is a "big, nasty place." Fairbank wrote the introduction to it. Fox Butterfield had been one of his students at Harvard.
I felt that Fairbank was wise enough to see what was happening during the Cultural Revolution. He knew about that. He knew about the "Great Leap Forward." He knew that those who had led the revolution in China could be "monsters." I think that he still thought that it was important for the United States to recognize China, to get American scholars in there to find out what was going on, and to get under the skin and the veneer of China. He thought that it was important to get some American diplomats and scholars in to see what was happening so that at least one percent of the population of the U.S. might be able to draw conclusions about China. For example, he felt that it was necessary to get out and see and meet the governors and the people of Shansi and Szechuan provinces. Then we could begin to understand what was happening.
I think that Fairbank and some others had a feel for this situation. I had listened to his views and read his books and textbooks when I was in his classes at Yale. He was pretty wise regarding China. However, I think that he felt that we had gone very far "wrong" in the 1950s, 1960s, and 1970s. He became somewhat obsessed over what had happened in China.
Q: What about President Carter? You said that you met him first when he was getting ready for the presidency. What was your impression of how he viewed China?
LILLEY: Well, I first met former Governor Carter in the fall of 1975. George Bush and I went down to Plains, Georgia, to brief him on China. He wanted a briefing on the Soviet Union and on China. We spent all of one afternoon with Carter. I did the China briefing. I must say that Carter was one of the best-informed, best-read, and most intent interlocutors that I had ever met. He was really impressive in terms of what he had read, the names that he knew, and what he knew about the history of China. He had a very good mind. I ended up voting for him, because I thought that he was very good. The presidential elections were held in the fall of 1976. You always wind up briefing the "other side."
Senator Walter Mondale was at the briefing we gave to former Governor Carter. His running mate, "Fritz" Mondale, appeared to be indifferent most of the time during this briefing. I don't think that he was much interested in the briefing. Carter came up to me afterwards and gave me a very nice compliment. He didn't have to do that. Then, when I saw Carter later, when he came out to CIA, he had lost his first candidate to be Director of CIA. This would have been Ted Sorenson. He picked Stansfield Turner to be Director of CIA. Turner had been one of his classmates at the Naval Academy in Annapolis. I think that Carter, at that time, became suspicious of the Agency. He didn't really like the security requirements involved. I think that he felt that he had kind of "drifted away" that he didn't need a CIA briefing. I think that it was Stansfield Turner who brought him back.
As I think I said, in 1978 Carter said that CIA was very important, along with the State Department and other government departments. He wanted them to tell him about what had happened in Vietnam, because in the end of 1978 this was a part of our problem. I was supposed to arrange for the briefing in State through Frank Wisner, who was then in the Executive Secretariat of the CIA. Frank was a very bright, young guy. I was there when Carter said that he wanted me to talk to State. Holbrooke was then the Assistant Secretary for East Asian and Pacific Affairs. I called up Frank Wisner and told him what President Carter wanted, and he wanted the same briefing for State I had given him on Vietnam. I gather it turned out that what Frank Wisner said: "The President wants to talk to Holbrooke. Lilley will brief State," but I was not told. So the briefing was laid on with State and I did not show up and this was an additional insult. I was supposed to brief State and I didn't even show up!
Q: Oh, boy!
LILLEY: But I must say that Frank Wisner was very considerate about this.
Q: Did you sense a sort of institutional hostility toward President Carter in the CIA in the early period?
LILLEY: I didn't. There was a lot of hostility toward him in the field, but I didn't feel this. I had great respect for Carter, dating from the time I had briefed him on China when he was still a candidate for President. I really felt that I had "run out my string" in the Agency. I wanted now to leave. But I went slowly because Admiral Stansfield Turner encouraged me not to make a hasty move. The issue to me was probably that the NSC [National Security Council] staff and others didn't really trust me to be part of the policy process because they always thought of me as a "Bush man." I wrote this paper to which I have referred on the consequences of normalization of relations with communist China but I was never really part of the process. I knew of the attitudes toward me because I had enough friends around the CIA. As I say, I think that there was a sense that I was a "Bush man," and that was true. I was. However, I wouldn't ever use classified information to "brief" George Bush, although I think that the suspicion was always there that I was doing this.
Q: We've all worked with "political appointees" who eventually move on and do other things. However, in an institution you are sometimes almost "tainted" and may be more or less automatically identified with one point of view or another.
LILLEY: The area that I knew was East Asia. There was a lot of feeling against President Carter on the issue of reductions in the number of U.S. troops stationed in South Korea.
Q: Oh, yes.
LILLEY: A lot of people felt that this was a real mistake. I wasn't involved in that. Some people left CIA and the military because there was a fight about this issue. Reconstructing this, and I'm doing it second hand, I would think that Evelyn Colbert thought that this was not a good idea and that she did not agree with Stansfield Turner on this. I know that feelings were very strong on this issue.
Q: I was Consul General in Seoul at the time. This was a "disaster."
LILLEY: You went there in 1976?
Q: Yes.
LILLEY: That's when General Singlaub was relieved?
Q: Yes. We thought that he had "gone off the range," but the idea that you would have more chance of peace by withdrawing the Second Infantry Division was "nutty."
LILLEY: Actually, one of the other things I did just before I left Washington was along with Stansfield Turner and others, to brief Carter on Korea. We were considering pulling out the Second Infantry Division while the North Koreans had, in fact, increased the strength of their troops near the DMZ [Demilitarized Zone] in Korea to about 150,000.
Q: "They" meaning the North Koreans.
LILLEY: Yes. So this proposed "gesture" by Carter was met by an equal and opposite move on the part of the North Koreans. The Department of Defense had come up with this new "appreciation" on how many troops the North Koreans had. People often suspected that the Department of Defense was "cooking the books." However, on this occasion I think that Defense checked the North Korean numbers with CIA, and the Agency people said that the North Koreans had not decreased but rather had increased their strength.
Then we went in to brief President Carter. He was really set back by this. Then Stansfield Turner laid it on, in effect saying that the CIA backed the Defense estimate. Carter said: "Well, you had better go over to State and talk to Cyrus Vance about this." President Carter could see all of his plans being undercut. Then this story leaked to the press. It changed his position. The whole situation was undermined. To this day nobody has been able to find out who was advising the withdrawal to President Carter, because the guy we suspected denied that he had done so.
Jerry Cohen is a very bright lawyer in New York. He was part of the Carter team during the election campaign of 1976. He was very "strong" on Asia. He had been a Harvard Law School professor. Jerry wrote books on Chinese law. He obviously wanted a big job dealing with Chinese affairs. He also called for action on South Korea, which was, in a way, at that time a dictatorship in effect. That was true. You know. You were there. Cohen was very critical of the South Korean human rights record.
Q: This is true. At least, our feeling was that this was a residue of the opposition to our involvement in Vietnam. This was one last attempt to "get us out of South Korea." It was sort of "mindless," but it may have looked good during the election campaign.
LILLEY: I think that that is true. Carter had raised the situation of South Korea withdrawal during the election campaign of 1976. It was like President Clinton and China, and the "most favored nation" issue linked to the "human rights issue" in China. Then Clinton was "stuck" with this issue. On the other hand President Carter wasn't "stuck" with the South Korean human rights issue or on withdrawal. Carter really wanted to make a gesture towards South Korea on human rights issues. He really was pushing it.
Q: I talked to Vice President Mondale just after he left office as Ambassador to Japan. I met him in Naples and asked him about this. He said: "It wasn't I who was responsible for this."
LILLEY: I think that Don Oberdorfer has done a pretty good study on this issue. He said that the trail leads back to Carter. I think that Carter, even today, wants to make a gesture to North Korea. If anything, he's consistent.
Q: Is there anything else that we should talk about regarding your time as an NIO [National Intelligence Officer] on China and all of that? What about the situation in Iran? Did that fall within your province?
LILLEY: Yes. I think that, before normalization of relations with China, we had contributed to a study of this matter. Bob Bowie...
Q: He was in State Department Policy Planning?
LILLEY: No, he was in CIA. He worked for Stansfield Turner. We drafted this paper and we had really "put the finishing touches" on our study of the situation there. The Carter administration at that point was really "veering over" in the direction of normalization of relations with China. We sort of grabbed them and said: "Hold it. We've got real 'equities' in Taiwan. The Chinese Nationalists have been our friends. They stood by us during the Vietnam War. We can't really do this to them. This will have a bad effect in Asia. It will hurt the administration's China policy. It is essential to 'get this right.'"
I think that this approach had some effect because, as you know, by 1979 there had been a reaction to this normalization. The secret way it had been done got nowhere near the positive public reaction which had been seen in the case of the Nixon and Kissinger visits to China. They same techniques were used, but the results were different. There was a growing group in Congress, all the way from Kennedy on the Left to Jesse Helms on the Right, and including Frank Church, Jake Javits, John Glenn, and Clem Zablocki. All of these people, with different political views, got together and said that the administration had to do better by our friends on Taiwan. They said that the deal which the Carter administration had gotten was not a good deal, because it did not have the necessary security guarantees for Taiwan. It didn't keep our relationship going legally with Taiwan, through an extension of the existing treaties. They said that they were going to change this situation and were going to give the administration the basis under which it could set up a non-diplomatic, "mission" in Taiwan. I think that that piece of legislation, [the Taiwan Relations Act], was one of the most brilliant pieces of legislation Congress ever passed. It really had many capable members of Congress in support of it.
Q: Was there any, perhaps "dinner party" connection, between you people in the CIA and the group in Congress that was looking at this matter? Did it set out the intellectual underpinnings...
LILLEY: No. I think that the CIA was largely irrelevant in it. This issue was taken over by the politicians, who might have done it for self-serving reasons, but they also did it out of genuine concern. Senator Jake Javits [Republican, New York] said that he was for the normalization of diplomatic relations with China, but the administration "did it wrong." On this occasion he had Senator Frank Church [Democrat, Idaho] standing right next to him.
I think that these members of Congress felt that they should correct this situation. I remember that, when I was in China in 1978, I met a Congressional Delegation, one of whose members said: "We're selling out Taiwan for seven pieces of silver." I mention this because it was the reaction of a man who had no China background. That kind of struck me. There was a kind of "flippant" attitude in the State Department about this whole issue. They were asked: "How are you going to get money for Taiwan?" They said: "Oh, we're going to have a tough time. Maybe we'll have a Jerry Lewis [well-known film and TV actor] "telethon" and raise money for them." They were asked: "What about secret communications?" They said: "No, we can't have that. We can raise the same kind of issue that the Chamber of Commerce uses." They were asked: "Who's going to man the American Office in Taiwan?" They said: "Well, we'll get some people."
Well, all of these things changed. First, provision for a U.S. office in Taiwan was covered in a line item in the State Department budget. Secondly, Foreign Service Officers [FSOs] continued to serve in Taiwan but went through the legal process of "resigning" from the Foreign Service, while still retaining their seniority retirement and health insurance and promotion arrangements. Thirdly, we had a person in charge of the office in Taiwan with Ambassadorial experience, Charles [Chuck] Cross, who had previously been Ambassador to Singapore. He was a retired FSO, born in China and an experienced, China hand.
Q: I'm going to interview him. He's living in Seattle. I've already started with him.
LILLEY: Chuck was the guy they had picked. He is no "light weight." He had been Consul General in Hong Kong. He had also been a Marine Corps officer in World War II and a Chinese language officer in the State Department. He had an M. A. degree from Yale. He is really quite a guy. I think that what set this office back was when Secretary Warren Christopher went out to Taiwan and there were riots in Taipeh. Demonstrators rocked his car and kicked it. This was in Taiwan in December, 1978.
I think that Roger Sullivan accompanied Secretary Christopher on this occasion. I think that they thought that this riot was "contrived" and arranged for by the Taiwan authorities. They were angry about their treatment. However, it didn't get the average American angry.
There still are some signs of resentment from people like Senator Ted Kennedy [Democrat, Massachusetts] who said: "I told you guys to keep us informed in Congress about what you were doing with China. But you didn't tell us." Well, the administration said that there had been "secret negotiations." That ploy didn't work the second time around.
I think that generally what happened was that people who were "pro-Taiwan," like Ray Cline and others like that, got into this act very vigorously. However, those who had long been "pro-Taiwan," like former Congressman Walter Judd became re-engaged. The American Chamber of Commerce in Taiwan got very interested. The people who then testified before the Congressional committees were very articulate, more so than the people who defended the China policy of the Carter administration. The Chamber appeared to be defending the "small guy" against the "big guy." They included those who feared China. They expressed Taiwan's fear of China. We had large, commercial interests in Taiwan. We had American missionaries in Taiwan. We had all of these ties to Taiwan. These arguments were made.
Q: By the time you retired from the CIA in 1978, what did you think of the future of
Taiwan, from your office's point of view?
LILLEY: The CIA should not make policy. CIA's responsibility was to call the situation the way it saw it. I think that at the time when our relations with China were normalized, there was a moratorium on arms sales to Taiwan for one year. We terminated the defense treaty between the U.S. and the Republic of China. We pulled our troops out of Taiwan and broke diplomatic relations with the Republic of China. All of these things were done. But by this time I was out of the Agency. However, I would assume that CIA officers were writing about the effects of these actions on Taiwan during this transition period. Of course, Taiwan was turning to us and saying that these actions would have a terrible effect on Taiwan. They said that they were "going to hell in a hand basket."
I think that in September, 1979, communist China began to alter its policies toward Taiwan. They came out with the "nine points leading to peaceful reunification." They switched from the idea of liberating Taiwan to reunification peacefully. Chinese policy began to shift and to become more "flexible."
Q: During the time when you were still with the CIA, did we see a change in Taiwan that would make it a more democratic country?
LILLEY: That was beginning to emerge, but then it was "crushed" by Human Rights Day in 1979. There were riots in Kaohsiung [port in southern Taiwan], and the Chinese Nationalists threw all of the advocates of independence for Taiwan into jail. There was the famous "Chen" case, in which a Taiwanese from the U.S. died mysteriously. He "fell" from the fifth floor of a building and was killed.
Q: Was this in the United States?
LILLEY: No, in Taiwan. I was just going out to Taiwan. The Taiwan authorities were dealing out fairly rough treatment to people who advocated Taiwanese independence. I think this was largely because the authorities felt "insecure." But they were tough. There was a feeling that the Taiwan president was not a very good guy. Beijing was acting in a conciliatory fashion at this time. They had stopped bombarding Quemoy [Kinmen], and were conducting a sort of "peace offensive." Then the Taiwan authorities made a series of mistakes.
I went to China in the summer of 1980 with George Bush as a member of his "team of advisers." We visited both Japan and China. President Reagan was elected as a sort of friend of Taiwan. A couple of things happened. George Bush was Reagan's vice presidential running mate. At about this time Reagan announced that he thought that we should restore official relations with Taiwan. Oh, boy, the Chinese communists just went right through the roof! Here was Bush, on his way to China. It was a rough trip. Bush was not at all happy. The Chinese asked Bush, in effect: "What the hell is going on? Are you going to set the clock back?" We kept saying: "Look, you've taken us out of context," and so forth. Then, when we returned to Los Angeles, we were going to have a joint press conference with Reagan and Bush and we were going to discuss Bush's trip to China.
This press conference did not turn out as badly as we thought it would. I think that we got Ronald Reagan to "back off" on some of this emphasis on Taiwan. He emphasized our hope for peaceful relations and prosperity for all Chinese on both sides of the Taiwan Strait. He said that this is our policy and he didn't get into the question of "official relations" with Taiwan at all. I think that this attitude tended to "smooth over" a potential controversy.
Q: Did you have the feeling that Reagan at that point was sort of speaking "from his heart," which he would do from time to time? He would occasionally sort of "louse up" the situation for people who were trying to create an organized world.
LILLEY: I think that part of this was Reagan's own instincts, and part of it was that some of his people really thought this way. They had very close ties with Reagan. I saw Reagan before I went to Taiwan as the second Director of AIT [American Institute on Taiwan], replacing Chuck Cross. I attended a White House meeting for outgoing chiefs of mission. The State Department initially took the view that I could not be included in this group, but a way was found to include me. Reagan had 3x5 cards on each of the diplomats attending the ceremony. For example, the cards would say: "This is Harry Barnes. He's going to India." When the time came for President Reagan to say goodbye to the attendees, Reagan would say: "Have a nice tour of duty. Goodbye." I was 14th on the list of American diplomats meeting Reagan. I came in last. President Reagan said: "You're going to Taiwan?" I said, "Yes." He said: "Please sit down." His wife came in. Vice President George Bush came in. We were there for 15 or 20 minutes. Reagan was telling stories. He's a very charming guy. My family who were with me have never forgotten this.
Finally, when I left, President Reagan said to me: "You must understand this. I like those people in Taiwan." I'll not forget those words. I think that those were probably as good directions as I needed and where he wanted me to go. At the same time, however, the F16s and F-5Gs [fighter planes] had been turned down for sale to Taiwan.
Q: We're talking about types of fighter planes.
LILLEY: The proposal had come in that we should do this. Everybody was saying that President Reagan was strong for this. I was the guy from the NSC [National Security Council] staff. So I said that we were studying that. The idea was to get the Defense Department to do a study of this matter. I didn't think that the CIA would do it. The proposal to sell aircraft to Taiwan was based on Taiwan's defense needs, in accordance with the Taiwan Relations Act. So the Defense Department did a study and concluded that Taiwan didn't need these aircraft. The "Washington Post" picked up this story and published it. Eventually, President Reagan and Vice President Bush decided that they wouldn't sell the aircraft to Taiwan.
So when I arrived in Taiwan, and on the same day, I think, I had to confirm to the Taiwanese that we weren't going to sell them the F-16s or the F-5Gs. It was a "rocky way" to start a trip. However, the Taiwanese believed that I hadn't been involved in the turn down.
Q: I would like to pursue this issue chronologically. In 1978 you retired from CIA. Where did you go then?
LILLEY: On January 1, 1979, I went to work in Dallas, Texas, as a business consultant for Hunt Oil Company, which was interested in producing oil in an area offshore from the China mainland.
Q: Did that proposal go anywhere?
LILLEY: Yes, the company was one of the bidders on petroleum blocks offshore from mainland China. They were up for bidding for, maybe, a year and a half. The Chinese had awarded no producing blocks, but the company had submitted its proposals. Then Hunt Oil Company made a decision that they were going to go into Yemen, which is the smartest thing that they ever did, because nobody made any real money off Chinese offshore oil. Hunt Oil Company was using more political analysts to check out the situation in Yemen. They also checked with the State Department. Hunt Oil Company decided that this proposal to produce Chinese offshore oil was too tedious and involved too much haggling. So they switched to Yemen, and they made a huge discovery of oil there. It really put them on the map. I worked with Hunt Oil to get technology into a telephone cable factory in Szechewan. We worked with Sikorsky Aircraft Company. We worked with Pratt Whitney to maintain engines for the Boeing 707s, and various other things.
Q: How did you hook up with the Reagan administration?
LILLEY: Then George Bush was going to run for President. He started out in 1979 and immediately asked me to join his staff, which I did. My son and Bush's son went to work for Bush's candidacy up in New Hampshire. I was on Bush's team as an East Asian adviser. Then, when George Bush lost out in the race to be candidate for President, he was then picked by Reagan as the candidate for the Vice Presidency. So then I joined the Reagan-Bush team. That was great fun.
Q: I want to capture the mood first, and this may be a good place to start. I would like to develop, for the next interview, the story on the early Reagan-Bush period, on the "transition team," how you were looking at issues, and what your involvement was in this. I think that this is a very interesting matter.
LILLEY: I was not too intimately involved but I worked with Richard Allen [head of the Reagan-Bush "transition team" and first National Security Adviser to Reagan] and other people involved in this. It was a very good time. We were all very much taken with it.
Q: Good. Then we'll talk about what you did there and what you did after that.
***
Q: Today is October 30, 1998. Obviously, George Bush didn't particularly need to be "brought up to speed" on foreign affairs, as compared to Jimmy Carter. I'm talking now about the Reagan-Bush transition period. Were you with Bush during the election campaign?
LILLEY: Did we cover last time the trip to China by George Bush and Richard Allen?
Q: Yes.
LILLEY: Okay. Then, during the campaign itself Reagan and Bush formed an "East Asian Committee" under Ray Cline [formerly of CIA and of the Bureau of Intelligence Research in the State Department]. Richard "Dixie" Walker [later Ambassador to South Korea] was on this committee, I was on it, as was Gaston Sigur, and a number of other people. We had meetings of this committee in various places. I think that we had one meeting at Bush's home in Kennebunkport, Maine. We got together here in Washington a couple of times. We had some "input" into the Republican platform for the campaign, but I had a sense that there really wasn't much to do on this committee. We really didn't make much difference in the election campaign. Maybe other people did. I don't think that I did.
The "fun" was just to work in the election campaign, to go to various places and hand out pamphlets endorsing George Bush and pamphlets for Reagan and Bush, of course. We also rang doorbells and raised a little money.
Then, following the election, which Reagan and Bush won, as you know, Dick Allen was sort of the "key man" on the transition team. His office was on Massachusetts Avenue. We went there from time to time. The "personnel man" on the transition team was an old friend of Vice President-elect Bush, from Virginia, and a nice fellow. I forget his name.
They talked to me about what sort of a job I'd like in the new administration. They asked me to give them some options. I said that I had always liked working on the NSC [National Security Council] staff, as an East Asian "expert." I would like to serve as our representative in Taiwan or China, although perhaps I was not quite ready to serve as Ambassador to China. Or maybe a job in the State Department, at the "DAS" [Deputy Assistant Secretary of State] level.
What they came up with was this idea of my joining the NSC staff. I said, "Yes." Then we went to the inauguration, which was the best inauguration which I had ever attended. It was a terrific inauguration, with lots of "class" and "style." The events weren't jammed and crowded, as inaugurations often are. Gaston Sigur, Dixie Walker, and I all went to it. My relatives came down. It was really "fun." It was never again like this in either 1984 or 1988. There was just a great mood in the inauguration of 1981, with "everything coming
up roses."
The man I was replacing on the NSC staff was Roger Sullivan, a Foreign Service Officer [and earlier Deputy Assistant Secretary of State for East Asian and Pacific Affairs]. He'd replaced Mike Oksenberg, who returned to academia. Oksenberg was a bright guy. Sullivan had been in the mission that went to Taiwan, headed by Deputy Secretary of State Warren Christopher in 1977 or 1978. This mission was "mobbed" by Chinese Nationalist supporters, and I think that they felt some resentment about that. Understandably so.
Sullivan presented me with a whole list of unfulfilled arms requests from Taiwan, because, you know, we had a moratorium in effect on arms sales to Taiwan. He said that they hadn't really gone through these arms requests. He said: "It's for you, the Reaganites, to handle them."
Then I went to the NSC, and Don Gregg [formerly a senior officer at the CIA] was already there. He had made a very good impression on Richard Allen because of the way he had handled, and with great success, matters involving Chun Doo Hwan, the President of the Republic of Korea. He was able to arrange to have the death sentence commuted on Kim Dae Jung [then a South Korean opposition leader and current President of the Republic of Korea]. The visit to the United States of South Korean President Chun Doo Hwan was a success.
Dick Allen took Don and me and split responsibilities for Asia on the NSC staff between us. As I recall it, I would be in charge of matters involving Taiwan, China, Hong Kong, and part of Southeast Asia. Don Gregg would be in charge of matters involving Japan and Korea, and part of Southeast Asia. We were good friends, and this division worked out all right. Don Gregg had the "intelligence portfolio," and I had the "political portfolio."
Q: What's the difference between the "intelligence" and the "political" portfolios at the NSC staff?
LILLEY: These were all "makeshift" and improvised arrangements. What Dick Allen wanted was a senior, political man to deal with all of the political reporting which would come in from all over the world. This was largely State Department reporting, plus newspaper material. Don Gregg would coordinate all of the intelligence coming in from the NSA [National Security Agency], DIA [Defense Intelligence Agency], CIA [Central Intelligence Agency], and so forth. He would handle all of that. I was not going to tell a member of the NSC staff handling European or African matters what to do. I hadn't come to the NSC staff to be a supervisor or senior referent. I largely ignored that and worked on East Asian matters.
Q: I was just going to say that when you talk about Foreign Service reporting and material in the newspapers, this was an overwhelming task. Somebody had to get in there and "cut to the meat."
LILLEY: This division of responsibilities just didn't work out well, and I largely ignored it. Richard Pipes was there from Harvard, and Jim Rentschler was handling Europe. He was a senior Foreign Service information officer. Somebody else was handling Africa and another guy was handling South Asia.
This was a turbulent time. Then Dick Allen got into some trouble on alleged gifts he had accepted from the Japanese. Dick was not a "crook." It's just that he was careless about this. He had accepted a watch and then forgot to report it. Somebody reported on him. He had no explanation for this. So the media just camped out in front of his house and he finally left the NSC staff.
When I had been on the NSC staff for about six months, administration people came to me and said: "Listen, we want to get the 'right man' in Taiwan. Things are not going well. You are a man who is trusted by the Reagan administration. You have a good reputation in Taiwan. Why don't you go there as Director of the AIT [American Institute on Taiwan]? I said: "Fine."
Q: Let us stick to the NSC staff for a minute. When Reagan was elected President, there was very much of an expectation in some quarters that the new President had been a traditional Republican from California. Taiwan was expected to be one of his points of special interest. He had given President Carter a rough time. When you were on the NSC staff and just getting started, were you and Don Gregg concerned that Reagan might seek to "reverse" decisions that had already been made?
LILLEY: No. I wasn't concerned about that. I was more concerned that the State Department had fallen into the hands of people who were too much "pro-PRC" [pro Communist China]. We saw our job as holding the fort against an encroachment of the "pro-PRC" group and, somehow, carry out what Reagan wanted to do. However, President Reagan was relatively indifferent to this problem. He didn't pay much attention to it early on. He had too many other things to think about.
There was a very strong movement at that time to move forward the relationship with the PRC [People's Republic of China]. This movement came from Secretary of State Al Haig, John Holdridge [Assistant Secretary of State for East Asian Affairs], and Bill Rope, who was then on the China desk. They were pushing this course of action hard. This is what led to the communique of August, 1982, which got us into some trouble with arms sales to Taiwan. At that time the PRC were pushing very hard with the line that the Carter administration had allegedly made a commitment to terminate arms sales to Taiwan. We made a very thorough search of the files and we couldn't find any record of such a commitment. We talked to Zbigniew Brzezinski [former National Security Adviser to President Carter] and we talked to anybody else who might have knowledge of this matter. Finally, President Carter himself was contacted, and he said: "I never made such a commitment. I can tell you that I wouldn't have made it."
Then the PRC started to apply tremendous pressure on Ambassador Art Hummel in Beijing, Secretary of State Al Haig, and other people to terminate arms sales to Taiwan.
So there was evidently going to be a big problem with China on this issue. At about this time a memorandum was submitted to President Reagan by Secretary of State Al Haig, following his talks with Huang Hua, the Chinese Foreign Minister, which referred to quality and quantity limitations on arms sales to Taiwan.
A good friend of mine, an FSO [Foreign Service Officer] at the State Department, called me up and said: "This memorandum is coming to the President. It's bad news. See what you can do." I tried to go to the State Department and get a copy of this memorandum. However, this memorandum arrived at the White House at 6:00 PM that same evening. I went to Dick Allen the following morning and said: "I've been told that this memorandum on arms sales to Taiwan is not a good thing and that we should do something about it." It had gone right through Dick Allen's office to President Reagan. It was described as a commitment made to the Chinese communists.
Q: I'm surprised that any President, and particularly Ronald Reagan, would allow something to come to him overnight, bypassing his National Security Adviser.
LILLEY: This happened during a period of 16 hours. You can't imagine the confusion in the Reagan administration in its early period in office. The administration had been in office for about six months, but things still hadn't been straightened out, and things were "slipping through."
Q: Do you think that Secretary of State Al Haig was "playing a game" and slipping matters through?
LILLEY: I would hesitate to put that "monkey on his back," but that certainly is what happened.
Then the PRC tried to ram something through by the tenth anniversary of the Shanghai Communique of 1972. This was in February, 1982. But they couldn't do it. This sinocentric group in the State Department went to the Chinese and said: "Look, Jaruzelski in Poland is a pro-Russian communist, and the Polish democratic force is coming up, under Lech Walesa. These are the forces we support, and this is good." The Chinese, in fact, didn't want Lech Walesa to win.
Q: Why anybody would advance an argument like that...
LILLEY: They had some weird ideas. They thought that, somehow, this would "soften up" the Chinese communists to get something done by the tenth anniversary of the Shanghai Communique. Well, the Chinese communists got tougher and tougher. Zhao Ziyang was premier at the time. He hit President Reagan very hard on this matter a meeting in Cancun, Mexico.
Q: This was a meeting of the leaders of the principal economic powers.
LILLEY: I forget which one it was. It was a conference of leaders, and Huang Hua and the Chinese Ambassador to the U.S. pushed this whole concept of a limitation on arms sales to Taiwan in terms of quantity and quality. That had already gotten through us. Then, the next issue involved what was called the "F-X," a new fighter aircraft for Taiwan. It was similar to an F-16 A or B or an F-5G. The F-16 was made by General Dynamics, and the F-5G was or would be made by Northrop Aircraft. The assembly line at Northrop was running out of parts for F-5Es. Communist China had about 5,000 obsolete, MiG fighters, but it was time to improve Taiwan's inventory of fighter aircraft.
When this recommendation to President Reagan came through to the White House, the whole issue "leaked out," and there was an outcry from people who were very concerned about U.S. relations with the PRC and the way that Reagan was allegedly "messing them up." Articles on this issue hit the press and appeared in the "New York Times." The people who wrote these articles said that we shouldn't sell these aircraft to Taiwan, as such a sale would lead to a break in relations with the PRC.
I decided to take the whole issue and give it to the Defense Department "to do a study" as to whether the proposed sale of these aircraft would meet the defense needs of Taiwan. This procedure was in line with the Taiwan Relations Act. The question was: "Does Taiwan need a new fighter aircraft?" Charley DeSaulnier in the Defense Department prepared this study. I didn't trust CIA to do this study. I knew the CIA very well and didn't think that it would come up with an "objective" report. I had worked there and knew those people very well. In a word, they weren't "dispassionate" on this issue.
So Charley in the Defense Department did this study. He contacted me and said: "Jim, I'm not sure that you'll like this, but we really come out against the sale of this aircraft to Taiwan." I said: "Charley, this has nothing to do with whether I like it or not. I want to know what the objective situation is." In the report Charley made the case that Taiwan had a sufficient number of F-5E fighters to defend Taiwan. The assembly line at Northrop could be extended and continue to produce them. This aircraft was better than anything the Chinese communists had. The F-5E was a short-range, high performance aircraft. The study concluded that Taiwan didn't need a new type of aircraft, which would be unduly provocative. So this report went to the President, and the State Department immediately "leaked it" to "The Washington Post," under the headline that the Chinese Nationalists did not need a new fighter aircraft. The team at the State Department agreed with this view, and the "Washington Post" carried this story.
At this time I was getting ready to leave the United States for Taiwan to serve as Director of the AIT. A very high official of the Reagan administration came to me and said: "Well, do you accept the findings of the DIA report?" I said: "I really can't refute them." This man said: "Do you think that Taiwan needs a new fighter aircraft?" I deferred to the Defense Department on that question. Maybe I shouldn't have done this, but I did. Then the Defense Department arranged to announce that President Reagan had turned down the sale of the F-5G and the F-16A or B to Taiwan on the day I left for Taipeh.
So I arrived in Taiwan against this background. However, my friends in Taiwan immediately concluded that this was deliberately done to screw me up. Maybe it was just
a coincidence that it happened that way. (End of tape)
Q: You were saying that there was a strong, pro-PRC lobby within the White House or the administration.
LILLEY: There were people holding those views. I don't want to name them, but they were there, and you can pretty well guess who they are. I can't say that this was done deliberately, but it happened just when I was landing in Taiwan. The Taiwan people knew that I hadn't done this. I received very good treatment during the 2 ½ years I was in Taiwan, from January, 1982, to May, 1984. I stayed through the inauguration of Chiang Ching-kuo for his second term as President of the Republic of China. Li Teng Hui was Vice-President of the Republic of China. I knew them both. Actually, an unofficial, U.S. delegation headed by retired Ambassador Walter Stoessel was sent out for the inauguration. Before he retired, Stoessel had been Under Secretary of State for Political Affairs. A great guy. He had also been Ambassador to the Soviet Union and to Poland.
Very quickly, the Taiwanese authorities turned on the charm offensive. They figured that I was a new, political appointee, a supporter of President Reagan and Vice President Bush. They thought that I would understand Taiwan's needs better.
I arrived in Taiwan just as the "August Communique" [of 1982] was being negotiated between the U.S. and the PRC. That was a rough experience. Some of it was negotiated in Washington, and some of it in Beijing. The Chinese communists pushed very hard for the termination of arms sales to Taiwan.
Q: When did the "August Communique" come out? What was reason for it?
LILLEY: When the Reagan administration entered office, the Chinese communists told us that the Carter administration had made a commitment to terminate arms sales to Taiwan. We couldn't find any record that such a commitment had been made. Then the Chinese communists hit both Secretary of State Al Haig and President Reagan, saying: "You've got to do something about these arms sales to Taiwan. They are intolerable to China as well as deeply offensive to us."
In the fall of 1981 the Reagan administration started negotiating with the PRC for some kind of joint communique to cover arms sales to Taiwan. With the agreement of President Reagan the two sides agreed to include this term of reducing the "quantity and quality" of arms sales to Taiwan in the agreed language. Then the Chinese communists started pressing for a "date certain" for the termination of all arms sales to Taiwan. There were people in the State Department who were arguing that we should agree to this. The Chinese communists indicated that the alternative to this was a "downgrading" of relations between the U.S. and the PRC. They had just "killed the chicken to scare the monkey." They had "downgraded" relationships with the Netherlands for selling two submarines to Taiwan. This was clearly a message for the U.S. In other words, "If you don't agree to a date certain for termination of arms sales to Taiwan, we will downgrade our relations with the U.S."
Memoranda on foreign affairs that came to President Reagan from the State Department passed through the NSC. By this time Judge Clark, who had formerly been in the State Department, had moved over to the NSC. We were then able to watch much more carefully the recommendations going through to the President through the NSC. As I understood it, the memoranda from the State Department took the position that either we would set a "date certain" for the termination of arms sales to Taiwan or we would face the downgrading of relations with the PRC. By this time, as I was now in Taiwan, I didn't have access to these memoranda but I heard about them.
Q: The "downgrading" of relations between the PRC and the U.S. would have meant what?
LILLEY: Probably recalling Ambassadors and leaving the respective Embassies under Charges d'Affaires. This would affect us across the board in terms of trade and other matter. The Chinese communists always greatly emphasized trade. At that time, I think that we had a trade surplus with the PRC.
Anyway, termination of arms sales to Taiwan was being pushed very hard. In my position as Director of the AIT, I was being pushed very hard to see whether Taiwan would agree to this, if we could "sell" this proposal to Taiwan. I was brought back to Washington for consultations. The State Department pushed me hard on this issue. I returned to Taiwan and then wrote a message back to the State Department, saying: "This is the wrong thing to do, both in terms of the security of Taiwan and the Taiwan Relations Act." I said that we couldn't do this.
Meanwhile, President Reagan had already decided that he wasn't going to press ahead with the termination of arms sales to Taiwan. He said: "We'll risk a 'downgrading' of relations with the PRC." He got this message through to the PRC leaders at an authoritative level: "If you insist on our terminating arms sales to Taiwan, we're not going to do it." Then the administration worked out language on a decrease in the "quantity and quality" of arms sales to Taiwan, indicating that it would lead to some kind of final solution of the issue. They dropped all references to the termination of such arms sales to Taiwan and also insisted on peaceful means.
Then they worked on what they called the "six assurances" to Taiwan. I participated in the negotiation of these assurances in Taiwan, and there were also negotiations on this issue in Washington. These basically boiled down to the point that the United States would not pressure Taiwan to negotiate, the United States would not serve in an intermediary role, and the United States would not terminate arms sales to Taiwan. There were six such assurances. These points were all worked into a statement which John Holdridge made, subsequent to the communique of August, 1982. President Reagan's interpretation, as relayed through Gaston Sigur was: "Listen. This issue hit me at the last minute. I don't like it. I want you to understand that my intention is that in the implementation of this communique we will maintain a balance. If China becomes belligerent or builds up a power projection capability which brings insecurity or
instability into the area, we will increase our arms sales to Taiwan, regardless of what the communique says about quantity and quality. That is my interpretation of the communique," he said. There is also a phrase in there that all of this is contingent on peaceful resolution of the status of Taiwan.
So, if China made belligerent statements and started to obtain a power projection capability, China would be breaking the spirit of the communique. That was our argument, you see, and this was the Reagan interpretation.
Then there was a "housecleaning" at the Department of State. Alexander Haig resigned in June 1982, as Secretary of State. John Holdridge was assigned to Indonesia as Ambassador, and Bill Rope was replaced on the China desk. I was in Taipeh when the new team came in. Paul Wolfowitz came in as Assistant Secretary of State for East Asian and Pacific Affairs. I forget who was on the China desk in State. Maybe it was Don Anderson. George Shultz became Secretary of State. In short, we had a new team. A reason for this was that Paul Wolfowitz, when he was Director of Policy Planning, wrote a critical memorandum on the way that China and Taiwan policy were being handled. It was a brilliant piece of work. Sean Randolph, in the Office of Policy Planning, helped Wolfowitz write this.
Then Paul Wolfowitz was selected to be Assistant Secretary of State for East Asian Affairs. This made a big difference. Paul came from, let's say, a more conservative, hard line tradition but was brilliant, both in his personal relationships and in his handling of issues. He brought in Bill Brown as the Principal Deputy Assistant Secretary of State for East Asian Affairs. Bill was "first class." He had a Ph.D. from Harvard in Chinese affairs. He had been a Captain in the Marine Corps. He had all of these credentials and had a very good record. Gaston Sigur moved into the NSC staff. He was a very good politician and a very smart guy, wired right into President Reagan. And Rich Armitage took over as Assistant Secretary of Defense for International Security Affairs.
Q: When you were in Taipeh, did you have a feeling that this was a more "compatible" team with which you would be working?
LILLEY: No question. All of a sudden, things started to "pick up." This was not a "proTaiwan" group. These guys were going to open up to China. Rich Armitage had military ties being built up with the PRC. A lot of things were going on. We were beginning to arrange for the Reagan trip to China. Art Hummel, a professional diplomat, was Ambassador to the PRC in Beijing. We were beginning to push the relationship with the PRC forward. The comment was made: "Bring Reagan to China. Show him! He's never been to China. He's never met a Chinese communist leader." He once had a conversation with a Chinese communist leader at a meeting in the White House in March, [1982]. This appointment was intended to give him an opportunity to meet a Chinese communist for the first time.
So we got this Chinese official, Ji Chaoghu, who was Harvard-educated and had been Zhou En-lai's interpreter. He was "smooth as silk." We wanted to bring him to the White
House and show him to Reagan. "Look, Mr. President, this Chinese gentleman speaks English" and so forth. However, the Chinese Ambassador, Chai Zemin, said that he would have to go along also at this meeting with President Reagan. Chai Zemin was an old, gruff revolutionary from western China, hard as nails, and with little subtlety. He came in and did all of the talking. Ji just sat there. I remember that after this meeting President Reagan turned to Ed Meese and said: "I told you so. I told you what kind of people they were." So this effort to introduce Reagan to a real Chinese communist didn't work out very well. That was in the spring of 1982. However, Paul Wolfowitz, Gaston Sigur, and Rich Armitage worked with Ambassador Art Hummel in Beijing to develop this new program to "open up" to China.
Q: Did you have the feeling, early in the Reagan administration, that the new team, although it came out of the Right Wing of the American political spectrum, was going to "try on for size" the issue of arms sales to Taiwan and all of that? Was this intended as a test of the Chinese?
LILLEY: No. The Chinese could be amazingly subtle and sophisticated at times, and, at other times, they could be quite crude. At this time I think that the Chinese communists showed subtlety and sophistication when they moved the normalization negotiations from Secretary of State Vance to National Security Adviser Zbigniew Brzezinski. On the one hand Vance was a careful, studied lawyer, deliberate in what he did, who worked an issue through very carefully.
That isn't what the Chinese communists wanted. They wanted to deal with a PolishAmerican who was anti-Soviet in outlook in the negotiations with the U.S. on normalization of diplomatic relations. They had a fierce determination to push these negotiations through to successful completion. They had become used to dealing with Michael Oksenberg [on the National Security Council staff] during the Carter administration, whom they knew very well and considered a "friend."
In this case they saw Secretary of State Alexander Haig and his concept of a "strategic imperative" and China connections through Assistant Secretary of State John Holdridge, who was very inclined to them. They said to themselves: "We want to be friends with the Americans. Here is an ideologically naive, new American administration which has some 'errant' ideas. We must 'discipline' them and let them know the limits of what they can do.
Well, they tried to do this on the issue of terminating arms sales to Taiwan. It didn't work. Their people never the less tried to push this proposal through. Then the Chinese communists had the idea of "courting" the Reagan administration. George Shultz, who replaced Haig as Secretary of State, was a very stolid person. He had had big business dealings with Taiwan when he was Chairman of the Board of the Bechtel Corporation. Also, Bechtel had been very much interested in making an opening to China. Shultz had a very balanced approach to this issue of normalization of diplomatic relations with China. He wasn't an "ideologue." He had firm convictions, but he was an American exponent of the business of getting things done.
Schultz had great confidence in Paul Wolfowitz and Gaston Sigur. He knew that they were probably a little more in favor of Taiwan than he was, but he could live with that. Schultz wanted President Reagan to go to China and look at it, because Shultz himself had gone to China. He said to Reagan: "Look, there's a lot that can be done there. They do a lot of things wrong but they're trying to do the right things." He said that the Chinese communists were thinking of moving toward "loosening up" their economy, moving toward bringing in free market forces, focusing on agriculture and then industry, and allowing "joint ventures" with foreign countries. He said that this made sense. The Chinese communists had stopped doing "stupid things." He said that it was time for the U.S. to become more engaged with China. He said that we would handle the issue of Taiwan "judiciously and wisely" and would fulfill our commitments to Taiwan. However, he said that we have to make our relationship with China more stable.
Shultz said that he was not going to listen to a bunch of businessmen crying about limitations on American technology transfers to China and saying that American business opportunities were being ruined. He said: "I don't buy that stuff. I know what's strategic and what isn't. However, I'm going to 'open up' to China. I'm going to help American business. I'm going to have talks with the Chinese communists about the Soviet Union. We have to move that whole process forward."
In the early days of the Reagan administration he had all of these hard-line, anti-Soviet types in various government departments who said: "Look, we'll talk to the Chinese, we'll work against the Soviet Union, and the Taiwan issue doesn't mean a damned thing." They would go over to the Chinese Embassy in Washington, soak up a bunch of "Mao Tai" drinks, and then come back to their offices and write memos saying that the Chinese communists were in our camp. They would say: "Don't worry about Taiwan." Well, that was not true. Taiwan was a "point" issue on which the Chinese communists had focused. However, many of these hard-line, anti-Soviet types had come into office with the change in administrations in 1981. The very balanced, pragmatic team of Armitage, Sigur, and Wolfowitz also came in. They also had David Greis over in the CIA. He was quite a good guy and was part of their team. They dominated the scene. Gaston Sigur had the confidence of President Reagan, Judge Clark [National Security Adviser], Wolfowitz, and Secretary of State George Shultz. Rich Armitage had the confidence of Secretary of Defense Weinberger.
So there was a whole series of things going on. We started moving ahead on the sale of more sophisticated weapons and making technology transfers to Taiwan, which the Department of State fought hard against. However, we overruled them. At the same time we got the first deals going with communist China. We had negotiations going forward on the "Peace Pearl" program; the F-8 avionics program under discussion, which was a program worth $550 million; we had the ANTPQ artillery radar program; and we had the "large bore" artillery shell and the torpedo program going. All of these issues were under negotiation with communist China to help them against the Soviet Union. We started actively working with China against the Soviet Union in Afghanistan. We developed a real, strategic partnership.
At the same time Taiwan got the indigenous defense fighter with this new APG-67 radar on it. We got frigates, the civilian version of the "BLACKHAWK" helicopter, and the civilian version of the C-130 transport aircraft for Taiwan. These measures took care of several of Taiwan's defense needs, but not in a provocative way. So we really moved ahead on both tracks with Taiwan and China. The issues between them became less noisy because, at that time, we had Paul Wolfowitz, Bill Brown, and myself working with Mike Armacost, who was Under Secretary of State for Political Affairs. We arranged for Taiwan to remain in the Asian Development Bank [ADB] and remain active in it. Communist China was also admitted to the ADB. Here they were, China and Taiwan, sitting side by side in one organization, with ambassadorial level representatives. It was a "breakthrough"! This had taken us two and one-half years to arrange.
I must say that the first cables that came from the Embassy in Beijing said: "The World Bank formula applies. If Beijing comes in, Taiwan is out. There is only one China." We said: "Oh, no. Taiwan stays in, and Beijing comes in." There was a fight, but we won the fight. Then we had to convince Taiwan and Beijing. Fujioka, the Japanese representative in the ADB [Asian Development Bank], helped us on this. He developed a formula which both Taiwan and Beijing would join together to implement. That is, Taiwan would stay in the ADB, and Beijing would come in. The formula was very obvious: China and Taipeh. Taiwan would change its name from "the Republic of China" to "Chinese Taipeh." Taiwan stayed in the ADB, and then Beijing joined the organization.
This formula led to the APEC [Asia-Pacific Economic Conference] breakthrough and the GATT, which then was in existence. Things were really moving along at that time.
The big development came in 1987, when Taiwan opened its doors to China. The Taiwan authorities revoked martial law, they allowed travel by Taiwan citizens to China, and there was a marked improvement in relations.
Q: Let's talk a bit about Taiwan when you got there in 1982. What was the situation in Taiwan at that time, in terms of political and economic conditions?
LILLEY: Taiwan was on an "upswing," economically. They were developing technologically advanced industries. They had been involved in food processing, textiles, shoes, and that sort of thing. Then they started moving into the production of semiconductors, transistors, electronic consumer goods, computers, and so forth. Taiwan was in a transition period, moving from labor intensive goods, for example, up to technology intensive industries. The Taiwanese economy was tremendously vibrant. Politically, Taiwan was still fairly "stiff." The Taiwan government did not allow an opposition party. They called the opposition groups the "dangwat," which means groups outside the party. The government allowed the opposition groups to publish magazines and newspapers, and then closed them down if, in the government's judgment, they went "too far." The government gradually allowed them to express their views and began to allow them to take part in the political process.
A couple of developments occurred at that time which began to change things. The first development affected President Chiang Ching-kuo, a brilliant and visionary man. Early on in this process he had told me, indirectly but authentically, that first he was going to democratize Taiwan. Secondly, democratization was going to become a Taiwanese process. Thirdly, he was going to maintain prosperity, because this was the [gateway to] political reforms. Fourthly, he was going to open up to China. This information was passed to me in 1982. And he did this, making his moves very carefully.
He took his old, hard line mentor, Wang Sheng, who ran the Political Department in the military establishment, and sent him to Paraguay as Ambassador. [Laughter] He brought in an unelected, Taiwanese Governor, Li Teng-hui, as Vice President of the Republic of China in 1984. He made sure that I got to meet Li Teng-hui and to spend some time with him. We got to know each other. No one else was present at our big meeting. Chiang Ching-kuo began to allow more and more Taiwanese to begin to appear at public events, to have meetings, and so forth. He impressed people like Congressman Steve Solarz [Democrat, New York] that he was beginning to release the bonds on his people.
As I arrived in Taiwan in 1982, a Taiwanese independence advocate had been thrown out of a fifth story window and was killed. This was officially described as a "very mysterious death." Three years before this, the wife and two daughters of one of the leaders of the Taiwanese Independence Movement [name indistinct] were murdered. This former leader of the Taiwanese Independence Movement is now the Chairman of the DPP [Democratic Progressive Party] in Taiwan. This was "hard ball" stuff.
However, in 1982 the process of democratization had started. You could see the changes. It was a slow process, but Chiang Ching-kuo allowed Taiwan opposition politicians to begin to appear in public. He had to be sure that American support was firm. I think that by 1986, when David Dean came as the Director of the AIT [American Institute on Taiwan], Chiang Ching-kuo believed that the United States was fairly solidly behind him.
Q: When you arrived in Taiwan in 1982, there must have been considerable apprehension as to what the U.S. was going to do, on arms sales to Taiwan, for example. Arms sales were critical. If we cut off all arms sales, this could have led to a gradual weakening of Taiwan.
LILLEY: The Taiwanese became convinced that that wasn't going to happen. With U.S. support for the development of the IDF [independent, defense fighter] and the sale to Taiwan of U.S. made frigates, helicopters, C-130 transport aircraft, and M-48A5 tanks, there was steady action taken by the United States to provide for Taiwan's defense needs.
Secondly, Taiwan wanted access to U.S. Government officials. They had been largely "frozen out" since the visit to China by President Nixon. The Taiwan leaders thought that when President Reagan came into office, they would immediately be able to walk right into the Department of State and the White House. That didn't happen. However, what we did was discreetly to begin to meet with high level Taiwanese officials. We worked with them. They had appointed a Foreign Minister, Prime Minister, Minister of Finance, Chief of the General Staff, and Minister of Defense. Officials at the highest levels of the U.S.
Government met with them.
Q: Was there any trouble about these trips with the Chinese communists. Did they object?
LILLEY: Yes, they would get wind of one of these visits and would throw a fit. However, we could tell that this was rhetoric, and not the real thing. The Chinese communists knew that we were dealing with the Taiwanese at an authoritative level and that they were getting military equipment that they needed. We also said to the Taiwanese: "Look, we've got an agenda with you. You've got security and 'face' problems. We're being "ripped off" by you on our trade deficit and problems which have emerged in the field of intellectual property rights. You're 'killing us.' You're faking our pharmaceuticals, you've run up a huge trade surplus with us, and you are following protectionist practices against us. Let's focus on this."
When I arrived in Taiwan in 1982, we were spending about 90 percent of our time on security issues. By the time I left, in 1984, we were spending about 40 or 50 percent of the time on "our" issues, which chiefly involved trade matters.
Q: I was thinking of the intellectual property rights issue. As I recall it, people were buying "ripped off..."
LILLEY: Taiwan was the capital of the world for that. Fake patented items were cheap. It was all there. We established a committee of distinguished citizens to look into this problem. And what happened? Then Lilly Drugs would find out that the Taiwanese were "ripping them off." When they explained next, there would be guys with clubs who would come in and beat up their managers in their factory in Taiwan. This was really rough stuff. We brought in various people. I think that Kristoff and Peter Allgeier were involved. Clark Ellis was our economics officer in the AIT [American Institute on Taiwan]. They really pushed hard on trade issues.
We began to see progress. We began to get into the Taiwanese consumer markets and more effectively into their wheat markets. We began to see Taiwanese rice exports reduced. These had been "killing" our exports of rice to the Middle East. We were really beginning to get after these Intellectual Property Rights (IPR) offenses and curtailing them. We threatened to retaliate against some of the unfair trade practices in use in Taiwan and we had the instruments to use on these matters. We began to "drive home" on this issue.
The Prime Minister, was our primary contact. He was an extremely competent guy. He understood the problems and worked with us, while still defending Taiwan's interest. However, he knew that we were being "rooked" by these unfair marketing practices. We faced a huge Taiwanese trade surplus. They were "ripping us off" on IPR and so forth. They said: "Well, if you sold us those F-16 fighters, that ought to take care of the problem." We said: "No, that doesn't get into the question of commercial practices in Taiwan. That is a separate issue." Then they said: "How about selling us all of that Alaska oil?" Well, we have laws which prohibit us from doing that. They said: "Well,
you guys aren't really 'serious.'" We said: "We can't take care of trade, if you act that way."
Q: What was the matter with the exports of oil from Alaska?
LILLEY: There was a law on the statute books at that time which provided that Alaska oil had to be sold in the United States. So we could not be flexible on this. They said: "Well, all you have to do is change your stupid law, and you can sell the oil to us. We'll buy your oil. We're buying oil from Indonesia and other places now. We'll buy it from you." We also thought that was just an excuse. What they had to do was to give us access to their markets, which were fairly tightly closed. Once we got into the Taiwanese markets and they gave us access to the "big ticket" items, like the nuclear power plants and the new meter system, we could make up for the trade deficit by their giving us these larger contracts for enterprises such as Taiwan Steel.
Q: By the time you arrived in Taiwan in 1982 and until you left in 1984, the American Institute on Taiwan had gone through its "teething period." Basically, it was an American Embassy.
LILLEY: It was very much of a "teething period" under Chuck Cross, its first, fullfledged Director. I think that Paul Popple was there earlier but as a diplomat. I forget who his deputy was. Chuck Cross had a rough experience. We appreciated what he had done. By the time I arrived in Taiwan, we were through the "shake down cruise." We were getting started. However, the difference between the AIT and a regular American Embassy was that we didn't have a Political Section, as such. Instead, we had a "General Affairs Section." We didn't have an Ambassador. We had a Director. We didn't have a Consular Section. We had a "Travel Services Section." We had no "National Day." We didn't fly the a flag. We had no Marine Security Guards.
Q: In fact, it sounds like an ideal arrangement! [Laughter]
LILLEY: We had the usual people assigned from the Foreign Commercial Service, from the Foreign Agricultural Service, and, of course, from the Foreign Service of the Department of State. All of the latter were FSOs [Foreign Service Officers]. They formally resigned from the Foreign Service and signed a contract with the American Institute on Taiwan for two or three years. Then, at the end of their tour with the AIT, they returned to the Foreign Service and were re-hired. The whole promotion cycle was kept the same. They were not "punished" for this service. So I think that, in many ways, it was an ingenious arrangement. It was legal. Yet we had diplomatic immunity, under an understanding signed with the Republic of China on Taiwan. One of our AIT wives unfortunately killed a Chinese on a road there in Taiwan, and she was protected from lawsuit. This happened while I was there.
Q: How did you find the Taiwanese as far as an observer of the Asian scene was concerned? Did you go to the Taiwanese Foreign Ministry and did their employees visit you in your offices? What did they think about events in Thailand, Indonesia, and so
LILLEY: We really didn't have much to do with the situation in other Southeast Asian countries. We were primarily concerned with the American-Taiwanese relationship. I didn't meet Taiwanese officials at the Foreign Ministry. I generally met them at a guest house, although I went to the Foreign Ministry once or twice. I went to the Presidential Office, also, but "sub rosa" and without attracting attention. The Taiwanese officials had a sense that we were inhibited by these rules but that we knew how to "get around them." The Taiwanese officials had a saying that the "more senior people have a policy. The people lower down know how to get around it." They understood that we appreciated that we were going to be like President Li Teng-hui in 1995. We actually "changed gear" in Taiwan when he was Vice President of the Republic of China. I think that when I was DAS [Deputy Assistant Secretary of State], I went up to meet him in New York. State escorted him up to West Point for a VIP visit to the U.S. Military Academy. Then he went on to other places in South and Central America.
Li Teng-hui came to the U.S. in 1995, and the PRC pulled out their Ambassador and started firing missiles in the vicinity of Taiwan. I think that now Taiwanese senior people have to make a prior detailed request to visit the U.S. and it's harder to do. When I was there in 1982-1984, the Taiwanese knew that we were trying to do the "right thing" for them, although there were certain limits on us. It's a question of confidence and displaying that confidence through concrete moves. I don't think that they had that feeling of uncertainty in 1982-1984 that they had during the Carter administration. When they met Paul Wolfowitz, Rich Armitage, or Gaston Sigur, they knew these men, and they understood where they were from. It wasn't a matter of "fraternizing" or "condescending." I met high level Taiwan officials several times in a period of 12 months. There was just a natural flow of conversation between us. There was some very tough bargaining. However, at the same time they knew, for lack of a better term, that "our hearts were in the right place."
Q: I assume that Taiwan was sending a lot of students to the United States and that China was doing the same thing. Did this have any reverberations, with the students comparing their respective situations? Did Chinese and Taiwanese students get together in the U.S.?
LILLEY: Yes. I think that we saw that the whole air of hostility between the two sides was beginning to break down. Taiwanese students were mixing with students from mainland China, especially after 1987, when things began to open up. They saw more of each other, they got along better, they often lived together, and they went to parties together. I think that, to this day, there are, however, separate organizations on the various campuses. However, the former air of bitter hostility was ameliorating. At that time, 1982-1984, there was little direct contact between the two sides of the Strait. However, even when I was in Taiwan, I knew that Jiang Yen-shih had at one time been Secretary general of the KMT and had been President Li Teng-hui's "mentor" in the old JCRR (Joint Committee on Rural Reconstruction) under the Chinese Nationalists. The JCRR, with American aid, in fact rebuilt Taiwan. Y.S. Jiang was in there, running it, and
Li Teng-hui was a "bright young man" in the JCRR. When Li Teng-hui became Vice President and later President in Taiwan, Y.S. Jiang came back in and, always interested in agriculture, was handling early exchanges with China on agriculture.
Even at that time we saw the beginning of trade links between China and Taiwan through Hong Kong. We knew that Chinese businessmen from the provinces were in Taiwan, exchanging goods and information. The head of one of the universities at Taichung, in Taiwan, went to mainland China frequently. However, they all had to be very careful until things opened up in 1987. Then contacts just "exploded."
Q: Is there anything else that we should cover in this 1982-1984 period? LILLEY: I think that this was the period when things turned around in Taiwan. It led directly to the opening of closer relations between Taiwan and mainland China in 1987. Confidence was built on Taiwan, and President Reagan was able to go to mainland China without serious misgivings. Even before Reagan went to China in 1984, I was called back to Washington for consultations. I saw President Reagan, Secretary of State Jim Baker, and Vice President Bush. In short, everybody who was involved in decision-making. In effect, I was the U.S. representative in Taiwan and was important in this regard. I was asked to make the case to President Reagan about expanding our relationship with China. I think that the White House and the Department of State, under Secretary of State George Shultz as well, had a very good appreciation of this. Yes, President Reagan was going to go to China, but we were told not to worry about his attitude towards Taiwan. He knew what he was doing, and he was right. Of course, we wished that Taiwan would "take care" of our trade surplus, as we had taken care of Taiwan's defense needs. I think that, after that point, Taiwan really began to move on some of these issues.
Q: Was there any concern about the future? Yes, Taiwan was moving toward democracy, but at the same time you were trying to keep the "lid" on the whole "two China" system. As Taiwan moved toward democracy, this meant, on the face of it, that eventually people in Taiwan might say: "To hell with this. We're our own nation, and let Taiwan be our nation. This is one of the fruits of democracy." Was this view widespread?
LILLEY: We sensed that we were taking risks. When they actually organized opposition political parties in Taiwan and drafted the platform of the Democratic Progressive Party [DPP], the aim was independence for Taiwan. Those people who had pushed this, like Hsu Hsin-liang and other people, all returned to Taiwan from exile overseas and assumed leading positions in the DPP and other parties. I think that at that point some people became concerned about the direction of events. However, the KMT [Kuomintang, the official government party] was still winning elections by a large margin. Then, gradually, the DPP, the party of the Taiwanese, began to improve its position. They began to win more and more local positions.
At this time also, Chiang Ching-kuo opened up the whole political system. Up to this point a majority of the members of the Legislative Yuan or Parliament were appointed by Chiang. Most of them were holdovers from the mainland of China. Chiang opened up the whole structure to direct elections, in stages. As Chiang opened up the system, more and more of the people in the opposition were getting elected, but they were still a minority of the total membership, although a substantial minority.
President Li Teng-hui began to refer openly to the issues supported by the opposition and to speak out for a separate identity for Taiwan. He would lead the Taiwanese to their promised land, as Moses did to the Jews in Egypt. He said, "I feel strongly toward Japan," and "Taiwan deserves to be independent. We should be in the UN." All of this disturbed the mainland Chinese leaders. However, as they matured, particularly after the crisis in the Taiwan Strait of March, 1996, we were beginning to see a greater understanding by the more civil-minded, mature politicians. They began to appreciate that there were things that they had to be very wary about doing. In their hearts they thought that they deserved independence for Taiwan, they wanted it, and they were prepared to fight for it. However, they knew that this objective was not necessarily good for Taiwan. They knew that they couldn't handle that. They knew that there would be real costs involved in such a course of action.
I'm not saying that we were out of the woods yet, but there seemed to be a much greater degree of political maturity. The issues being fought out in that year's elections were not about independence. They involved corruption, social security, and greater economic development.
Q: Well, why don't we stop at this point?
LILLEY: I've got to do some editing of my remarks.
Q: Then we'll pick this up the next time in 1984, when you left government service for a time.
LILLEY: I left government service for a year and worked for the Otis Elevator Company. Then I returned to the Department of State in 1985 as Deputy Assistant Secretary of State.
Q: For East Asian Affairs?
LILLEY: Yes.
Q: Then the next time we'll pick this up and cover the period 1985-1986.
LILLEY. Yes.
***
Q: Today is January 8, 1998. We have come to 1985. You are...
LILLEY: Deputy Assistant Secretary of State.
Q: How did that come about?
LILLEY: Well, I left Taiwan in May, 1984, after the Presidential inauguration ceremony of Chiang Ching-kuo on May 20. I stayed through that and then left on May 22, 1984, I believe. My wife, Sally, had already left Taiwan and returned to the United States to set up our house.
I went back to the States on May 22. I had no job at the State Department, so I went to work for the Otis Elevator Company. I was hired as a "consultant" and I worked with them on Korea, Taiwan, and mainland China. I went to mainland China a number of times for Otis and then to Taiwan and Korea, also for the company.
Early in 1985 I got a call from Paul Wolfowitz [Assistant Secretary of State for East Asian and Pacific Affairs] when I was at Williams College visiting Jeff, our son. At that time Paul asked me whether I would be interested in accepting a job in the Department of State as a Deputy Assistant Secretary. He said that they had contacted another man, one of their very talented Foreign Service Officers, for the job. However, Paul said that he didn't feel comfortable with him. He said that he would prefer to have me take this position. I said: "Well, yes. It should be very interesting." So Paul said that he would make the arrangements. He had to "sell" this appointment to Secretary of State George Shultz. I gather that he had some problems with that, but Schultz eventually said, okay, and I was brought into the Department of State, along with John Monjo. I replaced Bill Brown, another Deputy Assistant Secretary who was then on his way to Thailand as Ambassador.
Q: I'm interviewing him at the moment.
LILLEY: So I began work in the Department of State roughly in May, 1985.
Q: You were there in the Bureau of East Asian Affairs from 1985 to 1986?
LILLEY: From May, 1985, to around October, 1986. A little more than a year.
Q: What were your responsibilities in this position?
LILLEY: China, Taiwan, Australia, New Zealand, and the South Pacific area. John Monjo was the Deputy Assistant Secretary dealing with Southeast Asia. Bill Sherman was Deputy Assistant Secretary for Japan and Korea.
Q: I would have thought that Australia and New Zealand would have almost "fallen through the cracks."
LILLEY: As you know, the State Department's organizational talents are not perfect. [Laughter] They've always juggled these positions around. For a time Australia and New Zealand affairs are combined with Southeast Asian affairs in the Department of State. Then at another time they were handled together with Japan and Korea. At still another time they went with China and Taiwan. In this case Australian and New Zealand affairs were linked to China and Taiwan, mainly because John Monjo knew Southeast Asia very well, and Bill Sherman knew Japan and Korea. I was supposed to know China and Taiwan.
Q: And you spoke English.
LILLEY: I could handle the South Pacific.
Q: Before we move up to Chinese and Taiwanese issues, were there any particular problems with Australia and New Zealand?
LILLEY: There were two, really major problems at that time. One was that New Zealand had refused to allow U.S. Navy ship visits, since we followed the "neither confirm nor deny" policy as to whether there were nuclear weapons on board these ships. That had caused a major "flap." This issue came up in 1984 before I entered the Department of State. Secretary Shultz and others were furious about what the New Zealanders had done. They thought that the New Zealanders had "double crossed" us. They felt that New Zealand Prime Minister Lange had "lured us in" and then turned down the ship visit at the last minute. We said that we were trying to work out a formula with the New Zealanders to try to resume ship visits and bring them back within the ANZUS [Australia, New Zealand, and the U.S.] security treaty arrangement. However, the New Zealanders couldn't do this, as they were firmly "locked" into a position of opposing U.S. Navy ship visits unless there was an assurance that they did not carry nuclear weapons.
Q: David Lange was Prime Minister of a Labour-Socialist Left cabinet.
LILLEY: Lange came in, replacing a conservative New Zealand Prime Minister, who completely supported our position on these ship visits. However, a whole shift toward an anti-nuclear ship visits was taking place in the South Pacific. Lange was in the forefront of this opposition. New Zealand was remote. A majority of New Zealanders supported him, and we spent a lot of time on this issue.
Q: In a way I'm surprised that you spent time on it. I would have thought that our position would be: "Okay, New Zealand, go your way." I would have thought that this would almost be treated as a "write-off."
LILLEY: That's not the way the State Department works. You know that. The State Department wanted to get the New Zealanders to "buy onto" a deal. Finally, Secretary Schultz "drew the line" on this matter. He said: "There will be no more U.S. Navy ship visits to New Zealand. We negotiated with New Zealand, and they are not negotiating in good faith. We part as friends, but we part."
Q: Did that decision have any repercussions as far as we were concerned in our dealings with New Zealand?
LILLEY: After consultations with Australia, we excluded them from the annual meetings held under the ANZUS Treaty arrangement. The New Zealanders were hurt and angry, but we felt that we had no choice. We said that giving in to New Zealand on this issue would undermine our policy on nuclear ship visits all over the world. In Norway, Denmark, and Japan, we had much bigger stakes in this than we did in New Zealand.
Q: Did New Zealand really understand this or was this a case of the New Zealand Government not understanding...
LILLEY: No, they understood what they were doing. This was a New Zealand Government formed by the Left Wing of the New Zealand Labour Party. As the Australians said: "They're living back in the Victorian era." In a different era.
Q: This involved class warfare.
LILLEY: This was a case of infantile Left Wing politics, anti-nuclear 1960s kind of attitude. There was no real threat made to New Zealand. They are very remote from the rest of the world and they can afford to adopt sanctimonious positions like this. We felt that we had worldwide commitments. The Australians were saying to us that we couldn't give in to the New Zealand position because we also had major commitments to Australia. They said that if we caved in to New Zealand, it would undercut our whole defense program in Australia. So I think that it was inevitable that the New Zealanders would be pulled out of the ANZUS Treaty. The State Department tried to work out a deal with New Zealand first. We didn't want to exclude New Zealand from ANZUS if possible. We wanted to see if we could bring them around and find some way to do this. However, the New Zealand Government felt that it just couldn't reach agreement with us. As you know, since then the New Zealanders have put this position into their constitution, and it seems to be irrevocable.
By now, I think that we have established a more secure relationship with New Zealand. It's not quite what it used to be. I don't think that we send any U.S. Navy ships in there for visits.
Q: What is the position of U.S. Navy ship visits to Australia? I know that we have quite a few, "joint defense facilities" on Australian soil, mainly for communications, intelligence, and all that. During this period of a year, was there very much of an issue with Australia on this matter?
LILLEY: No, that was pretty well handled. The principal "joint defense facility" to which you refer is near Alice Springs, Northern Territory, in Australia. Yes, there was always a certain, Left Wing group in the Australian Labor Party which was conscious of this defense facility and didn't think that it was in Australia's interest to have such a facility in Australia. This group felt that Australia was being "used" by the Americans for our own purposes. However, this issue was "under control" in Australia. An Australian Labor Party was in office in Australia. Robert "Bob" Hawke was Prime Minister of Australia at the time. However, he was pretty "solid," and Kim Beazley was Minister of Defense. They were people that we could understand and work with. They always said: "You've
got to help us. You can't 'cave in' to New Zealand on this issue. You've got to hold the line. You've got about 125 U.S. Navy ships coming into Perth [West Australia] every year. This is crucial. Australia wants these ship visits to continue, but you've got to stand firm against the New Zealanders."
Q: In a way, the New Zealanders took a position on this issue which we couldn't deal with...
LILLEY: Unless we could get our U.S. Navy ships back, visiting New Zealand under some mutually acceptable formula. This issue spilled over to China, too, because the Chinese picked up this NCND New Zealand issue. We had planned U.S. Navy ship visits to China in 1985. This is one of the things that I inherited. Arrangements for such visits had broken down with the Chinese in an argument over our "neither confirm nor deny" position on nuclear weapons on U.S. Navy ships. The Chinese communists were watching the New Zealand position carefully.
This nuclear ship visit issue was then thrown to me and to the Bureau of PoliticalMilitary Affairs, which was not very helpful, by the way. They were looking at this issue as a bureaucratic detail, whereas we were trying to get it resolved. We took about nine months to get it resolved with the Chinese. Finally, I told the Chinese: "Look, we can't give you a 'deal' that we can't 'sell' to Japan. We have over 300 U.S. Navy ships visiting Japan each year. Japan lets them come in. Japan is anti-nuclear. We worked out a formula with Japan. If China were to propose some arrangement that Japan can't 'live with,' we're not going to accept it." Finally, the Chinese said: "Okay. We understand." They bought onto a formula which allowed us to send U.S. Navy ships into Chinese ports and "neither confirm nor deny" whether they carried nuclear weapons or not.
In 1986 we had our first U.S. Navy ship visit to Tsingtao, which is my birthplace. Secretary of Defense Cap Weinberger and many Washington officials were very excited about this. Weinberger wanted to announce the ship visit from Beijing. So we made the arrangements, and the ships came in. Admiral "Ace" Lyons, commander of CINCPACFLT, came into Tsingtao with three ships, I think. Ambassador Win Lord and his wife, Betty Bao Lord, went down to greet the ships. I think that there was a lot of "hoopla" involved. The Chinese communists wanted the visit to be much more "low key," but you can't keep Americans from "hyping" things. [Laughter] It took us a long time to arrange, but we were eventually able to do it, and basically on our terms.
Q: By this time were the Chinese communists familiar enough with the problem? There is the view that there is no point in trying to "work a deal" with them, because it's not going to happen. Occasionally it takes some time to make a country understand that there are some things that we can do and some things that we can't do.
LILLEY: I think that's mostly true. In this particular case we had gone through these very tortuous negotiations with New Zealand, but New Zealand isn't China. At this time China felt threatened by the Soviet Union and also felt that the presence of units of the U.S. fleet in Chinese ports was an important "offset." They wanted our ships visiting Chinese ports, but they didn't necessarily display this attitude publicly. You had to "see through" to what their objectives were. However, it wouldn't have been in Chinese interests not to have our ships visit Chinese ports, due to a "hangup" over a technicality. The Chinese are practical people, and they decided that it was in their interest to have visits to Chinese ports by U.S. Navy ships, especially when they learned of the controversy over our commitments in Japan. The Chinese communists disliked the Japanese-American security arrangements. However, at that point the Soviet Union was the overpowering threat to China. Therefore, they made adjustments in their attitude. We knew that the Chinese would "make a deal" on this issue.
Q: At that time was the Soviet Far Eastern Fleet based in Vladivostok?
LILLEY: Yes.
Q: Were they traveling around and making ship visits?
LILLEY: Yes, they often visited Da Nang in Vietnam, which upset the Chinese. They had the "PETROPAVLOVSK," a big guided missile cruiser, sailing out of Da Nang. They had their aircraft carriers and submarines operating in those waters. At that time Vladivostok was a "closed city." We couldn't get into it. The Soviet fleet went all over the place, and the Chinese were concerned about it, especially with Soviet ships operating out of ports in Vietnam, their enemy at the time.
Q: Now, at that time, with Soviet ships cruising around East Asia, I assume that the Chinese communists would not have the technical capability to keep track of where the Soviet ships were. We had a pretty good "fix" on the movements of Soviet ships. Did we let the Chinese communists know where the Soviet ships were operating?
LILLEY: No, or at least we didn't let them know through me. We had been briefing the Chinese, as you'll see in Jim Mann's book, on Soviet dispositions since 1971 on the border with China in the North and Northwest. This was part of the "opening package" with China. As Jim Mann points out, Secretary Kissinger and Bud McFarland went to China with stacks of intercepts and photography to brief the Chinese on things that they had never seen. I think that this impressed them. They sort of looked at it skeptically at first and asked hard questions. However, they didn't have this kind of intelligence. I cannot say whether these briefings also covered the Soviet Far Eastern Fleet, the Chinese remained concerned about this.
Q: I see that you are pointing to a map of the northern border of China.
LILLEY: Right.
Q: Rather than the southern flank of China.
LILLEY: Sure. But China has a great sense of being "encircled" and "contained," with a ring around China constituted by Vietnam, the Soviet Fleet, and troop dispositions along the Sino-Soviet border. India was a Soviet ally in this context. This was what the Russians were trying to do. From time to time, the Chinese accused us of "colluding" with the Soviets, in effect. This was designed in part to put us on the defensive.
Q: You had dealt with the Chinese communists previously in Beijing. How did you find dealing with the Chinese Embassy in Washington during this 1985-1986 period? Were they pretty professional?
LILLEY: They were pretty good. We had various dealings with them. I dealt in particular with a Chinese Embassy officer who was sort of my "counterpart." He was either the second or third-ranking man in their Embassy in Washington. We got a lot of things done with him. Important things, like the U.S. Navy ship visits to Chinese ports. We got that issue "ironed out" through him. We got the "dual taxation" treaty worked out through him. We went over to China in the summer of 1986 with Secretary of State Jim Baker. We saw the Chinese Minister of Finance, among other people. We had had a real problem on the "dual taxation" treaty.
Q: What was the problem?
LILLEY: Well, Senator Jesse Helms [Republican, North Carolina] had intervened in this matter. He wanted assurances that we would get the "good deal" that we wanted with the Chinese communists. I can't remember all of the details, but Senator Helms wanted to make sure that we got a certain percentage "tax break" or an equivalent arrangement. The Chinese communists were always saying: "You're a very rich country, and we're a very poor country." They said that they needed this or that. In short, they wanted a "dual taxation" treaty but they were going to drive a hard bargain. Senator Helms was always pushing us to get the best possible bargain from the Chinese communists.
So we went to China, and the Chinese communist Minister of Finance agreed to most of what we needed. I think that we owe something to the advance work of the Chinese Embassy here in Washington.
Q: What about the U.S. Navy ship visits? I think that, going back to the 1860s or maybe a little before or after that, dealing with sailors who got caught doing something wrong in China was always a problem. I think that this was part of the cause of the Opium War of the 1840s. Were there any problems with making arrangements so that, if an American sailor got into trouble, they could be taken care of?
LILLEY: Yes, that was part of the deal. We had to get assurances that, if sailors got into trouble, the Chinese would turn them back to us and not make them subject to the jurisdiction of local courts. It was almost like a mini "Status of Forces" agreement. That had to be understood before we would let the ships visit Chinese ports. It was a touchy point.
Q: It's always a touchy point.
LILLEY: However, the Chinese understood that if our ships were to make port visits in
China, we had to have the kind of arrangement we have all over the world. It's not that we ask to have "Consular Courts" or extraterritoriality. This is a standard arrangement around the world. If they wanted the American Fleet in their ports, we had to have this special treatment.
Q: And assurances given that the prisoners would be dealt with...
LILLEY: The Chinese had to agree to turn over to us jurisdiction over these sailors. We had the same problem with the Filipinos, in the sense of "on base, off base" jurisdiction. The Filipinos said that if the sailors were "off duty and off base," they had jurisdiction over them. We said: "You've got to turn them back to us." This is always a touchy question.
Q: Were there any other issues of that kind?
LILLEY: In the South Pacific we had the big, tuna fish issue.
Q: What did that involve?
LILLEY: South Pacific nations like Papua New Gunea, Vanuatu, and others had problems with American fishing boats, particularly those based in San Diego, California. They were fishing in waters claimed by the South Pacific nations. The South Pacific nations insisted that they had a 200 mile EEZ [Exclusive Economic Zone] in which they had exclusive fishing rights. Our ships were going inside this limit and were being "arrested" and "seized" by these countries. Senator Warren Magnuson [Republican, Washington] took the position that if any country seized an American ship, he would advocate cutting off all aid to them.
Well, these South Pacific countries were dependent on U.S. aid. Nevertheless, some of them seized our ships. This made some members of Congress angry. So there was a lot of pressure on us from the tuna boat industry to get these sailors out of custody or jail. We were under pressure from some members of Congress, such as a Senator from California, not to pay the huge fines levied against the U.S. fishing boats, and to get access to the fishing grounds. We worked on this question for a year with Ed Derwinski, who was then Counselor of the Department of State. He sort of took this issue under his wing. We worked with him and eventually got a deal under which our ships could fish out there in the waters of the various countries' Exclusive Economic Zones, in return for a substantial economic aid package. That was the deal that was struck. It took a long time to negotiate this arrangement. It sounds like a trivial issue, but Deputy Assistant Secretary of State Bill Brown had been "stuck" with a couple of these ships which were seized. They took up half of his time.
Q: The tuna fishing people virtually threatened war with Ecuador and Peru.
LILLEY: They're tough. The whole issue has collapsed now. As a result, we are out of the tuna fishing business. The headquarters of the tuna fishing fleet was in San Diego,
California. There was a whole group of fishing boats involved. I think that Augie Belando was the name of the man who was principally involved in this controversy. Belando was of Portuguese origin. He has retired now. That was a time-consuming issue. Then there was the Micronesian Compact issue. That was coming up. That was a big, complicated business which involved the Senate. There was a lot of passion connected with that. The question turned on how we could get these areas to move from being part of a UN Strategic Trusteeship into what we called "Free, Associated State" status.
Q: This was basically a fight involving American lawyers.
LILLEY: Absolutely. There was big money in it because they would only settle for these conditions with continued aid. As you know, under the Kennedy administration, we had this concept of "lifting up" the Third World. We'd gone in there and taken people who grew bananas and coconuts and processed fish into food and fertilizer and made them all bureaucrats. They all wanted to have offices.
Q: Oh, yes.
LILLEY: We had created a real monster. The local people weren't producing anything, and we were pouring money into those islands, so that they could buy Japanese goods.
Then we wanted to get out of this UN Strategic Trusteeship arrangement. We wanted to make them territories "Freely associated with the United States," but with the United States having control of their defense and foreign policy. We didn't want Russian ships in there. We wanted a clause in the final arrangement under which our Navy ships could come in, with none of this "non-nuclear crap." That took a prolonged hassle. We finally completed this negotiation and settled on a figure for the value of the total aid package.
The only "hold out" was the island archipelago of Palau. Palau would not accept our nuclear policy of declining to confirm or deny that there were or were not nuclear weapons on our ships. They had an "anti-nuclear" clause in their constitution which we could not accept. So Palau was excluded from this final arrangement. However, the Marshall Islands and the rest of Micronesia accepted this changed status. These islands began to appoint Ambassadors and more bureaucrats, etc. We sent a representative out to the region with the rank of Ambassador. It was all a little bit "unreal."
Q: I went out to the Ponape Islands as an adviser on consular affairs. My God! It is all unreal. There is no economy there.
LILLEY: I think that they have come up with some hope in some of the islands, such as Saipan [in the Northern Marianas Islands], because they brought in Chinese workers for textile mills. But it's a little bit "unreal." Still, we had to have these clauses in the agreement. Then we had "Kiribati," under a leader called Tubai, who let the Russians in there to fish. Everybody got very upset about that. Tubai was a bit "eccentric," to say the least. However, when you think back on it, it was a sort of "tempest in a teapot."
However, in those days the Pacific struggle over one issue or another appeared to be very real. The controversy with New Zealand on nuclear ship visits, our attitude toward the Pacific Islands, and the U.S. Navy ship visits to China were all reflections of that. All of that was sort of built around the Soviet naval menace. What we did was conditioned by our perception of that issue.
Q: How did you find dealing with the Pentagon regarding this problem? This would include CINCPAC [Commander in Chief, Pacific], but also the rest of the Department of Defense.
LILLEY: Well, at that time we did one thing that the Department of State liked, and they could never do without us. We set up a Committee under the control of the Department which handled the military relationship with China and Taiwan. Members of the Committee included Paul Wolfowitz and myself. We had a couple of meetings of this Committee. It wasn't terribly successful, but we gained a sort of bureaucratic, Pyrrhic victory. However, it turned out all right because, at that time, I was dealing with people like Rich Armitage, Assistant Secretary of Defense for International Security Affairs, and with Gaston Sigur, of the NSC [National Security Council] Staff. At that time the other major things that we were doing were opening up the military relationship with China, the "Peace Pearl Project," and the Indigenous Defensive Fighter [IDF] with avionics for Taiwan. These were controversial issues which absorbed a lot of time and effort. However, we got both of them going on parallel tracks to China and Taiwan.
The other thing that we were able to do was to keep Taiwan in the Asian Development Bank and let China in. The ADB is really the only organization in the world, with both China and Taiwan as members with official representatives. They represent their countries, except that the fight over Taiwan's membership led us to get them to agree to change the name from "The Republic of China" to "Chinese Taipeh." It took us two years to do this, but we got it.
Q: In working on these matters, certainly with China but also with the Pacific Island territories, did you run across any aspects of the particular relationship between Secretary of Defense Casper Weinberger and Secretary of State George Schultz? Or were you able to keep them out of it?
LILLEY: I don't think that that problem affected us very much. It was the "best of times." We had three people in charge of policy. We had all of the voices in the State Department. As I have said previously, we had Gaston Sigur from the NSC, and we had Rich Armitage at the Department of Defense. They really worked together. Paul Wolfowitz [Assistant Secretary of State for East Asian and Pacific Affairs] had the confidence of Secretary of State George Shultz. Rich Armitage [Assistant Secretary of Defense for International Security Affairs] had the absolute confidence of Secretary of Defense Casper Weinberger, and Gaston Sigur, at the NSC, had the confidence of both Judge Clark [National Security Adviser] and President Reagan. We simply did not run into that problem of differences between George Shultz and Casper Weinberger.
Q: That was sort of a "Golden Age."
LILLEY: It was. It was a special time. The only other time that comes close to that was when the State Department had Mike Armacost [Deputy Assistant Secretary of State for Political Affairs], Mort Abramowitz [Assistant Secretary of Defense for International Security Affairs], and Nick Platt, with Armacost moving back and forth between the State Department and the NSC. I would say that that was about the time of the recognition of China in 1979. It worked well for a while, but then, under President Reagan, it took maybe two years to "shake down" these relationships. Then we got the right people in. It took that much time to happen.
We resolved the ADB [Asian Development Bank] problem, keeping Taiwan a member and arranging for mainland China to join. We got the avionics for Taiwan's Independent, Defensive Fighter, then under development. We got the military program going for mainland China. We arranged for U.S. Navy ship visits to mainland Chinese ports. We got the New Zealand issue of U.S. Navy ship visits taken care of. We moved on the tuna fisheries arrangement. There was a whole series of things that happened.
Q: Then by 1986 you ended up going to South Korea as Ambassador, right?
LILLEY: Yes. I would say that I was approached on this matter during the spring or summer of 1986. Paul Wolfowitz originally approached me. He was getting ready to leave Washington to go to Indonesia as American Ambassador. He said: "Look, we want to get a person in Seoul who has been tested and who knows what we want in Korea. We know that the career Foreign Service has its own nominee. We'd rather have you take this job as Ambassador to South Korea. Give up the DAS job and go to South Korea." I said: "Sure, I'll be glad to do it."
Then we had several months of a pretty active struggle with the State Department over who would go to South Korea. The State Department had its own candidate, who had good credentials. However, eventually, we prevailed.
Q: You mentioned twice that Paul Wolfowitz seemed to "shy away" from Foreign Service Officers. Was this his approach to...
LILLEY: No. In his view, there were Foreign Service Officers and then there were other Foreign Service Officers. He had great confidence in Bill Brown [Deputy Assistant Secretary of State for East Asian and Pacific Affairs]. He chose Bill Brown as his deputy, he had great respect for him, and he ultimately got him the ambassadorship to Thailand. He had great respect for Mark Pratt and other FSOs he worked with. However, he also liked people who, you might say, were on his ideological wave length. I think that he liked what I had done in Taiwan, and he felt that I understood the "balance" between Taiwan and mainland China better than the many of the career Foreign Service Officers did. He thought that Bill Brown also did, but Paul didn't think that there were many people like that in the Foreign Service. Paul Wolfowitz is a very smart guy. He knew where these guys came from whom the Department of State proposed to him as Ambassadors to various East Asian countries. He said that there were Foreign Service
Officers who had outlooks which were not "compatible" with his views.
I believe that he felt that South Korea was a "key" post at that point. The situation there was sort of "heating up." "Dixie" Walker had been Ambassador in South Korea for five years. He'd done a good job, but I think that people wanted him to leave. So they wanted to get somebody who was acceptable to Congress and to the conservatives and who also had credentials that could be "sold" to the Foreign Service and other people. So he settled on me.
Q: By the way, while you were Deputy Assistant Secretary, how did you see the relationship between Paul Wolfowitz and Winston Lord, who was then Ambassador to China? Was that working well or not?
LILLEY: I think that there were frictions. They came from two different backgrounds.
Q: That's why I was asking.
LILLEY: As I say, there were frictions, but my own sense is that there was sort of a mutual "distaste." I don't think that Paul Wolfowitz and Gaston Sigur were ever enthusiastic about having Winston Lord as Ambassador to China. However, they knew that this assignment was inevitable, because Winston Lord had the "clout" to ensure his appointment. Lord was going to go as Ambassador to China, whether they liked it or not. However, there were people in the Senate who wanted to give Winston Lord a "hard time." Senator Helms [Republican, North Carolina] and his staffers thought that Lord was unsuitable. That was a reality, and I'm not sure that that view was necessarily looked at with disapproval by some people.
Q: Tell me, since you came from the conservative side of the political spectrum. Did you find that, while you were Deputy Assistant Secretary of State, you had to pay particular attention to Senator Helms and especially to his staff?
LILLEY: We did. For instance, there were two issues which were taken care of at that time. One was the "Peace Pearl" program for China and the Indigenous Defense Fighter for Taiwan. We had a hell of a time getting the avionics for the Indigenous Defense Fighter for Taiwan. A lot of the "establishment" in the State Department resisted this program very strongly. They said that this program would break the August Communique with China on the "quality and quantity" of arms sales to Taiwan. They said that we couldn't do it, and so forth. We prevailed in that and got it, because we went up to the White House to President Reagan and we won the battle.
The conservatives didn't want the "Peace Pearl" program for China. They said: "Why in the hell are we getting into a military relationship with China?" The answer was that we wanted to help the Chinese to stand up against the Soviets. The conservatives said: "That isn't good enough." Then we said: "Look, we're doing something equivalent for Taiwan. It's just as good and, in fact, might be considered a little better." Then the conservatives said: "Okay."
Q: Our diplomatic relations tend to be as much with Capitol Hill [Congress] as with foreign countries.
LILLEY: You've got to work with Capitol Hill in a realistic way. I think that they trusted what we told them. I think that Senator Helms trusted what Paul Wolfowitz and I said. And I believe that he still does. We weren't going to "trick" him. We weren't going to try to do something that he didn't want. We were doing something which we thought involved working with the Chinese to block the Soviets, making darned sure that Taiwan had the capability to deal with the Chinese communists in case they went "wrong." That's the kind of logic they understand.
Q: You went out to South Korea and were there from 1986 to 1989. When an Ambassador goes to a given post, he usually has something in his attache case which states what the major issues are. These are the problems for which you need to try and resolve. What would you say were the primary issues regarding South Korea?
LILLEY: There were two issues that were laid on the table, as it were. The first one was North Korea. How important is our common defense against North Korea to South Korea? How overriding a consideration should this be? North Korea was "dangerous." We had 45,000 American troops in South Korea. We had a real commitment to South Korea. This issue took precedence over other matters, that was one view. The second issue was that South Korea had an authoritarian, military government. It had not had a real election. It crushed an insurrection in Kwangju in 1980, in which upwards of 2,000 people were probably killed. In their view President Chun Doo Hwan was a martinet. Should we put democracy and liberty in South Korea over our concerns about the threat from North Korea? How do we get the correct balance between these two problems?
Q: Oh, yes.
LILLEY: These two issues came up in my hearing before the Senate Foreign Relations Committee prior to my confirmation as Ambassador to South Korea. Senator John Kerry [Democrat, Massachusetts] was being "fed" by some "delightful" people at Harvard with some concepts which don't really relate very much to democracy and security. So this question came up and was used against me when I said that the greatest threat to South Korea was North Korea. I was asked: "Then you're downgrading democracy in South Korea, right?" I said: "No, I'm not. I think that we should work toward both objectives." I was asked: "Then you're putting security over democracy, aren't you?" This question was a bit unreal, but this is what people on the Senate Foreign Relations Committee were asking me.
Gaston Sigur had taken over as Assistant Secretary of State for East Asian and South Pacific Affairs. Paul Wolfowitz had gone on to Indonesia. Gaston had said to me: "Why don't you stay on as DAS?" I said: "No, I want to go to South Korea." So I went to South Korea, and Gaston Sigur brought back J. Stapleton Roy [former Ambassador to Singapore and later China and to Indonesia] and put him in the DAS job. I recommended that.
Anyway, when I went to South Korea as Ambassador, these were the principal questions that were on my plate. In addition, there were other Korean problems and bits of this and that. However, Gaston Sigur and I had had talks about this. Gaston was determined to push ahead with what you might say was "public" support for democracy in South Korea. I asked Gaston to come and give a talk at my swearing-in ceremony. He agreed and raised some of these questions about democracy in this way.
Later, when I arrived in South Korea and took my letter of credence to South Korean President Chun Doo Hwan, this idea of support for democracy was in it. In February, 1987, Gaston made a speech in New York about the necessity to "civilianize" the South Korean Government and to work toward democracy. Meanwhile, I was sort of playing the same theme, though in a lower key, in South Korea itself. Earlier in January, I gave a talk to the Korean-American Friendship Society when a student was drowned, after some trouble with the police. I made a fairly strong statement on that occasion, saying that this was no way to deal with dissidents. So we were really working on this issue along parallel tracks, using the high posture in Washington of pushing for improved performance, with me trying to "work the seam" in South Korea.
There were continuing demonstrations all the time, with the South Korean police wearing their "Darth Vader" uniforms. The police were lined up in the streets. Occasionally, the students were subjected to torture to make them confess. This was sometimes done clumsily, and kids subjected to this kind of interrogation might die. It was a mess. Then the student radicals moved into Myong Dong Cathedral in Seoul and "holed up" in there, after conducting fire bomb attacks on South Korean police. Clearly, the problem was building up.
President Chun Doo Hwan was caught in this situation. He was trying to work his way out of it. He was trying to have "his man," Roh Tae Woo, nominated by his party and to "rig" the convention and ensure his election. For a while he was considering not stepping down from the Presidency. However, we made it very clear to him that we would be very unhappy if he did this.
Q: What would that mean to the Koreans? Were we talking about withdrawing the Second U.S. Infantry Division?
LILLEY: No. I would say that we were never that irresponsible. There are ways to communicate your dissatisfaction without "going the final mile." As we went into the spring of 1987, and things began to "heat up," the American opposition came to South Korea and began to criticize the Embassy openly because we were allegedly not making democracy work in South Korea.
Q: You mean people in the Democratic Party in the United States.
LILLEY: Sure. The "usual suspects" were on the side of the students. After all, we were involved in South Korea. The Council on Foreign Relations sent a delegation to South
Korea. They were really fishing in troubled waters. We weren't going to tell them what we were doing. Yes, they could look at Gaston Sigur's speeches and see what he was saying, but I wasn't going to talk to them and give out what we were doing. That is, we were negotiating ending the occupation of Myong Dong Cathedral, lifting "house arrest" on dissidents, urging the South Koreans to open up the election process. All of those things we were quietly pushing for.
They knew that we were going to do this. They sensed the pressure. It came to an end in June...
Q: June, 1987?
LILLEY: Yes. There were outbreaks of violence in Pusan and attacks on our Consulate there. Violence also began to emerge in Kwangju and Seoul. President Chun Doo Hwan, as a military man, naturally wanted to turn to military force to deal with these attacks. He was exhausted and was concerned about his inability to put down the violence through use of the police. Just as President Synghman Rhee tried to do in 1960, so President Chun Doo Hwan wanted to bring in the military in 1987. We knew that Chun Doo Hwan was "testing us." So on June 19, 1987, I took to him a letter written by President Reagan, urging him to "go slow, don't do anything rash." In the letter President Reagan warned President Chun that such tactics could cause damage to Korean-American relations and that it would be hard for the U.S. to continue to support him. We didn't say that we were going to "Pull out the Second Infantry Division," but we got the substance of these other words in there.
I must say that my first intention was to deliver this letter through the South Korean Foreign Minister, but my advisers in the Embassy convinced me to do it personally. We had read about the history of the Kwangju incident, and we knew that we needed to have a solid front of the American military and the American civilians to be successful.
Q: In the aftermath of the Kwangju incident there was a feeling that the American military and civilians weren't on the same side.
LILLEY: They claim that they were, but if you read the documents, there were things that the American military did which, it seemed to me, were inconsistent with what the American Embassy was actually doing. Certainly, that view has appeared in a number of publications, and this was clearly the way the South Koreans read it. The South Koreans were hearing things from the American military that weren't the same as what they were hearing from the American Embassy.
Q: This is probably an old story to you. It goes back to the time when Park Chung Hee came into power. Although the American military was supposedly on the same side as the Embassy, certainly subordinate American military officers were going off in a different direction.
LILLEY: Talk to Marshall Green. Well, now you can't do that any more, because he's no
longer alive.
Q: Well, I have.
LILLEY: Marshall Green could give you chapter and verse on that.
Q: I served in South Korea under Ambassador Dick Sneider, when General Singlaub was the UN Commander. You get this impression...
LILLEY: Or you compare Sneider and General Dick Stilwell. Boy!
Q: That was not a marriage made in heaven, either.
LILLEY: No, that was open hostility. But there was a general called General Livsey. He was a good division commander, but being CINC in Korea is a very "heady" job. He was a four-star general, commander in chief, and all of that stuff. Just by chance I had lunch with him that day, January 19th. I told him that I was going to see President Chan Doo Hwan and was going to take him a message from President Reagan and that we were going to advise "restraint." General Livsey sort of looked at me. I said that when I went in to see President Chun, I was going to say: "I speak for the combined American establishment." General Livsey was part of this establishment. I said that I was going to say to President Chun: "If, in fact, you move South Korean military forces in there, this will have very serious consequences for South Korean-American relationships." We know that after the meeting with me, President Chun went out and called off his troops. I was told that General Livsey called my Political Counselor on the phone on the next day and was livid with anger.
Q: Who was that?
LILLEY: A Foreign Service Officer called Harry Dunlop.
Q: I did a long interview with him.
LILLEY: Harry took the brunt of this. General Livsey was accusing him on the phone. He said: "Ambassador Lilley did this without my authorization," and so forth. We did it, and it worked. Then President Chun got together with Roh Dae Woo, and they compromised in about 10 days. Later on June 29, a statement was issued about an amnesty for Kim Dae Jung, opening up the election process, rewriting the election law, and so forth. This was an eight-point program that Roh Dae Woo came up with.
Now, this was the idea of the South Koreans. We didn't do that for them. They did it, but they knew that the "military option" just wasn't there. I think that we'd learned the lessons of Kwangju to a certain degree.
Then Gaston Sigur came out to Seoul. He was on his way to Singapore with Secretary of State Schultz. He came back to Seoul and sensed that a "sea change" was coming. Gaston was courageous. He saw Dae Jung, who was still under house arrest and had his car rocked by plainclothes men. He went back to Washington, went to see Congressman Steve Solarz [Democrat, New York], and they were really impressed with what had happened. In fact, Congressman Solarz said, I am told, that Gaston Sigur should receive the "Nobel Peace Prize" for his efforts! There was really a mood of euphoria. Something had happened to change things. We sensed that President Chun had given his blessing to Roh Dae Woo to come up with this program of democratization.
Q: What was your impression of President Chun when you first got to South Korea? How did this impression change or...
LILLEY: I think that President Chun was very Korean, tough, disciplined, and hard. I think that he was narrow in scope and in his thinking, but he had a sense of being obligated to Americans. However, he always wanted to stand up to the Americans and prove that the Koreans were independent. But I think that, in the final analysis, he knew that the Americans were critical to him. I think that he had the wisdom to see, at a crucial point, that it was in the interests of South Korea to hold back on maintaining an authoritarian government and to move positively towards democracy.
In effect, we had offered President Chun a "prize." We said to him: "After you step down, come to the States and be received at the White House. President Reagan will host a dinner in your honor. You can do all of these things. They're all there, waiting for you." I think that appealed to President Chun. He wanted that meeting with President Reagan. He had come to the United States in 1981. He was one of the first, official South Korean visitors to come to the U.S. after Reagan's election. At that time Dick Allen [then National Security Adviser to President Reagan] had made a deal with him and said: "If you come to Washington, this means that you can't execute Kim Dae Jung." Kim Dae Jung was under sentence of death at the time. Allen said: "We don't want to have Kim Dae Jung executed. In effect, I am told Allen said if he is executed, you don't come to Washington." Chun came to Washington, and the South Koreans commuted the sentence of death against Kim Dae Jung. And Kim Dae Jung is President of South Korea today.
Q: Yes.
LILLEY: So we knew that we could work with Chun. He could be stiff. He had this sort of harsh laughter, but he has a certain appeal. I felt that I could get across to him. I know that at the time of the Kwangju incident in 1980, when he was not yet President, he was very tough, and did not take advice easily. His instinct was to crack down.
Q: What about Chun's advisers? There was a large number of men who had been trained in the United States. Were these people having any discernible effect on the military government in South Korea?
LILLEY: I think that his advisers played a very important role. I can think of three in particular who were very important. One was called Choi Kwang Soo, the Foreign Minister. He went to Georgetown University. I dealt with him and I think that he had a positive influence on President Chun. I know that he had a positive influence in terms of calling the troops back and for not using violence during the Myong Dong Cathedral incident. He really "bridged the gap," taking all things into consideration. He was very important. Second was Kim Kyung-hwan. He was educated at Williams College and got a Ph.D. at Harvard. He was Ambassador to the United States at the time I was in South Korea. He was really a man with a great ability to understand the United States. He was a reasonable Korean, a patriot, a nationalist. He grew up as a poor kid in Pusan as a refugee from the North Korean invasion of the South in 1950. He came from nothing and had gotten a Ph.D. degree from Harvard.
The third figure was Kim Key-hwan. He was educated at Yale and the University of California. He was a very savvy person and an economist. He was the right hand man of President Chun. Then there were the older guys like Nam Duck-woo, former Prime Minister, educated, I think, at the University of Nebraska. He had a Ph.D. and was also a very savvy person. I think that the people I have mentioned had some influence in restraining President Chun. They understood that he was capricious and difficult and might fire people quickly. However, they managed to live with him. The careers of some of them were pretty much destroyed by being associated with him. When the other, democratically elected Presidents entered office, some of these people were regarded as "contaminated." However, I think that basically these men were very important to the process of the democratization of South Korea. Plus the fact that we had trained more and more of the South Korean military people in the United States. They understood the limited role of the military in the U.S. in suppressing internal dissent. The South Korean military became more and more conscious of this, and less and less inclined to become involved in the political process. This was shrinking away.
Q: Did you have the feeling that the South Korean military understood what putting down the Kwangju riots had done to the military, to the government, and to South Korea's place in the West?
LILLEY: Actually, the question of the Kwangju riots didn't come up that much during my time in South Korea. I remember that one of my close, Korean friends who had been trained in the West, once said to me: "Don't scratch off that 'scab' of Kwangju by talking about it." However, we weren't going to listen to that advice. Instead, we brought the former U.S. Ambassador to South Korea, Bill Gleysteen, and other people to "explain" to the South Koreans what the Kwangju incident had been and what the American role in it had been. We took a lot of "flak" from the South Koreans on that, because they had really been indoctrinated about this coup. We spent a lot of time trying to dilute that view. I don't think that we ever totally succeeded.
However, I think that one of the key South Korean military leaders, general Chung Heyung, at that time was a good friend of General Medicree Ministry (sp?). This general had been at Kwangju. He was in charge of the Special Force, which then included some of the most brutal people. He understood the damage which the Kwangju incident had caused. He was very close to President Chun. He was definitely a restraining influence on the President. He had learned the lessons of the Kwangju incident. I think that General
Chun was a factor in convincing President Chun not to use force again.
Q: You mentioned several times the incident at the Myong Dong Cathedral. Would you explain what it was and our role in it?
LILLEY: Well, this incident concerned a bunch of radical students, and this is traditional in Korea. These students had started to put on a sort of "violent" demonstration at Myong Dong Square in Seoul. When the police appeared on the scene, the students ran into the Cathedral, sought asylum, and entrenched themselves there. South Korean Army troops couldn't go in to get them out, because this was a Catholic Cathedral, and Cardinal Stephen Kim was a revered figure in South Korea. The students got into the cathedral and were nasty, noisy, dirty, and "troublesome." After a while people got very sick of the students.
However, the information which I got from my South Korean contacts was that: "We wanted to go in and clean those kids out. The priests don't want them in there, they're messy, troublesome, and nasty." We said: "Don't do that! Don't go into that Cathedral with troops. It'll reverberate all over the world." They agonized about it and finally they decided not to go into the Cathedral. The priests and others talked to the students and urged the authorities not to arrest them but to wait them out. That eventually was the deal that was worked out.
Q: Students are generally so troublesome, particularly during the spring of the year, when they riot. Were you, USIS [United States Information Service], or anyone else able to make contact with those students? The ones who were going to riot were going to riot anyway.
LILLEY: There are students and students. There are the hard core, pro Kim Il Sung, left wing extremists. There is another group who are sort of sympathetic to the extremists, who go along with them, and who support some of the things that they do. They like to stage demonstrations to show their spirit. There is a third group of students who are just sort of curious bystanders. We could "get to" the student groups, probably up to the second rung of them. I traveled around the country. I went to Kwangju, Pusan, Seoul, and Taegu and met and talked with students. I tried to communicate with them, which was very difficult. However, we constantly tried to keep in touch with them, to develop a "feel" for them, and to find out what they were thinking and what they were planning to do. This wasn't easy, and we could only get as far as the second rung of students. I would say that you can't overemphasize the importance of the students. Yes, supposedly in Korean history, which goes back hundreds of years, the students have been the "cutting edge." They have the "bumper sticker" mentality that is out in front. They carry out the slogans which all Koreans support. Some of these slogans went: "The division of Korea was a tragedy. The Americans are responsible for it." "The Americans were responsible for the Kwangju incident." "The Americans are imperialists and must leave Korea and stop the economic pressure they exert." These were the sorts of allegations that reverberated all over Korea. Catholic priests, Korean soldiers, and virtually everybody picked up these slogans and ran with them. Actually, many South Koreans were not
engaged politically and remained uneducated in complex political issues. Some of them, however, are very sharp. Some of them are also pro-North Korea and under North Korean influence.
Largely, these allegations against us become part of a Korean phenomenon. Students do change when they enter society. They have to work. Others won't accept this kind of propaganda. The students have four years for indulgence and then go into society. That was part of the evolution.
What happened in June 1987, to change this situation is that the South Korean middle class joined up in the dissatisfaction with insensitive authoritarian government. There were great demonstrations against government corruption, government oppression, and the lack of a free press. All of these concerns were taken over by the middle class, the teachers, the merchants, and the priests. Many more were involved in this movement. It had widespread support.
We watched these things happen, like the great, huge demonstrations which attracted 200-300,000 persons in downtown Seoul. We could see these demonstrations from the roof of the Embassy, because they were coming at us, and there was a line of troops holding them back.
Q: They were going to the Embassy to protest?
LILLEY: They were marching on the Embassy. They were stopped, and it was peaceful. Most were going to make it a peaceful demonstration. You could see it. There were "taches d'huile," or oil spots of radical students. All would be peaceful and then out would come a fire bomb, which would explode with a bang! Back would come the tear gas shot at the students. The students there would instigate the violence, because they were convinced that they were in the vanguard of the masses. The masses really didn't support the radical students that much. The radical students wanted violent change. When Roh Tae Woo went into this business of offering concessions, the air went out of the demonstrations. The students lost popular support. They tried to keep their demonstrations going, but they weren't very successful. Also, the Olympics were coming to Seoul in 1988, a huge important coming out party, and Korea had to be stable, put on a good front.
The last big demonstrations were at Yonsei University two years ago. A hard core of proNorth Korean students staged these demonstrations, but they attracted almost no popular support.
Q: When Kim Dae Jung was elected President, did we make efforts to communicate with him and to show him that we were watching these demonstrations?
LILLEY: Absolutely. We were. There were really two dissident leaders at that time. One was Kim Dae Jung, and the other one was Kim Yong Sam. Kim Yong Sam was considered much more acceptable. I occasionally saw Kim Yong Sam. In the case of Kim
Dae Jung, the South Korean Government was saying that this guy was a communist and a violent agitator. At that time, as the U.S. Government representative in South Korea, I would have poisoned my relationship with the government had I made a conspicuous attempt to see Kim Dae Jung. I must say that my hat's off to Gaston Sigur [Assistant Secretary of State for East Asian and South Pacific Affairs]. When he came out to South Korea, he would go and see Kim Dae Jung. As I said, at times his car would be rocked by South Korean "security thugs." However, Gaston went to see Kim Dae Jung, and this was a symbolic move by the United States to show the South Koreans that we were watching this guy, and that we contacted him directly.
Meanwhile, I was working with the South Korean Government, saying: "You've got to do something about this." This was because during the previous year, after Kim Dae Jung had been released from house arrest, Ambassador Richard "Dixie" Walker invited him to the July 4 reception at the Embassy. The South Korean Government just went berserk. They said that we had Kim Dae Jung at the reception, no government official would attend. It was an ugly incident.
The next step hinged around the reception scheduled to be held on July 4, 1987. I told the South Korean Government that Kim Dae Jung was not under house arrest and that we wanted to invite him. However, they said: "No." However, after the June 29, 1987, announcement by Roh Tae Woo, the situation changed, and the Foreign Ministry followed in the same vein. So Kim Dae Jung came to the reception.
Q: Kim Dae Jung came to the July 4 reception in 1987?
LILLEY: Yes, he did. That was the point.
Q: Roh Tae Woo was in office in...
LILLEY: No. On June 29, 1987, Roh Tae Woo made his statement in support of democracy as the presidential candidate of President Chun's party. July 4, 1987, was five days later. Now what may have confused you is that we went back to 1986, when Dixie Walker was Ambassador to Korea. Dixie invited Kim Dae Jung to come to the Independence Day celebration on July 4, 1986, well before Roh Tae Woo's statement on June 29, 1987, in support of democracy. The South Korean Government just exploded when they learned of this invitation. Lo Shin-yong, the Prime Minister, and everybody else said: "This is the final insult. This man is a criminal," and so forth.
Then, early in 1987, when we initially raised the possibility of inviting Kim Dae Jung to the reception on July 4, 1987, South Korean Government officials were very much opposed. After Roh Tae Woo made his statement in support of democracy on June 29, 1987, they dropped their opposition to our inviting Kim Dae Jung to the July 4, 1987 reception. And Kim Dae Jung came to the reception at the Embassy. This was the symbol that he wanted. He walked up to the Embassy and came in. I met him in front of the residence with the Korean military standing there. This was the symbol of reconciliation.
Q: We had our officers, I believe including Harry Dunlop, in touch with Kim Dae Jung.
LILLEY: When I was in South Korea, I do not believe Harry Dunlop saw Kim Dae Jung.
Q: Did Harry Dunlop have any contact with Kim Dae Jung during most of that time?
LILLEY: Ambassador Dixie Walker didn't see Kim Dae Jung, as far as I know. You're getting to the period before my term in South Korea as Ambassador. You ought to talk to Dixie Walker about this.
Q: Yes, but during your time as Ambassador to South Korea...
LILLEY: Gaston Sigur was the man who went to see Kim Dae Jung.
Q: Do we have a reading on Kim Dae Jung? Obviously, he had been here in the U.S. I even heard him talk at the State Department.
LILLEY: Yes. He was at Harvard for two years.
Q: Try to go back to the 1986 to 1989 period. How did we deal with Kim Dae Jung in the U.S.? Did we treat him as a South Korean leader who was going...
LILLEY: If you read Don Oberdorfer's book, "The Two Koreas," [Lilley points to a copy of the book on a bookshelf.], you'll see that I told Don, before I met with Kim Dae Jung, that I wanted to look at everything that we had on Kim Dae Jung in our files. I looked at this material and at the reports which said that he was a "Leftist" and so forth. My conclusion was that the files were not conclusive. Yes, perhaps Kim Dae Jung was somewhat of a Leftist in his earlier days. However, he had been a businessman and a constant irritant to the South Korean Government. He had dealt with people who had links to North Korea. No question of that. He had been involved in activities against the South Korean Government. No question of that. He was hostile to President Chun. No question of that. However, I believed he was not a communist and was not under the control of North Korea. The evidence that he had instigated armed rebellion against the South Korean Government was simply not in the files. So my conclusion was that Kim Dae Jung was not what the South Korean Government said that he was. Therefore, there was no reason why we should not proceed to contest(?) him. Or, at least, to tolerate him and to work toward his release from detention.
Q: How about Kim Yong Sam?
LILLEY: Kim Yong Sam was much less complicated. Nobody ever really felt that Kim Yong Sam was a communist. He was more of a perennial oppositionist. He had made a career of being against the South Korean Government. This was a popular position to take. He attracted a lot of followers for doing this. He went on a hunger strike from time to time. However, he was considered by many to be a "lightweight."
Q: What about what passed for the "body politic" at this time? The Korean military was running things when I was in South Korea from 1976 to 1979. The view I often heard expressed was that the "political class" just couldn't get their act together. The Koreans were often described as the "Irish of the Orient," and it was often said that you had to have a strict "ruler" to keep the Koreans in line. What were you hearing?
LILLEY: Of course that view was expressed. There was the famous remark attributed to General John Wickham that the Koreans were like "lemmings." You remember that remark, which so upset them during the Kwangju incident. The view was that if the President decides to do something, they'll all follow him. That was rather a crude metaphor.
Yes, there is a tradition of authoritarian government in South Korea. It's in the Yang Ban ruling class, it's in the tradition of the Emperors of Korea and the Kings, including King Sejong, and so forth. They were "strong men" who led the country. Certainly, President Park Chung Hee was no democrat. But he did great things for the Korean economy. Indeed, some of the faults in that system are still with us today, including crony capitalism and the covert deals between government and business. However, he created a successful South Korea, and he did it by "taking charge" and getting the technocrats to come with him, including Nam Duck-woo and all of those talented people. He got them to come with him because he had the idea of building a strong, prosperous South Korea.
Toward the end of his term, as you know, he "ran out of steam." You were there, you saw it. You saw him come "unglued." His wife was assassinated, and he became much more isolated. Of course, he was the object of a bizarre assassination attempt. Then there was a very short interregnum with Choi Kyu Ha, which never worked out because he was essentially a weak man. His term as President was marked with vacillation and uncertainty, strikes, and riots. Then Chun became President. However, the South Koreans were never willing to accept Chun Doo Hwan to the degree that they accepted Park Chung Hee, because they credited Park with making them prosperous. They were beginning to make money. We have had experiences like that in the West. The South Koreans knew that their leader had "feet of clay" in many ways. They weren't willing to put up any longer with what Park Chung Hee had inflicted on them.
Chun Doo Hwan had this hard face of a leader who announces what he is going to do, tolerates no nonsense, and moves ahead in the interest of the country, as he sees it. Basically, he was telling the South Koreans: "Follow me." However, his ability to accomplish things eroded. He still wanted to hang onto power. He was determined to hang on but he saw that he was losing public support. Some of his key military officers were not at all enthusiastic about his military practices. His key foreign policy advisers were saying to him: "Boss, it's time for you to adjust your position. The Americans are consistently unhappy with what you're doing. No, they're not going to pull out their troops. They're going to stand with us against North Korea, but you have to give them a better case so that they can acknowledge a real democracy in South Korea." I'm sure that they made these points to him. They were probably much more influential than we were.
What we did was really to stay the hand that was planning to use military force. We also carried the public message which Gaston Sigur conveyed of democracy and the private message which I gave to them that they had to find much more acceptable ways to deal with Kim Dae Jung and the riots which had flared up. We weren't talking about the Kwangju incident. We reminded them all about the Kwangju incident.
Q: What was the situation when Rho Tae Woo came in on this? Did we have a clear view of Rho Tae Woo, and how did we see him?
LILLEY: I saw Rho Tae Woo quite a few times. I invited him to my house for dinner, I went out drinking with him, I went out to dinner with him. I did spend some time with him. I didn't see him too often, but we did get to know him, right away.
Q: What was his position at the time?
LILLEY: At that time he had been in the South Korean Army. He was the Vice Chairman of his party. He was the head of something, although I can't recall exactly what it was. He had a "sinecure" on which he was able to live. His claim was that he was the "anointed successor" to President Chun Doo Hwan, and this was clear. When they had the party convention in June, 1987, the Embassy didn't want me to attend, because they said that the proceedings were "rigged." However, I went anyway, against the Embassy's advice.
The journalists had been told that I wouldn't go, but the Embassy hadn't cleared that with me. So when the journalists saw me walking into the party convention, they asked me: "What the hell is going on?" I said: "I decided to come." I asked a number of my diplomatic colleagues whether they were going to go, and they said: "We're going to go." At the time there were about 17 Ambassadors in Seoul who attended. My attending didn't make much of a splash, although some people criticized me for going to this meeting. However, Rho Tae Woo came back to me later and said: "I really appreciated the fact that you attended. It took guts." I think that justified my attendance in my own mind. He said: "I know that it wasn't easy for you." I said: "Well, it sure wasn't," because the convention was obviously so staged. It was like one of our political party conventions, except that there was even less spontaneity about it.
Q: Was the convention held after the announcement?
LILLEY: I think that it was before, but I would have to check the dates on it.
Q: Was your concern about going or not going or did you just want to see the new man come in?
LILLEY: The argument that I shouldn't go was made by the Political Counselor, Harry Dunlop. Harry's been right on some issues, but he's also been wrong. In this case he said: "You are 'blessing' a false process. You are 'blessing' a new, authoritarian man coming in to replace an old, authoritarian man. You ought to express your disapproval by staying away from the convention." I said: "Well, that just makes people angry." My idea was
that this was their political process. Later, after the announcement, I went to the Kim Yong Sam party convention. I believe I also went to Kim Dae Jung's convention because this was a three-party race. I went to all of these conventions. I wasn't particularly welcome at some of them. There were a lot of Left Wingers there who were thinking: "What is the American Ambassador doing here?" In South Korea you can never win all of the fights.
Q: When was the presidential election and how did things develop?
LILLEY: The election took place in December, 1987. This is where I really have to express my admiration for the South Koreans. The two key decisions that the South Koreans made were on June 19, 1987, not to use military force, and on June 29, 1987, to move toward democracy. Then they had to move into democratic elections. They had to redraft their constitution and rewrite their election law. They did both, and within a period of a few months. Then they had the election in December, 1987. Rho Tae Woo got about 37 percent of the vote. Initially, Kim Dae Jung and Kim Yong Sam had a coalition. Then they started fighting each other, and the coalition broke down. If they had stuck together and decided that one of them would run, that candidate would have gotten perhaps 60 percent of the vote.
It was quite clear that they had caused their own downfall. However, being who they were, they cried "foul." That is, if the other guy wins, it's an "unfair election." If I win, it's a "fair election." This is their instinct, but it didn't hold water. Few people bought that. As I said, the coalition would possibly have gotten 60 percent of the vote.
Anyway, Rho Tae Woo then won, and the Embassy "called" that one very well. We "called" that one just about "on the nose." It was one of the political predictions we made that came out right. We sent in our cable and said that Rho Tae Woo was going to win. He was only going to get a plurality, not a majority of the vote, but he was going to win, because the other two candidates had split their vote. When Rho Tae Woo won, I went right over to congratulate him. I shook his hand. There was some muttering about an "unfair election," and that sort of thing, but I decided to go over and congratulate Rho Tae Woo. My picture was taken when I congratulated him, and it appeared in the press.
Then, once Rho Tae Woo was elected, and he had done this remarkable job of rewriting their election law, they had to focus on the Olympic Games. They had just had KA [Korean Air] Flight 858 blown up in November, 1987. The North Koreans blew up this plane over the Bay of Bengal near the Indian Ocean, with 115 people aboard. It was a horrible thing that they did. The young Korean woman who placed the bomb on the plane in Bahrain was identified and arrested. They shipped her back to South Korea, where she confessed to what she had done.
I must say that this was an example of how the Left Wing press in the world really gets to me at times. Swedish and American Left Wingers were trying to "spin out" some story that this was a Rho Tae Woo conspiracy to win the election. It was so clear that the attack on KA Flight 858 was a North Korean plot all along. These leftists were sowing seeds of this story around. They were asking us to "prove the unknown," prove that it wasn't a South Korean plot. Well, we proved that it was a North Korean plot. Then the Left Wingers said: "No, how can you say that it wasn't a South Korean plot?" Then things got messy, but it turned out that nobody bought on to what the Swedish and American Left Wingers were saying. And the woman was caught. Rho Tae Woo won the presidential election anyway.
Then the Koreans had to deal with the Olympic Games. They all "pulled together" for the Olympic Games. I think this was a factor in the South Koreans getting their act together. More than anything else in the world, the South Koreans wanted these Olympic Games to be successful. Their view was that successful Olympic Games would change South Korea's place in the world. It would be, as it were, their "coming out party." The Russians, Chinese, and everybody else would be there. The South Koreans would show everybody what a good job they had done in preparing for the Olympic Games.
Anyway, the South Koreans got together. People were worried about terrorism and radical students breaking up the games. No such thing happened.
Q: Were we "pushing" the South Koreans to develop closer ties with the Chinese communists or the Soviets?
LILLEY: No, we didn't. At this time Rho Tae Woo, on his own, came up with what he called his "Nordpolitik." He brought this idea over to me, and I said: "This makes a lot of sense." He said: "You're the China expert." I said: "I think that the Chinese are ready for you. They are very impressed with your industrial achievements. They looked at Chang Won, and it just 'blew their minds' when they saw it. Your Kwong Yang steel mill is the best in the world. They saw this and said to themselves: 'We want one of those. How do you get one?'" I said: "You made a great impression on the Chinese, the Russians are going to come after you." No, we had no problem with "Nordpolitik," but it was their idea.
Q: How about South Korea reaching out to Japan? Did you stay out of that question?
LILLEY: Well, we were always pushing for greater cooperation between South Korea and Japan. We didn't have to push for it in the economic field. That was very close anyway. It was in the military and security field that we were particularly interested. The Japanese are very much engaged in South Korea economically, in fact. It's not in our interest to push this hard. We felt that the constant bickering and suspicion on the security front was really quite inhibiting. We tried to "ease them" toward some sort of "trinational" program of cooperation on security matters. We were "inching" them ahead with consultations and were even thinking about an occasional military exercise. However, we had to move cautiously on that question.
Q: Even if you meant it.
LILLEY: Yes, but leave it to be arranged largely through military channels. Let the
respective military talk as soldiers, not as politicians.
Q: What about balance of payments questions?
LILLEY: As I got further into my tour as Ambassador, we went through the "crisis of 1987." We were getting closer to the Olympic Games.
After the North Koreans blew up KA Flight 858, they seemed to "retreat." They had been caught "red handed." So we could then focus on trade issues, and they were beginning to loom very large. The issues that attracted our attention involved insurance, cigarettes, high quality beef, wine, and agricultural products. The South Koreans were protectionist. They had high tariffs. They blocked us out of all kinds of service industries. We went to work on this. I would say that during the last six to nine months that I was in South Korea a good portion of our time was spent on trade matters. We had lifted "GSP" earlier.
Q: "GSP" means?
LILLEY: "GSP" means the "General System of Preferences" on trade. South Korea was a developing country which was trying to develop markets. We had very low tariffs on goods which Korea exported to the United States. We cut off "GSP," as South Korea no longer needed this kind of assistance. South Korea had a $5.0 - $6.0 billion trade surplus with the United States. Why should we continue to give them a "GSP" advantage? The South Koreans raised hell and said: "If you do this to us, do it also to Taiwan and to Singapore." We had, in fact, done this. The South Koreans didn't like lifting GSP. The "GSP" arrangement had been a "sweetheart" deal, from which South Korea profited tremendously.
Q: What about the "threat from the North"? I'm talking now about the military threat. I'm not talking about terrorism. The feeling that there might be something...
LILLEY: I would say that during the time that I was in South Korea, there were some "bizarre" incidents. First of all, there was the blowing up of KA Flight 858, which was terrible. However, that wasn't a direct threat to the South Korean Government. That was terrorism to block the Olympic Games.
Then the South Koreans did play games with us. In some ways they were their own worst enemy. They developed the theory of the "great water bomb." They claimed that the North Koreans were building a huge dam in North Korea, damming up rivers. The North Koreans would store up this water and then suddenly release it, and it would flood Seoul and many other cities in South Korea. They gave us pamphlets that said that North Korea was building this thing and that this was a great danger. We looked into it. The North Koreans were building some small dams, but the whole thing was ludicrous. However, the South Koreans made a great issue of this.
The second thing that happened was the announcement that Kim Il Sung [North Korean leader] was dead. The South Koreans claimed that this came in over the radio. We listened to it and looked into these reports. This story turned out to be a "phony." It wasn't
true.
Then there was the question of getting North Korea into the Olympic Games. The South Koreans were dealing with the North Koreans, trying to get them to participate. The North Koreans were being very difficult. They said that they wanted to have half of the games [in the North] and wanted to put on the closing ceremony. These negotiations between the two Koreas broke down and led nowhere.
Then I went up and looked at the DMZ [Demilitarized Zone] in terms of tunnels. We hadn't been able to discover any new tunnels. Was there any great action up there that indicated a threat? No, there really wasn't. The "ugly stuff" had taken place earlier, such as the "axe murders" along the DMZ, the discovery of several tunnels under the DMZ, the JSA "fire fights" that they had, when North Korean or other communist defectors came across, and the South Koreans tried to protect them. There was always the potential for trouble, but while I was there, I would say that it was largely minimized. The fact, however, that North Korea had 75% of its huge army deployed south of Pyongyang in an offensive posture and had also deployed thousands of artillery pieces along the DMZ which could blanket Seoul was disconcerting to say the least.
Q: The Soviet Union was still in existence until 1991. Was there any feeling that the sophistication of the infrastructure and anything else pertaining to the South Korean Army was beginning to "outpace" that of North Korea?
LILLEY: Yes. I think that it was. The South Korean Army was getting a lot of modern equipment and was modernizing its weapons. South Korea was "rich" and could buy what it wanted. They bought most of it from us. They were getting good aircraft, including F-5s. They got F-16s later on. The U.S. Air Force had F-16s stationed in South Korea. However, I would say that the North Koreans were still getting very advanced and sophisticated equipment from Russia. They got the Sukhoi-25 fighter-bomber and they got surface-to-air missiles which were very dangerous. I think that it was the SAM-5. From North Korea it could hit Kimpo Airfield near Seoul. The Russians were selling North Korea a lot of modern equipment.
That was a matter of concern because, obviously, the North Koreans were modernizing their forces. We began to see signs that the North Korean military establishment was in some ways "slowing down" because the amount of air time they had for training was cut back. The size of North Korean military exercises was being cut back. Certain things were happening up in North Korea which indicated that they were having problems in keeping their military "up to snuff" and getting the POL [Petroleum and other lubricants] to keep their forces rolling. However, the North Korean military establishment was still a huge force, and the rhetoric coming out of North Korea was very ugly and menacing. They also had ISO, DOD, and Special Operations units, which was a mobile strike force of highly trained and motivated troops.
I remember that we used to pick up North Korean TV broadcasts at the DMZ. We could monitor Pyongyang, too, in this way. It was the most bizarre performance that I had seen.
There was this whole group of "iron-faced" generals sitting there in their Supreme People's Assembly, with medals and ribbons from their shoulders down nearly to their crotches. They wore these huge military hats. They had these great, stone faces and they would listen in silence. And in would come this fat kid with a pompadour, with his belly sticking out, sort of walking duck footed like this. It was Kim Jong Il! Here was this limp-wristed guy among these North Korean generals, and we would think: "What the hell's going on?" He would sit down in his chair, with these stone-faced generals behind him.
I remember asking South Koreans: "What is this?" They would say: "This is the North Koreans' great leader. He's a kind of god, in their view. If he came in there bare-assed, they would probably jump to attention." You got this sense of what a "bizarre" place North Korea was. This North Korean woman agent who placed the bomb on KA Flight 858 told us what she had gone through and what the North Korean leaders had told her. And what she believed was incredible. What the North Korean leaders pumped into their people's heads was bizarre.
Q: Did we get any feel for things beyond the military in North Korea, like food production and all of that?
LILLEY: North Korea was still getting a tremendous amount of aid from Russia and China. That was "propping them up." The food situation had not yet broken down. That didn't come up, I'd say, until the early 1990s. When the Soviet Union disintegrated, and the Chinese communists put most of their trade on a cash basis, and that's when North Korea began to fall apart. Till then, they were propped up by China and Russia, and largely by Russia.
Q: Speaking of farms, how was the farm economy of South Korea?
LILLEY: This was one of our problems. As you know, there was a huge "rice scandal" in South Korea.
Q: Oh, yes. I administered an oath to...
LILLEY: Tongsun Park?
Q: Not to Suzie.
LILLEY: Well, anyway, that had been a great scandal. That was over by the time I got to South Korea. It had left a "stink" of corruption in the agricultural business. Then President Chun Doo Hwan's brother had gone into cattle-raising. He had this, what did they call it, the "Saemaul" March 1 Movement, to bring life to South Korean agriculture. What it did was to bring wealth to President Chun Doo Hwan's brother. He raised cattle. So what did they do? They slapped restrictions on importing beef. The South Koreans import a lot of good cattle from us and raise their own cattle. Then they closed off imports of beef. The brother got very rich, and this kind of thing happened often. They
were growing bananas under plastic in Cheju-Do. It was incredibly expensive! They could buy bananas for 40 cents a piece from the Philippines or Taiwan. And here they were growing them in South Korea under plastic. Why? Self-sufficiency. They said that they stood for the South Korean farmer.
The South Koreans would say: "We don't want your tobacco. It's ugly." What did they do? They subsidized their own farmers to grow tobacco in South Korea. They developed their own tobacco and cigarette industry. These guys had a $2.0 billion plus trade in tobacco. Then they tried to "freeze us out" with high tariffs. We said: "Come on! If you open up and give us a fair chance, we'll get 20 percent of the market." They would say: "No, it's unpatriotic to smoke American cigarettes. You're exporting coffin nails." Some anti-tobacco Americans came back at us, too. What they were doing was that they were merely giving their tobacco monopoly the right to sell cigarettes. We tried to change this practice, but the Catholic priests and the farmers were throwing cow manure at the Embassy and denouncing us as "merchants of death."
However, eventually, we were able to get a better deal, and our share in the market went up from something like 0.5 percent of the legal cigarette market to, maybe, 2.5 percent. They said: "Aren't you satisfied now? You increased your market share five times." We said: "Well, that amounts to 2.5 percent. When Japan or Taiwan opened up their market to us, our share went up to 10 or 20 percent." This kind of argument goes on and on. They were very hard-nosed with us. Imports of high quality beef from the U.S.? They were difficult on this. They would say: "Oh, you can only sell it to foreign hotels." We said: "No, your people have a taste for beef. They love it and they want this high quality beef." Then they would say: "Well, what about our own farmers?" And you go on and on and on.
And what about cars? They had a 200 percent ad valorem tariff on cars imported into South Korea. We have a tariff of about 5 percent. South Korea sells its cars throughout the United States. What is this? They would answer: "We used to import Japanese cars here. If we give the opportunity to sell cars to you, we'll have to give the same opportunity to the Japanese, and they'll flood our market." We said that there was something very wrong with South Korea exporting 1.0 million cars to the U.S., subject to a 5.0 percent U.S. tariff, and the U.S. exporting 1,000 cars to South Korea at a 200 percent tariff.
Q: I would have thought that the imbalance was so apparent that we could have "lowered the boom" on this trade.
LILLEY: We worked and worked on them, but I can tell you that it is an endless contest. It's like being in a "watering contest" with an elephant. Americans are "free traders" and they want "open markets." The South Koreans would say: "You want to lower the tariffs? In will come the Japanese. Their cars are better than yours, and they'll take advantage of it."
So we went around and around on these trade issues. It was very tough. We made
progress on tobacco; progress on high quality beef, which is a very small market; and on white wines and some things like that. In general, negotiations on agricultural products were very tough. I remember one of the chairmen of the board of a South Korean chaebol [group of companies] said: "Listen. I'll tell you what. You guys are really worried about our not buying American products. I'll buy your American products. I'll put them on a ship, and I'll dump them in the Yellow Sea. Will that make you happy? Would you buy that? I'll buy $50 or $100 million worth of your products. We don't want your products, but you want to sell them to us." So that was one attitude. Of course, we said no.
The trade negotiations were tortuous. We had a very good man, George Mu, who was handling them for the Department of Commerce, for us. He had all of the authority it took. He was Chinese-American, tough, knew how to bargain, and got us as close to getting these deals for us as anybody I've seen.
Q: I thought we might leave it at this point. We'll pick it up at another time. I know that you're going to be busy.
LILLEY: Yes. I have to do some other things.
Q: I'll pick you up at a later point in your career, when you left for China in 1989.
LILLEY: Okay. But you might want to glance at this book by Jim Mann.
Q: I'm going to. You mean the book called, "About Face."
LILLEY: It has been published and it is probably the definitive book on China. It's not Kissinger's version of events or Holdridge's version.
***
Q: Today is April 29, 1999. Jim, we have you going to China. Where had you just been?
LILLEY: I had just left South Korea.
Q: I assume that you had been carrying on, not just a moderate, but rather a fairly intensive "watching brief" on events in China up to that time.
LILLEY: Well, not really, because I think that South Korea was totally absorbing, and I was there at a very active time. In particular, we did follow the South Korean "opening" to China, which was taking place during my time there. In September, 1988, Ambassador Win Lord came over and visited me in Seoul during the Olympic Games. He, of course, was talking about sports and not about China. It was the time of the debates between Governor Dukakis and George Bush in the American presidential elections campaign of that year. I remember listening to them with Win.
Later on Choi Kwang Soo, the South Korean Foreign Minister, was on his way to
Pakistan. He flew there via China. I let Win Lord know when he was passing through Beijing, so Win went all the way to the airport to meet and see him. Deng Xiaoping's son, Deng Pu Fang, was on the same plane with the South Korean Foreign Minister. They were both traveling first class. The Chinese and the South Koreans were then sort of "fencing around" about opening up diplomatic relations with each other. I think that South Korean Foreign Minister Choi appreciated my putting him in touch with Ambassador Win Lord. Since Deng Pu Fang was on that plane, I was told that Foreign Minister Choi went over and introduced himself. So when Win Lord got ready to come to the Olympic Games in Seoul, I called up Foreign Minister Choi. He gave Win Lord a VIP [Very Important Person] ticket, so that Win could go to any event that he wanted to. Of course, Win Lord is a real "sports freak." He loves basketball, volleyball, track, and field. I have never seen Win happier.
So we arranged for him to visit the Olympic Games. He stayed with us at the Residence, and it was really a very good time. We had a whole bunch of people staying in our house in Seoul. So in a way we were involved in the "opening up" of diplomatic relations between South Korea and China.
At the same time I was regularly seeing one of the chairmen of the board of a South Korean chaebol [group of companies]. I saw Admiral Zou regularly and kept him advised on what we were doing. So we were "playing the game" as it should be played.
Q: When you went to China, you were there from when to when?
LILLEY: I was in China, roughly, from May 2, 1989, to May 10, 1991. A little over two years.
Q: It was an interesting time to go to China.
LILLEY: Yes, I was there at a "hot" time.
Q: Prior to the Tiananmen Square riots which happened in June, where did you see American relations with China going, and what did you take with you to see about matters that you thought you could work on?
LILLEY: I think that the first thing that I got involved in was the trip to China and Japan by President George Bush right after he was inaugurated on January 20, 1989. His first overseas trip was to Japan and China. He and some of his staff had a meeting up at Camp David [near Washington, DC], including Secretary of State Jim Baker, Bill Webster, and Bob Gates of CIA, National Security Adviser Brent Scowcroft, and some "outside people" whom he invited to join him. These included myself, Mike Oksenberg, and Rick Baum from California. We had a meeting with all of these people to discuss President Bush's forthcoming trip to China.
Everybody made presentations, and I actually gave the presentation on South Korea and how that country impacted on China and Japan. Others, like Mike Oksenberg and Rick
Baum, talked about China and how they saw it. Win Lord wasn't there. I think that Doug Paal was there. He was on the National Security Council staff. I forget who else was there. No one had yet been appointed to be the new Assistant Secretary of State for East Asian Affairs. I think that Gaston Sigur, who was a holdover from the Reagan administration, came.
So we were at this meeting, and I got a flavor of what was going on in China and what President Bush wanted to do. It was the first time that Fang Lizhi came up as a potential problem. Should he be invited to the banquet, and so forth? I didn't really get involved in this discussion, because I didn't know the situation in China well at that time.
However, by April, 1989, it was clear that something was happening in China. Two events affected me. One of them was the forthcoming visit of Seventh Fleet ships to Shanghai under Admiral Mauz. He was coming to China in May, 1989, on the flagship of the Seventh Fleet, USS BLUE RIDGE, with two other ships. That was a big deal, and everybody thought it was important. It was particularly interesting to me because I had arranged the original ship visit, the first one since 1949, to Tsingtao, in 1986. I had actually negotiated that deal. So the USS BLUE RIDGE was now finally visiting Shanghai.
The second event that was beginning to intrude on us were the Tiananmen demonstrations in Beijing. I remember going to the Metropolitan Club in Washington with Win Lord one night. We were watching TV, which was on. There were all of these people in Tiananmen Square. I said to Win: "Is this what's going on? Is this for real? Is this really a demonstration against the Chinese Government?" He said: "Yes, it is for real. These people are protesting against nepotism, corruption, and many other things."
I don't know whether Win Lord mentioned this to you, but he was very upset at that time about the way that Bush's people had handled the dinner in February 1989. A well-known Chinese dissident, Fang Lizhi, had been invited and had tried to come to the dinner, and then he'd been turned back by Chinese security. Then Fang gave a press conference, and this incident was very embarrassing for President Bush and Brent Scowcroft. Somebody, I don't know who it was, but I think that it was someone from the NSC, gave a "backgrounder" to the press at which he said that it was really a "bad call" by Ambassador [Win Lord]. Win Lord wasn't buying that explanation for five minutes. He said: "Listen, I sent in a list of names. They cleared Fang Lizhi. He came, and now they're blaming me."
Q: Sounds like a typical, White House staff blunder. It happens. I don't know, but no matter what administration is in office, this happens.
LILLEY: But Win Lord didn't take kindly to this. He has a lot of "amour propre," as they say. He had had a very good career and he didn't like this kind of game at all. Believe me. He blamed this right on Brent Scowcroft. So I went to Doug Paal and I said: "Look, Win Lord's very angry about this, and he's got connections in New York. This is not just some Foreign Service Ambassador whom you can shove around. This guy is angry, and he's
plugged in to the press and the Council on Foreign Relations. Everybody knows Win Lord." The White House staff "brushed it off." Well, you know what happened subsequently. Win Lord turned against the Bush administration. I don't say that it was because of this...
Q: But it added to the problem.
LILLEY: Win Lord was very angry. We spent a lot of time at the dinner with Win Lord "unloading on me" in this connection. However, we talked about other things and how the joint Sino-American joint ventures were going, how the Chinese-American strategic relationship was developing, and Soviet President Gorbachev's coming visit. Lord has a very good memory and a very good, organized mind.
Then I went to the White House to be sworn in as Ambassador to China. My wife had already gone out to California with our eldest son, so my sister came down. Our other son, a Marine Corps lieutenant, came up to Washington from Quantico [Marine Corps base South of Washington in Virginia]. They attended the ceremony. Secretary of State Jim Baker was there. National Security Adviser Brent Scowcroft was also there. State Department protocol officer Joe Reed was also there. It was a very small group of friends. I think that Ambassador Art Hummel came, as did the Chinese Ambassador, Hanxu. Maybe there were 20 or 30 people in all. My swearing in as Ambassador to the Republic of Korea was a big affair, with a couple of hundred people attending. We handled this swearing in very quietly.
I had been to Ambassador Art Hummel's swearing-in ceremony, when he went out to China as Ambassador in 1981. I know that he had a very careful and discreet ceremony. I thought that was a good pattern to follow. Secretary of State Jim Baker got up and made a statement about human rights. He said that we should watch this very carefully. He sensed that something was coming and made a statement to this effect, just as Gaston Sigur had done at my swearing in ceremony as Ambassador to South Korea. Everybody lectures the host country on human rights.
Then I went to California, met my wife, and we flew to Beijing. I think that we left the States on May 1, 1989, and arrived in Beijing on May 2.
Q: Obviously, the Tiananmen riots eventually submerged everything else. When you went to China, what about, say, commercial relationships? How did we see that?
LILLEY: Ambassador Win Lord had been very strong on that. He took great pride in the fact that we'd developed "joint ventures" with the Chinese. He had a good relationship with Chen Xi-tong, the Mayor of Beijing, who is now in jail for corruption. I think that he felt that an integral part of the relationship between China and the U.S. involved expanding the commercial relationship. I had done a lot of work in that field in Taiwan and South Korea. So I was aware of protectionism, government interference, and free access to their markets. I had also been fighting the matter of violations of intellectual property rights. China was interested in joining GATT [General Agreement on Tariffs
and Trade] at that time. These were all issues which were already on the table. Win Lord told me that we were negotiating on all of these matters and that this was a very important part of the job of being Ambassador to China.
There was also the matter of our commercial presence in China, including the competition which we had with the Europeans and the Japanese. Ambassador Lord emphasized that we had to develop the confidence of the American business community. So, as I arrived in China, I considered that the three parts of the job of Ambassador which struck me were: one, the commercial relationship; two, the strategic relationship in terms of U.S. Navy ship visits and the reaffirmation of the security relationship between the U.S. and China, and the "Northwest sites;" and three, the implications of the ongoing anti-government demonstrations.
Q: You mentioned the "Northwest sites..."
LILLEY: Well, let's leave that matter aside.
Q: I understand.
LILLEY: Then we had this ongoing military relationship with the F-8 avionics deal, worth $550 million. We also had a torpedo deal with the Chinese. We were discussing Chinese procurement of the ANTPQ radar, which was a kind of "proximity radar." We had the matter of the large caliber artillery shells. We had military exchanges going on. That was another part of the strategic relationship, the sort of "anti-Soviet" ChineseAmerican relationship, which, as we said, we had to watch carefully. The third part of the Chinese-American relationship, as I said, was the human rights part. This included the promotion of democracy. Win Lord had visited Peking University and met the students and people like Orville Schell, who was then a free lance writer. Schell came to me and said: "You've got to see Fang Lizhi right away and make clear your support for human rights." He said that Ambassador Harry Barnes had done this in Chile. Schell thought that I had to meet with Fang Lizhi "right off the bat."
Well, I had had this same problem in South Korea with Kim Dae Jung. People told me: "You've got to establish a relationship with him right away." Looking back on it, I don't think that was very good advice. So I didn't do it right away in South Korea. I was more discreet and I think that we got a lot more done as a result. We helped get Kim Dae Jung out of house arrest and convinced the South Korean Government to give him an "amnesty." However, I did not go to see Kim Dae Jung as my first order of business. This would have amounted to "sticking my tongue out" at the South Korean Government.
Q: As a technique, it looks much better in the press than it does in practice.
LILLEY: It "plays" well back in the United States. It doesn't do much for your relationship with your host country, and when you make this your first order of business, you really don't help the person involved. But I had to make that judgment.
I was under a lot of pressure from the "human rights" community to see Fang Lizhi right off the bat. They said: "This is the future of China, this is the man who represents democratic principles." However, I also knew that Deng Xiaoping "hated" Fang and that there was real friction there. I believe Ambassador Win Lord had not seen him. So I decided to play that issue pretty carefully. Then, when I got to Beijing and saw what was going on and saw what the authorities were saying about Fang, calling him the "archcriminal counterrevolutionary," and names like that, I knew that I had to watch my step. So we had to steer our way through this problem.
I wanted to get to know the people in the Embassy and the various Consulates. We had a Consulate General in Shanghai, a Consulate in Guangzhou [Canton], one in Chengdu, and one in Shenyang [Manchuria]. I really didn't know our people well. I knew the DCM, Peter Tonsen, just slightly. I also knew Ray Burghardt, though not well. Jim LaRocca, was the Economic Counselor. I didn't know him at all. I also didn't know the Military Attache, General Jack Leide. The Consul General in Shanghai was John Sylvester, a Foreign Service Officer and the son of an admiral.
Q: I entered the Foreign Service with John.
LILLEY: There were two brothers, weren't there?
Q: Yes. Charles and John Sylvester.
LILLEY: I think that John Sylvester was Consul General in Shanghai. This was his last post in the Foreign Service. Mark Pratt, whom I knew very well, was down in Guangzhou [also known as Canton]. I went to Phillips Exeter Academy with Mark. I didn't know the Consuls in Chengdu or Shenyang. So there was a lot of "introductory work" to do, with these other issues looming on the horizon. At that time, China was getting a lot of what we called "TDP" funds, or Trade Development Program funds. China got about 60 percent of the amount allocated to the world. We were pouring money into China for "feasibility studies." This gave us a crack at getting a big contracts. That was a big item at that time. There were some delegations coming over to China, which I had to get to right away and to help them out.
Then I had to make all of my courtesy calls, on the President, the Premier, the Foreign Minister, and senior advisers on foreign policy. All of these people had to be called on. There were dinner parties to attend, and things like that. So it was a very busy time.
Q: Who was your man on China back in Washington? President Bush, of course, essentially had your job when he was in China. Brent Scowcroft, National Security Adviser to the President, was a "European type." Who were the people, both in the Department of State and at the National Security Council, whom you felt closest to?
LILLEY: I think that at that time there was sort of a "gap." When I was in Taiwan as Director of AIT [American Institute on Taiwan], I always had a "sense" of who "the man to contact" was back here in Washington. When I was in Taiwan, it was Paul Wolfowitz, the Assistant Secretary for East Asian and Pacific Affairs. No question about that. There was Rich Armitage over in the Defense Department and Jim Kelly and Gaston Sigur on the National Security Council staff. I felt very comfortable with these people. I knew them well. There was also Dave Greis at CIA. These were guys whom I had known and dealt with for years.
When I was in South Korea, we had basically the same team. We had Gaston Sigur in the State Department and Rich Armitage at the Defense Department. I think that we originally had Karl Jackson on the NSC [National Security Council] staff, along with Doug Paal. I felt that I knew all of these people fairly well when I was in South Korea.
However, by the time I went to China, there had been changes in this group of people. For example, Rich Armitage left the Defense Department, and they brought in Harry Rowan. At least I think that Harry Rowan replaced Rich Armitage. I didn't know Harry Rowan at all. On the National Security Council staff Karl Jackson stayed on for a while. I knew Karl, but he wasn't a "China guy." He had dealt with Japan and Southeast Asia. Doug Paal was his assistant and formerly was my assistant at CIA. In the State Department it was in limbo. Dick Williams was on the China desk. Stape Roy was going to come in from Thailand, where he had been Ambassador, and become head of the Executive Secretariat at State. He wasn't there yet, and there was no Assistant Secretary for East Asia and Pacific Affairs. Gaston Sigur stepped down. He wanted to go to Japan as Ambassador, as you know, but he didn't get it. He lost out to Michael Armacost. Then he resigned from the Department of State.
Q: This must have been difficult, particularly at a time of crisis, when you really had to know somebody who could go right up to the top to deal with an issue. Or to deal with through ordinary channels.
LILLEY: Dick Solomon came in as Assistant Secretary for East Asian and Pacific Affairs. I knew him pretty well. I think that he came in around May, 1989. Originally, Rich Armitage, from the Defense Department, was supposed to get that job. Then Rich got better offers and I believe he had some confirmation trouble with the Senate. He pulled out of the scene at EA. Certainly, if Rich had been in that job, I would have felt very comfortable. However, he left and went elsewhere. He didn't take that job in EAP in the State Department. The position was empty for quite a time.
Bill Clark was, I believe, the senior Deputy Assistant Secretary of State.
Q: He was a China or Japan hand?
LILLEY: He had been very much a Korea and Japan hand. He was then "Acting Assistant Secretary." When I was sworn in, Bill came to the ceremony. However, Bill wanted to be Ambassador to India and was being considered for that position.
Q: So you didn't have an NSC "buddy" in Washington, more or less.
LILLEY: No. I knew Karl Jackson somewhat, but in fact I didn't know him very well. He had worked in the Defense Department with Rich Armitage on East Asia, and when I was overseas, we always dealt with Rich Armitage. He was very much a "take charge" person. I think that Jim Kelly was somewhere in there for a while. Don Gregg was there on the NSC [National Security Council] staff as George Bush's "security adviser" when Bush was Vice President. However, Gregg was picked to replace me as Ambassador to the Republic of Korea. So he moved out of that job. This was really a time of a lot of change. There really wasn't much continuity at all.
Q: Talking about the period before June, 1989, what about developments in China? Of course, Gorbachev's visit to China was going to coincide with your time there. What about developments in the Soviet Union? Was there a feeling at that time that the Soviet Union was getting weaker and weaker? Was there any concern that we might have a problem with China getting stronger and the Soviet Union getting weaker?
LILLEY: I think that there was somewhat of a miscalculation. Gorbachev was coming to China to restore Communist Party relationships with Communist Party of China leader Deng Xiaoping. Both Gorbachev and Deng were ballyhooing this visit as a "big deal." They were sort of saying: "In your face, America." The old Kissingerites in Washington, the old "triangular pole" people, were saying: "This is bad news. The Soviet Union and communist China are getting back together." So, therefore, our U.S. Navy ship visit to Shanghai "upstaged" that visit by Gorbachev to China, to a certain extent. The visit suggested that Chinese military relationships with the U.S. were very strong. Gorbachev and Deng Xiaoping were meeting in Beijing, and we had U.S. Navy ships coming into Shanghai. Our admiral, in full dress uniform with all of his ribbons and everything, was going to go up to Beijing to be received at the "Great Hall of the People." He was going to get VIP [Very Important Person] treatment.
It became clear that we had interpreted this situation incorrectly. After I got to Beijing, I learned that Gorbachev's position was weak. The position of Zhao Ziyang, who was Secretary General of the Communist Party of China at the time, was also weak. He had been known as a "big reformer" of the party. So there was a different formula involved. All of the major media figures, including Bernard Shaw [of CNN], Peter Jennings [of ABC], Tom Brokaw [of NBC], and Dan Rather [of CBS] were all coming over to cover this Sino-Soviet summit meeting.
Q: These were the "super stars" of our main television networks.
LILLEY: All of them were coming over to cover the Sino-Soviet summit meeting, but it turned out that "THE story" at the time wasn't the summit meeting. It was the 200,000 or so people demonstrating for democracy in Tiananmen Square in Beijing. These senior journalists sensed that very quickly, because Gorbachev couldn't even get in the front door of the Great Hall of the People. He was blocked by the mass of demonstrators. The major story was clearly the demonstration against the Chinese Government. So, when I went to Shanghai in the middle of May, 1989, the demonstrations in Beijing were becoming progressively larger. The Gorbachev visit was not turning out to be worth very much to either the Chinese or the Soviets.
Deng Xiaoping was reportedly furious at Zhao Ziyang for saying, right in front of the TV cameras, that Deng Xiaoping still called all the shots. Now, this might not seem like very much to us, but in the Chinese perspective, Deng was publicly saying: "I'm stepping back from the fray. I'm going back into retirement." "Not so," said Zhao Ziyang, "You're running the whole show." It was said that that was Zhao's death knell. He was through at that point. Also, Zhao Ziyang was supporting the "reformers" in the Communist Party of China, who were in touch with the demonstrators. The reformers included Bao Tong and Yan Ming-fu. All of these people were with Zhao Ziyang and were his inner circle, as it were. They were sympathetic to the demonstrators.
Zhao Ziyang went down to Tiananmen Square. He was weeping, and he said to the demonstrators: "It's too late." Representatives of the demonstrators then went to see Li Peng, the Premier. They felt Li Peng was arrogant and difficult. The Chinese students were viscerally against him. Wuerh Kaixi got up and publicly attacked Li Peng. You could see the temper of the demonstrators rising against the Chinese Government officials and vice versa.
So, in the middle of this, I had to go to Shanghai to welcome the three U.S. Navy ships. Well, the visit of the three ships to Shanghai was historically important to me, because I was in Shanghai in the 1940s, the U.S. Navy was a big deal in Tsingtao, and John Sylvester, the Consul General in Shanghai, was the son of a U.S. Navy admiral. All of the right things were there.
In any case we went out to the flagship of the Seventh Fleet, the USS BLUE RIDGE. Of course, to get to the ship we had to get through thousands of people demonstrating in the streets of Shanghai in support of the Tiananmen Square demonstrations in Beijing. We went out to the ship, and there was Chinese Admiral Ma, from the EC [East China] Fleet. Everything was a bit strained. We boarded the ship and made some nice speeches about this visit. However, something appeared to be "wrong." I talked this over with some people, and they said: "Admiral Mauz should not go to Beijing. Get him out of here fast." So we talked to the Admiral and said: "It's all over. You should leave soon." So he left.
Then the State Department became involved in the situation. I had a ticket to go from Shanghai to Washington to accompany Wan Li to the U.S. I was told by the Department that as Wan was the Chairman of the Standing Committee of the National People's Congress and was a known reformer, was close to Deng Xiaoping, and was a personal friend of President Bush, and played tennis, I should come with him. It was a great opportunity. I was instructed to accompany him on this visit to the U.S. because I was told that I had access to "everybody" in Washington in terms of policy. I was supposed to get on the plane to Washington from Shanghai, but I said: "No, I'm not going. The situation in China looks very ugly. I'm going back to Beijing."
So I took my wife's ticket and flew back to Beijing. Just as I was going back to Beijing, there was Li Peng on television, declaring martial law in Beijing. Then, right after him, came the song, "It's Only a Paper Moon," probably played by the dissidents in the TV studio. So I returned to Beijing by plane. My wife had to return to Beijing on her own. And right about this time there was an automobile accident in Shanghai involving the Assistant Naval Attache. It was really a complicated time. The U.S. Navy ships left Shanghai. There were no meetings scheduled for Admiral Mauz in Beijing, thank God! Can you imagine what might have happened if the American admirals had been up in Beijing and got involved around the time of the "crackdown" by the Chinese Government against the demonstrators?
So our admirals and ships got out of China. I went back to Beijing, and things were really beginning to "heat up."
Q: I'd like to go back to the time when you arrived in China. Can you talk a bit about your Embassy? Here was a situation which was really beginning to "heat up." How did the Embassy evaluate the situation at that time?
LILLEY: We were right smack in the middle of a Foreign Service inspection. We had a team of inspectors there, and the question was whether we should send them home or proceed with the inspection. We decided to let them proceed with their inspection, but we warned them: "Look, things are happening outside." We will be distracted from you.
At that point the Inspectors told me that there was a lot of "dissension" and unhappiness in the Embassy. They said that there were a lot of factionalism and personal complaints. They said: "We're looking into this, but you should be aware of it." With this warning in my ears, I set out to get to know the people principally involved in this dissension, "right off the bat." I got to know Jack Leide, the Defense Attache. We hit it off immediately. He was a good guy. The Chief of Station was Billy Huff...
Q: You're making social evaluations now.
LILLEY: I knew him before in CIA. He had his strong points but he also wasn't terribly "with it" in some ways. He went back to a Chiefs of Station conference right at the time of the Tiananmen Square incidents and said that nothing was going to happen. [Laughter] So I said: "Well, what difference does it make?" He wasn't crucial in the situation. I knew the Deputy Chief of Station, Jim Ireland, quite well.
Q: Your DCM [Deputy Chief of Mission] was...
LILLEY: At that time he was Peter Tomsen. He was a competent guy, but he had a lot of "enemies," too. Peter was on Win Lord's staff in Washington. Winston picked him and brought him out to Beijing. He had worked very closely with Winston Lord and did a lot of the "ordinary work" of running an Embassy, including "banging heads" and so forth.
Larry Eagleburger [Deputy Secretary of State at the time] said: "I've got to get Peter Tomsen out of there. I want Peter for the Afghanistan Task Force. That is our Number 1 priority." So I then picked Lynn Pascoe to come out as DCM. He was back home, getting ready to come out to Beijing, so we released Peter to go back to the Afghanistan Task
Force, because that was the "hot spot" at the time. Ray Burghardt became Acting DCM, and that was good. Ray had been in Beijing for about three years as Political Counselor of the Embassy. He knew what was going on and had his finger on what was happening. Jim LaRocco was very good. He was the Economic Counselor and ran a strong Economic Section. Jack Leide, [the Defense Attache], was first class. He ran the Defense Attache Office well. He had some very good people. So I sensed where the strengths were in the Embassy.
Q: Could you explain, at the time of your arrival in Beijing, where the demonstrations were and what evaluation of them was coming up to you when you arrived? I think that the situation at the time of your arrival was crucial. Can you talk about the situation as you made your introductory calls? This must have been a subject of considerable interest.
LILLEY: First of all, we opened up one of those telephone lines to the State Department in Washington which were open continuously, 24 hours a day. We just kept this line open all the time to talk to the Department.
Secondly, two days after I arrived in Beijing was the anniversary of what they called the "May 4 Movement." This was the anniversary of May 4, 1919, commemorating the initial demonstrations for democracy in China. This demonstration was "anti-Japanese and prodemocracy." So that was a big celebration, and there was a large march around Beijing on the anniversary of the "May 4 Movement."
Q: This was government-sponsored?
LILLEY: Yes, in part because this was the 70th anniversary of this event. So when I went out of the Embassy, I saw all of these big processions all around Beijing, marching on the occasion of the celebration of the anniversary of the "May 4 Movement." When my car went by these demonstrators with the American flag flying, this is when I saw the demonstrators making the "V for Victory" sign with their hands. The demonstrators obviously felt an emotional attachment to the United States.
Later, I put on old clothes, went down to Tiananmen Square, and talked to people I met in the square. I didn't tell them that I was the American Ambassador, but just an American visiting Beijing. I got the sense of how "passionate" these kids really were about this demonstration. We also had other Embassy staff members talking to people in the Square. We had set up "watch posts" at the Beijing Hotel and in the western and southern part of the city. Jack Leide, the Defense Attache, had done this and provided his people with mobile phones, breaking domestic rules. So we really had a feel for the pulse of the situation.
Q: Was Leide also keeping a finger on the various Chinese military units?
LILLEY: Yes, very much so. The people in the Consulates contributed to our reporting, particularly the Consulate in Shenyang [Mukden, Manchuria]. They tracked the situation very well. They reported that the various Chinese armies were moving down to Beijing and also reported on the various demonstrations there. There were some very good, young, Chinese-speaking officers in the Consulate General in Shanghai. They got out and learned what the mood was in Shanghai. We also had good intelligence coming in from other sources, which were telling us about the movement of armies from the Wuhan, the Jinay, and the Wu Han Military Regions toward Beijing.
We also got some reports of alleged clashes between military people. We would run out and check out these reports. It turned out that these clashes hadn't happened. The erroneous reports on these alleged clashes involved troops in the 38th Army in Beijing, the 27th Army out of Shih Jatwang, and the military coming down from Shijiazhuang. Jack Leide was really watching the evolving military situation very carefully. He had his Chinese-speaking officers out in the city covering developments, especially Larry Wortzel, a superb officer.
Q: When you arrived in Beijing, what was the Embassy's analysis of what was happening within the central government? When you arrived in Beijing, were there already large groups of students in Tiananmen Square?
LILLEY: Yes, there were large groups of students there. They were coming up from Hong Kong and from all over China. They were carrying banners, there were hunger strikes, and there were loud hailers in use. Representatives of Chai Ling, Wuerh Kaixi, and Wang Dan were all out there, leading the situation.
We sensed that there were splits in the central government between the "Liberal Wing" led by Zhao Ziyang and others. We had known for six months that Zhao was on his way out of the government, partially because of inflation. They couldn't stand for that. Inflation was up around 20 percent. That is a real, "red flag" issue in China, at any time.
Q: Oh, yes.
LILLEY: There were also charges of corruption and nepotism. Zhao was struggling. He went up to North Korea. He came back and then made his famous trip to Tiananmen Square, where he wept in front of the students. He seemed to know that he was through. Li Peng was getting ready to push him out of his job as Secretary General. The hard liners were beginning to move in, caricatured by this guy, Yuan Mu, who was Li Peng's "hatchet man" with the university students. He was a much disliked man.
On the other hand there were people like Yan Ming Fu, who was tied in with the old, "Liberal Wing" of the Communist Party of China. There was another man, Bao Tong, who was very much a part of this group that was supporting liberalization. We sensed that there were struggles going on. Some of the reports were exaggerated. Some of the reports were that Chinese armies were fighting with each other. That turned out not to be true. It turned out that the 38th Army was less willing to shoot than the 27th Army, who were the real "knuckle draggers" and were ready to fight. They were a peasant army from Central/North China.
Then we got a sense that the Chinese students were talking to the military. There were two "crunch issues." The students had turned back Chinese "plain clothes" police who had been infiltrated into the student movement to undermine it. These guys were spotted immediately by the students. The students sat down, put flowers in their hair, and said to these police: "Go back home. You're not needed here." These guys then turned around and left the square. That was very humiliating for Deng Xiaoping. Then, of course, the big "Liberty Statue" was brought into the square.
That seemed to do it. And then some hoodlums threw paint at the picture of Mao Tsetung. However, it's interesting. The students took those "vagabonds" who did this and "turned them in" to the authorities. In this series of incidents, the growing stridency of the student leaders and the splits in the top leadership were becoming very apparent. We sensed that events were beginning to accelerate, including the appearance of the so-called "Liberty Statue."
I had been writing daily telegrams to the Department of State, giving my views on the situation. On May 26, 1989, I said that a collision was coming. I reported that Deng Xiaoping was an "Old Testament" man. I said that he was not going to put up with this situation much longer and that he was going to "crack down" on the demonstrators.
Q: As an outsider, somebody watching the situation from afar, you know that any, responsible government does not usually allow something like this to "fester" for as long as the Chinese Government did. I keep wondering why it did so and for so long. Fairly early on, you either do a quick "crackdown" or you conclude that the lapse of time will give everyone a special dispensation. You say, "Yes, we're going to listen to these complaints and we're going to have a Joint Committee to hear them." However, finally, you have to "lance this boil," as it were. The agitation went on for so long a time. The equivalent in our Embassy of those who were once called 'Kremlinologists' in Russia must have tried to figure out who was where and why this or that was happening, and gone out and talked to people.
LILLEY: That was going on all the time. We had some very good people in the Embassy who spoke Chinese fluently, who were working with Chinese military people, with students, and with the opposition. There was no lack of reporting.
The reason that the Chinese communist leaders put up with this situation for so long is that the "old men" among them couldn't make up their minds. After Hu Yao Bang's death they tried to end the situation with a very tough article that appeared in "People's Daily." The article said: "This situation cannot continue." However, the top leadership tried to ignore what was happening. They called on the students, they brought them in, and they tried to reason with them. However, the Chinese communist leaders were arrogant, and the students said, in effect, "To hell with you." The Chinese leaders tried to send young people to talk to the students. They tried to do a number of things. They sent in plain clothesmen. They asked whether they could get the plain clothesmen to undermine the agitation. However, everything that they tried to do was clumsy and ineffective.
There were splits in the top leadership, and they just couldn't decide on what to do. Members of the Standing Committee of the Politburo were arguing with each other. We knew this. Some of these leaders were saying: "Don't use force!" Zhao and Qiao Shi were saying this, but they still had difficulties in making a decision. They couldn't decide until, finally, and almost in a fit of rage, Deng Xiaoping said: "This is the end! Hit them!" He said this on June 3, 1989, one day before the "crackdown."
Q: Were we receiving any reports about what Deng Xiaoping was up to during this time? Or was he sort of off to one side?
LILLEY: We weren't getting very much on Deng's attitude. In a crisis like this the Chinese communists tend to "hunker down." They "pull down the screen," as it were. I couldn't talk to any senior officials beyond the Foreign Ministry to establish contact with the top leadership. I tried to pass messages to them from President Bush. He wanted to talk to the top leaders on the phone. He wanted to send letters to them. The people in the Foreign Ministry said: "We'll handle this for you." There was no way that we could get through.
In South Korea the situation was very different. I could go to the Foreign Minister, and I was immediately passed on to the President. In this case, the top Chinese leaders "hunkered down." Nobody saw them.
Q: During this period did you feel that you were more or less "on your own"? Did you feel that Washington was aware of what was happening?
LILLEY: I think that Washington was a bit "overwhelmed" by this situation. I think that top American leaders tended to see it in slightly different terms. They saw it in terms of a "power struggle." I think that President Bush was told that Deng Xiaoping would probably not "crack down," although CIA Director Bob Gates claims that the Agency gave the President other advice. However, I don't know what it was. Bill Webster was, in fact, Director at that time.
Q: Regarding the letters that came from Washington, were they the usual thing? Where did the initiative come from?
LILLEY: The initiative came from Washington.
Q: Did we advise the Chinese not to use force?
LILLEY: Yes. That was in President Bush's message to Deng Xiaoping.
Q: What did you get in reply? Was it a sort of "Thank you very much" response?
LILLEY: I think that at one time I raised the situation with Li Peng, during my call on him. There were comments scrawled on the walls here and there saying: "Li Peng Xia Tai" [Li Peng, step down]. He was the target. In talking to him I quoted to him a
comment by John Hersey on demonstrations at Yale in the 1960s. Hersey said that Yale President Kingman Brewster commented: "If you lose your youth, no amount of crisis management will make much difference in the long run." I made some reference to this in talking to Li Peng, as I recall. Li Peng's response was: "No responsible government would ever tolerate that kind of disorder in the middle of its capital city." He said this when I called on him, perhaps two or three weeks before the Tiananmen crackdown. I reported this immediately to Washington.
Regarding the other Chinese communist leaders, I had a very cordial meeting with Yang Shang Kun, who was then the President of China. I used the old expression: "I'm coming back to my roots." He was very polite and nice. I met with Qian Qichen just before I went to Shanghai for the visit of the Seventh Fleet ships. I told him that I was going to Shanghai for this ship visit. I said that I thought that things were happening quickly and suggested that he should be very careful. I said that: "If you 'cross' the media, they'll attack you like mad dogs.'" I could see him smile, and that exchange turned out to be rather prophetic.
We passed on the message from President Bush: "Don't use force." We made other demarches. I suppose, in retrospect, that they could have been more forceful. We could have demanded to see Premier Li Peng and said: "Don't use force or we will do the following."
Q: This question is a little like the old question, "Who lost China?"
LILLEY: Well, we called the shot. We said that a crackdown would probably happen about three days before it actually did. I understand that message never got to President Bush. I determined later that it did not reach him. When President Bush queried me after the Tiananmen incident, he said that an old friend of mine came to call on him. He really wasn't much of a friend. This "old friend" said: "I told Jim Lilley that I had looked at the cables and said that there was going to be a big 'crackdown.'" President Bush sort of "twitted" me on this. I said: "Did you ever read this message I sent in on May 26, 1989?" He did not reply, and there was no further response from him.
Q: In the communist system, they always train you to look at things that happened earlier on during the Russian revolution and pre-revolutionary period. The conclusion was that every time they fired on a mob, it usually ended up badly for the rulers. Was this topic ever discussed with the Chinese?
LILLEY: No. If you look at the Chinese mentality regarding events like this, there was quite a bit of support for the students among the bureaucracy. Among officials at the Foreign Ministry and other government departments, the buses blocking the street, the disruption of traffic, and the upsets in the normal life of Beijing were truly disturbing events.
So the students had a lot of support, and many people joined them in the big demonstrations. However, there was a certain amount of irritation among the people at the disruptions. I think that feeling was particularly strong in the countryside. The government said that these were "disorderly, elitist, student punks." The ordinary Chinese peasant wasn't "seized" with their cause. I think that some of the studies done in the countryside after the fact by Zweig, up at Tufts University, said that about 70 percent of the peasants were probably against the students. In urban areas support for the students was much higher.
I think that what particularly affected the mentality of the Chinese was: "Look, we went through the 'Cultural Revolution,' we went through the 'Great Leap Forward.' Millions of people died or were killed. We take casualties when we try to accomplish an important, political objective. If you're going to make an omelette, you have to break some eggs. This is the inevitable result." Hundreds of thousands of people were 'purged,' committed suicide, or were killed during the 'Cultural Revolution.'"
This so-called cultural-mob movement was on a mammoth scale and lasted 10 years. Nobody ever 'sanctioned' China. It was covered by the media, but it didn't cause any particular outrage. As I think Deng Xiaoping-ping himself was quoted as saying: "You do these things you have to do, and the Westerners forget. In the interest of law and order this has to be done."
The biggest fear in China is chaos. Historically, that is the bane of China. Those who reestablish order are considered to be, or can be, "heroic." However, I think that the Chinese leaders miscalculated. They did not know how to deal with the information revolution. They didn't understand. They didn't know what it would do to them to have representatives of the four major [TV] networks [in the United States] sitting there in China and covering this movement. You can't get up and tell fictional stories about what happened, because everybody actually saw it. The Chinese tried to do that. They said that it was no "big deal" and that nobody was killed in Tiananmen Square. They said that the people were attacking the People's Liberation Army and that the soldiers fired in selfdefense. And, of course, they got the "horse laugh" around the world.
Q: When the crackdown came, what were you doing then?
LILLEY: I think that I had been out with the head of the SINOCHEM chief, Mr. Zheng. He invited our group out. We had people on watch all over Beijing and we were in constant touch with them. However, you didn't disrupt your schedule if you're going to deal with a very important Chinese official. So we went over to Diao Yu Tai on the other side of Beijing with Mr. Zheng. Then we came back through Tiananmen Square and saw the demonstrations firsthand building up. We went back to the Embassy and spent the whole night there, as events began to break.
We got excellent reports from our people in the hotel in western Beijing where the worst of the killings were taking place. The tanks came in and fired down the street and into the buildings. We had our observers at the Fu Xingmen Hotel. They were watching developments, and we sent their observations right into Washington.
Q: Did Washington get active? Did Washington officials play any role or was it mostly a
matter of your reporting what was happening?
LILLEY: At what point?
Q: When the crackdown came.
LILLEY: I think that officials in the Department of State were dealing with the Chinese Embassy in Washington and making their concerns felt. I think that they prepared letters for the top Chinese leadership, expressing our concern about the use of force in Beijing. I think that they were meeting to discuss the events. I didn't get much reflection of what they were doing, except for these other things that I have mentioned.
Q: At that point, when the crackdown came, and even before then, did you more or less feel that a wholly different Chinese-American relationship was developing? What did we do after the crackdown?
LILLEY: After it happened, the major focus was on the evacuation of American citizens and getting them out of China. First, this evacuation was voluntary for our embassy people, and then it was "involuntary." Then, of course, there was the matter of dissidents, who came to the Embassy and asked for refuge. That was a major consideration which happened after the events.
Then it was a matter of getting the Americans out voluntarily, but few volunteered to leave. I think that around June 7, 1989, evacuation became mandatory when the Chinese forces fired at the diplomatic compound.
Q: Who fired?
LILLEY: Troops of the 38th Army. They were moving down what they called Jianguomenwai on the East side of the city. As they left, they sprayed bullets at the Diplomatic Compound. They claimed afterwards that they were trying to get a "sniper" off the top of the roof. Actually, this was a ridiculous claim, and we knew it.
At the time that the firing broke out, we were having a meeting. Some of the people in the Embassy became quite hysterical. Then a message came in from Washington ordering all dependents to leave Beijing. We also had to go out and try to get the students out of the universities and assemble the dependents of American businessmen and tourists. We began to get them out, and this effort turned into a real "mess." The press got on to this story and gave us a very hard time. People complained. This was really a very chaotic period for us.
At first, many of the American students didn't want to leave. We had to send caravans out to get them. Some refused to leave. Then they changed their mind and decided that they wanted to leave after all. It turned out that some of them said that they didn't have any money. We had to get funds for them. There were all sorts of calls coming in from all over the world, perhaps 2,000 telephone calls a day coming through the main
switchboard.
Chinese who had been in China for 20 years suddenly decided that they wanted to leave. They said that they were American citizens and showed us their passports. Then they started saying: "I'm taking my grandchildren out." They were obviously getting their grandchildren into the States, using the riots as an excuse. If we turned them down, they'd go right to an ABC correspondent and say: "That cruel Consular Officer refused to get us out." Things were just exploding.
We also had people in tourist groups coming into Beijing who wanted to get out of China. The question came up: "Should we charter planes? If we can find planes, will the Chinese allow chartered planes in?" Should we coordinate with the Canadian and other Embassies to get these people out? It was a chaotic period. We were aswarm with people all over the Embassy office building. There were students camping out and complaining. There were calls coming in from the States with someone asking: "Where's my son, Johnny? He's disappeared." He would turn out to be in a town 50 miles away in the U.S. from where the call was made.
And Washington was having meetings. They would get bulletins out and instruct us: "Get these people out right away. It's essential for us to do this. Get chartered planes in." The idea was to fill these planes up, and out they would go. Then the Chinese wouldn't let the chartered planes in. We had to negotiate this matter. We had to get the people in to the Embassy, arrange for them to get some money, and then get them on the plane. We had to use cars, trucks, and buses. Believe me, it was a chaotic situation.
Q: Were the Chinese authorities asking you: "What's the problem?"
LILLEY: The Chinese said that there were an awful lot of Americans. Some of the Americans would tell us: "I don't feel at all threatened here. Why are you making me leave?" I can tell you that some of the American dependents were very hard to handle. The Chinese authorities were saying: "Well, we just took a few shots at a 'sniper' when shots were fired at the embassy's diplomatic compound. What's the 'big deal'? Why are you pulling out? Why did you put out a 'travel advisory' suggesting that Americans leave? This is a 'safe' country. There are no bodies in Tiananmen Square. You're exaggerating this situation." We talked to the authorities about the situation, but our people back in Washington insisted on an evacuation.
Eventually, we got everybody out. Not a single American was hurt. Every American got out of China who wanted to get out. However, there was an awful lot of unhappiness. I can tell you that.
Q: Was the thrust for evacuation coming from Washington to get everybody out?
LILLEY: Yes.
Q: We ran into a similar situation at various times during the trouble in the Middle East.
The Department seems to call for evacuation before the people "on the ground" feel that it is time to do so.
LILLEY: As you well know, I think that Washington, at a time like this, tries to "micromanage" a situation. They begin to have meetings in Washington. Somebody at one of these meetings wants to know how many planes are available, how many people can be transported on each one, when are they going out, and so forth. Of course, in a chaotic situation, you can't do that. First we had the Embassy set up "convoys" to go out and pick up people. Finally, Jack Leide, the Defense Attache, came to me and said: "You know, the civilians can't handle this evacuation. I've got colonels who can do it." I said: "Okay." I took this job away from the Embassy Officers and gave it to the Military Attaches, and they did a much better job.
Q: Oh, I'm sure they did.
LILLEY: The Defense Attache Office had a guy named Larry Wortzel, who was a real "street man." He was down to earth and spoke Chinese well. Actually, he got a tip off from a Chinese contact that the Chinese Army was going to begin firing at the Diplomatic Compound. We got some people out ahead of it.
The word wasn't gotten out in time to get more people out. Bullets came ricocheting through my old apartment on the seventh floor. There were two small kids in the apartment. The amah threw them on the floor to protect them, and the bullets barely missed them.
Q: You're talking about missing them by a foot and a half. Was this firing done by troops from the 38th Army?
LILLEY: Yes. They were pulling out of Beijing.
Q: We knew that they were going to do this.
LILLEY: We had indications that this was going to happen. We saw armed people going into the building across the street from our Diplomatic Compound. We didn't know what that meant. Later we got a "tip off" that something might happen.
Q: Was this a "message" that the 38th Army was sending you, or was this a "rogue army?"
LILLEY: No, I think that this firing was a calculated move. The Chinese had an old expression: "Guan men da gou" [close the door and beat the dog]. They wanted to get the foreigners out of the diplomatic compound, to the extent possible, so that they could straighten this situation out in their own way. They pulled the plug on the CNN correspondents, they wanted all of the foreign correspondents to leave, and they beat up some of them and threw them in jail. They wanted to handle this situation their way and to lower the foreign presence. I was quite sure that this decision was coming from higher
authorities.
Q: What about the Chinese students? I mean in particular those who were seeking asylum.
LILLEY: Well, Fang Lizhi was the only one who did this. I think that one other dissident tried to get into the Embassy, but we talked him out of it. As you know, an Embassy is supposed to take these people in and say to them: "Seeking refuge from us is not the answer to your problem. If you do this, it will complicate our relationship with you and your country." We are obliged by Foreign Service Regulations to make that explanation to an asylum seeker. However, in the case of Fang, we initially convinced him to leave the Embassy. He went to the Jianguo Hotel, with, I believe, the Time magazine correspondent and a U.S. college professor. We reported this and then were given instructions from Washington to go out and bring Fang and his wife back into the Embassy.
Q: I'm surprised that you didn't get a bunch of Chinese students, sitting in the Embassy, like the Pentecostals in the Embassy in Moscow.
LILLEY: Well, they didn't do that. There were Chinese guards out there to keep them from seeking refuge in the Embassy.
Q: What about other Embassies? Were we...
LILLEY: We kept in close touch with the Australians, British, and Canadians.
Q: Were they doing the same thing as we were doing, as far as getting their people out?
LILLEY: Yes.
Q: So it was not a matter of our being out in front.
LILLEY: The Japanese Embassy handled this matter in the best and the quickest way.
Q: But in Beijing there was real concern that the situation might get worse?
LILLEY: We were concerned that it might get worse, in the sense that the situation might break down into civil war. But nobody was sure what was going to happen.
Q: First of all, you had to stop all of the commercial activity of the Embassy. At the time, did you see these disorders as a "temporary blip" or...
LILLEY: No, I think that as time went on it began to look more and more serious, in terms of the way the situation was being handled by the media and Congress in the United States. There were strong condemnations of Beijing's attitude. We reported on the number of deaths. We had very good reporting officers in Tiananmen Square. Jim Huskey, for instance, visited the hospitals and made the initial casualty assessments. Other people talked with Chinese to find out what was happening. It looked as if it was
going to be a "bad, bad show." The initial official denials by the Beijing authorities were transparently false. The Chinese attitude of "hunkering down," refusing to see anybody, and being obstructive to our efforts to get things done were matters of concern. The authorities became hostile. They claimed that this was a "bad rap" on them. You could see the situation building up.
Then, of course, what really began to tilt the situation is that they put some of these kids on television. The police had shaved their heads and tied their hands and arms behind their backs. They appeared to be in the course of being led off to execution. Oh, boy, that played right into this hostility against the Chinese government.
I think that was one of the things that inspired the original trip to China by National Security Adviser Brent Scowcroft, because President Bush felt that he couldn't sustain the Chinese-American relationship if the Chinese kept doing these things.
Q: When was the Scowcroft trip?
LILLEY: In late June, 1989.
Q: Was this trip at President Bush's initiative?
LILLEY: I think so. I went back to the States around this time. I was called back and instructed to make it a secret trip. I did as well as I could to make this trip secret, having been trained in that sort of thing. I sort of got away with it. I said that I was going to see my wife, who had been evacuated, along with all of the other dependents. I think that she left Beijing on June 9, 1989, and went up to South Korea. That was my cover story, but I flew to Washington. I was called to the White House and told: "If the Chinese authorities don't do something about this, we don't think that we can save the Chinese-American relationship. We're going to send Brent Scowcroft over, along with Ambassador Larry Eagleburger." Eagleburger never liked this idea. I give him credit for this. He didn't like it.
Eagleburger talked to Brent Scowcroft and thought that he should use his own judgement. Secretary of State James Baker stood aside.
Q: That's interesting. It has happened a number of times. Usually, Secretary Baker has been the guy with his 'fingerprints' all over what happens.
LILLEY: Baker saw this situation as a "real turkey." He thought that it was going to turn "nasty" and he was right. There was a meeting in the Oval Office of the President, which I joined shortly after I arrived in Washington. They asked me: "What do you think of these executions? Do you think that we can get them to stop doing this?" I said: "If we intervene publicly, they'll shoot them privately. You won't save these students' lives but you may reduce the pressure on the Chinese-American relationship."
Then a "leading American," and, of course I won't say who it was, said: "You know,
Taiwan has 'bought into' this Fang Lizhi and his wife," sort of hinting that Taiwan was at fault. This is typical of what Americans do. I said: "Look, if you want to get into whom Taiwan has 'bought off' in the Chinese Government, you'll find that they have 'bought off' many of the senior officials, including provincial leaders and all kinds of other people."
I felt that Washington had basically a good idea. They wanted to go to the Chinese Government and say: "Look, we want to preserve the Chinese-American strategic longterm relationship. However, we can't do it unless you begin to give us some ammunition. Cut these damned 'show trials' out and begin to treat these people better." I think that turned out to be the essence of the message which Scowcroft brought to China on this occasion. President Bush said to Brent Scowcroft: "Even if you can't get at the top Chinese leadership, I'm going to send you out anyway. But be sure that you try to get to Deng Xiaoping. And he added to me: "You're not going with him. You're immune from this."
Q: There was a feeling that this connection was to be given no publicity. You were to be separated from this. I'm surprised at this. Why wouldn't a mission be given instructions to tell Deng Xiaoping this or that and have this be announced publicly? It could be announced, with the comment that "We're sending a representative out because..."
LILLEY: Because the administration had announced that we were not having any high level exchanges with the Chinese as part of the sanctions we had applied to China since the Tiananmen incident.
Q: That sounds like, "don't just stand there, do something." You talk about the decision to have no "high level" exchanges with China...
LILLEY: That gives you almost a "Clintonesque" approach, you see. Technically, these were not "exchanges." They were "visits." Obviously, this distinction didn't work, because once it became public knowledge, we were "savaged" regarding it. I think that Larry Eagleburger "smelled" this coming.
Q: Did Scowcroft's meeting with Deng Xiaoping have any effect?
LILLEY: I think that the Chinese started to handle this matter more quietly. They began to move back and avoided being as publicly vindictive against these students as they had been. Meanwhile, a lot of the student leadership had disappeared from sight. The Australians had somebody in their Embassy, seeking asylum. This never "leaked" to the press. By contrast, Marlin Fitzwater [President Bush's press spokesman] spoke publicly about the application of Fang for refuge at the American Embassy in Beijing, at a press conference two days after Fang had entered the Embassy. Then it all came out. The Chinese government claimed that I was harboring a criminal, violating Chinese law, interfering in Chinese internal affairs, and all of that sort of thing.
Somewhat later, we got a hint that the Chinese might enter the Embassy and arrest Fang using a SWAT [Special Weapons and Tactics] Team. We made a demarche in
Washington right away, saying that if they did this, that would be "it" as far as ChineseAmerican relations were concerned.
I think that by this time we began to get more control over the situation. We had evacuated our women and children. We were presenting demarches on stopping the public executions and insisting that they send in no SWAT teams to the American Embassy. We made it clear that we weren't going to turn Fang back to the Chinese, because he was on their black list and they might shoot him.
Q: Did communications between the Embassy and the Chinese Government sort of cease, or were you able to get an impression that there had been another Chinese coup d'etat, another takeover by the "hard liners?"
LILLEY: No. It was pretty much the same team in the Chinese Government. The only people who were "missing" were Zhao [former Chinese Premier] and his group. Some of them were arrested, and some of them fled. Zhao was placed under house arrest. Otherwise, the same team was in office: the same President, the same Premier, the same Vice Premiers, the same Foreign Minister, the same guy behind the scenes, Deng Xiaoping. We were dealing essentially with the same team, except that Zhao and his group were gone.
Q: Was any thought given to withdrawing you as Ambassador to China?
LILLEY: Yes, some people back here in Washington spoke about this. In Congress, of course, it was immediately proposed that I be pulled out. However, President Bush said: "No, Ambassador Lilley is going to remain as Ambassador to China. We need a representative in Beijing at this time."
Q: It always strikes me that when relations get bad between two countries, there is someone to advocate pulling out our Ambassador. However, this is the stupidest thing that you can do. This is long established diplomatic practice, but...
LILLEY: I think that President Bush saw that right away. He made it clear that he wasn't about to do that. Some members of Congress from the Democratic Party were using this issue to "bash" President Bush with. The phrase commonly used was: "Send them a signal" by withdrawing our Ambassador. President Bush made it clear that he wasn't going to do that.
We had imposed sanctions on China, including freezing military relationships, halting sales of military equipment. OPIC [Overseas Private Investment Corporation] and TDP [Trade Development Program] funds were frozen. High level visits were stopped. We prevented China from getting any loans from international financial institutions. That was something that really hurt them.
Q: Did that last throughout the time that you were in Beijing?
LILLEY: Yes. That was one of the major bones of contention with China. It was part of the bargain involved in lifting martial law, granting amnesty, and getting Fang out of China. We made it clear that we would gradually support the "Third Yen Loan" package between China and Japan, which was just coming up during the summer of 1990, and a gradual lifting of our opposition to the granting of World Bank loans to China for humanitarian reasons. That was the greatest leverage we had on China, it turned out.
Q: When did that take place?
LILLEY: I think that the move toward the Chinese was probably made in December, 1989, when Brent Scowcroft and Larry Eagleburger came out to Beijing. Larry laid out a road map in terms of what we needed from the Chinese and what we were prepared to do. It was a very "sensible" road map. I think that the Chinese took that on board and, basically, it worked. We made it clear that we would gradually lift our objections to the extension of international financial institution loans. At the same time, the Japanese would proceed on the "Third Yen Loan" package, which was a separate matter. We said that we would look into some kind of restoration of the Chinese-American military relationship. They, in turn, would release several hundred prisoners, they would release Fang, and they would lift martial law in Beijing and Tibet, all of which they did.
Q: This sounds as if it was strictly the United States trying to tell China what to do. Normally, the "Central Kingdom" doesn't respond well to this kind of treatment. Did we sort of represent the "other world...?"
LILLEY: I think that Larry Eagleburger handled it very well. He said that we have an old saying in the United States, "Good cop, bad cop." Now, Brent Scowcroft was supposed to be the "good cop." He wanted the strategic relationship continued. He would say that China and the U.S. have interests in common. There was the war in Afghanistan, and a lot of other things happening. There was the Cambodian problem, which was being solved. We still had common problems with Russia, with the Soviet Union. We had to continue our relationship. Larry Eagleburger said: "I'm telling you that we have to make some concrete moves. We have to move on certain things and we are prepared to move on our side."
Unfortunately, the Treasury Department didn't get the 'word.' So when they went to a World Bank meeting in Paris in February, 1990, the Treasury representative said: "No more loans for China." The Chinese heard about that and came roaring in to complain to me. They were furious. They shook their fists and declared: "You said that you would begin to lift your restrictions on World Bank loans." Well, I think that we turned that around and began to parcel out loans for humanitarian reasons. The Chinese were really "hooked" on these World Bank loans. They are the largest recipient of such loans: $2.0$3.0 billion a year. These loans were very important to China. The Japanese Yen Loan package amounted to $5.6 billion.
We knew, when the Chinese sent the head of their State Planning Commission to Japan in January, 1990, that he really needed this money. They were not pulling punches about where they really were hurting. They were going into a "retrenchment" campaign. They
hit hard against capitalist tendencies. They wanted to close down their rural credit program and "Stop this business of urban construction." Boy, did that have an impact on them! Li Peng didn't like the village controlled enterprises because they smacked of capitalism. So we said: "Pull back the credits." The Chinese Minister of Agriculture told him quite frankly: "If you do that, we won't have 200,000 people in Tiananmen Square. We'll have two million people there, including peasants! This is wrong! You're cutting down on urban construction while you're forcing people out of work in rural areas to come into the cities by lifting rural credit."
Well, the Chinese were doing some questionable things. As you know, Deng Xiaoping reversed this in February, 1992, after I left China. He made his great southern trip. He reacted slowly to the situation. However, the Chinese Government was running into some real problems. I went to Harbin in Manchuria, and the Mayor told me: "I've got 25 percent of the people unemployed in my city. Urban construction activity has been frozen, and I have these peasants coming in from the countryside. We're losing enterprises."
I made a speech in Hong Kong in November, 1989, and laid it out to the Chinese. I said that the Chinese were imposing sanctions on themselves. This speech was basically drafted by Jim LaRocco, my Economic Counselor. He's now U.S. Ambassador to Kuwait. A hell of a good guy. Actually, I got him a job as the equivalent of the DCM [Deputy Chief of Mission] in Taipeh, after he left Beijing. Stan Brooks thought that Jim was terrific, and he went on to get other good jobs.
Then I met Henry Kissinger in Hong Kong. I had gone down there to address the Asia Society meeting. Henry and former President Nixon both came over to China in the fall of 1989. They had been encouraged by the Bush administration to talk to the Chinese Government at the highest level and to indicate that we wanted to get this relationship moving again.
I had a long talk with Henry Kissinger down in Hong Kong. He invited me to his reception, but Henry doesn't invite you to his "one on one" meetings. [Laughter] He used to take Winston Lord to some of these meetings, because Winston was his man. Anyway, Henry and I had a long talk, and I think that we got along.
I was really very impressed with President Nixon, when he came out to China on this occasion. I thought that he really showed that shrewd diplomatic and political skill that he has. He came up to Beijing in November, 1989. We had a dinner party for him. Nixon laid it on the Chinese. He said to them: "Look, you've done something that's caused us real pain. I'm a friend of yours, and I'm telling you this as a friend. We've got one hell of a problem, and this is felt across the board in the U.S." The Chinese said: "Oh, no, only 24 nations sanction us, 120 nations don't, and we don't know why you're making such a big deal about it." Nixon said: "No, I'm talking to you in terms of reality." He said: "The other reality that I don't like is seeing my Embassy surrounded by Chinese troops with automatic weapons." He said: "I never liked that." And they were gone the next day, though they came back a week later, after he left China.
I think that President Nixon really got to the Chinese. He spoke to them as a friend, expressing deep concern. He visited Beijing in November, and then Larry Eagleburger and Brent Scowcroft came in December, 1989. Then we started re-negotiating on getting Fang out of our embassy. We began to see World Bank loans trickling into China. We saw the Chinese lift martial law in March, 1990. Of course, they could not do this in direct response to us. They did it because it was the right thing. If you make a suggestion in December, they may do something in the following March. That is, after a decent interval. It had to appear to be at their own initiative.
Q: Were you running across problems with both the American press and Congress? Did anyone from Congress come to Beijing at this time?
LILLEY: No. Only one person came out, and that was former Senator Warren Rudman. I think that President Bush sent him out. He was a lieutenant in the Army during the Korean War and fought against the Chinese.
Q: Rudman had been a Senator from New Hampshire.
LILLEY: He came to China and met some of his Chinese military "buddies" who had fought in the Korean War. He talked frankly with them. He later talked with us and said: "Listen, I tried to reach the Chinese military and tell them that, although we'd fought each other, it was now important that we deal with each other. The sanctions were an inevitable part of what had happened at Tiananmen Square. We had to impose them, because the pressure to do so in the United States was too great." He said that in the meetings he had with them he had gotten a very "sterile" lecture from the Chinese. He said that the Chinese were very defensive.
The American businessmen who came to China at this time got the same kind of lectures. The Chinese had sort of "hunkered down."
Q: Was there much in the way of business activity during the time you were there?
LILLEY: I think what we tried to do then was to keep the Boeing deals going. Boeing had big sales in China. Somebody had said: "You've got to take the 'black boxes' out of the airplanes because they have military applications. You have to store them in Hong Kong and have the planes pick them up there later on. They can't remain in the airplanes in China, because the Chinese might steal them and so get advanced technology."
Q: These are the "crash boxes" which record critical aspects of aircraft performance. They are used mainly after a crash of an aircraft to determine what went wrong.
LILLEY: These were guidance systems. I think that we really scored points with CAAC [Civil Airways Corporation of China]. They very much appreciated the fact that we had kept their Boeing aircraft flying and kept the equipment there in Beijing, to the extent possible. Also, the other thing that we did was to move ahead with the sale of satellites.
That has become more controversial since then, but at the time, if the Chinese made one pitch to me, it was on the Boeing's and satellites. They said that they had kept them going and they needed our help badly. They said that they were American aircraft. They had bought them from us, paying cash. They said that these sales were good for the United States and that they were not military equipment.
The second thing was the satellite launchings of the "Long March" rocket. This was a new satellite, which was important for Chinese national prestige and for commercial purposes. There were 24 transponders involved in this system, covering the area from the Indian Ocean to Hawaii. They could be used by anybody who had the money. The Chinese said that they had sold the space and they asked us not to delay delivery of equipment related to this system. Secretary of State Baker got together with Brent Scowcroft [National Security Adviser to President Bush], and they decided to approve the necessary waivers to allow this system to go forward.
The Chinese had mixed attitudes on this. When I went down to the launching of the Hughes satellites associated with the "Long March" satellites on April 7, 1990, near Xi Chang in western China, the Chinese flew us down in one of their planes. The Minister of Aeronautics, Lin Zong Tang sat next to me. He was a very nice guy and really benefitted from this.
There also were Chinese hardliners there, and they didn't know quite how to treat me. On the one hand, I had this dissident in the Embassy, and they were furious about this. On the other hand, we had entered into this deal with them, so it was sort of a sweet and sour mix. Well, they evidently decided that they were going to put me at the second ranking table. They said that I could make a short speech. They were playing their little games, but I could see that they were having arguments among themselves. Li Kahsing, a big Hong Kong billionaire, had an investment in this satellite, which was launched perfectly. It went up, went into orbit in space, and the transponders went on. One of the justifications for this program was that we were bringing the outside world to China. We thought that this was important for the whole business of "opening China up." This was also a national prestige item for China. I think that basically the Chinese people benefitted. We had very tight controls on this project. We had observers with them the whole time, watching everything that they did. The one type of technology that they really needed was that which covered the detachment of the nose cone from the rocket. This is a very tricky thing. We worked with them on that. It was all under tight control, with the U.S. military watching every step of the way. So I would say that this project worked, in a commercial sense and we protected security of our sensitive systems.
Then I flew out to Tibet in 1991 on a Boeing Aircraft Company plane. That was to convince the Chinese that in a two-engine plane, with one engine "out," they could still land in Lhasa [capital of Tibet, at an altitude of some 15,000 feet]. This flight proved that, even with the Ambassador on board, if one engine went out, it could still land successfully. This aircraft was a new Boeing 757, which Boeing was trying to sell to the Chinese.
Then, as relations loosened up, we tried to get AT&T back into China. They were out of favor with the Chinese at the time. We made demarches to the Chinese to admit AT&T to this market, including switching systems for central China.
There were other American business firms that we were trying to help along. We had a very good relationship with the American business community, whose representatives in China we met with frequently. We talked with them. We had a good Commercial Counselor in the Embassy, in fact, Tim Stratford. He had been educated at Harvard Law and was a Mormon. I think that the commercial relationship between the U.S. and China recovered pretty well.
The military relationship turned sour. We had to suspend that, and there was nothing that we could do. They really got angry about that.
Q: What about student exchanges? In a way, they are part of the future of China, because so many Chinese students have come to the U.S. to study.
LILLEY: The Fulbright Program was put on hold. Official programs, including the USIV [United States International Visitors] program, were put on hold. China had the largest IV [international visitors] program in the world in 1989, and it disappeared in 1990.
As you know, we offered political asylum to the Chinese students in the United States. Congresswoman Nancy Pelosi [Democrat, California] introduced legislation to this effect, but President Bush accomplished it by Executive Order. The Chinese Government people weren't pleased at all about that. However, Chinese students kept coming in to the Embassy and applying to go to the States. It became more difficult for them to get permission to leave China. I know of only one case, involving a kid who was going to Harvard for training in museum art. We didn't think that was controversial at all, but the Chinese Government tried to block it, because he had been politically incorrect during the Tiananmen affair. My wife became very much involved in this case. He was a wonderful young man and we helped get him to Harvard.
The Chinese students were desperate to get out of China. The United States was very popular with them at this point. We had people trying to get into the Embassy compound and who virtually besieged me. Then we had one kid slash his wrists outside the Consular Section, because he was turned down for a student visa to go to the United States. You know what the three criteria for obtaining a student visa are. That is, you have to have the money to pay your costs in the U.S., you have to have the academic qualification, and you have to show that you're going to return to China. The Consular Officers were faced with a dilemma.
Q: I've been a Consular Officer.
LILLEY: We were pretty liberal about giving visas to students to go to the United States.
Q: I imagine that, as a matter of policy, you sort of say to yourself: "Let's not be too tough on these visa applicants."
LILLEY: By and large we were trying to help these students as much as we could. It was tricky. The Consulate General in Shanghai had a very high rate of visa refusals, because it was very apparent that these applicants for student visas were going to go to the U.S., stay there, and bring their families in. This was part of a long-range plan that they had.
Q: Did you find that the "Communications Revolution" was beginning to have a big impact? I'm talking about telephones, satellites, the Internet, computers, and all of that. Was that making much of an inroad at that point?
LILLEY: I think that it was, particularly the use of faxes. The Chinese tried to keep that confined to the foreigners and diplomats. However, the Chinese in China were getting access to faxes one way or the other. In short, the word was getting through to China. Television broadcasts from Hong Kong and Taiwan were getting through to the coastal provinces of China. CNN was getting into all of the hotels. Other people were tapping into it illegally.
The Chinese authorities tried to do certain things. They tried to ban certain newspapers, such as The Asian Wall Street Journal and The International Herald-Tribune. These papers would quickly be snatched off the newsstands. The authorities would say: "You can't read this crap." Then, three weeks later, these American newspapers would be on the newsstands again.
I remember that I offered to buy a helical antenna for Fu Dan University in Shanghai. The Chinese authorities looked at me and said: "We don't think that this is a judicious time for you to do that, but you can give the university a year's subscription to the International Herald-Tribune." So I bought that for them. Even so, that was censored. However, they weren't ready to accept an antenna to receive TV.
It was a mixed time. I think that our Consulates General in Shanghai and Guangzhou [Canton] had many fewer restrictions than we did in the Embassy. Until Fang left China in June, 1990, we were really restricted. People wouldn't come and see us. We had armed guards all around us. This kind of surveillance was lifted in June, 1990. Then, gradually, things began to open up more broadly. We began to see more people, I got out to visit people in one or two private houses, I took a lot of trips, and that was the way we got a feel for China. We took trips and put our impressions down on paper about the new, potential leadership that was emerging. What different attitudes they had. The people we met were achievement oriented, mostly college-educated, and really pragmatic people who were coming up in the new leadership. We met fewer and fewer of the old Communist Party cadre types in the government.
I had a chance to meet people like Zhu Rongji, the Deputy Premier. I had a couple of sessions with Jiang Zemin. I didn't see that much of Li Peng. Then we got very much involved in "Desert Storm" [war in the Persian Gulf], starting in January of 1991. That involved dealing with the UN, and we were trying to persuade China to "go along" with sanctions against Iraq and the resolution on the use of force. We spent quite a bit of time on that. We also spent quite a bit of time on Cambodia. Assistant Secretary of State for
East Asian Affairs Dick Solomon came out to China. We wanted to get the Chinese to "come on board" on a solution to the Cambodian situation.
We were moving ahead on all of these things. The Chinese were quite supportive on "Desert Storm." People may not realize that. Q: They don't.
LILLEY: The Chinese voted for the resolution on sanctions against Iraq, and they helped on Cambodia in the UN Security Council. And on Afghanistan also. That situation was still going strong. I took some exception to Afghanistan support. I didn't see that we should be buying arms from the Chinese to supply the Afghans. I said: "This doesn't make any sense. It goes against our sanctions." However, I was instructed to do that, since the war in Afghanistan was too important for us.
Q: What about Tibet? How did we treat Tibet?
LILLEY: At that time, just before 1989, there was an outbreak of riots in Tibet, which some of the British television crews picked up. There was some brutal Chinese treatment of Tibetans. Tibet at that time was pretty well "closed off" from the rest of the world. Some Scandinavians got into Tibet, but the Chinese didn't want outsiders to go there. I didn't get there until April, 1991, when we were able to make a four-day trip there. We made a visit to Drapchi Prison. We got in a visit to the countryside and met with various Tibetan leaders. We had a chance to talk with some Americans who were teaching in Tibet. The French medical missionary group, "Medecins sans frontières" [Doctors Without Borders], had people working in Tibet. We were able to take a pretty good pulse reading on what was happening.
Q: Did we officially press the Chinese to do anything about Tibet at that time?
LILLEY: Not much.
Q: In other words, looking at our time problem...
LILLEY: I have something at the Nixon Center at noon.
Q: Okay. Maybe this would be a good time to close this for now. You left China in...
LILLEY: May, 1991. Stape Roy had been named as my successor. I had recommended him for the job. He was a good choice to be Ambassador to China. I had spent two years in China and I think that Secretary of State Jim Baker accepted this. I didn't want to stay longer than two years.
Q: When you left China, what did you think of the direction in which China was going?
LILLEY: I had a sense that things were moving better. The Chinese were defensive, and we got a surprisingly good deal on concluding the F-8 aircraft avionics deal. We were holding in the States all of the equipment which they wanted and had paid for. We had frozen the program. We demanded payments from the Chinese to keep it going. They made two payments and then they said: "That's it." So they canceled this program, and we didn't have to pay any penalty.
We eventually resolved that matter when I went back to the Defense Department. On other matters, on the mutual property holdings in the States and of our Consulates in China, we got a very good deal. We made a start on an agreement on intellectual property rights. We negotiated a memorandum of understanding on that. We got the education agreement extended. The Johns Hopkins-Nanjing Agreement was extended. Some of these deals, over property, we had been looking at for years. We finally reached agreement on them. They bought it.
We got the Consulate in Chengdu fixed up. It was previously a very asymmetrical situation. The Chinese did what they wanted to do here in the States, and we remained under very tight controls there in China. We said that there had to be more "reciprocity" in this matter, and we ultimately got it.
Back here in the U.S. I decided that I had to deal with the poisonous environment in Congress regarding China. I had never realized how ugly the mood was in Congress and in the media about China. It was shocking to me.
Q: China is a country that we like to beat up on. We either get infatuated with that country or we beat up on it. It's a problem for the American psyche.
LILLEY: In large part the atmosphere was becoming very partisan. George Mitchell [former Republican Senator from Maine and majority leader of the Senate] was just giving President George Bush "fits."
Q: Now the shoe's on the other foot.
LILLEY: Yes. The situation then was rough. I tried to work on it. I said to Secretary of State Jim Baker: "Let me talk to Senator Mitchell." However, Baker wasn't terribly enthusiastic about that. I went over to Capitol Hill and talked to about 16 or 19 members of Congress, lobbying for an extension of "Most Favored Nation" treatment of China. I think that we persuaded two of these members to go from a negative vote on this issue to "abstaining." However, I really got a flavor of how people felt on this issue in Congress. I don't think that the Bush administration had done that good a job in explaining what we were trying to do.
Q: It's a difficult issue anyway, because for some reason or another, Congress blows "hot" or "cold" on China. It's been like that for a very long time, almost from the beginning of our relations with that country.
LILLEY: In 1991 Congress was very "cold" on China. Even when relations were fairly "good," the attitudes in Congress were still "bad." It was very disappointing. Then, of course, I left Government service in June, 1991, and went on to Harvard for a semester. I
came back and went to work for the Defense Department.
Q: I think that this is a good time to stop.
LILLEY: Yes. I'd better run now.
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English:
Questions:
This half term our topic will be based on fairy tales with a focus on Little Red Riding Hood. We will be learning to retell the story verbally and then write the words we have rehearsed. We will be learning to write a story that has a fairy tale setting. We will then adapt the story in different ways, including writing an alternative ending. We will continue to focus on writing sentences with capital letters, finger spaces and full stops . We will also be learning to use time words, adjectives [describing words] and the conjunction 'and' to join sentences. Later in the half term we will learn a poem about Little Red Riding Hood and write a poem of our own.
Which characters do you know in a story? Can you say a fairy tale that you enjoy?
Reading
Please ensure you read with you child every day and record the title of the book in their reading record and sign to show they have read.
We will be reading a range of texts and focussing on fairy tales. We will be learning to apply phonics independently and to read high frequency words and apply this when reading with an adult individually using our reading books.
Questions:
What do you know about the characters in the story?
Can you describe the setting of the story?
This half term our topic is called Starry Starry Night.
Year 1 Term 3
Maths:
Questions:
The children will continue to develop counting, writing and ordering numbers. They will learn how to solve problems and explain their understanding. We will learn to solve addition and subtraction problems and develop the confidence to read a range of number sentences. We will double numbers. We will learn to count in groups of 2s, 5s and 10s and apply this knowledge to solve problems. We will be learning to find half of a number and share amounts into more than two groups. We will review addition and subtraction through assessment style activities to check the children's understanding is secure and that they can apply these skills in different ways.
Can you find half of an even number between 2 and 20? What happens if you try to find half of an odd number?
Can you count to 100 in 2s? And beyond?
Science:
We will be learning about our 5 senses– touch, sight, hearing, smell and taste. We will investigate different things using our senses. We will ask questions and use our senses to answer them, such as 'Do we need light to see?' We will also name the parts of our body which relate to our senses.
Questions:
Can you name your five senses?
PE:
We will be developing our gymnastics skills by learning to make different shapes with our bodies as well as learning how to jump, balance and roll. Please make sure the children have a suitable PE kit on Wednesday.
Computing:
We will be learning about how to make images on a computer using colour and shapes. We will also add text to our image. We will review aspects of esafety.
:
RE
We will be learning about new beginnings and how these relate to religious stories or practices. We will learn the Christian stories of creation and Noah's Ark. We will learn about the Jewish festival of Shabbat and will find out about Chinese New Year.
PSHE:
This half term the children will find out about staying healthy by keeping clean, bushing their teeth and staying away from medicine in the home unless an adult is there to give it. Children will also learn to show respect for the achievements of others.
Art:
We will be looking at the painting Starry Night by Van Gogh. We will notice how he represents light. We will also compare this to the way the artist Bruce Munro represents light. Children will have opportunities to show light in their own art.
History:
We will be talking about significant people such as Alexander Lodygin, Thomas Edison and Louis Braille. We will find out about their discoveries and inventions. We will relate this to our learning about senses.
Music:
We will be learning about dynamics and how to change our voices to suit particular songs.
Encourage your child to read each night and continue to read to them. Please sign the book each night so that it can then be changed the following day. Please ensure that your child brings their book bag every day, with their reading book and reading record inside.
Please practice reading the key words with your child.
Can you write your numbers as words to twenty?
Can you create your own Fairy Tale story map?
Practise writing the letters of the alphabet using the correct letter formation.
Can you practice counting in 2s, 5s and 10s. Also practice writing numbers to 100.
Can you draw your 5 senses and write a sentence about them?
https://www.bbc.co.uk/bitesize/articles/zxy987h https://www.bbc.co.uk/bitesize/clips/z2fnvcw https://www.topmarks.co.uk/learning-to-count/ chopper-squad | <urn:uuid:017c75b1-d5bc-463d-bc30-49ad3844ed1f> | CC-MAIN-2022-21 | https://www.oldbrookschool.co.uk/wp-content/uploads/2022/01/Year-1-Spring-Term-1-Starry-Night.pdf | 2022-05-20T14:29:41+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662532032.9/warc/CC-MAIN-20220520124557-20220520154557-00195.warc.gz | 1,042,334,505 | 1,022 | eng_Latn | eng_Latn | 0.998353 | eng_Latn | 0.998732 | [
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Colloquium Field Trip
National Audubon Society's Corkscrew Swamp Sanctuary
Learning Objectives:
Discuss the historical trends leading to preservation of habitat and species at Corkscrew.
Describe the value of wetlands in protecting water quality, maintaining biodiversity and preserving the watershed.
Describe the role and value of fire, water, elevation and other climatic events and how they impact the habitats at Corkscrew.
Identify the main species from each habitat at Corkscrew.
Identify sustainable and environmental initiatives at Corkscrew.
Key Concepts:
History: Key Environmental Events in Southwest Florida
1900s -- Plume hunting decimated the wading bird population throughout South Florida as poachers shot birds while they nested. Energized local citizens aware of the problem partnered with Audubon and began the campaign which ultimately ended this looming ecological disaster.
1920-50s -- Cypress logging was in full gear as timber companies harvested old-growth bald cypress trees in the Fakahatchee Strand and throughout the Big Cypress region. In 1952 Joe Brown, a local resident, wrote a letter to the editor of the Miami herald which brought attention to the disappearance of the old-growth cypress. A campaign was begun by people who loved this magnificent forest and teaming with the National Audubon Society they raised enough money to purchase the remnant of old-growth bald cypress from the Lee Cypress Company and Collier Enterprises. Corkscrew protects approximately 700 acres of old-growth bald cypress forest which is the largest stand of virgin bald cypress in the nation. Some of the trees are estimated to be up to 700 years old.
1996 to present – Extensive drainage and diversion of water in South Florida to accommodate agriculture and a growing population has caused widespread changes in natural communities, degrading habitat for many plant and animal species. Starting back in the mid-80s special interest groups concerned about fishing, oyster beds, wading birds, wetland losses, water quality, wildlife and other issues put pressure on our government to correct the hydrologic mess caused by short-sighted surface water manipulations. The Comprehensive Everglades Restoration Plan (CERP) was officially initiated by congress in 1996. Local, State and Federal governments, and private non-profit groups like the National Audubon Society work together to shape the restoration efforts to restore the hydrology in South Florida. Many opportunities exist for the public to get involved in the process. Get informed and get involved.
2005 - Pollution and habitat fragmentation are hot topics as red-tide, fish kills and extensive development routinely make headlines. Governmental agencies wrestle with the establishment of targets for pollution levels, and how to regulate this pollution, which includes freshwater releases into saline estuaries. Efforts are underway to identify and protect the most important remaining fragments of natural habitat and to restore vital connections between these patches to benefit the threatened wildlife which depend on them. We are now fighting over the scraps and asking how much pollution is acceptable.
Corkscrew watershed- The Corkscrew watershed begins at Lake Trafford in Immokalee which is rain fed. Water flows through Corkscrew Regional Ecosystem Watershed (CREW) where it then enters Corkscrew Swamp Sanctuary. Water continues to flow south and west to the Gulf of Mexico via the Cocohatchee River, Imperial River and Estero River. The Corkscrew watershed is considered the "Western Everglades" and directional flow of water has not been altered with dams or dikes to date.
Wet and Dry Seasons in South Florida - Ecological communities in South Florida are defined predominately by rainfall, elevation and fire. Wet-season typically runs from May through October when roughly 80% of the years total precipitation falls. At Corkscrew this is around 46". During this period, water levels rise, streams and ponds overflow their banks and marshes sloughs and wet-prairies fill. Water flows across the landscape throughout the Everglades and Big Cypress in vast slow moving sheets. Fish, amphibian and insect populations explode, establishing the foundation of a highly productive and complex food web. As rainfall declines and drought conditions set in water levels throughout South Florida drop. Small dimples in the otherwise very flat land surface act to trap fish in the receding pools at the edges of the numerous watersheds. This slow recession of water levels makes available the bulk of the food resources which wood storks and other wading birds depend on during nesting season. Foraging wood storks follow the progression of drying pools of water down the gentle slope of the landscape throughout the entire dry-season. When rainy season resumes, rising water levels dilute fish populations and foraging becomes more difficult. This prompts wood storks to abandon the area for more productive feeding grounds. And the cycle resets itself.
Boardwalk Habitats
Pine Flatwoods: Dominated by slash pine, saw palmetto and sabal palm, this is what most of Florida once looked like. These forests were created and maintained naturally by periodic fire. The pine flatwood habitat is high and dry, has sandy soil, and is only flooded a short period of time (30-60 days) during the peak of rainy season in the summer. It is home to large mammals such as bobcat, panther, white-tailed deer, and black bears. It is an ideal habitat for hawks, woodpeckers, cardinals, vireos, snakes, raccoon, armadillo and squirrels. CSS staff manages this habitat with prescribed fire and the treatment of exotic plants species such as Brazilian pepper and downy rose myrtle.
Wet Prairie: Dominated by sand cord grass, sedges, rushes and other various types of herbaceous vegetation, wet prairies are the least flooded of marsh systems with a hydro period of 5-6 months per year. A combination of nutrient poor soil, fire and flooding keep this grass-dominated prairie form becoming a pine forest or cypress swamp. This habitat is also managed with prescribed fire and treatment of exotic plant species such as primrose willow and fragmites.
Pond Cypress: Pond cypress trees grow along the edge of the wet prairie and are the dominant species as you head into the cypress swamp and the soil is saturated nearly 10 months of the year. This is a prime example of an ecotone where two habitats meet, creating an environment where species from each preferred habitat mingle together. Pond cypress trees are thinner than mature bald cypress trees and have a lighter bark. Early explorers would define them as "white cypress". While they are not as large in diameter, pond cypress trees can be several hundred years old. They grow in soil that is less nutrient rich than the bald cypress slough and where the surface is closer to the limestone rock pond cypress trees will remain shorter. In deeper depressions pond cypress grow quite tall. This results in many pond cypress stands to appear dome-shaped. Scientists are still not in agreement whether pond cypress and bald cypress are two distinct species. DNA testing suggests they are and there is an obvious difference in their needle patterns, but they are known to hybridize and both are deciduous conifers. Understory plants include sawgrass, ferns, air plants, wax myrtle, strangler fig and a variety of flowering plants ranging from water lilies and pickerel weed to wild iris and bladderworts.
Bald Cypress: The elevation continues to drop further into the cypress swamp and bald cypress trees become the dominant species. Bald cypress trees have a darker bark and were historically known as the "black cypress". Corkscrew Sanctuary is home to the largest remaining continuous stand of virgin bald cypress in North America. Some trees are estimated to be as old as 700 years, tower up to 130 feet tall and have cypress knee root systems which aid in stability, oxygen exchange and possibly food storage. Natural cavities in the old growth trees provide homes for barred owls, screech owls, raccoons and snakes. Pileated, red bellied and downy woodpeckers also excavate homes in bald cypress. Corkscrew's horseshoe-shaped bald cypress forest is home to the largest nesting colony of wood storks in North America.
Because cypress lose their needles in the winter, a sufficient amount of light filters to the forest floor and allows a rich diversity of plant life to thrive in the understory. Epiphytic orchids and air plants are abundant on cypress branches, as well as on pond apple and maple trees that are found in the swamp. Fallen logs and branches become nurseries for ferns, creating diverse microhabitats for insects, reptiles, amphibians and small mammals.
Lettuce Lake: Deeper lakes are found in the heart of the cypress swamp where water lettuce, duckweed and salvinia are the dominant floating aquatic vegetation. The deeper water attracts gators, turtles and otters and is a rich feeding ground for wading birds during the drier winter months.
Allow some time for reflection- By encouraging the students to simply stop, listen and reflect, even if for just a few minutes, you will be serving them the greatest gift of the swamp. Our students are constantly immersed in the hustle and bustle of traffic and hurried life-styles. Allow them to experience peace and quiet.
Sustainability
Boardwalk Construction/Materials- Corkscrew's boardwalk is a perfect example of using a sustainable resource to construct a boardwalk, which in turn protects our natural resources from the impact of visitation. Corkscrew's new boardwalk was opened in 1996 and is constructed of Ipe (Tabebuia serratifolia, trade name Pau Lope) purchased from CEMEX (Commercial Madeiras Exportaca'o or Commercial Wood Exporters), a Brazilian company committed to an acceptable policy of sustainable harvesting. The boardwalk is expected to last 50 years or more. While other recycled materials were considered, IPE has twice the strength and five times the hardness of pine and is extremely fire resistant. It does not rot, decay or succumb to termites and is not chemically treated. The boardwalk weaves and winds, as trees that were 3" in diameter or more at the time of construction were left standing. This rule of thumb was also used when constructing the energy efficient Blair Audubon Center. The Blair Center and Corkscrew boardwalk also contribute model sustainable business practices. Visitor fees, merchandise sales, tuition income and charitable contributions help Corkscrew's staff manage this 13,000 acre gem to sustain the health of both wild and human populations.
Living Machine- Living Machines use water, sunlight, bacteria, plants and animals to treat and clean wastewater to make it suitable to recycle back into the toilets. The living machine converts ammonias (NH4) and then nitrates (NO2) into nitrites (NO3) that plants can utilize and then release as harmless nitrogen gas. The system mimics natural processes and demonstrates the ability of living organisms and wetland plants to filter nutrients and provide habitat. There are three main stages for water treatment in the living machine: First the water is filtered through anaerobic tanks under the butterfly garden. Next the water flows to the large aerated blue tanks opposite the entrance and is progressively cleaned as it passes through five tanks. It then flows into the last of the six tanks which is a clarifying tank. Remaining solids filter to the bottom of the clarifying tank and are sent back to the anaerobic tanks. The filtered water flows to the wetland plants. It is estimated that water in the aerobic stage of our system is cleaner than much of the drinking water in the world. Water is further filtered as it passes through the marsh system and is then chlorinated as required by law, and de-chlorinated prior to returning to the toilets. Approximately 90% of the water is recycled, while the other 10% is lost to evaporation or filtered to the on site drain field. This is an invaluable system that allows us to show students innovative technology built by observing natural cycles and systems. The living machine also represents water conservation and sustainability.
For more information, see these resources:
General Introduction to Corkscrew – Corkscrew Swamp Sanctuary video approx. 30 minutes, produced by International Video Projects Incorporated. We have copies of this video in our Colloquium Library and available for checkout.
Boardwalk –Corkscrew Swamp Sanctuary & Blair Audubon Center Field Guide. We have enough copies in our
Colloquium Library for all of your students to use in the field. Check them out with the Office Manager.
Corkscrew Swamp Sanctuary Website -- www.corkscrew.audubon.org
Audubon Society of Florida Website -- www.audubonofflorida.org
Southwest Florida Watershed Council -- www.swfwc.org
Comprehensive Everglades Restoration Plan (CERP) -- www.evergladesplan.org
Living Machine -- Additional information provided at the Corkscrew website at http://www.corkscrew.audubon.org/Information/LivingMachine.html
General Environmental -- National Audubon Society Field Guide to Florida by Peter Alden, Rick Cech & Gil Nelson, copyright 1998, published by Alfred A. Knopf, New York. We have 8 copies for your use in the Colloquium Library. The Everglades Handbook: Understanding the Ecosystem by Thomas E. Lodge, Second edition copyrighted 2005, published by CRC Press LLC, Boca Raton, FL.
Ecosystems of Florida edited by Ronald L. Myers and John J. Ewel, copyrighted 1990, published by the University of Central Florida Press, Orlando, FL.
Priceless Florida: Natural ecosystems and Native Species by Eleanor Noss Whitney, D. Bruce Means and Anne Rudloe, copyrighted 2004, published by Pineapple Press, Sarasota, FL. | <urn:uuid:f2b15c99-a9cc-4e96-9bf0-1375b1de51bb> | CC-MAIN-2020-45 | http://ruby.fgcu.edu/courses/ndemers/colloquium/Fall%202012/Corkscrew%20learning%20objectives.pdf | 2020-10-19T15:13:35+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00257.warc.gz | 83,936,677 | 2,939 | eng_Latn | eng_Latn | 0.96933 | eng_Latn | 0.997006 | [
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STATE SAFETY OFFICE
HEADQUARTERS, NEW YORK ARMY NATIONAL GUARD 330 OLD NISKAYUNA ROAD LATHAM, NEW YORK 12110
SAFETY MESSAGE 18-04
American Heart Month
February is American Heart Month
February falls just about in the middle of the winter months. The holidays are over and the weather is usually not favorable for outdoor activities like running or cycling. Our fitness routines change during the winter months. Our eating habits may have changed during these months. The American Heart Association would like to make everyone aware that heart health remains important no matter what time of year it is.
Heart attacks and strokes are the first things that come to mind when we think of health issues involving our cardio-vascular system. According to the National Heart, Lung and Blood Institute - heart disease is the leading cause of death in the United States. Fortunately, it is largely preventable and there are many things people can do to reduce their risk, such as being more active. You should strive for at least 150 minutes (2 ½ hours) each week of physical activity that gets your heart pumping and leaves you a little breathless. There are flexible ways to break it into amounts of daily activity, and even small amounts add up and can have lasting heart health benefits.
Coronary heart disease (CHD) is a disease in which a waxy substance called plaque builds up inside the coronary arteries. These arteries supply oxygen-rich blood to your heart muscle. This occurs over years and can eventually cause atherosclerosis. The plaque build-up can cause arteries to harden or could eventually cause a blood-clot.
Major Risk Factors:
- Unhealthy blood cholesterol levels. This includes high LDL cholesterol (sometimes called "bad" cholesterol) and low HDL cholesterol (sometimes called "good" cholesterol).
- High blood pressure. Blood pressure is considered high if it stays at or above 140/90 mmHg over time. If you have diabetes or chronic kidney disease, high blood pressure is defined as 130/80 mmHg or higher. (The mmHg is millimeters of mercury—the units used to measure blood pressure.)
- Smoking. Smoking can damage and tighten blood vessels, lead to unhealthy cholesterol levels, and raise blood pressure. Smoking also can limit how much oxygen reaches the body's tissues.
- Diabetes. With this disease, the body's blood sugar level is too high because the body doesn't make enough insulin or doesn't use its insulin properly.
- Overweight or obesity. The terms "overweight" and "obesity" refer to body weight that's greater than what is considered healthy for a certain height.
- Lack of physical activity. Being physically inactive can worsen other risk factors for CHD, such as unhealthy blood cholesterol levels, high blood pressure, diabetes, and overweight or obesity.
- Unhealthy diet. An unhealthy diet can raise your risk for CHD. Foods that are high in saturated and trans fats, cholesterol, sodium, and sugar can worsen other risk factors for CHD.
- Older age. Genetic or lifestyle factors cause plaque to build up in your arteries as you age. In men, the risk for coronary heart disease increases starting at age 45. In women, the risk for coronary heart disease increases starting at age 55.
- A family history of early coronary heart disease is a risk factor for developing coronary heart disease, specifically if a father or brother is diagnosed before age 55, or a mother or sister is diagnosed before age 65.
Screening and Prevention:
You can prevent and control coronary heart disease (CHD) by taking action to control your risk factors with heart-healthy lifestyle changes and medicines. Examples of risk factors you can control include high blood cholesterol, high blood pressure, and overweight and obesity. Only a few risk factors—such as age, gender, and family history—can't be controlled.
To reduce your risk of CHD and heart attack, try to control each risk factor you have by adopting the following heart-healthy lifestyles:
- Heart-healthy eating
- Maintaining a healthy weight
- Managing stress
- Physical activity
- Quitting smoking
Know your family history of health problems related to CHD. If you or someone in your family has CHD, be sure to tell your doctor. If lifestyle changes aren't enough, you also may need medicines to control your CHD risk factors.
For more information on Heart Health visit:
https://www.nhlbi.nih.gov/health-topics/coronary-heart-disease https://www.nhlbi.nih.gov/health-topics/education-and-awareness/heart-month
http://www.heart.org/HEARTORG/
To find previously published Safety Messages go to our NYARNG Safety Website:
http://dmna.ny.gov/safety/
New York Army National Guard Safety Office Points of Contact:
Safety and Occupational Health Manager:
Occupational Health Specialist:
CPT Alicia Howard email@example.com (518) 786-6097
Safety Specialist:
1LT Matthew S. Williams (Deployed) firstname.lastname@example.org (518) 786-6040
M-Day Safety Office POC's:
MSG Jerry Peace email@example.com CW3 Russ Hall firstname.lastname@example.org
Vacant
(518) 786-4329
Safety Specialist: SFC Chuck Austin email@example.com (518) 786-6121 | <urn:uuid:125d1b97-636c-4c53-95f6-815ae2d62335> | CC-MAIN-2020-45 | https://dmna.ny.gov/safety/message/NYNG_safety-1804.pdf | 2020-10-19T16:07:31+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107863364.0/warc/CC-MAIN-20201019145901-20201019175901-00258.warc.gz | 304,128,438 | 1,143 | eng_Latn | eng_Latn | 0.955369 | eng_Latn | 0.994955 | [
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Information for Visitors to the City of David National Park
Background
The City of David National Park is an archaeological site identified as the place where Jerusalem first emerged as a small mountain kingdom around the 18th-17th centuries BCE (Middle Bronze Age II).
The archaeological remains at the site span 7000 years. The city has been almost continuously inhabited for the past 4000 years.
The City of David site has been excavated repeatedly over a period of 150 years. In the past two decades, most of the excavations at the site have been funded by the Elad Foundation, and carried out by the Israel Antiquities Authority, a government body. Little has been published in scientific forums regarding the excavations during the past twenty years, making it difficult to assess how the archaeologists arrived at their conclusions regarding the dating of the remains or the usages attributed to them.
In the early 1990s, Israeli settlers from the Elad Foundation began to take over Palestinians' homes and settle Jewish families in their place. Elad's declared mission is to strengthen the Jewish connection to the site of ancient Jerusalem through various activities including settling in Palestinian Silwan. Their actions have been carried out with the approval of the courts, through property acquisition and recourse to laws regarding Jewish owned properties prior to the 1948 war, and Palestinian property from after the 1948 war. At present, there are 20,000 Palestinian residents and 500 Jewish residents living in and around the archaeological park.
The City of David is located within the Palestinian neighborhood of Silwan in East Jerusalem.
The Elad Foundation funds excavations at the City of David archaeological site and runs the City of David National Park under the auspices of the Nature and Parks Authority. Elad develops the site for tourism including curating the antiquities and guiding the tours. The content of the tours is shaped by Elad's ideological agenda.
Presenting the Site to the Public
The signs, guidebooks, and tour guides at the site focus almost entirely on two historical periods: the Judean Kingdom, beginning with King David (10th to 6th centuries BCE) and the late Second Temple or Roman period (1st century BCE to 1st century CE). The focus on these periods leaves the visitor with little information about Jerusalem's long and varied cultural and religious history, and rich archaeological remains.
The administrators of the City of David archaeological park have been criticized for emphasizing the story of King David (who, according to biblical chronology reigned during the 10th century BCE), while, in fact, archaeologists are in disagreement as to whether the remains found at the site date from that period and whether they can corroborate the existence of King David's palace.
Administration of the Site
The Elad Foundation received the right to run the City of David National Park from the Israel Nature and Parks Authority in the early 2000s. The Nature and Parks Authority is entrusted with the management of national parks in Israel, and, as such, it manages the Jerusalem Walls National Park, which includes the City of David National Park within its boundaries. The fact that an antiquities site within a national park is run by a highly ideological private organization is without precedent in the country.
Some of the areas under excavation, or which have been developed for tourism within the City of David National Park, are public spaces that until several years ago had been accessible to and used by the residents of Silwan. These areas had been an integral part of the village life and culture. Over the past 20 years, these spaces have been annexed to the archaeological park. The hours of permitted entry are limited, and an entrance fee is charged. The Palestinian residents of Silwan have become tourists in their own backyard. At the same time, those affiliated with the Elad Foundation have been permitted to freely enter certain sections of the archaeological site, without payment and outside opening hours.
As the administrator at the City of David National Park, the Elad Foundation has been able to present itself as an objective and apolitical body engaged in archaeological research. The foundation uses archaeology to present itself as an ostensibly official, professional entity, separate from its settlement activity in Silwan and other areas of East Jerusalem.
The Elad Foundation exploits archaeology in Silwan, with the support of the government, in order to justify Israeli settlements in East Jerusalem and in so doing undermines efforts to reach a political solution to the prolonged conflict over Jerusalem.
As a result, visitors to one of the most significant historic sites in Jerusalem have become de facto supporters of the settlement enterprise. Today, more than ever before, tourism in Jerusalem has become a political act.
2
3
3
Excavations at the Givati Parking Lot (the future location of the Kedem Compound) (No. 1 on the map)
In the past decade, the Givati parking lot has become the largest excavation site in the Old City basin. The archaeological data discovered in the course of the excavations shed new light on the history of Jerusalem through various periods including the Hellenistic, Roman, Byzantine and early Islamic periods.
A six-floor, 16,500 sqm. visitor center called the "Kedem Compound," is slated to be built on top of the archaeological remains. The construction of this compound will damage archaeological remains, thus achieving the opposite of its declared goal of protecting the antiquities found at the site. The placement of the artifacts in the basement of the building is not the kind of presentation they deserve. Despite broad public opposition, following personal intervention by former Minister of Justice, Ayelet Shaked in 2016, the planning commission approved the construction of the Kedem Compound.
The dimensions of the planned Kedem Compound stand in complete contradiction to the building regulations for the Jerusalem Walls National Park. The compound will clash with the architectural character of the Historic Basin and obstruct the view of the Old City walls.
A plan is underway to build a cable car station on top of the Kedem Compound at the level of the Old City walls. The cable car is part of a larger undertaking to link East Jerusalem to West Jerusalem. If the cable car plan is implemented, it will be extremely damaging to the historic landscape.
The Large Stone Structure beneath the visitors' center, the remains of 'King David's palace'? (No. 2 on the map)
The ruin known as the "Large Stone Structure" is located nearby the visitors' center. The site's excavator, Eilat Mazar, claims it was built in the 10th century BCE. She believes these are the remains of the palace built for King David after he conquered the site from the Jebusites.
Among archaeologists there is serious disagreement over the dating of the Large Stone Structure to the 10th century BCE. Some believe the building was built in the Late Bronze Age (1500-1200 BCE) by the Jebusites as part of the city's defenses. Others have suggested the possibility that not all the walls discovered are part of the same architectural unit.
4
The Gihon Spring (No. 3 on the map)
The Gihon Spring is holy to three religions, Judaism, Islam and Christianity. However, in the wake of the excavations at the site and its integration into the City of David National Park, free access for Palestinians who wished to immerse in the spring was prohibited. This is in violation of the Protection of Holy Places Law, which guarantees free access to holy sites. At the same time, those affiliated with the Elad Foundation have been permitted to enter the spring as they wish, beyond the official opening hours and without paying an entrance fee.
In June, 2019, the Nature and Parks Authority established a new rule according to which entrance for the purpose of religious ceremonies in the national park would be permitted beyond opening hours. However, visitors wishing to immerse in the spring are required to pay an entrance fee and to coordinate their visit in advance. This decision ignores the freedom of access as set forth in the Protection of Holy Places Law.
The Shiloah/Siloam Pool (No. 4 on the map)
To date, no scholarly report regarding the excavations at the site of the Shiloah/Siloam Pool has been published. It is therefore not clear on what basis researchers have identified the structure as a pool for ritual immersion from the Second Temple period. The widely quoted but partial information that the excavating archaeologists have thus far provided raise questions about the dating, the various stages of construction and the various uses of the site throughout history.
The "Pilgrims' Road" (No. 5 on the map)
"The Pilgrims' Road" is the name given to the underground excavation continuing the length of an ancient Roman road which is being conducted jointly by the Elad Foundation, the Israel Antiquities Authority and the Nature and Parks Authority.
The title "Pilgrims' Road" was coined by the Elad Foundation and by excavators who describe the road as the route taken by pilgrims to the Temple during the Second Temple period. This is misleading, in that all agree that the road did not lead directly to the Temple, but rather, is a segment of a road paved alongside the western side of the Temple compound in accordance with topographical considerations.
The archaeological excavation of the "Pilgrims' Road" is being conducted in a tunnel that runs beneath Silwan's main street and the houses lining it. This horizontal excavation method is not considered an acceptable excavation method in Israel or abroad and has even been criticized by archaeologists working under the auspices of the Israel Antiquities Authority.
The excavation has not been coordinated with the Palestinian residents beneath whose homes the tunnel runs, nor has their approval for the excavations been sought. Some of the houses situated above the route of this tunnel show cracks in the walls and their stability is impaired. The Antiquities Authority and Elad deny that the cracks are linked to the excavations.
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16 Days
South Africa & Swaziland A Volunteering ''Safari'' (Journey)
Journey from Zululand, to Swaziland to Kruger to experience a profound variety of wildlife and exciting adventures. These unique areas provide a stunning backdrop for this expedition, including an environment program, game drives, elephant interaction and a sustainable project in a Swaziland community.
Journeying through numerous national parks and game reserves, there are plenty of opportunities to marvel at the beautiful locations and the 'roarinspiring' animals close-up. Not only is this an ideal location to witness these sights, but also to learn how to interact with them sustainably and protect them for future generations.
t: 01392 660056|e: firstname.lastname@example.org|w: www.thestc.co.uk
Recommended expedition itinerary
Arrive in Durban
Fly from the UK to King Shaka International Airport, Durban. Here we will be met by our local STC Expedition Leader and transfer to Hluhluwe. Checking in to Albizia Camp, we then have a welcome briefing and experience our first traditional meal.
_______________________________________________________________________________
Albizia Environmental Awareness Program
Albizia Environmental Camp is located on a Wildlife Conservancy, home to various game species such as giraffe, zebra and wildebeest. Our environmental awareness program begins with a guided nature walk where our guide will cover basic bush skills and key species identification. After lunch we carry out a field animal dissection. This is very much dependent on the current game levels and whether or not population control is needed at the time. Afterwards, we will listen to a special snake, spider and scorpion talk where the fang structures and venom types will be explained. The program will give us an insight into conservation and wildlife management of game and game reserves within Africa.
_______________________________________________________________________________
Elephant Interaction
Today is a fantastic opportunity to see elephants close up and get a chance to feed them! Rambo and his family will greet us as we enter the Zululand Rhino Reserve; a place to experience the sheer size and gentleness of elephants first hand. We will also visit Ilala Weavers market where there is the chance to buy souvenirs and gifts to take back home. In the afternoon we will continue with the previous day's work on the environmental awareness program.
_______________________________________________________________________________
Sodwana Bay
Dive right in to today's excitement at the stunning Sodwana Bay: one of the globe's top five dive sites. Here we will take a boat ride out to the reef and look at coastal ecology as well as undertaking a beach clean-up to protect this amazing ecosystem.
_______________________________________________________________________________
St Lucia
St Lucia is situated within the UNESCO World Heritage site of the iSimangaliso Wetland Park. The region contains the highest vegetated dunes in the world and diverse wetland systems, which are home to numerous waterfowl, forest and sea birds. A two hour boat cruise through this beautiful World Heritage Site gives us the opportunity to see hippos, crocodiles and the many other bird, mammal and plant species that live here.
Swaziland Project
The next four days are set aside as specific project working days in a rural school or local community. The exact nature of our project will depend on what the community needs at the time of our visit. Previous groups have helped to build school infrastructure, created waste management systems in the village, or laid water pipes and drainage ditches. These days spent helping the villages and the people of rural Swaziland will undoubtedly be the highlight of our time here.
_______________________________________________________________________________
Hlane Royal National Park in eSwatini (Swaziland)
With so much to see and do here, the final choice of the day's activities has been left up to us. We can welcome the day with a sunrise game drive, explore the terrain with guided mountain biking, or feel the ground beneath our feet on guided bush walks. In this area there is a good chance of coming across white rhinos, elephants, antelopes, giraffes, zebras and wildebeest.
_______________________________________________________________________________
Kruger National Park
We leave Swaziland behind us and head into the famous Kruger National Park; one of Africa's largest game reserves. Its high density of wild animals includes not only the famous Big 5, but hundreds of other mammals, as well as diverse bird species such as vultures, eagles and storks. Mountains, bush plains and tropical forests make up this unique and dramatic landscape. We take the scenic route with an afternoon game drive through the Kruger National Park to our accommodation in the Kruger National Park Area.
Waking up to another beautiful day in this world famous game reserve and we will use the full day for a guided game drive. We will search for the variety of wildlife that makes this one of the best safari destinations in Africa on a full day safari!
_______________________________________________________________________________
Panorama route
Our exciting trip concludes with a scenic drive along the Panorama Route, stopping to visit to some of the jaw-dropping sites along the way. A particular highlight is the famous Lowveld view of the Blyde River cutting its way through the valleys below, unbelievably spectacular. Tonight we overnight in the Graskop/Sabie area and have a final team meal.
———————————————————————————————————————-
Depart Johannesburg
After breakfast we complete the last leg of our journey as we head to Tambo International Airport for our return flight back to the UK, landing on day 16.
Further information
Look what's included!
* International flights
* All accommodation
* All food
* All transportation and activities
* Bi-lingual, first-aid qualified local expedition leader
* Parent and student expedition launch evening
* Comprehensive pre-expedition training programme
* 1-day offsite safety INSET day for staff
* ATOL financial protection
What's excluded?
* Transport to airport in UK
* Drinks (advice will be given on purification of water)
* Visas or tourist cards if required
* Any required inoculations
* Medical Emergency / Repatriation Travel Insurance
* Group first aid kit and prescription meds pack
* BS8848 safety management and risk assessments
* Detailed pre-departure information and kit lists
* Comprehensive teacher travel packs
* Permanent operations team in your destination
* 24-hour UK operational support whilst overseas
* Carbon offsetting of all flights
* Free t-shirt for every participant and teacher
* Personal spending money
* Tips for guides, drivers and porters
* Airport departure taxes paid locally
* Cancellation and personal effects insurance
Your expedition timeline
Launch
Registration
Expedition
Training 1
Responsible
tourism
workshop
The big
adventure
Expedition
Training 2
Physical expedition rating:
Culture shock rating:
2/5
Some low level physical activities included in your trip, including walking on uneven terrain, maybe a morning/afternoon trek of two to four hours. That said, no physical preparation is required to make the most of the tour. High humidity and temperatures can occur at certain times of the year
Students joining trips at this level will find the comforts of home are more of a rarity – or viewed another way, a welcome luxury. English is unlikely to be widely spoken and the food will be quite different to home, perhaps for extended sections of the trip. You should observe local customs so not to cause offence. You'll be exposed to signs of poverty and accommodation in some locations is likely to be basic. Whilst a challenge, destinations and trips at cultural level 4 are also a fantastic opportunity to see a very different part of the world.
A journey of 1,000 miles...
Starts with a single step... Contact us now to start your expedition journey
1 Get your tailor-made proposal and further information If this itinerary doesn't quite scratch your expedition itch then let us tailor-make one for you. Our wealth of experience and expert in-country contacts means we can design an itinerary just for you. Contact us for more information and a detailed quote.
2 Ask for risk assessments and marketing materials We can provide initial risk assessments and destination threat assessments to help you with your expedition approval process. Ask for posters and your pre-booking information pack too.
3 Arrange an expedition launch evening at your school
This is a chance for students and parents to hear more about the expedition with a comprehensive information evening with opportunity for questions.
STC Expeditions, STC Educational and STC Duke of Edinburgh are trading name of The Specialist Travel Consultancy Ltd.
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Test Security Treasure
Hunt
Questions
Examples of Test Irregularities
• Cell phones or other nonallowable electronic devices
• Student is sick and needs to leave during the test
• Starting a test without accommodations in place
• Students move past the current test session
• TAs deviate from administration directions or script
How should paper test materials be handled and stored?
What are considered test materials?
Complete this sentence. These practices are __________.
* Permitting students to begin a subtest, leave the room, and return to finish the subtest.
* Taking test material off campus unless authorized by the DTC.
* Failing to conceal visual aids in the testing room.
* Possessing or disseminating a reproduced or paraphrased test item.
* A student accessing testing portal with another student's log-in information.
Which of these is NOT required if a testing irregularity occurs?
1. School personnel immediately reports suspected test irregularity to DTC.
2. District or charter staff report suspected irregularities to PED by phone or email within 3 days
3. Districts must refer students who have violated test security to PED for corrective action.
4. DTC submits a PED Test Irregularity Reporting Form within 10 days to the assessment bureau.
True or False?
* In cases of a severe breach of security or irregularity, PED may refer the matter for investigation by the Licensure Bureau for possible revocation of a license.
Which of these is NOT a DTC responsibility?
* a. Providing test security training to STCs, principals, and anyone coming into contact with test material
c. Designating the DTC for the LEA/Charter school/BIE school
b. Posting signs near copy machines prohibiting copying any test materials.
d. Developing checklists and procedures for complying with test security
Missing Materials
* DTCs must establish an inventory tracking system for test materials
* Loss of state test materials is a security breach.
* TA must report missing materials to STC.
* DTC must also notify the vendor's help desk and PED.
* Missing Test Materials Reporting Form:
http://webnew.ped.state.nm.us/bureaus/assessment/district-test-coordinator/
Bonus question:
LEA staff should only use SSID numbers for transmitting communication to PED. What laws protect student privacy?
Why is Security Important?
* So that student responses are a true representation of what students know and can do
* So that assessment data used for accountability are valid and accurate
* So that test items can be used across years to allow for comparability
* So that investments of resources, time, and energy are protected
Test Security
Text Rendering Protocol From the School
Reform Initiative
Purpose
To collaboratively construct meaning, clarify, and expand our thinking about a text or document
The Process
* Individually review the document. Mark the sentence, the phrase, and the word(s) that you think are particularly important.
* Process It's okay if participants repeat the same sentence, phrase, or word.
* 1. First Round Each person shares a sentence from the document that she/he thinks/feels is particularly significant.
* 2. Second Round Each person shares a phrase that she/he thinks/feels is particularly significant. The scribe records each phrase.
* 3. Third Round Each person shares the word that she/he thinks/feels is particularly significant. The scribe records each word.
* 4. Discuss The group discusses what they heard and what it says about the document.
* What new insights have you gained about the text by looking at it in this way?
* What do you think this text is essentially about?
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For these writing opportunities, consult the Glossary to use the new topic vocabulary.
Poster: Stay Safe Online Poster
You learnt a lot about staying safe online during your adventure inside the internet, but you don't want the same thing to happen to anyone else. Design a poster to remind other children of how to keep safe online.
You might include:
* Reminders not to click on pop-ups.
* Reminders not to talk to people you don't know.
* Never to share your personal information with someone you don't know.
Remember:
* Include bright, bold images.
* Put an eye-catching title at the top.
Letter: Letter to Dad
Dad was worried when you disappeared. You felt sorry for forgetting the online safety rules and want to let him know you won't let it happen again. Write him a letter telling him you're sorry and which rules you now know.
You might include:
* What happened when you clicked on the pop-up.
* Your meeting with Betty the Butterfly who asked you to share your personal information.
Remember:
* Start your letter with 'Dear Dad,'.
* Begin by explaining why you are writing, e.g. 'I'm sending you this letter because…'
Recount: Not Quite What it Seemed
You didn't realise you'd have to give her something. You thought she was just being nice.
When you met Pollyanna the Parrot, she promised you a big bag of coins. She really seemed to understand just how sad you were feeling. But why did she ask you to tell her the name of your school? Write a recount of what happened and what you learnt about keeping safe online from this meeting.
You might include:
* How you felt when you knew you had been tricked.
* Why you thought it was ok to tell her the information.
Remember:
* Use the first person 'I'.
* What you learnt about sharing personal information.
Song or rap: Online Safety Song
There are lots of safety rules to remember when you go online! Can you create a class poem or rap to help everyone in your class stay safe? Once you've all learnt it you could perform it to the rest of the school.
You might include:
* A catchy chorus that everyone will remember.
* Some rhyming words.
Remember:
* Include the rules you learnt for staying safe online.
* Think about the rhythm of your song or rap.
Instructions: How to Play Jungle Gym
You enjoy playing your favourite game, 'Jungle Gym', but want to stay safe next time you play. Dad wants to play with you too and you need to teach him the rules. Write a list of instructions to help Dad play and keep safe online.
You might include:
* A list of animals he can become.
* What he has to do.
* A reminder of ways he can stay safe online.
Remember:
* Use bossy language, e.g. 'Collect gold coins'.
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English Language (EL) Services in Austin Public Schools
Educational Services Department Austin Public Schools, ISD # 492 401 Third Avenue NW
Austin, MN 55912
English Language (EL) Services in Austin Public Schools
The goal of the Austin EL Program is to equitably identify English Learners (EL) and meet their learning needs. This is accomplished by determining language proficiency using research-based assessments in order to provide appropriate English language development support. A differentiated service model based on English language proficiency levels is used to help students achieve school success with social and instructional language.
Mission Statement
To empower English learners by helping them to build academic, cultural, and social competence in the English language.
Vision Statement
The Austin Public School District provides a welcoming, rigorous academic environment in which English learners are able to reach their potential and prepare for successful, productive lives.
Table of Contents
EL Acronyms
ACCESS – Assessing Comprehension and Communication in English State to State for English Learners, the statewide annual assessment used by Minnesota public schools to measure progress and proficiency for English Learners (EL).
Alternate ACCESS - Assessing Comprehension and Communication in English State to State for English Learners: a language assessment for severely developmentally disabled EL students. This assessment is used for students who are unable to respond to the ACCESS test due to the barriers imposed by their disabling conditions.
BICS – Basic Interpersonal Communication Skills: English skills that have developed to a social language level. This usually takes one to two years to develop for ELs.
CALP - Cognitive Academic Language Proficiency: the ability to use the acquired language for academic purposes at a proficiency level like that of a native speaker of the language. This level of language development takes between five and ten years, depending on the academic background of the language learner.
ELD – English Language Development: the process of acquiring English for social and academic purposes. Standards used for instruction and assessment are referred to as the ELD standards.
ELL – English Language Learner: this identification term was used prior to 2010 when discussing people who were learning the English language.
EL – English Learner: The current accepted term for people learning the English language. Minnesota has officially adopted this as the term to use when referring to those learning English.
ESL – English as a Second Language: A term previously used to identify English learners or the classes they participated in to learn English.
ESSA – Every Student Succeeds Act: The current education law for the United States which was enacted in December 2015 and reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA).
L 1 – First Language: the first language spoken by the EL.
L 2 – Second Language: the second language being acquired, usually English as used for this purpose.
LEA – Local Education Agency
LEP – Limited English Proficient: the term used in the No Child Left Behind Act to designate students who are in the process of acquiring English skills and require support to access the language of instruction. This term has now been replaced by English learner in the ESSA.
LIEP – Language Instruction Educational Programs: Title III requires that each grant recipient provide effective services that "meet the needs of English Language Learners and demonstrate success in increasing (A) English language proficiency; and (B) student academic achievement" (ESEA Section 31 5(c)(1)).
MARSS – Minnesota Automated Reporting Student System: the computer-based system used by public schools throughout Minnesota to collect and report student data.
MNLS – Minnesota Language Survey: The home language questionnaire is part of the mandatory identification process for EL students. All students enrolling in public schools are to respond to questions concerning the language first spoken by the child and the language that is most frequently spoken in the home by family members and the student being enrolled. (MN statute, section 124D.58 to 124.D.65 and PL 107-110, The No Child Left Behind Act of 2001, Section 3301).
NCLB – No Child Left Behind: refers to the federal education law passed in 2001 that includes accountability measures for ELs. This act has now been replaced by the ESSA in 2015.
SIOP- Sheltered Instruction Observation Protocol: the research-based instructional framework that intentionally builds in language development and support for ELs in the classroom.
SLIFE – Students with limited or interrupted formal education: Minnesota defines SLIFE as students who were: 1) comes from a home where the language usually spoken is other than English; 2) enters school in the U.S. after grade 6; 3) has at least two years less schooling than the English learner's peers; 4) functions at least two years below expected grade level in reading and mathematics; 5) may be preliterate in the English learner's native language. Minn. Stat. 124D.59, Subd. 2a
W-APT – WIDA ACCESS Placement Test: used for initial screening of students who have a home or primary language other than English. This assessment has been replaced by the Kindergarten Screener beginning on July 1, 2021.
WIDA – World-Class Instructional Design and Assessment: the consortia of states that work together to develop best practices for instruction and assessment for ELs. This organization crafted the English Language Development (ELD) standards that are used for EL instruction and assessment.
EL Definitions
Academic Vocabulary – the vocabulary used in academic instruction including content-specific terminology as well as process vocabulary that is needed to comprehend and accomplish academic tasks.
Affective Filter – emotional issues and self-esteem influence a student's ability to acquire information. When a student's affective filter is up, meaning they are highly stressed, they will have difficulty acquiring content.
Background Knowledge – the experiences and knowledge that an individual acquires.
Comprehensible Input – information, concepts and skills presented to students in a way that promotes understanding.
Fluency – the degree to which one speaks freely and effortlessly.
General Vocabulary – basic, non-specific words. Flower is a general word while daisy, tulip and morning glory are specific words.
Home Language – The language most often spoken by an individual or family in the home.
Indirect Services – services provided to EL students when they are no longer receiving services from the EL teachers. This service generally involves tracking student assessment and grade data to ensure that the student can access grade level curriculum.
Monitoring – The term used by the Minnesota Department of Education for the two-year period following a student's reclassification from LEP/EL to non-LEP/EL. Testing data for that student is included with active EL students when evaluating the rate of proficiency for reading and mathematics proficiency attainment.
Primary Language – (L1) The language an individual first learned to speak.
Prior Knowledge – the learning that has taken place for the student from previous lessons or schooling.
RAELS: Recently Arrived English Learners is a K-12 student who has been identified as an English learner in Minnesota and who has been enrolled in a school in one of the 50 states in the United States or the District of Columbia for less than 12 months at the time of testing. A student can only be identified as a RAEL one time. When a student is identified as a RAEL they must take the appropriate Mathematics, Reading, and Science MCA or MTAS and all domains of the ACCESS or Alternate ACCESS for ELLs.
Scaffolding – the provision of extensive instructional supports when concepts and skills are being first introduced and the gradual removal of supports when the students begin to develop proficiency, skills or knowledge.
Sheltered Instruction – an approach for teaching content to English learners in strategic ways that make the subject matter comprehensible while promoting the development of English proficiency.
Specific vocabulary – precise rather than general words. Amusing, entertaining or enjoyable are specific alternatives for fun, a general adjective.
Survival English – the most basic English words and the phrases a learner needs to understand and produce to navigate in an English environment.
Target Language – the language the learner is working to acquire.
Target Vocabulary – words pertaining to the academic content areas that a learner needs to know to access the curriculum.
Technical Language –vocabulary that is associated with a content area. Petal, stigma and sepal are technical terms for parts of a flower.
Title III – Federal funding provided by the federal government to supplement, but not supplant, services provided to English learners under Title VI of the Civil Rights Act of 1964, the Equal Opportunities Act of 1974, and other requirements, including those under State or local laws. State education departments distribute Title III funds through an annual grant application process.
Overview of EL Services in APS
Overview
To ensure that each non-native speaker of English is correctly screened for his or her potential status as EL, Austin Public Schools has established a process for initial student intake. This process includes the completion of the Minnesota Language Survey (MNLS). This MNLS must be completed at enrollment for all students K-12. Students who understand one or more languages other than English (as reported on the MNLS) then complete an approved English language Proficiency (ELP) screener. If a language other than English is recorded on the enrollment form, the student is assessed for English proficiency unless there is current data in the student file to indicate the student's English proficiency level. A student is considered Limited English Proficient (LEP) or an English learner (EL) if the assessment data indicates that the student is not proficient in English.
Once a student is identified as LEP/EL and placed in EL services to support learning, state and federal law require that parents be notified of the student's entry into the program. Parents are notified that they have the right to refuse EL services for their child. Once documentation of the refusal of EL services is received by the district, the district must remove the child from the EL program. However, the student remains identified as LEP/EL in the student data system and participates in the annual English language proficiency assessments. All students identified as LEP/EL are recorded in the Minnesota Automated Reporting Student System (MARSS). In addition to a student's status as LEP/EL, data regarding the start date of EL services and the student's native language are required.
EL students who reach a level of English proficiency that no longer prevents them from fully accessing the curriculum of the school may be exited from the EL program. The decision to exit a student is based on The ACCESS proficiency scores and is defined by the state of Minnesota as a composite score of at least 4.5 on the ACCESS with three of four domain scores of at least 3.5.
Initial Identification as EL
When a student initially enrolls in Austin Public Schools, it is important to identify the primary language of the student. It should be noted that the student's physical appearance and/or how the student sounds in English should not determine whether he or she is screened for primary language. Rather, all students who enroll in Austin Public Schools address the same questions about the language first learned and used at home on the Minnesota Language Survey. This helps ensure equity of identification. The revised Minnesota Language Survey (2017) will be the survey completed for all students enrolling in Austin Public Schools after July 1, 2017.
Students who have a language other than English are not automatically EL. They are, however, the group of students who are screened to determine if EL services are appropriate. Austin Public Schools uses developmentally appropriate methods to screen for EL identification including the Kindergarten Screener assessment, the WIDA screener and ACCESS scores from the previous year. The identification process is detailed in the document, EL Intake Procedures for Enrolling for Austin Public Schools. This document is available for all stakeholders, including parents and teachers, on the school website. The approved K-12 Minnesota ELP Screener Assessments are listed below.
| Timing | WIDA Screener for Kindergarten | WIDA Screener Grades 1-12 Online |
|---|---|---|
| Pre-K and 1st Semester Kindergarten | Composite Score of 4.5 or higher (if taking only the listening and speaking tests) | Do not use |
| 2nd Semester Kindergarten | Composite score of 4.5 or higher (all four domain tests) | Do not use |
| Grades 1-12 | Do not use | Composite score of 4.5 with no domain below a 4.0 |
Minnesota Automated Reporting Student System (MARSS)
Once a student is determined to be an EL, the individual record for that student in MARSS is updated to reflect the student's status as LEP (Limited English Proficient). The MARSS record for each student asks whether the student is LEP. An EL student is LEP and the MARSS record should reflect the student's status with a "Y" for Yes. For reporting purposes in MARSS, it does not matter if the parents of an EL refused EL services. It does not matter if the student has or has not taken the state language test. If a student has met the EL identification criteria for Minnesota, the student's record in MARSS will show that status.
When a student is identified as an EL student, the student qualifies for EL services. The elementary and secondary service model plans articulate the amount of services received for the various levels of English proficiency of students. These plans are available on the school website under the English Learners Program page (District Offices, Educational Services). In addition to direct EL services provided by an EL specialist, Austin Public teachers are trained in sheltered instruction techniques and are expected to differentiate instruction for EL students in their classes.
Parent Notification
Once a student is identified as EL, state law requires that the parents of newly identified EL students be notified of the student's entry into the program. This notice must take place within 10 days of identification. Since Austin Public Schools receives federal funds to supplement the education of EL students, the parental notice must include information about why the student is receiving EL services, the child's current English proficiency level and how the proficiency level was assessed, the method of instruction used in the EL program, how the program will meet the needs of the student, the exit criteria set for the program, the rate of transition from the program into the regular curriculum, and, for secondary students, the expected graduation rate for EL students. If the student is also in special education services, information about meeting the objectives of the Individualized Education Plan should be included. Parents are also notified of their right to refuse EL programming for their child and who to contact about that request.
Parents of previously identified EL students will also receive a letter from the school district within 30 calendar days of the beginning of the school year providing current information about the student's English proficiency and updating all the information outlined above for the current year.
Assessment for ELs
Austin Public Schools follows the direction of the State of Minnesota regarding testing and assessment for ELs. As part of the requirements of Every Student Succeeds Act, states must assess the language proficiency of EL students on an annual basis using a valid and reliable assessment to measure progress toward English proficiency of all EL students. The State of Minnesota has joined the WIDA consortium of states and utilizes the ACCESS for this purpose. Students who have severe disabilities may qualify to take the Alternate ACCESS. EL and special education staff will review student needs annually to determine who should be tested with the Alternate ACCESS.
In addition to assessments measuring language proficiency in English, ELs participate in the Minnesota Comprehensive Assessments (MCA) for reading, math and science.
Testing accommodations are available for EL students including having test directions interpreted. The test administrator manual for the ACCESS and MCA tests should be referred to on an annual basis to
determine the appropriate accommodations for ELs. EL staff and special education case managers should review EL students with IEPs to ensure that the appropriate accommodations are planned for their ACCESS testing sessions.
Exiting from EL Service or Reclassification as a Non-EL Student
The decision to exit a student from EL services is based on the Minnesota definition of English proficiency as stated below. The document, EL Identification and Reclassification Criteria, outlines the process used by Austin Public Schools to determine that a student can access the district's curriculum and no longer requires the support of EL services.
EL Service Model for APS
English Language (EL) Development Plan of Service
Grades K – 4
| Level | EL Students in a Setting 3 or 4 SPED Placement | 1-2 Entering - Emerging | 3 Developing |
|---|---|---|---|
| Service Minutes | 15 minutes 1-3 times per week | 30 - 90 minutes per day depending on individual student need and L1 literacy skills | 30 - 60 minutes per day |
| Delivery Model | • Small group or individual work on language development that aligns with the student’s IEP | • Pull out or Push In small group instruction for EL beginning language development | • Pull-out small or Push In small group instruction • Push-in or co-teaching |
Entering (Newcomer) and Emerging, Levels 1 & 2 students receive one-on-one or small group instruction with an EL teacher each day. The instruction is based on the needs of the student and the literacy and academic skills in the home language. It may be early literacy skills like learning letter sounds or it might involve building background knowledge in academic areas. A beginning student usually receives this level of small group instruction for the first year or two in APS.
Developing- Level 3 students benefit from language development time in the EL classroom with specialized support in academic vocabulary and background knowledge. The academic language of science and social studies is the basis of the instruction and is aligned with classroom instruction.
Expanding and Bridging - levels 4 & 5 EL teachers will work directly with classroom teacher to push into the classroom or pull out for EL instruction. The academic language of science and social studies will be the basis of the instruction and will be aligned with classroom instruction. Writing for academic purposes will be the primary focus for most students.
Grades 5-6
| Level | EL Students in a Level 3 or 4 SPED Placement | 1 – 2 Entering – Emerging | 3 Developing |
|---|---|---|---|
| Service Minutes | 15- 30 minutes 1-3 times per week | 3-4 hours per day depending on individual student need and L1 literacy skills | 2-3 hours per day 60-minute class periods |
| Delivery Model | • Small group or individual work on language development that aligns with the student’s IEP | • Pull out instruction for EL beginning language development | • EL Language Arts • EL Math support • EL Social Studies |
Each spring EL students are assessed to determine their need for English language support. Students are placed in the classes that meet their level of need for the following year.
Entering (newcomer) and emerging – Levels 1 & 2 students receive small class instruction for three or four periods each day. There are usually 3-12 students in the newcomer class. This setting allows the teacher to spend individual time with students. These classes help newcomers gain basic school skills, reading strategies, and English vocabulary. Students advance out of the newcomer class when they gain enough English language ability to understand instruction in English.
Developing- Expanding – Bridging – Levels 3, 4 & 5 students are assigned to reading classes according to their reading assessment data. EL classes help strengthen literacy skills and build strategies for comprehension. EL classes are designed to meet grade-level academic standards in order to prepare students for classes outside of EL.
Grades 7-8
| Level | EL Students in a Level 3 or 4 SPED Placement | Levels 1 – 2 Entering - Emerging | Level 3 Developing |
|---|---|---|---|
| Service Minutes | 15-20 minutes 1-3 times per week | 90-180 minutes per day depending on individual student need and L1 literacy skills | 90-180 minutes per day 2-4 periods/day |
| Delivery Model | • Small group or individual work on language development that aligns with the student’s IEP | • EL beginning language development • Beginning math • Co – Taught content class | • EL Language Arts • Co-taught content class |
Each spring EL students are assessed to determine their need for English language support. Students are placed in the classes that meet their level of need for the following year.
Entering (newcomer) and emerging students receive small class instruction for three periods each day. There are usually 3-12 students in the newcomer class. This setting allows the teacher to spend individual time with students. These classes help newcomers gain basic school skills, reading strategies, and English vocabulary. Students advance out of the newcomer class when they gain enough English language ability to understand instruction in English.
Developing (intermediate) - Expanding and Bridging (advanced) Holton and Ellis students are assigned to reading classes according to their reading assessment data. Classes help strengthen literacy skills and build strategies for comprehension. Classes are designed to meet grade-level academic standards in order to prepare students for classes outside of EL.
Grades 9-12
| EL Students in a Level 3 or 4 SPED Placement | Level 1 Entering | Level 2 Emerging | Level 3 Developing |
|---|---|---|---|
| 15 minutes 1-3 times per week | 3-6 periods per day depending on individual student need and L1 literacy skills | 3-6 periods per day | 3-4 periods per day |
| • Small group or individual work on language development that aligns with the student’s IEP • Consultative services | • EL Beginning Language Arts (2 periods) • EL math • EL science • 1 period vocational, cultural, school orientation • 1 period college and career readiness | • EL Language Arts 9 – 12 (2 periods) • EL math • EL social studies • EL science | • EL Language Arts 9- 10 or co-taught Language Arts • EL math • EL science |
High school EL students are assessed for language proficiency in reading, writing, speaking, and listening each spring. Students are then placed in the classes that will provide the right amount of support for them for the following year. Every effort is made to assign students to classes that receive credits toward graduation requirements.
Entering and emerging (beginning) students are in small group classes that help them learn basic academic English skills. As these skills are developed and used, students are able to begin working toward grade-level content. Students are carefully monitored to assess when they may be ready to move to a more challenging class. Students also attend co-taught or sheltered science, social studies and math classes.
Developing (intermediate) students are in academic classes with EL support. An EL teacher teams up with a content teacher or provides a sheltered content class to help students understand the academic content and perform the assignments for the class. Students generally continue to participate in the EL classes until they have developed skills that will support their success in non-EL high school classes. Students may participate in an afterschool homework help session.
Expanding and Bridging (advanced) students are in mainstream classes with an EL study hall. Students may be in reading and math intervention if assessment data show this is needed. Students may participate in an afterschool homework help session and/or in summer school.
Family Engagement
Austin Public Schools seeks to work with parents in the education of their children. Parents are an important component to the English Learner program. Parents are involved in the English Learner program in several ways including monthly parent meetings for parents to meet with the district success coach program. Each fall, parents are notified of the language proficiency levels of their children if they are ELs. At the monthly parent meetings, success coaches, EL teachers or the EL coordinator answer questions about these reports. Parents are also asked about their ideas for the EL program at these meetings. Parents are encouraged to attend parent-teacher conferences, volunteer at their child's school, and serve as role models for community involvement. The school success coaches, who are bilingual, provide a high level of parent support and outreach as APS seeks to empower parents to be part of their student's school success.
APS seeks to communicate with parents in a language that can be understood. All school sites employ bilingual staff who assist with parental communication. A district Spanish translator is employed by the district. The district utilizes community resources, on-call interpreters and the Language Line in order to provide information to parents in a language that can be understood.
English Language Development Standards
The state of Minnesota has adopted the WIDA standards for English language development.
English Language Proficiency Levels: WIDA Performance Definitions
Reading and Listening
At each grade, toward the end of a given level of English language proficiency, and with instructional support, the English learner will process. . .
Speaking and Writing
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2020-2021 Snow Summary
US Seasonal Snowfall Accumulation Map
The map above showing the seasonal snow for the lower 48 states omits the first snow of the 2020-21 snow season here in Colorado as the map begins on the 30 th of September. The first snow of the season officially occurred all the way back on the 8 th of the month! It is fairly rare to experience September snow, especially at DIA where Denver's official rain/snow is currently measured but to see accumulating snow in the 2 nd week of the month is extremely rare. The last time there was a measureable September snow was back in 2000 when 0.2" of snow was reported. The first snow came as a surprise to some but was also a blessing to many as our skies were filled with smoke from numerous wildfires burning all over the western US prior to its arrival. This early season snowstorm was nearly the earliest measureable snowfall in Denver history and helped to quell the Cameron Peak fires rage. The earliest snowfall in Denver history was on Sept 3, 1961 with this season's first storm tying as the second earliest on record, last occurring on Sept 8, 1962. With the first snow of the season starting during the 2 nd week of September, it was a long snow season along the I-25 corridor… The last snow occurred on the 10-11 th of May for many locations but officially ended at DIA almost a month earlier on April 21 st . There were 245 days between September 8 th , 2020 and May 11 th , 2021, or 67.1% of an entire year! The Front Range of Colorado has one of the longer snow seasons in the US.
The following pages of the 2020-21 Snow Season Summary will feature a monthly breakdown of the climate, season snow totals by month, selected cities and comparisons to normal and a breakdown of total snow events greater than a trace for each location we cover. *Note = Season snow totals may contain estimates due to partial or missing data.
September 2020: September of 2020 was above normal in temperature and just below normal in precipitation as high pressure dominated the weather pattern. The average high for Denver at DIA was 80.7 degrees which was 2.2 degrees warmer than the normal of 78.5 degrees. The average low for the month was 50.2 degrees which was 1.9 degrees above the normal of 48.3 degrees. Combining the monthly highs and lows resulted in an average mean temperature of 65.4 degrees which was 2.0 degrees above the normal of 63.4 degrees. There were a couple of daily record highs set with highs of 101 degrees on September 5 th , 97 degrees set on September 6 th and 91 degrees set on September 24 th . On the 5 th of September, the official high at DIA reached 101 degrees which was the latest 100-degree day in Denver history beating 2019 by 3 days. The previous latest 100-degree day prior to 2019, was August 16 th in 2002! There were 7 days during the month when the temperature reached or exceeded 90 degrees. Interestingly, just after 2 record setting days on the 5 th and 6 th , a strong winter-like storm pushed through the region during the overnight on the 7 th , bringing an early season snow along with record low temperatures on the 8 th , 9 th (31 degrees) and 10 th (35 degrees). Precipitation was minimal through the month and most of it occurred in just a few days. At DIA 0.93" of moisture was observed which was only 0.03" below the normal of 0.96". For the year DIA has reported 7.41" of moisture which is an astounding 4.91" below the normal of 12.32". There was 1 thunderstorm day reported at DIA and only 5 days produced any measurable rain greater than a trace with the 8 th receiving 1 inch of accumulating snow. With all the warm and dry weather there was abundant sunshine during the month with 12 days considered sunny to mostly sunny and 15 days considered partly cloudy and 3 cloudy days.
October 2020: October of 2020 was slightly above normal in temperature and well below normal in precipitation as high pressure once again dominated the weather pattern through most of the month. The average high for Denver at DIA was 66.3 degrees which was 1.0 degrees warmer than the normal of 65.3 degrees. The average low for the month was 33.4 degrees which was 3.2 degrees below the normal of 36.6 degrees. Combining the monthly highs and lows resulted in an average mean temperature of 49.8 degrees which was 1.1 degrees below the normal of 50.9 degrees. There were a couple of daily record highs set with a high of 87 degrees on October 6 th and a high of 85 degrees set on October 8 th . A record low temperature was set on the 27 th with a low of only 8 degrees. DIA reported a trace of moisture or more only 3 calendar days with only 2 of those days producing measurable precipitation beyond a trace. The first measurable snow of the month fell on the 25 th where 2.9" was measured at DIA with an additional 1.1" of snow measured on the 26 th bringing the monthly total to 4.0". There was only 1 additional day during the month that produced only a trace of snow on the 22 nd . Rain and melted snow tallied up to 0.26" for the month, well below the 1.02" on average. There were 13 days considered sunny and 16 days partly cloudy with 2 being cloudy. The highest snowfall totals for Front Range communities was from Boulder County northward through Fort Collins where the 25 th and 26 th storm produced between 10-18". The Denver Metro area reported 3-8" of snow most areas with higher amounts of 10-20" for the month in the foothills of Larimer, Boulder and Jefferson Counties.
November 2020: November of 2020 was well above normal in temperature and below average in precipitation and snowfall as high-pressure dominated over the region through most of the month. The average high temperature for Denver at DIA was 58.7 degrees with an average low of 28.7 degrees. Combining the monthly highs and the lows resulted in an average mean temperature of 43.7 degrees which was 5.4 degrees warmer than normal monthly average of 38.3 degrees. There were several high temperature record setting days, with three in a row from November 3 rd , 79 degrees, November 4 th , 77 degrees and through November 5 th , 77 degrees. Also, on November 17 th , with 76 degrees for a total of four days in November with record breaking high temperatures. Precipitation for the month of November was below average for most areas, with DIA receiving 0.50" of total moisture with 5.0" of snowfall. The total moisture at DIA was 0.11" below the normal average of 0.61". Throughout the month of November there were only three weather events with one producing more than a trace of snowfall for DIA. Both weak storm systems occurred on the 14 th , and 26 th into 27 th , where typically a trace was found around the Denver Metro area with up to 3" in the foothills. The only impactful storm system occurred on the 24 th , which brought a heavy, wet blanket of snow for NE CO which produced anywhere between 3-7" for the Denver Metro area, a TR-2" Ft. Collins area, with the foothills ranging between 4-9" during this event. November was generally a mild month and if it were not for the storm on the 24 th many areas would have not recorded any measurable precipitation for the entire month.
December 2020: December of 2020 featured above normal temperatures with slightly above normal precipitation and slightly below normal snowfall. Average highs for the month were 45.5 degrees which was 2.7 degrees above the normal of 42.8 degrees. Average lows for the month were 20.7 degrees, 3.6 degrees above the normal of 17.1 degrees. Combining the monthly highs and lows resulted in a monthly mean temperature of 33.1 degrees which is 3.1 degrees above normal. Despite above normal temperatures there were not any high temperature records tied or broken with the warmest day during the month coming on the 9 th with a high of 68 degrees. Typically we experience at least a couple days during the month of December with readings below zero, but not this year as the coldest reading was 5 degrees on the 14 th . Even with the warmer than average temperatures there were 8 days with a temperature at or below freezing for a high which was above the normal of roughly 6 days. DIA reported 0.57" of moisture from 7.0" of snow during the month which was 0.22" above the normal precipitation of 0.35" and 1.5" below the normal snowfall of 8.5". Most areas in and around the Denver Metro area reported between 6-8" of snow for the month with isolated higher and lower totals. There were 5 snow events that impacted the I-25 corridor with the first on the 1011 th , another on the 12-13 th , 14-15 th , 18 th and 28-29 th . There were a few additional events that brought snow to the higher foothills but no snow to the I-25 corridor. Season snowfall at DIA now stands at 17.0" which is 5.5" below the normal of 22.5". Precipitation for the year at DIA was only 8.74", 5.80" below the normal of 14.54"!
https://www.weather.gov/images/bou/DEC20SNW.PNG
January 2021: January of 2021 was above normal in temperature and well below average in precipitation. High-pressure dominated over the state of Colorado through most of the month which has been a trend through the first half of the snow season. A few storm systems moved through during the month of January resulting in measurable snowfall across NE Colorado. The average high temperature for Denver at DIA was 46.2 degrees with an average low of 21.6 degrees. Combining the monthly highs and the lows resulted in an average mean temperature of 33.9 degrees which was 3.2 degrees warmer than normal monthly average of 30.7 degrees. There was no record setting high or low temperature days for the month of January. Precipitation for the month of January was below average for most areas, with DIA receiving 0.22" of total moisture with 3.1" of snowfall. The total moisture at DIA was 0.19" below the normal average of 0.41" while snowfall was 3.9" below the normal of 7.0". Throughout the month of January there were eight total weather events with three producing more than generally a trace of snowfall for the Denver Metro area. The first storm to impact the foothills occurred on January 5 th , although no snowfall fell around the Denver Metro area. January would be generally dry through the first week before a few rounds of storms moved through the region January 9-10 th , the 18-19 th and the 24-27 th . January 24 th through the 27 th produced the majority of the snowfall during the month with totals for the Denver Metro area anywhere from 2-5". Another notable storm system on January 9 th through the 10 th impacted northern Colorado bringing good snowfall to areas north of I70 where anywhere from 3-5" of snow fell from North Denver to in and around the Ft. Collins area. Overall,
January had the typical amount of storm systems move through but the amount of snow they produced fell short of normal. Total amounts for the month of January for all Northeastern Colorado were between 3-6", with the foothills coming in between 6-8". The 3.1" of snow and 0.22" of moisture resulted in a snow to liquid ratio of 14.1" of snow to 1" of liquid which is a relatively "wet" snow for January standards at DIA.
February 2021: February of 2021 was well below normal in temperature and over double the normal precipitation and snowfall for DIA and was a turning point in the snow season. Below normal temperatures were the rule along the I-25 corridor and although snowfall totals varied, all areas received above normal to well above normal snowfall for February. The average high temperature for February at DIA was 38.4 degrees with an average low temperature of 12.3 degrees. The combination of monthly high and low temperatures resulted in a monthly mean temperature of 25.4 degrees, 7.1 degrees cooler than the average of 32.5 degrees. The highest temperature recorded during the month was 65 degrees on February 2 nd , with the lowest recorded temperature of -16 on February 15 th . There were 9 days during the month where the high temperature did not exceed 32 degrees and 4 days where the low temperature recorded was below zero. A cold and persistent Arctic air mass squatted over the region from the 8-18th and helped ensure temperatures were well below average for the month. A record low maximum temperature of 1 and a record low of -14 was set on the 14 th but the coldest day was the 15 th where -16 degrees was recorded at DIA. The -16 was the coldest it has been since 2014 but did not set a record low for the date as in 1881 a -20 degree reading was measured. Precipitation for February 2021 came in with a total of 0.80" which was 0.48" above the average of 0.32". Much of the precipitation fell over a single day on February 24 th and 25 th where DIA reported 0.45" of total precipitation, with 9.6" of snow reported for this storm. This single storm helped February's monthly precipitation to double for the entire month. There were multiple minor snow events for all northeastern Colorado during February with 7 snowfall events that resulted in more than a widespread trace to a few tenths of an inch. February 3-4 th , 5-7 th , 7-8 th , 8-9 th , 9-10 th , 10-11 th , 11-12 th , 12-13 th . 13-14 th , 16-17 th , 17-18 th , 20-21 st and 24-25 th were all snowfall events that impacted northeastern Colorado with the largest events on the 1718 th and 24-25 th respectively. Total snowfall observed at DIA for the month of February was 13.5", 7.8" above the average of 5.7". This total was a little lower than most of the Denver Metro area which received between 12-20" of total snowfall for February. Areas northward in Ft. Collins, Loveland and Greeley received less snowfall for the month of February, generally between 4-11" with Greeley coming in at the low end of that range. The foothills had the widest snowfall totals, with 12-26". Overall, the month of February produced a high frequency of minor snow events and a couple bigger snow storms.
March 2021: March 2021 came in with slightly below average temperatures with well above average snowfall over NE Colorado due to what many will end up remembering as the Blizzard of 2021. The average daily high temperature reported at DIA was 51.2 degrees with an average daily low of 27.6 degrees. Combining the average highs and lows resulted in a monthly mean temperature of 39.4, only 1 degree lower than the normal of 40.4. The highest recorded temperature at DIA for the month of March was 75 degrees set on the 29 th , with the lowest temperature of 16 set in the early morning hours of March 15 th . Although temperatures were nearly average for the month, precipitation was nearly record breaking with 3.8" inches of liquid precipitation recorded at DIA, a whopping 2.88" above the normal of 0.92". Most of this precipitation fell between March 13 th and 14 th where a major blizzard impacted the region bringing 2.88" of liquid precipitation alone, remarkably the exact amount above average for the month. Snowfall during this event produced record breaking snowfall for the 13 th and 14 th . The 13 th tallied 7.2", the 14 th another 19.9" for a total of 27.1" of snowfall at DIA on those two days alone. Combined with other snowfall events throughout the month, DIA totaled 34.0" of snowfall for March 2021, making it the second snowiest March of all-time, only behind 2003 where 35.2" of snow fell at DIA. (This includes the March 17-19, 2003 Blizzard that dumped 31.8" in a single event). Other events during the month of March were not as significant, with 8 other events, although some events lasted several days with a few events only resulting in a trace to most areas with a few isolated tenths of an inch measurements. These minimal storms occurred on the 4 th , 9-10 th , 11-12 th , 16-17 th , 25-26 th respectively. Higher snow accumulating storm systems occurred on the 23-24 th , 21-22 nd and the 30 th of the month. Total snowfall for the month of March was well above average for most areas, with a few pockets of lighter snowfall for the month at lower elevations, mainly in the Greeley area where only 10-15" of total snowfall was recorded. Most areas around the Denver Metro received between 25-35" of snow with areas closer to the foothills and Palmer Divide receiving between 30-45" with the foothills reporting 50+" in some areas! If you subtract the blizzard event during the 13 th through 15 th , March was an average month temperature and precipitation wise, but all it takes is one storm to make or break a month or an entire snow season!
https://www.weather.gov/images/bou/MAR21SNW.PNG
April 2021: The active weather in March continued into April with below average temperatures and above normal precipitation and snowfall over NE Colorado. The average daily high temperature at DIA was 59.8 degrees with an average daily low of 32.6 degrees. Combining the average highs and lows resulted in a monthly mean temperature of 46.2, 1.2 degrees lower than the normal of 47.4. The highest recorded temperature at DIA for the month of April was 81 degrees set on the 5 th , with the lowest temperature of 15 set in the early morning hours of April 20 th . April was a wet month, ending with a nice precipitation producer which started on the 27 th and continued into the 28 th which resulted over and inch of rain for most areas below 6,000 ft with DIA receiving 0.93" of rainfall from this storm alone. This storm helped NE Colorado bump up well above average precipitation for the month, but it was in the form of rain many areas while adding to monthly snow totals in the foothills and Palmer Divide. Despite the last big storm of the month being rain along the majority of the I-25 corridor, most locations still reported normal to slightly above snow for the month below 6,000 feet. April produced a total of ten precipitation events, five had little to no accumulating snow, with the other five producing widespread accumulating snow. Most of the snow fell during the third week of April between the 15 th and through the 22 nd where four of the five accumulating snowfall events took place. The other event came earlier in the month on the 6 th and 7 th . Total snowfall for the month was around average or above, with anywhere between 6-12" inches reported from I-70 northward into Fort Collins, with 8-16" I-70 south into the Palmer Divide. Much higher snowfall totals at higher elevations in the foothills with anywhere between 26-40" of snow reported. Seasonal snow totals, starting all the way back in September 2020 are now well above normal from Fort Collins to Castle Rock due to the abundant snow in March and April! The snow season would end at DIA on April 21 st as DIA.
May 2021: The active weather continued into May of 2021 with slightly below average temperatures and well above normal precipitation. The snow season came to an end for many areas on the 10-11 th of May with the last snow observed along the I-25 corridor. Average highs for May were 68.1 degrees, 3.1 degrees cooler than the normal of 71.2 degrees. Average lows were 44.1 degrees, 0.5 degrees above normal. Combining the average high and low for the month resulted in a monthly mean temperature of 56.1 degrees, 1.3 degrees below the normal of 57.4. The last freezing temperature at DIA was on the 12 th at 32 degrees. Precipitation for the month was 3.65" at DIA, 1.49" above the normal of 2.16". Most areas in and around the Denver Metro area reported between 3.5-5" of moisture in the form of rain/melted snow equivalent with isolated higher and lower amounts. There were 13 days during the month with measureable precipitation or 42% of the total days in May. Normally, about 33% of the days in May produce measureable precipitation and it is one of our wettest months of the year. DIA only reported a trace of snow which was slightly below normal. The season snow total at DIA stands at 80.2" which is 26.4" above normal (53.8") and the most snow reported in a season since 1983-84 when 80.9" of snow was tallied. May lived up to its reputation of being a wet month along the Front Range overall with a high frequency of storms and above normal precipitation for all areas along the I-25 corridor from Fort Collins to Castle Rock.
Monthly Snowfall breakdown:
2020-2021 Snowfall
Fort Collins to Castle Rock
| | Total | Total | Total | Total | Total | Total | Total | Total | Total | |
|---|---|---|---|---|---|---|---|---|---|---|
| Allenspark | 6.6 | 16.3 | 11.8 | 10.1 | 8.2 | 22.3 | 43.9 | 40 | 14.5 | 173.7 |
| Arapahoe Park | 2.5 | 5.7 | 7.6 | 7 | 3.1 | 15 | 33.7 | 10.9 | 1.5 | 87 |
| Arvada W | 1.9 | 5.3 | 5.8 | 5.9 | 2.6 | 14.9 | 30.9 | 11.8 | 0.3 | 79.4 |
| Aurora 2.5 S | 1.2 | 5.5 | 5.9 | 6.8 | 3.7 | 18.2 | 32.8 | 9.2 | 1.8 | 85.1 |
| Aurora 3 NW | 1.5 | 3.5 | 4.5 | 6.6 | 3.2 | 17.2 | 26.3 | 9.3 | 1.4 | 73.5 |
| Aurora - Buckley | 1.5 | 5.7 | 5.7 | 5.9 | 3.3 | 17.2 | 31.5 | 9.1 | 0.4 | 80.3 |
| Aurora Ctrl | 1 | 3.3 | 5.2 | 6.5 | 3.7 | 17.1 | 25.8 | 8.2 | 0.5 | 71.3 |
| Aurora/Eaglecrest | 3 | 5 | 6.8 | 6.9 | 3.2 | 15.7 | 25.6 | 8.1 | 1 | 75.3 |
| Aurora NE | 1.5 | 5.7 | 5.6 | 5.9 | 3.2 | 16.5 | 29.8 | 9.1 | 0.5 | 77.8 |
| Berthoud W | 3.5 | 9.6 | 3.2 | 5.8 | 6.2 | 10.6 | 28.2 | 9.4 | 0.7 | 77.2 |
| Boulder 1.6 S | 5.7 | 12.5 | 7.5 | 6.2 | 6 | 19.6 | 27.8 | 18 | 0.2 | 103.5 |
| Boulder Central | 4.1 | 11.7 | 5.9 | 4.7 | 5.9 | 19.9 | 23.2 | 17.7 | 0 | 93.1 |
| Boulder NE | 2.9 | 10.2 | 5.4 | 3.7 | 5.7 | 18.9 | 20.1 | 14.1 | 0.7 | 81.7 |
| Brighton NNW | 0.6 | 5.6 | 6.7 | 6.2 | 4 | 11.4 | 26.1 | 9.6 | 0 | 70.2 |
| Broomfield | 1.5 | 8 | 5.1 | 5.7 | 4.9 | 14.9 | 25.7 | 11.4 | 2 | 79.2 |
| Castle Pines | 3 | 7.5 | 9 | 7.2 | 4.1 | 14 | 34.7 | 15.5 | 3.3 | 98.3 |
| Castle Rock - 1 N | 2.6 | 7.2 | 4.8 | 8.4 | 4.1 | 12.5 | 33.5 | 12.1 | 2.5 | 87.7 |
| Castle Rock - 3 NE | 2.8 | 7 | 3.8 | 9.2 | 5.9 | 16.2 | 33.4 | 14.3 | 3 | 95.6 |
| Centennial 5.5 E | 2 | 4.5 | 5 | 7.1 | 2.7 | 9.9 | 34.5 | 7.5 | 1.5 | 74.7 |
| Centennial - Dove Valley | 2 | 6 | 6 | 6.5 | 3.5 | 16.4 | 34.8 | 9.5 | 2 | 86.7 |
| Centennial W | 2.2 | 7.8 | 7 | 9.5 | 3.4 | 18 | 34.9 | 12.3 | 1.5 | 96.6 |
| Chatfield 2NW | 3.4 | 5.8 | 6.9 | 6.4 | 3.6 | 18.1 | 28.7 | 12.5 | 0 | 85.4 |
| Cherry Creek Dam | 1 | 5.1 | 6.1 | 6.7 | 2.7 | 18.5 | 34.5 | 9.6 | 1.5 | 85.7 |
| Cherry Hills North | 1.5 | 4.4 | 5.2 | 7.2 | 3.2 | 19.4 | 27.6 | 11.2 | 0.2 | 79.9 |
| Commerce City NE | 1.4 | 4.7 | 5.2 | 7.5 | 5.5 | 16.8 | 32.4 | 12.7 | 0 | 86.2 |
| Conifer SW | 5.8 | 6 | 9.2 | 13.6 | 8.7 | 13.5 | 63.9 | 26.1 | 12.7 | 159.5 |
| Denver - Capitol Hill | 1 | 4 | 7 | 7.4 | 3 | 16 | 26.5 | 11.5 | 0.5 | 76.9 |
| Denver - Cherry Creek | 1.5 | 4.5 | 6 | 7.7 | 3.1 | 19.8 | 25.6 | 11.4 | 0.2 | 79.8 |
| Denver - DIA | 1 | 4 | 5 | 7 | 3.1 | 13.5 | 34 | 12.6 | 0 | 80.2 |
| Denver - Downtown | 1.5 | 4.7 | 6 | 7.1 | 3 | 16.8 | 25.6 | 12 | 0.8 | 77.5 |
| Denver East | 3 | 4.2 | 7 | 7.3 | 2.5 | 16.7 | 30 | 15.5 | 0 | 86.2 |
| Denver - Hampden South | 1.5 | 5.5 | 5 | 7 | 3 | 17.3 | 30.3 | 9.5 | 1 | 80.1 |
| Denver - Lowry | 1.8 | 5 | 6.5 | 6.7 | 4.3 | 18.5 | 32 | 11.5 | 2 | 88.3 |
| Denver - River North | 2.5 | 6 | 6.2 | 6.6 | 3.8 | 16 | 31.2 | 13.8 | 0.1 | 86.2 |
| Denver - Stapleton | 1.3 | 3.3 | 5.4 | 6.4 | 3 | 16.4 | 26.5 | 9.5 | 0 | 71.8 |
| Denver - Stapleton NE | 1.3 | 4.5 | 7 | 7.2 | 3.6 | 17.6 | 28.7 | 11.8 | 0 | 81.7 |
| Denver Tech Center | 1.5 | 5.5 | 5 | 7.1 | 3.5 | 16.5 | 30.8 | 8 | 1 | 78.9 |
| Denver - University Hills | 1.5 | 4.4 | 5.2 | 6.4 | 3.2 | 19.5 | 27.4 | 11.2 | 0.2 | 79 |
| Denver - Wash Park | 1.5 | 4.3 | 5.5 | 6.3 | 2.6 | 18.1 | 27.8 | 11.4 | 0.2 | 77.7 |
| Denver 2.1 ESE | 1.7 | 5.6 | 7.1 | 7.9 | 3.2 | 19.4 | 31 | 13 | 1 | 89.9 |
| Denver 4.6 ENE | 1.2 | 4.5 | 6 | 6.4 | 2.3 | 19.2 | 30.8 | 13.1 | 1 | 84.5 |
| Denver 6.3 SE | 1 | 4.7 | 5.6 | 6.3 | 2.9 | 20.2 | 32.3 | 9.4 | 1.4 | 83.8 |
| Drake WSW | 3 | 12.5 | 3.3 | 4.8 | 4.2 | 11.1 | 34.4 | 15.8 | 4.3 | 93.4 |
| Elizabeth 2E | 4 | 7 | 6.6 | 7.9 | 3.9 | 11.5 | 36.3 | 13.5 | 3.1 | 93.8 |
| Englewood SE | 2 | 6 | 7 | 7.8 | 3.6 | 21.8 | 33.7 | 13.1 | 0.6 | 95.6 |
| Erie WNW | 1.5 | 9.1 | 2.3 | 5.8 | 4.9 | 13.5 | 28 | 11.4 | 1 | 77.5 |
Evergreen 1 S
7.2 5.2 10.9 8.3 3.0 15.2 47.3 28.4 8.5 134.0
| Federal Heights N | 2.0 | 6.0 | 9.8 | 5.3 | 6.0 | 17.4 | 31.3 | 14.4 | 2.6 | 94.8 |
|---|---|---|---|---|---|---|---|---|---|---|
| Fort Collins 4 E | 2 | 12 | 3 | 6.2 | 4.1 | 6.1 | 17.2 | 5.8 | 2.5 | 58.9 |
| Fort Collins CSU | 2.3 | 14.5 | 3.7 | 7 | 5.2 | 9.5 | 19.8 | 11.6 | 2.7 | 76.3 |
| Fort Collins SW | 3.8 | 14.3 | 3.4 | 6.4 | 5.1 | 10.7 | 23.7 | 9.1 | 2.8 | 79.3 |
| Fort Collins WSW | 4.8 | 12.7 | 4.1 | 7 | 5.6 | 10.8 | 26.3 | 10.1 | 3 | 84.4 |
| Glendale | 1.5 | 4.3 | 5.7 | 7.5 | 2.5 | 18.5 | 26.9 | 14.5 | 1 | 82.4 |
| Golden NE | 2.8 | 6.7 | 7.2 | 8.1 | 2.8 | 17 | 39.9 | 14.1 | 0 | 98.6 |
| Golden SSW | 8.3 | 9.3 | 11.4 | 10.5 | 3.9 | 22.1 | 50.5 | 27.8 | 5.5 | 149.3 |
| Greeley NW | 1 | 9.5 | 3.5 | 5.4 | 3.3 | 4.8 | 14.2 | 5.8 | 0 | 47.5 |
| Greeley Central | 0.5 | 9.7 | 2.4 | 5.9 | 3.9 | 4.2 | 10.5 | 6.5 | 0 | 43.6 |
| Greenwood Village | 1.5 | 5.5 | 5 | 7.3 | 3.9 | 17.3 | 31.6 | 9 | 1 | 82.1 |
| Highlands Ranch East | 2.6 | 6.3 | 5.3 | 6.3 | 2.9 | 17.3 | 32 | 12.2 | 2.3 | 87.2 |
| Highlands Ranch 3 WSW | 2.5 | 7.9 | 6.3 | 7.8 | 4.5 | 19.5 | 34.8 | 13.6 | 1.5 | 98.4 |
| Ken Caryl Ranch | 4 | 8.5 | 7.5 | 9.7 | 3.5 | 20.5 | 39.2 | 14.5 | 0.1 | 107.5 |
| Lakewood 6th/Sheridan | 2.8 | 4 | 6.1 | 5.6 | 2.3 | 12.5 | 32.2 | 12.3 | 0.3 | 78.1 |
| Lakewood 6th/Simms | 2.5 | 7.1 | 7.8 | 7.7 | 3.4 | 13.6 | 35.2 | 14.6 | 0 | 91.9 |
| Lakewood South | 3.8 | 6.6 | 7 | 7.9 | 3.6 | 15.3 | 30.5 | 14.3 | 0 | 89 |
| Lakewood Belmar | 2.5 | 5.1 | 7.7 | 7.2 | 3.5 | 14.7 | 30.1 | 13.8 | 0 | 84.6 |
| Lakewood Central | 2.4 | 5 | 7.4 | 6.5 | 3 | 13.1 | 30.2 | 14.8 | 0 | 82.4 |
| Lakewood Green Mtn | 3.9 | 6.2 | 8.4 | 8.2 | 3.2 | 17.4 | 40.6 | 17.4 | 2 | 107.3 |
| Larkspur SW | 5 | 9 | 4.8 | 11.4 | 6 | 17.7 | 39.7 | 15.2 | 7.2 | 116 |
| Lafayette | 1.6 | 9.5 | 3.6 | 5.5 | 5.4 | 16.4 | 30.9 | 14 | 1 | 87.9 |
| Littleton | 3 | 6.8 | 7.1 | 7.4 | 2.6 | 19 | 27.3 | 12 | 0 | 85.2 |
| Littleton NE | 2 | 6 | 5.8 | 8.1 | 4.2 | 18.7 | 26.3 | 10.6 | 0.7 | 82.4 |
| Littleton - Pinehurst | 3.8 | 5.5 | 6 | 7.8 | 3 | 14.5 | 33.7 | 11 | 0 | 85.3 |
| Littleton S | 2.5 | 5.5 | 7 | 8.1 | 3.3 | 19.4 | 28.9 | 10 | 0 | 84.7 |
| Littleton SW | 3.5 | 7 | 7.8 | 8.7 | 3.3 | 20.6 | 35.2 | 13.9 | 0.1 | 100.1 |
| Lone Tree | 2.6 | 6.1 | 6.8 | 7.3 | 2.9 | 15.6 | 31.6 | 13.4 | 4.6 | 90.9 |
| Lone Tree - Park Meadows | 2.3 | 6 | 6.1 | 7 | 3.2 | 15.9 | 32 | 12.2 | 3.5 | 88.2 |
| Longmont 2 N | 1.7 | 8.2 | 2.9 | 5 | 4.6 | 12.8 | 22.7 | 9.7 | 0.7 | 68.3 |
| Longmont West | 2 | 8.3 | 3.5 | 4.8 | 4.8 | 14.9 | 19.9 | 10.1 | 1.5 | 69.8 |
| Louisville | 3 | 7 | 5.5 | 5.7 | 5.1 | 17.6 | 29.5 | 15.1 | 1.5 | 90 |
| Marston Reservoir | 3.8 | 5.4 | 5.9 | 7.6 | 2.8 | 13.7 | 30.6 | 10.8 | 0 | 80.6 |
| Loveland | 2.4 | 12.5 | 4 | 6.2 | 5.3 | 9.8 | 31.6 | 9.1 | 1.9 | 82.8 |
| Morrison | 5 | 8 | 8.4 | 9.7 | 3.3 | 20.4 | 37.9 | 21.3 | 2 | 116 |
| Nederland | 4.3 | 11 | 14.2 | 11.3 | 8.4 | 26.1 | 52.5 | 36.7 | 10.1 | 174.6 |
| Niwot | 2.3 | 9.4 | 4 | 3.9 | 6.9 | 16.7 | 25.7 | 13.7 | 0.7 | 83.3 |
| Northglenn S | 1.5 | 6 | 8.2 | 5.8 | 5.3 | 17.4 | 28.2 | 12.5 | 2 | 86.9 |
| Northglenn WSW | 1.7 | 6.6 | 7.8 | 6 | 5.2 | 16.4 | 25.1 | 12.9 | 2.5 | 84.2 |
| Parker | 2 | 6.8 | 6.8 | 6.1 | 2.8 | 13.5 | 31.8 | 10.3 | 2 | 82.1 |
| Parker - Stonegate | 2.6 | 7 | 7.8 | 6.7 | 3.3 | 15.2 | 33.6 | 12.7 | 2.5 | 91.4 |
| Roxborough Park | 3.5 | 9 | 7.5 | 10 | 3.8 | 23.5 | 42.4 | 15 | 0.6 | 115.3 |
| Sedalia 5 SSE | 4 | 6.2 | 6.7 | 10.1 | 4.5 | 16.8 | 33.9 | 13.5 | 3 | 98.7 |
| Thornton 2 N | 1.7 | 5.5 | 7.4 | 5.2 | 5.7 | 15.4 | 24.4 | 11 | 3.2 | 79.5 |
| Westminster | 2 | 6.6 | 9.6 | 6.9 | 5.2 | 18.2 | 25.6 | 12.5 | 1 | 87.6 |
| Wheat Ridge | 2.8 | 5.1 | 7.8 | 7 | 3.9 | 15.2 | 33.2 | 15.2 | 0.4 | 90.6 |
| Windsor SW | 2 | 11.5 | 2.4 | 5.7 | 2.8 | 7.5 | 20.9 | 5.8 | 2.5 | 61.1 |
Snow Events: Below is a table showing the number of snow events per location for given depths of 0.1", 1.0", 2.0", 4.0", 6.0", 8.0", 10.0", 12.0" and 18.0" or more. Example: Allenspark, there were 53 events of 0.1" or greater snowfall with 38 of those events producing 1" or more, and of those 1" or more storms, 26 events produced 2" or more, 15 events produced 4" or more, 10 events produced 6" or more, 6 of those events produced 8" or more, 2 events produced 10" or more and of those 2 events both of them produced 12" and of the 12" events one produced 18" or more of snow. Snow events that produced only a trace are not tallied, but there were 63 events that produced snow somewhere in our data set if you include Allenspark, Nederland, Evergreen, Estes Park and Conifer but if you remove those locations there were roughly 36-40 events of at least a trace reported from Fort Collins to Castle Rock. Trace measurements may also include ice in the form of freezing mist/drizzle and there were a handful of ice events this season and are not recorded as snow.
| Snow Event Depth | ≥ 0.1" | ≥ 1" | ≥ 2" | ≥ 4" | ≥ 6" | ≥ 8" | ≥ 10" | ≥12" | ≥18" |
|---|---|---|---|---|---|---|---|---|---|
| Allenspark | 53 | 38 | 26 | 15 | 10 | 6 | 2 | 2 | 1 |
| Arapahoe Park WSW | 27 | 24 | 12 | 8 | 4 | 1 | 1 | 1 | 1 |
| Arvada W | 28 | 19 | 9 | 8 | 2 | 1 | 1 | 1 | 1 |
| Aurora 2.5 S | 24 | 19 | 11 | 8 | 2 | 2 | 2 | 1 | 1 |
| Aurora 3 NW | 23 | 19 | 10 | 6 | 2 | 2 | 2 | 1 | 0 |
| Aurora - Buckley | 24 | 19 | 11 | 7 | 2 | 2 | 2 | 1 | 1 |
| Aurora Central | 22 | 19 | 11 | 4 | 2 | 2 | 2 | 1 | 0 |
| Aurora/Eaglecrest | 23 | 22 | 10 | 6 | 2 | 2 | 1 | 1 | 1 |
| Aurora NE | 24 | 18 | 11 | 7 | 2 | 2 | 2 | 1 | 1 |
| Berthoud W | 26 | 15 | 12 | 6 | 2 | 2 | 1 | 1 | 1 |
| Boulder 1.6 S | 29 | 19 | 13 | 7 | 6 | 4 | 2 | 2 | 1 |
| Boulder Central | 29 | 17 | 12 | 8 | 6 | 4 | 2 | 1 | 0 |
| Boulder NE | 29 | 15 | 10 | 7 | 5 | 4 | 2 | 1 | 0 |
| Brighton NNW | 21 | 17 | 10 | 6 | 3 | 2 | 1 | 1 | 1 |
| Broomfield | 25 | 18 | 12 | 6 | 4 | 3 | 1 | 1 | 1 |
| Castle Pines | 32 | 27 | 17 | 9 | 4 | 2 | 1 | 1 | 1 |
| Castle Rock - 1 N | 37 | 23 | 15 | 6 | 3 | 2 | 1 | 1 | 1 |
| Castle Rock - 3 NE | 36 | 25 | 17 | 8 | 3 | 1 | 1 | 1 | 1 |
| Centennial 5.5 E | 26 | 20 | 12 | 5 | 2 | 1 | 1 | 1 | 1 |
| Centennial - Dove Valley | 26 | 22 | 12 | 6 | 4 | 2 | 1 | 1 | 1 |
| Centennial W | 27 | 20 | 16 | 8 | 5 | 2 | 2 | 2 | 1 |
| Chatfield 2NW | 22 | 19 | 12 | 8 | 3 | 3 | 2 | 1 | 0 |
| Cherry Creek Dam | 25 | 20 | 11 | 7 | 2 | 2 | 2 | 2 | 1 |
| Cherry Hills North | 23 | 18 | 14 | 7 | 3 | 2 | 2 | 2 | 0 |
| Commerce City NE | 23 | 21 | 15 | 6 | 2 | 2 | 2 | 1 | 1 |
| Conifer SW | 44 | 35 | 24 | 14 | 6 | 3 | 2 | 1 | 1 |
| Denver - Capitol Hill | 22 | 20 | 15 | 7 | 2 | 2 | 2 | 1 | 0 |
| Denver - Cherry Creek | 23 | 21 | 11 | 7 | 2 | 2 | 2 | 2 | 0 |
| Denver - DIA | 22 | 18 | 9 | 5 | 3 | 2 | 1 | 1 | 1 |
| Denver - Downtown | 23 | 20 | 14 | 6 | 2 | 2 | 2 | 1 | 0 |
| Denver East | 23 | 20 | 16 | 7 | 3 | 2 | 2 | 2 | 1 |
| Denver - Hampden South | 23 | 20 | 11 | 7 | 2 | 2 | 2 | 2 | 1 |
| Denver - Lowry | 23 | 23 | 12 | 8 | 2 | 2 | 2 | 1 | 1 |
| Denver - River North | 24 | 20 | 13 | 7 | 4 | 2 | 2 | 1 | 1 |
| Denver - Stapleton | 22 | 21 | 11 | 5 | 2 | 2 | 2 | 1 | 1 |
| Denver - Stapleton NE | 23 | 21 | 13 | 7 | 2 | 2 | 2 | 2 | 1 |
| Denver Tech Center | 22 | 20 | 11 | 6 | 3 | 2 | 2 | 2 | 1 |
| Denver - University Hills | 23 | 19 | 14 | 7 | 3 | 2 | 2 | 2 | 0 |
| Denver - Wash Park | 23 | 18 | 12 | 7 | 3 | 2 | 2 | 2 | 1 |
| Denver 2.1 ESE | 25 | 22 | 16 | 7 | 3 | 2 | 2 | 2 | 1 |
| Denver 4.6 ENE | 22 | 20 | 11 | 7 | 3 | 2 | 2 | 2 | 1 |
| Denver 6.3 SE | 23 | 18 | 11 | 9 | 2 | 2 | 2 | 2 | 1 |
| Drake WSW | 35 | 23 | 15 | 5 | 2 | 2 | 2 | 2 | 1 |
| Elizabeth 2E | 34 | 23 | 15 | 6 | 3 | 2 | 1 | 1 | 1 |
Erie WNW
25
18 10
6
4
2
1
1
1
Estes Park
43
31 19 12
7
5
2
2
1
| Federal Heights N | 23 | 22 | 13 | 7 | 5 | 4 | 2 | 1 | 1 |
|---|---|---|---|---|---|---|---|---|---|
| Fort Collins 4 E | 22 | 15 | 10 | 2 | 2 | 2 | 2 | 2 | 0 |
| Fort Collins CSU | 24 | 15 | 13 | 4 | 3 | 2 | 2 | 2 | 1 |
| Fort Collins SW | 25 | 14 | 14 | 5 | 2 | 2 | 2 | 2 | 1 |
| Fort Collins WSW | 25 | 16 | 13 | 5 | 2 | 2 | 2 | 2 | 1 |
| Glendale | 24 | 22 | 13 | 7 | 3 | 3 | 2 | 2 | 0 |
| Golden NE | 28 | 20 | 15 | 9 | 7 | 2 | 1 | 1 | 1 |
| Golden SSW | 37 | 28 | 20 | 10 | 8 | 8 | 3 | 1 | 1 |
| Greeley NW | 19 | 14 | 8 | 2 | 2 | 2 | 1 | 1 | 0 |
| Greeley Central | 20 | 12 | 6 | 2 | 2 | 2 | 1 | 0 | 0 |
| Greenwood Village | 23 | 20 | 11 | 7 | 3 | 2 | 2 | 2 | 1 |
| Highlands Ranch East | 27 | 20 | 12 | 6 | 5 | 2 | 2 | 2 | 1 |
| Highlands Ranch 3 WSW | 28 | 20 | 14 | 9 | 5 | 3 | 2 | 2 | 0 |
| Ken Caryl Ranch | 23 | 20 | 16 | 10 | 7 | 4 | 2 | 1 | 1 |
| Lakewood 6th/Sheridan | 24 | 18 | 12 | 8 | 3 | 1 | 1 | 1 | 1 |
| Lakewood 6th/Simms | 27 | 19 | 14 | 9 | 5 | 1 | 1 | 1 | 1 |
| Lakewood South | 24 | 19 | 15 | 9 | 5 | 2 | 1 | 1 | 1 |
| Lakewood Belmar | 26 | 19 | 12 | 8 | 4 | 2 | 1 | 1 | 1 |
| Lakewood Central | 26 | 20 | 13 | 8 | 4 | 1 | 1 | 1 | 1 |
| Lakewood Grn Mtn | 28 | 23 | 15 | 9 | 8 | 3 | 1 | 1 | 1 |
| Larkspur SW | 37 | 26 | 20 | 10 | 4 | 3 | 2 | 1 | 1 |
| Lafayette | 28 | 19 | 10 | 6 | 5 | 3 | 1 | 1 | 1 |
| Littleton | 21 | 19 | 14 | 8 | 4 | 2 | 2 | 2 | 0 |
| Littleton NE | 22 | 20 | 14 | 5 | 4 | 2 | 2 | 2 | 0 |
| Littleton-Pinehurst | 23 | 19 | 14 | 9 | 3 | 2 | 1 | 1 | 1 |
| Littleton S | 22 | 19 | 15 | 7 | 3 | 2 | 2 | 2 | 0 |
| Littleton SW | 22 | 20 | 15 | 9 | 6 | 3 | 2 | 1 | 1 |
| Lone Tree | 27 | 22 | 14 | 8 | 5 | 2 | 2 | 1 | 1 |
| Lone Tree-Park Meadows | 26 | 22 | 14 | 7 | 5 | 2 | 2 | 1 | 1 |
| Longmont 2 N | 23 | 17 | 8 | 6 | 2 | 2 | 1 | 1 | 1 |
| Longmont West | 23 | 17 | 10 | 6 | 4 | 2 | 1 | 1 | 0 |
| Louisville | 28 | 21 | 11 | 7 | 5 | 2 | 1 | 1 | 1 |
| Marston Reservoir | 23 | 19 | 14 | 7 | 3 | 1 | 1 | 1 | 1 |
| Loveland | 24 | 16 | 12 | 4 | 2 | 2 | 2 | 2 | 1 |
| Morrison | 31 | 24 | 16 | 11 | 8 | 5 | 3 | 2 | 1 |
| Nederland | 52 | 41 | 26 | 16 | 8 | 5 | 3 | 1 | 1 |
| Niwot | 28 | 15 | 11 | 7 | 5 | 3 | 1 | 1 | 1 |
| Northglenn S | 23 | 21 | 13 | 7 | 5 | 3 | 2 | 1 | 1 |
| Northglenn WSW | 24 | 21 | 13 | 6 | 5 | 2 | 2 | 1 | 1 |
| Parker | 28 | 22 | 14 | 8 | 3 | 1 | 1 | 1 | 1 |
| Parker - Stonegate | 34 | 22 | 15 | 8 | 4 | 1 | 1 | 1 | 1 |
| Roxborough Park | 32 | 22 | 18 | 9 | 7 | 5 | 2 | 2 | 1 |
| Sedalia 5 SSE | 35 | 26 | 18 | 10 | 5 | 2 | 1 | 1 | 1 |
| Thornton 2 N | 23 | 17 | 10 | 5 | 4 | 2 | 2 | 1 | 1 |
| Westminster | 24 | 21 | 14 | 7 | 6 | 2 | 2 | 1 | 1 |
| Wheat Ridge | 30 | 20 | 13 | 9 | 4 | 2 | 1 | 1 | 1 |
| Windsor SW | 21 | 15 | 9 | 2 | 2 | 2 | 2 | 1 | 1 |
2020-2021 Snowfall compared to normal: The data used for Average* snowfall was derived from Skyview Weather archived snow data from a number of different sources spanning the 2009/10-2019/20 snow seasons which is a period of 10 years. The Denver Average** snow data can be found on the web at: https://w2.weather.gov/climate/index.php?wfo=bou, and then review the monthly weather summary (CLM) for each month. The Denver monthly climate will be changing next year as a new data set becomes available and will more accurately reflect DIA snowfall versus the older Stapleton site.
2020-21 Snowfall vs Average/Selected Cities
Each year Skyview Weather tries to improve on our snow reports striving to highlight the most important characteristics of each storm while recording the most accurate snowfall totals for each location. We try to keep our data base up to date and remove any locations that data may be unreliable as well as add new locations to better represent where our clients do work. If you have any suggestions to help us improve our snow reporting or want to add new locations to the data base please let us know by sending us an email. It is important to add new reporting locations prior to the first snows of the season!
*Note: Our spotters and data are very accurate, but some locations are missing data or have an estimated snowfall amount; these numbers should only be used for reference not as official snow totals. Some snow totals may have been updated from the monthly reports we send as we try to keep the snow record as accurate as possible.
Skyview Weather 2350 N Rocky View Rd Castle Rock, CO 80108
Phone: (303) 688-9175
Fax: (303) 380-3338
E-mail: email@example.com or firstname.lastname@example.org
On the web at www.SkyviewWeather.com
Copyright 2021 Skyview Weather® Distribution without expressed permission prohibited. | <urn:uuid:d9430288-5f20-43ef-a7ba-33e3301469cb> | CC-MAIN-2022-21 | https://www.villasmetropolitandistrict.com/_files/ugd/973a69_bbd2135b85b64adfa0902f535cedf7da.pdf | 2022-05-20T13:08:40+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662532032.9/warc/CC-MAIN-20220520124557-20220520154557-00198.warc.gz | 1,236,639,788 | 13,763 | eng_Latn | eng_Latn | 0.99554 | eng_Latn | 0.999032 | [
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Early Scioto County Native American History
The first noted Native Americans in the Scioto County area were the Mound Builders. Not the name of a tribe, but the term Mound Builder is used generally as referring to prehistoric inhabitants of North America who constructed various styles of earthen mounds for burial, residential and ceremonial purposes. It is believed that the mounds were built between 500 B.C. to 1200 A.D.
Although there is evidence of many Indian mounds in the area, the most well known is the horseshoe mound at Mound Park. Once known as the Citadel, this is the only one of the four horseshoe mounds still in existence.
In 1876, the Scioto County Children's Home was built on the present day mound at Mound Park, but it is again visible and preserved. The other horseshoe mound on Grant Street was plowed over in 1888 for Highland School. These horseshoe mounds are attributed to the Hopewell Indians.
The Hopewell culture is not the name of an American Indian tribe, but is the archaeological term that encompasses similarities in artifact style, architecture, and other cultural practices that distinguish the Hopewell culture from earlier and later cultures in the region.
The Waller / Heinsich Mound is said to have been located across from the library. The Lawson Mound was located near Mound Park, as the old Lawson farm was in that area. With the exception of Mound Park, the mounds within the city are no longer visible. The Portsmouth Earthworks were constructed by the Hopewell culture (100 B.C to 500 A.D.) of prehistoric Native American people. It is a large ceremonial center located at the confluence of the Scioto and Ohio rivers.
Tremper Mound, which is located on U.S. Route 73 on the west side of Portsmouth, was excavated in July and August of 1915. Collections of sixty of the effigy pipes created by the prehistoric Hopewell people were unearthed and are now housed at the Ohio Historical Society.
The Feurt Hill Mounds were located north of the city off U.S Route 23. The Native Americans who constructed the Feurt Mounds, and lived in the village site, belonged to the Fort Ancient Culture. The three mounds were excavated in 1916 by archaeologists who found 345 burials. The artifacts of flint, stone, bone, shell and pottery were typical of the culture.
Fort Ancient is a name for a Native American culture that thrived from 1000-1600 A.D. and predominantly inhabited land in the region of Southwestern Ohio and Northern Kentucky.
Many Indian tribes passed through the Ohio Valley, including the Delaware, Mingo, Miami and Wyandot, but the Shawnee claimed this area as their own, thus making pioneer settlements very difficult.
After the Wyandots moved onward, the Shawnee Indians came to the area around 1745. The Shawnee word "Scioto" was given to the river flowing west of Portsmouth.
They called the Ohio River, "Kiskepila Sepe"', because of the eagles that nested along the banks, and the Wyandots called it, "O-he-uh". However, the river instead took an Iroquoian word, "Ohee-yuh" meaning "good" or "beautiful" river.
About 1738 the Shawnee Indians built a town at the (original) mouth of the Scioto River which they called Lower Shawnee Town, one of the earliest Shawnee settlements in Ohio. The site became a center of trade with first the French and then the British colonists of the Ohio Country during the eighteenth century. At one time there were 100 dwellings and 300 braves. The village was abandoned during the struggles of the Revolutionary War. (1775-1783).
First White Woman in Scioto County
Mary Ingles and her two very young sons were captured in Virginia, and a Shawnee tribe brought them to Lower Shawnee Town in August 1755. On the trip, they were forced to stop so Mrs. Ingles could give birth.
After arriving at the village, all prisoners, except Mrs. Ingles were forced to "run the gauntlet" and those that survived were separated from the group. One of Mrs. Ingle's sons was taken to Detroit, and the other to somewhere unknown. The baby was left with her.
She lived there for about two months until they made a trip to Boone County, Kentucky taking her along. It was then she escaped, but had to leave her baby in Shawnee Town. It is said she never saw her children again.
Raven Rock
Raven Rock, located approximately two miles west of Portsmouth on U.S. Rte 52, is said to have been a lookout used by the Shawnee to watch for flatboats along the Ohio. It is said that Raven Rock was named for an Indian chief that was killed along the area. However, the Indians used the term as a description of the rock cliff because the form of the hill looks like a giant bird. Folklore tells us that Daniel Boone escaped the Shawnee by taking a daring jump from the cliff onto a tree and climbed down to safety. | <urn:uuid:678a4ab7-8c0b-44c1-9f98-f99ccc382e12> | CC-MAIN-2022-21 | https://www.yourppl.org/history/files/original/527d76af6774edfd018611731d77d4a8.pdf | 2022-05-20T14:22:10+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662532032.9/warc/CC-MAIN-20220520124557-20220520154557-00198.warc.gz | 1,266,338,302 | 1,113 | eng_Latn | eng_Latn | 0.998766 | eng_Latn | 0.999061 | [
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Early Childhood Studies 2014
Subject Area Syllabus — teaching and learning resource
Aboriginal and Torres Strait Islander perspectives
When planning a course of study, teachers should identify ways to encourage engagement with Aboriginal peoples and Torres Strait Islander peoples, strengthening students' appreciation and understanding of:
* frameworks of knowledge and ways of learning
* contexts in which Aboriginal peoples and Torres Strait Islander peoples live
* contributions to Australian society and cultures.
The QCAA's Aboriginal and Torres Strait Islander perspectives in the senior phase of learning webpages explain the role of Aboriginal and Torres Strait Islander perspectives in the senior curriculum and include a range of support materials — www.qcaa.qld.edu.au/3034.html.
The QCAA's Aboriginal and Torres Strait Islander Studies Handbook 2010 (available from www.qcaa.qld.edu.au/8848-teaching.html) includes:
* approaches to managing and processing information; illustrating how knowledge and ways of learning are integrated and holistic
* establishing a supportive school and classroom environment
* consulting and collaborating with local Aboriginal and/or Torres Strait Islander communities
* dealing with sensitive issues
* selecting appropriate resources and texts
* removing barriers to student success and engagement.
Specific advice for Early Childhood Studies
A unit which embeds Aboriginal and Torres Strait Islander perspectives must comply with local Indigenous community protocols and guidelines. The school must therefore first build relationships with local Aboriginal and Torres Strait Islander communities. There are protocols for engaging with Aboriginal people and Torres Strait Islander people (see www.datsip.qld.gov.au/people-communities/protocols-for-consultation).
The QCAA has developed a range of resources (see next page). Of special help is Building relationships with local communities, a guide to establishing connections with your local Aboriginal and Torres Strait Islander community.
When developing units of work and/or learning experiences, it is essential to consult with Indigenous school staff or sector regional officers and local Elders or community members for input, advice, guidance and approval. It is important to adopt their input and advice into the unit of work and/or learning, and to understand and be guided by local protocols and knowledge.
Useful resources
QCAA resources
Aboriginal and Torres Strait Islander perspectives — information on QCAA strategies, resources, projects and initiatives that focus on increasing awareness of Indigenous perspectives and improving outcomes for Indigenous students in Queensland schools: www.qcaa.qld.edu.au/577.html
Aboriginal and Torres Strait Islander perspectives in the senior phase of learning — explains the role of Aboriginal and Torres Strait Islander perspectives in the senior curriculum and includes a range of support materials: www.qcaa.qld.edu.au/3034.html
Aboriginal and Torres Islander Studies Handbook 2010: www.qcaa.qld.edu.au/8848-teaching.html
Embedding Aboriginal and Torres Strait Islander perspectives in Home Economics — a video-based set of resources based in lower secondary, which provides professional learning for all teachers: www.qcaa.qld.edu.au/29541.html
Building relationships with local communities: www.qcaa.qld.edu.au/3035.html (under Resources)
Dialog circles: www.qcaa.qld.edu.au/3035.html (under Resources)
Other resources
Eight Aboriginal Ways of Learning website — features ways to successfully integrate Aboriginal and Torres Strait Islander perspectives into the curriculum to enhance learning for all students. Please note the web page protocol. Contains examples of way of working — please consult with your local community to see if there is a local preferred way of working: 8ways.wikispaces.com
Improving outcomes for Indigenous students: The Workbook and guide for school educators, 3rd revised edition — helps schools plan and take action to improve educational outcomes for Australian Indigenous students. A practical set of support materials for taking action and working systematically in schools:
www.whatworks.edu.au/dbAction.do?cmd=displaySitePage1&subcmd=select&id=399
Embedding Aboriginal and Torres Strait Islander Perspectives in schools — Appendix 2 (pg. 63) outlines strategies for embedding Indigenous perspectives in curriculum and pedagogy: http://indigenous.education.qld.gov.au/eatsips
The Queensland Indigenous Education Consultative Committee (QIECC) — provides advice to government and develops newsletters, reports and publications that can build knowledge and understanding of Aboriginal and Torres Strait Islander peoples and communities' education and training views: qiecc.eq.edu.au
Aboriginal and Torres Strait Islander cultures in early childhood education and care, National Quality Standard Professional Learning Program — Case study No. 1 information sheet: www.earlychildhoodaustralia.org.au/nqsplp/resources/case-studies/aboriginal-and-torres-straitislander-cultures-in-ecec
Early Childhood Australia — Indigenous culture: It's everybody's business: www.earlychildhoodaustralia.org.au
Kids Matter — Aboriginal and Torres Strait Islander resource portal: www.kidsmatter.edu.au
Deadly Tots — a project funded by Aboriginal Child Health and Family Strategy (ACYFS); provides a number of Aboriginal resources: www.deadlytots.com.au/Resources
Secretariat of National Aboriginal and Islander Child Care — a national peak body representing the interest of Aboriginal and Torres Strait Islander children and families. Provides policy and research information and other resources: www.snaicc.org.au/index.cfm
Aboriginal and Torres Strait Islander perspectives
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April 2015
Department of Aboriginal and Torres Strait Islander Partnerships, Protocols for consultation, a guide to assist when consulting with Aboriginal or Torres Strait Islander individuals, groups and/or communities: www.datsip.qld.gov.au/people-communities/protocols-for-consultation
Aboriginal and Torres Strait Islander perspectives
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April 2015
Learning experiences
Teaching and learning experiences are designed to provide ideas and suggestions that teachers may adapt, expand or modify to suit their own contexts. In some cases they also provide a foundation from which assessment may be developed.
The following learning experiences are modelled on Eight Aboriginal Ways of Learning — 8ways.wikispaces.com. These are examples only and are not listed in any particular order.
* Invite a local Aboriginal community member or Torres Strait Islander community member to share their stories, e.g. what is valued most by local community members when raising children from birth to five years?
* Explore the concepts and ideas from core topics, such as 'relationships are the foundations for the construction of a child's identity', in relation to Aboriginal peoples and Torres Strait Islander peoples in the local area. For example, ways children learn from parents and Elders in their community by sharing traditional stories and songs; the role of the extended family in the life of the child by knowing they belong to an ancient and proud race and culture.
* Record stories and experiences of local Aboriginal peoples and Torres Strait Islander peoples through interviewing local community members to understand ways Aboriginal communities develop family togetherness when raising children.
* Discuss changing points of view and perspectives across concepts and ideas from core topics, e.g. students compare and contrast child rearing practices of Aboriginal peoples and Torres Strait Islander peoples with other cultures considering the core topic 'children who are connected with and contribute to their world through respecting diversity, social responsibility and being aware of fairness'.
* Use images and metaphors to assist students to understand fundamentals and practices of the selected concepts and ideas from core topics in Early Childhood Studies, e.g. images that show that relationships are the foundations for the construction of a child's identity.
* Consult with local Aboriginal and/or Torres Strait Islander community members and collaboratively organise excursions in the local areas to investigate local play-based learning activities for both indoor and outdoor activities, local ways used to teach children to respect and value their environment.
* Use an approach (e.g. conceptual, holistic, spiralling) to assist in gathering and analysing information (see Aboriginal and Torres Islander Studies Handbook 2010, section 4.1).
* Use a cultural analysis tool to measure breadth of content and depth of perspective (e.g. 8ways.wikispaces.com/Cultural+Analysis+Tool).
* Use the QCAA resource Dialogue circles — www.qcaa.qld.edu. au/3035.html, under Resources — to encourage collective learning to take place.
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Algebra II
Pre-Requisites: Algebra I
Credits: 0.5 (per segment)
Estimated Completion Time: 2 segments / 32-36 weeks
Earliest Start Date: March 2014
Description
This course allows students to learn while having fun. Interactive examples help guide students' journey through customized feedback and praise. Mathematical concepts are applied to everyday occurrences such as earthquakes, stadium seating, and purchasing movie tickets. Students investigate the effects of an equation on its graph through the use of technology. Students have opportunities to work with their peers on specific lessons.
Algebra II is an advanced course using hands-on activities, applications, group interactions, and the latest technology.
Major Topics and Concepts
Segment 1
Review of Algebra
* Review of Algebra 1
* Solving Literal Equations
* Variations
* Absolute Value Equations and Inequalities in One Variable
* Graphing Linear Equations and Inequalities
* Writing the Equation of a Line
* Parallel and Perpendicular Lines
* Absolute Value Equations and Inequalities in Two Variables
Systems of Equations and Inequalities
* Graphing Systems of Equations
* Solving a System of Equations through Elimination
* Solving a System of Equations through Substitution
* Solving a System of Equations with Three Variables
* Solving Word Problems
* Solving Systems of Inequalities
Factoring
* Review of Polynomials
* Polynomial Operations
* Greatest Common Factors and Special Products
* Factoring Trinomials
* Factoring by Grouping
* Sum and Difference of Cubes
Radical Expressions
* Simplifying Radicals
* Adding and Subtracting Radical Expressions
* Multiplying and Dividing Radical Expressions
* Rational Exponents
* Properties of Rational Exponents
* Complex Numbers
* Operations on Complex Numbers
* Solving Radical Equations
Solving Quadratic Equations
* Graphing Quadratics
* Solving Quadratics by Factoring
* Solving Quadratics using the Quadratic Formula
* Completing the Square
* Solving Quadratic Equations with Complex Numbers
* Investigating Quadratics
Segment 2
Polynomial Functions
* Introduction to Functions
* Graphing Polynomial Functions
* Polynomial Long Division
* Synthetic Division
* Theorems of Algebra
* Rational Root Theorem and Descartes' Rule of Signs
* Solving Polynomial Equations
Rational Expression
* Simplifying Rational Expressions
* Multiplying and Dividing Rational Expressions
* Adding and Subtracting Rational Expressions
* Discontinuities of Rational Functions
* Solving Rational Equations
Exponents and Logarithms
* Graphs of Common Functions
* Graphing Exponential Functions
* Exponential Growth and Decay Functions
* Solving Exponential Equations
* Logarithmic Functions
* Change of Base Formula
* Graphing Logarithmic Functions
* Properties of Logarithms
* Solving Exponential Equations with Unequal Bases
* Exponential and Logarithmic Functions Activity
Sequences and Series
* Arithmetic Sequences
* Arithmetic Series
* Geometric Sequences
* Geometric Series
Required Materials
Course Objectives
Grading Policy
Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. The course will use the state-approved grading scale and each course contains a unique end of course assessment. This assessment counts for 20% of the student's overall grade and must be passed with a score of 60% or higher.
Communication Policy
To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, "any pace" still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is monthly. When teachers, students, and parents work together, students are successful | <urn:uuid:2075a4d7-80e8-420d-bde6-e43632fc9520> | CC-MAIN-2022-21 | https://www.campusnet.co.za/_files/ugd/a36e0a_8d42bf705ccf4ab391f7c3c518333769.pdf | 2022-05-20T13:50:30+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662532032.9/warc/CC-MAIN-20220520124557-20220520154557-00201.warc.gz | 792,855,911 | 876 | eng_Latn | eng_Latn | 0.963752 | eng_Latn | 0.971513 | [
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NONFICTION INQUIRY MODULE: SUGGESTED READINGS
Below are suggested readings to complement the study of the Nonfiction Inquiry module, individually or through a PLC. Some of the texts relate to aspects of a specific lesson, some to major topics that are addressed throughout the module, and some are overall reflections on inquiry by practitioners and/or researchers. Following this table is information about these and other applicable professional books and online resources. Please note that the South Carolina State Department of Education website also provides a substantive list of resources for inquiry that you may want to include as you use this module http://ed.sc.gov/scdoe/assets/File/instruction/standards/ELA/Inquiry_K-5_03_23_2016.pdf.
| SECTION OF MODULE | | | | REFERENCE | |
|---|---|---|---|---|---|
| Introduction to Inquiry | | | | Chapter 4 in Comprehension and Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels -– available through SCDE inquiry resources link, https://www.heinemann.com/shared/onlineresources/E01230/Harvey_Comp_Ch4websam.pdf. See Facilitator Notes for suggestions about integrating the chapter with this section of Nonfiction Inquiry. | |
| | Kinder | g | arten Animal Inquiry Unit | | |
| Draw to Learn from Pictures | | | | Living Inquiry: Learning From And About Informational Texts In A Second-Grade Classroom by Beth Maloch and Michelle Horsey, The Reader Teacher 66(6), pp. 475-485, March 2013. http://onlinelibrary.wiley.com/doi/10.1002/TRTR.1152/epdf* | |
| | | | | Drawing to Learn by Margaret Brooks, Beyond the Journal– Young Children on the Web, September 2003. http://www.naeyc.org/files/yc/file/200309/DrawingtoLearn.pdf | |
| Fact Tree –Find and Record Facts | Fact Tree –Find and Record | | | | Book 2, Lesson 7, Merge Thinking with New Learning, The Primary Comprehension Toolkit by |
| | Facts | | | | Stephanie Harvey and Anne Goudvis |
| | | | | | Diagrams, Timelines, and Tables – OH, MY! Fostering Graphical Literacy by Kathryn L. Roberts, et. |
| | | | | | al, The Reading Teacher 67(1),pp. 12-23, September 2013. |
| | | | | | http://onlinelibrary.wiley.com/doi/10.1002/TRTR.1174/epdf * |
| Stations to Support Research | | | | | Nurturing The Inquiring Mind Through The Nonfiction Read Aloud by Tony Stead, The Reading |
| | | | | | Teacher, 67(7), pp. 488-495, April 2014 |
| | | | | | http://onlinelibrary.wiley.com/doi/10.1002/trtr.1254/epdf * |
| | | | | Book 3, Ask Questions, The Primary Comprehension Toolkit by Stephanie Harvey and Anne Goudvis | |
| | Grade 1 Water Pollution Inquiry Unit | | | | |
| Infer Information from Pictures | | | | The Power and Potential of Primary Sources by Denise Morgan and Timothy Rasinski, The Reading Teacher, 65(8), pp. 584-594, May 2012. (While this inquiry unit does not include historical | |
| SECTION OF MODULE | | REFERENCE |
|---|---|---|
| | | documents, reading the photographs is an aspect of primary sources discussed in this article.) http://onlinelibrary.wiley.com/doi/10.1002/TRTR.01086/epdf * |
| | | Book 4, Lesson 14, Make Sense of New Information, The Primary Comprehension Toolkit by Stephanie Harvey and Anne Goudvis |
| Research from Digital and Non-Digital Texts | | The Real Power of Questions by Ron Ritchhart , Creative Teaching & Learning, Volume 2.4, 2012 http://www.ronritchhart.com/Papers_files/The%20Power%20of%20Questions.pdf |
| | | Response: Reading Digitally vs. Reading Paper, Blog by Larry Ferlazzo, May 28, 2016 http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2016/05/response_reading _digitally_vs_reading_paper.html?cmp=eml-eb-popweek+06032016# |
| | Grade 2 Weather Inquiry Unit | |
| Find Wow Facts from Multiple Resources | | The Right Questions by Dan Rothstein and Luz Santana, Educational Leadership (72)2, October 2014. http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/The-Right- Questions.aspx |
| | | Chapter 12: Content Literacy, and Chapter 13, Topic Studies: A Framework for Research and Exploration in Strategies That Work, Stephanie Harvey and Anne Goudvis |
| Compare and Contrast Information from Different Sources | | Chapter 3, What We Know about Collaboration, and Chapter 7, Key Lessons in Comprehension, Collaboration, and Inquiry in Comprehension and Collaboration by Stephanie Harvey and Harvey Daniels |
| | | Why Talk Is Important in Classrooms by Douglas Fisher, Nancy Frey, and Carol Rothenberg, Chapter 1 of Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners, ASCD 2008. http://www.ascd.org/publications/books/108035/chapters/Why-Talk-Is-Important-in- Classrooms.aspx |
| Synthesize Information to Draw Conclusions | | In a World of Mandates, Making Space for Inquiry by Lindsay Guccione, The Reading Teacher, 64(7), pp. 515-519, April 2011. http://onlinelibrary.wiley.com/doi/10.1598/RT.64.7.5/epdf * |
| | | Book 6, Lesson 21, Explore and Investigate in The Primary Comprehension Toolkit by Stephanie Harvey and Anne Goudvis |
| Create Video Scripts that are Interesting as well as Informative | Chapter 9: Curricular Inquiries, in Comprehension and Collaboration by Stephanie Harvey and Harvey Daniels |
|---|---|
| | Managing Messy Learning by Suzie Boss, Educational Leadership 67(1), September 2009 http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Managing- Messy-Learning.aspx |
| Culminating Projects: Self, Peer, and Teacher Assessment | Chapter 12, Assessment and Evaluation, in Comprehension and Collaboration (note rubric for each phase of inquiry, not only final products) |
| | Inquiry Based Learning , Ontario Ministry of Education Capacity Building Series, Secretariat Special Edition #32, May 2013 http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf |
* Articles from The Reading Teacher are accessible online with a subscription to the journal.
PROFESSIONAL BOOKS
| Professional Books | Information, Samples, Resources from these books: | Topics |
|---|---|---|
| Comprehension and Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels, Heinemann, 2009. | http://www.heinemann.com/products/E06286.aspx | Overall Inquiry |
| The Primary Comprehension Toolkit by Stephanie Harvey and Anne Goudvis, Heinemann First Hand, 2008. | http://www.heinemann.com/products/E00997.aspx | Informational Text Comprehension |
| Strategies That Work: Teaching Comprehension for Understanding and Engagement, 2nd ed., by Stephanie Harvey and Anne Goudvis, Stenhouse, 2007. | https://www.stenhouse.com/content/strategies-work | Informational Text Comprehension |
| Exploring Informational Texts: From Theory to Practice, edited by Linda Hoyt, Margaret Mooney, and Brenda Parkes, Heinemann, 2003 | http://www.heinemann.com/products/E00472.aspx | Informational Text (connections to guided reading and writing) |
| Make It Real: Strategies for Success with Informational Texts by Linda Hoyt, Heinemann, 2002 | http://www.heinemann.com/products/E00537.aspx | Informational Text comprehension |
| Learning for Real: Teaching Content and Literacy Across the Curriculum by Heidi Mills, Heinemann, 2014 | http://www.heinemann.com/products/E04603.aspx | Overall Inquiry |
| Inside Information: Developing Powerful Readers and Writers | https://shop.scholastic.com/shop/ProductDisplayView?pro | Overall Inquiry |
| Professional Books | Information, Samples, Resources from these books: | Topics |
|---|---|---|
| of Informational Text Through Project-Based Instruction by Nell Duke, Scholastic, 2014 | ductId=164002&langId=- 1&storeId=10751&catalogId=10004 | |
| I See What You Mean: Visual literacy K-8 by Steve Moline, Stenhouse 2012. | https://www.stenhouse.com/content/i-see-what-you- mean-second-edition | Visual Literacy |
| Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners Discover Their World Through Inquiry by Brad Buhrow and Anne Upczak Garcia, Stenhouse, 2006. | https://www.stenhouse.com/content/ladybugs-tornadoes- and-swirling-galaxies | Inquiry with ELLs |
OTHER RESOURCES | <urn:uuid:c279a2e6-b219-4d4b-813b-ca1ac568222c> | CC-MAIN-2022-21 | https://readingrecovery.clemson.edu/wp-content/uploads/2016/07/K2FactTreeSuggestedReadingsNonfictionInquiry.pdf | 2022-05-20T14:34:42+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662532032.9/warc/CC-MAIN-20220520124557-20220520154557-00203.warc.gz | 534,027,158 | 2,206 | eng_Latn | eng_Latn | 0.994455 | eng_Latn | 0.994829 | [
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PURE PHYSICS
MECHANICS (PART I)
1 State the symbol of the SI unit for the following physical quantities.
(a) Temperature
(b) Density
(c) Weight
(d) Acceleration
2 For each of the following formula, derive their based units.
(a) Force = mass × acceleration
(b) Work = Force × displacement
(c) Pressure = Area Force
3 Write the following measurements in standard form.
(a) 365.8 m
(b) 2 560 mm
(c) 0.095 6 kg
(d) 0.000 033 9 Mm
4 Conversion of units. (Give your answers to 2 significance figures)
(a) Convert 2.6 m 2 to km 2
(b) Convert 65 km/h to m/s
(c) Convert 16 kg/m 3 to g/cm 3
(d) Convert 0.55 ms to s
In a factory, regular stacks, each containing 150 pieces of paper, are measured using a pair of vernier calipers. The reading of one stack is shown.
Before measurement
During measurement
(a) What is the zero error shown?
(b) Calculate the thickness of one piece of paper.
5
6
7
8
9
A small pebble released from the top of a deep well took 3.0 s to hit the surface of water in the well. Assume that air resistance is negligible,
(a) write the magnitude of acceleration of the pebble and explain how you arrived at the answer.
(b) sketch the speed-time graph of the pebble. Clearly label the speed and time at which the pebble hits the surface of the water.
(c) calculate the distance travelled by the pebble from the point of release until it hits the surface of the water in the well.
(d) sketch a distance-time graph of the motion of the pebble. Clearly label the distance and time at the start and end of the motion.
A model rocket is launched from rest. Its engine delivers a constant acceleration of 8.2 m/s 2 for a full 5.0 s, after which the fuel is used up. Assuming that the rocket was launched vertically and that air resistance is not significant,
(a) sketch a velocity-time graph to show the variation of velocity to time of the rocket motion from launch until it returns to Earth.
(b) find the maximum altitude reached by the rocket.
(c) find the total time the rocket is in flight.
A man shoots a ball vertically upwards at an initial speed of 50 m/s. What is the distance travelled by the ball 7.0 s after the shoot?
A student placed a trolley on a runway. A length of paper tape was attached to the trolley and this tape passed through a ticker-timer that operates at a frequency of 20 dots per second. The student then tilted the runway to an angle at which the trolley accelerated when released from the top. The diagram shows the tape produced as the trolley ran down the slope. The tape has been divided into three sections, each section containing 5 spaces between adjacent dots.
(a) Which section of the tape was closest to the trolley, and how does the tape indicate that the trolley accelerated as it ran down the runway?
(b) The student calculated that the average velocity of the trolley during section 1 was 80 cm/s. Show how this result was calculated.
(c) What was the average velocity of the trolley during section 3?
(d) Define acceleration.
(e) Calculate the acceleration of the trolley.
10 In an army war exercise, a 50 kg crate of ammunition was dropped from high altitude. The parachutes are deployed 20.0 s after the crate is released. The graph shows the velocity-time pattern of the motion of the crate. The crate touched down 35.0 s after its release.
(a) Describe the motion of the crate from 0 to 35 s.
(b) Explain how the net force acting of the crate changes from 0 to 20 s.
(c) State the net force acting of the crate from 15 s to 20 s.
(d) From the graph, state the speed of the crate just before it lands.
(e) Calculate the impact force on the crate upon landing if it sinks 2 cm into the ground.
11 A car of mass 2 000 kg moves along a straight, level road. The engine enables a forward force of 6 000 N to act on the car. An opposing force, comprising air resistance and frictional forces, of 4 000 N also act against the car.
(a) Draw a free body force diagram showing all the forces acting on it.
(b) Calculate the acceleration of the car.
(c) As the car goes faster with the same forward force, it undergoes decreasing acceleration. Explain why this happens.
12 A lift, held by a cable, has a mass of 400 kg. Calculate the tension in the cable when it is
(a) stationary
(b) moving upwards at a constant speed of 3.0 m/s
(c) moving downwards at a constant speed of 1.0 m/s
(d) moving upwards at a constant acceleration of 2.0 m/s
2
(e) moving upwards at a constant deceleration of 4.0 m/s 2
(f) moving downwards at a constant acceleration of 1.0 m/s 2
(g) moving downwards at a constant deceleration of 2.0 m/s 2
13 A, B and C are three identical blocks resting on a smooth surface. A force of 60 N is applied at one end as shown. What are the tensions T1, between blocks A and B, and T2, between blocks B and C in the strings?
C
B
A
T
1
T
2
14
There are two kinds of quantities in physics, scalars and vectors.
(a) What is the difference between a vector quantity and a scalar quantity?
(b) Give one example of a vector quantity and one example of a scalar quantity.
(c) A student X, starting at a point P, walks due North for 1.0 h at a constant speed of 4.0 km/h and then, at the same constant speed, walks 4.0 km due East, finishing at a point Q. In the same total time but a different constant speed, a second student Y walks directly from P to Q.
(i) Calculate the total distance walked by student X;
(ii) Determine by drawing a vector diagram, the
1 distance walked by student Y
2 velocity of student Y.
15 A boat wants to move from point A to B across the Singapore River. The current is moving from the left to the right at a speed of 1.0 m/s. In which direction should the boatman point the nose of his boat if the speed of the boat in still water is 3.0 m/s? Draw a scale diagram to solve the problem.
16 An experiment is conducted to illustrate the addition of forces on a stationary object, by using the setup shown. The two spring balances are attached to the ceiling and an object of mass 5 kg is hung between the spring balances. AB and BC are of equal length.
(a) (i) By means of a scale diagram, find the reading on each spring balance when is 30.
(ii) State qualitatively how your answer in (a)(i) would differ if is increased to 60.
(iii) Explain why it is not possible for the weight to be in equilibrium when is 90.
(b) The experiment is conducted in a lift which is accelerating downwards at 2.0 m/s 2 .
(i) Calculate the magnitude and direction of the resultant force on the object.
(ii) Explain whether you would expect the readings on each spring balance to be larger or smaller than your answer in (a)(i), if is also 30.
17 An object is pulled up a slope with a force of 300 N. If the object moves with a constant speed of 2.0 m/s,
(a) what is the friction on the slope?
(b) using a scaled vector diagram, find N and W, ignore the friction of the slope.
18 A rectangular block of metal is 50 mm long, 35 mm wide and has a thickness of 3.0 mm. It weighs 0.15 N. Calculate the density of the metal in kg/m 3 .
19 A cube of sides 3.0 cm each has a density of 6.0 g/cm 3 . A hole of volume 1.0 cm 3 is drilled into the cube. The hole is then filled up with a certain material of density 5.0 g/cm 3 . Calculate the density of the composite cube.
20 A man is playing golf on a golf course. After being hit, the golf ball with a mass 0.080 kg starts out with a speed of 50.0 m/s.
(a) Calculate the max height reached.
(b) What is the speed of the ball when it has reached a height of 30.0 m?
(c) The man hits a second golf ball of identical mass. As the ball travels horizontally at a speed of 15.0 m/s, it hits the leaves of a tree. It then continues to move horizontally for a further 20.0 cm. Find the average resistive force exerted by the leaves of the tree on the ball.
21 When large buildings are being erected, particularly on softer ground, piles are driven into the ground to provide a firmer base. The diagram shows a pile hammer with a mass of 2 500 kg in operation.
(a) Calculate the loss of gravitational potential energy when the hammer falls 1.80 m to hit the pile.
(b) What is the speed at which the hammer hits the pile?
(c) The total mechanical energy of the pile and the hammer just after impact is 27 000 J.
(i) How much energy is lost?
(ii) What has happened to the 'lost energy'?
Pile hammer
(d) The pile is knocked into the ground a distance of 10.0 cm. Calculate the average frictional force exerted on the pile while it is moving down.
22 Fig A shows a gymnast of mass 48.0 kg jumping on a trampoline who can achieve a maximum height of 5.00 m. Fig B shows the speed-time graph of her motion on the trampoline.
(a) At which point(s) did she achieve maximum gravitational potential energy?
(b) State and explain the energy changes between point A and C.
(c) Determine the maximum kinetic energy from the graph.
(d) Calculate the power developed by the trampoline on the gymnast between point C and D.
(e) State one assumption made during your calculation in part (d).
23 The diagram shows one form of diving-board used at swimming pools. The board is pivoted at F. A woman of weight 640 N stands still with her centre of gravity directly above a point 1.80 m from F as shown. A spring S holds the diving-board in a horizontal position.
(a) Calculate the moment of the weight of the woman about F.
(b) Assuming that the distance between the spring S and the point F is 0.300 m, calculate the force exerted by the spring to balance the weight of the woman.
24 A painter stands on a uniform plank 8 m long and of mass 80 kg. The plank is suspended horizontally by a vertical ropes attached 1 m from each end as shown in the diagram. The mass of the painter is 60 kg.
(a) Calculate the tensions T1 and T2 in each rope when the painter is 2 m from the centre of the platform and nearer to T1.
(b) State (with no calculation required) how you would expect the tensions in the rope to vary as the painter moves along the plank from X to Y.
25 The diagram shows a piece of glass being lifted by a suction cup. Some air inside the suction cup is removed by a vacuum pump. The atmospheric pressure outside the cup prevents the glass from dropping. The area of the glass covered by the cup is 0.002 5 m 2 and the pressure inside the cup is reduced to 60 kPa. Given that the atmospheric pressure is 100 kPa,
(a) calculate the maximum weight of glass that can be lifted with this cup.
(b) state one change that would allow the suction cup to lift a heavier piece of glass.
26 A lift of mass 2 500 kg moves upwards with an acceleration of 0.70 m/s 2 . The lift is attached to a cable which has a safe tensile stress of 4.5 × 10 7 Pa. The tensile stress of a cable is the tensile force per unit area of cable. What is the minimum cross-sectional area of the cable that should be used?
27 A simple mercury barometer is carried to the top of a mountain where the atmospheric pressure is less than at its base.
(a) Calculate the pressure at the top of the mountain in Pa? (density of mercury is 13 600 kg/m 3 )
(b) Indicate on the diagram with a "Z", the point where the pressure is zero.
(c) How does the length of X of the space above the mercury and the pressure in this space, change as the barometer is taken from the base to the top of the mountain? Explain.
(d) How would the mercury height be affected if air got into the tube in position X? Explain.
(e) What would happen to this reading if the barometer was tilted at different positions as shown in the diagram? Indicate on the diagram the position of the mercury level inside the tube.
28 The diagram shows a simple U-tube which contains two liquids, water and mercury. Both ends of the U-tube are open to the atmosphere. The density of water is 1 000 kg/m 3 while that of mercury is 13 600 kg/m 3 . Take pressure of atmosphere as 100 kPa and the acceleration due to gravity as 10 m/s 2 .
(a) State the pair(s) of points that experience(s) the same pressure.
(b) Calculate the height y.
(c) State the total pressure at point E in Pa.
(d) What is its equivalent in mmHg?
29 The diagram shows a simple hydraulic system used to raise a big rock. The area of small piston is 0.2 m 2 while that of the big piston is 1.2 m 2 . Calculate the force exerted on the large piston when a force F equals to 20 N is applied to the handle.
30 The diagrams show the same glass tube in three different positions. If the atmospheric pressure = 76 cmHg,
(a) calculate the length lB of the trapped air column.
(b) what is the length lC of the trapped air column? | <urn:uuid:a22bd759-8958-4aa4-80cb-7fecc1e2289b> | CC-MAIN-2022-21 | https://www.physics-haven.com/Questions/O%20Revision%20Mechanics%20I.pdf | 2022-05-20T13:57:43+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662532032.9/warc/CC-MAIN-20220520124557-20220520154557-00202.warc.gz | 1,079,731,225 | 3,112 | eng_Latn | eng_Latn | 0.958283 | eng_Latn | 0.997092 | [
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School Planning Document 2020 - 2021
School Name: Departure Bay Eco-School
Principal: Annette Noble
Vice-Principal: Stacy Aitken
Date: 2020 - 2021
School Community Context
Departure Bay received academy school status as an Eco-School in September 2015. In the first phase (2013) a plan, including staff training was established. School gardens and an Eco-Club were created as well as many working partnerships with community groups. In phase II, many projects and activities were underway. The population of the school was approximately 160 students in 2013.
By September 2020, the school population has grown to 346 students in 16 divisions. Each year it is important to review and understand the Vision and Goals of the Eco-School so that we may build upon the learning opportunities for the students that reflect these goals.
Given this current year, with COVID-19, and the emphasis on taking students outside more often, we will continue with a variation of the school goal into a fourth year. We will continue to explore how we can meet curricular objectives in literacy and numeracy, science and social studies in place / nature-based learning opportunities. For our first Professional Development Day in October, we, as a staff, adventured to two of our local parks. We participated in and shared several teaching ideas in Wardropper Park and then went on a hike through Linley Valley. We explored many trails that were new to most of the staff.
What's our goal?
To understand the Goals and Vision of Departure Bay Eco-School.
To expand the scope and sequence of learning activities under the themes of:
Nature Appreciation – Place Based Learning
Waste Management
Energy Conservation
What's our inquiry question?
How can we embed literacy and numeracy, science and social studies into place / nature-based learning as we continue to meet the goals of an Eco-School?
How do we want to get there? What steps should we take? How will we know that we have had an impact?
Strategies:
Revisit goals. What does it mean to be an Eco-School? (Staff and students)
What is an Eco-Citizen?
Writing (creative, descriptive or narrative) after experiencing an outdoor pre-writing activity.
Garden Classes – facilitated by a gardener.
Members of Advisory Committee for LIT SOIL Kits
Continue to participate in a variety of projects:
* Energy Cup Challenge
* Waste Challenge
* Earth Day Activity
* School Wide Beach Clean
* Park Enhancements (Wardropper, Woodstream, Linley Valley)
Continuous sharing of outdoor learning ideas.
Sharing of placed / nature based learning.
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DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations Grades K-1-2
STANDARD 1: The student will understand how people create and change systems of power, authority, and government.
The student will/can….
Benchmark
K-2.SS.S1.B1: Determine national leaders and their responsibilities.
Grade K: Name leaders in their lives, such as the principal, leader of club/organization, etc.
Grade 1: Identify governor and president.
Grade 2: Identify mayor, governor and president, and their responsibilities.
Benchmark
K-2.SS.S1.B2:
Determine the difference between school/home rules and community laws and why they are necessary.
Grade K: Identify classroom and school rules, and why they are necessary.
Grade 1: Compare rules at school and home, and why they are necessary.
Grade 2: Identify community laws and why they are necessary.
Page 1 SS
STANDARD 2:
DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations Grades K-1-2
The student will understand how people and societies organize for the production, distribution, and consumption of goods and services. (Economics)
The student will/can….
Benchmark
K-2.SS.S2.B1: Explain that families have unlimited wants but limited resources to satisfy those wants.
Grade K: Identify basic needs met within a family.
Grade 1:
Compare the difference between needs and wants. Identify goods and services.
Grade 2: Explain that families have unlimited wants but limited resources to satisfy those wants.
Page 2 SS
DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations Grades K-1-2
STANDARD 3:
The student will demonstrate an awareness and understanding of cultures and cultural diversity, and their impact.
The student will/can….
Benchmark
K-2.SS.S3.B1:
Compare the likenesses and differences in the world in the way people live and work together in a community.
Grade K: Compare the likenesses and differences between families.
Grade 1:
Compare the likenesses and differences in the way people live and work together in a community.
Grade 2: Benchmark already met.
Benchmark K-2.SS.S3.B2:
Compare family history and identify traditions, and appreciate the value of learning from family members' customs, and celebrations of various cultures in the United States.
Page 3 SS
DIOCESE OF DES MOINES SOCIAL STUDIES
Grade-Level Expectations
Grades K-1-2
STANDARD 4:
The student will understand and analyze geography through the study of the interactions of people, places, and environments.
The student will/can….
Benchmark
K-2.SS.S4.B1:
Demonstrate knowledge of the locations of his/her state, the United States and its capital, and its continental neighbors.
Grade K: States address including house number, city and state.
Grade 1: Identify and locate city, state, and country.
Grade 2: Identify and locate state and country capitals and continental neighbors.
Benchmark K-2.SS.S4.B2:
Describe major bodies of water and landforms.
Grade K: Identify land and water on a map.
Grade 1: Describe land and water features.
Grade 2: Identify major bodies of water and landforms.
Benchmark K-2.SS.S4.B3:
Demonstrate the use of local, state, and world maps using a key, and cardinal directions.
Grade K: Recognize a map as a tool to identify places.
Grade 1: Read a simple map using a key, and cardinal directions.
Grade 2:
Demonstrate the use of a state and world map using a key, and cardinal directions. Create a simple map with a key.
Page 4 SS
DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations Grades K-1-2
STANDARD 5: The student will understand the ideals, principles, and practices of citizenship in a democratic society.
The student will/can….
Benchmark
K-2.SS.S5.B1: Demonstrate responsibility in school, community, and nation.
Grade K: Not assessed at this level.
Grade 1: Identify personal responsibilities.
Grade 2: Identify individual rights.
Benchmark
K-2.SS.S5.B2: Identify U.S. holidays and traditions.
Page 5 SS
SOCIAL STUDIES Grade-Level Expectations Grades K-1-2
STANDARD 6: The student will understand how our societies have changed and developed through a study of history.
The student will/can….
Benchmark
K-2.SS.S6.B1:
Compare the past with the present, and recognize examples of change in the United States.
Grade K: Distinguish between the past and the present.
Grade 1: Compare the past with the present and recognize examples of change.
Grade 2: Compare the past with the present and recognize examples of change in the United States.
Benchmark
K-2.SS.S6.B2:
Identify and explain significance of important United States and Christian leaders (figures).
Grade K: Identify key people throughout the United States and church history.
Grade 1: Identify key people and events throughout the United States and church history.
Grade 2:
Identify key people and events throughout the United States and church history, and explain their significance.
Page 6 SS
DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations
Grades K-1-2
STANDARD 7: The student will understand the effects of science and technology on society.
The student will/can….
Benchmark
K-2.SS.S7.B1: Identify the effects of basic science and technology and their uses in society.
Grade K: Recognize basic science and technological advances and their uses.
Grade 1: Describe how basic science and technological advances makes one's life easier.
Grade 2: Identify the effects of basic science and technological advances on individuals.
Page 7 SS
SOCIAL STUDIES Grade-Level Expectations Grades K-1-2
STANDARD 8:
The student will demonstrate an understanding of the factors that shape individual development as well as patterns of the interactions among individuals, groups, and institutions. (Sociology/Psychology)
The student will/can….
Benchmark
K-2.SS.S8.B1: Describe how the group to which a person belongs influences how one acts.
Grade K: Identify groups to which people belong.
Grade 1: Identify the goals and values of various groups to which people belong.
Grade 2: Identify how the goals and values of groups influence how people act.
Page 8 SS
DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations Grades K-1-2
STANDARD 9: The student will understand global connections and interdependence.
The student will/can….
Benchmark
K-2.SS.S9.B1: Identify global issues, their consequences, and possible solutions.
Grade K: List global issues (i.e. pollution, endangered species, limited natural resources).
Grade 1: Identify consequences of global issues.
Grade 2: Identify possible solutions to global issues.
Page 9 SS
STANDARD 1:
The student will/can….
Benchmark
3-5.SS.S1.B1:
Distinguish among local, state, and national governments, and identify representative leaders at these levels. (i.e. Mayor, governor, president)
Grade 3: Identify the 3 levels and 3 branches of government.
Grade 4: Distinguish differences in roles of levels and branches of government.
Grade 5: Explain the rights and responsibilities of government leaders.
Benchmark
3-5.SS.S1.B2: Explain how rules and laws promote order in a society.
Grade 3: Identify rules and laws in a society.
Grade 4: Identify rules and laws, and how they promote order.
Grade 5: Explain how rules and laws promote order.
Page 10 SS
DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations Grades 3-4-5
The student will understand how people create and government
change systems of power, authority, and.
SOCIAL STUDIES Grade-Level Expectations Grades 3-4-5
STANDARD 2: The student will understand how people organize for the production, distribution, and consumption of goods and services. ( Economics )
The student will/can….
Benchmark
3-5.SS.S2.B1:
Apply the principles of organizing production, distribution, and consumption of goods and services.
Grade 3: Differentiate between the producers and consumers.
Grade 4: Explain the interdependence between the producers and consumers.
Grade 5:
Apply the principles of organizing production, distribution, and consumption of goods and services.
STANDARD 3:
DIOCESE OF DES MOINES SOCIAL STUDIES
Grade-Level Expectations
Grades 3-4-5
The student will demonstrate an awareness and cultures
understanding of and cultural diversity and their
impact.
The student will/can….
Benchmark 3-5.SS.S3.B1:
Identify contributions made by different cultures to the development of the United States
Grade 3: Identify contributions made by different community members.
Grade 4: Explain the contributions made by different cultures to the development of regions.
Grade 5: Compare/contrast the contributions made that led to the development of the U.S.
Benchmark 3-5.SS.S3.B2:
Describe the role that religion plays in society.
Grade 3: Identify that religion plays a role in communities.
Grade 4: Describe ways that religion plays a role in various cultures of the U.S.
Grade 5:
Distinguish ways that the quest for religious freedom played a major role in the development of the U.S.
SOCIAL STUDIES Grade-Level Expectations Grades 3-4-5
The student will understand and analyze geography through the study of the interactions of people, places,
STANDARD 4: and environment.
The student will/can….
Benchmark 3-5.SS.S4.B1:
| Grade 3: Identify the seven continents, four major oceans, and major geographical features of the U.S. |
|---|
| Grade 4: Locate and name all 50 states, capitals, and major regions in the U.S. |
Benchmark 3-5.SS.S4.B2:
| Grade 3: Identify and use the parts of a map. |
|---|
| Grade 4: Demonstrate the ability to read and interpret maps. |
DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations Grades 3-4-5
STANDARD 5: The student will understand the ideals, principles, and practices of citizenship in a democratic society.
The student will/can….
Benchmark
DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations Grades 3-4-5
STANDARD 6: The student will understand how our society has changed and developed through a study of history.
The student will/can….
Benchmark
3-5.SS.S6.B1: Understands major events in the development of Iowa history.
Grade 3: N/A
Grade 4: N/A
Grade 5: Understands major events in the development of Iowa history.
Benchmark
3-5.SS.S6.B2:
Benchmark 3-5.SS.S6.B3:
Examine historical events using a timeline.
Explain the impact historical and religious figures and events have had on U.S. history.
| Grade 3: Identify historical figures and events that had an impact on the development of communities. | |
|---|---|
| Grade 4: Describe how historical figures and events have had an impact on the development of | |
| | different regions. |
| Grade 5: Explain how historical figures and events had an impact on the development of the United | |
Benchmark 3-5.SS.S6.B4:
Describe how past events affect the future.
Grade 3: Recognize that events in history have an impact on the future.
Grade 4: Explain how events in history have an impact on the future.
Grade 5: Distinguish events in history that have an impact on decisions that are being made today.
Page 15 SS
= Power GLE/CLE
DIOCESE OF DES MOINES SOCIAL STUDIES Grade-Level Expectations Grades 3-4-5
STANDARD 7: The student will understand the effects of science and technology on society.
The student will/can….
Benchmark
3-5.SS.S7.B1:
Express the major American figures responsible for discoveries in science and technology and how they influenced society.
Grade 3: Identify inventors and scientific discoveries.
Grade 4:
Identify inventors and scientific discoveries that have influenced the different regions of the U.S.
Grade 5:
Recognize that inventors and scientific discoveries have affected technological advancement in the United States.
DIOCESE OF DES MOINES SOCIAL STUDIES
Grade-Level Expectations
Grades 3-4-5
STANDARD 8:
The student will demonstrate an understanding of the factors that shape individual development as well as patterns of the interactions among individuals, groups, and institutions. (Sociology/Psychology)
The student will/can….
Benchmark 3-5.SS.S8.B1:
Explain the need for respect and stewardship in society.
Grade 3: Identify ways to respect self, others, and nature.
Grade 4: Demonstrate ways to respect self, others, and nature.
Grade 5: Analyze how the respect for self, others, and nature affect society.
SOCIAL STUDIES Grade-Level Expectations Grades 3-4-5
STANDARD 9: The student will understand global connections and interdependence.
The student will/can….
Benchmark 3-5.SS.S9.B1:
SOCIAL STUDIES Course-Level Expectations
Grades 6-7-8
STANDARD 1: The student will understand how people create and change systems of power, authority, and government.
The student will/can….
Benchmark
6-8.SS.S1.B1: Describe and explain the different forms, purposes, and functions of government
* Understand different forms of government in a global and historical context.
* Describe the purpose of government and how its powers are acquired, used, and justified throughout history.
* Explain the structures and functions of local and national governments.
* Explain the six principles of the constitution: popular sovereignty, federalism, judicial review, limited government, separation of powers and checks/balances.
SOCIAL STUDIES Course-Level Expectations Grades 6-7-8
STANDARD 2: The student will understand how people organize for the production, distribution, and consumption of goods and services. (Economics)
The student will/can….
Benchmark
6-8.SS.S2.B1:
* Define and explain different economic systems.
Explain economics systems and concepts, and how they are connected to historical and current developments.
* Use economic concepts to help explain historical and current developments and issues in local, national, or global contexts.
STANDARD 3:
The student will/can….
Benchmark
6-8.SS.S3.B1: Explain cultures and cultural diversity, and how they impact society.
* Define and illustrate the elements of various cultures and their interactions.
* Compare similarities and differences in the ways civilizations meet human needs and concerns.
* Identify the impact of cultural diversity on society.
* Explain and give examples how the elements of culture contribute to its development and transmission.
Page 21 SS
DIOCESE OF DES MOINES SOCIAL STUDIES Course-Level Expectations Grades 6-7-8
The student will demonstrate an awareness and understanding of cultures and cultural diversity and their impact.
SOCIAL STUDIES Course-Level Expectations Grades 6-7-8
STANDARD 4: The student will understand and analyze geography through the study of the interactions of people, places, and environment.
The student will/can….
Benchmark 6-8.SS.S4.B1:
Explain geographical features and themes, and how they influence historical events and human interactions.
* Demonstrates the use of a variety of maps, globes, charts, and graphs.
* Demonstrates knowledge of the five themes of geography.
* Explains the importance of geographic features to cultures.
* Describe how historical events and human interactions have been influenced by geographic factors.
SOCIAL STUDIES Course-Level Expectations
Grades 6-7-8
STANDARD 5: The student will understand the ideals, principles, and practices of citizenship in a democratic society.
The student will/can….
Benchmark 6-8.SS.S5.B1:
* Identify and interpret the rights and responsibilities of a citizen in a democratic society.
Identify and explain the rights and responsibilities of a citizen in a democracy, and the key ideals of a democratic society.
* Examine the origins and continuing influence of key ideals in a democracy, such as human dignity, liberty, justice, equality, and rule of law.
DIOCESE OF DES MOINES SOCIAL STUDIES Course-Level Expectations Grades 6-7-8
STANDARD 6: The student will understand how our society has changed and developed through a study of history.
The student will/can….
Benchmark 6-8.SS.S6.B1:
* Understands key events and historical figures in the development of civilizations.
Identify and explain the role of key events and historical figures in the development of civilizations.
* Identify the causes and effects of past events.
* Explain how religious beliefs influence the actions of people and societies.
* Understands the strengths and weaknesses of opposing sides of historical events.
DIOCESE OF DES MOINES SOCIAL STUDIES Course-Level Expectations Grades 6-7-8
STANDARD 7: The student will understand the effects of science and technology on society.
The student will/can….
Benchmark 6-8.SS.S7.B1:
* Analyze how different cultural groups and societies use science and technology to meet their needs.
Explain how advancements in science and technology have affected human history and current cultural and societal needs.
* Explain how advancements in science and technology have affected human history.
DIOCESE OF DES MOINES SOCIAL STUDIES
Course-Level Expectations
Grades 6-7-8
STANDARD 8:
The student will demonstrate an understanding of the factors that shape individual development as well as patterns of the interactions among individuals, groups, and institutions. (Sociology/Psychology)
The student will/can….
Benchmark 6-8.SS.S8.B1:
* Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.
Explain concepts of individual development and patterns of interactions between individuals, groups, and institutions.
* Explain the relevance of major religions and philosophical traditions.
* Understands how prejudice causes stereotypes and leads to discrimination.
SOCIAL STUDIES Course-Level Expectations
Grades 6-7-8
STANDARD 9: The student will understand global connections and interdependence.
The student will/can….
Benchmark 6-8.SS.S9.B1:
Identify and explain historical and current global connections.
* Analyze historical and current events examples of conflict and cooperation among groups, societies, and nations.
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Beginning Algebra ~ Lesson 21
Work the following examples as you listen to the recorded lecture.
Graphing a line using slope and y-intercept
Graphing a line is easy if you know a point on the line and the slope. Since the slopeintercept form of the linear equations tells us the y-intercept, which is a point on the line, and the slope of the line, we can quickly graph the line on the rectangular coordinate system graph.
For example, let's look at the linear equation . We recognize slopeintercept form, and can easily find the slope of the line, which is , and the yintercept, (0,1). The example below shows the steps taken to graph this line:
Step 1: Find the y-intercept and place it on the graph
Step 2: Find the next point on the line by following the slope. Since the slope is always , we move up the number of spaces in the numerator and over the number of spaces in the denominator. In this case, we go up 2 and over 3.
Step 3: Since 2 points are all we need to graph a line, we draw a line through our 2 points to complete the graph. This is the graph for .
Graphing a line using slope and y-intercept, page 2
Let's look at another example, , and see what happens when our slope is negative. This linear equation is in slope-intercept form, so we have a slope of -2 and a y-intercept of (0 , 1). Since the slope is a whole number, we need to write it as a fraction so that we have both rise and run. We'll always leave the negative in the numerator to make it easier to graph, so our slope is . Now we are ready to graph the line:
Step 1: Find the y-intercept and place it on the graph.
Step 2:
Find the next point on the line by following the slope. Since the rise of the slope is negative, we move down the number of spaces in the numerator and over the number of spaces in the denominator. In this case, we go down 2 and over 1.
Remember….
You can graph a line if you have the y-intercept and the slope.
First, find the y-intercept on the graph.
Next, find the 2 nd point on the line by using the slope; go up or down the number of spaces in the numerator and go over the number of spaces in the denominator.
Finally, draw the line through the two points.
Graphing a line using slope and y-intercept, page 3
Use y-intercept and slope to complete the graphs.
Line 2:
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o Energy Issues
o Reuse
o Reduce
o Lawn/Garden
o Home Links
o Gifts
Energy Issues
* Install a programmable thermostat to turn down the heat or air conditioning at night.
* Turn off lights and appliances when not in use; install motion sensors if appropriate.
* Set thermostat no higher than 68° in winter, no lower than 75° in summer.
* Convert from wood to gas or electric heat, or get a clean-burning fireplace insert.
* Increase the insulation or seals in or around doors, windows, walls and roofs to reduce energy costs.
* Buy energy-efficient Energy Star appliances and compact fluorescent light bulbs.
Reduce
* Minimize water use by purchasing efficient toilets, faucets, and shower heads.
* Do not mow your lawn or fill your gas tank on Ozone Action Days.
* Use a household hazardous waste collection site to dispose of hazardous wastes such as batteries, cleaning fluids, paint thinners, and thermometers..
* Buy local – local farmers, local manufacturers (supports local businesses and reduces fuel needs and transportation emissions)
* Recycle!!! Recycle plastics, glass, aluminum, newspaper, used motor oil and fluids, tennis shoes, eye glasses, cell phones, electronic equipment
* Purchase less toxic cleaners.
* Purchase concentrated or refillable laundry detergents.
* Use a household hazardous waste collection site to dispose of hazardous wastes such as batteries, cleaning fluids, paint thinners, and thermometers.
* Turn the water off when you brush your teeth.
* Reduce household waste by re-using and recycling.
* Only run full loads in the washing machine or dishwasher.
* Shop carefully and buy only what you need.
* Buy non-perishable products in large quantities or in bulk.
* Don't use a bag if you're buying one item.
* Use reusable containers with lids instead of aluminum foil, plastic bags, or plastic wrap.
* Borrow, rent, or share items you use infrequently, such as extra plates and cups for parties, garden tools, and audiovisual equipment.
* Say "No Thanks" to items you're not going to use; if you don't need napkins, straws, plastic utensils or condiments for to-go orders, leave them at the restaurant or store.
* Purchase products with minimal packaging or contain recycled content. Packaging represents about 30% of all our waste, yet much of the packaging isn't needed to protect
Everyday P2 Tips What you can do
At Home
the product. Ten cents out of every dollar we spend in the supermarket, pays for packaging.
Reuse
Up
* Buy products in containers that you'll reuse (like peanut butter jars that can be used for storing screws, buttons, rubber bands, etc.).
* Use rechargeable batteries.
* Use durable products instead of disposable ones. For example, use cloth rather than paper napkins, durable cameras instead of disposable ones, mops instead of disposable sheets, sponges or rags instead of paper towels.
* Use old fabric and worn-out clothes as rags.
* Use a ceramic mug instead of a paper or plastic cup.
* Use cloth or metal coffee filters instead of paper filters.
* Repair broken appliances instead of throwing them away and buying new ones.
* Bring your own canvas bag when you go shopping. Minimize the use of paper and plastic bags, reuse or recycle them.
* Reuse grocery bags by taking them with you to the store.
* Donate reusable items and cars you no longer need to thrift shops or charities.
Lawn/Garden
Up
* Do not mow your lawn or fill your gas tank on Ozone Action Days.
* Recycle used motor oil and other fluids.
* Use little or no fertilizer or pesticides, especially near lakes and streams.
* Be careful when refueling lawn and garden equipment to prevent spillage.
* Consider replacing your mower with an old-fashioned push mower, electric mower or new, more efficient gas mower. Push mowers increase your physical health and tone.
* Ask your dealer about new, cleaner-burning equipment coming on the market or try using hand-powered tools.
* Keep your lawn mower properly tuned.
* Use electric powered tools or a rake or broom instead of gas or diesel powered blowers or equipment.
* Use a household hazardous waste collection site to dispose of hazardous materials such as pesticides and herbicides.
* NEVER burn plastics or other man-made materials or wastes. Not only is it illegal, the smoke is toxic.
* Plant trees and shrubs to create winter wind breaks and provide shade in summer.
* Observe "no burn" state and local restrictions and use wood burning devices sparingly.
* Use water-based latex paints and other low volatile organic products.
* Use non-toxic alternatives to house and garden pesticides.
* Don't spray paint - use brushes and rollers when possible.
Gifts
* Wrapping
* Giving
* Unwrapping
Giving
* Make gifts. Everyone appreciates a home cooked meal or baked goodies.
* Not sure what to get someone? Gift certificates ensure the gift will be kept.
* Consider non-material gifts. Tickets to a sporting event, movie, play, or concert are a real treat! They also create memories. Or make a charitable donation in their name.
* When you go shopping, bring your own reusable bags.
Up
* Think durable! Consider how long an item will last before you make a purchase. Often a cheaper item will wear out long before the more durable equivalent.
* Look for items made with recycled content, less toxic, or more energy efficient.
Wrapping
Up-gifts Up
* Creative wrapping paper substitutes include used blueprint paper, the Sunday comics, or even the sports section for a sports enthusiast. Design your own wrapping paper using paper shopping bags: decorate them with paints, crayons, markers, or art projects from school.
* Decorate oversized gifts with just a bow that can be used again.
* Wrap the gift in a drawstring bag and use an inexpensive luggage tag for the gift tag.
* Put toy animals in a cowboy hat and wrap a cowboy scarf around it.
* Put a small gift in a knit hat and close the top with a barrette or a decorative hat pin.
* Put flea market 'jewels' in a jewelry box.
* Put games in a backpack or a kid's design pillow case.
* Put blouses and other gifts in decorative hat boxes and tie with a hair ribbon.
* For a person who is handy, wrap a gift in a tool box.
* For a person who sews, wrap a gift in a fabric remnant and tie it with a piece of lace, ribbon, or a tape measure.
* Place home-baked cookies in a reusable tin box, a kitchen container, or a decorated oatmeal box.
* Any kitchen gift can be wrapped in a colorful dish towel. Kitchen utensils can pop out of an oven mitt.
* Use a colorful tablecloth to wrap dishes or dining room gifts.
* For a gardener, put garden tools in the pocket of an apron, a planter, or a bucket.
* For a reader, wrap a book in a reusable canvas shopping sack.
* Hang earrings, bracelets, or necklaces right on the Christmas tree, or put them inside or around an open ornament.
* Find an elegant bottle or neat old bottle from a flea market, thrift store, or antique store and put a gift certificate inside it for a cosmetics store that dispenses products for refillable containers.
* Wrap earrings or small items in a painted egg carton.
* Search the flea market, garage sales, and thrift stores for interesting old boxes that can be used as decorative packages.
* Search the attic for old family photos and mementos and give them to your favorite relative wrapped in grandma's old hat and a lace curtain.
* Make use of that old satin bathrobe that's falling apart at the seams. Cut it up and use the pieces to wrap small packages or as a tissue paper replacement. Check your scrap rag box for other good pieces of interesting fabric that can be cut up and used for wrapping.
* Replace tissue paper with old lace or strips of paper shopping bags or used gift wrap.
future.
* If you use traditional gift wrapping, always buy recycled-content wrapping paper. If your store doesn't sell recycled-content wrapping paper, ask the manager to order it in the
* If you send holiday cards, buy recycled-content cards and envelopes. Or make your own
* Make gift tags from last year's holiday cards.
cards out of last year's cards and the wrapping paper you saved.
* Shipping a gift? Reuse the foam peanuts from another package, or use unbuttered popcorn for packing.
* Don't forget to look for toys, books, and other products made from recycled materials.
Unwrapping
* Set a box aside to collect the reusable ribbons, bows, and other package decorations.
* Save the ribbons, bows, and other packaging to be reused.
* Most gifts boxes can be flattened and reused throughout the year for other items.
* Drop off extra packaging materials at local private mailing centers such as Mail Boxes Etc. Call the Plastic Loosefill Products Council (1-800-828-2214) for the names of local businesses that reuse them.
* Recycle boxes that can't be reused.
* Put this year's Christmas cards away to cut up and use as gift tags for next year's gifts.
* Got a new microwave, toaster, clock radio, toy, or coat? Consider giving away your old appliances, toys, games, or clothing to a local charity or thrift store.
Links
Up-gifts Up
* P2 Week fact sheet: Reducing Waste at Home (pdf file)
* Minnesota's Consumer Handbook to Reducing Waste
* Household Hazardous Waste Contacts
* Reduce Unwanted Mail ("Junk Mail")
* How to Grow a Healthy and No-waste Lawn and Garden (pdf file)
* Landscaping for Water Quality with a native plant guide and Rain garden design
* Green Landscaping with Native Plants
* Michigan Nursery & Landscape Association's Resources
* Natural Landscaping Source Book
* Residential Recycling Information - MDEQ
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28070 version 3
Student guidelines
NZQA Assessment Support Material
Student guidelines
AWARD OF CREDIT
This unit standard can be awarded with an Achieved, Merit, or Excellence grade.
CONDITIONS OF ASSESSMENT
This assessment will take place over a timeframe set by your assessor.
* Your writing must be in your own words.
* You may use a bilingual and/or an English dictionary, but you must not use electronic devices.
* You will be given time to do a draft before your final copy.
* Your assessor will check your draft and give general guidance only.
Note:
* Your drafts and any source material used must be attached to your final copy.
* When you have finished, read through your writing using the checklist and make any changes you need.
* Make sure that your writing has as few mistakes as possible.
April 2019
New Zealand Qualifications Authority 2019
Assessment task
Write a response that relates to your learning context. Some examples are given below.
Respond by expressing a viewpoint on:
* a text you have read
* a movie you have seen
* a recent experience or event
* a process you have observed
* new information received.
Make sure you have thought about your purpose for writing. For example, it may include responding to links between yourself and a text by relating it to a personal experience. It could also involve making links between an event, a process or new information and your previous knowledge, experience and ideas.
You must write at least 250 words.
28070 version 3
Student guidelines
April 2019
New Zealand Qualifications Authority 2019
Student Checklist
In this assessment task you will need to show you can do the following:
Write at least 250 words
Write in your own words.
| | To Achieve | | To Achieve with Merit | To Achieve with Excellence |
|---|---|---|---|---|
| Communicate to the reader why the response was written e.g. a viewpoint on a written/visual text, experience, a process, an event, or new information | | As for Achieved | | |
| Describe ideas or issues and follow with supporting details that develop these. | | As for Achieved | | |
| Ensure that content, structure and organisation are appropriate to the specific purpose of the response. This may include making links between your own personal experience and the text, or linking the text with something you already know about. You can also make links to ideas. e.g. a response to a written text would: • set the context and include background | | Ensure that content, structure and organisation are appropriate to the topic and response text type. This may include: • a summary of the film • your reaction to the film • an evaluation of the film’s effectiveness | | |
April 2019
| | To Achieve | | To Achieve with Merit | To Achieve with Excellence |
|---|---|---|---|---|
| information on the text • describe the main characters, their relationships, key incidents and main themes, including connections to your own personal experience and/or prior knowledge. conclude with an opinion and/or recommendation. | | | | |
| Use a range of language features appropriate to the text type you have used to communicate ideas. Language features may include: • complete simple, compound and complex sentences • appropriate verb forms • cohesive devices (see examples above) formal, objective language e.g. This response will focus on… instead of I will focus on… The full forms of words are used instead of contractions. There is an absence of slang and colloquialisms. | | Use a wide range of language features to communicate ideas. | | |
| Use a range of vocabulary appropriate to the text type and relevant to the topic, to communicate ideas. | | Use a wide range of vocabulary to communicate ideas. | | |
Proofread and edit your work to ensure that the meaning of the text is clear and that mistakes have been corrected.
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Hot Tips for IY Autism Programs Tailoring Role Play Practices to Children's Developmental Level
Carolyn Webster-Stratton, Ph.D.
The Incredible Years learning methods and processes are based heavily on a collaborative process facilitated by the IY group leader with the parent and teacher participants involving discussion of video vignettes, pulling out behavioral principles and tailoring them to the target child's developmental goals. During this discussion group leaders set up role plays to practice the specific behavior management skills pertinent for the session topic. These role plays are set up in a learning sequence going from simple practice to more individualized practices based on one or two of the target children's language, social and emotional development. This document is designed to help group leaders tailor practices according to the needs of the group. Every video vignette does not need to have 3 different practice levels. Rather, the group leader will make sure that by the end of each group session, or workshop that the participants have learned the tailoring principles that are relevant for their target child.
3-11-20
Step 1: Set up the first role play practice similar to video vignette scenario. After a video vignette has been viewed and discussed then the IY group leader will set up a practice that would include similar activities and be related to the key principles and scripts pulled out of the discussion of the vignette. These key points will have been summarized on the flip chart and positioned so the teacher or parent in the role play practice can see them.
Step 2: Clarify the goal of each of the practices clearly. Depending on the topic you are working on, such as promoting language development, or, social behaviors, or, emotional literacy, or selfregulation, the group leader will set up a clear goal for the practice of the specific skill related to the child's goal. For example, goals for practicing language promotion could include one or two of the following elements: the pacing of language, number of words, intentional prompting, partial prompting, getting in the child's spotlight, and use of gestures and visual prompts. The goals for practicing a specific social skill could include one of the following: prompting a child to ask for something they want, or sharing, or helping another, or taking turns, or encouraging joint play. The goals for promoting emotional literacy and self-regulation could include: helping the child to recognize emotion language in self, or recognize the emotions of others, practicing using self-regulation skills such as breathing or positive self-talk or positive imagery, or using puppets to calm down, or learning about using the calming thermometer. The strategies of teacher or parent modeling and prompting these skills will depend on the child's language and their social and emotional developmental level.
Step 3: Identify the child's developmental status for the role play practice. Check out the "How I am incredible!" profile for information including the details of a child's language and play level (parallel play, atypical play, functional play, or imaginary play). Start simple by building on the scenario developed from the vignette shown and discussed and use the How I am Incredible profile for Hudson or Amelia depending on which child was in the vignette discussed. (see their sample profiles on web site www.incredibleyears.com/resources/gl/parent-program/). Start by identifying the behavior goal that is being prompted and the motivating antecedent (child's goals) and rewarding consequence (ABC). Identify the script for the teacher or parent role play based on Hudson or Amelia's target goal and child's developmental status.
Step 4: Ready-Set-Action. Action starts with players knowing their parts. Pause during role play practice as needed for reinforcement to person in role as parent or teacher, or to provide additional ideas, in the same way you would pause a video vignette. Replay to try out an alternative good idea. Afterwards debrief by asking group to list the effective strategies used by the parent or teacher and ask for insights gained from observing the child and adult in the practice. Explore alternative strategies and how this might look different for a child with different developmental level (e.g., less language). Sometimes these ideas might be tried out in another practice.
Step 5: Replay the scenario using one of the target child profiles. Use the child profile that has been developed by the teacher or parent in the first session to set up the next practice. For example, select a child with one word sentences and explore the principles that pertain to such a child such as: the "one up rule", pacing more slowly and using limited number of targeted words, positioning with child, strategies for staying in child's spotlight, pausing and waiting for a child's response, and importance of repetition and imitation. Decide whether the practice should be one-on-one (adult-child) with teacher or parent modeling the skill and when it might be appropriate to bring in a 2 nd child, or a puppet, or character to model a skill. Decide whether the person in role as child would benefit from playing the part of their own child to gain the child's perspective and first see how another person would respond. When this happens, try to give the person a chance to then take the role of parent or teacher to try out any new approaches.
Role plays should be set up to cover different parent and teacher coaching strategies including: modeling, prompts and partial prompts, intentional communication and specific coaching language. Group leaders should make clear that parents or teachers only move to the next language or social or emotional strategy when children are successful with the earlier strategy.
Step 6: Another role play is set up with another target child from the profiles. The subsequent role play can be set up with a nonverbal child selected from another one of the participant's child profiles. Start by identifying the precise behavioral goal for that child and what the motivating antecedent will be. For example, is the goal to have the child point, use a sign or gesture, or attempt to speak? Is eye contact necessary. Ensure that the request behavior is developmentally appropriate and determine whether the child has already been taught pointing or hand gestures before the practice.
Set up the role play with the teacher or parent using more gestures and simplifying and reducing number of words even further with this child. If the child makes any sounds that are not understood, repeat and imitate their sounds with understanding to encourage any sort of verbal interaction. These early sounds are the beginning of a child realizing he can use them to let another know what he wants. When teaching a child gestures, sometimes the teacher or parent may need to physically move the child's hand into the palm up position (hand over hand), or to mold the child's finger to point towards the object wanted. Determine how much teaching the child has had in regard to using visual prompts before doing a role play because this will help you know if you first need to practice this teaching first in the role play before using the visual prompt in an interaction.
Step 7: Small Group Paired Practices: After doing several of these role plays in the large group, pair up participants to practice with others who have children that are developmentally similar in terms of language and play ability. Have teachers or parents play the role of their own child or student so they can experience the viewpoint of their child when an adult uses the coaching language and gestures or visual prompts. Allow plenty of time for this practice and go around the room to watch what they are doing to assist as needed. After each pair has practiced, bring them back to debrief and share their learning.
Brainstorm other ways to learn and practice the targeted skill: Do a buzz and ask the parents or teachers about other opportunities for setting up practices to learn the particular skill such as the asking behavior described above. This can include asking for other favorite toys, or activities, or foods, or a story book, or to remove something. Help parents and teachers realize all the opportunities they have to teach this skill during the day.
Sequence Role Plays: I suggest starting role plays with a child with more language such as Hudson or Amelia as your first role play as this will likely be the easiest one for parents or teachers as they are essentially replaying what they have seen on the vignette. Then for the next role play pick a child from the profiles who has one word only sentences but is interested in other children and finally a role play with a child with no words and seemingly little interest in peers or adults. At each role play you add different communication principles such as reducing number of words, adding gestures or a visual prompt. You may even bring in a puppet who models the targeted behavior you want the child to learn such as pointing, or using words. When using puppets or toy characters, it is important that the puppets' language, gestures, or visuals match those that you have identified as appropriate for the child's developmental level. For example, if the parent/teacher would use one word and a gesture in an interaction with the child, the puppet should also use one word and a gesture.
General Comments: It is important for teacher or parent participants to see the value of keeping the child learning simple with small steps, and to understand when it could be valuable to incorporate gestures, or visual aids, or songs to help the nonverbal child indicate her request or as a means of getting in the child's spotlight first before learning can occur. Learning to point in itself is a challenge for children with ASD and it will need repeated practice when the nonverbal child really wants something. Note that it is not necessary for the child to have eye contact when asking or pointing. Eye contact is a separate skill that can be learned after children have learned the value of pointing or using another nonverbal gesture.
Pace complexity of your role plays throughout sessions: You do not need to have 3 levels of practice for every vignette. You may use one vignette to pull out a few basic principles in a practice. Then explore other ideas for one target child and practice this. Just as group leaders help teachers and parents to pace their approach according to the target child's development so will the pacing of the teachers and parents learning gradually be added to in subsequent discussions and sessions.
Sample Scenarios for Practicing the Social Skill of Asking
Here is an example of using these steps for teaching one social skill that is, asking for something.
Role Play Scenarios for Social Coaching: Learning to ask for something wanted
Child with Language
* Teacher Autism Program Part 1 Vignette 7 & 8: Asking for Help Amelia; Vignette 10: Asking Hudson; Part 2 Vignette 9
These vignettes in the Parent and Teacher Autism Programs could be shown first to talk about how to help children learn how to ask for something they want using the ABC sequence.
* Parent Autism Program Part 1 Vignette 7 Hudson with balloons; Vignette 8 Kilani
* Part 3: Vignette 12 Amelia; Vignette 18 Hudson
Step 1: Set up the role play practice similar to video vignette scenario
See vignettes above for expanding discussion of the principles for prompting and teaching children how to ask for help. In these vignettes you will view examples of parent or teacher modeling, how they use the antecedent (A) to motivate the child to use the asking behavior or words (B) and how the child will be reinforced (C).
Scenario: Child with language (selected from Amelia's profile document after the vignette of her has been discussed)
Step 2: Clarify the goal of each of the practices clearly
The goal for this first role play after seeing one of the Amelia vignettes is to help Amelia know how to use appropriate language to ask for what she wants from adults or other children.
Step 3: Identify the child's developmental status
The child, Amelia, on the vignette reviewed has good language when alone with her mother but when with peers or teachers she withdraws and seems anxious. She avoids asking for what she wants or letting someone know she needs help. The goal is for her to say, "I want the balloon" or "help with… please". She has these words but doesn't use them in group situations with peers or teachers.
Step 4: Ready-Set-Action Scenario for Practicing with Anxious Child who does have Language
The teacher or parent selected for the role play has chosen an activity such as play dough, or balloon, or bubbles that she knows Amelia loves to play with and will motivate her (Antecedent).
The parent or teacher will use the ideas generated from the discussion of the Amelia vignette as a script for the ABC practice. The group leader has told the adult in role as the child not to misbehave but to be reluctant to speak. The teacher or parent holds up the desired object (motivating antecedent) and prompts the child in various ways by first modeling the asking behavior and by rehearsing what the child can say, "please I want the blue playdough… ". When the child (Amelia) repeats any of these words, she is given some of the desired object right away such as a bit of the play dough, or blowing one bubble. She is praised for her friendly asking behavior with enthusiasm, "that was such a friendly way for asking for that, thank you for looking at me" and given another chance to ask again for more play dough.
Once Amelia has learned and frequently practiced the asking words in one-on-one interactions with an adult, then the role play can proceed with a 2 nd child who has been chosen because she is socially competent and will easily share play dough. This could be an older sibling or a socially adept child in the classroom. This time the 2 nd child is given the play dough and the teacher or parent prompts Amelia to ask for some of this child's play dough. Despite all the previous practice experiences with the teacher or parent it still might be necessary to whisper and remind Amelia of what to say or to use a partial prompt. When Amelia has successfully asked and has received the play dough from her friend, the adult says, "wow you asked so nicely and your friend shared. You are good friends." The consequence is her getting what she wanted plus the adult's positive attention and labelled praise. Framing Amelia as friendly will help her with her anxiety about peer relationships.
Note, in most parent/teacher groups, this second step of adding a peer could be done in a practice in a subsequent group workshop. Parents and teachers need to master and practice on level of individual adult-child coaching before moving onto incorporating another child. Moreover, adding a 2 nd child to the child's practice can be distracting and anxiety producing for the child if done too soon. Likewise adding too much complexity to the role play practices for the teachers or parents before they have mastered the basics of tailoring with one child can be confusing with too many piled on skills at one time. Just as it is important to pace learning to child's developmental level it is also important to pace learning for parents and teachers. Each session or workshop will build on prior learning and experiences and participants goals for themselves.
Step 5: Ready-Set-Action Scenario for Practicing with Target Child who has Less Language
Using the profile that was developed for another child from the group, the scenario is replayed with a child with one word sentences. The goal is for her to use at least two words and to combine the words with a gesture. The parent or teacher task is to use the "one up rule" adding a second word and learning a request gesture to see how this will expand her frequency of asking for what she wants. The reason for learning the request gesture is to give the child easier methods of asking someone for something. First, the adult gives the child a bit of yellow play dough and puts out her hand palm side up and asks, "Play dough please" or, uses a puppet to model asking for some playdough. When the child gives the parent or teacher some play dough she is praised and immediately given the play dough back. After this asking has been frequently modeled in social interactions, the parent or teacher holds up some of the target child's favorite blue playdough to prompt the child to ask for some of that color using ask words, or gesture of hand held out with palm turned up. If the child doesn't say anything, the adult tells her what she can say. "You can say, 'blue play dough please.'" If the child imitates those words, the adult gives her a bit of the play dough right away and enthusiastically praises her by saying, "So friendly to say blue play dough please." Then the adult shows the child that she has more blue playdough, and prompts the child to say the words on her own. If she doesn't do that she tries a partial prompt with the hand gesture, "please blue…." encouraging her to fill in the blank word play dough with the rest of the verbal requests. This practice prompting the child to ask with two or three words and to use the hand gesture is repeated many times in play exchanges. The child is rewarded with the play dough for using the gesture, or using just one word or even making an attempt at a verbal response in the beginning in order to reward steps in the right direction. With ongoing support, modeling and prompting the child will eventually develop confidence to use more words or gestures because she is always rewarded when she does this.
In subsequent groups, additional practices would be set up to coach a child for asking something from a peer. Once the child has learned how to ask verbally by using two words accompanied by a gesture, then a role play could be set up with the target child and a socially adept peer. This would only be done when the target child is ready for this and has indicated some interest in other children. This time the 2 nd child has the play dough, and parent or teacher prompts the target child by saying, "you want play dough, so you can say ____". The teacher or parent pauses to see if the child will say, "please play dough." The plan is to see if child can do this on her own with a peer, but if not then the parent or teacher proceeds by putting out her hand and modeling part of the request to see if she will fill one word or copy the gesture. If not, the parent or teacher models the whole request with the gesture and lets the child imitate the words. Whenever the child makes an effort to ask the 2 nd child for the play dough, the 2 nd child is encouraged and prompted to share it right away and is praised for this sharing. Eventually the target child will learn that asking with friendly words or gestures results in her getting what she wants. The key idea here is to start with teacher or parent modeling and prompting the words or gestures to use when asking in adult-child interactions so the child has learned this skill. Next step is to add in a 2 nd child to prompt the child's experience learning how to do this with a peer.
Step 6: Ready-Set-Action Scenario for Practicing with Target Child who is Nonverbal
As before, identify the precise asking behavior desired for this child. Decide whether eye contact is important, what hand gesture will be used, or whether words or sounds are an intervention target? Help the parent/teachers identify a developmentally appropriate goal based on what the child is currently doing. Set up the role play with the adult using more gestures and simplifying words even further. For example, if the child makes any sounds that are not understood, the parent or teacher is encouraged to repeat or imitate them with the goal of encouraging any verbal sounds in the interaction. It doesn't matter if the sounds don't make sense. This use of gestures and imitating sounds by the adult can be practiced and debriefed for key ideas learned.
Following this, the parent or teacher might replay the scenario bringing in the use of a visual picture or symbol that reflects asking, such as picture of a hand held out, or a pointing finger. For example, if the child holds out hand palm up for the request, or points to the ask picture, the adult can point to the visual request picture with enthusiasm and give the child the play dough.
"Yes! You are pointing to play dough!" Each time the child wants more play dough, there must be lots of repetitions of both the word, the gesture, and picture of asking symbol. The adult is also modeling and prompting the actions she wants. Sometimes the teacher or parent may need to physically hold out the child's hand palm up or mold child's finger into a point and bring the child's finger to the play dough to help the child understand what it means to use this signal or gesture to get something they want.
By breaking down these skills according to the child's receptive and expressive language development, the group parents or teachers will be ready to work in pairs to practice these skills according to their target child's developmental status.
The steps described above for setting up role plays to teach children to ask for something can be used for any of the content areas such practices for teaching social skills such as sharing, taking turns, waiting, and helping or, for emotion language, or self-regulation methods such as deep breathing or self-talk. The skills are practiced in a layered and sequenced way depending on the goals for the child.
For example, for emotion literacy teaching with the child chosen from the target profiles the first thing to know is how many emotion words that child has if any? Based on this awareness of what emotion words the child is already using, then identify the target emotion words. Next practices would be set up accordingly with "one up rule" for a child with some emotion words to perhaps help him develop awareness of more positive feelings such as feeling calm, or loved or courageous. For less verbal children, it may be expanding their emotion understanding of themselves or others with visual pictures of emotions and use of puppets who model and share their own emotions. For nonverbal children practices would include reducing the number of words, slowing down the pace, allowing for lots of repetition and imitations, and using emotion visuals prompts to help them understand words for their own emotions. This would be done before working on their awareness of other's emotions.
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FOR IMMEDIATE RELEASE
ONE THOUSAND CHILDREN EXPLORE EXPOSITION PARK VENUES IN A 'DAY OF LEARNING II'
Hosted by the California African American Museum. Children From Boys and Girls Clubs and Local Schools Tour the Venues In Expo Park
LOS ANGELES (December 14, 2012) The California African American Museum (CAAM) will host A Day of Learning II, Saturday, December 15, 2012, 8 a.m. to 4 p.m. in a curated tour of Exposition Park venues. Starting and ending at CAAM, close to 1,000 children from select Boys and Girls Clubs in Los Angeles and Orange County, as well as various schools and organizations from L.A. City Council Districts 8 and 9 will tour CAAM, the California Science Center, the Natural History Museum (NHM) of Los Angeles County and the Los Angeles Memorial Coliseum.
By groups of 200, the children will be led through Exposition Park and welcomed by melodic harmonies from the International Children's Choir of Long Beach and ABC7's General Assignment Reporter, Elex Michaelson, who will give a brief presentation. The groups of children will get the opportunity to learn about the American Civil War as they tour CAAM's exhibition "African American Military Portraits of the American Civil War," and Los Angeles' local history encompassed in two exhibitions "Coloring America" and " The Legacy of the Golden State Mutual Life Insurance Company: More Than a Business."
Then it is on to the California Science Center, where Time Warner Cable will sponsor the children's Space Shuttle Endeavour experience, in the Samuel Oschin Pavilion. The California Science Center is a family destination that inspires science learning through fun, memorable experiences. Interactive exhibits, live demonstrations and incredible films shown on an IMAX movie screen 7-stories high reveal the science found in everyday life. In addition to the permanent galleries – Ecosystems, SKETCH Foundation Air + Space, Creative World and World of Life, the newly opened Samuel Oschin Pavilion featuring the Space Shuttle Endeavour offers an up close and personal look at the rich legacy of human spaceflight.
After exploring the Science Center, it is off to the Natural History Museum of Los Angeles County where some of the world's oldest fossils are stored and large dinosaur exhibits soar high and low in the galleries of Dinosaur Hall. The Natural History Museum of Los Angeles County was the first dedicated museum building in Los Angeles, opening its doors in 1913. It has amassed one the world's most extensive and valuable collections of natural and cultural history with more than 35 million objects, some as old as 4.5 billion years. The completed renovation of the NHM's Beaux-Arts 1913 building sets the stage for a rollout of new visitor experiences, including the acclaimed new Dinosaur Hall, leading up to its centennial celebration next year.
The children will also get a glimpse into the stadium of the Los Angels Memorial Coliseum and learn the about the Coliseum's Olympic history. The Coliseum opened its doors to Los Angeles in June of 1923. Some 5 months later, on October 6, 1923, the first football game was played in the stadium, with the University of Southern California hosting Pomona College. It is the only facility in the world to play host to two Olympiads (X and XXIII), two Super Bowls (I and VII) and one World Series (1959).
In a gift giveaway, ABC7 will provide the children with 1,000 toys and youth items through the support of the ABC7 and Firefighters Spark of Love Toy Drive, who are celebrating their 20 th year of giving. L.A. City Firefighters will also be present to help distribute the toys. The generosity of Time Warner Cable does not stop at the Space Shuttle Endeavour; the company will also provide more than 1,000 shirts for the children and 50 Time Warner Cable employee volunteers. Other Day of Learning II sponsors include the California Science Center, California Natural History Museum, Los Angeles Coliseum and Sports Arena, JP Morgan Chase, Inglewood U-Haul, Inglewood Home Deport, Art Rebel, U.S. Foods – Southern California Division, NESTLES, Coca Cola Refreshing and FRANCES COLEMAN CATERING.
EXHIBITIONS IN THE CAAM GALLERIES:
Coloring America: Selections from the California African American Museum's Permanent History Collection through March 24, 2013
Shared Thread in CAAM's Courtyard through December 30, 2012
African American Military Portraits from the American Civil War: Selected Images from the Library of Congress Collections through April 14, 2013
Legacy of the Golden State Mutual Life Insurance Company: More Than a Business through March 3, 2013
Go Tell it on the Mountain through April 7, 2013
About the California African American Museum
The California African American Museum (CAAM) researches, collects, preserves and interprets for public enrichment the history, art and culture of African Americans. Chartered by the California State Legislature in 1977, CAAM is a state supported institution and a partner with the 501(c)(3) non- profit organization Friends, the Foundation of the California African American Museum. In
--more-- addition to its permanent collection of over 3,000 objects of art, artifacts and historical documents, CAAM also houses a research library containing more than 20,000 volumes, employs and trains
3-3-3-3
high school students through its Young Docents program, and hosts in-house curated exhibitions and traveling exhibitions on a regular basis. The museum also tours CAAM exhibitions throughout California and the nation.
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Untitled, Richard Basil Mock
Woodcut on paper
…About the artist
Richard Mock was a printmaker, painter, sculptor, and editorial cartoonist. Mock was best known for his linocut illustrations (American Voter, pictured above) that appeared on the Op-Ed page of The New York Times from 1980 through 1996. His work has been cited as an influence by a number of contemporary American printmakers. Mock died after a long illness in 2006.
Lesson Overview
Students will explore art work that is valued for both its aesthetic value and its ability to persuade and provide commentary about cultural beliefs, values and mores'. Additionally, students will investigate the relief printing process.
Objectives
1. Students will be able describe and interpret the untitled woodcuts shown them created by Richard Mock.
2, Students will be able to define and describe the process for creating and cutting a relief print block.
3, Students will be able to define and describe the process for inking and printing a relief print block.
4. Students will be able to describe how art can have aesthetic and social significance.
5. Students will be able to identify and describe works of art by Richard Mock, Kathe Kollwitz, Pablo Picasso, Angela Haseltine Pozzi and Albrecht Dűrer.
5. Students will be able to create a print based on an issue of social importance at their school. The prints will emphasize contrast of value.
Procedures: Part I - Comprehend and Reflect
1. Show students Richard Mock's untitled woodcut. (Slide 1) Ask them to carefully describe what they see. Ask students to be very specific in their descriptions. Ask students if any the objects in the print (bird, tree, sunglasses, chair, etc.) give them a clue about the Mock's. What do they think the art work is about? What is its meaning? Perhaps the print is about the importance of enjoying nature and keeping it safe? What do you think? Why?
2. In this untitled print (http://americanart.si.edu/images/1987/1987.74.3_1b.jpg) (Slide2) Mock is making a statement about how media (internet, newspapers, magazines, television, etc) may not always be truthful and can influence—or maybe tempt—the viewer/user of the media. How does the artist say this in the print? (flying book enticing the viewer; viewer can't keep his/her eye off the book; flying clocks—media causes us too lose track of time,) Note to instructor: 21 st century skill prepares students to be discerning consumers of technology/media.
3. This sculpture by Angela Haseltine Pozzi (http://agreenliving.org/tag/jordan/) (Slide 3) is called Washed Ashore. What do you think this art work is about? (pollution affecting wildlife) How do you know? Hint: What is this sculpture made out of?
4. The art work of Richard Mock and Angela Haseltine Pozzi addresses issues of pollution, nature and the environment. These examples demonstrate that artists can make art that is important for reasons other then being beautiful and pleasing to the eye. Ask students about what kinds of (social) themes artists can make art about. Discuss that artists can make art about war, peace, friendship, honesty, respect, hunger, homelessness, etc. (Guide discussion as is age appropriate.)
5. Discuss works of art about:
--Hunger: Hungry Kids, Kathe Kollwitz.
(http://joedresch.files.wordpress.com/2010/11/kollwitz_hungery_kids.jpg) (Slide 4).
--War: Guernica,Pablo Picasso.
(http://www.crestock.com/uploads/blog/2009/famousartworks /Picasso Guernica.jpg) (Slide 5)
--Peace: Choose, Restore, Peace, Uptown,Chicago, IL mural. (http://mosaicartsource.wordpress.com
/2008/09/21/ world-peace-mosaic-art-beit-sahour-berkley-chicago-israel-japan-moscow-new-york-new- zealand-normandy-prague-san-diego-spain/)
(Slide 6)
6. Several years ago the United Nations Correspondents Association sponsored a contest for professional political cartoonists. The winning cartoons are chosen for their ability to enhance, explain and encourage the spirit and the principles of the United Nations.
In response to this contest, Mr. Mock asked 4th graders in the Art Club at PS (Public School) #6 in New York City to make their own political cartoons illustrating these United Nations ideals: respect for other people, friendship among nations and concern for the environment. Each student made an illustration with a slogan--a drawing plus words to help explain the picture. (http://www.biddingtons.com/ps6.html)
"When you draw, you think," said Mr. Mock. So, he coached the children to use mostly black markers or soft pencils and not too much color so they would look similar to the woodcuts that Mr. Mock created. What do you think of these art works? Where these artists successful communicating their ideas? Why? How?
"LBFS Let's Be Friends" drawing by Jessica Sherrod (Slide 7)
"Save the Animals" drawing by Sebastian (Slide 8)
"No Wars! No Wars!" drawing by Emily Siegel (Slide 9)
"Keep Our Earth Clean" drawing by Danielle Lisbon (Slide 10)
"Why Can't We All Be Friends!!!" drawing by Joey Steigelman (Slide 11)
"Friendship in the World" drawing by Tess Law (Slide 12)
"We Deserve Respect, Too" drawing by Ken Siu (Slide 13)
"Friendship Society Takes over Brainwash" drawing by A.J. (Slide 14)
Procedures: Part II – Create and Transfer
7. Have students discuss issues that they encounter or would like to address about their school. Themes and concerns around: bullying, friendship, respect, cheating, waste, conservation of school resources, school physical environment, etc. can be explored. Have students choose a theme or concern they want to make a print about.
8. Show an example of Mock's print again. Discuss that a print is a work of art made up of ink on paper and existing in multiple examples. It is created not by drawing directly on paper, but through an indirect transfer process. The artist begins by creating a composition on another surface (block) and the transfer occurs when a sheet of paper, placed in contact with this surface, is run through a press. The advantage of this process is that multiple images of the same drawing can be created. This series of images is called an edition.
9. Briefly explain the history of relief printing; the earliest form of printmaking. The relief printing (woodcut) first appeared in China in the ninth century, It arose in Europe around 1400 and was originally used for stamping designs onto fabrics, textiles or playing cards. By the sixteenth century it had achieved the status of an important art form with the work of Albrecht Dűrer (Seven-headed Beast, http://danzink.wordpress.com/the-artists-i-admire/albrecht-durer/) and other Northern European artists.
10. Have students prepare several sketches of their ideas. Discuss composition and that students need to keep the images fairly simple and should avoid small details (depending the age of students). Emphasize the expressive characteristics of value and contrast. Refer back to Mock's prints to explain this concept.
11. Sketch or trace the image that will be printed onto the block. (EZ cut works well for elementary aged children.) Remember that the image they print will be the reverse of what is drawn. Letters must be written and carved in reverse to print the correct way. Remind students that the part that is cut out will not have ink on it; the part that is cut out will appear the color of the paper. This is a relief print and the ink will be on the upper surface not in the grooves.
12. Begin cutting away small areas with a v-gouge. Larger areas to be cut away can be removed with a u-gouge.
13. Spread out the printing ink on a sheet of plexiglas using a roller called a brayer. Roll out the ink in multiple directions to get an even layer of ink. Ink the block with the brayer and lay a sheet of paper on the block and rub with a spoon or put the block and paper through a press.
14. Fit paper carefully from the block. Continue printing as many editions (copies) as determined by the student and teacher.
Discussing Student Work / Assessment
1. Have students work in pairs to answer the following questions about each others prints. The teacher may want to model this process before having students begin.
2. In pairs, have students answer (orally or in written form) the following questions. Include the prompts provided after each initial question to assist students in fully exploring the meaning of each print.
--What do you see? (Be very specific. Describe the objects in the print. Where are the objects located in the print? Are there different textures in the print? Can you describe them? Is the print influenced by the work of other artists? Mock? Dűrer?)
--What is the print about? (Cheating in school? Bullying? Making friends? ...)
--How do you know what the print is about? (The artist used recognizable subject matter. "The artist shows two hands holding a baby bird." "The artist shows a student picking up garbage around school.")
--Describe the relief printing process.
Standards and 21 st Century Skills
All lessons created using the University Art Museum's Permanent Collection align with the four Colorado Model Content Standards for Visual Art:
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Since lessons are written so that teachers can modify them for a variety of grade levels and learning objectives they are not aligned to grade level expectations. Lessons are aligned to Prepared Graduate Competencies. PGCs addressed in this lesson include:
--Analyze, interpret, and make meaning of art and design critically using oral and written discourse
--Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
--Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
--Develop and build appropriate mastery in artmaking skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design
--Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
--Critique personal work and the work of others with informed criteria
--Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information
Extensions
1. Introduce a "mini-lesson" on signing prints: Use a pencil. On the left edge, you put the print number and edition number. This is shown as a fraction. 1/3 would indicate that is it the first print in an edition of three. If the print has a title, it is placed in the middle of the space right under the picture plane, often in quotes. The artist's signature goes on the right side, usually followed by the year of the printing.
2. After prints are dry, consider having students hand color their prints with color pencils.
3. Create a book to give each classroom in the school. Have students make enough editions for the number of classrooms in the school. Put one of each of the completed prints together and bind them into a book.
Relevance and Application:
1. Visual arts provide an ability to discern the underlying intended and unintended purposes of art.
2. The critical process of observing, interpreting, and evaluating leads to informed judgments regarding the merits in works of art and reinforces cognitive skills such as concentration, perception, memory, and logical thinking - essential in all occupations.
3. Art is a vehicle for interdisciplinary communication related to the human experience.
4. Works of art reflect the artist's ideas, interests, and background.
5. Works of art reflect the influences of culture and community on the artist, leading to decisions about whether a rendering is appropriate.
6. A work of art's underlying structures can be identified through analysis and inference.
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Adding School Calendar and Time Switch timing to a Group
In this training aid you will learn how to program a group of time switches with a calendar and time switch timing.
You will learn how to program the normal plan. This is the plan that happens on a normal day of school. For example, on at 8:00 AM and off at 9:30 AM, again on at 2:30 PM and off at 3:30 PM.
You will learn how to program alternate plans for the school year. Most every school has a plan where the afternoon schedule is modified. We typically call a plan of this sort the 'Early Out' plan.
You will also learn how to add calendar events. Examples of these are school holidays such as Fall festival, Spring break and the like.
Objectives:
1. Program a normal plan for a group.
2. Program an early out plan for a group.
3. Add school calendar events.
Step 1
Program the normal plan.
A 'step' is an event that happens at a prescribed time. For example.
- 7:30 AM Relay ON and 8:15 AM Relay OFF would be entered as two separate steps.
A 'dayplan' is a collection of steps that all happen on a given day.
- A dayplan can be programmed with a maximum of sixteen steps for the events of a single day.
- Every group has a normal dayplan, which usually runs Monday through Friday during a typical school week.
To add a normal plan you simply double-click the computer programming item in the display of the group expanded.
When you do this you will see the calendar edit form.
To add steps to the normal plan you simply right click the Normal item in the Dayplans list box as below.
You will see this form then. It is where all dayplans and steps are edited.
Adjust the time for the first step of the Normal dayplan. Click 'Save' when done. To add the corresponding ON/OFF time, click 'Add Step' again.
Notice below that four steps have been entered in this Normal dayplan.
To add another dayplan, click the 'Add Dayplan' button. You will see the following:
Name the dayplan as required. Notice below it has been added as 'Early Out.' Steps may now be added to complete the Early Out dayplan.
At this point you have added both a normal and early out dayplans to your group.
STEP 2
The making of the school calendar is simply assigning dayplans for each day of the yearly school calendar.
Notice in the calendar the dayplan is colored light blue. At this point in time the time switches programmed this way will run the normal plan every day of the year.
Lets say the following date is a school holidays. October 18 th . To program this day as a holiday you simply right click the date. You will see the following.
Letting the mouse go on the menu item holiday will program the date as a holiday. Note below the day has no color, the same color as the holiday ribbon.
Let us say you want the following 5 dates to be school holidays. Dec 23, 24, 25, 26 and 27. To do this hold the ctrl button down while you click each date. Then when all five are clicked, right click any of them and select Holiday as above. You now have the winter holiday programmed.
Early out and other dayplans can be programmed in the same manner.
Conclusion
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Creating Positive Experiences for Youths: What Parents Can Do To Help
Creating Positive Experiences for Youths: What Parents Can Do to Help
Lori A. Gano-Overway, Ph.D. Austin Peay State University
Go to any youth sport event and you will observe kids engaging in the sport, coaches and officials facilitating the event, and parents watching from the sidelines, cheering on their children, assisting the coaches, handing out programs or selling paraphernalia to raise money for the club. However, the role of parents in the sport experiences of youths is often overlooked. Without guidance, some parents negatively impact their child's experience by not becoming involved, putting too much pressure on their child to excel in athletics, becoming over-involved in coaching and planning decisions, or by engaging in deviant behavior. So what role should parents play in youth sports? This article will attempt to highlight several ways that parents can be appropriately involved in the youth sport experience.
Emphasize fun
The first thing to remember is why children want to play sports. Research has continually found that the most prevalent reason why youths participate in sport is to have fun. Therefore, it is important to encourage your child to have fun and to enjoy his/her participation. But what is fun for children? In recent studies, athletes from 8 to 15 years of age identified learning skills and enhancing personal performance, socializing with others, and experiencing optimal challenge as key characteristics of fun in sport (Hams & Ewing, 1992; Shi & Ewing, 1993). The next time you go to a youth sport game look for what makes your child excited about playing sports. At a recent soccer game, I noticed the excitement on a 6-year-old girl's face as she was kicking the ball down the field. She did not make a goal but she was able to kick the ball and move the ball down the field and she was ecstatic. Fun is not only experienced by children just learning to do skills but also by adolescents who excel in their sport. For example, I have seen 16-year-old swimmers who have experienced joy in their sport from overcoming a challenging opponent or achieving a personal best time. Therefore, as parents we should make sure fun is associated with personal improvement and intrinsic joy from the activity, and not just from winning games.
Create a climate that emphasizes learning and improvement
One way to help your child have a positive experience in sport is to create the appropriate climate that will support or create positive experiences. Creating a climate that emphasizes learning and mastery of skills has been found to be associated with greater effort, more adaptive practice strategies, and more enjoyment (Roberts, 2001). Parents can do this by evaluating and rewarding their child's effort in games and practices. Following a game, a father could approach his daughter and congratulate her on how hard she hustled during the soccer game that day. Or a mother could tell her son how proud she is that he improved two seconds in the 100 freestyle. She might also emphasize that his improvement was related to his hard work in practice and his learning how to do flip turns. Therefore, the child learns to define success as a function of his/her own effort, an aspect she/he can control. This turns the focus away from an aspect that the child cannot control which is the win/loss record. A child has no control over how the rest of his/her team will perform or the ability level of the opponent. The only aspect of the game which children can control is their own effort and their approach to the sport. Talking to children after games may also help them develop a better sense of how to define their success through effort. Instead of focusing on the win/loss, children should be encouraged to think about how they performed on the field: What they did well, where they need to improve, what was enjoyable about the game regardless of the outcome. Children also need to be taught that mistakes and failure are opportunities for learning. So rather than dwelling on the mistake, it is important to glean the necessary lesson (hopefully with the help of the coach) that will prevent the mistake from happening again. With this perspective, children will be able to maintain a higher level of motivation and enjoyment while engaging in sport rather than experiencing added stress and fear related to losing and making mistakes.
Maintain realistic expectations
We all want our children to excel in every activity in which they engage. However, we are not always sure about what to expect. If a child is not improving at the same rate as other children, it is easy to blame poor coaching or lack of effort on the child's part for the lower level of ability. However, it is much harder to be objective about the child's ability. It could be that the other children have been involved in sports longer, that the child is late maturing and will need more time to develop motor coordination and size, or maybe this is not the activity for the child. The reverse is true as well. Parents who see their children excel begin to develop expectations. Could my child's team win the conference championship? Could my child get a college scholarship? Could my child be the next Mia Hamm? In an effort to support their child, parents may further encourage participation in isolation of other activities. They may continually push their child to practice more or stay focused and may become easily frustrated at set backs or blame others when their child does not excel. Therefore, it is important to have realistic expectations about what the child can truly accomplish. It is important to ask whether the child is capable of achieving at this level. Talk with the coach about her/his expectations for your child. Also begin to question your motives. Are you living vicariously through your child? Is excelling in athletics your goal or your child's goal? Researchers who have talked with young elite athletes have found that parents' negative evaluative and affective reactions to poor performance, exaggerated importance of good performance, or lack of support has been linked to sources of competitive stress for the athletes (Scanlan & Lewthwaite, 1984; Scanlan, Stein, & Ravizza, 1991). Additionally, excessive parental pressure has been linked to athlete's perceived negative affect (Hellstedt, 1990). To avoid placing excessive pressure on a child, it is important to be realistic about what they can and want to accomplish in the sport. It is also important to realize that children need a balanced life. They need a myriad of experiences in which to discover who they are and what they want to become. Isolating them as an athlete will not be beneficial.
Support your child
Your child needs you to be there for him/her when good things and bad things happen in sport. Therefore, it is important that parents provide emotional support for their athletic child during and following the game. The child has a coach to go to for skill improvement and strategy development but parents are often key in providing emotional support for their child. In fact, young children (10 and under) determine their self-worth and physical competence from feedback (praise and criticism) they receive from their parents and coaches (Harter, 1999; Horn & Hasbrook, 1986).
Support your coach
Coaches have many responsibilities-from coaching your children to maintaining the facility to organizing competitions. Parents can be a coach's greatest ally in making the youth sport experience a good one for all children. Youth sport coaches are always looking for volunteers to hand out programs, usher kids to their events, time events, keep score, etc. Coaches may also appreciate help organizing social activities for the children. For example, parents can organize spaghetti dinners the night before competitions or bring food for teams to eat following the game. The important piece is to ask how you can help. Coaches also need to be supported during practices and games. It is important that you, as parents, respect the decisions made by the coach, avoid coaching from the sidelines, and resist the urge to critique a coach until after the game. If you do have questions or concerns about coaching methods, it is always important to first understand, from the coach's perspective, why a decision was made. Rather than starting a conversation with a coach by saying, "You know I did not agree with the decision you made, I think you should have done this. . ." , it is more appropriate to begin by saying, "I am not sure I understood your reasoning behind that last decision. Could you explain it to me?" After understanding the coach's rationale you may still have a disagreement and it is important to acknowledge this in a calm and logical way. For example, "I understand your reason for making that decision but I think that this decision would be more appropriate for the following reasons . . .". Most coaches appreciate the feedback as long as it is presented in a respectful manner.
Support the competitive spirit
For many people, the first thing that comes into their mind when they think of competition is winning. "Who won the game?" is usually the first thing we ask our children. A clear example is the following quote from a soccer parent (his child is in the 7-8 year old division), "I don't care how it gets in there [the goal], I will take the win." However, sport is about more than winning, it is about learning, improving, and, most importantly, challenging ourselves to reach a higher level through our own hard work and effort. Competition helps us achieve this goal. By competing against another individual or team, athletes are pushed toward greater levels of excellence, excellence that could not otherwise be achieved without the opponent. This competitive spirit is what makes sport so exciting for both the participants and the viewers. Therefore, it is important to support this competitive spirit by encouraging good sport conduct among all those involved in sport. As parents, this means encouraging all children to excel (your child cannot reach excellence unless pushed to excel by the opponent) and congratulating both teams for great plays and a good game. It also means understanding the rules of the game and encouraging your child to abide by them, supporting the decisions made by officials (they are right 98% of the time) and encouraging your child to respect the officials and their decisions. Finally, it means monitoring others to make sure they also maintain the spirit of the game (i.e., it may be necessary to talk to other parents on your own team about good sport conduct).
Manage your emotions
During any game, emotions can escalate to a point where a parent yells at an official, coach, or even worse, a child. This yelling not only portrays poor sportsmanship on the part of the parent, it can hurt the child as well. Many youth sports teams have instituted rules where parents who act inappropriately are banned from games or their child is pulled from the game. Additionally, recent media coverage has brought to the forefront the violence in youth sports involving parents. For example, in Massachusetts, a father, who fatally beat another son's father at a hockey rink, was recently convicted of involuntary manslaughter. In California, a father attacked a high school football coach following a game. Additionally, the National Association of Sports Officials documents receiving about three calls a week from officials who were assaulted by parents or spectators. Therefore, it is important that individuals learn to manage their emotions during athletic competitions. To help manage frustration, it is important to adhere to the following three steps. The first step is to reduce the possibility of an outburst or retaliation through distraction by taking a few deep breaths, by counting to ten, or by taking a walk to the parking lot. The next step is to alleviate the frustration by understanding where it originates. For example, if you are upset at an official's call, try to understand the situation from the official's perspective. Was the official purposely making a bad call? Could it be that based on the information from his/her perspective he/she made the best call possible? Could it be that you did not have the best vantage point to make an accurate call? Or that you may have misinterpreted a rule of the game? If you decide that you cannot alleviate your frustration without talking to the official, it is important to remember the third step: treat others as you would like to be treated. So regardless of your frustration, it is important to treat everyone with respect while discussing a dispute calmly and rationally after the game.
Conclusion
Regardless of the sport or the competitive level of the athlete, parents can play a positive role. By considering the welfare of their child (not just their athletic identity), considering the opponent as someone else's child, and placing themselves in the shoes of coaches and officials, parents will find it easier to have a positive influence on the youth sport experience of their child. Hopefully, many of the strategies outlined in this article will lead parents in that direction.
References
Harris, A., & Ewing, M. E. (1992). Defining the concept of fun: A developmental view of youth tennis players. Paper presented at the annual conference of the Association for the Advancement of Applied Sport Psychology, Colorado Springs, CO.
Harter, S. (1999). The construction of the self. New York: The Guilford Press.
Hellstedt, J. C. (1990). Early adolescent perceptions of parental pressure in the sport environment. Journal of Sport Behavior, 13, 135-144.
Horn, T. S. , & Hasbrook, C. A. (1986). Informational components influencing children's perceptions of their physical competence. In M.R. Weiss & D. Gould (eds.), Sport for children and youths, pp. 81-88. Champaign, IL: Human Kinetics.
Roberts, G. (2001): Advances in motivation in sport and exercise. Champaign, IL: Human Kinetics.
Scanlan, T. K., & Lewthwaite, R. (1984). Social psychological aspects of competition for male youth sport participants: I. Predictors of competitive stress. Journal of Sport Psychology, 6, 208-226.
Scanlan, T. K., Stein, G. L., & Ravizza, K. (1991). An in-depth study of former elite figure skaters: III. Sources of stress. Journal of Sport and Exercise Psychology, 13, 103-120.
Shi, J., & Ewing, M. E. (1993). Definitions of fun for youth soccer players. Paper presented at the annual conference of North American Society for the Psychology of Sport and Physical Activity Conference. Brainerd, MN.
__________________________________________________________________
____________
Creating positive experiences for youths: what
Title
parents can do to help
Author
Gano-Overway, L.A.
Source
Spotlight on youth sports (East Lansing, Mich.)
Publisher
Institute for the Study of Youth Sports
Volume (Issue)
25(3)
Date
Fall 2001
Pages
1-3
SIRC Article #
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Canon of Scripture
Lesson 4
I. The Significance of Qumran
a. The discovery of the Dead Sea scrolls is perhaps the most important archaeological discovery of the twentieth century because it answers whether or not the Old Testament text, as we know it today, is identical to the Bible that was written by the ancients or whether there were changes.
b. We must keep in mind that until the beginning of the nineteenth century we possessed no ancient versions of the Bible. We must also keep in mind that both Jewish and Christian scholars contended that changes had been made to the Old Testament.
c. Jewish scholars charged that in order to corroborate the revelation of Jesus as the son of God that Christians had made changes and Christians charged that Jews had made changes in order to eradicate any evidence relating to Jesus.
d. In 1844, while this argument over the authenticity of the Bible was still going on, the German scholar Constantin von Tischendorf discovered the Codex Sinaiticus in the library of the Monastery of Santa Katherina in Sinai.
e. The codex is a collection of sheets written in Greek from the fourth century AD containing many of the books of the Bible. Studies of the codex have established that no significant changes were made to the Old Testament from the time of the fourth century until the present.
f. Then in 1947 two Bedouin shepherds accidentally came across a clay jar in a cave near Qumran that contained seven parchment scrolls. The scrolls came into the hands of dealers in antiquities who offered them to scholars.
g. Subsequent finds confirm that this is the greatest manuscript find of the twentieth century and demonstrate the rich literary activity of Second Temple Period. It also provides insight into centuries pivotal to both Judaism and Christianity between 300 BC-68 AD.
h. The Qumran "library" contains some books or works in a large number of copies, yet others are represented as fragments comprised of mere scraps of parchment.
i. Qumran has provided us with the oldest (125–100 BC) text of Isaiah, written over a century before the time of Yeshua of Nazareth.
j. Called the Great Isaiah Scroll, it is also the most complete (all 66 Chapters). When compared to the Masoretic text of the modern Hebrew Bible, only minor spelling differences are found. This demonstrates conclusively the reliability of the scribal process.
k. There were tens of thousands of scroll fragments found at Qumran. The number of different compositions is almost one thousand, and they are written in three different languages: Hebrew, Aramaic, and Greek.
l. According to many scholars, the chief categories represented among the Dead Sea Scrolls are:
1. Biblical: Includes about one hundred copies of books of the Hebrew Bible. All of the books of the Bible are represented in the Dead Sea Scroll collection except Esther.
2. Apocryphal: Those works which are omitted from Protestant canon of the Bible and included in others (Catholic & Eastern Orthodox).
3. Sectarian: Those scrolls related to a pietistic commune and include ordinances, biblical commentaries, apocalyptic visions, and liturgical works.
m. Some scholars believe that Esther was excluded from Qumran because the Qumran community utterly disapproved of Judas Maccabaeus and the Hasmonaean family. The Book of Esther expresses a close connection with the sentiments of the Maccabees.
n. Among their books are several commentaries on books of the Hebrew Bible, explaining them according to the community's distinctive Essene principles of interpretation.
o. Therefore, we know with certainty that the 'canon' of the Qumran community included the Pentateuch, the Prophets, and the Psalms which possibly included a few supplementary psalms.
p. It also included the book of Daniel, who is called 'Daniel the prophet' and Job (an Aramaic paraphrase of Job was found in Cave 11 at Qumran). Matt 24:15 When ye therefore shall see the abomination of desolation, spoken of by Daniel the prophet, stand in the holy place, (whoso readeth, let him understand:) KJV
q. Fragments of Tobit, Jubilees and Enoch, were also found at Qumran. While these have also been classified canonical by Roman Catholics and Eastern Orthodox, there is no evidence that these were reckoned canonical by the Qumran community.
r. We are able to identify which books were considered 'canonical' because they are quoted and cited as divine revelation within other community documents.
s. It is probable that by the beginning of the Christian era the Essenes (including the Qumran community) were in close agreement with the Pharisees and the Sadducees about the limits of Hebrew scripture.
Canon of Scripture
Lesson 4
II. The Samaritans
a. Another source which contributes to our picture of the authenticity of the Old Testament and the timing of its canon is the Samaritan population which still resides in Shechem, Israel.
b. The Samaritan community is descendant from the Israelites of the Exodus Period. The Samaritans are related to the tribes of Ephraim, Manasseh and Levi, and derive their name from the place they inhabit which is Samaria.
c. Today the Samaritans, profess themselves to be strict keepers of the ancient Israelite religion and culture. They have their own unique alphabet which happens to be the ancient Hebrew one.
d. They still pray in the same language and share the ancient accent of their Jewish kinsmen. They also claim to possess the oldest copy of the torah and an ancient tradition dating back to the creation of the world.
e. The divide between the Jews and the Samaritans, according to the Scripture, occurred during the second temple (kingdom) period when the Samaritans had requested to participate in the construction of the new temple. Ezra 4:24Then they came to Zerubbabel, and to the chief of the fathers, and said unto them, Let us build with you: for we seek your God, as ye do; and we do sacrifice unto him since the days of Esar-haddon king of Assur, which brought us up hither. But Zerubbabel, and Jeshua, and the rest of the chief of the fathers of Israel, said unto them, Ye have nothing to do with us to build an house unto our God; but we ourselves together will build unto the Lord God of Israel, as king Cyrus the king of Persia hath commanded us. Then the people of the land weakened the hands of the people of Judah, and troubled them in building, KJV
f. Following that incident, the animosity between the Jews and the Samaritans grew and the Samaritans therefore, constructed their own replica of the temple on Mt. Gerizim. John 4:20-21 Our fathers worshipped in this mountain; and ye say, that in Jerusalem is the place where men ought to worship. Jesus saith unto her, Woman, believe me, the hour cometh, when ye shall neither in this mountain, nor yet at Jerusalem, worship the Father. KJV
g. The Samaritan Bible was restricted to the Pentateuch. They had their own edition of the book of Joshua and a number of other traditions, but these were not recognized as Holy Scripture.
h. The Samaritan Bible was basically a popular Palestinian revision of the Hebrew Pentateuch, which was subjected to an editorial process to bring it into line with certain aspects of Samaritan tradition which conflicted with Jewish tradition.
i. The Samaritan Bible has customarily been treated as evidence for the view that the final Samaritan schism took place at a time when the Pentateuch but not the Prophets or Writings had been 'canonized.
III. The Origin of The Septuagint
a. Almost from the time that Alexander the Great founded Alexandria in Egypt in 331 B.C., there was a Jewish element in its Greek-speaking population, and this element continued to increase in the generations that followed.
b. There were Jewish settlements in most of the other Greek-speaking cities established throughout the area of
Alexander's conquests, but none was more important than Alexandria.
c. The Jewish settlement there was facilitated by the fact that, until 198 B.C., Judaea formed part of the kingdom of Ptolemy, who succeeded Alexander's empire in Egypt and made Alexandria his capital.
d. Once Hellenized, Jews of Alexandria gave up using the Hebrew language and spoke Greek only. Had the scriptures not been translated into Greek, this would have eliminated their use of the Hebrew Bible and prayer language.
e. Hellenized Jewish worshippers needed to understand their worship service and because the reading of the Law (comprising the five books of Moses) was essential to synagogue worship, it was the first part of the scriptures to appear in a Greek version.
f. At first, the Law was read in Hebrew, as it was in Palestine, and someone was appointed to give an oral translation in Greek. But as time went on, about 150 BC a written Greek version was provided, so that it could be read directly.
g. This translation into Greek spawned the legend of the "seventy" and is recorded in the Letter of Aristeas. It tells how the elders completed the translation of the Pentateuch in seventy-two days and achieved an agreed upon version in that short period
h. Philo, the Jewish philosopher of Alexandria, relates how the translators worked in isolation from one another but wrote the same text word for word, 'as though it were dictated to each by an invisible prompter'.
i. Both he and Josephus confirm that it was only the books of the law that were translated by the elders. It was Christian writers who extended their work to the rest of the Old Testament.
j. While it was at Alexandria that the Hebrew Scriptures were first translated into Greek, the use of the Greek version quickly spread to other Jewish communities throughout the Greek-speaking world, including Judaea itself. Acts 9:29 And he spake boldly in the name of the Lord Jesus, and disputed against the Grecians: but they went about to slay him. KJV
IV. Application
a. In what ways does learning about Jewish history affect your understanding of the Bible?
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PARENT HANDBOOK
First Years Children's Center
An IRS 501©3 Non-profit 621 High School Road, N.W. Bainbridge Island, WA
A Note from the Executive Director
Welcome, we are glad you have chosen our program. The following is our center "Parent Handbook". This handbook is an integral part of any early childhood program. It gives us not only the chance to state our policies and procedures but to provide you, the parents, with an understanding of our philosophies and ideas about how young children grow and develop. Please read it, so you may join with the staff as an informed parent in your child's care and education. This handbook should answer most of your questions regarding our center. Please feel free to talk to your child's Teacher or the Front Desk at any time. Once again, WELCOME!
INTRODUCTION
First Years Children's Center is a non-profit corporation formed in 2013. Before that it was privately owned for 18 years.
All new parents are encouraged to visit FYCC with their children prior to the first day of childcare and maybe do a few short days before starting on a full day schedule. This gives the staff and child an opportunity to meet & get to know one another but it also makes separating on the child's first full day a little easier for both parent and child. It is ultimately up to you how you want to start off your child, just let us know.
MISSION STATEMENT
First Years Children's Center exists to care for all children ages 4 weeks to 5 years, making sure they are safe and well cared for while their parent or parents are at work.
PHILOSOPHY STATEMENT
We feel our Center is an extension of your home; since it is the home that is one of the most important factors in a child's development. We will communicate and work with you to support and compliment your family. Our goal has always been to make First Years Children's Center an environmentally peaceful and stimulating place where children feel safe, cozy, nurtured, and happy to be at. This environment will, in turn, promote your child's natural curiosity and desire to learn.
We also believe that the children deserve to have teachers and caregivers who are capable and caring people, whose values enable them to be excellent role models for your child. By loving, trusting, and respecting each child it makes that child capable of loving, trusting and respecting others.
We hope we can give you peace of mind and know that - - "while you are away your child will truly feel cared for".
PROGRAM
At First Years Children's Center, we focus on the individual developmental needs of each child. Our "Learning and Child Care Community" includes specific programs for Infants, Toddlers, Preschoolers, and Pre-Kindergartners. The needs of your child will change as they grow and we will make sure our program responds in content and structure by using the best techniques in child development.
We use a mix of the Montessori Method and Emergent Curriculum mode which is culturally bias-free. We are a play & developmentally based program, focusing on the individual child's social/ emotional, creative, intellectual (cognitive), physical and nutritional development as they grow & change. All children are introduced to a balanced program of interaction with friends in both "teacher-directed" and "child-directed" experiences. Play is still an important part of these experiences; it is a way for the children to learn as they interact by listening, observing, and questioning.
The daily schedule includes breakfast, circle times, lunch, choice times, outside times, nap times, and three snacks. In the classrooms the children will have: a "Choice Time" which can be spent in many different learning centers, a "Group Time" also called "Circle Time" for: social/emotional development and language development (English, Spanish & American Sign), creative movement (dancing, tumbling, crawling in tunnels, …), music (classrooms play different kinds of music from many different countries, sing songs, & play instruments), storytelling (books, rhymes, poems, …), and dramatizations (acting out different stories or situations with the children). The children will also be going on some fun field trips to parks, aquariums, farms, the pool, library, and museums throughout the year.
Our goal is to help children become independent, self-confident learners by teaching them how to learn, not just at FYCC but throughout their lives. By doing so, we are giving them good habits and attitudes, and a positive sense of themselves.
*Children will be accepted regardless of race, creed, national origin, or gender.
*FYCC does not include any religious based topics in the center.
OBJECTIVES
Days are planned so the children will:
-be safe
-feel secure
-receive individual attention and affection
-develop satisfying relationships with other children and adults
-experience successes so they can develop a positive self-image
-learn to respect the personal rights and the property rights of others
-develop intellectual and physical skills
-develop self-discipline
ENROLLMENT
Forms to be completed: An Enrollment Application, the Medical Authorization Sheet, the Background Information Sheet, and the Authorization and Agreement Form. In addition, the State of Washington requires we have a complete, updated Immunization Record on file on the first day of your child's enrollment (please notify the office when your child receives new immunizations).
Registration Fee: There is a one-time $75.00 registration fee, which covers the cost of record keeping. At this time there are no annual fees.
Tuition: Please see the rate schedule for First Years Children's Center tuition. Fees are paid in advance, either on a monthly basis on the 1 st of the month, or semimonthly on the 1st and 15 th of the month. A semi-monthly tuition agreement must be completed if you would like to pay this way. Semi-monthly payments must be made on a 50/50basis. Payments must be placed in the tuition box outside the office or mailed to FYCC. If payments are mailed on Bainbridge Island, they are usually received at the office the next day. Mail deposited at the Bainbridge Island Post Office before 8:00 am is usually delivered the same day.
Late Payments: Prompt payment of your child's tuition is necessary for us to maintain our operation. Payments are late after the 5 th of the month for monthly payers or the 5 th and 20 th for semi-monthly payers. Late payments will result in a $35.00 fee. Payment must be postmarked no later than the 5th and 20 th . Please make checks payable to First Years Children's Center or FYCC.
Failure to pay tuition in full by the 25 th of the month may result in your child being suspended until the balance is paid in full.
Any returned Non-Sufficient Funds (NSF) check will result in a $40.00 charge. Repeated late payments may result in suspension of services.
Attendance must be a minimum of 3 days per week, you pick what days your child will attend and those days may not vary. If you do want to change your days please talk with the front desk. If you do reduce your days FYCC cannot guarantee that you can increase them at a later time.
There is a "sibling discount" if two children from the same family are enrolled. There will be a 15% discount applied to the oldest child's tuition. If the sibling is an infant the discount is 20% off the oldest child's tuition. Parents are not entitled to a discount if their child does not attend the entire month. For example: the child enrolls in the middle of the month or leaves in the middle of the month.
Acceptance:
Your registration is complete when you; turn in the completed enrollment forms, pay the registration fee.
Discipline/Behavior Management
At First Years we view discipline not as a means of punishing a child who has acted inappropriately, but rather as a means to teaching a child how to maintain control over their bodies and how to problem solve for themselves in the event of conflict. The teacher's role is to facilitate problem-solving; we redirect the child toward more positive behavior through a change in activity (redirection) or by requiring them to deal with the natural consequences of their behavior (if they take off their gloves outside-they get cold hands). A positive tone is emphasized when redirecting behavior and/or helping the child make activity choices. Rather than controlling the children, the goal of redirection is to enable the children to learn to control themselves, and make appropriate choices. *Respect for each and every child is emphasized at all times.
Encouragement is the key! We feel the best approach to discipline involves creating a positive atmosphere and carefully planned activities. Positive discipline teaches children where the limits are set and is most effective when it follows logical consequences. The consequences for negative behavior have to make sense to the child: for example, if a child is throwing sand outdoors, it is logical to tell the child that the sand stays in the sandbox and if it gets thrown again the child will have to find somewhere else to play. An atmosphere where directions and choices are phrased in a simple, positive, friendly manner reduces the incidence of inappropriate behavior.
The children are also encouraged and reminded to show respect for others by using their words to ask for things they want or need, and to solve problems. If needed we will provide the children with the correct words to use and even role play with them so they can practice with each other. Teaching children to listen and verbalize feelings instead of acting out is done at all age levels.
If a child has been reminded several time about their negative behavior they are asked to sit for a short time, away from the other children, and have some "quiet time". This allows the child to calm down, regain self-control and think. We do not view it as punishment. If a problem persists, we will discuss it with the parents to determine a joint plan of action.
Limiting a child's choice of activities due to inappropriate behavior is an effective way to teach children to respect property, their teachers and one another.
If a child continues to hit, slap, kick, or spit at a teacher or fellow children, OR they are so out of control that they are not responding to any verbal commands from anyone at the center, the child's parents will be called to pick-up. If the parents are unable to be reached the "Emergency Contact Person" will be called to pick-up.
Should we feel a situation is beyond our expertise, we may seek the advice and assistance of other professionals. A meeting will be set up with your child's teacher and the Executive Director to discuss alternatives for your child.
Enrollment Termination
The Executive Director, the Director, the Program Supervisor and the teachers make every effort to build a positive relationship with the child and their family. Finding a remedy when concerns or problems arise requires communication and cooperation between FYCC and the parents. We reserve the right to dismiss a child if the child's needs cannot be met. A child's enrollment may be discontinued for any of the following reasons:
-Inconsistent and/or unusual behavior or physical and/or emotional problems which require supervision beyond our normal scope.
A child may be temporarily suspended from the program as a result of behavior problems. Five days' notice will be given to parents or guardians before a child is suspended from FYCC, except in extreme circumstances. FYCC also reserves the right to terminate enrollment for the following reasons:
-Late or nonpayment of tuition or fees
-Repeated requests of the FYCC staff to work directly for the parents (Other than occasional babysitting outside of work hours)
-The parent(s) develop an adversary relationship with a FYCC staff member or the Directors.
-A parent behaves improperly in the school environment and on school grounds such as, but not limited to, language or actions that are vulgar, sexually suggestive, abusive or dangerous to the safety of the children or staff members.
Under no circumstances will termination of enrollment entitle the affected family to a reimbursement of any tuition monies, or monetary credits. All refunds will be forfeited. There will be no exceptions.
Hours and Days of Operation
FYCC is open from 5:45am to 6:30pm, Monday through Friday. The Preschool and the PreKindergarten programs operate from 9:00 am. to 3:30 pm., with childcare provided before and after the program.
We close promptly at 6:30 pm. and there are no staff scheduled to care for children after this time. If you arrive after closing time, you will be charged a late fee of $1.00 for each minute after 6:30 pm.
If a child is still at First Years by 7:00 P. M., we are required to call the Bainbridge Island Police Department and/or Child Protective Services to take the child until the parent can be located. Please call us if you are running late, we can usually arrange something for you.
**If the WA. State Ferry is delayed or broken-down or if there is a weather problem or an emergency you should make sure there is a "back-up person" or "pick-up person" able to take your child if you cannot! We will have to charge you if your child is here longer than 5 minutes after closing and you have no "pick-up person". Anything can happen so please make it a point to be prepared and have someone ready to pick-up! Anyone picking up late on a regular basis will be charged a $1.00 per minute, and if it continues you will have to find care for your child somewhere else.
Holidays
First Years Children's Center is closed for the following major, nationally observed holidays:
-New Year's Day
-Martin Luther King's Birthday
-Presidents' Day
-Memorial Day
-Independence Day
-Labor Day
-Thanksgiving Day (2 days)
-Christmas Day
FYCC is open for a shorted day, until 3 pm, on Christmas Eve and until 4pm on Halloween. When holidays fall on Saturday, FYCC will be closed the Friday before. When holidays fall on Sunday, FYCC will be closed on Monday.
FYCC reserves the right to change the closing times before, during or after a holiday.
Power Outage
State regulations do not permit us to keep children more than two hours during a power outage. FYCC has limited emergency lighting that will last for only two hours and during the colder months there would be no way to heat the rooms.
If you are aware of an extended power outage, please call to let us know you are coming for your child. I you are not aware we will be calling you to pick-up your child ASAP.
At times we may lose power or not regain it when other parts of Kitsap County and the Island have power. Please understand we are doing our best to keep your child safe and happy.
Snow Policy
In the event of snow, we follow Bainbridge School District policies regarding closure, late start or early closing. Listen to the radio or television to check for closure information. Call the Center, at 842-6363 or you may reach us at our home # 842-6803. The Executive Director's cell # is (206)235-1175 or (206)235-1168. If snow starts to fall during school hours, please come for your child early.
If road conditions are dangerous, it may cause staff members to be delayed and cause a shortage at the Center (many of our staff live off-Island). During inclement weather the staff and you may also not want to risk driving. Please call and let the staff know if your child will be absent or delayed.
Emergency Procedures
We are required by State Law to have a "Disaster Drill" every quarter. At that time the staff and the children proceed outdoors. Once they are certain all outside, each staff member proceeds with the "job" they have been assigned. We have stored, in a special shed, staff and children's emergency kits, blankets, water, flashlights, radio's, first aid supplies, and more food and water. Our staff has First Aid and CPR training.
We also have regular monthly fire drills at out Center. We urge each family to plan what you will do if disaster strikes during the day when you are separated at work, school, etc. You can find helpful disaster planning information in your phone book.
The children are taught to listen to the teachers' directions. During an earthquake drill the children are instructed to go under the tables and shelves. When it is safe, they are told to leave the room and proceed outside. We will assemble and count everyone and give aid and comfort as needed.
If there is a real disaster we will care for your child and stay with them until you or someone of your choice can get here to pick them up.
**It is extremely important that you sign-in your child each time your drop them off. We use the sign-in sheets to check all the children assembled outside whenever there is an emergency.
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DAILY REQUIRMENTS
Signing "In and Out", and Communicating
The Parent's/Guardian's full legal signature, date and time are required on the "Sign-In" and "Sign-Out" sheet when children are dropped off and when they are picked up. Please do not let your children sign on the sheets, these are for you only.
Your prior written authorization is required for us to release your child to someone other than those indicated on your registration form. These people must also sign their full legal names. If the teacher or caregiver does not know the person picking up your child, we will ask for identification.
Announcements, newsletters, bulletins, etc.., will be placed in your child's file folder which is located next to the "sign-out" sheets. It is your responsibility to read notices, which may include important announcements regarding FYCC policies, your bill, or your child's classroom/ schedule.
Communicate important information to your child's teacher regarding napping, diet, medication, moving, or change in the family status (death, new pet or sibling, separation, etc...) or other important concerns. Important information should be in writing. Any schedule changes, vacations or other information should be written and left in the office mailbox. FYCC will not be responsible for any miscommunication or errors from verbal directives to the teachers, aids, or other staff.
Staff members' phone numbers are confidential. The office cannot give them out. If you would like someone's number, please ask that person directly or we can give them your number.
Parent Bulletin Board
A bulletin board is situated right above the sign-in sheets. It contains announcements for you to view and read. Please take the time to scan the "Parent Bulletin Board" regularly; this way you will be informed of the Centers happenings. The monthly menu will be posted there and copies of the menu are just underneath.
Clothing
FYCC does not provide diapers for your child so please bring disposable diapers or pull-ups. Please supply enough to last your child for the entire week, if possible. If your child is potty training please supply extra "pull-ups", "undies", pants, socks, etc..., there are usually accidents and extra clothes are a must. Make sure you put your child's name or initials on each item you bring to the Center; we cannot be responsible for them if they are unmarked.
Children should dress comfortably, simply and suitably for the weather. We do engage in a number of "messy" activities that, despite smocks, can get clothes dirty. We do not want to inhibit the children unnecessarily, so we ask you to send them in comfortable old clothes that they can play in without hesitation. Remember also that children will be playing outdoors, so be sure their clothing is sturdy and durable. It is our experience that children do best if they are dressed in layers on cold days! Please bring an extra set of clothes, well labeled, including underwear, socks, pants and a shirt. These items should be stored daily in your child's cubby; many parents leave the bag and take only what is dirty or soiled. Please remember to bring clean items back the next day.
Again, please remember that lost clothing is a problem most of us cannot afford. Help us and yourself by marking your child's initials on everything you bring.
Napping
For napping, you need to supply a crib sheet and blanket or a sleeping bag. A favorite nap time stuffed animal or doll is ok to bring for children over the age of 1 year, it will be kept with your child's sleeping items.
On the last day of the week your child is here, please take home their "sleep items", wash them and return them on your child's first day back to the Center. Remember to check your child's cubby daily for soiled or damp clothing.
Toys from Home
Children are not permitted to bring any toys from home other than for a specific sharing time or a stuffed animal for sleeping. These items are a distraction to the children and their friends. We are trying to build cooperation and concern for one another in our Center so play/pretend guns, weapons, super heroes and other toys that encourage aggressive play are never welcome in our classrooms.
Please do not put tiny hair clips in your child's hair when here at the center; they have a tendency to fall out and can be swallowed by another child. If your child does arrive with a small clip, hair band, coins etc, we will put them in a zip-lock baggie and return them to you when you pick-up.
Nutrition
FYCC serves peanut products including peanut butter. If your child has a known allergy to peanuts and peanut products please let us know right away. If a child brings a food from home they will not be able to share it with the other children in case of allergies. Anything your child does not eat at lunchtime will be returned to their lunch box so that you can monitor exactly how much your child has eaten.
Breakfast is available from 6:30am until 7:45 am daily. A healthy variety of fruits, muffins, pancakes, waffles and cereals are scheduled along with orange juice and milk. We give "last call" for breakfast at 7:40 am. so please arrive before "last call".
Throughout the day we provide three to four nutritious snacks. They consist of a fruit or "veggie" along with a starch or dairy. Water or milk is served with each snack.
A nutritious lunch is served in each classroom every day. According to the State, our lunches are to vary each day and may not repeat for two weeks. We are also required to serve foods that contain vitamin C each day and Vitamin E 3x's per week. Lunch menus are posted for your information and copies are available by the sign-in sheets. All lunches served at FYCC include milk. Please inform us of any dietary restrictions your child has. If they have special diet needs you must bring a substitute for them, FYCC does not provide any substitutes.
Children may choose to eat lunches supplied by the Center or you may, at your option, bring lunches from home. There is no credit for bringing your own lunch. You should let the office know 24 hours in advance whether your child will eat our lunch or bring lunch from home.
If your child brings lunch from home, please label the lunch box and drink container with your child's name. Lunches should include a dairy product, protein, bread or starch, vegetable and/or fruit. The Department of Health requires that the FYCC staff monitor lunches for nutrition. Please do not include sweets or desserts. We have handouts available on planning interesting, healthy lunches.
Field Trips and Transportation
As part of the FYCC program, the children participate in field trips. The beach, local parks, the pool, pumpkin farm, the Washington State Ferry, aquariums, the Fire Station, grocery stores, the library, pet stores and of course, the neighborhood are typical destinations. A Field Trip Permission Form must be completed and signed by the parents.
An authorized staff member will drive the FYCC Bus. We will make sure vehicles used are insured, safety-equipped vehicles with individual seat belts.
Classes generally leave FYCC at 9:00 am for most field trips. You will be advised if there are any nominal fees, please watch for notices. Spontaneous afternoon neighborhood walks return by 3:00 pm. If you want a call if we are going on a walk, please let us know.
Summer Programs
The regular program is slightly modified during the summer months. We will have some of our classes outdoors and sometimes combine classes when there are a reduced amount of children attending. More frequent field trips, picnics and walks are a big part of our class time too. We also take the children to the local pool for swim lessons and soccer camps during the summer months.
MEDICATIONS
The State of Washington Minimum Licensing Requirements for Child Care Centers is as follows:
"You may give the following medications with written parental consent if the medication bottle tells you how much medication to give based on the children age and weight:
a) Non-aspirin fever reducers/pain relievers;
b) Antihistamines;
c) Nonnarcotic cough suppressants;
d) Decongestants;
e) Ointments or lotions intended to reduce or stop itching of dry skin;
f) Sun screen for children over six months of age; and
g) Hand sanitizers for children over twelve months of age.
If your child brings in a medication that does not have a dosage chart according to weight or age and if you have not given us your child's weight, the State of Washington Medication Regulations say:
"If the medication label does not give the dosage direction for the child's age and weight you must have written instructions from a health care provider with prescriptive authority prior to giving the medication."
Also, "all medications must be in their original containers and have their original instructions on them.
Prescription medications may not be given past the days prescribed on the medication bottle even if there is medication left."
If you would like your child to receive medication during their time at FYCC you must fill out the "Medication Authorization Sheet" on the counter at the front desk and please leave the medication for your child at the front desk, too. If the office is closed or if no one is there at the time you fill out the sheet, please give the medication to your child's teacher. Do not leave the medication in your child's cubby.
Any allergy medications that need to be administered here at FYCC must have a Doctors written order!
HEALTH & SAFTEY
**Please notify us in writing of any allergies your child may have!
Medical and Emergency Information forms must be on file before your child can start at FYCC. All immunizations must be current. We "do not accept children who have been exempt from immunization by their parent or guardian, unless that exemption is due to an illness protected by the Americans With Disabilities Act (ADA)."
We are concerned about the health of every child in our program. Unfortunately, FYCC cannot care for sick children nor provide your child with the comfort they would have if at home with you. So, in order to keep all children as healthy as possible, we ask, in accordance with the Department of Health, that you to keep children at home if there are any signs of the following within 24 hours:
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=Two or more instances of diarrhea; =A fever of 100 degrees or higher AND one or more of the following: vomiting, sore throat, diarrhea, ear ache, cough or showing signs of irritability or confusion; =Severe cold or cough, difficult or rapid breathing; =Pinkeye (conjunctivitis); =Unusual or infected spots or rashes; =Dark urine, gray or white stool; =Severe itching of the body or scalp
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If a child exhibits any of these symptoms at school we will call you to pick your child up. When called, you (or an alternate emergency person) are expected to pick your child up right away. There are no exceptions to this rule. Your child will be kept under adult supervision, in the Executive Director's office, away from the other children, until someone can pick up the child. An "Incident/Illness" form will be filled out or we will inform you in writing, on the child's "daily sheet".
It is the parent's responsibility to keep emergency telephone information current.
In the event of a dispute concerning the advisability of the child to remain at FYCC, the Executive Director or Director, in consultation with the FYCC nurse will make a final decision and the parent must abide by that decision. Backup arrangements for sick care are necessary for working parents.
The following contagious diseases must be reported to the school by the parent as soon the illness has been diagnosed, so that other parents may be notified of the exposure:
-Chicken Pox or Scarlet fever
-Herpes
-RSV
-H1N1
-Hepatitis
-Head lice
-Giardiasis
-"pink eye"
-Hand, foot, and mouth syndrome
When a potentially contagious illness occurs, notes will be sent home to parents of children who may have been exposed. Please tell us if your child is going to be absent for several days.
After your child has been ill, it is important to adhere to the following guidelines when determining whether or not your child is ready to return to school:
-Mood, appetite, behavior and activity are again normal;
-No fever for 24 hours or more without fever reducing medicine;
-Antibiotics (if prescribed) have been used for a full twenty four hours;
-Vomiting, diarrhea cleared for 24 hours;
-Frequent coughing, excessive nasal discharge resolved;
-Pain (earache, cramps, headache, etc...) resolved.
Minor injuries will be treated with: soap, water, an ice pack, or Band-Aids and lots of love! Should there be a serious accident, parents or other persons listed on emergency forms will be contacted. If no one can be reached, we will call the physician you have listed.
Under the Washington Minimum Licensing Requirements-WAC 388-295-5160: FYCC "must post and notify all parents & staff of the use of Pesticides". FYCC does not use any pesticides inside or outside of the building or anywhere on the FYCC property.
Under the WAC 388-295-5170: FYCC "must notify the parents in writing that animals are on the premises and the potential health risks associated with the animals". We do have a "center dog" named Bella which has all the clearance to be touched and has the ability to roam around the Pre-K #1 classroom. She sometimes will visit other classrooms too. Our center also has fish, a tarantula, a few fish, a gecko and 2 turtles which are never touched by the staff or children.
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DESCRIPTIONS OF INDIVIDUAL PROGRAMS:
The ages designated below are approximate and assignment of children to any group will be based on their individual levels of development, as well as the ratio and maximum enrollment allowed for each classroom by the DEL. Our Staff play a vital socialization role with the children.
Warm, positive relationships with our staff will help the children develop a sense of trust in the world and a feeling of competence. These interactions are critical for the development of the children's healthy self-esteem. The "trusted adult" (the staff), become the secure base through which the child explores their environment.
Infants
This stage is marked with the infants' need to develop as unique individuals with behaviors and growth changes constantly changing. Each infant has different schedules reflective of their own personalities. It is the staff's role to accept each infant's uniqueness and provide a safe and stimulating environment from which to grow. As they do grow and change, the environment will be rearranged to allow opportunities for the children to roll, crawl, explore and move about safely. Your child will be taught the "signs" for basic concepts so they can communicate to you, the staff and to each other.
FYCC infant program offers quality care in a separate room that has been equipped for the needs of children 4 weeks through about 12 months of age.
Individual cribs are provided with sheets. Parents are to provide a blanket or bunting. Stuffed toys, dolls, blankets and bumper pads are not allowed in the crib as per the Washington State Department of Health and the Washington State Department of Licensing. Don't forget to label your items with your child's name or initials.
An individual schedule of eating and napping are followed for each infant. Please let the staff know what your child's schedule will be. Parents need to provide sufficient formula or breast milk for at least 3 days and juice and/or food should be provided for an entire day or longer. All foods and bottles must be labeled with the child's full name. Refrigeration is supplied in the classroom and a center freezer is provided for storing breast milk for longer periods of time.
Please provide at least 2 weeks supply of diapers or pull-ups and we can also store larger packages, labeled with the child's name. Please bring 1-2 extra changes of clothing each day. Be sure that the articles of clothing and the bag they are in are labeled clearly.
Everyone benefits from fresh air including the infants. We have a commercial 3-seat stroller and we will be using it often. The children as well as the adults enjoy going on walks. We also have a commercial grade air exchanger built into our air system that brings in fresh air throughout the day.
Toddler #1 & #2
This age group requires a different environment; the children are much more mobile, some are transitioning from crawling to standing and even more are walking. This age group no longer fits with the very young, non-mobile infants.
By physically moving around and through social interactions they are experiencing their environment even more now through their senses (seeing, hearing, tasting, smelling, and feeling). As they grow they become more independent and begin to interact more and more with each other. We will encourage their independence & exploration, while recognizing their needs for reassurance.
Materials available encourage gross and fine motor development, as well as sensory stimulation. The children listen to music, as well as simple stories. They are encouraged to interact with each other and the caregiver in a variety of activities that stimulate their early language skills. The children are introduced to the concept of communicating/getting their needs met by using American Sign Language, combined with verbal cues. Once they learn these skills they will be able to convey their meaning, minimizing frustration, even before they can actually talk.
The classroom schedule includes a variety of fun activities, including "Circle Time" (reading stories, singing songs, learning letters/numbers….), simple arts and craft projects, and play times. During these "playtime's" the children learn how to use safe, challenging, and meaningful materials such as puzzles, blocks, toys, books, cars, etc…. While they play with these items they will learn to share and interact with each other.
Learning experiences are provided inside the classroom, as well as on the playground, where the Twaddlers have a separate play area. We will also use the 4 seat stroller the infants use.
FYCC provides food for those Toddler #1's that are starting to eat "table food". Please take a look at the menu and let us know if your child will be eating what we are serving, otherwise you are to bring formula/breast milk and any food they are eating; please bring a week's supply. Also, please make sure it items are already cut up and/or measured out, and labeled with your child's name. In this room we will start to introduce and encourage drinking from a "sippy cup" and sitting at a table.
Children in the Toddler #1 Room will transition from sleeping in a crib to sleeping on mats. You will have to bring your child a blanket and a sheet to cover their mat and these sleep items will be stored in the classroom. Again please take these items home at the end of your week, clean them and return them at the beginning the following week. If your child sleeps with a toy and/or a pacifier please make sure they are here each day.
The Toddler #1 & 2 Rooms are usually on a "sleep as needed basis" but eventually all the children will slowly transition into a schedule during the day; they eventually feel secure and develop a sense of trust, wanting to do what each other is doing.
In addition, there are specific aspects of the program that help prepare the Toddler 2 children's transition to the Toddler #3 classroom. For example: as they get older and are ready to transition they will be taught how to drink from a "regular cup", throw away their dishes and put their cups & utensils in a bucket for washing. They will also continue to use American Signlanguage, along with verbal cues, so they can continue to communicate with each other and the staff.
The Toddler #1's have their cubbies up high in their classroom but and the Toddler 2's will have a cubby in the hallway labeled with their name. Please place your child's bag in the cubby each morning, and please check their cubby each evening for information about your child's day or any soiled clothes that have to be taken home. On your child's last day of the week, please take their bedding home to wash and bring it back on their next regular day.
This warm, safe, and loving environment will give your child the confidence to explore and grow.
Toddler #3 (the TWO's)
As children develop and change, the Toddler #3 classroom will offer an environment where the children may learn and explore more independently. This stage is typically seen as one of the most challenging but we believe it is one of the most rewarding. 30 to 36 month olds are very fun, mobile and active and they respond well to a regular daily routine with clear meal times, rest times, and play times.
Toilet training is a big part of this group's life, too. Here at FYCC we encourage the Two's to be independent while recognizing their need for frequent assistance and reassurance. This is especially noticeable when dressing and undressing. One of their most used phrase is, "I can do it by myself!"
The classroom is designed at their level and they are active participants in its care. They love to sweep, sponge up a spill and are learning to pick up their "work" (toys and materials). The
Two's are beginning to learn important social skills and are introduced to the concepts of respect and caring for each other and themselves. These early manners, putty training and selfhelp skills prepare them for an easy transition to the Preschool Classroom.
The Toddler Classroom is designed to stimulate sensory development, as well as encourage small muscle skills development, hand-eye coordination, and large muscle development. We encourage them to explore all the classroom materials, helping them to make choices of activities on their own.
The class is also introduced to a variety of monthly learning themes and projects. Exploration of various art materials, Circle Times (with songs, sign language, stories, "finger plays", music and movement), field trips and walks to local interest spots, and early childhood classroom materials & activities round out the Toddlers day. Please take a look at their individual schedules, monthly curriculum & their lesson plans posted on the bulletin board outside their classroom.
In this room your child will be required to wear either pull-ups or cloth underwear (with a rubber pant over them). This will increase your child's independence and interest in using the potty. Please bring at least 5 pull-ups per day.
Your child will have a cubby in the hallway labeled with their name. Please place your child's bag in the cubby each morning, and please check their cubby each evening for information about your child's day or any soiled clothes that have to be taken home. On your child's last day of the week, please take their bedding home to wash and bring it back on their next regular day.
We will continue to provide nutritious snacks and lunches. In these classrooms the children drink from regular cups, and eat with spoons and forks. If your child brings food or milk from home, please label the food or drink containers with your child's name.
A Typical Schedule for Toddler:
6-9 am
Breakfast, reading, "Choice time" and outside
9-9:30am
Circle Time
9:30-10am
Snack
10-10:30am
Potty Time
10:30-11am
Outside
11-11:30am
Lunch
11:30-12noon
Potty Time
12-2pm
Nap Time
2-2:30pm
Potty Time
2:30-3pm
Snack
3:30-4:30pm
Outside
4:30pm
Choice Time
4:30-5pm
Potty Time
5-5:30pm
Snack
5:30-6pm
Story Time
6-6:30pm
Children ready to go home.
Preschool
Our Preschool Program here at First Years applies a modified Montessori approach to the teaching of basic skills and concepts. Within an environment that is structured to provide for the specific developmental needs of each child in the classroom, the children may make independent choices from a wide variety of materials. The classroom is divided into learning centers. Each center contains different materials, provided to develop specific skills, or to provide for creative exploration. The learning centers include: Writing Center, Library, Math Center, Music Center, and Building Center, Painting/Art Center/Cutting Center and a Multicultural Center. There are also specific shelves that contain puzzles, sensory materials, and Practical Life exploration materials, as well as a separate area for a Sensory Table. All of the materials in the learning centers are available to the children during Choice Time.
During Circle Times, the whole class participates in teacher-directed activities designed to teach specific skills, or concepts. Activities are structured, yet fun, enjoyable and entertaining. Some sample skills and concepts covered are basic Spanish vocabulary, American Sign Language, English alphabet and number concepts, as well as the seasons, days of the week and months of the year. The Preschool curriculum is outlined in a calendar of monthly themes, around which developmentally appropriate activities are planned. Some sample themes are Seasonal Changes, Community Helpers, the Food pyramid and Plant/Animal Communities. Themes are explored through songs, craft projects, games and books. The Lead Teacher, along with our Program Supervisor, plans all the activities in the classroom.
The day consists of a balanced routine of indoor and outdoor activities, individual and group experiences as children work together throughout the day.
Pre-Kindergarten (3.5-5 years old)
Pre-Kindergarten is a bridge between Preschool and Kindergarten experiences. The skills children develop encourage confidence in learning and interacting together. The curriculum provides for specific skills development in particular areas. We want to provide the kinds of experiences that will help your child enter school ready to succeed. In order to prepare children for Kindergarten we will expose them to the academic, communication, independence and social skills they need to do well in school. We will accomplish this by reading, talking and playing with your child. You as parents can do these same things at home and your child will be more than ready for school!
The following are some of the specific ways we teach your child in the Pre-Kindergarten but many of these items are introduced in the Preschool Classroom as well:
Language Skills:
The language skills area is divided into Pre-Reading/Reading and Communications.
Reading
- Letters will be introduced to the children in groups of three (D,E,F)…
- The children will match words with the same letter
- The children will orally match individual letters with their sounds
- The children will orally read their own names , as well as the names of classmates , as sight words
- The children will recognize/name orally the letters in their own names and the names of their Classmates.
- The children will visually discriminate/match "word cards"
Language
- The children will hear stories read aloud each day
- The children will explore the specific elements of the reading materials with individual and group craft projects, discussions & charts
- The children will sequence picture stories (2-3 parts), (4-6 parts)
- The children will retell stories in their own words
- The children will complete projects following specific 2-3 part directions (draw a red circle, cut it out and make a blue happy face on it)
- The children will use/create puppets and other manipulative to represent elements of stories
- The children will use dramatic play in thematic units, as well as independently
- The children will apply and use new vocabulary in songs, and "finger play's"
Pre-Math
- The children will experience daily activities applying counting skills (1-100)
- The children will match numerals to their quantities
- The children will sort like quantities
- The children will compare quantities (more/less)
- The children will use a manipulative to explore addition of one to varied quantities(1+1), (2+1), (3+1) as a pattern
- The children will use a manipulative to measure, compare measurements (longer/shorter, wider/thinner, heavier/lighter)
- The children will match, extend and create their own 2-3 part patterns with colors, numbers,
- quantities, shapes, and classroom manipulative
- The class will create daily/weekly graphs comparing quantities (favorite dinosaur, favorite color, colors of clothing worn, …)
Pre-Writing/Fine Motor Skills
- The children will finger-trace sand paper letters a-z
- The children will trace letters on paper a-z
- The children will trace their names
- The children will trace/write other sight words, including color words, and familiar words from the current theme
- The children will write their names independently
- The children will cut out 3-5 sided shapes independently
- The children will use a variety of media, including markers, crayons, colored pencils, and paints on a variety of surface textures and sizes (paper on easels, table tops, floor, ...)
- The children will use a variety of collage materials and skills, including tearing paper, cutting paper, and gluing different objects of different textures
- The children will use lacing cards
- The children will string beads in a variety of sizes
- The children will assemble puzzles
- The children will assemble jigsaw puzzles
Large Motor Skills
- The children will experience daily opportunities to encourage their development of balance , hand-eye coordination, agility, upper body strength and coordination
- The children will use a variety of materials for both indoor and outdoor movement activities, including scarves, balls, and parachutes.
Social/Behavioral Skills
- The children will learn and use specific phases for taking turns and sharing classroom materials (-“can I have it please”, -can I play with you”, can I have it when you are done)
- The children will use specific phrases to express feelings;
-“I felt when you hit me”
-"I do not like that you
. Please stop."
- The children will interact comfortably at play in the classroom
- The children will comfortably transition between activities in the classroom
Science/Social Studies
- The children will recall fact regarding specific science/social studies themes
- The children will explain specific science/social studies concepts in their own words
- The children will apply and use new vocabulary in songs, games and activities
- The children will create/use puppets, crafts and other manipulative to represent and explore specific science and social studies concepts
- The children will use dramatic play to explore specific science and social studies concepts
A Typical Daily Schedule for Preschool and Pre-Kindergarten (may vary with the Seasons):
6am-9am
Breakfast is served, reading and outside time.
9-9:30 am
Snack Time
9:30-10am
Circle Time
10-11:15 am
Choice time & Outside Time
11:00-11:45 am
Sharing Time/Story Time
11:30-12:30p.m.
Lunch
12:15-1:15 pm.
Nap Time until 2 pm (for those who nap) and the other children go Outside.
1:15-1:45 pm.
Circle Time for the Pre K
2-2:30 pm.
Snack Time
2:30-3p.m.
Project Time or Choice Time and individual work with the children.
3-4:30 pm.
Outside Time
4:30-5pm
Circle/Snack & then Choice Time
5:00-5:30pm
Snack Time Outside
Other Center Information:
Birthdays
At FYCC we believe in celebrating each child's birthday in a way that helps them realize how special they are. If you have pictures, your child will enjoy sharing these with the class.
Your child can experience the joy of giving by sharing with their classmates. A healthy, low sugar food item such as banana bread or some kind of muffin cupcakes can be shared at the afternoon snack. Unfortunately the State of Washington does not allow "home baked goods" so you will have to purchase them.
An inexpensive or "found" gift for each classmate (a sticker, a pencil, a shell, a rock or a feather) can be special if you wish.
If the birthday falls on the weekend please let the teacher know what alternate day to celebrate. Please keep whatever you do simple for the sake of the teacher and inexpensive for your sake in order to maintain the real meaning of the birthday.
Injury Policy
The staff will administer first aid and complete an Incident/Accident report for minor injuries. In case of an emergency, the parent and the child's physician will be contacted immediately. If necessary, we will administer first aid and call 911. When appropriate, the EMS will transport the child to your doctor, clinic, or hospital.
Outdoor Play
Children are more alert and feel better when they get fresh air and physical exercise. In poor weather recess time is short, however all children do go outside.
A child well enough to come to school should be well enough to go outside. Please dress your child appropriately for the outdoors (mittens and hats in the winter, shorts and sun block in the summer). Layers and extra clothes are always a great idea.
Child Abuse
FYCC staff members are all aware of the signs of abuse and are required by law to report suspected cases to CPS.
STAFF QUALIFICATIONS AND THE ORGANIZATION
The Directors have the overall responsibility for the daily operation of First Years Children's Center.
The Program Supervisor is responsible for the Early Childhood Program content and Curriculum used in each classroom as well as helping with conflict management and child assessments.
Many of our staff have years and years of working with young children in "group settings" and also have an education in Early Childhood Education.
Teaching assistants work in the classroom under the supervision of the teacher to obtain experience in early childhood development. Some of them also have prior group care experience and some course work.
Teacher aides provide child supervision under the guidance of the teacher, both in the classroom and on the playground.
We expect and encourage our staff to participate in "in-service training". Teamwork is encouraged and program consistency is enhanced through staff meetings. FYCC financially supports professional advancement. The State requires that all staff members maintain current
CPR (including child & infant), First Aid certification, have HIV/ AIDS training and each staff member has a background check done by the State Patrol. Lead Staff have to take an initial 20 hour course in Early Childhood Education and then they have take 10 hours per year of certified Early Childhood Education Classes.
Staff are available to "baby-sit" for you after hours. FYCC is not responsible for the safety and care of your child outside of the Center.
EXTRACURRICULAR
Volunteers
FYCC encourages parents to participate in as many of our activities as they can. We do realize the majority of you work, so if you are able to donate items or time on any given weekend that would be great too. We may need help with painting, raking wood chips or any number of other projects. It would also be very interesting if you would like to come into your child's classroom and give a presentation of the work you do, or talk about a subject we are studying.
All those that volunteer on a regular basis must have a background check by the State of Washington and a negative T.B. Test done before they may work in the classrooms.
Parent-Teacher Conferences and Meetings
We will schedule informal conferences between parents and your child's teachers in the spring and fall. Please call and arrange a time. An announcement will go out to you when these conferences are available. If you feel you need to talk with your child's teacher sooner please call and arrange a time to meet with her.
Parent Resources
FYCC makes a continuing effort to inform parents of seminars, books, videos, counseling and information in the community regarding early childhood education and information
PET POLICY
First Years Children's Center now has a "Center Dog" named Bella. Bella belongs to Jodi Williams, our Lead Teacher in our Pre-Kindergarten #1 classroom. Bella will only be in contact with the Preschool and Prekindergarten #1 & #2 children. FYCC also has 1 tarantula, 1 gecko, several fish and two turtles. The following is our new Pet Policy in accordance with the Washington Administrative Codes (WAC) for pets and animals.
In accordance with WAC 170-295-5170
(1) When animals are on the center premises you must:
a) This is FYCC's official notification to you the parents, in writing, that there are animal's on the premises. There are no potential health risks associated with Bella but the other animals may be dangerous because they can infect a person or child with Salmonella. These animals named above will not be touched by the staff or the children at any time. If a child from the Pre-K #1 class has a dog allergy, the dog will only visit on occasion and said child will be put in another classroom for a short time while the other children interact with the dog;
b) FYCC will have a signed document from each parent stating they understand the potential risks of the animals on FYCC's premises;
c) FYCC will not hang pet containers or cages in corridors, entryways or over where children rest, eat, sleep, and play;
d) Handwashing signs will be posted in areas where pets are housed;
e) The container for Bella and the other animals are not in the corridor, entry way or where children eat and play;
f) Jodi Williams will clean-up after her dog, Bella. Doug Hartley is the only one who cleans/handles the other animals;
g) Animals are not in food prep areas and sinks are not used to clean pet supplies;
h) Animal are not allowed in rooms that are used by infants and toddlers;
i) FYCC has proof on file of rabies vaccinations for Bella;
j) FYCC meets local requirements for immunizations, vaccination and licensing requirements for animals;
k) FYCC will organize children in small groups for supervised activities when handling Bella;
(2) The following are policies and procedures for management of FYCC animals:
a) Children with allergies will be put in another classroom when Bella is visiting;
b) Bell's pet container will be cleaned and managed by Jodi Williams and Doug Hartley will clean and manage the other animal containers;
c) Jodi Williams will feed, water & groom Bella during nap time or on her breaks when Bella is at the center;
d) There is curricula posted in the Pre-K classroom for children and staff regarding safety & hygiene when handling Bella;
e) Bella will be removed from the center if she shows signs of sickness. She will see, treated and given approval by a veterinarian. Written proof of Bella's veterinary visits will be maintained in her file.
(3) Reptiles and amphibians will be in an aquarium or other totally self-contained area at all times. None of the children, not matter their age, will have contact with the reptiles or amphibians.
(4) FYCC will not allow any animals on the premises if they are known to bite or be aggressive.
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PRAYER TO YOUR GUARDIAN ANGEL
O angel of God, my holy guardian, given to me from heaven, enlighten me this day, and save me from all evil. Instruct me in doing good deeds, and set me on the path of salvation. Amen.
Guardian Angel
ANGELS
In the Creed, it says: "I believe in one God maker of heaven and earth, and of all things visible and invisible."
The invisible, angelic world was created by God before the visible world. "When the stars were made, all My angels praised Me with a loud voice" (Job 38:7). At the time when the earth was created, angels already served Him.
Angels are active spirits. They can think, and they have knowledge. They serve God. They fulfill God's will. And they praise Him.
Angels are "incorporeal" (bodiless) spirits; that means that they do not have bodies made of flesh as people have. Because they belong to the invisible world, they cannot be seen by our bodily eyes.
Angels are the most perfect spirits, superior to man in their spiritu al powers. Immortality is one of the qualities of angels; that means that they live forever with God -- they do not die.
Holy Scripture (the Bible) tells us that the world of angels is immea surable; their number cannot be counted. When the Prophet Daniel saw a vision, he saw that "thousand thousands ministered unto Him (God), and ten thousands of myriads attended upon Him" (Daniel 7:10). A multitude of the heavenly host (angels) are also described as singing at the nativity (birth) of Christ.
According to the vision of the Prophet Daniel, there are angels to whom God entrusts care of the countries and the peoples of the earth (Daniel Chapters 10-12). The Archangel Michael is one of them.
Every person has his or her own Guardian Angel. Christ said: "Take heed that ye despise not one of these little ones, for I say unto you, that in heaven their angels do always behold the face of My Father Who is in heaven" (Matthew 18:10).
Our Guardian Angels watch over us. They help us to keep God's Commandments. They protect us from spiritual harm (evil) by reminding us not to do something wrong (helping us to listen to our conscience). They love us and pray for us.
THINK ABOUT IT ...
1. The angels:
(b) are active
(a) are invisible
(c) praise God
(d) all of the above
2. The number of angels:
(b) nine
(a) seven
(c) a million
(d) too many to be counted
3. The word "incorporeal" means:
(b) not having a flesh body
(a) a corporation or a company
(c) unconcerned
(d) having no income
4. What can't angels do:
(b) pray
(a) help people
(c) die
(d) sing
5. The "heavenly host" is a phrase that refers to:
(b) people who are good and kind
(a) Holy Communion
(c) an invitation
(d) many angels
6. Who has a Guardian Angel?
(b) only children
(a) every person
(c) only people who ask for one
(d) only people who are in danger
7. What do our Guardian Angels do for us?
(b) love us
(a) watch over us
(c) protect us
(d) all of the above | <urn:uuid:68b72188-84bb-41e7-bf58-b5e73c1694bc> | CC-MAIN-2017-26 | http://stmichaeljermyn.org/files/CHURCH%20SCHOOL/GuardianAngels.pdf | 2017-06-29T02:01:35Z | crawl-data/CC-MAIN-2017-26/segments/1498128323842.29/warc/CC-MAIN-20170629015021-20170629035021-00119.warc.gz | 355,174,246 | 747 | eng_Latn | eng_Latn | 0.995984 | eng_Latn | 0.996822 | [
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Physical
Life
Earth and Space
LESSON 31
Identifying characteristics of classes of vertebrates
Lesson Preparation
Program Materials
ü Child's Booklet C Investigating Characteristics of Animals (pp. 6 and 7 )
ü Science Word List C (see inset)
ü Optional: Frozen Frogs Video at nancylarsonhomeschool.com, Science 4, Lesson 31
ü Lesson Review 31
Science Word List C
homeotherm
poikilotherm
Tool Kit Materials
ü Mammals, Birds, Reptiles, Amphibians, and Fish posters
Collected Materials
ü Yellow highlighter
ü Whiteboard or scrap paper
The Lesson
"In your last science lesson, you used posters to learn about five of the classes of vertebrates."
"What classes of vertebrates are shown on the posters?" mammals, birds, reptiles, amphibians, and bony fish
"What are some animals that are mammals?"
* Allow time for your child to name 3–6 mammals.
"What is a characteristic you learned about mammals?"
* Ask your child to name three or four facts about mammals.
* Repeat for birds, reptiles, amphibians, and bony fish.
"In today's science lesson, you will learn how animals in one class of vertebrates differ from those in another class."
"Take out your zoology booklet and highlighter."
© Nancy Larson. All rights reserved. Reproduction prohibited.
207
"Turn to page 6."
"Before we read about the classes of vertebrates, let's review what all vertebrates have in common."
"What are the five characteristics all vertebrates have in common?" vertebral column, endoskeleton, cranium, spinal cord, closed circulatory system
"Let's read about the characteristics that are used to sort vertebrates into different classes."
"What is the title of page 6?" Classifying Vertebrates
"Follow along as I read paragraph 1."
* Read paragraph 1 as your child follows along.
Vertebrates are sorted into groups, called classes, based on differences such as their body coverings, how they bring oxygen into their bodies, their internal body temperatures, and how they reproduce. Five of the classes of vertebrates are mammals, birds, reptiles, amphibians, and bony fish.
"What is the title of the chart at the bottom of page 7?" Characteristics of Classes of Vertebrates
"The chart lists four characteristics used to sort vertebrates into classes."
"What is the first characteristic?" Body Covering
"What is the second characteristic?" How Oxygen Enters the Body
"The third characteristic is body temperature."
"What is the fourth characteristic?" Reproduction "Let's read about each of these four characteristics."
"Paragraph 2 describes the body coverings of each class of vertebrates."
"Follow along as I read paragraph 2 on page 6."
* Read paragraph 2 as your child follows along.
Vertebrates have different types of body coverings. Reptiles have dry, scaly skin. Most amphibians have moist, smooth skin. Most fish have skin with overlapping scales. Birds have skin with feathers. Most mammals have skin with hair.
"What type of body covering do reptiles have?" dry, scaly skin
"What type of body covering do most amphibians have?" moist, smooth skin
"What type of body covering do most fish have?" skin with overlapping scales
* Teacher Note: Some fish, such as catfish, do not have skin covered by scales.
"What type of body covering do birds have?" skin with feathers
* Teacher Note: Birds have dry, scaly skin on their legs and feet.
"What type of body covering do most mammals have?" skin with hair
"You will fill in the information about the body coverings of each group of vertebrates listed on the chart on page 7."
"What could you write in the box below the word 'Mammals' to remind you about the body covering of mammals?" skin with hair
"Write the words 'skin with hair' on your chart in the column labeled 'Mammals.' "
* Repeat for the body coverings of birds (skin with feathers), reptiles (dry, scaly skin), amphibians (moist, smooth skin), and bony fish (skin with scales).
"All animals need to take oxygen into their bodies and remove carbon dioxide to live."
"When you inhale, you take oxygen into your body and when you exhale, carbon dioxide leaves your body."
"Let's practice inhaling and exhaling."
* Inhale and exhale with your child.
"Paragraph 3 describes how oxygen enters the bodies of each class of vertebrates."
"Follow along as I read paragraph 3."
* Read paragraph 3 as your child follows along.
Vertebrates have different ways of bringing oxygen into their bodies and removing carbon dioxide. The absorption of oxygen and the release of carbon dioxide take place in the lungs of mammals, birds, reptiles, and most adult amphibians when they breathe. The exchange of oxygen and carbon dioxide in fish and some young amphibians takes place in gills. Some amphibians, such as salamanders, can also absorb oxygen through their moist skin.
* Teacher Note: Gills are located on both sides of a fish's or a young amphibian's head. Water enters through the animal's mouth and passes over its gills. The blood vessels in the gills absorb oxygen from the water and release carbon dioxide into the water.
"You will fill in the information about how oxygen enters the bodies of each group of vertebrates on the chart on page 7."
"How does oxygen enter the bodies of mammals?" in lungs
"Write the word 'lungs' in the column labeled 'Mammals.' "
* Repeat for birds and reptiles.
"How does oxygen enter the bodies of fish?" gills
"Write the word 'gills' on your chart in the column labeled 'Bony Fish.' "
"How does oxygen enter the bodies of amphibians?" lungs, gills, skin
"Write the words 'lungs, gills, skin' in the column labeled 'Amphibians.' "
* Allow time for your child to do this.
"Paragraph 4 describes the body temperatures of each class of vertebrates."
"Mammals and birds have body temperatures that stay about the same, regardless of the air temperature."
* Teacher Note: Normal body temperature for human beings is about 98.6°F. Dogs and cats have body temperatures between 100.5°F and 102.5°F. Birds have body temperatures of about 105°F.
"A vertebrate with a body temperature that stays about the same all the time is called a homeotherm (hō'mē-ə-thûrm')."
* Write the word homeotherm on the whiteboard or scrap paper. Say the word "homeotherm" several times with your child.
"Other animals, such as snakes, fish, and frogs, have body temperatures that change with their surroundings."
"A vertebrate whose body temperature is able to change with its surroundings is called a poikilotherm (poi-kĭl'ə-thûrm')."
"Fish, reptiles, and amphibians are poikilotherms."
* Write the word poikilotherm on the whiteboard or scrap paper. Say the word "poikilotherm" several times with your child.
"Let's read about homeotherms and poikilotherms."
"Follow along as I read paragraph 4."
* Read paragraph 4 as your child follows along.
Some vertebrates have relatively constant, or about the same, body temperatures. An animal whose body temperature remains about the same is called a homeotherm. Birds and mammals are homeotherms. An animal whose body temperature is able to change with its surroundings is called a poikilotherm. Reptiles, amphibians, and fish are poikilotherms.
* Teacher Note: Homeotherms are often described as warm-blooded animals and poikilotherms as cold-blooded animals.
"Which sentence tells us the definition of a homeotherm?" second sentence
"At the end of the second sentence, highlight the word 'homeotherm.' "
"What did you learn about homeotherms?" Their body temperatures remain about the same.
"Which sentence tells us the definition of a poikilotherm?" fourth sentence
"At the end of the fourth sentence, highlight the word 'poikilotherm.' "
"What did you learn about poikilotherms?" Their body temperatures are able to change with their surroundings.
"You will fill in the information about the body temperatures of each class of vertebrates on the chart on page 7."
"You will write a capital 'H' for homeotherm and a capital 'P' for poikilotherm."
"Are mammals homeotherms or poikilotherms?" homeotherms
"Write a capital 'H' on your chart in the column labeled 'Mammals.'"
* Repeat for the other classes of animals. Birds (H), Reptiles (P), Amphibians (P), Bony Fish (P)
"Another characteristic of vertebrates is they produce new animals of the same kind."
"For example, a young bird that hatches from a robin's egg will always be another robin."
"Paragraph 5 describes how vertebrates reproduce, or make more of their own kind, in a process called reproduction."
"Follow along as I read paragraph 5."
* Read paragraph 5 as your child follows along.
Adult vertebrates are capable of producing more of their own kind in a process called reproduction. Most mammals have young that are born live. The young of birds—and most reptiles, fish, and amphibians—develop in eggs outside of the mother's body. Birds have hard-shelled eggs laid on the ground or in nests. Reptile eggs have soft, leathery shells and are usually laid on or buried under the ground. Fish and amphibians have jelly-like eggs that do not have shells. Fish and most amphibians lay their eggs in water.
"You will fill in the information about the reproduction of vertebrates on the chart on page 7."
"What words describe the reproduction of mammals?" young born live
"Write the words 'young born live' on your chart in the column labeled 'Mammals.' "
* Teacher Note: One mammal, the platypus, begins its life cycle in an egg. A few reptiles, such as rattlesnakes, copperheads, boas, and garter snakes, have eggs that remain in the mother until the eggs hatch, so they are sometimes said to be "born live."
"Where do the young of birds and most fish, amphibians, and reptiles develop?" in eggs
"What did you learn about the eggs of birds?" hard-shelled eggs laid on the ground or in nests
"Write the words 'hard-shelled eggs' on your chart in the column labeled 'Birds.' "
* Allow time for your child to do this.
"What did you learn about the eggs of reptiles?" Reptile eggs have soft, leathery shells and are usually laid on or buried under the ground.
"Write the words 'soft-shelled eggs' on your chart in the column labeled 'Reptiles.' "
* Allow time for your child to do this.
"What did you learn about the eggs of fish and most amphibians?" They lay their jelly-like eggs in water, and the eggs do not have shells.
"Write the words 'jelly-like eggs in water' on your chart in the columns labeled 'Amphibians' and 'Bony Fish.' "
* Allow time for your child to do this.
"You can use this chart to summarize and compare the characteristics of classes of vertebrates."
"What is something you learned in today's science lesson?"
"Let's see if you can identify the vocabulary words I will write on Science Word List C."
"This word describes an animal with a relatively constant body temperature. What is it?" homeotherm
* Write the word homeotherm on Science Word List C.
"This word describes an animal with a body temperature that is able to change with the surroundings. What is it?" poikilotherm
* Write the word poikilotherm on Science Word List C.
"In your next science lesson, you will learn about the life cycles of vertebrates."
* Optional: Show the video of frozen frogs from our website to your child.
* Optional: Post the word cards homeotherm and poikilotherm on the Science Word Wall.
Lesson Review
* Hand Lesson Review 31 to your child.
* Read the title, directions, and questions to your child.
* Allow your child to use his/her booklet to answer the questions.
* Correct your child's paper. Review incorrect answers with your child.
Classifying Vertebrates
Lesson 31
Characteristics of All Vertebrates
1 Vertebrates are sorted into groups, called classes, based on differences such as their body coverings, how they bring oxygen into their bodies, their internal body temperatures, and how they reproduce. Five of the classes of vertebrates are mammals, birds, reptiles, amphibians, and bony fish.
2 Vertebrates have different types of body coverings. Reptiles have dry, scaly skin. Most amphibians have moist, smooth skin. Most fish have skin with overlapping scales. Birds have skin with feathers. Most mammals have skin with hair.
3 Vertebrates have different ways of bringing oxygen into their bodies and removing carbon dioxide. The absorption of oxygen and the release of carbon dioxide take place in the lungs of mammals, birds, reptiles, and most adult amphibians when they breathe. The exchange of oxygen and carbon dioxide in fish and some young amphibians takes place in gills. Some amphibians, such as salamanders, can also absorb oxygen through their moist skin.
4 Some vertebrates have relatively constant, or about the same, body temperatures. An animal whose body temperature remains about the same is called a homeotherm. Birds and mammals are homeotherms. An animal whose body temperature is able to change with its surroundings is called a poikilotherm. Reptiles, amphibians, and fish are poikilotherms.
5 Adult vertebrates are capable of producing more of their own kind in a process called reproduction. Most mammals have young that are born live. The young of birds— and most reptiles, fish, and amphibians—develop in eggs outside of the mother's body. Birds have hard-shelled eggs laid on the ground or in nests. Reptile eggs have soft, leathery shells and are usually laid on or buried under the ground. Fish and amphibians have jelly-like eggs that do not have shells. Fish and most amphibians lay their eggs in water.
6
Science 4
© Nancy Larson. All rights reserved.
© Nancy Larson. All rights reserved. Reproduction prohibited.
Characteristics of Classes of Vertebrates
Characteristics
Mammals
Birds
Reptiles
Amphibians
Bony
Fish
Body
Covering
skin with
hair
skin with
feathers
dry, scaly
skin
moist,
smooth skin
skin with
scales
How Oxygen
Enters the
Body
lungs
lungs
lungs
lungs, gills,
skin
gills
Body
Temperature
H: Homeotherm
P: Poikilotherm
H
H
P
P
P
Reproduction
young born
live
hard-shelled
eggs
soft-shelled
eggs
jelly-like
eggs in
water
jelly-like
eggs in
water
| Characteristics | Mammals | Birds | Reptiles | Amphibians | Bony Fish |
|---|---|---|---|---|---|
| Body Covering | skin with hair | skin with feathers | dry, scaly skin | moist, smooth skin | skin with scales |
| How Oxygen Enters the Body | lungs | lungs | lungs | lungs, gills, skin | gills |
| Body Temperature H: Homeotherm P: Poikilotherm | H | H | P | P | P |
| Reproduction | young born live | hard-shelled eggs | soft-shelled eggs | jelly-like eggs in water | jelly-like eggs in water |
Science 4
7
© Nancy Larson. All rights reserved.
213
Lesson 31
Science 4, Lesson 31
Name
Answer Key
Date
Lesson Review 31 Science 4 Lesson 31
Characteristics of Classes of Vertebrates
Use the clue given and write the class or classes of vertebrates described.
1. Some of these vertebrates absorb oxygen through their skin.
amphibians
2. Most of these vertebrates have skin with hair.
3. Dry, scaly skin is found on these vertebrates.
4. Both the young and adults of these vertebrates have gills.
5. These two classes of vertebrates are homeotherms.
6. These three classes of vertebrates are poikilotherms.
Circle the letter of the correct answer.
7. An animal lays eggs and has scales and gills. To which class does it belong?
A. fish B. reptile C. amphibian D. bird
8. Which word best describes a cat?
A. reptile B. invertebrate C. vertebrate D. amphibian
9. Which of these animals does NOT reproduce by laying eggs?
A.
B.
C.
© Nancy Larson. All rights reserved.
This page may not be reproduced without permission of Nancy Larson.
214
Nancy Larson Publishers, Inc. S4(1e)-LR-031a
mammals reptiles
fish birds, mammals
reptiles, amphibians, fish
10. Which pair of animals gives birth to live young?
A. catfish and salamanders
B. eagles and lizards
C. salamanders and eagles
D. grizzly bears and wolves
11. Circle the letter of all the animals that are mammals.
12. Circle the letter of all the animals that are reptiles.
C.
13.
A cat, goldfish, and bluebird are alike in many ways. Which of the following do these animals have in common?
A. lungs
B. wings C. spinal column D. hair
Use What You Have Learned
14. Compare a snake's body temperature to the body temperature of a human being.
Possible answer: A snake's body temperature changes with the surroundings and a human being’s body temperature remains constant.
© Nancy Larson. All rights reserved.
Nancy Larson Publishers, Inc. S4(1e)-LR-031b
This page may not be reproduced without permission of Nancy Larson.
© Nancy Larson. All rights reserved. Reproduction prohibited.
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Short Description
Through dealing with unfamiliar situations or circumstances and changes in our life, we can become more and more aware of our own identity. Today much of our life is characterised by rapid developments and processes of change in which many of us experiences migration and mobility. The context we live in is getting more and more complex and this can lead to experiences of differences. We discover unknown aspects of our own personality, as well as in the behaviour and being of others and are constantly confronted with new situations and habits. This encourages us to reflect and revise our own way to thinking, our habits and attitudes.
Everyone has their own individual biographical situation to deal with. We would like to discover the diverse experiences of difference and identity that are made through living in a different country and moving to Germany and how we deal with difference and identity in a heterogeneous society.
In order to work with these questions and experiences, we have used artistic exercises. They help us to remember situations in our biography, make new discoveries and reflect and discuss these with the other participants.
Program Details
Di, 12.01.2010 – VHS Bonn
Do, 21.01.2010 – VHS Bonn
Program – OVERVIEW 9./10.02.2010
| 8.45 h | |
|---|---|
| 9.00 h | |
| 9.30 h | tea and coffee |
| 9.35 h | welcome and introduction to the workshop |
| 9.50 h | introduction round:” living world map“ |
| 10.10 h | warming up to storytelling: 1) moving around in the room 2) associations to an object |
| 10.30 h | storytelling, role play and presentation chose an object and form groups Instructions for the group exercise story telling in small groups & preparing of scenes presentation of the stories in the plenum discussion / reflection |
| 12.20 h | closing round |
| 8.45 h | |
|---|---|
| 9.00 h | |
| 9.30 h | tea and coffee and introduction to the second day |
| 9.45 h | reflecting of the first impressions and feelings of Germany |
| 10.00 h | my daily life in Germany / working with photographs / Collage |
| 11.15 h | presentation of the work & discussion |
| 12.25 h | closing round |
Di, 09.01.2010 – Bonn / Alfter
| Item | Introduction of the participants |
|---|---|
| Staring Time | 9:50 h |
| Duration | 20 Min |
| Topic | Welcome to every single person |
| Method used | Living world map |
| Description of Activity | Imaging the workshop space as a world map Finding a position in the room that could represent the country you are coming from in relation to the other participants introducing the own person + name of the city you are coming from + one aspect that is characteristic for it |
| Expected Outcome | Getting to know each other giving space to welcome everybody Introduction into the topics difference, migration and biography shifting focus: country (global) => special place and it's situation (local) |
| Materials | World map (to check the relations between the countries if necessarily) |
| | sharing biographical experiences, being aware for the particular experiences of other people getting aware of our relation to the country we're coming from Sharing experiences / sharing results improving language skills |
|---|---|
| Materials | objects |
Mi, 10.02.2010 Bonn/Alfter
| Item | Meeting-point at Bonn, Transport to the workshop place, Welcome |
|---|---|
| Staring Time | 8:40 – 9:25 h |
| Duration | 35 min |
Materials
- photographs, papers, knifes, …
Bonn, 19.02.2010 // VHS Bonn
| Item | Evaluation |
|---|---|
| Staring Time | 12 – 12.30 h |
| Duration | 30 Min. |
| Topic | Evaluation |
| Method used | Evaluation shit, “Blitzlicht” |
| Description of Activity | Informations about the idea and the importance of the evaluation overview of the exercises done support to understand the questions asked participant compile the evaluation shit participants have the possibility to give statements of their impressions of the workshop |
| Expected Outcome | Feedback, possibility of optimisation ... |
VARIATIONS
The composition and focus of a workshops depends strongly onto the target group. In the following pages we would like to propose some further activities that deal with the topic migration and identity.
INTRDUCTION
FOCUS ONTO SPECIFIC TOPICS
| Outcome | Focussing onto my self-perception Piece of mirror as metaphor for patchwork-identities? What is important for my identity? What does my face tell me about my identity? |
|---|---|
| Materials | Canvas, acrylic colours, (pieces of) mirrors |
| | the influence of my status and position to my identity |
|---|---|
| Materials | Extra room/space, installation, paper, pens |
REVIEW / FEEDBACK /GOODBYE
| Item | Review |
|---|---|
| proposal | You can use this activity if you have the impression that people feel comfortable to give feedback in a creative/artistic way. |
| Duration | 40 min |
| Topic | Individual reflection and individual review of the day / “blitzlicht” |
| Method used | Writing, drawing, painting ecc. |
| Description of Activity | We would like to make a review of the day. At first a personal one. Please use your book to make a review of the day. Like before you can use your way to do it (writing, writing a poem, drawing s.th., making some collage). It's meant to be your personal review. We thought to give you 15 minutes for this. After this we'll have a short “spotlight” if you've something you want to share with the group. |
| Expected Outcome | (Artistic) Reflection impressions of the day |
| Materials | Sheet of paper, colours, pencils ecc. |
Item
Final plenary
Proposal
Duration
Topic
Method used
Description of
Activity
Use this activity to give a clear structure to the review.
20 min
Sharing review
Flashback with stone and rubber
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Table of Contents
Introduction to the Torchlighters Series
Torchlighter: One who commits to serving God and passing on the light of the Gospel, even if the going gets tough.
Kids today have no shortage of heroes. From Hollywood celebrities, to music artists and sports figures, it would seem that there are plenty of heroes to go around. The heroes being offered up by popular culture are teaching children that physical perfection, financial success, and fame are the most important goals in life. The morals and values presented by these heroes are often in direct opposition to the standards parents want to pass on to their children. So, while there is no shortage of heroes, there is a dreadful shortage of heroes worth emulating.
The Torchlighters video series has been created to offer children real heroes that are worth emulating. The heroes we choose to portray have lived truly great lives—lives marked by moral depth, strength of character, and an unswerving commitment to faith. By sharing in their struggles and small steps of obedience, we are all challenged to live lives of faith. It is our sincere desire that as children get to know these "torchlighters," they will be challenged to follow in the footsteps of the greatest torchlighter of them all, Jesus Christ.
Learn more about the mission behind this new series at www.torchlighters.org
Synopsis of The Torchlighters: The John Bunyan Story
John Bunyan is a hard-working family man. As a tinker, he goes from town to town, mending pots and pans for all who will pay. He's put aside the pranks of youth and is trying hard to live a good clean life. No cursing, no fighting and no stealing! But despite all his efforts, John can't free himself from a heavy burden of guilt. Fear of eternal damnation haunts him day and night.
Finally, a chance meeting helps John to understand that he must hand his sin over to the One who can carry the load. Once he's free of the burden of guilt, John is like a new man. Nothing can stop him from sharing the good news of salvation with others. Before long, this uneducated tinker is preaching to crowds that are hungry for solid spiritual food.
There's just one problem. Preaching outside of the official church is illegal in England in 1660. When the authorities learn of the tinker-preacher and the large crowds coming to hear him, they draw up the necessary papers and send their officers to do the
dirty work. If Bunyan preaches even one sentence, he will be arrested and thrown into prison. With his wife, his children and his congregation watching, John Bunyan steps to the pulpit. With a glance toward the waiting officers and their arrest warrant, Bunyan takes a deep breath and begins his sermon. He would rather follow his calling and suffer the consequences than cower in fear as a free man.
Once in prison, John's ministry continues in a new way. The man with little education and much personal grief uncovers a distinct talent for writing. After completing several non-fiction books, John begins the most important work of his life. The Pilgrim's Progress follows the struggle of a Christian Pilgrim to stay true to his beliefs, avoid temptations, and remain on the narrow path to reach heaven. Published in 1678, this book's description of Christianity as a journey containing both highs and lows has impacted countless millions of people. After the Bible, it has been the most circulated Christian work of all time.
John Bunyan's life was filled with challenges and victories. No matter what his circumstances, this "torchlighter" followed God to the fullest. Like the main character in his book, Bunyan used all his gifts and resources to press on through thick and thin. His message still rings true today.
Teaching Plan for The John Bunyan Story
1. PREVIEW The John Bunyan Story before showing it to your students. This will help you to recognize major themes and teachable moments that occur throughout the video. In addition, you will gain a better understanding of the flow of the story and will be equipped to answer questions the kids may have.
Major teaching themes for this episode include:
- Faith in God should change the way you live.
- Christianity is a journey filled with both good and difficult experiences.
- We can serve God even when going through trials.
- It is sometimes necessary to stand up to human authority in order to do what God is calling you to do.
- God can use many different kinds of gifts and talents to further His kingdom.
- A lack of formal education or a troubled background should never be an excuse for not serving God.
2. REVIEW the Supplementary Information. Become more informed on this true story by reading through "The 17th Century World of John Bunyan" (pages 12-13), "Chronology of John's Story" (pages 14-15), and "The Main Players in the John Bunyan Story" (page 16). These materials will help fill in details of John Bunyan's life and prepare you to answer questions.
3. SELECT and PREPARE Teaching Material. Follow the four lessons plans we have provided, or mix and match the materials in a new way. All material is reproducible and designed to help children apply the teaching themes. Be sure to consider the age of your students and the time you have available.
4. VISIT www.torchlighters.org. The materials in this guide and the Student Pages are just the beginning. Visit our website for other free resources, such as unique ministry ideas, publicity posters, interactive Kids Zone, and the "Carry the Torch" theme song, craft and relay! If you are planning a teaching series based on The Torchlighters, consider using the theme song, craft, and relay as part of an introductory session focused on the question "What is a Torchlighter?"
Are you planning a Torchlighters showing or event? Publicity is easy when you download free posters at www.torchlighters.org
Session 1 – Lighten Your Load
FOCUS: When we put our faith in Jesus, we lay aside the burdens that can weigh us down. Life is a journey including highs and lows.
* BACKPACK OF BURDENS RELAY — Prepare two backpacks with heavy items inside, such as medium sized stones. Be sure the total weight is not too much for the students. Divide the class into two teams. The teams will have a relay race, carrying the backpacks. In turn, they race to the end and remove one item from the pack, then return to the line and hand off the pack to the next person. The teacher times the races. Following this, run the race again with empty packs. Which times are faster? Discuss: Why was it easier to race without the heavy weights? What kinds of things can weigh us down in life? How could faith in Jesus help us to live our lives with fewer burdens? Enrichment idea: Label the backpack objects with words like: Pride, peer-pressure, perfectionism, worry, hard times, etc.
* LAY DOWN YOUR BURDENS (p. 3 in Student Guide) — Use this worksheet to help students connect to the idea of releasing our burdens to God.
* MY STORY SO FAR TIMELINE (p. 4 in Student Guide) — This activity is designed to help kids to see their life as a story that is unfolding and is not yet complete. Save these pages for further use in session 4. Give each child a copy of the empty timeline (p. 4 in Student Guide). Some suggested events might be the birth of siblings, changing schools, achievements, accidents, vacations, death of a loved one, etc. Invite students to share their stories and discuss how each person's experiences or "journey" is unique.
* THE PILGRIM'S PROGRESS READING — Share a portion of the book The Pilgrim's Progress, or read a children's version of the book. Discuss the journey of Christian, the main character in the book. Say: Next time we will see a DVD about the life of the man who wrote this book. We will learn about his life's journey and how this book has impacted the world.
Note: Refer to the answer key on page 20 for answers to selected student pages.
Session 2 – Choose Faith
FOCUS: View The John Bunyan Story and discuss the key concepts.
* REVIEW — review concepts covered last time: We are each on a unique life journey. If we live our lives with Christ, he will help to carry our burdens and will help us through difficult times.
* INTRODUCE THE DVD — Ask: Do you find it easier to serve God when things are going well for you or when you are having a difficult trial? Allow the class to respond then say: Today we will see a DVD about a man who went through a lot of hard times, yet he continued to find ways to serve God. In fact, his most important work is still used to teach people about God today, more than 300 years after he died. As you watch the story of John Bunyan, I want you to look for two things. Look for the hardships he faced and also for the many ways he served God.
* SHOW the 30-minute program The Torchlighters: The John Bunyan Story.
* QUESTIONS — Allow students time to process the film and ask questions. Use the pages "Story Mix-Up" and "Matching Game" to help review the story. (pp. 11 and 12 in Student Guide)
* DISCUSSION — Use the pages "Dig into the Story" and/or "Dig Deeper" to lead discussion and help students apply key concepts. (pp. 5 and 6 in Student Guide)
* PARENT LETTER — Distribute this letter to help parents understand this torchlighter and the lessons you are sharing in class. (p. 11 in Leader's Guide)
Note: Refer to the answer key on page 20 for answers to selected student pages.
Session 3 – Share Your Talents
FOCUS: We're all responsible to use the gifts we've been given in service to the Lord, no matter what our circumstances.
* PRISON MINISTER INTERVIEW (p. 7 in Student Guide) — Invite someone who is involved in prison ministry to visit your class for this session. Use the suggested questions on the "Prison Minister Interview" page to get the discussion started.
* GIFTS AND TALENTS SHEET (p. 8 in Student Guide) — Use this sheet to help students think through various talents they have. Discuss how their talents could be used in serving God. Ask: What talents did John Bunyan have and how did he use them for God?
* STORY MIX-UP (p. 11 in Student Guide) – Use this activity to review the story of John Bunyan and share his story with the guest.
* STORIES WITH LESSONS ACTIVITY (p. 10 in Student Guide) — After students complete the activity, use the questions and suggestions at the bottom of the sheet to help them apply the concepts.
SERVICE PROJECT — Say: God calls us to use our gifts and talents to serve Him. What excuses have you heard people use for not serving Him? (Answers might include: Not enough time, don't have the right skills, no opportunities, not enough confidence, someone else will do it). Choose a simple service project that your students can complete in class. Ideas include: making cards for shut-ins, assembling care packages for a local ministry in need, or even folding the church bulletins for the morning. Other ideas are listed at the bottom of the Prison Minister Interview sheet (p. 7 in the Student Guide).
Note: Refer to the answer key on page 20 for answers to selected student pages.
Session 4 – Stand Strong
FOCUS: God provides us with Spiritual Tools that can help us in our battle against sin and temptation.
* ARMOR OF GOD WORD ACTIVITY (p. 9 in student guide) — Use this activity to acquaint your class with the Armor of God.
* SHIELD OF FAITH CRAFT — See next page. Ask: What is armor used for? What does "spiritual armor" mean? Let's look up Ephesians 6:10-18 to find out what kind of armor we need to stand against evil.
* MY STORY CONTINUES ACTIVITY — Pull out the Timeline pages the class made in session 1. Discuss: Our stories or life journeys are still in progress. Imagine your journey over the next ten years. What do you think your life will be like in two years? Five years? Ten years? What new struggles, temptations or challenges will you face in those years? Invite your class to extend their timeline into the future. What will help you to face new bigger challenges as you get older? How can dealing with small challenges today help you with bigger challenges in the future?
* THE PILGRIM'S PROGRESS BOARD GAME — John Bunyan's book The Pilgrim's Progress was his attempt at expressing the truth about our earthly journey towards a heavenly home. We have prepared a board game to help you build on these concepts. Retrieve the game from your DVD or go to www.torchlighters.org to download the game, playing pieces and the instructions.
Note: Refer to the answer key on page 20 for answers to selected student pages.
.
Craft Corner: Shield of Faith
Give each student an 8 1/2 X 11" sheet of poster board. Using the pattern below, have students cut out a shield from the poster board. Give each student a strip of aluminum foil so they can cover their shield. Read Ephesians 6:10-18 with your students. Ask: What kind of shield does Paul recommend we carry? How will this shield help us in our battle against evil? Distribute permanent markers so students can write "FAITH" on their shields. Use masking tape to attach a handle of elastic to the back of the shields.
Dear Parents,
Today in Sunday school, your child viewed a Torchlighters DVD depicting the life of the famous Christian author, John Bunyan. John Bunyan was a simple man of humble origins. As a young man, he became a Christian and soon felt the call to preach. Unfortunately for Bunyan, in 17th century England it was illegal for anyone other than ordained clergymen to preach. Bunyan chose to follow his calling and preach anyway. Even after being arrested, he did not stop serving the Lord. During his years in prison, John Bunyan wrote the most influential work of Christian fiction of all time: The Pilgrim's Progress.
John Bunyan is a terrific role model for children. He willingly used all the talents God gave him to further the kingdom, even when facing great obstacles. We hope this experience of learning through one of God's heroes of faith was a meaningful one for your child. If you have any questions or comments, please don't hesitate to share them.
Sincerely,
The 17th Century World of John Bunyan
Bunyan's life spanned one of the most turbulent periods in English history. At the time of his birth, the common man enjoyed many new freedoms due to the Right to Petition Act of 1628. During his lifetime, his fellow Englishmen founded colonies in the New World, beheaded their king and imprisoned religious dissenters. England changed from a Catholic nation to a Protestant nation, to something in between before finally adopting greater religious freedom. The Glorious Revolution, which gave Parliament governing authority and effectively stripped the Monarchy's power occurred around the time of Bunyan's death. It was in the midst of this political and religious upheaval that John Bunyan's life unfolded.
This turbulent period in England was inaugurated about a hundred years before John Bunyan's birth. Under King Henry VIII, with the support of Parliament, the Church in England cut all ties with the Vatican. This action was taken as a result of the Pope's refusal to annul Henry's marriage to Catharine of Aragon so he could marry Anne Boleyn. This greatly excited some religious leaders in England who had been impacted by the Protestant reformers, such as Martian Luther and John Calvin, and wanted to bring about a similar change in Britain. Some in England sarcastically referred to these English reformers as "puritans" because of their zeal to purify the Church of England from the trappings of Catholicism.
This process of purification came to a halt when Henry's daughter Mary took the throne and attempted to return the Church of England to its Catholic roots. This forced many Puritans to flee England and seek refuge on the Continent where Protestant ideas were more acceptable. However, other Puritans chose to remain in England to weather the storm.
In 1558, Henry's daughter Elizabeth ascended the throne, invigorating the English Puritans because of her supposed Protestant leanings. Unfortunately for the Puritans, the Queen was more concerned with establishing political stability than religious beliefs and the Church of England took a moderate position between the Protestant and Catholic faiths.
Some of the Puritans who fled Mary's reign decided not to return to England when Elizabeth ascended the throne, setting out for the New World instead. On September 6, 1620, about eight years before Bunyan's birth, they boarded a ship named the Mayflower, sailed across the Atlantic Ocean and settled in Plymouth, Massachusetts.
Around 1628, the year of Bunyan's birth, another group of Puritans became disenchanted with the slow rate of change inside the Church of England and set sail for the New World. They hoped to plant Puritan religious ideals in the Americas and establish a "city upon a hill."
Bunyan's parents had him baptized in the Church of England in November, 1628. Later in life, he claimed to have had numerous religious experiences in his youth, but had never been very serious about his faith. When he was a teenager, his mother died and his father quickly remarried. This angered young John and he joined the Puritan forces, known as the New Model Army, to fight in the war that
was brewing between King Charles I and the Parliament. The English reformers had worked for purification of the Church of England for a century and a half, but in the 1640's, they decided to take up arms to accomplish their goals. Although religion played a crucial role in the Civil War, there were numerous political causes as well.
Bunyan served a number of years in the Puritan ranks without seeing much combat. Oliver Cromwell, also a Puritan, emerged as the leader of the Parliamentary forces and led them to victory over King Charles' forces. When Charles was captured, he was tried as a tyrant and beheaded. England was declared a Republic and Cromwell became Lord Protector. For a time, England became a Puritan nation. It was during this period that the Westminster Confession of Faith was written.
In 1660, Charles II, son of Charles I, was called to ascend the throne in England. Because of Puritan tyranny under Cromwell, the English people grew weary of religious wars and bestowed extensive powers to the king, who used the power to stifle religious diversity. It was during this peri-
od that Bunyan spent time in prison for his divergent teachings. Some, such as the young Quaker William Penn, were so outraged by the lack of religious liberty that they left England for the New World. Penn received a land grant from the king to settle a colony, which he named Pennsylvania, where religious toleration was established as the law of the land.
Eventually, the tyranny of the monarchy became too much for England, which led to the Glorious Revolution of 1688 or the "Bloodless Revolution." Parliament invited William of Orange and his consort, Mary, to reign as sovereigns of England. This coup was bloodless because the reigning king, James II, fled to France, clearing the way for the arrival of the new king and queen. The Monarchs and Parliament passed the Toleration Act and the Bill of Rights in 1689 redefining the relationship between the King and Parliament. No longer could the King levy taxes without consent or have a standing army during times of peace. Most importantly, the crown must tolerate those who dissented from the Anglican Church. Of course, the new freedoms came too late for John Bunyan. Yet, his great faith, expressed through creative genius, thrived amid the turbulence of his day. Indeed, his work continues to bless many even now.
Chronology of John's Story
1677
1678
1688
Bunyan is imprisoned for six months for not attending parish church.
The Pilgrim's Progress is published and becomes a huge success, going through numerous printings and editions. Bunyan spends the remainder of his life preaching and writing as well as updating editions of The Pilgrim's Progress.
Bunyan preaches his final sermon on August 19th and passes away on August 31st.
John Bunyan is buried in the graveyard at Bunhill Fields, not far from London. In the same graveyard are buried: Daniel DeFoe, who wrote Robinson Crusoe; Isaac Watts, the great hymn writer; and Susanna Wesley, the mother of John and Charles Wesley. These four people influenced the world as few others have done.
BUNYAN COUNTRY—Bedford, England Places important in the life of John Bunyan
1. ST. JOHN'S RECTORY—Bunyan called this the House of the Interpreter in The Pilgrim's Progress.
2. THE BAPTISMAL POOL
3. TOWN GAOL—This probably was the place where Bunyan served his second sentence in 1676. The jail, now demolished, was part of the bridge.
4. BUNYAN STATUE—The Duke of Bedford donated a nine foot high statue of Bunyan.
5. THE COUNTY JAIL stood here until 1801. This is where Bunyan wrote The Pilgrim's Progress during the first of two prison terms.
6. CHAPEL Of HEARNE—Site of Bunyan's trial. Town Hall is there now.
7. BUNYAN'S HOME—From 1655 Bunyan lived in a cottage at 17 St. Cuthbert's Street. Bunyan's will was found behind a brick in the chimney when the house was torn down in 1838.
8. BUNYAN'S BIRTHPLACE
9. ELSTOW as it was. Tudor cottages have been restored on one of its streets.
Background information on various individuals, not necessarily included in the DVD.
John Gifford was a strong influence in Bunyan's life. He was a former major in the army and a physician. He was also a drunkard, a gambler and a blasphemer. In 1650, his life was changed after reading Mr. Bolton's Last and Learned Works of the Four Last Things-Death, Judgment, Heaven and Hell. Within a month of his conversion he became pastor of the newly formed congregation of Nonconformists at Bedford. It was to John Gifford that John Bunyan came for spiritual advice. It was another year before Bunyan read Martin Luther's Commentary of the Epistle of St. Paul to the Galatians. Although "under his ministry," Bunyan did not become a member of Gifford's church until 1653. Gifford died in 1655 and was buried in the churchyard of St. John's. Bunyan referred to him as "Holy Mr. Gifford," and put him in The Pilgrim's Progress as the character "Evangelist."
John Owen (1616-1683) was converted in his mid-twenties. When he went up to Oxford, he sided with the Puritan party against Archbishop Laud. Before completing his B.A. in Divinity, he left Oxford to become pastor of the church at the village of Fordham and later, Coggeshall. He preached to as many as 2,000 people on a Sunday. In 1649, the day after the beheading of King Charles I, he preached a sermon urging religious toleration. Owen went on to become dean of Christ Church, Oxford, and vice-chancellor of the university, a post he had to surrender with the restoration of the Monarchy. He occasionally shared the pulpit with Bunyan and was a big admirer of Bunyan's work. Owen himself published De Iustitia (on the Justice of God,) Biblical Theology and three other works: Mortification, Temptation and Communion with God.
Oliver Cromwell (1599-1658) Elected as a Member of Parliament for Cambridge in 1640, he retained his position while supporting the views of the Puritans and Independents. When the Civil War broke out in 1642, he was the acknowledged leader of the anti-Royalist force, and signed the death warrant of Charles I. In 1653, he was installed as Lord Protector of the Commonwealth. He died five years later. He was buried in Westminster Abbey, but at the restoration of the Monarchy his remains were disinterred and hung at Tyburn, the place of public executions.
King Charles II (1630-1685) was exiled in France and Holland under the Commonwealth. He came to the English throne in 1660 with the restoration of the Monarchy in that year. Through the Declaration of Breda, he promised "none of you shall suffer for your opinions or religious beliefs so long as you live peaceably." Parliament did not share his opinion, and before long, conformity to the Anglican Church became law. In 1672, Charles went against parliament and signed the Declaration of Indulgence, which suspended laws oppressing Catholics and non-conformists; the declaration also freed Bunyan.
Judge Sir Matthew Hale was a Member of Parliament under Oliver Cromwell. After the restoration of the Monarchy he was made Chief Baron of the Treasury, and in 1671, became Lord Chief Justice. He was the author of History of the Common Law of England and other works. It was Hale whom Elizabeth Bunyan approached in 1661 seeking to free her husband from jail. He was sympathetic and advised her to apply directly to the king for either a pardon or a "writ of error."
Paul Cobb was a clerk of peace during Bunyan's time in prison. It was Cobb's unhappy duty to visit Bunyan and urge him to refrain from preaching and submit to the church, at least until things improved politically. Though he could not convince the steadfast Bunyan, Cobb did have Bunyan's name removed from the "Kalendar" of cases to be tried.
Justice Twisden heard Elizabeth Bunyan's plea at the Assizes in Bedford where he sat with Justices Hale and Chester. He was especially prejudiced against Elizabeth because in 1661, having become exasperated with Twisden, she stopped his coach and threw her petition in his lap.
Mary Bunyan (d.1658) Her first name is not known, and Mary is a guess. When John and Mary married, John wrote that they had not "so much household stuff as a dish or a spoon betwixt us both." Mary's great contribution to their household was two books that greatly influenced Bunyan's ministry: Arthur Dent's The Plaine Man's Path-way to Heaven, Wherein every man may clearly see, whether he shall be saved or damned, and Lewis Bayly's The Practice of Pietie, directing a Christian how to walke that he may please God. Mary and John had four children together before her death in 1658.
Elizabeth Bunyan (c.1641-1692) was John Bunyan's second wife and stepmother to his four children by Mary. Together they had two more children that lived. She worked tirelessly in support of her husband and for his release from prison.
Blind Mary Bunyan (1650-1663) was Bunyan's first child. She faithfully visited her father in prison year after year, bringing soup for him from home. When Bunyan learned of her death, he poured out his grief by writing the outline for The Resurrection of the Dead, an inspirational book.
Additional Materials
– DVDs (available from Vision Video at www.visionvideo.com or call 1-800-523-0226)
* John Bunyan: Journey of a Pilgrim – Included as a special feature on your Torchlighters DVD, this documentary on Bunyan's life is chronicled by John Pestell, author of Travel with John Bunyan. The DVD is also available separately.
* Dangerous Journey and associated Leader's guide
* Pilgrim's Progress Animated
– Books (available through your local Christian bookstore)
* The Pilgrim's Progress by John Bunyan
* The Pilgrim's Progress for children, various versions are available,
* Dangerous Journey by Oliver Harkin
– Magazines (order through Christian History Institute — www.chinstitute.org or 1-800-468-0458)
* Christian History magazine #11
– Websites
* www.torchlighters.org - Visit our website to learn about upcoming episodes of Torchlighters. Check out the kids' section for an online quiz and other fun. This is also a great place to give us your feedback and suggest heroes for future episodes.
Give us your feedback:
Christian History Institute values your input. If you have comments or recommendations on the Torchlighters series, please share them through our website at www.torchlighters.org.
The Torchlighters: Heroes of the Faith Series
Jim Elliot - Jim Elliot spends his youth preparing to share the Gospel with those who have never heard it. But nothing can prepare him for the dangers and challenges he faces in the jungles of Ecuador. Will Jim and his fellow missionaries ever be able to break through and carry a torch of faith to the remote Auca tribe, determined to attack all outsiders?
William Tyndale - In 16th-century England, translating the sacred Scriptures into English is William's calling. It won't be easy with the English government and the established church planted firmly against anyone who even speaks the Scripture in English. Follow this brave fugitive on a journey of faith as he works to complete his task.
John Bunyan - To stop preaching just to save his own skin is unthinkable for this hero. But, how will his work continue from the confines of a cold, hard prison, while his wife and blind daughter struggle to survive alone? Watch as John serves his Lord in the most trying of circumstances, and writes an all-time best seller, The Pilgrim's Progress.
Eric Liddell - This hero has committed his Sundays to worship and rest, and he intends to keep that commitment. But with all of Scotland begging him to run for Olympic gold, it will be difficult to stand firm. Watch as the fastest man in the world chooses to honor God rather than chase a gold medal. Then watch how God uses Eric to bring the Gospel to China.
Gladys Aylward - With war raging about her and soldiers closing in, the wounded missionary Gladys Aylward sets out on a 100-mile trek over the mountains to a safe haven. But it's not her own safety that concerns her, it's the safety and well-being of the 100 abandoned children in her care. Watch as Gladys' strength and faith are stretched to the limit, all for the sake of the children.
Richard Wurmbrand - In war-torn Romania, there is only one way for churches to get the protection of the government: give their support and allegiance to the ruling communists. Instead, Pastor Richard Wurmbrand chooses to speak up for Christ. When Richard's choice lands him in a communist prison, his faith and witness are tested to the limits. See how this Torchlighter's amazing story continues to impact the world today.
Perpetua - In the days of the Early Church, this young mother and new believer is imprisoned, charged with being a Christian, a traitor to the Roman gods. A simple offering of incense to the gods would set her free. Will she remain true to her new faith in Jesus?
Amy Carmichael - As she makes her rounds preaching in the countryside of India, Amy learns of the terrible plight of the temple girls. These girls are given to the temple "gods" at a very young age, never again to taste freedom. Though she is warned repeatedly, there is nothing she can do, but Amy will not give up. Can this determined missionary and her team work against entrenched customs and superstitions to free a special girl named Preena?
William Booth - This hero is determined to bring the life-changing Gospel to London's worst neighborhood, the East End. But when the local pub owners realize some of their best customers are becoming Christians, they hire big strong thugs to get rid of the preacher once and for all. Watch as William's ragtag band of followers marches into the East End with Bibles and Prayer as the weapons of choice. William's legacy lives on through The Salvation Army.
Samuel Morris - Since his father can no longer meet his captors' ransom demands, young Prince Kaboo knows he is to be tortured until death. But when a blinding light appears and the ropes that bind him fall away, a heavenly voice urges him, "Run, Kaboo, Run!" The dramatic events that follow lead the boy prince to take the new name "Samuel Morris." Nothing will stop Samuel from sharing his growing faith with all who will listen.
Visit www.torchlighters.org for resources and up-to-date information on new releases.
.
Answers to Student Handouts
Stories with Lessons, page 13
If a man owns 100 sheep and one of them wanders away, will the man not leave the 99 on the hills and go to look for the one that wandered off? | <urn:uuid:335d11b9-3b9c-48fc-8004-e93efa0f192a> | CC-MAIN-2017-26 | https://www.visionvideo.com/files/TorchBunyan_Leader.pdf | 2017-06-29T02:12:25Z | crawl-data/CC-MAIN-2017-26/segments/1498128323842.29/warc/CC-MAIN-20170629015021-20170629035021-00125.warc.gz | 987,761,247 | 7,008 | eng_Latn | eng_Latn | 0.997401 | eng_Latn | 0.998426 | [
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Collision Theory - Impact for a Chemical Reaction
Why?
The collision theory states that a chemical reaction can only occur between particles when they collide (hit each other). The collision between reactant particles is necessary but not sufficient for a reaction to take place. The collisions also have to be effective. It is important to understand the exact nature of an effective collision since this determines whether or not particles actually react with each other and form new products.
Learning Objectives
* Identify the requirements needed for a successful reaction to occur between reactant particles.
Success Criteria
* Explain the meaning of an effective collision.
* Explain the requirements needed for a reaction to occur between reactant particles.
Resources
* Judith Gould, Three Strikes Equals a Hit, STANYS Science Teacher Bulletin (2000).
* Zumdahl, Zumdahl and DeCoste. 2002. World of Chemistry. Houghton Mifflin, pp. 537 - 541
Prerequisites
* Chemical reaction nomenclature
* Balancing chemical reactions
* Lewis structures (electron-dot-diagrams)
New Concepts
* Collision theory
* Activation energy
* Effective collision
Model: Collision Theory
In the picture below, the baseball bat represents Reactant A and the baseball represents Reactant B. A reaction will only be successful if the batter hits a homerun. If the batter does not hit a homerun, the reaction will be considered a failure. Now, read the four scenarios below and answer the key questions that follow.
Scenario 1: The pitcher throws a fastball down the middle of the plate. The batter takes a mighty swing and totally misses the ball. The umpire yells, "Strike one!"
Scenario 2: The pitcher throws an off-speed pitch and the batter checks his swing. The batter just barely makes contact with the ball and it dribbles down in front of the batter's feet into foul territory. The umpire yells, "Foul ball; strike two!"
Scenario 3: The pitcher throws a curve ball that looks like it might catch the outside corner of the plate. The batter swings with all his strength, but the bat grazes the underside of the ball and the ball skews off to the right, flying into the crowd. The umpire yells, "Foul ball, still two strikes!"
Scenario 4: The pitcher throws another fastball down the middle of the plate. The batter swings and wallops the ball high into the air and the ball clears the center field wall that reads 410 feet. The ump yells, "Homerun!"
Key Questions
1. Did a reaction take place between Reactant A and Reactant B in Scenario 1? Why or why not? Explain your reasoning in terms of the nature of the collision.
2. Did a reaction take place between Reactant A and Reactant B in Scenario 2? Why or why not? Explain your reasoning in terms of the nature of the collision.
3. Did a reaction take place between Reactant A and Reactant B in Scenario 3? Why or why not? Explain your reasoning in terms of the nature of the collision.
4. Did a reaction take place between Reactant A and Reactant B in Scenario 4? Why or why not? Explain your reasoning in terms of the nature of the collision.
5. Based on your responses to Key Questions 1-4 and your reasoning, what insight has your team gained about the term effective collision?
6. Based on your answer to Key Question 5, complete the following statement: Collision theory states that a reaction is most likely to occur if…
7. With your group, develop a different analogy/model to explain the collision theory to someone who is not in your group.
Exercise
1. Hydrogen gas and iodine vapor combine to form hydrogen iodide gas, as shown in the equation H2 + I2 → 2 HI. Using the representations shown below, draw a diagram to show an orientation for the reactant molecules that could produce an effective collision capable of producing two hydrogen iodide molecules.
H2
I
2
HI
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SOUTH ASIA BOOK AWARD for Children's and Young Adult Literature Lesson plan for
Twenty-‐Two Cents: Muhammad Yunus and the Village Bankby Paula Yoo
Twenty-‐Two Cents: Muhammad Yunus and the Village Bank
English and Social Studies
Grades 7-‐12
§ CCSS ELA Reading: Literature Standards 7 and 9
§ CCSS ELA Writing Standard 1
§ C3 Framework Dimensions 1-‐4 (D2.His.16 and D4.6)
Twenty-two Cents Muhammad Yunus and the Village Bank by Paula Yoo illustrated by Jamel Akib
This unit is designed to draw from the rich content of Paula Yoo's Twenty-two Cents Muhammad Yunus and the Village Bank to teach reading and writing comprehension skills. An additional social studies connection lesson is also included. The lessons can be taught in their entirety or in isolation depending on the teacher's needs and time constraints.
Lesson topics include:
Vocabulary and Context Clues Inference and Textual Evidence Figurative Language – Metaphor Sequencing, Paraphrase, and Summary Character Development Essay Prompt Documentary and Small Group Activity
Bell-ringer Discussion Activity
Before reading or introducing the book to students, generate a discussion to gear their thinking to the book's plot. Teachers can either pose the discussion topic to the entire class or post the prompt and ask them to discuss in small groups of three to four. Encourage students to share the ideas that came out of the discussion.
DISCUSSION: SCENARIO ONE
Imagine that you have been asking your parents for a pet for several months. Finally, your parents agree to let you have a pet, but first you must agree to their terms. You must agree to help pay for the pet's food and care. You must also agree to be responsible for feeding and cleaning up after the pet. Lastly, you must pay for half the cost of buying the pet. Having wanted a pet for so long, you happily agree to these terms. There is one problem though: you don't have enough money to pay for half the purchase price of the pet, so now you must earn money fast. Your neighborhood is having a block party soon, which gives you the idea of setting up a lemonade stand and selling beverages, but you don't even have money to buy the lemons, sugar, and cups you would need to start a lemonade stand business. What can you do?
Solicit feedback from students and note their ideas for raising money on the board. Direct the conversation to other possible obstacles and then introduce the second scenario for discussion.
Reconvene as a group and recap the students' ideas. Next, based on the discussion activity and the title, Twenty-two Cents Muhammad Yunus and the Village Bank, ask students to make predictions about what they think the book will be about.
DISCUSSION: SCENARIO TWO
Imagine that your older brother or sister has offered to help you. He/she agrees that a lemonade stand is a great way to earn fast cash, and he/she even offered to lend you the money to buy the supplies you need for the lemonade stand. There is one catch though, he/she is going to charge you a very high “fee” for doing you the favor of lending you money. If you borrow the money you will have to sell a lot more lemonade to raise enough money to buy a pet, but if you don't borrow the money, you have no way of earning money. What will you do?
Oral Reading
Read the book aloud to students and share the illustrations with them along the way.
English Language Arts: Discussions and Lessons
Vocabulary and Context Clues:
Introduce the concept of context clues by telling students: "I am enamored with the book, Twenty-two Cents because it has a positive message, it is educational, and because it has a happy ending." Write the sentence on the board as well. Next, ask students if you liked the book. How do they know? What does the word enamored mean? How do they know?
Follow up by giving students the Twenty-Two Cents Muhammad Yunus and the Village Bank Vocabulary Context Clues student worksheet.
Inference and Textual Evidence:
Introduce the notion of inference by exaggeratedly gesturing specific emotions and then asking students what you are feeling. For example, wildly begin laughing and smiling then say, "I'm feeling something. Hmm, what is that word for what I am feeling?" Students may infer that you are feeling happy. Once they guess the emotion correctly, ask the students how they knew that was what you were feeling when you did not say what you were feeling. Guide the discussion in this fashion until you establish a clear link between the students' answers and your "emotional" actions. Next, post the following definition on the board:
inference: noun, a conclusion or opinion that is formed because of known facts or evidence
Revisit the emotional gestures guessing game. Ask students what evidence they had to prove you were happy – or whichever emotion you pantomimed. Explain to students that keen readers are very good at making references and that they will also be practicing the reading skill of inference.
Direct students to the Twenty-two Cents Muhammad Yunus and the Village Bank Reading Skill Inference student worksheet.
Figurative Language - Metaphor:
Write the following sentence on the board:
Muhammad Yunus is a ray of sunshine for people all over the world.
Ask students what this sentence means. Guide the conversation to question whether or not Muhammad Yunus is really a "ray of sunshine" or if the phrase has another meaning in the sentence. Clarify for students that the phrase "ray of sunshine" in this context is being used figuratively – that is that the phrase's meaning is not actual but more representative and comparative. Next, direct students to the Twenty-two Cents Muhammad Yunus and the Village Bank Metaphors student worksheet.
Sequencing, Paraphrase, and Summary:
For each of these reading skills, read aloud the definition boxes on the Twenty-two Cents Muhammad Yunus and the Village Bank Sequencing, Paraphrase, and Summary student worksheet. Clarify any misunderstandings and explain using the given examples. Direct students to complete the practice portions of the worksheets on their own.
Character Development:
Introduce the notion of character development by asking students how they would describe Muhammad Yunus. Next, ask they how they know he that type of person. Guide to discussion to clarify that writers develop, or bring to life, characters by what they have the characters say and do. Finally, suggest that while some characters in a story may change quite a bit over the course of a story, some remain unchanged – dynamic versus flat characters. Expand on this idea by sharing the following video:
https://www.youtube.com/watch?v=AzqEgKwG0o4
Continue the lesson by distributing the Twenty-two Cents Muhammad Yunus and the Village Bank Character Development student worksheet.
Essay Prompt:
Share with students the following quotes:
"Borrowers would be divided into groups of five, and each group would borrow an agreed upon amount. Then the group members would work together to pay back their loan on time. Muhammad believed that placing borrowers in groups would create a support system by which an entire group would be responsible for the success of each member."
"To be approved for a loan, each group had to pass a test showing that the women understood the loan program. The women studied very hard and eventually everyone passed the test."
Generate a discussion with students by asking them if they think Muhammad's idea was a good one. Would the women have been as successful if they had asked for a loan by themselves? Why or why not? What are the benefits of working in a group?
Next, ask students to give examples of groups they are involved in. Write their responses on the board.
Finally, direct students to jot down three examples from their own lives when working in a group helped them achieve their goals. Have students share some of their stories.
Conclude the discussion by posting the following writing prompt:
Write about a time when you worked in a group and successfully met your goal. How did the group help you? What did you learn from the process? Would you have been successful without the group's support?
Social Studies Connections:
After reading Twenty-two Cents Muhammad Yunus and the Village Bank, show the Izzit.org documentary Pennies a Day (for a copy of the DVD and others like it, see izzit.org).
https://www.youtube.com/watch?v=1gZmycmCbQ4
Ask students for the reactions to the video. Do they think Muhammad Yunus had a good idea? What are their thoughts on women's improvement when given the ability to earn money? Do they think the model would be more or less successful if the villagers worked alone rather than in groups?
Next, ask students if they think they could successfully design a business if they were given a small loan. Follow up by informing students that they will have a chance to create their own business models in small groups.
Small Group Activity:
1. Organize students in small groups of three or four members.
2. Inform the groups that they will be given a small loan of $20.00 and that they will have to repay the loan within one month, with a 5% interest fee – or $1.00.
3. Allow students to brainstorm a simple product they can make and sell. For example, friendship bracelets, or a lemonade stand.
4. Give students time to research material costs. Teachers may want to provide specific websites of local businesses that sell such supplies. For instance, Michael's Arts and Craft stores (michaels.com or Hobby Lobby (hobbylobby.com). Remind students that they cannot exceed their $20.00 amount.
5. Have students determine a price for their product and then have them calculate how many products they can produce with the materials purchased and how many they will have to sell in order to pay off the loan.
6. Ask students to discuss and determine how long it will take them to produce each product. Will each member have the same responsibilities in the production or will each member have a specific job in the production?
7. Ask students to consider who will buy their product. Will there be enough people that will want to buy the product? Will they have to sell only to their class, family, neighborhood etc. or go to other places to find customers?
8. Ask students to create a list of possible difficulties. For example, is their product seasonal, like lemonade, which would sell better in the summer.
9. Direct students to calculate their profits and the total time needed to make and sell their products.
10. Have all groups share their product ideas and predicted results.
NAME: __________________________________ DATE:_____________________________
Twenty-Two Cents, Muhammad Yunus and the Village Bank Vocabulary: Using Context Clues
While reading, we are often faced with new and challenging words. Luckily, there may be some clues very near the difficult word that can help us figure out the hard words. Those nearby clues are known as context clues. Here are some clues to look for:
Definition–the word is defined directly and clearly in the sentence in which it appears.
" The arbitrator, the neutral person chosen to settle the dispute, arrived at her decision."
Antonym (or contrast)–often signaled by the words whereas, unlike, or as opposed to.
"Unlike Jamaal's room, which was immaculate, Jeffrey's room was very messy." "Whereas Melissa is quite lithe, her sister is clumsy and awkward."
Synonym (or restatement)–other words are used in the sentence with similar meanings.
"The slender woman was so thin her clothes were too big on her.
Inference–word meanings are not directly described, but need to be inferred from the context. Using the information you do have, you make a reasonable conclusion, including what you think the difficult word means.
http://www.readwritethink.org/files/resources/lesson_images/lesson1089/types_context_clues.pdf)
Look at the following boldfaced words from the book, Twenty-two Cents. See if you can figure out the meaning of the boldfaced words by looking for context clues. When you find the context clue, underline it and state which type of clue it is, definition, antonym, synonym or inference. Next, write a definition for the word.
EXAMPLE:
"During some scout outings, Muhammad saw the terrible conditions in the slums where poor people lived. Families were crammed into tiny shanties built of bamboo, cardboard, and rusted tin." (p. 8)
Type of context clue: synonym
Definition: a small, poor, makeshift house made from found materials
1. “In 1957, at the age of seventeen, he enrolled in the Department of Economics at Dhaka University. Economics is the study of how people make and use money, goods, and services.” (p. 9)
Type of context clue: _____________________________________________________
Definition: _____________________________________________________________
2. “Then in 1965 he won a prestigious Fulbright scholarship to study economics in the United States.” (p. 10)
Type of context clue: _____________________________________________________
Definition: _____________________________________________________________
3. “Although he was happy in the United States, Muhammad worried about the turmoil in his home country.” (p. 11)
Type of context clue: _____________________________________________________
Definition: ______________________________________________________________
4. “Due to economic, political, and cultural differences, the people of East Pakistan wanted their independence from the West Pakistani government. In March 1971 East Pakistan seceded and declared itself the independent nation of Bangladesh.” (p. 11)
Type of context clue: _____________________________________________________
Definition: ______________________________________________________________
5. “The war, along with drought and famine , devastated the newly formed country...The drought had destroyed the crops and left the villagers without food and fresh water. Barefoot children and their parents trudged along the dirt road toward the nearby fertile hills in desperate attempts to find food. Some returned clutching a few precious handfuls of rice and twigs to eat.” (p. 14)
Type of context clue: _____________________________________________________
Definition: ______________________________________________________________
6. “The banks in Jobra were not interested in loaning small amounts of money, and they did not want to risk making loans to poor people. So Sufiya had to go to a mahajon , a moneylender. The mahajon loaned her the twenty-two cents she needed, which she had to pay back with interest , a percentage of the amount she borrowed.” (p. 17)
Type of context clue: _____________________________________________________
Definition: ______________________________________________________________
NAME:
________________________________DATE:_________________________
Twenty-two Cents Muhammad Yunus and the Village Bank Reading Skill Inference
INFERENCE AND TEXTUAL EVIDENCE
To infer means to make a logical conclusion or guess based on evidence. For example, if you see your friend at the bus stop wearing a scarf, mittens, and hat, shivering and rubbing his hands together, you might infer that he is cold. The evidence for him being cold is his winter clothing and rubbing his hands together. Readers also make inferences. As we read, we are observing the things that characters say and do. We also notice the ways other characters respond to words and actions. We pay attention to the things characters say about each other or how they react to each other. Based on these observations, readers begin to "read between the lines." They draw conclusions based on these observations and can prove their findings by pointing out the parts in the text where the character or other characters have said or done something that is evidence of the reader's conclusion. Quotes from a piece of text that prove something are known as textual evidence.
Directions:
Reread the book, Twenty-two Cents Muhammad Yunus and the Village Bank. Then, read the following quotes taken from the book. Identify each quote as True (T) or False (F). You must then provide a quote, or textual evidence, to prove your answer.
EXAMPLE:
__F__ Muhammad Yunus was very selfish as a child.
Evidence: “Muhammad knew the hungry people at the door needed the food more than he did. He placed the pitha back on the plate.” (p. 1)
1. _____ Chittagong had a diverse population with people of all walks of life.
Evidence: _______________________________________________________________
_____________________________________________________________________________________________
2. _____ The poor people of Chittagong received lots of help from the government.
Evidence: _______________________________________________________________
_____________________________________________________________________________________________
3. _____ Muhammad Yunus never wanted to leave his hometown.
Evidence: _______________________________________________________________
_____________________________________________________________________________________________
4. _____ Many people in Bangladesh struggled during the 1970s.
Evidence: _______________________________________________________________
_____________________________________________________________________________________________
5. _____ Often times, the mahajon, moneylenders, took advantage of poor people.
Evidence: _______________________________________________________________
_____________________________________________________________________________________________
6. _____ Muhammad Yunus did not feel that women should have the same rights as men.
Evidence: _______________________________________________________________
_____________________________________________________________________________________________
7. _____ It is acceptable for women to openly socialize with men.
Evidence: _______________________________________________________________
_____________________________________________________________________________________________
8. _____ Muhammad Yunus and the Grameen Banks have made a big impact around the world.
Evidence: _______________________________________________________________
_____________________________________________________________________________________________
Short Answers
Directions: In the spaces provided below, write a paragraph that answers the question. Make sure you use complete sentences and provide textual evidence to prove your response.
In what ways did Muhammad Yunus' parents ensure he would have a good future? How do you know?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
______________________________________________________________________
________________________________DATE:_________________________
Twenty-two Cents Muhammad Yunus and the Village Bank Character Development
Character Development
Writers develop characters through words and actions. This means that the reader begins to feel the character in a story is real by what that character says or does. Some characters change quite a bit throughout a story. Maybe the character experiences something that changes his or her way of seeing life. This sort of character is what writers call dynamic or round. Other characters change or grow very little or not at all throughout a story. Writers refer to these type of characters as static or flat.
There are two ways that writers can share a character's personality with the reader. The writer can tell the reader directly what the character is like. For example, "The boy is sad." This is known as direct characterization. Or, the writer can let the reader know what the character is like by how the character acts or what the character says. For example, "The boy is crying." This is known as indirect characterization.
1. Consider the character Muhammad Yunus in the book Twenty-two Cents. He experiences many events in his life that influence and change the way he sees the world. What type of character is he? Dynamic or flat? How do you know? Refer back to the book to list some examples of events that changed Muhammad Yunus' understanding of the world.
2. What about the village women that receive loans from the Gareem Bank? Would you describe them as dynamic or flat? Why? Support your answer with examples from the book.
Read the following quotes from Twenty-two Cents Muhammad Yunus and the Village Bank. Determine whether or not they are examples of direct or indirect characterization. Write 'D' for direct and 'I' for indirect.
3. _____ “Muhammad knew the hungry people at the door needed the food more than he did.” (p.1)
4. _____ “Muhammad Yunus was born on June 28, 1940, the third oldest of three children.” (p.3)
5. _____ “Muhammad noticed how just a few coins could buy enough rice to feed a family for an entire week.” (p. 6)
6. _____ “But Muhammad hesitated. If he gave Sufiya the money, she would always be dependent on strangers for charity.” (p. 18)
7. _____ “Muhammad then visited one of the largest banks in Bangladesh to ask for a loan with a fair interest rate for the women.” (p. 19)
8. _____ “After being turned down by several banks, Muhammad decided to start a new bank that would lend money to the poor.” (p. 21)
9. _____ “Muhammad believed that placing borrowers in groups would create a
support system by which an entire group would be responsible for the success of each member.” (p. 22)
10. _____ “Often Muhammad could not approach a woman in public or in her home because it would be disrespectful. So he waited in the distance or outside a house while one of his female students talked to the women.” (p. 23)
NAME: ___________________________ DATE:_________________________
Twenty-two Cents Muhammad Yunus and the Village Bank Sequencing, Paraphrase, and Summary
SEQUENCING: Sequencing refers to a reader's ability to understand the order of events in a story. It means that the reader was able to correctly follow all the things that happened and can retell the events in their proper order. Sometime this is also called chronology. Chrono comes from the Greek word chronos, which means time. "Ology" means a subject of study. Together, chronology means the subject of time, or the order in which events happened.
Directions:
Use the boxes below to sequence the main events that inspired Muhammad Yunus to start the Grameen Bank and ultimately win the Nobel Peace Prize.
1) While on an outing with the Boy Scouts, Muhammad is impressed by the conditions he sees of poor people living in the slums.
8) In 2006 Muhammad Yunus and the Gareem Bank were jointly awarded the Nobel Peace Prize.
PARAPHRASE
Paraphrase means to say the same thing using different words. It does not combine events or take away key ideas or details, it simply puts the message into other words.
Directions:
Look at the following sentences taken from Twenty-two Cents Muhammad Yunus and the Village Bank, and then rewrite the sentence using your own words.
EXAMPLE:
“ Muhammad realized that Sufiya's life depended on just a few cents a day.” (p. 19)
Paraphrase: Muhammad understood that Sufiya had to have some coins everyday in order to survive.
1. “Muhammad was greatly impressed by the students' belief that they could make a difference.” (p. 10)
Paraphrase:
__________________________________________________________________ __________________________________________________________________
11. “Tensions continued to mount, soon leading to a war between Pakistan and the new nation of Bangladesh.” (p. 11)
Paraphrase:
___________________________________________________________________ __________________________________________________________________
11. “The war, along with drought and famine, devastated the newly formed country.” (p. 14)
Paraphrase:
__________________________________________________________________ __________________________________________________________________
4. "Muhammad learned that Sufiya was one of many women who sold their crafts at the market to support their families." (p. 17)
Paraphrase:
__________________________________________________________________ __________________________________________________________________
SUMMARY
A summary is a brief account of the main points of something. It is a shortened version of the key events from the beginning, middle, and end of a story. A good summary just focuses on the most important big ideas or events. It does not list every tiny detail.
Directions:
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OKLAHOMA PROVEN SELECTIONS FOR 2008
TREE
Bosnian Pine
Pinus heldreichii
Bosnian Pine is a slow-growing evergreen with a dense pyramidal form when young. It has the potential to grow to 70' tall in its native environment but is more likely to reach only 25 to 30' in the landscape. In the Pirin Mountains of Bulgaria there is a 70' tall Bosnian Pine estimated to be over 1300 years old! Young cones are purple and turn brown as they mature and the seed they produce is edible. Bosnian Pine prefers full sun and once established is quite tolerant of high pH soils and drought. It is also disease resistant and can be used in the landscape where an evergreen or pine is desired and space is limited.
*Exposure: Full sun
*Soil: Tolerant of dry and high pH soils
*Hardiness: USDA Zone 6
Photo by Lou Anella
For more information about Oklahoma Proven contact Lou Anella, 405-744-6593.
OKLAHOMA PROVEN SELECTIONS FOR 2008
SHRUB
American Beautyberry
Callicarpa americana
American Beautyberry is a native deciduous shrub that produces inconspicuous lavender flowers in mid summer but as fall approaches the plant becomes laden with brightly colored clusters of purple fruit producing a striking display. American Beautyberry prefers light shade or protection from the afternoon sun in Oklahoma. It grows from 5 to 10' high and just as broad but overgrown plants can be rejuvenated by cutting them to the ground in winter without sacrificing fruit since the flowers are produced on new growth. This native shrub can be massed as an informal hedge, incorporated into a mixed border, or used as an understory plant in a naturalistic garden setting. White fruited cultivars are also available.
*Exposure: Light shade •Soil: Moist, well-drained
*Hardiness: USDA Zone 6
Photo by Lou Anella
For more information about Oklahoma Proven contact Lou Anella, 405-744-6593.
OKLAHOMA PROVEN SELECTIONS FOR 2008
PERENNIAL
Hellebore
Helleborus
Hellebores, also known as Lenten Rose, belong to a genus of mostly evergreen herbaceous plants that are prized for their ability to flower in late winter. The flower stalks rise out of the leaf litter or through the snow to display nodding flowers that range in color from green to white, yellow, or even purple with some cultivars producing spotted flowers. Recently hybrids have been selected for outwardfacing flowers and brighter colors increasing their garden value. Hellebores are tough plants requiring little special care other than shade and pruning of old foliage. They are excellent for the woodland garden as understory plants where they will be protected by shade.
*Exposure: Shade
*Soil: Moist, well-drained
*Hardiness: USDA Zone 6
Photo by Lou Anella
For more information about Oklahoma Proven contact Lou Anella, 405-744-6593.
OKLAHOMA PROVEN SELECTIONS FOR 2008
ANNUAL
Photo by Lou Anella
For more information about Oklahoma Proven contact Lou Anella, 405-744-6593.
Spilanthes
Acmella oleracea 'Peek-A-Boo'
'Peek-A-Boo' Spilanthes was selected for its yellow flowers, each with a red eye poking up out of the foliage. The green foliage has a purple tinge in full sun turning more purple as fall approaches and the foliage can be used in salads or cooked as a green. Spilanthes is also known as the Toothache Plant because it has been used to numb pain. In the garden it is a great conversation piece when combined with other plants in a mixed container or it can be used as a flowering groundcover growing 12 to 15 inches tall and spreading 24 to 30 inches.
*Exposure: Full sun to part shade
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Introduction
Monte Vista provides network and technology resources to enrich the academic experience of students, faculty and staff. Our 1:1 iPad program is a natural extension of our mission to be a premiere private school in Northern California, offering students the opportunity to utilize cutting edge technologies in order to give them a greater advantage in their future career choices.
Use of the iPad comes under the school's values and requires students to accept the ethical responsibilities found in all the other areas of Monte Vista school life. The general rules and principles of Monte Vista still apply as a basis for good decision making with regard to technology. It is the student's responsibility to treat the technology and all fellow users with the proper care and respect. (Adapted from Nueva AUP, 2009-2010)
By loaning each student an iPad, we no longer will have to deal with the cumbersome process of checking iPads in and out, or clearing each iPad between users. We are currently working to make this device central to all school operations so that your child's back-pack load should not consist of much more than gym clothes and an iPad.
The following are common questions and answers concerning iPads, followed by a glossary of terms for your convenience and a short note to parents.
Accounts and Passwords
Do I need to password-protect my iPad?
Yes. You should password-protect your iPad, because your personal information is stored on the device. Both the student and parents should know the password and be able to access the iPad at all times.
Do I need an Apple ID (a.k.a. an iTunes account)?
Yes.
Do I need an iCloud account?
Yes. Because an iCloud account backs up all Pages, Keynote, and Numbers files automatically to a virtual server. This way, your work is constantly backed-up, just in case something happens to the iPad. Also, an iCloud account will allow families to turn on the "Find my iPad" option—this option will allow families to find a lost iPad. Finally, enabling the "backup to iCloud" feature will allow an easy restore should you need to be issued a new iPad.
Do I need to use my school assigned email?
Yes. All school communication will go to your students.mvcs.org account.
Standard Operating Procedures
When do I need to bring my iPad to School?
You will bring your iPad to every class every day. You will be using it in many different capacities, so you must always be prepared.
What happens if I've forgotten my iPad at home?
Go to the Help Desk located in the ARC before school, during break, or at lunch, but not during class time--to receive a temporary loaner iPad, which you will have to return at the end of the day.
What happens if I use up all the storage space on my iPad?
All of your media needs to be stored in a storage space, such as iCloud, Dropbox, box.net or Sugarsync, so that you can access your classwork at any time, from any location and/or device. You should download the App for one (or more) of these onto your iPad using your iTunes account. These Apps are free. iCloud, however, is not an App as it comes with the iPad,
Why shouldn't I sync my iPad to my computer?
It is safer and simpler to sync it to iCloud. This will be explained in your training.
What do I do if my iPad isn't working correctly?
Bring it to the Help Desk located in the ARC.
What do I do if my iPad is damaged?
Back up your data, such as notes and pictures. Fill out the MVCS Damage Report, located on our website. This form can also be found at the ARC.
After filling out the MVCS Damage Report, bring the completed form to the Help Desk at the ARC--before school, during break or at lunch, but not during class time. You will be given a replacement iPad. If it is determined that the damage to your iPad is not covered by insurance, then your family will be notified of the cost of a replacement iPad and case. (See the iPad contract for specific details)
What if my iPad is stolen?
First, you need to contact the Police and report the theft. You will need a Police Report to file an insurance claim. Second, fill out the MVCS Theft Report found on the website. This form can also be found at the ARC. Bring the completed form to the Help Desk, at the ARC- before school, during break or at lunch, but not during class time.
What if I lose my iPad?
First, log into iCloud and click on find my iPad. The Business Office will bill your family for the cost of the iPad and its case if it is not recovered.
Am I responsible for the content on the iPad?
Yes. Apps that the school has installed on your iPad may not be deleted; also Apps that the school has required you to install on your iPad must be present. The nature of any media on your iPad is subject to regular school policies as stated in the Parent/Student Handbook. Profanity, indecency, or malicious media, for example, will not be tolerated as well as practices that glorify violence, drugs and gangs.
May a Monte Vista Staff Member check my iPad at any time?
Yes. A Monte Vista staff member may with reasonable cause check your iPad. If you refuse to give a Monte Vista staff member necessary password(s) to gain access to the iPad, or you don't remember your password(s), the iPad will be confiscated and given to an administrator. Please remember that the iPad is the property of Monte Vista and it is on loan to you for the school year.
What happens if I am using my iPad for non-academic purposes without permission (for example gaming, personal e-mail, music and social media).
First Offense – Referral
Third Offense- Referral, parent contact, detention assigned.
Second Offense- Referral and parent contact.
Fourth Offense- Referral, parent contact, Friday Detention assigned.
Any and all further offenses- Student may be suspended from school and placed on a Behavioral Contact after a parent, student, and Administrator conference.
The above actions apply to all iPad usage infractions.
Can I turn Location Services, in Settings, off?
No. Never! This is to protect YOU from losses. If your iPad is lost, you can attempt to find it using iCloud's "Find My iPad" service, but your Location Services need to be turned on.
Software and Media
Can I put my own media on my iPad?
Yes, in accordance with school policy with respect to the content as noted above. (i.e. no profanity, etc.) However, check the next question for new App guidelines.
What Apps do I have to have on my iPad, on my iTunes account?
There are 4 processes Monte Vista wishes all students to be able to perform:
2. Document Creation
1. Note-taking
3. Presentation Creation
Monte Vista does not dictate software for these processes, however, we have
4. Video Creation
suggestions for these 4 processes, which our help desk does support:
4. Video Creation:
1. Note-taking: Notability
2. Document Creation:
Pages
3. Presentation Creation:
Keynote
iMovie
It is possible that Monte Vista will also install some Apps on your iPad that it has purchased. In addition, it is possible that throughout the school year, additional Apps may be downloaded as requested by your teacher. However, while on school property, you are only permitted to have the Apps published on the Middle School App White List, which is posted on the MVCS website. If you are using a different App from the above listed Apps to complete a process, please tell Mr. White immediately, so that he can add it to the White List: firstname.lastname@example.org.
What if I am using an App for school, and it is not on the White List?
Tell Mr. White immediately: email@example.com. He will check out the App and add it to the White List. Monte Vista Middle School would like to encourage students to add useful Apps to our White List.
What if my home computer doesn't have Keynote and Pages? How can I work on my assignments?
Keynote allows exports and imports to PowerPoint. Pages allows exports and imports to Word. If you have a PC, with PowerPoint and Word, you'll still be able to work on an assignment from different machines. In addition, iCloud accounts now offer access to web versions of Keynote and Pages. Therefore, you can log in to your iCloud account from any machine and have access to these web versions.
What about updates?
1. Please update the iPad operating system (iOS) without the school's permission.
2. In order to update school purchased Apps drop by the Help Desk located in the ARC. It should not take much longer than 5 to 10 minutes to do this
3. You can update personally purchased Apps using your own iTunes account.
How do I take care of my iPad?
Hardware
The same way you care for anything of value to you: keep it out of harm's way; keep it safe from theft; keep it clean; protect it. Remember that the iPads are on loan to you for the school year and we expect you to treat them with all the care you would as if you had purchased them yourself. Do not leave your iPad in a backpack that you know will be left in a place where the backpack can suffer impact. Do not remove the cover of the iPad because you don't like it—we've drop tested the iPad in the cover and these covers protect them from accidental impact. If your iPad is damaged from impact and you have removed the cover, you will be held responsible.
What happens if my battery is low, or dead?
The Help Desk, located in the ARC, has multiple powering stations. Drop your iPad off for a re-charge, before school during break, or at lunch, but not during class time. You however, are responsible for keeping your iPad powered up; the ARC is for emergency re-charging only. There are a limited number of loaners and there may not be one available.
Do I need to have a stylus?
No, but a stylus make some activities easier, however your finger can always be used as a stylus.
What happens if I lose my charger?
You will have to pay for the replacement of the charger. (Details are in the contract)
Do I have to use the school issued case?
Yes, for the reasons stated above regarding impact.
Am I responsible for the maintenance of the case, iPad, and charger?
Yes. You must keep all iPad related items clean and free of damage, or you will be charged for damages when you return these items to the school at the end of the school year.
Can I take the barcode sticker off the back of my iPad?
No.
Can I use peripheral devices with my iPad?
Rev. 4/19/16
Yes, you can use approved peripheral devices, such as keyboards, with your iPad. If you're not sure whether the peripheral device is approved, ask at the Help Desk located in the ARC
Can I jailbreak my iPad?
No. Never.
Glossary
Parental Responsibilities
As a parent of a Monte Vista student, you are responsible for your child's actions and the use of all the resources Monte Vista provides your child. Please review this Acceptable Use Policy (AUP) carefully and discuss it with your child. Your signature and your child's signature at the bottom of this document indicates that together you have read and understand the policies stated in this document. This Acceptable Use Policy represents a living document, which is subject to annual review by the related shareholders: administrators, teachers, students, and parents. The purpose of this living document is to provide safe guidelines that support and protect students, while at the same time protecting Monte Vista's financial investment in the iPads. The iPad is only a tool; but it is a valuable tool, which we believe, when used in accordance with the Acceptable Use Policy (AUP), has the potential to maximize your child's experience while attending Monte Vista Christian School. (When picking up your iPad, please only bring this last page.)
Parent Signature___________________________________ Date_____________
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Eutrophication (Nutrient Pollution)
Did you know?
Spring Lake is known as a 'seepage lake' and lakes such as ours are typical in this area. These bodies of water have no surface water inflows or outflows. Most water comes from groundwater flow; springs in our case.
Spring Lake, like many lakes in Alberta, is what is called a 'eutrophic lake'. Lakes become eutrophic in a natural process as the lake ages and become more productive. This normally takes thousands of years to occur. We as humans, through our various cultural activities have greatly accelerated the eutrophication process in thousands of lakes around the world.
Cultural or 'man-made' eutrophication is a result of water pollution caused by excessive plant nutrients. As humans we have, hopefully inadvertently, added excessive amounts of plant nutrients to our water bodies in many ways. These nutrients include basic elements such as phosphorus, nitrogen, and carbon. Runoff or seepage from fertilized crop lands, cow pastures, feed lots, urban lawns, and even golf courses are just some of the sources of these nutrients. Partially treated or untreated domestic sewage is another source.
Of all of the raw chemicals that compose the various substances that lead to direct or indirect pollution, Phosphorus or phosphates act as powerful stimulants for algal growth. Algae bloom can lead to oxygen depletion and subsequent fish kills. The biomass of algae and aquatic plants is directly related to the amount of phosphorus available. Hence, the more phosphorus in the water, the more algae and plants there will be. As we know Spring Lake is relatively shallow overall and lake warming in the summer can occur very quickly. Warmth, sunlight and nutrients all add up to the potential for algae proliferation and shallow water weed growth. Because of low bottom dissolved oxygen some eutrophic lakes struggle to maintain their fish populations through an extended winter.
What can we do to slow or limit cultural lake eutrophication?
Do not fertilize lawns anywhere near the lakeshore. Our meadows, tall grasses, shoreline trees and other shoreline vegetation can significantly reduce the flow of nutrients into surface water. If you must fertilize avoid fertilizers that contain phosphates. E.g. a 20-0-15 fertilizer has '0' phosphorus . . . the middle number designates phosphorus content.
Do not incur any shoreline vegetation damage or losses. Cutting grass in wide swaths down to the shoreline should be avoided.
If you have a septic field or a 'Minnesota Mound' make sure that it is functioning properly and avoids any nutrient seepage to the lakeside.
Inspect and maintain any septic system regularly. As an example septic tanks should be pumped out every 3 to 5 years or whenever the sludge level exceeds one-third of the tank capacity.
Capture and cleanse any pollutant carrying runoff before it reaches the waterway. Consider shore land buffers, rain barrels or rain gardens.
Properly dispose of household hazardous wastes – you may have heard of the saying, "if you wouldn't drink it, don't dump it ".
Plant trees and shrubs or protect your wooded areas. Removal of trees and shrubs causes more rain to hit the ground and run off rather than landing on leaves and branches.
Do not bathe, shampoo, or wash your recreational toys in the lake with any type of phosphate detergent. More and more laundry and dish detergents are now phosphate-free.
Keep land clearing to a minimum. Re-vegetate any bare areas to minimize erosion to the lake.
Do not burn brush or leaves near the shore. Similarly, ash dumping from stoves, fireplaces or fire pits any where near the shoreline negatively impacts the lake's biomass. These various ash sources all leach nutrients into the water. In fact serious toxins can be released into the water table from ashes depending on what is actually burned.
Try not to use powerful outboard motors in shallow areas – much of Spring Lake's shoreline! The nutrient-laden bottom sediments can be churned into the overlying water which may cause increased algal growth.
Our common sense in managing phosphorus pollution is essential. Minimizing erosion is also crucial. Irresponsible tree cutting, removing stumps, bushes and grass – even increasing impervious surface areas (driveways and parking lots) all enhance the probability of pollutants including nutrient pollutants entering Spring Lake.
Our local and migrating bird populations can not help but do their bit to literally dump their wastes into the lake. Let's not speed up Spring Lake eutrophication by our cultural practices and we will have many more generations enjoying the beauty and presence of one of Alberta's cleanest lakes.
[ OPTIONAL ]Morey Madsen, BSc.
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Chemical Formulas and Names of Ionic Compounds
WHY?
Going back to pre-historic times, humans have experimented with chemical processes that helped them to make better tools, pottery and weapons. In the middle-ages, alchemists combined various compounds in the search for the philosopher's stone and the elixir of life. However, as chemistry became a real science, chemists realized that all mater was made of atoms and that chemical processes were simply a rearrangement of these atoms. Chemists needed some simple, shorthand way to show this fact, and thus created chemical formulas.
Success criteria
You should be able to write the correct formula for any ionic compound
Prerequisites
Knowledge of atoms and isotopes
Model 1: An atomic look at three compounds
The diagrams below represent some ionic compounds at the atomic level.
Sodium chloride
Calcium chloride
Chemical formula:
NaCl
Chemical formula:
CaCl2
Aluminum oxide
Key Questions
1. What are the names of the elements found in the compounds above?
2. How does the name of the elements in each compound differ from that of the free elements?
3. How many sodium ions are there in the sodium chloride sample shown above? How many chloride ions? What is the ratio between the two?
4. How many calcium ions are there in the calcium chloride sample shown above? How many chloride ions? What is the ratio between the two?
5. How many aluminum ions are there in the aluminum oxide sample shown above? How many oxide ions? What is the ratio between the two?
6. What is the relationship between the chemical formula for the compounds above and the ratio of the ions in them?
7. What is the charge of a sodium ion? What is the charge of a chloride ion?
8. What is the charge of the calcium ion? What is the charge of the chloride ion?
9. What is the charge of the aluminum ion? What is the charge of the oxide ion?
10. All samples of sodium chloride have a ratio of one sodium ion for one chloride ion. What must be true of the total (net) charge for any sample of sodium chloride?
11. All samples of calcium chloride have a ratio of one calcium ion for two chloride ions. What must be true of the total (net) charge for any sample of calcium chloride?
12. All samples of aluminum oxide have an atomic ratio of two aluminums for three oxide ions. What must be true of the total (net) charge for any sample of aluminum oxide?
13. From the pattern seen in the last three questions, what is the rule for the total charge for a compound?
Exercises
1. Write the name and the chemical formula for the compound depicted below.
Name: ____________________________________
Model 2: Ionic Charges
Many ions have the same charge whenever they are found in a compound. Some of these ions are listed in the table below.
Group Charge
| 1 | 2 | 3 | 15 | 16 |
|---|---|---|---|---|
| +1 | +2 | +3 | −3 | −2 |
| Lithium Li+ | | | Nitride N3− | Oxide O2− |
| Sodium Na+ | Magnesium Mg2+ | Aluminum Al3+ | Phosphide P3− | Sulfide S2− |
| Potassium K+ | Calcium Ca2+ | | | Selenide Se2− |
| Rubidium Rb+ | Strontium Sr2+ | | | |
| Cesium Cs+ | Barium Ba2+ | | | |
Key Questions
14. What patterns do you notice about the charges of the ions with respect to their positions in the periodic table (or their Group number in the periodic table).
Exercises
2. Following the rule you established in the last key question, write correct chemical formula for each of the following compounds
3. Use your answers to the Key Questions and the Exercise Questions to draw a conclusion about the ratio of ions in two compounds if the elements in the compounds are from the same groups (example: aluminum oxide and aluminum sulfide; lithium chloride and potassium chloride).
Compound
Formula
(a) Lithium chloride
(b) Magnesium iodide
(c) Strontium selenide
(d) Rubidium fluoride
(e) Lithium oxide
(f) Sodium sulfide
(g) Potassium chloride
(h) Calcium phosphide
(i) Barium oxide
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Review Activities
To talk about activities: Have students work in pairs to quiz each other on the vocabulary. Have them create flashcards. Creating and collecting these cards may prove helpful to students throughout the Realidades course.
To say what you like and don't like to do:
Have students work in pairs and tell each other what they like to do and don't like to do. Students can respond with: A mí también or A mí tampoco.
To ask others what they like to do: Have students interview each other about activities they like to do. Ask students to brainstorm a list of activities and write five questions using ¿Te gusta…? Tell them to interview a different classmate for each question. Encourage students to use the phrases in Other useful words and expressions in their responses. After they have completed the interview, ask volunteers: ¿Qué te gusta hacer?
Portfolio
Invite students to review the chapter activities, including written reports, posters or other visuals, and tapes of oral presentations, or other projects. Have them select one or two items that they feel best demonstrate their achievements in Spanish. Include these products in students' portfolios. Have them include this with the Chapter Checklist and SelfAssessment Worksheet.
Additional Resources
* Audio Program: CD Cap. 1A, Track 21
* Resource Book: Cap. 1A, Clip Art
* Resource Book: Cap. 1A, Situation Cards
* Asssessment Program: Cap. 1A, Chapter Checklist and Self-Assessment Worksheeet
52
Vocabulario y gramática
to talk about activities
to say what you like to do
For Vocabulario adicional, see pp. 268–269.
To prepare for the test, check to see if you . . .
* know the new vocabulary and grammar
* can perform the tasks on p. 53
to say what you don't like to do
(A mí) no me gusta. I don't like to.
(A mí) no me gusta I don't like
nada.
to at all.
A mí tampoco.
Me neither.
to ask others what they like to do
other useful words and expressions
Más práctica
Practice Workbook Puzzle 1A-8 Practice Workbook Organizer 1A-9
cincuenta y dos Tema 1 • Mis amigos y yo
Universal Access
Students with Learning Difficulties
Advanced Learners
The Vocabulario y gramática page contains a good deal of information, perhaps too much for some students to absorb and understand at once. Break the review into smaller sections and give several examples for each explanation. The Organizer in the Practice Workbook is a useful tool for this purpose.
Give students copies of the Clip Art (Teacher's Resource Book) and copies of the Communicative Activities (Teacher's Resource Book). Tell them to use the art to test their vocabulary knowledge, and the Communicative Activities to practice the sentences.
Preparación para el examen
On the exam you will be asked to . . .
Here are practice tasks similar to those you will find on the exam . . .
Escuchar Listen to and understand a description of what someone likes to do 1
Hablar Talk about yourself and what you like and don't like to do and ask the same of others 2
Leer Read and understand someone's description of himself or herself 3
4 Escribir Write about yourself with a description of things you like and don't like to do
Pensar Demonstrate an understanding of cultural differences regarding dancing 5
Listen to a voice mail from a student looking for a "match-up" to the homecoming dance. a) What are two things this person likes doing? b) What is one thing this person dislikes doing?
You agreed to host a student from the Dominican Republic for a week. What can you tell him or her about yourself in a taped message? Include a brief description of what you like to do. How would you ask the student to tell you something about himself or herself?
Read this pen pal e-mail from a Spanishlanguage magazine. What does the person like to do? Does this person have anything in common with you? What is it?
¡Hola! A mí me gusta mucho usar la computadora y tocar la guitarra. No me gusta ni ir a la escuela ni leer. En el verano me gusta nadar y en el invierno me gusta esquiar. ¿Y a ti? ¿Qué te gusta hacer?
A school in the Dominican Republic wants to exchange e-mails with your school. Tell your e-pal your name and what you like to do and don't like to do.
How would you describe the Latin dances that have become popular in the United States? With what countries do you associate each dance? With what type of music or rhythms do you associate each dance?
For: Test preparation
Visit: www.phschool.com
Web Code: jad-0107
If you need review . . .
```
pp. 26–31 A primera vista p. 27 Actividades 1–2 p. 38 Actividad 18
```
p. 32 Actividad 7
p. 33 Actividades 8–9
p. 34 Actividad 10
p. 38 Actividades 16–17
p. 43 Actividades 22–23
p. 49 Presentación oral
p. 31 Actividad 5
p. 32 Actividades 6–7
p. 38 Actividades 16–17
p. 44 Actividades 24–25 p. 47 ¿Comprendes?, no. 3
p. 41 Actividad 20
p. 40 Fondo cultural
p. 48 La cultura en vivo
```
pp. 26–31 A primera vista p. 31 Actividades 3–4 p. 35 Actividad 11 p. 42 Actividad 21 p. 45 Actividad 26 pp. 46–47 Lectura
```
cincuenta y tres Capítulo 1A
Enriching Your Teaching
Teacher-to-Teacher
After students review the vocabulary and work together in pairs, organize a "vocabulary bee." Have all students stand in a circle around the room. Give students an English word and ask them to name its Spanish equivalent or give a Spanish word and ask for the English version.
One by one, ask them to identify the correct word when you prompt them. When students do not know a word, they have to sit down. The last student standing is the winner.
Review
Performance Tasks
Standards: 1.1, 1.2, 1.3, 4.2
Resources: Audio Program: CD Cap. 1A, Track 22; Resource Book: Cap. 1A, Audio Script; Practice Answers on Transparencies
Suggestions: Explain the format of the chapter test to students. The first portion will assess their knowledge of vocabulary and grammar. The second portion is performance-based and will have tasks very similar to those shown here.
1. Escuchar
Suggestions: Play the Audio CD or read the script until all students can say the answers. Ask students to suggest answers to the questions.
Script and Answers:
Pues, … a mí me gusta practicar deportes y pasar tiempo con mis amigos. (This person likes to practice sports and spend time with friends.) ¿Y bailar? No me gusta nada bailar. ¿Y a ti? (This person doesn't like to dance).
2. Hablar
Suggestions: Allow time for students to work in class. If they have difficulty speaking spontaneously, have them write their messages and practice them until they can say them without consulting their notes.
Answers will vary.
3. Leer
Suggestions: Remind students that cognates can help them understand unfamiliar words.
Answers: usar la computadora, tocar la guitarra, nadar, esquiar; answers will vary.
4. Escribir
Suggestions: Have students try this activity without consulting the vocabulary list, notes, or completed activities.
5. Pensar
Suggestions: Ask students to call out the names of various dances. Elicit comments about rhythms, instruments, dance steps, etc.
Assessment
* Examen del capítulo: 1A
* Audio Program: CD 20, Track 3
Alternative Assessment
* ExamView Test Bank CD-ROM
* Resource Book: Cap. 1A, Situation Cards
* Resource Book: Cap. 1A, Communicative Activities
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The Economy
You've probably heard people say things like, "The economy is down," or, "Such-and-such would be good for the economy." Maybe you've figured out that the economy has something to do with money. But what is this big, scary "economy" everyone's always worried about? And how can you avoid it?
That was a trick question. You can't avoid the economy! An economy is the way goods and services are produced and consumed. Everyone is involved in the economy both by producing goods or services and by consuming them. There are different kinds of economies, and the kind of economy a country has determines how resources get distributed to the people.
Consumers, Producers, and the Market
Have you ever bought anything or paid someone to do something for you? Then you are a consumer—someone who acquires goods and services for his or her own personal use. Have you ever worked babysitting, walking dogs, or making fast-food tacos? Then you are a producer, too— someone who makes goods or offers services to others. In a market economy, producers are free to decide what to produce, and consumers are free to buy whatever they need and want. Unlike some economies, the government does not tell producers what to make or limit (for the most part) what consumers may buy. This selling and buying takes place in the market, which is not a physical place, but instead refers to the entire activity of buying and selling that takes place out in the world.
Are You Motivated Yet?
So, why would anyone decide to produce and sell something? You guessed it—money! Profit is the financial gain received by selling something for more than it cost to make it. Producers are motivated by the profits they expect to gain from the goods or services they offer. Their incentive to produce—the thing that motivates them—is the idea that consumers will want or need what they are offering. Thus, someone who thinks people want phones that respond to voice commands has an incentive to produce such phones because they expect they will profit from selling them to lots of consumers.
But what about when two or more producers are offering the same goods or services? This results in competition—producers battling over who can make the most profit. Competition is a big motivator. Here's what can happen:
Better Stuff. Competition leads to innovation, which is the process of developing newer, better things. Think of iPhones, Android phones, and Windows phones: The producers constantly come out with new versions that have newer, better capabilities. Why? Because each producer wants you to spend your money on its phone instead of the other guys' phones.
Reading p.1 Good Deals. Competition drives prices down. For a while, iPad was basically the only tablet on the market. Apple didn't have to worry about people buying other tablets because there weren't any real choices. But when other tablets came on the market at prices lower than iPad, Apple began to lower its price in order to compete. But deals have limits: Producers have no incentive to offer something for less money than it cost to make it.
The Market Economy
It's All About Supply and Demand
When a market economy is doing well, there is lots of buying and selling. During a "bad economy," buying and selling slows down. The cycle of ups and downs depends mainly on two things: supply, the amount of something that is available, and demand, the number of consumers who want it. Supply and demand are called market forces because they act to make the market function well or poorly.
Supply and Demand Out of Balance
To keep everyone producing, making profits, and buying things, supply and demand must be balanced. Here's what can happen if there is high demand but low supply: Imagine there is a big freeze in Florida and orange trees are damaged. Fewer oranges are available. If there is still a big demand for oranges, the price will go up. Fewer oranges also means there aren't as many oranges to process. Some people who pick oranges and get them ready to sell might lose their jobs.
On the other hand, too much supply with low demand can also hurt. Imagine a coal producer is very busy over the summer and mines tons and tons of coal. Winter comes, but it doesn't get very cold. People don't use their furnaces as much as usual, so they don't need as much coal. All of that coal sits around unused—and they certainly don't need to mine any more coal. The price of coal will drop, and some people involved in producing coal could lose their jobs because there is already too much.
Scarcity and Opportunity Cost
Imagine your class is deciding whether to sell candy or glow sticks for a fundraiser. Which will earn more money? People like sweets, so you decide to sell candy. In making that decision, your class gives up whatever benefit it might have gotten by choosing to sell glow sticks instead. The benefit you give up by choosing to do one thing instead of another is called opportunity cost. When you are in the process of making your choice, you try to determine which choice has more benefits and take a risk that you might be wrong.
The need to choose one thing over another exists because of scarcity—the limited amount of resources available. Why not sell candy and glow sticks? Probably because it would cost too much up front to buy both. If there were unlimited resources, everyone could have everything they want and need, and there would be no need to make choices. But because of scarcity, producers and consumers must make choices that are sometimes very difficult.
You can't always predict the opportunity cost—but sometimes you can!
The Command Economy
The opposite of the market economy is the command economy, where the government decides what will be produced, how much will be produced, and how much goods and services will cost. Thus, the relationship between supply and demand does not determine what gets produced and consumed. Instead, the government makes those decisions. The government owns the equipment for production, so the government is everyone's employer. There is no private property in a pure command economy, so people can't sell things to make a profit. People are consumers, but they buy what the government produces.
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INTRO to Competitive Soccer U-7 & 8 Rules
Administration:
The Excelsior Springs Parks and Recreation Department is now offering an intro to competitive league. Decisions that are rendered by the Parks and Recreation Department are final. The National Federation of State High School Associations Rule Book and the Fédération Internationale de Football Association (FIFA) is the governing body of rules for our league unless superseded by specific youth soccer program rules as set forth by this league.
Objective and Goals:
The Excelsior Springs Parks and Recreation Youth Soccer program is designed to give all boys and girls, through participation in practices and competitive games, the opportunity to learn and improve the fundamentals of the game of soccer.
Coaches:
1. Shall, above all, have the welfare of each child as his or her main objective.
2. Must have reasonable knowledge of the game.
3. Shall act as an example of good conduct and sportsmanship to his or her team in all league matters.
4. Shall place emphasis of coaching on learning rules and fundamentals, participation, and personal enjoyment.
Rules and Regulations:
Law I – The Field of Play:
Field Markings: Distinctive lines not more the five (5) inches wide. The field of play is divided into two halves by a halfway line. The center mark is indicated at the midpoint of the halfway line. There is a center circle with a five (5) yard radius. Four corner arcs each with a two (2) foot radius.
The Goal Area: Two lines are drawn at right angles to the goal line three (3) yards from each goal post and extend three (3) yards into the field of play joined by a line drawn parallel with the goal line.
The Penalty Area: None.
Goals: The size of the goals will be 18 feet wide x 6 feet tall. Goals may be smaller.
Law II – The Ball: Size three (3).
Law III – The Number of Players: A match is played by two teams, each consisting of not more than five (5) players, one of which is a Goalkeeper.
Minimum number of players to start or continue a game is three (3).
The maximum number of players on a roster should not exceed twelve (12).
Substitutions: At any stoppage with the permission of the referee and unlimited.
If the referee stops the clock for an apparent injury to a field player or goalkeeper, and a coach enters the field to check on said player, the player must come off the field.
Playing time: Each player should play an equal amount of the total playing time. Teams and games will be coed.
Law IV – The Players Equipment: Conform to FIFA with the following exceptions:
Footwear: Tennis shoes or soft-cleated soccer shoes are recommended.
Shin guards are MANDATORY
A player must not use equipment or wear anything that is dangerous to himself or another player (including any kind of jewelry).
Law V – The Referee: An official licensed referee will be assigned to each game. Their job is to keep the playing environment FUN, SAFE, and focused on the children. Duties are: keep time, enforce the rules, and stop and restart play. When you stop play for a foul or other reason, take the time to explain to the players WHY! This is their first experience with soccer and the best time to educate.
Law VI – The Assistant Referees: One (1) official licensed assistant referee will be assigned to each game.
Law VII – The Duration of the Match: The match shall be divided into four (4) equal, ten (10) minute quarters. There shall be a two (2) minute break between quarters one and two and another two (2) minute break between quarters three and four. There shall be a half-time interval of five (5) minutes.
In the event a game must be suspended because of conditions which make it impossible to continue play, the head referee or league supervisor shall declare it an official game if one complete half or more of the game has been played. If less than one-half has been played, the game will resume from point of interruption. If the game is unable to resume that day and is not considered a complete game, the game will be rescheduled and will start all over.
Law VIII – The Start and Restart of Play: Before a kick-off at the start of the match, a coin is tossed and the team that wins the toss decides which goal it will attack in the first half of the match or if it would like to start with the ball.
Kick-off: All players must be in their own half of the field of play. The opponents of the team taking the kick-off are at least 5 yards from the ball until it is in play. The ball must be stationary on the center mark. The ball is in play when it is kicked and moves forward. The kicker must not touch the ball again until it has touched another player.
Law IX – The Ball In and Out of Play: Ball must completely cross line to be out of play.
Law X – The Method of Scoring: Ball must completely cross goal line between post and beneath crossbar to be a goal.
Law XI – Offside: None.
Law XII – Fouls and Misconduct: Conform to FIFA with the following exceptions: All fouls shall result in an indirect free kick with the opponent five (5) yards away. The referee must explain ALL infractions to offending player.
Law XIII – Free Kicks: Conform to FIFA with the exceptions that all free kicks are indirect. The ball must be stationary when the kick is taken and the kicker must not touch the ball again until it has touched another player. Opponents must be five (5) yards away from the ball until it is in play.
Law XIV – The Penalty Kick: None.
Law XV – The Throw-In: A throw-in is awarded to the opponents of the player who last touched the ball when the whole of the ball crosses the touch line. A goal cannot be scored directly from a throw-in. At the moment of delivering the ball, the thrower must face the field of play, has part of each foot on the line or on the ground outside the line, hold the ball with both hands, and delivers the ball from behind and over his head. A second throw-in will be allowed if the player makes and improper throw-in. If the second attempt is improper, the opposing team will receive the ball for the throw-in play.
Law XVI – The Goal Kick: A goal kick is awarded when the whole of the ball passes over the goal line having last touched a player of the attacking team and a goal is not scored. The ball is kicked from any point within the goal area by a player of the defending team. Opponents remain on their half of the field until the ball is in play. The kicker must not play the ball again until it has touched another player. The ball is in play when it is kicked directly out of the penalty area.
Law XVII – The Corner Kick: A corner kick is awarded when the whole of the ball passes over the goal line having last touched a player of the defending team, and a goal is not scored. The ball is placed inside the corner arc nearest to the point where the ball crossed the goal line. Opponents must remain 5 yards from the arc until the ball is in play. The ball is in play when it is kicked and moves. The kicker must not play the ball again until it has touched another player. A goal cannot be scored off of a corner kick.
Sportsmanship:
Team members, coaches, and spectators shall exhibit appropriate behavior towards other players, officials, and spectators. Unsportsmanlike conduct from team members and/or associates including spectators will result in being carded accordingly and action taken such as:
1. Player or coach ejection from the game.
2. Player or coach ejection from the league.
3. Player or coach suspension.
4. Forfeit of game.
* An official should not directly interact with a fan that is being unsportsmanlike. Every effort to control the fan should go through that team's head coach. If cooperation does not take place from that head coach, then the official may take action such as head coach ejection and then if the fan continues, a forfeit of the game is well within the rules.
During the game, the officials do have the authority to eject players or coaches. The ESPR department has the final authority on determining the duration of the suspension or other penalty. Any player or coach ejected from the game must leave the playing area. Failure to do so may result in forfeiture of the game.
Weather Policy:
The official/supervisor has final say on whether a game will be temporarily suspended or postponed due to weather conditions or poor field conditions – once he or she arrives on the field. If lightening is in the immediate area, the game shall be suspended immediately. Everyone should be instructed to take shelter and the official can monitor the situation and determine whether the game should play on. In case of heavy rain, play should be suspended and possibly postponed due to the amount of rain. If field conditions become extremely poor and children are at risk of injury, then play should be postponed. If the playing weather is horrible such as cold, rain, mud, high winds, tornado warnings etc… then play should be postponed. Finally, if the weather is warm and there is a light to moderate rain falling, it is possible to keep playing. Remember, this decision to play or not to play rests with the official/supervisor working the game and his or her call can NOT be disputed. The official/supervisor will always have the safety of the children in mind when making their decision.
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Posterous.com
Using Posterous in the classroom by What You Should Be Using
WhatYouShouldBeUsing.com
Posterous immediately takes you out of the norm by allowing you to use the site without going through an account signup.
But since we're using this in the classroom, we'll go ahead and set up an account now.
Click the Login link in the upper right corner.
On the following page, click the link to sign up and get your own Posterous. You'll receive a confirmation link by email, so follow those instructions to access your account.
Multiple Sites
After a successful login from Posterous.com, you will land on the Manage screen. Posterous allows you to create multiple sites. This would be very handy if you would rather have your students work in small groups. More advice is available on WYSBU.com
Click the Create a New Posterous button.
Then fill in information for the new site.
Contributors
After clicking on the appropriate group's site in the left column, you can add your students as contributors to the site. Be sure to review the tips for managing your students' content at WYSBU.com.
(or
Settings
When teaching with online tools, your students' privacy is extremely important. Use great care in ensuring that you have the best settings for both your students' privacy and your assignment's objectives.
and add
Select the appropriate group
, if you set them up.
Click on the
Settings
tab.
This screen allows you to change your site’s
Title
a
Subtitle
. Remember, if you decide to change your
Address
any links to the page will be broken.
There is much information on the Settings page. Continue
reading for more information.
And check out WYSBU.com for suggestions on privacy and
site settings.
The
Theme and Customize
button allows you to select
colors and designs for your page.
Contributors can post
– allows your students to email
to the site
Anyone can comment
– should only be used together
with Password-protection (see below)
Show download links
– allows students to download
files that were sent to the site as attachments
Password-protect site
– Ensures that the public cannot
access your site. Students and parents use a common
password before the site will be displayed to them.
Show my location for geotagged photos
–
Not
suggested for K-12 students!
Geotagging shows the
latitude and longitude coordinates of where a photo was
taken. Ability to transmit this type of information is
dependent upon the camera used to take the photo.
Site
If you're just reading the guide, you're only getting half of the story!
WYSBU has so much more info on this topic and it's all free! Student tutorials for each site, tips and tricks, and sitespecific suggestions to keep your students safe. If you received this guide from a friend, check out the WYSBU blog!
How It Works
Once your students have been added to the site, they can begin to contribute by email or text message. Students will compose a message to POST@the name of your site .posterous.com and the content will post automatically, including attachments.
Going to http:// the name of your site .posterous.com will display your students’ content in chronological order.
A link to Manage appears at the top of the screen.
When you are logged in, you will be able to Edit or Delete entries. Students can Edit and Delete with a special link that is automatically sent via email.
Read the warnings about messaging and data packages for cell phones at WYSBU.COM
In this example, Comments are enabled for anyone in the world to post. A delete link appears below each comment when viewed.
View privacy and settings suggestions at WYSBU.com
Students can Edit and Delete their post with a special link that is automatically sent via email.
In this example, Posterous sent a reply to a web-based email account.
Clicking on the special link will take the student to the Posterous website where the student may edit or delete the post that prompted this receipt.
Again, note that in the example above, this email was sent to a web-based email account on a computer. Should a student receive this email receipt from a cell phone post, clicking on the link from a phone will send the student to the Internet. Much like texting plans, phone companies also sell Internet data plans. Provide your students with a copy of the student guide, also available at WYSBU.com, so your students (and parents) can make an informed decision based on their phone's service plan.
Students may forward the email from their cell phone to a web-based email account and access the link by computer. This would allow a student to access the post (on the rare occasion that it needs to be removed or edited) without incurring Internet data charges on the cell phone if an Internet data plan is not included in their monthly bill.
Remember! A cell phone provider can answer questions about your service plan. Call the customer service representatives.
If you're just reading the guide, you're only getting half of the story!
WYSBU has so much more info on this topic and it's all free! Student tutorials for each site, tips and tricks, and sitespecific suggestions to keep your students safe. If you received this guide from a friend, check out the WYSBU blog!
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Fremont Public Library Great Books Book Club Doris Kearns-Goodwin's "Team of Rivals" July 29, 2023
1. How was Abraham Lincoln able to win the Republican nomination in 1860 over his three chief rivals, Seward, Chase, and Bates–all of whom were more experienced, better educated and better known?
2. The night before his election as president, Lincoln made the decision to put each of these three rivals into his cabinet. What led him to this decision? What does it say about his temperament?
3. Are there parallels that can be drawn between Fort Sumter and the Iraqi War beginnings?
4. Could Seward or one of the other presidential possibilities have kept the country out of war or at least delayed it?
5. Lincoln and his cabinet's solution to the slavery issue was controversial. Was there a different solution to the resolution of the slavery problem that, in retrospect, may have been preferable to the one employed?
6. How did Lincoln's thinking about slavery evolve over time? What led him to issue his Emancipation Proclamation? How would he answer complaints that the Proclamation did not free the slaves in the border states? How did Seward contribute to the timing of the Proclamation?
7. Why did Lincoln put up with Chase for so long, knowing that he was maneuvering against him to win the nomination in 1864? What finally undid Chase? Why did Lincoln appoint him Chief Justice?
8. At the start of the war, Lincoln was plagued with a series of ineffective generals. Was this inevitable?
9. President Barack Obama has said he followed Lincoln's example of surrounding himself with rivals and people who question him and argue with him. Do think Obama used some of the same strategies that Lincoln used for the Presidential nomination? What are the factors in our modern media and political culture that make it more difficult for a president to create and maintain a true team of rivals?
10. Lincoln has often been portrayed as suffering from depression all his life. Yet, Goodwin suggests that while he had a melancholy temperament, he developed constructive resources to combat his spells of sorrow. By the time he reached the presidency, Lincoln was the one who could sustain everyone else's spirits. What were the means he used to shake off his sorrow?
11. How would you describe the change in Stanton's attitudes toward Lincoln from the time they first met as lawyers to the end? How did their opposing styles lead to positive results in the cabinet?
12. What compromises did each of the four men make with his beliefs in order to further his political career?
13. How did the women in the story affect the lives and careers of the men surrounding Lincoln–Frances Seward, Kate Chase, and Julia Bates?
14. Putting Lincoln to one side, which of the men (the rivals) would you most like to meet and why? Start a business with? | <urn:uuid:18c59eb5-9b5c-4b0d-863e-1432d9a7bc1b> | CC-MAIN-2024-10 | http://www.fremontgreatbooks.org/index_htm_files/Team%20of%20Rivals.pdf | 2024-03-02T17:42:56+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00841.warc.gz | 45,113,650 | 592 | eng_Latn | eng_Latn | 0.999531 | eng_Latn | 0.999531 | [
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Recovery, Resiliency, & Wellness
What is recovery?
Recovery is a process of making changes that improve your health, quality of life and your long-term wellness. Recovery is different for everyone. There is not one right path. Your path will not be the same as anyone else.
You are in charge of your recovery plan. It is developed just for you. If your plan does not meet your needs you can change it. You have choices about providers, treatment, and supports.
Being in control is an important part of your recovery. Take the lead to create your goals. Tell your providers about your:
* Needs
* Culture
* Experiences
* Preferences
* Beliefs
* Support system
An important part of recovery is to reduce the use of services. Your recovery plan should help you learning to use skills on your own. It should help you creating a support system outside of mental health providers.
What is resiliency?
Resiliency is being able to bounce back when there are challenges in your life. Being resilient means you can adapt when you feel stress or your situation is hard.
To be resilient you have to be able to learn new skills. You must be able to grow and change. You can learn ways to handle challenges and keep going forward. Important steps to be more resilient are:
Find meaning in your life. Figure out the healthy things that make you happy. This might be a job or being a volunteer. For some people being creative is important. Try new things. Often helping others be healthier gives people meaning.
Develop hope. Believe your life will get better. Healthy relationships help you have hope, so include your family and friends in the process. For many people spirituality is helpful.
Recognize your feelings. Notice when you have hurt feelings about yourself or your situation. You can learn how to think about things in a different, more positive way.
What is wellness?
Wellness is all the parts of our lives working everything just right all of the time. Wellne g together. This helps people be their very best. No ess is something everyone has to work toward. o one has
Whole health and wellness includes bot areas of our lives. This might include ha to do creative things like paint, play mus th mental health and physical health. It also inc aving your own money to do things you like to d sic, and work in a garden. cludes other do. Or being able
The picture below shows how each area a applies to your life.
Physical
Knowing the importance of exerci
eating, & enough sleep
Intellectual
Recognizing creative abilities and finding
ways to expand knowledge and skills
Environmental
Good health by being in inspiring
supportive environments
Wellness
Emotional
Successfully coping with life and
creating fulfilling realtionships
Fin
Satisfaction with cu
sit
O
Sense of accom
fr
So
Developing a sense o
and a positive
Spiritual
Expanding our sense of purpose and
meaning in life
se, healthy
p
g and
nancial
urrent and future finacial
tuations
Occupationa
l
mplishment and satisfaction
rom one's work
ocial
f connection, belonging,
e support system
For more information visit Magellan of Nebraska's website: www.Magellanof fNebraska.com
Look for the Recovery Resources tab Welcome Page. b in the For Members section in the center of the | <urn:uuid:569f1619-640c-4ebb-ab0d-999be21f49d3> | CC-MAIN-2017-26 | http://magellanofnebraska.com/media/1330367/recovery__resiliency__and_wellness.pdf | 2017-06-29T02:03:49Z | crawl-data/CC-MAIN-2017-26/segments/1498128323842.29/warc/CC-MAIN-20170629015021-20170629035021-00134.warc.gz | 247,888,839 | 732 | eng_Latn | eng_Latn | 0.997371 | eng_Latn | 0.998194 | [
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Fishbone (Ishikawa) Diagram
Looking for more quality tools?
Try Plan-Do-Study-Act (PDSA) Plus QTools™ Training:
* Fishbone Diagram
* 5 Whys
* QTools TM Bundle
* Plan-Do-Study-Act plus QTools TM
Also Called: Cause–and–Effect Diagram, Ishikawa Diagram
Variations: cause enumeration diagram, process fishbone, time–delay fishbone, CEDAC (cause–and–effect diagram with the addition of cards), desired–result fishbone, reverse fishbone diagram
The fishbone diagram identifies many possible causes for an effect or problem. It can be used to structure a brainstorming session. It immediately sorts ideas into useful categories.
When to Use a Fishbone Diagram
* When identifying possible causes for a problem.
* Especially when a team's thinking tends to fall into ruts.
Fishbone Diagram Procedure
Materials needed: flipchart or whiteboard, marking pens.
1. Agree on a problem statement (effect). Write it at the center right of the flipchart or whiteboard. Draw a box around it and draw a horizontal arrow running to it.
2. Brainstorm the major categories of causes of the problem. If this is difficult use generic headings:
* Methods
* Machines (equipment)
* People (manpower)
* Materials
* Measurement
* Environment
3. Write the categories of causes as branches from the main arrow.
4. Brainstorm all the possible causes of the problem. Ask: "Why does this happen?" As each idea is given, the facilitator writes it as a branch from the appropriate category. Causes can be written in several places if they relate to several categories.
5. Again ask "why does this happen?" about each cause. Write sub–causes branching off the causes. Continue to ask "Why?" and generate deeper levels of causes. Layers of branches indicate causal relationships.
6. When the group runs out of ideas, focus attention to places on the chart where ideas are few.
Fishbone Diagram Example
This fishbone diagram was drawn by a manufacturing team to try to understand the source of periodic iron contamination. The team used the six generic headings to prompt ideas. Layers of branches show thorough thinking about the causes of the problem.
Fishbone Diagram Example
For example, under the heading "Machines," the idea "materials of construction" shows four kinds of equipment and then several specific machine numbers.
Note that some ideas appear in two different places. "Calibration" shows up under "Methods" as a factor in the analytical procedure, and also under "Measurement" as a cause of lab error. "Iron tools" can be considered a "Methods" problem when taking samples or a "Manpower" problem with maintenance personnel.
Excerpted from Nancy R. Tague's The Quality Toolbox, Second Edition, ASQ Quality Press, 2005, pages 247–249.
Create a Fishbone Diagram
Analyze process dispersion with this simple, visual tool. The resulting diagram illustrates the main causes and subcauses leading to an effect (symptom). Start using the Fishbone tool(Excel, 39 KB).
The Cause and Effect (a.k.a. Fishbone)
Diagram
When utilizing a team approach to problem solving, there are often many opinions as to the problem's root cause. One way to capture these different ideas and stimulate the team's brainstorming on root causes is the cause and effect diagram, commonly called a fishbone. The fishbone will help to visually display the many potential causes for a specific problem or effect. It is particularly useful in a group setting and for situations in which little quantitative data is available for analysis.
The fishbone has an ancillary benefit as well. Because people by nature often like to get right to determining what to do about a problem, this can help bring out a more thorough exploration of the issues behind the problem – which will lead to a more robust solution.
To construct a fishbone, start with stating the problem in the form of a question, such as "Why is the help desk's abandon rate so high?" Framing it as a "why" question will help in brainstorming, as each root cause idea should answer the question. The team should agree on the statement of the problem and then place this question in a box at the "head" of the fishbone.
The rest of the fishbone then consists of one line drawn across the page, attached to the problem statement, and several lines, or "bones," coming out vertically from the main line. These branches are labeled with different categories. The categories you use are up to you to decide. There are a few standard choices:
Table 1: Fishbone Suggested Categories
| | (The 4 Ps) | (The 6 Ms) |
|---|---|---|
| Policies Procedures People Plant/Technology | Policies | Machines |
| | Procedures | Methods |
| | People | Materials |
| | Plant/Technology | Measurements |
| | | Mother Nature |
| | | (Environment) |
| | | Manpower |
| | | (People) |
You should feel free to modify the categories for your project and subject matter.
Once you have the branches labeled, begin brainstorming possible causes and attach them to the appropriate branches. For each cause identified, continue to ask "why does that happen?" and attach that information as another bone of the category branch. This will help get you to the true drivers of a problem.
Once you have the fishbone completed, you are well on your way to understanding the root causes of your problem. It would be advisable to have your team prioritize in some manner the key causes identified on the fishbone. If necessary, you may also want to validate these prioritized few causes with a larger audience.
The following fishbone templates are for immediate download and use. There are two versions: Microsoft Word and Excel.
Fishbone Template, Microsoft Word (.DOC)
Fishbone Template, Microsoft Excel (.XLS)
Viewing Tip: Usually, you can click on the icon link above to view the document in a new window – it may open within your browser using the application (in this case either Word or Excel). If you are having difficulty, try right clicking the link and selecting "Save Target As…" or "Save As…" to save it to your computer harddrive.
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3. Final Solution Via Root Cause Analysis (with a Template)
4. Determine the Root Cause: 5 Whys | <urn:uuid:c5293239-c3d2-442a-acb7-7122136783fb> | CC-MAIN-2024-10 | http://projectacademy.org/discussion-team/worksheets/Fishbone-09292020.pdf | 2024-03-02T17:43:09+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00841.warc.gz | 25,547,918 | 1,383 | eng_Latn | eng_Latn | 0.989551 | eng_Latn | 0.996367 | [
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The pelagic (open water) food web (from the Encyclopedia of Puget Sound)
The marine habitat of Puget Sound can be divided up into nearshore, benthic (associated with the sea floor), and pelagic (open water) habitats. This article focuses on the pelagic habitat within the Puget Sound. This article was prepared as part of the 2015 Puget Sound Fact Book produced by the University of Washington Puget Sound Institute.
Dogfish (Squalus acanthias), a species typically found in Puget Sound marine waters. Image courtesy of
NOAA.
Summary
There is not just one Puget Sound food web. Terrestrial, freshwater, and marine habitats and species are connected in complex webs of interaction driven by water flow, proximity, and animal movement. The marine environment is further divided up into unique nearshore, soft-bottom, rocky and open water habitats, all of which contain unique species but are also connected to each other, by shared prey resources, or common predators, or animal movement. The Puget Sound is strongly influenced by bottom-up forcing, meaning that the animals in Puget Sound are sensitive to changes at the bottom of the food web (Harvey et al., 2010). The Puget Sound supports more than 250 fish species (Pietsch & Orr, 2015), 38 marine mammal species (Gaydos & Pearson 2011), 172 bird species (Gaydos & Pearson 2011), and a highly diverse community of invertebrate species (Harvey et al., 2010). The marine habitat of Puget Sound can be divided up into nearshore, benthic (associated with the sea floor), and pelagic (open water) habitats. This section focuses on the pelagic habitat within the Puget Sound (http://www.eopugetsound.org/articles/habitats-puget-sound-watershed).
Cross-system
1. The animals and plants in the pelagic zone together represent an estimated 25-30% of the total biomass in the Puget Sound marine ecosystem; the rest is contained in bottom-associated plants and animals (Harvey et al., 2010).
2. There are 252 fish species in the Salish Sea ecosystem (Pietsch & Orr, 2015, Pietsch pers. Comm. 6/10/2015).
3. Over 50% of the biomass in Puget Sound is estimated to be in benthic invertebrates: bottom-dwelling animals like geoducks, clams, mussels, crabs, octopuses, sea stars, and the small crustaceans that are the standard fare for most seabirds and fish in the Sound (Harvey et al., 2010).
Zooplankton
4. Zooplankton, tiny marine crustaceans, are a critical link between primary producers, or plants and algae that trap energy from the sun, and larger species like fish, mammals and birds. Many of the most important species in Puget Sound rely upon zooplankton, including salmon, forage fish like herring, surf perch, and sand lance, hake, Pollock, and shrimp (Harvey et al., 2010). Yet, no comprehensive zooplankton monitoring program exists in Puget Sound. Each Puget Sound basin has its own unique zooplankton and bacteria community (Moore et al., 2014). Copepods are typically the most dominant zooplankton type in Puget Sound (Keister & Tuttle, 2013).
Phytoplankton
5. The spring bloom, which is the peak of primary production during the year, happens in Central Puget Sound in late April/May of each year, and is dominated by diatoms (Moore et al., 2014). The spring bloom is followed by a peak in zooplankton grazing in June (Moore et al., 2014). Diatoms are the most abundant and diverse group of primary producers in Puget Sound (Moore et al., 2014).
6. Toxins in Puget Sound shellfish, and associated beach closures, have been increasing in frequency and magnitude since the 1950s (Trainer et al., 2003).
Forage fish
7. Forage fish, including Pacific herring, are preferred prey for over 30 mammals, birds, fish and invertebrate species, including Chinook salmon, harbor seals, lingcod, and rockfish (Duffy et al., 2010; Harvey et al., 2010; Lance et al., 2012).
8. In the last 40 years Pacific herring and surf smelt abundance has decreased 99% in Central and South Puget Sound (Greene et al., 2015). Jellyfish are 9 times more abundant than they were 40 years ago in some Puget Sound basins (Greene et al., 2015). Jellyfish can make up to 90% of the catch in Puget Sound surface trawls, and are most abundant in central and south basins (Rice et al., 2012). Jellyfish compete with adult forage fishes while consuming larval and juvenile stages of fish (Purcell & Arai, 2001).
9. Pacific sand lance and three-spine stickleback, two forage fish species, have increased in Puget Sound in the last 40 years (Greene et al., 2015).
10. In Puget Sound more than 200 miles of shoreline are utilized as spawning beaches for surf smelt and more than 140 miles of shoreline are utilized as spawning beaches for sand lance (U.S. Geological Survey, 2015)
Other Fish
11. A number of formerly abundant bottomfish in Puget Sound – walleye pollock, Pacific cod, Pacific hake – were depleted by heavy fishing in the 1970s and 1980s and have not recovered, though fishing has been restricted for decades (Gustafson et al., 2000). These species are very common in the diets of harbor seals and sea lions (Lance, et al., 2012, Harvey et al., 2010), which populations have been steadily increasing over that same time period (Jeffries et al., 2003).
12. The most common sharks in Puget Sound are the bluntnose six-gill shark (Hexanchus griseus), the Pacific spiny dogfish (Squalus acanthias) and the spotted ratfish (Hydrolagus colliei) (Griffing et al., 2014).
13. The Puget Sound has 28 species of rockfish (Sebastes spp.) (Palsson et al., 2009). Rockfish are known to be some of the longest lived fish of Puget Sound. Maximum ages for several species are greater than 50 years. The rougheye rockfish can live up to 205 years (Palsson et al., 2009).
14. As of 2009 there are 30 marine/estuarine invasive species in Puget Sound: 5 plants, 3 macro algae, and 22 invertebrates. Fifteen of these species are known to occur or are established in Puget Sound (Eissinger, 2009).
Other organisms
15. Harbor seals vary their diet by location and season: during the winter and spring months seals in the north favor Pacific herring (Clupea pallasii), Pacific sand lance (Amodytes hexapterus), Northern anchovy (Engraulis mordax) and walleye pollock (Theragra chalcogramma), while in summer and fall months they eat primarily salmon (Lance et al., 2012).
16. The endangered Southern Resident Killer Whale (SRKW) observed most commonly in Puget Sound feeds overwhelmingly on Chinook salmon (Ford et al., 1998).
17. The most common Puget Sound squid, Pacific squid, average eight inches in length from mantle to tentacle tip (WDFW, 2015). The much larger Humboldt squid (Dosidicus gigas) – 7 feet long and 100 lbs. – is occasionally observed in Puget Sound (WDFW, 2015).
18. Giant Pacific octopuses (Enteroctopus dofleini), the largest species of octopus in the world (Conrath and Conners, 2014), are major benthic predators in Puget Sound (Scheel and Anderson, 2012). Their preferred prey seems to be cancer crabs (Cancer productus) (Scheel and Anderson, 2012). The largest giant Pacific octopus on record was said to weigh close to 600 pounds (Morris et al., 1980).However, more typical weights for this species range from 50 to 100 pounds (NOAA Fisheries, 2015b; High, 1976).
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Clarion Review
A Promise Is To Keep
Patricia Topp
Trafford Publishing Unknown (pp) 978-1-4251-5076-1
In A Promise Is To Keep, young readers will find their personal struggles in managing friendships, maintaining responsibility, and becoming a better person reflected in the summertime adventures of thirteen-year-old Barbara Kay, a naïve but well-intentioned teen spending her first summer away from home at Cass Lake Camp. Aimed at middlegrade readers, this novella aims to provide pre-teen readers with interior direction—a guide for the self-reflection that begins and intensifies at this integral stage in the lives of young girls.
Readers join Barbara Kay just before the start of summer. Having spent her spring working odd jobs for neighbors and friends, Barbara Kay has saved just enough money to attend camp with her best friend Nancy. Beginning with the challenge of spending her hard earned money wisely, Barbara Kay faces many obstacles on the road to self-improvement. Through classic camp situations—sharing bunks in a cabin, sunset scavenger hunts, swimming lessons, and baseball games—Topp attempts to create the culture of pre-teen female friendship through which Barbara Kay learns valuable life lessons.
Though the premise is admirable, the prose style Topp employs lacks the kind of energy that her subject matter and audience demands. Though middle grade fiction benefits from clear-cut prose, Topp's style is overly simplistic and vague, lacking the specificity required to create the visual imagery necessary for any fiction, but especially important for young readers. This results in a surface-level treatment of important elements such as setting and character development. Aside from a very general idea of Barbara Kay's desire to go to camp and be a better person, the reader does not get a satisfying sense of who she is, where she lives, the kind of life she leads, or the identity she wants to create for herself—all essential elements in pre-teen lives.
The issues Topp addresses—responsibility, reliability, leadership—are dealt with in sensitive and meaningful ways that will ring true to the reader. For example, early on, Barbara Kay is confronted by her friend Nancy who tells her she isn't a dependable friend. This frank and honest confrontation with a well-meaning friend is touchy and uncomfortable, but will be meaningful among readers navigating their way through the tricky obstacles of middleschool dramas. However, the believability of Topp's characters and their actions is called into question by an overly wholesome approach to issues that are important, but perhaps more suited to a younger age bracket. The thirteenyear-old girls in this book act much younger than their age, their emotional development is far behind that of typical teens who are dealing with far more heightened issues that go beyond the camp antics that Barbara Kay and her friends encounter.
The themes explored in this book are well suited to an eight to twelve age group and can certainly empower a young reader to take steps towards personal responsibility. However, the vague prose style, lack of specificity and detail, as well as inconsistent characterization must be revisited and addressed to create a meaningful story that will effectively impact its intended reader. SHOILEE KHAN (November 9, 2011)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book and paid a small fee to have their book reviewed by a professional reviewer. Foreword Reviews and Clarion Reviews make no guarantee that the author will receive a positive review. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
JUVENILE FICTION | <urn:uuid:fd0449bb-21e7-4d60-b54a-77690f0a6643> | CC-MAIN-2017-26 | https://www.forewordreviews.com/reviews/a-promise-is-to-keep-review.pdf | 2017-06-29T02:14:07Z | crawl-data/CC-MAIN-2017-26/segments/1498128323842.29/warc/CC-MAIN-20170629015021-20170629035021-00133.warc.gz | 884,325,002 | 743 | eng_Latn | eng_Latn | 0.998156 | eng_Latn | 0.998156 | [
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September 30, 2013
Contributed By: Ken Yant, Gwinnett County Public Schools, School Nutrition Program Director
This Week's Topic: Hazard Analysis and Critical Control Points (HACCP)
Key to Excellence: Sanitation and Inspection
Hazards Analysis and Critical Control Points (HACCP) is a dynamic process that ensures safe food through a combination of proper food handling procedures, monitoring techniques, and record keeping. HACCP was developed for NASA in 1959 to keep food safe during space travel where there is no room for error. School kitchens strive to maintain those same high standards by implementing HACCP in their everyday food preparation.
There are seven principals for a HACCP plan:
- conduct a hazard analysis to determine the critical control points (determine where things could go wrong)
- establish critical control points (what food prep steps are essential to food safety)
- determine critical limits (what must happen and when a food must reach a certain temperature)
- establish monitoring procedures (make sure limits are met at an essential step such as taking temperatures at specific times)
- take corrective actions (when something goes wrong take action and document it)
- record keeping (documenting and keeping records of daily temperatures/critical limits)
- verification (is the plan being followed and keeping food safe)
A HACCP plan is specific to the operation, menu, equipment, and processes for each kitchen. Potential hazards can be prevented, eliminated, or reduced to safe levels when identified at specific points in the flow of foods.
Due to the highly susceptible population (HSP) served in school nutrition, a HACCP system is vital for food safety. HSP includes small children, pregnant women, infants, individuals with compromised immune systems or on certain medications such as chemo, and elderly adults. These groups are considered to be at high risk and are more susceptible to foodborne illness, and may have symptoms that are more serious if they do become ill. A HACCP system should include standard operating procedures (SOPs) to help prevent foodborne illness. SOPs are used every day for doing things right in the kitchen. Most schools are not required to have a HACCP plan for their health inspections, but USDA requires HACCP based SOPs to make sure school kitchens go the extra mile to keep their students safe.
If you want to learn more go to: http://healthymeals.nal.usda.gov/resource-library/food-safety/hazard-analysis-criticalcontrol-points-haccp
The U.S. Department of Agriculture (USDA) prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or if all or part of an individual's income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.)
If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at email@example.com.
Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (in Spanish).
USDA is an equal opportunity provider and employer." | <urn:uuid:9269dbf9-7dbb-4767-863a-9e15a7c193d6> | CC-MAIN-2017-26 | http://dooly.schooldesk.net/Portals/Dooly/District/docs/School%20Nutrition/Weekly%20Topics-%20HACCP.pdf | 2017-06-29T01:59:16Z | crawl-data/CC-MAIN-2017-26/segments/1498128323842.29/warc/CC-MAIN-20170629015021-20170629035021-00135.warc.gz | 111,670,220 | 836 | eng_Latn | eng_Latn | 0.993174 | eng_Latn | 0.993174 | [
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SUMMER HOLIDAY HOMEWORK
CLASS: IV
ENGLISH
Q.1 Design a summer assignment file which should have:
a) Paragraph "My school."
b) A small story
c) Crosswords/ Puzzles
d) Homophones
e) Three forms of verbs
Q.2. Do one page writing daily.
Q.3
Books prescribed for reading [read any one out of three]
a) The Little Mermaid and the other stories
b) Beauty and the Beast and the other stories
c) Comics- Chacha Choudhary and Sabu
Q.4.
Base form
Write verb forms
singular form simple past (v2)
past participle
HINDI
MATHS
Q.1Write and learn tables from 0 to 20.
Q.2 Write the number name in Indian and International number system.
1. 34560
Indian- ______________________________________________________________________
International- _________________________________________________________________
2. 506312-
Indian- ______________________________________________________________________
International- _________________________________________________________________
3. 1508902-
Indian- ______________________________________________________________________
International- _________________________________________________________________
4. 31204875-
Indian- ______________________________________________________________________
International- _________________________________________________________________
Q.3 Write the given number in expanded form.
1. 634521-__________________________________________________
2. 456730-__________________________________________________
Q.4 Write the short form.
1. 8000000 + 600000 + 2000 +300+50+5 = _______________________
2. 9000000+800000+20000+3000+700+60+1 = _______________________
Q.5. Find the place values of underlined digits and find their sum.
1. 23434
2. 72771
3. 89262
4. 30825
5. 58743
6
Q.6. Complete the series.
1. 55324 , 553266, 55328 ,___________ ,___________ ,___________
2. 10276 , 10279, 10282 ,___________ ,___________ ,____________
Q.7. Write Roman numbers with matchstick in chart paper. 1 to 20.
Q.8. Look at these digit and answer the question.
1. 7491
(a) Make a Largest number
(b) Make a smallest number
2. 182340
(a) Make a Largest Number
(b) Make a Smallest Number.
EVS
1. Create your own baby scrap book collect pictures of you, as a baby begin from when you were born till you started going to school.
COMPUTER
Q.1. Make a collage on "Input and Output Devices". Collect the pictures from the magazines, newspapers or Internet with the help of your parents.
Q.2. Collect the pictures of various storage devices from computer magazines, Internet, newspapers etc., and make an informative chart on "Types of Storage Devices". | <urn:uuid:e90c280d-03e3-43cf-b9ea-8f7f26c2ab44> | CC-MAIN-2024-10 | https://upnishadindore.org/wp-content/uploads/2022/05/CLASS-IV.pdf | 2024-03-02T17:54:30+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00842.warc.gz | 577,769,028 | 620 | eng_Latn | eng_Latn | 0.912036 | eng_Latn | 0.964887 | [
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What Are 21st Century Skills?
21st Century Skills, What They Include, and How You Can Teach Them
https://www.aeseducation.com/careercenter21/what-are-21st-century- skills?utm_source=hs_email&utm_medium=email&utm_conten t =5 9 1 0 4 3 8 1 &_ h s enc= p 2 A N q t z-
_DN8hICLk5TlPtavefQGNTHSmxf5-
I1xEqCmJqtc5iuXfHn92riISLvMxuPAtIVG1dWg3M4ErVDpa77fid6Bes2S5dzg&_hsmi=59147296
21st Century skills are 12 abilities that today's students need to succeed in their careers during the Information Age.
21st Century skills are:
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10.Initiative
11.Productivity
12.Social skills
These skills are intended to help students keep up with the lightning-pace of today's modern markets. Each skill is unique in how it helps students, but they all have one quality in common.
They're essential in the age of the Internet.
On this page, we'll take a look at what's included in 21st Century skills, how they help students, and why they're so important.
Each 21st Century skill is broken into one of three categories:
1. Learning skills
2. Literacy skills
3. Life skills
Each of these categories pertains to a specific part of the digital experience.
Learning skills (the four C's) teaches students about the mental processes required to adapt and improve upon a modern work environment.
Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and the technology behind them. There's a strong focus on determining trustworthy sources and factual information to separate it from the misinformation that floods the Internet.
Life skills (FLIPS) take a look at intangible elements of a student's everyday life. These intangibles focus on both personal and professional qualities.
Altogether, these categories cover all 12 21st Century skills that contribute to a student's future career.
Let's take a closer look at each category.
Category 1. Learning Skills (The Four C's)
The four C's are by far the most popular 21st Century skills. These skills are also called learning skills.
More educators know about these skills because they're universal needs for any career. They also vary in terms of importance, depending on an individual's career aspirations.
* Critical thinking: Finding solutions to problems
* Creativity : Thinking outside the box
* Collaboration : Working with others
* Communication : Talking to others
Arguably, critical thinking is the most important quality for someone to have in health sciences.
In business settings, critical thinking is essential to improvement. It's the mechanism that weeds out problems and replaces them with fruitful endeavors.
It's what helps students figure stuff out for themselves when they don't have a teacher at their disposal.
Creativity is equally important as a means of adaptation. This skill empowers students to see concepts in a different light, which leads to innovation.
In any field, innovation is key to the adaptability and overall success of a company.
Learning creativity as a skill requires someone to understand that "the way things have always been done" may have been best 10 years ago — but someday, that has to change.
Collaboration means getting students to work together, achieve compromises, and get the best possible results from solving a problem.
Collaboration may be the most difficult concept in the four C's. But once it's mastered, it can bring companies back from the brink of bankruptcy.
The key element of collaboration is willingness. All participants have to be willing to sacrifice parts of their own ideas and adopt others to get results for the company.
That means understanding the idea of a "greater good," which in this case tends to be company-wide success.
Finally, communication is the glue that brings all of these educational qualities together.
Communication is a requirement for any company to maintain profitability. It's crucial for students to learn how to effectively convey ideas among different personality types.
That has the potential to eliminate confusion in a workplace, which makes your students valuable parts of their teams, departments, and companies.
Effective communication is also one of the most underrated soft skills in the United States. For many, it's viewed as a "given," and some companies may even take good communication for granted.
But when employees communicate poorly, whole projects fall apart. No one can clearly see the objectives they want to achieve. No one can take responsibility because nobody's claimed it.
Without understanding proper communication, students in the 21st Century will lack a pivotal skill to progress their careers.
But the four C's are only the beginning. 21st Century skills also require students to understand the information that's around them.
Category 2. Literacy Skills (IMT)
Literacy skills are the next category of 21st Century skills.
They're sometimes called IMT skills, and they're each concerned with a different element in digital comprehension.
* Information literacy: Understanding facts, figures, statistics, and data
* Media literacy: Understanding the methods and outlets in which information is published
* Technology literacy: Understanding the machines that make the Information Age possible
Information literacy is the foundational skill. It helps students understand facts, especially data points, that they'll encounter online.
More importantly, it teaches them how to separate fact from fiction.
In an age of chronic misinformation, finding truth online has become a job all on its own. It's crucial that students can identify honesty on their own.
Otherwise, they can fall prey to myths, misconceptions, and outright lies.
Media literacy is the practice of identifying publishing methods, outlets, and sources while distinguishing between the ones that are credib le and the ones that aren’t.
Just like the previous skill, media literacy is helpful for finding truth in a world that's saturated with information.
This is how students find trustworthy sources of information in their lives. Without it, anything that looks credible becomes credible.
But with it, they can learn which media outlets or formats to ignore. They also learn which ones to embrace, which is equally important.
Last, technology literacy goes another step further to teach students about the machines involved in the Information Age.
As computers, cloud programming, and mobile devices become more important to the world, the world needs more people to understand those concepts.
Technology literacy gives students the basic information they need to understand what gadgets perform what tasks and why.
This understanding removes the intimidating feeling that technology tends to have. After all, if you don't understand how technology works, it might as well be magic.
But technology literacy unmasks the high-powered tools that run today's world.
As a result, students can adapt to the world more effectively. They can play an important role in its evolution.
They might even guide its future.
But to truly round out a student's 21st Century skills, they need to learn from a third category.
Category 3. Life Skills (FLIPS)
Life skills is the final category. Also called FLIPS, these skills all pertain to someone's personal life, but they also bleed into professional settings.
* Flexibility: Deviating from plans as needed
* Leadership: Motivating a team to accomplish a goal
* Initiative: Starting projects, strategies, and plans on one's own
* Productivity: Maintaining efficiency in an age of distractions
* Social skills: Meeting and networking with others for mutual benefit
Flexibility is the expression of someone's ability to adapt to changing circumstances.
This is one of the most challenging qualities to learn for students because it's based on two uncomfortable ideas:
1. Your way isn't always the best way
2. You have to know and admit when you're wrong
That's a struggle for a lot of students, especially in an age when you can know any bit of information at the drop of a hat.
Flexibility requires them to show humility and accept that they'll always have a lot to learn — even when they're experienced.
Still, flexibility is crucial to a student's long-term success in a career. Knowing when to change, how to change, and how to react to change is a skill that'll pay dividends for someone's entire life.
It also plays a big role in the next skill in this category.
Leadership is someone's penchant for setting goals, walking a team through the steps required, and achieving those goals collaboratively.
Whether someone's a seasoned entrepreneur or a fresh hire just starting their careers, leadership applies to career.
Entry-level workers need leadership skills for several reasons. The most important is that it helps them understand the decisions that managers and business leaders make.
Then, those entry-level employees can apply their leadership skills when they're promoted to middle management (or the equivalent). This is where 21st Century skill learners can apply the previous skills they've learned.
It's also where they get the real-world experience they need to lead entire companies.
As they lead individual departments, they can learn the ins and outs of their specific careers. That gives ambitious students the expertise they need to grow professionally and lead whole corporations.
Leadership alone isn't enough to get ahead though.
True success also requires initiative, requiring students to be self-starters.
Initiative only comes naturally to a handful of people. As a result, students need to learn it to fully succeed.
This is one of the hardest skills to learn and practice. Initiative often means working on projects outside of regular working hours.
The rewards for students with extreme initiative vary from person to person. Sometimes they're good grades. Other times they're new business ventures.
Sometimes, it's spending an extra 30 minutes at their jobs wrapping something up before the weekend.
Regardless, initiative is an attribute that earns rewards. It's especially indicative of someone's character in terms of work ethic and professional progress.
That goes double when initiative is practiced with qualities like flexibility and leadership.
Along with initiative, 21st Century skills require students to learn about productivity. That's a student's ability to complete work in an appropriate amount of time.
In business terms, it's called "efficiency."
The common goal of any professional — from entry-level employee to CEO — is to get more done in less time.
By understanding productivity strategies at every level, students discover the ways in which they work best while gaining an appreciation for how others work as well.
That equips them with the practical means to carry out the ideas they determine through flexibility, leadership, and initiative.
Still, there's one last skill that ties all other 21st Century skills together.
Social skills are crucial to the ongoing
success of a professional. Business is frequently done through the connections one person makes with others around them.
This concept of networking is more active in some industries than others, but proper social skills are excellent tools for forging long-lasting relationships.
While these may have been implied in past generations, the rise of social media and instant communications have changed the nature of human interaction.
As a result, today's students possess a wide range of social skills. Some are more socially adept than others. Some are far behind their peers. And some lucky few may be far ahead, as socializing comes naturally to them.
But most students need a crash course in social skills at least. Etiquette, manners, politeness, and small talk still play major roles in today's world.
That means some students need to learn them in an educational setting instead of a social setting.
For them, it's another skill to add to their lives.
Now that we've established what 21st Century skills are, let's answer the next big question.
Do employers actually want people with 21st Century skills?
What's the Demand for 21st Century Skills?
While 21st Century skills have always been important, they've become essential in a worldwide market that moves faster by the day.
These skills all double back to one key focus.
Someone's ability to enact and / or adapt to change.
This is because any industry is capable of changing at a moment's notice. Industries are now regularly disrupted with new ideas and methodologies.
Those industries that haven't been disrupted aren't immune though. They just haven't been disrupted yet.
With that in mind, the world has entered an era where nothing is guaranteed.
As a result, students need to learn to guide the change that'll inundate their lives. At the very least, they need to learn how to react to it.
Otherwise, they'll be left behind.
This is especially true as customer demand accelerates in all industries along with expectations for newer features, higher-level capabilities, and lower prices.
In today's marketplace, falling behind means becoming obsolete.
That's a familiar concept to all of today's students as tomorrow's advancements make today's miracles quaint or unimpressive.
Today, the only consistency from year to year is change.
With 21st Century skills, your students will have the adaptive qualities they need to keep up with a business environment that's constantly evolving.
How Does CareerCenter21 Help Students with 21st Century Skills?
CareerCenter21 uses a tried-and-true approach to help you teach students about 21st Century skills.
We've hand-crafted specialized curriculum modules that fit into any teacher's career prep course.
For example, we have pre-made modules about:
* Digital responsibility
* Digital citizenship
* Computing systems
* Professionalism
* Written communication
These five modules only scratch the surface.
In each one of them, your students can learn valuable 21st Century skills that they'll use in their careers for the rest of their lives.
With you at the helm, CareerCenter21 supplements your expertise by giving students the ability to work at their own paces.
Plus, it saves you time since you can integrate pre-made modules into your own lesson plans.
This also gives you a blended classroom, which is proven to save time, promote tech literacy, and cut costs all at once.
It even gives your students the chance to go back and review on their own time.
That means you can concentrate on helping the students in your class who are furthest behind while others move forward on their own.
That's a lot of value from a single learning management system.
Still, it's important to note that CareerCenter21 isn't intended to replace your teaching expertise — CareerCenter21 works best as a supplement.
After all, you're the one with the experience, and that's something your students can't learn from software alone.
But with CareerCenter21, you get to save time, money, and stress all at once.
Teaching is a tough job — CareerCenter21 makes it a whole lot easier.
This goes double for 21st Century skills.
When you need to teach your students the essentials they'll need in the workplace, CareerCenter21 has your back.
Give Your Students the Skills They Need to Thrive
Do you want your students to thrive in their careers?
CareerCenter21 is your one-stop solution.
With a variety of curriculum options, you can customize your approach to every 21st Century skill to make sure your students learn, remember, and implement them as quickly as possible.
Make your life easier.
Make your students' lives better.
And don't break the bank while you do it.
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Sometimes, when we feel like we should be switched off and relaxed, we can feel stressed and anxious about the very fact that we are not feeling relaxed or 'switched off'.
It is important to allow our minds to transition from the pace and mental load of school to the relaxation and slower pace of the weekend or holiday.
The way we deal with this transition is unique to each of us but it may include:
* using strategies to switch off;
* using strategies to keep your mind busy with other thoughts;
* completing some work tasks but in a more relaxed mode or at a more relaxed pace;
* mapping out when you will complete work tasks, so you can let go of the mental load of trying to remember these. Completing some work might actually be beneficial in helping you to completely switch off and relax.
Switching off from Work
This leaflet contains ideas for ways to refocus your mind after work in order to achieve a feeling of relaxation and establish a work-life balance.
Strategies to Switch Off and Relax
Exercising
Exercise is known to relieve stress, boost your mood and help you sleep better. This will assist you in switching off and relaxing.
Breathing Techniques
Breathing techniques slow down your heart rate and relax your muscles to help you switch off and relax.
Offloading
By sharing your experiences (good and bad) with other people, you can offload these thoughts – this means they no longer have to be carried by your mind. This allows you to switch off and relax.
Mindfulness
Mindfulness activities allow you to pay attention to the present moment and accept you own thoughts and feelings. This helps you to recognise your needs and look after yourself better.
Yoga
Yoga is linked to lower levels of stress, depression and anxiety. It increases feelings of wellbeing and happiness.
Physical Activities
By being physically active, you release a stream of feel-good chemicals. Sometimes, you may find yourself thinking about work or work tasks but by these occurring during physical activity, they will come at a different pace and from a new perspective.
Art and Music
When you are music-making or creating a piece of art, your mind needs to focus on the art form you are creating. This focus can free your mind and allow you to let go of work-related thoughts and stress.
Building Bricks and Jigsaws
By being tactile and following simple but focused instructions, you can enhance your sense of wellbeing – your minds will be focused on the present, giving it a break from thoughts about work.
Competitive Activities
When you are taking part in a competitive activity, your sole focus will be on the competition. This drive will ensure your mind is fully focused. It might involve playing football, netball, a game of scrabble or doing a crossword by yourself. | <urn:uuid:104fdd1a-8286-4c8e-a601-6056ebbe926a> | CC-MAIN-2024-10 | https://www.keshacademy.com/media/docs/staff-wellbeing/Switching-Off-From-Work.pdf | 2024-03-02T17:43:17+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00845.warc.gz | 821,283,711 | 562 | eng_Latn | eng_Latn | 0.998447 | eng_Latn | 0.998505 | [
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Feeding the Nation, After World War two, and the following years.
The decline of Village life.
There were two men in a prisoner of war camp in Germany, that came from the same village in East Sussex. This camp one would expect was not so bad as some. They went into the kitchens and found some fruit and made some cider. After the war they were sitting in a house, and said, what shall we do now? They decided to make some cider, going out into the local orchards collecting apples, and made cider in their garage. After some time they were selling a lot of bottles, and when a building near by came up for sale, they bought the property. The house they were in was called Merrydown, so they called their new premises Merrydown cider, hence the name became a National name.
If one went to the local Agricultural shows in the sixties, one would have seen a large number of small businesses, similar to Merrydown cider, corn merchants, agricultural distribution and repair firms, all family enterprises.
I remember there was a small coach company, a garage and petrol pumps, and snob (shoe repair person), men`s hair dressers, two grocers, a butcher, a pub, football team, stoolball team (a Sussex game) & most villages had a cricket team. That village today has just the pub and the one grocers shop, which opens mornings. All the businesses have been sold for houses that locals can't afford. One kind person in the village offered some land to build some affordable houses for young people. The parish council said "there are no young people in the village". Well, we know why, so it never happened. Villages are becoming a place for old people and retirement places, yet that in itself is creating issues, as isolation and loneliness in villages is a huge problem.
I have seen the second generation make money from the forefathers business. The third generation sell it on for developments, or in some cases sell to a competitor, and we end up with a few large businesses.
I recall 20 milk producers in each village ,now we find two or three in a District, milk tankers travelling several 100 miles to a depot. We need local distribution centres saving environmental issues.
So, what should be done.
One solution is to create small farms that one can enjoy and create employment. Instead of paying set-aside or for countryside stewardship. That money could be used to help create new local produce i.e. cheese, a smokery, cutting room for meat, bakery, local pies etc. Local milk dairy and egg suppliers, free range poultry for egg and meats, fruit storage, freezers for storage, and energy crops should be grown. It would be better for 10 farmers to have 40 cows each, rather than to have one farmer with a few hundred; animals would have better care and attention.
Farmers who have no charge on their land are paying high rents for short term lettings so the price is spread over the whole. The young farmer can't bid on equal terms for the land.
In order to encourage more family farms we should introduce a land tax for those who farm a large acreage. The following table suggests a guideline as to rental value; English rates:- Grade One - £50 per acre Grade Two - £40 per acre Grade Three - £30 per acre Grade Four - £20 per acre
Therefore if one inherited a farm one would only pay tax equivalent of rental value and this could be paid annually into the National Fund.
For example, if one inherited Grade Three land the following table would apply:-1-100 acres - no tax 101-200 acres - 50% of rental value i.e. 200 acres = £3,000 p.a. 201-300 acres - 50% of rental value i.e. 300 acres = £4,500 p.a. over 300 acres - 100% of rental value Where land is let, no tax should be payable. This would prevent multi-nationals from purchasing and controlling large estates.
People like Sir James Dyson should not be buying up land to keep his money safe, while keeping young people out of using farmland he owns, but create tenancies for new entrants into food production.
They could own the land but only allowed to farm a percentage of the land and create tenancies for new entrances to farming. Rents would have to be within income from produce, anyone buying new land would have all subsidies stopped. The land would come under any new scheme.
Nicola Sturgeon in Scotland is making farm tenancies of 35 years or retirement. That`s not a bad thing. One can still lose one`s tenancy for bad farming practice or debt, but growing food to feed the nation is a long term plan.
Maybe when we leave the European Union, the money we give to the EU can be used instead to create small farming enterprises, with the Government underwriting any loan given to those starting out.
It would be better to look at land ownership, Speculators buying land as a safe place to put their capital, often don't farm the land, but rent it out on short term arrangements. The farmers who rent the land don't live on site, hence live stock are not looked at each day
Create a Community Land Trust in every District by:
1. • Abolishing development boundaries.
* Capping development land at £100,000 per acre.
* Every village to have some affordable homes to revitalise village life.
* Trust houses cannot be sold on the open market, they can only be sold back to the Trust at the current cost of production (materials and labour).
2. Invite every Town and Parish Council to select places where homes could be built. Take away the Right to Appeal from developers...No means NO.
3. Build care complexes for older people, to enable them to stay in their community area.
4. Local Councils say they are not able to suggest alternatives to planning applications - this must change.
5. Invite developers to tender for the building work (Developers to gain up to 11% per house. They can turn that capital over three times on one year.)
6. Add a proportionate sum to each home to give to the Town or Parish Council. (This capital to be used to revitalize villages and towns - build a new community hall, enlarge a shop to cater for all local needs which would save people having to travel to larger towns, or possibly where pubs have closed, create a pub, shop and community hall in one development, and create work units.)
7. For example; building 20/30 homes in every village, on land that is not first class food growing land, add £20,000 to each one for the Parish Council. They then could enlarge or build a local shop so they could cater for all the local needs, thus saving families travelling to the towns, and creating traffic gridlock and pollution. This could also be a larger complex in a town setting, with a selfsufficient garden to feed the residents.
8. The bottom design could become an older peoples complex with a carer living on site.
We have a Housing, Care & Pension crisis.
I would like to start with giving you some facts.
In the year 1900, the average person spent just 10% of their wages on housing, at that time mostly it would been a rent.
Today one can be paying 60% of ones income on housing, be it rent or a mortgage.
If a person today was working 8 hours a day and paying 60% on their income on housing that would equate to 24 hours a week or 3 days.
So, if we were to build houses for £150,000, one would use one day a week for one's housing costs, so we could then work a three day week, to stay as we are.
And that in turn would take two in five cars off the road in commuter / traveling to work time.
As a nation we have never been so well off, so why have we so much anxiety, depression & mental health issues?
We need to look at Housing, Care, Pensions, Food security & Wellbeing. | <urn:uuid:b88eb446-43cd-4a83-9eca-568da880965e> | CC-MAIN-2024-10 | http://campaign-for-change.co.uk/UPDATES/NEW%20UPDATES/Village%20Life%20and%20Feeding%20the%20Nation%20LK%20Oct%202019%20-1%20for%20web.pdf | 2024-03-02T17:35:09+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00842.warc.gz | 5,988,041 | 1,679 | eng_Latn | eng_Latn | 0.999064 | eng_Latn | 0.999377 | [
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My life story
This worksheet will aid in:
*
*
*
Capturing your life story and gaining perspective of your life as a whole
*
Making meaning of experiences
Documenting all the important events, memories, relationships that have shaped you
Understanding what is important to you now as well as moving ahead
Method 1: The Timeline
There are multiple ways in which you can do this activity. While some are mentioned below, you could get creative and do it the way you see best!
* Add details about these events. How old were you? Where were you? Who were the people involved? Why did this have an impact?
* · Mark the first point as the day you were born and the last point as today's date. · Think about all those events that stand out to you, or have made an impact on you, over the years. Note these down on the timeline.
Draw a timeline.
Method 2: The Life Story Book
Imagine that you're writing a book, based on the story of your life.
* Now, add a section that focuses on your future. Write it as if it has already taken place. What does it look like? What are you doing? Where are you? Who is part of your life?
* Start by writing the title of this book. • Next, decide upon the sections of this book. These could be based on different time periods, stages, events of your life. Give them each a title and write down a description or summary of each.
Method 3: The Tree of Life (Georgia et. al, 2014) · Draw a tree in any way you like. Remember this isn't a test of your drawing skills. The picture need not be perfect. Just make a tree that you like. Draw different parts like the roots, ground, trunk, branches, leaves, and fruits.
* Finally, go through everything you have put together till now and see if it needs any additions. You can even illustrate by your sketches or adding scraps to make it more colourful and interesting (as per your choice).
* Now add names and details based on the following prompts and what different parts stand for:
www.iitb-bandhu.com
* Roots: Write about where you come from, your hometown, places you've lived over the years, your family history, your immediate family and others who played a big part in your life, • Anything else that helps you feel close to your roots. • Ground: This is your current place (IIT-B!) and your everyday life. Write down your daily activities, any other details from your current life here.
* Trunk: It represents all your skills and abilities. What are you good at, proud of? Branches: Use this space to write your hopes, dreams, and wishes. Where would you like your life to go from here?
* Leaves: The leaves stand for all the people that matter to you. You can also include those who may have passed on. And pets!
* Fruits: These are all the gifts that you have received. This does not necessarily mean material gifts but anything that was given to you. Maybe someone was kind to you, you had some happy memories, you felt loved, etc.
Some questions to reflect upon once you're done:
* impacted you the most? Who is important to you currently?
shaped who you are today?
Who are the people who hav e · What are some roles t h at y ou have played in your life? · What are you most proud of? · What got you through your difficulties? · How have different exp erien c es · Where would you like t o go from here?
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Electrical Machines Mini Projects With Circuits
Electric Machinery A. Norton Chaston.1986
Electronics for Kids Oyvind Nydal Dahl.2016-07-15 Why do the lights in a house turn on when you flip a switch? How does a remote-controlled car move? And what makes lights on TVs and microwaves blink? The technology around you may seem like magic, but most of it wouldn't run without electricity. Electronics for Kids demystifies electricity with a collection of awesome hands-on projects. In Part 1, you'll learn how current, voltage, and circuits work by making a battery out of a lemon, turning a metal bolt into an electromagnet, and transforming a paper cup and some magnets into a spinning motor. In Part 2, you'll make even more cool stuff as you: –Solder a blinking LED circuit with resistors, capacitors, and relays –Turn a circuit into a touch sensor using your finger as a resistor –Build an alarm clock triggered by the sunrise –Create a musical instrument that makes scifi soundsThen, in Part 3, you'll learn about digital electronics—things like logic gates and memory circuits—as you make a secret code checker and an electronic coin flipper. Finally, you'll use everything you've learned to make the LED Reaction Game—test your reaction time as you try to catch a blinking light!With its clear explanations and assortment of hands-on projects, Electronics for Kids will have you building your own circuits in no time.
Electronics Projects Vol. 20 .2009-11
Learn to build basic circuits and draw circuit diagrams Anna Xu.2020-06-05
Learn to build working electric circuits and draw circuit diagrams. In this guide, you'll learn the applied and theoretical aspects of basic circuitry. Readers will learn to use wires, the light bulb, direct current motors, and light-emitting diodes, as well as draw their schematic diagrams.
Using Snap Circuits, kids can learn to turn a light bulb on and off, use a direct current motor to launch a flying saucer, and use an integrated circuit to play the Happy Birthday song. Ages 8+.
Electrical Machines Alec Draper.1956
Paper Circuits for Makerspaces Andrew Miller.2016-10-17 Create a paper circuit and learn about electricity or just be creative and make interactive artwork
Beginner's Guide to Building Electronic Projects R. A. Penfold.1977 Getting Started with Electronics Cathleen Shamieh.2016-08-29 Fun and engaging electronics projects just for kids! Do you have a cunning kid who's curious about what goes on inside computers, phones, TVs, and other electronic devices? You may just have a budding Edison on your hands—and what better way to encourage their fascination with electronics than a book filled with projects they can complete on their own? In Getting Started with Electronics, your child will follow simple steps to safely create cool electronics projects using basic materials that can easily be found at online retailers or hobby shops. Just imagine your child's delight as they use clips, switches, resistors, capacitors, and more to create circuits that control light and sound! From building a nifty LED flashlight to tuning in to a local radio station using a homemade tuner—and more—your little electronic wiz's world is about to get a whole lot brighter! Features vivid designs and a short page count Focuses on your child experiencing a sense of accomplishment Projects introduce core concepts while keeping tasks simple Teaches electronics in a safe environment Built for the youngest of learners from the makers of the trusted For Dummies brand, you can feel good about giving your child a book that will spark their creativity.
Electrical Machine Design Alexander Gray.1913
Fast and Effective Embedded Systems Design Rob Toulson,Tim Wilmshurst.2012-07-03 Fast and Effective Embedded Systems Design is a fast-moving introduction to embedded system design, applying the innovative ARM mbed and its web-based development environment. Each chapter introduces a major topic in embedded systems, and proceeds as a series of practical experiments, adopting a learning through doing strategy. Minimal background knowledge is needed. C/C++ programming is applied, with a step-by-step approach which allows the novice to get coding quickly. Once the basics are covered, the book progresses to some hot embedded issues - intelligent instrumentation, networked systems, closed loop control, and digital signal processing. Written by two experts in the field, this book reflects on the experimental results, develops and matches theory to practice, evaluates the strengths and weaknesses of the technology or technique introduced, and considers applications and the wider context. Numerous exercises and end of chapter questions are included. A hands-on introduction to the field of embedded systems, with a focus on fast prototyping Key embedded system concepts covered through simple and effective experimentation Amazing breadth of coverage, from simple digital i/o, to advanced networking and control Applies the most accessible tools available in the embedded world Supported by mbed and book web sites, containing FAQs and all code examples Deep insights into ARM technology, and aspects of microcontroller architecture Instructor support available, including power point slides, and solutions to questions and exercises
Electric Circuits and Machines Eugene C. Lister,Robert J. Rusch.1993 Both electrical and nonelectrical engineering undergraduates should benefit from this user-friendly introduction to dc and ac electrical theory, circuits and equipment; the only prerequisite is algebra and a basic knowledge of trigonometry. This updated edition reflects changes in industry due to increasing computerization of electrical equipment. Modern solid-state components are also covered in appropriate sections throughout the book, particularly in the area of industrial controls.
Electrical Circuits and Machinery John Harold Morecroft,Frederick William Hehre.1933 Science and Communication Circuits and Projects Forrest M. Mims.2004-02-01 Contains circuits and project plans for projects you can build regarding science, environmental, and communciations projects. Includes many science fair ideas
A Beginner's Guide to Circuits Oyvind Nydal Dahl.2018-10-23 A Beginner's Guide to Circuits is the perfect first step for anyone ready to jump into the world of electronics and circuit design. After finishing the book's nine graded projects, readers will understand core electronics concepts which they can use to make their own electrifying creations! First, you'll learn to read circuit diagrams and use a breadboard, which allows you to connect electrical components without using a hot soldering iron! Next, you'll build nine simple projects using just a handful of readily available components, like resistors, transistors, capacitors, and other parts. As you build, you'll learn what each component does, how it works, and how to combine components to achieve new and interesting effects. By the end of the book, you'll be able to build your own electronic creations. With easy-to-follow directions, anyone can become an inventor with the help of A Beginner's Guide to Circuits! Build These 9 Simple Circuits! • Steady-Hand Game: Test your nerves using a wire and a buzzer to create an Operation-style game! • Touch-Enabled Light: Turn on a light with your finger! • Cookie Jar Alarm: Catch cookie thieves red-handed with this contraption. • Night-Light: Automatically turn on a light when it gets dark. • Blinking LED: This classic circuit blinks an LED. • Railroad Crossing Light: Danger! Don't cross the tracks if this circuit's pair of lights is flashing. • Party Lights: Throw a party with these charming string lights. • Digital Piano: Play a tune with this simple synthesizer and learn how speakers work. • LED Marquee: Put on a light show and impress your friends with this flashy finale.
Electromagnetic Devices for Motion Control and Signal Processing Yuly M. Pulyer.2012-12-06 This book is dedicated to electrical and mechanical engineers involved with the design of magnetic devices for motion con trol and other instrumentation that uses magnetic principles and technology. It can be of benefit to graduate and postgrad uate students to gain experience with electro-magnetic princi ples and also with different aspects of magnetic coupling mech anisms and magnetic circuitry electrical-machines-mini-projects-with-circuits
analysis for the design of devices such as electrical servo motors, tachogenerators, encoders, gyro magnetic suspension systems, electro-magnetic strip lines, and other electro-magnetic instruments. The rapidly growing areas of production automation, robotics, precise micro-electronics, and pilot navigation place demands on motion control technology in terms of accuracy, reliability, cost effectiveness, and miniaturization. New ferromagnetic materials having quasi-linear and non-linear high-squareness characteris tics as well as high-energy permanent magnets, fine lithography, and high-t.emperature superconductivit.y (t.o be expected com mercially) motivate the implementation of new motion control components that exploit these new materials and technologies. This book presents classical miniature electrical machine de signs as well as several modifications in the geometry of mag netic couplings which lead to new motor and encoder design methodologies and other motion control devices such as new coil deposition patterns for incremental and absolute encoders, free spherical gyro suspension in a traveling magnetic field for navigation instrumentation, and magnetic strip lines in combi nation with resistive and capacitive media to generate a variety of low-noise LC filters and other signal processing devices. Electrical Circuits and Machinery John Harold Morecroft,Frederick William Hehre.1926
Electric Circuits and Machines Eugene C. Lister.1945
Electronics Projects for Beginners Tammy Laura Lynn Enz.2019-05-02 Shock your imagination with a hands-on introduction to electronic circuits. Step-by-step instructions will jump-start your electronic knowledge. You'll be lighting up your imagination with possibilities.
Introduction to Electric Circuits and Machines Colin David Simpson.1992 This introduction to DC/AC circuit analysis includes abundant examples of electronics applications as well as coverage of machines. The first part introduces DC circuits, measuring instruments, and machines, while the second part examines the effect of alternating current on electric circuits, generators, and motors. Appropriate for courses in circuit analysis and electronics
Electrical Circuits: Including Machines Alec Draper.1972-01-01
Basic Arduino Projects Don Wilcher.2014-02-10 This companion book to MakerShed's Ultimate Arduino Microcontroller Pack provides 26 clearly explained projects that you can build with this topselling kit right away--including multicolor flashing lights, timers, tools for testing circuits, sound effects, motor control, and sensor devices. With the Ultimate Arduino Microcontroller Pack, you'll find everything from common components such as resistors and capacitors to specialized sensors and actuators like force-sensing resistors and motors. The kit also features the Arduino Uno Microcontroller and a MakerShield, the definitive prototyping shield for Arduino. Build 26 cool mini Arduino projects and gadgets Work on projects that are both instructive and have practical application Get circuit diagrams and detailed instructions for building each project Understand circuit design and simulation with easy-to-use tools
Announcement University of Michigan--Dearborn.1975
Electrical Machinery Fred Anzley Annett.1921
Wire It! Caroline Alliston.2019-08 Perfect for budding engineers, this book contains 7 hands-on STEAM projects to help young readers learn about electrical circuits. Create a vibrating brush monster, a hand-held fan, and a steady-hand game, while exploring the real-world science behind each project.
Exciting Electrical Machines Eric Roberts Laithwaite.1974
Which Degree? .1978
Which Degree 1996 Lynne Massey.1995-06
EXPLORE ELECTRICITY! Carmella Van Vleet.2014-01-07 Given the pace of how we harness and utilize electricity, as well as the importance of developing new sources of energy, electricity is a timely subject for kids to explore. In Explore Electricity! With 25 Great Projects, kids ages 6-9 will learn the basics of electricity: currents, circuits, power, magnetism and electromagnetism, motors and generators. They'll become more attuned to how much they rely on electricity in their daily lives. They'll also understand that while electricity is a wonderful resource, and one we've used to our advantage ever since it was discovered, the future of how we make and use electricity is still electrical-machines-mini-projects-with-circuits
changing and there are things they can do today to impact these changes. This title invites kids to experiment on their own with 25 simple projects that will "spark" their learning and enthusiasm, including making their own clothespin switch, lemon battery, compass, electromagnet, and flashlight, as well as generating their own "lightning." These hands-on activities combined with informational text will excite kids about STEM? the interrelated fields of science, technology, engineering, and mathematics.
Electric Machines Dino Zorbas.1989
Electronics for Kids Øyvind Nydal Dahl.2016-04-01 Demystifies electricity and teaches how to build electronics projects. Covers how circuits, voltage, and current work. Each part of the book focuses on different fundamental electronics concepts with hands-on projects--
Electric Circuits and MachinesEugene C. Lister.1974
Electronic Sensor Circuits & Projects Forrest M. Mims.2000
Modern Technology of Soaps, Detergents & Toiletries (with Formulae & Project Profiles) 4th Revised Edition P. K. Chattopadhyay.2016-04-01 There has been consistent rise in Indian toiletries Industry. Novelty in ideas and marketing seems to be the major subject matter of the Indian soap industry. With increasing popularity there has been increase in potential competitors but it still has the opportunity of further exploitation. The soaps, detergent and toiletries product industry is vivacious, varied, creative and tricky, and has the prospective to provide a gratifying career. Since these are basic requirements throughout the world undoubtedly the toiletries industry is one of the fastest growing and most profitable markets in international arena has been for the past many years. Total quality management has its importance in managing every industry so is its importance and relevance in Oils, Soaps, and Detergents Industries. Featured as one of best seller the book modern technology of soaps, detergent and toiletries is another resourceful book written by P. K. Chattopadhyay. The author is highly experienced consultant to cosmetics and toiletries industries. The book contains the formulae of diverse types of soaps, detergents (cake, powder and liquid) toiletries, methodical testing method, quality control of complete products, packing criterion of cosmetics and toiletries along with project profiles, machinery photographs and addresses of raw material, plant and machinery suppliers. The book contains detail chapter on: Principal Groups of Synthetic Detergents Classification, Detergent Bar, Washing Soap: Laundry Soap Formulation, tooth paste, after shave lotion, Hair Shampoo, Fundamentals of Science, Testing of Finished Goods, Finished Product Quality Control Procedures, Natural Essential Oils in India : A Perspective, Essential Oils in India and Trade Summary and Conclusion, etc. Basic information in entering a market and the opportunities and requirements of the potential sector has been the best way to penetrate in a market. How and what if properly answered can take you to a long way. The first hand information on different types of toiletries product have been properly dealt in the book and can be very useful for those looking for entrepreneurship opportunity in the soap industry. Electrical machine design Alexander Gray.1926
Electromagnetic and Electromechanical Machines Leander W. Matsch.1972
Electronics Projects Vol. 21 .2009-11
Electricity for Young Makers Marc de Vinck.2017-03-10 Learning to be a maker has never been more fun. Lavishly illustrated with cartoons and drawings, this book guides the reader through six hands-on projects using electricity. Discover the electrical potential lurking in a stack of pennies enough to light up an LED or power a calculator! Launch a flying LED copter into the air. Make a speaker that plays music from an index card. Build working motors from a battery, a magnet, and some copper wire. Have fun while learning about and exploring the world of electricity. The projects in this book illuminate such concepts as electric circuits, electromagnetism, electroluminescence, the Lorentz force and more. You'll be amazed by the results you get with a handful of simple materials.
Employment Outlook in Skilled Electrical and Electronics Occupations
United States. Bureau of Labor Statistics.1955
Electric Machines Charles I. Hubert.1991 Intended for courses in electrical machinery in which electrical-machines-mini-projects-with-circuits
engineering practice is emphasized, this text provides coverage of AC and DC machines and stresses industry requirements and the NEMA standards of professional engineers. Traditional theories and concepts of mechanical force are also discussed.
Rotating Electrical Machines and Power Systems Dale R. Patrick,Stephen W. Fardo.1997 Very Good,No Highlights or Markup,all pages are intact.
Immerse yourself in the artistry of words with LL Leslie is expressive creation, Discover the Artistry of Electrical Machines Mini Projects With Circuits . This ebook, presented in a PDF format ( *), is a masterpiece that goes beyond conventional storytelling. Indulge your senses in prose, poetry, and knowledge. Download now to let the beauty of literature and artistry envelop your mind in a unique and expressive way.
Table of Contents Electrical Machines Mini Projects With Circuits
Electrical Machines Mini Projects With Circuits eBook Subscription Services
Understanding the eBook Electrical 1. Machines Mini Projects With Circuits
The Rise of Digital Reading Electrical Machines Mini Projects With Circuits
Advantages of eBooks Over Traditional Books
Identifying Electrical Machines Mini
Projects With Circuits
Exploring Different Genres
Considering Fiction vs. Non-Fiction
Determining Your Reading Goals
Choosing the Right eBook Platform 3.
Popular eBook Platforms
Features to Look for in an Electrical Machines Mini Projects With Circuits
User-Friendly Interface
Exploring eBook Recommendations from 4. Electrical Machines Mini Projects With Circuits
Personalized Recommendations
Electrical Machines Mini Projects With Circuits User Reviews and Ratings
Electrical Machines Mini Projects With Circuits and Bestseller Lists
Accessing Electrical Machines Mini 5. Projects With Circuits Free and Paid eBooks
Electrical Machines Mini Projects With Circuits Public Domain eBooks
electrical-machines-mini-projects-with-circuits
Electrical Machines Mini Projects With Circuits Budget-Friendly Options
Navigating Electrical Machines Mini 6. Projects With Circuits eBook Formats
ePub, PDF, MOBI, and More
Electrical Machines Mini Projects With Circuits Compatibility with Devices
Electrical Machines Mini Projects With Circuits Enhanced eBook Features
Enhancing Your Reading Experience 7.
Adjustable Fonts and Text Sizes of Electrical Machines Mini Projects With Circuits
Highlighting and Note-Taking Electrical Machines Mini Projects With Circuits
Interactive Elements Electrical Machines Mini Projects With Circuits
Staying Engaged with Electrical Machines 8. Mini Projects With Circuits
Joining Online Reading Communities
Participating in Virtual Book Clubs
Following Authors and Publishers Electrical Machines Mini Projects With Circuits
Balancing eBooks and Physical Books 9. Electrical Machines Mini Projects With Circuits
Benefits of a Digital Library
Creating a Diverse Reading
2.
Collection Electrical Machines Mini Projects With Circuits
Overcoming Reading Challenges 10.
Dealing with Digital Eye Strain
Minimizing Distractions
Managing Screen Time
Cultivating a Reading Routine Electrical 11. Machines Mini Projects With Circuits
Setting Reading Goals Electrical Machines Mini Projects With Circuits
Carving Out Dedicated Reading Time
Sourcing Reliable Information of Electrical 12. Machines Mini Projects With Circuits
Fact-Checking eBook Content of Electrical Machines Mini Projects With Circuits
Distinguishing Credible Sources
Promoting Lifelong Learning 13.
Utilizing eBooks for Skill Development
Exploring Educational eBooks
Embracing eBook Trends 14.
Integration of Multimedia Elements
Interactive and Gamified eBooks
Electrical Machines Mini Projects With Circuits Introduction
In todays digital age, the availability of Electrical Machines Mini Projects With Circuits books and manuals for download has revolutionized the way we access information. Gone are the days of physically flipping through pages and carrying heavy textbooks or manuals. With just a few clicks, we can now access a wealth of knowledge from the comfort of our own homes or on the go. This article will explore the advantages of Electrical Machines Mini Projects With Circuits books and manuals for download, along with some popular platforms that offer these resources. One of the significant advantages of Electrical Machines Mini Projects With Circuits books and manuals for download is the costsaving aspect. Traditional books and manuals can be costly, especially if you need to purchase several of them for educational or professional purposes. By accessing Electrical Machines Mini Projects With Circuits versions, you eliminate the need to spend money on physical copies.
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Are there book clubs or reading 9. communities I can join? Local Clubs: Check for local book clubs in libraries or community centers. Online Communities: Platforms like Goodreads have virtual book clubs and discussion groups.
Can I read Electrical Machines Mini 10.
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Year 10 Business
What have students at St. Crispin' s been taught to understand and be able to do?
Core Knowledge
UNIT 1 – BUSINESS ACTIVITY
Core Skills
Students start the course by learning the basics including;
* Business enterprise and entrepreneurship, including investigating the success and characteristics of real-life entrepreneurs
* Business planning, the value and content of a basic business plan is introduced to students
* Business ownership, an interesting topic as students will learn about the different forms of business ownership such as sole trader, partnerships and companies and be able to select appropriate forms
* Business aims and objectives, students will learn why businesses chose different objectives and understand the diversity of objectives
* Stakeholders in business, students gain an insight into different needs of a range of stakeholder group both internal and external
Overall this is an exciting unit in which students will learn new knowledge as well as developing a share dealing portfolio.
UNIT 3 – PEOPLE
This unit involves looking at the role and treatment of employees within business, knowledge taught includes;
* Organisational structures and different ways of working, students will understand that protocols and communications are different across different sized organisations and they will be introduced to terminology relating to HRM
* Recruitment and selection, this is a very relevant element and students will gain an insight on the importance of a range of recruitment documents and laws
* Motivation and retention, students will become familiar with a range of financial and non-financial methods used to motivated staff.
Skills Learners are required to draw on their knowledge and understanding to:
* use business terminology to identify and explain business activity
* apply business concepts to familiar and unfamiliar contexts
* develop problem-solving and decisionmaking skills relevant to business
* investigate, analyse and evaluate business opportunities and issues
* make justified decisions using both qualitative and quantitative data, including its selection, interpretation, analysis and evaluation and the application of appropriate quantitative skills
* improve employability by developing ICT skills and being familiar with documents associated with business practice (e.g. CVs, job descriptions, business plans, business letters)
* make justified decisions using both qualitative and quantitative data, including its selection, interpretation, analysis and evaluation and the application of appropriate quantitative skills.
In addition, we use computer programmes such as Excel and Publisher. The department encourages the use of formulas for constructing accounts and share dealing.
Year 10 Business continued
What have students at St. Crispin' s been taught to understand and be able to do?
UNIT 3 – PEOPLE continued
* Training and development, on and off the job training and professional development is investigated
* Employment law, this element is very practical and useful and includes working time directives, pay and holiday allowance.
UNIT 2 – MARKETING
Students find this unit exciting and have the chance to develop their creative side. We use real examples of promotions used in larger and smaller business and look at the cost effectiveness of promotions.
The role of marketing, market research and market segmentation.
The marketing mix is then explored in further detail (price, product place and promotion).
| DATE | ASSESSMENT TYPE |
|---|---|
| October Term 1A | Class Test – different types of business organisations |
| December Term 1B | Unit 1 Test – MCQ Short answers |
| April Term 3a | Unit 2 Test MCQs and longer written answers |
| June Term 3b | Mock Exam Unit 1, 2 and 3 |
What is coming up in the following year?
Unit 7
Unit 4 Operations - including customer service, location of business and procurement Unit 5 Finance – a chance to also develop business plans introduced in unit 1 Unit 6 Influences on business – including some basic economics and international trade The interdependent nature of business. | <urn:uuid:7df6a387-5d0f-4e31-ad7a-541e5534c16d> | CC-MAIN-2024-10 | https://www.crispins.co.uk/wp-content/uploads/2023/06/Business-Y10.pdf | 2024-03-02T16:41:08+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00848.warc.gz | 698,771,094 | 779 | eng_Latn | eng_Latn | 0.996263 | eng_Latn | 0.996024 | [
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SENSORY STRATEGIES
TEENAGER INFORMATION PACK
Information and tips for teenagers and parents on dealing with sensory processing difficulties
What is sensory processing?
Sensory processing refers to the way we interpret information received from the environment and from within our bodies. This information gives us a sense of who we are, where we are and what is happening around us.
Our senses are sight, hearing, touch, taste, smell, proprioception (body awareness), vestibular (balance and movement) and interoception (our internal body sense).
When our senses are integrating correctly we are able to respond appropriately to any sensation, for example, we are able to take off an itchy jumper or take a deep breath to smell the flowers.
What happens when a young person or teenager experiences sensory processing differently?
A young person may have difficulty working out what is happening inside and outside of their bodies. The sensory information may not be accurate, for example, the noise of the school bell is like someone screaming in their ear, or a piece of artwork on the wall keeps grabbing their attention because their brain hasn't registered they have seen it before. Standing in queues makes them on "high alert" in case someone brushes past them, which can be painful.
Getting changed for PE or sports events can be very difficult because of poor balance and not knowing where their hands are to put their jumper on when they can't see their hands.
A young person may move constantly to get extra feedback if their body is not providing enough information as to where their arms and legs are.
Most people get used to their own sensory preferences and make choices about their daily activities appropriate for them. Some people don't like the feel of polystyrene, some prefer quieter pubs and restaurants, some crave theme parks.
However, young people may struggle to communicate how they feel. They may be disorganised in a world they cannot make sense of.
These people need support from those around them to learn strategies to make life a little easier.
Preparing for adult life: moving from children's routines to teenage routines
Our teenage years bring new experiences that help to develop the skills we will need in the future. Teenage years can be a challenge for any parent to cope with as it involves an element of letting go, taking risks and allowing our young people to make mistakes. For parents of teenagers with sensory processing difficulties it can be even harder to adapt to this increasing level of independence.
Here you will find a range of tips and ideas to encourage teenagers to think about the experiences and skills they may need to help them prepare for adulthood, and to help parents to think creatively about supporting their teenager.
Establishing routines for the whole family
A clear routine – what is happening next, how long an activity will last – can help teenagers feel they are in control. This is particularly important if they are nearing the end of school and the loss of the Monday to Friday routine. Not all of the ideas below will be possible, but see where you can introduce some of them into your household.
* Use a family planner with only one week in view and a picture calendar for events. Let the family help you plan the week.
* Give everyone in the house somewhere to keep their own belongings, and label this with pictures or names.
* Ensure morning or evening routines are clear visually, making it easy to see what is happening both now and later on.
* Set family meal times for each day.
* Mark in appointments and set reminders.
* Use mobile phone calendars, daily alarms, and reminders.
* Set times for family activities e.g. to feed/walk pets.
* Set times for specifically enjoyable activities which should not be interrupted (e.g. family walk, time to watch something together or play a game).
* Get rid of clutter which can reduce visual overload and help keep everyone calm.
Mon
* Use objects to remind everyone of something unusual happening, e.g. a suitcase before summer holidays.
* Have a music slot at significant times such as start of weekend.
* Have a designated chill out place and/or time at home.
* Use visual timers or five minute count downs to begin or end particularly difficult activities.
* Get other family or friends involved in helping to plan your routine to give you the benefit of an onlooker's perspective.
Tue Wed Thu Fri
Sun
Personal care
You may have supported your child in personal care tasks from their childhood to teenage years, but as your teenager matures they may be able to develop more independence in general personal care activities.
Developmentally, the physical change during the teenage years can be difficult for those who are sensory sensitive. Everything feels different as the body is changing. Be mindful that the physical differences may lead to particular sensory likes and dislikes.
* New sensitivities can develop as we get older or old ones can re-emerge when we feel anxious.
* New care routines will involve new sensory experiences, for example, shaving or having sore skin as a result of acne.
* Make a special trip to buy items used in the bathroom routine and allow your teenager to choose their own care products to make them feel more in control.
* Explore products on the market such as teenage skincare, but remember they might find it stressful when familiar products change and do not have the same smell or packaging.
* Do you need a new routine? You may have helped your teenager to shower every day but perhaps they could manage it themselves every other day.
* Sensory deep pressure activities might still be useful.
* Try using a countdown, timer or the length of a piece of music to mark the end of a task such as having a shower.
Remember that teenagers often become more self-conscious and may be embarrassed by their need for help with personal care.
Hair care
Being able to care for their own hair may give your teenager a greater sense of control and promote positive body image.
* Easy, yet up to date shorter hair styles may be a solution to let the teenager feel they are growing up. A discussion with the hairdresser might be a good idea and your teenager could be involved in this.
* Use suitable shampoos, conditioners and anti-tangle products to help with brushing difficulties.
* Involve them in choosing their own hair care products to help develop a positive attitude.
* Experiment with different brushes, thinking about such things as handle length, soft or hard bristles, etc.
* A dressing table style mirror may give a few different perspectives to allow your teenager to see their hair from all angles.
* Think about how often hair washing is necessary and the best time to do it. Teenagers can be sleepy in the morning. Is night time better? They could use dry shampoo on days that hair washing is a challenge.
* Before washing hair, try massaging the scalp or applying deep pressure to the head for a count of ten. The teenager can build in a routine of doing this for themself.
Brushing teeth
* Reassess the type/style of toothbrush and the flavour of toothpaste to make sure they are comfortable with it.
* Try using an electric toothbrush. Novelty toothbrushes can also be motivating for some people. Others may like a visual timer so they know how long is left of brushing.
* Try getting your teenager to eat something very chewy or chew hard on the toothbrush before they brush.
* Rubbing hands together to build up the sensation before brushing could also help.
Food and eating out
Teenagers usually develop new food likes and dislikes as they are exposed to new experiences and influences. This can be a source of stress for teenagers with sensory difficulties.
* Find out if changing eating habits are making it harder for your teenager to eat meals at school or with friends.
* Revisit styles, colours and shapes of cutlery as it has probably been a long time since you did this.
* It may be useful to add positive sensory experiences specific to eating out and environmental cues. Try using a variety of environments with different smells, music, colours, etc.
* Try buying clothes that are only worn when eating out which the teenager can pick out for themselves.
* Devise strategies to use while waiting for the food to be served, for example, smart phone games or small fidget toys. This may help the teenager to feel they are growing up but still keeps them occupied.
* Having headphones with favourite music to listen to may be helpful for some.
* When eating out, create a structure setting out the time, number of people coming, how you will get there, how long you will be there for, etc. Try using a smart phone with all the details to allow the young person to go over this themselves in picture or words.
Sleeping
Teenagers may need more sleep whilst also often developing a pattern of staying up later. Watching TV, playing with gaming consoles, social networking and using mobile phones may encourage habits to develop which disrupt sleep routines.
* Let your teenager help design a bedtime routine which is teen friendly.
* Keep an eye on the bedroom environment, turning the television off, dark/blackout curtains where appropriate.
* Minimise clutter/distraction in the bedroom and decorate with not too much colour to reduce distractions. Prepare a calm quiet area where the young person can relax, possibly using a rocking chair or hammock chair to provide gentle movement.
* Keep the environment and routine exactly the same, to help the teenager clearly link it to time for sleep.
* Before bedtime, allow time for calming activities such as listening to music or an audio book, drawing, reading. A hot bath with a calming fragrance, rubbing on body creams, etc, may help.
* Avoid stimulating activities such as watching television or playing with games consoles at this time.
* Include an element of choice of activity in the bedtime routine. Your teenager will cope better with the routine if involved in creating it.
* Help the teenager to choose suitable nightwear in terms of texture, colour, etc.
* Use heavy blankets to provide positive deep pressure, where appropriate.
* Encourage a habit of switching off mobile phones, or putting them on silent, screen down, away from the bed at night, to prevent sleep getting disrupted.
* Make sure they exercise during the day, even for a short time, rather than later at night which might increase alertness.
* Prepare a mini routine the young person can follow if or when they wake in the night. This is something we all do but we don't often teach this to young people
* Use timers, alarm clocks etc to clearly signify when it is time to get up.
Travel
Enabling teenagers to travel independently, means giving them experience, the opportunity to develop the appropriate skills, using as many forms of transport as possible. For some teenagers technology, such as GPS in phones, can help build skills.
* Practice using road crossings at various places, at various times of the day and night.
* Plan routes and try using smart phones with a route planner or putting instructions into notes/pictures.
* Think ahead about the routes they might need to use when they leave school and go on to college, work, university, etc.
* Use buses and trains as regularly as you can to familiarise your teenager with the routines.
* Make sure that each step of the journey is taught clearly to them, buying ticket, knowing where to get off, etc.
* Think about using a smart phone locator for safety as they travel so you know where they are.
* Build social stories about what might happen on the journey perhaps using pictures.
* The ability to get up and walk on a train and the regular movement may make this a positive experience.
* Information about times, destinations, etc can be interesting and motivating to a teenager.
* Have an emergency plan in place (e.g. if frightened, talk to conductor or have emergency contacts on phone.)
* Fidget toys may still be useful, or an object that reminds them where they are going, e.g. a swim bag for swimming.
* Sat Nav/map can be helpful for teenagers who need to know where they are and when they will arrive.
* When planning a long journey, provide information on what is happening, when it is happening, and who is travelling.
* Using visual supports, such as a calendar, to show how many days there are until the holiday or until they come home.
* Pre-planning for the journey with pictures of bus/train/planes.
* Try to organise travel at the less busy times of day or year, to limit sensory overload and avoid too much waiting time.
* Prepare for delays, using social stories or waiting time activities.
Socialising
Leisure and social activities are a great way of learning life skills, increasing independence and building self-esteem.
Some teenagers may find social experiences stressful, so structuring events in advance, using visual supports, and perhaps practising what to do at an event beforehand, can be useful preparation.
* If your teenager is leaving school, think about whether they could use the local sports centre or swimming pool instead of the school gym. Help to familiarise them with these facilities.
* Try establishing a regular social outing such as a trip to a cafe, which could become an independent activity.
* Start to give them more choice and independence with regard to going to local shops to buy such things as food, clothes, care products, or to get their hair cut. You may need to plan a specific trip for each individual item but it is gradually building up independent skills.
* Introduce chores such as setting or clearing the table, helping with the shopping, that build responsibility and independence.
Additional resources
The Out of Sync Child Grows up. Carol Kranowitz
Useful information and lots of advice and activities for teens and young adults with sensory processing difficulties
National Autistic Society
Sensory Integration Network UK – great advice and resources for families
The Spiral Foundation
The Dyspraxia Foundation
For further enquiries or support contact email@example.com
This document uses information from Life skills for teenagers – A practical approach at home for parents and carers (Falkirk Council and Falkirk Child Protection Committee) | <urn:uuid:aa8e06e0-4d86-4ef6-8775-dfa47ec833b5> | CC-MAIN-2024-10 | https://www.rotherhamsendlocaloffer.org.uk/wp-content/uploads/2023/01/Rothsensoryteenagerspack_final_version.pdf | 2024-03-02T15:54:26+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00845.warc.gz | 944,388,943 | 2,849 | eng_Latn | eng_Latn | 0.982966 | eng_Latn | 0.998434 | [
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| | Autumn Term 1 – | Autumn Term 2 – |
|---|---|---|
| EYFS All about me (Vikings KS2) Mog by Judith Kerr Matilda by Roald Dahl Speaking and listening EYFS • Listen attentively in a range of situations • Respond to what they hear with relevant comments, questions or actions Year 1 • Develop ideas and feelings • Speaking turns Year 2 • Recount experiences and imagine possibilities • Listen and respond to the speaker, making simple comments and suggestions make helpful contributions when speaking in turn in pairs, and small groups Reading Year 1 • Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes • With help, ask and answer appropriate questions related to text Year 2 In age-appropriate books, the pupil can: • Ask and answer appropriate questions related to text Year 2 Greater Depth Make a plausible prediction about what might happen on the basis of what has been read so far. Give reasons for this Writing EYFS Children use their phonic knowledge to write words in ways which match their spoken sounds. Year 1 • Leave spaces between words • Begin to form lower-case letters in the correct direction, starting and finishing in the right place Year 2 • Use spacing between words that reflects the size of letters • Write simple, coherent narratives about personal experiences and those of others (real or fictional) • Demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required | | |
| | Spring Term 1 – | Spring Term 2 – |
CHINESE NEW YEAR
Traditional tales
Speaking and listening
EYFS
* Follow instructions involving several ideas or actions
* Express themselves effectively, showing awareness of listeners' needs.
Year 1
* Organise talk to help the listener, with overall structure evident
Year 2
* Show awareness of ways in which speakers vary talk, and why
Reading
EYFS
Children read and understand simple sentences.
They read some common irregular words.
EYFS Greater Depth
They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary.
Year 1
* Read common exception words, noting unusual correspondences between spelling and sound and
where these occur in the word
* Check that the text makes sense to them as they read and correct inaccurate reading
Year 1 Greater Depth
* With teacher help, discuss their favourite words and phrases and begin to suggest and give reasons
Year 2
* Read accurately most words of two or more syllables
* Read most common exception words*.
In age-appropriate books the pupil can:
* Read words accurately and fluently without overt sounding and blending
Year 2 Greater Depth
* Make inferences
Writing
EYFS
They write simple sentences which can be read by themselves and others.
Year 1
* Use a capital letter for names of people, places, the days of the week mostly correctly
* Spell words containing each of the 40+ phonemes already taught mostly accurately
Year 1 Greater Depth
* Draw on stories they know to inform their language and sentence structure in their writing
Year 2
* Spell many common exception words *
* Form capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
Year 2 Greater Depth
* Make simple additions, revisions and proofreading corrections to their own writing
ART ART ART!
Rhyming - Hairy Mc Clary
Speaking and listening
EYFS
* Use past, present and future forms accurately when talking about events that have happened or are to happen in the future
* Develop their own narratives and explanations by connecting ideas or events.
Year 1
* Show understanding of characters or situations by adapting speech, gesture, and movement,
helping to create roles and scenarios
Year 2
* Extend experience and ideas, adapting speech, gesture, or movement to simple roles and different scenarios
Reading
EYFS
They demonstrate understanding when talking with others about what they have read.
EYFS Greater Depth
Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words.
Year 1
* With support, predict what might happen on the basis of what has been read (or images seen)
* With support, children are motivated to discuss new vocabulary and they can make plausible links to words they know
Year 1 Greater Depth
* With prompting, is beginning to discuss the author's vocabulary choices 'Why do you think he used…?'
Year 2
* Read most words containing common suffixes*
In age-appropriate books the pupil can:
* Sound out most unfamiliar words accurately, without undue hesitation and check it makes sense to them
Year 2 Greater Depth
* With greater confidence, can discuss vocab choices and begin to consider the impact
Writing
EYFS
They also write some irregular common words.
Year 1
* Sequence sentences to form short narratives
* Show some accurate use of –ing –ed –er –est where no change
is needed in the spelling of root words for example: helping, helped, helper
Year 1 Greater Depth
* Re read writing and make appropriate revisions so that the word choices are effective
Year 2
* Use present and past tense mostly correctly and consistently
* Use co-ordination (e.g. or/and/but) and some subordination (e.g. when/if/that/because) to join clauses
| | | Year 2 Greater Depth • Add suffixes to spell most words correctly in their writing (e.g. – ment, –ness, ful, –less, –ly) * | |
|---|---|---|---|
| | Summer Term 1 – | | Summer Term 2 – |
| KNIGHTS AND CASTLES Winnie the Witch The Worst Witch Speaking and listening EYFS • Listen attentively in a range of situations • Listen to stories, accurately anticipating key events • Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events Year 1 • Organise talk to help the listener, with overall structure evident • Respond to the speaker’s main ideas, developing them through generally relevant comments and suggestions • Adapt language and nonverbal features to suit content and audience Year 2 • Make specific vocabulary choices and use nonverbal features that show awareness of different purposes and listeners in some contexts • Extend experience and ideas, adapting speech, gesture, or movement to simple roles and different scenarios • Show awareness of ways in which speakers vary talk, and why Reading EYFS Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. EYFS Greater Depth They can describe the main events in the simple stories they have read. Year 1 • Read accurately by blending sounds in unfamiliar words containing GPCs (Grapheme phoneme correspondence) • Read aloud accurately books that are consistent with their developing phonic • Drawing on what they know, their experiences and information/ideas/vocabulary provided by the teacher make connections about stories • With help, ask and answer appropriate questions related to text • With support, predict what might happen on the basis of what has been read (or images seen) Year 1 Greater Depth • With support make inferences based on what is being said and done • With teacher help, discuss their favourite words and phrases and begin to suggest and give reasons Year 2 • Discuss and explain their understanding of the meaning of vocabulary in the context of the text • Read most words containing common suffixes* In age-appropriate books, the pupil can: • Answer questions and make some inferences on the basis of what is being said and done • Ask and answer appropriate questions related to text | | OUR VILLAGE Magic Faraway tree by Enid Blyton Gruffalo, Gruffalo’s Child and Stickman by Julia Donaldson Speaking and listening EYFS • Respond to what they hear with relevant comments, questions or actions • Follow instructions involving several ideas or actions • Express themselves effectively, showing awareness of listeners’ needs. • Use past, present and future forms accurately when talking about events that have happened or are to happen in the future • Develop their own narratives and explanations by connecting ideas or events. Year 1 • Develop ideas and feelings through sustained • Speaking turns • Attempt different roles and responsibilities in pairs or groups • Show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios Year 2 • Recount experiences and imagine possibilities • Often connecting ideas vary talk in simple ways to gain and hold attention of the listener • Listen and respond to the speaker, making simple comments and suggestions make helpful contributions when speaking in turn in pairs, and small groups Reading EYFS They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. EYFS Greater depth Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. Year 1 • Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word • Check that the text makes sense to them as they read and correct inaccurate reading • With support, children are motivated to discuss new vocabulary and they can make plausible links to words they know Year 1 Greater Depth • With prompting, is beginning to discuss the author’s vocabulary choices ‘Why do you think he used…?’ Year 2 • Read accurately most words of two or more syllables • Read most common exception words*. | |
Year 2 Greater Depth
* Discuss their favourite words and phrases and give reasons for this
* Make links between the book they are reading and other books they have read
* Make a plausible prediction about what might happen on the basis
of what has been read so far. Give reasons for this
Writing
EYFS
Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words.
EYFS Greater depth
* Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words.
Year 1
* Sequence sentences to form short narratives
* Punctuate sentences using a capital letter and a full stop mostly correctly
* Use conjunctions to join clauses e.g. 'and'
* Leave spaces between words
* Use a capital letter for the personal pronoun 'I'
Year 1 Greater Depth
* Link sentences together with increasing fluency to form a short narrative
* Consistently punctuate sentences correctly and capitalize proper nouns consistently and accurately
Year 2
* Write simple, coherent narratives about personal experiences and those of others (real or fictional)
* Write about real events, recording these simply and clearly
* Demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required
* Use present and past tense mostly correctly and consistently
* Use spacing between words that reflects the size of letters
Year 2 Greater Depth
* Make simple additions, revisions and proofreading corrections to their own writing
* Use the punctuation taught at Key Stage 1 mostly correctly ^
* Spell most common exception words *
In age-appropriate books, the pupil can:
* Read words accurately and fluently without overt sounding and blending
* Sound out most unfamiliar words accurately, without undue hesitation and check it makes sense to
them
Year 2 Greater Depth
* Make inferences
* With greater confidence, can discuss vocab choices and begin to consider the impact
Writing
EYFS
They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
EYFS Greater depth
They use key features of narrative in their own writing.
Year 1
* Use a capital letter for names of people, places, the days of the week mostly correctly
* Spell words containing each of the 40+ phonemes already taught mostly accurately
* Show some accurate use of –ing –ed –er –est where no change
is needed in the spelling of root words for example: helping, helped, helper
* Begin to form lower-case letters in the correct direction, starting and finishing in the right place
Year 1 Greater Depth
* Draw on stories they know to inform their language and sentence structure in their writing
* Re read writing and make appropriate revisions so that the word choices are effective
Year 2
* Use co-ordination (e.g. or/and/but) and some subordination (e.g. when/if/that/because) to join clauses
* Segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically plausible attempts at others
* Spell many common exception words *
* Form capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
Year 2 Greater Depth
* Write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing
* Add suffixes to spell most words correctly in their writing (e.g. – ment, –ness, ful, –less, –ly) *
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Paper Reference(s)
Edexcel GCE
6678/01
Mechanics M2 Silver Level S3
Time: 1 hour 30 minutes
Materials required for examination Items included with question papers
Mathematical Formulae (Green)
Nil
Candidates may use any calculator allowed by the regulations of the Joint Council for Qualifications. Calculators must not have the facility for symbolic algebra manipulation, differentiation and integration, or have retrievable mathematical formulas stored in them.
Instructions to Candidates
In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, candidate number, the unit title (Mechanics M2), the paper reference (6678), your surname, other name and signature.
When a calculator is used, the answer should be given to an appropriate degree of accuracy.
Whenever a numerical value of g is required, take g = 9.8 m s − 2 .
Information for Candidates
A booklet 'Mathematical Formulae and Statistical Tables' is provided.
There are 7 questions in this question paper. The total mark for this paper is 75.
Full marks may be obtained for answers to ALL questions.
Advice to Candidates
You must ensure that your answers to parts of questions are clearly labelled. You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit.
Suggested grade boundaries for this paper:
| A* | A | B | C | D | E |
|---|---|---|---|---|---|
| 64 | 56 | 48 | 40 | 32 | 24 |
1. A cyclist starts from rest and moves along a straight horizontal road. The combined mass of the cyclist and his cycle is 120 kg. The resistance to motion is modelled as a constant force of magnitude 32 N. The rate at which the cyclist works is 384 W. The cyclist accelerates until he reaches a constant speed of v m s –1 .
Find
(b) the acceleration of the cyclist at the instant when the speed is 9 m s
–1
(3)
.
___________________________________________________________________________
2. At time t = 0 a particle P leaves the origin O and moves along the x-axis. At time t seconds the velocity of P is v m s –1 , where
v= 8t−t
2.
(a) Find the maximum value of v.
(4)
(b) Find the time taken for P to return to O.
___________________________________________________________________________
(5)
3. A particle P moves along a straight line in such a way that at time t seconds its velocity v m s –1 is given by
v
2
3 4
t
t
= − +
Find
(a) the times when P is at rest,
(4)
(b) the total distance travelled by P between t = 0 and t = 4.
___________________________________________________________________________
(5)
1
2
4.
A box of mass 30 kg is held at rest at point A on a rough inclined plane. The plane is inclined at 20° to the horizontal. Point B is 50 m from A up a line of greatest slope of the plane, as shown in Figure 1. The box is dragged from A to B by a force acting parallel to AB and then held at rest at B. The coefficient of friction between the box and the plane is . Friction is the only non-gravitational resistive force acting on the box. Modelling the box as a particle,
The box is released from rest at the point B and slides down the slope. Using the work-energy principle, or otherwise,
(b) find the speed of the box as it reaches A.
(5)
5.
A uniform lamina ABCD is made by joining a uniform triangular lamina ABD to a uniform semi-circular lamina DBC, of the same material, along the edge BD, as shown in Figure 2. Triangle ABD is right-angled at D and AD = 18 cm. The semi-circle has diameter BD and BD = 12 cm.
(a) Show that, to 3 significant figures, the distance of the centre of mass of the lamina ABCD from AD is 4.69 cm.
(4)
Given that the centre of mass of a uniform semicircular lamina, radius r, is at a distance from the centre of the bounding diameter,
(b) find, in cm to 3 significant figures, the distance of the centre of mass of the lamina ABCD from BD.
(4)
The lamina is freely suspended from B and hangs in equilibrium.
(c) Find, to the nearest degree, the angle which BD makes with the vertical.
___________________________________________________________________________
(4)
6. [In this question, the unit vectors i and j are in a vertical plane, i being horizontal and j being vertically upwards.]
At time t = 0, a particle P is projected from the point A which has position vector 10j metres with respect to a fixed origin O at ground level. The ground is horizontal. The velocity of projection of P is (3i + 5j) m s –1 , as shown in Figure 3. The particle moves freely under gravity and reaches the ground after T seconds.
(a) For 0 ≤ t ≤ T, show that, with respect to O, the position vector, r metres, of P at time t seconds is given by
r= 3ti+ (10 + 5t– 4.9t) j
2
(3)
(c) Find the velocity of P at time t seconds (0 ≤ t ≤ T
).
(2)
When P is at the point B, the direction of motion of P is 45° below the horizontal.
(d) Find the time taken for P to move from A to B.
(2)
(e) Find the speed of P as it passes through B.
___________________________________________________________________________
(2)
7. A particle A of mass m is moving with speed u on a smooth horizontal floor when it collides directly with another particle B, of mass 3m, which is at rest on the floor. The coefficient of restitution between the particles is e. The direction of motion of A is reversed by the collision.
(a) Find, in terms of e and u,
(i) the speed of A immediately after the collision,
(ii) the speed of B immediately after the collision.
(7)
After being struck by A the particle B collides directly with another particle C, of mass 4m, which is at rest on the floor. The coefficient of restitution between B and C is 2e. Given that the direction of motion of B is reversed by this collision,
(b) find the range of possible values of e,
(6)
(c) determine whether there will be a second collision between A and B.
(3)
___________________________________________________________________________
TOTAL FOR PAPER: 75 MARKS
END
| Question Number | Scheme |
|---|---|
| 1. (a) (b) | Constant speed ⇒ Driving force = resistance , F = 32 P = F × v = 32v = 384 v =12 (ms−1 ) 384 P = F × v ⇒384 = F × 9, F = 9 Their F – 32 =120a, a = 0.089(ms−2) |
| Question Number | Scheme |
|---|---|
| 3. (a) (b) | 1t2 −3t+4=0 2 t2 −6t+8=0 (t−2)(t−4)=0 t =2 s or 4 s 1 ∫ t2 −3t+4dt 2 1 3 = t3− t2 +4t(+C) 6 2 2 4 s=∫1t2 −3t+4 dt−∫1t2 −3t+4 dt 2 2 0 2 2 4 =1t3− 3t2 +4t −1t3− 3t2 +4t 6 2 0 6 2 2 = 8 −6+ 8−(64 −24 +16−(8 −6+8)) 6 6 6 = 10 −8+10 3 3 3 =4 |
| 4 (a) (b) | Work done against friction = 50 × μR = 50 × ¼ × 30cos 20° × 9.8 Gain in GPE = 30 × 9.8 × 50 sin 20° Total work done = WD against Friction + gain in GPE = 8480(J), 8500(J) Loss in GPE = WD against friction + gain in KE 3 terms 30×9.8×50sin20° = 50×¼×30×9.8×cos20° +½×30× v2 -1 ee ½ v2= 50×9.8×(sin20° − ¼cos20°) , v =10.2 m s-1. |
Question
Examiner reports
Question 1
This proved to be a friendly starter for most candidates. Part (a) most candidates obtained the correct answer, although there was often no clear statement that the driving force must be equal to the resistance. In part (b) there were many completely correct solutions. The most common error was to omit the resistance when writing down the equation of motion, often when a candidate had not drawn a diagram of forces.
Question 2
This question provided the opportunity for candidates to show that they could both differentiate the velocity function to find the acceleration and integrate it to find the displacement. In general both were done successfully, although as usual there were candidates who incorrectly attempted to solve the problem using constant acceleration formulae.
Although the majority of candidates used differentiation in part (a), there was also a large number who treated it by completing the square, and they were often successful in this approach. A number of candidates produced a table of discrete time values and corresponding speeds of the particle. Unfortunately they rarely scored full marks for their effort as the supporting statement about the symmetry of a quadratic function was usually missing. The most common error among candidates using differentiation was to stop when they had found the time and not go on to find the speed. In part (b) it would have been reassuring to have seen more candidates - even the successful ones - giving a more rigorous treatment of the constant of integration. Algebraic errors in solving the equation 0 3 1 4 3 2 = − T T were surprisingly common.
Question 3
(a) Almost all candidates found the times when P is at rest correctly.
(b) Most candidates recognised the need to integrate to find displacement, but few understood the hint available from their answer to (a) which should have told them that the total distance travelled would not be the same as the displacement.
Question 4
In part (a), some candidates interpreted the question as requiring just the work done against friction. Another frequent mistake was finding the correct frictional and gravitational forces but then failing to multiply by the distance. Some candidates double counted by including both the increase in gravitational potential energy and the work done against the weight of the box. The final answer was often given as 8481 J, which is inappropriate following the use of an approximate value for g.
In part (b) the solution was often correct. Some candidates using the work-energy principle did make errors through double counting, and sometimes made a sign error by attempting to use their answer from (a). The alternative method of using F = ma and suvat was usually successful provided the candidate did not omit the friction.
Question 5
The majority of candidates applied the correct mechanical principles to solve this problem. Most were able to find the relative masses and the centres of mass of the semi-circle and the triangle and obtain a correct moments equation. Many candidates did not show sufficient working to demonstrate that their equation led to the given result in part (a).
In part (b) the most common error was to fail to realise that the two centres of mass were on opposite sides of the line BD and they hence had a sign error in their expression. Those who decided to take moments about a line through A, perpendicular to AD avoided this problem.
Candidates were generally able to use the given result to find the centre of mass of the semicircle, although it was quite common to see it written incorrectly as 8π.
A clear diagram tended to lead candidates to identify the correct angle in part (c) and the correct method for finding it.
Question 6
Solutions in part (a) often lacked a clear method. Candidates should be reminded of the need for detail when deriving a given answer. Candidates showed a poor knowledge of vector analysis and little understanding of the use of a displacement vector with a position vector. There were plenty of fudges to include 10j, only rarely was r = r0 + s used. Many candidates considered the horizontal and vertical components separately. The horizontal component was easily found but the candidates found it difficult to justify the 10 in the vertical. Many, incorrectly, attempted to equate the vertical displacement to 10 without any reference to initial conditions. The best solutions used integration, with the 10 being found by using the initial conditions to find the constant of integration.
The best solutions in part (b) were where candidates equated the j component of their position vector to 0 and solved the resulting quadratic equation. Many started again and found the vertical displacement equation from scratch leaving a greater scope for error. A common error was to equate the j component from (a) to 10, failing to realise that the 10 was already included in the equation. As usual, there were a few unnecessarily long methods involving calculation of the time to reach the maximum height and then the time from there to the ground. Some candidates lost the final mark due to 'over accurate' answers following the use of a decimal approximation for g.
In part (c) some candidates clearly differentiated the result from part (a), and others derived the velocity from the initial information. There was evidence of confusion on some candidates who found the speed or velocity at a particular time, rather than a general expression for the velocity. Part (d) surprisingly, many candidates had difficulty here , commonly equating their j component to +3 rather than −3, often despite having a correct diagram. Others did not connect "45° below the horizontal" with equal horizontal and vertical components of velocity.
In part (e) many candidates had success here despite earlier problems, with most finding the modulus of a vector of the form 3i + nj. Candidates should be encouraged to read all parts of questions as later parts do not always rely on success in earlier ones.
Question 7
Candidates made errors with inconsistent signs, or signs which did not reflect what they had shown in their diagrams. Several candidates did not start out with the direction of motion of A reversed after the collision, and only a few of these went on to give the correct speed of A after the collision. There were several algebraic errors in solving the simultaneous equations, often because of a lack of brackets after a minus sign, for example, errors such as
In Q7(b) many candidates scored the first three marks here for forming correct equations, although there were still errors due to inconsistent signs. Many also went on to solve for the speed of B after the second collision, but they often reached the negative of the correct answer because they did not consider the change in the direction of motion. It should be noted that it is much simpler to work through the equations for the second collision using B v rather than substituting ( ) 1 4 u e + . Those candidates who had worked through correctly usually concluded
that 3 8 was the lower bound for the set of possible values of e , but very few candidates realised that the consequence of the coefficient of restitution between B and C being 2e was that the upper bound would be 1 2 .
In Q7(c) very few candidates offered a complete solution to this part of the question. Of those who attempted it, most appeared to understand the condition for a second collision between A and B to occur. Some did form a correct inequality in e, and a few then went on to consider the critical values of e. The majority of candidates made no attempt to use an algebraic approach; they reached their conclusion on the basis of substituting one or more possible values for e, and did not consider the full set of possible values.
Statistics for M2 Practice Paper Silver 3
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see Maryland from Horse back
Tips From Veteran Trail Riders
Organized trail rides can be a relaxing way to meet other riders and enjoy the natural beauty of open space, woods and park land. Whether you are riding your own horse, or one provided by a guide, awareness of safe and courteous trail practices is essential to having an enjoyable ride.
Veteran Maryland trail riders have assembled these TIPS to help you prepare both you and your horse by following these basic guidelines.
Find A Horse Find A Friend Find Fun.
Maryland Horse Industry Board
Maryland Department of Agriculture
Planning Your Ride
* Tell someone where you plan to go and how long you expect to be.
* Bring or have at least 5 gallons of water and a water bucket for your horse after the ride.
* Check the weather the day before a ride and plan accordingly. Most parks have a "no riding" policy if the trails are wet.
* If you are riding in a public park that permits horses, check park regulations on their web site, if available.
* It's critical to know how quiet your horse is likely to be on a trail ride. If either you or your horse has never been on the trail, plan a few rides with one or two experienced riders before you ride with a larger group. Your horse may encounter pedestrians, bikes, ATVs, dirt bikes and dogs on the trails.
* Know how difficult the trail will be. Young, old, or inexperienced horses need a shorter, less challenging trail. Think about how much exercise your horse is used to.
* Learn something about the trail conditions. What is the trail surface? Hard? Soft? Are there muddy patches? Is the terrain hilly? Are there stream crossings or road crossings?
* Go with someone who is familiar with the trails.
* Determine who will lead the ride and agree if you will change positions during the ride so all horses get to experience being first, last and in the middle of the group. If riders have a variety of trail experience levels, put an experienced horse and rider at the beginning and the end of the ride.
* Establish clear expectations with the other riders. How fast do they want to go? How long do they want to ride? What condition are their horses in? It may be possible to divide into different groups if some want only to walk, and others to go at a faster pace.
* Know how much shade is available on the trail. Are you riding in woods or open fields?
* Fill up your trailer manger or hay bag for the trailer.
* Choose trails with natural water crossings to provide water during the ride.
What To Wear On The Ride
Always wear an equestrian helmet.
Riding gloves may protect hands on longer rides.
Keep your cell phone in an ankle, belt or arm strap.
Protect legs with full or half-chaps.
Wear riding boots with a heel for safety.
In colder weather, wear layers for warmth.
What To Take With You
Use a saddlebag in front or behind your saddle to carry these items:
* Bottled water to drink on the trail
* Light snack such as a granola bar or fruit
* Small first aid kit
* Insect bite cream
* Clippers
* Small folding saw
* Small plastic poncho
* Pocket knife
* Piece of baling twine in case your reins break
* Hoof pick
* Sponge for hot days clipped on saddle—should have cord long enough to reach to the water.
* Cell phone on YOU – not the horse! Tacking/GPS apps are available for smart phones.
Equipment For Your Horse
Light-weight trail saddles are designed for comfort of both horse and rider over long hours. Often treeless or flexible tree saddles are used by trail riders. The saddle must be comfortable for both horse and rider. Extra metal rings on the saddle are handy for carrying trail items such as a pack bag or sponge.
Wide cushioned stirrups can be more comfortable than metal stirrups over several hours.
A breast collar keeps your saddle in place if you are traveling over hilly or rough terrain.
Special combination halter/bridles with easily detachable reins enable you to tie up your horse on the trail. Horses can also be tied up with a bitless bridle or hackamore, but if you ride with a bit, be sure to carry a halter, or put on a light-weight rope halter over your bridle.
A saddle pack in front or behind your saddle gives you extra carrying space.
During the Ride
* Know how easily you can get on and off your horse without any mounting assistance such as a log or a mounting block.
* Be sure to have a halter or use a halter/bridle if you plan to tie up on the trail. Don't use the bridle to tie up a horse. Rope halters can be worn with a bridle for easy tie up.
* Check tack to be sure buckles, fasteners, girths, and leather are all in good working condition.
* When bridling up, keep the halter fastened around your horse's neck so you have something to grab if they get startled and move away quickly. Always have either the halter or reins around your horse's neck.
* Mounting and dismounting are two times when you have less control of your horse. If there is any question of safety while mounting, have someone hold your horse. Using a mounting block is easier for both horse and rider.
* If your horse has ever kicked out at another horse, tie a red ribbon on your horse's tail as a warning to other riders.
* Spray your horse with fly spray if bugs are out.
* Carry a fly whisk.
* Use a fly mask in summer that covers the horse's ears and is made with see through fabric.
* Don't forget bug repellent on the rider!
While some horses can travel barefoot, most horses require hoof protection for hard or rocky trails. For horses that are not shod, rubber protective hoof boots can be used. For cold or snowy climates, Borium studs can be added to steel shoes.
A cotton or mesh fly mask can provide added protection against bugs.
Trail Courtesy On Multiuse Trails
Many trails are shared with hikers and bikers. Ensure that meetings on the trail are a positive experience for everyone.
Trail yield rules: Bikers and hikers should yield to horses. Bikers yield to hikers.
Thank bikers and hikers for yielding the trail.
If someone appears suddenly on the trail, politely ask them to call out so the horse realizes it is a human.
Ride on the right.
Walk past other trails users in single file.
Don't trot or canter unless you can see well ahead that the trail is clear.
Trail rules may vary concerning removal of manure from the trail. Be sure to honor the rules where you are riding. If you are riding a trail that is primarily used by hikers and bikers, kicking manure to the side of the trail (if you can safely dismount and mount again) would be perceived as good trail stewardship.
Trail Stewardship
Avoid riding directly after rain when trails are wet.
Keep your muck in your trailer or dispose of it in a designated area. Clean up any scattered hay.
Pack in, pack out – take everything with you that you brought.
Stay on marked trails. If you encounter an obstacle that must be passed around, do so carefully and report the obstacle to park officials after the ride.
Cross water at designated crossings only.
Walk thought any mud. Avoid muddy trails if you can choose another route.
If you can do so safely, clip (if permitted) back small branches and limbs from the trail.
Schedule a work day with your local parks agency, or sign up to join a “friends” group with the parks where you ride.
Fun.
* On hot days, sponge off your horse in a stream crossing.
* Always start out walking horses so both you and your horse can warm up.
* Keep the length of one horse between you and the horse in front.
* Check the tightness of your girth after about five minutes of riding. Call out if you need to stop and tighten your girth. Check again later during the ride.
* If you are leading, give a hand signal (Put your hand in the air) to let others know that you are slowing down. Other riders should also use the hand signal to alert riders behind them.
* At road crossings, wait until all horses can cross together. In Maryland, as in most states, there is no traffic rule requiring motorists to stop for horses. Use caution crossing any road surfaces. Larger groups should have someone stop traffic from horseback to allow all riders to cross.
* If the pace is too fast for your comfort, call out to the leader to slow down. The pace of the ride should always be geared to the least experienced horse or rider.
* At stream crossings, allow your horse to drink, then move forward so others can get to water. Wait until all horses have had a chance to drink before resuming the ride.
* Stay behind the ride leader.
* If you need to pass another horse, ask permission from the rider in front of you and pass to the left.
* Keep all horses together. If you are the last horse, don't hold back so that you can catch up at a canter. Many horses will spook at the sound of a horse cantering up behind them.
* The next to last rider should periodically check on the last rider.
* If you encounter a low branch, hole on the trail, or poisonous vines, call out to others to warn them. Each rider should quickly pass the message on to the riders behind them.
* Ride leaders should check with riders periodically to be sure they are comfortable at the pace.
Camping With Horses
Cedarville State Forest
Maryland State Parks and Forests that permit camping with horses: Name – Accommodations
Fair Hill Natural Resources Management Area
– showers and restrooms
– showers, restrooms, electric
– primitive
Garrett State Forest
– primitive
Green Ridge State Forest
– yes, if a member League of Md.
Patapsco Valley State Park
Horsemen
– yes, if a member of Tuckahoe Equestrian Club
Tuckahoe State Park
County Park:
Little Bennett– primitive
National Park:
Assateague Island National Seashore – October through March only
Private Campgrounds:
Little Orleans Campground(Little Orleans-Allegany Co.)
www.littleorleanscampground.com
Happy Hills Campground (Hancoc k-Allegany Co.)
www.happyhillscampground-md.net
STABLES PERMITTING OVERNIGHT HORSE BOARDING
Western Maryland
Poor Boy Stables, Sharpsburg—Raymond Ramsey, 16419 Woburn Rd., 301-223-9089
Capital Region
Windsong Arabians
Paradise Stables LLC, New Market—Elizabeth Winters, 12302 Lime Plant Rd. 301-865-4800
, Mt. Airy—Sue Doll, 13134 A Old Annapolis Rd.,
301-831-5083
Woodland Horse Center, Silver Spring—Michael Smith, 16301 New Hampshire Ave. , 301-421-9156
Central Maryland
Fairwinds Farm & Stable
Anchor and Hope Farm, Port Deposit—Edwin Merryman, PO Box 342, 410-378-4081
s, North East—JoAnn Dawson, 41 Tailwinds
Lane, Rt. 272, 410-658-8187 www.fairwindsstables.com
Flying K Farm, Joppa—Kevin & Kim Bearsch, 3200 Clayton Rd.,
410-676-1658
Eastern Shore
Caper Lea, Easton—Carey Miller, PO Box 2107, 410-822-9438 www.caperlea.com
* If you need to dismount during the ride, look for a log to use as a mounting block, or move the horse close to a hill and mount from the hill. Just a few inches can make the difference between a comfortable or awkward mounting.
TRAIL RIDING ORGANIZATIONS IN MARYLAND
* Walk the last ½ mile of the ride so that horses can cool down.
* If you have any concerns about safety while you are dismounting, ask for someone to hold your horse.
After the Ride
* Thank your ride leader. Give them feedback that might be helpful.
* When you remove your bridle, keep the reins around your horse's neck until the halter has been put on so that you always have some means of control.
* One halter is on and horse is tied up, remove your saddle and pad.
* If you feel your horse needs to be cooled down, walk out slowly until heart rate returns to normal.
* Have cool water available for your horse in a water bucket.
* Sponge down your horse with cool water and wipe mud off from legs and underbelly.
* Run your hands over your entire horse to check for ticks, cuts or scratches. Look carefully at legs.
* Clean hooves if shoes are on horse, or remove horse boots.
* Have hay available for your horse after the ride, especially if you plan to stay and have lunch with your ride partners.
* Until you are ready to load up and leave, keep your horse tied to the trailer. If you want your horse to graze, keep the lead rope in your hand.
Swimming With Your Horse!
These parks allow trail riding and swimming with your horse: Conquest Beach at Conquest Preserve—Queen Anne's County
—Cecil County
Fair Hill Natural Resources Management Area
Turner's Creek Park
Sassafras River Natural Resources Management Area and
—Kent County
Wye Island Natural Resources Management Area—Talbot
County
TAKE A STAYCATION—With Your Horse!
Here's how Bryan and Karen Parker of Bowie took a 4-day local staycation at 4 parks with their horses Peso and Flint:
Day 1 The first day of a great equestrian staycation at Maryland parks. Today we had a wonderful ride at Schooley Mill Park in Howard County. Just gorgeous out there!!
Day 2 Today we rode the Underground Railroad Trail at Woodlawn in Montgomery County. First time we had been there. Very nice trails!
Day 3 Today we thought Mother Nature had rained on our plans but we had a little luck and rode out toward the WSSC Rocky Gorge Reservoir in Prince George's County. What a beautiful Maryland morning!
Day 4 Rachel Carson Conservation Park in Montgomery County. What a fabulous park! Back to work now, but looking forward to another trail riding staycation!
Among the major trail riding organizations are: Trail Riders of Today (TROT) www.trot-md.org League of Maryland Horsemen www.lomh.net Mt. Airy Saddle Pals 301-829-5014, 301-831-5230 Old People's Riding Club www.oldpeoplesridingclub.org Plantation Walking Horse Club of Maryland www.pwhm.net Chesapeake Plantation Walking Horse Club 410-923-6157, 410-215-4979
OTHER TYPES OF TRAIL RIDING
If you are seeking a more competitive approach to trail riding, you may be interested in learning about these disciplines.
Judged Pleasure Riding
A Judged Pleasure Ride (JPR) is a planned course averaging 6 to 10 miles. Riders and horses are judged on their ability to navigate several obstacles along the trail, such as water, bridges, and gates. For more information, contact The American Competitive Trail Horse Association at www.sctha.us/aboutus
Endurance Riding
An Endurance Ride is a long-distance competitive speed event over natural terrain covering 50 to 100 miles in one day. It is a test of a well-conditioned horse's stamina and fitness, as well as the horsemanship and management of the rider. For more information, contact The American Endurance Ride Conference at www.aerc.org
Competitive Trail Riding
Competitive trail riding (CTR) is a timed distance ride, usually between 15 and 40 miles per ride. Unlike an Endurance Ride in which the fastest horse wins, factors other than speed are considered, and horses must be paced by the rider to complete the ride within a certain time period. For more information, contact The Eastern Competitive Trail Ride Association at http://ectra.org/cms/
To learn more:
Maryland Horse Industry Board www.mda.maryland.gov/horseboard
Maryland Horse Council www.mdhorsecouncil.org
The Equiery www.equiery.com
Trail Riders of Today(TROT) www.trot-md.org
This project was funded by the State Highway Administration's Recreational Trails program and by the Maryland Horse Industry Board.
Design by Jennifer Pfister Photos by Edwin Remsberg Map by Rodney Vese Jr., Md. Dept. of Natural Resources Content produced by Phyllis Huffman, Ron MacNab, Ross Peddicord and Rick Solomon.
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School Name
Putnoe Primary School
Church Lane
Bedford
Bedfordshire
MK41 0DH
Head/Principal
Simon Petch
IQM Lead
Clare Woodfield
Date of Review
1 st December 2022
Assessor
David Bowden
IQM Cluster Programme
Cluster Group
Schools in Search of Excellence
Ambassador
Roger Leeke
Next Meeting
8 th February 2023
Meeting Focus
TBC
Cluster Attendance
The Impact of the Cluster Group
The school has attended three cluster meetings since their last review. Based upon content shared at these meetings, the school has now implemented sensory circuits within Key Stage 1 (KS1), implemented specific lanyards and posters to raise the profile of safeguarding leads and trusted adults within the school and developed their team structure to further enable inclusive success.
Evidence
Meetings held with:
* Headteacher (HT)
* Deputy Headteacher (DHT)
* Special Educational Needs and Disability Co-ordinator (SENDCo)
* Family Support Worker (FSW)
* Class teachers
* Teaching Assistants (TAs)
* Pupils
* Parents
Additional activities
* Tour of the school
* Visits into classes and lessons
* Review of children's work
* Review of policies and relevant documents
* Review of the school website
Summary of Targets from 2021-2022
Target 1: To improve standards in early language development, phonics and reading across the school, closing gaps where required.
Through the development of focussed interventions, quality teaching and learning and a promotion of reading for pleasure, the school has made excellent progress in this target.
Last year, the school implemented a new phonics scheme, 'Monster Phonics', which incorporates a full phonics teaching scheme and relational books for children to access. All staff, teachers and TAs were trained in 'Monster Phonics' and the practice has been implemented across the school with relevant phases and children. Alongside this, the school has developed targeted phonics' interventions; children are assessed at regular intervals on the sounds they have been taught and based on these assessments, interventions are put in place.
In terms of developing early language acquisition, the school is utilising the Nuffield Early Language Intervention (NELI) in foundation stage. This is with the children who are identified as needing help as a priority in this area or as having targeted needs. In addition to this, all children in foundation stage are assessed with Blank Levels of Questioning, allowing teachers to understand children's verbal reasoning skills and level of language acquisition. An example of this is where a child will be given a picture of a scene, for example, a park scene, and they will be asked questions about this such as, "Where is the dog?", or "What is the child doing?". These Blank Levels of Questioning determine whether a child has acquired the vocabulary or language acquisition to answer relevant questions. Based on these assessments, the school then groups the children according to needs and place support in this area.
Within foundation stage, the school is also utilising Concept Cat. This is a programme that helps children to understand conceptual words, such as prepositions, on a daily basis. Within Concept Cat, a new word is introduced each week through a story which can be acted out using 'small world role play' items. Adults can then work with the children using these 'small world' items to further reinforce concepts.
To improve standards in reading across the school, leaders have implemented assessments that ascertain whether children are reading at below age expectations. In instances where this is the case, children are grouped according to needs and relevant support and interventions are put in place. Some children, for example, each week will work specifically with the librarian helping them to access books relevant to them, to promote a love of reading.
The promotion of reading for pleasure is clearly at the forefront of what this school does. As you enter the school, the first room you come to is a large library that is currently undergoing a large-scale refurbishment to ensure it is an enticing environment. This environment gives the children access to a wide range of books and space in which to relax and enjoy them. Each week children have access to a library session and the school has their own dedicated librarian. Children are encouraged to assist within the library, as library ambassadors (two are chosen from each class each term). These library ambassadors help to organise shelves and displays and assist
other children in choosing books. They also help to create filmed adverts and book reviews to promote the library. The school has a green screen studio and all children have the opportunity to create their own book reviews to share with the school. Upon speaking to the children, there was a 'buzz' about reading. The children could explain the books they liked and why they liked them. They also explained how they loved to make reviews for them using the media studio. Children read for pleasure here and this is clearly having a positive impact on results, with the school achieving 70% of children at 'expected' or 'above' in age-related standards (broadly in line with 74% nationally) with 21% of these achieving, exceeding the standard. This is a steady rise in outcomes from previously recorded data. The Year 6 TA explained that the school does not drive its reading by what is necessary to attain results in Standard Assessment Tests (SATs) but instead, "Reading here is driven by interest, reviewing what the children like, sharing it and developing reading for pleasure…reading is fun here".
Reading is most definitely celebrated and invested in at Putnoe Primary School. Last year, the school had seventeen separate reading events where authors were invited in to speak and work with the children. Alongside this, the school is due to invest in Oxford Reading Buddy to allow children and parents further access to quality e-texts and quizzes to develop comprehension skills. This year, the school has also invested in developing its 'reading spine' books which are shared daily and utilised in lessons. The school has specifically chosen each book in this 'spine' based on how it maps with reading outcomes in the national curriculum and its links with diversity, inclusion and personal, social, health and economic (PSHE) education. The school has ensured, for example, that the texts are wide ranging and feature characters or are written by authors from a variety of socio-economic or cultural backgrounds, genders and races. Teachers also share poetry with their class weekly. The school has a clear map of this provision for these texts demonstrating how they link to the national curriculum. Staff are now reviewing the 'spines' relevance and effectiveness termly with staff.
Across the school, the leaders have developed assessments to measure whether children in Years 1 to 6 have met the national curriculum spoken language targets. Leaders explained that they do this to further assess the impact that language and reading interventions have had on learners.
Target 2: To increase the proportion of pupils achieving the 'expected' standard in writing, ensuring the gaps, post COVID, are narrowed.
Over this past year, the school has developed its provision in writing in a number of ways to ensure that standards in writing are broadly in line with the national average. Last year, the school had 68% of writers at the 'expected' standard in line with the national average of 69%.
From foundation stage, writing is developed through kinetic letters so children feel ready to engage in writing. Children also engage in writing through creative processes, such as drawing pictures or creating artwork and using 'tier two' vocabulary to describe the pictures. Writing can be seen within each area of learning and staff focus on developing language acquisition to support writing.
Creative approaches to writing continue throughout the school. Children use art, drama and multimedia to engage them in writing; children, for example, write book reviews and scripts to be recorded on a green screen in a multimedia studio.
The school has embedded an approach to writing, based round 'The Write Stuff' scheme. The school has remained autonomous from any prescriptive approach to producing writing within the scheme. Teachers, instead, have flexibility to plan how writing is taught and sequenced but writing is always taught and developed using three specific lenses found within the scheme. These lenses are ideas, grammar and writing techniques. This approach is consistent across year groups and aspects within the lenses can be used to differentiate, support and extend writers. Within each lense, skills are also codified with pictures so that children can create pictorial checklists of aspects to include in their writing. Staff Continuing Professional Development (CPD) is held at least every half term with teachers and TAs to review the practice of utilising these lenses. Importantly, within this approach, staff feel they have the autonomy to be creative in how they teach.
The school has also developed their marking policy to ensure that feedback is focussed upon live marking and verbal feedback. Where written marking is used, it is kept simple for the children to understand and follow up on. The books showed evidence that marking was utilised effectively to improve outcomes. Leaders, however, recognise that the implementation of this marking policy is in its early stages and a formal review of its impact will need to take place later in the school year.
The school recognises that, in their Key Stage 2 (KS2) outcomes from the previous year, none of their writers had achieved greater depth. As a result of this, an iteration of this target will be continued and developed over the course of this next academic year.
Target 3: To build and develop a personal profile of each pupil premium pupil at the school to establish short-, medium- and long-term goals
After undertaking Education Endowment Fund training on evidence-based approaches to improving outcomes for pupil premium children, the school recognised that, to effectively address the needs of these children, they should not make assumptions about their needs. As a result of this, the school decided that, to have an impact on their pupil premium children, they must understand the specific profile of these children in order to set relevant goals and implement necessary support.
To understand the profile of these children, leaders developed a questionnaire, utilising aspects of the Boxall Profile. Class teachers answered this questionnaire about each one of their pupil premium children. This built an individual profile of needs for each child and, in turn, created a class profile of needs. In one class, for example, it was noted that 44% of children had a barrier to resilience based on the profile; as a result, specific interventions could be put in place with this class to alleviate this barrier. Depending on the individual or class profile, interventions and support were either on a whole class, small group or one-to-one basis.
During pupil progress meetings, leaders worked with class teachers to identify goals, based on these questionnaire profiles. This process of specific goal setting, based on needs, was therefore embedded into the pupil progress process.
The school has now completed its first yearly cycle of this process and, to measure impact, they are now applying the original questionnaire to the same pupils again. Not only will this measure impact but also it will again determine each individual and class profile of needs. From this, the school can then identity the relevant support needed within this current academic year.
The school's internal data suggests that this approach has had an impact, with attainment gaps closing between pupil premium and non-pupil premium children, predominantly in at least two of the three core subject areas within any year group. Importantly, as the school has adopted an evidence-based approach, the evidence suggests, by creating these profiles and addressing needs, it will have an impact. As the school is only moving into its second year of this approach, the full impact may be more longitudinal and, as such, it is important the school perseveres with this approach to create maximum impact for its learners.
Agreed Targets for 2022-2023
Target 1: Attainment in writing: to increase the proportion of pupils achieving the 'expected' standard in writing with pupils on track to make sufficient progress to narrow gaps where required.
The school wishes to ensure its writing outcomes remain in line with national expectations but that, also and critically, more children are writing at greater depth.
Key steps to achieving this target are that:
* lessons are always sequenced to support progressive learning.
* staff demonstrate accurate assessment and are involved in a package of CPD to effectively moderate writing outcomes and fully understand expectations.
* accelerated progress in writing is made with PP children.
* relational targets are set with concurrent relevance to their PP questionnaire profile.
Target 2- Attainment of boys eligible for pupil premium funding: to increase the proportion of pupil premium pupils achieving the expected standard in reading, writing and maths, bringing attainment in line with national data.
The school has recognised that pupil premium boys is an area of underachievement and as a result, they must work to make sufficient progress in order to close the gaps between them and their non-pupil premium peers. Importantly, within this target, reference to their pupil premium questionnaires is key in establishing specific barriers to progress, such as attendance. The school also feels that negative behaviour within this group is a significant barrier to their success and as such, a strategy to reduce negative behavioural incidents and reward positive behaviour will need to be implemented.
Target 3- Development of phonics and early language skills: to increase the proportion of children reaching the expected standards in phonics and alongside this ensuring that, in early stages of language development, all children acquire and apply high-quality vocabulary.
The school has identified that it wishes to increase its level of pupils at KS1 to be in line with national expectations in phonics. Additionally, alongside phonic knowledge, the school recognises that language acquisition and application is fundamental to a learner's success in reading and writing. As a result, the school wishes to ensure that there is a consistent, systematic approach to developing language and vocabulary, especially for children who are new to the country and with English as an Additional Language (EAL). This is especially important as the HT explained that the school has received a number of refugee children and wants to ensure that the school does the best it can for them, on entry to the school community.
Overview
Putnoe Primary School is a welcoming, vibrant and happy school to work and learn in, with an ethos centred round bringing out the best in people, individually and collectively. One teacher explained, "Our school is about supporting our community, the children and parents and broadening everyone's experience. We are giving our community opportunity so they can be their best version." In essence, opportunity is a word that seems to occur often when talking about Putnoe Primary School. This opportunity arises within the wonderful facilities on offer, through the hard work and dedication of the staff in creating positive opportunities for its learners and through the opportunity of CPD given to all staff to continually improve.
Putnoe Primary School is a large three form entry primary school based on a former middle school site. This means they have access to large grounds and specialised facilities such as a cooking room, music room and green screen media studio. The school also has a large library that meets you on entry to the school. The love of literature and reading for pleasure is clear as soon as you enter and children value literature, are excited to talk about books and are proud of their library facilities. One child explained, "My favourite thing about school is the library. We have loads of books to choose from and last year we had seventeen authors visit us".
The development of the arts plays a prominent role within the school. The school has a dedicated music room for performing and recording, a green screen studio for filming and a large hall with a staging area where they regularly put on shows. All children have the opportunity to be performers. However, if they do not wish to perform, they also have the opportunity be involved in all the technical aspects of a production, such as lighting, sound, costume or media. One parent of a former pupil explained that this opportunity has been fundamental to their son's success. Since having the opportunity to be a technician on school productions, he has gone on to assist in technical aspects of drama clubs and to also undertake a GCSE in the subject. They explained that, without this introduction, their child would not have had the confidence to achieve in this area.
The school also ensures it provides a wide range of extra-curricular opportunities around the arts. The school is due to create a display at the Higgins Gallery which will be based on existing work in the catalogues' gallery. The school annually participates in a mini opera, in conjunction with the Royal Opera House. Teachers receive CPD to put this on in-house and The Royal Opera House comes to the school to work with the children.
On the day of assessment, the tour of the school revealed large, open classrooms with positive, purposeful working environments. The children showed excellent learning behaviours and were engaged and focussed on their lessons. During the tour, the HT highlighted a number of children who had additional needs. These children were overtly engaged in their learning and clearly supported well to enable success; testament to the inclusivity of Putnoe Primary School. Many of the children were utilising Information and Communications Technology (ICT) to access their learning, where necessary, and some children had dedicated spaces set up based on their needs, to ensure success.
The school has consistently styled displays to assist children with their learning so that children can recognise what these displays are and how they interact with them as they move through year groups. This was especially significant with their English displays which displayed the relevant 'learning lenses' and codified skills, represented by symbols, for example, legs running to represent an action that would be used in their writing. On the day of assessment, we discussed the success of these symbols and talked about how further symbols could be used across the school to aid communication in learning (potentially using Widget Software to develop additional symbols).
Within the classroom the children also helped to develop displays relevant to them. A successful example of this was in a KS2 class where they had created Spelling, Punctuation and Grammar (SPAG) Land, a place where characters were developed and designed by the children to help them remember grammatical terms. Such characters were Passive Patrick, representing active and passive voice and Bob, The Inverted Alien, representing inverted commas.
On the day of assessment, it was clear that adults engaged well with the learners. The children's books showed evidence of well-planned sequencing and lessons, building on prior knowledge and concepts that are interleaved. Art was an area of real strength with displays showing a fantastic development of skills from Years 1 to 6. The school utilises schemes of learning effectively, such as White Rose for maths, but leaders allow the class teachers autonomy to not be bound by these, using what is most effective in teaching and learning.
The children spoke very positively about the adults they worked with in school and the work they undertook. On the day of assessment, the children continually spoke of how kind their teachers were and how much they enjoyed their lessons. One child said, "My teacher is always kind, always helpful and if I don't know what to do, they show me ways to understand things". Children shared with me how happy they were at the school and how many friends they had. It is evident that relationships at Putnoe Primary School between adults and children alike are incredibly positive.
During unstructured time, lunchtime and playtime, children's behaviour was excellent and adults engaged with children positively, playing and laughing with them. At lunchtime, children also assisted in the lunch hall as lunch monitors. The DHT explained that this initiative was new and there was an overwhelming response from children to be involved in helping. At lunchtime, older children assist as play leaders, running games for younger children. Children also had access to some play equipment. It was discussed with the Leadership Team that they could potentially look into researching the use of Outdoor Play and Learning (OPAL) to elevate playtime experience and allow more opportunity to access adventurous play.
On entry to the school, you are met with a screen that projects quotations from children and parents. These quotations are celebrations of the work that the staff are doing in school. The HT explained that this screen was in place to constantly remind the staff of the good work they are doing.
On the day of assessment, I met with several parents who echoed the positive sentiments in these quotes. One parent had recently transferred her child from a feepaying school. They felt as though the facilities at Putnoe Primary School far exceeded what their child could previously access in their last school. They also went on to explain, "This is my child's school now. This is where she belongs. The staff have integrated her wonderfully. She is proud of this school. She is proud to be a library ambassador and to be part of this school".
Parents feel that the school has excellent communication and that they receive detailed feedback about their child's progress. Parents also feel that they are fully supported by the school. One parent, who explained their child has additional needs, said, "The support I have been given is immense, from helping to fill out forms (referrals) to just having someone to speak to when I needed it. I would want my child to have the rest of their school life here if they could. Every part of this journey they have supported me and helped me plan for the future". It is clear the school works hard to engage families. They have a dedicated Family Support Worker (FSW) and Family Support building aside from the school. From here, they offer a meeting point for families in need and host events to support the community. Recently, they offered a class on cooking on a budget, supplying the food and also the space to cook.
The school, alongside the FSW, continues to offer personalised pastoral approaches to meet the needs of their families and children. Leaders have devised clear systems of support and relevant plans to ensure the right level of support is given. Class provision maps are clear and rigorous and, where necessary, additional support is put in place and monitored though Special Education Needs (SEN) support plans, way forward plans, (a process that begins to formalise interventions and opens up communication about support with parents) and personal support plans. These personal support plans are for children with high level needs and give a clear indication to any adult working with the child how to support them and how to avoid risk, keeping them safe.
Leaders have an excellent knowledge of their school's strengths and areas of development and a clear vision of what they want to achieve. Integral to this is the support and development of staff. On the day of assessment, staff regularly told me about CPD they had undertaken to improve practice. This CPD extended to all members of staff, with one TA explaining, "I have been here for 10 years. There is a passion at this school and I feel like I am achieving things with the children here. I am given the training to do this". One of the class teachers told me, "I am valued here and supported every step of the way". Leaders understand that their success in school development is based within excellent staff development and this is planned strategically across the year, based around areas of development, such as greater depth writing.
On the day of assessment, during a tour of the school at lunchtime, the DHT told me, "I love it here. I have a great team and everyone is really enthusiastic". Demonstrating this enthusiasm, during the lunchtime tour, I noticed the HT was outside, playing with the children, engaging and having fun. At this school, the HT is leading from the front, in terms of developing positive and supportive relationships; this is a real strength of this school.
Adults at the school clearly valued their colleagues and the passion they had for creating positive outcomes. On numerous occasions, staff celebrated the supportive nature of the HT. Parents also explained this and noted how he welcomed them every morning at the gate or if there was an issue, he would not hesitate to speak to them or be available for them. This is another example of Putnoe Primary School creating a welcoming, vibrant and happy school environment to work and learn in.
After discussing with the school the progress they have made since their last IQM review and in consideration of their targets for the upcoming year, I recommend that Putnoe Primary School should continue to hold the status of IQM Centre of Excellence, to be reviewed again in twelve months' time.
Assessor: David Bowden
Findings confirmed by Inclusion Quality Mark (UK) Ltd:
………………………………………….
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How Breast Milk Is Made
Knowing how the breast works to produce milk can help you understand the breastfeeding process. The breast itself is a gland that is made up of several parts, including:
Lymph • – the almost colorless fluid that travels through the lymphatic system and carries cells that help fight infection and disease. Lymph tissue in the breast helps remove waste.
Glandular tissue • – body tissue that makes and releases one or more substances for use in the body. Some glands make fluids that affect tissues or organs. Others make hormones or assist with blood production. In the breast, this tissue is involved in milk production.
Connective tissue • – a type of body tissue that supports other tissues and binds them together. This tissue provides support in the breast.
Nerves • – cells that are the building blocks of the nervous system (the system that records and transmits information chemically and electrically within a person). Nerve tissue in the breast makes breasts sensitive to touch, allowing the baby's sucking to stimulate the let-down or milk-ejection reflex and milk production. (See page 9 to learn how let-down works!)
Blood • – fluid in the body made up of plasma, red and white blood cells, and platelets. Blood carries oxygen and nutrients to and waste materials away from all body tissues. In the breast, blood nourishes the breast tissue and provides nutrients needed for milk production.
Fatty tissue • – connective tissue that contains stored fat. It is also known as adipose tissue. Fatty tissue in the breast protects the breast from injury. Fatty tissue is what mostly affects the size of a woman's breast. Breast size does not have an effect on the amount of milk or the quality of milk a woman makes.
8
Special cells inside your breasts make milk. These cells are called alveoli (al-VEE-uh-leye). When your breasts become fuller and tender during pregnancy, this is a sign that the alveoli are getting ready to work. Some women do not feel these changes in their breasts. Others may sense these changes after their baby is born.
to contract and move the milk through a series of small tubes called milk ducts. This moving of the milk is called let-down reflex.
The alveoli make milk in response to the hormone prolactin (proh-LAK-tin). Prolactin rises when the baby suckles. Another hormone, oxytocin (oks-eeTOH-suhn), causes small muscles around the cells
Oxytocin also causes the muscles of the uterus to contract during and after birth. This helps the uterus to get back to its original size. It also lessens any bleeding a woman may have after giving birth. The release of both prolactin and oxytocin may be responsible in part for a mother's intense feeling of needing to be with her baby.
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Math Circles Diophantine Equations and the Euclidean Algorithm
Colin Curtis
August 9, 2020
Definition: A Diophantine equation is an equation of the form ax + by = c, where x, y are variables that we are trying to solve for. In other words, we are trying to find x and y that solve the given equation.
Definition: The greatest common divisor (gcd) of two numbers a and b, denoted gcd(a, b), is the greatest number that divides both a and b. Example: gcd(5, 10) = 5. We see this just through simple observation. gcd(12, 7) = 1 since 7 is a prime number.
Important Fact: if c = gcd(a, b), then there exist integers x and y such that ax + by = c. This is important because it guarantees the existence of a solution to the Diophantine equation ax + by = c if and only if c = gcd(a, b).
Problem 1: Try to find integer solutions to the Diophantine equation 2x + 3y = 0. What about 2x + 3y = 1? Or 2x + 3y = 31? Think about how you can get the third equation from the second equation.
Problem 2: Suppose we have a solution (x0, y0) to the Diophantine equation ax + by = 1. Let n be an arbitrary integer. Show there is a solution to the Diophantine equation ax + by = n. Can you give a solution? hint: think about the previous problem.
Euclidean Algorithm: Suppose we are trying to calculate gcd(a, b), with a ≥ b. Then write
1. a = q0b + ro, where q0 is the quotient and r0 is the remainder.
2. q0 = q1r0 + r1, so the old quotient is the new dividend, and the old remainder is the new divisor.
3. Continue this process, so the k th iteration is given by qk−1 = qkrk−1 + rk. The amazing fact is that eventually rk = 0, and then gcd(a, b) = rk−1, namely the divisor of the step where we get remainder 0.
This is a really important algorithm that allows us to compute the gcd of two numbers really easily. What we are really doing here is saying gcd(a, b) = gcd(b, a mod b).
Problem 3: Use the Euclidean Algorithm to compute gcd(1071, 462). hint: First write 1071 = 2(462) + 147. Then find q, r so that 462 = 147(q) + r
Problem 4: Use the Euclidean Algorithm to compute gcd(383, 74).
Problem 5: Suppose a|(bc) and gcd(a, b) = 1. Show a|c. Recall p|q (p divides q) if there exists an integer k such that pk = q. hint: write out the divisibility statement and also use our important fact.
Problem 6: If m|a and m|b, and m is a positive constant, then show that gcd( a m , b m ) = 1 m gcd ( a, b ). This lets us take constants out of the gcd expression. | <urn:uuid:e32ba846-5b6c-42f0-848d-239986dfe7de> | CC-MAIN-2024-10 | https://circles.math.ucla.edu/circles/lib/data/Handout-2447-2150.pdf | 2024-03-02T16:00:26+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00850.warc.gz | 175,047,037 | 718 | eng_Latn | eng_Latn | 0.98116 | eng_Latn | 0.986439 | [
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| | | ● Recognise, compose, decompose and manipulate 2D and 3D shapes ● Numbers 0-10 ● Additive Structures ● Addition and Subtraction facts within 10 | | | |
|---|---|---|---|---|---|
| | | • Everyday materials • Revisit 1: Animals, including humans | | | |
| CUSP Art and Design | | | | | |
| • Drawing Block A | | | • Printmaking Block C | | |
| • Painting Block B | | | • Textiles Block D | | |
| | | ● Programming A - Moving a Robot • Data and Information - Grouping data | | | |
| CUSP Design and Technology | | | | | |
| • Mechanisms Block A | | | • Food and Nutrition Block C | | |
| Instructional writing A | | | Animals including humans | | |
| • Structures Block B | | | • Materials Block D | | |
| CUSP Geography | | • Capital cities of UK • Seas around UK • Hot and cold places | • Capital cities of UK | | |
| • Continents | | | • Seas around UK | | |
| • Oceans | | | • Hot and cold places | | |
| • Countries of UK | | | | | |
| CUSP History | | • The lives of significant people (Mary Anning and David Attenborough) | | | |
| • Changes within living memory | | | | | |
| | | • Dynamics (Theme; Seaside) • Sound Patterns (Theme; Fairytales) | | | |
| | ● Unit 1: Dance ● Unit 2: Gymnastics | ● Unit 1: Send and return ● Unit 2: Send and Return ● Swimming | | ● Hit, Catch and Run Unit 1 ● Hit, Catch and Run Unit 2 | ● OAA ● Dance |
| | | ● Diversities and Communities ● Relationships and Sex Education | | | |
| | | | • Christianity - Incarnation | | |
| | | | • Christianity - Salvation | | |
Single Age Sequence Increased Frequency Sept 2024 – July 2025© 2024 Unity Schools Partnership
Suggested Sequence KS1
YEAR 1 Autumn 2024
Strong start Science Geography and History = 3 lessons each
Science (1.5 hours)
Sep
2
9
16
23
30
Oct
7
14
21
28
Nov
4
11
18
25
Dec
2
9
16
Geography
Continents, Oceans, UK countries, capital cities and seas
Drawing Block A
STRONG START
Art
History
Changes within living memory
Drawing
What are the four seasons?
Art
Computing
Everyone Can Create: Light and Shadows in Photography
Drawing
What’s the weather like in Autumn, Winter, Spring and Summer?
Art
Geography
Continents, Oceans, UK countries, capital cities and seas
Mechanisms Block A
Why does day become night?
DT
History
Changes within living memory
Mechanisms
What makes a tree?
DT
Computing
Everyone Can Create: Light and Shadows in Photography
Mechanisms
What trees live around my school?
DT
ENRICHMENT - Use these flexible blocks to enrich the curriculum.
The time can be allocated to any term you choose, for example you could use it to support local mapwork, science fieldwork or museum visits.
Half Term
Geography
Continents, Oceans, UK countries, capital cities and seas
Painting Block B
What’s the difference between trees?
Art
November - Festival of the Spoken Word (Oracy) Dates to be confiemd
History
Changes within living memory
Painting
What is an animal?
Art
Computing
Everyone Can Code Early Learners: Functions and Loops
Painting
What types of animals are there?
Art
Geography
Continents, Oceans, UK countries, capital cities and seas
Structures Block B
What types of animals are there?
DT
History
Changes within living memory
Structures
What is similar and what is different?
DT
Computing
Everyone Can Code Early Learners: Functions and Loops
Structures
What does food tell us about an
animal?
What makes me an animal? What
senses do I have?
DT
Geography
Continents, Oceans, UK countries, capital cities and seas
Changes within living memory
Optional sessions in the learning sequence where you can adapt and add what you want to teach, given the understanding and provision of the children.
History
Use these flexible blocks to enrich the curriculum. The time can be allocated to any term you choose, for example you could use it to support local mapwork,
science fieldwork or museum visits. Possible term endsFriday 20
th
December 2024
Single Age Sequence Increased Frequency Sept 2024 – July 2025© 2024 Unity Schools Partnership
Suggested Sequence KS1
Single Age Sequence Increased Frequency Sept 2024 – July 2025© 2024 Unity Schools Partnership
Suggested Sequence KS1
YEAR 1 Summer 2025
Science
Apr
22
Geography
Hot and cold places
3D Block E
STRONG START
Art
28
History
More lives of significant people
3D
What are the parts of a plant?
Art
May
5
Computing
Technology All Around Us
3D
What are wild plants and where do you find them?
Art
12
Geography
Hot and cold places
Textiles Block E
What are garden plants and where do find you them?
DT
19
History
More lives of significant people
Textiles
DT
26
Half Term
Jun
2
Computing
Technology All Around Us
June – Food Festival
Textiles
DT
9
Geography
Mapping and fieldwork
Collage Block F
Animals, including humans Remember it
Art
16
History
More lives of significant people
Collage
Animals, including humans Elaborate it
Art
23
Computing
Everyone Can Create: Patterns and Shapes
Collage
Plants Remember it
Art
30
Geography
Mapping and fieldwork
Food and Nutrition Block F
DT
Jul
7
History
School study
Food and Nutrition
DT
14
Computing
Everyone Can Create: Patterns and Shapes
Food and Nutrition
DT
21
ENRICHMENT - Use these flexible blocks to enrich the curriculum –Term possibly ends 23
rd
July 25.
Single Age Sequence Increased Frequency Sept 2024 – July 2025
© 2024 Unity Schools Partnership weather | <urn:uuid:78cebb7c-54a7-4fde-bf9e-cc11dea5800c> | CC-MAIN-2024-42 | https://barrowcevcprimaryschool.co.uk/wp-content/uploads/2024/09/Long-Term-Plan-Year-1-2024-2025.pdf | 2024-10-08T11:29:46+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253530.50/warc/CC-MAIN-20241008110119-20241008140119-00485.warc.gz | 99,751,839 | 1,517 | eng_Latn | eng_Latn | 0.908695 | eng_Latn | 0.981223 | [
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Parishioners' Responses to the Prompt Sheet
Thank you for completing the Prompt Sheet - we received 144 responses from families and individuals which represents a very strong response from the Parish. The results show that many of us are already taking seriously the call of Pope Francis in Laudato Si but the three areas where we are less consistent are:
n running the dishwasher/washing machine on cool cycle; and
n looking for the Fairtrade Symbol when shopping;
n supporting the community emergency foodbank.
RESULTS
We turn off appliances and lights when not in use
We turn off taps when brushing teeth
Responses to Q10, Request for Ideas on the Prompt Sheet (45) Grouped by themes
We will use these ideas to develop further projects for the Live Simply Campaign
Food bank
* Support Community Larder initiative.
* Community Larder – launched in Didcot would it be possible to spread this SOFEA charity .
* A box at the back of church to place food for the poor.
* We need to find out more about the foodbank and whether this is good value for money, ie gift aid and tax back?
Not wasting Food
* We take leftovers or make our own lunches for work and use re-usable containers, rather than buying food in throw-away packaging or wasting extra food at home.
* Don't waste food, only prepare what you need,
* Do not waste food only buy what we actually need.
* Re use left overs.
* We use baskets instead of trolleys in supermarkets.
* Try to cut down on food wastage by not "over-buying" and shop more often.
Recycling
* Recycle.
* Don't buy non-recyclable goods.
* We dispose of rubbish properly.
* Have a parish jumble sale so that we can give things we don't use but others can.
* Recycling.
* Find out if recycling place accepts hard plastics some do so you can take plastic furniture to be recycled, use your recycle opportunities e.g. glass banks at kerbside.
* Place rubbish in the bins provided, recycle.
* Helping those in need, not throw away clothes – give them to charity.
* Recycle clothing.
* We recycle waste responsibly.
* We recycle clothes for our little girl.
* Buy goods from charity shops.
* Recycle and give away unwanted items or to charity shop.
* Promote recycling like using recycled paper for leaflets.
Saving water
* Bring (Safari meal )style load of washing for 1 house to do every now and then.
* Have short showers to save water.
* Comment by Q2 – hand wash and a plan to do 4,5,6,7,8.
* We try to handwash our clothes if we can,
* Having showers not baths and 4 minute showers
* If you left the tap on your mummy would be cross with you!
* Use washing up water to water plants.
Conserving energy
* Comment by Q2 – hand wash and a plan to do 4,5,6,7,8.
* Conserve heat, Have short showers to save water.
* Having showers not baths and 4 minute showers, switch to green energy providers, switch off appliances before going on holiday.
* We don't own a tumble dryer, we haven't replaced our broken dishwasher,
* Layered clothing and turn down thermostat accordingly during winter.
* We try to handwash our clothes if we can.
* Solar panels on church roof.
Reducing Plastic
* We don't use plastic straws.
* We reuse shopping bags.
* We take leftovers or make our own lunches for work and use re-usable containers, rather than buying food in throw-away packaging or wasting extra food at home.
* Try buying vegetables that are not in plastic containers or bags.
* We don't use plastic straws.
* We re-use plastic bottles for drinking.
* Using eco-bag instead of plastic bag.
* Use and old bag when going shopping use tissue napkins.
* We recycle bags and jars to avoid using more plastic.
* Carry our own bags when we shop.
Simpler celebrations
* Having home cooked food, avoid unnecessary presents, my son asked all his friends to con tribute to charity for his birthday instead of giving him presents.
Respect for others
* Saying "please and thank you"- having manners.
* Less texts more speaking.
* Do not argue with your partner, just go around him or her if possible!
Grow your own
* A candlelit meal, grow/share veg fruit with neighbours,
* Share allotment produce.
* Grow your own veg.
* We plant and grow our own vegetables every summer.
Other
* Have bank accounts that invest in Fairtrade farmers etc.
* Each should choose an exercise meaningful to them.
* Have meat free days.
* We eat organic vegetables because the farming methods are better for the planet | <urn:uuid:7aa1ec0d-5118-4302-85d3-a63fa8514ebd> | CC-MAIN-2024-10 | https://corpuschristiheadington.co.uk/wp-content/uploads/2018/09/Prompt-Sheet-results.pdf | 2024-03-02T16:16:27+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475833.51/warc/CC-MAIN-20240302152131-20240302182131-00854.warc.gz | 176,734,167 | 998 | eng_Latn | eng_Latn | 0.99771 | eng_Latn | 0.998455 | [
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WISCONSIN STANDARDS FOR
Career Readiness
This publication is available from:
Wisconsin Department of Public Instruction 201 West Washington Avenue Madison, WI 53703 (608) 266-3390 http://dpi.wi.gov/cte
February 2024, Wisconsin Department of Public Instruction
The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental groups.
Table of Contents
Foreword
In Spring 2024, I formally adopted the Wisconsin Standards for Career Readiness, formerly known as the Wisconsin Common Career Technical Standards. This revised set of academic standards provides a foundational framework that identifies what students should know and be able to do in order to prepare for future career choices and success, including continued learning through postsecondary education and training.
The standards are a result of a concerted effort led by Wisconsin educators and partners who shared their expertise in career readiness and teaching from kindergarten through higher education. The public and the Wisconsin Legislature provided feedback for the writing committee to consider throughout Wisconsin's Academic Standards review and revision process.
Career readiness is an essential part of a comprehensive PK-12 education for all students and gives Wisconsin students a way to understand and empower themselves and their worlds. The knowledge, skills, and habits of mind gained through careerreadiness education in Wisconsin schools support the Wisconsin Department of Public Instruction's vision of engaged learners creating a better Wisconsin together. Wisconsin's 2024 standards for career readiness also result in the following:
Wisconsin students develop deep understandings as curious and capable learners, so they may experience joy and confidence in themselves.
Wisconsin students develop proven practices and content.
Wisconsin's students are flexible and use the standards to understand the world and question and critique the world productively.
Wisconsin's students have expanded professional opportunities in a wide variety of careers.
The Wisconsin Department of Public Instruction will continue to build on this work to support implementation of the standards with resources for the field. I am excited to share the 2024 Wisconsin Career Readiness Standards (WCRS), which aims to build skills, knowledge, and engagement opportunities for all Wisconsin students.
Jill K. Underly, Ph.D., State Superintendent
Acknowledgements
The Wisconsin Department of Public Instruction (DPI) wishes to acknowledge the ongoing work, commitment, and various contributions of individuals to revise our state's academic standards for career readiness. Thank you to the State Superintendent's Academic Standards Review Council for their work and guidance through the standards process. A special thanks to the Career Readiness Writing Committee for taking on this important project that will shape the classrooms of today and tomorrow. Thanks to the many staff members across the division and other teams at DPI who have contributed their time and talent to this project. Finally, a special thanks to Wisconsin educators, businesspeople, parents, and citizens who provided comment and feedback to drafts of these standards.
Wisconsin Standards for Career Readiness
Chair:
Michael Trimberger, Superintendent, Random Lake School District
DPI Liaisons: Karin Smith,Academic and Career Planning and Dual Enrollment Consultant, Career and Technical Education
DPI Staff:
Sharon Wendt,Director, Career and Technical Education
Sara Baird,Assistant Director, Career and Technical Education
Carol Hutchison,Communications Specialist, Career and Technical Education
Kevin Anderson, Science Education Consultant, Teaching and Learning Pam Delfosse, World Language and Global Education Consultant, Literacy and Math Andrea Donegan, School Counseling Consultant, Student Services/Prevention and Wellness Alicia Reinhard, Special Education Transition and Graduation Consultant, Special Education
Department of Public Instruction, Academic Standards
Dr. Nicole Horsley, Director, Literacy and Mathematics, and Director for Academic Standards Meri Annin, Visual Communications Lead Designer, Educational Information Systems
Department of Public Instruction Leaders
Dr. John Johnson,Deputy State Superintendent, Office of the State Superintendent
Tom McCarthy, Deputy State Superintendent, Office of the State Superintendent
v
Section I
Wisconsin's Approach to Academic Standards
Purpose of the Document
The purpose of this document is to improve Career Readiness education for students and for communities. The Wisconsin Department of Public Instruction (DPI) has developed standards to assist Wisconsin educators and community members in understanding, developing, and implementing course offerings and curriculum in school districts across Wisconsin.
This publication provides a vision for student success and follows The Guiding Principles for Teaching and Learning (2011). In brief, the principles are:
1. Every student has the right to learn.
2. Instruction must be rigorous and relevant.
3. Purposeful assessment drives instruction and affects learning.
4. Learning is a collaborative responsibility.
5. Students bring strengths and experiences to learning.
6. Responsive environments engage learners.
Program leaders will find these standards valuable for making decisions about:
* Program structure and integration
* Curriculum redesign
* Staffing and staff development
* Scheduling and student grouping
* Facility organization
* Learning spaces and materials development
* Resource allocation and accountability
* Collaborative work with other units of the school, district, and community
What Are Academic Standards?
Wisconsin Academic Standards specify what students should know and be able to do. They serve as goals for teaching and learning. Setting high standards enables students, parents, educators, and citizens to know what students should have learned at a given point in time. In Wisconsin, all state standards serve as a model. Locally elected school boards adopt academic standards in each subject area to best serve their local communities. We must ensure that all children have equal access to high-quality educational programs. Clear statements about what students must know and be able to do are essential in making sure our schools offer opportunities to get the knowledge and skills necessary for success beyond the classroom.
Adopting these standards is voluntary. Districts may use the academic standards as guides for developing local grade-by-gradelevel curriculum. Implementing standards may require some school districts to upgrade school and district curricula. This may result in changes in instructional methods and materials, local assessments, and professional development opportunities for the teaching and administrative staff.
What is the Difference Between Academic Standards and Curriculum?
Standards are statements about what students should know and be able to do, what they might be asked to do to give evidence of learning, and how well they should be expected to know or do it. Curriculum is the program devised by local school districts to prepare students to meet standards. It consists of activities and lessons at each grade level, instructional materials, and various instructional techniques. In short, standards define what is to be learned at certain points in time, and from a broad perspective, what performances will be accepted as evidence that the learning has occurred. Curriculum specifies the details of the day-today schooling at the local level.
Developing the Academic Standards
DPI has a transparent and comprehensive process for reviewing and revising academic standards. The process begins with a notice of intent to review an academic area with a public comment period. The State Superintendent's Academic Standards Review Council examines those comments and may recommend revision or development of standards in that academic area. The state superintendent authorizes whether or not to pursue a revision or development process. Following this, a state writing committee is formed to work on those standards for all grade levels. That draft is then made available for open review to get feedback from the public, key stakeholders, educators, and the legislature with further review by the State Superintendent's Academic Standards Review Council. The state superintendent then determines adoption of the standards.
Aligning for Student Success
To build and sustain schools that support every student in achieving success, educators must work together with caregivers, community members, and business partners to connect the most promising practices in the most meaningful contexts. The release of the Wisconsin Standards for Career Readiness provides a set of important academic standards for school districts to implement. This is connected to a larger vision of engaged learners creating a better Wisconsin together. Academic standards work together with other critical principles and efforts to educate every child to be an engaged learner capable of creating a better Wisconsin together. Here, the vision and Guiding Principles form the foundation for building a supportive process for teaching and learning rigorous and relevant content. The following sections articulate this integrated approach to increasing student success in Wisconsin schools and communities.
Relating the Academic Standards to All Students
Academic standards should allow ALL students to engage, access, and be assessed in ways that fit their strengths, needs, and interests. This applies to students with individualized education plans (IEPs), English learners, and gifted and talented pupils, consistent with all other students. Academic standards serve as a foundation for individualized programming decisions for all students.
Academic standards serve as a valuable basis for establishing concrete, meaningful goals for each student's developmental progress and demonstration of proficiency. Students with IEPs must be provided specially designed instruction that meets their individual needs. It is expected that each individual student with an IEP will require unique services and supports matched to their strengths and needs in order to close achievement gaps in grade-level standards. Alternate standards are only available for students with the most significant cognitive disabilities.
Gifted and talented students may achieve well beyond the academic standards and move into advanced grade levels or into advanced coursework.
Our Vision: Engaged Learners Creating a Better Wisconsin Together
We are committed to ensuring every child graduates from high school academically prepared and socially and emotionally competent. A successful Wisconsin student is proficient in academic content and can apply their knowledge through skills such as critical thinking, communication, collaboration, and creativity. The successful student will also possess critical habits such as perseverance, responsibility, adaptability, and leadership. This vision for every child as an engaged learner guides our beliefs and approaches to education and to creating a better Wisconsin together.
Guided by Principles
All educational initiatives are guided and impacted by important and often unstated attitudes or principles for teaching and learning. The Guiding Principles for Teaching and Learning (2011) were drawn from research and provide the touchstone for practices that truly affect the vision of "Engaged learners creating a better Wisconsin together." When made transparent, these principles inform what happens in the classroom, direct the implementation and evaluation of programs, and most importantly, remind us of our own beliefs and expectations for students.
Engaging Learners Through Career Readiness
When educators connect students' learning to future career opportunities, they begin to engage students in a very personal and powerful way. In addition to career readiness as a strategy to engage learners, it is also a conduit through which every student in Wisconsin, including students with an IEP, can graduate from high school with the knowledge, skills, and abilities needed to be successful in their chosen career pathway. Regardless of the postsecondary path that a graduate pursues immediately after their K-12 education, we believe in preparing all students to be lifelong learners and acknowledge that one's education and career path are inextricably linked.
The Wisconsin Career Readiness Standards (WCRS) provide the framework for educators to integrate career-readiness skills across all content areas and at every grade level from K-12. Because people begin to develop interests and biases at an early age, it is important to start integrating WCRS in the elementary grades. By middle school, students may have already developed beliefs about their abilities related to careers. In addition, they may have formed stereotypes about which careers are appropriate for a particular gender, race, or socioeconomic background. Exposing students to careers and helping them develop skills related to careers when they are young is one way to keep students' minds open to all possibilities.
Implementing the WCRS may look different for every teacher, every program, every course, and potentially every unit or lesson. These standards were designed to be naturally and intentionally integrated into other content standards.
Ensuring a Process for Student Success
For Wisconsin schools and districts, implementing the Framework for Equitable Multi-Level Systems of Supports (2017) means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high-quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success. Schools provide varying types of supports with differing levels of intensity to proactively
5
and responsibly adjust to the needs of the whole child. These include the knowledge, skills, and habits learners need for success beyond high school, including developmental, academic, behavioral, social, and emotional skills.
Connecting to Content: Wisconsin Academic Standards
Within this vision for increased student success, rigorous, internationally benchmarked academic standards provide the content for high-quality curriculum and instruction and for a strategic assessment system aligned to those standards. With the adoption of the standards, Wisconsin has the tools to design curriculum, instruction, and assessments to maximize student learning. The standards articulate what we teach so that educators can focus on how instruction can best meet the needs of each student. When implemented within an equitable multi-level system of supports, the standards can help to ensure that every child will graduate prepared for college and career.
Section II
Wisconsin Standards for Career Readiness
Building a Foundation of Career Readiness in K-12 Education
As noted in Section I, the Wisconsin Career Readiness Standards (WCRS) capture the knowledge, skills, and abilities that students need to be successful in the workplace of their chosen career pathway.
The earlier Wisconsin Common Career Technical Standards (WCCTS) were developed in 2013 as a common set of standards that would become a part of all CTE standards as a way to reflect the skills and competencies, often referred to as "soft skills'' or employability skills, that are required across all industries. These standards have been re-envisioned to capture how K-12 education can prepare students for an everchanging world of work and lifelong learning. Career readiness includes more than the traditional "employability skills." It also intersects with the skills required to be ready for life and lifelong learning. Therefore, the WCRS are comprised of three strands of skills: Career-ready, learning-ready, and life-ready. We recognize that not ALL learningready and life-ready skills are required for career readiness. However, significant overlap is reflected in this set of standards.
Career-ready strand: Students develop a plan for their future education, training, and career goals based on research and exploration of their options. This strand focuses on the academic and career planning (ACP) process. It includes career awareness (KNOW), career exploration (EXPLORE), career planning (PLAN), and career preparation (GO).
Learning-ready strand: Students understand how K-12 classroom learning will prepare them for careers and lifelong learning. This strand focuses on how classroom learning prepares students for their future careers and lifelong learning. It includes academic skills, critical thinking, problem-solving, innovation mindset, and technology skills.
Life-ready strand: Students develop a positive identity and act with an awareness of self and others to collaborate, advocate, and lead effectively across various contexts. This strand focuses on the interpersonal skills needed in just about every career area. It includes self-awareness, management and responsibility, interpersonal communication and collaboration, global competence, and responsive leadership.
It is also important to note that the WCRS brings together, under the context of career readiness, many other separate sets of standards, competencies, and skills from Wisconsin as well as national and international sources. These include:
8
| | Wisconsin | | National and International |
|---|---|---|---|
| ● Wisconsin Redefining Ready ● Education for Employment and Academic and Career Planning requirements ● Social and Emotional Learning Competencies ● Wisconsin Standards for Information and Technology Literacy ● Personal Financial Literacy ● Wisconsin Entrepreneurship Education Framework | | ● Common Career Technical Core: Career Ready Practices ● ASCA Mindsets and Behaviors ● Asia Society Center for Global Education: Global Leadership Performance Outcomes ● Fundamental STEM Skills ● Decision Education Standards | |
The WCRS are designed to be integrated into all courses, career pathways, and the Academic and Career Planning process. When executed with fidelity, career readiness is truly a K-12 initiative. All students, including students with an IEP, should have the opportunity to build skills in the WCRS across all content areas and at every grade level.
Career Readiness Standards in the Classroom
When an educator integrates career readiness into their content area, they help students understand the connection between what they are learning and how it can be applied to various careers. This career-connected learning can significantly increase student engagement leading to higher levels of achievement as students make personal connections to their learning. In addition, when school districts intentionally integrate career readiness across content areas and grade levels, they help ensure that all students have access and support in their own career success.
| | WCRS Example for English Language Arts Classroom | |
|---|---|---|
| This WCRS learning priority: Students develop job-seeking skills, including interviewing, resume-writing, and completing job applications. | | Could be integrated by: Having students practice interview skills as a part of the curriculum in their communications class. |
Integrating WCRS in elementary classrooms is critical to building a culture of career readiness. We encourage elementary educators to intentionally weave appropriate WCRS standards into subject areas such as math, science, social studies, and English. Educators will be able to learn more about how to implement the Wisconsin Career Readiness and other CTE standards in elementary grades in a future publication, "Wisconsin's Guide to K-5 Career Readiness."
WCRS Example for an Elementary Classroom
This WCRS learning priority:
Students ask questions related to global events and gather information from national and international sources to understand the impact on their lives, community, and the world.
Could be integrated by:
Having students in a third-grade science unit look at daily temperature graphs from the past 50 years in several different countries. Students then formulate questions related to the impact that changes in the earth's temperature may have on the lives of people living in those countries.
Career Readiness Standards in Career Pathways
Because career and technical education (CTE) prepares all students for their future career, education, and ultimately life success, the WCRS are a natural fit for any CTE course. CTE in Wisconsin is both a collection of educational programs or content areas as well as a system of preparing students to be career- and college-ready. CTE programs are delivered primarily through six specific content areas. These include:
* Agriculture, Food, and Natural Resources
* Business and Information Technology
* Family and Consumer Sciences
* Health Science
* Marketing, Management, and Entrepreneurship
* Technology and Engineering
Through CTE, learners not only gain awareness of various careers, but also have opportunities to engage in deeper exploration and preparation through a career pathway. Each pathway—whether health science, agriculture, business, construction, or engineering, to name a few—includes elements of CTE that help students develop the knowledge and skills to be successful in the career of their choice.
Elements of CTE that create a career pathway include:
* A sequence of CTE courses that build from introductory to more advanced levels
* Work-based learning experiences
* Opportunities to demonstrate academic, technical, and leadership skills through career and technical student organizations (CTSOs)
* Dual enrollment and college credit opportunities
* Authentic ways to earn industry-recognized credentials
Career pathways enable students to embark on a plan that outlines the education and training opportunities that will help them move to a career goal. Wisconsin schools use the above elements as a framework to engage with stakeholders to provide rich and authentic opportunities and experiences that help students gain knowledge and skills that go beyond the classroom experience.
While schools may independently build their own career pathways, Wisconsin's Regional Career Pathways (RCP) approach makes the process easier for individual school districts by vetting some of the career pathway components on a regional basis and tailoring pathways to address regional employment needs. Wisconsin's regional career pathway network covers seven regions—each with its own advisory group of local employers, educational organizations, and economic and workforce development interests.
Partnerships that bring business and educational organizations together are an effective way to ensure that students are gaining practical and up-to-date knowledge and skills necessary to get a jump-start on a career in the
industries. Leading employers share direct input on the latest tools, practices, and processes in an industry, while K-12 schools and other educational organizations offer the professional expertise to engage and teach young learners using standards within this document.
A Career Pathway Consists of Five Elements:
A sequence of CTE courses that build from introductory to more advanced levels
Academic standards define what students should know and be able to do in an area of study. In career and technical education, standards are integrated with technical skill development based on industry standards.
WCRS Example for a Business and Information Technology Classroom
This WCRS learning priority:
Could be integrated by:
Students understand entrepreneurial processes, basic business functions, and how entrepreneurship applies to various industries.
Having students develop and create a product that could be sold as a business venture. Invite a local entrepreneur to talk with students about being a small business owner.
Work-Based Learning
Work-based learning (WBL) opportunities are employer-connected experiences that allow K-12 students to participate in career awareness, career exploration, and career development. Academic standards serve as the foundation of WBL and allow students to apply knowledge and technical skills to real-world projects and problems alongside professionals. Having students participate in work-based learning is a priority in Wisconsin and is reflected on DPI's School Report Cards and federal (Perkins V) accountability reports. Participation in work-based learning is only calculated if the program meets the following criteria:
1. Involves sustained interactions, either paid or unpaid, with industry or community professionals
* Sustained = minimum of 90 hours, which can be rotated among employers or positions. The employer is engaged throughout the experience. It can take place in one semester, an entire year, the summer, or even a six-week period.
* Interactions must be more than just observing and include direct communication and involvement with industry or community professionals
2. Takes place in real workplace settings (as practicable) or simulated environments at an educational institution,
3. Fosters in-depth, firsthand engagement with the tasks required in a given career.
4. Aligns with a course (generally speaking should be a minimum of one semester). It is highly encouraged to provide credit for the work-based learning experience as well as credit for the school-based course.
5. Must include a training agreement between the student, employer/business, and school that defines the roles and responsibilities of the student, the employer, and the school.
6. Business and education partners work together to evaluate and supervise the experiences, which must be documented with training or learning plans and evaluation forms.
There are numerous work-based learning programs designed to support student mastery of competencies and also count towards accountability measures. These programs are all outlined in the Wisconsin Guide to Implementing Career-Based Learning Experiences.
WCRS Example for a Work-based Learning Program
This WCRS learning priority:
Students learn how to create a professional network and understand the impact that one's professional brand and social media footprint has on future employability.
Could be integrated by:
Having a student intern participate in a networking event with their supervisor. The supervisor spends time coaching the student on proper attire and etiquette in advance.
Career and Technical Student Organizations
Career and technical student organizations (CTSOs) develop citizenship, technical, leadership, and teamwork skills essential for students who are preparing for the workforce and further education. They enhance students' civic awareness and provide opportunities for developing social competencies and a wholesome attitude about living and working. Wisconsin's CTSOs include:
Wisconsin has six state and nationally recognized CTSOs that are intracurricular. In other words, they connect directly to the classroom through curriculum, activities, and community resources. All CTSOs include leadership development elements and competitive events where students demonstrate technical and leadership skills. CTSOs prepare young people to become productive citizens and leaders in their communities and their careers. This is done through school activities as well as regional, state, and national leadership conferences and competitions. Students grow and develop through these events and receive recognition for the work they have done and the skills they have developed. CTSOs provide an exceptional extension of CTE instruction.
Authentic Ways to Earn Industry Credentials
Industry-recognized credentials (IRCs) are certifications, credentials, or licenses that are vetted by employers and recognize skill attainment needed for recruitment, screening, hiring, retention, advancement, or to mitigate workforce shortages. Earning industry credentials while in high school helps students prove their competence and improve their employment prospects, sometimes immediately after graduation. CTE courses are designed to improve career-based learning, and many IRCs fit perfectly into the curriculum and can be added to the student's resume following certification.
| | WCRS Example for an Industry-Recognized Credential | |
|---|---|---|
| This WCRS learning priority: Students use digital presentation applications to create and deliver a presentation. | | Could be integrated by: Having students complete a digital literacy certification that is designed to enable them to express themselves through digital means. |
Dual Enrollment and College Credit Opportunities
Dual enrollment includes a variety of programs through which high school students are enrolled simultaneously in both high school and college to earn both high school and college credit. A dual enrollment course can take place at the high school, at a college or university, or through an online or distance course.
| | WCRS Example in a Dual Enrollment Course | |
|---|---|---|
| This WCRS learning priority: Students develop the habits, skills, and mindsets that set them up for academic and career success, including the use of digital tools. | | Could be integrated by: Providing students who participate in a dual-credit course with a mentor or coach who can help them develop the study and time-management skills to be successful in a more rigorous course. |
Career Readiness Standards in Academic and Career Planning
All school districts in Wisconsin are required to provide an academic and career planning (ACP) process whose stages are associated with the terms: Know. Explore. Plan. Go.
This process should include a scope and sequence of ACP activities that can be delivered in a homeroom or advisory in addition to embedding them directly into classroom instruction. The WCRS provides a roadmap that can help educators build this scope and sequence of ACP activities across grade levels.
School counselors also will find the WCRS valuable as they provide individualized ACP support for their students. In particular, as they connect students to career-based learning experiences and during ACP conferences or advising sessions.
Discipline Standards Structure
The Wisconsin Standards for Career Readiness follow a specific structure:
Standards Formatting
* Discipline: CTE program area
* Strand: Instructional topic within the discipline
* Standard: Broad statement that tells what students are expected to know or be able to do
* Learning Priority: Breaks down the broad statement into manageable learning pieces
Standard Coding
Strands for Career Readiness in this code structure include:
* CAR – Career-Ready
* LRN – Learning-Ready
* LIF – Life-Ready
Section III
Discipline: Career Readiness
Wisconsin Career Readiness Standards
Strand: Career Ready (CAR)
Students will create a plan for their future education, training, and career goals based on research and exploration of their options.
Strand: Career Ready (CAR)
Students will create a plan for their future education, training, and career goals based on research and exploration of their options.
| | Standard | Learning Priority |
|---|---|---|
| | WCRS.CAR.1: Career Awareness | |
| | (KNOW) | |
| | KNOW how interests, skills, and | |
| | strengths connect learning to | |
| | career opportunities in their | |
| | future. | |
| WCRS.CAR.2: Career Exploration (EXPLORE) EXPLORE multiple career and educational choices to evaluate how they compare and contrast to personal interests and skills. | | |
Strand: Career Ready (CAR)
Students will create a plan for their future education, training, and career goals based on research and exploration of their options.
| | Standard | Learning Priority |
|---|---|---|
| WCRS.CAR.3: Career Planning (PLAN) Based on what they know and have explored, develop a PLAN to reach individual education career goals. | | |
| | WCRS.CAR.4a: Career | |
| | Preparation (GO) | |
| | GO into the community to | |
| | implement an individual career plan | |
| | to learn in a variety of workplace | |
| | settings and industries. | |
Strand: Career Ready (CAR)
Students will create a plan for their future education, training, and career goals based on research and exploration of their options.
Strand: Learning Ready (LRN)
Students will understand how K-12 classroom learning will prepare them for careers and lifelong learning.
| | Standard | Learning Priority |
|---|---|---|
| WCRS.LRN.1: Academic Skills Acquire academic skills and real-life experiences to prepare for future education and a career. | | |
| | WCRS.LRN.2: Critical thinking and | |
| | problem-solving | |
| | Develop the motivation and | |
| | acquire the critical thinking and | |
| | creative problem-solving skills | |
| | needed to prepare for future | |
| | education and careers. | |
Strand: Learning Ready (LRN)
Students will understand how K-12 classroom learning will prepare them for careers and lifelong learning.
| | Standard | | Learning Priority |
|---|---|---|---|
| | WCRS.LRN.2: Critical thinking | WCRS.LRN.2.C: Develop persistence, initiative, and self-direction in problem-solving and goal attainment. | |
| | and problem-solving | | |
| | Develop the motivation and | | |
| | acquire the critical thinking and | | |
| | creative problem-solving skills | | |
| | needed to prepare for future | | |
| | education and careers. | | |
| WCRS.LRN.3: Innovation mindset and skills Develop a spirit of innovation and creativity that encourages educational risk-taking, acceptance of failure, and learning from mistakes in pursuit of achieving a goal. | | WCRS.LRN.3.A: Express creatively, think critically, and produce innovative products and processes by utilizing technology. | |
| | | WCRS.LRN.3.B: Develop the confidence to take risks and build a tolerance for ambiguity. | |
| | | WCRS.LRN.3.C: Understand entrepreneurial processes, basic business functions, and how entrepreneurship applies to various industries. | |
| WCRS.LRN.4: Technology skills Acquire commonly used technology skills required for all careers. | | WCRS.LRN.4.A: Use word processing applications to organize and effectively communicate information. | |
| | | WCRS.LRN.4.B: Use spreadsheet applications to solve problems and effectively communicate information. | |
Strand: Learning Ready (LRN)
Students will understand how K-12 classroom learning will prepare them for careers and lifelong learning.
| | Standard | Learning Priority |
|---|---|---|
| WCRS.LRN.4: Technology skills Acquire commonly used technology skills required for all careers. | | |
Strand: Life Ready (LIF)
Students will develop a positive identity and act with an awareness of self and others to collaborate, advocate, and lead effectively across various contexts.
| | Standard | Learning Priority |
|---|---|---|
| WCRS.LIF.1: Self-awareness, management, and responsibility Gain insight into oneself to help inform and build paths to success in personal, educational, and career settings. | | |
| WCRS.LIF.2: Interpersonal communication and collaboration Use interpersonal skills to interact with others for positive outcomes and collective success. | | |
Strand: Life Ready (LIF)
Students will develop a positive identity and act with an awareness of self and others to collaborate, advocate, and lead effectively across various contexts.
| | Standard | Learning Priority |
|---|---|---|
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04737 Fuller Road, East Jordan, MI 49727 (231) 536-3369 |www.miravenhill.org
email@example.com
Raven Hill Discovery Center is a 501(c)(3) tax-exempt corporation.
Mission: Raven Hill provides a place that enhances hands-on and lifelong learning for all ages by connecting science, history & the arts.
Volume of rocks & pebbles
In science, volume is defined as the space something takes up. So, the question is: When is a jar full? If you count the air that is in the jar, it is already full! But we can displace that air and fill it with other things. You will need a small jar, measuring cups and spoons, a big rock that fits in the jar, small pebbles that fill around the large rock in the jar, sand and water. With the measuring cups & spoons, you can measure the volume of the rock by how much water it displaces. If you measure the volume of the big rocks, small pebbles, sand and water, you will find that the volume is the same as if you fill the jar with water and measure that. Here's what to do. To measure the volume of a large rock, fill a glass measuring cup up to one half with water. Put your large rock in and measure the new water level. Subtract the original half cup volume of water and the difference is the volume or space that your rock takes up. I found the volume of my small pebbles by fitting in as many as I could around my big rock and then measuring their volume by displacement as I did with the large rock—filling the measuring cup to the half cup mark, adding the pebbles, recording the new water level and subtracting the original half cup of water. Once you know the volume of the large rock and pebbles, put them all in your jar Put the large rock in first and fill in around it with the small pebbles. The jar will look "fuller". But you can still see little spaces between the pebbles. If you add sand, the sand will fill in those spaces and take up more of the volume in the jar. Fill up a small ¼ measuring cup with sand and pour it in the jar around the rock & pebbles. Add another ¼ cup, if there is room or add tablespoons of sand (4 tablespoons equals ¼ cup). You might have to shake the jar gently to get the sand down to the bottom of the jar. With the sand, the jar looks pretty full. But, if you add water by the tablespoon, which has smaller particles (molecules) than the sand, the water takes up the spaces between the sand grains and so it takes up more of the volume or space in the jar! So the answer to the question is when is the jar full—it was full from the beginning, first with air, then with the rock, pebbles, sand and water. What's more to the point is what is filling the jar! Whether you fill it with air, water or rocks, pebbles, sand and water, the volume remains the same. First, I filled the jar with water to find the total volume. The total volume of my jar was 1 ¼ cups or 15/12 cups plus 3 tablespoons of water. The rock had a volume of 7/12 cup; the pebbles had a volume of 2/12 cup; the sand had a volume of 6/12 cup or 1/2 cup; and the water I added to fill in the remaining space in the jar was 3/12 cup or 3 tablespoons, which is the original volume of the water! Messy and fun! Clean up when you are done.
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COUNCIL PATCH
The following agencies contributed to the development of the Peace Begins at Home patch:
Catherine Cortez Masto, Office of the Attorney General
Girl Scouts of Frontier Council
Nevada Network Against Domestic Violence
Southern Nevada Domestic Violence Task Force
Girl Scouts Peace Begins at Home Council Patch Project ACTIVITIES
Requirements: All program levels must complete Activity #1. In addition, Daisy Girl Scouts need to complete one more activity, Brownie Girl Scouts, three more activities, Junior Girl Scouts, five more activities, and Cadet & Senior Girl Scouts, seven more activities.
1. Ask your troop leader to invite a speaker to your group from a local domestic violence program (see the Appendix for a listing of these programs). Ask the speaker to explain/define domestic violence, and the options that are available for someone who's in an abusive situation.
2. Find out how you can get help if you or someone you know is a victim of domestic violence. Write down helpful telephone numbers, and some positive things you could say to someone in an abusive situation. Discuss when it is appropriate to turn to an adult for help, and who those trusted adults might be.
3. Design a poster or display about how Peace Begins at Home. Discuss places where you can display your poster in your neighborhood; if possible, display the poster.
4. Read a book or watch a movie about domestic violence (see the Appendix for a listing of resources, all of which are available on loan from the Nevada Network Against Domestic Violence). Write a short paragraph about the story and share it with the group.
5. Perform a service project that will benefit your local domestic violence shelter (clothing drive, blanket drive, etc.). Before you begin, be sure to contact the shelter program to see what you could do that would address a current or future need.
6. Collect and donate used cell phones to your local program or to the Nevada Network Against Domestic Violence. These phones can be turned in to Shelter Alliance, who will then donate funds to that program in exchange for the cell phones.
7. Learn about domestic violence laws in your state. Discuss whether you believe the laws are strict enough, and if not, what could be changed. Learn how you could work to change the law.
8. Identify characteristics of a healthy relationship and of an unhealthy relationship. Make a list of the differences. Then go over the Power & Control and Equality Wheels (contained in the Appendix—the dating relationships wheels are written in a way that should be easy to understand for girls of any age) and discuss any characteristics you didn't identify.
9. Teach what you've learned about domestic violence and Peace Begins at Home to another troop or to another group.
10. Find out what the important elements of a safety plan might be for someone living in an abusive situation. Create a sample safety plan.
11. Play the "In Her Shoes" and/or the "It's Your Move" games (available on loan from the Nevada Network Against Domestic Violence) to learn about the various barriers that exist for victims trying to get out of violent situations.
12. Read an account/story of a domestic violence victim (group leaders can see the Appendix for a listing of helpful websites that may contain victims' stories, and/or contact the Nevada Network Against Domestic Violence Resource Library). Discuss the actions in the story that might signal the beginning of an abusive relationship.
13. Learn what law enforcement agencies handle domestic violence reports in your area—do they have officers dedicated solely to domestic violence cases? What information do they collect to make a report?
14. Learn how a victim could obtain a protection order in your area—where does she go and what does she do? Write down the steps.
15. Create a visual memorial at your local park (or other place of interest) to raise awareness of domestic violence in your community—tie purple ribbons around all the trees, or ask a local nursery to donate purple flowers that you can plant (being sure to get permission first). Make a sign that you can post nearby that explains the significance of the display and the ways in which domestic violence impacts your community. (Remember to determine ahead of time how long you want the ribbons tied to the trees and/or your sign posted, and be sure to take them down at the end of that time.)
Note to Troop Leaders:
Remember to acquire parental permission when performing activities around sensitive issues.
GIRL SCOUTS PEACE BEGINS AT HOME COUNCIL PATCH APPLICATION FORM
Once you have completed all required activities for your Girl Scout level, please complete this form to purchase a patch from your local Girl Scout Headquarters.
Girl Scout Name: _____________________ (or if completed as a Troop, # of girls in Troop:___)
Leader Name: _____________________________ Troop #: ____ Phone #: _______________
Daisy Girl Scouts (Choose 2 Activities)
Activity #1 completed
Activity #3 completed
Activity #5 completed
Activity #6 completed
Activity #13 completed
Activity #15 completed
Junior Girl Scouts (Choose 6 Activities)
Activity #1 completed
Activity #2 completed
Activity #3 completed
Activity #4 completed
Activity #5 completed
Activity #6 completed
Activity #8 completed
Activity #9 completed
Activity #13 completed
Activity #15 completed
Brownie Girl Scouts (Choose 4 Activities)
Activity #1 completed
Activity #3 completed
Activity #4 completed
Activity #5 completed
Activity #6 completed
Activity #9 completed
Activity #13 completed
Activity #15 completed
Cadet and Senior Girl Scouts (Choose 8 Activities)
Activity #1 completed
Activity #2 completed
Activity #3 completed
Activity #4 completed
Activity #5 completed
Activity #6 completed
Activity #7 completed
Activity #8 completed
Activity #9 completed
Activity #10 completed
Activity #11 completed
Activity #12 completed
Activity #13 completed
Activity #14 completed
Activity #15 completed
Domestic Violence is Not About Anger
Some people think that anger or stress causes domestic violence, or that batterers simply "lose control of their temper". Domestic violence is defined as a pattern of intentional coercive behavior used to gain or maintain power and control over an intimate partner. Therefore, battering is not about a loss of control, but rather about the exertion of power and control. Batterers are no angrier or more stressed than the rest of us—these are just more excuses and justifications for the abusive behavior. Batterers who are stressed or angry at work do not attack their bosses or co-workers. All of us experience stress and anger, but do not take it out on those around us with violence.
Additionally, when physical abuse is occurring, batterers often only batter parts of the body that are hidden by clothing, or inflict injuries that rarely leave obvious marks, such as pulling hair. If a batterer were truly "out of control" he would not be able to direct or limit where his kicks or punches land.
As you administer the Peace Begins at Home Council Patch Program, please keep in mind that domestic violence is not about anger; rather, it is about a pattern of intentional behaviors used by the batterer to maintain power and control in a relationship.
Disclosure of Information
Physical abuse is the most visible type of domestic violence, but it is only part of the story. Verbal and sexual abuse are often considered the most permanently damaging, and verbal abuse is the most prevalent form of domestic violence. The battered woman's fear of serious injury or death for herself or her family, and her fear of being unable to support her family economically continue to trap women in extremely violent and dangerous situations, particularly when children are involved.
It is possible that a youth may disclose information about abuse in her family while completing the Peace Begins at Home Council Patch Program. Girl Scouts group leaders are mandated reporters of child abuse in the state of Nevada. If a child self-discloses any kind of abuse, believe her and take her seriously. If possible, comfort the child—tell her that the abuse taking place in her home is not her fault and she cannot control it. Tell her that, while the abuse and violence need to stop, it is not her responsibility to protect her parent and/or siblings from the abuse, and her first concern should be for her own safety. (Please note: witnessing abuse in the home is not considered child abuse; child abuse occurs when the abusive behaviors are directly perpetrated on the child.) Let the child know that you will get the information to someone who can help deal with the situation; then report the incident immediately to either your group director or headquarters. If you, your group director, or headquarters decide to make a report to Child Protective Services, you must be sure to tell the child that that is what you're going to do. If you don't inform the child that you'll be making a report, and the authorities subsequently show up at her home, this could cause the child to feel betrayed and could severely limit her willingness to seek help in the future.
It is also possible that a group leader or other adult involved in the Peace Begins at Home Council Patch Program may disclose information about domestic violence taking place in her life. Again, tell the adult that the abuse is not her fault and that she cannot control it. Tell her that she's not alone, and that there are options available to her to help stop the violence in her home (shelters for battered women can provide safety for her and her children, courts can provide help with an Order for Protection against domestic violence, etc.). Respect the danger of her situation and keep what she says confidential. There is no mandatory reporting law for domestic violence in Nevada (unless the victim is a child or elder); you must respect the battered woman's autonomy and her right to make her own decisions about her situation. Tell the adult victim that she can call the National Domestic Violence Hotline (available 24 hours a day, seven days a week at 1-800-799-SAFE/7233 or 1-800-787-3224 for TTY) or the Nevada Statewide Domestic Violence Hotline (also available 24 hours a day, seven days a week at 1-800-5001556) to speak with an advocate about her situation and to get referrals for community resources.
Please see the Appendix of this curriculum for further resources to help a victim of domestic violence, including a listing of all the domestic violence programs in Nevada. You will also find in Appendix listings of the many resources available from the Nevada Network Against Domestic Violence Resource Center—we offer free brochures, posters, topical information packets, and other written materials to anyone interested; we also maintain a resource lending library of over 800 books, videos, and manuals that are available on loan to individuals/organizations across Nevada.
APPENDIX CONTENTS
In addition to the List of Activities and the Statement on DV vs. Anger/Disclosure of Information, the curriculum should also include the following:
1. Nevada DV programs list
2. NNADV Brochure order form
3. NNADV Poster order form
4. NNADV Information Packet order form
5. NNADV annotated bibliography—Children
6. NNADV annotated bibliography—For Children
7. NNADV annotated bibliography—Dating Violence
8. NNADV Resource Library order form
9. Power and Control Wheels, English and Spanish
10. Equality Wheels, English and Spanish
11. Teen Power and Control and Equality Wheels, English
12. Teen Power and Control and Equality Wheels, Spanish
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North America The Mexican War of Independence
In the early nineteenth century the Mexicans wanted freedom from Spain. A leader of the Revolution was a priest named Miguel Hidalgo. The Spanish government found out about the revolt. They ordered the arrest of Hidalgo. When Hidalgo heard about this, he called a meeting at his church. He rang the church bell on the night of September 15, 1810 to call his congregation. 1 When all the people arrived Father Hidalgo gave the speech that is now called the Grito de Dolores. He said "Viva Mexico" and "Viva la independencia!" These words mean "Long live Mexico!" and "Long live independence!" These famous words he said have been remembered. They are said each year at the Independence Day celebrations.
Today Independence Day is a big celebration in Mexico. The celebrating begins the night before, on September 15. Crowds of people gather in the centers of cities, towns, and villages. The people watch the time. When the clock strikes eleven o'clock the crowd gets silent. In Mexico City, on the last strike of eleven, the president of Mexico steps out on the palace balcony. He rings the old liberty bell that Father Hidalgo rang. Then the president gives the Grito de Delores. He shouts "Viva Mexico," "Viva la independencia" and the crowd shouts back. People do this at the same time all across Mexico. While the crowd says this they fill the air with confetti3 and streamers.
Before the year was over, Father Hidalgo was captured and executed.2 Other people continued to fight for Mexican independence. Father Hidalgo's Grito de Dolores became their battle cry. The people fought for eleven years before they finally won their freedom. When they finally did, they designed a flag for their new country. Each color – green for independence, white for religion, and red for union – now reminds Mexicans of an important part of their history.
The actual day of September 16 is like July Fourth in the United States. There are rodeos,4 parades and bullfights. The people eat, recall Hidalgo's speeches and decorate statues of their hero with red, white, and green flowers.
1 congregation: a group of people who belong to a church together
3 confetti: small pieces or streamers of colored paper that are scattered around during festive occasions, like a parade or New Year's Eve.
2 executed: put to death or killed by the government under a law
4 rodeos: shows in which cowboys ride "bucking broncos" (wild horses) and rope cattle.
Questions: North America – The Mexican War of Independence
Name : _________________________ Date: ________________________
1. What happened first in this passage?
a. Mexicans decided on the colors of their national flag.
c. The Mexican people were having lots of discussions about gaining independence from Spain.
b. Father Miguel Hidalgo shouted "Viva Mexico" in his Grito de Dolores.
d. September 15 th became a national holiday.
2. Why do you think the President of Mexico shouts the Grito de Dolores each year on Independence Day?
a. So that everyone is proud that Mexico is an independent country.
c. Because he hates the colors of the national flag and is angry about it.
b. Because he hopes someday to be as popular as Father Hidalgo was.
d. It is the cry for the official end to the rainy season and everyone is happy.
3. How is September 16 th in Mexico like July 4 th in the United States?
a. Both are the days on which the citizens celebrate their country's independence.
c. Both countries are led by Presidents.
b. The weather in Mexico on September 16 is always exactly like the weather in the U.S. on July 4 th.
d. Both countries stop on those days and remember how many people have died fighting for their country in wars.
4. How long did the Mexican War for Independence last?
a. It lasted for fifteen months.
c. It lasted eleven years.
b. The author does not provide enough information.
d. It lasted three years; that is why the Mexican flag has three colors in it.
5. Which of the following is not mentioned as a way to celebrate Mexico's Independence Day?
a. bullfights, rodeos, and parades
c. eating and recalling Hidalgo's speeches
b. decorating statues with green, red, and white flowers
d. going to church
6. What kind of person was Father Miguel Hidalgo? Support your answer with one or more details from the text.
________________________________________________________________ ________________________________________________________________ ________________________________________________________________
7. What are some similarities between the history of Mexico’s Independence Day and the United States’ Independence Day?
________________________________________________________________ ________________________________________________________________ ________________________________________________________________
8. The question below is an incomplete sentence. Choose the word that best completes the sentence.
______________ the celebration begins, the people of Mexico wait for the
president to give the Grito de Dolores from the palace balcony.
a. Before
b. When
c. Since
d. After
9. Answer the following questions based on the sentence below.
Mexicans celebrate their independence every year with the same pride they had when they first won their freedom in 1810.
Who? Mexicans
(do) What? _______________________________________________________
When? __________________________________________________________
How? ___________________________________________________________
10. Vocabulary Word: congregation: a group of people who belong to a church together.
Use the vocabulary word in a sentence: ________________________________
________________________________________________________________
Teacher Guide and Answers
Passage Reading Level: Lexile 740
Featured Text Structure: Descriptive – the writer explains, defines or illustrates a concept or topic
Passage Summary: The passage describes how Mexico gained its independence, including the important figures involved, and how Mexican independence is celebrated today.
1. What happened first in this passage?
b. Father Miguel Hidalgo shouted "Viva Mexico" in his Grito de Dolores.
a. Mexicans decided on the colors of their national flag.
c. The Mexican people were having lots of discussions about gaining independence from Spain.
d. September 15 th became a national holiday.
2. Why do you think the President of Mexico shouts the Grito de Dolores each year on Independence Day?
b. Because he hopes someday to be as popular as Father Hidalgo was.
a. So that everyone is proud that Mexico is an independent country.
c. Because he hates the colors of the national flag and is angry about it.
d. It is the cry for the official end to the rainy season and everyone is happy.
3. How is September 16 th in Mexico like July 4 th in the United States?
b. The weather in Mexico on September 16 is always exactly like the weather in the U.S. on July 4 th.
a. Both are the days on which the citizens celebrate their country's independence.
c. Both countries are led by Presidents.
d. Both countries stop on those days and remember how many people have died fighting for their country in wars.
4. How long did the Mexican War for Independence last?
a. The author does not provide enough information.
e. It lasted for fifteen months.
b. It lasted eleven years.
c. It lasted three years; that is why the Mexican flag has three colors in it.
5. Which of the following is not mentioned as a way to celebrate Mexico's Independence Day?
b. decorating statues with green, red, and white flowers
a. bullfights, rodeos, and parades
c. eating food and recalling Hidalgo's speeches
d. going to church
6. What kind of person was Father Miguel Hidalgo? Support your answer with one or more details from the text.
Suggested answer: Answers will vary but could include that he was a brave person (he was executed because he tried to make Mexico free), a good public speaker (his speeches inspired the people to fight for independence), or a fighter (he was a leader of the Revolution).
7. What are some similarities between the history of Mexico's Independence Day and the United States' Independence Day?
Suggested answer: Similarities could include gaining independence from a European Nation, or fighting to gain independence and then creating a flag that had significant meaning.
8. The question below is an incomplete sentence. Choose the word that best completes the sentence.
______________ the celebration begins, the people of Mexico wait for the president to give the Grito de Dolores from the palace balcony.
a. Before
c. Since
b. When
d. After
9. Answer the following questions based on the sentence below.
Mexicans celebrate their independence every year with the same pride they had when they won their freedom in 1810.
Who? Mexicans
(do) What? celebrate their independence
When? every year
How? with the same pride they had when they won their freedom in 1810
10. Vocabulary Word: congregation: a group of people who belong to a church together.
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Behaviour Policy and Statement of Behaviour Principles
Harrow Way Community School
Contents
1. Aims
This policy aims to:
* Provide a consistent approach to behaviour management
* Define what we consider to be unacceptable behaviour, including bullying
* Outline how pupils are expected to behave
* Summarise the roles and responsibilities of different people in the school community with regards to behaviour management
* Outline our system of rewards and sanctions
2. Legislation and Statutory Requirements
This policy is based on advice from the Department for Education (DfE) on:
* Behaviour and discipline in schools
* Searching, screening and confiscation at school
* The Equality Act 2010
* Use of reasonable force in schools
* Supporting pupils with medical conditions at school
It is also based on the special educational needs and disability (SEND) code of practice.
In addition, this policy is based on DfE guidance explaining that maintained schools should publish their behaviour policy online.
3. Definitions
Students have the right to learn and teachers to teach, without good behaviour, neither is possible. The school has a responsibility to encourage students to manage their behaviour in such a way that learning and teaching can be effective in school and on school visits. There is also an expectation that students are considerate to the community and therefore we expect good behaviour on their way to and from school.
Misbehaviour is defined as:
* Disruption in lessons, in corridors between lessons, and at break and lunchtimes
* Non-completion of classwork or homework
* Poor attitude
* Incorrect uniform
Serious misbehaviour is defined as:
* Repeated breaches of the school rules
* Any form of bullying
* Sexual assault, which is any unwanted sexual behaviour that causes humiliation, pain, fear or intimidation
* Assault
* Vandalism
* Theft
* Fighting
* Smoking or vaping
* Racist, sexist, homophobic or discriminatory behaviour
* Possession of any prohibited items. These are:
* Knives or weapons
* Alcohol
* Illegal drugs
* Stolen items
* Tobacco, cigarette papers, e-cigarettes/vapes
* Fireworks
* Pornographic images
* Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)
4. Bullying
Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.
Bullying is, therefore:
* Deliberately hurtful
* Repeated, often over a period of time
Bullying can include:
We take bullying very seriously and regularly monitor and review our approach.
Whole school proactive strategies to prevent bullying include:
* Students are educated about bullying through the PSHE curriculum
* Assemblies and drop-down tutor time sessions through the year
* Anti-Bullying notice board
* The BIG award - Awarded annually for proactive anti-bullying strategies
* Students sign the anti-bullying charter every year
* Peer mentors and cyber ambassadors support their peers at social times
* Bullying can be reported to any member of staff or via the support button which is on the school website. Parents are encouraged to contact their child's tutor in the first instance
* Year teams will investigate bullying
* Sanctions will be applied depending on the outcomes of the investigations, this is recorded on SIMS
* Students who have been bullied are supported through their tutor and year teams, if other interventions or supports are required a referral for additional support can be made via the Safeguarding Team
* Staff use the tiered response approach when dealing with bullying and have training around identifying bullying and supporting students.
5. Roles and Responsibilities
5.1 The Governing Body
The Governing Body is responsible for reviewing and approving the written Statement of Behaviour Principles (appendix 1).
The Governing Board will also review this Behaviour Policy in conjunction with the Headteacher and monitor the policy's effectiveness, holding the Headteacher to account for its implementation.
5.2 The Headteacher
The Headteacher is responsible for reviewing this Behaviour Policy in conjunction with the Governing Body, giving due consideration to the school's Statement of Behaviour Principles (appendix 1). The Headteacher will also approve this policy.
The Headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.
5.3 Staff
Staff are responsible for:
* Implementing the Behaviour Policy consistently
* Modelling positive behaviour
* Providing a personalised approach to the specific behavioural needs of particular pupils
* Use attachment awareness and emotional coaching tools and principles
* Recording behaviour incidents
* Record child-on-child harm (including sexual harassment) incidents via CPOMS
The Senior Leadership Team will support staff in responding to behaviour incidents.
5.4 Parents
Parents are expected to:
* Support their child in adhering to the Student Code of Conduct
* Inform the school of any changes in circumstances that may affect their child's behaviour
* Discuss any behavioural concerns with the class teacher promptly
* Support the school with its aims for disruption free learning
* Support the school with enforcing its Behaviour Policy
* Contact the school to make an appointment to discuss any issues, parents should not turn up to school expecting to speak to staff
* Discuss any concerns around behaviour in a respectful manner
* Supervise and monitor their child's online behaviour
6. Student Code of Conduct
Students are expected to follow our 3 simple rules of behaviour:
1. Be ready
2. Be respectful
3. Be your best
These incorporate all of the following rules:
* Behave in an orderly and self-controlled way
* Show respect to members of staff and each other
* In class there is an expectation of disruption-free learning (failure to follow this will result in removal)
* Complete work to the best of their ability
* Move quietly around the school
* Treat the school buildings and school property with respect, this includes putting litter in the bin
* Wear the correct uniform at all times (see appendix 2)
* Have the correct equipment for each lesson
* Accept sanctions when given
* Refrain from behaving in a way that brings the school into disrepute, including when outside school
* Mobile phones should be switched off and out of sight during the school day. If seen, phones will be immediately confiscated, students can collect from student reception at the end of the school day. If they are caught with it for a 3rd time, parents will need to come into school to collect it and a phone ban for two weeks will be put in place. Repeat offences will result in a longer ban.
* Be courteous and well-mannered
* Not to leave the school site without permission
* Be punctual to school and lessons
* Not to bring valuable possessions or prohibited items such as smoking paraphernalia, weapons, drugs or alcohol
* Respect for others in our community on the way to and from school.
7. Rewards and Sanctions
We believe that good behaviour should be recognised, we aim to encourage good behaviour through constant and consistent positive recognition. This approach creates a positive school environment and improves students' self-esteem.
7.1 List of Rewards and Sanctions
Positive behaviour will be rewarded with:
* Praise
* Stamp at the end of each lesson for following the Class Code of Conduct in lessons
* Extra stamps can be given to reward voluntary activities and exceptional achievements
* Letter, postcards or phone calls home to parents
* Special responsibilities/privileges
* Items from the online reward shop
* Headteacher commendations
* Being invited to attend events, trips or visits
* Termly celebration assemblies
* Presentation evenings
Behaviour incidents can vary considerably so each case will be treated on an individual basis, consideration will be given according to our Reasonable Adjustment Policy when issuing sanctions. All schools have the legal right to use detentions as a disciplinary measure. The school may use one or more of the following sanctions in response to unacceptable behaviour:
* In the classroom, C1 to C3 will be used to ensure disruption-free learning. Students who get to a C3 will be removed from the lesson and placed in the Protected Learning Room (PLR)
* Sending the students out of the class for a short period of time
* Expecting work to be completed at home, or during free time
* Detention at break, lunchtime, or after school for breaches in Code of Conduct can be given. Whole class detentions should be avoided. Late detentions will be used for persistent lateness to school.
* Poor behaviour is logged on an electronic monitoring system. Parents can access this information via the parent app if they have supplied the school with an email address.
* Letters or phone calls home to parents
* Agreeing a Behaviour Contract
* We have a system of report cards which are used to monitor student behaviour in lessons and work on agreed targets
7.2 Sanctions
* To ensure disruption-free learning students will be removed from lessons and placed in the Protected Learning Room (PLR) and issued with a detention if they receive a C3 during a lesson. Work will be given to the student to complete while in the room and a protected learning detention (PLD) will follow on that day initially for 30 minutes, an email will be sent to parents informing them of the detention. Failure to turn up for this protected learning detention will result in an hour detention the following day, parents will be informed.
* Other sanctions may be used if it is felt students fail to comply with behaviour expectations when in the Protected Learning Room (PLR) or fail to attend their protected learning detention. Poor behaviour during the protected learning detention will result in an increase of 30 minutes to their detention on that day. Protected learning detentions are held in L7 and are managed by Middle Leaders and Year Leader Assistants. During the protected learning detention a restorative conversation with the teachers whose class the student was removed from will be held, the Year Leader Assistants will help to facilitate these conversations. The restorative conversation is an important part of the sanction as it allows all parties to be heard and problem solving can take place to avoid repeated incidents.
* Students are expected to have excellent behaviour when representing the school on a trip, and we reserve the right not to include students whose past record of behaviour may cause concern. Equally, if a child's place is withdrawn later in the year due to concerns over the safety of others, or due to a child's own safety in following instructions of staff, you would still be liable to cover the full cost of the trip. If a student's behaviour on a school trip is considered unacceptable you may be required to collect your child at your own expense.
* Isolation will only be used after all reasonable strategies have been unsuccessfully attempted. Isolation will be used for serious incidents that take place during the course of the day and where it is not possible or appropriate to reintegrate the student immediately into lessons.
* Internal Exclusions will be used for serious incidents, students will be isolated in our Internal Exclusion Room (IER) and will be supervised by school staff. Students will remain in the Internal Exclusion Room for break times (they will have an opportunity to get food) and are expected to work in silence throughout the day. Parents will be informed by phone call and letter if their child is placed in the Internal Exclusion Room.
* The use of John Hanson's or Winton Community Academy schools Internal Exclusion Room will be used for serious incidents, students will be isolated in the host schools Internal Isolation Room. Work will be provided by the host school and if the student has free school meals food will also be provided. The student is expected to wear full school uniform and work in silence, parents are expected to provide transport to and from the school if required. Parents will be informed by a telephone call and a letter of this exclusion. A reintegration meeting with a member of SLT will take place following the exclusion. We will in turn at times host students from John Hanson or Winton in our internal exclusion room.
* Afternoon exclusion and afternoon school are the final sanction to be used before a suspension. Students will attend school in full uniform between either 3pm to 5pm or 1pm to 5pm, work will be organised and they will be supervised by a member of staff. Parents will be informed by telephone and letter if their child is placed on an afternoon exclusion or afternoon school. Parents are responsible for the safety of their child and for them accessing school work via the school website during school hours when their child is on afternoon school or on an afternoon exclusion. A reintegration meeting with parents and a senior member of staff will need to take place prior to the student returning to school.
* A suspension is a very serious sanction and is not taken lightly. The decision to have a suspension is made by the Headteacher. Parents will be informed by phone and letter, parents are legally responsible for their child for the first 5 days of any suspension and they must be at home during this period. Work is available on the school website for students to complete while suspended, this will be sign-posted to parents when informed of the suspension. Parents are expected to attend a reintegration meeting with the Headteacher or Deputy Headteacher before the student can return to school. If a student has a social worker, the social worker will be informed of the suspension.
* Reduced timetable and phased returns can be used in extreme cases to manage behaviour. Parents will be informed and the bespoke provisions will be agreed with parents. Parents will be required to sign a risk assessment and letter outlining the reduced hours to ensure parents take safeguarding responsibilities for their child when they are not in school. All reduced and phased return timetables that are less than 25 hours are reported to Hampshire County Council
* It may be necessary to make a referral to the Education Inclusion Service in order to access Outreach Support and/or interventions for students who have persistent behaviour issues. The Education Inclusion Services are able to offer specialist support around behaviour. This service is accessed to support young people to try and avoid permanent exclusions.
* Permanent exclusions are only used as a last resort when all other strategies have been exhausted or for one-off extreme incidents such as physical violence or bringing illegal drugs into school.
7.3 Off-site Behaviour
Sanctions may be applied where a student has misbehaved off-site when representing the school, such as on a school trip or travelling to or from school.
7.4 Malicious Allegations
Where a pupil makes an accusation against a member of staff and that accusation is shown to have been malicious, the Headteacher will discipline the pupil in accordance with this policy. Please refer to our Safeguarding Policy for more information on responding to allegations of abuse. The Headteacher will also consider the pastoral needs of staff accused of misconduct.
8. Behaviour Management
The good behaviour of students is essential to effective teaching and learning. Inadequate behaviour will always be challenged by all staff and acted upon. The Behaviour for Learning System is based on the principle that once students know the rules and the consequences they can make the right choices for themselves. When children thrive at school and at home it is usually because the boundaries are very clear and there are clear consequences if they stray beyond them. Good behaviour and disruption-free classrooms benefit all students and therefore we need to apply these fairly and consistently. Where students have significant SEND or medical needs, where it is deemed that adjustments are needed, we will put these in place (please see the Reasonable Adjustment Policy: J:/AdminStaff/Policies and Protocols/Ratified Policies). This does not mean however that poor behaviour is acceptable.
8.1 Classroom Management
Teaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom. The Harrow Way checklist is used to support staff and to gain consistency across the school.
They will:
Create and maintain a stimulating environment that encourages students to be engaged
* Display the pupil Code of Conduct and the Consequences System to ensure disruption-free behaviour
* Develop a positive relationship with students
* Greet pupils in the morning/at the start of lessons at the classroom door (one foot in one foot out)
* Use do now tasks at the start of the lesson
* Use classroom voices to help transition between activities
* Establish clear routines and plan for good behaviour
* Communicate expectations of behaviour in ways other than verbally
* Focus on highlighting and promoting good behaviour where possible
* Use RIP (reprimand in private) and PIP (praise in public)
* Use the C1- C3 system to ensure disruption-free learning
* Ensure students leave the lesson in a calm and orderly manner (one foot in one foot out)
* Give out stamps at the end of each lesson to discuss behaviour and encourage positive behaviour
* Use sanctions for breaches of the Code of Conduct if needed and update SIMS
* Use the principles of Teach like a Champion to support engagement in learning
* Use attachment awareness and emotional coaching tools and principles to de-escalate behaviour
* Use student profiles, information on the SEND Google drive and SEND bulletin to plan lessons to meet the needs of the class
If a student reaches a C3 during a lesson this means they are disrupting the learning of others, therefore as part of our commitment to disruption-free learning, staff need to send a student down to Reception to call for an Emergency Call Out (ECO). Emergency Call Out can also be used in emergencies or circumstances of severe disruption and or harm to another person.
8.2 Physical Restraint
In extreme circumstances, staff may use reasonable force to restrain a student to prevent them from hurting themselves or others.
Incidents of physical restraint must:
* Always be used as a last resort
* Be applied using the minimum amount of force and for the minimum amount of time possible
* Be used in a way that maintains the safety and dignity of all concerned
* Never be used as a form of punishment
* Be recorded and reported to Hampshire County Council
8.3 Confiscation
Any prohibited items (listed in section 3) found in students' possession will be confiscated. These items may be returned to the parent.
We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate.
Searching and screening students is conducted in line with the DfE's latest guidance on searching, screening and confiscation.
8.4 Student Support
The school recognises its legal duty under the Equality Act 2010 to prevent students with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the student (see Reasonable Adjustment Policy: J:/AdminStaff/Policies and Protocols/Ratified Policies).
The school uses a stepped approach to manage behaviour and mental health (see appendix 5) this gains access to additional support if students continue to struggle with poor behaviour.
The school's Special Educational Needs Co-ordinator will evaluate a student who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met. Staff will be provided with student profiles by the SEND department giving staff guidance on how best to support students with additional needs.
Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, Education Inclusion Service, medical practitioners and/or others, to identify or support specific needs.
When acute needs are identified in a student, we will liaise with external agencies and plan support programmes for that child. We may use a pastoral support plan to create and monitor support, this will be reviewed with parents on a regular basis.
9. Student Transition
To ensure a smooth transition to the next year, students have transition sessions at their new school and have a chance to meet their tutors prior to starting. In addition, the Transition Manager, in consultation with the primary school, will consider if additional transition meetings are needed.
To ensure behaviour is continually monitored and the right support is in place, information related to students' behaviour is gathered via the Transition Manager. The SENDCo will hold TPA (Transition Partnership Agreement) meetings with the link primary school to understand how we might support students with additional needs. Information will be shared with relevant staff before and at the start of the term or year. Information on behaviour issues may also be shared with new settings for those students transferring to another school.
10. Training
Our staff are provided with training on managing behaviour, as part of their induction process.
Behaviour management will also form part of continuing professional development, resources on best practices can be found on the staff professional development website.
Heads of Department will support staff development to meet the needs of the students in the classroom, preparing for good behaviour and developing a curriculum that supports good behaviour.
Lead practitioners will also work alongside staff if necessary to coach and support good practice around behaviour management.
11. Monitoring Arrangements
This Behaviour Policy and Statement of Behaviour Principles (appendix 1) will be reviewed by the Headteacher and Governing Board annually. At each review, the policy will be approved by the Headteacher.
12. Links with other Policies
This Behaviour Policy is linked to the following policies, which can be viewed on the Harrow Way School website in the School Information/Policies section.
* Safeguarding Policy
* Anti-bullying Policy
* Reasonable Adjustment Policy
Appendix 1: Written Statement of Behaviour Principles
* Every student understands they have the right to feel safe, valued and respected, and learn free from the disruption of others
* All students, staff and visitors are free from any form of discrimination
* Staff and volunteers set an excellent example to students at all times
* Rewards, sanctions and reasonable force are used consistently by staff, in line with the Behaviour Policy
* The Behaviour Policy is understood by students and staff
* Students are helped to take responsibility for their actions
* Families are involved in behaviour incidents to foster good relationships between the school and students' home life
The Governing Board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.
This Written Statement of Behaviour Principles is reviewed and approved by the Governing Board every 2 years.
Appendix 2: Uniform Expectations
Where the Stitch-a-logo box is the only one ticked against any item, that item may only be purchased from them as our named uniform provider.
Please visit the website at http://www.stitch-a-logo.co.uk, to order online, or visit the shop (opening hours 0900-1700) at Unit 12 & 13 Glenmore Bus. Park, Colebrook Way, Andover SP10 3GQ, phone 01264 351515.
| Item of Uniform | Stitch-a-logo (named provider) | Harrow Way | Other |
|---|---|---|---|
| Black school jacket with sewn-in logo | ✓ | | |
| White short- or long-sleeved shirt | | | ✓ |
| Tie | ✓ | ✓ | |
| Black trousers (from supplier or similar style.) | ✓ | | ✓ Classic style only |
| Tartan skirt: may be worn instead of trousers. | ✓ Tartan | | |
| Grey, v-neck jumper (optional addition to jacket) | ✓ | | |
| Black Shoes (not trainers) | | | ✓ |
| Plain black socks | | | ✓ |
| Plain black socks or black or natural tights | | | ✓ |
| PE Polo shirt, badged | ✓ | | |
| PE Shorts | ✓ | | |
| PE Socks (knee length) | ✓ | | ✓ Plain black |
| Tracksuit bottoms/ leggings/base layer (optional) Shorts to be worn over leggings/base layer | ✓ Provider design | | ✓ Plain red or black |
| PE overtop or base layer (optional). No hoodies/logo. | ✓ Provider design | | ✓ Plain red or black |
| PE footwear | | | ✓ |
All clothing and footwear must be marked with the student's name.
At Harrow Way we take pride in our high values regarding student uniform, in order to maintain good standards of dress and personal appearance which are sensible and appropriate for students at secondary school.
For both Boys and Girls:
A suitable outdoor coat may be worn as prevailing weather demands. These should be plain with minimal or no logos. Denim and leather coats must not be worn.
Shoes must be black, low-heeled and of a sensible design.
Trousers must be plain black fabric in a classic style – that is, not narrow fitting at the bottom of the trouser. Although many different styles are sold by local stores as school uniform trousers, the Governors and Senior Leadership Team of Harrow Way School reserve the right to decide which styles may be worn.
Skirts must be knee-length or just above the knee.
The following items are NOT permitted:
- Hoodies and hoodie-like garments
- Any leather or denim clothing
- Baseball-type caps
- Trainers, boots and other casual footwear
- Jeans, cords, chinos, combat trousers, leggings
Jewellery
The wearing of jewellery is not permitted, with the exception of watches and a small ear stud (no more than one per ear lobe). No other facial or body jewellery is allowed. Facial piercings are unacceptable, clear piercings or wearing a plaster over a nose stud are not acceptable.
Students and parents should be aware that if we feel that the amount or nature of jewellery worn by a student is inappropriate or unreasonable, they will be expected to remove it.
Hair and Make-up
Extreme styles are not acceptable. Make-up, if worn, should be discreet and appropriate for a school environment. Only clear nail varnish can be worn. Absolutely no nail extensions, false nails or coloured polishes are acceptable. False eyelashes are likewise not allowed. Where prohibited items are worn, students will be expected to remove them.
A further note on Uniform
* Outdoor coats, scarves and gloves must be removed prior to entering teaching areas
* Ties should be fastened properly and free from graffiti
* White school shirts must be tucked in
* A coloured or heavily logo'd tee-shirt should not be visible under the school shirt or blouse.
Appendix 3: Mobile Phone Use
If mobile phones are brought into school they are the responsibility of the student. They must remain out of sight and switched off during school hours, including break and lunch time. Communication between parents and students should be via the Student Receptionist. If a student is found using their mobile phone for any reason other than a legitimate educational one (e.g. in Photography lessons, or if the teacher directs the student to use it as part of the lesson) the phone will be handed to a member of staff. This will be taken to Student Reception and the student can collect it at the end of the day. On the third occasion parents must collect and a phone ban for two weeks will be put in place. Repeat offences will result in a longer ban.
Appendix 4 - The Harrow Way Checklist
Appendix - 5 Stepped Approach to Behaviour and Mental Health
Appendix - 6 – Disruption-free Classrooms
Appendix 7 - Classroom Code of Conduct
Committee responsible for review: FGB
Date ratified by Governing Body: 15/07/2024
Date of next review:
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A Delivering Social Change Investment is underpinning the introduction of a new integrated review process for all children
Early Intervention Transformation Programme is a Signature Project funded by Atlantic Philanthropy, Delivering Social Change and five Government Departments (DHSSPS,DE,DEL, DoJ and DSD). The programme aims to transform mainstream services by enabling a shift to early intervention and prevention through a greater use of evidence and focus on outcomes.
Work Stream One of EITP seeks to equip, support and empower parents to provide their children with the best start in life.
It is a partnership approach with Health & Education working across universal services, midwifery, health visiting and Early years. There are three elements within the work streamGetting Ready for Baby, Getting Ready for Toddler and Getting Ready to Learn
The Getting Ready for Baby element, led by PHA, will transform universal antenatal care and education by providing antenatal care alongside the Solihull Antenatal Parenting Programme.
The Getting Ready for Toddler element, also led by PHA, will improve support social and emotional development of children in pre-school Children.
The Getting Ready to Learn (GRtL) project within Workstream One, led by DE, seeks to support DE funded pre-school education providers to encourage and develop parental involvement in children's early learning to ensure maximum parental contribution at a crucial time in children's early brain development .
A review and analysis of how services are currently delivered revealed
- Age 3-4 years is an important stage in child development. Key health issues are important around this stage – such as Speech, language and communication; Peer relationships /social skills;Promotion of positive behaviours;Toilet training; Diet& Nutrition.
- Consultation with Health & Education colleagues found evidence of preventable delays in these areas for a number of children in their pre-school year.
- Parents highlighted a gap in current universal programme for face to face contact between 2 year assessment and Primary One.
- Evidence shows that parent's assessment of their child's development is a particularly useful way of identifying developmental delays, as they are most familiar with their child and make observations on a daily basis rather than an one off assessment.
The review of evidence and need pointed towards an opportunity to introduce a new integrated review for children aged 3-4 years in their preschool year. The review will combine the health visitor's skills , knowledge and experience ; the pre-school education practitioner's observations and detailed knowledge of the children in their day to day care; and parent's views and concerns on their child's progress and development .
The transformation of service will be done in 2 stages
Firstly A named health visitor will be aligned to every DE funded pre-school education setting . The health visitor will:
* Work in partnership with colleagues in education to provide a public health service to support and promote healthy child development in early years settings
* Contact the early years education setting a minimum of once per term
* Permission will be sought from parent prior to Nursery Principals / Early Years Leaders raising concerns about individual children
* The Family Health Visitor will take forward any required action in partnership with parents and Early Years facility.
Secondly an initial 10% of children will be offered an additional Health Review in the pre school setting . The integrated child development review aims to:
- Review the child's social and emotional developmental progress and identify any additional needs or concerns in relation to a child's development
- Where additional needs or concerns have been identified ensure that a programme of care is implemented and the child and his/her family are referred in a timely manner to appropriate services for support and intervention.
- Ensure there is a joined up approach to working across health and education, encouraging appropriate sharing of information, reducing duplication and providing a consistent message for parents.
- Record, analyse and share appropriate child data on social and emotional development which can then be used to develop services that could improve outcomes for children and young people
Once the change is fully embedded it will be sustained by the mainstream services and become a part of the core service offering to all children | <urn:uuid:f7c8539f-c338-428e-a920-5c5df6b85fd6> | CC-MAIN-2024-42 | https://cypsp.hscni.net/wp-content/uploads/2015/12/Work-Stream-One-summary.pdf | 2024-10-08T12:10:07+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253530.50/warc/CC-MAIN-20241008110119-20241008140119-00486.warc.gz | 159,596,231 | 820 | eng_Latn | eng_Latn | 0.996778 | eng_Latn | 0.996755 | [
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La ventana indiscreta Author: Marina Sáez Reader: Suky Taylor
Story:
La ventana indiscreta is a highly playful story about Julia, who is confined at home with a broken leg and amuses herself by observing the activities of the neighbours in the building opposite and on the street below through her binoculars. She gives us a glimpse of the private lives of the people who make up her local community, presenting them as widely diverse, yet all connected by the normality of everyday life and the shared values of family, friendship and a harmonious co-existence: a diverse community living together in mutual appreciation. She spends the day at her window, while her family look after her, and her friends visit, and daily life goes on around her as she observes the ways different people live their ordinary lives. The story is really about giving its readers lots of opportunities to think about what she sees.
However, the book format is mostly illustrations with accompanying text written over them. The pictures are full of small details, and in this way the story offers additional options for readers to be creative with the book and play with the images, by exploring them and discovering everything that's going on in the descriptions of what Julia is observing, such as at the end when we are invited to look out for what Jana was up to during the day. So the book encourages the reader to study the pictures more carefully, where they will find plenty of inspiration for ideas and learning, and to create discussion in a group context. The options presented go far beyond the pictures and text, as both introduce ideas for readers to continue exploring, such as Ares, who is dressing up as a princess. Julia comments that sometimes they feel more like a girl, and sometimes more like a boy. The pictures introduce and develop the text and offer the reader the chance to think about different perspectives.
All in all the book encompasses many ideas and possibilities to both an individual reader and in a teacher-led setting, which a translation would have to bear in mind when considering any choices in preparing the book for foreign audience. It would be wise to think about the potential activities resulting from the text, although this would not necessarily affect the translation itself. And the majority of content comes from the images, which would be the same in an English version of the book.
The title La ventana indiscreta might actually be the biggest translation question of the text, and obviously the author's intention is relevant in this choice. The reference to Hitchcock's film The Rear Window becomes far stronger in a retranslation back to the original, and unfortunately would not be suitable either for the meaning or the subject of this book: the window is not at the back, and the subject of Hitchcock's thriller is a lot more macabre than the author or publisher would presumably intend this book to be. A direct translation of indiscreet must also be discarded for its negative connotations of shame in English usage, which is the exact opposite of what the author intends. One suggestion offered is The Open Window, but perhaps it would be prudent, if the reference to Hitchcock's film is to become irrelevant, to put the emphasis on the observer instead of the window, with something like Spy at the Window, or The Secret Spy, or even find an alternative reference that a UK audience would be familiar with. The translator would have to give this some consideration, and ideally consult with the author as well as the publishers on all the points to take into account and any marketing implications.
That aside, the language of the story itself is not problematic for translation, the only issues being relative to cultural references rather than linguistic ones. The companion guide at the end of the book is written in more adult language, and while it does directly address the reader, the language is a bit of a mixture between a simple introduction to concepts explained to a child and some language that is perhaps more for an adult understanding. It might take a little creativity to convey this idea in translation and maintain the balance, as it's quite a complicated intention. The author presents the concepts very directly and openly, with the clear intention of demonstrating there is no shame in discussing these themes, and addressing the readers with no condescension. On the other hand, some of the concepts are quite theoretical and would probably require further explanation and discussion with an adult companion. This makes the book ideal for school, for example for group reading with discussion or teacher-led exercises.
The story addresses all sorts of contemporary ideas that are being, and still need to be, brought into the light for new generations. It deals with them in a fun and very open way that presents questions of sex and gender with a complete lack of sensationalism and rejects any conformity to traditional shame and judgement, representing all types of people as normal, simply by allowing Julia and the readers to view their lives without the perspective or restrictions often still imposed by society.
These issues of acceptability, normality and community would not give any particular challenge for translation. The representation of people from all backgrounds and orientations is something that can be represented in everyday UK culture just as well as in Spanish culture. And in fact some of the aspects of this totally normal Spanish neighbourhood, such as living in a block of flats and being able to observe the neighbours' windows and the street below, offers an interesting contrast to traditional UK society where children might be more likely to live in a house without the bird's eye view of their neighbours or things like street level businesses and activities.
This book would undoubtedly do well in an English-speaking market, as an easily accessible book that offers far more than just an enjoyable story. It encourages its readers to explore further on their own and could be used by parents or teachers with groups to stimulate new topics and ideas. There are countless directions readers could take from the pictures and text, but it can also be simply a fun book for children to entertain themselves with. | <urn:uuid:7ea8662c-9c24-4ebe-800f-8c7e7248e2af> | CC-MAIN-2024-42 | https://www.newspanishbooks.com/entity_pdf/node/10595/pdf | 2024-10-08T11:56:27+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253530.50/warc/CC-MAIN-20241008110119-20241008140119-00488.warc.gz | 789,736,003 | 1,189 | eng_Latn | eng_Latn | 0.9985 | eng_Latn | 0.998687 | [
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Name: _____________________________Date: ________________ Class: __________
South Carolina: The Beautiful Palmetto State
Chapter 6: A Rich and Royal Colony ~ Internet Activity
Instructions: In this activity, you will use the Internet to learn more about the history of slavery in the colony of South Carolina. Use the links to find the information needed to complete the activities below.
http://sciway3.net/proctor/sc_rice.html
http://www.sciway.net/afam/slavery/rice.html
http://www.sciway.net/afam/slavery/population.html
Part I: Slavery in the South Carolina Colony
1. Which two crops required a huge labor force which made plantations possible in South Carolina? ________________ ________________
2. In 1720, what percentage of the South Carolina population was slave? ________
3. According to the Rice Culture website, each slave field hand was responsible for how much rice per year? ________
4. What type of land was best for rice cultivation?
_________________
5. What were the first two tasks in preparing to plant rice? ____________________
__________________________________________________________________
6. What was the most important task of the slaves during the time rice was growing? __________________________________________
7. What is “winnowing”?
__________________________________________
8. According to the 1775 writer, why was cultivation of rice “dreadful” for the slaves?
__________________________________________________________________ __________________________________________________________________
Part II: The Stono Rebellion
Black slaves had outnumbered white colonists in South Carolina since about 1709. In 1739, some slaves revolted. Some of what you'll read on these websites is primary source material, meaning people who experienced the events wrote the words over 200 years ago! The language is a little different from today. Do your best to gather the meaning.
http://www.pbs.org/wgbh/aia/part1/1p284.html
http://www.pbs.org/wgbh/aia/part1/1h312t.html
http://www.pbs.org/wgbh/aia/part1/1h311t.html
Name: _____________________________Date: ________________ Class: __________
South Carolina: The Beautiful Palmetto State
Chapter 6: A Rich and Royal Colony ~ Internet Activity
9. In what year did the “Stono Rebellion” occur?
__________
10. To what colony did the rebellious slaves plan to flee, and what country ruled the colony? __________; __________
11. Which slave was the leader of the revolt?
__________
12. About how many whites were killed in the rebellion? __________ How many slaves? __________
13. What was the role of the slave named “July,” and what did the Commons House do to him? ________________________________________
14. William Bull reported that these people were being used to help locate the deserting slaves? ________________________________________
Part III: New Slave Laws – 1740
One result of the Stono Rebellion was the creation of new laws to control slaves.
http://www.americaslibrary.gov/jb/colonial/jb_colonial_stono_2.html
http://www.duhaime.org/LawMuseum/LawArticle-1504/1740-Slave-Code-of-South-Carolina-Articles-50-58.aspx
http://www.duhaime.org/LawMuseum/LawArticle-1501/1740-Slave-Code-of-South-Carolina-Articles-34-37.aspx
15. List three things that slaves were not allowed to do as a result of the Slave Code of 1740.
__________________________________________________________________ __________________________________________________________________
16. What did the new law require as punishment for any person accused of killing one of the rebelling slaves?
__________________________________________________________________
17. After the uprising, what type of crime was it for a white man to murder a slave, and what was the punishment?
__________________________________________________________________
Finished Early? Another form of labor for colonies was indentured servants. Read about them http://www.ushistory.org/us/5b.asp. Then, create a Venn diagram to compare and contrast slaves and indentured servants. Focus on the following issues: origin, race, types of jobs, time of service, legal status, children, role in revolts, etc. | <urn:uuid:f9fd156e-c24c-486d-8afa-5336dc4546ca> | CC-MAIN-2024-42 | https://www.clairmontpress.com/SC13/sc13-msh_full/ia/ch06.pdf | 2024-10-08T11:50:41+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253530.50/warc/CC-MAIN-20241008110119-20241008140119-00488.warc.gz | 620,718,941 | 926 | eng_Latn | eng_Latn | 0.995715 | eng_Latn | 0.995705 | [
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Name: _________________________Date: ______________ Class: _______
Chapter 1: The Land Where We Live
North Carolina: People, Places, & Progress
Internet Activity
In the first part of this lesson, you will explore North Carolina's Geography through its four major regions: the Tidewater, the Coastal Plain, the Piedmont, and the Mountains. Each of these regions has unique characteristics and features that have influenced patterns of settlement, travel, and the economy throughout North Carolina's History.
In the second part of the lesson, we will explore some weather differences in different parts of North Carolina.
Instructions: Click the links below and use the information from the websites to complete each item.
Part I: Regions
Click here: http://northcarolina.hometownlocator.com/maps/
Choose the Interactive Map of North Carolina Counties. Type in the address of your school into the box labeled “Search NC Address.”
1. What county is your school located in? _________________________________
2. Click on the link with the name of your county. What is the total population of your county? ____________________________
3. What is the Median Household Income for your county? ________________________
Go back to the Maps tab.
Using the county selector, choose “Craven” from the drop-down and zoom in on the Craven County area.
4. What is the largest city in Craven County? ___________________________
Name: _________________________Date: ______________ Class: _______
North Carolina: People, Places, & Progress
Chapter 1: The Land Where We Live
Internet Activity
5. What region of North Carolina is Craven County in? If you need some help with this one, try the map at
http://www.worldatlas.com/webimage/countrys/namerica/usstates/ncland.htm
A. Tidewater
B. Coastal Plain
C. Piedmont
D. Mountains
Now, go back to the Maps tab and choose “Duplin” from the drop-down county menu, then click on the word “Duplin” and the Features menu.
6. What is one lake in Duplin County? _________________________
7. What region is Duplin County in (remember to check the other map link if you need help on this one)?
A. Tidewater
B. Coastal Plain
C. Piedmont
D. Mountains
Next, go back to the Maps tab and choose "Yancey" from the drop-down menu.
8. What is one famous geographic feature (river, lake, mountain, etc.) located in Yancey county? _______________________________
9. What region is Yancey County in?
A. Tidewater
B. Coastal Plain
C. Piedmont
D. Mountains
Name: _________________________Date: ______________ Class: _______
North Carolina: People, Places, & Progress
Chapter 1: The Land Where We Live Internet Activity
Next, go back to the Maps tab and choose “Guilford” from the drop-down menu. Then, click on Guilford and the Cities tab.
10. What are 3 cities located in Guilford County? _________________________
______________________ _________________________
11. What region is Guilford County in?
E. Tidewater
F. Coastal Plain
G. Piedmont
H. Mountains
12. Choose 2 regions (Tidewater, Coastal Plain, Piedmont, Mountains) and compare and contrast the landforms in the 2 regions.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Name: _________________________Date: ______________ Class: _______
North Carolina: People, Places, & Progress Chapter 1: The Land Where We Live
Internet Activity
Part II: Weather and Climate
Click the link below. Then, click North Carolina on the map. You will see several weather stations. Click the station closest to where you live. Use information from the link to complete the following chart.
http://www.esrl.noaa.gov/psd/data/usclimate/states.fast.html
| | | | Weather Station Nearest My House: (list station) |
|---|---|---|---|
| | Maximum Temperature | | |
| | | (°F) | |
| | Minimum Temperature | | |
| | | (°F) | |
| Average Snowfall (in.) | | | |
| Usual Coldest Month | | | |
| | Usual Warmest Month | | | | <urn:uuid:1cbb1410-4849-4049-99bd-66242e8e210f> | CC-MAIN-2024-42 | https://www.clairmontpress.com/NC17/nc17-msh_full/ia/NC_IA_Ch01.pdf | 2024-10-08T11:57:52+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253530.50/warc/CC-MAIN-20241008110119-20241008140119-00492.warc.gz | 622,978,370 | 955 | eng_Latn | eng_Latn | 0.908331 | eng_Latn | 0.989293 | [
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Fact sheet
Giardiasis (Giardia)
What is giardiasis?
Giardiasis is a diarrheal illness caused by a tiny parasite Giardia lamblia that is usually spread through water. This parasite can survive for long periods of time in water or on other surfaces.
How is giardiasis spread?
The illness is spread when Giardia parasites enter your body from ingesting contaminated food or water. Once an animal or person has been infected with Giardia, the parasite lives in the intestine and is passed into the environment in the stool (poop). You only need to ingest a small amount of Giardia parasites to become ill. The most common cause of illness is drinking water contaminated with Giardia parasites. Water from lakes or streams can be contaminated, even if the water appears clean. Person-to-person transmission has also been known to occur in childcare centers and in long-term care facilities and institutions.
What are the signs and symptoms of giardiasis?
diarrhea and should drink plenty of fluids while ill.
How long after infection do symptoms appear?
After eating or drinking contaminated food or beverages, it may take 1–4 weeks before you get sick. Diarrhea usually begins within 7–10 days, but may be as early as 5 days or as late as 25 days after infection with Giardia.
Who is most at risk?
* Children who attend childcare centers, including diaper-aged children
* Childcare workers
* Parents of infected children
* Caregivers who take care of infected people
* Pregnant women
* People with severely weakened immune systems
* International travelers
* People who drink unfiltered, untreated water
The most common symptoms of giardiasis are diarrhea with loose and pale greasy stools, gas, stomach cramps, bloating, weight loss, and fatigue. Fever and vomiting are rare. Many people who become infected with Giardia do not have symptoms, but can still spread infection. Young children and pregnant women may be more likely to get dehydrated from
* People who drink from untreated shallow, unprotected wells
What type of health problems are caused by giardiasis?
Giardiasis can cause weight loss and failure to absorb fat, lactose, vitamin A and vitamin B12.
Office of Communicable Diseases • 801-538-6191 • www.epi.utah.gov
How is giardiasis diagnosed?
Your healthcare provider will ask you to submit stool samples to check for the parasite. Giardiasis can be difficult to diagnose, so your provider may ask you to submit several stool samples over several days.
How is giardiasis treated?
Most people who have a healthy immune system will recover without treatment. The symptoms of diarrhea can be treated. If you have diarrhea, drink plenty of fluids to prevent dehydration. Several effective prescription drugs are available to treat giardiasis. Treatment time varies depending on the drug prescribed.
Where is Giardia found?
How can giardiasis be prevented?
* Wash hands with soap and water after using the toilet and after every diaper change, especially if you work with diaper-aged children, even if you are wearing gloves.
* Dispose of animal waste properly so water sources will not be infected.
* Avoid water that might be contaminated.
* Wash all fruits and vegetables thoroughly before eating.
Where can I get more information?
* Your personal healthcare provider
* Centers for Disease Control and Prevention (CDC)
Giardia parasites can be found in dogs, beavers, and other domestic and wild animals. It is also found in soil, food, water, or surfaces that have been contaminated with the feces (poop) from infected humans or animals. Giardiasis occurs worldwide and Giardia is the most common intestinal parasite identified by public health laboratories in the United States.
* Utah Department of Health and Human Services
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The filamentary structure of the Universe
Aurora Simionescu, Netherlands Institute for Space Research (SRON), The Netherlands
What does a map of the cosmos look like? By plotting decades ago that the Universe was structured according to a fascinating pattern. In it, galaxies are minuscule dots of light that trace a much larger underlying network of cos mic filaments and knots. The space between the galaxies in this so-called cosmic web is filled with very hot and rar efied plasma that "connects the dots" and glows dimly in X-ray light. Athena will enable scientists to study the faint emission from the gas that permeates the cosmic web over scales of many millions of light years much more accurate ly than ever before.
the positions and distances of many thousands of galaxies, astronomers discovered
Under the pull of gravity, regions of the Universe that were just slightly denser than their surroundings right after the Big Bang drew in the matter around them, forming more and more massive structures. During this process, most of the gas permeating the cosmic web was compressed and shock heated to tens of millions of degrees so that it now shines in X-ray light. Seeing the cosmic web in X-rays,
The distribution of galaxies (left) and X-ray gas (right) predicted by the state-of-the-art computer simulation Illustris. Athena will reveal the properties of the invisible gas that fills the space between galaxies in the cosmic web. Credit: Illustris Collaboration / Illustris Simulation.
therefore, tells the tale of the growth of our Universe – but so far, the story is full of holes. ESA's XMM-Newton and NASA's Chandra flagship missions can only study in detail the X-ray brightest regions of the cosmic web: the densest "knots" of the large-scale structure, which host the central regions of clusters of galaxies... Only a handful of cosmic web filaments have been reli ably detected to date, and their physical properties such as temperature and density remain uncertain.
Several of Athena's capabilities give it a tremendous advantage over previous X-ray observatories in revealing the filamentary structure of the Universe. Firstly, Athena's large collecting area allows it to study very faint emission from cosmic web filaments. Secondly, Athena's X-IFU (X-ray In tegral Field Unit) detector provides a dramatic improvement in spectral resolution compared to current observatories, so that emission lines from our Galaxy can be clearly separated from the hot gas in cosmic web structures at other redshifts. Athena's Wide Field Imager (WFI) observes large areas of the sky around known clusters of galaxies to search for the filaments that connect to these cosmic web knots, separating their signal from that of the Galaxy by local comparisons of the X-ray surface brightness. Thirdly, Athena's instruments are shielded from energetic particles from the Sun and from the Galaxy by their own active and passive shieldings and by a magnetic diverter system, providing a stable background that is more suitable for studies of faint X-ray signals than previous observatories. With these technical advances, Athena promises to "connect the dots" and reveal the properties of the invisible gas that fills the space between galaxies in more detail than ever before. | <urn:uuid:079cd609-e445-4325-b482-c63154d345c0> | CC-MAIN-2024-42 | https://api.cloud.ifca.es:8080/swift/v1/ACO/Nuggets/AN30.pdf | 2024-10-08T12:47:25+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253530.50/warc/CC-MAIN-20241008110119-20241008140119-00493.warc.gz | 74,659,629 | 654 | eng_Latn | eng_Latn | 0.998245 | eng_Latn | 0.998245 | [
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