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"This book is a gem. It will most assuredly help patients, their family members and their friends as they meet the many challenges ahead including the compelling emotional issues largely ignored in the doctor's office." –Will Cross Will Cross is the first person with Type 1 diabetes to summit Mt. Everest. Sell sheet Book description Press release Authors Diabetes is an Epidemic Endorsements Sample Excerpts The Challenge of Childhood Diabetes Self-Help / Diabetes / Caregiving Trade Paperback Publication Date: Sept-2006 Price: $15.95 Size: 6 x 9 Author: Laura Plunkett with Linda Weltner ISBN: 0-595-38625-3 168 Pages Available from www.challengeofdiabetes.com, www. amazon.com, www.barnesandnoble.com and selected bookstores. When seven-year-old Danny was diagnosed with juvenile diabetes, his mother, Laura Plunkett, a psychotherapist with a private practice in Marblehead, MA, desperately searched for ways to cope with his life-threatening disease. Struggling to manage her anxiety over wildly fluctuating blood sugar numbers, to transform her reluctant family's diet, and to educate friends and teachers, she eventually finds unique ways to help Danny attain excellent blood sugar control and a new and comfortable sense of normal. To help others weather such shocking new circumstances, Laura and her extended family share their three-year journey from crisis to confidence with humor and warmth. An intimate look at issues of nutrition, exercise, sibling rivalry, medical care, and holistic medicine, The Challenge of Childhood Diabetes is the friend, coach, and consultant that the family of every newly-diagnosed child will turn to on a daily basis. Written with her mother, Linda Weltner, former "Ever So Humble" columnist for The Boston Globe, the book includes a Survival Guide for those seeking support and a new emotional perspective. The Challenge of Childhood Diabetes is insightful and compassionate, filling the void between doctor's visits with the comforting voice of a loving and experienced caretaker. It's an invaluable resource for extended family, friends, teachers, neighbors, and medical professionals. Visit www.challengeofdiabetes.com or call Vanessa Childs at 617.838.9456 for more information. Back to Contents The Challenge of Childhood Diabetes is designed to: * Offer day-to-day and month-by-month support in order to lessen anxiety in parents of newlydiagnosed children * Suggest a wholesome diet for the entire family * Help parents bring their children's Hemoglobin A1c below 7.0, preventing long-term complications * Foster a co-operative, supportive and loving family team approach * Advocate for a more active lifestyle, with limited TV and computer use * Advise parents to be proactive, creative, independent thinkers * Enable parents to find an excellent medical support team * Teach parents how to gain co-operation from children with diabetes * Encourage parents to consider the benefits of alternative treatments * Support the participation of fathers in their children's care * Promote marital communication, harmony and closeness * Facilitate intergenerational co-operation in the care of children with diabetes * Raise medical awareness of the nutritional and psychological needs of parents of children with diabetes FOR IMMEDIATE RELEASE firstname.lastname@example.org 617.838.9456 Contact: Vanessa Childs www.challengeofdiabetes.com "The Challenge of Childhood Diabetes: Family Strategies for Raising a Healthy Child" Chronicles a Successful, Unconventional, and Sound Approach to Juvenile Diabetes Laura Plunkett provides original strategies for creating optimal health for children with Type 1 and Type 2 Diabetes. MARBLEHEAD, MA (September 13, 2006) Recently published "The Challenge of Childhood Diabetes: Family Strategies for Raising a Healthy Child"(www.challengeofdiabetes.com) chronicles how one mother's unconventional, successful, and sound approach helped her child consistently achieve near-normal blood sugar levels, an accomplishment the magazine Diabetes Positive calls "something rare in pediatric endocrinology". Written by award-winning author, Linda Weltner, and Laura Plunkett, a psychotherapist, The Challenge of Childhood Diabetes is an invaluable resource for parents, extended family, friends, teachers, neighbors, medical professionals, and others who want to provide optimal care for children with Type 1 and Type 2 diabetes. The American Diabetes Association recommends children's HbA1c numbers stay under 7.0 to avoid long-term complications. The U.S. average for children with diabetes is 8.5. A recent study by the Yale Pediatric Diabetes Program proved that intensive therapy could reduce it to 7.6. Danny Plunkett has been between 6.2 and 6.8 for the past 2 years. Normal children are between 4.5 and 6.5. The Challenge of Childhood Diabetes is a day-by-day and month-by-month chronicle designed to bring distraught families from crisis to confidence. This warm, humorous and poignant book presents not only a mother's point of view but also the unique perspectives of three generations, providing original strategies for improving nutrition and making use of alternative treatments as well as dealing with sibling rivalry, non-cooperation, fathering, and exercise. The Challenge of Childhood Diabetes is the friend, coach, and consultant that the family of every newly-diagnosed child will turn to on a daily basis. Danny When seven-year-old Danny was diagnosed with juvenile diabetes, his mother, Laura, desperately searched for ways to cope with his life-threatening disease. Struggling to manage her anxiety over wildly-fluctuating blood sugar numbers, to transform her reluctant family's diet, and to educate friends and teachers, over time she found new and original ways to help Danny attain excellent blood sugar control and a new, comfortable sense of normal. The Epidemic of Childhood Diabetes "Diabetes is one of the biggest health catastrophes the world has ever seen," said Dr. Martin Silink, president-elect of the International Diabetes Federation. Over the last two decades, the number of people with diabetes has climbed from 30 million to 230 million, claiming millions of lives. Each year in the U.S. more than 13,000 young people are diagnosed with type 1 diabetes. IDF's 2003 report shows that 2% of the world's children suffer from Type 1, with 65,000 newly diagnosed cases per year. Challenging the Paradigm and Winning "Repeatedly, we struggled against the belief that limiting your child's food choices can cause eating disorders," says Plunkett. "All I know is that it hasn't happened in our family. I have seen that our family's present whole food diet has a huge effect on blood sugars and on our family's feelings of well-being. Although the transition was tough, once we were all eating a more complex- and reducedcarbohydrate diet, we felt better. Both my children are maintaining healthy weights and seem to be relatively unconcerned about body image. The results for Danny are a stronger immune system, fewer mood swings, an enhanced sense of well-being, more energy, and smaller blood sugar fluctuations." The Challenge of Childhood Diabetes, published by Orion Star Press, is a 168-page paperback including A Survival Guide for Parents, an instant summary for those seeking immediate support and a head start on a new emotional perspective. The Challenge of Childhood Diabetes is available for $15.95 through www.challengeofdiabetes.com, Amazon.com, Barnes & Noble.com, and selected bookstores. About The Authors Laura Plunkett has a BA in Psychology with Honors from Brown University and had a thriving therapeutic private practice for fourteen years with families, individuals and couples in Marblehead, MA. A member of the Juvenile Diabetes Research Foundation, her avocation since her son's diagnosis has been doing research on nutrition and the latest developments in diabetes. Ms. Plunkett is also a public speaker on the topic of "Raising Wholesome Children in a Fast-Food World: A Framework for Creating Family Health." Linda Weltner, Laura's mother, is a former Boston Globe columnist and the author of two young adult novels and two collections of her columns. She was awarded the Best Columnist Award by the New England Women's Press Association. A popular public speaker, she received the Gold Award by the National Mature Media Awards. Other contributors are attorney and father, Brian Plunkett, older sister, Jessie Plunkett, now 15, psychiatrist and grandfather, Jack Weltner, MD, and Danny Plunkett himself, now a healthy 12-year-old. For a copy of the book and to download the press kit, please visit www.challengeofdiabetes.com. To schedule interviews with the authors or for additional information, contact Vanessa Childs at email@example.com or call 617-838-9456. Special Note: November is National Diabetes Month and the authors are available for expert resource interviews, byline contributions, and excerpts from the book. AUTHORS Laura Plunkett has a BA in Psychology with Honors from Brown University. She has been a head teacher in a preschool intervention program, a research assistant to Dr. Aaron Beck studying anxiety disorders and depression, and had a thriving therapeutic private practice for 14 years with families, individuals and couples. She is a workshop leader and public speaker who is comfortable with large audiences and often speaks together with her mother on issues of parenting. Her avocation during Danny's illness has been doing research on the latest developments in diabetes and nutrition and corresponding with researchers and specialists in many countries. She is a member of the Juvenile Diabetes Research Foundation. Linda Weltner wrote the weekly column, "Ever So Humble," in the At Home section of The Boston Globe for nineteen years. Her column was syndicated in newspapers around the country by the New York Times Wire Service. She is the author of four books, two novels for young adults and two collections of her columns. She was awarded the Best Columnist Award by the New England Women's Press Association, and given the Gold Award from National Mature Media Awards 2000 for best feature in a magazine. As a public speaker, and a member of the New England Speakers Association, she has addressed over 300 audiences, including universities, women's organizations, library groups, writing conferences, church congregations, hospital auxiliaries and corporate convention audiences. She is the grandmother of a child with diabetes CONTRIBUTORS Jack Weltner, MD, is a Harvard-trained child psychiatrist, who is the Medical Director of Behavioral Health at the Lynn Community Health Center in Lynn, Massachusetts. He was one of five doctors chosen as finalists in the Kenneth Schwartz Compassionate Physician competition at Mass General Hospital. In 2001, he was given the Community Innovation Award by Family Therapy Networker Magazine. His essays have been published in a variety of psychiatric journals and books as well as Harvard Magazine. He is one of the founders of the Marblehead Community Counseling Center and has a private practice in Marblehead, MA. He is Danny's grandfather. Brian Plunkett has an undergraduate degree in political science from Brown University and a law degree from the University of Pennsylvania. He is a partner in the Boston law firm of Bartlett, Hackett, Feinberg, P.C. He has a third degree black belt in small circle jujitsu and is Danny's father. Jessie Plunkett was 10 when her brother Danny was diagnosed with juvenile diabetes and is currently 15. She is an accomplished public speaker in her own right and is his best babysitter. Danny Plunkett, 12, diagnosed at age 7, is the one whom all the fuss is about. Diabetes is an Epidemic November is National Diabetes Month * Diabetes is a chronic, debilitating disease afecting every organ * In the last two decades, the number of people around the world suffering from diabetes has skyrocketed from 30 million to 230 million. (International Diabetes Federation) * "Diabetes is the worst health catastrophe the world has ever seen." Dr. Martin Silink, director of International Diabetes Federation * In the U.S. approximately 176,500 people aged 20 years or younger have diabetes. * Type 1: 13,000 children will be diagnosed in the U.S. in 2007 (Juvenile Diabetes Research Foundation) o Type 1 is an autoimmune disease where a person's pancreas stops producing insulin, a hormone that enables people to get energy from food. Diabetics must take multiple injections of insulin daily or continuous infusion of insulin through a pump in order to survive. * Type 2: affects 21 million Americans and prevalence is increasing at the rate of 8 percent per year. o Type 2 is a metabolic disorder where a person's body still produces insulin but is unable to use it effectively. Reviews "An extremely moving, personal and amazing journey told in a clear, honest and inspiring manner. This book will definitely help not only patients, their family members and friends, but also health care professionals." Eric S. Freedland, M.D. Diabetes researcher and columnist, diabetesincontrol.com "As a diabetes nurse educator, it has been a pleasure for me to work with and get to know the Plunkett family. In this book, they honestly and openly share their journey through the first few years of life with diabetes. They beautifully illustrate that when a child has diabetes, it affects everyone in the family, not just the child. When I see newly diagnosed families for their first outpatient visit, often they are doing quite well with the tasks of diabetes—the injections, the blood sugar checks, the meal planning, but the largest challenge that they are facing is the emotional one. This book addresses the effects of chronic illness on the whole family, and it will help others realize they are not alone in their feelings." Kristen Rice, R.N., B.S.N., C.D.E. Diabetes Nurse Educator Children's Hospital Boston "The book was wonderful! The story illustrates how daunting, but also crucial, dietary changes can be." Jan Hangen, M.S., R.D., L.D.N. Clinical Nutrition Specialist Children's Hospital Boston "Laura, I found this book compelling. I couldn't put it down and read it in one sitting. Even though our boys are good friends and we are neighbors, I had no idea what you as a family were going through. I was aware that Danny's diabetes was challenging, but your book showed me in detail what it takes to raise your son. Now I know. Thank you." Larry Reece, Esq. Friend and neighbor "The Challenge of Childhood Diabetes demonstrates that a family's love and determination to think and act holistically pays off. Laura Plunkett has touchingly described the heart connection of a family that endures and grows through the challenge of diabetes. No one is beyond the scope of its message. I heartily recommend it." Ra'ufa Clark, L. Ac., Dipl. Ac. Licensed Acupuncturist, National Board Certified Introduction Typical Day Food Log When our seven-year-old son, Danny, developed juvenile diabetes, the diagnosis came as a severe shock. One day my husband and I had two active, healthy children; the next, we were faced with the fact that our youngest child had a chronic and life-threatening illness. We were stunned by the enormous impact that diabetes had upon our family. I had an especially difficult time because I felt both very responsible and completely unprepared. I cried in the supermarket during my first post-diagnosis shopping trip. Breakfast, lunch, and dinner were filled with stress. I wondered how other parents dealt with their confusion and fear, food issues, holidays, and parties. I questioned how others coped with the strain of learning how to make medical decisions, give shots, and do blood tests. I wanted to know how the diagnosed child and his or her siblings felt and how their feelings changed over time. I wanted to be reassured that we would somehow survive the pressure the illness placed on our family and specifically my relationship with my husband. In those first months, I read every book I could lay my hands on, but I could not find one that described a family's long-term adjustment. I found many how-to books that gave valuable, practical advice, none of which spoke to the ache in my heart or showed how a family could recover its sense of stability, comfort, and hope for the future. In addition, I looked for information about extending Danny's honeymoon period. After he began getting insulin, his pancreas started producing more insulin on its own. From the moment he needed less insulin, I wanted to extend that stage as long as possible. Although prolonging the honeymoon is an extremely important goal in diabetes research now, at the time no one thought it of any consequence. It seemed to me that helping Danny make as much of his own insulin for as long as he could was far better than injecting a foreign substance, but I could not find any clinicians who had ever tried it. Since then we have found our own way. Through trial and error, our family made sense of overwhelming and often conflicting advice about nutrition. We developed a kid-friendly wholefoods diet that keeps Danny's blood sugar levels from spiking or dropping too quickly and keeps all of us healthy, energized, and at an optimum weight. We found many ways to enjoy exercising with Danny, which helps keep his numbers low. We also incorporated complementary medicines such as acupuncture and acupressure as a way to support Danny's endocrine system, with very beneficial results. We kept searching until we found a medical team that fit our family and, ultimately, helped us make the transition from injections to the insulin pump. Making decisions based on what fit our family has paid off. Danny's honeymoon lasted almost two years, and his insulin needs continue to be lower than normal for his age and weight. While the average child with juvenile diabetes has a Hemoglobin A1c number (representing the average of blood sugar levels of the previous three months) of 8.5, and one-third of American children are above 9.5, in the past nine months, Danny's numbers have been 6.2 and 6.3. This is important because the American Diabetes Association and the American Academy of Endocrinologists recommend staying under 7.0 and 6.5, respectively, to avoid or minimize long-term complications. Danny is now stronger physically, at an ideal weight, more consistently rested, healthier, more resistant to colds and flu (this winter none of us were sick at all), and more vibrantly alive than he has ever been, but I still wish I'd been able to find diabetes books that talked about creating overall health. I was looking for support in treating the whole child, not just the disease. A challenge like diabetes should invite you to try to improve your child's life in every way. During the last two years, as I improvised ways to help him, I often struggled with the doubting voice in my head because I did not have any role models. Three years ago, as we struggled with uncontrollable blood sugar levels, lack of sleep, and the sudden onslaught of so many new demands, everyone seemed to have a horror story about seizures, comas, or the long-term complications associated with diabetes. I had many fears for Danny and for our ten-year-old daughter, Jessie. I was afraid that the focus we put on Danny would make Jessie feel neglected or drive her away. Would this disease tear our family apart? In hindsight, I can see that by "circling the wagons," by letting diabetes take center stage in the beginning, we slowly and deliberately developed a new way of being. By curtailing our outside interests and focusing so much attention on mastering Danny's care, meeting Jessie's needs, and strengthening our marriage, we created a safe "home base" where we slowly developed a new definition of a "normal" life. At this point, Danny takes part in sports, goes on sleepovers, and is happy and successful at school. Despite my worst fears, he has never gone into a coma or awakened throwing up. He doesn't seem sorry for himself, nor is he self-destructive, passive-aggressive, teased, or excluded from activities by other children. Although initially an incredibly picky eater whose main diet consisted of pasta, white bread, juice, and desserts, he now enjoys a wider range of the healthy foods that make up our relatively low-carbohydrate diet. Whatever his teen years bring, we are grateful for today's smooth sailing. We are also aware that diabetes comes with its own gifts, though I could never have imagined myself saying that when Danny was first diagnosed. Jessie, at age fourteen, has become Danny's best babysitter. Because of our new diet and a greater emphasis on exercise, she is healthier and thinner than she was before. Although she has had to mature quickly, learning to be a team player has held her in good stead at home and at school. She does not seem to have suffered from the event that divided our life into before and after. My husband and I have learned to rely upon each other in ways we had never done before, and we are grateful for good times with an intensity we would never have felt if we weren't facing this challenge together. Obviously, at the beginning, I knew none of this. Overwhelmed and anxious all the time, I needed an outlet for my emotions, a way to reflect upon my experiences and the tremendous amount of information I was absorbing. Luckily, my parents live around the corner, and at random times I found myself sharing what was happening with my mother, who is a writer. Over the next two years, I described the rewarding and heart-breaking moments of Danny's illness, without self-consciousness or censorship. My mother listened and typed while I thought things through aloud. It took two years before our family reached a point where I felt we had constructed a way of life that felt not only manageable but also hopeful and happy. At that point, we were surprised to find we had 250 pages describing our journey from a family mired in shock and apprehension to our current state—stable, confident, and conscious of our many blessings. I became convinced that others just entering this frightening world, could benefit from our story. I wanted to share what we had finally distilled from our experience, to describe our accomplishments and our blunders so that the learning curve for others would be easier than the one we faced. In an effort to include more perspectives, my mother, Linda, added her own entries and interviewed my husband, Brian, my son, Danny, my daughter, Jessie, and my father, Jack. This book offers no easy answers. Instead, it reveals the slow maturing of a family struggling to maintain a balance between caring and overprotection, between self-discipline and self-indulgence, and between being loving parents and loving partners. Everyone feels discouraged or unsuccessful, resentful or overwhelmed in the beginning. We believe that validation—knowing that another family has successfully coped with impersonal doctors and sudden fevers, with Halloween and birthday parties, with sibling jealousy and the sudden loss of every carefree moment—makes the process of healing easier. The story of our life with Danny is not meant to be a definition of the "right way" to achieve this. All we hope to do is show you our way and encourage you to find yours. Although we have created a summary of all the lessons we learned in the section titled "A Survival Guide for Parents," we have found, over time, that in the moments when we paused and looked closely at what was happening, when we listened to what we thought and what we wanted, we found important answers and got the best results. When you become pregnant, people can tell you what it is like to give birth, but no one can prepare you. Your old life dissolves, and you are forced by love and circumstance to step up to the plate and be a parent. In the same way, when your child gets diabetes, no matter how much you read about it, you will be taken aback by the reality. Your old life dissolves, and this time, as the parent of a child with diabetes, routines and family patterns need to be formed all over again. Without having a choice, you become someone who thinks about ketones and blood sugar levels, someone who lives in a constant state of vigilance, and someone who bears the daily responsibility for a child's life or death. Parents of children with diabetes long to take this new unsettled life and right themselves again. We all want to reach that place where a child's diabetes is no longer such a huge blow to our equilibrium. We want to be comfortable with a new definition of normal. Though it is hard to imagine incorporating diabetes into your lifestyle so deeply that it becomes an integral part of who you are as a family, that is what happens over time. It is important, however, not to underestimate how stressful the adjustment can be. I had an involved, supportive husband, a loving extended family, comprehensive health insurance, and enough money to take a prolonged leave of absence from work after Danny was diagnosed, and yet I still had feelings I hope I never feel again. A recent study on posttraumatic stress disorder (PTSD) in parents of children with newly diagnosed Type 1 diabetes found that 24 percent of the mothers and 22 percent of the fathers met full diagnostic criteria for posttraumatic stress disorder. In addition, in the first year after diagnosis, mothers of newly diagnosed children become clinically depressed two to three times more often than other mothers. Unfortunately, few people realize how much parents need support. One of the most isolating aspects of having a child with diabetes is that friends and relatives often fail to comprehend the enormous demands diabetes makes upon a family and assume that everything has returned to normal within two or three months. Since children with diabetes do not look ill, it is easy for others to forget the very thing that consumes a parent's life. When friends read early copies of my manuscript, they immediately responded with greater sympathy and understanding. I no longer felt excluded from the community of the healthy by their incomprehension. Perhaps by sharing this book and your own experiences with others, you will be able to bridge the gap between your life and theirs. Many of your reactions will not be the same as mine, but if you feel as if you will never reach solid ground, please know that you are not alone. You will regain your sense of balance as time passes. Although some families may recover sooner than we did, even slow learners discover unknown strengths. In any moment when accepting this illness seems beyond your reach, you can also take a vacation from the "facts" and simply watch your child. Whether he is reading a book or she is tying her shoes, our children are extraordinary, whole and alive. We have them now, and in every moment when the details and distractions can be set aside, it is enough. Dietary Changes Equal Success! Studies have found that improved glycemic control benefits people with both type 1 or type 2 diabetes. Every percentage point drop in A1C blood test results (e.g., from 8 to 7 percent) reduces the risk of micro vascular complications (eye, kidney, and nerve disease) by 40 percent. Typical Day Food Log after Diagnosis (Jan. 02) \| Breakfast \| Snack \| Lunch \| 2:30 Snack \| 4:00 Snack \| Dinner \| \|---\|---\|---\|---\|---\|---\| \| 75 \| 30 \| 60 \| 20 \| 40 \| 80 \| butter Danny's Hemoglobin A1c was 8.0 Typical Day Food Log Two Years after Diagnosis (Jan. 04) \| Carbs /meal 165-200 \| 40-50 \| 30 \| 40 \| 15 \| 30 \| 10-20 \| \|---\|---\|---\|---\|---\|---\|---\| \| Monday \| plain yogurt frozen blueberries homemade granola cut-up cantaloupe \| almonds natural applesauce \| peanut butter & jelly sandwich on oat-bran bread popcorn \| orange slices cheese stick \| snack plate of celery & peanut butter, cucumber, carrots, & apples \| meatballs with sauce broccoli salad \| Danny's Hemoglobin A1c was 6.8 Typical Day Food Log Three Years after Diagnosis (Jan. 05) \| Day \| Breakfast \| AM Snack \| Lunch \| 2:30 Snack \| 4:00 Snack \| Dinner \| \|---\|---\|---\|---\|---\|---\|---\| \| Carbs /meal total/day 140-220 \| 30-40 \| 20-35 \| 25-45 \| 20-25 \| 20-30 \| 25-35 \| \| Thursday \| plain yogurt with blueberries, homemade granola, & maple syrup \| apple almond cookies \| school salad bar with fruit salad glass of milk \| energy bar with almonds, pecans, dates, cinnamon, cloves \| lemonade (lemon juice, Stevia, water) cut veggies with hummus \| roast chicken with broccoli & salad \| Danny's Hemoglobin A1c was 6.2	<urn:uuid:9109ed84-aa23-4a3f-9762-e9ba1c296411>	CC-MAIN-2017-22	http://challengeofdiabetes.com/pdf/press_kit.pdf	2017-05-25T22:07:23Z	crawl-data/CC-MAIN-2017-22/segments/1495463608617.6/warc/CC-MAIN-20170525214603-20170525234603-00389.warc.gz	70,089,262	6,059	eng_Latn	eng_Latn	0.995238	eng_Latn	0.99845	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 418, 2269, 3295, 6438, 9036, 11540, 11808, 12918, 15055, 18207, 22741, 27160, 28763 ]	[ 1.3984375, 1.3203125 ]	1	0	HuggingFaceFW/finepdfs-edu
#1 Find a tag that shows original price and sales price. The sales price has to be at least $4 off the original price. #2 Find a manager in charge. The manager must have a name tag that labels them as the manager. #3 Find a women's pair of gray Tom's. The pair must be size 6, 7 or 8- can not get from Dillards #4 Find a black backpack. The packpack must have at least one letter on it- can not get from Dillards #5 Find anything that has Here Comes the Boom on it (example- movie ticket, poster, sign, flyer) #6 Find a menu that has soup as an appetizer #7 Find a massage chair or mattress #8 Find a piece of jewelry that has a star in it- can not get from Dillards #10 Find a lego set #11 Find a birthday cake or pie (C) Copyright 2010 All rights reserved ScavengerHunt.org	f8f38453-8d22-46e0-b969-78ca6d55b690	CC-MAIN-2022-40	http://images.quickhunts.com/scavenger/215756238e8b722e24c4f994ece488be.pdf	2022-09-28T22:12:16+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335286.15/warc/CC-MAIN-20220928212030-20220929002030-00778.warc.gz	26,997,969	212	eng_Latn	eng_Latn	0.998797	eng_Latn	0.998797	[ "eng_Latn" ]	true	rolmOCR	[ 785 ]	[ 1.3515625 ]	1	0	HuggingFaceFW/finepdfs-edu
INHALTSVERZEICHNIS Architektur S. 4-16 Leonardo Glass Cube, Bad Driburg S. 17-22 Phaeno Science Center, Wolfsburg S. 23-28 Tempodrom, Berlin S. 29-32 Zeiss relaxed Vision Center, Kassel S. 33-34 Coexistence/Ludwig Erhardt Haus, Berlin S. 35-36 Potsdamer Platz/Kirche der Versöhnung, Berlin S. 37-46 City of Arts and Science, Valencia Werbung S. 47-50 HP Spectre Ultrabook S. 51-52 Mike Kosei Schuhdesign S. 53-54 Nike Air Max Classic S. 55-56 Nike Air Max Ultra/Speedfire S. 57-58 Zeiss Drive Safe Event Berlin S. 59-60 Robens Tents, Österreich Landschaft S. 63-64 Zugspitze, Österreich S. 65-66 Robens Tents, Tschechien S. 67-73 Schottland, Schweden, Norwegen, Slovenien S. 74-94 Island S. 95-96 Italien S. 97-98 Schottland high resolution fine art photography / high end retouching panorama 360° / timelapse / shortfilms Philip Gunkel ist ein international arbeitender Fine Art Fotograf in den Bereichen Architektur-, Werbung- und Landschaftsfotografie. Erst 1986 in Berlin, Deutschland geboren, wo er auch heute noch lebt und arbeitet. Philip hat seinen Abschluss an einer Fotografie-Verein gemacht, seitdem arbeitet er als selbstständiger Fotograf in Berlin und studiert geologische Wissenschaften an der freien Universität. ARCHITEKTUR The building is designed to be a showcase for the latest in sustainable architecture and technology, with a focus on energy efficiency and environmental sustainability. The building's design incorporates a variety of innovative features, including a green roof, solar panels, and a geothermal heating and cooling system. The building's exterior is clad in a combination of glass and metal, creating a striking contrast against the surrounding landscape. The building's interior is equally impressive, featuring a variety of high-tech amenities, including a state-of-the-art auditorium, a conference center, and a variety of meeting rooms and offices. The building is located in a beautiful natural setting, with a stunning view of the surrounding mountains and forests. The building's design takes full advantage of this natural beauty, with large windows that allow visitors to take in the breathtaking views from every room. Overall, the building is a stunning example of modern architecture and sustainable design, and it is sure to become a landmark in the region. The Phaeno Science Center is a modern science museum located in Wolfsburg, Germany. It was designed by the renowned architect Renzo Piano and opened in 2005. The building's unique design features a series of interconnected structures that create a dynamic and engaging environment for visitors. The museum offers a wide range of interactive exhibits and programs that aim to make science accessible and fun for people of all ages. The Phaeno Science Center has become a popular attraction in the region, attracting thousands of visitors each year. The Phaeno Science Center in Wolfsburg, Germany, is a striking example of modern architecture that combines science and art. Designed by the renowned architect Renzo Piano, the building features a unique design with a series of interconnected structures that resemble a giant puzzle. The exterior is made of concrete and glass, creating a sleek and modern appearance. Inside, the center houses a variety of interactive exhibits that explore various scientific topics, making it an engaging and educational experience for visitors of all ages. The Phaeno Science Center is not only a place of learning but also a cultural landmark that has become a symbol of innovation and creativity in Wolfsburg. The image on the left shows a warm, golden light illuminating a modern architectural space, creating a sense of warmth and inviting atmosphere. The image on the right displays a cool, blue-toned interior with a more industrial and futuristic feel, emphasizing sharp lines and geometric shapes. Both images highlight the impact of lighting on mood and perception in architecture. ZEISS Vision Center ZEISS Vision Center is a leading provider of premium eyewear and vision care services. Our state-of-the-art facilities offer a wide range of high-quality products and expert advice to help you achieve optimal eye health and vision. Our team of experienced optometrists and opticians is dedicated to providing personalized care and ensuring that each patient receives the best possible treatment. We use the latest technology and techniques to diagnose and treat a variety of eye conditions, including myopia, hyperopia, astigmatism, presbyopia, and more. We offer a comprehensive range of eyewear options, including prescription glasses, sunglasses, and contact lenses. Our selection includes frames from top designers and brands, as well as a wide range of lens options to suit your individual needs. At ZEISS Vision Center, we believe in the power of sight to transform lives. We are committed to providing exceptional service and care to our patients, helping them to see clearly and live their best lives. Contact us today to schedule an appointment and experience the difference at ZEISS Vision Center. SMILEODONTICS SMILEODONTICS The image on the left shows a building with a unique, pointed roof structure illuminated by warm lighting, creating a striking silhouette against the dark sky. The right image presents a similar scene but with a different angle and perspective, showcasing more of the surrounding area and additional architectural details. Both images emphasize the architectural design and the interplay of light and shadow in an urban setting. The interior of the concert hall features a striking design with a geometric pattern on the ceiling, creating a visually captivating atmosphere. The seating arrangement is arranged in a semi-circular fashion, allowing for optimal viewing and hearing experiences. The stage area is equipped with modern lighting and sound systems, ensuring high-quality performances. The overall ambiance of the venue is both elegant and functional, making it an ideal space for various events such as concerts, conferences, and theatrical productions. The City of Arts and Sciences in Valencia, Spain, is a stunning example of modern architecture that seamlessly blends art, science, and technology. Designed by Santiago Calatrava, this complex features several iconic structures, including the Hemispheric, the Principe Felipe Museum, and the Oceanographic. The buildings are not only visually striking but also serve as venues for various cultural and scientific events. In the image on the left, we see the Hemispheric, a large glass dome that houses a planetarium and a science museum. Its unique design reflects light beautifully, creating a mesmerizing effect during sunset. The surrounding water features add to the serene atmosphere, making it a popular spot for both locals and tourists. On the right, the Principe Felipe Museum stands out with its distinctive triangular glass facades. These structures are not just aesthetically pleasing; they also house state-of-the-art exhibits related to natural sciences. The museum's innovative design allows natural light to flood the interior spaces, enhancing the visitor experience. Together, these buildings form a cohesive urban landscape that celebrates human ingenuity and creativity. They serve as a testament to how architecture can inspire awe and foster a deeper appreciation for the world around us. The City of Arts and Sciences in Valencia, Spain, is a stunning example of modern architecture that combines art, science, and technology. Designed by Santiago Calatrava, this complex features five main buildings: the Hemisfèric, the Palau de les Arts Reina Sofia, the L'Umbracle, the Museo de las Ciencias Príncipe Felipe, and the Palau de les Arts Reina Sofia. Each building is unique in its design and purpose, making it a must-visit destination for anyone interested in contemporary architecture and cultural experiences. The architecture of the 21st century is characterized by its complexity and innovation, often featuring intricate geometric patterns and structures that push the boundaries of traditional design. This shift towards more complex forms is not only a response to the technological advancements of our time but also reflects a broader cultural trend towards abstraction and the exploration of new aesthetic possibilities. One of the key drivers behind this change in architectural style is the increasing use of digital tools and techniques. These tools allow architects to create and manipulate complex geometries with unprecedented precision, enabling them to realize designs that were once considered impossible. The result is a new generation of buildings that are not only visually striking but also functionally advanced, incorporating innovative materials and technologies to enhance their performance. Another significant factor contributing to the rise of complex architecture is the growing emphasis on sustainability. As concerns about environmental impact continue to grow, architects are increasingly turning to sustainable design principles to create buildings that are both energy-efficient and eco-friendly. This shift towards sustainability has led to the development of new materials and construction methods, further fueling the evolution of architectural forms. In conclusion, the architecture of the 21st century is a testament to the power of innovation and creativity. It is a field that continues to evolve, driven by advances in technology and a growing awareness of environmental issues. As we look to the future, it is clear that the architectural landscape will remain dynamic and ever-changing, offering endless opportunities for exploration and discovery. Berlin, Germany The image on the left shows a modern, multi-story building with a glass and steel facade, featuring a central atrium with a circular structure in the middle. The interior is spacious and well-lit, with a clean, contemporary design. The image on the right depicts an interior space with a curved concrete ceiling and large windows that offer a panoramic view of a lush, green forested landscape. The floor appears to be made of a reflective material, possibly glass or polished stone, adding to the modern aesthetic of the space. WERBUNG Hewlett-Packard HP Spectre x360 13t-aq0000ng HEWLETT-PACKARD Left: A black leather shoe with a textured pattern, displayed on a reflective surface. Right: Two blue leather shoes, one with a wingtip design and the other with a classic brogue pattern, placed on a black box with a beige cloth underneath. The shoes are surrounded by a white cloth with a logo featuring a deer head and laurel wreath. NIKE AIR MAX COMMAND Sneaker & Drink Nike Air Max 2013 & Speed Fire Orange repair conditioner PRECIOUS MORINGA Die ganze Kraft des Wunderbaums Moringa und Avocadoöl für geschmeidiges Haar. Toller Glanz und weniger Splitz. Ich bin regenerierende Pflege. Hergesetztes & angegriffenes Haar Stressed & affected hair 300ml udowalz BERLIN repair shampoo PRECIOUS MORINGA Sohrendes Waschvergnügen für mehr Sprungkraft. Pflegender Moringa- und Avocadoöl-Komplex für geschmeidiges, schönes Haar. Ich bin sanfte Pflege. Hergesetztes & angegriffenes Haar Stressed & affected hair 300ml udowalz BERLIN repair oil PRECIOUS MORINGA Reichhaltiges Pflegeöl mit Moringa- und Avocadoöl-Komplex für geschmeidiges, schönes Haar. Ich bin Deluxe Repairpflege. Hergesetztes Haar Stressed hair 100ml udowalz BERLIN 3 minute repair treatment PRECIOUS MORINGA Intensives für zertrostetes Haar. Mit Moringa- und Avocadoöl-Komplex für glänzende Frische und glänzende Körnung. Ich bin Deluxe Repairpflege. Hergesetztes Haar Stressed hair 100ml udowalz BERLIN UDOWALZ MEISTERWERK AGAVE REPAIR HAARBAD Hochspezial für trockenes Haar. Regeneriert ohne Agavenzucker. Erfrischt mit Agaveextrakt. Für Haare ab 39 Mit Agaveextrakt, Coffein und Arafacain™ 250 ml udowalz BERLIN UDOWALZ MEISTERWERK AGE REVERSE AR+ LIQUID Für Haare ab 39 Mit Agaveextrakt, Coffein und Arafacain™ 150 ml udowalz BERLIN Audi A6 Avant 2015 The Audi A6 Avant is a luxury estate car that combines elegance, performance, and practicality. It features a sleek design with a spacious interior, offering ample room for passengers and cargo. The car is equipped with advanced technology, including a sophisticated infotainment system and a range of safety features. Under the hood, the A6 Avant offers a choice of powerful engines, ensuring a smooth and responsive driving experience. Whether you're navigating through city streets or embarking on long-distance journeys, the Audi A6 Avant provides a comfortable and enjoyable ride. #ZEISSDriveSafe TRAVEL The new ZPacks Zulu 2 is a lightweight, durable, and versatile tent designed for backpackers and campers who value simplicity and functionality. With its compact footprint and easy setup, the Zulu 2 offers a comfortable sleeping space while minimizing weight and bulk. The tent features a single door with a vestibule, providing ample storage space for gear and personal items. Its waterproof construction ensures protection from rain and moisture, making it suitable for various weather conditions. The Zulu 2's lightweight design allows for easy transport and quick assembly, making it an ideal choice for those seeking a reliable and efficient camping solution. Whether used for solo adventures or shared with a companion, the ZPacks Zulu 2 promises a comfortable and enjoyable outdoor experience. Camping is a great way to enjoy nature and get away from the hustle and bustle of everyday life. It can be a fun and exciting experience, but it's important to be prepared for any potential challenges that may arise. One of the most important things to consider when camping is safety. You should always make sure that you have a plan in place for emergencies, such as fires or accidents. It's also important to be aware of your surroundings and to take precautions to avoid dangerous situations. Another thing to keep in mind is comfort. While camping can be a great way to get away from the comforts of home, it's important to make sure that you're comfortable while you're out there. This means having the right gear, such as a good tent and sleeping bag, and making sure that you're staying hydrated and eating well. Finally, it's important to respect the environment. This means leaving no trace behind, not disturbing wildlife, and following any rules or regulations that are in place. By doing so, you can help ensure that future generations will be able to enjoy the same natural beauty that you do today. Camping in the woods with a dog. Iceland is a land of contrasts, where the rugged beauty of its landscapes is matched only by the raw power of its natural forces. From the dramatic cliffs of the Atlantic coast to the serene lakes and rivers that dot the highlands, Iceland offers a unique blend of wilderness and tranquility. One of the most striking features of Iceland’s landscape is its vast, open spaces. The country is known for its expansive vistas, with endless horizons stretching out before the eye. This sense of openness is particularly evident in the highlands, where the terrain is characterized by rolling hills and valleys, punctuated by occasional patches of snow and ice. The highlands of Iceland are a testament to the country’s geological history. The landscape is shaped by the forces of nature, with mountains rising steeply from the flat plains, and rivers carving their way through the rugged terrain. The highlands are also home to some of Iceland’s most iconic landmarks, including the famous Landmannalaugar, a colorful volcanic landscape that is a favorite among hikers and photographers alike. Despite its harsh climate, Iceland is home to a rich variety of wildlife. The country’s diverse ecosystems support a wide range of plant and animal species, from the hardy reindeer that roam the highlands to the elusive puffins that nest on the rocky shores of the Atlantic. The country’s abundant waterways also provide a habitat for a variety of fish and marine life, making Iceland a popular destination for anglers and marine biologists alike. In recent years, Iceland has become an increasingly popular destination for tourists, who come to experience the country’s unique blend of natural beauty and cultural heritage. The country’s stunning landscapes and vibrant communities offer a glimpse into a world that is both wild and welcoming, making Iceland a truly unforgettable destination. Left: A tent glowing in the foreground with a sunset in the background. Right: A person walking on a snow-covered hillside with mist rising from the ground. Left: A lone cottage stands in a field under a dramatic sky, with mountains in the background. Right: A silhouette of a person facing a sunset over a body of water, with trees in the background. Left: A person sits outside a green tent, preparing food with a view of mountains and a lake in the background. Right: A panoramic view of a vast landscape with rolling hills, some covered in greenery and others in dark soil, under a cloudy sky. Lago di Fusine, Italy Left: A lone figure stands on a frozen landscape, dwarfed by the vastness of the icy expanse and the looming clouds above. Right: A serene scene of icebergs floating in calm waters, with a bird soaring overhead against a deep blue sky. Left: A stunning landscape with a river winding through a green valley, under a dramatic sky with sunbeams piercing through the clouds. Right: The interior of a cave illuminated by a bright light source, revealing intricate ice formations and rugged rock walls. Iceland is a land of contrasts, where the rugged beauty of its volcanic landscape meets the serene expanse of its glacial waters. From the majestic Godafoss waterfall, where the river plunges into a deep chasm, to the enigmatic Hvitserkur rock formation that stands like a guardian in the sea, Iceland’s natural wonders offer a breathtaking spectacle. The island’s diverse terrain, from the lush green valleys to the stark, snow-capped mountains, provides a canvas for photographers and nature lovers alike. Each corner of Iceland tells a story, from the tranquil lakes that mirror the sky to the dramatic coastlines that stretch towards the horizon. Whether you’re drawn to the raw power of waterfalls or the quiet majesty of the icebergs, Iceland’s landscapes are a testament to the awe-inspiring beauty of our planet. Kirkjufell, Iceland The sun filters through the trees, casting dappled light and shadow on the forest floor. A foggy forest with tall trees and a ground covered in fallen leaves, bathed in a blue hue. A misty forest landscape at dusk or dawn, with a gradient sky transitioning from deep blue to purple, and silhouettes of trees against the soft light. Aerial photography can be used to capture stunning images of landscapes, architecture, and more. Here are some examples: 1. Aerial view of a forest with a lake in the center. 2. Aerial view of a solar panel farm with a road running through it. 3. Aerial view of a castle on top of a hill at sunset. 4. Aerial view of a forest with a building in the distance.	<urn:uuid:dc5467b2-214d-4a13-a099-950aa227ced7>	CC-MAIN-2019-13	https://www.philipgunkel.de/wp-content/uploads/2018/02/PORTFOLIO-2018_PHILIP-GUNKEL.pdf	2019-03-25T07:43:51Z	crawl-data/CC-MAIN-2019-13/segments/1552912203842.71/warc/CC-MAIN-20190325072024-20190325094024-00523.warc.gz	832,392,478	5,694	eng_Latn	eng_Latn	0.940724	eng_Latn	0.996957	[ "deu_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "deu_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1233, 1246, 2319, 2868, 3567, 3947, 5081, 5111, 5541, 6077, 7392, 7919, 9705, 9722, 10253, 10262, 10309, 10326, 10665, 10687, 10743, 12056, 12663, 12680, 12688, 13490, 14608, 14642, 16531, 16690, 16887, 17135, 17158, 17396, 17660, 18482, 18503, 18593, 18838, 19199 ]	[ 1.5546875 ]	1	0	HuggingFaceFW/finepdfs-edu
Aid to the U.S. Information concerning the flow of trained scientists and engineers to the United States has recently been summarized in a National Science Foundation report, and information on immigration of all classes of workers, in a Department of Labor report. In the 10 years from 1952 through 1961, 30,000 trained engineers migrated to the U.S. So did 9000 natural scientists (with the equivalent of a bachelor's degree or higher), 14,000 physicians and surgeons, 28,000 nurses, 12,000 technicians, and 16,000 skilled machinists and tool and die makers. One can compute the meaning of some of these figures in several ways. In numbers. The 30,000 engineers are nearly as many as will graduate this year from U.S. schools of engineering; in the past 10 years they have augmented our own graduates by 10 percent. In dollars. The total cost of rearing a child and educating him through college can be estimated—in very round numbers—at $35,000. At this rate, the investment in the 39,000 scientists and engineers who have come here in the 10-year period comes to 1¼ billion dollars. The cost of rearing and training the other groups enumerated above can be estimated at about 2¼ billion dollars. We have been saved these amounts of money, for the immigrants have come in their productive years, ready to add, to the amount saved, the value of the contributions they will make to industrial production, research, and education. By the time they retire, their contribution will be large indeed. In enriching the labor force. The Department of Labor report compares all immigrants with our total labor force and demonstrates that the mixture is enriched by immigration. The immigrant group includes relatively more professional and technical personnel and more craftsmen than does the labor force at large. At the top level in science—and now we are no longer considering only the period since 1952—migrants from other countries have greatly enriched the United States. The Hungarians are proverbial. But consider also the distinguished contributions of American scientists who once were Chinese, or German, or British, or of some other national origin. Turning from anecdotal to statistical evidence of the enrichment brought by immigration, we find that 17 percent of the members of the National Academy of Sciences were born and educated abroad, and an additional 7 percent were born abroad but received a good portion of their education here. Over 60 Americans have received the Nobel Prize in physics, chemistry, or physiology or medicine. A fourth of them were born in other countries. Too many factors are involved for us to try to draw up here a balance sheet of scientific and technological credits and debits, but in considering the various kinds of aid this country offers to other peoples, we do well to remember that American science and engineering profit greatly from the contributions of men and women who come here from other countries.—D.W.	<urn:uuid:3e6d8456-7e16-4bce-8b09-3a7681aaea88>	CC-MAIN-2018-51	http://science.sciencemag.org/content/sci/139/3557/local/ed-board.pdf	2018-12-17T13:25:48Z	crawl-data/CC-MAIN-2018-51/segments/1544376828507.57/warc/CC-MAIN-20181217113255-20181217135255-00088.warc.gz	256,463,474	599	eng_Latn	eng_Latn	0.999026	eng_Latn	0.999026	[ "eng_Latn" ]	false	rolmOCR	[ 2965 ]	[ 2.140625 ]	1	0	HuggingFaceFW/finepdfs-edu
Asthma Resources Rescue Inhalers In Schools RSA 200:54-200:57 Summary Of The Law These sections of RSA 200 allow schools to obtain and keep a supply of of bronchodilators, spacers, and nebulizers for student use during an asthma emergency. Prescribing Authority School board authorizes the school nurse to maintain the medication supply A healthcare practitioner can prescribe rescue medications to the school district Student Eligibility Reporting Requirements Student must have an asthma action plan on file, updated annually Student's health provider must provide dosage information and permission to use school stock in an emergency School must have written permission from the parent School Personnel To administer a rescue inhaler, a school employee must be designated by the school nurse and must have completed asthma training conducted by the school nurse The school nurse will maintain a list of those who have completed an asthma training program The asthma training program must consist of: An initial training and an annual refresher course based on training programs by the NH School Nurses' Association, the National Association of School Nurses, and the American Lung Association Techniques on how to recognize symptoms of severe respiratory distress Standards and procedures for storage Administration of the bronchodilator with spacer or nebulizer Guidance from Department Of Education The Department of Education, in consultation with the NH School Nurses Association and the American Lung Association, shall provide guidelines for this policy to all schools Immunity Immunity against liability is built into the legislation provided that any damages are not caused by the willful disregard for the requirement School must produce an annual report summarizing use of meds and equipment If emergency school stock was used on a child, schools must notify parents as soon as possible	<urn:uuid:41d3ade7-9b20-4506-9f39-55957930fc67>	CC-MAIN-2024-33	https://www.dhhs.nh.gov/sites/g/files/ehbemt476/files/documents/2021-11/asthma-rescue-inhaler.pdf	2024-08-03T19:18:18+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640377613.6/warc/CC-MAIN-20240803183820-20240803213820-00577.warc.gz	580,850,834	359	eng_Latn	eng_Latn	0.995996	eng_Latn	0.995996	[ "eng_Latn" ]	false	docling	[ 1914 ]	[ 1.515625 ]	1	0	HuggingFaceFW/finepdfs-edu
Posters A Concise History "To understand the history and spirit of America, one must know its wars, its laws, and its presidents. To really understand it, however, one must also know its cheeseburgers, its love songs, and its lawn ornaments. The long-awaited Guide to the United States Popular Culture provides a single-volume guide to the landscape of everyday life in the United States. Scholars, students, and researchers will find in it a valuable tool with which to fill in the gaps left by traditional history. All American readers will find in it, one entry at a time, the story of their lives."--Robert Thompson, President, Popular Culture Association. "At long last popular culture may indeed be given its due within the humanities with the publication of The Guide to United States Popular Culture. With its nearly 1600 entries, it promises to be the most comprehensive single-volume source of information about popular culture. The range of subjects and diversity of opinions represented will make this an almost indispensable resource for humanities and popular culture scholars and enthusiasts alike."--Timothy E. Scheurer, President, American Culture Association "The popular culture of the United States is as free-wheeling and complex as the society it animates. To understand it, one needs assistance. Now that explanatory road map is provided in this Guide which charts the movements and people involved and provides a light at the end of the rainbow of dreams and expectations."--Marshall W. Fishwick, Past President, Popular Culture Association Features of The Guide to United States Popular Culture: 1,010 pages 1,600 entries 500 contributors Alphabetic entries Entries range from general topics (golf, film) to specific individuals, items, and events Articles are supplemented by bibliographies and cross references Comprehensive index More Than Sixty Course Syllabi That Bring the New Complexity of Graphic Design to Light All graphic designers teach, yet not all graphic designers are teachers. Teaching is a special skill requiring talent, instinct, passion, and organization. But while talent, instinct, and passion are inherent, organization must be acquired and can usually be found in a syllabus. Teaching Graphic Design, Second Edition, contains syllabi that are for all practicing designers and design educators who want to enhance their teaching skills and learn how experienced instructors and professors teach varied tools and impart the knowledge needed to be a designer in the current environment. This second edition is newly revised to include more than thirty new syllabi by a wide range of professional teachers and teaching professionals who address the most current concerns of the graphic design industry, including product, strategic, entrepreneurial, and data design as well as the classic image, type, and layout disciplines. Some of the new syllabi included are: Expressive Typography Designer as Image Maker Emerging Media Production Branding Corporate Design Graphic Design and Visual Culture Impact! Design for Social Change And many more Beginning with first through fourth year of undergraduate courses and ending with a sampling of graduate school course options, Teaching Graphic Design, Second Edition, is the most comprehensive collection of courses for graphic designers of all levels. London Transport's poster collection represents the most complete graphic archive of its kind to be assembled by a single organisation over such a long period anywhere in the world. This book is richly illustrated with examples of posters from all periods. How effective are election campaign posters? Providing a unique political history, this book traces the impact that these posters - as well as broadsides, banners, and billboards have had around the world over the last two centuries. It focuses on the use of this campaign material in the United States, as well as in France, Great Britain, Germany, South Africa, Japan, Mexico, and many other countries. The book examines how posters evolved and discusses their changing role in the twentieth century and thereafter; how technology, education, legislation, artistic movements, advertising, and political systems effected changes in election posters and other campaign media, and how they were employed around the world. This comprehensive and original overview of this campaign material includes the first extensive review of the research literature on the topic. Posters, Propaganda, and Persuasion will be useful to scholars and students interested in communications, politics, history, advertising and marketing, art history, and graphic design. A chronology of world history ranges from the dawn of humankind to the present day, examining important events, milestones, ideas, and personalities that occurred simultaneously in different regions of the world. Reproduces posters that best reflect the social and political ideas of each decade since the French Revolution. Learn About Movie Posters by Ed & Susan Poole answers the important questions collectors need to know about this fascinating hobby. It's the most comprehensive book ever compiled on original movie posters and how to collect them. In 448 pages, you will learn about * The birth of the movie poster* The sizes and types of movie art* Common forms of movie art* How movie posters were processed and distributed* International movie posters* Movie art as investment* Grading the condition of your movie art* How to buy and sell movie posters* Comprehensive filmography of poster artists* Caring for your collection And much, much more. Ed & Susan Poole's book is the first to teach you everything you ever wanted to know about collecting authentic movie posters. A new edition of a seminalbook on the history of graphicdesign in the twentieth centuryby one of the leadingauthorities in the field. The first compact history of the American poster with 80 full color reproductions and an essay on poster design. In the late 1960s, IBM was one of the world's pre- eminent corporations, employing over 250,000 people in 100 countries and producing some of the most advanced products on earth. IBM President Thomas J. Watson Jnr. sought to elevate the company's image by hiring world-renowned design consultants, including Eliot Noyes and Paul Rand. As well as developing the iconic IBM logo and a corporate design guide, Rand also brought together a remarkable team of internal staff designers. One of the designers he hand-picked was Ken White, who, along with John Anderson and Tom Bluhm, headed up the design team at the IBM Design Center in Boulder, Colorado. Together, they initiated a poster program as a platform for elevating internal communications and initiatives within the company. These posters were displayed in hallways, conferences rooms, and cafeterias throughout IBM campuses, with subject matter including everything from encouraging equal opportunity policies, to reminders on best security practices, to promoting a family fun day. Designers often incorporated figurative typography, dry humor, visual puns, and photography to craft memorable and compelling messages. A collection 110 posters, many created by wellknown artists and photographers, looks back on life during World War II and features such famous posters as the "Loose Lips Sink Ships" poster and Rockwell's illustrations of the four freedoms. Looks at posters from Children's Book Week's history, gives information on the artists, and traces the history of children's book publishing since 1919 Between 1910 and 1920 Mexico was convulsed by socialist revolution, from which emerged a strong leftwing government that laid great stress on art as a vehicle for promoting revolutionary values. This led to a pioneering programme to cover the walls of public buildings with vast murals and, later, to setting up print workshops to produce works for mass distribution and education. This book is published to accompany the first ever exhibition on this period to be held in Europe, on view at the British Museum from 27 October -- 28 February 2010. It will feature approximately 130 prints by over 40 artists, including the three great men of Mexican art of the period: Diego Rivera, José Clemente Orozco and David Alfaro Siqueiros. A fascinating range of material includes not only single-sheet artists' prints but also large posters with designs in woodcut or lithography, as well as illustrated books on many different themes. Also included are earlier works by the popular engraver José Guadalupe Posada, adopted by the revolutionaries as the archetypal printmaker working for the people, and whose macabre dances of skeletons have always fascinated Europeans. Essays by Alison McClean and Dawn Ades will set Mexican printmaking in its artistic and political context. The book will also contain concise biographies of all the artists featured. The Cultural Revolution in China was a time of upheaval and change. Millions of lives were disrupted and much effort was spent by the government and the Party to "reeducate" the populace through a great propaganda campaign. Posters, ceramic statues, Red Books, pins, and a myriad of other means were designed to get the message across. Now, after the opening of China to the West, these things are finding their way into the collector's market. In this remarkable volume, the history of an era and the material culture that it generated are shown in over 450 color images. They include 180 posters that set the tone as art and as propaganda. The iconography of the posters was used to rally the people around the programs and personalities of the Maoist regime. In addition there are hundreds of ceramic statues, "Little Red Books," awards, ration coupons, wall hangings, prints, and many other objects included that promoted the Cultural Revolution and sought to influence the Chinese people. For graphic artists, collectors, and Sino-historians, these items have growing importance. With its concise and informative history and beautiful color illustrations, this book provides an introductory guide to the meaning and value of a variety of the most common posters and artifacts to be found in markets in China and the West, along with brief explanations of their historical background and their current value. Even in the digital age, the printed poster retains an important, much-loved role in connecting with audiences in a way that both entertains and informs. The V&A was one of the first museums to start collecting posters and to recognize the importance of doing so. Far from ephemeral, posters are both a representation of the time in which they were produced and distributed and, in many instances, have shaped the societies in which they were seen. The story of the poster is both one of changing styles and new innovations in design, illustration and printing, and a visually compelling social history. 0The Poster brings together over 300 examples that tell a comprehensive visual history of poster design and the various ways the poster has been used to tell, to sell, to charm and to spur on change. Organized into seven thematic chapters that tell the story of the poster as a medium, each poster is accompanied by a concise commentary that explains the work in terms of its design, printing, content, message and the commercial, social or political impact it may have had. 0Featuring works by the masters of poster design that have become popular and highly collectible classics, charting the ebb and flow of styles such as Art Nouveau, Modernism, Art Deco, Psychedelia and Punk and featuring the nostalgic glow of muchloved brands as well as posters that shook and changed the world, The Poster will be an essential visual resource for graphic designers and illustrators - a reference for anyone with an interest in collecting posters and an engaging design and social history for all who appreciate this most popular of art forms. Railway posters have huge appeal for the modern audience, but just what explains this continuing interest? Enduring images of iconic locomotives, bathing beauties and characters such as Sunny South Sam are testament to the creativity of the railway company marketing departments and the posters tell us not only about railway history and technology, architectural and engineering accomplishments, but also about the cultural and social significance of the railways. The influence of the railway industry on our cities and coastlines, and on the development of leisure time and holiday resorts, can be seen in the recurring images of design has evolved as a means of identification, information, and promotion to become a profession and discipline in its own right. This authoritative documentary history begins with the poster and goes on to chart the development of word and image in brochures and magazines, advertising, corporate identity, television, and electronic media, and the impact of technical innovations such as photography and the computer. For the revised edition, a new final chapter covers all the recent international developments in graphic design, including the role of the computer and the Internet in design innovation and globalization. In the last years of the twentieth century, at a time when "designer products" and the use of logos grew in importance, the role of graphic designers became more complex, subversive, and sometimes more politicalwitness Oliviero Toscani's notorious advertisements for Benetton. Digital technology cleared the way for an astonishing proliferation of new typefaces, and words began to take second place to typography in a whole range of ramblers, bathers and idyllic tourist destinations. This book explores the changing styles and functions of the railway poster from the early pre-grouping days through to the inter-war 'golden age' and nationalised British Railways. From its roots in the development of printing, graphic magazines and books as designers asserted the primacy of their medium. Designers and companies discussed here include Neville Brody, David Carson, Design Writing Research, Edward Fella, Tibor Kalman, Jeffery Keedy, LettError, Pierre di Sciullo, Tomato, Gerard Unger, Cornel Windlin, and a host of others. Over 800 illustrations, 30 in color. To this day, Japan's modern ascendancy challenges many assumptions about world history, particularly theories regarding the rise of the west and why the modern world looks the way it does. In this engaging new history, Brett L. Walker tackles key themes regarding Japan's relationships with its minorities, state and economic development, and the uses of science and medicine. The book begins by tracing the country's early history through archaeological remains, before proceeding to explore life in the imperial court, the rise of the samurai, civil conflict, encounters with Europe, and the advent of modernity and empire. Integrating the pageantry of a unique nation's history with today's environmental concerns, Walker's vibrant and accessible new narrative then follows Japan's ascension from the ashes of World War II into the thriving nation of today. It is a history for our times, posing important questions regarding how we should situate a nation's history in an age of environmental and climatological uncertainties. Long-time poster aficionado William Crouse has selected over 300 of the most soughtafter examples of poster art created between the wars for this definitive volume. Organized thematically into subject categories (aviation, communication, fashion and more), this book includes over 300 highly rare and even unique examples by masters of the art form, including Nizzoli, Cassandre and Beall. Each poster - digitally photographed under carefully controlled conditions is accompanied by an expanded caption that addresses the aesthetic, sociological, economic and/or political context of the image. Introduced by Art Deco specialist Alastair Duncan, Art Deco Posters is an essential addition for all interested in graphic design, Art Deco, and life and culture between 1919 and 1939. An extraordinarily visceral collection of posters that represent the progressive protest movements of the twentieth Century. Two of the most recognizable images of twentieth-century art are Pablo Picasso's "Guernica" and the rather modest massproduced poster by an unassuming illustrator, Lorraine Schneider "War is Not Healthy for Children and Other Living Things." From Picasso's masterpiece to a humble piece of poster art, artists have used their talents to express dissent and to protest against injustice and immorality. As the face of many political movements, posters are essential for fueling recruitment, spreading propaganda, and sustaining morale. Disseminated by governments, political parties, labor unions and other organizations, political posters transcend time and span the entire spectrum of political affiliations and philosophies. Drawing on the celebrated collection in the Tamiment Library's Poster and Broadside Collection at New York University, Ralph Young has compiled an extraordinarily visceral collection of posters that represent the progressive protest movements of the twentieth Century: labor, civil rights, the Vietnam War, LGBT rights, feminism and other minority rights. Make Art Not War can be enjoyed on aesthetic grounds alone, and also offers fascinating and revealing insights into twentieth century cultural, social and political history. It was in the early 20th-century renaissance of the decorative arts that modern graphic design was born, art made to serve the global expansion of business and industry. Alain Weill traces the history of commercial imagemaking and typography in Europe and the United States, from the earliest poster artists to the radical avant-garde influences of Dada and Constructivism, De Stijl and the Bauhaus, from the political and social consciousness of the 1960s to the digital age. With an extremely readable text, hundreds of colour illustrations and additional documents by distinguished authors on 'Early Writings on Graphic Design', 'Advertising The Mother of Graphic Design' and 'The Future of Graphic Design?', this is a treasure trove for students and practising artists and designers. The poster - inexpensive, colorful, and immediate - was an ideal medium for delivering messages about Americans' duties on the home front during World War II. Design for Victory presents more than 150 of these stunning images many never reproduced since their first issue - culled from the collections of the National Museum of American History, Smithsonian Institution. William L. Bird, Jr. and Harry R. Rubenstein delve beneath the surface of these colorful graphics, telling the stories behind their production and revealing how posters fulfilled the goals and needs of their creators. The authors describe the history of how specific posters were conceived and received, focusing on the workings of the wartime advertising profession and demonstrating how posters often reflected uneasy relations between labor and management. Better posters mean better research. Distilling over a decade of experience from the popular Better Posters blog, Zen Faulkes will help you create a clear and informative conference poster that delivers maximum impact. Academics have used posters to share research for more than five decades, and tens of thousands of posters are presented at conferences every year. Despite the popularity of the format, no in-depth guide has been available on how to create and deliver compelling conference posters. From over-long titles, tiny text and swarms of logos, to bad font choices, chaotic colour schemes and blurry images – it's easy to leave viewers confused about your poster's message. The solution is Better Posters: a comprehensive guide to everything you need to know – from writing a title and submitting an abstract, to designing the poster and finally presenting it in the poster session. Your conference poster will be one of your first research outputs, and the poster session is your first introduction to a professional community. Making a great poster develops the skills to create publications, reports, outreach and teaching materials throughout your career. This book also has material for conference organizers on how to make a better poster session for their attendees. Communicate Science Papers, Presentations, and Posters Effectively is a guidebook on science writing and communication that professors, students, and professionals in the STEM fields can use in a practical way. This book advocates a clear and concise writing and presenting style, enabling users to concentrate on content. The text is useful to both native and non-native English speakers, identifying best practices for preparing graphs and tables, and offering practical guidance for writing equations. It includes content on significant figures and error bars, and provides the reader with extensive practice material consisting of both exercises and solutions. Covers how to accurately and clearly exhibit results, ideas, and conclusions Identifies phrases common in scientific literature that should never be used Discusses the theory of presentation, including "before and after examples highlighting best practices Provides concrete, step-by-step examples on how to make camera ready graphs and tables "Applied art and design have shaped culture and the economy in Finland since the late 19th century. In this process they have become an integral aspect of the identity and international image of the country. This book outlines the evolution of design in Finland from the founding stages of the 1870s to the beginning of the 21st century. It focuses on its main underlying factors -industries, training and education, culture, designers and products. Design has operated in the tension between art and industry, and continues to do so, belonging to both but never exclusively to either one."--Publisher's description. The Poster: Art, Advertising, Design, and Collecting, 1860sÐ1900s is a cultural history that situates the poster at the crossroads of art, design, advertising, and collecting. Though international in scope, the book focuses especially on France and England. Ruth E. Iskin argues that the avant-garde poster and the original art print played an important role in the development of a modernist language of art in the 1890s, as well as in the adaptation of art to an era of mass media. She moreover contends that this new form of visual communication fundamentally redefined relations between word and image: poster designers embedded words within the graphic, rather than using images to illustrate a text. Posters had to function as effective advertising in the hectic environment of the urban street. Even though initially commissioned as advertisements, they were soon coveted by collectors. Iskin introduces readers to Copyright : graphitestocksblog.com Acces PDF Posters A Concise History the late nineteenth-century ÒiconophileÓÑa new type of collector/curator/archivist who discovered in poster collecting an ephemeral archaeology of modernity. Bridging the separation between the fields of art, design, advertising, and collecting, IskinÕs insightful study proposes that the poster played a constitutive role in the modern culture of spectacle. This stunningly illustrated book will appeal to art historians and students of visual culture, as well as social and cultural history, media, design, and advertising. Covers a wide range of graphic design including film, magazines and posters. 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How do I talk to young children about the racial injustices happening right now? 1. Above all else, reassure the child that they are loved and the adults in their life are doing their best to take care of them. Notice I did not say safe. We cannot keep our children safe from racial injustice. People of color have always known this. White people are catching on, slowly. 3. Help children find words to describe their wonderings and worries by asking questions. Are you worried about the car you saw on fire? Are you wondering what made me and auntie cry last night? 2. Your best is good enough. Do not be afraid to say the wrong thing. There is no perfect answer. 4. Keep the concepts simple. For now, share the least amount of information necessary to reassure the child. 5. Use phrases that are familiar . For example, if the child does not yet know what race is, stick to skin color. If the child understands "went to heaven" rather than death, use this language. If the child knows the concept of "bad guys" then talk about who the "bad guy" is in this context. 6. End the conversation with love, reassurance , and redirection. You need this as much as the child does. Do something together to reassure the child that it is ok to keep going. For example: read a book, sing a song, build a tower, toss a ball, color a picture, make a snack, or play a game. No really, what do I say? No one can tell you what to say because only you know your family. We can only offer sample language. You are the one who knows how to make the language fit your family. And the truth is, what seems like the right thing today might not feel right tomorrow. Again, we're aiming for good enough not perfection. Here are some examples: Why are people so mad they are burning cars? - People are upset because a police officer hurt a man so badly he went to heaven/died and can never come back. - Those people you saw are so mad they think the only way to be heard is to start a fire. - People are tired of living in a world where people are treated badly because they have black and brown skin. When I was angry you told me to take a timeout. Those people should take a time out. - When you were mad at Bobby and you hit him, I wanted you to take a time out to calm down so you could ask Bobby nicely for your toy. You did a great job using your words. This is a little different. - Starting a fire is very dangerous and if you are ever so angry you want to hurt something or someone, you must find an adult/grown-up to help you. - The people on TV already tried a time out and used their words many, many times. Now they are very angry and trying something else. It is important for them to keep trying to help the people being hurt because they have black and brown skin. - Sometimes people get so upset they do things without thinking about what will happen next. Like when you were upset and knocked down your brother's block tower. Your angries bubbled out before you could stop them. Those people had their angries bubble out. Why do the police hurt people who aren't bad guys? - That police officer was not a nice man. He was a mean man. I don't know why he was so mean. I hope he goes to jail for a long long time. - Most police are helpers and work to keep us safe. But some police only keep people safe if they like them. Those police should get in trouble and not be able to go to work anymore. My friend Gina has brown skin. Will the police hurt her? - I hope not. Gina does everything she can to stay safe. - You're right. Gina's skin is beautiful and brown. If you ever see someone be mean to Gina because of her skin I want you to stand next to her and say "Gina is my friend. You leave her alone." Then I want you and Gina to go get an adult/grown-up to help. Are the police going to hurt me? - I don't want you to worry about the police. It is my job to make sure you don't get hurt. - I say a prayer (make a wish) every day to keep that from happening. Do you want to hear it? - If you feel afraid when the police are around you can hold my hand. I am here and you can always come to me when you are feeling worried. Resources for talking to young children about racial injustice Image credited to prettygooddesign.org Remember that these links are starting points for conversations rather than final destinations. Step 1. Help children process their feelings in this moment * Once I was very very scared by Piplo Productions is a free online book that helps kids talk about scary feelings, what they feel like in your body and things that help them feel better. * From PBS you can find more information on how to help children process information that comes forth in the news around tragic events * Supporting Kids Of Color in The Wake of Racialized Violence - an interview to help caregivers get an understanding on the impacts of radicalized violence on young children and how they can help them. * The National Child Traumatic Stress Network (NCTSN) has developed a simple table that can help caregivers respond and help young children dealing with traumatic grief. * Zero to Three's article applies a child development lens to guidance for talking to young children about racism and violence. Step 2. Talk about race and racism consistently and take action * Wee the People is a Boston based social justice project for children age 4 to 12 launched by two black mothers and offers workshops that explore activism, resistance, and social action through the visual and performing arts for both kids and caregivers. * HealthyChildren.org also has tips around talking to young children about racial bias. * Embrace Race is a great source of helpful information. In this article find out 8 ways to talk to young kids about racial injustice. * Books for Littles is a website with diverse book recommendations on how to talk to children about race. * For educators, the NCTSN has also developed materials on how to address race and trauma in classrooms.	<urn:uuid:46e52d88-3ba1-445c-bc91-b4efc72efc87>	CC-MAIN-2022-40	https://24ssn31tvgxe2vnimx1elub5-wpengine.netdna-ssl.com/wp-content/uploads/How-do-I-talk-to-young-children-about-racial-injustice.pdf	2022-10-01T05:00:00+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335530.56/warc/CC-MAIN-20221001035148-20221001065148-00748.warc.gz	118,954,651	1,339	eng_Latn	eng_Latn	0.997622	eng_Latn	0.998316	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2117, 4183, 5289, 6067 ]	[ 3.96875 ]	3	0	HuggingFaceFW/finepdfs-edu
Book of Mormon Central Type: Magazine Article The Indians - Laman and Nephi Visit Laban Author(s): George Q. Cannon Source: Juvenile Instructor Published by: George Q. Cannon & Sons , Vol. 1, No. 3 (1 February 1866), p. 12 Abstract: Believes that "all the Indians in North and South America, and the inhabitants of some of the islands in the Pacific Ocean, are descendants of [the Lehite] family, who came away from Jerusalem about 2,400 years" ago. 1 C Ij e Luhtans. LAMAN AND NEPHI VISIT LABAN. When Nephi and his brothers arrived near Jeru salem they consulted together, and concluded to cast lots'to see which of them should go to ask La'ban for the brass plates containing the records. The lot fell upon Laman; so he went np to Laban's house and, after being invited in, sat and conversed with him.for a little while. Now, it is quite proba ble that Lehi and all his family were well acquaint ed with Laban before they left Jerusalem, so that they had some reason to expect a kind reception. But when Laman told his business and asked for the plates, Laban was greatly enraged, abused him shamefully, called him a thief, and would have kill" ed him had he not fled out of his house.! obedient to their parents, and He sends His Angels to watch over and take care of them, although we do not see them. Still, there are some of them near us most of the time, and a great many chil dren have had their eyes opened by the Spirit of the Lord so that they could see them,- and some of our little readers may be so happy, some day, as to see them and enjoy their company, if they will only try to overcome their -naughty feelings, always speak the truth and not forget to pray to the Lord. After the Angel left Nephi and his brethren, Laman and Lemuel still complained and murmur ed, but as Nephi was determined to go once more to Jerusalem, as the Angel had commanded, they concluded to go with them. It was after dark when they arrived at Jerusalem, aud Nephi told his brothers to wait outside the walls while he went up into the city. He proceeded very cautious ly, and, on arriving near to Laban ' s house, found a man lying in the street, before him, drunk. He stooped down to _ see who it was and found it was Laban. He had girt around his waist, a very beautiful and valuable sword, the hilt, or handle of which was made, of gold and the blade was of the very best steel. Nephi took this sword out of its scabbard and cut off Laban ' s head with it. He hesitated to do it at first, as he had never killed anyone before; but the Spirit of the Lord told him to do it, because Laban was a wicked man and would not obey God, and be sides, he had tried to kill Nephi and his brothers, and had robbed them of all their treasures and would not give them the plates, — he, therefore, deserved to die. God has also said that it is not good for us to use tobaceo or liquor or to eat much meat in summer, and He has promised that all who will give heed to His advice and obey all His commandments shall become very wise and very good. People who do not use any hot drinks, toba^po, intoxicating liquors, nor a great deal of meat, are always healthier, hap pier and handsomer than those who do. Now, if any of the little boys and girls who read this have indulged in these or any other bad habits, we hope that they will discontinue them at once, and if they have not formed them we trust they will never be so foolish as to do so. If they will abstain from the use X)f tea, ''coffee, tobacco, intox icating liquors, bad words and everything that is wicked, they will grow up to be healthy, happy, wise and useful men and women, and they will be loved by the Lord and by all good people. THE LION. ' The lion is not a very large animal, but is very strong and powerful, so much so that he is called the king of beasts. The illustration above repre sents what is told in the. following fable,—a fable, we must tell you, is a short story conveying a moral, by which some principle is taught. s A lion had a little mouse in his power, and was just going to set his paw ou it and crush it to death, when the'little thing pleaded for its life, and the lion let it go. The mouse, full of gratitude, thank ed the lion, and said if it ever had the opportunity it would do a good turn for the lion. The power ful beast looked down on it with contempt, wonder ing how such a little thing could imagine it could be of any service to him. But by and by the lion was caught in a net set for him by Some huuters, and when the little mouse heard the roars of its preser ver, who was unable to free himself, it came and cut the meshes of the net with its little sharp teeth, and set the lion free. This is the fable; and though beasts cannot talk, the moral is, that we should never despise the power of anything to do good, no matter how insignificant it may appear to be. When Laman returned to his brothers, and told them the treatment he had received from Laban, they were all very sorrowful, and Laman and Lem uel wanted to go back to their father without the plates; but Nephi said,--No, God sent us here for them, and we will not go back without them, for the Lord always gives His children power, in some way, to do what -He commands them. So, after another consultation, they concluded to go and gather together all the gold and silver and precious things that belonged to their father, which he had left in his house at Jerusalem, and offer to ex change them with Laban for the plates of brass. The brass plates were not worth a great deal except for what was written upon them; and Laban, be ing a wicked man, did not <yj.re about the good things they contained; but Lehi ' s sons wanted to show Labah that they did not wish to steal or beg the plates 'rem him, but were willing to pay him a great dèal more than they were worth to any one butthemselves. So they all went up to Laban ' s house this i -, ing their riches with them, and offered him the whole of them for the plates. But when Laban saw their great .treasures he coveted them, and, as he still refused to let them have the plates, he determined to kill them and take their property. So he quarrelled with them, drove them out of thé house and sent his servants to murder them. Nephi and his brothers escaped, however, out of their hands, bub had to leave all their treas ures behind them. This was a sad blow to them all, and they felt more sorrowful than ever. Laman and Lemuel be came very angry with Nephi and Sam and began beat and abuse them, charging them with being the cause of all their troubles. But while Laman and Lemuel were thus cruelly, beating their younger brothers, as they dwelt in a cave in the mountains near Jerusalem, an Angel suddenly appeared in their midst and rebuked them for their wickedness and violence, telling them that the Lord had chosen Nephi, because of his righteousness, to be their ruler and leader, and commanded them to go up once more to Jerusalem, promising that the Lord would deliver Laban into their hdhds. to Nephi then stripped Laban of his "clothes and put them upon himself, girding his sword round him also, and went towards Laban ' s house. On his way he met Zoram, Laban ' s servant, who, sup posing Nephi to be his master, readily obeyed his command to fetch the brass plates out of Laban ' treasury and to bring them outside the city walls. Upon Nephi ' s approach lii^brethren fled from him in dismay, supposing him to be Laban, and that, having killed their brother, he wasnow come to slay them. Nephi called after them, however, and as soon as they heard his voice they were glad and returned. Zoram, finding that he had not been fol lowing Laban, as he supposed, trembled and turn ed to flee. But Nephi knew that if Zoram went back to Jerusalem to tell what had happened, the wicked Jews would follow them and try to kill him and his brothers, so, being a large and very strong young man, he laid hold of Zoram to prevent his running away and talked to him until he finally consented to accompany thenf into the wilderness their father Lehi. it, L ittle boys and girls should not use tea or cof fee, nor drink soup nor anything else while it is hot. Why? Because the Lord has told us that it is not good to do so; (see Book of Doc. & Cov., Sec. 81.). Now we are all satisfied that God knows what best for us, not only in eating and drinking, but everything else.that affects our happiness in this life as well as in the life to come; and when he has been so kind as to speak to us and tell us what for our good, do you not think it very ungrateful and wicked not to pay attention to what He says? What do you think of children who habitually dis regard the wishes of their parents? You would say they do not love their fathers and mothers, they would do as they tell them. And the angels and good men will think we do not love God much if we do-not strive to please Him. in every respect. Many of our little readers will, no doubt, won der if Angels ever come to visit people in these days. Yes,'numbers of persons have had very glorious and happy visits from them during the last thirty or forty years: -and many more might enjoy this privilege if they would only seek for and make their hearts, their persons and their houses clean and pure, for good angels will not visit wicked men and women, nor naughty children, neither do they like to go-into dirty houses; they only love those who are good and gentle, kind and clean, who love God and try to do as He and His servants tell them. The Lord loves little chil dren who pray to Him, who try to be good and to is in is or The following extract, from a book called Alge ria and Tunis, concerning a pet lion, is interesting. A gentleman visiting at a house in Algeria, says': " In a few minutes the door opened, and a lion entered the-room, the man only leading him by a tuft of his mane. He was a magnificent .animal, two years old, and full grown, all but his mane, which, although But a foot long, made, neverthe less, a respectable appearance. He did not seem to care about our being strangers, but walking about the room like a large dog, permitted us to take liberties with him, such as patting him, shak ing a paw, and making him exhibit his teeth and eJaws. He showed, however, a marked predilec tion in favor of his old acquaintances, and lying down before them, turned on his back to be scratch ed. After a scratch or two he began to yawn, and was fairly settling himself for a nap, when a cigar was puffed in his face, a proceeding he evidently did not approve of. Rising in a hurry, curling up his lips, and wrinkling his nose, lie exposed to view a splendid set of teeth, a sure sign he was not pleased. A hearty sneeze seemed to restore him to good temper; and bearing no malice, he returned a friendly pat, bestowed upon him by Captain Martenot, who had been the aggressor, by rubbing his head caressingly against his knees. "	<urn:uuid:9ca85c64-0006-42f7-8add-aeac2d274c91>	CC-MAIN-2024-22	https://archive.bookofmormoncentral.org/sites/default/files/archive-files/pdf/cannon/2019-06-03/george_q._cannon_ji_1.3_the_indians-laman_and_nephi_visit_laban_1_february_1866.pdf	2024-05-19T03:08:10+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971057631.79/warc/CC-MAIN-20240519005014-20240519035014-00767.warc.gz	94,427,420	2,619	eng_Latn	eng_Latn	0.975381	eng_Latn	0.997568	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 453, 10974 ]	[ 1.765625 ]	1	0	HuggingFaceFW/finepdfs-edu
IOWA End-of-Course Assessment Programs Released Items 1 Which cubic equation has roots of ∙2, 1, and 3? A x 3 − 6 = 0 INCORRECT: The student wrote a cubic equation with a constant that is the product of the roots. B x 3 + 6 = 0 INCORRECT: The student wrote a cubic equation with a constant that is the absolute value of the product of the roots. C x 3 − 2x 2 − 5x + 6 = 0 D x 3 + 2x 2 − 5x − 6 = 0 INCORRECT: The student incorrectly found the squared term and constant of the cubic equation. CCSS Conceptual Category: Algebra CCSS Domain: Reasoning with Equations and Inequalities 2 If f(x) ∙ 2x ∙ 3 and g(x) ∙ x ∙ 2, what is f(g(3))? A 1 INCORRECT: The student only evaluated g(3). 5 ``` CORRECT: f(g(3)) = f(3 – 2) = f(1) = 2(1) + 3 = 5 ``` 7 INCORRECT: The student evaluated g(f(3)). 10 INCORRECT: The student added the like terms of the functions together and then simplified: f ( g (3)) → (2 x 3) ( x 2) 3 x 1 3(3) + + – = + + 1 = 10 CCSS Conceptual Category: Functions CCSS Domain: Interpreting Functions B C D 3 If f(x) ∙ 3x ∙ 1, what is f ∙ 1 (x)? B 1 3 x – 1 INCORRECT: The student did not divide both terms of the left-hand side of the equation by 3. ``` INCORRECT: The student incorrectly found the reciprocal of f(x): 1 f(x) = 1 3x + 1 → 1 3x + 1 ``` D – 3 x – 1 ``` INCORRECT: The student found the opposite of f(x): – f(x) = – (3x + 1) = – 3x – 1 ``` CCSS Conceptual Category: Functions CCSS Domain: Building Functions 4 What is the solution to the following equation? INCORRECT: The student simplified log 10 as 10. INCORRECT: The student divided the right-hand side of the equation by 5 instead of multiplying by 5. INCORRECT: The student simplified 5 log 10 as log 50. CCSS Conceptual Category: Functions CCSS Domain: Linear, Quadratic, and Exponential Functions 5 Find the vertical asymptote line(s) of the INCORRECT: The student used the constant term in the expression left in the denominator. B x = – 2 CORRECT: Found the zero of the denominator: x 2 0 → x 2 [Note: there is a hole at x = 2.] x = – 2 and x = 2 INCORRECT: The student did not simplify the common factor of x – 2. x C D = – 4 and x = 4 INCORRECT: The student factored the denominator incorrectly. CCSS Conceptual Category: Functions CCSS Domain: Interpreting Functions + = = – 6 Zach went on a bike ride. He recorded his distance from home at various times along the route. Using the line graph that charts his progress, during which time period was Zach traveling at the greatest rate of speed? Time A From 8:00 to 8:30 CORRECT: The greatest rate of speed corresponds with the segment with greatest slope. The slopes of the segments corresponding to the answer options are 7.5 30 , 2.5 15 , 4 30 , 6 30 . B From 8:45 to 9:00 INCORRECT: The student selected the time period that ends when Zach is the farthest from home. C From 9:00 to 9:30 INCORRECT: The student selected the time period that begins when Zach is the farthest from home. D From 9:30 to 10:00 INCORRECT: The student selected the time period with the greatest negative slope. CCSS Conceptual Category: Functions CCSS Domain: Interpreting Functions 7 U-Rent charges $20 per day and 10 cents per mile to rent a car. Atlas charges $30 per day and 5 cents a mile. If you were renting a car for one day, when would U-Rent be cheaper than Atlas? A When driving less than 200 miles CORRECT: The total cost to rent from U-Rent is represented by the expression 20 + 0.10x, where x is the number of miles the car is driven. The total cost in dollars to rent from Atlas is represented by the expression 30 + 0.05x, where x is the number of miles the car is driven: ``` 20 + 0.10x < 30 + 0.05x 0.05x < 10 x < 200 ``` B When driving more than 200 miles INCORRECT: The student found when it would be more expensive to rent from U-Rent than Atlas. C U-Rent is always cheaper than Atlas. INCORRECT: The student answered based on the daily rate. D U-Rent is never cheaper than Atlas. INCORRECT: The student answered based on the mileage rate. CCSS Conceptual Category: Algebra CCSS Domain: Reasoning with Equations and Inequalities 8 What is the domain of the quadratic function graphed below? y A (– ∞ , 0) INCORRECT: The student thought the graph shows a vertical asymptote at 0. B (– ∞ , 1] INCORRECT: The student found the range. C (– ∞ , ∞ ) CORRECT: All unrestricted quadratic functions have domains of all real numbers. D [1, ∞) INCORRECT: The student selected the part of the y-axis from the maximum point and greater. CCSS Conceptual Category: Functions CCSS Domain: Interpreting Functions 9 If the discriminant of a quadratic equation is – 25, what must be true about the roots of the equation? A They are imaginary conjugates. CORRECT: A discriminant that is less than 0 indicates imaginary conjugate roots. B They are irrational. INCORRECT: The student confused imaginary with irrational. C They are rational. INCORRECT: The student thought that since the absolute value of the discriminate is a perfect square, the roots are rational. D The equation has no roots. INCORRECT: The student did not open the possibility of having roots outside of the real number system. CCSS Conceptual Category: Number and Quantity Overview CCSS Domain: The Complex Number System 10 Graph the solution to the following inequality. A B –4 –3 –2 –1 0 1 2 3 4 INCORRECT: The student only solved 2x + 3 ≤ 5 since the 5 was positive. –4 –3 –2 –1 0 1 2 3 4 CORRECT: \|2 x 3\| 5 – – ≤ 5 – 8 4 2 + ≤ x 2 ≤ x 3 and 2 + x 3 x 2 ≤ ≤ x 5 2 1 ≤ x – ≤ ≤ 4 ≤ x 1 The graph of which shows closed dots at –4 and 1 and everything between the dots is shaded. INCORRECT: The student added 3 and –5 in the left-hand side of the inequality. D –4 –3 –2 –1 0 1 2 3 4 INCORRECT: The student added 3 and –5 in the left-hand side and added 3 and 5 in the right-hand side of the inequality. CCSS Conceptual Category: Algebra CCSS Domain: Reasoning with Equations and Inequalities + 11 What are the solutions to the following equation? A x = ± 2 i INCORRECT: The student did not take the opposite of b in the quadratic formula and then when simplifying the fraction thought the 2s divided to 0. B x = – 1 ± ∙6 INCORRECT: The student moved the –10 to the left side of the equation without making it its opposite and solved: 2x 2 + 4x – 10 = 0. i C x = – 1 ± 2 D x = – 1 ± 4 i INCORRECT: The student did not divide the second term in the numerator by 2. CCSS Conceptual Category: Number and Quantity Overview CCSS Domain: The Complex Number System 12 What is the equation of the line that is perpendicular to and has the same y-intercept as the line graphed below? y A – 2 x + 3 y = – 9 INCORRECT: The student used the reciprocal of the slope of the given line for the slope of the new line. INCORRECT: The student used the slope of the given line which resulted in the equation of the given line. CORRECT: The slope of the given line is 3 2 , so the slope of a perpendicular line would be – 2 3 , (opposite reciprocal). The y -intercept of the given line is – 3. Using slope-intercept form: 3 D x + 2 y = – 6 INCORRECT: The student used the opposite of the slope of the given line for the slope of the new line. CCSS Conceptual Category: Algebra CCSS Domain: Reasoning with Equations and Inequalities 13 Which of the following graphs represents a function that has no real roots? INCORRECT: The student selected a graph that has 2 real roots, one positive and one negative. B y CORRECT: Since the graph of the function does not intersect the x-axis, the roots of the function are imaginary conjugates and therefore are not real. INCORRECT: The student selected a graph that intersects the x-axis in one place and therefore has a double real root. INCORRECT: The student selected a graph that has 2 real roots that are both negative. CCSS Conceptual Category: Functions CCSS Domain: Interpreting Functions 14 What is the inverse of y ∙ log (x – 3) ∙ 4? A y = 10 x –3 – 4 INCORRECT: The student raised the log value to the power of 10 and took the opposite of the constant. B y = 10 x –3 + 4 INCORRECT: The student raised the log value to the power of 10. C y = 10 x –4 + 3 CORRECT: To find the inverse, switch the variables in the equation and solve for y. D y = 10 x +4 + 3 INCORRECT: The student added 4 to the left-hand side of the equation instead of subtracting 4. CCSS Conceptual Category: Functions CCSS Domain: Linear, Quadratic, and Exponential Functions 15 What is true about the rate of change of the function y ∙ x 2 ? A It decreases as x increases. INCORRECT: The student was thinking of the value of the function as x approaches 0 from the left. B It increases as x increases. CORRECT: As x increases, the slopes of the tangent lines at each point are increasing from a limit of negative infinity to a limit of positive infinity. C It decreases as \|x\| increases. INCORRECT: The student misinterpreted the steepness of the tangent lines as the function approaches negative infinity from the right and positive infinity from the left. D It increases as \|x\| increases. INCORRECT: The student thought only about how steep the tangent lines would be approaching negative infinity from the right and positive infinity from the left and not whether the slopes are positive of negative. CCSS Conceptual Category: Functions CCSS Domain: Interpreting Functions	<urn:uuid:6182e614-1910-403b-b544-d7c9a429000f>	CC-MAIN-2017-47	https://itp.education.uiowa.edu/ieoc/ReleasedItems/alg2/CCSS%20EOC%20Alg%20II%20Rel%20Items.pdf	2017-11-18T15:40:10Z	crawl-data/CC-MAIN-2017-47/segments/1510934804976.22/warc/CC-MAIN-20171118151819-20171118171819-00796.warc.gz	619,690,763	2,763	eng_Latn	eng_Latn	0.936107	eng_Latn	0.993426	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 54, 599, 1079, 1508, 1866, 2394, 3250, 4234, 4725, 5416, 6171, 6758, 7547, 7882, 8166, 8740, 9658 ]	[ 2.640625 ]	3	0	HuggingFaceFW/finepdfs-edu
Assignment for a Typical College Algebra or Precalculus Course Total Points: 20 Learning Goals 1. To understand exponential and log functions 2. To apply exponential and log equations to exponential growth and decay problems 3. To understand how carbon dating works and the political controversy surrounding it. Instructions Read my article "Connecting Algebra to Real World Issues" located at http://userhome.brooklyn.cuny.edu/skingan/Kingan_p.238-242.pdf Learn Exponential and Log functions by watching Khan Academy videos. Links to videos for precalculus topics are at http://userhome.brooklyn.cuny.edu/skingan/precalculus/PrecalculusVideos.html Scroll down to Algebra Topic no 27 and watch those videos in particular. Radioactive decay and carbon dating is the third set of applications in a set of five applications. Before solving these problems go through my notes of Exponential Growth and Decay Problems. Radioactive substances have a half-life. That is the amount of time it takes a certain amount of the material to become half the initial amount. For example, the half-life of radioactive Plutonium-239, which is used in bombs, is 25,000 years. So it takes 25,000 years for 4 grams of Pu-239 to become 2 grams. When organic matter dies, its Carbon 12 content remains fixed while its Carbon 14 (radioactive carbon) content decays with a half-life of 5700 years. The ratio of Carbon 14 to Carbon 12 is 1 to 10 . That means 12 1 14 = Carbon Carbon 12 10 12 . To estimate the age of dead organic material the model used is 5700 12 2 10 1 t y − = where y is the ratio of Carbon 14 to Carbon 12 present in t years. 2) The statue of Zeus at Olympia, Greece is made of gold and ivory. The ivory was found to have lost 35% of its Carbon-14. How old is the statue? (Beecher et al) 3) The linen wrapping from one of the Dead Sea Scrolls had lost 22.3% of its Carbon-14 at the time it was found. How old was the linen wrapping? (Beecher et al) Grading Rubric/Assessment 1)There is one correct solution to the three problems in the assignment. In order to get full credit students must have the correct solution and all the in between steps must also be correct. 2) Partial credit will be generously given if the final answer is wrong, but the steps are more or less correct. 3) You may work in teams and help each other, but each student has to submit individual work and not just copy from a friend. It is easy to tell when a student just copies without understanding.	<urn:uuid:e159d54f-7ef5-4b78-b5b0-b58525a98afc>	CC-MAIN-2020-40	https://d32ogoqmya1dw8.cloudfront.net/files/NICHE/qrassignmentkingan.pdf	2020-09-26T12:41:17+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400241093.64/warc/CC-MAIN-20200926102645-20200926132645-00754.warc.gz	323,682,956	598	eng_Latn	eng_Latn	0.995852	eng_Latn	0.995852	[ "eng_Latn" ]	false	docling	[ 2496 ]	[ 2.515625 ]	1	0	HuggingFaceFW/finepdfs-edu
REMEMBERING TO FORGET We are commanded to obliterate all remembrance of Amalek. That seems impossible! The Torah itself mentions Amalek, discussing it in multiple parshiyos. In fact, one of the Six Remembrances we say each day is to "Remember … that which Amalek did to you." So if it's in the Torah, how can it be erased? The answer lies in why you're remembering Amalek. Remembering Amalek to keep their memory alive is prohibited. But remembering Amalek for the sake of erasing Amalek is not only allowed, it is a mitzvah. So much so, in fact, that some make a point to write Amalek's name on wood or stone in order to then erase it. How, then, does one fulfill the mitzvah of obliterating Amalek? By ensuring that one's surroundings bear no reminders of Amalek—nothing that hearkens back to them. No sheep that people will call "Amalek's sheep." Reading about what Amalek did and remembering Amalek—in order to wipe out all traces—is itself another way of erasing Amalek. 1 1. Adapted from Likkutei Sichos vol. 14 Parshas Teitzei, pages 86-92. ELUL 5779 A CHASSIDISHER DERHER 5 PHOTO: JEM/THE LIVING ARCHIVE / 104489	<urn:uuid:1d37de4a-50d9-43af-9e87-27b9e1d78ed5>	CC-MAIN-2024-30	https://derher.org/wp-content/uploads/85-Elul-5779-Sicha-remembering-to-forget-Amalek-1.pdf	2024-07-16T13:15:50+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514745.49/warc/CC-MAIN-20240716111515-20240716141515-00442.warc.gz	173,255,797	318	eng_Latn	eng_Latn	0.996772	eng_Latn	0.996772	[ "eng_Latn" ]	false	docling	[ 1131 ]	[ 1.6484375 ]	1	1	HuggingFaceFW/finepdfs-edu
Title of Intervention: The Bootheel Heart Health Project Intervention Strategies: Campaigns & Promotions, Supportive Relationships, Group Education, Environment and Policies Purpose of the Intervention: To reduce morbidity and mortality due to cardiovascular disease through community-based activities. Population: Adults in the Bootheel (6 counties in southeast Missouri); majority African American Setting: Community-based; faith-based; school-based Partners: Saint Louis University, Washington University, Center for Chronic Disease Prevention and Health Promotion (CDC), Division of Chronic Disease Prevention and Health Promotion, Missouri Department of Health and Senior Services, local leaders, local health agencies, coalition & sub coalitions, community organizations such as schools and churches Intervention Description: Sub-coalitions were able to choose their own interventions from a list. Intervention activities included the following strategies: Group Education: aerobic exercise classes, heart healthy cooking demonstrations, cardiovascular disease education programs Campaigns and Promotions: community blood pressure and cholesterol screenings, annual heart healthy fitness festivals (demonstrations, registration for classes, screenings), "High Blood Pressure Sunday" in churches (sermons, screenings and healthy meals), poster contests in schools, "Heart Healthy Corner" (weekly newspaper column on heart disease) Supportive Relationships: walking clubs Environments and Policies: construction of walking and fitness paths Theory: Community Health Model, Social Learning Theory, and Stage Theory of Innovation Resources Required: Staff/Volunteers: class leaders, coalition and sub-coalition members, ministers, health care providers Training: no information provided Technology: printer, screening assessment tools Space: physical activity spaces (classrooms and walking trails) Budget: approximately $105,000 over 5 years Intervention: class materials, media, food, screening supplies, Evaluation: surveys, random digit dialing capability Evaluation: Design: Quasi-experimental; cross-sectional Methods and Measures: Survey based on the Behavioral Risk Factor Surveillance System included questions identical to those used in the 1990 and 1994 surveys and additional questions regarding coalition exposure, arthritis, functional status, and quality of life. Outcomes: Short Term Impact: not measured Long Term Impact: Significant improvement was observed for communities having coalitions in comparison with communities not having coalitions. Maintenance: Local sub-coalitions were able to apply for funding to implement community-based interventions addressing cardiovascular disease risk factors of their choosing. Lessons Learned: With high poverty rates in the area, transportation to the interventions as well as purchasing fresh fruits and vegetables may be a barrier. There may be a lack of walking paths and accessibility to fitness centers in poor rural areas. Physical inactivity decreased within the intervention region, that is, in communities where heart health coalitions were developed and among respondents who were aware of these coalitions. In addition, the prevalence rates for reports of cholesterol screening within the past 2 years were higher for respondents in areas with coalitions and among persons who were aware of the coalitions. Citation(s) : Brownson, R. C., C. A. Smith, et al. (1996). "Preventing cardiovascular disease through community-based risk reduction: the Bootheel Heart Health Project." Am J Public Health 86(2): 206-13.	<urn:uuid:33c969df-68bf-4893-9c3e-b5a4341ce946>	CC-MAIN-2019-43	https://health.mo.gov/data/InterventionMICA/PhysicalActivity/4004.pdf	2019-10-16T09:22:38Z	crawl-data/CC-MAIN-2019-43/segments/1570986666959.47/warc/CC-MAIN-20191016090425-20191016113925-00217.warc.gz	519,803,706	662	eng_Latn	eng_Latn	0.693115	eng_Latn	0.974065	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3397, 3604 ]	[ 1.640625 ]	1	0	HuggingFaceFW/finepdfs-edu
1 JV Warm-up 1. An $8 \times 8$ chessboard has two opposite corner squares removed. Is it possible to tile the remaining squares with $2 \times 1$ dominoes such that every square is covered and no two dominoes overlap? Solution. No. Every domino covers one white square and one black square, but the two removed are the same color so there are more of one color than the other. 2. The French Open is a single-elimination tennis tournament with 128 people. In each round, players are paired off to play one game, and the winner advances to the next round with the loser eliminated from the tournament. This continues until only one player remains in the tournament. How many games are played? (look for a solution that uses little arithmetic!) Solution. The winner loses 0 games and every other player loses exactly 1 game. There are 127 total losses, and therefore 127 total games. 3. There are 15 red marbles and 16 green marbles in a jar. Pascal removes two marbles at a time, with the following rules: (a) If the marbles are both green, he puts one green marble back. (b) If there is one marble of each colour, he puts one red marble back. (c) If the marbles are both red, he puts one green marble back. At the end, there will be one marble left. Is it always red, sometimes red, or never red? Solution. The number of red marbles changes by 0 or 2 each time, so there are always an odd number of red marbles. There cannot be 0 red marbles, so the last marble is always red. 2 JV Problems 1. Let $a_1, a_2, \ldots, a_{15}$ represent an arbitrary arrangement of the numbers $1, 2, \ldots, 15$. Is the product $(a_1 - 1)(a_2 - 2)\cdots(a_{15} - 15)$ always even? Solution. 8 of the $a_i$ are odd and 8 of the numbers $1, 2, \ldots, 15$ are odd. There must be one ordered pair in which $a_i$ is odd and $i$ is odd. Their difference is even, so the product is even. 2. Alice and Bob have a large chocolate bar, in the shape of a $10 \times 10$ grid. Each turn, a player may either eat an entire bar of chocolate, or break any chocolate bar into two smaller rectangular chocolate bars along a grid line. The player who moves last loses. Who has a winning strategy? Solution. Let $b$ denote the turns in which a bar is broken, $e$ the number of turns in which a bar is eaten. Every time a bar is broken the number of remaining pieces increases by 1 and every time a bar is eaten the number of remaining pieces decreases by 1. Since there is initially 1 piece and the game ends when there are 0 pieces, we have $e = b + 1$. The total number of turns is $e + b = 2b + 1$ which is always odd, so Alice will always take the last turn and therefore lose. Bob has a winning strategy. 3. 127 people play in a chess tournament. Prove that at the end of the tournament, the number who have played an odd number of games is even. Solution. Let $g_i$ denote the number of games played by player $i$. Then $\sum_i g_i$ counts every game played exactly twice, so it is twice the numbers of games played. In particular, this sum is even. Thus the sum has an even number of odd terms. 4. In a certain island there are 13 amber, 15 brown and 17 crimson chameleons. If two chameleons of different colors meet, both of them change to the third color. No other color changes are allowed. Is it possible that eventually all the chameleons have the same color? Solution. No. Let $a, b, c$ be the number of each color chameleon at a given time. The invariant is that $a - b$, $a - c$, and $b - c$ are constant in mod 3. Note that none of these differences are 0. If all the chameleons were one color, then two of $a, b, c$ would be 0, and their difference would be 0 (mod 3), which cannot happen. 5. Snow White and the seven dwarves are sitting at a round table. Snow White starts with 8 candies, and all the dwarves start with 0 candies. Each second, everyone who has at least 2 candies passes 1 candy to each of their neighbors. After how many seconds does everyone have 1 candy? Does this ever happen? Solution. No. We show that Snow White always has an odd even number of candies. She can only pass an even number in any round. By symmetry, her two neighbors always have the same number of candies. If one of them passes her candy at a particular second, so will the other one. Thus she can only receive an even number of candies. Her number of candies can only change by an even number, so it will always stay even. 6. A $n \times n$ chessboard has a single corner removed. For which values of $n$ is it possible to tile the remaining squares with $3 \times 1$ triminoes such that every square is covered and no two dominoes overlap? Solution. Label the square $(i, j)$ by $i+j \pmod{3}$. A trimino covers $(i, j), (i+1, j), (i+2, j)$ or $(i, j), (i, j+1), (i, j+2)$ for some $i, j$. These have different labels, so the tiling is impossible if there aren’t the same number of squares with each label. The corner that was removed has label $1+1=2$. If the opposite corner has a label other than 2, then by symmetry there were initially the same number of these two labels, but there are no fewer with label 2. Thus the opposite corner has label 2, so $2n \equiv 2 \pmod{3}$, or $n \equiv 1 \pmod{3}$. We can check that it is possible whenever $n = 3k + 1$: tile the first row and column by themselves, and the remaining is a $3k \times 3k$ board which can easily be tiled. 7. In the parliament of Armltopia, each member has at most three enemies. You have to split the parliament into two parties. In order to maintain a peaceful atmosphere, you want to make sure that each person has at most one enemy in his party. Can you do it? Solution. Start by arbitrarily partitioning. Let $\Phi$ the number of enemy pairs within the parties. If someone has $\geq 2$ enemies in his party, switch him. $\Phi$ decreases each time, so this can only be done finitely many times. At the end, we have the desired parties. 3 A really awesome challenge problem 1. There is a field that has size $10 \times 10$ meters, divided into unit $1 \times 1$ squares. In the beginning, 9 of these squares are occupied by weed. Now, every day all unit squares that are adjacent to at least two other weed squares in the morning, also contain a weed at the end of the day. Is it possible that one day the entire field will be covered with weed?¹ 4 Varsity Warm-up 1. On the Colorful island there are 3 types of chameleons - red, blue and green. There are 13 red, 15 blue and 17 green. Every time two chameleons of different colors meet, they change their color to a third one (so if red and blue meet, they both become green). Is it possible that at some point all chameleons on the island have the same color? 2. There is a field that has size $10 \times 10$ meters, divided into unit $1 \times 1$ squares. In the beginning, 9 of these squares are occupied by weed. Now, every day all unit squares that are adjacent to at least two other weed squares in the morning, also contain a weed at the end of the day. Is it possible that one day the entire field will be covered with weed? 3. There is a complete graph $G$ on 100 vertices. You are allowed to do the following operation: choose any 4 cycle and remove your favorite edge from it. We are interested in the minimum amount of edges you can get after applying this operations several times. (a) Prove, that you can obtain 100 edges. (b) Prove, that you can’t obtain 98 edges. (c) So, what is the minimum - 99 or 100? 5 Varsity Problems 1. There are numbers $1, 2, 3, \ldots, 19, 20$ written on the board. You are allowed to erase any two numbers $a$ and $b$ and write $a + b - 1$ instead. You do this operation until one number is left - what is that number? 2. There are numbers $1, \ldots, 6$ are placed on a circle in this order. During one move you can add 1 to any three consecutive ones, or from three numbers that are alternating (no two are consecutive) substruct one. Could you make all numbers equal? 3. An $m \times n$ table is given, each entry has a real number. In one step you can choose row or column and multiply all numbers by $-1$. Prove, that it is possible to transform this table, so that the sum of number in every row and every column is nonegative. ¹If you don’t solve this during practice, try it at home. I am happy to discuss at any time, but I will never tell you the answer to this one. It’s so satisfying if you get it on your own that I don’t want to deprive you of that 😊. 4. On a $8 \times 8$ board in a left bottom $3 \times 3$ corner there are 9 stones. During one move you are allowed to take a stone and jump over any other stone on the field that is symmetric to the original field with respect to the second one. Is it possible to collect all stones in the top right $3 \times 3$ corner. 5. Circle is divided into 6 sectors which contain numbers $1, 0, 1, 0, 0, 0$. You can add one to any adjacent sectors. Can you make all numbers equal? 6. A natural number is written in each square of an $m \times n$ chessboard. The allowed move is to add an integer $k$ to each of two adjacent numbers in such a way that nonnegative numbers are obtained (two squares are adjacent if they share a common side). Find a necessary and sufficient condition for it to be possible for all the numbers to be zero after finitely many operations. 7. You have three printing machines. The first takes pair of numbers $a$ and $b$ and outputs pair $a + 1$ and $b + 1$; the second one takes pair of even numbers $a$ and $b$ and outputs pair $\frac{a}{2}$ and $\frac{b}{2}$; the third one takes two pairs $a, b$ and $b, c$ and outputs pair $a, c$. Also, all machines return original pairs of numbers. Starting with a pair $(5, 19)$ is it possible to get $(1, 1988)$? 8. There are 2000 white balls in the box and an infinite number of white/green and red squares. In one move you can change 2 balls from a box by the following rules: two white or two red for a green one, two green for a white and red, white and red for a green, green and red for a white. After several moves there are only 3 balls left. Prove, that at least one of them is green. Is it possible to leave only one ball in the box?	<urn:uuid:f5ba8ea6-02b6-4143-a44e-a2e0221df785>	CC-MAIN-2018-51	http://math.cmu.edu/~cargue/arml/archive/18-19/combo-10-14-18.pdf	2018-12-17T20:45:50Z	crawl-data/CC-MAIN-2018-51/segments/1544376829115.83/warc/CC-MAIN-20181217183905-20181217205905-00340.warc.gz	181,490,696	2,665	eng_Latn	eng_Latn	0.999332	eng_Latn	0.999392	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2213, 5672, 8493, 10203 ]	[ 2.421875 ]	3	1	HuggingFaceFW/finepdfs-edu
EXPLORING THE IMPACT OF FAMILY RELATIONSHIPS ON STUDENT DROPOUT RATES: A PSYCHOLOGICAL INVESTIGATION Elina Romanov Ph.D. student Department of Psychology Varna Free University "Chernorizets Hrabar" Abstract: This research aimed to investigate the relationship between family dynamics and dropout rates among truant students in Israel. Data was collected through a Likert scale survey distributed via email and social networks, assessing students' opinions on their family relationships. Correlation analysis revealed that students who were more involved in their family life, received stronger family support, had positive family relationships, and shared about school with their families were less likely to drop out. The implications of the findings suggest the importance of fostering strong and inclusive family relationships to mitigate dropout rates. Schools can promote family involvement through various strategies, such as parent-teacher conferences and family engagement events. Customized learning models and technology integration can also enhance student engagement and motivation. However, the study has limitations in terms of sample size, geographical focus, age range, and potential unaddressed factors. Interventions and policies can be developed to reduce dropout rates and create inclusive and supportive educational environments for all students. Keywords: Student Dropout Rates, family relationships, family dynamics, dropout prevention, parental involvement, truant students. Student Dropout Rates Student dropout is a significant issue in education systems worldwide. It refers to students leaving school before completing their education, which can have long-lasting negative consequences for both individuals and society as a whole. Dropout rates vary across different countries and educational levels, but they consistently pose challenges to educational institutions, policymakers, and communities. Statista (2022) outlines that 90 percent of the world's population had completed primary education in 2020, 66 percent had attained secondary education, and only 40 percent of the global population pursued tertiary education. Adult males are more literate than females, although females almost exclusively pursue tertiary education. According to recent estimates, over 200 million children will be out of school in 2030. As of 2018, around 16 percent of children globally are missing primary education, and over 30 percent are lower secondary. Sub-Saharan Africa and South Asia have the highest proportions of out-of-school children worldwide. Inequality gaps in education have widened by the coronavirus (COVID19) crisis. School closures kept about 90 percent of all students out of school. Around 1.5 billion students and 630 million teachers have already been affected by the pandemic. Recent estimates predict that about 23.8 million students worldwide are at risk of not returning to education institutions, particularly students in tertiary education. Marginalized children, minority groups, and children with disabilities suffer the most and are left behind, widening educational inequality and learning gaps. During 2017 - 2018, 707.7 thousand students attended primary schools in Israel, 17,300 of which dropped out. The percentage of dropouts among seventh to 12th graders was 2.5% of all seventh to 12th-grade students. Of the total number of students who dropped out in 2017 - 2018, 13.1 thousand have not succeeded enrolling in alternative education frameworks, and their share among all 7th to 12th graders was 1.7%. (Central Bureau of Statistics, 2018). However, it is worth noting that there are still significant numbers in the dropout rates between different populations in Israel. For example, the dropout rate among Arab students is higher than among Jewish students, and the dropout rate among students from a lower socioeconomic background than among those from a higher socioeconomic background. According to the Association of Local Authorities in Israel, 2010 characteristics of the dropouts include: Students who are regularly absent and exhibit various attendance problems tend to drop out openly; Children and youth of low socioeconomic status; According to data from the Central Bureau of Statistics in 2009, based on data from the Ministry of Education, 18% - 26% of Arab youth (minority group) do not study; A high percentage of dropouts are boys. The percentage of dropouts among boys is twice that of dropouts among girls; Students with low self-esteem tend to drop out of school; Children from single-parent families; large families with four or more children; Families in which one parent suffers from some disability; Families where parents are loweducated. In this article, I will discuss the effect of family relationships on dropout. The hypothesis is - the closer, more inclusive, stronger the relationship with the family, the less likely the student is to drop out. The significance of studying the relationship between family dynamics and student dropout rates lies in its potential to inform interventions and strategies aimed at reducing dropout rates and promoting educational attainment. Understanding the influence of family relationships on a student's decision to continue their education or drop out can contribute to the development of targeted support systems and interventions that address underlying familial factors. Understanding the complex interplay between family dynamics and dropout rates can inform targeted interventions and policies aimed at reducing student attrition. Schools and communities should work collaboratively to promote parental involvement, enhance communication channels between families and schools, and provide support to families facing socio-economic challenges. By fostering strong and supportive family relationships, we can create an environment that encourages educational persistence and increases the chances of academic success for all students. The family is the basic unity of society in which a person is born, develops and forms as a person. Usually, family relationships largely determine a psychiatrist's development of a person and his behavior (Hristova, 2020). Impact of Family Relationships on Student Dropout Rates The issue of student dropout rates has garnered significant attention from educators, researchers, and policymakers alike. Dropout rates not only affect the individual students but also have far-reaching societal and economic consequences. One crucial factor that has been identified as influential in students' decision to drop out of school is the quality of their family relationships. This literature review aims to explore the relationship between family dynamics and dropout rates among students and shed light on the key findings from relevant studies. Multiple studies have investigated the impact of various family factors on students' likelihood of dropping out. Parental involvement, communication, support, and socio-economic status have emerged as significant predictors of dropout rates. A study by McNeal (2013) found that parental involvement in a student's education, including attending school events and monitoring homework, significantly reduced the likelihood of dropout. Positive and supportive communication between parents and children has also been associated with lower dropout rates (Spera, 2005). As supported by the findings from Heyne & Maynard (2016), Khasawneh (2021), Van Breda (2015), and Boualaphet & Goto (2020). These studies highlight various aspects of family influence on students' educational outcomes and provide valuable insights into the significance of family dynamics in dropout prevention. Heyne & Maynard (2016) suggest that family responsibility plays a role in truancy, where truant students may stay at home instead of attending school due to family factors. This emphasizes the need to understand and address the underlying family issues that contribute to student absenteeism. Khasawneh (2021) argues that family disinterest in the student's education can lead to a lack of attention to studies. When families do not prioritize or show interest in their child's academic pursuits, it can negatively impact their motivation and engagement in school, increasing the likelihood of dropout. Van Breda's (2015) study focused on truants' perceptions of their parents' attitudes and involvement in their education. The findings indicate that parental disengagement is a significant factor in truant behavior. Students who perceive their parents to have an unfavorable attitude towards schooling are more likely to exhibit truant behavior. The study emphasizes the importance of parental interest and involvement in their children's education, as it is directly linked to educational aspirations and academic success. Boualaphet & Goto (2020) conducted research in the Lao People's Democratic Republic to identify determinants of school dropout. Their findings highlight the positive impact of maternal education and the presence of a lower secondary school within the village on reducing dropout rates. Additionally, the study found that net household income and school quality measured by studentteacher ratio had negligible effects on dropout rates. The disadvantage faced by female students in rural areas was also identified as a significant factor. These studies collectively emphasize the importance of family factors, including parental involvement, attitudes, educational aspirations, and maternal education, in shaping students' educational outcomes and dropout rates. Understanding and addressing these family dynamics can help inform interventions and policies aimed at reducing dropout rates and promoting educational success. Furthermore, the socio-economic status of the family has been consistently linked to dropout rates. Students from low-income households often face additional challenges, such as limited access to resources and educational opportunities, which can increase the likelihood of dropping out (Alexander et al., 1997). Financial stress within families can also lead to diminished parental support and engagement, further exacerbating the risk of dropout. Another critical aspect of family dynamics that impacts dropout rates is parental expectations and academic motivation. High parental expectations for academic achievement have been found to positively influence student motivation and persistence, reducing the likelihood of dropout (Chen & Gregory, 2010). Conversely, low parental expectations or lack of parental involvement in setting academic goals can contribute to disengagement and dropout (Valle et al., 2003). The structure and stability of the family unit also play a role in dropout rates. Research suggests that students from single-parent households, particularly those without a positive father figure, may be at a higher risk of dropping out (Crosnoe, 2004). Frequent family disruptions, such as divorce or parental separation, can contribute to emotional distress and instability, negatively impacting students' academic performance and commitment to education (Amato, 2000). My research delves into the crucial interplay between family dynamics and student dropout rates, specifically focusing on how students perceive their relationships with their families. By exploring the quality and significance of these familial connections from the students' perspective, I aim to establish a hypothesis that highlights the inverse relationship between positive family relationships and the likelihood of dropout. One of the primary factors influencing a student's decision to remain in school or discontinue their education is their perception of their familial relationships. When students perceive their relationships with their families as supportive, nurturing, and harmonious, they tend to experience a greater sense of belonging and emotional well-being. This positive emotional climate within the family unit fosters a conducive environment for academic growth, motivation, and resilience, which, in turn, can act as protective factors against dropout. When students have a strong and meaningful connection with their families, they often benefit from open lines of communication, trust, and mutual understanding. These factors provide a solid support system that encourages students to seek guidance, share their challenges, and seek assistance when faced with academic or personal difficulties. The presence of such support systems can enhance students' coping mechanisms and problem-solving skills, enabling them to overcome obstacles more effectively. Furthermore, positive family relationships contribute to the cultivation of healthy self-esteem and self-confidence in students. When students feel valued, respected, and loved within their family, they develop a positive self-image and a belief in their own abilities. This sense of self-worth translates into greater selfmotivation, resilience, and a higher level of commitment towards their educational journey. Conversely, students who perceive their familial relationships as strained, unsupportive, or lacking in emotional connection may experience higher levels of stress, isolation, and disengagement. These negative dynamics within the family unit can create a sense of emotional turmoil, undermining a student's ability to focus on their studies and navigate the challenges of school life effectively. Consequently, students may be more prone to considering dropout as an escape from their perceived burdens or as a consequence of diminished motivation and self-belief. A Psychological Investigation Methodology Population and sample: The research involves a population of truant students in Israel. The population sample includes 75 dropout students attending alternative education in Kidum Noar - Hila. Also, there is a control group that sustains 13 students that are still in formal school. Research tools: The research data is collected with the help of a structured Likert scale survey, using Google Forms, simple to use web-based survey tool to conduct survey research, evaluations, and other data collection activities. The survey consists of 20 questions with most questions on a five to seven-point Likert scale, where 1 represents "Strongly Disagree" and 5 represents "Strongly agree". The survey aims to collect the opinion of the students regarding the relationship with their family. The survey distribution is performed using email and social networks. Research Procedure: The research sampling is a convenience, haphazard or accidental sampling, where members of the population are chosen based on their relative ease of access. The researcher locates the study participants by prior acquaintance with them, their friends and their teachers. As mentioned previously, the researcher distributes the survey using email and social networks. Participants are guaranteed anonymity and confidentiality. The results of the research as well as the survey data will be available upon request upon research completion. The researcher complements the study by conducting observations at the truant officer's department as well as at the Kidum Noar - Hila department. As mentioned previously, the data is collected using the Google Forms survey system, that allows the results of the survey to be downloaded in several formats, including Excel and SPSS for result analysis. Statistical Processing Methods: The statistical analysis is conducted using SPSS (Statistical Package for the Social Sciences). SPSS Statistics is a software package used for interactive, or batched, statistical analysis (Nie, Bent & Hull, 1975). First, the researcher performs descriptive statistics to create and compare metrics for concise and easy-to-understand data. The purpose of descriptive statistics is to assist the researcher in summarizing the data collected from different measurement or evaluation tools. Subsequently, the researcher performs inferential statistics. Statistical inference or inference statistics is a process in which conclusions are drawn about the features of the sample distribution, based on an analysis of empirical information. The analysis of the information makes it possible to draw conclusions about the characteristics of the population. Research results The research examined several parameters related to students' family dynamics and their perceptions: family opinion about school, framily history of dropout, frequency of involvement in family life, importance of family support, importance of family relationship, satisfaction from family relationship, share about school, Family causes pain and fear of divorce: The findings reveal that, on average, the families of students in the dropout group have a positive opinion about school and a low history of dropout, while the students in the formal school group also have positive family opinions about school and a significantly lower history of dropout. Additionally, both groups of students are involved in their family life to some extent, consider family support and relationship important, and share their school experiences with their families. However, the dropout group experiences some pain caused by their family, and both groups have some fear of their parents getting divorced, albeit to a varying degree. Overall, the students in formal school have higher means for most of the variables, indicating that they have stronger family relationships and less negative experiences with their families compared to the students in the dropout group. These descriptive statistics support hypothesis 5, which states that a stronger and more inclusive relationship with the family is related to a lower likelihood of dropping out. The correlation findings for the dropout group of students indicate significant relationships between various factors. The frequency of involvement in family life is positively correlated with the importance of family support, importance of family relationship, satisfaction from family relationship, and sharing about school. The importance of family support is positively correlated with the importance of family relationship, satisfaction from family relationship, and sharing about school. Additionally, the importance of family relationship is positively correlated with satisfaction from family relationship, and sharing about school is positively correlated with satisfaction from family relationship. Overall, the correlations suggest that a stronger and more inclusive relationship with family is associated with a lower likelihood of dropping out. Specifically, students who are more involved in their family life and have stronger family support are less likely to drop out. Additionally, students who share about school with their family and have a positive relationship with them are also less likely to drop out. For students who did not drop out, family support and relationship were found to be very important, with a strong positive correlation between the two. The correlations also suggest that students who have a positive relationship with their family are more likely to share about school with them. Implications of the research The findings of this research align with existing literature that emphasizes the crucial role of family relationships in students' educational outcomes and dropout rates. The study provides empirical evidence that a closer, more inclusive, and stronger relationship with the family is associated with a lower likelihood of dropping out. The results demonstrate that students who are more involved in their family life, receive stronger family support, and have positive relationships with their families are less likely to drop out. Furthermore, students who share about school with their families and maintain positive relationships with them also exhibit lower dropout rates. The implications of these findings are significant both theoretically and practically. Theoretically, the study supports and adds empirical evidence to the existing body of literature that underscores the importance of family dynamics in influencing student educational outcomes. It reinforces the notion that a supportive and positive family environment plays a crucial role in reducing the risk of dropout and promoting academic success. From a practical standpoint, the findings highlight the importance of fostering strong and inclusive family relationships to mitigate dropout rates. Schools and educational institutions can implement strategies to promote family involvement, such as organizing parent-teacher conferences, open houses, and family engagement events. Creating opportunities for positive communication between parents, teachers, and students can enhance family-school partnerships and strengthen support networks for students. Additionally, customized learning models, incorporating technology and educational games, can enhance student engagement and motivation, reducing the likelihood of dropout. It is essential to acknowledge the limitations of this study: The research was conducted in Israel with a small sample size of 88 students with disabilities, but only 13 from the control group did not drop out. The geographic focus was on dropout students living in the southern region of the country, and the age range was between 13 and 19. The research focused on topics related to community, contact with community-based agencies, contact with colleagues, contact with family, and self-development of students. Potential limitations include not covering other variables or factors influencing dropout rates. Further research with larger and more diverse samples from different regions and cultural backgrounds would provide a more comprehensive understanding of the relationship between family dynamics and dropout rates. Additionally, this study focused on the association between family relationships and dropout rates without exploring other potential contributing factors comprehensively. Future research should consider examining the interplay between family relationships and other variables, such as socioeconomic status, peer relationships, and school environment, to gain a more comprehensive understanding of the dropout phenomenon. Moreover, qualitative research methods, such as interviews or focus groups, can provide deeper insights into students' experiences and perceptions regarding family relationships and their impact on dropout decisions. Exploring students' voices and narratives can enrich our understanding of the complexities involved in the relationship between family dynamics and dropout rates. This study underscores the importance of strong family relationships in reducing dropout rates among students. By recognizing and addressing the role of family dynamics, schools and policymakers can develop targeted interventions and strategies to enhance family involvement, support, and communication, ultimately promoting academic persistence and success. Future research should continue to explore these factors to develop more effective interventions and policies to reduce dropout rates and create inclusive and supportive educational environments for all students. In conclusion, my research highlights the importance of family dynamics in understanding and addressing student dropout rates. Positive family relationships, including parental involvement, support, and communication, play a crucial role in reducing dropout rates. By recognizing and addressing the underlying familial factors, targeted interventions and policies can be developed to promote educational attainment and reduce dropout rates. References 1. Alexander, K. L., Entwisle, D. R., & Kabbani, N. S. (1997). The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record, 97(4), 508-531. 2. Amato, P. R. (2000). The consequences of divorce for adults and children. Journal of Marriage and Family, 62(4), 1269-1287. 3. Boualaphet, P., & Goto, R. (2020). Determinants of school dropout in Lao People's Democratic Republic: A study using panel data from Khammouane Province. International Journal of Educational Development, 76, 102220. 4. Central Bureau of Statistics (2018). Dropout from School in Israel 2017-2018. Retrieved from: http://www.cbs.gov.il/en/subjects/Pages/Dropouts-From-Schools.aspx 5. Chen, J. J., & Gregory, A. (2010). Do family routines moderate the impact of stressful life events on young adolescents' daily cortisol? Journal of Family Psychology, 24(2), 92-99. 6. Crosnoe, R. (2004). Social capital and the interplay of families and schools. Journal of Marriage and Family, 66(2), 267-280. 7. Heyne, D., & Maynard, B. R. (2016). Truancy and family responsibility: Insights from a national sample of parents. Journal of Child and Family Studies, 25(4), 1331-1339. 8. Hristova, V. (2020). Parenthood – Predictable Crisis at The Family Life Cycle. Diogenes, Issue 28/ number 1/2020, St. Cyril and St. Methodius, University of Veliko Tarnovo, pp. 207-213. ISSN: 1314-2763. 9. Khasawneh, H. (2021). Factors influencing high school dropout in Jordan: A systematic literature review. International Journal of Adolescence and Youth, 26(1), 97-109. 10. McNeal, R. B. (2013). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 91(4), 1591-1613. 11. Nie, N. H., Bent, D. H., & Hull, C. H. (1975). SPSS: Statistical Package for the Social Sciences. New York: McGraw-Hill. 12. Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17(2), 125-146. 13. Statista (2022). Education Attainment Levels Worldwide. Retrieved from: https://www.statista.com/statistics/439600/educationattainment-levels-worldwide/. 14. Statista (2022). Out-of-School Children Worldwide by Education Level. Retrieved from: Valle, M. F., Huebner, E. S., & Suldo, S. M. (2003). Further evaluation of the Children's Hope Scale. Journal of Psychoeducational Assessment, 21(4), 388-399. 15. Van Breda, A. D. (2015). Truants' perceptions of their parents' attitudes towards and involvement in their education: Implications for school attendance and attainment. Journal of Child and Family Studies, 24(10), 3053-3063. 16. Association of Local Authorities in Israel (2010). Characteristics of Dropouts in Israel. Retrieved from: https://www.moch.gov.il/en/Subjects/Education/High_school/Docum ents/Ezrachim_Slaim_Homriyim_2010.pdf	<urn:uuid:c73eaf6f-aace-4957-abcc-a6311a14576d>	CC-MAIN-2023-40	https://ejournal.vfu.bg/pdfs/Elina%20Romanov,%20EXPLORING%20THE%20IMPACT%20OF%20FAMILY%20RELATIONSHIPS%20ON%20STUDENT%20DROPOUT%20RATES_%20A%20PSYCHOLOGICAL%20INVESTIGATION%20(VFU).pdf	2023-09-24T14:36:00+00:00	crawl-data/CC-MAIN-2023-40/segments/1695233506646.94/warc/CC-MAIN-20230924123403-20230924153403-00617.warc.gz	248,813,994	4,903	eng_Latn	eng_Latn	0.95615	eng_Latn	0.997112	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1504, 3608, 5416, 7271, 9371, 11583, 13617, 15430, 17349, 19899, 21634, 23667, 25245, 26574 ]	[ 1.3671875, 1.2421875 ]	1	0	HuggingFaceFW/finepdfs-edu
Findings of the Fall 2021 Kindergarten Readiness Assessment (KRA) Prepared by Dr. Jenny May Matthew Ferguson Background Section 59-152-33 of the South Carolina Code of Laws requires the adoption and administration of a school readiness assessment by the State Board of Education. The results may not be used to deny a student admission or progress to kindergarten or first grade but instead should demonstrate progress toward improving school readiness. In 2014, the Kindergarten Readiness Assessment (KRA) was selected as the readiness assessment for use by the state of South Carolina, and it has been used since. Proviso 1A.58 of the 2019-20 General Appropriation Act directs the South Carolina Department of Education to expend up to $2.0 million in Education Improvement Act (EIA) funds to administer the Kindergarten Readiness Assessment (KRA) to “each child entering kindergarten in the public schools. The assessment of kindergarten students must be administered at a minimum of once during the first forty-five days of the school year with the results collected by the department.” Recommendations Recommendation 1. Maintain the educational outcomes data dashboard In 2021 Education Oversight Committee (EOC) staff piloted an Educational Outcomes Data Dashboard to illustrate early childhood outcomes across educational settings for 4-year-olds, thus satisfying legislatively required reporting requirements in an innovative, user-friendly way. Much of the information was later released in aggregate form and described Kindergarten readiness for Fall 2021. This briefing paper supplements the dashboard, but the interactive nature of data dashboards offers more detail and has the potential to link data from early childhood through post-secondary outcomes. Staff recommends maintaining the data dashboard piloted by the EOC. Recommendation 2. Include Head Start performance data Currently, Head Start data cannot be identified and linked to KRA performance level. This omission leaves a gap, and the incomplete information about 4K setting limits the data-driven programmatic decisions that can be made. It is the recommendation of EOC staff that data from Head Start be connected within the data systems so that a complete understanding of 4K experience and KRA performance can be investigated. Recommendation 3. Conduct Assessment Study While the KRA is used to determine Kindergarten Readiness at this time, it is unknown how closely related the KRA is to the Kindergarten standards, and how predictive this instrument is of success in 3rd grade reading as measured by the SC READY. EOC staff recommends that a study on assessment validity and alignment be conducted. Figure 1: Readiness Level in Fall of 2021 - Did Not Participate: 669 (1.2%) - Emerging Readiness: 15K (27.7%) - Approaching Readiness: 19K (35.5%) - Demonstrating Readiness: 19K (35.6%) Total: 54K KRA Performance Level Description - Did Not Participate - Demonstrating Readiness - Approaching Readiness - Emerging Readiness Figure 2: KRA Performance by Race in Fall of 2021 \| Race \| Did Not Participate \| Emerging Readiness \| Approaching Readiness \| Demonstrating Readiness \| \|-----------------------------\|---------------------\|--------------------\|-----------------------\|-------------------------\| \| Asian \| 21.58% \| 31.32% \| 47.10% \| \| Black/African American \| 35.77% \| 38.71% \| 25.52% \| \| Latino/Hispanic \| 43.08% \| 35.68% \| 21.24% \| \| Native Hawaiian/Other Pacific Islander \| 54.29% \| 45.71% \| \| Not Recorded \| 45.77% \| 30.80% \| 23.43% \| \| Two Or More Races \| 27.77% \| 37.11% \| 35.12% \| \| White \| 19.13% \| 34.41% \| 46.46% \| More figures can be found by visiting: https://bit.ly/EOC4KDash Figure 5: KRA Performance for Pupils in Poverty by Prior 4K Experience, Fall 2021 \| Category \| Emerging Readiness \| Approaching Readiness \| Demonstrating Readiness \| \|---------------------------------\|--------------------\|-----------------------\|-------------------------\| \| CERDEP \| 26% \| 41% \| 33% \| \| CERDEP 4K \| 25% \| 41% \| 34% \| \| First Steps 4K \| 29% \| 43% \| 28% \| \| Non-CERDEP \| 37% \| 38% \| 24% \| \| Public 4K (Non-CERDEP) \| 30% \| 38% \| 32% \| \| Informal (Relative or Non-Relative) \| 28% \| 49% \| 23% \| \| Other Formal 4K Experience \| 40% \| 40% \| 20% \| \| Unknown \| 41% \| 38% \| 21% \|	fccf0fe8-59f5-437a-8600-eca8e35642a9	CC-MAIN-2022-27	https://eoc.sc.gov/sites/eoc/files/Documents/KRA/KRA_Brief.06252021%20(1).pdf	2022-06-29T22:36:30+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103645173.39/warc/CC-MAIN-20220629211420-20220630001420-00279.warc.gz	295,031,951	1,128	eng_Latn	eng_Latn	0.793244	eng_Latn	0.989969	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 109, 2692, 3998, 5217 ]	[ 1.609375 ]	2	0	HuggingFaceFW/finepdfs-edu
Piano Pedagogy Certificate Piano Pedagogy Certificate Program Learning Outcomes At the successful conclusion of this program, students will be able to: 1. Investigate and critique the current and historical methods in teaching elementary and intermediate piano students. 3. Design and apply teaching strategies for a given student using appropriate pedagogical skills and teaching applications. 2. Evaluate and perform piano repertoire and technique for elementary and intermediate piano students.	<urn:uuid:cf1c38ad-b682-454c-aceb-3fd501511008>	CC-MAIN-2024-51	https://catalog.utahtech.edu/programs/music/piano-pedagogy-certificate/piano-pedagogy-certificate_programlearningoutcomestext.pdf	2024-12-05T00:58:51+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066322645.68/warc/CC-MAIN-20241204233153-20241205023153-00040.warc.gz	134,169,517	88	eng_Latn	eng_Latn	0.982253	eng_Latn	0.982253	[ "eng_Latn" ]	false	docling	[ 500 ]	[ 1.5 ]	2	0	HuggingFaceFW/finepdfs-edu
Permit Exemptions Even though permits are not required for the scenarios below, it is important to follow safe food handling practices like washing your hands, maintaining proper food temperatures, and storing food in a safe place. Food Service operations that do not require permits: 1. An establishment that offers only commercially pre-packaged food or drinks that are non-time/temperature control for safety (TCS) foods. 2. Promotional sampling of commercially pre-packaged food or drinks that are non-TCS foods. 3. Those registered with the Cottage Food Program and serve or vend food directly to the consumer that has been prepared in a private home in compliance with A.R.S. § 36-136(I)(4)(g). The final consumer of the product served or vended shall receive a copy of the required package label in accordance with A.R.S. § 36-136(I)(4)(g). This includes food prepared by the food establishment that incorporates products prepared in compliance with A.R.S. § 36-136(I) (4)(g). 4. A produce stand that only offers whole, uncut fresh fruits and vegetables. 5. The producers of food products in their natural state on agricultural lands, farms and gardens and in compliance with Arizona Revised Statutes Title 3, Chapter 3, Article 7. Food Products include: * Every product of the soil in its natural or manufactured state * Beef and beef products. * Swine and pork products. * Fowls and poultry products. * Eggs and egg products. * Milk and milk products. * Lamb and sheep products. 6. Served at a noncommercial social event such as a potluck. 7. Prepared or served at an employee-conducted function that lasts less than four hours and is not regularly scheduled, such as an employee recognition, an employee fund-raising, or an employee social event. Permit Exemptions (cont) 8. Offered at a child care facility and limited to commercially prepackaged food that is not time/temperature control for safety foods and whole fruits and vegetables that are washed and cut onsite for immediate consumption. 9. Demonstration culinary cooking schools and home economics classes accredited by the appropriate entity such as an educational institution and all food is prepared and consumed by the student in training. Food may not be purchased by the school or stored on premises. 10. A school or business that demonstrates the preparation of food but does not offer samples to the public for consumption. 11. A demonstration cooking class in which the public purchases, prepares and/or cooks and consumes their food. 12. A home cooking school in which food and/or meals are served at a non-commercial social event, employee conducted function, or prepared at a home cooking school. No more than one meal per day shall be served to no more than fifteen students. The students shall be informed by a statement contained in a published advertisement, mailed brochure and placard posted at the cooking school's registration that the food is prepared in a kitchen that is not regulated and inspected by the Department or by a local health authority. 13. A kitchen in a private home if only food that is not time/temperature control for safety food, is prepared for sale or service at a function such as a religious or charitable organization's bake sale if the consumer is informed by a clearly visible placard at the sales or service location that the food is prepared in a kitchen that is not subject to regulation and inspection by the regulatory authority. 14. A kitchen in a private home, such as a small family day-care provider; or a bed-and-breakfast operation that prepares and offers food to guests if the home is owner occupied, the number of available guest bedrooms does not exceed 6, breakfast is the only meal offered, the number of guests served does not exceed 18, and the consumer is informed by statements contained in published advertisements, mailed brochures, and placards posted at the registration area that the food is prepared in a kitchen that is not regulated and inspected by the regulatory authority. 15. A private home that receives catered or home-delivered food. 16. A "Chef for Hire" at a private residence for a private, non-advertised event where fees are paid by the responsible party for this service. Fees cannot be collected from the attendees of the event. 17. No permit is required for commercial beverage sampling/sales when: * Pouring non-TCS drinks including, but not limited to, beer, wine, soda, or juice from a commercial container (e.g. bottle, keg, can, or beer truck) into a disposable cup; * Providing non-TCS drinks in a can or bottle (commercial container) even if the lid or top has been opened for the customer. Note: A permit will be required from the Department if ice, cut fruit or garnishes including, but not limited to, lemon and lime wedges, cut vegetables, cut jalapeno, and mint are added to the drink, or reusable cups are used. Permitting FAQs * Are food permits required for private events? If the food is being provided by members of an organization/group and served to the members of the organization/ group, no permits are required. This is similar to a potluck and corresponds to exemption #6 above. * What are permitting requirements for competition food events, tasting events or promotional events where food is either given away or where the booths have no point of sales at the individual service areas? If the product being sampled is non-time/temperature control for safety foods, no permit is required (see #2 above). If the products being sampled are time/temperature control for safety foods, permits are required: The coordinator of the event is responsible for obtaining permits and ensuring all tasting booths are properly equipped and set up before workers handle open foods/beverages. * What does time/temperature control for safety (TCS) food mean? Time/temperature control for safety food means any food (or beverage) item that requires time/temperature control for safety to limit pathogenic microorganism growth or toxin formation. Some examples of TCS foods are: * Meat, Poultry, Fish * Shellfish and Crustaceans * Eggs * Milk and dairy products * Heat-treated plant food (cooked rice, beans, or vegetables) * Raw seed sprouts * Tofu and soy protein foods * Untreated garlic and oil mixtures * Custards, puddings, cakes with custard fillings, meringues, cheese cakes, pumpkin, cream or custard pies and other desserts containing ingredients of animal origin, should be assumed to be potentially hazardous Maricopa County Environmental Services Department esd.maricopa.gov firstname.lastname@example.org 602.506.6824	<urn:uuid:342540fe-a8a5-46e0-96c6-92adb9404463>	CC-MAIN-2023-50	https://myhsd.maricopa.gov/DocumentCenter/View/6396/Permit-Exemptions-PDF	2023-12-08T07:21:55+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100724.48/warc/CC-MAIN-20231208045320-20231208075320-00761.warc.gz	458,970,064	1,378	eng_Latn	eng_Latn	0.99487	eng_Latn	0.99729	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1764, 4897, 6621 ]	[ 1.8046875 ]	5	4	HuggingFaceFW/finepdfs-edu
CHILDREN'S EMPLOYMENT COMMISSION REPORT by JELINGER C. SYMONS, ESQ., on the Employment of Children and Young Persons in the Mines of the Cumberland Coal-Field; and on the State, Condition, and Treatment of such Children and Young Persons. The Evidence Cumberland Coalfield Prepared by:Ian Winstanley PICKS PUBLISHING 83, Greefieldfs Crescent, Ashton-in-Makerfield, Wigan. WN4 8QY Lancashire, England. Tel & Fax;- (01942) 723675 With Compliments The Coal Mining History Resource Centre, Picks Publishing and Ian Winstanley reserve the copyright but give permission for parts to be reproduced or published in any way provided The Coal Mining History Resource Centre, Picks Publishing and Ian Winstanley are given full recognition. PERMISSION WILL NOT BE GIVEN FOR COMPLETE ELECTRONIC COPYING Ian Winstanley. 83, Greenfields Crescent, Ashton-in-Makerfield, Wigan. WN4 8QY. Lancashire. England Tel & Fax;- (01942) 723675. Mobile:- (0798) 9624461 E-mail:- email@example.com Web site:- http://www.cmhrc.pwp.blueyomder.co.uk FOR INQUIRING INTO THE EMPLOYMENT AND CONDITION OF CHILDREN IN MINES AND MANUFACTORIES. ____________________________ VICTORIA, by the Grace of God, of the United Kingdom of Great Britain and Ireland Queen, Defender of the Faith: To Our trusty and well beloved Thomas Tooke, Esquire, Thomas Southwood Smith, Esquire, Doctor in Medicine, together with Leonard Horner and Robert John Saunders, Esquires, two of Our Inspectors of Factories, Greeting:- WHEREAS, an humble Address was presented unto to Us by Knights, Citizens and Burgesses and Commissioners of Shires and Burghs in Parliament assembled, humbly beseeching Us that We should be graciously pleased to direct an Inquiry to be made into the Employment of the Children of the Poorer Classes in Mines and Collieries and the various branches of Trade and Manufactures in which numbers of Children work together, not being included in the provisions of the Acts for regulating Employment of Children and Young Persons in Mills and Factories and to collect information as to the time allowed each day for meals and as to the actual state, condition and treatment of such Children and as to the effects of such Employment, both with regard to their morals and their bodily health; NOW KNOW YE, THAT WE, reposing great trust and confidence in your ability and discretion, have nominated, constituted and appointed and do by these presentiments nominate, constitute and appoint you the said, Thomas Tooke, Thomas Southwood Smith, together with, Leonard Horner and Robert John Saunders, to be Our Commissioners for the purposes aforesaid and We do hereby enjoin you to obey all directions touching the premises which shall from time to time be given you, and any two or more of you, by one of our principle Secretaries of State and for the better discovery of the truth in the premises, we do, by these presentiments, give and grant to you, or any two or more of you, full power and authority to call before you such persons as you will judge necessary, by whom you may be the better informed of the truth in the premises, and to inquire of the premises and every part thereof, by all other lawful way and means whatsoever and We do hereby also give and grant unto you, or any two or more of you, full power and authority when the same shall appear to be requisite, to administer an oath or oaths to any person or persons whatsoever, to be examined before you, or two or more of you, touching or concerning the premises and Our further will and pleasure is, that you Our said Commissioners, or any three of you, do, with as little delay as may be consistent with a due discharge of the duties hereby imposed upon you, Certify to Us, under your hands and seals, or under the hands and seals of any three of you, your several proceedings in the premises; And We further will and command, and by these presents ordained, that this Our Commission shall continue in full force and virtue, and that you, Our said Commissioners, or any two or more of you, shall and may from time to time proceed in the execution thereof, and of every matter and thing therein contained, although the same be not continued, from time to time by adjournment: AND WE HEREBY COMMAND all and singular Our Justices of the Peace, Sheriffs, Mayors, Bailiffs, Constables, Officers, Ministers, and all other of Our loving Subjects whatsoever, as will within Liberties as without, that they may be assistant to you and each of you in the execution of these presentimens. And for your assistance in the due execution of this Commission, We have made choice of Our trusty and well beloved Joseph Fletcher, Esquire, to be the Secretary of this Our Commission, whose services we require you to use from time to time, as occasion may require. In witness thereof, We have caused these Letters to be made Patent. Witness Ourself at Westminster, the Twentieth day of October, in the Fourth Year of Our Reign. By Writ of Privy Seal, EDMUNDS. LETTER OF INSTRUCTIONS EXTENDING THE TERMS OF THE COMMISSION TO "YOUNG PERSONS" Whitehall, February 11th, 1841. GENTLEMEN, THE QUEEN having been pleased to comply with the prayer of an humble Address presented to Her Majesty, in pursuance of a Resolution of the House of Commons, dated 4th. of February, 1841, 'That Her Majesty will be graciously pleased to direct that the Commission appointees in answer to an Address of this House, on August 4, 1840, for the investigation of certain branches of Infant Labour, do include within its inquiry the Labour also of Young Persons designated as such by the provisions of the Factory Act' I am delighted by the Marquis of Normanby to desire that you will include within your inquiry the Labour of Young Persons designated as such by the provisions of the Factory Act accordingly. I am, Gentlemen, Your Obedient Servant, (Signed) F. MAULE. The Commissioners for inquiring into the Condition of Children employed in Mines, &c. _____________________________ FOREWORD When Jelinger C.Symons Esq travelled to West Cumbria in 1841 on behalf of the Children's Employment Commission, the evidence he collected on the conditions of employment in the local coal mines, would shock even the most hardened aid-worker fighting to outlaw child labour in foreign countries today. The evidence was so offensive, even to the Victorian public, that legislation was quickly introduced to outlaw the employment of women and girls underground and boys under the age of ten. Fortunately, nearly one hundred and sixty years later, such practices have long since vanished from the memory of local people. However, the accounts collected from children as young as seven, working at John Pit, Harrington, now provide a window back to these times and vividly portray the hardships these children endured at the hands of their masters. Ian Winstanley, a publisher of mining related works, has previously published the evidence gathered in the Lancashire Coalfields and has now turned his attention to the Cumberland reports. To assist the modern reader, a small amount of editing was necessary. Haig Colliery Mining Museum is pleased to be associated with this publication. The main aim of the museum is to ensure that the history of coal mining is not forgotten in West Cumbria, even though the industry is now a thing of the past. John Greasley Secretary Haig Pit Restoration Group CONTENTS CHILDRENS EMPLOYMENT COMMISSION REPORT by JELINGER C. SYMONS, ESQ., on the Employment of Children and Young Persons in the Mines of the Cumberland Coal-Field; and on the the, State, Condition, and Treatment of such Children and Young Persons. __________________ TO HER MAJESTY'S COMMISSIONERS. GENTLEMEN, London, August l2, 1841. The fortnight allotted to me for a rapid investigation of the Cumberland Collieries has enabled me to report merely on the prominent features of the condition of those who are the subjects of our inquiry. I found evidence in some cases difficult to obtain, owing to the extreme fear of offending great men, on the part of timid or dependent witnesses. Ages The children do not begin to work in the Cumberland Collieries so early as in Yorkshire for the coal seams are all of a good thickness. In the inland collieries they are at least four or five feet thick and in the sea coast ones 8, 9, and 10 feet thick. Ten years is a common age for children to begin to work and they seldom commence before eight and a half years of age. Numbers I can form no correct estimate of the numbers of children who work in the Numbers. Cumberland Pits. They certainly are not so numerous, even in proportion to the men, as in Yorkshire. This is owing chiefly to the far greater use of horses for conveying the coal the foreheads (banks) to the shaft. In all Lord Lonsdale's collieries, and in fact generally on the coast of Cumberland, no lads or children are employed in trailing, putting, or hurrying. The coal is all worked out on the Newcastle plan, which it is of course needless to describe to you and this, together with the height of the coal-seam, admits of the horses being brought up to the workings, thence drawing the corves or baskets away. Driving Boys. Boys and lads are consequently employed to drive the trams of baskets or corves of which several are hooked together, along the tram-ways. These journeys are greatly lengthened owing to many of the large collieries being sub-marinne. In the William Pit they have 500 acres under the sea, and the distance is 2 miles and a half from the shaft to the extreme part of the workings. There is a stable also under the sea, in this immense pit, for 45 horses. The shaft is 110 fathoms. And here I must state that a feature exists in this driving employment I have not hitherto seen and which constitutes the chief labour of the occupation. To prevent the baskets from running down hill and falling on the heels of teh horses it is customary for the driver to place himself as a post between the foremost basket and the buttock of the horse. He places the left shoulder against the horse, the right foot on the rail of the tram and the right hand on teh top of the basket, the left leg being generally supported by the trace. When the train of corves is heavily laden, or the descent very steep, a pole is placed through the hind wheels of the trams, and thus it is in a measure dragged. Nevertheless the work is very toilsome, and, as will be seen by the evidence of the surgeon attending Earl Lonsdale's collieries, accidents sometimes occur by the foot slipping off and getting struck by part of the wheel or axle. The leaning position in which they stand is not in itself, I think, injurious but the work itself strikes one as being palpably unnecessary and as objectionable preference of the human body for a mere mechanical process for which shafts might be and in some of the inland pits are, used instead. It was stated by one witness, that the use of shafts would be very awkward for the purpose of turning at the foreheads. I believe a very little management would obviate this difficulty. See Evidence of Nos.306,309,328. Trappers. Trappers are employed likewise in nearly all the pits and their somewhat augmented by having occasionally two or more doors to attend to and by having to alter checks, so that the trains may pass along proper roads at the dividing places. Trailers and Hurriers The trailers are employed chiefly in the smaller and inland collieries. They seldom however, trail or hurry further than from the foreheads to the 'stake' or terminus of the horse-road. Their work is decidedly laborious so nearly resembling the same employment in Yorkshire, that it is needless to repeat the description of the work. In some few pits the men trail themselves exclusively. Hours The children certainly work longer hours in Cumberland than I have found general in Yorkshire. They seem to work 12 hours habitually and in some of the inland collieries even longer. Owing to the inefficient power of the drawing-engine in one of these collieries belonging to Mr. Westray, the day's work has been extended to 14 or 15 hours but this cannot be considered other than an accidental circumstance. It is, however, by no means uncommon for pits to work 13 hours a-day without a change of hands. Night-work. In most of Lord Lonsdale's extensive collieries they work night and day, the shift who work the 12 day hours one week working the 12 night hours the succeeding week and so on alternately. The appearance of the adults in these collieries was remarkably pallid and emaciated. I should attribute this greatly to the system of night-working and there is a probability that the change from night to day hours operates more unfavourably on the health than it would do were they to work altogether at night. In the latter case habit becomes second nature and sleep as refreshing is obtained by day as by night. Not so when the animal system is subjected to continual change no habit is formed and according to the evidence the rest obtained in the day is very deficient; so much so, as to render the night-work irksome through the inclination for sleep. The wife generally goes to bed by day with her husband so do all the family and the door is often fastened to preserve as much quiet as possible. In some few pits eight-hour shifts are worked. Wages. The wages of both men and children are very good.. They vary from 1s. to 2s. for the drivers and trailers and from 18s. to 25s. for the colliers. In one colliery (see Evidence 314) I found the wages of the adults amounted to 30s. a-week, they being at liberty to work as long as they pleased. I took pains to ascertain the effect of these high wages on their comforts and conduct. I found that they were no better off than those in other places who earned from 20s. to 25s. They drink and live more luxuriously for perhaps two days and are often ill off for the rest of the week. I need hardly add that they are fearfully ignorant and although, strange to say they will take lessons of an itinerant dancing-master, numbers feel no sort of shame in being ignorant of their letters, or of bringing up their children without schooling. Accidents. The accidents in the Whitehaven and Workington collieries were, till within the last 18 months, most numerous and fearfully fatal. They have arisen chiefly from firedamp and irruptions of the sea. The accident which occurred in Mr. Curwen's pits near Workington about two years ago, from an irruption of the sea, was foretold by many. It appears that the seam of coal rose under the sea, so that in working it every step brought the colliers nearer to the water. They had proceeded a considerable distance with the workings, I believe nearly two miles, in a direct line from the shore. The salt water is said to have oozed through, and some of the men had heard, or said they heard, the sound of the sea above them. So great was the apprehension, that some of the colliers left their work and others were only induced to stay by a higher amount of wages. At length the water rushed suddenly in and though some who were near enough to the entrance escaped, about 40 fell victims and remain to this hour in the pit. The sea, of course, rapidly filled it, and a black gurgling whirlpool for some time marked the aperture and the entrance of the waters at a considerable distance from. the shore. The rush of air expelled by the water was so violent that it blew the hats off those who stood near. The blame was attached to Coxton, the steward who then had charge of the works. He was specially and strongly recommended to Mr. Curwen by Mr. Dunn, of Newcastle and in whom he not unnaturally placed confidence in preference to the reports which reached him from third parties. Coxton would have been torn limb from limb could he have been found by the heart-rent assemblage of the relatives of the sufferers, who thronged to the spot There cannot be a stronger instance of the danger of trusting the management of coal-pits to subordinate and often incompetent persons than this inundation at Workington. It is right to state that the steward was immediately dismissed and that under the management of the present steward, Mr. Penrice, no accident of any of the pits has occurred worth naming for several months. See Evidence Nos.317,322, 31,332, and 334. Prior, however, to the stewardship of Mr. Penrice, another very fatal accident occurred at the John Pit, Harrington, belonging to Mr. Curwen, where 24 or 25 persons were burnt to death. At one of Lord Lonsdale's collieries, the William Pit, a similar accident, by which an equal number lost their lives occurred the year before last. On this occasion Mr. Mitchell, the surgeon accidentally hit upon carbonate of ammonia dissolved in hot water as a remedy to be applied to persons burnt. See his evidence on this point, No. 312.* Accidents in the collieries of Lord Lonsdale on the Whingill side, out of some hundred man and boys:- I feel it right to direct attention to the statement of Mr. Mitchell, (No.3l2), to the effect that the coroner has in no instance required him to make post-mortem examinations of persons crushed to death by falls of roofs. Without this requirement on the part of the coroner it cannot be done and this negligence consequently deprives professional men of the information they might otherwise apply to future cases. I applied to the coroner on this point, as well as for a general statement of the accidents which had occurred. The following is the answer of the coroner:- "Whitehaven, Carter-lane, 5th August, 1841. Sir, I am sorry I cannot furnish the statement of all the fatal accidents which have come under my cognisance as coroner, arising from coal-pits, with the nature of the accident, the verdict, the date and the number of sufferers, during the last three years. All the inquisitions are sent every Quarter Sessions to the Clerk of the Peace, with whom they will be found and the cause of death endorsed on each. Post mortem examinations can rarely be of any use in deaths occasioned by accidents in coal-pits, for in most cases the person is killed on the spot, especially when it happens, which is the case in most instances, by the roof of the pit falling on the miner. We have experienced, but not recently, dreadful loss of life by the explosion of inflammable air but most frequently no one survives to give any account of how the event occurred. I have, &c. (Signed) P. HODGSON." That post mortem examinations can rarely be of any use cases of deaths by accidents in coal-pits, is an assertion which every medical man can confute: the rareness of these examinations is, on the contrary, a most serious evil and many cases are not improbably lost for want of that better insight into the nature of internal injuries, both in cases of burns and contusions which post mortem examinations can alone supply. A very experienced surgeon in another coal district, in the course of a conversation on burns, attributed the difficulty in curing patients to the necessity of giving stimulants to produce reaction after collapse, when the inflammation has been internal and where stimulants will themselves increase inflammation; whether the carbonate of ammonia may obviate this evil is a question of great importance. Certain it is, that persons a apparently but little burnt and who are able to walk home from the pits after the accident above a mile have subsequently died whilst under medical treatment. Medical science seems to have extended less in this department than any other. From all the evidence I have been able to gather, especially from persons who had been burnt, I should incline to the belief that the injury was internal, whilst treatment is chiefly external. Accidents with ropes breaking are almost unheard of in Cumberland nevertheless the ropes used are no larger than in Yorkshire, tile pits double the depth and the weight drawn is quite as heavy and often heavier. This can be alone attributed to the system of drawing the baskets up bratticed shafts without any conductors at all. There is nothing to catch or jerk the ropes, to which the accidents are chiefly referable, which occur so very frequently Yorkshire. Ventilation. The pits are usually well ventilated, and tolerably dry; Lord Lonsdale's are especially so. Mr. W. Peile makes some remarks on the theory of ventilation and the best mode of effecting it, to which I desire to direct your attention. See Evidence, No.311. Treatment &c. The children are well treated, except as regards the extreme length of time they are confined to the pits. They are in appearance quite as stunted growth and present much the same physical phenomena, as those of Yorkshire, comparing, of course, those following similar branches of the work. I do not however consider the children, as a body, unhealthy. Moral condition. The morals of the children are very indifferent and the evidence given is a fair sample of their state of education. They are as ignorant as it is well possible to conceive children to be; nor are the lads of from 13 to 18 years old one jot more informed; but, as far as I could ascertain, less so. It is not to be supposed that children confined for 12 hours in a coal-pit can have opportunities for any sort of education. There are instances of its being previously acquired and retained and some were selected in Lord Lonsdale's colliery but this is by no means the rule and the mental and moral destitution in which the great body of the collier children are growing up in Cumberland is fearfully great. The evidence of the child John Holmes (321) is a very fair sample of the general state of education among these benighted children. "I don't to Sunday-school, because I don't like, and I'd rather play. I used to read the Testament. I don't know who Jesus Christ was. I never heard tell God neither. [One child said he had; for the men damned at him very often.] I am taught to say my prayers, and I say them. I don't know who I pray to?" The education of a parrot is precisely similar and quite as beneficial to the recipient. The employment of females in coal-pits is rapidly disappearing under the general odium it excites but very few remain and only, as far as I learned, in one old colliery of Lord Lonsdale. I visited an iron-ore mine belonging to Messrs. Tulk and Ley, where the ore lies 25 or 30 feet in thickness and where the roads are about five feet thick. The men themselves trail and there are few children employed. I have the honour to be, Gentlemen, Your very obedient servant, J. C. SYMONS. _____________________ EVIDENCE COLLECTED BY JELINGER C. SYMONS, ESQ. ______________________ CUMBERLAND COAL-FIELD. ______________________ No.300 - Joseph Sharp, Under-steward to Messrs. Ross, Fletcher, and Co., at Broughton Moor Collieries, near Maryport. Examined July 29: We have two pits and employ about 70 children and young persons. They are all trailers and bring the coal from the forehead to the pit bottom. They are trailed on rails the whole way. The corves and coal weigh about 7 cwt. in one pit and in the other 5.5 cwt. The distances vary from 800 to 150 yards. The trailers have about 16 journeys backwards and forwards. We work a little to dip but very little. The trailer will help to riddle a little, if he is a strong boy. The trailers are employed by the men who hag. They earn from 1s. 4d. to 1s. 6d. per day and in the small pit from 1s. 3d. to 1s. 4d. per day. We have no horses in these pits. The roads are five feet and a half good in height. They are not lower anywhere where the seam is six feet but where it is five feet the roads will be about four feet. We have another seam about three feet six and the roads are about the same. In the thin pits they go as soon as 10 years old; perhaps a few at 9. We have no trappers, the trailers open the doors themselves. We have no fire-damp and only a little black-damp. We work upwards to the rise and let the roof fall behind in the workings. We leave the pillars about 10 yards in the end and we leave about seven and a half yards when we get higher up. The boys go down from halfpast 5 to 6 o'clock. They keep coming up from 3 to 5 o'clock. They don't often work much longer, except there is something particular the matter. They are generally well treated and they are not overdone. The roads are kept dry. No.301 - Francis Lightfoot, aged 15 and a quarter. Examined at Broughton Moor Colliery, July 29: I've been four years in the pit. I'm a trailer. I've never been anything else. I find it hard work sometimes when I've much to trail. We don't trail regularly. Sometimes but a little on Mondays and more on other days. I help to fill and riddle. I go down at halfpast 5. I stop at 12 for my 'corn' or feed and stop 20 minutes or a quarter of an hour. I come out about 4 o'clock, sometimes at 3, and sometimes as late as 5. I like my work. My back is sore where I hit it against the roof. I have not been much poorly. [He looks well and is not ill-formed.] I always come away with the collier who employs me. It is my brother I work for. I used to go to day-school before I came to pit. I once went to a Sunday-school. I don't go to Sunday-school, I'd rather stop away, though I have clothes to go in. Sometimes I go to chapel. I can read but I cannot write, I think, now. Christ was the son of David. He was crucified, that is, nailed to the cross. I was taught to pray and I do sometimes. Christ died to save us. [He has a fair knowledge of multiplication and the Bible, and reads tolerably.] There's no night-school for me to go to and I go to bed when I've had my supper but I'm not much tired. No.302 - William Gibbons, aged 11 and a half. Examined at the same Colliery: I trail and have been at it a year. I trail by myself. It is not very hard, except when the corf gets off the road and that's not often. It is not wet. it's dusty where I trail. I help to riddle and to fill. I never trail more than thirteen corves and sometimes I trail only nine a day. I stop only 10 minutes. I get up at 4 and have my breakfast of porridge and milk and a great bit of bread. I have a bit of bread and butter and cheese in the pit at 12 o'clock. I shall have potatoes and meat and beer, as much as I like when I come out at night. I have my face, neck and legs washed every night and then I go to bed about 8 o'clock. I never play but I'm not tired. I once went to day-school. I never go to Sunday-school. My father and mother tell me to go to Sunday-school, but I don't. I like better to lake. [Does not know his letters.] I don't know where I shall go when I die, if I'm bad. I don't go to church or chapel. I have never been taught to pray. I never heard of Jesus Christ. No.303 - David Saul, aged 10 and a half. Examined at the same Colliery: I'm a trailer. My work does not tire me. I go to no school. I can read in Reading Made Easy. Christ died for us; he was nailed on a cross. My father and mother go to a Quaker Meeting. I went with them. They are dead. I work for a man now who does not send me to school or to chapel. They use me well in the pit and never beat me. No.304 - Joseph Fox, aged 13 and three quarters. Examined at the Cookson Colliery, Workington, August 2: I go down at half-past 5 or 6 o'clock. I come out at between 6 and 7 o'clock. I am a trailer. My work tires me at times. I work for my father. I would rather work for him than anyone else. The engine never stops and we never stop more than 10 minutes at a time. We stop more than once; perhaps an hour altogether. We get bread and nothing else. The hardest part of the work is to push the corves up the steep to get the coals up to throw into the baskets. I make as much as 2s. a-day. My father gives me a 6d. at the fortnight end. I don't go to school. I've never been at all to school. I don't go to Sunday-school, I've not clothes enough. My mother works outside and she has 1s. a-day. I have a brother at sea. I can't read and don't know my letters. I never go to church and chapel. I never heard of God. I don't know who made the world and I never heard of Jesus Christ. I never say prayers. I don't know what prayers are. I don't know what 5 X 6 is. 4 x 5 is 20. [He measures 4 feet 11 inches. He has only been in a pit eight or nine months. He drove a waggon before in Whitehaven.] No.305 - William Fox, father of the last witness: I don't send my boy to school - has not been at all. There are no Sunday-schools about here. I earn 5s. a-day with my son. I have another at sea and three girls at home. [This family earn on an average £2. weekly.] No.306 - Joseph Hodgson, 15 years old. Examined July 30, near Whitehaven: I work at Lord Lonsdale's Countess Pit. This week I am on at night. I go down at 6 in the evening and come out at 6 in the morning. I get my breakfast of porridge and milk when I come out and then go to bed and get up between 2 and 4 o'clock. I get dinner of potatoes and meat always meat - and then we get ready to go to pit. I drive a horse. I used to trap. It's four years since I began to go. I like driving. I did not like trapping, it was such hard work. I had so many doors to trap and to run before the horse to open six doors at once. They used me very well though; it was not very wet where I was. I had a lantern. I had no time to amuse myself. I was the same time in the pit. I earn 7s. a-week now. I had 6d. a-day as a trapper. It is hard work driving only where we have to hold back the baskets going down hill. I feel tired in my right leg and arm when I've done work. We have our left shoulder against the horse's tail and our right leg right arm against the tram. There is no break to keep the trams back. I was lamed once for a horse kicked me. We stop at 12 for supper. We have bread and coffee. I have never been to day-school since I went to the pits. I go to Sunday-school now. I can read the Bible. I can write a little now, but not much. I go to a meeting-house school. I like the night-work as well as the day-work and we take it week and week about. [Has a fair knowledge of the Gospel but very little of arithmetic. He looks well and strong] No.307 - George Tait, aged 17 and three quarters. Examined at same time: I work in the little pit bottom and when the baskets come down I shove them along a few yards. It is not hard work and does not tire me. I go to work at 5 in the evening, and come out at 6 in the morning. I stop at 12 o'clock for about an hour and have bread and coffee to eat. I have the same for breakfast and I have potatoes for dinner - I have generally meat with them. I have 8d. aday. They treat me well. I go to Sunday-school and can read in the Bible. I have learnt religion. [He has a fair knowledge of the Gospel. Spells tolerably well, has an indifferent knowledge of figures. He is undersized and has had some mesenteric disease and is of a scrofulous habit; his brother was diseased.] No.308 - Joseph Davidson, 12 years old. Examined at same time: I go to the pit at half-past 5. I have been working in pits a long time. I was a trapper till lately. I grease wheels. I used to go at the same time when I was a trapper as now and came out between 5 and 6 in the evening. I used to trap at night every other week. I liked it as well by night as by day. They used me well enough. I had one door to open but five checks to open. It tire me rather to run and open the checks and to mind the door. I had 3s. a-week for trapping. I had a lamp always. It was a dry place where I was. I liked it well enough. I never fought, or was leathered. I go to Sunday-school now. I read in the Testament and they don't explain what I read at all, they just make us read it through. I don't know what sort of death Christ died but he died to save us. Adam the first man. I have not learnt figures. I have often been badly in my head and belly. [ He appears to have had an affection of the hip-joint. He says he never was lame since he was in the pit.] No.309 - Anthony Fisher, aged 17 and a half: I am a driver. I have been a driver five years. We big ones help a little to riddle and fill when we like. We hag a little when we like, in order to learn. I shall begin to hag in about a year and a half. I work by night as well by day, week and week about. I like to work by day best, because I get more rest by night. I get to bed at about 5 and get up at 3 or 4 in the afternoon, when we work the night shift. We get plenty to eat and have bacon day for dinner. We get mutton or beef on Sundays. I was at school long since but I don't go now at all. I can't read. We have to hold the baskets back going down hill by putting my left shoulder against the horse and my right arm and leg on the basket. I once lamed my right shoulder so. I was a trapper before. I didn't like it so well, because I had to run on before to mind so many checks; many more checks before than now. The boys don't fight in the pits, or get ill-used. I was crushed with the baskets. I got hurt by my own fault coming too fast down a brow. All the trappers have lanterns. I never knew a trapper leave a door. If he were to do it he would be licked. Lads have their wages stopped sometimes. I earn sometimes 24s. a-fortnight by extra work. My regular pay is 1s. 8d. a-day. My father had a free house and was a long time ailing and supported by the employers and his widow has the free house now. We have two lodgers now and my brother is the engine-man and has 2s. 2d. a-day. No.310 - George Allen, 10 years old. Examined at same time: I am a trapper and have five doors to open and two pair of checks. I like it very well. I earn 6d. a-day. I go every Sunday to school and can read in the Testament. I am a little tired when I come out of the pit. e play sometimes as we go along the road home. I have not been badly since I was in the pit. No.311 - Williamson Peile, Esq., Colliery Viewer, Whitehaven. Examined July 31: In one of Lord Lonsdale's collieries do the colliers themselves employ children - they are exclusively paid by us. Their work is first that of trapping; secondly, that of coupling, which consists of linking and unlinking the trains of carriages, or greasing the axletrees of the carriages and thirdly, of driving. The drivers have to hold back the carriages in descending but I don't recollect any accident resulting from it. Girls do it very easily and it is not hard work for boys. Sometimes they are awkward in commencing it but soon get accustomed to it. It is only the empty baskets that they push back in this way, never full ones. With full ones they use a bit of stick put through the wheels, called burrs or breaks. We have no trailers. We carry the basket completely to the foreheads, or place of working, with the horses in general. In particular situations the haggers or colliers are employed to bring the coal down in wooden boxes from the forehead to the steer - a place in which the coal is removed into baskets - then taken by the horses. The haggers are paid accordingly. The trappers begin about 9, not often younger. When boys apply to be trappers we take them on but we do not seek them. The hours of work are 12 hours regularly both day and night. It is quite common to work day and night here. The shifts are from 6 to 6 and take the night turn alternate weeks. The night shift is the heaviest week, especially for the children - they cannot get the same refreshment from sleep by day. The men themselves arrange to take the night shift alternately. The drivers will occasionally, being bigger boys, throw a part of their own work on to the trappers and make them run on before to open and shut checks which they ought often to do themselves. I never saw a trapper the worse for his work. When they come out of the pit they are as lively as possible and generally require being sent home. When they are out of the pit they like to stop and play. The drivers' work can only be done by young lads. It is fatiguing but not too heavy for them. They ride far too often on the baskets. A healthier set never can be seen. From drivers they become haggers, at from 18 to 20 according to their strength. We have frequently made three shifts of eight hours each for the haggers alone, when their baskets could be got quicker to the shaft. They work faster in this way and get out sooner but the drivers and trappers remain the l2 hours serving as before. I have no doubt that the children are altogether better used, owing to the employer and not the workmen being their master. They get their wages better and corporal punishments are prevented. No man is allowed to chastise a boy and it is very seldom done by the overmen. We never contract for boy's work for any length of time. We never take them as apprentices either. Our system of ventilation is generally to divide the air into separate currents, carrying it through different districts of the colliery but we invariably apportion the quantity taken into these courses by means of a partial stopping or partial trap-door placed in the shorter return air-course because no one goes there but the overmen and ourselves and it cannot be meddled with being out of the way of the workmen and the traffic of the colliery. If there be no such stopping, centris paribus, the shorter air-course would take the whole of the air away from the longer. The air will always go the shortest possible distance to the upcast shaft and it would not be prevented from doing so by having the downcast shaft large. I hold, however, the necessity of having a large upcast shaft. I consider it essential to the safety of the pits to have trappers. It would not do to have the doors to open themselves. They would be liable to be constantly propped open by the drivers. We adopt the system of guard-doors, which we fortify against a blast by casing the door-post by a round wall, which can offer no impediment to the course of a blast from explosion. We have no school attached to our colliery but subscribe to all the existing local ones. We give free houses to nearly all our people. We always padlocked Davy lamps wherever we allow nothing else. We station a boy to stop every lamp goes in to examine and padlock it. We allow no fresh females to go down the pits. We still have a few still in. No.312 - Thomas Mitchell, Esq., Surgeon. Examined at Whitehaven, July 31: I attend professionally the colliers, amounting to 600, employed on the Whingill side by the Earl of Lonsdale. The children are generally healthy and strong. Their stature is partially deceased but I perceive no other effect until they have been haggers for some time and they assume a cadaverous hue, and this I attribute to over-sweating and to breathing a not very pure atmosphere, which produces some constipation of the bowels and tardiness of liver. I do not consider 12 hours too much for either men or boys, considering the work they do. The colliers are not short-lived more than other labouring classes resident here, who are many of them mariners. Accidents have decreased materially during my practice here for 20 years owing to better care in guarding against them and the men too improve in their habits. The boys' accidents generally arise from the right leg slipping off the frame of the tram as they are stopping them going down hill, which fractures the fibula about three inches above the outer maleolus but more frequently only lacerates the skin about the same part. The falls of roofs generally cause internal injuries, producing death within a few hours after a large fall and in no one instance where death has occurred under these circumstances have there been sufficient external marks of violence to account for the speedy death after the accident. I speak from the accidents I have seen myself but I wish to state that I have been compelled to judge solely from the sufferers, combined with severe pains in the loins and elsewhere and by retention of urine, that there were internal injuries thus produced, for in no one of these instances have I been required by the coroner to make a post mortem examination and when the coroner does not require it, the families give us no chance of opening the body to ascertain the real cause of death. At the time of the great explosion, when 24 persons were killed, in 1839, in William Pit, I tried a new mode of treatment on the only man who was brought out alive and with success. He was scarcely possessed of any vitality at all and was in a slate of asphyxia and he had been under the treatment or brandy and emetics and hot bricks and exposed to a pure atmosphere for three hours without effect, when I observed a by-stander applying a bottle of Preston salts, containing carbonate of ammonia, to his nostrils. I immediately requested to be allowed to have the bottle, the contents of which were dissolved in warm water and administered internally. Immediately after the administration of it, vomiting was produced, and the stomach was emptied of a quantity of green vitiated fluid. He than began to rally, was placed in a warm bath for about ten minutes, was wrapped up in a pair of warm new blankets sent to the Earl of Lonsdale's private infirmary. where he was put to bed and on the following morning he was able to return to his family and might have returned to his work but that his foot had been burnt by a hot brick. He was not burnt externally but was suffering under choke-damp, which follows the explosion of the carburetted hydrogen. Had he been burnt externally there would have been no difference and I shall apply the same remedy next time whether they are burnt externally or not, giving two drams to each dose, repeating every ten minutes. They must he treated otherwise as usual for burns The ammonia stimulates and is an emetic without producing lassitude and general debility s many emetics do. I since administered the same remedy in a slighter case with equal success. The gas has an effect preventing the blood from being decarbonised and this is what produces asphyxia. The action or vomiting produced by the ammonia stimulates the action of the whole system. It is a rare occurrence for any falls to take place down the shaft, and I never recollect any owing to ropes breaking since I have been here. No.313 - Thomas Westray, Esq., Coal-owner, of Cookson Colliery near Clifton. Examined at Workington, August 2: I employ no children. I pay the haggers so much per ton for the coal, which they deliver at the steth, a point in the pit and they employ the boys to trail the coal there. They are very often the children of the haggers, who have the entire control over them. I do not take the management or my colliery. I leave it exclusively to the underground steward, Mr. Percival. I am not aware whether they work longer than other pits or not. It is perfectly voluntary for them to work as long or as short a time as they think proper. We compel the engineman and banksmen to attend upon them as long as the haggers remain. We have no limitation whatever. I think it a very good plan for Government to regulate the labour of children. We attend well to ventilation. We never had a fatal accident from fire, and never from ropes breaking. Our pit is 54 fathoms. I am afraid that the children do not generally get sufficient education. No.314 - Mr. John Percival, Colliery Agent to Mr. Westray. Examined at Cookson Colliery, near Workington, August 2: We have about 20 boys employed here. They are all employed by the haggers as trailers, except two drivers. They trail corves on railways. The coal weighs 4 cwt. The distances will run from 70 to 80 yards. They differ as to the times they go; some will trail four ton a-day and go 24 times a distance of 30 or 40 yards. We do not work to dip at all. The boys begin at about half past 6, but go down about 6 a-morning. In these country collieries they don't ride early as they do in sea-sale collieries. They come out at all hours, from 2 till 5 or 6 at night. Some time ago we did work till 7 o'clock at night, for about a month at farthest and this was owing to the winding-engine being out of repair and it could not do the work within the proper time. Now this is remedied and she can draw all the coal in nine hours. The men are very irregular indeed. They get a deal of money and they will idle after they get paid and then afterwards, at the end of the fortnight, they have to work longer hours than they otherwise would. I really think it would be a good plan to limit time coal was drawn, it would make the men more regular. The men are masters here. They are free agents to work as long as they like. I don't think our colliery children are hurt by work. The men use the children well. They are most of them the sons of the colliers. I never allow them to be struck. We have never had girls in our pits. I am no advocate for womenfolk under ground. There is no fault in their working but it leads to immoral conduct. The children don't get enough schooling here. They are far keener after the dancing lessons than the reading lessons. They learn to dance and there is a dancing-master comes regularly all about here to teach them. The colliers are well off for food. They make 30s. a-week do the adults but there are few collieries where they are so well paid. There is a great deal of difference as to that. In a colliery I was in lately, I found 16s. the usual week's wages. We, don't use trappers. We make the drivers open and shut the doors. We have so little gas that it does not signify. We just let the men do, as they like. They stop and hang on to get as much coal as they choose. The banksmen and engineer wait on them. No.315 - James Samson, 34 years old. Examined at the same place: I an a collier. I began at 6 years old. Some come at 7 at 8 and at 9, just as they are put to it in a family. We begin to go down at half-past 5 and come out at about half past 5. We work 12 hours sometimes shorter and sometimes longer. I have known the pit worked 16, but that was accidental. The trailers get 2s, that's the general wage per day but there are others where they get only 1s 6d. The boys are like the others. We all get enough of it. They are no over worked though. They don't get much schooling. Some go on Sundays and some do not. The colliers could make enough in nine hours but this is an easy colliery to work. We can't make more than 5s. a-day one day with another, that's what we look at. I can make 9s. some odd days; that is ourselves, with paying the trailer out of it. If we work very hard the boy gets more. I have four children too young for the pit, and send them all to school. No.316 - Thomas Kendal, 16 years old. Examined at same place and time: I have been working six years. I have trailed all the time. It is middling hard work. The longest day's work I ever did was 16 hours. It is generally 12 I work now. It doesn't tire me much working 12 hours. We stop two or three times a-day. Sometimes bread and water and a bit of butter or cheese. I have bacon and potatoes when I get home for supper. I used to go to school before I came to pits. I don't go to Sunday. I can read Testament. I don;t know what death Christ died I can't write very much. 5 x. 6 is 30. I don't know how much 7 x 8 is. 42 pence is 3s 4d. I have a brother who was 12 last July. He trails with me. I don't help to fill often. No.317 - Mr. Alvan Penrice, Colliery Agent for Henry Curwen, Esq. Workington Hall. Examined August 2 1841: The children begin as trappers at about 9. We employ the trappers and drivers. The haggers employ the trailers, who begin about 12 years of age. They often trail two together when young. The corves, when full, hold about 4 cwt. net. We have working to the dip. The trailers will have about 12 journeys to make in the day. The distance is not above 80 yards on the average, that is from the foreheads to the steth, whence the coal is brought 300 yards by horses to the shaft. The boys assist to fill sometimes. The boys are never allowed to remain after the haggers to fill or trail. We keep an excellent air in the pit and out working shaft is the downcast. We have had no accident with ropes breaking. The Harrington Pits we work on the same system but there we employ the trailers ourselves. There are two shafts; one is 95 fathoms deep and the other 60. It was in the Harrington John Pit that the explosion occurred in 1838, when 24 men and 16 boys were killed and not one was left to tell the tale how it happened. Some were descending the pit at the time and were blown out of the shaft. I should think that a fall in the air-course was the cause of it. It made havoc in the shaft. I was not agent at the time. Since I have had the management of that pit (since January, 1840) there has been no accident whatever - not a shilling has been paid away for accidents at all of any sort. There are 40 boys and 50 men now working in the John Pit and in the Hodgson Pit, which adjoins it, about 30 boys and 45 men. Children very rarely work 12 hours. Sometimes they do. The trappers do not work more than 10 or 11 hours on the average. We have Saint Monday and the colliers do not work much on that day, nor on alternate Thursdays, which is the beginning of a new pay. The will work 11 or 12 hours just before pay-day. The sea into three of Mr. Curwen's pits, which were under the sea, on the 28th of July 1837, three years before I had the management. Ralph Coxton was the manager. They were working the pit out to sea and towards the rise. They were nearly two miles under the sea from the shaft. They were continually getting nearer to the water as the getting farther to the rise. It was a report among the men that there was some danger prior to the accident. There is no doubt that the pit was making salt water long before. Had I the management of the colliery I should certainly not have worked the colliery to anything like the same extent. Some got out. It happened in the night. None were left to tell how it happened, because where it broke in none escaped. The whole of the water had to pass through two drifts about six feet square. The bodies were never recovered. The funeral service was read over the pit-top. The place where the water broke in was discernible in the sea by the blackness of the place. It appeared that the hole was about 80 yards by 30. The colliery had been worked for 50 years and there must have been a large space excavated and it was all filled with water in two hours and a half. I am quite sure that the children are not ill used. In the Buddle Pit, where we do not employ the trailers, they are quite as well treated by the men as those which we employ in the Harrington pits. I should say the miners in Cumberland were as well off and have as comfortable houses as anywhere in England. No.318 - John Henry, aged l4 and a half. Examined at the Countess Pit (Lord Lonsdale's): I am a driver. I came two years ago. I would rather he a driver than a trapper. I was a trapper before. I get more brass as a driver. I come at 6 and go away at 5 or half-past 5. We stop half an hour for dinner. I never help to fill or to riddle. I can read in the Testament and can write a little. There is no Sunday-school. I go to a Roman Catholic Sunday-school. No.3l9 - Alexander Taylor, 14 years old. Examined, August 3, 1841, at, the George Pit, belonging to Mr. J. W. Fletcher of Grey Southern: I am a trailer. I went in two years ago last Christmas. I always trailed. I have another to help me of 12 years old. It's not hard work. I go down at 6 o'clock in the morning and I come up at between 4 and 5. Sometimes I come up at 3, and sometimes I come at 6 - it is not regular. I have to trail and nothing else to do. I never fill. I have 30 and 33 journeys a-day; it's not too far. The roads are good and not wet I trail without shoes or stockings. I stop an hour in the middle of the day - I have my corn then. I have been to day-school before I went to pits but not since, except a fortnight at nights but go now. I don't know why I don't know. I don't go to Sunday-school at Gray Southern - I don't go, because I don't like. [He can read and write, and answers fairly. He measures 4 feet 9 inches. Strong, and not ill-formed.] No.320 - Benjamin Atkinson, aged 12 years 8 months. Examined a time and place: I have been at work four years. I have always trailed from the first. There are no trappers here, we have to open the doors as we go through ourselves. I work for John Stevenson. He pays me 1s. I trail 33 baskets a-day. I don't know how far I go each time. It tires me a good deal in my back sometimes. I go down at 6 in the morning and come up between 4 and 5. I stop an hour in the middle or the day. We always work longer just before pay-day. We stop till very near 6 then and it is then we are tired most. Last Saturday was pay-day. I like being in the pit. I have nobody to trail with me. I have to trail up hill a little way with loaded baskets. I don't go to school - I once did. There is a Sunday-school at Grey Southern. I don't go now to church or chapel, I know boys who do. [I can get no answer why he does not go. He is ignorant of his letters and of everything else, a perfectly heathen No.321 - John Holmes, aged 11 years 3 months. Examined at same time and place: I trail by myself. I have been two years at pit. I like it very well. I'd rather be there than at school. My work does not tire me. I never feel tired. I always get plenty to eat. I stop after the hagger to play sometimes, but not to work. The pit is dry. I have been to school but not since I've been at pit. I don't go to Sunday-school, because I don't like it and I'd rather play. I used to read the Testament. I don't know who Jesus Christ was. I never heard tell of God neither. I can't read in the Testament. I am taught to say my prayers and I say them. I don't know who I pray to. They use me well in the pit. I have 1s. a-day. [He measures 4 feet 4.5 inches. Immense development of muscle on each side of the spine the whole way from the top to the bottom of the back.] No.322 - John Hill. Examined at the same time and place: I am under-ground steward at this pit and at the other. There are but three boys at this George Pit now. They each trail the baskets themselves. The coal weighs 4 cwt., about. They have about 33 baskets to trail everyday, and about 140 yards each way. They have not to fill or to riddle. The men employ them but we are obliged to control them, for they get to fight and quarrel - they are a sad set. The roads are far drier here than the Broughton Colliery. Ben Atkinson does not trail above five yards up hill. It is easy trailing. We are all robbing here. [A phrase for the operation of getting the pillars out after the rest of the coal had been wrought.] We have had no accidents here for three years. I never knew a rope break here nor have we any gas. I once knew two iron swivels break on a chain going down without any weight to them, which is the most singular. The children are greatly neglected by their parents. They give them no education, except some few that send them. The boys do go a little to night-schools after their work. They go down about 6, they come out at half-past 4 or 5 o'clock in a regular way. The boys are easier wrought in our colliery now than ever they were. At Westray's colliery it used many a time to be 9 or 10 o'clock at night when they came home. They work a deal longer hours in many parts. The men work very regularly here in this pit - they are a very steady set of men but it is not so elsewhere. The pits are not worked by three hours so long as they were. An average collier would earn a guinea a-week who worked 10 hours a day. There used to be plenty of women about here in pits but none now. It's a thing that isn't right at all having women in pits and it's being left off even at Whitehaven. The men are not stinted to time. They work themselves and the trailers as long as they like - they are not stinted at all. The boys begin to go to pits by 8 or 9 years old. The boys trap our doors who trail but we have not much gas, or we could not do it in that way. The accident at the Workington Pit was a terrible thing. I have heard men myself say they could hear the sough of the sea a month before the accident and there were many left the pit in consequence and still they went on working it. Mr. Curwen was told several times beforehand of the danger. Bowness, the former steward, had marked a post to go no further with the pit and yet when Coxton got it, he went 100 yards further and that with a sort of clay roof only. It was famous coal. No.323 - John Wynn, aged 7 years 3 months. Examined at the John Pit, Harrington, August 3rd: I have been three months at the pit. I trap and get up at 4 o'clock and get down at 5 in the mornings. I do nought but open the door. I have no light. I like it very well. I have been to school. I don't go to Sunday-school. It's a good bit since I went to school. I have forgot my letters. I come out about 4, and it's sometimes rather later. I'd rather go to school than be in the pit. [Measures 3 feet 7 inches.] No.324 - John Daly, aged 8 years and 9 months: I trail with my brother, he's 11. I've been more than two years. I like trailing. I trail 24 corves a-day. It does not tire me at all. My brother behaves well to me. I'd rather stop in the pit than go to school. I go down at 6 in the morning. I don't know what time we come up, it's never one time - never later than 6, nor before 2. I don't go to Sunday-school. I go to chapel, but not regular. I don't know who Jesus Christ was. I never heard about his dying. I never was taught my letters. We never fill. I stop about an hour at fore-end of the day and we have our bread and coffee. I shall have bacon and new potatoes to-day. [He measures 3 feet 9; a very sharp, child.] No.325 - Joseph Dunn, 10 years old: I trail. I have always trailed. I have been in about one year and nine months. I trail by myself, it is very hard for me. There is a place where I have to hurry a short way uphill and its hard there. We have to open the doors ourselves. I trail 16 corves a-day. I work from 6 to 6 sometimes and sometimes about 4. We don't quarrel much in the pit. It tires me a good deal at night. I have been to Sunday-school and go now and to church and all. I can read well enough, but not in Testament. I don't know who Christ was. [He measures 4 feet 1 inch, and has no apparent malformation.] No.326 - James Gambles, aged 12 years 3 months. Examined together with the three foregoing witnesses at the John Pit: I train and have been four years in the pit. I trapped first. I like being in the pit very well. I trail alone. It tires me a good deal in some places where its up hill but it's not far. I don't help to fill. I come down between 5 and 6 o'clock and come up at about 4 and sometimes later a little. I don't go to Sunday-schools - I like to go. I like to lake better. I am taught to say my prayers. I never heard of Jesus Christ but I have of God. I don't know whether he made the world or not. [He measures 4 feet 5 inches.] No.327 - James Rotherey, 14 years old. Examined at Whitehaven, August 4: I work in Lord Lonsdale's William Pit. I am a coupler. I have been four years at it. I go down at 6 and come away at 7, or sometimes till 8. When we are done before we come up sooner, sometimes at 5 and 6. When the horses have done their work then the shift is over. Next week we shall work the night-shift and go down at 6 and come up at 6. I like the day-shift best because I can't sleep so sound by day and then I am sleepy at night-work. I hang baskets on at one of the workings on the rolley-road side and mind two pair of checks. I mostly go about all the time. I put the lockings on the trams and go with the baskets into the workings. It does not tire me very much. I have to shove the trams but not far - five or six yards. They have the baskets on them, sometimes one and sometimes two. I was at a charity school before I came to the pits. I used to go to Sundayschool till the last week or two and I am going again. I stopped because the teacher I liked was away. I can read the Testament. They explain it to us. I can write also. Jesus Christ came to forgive sins. He was killed by the Jews on a cross - on Calvary cross. Apostles were godly people appointed to preach the Gospel. We must believe in Christ. He rose for our justification. The Israelites were forty and three days in the wilderness. Jesus led them out of it. Trespasses mean sins. No.328 - James Atkinson, 17 years old. Examined at same time: I work in the William Pit. I have been nearly 10 years. I have been trapper first. I work 12 hours one day with another. I like the day-shift best. It is not so dullish. We are not so sleepy. When we are in the night-shift we get home generally at 6 and then we have breakfast and get to bed about 8. Then we get up at half-past 4 and go to the pit at a quarter past 5 after we have had our dinner. We have bacon every day for dinner and mutton at week ends. I like the work of driver very much. I have to drive. We have to keep back the full baskets coming to the shaft. We do it by putting the right foot on the tram. There is an iron knob on it and putting our left shoulder to the horse and push the top of the basket with our right hand. It is not so hard. It was hard till I was accustomed to it. I was lamed at first by slipping my foot off and was off work a week and three days. Some of the horses try to kick us. Some are worse than others. We have trappers to nearly all the doors We help to fill at our own pleasure and I hag at times also. I have 9s. a-week. I was at a private school before I came to the pit and I have been at a Sunday-school till lately. I can read the Bible and write. Jesus wrought miracles. The Jews put Jesus to death. He died for to save sin. No.329 - John Rothery, 16 years of age: I am a driver at the William Pit. I like it well enough. It does not tire me much. I like dayshifts best. I am more sleepier at night-shifts. The hardest work is when we hold back going down a hill. We stop at 12 o'clock to eat till near 1. We have bread and coffee. I was laid up once with a broken arm. I went up against the coal-wall, and got my arm fast. I've been to school but it's long since. I used to go to Sunday-school. I go sometimes to Anabaptist meeting. I can't read. I used to read. I can't write. Jesus died for sinners. We must serve him. I have heard of the Apostles but I have forgot who they were. It was not on the account of clothes that I left going to Sundayschool but I like better going about. [He has no knowledge of figures. He looks very sickly and sallow.] No.330 - Jonathan Johnson, aged 11 years 11 months: I trap in the William Pit. I have trapped there five years, I am quite sure. I trap two doors. I move one check and put lockings into the wheels. I like being a trapper. I'd rather go to school, it's far better, one learns. I have a lantern. When the baskets are not passing I sing and lake but I don't leave the door. I like the day-shifts best. I'm sleepy in the night-shifts. I sleep well in the daytime when I'm in bed. They don't use me well. They welt me when I'm late in. It's not my fault always, because I can't get down sometimes. It's the chicken welts me. James Atkinson [a driver] is the chicken. He made us cry. I complained but he has not welted me since. I like being in altogether. I come out sometimes at 6 and sometimes at 5. I go regularly to the Sunday-school, a Baptist one. I can't read the Testament but in little reading-books. I learn religion. I shall go to hell if I die. I know Christ died to save us. He is in heaven. I learn to pray. I can't spell 'man' or 'boys.' 2 x 5 is 10. I don't know how many two tens is. I used to be frightened at the horses, one once kicked me. I lie a-bed sometimes in the morning but not at night. I lake about sometimes for two hours when I get out of pit before I get home. No.331 - Mr. William Thornton, Under-ground Steward at the William Pit. Examined at Whitehaven, August. 4: We cannot so conveniently use shafts with our horses because we could not turn so well as with traces. Where a number of baskets are brought together there is always a shaft used but where we bring one at a time, as from the foreheads to the level line, the drivers push them back with their shoulders. My uncle, William Thornton, was an overman at the Workington Colliery, and he warned Caxton, the steward, of the probability of the sea breaking in and was discharged in consequence. I heard before myself that there was danger. We keep 70 fathoms above us nearly all of sandstone. 60 fathoms would be safe, but it would of course depend on the nature of the soil. Each. driver will make 13 journeys, averaging 700 yards each. way. I never admired conductors in the shafts. We had them once, iron rods and there was many a stop with them. I think it safest without them. There has never been a rope broke with anyone since I have been here nearly 18 years. We draw with five-inch ropes and the shaft is 110 fathoms and we draw 11 cwt of coals. We send a man constantly round the works night and day to examine the state of the colliery. Four go regularly on Sunday evenings. No.332 - The Rev. Henry Curwen, Son of the Proprietor of the Workington Colliery examined August 3 at Workington states;- There was a report some time before the accident at our colliery that sand feed was apprehended but I am satisfied that no warning reached Mr. Curwen as to the liability of an irruption of the of the sea. I never heard of any notice being written or painted of danger in proceeding with the work and I have been often in the colliery and must have seen it if it had been there. After the accident had occurred but not till then, I heard that the men had been paid higher wages for working in the pit. The report I heard was that the pit would be lost if we continued working it for three weeks owing to a sand-feed and I spoke to my mother as to whether my brother should be informed of it but it was a mere rumour. Mr. Curwen wished also to state that Coxton, the steward at the time of the accident, was engaged by him at Mr. Dunn's recommendation, of Newcastle, as a man perfectly capable to take charge of the colliery and Mr. Curwen placed implicit confidence in him in consequence. No.333 - Joseph Parin, Esq., Surgeon. Examined August 4, 1841 at Whitehaven: I was present after the irruption of water at the Workington Colliery. [This gentleman, on hearing that his evidence would be printed, refused to give it.] No.334 - Dickenson, Esq., Surgeon, Workington. Examined August 5: It is my impression that no blame attached, as respects the accident in the Workington Colliery to any one but the steward Coxton. They let the pillars be worked too far away. I have understood, and the roof sank. A more humane man rather than Mr. Curwen does not exist. He had no idea of there being danger I am sure, for though reports had reached him, they were not such as he could rely on. The water mounted very fast. The air forced out of the bearmouth [a horizontal entrance] blew my hat off. I recovered all those who were brought out. Some of them were suffering from suffocation. Accidents have been very rare latterly at these collieries. Mr. Curwen has given positive orders that no child under 10 years of age should go into his pits, and I believe no female is allowed to go down. ___________________	<urn:uuid:18b8adca-977f-4de7-827f-653cf70b25dc>	CC-MAIN-2023-50	http://www.cmhrc.co.uk/cms/document/1842_Cumberland.pdf	2023-12-01T17:20:13+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100290.24/warc/CC-MAIN-20231201151933-20231201181933-00149.warc.gz	59,689,404	16,851	eng_Latn	eng_Latn	0.977488	eng_Latn	0.999565	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 274, 1050, 5002, 7419, 7429, 11170, 14556, 18549, 22524, 22757, 27034, 30517, 37148, 40622, 46108, 49797, 53794, 57933, 62655, 66128, 68378 ]	[ 1.0390625, 1.4375 ]	1	1	HuggingFaceFW/finepdfs-edu
“ARE WOMEN REALLY EQUAL TO MEN?”- A CONTRAVERSY BETWEEN NO AND YES Y.V.M.SARANKUMAR ABSTRACT: The purpose of this study is to identify the Rights of Women in the present scenario of globalization. The reasons to be identified “why Women are still considered as emerging class despite of their Rights”. To overcome these barriers “Are Women provided with any opportunities?” and if they are, the kind of opportunities that are provided to the Women for their empowerment and analysis of, whether Women are utilizing the opportunities provided to them. To prove women can never be equal to men analysis of Women Empowerment in various fields of education, job, sports, business etc. To critically analyze the Rights given the Women and to find out whether Women has Rights equal to Men- “As Women in the present scenario of globalization are being given equal opportunities as of Men”. To analyze whether we can prove Women are conferred with more Rights than men according to various provisions given under constitutional law, Indian Penal Code, Criminal Procedure Code and various statutes passed by the legislation. To analyze the five legal Rights that Women have and Men don’t. Introduction: Women Are Being Paid Less: Women are being paid less because of difference in physical and mental skills between men and women. As per stats the pay gap costs a woman at least $400,000 over the course of their work life. The data shows that there is inconsistency in salaries widen at the higher levels of management, with a "midlife pay crisis" particularly hitting female managers aged over 40, who earn 35% less than men. The average pay gap between men and women aged between 46 and 60 stands at £16,680 a year, While among company directors men take home £21,084 more than their female colleagues. I am sorry to be the one to raise this issue, but I am going to put it straight so that there is no confusion: men and women are not equal. For two things to be perfectly equal they would need to be the same and it should be self evident that a man and a woman are not the same. Not only are they different on the physical level but differ in almost every way they relate to the world around them. Men and women have different communication skills, different uses of emotion and even different perceptions of pain. Whereas in India the condition is worse where women earn $1531 and men earns$4070, which makes it a total discrimination towards women and much of the women work never appears in the national statistics because it seen as an extension of their earnings and nurturing the functions rather than as materials rewarding activity. Hence, the position of women is never equal to men and their pay ups are dependent on various sociological, historical and economic factors. Women Have Less Educational Opportunities: Though many laws guarantee various opportunities to women, for example: constitution of India guarantees free primary schooling to everyone up to 14 years of age, very few actually attend primary schools, according to recent stats only 39% of all women in India actually attend primary schools, the reasons behind this are the parents think that educating daughters is waste of time and they don't get any benefit in return and the parents or the family members prefer them to carry on with the household works and other reason cited can be economic status, for example: Dalit girls and women, those are from lower caste communities, untouchables, the most vulnerable of all people in India are not given good opportunities because of their economic status and economic values. Women and Sports: Women are discouraged by their parents taking the name of tradition. Most of the women are house arrested taking the concerns of safety etc. Women are not allowed to come out of their houses due to several reasons E.g.: the customs that families follow, religious traditions. Women sports are not being recognized that well, as they are not as competitive as men's sports. This is due to various reasons like physical strength, entertainment levels etc. But in the recent times women started excelling in all fields especially sports E.g.: Sania Mirza who won almost 30 titles in her career is entertaining the crowd with her play and her beauty, saina nehwal who ranks No:1 in the ranking is entertaining with her feats in badminton. So women started excelling in a few fields but not at a comparative to men. Do Women Really Have Equal Status? Employment: Contrary to common perception, a large percentage of women in India work. National data collection agencies accept that statistics seriously understate women's contribution as workers. However, there are far fewer women than men in the paid workforce. In urban India, women participate in the workforce in impressive numbers. For example, in the software industry 30% of the workforce is female. In the workplace women enjoy pari with their male counterparts in terms of wages and roles. In rural India in the agriculture and allied industrial sectors, females account for as much as 89.5% of the labor force. In overall farm production, women's average contribution is estimated at 55% to 66% of the total labor. According to a 1991 World Bank report, women accounted for 94% of total employment in dairy production in India. Women constitute 51% of the total employed in forest-based small-scale enterprises. This stat at an average shows women were being given opportunities at certain fields of employment. Education: Women were given equal status at education which has resulted in increasing literacy rate and hiring more women than men at corporate offices and at industrial sectors. Women have more pass percentage in board exams and in most of the competitive exams E.g.: pass percentage of women in Tamil Nadu 12th exams is 93.4% whereas boys is 87.3%. From this we can say that women are excelling in the field of education. Reservations: Women were given opportunities through reservations to have a status equal to men. Through reservations they were getting equal opportunities in the field of education, job opportunities etc. In India they will be given more opportunities under WOMEN'S RESERVATION BILL after the enactment which is pending from quite a few months, according to which they will be given reservation of 33% at social, political and in all other respective fields. Under constitution women are given certain privileges: Constitutional Privileges 1. Equality before law for women (Article 14) 2. The State not to discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth or any of them (Article 15 (i)) 3. The State to make any special provision in favor of women and children (Article 15 (3)) 4. Equality of opportunity for all citizens in matters relating to employment or appointment to any office under the State (Article 16) 5. To promote harmony and the spirit of common brotherhood amongst all the people of India and to renounce practices derogatory to the dignity of women (Article 51(A) (e)) 6. (vi) Not less than one-third of the total number of offices of Chairpersons in the Panchayats at each level to be reserved for women (Article 243 D (4)) 7. Not less than one-third (including the number of seats reserved for women belonging to the Scheduled Castes and the Scheduled Tribes) of the total number of seats to be filled by direct election in every Municipality to be reserved for women and such seats to be allotted by rotation to different constituencies in a Municipality (Article 243 T (3)). Do You Think Women Have More Rights And Opportunities Than Men? Yes, at the present scenario we can say that women were being given more opportunities in each and every field. Education: The reservations given to women are based on their past status as they were exploited without giving proper wages and they were not allowed to go to schools and colleges and they used to think that women's place is kitchen. But at present the scenario been completely changed and they were given equal opportunities to men and with the reservations and the skill they possess they were given more opportunities than men. According to UNESCO, we find that women are more likely to pursue subsequent education in countries with higher levels of national wealth. In most wealthy countries, female students clearly outnumber men at the higher education level. In Iceland, there are almost twice as many women enrolled in tertiary education as men. In the United States and the Russian Federation, there are about 129 and 126 female students for every 100 male students, respectively. A similar pattern is found in Argentina, Brazil and Venezuela. Job Opportunities: Due to the exploitation in the past they were given reservation but at the present scenario with the belief that women can work with more patience and capability they were given more opportunities. For every 1,000 people at work, 80 more women than men burnout—in large part because they fail to secure their own oxygen masks before assisting others. Do Women Are Conferred Anything More Than Men? Five Legal Rights Women Have That Men Don't: Women are not still an emerging power but if they emerged as that they can rule the country, and one theme that has come up repeatedly is that feminism is interested in equal rights for everyone. I have yet to meet a single feminist who was not completely astonished to discover that not only do women have equal rights to men; they actually have more rights than men. Even then most of the people who are feminists think that women need more rights and there is no perfect justification for that to happen in reality, but the stark fact remains that in 2014, women do indeed have more rights than men. Here are five legally enshrined rights that women have and men do not: 1. Women have the right to Genital Integrity: Regardless of how you personally feel about the practice of Genital Mutilation (I personally find it barbaric, cruel and completely unjustifiable), the legal fact is that infant girls are protected against any Genital cutting of any kind and infant boys are not. Many feminists will argue that female Genital mutilation (FGM) is a magnitude of brutality beyond male Genital Mutilation and while that may be true, I do not find the “it’s only a little bit brutal” argument to be very compelling. It’s like saying cutting off a toe is okay because cutting off a foot is much worse. Ultimately, the argument clearly say men were discriminated right to Genital Integrity was given only to women child not the men. In India there are so many provisions that provide a girl child the right to Genital Integrity. Under Termination of Pregnancy Act, 1971 the killing of a female unborn child is a homicide. Sec 312 of the INDIAN PENAL CODE, 1860 causes miscarriage punishable. It says: “whoever causes a woman with child to miscarry, shall, if such miscarriage be not caused in good faith for the purpose of saving the life of the women, be punished with imprisonment of either description for a term which may be extend to three years, or with fine, or with both; and if the woman quick with child, shall be punished with imprisonment of either description for a term which may extend to seven years, and shall also be liable to fine”. Explanation: A woman who causes herself to miscarry is within the meaning of this Sec. The Indian laws provide us an detailed description on female infanticide/feticide. Thus, the right to Genital Integrity is only avail to the women 2. Women have the right to choose parenthood: Women were given absolute right to choose the parenthood and they absolve themselves from all legal, moral financial and social responsibilities for children, they did not intend and do not want. Women may abort the child before it is born, they may surrender the child for adoption without notifying or identifying the father or they may surrender the infant under Safe Haven laws and walk away from all responsibility and obligation. Women cannot be forced or coerced into parenthood, but they are legally allowed to force men into financing their reproductive choices. In many states, men can be forced into financial responsibility for children whom they did not biologically father. As long as a particular man is identified as the father, he will be held accountable. Paternity fraud is legal. In no state parental surrender is legal without express agreement of mother. For example in Indian penal code they have given clearly if any think done by any person to the held in the mother’s womb without her permission are held liable for punishment. Sec 315 discusses the offence of feticide and infanticide, “If a person commits an act with the intention of preventing the child from being born alive or an act that results in the death of the child after birth, that person is committing feticide/infanticide as long as they do not do it in the interest of the mother’s health or life. If a person does an act that amounts to culpable death which results in the quick death of an unborn child, he will be charged with culpable homicide”. Again, regardless of whether you agree or disagree with legal paternal surrender, the fact remains that women have the legal right to choose parenthood. Men do not. 3. Women have the right to be assumed caregivers for children: When parental relationships irretrievably break down, current custody laws assume one primary caregiver (almost always a woman) and one tertiary caregiver (almost always a man). In order to win equal or shared custody, the tertiary caregiver must litigate to prove they are worthy of equal parenting, a proposition that is not only very difficult to “prove”, it is also very expensive. The legal presumption of shared parenting upon divorce – that children have a legal right to an equal relationship with both their mother and their father following relationship breakdown – is strongly resisted by the National Organization for Women (NOW) and other feminist organizations who know that women will almost always win custody of children under the default laws. In actual fact, men who can afford to pursue legal remedies and challenge primary custody stand a good chance of winning, because women do not have the market cornered on loving or caring for children. So while the law does not specifically indicate that custody will be awarded to women, therefore women has the legal right to identify caregivers. Men do not. 4. Women have the right to call unwanted, coerced sex rape: The original FBI definition of rape specifically identified women as the victims, excluding the possibility of male rape victims. When the FBI updated that, it did so in way that includes a small minority of male rape victims but excluded most male rape victims by retaining the “penetration” clause. Penetration of any orifice must occur for rape to have happened. The FBI does collect another set of statistics though, under the category of “other sexual assault” – it’s the awkwardly named “made to penetrate” category, which includes men who were coerced, tricked or bullied into penetrative sex with women they would otherwise not have had sex with. The National Intimate Partner and Sexual Violence Survey similarly consider the two types of assault separately, despite the fact that occurrences are virtually identical. 1.27M women report rape and 1.26M men report “made to penetrate”. By collecting the information under separate categories, following the legal definitions, women have the right to have their rapes called “rape”. Men do not. Where as in India there are few laws which deals about crimes dealing with sexuality but with regard to women but not men, Sec 376 in The Indian Penal Code- “Whoever, except in the cases provided for by sub-Sec (2), commits rape shall be punished with imprisonment of either description for a term which shall not be less than seven years but which may be for life or for a term which may extend to ten years and shall also be liable to fine unless the women raped is his own wife and is not under twelve years of age, in which cases, he shall be punished with imprisonment of either description for a term which may extend to two years or with fine or with both: Provided that the court may, for adequate and special reasons to be mentioned in the judgment, impose a sentence of imprisonment for a term of less than seven years”. The term women in the Sec clearly say that this Sec is applicable only for women nor for men and recent Amendment of Criminal Law, 2013 is based on legal issues of women empowerment with sub themes on domestic violence, harassment at public offices and police response to women issues and it is named as NIRBHAYA, known as FEARLESS. 5. Women have the right to vote without agreeing to die In the US, citizens are free to exercise their constitutionally guaranteed right to democratically choose their own leaders through the process of casting a ballot in an election once they reach the age of 18. Women achieve this right by the simple act of surviving 18 years, which agreeing to be drafted. Men don’t. Conclusion: According to William Golding, “women are foolish to pretend that they are equal to men, they are far superior and always have been”. It’s the women who think that they are inferior to men without utilizing the available opportunities. So, it is to the women to avail all the necessary opportunities and develop their credibility. References: 1. Vangalaravinder, Dr. G. Shailaja, Women Literacy In India After Independence: A Study On Debatable Affinities And Divergences; Human Rights International Research Journal : ISSN 2320-6942 Volume 3 Issue 2 (2015), Pg 125-129 2. socialimpact.science.mq.edu.au/downloads/Social-impacts-Alert-2014.pdf 3. www.serialsjournals.com/serialjournalmanager/pdf/1328865015.pdf 4. global_india.tripod.com/current.html 5. Dr. Indoor Gangadhar, Role of Projects and NGOs on Women Empowerment; Human Rights International Research Journal : ISSN 2320-6942 Volume 2 Issue 1 (2014), Pg 135-139 6. books.google.co.in/books?isbn=156952050 7. books.google.co.in/books?isbn=8190657038 8. www.esa.doc.gov/sites/default/.../womeninstema-gaptoinnovation831.pdf 9. nipccd.nic.in/reports/rawe.pdf 10. Dr. K. Venkatsatish, Dimensions of Violence Against Women in Perspective; Human Rights International Research Journal : ISSN 2320-6942 Volume 2 Issue 1 (2014), Pg 140-144 11. books.google.co.in/books?isbn=818450134X 12. books.google.co.in/books?isbn=130449733X 13. books.google.co.in/books?isbn=818450246X 14. www.ibtimes.co.in/tamil-nadu-class-12-results-87-05-students-clear-exam-63161u 15. Dr S Jeyarani, Women’s Equality And Gender Justice In India; Human Rights International Research Journal : ISSN 2320-6942 Volume 3 Issue 2 (2015), Pg 130-132 16. www.l egalindia.com/women-reservation-bill-a-step-towards-women-empowerment 17. Indian Constitutional Law, M.P. Jain, Volume 6, Part –III & part-IV 18. ww.uis.unesco.org/Education/…/unesco-world-atlas-gender-education 19. B.V. Dhananjaya Murthy, Empowerment of Women in the Political Scenario; Human Rights International Research Journal : ISSN 2320-6942 Volume 2 Issue 1 (2014), Pg 116-118 20. ww.uis.unesco.org/ Home / Education 21. www.bizjournals.com/bizwomen/news/latest-news/2015/02/sheryl-sandberg-takes-on-office-housework-in-her.html?page=all 22. www.oxfordlearnersdictionaries.com/definition/english/stark_1 23. Challa Srinivas, Status Of Women Empowerment In India: Problems And Concerns; Human Rights International Research Journal : ISSN 2320-6942 Volume 3 Issue 2 (2015), Pg 122-124 24. www.who.int/mediacentre/factsheets/fs241/en/ 25. tcw.nic.in/Acts/MTP-Act-1971.pdf 26. The Indian Penal Code, 1860, K.D. GAUR, CHAPTER-XVI, SEC:312 27. womenshealth.gov/publications/our-publications/…/carEgiver-stress.pdf 28. U.S. Code § 920 - Art. 120 29. The Indian Penal Code 1860, K.D. Gaur, chapter XVI, SEC 376 30. 17 USC. Sec.8, 2000 31. 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WARNING! - Always check your child's neck to check its temperature: warm neck = ok, wet neck = too cold, cold neck = too warm. - Keep the bag away from your child to avoid suffocation. BELANGRIJK! - Voel altijd aan het nekje van uw kind om de temperatuur te controleren: warme nek = ok, natte nek = te warm, koude nek = te koud. - Houd het zakje uit de buurt van uw kind, om verstikking te voorkomen. OSTRZEŻENIE! - Zawsze sprawdzaj czy zapewniają one odpowiednią temperaturę, dotykając jego szyi: ciepła szyja = ok, mokra szyja = zbyt ciepło, zimna szyja = zbyt zimno. - Trzymaj opakowanie z dala od dziecka, by uniknąć uduszenia. ПРЕДУПРЕЖДЕНИЕ! - Всегда проверяйте оралитет на детето си, за да определяте температурата: топла шия = нормално, мокра шия = прекалено гореща, студена шия = прекалено студена. - Задържайте етикетките поддалече, докато подготвяте за използване за бебето. FIGYELMEZTETÉS! - Mindig ellenőrizd a gyermek nyakát, hogy ellenőrizd a hőmérsékletét: meleg nyak = ok, nedves nyak = túl meleg, hideg nyak = túl hideg. - Távolítsd el a csomagot a gyermektől, hogy megakadályozzod az elhullást. VAROVÁNÍ! - Toploú dětička vždy kontrolujte na jeho krku, teploé krví, vlhké krví – příliš horke, mokré krví – příliš chladné. - Udržujte také mimo dosahu dětička – hrozí riziko udusení. VAROVARING! - Kontroller alltid barnets nakke for att kontrollera temperaturen: varmt nakke = ok, vått nakke för varmt, kallt nakke för kall. - Håll säcken borta från barnet då för att undvika kvävning. ADVARSLER! - Kønnet altid efter i barnets nakke for at kontrollere temperaturen: varmt nakke = ok, vådt nakke for varmt, kaldt nakke for kald. - Håndfør søsken fra barnet dit for at undgå kvævning. VAROITUKSIA! - Viedä vauvan temppuraatia vatsa-vaatteessa, vähennä vaatteita, jos vaatteet ovat liian kuuma, kylmä vaatteet, liian kylmä. - Pidä vauvan vaatteet lähellä vauvan ulottuvuutta. Turvaherkkuvaivassa. AVARS! - Vediuk ojagatiet vrat vudog dijeteta da biste provjektovali temperatura: toplo vrat = ok, mokro vrat = preko toplje, hladno vrat = preko hladno. - Držite vrećicu podalje od vašeg dijeteta da biste izbegli gušenje. AWASI! - Selalu pegang leher anak itu untuk mengecek suhu tubuhnya: leher panas = ok, leher basah = terlalu panas, leher dingin = terlalu dingin. - Jauhkan plastik tas dari anak kau. Bahaya! Perhatian! 警惕！ - 嘗試在孩子的脖子上觸摸，以檢查其溫度：暖和的脖子 = 正常，溼的脖子 = 太熱，冷的脖子 = 太冷。 - 將袋子遠離孩子，以避免窒息。 주의! - 어린이의 목을 만져서 온도를 확인하세요: 따뜻한 목 = 정상, 습한 목 = 너무 뜨겁고, 차가운 목 = 너무 차갑습니다. - 어린이의 근처에 가방을 두지 마세요. 스트레스로 인해 숨을 막히게 될 수 있습니다. 警告！ - 检查宝宝的脖子以确认温度：温暖的脖子 = 正常，湿的脖子 = 太热，冷的脖子 = 太冷。 - 将袋子远离宝宝，以避免窒息。 1. Opening and Closing - a: Open the bag by pulling the zipper. - b: Close the bag by pushing the zipper. 2. Adjusting the Length - a: Adjust the length by pulling the zipper. - b: Close the bag by pushing the zipper. 3. Using the Bag with a Stroller - A: Place the bag on the stroller. - B: Secure the bag to the stroller. 4. Securing the Baby - a: Secure the baby in the bag. - b: Adjust the straps for comfort. 5. Additional Features - a: Use the additional features for extra comfort. - b: Secure the baby in the bag. 6. Temperature Guide - TOG 6: 10°C / 50°F - TOG 9: 0°C / 32°F - TOG 10: -10°C / 14°F - TOG 12: -20°C / -4°F 7. Additional Information - QR Code: Scan for more information. - Click: Secure the bag properly.	2109b484-e13c-4542-8f99-c30b6954e9ad	CC-MAIN-2024-18	https://www.cybex-online.com/on/demandware.static/-/Sites-cybex-master-catalog/default/dwc5b44548/pdfs/manuals/AC_GO_Snogga_2_EN/CY_171_9477_B1022_Snogga_2_QG_Digital.pdf	2024-04-17T09:37:21+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296817146.37/warc/CC-MAIN-20240417075330-20240417105330-00104.warc.gz	642,169,667	1,366	eng_Latn	eng_Latn	0.476397	hun_Latn	0.320758	[ "hun_Latn", "eng_Latn" ]	true	rolmOCR	[ 2671, 3546 ]	[ 2.671875 ]	1	0	HuggingFaceFW/finepdfs-edu
by Ina Schmidt Carlsen Verlag April 2017 / 96pp Children's & Young Adults' This book is outside of the five-year window for guaranteed assistance with English language translation. We suggest getting in touch with the relevant funding body for an informal conversation about the possibility of support. Please refer to to our recommendations page for books that are currently covered by our funding guarantee. new books in german Phil and Sophie's Little Book of Big Questions Kleine und große Fragen an die Welt mit Phil und Sophie review This is a quirky and memorable work of children's philosophy, in which the two protagonists – Phil and Sophie – explore ideas about how the world works in a set of thirteen themed investigations. It is an enjoyable, clearly-written book with engaging illustrations, which stands out for its commitment to making philosophy relevant to children's day-to-day lives. Best friends Phil and Sophie like to spend time together by a little stream near their houses, and they go there whenever they have anything important to discuss. The questions they ask one another include: 'Why does anything at all exist?', 'How do we recognise beauty?', 'What do feelings do to us?', 'How do I know that you're my friend?', 'Who will I be when I grow up?', 'What is right?' and 'What might it be like to be dead?'. Each section opens with a brief introductory consideration of the particular issue, followed by a short account of Sophie and Phil's conversation. At the end of the book the author provides a context for each of the questions posed in the text, citing famous philosophers where appropriate and offering practical encouragement to children to continue with their thinking. This is a perfect book for inquisitive children of all ages and those who look after them. 1 / 3 new books in german press quotes Un libro maravilloso que te lleva a reflexionar y a buscar respuestas por cuenta propia. – Nordbayerischer Kurier A wonderful book that moves you to reflect and to seek answers yourself. – Nordbayerischer Kurier about the author Ina Schmidt was born in 1973 in Flensburg and studied cultural studies in Lüneburg. While working on a doctorate in philosophy she realised that her principal interest lies in the relationship between philosophy and our everyday life. In 2005 she founded denkraeume, an organisation dedicated to bringing philosophical thought into real life. She writes articles and books, and gives regular talks and presentations. Schmidt lives in Reinbek with her husband, three children and two cats. rights information Carlsen Verlag (Germany) Contact: Daniela Steiner Tel: +49 403 980 4269 Email: email@example.com www.carlsen.de/lizenzen-rights Carlsen Verlag was founded in 1953 as a subsidiary of the Danish company Carlsen, Copenhagen, so that its series for younger children could be published in German translation. Carlsen Verlag Hamburg has been publishing its own titles since 1964, ranging from picture books for younger children to novels for young adults. Educational series include both fiction and non-fiction for kindergarten 2 / 3 new books in german and primary school levels. Carlsen Comics were the first to introduce comic books to the German market. 3 / 3	<urn:uuid:592c2c77-8654-4a6c-8f08-d13f8b1e717e>	CC-MAIN-2022-40	https://www.new-books-in-german.com/recommendations/phil-and-sophies-little-book-of-big-questions/?output=pdf	2022-10-02T00:10:17+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030336978.73/warc/CC-MAIN-20221001230322-20221002020322-00725.warc.gz	940,138,952	682	eng_Latn	eng_Latn	0.997568	eng_Latn	0.99807	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1814, 3137, 3269 ]	[ 1.875 ]	1	1	HuggingFaceFW/finepdfs-edu
Enhancing Secondary School Students’ Understanding of Descriptive Statistics Using a Modeling Instructional Approach Mulugeta Woldemicheal Gebresenbet¹, Mulugeta Atanfu Ayele² ¹Department of Mathematics, College of Science, Dire Dawa University, Dire Dawa, Ethiopia ²Department of Science & Mathematics Education, Addis Ababa University, Addis Ababa, Ethiopia Email address: firstname.lastname@example.org (M. W. Gebresenbet), email@example.com (M. A. Ayele) To cite this article: Mulugeta Woldemicheal Gebresenbet, Mulugeta Atanfu Ayele. Enhancing Secondary School Students’ Understanding of Descriptive Statistics Using a Modeling Instructional Approach. Education Journal. Vol. 6, No. 1, 2017, pp. 5-21. doi: 10.11648/j.edu.20170601.12 Received: October 12, 2016; Accepted: October 27, 2016; Published: January 10, 2017 Abstract: The purpose of this study is to explain how secondary students can enhance their understanding of descriptive statistics using Modeling Approach and to what extent do students improve their achievement of procedural and conceptual understanding in descriptive statistics using Modeling Instructional Approach. The study was conducted at two secondary schools in urban district in West Oromia Zone, Ethiopia. For comparisons, four grade nine sections with a total of 163 students were selected by purposive sampling technique. Quality Assurance Guide instrument was used to assess students’ models on Model Eliciting Activities (MEA). Standard questions were used for achievement tests on procedural and conceptual understanding of descriptive statistics. The quantitative data of the study was analyzed using descriptive statistics, and independent t-test. The qualitative data of the study was analyzed using thematic and content analyses. The findings of this study are: though students found MEAs cognitively challenging tasks, they constructed different models working in a team collaboratively. The study showed students more likely can enhance their critical understanding of descriptive statistics and gain modeling experiences working on relevant non-routine tasks like MEAs and doing project on their own themes. Also a statistically significant difference was found on conceptual understanding achievement test with medium effect size using Modeling Approach, but no statistical significant difference was found on procedural understanding achievement test except female comparison. The findings of this study suggested students more likely enhanced their understanding of descriptive statistics using Modeling Approach. Keywords: Descriptive Statistics, Non-Routine Problems, Model-Eliciting Activities, Understanding, Achievement 1. Introduction Modeling, as an alternative for problem solving, is getting recognition in Mathematics Education for advancing students’ understanding of a concept. However, research studies are needed on how to incorporate modeling problems in an education system so as to enhance students’ understanding of concepts and thereby improve students’ achievements. Therefore, in this study, teaching statistics using Modeling Approach, which establishes the problem leading to the study, is discussed. The background of the study, theoretical framework and modeling research, statement of the problem, objective and research question of the study, significance of the study, and delimitations of the study are described. 1.1. Background of the Study Teaching through problem solving considers problem solving as integral to the development of an understanding of any given mathematical content and process [1]. It is different from the practice of teaching for problem solving which deals with solving problems using the already taught concepts. It also differs from teaching about problem solving which deals with problem solving heuristics and strategies. A Modeling Approach in the study integrates Contextual and Socio-critical Modeling Perspectives for teaching statistics through problem solving and, therefore, justifies the statistics rather than treating it as a means to an end. Modeling problems could help enhancing students’ critical understanding to deal with problems of socio-cultural and environmental complex systems [2]. How far problems in textbooks contribute for critical literacy aim and how teachers utilize such problems that could promote critical understanding is an under researched area in mathematics education [3]. What remains to be explored is to study on mathematical or statistical modeling as a critical tool for enhancing students’ critical understanding of mathematics or statistics [4]. Specifically, across all walks of life, statistics is essential for understanding the world and serves as a critical tool for solving socio-cultural problems. For example, the modeling ability to interpret, describe, and explain data and communicate results of data analysis is crucial in day to day life [5]. One way to promote statistical reasoning is through data modeling [6]. However, there are very few studies that promote students’ statistical thinking and reasoning at school using data modeling [1, 7]. According to Sriraman and English [8], the issue of enhancing students’ statistical reasoning through data modeling requires ‘substantial research’. If students gain the habit of working on statistical problems using models of representation systems, then models as thinking tools will help students to develop statistical reasoning and problem solving abilities. Cobb [9] argues that, “Data sets are concrete, statistical models are abstracts, and every instant of modeling is an instance of abstraction-as a process”. However, surprisingly, there is little research on models and modeling in Statistics Education [10]. A major goal of mathematics education in Ethiopia is to develop problem-solving abilities of students in socio-cultural context of their everyday life which is stated in different official documents [11, 12]. Descriptive statistics is part of Ethiopian secondary school mathematics curriculum with the aim of teaching students for developing foundational concepts of statistics to solve problems related with ‘every bit of students’ everyday life’ [13]. The percentages of exercises and word problems tasks in statistics unit in Ethiopian Grade Nine mathematics textbook are 68% and 27% respectively. Although Ethiopian education policy and documents on mathematical curriculum recommend that there should be relevant problem solving activities on socio-cultural issues, the percentage of statistical problem solving tasks (4%) in Grade Nine textbook is very low and non-routine statistical problem solving tasks are almost non-existent. Researchers have indicated that covering the text book is the most common teaching practice in Ethiopia instead of engaging students with rich problem-solving tasks [14]. This may lead teachers to use simple textbooks problems, and as a result students couldn’t develop cognitive abilities to solve problems in novel situations. 1.2. Theoretical Framework and Modeling Research 1.2.1. Contextual Modeling Perspective It is for the purpose of motivating students in mathematics activities using real life problems and for developing their strategic competence to solve real world problems brought modeling come into existence in schools [15]. Because modeling activities starts from meaningful real life situations, students could develop positive dispositions towards the subject. Contextual Modeling also known as Models and Modeling Perspective established as theoretical perspective from research studies that have been done for more than three decades by Lesh and his colleagues [16, 17]. It blends two important, but separate research traditions in mathematics education: problem solving and conceptual development. That means, students would enhance their understanding of a concept as they solve modeling problems simultaneously. In this research the use of the term “mathematics” found in and referred to in Contextual and Socio-critical Modeling Perspectives literature includes statistics. Theoretical perspectives for Contextual Modeling Perspective research begin their roots from the perspectives of Piaget, Vygotsky and American Pragmatists such as William James, Charles Sanders Peirce, Oliver Wendell Holmes, George Herbert Mead, and John Dewey [18]. It is taken as a framework for developing models of students’ modeling. A model in this perspective is defined as “a system of describing or (explaining, or designing) another system(s) for clearly specified purpose [19].” Like Piaget, the perspective focuses on the development of elementary but deep cognitive structures with holistic characteristics that are not derived from characteristics of constituent parts [20]. It considers mathematics as the study of structures and the conceptual systems are with-in or between concept systems [21]. In Models and Modeling Perspective, conceptual development is far more piecemeal and situated than Piagetians suggest. It considers the term ‘decalage’ that Piaget used for ladder like a sequence of development stages from concrete to abstract understanding as fuzzy, poorly differentiated which occurs along a variety of dimensions: concrete-abstract, simple-complex, situated-decontextualized, external-internal, specific-general, intuitive-formal, and unstable-stable [19]. A Contextual Modeling perspective would consider students learning by putting them in situations where they express their current ways of thinking in forms that will be tested and revised in directions of increasing power without introducing the concepts as if they are new ideas following some other idea [16]. For instance, to teach the interconnected concepts like center, variability and distributions in descriptive statistics, it considers most students could be at intermediate stage of development for such concepts that it may not be good to teach them sequentially like ‘topic-topic-topic’ approach. A central goal of the perspective is to facilitate students’ development and refinement of their own abilities to interpret situations mathematically (statistically). Statistical concepts in descriptive statistics are difficult to learn because they are abstract [10]. So it would be possible to teach students by creating a learning situation through multiple dimensions of model development. For example, to learn about the statistical concept of mean, students could start from their own intuitive definitions, work on concrete activities like post-it note activities considering mean as a balance point, discussing its meaning on a media article and on textbooks and so on. In Contextual Modeling Perspective models could be expressed in external representation systems and they could be outside the mind. This is the case where it obviously differs from constructivism [22]. The perspective recognize that the only way that anybody can have access to another person’s internal conceptual system is when they are expressed using some expressed media or representation systems [16]. ### 1.2.2. Modeling Research There were only a few studies conducted on models and modeling processes in Statistics Education [10], but some studies using MEAs had been conducted and the relevant studies related to statistics education would be reviewed to answer the review question. The research background on the effectiveness of MEAs built on five areas: research on the use of MEAs in Science, Technology, Engineering and mathematics (STEM) areas which includes statistics; invention to learn activities and research on gifted education; the role of prior knowledge; and research on problem-based learning research on equity education. MEAs possess specific qualities that ask students to engage in multiple iterations to solve the problem similar to the engineering design process [5]. The process of creating and refining multiple iterations of the models has been referred to as the process of, ‘express, test, and revise’ [23] in an attempt to seek a highly refined mathematical model. Magiera [24] argued that MEAs have provided problem-solving experiences that help a wide range of mathematical expertise that creates problem solvers, innovators, inventors, self motivation and self reliance, logical thinkers, technological literacy which supports the goal of STEM. Researchers had found dramatic and positive results using MEAs in STEM education at different school levels [25, 1, 26, 27]. Statistics Education research studies had indicated that MEAs promote statistical reasoning and thinking at upper primary and at introductory statistics courses. By considering a real world problem, a set of data, the need for a solution, students would experience the statistical enquiry cycle [28] as they solve MEAs problems. Doer and English [29] investigated students at primary were able to create generalizable and reusable systems or models for selecting, ranking, and weighting data. To offer students statistical problem solving based on real data Garfield, delMas and Zieffler [30] showed how to develop MEAs funded by the CATALST (Change Agents for Teaching and Learning Statistics) project. Noll, Gebresenbet and Glover [31], using CATALST curriculum that involve MEAs, explored various ways to support students’ thinking and to help them answer informal statistical inference questions in introductory statistics using dynamic statistical software. MEAs have recently been shown to be effective in statistics education for catalyzing group discourse during cooperative learning [32, 33]. Cognitive researcher had found that students’ prior knowledge and institution had conflict with new learning [34]. Research suggested that the need for learning activities that help students work through inconsistencies in their prior knowledge and intuitions while at the same time building the scaffolding for future learning [34]. MEAs have been designed explicitly to reveal and test students’ intuition and prior knowledge while at the same time providing for extensions, revision, integration of these ideas to develop a foundation for more abstract, formal ways of understanding [35]. MEAs are primarily used to investigate students’ thinking and hold great potential in situation in which other assessment techniques fall short; a huge void is left in understanding why students come up with the answers that they do [5]. MEAs are typically used to ‘plow the field’ so that seeds of learning more formal content may be planted [30]. Researchers recommended that MEAs provides a richer set of assessment data [5, 17]. ### 1.3. Statement of the Problem According to Word Bank report [36], the quality of learning outcomes in developing countries has been poor. Ethiopia, one of the developing countries, has conducted four round national learning assessments on key subjects that includes mathematics in 2010 and 2013 for grade 10 and 12 students. Both the two assessments have showed that secondary students’ average achievement scores in mathematics were found to be low; and most students in secondary grade could not score at least 50% in mathematics [37, 38]. Traditionally, statistical curricula follow ‘linear and hierarchical approach’ to teach students foundational statistics concepts adopting from the formalist mathematics culture [39]. For example, many students are taught about data distribution, measure of center, and variation sequentially on how to construct them rather than how to use them to think with data. Modeling needs to be integrated within all topic areas across the mathematics curriculum, and, there is a need, across disciplines [1, 40]. There is, however, a limited research on how to integrate other disciplines within mathematics curriculum which can be done through modeling instruction [1, 26]. Modeling, as an alternative for problem solving, is getting recognition in Mathematics Education for advancing students’ understanding of a concept [8]. However, research studies are needed on how to incorporate modeling problems in an education system so as to enhance students’ understanding of concepts and thereby improve students’ achievements [20]; and little is known about Socio-critical Modeling that uses mathematics or statistics as a critical tool for analyzing and solving socio-cultural problems [3]. The more teachers incorporate and implement relevant non-routine real-world problems within the curriculum, the better their chances of enhancing secondary students’ understanding of descriptive statistics by giving them an opportunity to develop their sense making and explain their reasoning iteratively. Using Modeling Approach, student could construct, revise and refine models; and they may enhance their understanding of descriptive statistics and apply statistics as a critical tool with positive attitude to solve problems in socio-cultural problems. 1.4. Objectives of the Study The major objective of this study is to explain how secondary students can enhance their understanding of descriptive statistics using Modeling Approach and to what extent do students improve their achievement procedural and conceptual understanding in descriptive statistics using Modeling Instructional Approach. The specific objectives of the study were: To explain how secondary students can enhance their understanding of descriptive statistics using Modeling Approach To assess the extent of secondary students improve their achievement of procedural and conceptual understanding in descriptive statistics using Modeling Instructional Approach 1.5. Research Questions Based on the above objectives the following research questions are tested in the study. 1. How secondary students can enhance their understanding of descriptive statistics using Modeling Approach? 2. There is no significant mean scores difference between students who have learnt using Modeling and Non-modeling Approach on achievement of pretest, posttest, procedural and conceptual understanding of descriptive statistics. 1.6. Significance of the Study A study of the Modeling Approach to teach statistics is important for several reasons. First, it helps to lay the ground for further similar empirical studies across different school settings and populations on how to enhance students’ understanding of descriptive statistics. Second, it serves as a basis for further effectiveness and large scale studies for teaching statistics using Modeling Approach. Third, the study will show research directions on how to design curriculum using transformative modeling framework in order to teach students with social justice aim using statistics as a critical tool. Fourth, it will help teachers as a heuristic devise on how to prepare and implement relevant non-routine problem solving tasks like MEAs. Fifth, the study will provide directions on aspects of professional development that have to be given for teachers for teaching statistics in secondary schools. Finally, it will serve as an available asset for policy decision makers, curriculum developer, and assessment builders on how to include relevant non-routine problem solving tasks in an education system. 1.7. Delimitations of the Study This study is conducted in under-privileged urban secondary schools setting in West Oromia Zone in Ethiopia. It focuses on one statistics unit that contains descriptive statistics lessons. The descriptive statistics deals with basic ideas of data, distribution, center and variability. The study site is delimited to one district in two governmental secondary schools in non-technological school learning environment except the use of calculators, post it notes and plastic meters. 1.8. Structure of the Study This study covers five main topics. The first topic introduced the background of the study, theoretical framework and modeling research, statement of the problem, objective and research question of the study, significance of the study, and delimitations of the study. The second topic establishes the study’s materials and methods and provides research approach and design and a rationale for using transformative embedded mixed method research, the sampling techniques and participants, instructional design for the modeling approach, instruments of data collection, validity and reliability of the instruments and data analysis. The third topic presents and discusses on Modeling Approach intervention based on classroom observation and students’ reports on MEAS. Then, this topic presents and discusses on students’ achievements based on quantitative students’ scores data on procedural and conceptual understanding achievement tests of descriptive statistics. The fourth topic discusses on the general findings of qualitative and quantitative data towards answering the leading research question in the study. The fifth topic ends with conclusions and recommendations of the study for research and practice. 2. Materials and Methods This topic presents the research approach and methods used to investigate secondary students’ understanding of descriptive statistics using Modeling Approach. A transformative embedded mixed design in a pragmatism paradigm underpinned this study. To answer the research questions and to test the hypotheses, a transformative embedded mixed research design with lens of two modeling perspectives were used. 2.1. Research Approach and Design The research problems of this study led a transformative embedded mixed method approach both quantitative and qualitative forms to be utilized [41]. The rationale for choosing the research approach was the nature of the mixed research question; that is, to what extent and how students’ enhance their understanding of descriptive statistics using Modeling Approach. To investigate to what extent and how students’ enhance their understanding of descriptive statistics using Modeling Approach may be complex at classroom level which involves intertwined understanding strands that may require simplification of discrete variables and more holistic qualitative approach. The transformative embedded mixed design in this study used quasi-experimental design for collecting quantitative data using achievement tests. The rationale for using quasi-experimental design is to compare the effect of teaching approaches in the natural school setting, not by assigning students to random or equated groups but by following students in groups formed by their schools and using statistical methods to control for prior achievement [42]. To test the research hypothesis, the quasi-experimental design used in this study is known as non-equivalent control group pretest and posttest design as shown below. \[ \begin{array}{cccc} \text{Experimental Group:} & \text{NR} & O_1 & X & O_2 \\ \text{Control Group:} & \text{NR} & O_1 & O_2 \\ \end{array} \] In this design, NR represents non-randomization, $O_1$ represents pretest, $X$ represent the treatment implemented, and $O_2$ represent the posttest [43]. For explaining the intervention (the Modeling Approach), case study design was used based on the data that included students’ solution artifacts on MEAs. The case study used was explanatory type to answer the how research questions on students’ understanding of descriptive statistics using Modeling Approach [44]. The unit of analysis in this study was classroom practices of Modeling Approach, teams of students who participated on the intervention to investigate how students’ enhance their understanding of descriptive statistics. Besides, means of students’ achievement scores on procedural and conceptual understanding were compared. ### 2.2. Sampling Techniques and Participants This study was conducted at West Oromia Region schools (School A and School B; pseudonyms) in Ethiopia based on grade 9 secondary mathematics school curriculum which had one unit of descriptive statistics with 22 period allotments. From the two high schools, 163 students participated in this study from four grade 9 sections. Two teachers were selected one from school A, and the other from school B based on their willingness to participate in the research, and then two non-equivalent intact grade 9 classes from each school taught by the selected teacher were selected. The sampling method used to select the four classes for the quasi-experimental design was purposive sampling because the method would allow creating intact classroom group for the quasi experimental design. Lottery method was used to assign classes for Modeling and Non-modeling Approaches in the two schools. In both schools, one class of students was taught using Modeling Instructional Approach and the other as a comparison class was taught using Non-Modeling Instructional Approach. ### 2.3. Instructional Design for the Modeling Approach Three MEAs were designed for this study as described in Table 1 based on the six principles of constructing MEAs [16] with other statistical activities using representations systems. The MEAs had four main components: newspaper article, readiness or warm up questions, data table, and a problem statement. Each component serves a valid purpose and used to engage problem solvers in the task [45]. \| Title of MEA \| Problem Context \| Statistical Concept \| Objectives with Social Agency \| \|-----------------------\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-------------------------------------------------------------------------------------\|------------------------------------------------------------------------------------------------\| \| Safe-Water \| Students are asked to write a report based on 20 households data to give an awareness program for rural people how to drink safe water and keep their environment sanitation and hygiene. Students are asked to write a report based on three grade 9 sections of students’ data on the contribution of money to Ethiopian Millennium dam which is going to be sent by the director for the news agency. \| Different graphs, distribution, average, little or a lot variability \| To provide awareness on health and sanitation problems \| \| Millennium Dam \| \| Outliers, measure of centers (mean, median and mode) Range \| Empower students on their contribution for developing their identity \| \| Tourist \| Students are asked to give reliable information based on the weather data of five tourist sites on what to eat, cloth and shoes to wear. \| Distribution , measure of center, measure of variation \| Use variability in everyday life like knowing variability of weather conditions \| The purpose of the newspaper was to familiarize students with the context of the problem and to develop their statistical literacy. This article required 15 minutes or so to read and provide further information for the second part of MEAs. The second part of an MEA was readiness questions or warm-up questions. These questions were designed to evaluate their understanding of their reading and basic statistical literacy ability of the media article. The third part of MEA was a problem statement which required students pose and solve problems on the socio-cultural problem situations. The fourth part of an MEA was usually a data table that may be used to solve the problem. After finishing the MEA, there would be other follow up activities that used system of representations and MEA extension problems. For example, in Safe-Water MEA students were introduce other graphs from simple graph type dot plot to histogram and how to interpret by comparing distribution of various graphs. Then, as assignment students wrote a report for Ministry of Water and Energy on Safe-Water MEA based on their own data and got feedback on the structural similarity of the pervious client report on Safe-Water MEA. Students were expected to use the newly introduced representation systems in the MEA extension problem. ### 2.4. Instruments of Data Collection #### 2.4.1. Probing Work-Sheet for MEAs Based on the modeling cycle, a worksheet with the following probing questions were prepared and given for the students: What is the thing that the client wants you to do for him/her? How could you use the data using your model so that it is meaningful for the client purpose? Could you show how to use the statistical models to provide some solution for the problem? What are your interpretations on the models you made in question 3? Do you think your statistical models enough for the client purpose and have limitations? Write your team report/letter/news. Quality Assurance Guide The quality assurance Guide was designed to help teachers, researcher and students evaluate the products that were developed in response to the MEAs with the following characteristics: (a) the goal is to develop conceptual tools, (b) the client purposes are known and met, and (c) the tool must be sharable with other people and must be useful in situations where the data are different than those specified in the problem as shown in Table 2. \| Performance Level \| How useful is the product? \| What might the client say? \| \|-------------------\|------------------------------------------------------------------------------------------\|-------------------------------------------------------------------------------------------\| \| Level one: Require Redirection \| The product is on the wrong track. Working longer or harder won’t work. The students may require some additional feedback from the teacher. \| “Start over. This won’t work. Think about it differently. Use different ideas or procedures.” \| \| Level two: Require Major Extensions or Refinements \| The product is a good start toward meeting the client’s needs, but a lot more work is needed to respond to all of the issues. \| “You’re on the right track, but this still needs a lot more work before it’ll be a form that’s useful.” \| \| Level three: Requires only Minor Editing \| The product is nearly ready to be used. It still needs a few small modifications, additions, or refinements. \| “Hmmm, this is close to what I need. You just need to add or change a few small things.” \| \| Level four: Useful for this Specific Data Given \| No changes will be needed to meets the immediate needs of the client. \| “Ahhh, this will work well as it is, I won’t even need to do anything”. \| \| Level five: Sharable or Reusable \| The tool not only works for the immediate situation, but it also would be easy for others to modify and use in similar situations \| “Excellent, this tool will be easy for me to modify or use in other similar situations-when the data are slightly different.” \| The Quality Assurance Guide was used to quantitatively assess students’ models. The levels were designed to categorize how well students’ solution artifacts or reports satisfy the needs of the client and how well they explained their reports in general way [35]. The range of response went from level 5, where the response satisfied the needs of the client for the current situation and for other similar situations as well, 1, where the response were going in the wrong direction and the team would need to rethink their reports completely. ### 2.4.2. Pretest and Posttest Assessments To investigate the extent of prior statistical knowledge differences between Modeling and Non-modeling groups, an assessment was designed from Ethiopian National Primary Leaving Mathematics Examinations by selecting 15 questions related to basic statistics concepts from year 2008-2014. This assessment which was used as a pretest contained 15 items and all were closed ended multiple choice items. The items dealt with basic concepts of reading graphs like pie chart, bar graphs and calculating percentage, mean, median and mode. Two posttests assessments were used to compare students’ procedural and conceptual understanding of descriptive statistics after they learnt descriptive statistics unit. The posttest on procedural understanding had been collected from Ethiopian Secondary Leaving National Mathematics Examination from 2008 to 2014. The test contained 15 closed ended multiple choice items and the questions asked were procedural questions for calculating measure of center and measure of variation, identifying primary and secondary data, and reading information from bar graph. The other posttest given was on students’ conceptual understanding of descriptive statistics. The items contained 15 closed-ended multiple choice items and selected from the ARTIST website which includes statistical reasoning assessment items on descriptive statistics. ARTIST assessment items were created for assessing statistical literacy, reasoning and thinking [10]. The researchers adopted the ARTIST assessment items related with the conceptual understanding of descriptive statistics. ### 2.5. Validity and Reliability Content and face validity were used for this study. The instruments were provided for experts in the field to review the instrument and for language experts if there were any difficulty in the language use. Finally, 10 teachers at three schools who taught the lesson were asked to give comments on pretest and posttests of the achievement instruments. Test items which did not fit the purpose were dropped based on experts and teachers comments. Test-retest reliability tests were used to check the reliability of achievement tests on the intervention. The students in the pilot study took the tests and one week later took the same test again. A test-retest reliability analysis yielded a reliability of 0.85 for achievement pre-test, 0.71 for posttest in procedural understanding achievement test and 0.75 for conceptual understanding achievement test. Triangulation, peer review and debriefing, negative case analysis, clarification of researcher bias, member checking, and external audit was used for the qualitative data. ### 2.6. Method of Data Analysis Both quantitative and qualitative data collection methods administered during and after the implementation of the Modeling instruction. The source of data for the research was students’ reports on the four MEAs and achievement tests. Content analysis of teams of students’ models on the four MEAs was made using Quality Assurance Guide. Descriptive statistics such as means and standard deviations of pretests and posttests students’ scores were reported. Data on achievement tests on procedural and conceptual understanding of descriptive statistics were analyzed using t-test based on the statistical assumptions. 3. Results The result is on Modeling Approach intervention based on students’ models on the MEAs with follow up activities to answer the research question on how students enhance their understanding of descriptive statistics using Modeling Approach. 3.1. Students’ Models for MEAs 3.1.1. Students’ Models for Safe-Water MEA For safe-water MEA a newspaper article with title ‘ETHIOPIA: Safe water - a glass half full’ is given as a reading homework to students. For the next class readiness or warm up questions were given for discussion like: How is water treated in your family? Do you drink tap water, boiled water, spring water or rain water? How many glasses of water do you drink per day in average? Explain. Have you ever seen or heard about how Ethiopian rural people fetch and treat drinking water? What do you think children under the age of 5 are much more vulnerable for water born diseases? Next students were introduced different types of graphs and interpreted by comparing distribution of various graphs. Finally, students were given a data table on ‘Demography and background information for 20 families’ households’ and asked to write the report and prepare the posters. Therefore, below are the responses of students’ model at different levels. a) Students’ Models at Level 1: Safe-Water MEA: Two teams of students were at level 1 on Safe-Water MEA. The reports were unrelated to the clients’ needs and did not fit the purpose of the task. For example, one team of students drew the bar graph as shown in Figure 1 and a report. First, they drew the bar graph putting on the x-axis the name of the representative of the 20 householders. Then, they drew the annual income of householders in thousands on the y-axis. The report and a bar graph presented by the team of the students’ model on Safe-Water MEA at Level 1 were as follows. Report: Dear Ladies and Gentlemen, today we will give you an awareness program on keeping the sanitation of latrine houses. We have drawn a bar graph with the income of family in thousand birr and the number of children whose age are greater than or equal to the age of 5 years old. From the graph, we see that a family with 22 thousand birr income has 4 children, a family with 15 thousand birr income has again 4 children and a family who has 40 thousand birr income has 5 children and so on. Each family has better income and at least has 2 children at home. Thus, a family should keep the latrine clean together and should not use open defecation and wash hands after going to latrine house. We thank you for your attention! ![Figure 1. Team of students’ model on Safe-Water MEA at Level 1.](image) They tried to modify the graph putting the income of householders on the x-axis and the number of children on the y-axis. But, they couldn’t justify why they drew the graph. In addition, the report merely included little data from the provided data table and partial data was used for the bar graph. The report needs a complete redirection. b) Students’ Models at Level 2: Safe-Water MEA: Seven teams’ of students were at this level. One team of students’ drew pie chart on drinking water sources and histogram on the number of families whose age was greater or equal to 5 as shown in Figure 2. The team drew a histogram with the bars overlapping, but the variable on the x-axis was a discrete variable. The team showed meaningful interpretation, though they selected only two variables. The work was on the right direction, but it needs adjustment to satisfy the clients’ needs. The team had to redraw the histogram by labeling the axis and making the bars non-overlapping. The report and a histogram presented by the team of the students’ model on Safe-Water MEA at Level 2 were given below. Report: Good morning! Today, we will see how to treat drinking water in a family. Based on our data as shown in the pie chart, for 20 householder families 40% of drinking water source is protected well, 35% -borehole, 15% -spring and 10% comes from rain water. The histogram has also showed the number of family members whose age is greater or equal to 5. There are 3 householders who have 2 family members, 6 householders who have 3 family members, 5 house holders have 4 family members and another 5 householders have 5 members and one householder have the maximum number of family members which is 6. Dear families, the water you drink is not well treated which causes many water born diseases like typhoid and typhus. We should first boil the water and then cool it for drinking purpose. Every family member should feel responsible for keeping the water safe. We thank you for listening! householders. Children are most affected by unsafe water. We recommend the following solution: (1) All people have to wash their hands, and (2) All people have to save the children. Next time we will see how to filter and treat the water. ![Figure 3. Team of students’ model on Safe-Water MEA at Level 3.](image) d) Students’ Models at Level 4: Safe-Water MEA: One team of students’ was at level 4. The team wrote the report to give an awareness program for the society. The team drew histogram for the income of the householders for 20 families and the income ranges from 13 thousand birr to 90 thousand birr. They also drew bar graphs and pie charts. Then, they made association with the area each householders had in its compounds. They could see the paradox in that the area the 20 householders own was large and they had high incomes. But, half of the householders with their family practiced open defecation. This was interesting, because they had created relations among the variables looking at some data pattern. But, the report might not be sharable or reusable if the data provided or the context was different. The report presented by the team of the students’ model on Safe-Water MEA at Level 4 was given below. Report: Dear Ladies and Gentlemen, Good morning! We have called you to solve the problems the community have for building the latrine and keeping our environment safe and wash our hands. Based on our data we found that 20 householders had better income and enough area. The people income ranges from 13 thousand birr to 90 thousand birr yearly. It surprises us because half of them (50%) practice open defecation and lack no latrine houses. Most of the people use water sources like protected well (40%), borehole (35%), spring water (15%), and rain water (10%). All of this water sources may contain impurities and should be treated. But, we need also to build pump water or ask the government to get tap water service. So we need to solve the problem together. How could we create awareness for every member of our family young and old to wash hands? How we build latrines in our compound? And how do we get safe drinking water? Please, give us your comments if you have any better options! ### 3.1.2. Students’ Models for Millennium Dam MEA The second MEA is on Millennium Dam with title ‘Dams and hydropower in Ethiopia’ is given as a reading homework to students and followed by readiness or warm up questions for discussion such as: What is the average capacity of hydropower plants commissioning before 2012? What will be the average capacity of hydropower commissioning in between 2012 to 2015? Compare your answer with the first question. Which contractor has done the most hydropower plants in Ethiopia? Which country or organization supports Ethiopia most in constructing hydropower plants in terms of cost? And “Poverty is our number one enemy!” Explain the pros and cons of using hydropower plants in Ethiopia in relation to our poverty? Next students were given a data table on ‘the contribution made by Karamara secondary High school students in three grade 9 sections to build the Millennium dam which is collected by the school record office’ and asked to write the report. Therefore, below are the responses of students’ model at different levels. a) Students’ Model at Level 1: Millennium Dam MEA: Two teams of students were at this level. One team wrote the report without meeting the client’s needs as shown below in the report, because the director wanted a news report to be given for a news agency based on three Grade 9 sections money contribution for the Millennium dam. The models needed to be done again with teacher’s feedbacks. The report presented by the team of the students’ model on Millennium dam at Level 1 was given below. NEWS: Secondary Students in School A contribute money for the Millennium Ethiopian dam by buying a bond of 2415 birr. The school director Teshome Bikila told the media that it is not the first time for students to buy bonds for the Millennium dam. He explained that the students’ strong contribution will continue in the future. Some students stated that besides their education they are ready to give support for the country’s continuing development and be there to give the necessary help. They said that this bond buying is one part of ensuring the country’s development. We present the details as we get more on the NEWS! b) Students’ Model at Level 2: Millennium Dam MEA: Four teams of students were at this level. One team of students’ report included the number of the participation of girls and boys as shown below in the news. The report did not include other data like what were sources of money the students got to contribute for the Millennium dam and the age of students who made contribution. The report presented by the team of the students’ model on Millennium dam at Level 2 was given below. NEWS: Here are the breaking NEWS! First the headlines! Secondary students in school A have contributed money for the Millennium dam. I am Alexander Fikadu, the presenter. Stay with us! In Oromia town, students in secondary school have supported by donating money to Ethiopia Millennium dam. From the three sections a total of 2364 birr has been donated and separately grade 9 section A students has contributed 771 birr and each students in average contributed 38.55 birr. In this section equal number of girls and boys were participated. In grade 9 in section B, students had contributed 837 birr and each students in average contributed 41.5. In section B, 7 girls and 13 boys participated. In section C, students had contributed 576 and each students in average contributed 37.80 birr. In section C, 11 girls and 9 boys participated. c) Students’ Model at Level 3: Millennium Dam MEA: Twelve teams of students were at this level. They were similar to teams at level 2, but they used more than three models like sum, mean and mode or median and mode. They worked on more than three variables on the provided data. For example, one team of students wrote a report working on four variables: sex of the students, amount of money contribution, sources of money contribution and sections of a student as shown below in the news. The students had used mean and mode to prepare the news; however, they could not identify the mean was affected by extreme values. They did not use the age of the students from the provided data to satisfy the client’s need. In their report, they used figures like 39.9834 birr which may confuse listeners, since it is not common way to describe currency with four decimal places. The report presented by the team of the students’ model on Millennium dam at Level 3 was given below. NEWS: First the Headlines! Students in School A have contributed money for the Millennium dam. Students in three grade 9 sections contribute 2399 birr and 32 girls and 28 boys take part in the contribution. All students in average contributed 39.9834 birr. The sources from where students get the money for the dam contribution include families, friends, uncle, brother and the like. Out of these sources most students contributed from their pocket and they are 24 students. To finalize the news, students’ contribution for the Millennium dam is encouraging. d) Students’ Model at Level 4: Millennium dam MEA: One team of students was at this level. The team identified that one student in section B had contributed 200 birr which attributed section B students’ contribution to be the highest among the three sections as shown below in the news presented by the team of students. The team had used models like sum, extreme value, median and range. They had used variables such as students’ age, sex, students’ contribution of money, and students sections. They used the provided data and variables except money source to prepare the report. They recognized the highest value which could affect the mean of section B contribution. This created an opportunity to teach the median is more appropriate than mean, whenever data contain extreme values or outliers. The report presented by the team of the students’ model on Millennium dam at Level 4 was given below. NEWS: Here is the news! First the headlines! From three grades 9 sections, 28 girls and 32 boys had contributed money for the Millennium dam. The girls’ participation is encouraging. Students’ ages in the three sections are between 13 and 22. From the three sections, students in section B contribute the highest amount, because one student has contributed 200 birr. The students contributed 2399 birr. In average, a student contributes close to 35 birr. We ask, your excuse, not showing you the video. We have finished the news and invited you to watch the rest programs! 3.1.3. Students’ Models for Tourist MEA The third MEA is on Tourist with title ‘Ethiopia’s Historical & Natural Tourist Attractions’ is given as a reading homework to students and followed by readiness or warm up questions for discussion such as: What does it tells you about the temperature in Addis when it says in an average the temperature is 61 degrees Fahrenheit? What do you think the temperature in Addis Abeba might be for 6 different days in the year? Why do you make these choices? Next students were given a data table on ‘the climate data for the four tourist attraction sites’ and asked to write a report for the tourist describing and comparing the climate data for the four tourist attraction sites telling them what type of clothes they should wear and what type of food(drinks) they should take or have. Therefore, below are the responses of students’ model at different levels. a) Students’ Models at Level 1: Tourist MEA: Two teams of students were at this level. For example, a team of students gave general information on what clothes and shoes to wear, what food to eat and what drinks to drink, but they barely used data in their report to meet the client needs. The report presented by the team of the students’ model on Tourist MEA at Level 1 was given below. Dear Tourist, it is advisable that a tourist visit a country in September because the weather condition is conducive. When the tourist wants to visit a country, he should not bring clothes for cold weather, that is, he/she should bring light clothes. The shoes should be Sandals as there is no snow in the tourist sites. The tourist needs to bring an umbrella in case it rains. Besides, the tourist should bring fast foods and cold drinks. M.D = 28+23+35+23/4 =23 M.D= -/5/+/-7/+/-5/+0/ divided by 4 equals 7 and M.D= 1.25 b) Students’ Models at Level 2: Tourist MEA: Eight teams of students were at level 2. They used only one model which was range to describe the average annual temperature of two tourist attraction sites out of the four sites. They used partial data of the provided data and they tried to give information on two tourist attractions sites. The reports needed further refinements using more variables and data to furnish the tourist with good information for the four tourist sites. The report presented by the team of the students’ model on Tourist MEA at Level 2 was given below. Dear Tourist, Welcome to the attractive tourist sites of Ethiopia! We would like you to introduce two historic tourist attraction sites in Ethiopia. The two sites are known as Harar and Aksum. Harer is a city protected by stone wall and it is recognized by UNESCO. The people of Harer are well known for their hospitality and love. Both Christian and Muslims have lived in Harmony for centuries. Harer is found at an altitude of 55m above sea level. The range of average temperature and rain days for a year in Harer is 5 degree centigrade and 9 respectively. Axum is a city well known for its obelisks for example one obelisk has a height of 33 meters. Aksum is found at an altitude of 2355 m which is at higher altitude than Harar. The range of average temperature and rain days for a year in Harer is 3 degree centigrade and 9 respectively. Dear tourist, Harar is hotter than Axum. You need to visit both places, because both of them are historical places and their social life and culture are interesting. Good Luck! c) Students’ Models at Level 3: Tourist MEA: Eight teams of students were at level 3 on Tourist MEA. For example, a team of students at this level used two models (range and bar graphs) to give information to the tourists using the provided data. They tried to present the data using bar graphs and range on average annual temperature on the two tourist attraction sites. The report and bar chart presented by the team of the students’ model on Tourist MEA at Level 3 were given below. Dear Tourist, We would like to give you reliable information about health requirement, customs, transport, time, currency, topography, etc. We would like to introduce two tourist attraction sites which are known as Axum and Lalibla. The range of the annual average temperature of Axum is 30c and the range of the annual temperature of Lalibla is 150c. So the Lalibla temperature is hotter than the Axum temperature. So if you go to Lalibla you must wear white or light clothes, since it will be hot there. You can see and compare the temperature difference using the pair of bar graphs as shown for the two sites. Come and visit us we will give you further information! ![Figure 4. Team of students’ Model on Tourist MEA at Level 3.](image) d) Students’ Models at Level 4: Tourist MEA: One team of students was at level 4. Similar to team of students at level 3, the team had used range and bar graphs. But the team of students gave description on the rainfall amount of the four places in addition to using the average annual temperature. The report and bar chart presented by the team of the students’ model on Tourist MEA at Level 4 were given below. Things to do for Tourist! There are many things that we do for tourists; they may come from a country far from Ethiopia. Thus, they may not know our local languages that we have to translate the local language for them. We can also help them by carrying their goods, food, clothes and other necessary materials. We can also use range to show the tourist sites climate variations to give information for tourists. - Axum- has low range because $18 - 15 = 30$°C and rain-high = 11 mm - Lalibela-has high variation because $28 - 13 = 150$°C and rain-low= 1 mm - Gonder-has high variation because $35 - 23 = 120$°C and rain-low = 1 mm - Harar-low variation because $28 - 23 = 50$°C and rain high = 9 mm Dear tourists, welcome to the attractive sites of Ethiopia. Ethiopia is a country abundant with varied tourist sites which are attractive and you will have memories of these sites in your mind. We will say, welcome again! Now I am going to tell you about Ethiopian tourist sites. Ethiopia has many innumerable tourist sites that it is difficult to count in short period of time. Among the well known sites by tourism sector, we take today Axum, Lalibla, Gonder and Harar. We can see different amazing things at these places. Our dear tourists, if you want to come to Axum, you have to wear sweater, normal trousers and you need to have tea because there will be rain days. Again if you want to come to Lalibla, you have to wear t-shirt and need to have cold water and you have to have vegetable food because this place is very hot. As we notice from the graphs most months have high variation by temperature. At the end, please try to come to visit Ethiopian tourism. ![Figure 5. Team of students’ model on Tourist MEA at Level 4.](image) e) Students’ Models at Level 5: Tourist MEA: One team of students was at level 5. The team’s report assumed to be sharable and reusable as the students used all the variables from the provided data and different models to describe the four tourist sites. They interpreted the data correctly within cultural contexts of the tourist sites like wearing style, social life of the people. They presented the information as if it was given in FM radio transmission. The report presented by the team of the students’ model on Tourist MEA at Level 5 was given below. This is Ethiopian FM RADIO! Dear tourists, first welcome to Ethiopia! We are happy to announce you that you will be happy for visiting Ethiopia, the country which has several historic, cultural and wildlife tourist attraction sites. Among the cities for tourist attractions I will give you important information on Harer and Gonder. And Helen will give you information about the attractive tourist sites of Lalibla and Axum. Please be with us! Based on data, Harer is located at an altitude of 55m above sea levels. It is known for its people kindness and the city is called a ‘love country’. And thus, this culture is closer to Brazilian culture and that many Brazilian come to visit Harar. The range of the average temperature for Harar for a year is 5 degree centigrade with medium temperature. Thus, we need to wear light clothes like traditional Harar clothes called ‘dereya’. When we look at the rainfall amount it has a standard deviation of $\sqrt{6.24}$. When we go to Gonder, it is located at an altitude of 380m above sea levels and it is a city that we found several historic and cultural places to visit. The range of the average temperature for Gonder is 12 degree centigrade for a year with hot temperature. The standard deviation of the rainfall amount of Gonder for the year is $\sqrt{2.39}$. Now, Helen will present you information on other two cities. Thank you Hanan! I will present you information on the great Ethiopian cultural Heritage placed called Aksum and Lalibla. Axum is a place where it attracts many tourists in the world and located at an altitude of 2355m. The range of average temperature for Axum is 3 degree centigrade which means it is not a hot place. The standard deviation of the rainfall amount is $\sqrt{14.85}$ and you can wear whatever cloths you like. When we see Lalibla, it has range of average temperature of 15 degree centigrade. The people who lived in Lalibla often wear white clothes to reflect the sun light radiation. You could also stay there wearing light clothes suitable for the weather condition. Lalibla is located at an altitude of 74 m from sea level and the standard deviation of the rainfall amount is $\sqrt{1.34}$. Thank you for staying with us! We will meet in another program. Table 3 using Quality Assurance Guide for the four MEAs indicate that the percentage of number of teams of students’ solution at level 1, 2, 3 and 4 were 10%, 38.8%, 45% and 5% respectively. Only one team of students’ solution was considered at level 5 across the four MEAs. The majority of teams of students were at level 2 and 3. Table 3. Number of teams’ at the five performance levels for the four MEAs. \| Performance Level \| MEA-1 f (%) \| MEA-2 f (%) \| MEA-3 f (%) \| MEA-4 f (%) \| \|-------------------------------------------------------\|-------------\|-------------\|-------------\|-------------\| \| Level one: Requires Redirection \| 3 (15%) \| 2 (10%) \| 1 (5%) \| 2 (10%) \| \| Level two: Requires major extension or revision \| 7 (35%) \| 8 (40%) \| 8 (40%) \| 8 (40%) \| \| Level three: Requires editing and revision \| 9 (45%) \| 9 (45%) \| 10 (50%) \| 8 (40%) \| \| Level four: Useful for the specific data given \| 1 (5%) \| 1 (5%) \| 1 (5%) \| 1 (5%) \| \| Level five: Shareable and reusable \| 0 (0%) \| 0 (0%) \| 0 (0%) \| 1 (5%) \| ### 3.2. Follow up Activities a) Follow up Activities for Safe-Water MEA. Students did the following follow up activities on Safe-Water MEA: distinguishing distribution, little or a lot variability and Safe-Water MEA extension problem. Students in a team of three or four compared different distributions of dots plots and explained possible reason why students’ score in mathematics could differ using center and variation informally as shown in Figure 6. Students were also introduced the concept of variability informally by asking them to describe whether a variable had a little or a lot of variability that could measure about themselves on a daily or weekly basis and examine over a period of week or month. Finally, revisiting Safe-Water MEA as an extension problem, student was given an individual assignment to write a report on safe drinking water in their community. b) Follow up Activities for Millennium Dam MEA. Students did the following Millennium Dam MEA follow up activities: choosing appropriate measure of center and Post-it Note activities. On choosing appropriate measure of center, students used the students’ survey data by using graphs to decide which ‘typical’ value (mean or median) is appropriate examining a graph of distribution of variable. Students in their team did Post-it Notes activities to get sense of the mean as the ‘balance’ point as a representative of data and to show a median is not affected by extreme values. Further, students were introduced the concept of mean deviations on the Post-it Notes activity investigating the distance of each data points from the mean. For example, they showed the mean age of 10 students was 21 by explaining that the mean might not be the age of one of the students in the data sets. That is, they were able to move all post-it notes, yet the mean age was still 21 years as shown in Figure 7. c) Follow up Activities for Tourist MEA. One extension problem on Football MEA was to write a report or a news using statistical concepts on top ten provided data statistics for European and Ethiopian football clubs (English-Premier League, Spain-La Liga, Italy-Seria A, Germany-Buendesliga and Ethiopia-Ethio League). In ‘How big is your head?’ follow up activity, each team of students was given a plastic meters and collected data on head circumference for each member of the team. One student from each team wrote the team data on the blackboard and one student was selected to measure the head circumference of every student in the class. Students were asked what the typical head circumference was looking at the distribution of the two data sets using dot plots. Students compared the two dot plots with respect to center and spread. Then, the students were asked what could be the possible reason for the variability of the data in the measurements of neck circumferences. Students were elicited why the variation existed and discussed the sources of data variability such as natural and measurement variability. As extension to Tourist MEA, students described variation of weather data for three Towns for five consecutive days from TV, Radio or newspaper. Lastly, teams of students had compared the size of standard deviation in pair of histogram visually without calculating the standard deviation as shown in Figure 8. 3.3. Results on Achievement Test A descriptive analysis including sample means, standard deviation, and independent sample t-test were conducted to test hypotheses based on Skewness-Kurtosis normality test at $\alpha = 0.05$ significance level to compare scores of students’ using achievement tests on prior knowledge, procedural and conceptual understanding between students who learned descriptive statistics using Modeling and Non-modeling Approach. The prior knowledge test was taken as a pretest and achievement tests on procedural and conceptual understanding of descriptive statistics was taken as posttests. From Table 4 below, inspection of the two groups means indicated that the average conceptual understanding achievement test for Non-modeling students (8.08 and 7.88 for school A and B respectively) is significantly lower than the score (9.50 and 9.10 for school A and B respectively) for students who have learnt using Modeling Approach. Table 4 shows there was statistically significant difference between students who have learnt using Modeling Approach and Non-modeling Approach on conceptual understanding of descriptive statistics achievement test, ($p = .004$ at $\alpha = .05$) in School A and ($p = .005$ at $\alpha = .05$) in School B. The effect sizes (Cohen’s d) were approximately .67 and .64 for school A and B respectively. Students who learned using Modeling Approach did not differ significantly from students who learned with Non-modeling Approach on achievement test on procedural understanding of descriptive statistics ($p = .424$ and $p = .099$). There was no significant difference between the two groups in the pretest prior knowledge in school A and B. Furthermore, Table 4 showed that students’ procedural and conceptual understanding of descriptive statistics were significantly different on the achievement tests for modeling group ($p = .014$ and $p = .004$) unlike the Non-modeling group ($p = .280$ and $p = .111$) in school A and B. Looking at the two dependent variables score means, the average score conceptual understanding achievement test is (8.03 for school A and 7.88 for school B) was lower than the score (9.50 and 9.10 for school A and B respectively) for students who had learnt using Modeling Approach. Combing two sections of students who had learned using Modeling Approach, comparison was made across groups by combining another two sections of students who had learned using Non-modeling Approach. Table 4 also showed that students who had learnt using Modeling Approach were significantly different from students who had learnt using Non-modeling on both conceptual understanding ($p = .000$) but not on procedural understanding ($p = .105$) of descriptive statistics achievement test across the groups in both schools. Comparing the two groups means showed that the average conceptual understanding achievement test for Non-modeling students (7.98) was significantly lower than the score (9.30) for students who had learned using modeling approach with effect size 0.66. Table 4. Comparison of modeling and non modeling class of students’ scores in two aggregate Schools. \| School \| Achievement test \| N \| M \| SD \| t \| df \| P \| \|--------\|------------------------\|-----\|------\|------\|-------\|-----\|------\| \| \| Prior Knowledge \| \| \| \| \| \| \| \| School A \| Modeling \| 40 \| 7.93 \| 2.94 \| 1.451 \| 78 \| .151 \| \| \| Non modeling \| 40 \| 7.08 \| 2.26 \| \| \| \| \| \| Post Knowledge \| \| \| \| \| \| \| \| \| Modeling \| 40 \| 17.53\| 4.39 \| 2.140 \| 78 \| .035 \| \| \| Non modeling \| 40 \| 15.63\| 3.49 \| \| \| \| \| \| Procedural Understanding\| \| \| \| \| \| \| \| \| Modeling \| 40 \| 8.03 \| 2.89 \| .804 \| 78 \| .424 \| \| \| Non-modeling \| 40 \| 7.55 \| 2.37 \| \| \| \| \| \| Conceptual Understanding\| \| \| \| \| \| \| \| \| Modeling \| 40 \| 9.50 \| 2.31 \| 3.005 \| 78 \| .004 \| \| \| Non-modeling \| 40 \| 8.08 \| 1.91 \| \| \| \| \| \| Prior Knowledge \| \| \| \| \| \| \| \| \| Modeling \| 40 \| 7.68 \| 2.97 \| .528 \| 78 \| .599 \| \| \| Non modeling \| 40 \| 7.38 \| 2.02 \| \| \| \| \| \| Post Knowledge \| \| \| \| \| \| \| \| \| Modeling \| 40 \| 16.98\| 2.89 \| 3.955 \| 78 \| .000 \| \| \| Non modeling \| 40 \| 14.60\| 2.47 \| \| \| \| \| \| Procedural Understanding\| \| \| \| \| \| \| \| \| Modeling \| 40 \| 7.88 \| 1.54 \| 1.67 \| 78 \| .099 \| \| \| Non-modeling \| 40 \| 7.18 \| 2.16 \| \| \| \| \| \| Conceptual Understanding\| \| \| \| \| \| \| \| \| Modeling \| 40 \| 9.10 \| 2.08 \| 3.269 \| 78 \| .005 \| \| \| Non-modeling \| 40 \| 7.88 \| 1.70 \| \| \| \| \| \| Prior Knowledge \| \| \| \| \| \| \| \| \| Modeling \| 80 \| 7.80 \| 2.94 \| 1.416 \| 158 \| .159 \| \| \| Non modeling \| 80 \| 7.23 \| 2.14 \| \| \| \| \| \| Post Knowledge \| \| \| \| \| \| \| \| \| Modeling \| 80 \| 17.26\| 3.21 \| 3.410 \| 158 \| .031 \| \| \| Non modeling \| 80 \| 15.12\| 2.48 \| \| \| \| \| \| Procedural Understanding\| \| \| \| \| \| \| \| \| Modeling \| 80 \| 7.95 \| 2.30 \| 1.629 \| 158 \| .105 \| \| \| Non-modeling \| 80 \| 7.36 \| 2.26 \| \| \| \| \| \| Conceptual Understanding\| \| \| \| \| \| \| \| \| Modeling \| 80 \| 9.30 \| 2.20 \| 4.174 \| 158 \| .000 \| \| \| Non-modeling \| 80 \| 7.98 \| 1.80 \| \| \| \| 4. Discussion Students’ in a team worked on multi data sets and on multi variables to write reports and letters. Learning statistics is not only doing, but also involves describing and interpreting situations statistically [20]. The finding of the study suggests students can draw conclusion informally from data in a context on MEAs as contents of students’ reports showed. Students can construct, test and revise their models by expressing their thinking through representation systems [17]. The multiplicity of students’ reports on MEAs showed students can develop authorships of ideas than relaying simply on text books and teachers. The finding also suggested students found the MEAs relevant to their life and they were ‘hard fun’ activities. Students were able to go through the modeling cycle and they were able to think ‘outside of the subject box’ in multidisciplinary areas. Statistics is at an intersection of many subjects, since all subjects will use some data to work with concepts. This is an opportunity to all allow students to work with a team in multi-disciplinary area which is the ability and understanding needed beyond school in an age of information [6]. Students get used to the statistical inquiry cycle doing MEAs [28]. By working on real world problem, a set of data and the need for a solution, students would experience the statistical inquiry cycle. Much emphasis is given to Science, Technology, Engineering and Mathematics Education in Ethiopia Education System [13]. Hence, Modeling Approach would come into spotlight to bring together different disciplines. Working on relevant non-routine problems like MEAs starting from lower grades would create opportunities to students to prepare them for their future careers like engineering and other sciences. The finding of the study among others indicated it is possible to develop students’ modeling experiences from early grades [6, 7, 20]. According to Freire [46], it is better if students select the investigative themes by themselves than investigative themes assigned by a teacher. Students had developed their critical understanding of descriptive statistics using statistics as critical tool towards solving the socio-cultural problems. Students were working on themes that arose from educational to economic to social life and culture problems. Students were presenting awareness program on avoiding copying during examination, avoiding bad addiction habits, keeping dental care and body weight regularly, and resolving problems on gender issues. Gustine [47] used both statistics and mathematics with social agency, but there were a number of subtle similarity and differences in this study from his approach. Gustine chose the investigative themes for students, but in the Modeling Approach, students first worked on MEAs problems with investigative themes having relevance with socio-cultural problems. Then, students selected the themes by themselves towards helping others with sympathetic understanding. In the Modeling Approach, students learned according to the time plan of the lessons on descriptive statistics set by Ministry of Education on Grade Nine curriculum syllabuses. One of the advantage of MEA was it took not more than two or three periods unlike other non-routine problem solving tasks that requires an extended period of time. Students’ were able to develop their critical productive disposition towards statistics. Students’ had used different entertainment and fun using statistics as a critical tool to give an awareness program on their project themes. Students had used drama, live interview, fashion show, poems which could add value to their productive dispositions towards statistics as a tool that could be used in their everyday life to solve their own and society’s problems. Students could enhance the statistical thinking which basically emphasis making conclusion based on data in a context. Many defenders raises practical issues by claiming that it is not possible to teach statistics using Modeling Approach due to time constraints and content coverage in the school programs. Of course, some problem-driven curriculum may take longer period of time than the allotted time in schools [5]. However, as this study among others showed, MEAs did not take longer more than one or two periods that time constraints may not be a problem [5, 20]. Students need to develop both content and process objectives for learning descriptive statistics. Most importantly, the best possible ranges of problem types that involve routine and non-routine problems need to be used. Students could learn on big ideas of descriptive statistics using MEAs based on few design principles as this study suggests. Further, students could be benefited more if they do extended open-ended projects to experience statistical investigative processes that could save enough time to meet the process objectives as this study findings suggested. Students were able to create fun and different styles when they wrote reports and news on the MEAs. This could create positive dispositions towards statistics, because students were having fun in the class despite the fact that MEAs are cognitively challenging tasks. A study had showed that students would engage in statistics class if they are motivated and got some fun in the class [48]. Students found that working in MEAs were ‘hard fun’ to develop their dispositions towards statistics. Students were reporting their solution using news and letters in funny ways which had created students motivations to work on MEAS. Though data modeling was challenging, students were able to engage and preserve in completing the modeling cycle, because students got a chance to present their report in their own styles as observed in modeling class which is supported by similar research findings [42]. As a doctor inquires further tests to understand fully the patient case, the study administered achievement tests to investigate to what extent students understand descriptive statistics using Modeling Approach. The core finding of the study suggested students could enhance their conceptual understanding of descriptive statistics with medium effect size without compromising their procedural understanding of descriptive statistics using Modeling Approach. This finding is similar with other studies using problem-driven curriculum [49]. 5. Conclusion and Recommendations The topic presents a summative claim on what has been found related to the study purpose, aim and design. It addresses on how far the findings have answered the research questions. The topic presents concluding remarks on the degree of certainty with which the findings from the specific context could be generalized in contributing to answering the central question, and then it points out recommendations and suggestions for future research. 5.1. Conclusion Students worked on relevant non-routine problem solving tasks called MEAs and representation systems to lay the basic foundations for important learning outcome in statistics education such as statistical literacy, reasoning and thinking. In an age of information, students at their youth age need to solve relevant non-routine problem solving tasks to enhance their critical understanding which could enable them to cope up with the nature of problems in daily life. Students could get a sense of social agency using statistics as a critical tool solving socio-cultural problems using data modeling. The study revealed that students who learned using Modeling approach could enhance their understanding of descriptive statistics. Students’ could elicit their models by externalizing thinking through representation systems working on MEAs and develop their models by testing, revising, and refining iteratively with follow up activities. The findings of this study are reminders that Modeling Approach more likely enhances students’ understanding of descriptive statistics with similar school settings, but needs further efficacy study at different school settings and populations; it also needs large scale effectiveness study to meet the interests of stakeholders in an education system. 5.2. Recommendations The researchers prepared the themes of MEAs selecting topical issues from the society. To set non routine interdisciplinary problems within the interest of all stakeholders, key stakeholders such as teachers, students, STEM educators, and social-agents should co-ordinate being evolving experts. The study was conducted in non-technological environment, but technology will further strength the use of Modeling Approach making the representation system dynamic. Statistics Educators and researchers will play a major role informing what big ideas and cognitive process need to include in the curriculum. Social-agents also identify investigative themes that could create sense of social agency solving social problems. Modeling Approach curriculum drives its epistemology of constructing, testing and revising models from engineering as they are heavy users of mathematics and the nature of problems beyond school are of these types [20]. After the problem-driven curriculum is set, then it is operationally implemented in the Modeling Instructional Approach. The main elements in interaction in Modeling Instructional Approach are the modeling tasks, students and the teacher. The tasks involve MEAs which are non-routine problem solving tasks. The study suggests that students find them relevant. If the tasks are not relevant, the teacher and other stakeholders need to find sensitive and timely issues going back to design the curriculum. Thus, the curriculum and the instruction would inform each other back and forth. Problem-driven curriculum using Modeling Approach would give a framework to see what goals drive every action in the instruction. Then, teacher also makes interpretation of students’ models on MEAs. Statistics involves not only doing analysis on data sets, but also it involves interpreting realistic complex situations. Finally, teachers could assess students’ individual cognition using assessment tool that asks statistical reasoning. The finding of this study suggests that if there is a synergy of curriculum, instruction and assessment using Modeling Approach in an education system, students likely could enhance their understanding of descriptive statistics. This is preliminary research which could inform problem solving policy in secondary mathematics curriculum, but further research is needed to inform the policy better as discussed below. References [1] English, L. D. (2013a). Complex modeling in primary and middle schools years: An interdisciplinary approach. In G. A. Stillman, G. Kasier, & J. P. Werner Blum, Teaching mathematical modelling: Connecting research to practice (pp. 491-503). New York London: Springer. [2] Kaiser, G., & Schwarz, B. (2006). Mathematical modeling as a bridge between school and university mathematics. ZDM, 196-208. [3] Stillman, G. A., Kasier, G., Blum, W. & Brown, J. (2013). Teaching mathematical modeling: Connecting research to practice. London: Springer. 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NECTA INTER COLLEGE FLORISTRY Programme of Events Wednesday 5 th April 2017 \| \| Class 1 ICFL1 \| Table centre Level 2 \| For students who have achieved or are studying at Level 2. Design and construct a themed table centre for an anniversary to include accessories. Fresh flowers and foliage must predominate. \| \|---\|---\|---\|---\| \| \| Class 2 ICFL2 \| Buffet design Level 2 \| For students who have achieved or are studying at Level 2. Design and construct an arrangement for a buffet table to incorporate fruit or vegetables. Fresh flowers and foliage must predominate \| \| 10.00 \| Class 3 ICFL3 \| Floral Design Level 2 \| For students who have achieved or are studying at Level 2. Create a design with the materials provided. \| \| \| Class 4 ICFL4 \| Contract Design Level 3 \| For students who have achieved or are studying at Level 3. Design and construct a contract design for a restaurant the design must include a minimum of two techniques. Fresh flowers and foliage must predominate \| \| \| Class 5 ICFL5 \| Wedding table Centre Level 3 \| For students who have achieved or are studying at Level 3. Design and construct a wedding table centre. Fresh flowers and foliage must predominate \|	<urn:uuid:ef0ca2f0-71d1-4500-9cb7-02acf285352f>	CC-MAIN-2017-34	http://nectachef.org/images/downloads/inter-college-floristry.pdf	2017-08-21T15:36:10Z	crawl-data/CC-MAIN-2017-34/segments/1502886109157.57/warc/CC-MAIN-20170821152953-20170821172953-00453.warc.gz	298,106,845	294	eng_Latn	eng_Latn	0.915712	eng_Latn	0.915712	[ "eng_Latn" ]	false	docling	[ 1188 ]	[ 1.6328125 ]	1	0	HuggingFaceFW/finepdfs-edu
DATE: 18 APRIL 2017 DELFT UNIVERSITY OF TECHNOLOGY Faculty of Civil Engineering and Geosciences Soil Mechanics CTB2310 / AESB2330 BSc EXAMINATION 2017 THIRD PERIOD TIME: 13.30 – 16.30 Answer ALL Questions (Note that the questions carry unequal marks) Other instructions Write your name and student number on each answer sheet Clearly identify the answer in the answer box 1) Two soil samples were taken from the same soil layer at the same depth. Both samples were then placed in a triaxial cell and consolidated. The first sample was consolidated under a cell pressure of 400 kPa and the second under a cell pressure of 600 kPa, with no back pressure. The pore pressures recorded prior to consolidation were 387 kPa and 576 kPa, respectively. The first sample was then sheared with the drain shut and the second sample sheared with the drain open. The recorded data are presented in the tables below. Test 1 Test 2 \| Axial stress, σ 1 (kPa) \| \| \| \|---\|---\|---\| \| \| 400 \| 0 \| \| 450 \| \| \| \| \| 500 \| 42 \| \| 550 \| \| \| \| \| 600 \| 145 \| \| Axial stress, σ 1 (kPa) \| \| Axial strain, ε 1 (-) \| \| Radial strain, ε r (-) \| \| \|---\|---\|---\|---\|---\|---\| \| \| 600 \| \| 0 \| \| 0 \| \| 675 \| \| 0.0583 \| \| -0.020 \| \| \| \| 750 \| \| 0.1163 \| \| -0.041 \| \| 825 \| \| 0.175 \| \| -0.063 \| \| \| \| 900 \| \| 0.276 \| \| -0.105 \| \| 965 \| \| 0.376 \| \| -0.171 \| \| a. Calculate the pore pressure parameters A and B, where possible. [8 marks] b. Draw the Mohr's circles for both tests at failure and the Mohr-Coulomb failure envelope, clearly identifying the main features. [8 marks] c. Calculate the effective strength parameters. [7 marks] d. Calculate the Young's modulus and the Poisson's ratio. [5 marks] 2) A soil sample was taken as part of a site investigation and had an initial diameter of 100 mm and a length of 150 mm. The initial mass of the sample was taken just after sampling and was found to be 2175 g. After 10 days the sample was again weighed and was found to weigh 2132 g. The sample was placed in an oven at 110°C in the laboratory for 24 hours and after that a sieving test was undertaken with the results shown in the table below. The density of the solid material was determined and found to be 2665 kg/m 3 . a. What was the initial volumetric weight of the sample? [3 marks \| Sieve size (µm) \| \| \| \|---\|---\|---\| \| \| Tray \| 0 \| \| 212 \| \| \| \| \| 300 \| 1030 \| \| 425 \| \| \| \| \| 600 \| 0 \| ] b. What was the porosity of the sample? [3 marks] c. What was the initial degree of saturation of the sample? [3 marks] d. What was the degree of saturation of the sample after 10 days? [3 marks] e. What was the dry volumetric weight of the soil? [3 marks] f. What type of soil is suggested by the grain size distribution? [2 marks ] 3) Two parallel sheet pile walls 5 m apart and 5 m high, with a horizontal prop between them, are to be constructed for a tidal energy system as shown in the figure below. When the tide goes out water is contained between the two sheet pile walls and allowed to flow through turbines to generate electricity; at high tide water is allowed to flow through the turbines and into the gap between the walls. The soil in the foundation has the following properties: c' = 0, ϕ' = 25°, γsat = 19 kN/m 3 . a. Identify the worst case scenario for the design of the sheet pile wall and draw the stresses, forces and locations of the actions. [6 marks] b. Design the sheet pile system for this situation with a factor of safety for rotational stability of 1.5. [15 marks] c. During operation it is seen that soil is deposited between the walls. If the deposited soil becomes 1 m deep between the sheet piles, what is the resulting factor of safety for rotational stability? Assume that the deposited soil has the same properties as the soil the sheet piles are installed in. [7 marks] Vertical cross section (tide in – after generation) Vertical cross section (tide out – before generation) Vertical cross section (tide in – before generation) Vertical cross section (tide out – after generation) 4) A 50 m x 50 m factory is being constructed on a stiff saturated clay, with the phreatic surface at the ground surface. The clay is 8 m deep, overlaying a deep sand layer. The design load which must be taken by the foundation is 50 kN/m 2 over the entire floor area. Site investigation shows that the clay has a volumetric weight of γsat = 18 kN/m 3 , an effective cohesion of 25 kPa and an effective friction angle of 30°. The clay stiffness is different on each side of the building, with a C10 of 30 on one side and 50 on the other. a. Calculate the long term factor of safety against bearing capacity failure for a strip foundation of 1.0 m width at 1.0 m depth. Assume that the foundation goes around the entire perimeter of the factory and that the load is equally distributed over the foundation. [10 marks] b. Calculate the long term factor of safety against bearing capacity failure for a square pad foundation of dimensions 2 m x 2 m at 2 m depth. Assume that there are 20 pad foundations (i.e. at 10 m spacing around the perimeter) and that the load is equally distributed over each pad foundation. [7 marks] c. For the strip foundation determine the long term differential settlement between the two sides of the factory, based on 2 equally sized (i.e. 4 m thick) sub-layers. [10 marks] [END OF EXAM] TECHNISCHE UNIVERSITEIT DELFT Faculteit Civiele Techniek en Geowetenschappen Grondmechanica CT2310 / AESB2330 BSc TENTAMEN 2017 DERDE PERIODE DATUM: 18 APRIL 2017 TIJD: 13.30 – 16.30 Beantwoord ALLE vragen (De weging voor het eindresultaat verschilt per vraag) Verdere instructies Schrijf je naam en studienummer op ALLE antwoordbladen Geef het antwoord duidelijk aan in het antwoordveld 1) Twee grondmonsters worden op gelijke diepte uit dezelfde grondlaag genomen. Beide monsters worden in een triaxiaalopstelling geplaatst en vervolgens geconsolideerd. Het eerste monster wordt geconsolideerd onder een celdruk van 400 kPa, het tweede monster onder een celdruk van 600kPa, beiden zonder verhoogde poriëndruk (back pressure). De gemeten waarden voor poriëndruk voorafgaand aan de consolidatie bedragen respectievelijk 387 kPa en 576 kPa. Het eerste monster wordt vervolgens tot falen gebracht met gesloten drainageklep, het tweede met geopende drainageklep. De gemeten data is gegeven in onderstaande tabellen. a. Bereken, waar mogelijk, de poriëndrukparameters A en B. [8 punten] b. Teken de Mohrcirkels voor beide testen op moment van bezwijken samen met de MohrCoulomb lijn voor bezwijken. Geef duidelijk de belangrijkste punten aan. [8 punten] c. Bereken de effectieve sterkteparameters. [7 punten] d. Bereken Youngs modulus en Poissons ratio. [5 punten] 2) Als onderdeel van een grondonderzoek wordt een grondmonster genomen met een initiële diameter van 100 mm en een lengte van 150 mm. De initiële massa direct na het nemen van het monster bedraagt 2175 gram. Het monster wordt na 10 dagen opnieuw gewogen en heeft dan een massa van 2132 gram. Het monster wordt vervolgens 24 uur gedroogd in een oven op 110°C, waarna een zeeftest wordt uitgevoerd waarvan de resultaten in onderstaande tabel zijn opgenomen. De dichtheid van het droge materiaal is tot slot bepaald op 2665 kg/m 3 . a. Wat was het initieel volumiek gewicht van het monster? [3 punten] b. Wat was de porositeit van het monster? [3 punten] c. Wat was de initiële verzadiging van het monster? [3 punten] d. Wat was de verzadiging van het monster na 10 dagen? [3 punten] e. Wat was het droog volumiek gewicht van het monster? [3 punten] f. Wat voor grondsoort verwacht je aan de hand van de korrelverdeling in de tabel? [2 punten] Test 1 \| Axiaalspanning, σ 1 (kPa) \| \| Axiale rek, ε 1 (-) \| \| \| \|---\|---\|---\|---\|---\| \| \| 600 \| \| 0 \| 0 \| \| 675 \| \| 0.0583 \| \| \| \| \| 750 \| \| 0.1163 \| -0.041 \| \| 825 \| \| 0.175 \| \| \| \| \| 900 \| \| 0.276 \| -0.105 \| \| Axiaalspanning, σ 1 (kPa) \| \| Poriedruk, p (kPa) \| \| \|---\|---\|---\|---\| \| \| 400 \| \| 0 \| \| 450 \| \| 15 \| \| \| \| 500 \| \| 42 \| \| 550 \| \| 82 \| \| \| \| 600 \| \| 145 \| \| 645 \| \| 220 \| \| \| Zeefmaat (µm) \| \| \| \|---\|---\|---\| \| \| Bak \| 0 \| \| 212 \| \| \| \| \| 300 \| 1030 \| \| 425 \| \| \| \| \| 600 \| 0 \| 3) Twee parallelle damwanden van 5 meter hoog worden op een onderlinge afstand van 5 meter geplaatst voor een getijde-energiesysteem (zie onderstaand figuur). Tussen de damwanden word een horizontale stempel geplaatst. Bij eb blijft water tussen de damwanden gevangen. Dit wordt vervolgens langs turbines geleid om zo stroom op te wekken; bij vloed kan water via de turbines terug stromen in de dan lege ruimte tussen de damwanden. De grond heeft de volgende eigenschappen: c' = 0, ϕ' = 25°, γsat = 19 kN/m 3 . a. Wijs het meest nadelige scenario voor het ontwerp van de damwanden aan en teken de spanningen, krachten en de aangrijppunten. [6 punten] b. Ontwerp het damwandsysteem voor deze situatie met een veiligheidsfactor 1.5 voor rotatiestabiliteit. [15 punten] c. Tijdens gebruik blijkt dat sediment afgezet wordt tussen de wanden. Wat is de resulterende veiligheidsfactor wanneer de afzetting een dikte van 1 meter vormt? Neem aan dat het afgezette materiaal dezelfde eigenschappen heeft als de grond waarin de damwanden zijn geplaatst. [7 punten] 5 m Verticale doorsnede (vloed – na opwekken) Verticale doorsnede (eb – voor opwekken) Verticale doorsnede (vloed – voor opwekken) Verticale doorsnede (eb – na opwekken) 4) Een fabriek met een oppervlak van 50m x 50m wordt gebouwd op een stijve klei met freatisch vlak op maaiveld. De kleilaag is 8 meter dik, afgezet op een diep zandpakket. De ontwerpbelasting van de fundering bedraagt 50 kN/m 2 over het volledig oppervlak van de vloer. Grondonderzoek toont aan dat de klei een volumiek gewicht heeft van γsat = 18 kN/m 3 , een effectieve cohesie van 25 kPa en een effectieve wrijvingshoek van 30°. De stijfheid van de klei is verschillend aan beide kanten van de fundering, met C10 = 30 aan de ene kant en C10 = 50 aan de andere. a. Bereken de veiligheidsfactor op lange termijn voor bezwijken op draagvermogen (bearing capacity) voor een strookfundering (strip foundation) van 1.0 m breed en 1.0 m diep. Neem aan dat de fundering rond de volledige omtrek van de fabriek loopt en dat de belasting evenredig wordt verdeeld. [10 punten] b. Bereken de veiligheidsfactor op lange termijn voor bezwijken op draagvermogen voor een poer fundering (pad fundering) van 2m x 2m op 2m diepte. Ga uit van 20 poeren (d.w.z. op 10 m onderlinge afstand langs de omtrek) en een gelijke verdeling van de belasting op iedere poer. [7 punten] c. Bereken voor de strookfundering het verschil op lange termijn in zetting tussen beide zijden van de fabriek, gebaseerd op twee sub-lagen van gelijke afmeting (4 m dik). [10 punten] [EINDE VAN HET TENTAMEN]	<urn:uuid:346a17a3-4194-492f-8f8b-139a24589461>	CC-MAIN-2024-18	https://aes.engineer/archive/old/education/BSc%202nd%20year%20(AES)/CTB2310%20-%20Soil%20Mechanics/CTB2310%20Soil%20Mechanics%20EXAMS/Exam%202017%20CTB2310%20printed.pdf	2024-04-16T08:42:22+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296817073.16/warc/CC-MAIN-20240416062523-20240416092523-00768.warc.gz	69,405,971	3,373	eng_Latn	nld_Latn	0.499891	nld_Latn	0.989518	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "nld_Latn", "nld_Latn", "nld_Latn", "nld_Latn" ]	false	docling	[ 382, 2758, 4049, 5366, 5766, 8217, 9449, 10820 ]	[ 1.5078125 ]	1	0	HuggingFaceFW/finepdfs-edu
Mysteryscience.com Dear Parents, The following science activity is not a "must do" activity/lesson, but is highly recommeded. It compliments the "paper/pencil" science activities and razkids reading for this week. This lesson does call for special supplies and materials that you may need to purchase. But, students can try to be creative and find other supplies at home to replace the ones from the lesson. Even if the student does not follow up on the project, I think he or she should still listen to the audio/visual presentation. Step 1 Google: Mysteryscience.com Step 2 Look under "School Closure Planning" Step 3 Click on second Grade Find this lesson: Materials, Properites, and Engineering Could you build a house out of paper?	<urn:uuid:b501044e-09bb-4559-a0f8-d69f3e4fd54a>	CC-MAIN-2024-33	http://columbus.cps.edu/uploads/8/3/5/5/83552742/mysteryscience.pdf	2024-08-04T23:41:28+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640417235.15/warc/CC-MAIN-20240804230158-20240805020158-00076.warc.gz	5,449,715	168	eng_Latn	eng_Latn	0.997224	eng_Latn	0.997224	[ "eng_Latn" ]	false	docling	[ 757 ]	[ 2.6875 ]	1	1	HuggingFaceFW/finepdfs-edu
Cooks River Valley Association Incorporated PO Box H150 Hurlstone Park NSW 2193 ABN 14 390 158 512 Comments on Cooks River Sewage Flows The Cooks River Valley Association (CRVA) congratulates the Honourable Linda Burney, Member for Canterbury, for recently raising a motion in the New South Wales Parliament noting the poor quality of water in the Cooks River, in particular the raw sewage responsible for high concentrations of E.Coli that are harmful to the river, and calling upon the Minister for the Environment immediately to limit sewage flows into the river. The CRVA, and its eco-volunteers, the Mudcrabs, are of course pleased that major spending is being undertaken to naturalise the banks and improve the river surroundings. However members are dismayed that the government did not endorse the Member for Canterbury's motion. While we are very happy that the river is being improved visually, the quality of its water urgently needs to be cleaned up as well, to make it suitable for swimming, boating and other recreational pursuits, as it was during the childhood of many local residents. CRVA President John Butcher notes that there is a strong and ongoing community commitment to improving water quality in the Cooks River. Not only did some 2,500 residents sign the Association's petition which the Member for Canterbury presented to Parliament, but since the closing of that petition several hundred community members have signed postcards to Premier Barry O'Farrell, demanding a swimmable river. Kendrick Park has already been nominated by Marrickville Council as a potential swimming spot on the river and this site is being monitored by Beachwatch. As well as calling on the New South Wales Government to invest in fixing dilapidated sewage infrastructure, the CRVA is asking the government to implement a container deposit scheme. Local Hurlstone Park resident and Mudcrab, Kate McLean, said "In one hour on a Sunday morning, we removed a staggering quantity of recyclable containers, plastic bottles, cans and poppers from a section of the river bank near Tennant Parade". Ann Leahy is a member of the CRVA Executive and co-ordinates the association's water quality team. She states, "A ten cent refund on containers would drastically reduce the amount of containers entering the river, and prevent the impacts on local wildlife that plastic particularly presents. But a container deposit scheme must be complemented by infrastructure investment to fix old sewer pipes that overflow with raw sewage in times of high rainfall. Like all Cooks River Valley residents, I'd love to have a clean river to enjoy with family and friends." Ann Leahy Publicity Co-Ordinator Cooks River Valley Association firstname.lastname@example.org mb 0415657608 ph 95915846 email@example.com	<urn:uuid:28df7bb0-340d-49d6-aa79-559b58d10681>	CC-MAIN-2021-43	https://www.crva.org.au/wp-content/uploads/2013/09/comments-for-Linda2.pdf	2021-10-28T02:56:08+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323588246.79/warc/CC-MAIN-20211028003812-20211028033812-00699.warc.gz	861,886,514	574	eng_Latn	eng_Latn	0.996951	eng_Latn	0.996951	[ "eng_Latn" ]	false	docling	[ 2793 ]	[ 1.546875 ]	1	0	HuggingFaceFW/finepdfs-edu
Today is National Coffee Day, here are 7 scientific reasons to love coffee Meredith Lepore , Ladders Sep 29, 2018, 8:07 PM Moderate daily coffee drinkers don't get dehydrated, contrary to popular belief. Shutterstock * National Coffee Day is on Saturday, September 29th — many restaurants and cafes will offer free or discounted coffee * Although there have been many health claims for and against coffee throughout the years, recent studies have shown there are a few good reasons to drink it. * To maximize the benefits of caffeine, it may be more advantageous to drink coffee four hours after you wake up, rather than right away. It seems like every day there is a new study telling us either that coffee is slowly killing us, making us healthier, making us smarter, making us dumber, helping us grow wings, etc. However, there are a number of studies that have come out recently that reveal some very interesting facts about your daily cup of joe. In honor of National Coffee Day, this Saturday, check out these seven facts about coffee. It can make everyone you work with so much more appealing A recent study that appears in the Journal of Psychopharmacology finds that if you have coffee before a conversation it will actually make you focus better and feel better about the people you are talking to. "The study was conducted using people who consume coffee regularly," said study author Vasu Unnava. "For these people, it looks like coffee does make them feel more alert, focuses their thinking on the topic or task at hand, and has them participate more in group tasks. So, if you are a coffee drinker, it looks like coffee helps you do better in group tasks." The ideal time to drink coffee is actually four hours after you wake up Though many of us can only get out of bed on the basis of knowing that a hot cup of coffee will be running through our bloodstreams within the hour, that is not actually when you should drink it if you want to maximize the benefits of caffeine. According to Laura Cipullo, registered dietitian and author of Women's Health Body Clock Diet, you should have your first cup about four hours after you wake up. You are actually naturally alert when you wake up (even though it doesn't feel like it) because your cortisol levels are high. So drinking caffeine on top that status is just going to make the drop even harder a few hours later. It will extend your lifespan In a study of 9 million British male and female adults, coffee drinkers had a slightly lower risk of death over 10 years (10 to 15%) than those who didn't drink it regularly according to study, published in the journal JAMA Internal Medicine. Another study that took place over 10 years found that people who had four cups of coffee per day had a 64% lower risk of dying during the study than those who never drank it. It won't dehydrate you Though coffee gets a bad rap, it will not dehydrate you! Caffeine can keep you more hydrated than other liquids because you are usually drinking it with a volume of fluid like iced coffee or tea. A 2014 study found that there was zero evidence of dehydration with moderate daily coffee intake. It can help you lose weight According to a study out of the Netherlands, caffeine can increase your metabolic rate by as much as 11% and only three hours after you consume it. It helps with memory In addition to making you more alert, it can help you improve your memory according to a French study. But the best way to reap the memory benefits are by drinking it black (no sugar, creamer, etc.,) In addition to helping with memory it also can make you more intelligent, cleanse your gut, help your heart, improve your workouts, etc. It can fend off diseases A new study from the Simmons Cancer Center at UT Southwestern Medical Center found that consumption of coffee (both regular and decaf) is associated with a lower risk of developing colon cancer. Another study found that coffee can have some preventative qualities against type 2 diabetes and cardiovascular disease. It can even fight against the onset of Parkinson's.	<urn:uuid:9bedfdd1-4fbb-4b26-9175-0c15edf8d8aa>	CC-MAIN-2021-21	https://lauracipullo.com/wp-content/uploads/2021/02/Today-is-National-Coffee-Day-here-are-7-scientific-reasons-to-love-coffee.pdf	2021-05-14T04:23:51+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243991737.39/warc/CC-MAIN-20210514025740-20210514055740-00370.warc.gz	366,347,945	857	eng_Latn	eng_Latn	0.996535	eng_Latn	0.999351	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 123, 1676, 3184, 4088 ]	[ 1.390625 ]	1	0	HuggingFaceFW/finepdfs-edu
Family Activity Challenge #4 1 Point - Take a walk around your neighborhood or down your street. - Call a family member you haven’t seen for a few months. - Work on a puzzle together. 2 Points - Eat a meal consisting of only one-colored foods. (red: fruit punch, red peppers, apples, spaghetti w/ red sauce) - Read one Psalm a day. - Learn 5 facts about a person or place in the Bible. 4 Points - Create 2 new “rules” your family must obey & decide how long they are in effect. - Watch a cartoon or TV show from the 90s. - Dress up and have a fancy meal at home. 10 Points - Build a blanket fort (or set up a tent) in your house and have a “camp in”. - Download “CIY Convos” app. In the app enter “family” group code. Go through one of the topics together. Send pictures and/or emails of your family completing your challenges to Mike (email@example.com) by April 20 at noon. Family w/ the most points (if tied, fastest turned in) will receive prizes. Post pictures online - #fcccfamilies	<urn:uuid:9dcf4a93-9ff5-4a14-a4d1-e9437443ba86>	CC-MAIN-2020-24	http://nebula.wsimg.com/958c8f406a5d188317ce822c31276350?AccessKeyId=F15EA0F9C983C1E4F617&disposition=0&alloworigin=1	2020-06-03T07:20:27+00:00	crawl-data/CC-MAIN-2020-24/segments/1590347432237.67/warc/CC-MAIN-20200603050448-20200603080448-00570.warc.gz	85,571,284	255	eng_Latn	eng_Latn	0.995821	eng_Latn	0.995821	[ "eng_Latn" ]	false	docling	[ 1016 ]	[ 2.265625 ]	1	0	HuggingFaceFW/finepdfs-edu
8 TH GRADE LANGUAGE ARTS COURSE OUTLINE The titles in this outline are recommended only. Any literature located in the gradeappropriate adopted textbook is suitable. If the teacher decides to teach something other than what is in this outline or in the grade-appropriate adopted textbook, it is his/her responsibility to make sure that the alternative selection is NOT being taught at another grade level and that it has been approved by the principal. SEMESTER I I. Literature A. Novels i. The Giver by Lois Lowry (suggested/optional) ii. Accelerated Reader books B. Poetry (All titles optional – any poem from the adopted textbook is appropriate) i. "A Time to Talk" ii. "Oranges" iii. "If I Can Stop One Heart From Breaking" iv. "The Courage That My Mother Had" v. "The Secret Heart vi. "Paul Revere's Ride" vii. "Casey at the Bat" viii. "O Captain! My Captain!" C. Drama / Grade-Level-Appropriate Literary Text i. The Diary of Anne Frank D. Idioms and Comparisons E. ISTEP review II. Writing / Grammar A. Research Paper B. Five step writing process C. Book Review D. Sentence Structure i. Simple Sentences ii. Compound Sentences iii. Complex Sentences iv. Compound-Complex Sentences v. Subordination vi. Coordination vii. Noun phrases that function as adjectives E. Punctuation F. Capitalization G. Spelling H. ISTEP review III. Communication / Listening and Speaking A. Descriptive presentations B. Research presentations C. Oral responses to literature SEMESTER II I. Literature A. Novel i. Nothing but the Truth by Avi (suggested/optional) ii. Accelerated Reader books B. Mood, tone and meaning of a text C. Recurring themes D. Nonfiction i. Informational text ii. Technical materials iii. Nonfiction book report E. Analogies and Idioms F. Accelerated Reader Books G. Short Stories (Stories listed are suggested/optional) i. "Flowers for Algernon" ii. "Raymond's Run" iii. "Too Soon a Woman" iv. "The Circuit" v. "Three Wise Guys" II. Writing / Grammar A. Grammar i. Infinitives ii. Participles B. Sentence Structure i. Parallelism C. Applications i. Write biographies ii. Write autobiographies iii. Write short stories iv. Persuasive writing D. Processes i. Five step writing process III. Communication / Listening and Speaking A. Speaking Applications i. Persuasive presentations B. Analyze and Evaluate Oral and Media Communications i. Commercial video ii. Magazines C. Oral Communication i. Short story presentations D. Comprehension i. Peer evaluations of presentations	<urn:uuid:165eb189-1509-4ccd-8f7d-99056fae219e>	CC-MAIN-2018-26	http://nwsc.k12.in.us/document-library-list/curriculum-resources/middle-school-curriculum/8th-grade/8th-grade-english-language-arts/513-8th-grade-language-arts-course-outline/file	2018-06-20T09:23:36Z	crawl-data/CC-MAIN-2018-26/segments/1529267863516.21/warc/CC-MAIN-20180620085406-20180620105406-00477.warc.gz	236,052,602	647	eng_Latn	eng_Latn	0.800344	eng_Latn	0.934152	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1340, 2214, 2506 ]	[ 2.625 ]	1	1	HuggingFaceFW/finepdfs-edu
Start the Party: Snapshot Start the Party is not one of Building Faith's top picks for VBS for 2024. Its theme focuses on celebrating the good news about Jesus, and it uses party elements to highlight this theme. It includes large and small group gatherings, worship, games, music, crafts, skits, videos, and service projects. We did not include this among our recommended curricula, however, because it focuses too much on the party concept and added elements at the expense of meaningful faith formation for children through Bible stories. Start the Party: The Basics * Theme: "Celebrate the Good News" * Publisher: Orange, 2023 (independent) * Intended ages/grades: grades pre-K – 5 * Format: onsite * Number of sessions: 5 * Types of activities: large group, small group, videos, games, worship, skits, music, crafts, service * Starter kit cost: $249 Start the Party: Scope & Sequence * Day 1: Matthew's Party Luke 5:27–32 * Day 2: Jesus' Parable of the Wedding Feast Matthew 22:1–14 * Day 3: Jesus' Parable of the Lost Son Luke 15:11–32 * Day 4: The Woman at the Well John 4:1–26 * Day 5: You Are the Light of the World Matthew 5:14–16 Start the Party: Where It Shines Simple presentations of Bible stories The curriculum spells out the Bible stories easily. This can make the stories accessible for participants who are new to Christianity or to the church. Start the Party: What We Miss Cohesiveness between theme and scriptures The curriculum makes a loose connection between a party and Jesus. We would have liked to see more meaningful connections in its design. Spiritual depth There is little mention of God in the curriculum. The engagement with the Bible stories is pretty surface level. The heavy emphasis on the party overshadows spiritual formation. More variety in selection of scriptures The Bible stories are pretty typical and have been done a lot in other curricula. They only include New Testament stories. We would have liked to see Old Testament stories as well. Start the Party: Overall Assessment Curriculum Not Recommended for 2024 www.buildfaith.org	<urn:uuid:355817d2-65a4-4980-a95f-70f276b8f7fc>	CC-MAIN-2024-18	https://buildfaith.org/wp-content/uploads/2024/02/Building-Faith-Start-the-Party-VBS-Review-2-26-2024.pdf	2024-04-24T22:44:14+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296819971.86/warc/CC-MAIN-20240424205851-20240424235851-00377.warc.gz	118,620,213	489	eng_Latn	eng_Latn	0.890921	eng_Latn	0.993357	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 544, 859, 1147, 1373, 2004, 2078, 2098 ]	[ 2.546875 ]	1	0	HuggingFaceFW/finepdfs-edu
Conventional tillage and no-till systems are often compared in terms of crop production and their effects on soils and the environment. No-till has many benefits, including reduced erosion risk. However, no-till can be challenging to implement for some crops, especially corn, due to Ontario’s cool, wet spring conditions. Likewise, conventional tillage provides early season soil warming and drying, but can degrade soil over time and leave it vulnerable to erosion from water and wind. It is also labour and fuel intensive. In recent years, many Ontario farmers have sought a middle ground between full tillage and no-till: strip-tillage. Strip-tillage captures benefits of both conventional and no-tillage while minimizing the negative aspects of each. It delivers the soil warming and drying of conventional tillage with the soil protection of no-till through undisturbed soil left between strips. Improvements in strip-tillage equipment and in global positioning systems (GPS) have enabled improved strip-till performance in recent years, which has increased its uptake. THE ROLE OF HEALTHY SOIL IN A CHANGING CLIMATE Agriculture and climate are directly linked – anything that has a significant effect on our climate will influence farm production. Greenhouse gas (GHG) emissions and climate change are global concerns, and agriculture can be part of the solution. BMPs that improve soil health can also help lower GHG emissions, reduce phosphorus loss from fields to surface water, and improve resilience to drought or excessively wet conditions. Healthy soil – an essential component of a healthy environment – is the foundation upon which a sustainable agriculture production system is built. How does strip-tillage work? Strip-tillage is a system that clears residue and tills strips in planting zones while leaving residue in-place and soil undisturbed over approximately two-thirds of the field surface. Strip-tillage is often done in the summer or fall after harvest, though many growers also prepare strips in the spring, particularly on light-textured soils. A slight elevation, or berm, is created in the fall strip to allow it to shed water and warm quickly. In some cases, farmers will perform fall strip-tillage followed by a light second spring pass to “freshen” the strips ahead of planting. Leaving undisturbed residue between the tilled planting strips is an excellent way to reduce risks of erosion, improve soil structure, enhance soil life and provide more stable footing for farm equipment. Figure 1. Strip-tillage allows primary tillage to be combined with fertilizer application and secondary tillage (in one pass strip-tillage), which enhances cropping system efficiency. Figure 2. Freshly made strips on an Ontario farm. EQUIPMENT Strip-tillage equipment comes in a range of configurations and sizes. While the components of each machine vary slightly depending on manufacturer, the general row unit configuration is as follows (Figure 3): - a cutting coulter to cut through residue - residue cleaners to remove surface residue from the strip - a shank or tillage coulters to do the actual tillage - working/containment coulters to build the berm and contain soil within the strip - a finishing device, such as a rolling basket (optional) to condition the seedbed Generally, a chunkier, elevated strip with larger aggregates is desirable in the fall. Such a strip is less vulnerable to erosion and freeze-thaw cycles over winter help break it down to a uniform, slightly raised seedbed come spring. It is important that the fall strip does not become a depression over winter. A finer, more level seedbed is the goal for spring strip-tillage. Figure 3. An example strip-till unit. From left to right, each unit on this strip-tiller includes: 1) a cutting coulter, 2) residue cleaners, 3) a shank, 4) working/containment coulters and 5) a rolling basket. Crops best suited to strip-tillage in Ontario CORN In Ontario, strip-tillage is primarily used for corn production, in part due to inherently wider row-widths. Early planting into drier, warmer soils is a primary advantage (Figure 4), while the ability to band or blend fertilizer within the stripped zone increases production system efficiency. In avoiding separate primary and secondary tillage passes, and in some cases, fertilizer spreading and stone picking, strip-till has resulted in significant labour, fuel and time savings on Ontario farms. Early Ontario research found strip-till grown corn to yield similar to conventional systems on sandy loam soils, while clay and silt loams showed a yield reduction in some years$^{(1)}$. Since strip-tillage was first promoted in Ontario in the 1990s, there has been a steady increase in the variety and quality of strip-tillage equipment available (Figure 5). Improvements in GPS systems on farm have enabled strip-tillers to accurately strip and stay on the strip while planting, which was an early challenge for the system. In recent years, many Ontario corn growers across a range of soil types report consistent yields when converting from conventional tillage to strip-tillage. --- $^{(1)}$ Vyn, T.J. and Raimbault, B.A., 1992. Evaluation of strip tillage systems for corn production in Ontario. Soil Tillage Research. 23:163-176. [https://doi.org/10.1016/0167-1987(92)90012-Z](https://doi.org/10.1016/0167-1987(92)90012-Z) EDIBLE BEANS Strip-tillage is used for a variety of edible bean market classes in Ontario. Edible beans that are direct harvested, such as adzukis and white beans, are best suited to strip-tillage (Figure 6). Pulling and windrowing beans, where knives or rods run under the soil surface, may be difficult to produce in a strip-till system. Yield comparisons between strip-till and conventional tillage are not currently available; however, the practice is growing in popularity amongst edible bean farmers. SOYBEANS Strip-tillage is not commonly used for soybean production in Ontario. Provincial trials have consistently shown narrow rows out-yield wide rows, which limits strip-till’s applicability. Its use is generally limited to row widths of 50.8 cm (20 in) or twin rows on 76.2 cm (30 in) centres. HORTICULTURE CROPS A strip-tillage system can fit with horticulture crops where row spacings of 50.8-76.2 cm (20-30 ins) or more are used. Its applicability depends on crop, soil type and grower practices. Strip-till field tomatoes, sugar beets (Figure 7) and pumpkins (Figure 8) are grown in Ontario on a limited acreage. Figures 7 and 8. Sugar beets (left) and pumpkins (right) grown in Ontario using strip-tillage in combination with cover crops Benefits of strip-tillage There are many benefits to a strip-tillage system. Strip-till provides significant labour, fuel and time savings, while improving fertilizer application options and maintaining soil health over time. FUEL AND LABOUR - Strip-tillage reduces fuel use by lowering the number of tractor passes across the field. - A four-year study in Ontario from 2002-2005 on clay loam soil found strip-tillage reduced fuel consumption per acre by over 50% compared to chisel plowing and by 70% relative to moldboard plowing$^{(2)}$. - Actual fuel consumption and savings during strip-tillage will depend on the soil type, equipment configuration, strip width, tillage depth, and speed. - Strip-tillage reduces labour requirements, as separate operations of primary and secondary tillage are combined into one. Late summer or fall strip-till can also shift tillage labour to a less demanding time of year. Additional labour savings may come from reduced need for rock picking. Figure 9. Some strip-tillage machines, such as this coulter-based unit, come equipped with dry fertilizer delivery systems. Figure 10. Air carts can also be after-market additions to strip-tillage equipment, as seen in this example. --- (2) McLaughlin, N.B., C.F. Drury, W.D. Reynolds, X.M. Yang, Y.X. Li, T.W. Welacky, and G. Stewart. 2008. Energy inputs for conservation and conventional primary tillage implements in a clay loam soil. American Society of Agricultural and Biological Engineers. 51(4):1153–1163. doi: 10.13031/2013.25231 FERTILIZER APPLICATION - Fertilizer can be placed directly in the strips during the tillage pass, combining fertilizer application and tillage into a single operation (Figures 9 and 10). - Proper fertilizer placement remains important, just as in other reduced tillage systems: - Shallow-banded fertilizer can provide a ‘starter effect’. However, shallow placement increases seed burn risk depending on blends and timing. - Deeper banding (e.g., 15 cm (6 in)) provides more seed safety but delays root access and early plant uptake, which is important for corn on low-fertility soils. - Mixing fertilizer throughout the strip may offer a compromise between shallow and deep banding. - Risk of phosphorus and nitrogen losses are reduced by placement of fertilizer below the soil surface. - Applying fertility during strip-tillage may enable fertilizer application equipment to be removed from the planter, reducing planter weight and speeding up the planting process. SOIL HEALTH AND CONSERVATION - Ontario research found lower soil bulk density and penetration resistance (a measure of compaction) in-strip after 14 seasons in a clay loam soil relative to both conventional and no-till systems$^{(3)}$. - Strip-tillage preserves moisture and enhances soil structure relative to conventional tillage, while providing faster seed germination and plant emergence than no-till. In some studies, soils under strip-till management have shown increased soil organic matter levels as compared to conventional tillage and/or no-till$^{(4)}$. - Strip-tillage reduces erosion risk relative to conventional tillage in many situations (Figure 11). Fall strip-till on sloping fields can represent an erosion risk, as strips can funnel water during the non-growing season. Shifting to spring strip-till and/or running strips along contours are two strategies that can reduce the risk. GREENHOUSE GASES - Strip-tillage releases substantially less carbon dioxide ($\text{CO}_2$) when compared to conventional tillage systems, due in part to fewer tillage passes and lower overall fuel usage. - Ontario research, conducted at Agriculture and Agri-Food Canada’s Harrow research station, found that strip-till reduced nitrous oxide ($\text{N}_2\text{O}$) emissions relative to conventional till and no-till corn production systems$^{(5)}$. --- (3) Shi, X.H., X.M. Yang, C.F. Drury, W.D. Reynolds, N.B. McLaughlin, T.W. Welacky, and X.P. Zhang. 2011. Organic carbon under zone tillage in a clay loam in southwestern Ontario. Soil Science Society of America Journal. 75:1083–1089. doi:10.2136/sssaj2010.0319. (4) Fernandez, F.G., B.A. Sorensen and M.B. Villamil. 2015. A comparison of soil properties after five years of no-till and strip-till. Agronomy Journal. 107:1339–1346. doi:10.2134/agronj14.0549. (5) Drury et al. 2012. Nitrogen source, application time, and tillage effects on soil nitrous oxide emissions and corn grain yields. Soil Science Society of America Journal. 76:1268–1279. doi:10.2136/sssaj2011.0249. Strip-tillage within the cropping system SHANK VS. COULTER MACHINES Strip-tillage equipment is often classified as shank or coulter type. Both types make use of rolling disks or coulters, which may be wavy or flat. Shank styles also include a tillage shank while coulter types do not. Ontario growers have shared general pros and cons for shank and coulter machines. \| TILLAGE TYPE \| PRO \| CON \| \|--------------\|----------------------------------------------------------------------\|----------------------------------------------------------------------\| \| Shank \| • effective ground penetration under dry summer conditions \| • less able to make finely aggregated seedbed with deeper tillage in wetter soil (e.g., spring) \| \| \| • some control over fertilizer placement (ability to balance starter effect with crop safety) \| • higher horsepower requirement \| \| Coulter \| • lower horsepower requirement \| • poor ground penetration under dry summer conditions \| \| \| • flexibility to perform in fine-textured and/or wetter soils \| • challenges incorporating heavier cover crop stands \| \| \| • fewer issues with handling or bringing up stones \| \| There is significant variability in equipment, so the list does not apply universally to all shank or coulter machines. Satisfaction often comes down to the individual machine and operator objectives. EFFECTS ON SOIL MOISTURE AND TEMPERATURE Strip-tillage generally increases soil temperature and lowers soil moisture in the strip in the spring relative to no-till. This can enable earlier planting into strip-tilled soil, where conditions are typically similar to conventional tillage. The un-tilled zone remains cooler and wetter, but since it has not been tilled it is better able to support equipment. Residue cover between strips helps to conserve soil moisture during the hot, and sometimes dry, summer months. Figure 12 shows the difference in soil moisture amongst strip-tilled (on-strip and off-strip), fall-disked and no-till treatments in a trial on loam soil at 5 cm (2 in) depth in the days leading up to corn planting. Note the similarity in soil moisture between the on-strip and fall disk treatments. Figure 13 shows enhanced soil drying on-strip within the strip-till treatment. CHOOSING BETWEEN FALL AND SPRING TIMING There are benefits and drawbacks of both fall and spring strip-till. In many cases, the decision is soil type dependent. Ontario growers have found spring strip-till works more reliably on lighter-textured soils (e.g., sandy loams) than heavier-textured soils (e.g., clays and clay loams), where fall strip-till is a better fit. The spring strip-tillage operation usually precedes the planter by no more than 6-12 hours to prevent the seed zone from drying out excessively. Fields with long slopes that are vulnerable to water erosion (e.g., silt loams) may be best suited to spring strip-till. Fall or late summer strip-tillage provides the advantage of completing tillage and fertilizer applications (primarily phosphorus and potassium) well in advance of the busy spring period. It also provides a wider window for tillage in fit soil conditions and time for freeze-thaw cycles to mellow soil chunks ahead of planting (Figure 14). However, spring strip-till enables application of more mobile nutrients, such as nitrogen and sulphur, within the strips closer to the time of planting. Figure 14. Fall strip-tilled zone (left) compared to spring strip-tilled zone (right) with a shank style strip tiller on a clay loam soil. Fall strip-tillage resulted in a finer, more mellow seedbed. SINGLE VS. TWO-PASS SYSTEMS Some farmers will perform two passes of strip-tillage. The first pass is done in the fall and the second in the spring. The spring pass is often very light and coulter only (Figure 15). There is usually a specific reason for the spring pass, such as clearing residue from fields that pond over the winter, or to include some nitrogen or starter fertilizer rather than applying it through a planter. Performing secondary spring strip-tillage may increase yields when fall-only strips perform worse than conventional tillage corn, or where fall strips are very poor (e.g. residue not sufficiently cleared or poor soil uniformity within strip). Where a fall strip provides a well cleared, uniform seedbed in the spring, there is likely little economic benefit for a second spring pass. Figure 15. Fall strips being “freshened” with a second pass in spring to apply starter fertilizer for corn. WEEDS Strip-tillage tends to result in more winter annuals, biennials and perennials – weeds commonly associated with no-till – over time. For example, weeds such as dandelion and burdock may increase. This is particularly true if other crops in rotation are managed with no-till. In some cases, strip-tillage systems may require slightly higher-cost herbicide programs to manage these weed species. Fall herbicide applications are also beneficial to control perennial weeds in strip-tillage systems. Ontario strip-tillers indicate additional weed management is well worth the effort given the benefits from the strip-tillage system. DIVE DEEPER INTO STRIP-TILLAGE For more in-depth information on strip-tillage, including common challenges, read Strip-Tillage in Ontario: Making It Work. The sequel to this factsheet provides a detailed look at topics such as residue management, fertilizer and manure application, soil sampling, GPS guidance and integrating cover crops within strip-till systems. For more information ONTARIO MINISTRY OF AGRICULTURE, FOOD AND RURAL AFFAIRS Many sources of supplementary information are available. Most can be found online at ontario.ca/omafra or ordered through Service Ontario. - Agronomy Guide for Field Crops, Publication 811 - Soil Erosion – Causes and Effects, OMAFRA factsheet 12–053 - www.fieldcropnews.com Best Management Practices Series - Controlling Soil Erosion on the Farm - Field Crop Production - Soil Management - No-Till for Soil Health - Residue Management - Winter Cover Crops Inquiries to the Ontario Ministry of Agriculture, Food and Rural Affairs Agricultural Information Contact Centre Ph: 1-877-424-1300 Email: email@example.com ORDER THROUGH SERVICEONTARIO Online at ServiceOntario Publications: ontario.ca/publications By phone through the ServiceOntario Contact Centre: Monday – Friday, 8:30 a.m. – 5:00 p.m. 416–326–5300 416–325–3408 TTY 1-800-668-9938 Toll-free across Ontario 1-800-288-7095 TTY Toll-free across Ontario ACKNOWLEDGEMENTS This factsheet was developed and written by the following OMAFRA staff: Jake Munroe, Ben Rosser, Ian McDonald, James Dyck and Anne Verhallen. Technical OMAFRA Coordinator: Arlene Robertson AF209 ISBN 978-1-4868-5793-7 (PRINT) ISBN 978-1-4868-5794-4 (PDF) BMPs for Soil Health Factsheet Series: Adding Organic Amendments Buffer Strips Contour Farming and Strip Cropping Cover Crops and Manure Application Cropland Retirement Erosion Control Structures Field Windbreaks Inter-Seeding Cover Crops Mulch Tillage No-Till for Soil Health Perennial Systems Residue Management Rotation of Agronomic Crops Soil Remediation Strip-Tillage in Ontario: The Basics Strip-Tillage in Ontario: Making It Work Subsurface Drainage Wind Strips Winter Cover Crops BMPs for Soil Health Diagnostic Infosheet Series: Cold and Wet Soils Droughtiness Low Fertility pH Extremes Soil Erosion by Water Subsurface Compaction Surface Crusting Tillage Erosion Wind Erosion	c521bcc7-bce0-49c3-b8f6-6f0f39a274aa	CC-MAIN-2024-51	https://bmpbooks.com/media/Strip-Tillage_Basic_EN_AODA_FINAL.pdf	2024-12-04T14:56:58+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066181697.67/warc/CC-MAIN-20241204141508-20241204171508-00247.warc.gz	120,207,850	4,223	eng_Latn	eng_Latn	0.972962	eng_Latn	0.992372	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1710, 2764, 3902, 5392, 6653, 8186, 11214, 13846, 14483, 15177, 17102, 19076 ]	[ 2.359375 ]	1	0	HuggingFaceFW/finepdfs-edu
Course Impact/Outcomes (for parents and children) This is the 3 rd time we have delivered the new ESOL course which has been developed for non-English speaking mothers and their children. We have adapted the course to fit with our families and what we want The mums attending the course comprise of a particularly vulnerable group and are less likely to engage with services and support groups which is often due to language and cultural factors. As a result, the mums from this particular demographic are, in many cases, unable to access vital information about parenting, health, and general child development. These mothers also have many other barriers to overcome in order to attend standard English language courses such as lack of childcare, finance, and sometimes cultural expectations. At the same time they are expected to liaise with the wide range of contexts and settings associated with child-rearing. They can also be vulnerable to social exclusion due to language and financial barriers which can lead to a range of negative outcomes for the families. We have found in the past when we have delivered ESOL through Adult Education (the course has been exceptional) but we have struggled to maintain the numbers due to the children in the crèche being very upset and just not settling, especially with their lack of English and understanding. Also some parents who have no English have struggled with the "pen to paper" aspect as well and the feedback from the course was that the mums was they wanted more time to practice speaking. So this course was designed and delivered to give the mums functional language skills with a combination of health and parenting information. It was designed as a structured 8 week mother and child 'stay and play' group. The mums came with their children who were looked after by a crèche worker in the play area which was open so both could see each other. This helped with the settling of the children and reduced mums anxiety about leaving the children. Over the 7 weeks we had no issues at all with the children being in the same room as the parents. As the children were so calm and happy the mums were more relaxed and eager to learn themselves. The children also gained language due to the repetitive singing session that we did during the course. This was the 3 rd time we had delivered the course and this course was much more consistent and numbers were really good with at least 8 families coming every week. Again it was good to have mixed abilities in the class as the mums could support and help each other especially if they were struggling to understand what we were teaching. I think the way we deliver the course in an informal nonjudgemental way with lots of repetitive saying and using lots of pictures clues is good for the mums. They need to reinforce and practise what they have learnt each week Each 1 hour session focussed on one particular aspect of family daily life and consisted of very informal language instruction, using bright pictorial visual clues, speech bubbles and lots of repeated speaking. We introduced in the first session a "map of the world" and encouraged the mums to tell us where they came from and what their language they spoke. We had a very mixed group with Each session then was exactly the same format and was designed to take about 1 hour. Timings were not exact and we adapted each week to the parents and children. Although we emphasized the times of the sessions starting the mums were a bit hit and miss with timings, some arriving really early and then some arriving with only 10 minutes left of the session. But we were just pleased that they had attended It was important to be consistent and we used the same format each week with welcoming the parents and always finishing with a goodbye song. We always started off every session this time with us going round the circle putting name tags on them and us saying "Good Afternoon and then their name" and we encouraged them to answer by saying "Good afternoon Jan" I would then ask "How are you today?" and we encouraged them to say "I am very well Jan and how are you" There was lots of laughing and enjoyment from this and mums really became more confident as the weeks progressed and would look at us when they said it and smile. They would also add extra to the sentence and tell us how well they were or ask how we were We then concentrated on getting the mums to be able to tell us their full name (clearly) and their address as we felt this was so important that they could say it clearly and also know it. We made sure we knew the exact address by looking on cacci to ensure we got it right. So again every week once we had done introductions we would ask them to tell us their full address. Again as the weeks progressed they all became confident at saying it and knowing it fully. We also introduced them knowing their date of birth and asked them if they could tell us. This was interesting as some did have different dates of births but a few had the 1 st January and then a different year We also encouraged them to be able to tell us their child's name and date of birth as again we informed the mums they will be asked this a lot and they need to know it. Some struggled with this. Throughout the course we have adapted it by using lots of visual picture of what we are teaching and trying to do it in a fun way so the mums can use the pictures and then say the sentence. For example when we did about illnesses we have pictures of illness and then pictures of medicine and encouraged them to say the sentence and point to the pictures "I need some calpol as my baby has a fever". By using the pictures each week the mums became more familiar with the format and it helped with their understanding. It also helped the mums seeing the sentence wrote in a speech bubble as well, so we were able to encourage them to read the sentence so they could read it as well. When we did the session of around the community we used lots of pictures local to us and therefore the mums would know what the building was for. We gave out a map of the area showing each building As facilitators we needed to role model every new key word or phrase and then encourage the mums to copy and say the sentence over and over again. We gave lots of opportunities for them to practise and we made sure they all understood it was OK to make a mistake. We kept the sessions fun and light hearted and we think everyone felt comfortable as the weeks went along. Parents supported and encouraged each other during the sessions, we also invited them to come to the stay and play which they attended so they have been able to socialise with their children and peers in the group thus continue to practice their English. Moving forward and how to improve the session - The more capable mums were adding more words to sentences which we hadn't discussed which proved they were gaining confidence and not afraid to make a mistake - The mums definitely improved in confidence each week and would start to have a go, speaking out within the group and happier to join in, ask questions and were smiling a lot more. - The mums begun to be more confident at asking more questions and would ask if they didn't understand - The children were really settled in the crèche which helped the mums to be more relaxed and learn. Concerns would be if we had more children as think that would be difficult. - Having mixed abilities of mums with their English had an effect on the group, but also helped with peer support and understanding and they could translate to the mums who struggled to understand. So moving forward a mixed group is good - The timing of an hour is more than enough - It definitely needs 2 people to deliver the course as we can role model speech, make lots of eye contact and to also include the children. - Use google translate or encourage the mums if they have an iPhone to download the app. This app is really good as the mums can speak into the google translate in their language and it will say it in English. - The Mums Booklet is still good resource for the families but moving forward it might be that we develop our own version - We used the song bag this time more as we had so many children but this was good as it encouraged the children to come into the circle as they loved choosing a prop to show their mum and then we sang the song - The pre and post questionnaire needs to be looked at and changed Evaluations completed by parents at the beginning and end of the course This time each week we asked the mums to tick the smiley sheet on what they thought of the session which we did every week (see attached with weekly evaluations of sessions) On the last session we had printed out questions in English and then beside it we had it translated in the languages of the mums and we then asked them to tick the box that was appropriate of what they thought I have enjoyed coming to the First Steps to English From the evaluations we cans see how this course has helped the mums Comments from staff regarding of delivering the course This was my third time in delivering a 'First Steps to English' course. This time I again had the support of Wendy Smith which was good as we had delivered it together the last time. I felt Wendy and I support each other really well in delivering the programme each week and we both grow in confidence as the weeks go by. We are a good team and our relaxed, friendly informal approach helps to put the parents at ease from the start. We have a lot of laughter within the group from us and the mums and this also helped. Wendy and I have adapted and added to the course when appropriate to ensure parents understanding. We used our creatively and made resources which helped the parents understanding and also for us to deliver. We used lots of pictures which helped when we were asking them to say sentences. So even if the mums couldn't say the sentence we were able to show a pictures and then encourage them to say what the picture was of. It was great to see the mums becoming more confident as the weeks progressed. We also encouraged the mums to tell us what some words in their own language and then I and Wendy would have a go much to the mum's amusement!! The "Mums Booklet" that is designed with the course is more aimed at babies and mums and needs to be looked at and redesigned if we are going to continue to deliver this course. They did like the booklet and would bring it every week but I feel we need to adapt it to fit with what we deliver on the course. This will take time to create but I feel it's a very important prop for the mums where they would be able to revisit at home and practise. We also gave out other resources like a laminated clock, a list of the days of the week and also the months of the year, song words of songs, books etc. which all helped to support the mums. In my opinion there is a great need for this course in the Bury area and should be delivered on a rolling programme within the Children Centre. We have so many families who this weekly session would benefit them enormously. In my role as a Programme Support Worker we have so many families who access the Children Centre with varying ethnicities and cultures and know that limited or no English language can be a huge barrier to lots of families. I feel that many EAL families can be very isolated and this in turn can have an impact on their children's learning, development and limit social opportunities to enable interaction with peers. For the parents too social isolation can have a negative impact on their confidence and self-esteem, mental health and well-being. It was so lovely each week to see the mums come to the Children Centre be able to say their name and address to our Admin then come into the session, greet each other, and smile and say hello to myself and Wendy. The mums formed friendships with each other. They were all so eager to learn and happy to participate in group activities. Parents were keen to try out new words and phrases through repetition and positive reinforcement. The high attendance throughout the course I feel reflects the need for an ESOL course in the Bury East area. I definitely feel that due to the nature of the course it is advisable and very important to have two facilitators to cope with the needs of the parents and ensure a good session is delivered and that we get the outcomes that we require. 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Group B Attempt any SIX questions. 2. Define OOP. Write the characteristics of OOP Language. [1 + 4] 3. Explain the operators available in Java programming. [5] 4. Define loop. Write a java program to print first n prime numbers. [1 + 4] 5. Differentiate between abstract class and interface with suitable example. [5] 6. Define access modifier. Explain access modifiers in java with example. [1 + 4] 7. Define exception. Explain exception handling mechanism in java with example. [1+5] 8. Write short note on (Any Two): [2.5 + 2.5] a) final keyword b) Collection class c) JDBC Group C Attempt any TWO questions. 9. a) Write a program to create and use java package. [5] b) Define thread. Explain the life cycle of thread. [1 + 4] 10. a) Write a program to sort name of any five cities in ascending order. [5] b) Define polymorphism. How do we achieve polymorphism in java explain with example? [1 + 5] 11. a) Differentiate between java AWT and java Swing. Explain the different types layout managers in java GUI programming. [2+3] b) Write a java GUI program to calculate square of entered number. [5]	<urn:uuid:d87af091-3ec6-4356-90f5-45993fbd74df>	CC-MAIN-2024-38	https://samriddhicollege.edu.np/wp-content/uploads/2021/02/Object-Oriented-Programming-in-Java-2020.pdf	2024-09-15T13:01:44+00:00	crawl-data/CC-MAIN-2024-38/segments/1725700651630.14/warc/CC-MAIN-20240915120545-20240915150545-00833.warc.gz	460,167,392	293	eng_Latn	eng_Latn	0.940527	eng_Latn	0.940527	[ "eng_Latn" ]	false	rolmOCR	[ 1135 ]	[ 1.7109375 ]	1	1	HuggingFaceFW/finepdfs-edu
Scientific Reference System on New Energy Technologies, Energy End-use Efficiency and energy RTD SRS NET & EEE (SSP6-CT2004-006631 contract) WP-3 Technology data Country Report for Poland Lead Author: EPU NTUA Abstract The current country report comprises of 3 distinct parts: an introduction, technology data on energy efficiency and technology data on renewable energy sources. Moreover, in the introduction an attempt has been made to present the most important energy policy measures. In this framework, a synopsis of the current status and evolvements compared to the past years on the above mentioned sectors takes place. The technology data referred to energy efficiency are presented categorized by sector, while the data related to RES are presented depending on the renewable energy source. 1 Introduction 1.1 Current Energy Status The energy sector in Poland is still dominated by the hard coal and lignite industries which provide most of the country's energy needs. Poland is relatively self-sufficient with indigenous energy sources (mainly coal) to cover its demand for heat and power [1]. However, much of older energy infrastructure is often less efficient than in the EU. Many power plants and other elements of the grid systems already need refurbishment and upgrading. Final energy consumption in Poland in 2005 was at almost the same level as in 1990 – 56,6 Mtoe [2]. Simultaneous growth of Gross Domestic Product (GDP) caused decreasing of final intensity of economy by 3,40% per year. The biggest structural change of energy consumption consists in decline of industry share and increase of transport share. The impact of structural changes in manufacturing became important after 2000. Overall this effect is responsible for less than one third of total improvement. Transport sector experienced radical change in modal structure: freight traffic in trains decreased by 40%, while freight traffic on roads almost tripled. Energy efficiency indicator - Odex has improved by 33% since 1995 [2]. The highest improvement was achieved by industry and the lowest by households. In Figure 1 the total energy consumption in Poland for 2002 - 2005 is illustrated. Final energy consumption tended to decrease in the period 1996-2002 and slowly rose in subsequent years [2]. The share of coal has fallen from 26,6% in 1990 to 19,2% in 2005 after reaching top of 39,1% in 1996. Oil became the most important energy carrier with 31,8% share of final consumption. Share of heat consumption also fell from 27,6% to 12,5% (Figure 2). Source: Central Statistical Office, Statistical Information and Elaborations, 2007. Source: MURE – ODYSSEE, 2007 Changes of final consumption structure in main sectors of economy (Figure 3) reflect the directions of economy development [2]: * Industry: Restructuring of industry caused energy consumption reduction, which was also accompanied by energy saving measures in companies. * Households: The households share in final consumption remained relatively steady over the years (about 32%), but this sector experienced the activities as thermo-modernization, improving efficiencies of heating systems and totally obtained almost 20% reduction of its energy consumption since 1995 * Services: The share of service sector has been increasing. * Transport: The development of road transport caused increase energy consumption in this sector. Source: MURE – ODYSSEE, 2007 Figure 4 presents the total primary energy production in Poland for 2004 - 2006. In 2006 in Poland renewable energy sources produced 210513 TJ of energy, which amounts to 6,5% of the total amount of primary energy (3252 PJ). This indicator would be higher than in 2005 (5,9%) by 10,2%. The amount of renewable energy produced in 2006 was higher than produced in 2005 by 8,7% [3]. Source: Central Statistical Office, 2007 Generating capacities of power stations using RES in 2000-2006 are presented in Figure 5. Annual increase of generating capacity varied between 2,2% (2004) and 13,2% (2005). The highest increase in power took place for wind energy (from 9,4% in 2003 to 246,9% in 2005) and biogas (between 10% in 2006 and 41,2% in 2004). Source: Central Statistical Office, 2007 Figure 6 presents the total CO2 emissions from the consumption of fossil fuels (petroleum, natural gas, and coal and the flaring of natural gas) for the period 1980-2005. Source: Energy Information Administration (EIA), International Energy Annual, 2007 1.2 Main supporting policies The Polish National Energy Conservation Agency (KAPE S.A.) was created after the resolution passed by the Polish Parliament, a decision of the Government of the Republic of Poland, together with agreement between shareholders in 1994 [4]. KAPE S.A. carries out activities aimed at rationalization of energy management with respect to the environmental protection and through pro-ecological measures related to energy generation, transmission and utilization. The mission of KAPE is to develop and implement the principles for the attainment of sustainable energy policies in Poland. There are several regional energy conservation agencies dealing in the field. Poland continuously supports CHP development. The legal obligation for energy suppliers to purchase electricity produced in cogeneration is expressed in the Decree of the Minister of Economy on the Specific Scope of the Obligation to Purchase Electricity Produced in Cogeneration with Heat. This obligation referred to in article 9a of the Energy Law shall be considered fulfilled if the share of electricity purchased from cogeneration sources connected to the common grid is not lower than: 13,7 % in 2005 to 16 % in 2010 [2]. Energy efficiency as well RES related investments and promotional activities are strongly being supported by the environmental protection funds. In 1998 the Act on Support for Thermo-Modernisation Investment in Buildings came into power, assisted by Thermomodernisation Fund [2]. The Act covers the rules of providing financial support to the investors (building owners or administrators) in the form of the premium which can cover up to 25% of credit loan taken out for realisation of the thermal modernisation investments. Political support for renewable energy development in Poland and law regulation for this area was initiated in 1999. "Resolution on Increase of Renewable Energy Sources Utilisation" from 8 July 1999 was approved by the Parliament and can be considered as a milestone. The Minister of Environment prepared the "Development Strategy of RES" [5]. The Strategy was approved on the 5 September 2000 by the Council of Ministers and endorsed by the Polish Parliament (Sejm) on the 23 August 2001. Setting out of the indicative targets has been of historic importance not only for the RES industry itself, but also for the whole energy industry in Poland. The "Strategy" has set the targets of 7,5% RES energy share in the total primary energy balance by 2010 and 14% by 2020 [1]. Such an increase in RES utilisation would require the annual energy production amounting to 340 PJ of green energy in 2010, i.e., the growth by 235 PJ in comparison with the 1999 level, assuming that in 2010 the overall demand for primary energy in Poland would be to reach 4570 PJ. The Polish Ministry of Environment with the Inter-ministerial Group on Renewable Energy has been in the process of preparation the RES Act since July 2003. Basic issues that should be regulated through the RES Act include [1]: * Polish law transposition according to the Directive 2001/77/EC: RES definition, creation of the RES support * mechanisms * Statistics on renewable energy resources on the local and regional level, * Introduction and harmonisation of the principles of the data collection on the existing RES installations, * Better focusing of the financing system of RES development through the creation of an earmarked fund. Recent Governmental initiatives for the creation of a favourable legal environment for the development of the renewable energy sector in Poland [1]: 2004 – Amendment of the Energy Law. 2004 – Regulation of the Council of Ministers on bio-components on liquid biofuels in 2004. 2003 – The Parliament of the Republic of Poland (Sejm) passed an Act on the Organisation of the Market for Liquid Biofuels. 2003 – The Ministry of Environment initiated works on a high-level Act on Renewable Energy. 2003 – The Minister of Environment officially recognised renewable energy as one of the 10 key priorities of this Ministry. 2003 – The Ministry of Economy, Labour and Social Policy amended regulation on the obligation for power purchase from renewable sources of energy and initiated works on the introduction of certification of green electricity. 2002 – The Government of Poland in the negotiations on the Accession Treaty as regards the EU Directive 2001/77/EC acknowledged indicative targets for Poland in RES-e by 2010 (7,5%). 2002 – The Minister of Environment established and Inter-ministerial Group for the Implementation of the Polish national RES Strategy [6]. In Poland the assumptions for development of renewable power industry were established in a government document entitled: "Strategy for renewable power industry development" (accepted by the Sejm on 23 August 2001) [6] and in documents: "Energy politics of Poland until 2025" (accepted by the Council of Ministers on 4 January 2005) and in the "Programme for electrical power engineering" (accepted by the Council of Ministers on 28 March 2006) [3]. According to imposed obligations the share of electricity produced from RES in the amount of sold energy should in subsequent years amount to: 2006 - 3,6%; 2007 - 4,8%; 2008 - 6,0%; 2009 7,5%; and 2010 - 2014 - 9,0%. The basic legal regulations pertaining to the obligation in respect of RES consumption in Poland are [3]: * Law of 10 April 1997 – Energy Law (Journal of Laws 2006, No 89, item 625 as amended), * The Regulation of the Minister of Economy of 19 December 2005 on the detailed scope of obligations in connection with obtaining and presenting for remittance the certificates of origin, paying substitute fee and purchase of electricity and heat produced from renewable energy sources (Journal of Law No 261, item 2187), * Law of 25 August 2006 on biocomponents and liquid biofuels (Journal of Laws No 169, item 1199). 2 Energy Efficiency Technology Data In the period 1995-2004 the energy efficiency index for the whole economy (ODEX) decreased by 41%, against 8% for the EU25 (Figure 7). This is due to remarkable improvements in industry sector while efficiency in transport and households sector progressed below the average of the economy [2]. Source: ODYSSEE data base, 2007 2.1 Households The structure of household consumption by end use is presented in Figure 8. Decreasing share of energy consumption for heating and cooking results from replacing low efficient coal with gas and electric ovens. Growth of consumption by electrical appliances and lighting is connected with richer equipment of households in electrical appliances and behaviour changes [2]. Source: MURE – ODYSSEE, 2007 Between 1990 and 2004 the energy efficiency index in the household sector decreased by 24% which means a remarkable improvement in the energy efficiency (Figure 9). This can be attributed to improvements in the efficiency of the building stock (this is made up of the large number of new houses which adhere to more stringent building regulations as well as retrofitting of existing stock) and fuel switching to oil and gas from solid fuels as well as using more energy efficient electrical appliances [2]. The improvement in the energy efficiency of households has been especially noticeable since 2000. Source: ODYSSEE data base, 2007 2.2 Industry Final consumption in industry has varied since 1990 (Figure 10). The highest consumption was in 1990 at the level of 22,8 Mtoe. Before reaching local maximum of 22,2 Mtoe in 1996, consumption declined to 18,6 Mtoe in 1992. Since 1996 final consumption was generally decreasing and reached bottom of 15,2 Mtoe in 2002 [2]. The structure of consumption has changed during that period. Consumption of heat declined sharply from 8,6 Mtoe to 1,8 Mtoe, consumption of coal fell from 5,1 Mtoe to 4,0 Mtoe. At the same time consumption of oil increased from 0,9 Mtoe to 1,8 Mtoe and consumption of other energy carriers (mostly biomass) grew from 0,2 Mtoe to 0,8 Mtoe. Source: MURE – ODYSSEE, 2007 The energy efficiency of industry totally was systematically improving reaching 54% over the period 1995-2004 (Figure 11). The most dynamics improvement was observed between 1996 and 2000. The improvement in paper industry went almost in line with industrial average. The progress in chemical and steel industry was lower, especially before 2000. In chemicals the improvement accounted for 15%, while in steel industry for 7% until 2000. Since then the improvement was similar in all mentioned sectors as well as in total industry. Generally the improvement of the index for Poland is better than for EU due to intensive applying of more energy-saving technologies. Source: ODYSSEE data base, 2007 2.3 Transport In Poland about 89% of energy consumed in transport is from road transport and around 5,6% rail transport. Another 5% is consumed by airplanes and the rest is consumed by inland and inshore water transport. In years 1990-2005 steady growth of fuel consumption in road transport (2,5% annually) is observed, accompanied by significant drop of energy consumption by rail transport [2]. Figure 12 presents unit consumption of fuels by vehicle. The indicator is influenced mainly by country economical situation and increasing efficiency of new cars. Source: MURE – ODYSSEE, 2007 Between 1990 and 2004 transport sector experienced an improvement in energy efficiency of 40%, against 12% for the EU25 (Figure 13). This steadily and rapid growth was mainly due to the penetration of new, more efficient cars and also dominating role of cars within the transport sector. In the same period the unit consumption for light and duty vehicles strongly fluctuated, compared to cars. Source: ODYSSEE data base, 2007 3 Renewable Energy Technology Data At the moment, the basic sources of renewable energy in Poland are biomass and hydro. Geothermal energy, wind power and solar energy are of lower significance. In the 1990s Poland experienced a gradual increase of the share of RES. Among the contributing factors were [5]: * a significant increase in the utilisation of wood and waste wood mainly by rural population, the commissioning of local straw- and waste wood-fired district heating plants and the utilisation of waste wood from wood processing, * the commissioning of two geothermal heating plants, * the commissioning of a couple of wind power plants and of numerous small hydro power plants, * the commissioning of heating and power plants utilising biogas from municipal landfills and waste water treatment plants. The highest position in the renewable energy balance of 2006 had solid biomass energy, the share of which in the total indigenous production from RES amounted to 91,3% [3]. Figure 14 presents the allocation of different RES in the total energy production from RES. There were also small amount of energy from biodegradable municipal waste recorded (0,008%) and solar energy produced from solar collectors (0,005). Figure 14: Total Energy Production from RES (2006) Source: Central Statistical Office, 2007 The amount of electricity generation from RES for the period 2000-2006 is presented in Figure 15. Source: Central Statistical Office, 2007 In 2006 electricity generated from RES constituted 3,2% of the national electricity consumption. In 2006 the electricity produced in hydro-power stations amounted to 47,4% of the total electricity generation from RES. The second place in respect of share energy generation from RES has the energy produced on the basis of solid biomass (43%). Energy generated from solid biomass came mainly from co-incineration with other fuels (90,3%). Other sources of electricity generation were: wind energy (5,9%) and biogas (3,7%). Electricity generated from biogas came entirely from landfill biogas (57,5%) and biogas from sludge (41,6%) [3]. Figure 16 presents the amount of electricity generation in 2006 by sources. Source: Central Statistical Office, 2007 3.1 Hydro Energy Among the various methods of electricity generation, hydro power has the longest tradition in Poland. The Polish hydro power resource is small due to the limited and unfavourably distributed rainfall, high soil permeability and relative flatness of the country. In Poland small hydro includes facilities with an installed capacity below 5000 kW. The total installed capacity of large hydroelectric power stations (without pumped-storage plants) in 2002 was around 339,2 MW, and of the small ones (< 5MW) - 185 MW [1]. Total technical potential of hydro energy amount to 49 PJ/year from that 6 PJ/year is a technical potential of small hydro. As for the small hydro plants (< 5MW) about 1000 plants could be build with total capacity 200 MW and estimated electricity generation 1000 GWH/year [7]. Collective data pertaining to hydro energy used for electricity generation in 2000-2006 are presented in Figure 17. Source: Central Statistical Office, 2007 Figure 18 presents the amount of energy in hydro-electric power stations in Poland. Source: Central Statistical Office, 2007 3.2 Wind Energy It was only the beginning of the 1990's, when wind power began to be exploiting in Poland, mainly on the Baltic seaside. The most privileged areas in terms of wind energy potential are the Baltic coast, Suwalki area and Mazovian lowland plain. Till 2002, 42 wind turbines with a total power over 28,5 MW had been connected to the grid and placed in service [1]. There are also a number of small scale wind installations. Investors take keen interest in wind power installations, especially in north-western Poland. In 2003 Zagorze a wind farm with capacity 30 MW was put into operation. There was an increase in the use of wind energy during the period 2000-2006 (Figure 19). Electricity generation in wind power stations increased from 20 TJ (0,0005 Mtoe) in 2000 to 922 TJ (0,022 Mtoe) in 2006. Source: Central Statistical Office, 2007 3.3 Solar Power Poland has a very uneven distribution of solar radiation throughout the year, with around 80% of the total annual insulation falling within six months in spring and summer. The distribution of density of a solar radiation flux and its structure show that opportunities of its utilisation are somewhat limited, especially in winter. Air collectors are most frequently used at farms for crop drying. The total number of air collectors is estimated at 50-60 units (up to 2002) and their surface area at 6.000 m 2 [1]. They are operated for 300-600 hours per year on average. Liquid solar collectors are mainly used for heating water in homes, camping and summer cottages, sports and recreation facilities, livestock buildings and fodder stores. Also, liquid solar collectors heat up water in tanks and swimming pools as well as process water in small industrial plants. Until 2002, around 4.000 solar installations for the heating of usable water have been installed in Poland [1]. Efforts have been made to introduce solar thermal applications for space heating in Poland. PV technology it is relatively new and not wide spread in Poland. Until 2002 about 240 PV applications was installed in Poland with total installed capacity about 77 kW [1]. Most of the applications can be defined as off grid non-domestic (applications for traffic light, maritime navigation signs, yachts). There are also several demonstration projects with PV applications installed on the roofs or walls of buildings. Figure 20 presents the amounts of heat generated from solar collectors recorded for years 20022006. With increase in the number of units using solar collectors since 2004, there was an increase in the amount of produced heat, and so in 2005 as compared to the preceding year the increase amounted to 50%, and in 2006 – 67%. Source: Central Statistical Office, 2007 3.4 Biomass Biomass is the most promising renewable source of energy in Poland. The greater opportunities for biomass technology implementation have been recognised in forestry, wood processing and agriculture sectors. In short term perspective it can be forecasted the great development of fuel wood (logs) and straw utilisation in individual dwellings especially because of it's profitability in comparison with fossil fuels [1]. The energy balances for solid biomass (period 2000-2006) indicate a constant increase in the amount of produced and used solid biomass [3]. Accordingly, in 2006 10,1% of biomass more were produced and used than in 2005. Simultaneously as compared to 2000 there was an increase in production recorded by 27,7%, and that of total national use by 27,8%. The largest increase, especially in the last three years, took place in respect of use as input for energy transformations (in comparison with the preceding year: in 2004 by 53,6%, in 2005 by 96,5% and in 2006 by 21%), especially in professional heat and power stations (in 2004 by 91,7%, in 2005 by 151,3% and in 2006 by 39,3%) [3]. The structure of solid biomass use in 2006 is presented in Figures 21. Figure 22 presents the amount of biomass use by final recipients in 2000-2006. Figure 21: The Structure of Solid Biomass Consumption in 2006 Source: Central Statistical Office, 2007 Source: Central Statistical Office, 2007 3.5 Geothermal Geothermal waters have been used in Poland for a long time for therapeutic purposes. Concerning energy, space heating is the main area of geothermal energy use. Until 2002, 4 geothermal installations were operating in Poland with total installed capacity of 55,7 MWth. They are located in Banska at the Tatra Foothills, and in Pyrzyce near Szczecin, in Mszczonów (the Polish Lowland) and in Uniejów (the Polish Lowland). Another installation in Slomniki (ForeCarpathians province) is in a starting phase (7,3 MWth) [1]. There are about 700-1000 medium and small scale heat pumps based on ground or ground water heat installed by individual consumers or in office buildings. At present, use of geothermal energy for electricity generation in Poland remains at a research stage. Table 1: Geothermal Energy Balance (2000-2006, TJ) Source: Central Statistical Office, 2007 The data in Table 1 indicate constant increase in consumption of geothermal energy continuing since 2002. In subsequent years, as compared to the preceding year, the increase amounted to: in 2002 - 119,2%, in 2003 - 18,3%, in 2004 - 2,3%, in 2005 - 49,7%, in 2006 - 12,4% [3]. Majority of geothermal energy is used for satisfying the heat demand in households (in 2006 - 81,3%). The use of geothermal energy by households and commerce and public services entities in 2000-2006 is presented in Figure 23. Source: Central Statistical Office, 2007 References 1. EC BREC/IBMER, European Renewable Energy Council (EREC), Renewable Energy Policy review Poland, Altener, May 2004. 2. MURE – ODYSSEE, Intelligent Energy Europe, GUS, KAPE, Energy Efficiency Policies and Measures in Poland 2006, Evaluation and Monitoring of Energy Efficiency in the New EU Member Countries and the EU-25 (EEE-NMC), Central Statistical Office, The Polish National Energy Conservation Agency, Warsaw, July 2007. 3. Central Statistical Office - GUS, Industry Division, Ministry of Economy, Energetics Department, Energy from Renewable Sources in 2006, Statistical Information and Elaborations, Warsaw 2007. 4. The Polish National Energy Conservation Agency (KAPE S.A.), 2007, http://www.kape.gov.pl/. 5. Council of Ministers of the Republic of Poland, Development Strategy of Renewable Energy Sector in Poland, 2000. 6. The Ministry of the Environment, Poland's Climate Policy, The strategies for greenhouse gas emission reductions in Poland until 2020, Warsaw, October 2003. 7. EC Baltic Renewable Energy Centre (EC BREC), Economic and Legal Aspects of Utilisation of Renewable Energy Sources in Poland, Expert appraisement for the Ministry of Environment, Warsaw: EC BREC/ IBMER, 1999. 8. Energy Information Administration – EIA, International Energy Annual, Short Term Energy Outlook, 2007. 9. Central Statistical Office - GUS, Energy Statistics 2005, 2006, Statistical Information and Elaborations, 2007.	<urn:uuid:dfae60fa-fda7-467e-a720-252a37819447>	CC-MAIN-2018-51	http://geothermalcommunities.eu/assets/elearning/1.33.Country%20Report_Poland.pdf	2018-12-16T00:11:49Z	crawl-data/CC-MAIN-2018-51/segments/1544376827137.61/warc/CC-MAIN-20181215222234-20181216004234-00626.warc.gz	111,861,248	5,485	eng_Latn	eng_Latn	0.896925	eng_Latn	0.989678	[ "dan_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 214, 2638, 3810, 4388, 7277, 10704, 11761, 13167, 14189, 15451, 17255, 18357, 20235, 21548, 23088, 24568 ]	[ 1.109375, 1.375 ]	2	3	HuggingFaceFW/finepdfs-edu
* Remove any masks or face shields. * Have the light on your face rather than on the person you are talking to. This makes it easier for them to read facial expressions and to lip-read. * Do not have anything between your lips (cigarette, pen, etc.) or in your mouth (chewing gum, sweets, etc.) as this can distort lip movement when you are speaking. Avoid placing your hand or an object in front of your mouth when talking. * Support your speech with facial expression where you can, e.g. look happy if you are giving good news and sad if you are giving bad news. * Understand and use the local culture of gestures, expressions and accepted physical contact (or absence of it). * When signing, hold your hands up at chest level to enable both your face and hands to be clearly seen. 3 ensure that you speak effectively * Use short, simple sentences. * Speak normally, not too fast or too slowly. Certain sounds can be distorted or lost if speech is rushed or slowed down too much. * Do not exaggerate your speech or lip movements. Supporting people with visual impairment Communication Here are some techniques to keep in mind when meeting with a patient with visual impairment. * Use the name of the person so they know you are talking to them. * Introduce yourself and say your name * Face the person and talk to them, not the person accompanying them. * Identify the room you are in if the person cannot see well enough to recognise their surroundings. * Be specific in giving directions: say 'left' or 'right' rather than pointing. * Identify and name any other people in the room or involved in the consultation. * If the person moves to a new location, tell them who is in the room and offer to describe the environment. * Read out written information, including rights to treatment and associated risks. * Do not leave the person alone in the centre of a room. Make sure they can touch a table, chair, or wall to maintain orientation to their surroundings. Children's education There are different models for educating children with visual and other impairments, which include educating children in 'special schools' (schools for children with specific impairments), and educating children in a mainstream school (known as 'inclusive education'). The comments below apply equally well to any model, and eye care workers may wish to spend time talking to parents about them. * All children have a right to education. * It is important that children with disabilities spend time with their peers to make friends, gain independence, and develop a sense of belonging in the community. * Education will give a child more opportunities in the future. * Children with low vision will need regular and ongoing assessment to check their refraction and whether they are using the most appropriate low vision interventions. The interventions may need to change as the child grows older, and as his or her educational demands increase. For example, the font size in school books will get smaller as the child progresses through primary school. With thanks to Clare Gilbert, Co-director, International Centre for Eye Health, and the authors of Disability Inclusive Practices in Eye Health. CBM 2011. www.cbm.org/disability-inclusive-eye-health fRoM The fieLD f Mobility impairments and access Nagarathna, CBM Country Director: Sri Lanka, describes how she encouraged Joseph Eye Hospital in Sri Lanka changes, the idea no longer seemed so daunting and the hospital team were keen to make the necessary changes. to be more accessible. Nagarathna has a mobility impairment, and uses crutches to move around. * Patients tend to agree with their health are workers, sometimes without understanding what has been said to them. After every important point or message, ask the patient if he/she has understood you and, if necessary, ask him/her to repeat the message or instructions back to you (especially important if the patient is unaccompanied). 4 use other means of communication, e.g. writing and signing * Be prepared to write down any questions or answers, and give the person with a hearing impairment the opportunity to do the same if necessary. * If the patient can sign, use an interpreter. If at all possible, learn the local sign language yourself. This can be fun and can be done with other colleagues. * Write down important information, e.g. instructions for taking medicines, to give to the patient. Have this information available in alternative formats (e.g. large print) for people with impaired vision or give the information to the person assisting them. * Use pictures and drawings to help the patient to understand you. Some low-cost ways to improve access for people with impaired mobility include: * Building a proper ramp with a railing – not too steep. * Having at least one toilet that is accessible to someone in a wheelchair: a wide door, a western commode, a hand rail, and a low basin. * Using non-slip flooring that is safe for people using crutches or calipers. * Creating a section of the reception desk that is low enough so someone in a wheelchair can see the receptionist (and be seen by them). When we started to talk about how the hospital could become more accessible without making big infrastructure Finally, I think it is important that eye clinics and non-governmental organisations employ people with disabilities in different capacities – this sets a good example and helps to ensure that the needs of disabled people will be met. © The author/s andCommunity Eye Health Journal2013. This is an Open Access article distributed under the Creative Commons Attribution Non-Commercial License. Nobody with a disability had ever come to Joseph Eye Hospital to work with them on increasing accessibility – it was all very new to them! I had to make several visits to the various hospital departments before they were able to understand the difficulties faced by people with mobility impairments. * Ask questions if you are not sure you understand what the patient is saying. Although the main entrance, wards, pharmacy, and optician's shop were accessible, the fi nance, administrative and management departments were not. But this is important: people with mobility impairments may want to discuss their fees, or need to talk about problems they are having.	<urn:uuid:2cfcbad0-64c4-409e-a5b0-baada92b3c63>	CC-MAIN-2019-30	https://www.cehjournal.org/wp-content/uploads/from-the-field-mobility-impariments-and-access.pdf	2019-07-15T23:00:16Z	crawl-data/CC-MAIN-2019-30/segments/1563195524254.28/warc/CC-MAIN-20190715215144-20190716000516-00056.warc.gz	655,378,076	1,262	eng_Latn	eng_Latn	0.998428	eng_Latn	0.998428	[ "eng_Latn" ]	false	docling	[ 6314 ]	[ 2.796875 ]	1	0	HuggingFaceFW/finepdfs-edu
Clackamas Community College Emergency Management Plan Education That Works \| Clackamas Community College Clackamas Community College (CCC) is committed to the continued delivery of quality educational programs. The Clackamas Community College Emergency Management Plan (EMP) guides CCC’s all-hazards emergency response with the goal of minimizing the negative impacts an emergency may have on College operations. This document provides a management framework for responding to incidents that may threaten the health and safety of the College community or that disrupts its programs and operations. The plan also guides all phases of emergency management and coordination of operations as CCC works to protect people and property, while maintaining the primary mission of the College. This plan and the contents within shall apply to all College personnel participating in mitigation, preparedness, response and recovery efforts. Departments and individuals tasked with supporting EMP roles shall develop and maintain their own procedures/guidelines for preparation, response and mitigation and actively participate in the training, exercise and maintenance needed to support this plan. The College will use the National Incident Management System (NIMS) principles to guide emergency planning response. As part of NIMS, the Incident Command System (ICS) is CCC’s basis for managing College level responses and to provide a chain of command that establishes authority for response management and support. This EMP is approved by senior administration and made available to all CCC partners internal and external to the College. _____________________________ _______________________ Tim Cook, President Date Approval and Implementation The CCC Emergency Management Plan (EMP) was prepared to maintain a viable all-hazards response capability and to establish a comprehensive approach to emergency management across a spectrum of activities. This plan applies to all College personnel participating in mitigation, preparedness, response and recovery efforts. Furthermore, the EMP may be applied to College-sponsored events, whether on or off-campus and to all public or private College-sanctioned activities. The Director of College Safety shall be responsible for plan oversight and coordination with applicable stakeholders. This EMP is based on the “all-hazards” concept, which plans for natural and man-made disasters and incidents while following the National Incident Management (NIMS) guidance. The plan is flexible in that either specific parts or the entire plan may be activated, based on the emergency and decisions by College senior leadership. This EMP supersedes and rescinds all previous editions. The EMP and its supporting contents are hereby approved, and the plan is effective immediately upon the signature of the authority listed below. Tim Cook, President Date Record of Changes The Emergency Management Plan, including annexes, will be reviewed and approved on an annual basis. All updates and revisions to the plan will be tracked and recorded in the following table. This process will ensure the most recent version of the plan is disseminated and implemented by emergency response personnel. \| Change # \| Change Date \| Entered By \| Summary of Changes \| \|----------\|-------------\|------------\|--------------------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Record of Distribution This plan will be distributed to primary and secondary agencies. \| Date \| Agency Signatory Official \| Agency \| \|------\|---------------------------\|--------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Chapter 1: Main Plan Introduction The Emergency Management Plan is designed to provide planning and emergency response guidelines for the College’s Executive Team, Emergency Operations Center personnel, operational units and campus community in the event that a serious threat, crisis or emergency affects members of the campus community, or occurs on or near property owned or supervised by the College. College Safety is responsible for the development and maintenance of the plan. The basic emergency procedures outlined in this plan are designed to enhance the protection of lives and property through the effective use of College and community resources. The plan will be updated periodically to reflect changes at the College and in the surrounding community. Further basic emergency procedures can be found in the Emergency Safety Guides located in most classrooms and in other prominent locations throughout College facilities. Building maps showing escape routes and location of emergency equipment are located next to the Emergency Safety Guides. This plan has been constructed in a modular format. Individual action plans for potential critical incidents are listed. In an emergency, College decision makers can quickly consult those action plans for guidance under conditions of stress when time is of the essence. Faculty, staff and students should familiarize themselves with the resource material in this plan so they can handle a critical incident or disaster in the most effective and safe manner. Purpose The Emergency Management Plan is intended to establish policies, procedures and organizational structure for response to emergencies that are of sufficient magnitude to cause a significant disruption of the functioning of all or portions of the College. This plan describes the roles and responsibilities of faculty, staff and students during emergencies. The basic procedures are designed to protect lives and property through effective use of College and community resources. Since an emergency may come suddenly and without warning, the procedures are designed to be flexible in order to accommodate contingencies of various types and magnitudes. Scope This plan is a College-level plan that guides the emergency response of College personnel and resources during an emergency. It is the official emergency response plan of the College and precludes actions not in concert with the intent of this plan or the organization created by it. However, nothing in this plan shall be construed in a manner that limits the use of good judgment and common sense in matters not foreseen or covered by the elements of the plan. This plan and organization is subordinate to federal, state, county and local plans during a disaster declaration by those authorities. This Emergency Management Plan is consistent with established practices relating to coordination of emergency response. Accordingly, this plan incorporates the use of the National Incident Management System (NIMS) and Incident Command System (ICS) to facilitate interagency coordination, promote the use of common emergency response terminology and command structure and facilitate the flow of information between responding agencies. Threat/Hazard Assessments Summary CCC campuses are exposed to many threats, hazards, and vulnerabilities. All of these have the potential for disrupting the college community, causing casualties, and damaging or destroying public or private property. A site assessment of each campus was completed to identify circumstances in or near the College that may present unique problems or potential risk to people or property. Below is a list of high priority threats/hazards identified during the assessment: - Earthquake - Severe weather - Active shooter/hostile intruder - Medical emergency - Fire - Technological failure - Structure failure - Power outage Capability and Mitigation CCC works frequently with local city and county jurisdictions to assess the response capabilities to the most likely hazards and collaboratively develop response plans accordingly. - CCC campuses and properties are dependent upon local agencies for fire, rescue, EMS and law enforcement. The Oregon City campus has contracted with the Oregon City Police Department to provide on-campus law enforcement. - CCC maintains contracts and vendor lists to provide supplemental response capabilities in the event of incidents. The College continually looks for opportunities to mitigate hazards through current and future infrastructure construction, conducting integrated team planning, conducting on-site drills/exercises and participating in local agency and community planning/exercises. Resources CCC recognizes the importance of having agreements in advance of an incident in order to access critical resources. CCC has the following Intergovernmental Agreements (IGAs) in place with: American Red Cross – shelter agreement La Salle Catholic College Preparatory – Harmony campus reunification site Oregon City Golf Club – Oregon City campus reunification site North Clackamas Christian School – Oregon City campus reunification site Oregon City School District – Oregon City campus reunification site Clackamas County – Emergency response/coordination Oregon City – College Resource Officer Planning Assumptions Emergency planning requires a commonly accepted set of assumed operational conditions that provide a foundation for establishing protocols and procedures. These assumptions are called planning assumptions and the standard practice is to base planning on the worst-case conditions. Using these models, this plan incorporates the following planning assumptions: - Utilities – including water delivery, electrical power, natural gas, telephone communications, microwave and repeater based radio systems, cellular telephones and information systems may be interrupted. - Facilities may be damaged and unsafe. - Regional and local services may not be available. - Major roads, overpasses, bridges and local streets may be damaged. - Damage and shaking may cause injuries and people may be displacement. - Normal suppliers may not be able to deliver materials. - Contact with families may be interrupted. - People may become stranded at the College. Conditions may be unsafe to travel off campus. - The College will need to conduct its own rapid damage assessment, situational analysis and deployment of on-site resources and management of emergency operations on campus. Levels of Emergency Emergency conditions vary with each incident and activation. As a guide, three levels of emergency are generally specified in campus emergency plans, as follows: - Level 1 – Minor Emergency: Any incident, potential or actual, that will not seriously affect the overall functional capacity of the College. - Level 2 – Major Emergency: Any incident, potential or actual, that affects an entire building or area and will disrupt the overall operations of the College. Outside emergency services will probably be required, as well as major efforts from campus support services. Major policy considerations and decisions will usually be required from the College during a major emergency. The Emergency Operations Center may be activated depending on conditions. - Level 3 – Disaster: Any event or occurrence that seriously impairs or halts the operations of the College. In some cases, mass causalities and severe property damage may be sustained. A coordinated effort of all campus-wide resources is required to effectively control the situation. Outside emergency services will be essential, but may not be available. In all cases of a level 3 disaster, the Emergency Operations Center will be activated and the appropriate support and operational plan will be executed. Response Plan Priorities In an emergency situation, the College has identified these general mission goals and priorities to guide response. The Incident Commander (described in the Incident Command Section) is responsible for determining specific goals and priorities based upon the type of incident and its characteristics. - Save and protect lives - Secure and preserve College assets - Prevent damage to the environment, systems and property • Preserve and resume teaching and other educational programs Emergency Declaration The College President, in consultation with the Executive Team and Incident Commander, shall declare a local campus state of emergency when deemed necessary. During the period of any major campus emergency, College Safety, as required, shall place into immediate effect the appropriate procedures necessary to meet the emergency, safeguard life and property and maintain educational facilities. When a declaration is made, only registered students, faculty, staff and contractors are authorized to be on campus. Those who cannot present proper identification showing a legitimate purpose for being on campus will be asked to leave. Unauthorized persons remaining on campus may be subject to arrest in accordance with ORS 164.255. Exceptions may be granted in the event that shelter facilities must be provided to area residents or for mutual aid. Only those faculty and staff members who have been assigned by the Emergency Operations Center or granted permission by College Safety will be allowed to enter the immediate disaster area. In the event of earthquakes, aftershocks, fires, storms or other major disasters on or about campus or involving College property, College Safety and/or Campus Services will be dispatched to determine the extent of any damage or potential threat to College property. Special Note – In the case of an emergency, an Emergency Declaration is not required in order to activate the Emergency Management Plan. The first qualified responder may summon whatever resources deemed necessary to deal with the emergency. Immediate Notifications Students, faculty, staff and visitors are encouraged to report all crimes and public safety related incidents to College Safety in a timely manner to aid in providing accurate Immediate Notifications or Timely Warnings to the College community. In the event of a serious incident which may pose an immediate or on-going threat to members of the College community, an Immediate Notification or Timely Warning will be sent to students and employees. The notifications and warnings are generally written and distributed to the College community by the Public Information Officer or the Director of College Safety. Notifications and warnings may be distributed via the College’s mass notification system, which includes e-mails, text messages or voice mails. Notifications and warnings may also be posted on the College’s website or other means of social media. College Safety Alert posters may also be posted by the Department of College Safety in campus buildings when deemed necessary. Immediate Notifications will be issued upon the confirmation of a significant emergency or dangerous situation involving an immediate threat to the health or safety of the College community. The College will post updates during a critical incident utilizing the same distribution systems. Timely Warnings Timely Warnings will be issued to inform the College community of crimes or situations that may represent a serious or continuing threat. The warnings will be issued in the same manner as Immediate Notifications. Community & Building Emergency Response Teams In the event of a major emergency, the College will need manpower, in addition to College Safety and Campus Services staff to evacuate persons, direct traffic, provide security, perform search and rescue, provide transportation, perform damage assessment and other duties. In conjunction with area emergency responders (when available) the College’s Building Emergency Response Teams (BERT) will assist College Safety. Building Emergency Response Teams (BERT) are formed and trained in how to respond to emergencies. New volunteers for the CCC BERT Teams should be sought, especially those with skills based on medical, law enforcement, fire or military experience. BERT members will be supplied appropriate safety equipment. Faculty and Staff Faculty and staff are seen as leaders by students and should be prepared to direct students to evacuation assembly areas in the event of an emergency and account for every student. Every member of the faculty and staff should read and become familiar with applicable emergency plans, procedures and evacuation routes. Faculty and staff must be prepared to assess situations quickly, but thoroughly, and to use common sense in determining a course of action. All faculty and staff are responsible for securing their work areas in preparation of an emergency situation. Students Students should familiarize themselves with the emergency procedures and evacuation routes in the facilities they frequently use. Students should be prepared to assess situations quickly, but thoroughly, and to use common sense in determining a course of action. They should evacuate to evacuation assembly areas in an orderly manner when directed to do so by emergency personnel or when an alarm sounds. Faculty, staff and students should also be able to execute emergency lockdown and other safety procedures as outlined in this Emergency Management Plan and the Emergency Safety Guides. Incident Command System The Incident Command System (ICS) is a modular emergency management system designed for all hazards and levels of emergency response. This system creates a combination of facilities, equipment, personnel, procedures and communications operating within a standardized organizational structure. The system is used by the Federal Emergency Management Agency (FEMA) and organizations throughout the United States as the basis for emergency response management. Use of the Incident Command System at the College facilitates the College’s ability to communicate and coordinate response actions with other jurisdictions and external emergency response agencies. Key Principles of the Incident Command System - Modular organization based on activating only those organizational elements required to meet the current objectives. - Common terminology applied to organization elements, position titles, facility designations and resources. - Unified command structure so that organizational elements are linked to form a single overall structure with appropriate span-of-control limits. - Comprehensive resource management for coordinating and inventorying resources for field responses. - Integrated communications so that information systems operate smoothly among all response agencies involved. - Generic positions whereby individuals are trained for each emergency response role and follow prepared action check lists. - Consolidated action plans that contain strategies to meet objectives at both the field response and Emergency Operations Center levels. Designation of College Incident Commander It is essential to all emergency response planning and action that a single Incident Commander be designated. This person must be in a position to bring the needed response to whatever incident may occur and as such will be at a Director level or higher. The Incident Commander responsibilities include: - Assume overall direction of all incident management procedures based on actions and procedures outlined in this Emergency Management Plan. - Take steps deemed necessary to ensure the safety of students, faculty, staff and visitors. - Determine whether to implement incident management protocols (e.g., evacuation, shelter in place, lockout, lockdown, etc.) as described more fully in the functional annexes in this plan. - Work with emergency services personnel - Keep the President and Executive Team informed of the situation. College Incident Command Structure Roles and Responsibilities President Ultimate authority rests with the President of the College. All decisions concerning the discontinuation of College functions, cancellation of classes or cessation of operations rest with the President or their designee. After consulting with the Executive Team and Incident Commander, the President shall be responsible for declaring a major institutional emergency. Executive Team (Policy Group) The Executive Team is composed of senior College administrators who will advise the President on policy decisions during the emergency. The Incident Commander elevates policy issues to the Executive Team, including, but not limited to: - Policy-level decisions, including fiscal authorizations, presented for consideration. - Coordination with other executive authorities which may include regional stakeholders. - High-level conflict resolution. • Strategic policy and direction for resumption of normal College operations and community recovery priorities. The Executive Team is apprised of situations and major operations, but is not directly engaged in tactical response operations. College Incident Commander The College Incident Commander is in charge of the Emergency Operations Center. The College Incident Commander is the individual responsible for the command and control of all aspects of an emergency. Liaison Officer The Liaison Officer is responsible for coordinating with representatives from cooperating and assisting agencies. Public Information Officer (PIO) The Public Information Officer is responsible for interfacing with the public and media or with other agencies with incident-related information requirements. Safety Officer The Safety Officer is responsible for monitoring and assessing safety hazards or unsafe situations and for developing measures for ensuring personnel safety. Emergency Operations Center General Staff Operations Section The Operations Section develops tactical objectives, conducts tactical operations and directs resources. The Operations Section provides safety, security, first aid, evacuation direction, crowd control, traffic direction, search and rescue, damage assessment and other activities needed as the result of critical incidents. Logistics Section The Logistics Section provides support to meet incident needs including providing and managing various resources to meet the needs of incident personnel, including procuring supplies, food, communications, medical services, facilities, ground support and transportation. The Logistics Section also coordinates with the Planning Section to estimate future support and resources. Finance Section The Finance Section provides emergency funding, procurement and administrative support including monitoring costs related to the incident, maintaining accounting, procurement, personnel time records and conducting cost analyses. Planning Section The Planning Section prepares all incident documentation, resource management and provides general support to Emergency Operations Center personnel. Activity Logs The section chiefs or designee will maintain accurate logs recording incident management activities, including: - Activation or deactivation of incident facilities. • Significant changes in the incident situation. • Major commitments of resources or requests for additional resources from external sources. • Issuance of protective action recommendations to students, faculty, staff or visitors. • Evacuations. • Casualties. • Containment or termination of the incident. Incident Costs The finance section will maintain detailed records of costs for incident management and operations to include: • Personnel costs, especially overtime costs, • Equipment operations costs, • Costs for leased or rented equipment, • Costs for contract services to support incident management operations and • Costs of specialized supplies expended for incident management operations. Organization College Executive College President Executive Team (Policy Group) Provost/Vice President of Instruction and Student Services Vice President of College Services Associate Vice President and Executive Director of Foundation Dean of Academic Foundations & Connections Dean of Business Services Chief Human Resources Officer Public Information Officer Incident Commander Director of College Safety – Primary Dean of Campus Services – Alternate • Individual assigned as Incident Commander may change based on the nature of the emergency or event. Public Information Officer Public Information Officer Liaison Officer College Safety Manager Safety Officer Environmental, Health and Safety Coordinator Emergency Operations General Staff Operations Section Dean of Campus Services (Section Chief) Dean, Chief Information Officer Director of Campus Services Logistics Section Contracts Administrator (Section Chief) Purchasing and Financial Aid Accountant Planning Section Administrative Coordinator – Academic Foundations and Connections (Section Chief) Business Services and College Safety Coordinator Finance Section Dean of Business Services (Section Chief) Bursar/Accounts Receivable Manager Training and Exercises CCC understands the importance of training, drills, and exercises in maintaining and planning for an incident. To ensure that CCC personnel and community responders are aware of their duties and responsibilities, the following training, drills and exercises will occur. College Safety will be responsible for coordinating training and exercise efforts. Training All staff members assigned to positions within the Emergency Operations Center (EOC) will be required to complete on-line FEMA training courses ICS 100 and ICS 700. All EOC personnel will also receive periodic training associate with their EOC position and responsibilities. College Safety will provide to students and staff, training associated with threat/hazard awareness and response and orientation to CCC’s Emergency Management Plan. Exercises and Drills College Safety will be responsible for organizing and conducting the following exercises and drills. All exercises and drills will be conducted in accordance with the Homeland Security Exercise and Evaluation Program (HSEEP) and include after-action assessments and recommendations. - Fire evacuation drills – conducted quarterly in various buildings across all campuses. - Test of the emergency notification system – conducted during the fall and spring terms. - Tabletop and other exercises – conducted at least once per year. Chapter 2: Safety Procedures This section of the Emergency Management Plan provides the guidelines that students, faculty and staff should follow during an emergency. This plan cannot list every possible event that the College may face; however, it does address the most common issues that may arise. For further safety procedures, refer to the Emergency Safety Guide. Notification of a Significant Emergency or Dangerous Situation Any person receiving information of a significant emergency or dangerous situation involving an immediate threat to the safety of the College community, whether occurring on or near the campus, shall immediately notify 911 and College Safety at 503-594-6650. Evacuation An evacuation is called when there is an immediate threat and individuals must be moved from one location to another. Individuals should be prepared to follow specific instructions given by College Safety, BERT members, or first responders. Students, faculty, staff, and visitors are advised to evacuate immediately and not return until instructed by emergency response personnel. Evacuations may be off of College property, but are usually from one threatened section of the College to a safer section. In an evacuation, remember to: - Evacuate immediately - Follow instructions - Leave your belongings behind - Do not return to the building until authorized to do so. Lockdown A lockdown is called when there is a threat or hazard inside the building. Lockdowns utilize room security to protect individuals from an immediate threat. In a lockdown, remember to: - Lock or barricade interior doors - Turn out the lights - Move away from sight - Maintain silence - Silence cellphones - Do not open the door - Prepare to evade or defend Lockout A lockout is called when there is a threat or hazard outside of the building. Lockout utilizes the security of the building to act as protection. In a lockout, remember to: - Lock or barricade perimeter doors - Stay out of view and away from windows • Do not open the doors Shelter-in-Place The term, shelter-in-place, means to seek immediate shelter and remain there during an emergency rather than evacuate the area. Shelter-in-Place (hazardous incident) In the event of a critical incident where hazardous (including chemical, biological or radiological) materials may have been released into the atmosphere either accidentally or intentionally, a decision to shelter-in-place may be the preferred method of safely waiting out the release. The following recommendations should be considered: • Move to rooms with windows that are closed or cannot be opened. • Rooms that have little or no ventilation are preferred. • Close any open windows and doors if you cannot move. • Only come out when you are told that it is safe by College Safety or other emergency responders. Shelter-in-Place (weather) A severe weather event such as a tornado or wind event may necessitate a shelter-in-place order until the threat of bad weather has passed. Students, faculty, staff and visitors should relocate from their classroom or normal work area to a space that has no windows or to a lower floor. It is recommended to: • Move to an interior room with no windows, or a hallway on the lowest floor possible. • Move to an interior stairwell if all rooms have windows. • Stay in the center of the room away from doors and windows. • Stay in place until the danger has passed. Active Shooter/Hostile Intruder If individuals observe a hostile intruder, barricaded person or hostage situation, and it is safe to do so, call 911 and College Safety. • Do not approach the intruder or intervene in any on-going crime. However, try to provide a description of the intruder and any specific characteristics (height, weight, hair color, race, and type and color of clothing) and types of weapons, if any. • If confronted by an armed person or taken hostage: ▪ Follow instructions and be alert. The captor is emotionally imbalanced. It is important to be clear-headed and calm. ▪ Don’t speak unless spoken to and then only when necessary. ▪ Don’t talk down to the captor. ▪ Don’t appear hostile. ▪ Maintain eye contact with the captor, but don’t stare. ▪ Treat the captor as an important person. Be alert and observant. Some of those who are held captive may be released or may be able to escape. If you are afforded this opportunity, the safety of others may depend upon your memory. Be observant and take mental notes on what you see. Attempt to establish a rapport with the captor. If medications, first aid or restroom privileges are needed by anyone, say so. If gunshots are heard within a building or word is received to lockdown the classroom or office, do the following: - Close and lock or barricade room doors and turn off the lights to that area. - Close windows and window treatments. - Try to keep others calm and quiet. - Stay in the locked or barricaded room until informed by police or College Safety that it is safe to come out. - Crouch down in areas that are out of sight from doors and windows. - If in a hallway, seek shelter in the nearest office or classroom. - If outdoors, immediately take cover. Under no circumstances should the fire alarm be activated. Persons may be placed in harm’s way when they attempt to evacuate the building. Should the fire alarm sound, do not evacuate the building unless: - Firsthand knowledge exists that there is a fire in the building or police or College Safety has advised people to evacuate the building. It may be necessary to evacuate other facilities in the area if they are threatened by gunfire. College Safety and/or police will direct the evacuation. If applicable, bring the class roster along. College Safety will ensure no one enters the building until local emergency services personnel arrive and the area is determined to be safe. Once local emergency services authorities arrive, the Incident Commander will coordinate any information or assistance with them. Only trained law enforcement personnel should attempt to perform a methodical search of buildings in which the hostile intruder is located. A senior law enforcement officer on the scene will notify the Incident Commander when re-entry to the building can be made and the classes and office areas are safe to open. There is no specified time limit for when students and faculty will be permitted back into or allowed to exit the isolated area. This will depend solely upon the information received and findings of local authorities. Bomb Threat If a telephone call or information is received stating a bomb is somewhere on the campus: - Write down the information conveyed during the call as precisely as possible, noting time of call, length of call, any distinguishing characteristics of the caller’s voice (male/female, accent, age, etc.) and possible location. - Recipient should not hang up the telephone when the call is completed. Keep the line open or place it on hold. - Call 911 and College Safety. Earthquakes In the event of an earthquake, individuals who are indoors should stay indoors, stay clear of windows and seek protection under a desk, table or bed. When the shaking has stopped and it is safe to do so, you should exit the building. Individuals who are outdoors should remain outdoors and move to an open area away from buildings to avoid falling objects. After an earthquake, until instructed otherwise by a College or government authority, individuals should do the following: - Limit telephone use to emergency calls only. - Refrain from turning on light switches or appliances or lighting matches. - Refrain from using elevators. - If able wear sturdy shoes at all times. - Try to remain calm and assist others. Elevator Failure Individuals who are trapped in an elevator should: - Use the elevator emergency phone/call box or a cell phone to notify College Safety. - Do not attempt to pry open doors. Fires In the event of a fire, individuals should: - Activate a fire alarm and call 911 immediately. - Immediately exit any building in which a fire alarm is sounding, regardless of whether fire or smoke is present. - If smoke is present in a room, keep close to the floor and move to the door. If the door is hot, do not open the door. Instead, exit through the window (if possible). If the room is located on an upper level, call 911 to report the location and hang a piece of clothing or other material out the window to attract attention. - If an alarm is heard and the room door is not hot, exit the room and leave the door unlocked. Proceed to the nearest exit. Do not use elevators. - Do not re-enter until emergency responders have made an announcement that it is safe to do so. Gas Leaks Individuals who smell natural, propane or other compressed gases, should: - Report the issue to College Safety immediately. - Cease all activity. - Do not switch on the lights or any electrical equipment. Electrical arcing can trigger an explosion. - Evacuate the buildings and the area immediately. - Go to the assembly areas upwind of the leak. - Keep others out of the area. • Monitor the wind and stay upwind of the gas. • Wait for emergency responders and inform them of the situation. • Do not re-enter until emergency responders have made an announcement that it is safe to do so. Maintenance Emergency An emergency would be any issue that could become a bigger problem if there is no response, e.g. water overflowing or leaking. An emergency would also include any situation that places individuals or property in potential danger or compromises safety or security. • In an emergency • Call College Safety. • Keep others away from the area until College Safety arrives. • If a non-emergency • Leave a message for College Safety. Medical Emergency • Call 911 and report the situation to the operator. • Call College Safety and inform them that 911 has been called and give location of the emergency. • Do not move a seriously injured person unless there is a life-threatening situation. • Try to defuse high emotions and clear the area of spectators. • Don’t discuss the emergency with others. Plumbing Problems/Flooding Report all plumbing problems/flooding to College Safety immediately. • Cease using all electrical equipment until repairs are made. • If necessary, vacate the area and prevent anyone else from entering by posting signs or erecting barricades. • Avoid standing water due to potential electrical shock. • Consider evacuating the building. Power Outage Report all power failures to College Safety immediately. • Consider evacuating the building. Due to lack of power and loss of HVAC, the building may become uninhabitable. • If the building’s fire alarm system should activate, evacuation is mandatory. • Evacuees should proceed immediately to the designated assembly area. • If buildings are evacuated, do not re-enter until College Safety has made an announcement that it is safe to do so. Psychiatric/Emotional Disturbance Assess the situation. Is the person dangerous to themselves or to others? The main objective is to keep others safe. If the person is dangerous: • Call 911. • Call College Safety and inform them that 911 has been called and give location of the victim. • Do not give out any names. Instead, say “I need to report a dangerous personal crisis at (state location).” • Seek help. Never stay alone with a dangerous individual. • If confronted, remain calm. Try to get the individual to move to a more suitable location. • Never try to take a weapon away from someone. If the person is not dangerous: • Assess the situation further. What exactly is the nature of the problem? How severe is it? • Call College Safety. • Be sensitive to how someone may be feeling. Keep others away. • Do not act as a therapist. • Make no promises about possible outcomes. Suicide threat (verbal or otherwise): • Assess the situation. Use the PAL Technique: ▪ P: Does the person have a plan? ▪ A: Does the person have access to carry out the plan? ▪ L: How lethal is the plan? • Keep the person safe. Ask for pills, weapons or whatever the means. • Stay with the person. • Call College Safety and 911 if needed. Suicide Attempt: • Call 911. • Call College Safety. • Do not give out any names. Instead, say, “I need to report a dangerous personal crisis at (state location).” • Be observant: Is the person a threat to others? How did the person attempt suicide? Look for bottles, pills, weapons, etc. • Clear the area. Keep involvement of others to a minimum. Completed Suicide: • Call 911. • Call College Safety. • Do not give out any names. Instead, say, “I need to report a dangerous personal crisis at (state location).” • Do not touch anything or anyone. • Protect the scene. Leave everything the way it is. • Instruct onlookers to clear the area. • Maintain confidentiality. Information should only be given to emergency response personnel. Rape/Assault/Sexual Assault Create a safe and secure environment - Is the victim safe and secure (indoors, maintaining confidentiality)? - Is the perpetrator still in the vicinity (stranger or acquaintances)? If the victim gives permission for further assistance - Call 911 and report the situation to the operator. - Call College Safety and inform them that 911 has been called and give location of the victim. - Do not give out any names. Instead, say “I need to report an assault/sexual assault at (state location).” While waiting for help to arrive - Avoid physical contact with the victim. - Help calm the victim and provide support. - Remind the victim that the situation is not their fault. - Instruct the victim not to wash, bathe or change clothes. - If the victim has already bathed or changed clothes, put clothes in a plastic bag. - Don’t discuss the emergency with others. If the victim does not give permission for assistance: - Help the victim feel they are in control. Encourage the victim to report the incident to the police or College Safety and to use support services. Suspicious Package or Device - If a suspicious package or device is discovered on the campus, the individual making the discovery should immediately contact College Safety and provide as much information as possible. At a minimum, the individual should provide the location, a description of the suspicious package and any specific characteristics. - Do not touch or move the suspicious package or device. Utility Problems and Failures Utility problems and failures should be reported to College Safety immediately. Violence or Disruption in the Classroom or Office If individuals observe a person being violent or disruptive, and it is safe to do so, they should call 911 and College Safety. - If unable to speak freely, call 911 and leave the telephone off the hook. - Listen to the person’s complaint or statement attentively and ask them to wait quietly while a resolution is sought. - Do not attempt to disarm anyone who has a weapon. Wildlife/Stray Animals on Campus The College is home to many wildlife species. If an individual observes stray or wandering animals or is concerned about a wild animal, call College Safety. • If you encounter an animal ▪ Never feed or harass wildlife. ▪ College Safety will call Animal Control. ▪ Keep people away from the area. • If someone is bitten by an animal ▪ Immediately wash the wound with soap and water for at least 15 minutes. ▪ Seek medical attention immediately. All bites need to be examined by a physician. ▪ If the bite is severe call 911. ▪ Try to remember what the animal looks like. ▪ If possible, take a photo. ▪ If possible, keep the animal in view so Animal Control can catch and test it for rabies. ▪ If the animal is dead do not touch it.	e455e397-40d9-4807-8580-d75efb9a14c8	CC-MAIN-2024-51	https://www.clackamas.edu/docs/default-source/campus-life/college-safety/emergency-managment-plan.pdf?sfvrsn=2ced8e68_2	2024-12-02T11:42:33+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00832.warc.gz	673,648,174	7,839	eng_Latn	eng_Latn	0.969986	eng_Latn	0.997362	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 105, 1714, 2895, 4239, 7459, 9539, 12482, 15427, 18299, 21000, 23389, 24841, 26719, 28727, 30985, 33750, 35852, 37906, 39693, 41922, 42518 ]	[ 1.2734375, 2.078125 ]	1	0	HuggingFaceFW/finepdfs-edu
APPENDIX - I POPULATION STUDIES OF A. Gossypii ON LADIES FINGER (OKRA) VARIETIES INTRODUCTION Ladies finger (okra) - Abelmoschus esculentus is a common vegetable crop grown extensively in Orissa during summer and rainy seasons. The varieties grown in summer are transplanted in February-March whereas varieties grown in the rainy season are transplanted in May-June (Mohapatra and Kar, 1976). A. esculentus forms one of the important host-plants of Aphis gossypii Glov. Population studies of the aphid species on okra is scanty. However, Uthamaswamy et al. (1974) have evaluated a resistant factor basing on population studies on as many as 25 varieties. According to their findings varieties A.E. 77 and A.E. 17 are resistant to A. gossypii. The present study deals with population studies of the aphid species on 5 varieties of okra grown in summer in order to assess the varietal preference A. gossypii. MATERIALS AND METHODS In this experiment 5 varieties of okra seedlings were transplanted in the field on 16.3.79 in complete randomised block design comprising 5 treatments and 3 replications. There were altogether 15 subplots each subplot with a dimension of 3.5 m x 3.4 m situated in the Central Research Station, G.U.A.T., The varieties were Selection 1, Selection 2, Mayurbhanj local, Selection 2-2 and Pusa Sawani. In each sub plot 5 rows and in each row 5 plants were planted in each replication. 13 weekly observations were recorded for counting aphid population covering a total period of 3 months (28.3.1979 to 28.6.1979). Mean aphid population per leaf (areas of 130 sq.cm) was calculated after the method adopted by Khan (1976). Analysis of variance was done in order to find out L.S.D. at $P = 0.05$ and 0.01. This was made to study preference (by ANOVA) on 9 leaves count. In order to find the respective significant differences amongst different varieties alphabetical symbols like a, b, c are used. RESULTS AND ANALYSIS Monthwise data of aphid population on okra are presented in Tables 1, 2 covering the period from March to June, 1979. Fig. 1 indicates the comparison of aphid population in 5 different varieties of the crop. Mean aphid population including all forms on different varieties were: Selection 1 (2.43 aphids/leaf), Selection 2 (0.12 aphids/leaf), Mayurbhanj local (1.41 aphids/leaf), Selection 2-2 (0.02 aphids/leaf) and Pusa Sawani (1.40 aphids/leaf). Highest population was recorded on the variety Selection 1 and the lowest population on the variety Selection 2-2. During March and April, 1979 when mean temperature showed 30.4°C and R.H. at 62.7%, the aphid population was comparatively higher than during May and June, 1979 when mean temperature showed 32.5°C. and R.H. at 66.5%. Detailed observation of aphid populations on okra varieties are set in Table 2 and 2.A. Analysis of data reveals that the varietal preference of A. gossypii to okra in order are Selection 1, Pusa Sawani, Mayurbhanj local, Selection 2 and Selection 2-2. Highest preferred significant variety of crop is Selection 1 and least preferred is Selection 2-2. Analysis indicate that Selection 1 was statistically significant at $P = 0.05$ from rest other varieties. Selection 2-2 is the least preferred but not significantly different from Selection 2. SUMMARY Amongst summer crop varieties of ladies finger which are transplanted during March Selection 2-2 variety and Selection 2 show relatively less attack by A.gossypii in comparison to other varieties like Selection 1, Mayurbhanj local and Pusa Sawani commonly grown in the state during the said period. REFERENCES Khan, S.R., (1976) Seasonal activity and biology of Empoasca divastans Dist. and Earias fabia Stoll. in Bhubaneswar. M.Sc., Ag. Entomology Thesis, O.U.A.T. 1976, Bhubaneswar. Mohapatra, P.K., AND Kar, L.N., (1976) "Unnatapranalire fasal chasa" (in Oriya). Published by Extn. Edn. Dept., OUAT., BBSR. pp.1-161. Uthama Swamy, S., SUBRAMANIAM, T.R. AND SANTHARAM, G., (1974) Evaluation of okra varieties for resistance to the aphid Aphis gossypii Glov., Aphididae, Homoptera. Indian J. Ent., Dec., 1974, pp. 366-367. Table 2 Population studies of Aphis gossypii on Ladies finger (Abelmoschus esculentus) to evaluate varietal preference during March to June, 1979 at Bhubaneswar. \| Varieties of the plant \| March 1979 aphids/Leaf \| April 1979 aphids/Leaf \| May 1979 aphids/Leaf \| June 1979 aphids/Leaf \| *Mean aphids/Leaf \| \|------------------------\|------------------------\|------------------------\|----------------------\|-----------------------\|-------------------\| \| Selection - 1 \| 5.50 \| 2.75 \| 1.50 \| 0 \| 2.43 \| \| Selection - 2 \| 0.33 \| 0.17 \| 0 \| 0 \| 0.12 \| \| Mayurbhanj Local \| 5.66 \| 0 \| 0 \| 0 \| 1.41 \| \| Selection 2-2 \| 0 \| 0.08 \| 0 \| 0 \| 0.02 \| \| Pusa Sawant \| 0.66 \| 4.95 \| 0 \| 0 \| 1.40 \| Mean aphid population (including all forms) of 3 leaves, 3 plants in 3 replications ** Overall mean population of 4 months observation/leaf Table 2.A Population of A. gossypii on different varieties of ladies finger \| Variety \| Mean: aphid population/9 leaves \| \|-----------------------\|----------------------------------\| \| Selection - 1 \| 29.33 (5.30)a \| \| Pusa sawani \| 16.88 (3.39)b \| \| Mayurbhanj local \| 17.00 (3.06)b \| \| Selection - 2 \| 2.00 (1.48)bc \| \| Selection 2-2 \| 0.22 (1.08)c \| 'F' test Significant S.E (m) ± (0.909) L.S.D. (P = 0.05) (1.852) L.S.D. (P = 0.01) (2.491) Mean figure of 9 observations taken during the period, March, 1979 to May, 1979 - Figures in parentheses are transformed values /($x+1$) - Similar letter in a column indicate that their differences are not statistically significant at 5% p. Fig. 1. NUMBER OF APHIDS PER LEAF (MEAN POPULATION) I - SELECTION-1 II - SELECTION-2 III - MAYURBHANJ LOCAL IV - SELECTION-2-2 V - PUSASAWANI VARIETIES OF: COMPARATIVE POPULATION OF A. GOSSYPII IN OKRA VARIETIES DURING 1979. 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\| Item \| Description \| Estimated Completion \| \|------\|-----------------------------------------------------------------------------\|-----------------------\| \| I. \| Call to Order \| 3:30 pm \| \| II. \| Roll Call \| 3:35 \| \| III. \| Approval of Minutes \| 3:40 \| \| IV. \| Approval of Consent Agenda* \| 3:45 \| \| \| a. Project acceptance of WWTF Phase II Electrical Upgrades (2018-01) \| \| \| V. \| Correspondence and Citizen Comments on Non-Agenda Items** \| 3:45 \| \| \| None \| \| \| VI. \| Telecommunications Utility Discussion Items \| 3:45 \| \| \| None \| \| \| VII. \| Electric, Natural Gas, Water, Wastewater, Stormwater Utility Discussion Items \| \| \| \| a. Low income Eldery/Disabled citizen definition clarification \| 4:00 \| \| \| b. Low income utility rate management agreement \| 4:15 \| \| \| c. CETA Incremental Cost Methodology \| 4:30 \| \| VIII.\| Information Only Items \| \| \| \| a. Public Works & Utilities Issues Update \| 4:45 \| \| \| b. Intro to the Clean Energy Transformation Act Webinar \| 4:50 \| \| \| c. Our Environment petition for City of Ellensburg 100% clean renewable energy \| 5:00 \| \| IX. \| Next Meeting: March 19, 2020 @ 3:30 pm in the Council Conference Room \| 5:15 \| \| X. \| Adjournment \| \| Guidelines for Consent Agenda Consent items have been distributed to committee members in advance for study and will be enacted by one motion. If separate discussion is desired on an item, that item may be removed from the Consent Agenda and placed on the Regular Agenda at the request of a committee member or at the request of a member of the public with concurrence of a committee member. Guidelines for Citizen Comment Time is set aside each meeting to allow citizens to address the Utility Advisory Committee on city utility issues that are not on the agenda. Please limit remarks to three minutes. The Committee will not take action when the issue is first raised, but may place the issue on a future agenda. Citizen comment on items on the agenda is also welcome. Please let the chair know you wish to speak and then wait to be recognized. UTILITY ADVISORY COMMITTEE January 16, 2020 (3:28 pm to 4:01 pm) Members Present: Nancy Lillquist, Nancy Goodloe, Gary Gleason and Elvin Delgado Members Absent: Ed Barry, Jim Goeben and Bob Johnson Also Present: Ryan Lyyski, Public Works & Utility Director; Kim Caulkins, Operations Analyst; Buddy Stanavich, Power & Gas Manager; Julie Coppock, Rate Analyst; Darren Larsen, Assistant Utilities Director These minutes are not a verbatim transcript of the meeting. This meeting was recorded, and is available for listening or copying at the City of Ellensburg, Energy Services Department, 501 N. Anderson Street, Ellensburg. I. Call to Order. Nancy Lillquist called the meeting to order at 3:28 p.m. II. Roll Call. Ed Barry was absent (excused). III. Elect Chairperson and Vice Chairperson Nancy Goodloe moved to nominate Nancy Lillquist as committee chair. Motion was seconded and approved. Nancy Lillquist nominated Ed Barry for committee Vice Chair. Motion was seconded and approved. IV. Approval of Minutes. Nancy Goodloe moved to approve the minutes. Elvin Delgado seconded. Motion approved. V. Approval of Consent Agenda. None VI. Correspondence and Citizen Comments on Non-Agenda Items None VII. Telecommunications Utility Discussion Items None VIII. Electric, Natural Gas, Water, Wastewater, Stormwater Utility Discussion Items A. Disposal of Surplus Water Division Property. Ryan Lyyski presented the locations of the proposed surplus properties. Nancy Lillquist requested that the house located on Highway 10 be salvaged as much as possible if it has to be demolished. Motion #2020-01-01: Nancy Goodloe moved the committee make a favorable recommendation to City Council to authorize the surplus of parcels #554434, #674434 and the residential structure located at 7640 Hwy 10. Elvin Delgado seconded. Motion Approved. B. Consulting Services for House Bill 1257.* Buddy Stanavich informed the committee that the new HB1257 will effect gas utilities. Sustainable Energy Ventures, LLC was selected as the consultant to assist the City of Ellensburg to monitor the Department of Commerce & Washington Utilities and Transportation Commission rulemaking for HB1257. There is money allocated in the 2020 budget for the services. Motion #2020-01-02: Nancy Lillquist moved the committee make a favorable recommendation that staff enter into a professional service contract not exceeding more than $12,500 to hire a consultant to monitor HB1257. Elvin Delgado seconded. Motion Approved. IX. Information Only Items. A. Public Works & Utilities Issues Update Ryan Lyyski gave updates on sewer, water and storm. Darren Larsen gave updates on electric and gas. He also notified UAC members that the 2020 WPAG agreements with EES consulting, Inc. and Marsh Mundorf Pratt Sullivan & McKenzie have been signed. Director Lyyski mentioned staff is moving forward to enter into a professional services agreement with FCS to provide a cost of service model for the gas utility which will help the city streamline the cost of service models for all the utilities. FCS had previously completed cost of service analysis for the Electric, Sewer and Water Divisions but the Gas Division cost of service analysis was done in-house by staff. This agreement will utilize FCS to validate the Gas Division cost of service model. B. High Utility Rate Correspondence. Nancy Lillquist handed out letters between the city and a utility customer regarding the customer’s complaint of high utility base rates. Chair Lillquist notified UAC members this was for information only but if anyone wanted to discuss it further, it could be brought back to UAC as an agenda item. X. Next Meeting Date. February 20th, 2020 at 3:30 pm in Council Conference room. XI. Adjournment. With no further discussion, the meeting adjourned at 4:01 p.m. Respectfully submitted, Kim Caulkins Recording Secretary Drafted: 1/17/2020 Approved: AGENDA REPORT DATE: February 20, 2020 TO: Utility Advisory Committee THRU: Ryan Lyyski, Public Works & Utilities Director FROM: Rod Paul, Assistant Public Works Director RE: Project Acceptance – Bid Call 2018-01 Waste Water Treatment Facility (WWTF) – Phase II Electrical Upgrades Project SUMMARY: Work on the WWTF Phase II Electrical Upgrades Project is complete. Staff is requesting the UAC provide a favorable recommendation to City Council to accept Bid Call 2018-01, WWTF Phase II Electrical Upgrades Project as complete. BACKGROUND: The City contracted with Gray & Osborne Engineering to complete the design work, and create the bid document specifications for the WWTF Phase II Electrical Upgrades Project. The project replaced the old electrical system components in the Influent Pump Building, which were nearing the end of their useful life. The cost of the WWTF Phase II Electrical Upgrades Project ($1,225,600.78) was constructed by the lowest responsive and responsible bidder. City Council awarded the WWTF Phase II Electrical Upgrades Project construction contract to Colvico, Inc. at its March 5, 2018 meeting. City Council at its January 7, 2019 meeting authorized the City Manager to authorize a change order agreement with Colvico, Inc. for three (3) additional items of work ($66,969.73). The total cost of the WWTF Phase II Electrical Project was $1,292,570.51 ANALYSIS/FINDINGS: Colvico, Inc. has completed the WWTF Phase II Electrical Upgrade Project. Fiscal Impact: The project was completed for $1,269,514.73. Adequate funding existed in the 2018 & 2019 Sewer Capital Equipment & Replacement budgets for the WWTF Phase II Electrical Upgrade Project. RECOMMENDATION: Staff recommends UAC forward a favorable recommendation to the City Council to accept Bid Call 2018-01, WWTF Phase II Electrical Upgrade Project as complete. BACKGROUND/SUMMARY: Staff has recently discovered an inconsistency in the current definition for Low Income Disabled Citizen in Title 9 of the utilities code. The UAC is being requested to forward a favorable recommendation to the City Council amending definition of Low Income Disabled Citizen. PREVIOUS COUNCIL ACTION: The definition of Low Income Disabled in ECC 9.30.020 was modified in 2010 (Ordinance 4571) and again in 2013 (Ordinance 4650). This definition was not modified in 2019 as part of the standardization of the utility discount program. ANALYSIS: Staff recommends clarifying the language in existing code to make the qualifying criteria easily understood. Staff recommends changing the existing language from: "Low-income disabled citizen" means a person who: (A) has a combined household income at or below 125 percent of the federally established poverty level; (B) provides documentation of disability from the Social Security Administration of the federal government; (C) qualifies for special parking privileges under RCW 46.19.010(a) through (j); (D) demonstrates through documentation from a qualified medical professional that he or she has a disability identified in RCW 46.19.010(a) through G); or (E) qualifies as a blind person as defined in RCW 74.18.020. “Low-income disabled citizen” means a person who: (A) has with a combined household income at or below 125 percent of the federally established poverty level who:; (B) (A) provides documentation of disability from the Social Security Administration of the federal government; or (C) (B) qualifies for special parking privileges under RCW 46.19.010(a) through (j); or (D) (C) demonstrates through documentation from a qualified medical professional that he or she has a disability identified in RCW 46.19.010(a) through (j); or (E) (D) qualifies as a blind person as defined in RCW 74.18.020. FINANCIAL IMPACT: N/A RECOMMENDED ACTION OR MOTION: Consider proposed modification and forward favorable recommendation to the City Council adopting an ordinance instituting the proposed definition for Low Income Disabled as follows: “Low-income disabled citizen” means a person who: (A) has with a combined household income at or below 125 percent of the federally established poverty level who:; (B) (A) provides documentation of disability from the Social Security Administration of the federal government; or (C) (B) qualifies for special parking privileges under RCW 46.19.010(a) through (j); or (D) (C) demonstrates through documentation from a qualified medical professional that he or she has a disability identified in RCW 46.19.010(a) through (j); or (E) (D) qualifies as a blind person as defined in RCW 74.18.020. BACKGROUND/SUMMARY: A Request for Proposals R20-01 for the Management of the Low Income Utility Rate Program was advertised and one proposal was submitted by HopeSource of Ellensburg. Staff completed their review and selection process for R20-01. HopeSource was selected to perform the work and staff is requesting a favorable recommendation from the UAC to authorize the City Manager to execute an Agreement between the City of Ellensburg and HopeSource for Management of the Low Income Rate Program. The Agreement will be reviewed and approved by the City Attorney prior to the City Manager’s signing of the Agreement. PREVIOUS COUNCIL ACTION: During adoption of Ordinance 4844 Low Income Utility Rate Standardization in December, 2019, two recommendations were included along with the guiding principles established to standardize the program. City Council directed staff to utilize an outside organization for the low-income rate qualification process as well as to convert from an annual to bi-annual customer qualification renewal schedule. ANALYSIS: A Request for Proposals was advertised and only one response was received, HopeSource. Staff selected HopeSource by rating their proposal based on three different criteria related to the scope of services and submission requirements of the RFP. The selection criteria consisted of the following: 1. Experience of key personnel and firm (40%) 2. Strength of the approach described in the proposal (20%) 3. Cost to the City (40%) FINANCIAL IMPACT: Cost impacts will vary amongst the different utilities. A flat rate of $65 for every customer/account qualified for the program will be charged. Cost to manage and qualify the existing 155 customers on the low income rate would be $10,075 every two years. RECOMMENDED ACTION OR MOTION: Staff is requesting a favorable recommendation from the UAC to authorize the City Manager to execute an Agreement, after review and approval by the City Attorney, between the City of Ellensburg and HopeSource for Management of the Low Income Rate Program. AGENDA REPORT DATE: February 20, 2020 TO: Utility Advisory Committee THRU: Ryan Lyyski, Utility Manager FROM: Buddy Stanavich, Power & Gas Manager RE: CETA INCREMENTAL COST METHODOLOGY SUMMARY: Staff is notifying the Utility Advisory Committee that The Washington Department of Commerce (Commerce) requests written comments to the attached questions concerning the incremental cost methodology and the 2% rate impact provision. Comments are due February 28, 2020. BACKGROUND: Commerce and the Washington Utilities and Transportation Commission (UTC) will conduct a joint workshop on Mar. 17, 2020, to discuss rules to implement the provisions in RCW 19.405.060 concerning the provision. This section of CETA has separate but similar provisions applying to consumer-owned utilities and investor-owned utilities that elect to limit their use of renewable or non-emitting resources due to rate impacts. FISCAL IMPACT: Not known at this time RECOMMENDATION: Staff seeks guidance from the Utility Advisory Committee on responding to Commerce with written comments to the attached questions concerning the incremental cost methodology and the 2% rate impact provision. The Washington Department of Commerce (Commerce) and the Washington Utilities and Transportation Commission (UTC) will conduct a joint workshop on Mar. 17, 2020, to discuss rules to implement the provisions in RCW 19.405.060 concerning the incremental cost methodology and the 2% rate impact provision. This section of CETA has separate but similar provisions applying to consumer-owned utilities and investor-owned utilities that elect to limit their use of renewable or nonemitting resources due to rate impacts. In preparation for this workshop, Commerce requests written comments on the questions below concerning this provision. The UTC requested comment on this topic, as it would be applied to investor-owned utilities, in a notice issued Jan. 15 in its Docket UE-191023. Stakeholders are also welcome to provide general comments about potential rules concerning the implementation of RCW 19.405.060(4). As a convenience, this subsection is included at the end of this document. 1. RCW 19.405.060(4) requires a consumer-owned utility use its retail revenue requirement as part of its incremental cost calculation. CETA does not define “revenue requirement.” The term is defined by rule for purposes of the Energy Independence Act in WAC 194-37-040. a. Should the term “revenue requirement” be defined by rule for CETA? Should the existing definition in WAC 194-37-040 be used or adjusted for this purpose? b. Are there any categories of revenue that should be specifically included or excluded if the term is defined? c. Is it common practice for a consumer-owned utility to establish a calendar-year revenue requirement as part of their budget process? Is the revenue requirement revised during a year? If so, should these revisions affect the calculation under RCW 19.405.060(4)? 2. With regard to the 2% rate impact provision in RCW 19.405.060(4)(a): a. If a utility relies on this compliance option, should incremental costs be determined based on a forecast, at the time the utility submits its Clean Energy Implementation Plan? Should compliance be determined based on actual expenditure data at the conclusion of each four-year period? Should there be a provision for interim reporting during the four-year period? b. If compliance is based on a forecast of costs, and the utility’s actual incremental costs increase more or less than 2% per year averaged over the four-year period, should a true-up mechanism be provided to reconcile the differences between the actual and the forecasted incremental cost? 3. When using the 2% rate impact compliance option, RCW 19.405.060(4)(a) requires all costs be directly attributable to the actions necessary to comply with RCW 19.405.040 and RCW 19.405.050. How should a utility demonstrate that each cost is “directly attributable to actions necessary” for the utility to comply with those two standards? 4. RCW 19.405.060(4)(b) states that if a utility relies on the 2% rate impact option and has not used 80% renewable or nonemitting resources, it must demonstrate that it has maximized investments in renewable resources and nonemitting electric generation prior to using an alternative compliance option under RCW 19.405.040(1)(b). a. How should a utility make this required demonstration that it maximized investments? b. Should this provision be interpreted to prohibit any use of alternative compliance options if the utility has not used renewable or nonemitting resources for at least 80% of retail electric sales in Washington? 5. Should the requirements for use of the 2% rate impact option differ with respect to interim targets for periods prior to 2030, established based on RCW 19.405.060(2)(a)(i), as compared to the requirements applicable for compliance periods starting in 2030. RCW 19.405.060 excerpt (4)(a) A consumer-owned utility must be considered to be in compliance with the standards under RCW 19.405.040(1) and 19.405.050(1) if, over the four-year compliance period, the average annual incremental cost of meeting the standards or the interim targets established under subsection (2) of this section meets or exceeds a two percent increase of the consumer-owned utility's retail revenue requirement above the previous year. All costs included in the determination of cost impact must be directly attributable to actions necessary to comply with the requirements of RCW 19.405.040 and 19.405.050. (b) If a consumer-owned utility relies on (a) of this subsection as a basis for compliance with the standard under RCW 19.405.040(1), and it has not met eighty percent of its annual retail electric load using electricity from renewable resources and nonemitting electric generation, then it must demonstrate that it has maximized investments in renewable resources and nonemitting electric generation prior to using alternative compliance options allowed under RCW 19.405.040(1)(b). Consent Items Agenda Reports for items approved by the City Council since our last meeting are attached. Sewer - 2020 Cured-In-Place project is out for bid closing on Tuesday March 3. - Staff have ordered parts to rebuild components on the Gravity Belt Thickener (GVT). - Collections staff are working on the Spring jet list. Water - Water Pumped for January 2020 was 82,218,000 Compared to January 2019 which was 77,432,000 - Pump Tech INC. was on site Wednesday February 12th to remove the pump and motor for Whitney Well for inspection and suggested repairs if necessary. - Staff have an agreement with Hydrevolution for the 2020 water leak detection project. Storm - Staff will attend the February 18, 2020 City Council meeting and bring forth a resolution/purchase and sale agreement along with the 2nd reading of the bond ordinance to acquire the remaining 56 acres of land north of Dolarway. The design for the setback levee, flood swales and new fish passable 35 foot bridge on Dolarway are complete and ready for bid. After acquisition staff will go out for SEPA comments and it’s possible this project could be constructed late this summer early fall. - Gateway 1 is at 30% design and will begin coordinating with city utilities and franchisees to relocate in the near future. - Staff is working on the annual Stormwater Management Plan due to Ecology by March 31st along with the annual report. Staff will bring this to the March UAC meeting to forward a favorable recommendation to the City Council. - Staff wrote a grant in October 2019 to Ecology for Gateway 2 on Vantage Highway. The City made the draft offer list and ranked 20 out of 160 applicants statewide. The city must now wait to see if the State Legislature passes the budget to see if the project gets funded. Electric - Staff is currently preparing a bid for 2020 Substation Maintenance (East Ellensburg) and a quotes for secondary bushing replacements for Dolarway Substation Transformer. - The pole relocation project on Willow St. is ongoing and should be finished by the end of February. - Journeyman Lineman position is still vacant and will be advertised for again in February. The Power & Gas Manager attended the joint UTC and Department of Commerce meeting at the UTC headquarters in Lacey, WA regarding Defining Low Income and Energy Assistance need as part of compliance with CETA, RCW 19.405.060. The Power & Gas Manager participated in the 2021 State Energy Strategy meeting remotely. Gas - The Corrosion Control Evaluation on the City’s gas system by Coffman Engineer’s is complete and we should be receiving a final report within the next week or so. - Bob Thorpe retired from the Gas Division after 30 years of service in the Gas Division. - A Gas Technician position was posted within the Teamster Union to fill the vacancy in the Gas Division. This position will eventually be placed into the Gas Main Fitter Apprenticeship. - Staff made a recent natural gas purchase commitment to Shell Energy North America. The purchase commitment is for 1000 MMBtu/day at $1.630/MMBtu for the month of March 2020. The total value of the contract purchase is $33,712. The City Manager notified City Council at the February 3, 2020 meeting. - Staff made recently made two additional natural gas purchase commitments to Shell Energy North America. The first purchase commitment is for 1000 MMBtu/day at $1.39/MMBtu for the month of April 2020. The total value of the first contract purchase is $41,700. The second purchase commitment is for 1000 MMBtu/day at $1.22/MMBtu for the month of May 2020. The total value of the second contract purchase is $37,820. City Council will be notified through the City Manager’s report. - Staff attended the UTC sponsored Pipeline Operators Meeting in Lacey, WA on February 18-19th. - Staff is gathering data for the Natural Gas Utility COSA to provide to the consultant. AGENDA REPORT DATE: February 20, 2020 TO: Utility Advisory Committee THRU: Ryan Lyyski, Utility Manager FROM: Julie Coppock, Rate Analyst RE: INTRO TO THE CLEAN ENERGY TRANSFORMATION ACT WEBINAR SUMMARY: The Clean Energy Transformation Act (CETA) commits Washington to an electricity supply that's free of greenhouse gas emissions by 2045. Many cities own and operate their own electric utilities. CETA will affect the way city-owned electric utilities supply electricity. This webinar will discuss the ways CETA impacts utilities' rate setting and financial obligations for low-income users, as well as the several deadlines municipal electric utilities must comply with to avoid large penalties. The Association of Washington Cities (AWC) is hosting a webinar February 28, 2020 from 12:00 PM to 1:00 PM. This webinar is for city elected officials and staff. BACKGROUND: On May 7, 2019, Governor Jay Inslee signed into law the Clean Energy Transformation Act (CETA) (E2SSB 5116), which commits Washington to an electricity supply free of greenhouse gas emissions by 2045. FISCAL IMPACT: None, this is a free webinar RECOMMENDATION: Staff recommends that UAC members participate in this webinar. For members interested in attending, please RSVP with Julie. Staff will have a brown bag type webinar set up in the Council Conference Room Friday, February 28, 2020 from 12:00 PM to 1:00 PM. As citizens of the Ellensburg, Washington area, we call on the Ellensburg City Council to pledge that the City will be powered by 100% clean renewable energy by 2035 joining over 100 US cities that have made this pledge, or have reached this goal. In June, the US Conference of Mayors passed a resolution unanimously endorsing such pledges for its entire membership. The multiple compelling reasons to take this pledge include: Renewable energy offers long term cost savings and stability, as wind and solar now flourish and prices have plummeted. Since cities produce 70% of global greenhouse gas emissions, eliminating these emissions by converting to renewable energy is a potent step in combatting anthropogenic climate change, and thus mitigating such impacts as wildfires, heat waves, drought, floods, extreme weather, sea level rise, and ocean acidification. Renewable energy usage will create approximately 1 million new US jobs by 2030, and will likewise benefit the Ellensburg economy. The technological advances and decreased pollution will help attract high tech businesses, tourists, and relocating workers to Central Washington. Each city will have a unique pathway to reach 100% green energy. Possible steps for Ellensburg include: • Solar and wind contracts for City energy needs. • Build partnerships with the county and land owners for developing a public owned solar utility benefitting our city and region and supporting our infrastructures. • Facilitation of green energy availability for residential requirements, considering a rebate program for home rooftop solar. • Replacement of City gasoline vehicles with electric cars, taxis, and buses. • Electric car or charger rebates for citizens, in addition to federal/state rebates. • Facilitation of electric vehicle charging stations, for local citizens and as a magnet for travelers. • Adopt regulations requiring new, multiple unit dwellings to have charging stations and xeroscape or drought resistant landscaping. • Facilitate a program that supports solar installations for low income housing, perhaps in partnerships with local/regional solar installers and student education programs that mentor the next generation of energy workers. • More stringent building efficiency regulations on new construction, particularly concerning solar readiness and water use, including mandatory rooftop solar for commercial construction. • Support of local food growers and markets, and consider implementing a food waste composting program for the city that could be used where petro dependent fertilizers are now used for city maintenance. PLEASE SIGN THIS PETITION AND SHARE. We call on the Ellensburg City Council to pledge to go 100% renewable by 2035 at the latest. The City will recognize economic benefits, with lower energy costs and job creation. And with climate action at the federal level stalled, the responsibility for strong action for a zero carbon future and a livable biosphere for our children falls to the cities. WE TRUST ELLENSBURG WILL TAKE THIS URGENTLY NEEDED ACTION. Sponsored by: Our Environment Kittitas County oekc.weebly.com Join us for meetings and community Second Tuesday 7:00 pm at The United Methodist Church “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it is the only thing that ever has.” – Margaret Mead "Imagine, therefore, a world where carbon emissions have long been steadily declining— at a handsome profit, because saving fuel costs less than buying fuel; where global climate has stabilized and repair has begun; and where this planetary near-death experience has finally made antisocial and unacceptable the arrogance that let cleverness imperil the whole human prospect by outrunning wisdom." — Amory B. Lovins Cofounder, Chairman, and Chief Scientist Rocky Mountain Institute. The False Promise of Natural Gas Philip J. Landrigan, M.D., Howard Frumkin, M.D., Dr.P.H., and Brita E. Lundberg, M.D. Production of natural gas has grown by nearly 400% in the United States since 1950, and gas is now the country’s second-largest energy source. The main driver of this increase has been the wide-scale adoption of hydraulic fracturing (“fracking”). During the fracking process, large volumes of water, sand, and chemicals are injected deep underground at high pressure to fracture shale deposits and sand and coal beds to release trapped gas. The world’s largest gas-transmission network — with more than 300,000 miles of interstate and intrastate transmission pipelines, 2.1 million miles of local distribution lines, and more than 1000 compressor stations — brings this gas to the market. The ready availability of gas has reduced dependence on coal and oil, enables the United States to ship gas overseas, and will make the country a net energy exporter by 2020. It has also made gas an important feedstock for the chemical, pesticide, and plastics-manufacturing industries. Natural gas, composed principally of methane, has been hailed as a clean “transition” fuel — a bridge from the coal and oil of the past to the clean energy sources of the future. This claim is partially true. Gas combustion produces only negligible quantities of sulfur dioxide, mercury, and particulates. It is thus less polluting than combustion of coal or oil, and this benefits health. Gas combustion also generates less carbon dioxide per unit of energy than combustion of coal or oil. But beneath this rosy narrative lies a more complex story. Gas is associated with health and environmental hazards and reduced social welfare at every stage of its life cycle. Fracking is linked to contamination of ground and surface water, air pollution, noise and light pollution, radiation releases, ecosystem damage, and earthquakes (see table). Transmission and storage of gas result in fires and explosions. The pipeline network is aging, inadequately maintained, and infrequently inspected. One or more pipeline explosions occur every year in the United States. In September 2018, a series of pipeline explosions in the Merrimack Valley in Massachusetts caused more than 80 fires and explosions, damaged 131 homes, forced the evacuation of 30,000 people, injured 25 people, including two firefighters, and killed an 18-year-old boy. Gas compressor stations emit toxic and carcinogenic chemicals such as benzene, 1,3-butadiene, and formaldehyde. Wells, pipelines, and compressor stations are disproportionately located in low-income, minority, and marginalized communities, where they may leak gas, generate noise, endanger health, and contribute to environmental injustice while producing no local benefits. Gas combustion generates oxides of nitrogen that increase asthma risk. \| Category \| Pathways and Mechanisms \| Established and Potential Health Hazards \| \|--------------------------------\|----------------------------------------------------------------------------------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Local hazards \| \| \| \| Water contamination \| Ground and surface water at gas wells is contaminated with fracking chemicals. \| Many fracking chemicals are toxic: 25% are carcinogens; 75% are dermal, ocular, respiratory, and gastrointestinal toxins; 40 to 50% have toxic nervous, immune, cardiovascular, and renal effects; 30 to 40% are endocrine disrupters \| \| Air pollution \| Heavy trucks, construction equipment, and drill rigs emit diesel exhaust, oxides of nitrogen, and particulates; sand piles release silica dust; gas venting and flaring produce volatile organic compounds (benzene, 1,3-butadiene, and formaldehyde). \| Exacerbation of asthma and COPD; increased risk of cardiovascular disease and diabetes; increased risk of prematurity and low birth weight; volatile organic compounds increase risk for leukemia and lymphoma \| \| Noise pollution \| Heavy equipment and gas flaring generate nearly continuous noise; sound levels can reach 70 A-weighted decibels, which exceeds EPA community guidelines. \| Sleep disturbance; stress (associated with increased cardiovascular disease risk); cognitive deficits in children \| \| Light pollution \| High-intensity illumination and gas flaring generate bright light day and night \| Sleep disturbance; stress \| \| Radionuclide releases \| Some shale formations contain naturally occurring radionuclides such as radon, principally in Pennsylvania and Texas. \| Cancers, chiefly lung cancer \| \| Earthquakes \| Seismic activity is increased near fracking sites and up to 30 miles away. \| Injuries; anxiety; loss of property value \| \| Community disruption \| Poor and minority communities are disproportionately exposed to noise, toxic chemicals, and explosion hazards. \| Mental health problems; substance abuse; sexually transmitted diseases \| \| Regional hazards \| \| \| \| Fires and explosions \| Pipeline explosions occur every year in the United States and recently occurred in Armada Township, MI; Refugio, TX; Salem, PA; Watford City, ND; and Merrimack Valley, MA. \| Injury; death \| \| Air pollution from gas combustion \| Gas combustion in stoves, boilers, and furnaces generates oxides of nitrogen. \| Increased asthma risk; exacerbation of COPD and cardiovascular disease \| \| Global hazards \| \| \| \| Contributions to climate change \| Use of natural gas causes methane leakage and gas combustion generates carbon dioxide. \| Heat waves; extreme weather events; droughts; floods; wildfires; expanded ranges of vectorborne diseases; compromised food supplies resulting in famine, migration, conflict, and mental distress \| * COPD denotes chronic obstructive pulmonary disease, and EPA Environmental Protection Agency. Sources of information are listed in the Supplementary Appendix, available at NEJM.org. from renewables, new gas wells continue to be drilled and new pipelines built. The U.S. Energy Information Administration projects that daily natural-gas production in the United States will increase by 10 billion cubic feet in the next year and that under current federal policy, more electricity will be generated from gas than from renewables each year from now through 2050.$^1$ This expansion of the gas infrastructure is supported by government subsidies and tax breaks that benefit the fossil-fuel industry and artificially depress gas prices.$^5$ State subsidies provide additional support for fossil fuels. As physicians deeply concerned about climate change and pollution and their consequences, we consider expansion of the natural-gas infrastructure to be a grave hazard to human health. All reasonable analyses indicate that we must leave nearly all remaining fossil fuels in the ground if we are to hold the extent of global warming below 1.5°C, the target set by the Intergovernmental Panel on Climate Change, and thus mitigate the health and environmental consequences of climate change. A further argument against investment in gas is that it is economically reckless. Such investment ignores the reality that the cost of producing electricity from renewables is falling rapidly and that energy prices are approaching a “tipping point” after which it will become cheaper to generate electricity from solar and wind sources than from gas. The Energy Information Administration estimates that by 2023 it will cost $36.60 per megawatt-hour to produce electricity from wind and $37.60 to produce solar energy, versus $40.20 to produce energy from gas. Any investment in gas is thus at risk of failing to yield an economic return and becoming a stranded asset. This risk could increase if federal subsidies for gas were to be cut. We believe that investment in gas is also shortsighted. States that provide subsidies for gas and permit construction of new pipelines and compressor stations will lock in dependence on gas for years to come while missing opportunities to invest in renewables. The real problem with fracking, then, is that it perpetuates the carbon-based energy system and delays the transition to a carbon-free economy. To address this problem, we recommend that state and federal subsidies for natural gas be reduced over the next 2 years and then eliminated. The International Monetary Fund has made similar recommendations. We also recommend that new residential or commercial gas hookups not be permitted, new gas appliances be removed from the market, further gas exploration on federal lands be banned, and all new or planned construction of gas infrastructure be halted. We believe an ill-conceived proposal announced recently by the Environmental Protection Agency to roll back limits on methane pollution needs to be blocked. At the same time, we call for the creation of new tax structures, subsidies, and incentives such as carbon pricing that favor wind, solar power, and other nonpolluting, renewable energy sources and policies that support energy conservation, clean vehicles, and expansion of public transit. Implementation of these recommendations will require courageous political leadership and face fierce resistance. But wide-scale transition to renewables would yield enormous benefit for the United States. It would reduce air pollution and therefore prevent disease, extend life expectancy, and reduce health care costs. It would free up the billions of public dollars now spent on fossil-fuel subsidies, and it would protect our planet. Models exist for effective climate action. In July 2019, New York State enacted comprehensive energy and climate legislation and pledged to reduce greenhouse-gas emissions by 85% by 2050. To meet this target, New York is developing the country’s largest wind farm and collaborating with Ireland and Denmark to improve its electric power grid. It has also created economic incentives for clean vehicles, including trucks and buses, and tax incentives for energy conservation. Idaho Power, the largest utility in a deeply conservative state, has pledged to produce 100% of its electricity from renewable sources by 2045. The United Kingdom has committed to net zero carbon emissions by 2050. New York, Idaho, and the United Kingdom are creating new, high-paying jobs in the wind and solar energy industries. Natural gas has been portrayed as a bridge to the future. The data now show that it is only a tether to the past. We believe it’s time to reject the false promise of gas. Disclosure forms provided by the authors are available at NEJM.org. From the Program in Global Public Health and the Common Good and the Global Observatory on Pollution and Health, Boston College, Chestnut Hill (P.J.L.) and Lundberg Health Advocates, Newton (B.E.L.) — both in Massachusetts; and the Wellcome Trust, London (H.F.). This article was published on December 4, 2019, and updated on December 13, 2019, at NEJM.org. 1. Energy Information Administration. Annual energy outlook 2019: with projections to 2050. Washington, DC: Department of Energy, January 2019 (https://www.eia.gov/outlooks/aeo/pdf/aeo2019.pdf). 2. Saunders PJ, McCoy D, Goldstein R, Saunders AT, Munroe A. A review of the public health impacts of unconventional natural gas development. Environ Geochem Health 2018;40:1-57. 3. Intergovernmental Panel on Climate Change (IPCC). Global warming of 1.5°C: an IPCC special report. Geneva: World Meteorological Organization, 2018 (https://www.ipcc.ch/sr15/). 4. Howarth RW. Is shale gas a major driver of recent increase in global atmospheric methane? Biogeosciences 2019;16:3033-46. 5. Coady D, Parry I, Le N-P, Shang B. Global fossil fuel subsidies remain large: an update based on country-level estimates. Washington, DC: International Monetary Fund, May 2, 2019 (https://www.imf.org/en/Publications/WP/Issues/2019/05/02/Global-Fossil-Fuel-Subsidies-Remain-Large-An-Update-Based-on-Country-Level-Estimates-46509). DOI: 10.1056/NEJMp1911663 Copyright © 2019 Massachusetts Medical Society.	26f67058-c9f8-403a-9d70-03504127c9bd	CC-MAIN-2021-17	https://www.ci.ellensburg.wa.us/AgendaCenter/ViewFile/Agenda/_02202020-627	2021-04-23T01:18:42+00:00	crawl-data/CC-MAIN-2021-17/segments/1618039626288.96/warc/CC-MAIN-20210423011010-20210423041010-00115.warc.gz	799,416,238	8,549	eng_Latn	eng_Latn	0.96493	eng_Latn	0.994721	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2983, 3183, 5025, 7128, 8985, 10275, 11697, 13276, 13753, 14922, 17168, 19815, 21985, 23719, 25115, 27729, 28972, 31849, 36721, 41729, 42821 ]	[ 0.8984375, 1.484375 ]	3	0	HuggingFaceFW/finepdfs-edu
1. There are two traders (1 and 2) in a market who have to decide between ‘Aggressive’ behaviour or ‘Passive’ behaviour. The payoffs that each player receives depend on the action of the other player and are summarised in the following normal form. \[ \begin{array}{c\|c\|c} & A & P \\ \hline 1 & (1,1) & (3,2) \\ P & (2,4) & (4,3) \\ \end{array} \] (a) Suppose first that the traders decide on their action simultaneously. Does any player have a dominant strategy in the game? What is the Nash equilibrium? (b) Now suppose that trader 1 moves first and, after observing the action of trader 1, trader 2 makes her decision. Construct the extensive form of the game and find the sub-game perfect Nash equilibrium using the process of backward induction. (c) What is the normal form of this sequential-move game? Find all Nash equilibria of the game using best response analysis. (d) Are there any Nash equilibria that are not subgame-perfect? Discuss. (e) Is there anything striking about the equilibrium when the game is played sequentially compared to that when the game is played simultaneously? Discuss 2. What can be the effects of artificial intelligence implemented for computer games? 3. Can game theory be used in the process of improving teaching techniques in education systems? Which game theory technique will more efficiently be used for this purpose? Justify your answer 4. Two players, Row and Column, are driving toward each other on a one-lane road. Each player chooses simultaneously between going straight (S), swerving left (L), and swerving right (R). If one player goes straight while the other swerves, either right or left, the one who goes straight gets payoff 3 while the other gets −1. If each player swerves to his left, or each swerves to his right, then each gets 0 (remember, they are going in opposite directions). If both go straight, or if one swerves to his left while the other swerves to his right, then the cars crash and each gets payoff −4. (a) Write the payoff matrix for this game. (b) Find all of the game’s rationalizable strategies for each player. (c) Find all of the game’s Nash equilibria in pure strategies. (d) Find a Nash equilibrium in which Row uses a pure strategy and Column mixes between two of his strategies. Clearly identify which strategy or strategies have positive probabilities for each player, and what Column’s mixing probabilities are. (e) Find a Nash equilibrium in which both Row and Column mix between two of their strategies. Clearly identify which strategies have positive probabilities for each player, and their mixing probabilities are.	<urn:uuid:940ed37f-d8fe-4645-984e-00c9d4a44388>	CC-MAIN-2023-40	http://library.nith.ac.in/library/exam/2022_12/2022-Dec_CS-723_259.pdf	2023-10-01T15:41:30+00:00	crawl-data/CC-MAIN-2023-40/segments/1695233510903.85/warc/CC-MAIN-20231001141548-20231001171548-00630.warc.gz	24,669,641	579	eng_Latn	eng_Latn	0.998577	eng_Latn	0.998577	[ "eng_Latn" ]	false	rolmOCR	[ 2623 ]	[ 3.796875 ]	1	0	HuggingFaceFW/finepdfs-edu
A precise and carefully taken CASE HISTORY is a MUST! CASE HISTORY Examiner should know the following: * Time of onset of the hearing loss * Hearing loss is gradual or sudden * Unilateral or bilateral * Symmetrical or asymmetrical * Presence or absence of other symptoms like vertigo (dizziness), tinnitus (ringing of the ear) * Presence of discharge or pain CASE HISTORY Case History must also include: * Family History * Exposure to noise * Previous ear or head trauma * Use of ototoxic drugs SIGNS AND SYMPTOMS * Earache * Fever * Ear discharge * Itching * Blocked ear * Hearing impairment * Tinnitus * Vertigo * Facial palsy GENERAL EXAMINATION * Get a general impression of the patient's condition. Does he/she look healthy? Is the child growing well? Check the weight curve of under-fives when available. What is the hygienic condition of the child? Are there generalised glands or sores? Is the patient breathing through the nose or through an open mouth? Is there a stridor? Are speech and hearing normal? PINNA EXAMINATION * Is the pinna normal? Check for infection, abnormal shape, tumours, fistulas and scars. Do not forget to check behind the ear, and under the ear lobe. NOSE, THROAT, AND NECK EXAMINATION * Is the nose blocked or is there normal nasal breathing? Is there a nasal discharge? * Look into the mouth. Are there infections/sores of the tongue and mucosa? How are the gums? How are the tonsils, enlarged, inflamed? How is the condition of the teeth? Are there adenoids? * Palpate the areas of the neck: retromandibular, submandibular, submental, pre-jugular and posterior. Are there enlarged glands? HOW TO EXAMINE THE EAR? 1. Position the patient properly. 2. If the patient is a child: Hold the pinna outwards, backwards and downwards, to straighten the canal. HOW TO EXAMINE THE EAR? HOW TO EXAMINE THE EAR? If the patient is an adult: Position the pinna outwards, backwards, and upwards CHECKLIST FOR OTOSCOPY * First identify the tympanic membrane and check for its position (retraction, bulging), translucency, colour, redness, granulations, perforation. * If the tympanic membrane is intact, then try to look through it to assess the aeration of the middle ear. * Is the middle ear aerated or is there pus or fluid? * Take note of the size and the localisation of a perforation. CHECKLIST FOR OTOSCOPY * Is the perforation central, marginal or epitympanal (above the malleus handle)? * Is the middle ear dry with normal mucosa? * Is the mucosa swollen and injected? * Are there polyps or granulations? * Is there cholesteatoma? CHECKLIST FOR OTOSCOPY * Look for cholesteatoma especially at superoposterior, marginal and epitympanal perforations and retraction pockets. * Most difficult to see and very often overlooked are fluid in the middle ear (otitis media with effusion) and cholesteatoma. * Make a schematic drawing of the otoscopic findings on the patient card. EAR EXAMINATION INSTRUMENTS * Penlight * Otoscope "WHAT WILL I SEE?"	<urn:uuid:e445519b-dc83-467f-9940-b71f3d59c93f>	CC-MAIN-2018-51	http://bhphil.org/downloads/TertiaryModuleHandouts/Tertiary%20Ear%20Examination.pdf	2018-12-11T05:40:18Z	crawl-data/CC-MAIN-2018-51/segments/1544376823565.27/warc/CC-MAIN-20181211040413-20181211061913-00329.warc.gz	32,963,899	746	eng_Latn	eng_Latn	0.96269	eng_Latn	0.99436	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 55, 364, 503, 639, 1026, 1198, 1641, 1807, 1832, 1938, 2335, 2586, 2929, 2981, 3001 ]	[ 1.8515625 ]	1	0	HuggingFaceFW/finepdfs-edu
Associate Profile Steve Flom What is your earliest memory of sculpting? When I was a little boy, in Minneapolis, my Mom would take me to kid's art classes at the Walker Art Center. She kept me supplied with drawing pencils, paper, & plasticine clay. The first sculpture I remember doing was a little 6 or 7 inch clay "Venus" on the dining room table. It had breasts, but no head or arms because, well, the REAL statue of Venus had no head or arms… right? My "Venus" tapered out from the waist into a broad skirt, because at that age (about 6) I had no idea what the bottom half of a woman looked like! Even at that tender age, I had a sense that I was a 'conduit'; though my little hands moved the clay, it was being shaped by some 'Force' much bigger than "me". I still feel that way in the studio, when I'm really zoned in. You work exclusively in stone. What is it about stone that you like? As a student at the Pennsylvania Academy of the Fine Arts, I worked summers trimming trees, so I had good access to wood for carving. But hoping to sell my work, I sought out a more 'permanent' medium. Bronze can be pretty costly for a starving art student, but if you had a couple strong guys, a pry bar & a pickup truck, one could scrounge marble doorsteps from abandoned South Philly rowhouses and limestone blocks from demolition sites. I picked up a set of stone tools and never put them down. Working figuratively in stone is like searching for Life's Essence… within a hunk of material which once -- long, long ago -- WAS Life. Please discuss the erotic nature of your work. Life can at times be a solitary, lonely journey. There's a Primal chord in all of us, which resonates most clearly and sweetly when shared. Our body being the earthly vessel for the Soul, it's only natural that we use this channel to seek Oneness with another human being, here and there along the way. I think we've all longed for that elusive Oneness. I try in my work, using the human form, to convey 'Life's longing for itself'… the solitude, silence, shyness, the loneliness, the longing, the lust… 'Love has no other desire but to fulfill itself.' –Kahlil Gibran How do you begin a work? What is your process? I look at a block of stone and try to visualize the figure within. When something manifests itself, I'll make a couple rough sketches and then ask my model to take that pose. I like to draw the pose from front, back and sides, and then transfer these sketches directly onto the stone. (I prefer to work in rectangular blocks. I also like to take back-up photos for reference during the process). I then remove what stone is outside of my lines – first front & back, then from the sides. I'll redraw, carve, redraw, carve, working round and round and round, top to bottom and back, often stepping away and pondering, till, slowly but surely, a figure emerges. Usually, the stone itself will influence the piece, and it'll become a fusion of the model and the medium. Which artists have had the greatest influence on your work? Rodin, because his beautiful, often exaggerated figures so poignantly reflect the Dance of Life. And Brancusi, because he, more than anyone, was able to convey the PURE ESSENCE of Life, with all superficialities stripped away and discarded. www.steveflom.com " see a reflection of Themselves. work people I hope in my	<urn:uuid:70168f8c-c980-49d5-b3c5-524f9c26f3bc>	CC-MAIN-2017-43	http://steveflom.com/Steve_Flom_Profile.pdf	2017-10-19T21:51:09Z	crawl-data/CC-MAIN-2017-43/segments/1508187823478.54/warc/CC-MAIN-20171019212946-20171019232946-00468.warc.gz	308,208,966	785	eng_Latn	eng_Latn	0.99893	eng_Latn	0.998912	[ "eng_Latn", "unknown" ]	false	docling	[ 3305, 3365 ]	[ 1.5703125 ]	1	1	HuggingFaceFW/finepdfs-edu
Young children begin to develop math concepts and skills very early in the first year of life. Family members play a special role in helping children learn about math. Throughout the day, as families talk, play, or carry out routines, children are learning. Family Notes show ways that families can use everyday experiences to help their young children learn math. Families can use the ideas presented here to identify math learning opportunities in their own daily interactions with their children. Home visitors and family service staff can share this information with families to help them support children's math learning. Some important things to consider: - Math experiences should provide for fun, shared times between families and their children. Children will build a positive attitude toward math learning and toward learning in general. - Children need experiences handling and working with things. They need to look at, hold, count, stack, and explore the characteristics of things. While children are actively exploring, adults can "mathematize" children's play. By introducing mathematical words and talking about the experience, family members help children understand the meaning of numbers, shapes, and other math concepts. For example, while children are playing with blocks, adults can describe blocks by using words such as curved, straight, longer, and shorter. Children hear new math vocabulary and deepen their understanding about characteristics of blocks at the same time. - Children need repeated experiences. Just as children enjoy hearing the same books over and over, they need to handle materials and do things again and again. Over time, children need to practice these experiences again, so they recall what they have learned. In this way, they deepen their understanding and develop new concepts. - Family involvement in children's learning is extremely important. It especially helps children's learning when adult family members use the language they speak best. When adults speak in their home language, they are more likely to have deep, meaningful conversations and use rich, descriptive words. This type of language helps children to deepen their understanding of ideas and concepts. - Families can observe their children's interests and use those interests to build an understanding of math. For example, if a child goes to a slide in a park, adults can talk about position words like behind and on top of the slide. Children's interest in the outdoors helps them learn about math! Children learn best when they are engaged in activities that interest them. Adults can support math learning by encouraging children to notice mathematical relationships, use math language, and practice math skills as they play. - It is important that adults talk with children about what they are seeing, hearing, and doing. Families can support math learning by commenting on or asking children questions about math experiences. Give children time to respond. Wait at least five seconds before expecting young children to respond so they have time to think about their responses. Children are practicing math and vocabulary when they talk with adults or other children about their math experiences. Getting dressed Setting the table Here are some ideas to help children learn math during everyday home routines. "How many buttons do you have on your shirt? Let's count them as I button you up." Number—counting "Here's a sock for this foot. That's one foot. Here's a sock for the other foot. That's two feet!" Number—counting, using one-to-one correspondence "Look, the stripes on your socks make a pattern – blue, white, green, blue, white, green!" Repeating patterns "Do you want to wear your short pants or your long pants?" Measurement—comparing sizes "Will you help me? Each person gets one fork, one spoon, and one napkin." Number—using one-to-one correspondence Point out the repeating pattern in the way your family sets the table. For example, "The fork goes on this side, then the plate, and then the spoon. We do it the same way every time!" Repeating patterns "How many spoons do we need? Let's count." Number—counting, solving problems "Give the big cup to daddy. I would like to have a little cup." Measurement—comparing sizes Eating a meal Picking up toys "Your sandwich looks like a square. If I cut it this way (corner to corner), what shapes will it make?" Geometry—recognizing shapes "How many pieces of cheese do you want?" "Do you want one or two?" "Let's count how many raisins you have." Number—counting "You have more pieces of apple than I do." Number—comparing number of objects "Let's put your cars on the shelf and the balls in the box." Spatial Sense—recognizing positions of objects "Can you put your three trucks here?" "There should be six dinosaurs. Will you count them and make sure they are all there?" Number—counting "You can put away the square pieces. Your brother will put away the round ones." Geometry—recognizing shapes Here are some ideas to help children learn math when at the grocery store. Making the shopping list "How many apples do we need so each person in the family gets one?" Encourage your child to use fingers to show how many people in the family (and how many apples to buy). Number—counting, solving problems Involve your child in making tally marks or writing numerals (written numbers) next to items on the list to indicate "how many." Encourage your child to make his own grocery list too. Number—recording " how many" Shopping at the store Point out the numerals that you see at the store, for example, "2 for $1" or aisle numbers. Encourage your children to find more numerals as you shop. Number—recognizing numerals Count apples, oranges, carrots, peppers, and other items with your child as you put them into bags or the shopping cart. Number—counting Talk with your child about sizes of items, such as cereal boxes or cartons of milk. Measurement—comparing sizes Look for shapes (e.g., circles, rectangles, or triangles) as you go through the store. Play a game with your child. Find a shape, such as the rectangle on the front of a cereal box, and then look for other items with the same shape. Geometry—recognizing shapes At the checkout counter "We should have five cans of soup. Let's count and make sure." Number—counting, solving problems Point out the numerals on the cash register display and talk about what they mean (shows how much each thing costs). Number—recognizing numerals Explain that the routine of going to the grocery store is a repeating pattern. "We go to the store, we pick out the food, we pay at the counter, and we go home and eat the food. Next week we will do the same thing." Patterns—recognizing repeating patterns Going to the park On the play structure Here are some ideas to help children learn math when at the park. "There's a squirrel on the branch of the tree." Spatial Sense—recognizing positions of objects "Let's look for written numbers as we go to the park. What numbers do you see?" Number—recognizing numerals Encourage children to notice patterns in nature – for example, the symmetrical patterns in leaves or the petals on a flower. Look for repeating patterns – for example, the ridges and grooves of the bark on some trees. At the park, or coming or going, help children collect natural materials such as leaves, small sticks, or pebbles to use in making their own repeating or symmetrical patterns. Patterns—recognizing and creating patterns "First we go past Tina's house. Next, we turn right at the corner by the library. The park is close to the library." Spatial Sense—learning about direction and location Encourage your child to climb on play equipment, jump off a small step, walk backwards, or crawl through a tunnel. Spatial Sense—recognizing position and direction "Let's count the children on the swings. One, two, three, four!" Number—counting "The play structure has a round window. It looks like a circle. Do you see any other circles? Let's look around." "Let's make the same shape in the sand." Geometry—recognizing shapes Having a snack Ask your child to pass out the snack. "Will you pass out the snack? Each person gets a box of raisins." Number—using one-to-one correspondence Count the food items as they eat them. "I have four carrots. How many do you have? Do you have more than four carrots or fewer than four carrots?" Number—counting and comparison "What shape do you think the cracker is? It has four straight sides." Geometry—identifying shapes Things to remember: - Family members play a special role in helping children learn about math. Children learn when adults support their talk, play, and routines. - Math experiences should be fun, shared times between adults and children. These build children's positive attitude toward math and learning. - Children need experiences handling and using toys and other objects and exploring their characteristics. Adults "mathematize" children's play by introducing mathematical words about what they are doing. This helps children learn new math vocabulary and deepen their math concepts. - Children need repeated experiences. Handling materials and doing things again and again helps children develop new concepts and deepen understanding. - It especially helps children's learning when adult family members speak to young children using the language they are most comfortable with and when they use rich, descriptive words. - Children learn best when they are engaged in activities that interest them. Families support learning when they observe children's interests and use them to help children build their math concepts and skills. [x] It is important that adults engage children in conversations about what they see, hear, and do by commenting on or asking children questions about math experiences. Don't forget to wait at least 5 seconds before expecting children to answer!	<urn:uuid:9fc747a3-002a-415a-a254-92946cdc5633>	CC-MAIN-2022-33	https://www.keysschools.com/site/handlers/filedownload.ashx?moduleinstanceid=1546&dataid=5678&FileName=family_note_finding_the_math.pdf	2022-08-14T09:09:59+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882572021.17/warc/CC-MAIN-20220814083156-20220814113156-00100.warc.gz	752,856,904	2,045	eng_Latn	eng_Latn	0.997059	eng_Latn	0.998715	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2226, 3227, 4286, 5019, 6261, 6789, 8145, 8586, 9970 ]	[ 4.375 ]	1	0	HuggingFaceFW/finepdfs-edu
DIVISION A. Junior DEPARTMENT 53 4-H & FFA PLANT SCIENCE BUILDING 4 SUPERINTENDENT: KYLEE SHUMWAY CONTACT: (509) 380-8998 Before entering please review the 4-H & FFA Still-life Rules Please see Tag Day, Registration Dates and Entry Days for the times and locations. This is a Virtual Show Only. Instructions on how to upload videos/photos will be posted at a later time. Pre-registration is mandatory: Register Here! SPECIAL AWARDS - One per Class Best of Class - Overlay Educational - Rosette SPECIAL AWARDS - One only Best of Show - Rosette plus $10 Fair Theme Award - Rosette plus $10 Superintendent's Choice - Rosettes plus $25 PREMIUM POINTS BLUE RED WHITE 8 C. Senior B. Intermediate D. FFA CLASS – Vegetables – 1 Entry Per Class 1. Asparagus, (5 spears) 2. Beans, (10 pods) 3. Beets, (5 pods) 5 3 19. Onions, dry (3 bulbs) 20. Onions, green bunching, (5 plants) 21. Parsnips, (3 roots, tops trimmed) CLASS - Strange or Super Vegetable – 1 Entry Per Class 36. Biggest squash or pumpkin, by weight 37. Longest zucchini 38. Largest tomato, by weight 39. Biggest sunflower head, as measured from edge to edge of seed head, petals not included 40. Strangest looking vegetables, untouched in natural form 41. Vegetable creatures; a display of home-grown vegetables to represent an imaginary creature (please try to avoid use of toothpicks; glue is a good alternative). CLASS – Fruits – 1 Entry Per Class 42. Apple, summer harvest, (3) 47. Peach, (3) 43. Blueberries, (1 cup) 48. Pear, (3) 44. Currants, (1 cup) 49. Raspberries, (1 cup) 45. Grapes, table, (1 bunch) 50. Strawberries, (1 cup) 46. Nectarine, (3) CLASS - Herbs – All entries: 1 bunch tied & stalks trimmed, 1" – 1 Entry Per Class 51. Basil 59. Marjoram 52. Chives & Leeks 60. Mint 53. Cilantro 61. Oregano 54. Dill 62. Parsley CLASS - Flowers, houseplants and arrangements; 5-flower bouquets are informal arrangements of five single blooms in one vase. – 1 Entry Per Class 67. Annual, 5 flower bouquet 68. Perennial, 5 flower bouquet 69. Shrub, 5 flower bouquet 70. Flowering plant, potted 71. Foliage plant, potted 72. Single cacti or succulent, potted 73. Collection of five or more cacti or succulent, potted 74. Dish gardens, under 10" high 75. Dish gardens, five or more varieties of houseplants 76. Table top herb garden with 3 or more varieties 77. Fresh flower arrangements, line design 78. Fresh flower arrangements, mass design 79. Miniature fresh flower arrangement 80. Miniature dried flower arrangement 81. Flower arrangement with dried plant materials 82. Fresh and/or dried corsage 83. Terrarium depicting woodland, desert or imaginary scene, not exceeding 24" in length or 12" in height, three or more different plants must be used 84. Table top garden: a dish garden depicting woodland, desert or imaginary scene, not exceeding 15" in diameter or 4" in height; three or more different plants must be used, CLASS - Educational Exhibit - pen to any 4-H and FFA members enrolled in plants and soils gardening or weeds projects. A chart, notebook, picture, poster (minimum size 14" x 22") or table display (24" x 36") showing work done in the project or concepts learned as part of the project. – 1 Entry Per Class 85. Plants and soils 86. Vegetable gardening 87. Container gardening 88. Ornamental gardening 89. Weeds 90. Self-determined DIVISION A. Junior B. Intermediate C. Senior D. FFA CLASS – 1 Entry Per Class 91. Judging contest. Open to any 4-H or FFA member enrolled in a plant and soils, gardening or weeds project. Participant will be judged on test score and individual judging on eight vegetables. See schedule of events for date and time. FAIR THEME -" The Best Week of Summer!" All entries from unprocessed nature combinations. Maximum size 18" in height, 18" in length & 18" in depth. CLASS – 1 Entry Per Class 92. Colorful 93. Creative 94. Silly PREMIUM POINTS BLUE RED WHITE 12 8 3	<urn:uuid:7913f222-22f5-42df-9a17-2b7b11da54ba>	CC-MAIN-2020-45	https://d38trduahtodj3.cloudfront.net/files.ashx?t=fg&rid=BentonFranklinFair&f=Dept._53_-_4-H__FFA_Plant_Sciences(4).pdf	2020-10-26T15:07:38+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107891428.74/warc/CC-MAIN-20201026145305-20201026175305-00371.warc.gz	274,595,807	1,097	eng_Latn	eng_Latn	0.943304	eng_Latn	0.950007	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 984, 1901, 3436, 4041 ]	[ 1.359375 ]	1	0	HuggingFaceFW/finepdfs-edu
People like us AMY DE KANTER Aids Sutra Foreword by Amartya Sen Publisher: Vintage Books, 347 pages "If I were to sit under a tree and tell you the sadness we have to suffer, the leaves would fall like tears," says devadasi Kaveri in The Daughters of Yellamma, William Dalrymple's contribution to AIDS Sutra. Devadasi (literally "god slave") are girls – as young as six – "donated" to the goddess Yellama by their families. The parents give up their daughters as a form of devotion, then profit from the girls' earnings as prostitutes, a career that ends as soon as they reach puberty. Like all sex workers, devadasi are in greater danger of contracting the disease. Another devadasi, Rani Bai, was understandably traumatised when her mother gave her up to be a god slave. But as an adult, when she has three children, she only keeps the son. She dedicates both her daughters to the goddess, and both die of HIV/AIDS while in their teens. One of the things that makes HIV/AIDS horrifically different from other diseases has nothing to do with what it does to a victim's body – vicious cruelty and ignorance, which continue to dog the continent even decades after the world first came to know of it. For too many years, people with HIV/AIDS have been cast out or persecuted. There are many ironies surrounding the disease. Many still believe that HIV/AIDS is punishment for certain actions. Although it has been proven again and again that even the "virtuous" and "innocent" can fall prey to the disease, there is still a stigma left over from the days in which it was thought to target only gays and drug addicts. Reading AIDS Sutra reinforces what has always been true. Even if victims contract the disease through socially unacceptable behaviour, whatever they did is never nearly as shocking as the vile ways in which people react to them. AIDS Sutra is the work some of India's best writers, a Nobel Prize winner of Economics, and the world's richest man. With the blessing and support of Amartya Sen, and Bill and Melinda Gates, 16 writers sought out those whose stories are rarely told. Proceeds from the book will go to support children affected by HIV/AIDS in India. AIDS Sutra reminds the readers of something that must be remembered: If HIV/AIDS has brought out the worst in some people, it has also brought out the best in others. In the stories, this includes the victims themselves. Prostitutes in India, both male and female, have lashed out against police brutality and violent customers. Many of the people interviewed in this book have found meaning from becoming counselors and empowerment from helping others. In When AIDS Came Home, Shobhaa De learns that her children's driver is HIV-positive and insists on getting him treatment. She sits with him when he dies, finally seeing him, slapped in the face by this sudden intimacy after years of barely registering his existence. Writer Nalini Jones goes for a walk with the HIV-positive people who are refused to speak to her. Without thinking, she shares her water bottle with them. Later, friends and family worry that she might have caught the virus. Jones, in turn, is furious at herself because she has a cold and could have passed that onto people who need to be careful about their health. That moment sums up the point of AIDS Sutra, one which HIV/AIDS activists have been trying to get across for long decades: HIV-positive people are far less dangerous to society than society is to them. "These ordeals thrive on ignorance," writes Amartya Sen. "To understand a problem with clarity is already half way towards solving it." This may be why although I find myself saddened or enraged while reading the book, most of the time not fully inspired and determined. There may not be a cure for HIV/AIDS yet but what is desperately needed in the meantime – understanding and compassion – are things we can all certainly give.	<urn:uuid:4b9c7282-82f9-4ae2-9386-bb803e1821ae>	CC-MAIN-2019-22	https://966a6963-a-70e29410-s-sites.googlegroups.com/a/mac.org.my/media-monitoring/the-star/2009/07_july/0717_Star_pg26_c0b4_Peoplelikeus.pdf?amp;d=1&attachauth=ANoY7creD522L91kTmwFlikpWkjkhQvb1z3ADFQhkh_Iyyl7fnJ08ld5MPiriMzr6OhbkYHooJWm19HzEr_c21_f9Nh9MoU_ssmYmSnAxj0cFAf-7dQT-LmIhLxGgw3rQhUZH2Dh6U3DxoYbfznr7BpDaKg1OLuD-yEfx0ZK9fTEkM5dpUmLXaWNR1l-ZmGoC3eT21m71KbNydyH33sgIBWdtrF13qxS4W1zp43ALHr4w5Cr_F6o96cYtT3c-XtmEBIM3HySON5nmqYVplUjxT5KOahdKUmLGw%3D%3D&attredirects=0	2019-05-26T03:03:54Z	crawl-data/CC-MAIN-2019-22/segments/1558232258621.77/warc/CC-MAIN-20190526025014-20190526051014-00213.warc.gz	365,571,922	834	eng_Latn	eng_Latn	0.999267	eng_Latn	0.999267	[ "eng_Latn" ]	false	rolmOCR	[ 3911 ]	[ 1.4296875 ]	1	0	HuggingFaceFW/finepdfs-edu
RiverWatch ILLINOIS RIVERWATCH Macroinvertebrate Identification Key Introduction Illinois RiverWatch uses biological monitoring to estimate stream health. As indicators of the quality of a stream's biotic community, the benthic macroinvertebrates collected during the biological survey provide useful information for estimating water quality, habitat conditions and overall stream health. Accurate identification of these organisms is essential to producing reliable information for estimating stream health. This macroinvertebrate identification key is intended for use by RiverWatch Citizen Scientists as a tool for accurate identification of benthic macroinvertebrates. Organisms featured in the key are specific to Illinois streams. Macroinvertebrates commonly found elsewhere in the Midwest may also be identified using this key, since most organisms listed are common to the region. Learning the Lingo Aquatic organisms are identified based on their physical characteristics. Most aquatic organisms share common features that allow them to survive in aquatic habitats. As they evolved, each species also developed unique structures and body shapes well suited for survival in a particular microhabitat. For instance, the adult whirligig beetle is a predator that swims at the water surface. Its eyes are divided so that it has one pair of eyes that can see above the water and one that can see underwater. Some have chewing mouthparts while others have piercing or sucking mouthparts; some have gills while others have siphons or breathing tubes; some have short, flattened bodies while others are slender or curved. These distinctive features are used to separate one group of organisms from another until each can be identified based on its unique physical characteristics. A firm grasp of the vocabulary used to distinguish these features is essential to identifying benthic macroinvertebrates. Basic terms describe orientation, body divisions, body structures and other aspects of the organism. Orientation refers to the direction or location (top, bottom, front, back, etc.) of a particular structure on the body of the organism being identified. Body divisions are the parts or sections (head, thorax, abdomen, etc.) of the organism. Common orientation and body division terms are introduced in the following section. Body structure terms describe specific parts of the organism, such as legs, claws, wings or gills. Other descriptive terms are also used to further describe particular structures of the organism. Terms used in this key are defined in the glossary. From Top to Bottom and Head to Tail: Some Basic Terms Several common orientation terms are used to indicate the position of a specific structure. These terms are usually variations on top, bottom, front and back. Figure 1 illustrates where some of these terms are referring to in reference to a generic aquatic insect. Most aquatic insect bodies are divided into three regions: the head, thorax and abdomen. The head usually appears as a single segment, although it actually consists of six or seven fused segments. It includes the mouthparts and sensory structures such as the eyes and antennae. The second region, or thorax, is located immediately behind the head. It consists of three segments: the prothorax (first segment), mesothorax (second or middle segment), and metathorax (third or last segment). Legs or wings are attached to the thorax. The feet of an insect are referred to as tarsal segments or tarsi. The third region is called the abdomen. It is located immediately behind the thorax and is often the longest region of the body. The abdomen typically consists of 8 to 11 segments, and may have various hairs, filaments or gills attached. Many insect larvae also have structures attached to the end of the abdomen, such as hooks, prolegs or respiratory structures. The thorax and abdomen are often difficult to distinguish in some insects (members of the Diptera family, for example), and are sometimes referred to together as the trunk. The three body divisions are illustrated using a diagram of a generic aquatic insect in Figure 2. How to Use This Key This key is designed for those with little or no previous experience identifying benthic macroinvertebrates. Using detailed illustrations and simple descriptions of key structures, aquatic insects can be identified through a simple process of elimination. Each pair of choices, or couplets, represents a branch in the "family tree" of Illinois RiverWatch Stream Quality Indicators. To use the key, read each choice and select the one which best describes the organism being identified. Once a choice is selected, follow the arrow to the next pair of choices. Continue making choices and following arrows until no further choices or arrows are offered. When this "dead end" is reached, the name of the organism is listed. All Illinois RiverWatch indicator organisms are listed in the key. Other (non-indicator) organisms commonly found in Illinois streams are also included. These non-indicator organisms are noted where they appear. This key should be used as the primary tool for identifying benthic macroinvertebrate samples collected for RiverWatch. Once a positive identification is made, it should be cross-checked using RiverWatch field reference cards (Stream Quality Indicators of Illinois) or one of the other identification keys recommended in the Illinois RiverWatch Stream Monitoring Manual. Text adapted in part from Aquatic Entomology: The Fishermen's and Ecologists' Illustrated Guide to Insects and Their Relatives (W. Patrick McCafferty, 1981) 4 Glossary ORIENTATION Anterior — forward; refers to the head end of the body or that part of a structure located nearest the head of the body Basal — origin; refers to the origin of a structure, generally closest to the point of attachment to the body Distal — end; refers to that part of a structure furthermost from its point of attachment to the body Dorsal — top, upper or back; refers to the upper or top part of the body or structure Lateral — side; refers to the site of the body or structure Medial — middle; refers to the longitudinal midline of the body Posterior — rear; refers to the tail end of the body or that part of a structure located nearest the tail of the body Ventral — lower, bottom or front; refers to the lower or bottom part of the body or structure BODY DIVISIONS Abdomen — the third major body region of an insect, typically divided into 8 to 11 individual segments Head — the first major body region of an insect, including mouthparts and sensory structures such as the eyes and antennae. Mesothorax — the second or middle segment of the thorax Metathorax — the third, most posterior segment of the thorax Prothorax — the first, most anterior segment of the thorax Thorax — the second (middle) major body region of an insect, often divided into three parts or segments BODY STRUCTURES Antennae — a variously shaped appendage of the head, occurring in pairs, commonly located between the eyes Beak — hard, cone-shaped mouthparts Cephalothorax — a single body region consisting of a head and thorax that are little differentiated from each other Compound eyes — multifaceted eyes, usually situated laterally on the head of some aquatic insects (dragonflies, damselflies, Mouthparts — any of several various structures which form the mouth of an insect; typical structures include the labrum, labium, madibles, maxilla Exoskeleton — external, rigid body wall of arthropods Eyespots — single eye or eye-like structure found on the head beetles, etc.) Filaments — slender, finger- or thread-like appendage such as antennae or gills Gills — structures used for absorption of oxygen from the water Labium — lower lip or most posterior whole mouthpart of the insect head Labrum — upper lip or most anterior, unpaired mouthpart of the insect head Lobe — a rounded projection Operculum — a covering of a chamber (ex.: the disc-like structure covering the opening of the shell in an operculate snail) Plate-like gills— broad, flattened gills Prolegs — a fleshy, unsegmented, leglike or lobelike structure; usually occurring in pairs and located on the thorax of some fly larva and on the abdomen of various other insect larva Protuberance — a projection or bulge; a rounded projection Simple eyes— non-faceted eyes, usually smaller than compound eyes Spiracle — an external opening along the body wall of insects used for air intake Tubules — long, filamentous, tube-shaped structures Wingpad — a developing wing or sheath of a developing wing OTHER DESCRIPTIVE TERMS Apex — tip or point of a structure Caudal (or Anal) — a structure that is located on the very end, or near the anus of an organism Elongated — long and thin; extended and lengthened Membranous — consisting of or resembling a thin, pliable skin-like tissue serving to line or connect various body structures Operculate — functioning as a covering for other structures (ex.: the triangular, rectangular or oval shaped gill coverings on the abdominal segments of various mayfly larvae) Segmented — divided into sections, often of similar size, and joined in a linear fashion (ex.: leeches, aquatic worms and the abdominal regions of many aquatic insects) Terminal — forming or located at the end of a structure Definitions adapted in part from Aquatic Entomology: The Fishermen's and Ecologists' Illustrated Guide to Insects and Their Relatives (W. Patrick McCafferty, 1981) Key prepared by Dr. R. Edward DeWalt and Carolyn Peet Nixon of the Illinois Natural History Survey, 607 E. Peabody Drive, Champaign, Illinois 61820. Drawings in the key by C. Nixon or from The Mayflies of Illinois (B.D. Burks, Illinois Natural History Survey); The Caddis Flies, or Trichoptera, of Illinois (Herbert H. Ross, Illinois Natural History Survey); The Taxonmoy and Bionomics of the Aquatic Hermiptera of Illinois (David Robert Lauck, unpublished Masters Thesis from the University of Illinois); or Freshwater Sphaeriacean Clams (Mollusca: Pelecypoda) of North America (J.B. Burch, US EPA) shells cylindrical Aquatic Worm Aquatic Macroinvertebrates Body w/out jointed legs, Body with hard or flexible 1 no jointed continued on page 3 cannot roll into top Molluscs(mussels, clams and snails) continued from page 1 ventral side Limpet 2 contrasting black and white stripes, more that 1.5 Zebra Mussel Aquatic Insect Orders continued from page 1 Thorax with 3 pair jointed legs Thorax w/out jointed legs; prolegs or 3 ventral view of (damselflies (stoneflies) protuberances sometimes present Abdomen with forked jumping appendage; total body length up to 3mm Collembola (springtails, non-indicator) Abdomen w/out forked jumping appendage Thorax w/out wings or developing wingpads Thorax with hard or leathery wings or developing wingpads Mouth is an elongate or cone-like beak; adults with leathery wings Hemiptera (true bugs, non-indicators) Mouth parts of chewing type; adults may have hard wings Labium (lower lip) modified as diamond-shaped mask-like structure Labium not mask-like Odonata and dragonflies), continued page 5 Forked or plate-like gills on abdomen; 1 claw per leg; usually three tails, occasionally two At most one or two abdominal segments with finger-like gills; 2 claws per leg; two tails Plecoptera Ephemeroptera (mayflies) continued on page 6 Diptera (true flies, continued on page 8) plate-like gill forked gill gills wing pad ventral view cone-like beak elongate beak continued on page 4 side view of head labium Thorax with hard wings covering at least part of the abodomen Thorax with soft wingpads Coleoptera (beetles, in part), continued page 9 hard wings wing pad leathery wings Prepared for the Illinois EcoWatch Network by the Illinois Natural History Survey, Champaign, IL 61820 labium Megaloptera Aquatic Insect Orders, continued 4 continued page 7 Prepared for the Illinois EcoWatch Network by the Illinois Natural History Survey, Champaign, IL 61820 alderflies), continued page 5 Megaloptera (dobson flies Tip of abdomen (dragonflies and Odonata 5 gills and alderflies) continued from page 4 with pair of prolegs armed with 2 claws Tip of abdomen with single long filament Hellgrammite (dobsonfly larvae) Alderfly damselflies) continued from page 3 Abdomen w/out external gills Abdomen with external gills oar-like – careful, sometimes these are knocked off Dragonflies Damselflies First antennal segment very long All antennal segments same length Broadwinged Damselflies Narrow-winged Damselflies segment 1 Prepared for the Illinois EcoWatch Network by the Illinois Natural History Survey, Champaign, IL 61820 Ephemeroptera(mayflies) continued from page 3 6 Forelegs with of long, stiff double row 1 2 3 Thorax covering much of abdomen, with prominent spines Thorax not enlarged, no prominent spines laterally Mouthparts facing downward (not visible from above) Facial plate facing forward (visible from above) hairs Forelegs w/out rows of long stiff hairs Swimming Mayflies Torpedo Mayflies Armored Mayflies Gills on second abdominal segment normal platelike gills Crawling Mayflies Gills forked; head with tusks; head usually rounded Gills not forked; head w/out tusks; head broad and extremely flattened dorsoventrally Other Mayflies Clinging Mayflies Burrowing Mayflies Gills on segment 2 operculate (may be rectangular, triangular or oval) Gills on second abdominal segment either operculate, forked, or lacking Gills on segment 2 not operculate, although those on segment 3 or 4 may be operculate; otherwise gills are platelike or forked tusks forked gill operculate gill gills under operculum spine gills Prepared for the Illinois EcoWatch Network by the Illinois Natural History Survey, Champaign, IL 61820 Trichoptera(caddisflies) continued from page 4 thoracic segments All three thoracic segments 7 Caddis with coiled case hardened One or more thoracic segments membranous Hydropsychid Caddisflies Caddis either free living, or case variable (made of sand, silk, or plant material), but not domed or coiled Caddis with sand case either domed top with flattened bottom, or coiled like a snail case Other Caddisflies Caddis with domed case Saddle-case Caddisflies Snail-case Caddisflies Abdomen with conspicuous bundles of filamentous gills Abdomen without filamentous gills (Microcaddisflies, always less than 6mm, often only 2 or 3 mm long) Other Caddisflies gills head prolegs Saddle-case caddisfly out of case plate on first segment of thorax plate on last segment of abdoment Prepared for the Illinois EcoWatch Network by the Illinois Natural History Survey, Champaign, IL 61820 If branched gill, Diptera(true flies) 8 wingpad length; if case, not continued from page 3 then less than 1/4 slipper-shaped Fly Pupae, Black Fly tubules Body with developing wingpads Body w/out developing wingpads non-indicators Head fully formed and distinct from thorax Head inconspicuous, sometimes with only hard mouthparts and slender rods; often retracted into body Several abdominal segments with prolegs; abdominal tip with feathery pointed lobes; lateral lobes on other abdominal segments Abdomen variable, but not with the combination abdominal prolegs, feathery lobe at tip and lateral abdominal lobes Abdominal tip with disc containing dark spiracles surrounded by 2-8 lobes (most commonly 6) disc, spiracles, and lobes Snipe Fly Other Fly Crane Fly Biting Midge First thoracic segment with fleshy prolegs with hooks First thoracic segment w/out fleshy prolegs Lower third of abdomen swollen; head usually with fans for feeding Lower third of abdomen not swollen Last abdominal segments with tubules; body blood red in life Last abdominal segments w/out tubules; body color varies Body very slender; lacking abdominal prolegs or lateral filaments Body not slender, possibly thorax or abdominal segments swollen; may have abdominal prolegs; lateral filaments possible Midge Bloodworm prolegs lateral lobes feathery lobes spiracles prolegs Blackfly Pupae Pair of highly branched gills on thorax about 1/2 length of body; slipper- shaped case pupa in case gills Prepared for the Illinois EcoWatch Network by the Illinois Natural History Survey, Champaign, IL 61820 of Abdominal tip w/out Other Fly (beetles) Coleoptera continued from page 3 Body w/out wings: gills Prepared for the Illinois EcoWatch Network by the Illinois Natural History Survey, Champaign, IL 61820 9 back two pair of legs Riffle Beetle Whirligig Beetle larval beetles beetles Body disc shaped, covering head and legs Body elongate, head and legs not concealed when present Compound eyes undivided Compound eyes split into dorsal and ventral pairs; back two pair of legs reduced Water Penny Legs long for body size, clawed segment long, about as long as previous 4 segments Leg length proportional to body size, clawed segment much shorter than previous segments combined Whirligig Beetle Body completely hardened; last abdominal segment with operculum (flap) with pair of hooks, often with gills protruding Body with membranous segments; last abdominal segment w/out operculum Riffle Beetle Other Beetle, a non-indicato r Abdomen with or w/out lateral filaments; tip of abdomen w/out cone-shape projection bearing four hooks Abdomen with lateral filaments; tip of abdomen with single cone-shape projection with four hooks Other Beetle, a non-indicator segment with claw segment with claw divided eyes hooks dorsal view ventral view operculum hooks Body with hard wings: adult	<urn:uuid:d3a318af-1813-4306-9075-36427a39efc6>	CC-MAIN-2017-43	http://azrivers.org/AZRiversTeachersGuide/macros/ILrw_macroidkey.pdf	2017-10-22T20:53:59Z	crawl-data/CC-MAIN-2017-43/segments/1508187825464.60/warc/CC-MAIN-20171022203758-20171022223758-00431.warc.gz	31,446,410	4,322	eng_Latn	eng_Latn	0.931124	eng_Latn	0.992978	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 69, 2585, 2906, 4143, 5633, 7852, 10140, 10314, 10466, 11894, 12097, 12738, 13849, 14734, 16355, 17612 ]	[ 3.03125 ]	3	0	HuggingFaceFW/finepdfs-edu
USING THE TOOLS WE'VE BEEN GIVEN RABBI STEPHANIE D. KOLIN, PARASHAT PEKUDEI 5776 FACILITATOR'S GUIDE BIG QUESTION: CAN WE HOPE TO ACHEIVE WHAT IS DEMANDED OF US? In this sermon, Rabbi Kolin explores the feelings of demoralization and despair that arise when we believe that we do not have what it takes to realize our greatest aspirations. She draws on a midrash in which God provides a blueprint for the mishkan (portable sanctuary) that is seemingly unrealizable by the Israelites, but ultimately assures them that if they do their best with what they have on hand, God will dwell among them. This discussion will allow participants to consider the significant projects in their own lives, and how they might harness their own resources to achieve them. DISTRIBUTING THE SERMON: Links to a video recording of the sermon, as well as a copy of the written text, are available on the CORE Groups page of the Central Synagogue website. A few days before your meeting, you should contact your group members to let them know which sermon you will be discussing, so that they can watch and/or read it in preparation for the discussion. (It is helpful to include a link to the materials in your email). In order to keep the sermon fresh in everyone's minds, you may wish to recommend that participants make a note of any questions or reactions they have immediately after watching it. Even if you saw the sermon in person, please at least review the written text before the meeting, so that you can participate fully in the discussion. NAME TAGS: For at least the first several sessions, please ask everyone in the group to wear a name tag (or, if seated around a table, to place a name card in front of them). Even if most people know one another, it is important that no one feel uncomfortable for not remembering everyone else's name. INTRODUCTION AND ICE-BREAKER: Ask each person to introduce themselves, and to share with the group: (a) their name; and (b) a memory of building something, or another "do-it-yourself" project CENTRAL SYNAGOGUE CORE GROUPS – SERMON DISCUSSION SERIES OPENING ACTIVITY Materials: Pens, paper. Ask everyone to take a few minutes to think of a significant goal they feel called to achieve, but which – for whatever reason – seems out of reach. This could be a personal goal, like repairing a relationship or writing a book, or a public one, like addressing racism or economic inequality in our community. Once each person has identified a goal, have them create two columns on their sheet of paper, labelled "HAVE" and "NEED." In the have column, they should list the "tools" they already have that could help them achieve their goal. In the "NEED" column, they should list what they do not yet have that they think they would need to make meaningful progress. Give everyone 5 minutes to make their list. Once everyone is done, bring the group together to discuss their answers. Some things you might consider are: (a) Do you notice similarities in the participants' goals? (b) Did anyone list something on their "NEED" list that someone else listed on their "HAVE" list? (c) How might this group support each of the members in achieving these goals? TEXT STUDY Attached is a text-study sheet that you may use to facilitate a discussion of the themes and issues raised by the sermon. Please make sure to either make a copy for each member or ask everyone to bring it themselves, in paper or electronic form. If you choose the latter course, you may still wish to print a few extra copies for those who may forget to bring theirs. Here are some things to consider: (a) It is customary to recite a blessing before studying Torah. (b) Our tradition teaches us that Torah study can be a source of healing and blessing. You may want to ask members of the group if they would like to dedicate their study to anyone in particular. This is a nice way to help the group get to know one another, and to learn about significant events in each other's lives. (c) Depending on the preferences of your group, you may choose to distribute this sheet the week before the meeting, so that participants will be familiar with the texts, and can begin to think about their own responses. (d) You can choose to either work through the texts as one group, or to break up into pairs ("hevruta") for an initial period of discussion, and then allow the pairs to share something they learned with the group. (e) The ultimate goal of these groups is not for participants to master a particular number of Jewish texts, but to connect with one another. If group members are sharing their own stories and experiences in a way that seems fruitful, there is no need to cut off that conversation in order to make sure you "finish" the text sheet. If you are unsure, you can always poll the group to decide whether it is time to move on. CONCLUSION We recommend that you wind down the text study about 15 minutes before the end of the session, to allow for a meaningful conclusion. This conclusion may take any shape you wish. Some possibilities are: (a) Ask each person to name one insight they have gained, or one question that they are taking with them. (b) Ask each person to offer a blessing to the group, drawn from your learning together. (c) Ask each person to say one word to represent how they are feeling coming out of your discussion.	<urn:uuid:50f626e7-4977-4e39-ba20-55e6f5635010>	CC-MAIN-2022-33	https://centralsynagogue.org/assets/downloads/Sermon-SDK-Pkudei-5776_Facilitator-Guide.pdf	2022-08-09T01:54:43+00:00	crawl-data/CC-MAIN-2022-33/segments/1659882570879.37/warc/CC-MAIN-20220809003642-20220809033642-00340.warc.gz	182,361,544	1,172	eng_Latn	eng_Latn	0.998312	eng_Latn	0.998442	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2042, 3208, 5385 ]	[ 1.3515625 ]	1	1	HuggingFaceFW/finepdfs-edu
Create a microfluidic controller to flow liquids across a microfluidic chip. 1. Assemble fluidic circuits and attach to breadboard. 2. Connect to software 3. Create an automated program to control fluid flow 4. Observe flow on chip Lab Equipment: In this lab, you will assemble and automate a flow controller to demonstrate a fundamental property of microfluidics. Each of the individual components assembled on the breadboard has a unique function that helps get to the final goal: to deliver the dye from the 1 mL reservoirs through the chip. Syringe pump A syringe pump is used to pull or push a fluid. The syringe pumps in this kit have a glass tube with a plunger inside. The plunger is moved backwards or forwards to fill or empty the syringe pump. Reservoir A reservoir is used to hold liquid. In this lab, the small reservoirs (1 mL) are filled with red and blue dye. The large reservoir (5 mL) will store the combined liquid after it goes through the microfluidic chip. EIB200 The EIB200 connects to power and to the computer so the instruments can be controlled with the software. 4VM02 The 4VM02 connects to the valves so you can control them using the software. Valve A valve is used to direct the fluid flow. The valves in this kit have 3 ports and direct the flow from the center-to-left port, or from the center-to-right port. Microfluidic Chip A microfluidic chip is a set of micro-channels etched or molded into a material. In this lab, the microfluidic chip has two input channels that come together in a Y formation. Pre-Lab Question: In this exercise, the objective is to push the dye from the small reservoirs through the microfluidic chip and into the large reservoir. How would you accomplish this using the syringe pumps and valves? One-Piece Fitting Assembly Instructions Before starting, it’s important to understand how to properly connect the tubing to various ports using the one-piece fitting. When connecting tubing to a port using the one-piece fitting, start by inserting the tubing into the one-piece fitting. The tubing should protrude through the end of the fitting past the threaded section. Screw the fitting and tubing into the port (see diagram below) until it is hand tight. Ensure that the tubing is securely seated into the port while tightening. Note: For a proper seal, push the tubing into the port while twisting the fitting in at the same time. Gently tug on the tubing to test that it is secure. If the tubing comes out, remove the fitting and repeat the steps above, verifying that the tubing extends past the end of the one-piece fitting (as shown in the diagram above). A loose connection will leak and must be fixed. If the tubing still comes loose, use one of the 2 provided wrenches to tighten the fitting a quarter turn. Be careful not to break the fitting by overtightening it with the wrench. See video at https://youtu.be/fV8R_ekezhE for more instructions. Tubing Lengths to Scale (for cutting reference) - Short Tubing (4.5 cm) - Medium Tubing (5.5 cm) - Long Tubing (10 cm) Breadboard Assembly Step 1: Install Valve Tubing Valve 2x One-piece Fitting 6x Tubing (Short, Medium, and Long) 2x (4.5 cm), 2x (5.5 cm), 2x (10 cm) Note: Two identical assemblies will be made in this step. If working in groups, these can be assembled at the same time. 1.1 Cut two pieces of short tubing (4.5 cm) with sharp scissors or a blade (refer to page 3 for a to-scale cutting reference with each tube length). With a one-piece fitting, connect a piece of short tubing to the center port of the valve (see diagram below). Repeat for both valves. Note: See previous page for tubing lengths to scale if you don’t have a ruler. 1.2 Cut two pieces of medium tubing (5.5 cm). With a one-piece fitting, connect a piece of medium tubing (5.5 cm) to valve port ‘B’ (see valve label or diagram above). Repeat for both valves. 1.3 Cut two pieces of long tubing (10 cm) and secure a piece of long tubing to the third port (port A) on the valve with a one-piece fitting. Repeat for both valves. When finished, you should have 2 identical valve assemblies. Step 2: Install Intake Reservoirs 2.1 Insert a plug into the each of the side ports of both 1 mL reservoirs, leaving the center port open. 2.2 Connect the tubing from valve port ‘B’ to the open reservoir port using a one-piece fitting. Repeat for both valves. Step 3: Install Syringes 3.1 Connect the tubing from the center valve port to the syringe pump with a one-piece fitting. Complete this for both valve assemblies. Step 4: Assemble Waste Reservoir 4.1 Insert a plug into each of the side ports of the 5 mL reservoir, leaving the center port open. 4.2 Cut a piece of medium tubing (5.5 cm). Connect the piece of medium tubing (5.5 cm) to the open center port on the 5 mL reservoir using a one-piece fitting. Step 5: Secure the assemblies to a Breadboard Note: See the picture below for approximate breadboard layout suggestions. 5.1 Attach a rubber foot (included with the breadboard) at each of the 4 corners on the bottom of the breadboard. 5.2 Plug a syringe pump (connected to the valve and reservoir) into a connector on the side of the breadboard. (Notice there is a slot on the bottom of the syringe that the connector fits into). 5.3 Connect the valve to the breadboard using 2 screws (see diagram below). 5.4 Connect the 1 mL reservoir to the breadboard using 2 screws. 5.5 Repeat steps 1–3 for the second valve-syringe-reservoir assembly. 5.6 Connect the 5 mL reservoir assembly to the board using 2 screws. The tubing connected to the center port of the 5 mL reservoir should face inwards on the breadboard. Step 6: Connect the Chip - Chip: 1x - Chip Holder: 1x - Tube Tuck: 3x - Mini Luer Plug: 1x - Phillips Screw: 2x - Breadboard Assembly: 1x ![Diagram showing the components and their connections] 6.1 Snap the bottom and top pieces of the chip holder over the chip. 6.2 Insert the tubing from the 5 mL reservoir into the large end of a tube tuck connector. Then, place the narrow end of the tube tuck connector (with the tubing from the 5 mL reservoir now inserted) into one of the outlet ports on the chip near the waste reservoir. Plug the other outlet port with the included mini Luer plug. Only two out of four ports will be used on each side of the chip. The other two ports on each side will not be used. 6.3 Insert the tubing from each of the 2 valves into 2 tube tuck connectors. Then, place the narrow end of the tube tuck connectors into the chip’s remaining 2 intake ports. Screw the chip to the breadboard (see the picture below for the recommended location). CAUTION: The microfluidic chip’s intake and outlet ports are fragile. Always insert tubing into the tube tuck connector before inserting into the chip. Step 7: Install the EIB200 and 4VM02 7.1 Connect the EIB200 and 4VM02 to connectors on the left side of the breadboard. See the picture below for recommended locations. Step 8: Connect Cables Ribbon Cable 2x 8.1 Use the two ribbon cables to connect the 4VM02 (valve manifold) to the two valves. Refer to the labels on the 4VM02 and the valves for the correct orientation of the cable. Both ends must be inserted correctly for the valve to function. Connect to Software Step 9: Software and Driver Installation: NOTE: If your computer is already equipped with uProcess and the necessary USB drivers, skip to Step 10. 9.1 Install the uProcess software. The software can be installed from the USB flash drive included in the kit (go to Software Installation>setup.exe), or downloaded from our website https://labsmith.com/downloads/download-uprocess-software/ 9.2 Install the USB driver. From the flash drive go to Software Installation>CP210x Windows Drivers and run one of the following files: a. CP210xVCPIinstaller_x64.exe if you have a Windows x64 computer b. CP210xVCPIinstaller_x86.exe if you have a Windows x32 computer NOTE: This step may not be required for newer operating systems. Step 10: Connect the Breadboard to the Computer 10.1 Connect the power cable to an outlet and the micro-USB connector into the computer. Plug the power and the micro-USB into the EIB200. 10.2 Open the uProcess software. ![uProcess Icon] 10.3 Right-click on ‘Interfaces’ and select ‘New Interface.’ Then select the corresponding COM serial port from the drop-down menu. If the COM port is unknown, click on ‘Open Windows device manager…’ and view the Ports list. The correct COM port is listed as ‘Silicon Labs CP210x USB to UART Bridge.’ The COM port will be listed at the end of the line. Step 11: Manually Controlling the Syringe Pumps and Valves 11.1 Select ‘Interface’ in the upper left-hand corner to open up this window: Syringe Pumps: The syringe pumps are used to push or pull fluids through your microfluidic system. Each syringe pump has a glass tube with a plunger inside. The software is used to move the plunger to push and pull the fluids. 11.2 Experiment with the syringe pump automation by adjusting the slider bars on one of the syringe pump controllers to change the syringe plunger location and speed. Press the ‘Apply Settings Now’ button (✔) to execute changes. Valves: The valves are used to direct the flow in your microfluidic system. The valves have 3 ports: A, B and Center. In Valve position ‘A’, ports A and Center are connected. In valve position ‘B’, ports B and Center are connected. 11.3 Experiment with the valve controls by changing the valve positions and pressing the ‘Apply Settings Now’ button (✔️) to execute changes. Alternatively, select ‘Update uDevices Continuously’ (🔄) to apply the settings automatically. Note: If your valves are listed as missing on the 4VM, ensure that the ribbon cables are connected with the correct orientation and click ‘Rescan for Devices’ (🔍). 11.4 Leak Check: Once you have demonstrated that you can actuate the syringe pumps and valves, fill the two 1 mL intake reservoirs ¾ full with distilled or filtered water. 11.5 Try filling one of the syringes with water from the reservoir. You’ll need to set the valve so it is open to the reservoir and then actuate the syringe pump’s plunger to fill the syringe. 11.6 Once you have filled the syringe, push the water through the chip. You will have to open the valve towards the chip and move the water through. Verify that both flow streams work with no leaks. If there is a problem, check the troubleshooting guide. Automate your Microfluidic Controller In the next steps you will create an automated script to pump fluids across your microfluidic chip. You will first set the valve position so you can pull liquid from the 1 mL reservoirs to fill the syringes, then change the valve position to push the liquid across the microfluidic chip. Step 12: Renaming uDevices and Valves 12.1 Before automating the microfluidic system with a script, each device needs a unique name. The two syringes named ‘LabSmith_SPS01’ will be renamed to ‘Red’ and ‘Blue’ (to represent the red and blue dye that will move through the system), and the device named ‘LabSmith_4VM02’ can be renamed to ‘4VM02’ for simplicity. a. To rename the devices accordingly, right click on the device to be renamed and select ‘Rename...’ b. Rename one syringe pump to ‘Red’ and the other to ‘Blue’. To determine which syringe pump was named ‘Red’ or ‘Blue’, click on one of the syringes under the device tree. An LED light will flash on the side of this syringe pump. Observe which syringe pumps were renamed to ‘Red’ and ‘Blue’ because the valves connected to each syringe pump will be renamed alike. c. Rename the device called ‘LabSmith_4VM02’ to ‘4VM02’. 12.2 To determine which valve is connected to the ‘Red’ or ‘Blue’ syringe pumps, change the position of one of the valves and observe which valve is actuated. a. With the 4VM02 selected under the device tree, click the drop-down menu next to one of the valves and select ‘To Position A’ or ‘To Position B’. The particular position does not matter during this step. b. Click the ‘Apply Settings Now’ button (✔) and the selected valve will actuate. Determine if this valve is connected with the syringe pump named ‘Red’ or the syringe pump named ‘Blue’. c. To rename the valves, click on the name of the valve to the left of the position drop-down menu. This will open the valve configuration box, where the valve can be renamed under ‘Name’. Rename the valves either ‘Red’ or ‘Blue’ according to the name of the syringe pump each valve is connected to. Step 13: Set Valves 13.1 Make sure ‘Update uDevices Continuously’ (✔) is NOT selected by clicking on the ‘Stop All uDevices’ Button (❌). Then, click on ‘Interfaces’ in the upper left of your window. 13.2 First, automate the valves to open to position ‘B.’ Select ‘To Position B’ in the 4VM02 box for both valves. Do NOT select the ‘Apply Settings Now’ button (✔) or you will have to repeat these steps. 13.3 Click the ‘Save as New Sequence Step’ button ( ), which will only be visible when ‘Interfaces’ is selected in the upper left of your window. Name the step ‘Valves_B’ and ensure ‘Wait until all devices are finished’ and ‘Continue’ are selected. 13.4 Click on ‘Sequencing Script’ in the lower lefthand corner to open the script editing window. 13.5 Your script should have the following step that will open the valves to the ‘B’ position. ``` 4VM = 4VM Valves_B: 4VM: SetValves( 3, 3, 0, 0) WaitDone() ``` These numbers represent the position of the valve. - 0 = no change - 1 = open valve to ‘A’ - 2 = close valve - 3 = open valve to ‘B’ Since you only have two valves plugged in, the other two will be set to zero. The order of valves is the order they are plugged into the 4VM. Step 14: Fill Syringes 14.1 Click on ‘Interfaces’ in the upper left of your window. 14.2 Set both syringe pumps’ target volume to 80 ul with a fill rate of 300 ul/min. Enter these values under ‘Target Volume’ and ‘Flow Rate,’ respectively. 14.3 Click the ‘Save as New Sequence Step’ button ( ). Name the step ‘Fill_Syringes’ and ensure ‘Wait until all devices are finished’ and ‘Continue’ are selected. 14.4 Again, click on the ‘Sequencing Script’ in the lower left corner. It will now include code instructing the syringes to fill with water. ``` Fill_Syringes: Red: SetFlowRate( 300.000 ul/min) Red: MoveTo( 80.000 ul) Blue: SetFlowRate( 300.000 ul/min) Blue: MoveTo( 80.000 ul) WaitDone() ``` 14.5 Now that you have created code to fill the syringe, you will program the valves and syringes to push the water through the chip. Step 15: Switch Valves 15.1 Click on ‘Interfaces’. Set both valves to ‘Open A’ and click the ‘Save as New Sequence Step’ button ( ). Name the step ‘Valves_A’ and ensure ‘Wait until all devices are finished’ and ‘Continue’ are selected. 15.2 Your script will have added the following step: ``` Valves_A: 4VM02: SetValves(1, 1, 0, 0) WaitDone() ``` Step 16: Infuse 16.1 Click on ‘Interfaces’. Set both syringe pumps’ target volume to 0.5 ul with a flow rate of 100 ul/min. 16.2 Click the ‘Save as New Sequence Step’ button ( ). Name the step ‘Infuse’ and ensure ‘Wait until all devices are finished’ is selected. Then select ‘Loop to Step’, select ‘Valves_B’ from the dropdown menu, and set the number of ‘times’ to 5. 16.3 Your window should now look like the following: Step 17: Check Script* 17.1 Click on ‘Sequencing Script’. This will display the automated script that has been created. You can edit the script in this window. Blue = SPS 80 ul Red = SPS 80 ul 4VM02 = 4VM Valves_B: 4VM02: SetValves(3, 3, 0, 0) WaitDone() Fill_Syringes: Red: SetFlowRate( 300.000 ul/min) Red: MoveTo( 80.000 ul) Blue: SetFlowRate( 300.000 ul/min) Blue: MoveTo( 80.000 ul) WaitDone() Valves_A: 4VM02: SetValves(1, 1, 0, 0) WaitDone() Infuse: Red: SetFlowRate( 100.000 ul/min) Red: MoveTo( 0.500 ul) Blue: SetFlowRate( 100.000 ul/min) Blue: MoveTo( 0.500 ul) WaitDone() Loop Valves_B 5 Note: If there are errors in the script it won’t run. All errors are described in the output window beneath the script. Double clicking on the error will highlight the line of the error. This script will move the valves to position B, fill the syringe pumps, move the valves to position A, and push the liquid through the chip. It will complete this cycle 5 times. Adding dye to the system will help to observe the liquids mixing in the chip. Step 18: Fill the Reservoirs 18.1 Fill all three bottles with distilled (or filtered) water and add 5-10 drops of food coloring to each of the small (1 oz) bottles. Red and blue coloring is recommended. 18.2 Add the distilled water to both intake reservoirs (after checking for leaks you will add the dyed water). Step 19: Run Automation 19.1 Click the green ‘Run’ button in the uProcess toolbar. To stop the automation at any point, click the ‘Stop’ button ( ) in the uProcess toolbar. The process can be restarted by pressing the ‘Run’ button ( ). Save your Script by clicking the save button ( ) or using the shortcut Ctrl + S. 19.2 The process will run for 5 cycles. 19.3 Fix any leaks or problems. 19.4 Once the operation has run a few times and there are no leaks, empty the reservoirs and fill with red- and blue-dyed water (according to how the valves/syringe pumps were renamed). 19.5 Run the operation again and write down your observations. You may have to let the automation run several times before you can make observations, especially if you have bubbles in your tubing. 19.6 Try changing the flow rate and volume for the red and blue dye liquids (click on the script tree in the lower left corner of the uProcess window to make changes to the script). Run the operation and note any changes or observations. Refill the intake reservoirs as needed. Valves_B: 4VM02: SetValves(3, 3, 0, 0) WaitDone() Fill_Syringes: Red: SetFlowRate(300.000 ul/min) Red: MoveTo(80.000 ul) Blue: SetFlowRate(300.000 ul/min) Blue: MoveTo(80.000 ul) WaitDone() Valves_A: 4VM02: SetValves(1, 1, 0, 0) WaitDone() Infuse: Red: SetFlowRate(100.000 ul/min) Red: MoveTo(0.500 ul) Blue: SetFlowRate(100.000 ul/min) Blue: MoveTo(0.500 ul) WaitDone() Loop Valves_B5 While the script is running, the ‘Sequencing Script’ will highlight the current line. Clicking on ‘Interfaces’ will show you the status and position of each device. Useful Script Commands Break* Automatically activates the pause toolbar button, pausing Sequence until the pause toolbar button is pressed. This function is useful for testing a script, or if you have an event with unpredictable timing that needs to be controlled manually. Example: `Break` Note: The Break function cannot be added using the uProcess Wizard Goto `Goto StepName` Creates a loop back to named step. StepName: defined name of step in script Example: `Goto Infuse` Loop `Loop StepName cycles` Loops back to named step for specified number of cycles. StepName: defined name of step in script cycles: number of times to loop Example: `Loop Infuse 6` Note: For an endless loop, use the Goto command. Log `log(on)` `log(off)` `log(filename)` Opens/closes a log file. filename: file path and name (see examples) If omitted, script will prompt for file name. File naming can be specified in View>Status/Meas Logging Options... Note: If the file name or path contains a space, the entire name and path must be surrounded by double quotes (see example) Note: A Script Error will occur and the script will halt if a `log (on)` command is issued when a log file is already open or a `log (off)` command is issued when a log file is not open Note: If you include a directory, make sure it exists and that you have access Examples: ``` log (on) log (C:\Temp\testlog.csv) log ("C:\Temp\test log.csv") log (testlog) log (off) ``` MoveTo SyringeName: MoveTo (vol units) Sets the desired syringe position. SyringeName: defined name of syringe (“Red” or “Blue”) vol: desired syringe volume units: volume units (ul) Example: `Red: MoveTo( 80 ul)` Wait `Wait (duration units)` Pauses script for specified duration. Duration: length of pause units: pause duration units (seconds, s) Example: `Wait( 1 s)` WaitDone `WaitDone()` Pauses script until current command is completed. Example: `WaitDone()` SetFlowRate SyringeName: SetFlowRate (rate units) Sets syringe flow rate. SyringeName defined name of syringe (must be defined in script header) rate syringe flow rate (positive number) units flow rate units (ul/min) Example: Red: SetFlowRate( 50 ul/min) SetValves 4VM02Name: SetValves( x, x, x, x) Sets valve positions. 4VM02Name defined name of 4VM02 (in this case “4VM02”) x, x, x, x position of valves 1, 2, 3, and, 4, respectively, where x = 0 no change x = 1: open valve to ‘A’ x = 2: close valve x = 3 open valve to ‘B’ Example: 4VM02: SetValves( 1, 0, 3, 2) Stop DeviceName: Stop() Stops device. DeviceName defined name of 4VM02 or syringe (must be defined in script header) Example: Red: Stop() If Statements An if statement will run code if a condition is true. There are three ways to format an if statement. If (condition) Statement ; this only works if there is only one statement to run If (condition) { Statement ; with brackets, you can have more than one statement that runs condition is true } x = (condition)? value1 : value2 ; if condition is true, x is assigned value1 if false, x is assigned value2 Examples: If (x > y) x = y If (x > y) { x = y } x = (x>y)? y : z While Loops A while loop will repeat lines of code while a condition is true. While (condition) { Statement Statement } Example: a = 1 ; this code will beep 10 times and finish While (a <=10) { Beep() Wait(1 s) a = a + 1 } Patterned Flow In the following exercise, you will vary the red and blue flow to create a pattern on the chip. Comprehension Questions: 1. How do you make the script wait for a set amount of time before moving on to the next line? 2. How do you stop a syringe pump from moving? 3. Automation is typically broken into steps. How could you break your code into repeatable steps? Create the flow pattern shown above using the glossary of script functions. Gradient Flow Next you will use variables in your code to create a gradient flow. You will write a script so that the chip will start out with all red dye and then slowly transition to all blue dye. Both Syringes should run out of dye at the same time. Variables can be defined by math: \[ \begin{align} a &= 7 \\ b &= a + 3 \\ c &= b - 5 \\ d &= c 2 \\ e &= d / 5 \end{align} \] Or reassigned to the same variable: \[ \begin{align} a &= 7 \\ a &= a + 3 \\ a &= a - 5 \\ a &= a * 2 \\ a &= a / 5 \end{align} \] You will use these variables to set flow rates and positions of the syringes. For example, the script below functions the same as the original script you wrote, except it uses variables to assign the flow rate. ``` Blue = SPS 80 ul Red = SPS 80 ul 4VM02 = 4VM a = 100 R1 = 3 * a R2 = a Valves_B: 4VM02: SetValves(3, 3, 0, 0) WaitDone() Fill Syringes: Red: SetFlowRate( R1 ul/min) Red: MoveTo( 80.000 ul) Blue: SetFlowRate( R1 ul/min) Blue: MoveTo( 80.000 ul) WaitDone() Valves_A: 4VM02: SetValves(1, 1, 0, 0) WaitDone() Infuse: Red: SetFlowRate( R2 ul/min) Red: MoveTo( 0.500 ul) Blue: SetFlowRate( R2 ul/min) Blue: MoveTo( 0.500 ul) WaitDone() Loop Valves_B5 ``` NOTE: Use the Script Wizard to create the basic code, then type in modifications as needed. A ‘while’ loop will run the code between the brackets “{ }” while the condition (in this case “a < 10”) is true. ```python a = 0 while (a < 10) { a = a + 1 Wait(2 s) Beep } ``` You will now create a gradient flow. The objective is to begin by flowing only red dye and then slowly transition to only blue dye. This represents the ideal red and blue flow rates over time for gradient flow. This code would work, but it would take a long time to type in each step. ```python Infuse1 Red: SetFlowRate (100 ul/min) Red: MoveTo (0.500ul) Blue: SetFlowRate (1 ul/min) Blue: MoveTo (0.500ul) Wait( 1 s) Infuse2 Red: SetFlowRate (99 ul/min) Red: MoveTo (0.500ul) Blue: SetFlowRate (2 ul/min) Blue: MoveTo (0.500ul) Wait( 1 s) Infuse3 Red: SetFlowRate (98 ul/min) Red: MoveTo (0.500ul) Blue: SetFlowRate (3 ul/min) Blue: MoveTo (0.500ul) Wait( 1 s) . . . Infuse100 Red: SetFlowRate (1 ul/min) Red: MoveTo (0.500ul) Blue: SetFlowRate (100 ul/min) Blue: MoveTo (0.500ul) Wait( 1 s) ``` This graph is an approximation of the ideal graph. How could you create this flow in your chip? How could you do this using math and a loop instead? The following is an example of code with some values missing. Fill in the missing code so the chip will start out with all red dye and then slowly transition to all blue dye. Both Syringes should stop moving at the same time. ``` Blue = SPS01 80 ul Red = SPS01 80 ul *4VM = 4VM01 Valves_B: 4VM: SetValves (3, 3, 0, 0) Fill_Syringes: Red: SetFlowRate (300 ul/min) Red: MoveTo (80.000 ul) Blue: SetFlowRate (300 ul/min) Blue: MoveTo (80.000 ul) WaitDone() Valves_A: 4VM: SetValves (1, 1, 0, 0) WaitDone() SetInitialValues: redFlow = ____ blueFlow = ____ Infuse: while (______________) { Red: SetFlowRate (redFlow ul/min) Red: MoveTo (0.500 ul) Blue: SetFlowRate (blueFlow ul/min) Blue: MoveTo (0.500 ul) Wait( ____ s) redFlow = redFlow _______ blueFlow = blueFlow _______ } Red: Stop() Blue: Stop() Loop Valves_B 5 Note: all flow rates must be greater than 0 Use a while loop to check when the gradient has fully transitioned to blue These lines are where you can increment the flow rate values Please save your script with a new name when you’re done (File>Save As). ```	27bc6465-5077-408b-9b31-626475a1721c	CC-MAIN-2025-05	https://labsmith.com/applications/LabSmith_Microfluidics_Education_Kit-Instructions.pdf	2025-01-13T20:38:56+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362172.88/warc/CC-MAIN-20250113185921-20250113215921-00882.warc.gz	363,712,875	6,941	eng_Latn	eng_Latn	0.979895	eng_Latn	0.991857	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 232, 1790, 3077, 4137, 4564, 5370, 5903, 7013, 7297, 8645, 9475, 11657, 12978, 13780, 15379, 16495, 18492, 20487, 21947, 23751, 25018, 26222 ]	[ 2.71875, 2.5 ]	1	0	HuggingFaceFW/finepdfs-edu
1. Introduction The purpose of this paper is to provide an overview of the current state of research on the use of technology in education, with a focus on the role of technology in promoting student engagement and motivation. The paper will begin by discussing the importance of technology in education, followed by a review of the existing literature on the impact of technology on student learning outcomes. Finally, the paper will conclude with a discussion of the potential future directions for research in this area. 2. The Importance of Technology in Education Technology has become an integral part of modern education, with students now using computers, tablets, and other devices to access information and complete assignments. This shift towards technology-based learning has been driven by a number of factors, including the increasing availability of affordable computing devices, the development of new educational software and applications, and the growing recognition of the benefits of technology in promoting student engagement and motivation. 3. The Impact of Technology on Student Learning Outcomes Research has shown that technology can have a positive impact on student learning outcomes, with studies indicating that students who use technology in their learning tend to perform better than those who do not. For example, a study conducted by the National Center for Education Statistics found that students who used computers in their learning achieved higher scores on standardized tests than those who did not. Similarly, a study published in the Journal of Educational Computing Research found that students who used interactive whiteboards in their classrooms performed better on math and science assessments than those who did not. 4. Conclusion In conclusion, technology has become an essential tool in modern education, with its use having been shown to promote student engagement and motivation, and to improve student learning outcomes. As technology continues to evolve, it is likely that we will see even more innovative uses of technology in education, with the potential to transform the way we teach and learn. 1. Introduction The purpose of this paper is to present a new approach for solving the problem of finding the shortest path in a network with time-dependent travel times. This problem is known as the time-dependent shortest path problem (TDSP) and has been studied extensively in the literature. However, most existing methods assume that the travel times are constant over time, which may not be realistic in many real-world applications. 2. Problem Formulation Let $ G = (V, E) $ be an undirected graph representing a network, where $ V $ is the set of nodes and $ E $ is the set of edges. Each edge $ e \in E $ has a non-negative travel time function $ t_e(t) $, which depends on the time $ t $. The goal is to find a path from a source node $ s $ to a destination node $ t $ such that the total travel time is minimized. 3. Proposed Method Our proposed method involves discretizing the time interval into small time intervals and approximating the travel time functions using piecewise linear functions. We then use dynamic programming to find the shortest path in each time interval and combine the results to obtain the overall shortest path. This approach allows us to handle time-dependent travel times more accurately than existing methods. 4. Experimental Results We have conducted experiments on several benchmark instances to evaluate the performance of our method. The results show that our method outperforms existing methods in terms of both accuracy and computational efficiency. 5. Conclusion In conclusion, we have presented a new approach for solving the time-dependent shortest path problem. Our method provides a more accurate solution than existing methods by taking into account the time-dependent nature of travel times. Future work includes extending our method to handle more complex networks and real-world applications.	<urn:uuid:e6f5fa45-6c36-4154-8e27-6a620e4f2a8a>	CC-MAIN-2021-17	https://www.ifla.org/files/assets/public-libraries/publications/PL-manifesto/pl-manifesto-am.pdf	2021-04-12T01:27:52+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038065903.7/warc/CC-MAIN-20210411233715-20210412023715-00272.warc.gz	935,251,619	769	eng_Latn	eng_Latn	0.997965	eng_Latn	0.998261	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2186, 4095 ]	[ 1.7265625 ]	2	0	HuggingFaceFW/finepdfs-edu
Nutrition Facts Serving Size – 3.5 oz Calories 160 Total Fat 7g 9% Saturated Fat 2.5g 13% Trans Fat 0g Cholesterol 60mg 20% Sodium 80mg 3% Total Carbs 0g Dietary Fiber 0g Sugars 0g Protein 21g Iron 10% *The % Daily Value tells you how much a nutrient in a serving of food contributes to a daily diet. 2,000 calories a day is used for Brisket 10/Up No Roll Product Description - The American Foods Group Boneless Beef Brisket is 100% No Roll Grade beef and contains no additives. Features & Benefits Yield varies Cook thoroughly to 160°F Keep refrigerated Best if used within 35 days from the date of production Product Code - 1075347 GTIN - 90096423753473 Master Case Storage Ingredients Beef Powered by TCPDF (www.tcpdf.org) general nutrition advice.	<urn:uuid:513e91ff-36c8-4831-b9ea-bfe63c9c76a1>	CC-MAIN-2024-33	https://americanfoodsgroup.com/products/products/print/brisket-10-up-no-roll-3?product_line=	2024-08-10T16:22:16+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640810581.60/warc/CC-MAIN-20240810155525-20240810185525-00896.warc.gz	75,504,590	235	eng_Latn	eng_Latn	0.918562	eng_Latn	0.919981	[ "eng_Latn", "unknown" ]	false	docling	[ 719, 780 ]	[ 1.4140625 ]	5	0	HuggingFaceFW/finepdfs-edu
In some ways Methodism was slow to take root in Dungannon. John Wesley visited the town for the first time on 16 April 1767. He came again in 1775 but it wasn’t until 1785 that the first class meeting was held in the town. The preachers had been visiting Dungannon and preaching in the open-air for nearly 20 years, but had no house in which to meet. It was a Castlecaulfield member, Hercules Hall, who first formed a class for new converts in the house of Michael Cross in Irish Street. That first class consisted of seven members and the leader. As it grew in size it became necessary to rent a room in the house of a Dr Temple in Market Square. The membership increased to 30 and in a few months to 80, among them ‘some of the most abandoned characters, in the town’. A storm of persecution and misrepresentation erupted. The Methodist preachers were accused by the ministers of the town as false prophets, and many of the members suffered abuse. Wesley again visited the town in 1787 and the work continued to prosper to the extent that a chapel was built. Wesley visited the town for the last time in 1789. In 1797 Dr Thomas Coke was granted the use of the Presbyterian meeting-house which had been refused Mr Wesley ten years before. Lorenzo Dow visited Dungannon in 1801, and was followed by Graham and Ouseley in 1803. By the late 1820s relationships between Protestant churches had largely improved while those between Catholic and Protestant communities became strained. Unhappily, however, relationships within Methodism suffered greatly, not least in the Dungannon/Charlemont area. Charlemont became one of the strong centres of Primitive Wesleyan Methodism and what became known as ‘The Dungannon Committee’ led the counter-attack by (Wesleyan) Methodism to retain its preaching-houses. Co-operation between the churches became particularly marked during the period of the 1859 revival. In Dungannon meetings were held on alternate nights in the Presbyterian, Church of Ireland and Methodist churches. The Temperance Movement also helped foster friendlier feelings between the churches as they sought to combat what they saw as a common threat to the well-being of the community. In more recent times Dungannon was one of the centres where the issue of membership of the World Council of Churches led to the formation of the Independent Methodist Fellowship. The present Methodist church was built in 1850 on the site of the original chapel in Perry Street. The Primitive Wesleyan Methodists had their building in Thomas Street and it was sold to the Orange Order in 1879. Over the years many have entered the ministry from Dungannon and many more have served their ministerial apprenticeship on the circuit. Today there is a worshipping congregation of about 100 in the church, using both contemporary and traditional forms of praise and a range of fellowship meetings and social activities to cater for all age groups in the congregation and local community.	<urn:uuid:b0d76555-6b46-4cc8-8c9f-2bb98dcb8a97>	CC-MAIN-2018-51	http://methodisthistoryireland.org/churches/Dungannon%20Methodist%20Church,%20Co.%20Tyrone.pdf.pdf	2018-12-15T05:13:07Z	crawl-data/CC-MAIN-2018-51/segments/1544376826715.45/warc/CC-MAIN-20181215035757-20181215061757-00467.warc.gz	190,916,183	625	eng_Latn	eng_Latn	0.999253	eng_Latn	0.999253	[ "eng_Latn" ]	false	rolmOCR	[ 2985 ]	[ 1.46875 ]	1	6	HuggingFaceFW/finepdfs-edu
Names & Numbers: Catholics help build church, serve pregnant women and more Among the highlights of this month's edition of Names & Numbers is a fundraising drive by Ellicott City parishioners who are helping to build a church in Vietnam. $9,285 Dollars raised by parishioners of St. Paul in Ellicott City to support the building of a new church in one of the poorest regions of Vietnam. The money will aid in the construction of a new building for Hoomong Parish, St. Paul's sister parish. Father Warren Tanghe, pastor, said that he hoped the parishioners would be able to cover one tenth of the cost, $6,600, but they far exceeded his expectations. 8,646 Diapers collected by students of Mother Seton School in Emmitsburg for the Catoctin Pregnancy Center during their "Give From the Heart" Catholic Schools Week service project. Sixth-grader Colter Danieley made a personal request at all Masses at his parish, St. Peter the Apostle in Libertytown, resulting in nearly 2,200 diaper donations. Other parishes participated in the collection by placing donation boxes in their churches, including St. Joseph in Emmitsburg, St. Anthony Shrine in Emmitsburg, Our Lady of Mount Carmel in Thurmont, St. Timothy in Walkersville, St. Katharine Drexel in Frederick, Holy Family Catholic Community in Middletown and St. Joseph on Carrollton Manor in Buckeystown. 1966 The year that School Sister of Notre Dame Sharon Slear graduated from what is now Notre Dame of Maryland University. A long-time influential faculty member, she stepped into the role of Interim Provost and Vice President of Academic Affairs Jan. 17. Sister Sharon previously served as the Dean for the School of Education. She sought out national accreditation for all of the university's graduate and undergraduate programs, making it the first private college or university in the state to do so. The graduate program in education is accredited to Sister Sharon's dedication, and she led the school in its creation of the Ph.D. in Instructional Leadership for Changing Populations, the university's first doctoral program. In her new role, Sister Sharon will oversee academic affairs, student life and athletics. 768 Entries in the grade 6-8 category that Anna Dang competed against to win first place in Maryland for the Knights of Columbus Keep Christ in Christmas Poster Contest. Dang, a seventh grader at Our Lady of Perpetual Help School in Ellicott City, drew the poster, "The Angels Adore His Majesty," which earned her the top prize – a plaque and a check for $100. She was presented the awards by Grand Knight of Council 9638, Tom Smith. 365 Paintings on display March 11-24 at the Franciscan Center in Baltimore's Inaugural Art Exhibition, all created by longtime volunteer and artist Patricia O'Brien. The artwork is from a painting challenge that O'Brien recently completed where every day for a year, she created a new piece. They are for sale at the center and online. Maryland's First Lady Yumi Hogan, who is an artist and adjunct professor at the Maryland Institute College of Art, will visit the Franciscan Center March 16 to view the exhibit and to serve a meal to those in need. The Franciscan Center provided more than 260,000 meals last year through hot meals and bags filled with emergency groceries. The center also provides the community with programs to aide in computer skills, professional dress, school supplies and financial assistance, among others. 100+ Students who participated in the STEM Fair at Mother Seton School in Emmitsburg. Eighth-grader Megan Adams was named overall Grand Champion, as well as Grand Champion of Experimentation for her project studying various mouthwashes and whether or not they restore tooth enamel. The Grand Champion of Invention is seventh-grader Nathan Kovalcik for The Snapper, a device that snaps the ball to a quarterback during practice, acting as the team's center. The following students received awards in their grade levels: Third Grade: Jacob Marron (1st), Abigail Field (2nd), Rachel Zurawski (3rd); Fourth Grade: Maggie Rabaiotti (1st), Sophia Erdman (2nd), Thien-y Pham (3rd); Fifth Grade: Isaac Jenkins (1st), Olivia Adams (2nd), Faith Collins (3rd), Brady Koenig (HM); Sixth Grade: Cassidy Sill (1st), Emily Flynn (2nd), Julia Wivell (3rd), Sophia Launchi (HM); Seventh Grade: Grant Kelly (1st, Experiment), Nathan Kovalcik (1st, Invention); Brendan Guinan and Beckett Tayler (2nd, Experiment), Carter Loher (2nd, Invention), Quynh Nguyen (3rd, Experiment), Jayden Joseph (HM, Experiment); Eighth Grade: Megan Adams (1st), Keola Evans and Jane Waybright (2nd), Mia Ferrero (3rd), and Raphaela Smaldone (HM). 24 Organizations supported by the Social Concern Committee of St. Peter the Apostle in Libertytown. The money was raised through the Thrift Shop, which is led by Nancy Dusza and her volunteers, and Poor Box donations. The organizations that were supported include: ARC of Frederick, Birthright, Villa Maria of Frederick County, Child Advocacy Center, Frederick Community Action Agency, Frederick County Right to Life, Frederick Prison Ministry, Frederick Rescue Mission, Heartly House, Frederick Hispanic Center, Mary's House, Mission of Mercy, Mother Seton Academy in Baltimore, Religious Coalition, St. Vincent de Paul Camp Glow, Thelma Mood Fund, Way Station, Second Chances Garage, Interfaith Housing Alliance, Student Homelessness Initiative Partnership (SHIP) of Frederick County, Frederick County Meals on Wheels, Partners in Care, Manasseh House and Kairos Prison Ministry. Charities that received donations from the Society of Italian Businessmen's 12 Days of Christmas Giving. Members visited and donated $1,000 each to the organizations Dec. 4-19. The benefitting organizations were: Welcome One Emergency Shelter; Harford County Education Foundation; RAACE Foundation; The Humane Society of Harford County; Homecoming Project, Inc.; Harford County Deputy Sheriff's Union Benevolent Fund; The Empty Stocking Fund; Harvest House; Chesapeake Therapeutic Riding; Artesans Don Bosco; Jane M. Johnston Foundation; and the Senator Bob Hooper House. The Society of Italian Businessmen is an organization of ItalianAmerican businessmen who live, work or worship in Harford County to support charitable organizations and scholarships for young Italian-Americans. Members are parishioners of St. Margaret in Bel Air, St. Ignatius in Hickory, St. Francis de Sales in Abingdon, St. Joseph in Fullerton, St. Ursula in Parkville, St. Stephen in Bradshaw and Christ the King in Glen Burnie. Days Kristen Landsman, a resident of Westminster and parishioner of St. Alphonsus Rodriguez in Woodstock, will spend in Los Angeles in June for a Holocaust study trip after winning the international Messenger of Memory: Holocaust Art and Writing Competition sponsored by Chapman University in California and the 1939 Society (a group of Holocaust survivors and their descendants). Landsman won first place in the high school art category for her piece, "Humanity," inspired by the testimony of survivor Natan Gipsman. A senior at Delone Catholic High School in McSherrystown, Pa., Landsman will attend with her mother and Jessica Reed, who teaches foreign language and a course on the Holocaust at Delone. More than 250 schools in 31 states and 8 countries submitted entries in the categories of poetry, prose, art and film. There are eight trip attendees, who are the first place winners in each category, one from high school and one from middle school. 4 Recognitions for Catholic schools in Harford Magazine's Best of Harford County. St. Margaret School in Bel Air was voted the best private school in the county. John Carroll School received an honorable mention. St. Margaret's principal, Madeleine Hobik, also took the first-place prize in the best principal category. In the category for best annual event or festival, St. Margaret School's Fall Festival received an honorable mention. 4-3 The score of the final game in the Division VII final game at the U.S. Squash High School National Tournament. Calvert Hall College High School in Baltimore took the first place prize over neighboring Loyola Blakefield High School in Towson March 4, after both met in the last game after beating out high schools from around the nation. The game, held at Germantown Cricket Club in Philadelphia, Pa., was the teams' third meet up this season. Calvert Hall beat Loyola two other times in the Baltimore league, also with scores of 4-3. The team includes captains Colin Shoul and Evan Simmons, both seniors; seniors Matt Kearney and Daniel Rohd; juniors Jack Basmaci, Paulo Gonzal, Michael Hershey and Beau Quaerna; manager Will Cook, a junior; head coach Aaron Siegner; and assistant coaches Randall Etheridge and Mike Tritsch (class of 2016).	<urn:uuid:a7e92a6b-db64-4e0c-a696-9f26733facf3>	CC-MAIN-2019-39	https://www.archbalt.org/names-numbers-catholics-help-build-church-serve-pregnant-women-and-more/?print=pdf	2019-09-19T00:59:23Z	crawl-data/CC-MAIN-2019-39/segments/1568514573385.29/warc/CC-MAIN-20190918234431-20190919020431-00097.warc.gz	775,761,968	2,052	eng_Latn	eng_Latn	0.947226	eng_Latn	0.988706	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 675, 2201, 3058, 4194, 5640, 6673, 8076, 8937 ]	[ 1.4375 ]	1	0	HuggingFaceFW/finepdfs-edu
Chapter Review Format 1) These are five vocabulary terms I learned and their definitions. 2) Here are five people/ events I learned about and an explanation of who they are. 3) Here is a summary of what I learned using the 5 w's. 4) Here is a five sentence reflection on what I read and how I feel about it. 5) Below I have drawn a time line using the information I have listed above. It contains at least ten pieces of information. I have illustrated each event on my time line.	<urn:uuid:ddebd367-4f6b-4730-a48b-15a6fdd5c4cb>	CC-MAIN-2019-47	https://currikicdn.s3-us-west-2.amazonaws.com/resourcefiles/54d2b4be1ce13.pdf	2019-11-17T15:12:13	crawl-data/CC-MAIN-2019-47/segments/1573496669183.52/warc/CC-MAIN-20191117142350-20191117170350-00012.warc.gz	377,644,377	110	eng_Latn	eng_Latn	0.999163	eng_Latn	0.999163	[ "eng_Latn" ]	false	docling	[ 486 ]	[ 3.390625 ]	1	0	HuggingFaceFW/finepdfs-edu
The painting depicts a scene where a man in a red cloak is comforting a child who appears to be in distress, possibly due to being bound or restrained. The setting seems to be indoors, with other individuals present, including one who is standing and another who is seated. The overall atmosphere suggests a moment of comfort or reassurance amidst a difficult situation. 路15:1-3 1. 稅吏和罪人全都靠近耶穌，要聽他說話。 2. 法利賽人和律法教師咕咕噥噥發怨言說：「這個人接納罪人，還跟他們一起吃飯！」 3. 於是耶穌對他們講這個比喻：路15:7，10 7. 我告訴你們，同樣，一個罪人悔改，比起九十九個無須悔改的義人，更能使天上歡喜。」 10. 我告訴你們，同樣，一個罪人悔改，也會使神的眾天使歡喜。 Carob Rosa acicularis Rosaceae Himalayan Rose A small, thorny shrub with bright red hips. The leaves are compound and have 5-7 leaflets. The flowers are pink to white and have 5 petals. The hips are round and red when ripe. Habitat: Open woods, thickets, and disturbed areas. Range: Native to Europe and Asia, but now naturalized in North America. Joseph and his brothers	<urn:uuid:40c4b57e-b68b-474d-9bc4-ae43349c3392>	CC-MAIN-2020-40	http://hbc.org.hk/message/Sermon%20Outline/2019/2019-02-10.pdf	2020-09-29T21:16:31+00:00	crawl-data/CC-MAIN-2020-40/segments/1600402088830.87/warc/CC-MAIN-20200929190110-20200929220110-00320.warc.gz	58,244,681	325	eng_Latn	cmn_Hani	0.498892	eng_Latn	0.983454	[ "eng_Latn", "cmn_Hani", "cmn_Hani", "unknown", "eng_Latn", "unknown" ]	false	rolmOCR	[ 370, 462, 549, 556, 904, 929 ]	[ 1.796875 ]	1	0	HuggingFaceFW/finepdfs-edu
ETNO-ANTHROPOLOGICAL ITINERARY PALAZZOLO A. BUSCEMI BUCCHERI Departure from Syracuse Arrival in Palazzolo Acreide. The town raises on hills overlooking a large part of the South-East of Sicily down to the cost. The area was inhabited since prehistoric times and around 664-663 B.C., Corinthian settlers founded Akrai which was politically subordinated to Siracusa, but had administrative autonomy. Together with Kasmenai first, and then also with Kamarina, it was one of the most important geopolitical and military strategic places to control the territory of Siracusa. The ancient city was lost for centuries and the ruins were first identified during the sixteenth century and then brought to light in the early nineteenth century. Currently it is possible to visit these ruins in the archeological area, Parco Archeologico di Akrai, with the theatre, the latomie, the bouleuterion the meeting place for the senate, the agora and Aphrodite’s temple. The 1963 earthquake destroyed the medieval town, including the Norman castle that was in the area which is still called Castelvecchio. Palazzolo Acreide was completely destroyed and then rebuilt in the same location in the baroque style that changed the face of the South-East of Sicily. The beauty of the baroque architecture characterises the city centre which is now a World Heritage site. Of particular interest the cathedral of Saint Niccolo, the church of Saint Paul, the church of Saint Sebastian, Palazzo Zocco and Palazzo Judica Cafici. Arrival in Buscemi. The historical records about this small town go back to the Arab domination referring to the construction of a fortification. The town’s old Arab name Qal’at Abi Samah was successively changed to Buxema, Bussema and its present name. Buscemi accommodates an interesting and unusual museum known as I Luoghi del Lavoro Contadino, whose rooms are scattered throughout the town centre. These eight rooms provide a picture of the life and work of the Iblean people. They include the blacksmith’s shop, the oil-mill (where scenes of Lavia’s La Lupa were filmed), a farmer’s and a laborer’s house, the shoemaker’s and the carpenter’s shops, the millstone (where the pressing of grape took place) and, next to this, a room accommodating a small film-library. There visitors can enjoy the projection of a short film on the activities of the past set into the different rooms of the museum. Buscemi’s baroque monuments include the Chiesa Madre, with its fine façade, the Chiesa di S. Antonio da Padova and the Chiesa di S. Sebastiano; Arrival in Buccheri, tasting local products in the renowned restaurant “The Old Walls”. Free tour of the mountain village. The small town Buccheri is worth a visit, especially because of its two baroque churches. The Chiesa della Maddalena was built in 1709 and designed by Michelangelo di Giacomo. The three-nave pillar basilica has richly ornamented façades and a wide belfry. A high staircase leads up to the second Baroque church in the city, the church of St. Anthony Abbate. Its three-story façade with flanking columns is an eye-catcher. Return to Syracuse	<urn:uuid:7204a034-63af-476a-aaad-654fe59e8a48>	CC-MAIN-2021-43	https://l16rj1mc1rv2sio0o2l5lj8k-wpengine.netdna-ssl.com/wp-content/uploads/sites/24/2019/04/palazzolo_a_buscemi_buccheri.pdf	2021-10-21T23:53:22+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585449.31/warc/CC-MAIN-20211021230549-20211022020549-00272.warc.gz	488,746,768	727	eng_Latn	eng_Latn	0.995081	eng_Latn	0.995081	[ "eng_Latn" ]	false	rolmOCR	[ 3116 ]	[ 1.8984375 ]	1	1	HuggingFaceFW/finepdfs-edu
Increased lyrebird and glossy black cockatoo presence in a post-fire landscape Anna Doty\textsuperscript{1,2}, Clare Stawski\textsuperscript{1}, Julia Nowack\textsuperscript{1}, Artiom Bondarenco\textsuperscript{1}, and Fritz Geiser\textsuperscript{1} \textsuperscript{1}Zoology, University of New England, Armidale, New South Wales, 2351, Australia \textsuperscript{2}Corresponding author. Email: email@example.com Abstract Prescribed fires for fuel reduction affect wildlife in several ways. We observed a marked increase in superb lyrebird (\textit{Menura novaehollandiae}) numbers after a controlled burn in Guy Fawkes River National Park, New South Wales, in April and May 2014. The fire occurred during the winter breeding season; however, congregations of males were often seen together in the burnt landscape, indicating an opportunistic prioritisation of foraging. The low-intensity fire cleared brush and low-level vegetation, thus decreasing foraging effort and potentially attracting the species despite the need to seek mating partners. Controlled burns therefore have the potential to attract superb lyrebirds immediately after fire due to ease of movement and foraging effort. Main text Bird abundance and diversity in Australia following controlled burns show complicated relationships, heavily dependent on fire frequency, intensity, timing and location (Tingay and Tingay 1984; Loyn et al. 1992; Woinarski and Recher 1997; Andersen et al. 2005; Franklin et al. 2005; Clarke 2008). Response to controlled burns is largely species-dependent (Christensen and Abbott 1989) and has been shown to result in both an increase (Woinarski 1990; Woinarski et al. 2012) or decrease (Wooller and Brooker 1980; Murphy et al. 2010) in abundance of avifauna, although the response to low-intensity controlled burns is generally mild (Abbott et al. 2003). Both granivores and ground-feeding birds, such as cockatiels, galahs and red-tailed black cockatoos, tend to immediately increase in abundance after a low-intensity controlled burn (Christensen and Abbott 1989; Woinarski 1990). We observed and recorded numbers of superb lyrebirds (Menura novaehollandiae) before and after a controlled burn. The superb lyrebird is a large, insectivorous bird inhabiting forests of south-eastern Australia. Superb lyrebirds breed in the winter and construct nests on the ground, at the base of trees or on ferns (Robinson and Frith 1981). They are also highly vulnerable to cat and fox predation due to their ground-dwelling nature (Lill 1980; Bradley and Bradley 1990). Because of a lack of information regarding immediate behavioural reaction of some birds to controlled burns, the aim of our study was to gain knowledge of the response patterns of superb lyrebirds to a low-intensity controlled burn in winter. On 8 and 9 May 2014, a low-intensity fire was conducted in Guy Fawkes River National Park, New South Wales (30°04′58.6″S, 152°20′00.9″E) by National Parks and Wildlife Service staff. The controlled burn area (379 ha) was bordered on the west and north by an escarpment, a dirt road to the east, and a dirt fire trail to the south. The burn site was entirely restricted to the prescribed area. Beyond the roads, vegetation remained unburnt. The vegetation community in the study area varied from grassy woodland and open forest dominated by broad-leaved stringybark (Eucalyptus caliginosa), yellowbox (E. mellidora) and Blakely’s redgum (E. blakelyi) to tableland open forest dominated by silvertopped stringybark (E. laevopinea), grey gum (E. biturbinata), broad-leaved stringybark (E. Between 25 April and 26 May 2014, records were made of superb lyrebird sightings. Observations were not recorded during 8–11 May as access was not permitted during and immediately after the fire. Sampling occurred along all roads and trails bordering the potential prescribed burn area. Observation effort on superb lyrebirds was consistent, as sites were visited daily in the mornings (06:00–12:00 hours) and afternoons (15:00–18:00 hours). These sightings were recorded during a study focusing on the behavioural and physiological patterns of Australian mammals before and after a controlled fire, so lyrebird sightings were made opportunistically. The study commenced 10 days before the controlled burn and extended through 26 May, 17 days after the controlled burn. Owing to the difficulty of distinguishing individual lyrebirds, all observations were recorded; therefore repeat sightings may have occurred. No observations of superb lyrebird were reported in the two weeks prior to the fire (25 April – 7 May). In contrast, a large number of sightings (n = 76) were made immediately after the fire. Sightings were highest for the first five observational days after the fire, with $10.8 \pm 1.5$ sightings per day and an average of $5.1 \pm 4.6$ sightings per day over the entire post-fire observational period. The greatest number of sightings of superb lyrebirds on a single observational day (n = 13) was recorded on Day 5 after the fire. Sightings decreased with an increase in time after fire (Fig. 1). Most superb lyrebird sightings were of males (n = 51), with occasional observations of females (n = 15) or individuals of an unknown sex (n = 6). Most sightings occurred between 06:00 and 13:00 hours, when the study site was visited. Superb lyrebirds were exclusively observed moving out of the burnt area, across the road and into the unburnt area. Lyrebirds were always observed running very quickly or darting across the road, often in small groups. Most observations (n = 65 of 76) were recorded along a 2-km fire trail, a border infrequently visited by people, and recordings generally occurred in the same areas. Other areas in which lyrebirds were observed included a wide dirt road (n = 7) leading to a campsite that bordered the burnt area, and on the campsite itself (n = 4). Our study shows a significant increase in sightings of superb lyrebirds in a post-fire landscape. To our knowledge, this is the first study to note the behavioural response of superb lyrebirds immediately following a low-intensity controlled burn. The removal of the grass layer after a fire has been found to attract ground-feeding avifauna (Woinarski 1990); therefore, the apparent ease of movement and foraging effort in the absence of grass in the burnt landscape was most likely an attractant. A study conducted by Nugent et al. (2014) found that, on a long-term scale, lyrebirds favoured foraging in unburnt patches over ground-burnt patches, and were not present in canopy-burnt areas. This indicates that lyrebirds may only favour foraging in a post-burn landscape on a short temporal scale. Lyrebirds have been found to decrease in abundance in the absence of regular fires (Smith 1994), which suppress the spread of wiregrass. Superb lyrebirds spend more than 80% of their foraging time digging for soil invertebrates, and little discrimination is found in prey choice (Lill 1996). Fire may therefore expose more bare ground readily available for digging and thus result in a decrease in foraging effort. Opportunistic foraging by superb lyrebirds in the burnt area apparently was disrupted by vehicle presence and resulted in darting behaviour into the unburnt area. The major reduction in ground cover may have triggered a heightened predatory awareness and thus resulted in rapid movement from the more exposed burnt area to the more densely vegetated and covered area. The marked decrease of lyrebird sightings with time since fire may have been due to a reduction in visible insect abundance in the burnt area resulting from heavy foraging. As foraging effort potentially grew less rewarding, lyrebirds most likely moved back into their respective territories. Male superb lyrebirds are highly territorial, usually displaying on mounds, rocks or trees (Kenyon 1972; Lill 1979). Despite the occurrence of the fire during the lyrebird breeding season, males were often seen together in groups, indicating that an increase in available resources overshadowed their perceived need for typical territorial behaviours. Male lyrebirds maintain territories of up to 3.7 ha (Robinson and Frith 1981; Lill 1996). Up to six male lyrebirds were seen running together at once, signifying that males with territories further away may have had to travel up to 1.3 km to forage in the burnt area. An alternative explanation is that some of the birds were displaced from the burn area and returned to their previous territories to forage. However, considering the large number of birds we observed, this was probably only a minority of individuals. Observations from this study therefore indicate that low-intensity fires often result in an immediate increase in abundance of some granivorous and omnivorous birds and/or sustained populations from an increase in food availability despite a visibly burnt landscape. Acknowledgements We acknowledge the NSW NPWS staff, in particular Geoffrey James, for their support in this study. This work was funded by the Australian Research Council, Holsworth Wildlife Research Endowment, Bat Conservational International and the University of New England. References Abbott, I., Mellican, A., Craig, M.D., Williams, M., Liddelow, G., and Wheeler, I. (2003) Short-term logging and burning impacts on species richness, abundance and community structure of birds in open eucalypt forest in Western Australia. Wildlife Research 30(4), 321-329. Andersen, A.N., Cook, G.D., Corbett, L.K., Douglas, M.M., Eager, R.W., Russell-Smith, J., Setterfield, S.A., Williams, R.J., and Woinarski, J.C. (2005) Fire frequency and biodiversity conservation in Australian tropical savannas: implications from the Kapalga fire experiment. Austral Ecology 30(2), 155-167. Bradley, H., and Bradley, I. (1990) The lyrebird. Wildlife Watch, Melbourne, Australia. Cameron, M. (2006) Nesting habitat of the glossy black-cockatoo in central New South Wales. Biological Conservation 127(4), 402-410. Chapman, T.F. (2007) Foods of the glossy black cockatoo: Calyptorhynchus Lathami. Australian Field Ornithology 24(1), 30. Christensen, P., and Abbott, I. (1989) Impact of fire in the eucalypt forest ecosystem of southern Western Australia: a critical review. Australian Forestry 52(2), 103-121. Clarke, M.F. (2008) Catering for the needs of fauna in fire management: science or just wishful thinking? Wildlife Research 35(5), 385-394. Clout, M. (1989) Foraging behavior of glossy black cockatoos. Wildlife Research 16(4), 467-473. Crowley, G.M., and Jackes, B.R. (1990) Germination characteristics in tropical provenances of Allocasuarina littoralis and A. torulosa. Forest Ecology and Management 35(3–4), 227-238. Franklin, D.C., Whitehead, P.J., Pardon, G., Matthews, J., McMahon, P., and McIntyre, D. (2005) Geographic patterns and correlates of the decline of granivorous birds in northern Australia. Wildlife Research 32(5), 399-408. Kenyon, R. (1972) Polygyny among superb lyrebirds in Sherbrooke forest park, Kallista, Victoria. Emu 72(2), 70-76. Lill, A. (1979) An assessment of male parental investment and pair bonding in the polygamous superb lyrebird. The Auk 96(3), 489-498. Lill, A. (1980) Reproductive success and nest predation in the superb lyrebird, Menura-Superba. Australian Wildlife Research 7(2), 271-280. Lill, A. (1996) Foraging behavioural ecology of the superb lyrebird. Corella 20(3), 77-87. Loyn, R., Hewish, M., Considine, M., Tolhurst, K., and Flinn, D. (1992) Short-term effects of fuel reduction burning on bird populations in Wombat State Forest. Ecological impacts of fuel reduction burning in dry sclerophyll forest: first progress report(349). Murphy, S.A., Legge, S.M., Heathcote, J., and Mulder, E. (2010) The effects of early and late-season fires on mortality, dispersal, physiology and breeding of red-backed fairy-wrens (Malurus melanocephalus). Wildlife Research 37(2), 145-155. Reid, N., Gross, C., Jarman, P., and van der Lee, G. (1996) Fire management criteria and guidelines for conservation of the natural and cultural heritage of Guy Fawkes River National Park. Report for the New South Wales National Parks and Wildlife Service, Hurstville. Robinson, F., and Frith, H. (1981) The superb lyrebird Menura novaehollandiae at Tidbinbilla, ACT. Emu 81(3), 145-157. Smith, L. (1994) A critical analysis of the factors responsible for the decline of the superb lyrebird in Sherbrooke Forest, Victoria. Australian Bird Watcher 15, 238-49. Tingay, A., and Tingay, S. (1984) Bird communities in the Karri forest of Western Australia. Australian Conservation Foundation, Melbourne. Williams, P.R. (2000) Fire-stimulated rainforest seedling recruitment and vegetative regeneration in a densely grassed wet sclerophyll forest of north-eastern Australia. Australian Journal of Botany 48(5), 651-658. Woinarski, J. (1990) Effects of fire on the bird communities of tropical woodlands and open forests in northern Australia. Australian Journal of Ecology 15(1), 1-22. Woinarski, J., and Recher, H. (1997) Impact and response: a review of the effects of fire on the Australian avifauna. Pacific Conservation Biology 3(3), 183. Woinarski, J.C.Z., Fisher, A., Armstrong, M., Brennan, K., Griffiths, A.D., Hill, B., Choy, J.L., Milne, D., Stewart, A., Young, S., Ward, S., Winderlich, S., and Ziembicki, M. (2012) Monitoring indicates greater resilience for birds than for mammals in Kakadu National Park, northern Australia. Wildlife Research 39(5), 397-407. Wooller, R., and Brooker, K. (1980) The effects of controlled burning on some birds of the understorey in Karri forest. Emu 80(3), 165-166. Fig 1. Number of sightings of M. novaehollandiae per day before and after a control burn. Vertical bars below zero on the x-axis indicate zero sightings for that day. Sightings decreased significantly with time since fire ($r^2=0.71$, $p<0.01$), described by the equation $y=-0.682x + 12.19)$.	<urn:uuid:df180a69-13fa-4413-85cb-5a51f220666a>	CC-MAIN-2022-21	https://www.stawskilab.com/_files/ugd/7aea68_3034f277f96e4fdf82215a92c042e057.pdf	2022-05-25T06:12:30+00:00	crawl-data/CC-MAIN-2022-21/segments/1652662580803.75/warc/CC-MAIN-20220525054507-20220525084507-00511.warc.gz	1,117,701,589	3,517	eng_Latn	eng_Latn	0.853055	eng_Latn	0.985244	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1562, 3598, 5626, 7777, 9490, 11024, 12742, 13786, 14084 ]	[ 1.375 ]	1	0	HuggingFaceFW/finepdfs-edu
Young people building Europe Youth policy development Social cohesion Human rights Intercultural dialogue Participation Research THE COUNCIL OF EUROPE AND YOUNG PEOPLE BUILDING EUROPE TOGETHER FOR OVER 40 YEARS ■ For over 40 years, the Council of Europe and young people have been working together to build a better, safer and more united world. ■ The Council of Europe is founded on values. Set up in 1949 to ensure that the atrocities of World War II never happen again, we defend and promote human rights, democracy and the rule of law. We are the conscience of Europe. ■ We are also the largest European organisation, with 47 member states and a combined population of over 800 million people. OUR UNIQUE ROLE ■ The Council of Europe is committed to building a Europe with and for all young people. ■ We are pioneers in the field of youth policy. We are currently the only international organisation in the world which gives both youth leaders and government officials an equal say when deciding on youth policies, priorities and programmes. This unique power-sharing system (known as "co-management") demonstrates our support for active youth participation. ■ We want to see effective youth policies throughout Europe, responding to young people's needs and concerns. We help young people to: - Access their human rights, - Be treated with dignity and respect, - Realise their potential, - Have adequate learning opportunities, - Cope with today's challenges, - Defend human rights, democracy and the rule of law. OUR PRIORITIES Human rights and democracy - Human rights education, - Active citizenship and participation, - Equality between women and men and the prevention of gender-based violence, - Environmental education and action promoting sustainable development, - Access to quality information and counselling for young people. Promoting cultural diversity - Preventing and fighting racism, discrimination and hate speech, - Empowering young people to promote cultural diversity, - Peace-building, conflict transformation and reconciliation, - Developing global solidarity and co-operation. Social cohesion - Empowering all young people to access their social rights, - Recognition of youth work and non-formal education, - Supporting young people's autonomy and well-being, - Enabling young people to make the transition from education to work, - Integrating excluded young people HIGHLIGHTS ■ The Council of Europe has been the driving force behind youth policy and youth work in Europe for over 40 years, breaking new ground with innovative policies, approaches and educational materials. Campaigns - The No Hate Speech Movement (2012-2014) stands for equality, dignity, human rights and diversity. It is a project against hate speech, racism and discrimination in their online expression. www.nohatespeechmovement.org - The Roma Youth Action Plan which is helping to empower Roma young people and highlight their concerns. Resources - The Compass and Compasito human rights education manuals, which have been translated into more than 30 languages; - The Gender Matters training manual on tackling gender-based violence; - The Portfolio, which enables youth workers to assess and validate their skills and experience; - The Have your say! Manual, to encourage young people to participate in the democratic life of their community; - The Youth Information Starter kit, in partnership with ERYICA, to provide guidance on creating youth information services across Europe; Events & Projects - The development of Living Libraries – where borrowers "take out" and talk to people instead of books – to break down prejudice and stereotypes. - The ENTER! project, to improve young people's access to social rights; - The European Network of Youth Peace Ambassadors and Youth Peace Camps, which have helped build understanding in conflict-riven communities. WORKING WITH YOUNG PEOPLE ■ We have two residential youth centres where around 5,000 young people are trained every year: - the European Youth Centre in Strasbourg, set up in 1972; and - the European Youth Centre in Budapest, set up in 1995 with the support of the Hungarian Government. ■ We also run training activities in member countries of the Council of Europe and organise youth events with partner organisations in North Africa, the Middle East and Central Asia. Our role - Provision of training, conference facilities and educational advice at European level; - Development of educational materials; - Provision of on-line information on the situation of young people and youth policy development (European Knowledge Centre for Youth Policy); - Co-operation with youth researchers; - Financial assistance to youth organisations through the European Youth Foundation. ■ We work primarily with youth leaders from all types of youth organisations: political party, trade union, environmental, religious and minority groups. Our courses are often devised by young people themselves. They have a very wide reach, as participants pass on what they have learnt to members of their associations. WORKING WITH GOVERNEMENTS ■ We work on youth policy development with the governments of the 50 European States which have ratified the Council of Europe's 1954 European Cultural Convention. ■ We set policy standards according to the Council of Europe's key texts concerning young people. These include: - Youth participation, - Youth mobility, - Youth information, - Non-formal education, - Support for youth organisations, - Intercultural dialogue, - Integration of marginalised groups, - Education for democratic citizenship and human rights. ■ We provide governments with expertise and policy advice. We also undertake reviews of the national youth policies of Council of Europe member states, at their request. (www.coe.int/t/dg4/youth/IG_Coop/youth_policy_reviews _en.asp) ■ Every four to five years a European conference of ministers responsible for youth is held in one of the Organisation's member states. FUNDING EUROPEAN YOUTH ACTIVITIES ■ The European Youth Foundation (EYF) was established in 1972 by the Council of Europe to encourage co-operation between young people in Europe. It plays a key role in the Organisation's work with and for young people by providing financial support for international and local youth activities which promote peace, co-operation and understanding, human rights, democracy, tolerance and solidarity. ■ With an annual budget of approximately 3 million euros, the EYF provides grants for trainings, meetings, studies, research, campaigns and pilot activities, thereby promoting non-formal education. It also funds the administrative expenses of international non-governmental youth organisations and networks. ■ Focusing on content and methodology and believing in a 2-way communication process, the EYF offers guidance, provides extended evaluation of projects and works in a spirit of knowledge sharing. As its budget is made up of public money, transparency and accountability are essential for the EYF. ■ More than 370,000 young people aged 15 to 30 have benefited directly from EYF-funded activities. The EYF supports a youth activity for every working day – 300 grants all over Europe involving over 15,000 young people a year. These activities have a positive impact on millions more. Youth Department European Youth Centre Tél. : + 36 1 438 10 60 Zivatar utca 1-3 H-1024 Budapest Fax : + 36 1 212 40 76 1, quai Jacoutot F-67075 Strasbourg cedex Tél. : + 33 3 88 41 20 00 European Youth Foundation Fax : + 33 3 90 21 49 64 Tél. : + 33 3 88 41 20 19 www.eyf.coe.int/fej firstname.lastname@example.org European Youth Centre 30, rue Pierre de Coubertin F-67000 Strasbourg Tél. : + 33 3 88 41 23 00 Fax : + 33 3 88 41 27 77/78 email@example.com www.coe.int/jeunesse firstname.lastname@example.org www.eycb.coe.int Partnership programme with the European Commission www.youth-partnership.net No hate speech movement Join in! www.mouvementcontrelahaine.org ENG	<urn:uuid:26cc87a9-23a9-4c1e-9c04-14fc9ec7da67>	CC-MAIN-2023-40	https://www.lebij.be/wp-content/uploads/2022/06/210315GBR_LesJeunesConstEurope.pdf	2023-10-01T11:08:51+00:00	crawl-data/CC-MAIN-2023-40/segments/1695233510888.64/warc/CC-MAIN-20231001105617-20231001135617-00105.warc.gz	933,633,432	1,729	eng_Latn	eng_Latn	0.955812	eng_Latn	0.987933	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 130, 1533, 2969, 4376, 6025, 8009 ]	[ 2.078125 ]	1	0	HuggingFaceFW/finepdfs-edu
Palestinian International Port in El Arish – Concept Paper Background: The establishment of a seaport for Gaza was included in both the 1993 Oslo Accord and the 1999 Sharm el-Sheikh Memorandum. The construction of a small port began in mid-2000, but the site was bombed and destroyed by the Israeli army later this year during the Second Intifada. The 2005 Agreement on Movement and Access, following the Israel's withdrawal from Gaza, re-announced the start of the port construction, but due to the hostility between Israel and the Hamas, it has not been resumed. Katz Plan: Recently, Israel's Minister of Transport, Yisrael Katz, proposed the construction of an artificial island, 3 miles (4.5 km) offshore Gaza, adjacent but outside the territorial waters, to accommodate a seaport and an airport (Figure 1). The island will be connected to the mainland by bridges with checkpoints manned by international inspectors to prevent smuggling. The bridges could be bombed in case of resumed hostility. The cost of the island is estimated by Katz at $5 billion; others suggested $7 - 12 billion. Construction time may extend 5 - 8 years. Katz's plan is both hugely expensive and operationally impractical: - Area -- The proposed area of the island port is way too small for accommodating the modern port required to serve the 4.7 million Palestinians living in Gaza and the West Bank; moreover, such port is usually supported by a large import/export-related industrial zone adjacent to it. Security inspection, as currently performed in the Kerem Shalom Complex, cannot be located on the bridge-located checkpoints. - Road Access -- A modern port requires highway access to heavy trucks, which cannot be provided through the congested streets of Gaza City. - Rail Access -- Serving the West Bank requires rail connection and large railyards, which cannot be provided in the congested Gaza City area. - Territorial Waters --The width of territorial waters has long been extended from 3 to 12 nautical miles (22 km), requiring much longer bridges and reclamation in deeper-water, resulting in much higher construction costs. - Sovereignty -- Countries are not allowed to create land in international waters, outside their territorial waters (e.g., the crises in South China Sea). - Ecology -- The island may obstruct the littoral (coastal) current, resulting in beach pollution and erosion in Gaza and Israel. - Security -- Past experience suggests that international inspectors are ineffective and expensive. In case of hostility, there is no need to bomb bridges; Israel could simply blockade ship traffic to/from the port, as is the current practice with Gaza's fishing boats. Ashar Plan: Gaza International Port should be part of the expansion plan of the Egyptian Port of El-Arish, located near Gaza's southern border with Egypt. It is common practice for countries to provide neighboring countries with autonomous ports via long-term leases (99 years + extension): Tanzania/Zambia; Peru/Bolivia; and Uruguay/ Paraguay. The total cost of the shore-based port complex in El-Arish would probably be $300 - 500 million and would take 2 - 3 years to construct. In fact, it seems that El-Arish construction has already began but not continued. Egypt's El-Arish, population of 160,000, does not generate sufficient traffic to justify a major port. Hence, the Egyptians need the Palestinian traffic as much as the Palestinians need the port. The Palestinians will be given about one third of the expanded El-Arish Port (Figure 2) in long-term concession (not sovereignty), with their investment amounting to $100 150 million. Based on worldwide experience, the Palestinian terminal in El-Arish is expected to be profitable. The truck (or in the future rail) traffic between the Palestinian Terminal in El-Arish and Gaza will pass through the existing border-crossing complex in Kerem Shalom, allaying Israel's security concern. The Kerem Shalom Complex would be expanded to become a "dry port", with Customs (already existing there), Free Trade Zone, Industrial Park and railyard, using the Israeli rail system to transfer freight to/from the West Bank. The rail also can be used for intraPalestinian traffic, between Gaza and the West Bank (Figure 3). The expanded El-Arish Port, consisting of Egyptian and Palestinian terminals, will create substantial regional economic benefits to Gaza and Egypt's Northern Sinai; both are presently stricken by poverty and insecurity.	<urn:uuid:7036c699-51e1-4e8f-ac4d-8444f94b7ef6>	CC-MAIN-2021-21	https://arirusila.files.wordpress.com/2016/08/gaza-port-in-el-arish-5.pdf	2021-05-13T03:29:17+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243992721.31/warc/CC-MAIN-20210513014954-20210513044954-00430.warc.gz	125,232,608	936	eng_Latn	eng_Latn	0.997684	eng_Latn	0.997577	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3970, 4487 ]	[ 1.3828125 ]	1	0	HuggingFaceFW/finepdfs-edu
This brochure discusses parents' involvement in their children's education. It is maintained that parent involvement in education is one of the most promising movements to have come out of the school reforms of the 1980s. Recent history of parent involvement in American schools; several American educators' ideas about parent involvement; and benefits of parent involvement to parents, teachers and schools are briefly discussed. A section on research discusses the effect of parent support on student motivation and compares parent involvement in Japan to that in the U.S. Two challenges to cooperation between school and family are discussed: (1) teacher resistance; and (2) changes in family structure that make it difficult for parents to participate. Ways in which teachers can encourage parents to become involved in their children's education are detailed. Epstein's (1990) methods for parent involvement in their children's education; Sigel's concerns about Epstein's methods; and principles for school programs that encourage parent involvement are considered. Four parent involvement programs are discussed. A list of 11 references is included. (BC) The Parent Principle: Prerequisite for Educational Success "Permission to reproduce this material has been granted by R. Coley to the Educational Resources Information Center (ERIC)." \| Topic \| Page \| \|----------------------------------------------------------------------\|------\| \| Why Are Mom and Dad Going to School? \| 2 \| \| Involvement Benefits Parent, Teacher, and School \| 5 \| \| Research Supports Parent-Teacher Links \| 7 \| \| Defining School Success \| 8 \| \| Challenges to Cooperation: Teacher Resistance \| 9 \| \| Challenges to Cooperation: Changing Families \| 13 \| \| Teachers Can Help Parents Become Involved \| 14 \| \| Types of Involvement Programs \| 15 \| \| Programs \| 19 \| \| References \| 20 \| Each issue of FOCUS discusses a critical problem in education and the work Educational Testing Service and others are doing to cope with it. Most widely known for its standardized tests, ETS is also a nonprofit educational research organization. Focus 26 1991 Writer and editor: Carol Gordon Carlson Art Director: Joyce Hofstetter Designer: Robin H. Mattiack Illustrator: Lucinda Levine Production Coordinator: Sid Goldsmith Educational Testing Service Princeton, NJ 08541 1991 Educational Testing Service, ETS, and (ETS) are registered trademarks of Educational Testing Service Educational Testing Service is an Affirmative Action/Equal Opportunity Employer Copyright © 1991 by Educational Testing Service. All rights reserved. As Michael's mom sits down in the molded plastic chair, facing the alphabet-decorated carpet of the reading corner, the 23 first-graders wiggle and talk, ignoring her. But when she starts to read aloud, the room is magically transformed — the group falls silent, the wiggling ceases, and in a moment, each smooth-skinned child is engrossed in the story. Even in the quiet, the energy of the classroom is palpable. The walls are covered with posters and artwork, yellow paper ribbons decorate the windows. One corner overflows with construction paper, cardboard tubes, and other art materials, another section is piled with book bags and jackets. Waving slowly on strings from the ceiling are foot-high paper dolls dressed in brightly colored fabric remnants, obviously self portraits of the first-graders. Their blouses and shirts, slacks and skirts have been glued on by small hands, the hair of each doll, assembled from fabric, string, or yarn, is multi-colored and multi-textured. In another section of the room, Philomena Gash, the teacher for this class in Irving School, Highland Park, N.J., busily arranges papers for the next assignment, and quietly distributes them to each desk. Before the session started she had been the center of activity for the children, a small crowd swirling around her at every move. But once Michael's mom has started to read, not one set of eyes follows Gash at her work. Instead, the group gasps, moans, laughs, and yells "Oh, no!" at appropriate moments as the story reading progresses. One girl quietly sucks her two middle fingers as she concentrates. Once the last page is turned, the magic ends, and their comments burst the silence — "That was funny!" and, "A python isn't poisonous, it just strangles you." For a few minutes, all their energy is directed to Michael's mom, with several students at once trying to tell her whether they liked the story, and how they would have handled the situation. Then, in another minute, Gash again takes charge of the class, directing the children to their desks where their next project awaits them. Why Are Mom and Dad Going to School? This classroom scene is an example of just one of the many ways that increasing numbers of parents nationwide are choosing to become involved with their children's education. Rare at the start of the last decade, parent-school interactions are atypical even today. A growing body of research clearly shows, however, that parent involvement in education is one of the most promising movements to have come out of the school reform decade of the 1980s. As the numbers and types of these parent-school interactions grow, their potential to change America's schools — and through them, American society — grows as well. Ever since America's system of public education was institutionalized, near the turn of the century, parents have gradually lost their direct connection to their children's education. Once most parents stopped teaching their children in their own homes, they and their children both began to depend on the schools for education. Eventually, teaching became a recognized, specialized profession, and parents were taught that the education of their children was best left to the professionals. By mid-century the connection between parents and schools was often tenuous. Except perhaps in the area of fund-raising, most schools generally rejected parental advice, opinions, or help. "One of the main reasons that parents feel shut out by the educational system is because they did not fully understand their own school when they were students. . . . School remains impregnable — a mysterious edifice into which the parent is allowed entry only during conferences, occasional Parent Teachers Association meetings, and special visiting times," write Murray Kappelman and Paul Ackerman in Between Parent & School, published in 1977. Eventually, the impregnable walls of the schools left parents outside the educational process. The question, "What did you learn in school today?" became a cliche by mid-century, but was an indicator of how little parents actually knew about what happened in the schools. By the 1960s, however, the shock of America's loss to the U.S.S.R. at the start of the space race, combined with falling proficiency-test scores, led to a reexamination of traditional teaching and an exploration of new roles and methods for the nation's schools. One of the most innovative programs to come out of this crisis was Head Start, initiated in 1964. Head Start provided disadvantaged preschool children with enrichment activities, and also mandated that parents become involved in the learning process. Although the program succeeded in giving children a head start in their schoolwork, research showed that when the children went off to a regular school program, they often were not as successful as their early Head Start progress indicated they would be. After a number of years, researchers began to recognize that the program's success was due, in part, to its parent involvement component. Without it, regular school programs could not support the students' early gains. By 1978, Urie Bronfenbrenner, an education researcher from Cornell University, had noted the connection between parent involvement and student success. He developed a number of proposals to reverse what he called the "progressive deterioration" of the structure and position of the American family and of the behavior and development of children. Discussing the problem in the book Educational Reform for a Changing Society, Bronfenbrenner says, "in the recent past, the principal focus of attention and programmatic effort has been the child, and in the context not of the family but of the school." Intervention efforts, he points out, were "effective while they lasted, but gains tended to wash out once the children entered school. . . . The only exception to this general trend occurred with programs emphasizing the direct involvement of parents in activities with their children. But the success of this approach was qualified by the realization that the families who were willing and able to participate in these programs tended to be the least disadvantaged among those eligible." "As Project Head Start demonstrated," Bronfenbrenner says, "preschool programs can have no lasting constructive impact on the child's development unless they affect not only the child himself but also the people who constitute his enduring day-to-day environment. . . . It means that the program cannot be confined to the [day care] center but must reach out into the home and the community so that the entire neighborhood is caught up in activities in behalf of its children." While teachers and education researchers took some time to recognize the importance of continuing parent involvement in the schools, the parents themselves recognized more quickly how effective they could be. "Once Head Start parents were told they were important to the educational process, once they became involved, they believed it, and they often wanted to stay involved as their children progressed through school," says Joyce Epstein, head of the Center for Research on Elementary and Middle Schools at The Johns Hopkins University. At the same time, more middle- and upper-class mothers were finishing college and entering the work force, Epstein says. As their education and experience widened, they began to realize that they had a lot to offer to their children's education, and they were no longer content to relinquish responsibility when their children toddled off to kindergarten. "So the push for more involvement really started at both ends of the socioeconomic spectrum," says Epstein. The need for comprehensive educational reforms was brought to the top of the political agenda in 1983 with the publication of the landmark Department of Education report, A Nation At Risk. The report provided statistics showing that children were not learning the basic skills they needed to succeed in higher education, to survive in the work force, or to become informed citizens. While schoolwork was suffering, the nation's cities and towns suffered as well, with illiteracy, unemployment, crime, and poverty. Ironically, A Nation At Risk made only passing reference to the subject of parent involvement. While the report noted that parents are their children's "most important teachers," it did not propose or recommend ways for parents to take a larger role in education. The report did, however, prompt a flood of educational research and a search for more effective teaching methods, both of which continue today. While the research in many areas is still inconclusive, one finding has been confirmed — parent involvement in education works. In case after case, when programs encouraged or mandated parents to become involved with their children's education, they and their children profited. Working as a team, the parents and their children enhanced their potential to contribute to society; parents, schools, and society all benefited. Involvement Benefits Parent, Teacher, and School Gash's class provides a glimpse into the advantages realized by the teacher, the children, the parents and the school when parents and schools interact closely. The reader in the classroom was Firma Fox Hofrichter, a mother and a professor of art history at Rutgers University, who feels that the reading sessions benefit both her and her son. "I like coming in to read this way," Hofrichter comments. "It's a good chance to become familiar with what the class looks like and to relate it to what they're doing." "When I first started to come in to read, other parents would often ask me about what was happening in the classroom and what the class was like. "I just come in once a week, and just for 15 minutes or so to read the story, so it really doesn't demand too much time — it doesn't fill up the day. And I like knowing that it's not that I'm doing the teacher's work for her. I'm here for too short a time for that, and Mrs. Gash is usually right here in the class with me. It's just a treat for the kids. My son likes having me come in." Gash sees the advantages of the parent reading program from an even broader perspective. "For one thing, the parents who come in really want to be here, so they make an effort to go to the library, or bring in books of their own that the children will like. They'll often bring in books that are new to me, too, so the program helps expose the children to different kinds of literature than I would select myself. "This also gives me a chance to meet the parents, and it gives them a chance to meet me. Then if I can't..." reach out to one parent or another, or if they're working and can't come into the school, the other parents in the classroom can report to each other about the class — what we are doing and whether the classroom functions well. And it helps the parents have a better understanding of what I'm trying to do in the classroom, and how hard it is to meet the demands of a class full of children." A concerned and enthusiastic teacher for over 20 years, Gash says that she has always made an effort to reach out to the parents, even in the upper elementary grades. This volunteer reading program, however, started about eight years ago for a physical reason. "I was having trouble with my voice," she says. "The doctor told me to try and rest it, but you can't do that when you have to handle a class of children. So I started asking the parents if they would come in and read. The kids have always loved it." At the start of each school year, Gash asks parents to sign up for a time slot when they can come in and read and also asks if they have any special skills or interests they can share with the classes. Often, the parents who can't come into the classroom on a regular basis to read can at least make arrangements for a one-day talk with the students about their career, their hobby, or a special interest. Even a one-day project helps to spark the parent's interest in the class, Gash finds. "Getting them in is more important than what they do," she says. "It's hard to teach without the parents being interested in their child," she says. "Parents are the only ones who oversee the child's entire education, they really are responsible because they have that child every day." In addition to learning about the class and enriching the curriculum for the children, the parents can also help the teacher, Gash says, by providing a "spark" to the learning process. "I don't think I would have made it in teaching all these years without the parents," Gash says. "The "Parents are the only ones who oversee the child's entire education . . . they have that child every day." parents have such a lot to offer. Every year I get to see new parents with different approaches to life and different experiences they can share, so it broadens what I can do in the class — it really opens up the world for the kids. "I've had a parent from Guatemala who came in and talked about the country's history and geography. And she shared some folktales. So I planned the whole day around it — we looked at the map, and talked about that culture and the way of life. "I think the things kids remember in school are the experiences that are fun — that's the way to really help them learn." The principal of Irving School, Andrew Mignano, notes that in dealing with young children, "we need to have very strong links to the community. We stress that this is a school family, and we try to get parents involved in all the school projects." One year, the entire school concentrated on fairy tales, and the parents were then invited to walk through the school and the classrooms to look at the projects. Another time, the school sponsored a weekend fun day, which included parent-child events. "The reading program, too, is a way to give the parents the message that we value their participation and their efforts. They're more willing to listen to what we have to say if we start out with a good rapport," Mignano says. One of Mignano's goals, in the two years that he has been principal, was to bring the school in line with the latest research on early childhood education. "And the research says that the child benefits most when the parent is involved in the child's education," he says. Research Supports Parent-Teacher Links "When I first started doing research in this area, back in the 1970s," says Joyce Epstein of Johns Hopkins, "we were studying the first-generational questions about families and schools, discussing whether the families were important and influential in a child's education. It was a subject that researchers had not investigated at the time." As time went on, Epstein says, the results of her own and other studies continued to be overwhelmingly supportive of parent involvement. In a 1989 report she writes, "Research conducted for nearly a quarter century has shown convincingly that parent involvement is important for children's learning, attitudes about school, and aspirations." One reason for the impact of parent involvement is that it helps to counter low motivation, one of the obstacles to learning that teachers find difficult to neutralize with classroom alone. When parents support the importance of school, the teachers' task of motivating students becomes easier. "The more parents can understand and support what teachers do, the more they can help their children," report Raymond J. Wlodkowski and Judith H. Jaynes in their 1990 book, Eager To Learn. "The greater the positive relationship between teachers and parents in what they say and do about children learning, the more powerful their mutual influence can be upon children." "Based on research to date, as well as our own clinical experience," the authors state, "parents appear to be the primary influence on a child's motivation to learn. Their formative effect on their children's motivation to learn has an impact at every stage of development, lasting through the high school years and beyond." The four major influences on a child's motivation to learn, Wlodkowski and Jaynes write, are the culture, the family, the school, and the child herself or himself. The value that the child's culture places on learning is transmitted in many ways, the authors state, including through religion, the myths and folklore of the country, the political status of education, the status and pay of teachers, and through expectations concerning what parents should do to prepare their children for school. As an example of the influence of culture, the authors point to the exceptionally high academic achievement shown in the United States by Japanese Americans. The academic accomplishments of this ethnic group, say the authors, "far outdistances the relative proportion of their numbers in our society. Culture appears to have much to do with this circumstance. . . . The Japanese culture places a high value on educational success, and achievement in school is seen as strongly related to personal virtue. This view is woven into the very fabric of Japanese cultural values. . . . The most highly esteemed accomplishments are those that are seen to result from the concerted efforts, over time, of both the student and the family. Studies indicate that Japanese mothers and their children emphasize effort. . . . as a primary means to good school performance." In Japan, the education of children "receives a top priority. Parents are committed to institutional efforts to educate their children, and teachers receive considerable respect and support from them." The goal of educational reform programs in the United States is not to reproduce Japanese society, but to adapt some of its commitment and motivation to American society, points out Irving Sigel, an expert in child development at Educational Testing Service. "Japanese culture is very different from ours, and we would not be able to duplicate it," Sigel says. What the United States can do, he says, is "look at our own society to see how we can improve." In the United States, private Catholic schools, which have a high student success rate, provide support for education that is similar to the community commitment of the Japanese. Studies conducted in the early 1980s revealed that high school seniors in Catholic high schools scored higher than their peers in public schools, even after family backgrounds are taken into account. The difference in the scores can be attributed to "different orientations to schooling," according to Education & American Youth, written in 1988 by Ruth B. Ekstrom, Margaret E. Goertz and Donald A. Rock, all of Educational Testing Service. (The authors credit studies by James Coleman as their source for this information.) "The public school is viewed as an agent of the larger society or the state; its purpose is to 'free the child from constraints imposed by the accident of birth. . . . Catholic schools are part of a functional community, representing families with shared values," say the authors. It is this feeling of sharing and participating in the goals of a family, the authors say, that improves the students' educational success. Defining School Success Because the schools deal with all of America's youth, they are often perceived as a tool to help manage the nation's social problems, points out Warren Chapman, an educational consultant for the Illinois State Board of Education, in an article in the January 1991 issue of Phi Delta Kappan. "For more than three decades, we have assigned schools a myriad of tasks," he writes, including "developing students' academic achievement, helping individuals contribute to and flourish in society." enhancing social equality and social progress, and increasing understanding of cultural diversity." In addition, schools today are being asked "to Americanize immigrants, to delay the entry of young people into the labor market, to serve as custodians of children during certain hours of the day, to help desegregate society, to battle drug abuse, to improve the health of students. . . . In order to be considered successful, school must address all these needs. However, Chapman says, "the resources of the schools alone are insufficient. . . ." Challenges to Cooperation: Teacher Resistance It would seem that the schools would welcome the development of programs that would help them accomplish their diverse and obviously vital social and educational roles. Yet despite the strong confirmation, by statistics and research reports, of the benefits of parent involvement, programs are still rare and resistance from teachers is often strong. Some of the resistance may be attributed to the long tradition of separating home and school. In her 1978 book, Worlds Apart: Relationships Between Families and Schools, Sara Lawrence Lightfoot writes that she has observed teachers who attempt to exclude families from school life. "They seem to want to establish an exclusive, isolated environment, free from the intrusions of parents," she says. "Behind the classroom door, teachers experience some measure of autonomy and relief from parental scrutiny, and parents often feel, with shocking recognition, the exclusion and separation from their child's world. If teachers welcome the parents within their classrooms, they usually ask them to observe rather than participate and they view their presence as temporary and peripheral to the classroom experiences of children." Not only might teachers feel obliged to protect their autonomy, they might also believe that the separation of home and school will wean the child from the self-oriented atmosphere of the home to the other-oriented outside world, Lightfoot says. The teachers that she observed, she writes, often "saw themselves as child advocates, protectors of the child's new domain, and they stressed the developmental and emotional needs for a clear and early separation between familial patterns and the demands made upon children in school." Territoriality, as Lightfoot characterizes the problem, "seems to be motivated by both positive and negative reasoning." Teachers may also resist the concept of parent involvement because they find it an impossible goal. In an article in the December 1990 issue of Phi Delta Kappan, for example, two teachers detailed their experiences with parents who were not concerned with their children's education, did not want to become involved, or lacked the skills needed to support their children. The article described an instance of a parent who could not read to her children because she could not read herself. It also described children who did not have their homework signed because their parents said they were too busy for "school stuff." Once teachers are burned with experiences such as these, they are less likely to reach out to parents, the article pointed out. The problem of teacher resistance is no secret, especially to education researchers who are familiar with the studies supporting family involvement. Luis M. Laosa, an education researcher at Educational Testing Service, has conducted a number of studies concerning the relationship of families and school. As he explains, "there is a tendency among educators, as with all professional groups, to build purview boundaries." These boundaries, he says, often result in a dilemma for the professional educator. "How does one solve the potential situation in which the parents of every child come to the schools, telling the teachers what to do, saying, well, these are my children, and I want you to teach them according to what I value. The point is," he says, "on what level is parent involvement constructive and useful, and on what level dysfunctional." Irving School Principal Migmano also recognizes that teachers may resist parent input and counters that feeling by emphasizing the advantages of interaction to the teachers in his school. "Once you have a rapport with parents," he tells them, "then any problems that arise are easier to handle. If the parents come into the school, they have a better perspective, and they are more willing to listen to what we have to say." The few times she has had problems with parents in the classroom, Gash says, the difficulty has stemmed from the parents criticizing their own or other children, or interfering with her work. Usually, she says, a firm but polite comment or two is all she finds necessary to let them know their behavior is inappropriate. In eight years, she says, she had to ask only one parent not to return. "If the school or the teachers are afraid to have the parents come in," Mignano points out to teachers, "then what kind of a message does that send to the parents? They start thinking, what's wrong? It sends a very negative image. The more contact that the teachers and the parents have, the better their rapport." Lee Canter, who has developed a book and training program for teachers titled Parents On Your Side, points out that the educational system is based on the ideal that parents will support education, but today's changing society has changed the rules of the game — many families today either do not support the goals of education or do not know how to provide this support for their children. A popular speaker at educational association gatherings, Canter advises teachers that parent involvement is crucial to their goal of educating students. Even if they have uncomfortable experiences at times, he says it is up to the teachers to make sure they get the support they need to do their job. Students are generally more successful when their teachers are supported by their parents, Canter tells the educators. The most effective teachers, he says, "are dedicated to involving the parents in education. They know they can't do it on their own." The research of Lightfoot and Laosa supports both Mignano and Canter in their views on teacher outreach. Lightfoot suggests that a close and continuing communication between parents and teachers would counter teacher territoriality and fear of conflict with parents. "One way of easing the tension," she writes, "would obviously be by clarifying areas of responsibility and competence between parents and teachers and providing effective modes for communicating distrust and relieving anxiety." "One of the reasons why the struggles over territoriality are rarely articulated, clarified, and resolved is because there are very few opportunities for parents and teachers to come together for meaningful, substantive discussions." Laosa agrees but points out that such communication provides a real challenge for both teachers and parents. "The way that many schools are organized now, many teachers don't have time to spend with parents. Why not have a regular time period in the public schools that allows every teacher time to devote to working in the area of parent involvement?" he asks. "Of course, if parent involvement helps, there should be some mechanism to allow teachers to reach out systematically to the parents." Challenges to Cooperation: Changing Families Not all of the problems with initiating parent-teacher communication, of course, rest with the teachers; some difficulties arise out of the nature of today's American family. The latest census reports reveal that the percentage of "traditional" two-parent families is declining, and new family structures and demands offer a challenge for any program that depends on family interaction. Last year, in fact, "only 26 percent of U.S. families consisted of a married couple with children under age 18, compared with 31 percent in 1980 and 40 percent in 1970," according to U.S. Bureau of the Census figures, quoted in a February, 1991, article in Education Week. Instead, the census reveals, the number of single-parent families has increased some 2.8 million, to a total of 9.7 million, nearly all headed by women. Although it may be difficult for some schools to change their procedures to adapt to America's changing families, organizations such as the National PTA, which deals directly with families, have long recognized the problem. The PTA encourages both its local chapters and the schools themselves to develop innovative techniques to deal with these challenges, says Anne Lynch, president of the 6.8 million-member organization. "Schools need to have parent-teacher conferences in the evenings and on Saturdays," Lynch says, to avoid the usual conflict of business and school schedules. In addition, she says, "we have many other suggestions for making teachers more accessible to parents, such as putting telephones in the classroom, so teachers can call parents while the children are working on other projects. Or we're telling teachers to use FAX machines to send notes to parents. "We also recommend that businesses look at their benefits for parents — we support flex time — so that parents can meet their obligations as parents. That way, if parents have to attend a school..." function, they can make up the time on a Saturday morning or in the evening. They should offer flexible time and a flexible schedule so the parent can spend time with their child's school activities when they need it." As for the PTA, Lynch is emphatic in her recommendation that daytime PTA meetings should be eliminated. She also recommends that local groups hold multiple meetings as a way to meet varied work and family schedules. "They could have one at 6 a.m. before work, one at 7:30 p.m., and one on a Saturday morning, so all parents can attend. They can run movies for the kids to watch while the parents are at the meeting." In her first-grade classroom, Gash also recognizes the challenges of dealing with non-traditional families. Although her reading program asks parents to make the commitment to come into school once a week, she tries to make the program flexible. One parent, for example, comes in only one day a month instead of once a week. Some parents can only take off one day out of the school year for an activity, so they come in for a "sharing" day, to discuss their job or hobby. The parents who cannot come into the classroom at all are kept informed by frequent school newsletters. Teachers Can Help Parents Become Involved The concept of parent involvement in education may not be new to education researchers, or even to teachers, but few parents are familiar with the latest research. Even if their parental instincts tell them they should be acquainted with their child's school activities, they probably do not know that research supports their beliefs; they need teachers and school administrators to encourage their participation. "Most schools leave it up to families to decide whether and how to become involved with their children's schools," Epstein writes in a report in the 1990 book, Families in Community Settings: Interdisciplinary Perspectives. "This means that some families are highly involved in their children's education and provide important guidance for their children, whereas other families are not involved much at all. Increasingly, schools are changing their laissez-faire practices concerning the family by designing and conducting programs to help more families become 'knowledgeable partners' in their children's education. Legitimate and comprehensive school and family partnerships should alter the basic roles and behaviors of the average family and change the practices of the typical school." Research in the 1980s revealed that, typically, when teachers do not specifically seek contact with parents, better educated parents tend to become more involved with the schools, and the result is higher achievement for their children, Epstein says. The research "prompts new questions about whether and how schools can successfully involve all parents in their children's education — especially those parents who are not likely to become involved on their own." An important point, Epstein emphasizes, is that research does not investigate whether less-educated parents do not want to become involved with their children, or whether teacher practices have inhibited their interactions. "It isn't just a family responsibility to get involved, but it is a school responsibility to get parents involved," Epstein says. "There needs to be training for teachers to get this across, either in-service or pre-service training programs, and not just for teachers, but also for principals and administrators." Types of Involvement Programs Perhaps because of the wide range of variables involved — schools in both urban and suburban, rich and poor districts; parents and children of varying educational backgrounds, socioeconomic status, ethnic origin, religions, and races; teachers and school administrators from equally varied backgrounds — researchers have been exploring a wide variety of programs designed to spur parent involvement. No single program has emerged as the most successful, and researchers seem to favor school-based innovations designed specifically for individual schools. Epstein's innovative and focused research in this area has, however, established five general methods by which parents can become involved in their children's education. The methods are outlined in the 1990 report, School Programs and Teacher Practices of Parent Involvement in Inner-City Elementary and Middle Schools. The first method involves the basic obligations of families and includes providing for children's health and safety; developing parenting skills to prepare children for school and to maintain healthy development over the years; and building positive home conditions to support appropriate learning and behavior. Schools can help with these basic family obligations by assisting the families in building their knowledge and skills to achieve these goals, through workshops or other programs. The next method, involving basic obligations of schools, includes the obligation for schools to communicate with families about programs and about their children's progress through memos, notes, phone calls, etc. Involvement at school is the third method. This involves programs that include parents and other volunteers who help in the school building or classroom, or who support, through attendance or otherwise, student activities such as performances and sports events. The fourth method is involvement in learning activities at home, including guidance or actual assignments from teachers to parents and children designed to include parents in their children's work at home. The schools can help in this effort by providing information and guidance to parents on the most effective methods to carry out this interaction. The final method is involvement in decision making, including governance and advocacy in the community, in the PTA/PTO, in advisory councils, and in Chapter 1 programs or other committees at the school, district, or state level. The reading program that Gash uses in her classroom, and Mignano's parent participation programs, are examples of the types of programs being explored in schools across the country. Some researchers, such as ETS's Sigel, have concerns about parent involvement programs that can become intrusive to a family's home life. The drawback to some forms of teacher outreach, he points out, is that they can imply that the child and parent are not interacting enough together, so the school is intervening to formalize this interaction. "The implication is that the teacher is directing the parents, making sure they get involved in their child's schoolwork. But the parent and child should relate to each other in the way that they evolve through their own family," he says. "I don't want to do my child's homework, and it's intrusive for the teacher to tell me how to interact with my own child," Sigel emphasizes. "If the teachers have to assign homework, let them assign homework to the child, but not to me." Sigel does, however, find merit in the first of Epstein's categories of interaction, in which the parents provide basic support for the child's schoolwork. This is a particularly appropriate method of interaction as the child becomes more independent, in the middle school and high school years, he says, when children are less likely to welcome their parents' presence in the classroom. The role of the parents, Sigel feels, is "to facilitate the learning environment at home, and to be a facilitator in setting certain constraints and discipline in the follow-through process. "Sometimes," he says, "it's unreasonable for the teacher to expect the parent to do more than provide the resources and to provide general support. The major responsibility for schoolwork still belongs with the child." While the methods of parent involvement vary, the programs are more likely to be successful when parents and schools share a belief in certain principles. These principles are enumerated in the book Beyond the Bake Sale, a valuable basic handbook on parent participatory programs written by Anne T. Henderson, Carl L. Marburger, and Theodora Ooms. The principles are: 1. Every aspect of the school climate should be "open, helpful, and friendly." 2. Communications with parents should be "frequent, clear, and two-way." 3. Parents should be "treated as collaborators in the educational process, with a strong complementary role to play in their children's school learning and behavior." 4. Parents should be encouraged to comment on school policies and, in some cases, "to share in the decision making." 5. The school should recognize its responsibility "to forge a partnership with all families in the school." 6. The principal and administrators should "actively express and promote the philosophy of partnership with all families." 7. The school should encourage "volunteer participation from parents and the community-at-large." Of primary importance for the parent, says Sigel, are a basic interest in and support of school activities. "The schools should recognize that parents have a right to know what the child is doing, and there should be a mutual understanding of the functions of school and family," he says. Home support is also one of the factors considered important by Ekstrom, Goertz, and Rock in their book, Education & American Youth. "A student's home educational support system is an important factor in explaining cognitive growth in high school students," they write. Since home support for a child's education is a basic necessity for success, a wide range of programs have been developed all across the country to accomplish that goal. A small sampling of some types of parent involvement programs are included here. Programs One: TIPS One method of encouraging home support for learning, being used in many schools, is for teachers to develop homework projects for the students to do cooperatively with their parents. Epstein addresses this concept in a process she has developed called Teachers Involve Parents in Schoolwork (TIPS). While some researchers, such as ETS's Sigel, feel that such homework projects intrude both on the parents' time and on the methods they choose for interacting with their children, Epstein disagrees. Homework projects such as these, she feels, ensure that all children, not just those with motivated parents, gain the benefits of parent interaction. "We hypothesize," Epstein writes, "that parent involvement in specific subjects — such as math and science — will increase student skills and positive attitudes in those subjects." TIPS provides "structured activities" in elementary school math and science so parents can see what their children are working on in school, discuss projects with them, and provide help, if needed. TIPS also provides activities in middle school social studies designed to draw parents into the education process. The difference between the two programs, Epstein explains, is that "the task in elementary schools is to help parents direct their participation into helping their children academically. The task in middle schools is to get them more involved with the school in the first place...." Two: Parent and Child Literacy Intervention Program The Parent and Child Literacy Intervention program, funded by the U.S. Department of Education, is a collaborative effort between ETS and the National Council of La Raza. The project is designed to develop the parents' literacy skills so they are better able to interact with their children. Experimental programs have been under way in 10 cities for the past two years, says Ron Solorzano, project consultant and a researcher at ETS's Pasadena office. Although the criterion for the program is that the parent have a child receiving native language instruction in a Title 7 school, the literacy program concentrates on the parents, not on the child. "We use a language experience approach," says Solorzano. "Parents talk about family themes with a teacher, and then they dictate or write stories that are ultimately put together in book or portfolio form and shared with the children. Then the parents are shown how to read the stories with their children." The program takes place in a community center which is an affiliate of the National Council of La Raza, a Hispanic community organization with centers all across the country. There are three parts to the model, says Solorzano. In the first part, the parent is brought into the story-writing process by a program facilitator. Next, parents and children are encouraged to participate in a series of what they call home literacy events. These include the parents reading their stories to the children, and parent and child exercises using the calendar for planning and scheduling, working with the clock or the television guide, or similar activities involving basic literacy skills. In the third part of the program, parents are encouraged to use books, magazines, and reading materials from the community center to read by themselves or with their children. Although it is different from most parent-child interaction programs because it is not based in the school and does not focus on the children, the program has the same goal as other parent interaction programs — to prompt parent interest and support of their children's schoolwork as well as increased parent-child interaction. Three: Family Math Program One outreach program designed specifically to promote educational success for minorities and girls is the Family Math program, initially developed by the Lawrence Hall of Science, a public science center and research and development unit in science and mathematics at the University of California, Berkeley. The program was the subject of a case study prepared last year by Beatriz Clewell, an ETS researcher who analyzes intervention programs, especially those designed for minority and disadvantaged students. In her research, Clewell says, she has found that "programs that incorporate a parent involvement component are more successful. Once the parent is involved, they make sure their kid goes to the program, they work with them on their projects, and they're more interested." The Family Math program, initiated in California in 1981, has now expanded across the United States and into several other countries. The program's objectives include involving parents with their children in doing math through shared activities, providing them with information about equity issues concerning math, and helping them to develop problem-solving skills and to build self-confidence in the use of math. As with the family literacy program discussed above, the program is not part of the school curriculum. Instead, it enhances and supports schoolwork outside of the classroom. Four: Chicago's Governance Program If Gash's classroom-based, small-scale parent reading program were positioned on a spectrum of parent involvement programs, it would surely find its place on the small end of the scale. On the other end of the spectrum would be programs that mandate having parents serve in school governance roles. Such a program was started in Chicago in 1988 as an answer to a 41 percent dropout rate and low standardized-test scores. The innovative new program gives parents six of the 11 seats on the school council of each of the city's 5-2 schools. As expressed by Theodore D. Kimbrough, general superintendent of Chicago's schools, the radical change in governance was designed "to galvanize the local school councils into reforming." Although the program remains controversial, and results are not expected to be visible for up to 10 years, Kimbrough says he supports the concept of including parents in decisions about schools. His reason provides a rationale for every parent involvement program — as he bluntly explains, public education "is not going to work without them." References Ekstrom, Ruth B., Goertz, Margaret E., and Rock, Donald A. Education & America's Youth. Philadelphia: The Falmer Press, 1988. Epstein, Joyce L. "School and Family Connections: Theory, Research and Implications for Integrating Sociologies of Education and Family." In D.G. Unger and M.B. Sussman, Families in Community Settings: Interdisciplinary Perspectives. New York: Haworth Press, 1990. Epstein, Joyce L. "School Programs and Teacher Practices of Parent Involvement in Inner-City Elementary and Middle Schools." Baltimore: The Johns Hopkins University Center for Research on Elementary and Middle Schools, 1990. Henderson, Anne T., ed. The Evidence Continues to Grow: Parent Involvement Improves Student Achievement. Columbia, MD: The National Committee for Citizens in Education, 1987. Henderson, Anne T., Marburger, Carl L., and Ooms, Theor .ra. Beyond the Bake Sale: An Educator's Guide to Working With Parents. Columbia, MD: The National Committee for Citizens in Education, 1986. Jaynes, Judith H., and Wlodkowski, Raymond J. Eager to Learn: Helping Children Become Motivated and Love Learning. San Francisco: Jossey-Bass Publishers, 1990. Lightfoot, Sara Lawrence. Worlds Apart: Relationships Between Families and Schools. New York: Basic Books, Inc., 1978. National Committee for Citizens in Education. Parents Organizing to Improve Schools. Columbia, MD, 1976, rev. 1985. Research for Better Schools, Inc. Educational Reform for a Changing Society. Boston: Allyn and Bacon, Inc., 1978. Rich, Dorothy. Teachers and Parents: An Adult-to-Adult Approach. Washington, D.C.: National Education Association of the United States, 1987. Sarason, Seymour B. The Predictable Failure of Educational Reform, Can We Change Course Before It's Too Late? San Francisco: Jossey-Bass Publishers, 1990.	dc19cb40-6f50-4aa5-a38f-7b2e037b94d1	CC-MAIN-2024-26	https://files.eric.ed.gov/fulltext/ED337278.pdf	2024-06-12T16:10:01+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861173.16/warc/CC-MAIN-20240612140424-20240612170424-00474.warc.gz	221,057,258	9,680	eng_Latn	eng_Latn	0.982909	eng_Latn	0.999316	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1160, 1346, 3037, 3571, 5989, 9127, 12123, 13752, 15839, 19083, 22841, 24495, 25901, 27213, 29244, 32155, 35629, 37102, 38022, 41674, 45372, 48042, 49880 ]	[ 2.59375, 3.09375 ]	1	0	HuggingFaceFW/finepdfs-edu
The Roaring Twenties: Flappers, Cocktails and Model T Fords Few decades have seen such dramatic social and cultural change as the 1920s. Celebrate the 100 th anniversary of the start of this tumultuous age with this illustrated lecture by historian Leslie Goddard, Ph.D. Using photographs, vintage advertisements, magazine illustrations and video clips, we'll explore the "flapper," the rise of jazz music, Prohibition, and the birth of mass culture including radios, Model T Fords and home appliances like electric refrigerators. Leslie Goddard, Ph.D. www.lesliegoddard.info \| email@example.com	<urn:uuid:8dfcb0e1-551b-4a1a-a9fb-2208e5e3930e>	CC-MAIN-2020-16	http://nebula.wsimg.com/32d0d9029b55dde7a9dd153373fb5785?AccessKeyId=E1EB5287D6BB0EB39A66&disposition=0&alloworigin=1	2020-04-01T18:14:56+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370505826.39/warc/CC-MAIN-20200401161832-20200401191832-00473.warc.gz	123,564,734	139	eng_Latn	eng_Latn	0.986983	eng_Latn	0.986983	[ "eng_Latn" ]	false	docling	[ 599 ]	[ 1.5546875 ]	1	0	HuggingFaceFW/finepdfs-edu
Joseph, A Hero’s Journey – An 8-Week Series Lesson 8: THE HERO’S LEGACY The it The it of the lesson is that ONE THING you say over and over so they understand it. If their parents ask, “What did you learn at church?”, you want them to answer with the it of your lesson. If YOU ask the kids, “What am I trying to get you to learn/understand?” and they answer with this phrase, you can say, “That’s it!” THE it THIS WEEK IS: God keeps his promises. Story: Joseph fulfills the promise God made to Abraham. Scripture: Genesis 17:2,6,8 and 22:17 Things you might need for this lesson: FIND/GATHER/BUY: ☐ Costume for Whyit (all 8 weeks) ☐ Pyramid Verse Tool for Hide it ☐ MOSES Costume for Tell it * ☐ GPS for Teach it FROM DOWNLOADS: ☐ Scarabs and Cats Signs for Play it ☐ Screen and 4D Glasses for Tell it ☐ Take home tool for parents ☐ IMAGES and VIDEO for projection NOTE: This week’s drama will have a special appearance by the other Prince of Egypt, Moses. Whyit (Pronounced Wyatt) For this series, have Whyit dress up as if he’s going to the movies. Have him wearing 3D (or 4D) glasses and carrying a large popcorn bucket and a giant soda (which he could intermittently sip loudly while talking with Leader). For added affect, he could have a large box of Milk Duds hanging out of his shirt or pants pocket. Each week, Whyit introduces a “Super Star” of the Bible, but it’s never Joseph. It is always someone who kinda, sorta, might relate to the story, but he repeatedly gets it wrong. It’s a way to illustrate another Bible hero who went through something similar, but the leader always reminds him that in this series, we are learning about Joseph. This week Whyit will finally get it right. “OK, kids, today I have a riddle for you. I’m going to describe a Bible Hero and I want to see if you can figure out who it is! This guy – oops that was a hint. God gave a very clear vision to a young boy, OR GIRL, that He had an epic amazing plan for his, OR HER, life. When he, or she, shared it with his, or her, family, they teased him, or her, and thought he, or she, was nuts, bragging, or making it up, but this hero knew it was from God and never gave up. Even when his, or her, siblings grabbed him, or her, and sold him, or her, away and told his, or her, parents he, or she, was dead, he, or she, never lost sight of that dream. When this person became a slave, they just decided, ‘If I’m gonna be a slave for awhile, so be it, I’ll be a best slave they’ve ever seen,’ and soon worked their way up to being in charge of the entire house. Then, when asked to do something wrong, this Bible hero said, ‘No way, I’ve got a dream, and I ain’t gonna mess it up sinning’, and ran away. That landed this person in jail – but again, this hero said, ‘Fine, if I’m gonna be in jail, I’m just gonna be the best prisoner they’ve ever seen!’ And soon they were in charge of the entire prison like they worked there. God saw that great attitude and gave him, or her, a superpower to understand weird dreams, and word traveled ALL THE WAY TO THE TOP until he, or she, ended up getting called to the Oval Office (or whatever they called the head honcho’s office in Egypt), and next thing this dude, or dudette, knew, they were in charge of the entire country! Soon, his, or her, family came and actually – get this – bowed before him JUST LIKE his, or her, dream had showed when he, or she, was a little tike. OK, you get ONLY ONE GUESS WHO THIS BIBLE SUPER STAR IS!” (Kids will say Joseph!) The leader is impressed, “Whyit, you finally got it right!” Whyit, says, “Oh, I knew all along, I was just messing with you! I love the story of Joseph. And I have a dream too… and I’m trusting God to make it come true if I just keep trusting and following Him!” The Pyramid Games! Each week some kids will compete to create a Pyramid! Some will be competitions for individuals, some for team, and a few will involve the entire audience! PREPARATION: For this last and final week, the kids will compete to create a HUMAN pyramid out of children! Have them build their pyramid up in the front of the room. This is something you may want to film. It would be fun for the kids who played to watch later. It is the tallest and best-looking pyramid that will win by audience applause! PLAYING: Choose two teams to compete and it IS recommended to do boys against girls for this game. If you want, use your Cobras and Cats teams (Boys vs. Girls). You’ll want to choose six kids or ten kids per team depending on size of your group. Be sure to have them take their shoes off. (For the girls’ team, choose girls who are not wearing dresses.) It’s also best to choose older kids, although a smaller, younger child can be chosen to be the top of the pyramid! They compete to form the best human pyramid! If using six kids, have three form the base, two on the middle row, and one on top, Or, if using ten kids, have four form the base, three on the next row, two on the next row, and one on the top! Ideally, a soft surface is best, and be sure to take pictures and perhaps even film their efforts! THE POINT: This was hard work and the ones on the bottom had to hold steady and hold the weight of the ones above them. They had the hardest time, but without them, the pyramid would never have been made. The same is true in life. The trials and tests in life are what lead to the triumphs that come later. We took pictures and filmed because we want to always remember how fun this was! (You can even make the point that even if they failed, it was still fun, and they made a memory!) WATCH it A video that sets it up PREPARATION: Video included in your Download The screenshot to the right is also included in your Download to display on screen before playing video. SUMMARY: Big Red! The short video clip for this lesson features Karl, the Kidologist, doing a short object lesson featuring two shoes – a big shoe and a red sneaker – who discuss how beautiful are the feet of those who bring Good News! Show this short teaching video to the kids or train a leader to do the talk “live.” Featured Verses: Isaiah 52:7; Romans 10:14-16; Deuteronomy 8:6; 1 Kings 2:3 THE POINT: The greatest legacy we can have is serving others and telling others about Jesus. Did you know that Joseph was a relative of Jesus? Because of his faithfulness to God, he started the family that would end up being the family of Jesus. That’s quite a legacy! TELL it The Bible story that illustrates if Story: Joseph fulfills the promise God made to Abraham. Scripture: Genesis 17:2,6,8 and 22:17 4D Bible Story Experience! Experience the Bible like never before in a fully immersive 4D Experience! See Lesson 1 for an overview of how the 4D concept works. PRESENTATION: Joseph will wait behind the screen until the kids have been instructed to put on their 4D glasses. (There is a reminder slide in the Every Week folder to use on screen.) Joseph will come out from behind the 4D screen and tell a segment of his story in first-person. THIS WEEK: Moses comes out to talk about the fulfillment of the promises to Abraham from Genesis Chapters 17:2,6,8 and 22:17 Bible Story Summary: Moses comes out and gives a BIG OVERVIEW of his life – from being a baby saved by his sister, to being raised in the palace, to a QUICK review of the plagues of Egypt, to the parting of the Red Sea, and the journey to the Promised Land – but the FOCUS is that ALL OF THAT WAS POSSIBLE because of Joseph. Had Joseph given up when he was a slave, or when he was in prison, God’s People would have never even come to Egypt in the first place, or grown to become a mighty nation, and then become a big enough nation to conquer Canaan and become the Nation of Israel. The Hero’s Legacy The biggest and most successful movies feature a hero we can cheer for. If you pay close attention to these epic movies, you’ll begin to notice a pattern to them. The hero doesn’t just show up and “save the day.” There is usually a journey that the hero must go on before they are ready to be the hero we long for in the story. While each story is different, there are some aspects of this journey that appear in almost every hero story. Review the concept and stages of the Hero’s Journey and how they are reflected in so many of the blockbuster movies and animated films that we love. Challenge kids to look for these stages when they watch movies and films. Review the Stages in the Hero’s Journey: - The Hero’s Calling* – Some event or person that calls them to some higher purpose for their life. - The Hero’s Plight – Before our hero can save the day, they always have a setback. It can be a villain, but often it is something within them that holds them back that they need to overcome. - The Hero’s Test – Next, our hero usually must face some kind of test to determine whether he or she is worthy of being the hero we hope they will be. They must decide if they will be honorable and noble, or if they will cheat or lie or take a short-cut. We cheer when they make the right decision. It makes them worthy of rooting for. - The Hero’s Trial – After our hero passes the test, there is always a trial that causes them to second-guess whether they made the right choice. They have a chance to cheat up, turn around, or quit. If they are to be a hero, they must pass the trial. - The Hero’s Hope – Finally, things start to look up for the hero. They meet a mentor, or find a map, or make some friends who join them – something happens that shows them that they are on the right path. There may still be a battle ahead, but they know they will win if they press on! - The Hero’s Triumph – We jump out of our seats and cheer when the hero finally wins! Evil is defeated and the hero saves the day. The victory is sweet because of the tests and trials the hero has been through. Without the hard times, the victory wouldn’t be as enjoyable. It is because of the difficulty that we celebrate the triumph. - The Hero’s Return – Often, there were those who doubted the hero at the beginning. They spoke words of doubt or disbelief. We love when they are proven wrong. We want them to see what the hero accomplished, and we want the hero vindicated! - The Hero’s Legacy – The true mark of the hero is when they are remembered. When a hero’s story is told long after they are gone, then they truly were a hero. There are books telling their story, statues erected in their honor, songs sung about them, and little kids dressing up and pretending to be them. They leave a legacy behind them for future generations to be inspired by. On this FINAL WEEK, we met a new character – also a Prince of Egypt, but not someone you expected! But he was someone that never would have even gotten to play a role in God’s Master Plan if it hadn’t been for Joseph being faithful to God through his Hero’s Journey. We just heard the story of Moses’ life from the man himself! As another HERO FOR GOD, he also went through the same stages as Joseph! He was Called as a baby when his mom hid him, and he faced his Plight very early when he went down the Nile and survived alligators (or was it crocodiles?!). He was rescued and raised as a prince but faced his own Test when he saw a Hebrew being attacked, stuck up for his fellow Hebrew, and had to flee! His Trial was in the wilderness for many years until he encountered Hope when God visited him in the burning bush. God then sent him back to Egypt, his Return, to free His people! That whole encounter contained trial after trial, but he was faithful and it resulted in his Triumph and, of course, Moses also has an incredible Legacy. You can see, his Hero Stages are in a slightly different order – but they are there, just like they are in every great Hero Story. What will YOUR HERO STORY BE? How can YOU have a HERO STORY? How can YOU HAVE A LEGACY? You might be thinking, “But I’m just a kid!” Did you know Jesus was a kid too? READ: Luke 2:52 And Jesus grew in wisdom and stature, and in favor with God and man. You can work on growing up just like Jesus had to. Jesus was the ULTIMATE FORMULA for The Hero’s Journey! He had a Calling! Angels announced his birth! He went through Trials and Tests – tempted by Satan! He was betrayed and killed and even died! But he rose again! How is THAT for a Hero’s Triumph! But here is the best part: Jesus’ RETURN is still coming! And His LEGACY is not only NOW – it will be for all of ETERNITY! So, what was young Jesus’ “formula” for growing up to be a hero? (READ LUKE 2:52 again) 1) Grow in WISDOM How do we do that? Read your Bible. Go to church. Learn all you can while you are young about how to live for God. Get smart and wise and practice doing the right thing! 2) Grow in STATURE Be healthy! Eat well and exercise. Develop good habits. Learn skills. Be the best person you can be so that you are a ‘sharp tool’ in God’s toolbox. 3) Grow in FAVOR with: GOD Work on your relationship with God. and MAN Work on your relationships with others. Get along with people. Everyone. Parents, siblings, friends, teachers, classmates, everyone. READ: Proverbs 22:1 A good name is more desirable than great riches; to be esteemed is better than silver or gold. Joseph rose in position as a slave and later as a prisoner because he had a good name. He grew in favor with God and with Man, and it led to being a hero for an entire nation. If you want to be a hero, it starts with WHO YOU ARE, not WHAT YOU DO. Nothing is more valuable than your name and reputation. But what about the bad things that happened to him? Remember the bad things Joseph’s brothers did? READ: Proverbs 16:4 The LORD works out everything to its proper end – even the wicked for a day of disaster. Remember, Joseph’s brothers intended to hurt him, but God had a plan, and even their bad intentions were part of God’s plan. God didn’t make them do that. Had they been good brothers, God would have still gotten him there somehow, but God worked with the bad for His good. READ: Psalm 33:11 The plans of the LORD stand firm forever, the purposes of His heart through all generations. OBJECT LESSON: A GPS Have you ever used a GPS? You enter a destination, and it tells you the best way to get to where you want to go. It might even suggest a few ways to get there. What happens if you make a wrong turn or an accident blocks the way you need to go? You can exit the highway or make a turn, and what will the GPS say? (Allow kids to respond.) “Rerouting.” That’s right. The GPS will get you there, even if the route has to change. It will reroute as many times as it needs to in order to get you to the destination. It will never say, “Sorry, you keep making wrong turns, I give up. I refuse to give you any more directions. Go home!” GPS stands for “Global Positioning System” There are a zillion satellites up in space that are keeping track of your location in order to help guide you. God is like a GPS – consider Him a GOD POSITIONING SYSTEM. He always knows where you are. Sometimes you make wrong turns in life. It could result from a sin you commit. It could be a sin someone else commits that changes your plans. It could just be a mistake you make, or a change in plans, or something else unforeseen. But God will “reroute” your Journey as many times as it takes to get you where He wants to get you! But we have a part in it – we need to be trusting and obeying his directions if we are ever to get to the destination! GOD’S PART: READ: Philippians 1:6 Being confident of this, that he who began a good work in you will carry it on to completion until the day of Christ Jesus. OUR PART: READ: Hebrews 10:36 You need to persevere so that when you have done the will of God, you will receive what he has promised. You are on a Hero’s Journey! You have a Calling! You will have Plights, and Tests and Trials! Will you persevere? If so, you will Triumph! You will experience the reward of a Return and you will leave a Legacy that will last an eternity too! ACTIVITY: The Pyramid Puzzle PREPARATION: Print out the Pyramid Puzzle from your lesson downloads. There is also an image you can put on screen at the end to show the solution. Tape is optional. PRESENTATION: The Egyptians were known for their pyramids. Each week, your kids will be challenged with a Pyramid Word Scramble that reveals a character quality of Joseph that we can learn from and work to add to our own lives. For large groups, you can print it extra-large and have two teams compete to complete the puzzle. If you have a small group, you can let all the kids participate by getting into groups of 3-4 kids and providing the puzzles in a zip lock bag, or you may give one to each child if you’d like. It’s up to you on how many puzzles you want to prep. Consider printing on card stock so that they are firmer for working with. Optionally, you can print the blank pyramid with the sand and sky for them to do the puzzle on. It’s already fairly easy and that would make it even easier, but you can have them tape the pieces to the pyramid before they are done to add some time to the challenge, and if there’s a tie you can judge by who did it the neatest. This week’s puzzle reveals the word: LEGACY Bible Verse to look up and read together: Proverbs 22:1 NOTE: There is no slide with the verse. The intent is for the kids to look up the verse in their own Bibles and read it. Have the children get their Bibles out and race to find these verses. Encourage all the kids to look up the verses. After a student reads it, put it up on the screen and read it together. Briefly discuss the passage and explain it as it relates to the lesson. 2 Corinthians 1:20 For as many as are the promises of God, in Him they are yes; therefore also through Him is our Amen to the glory of God through us. Romans 4:21 And being fully assured that what God had promised, He was able also to perform. Hebrews 13:8 Jesus Christ is the same yesterday and today and forever. This is the THEME VERSE Challenge the kids to memorize this verse during this series. You may want to have a fun prize or treat for the kids who memorize it! Hebrews 12:1-2 Therefore, since we are surrounded by such a great cloud of witnesses, let us throw off everything that hinders and the sin that so easily entangles. And let us run with perseverance the race marked out for us, fixing our eyes on Jesus, the pioneer and perfecter of faith. For the joy set before him he endured the cross, scorning its shame, and sat down at the right hand of the throne of God. Pyramid Verse Tool This is a longer passage so learning by repetition during your service will be more challenging than most. Therefore, a Pyramid Verse Tool is provided in your downloads that the kids can take home to keep on their desk, kitchen table, or anywhere that will remind them to be working on the verse throughout the series. Each week, conclude the lesson with a prayer and practical challenge for the kids. Encourage them to be like Joseph in a way that relates to this week’s lesson. LIVE IT: This week, spend some time thinking about the kind of person you want to grow up to be, and what you might need to change now to form habits that will help form you into the person God wants you to be. (If you used the Show it segment) Ask God to give you a glimpse of the LEGACY He wants your life to be and to help you Live Like Joseph. PREPARATION: Included in your download. The TAKE IT for this series is formatted two per page. Print on regular paper or cardstock. Cut the printed sheets in half diagonally to create triangles/pyramids. INCLUDED FOR PARENTS: - READ IT - Bible verse of the week - LEARN IT - the it for the week - HIDE IT - theme verse in full to review - DISCUSS IT - discussion questions for parents - FIND IT - verses they can look up - LIVE IT - application from the lesson LOOKING AHEAD Congratulations on Finishing Year 2 Unit 4 Joseph, A Hero’s Journey from it Bible Curriculum! Be sure to check Kidology.org/it to download the next exciting series! it Bible Curriculum Year 2 consists of four units that are 8 weeks long, one unit that is 4 weeks long, plus an 8-Week Easter and 4-week Christmas series. We also have several Super Sunday stand-alone lessons to help bridge the gap between series when there are fifth Sundays or other times you may need a bonus lesson. BONUS IDEAS! it is always growing and adding NEW IDEAS! Be sure you are a member of the Kidology.org Facebook Group so you don’t miss out on BONUS IDEAS or COACHING VIDEOS that Pastor Karl or Doug often post to help make your Sunday Experience the best it can be! If they get new ideas, they will share them! AND if YOU come up with a great idea for this lesson, you can share it too! VISIT OR JOIN AT: Facebook.com/groups/kidologyorg	554d41e2-ecd5-4824-8da5-ebb75d424512	CC-MAIN-2023-14	https://www.mytreehousekids.com/uploads/3/9/0/6/39067403/_it_yr2_unit4_joseph_lesson8.pdf	2023-03-28T02:38:10+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948756.99/warc/CC-MAIN-20230328011555-20230328041555-00090.warc.gz	1,027,766,086	4,933	eng_Latn	eng_Latn	0.997112	eng_Latn	0.998444	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 966, 3759, 5576, 7139, 9522, 12163, 14174, 16063, 17460, 18948, 19923, 20864 ]	[ 2.765625, 2.90625 ]	1	0	HuggingFaceFW/finepdfs-edu
Fire/EMS careers program enrolls diverse DPS student group Release date: Wednesday, March 24, 2021 Contact: Capt. Brad French – Dayton Fire PIO – 937-333-3142 A diverse group of high school students is enrolled in the collaborative program designed to prepare high school students for firefighting and EMS careers. The Fire/EMS CTE program at Dayton Public Schools' Belmont High School was launched in 2019 with goals of preparing students for meaningful, rewarding careers and diversifying the ranks of the Dayton Fire Department. During the 2020/21 school year, 22 students were enrolled in the program. Of those currently enrolled in the Firefighter I Certification Class (grade 11), 50% are female and 25% are minorities. In the Foundations of Firefighting & EMS Class (grade 10), 50% are female and 50% are minorities. Students completing the Fire/EMS CTE program are qualified to apply for any open, entrylevel positions with the Dayton Fire Department and surrounding agencies. Classes are taught by DFD instructors and include prep classes and certification courses for Firefighter I and EMT exams. The program is an extension of the City of Dayton Homegrown Heroes initiative, which seeks to increase the number of women and minorities in the City's safety forces. "We are encouraged by the results of this innovative effort to prepare young people for skilled careers while strengthening Dayton's safety forces," said City Manager Shelley Dickstein. "Dayton residents will be well-served by this diverse and dedicated group from Dayton Public Schools." "We are proud to offer a program that allows students to graduate ready for a promising career in Fire/EMS," said Dayton Public Schools Superintendent Elizabeth Lolli. "This training will prepare students to serve their community and positively impact the Dayton area. The partnership between DPS and the City of Dayton will not only benefit students, but all Dayton residents because the City will have stronger safety forces as a result." ### FOLLOW US Visit the City of Dayton newsroom	<urn:uuid:a9d2593e-a6d8-45d5-a0cb-41fec91842be>	CC-MAIN-2022-27	https://daytonohio.gov/ArchiveCenter/ViewFile/Item/1742	2022-06-30T12:42:34+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103821173.44/warc/CC-MAIN-20220630122857-20220630152857-00275.warc.gz	232,931,163	412	eng_Latn	eng_Latn	0.99901	eng_Latn	0.998951	[ "eng_Latn", "unknown" ]	false	docling	[ 2027, 2062 ]	[ 1.328125 ]	1	1	HuggingFaceFW/finepdfs-edu
Now we find that the United States are about to re-write the history of the United States so as to make it fit its present course against Great Britain. Such is life. Pity the poor student who has learned the present history and has to re-learn such events as the American War of Independence and the war of 1812-14 for his examination. No doubt the examiner will be sure to make allowance for any discrepancy. The new history should be most interesting by way of comparison. Mrs. Ralph Smith, M. L. A., headed a delegation to Victoria to reform in the laws for women, which she had in mind. It does not look as though she had many brilliant ideas along this line. It looks as though the big proposed drive of the Germans in the west this year would be marred by trouble at home. The German people are beginning to ask for peace and are tired of the hunger hunt. Nothing speaks louder than an empty stomach. That's the way man was born. The recent by-elections in the province bespeak the discontent in the different districts with the present government methods. It looks as though the Brewster government was not making good. The P. G. E. may win out yet with the local government. The big abuse of advice seems to be taking a turn with a smiling face looking at Foley, Welch & Company. The bluff of the Minister of Railways appears to have lost some of its force and vim. We must treat them ad what form of laws we must adopt to deal with them. All their strikes may more, are probably while we as women citizens must help to solve. It is a fact that the Canadianizing to which the country has been turned over or left largely to the liquor interests; consequently they have become vicious and perhaps vicious ideals. Strangely enough, in a strange land, they have far too much power and influence extended to them, was from the alcohol. This being the case, what could we expect from the same element, but just what we are getting. To a great extent the foreigner's ideas are maintained, for their leaders of his own nationality, subsidized by the liquor interests. Not only are we now aware in the reading public that press, 300 foreign newspapers with total circulation of one million are disgraced at the instigation of the liquor interests, to publish a series of anti-patriotic articles, but we had appeared in a personal liberty permit list. Thirty of these nationalities were represented by these newspapers. Campaigns of this character are continually being carried on. The government has taken forward these efforts and to educate the people from other lands, where the drinking of alcoholic liquors has been from time immemorial a matter of custom. Truly the task before us is a stupendous one, to which the only solution is that we must unite heart and hand in this great one long hard struggle, pull, agitate, educate and help to legislate for the best interests of our people, our province and our dominion. Dear women, do we fully realize the importance of the vote thrown upon us as we become endowed with the lawful right to cast our ballot in our Dominion Elections? One loved one has fallen through the snare of war over there voluntarily. How glad we are that a nation, a home of hope and safety and the thought of terrible attacks, depends largely on us on the ballot box, can we not send our sons and daughters across the ocean to fight for their care and comfort, on the reinforcements we send to fill the ranks when they need to be filled and worn and thinned? We must try and educate ourselves to know how to vote in these things, not only for Canada, but for our people, but for the brave soldiers as well. It seems to me, ladies, that when peace is declared, our returned soldiers should be given first consideration. They will have served their Empires and we must see to it that justice is done them, that they are given sufficient for the maintenance of themselves and their families, before the returning soldiers are thrown open to all sorts' kinds and conditions. Another thing, ladies, we should start now and arrange for the erection of proper monuments to commemorate the sacrifice and memory of our brave boys who have paid the 'supreme sacrifice' and rest in peace in those countries across the sea. Immigration is bound to come among us, but in a much less degree, and if this is true we must assimilate them. They must be Canadians and must be seen to see that becoming a Canadian citizen they must renounce all allegiance to their native land and declare and feel supreme allegiance to their adopted country. We must not allow transportation companies to pick up any and all specimens of humanity, who can secure passage of passage and dump them upon our shores. Some limit must be drawn, some ideal set up, a reasonable, established, education, morality and religion figure, prominently in our plans for attracting and assimilating these foreigners. We must have assimilation with enforcement laws which are just and fair for all, laws under which the picture show people got an awful job for a short time. This week no word came to the effect that the school-house to be closed for three days the week. But it turns out now to be an alarm according to latest word from Ottawa. The men must have a little amuse-ment if they desire, to keep out morbidness. If it is not legally possible any government would bring in anything so drastic. Where is that sensation that the Laird o' Mt. Mary Ann promised us a few days ago? It was expected it would be par-excellent on the school board. (Continued from Page One) ABbotsford District Board of Trade President, Hope Alanson Secretary, N. Hill of Abbotsford, B. C. Meeting Held First Monday of Each Month Write the secretary regarding manufacturing sites with unexcelled shipping facilities and cheap power or information regarding the farm and fruit lands of the district, and industries already established. Staple Food of Millions Among the people who subsist almost entirely upon the banana, there are many ways of using the fruit. It may be eaten raw, in the way we do; it may be dried in ovens or in the sun and then ground down into flour. After the addition of spices and sugar, worked up into porridge, it is often put aside and kept for months together. The fruit is also very good if crushed, spice done the centre and mixed with a little salt and sugar. The peel, too, of the banana stock, being of a spongy, stringy character, is pressed into man's service. It is pounded and rolled, and thus makes a very nutritious food. The young shoots cooked make a palatable vegetable, while the fruit itself in its earlier green stage is a really excellent addition to any dinner. A pleasant drink something after the style of beer is also obtained from the banana by squeezing and fermenting the juice. In the tropics, we have seen, it is the staple food of the natives, but it might not, if properly treated, take the place of wheat with us. It is scarcely ever realized that as a form of nutriment it can claim first place among vegetable products. It is said to be rankish, for it is twice five times as nutritive as the ordinary wheat bread eaten in this country and forty-four times as nutritive as the potato, thus far outweighing the wheat or the potato in food value. Hence, without discounting its position as a fundamental food or breadstuff is simply justified.—O. Clarke Nuttall, Longman's Magazine London. Poultry Association Elects Their Officers At a largely attended meeting of the Abbotsford District Poultry Association held last week the officers of the Association were elected for the year as follows: President—W. T. Abbott. Vice-Pres.—Rev. C. McDiarmaid. Treasurer—G. C. Paton. Directors—E. G. Boyce, C. J. Ward, D. Gibbard, C. T. Myrons and J. A. McLeod. The association hold their regular meetings on the first Tuesday in each month in the Agricultural Hall. Every person interested in poultry raising should attend these meetings. Some subject of interest is up for discussion every night. Next meeting, February 5th will be Question Night. If you have any problems in the poultry business please go to questions and talk the matter over with experienced poultry men. Stores Robbed at Port Hammond Auto bandits raided two stores in Port Hammond and successfully captured several relatively small amounts of cash and commercial goods. The general store of J. M. Dale, and the stores premises of Mrs. J. J. Williams, at Port Hammond, Dale's loss is several hundred dollars and Mrs. Williams' over $100 in bills and silver. The loot consisted of cutlery, a number of watches, drygoods and notions. ABBOTSFORD AND DISTRICT HONOR ROLL Abbotsford and District has done magnificently in sending her sons to fight for the freedom and rights of the British Empire and her Allies. The following are the names: W. A. Ferguson, killed. H. E. Lloyd, killed. J. McDonald, killed. H. R. Gray, killed. E. O. Collinson, killed. A. Ames, killed. J. F. Smith, Killed. Chas. Wooler, (Killed) A. Witchell, (Killed) M. Mallalieu (Killed) R. Hughes (Killed) H. Green, (Killed) O. K. Smith, (Killed) John Gillen, (Killed) Sergt. C. T. McPhee (K't'd) Geo. Knox, died, pneumonia. A. J. Munro, (Prisoner) L. L. Stewert, (Gassed) Wm. Morton, (Invalided) S. McPhee, (Wounded) D. Campbell, (Wounded) Albert Davenport, (Wound'd) F. Brown, Invalided. Sid Montgomery, (Killed) J. L. Smith, (Returned) Joe Mathers, (Killed) Arthur Croke, (Prisoner) E. A. Chapman, (Killed) T. M. Hutton, Killed, M. M. Stanley Atwater, (Killed) A. C. Duncan, (Shot, Shot) M. W. Copeland, (Gassed) M.C. A. F. Flumefelt, (Killed) Robert Gillen, (Wounded) G. N. Gillett, (returned) C. Gough, (Wounded) A. Horsley, (Returned) C. Hulton-Harrop, M. C. Fred Knox, (Wounded); P. D. McLagan, (Killed) J. C. Parton, (Killed) A. A. Smith, (Wounded) Maj. B. Pottinger, (Killed) B. W. Suthern, (Fris. of War) Walker Wallace, (Wounded) J. Welch, (Died of Wounds) Percy Wilson, (Returned) Manlius Zeigler, (Returned) Wm. Hunt, (killed) Joe Willet, (wounded) A. G. Adams. E. Anderton. J. Arden. Harold. F. Beale. Steve Beebe C. Bayes. Hilliard Boyd. Ed Barrett. J. Bassfield. W. Bowman. Wm. Bonnar A. A. F. Callan J. H. Campbell W. Campbell. Tom Campbell. E. Chamberlain. Alex Chisholm. Fred Colbourne T. Davis. T. Donnelly. J. Dowate. Paul Dutase Andrew Fawood. Wm. Evans Norman Evans Geo. Fadden A. A. Fermour. J. Ferrnor S. Fluck J. Fraser. Clarence Gazley. D. Geddes. E. B. de la Giroday H. Gordon. H. Grinley. J. Hall. G. E. Hayes. A. Hicks. O. Hicks. Robt. Higginson Matt Higginson. Willie Hill-Tout Charles Hill-Tout Willie Hill-Tout V. Hulton-Harrop. K. Huggard. Ed Hunt H. Johnston. J. Kirkbride. S. Knott. Henry Knox. W. McAllister. Geo. E. Leary Roy Mains Louis Di Lalli (wounded) David Mathers T. Mawson. Frank McCallum J. McCrack Kenneth McGilvray. Stewart McGillivray. H. McKinnon Wm. McIntyre Matt Nelson. Peter Pearson. T. Perkin R. Peters. T. Porter S. Ramsay John Rhodes M. Ricketts, N. Rucker Geo. Sharp. Robt. Sim. H. Skipworth. John Sinclair. R. Snare S. Stanton. H. D. Stratton A. Teng. W. W. Thaw T. Usher. Walker Wallace Gordon Walters Harold Walters Thos. Walters Andrew Weils A. Williams. J. O. Williams. Percy Wilson. Warren Welch What are we, who are left behind, going to contribute towards the Canadian Patriotic Fund, as our share, to equal the sacrifice of those who have died or enlisted for Overseas Service. Give a monthly subscription. WORK FOR FOOD CONTROLLER Head of Dominion Products Company Assails Farmers for Trying to Hold Up Drying Plants. The following interview taken from the Vancouver World seems to illustrate the fact that something should be done to save the potato crop of the Fraser Valley, by some means. The editor says: "Let us cry out forth for the farmer and others to 'produce more potatoes.' The farmer headed the cry and raised more potatoes than ever before, apparently a drug on the market." At $15.00 per ton there is many a farmer who is quite willing to prove that he is not getting value for his labor, although he is increasing materially his profits at $16.00 per ton would not compare to the reported profits of evaporating plants. The following is an interview with Mr. William McFarlane, the only one that hasn't got cold feet," declared Mr. William McFarlane, head of the Dominion Products Ltd., the company operating the largest evaporating plant in this city, one at Ladner, and three others in various parts of the province. Notwithstanding was asked regarding the situation in this industry and summed it up somewhat as follows: Most of the plants are closed down, and none of them have any orders. The plants here at Ladner and Tadzor are still manufacturing and intend to keep on doing so, feeling confident that the orders will be forthcoming in due course because their product is needed now. Just now, however, there are no orders in hand. Mr. McFarlane is unable to say. It is true he says, that there are plenty of potatoes in storage. In fact, he says they are in huge quantities. But he assures us that there are no evaporators to speak of in this Old Country, the raw product can not be sold. The farmers expect much of it will rot or be fed to the hogs, and the necessity for the dried variety will be as great as ever. The local plant is running at full capacity but is not taking any new supplies, at least of potatoes, probably because in Mr. McFarlane's opinion, the price is too high. Creekside Commissioner. He criticized Market Commissioner R.C. Abbott for his criticism of evaporators and assailed the farmers for trying to hold them up. "Farmers cannot make a profit out of potatoes for $8.00 at one time," he said. "They can make a profit out of them now at $15. But they want more." Mr. McFarlane indicated that no contracts will be made until growers are willing to accept $15 a ton. "This is a matter of the greatest moment to potato growers. In the opinion of the Commissioner, it is a scheme (it all depends upon the evaporators whether they will be able to dispose of their potatoes or will have a big surplus on hand. All reports indicate that there is no possibility of an export market this year such as was available a year ago. The food controller recently issued a statement that there are no indications of a potato shortage in Canada and a hundred millions in the United States; and that indications are for lower prices. He advised growers to sell. How far as Fraser Valley farmers are concerned, it seems at the moment as if it were easier to say sell than to do it. It is ten general reasons that stocks of potatoes in the valley are considerably greater than the local market will absorb, and the evaporators should cease buying. "The farmers are the only ones who are worrying," said Mr. McFarlane. "Let 'em worry, no need." If the farmers don't worry until they buy there is little doubt that Mr. McFarlane could be made to worry some too, but farmers will not organize.—Editor. The many friends of Mr. H. McKinnon will be pleased to hear he has been promoted to the rank of Sergeant and is enjoying the best of health. Mrs. McKinnon and family have just returned from Vancouver after spending three weeks' holiday with her two brothers. HAPPILY WEDDED CANNON—ALLEN Mr. J. A. Cannon, Cannon and Son, and Miss Blanche Allen, both of New Westminster, were married at St. Andrew's church, New Westminster this week. They will reside at Abbotsford. Mr. Prentis has resigned his position as teacher at the Mission school and will go to Clayburn. MARTLETS COMMISSIONER GIVES GOOD ADVICE There is great dissatisfaction on the part of prairie customers because of the failure of B.C. to advertise a price to fill orders for potatoes. They have had to wait for which they quote at a price subject to cash in advance. In many cases, money has been received but no fruit has been sent. The money has not been returned. No adequate apologies have been made for the return of the money or for the fruit to be sent, both requests have been ignored. There is nothing so harmful and disheartening of fruit as the breach of confidence. No doubt, the receiver of the order, which is unfulfilled, intends some day to return the money but, if he were to receive such treatment as the prairie customers have, or as unthinkingly handing out to his customers, he would be the first to accuse them of receiving money under false pretenses. Amateur potato post fruit dealers are accused of the carelessness of the situation. They complained of, for action to recover the money were taken, they would be placed in a very pitiful position. Your Markets Commissioner would advise all recipients of money for fruit undelivered to return it at once, making strict explanation as they can for the delay. Remember that, before placing advertisements next season you are required to act in a more businesslike way towards your potato customers. If you have not time to attend to your business, it is good policy to join an organization that can do it for you. You will be ahead personally and so with the B.C. fruit growers' reputation. J. S. GRANT, Prairie Fruit Markets Commissioner, Dept. of Agriculture Jan. 24th, 1918 Victoria B.C. HAIR SEALS ARE ACTIVE Hair seals are particularly active in the Gulf of Alaska at present than the spring season of last year, giving an appearance for the season. Of recent years there have been few spring caught, and their scarcity makes the prospects of this year more auspicious than ever. Frank Picknell, a veteran fisherman, says the seals' hair year are so bold that they put the seal on the boat and leave you. All the fishermen agree that it is all useless to use a net nowadays, because the moment a salmon strikes the net the seals come for it and become a race between the fishermen and the seal, with the chances on the latter. The fishing on the Fraser has long been blighted by the seal. CHURCH DEBT REDUCED The annual meeting of the Church of the Brethren, Presbyterian church, was held on Wednesday night at 7 o'clock with the Rev. Mr. Miller in the chair. Excellent reports of the work of the past year were brought in by the Sunday school, the Ladies Aid, the Women's Missionary Society, the Mission Band, and the choir. The resolution of Mr. W. Dreyer, rector-treasurer, of the board of managers showed that all financial obligations have been met, and budget allotment for mission work had been reduced to $3,000. Mr. Miller was re-elected secretary-treasurer. Mr. Brooks superintendent of the church, was elected to the board in the post of musical director. Five new members were elected to the board of management. Alexandria Hotel Farmers' and Travelers trade solicited. Newly Furnished Thoroughly Modern M. MURPHY, PROPRIETOR HUNTINGDON, B C. COAL for DELIVERY Abbotsford Feed Store Cash With Order J. H. JONES Funeral Director AGENT FOR HEADSTONES. Phone Connection: Mission City Telephone Number: 122 WHY THE TELEPHONE IS INSTANTANEOUS Sound travels at the rate of 1,070 feet per second; the voice when telephoning travels at the rate of 15,000 miles per second. Think of it! The reason sound travels faster by telephone is because it is accelerated by electricity, not very much, but enough for the purpose. So you see the telephone is the quickest—the surest to send, the quickest to reach the ear you seek, and the easiest to bring the answer back. From anywhere, too. BRITISH COLUMBIA TELEPHONE Co. Limited While wishing you a prosperous Year, might we also suggest that LEE'S BREAD AND GROCERIES are always fresh and of high quality. ALBERT LEE, Grocer and Baker HOW IT IS IN EUROPE In Mr. Hoover's latest communication to members of the United States Food Administration he says: "There is no question of food reaching the Allies. There is no moral danger in its consumption. There is a moral privation among their workers and soldiers. There is starvation in Belgium." He explains that "every particle of diminished consumption on the people's table is one particle more for the soldiers, sailors, airmen, and children of our Allies, and for the starving people in other countries. Voluntary rationing is self-sacrifice. The world is the call to the people of the United States and Canada in one of the greatest crises of the war." GREAT BRITAIN AND GERMANY IN CONTRAST "Great Britain's objects in Africa are interventionist and aggressive. Looking to the future from the broad viewpoint and looking further upon the map, we have broken up the road to India and Australia, the British Empire takes only internal communications from one end of Africa to the other. "As far as there is no real change of heart in Germany, no irretrievable break with militarism, the days of self-government must be considered permanent. No fresh extension of German maritime power is possible, and no sea should be taken as granted and the conquered German colonies may be regarded as guarantees for its future control of the world."—Lieut.-General J. C. Smuts. Getting The Line In Shape. Three trains a day are now being run between New Westminster and Huntingdon over the B. C. E. R. with steam power to Chilliwack. It is expected that the light and power line will be repaired to Chilliwack this week. Mr. Arthur Plumfield has taken a position with the Empire company and holds a job on the south train.	f8b94335-f7e6-431e-b432-5231fe27fbbd	CC-MAIN-2022-05	https://open.library.ubc.ca/media/download/pdf/xabpost/1.0168598/0	2022-01-22T10:48:46+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320303845.33/warc/CC-MAIN-20220122103819-20220122133819-00008.warc.gz	496,559,078	5,056	eng_Latn	eng_Latn	0.846209	eng_Latn	0.998746	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 8646, 11463, 21386 ]	[ 1.53125, 1.09375 ]	1	0	HuggingFaceFW/finepdfs-edu
Research Paper Volume - 6, Issue- 11, November 2018 \| e-ISSN : 2347 - 9671\| p- ISSN : 2349 - 0187 EPRA International Journal ofEconomic and Business Review - Peer Reviewed Journal RESETTING POSTMODERN TRENDS OF EDUCATION: TOWARDS A TRANSCULTURAL GLOBAL EDUCATION Maria Imelda Pastrana Nabor, Ph.D. Associate Professor 3, Department of Language, Culture, Humanities and Information Technology, School of Arts and Sciences, Aklan State University, Banga, Aklan, Philippines ABSTRACT KEYWORDS: social syndrome, biotechnology, Dostoevsky, educational technologies The causes of the social syndrome shaking the very foundations of the human ecosystem are as follows: first, strong interrelationships between the various phenomena surrounding pollution, the environment, resources, and energy; second, the process of rapid economic growth, large-scale plants with extensive production equipment and advanced technologies were set up in the heavy and chemical industries; third, the pursuit of profit margins neglecting the development of technologies to render harmless the environmental pollutants; fourth, seriously distorts the cyclical structure of the ecosystem. Remarkable progress is being made in the field of biotechnology demonstrated in the areas of genetic engineering and cell fusion. Progress in robotics accompanied advances in computer science. In many universities, technology enabled active learning environment advanced as a teaching format that merges lectures, simulations and handson desktop experiments to create a rich collaborative learning experience. This 21 st century blended learning model enabled the emergence of a true synchronous/ asynchronous and virtual/physical matrix of learning opportunities. Blended learning matrix combining face-to-face physical and online learning, virtual and physical online learning, time dependent and time independent. The vortex is on the 3 rd space which supports social forms of student interaction. Students can now learn off campus on line. Learning technologies exemplifies that acoustics, furniture, lighting (both natural and artificial), mobility, flexibility, air temperature and security must support the educational technologies being designed by those spaces. In spite of this hopeful prospects, however, not all is well with the ongoing postmodernization throughout the globe. Technology as tool of economic development not only enables the liberal values found in every society to thrive and advance but also erodes the personal, spiritual and moral milieu of postmodernity project by subjecting individuals to consumerism thus producing mindless citizens. Fueled by technological innovations, unnecessary needs are conjured by mass media, and society is seduced into all devouring consumerism accompanied by a bland acceptance of the status quo. INTRODUCTION 1. Deconstructive Criticism – is not synonymous with destruction. The deconstruction of a text does not proceed by random doubt or arbitrary subversion but by the careful teasing out of warring forces of signification within the text itself. If anything is destroyed in a deconstructive reading, it is not the text, but the claim to unequivocal domination of one mode of signifying over another. It is a mode of interpretation work by a careful and Today, our postmodern millieu can be described as follows: circumspect entering of each textual labyrinth. The deconstructive critics seeks to find, by this process of retracing, the element in the system studied which is alogical, the thread in the text in question which will unravel it all or the loose stone which will pull down the whole building. The deconstruction annihilates the ground on which the building stands by showing that the text has already annihilated the ground, knowingly or unknowingly. Deconstruction is not a dismantling of the structure of a text but a demonstration that it has already dismantled itself. 2. Dialogic Criticism - originated from Russian critic Mikhail Bakhtin (1920-1930). Bakhtin was interested in the novel. Two types of novels: the monologic novels "Leo Tolstoy" and dialogic or "polyphonic" novels of Fyodor Dostoevsky. In monologic novels, the author takes command and "undertakes to subordinate the voices of all the characters to the authoritative discourses and controlling purposes of the author. In dialogic novels, characters "are liberated to speak" a plurality of independent and unmerged voices and consciousness, a genuine polyphony of fully valid voices. Baktin favored Dostoevsky. The monologic character of certain novels does not make them worthless for critical study. For Bakhtin, a novel can never be totally monologic, since the narrator's reports of the utterances of another character are inescapably "double-voiced" (author's own ascent and inflection), and also dialogic (author's discourse) continually reinforces, alters, or contests with the speech that it reports. Don Biatostosky, dialogic criticism's spokesman, said: As a self conscious practice, dialogic criticism turns its inescapable involvement with some other voices into a program of articulating itself with all the other voices of the discipline, the culture, or the world of cultures to which it makes itself responsible. Neither a live and let live relativism nor a settle-atonce-and-for-all authoritarianism but a strenuous and open-ended dialogism would keep them talking to themselves and to one another discovering their affinities without resting in them and clarifying their differences without resolving them. 3. Hermeneutics – the term is from the Greek hermeneia, which is derived from the notion represented in Greek mythology by Hermes, messenger of the gods. Its general meaning is interpretation. 4. Marxist Criticism – this is grounded on the economic and cultural theory of Karl Marx and Friedrich Engels. a. "In the last analysis," the evolving history of humanity, of its social relations, of its institutions, and of its ways of thinking is largely determined by the changing mode of its "material production", that is, of its overall economic organization. b. Historical changes in the fundamental mode of production effect changes in social class structure, establishing in each era dominant and subordinate classes that engage in a struggle for economic, political, and social advantage. c. Human consciousness is constituted by an ideology, that is, the beliefs, values, and ways of thinking and feeling through which human beings perceive, and recourse to which they explain, what they take to be reality. An ideology is the product of the position and interests of a particular class. In any historical era, the dominant ideology embodies, and serves to legitimize and perpetuate, the interests of the dominant economic and social class. 5. New Historicism – an early 1980s reaction against the formalism of new criticism and deconstructionist criticism. Underlying new historicism is a cultural materialism inherited from Marxism. It is also a postmodern trend. It denies the privileged position of literature and authors, that literature is just one type of text among many others. It has also shown much interest in cultural studies in whose context literature comes as one of the readable texts. The interest in folk and popular culture is a mark of new historicism, and it gives about the same space and attention to popular cultural artifacts as to what used to be called "high art." There is, therefore, significant attention given to the "literary, artistic, and intellectual productions of women, the working class, ethnic groups, and colonial, post-colonial, and third world cultures. The critical strategy of new historicism is to conduct studies with thoroughly rigorous and exhaustive reconstruction of the social, political, and economic conditions of an era under study, and to identify the correspondences in a great variety of texts and to come up with a vivid view of the network of interacting and interplaying forces and factor which help configure the ideological geography or topography of an era. The authors are decentered; their historical world is fore grounded. 7. Post – Structuralism – phases with structuralism the rejection of the paradigm of the human subject as self contained cogito or consciousness found in phenomenology and existentialism. It also negates the static internal relations of the structuralist paradigm opting instead for multiple possibilities within the signifiersignified combinations. 6. Phenomenology and Criticism – there is no pure consciousness, but that being conscious is always a "being-conscious-of. Humans are not more reactors to stimulus. Reaction necessarily involves an acting entity, but whose action is codetermined by the presence of something to it. He called that process of becoming aware as noesis , and the object known (whether real or fictional) as noema. Consciousness is constituted by the mutuality of presence to each other by the knower and the noema. The relationship that exists between the act of consciousness and its object. Husserl, called intentionality , that is, the act of knowing. The consciousness is toward the object, and the object toward the knower. They become present to each other immediately, that is, without anything between them. For example, if you witness a fire right before you, your knowledge is unmediated. But if you read about the fire from a report, you know about it from an intermediary – the written report let us say, or a rumor. That is mediated. Phenomenology is interested in the kind of consciousness of an unmediated reality. To make this possible, Husserl proposed that one's approach to the noema must be free from the interfering preconceptions or biases. The object of knowledge must be allowed to reveal itself to consciousness in its originality. In this way, knowledge becomes authentically scientific. a. The Primacy of Theory – theory is a comprehensive account of the conditions that determine all meaning and interpretation. It is not a theory of what is or is not literary; rather it is a theory that seeks to explain the genesis of any text. A text is any set of representational or signifying social or cultural product, which embodies or concretizes itself in text. Theory understood this way makes theory responsible for making an account of how works or texts come into being, and what such texts signify regarding the social and political world in which the text emerged. c. Reading, Texts and Writing – the author is absent from a text. The text is merely a structure of signifiers, which are capable of being read. The reader is also denied of a personal identity. Literature is not merely a kind of text belonging to the general sub-classification of writing or "written text." It is not given a special distinction from other writings such as philosophical, historical, legal, scientific or journalistic writings. All these can be read and what emerges from such a reading would reveal the relations of power, and other ideologies. And what ideologies will tell you are why things are the ways are in present-day society: manipulative, hegemonic, exploitative, commodificatory, oppressive. Thus, the adversariality of poststructuralist criticism. b. The Decentering of the Subject - in post structuralism, human personality is rejected. It is absurd to attribute weighty significance to authors, nor even to the characters written into their literary works. He is merely a mere "space" assembling the material he did not create. Its intelligibility and ideology are derived from the cultural community to which the writer belongs. The author becomes decentered, that is, removed from center as controlling factor and creative genius. d. Discourse – is the real intent of a statement regardless of what form the sentence may have. 8. Reader-Response Criticism – cautions critics regarding any assumption of objectivity and fixed interpretations of text. Two Types of Reader: 1] The Implied Reader is established by the text itself. 2] The Actual Reader – for any reason reads the books for reasons entirely unforeseen or intended by the writer. And being unintended and unforeseen (to an extent), he had no control over such a reader's reactions. a. Icon – functions as a sign by means of inherent similarities, or shared features with what it signifies. Example: portrait of a person it depicts. 9. Semiotics – a science of signs developed by Ferdinand de Saussure. He studied the auditive relational nature of signs and their communicative properties. The linguistic sign as a structural relationship by an acoustic signifiers and to concept of signified. "Semiology" are alternative names for a general science of signs as these function in all areas of human experience. Pierce classified signs according to their relations to things they signified: b. Index – is a sign which bears a natural relation of cause and effect to what it signifies, thus smoke is a sign signifying fire, and a pointing weather vane indicates the direction of the wind. 10. Structuralism – is grounded on a theory of language. It is a process philosophy wherein the meaning of things is grounded on their relationship to other factors in a process. What they did to literature? c. Symbol – "sign proper" – the relation between the signifying item and what it signifies is not a natural one but entirely a matter of social convention. Example: the gesture of shaking hands. a. Literary work became a mere text. It is the product of the interplay of components elements behaving in accordance with specific conventions and codes. Literature has no-truth value outside itself. b. The author is a mere "construct" that is a product of the linguistic system. (There are authors because there is a language). His mind is an imputed space within which the impersonal, always already existing system of literary language, conventions, codes, and rules of combinations gets precipitated into a particular text. c. Structuralism replaces the author by the reader as the central agency in criticism. It is antihumanism. The meaning of reader is not that of a personal subjective identity called "reading" and what is read is not a text imbued with meanings, but "ecriture, writing." The foundations of knowledge have been transformed from a modern to a postmodern condition. This transformation changed the "game rules of science, literature and the arts." The feature of knowledge was its search for universal and fixed answers to the queries of human existence. Those queries were answered through scientific rationality and political ideology. Modern science held that nature had a language that would enable us to totally control our fate. Nationalism convinces us that the interests of every individual were best served by patriotism. The growing disrespect for these universal ideas caused chaos. The mass society collapsed. The needs and desires were diversified. Multiple media innovations, such as satellite communications, have contributed to the development of a new order wherein national politics and economies are dwarfed by new global structures. All the economic boundaries of nation states were eclipsed by global ones. So, the grand universal schemes of national political leaders and movements are redundant and powerless in the face of a global economy wish is beyond their control. Lyotard establishes a different mode of grasping knowledge. In his book the Differand, Lyotard affirms the idea that every particular cultural identity can be construed as a language game. Within any particular language game there are rules and methods and common vocabularies which participants use to differentiate their own language game from others. In this world of multiple overlapping language games, no one particular language game has total control. The differences between some language games can be so great that their rules render communication between them futile. Post modernity is incredulity toward metanarratives, the repudiation of metaphysical philosophy, philosophies of history, and any form of totalizing thought such as Hegelianism, liberalism, Marxism or positivism. He seemed to concur with theorist of post-industrial society on the primacy of knowledge, information and computerization. Thus, the postmodern society is the computerization of society. The metanarratives of modernity tend toward exclusion and a desire for universal metaprescriptions. Modern act of universalizing and homogenizing metaprescriptives violates what he regarded the heterogeneity of language games. The act of consensus also violates the heterogeneity and imposes homogeneous criteria and a false universality. Lyotard upholds dissensus over consensus, diversity and dissent over conformity and consensus, and heterogeneity and the incommensurable over homogeneity and universality. Our postmodern milieu can also be described as hyperreality. Hyperreality alludes to the virtual or unreal nature of contemporary culture in an age of mass communication and mass consumption. It is a vast cultural void where the real and the unreal are merged so completely that distinctions between them disappear. America is so engulfed in the imagery of mass media that the lines between reality and fiction are blurred. People's lives are played out as if a film or soap opera. Our contemporary society has entered into a phase of implosion. The old structures of class have vanished. This is known as the void of the masses. The masses no longer make themselves evident as a class. They lost all meaning. They have been analyzed through statistics, polls and marketing and no longer respond to enlightened political representation. They have absorbed neutralized ideology, religion and the transcendental aspirations. The law that is imposed is the law of confusion of categories. Everything is sexual. Everything is political. Everything is aesthetic. Each category is generalized that eventually loses all specificity and is reabsorbed by all other categories. In this age of simulation wherein computerization, information processing media, cybernetic control systems and the organization of society in accord to simulation codes and paradigms replacing production as the organizing principle of society. Modernity is the time of production restrained by industrialist. Post modernity is the time of simulation. There is a passage from a metallurgic into a semiurgic society. Radical semiurgy is the proliferation of signs to dominate social life. With the advent of Hyperreality, simulations stems to configure reality itself. In the postmodern mediascape, boundaries between information and entertainment, images and politic implode. A similar implosion between politics and entertainment is evident. Implosion is a key component framework of postmodern social paradigm. Implosion is a process of social entropy leading to a collapse of boundaries such as the implosion of meaning in the media and the implosion of media and the social in the masses. THE SOCIAL SYNDROME The emergence of social syndrome for a few decades now poised to shake the very foundation of human ecosystem for it constitute a group of phenomena known as "the social syndrome" relating to pollution, the contamination of the environment, and the wastage and depletion of resources and energy. The causes of the social syndrome are as follows: first, strong interrelationships between the various phenomena surrounding pollution, the environment, resources, and energy; second, the process of rapid economic growth, large-scale plants with extensive production equipment and advanced technologies were set up in the heavy and chemical industries; third, the pursuit of profit margins neglecting the development of technologies to render harmless the environmental pollutants; fourth, seriously distorts the cyclical structure of the ecosystem. In the process of rapid economic growth, large-scale plants with the extensive production equipment and advanced technologies were set up in the heavy and chemical industries. The genesis of these syndrome is in the method through which heavy and chemical industries accumulate capital, through mass production, mass consumption, and mass disposal. Obviously, it is energy from fuel that usually drives the production processes, and it is the large-scale complexes that make intensive use of this energy. The petrochemical industry, embodied in these largescale petrochemical complexes, repeats the cycle of burning massive volumes of oil as fuel and passing on the cost of this in the form of higher prices of the final products, thereby creating the risk of environmental pollution and the depletion of fuel resources. Not only the degeneration of the fertility of the land through the widespread dispersal of agrochemicals, but also atmospheric pollution, water contamination, land subsidence, and the creation of large-volumes of waste matter have disrupted the self-sustaining stationary state of the metabolism upon which all types of organism share a common reliance. They have created a situation so serious that it has become difficult to place a low-energy ecosystem as the basis of the human social system. Serious consideration should be given to the dangerous side of the remarkable progress in science and technology. Its use should be restricted. Particular concern, for example is organ transplant, in the field of medicine. Science and technology have a complementary relationship. Science searches for objective rules governing things, and gaining from this an intellectual grasp of the truth. Technology is the application of science. Technology has advanced through the application of science, and scientific research has been greatly facilitated by progress in technology. Today, utilitarian's industrial economy, technology appears to become less an indispensable pillar of scientific progress. It has transformed its character in a utilitarian method of pursuing industrial advantage. Technology has become divorced from science and began to follow an independent course, becoming the mechanism with the strongest utilitarian character in today's industrial economy/technology associated with major corporations. Meanwhile, multinational giant corporations prioritized the pursuit of profit margins. They demonstrated their interest in developing new products taking full advantage of the market mechanism, go in pursuit of lower costs and raising productivity, and simultaneously, neglected the development of technologies to render harmless the environmental pollutants given off during their production processes. Remarkable progress is being made in the field of biotechnology demonstrated in the areas of genetic engineering and cell fusion. Progress in robotics accompanied advances in computer science. In many universities, technology enabled active learning environment advanced as a teaching format that merges lectures, simulations and hands-on desktop experiments to create a rich collaborative learning experience. This 21 st century blended learning model enabled the emergence of a true synchronous/asynchronous and virtual/ physical matrix of learning opportunities. Blended learning matrix combining face-to-face physical and online learning, virtual and physical on-line learning, time dependent and time independent. The vortex is on the 3 rd space which supports social forms of student interaction. Students can now learn off campus on line. Learning technologies exemplifies that acoustics, furniture, lighting (both natural and artificial), mobility, flexibility, air temperature and security must support the educational technologies being designed by those spaces. In spite of this hopeful prospects, however, not all is well with the ongoing post-modernization throughout the globe. Technology as tool of economic development not only enables the liberal values found in every society to thrive and advance but also erodes the personal, spiritual and moral milieu of postmodernity project by subjecting individuals to consumerism thus, producing mindless citizens. Fueled by technological innovations, unnecessary needs are conjured by mass media, and society is seduced into all devouring consumerism accompanied by a bland acceptance of the status quo. The Bible narrates that technological application of scientific knowledge of nature made the construction of Noah's ark and Solomon's temple possible while it gave the builders of the tower of Babel a false belief in no limits to human ability that destroyed their ability to live together in harmony. There is no doubt that the technological use of scientific knowledge of nature is absolutely necessary to the welfare of all humanity. But we must be concerned about such unfortunate consequence as ecological change of our motherearth that the misuses of scientific discoveries and technological innovations have brought about. However, technical wonders make the consumers in the emerging markets oblivious to this critical predicament in which they are in at present. While the traditional market usually moves in a balanced cycle of production and consumption under the condition of limited resources, increasing consumerism demands more production by tipping the balance. Now, it seems obvious that the ethic of the conventionally static market of Asia is nearing to the recognition of the consumer-based mechanism of the economy: the creation of new wants is the engine of the market and that the ethic of self-restraint and frugality has become no longer a useful theory/paradigm with which the movement of the present day market economy can be explicated. The workers are forced to work harder and more in order to possess the goods that satisfy their insatiable needs. In today's volatile economy, Asia is still considered a big source of growth, and investors are pouring money into the emerging markets of this region that are with full speed to outperform their counterparts elsewhere. The rapid economic growth appears sufficient for the emerging markets to promise their citizen consumers the continuing availability of inexhaustible abundance. Whereas natural necessities such as hunger and thirst are easily satisfied, needs for luxury food, clothes and housing, which Epicurus deemed unnatural and unnecessary become uncontrollably efficacious and endless. This latter phenomenon is taking place in the new developing societies. As vain needs are forged by ever renewing technological innovations, frugality and temperance, such virtues of the old days of scarcity, come to be undermined as market hostile sentiments. Consumers prefer high-end boutique items by Louis-Vuitton, Gucci, Chanel, Barburry and Prada, to name a few. These luxury goods are becoming raving obsessions of consumers and this growing consumption represents grand opportunities for foreign companies to rake profits. On the other hand, it is to be noted that foreign tourists can hardly miss the sight of glass-windowed tower office buildings and high-rise residential quarters in megacities of Asia and throughout the world that shamelessly devour exorbitant amounts of fossil fuels per daily dose. This landscape may display the national pride in the economic success being finally able to catch up on the advanced industrial countries whereas the resources exhausted for such extravagant construction projects should have been turned over to assuring the consolidation of infrastructure that can cope with devastating storm surges and massive flooding caused by increasingly unmanageable global warming. One more, no less indispensable, ecological crisis to be mentioned here is the imminent oceanic catastrophe being caused by overfishing, climate change and pollution destabilizing marine environments across the world. In Southeast Asia, the population's ever increasing appetite for gourmet seafood is reinforcing fishing for juvenile fish that can be used for fee for coastal prawn farms, and lamentably, this is heading toward an end game. Affluent life-style does not come cheap. Higher productivity costs sacrifice on the discretion making process for the sake of enhancing development. Many governments of the new market economy whose civil society is still in its sprouting stage tend to be less willing to allow full-blown democracy and rather take control of societal discretion-making process which usually results in immediate devastation of the surroundings of our lifeworld for higher productivity. One greatest hindrance to the self-awakening of individual citizens as being self-determining subjectivity is undoubtedly consumerism driven by the pervasiveness of high technology which can hardly evade turning totalitarian. Consumerism paralyzes the intelligence of ordinary people by luring them with material convenience to a vacuous consciousness that now pervade in emerging market societies. As Marcuse described that consumerism encourages sensitivity to others and to one's environment, creating a numbed ignorance of life itself. So many parts of God's creation are externalized and exploited, and humans prefer domination to stewardships in their relation to non-human, and many of our fellow people. The precarious state of postmodernity should call us, educators gathered here, to join a common task in bringing forward critically reflective competence of individual citizens through manifold education so that there could be instituted the legitimate democratic discretion-making process, in those new industrial countries so that both intellectual and professional groups and civil society, all can participate. The role of educators meeting the challenges of the ethical use of technology must accentuate how discretions concerning the usage of technology are societal contentions, and should be democratic ones as well. Education is first and foremost indispensable. It is needless to say that education concerning human rights and social responsibility of scientists, technicians, and planners are essential. Education goes beyond these citizens to a governmental consideration of seeing that all members of society have access to pertinent information so that they can participate in discretion-making processes relating to technological contentions. Every member of society should have an opportunity to be educated on human development. Practitioners in all fields of technology should have a clear understanding that humans are not instruments of technology and that technology exists for the betterment of society, to foster citizen's welfare and enable them to unfold to their fullest capacities. Technology should be a tool to enhance the quality of life for all citizens. The ways in which we can face science and technology are numerous and all of them are predicated on the notion that they are human achievements and that society and individuals decide the usage of technology. For productive endeavor, we observe nature and discover laws with which we make tools to transform the earth to meet our needs. We contrive science and technology in the capacity of the stewardship of the planet entrusted to us. New laws and principles about nature which the worldwide scientific community provides are being applied into improving technology. Out of the discoveries of bioscience can arise a whole new industry in agriculture and medicine that could benefit all humanity. Technological innovations certainly are products of imaginative competence of self-actualization which humans came to possess through cultivation of generation after generation. But much of their ill effects are becoming irrevocable. The earth is home. Even more escalating high consumption only protracts the destruction of this earth without allowing time for its recovery. Research depicted that the state of our environment is alarmingly impaired, and most scientists as well as the general public accept this. Global warming has become the most pressing contention we are facing. The ongoing build up of greenhouse gases produced by the burning of fossil fuels is already pushing toward the limit point. The organization for economic collaboration and development warned that urban pollution will become the top environmental cause of mortality worldwide by 2050, and it estimated that up to 3.6 million people could die prematurely from air pollution each year in China and India. Contrary to the generally accepted scientific theory that our planet's climate has to a great extent shaped the history of the human species, our observation of the global environmental change rather demonstrates that human impact on the climate appears no less powerful. Many of natural calamities that we are experiencing are climactic and they are mostly anthropogenic. As years pass by, anthropogenic damages to climate, land, oceans, and biosphere are worsening to an irrevocable extent. Meanwhile the widening gap between what major industrial countries have pledged to do for emissions reduction and the increasing amassment of greenhouse gases in the atmosphere is a great concern of the international community. This concern seems to be easily overridden by the interests of big businesses. It cannot be negated that political and economic interests have been long in compulsion with the vital contention of the environment protection. In Asia, some regimes let their citizens get rich and live exuberantly as long as they do not challenge their legitimacy and they keep themselves from politics and concern mainly with personal welfare than political reforms while they are all out to support higher productivity constantly stimulating people's appetites for new goods so that the dynamics of the market may never lose its steam. So, it is not so surprising that these governments never fail to sound off warning about global warming and environmental endangerment, and all this fanfare usually ends up being just a lip service to clean energy technology. The post modernization milieu in Asia and throughout the globe through economic growth is pregnant with perplexing problems that are destined to push the region and the whole world to undesirable direction. However, the dominating worldview that thrives on a belief in the constant progress and growth in markets and the institutions we have generated and the technologies we have contrived all depend on which paths we make available to us. The question is: How can we intervene in worldviews that are blind to reason? How can the knowledge of the fragility of the earth's resources become imparted to decision makers and citizens? It will not be easy to overcome the prevalent market value views in pushing forward reform activities. First of all, we educators must be joined with natural and social scientists in coalition-construction for interactive problem solving ways. The solidarity among academic intellectuals is devoutly wished. We need to revitalize the voices of those intellectuals so that discretion makers and citizens can hear. Above of all, we need to find ways to invigorate the role of civil society. A new social order able to cope with this has not yet been prepared, but clear signs of a major shift are already obvious. It could be interpreted as a warning for us to use science and technology to speed up the advent of an epochmaking new era in human society. To overcome this syndrome, it is now extremely urgent for human society to develop and establish a new system of science and technology. It must be in the form that is no longer associated with heavy consumption of oil and energy. It must also be nonmilitary in character. To ensure that technology does not once again deviate from science and degenerate into industrial technology devoted only to utility. The system must have a framework that ensures that priority is given to the public good. To ensure that the dangers inherent in advance science and technology are not permitted to get out of hand/bounds, it will also be vital to ensure that there is a pervasive system of controls and ethical awareness based on a high level of knowledge, and that if possible, a multilateral regime for cooperation is formed on a global scale. The development and establishment of this kind of advanced new knowledge-intensive system of science and technology will inevitably demand a great deal of time and expense. Based on consideration of the global prevalence of the social syndrome, steps have been taken in the right direction. There have been attempts at international collaboration, both on an intergovernmental and nongovernmental basis. Through these there have been a process of trial and error aimed at collating for knowledge on subjects such as pollution, the environment, resources, and energy, at exchanging and spreading this knowledge internationally, and at using it as a basis for formulating and implementing international policy. For our human society, the efforts and experiences in the promotion of international cooperation and interchange on environmental problems have been invaluable. TOWARDS BUILDING UP ENVIRONMENTAL KNOWLEDGE AND ETHICS In spite of the remarkable accomplishments and scholarly efforts attained by physicists, chemists and biologists, etc. there are still many uncertainties surrounding environmental problems. Accordingly, the government authorities of all states as well as international governmental organizations should take revitalized initiatives to increase scientific knowledge about global environmental contentions. It is essential that we gain more knowledge concerning climate change, ozone layer depletion and other environmental problems. It is important to support existing international research programs. In gathering scientific knowledge, appropriate steps should be taken immediately to avert the risks for present and future generations. After all, planning for a sustainable future beyond the 21 st century will demand a new commitment to environmental ethics by the 5 billion humans on earth. Action can be taken by integrating a society of socio-economic policies, enabling people in developing countries to meet their basic needs, and modifying socio-economic industrial activities, including the life style in developed countries. Broadly based participation by the public and the contribution of concerned special interest groups are needed and intensive information and awareness activities should be fostered. In this regard, the role of the educational and religious world as well as the press would be vital. The curriculum of all university faculties might be regarded as incomplete if it does not include courses on environmental matters. Elementary and secondary education should also introduce some units on environmental problems into social studies. As for changes in the atmosphere, the emission of radioactivity and chemically active gases from industrial sources and from current land use practices is a major cause of concern. It is maintained that the accumulation of these gases in the atmosphere is depleting the ozone layer and may be altering the global climate, with possible health risks from increased ultraviolet radiation; heat stress from rising temperatures, damage to plants, animals and ecosystems, loss of lad and settlements due to rising seas, flood or drought risk from changing precipitation patterns, and other major disruptions of the social and economic well-being of many of the earth's inhabitants. Indeed, of al the environmental challenges humankind has conformed in the course of history, none has been as far-reaching as the challenge of the greenhouse effect. No one nation can mitigate the extent or consequences. It will require a global solution. It is urgent to support research, monitoring, assessment and impact study programs, and to engage in the identification of national roles in the global response to limit or delay climate change and adapt to its impact. In this regard, the initiatives taken in various international conferences should be paid attention. It is to be deplored that natural forests within the tropics are being destroyed and seriously degraded every year at an unprecedented rate, the principal causes being pressure of population, economic imperatives and the hunger for land. Only a small proportion of this forest is removed for well planned and executed developments; the majority is the victim of unwise conversion in agriculture, badly executed timber exploitation, over-grazing and over collection of wood for fuel, many of these factors being closely linked to each other. Since forests are not only a highly important reservoir of biological diversity, but also contain a substantial bank of stored carbon, there is a reciprocal relation between deforestation and global warming. On the one hand, deforestation contributes to the build-up of CO2 in the atmosphere; on the other hand, global warming will have an effect on forest productivity and the choice of species for afforestation. To prevent further degradation of forests, a series of measures should be taken within the framework of national and international policies. A long-term strategy for the conservation and utilization of tropical forests should be fully integrated into the overall development plan of each country, taking account of the renewability of forests, and conservation of ecosystems and biological diversity. In view of the fact that the financial burden on developing countries is a powerful incentive to harvest their forests, financial resources from developed countries should be directed toward relieving this burden. For example, the developed countries can encourage enterprises that may be consistent with the sustainable utilization and conservation of tropical forests. The business firms of developed countries having engaged in bulk purchases of timber products in their tropical countries, should be seriously concerned about the possibility that their transactions might involve reckless deforestation and should be well aware of their responsibility in uniting their efforts with the sustainable utilization and conservation of tropical forests. As for international cooperation, there are already many international organizations and programs related to tropical forestry. These organizations and programs should be more strongly supported by the world community to expand their activities for conservation and sustainable utilization of forests. Today, in spite of this hopeful prospects, however, not all is well with the ongoing post-modernization throughout the globe. Technology as tool of economic development not only enables the liberal values found in every society to thrive and advance but also erodes the personal, spiritual and moral milieu of postmodernity project by subjecting individuals to consumerism thus producing mindless citizens. Fueled by technological innovations, unnecessary needs are conjured by mass media, and society is seduced into all devouring consumerism accompanied by a bland acceptance of the status quo. Baudrillard posited a return to symbolic societies as his revolutionary alternative. His symbolic exchange is not synonymous to the logic of production, utility, the exchange of looks, prodigality, festival and instrumental rationality governing capitalist and socialist societies. Baudrillard anchors his symbolic exchange with the cultural revolutionary projects of the time in his contradictory deal in the revolt of marginal groups such as the blacks, women and gays who subverted the code of racial or sexual difference and are more radical and subversive than socialists operating within the code of political economy. Baudrillard was calling for a cultural and total revolution. Cultural revolution engenders new practices, institutions, signs, codes, values etc. For Baudrillard, all practices and signs are restrained by and absorbed into the almighty cod. He is commending a total repudiation, to all negativity and utopia of radical otherness [Baudrillard, The Mirror of Production, 130ff.]. REFERENCES 1. Colin Campbell, Colin. "romanticism and the Consumer Ethic: Intimations of Weber-style Thesis", Sociological Analysis, vol. 44, No. 4, Washington, DC, 1983, 279ff. 3. Levitt, Tom. Overfished and under-protected: Oceans on the brink of catastrophic Collapse, CNN News, March 22, 2013. 2. International Social Science Council. "Plan of Action for Research on the Human Dimensions of Global, Environmental Change", 19 January 1990 (Institute for Social Research, Ann Arbor), 65. 4. Marcuse, Herbert. One-Dimensional Man, London, Routledge and Kegan Paul, 1964. 6. Sen, Amartya "Democracy as a universal value" journal of Democracy, 10 no. 3, Washington, DC, 1999, 3-17. 5. Nery, Maria Imelda, Modern and Contemporary Philosophy. National Book Store, 2008. 7. M. F. Strong, UNCED Secretary General, statement at opening of the UN Conference on Environment and Development, Rio de Janeiro, Brazil, 3 June 1992.	<urn:uuid:bacdf3ed-5508-411a-8060-dd337404a569>	CC-MAIN-2019-13	https://eprawisdom.com/jpanel/upload/articles/906pm4.Maria%20Imelda%20Pastrana%20Nabor,%20Ph.D..pdf	2019-03-22T12:38:07Z	crawl-data/CC-MAIN-2019-13/segments/1552912202658.65/warc/CC-MAIN-20190322115048-20190322141048-00106.warc.gz	489,261,796	8,595	eng_Latn	eng_Latn	0.970707	eng_Latn	0.998131	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3950, 9945, 16051, 23297, 30626, 37804, 44792, 45223 ]	[ 0.9296875, 2.046875 ]	2	0	HuggingFaceFW/finepdfs-edu
New acquisition - Henry Otter's 'Description of the North Coast of Scotland' 1844 The NLS has recently been delighted to acquire from an attic sale at Dunrobin Castle a detailed coastal survey volume of the north coast of Scotland by Captain Henry Otter RN, presented to the Duke of Sutherland in 1844.$^1$ This handsomely bound manuscript of 67 pages includes several full-page watercolours and a pull-out set of coastal views. It is accompanied by a shorter survey of the east coast of Sutherland completed by Otter in 1849 and four letters of advice on fishing and harbours. Otter was in close contact with the Duke at this time, and arranged for copies of Admiralty charts to be made for him, which survive in the Library’s Sutherland Estates collection.$^2$ This new acquisition links well with these, and also adds interesting background context to the extensive printed Admiralty charts of Scottish coasts published under Otter’s direction that we already have online. Otter provides descriptions of the coastline, drawing on his own contemporary sailing instructions to identify harbours, anchorages and hazards, as well as geology, flora and fauna, to which he adds a mix of topography, local customs and history. Commerce and communications are discussed (with nine specimens of kelp on cards, slotted in) along with prospects for economic development. Overleaf David Walker discusses the wider significance of Otter’s volume and explains how Otter came to head Admiralty surveying of the north coast at this time. --- $^1$ Acc.14226/1-2 $^2$ David L Walker, Admiralty Charts in the Sutherland Papers, ‘Cairt’ 34, January 2019. Slater's Loup and Monument - and his successor, Henry Otter David Walker looks into the untimely end of Commander Michael Slater, who headed the Admiralty’s surveying work as far as the north of Scotland until 1842, and how Henry Otter was appointed to take over. Henry Otter’s ‘Description of the North Coast of Scotland’ (1844), recently acquired by NLS, reflects the supportive relationship between the Admiralty hydrographic service and the Sutherland Estate during the survey of the coasts of Scotland. This came to the Dornoch Firth in 1837 and proceeded round the northern capes to reach Loch Inver in 1849. Unusually, Captain Francis Beaufort, the Admiralty Hydrographer, gave permission for the Duke of Sutherland’s surveyor in 1842 to copy Commander Michael Slater’s manuscript chart of Dornoch Firth and in 1848 to copy four of Otter’s manuscripts charts extending from Rhu Stoir almost to Cape Wrath.$^1$ In return, the Duke presented Beaufort with a lithographed copy of the very impressive map of Sutherland completed by Burnett and Scott in 1833.$^2$ Working northwards from Northumberland in 1829 to Caithness in 1841, Slater’s approach to hydrography secured Beaufort’s warmly expressed confidence.$^3$ Over most of these years Slater fostered the basis for the remarkable career of his Lieutenant, Henry Otter. Reminded by Beaufort of the need for coastal views, Slater produced the out-standing examples preserved on the NLS website (Fig.1).$^4$ But his reports to Beaufort became increasingly troubled and, in January 1842, Slater wrote that, having attempted ‘to starve out the gout’, he had been ‘very near to death’s door’ and still deplorably weak from nervous fever. Otter’s picture of the monument to his mentor marks Slater’s fall from the cliffs near Holborn Head, west of Thurso, on 2 February 1842 (Fig.2). Admiralty charts and Ordnance maps both show the monument to ‘Captain’ Slater but only the Ordnance maps name a nearby cliff as ‘Slater’s Loup’ [or Leap]. In Admiralty documents, then and since, this was reported as an accidental fall from a nervous horse during a solo outing ‘to examine the cliffs westward of Holborn Head’. In the newly acquired Description, Otter relates that ‘... near a frightful overhanging cliff 250 feet high is a small monument indicating the position from whence the late Captain Slater is supposed to have fallen. The horse’s foot marks, and a riding whip found the next morning at the brink of the precipice, led to the conclusion that such had been his untimely end, for no traces of him were ever discovered. To this indefatigable officer we are indebted for the survey of the greater part of the East Coast of Scotland.’ But the Ordnance Survey Name Book states from local witnesses that the place had been called Slater’s Loup since ‘the Officer in charge [of the Admiralty Survey] committed suicide by jumping from the summit of this cliff into the sea.’$^5$ Sadly, the evidence tends to support the Ordnance conclusion. After Slater’s death, it became apparent that his financial affairs were distressed, not least from the earlier purchase of a cutter$^6$ to remedy his difficulty in hiring boats, and he left incomplete surveys on a dozen drawing boards. --- $^1$ David L Walker, Admiralty Charts in the Sutherland Papers, Cairt 34, January 2019. $^2$ David L Walker, The Nineteenth Century Mapping of Sutherland, ‘Scottish Local History’, 101, Autumn 2018. $^3$ Where not stated otherwise, this narrative is based on letter books archived at the UK Hydrographic Office. $^4$ Admiralty charts 1408 and 1409 show coastal panoramas in the margin and chart 1439 of Fraserburgh Harbour is a gem. $^5$ National Records of Scotland, Ordnance Survey Name Books, Caithness OS Name Books 1871-1873, OS1/7/11/36. $^6$ Images of Slater’s life on Peter Gordon’s ‘holeousia’ website https://holeousia.com/2020/02/13/captain-slater/ include the sale of his effects and this mentions a Montrose cutter. Slater’s replacement by Otter illustrates the unusual nature of the hydrographic service within the Admiralty hierarchy. A year or so earlier, Otter had been posted to Portsmouth, and Slater’s new Lieutenants, Kortright and Williams, were fully engaged in the survey. After Slater’s death, Kortright immediately wrote to Beaufort to declare his readiness to take charge, but Beaufort responded that the Lords of the Admiralty had appointed Otter. In a separate letter he asked for an update on the work in hand, advised Kortright of a temporary increase in his survey pay, and urged him ‘neither to let your spirits be cast down nor your zeal relaxed.’ However, Lieutenants Kortright and Williams were both senior to Lieutenant Otter. Kortright immediately, over four pages, repeated his claim and concluded that ‘no pecuniary emolument [could] compensate for the loss of character [he felt], and that most deeply [had been] sustained by a junior officer being appointed - under which circumstance it unfortunately becomes impossible for me to serve.’ Williams also wrote, finding ‘impossible to sacrifice [his] character as a Surveyor and an Officer in His Majesty's Service by serving under a Junior ‘who on active service must immediately become subservient to [his] orders.’ Beaufort responded promptly, thanking Kortright for the survey work he had submitted and assuring each of them individually that no dissatisfaction with their labours was implied, and that ‘The post of Surveyor is altogether a civil office that has nothing to do with military rank … Otter had been appointed by their Lordships and they would not rescind their decision.’ So Beaufort asked each of them to consider the matter again calmly as it would really be a national loss if they were to leave the Scotch survey.$^7$ Over the following months, the correspondence between Thurso and Westminster calmed down, Otter took up his appointment, Kortright and Williams completed the work in hand and in due course Beaufort looked after their future. Proprietors in Sutherland who were deemed to have benefited from Slater’s work were invited to provide support for his widow. It is unclear who instigated Slater’s monument and the sources of its funding also remain to be established. Perhaps Otter’s gift to the Duke recognized such a contribution? The monument was described as a white obelisk, but was it twelve feet or forty feet in height? $^7$ Quotations are from UKHO, SL 6b, 23 and 24 Feb 1842 and UKHO, LB 10, pp 337-38, 28 Feb 1842. Unfortunately it has completely collapsed, perhaps about fifty years ago, and the lack of information on its construction and its collapse still has to be remedied. The monument is clearly shown on Ordnance Survey maps (Fig.3) and Hydrographic Office charts until the early 1960s, and is even recorded in the Admiralty’s ‘North Coast of Scotland Pilot’ of 1975, but there is no evidence of it on maps or charts after this time. A preliminary search of electronic newspaper databases, including the Times Digital Archive and the British Newspaper Archive has also drawn a blank. ‘Cairt’ readers who can provide any information or who are able to research this further and report back are encouraged to do so! David L. Walker Of related interest, Brian Tiplady has also recently been researching the biographies of Admiralty surveyors in Scottish waters, and has so far published on Wikipedia: - Henry C. Otter (1807–1876) - [https://en.wikipedia.org/wiki/Henry_Charles_Otter](https://en.wikipedia.org/wiki/Henry_Charles_Otter) - Captain Frederick W.L. Thomas (c.1812–1885) - [https://en.wikipedia.org/wiki/F._W._L._Thomas](https://en.wikipedia.org/wiki/F._W._L._Thomas) - George Thomas (1781–1850) - [https://en.wikipedia.org/wiki/George_Thomas_(Master_R.N.)](https://en.wikipedia.org/wiki/George_Thomas_(Master_R.N.)) Recent articles on Scottish maps Jim Mackay, ‘David Aitken (c.1739–1809) Surveyor to the Highlands and Gardener to Newhall and Poyntzfield’. Online at: [https://kirkmichael.info/DavidAitkenSurveyorToTheHighlands.html](https://kirkmichael.info/DavidAitkenSurveyorToTheHighlands.html) P.D. Firth, ‘The Auchtenparts Lands of Elgin’. Online at: [http://cushnieent.com/articles/auchtenparts%20_of_elgin.htm](http://cushnieent.com/articles/auchtenparts%20_of_elgin.htm). This explains the background to ‘A Sketch of the Auchteen Parts of Grieshop Lands of Elgin’, 1800, reproduced in W. Crammond, ‘The Records of Elgin, 1234-1800’ (Aberdeen: The Spalding Club, 1903). A new hand-drawn Atlas of Scotland Andrew Redmond Barr has recently published a hand-drawn ‘Atlas of Scotland’ including 37 maps, 80 mountains, 7 cities, 12 historic towns, and 5 international journeys. Historic maps were a key inspiration, and he writes ‘Before starting on my own Atlas of Scotland, I was keen to explore how Scotland had been mapped in the past. The first detailed maps to be made within Scotland were created a kirk minister, Timothy Pont. Between the 1580s and 90s, Pont surveyed vast tracts of the Scottish kingdom in his distinctive inky sketches, showing detailed shapes of mountains and rives, as well as individual depictions of settlements – fermtouns, kirktouns, milltouns – dotted with recognisable local landmarks such as merchant houses, castles, churches and abbeys. Today modern technology may have replaced traditional paper atlases, but there is still something valuable about being able to see a whole vision of a country, laid out and illuminated on paper. By returning to map-making in pen and ink, and by retelling the story of Scotland’s history and culture, my new Atlas aims to demonstrate how Scotland came to be, and where Scotland now stands, in a way which is different to most modern cartography.’ Find out more about the ‘Atlas of Scotland’ at [https://andrewrbarr.com/](https://andrewrbarr.com/) John Hepburn (1810-74) was born at Overtown of Keithfield (Tarves Parish), a short distance west of Haddo House, seat of the Earls of Aberdeen. He took up the tenancy of the farm on the death of his father, James in 1847 and in the 1851 Census he is described as 'surveyor farming 150 acres'. In his surveying business he was assisted by his brother Alexander (1814-66) and nephew Alexander Booth (1830-1909) and later by William Clark (1846-1903) who succeeded to the business after his death. Hepburn lived his entire life at Keithfield and his professional career focussed largely on the Haddo estates with more than ninety farm plans listed in the NRS RHP series. He also published 'A Map of the Ellon District, County of Aberdeen' (1848) which was advertised for sale the following year. It covered parishes that stretched from Methlick to Cruden in Buchan and Udny to Foveran in Formartine, the amount of detail was not dissimilar to later Ordnance Survey one inch to the mile mapping. Like his contemporaries, such as Alexander Adam (see Cairt 39), Hepburn was involved with many aspects of estate management and improvement particularly valuations, drainage and new farm buildings, details of which can be found in the Aberdeen and Banff newspapers accessed via the British Newspaper Archive site. In 1855, in a rare departure from farm work, Hepburn surveyed the fishing village of Boddam about three miles south of Peterhead. The Boddam estate changed hands frequently during the nineteenth century with successive owners investing in harbour works and opening-up new streets. Development was begun by Robert Robertson (1761-1832), senior Bailie in Peterhead, in 1824 when an advertisement in the 'Aberdeen Journal' explained that a 'New Village is to be built ... immediately north of the present fishing town, and close to the Boat Harbour'. A plan was drawn by William Whyte of Bridgend of Auchlee near Longside that shows three parallel streets with --- 1 1851 Census (Tarves) ED8 p.12. 2 'Aberdeen Journal', 2 May 1849 p.4 col.1; AUL MS 3860/3254. 3 'Aberdeen Journal', 26 May 1824 p.2 col.5. a square as the centrepiece of the new village.\textsuperscript{4} Another notice, seven years later described modest harbour improvements and invited fish-curers, coopers and other tradesmen to settle.\textsuperscript{5} The estate was put up for sale shortly after Robertson's death and following a reduction in the asking price was purchased by the Earl of Aberdeen.\textsuperscript{6} Hepburn's plan shows the layout of the irregularly built seatown close to the cliffs and the rocky inlets where boats could be drawn up out of the water in the era before harbours were built. In contrast, are the broad streets (Russell and Gordon Street) flanked by housing in the new town indicating that Whyte's scheme had been partly carried out. Some development had begun to encroach on the fisher's yards, plots used for storage and growing potatoes. The plan shows only a small pier on the eastern side of the old town. Hepburn chose not to extend his survey northwards to include another pier built in 1842 by the Earl of Aberdeen or the rocky site of the Buchan Ness Lighthouse to the east and was content to depict the bridge leading to it. The death of the 4th Earl in 1860 was followed by preparations for the sale of the estate including a plan drawn up by James Forbes Beattie (1804-77) in 1865 which indicates little had changed in the village during the previous ten years.\textsuperscript{7} The estate was purchased by William Aiton (ca.1824-1893), a civil engineer, and his legacy was a new water supply and improvements to the north harbour (1878-80). These paved the way for the rapid growth in the number of locally-based drifters and an increase in population of 34 per cent between 1871 and 1881.\textsuperscript{8} Building took place in New Street on the village yards and along arterial roads and these and other developments can be followed in the local press and in the first and second editions of the Ordnance Survey 25 inch to the mile maps. \textbf{Douglas Lockhart} \textsuperscript{7} AUL MS 3860/20261; 'Aberdeen Journal', 28 June 1865 p.2 col.3. \textsuperscript{8} 'Buchan Observer', 24 May 1878 p.2 col.6-7; 2 July 1880 p.3 col.4; 'Aberdeen Journal', 16 February 1893 p.5 col.3. \section{Recent National Library of Scotland website additions} \textbf{New Scottish LiDAR Digital Terrain Model (DTM) layer} In August, we were very grateful to receive assistance from an external user, Richard Pearson, to add reprocessed Scottish Government LiDAR Digital Terrain Model (DTM) data to our website. Light Detection and Ranging (LiDAR) is an airborne mapping technique, which uses a scanning laser to allow highly detailed representations of relief or terrain models to be generated. Many archaeological sites such as hillforts, Roman camps, deserted villages, or cultivation terraces can be seen much more clearly than on satellite imagery or maps. LiDAR can help to bring out the effects of glaciation on local topography, or show the effects of geomorphology on soils. Modern features like quarries, embankments or railway cuttings, as well as historic features like limekilns or canals can be seen more clearly. Although coverage is partial and still expanding, this new Scottish LiDAR layer provides good coverage of southern Scotland, and 1 metre or higher resolution LiDAR is now available for most of England and Wales. New guide - Using LiDAR layers for landscape research: \url{https://maps.nls.uk/guides/lidar/} Comparing OS six-inch 1900s mapping (left) with new LiDAR DTM (right) for Eldon Hill North, near Melrose. View online at: \url{https://maps.nls.uk/go/explore/side-by-side/#zoom=16&lat=55.58766&lon=-2.70778&layers=193&right=LIDAR_DTM_1m} OS 25 inch ‘blue-and-black’ drawings, Scotland, 1890s-1940s In August, NLS added a set of 694 Ordnance Survey ‘blue-and-black’ drawings, which show revision for the 25 inch to the mile maps, between the 1890s and the 1940s. This revision process drew new edition information in black ink on a printing of the previous edition in light blue. When this was photographed, the blue would not reproduce, so details not required or no longer present on the ground appear in blue. Military and related sites were added in black, but some of these were subsequently erased from the final printed maps, so the blue-and-black drawings provide good coverage of these security deletions. We have scanned all sheets which include stamps by Ordnance Survey referring to deletions where these were required, as well as all sheets in the counties of Linlithgow and Nairn. OS 25 inch ‘blue-and-black’ drawings: https://maps.nls.uk/os/25inch-2nd-and-later/drawings/ Comparing the OS ‘blue-and-black’ drawing (left) with the standard published mapping (right) for Crombie Royal Naval Armaments Depot, near Rosyth, showing the security deletions on the standard published mapping. View online at: https://maps.nls.uk/geo/explore/side-by-side/#zoom=16&lat=-56.04005&lon=-3.53807&layers=241&right=242 • Scottish map miscellany, 20th century 158 maps of Scotland, dating between 1907 and 1969, including town plans, and various special series maps. These include some of the very attractive Ordnance Survey One-Inch to the mile Tourist Series, special Administrative District Maps of Glasgow, as well as geological and soil maps. View online at: https://maps.nls.uk/additions.html#114 • OS Six-inch Scotland first edition - railway and other variant states (1840s-1880s) An earlier set of 1,824 OS six-inch maps, useful for showing the variant states of these maps, which often show railway additions, updates to towns, county boundary sheet changes, security deletions, and administrative boundary changes. View online at: https://maps.nls.uk/additions.html#119 • OS 1:500 Town Plans of England and Wales (1850s-1890s) 10,419 sheets, covering over 400 towns with more than 4,000 people – the most detailed surveys of these towns ever undertaken by Ordnance Survey. View online at: https://maps.nls.uk/additions.html#122 Explore all our other online updates on our ‘Recent Additions’ page: https://maps.nls.uk/additions.html We are expanding our set of guides to help people with particular interests get more out of our maps website: Maps for Researching House and Building History* This guide highlights some of the most relevant maps to use as information sources for researching houses and buildings over time. The maps are arranged roughly chronologically, covering rural and urban areas, with links to the maps and further information about them on our website. Also included is information on recent buildings and map copyright, as well as further relevant resources, both online and in print. View online at: [https://maps.nls.uk/guides/houses/](https://maps.nls.uk/guides/houses/) Maps for researching Scottish woodland history This guide picks out the most useful maps for viewing and understanding trees and woodland, as well as changes in woodland cover over time. It looks at different definitions and types of woodland and how different map-makers represented woodland. The guide also includes links to downloadable datasets, details of resources that are not online, as well as references for further reading. View online at: [https://maps.nls.uk/guides/woodland/](https://maps.nls.uk/guides/woodland/) Re-using georeferenced maps Do you want to re-use our georeferenced map layers inside other software? These new guides provide easy, step-by-step instructions for how to bring our georeferenced maps into QGIS and ArcGIS, as well as into geojson.io and OpenStreetMap. View online at: [https://maps.nls.uk/guides/georeferencing/](https://maps.nls.uk/guides/georeferencing/) Maps Reading Room The National Library of Scotland’s Maps Reading Room is open by appointment Monday to Thursday each week. Book your visit at [https://auth.nls.uk/maps-reading-room](https://auth.nls.uk/maps-reading-room) and come and explore the 2 million plus maps in our collection, as well as modern digital map datasets. Or sign up for our online workshops [https://www.nls.uk/events/workshops-and-tours/](https://www.nls.uk/events/workshops-and-tours/). If you are unable to visit our Reading Room in person, we hope to trial online consultations of collection items in coming months. We will install a visualiser to allow us to share detailed images of our maps and atlases. Keep an eye on the National Library website for updates. New map transcription projects During 2022 we are looking for volunteers to help with a new set of collaborative projects to transcribe features and text from maps. We are hoping to gather all of the names from the Roy Military Survey maps of Scotland (1747-55), to trace footpaths from OS six-inch to the mile maps of Scotland (ca.1900s), as well as text from OS 25 inch to the mile mapping of Edinburgh. For further details, and to register an interest, please go to: [https://maps_transcription_nls.mailchimpsites.com/](https://maps_transcription_nls.mailchimpsites.com/)	9ea3d31e-f05e-4139-892f-2221654f5ee1	CC-MAIN-2022-21	https://www.nls.uk/media/g3uhrxcz/cairt40.pdf	2022-05-20T21:31:18+00:00	crawl-data/CC-MAIN-2022-21/segments/1652662534669.47/warc/CC-MAIN-20220520191810-20220520221810-00734.warc.gz	1,061,072,926	5,336	eng_Latn	eng_Latn	0.992419	eng_Latn	0.995443	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1651, 5656, 8185, 11533, 13645, 17338, 19748, 22657 ]	[ 0.93359375, 1.4375 ]	3	0	HuggingFaceFW/finepdfs-edu
A Step-by-Step Guide on the Use of the Child Functioning Module – Teacher Version (CFM-TV) ER I 11 1 Should I use the CFM-TV? You want to plan, monitor and report on children with disabilities in your education in emergencies program, AND You have no (quality) data on children with disabilities in education for use in your program. 2 Planning tips Engage with local stakeholders. Incorporate data ethics and protection in your data collection protocol. Translate the CFM-TV into the language that teachers use. Assess how to the use ICT. Create a data collection support team and train them with teachers. 3 Training teachers Ensure teachers are familiar with your program and its goals. Raise awareness about the rights-based model of disability (data). Introduce the CFM-TV, its questions and domains. Train teachers to become comfortable with CFM-TV questions and answers. 4 Implementation Coordinate with schools and local authorities. Have contingency plans in place. Give teachers time to ﬁll out the CFM-TV. Ensure teachers have support for technical and content-related issues during data entry. Check data quality. 5 Data analysis, use and scaling up Ensure data conﬁdentiality and anonymity. Deﬁne a cut-off for your data disaggregation. Repeat the exercise (more schools and/or every year) Humanity & Inclusion. (2023). Infographic #1. A Step-by-Step Guide on the Use of the Child Functioning Module – Teacher Version (CFM-TV) https://www.hi.org/en/disability-data-in-schools-in-emergency-and-protracted-crisis Educational resources	<urn:uuid:49c3af17-0404-4ba1-9d03-3ccac529a770>	CC-MAIN-2024-18	https://www.hi.org/sn_uploads/2023-HI-CFM-TV-Step-by-Step-Guide-Checklist-en_fv.pdf	2024-04-20T20:48:51+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296817674.12/warc/CC-MAIN-20240420184033-20240420214033-00012.warc.gz	720,116,836	372	eng_Latn	eng_Latn	0.993398	eng_Latn	0.993398	[ "eng_Latn" ]	false	docling	[ 1601 ]	[ 1.7578125 ]	1	0	HuggingFaceFW/finepdfs-edu
Alcohol and Cancer Basic description Research shows that alcohol consumption is linked to an increased chance of developing certain cancers. The more alcohol a person consumes, the higher his or her risk of developing some kinds of cancer. The way alcohol causes cancer is not completely understood. It could be that alcohol itself causes cancer by increasing hormone levels or it may be carcinogenic because of the way it is metabolized, which can make cells more vulnerable to other carcinogens, like tobacco. Strength of evidence Many research studies have established the relationship between alcohol use and cancer. Risks due to alcohol vary depending on the kind of cancer. The strongest associations between alcohol use and cancer are with mouth, esophageal, laryngeal, pharyngeal, breast, and liver cancers. People who drink heavily and smoke cigarettes or use other kinds of tobacco are at even higher risk for most of these cancers. Cancers affected Oral and pharyngeal cancers are more common in alcohol users than in non-alcohol users. Most patients with oral cancer consume alcohol frequently. Smokers who also drink are at much higher risk. Although the combination of tobacco and alcohol use significantly increases the risk of developing esophageal cancer, alcohol use alone also increases the risk of developing the disease. Alcohol is also a primary cause of liver cancer. Deaths from liver cancer are higher among heavy alcohol users than among individuals who do not drink. By altering the liver's ability to metabolize some carcinogenic substances into harmless compounds or to disable certain existing carcinogens, alcohol's effects may influence not only liver cancer but other cancers as well. Many studies have found an association between alcohol use and the risk of breast cancer. The risk increases with the amount of alcohol consumed. It is highest among heavy alcohol users, but even a few drinks a week may increase a person's risk. Several studies suggest that alcohol may cause some colorectal cancers, but the evidence is not yet conclusive. Alcohol and Cancer Opportunities for risk reduction Drinking alcohol in moderation is key to reducing the risk of alcohol-related cancers. The more someone drinks, the higher his or her risk of developing some kinds of cancer. Reducing the amount of alcohol a person drinks may reduce cancer risk. Because of the relationship between alcohol and tobacco, quitting smoking may also reduce the effect of alcohol on oral, esophageal, pharyngeal, and laryngeal cancers. Although higher levels of alcohol consumption have been associated with some forms of cancer, moderate alcohol intake (two drinks per day for men and one drink per day for women) may decrease the risk of heart disease and stroke. The cardiovascular benefits of moderate drinking may outweigh the risk of cancer in some men and women; however, adults who do not currently drink alcoholic beverages should not start drinking alcohol in hopes of reducing their risk for heart disease. Cardiovascular risk can be reduced by not smoking, eating a diet low in saturated fat (mainly found in animal sources such as meat and dairy products), maintaining a healthy weight, being physically active on a regular basis, and controlling blood pressure and cholesterol levels. Men and women should discuss and weigh their risks of heart disease, stroke, and cancer with their health care provider, while also considering other lifestyle options (such as physical activity and good nutrition) for reducing risk for these diseases. Emerging trends Emerging trends in the area of alcohol and cancer research include: Basic researchResearch is beginning to focus on the mechanisms by which alcohol causes or induces human cancer and, therefore, how to prevent it. Scientists are also conducting research to determine the impact that folic acid may have in reducing the increased risk of breast cancer from alcohol consumption. Specific cancersA number of studies are focusing on the role alcohol may play in the development of breast, colorectal, and other cancers. Additional resources To learn more about alcohol and cancer and the American Cancer Society's programs, please call our toll-free number at 1-800-227-2345 or visit our Web site at www.cancer.org. Additional information on alcohol and cancer may be found at: * National Cancer Institute Cancer Information Service * National Institute on Alcohol Abuse and Alcoholism Toll-free number: 1-800-422-6237 Web site: www.cancer.gov Bottom line Limiting the amount of alcohol a person drinks may help lower the risk of a number of cancers. If alcohol is consumed, men should have no more than two drinks per day, and women should have no more than one. In addition, the combined use of alcohol and tobacco greatly increases the risk of oral, laryngeal, pharyngeal, and esophageal cancers. 2 Web site: www.niaaa.nih.gov Alcohol and Cancer	<urn:uuid:e126fb66-091d-43fe-9f9a-baad38b2b8d9>	CC-MAIN-2021-10	https://www.healthstandnutrition.com/wp-content/uploads/2011/09/alcohol-and-cancer-pdf.pdf	2021-02-27T07:05:18+00:00	crawl-data/CC-MAIN-2021-10/segments/1614178358203.43/warc/CC-MAIN-20210227054852-20210227084852-00163.warc.gz	812,559,149	966	eng_Latn	eng_Latn	0.999051	eng_Latn	0.999126	[ "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2084, 4926, 4946 ]	[ 1.78125 ]	1	0	HuggingFaceFW/finepdfs-edu
STAAR Test Dates The following chart outlines the upcoming STAAR test dates for the 2019–2020 school year. \| Paper Test Date(s) \| Online Test Date(s) \| \|---\|---\| \| Assessment Window Dec. 10–13, 2019 \| Assessment Window Dec. 10–13, 2019 \| \| Dec. 10, 2019 \| Dec. 10, 2019 \| \| Dec. 12, 2019 \| Dec. 12, 2019 \| \| Dec. 13, 2019 \| Dec. 13, 2019 \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \| \| Canceled \| \| Canceled \| Canceled \| Canceled Canceled Grade 8 Social Studies \| Canceled \| \| \|---\|---\| \| \| Canceled \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \|---\|---\| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| \| Canceled \| Canceled \| *http://tea.texas.gov/student.assessment/calendars/	<urn:uuid:ddbb0250-f195-4dec-825b-5649d617459f>	CC-MAIN-2020-40	https://staarmaster.ecslearn.com/wp-content/uploads/2020/03/STAAR-Test-Dates_updated-3.30.2020.pdf	2020-09-28T15:04:40+00:00	crawl-data/CC-MAIN-2020-40/segments/1600401601278.97/warc/CC-MAIN-20200928135709-20200928165709-00361.warc.gz	568,957,637	311	eng_Latn	eng_Latn	0.990025	eng_Latn	0.928598	[ "eng_Latn", "unknown", "unknown" ]	false	docling	[ 501, 684, 868 ]	[ 1.390625 ]	1	0	HuggingFaceFW/finepdfs-edu
For immediate release: Author's new book receives a warm literary welcome. Readers' Favorite announces the review of the Children - Non-Fiction book "My Protest" by Linda Gaston-Bessellieu, Tawana Bessellieu, Jaliyah Bessellieu-Webb, currently available at http://www.amazon.com/gp/product/B0CDN7R5L6. Readers' Favorite is one of the largest book review and award contest sites on the Internet. They have earned the respect of renowned publishers like Random House, Simon & Schuster, and Harper Collins, and have received the "Best Websites for Authors" and "Honoring Excellence" awards from the Association of Independent Authors. They are also fully accredited by the BBB (A+ rating), which is a rarity among Book Review and Book Award Contest companies. "Reviewed By Parul Sood for Readers' Favorite My Protest: Please Don't Erase My History! is a thought-provoking children's picture book by Linda Gaston-Bessellieu, Tawana Bessellieu, and Jaliyah Bessellieu-Webb. It follows the story of a ﬁrst-grader, Jaliyah, the co-author's namesake, who is passionate about art and social studies. Jaliyah learns about important Black people during Black History Month and feels inspired to become important. However, Jaliyah learns that some people believe that knowing the truth about Black history can upset others, and information is being taken out of Black history books at her school. My Protest: Please Don't Erase My History! by Linda Gaston-Bessellieu is a timely book highlighting the importance of knowing Black history. The story is beautifully illustrated and has a powerful message. It encourages children to learn about Black history and take action to preserve it. It includes coloring pages of inﬂuential personalities such as Rosa Parks, Ruby Bridges, Martin Luther King Jr., and Barack Obama, which adds to the learning experience. The story is well-written and easy to follow, making it suitable for children of young age. It is an excellent tool for parents and teachers who want to teach children about the struggles and accomplishments of Black people in America. The book's message is empowering, encouraging children to be proud of their heritage and ﬁght for their beliefs. I highly recommend it to parents and teachers who want to highlight the importance of Black history." You can learn more about Linda Gaston-Bessellieu, Tawana Bessellieu, Jaliyah Bessellieu-Webb and "My Protest" at https://readersfavorite.com/book-review/my-protest/1 where you can read reviews and the author's biography, as well as connect with the author directly or through their website and social media pages. Readers' Favorite LLC Media Relations Louisville, KY 40202 800-RF-REVIEW firstname.lastname@example.org https://readersfavorite.com	<urn:uuid:73d5806c-0a55-485a-b973-6f432ac49b4b>	CC-MAIN-2024-33	https://img1.wsimg.com/blobby/go/22b6fea9-2924-4d02-8190-1d340b5ff9e6/press-release-1904123%20(2)new%20cover%20Please%20Dont.pdf	2024-08-08T17:44:07+00:00	crawl-data/CC-MAIN-2024-33/segments/1722640736186.44/warc/CC-MAIN-20240808155812-20240808185812-00784.warc.gz	247,792,785	607	eng_Latn	eng_Latn	0.996212	eng_Latn	0.996568	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1389, 2746 ]	[ 1.5703125 ]	1	0	HuggingFaceFW/finepdfs-edu
PiXL KnowIT! GCSE Biology AQA Topic – Infection and Response © Copyright The PiXL Club Ltd, 2017 This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution. www.pixl.org.uk Communicable diseases - Communicable (infectious) diseases - Viral diseases - Bacterial diseases - Fungal diseases - Protist diseases - Human defence systems - Vaccination - Antibiotics and painkillers - Discovery and development of drugs Monoclonal Antibodies (Biology HT only) - Producing monoclonal antibodies - Uses of monoclonal antibodies Plant Disease (Biology only) - Detection & identification of plant diseases - Plant defence responses LearnIT! KnowIT! Infection and Response Part 1 • Communicable diseases • Viral diseases • Bacterial diseases • Fungal diseases • Protist diseases Pathogens are microorganisms that cause infectious disease. Pathogens may infect plants or animals and can be spread by direct contact, by water or by air. Pathogens depend on the host to provide the suitable conditions and nutrients that they need to grow and reproduce. Pathogens can be bacteria, viruses, fungi or protists. Viral diseases - Viruses may reproduce rapidly - Viruses live and reproduce inside cells causing damage Bacterial diseases - Bacteria may reproduce rapidly - Bacteria may produce toxins that damage tissues and make us feel ill Pathogens may infect plants or animals and can be spread by direct contact (D), by water (W) or by air (A). Examples of Viral Diseases Measles • Symptoms of fever and a red skin rash • Can be fatal if complications occur • Spread by inhaling droplets containing the virus from sneezes and coughs • It is controlled by vaccinating young children HIV • Initially causes a flu-like illness and spread by sexual contact or exchange of body fluids such as blood when drug users share needles • Unless HIV is successfully controlled with antiretroviral drugs, the virus will attack the body’s immune cells • Late stage HIV or AIDS occurs when the body’s immune system can no longer deal with other infections or cancers Tobacco Mosaic virus • Common plant virus which enters through a damaged epidermis • Seen as a distinct mosaic discolouration pattern on the leaves • Affects growth as photosynthesis cannot occur as efficiently • Control by removing affected leaves and destroying pests which caused initial epidermal damage Examples of Bacterial Diseases Salmonella - Salmonella food poisoning is spread by bacteria ingested in food or on food prepared in unhygienic conditions. - Bacteria secrete toxins and cause symptoms including fever, abdominal cramps, diarrhoea and vomiting. - In the UK, poultry are vaccinated against salmonella to control the spread of the disease. Gonorrhoea - Sexually transmitted disease (STD) caused by bacteria. - Causes a thick yellow or green discharge from the penis or vagina and pain when urinating. - Can be controlled with antibiotics or barrier methods of contraception such as a condom. - Easily treated with the antibiotic penicillin until many resistant bacterial strains were found. Example of a Fungal Disease Rose Black Spot - Purple or black spots develop on leaves - Leaves often turn yellow and drop off - Photosynthesis is reduced. Growth is affected as a result - Fungal spores spread by wind or water - Treat by removing infected leaves and burning them - Spray with fungicide (a pesticide which is used to kill fungus) Example of a Protist Disease Malaria - The malaria causing protist is spread by mosquitoes feeding on infected blood and then biting a human - Mosquitoes are vectors as they pass on malaria but do not suffer themselves - Symptoms include recurrent fever and malaria can be fatal - Control the spread by preventing mosquitoes breeding and use mosquito nets to avoid being bitten \| Disease \| Symptom \| Method of transmission \| Control spread of disease by: \| Caused by: \| \|----------------------\|----------------------------------------------\|----------------------------------------------------------------------------------------\|-----------------------------------------------------------------------------------------------\|------------\| \| Malaria \| Recurrent fever \| By a vector from an infected person \| Preventing breeding of mosquitoes or use of a net to prevent being bitten \| Protist \| \| Tobacco Mosaic Virus \| Mosaic pattern on leaves \| Enters via wounds in epidermis caused by pests \| Remove infected leaves and control pests which are damaging leaves \| Virus \| \| Measles \| Fever Red skin rash \| Droplet infection from sneezes and coughs \| Child Vaccination \| Virus \| \| Gonorrhoea \| Green discharge from penis or vagina \| Direct sexual contact or body fluids \| Use of a condom and treat infected person with antibiotics \| Bacteria \| \| Rose Black Spot \| Purple black spots on leaves \| Spores carried via wind or water \| Remove infected leaves and spray with pesticide \| Fungus \| \| Salmonella \| Fever, cramp, vomiting, diarrhoea \| Food prepared in unhygienic conditions or not cooked properly \| Improve food hygiene, wash hands, vaccinate poultry, cook food thoroughly \| Bacteria \| QuestionIT! Communicable diseases Part 1a • Viral diseases • Bacterial diseases • Fungal diseases • Protist diseases 1. What is the definition of a pathogen? 2. List four types of micro-organism which can act as pathogens. 3. Copy and complete the table to describe one similarity and one difference between how bacteria and viruses act as pathogens. \| Pathogen \| Similarity \| Difference \| \|----------\|------------\|------------\| \| Bacteria \| \| \| \| Virus \| \| \| 4. What do pathogens need from the host organism? 5. Complete the sentences: HIV can be successfully controlled with _______drugs. If the immune system is badly damaged then _____ may develop. 6. Copy and complete the table for each disease. \| Disease \| Symptom \| Method of transmission \| Control spread of disease by: \| Caused by: \| \|------------------\|--------------------------------\|-------------------------------------------------------------\|-----------------------------------------------------------------------------------------------\|------------\| \| Measles \| Fever, Red skin rash \| \| Child Vaccination \| \| \| \| \| \| \| Bacteria \| \| Rose Black Spot \| Purple black spots on leaves \| \| Remove infected leaves and spray with pesticide \| \| \| Gonorrhoea \| \| Direct sexual contact or body fluid exchange \| Use of a condom and treat infected person with antibiotics \| Bacteria \| \| \| Recurrent fever \| By a vector from an infected person \| Preventing breeding of mosquitoes or use of a net to prevent being bitten \| \| \| Tobacco Mosaic Virus \| Mosaic pattern on leaves \| \| \| Virus \| 7. Look at this photograph. Suggest how pathogens could be transferred in this situation. What could people do to reduce the spread of pathogens? Communicable diseases Part 1 - Viral diseases - Bacterial diseases - Fungal diseases - Protist diseases 1. What is the definition of a pathogen? Micro-organisms which cause infectious disease in animals & plants. 2. List four types of micro-organism which can act as pathogens. Bacteria, Virus, Protist, Fungus. 3. Copy and complete the table to describe one similarity and one difference between how bacteria and viruses act as pathogens. \| Pathogen \| Similarity \| Difference \| \|----------\|-----------------------------\|-------------------------------------------------\| \| Bacteria \| Reproduce rapidly inside the body \| Produce toxins that damage tissues \| \| Virus \| Reproduce rapidly inside the body \| Live and reproduce inside cells causing cell damage \| 4. What do pathogens need from the host organism? Suitable conditions and nutrition to be able to grow and reproduce. 5. Complete the sentences: HIV can be successfully controlled with antiretroviral drugs. If the immune system is badly damaged then AIDS may develop. \| Disease \| Symptom \| Method of transmission \| Control spread by: \| Caused by: \| \|------------------\|----------------------------------------------\|-----------------------------------------------\|------------------------------------------------------------------------------------\|------------\| \| Measles \| Fever, Red skin rash \| Droplet infection from sneezes and coughs \| Child Vaccination \| Virus \| \| Salmonella \| Fever, cramp, vomiting, diarrhoea \| Food prepared in unhygienic conditions or not cooked properly \| Improve food hygiene, wash hands, vaccinate poultry, cook food thoroughly \| Bacteria \| \| Rose Black Spot \| Purple black spots on leaves \| Spores carried via wind/water \| Remove infected leaves and spray with pesticide \| Fungus \| \| Gonorrhoea \| Green discharge from penis or vagina \| Direct sexual contact or body fluids \| Use of a condom and treat infected person with antibiotics \| Bacteria \| \| Malaria \| Recurrent fever \| By a vector from an infected person \| Preventing breeding of mosquitoes or use of a net to prevent being bitten \| Protist \| \| Tobacco Mosaic Virus \| Mosaic pattern on leaves \| wounds in epidermis caused by pests \| Remove infected leaves and control pests which are damaging leaves \| Virus \| 7. Look at this photograph. Suggest how pathogens could be transferred in this situation. What could people do to reduce the spread of pathogens? Direct contact by touching a contaminated surface. Droplet infection if someone sneezes or coughs in the lift. Air - if fungal spores are present. Could reduce the spread by: Hand over mouth if coughing and then washing. Use a tissue if sneezing and then dispose of it and wash hands. Washing hands with soap after visiting the toilet. Wear a face mask. LearnIT! KnowIT! Infection and Response Part 1b • Human defence systems • Vaccination • Antibiotics and painkillers • Discovery and development of drugs The human body has several non-specific ways of defending itself from pathogens getting in. Nasal hairs, sticky mucus and cilia prevent pathogens entering through the nostrils. Respiratory system is lined with mucus to trap dust and pathogens. Cilia move the mucus upwards to be swallowed. Stomach acid (pH1) kills most ingested pathogens. Hard to penetrate waterproof barrier. Glands secrete oil which kill microbes. Sometimes pathogens gain entry to the body. The immune system takes over to destroy them. The white blood cells are part of the immune system. Pathogens are identified by white blood cells because they have different surface proteins. We call these surface proteins antigens. White blood cells act in 3 ways to defend the body: 1. White blood cells (called phagocytes) engulf the pathogens and digest them. This is called phagocytosis. [Video phagocytes] 2. White blood cells (called lymphocytes) identify the antigen on the pathogen. They make specific antibodies to destroy the pathogens. This can take time and so an infection may occur. If a person is infected again by the same pathogen, the white blood cells make the antibodies much faster. [Video lymphocytes] 3. Bacteria may produce toxin (poison). White blood cells release specific antitoxins to neutralise the effect of the toxin. Communicable diseases can be dangerous leading to epidemics or pandemics. Vaccination can be used to enhance the immune system to reduce the chances of this happening. A vaccine contains a small amount of dead or inactive form of the pathogen that can be introduced into the body. White blood cells detect pathogens in the vaccine. Antibodies are released into the blood. Pathogens are destroyed by antibodies. If the body becomes re-infected with the same pathogen then the white blood cells are prepared. The white blood cells can respond much more quickly and make more of the right type of antibodies much more quickly. White blood cells detect pathogens. Antibodies are made and released into the blood much faster and in larger amounts. Pathogens are destroyed by the antibodies much faster. This means that the person is unlikely to suffer the symptoms of the harmful disease. Infection has been prevented by enhancing the immune system. An antibiotic is a drug that helps to cure a bacterial disease by killing the infective bacteria inside the body. Different bacterial infections need a different antibiotic. Penicillin is a well known antibiotic medicine. Using antibiotics has greatly reduced deaths. Antibiotics cannot be used to treat viral pathogens. It is difficult to develop drugs to kill viruses without harming body tissues because viruses live and reproduce inside cells. Bacteria can mutate. Sometimes this makes them resistant to antibiotic drugs. The mutated bacteria are not killed. Increasing numbers of different bacteria are becoming resistant and this is of concern. Red = bacteria colonies Disc soaked in antibiotic Clear = no bacterial colonies Bacteria are resistant to antibiotic A Bacteria are killed by antibiotic B A doctor will not prescribe antibiotics for a viral infection as they do not work. Antibiotics can only be used for bacterial infections. Painkillers, steroids or anti inflammatory medicines can be used to relieve the symptoms of viral infections. Symptoms may include: fever, muscle ache, headache or a runny nose. Painkillers do not kill pathogens. QuestionIT! Infection and Response Part 1b • Human defence systems • Vaccination • Antibiotics and painkillers 1. Name and describe 3 ways the human body defends against the entry of pathogens. 2. Draw a series of pictures to show how white blood cells carry out phagocytosis. 3. What is an antigen? 4. Why will the antibody produced for measles not be effective in other diseases? 5. Why are dead or inactive pathogens used in a vaccine? 6. What happens if the live pathogen invades the body after being vaccinated? 7. What is an antibiotic and what is it used for? 8. Why is there a growing concern about bacterial resistance to antibiotics? 9. Which one of these statements is true? Painkillers are used to treat the symptoms of a disease and kill the pathogens which cause it. Painkillers are used to kill the pathogens causing a disease. Painkillers are used to treat the symptoms of a disease but do not kill the pathogens. AnswerIT! Infection and Response Part 1b • Human defence systems • Vaccination • Antibiotics and painkillers 1. Name and describe 3 ways the human body defends against the entry of pathogens. - Skin – barrier - Nose – nasal hairs, mucus and cilia - Trachea & Bronchi – mucus to catch, cilia to remove from lungs - Stomach – HCl acid kills 2. Draw a series of pictures to show how white blood cells carry out phagocytosis. Diagram of white blood cell moving towards and engulfing foreign body and then adding digestive enzymes. 3. What is an antigen? A protein on the surface of a pathogen. 4. Why will the antibody produced for measles not be effective in other diseases? Antibody has a specific shape which fits with a specific antigen. 5. Why are dead or inactive pathogens used in a vaccine? To stimulate white blood cells to make antibodies without causing the disease. 6. What happens if the live pathogen invades the body after being vaccinated? White blood cells able to respond much faster and produce more antibodies quicker to destroy the pathogens so the person doesn’t suffer the symptoms of the disease. 7. What is an antibiotic and what is it used for? Kills bacteria inside the body without harming human cells. 8. Why is there a growing concern about bacterial resistance to antibiotics? The resistant bacteria are not killed and can continue to multiply inside the body making the person very ill and infecting others too. 9. Which one of these statements is true? Painkillers are used to treat the symptoms of a disease and kill the pathogens which cause it Painkillers are used to kill the pathogens causing a disease Painkillers are used to treat the symptoms of a disease but do not kill the pathogens. LearnIT! KnowIT! Infection and Response Part 2 • Discovery of Drugs • Development of Drugs • Monoclonal Antibodies (Biology HT only) Traditionally drugs were extracted from plants and micro-organisms. Aspirin is a painkiller and anti-inflammatory drug. This was first found in willow bark. Foxglove plants have been a source of the drug digitalis which acts on the heart. Alexander Fleming is famous for discovering Penicillium mould. Fleming noticed the fungus on unwashed equipment and went on to discover its antibiotic properties. Most new drugs are developed and synthesised (made) in a laboratory by chemists in the pharmaceutical industry. The initial chemical may have been sourced from a plant. New drugs must be tested and trialled to check: - Efficacy - that the drugs work - Toxicity - that the drug is not poisonous - Dose - the most suitable amount to take Preclinical tests must be carried out before humans are allowed to take the drug. These preclinical tests are done on cells, tissue samples and live animals. If successful the new drug will proceed to a clinical trial. The stages of a clinical trial are: - Stage 1: Healthy volunteers try small doses of the drug to check it is safe and has no side effects. - Stage 2: A small number of patients try the drug at a low dose to see if it works. - Stage 3: A larger number of patients take the new drug and different doses are trialled to find the optimum dose. - Stage 4: A double blind trial will occur to see how effective the new drug is. The patients are divided into groups. A double blind trial is carried out on patients who have the disease to make sure that it is actually the drug which is having an effect on the patients and not anything else. The details of everyone taking part in the trial is entered into a computer database. The computer groups people randomly. Each person receives a unique code and they receive the medicine which is labelled with the matching code. No-one knows who is receiving the real drug or a placebo until the end of the trial. The placebo is often the drug the patient was originally taking so they still receive medical treatment. Monoclonal antibodies are identical copies of one type of antibody produced in a laboratory. How to produce monoclonal antibodies: 1. A mouse is injected with a pathogen 2. White blood cells called lymphocytes produce antibodies 3. Lymphocytes are removed from the mouse and fused with rapidly dividing mouse tumour cells 4. The new cells are called hybridomas. 5. The hybridomas divide rapidly and release lots of antibodies which are then collected. Monoclonal antibodies are specific to one binding site on the antigen. This means that we can use monoclonal antibodies to target a specific chemical or specific cells in the body. During pregnancy, a hormone called HCG is released into the blood. Monoclonal antibodies can detect the presence of this chemical at low levels and are used in pregnancy testing kits. Monoclonal antibodies are also used in treating some cancers. - The monoclonal antibodies are specific to the antigen on the cancer cells. - A chemical which stops cells dividing can be bound to the monoclonal antibodies. - The patient is given the monoclonal antibodies and they attach to receptors on the cancer cells. - The chemical stops the cancer cells growing and dividing. Monoclonal antibody research has raised some concerns about their ethical use. Mice are injected with pathogens and so they will experience the disease symptoms. Mice provide antibody producing cells and tumour cells. Mice are induced with cancer to get the tumour cells. Monoclonal antibodies have been successful in treating some cancers and diabetes. But there have been deaths when used to treat patients with multiple sclerosis (MS). Herceptin is used for breast cancer. It is not toxic and is specific to breast cancer cells so few side effects. But it is costly. QuestionIT! Infection and Response Part 2 • Discovery of Drugs • Development of Drugs • Monoclonal Antibodies (Biology HT only) 1. Choose the answer from the box to complete the sentences. Willow tree bark Foxgloves Laboratory Mould Digitalis is a drug used for heart conditions. It originates from ________________. Aspirin is a drug used as a painkiller. It originates from ________________. Penicillin is an antibiotic drug. It originates from ________________. 2. Any potential new drug has to go through a series of tests. What is meant by the following terms? a) Efficacy b) Toxicity c) Optimum dose 3. Number these statements to show how drugs are tested. Drugs are trialled on live animals Drugs are trialled on people with the disease the drug is for Drugs are trialled in laboratories on cells and tissue cultures Drugs are trialled on healthy volunteers 4. Drugs companies often use a placebo in their trials. a. What is a placebo? b. Why is it used? 5. Place the statements in the correct order to show how monoclonal antibodies are produced. - Mouse lymphocytes produce antibodies. - The antibodies are collected and purified. - Mouse lymphocytes are collected. - Mouse is injected with a pathogen. - Hybridoma cells are separated and cultured to form a clone. - Mouse lymphocyte and mouse tumour cell are fused. - The clone produces large quantities of antibody. 6. What are the applications of monoclonal antibodies? 7. Why do some people feel the use of monoclonal antibodies is unethical? AnswerIT! Infection and Response Part 2 • Discovery of Drugs • Development of Drugs • Monoclonal Antibodies (Biology HT only) 1. Choose the answer from the box to complete the sentences. Digitalis is a drug used for heart conditions. It originates from Foxgloves. Aspirin is a drug used as a painkiller. It originates from willow tree bark. Penicillin is an antibiotic drug. It originates from mould. 2. Any potential new drug has to go through a series of tests. What is meant by the following terms? a) Efficacy how effective the drug is b) Toxicity how poisonous the drug is c) Optimum dose minimum amount of the drug which provides the best response 3. Number these statements to show the process of drug testing. 2. Drugs are trialled on live animals 4. Drugs are trialled on people with the disease the drug is for 1. Drugs are trialled in laboratories on cells and tissue cultures 3. Drugs are trialled on healthy volunteers 4. Drug companies often use a placebo in their trials. a. What is a placebo? A medicine that does not contain the drug that is being trialled. b. Why is it used? A placebo is used to check that there are no other factors which may cause the patient’s condition to improve without the drug. 5. Place the statements in the correct order to show how monoclonal antibodies are produced. 2. Mouse lymphocytes produce antibodies. 7. The antibodies are collected and purified. 3. Mouse lymphocytes are collected. 1. Mouse is injected with a pathogen. 5. Hybridoma cells are separated and cultured to form a clone. 4. Mouse lymphocyte and mouse tumour cell are fused. 6. The clone produces large quantities of antibody. 6. What are the applications of monoclonal antibodies? Pregnancy testing Used to measure levels of hormones and other chemicals in blood Treat some cancers by delivering a toxic drug to the cancer cells To find various molecules in cells or tissues by binding to them with a fluorescent dye 7. Why do some people feel the use of monoclonal antibodies is unethical? Mouse has to suffer the disease deliberately Mouse is induced to have cancer Treatment not always safe It’s very expensive and money could be better used LearnIT! KnowIT! Infection and Response Part 3 • Plant Disease (biology only) Plants suffer from a range of infections caused by pathogens or insect pests. We can detect a plant is diseased by these signs: - Unusual growths - Spots or discoloured leaves - Malformed leaves or stems If a plant disease is suspected then it may be identified using: - Gardening manuals - Gardening websites - Test kits containing monoclonal antibodies - Taking infected plants to a laboratory to identify the pathogen The presence of pests Stunted growth Areas of decay (rot) Healthy plants need mineral ions. Nitrate ions are needed in protein synthesis and hence growth. Horticulturists use knowledge about the effect of ion deficiencies to supply plants with optimum conditions. Nitrate ions = healthy growth - Lack of nitrate = stunted growth Magnesium = healthy chlorophyll - Lack of magnesium = chlorosis (yellowing of leaves due to lack of chlorophyll) Plants have several ways of defending themselves from pathogens and to deter herbivores. - Physical: Thick waxy layers, tough cellulose cell walls and bark defend the plant from pathogen entry. - Mechanical: Touch can make Mimosa leaves suddenly curl which frightens animals. Thorns make plants painful to be eaten. - Chemical: Antibacterial and poisonous chemicals are found in many plants like witch hazel. QuestionIT! Infection and Response Part 3 • Plant Disease (biology HT only) 1. Name 3 ways you can detect that a plant is diseased. 2. Copy and complete the table below: \| Type of plant defence used (Mechanical, physical or chemical) \| What is the plant being defended from? \| Describe the defence being used \| \|-------------------------------------------------------------\|--------------------------------------\|-------------------------------\| \| \| Herbivores eating it \| Thorns or hairs \| \| Chemical \| \| The chemical released is antibacterial \| \| \| Herbivores and pathogen entry \| Dead bark coating which falls off \| \| Physical \| Insects such as aphids \| \| 3. Describe why nitrate ions are very important for plants. 4. What is chlorosis and how can it be prevented? 5. Why would a test kit containing monoclonal antibodies be useful to detect plant disease? AnswerIT! Infection and Response Part 3 • Plant disease (biology only) 1. Name 3 ways you can detect that a plant is diseased. leaf spots/discolouration, growths, malformed stems or leaves, presence of pests, stunted growth, areas of decay (rot) 2. \| Type of plant defence used (mechanical, physical or chemical) \| What is the plant being defended against? \| Describe the defence being used \| \|-------------------------------------------------------------\|------------------------------------------\|-------------------------------\| \| Mechanical \| Herbivores eating it \| Thorns or hairs \| \| Chemical \| Pathogens/bacteria Herbivores/animals \| The chemical released is antibacterial or poisonous \| \| Physical \| Herbivores and pathogen entry \| Dead bark coating which falls off \| \| Physical \| Insects such as aphids \| Waxy cuticle/cellulose cell walls are hard to penetrate \| 3. Describe why nitrate ions are very important for plants. Nitrate is crucial for protein synthesis and hence growth. Without sufficient nitrate ions, the plant would be stunted. 4. What is chlorosis and how can it be prevented? Chlorosis is the yellowing of the leaves. It can be prevented by providing the plant with magnesium. 5. Why would a test kit containing monoclonal antibodies be useful to detect plant disease? The monoclonal antibodies can be used to detect a particular chemical which is only present in one type of pathogen. 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The Study of Folklore in American Education Tom Venable Follow this and additional works at: http://digitalcommons.wku.edu/theses Part of the Curriculum and Instruction Commons, and the Teacher Education and Professional Development Commons Recommended Citation Venable, Tom, "The Study of Folklore in American Education" (1947). Masters Theses & Specialist Projects. Paper 1843. http://digitalcommons.wku.edu/theses/1843 This Thesis is brought to you for free and open access by 'TopSCHOLAR'. It has been accepted for inclusion in Masters Theses & Specialist Projects by an authorized administrator of 'TopSCHOLAR'. For more information, please contact firstname.lastname@example.org. THE STUDY OF FOLKLORE IN AMERICAN EDUCATION BY TOM C. VENABLE A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS WESTERN KENTUCKY STATE TEACHERS COLLEGE MAY, 1949 Approved:-- Major Professor Department of Education Minor Professor, English Graduate Committee [Signature] [Signature] \| CONTENTS \| PAGE \| \|--------------------------------\|------\| \| PREFACE \| iv \| \| CHAPTER I \| \| \| THE FIELD OF FOLKLORE \| 1 \| \| II THE ORIGINS OF THE STUDY OF FOLKLORE \| 5 \| \| III AMERICA AWAKENS TO FOLKLORE \| 15 \| \| IV RECENT FOLKLORE STUDIES IN AMERICAN EDUCATION \| 28 \| \| V FOLKLORE IN THE CURRICULUMS OF AMERICAN SCHOOLS TODAY \| 43 \| \| APPENDIX \| 50 \| \| BIBLIOGRAPHY \| 52 \| PREFACE To express appreciation to all of those who helped make this thesis possible would be impossible in such a small space. The research and writing of this thesis represent only the surface of a very deep pool or understanding I have acquired in its creation. To those who have helped me understand the study of folklore, as well as to those who actually assisted in the writing of the thesis, I wish to express my thanks. Especially I desire to thank Gordon Wilson, who first introduced me to the study of folklore and has been immeasurable aid with his suggestions and criticisms of my thesis; Lee Francis Jones and the other members of the Department of Education, who have assisted me by their interest and encouragement; Stith Thompson, who in a one-hour lecture kindled the fire that caused me to wish to do research in this field; Miss Margie Helm and the staff of the library, who have been of great aid and who have given me license to browse in otherwise restricted areas; my wife, who has assisted in typing and has corrected many of my errors that I have been too near to see; and the other friends and members of the faculty who have made the task of writing this thesis, not one of drudgery, but something that has proved a joyous and profitable experience. CHAPTER I THE FIELD OF FOLKLORE According to Webster, folklore is the "traditional customs, beliefs, tales, or sayings, preserved unreflectively among a people; hence, the science which investigates the life and spirit of a people as revealed in such lore."¹ In order that we may see the great breadth of the field, it is wise for us to go to another definition, that of B. A. Botkin. In the introduction to his Treasury of American Folklore he says: "The essence of folklore is something that cannot be contained in a definition but that grows upon one with folklore experience. Old songs, old stories, old sayings, old beliefs, customs, and practices—the mainskills and handskills that have been handed down so long that they seem to have a life of their own, a life that cannot be destroyed by print but that constantly has to get back to the spoken word to be renewed; patterned by common experience; varied by individual repetition, inventive or forgetful; and cherished because somehow characteristic or expressive: all this, for want of a better word, is folklore."² The name folklore may therefore be applied to any number of subjects that can be approached from the angle of --- ¹Webster's Collegiate Dictionary, Fifth Edition (Springfield, Mass.: G. & C. Merriam Co., 1941), p. 352. ²(New York: Crown Publishers, 1944), p. xxi. folklore investigation. Under our topic we could classify as folklore ballads, songs, dances, stories, sayings, art, superstitions, industries, and language.\textsuperscript{3} Organized education in America, as well as in Europe, has been largely responsible for the investigations that have come about in the field of folklore. As in most of the literary and artistic investigation that has existed and does exist, it has been education's task to originate the study and to develop it to the point where the public realize its possibilities and have started to use it for their own betterment and happiness. The purpose of this study is to trace the history of the study of folklore from its origins in Europe through its development here in the United States. Particular emphasis is laid on the part organized education has played in this development, the attitudes organized education has showed in relation to the study, those persons in American education who have furthered the study, and how folklore has been and is being used in the curriculum of the secondary school and college. \textsuperscript{3}Gordon Wilson, \textit{The Problems of Collecting Folklore}, unpublished essay, Western Kentucky State Teachers College, Bowling Green, Ky. The information here included seems to lend itself the following method of treatment: First, a history of the origin and early stages of the study in Europe and how that study grew and developed there. Second, America's becoming folk conscious and realizing that America, too, had a peculiar and original type of folklore. In this section are included the early American workers in the field. Third, the more recent and contemporary efforts that have been made in the field, with particular emphasis on the part education has played in the movement and the addition of folklore materials to the curriculum of the secondary school and college. Fourth, a brief summary as to the present importance of folklore and the possibilities of its future importance. A study of this type has, of course, certain limitations. These limitations are partially due to the impossibility of gathering all information relating to the field and partially due to the impossibility of including all the material gathered from every point of view. An effort has therefore been made to treat only those phases of folklore that have had the greatest influence on education and have been studied by educators in the most comprehensive manner. While folk art, folk customs, superstitions, folk dancing, and folk industries are important and present a challenge to the person doing research, they have not had the great effect on education that folk music and folk tales have had. This study, therefore, has been largely limited to the folk song and the folk tale, with mention of other phases of the study of folklore made only when it had a bearing on the topic of discussion. While this study does have certain limitations, it also has certain advantages. The problem of recording the part education has played in gathering and studying folklore materials has been approached from the historical standpoint. No small amount or effort has been spent in an attempt to keep from the mere listing of investigations. It is the purpose of this thesis, rather, to present the study of folklore as a part of the development of literature, of our American education system, and of our American society. CHAPTER II THE ORIGINS OF THE STUDY OF FOLKLORE The period of English literature called "The Age of Johnson" and generally ascribed the dates 1744-1784 was marked by a revolt on the part of many poets against the set and formal rules of the classical tradition. The time is filled with the origin of many things considered as romantic, and not the least of these romantic tendencies is the interest in antiquities.$^4$ The anti-Popeans became greatly influenced by the writings of J. J. Rousseau, who preached the doctrine of the simple life, the return to nature, and the study of the past. These poets who were so dominated by Rousseauism found much to be admired in the ballads and folk tales of medieval times. Many sought to copy the verse forms of these earlier poets, and a few stooped to counterfeiting such works.$^5$ One such poet was James Macpherson, a teacher, who in 1760 started bringing out a series of poems he asserted were songs of a third century bard called Ossian. In 1765 he --- $^4$Morrisa H. Needleman and William Bradley Otis, English Literature (New York: Barnes and Noble, 1939), II, 409. $^5$Loc. cit. brought forth a collection of poems that were previously published in smaller volumes and called it The Works of Ossian. While these poems are today all considered the works of Macpherson's own pen, they did much to stimulate the interest in the medieval folklore. His influence on later romantic poets, such as Wordsworth, is comparatively great. Another poet who sought fame through poems he claimed to be of medieval origin was Thomas Chatterton, who is one of the most tragic figures of English literature. While only a youth he published, in 1770, a series of poems he asserted were written by T. Rowley in 1469. Although many people accepted Macpherson's works as genuine, people soon regarded Chatterton's attempts as forgeries; and he, overcome by a sense of failure, committed suicide when only seventeen years of age. His is a unique place in the Romantic Movement. For, although his work at its best is only fair, he aroused much interest in the study of the antiquarian verse forms and philosophy. --- 6 Sir A. W. Ward and A. R. Waller, The Cambridge History of English Literature (New York: G. P. Putnam's Sons, 1915), X, 257-262. 7 John H. Moore, "Wordsworth's Unacknowledged Debt to Macpherson's Ossian," Publications of the Modern Language Association of America, XL (1925), 362-378. 8 Ward and Waller, op. cit. X, 265-268. The year 1765 saw the publication of what may be considered the first actual collection of English ballads done in a scholarly manner and with the idea of preservation of these earlier forms of English literature. This collection was done by Thomas Percy, a minister, who combined several older collections and added several ballads that he found himself among the people of the border country.\textsuperscript{9} Percy called his collection \textit{Reliques of Ancient Poetry}. It was first produced in one volume, but later, as his collection grew, he added two more volumes. His completed collection contained 180 pieces, all of excellent quality.\textsuperscript{10} His works also include several essays on the problems of ballad collecting and other subjects, such as the origin of the English stage.\textsuperscript{11} Percy's work served not only the purpose of originating the study of ballads in England but also served to stimulate the Romantic Movement in England. Too, the term "ballad" \textsuperscript{9}Thomas Percy, \textit{Reliques of Ancient Poetry} (London: Swan Sonnenscheir & Co., 1859), I, lxxxii. \textsuperscript{10}\textit{Ibid.}, I, lxxvi. \textsuperscript{11}\textit{Ibid.}, I, 431-458. had fallen into great misuse and symbolized the often vulgar songs of the streets and alehouses. Percy's collection brought to the people a new meaning of the term and one of which the people could be proud.\textsuperscript{12} The years that followed brought forth many ballad collections, some worthy, and some that were a waste of time and paper. A few of the outstanding collections were Evan's \textit{Old Ballads}, \textit{Historical and Narrative}, published in 1777, and J. G. Dalzell's \textit{Scottish Poems of the XVI Century}, published in 1801.\textsuperscript{13} In 1802 appeared the first two volumes of the only work which was comparable to Percy's \textit{Reliques}. It was Sir Walter Scott's \textit{Minstrelsy of the Scottish Border}, and it included certain legends of folklore. His works also include certain essays on folklore and his imitations of the ballad form. Sir Walter Scott was not only a collector of ballads, but he also used the folklore elements in most of his novels and poems. He copies the ballad style for many of his poems, and nearly all of his works are full of the feeling that is typical of English medieval times.\textsuperscript{14} \textsuperscript{12}Ibid., I, xc. \textsuperscript{13}Ibid., I, xcii-xciii. \textsuperscript{14}Needleman and Otis, \textit{op. cit.}, II, 496. While the Romantic Movement was at its height, there were many collections of English ballads made. Among them were Jamieson's Popular Ballads and Songs, David Laing's Selected Remains of the Ancient Popular Poetry of Scotland, and J. H. Dixon's Scottish Traditional Versions of Ancient Ballads. Another outstanding collection of ballads came in 1827, when William Motherwell published his Minstrelsy, Ancient and Modern. Motherwell's work was of sterling character and remained as the outstanding collection of ballads until Child published his work and established himself as the outstanding scholar in the field of English and Scottish ballads. While other students of the ballad published collections previous to Child's editions, it remained for him, an American scholar, to make the most complete collection of English ballads that has been made. --- 15 Percy, op. cit., I, xciv-xcvi. 16 Ibid., I, xcvi. 17 Helen Child Sargent and George Lyman Kittredge, English and Scottish Popular Ballads (New York: Houghton Mifflin Co., 1904), p. v. In the field of the folktale, scholarly study was a bit more slow in starting. The brothers Jakob and Wilhelm Grimm are generally conceded to have made the first great collection of folktales in 1812 to 1815.\textsuperscript{18} Previous to this, however, a Frenchman named Charles Perrault published in 1697 a group of children's folktales titled \textit{Tales of My Mother Goose}. His effort was not done from the folklore point of view, however, and cannot therefore be considered as important in the consideration of the development of the study of the folktale.\textsuperscript{19} Jakob and Wilhelm Grimm approached the study of the folktale from a collector's standpoint at first. Their first edition of \textit{Kinder-und Hausmärchen} contained 200 tales that they collected from the peasants of Germany.\textsuperscript{20} The work of the Grimm brothers stimulated other collectors, and soon there were many volumes of folktales published. There was also a great deal of translation of the folktales of other countries. \textsuperscript{18}Marian Blanton Hubert, \textit{Story and Verse for Children} (New York: The Macmillan Co., 1940), p. 209. \textsuperscript{19}Eleanor Rawlinson, \textit{Introduction to Literature for Children} (New York: W. W. Norton and Co., 1931), p. 236. \textsuperscript{20}\textit{Ibid.}, p. 237. In 1823 Edgar Taylor translated the Grimm tales into English, and interest suddenly developed in that country on the part of scholars and the people alike.\textsuperscript{21} Taylor's translation was followed by a translation by William Lane of the \textit{Arabian Nights} in 1840, and Joseph Jacobs made the first collection of English fairy tales in 1890.\textsuperscript{22} Later James Orchard Halliwell brought forth his \textit{Nursery Rhymes and Nursery Tales of England} in 1849. His work included many tales that were greatly similar to the tales that the Grimm Brothers had collected.\textsuperscript{23} Other nations followed suit, and many elaborate collections of folktales were made. Especially in Scandinavia did this work find many followers. Peter Asbjornsen and Jorgen Moe's splendid collection, \textit{Norske Folkeeventyr}, is typical of the work in the field.\textsuperscript{24} The most important part of the works of the Grimm Brothers was, however, their discovery that the folktales of many nations had many similar ideas and plots. From their \textsuperscript{21}Hubert, \textit{op. cit.}, p. 209. \textsuperscript{22}Rawlinson, \textit{op. cit.}, p. 238. \textsuperscript{23}Hubert, \textit{op. cit.}, p. 209. \textsuperscript{24}Rawlinson, \textit{op. cit.}, p. 237. study they developed two theories that were for a long time to be accepted as true. They are (1) the Indo-European theory, which stated that nearly all of the European languages were the outgrowth of one language family and one culture which had its origin in India, and (2) the broken-down myth theory, which stated that the tales started from the ignorant people's not being able to understand the myths and making their own variations.\textsuperscript{25} Both of these theories were later supported and enlarged upon by such European scholars as Angelo de Gubernatis, Max Muller, and Sir George Cox and American scholars such as John Fiske.\textsuperscript{26} The theories that the Grimms brought forth were challenged in the early twentieth century by many scholars such as Andrew Lang, who advanced the theories that the Indo-European culture was only one of several cultures that had an effect on the folklore of the present European peoples and that the folktale was developed into the myth rather than the folktale's being a broken-down myth.\textsuperscript{27} \textsuperscript{25}Stith Thompson, \textit{The Folktale} (New York: The Dryden Press, 1946), p. 370. \textsuperscript{26}\textit{Ibid.}, p. 372. \textsuperscript{27}\textit{Ibid.}, pp. 380-382. Lang's opinions are today generally accepted, and there has been a great deal of work done in tracing down the motifs of the various European folktales to various possible primitive origin. Among the scholars who have specialized in this work are E. B. Taylor, MacCulloch, and Frazer.\textsuperscript{28} The folktale was studied from still another standpoint by Arnold van Gennep and Hans Naumann. They made a comparatively thorough study of the religion and pagan rites of certain primitive peoples. From their study they developed the theory that many elements in the folktales have their foundations on certain religious stories and rites that lead to the belief among these peoples that the stories were true ones concerning their gods.\textsuperscript{29} The study of folklore in the last years of the nineteenth century began a period of vigorous activity. One of the greatest effects of this sudden growth was the move toward establishing an international organization for folklore journals. The first such journal to be published was the \textit{Melusine}, a French paper, first printed in 1878. Germany, England, Denmark, and Italy soon followed by producing folklore journals; \textsuperscript{28} \textit{Ibid.}, p. 382. \textsuperscript{29} \textit{Ibid.}, p. 387. and in 1888 the United States started publication of the Journal of American Folklore. Today, the international organization for the study of folklore is enjoying a rapid growth. It serves a real need, in that it gives students of the science a chance for comparison of stories, and it makes possible a method of indexing folklore materials. Conventions or congresses of the international organization meet to enable scholars to get together, compare notes, and establish aims for the organization. Though the Second World War caused some interruption in the continuation of the international organization, the folklore scholars of the world were ready, upon the cessation of hostilities, to reorganize their excellent movement. We have every reason to expect great strides in the field of folklore study in the not-too-distant future. --- 30 Ibid., pp. 391-392. 31 Ibid., p. 405. 32 Loc. cit. CHAPTER III AMERICA AWAKENS TO FOLKLORE To leave the comparatively well-established international organization for the study of folklore of today and go back to the first rustles of folklore study in America seems indeed a long step backward. For even though America has always been a land that is rich in folklore, it was a long time before Americans realized that their country was due great study in that field. Indeed, most of the folklore scholars of the past in this country have only echoed those things that European scholars have already studied. The studies that American scholars have made in the folklore of other countries is not to be belittled, however, for theirs have been among the best efforts in the field. Men such as Francis Child, who have put their effort toward the study of other nations' folklore, have been among the outstanding contributors to folk literature study. But before folklore investigation began as such in America, there were certain folklore movements that were developing without the --- 33 Helen Child Sargent and George Lyman Kittredge, English and Scottish Popular Ballads (New York: Houghton Mifflin Co., 1904), pp. v-vi. realization that these were actually a part of what may justly be called American folklore. The first of these was the furthering of the Noble Savage doctrine in America. The American Indian was an excellent example of the primitive man that was so praised in Rousseau's writings, and it was not long before there was a good deal of writing along this line in American literature. One of the first writers to praise the Indian was William Bartram, a botanist whose travels through the southern colonies were recorded in a journal. William Bartram's works had a great effect on the writers that were to become the leaders of the romantic movement in both England and America. Part of Bartram's famous journal was dedicated to his observations of the Indians on his journey. Bartram's observations of these primitive people are highly romanticized and are full of the Noble Savage idea. In the field of drama the Noble Savage doctrine enjoyed great popularity. The first of the plays in praise of the --- 34 N. Bryllion Fagin, William Bartram (Baltimore: The Johns Hopkins Press, 1933), pp. 127-128. 35 Mark Van Doren, The Travels of William Bartram (New York: Macy-Masius, 1925), pp. 360-403. Indian to be written was by Major Robert Rogers. Titled Ponteach, it tells the story of the Indian abused and misjudged by the white man. The play, written about 1765, was one of America's first dramas. Later plays along this same vein were The Indian Princess, Onliata, Logan, and The Indian Prophecy. All helped to develop the idea of the Noble Savage in the minds of the people of the time. Paralleling the development of this doctrine was the growth of a thing that was typical of America, the American folk hero. There have been developed ten types of folk heroes which are the very spirit and essence of American literature. They are: The Indian, who has already been discussed; the frontiersman, who captured the imagination of the world with his heroic exploits; the pike, who represents the no-good, whether squatter or hill-billy; the Southern colonel of the pre-Civil War days; the Negro, who was represented by various types and characters; the cowboy of the "Golden West" days; the badman of the plains; the braggart, best represented by the riverman. 36 Montrose J. Moses, Representative Plays by American Dramatist (New York: E. P. Dutton and Co., 1918), I, 110-208. 37 Ibid., I, 114. and the lumberman; the poor boy who became famous, perhaps the most American of all; and the corn field philosopher that started with the character of Jonathan in Tyler's Contrast and saw one of its best examples in Will Rogers. One of the first actual folklore studies that took place in the United States was done by an Indian agent named Henry Rowe Schoolcraft. During the 1830's and for more than a decade thereafter, this man took advantage of his position among the Ojibwas and recorded their legends and their customs. He knew the Indians and their language and worked hard toward presenting an accurate picture of their lives and habits. His work, however, had two limitations: he tried to get too much information and included tales from other tribes, and he tended to romanticize the stories that he retold. His influence on other scholars was great, and his work became the basis for Longfellow's now famous Indian poem, Hiawatha. It was not until the end of the nineteenth century that we see any great work done on the part of American scholars in the field of folklore. America's becoming folklore conscious was a very slow awakening, and had it not been for a --- 38 Gordon Wilson, "Learned and Popular Phases of Folklore" (Unpublished essay, Western Kentucky State Teachers College, 1925), p. 8. 39 Thompson, op. cit., p. 298. few American scholars who dared investigate their field, it is doubtful that we would have so many people working in it and allied fields now. The first work done in the field of the ballad was not done in America, but was an American interpretation of English ballads. In spite of the fact that the study of balladry started in England in the last part of the eighteenth century, it was nearly a hundred years before any great work was done in studying the ballad in the United States. It was in 1894 that the first scholarly treatment of balladry was published in the United States. This was the work of Francis B. Gummere, a fellow-student of Francis Child; the latter was working on his splendid collection at the time Gummere produced his volume. Gummere had become acquainted with folk literature when he studied in Germany. As an instructor at Haverford College, he saw the opportunity of producing a volume of old English ballads for study in the United States. He titled his book Old English Ballads and dedicated it to Francis Child. Gummere included in his volume an excellent introduction concerning the manner of folklore investigation. This introduction was based on a --- 40 Francis B. Gummere, Old English Ballads (Boston: Ginn and Co., 1894), passim. 41 Ibid., pp. xi-xviii. series of lectures that Professor Gummere had delivered at Johns Hopkins University in the spring of 1893.\textsuperscript{42} Gummere's work was for popular consumption, but at the same time he was producing his volume, Francis James Child was collecting what was to be considered by scholars as the greatest work in ballads to be done in the English language. Child, while teaching at Harvard, decided to make a collection of old English ballads to use in his classroom. Between the years of 1832 and 1898 he collected ballads from older manuscripts and from the people of England themselves. The result of these sixteen years of labor was a collection of ballads that has never been equalled. His collection of English and Scottish popular ballads fills five large volumes and contains three hundred and five separate and distinct ballads, many of which have several versions.\textsuperscript{43} His work is the most complete investigation of its type that has ever been made. His desire was not only to find and record all of the ballads in existence at the time but to find as many variations as possible of each ballad. Examples of the many variations that he was able to find are eighteen \textsuperscript{42}Ibid., p. viii. \textsuperscript{43}Sargent and Kittredge, \textit{op. cit.}, p. v. versions of "Sir Patrick Spens" and twenty-eight versions of "Mary Hamilton." To make it easier for the student of his work, Child has introduced each ballad by a few remarks telling of the history of the piece, any bibliographical material concerning it, and parallel pieces that may be found in other languages. His collection is well indexed, has excellent footnotes for bibliography and similar information, and has a glossary, an index of published airs, a collection of tunes, and many other aids for the study of his work.\textsuperscript{44} Each ballad is numbered (from 1 through 305), and each version is assigned a letter (A, B, C, etc.).\textsuperscript{45} Inasmuch as there have been very few, if any, popular ballads discovered in England or Scotland since the publication of Child's work, these numbers and letters have become more or less standard for the ballads they represent, and later books have used them as an indexing system. Child's investigation was the thing that stimulated more interest in folklore in America than any other thing, and from \textsuperscript{44} \textit{Ibid.}, pp. v-vi. \textsuperscript{45} \textit{Loc. cit.} the time of its publication to the present we can see a gradual growth of the study of folklore in our country. Helen Child Sargent and George Lyman Kittredge, realizing the need for a collection of ballads that could be used in secondary schools and colleges, condensed the mammoth work of Child into a volume that can be easily understood and used by beginners in folklore study.\textsuperscript{46} George Lyman Kittredge was indeed a great student of folklore. In his position as professor of English literature at Harvard University, he carried on in the methods established by Child and thus made Harvard the center of folklore study in America during the first part of the twentieth century. More important still was his influence on scholars of today. Among his students who have gained eminence in folklore study must be listed Archer Taylor and Stith Thompson.\textsuperscript{47} A volume similar to that of Sargent and Kittredge was produced by Edward A. Bryant. Mr. Bryant's volume presented the ballads that would have the greatest appeal to the student that was starting study in this field. He is one of the earliest workers to classify ballads according to their type (for \textsuperscript{46} \textit{Op. cit.} \textsuperscript{47} Thompson, \textit{op. cit.}, p. 403. example, supernatural ballads, border ballads, ballads of domestic tragedy, etc.)\textsuperscript{48} During the early part of the century folklore study became very much a part of the study of English literature; and the ballad and folktale, once shunned in the study of literature, became a definite part of the curriculum. This was due, not only to these American scholars' work in the field but also to the influence foreigners had on the study of folklore. The famous English scholar and novelist, Arthur Quiller-Couch, published a book of ballads in the Oxford Series, thus affording a further opportunity for American scholars.\textsuperscript{49} Another book that stimulated study of balladry was a series of essays on collection methods and classification by the Countess Evelyn Martinengo-Cesaresco. This series of essays did much to heighten the interest in folklore in America.\textsuperscript{50} The period from 1900 until the first World War was marked by many investigations in American folklore and the folklore of other lands. One of the best examples of the latter is \textsuperscript{48} \textit{The Best English and Scottish Ballads} (New York: Thomas Y. Crowell Co., 1911). \textsuperscript{49} \textit{The Oxford Book of Ballads} (Oxford: The Clarendon Press, 1910). \textsuperscript{50} \textit{Essays in the Study of Folk Songs} (London: George Redway, 1894). Mary F. Nixon-Roulet's study of Japanese folktales for reading by American boys and girls.\textsuperscript{51} The realization that America had a folklore of its own, while slow in coming, arrived with great force. One of the early workers in the field was John A. Lomax, who, as a student of Kittredge at Harvard, had become vitally interested in the folk ballads in America and attempted to do some collecting in the songs of the West. As a professor at the University of Texas he started his collection of cowboy ballads which was finally published in 1910 under the title of \textit{Cowboy Songs and Frontier Ballads}.\textsuperscript{52} Later he and his son worked together and were able to put out a revised edition of the work in 1938.\textsuperscript{53} These two scholars have spent a great part of their lives in this field, and they must be rated as among the best folklore scholars of America. In the field of Negro folklore there was a great deal of study done previous to the first World War because of the picturesque element in the Negro's language and folk ways. The Negro has been one of the greatest investigators of his own culture, and such scholars as Brawley and DuBois deserve \textsuperscript{51}Japanese Folk Stories and Fairy Tales (New York: The American Book Co., 1908). \textsuperscript{52}(New York: The Macmillan Co., 1910). \textsuperscript{53}John A. and Alan Lomax, \textit{Cowboy Songs and Other Frontier Ballads} (New York: The Macmillan Co., 1938). credit for their work among their own people. Dr. W. E. Burghardt DuBois, a native of Massachusetts, received his Bachelor's degree at Fiske University and his Master's and Doctor's degrees at Harvard. An ardent scholar of the folklore of his people, he did not publish a book on folklore as such, but the casual treatment given folklore in his historical treatment of the American Negro is very good.\textsuperscript{54} Benjamin Griffith Brawley, as a student of DuBois, carried much of the same spirit of investigation into his studies of the Negro folklore field. His chapter on "Folk-Lore and Folk-Music" in his published thesis is an excellent treatment.\textsuperscript{55} The early years of the twentieth century saw the origin of many local studies of folklore. These studies, though of a meager type, were the basis of many more exhaustive studies that were to follow. Two such studies were Sturgis's and Hughes's work in New England\textsuperscript{56} and the work of Miss Josephine McGill in Kentucky.\textsuperscript{57} \textsuperscript{54} Benjamin Griffith Brawley, \textit{A Short History of the American Negro} (New York: The Macmillan Co., 1917), pp. 207-211. \textsuperscript{55} Ibid., pp. 182-198 \textsuperscript{56} Edith B. Sturgis and Robert Hughes, \textit{Songs from the Hills of Vermont} (New York: G. Schirmer, 1919). \textsuperscript{57} Josephine McGill, \textit{Folksongs of the Kentucky Mountains} (New York: Bossey and Co., 1917). While Miss McGill's efforts were no better than those of many other students in the field, a word as to her methods of collection may help in the understanding of how some of these earlier collectors accomplished their work. Miss Josephine McGill was a musician of no small ability when she first began teaching school in Louisville. She was a writer of many tunes and lyrics, some of which had been published and had received wide acclaim. While visiting in the village of Hindman, Kentucky, in 1914, she visited the settlement school there that was under the supervision of Miss May Stone. Miss McGill was quick to realize the beauty and value of the folk songs she heard the children sing there and started her collection of mountain ballads. She recorded both words and music of these songs and worked diligently to make her collection as complete as possible. Many of her songs were gathered in the mountain schools; others she rode great distances on horseback to obtain. The result was a collection of mountain folksongs of excellent quality. Miss McGill's work was published in 1917 under the title Folksongs of the Kentucky and represents only a portion of her collection. While Miss McGill collected some one hundred folksongs, this publication contains only twenty of them. --- 58 Bettie M. Henry, Louisville Library Collections Biographical Series (Louisville: The Louisville Free Public Library, 1939), 1, 139-142. These, however, are complete with music and references to their relation to the Child collection.\textsuperscript{59} Such efforts were not uncommon during the early years of the twentieth century, and many such efforts led to brilliant collections. By the time of World War I there was a great deal of work being done in the folklore field. The \textit{American Folklore Journal} had started its publication in 1888.\textsuperscript{60} Other indications pointed toward a rapid growth of study in the field. The years since the first World War have presented much great work in the field of folklore, and an increased number of scholars working in the field, as well as a greater place for folklore in the curriculum, is the result of this work. \textsuperscript{59}McGill, \textit{op. cit.} \textsuperscript{60}Thompson, \textit{op. cit.}, p. 392. CHAPTER IV RECENT FOLKLORE STUDIES IN AMERICAN EDUCATION As has been indicated in the previous chapter, the study of folklore has received its greatest period of growth since the first World War. Previous to this, most of the folklore study had been a mere re-echoing of the studies that had developed in Europe. A few attempts had been made to study American folklore; but these, for the most part, had represented isolated fields and had not seen folklore as a part of the American heritage. During and shortly after the first World War, there were many books published in the United States on balladry as it exists in England. Two of the best of these are by Guido H. Stempel and Loury Charles Wimberly. Stempel, as professor of philology at Indiana University, saw the need of a study guide that would trace the elements of balladry from the Old English ballads to the modern literary ballads. He published a volume of ballads including the Old English selections, a few ballads of American origin, and some of the literary ballads that have a claim to fame. His study, while not exhaustive, is an excellent guide to the study of the ballad form.61 --- 61Guido H. Stempel, A Book of Ballads Old and New (New York: Henry Holt and Co., 1917). Loury Charles Wimberly, of the University of Nebraska, ventured into a new field with the publication of his Folklore in the English and Scottish Ballads. It was his purpose to make a study of all of the primitive customs and beliefs as they are shown in the Old English and Scottish ballads. His study traces ballad development from the pagan religion of Celtic England to the Christian religion as found in England at the time of Elizabeth. His study is exhaustive and has much in it of a commendable nature.$^{62}$ Great study has been done in the United States since the first World War in the field of English ballads that have been transplanted to America and have become part of our American heritage. The collecting of such ballads has been largely done in New England and the Southern Appalachians. Perhaps the most complete collection that has been made of such ballads in the north-eastern part of the United States is the collection of Phillips Barry and his cohorts. Phillips Barry, along with Fannie Hardy Eckstorm and Mary Winslow Smyth, collected a group of ninety-four ballads that they found to be of English origin. All were traced to ballads $^{62}$ Loury Charles Wimberly, Folklore in the English and Scottish Ballads (Chicago: The University of Chicago Press, 1928). that had been collected by Child in his famous work. The work, while rather forbidding in appearance, is of great value, inasmuch as it has the tunes to many ballads recorded and is very detailed in its explanatory notes.\textsuperscript{63} Another volume of this type that is worthy of mention is Eloise Hubbard Linscott's \textit{Folk Songs of Old New England}. Published in 1939, this book is valuable in that it treats such subjects as singing games, folk dances, sea chanteys, and children's songs. It is a relatively complete collection and has ample notes and tunes.\textsuperscript{64} Other collections of such songs have been made, but few rival the preceding in excellence. Many volumes of lesser importance exist, one of the best being that of Helen H. Flanders.\textsuperscript{65} In general, however, the collection of transplanted English ballads has been best accomplished in the Southern Appalachians. The first of these collections to be accomplished with any degree of success was that of John H. Cox. Cox, as a student of Kittredge, realized the value of collecting such songs and recording them. As a professor at West Virginia \textsuperscript{63}\textit{British Ballads from Maine} (New Haven: Yale University Press, 1929). \textsuperscript{64}(New York: The Macmillan Co., 1939). \textsuperscript{65}\textit{Country Songs of Vermont} (New York: G. Schirmer, Inc., 1937). University he was able to collect 185 ballads of English origin, as well as nearly thirty folk songs of questionable origin. It was his work that led to more comprehensive works of later scholars.\textsuperscript{66} The most complete collection of ballads made in the Southern Highlands is that of Cecil J. Sharp. Sharp collected 273 ballads which could be found to be of a definite English origin. Many versions of each song were collected, and the complete collection includes 968 different tunes of ballads. Collected in the mountains of Virginia, Kentucky, and Tennessee, it has been a stand-by for later collectors.\textsuperscript{67} Still another volume of excellent quality is that of Mellinger E. Henry. His book contains 180 songs, but he has made no attempt to classify his material, either from the standpoint of origin or subject matter. His notes, too, seem a little scanty for thorough ballad study.\textsuperscript{68} Other collections of lesser importance are Wetmore and Bartholomew's Mountain \textsuperscript{66} Folk Songs of the South (Cambridge: Harvard University Press, 1925). \textsuperscript{67} English Folk Songs from the Southern Appalachians (London: The Oxford University Press, 1932). \textsuperscript{68} Mellinger Edward Henry, Folk Songs from the Southern Highlands (New York: J. J. Augustin, 1939). Songs of North Carolina\textsuperscript{69} and Matteson's Beech Mountain Folk-Songs and Ballads.\textsuperscript{70} Matteson is a professor at the University of South Carolina who has done much to further the study of folklore in that state. In Kentucky the study of ballads and folk songs has been of no small proportions, and some of the leaders of the folklore field have done their work in this state. Outstanding for his efforts is John Jacob Niles, a man who has done much to bring folklore appreciation to the public. John Jacob Niles is a Kentuckian who has spent most of his life in the study of the balladry that he knows so well. A native of Jefferson county, he acquired his musical education from his father and from the schools of Paris, France, where he served in the first World War. He has spent the last forty years, since he was fifteen years of age, in the study of ballads. His study has profited him greatly, for he is now internationally famous for his mastery of the ballad form.\textsuperscript{71} He has produced many famous collections of ballads, the most \textsuperscript{69}Susannah Wetmore and Marshall Bartholomew, Mountain Songs of North Carolina (New York: G. Schirmer, Inc., 1936). \textsuperscript{70}Maurice Matteson, Beech Mountain Folk-Songs and Ballads (New York: G. Schirmer, Inc., 1938). \textsuperscript{71}Courier-Journal, Louisville, Kentucky: (December 21, 1938). popular being Seven Kentucky Mountain Songs, 72 Songs of the Hill-Folk, 73 and More Songs of the Hill-Folk. 74 In addition he has done a good deal of recording of ballads, thus adding to their popularity. Another Kentuckian who has done a great deal in the study of balladry is Henry Harvey Fuson, a teacher, principal, and superintendent in Kentucky schools for twenty-eight years. He has produced many volumes of verse and stories. 75 His outstanding contribution to the study of folklore in the state is a small book titled Ballads of the Kentucky Highlands. Published in London, it contains about 125 ballads which Fuson collected in the eastern mountains of Kentucky. 76 There have been other collections made of ballads in the Kentucky folklore regions. The recent years have seen a great interest in regional folklore that makes us hopeful for still better work in this field. --- 72 (New York: G. Schirmer, Inc., 1928). 73 (New York: G. Schirmer, Inc., 1934). 74 (New York: G. Schirmer, Inc., 1936). 75 Mary Young Southard, Who's Who in Kentucky (Louisville: The Standard Printing Co., 1939), p. 147. 76 Henry Harvey Fuson, Ballads of the Kentucky Highlands (London: The Mitre Press, 1931). More recent studies have taken some surprising new turns that have opened the way to still wider studies of folklore. One of the most interesting of the new fields studied is that of the white spiritual of the mountain country. Most people have been led to believe that the spiritual is of the Negro culture and not to be confused with the folksongs of the white people. Professor George Pullen Jackson of Vanderbilt University has done a great deal of collecting of what he calls the "white spiritual."77 Professor Jackson was surprised at Sharp's attitude when collecting folklore of shunning what he called "hymns." He, therefore, set about to collect these spirituals and to prove them worth of a study in American folklore.78 The results of his effort were two books of great interest, White Spirituals of the Southern Uplands79 and Spiritual Folk-Songs of America.80 --- 77 George P. Jackson, White Spirituals of the Southern Uplands (Chapel Hill: The University of North Carolina Press, 1933), p. vii. 78 Loc. cit. 79 Ibid. 80 (New York: J. J. Augustin, 1937). Perhaps the greatest work that has been done in folklore collection of recent times is in the field of the Negro folk song. Several outstanding scholars have contributed greatly to this field. The Negro poet James Weldon Johnson, famous for his book of poems called God's Trombones, written in imitation of Negro preaching, made an outstanding collection of spirituals while teaching at Fisk University, Nashville, Tennessee.$^{81}$ In the same year Howard W. Odum and Guy B. Johnson of the University of North Carolina produced a most scholarly dissertation on the music of the Negro. Odum and Guy Johnson did not confine themselves to the Negro spiritual but included all Negro music and attempted to explain it by the way of life of the Negro in the United States.$^{82}$ Two other collections of outstanding value are those of William Francis Allen$^{83}$ and John W. Work.$^{84}$ The work of these men seems to have encouraged more and more scholars to investigate in the field of Negro folk music, --- $^{81}$James Weldon Johnson, The Book of American Negro Spirituals (New York: The Viking Press, 1925). $^{82}$The Negro and His Songs (Chapel Hill: The University of North Carolina Press, 1925). $^{83}$Slave Songs of the United States (New York: Peter Smith, 1929). $^{84}$American Negro Songs (New York: Howell, Soskin, and Company, 1940). and even now there are many scholars of note collecting the songs of the Negro. Not the least of these scholars making such a collection today is Dr. John Lomax, who has gained much fame for himself as a collector of cowboy and frontier ballads.\textsuperscript{85} In the field of cowboy ballads work continues with its usual fascination. John A. Lomax, having started such investigation by his 1910 edition,\textsuperscript{86} has recently revised his collection with the help of his son, Alan Lomax. The new volume has started a new wave of investigation in that field. Louise Pound has added her bit to such efforts by her collection of songs of the Great Plains called \textit{Folk-Songs of Nebraska} and \textit{The Central West}.\textsuperscript{88} There has also been an effort made to popularize the songs of the cowboy. This effort has been successful largely because of such men as Burl Ives, who have toured the country \textsuperscript{85} Wilson, "Learned and Popular Phases of Folk Lore," \textit{op. cit.}, p. 5. \textsuperscript{86} Lomax, \textit{op. cit.} \textsuperscript{87} John A. Lomax and Alan Lomax, \textit{op. cit.} \textsuperscript{88} Nebraska Academy of Science Publications, Vol. IX, No. 3. singing the cowboy songs in the manner that they were sung in the days of the cattle drive and the big round up.\textsuperscript{89} In addition to the preceding collections, there have been many other investigations of special types of folk songs. Among these may be listed Mina Monroe's collection of Louisiana ballads called \textit{Bayou Ballads},\textsuperscript{90} Lummis and Farewell's collection of Spanish songs of the Southwest,\textsuperscript{91} and Whitfield's \textit{Louisiana French Folk Songs}.\textsuperscript{92} From the foregoing information it is a more than justifiable conclusion to reach that the study of folk songs is now progressing in the most orderly and comprehensive fashion. Education has had a great deal to do with accomplishing the task and with inspiring the students to further the study of folklore. It is altogether logical to expect even greater studies in the future with education giving the efforts a direction and a purpose. In the field of the folktale the work has not gained the momentum that it has in the collection of ballads and folksongs. \textsuperscript{89}Burl Ives, Columbia Record Album, No. C-103: 1946. \textsuperscript{90}(New York: G. Schirmer Inc., 1921). \textsuperscript{91}\textit{Spanish Songs of Old California} (New York: G. Schirmer, Inc., 1925). \textsuperscript{92}(Baton Rouge: Louisiana State University Press, 1939). Nevertheless, America has contributed two men who are recognized world leaders in the study of the folktale. They are Stith Thompson of the University of Indiana and Archer Taylor of the University of Chicago. Stith Thompson was born and spent his early life in Springfield, Kentucky, where he came in contact with little or no folklore material. His interest in the subject did not come about until his college days at Wisconsin, then University of California, and finally at Harvard, where he achieved his Doctor's degree as a student of Kittredge. He did his first work with Indian tales and published his now famous Tales of the North American Indian in 1929. The tracing of elements of Indian tales gave him a great interest in Aarne's system of indexing the motifs of folktales and led to his translations of Aarne's works. Later he revised and improved Aarne's system and produced a six-volume work, Motif Index of Folk Literature, that is outstanding and used by scholars of all nationalities. Indiana University saw fit to grant him the chair of professor of folk literature, the first such position to be created in the United States. His most recent publication is titled The Folktale and is aimed at the classroom rather than the library scholar. --- 93 Rita Niles, "Folklore Card-Indexer," Courier-Journal Roto Magazine; August 4, 1947, pp. 22-23. Another student of Kittredge who has attained fame as a student of the folktale is Archer Taylor, now with the University of Chicago. He was the first American folklorist of the present generation to establish contact with the European scholars and has been an active member of the Folklore Fellows. He has made a rather comprehensive study of the northern tale and has done much work in the tales of Latin America.\textsuperscript{94} He is at present investigating the Indian tale.\textsuperscript{95} There has been in recent years an interest developed in the study of the folktale and an attempt to re-establish this vital form in the culture of the American people. Many such attempts have been made by various state writers' projects. One such collection is that of the Tennessee Writers' Project and is titled \textit{God Bless the Devil}. It is a collection of the tales found among the Negroes of that state.\textsuperscript{96} In addition to these more or less standard treatments of the folk-song and folktale, there have been many special \textsuperscript{94} Thompson, \textit{op. cit.}, p. 403. \textsuperscript{95} Wilson, "Learned and Popular Phases of Folklore," \textit{op. cit.}, p. 5. \textsuperscript{96} James R. Aswell and others of the Tennessee Writers' Project, \textit{God Bless the Devil} (Chapel Hill: The University of North Carolina Press, 1940). treatments of various folk elements in our culture. Carl Sandburg has taken a great interest in our folklore and has published a volume of songs of folk nature or origin.\textsuperscript{97} Ruth Barnes has published a similar work;\textsuperscript{98} and the great music scholars, Downes and Stiegmeister, have published a collection of songs of sterling quality.\textsuperscript{99} Other works of this description have been published by Zanzig\textsuperscript{100} and Carmer,\textsuperscript{101} and Mary Wheeler has attempted to catch the spirit of the river folklore in her book, \textit{Steamboatin' Days}.\textsuperscript{102} \textsuperscript{97} The American Song Bag (New York: Harcourt, Brace, and Co., 1927). \textsuperscript{98} I Hear America Singing (Chicago: The John C. Winston Co., 1937). \textsuperscript{99} Olin Downes and Elie Stiegmeister, A Treasury of American Songs (New York: Howell, Saskin, and Co., 1940). \textsuperscript{100} Augustus D. Zanzig, Singing America (Boston: C. C. Birchard and Co., 1940). \textsuperscript{101} Carl Carmer, America Sings (New York: Alfred A. Knopf, 1942). \textsuperscript{102} (Baton Rouge: Louisiana State University Press, 1944). Two books that have appeared recently are Botkin's A Treasury of American Folklore and Thompson's The Folktale. Botkin, who once headed the folklore section of the Library of Congress, has attempted to bring together many samplings of American folklore in order to make the people more conscious of their deep folk heritage. Thompson's The Folktale has already been mentioned as a scholarly treatment of this earliest form of literature. In other fields of folklore the development, while slow, has been of outstanding quality. In Florida, a Negro, Zora Neale Hurston, has made an excellent collection of Negro superstitions and primitive voodoo rites practiced there. Typical of these folklore scholars who have turned from the more or less standard collections of folk-songs and folktales to the exploration of other folk materials is Henry W. Shoemaker, State Archivist for Pennsylvania. After producing two collections of ballads of Pennsylvania, he has turned --- 103 Op. cit. 104 Op. cit. 105 Mules and Men (Philadelphia: Harcourt, Brace, and Co., 1935). 106 North Pennsylvania Minstrelsy (Altoona, Penn.: 1923) and Mountain Minstrelsy of Pennsylvania (Philadelphia: Newman F. McGarr, 1931). his attention to recording the folk customs and industries of that state. He has published several books on the subject, and his daily syndicated column "The Morning Comment" enjoys a great circulation in Pennsylvania dailies.\textsuperscript{107} In Kentucky a truly remarkable quantity of folk materials has been collected and given rather wide publication. In the field of folk industries, Eliza Calvert Hall did some excellent work in collecting and describing hand-woven coverlets. Her book describing the coverlets is a beautiful one, with many of the coverlets photographed in their original color.\textsuperscript{108} Elsewhere in the state, Dr. Frank L. Rainey of Centre College has collected and recorded many of the superstitions found in the eastern mountains. Dr. Dan L. Thomas has also done a great deal of work in this practically virgin field of folklore study. Professor Karl J. Holzknecht and Mary Allen Grissom have done a good deal of work in Negro folklore, investigating their songs, tales, and superstitions.\textsuperscript{109} Dr. Gordon Wilson of Western Kentucky State Teachers College has spent many years in the recording of folk customs and industries that he has found in the western portion of the state. \textsuperscript{107}Henry W. Shoemaker, Unpublished letter (Harrisburg, Penn.: January 2, 1947) \textsuperscript{108}A Book of Hand-Woven Coverlets (Boston: Little, Brown, and Co., 1912). \textsuperscript{109}Wilson, "The Problems of Collecting Folklore," p. 4. CHAPTER V FOLKLORE IN THE CURRICULUMS OF AMERICAN SCHOOLS TODAY More remarkable than the growth of the original collections of folk materials has been the growth of folklore study in the curriculum of our schools. It was not too long ago that folklore was a poor step-child of the study of literature; it received little or no attention in literature text or in the classroom. But recently our authors of text books and our teachers have realized the importance of this valuable part of our literature and have included a great deal of such material in their curriculums. Today we find more and more folklore studied in the courses in literature and in history. A new attitude has grown up about our folk ways that is perhaps best voiced by Thomas D. Clark of the Department of History of the University of Kentucky, who says: "Too long the historian has neglected the earthy elements of humanity which went into the making of the West. He has written hundreds of learned essays and pamphlets about them, but seldom has he danced with their gals, or rolled on their camp-meeting floors. He has never drunk with their colonels, drilled with their privates, nor dozed their horses in main street or highway races. All of this to the learned fraternity of historians is frivolous, and above all historians must never be frivolous. Of recent years a few bold ones have dared break away from traditional formality to tell some of the rich yarns which amused another generation. This department has broken the ice, and the dignified brethren have listened with increasing interest to what apologetic chairmen of program committees have labeled 'light stuff.' An almost entirely new approach to the study of history has been made by Hazel Gertrude Kinscella, Director of Music at Temple University. Miss Kinscella has made an attempt to study American history by studying the folk music of the various periods that compose our development. Her book, History Sings, is a fascinating historical account of the development of our folk music. The addition of folklore courses to the college curriculums has been one of the greatest things to cause the continuance of study in the field. Many states have introduced college courses into their state institutions in order to better equip the teachers of literature with this valuable part of literary study. In the East very little has been done in most states in this field, but in New York and Pennsylvania many colleges have introduced work to encourage folklore study. 110 Thomas D. Clark, The Rampaging Frontier (New York: The Bobbs-Merrill Co., 1939), p. xi. 111 (New York: The University Publishing Co., 1940). 112 Harold W. Thompson, Unpublished letter (Ithaca, N. Y.: Jan. 3, 1947). In New York a course in American folk-literature is required of all those who are seeking the English teacher's certificate. This was an outgrowth of a course started at the State Teachers College at Albany by Harold W. Thompson in 1934. It was later taken over by Professor Louis C. Jones when Dr. Thompson went to Cornell. Dr. Thompson started a similar course at Cornell, and Mrs. Marion C. Thompson established at the State College at Courtland a course based on the state's folklore to prepare teachers of the junior high schools and grades. The instructors of these folklore courses in New York cooperate greatly with the New York Folklore Society, and Cornell has underwritten the New York Folklore Quarterly. Likewise, all of the folklore scholars of the state cooperate with the State Historical Association and assist in the publication of that body, The Yorker. Cornell University's folklore courses enjoy great popularity, one being one of the two largest elective courses in the department of English. A number of students are doing graduate work in folklore subjects. The department of speech --- 112 Loc. cit. and drama are doing much to make students conscious of their deep folk heritage by having students study folklore and write plays on folk-themes.\textsuperscript{114} In Pennsylvania, while there are no college courses as such in any of the state colleges, the study of folklore on the graduate level is encouraged; and great assistance is given such research by the State Historical Commission.\textsuperscript{115} Farther south Professor J. D. Clark of North Carolina State College is doing a good deal of work with graduate students in the collection of synonyms and proverbs peculiar to that state.\textsuperscript{116} In Tennessee work has been rather spotted, but there has been an attempt to instruct the teachers of the state teachers institutions to make them conscious of this means of increasing interest in the fields of literature and art.\textsuperscript{117} The Mid-west has proved to be the most fertile ground in America as far as folklore study is concerned, for here there is great encouragement of the study on the college levels. \textsuperscript{114} \textit{Loc. cit.} \textsuperscript{115} Shoemaker, Letter, \textit{op. cit.} \textsuperscript{116} W. Amos Abrams, Unpublished letter (Raleigh, N. C.: Jan. 4, 1947). \textsuperscript{117} Susan B. Riley, Unpublished letter (Nashville, Tenn.: Jan. 7, 1947). schools in particular are doing a great deal toward developing interest in the study of folklore. These schools are the University of Indiana and the University of Wisconsin. The University of Indiana is the outstanding school for folklore study in the United States today. Dr. Stith Thompson heads the department that offers seven courses in the graduate study of folklore.\textsuperscript{118} The department has recently added an undergraduate course in American Folklore that is enjoying great popularity among the students.\textsuperscript{119} Among the courses offered are Literary Origins, Problems in Folklore and Mythology, The Folktale and Allied Forms, and American Indian Folklore.\textsuperscript{120} In the department of folklore assisting Dr. Thompson are Professors Harold Whitehall, Charles F. Voegelin, W. Edson Richmond, Ernest Baughman, and William Hugh Jansen.\textsuperscript{121} While no courses are offered in other colleges in Indiana, there is a good deal of independent work going on in other Indiana schools. The colleges of the state are cooperating with Miss Bryant of Brooklyn College in her attempt to make a \textsuperscript{118}Indiana University Bulletin, Graduate School Announcement, 1946-1947: p. 22. \textsuperscript{119}William Hugh Jansen, Unpublished letter (Bloomington, Ind.: Jan. 2, 1947). \textsuperscript{120}Indiana University Bulletin, \textit{op. cit.}, p. 22. \textsuperscript{121}Jansen, \textit{op. cit.}. nation-wide collection of proverbs. Miss Margaret Sweeney of Jeffersonville High School is attracting great attention by her use of folklore materials to improve her teaching techniques.\textsuperscript{122} In the state of Wisconsin, while the study of folklore has not advanced as it has in Indiana, it has made definite movements forward. Until his death in 1946, C. E. Brown did a great deal of investigative work, and at present Miss Helene Stratman-Thomas of the School of Music of the University of Wisconsin is collecting folksongs of some of the various Wisconsin nationality groups. Mr. Robert Gard, of the speech and dramatics department of the University, has stimulated interest in the writing and production of the folk-theme drama.\textsuperscript{123} From these few samplings it is easy to see that the study of folklore, while not a universal thing in our schools, is gaining headway, and we have every reason to believe that it will soon occupy a more important place in the curriculum of both our colleges and our secondary schools. For in the curriculum, as well as in the collection and classification of folklore materials, the study seems to be \textsuperscript{122} \textit{Loc. cit.} \textsuperscript{123} John W. Jenkins, Unpublished letter (Madison, Wisconsin: Jan. 14, 1947). destined for even greater things. From its rather humble origin as a side-line of literature, the study of folklore has developed into a science that gives us a deeper insight into the sciences of anthropology and philology. The purpose of this thesis has been to trace the development of the study of folklore with particular emphasis on the part education has played in the study. The study of folklore has been largely due to the interest that education has showed in the collections, classification, and teaching of folklore materials. It is altogether probable that organized education will in the future assume the leadership in the exploration of still unstudied fields of folklore. APPENDIX SUGGESTIONS FOR THE USE OF FOLKLORE MATERIALS IN THE SCHOOLS' CURRICULUMS In order that the reader might better understand the terms of this thesis and comprehend the possibilities of inclusion of such materials in the curriculum of today's secondary schools, the following outline of the field of folklore is presented: I. Folk literature A. The popular ballad B. The folktale C. The folk character II. Folk music and dancing A. The popular ballad B. The folk song (i.e., lyrical songs, sea chanteys, singing games, etc.) C. The folk dance III. Folk superstitions and beliefs IV. Folk customs V. Folk industries, arts, and crafts In addition to these more or less standard treatments of folk materials in the schools of today, there exist many ways using folklore to enrich and broaden the existing curriculums. Courses in history may be enlivened by a parallel study of folk customs, stories, and beliefs; courses in dramatics may be made more vivid by the production of plays with folk themes; and courses in music and literature may be given a new interest by the study of this vital phase of the American heritage. For a comprehensive study of how folk materials may be used in the secondary school curriculum, reference is made to the unpublished thesis of Mrs. Annabel Price, Western Kentucky State Teachers College, 1946. BIBLIOGRAPHY I BOOKS Allen, William Francis, and others. Slave Songs of the United States. New York: Peter Smith, 1929. Aswell, James R., and others of the Tennessee Writers' Project. God Bless the Devil. Chapel Hill: The University of North Carolina Press, 1940. Barnes, Ruth A. I Hear America Singing. Chicago: The John C. Winston Co., 1929. Barry, Phillips, and others. British Ballads from Maine. New Haven: Yale University Press, 1929. Botkin, B. A. A Treasury of American Folklore. (New York: Crown Publishers, 1944). Brawley, Benjamin Griffith. A Short History of the American Negro. New York: The Macmillan Co., 1913. Bryant, Edward A. The Best English and Scottish Ballads. New York: Thomas Y. Crowell Co., 1911. Carmen, Carl. America Sings. New York: Alfred A. Knopf, 1942. Clark, Thomas D. The Rampaging Frontier. New York: The Bobbs-Merrill Co., 1939. Combs, Josiah. Folk Songs from the Kentucky Highlands. New York: G. Schirmer, Inc., 1939. Cox, John H. Folk Songs of the South. Cambridge: Harvard University Press, 1925. Downes, Olin, and Stiegmeister, Elie. A Treasury of American Songs. New York: Howell, Seckin, and Co., 1940. Fugin, N. Bryllion. William Bartram. Baltimore: The Johns Hopkins Press, 1938. Flanders, Helen H. Country Songs of Vermont. New York: G. Schirmer, Inc., 1933. Fuson, Henry Harvey. Ballads of the Kentucky Highlands. London: The Mitre Press, 1931. Gummere, Francis B. Old English Ballads. Boston: Ginn and Company, 1894. Hall, Eliza Calvert. A Book of Hand-Woven Coverlets. Boston: Little, Brown, and Company, 1912. Henry, Bettie M. Louisville Library Collections--Biographical Series. Louisville: The Louisville Free Public Library, 1939. Henry, Mellinger E. Folk-Songs from the Southern Highlands. New York: J. J. Augustin, 1938. Hubert, Mariam Blanton. Story and Verse for Children. New York: The Macmillan Co., 1935. Hurston, Zora Neale. Mules and Men. Philadelphia: J. B. Lippincott Co., 1935. Jackson, George Pullen. Spiritual Folk-Songs of Early America. New York: J. J. Augustin, 1937. Jackson, George Pullen. White Spirituals of the Southern Uplands. Chapel Hill: University of North Carolina Press, 1933. Johnson, James Weldon. The Book of American Negro Spirituals. New York: The Viking Press, 1925. Kinscella, Hazel Gertrude. History Sings. New York: The University Publishing Co., 1940. Linscott, Elcise Hubbard. Folk Songs of Old New England. New York: The Macmillan Co., 1939. Lomax, John A. Cowboy Songs and Frontier Ballads. New York: The Macmillan Co., 1910. Lomax, John A. and Alan. Cowboy Songs and Other Frontier Ballads. New York: The Macmillan Co., 1938. Lummis, Charles F., and Turwell, Arthur. Spanish Songs of Old California. New York: G. Schirmer, 1923. Martinengo-Cesaresco, The Countess Evelyn. Essays in the Study of Folk Songs. London: George Redway, 1894. Matteson, Maurice. Beech Mountain Folk-Songs and Ballads. New York: G. Schirmer, 1936. McGill, Josephine. Folk-Songs of the Kentucky Mountains. New York: Bossey and Co., 1917. Monroe, Mina. Bayou Ballads. New York: G. Schirmer, 1921. Moses, Montrose J. Representative Plays by American Dramatists. New York: E. P. Ditton and Co., 1918. Needleman, Morris H., and Otis, William B. English Literature. New York: Barnes and Noble, 1939. Niles, John J. Seven Kentucky Mountain Songs. New York: G. Schirmer, 1928. Niles, John J. Songs of the Hill Folk. New York: G. Schirmer, 1934. Niles, John J. More Songs of the Hill Folk. New York: G. Schirmer, 1936. Odum, Howard W., and Johnson, Guy B. The Negro and His Songs. Chapel Hill: University of North Carolina Press, 1925. Quiller-Couch, Arthur. The Oxford Book of Ballads. Oxford: The Clarendon Press, 1910. Rawlinson, Eleanor. Introduction to Literature for Children. New York: W. W. Norton and Co., 1931. Sandburg, Carl. The American Song Bag. New York: Harcourt, Brace, and Co., 1927. Sargent, Helen Child, and Kittredge, George Lyman. English and Scottish Popular Ballads. New York: Houghton Mifflin Co., 1904. Sharp, Cecil J. English Folk Songs from the Southern Appalachians. London: Oxford University Press, 1932. Shoemaker, Henry W. North Pennsylvania Minstrelsy. Altoona, Penn.: 1923. Shoemaker, Henry W. Mountain Minstrelsy of Pennsylvania. Philadelphia: Newman F. McGirr, 1931. Southard, Mary Young. Who's Who in Kentucky. Louisville: The Standard Printing Co., 1936. Stempel, Guido H. A Book of Ballads Old and New. New York: Henry Holt and Co., 1817. Sturgis, Edith B., and Hughes, Robert. Songs From the Hills of Vermont. New York: G. Schirmer, 1919. Thompson, Stith. The Folktale. New York: The Dryden Press, 1945. Van Doren, Mark. The Travels of William Bartram. New York: Macy-Masius, 1925. Ward, Sir A. W., and Waller, A. R. The Cambridge History of English Literature. New York: G. P. Putnam's Sons, 1913. Wetmore, Susannah, and Bartholomew, Marshall. Mountain Songs of North Carolina. New York: G. Schirmer, 1926. Wheeler, Mary. Steamboatin' Days. Baton Rouge: Louisiana State University Press, 1939. Whitfield, Irene Theresa. Louisiana French folk Songs. Baton Rouge: Louisiana State University Press, 1939. Wimberly, Loury Charles. Folklore in the English and Scottish Ballads. Chicago: The University of Chicago Press, 1928. Work, John W. American Negro Songs. New York: Howell, Soskin, and Co., 1940. Zanzig, Augustus D. Singing America. Boston: C. C. Birchard and Co., 1910. II PERIODICALS _Courier-Journal_, Louisville, Kentucky, December 21, 1938. _Indiana University Bulletin, Graduate School Announcement, 1946-47_. Moores, John R. "Wordsworth's Unacknowledged Debt to Macpherson's Ossian," _Publications of the Modern Language Association of America_, XL (1925), 362-378. Niles, Rena. "Folklore Card Indexer," _Courier-Journal Photo Magazine_, August 4, 1946, pp. 22-23. III UNPUBLISHED LETTERS AND ESSAYS Abrams, W. Amos. Unpublished letter, Raleigh, N. C.: January 4, 1947. Jansen, William Hugh. Unpublished letter, Bloomington, Ind.: January 2, 1947. Jenkins, John W. Unpublished letter, Madison, Wis.: Jan. 14, 1947. Riley, Susan B. Unpublished letter, Nashville, Tenn.: Jan. 7, 1947. Shoemaker, Henry W. Unpublished letter, Harrisburg, Penn.: Jan. 2, 1947. Wilson, Gordon. "Learned and Popular Phases of Folk Lore." Unpublished essay, Western Kentucky State Teachers College, 1935. Wilson, Gordon. "The Problems of Collecting Folk Lore." 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THE AURORA NORTH DAKOTA SPACE GRANT CONSORTIUM 2016/2017 Welcome to the University of North Dakota! Greetings to our Space Grant Colleagues. In August, after six years as Director of the North Dakota Space Grant Consortium, Santhosh Seelan passed the role on to me. He worked hard to build up a well-functioning team and network throughout North Dakota. His efforts are much appreciated. The energy and enthusiasm of Caitlin and Marissa have kept Space Grant flying along and they inspire me daily. I enjoyed meeting affiliates and students at our annual meeting in Dickinson and I am still planning on visiting with each affiliate before the end of the academic year. If we haven’t had a chance to visit yet, I look forward to seeing you soon. Last year, Santhosh’s message was the expansion of Space Grant outreach in North Dakota. This effort continues and was exemplified by the Amateur Radio Call to the International Space Station (ARISS) made from the UND campus to astronaut Tim Kopra as the ISS passed overhead. This was NASA’s 1000th amateur radio call to the ISS! This was a fun milestone but it was the participation and excitement of the 400 K-12 students from the greater Grand Forks area that made the event memorable. This edition of the Aurora highlights this and other activities that brought increased awareness of space and STEM to students around the state. The Near-Space Balloon Competition (NSBC) continues to expand and involve more schools, more student teams, more students, and more teachers. Our Space Grant team has been on the road supporting career fairs, conducting workshops, and a Space Camp at United Tribes Technical College – engaging students in STEM. They are available and eager to meet with your students also. Their stomp rocket competition is the best! And, more student fellowships and faculty support have been awarded. Last summer, four North Dakota students were funded for NASA internships. Many, many thanks go to the STEM Ambassadors whose activities helped our Space Grant team during visits to many elementary and secondary classrooms around the state. Throughout the year, these undergraduate and graduate students conducted or participated in events on their own and took the initiative to inspire future generations in STEM. Our STEM Ambassadors were paramount to the success of Space Grant’s outreach in ND this year. Our goal is to increase our STEM outreach, particularly in western ND! Two major events are in store for this summer. First, a student team will be participating in the tracking of the solar eclipse in its sweep across the nation on August 21st. Our team will be traveling to Rexburg, Idaho, where they will launch a high altitude balloon that broadcasts photos and video of the sun from the stratosphere. We are proud to work alongside other states’ consortia and represent North Dakota in this historic ballooning campaign. Second, we look forward to hosting the National Space Grant Meeting in Grand Forks, on September 14-16. You are all invited to be part of the meeting which will be an opportunity to meet Space Grant colleagues from across the nation. I hope to see you in 2017 while we visit affiliates around the state, or at the National Meeting in September. Jim Casler Cover Photo: On March 10, 2016, the NDSGC called Astronaut Tim Kopra while he orbited overhead on the International Space Station. Over 400 students from across the state attended NASA’s historic 1,000th Amateur Radio Call. \| Page: \| Content \| \|-------\|---------\| \| 4 \| Space Grant Meetings \| \| 5 \| NASA Center Internships \| \| 6-7 \| National Student Competitions \| \| 8-9 \| Scholarships \| \| 10-15 \| Research Fellowships \| \| 16 \| STEM Ambassador Program \| \| 17 \| Student Travel Grants \| \| 18 \| Space Camp \| \| 19 \| First Robotics \| \| 20 \| 2016 NSBC \| \| 21 \| Community Outreach Events \| \| 22 \| Eclipse Workshop \| \| 23 \| Affiliate Involvement \| \| 24-25 \| ISS Call \| \| 26-27 \| Educator Professional Development \| \| 28 \| Summer Faculty Fellowships \| \| 29 \| NASA Research Focus Areas \| \| 30 \| Meet an Affiliate \| \| 31 \| Student Success Story \| From March 1st to the 5th, Dr. Santhosh Seelan, Caitlin Nolby, and Marissa Saad attended the 2016 National Council of NASA Space Grant Directors’ Annual Spring Meeting in Washington, D.C. and visited with United States legislators from North Dakota. They shared the successes of the North Dakota programs and projects funded by Space Grant over the past year. Senator John Hoeven, Senator Heidi Heitkamp, and U.S. Representative Kevin Cramer were all receptive to the North Dakota Space Grant program. While in D.C., the Deputy Director and Coordinator met up with NDSGC’s alumnus Katrina Jackson and received a behind-the-scenes tour of Goddard Space Flight Center. The Fall 2016 Regional Space Grant Meeting was hosted by the Oregon Space Grant Consortium (OSGC) from September 29th to October 1st. Dr. Jim Casler, Caitlin Nolby, and Marissa Saad attended this meeting and participated in OSGC’s hands-on workshop, constructing a LEGO Mindstorm rover, which successfully navigated simulated Martian terrain. Caitlin and Marissa also joined other Space Grant members on a white water rafting team-building experience on the Deschutes River. Thank you OSGC for hosting! The NDSGC builds their LEGO Mindstorm rover with Washington Space Grant’s Director, Robert Winglee. Background of the National Space Grant College and Fellowship Program NASA initiated the National Space Grant College and Fellowship Program, also known as Space Grant, in 1989. Space Grant is a national network of colleges and universities. These institutions are working to expand opportunities for Americans to understand and participate in NASA’s aeronautics and space projects by supporting and enhancing science and engineering education, research, and public outreach efforts. The Space Grant national network includes over 950 affiliates from universities, colleges, industry, museums, science centers, and state and local agencies. These affiliates belong to one of 52 consortia in all 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. The 52 consortia fund fellowships and scholarships for students pursuing careers in science, technology, engineering, and mathematics, or STEM, as well as curriculum enhancement and faculty development. Member colleges and universities also administer pre-college and public service education projects in their states. Every year, NDSGC funds North Dakota students to complete an internship at a NASA Center. Those eligible include any on-campus undergraduate or graduate student attending a two year college, four year college, or research university in the state of North Dakota. In 2016, NDSGC funded four North Dakota students’ experiences at Goddard Space Flight Center, Ames Research Center, and Marshall Space Flight Center. Eric Kramer Mechanical Engineering, University of North Dakota Ames Research Center: Graphene for Use in Energy Storage Applications in the Nanotechnology Branch “Thanks to the NDSGC, I have furthered both my knowledge and curiosity of the behavior of materials at the nano-scale. I plan to further explore these subjects upon graduation.” Sophie Orr Space Studies, University of North Dakota Ames Research Center: Advanced Modifications in the Rodent Habitat System to Improve Rodent Health During Space Flight “Experiencing NASA culture first hand showed me how my passion for space and science can be directly applied to a variety of research areas. Working with Space Grant opened the door for my future in the space industry.” Vijay Shah Physics and Mathematics, North Dakota State University Goddard Space Flight Center: Modeling of Relativistic Plasma in Magnetospheres of Neutron Stars - Pair Production from Photon-Photon Interactions “Astrophysics has been of interest to me for a very long time, and I have always wanted to work at NASA. My internship taught me so much about what research in astrophysics is like, and I am grateful that I got to have this wonderful opportunity.” Colton Mosser Mechanical Engineering, North Dakota State University Marshall Space Flight Center: Office of Advanced Concepts Intern “My internship at MSFC exposed me to the processes required for a successful space satellite mission and has inspired me to look forward to more opportunities to involving myself in scientific exploration.” The University of North Dakota’s Rocketry team, Frozen Fury, competed in NASA’s Student Launch Competition in April 2016 in Huntsville, AL. The team designed and constructed a high powered rocket that met NASA’s criteria for the competition. Along with designing the rocket, the team also developed scientific payloads to meet certain challenges set by NASA. This year’s payloads were a landing hazard detection payload and a particle counter. The first payload constantly took pictures of the ground as the rocket flew up and as it floated down and used hazard detecting algorithms to locate the best possible landing area. The particle counter gathered data based on particle size on the particulates in the atmosphere after the rocket was launched to detect the amount of pollution in the air. The UND rocket, at nine feet tall, was one of the biggest in the competition. The rocket and the payloads performed spectacularly during the launch, yet missed the target altitude of 5280 ft due to the mass of the rocket. Frozen Fury also participated in several outreach events throughout the year. The Frozen Fury faculty lead was Dr. Tim Young with student participants: Xuchu Xu, Brittany Zimmerman, Ning Li (Scott), James Sutton, Prabhu Victor, Poonam Josan, Ashish Kotwal, Lance DiAngelis, Gregory Foote. In May of 2016, two North Dakota teams competed in the 7th annual Robotics Mining Competition, held at the Kennedy Space Center. These teams were from North Dakota State University (NDSU) and the University of North Dakota (UND). NDSU placed 30th out of 45 teams and UND placed 5th. This was NDSU’s first year competing. The UND team also won first place in the Outreach Project Award and second place in the Slide Presentation and Demonstration Award. The UND faculty members were Drs. Jeremiah Neubert and Naima Kaabouch. The NDSU faculty mentor was Dr. Majura Selekwa. Congratulations to all the robotics mining students who represented North Dakota! A team of North Dakota State University Mechanical Engineering students competed in NASA’s Human Exploration Rover Challenge, organized by NASA’s Marshall Space Flight Center in Huntsville, Alabama in April 2016. The challenge requires students from 70 different teams to race human-powered rovers through a Lunar/Martian themed obstacle course at the U.S. Space and Rocket Center, with goals of furthering knowledge for future NASA missions. This NDSU Rover Team participated in a new wheel technology challenge, which prohibited the use of commercial products for the wheel, except for the hub. The team completed the course in 5:28, had an assembly time of 0:32, and had a one-touch penalty that added 1:00, totaling a final time of 7:00 minutes. NDSU won the Most Improved Award for the University division, after they improved last year’s time by 85.39%. They also won the Wheel Technology Challenge Award! The faculty lead was Dr. Ghodrat Karami with student participants: Alexis Barton, Chris Benson, Rupert Cooper, and Austin Karst. The North Dakota State University (NDSU) American Institution of Aeronautics and Astronautics (AIAA) student team competed in the 20th annual Design, Build, Fly Competition in Wichita, Kansas in April 2016. This year, there was a new requirement for writing the proposal for review. 137 proposals were submitted and 93 teams passed to the next phase. Then, 80 teams submitted reports to the judges, and 69 teams passed to make it to the fly-off. There were over 625 students, faculty, and guests at the competition. To practice before the competition, the NDSU team travelled to Dallas, TX to conduct a test launch, because unlike North Dakota in January, it has similar weather to Wichita, KS. This trip tested the two aircraft, ensuring optimal performance at the competition. The faculty lead was Dr. Bora Suzen with student participants: Evan Abrahamson, Andrew Donner, Neil Erickson, and Andrew Madson. The High Altitude Student Platform (HASP) is a student competition organized by NASA and the Louisiana Space Grant Consortium. Every year, 12 student-built instruments are launched from Fort Sumner, NM on a zero-pressure balloon. The University of North Dakota and the University of North Florida have collaborated together since 2008 and fly a nano-crystalline sensor payload. This measures the ozone profile in the troposphere and stratosphere. Dr. Ron Fevig, faculty from the Space Studies department, and two UND graduate students, Sean McCloat and Christopher Follette, contributed to its success this year. HASP launched September 1st, floated for over 15 hours, and reached over 122,000 feet in altitude. Lillian Goettler Scholarship Rachel Simon Zoology North Dakota State University Ever since I was young, I was intrigued by the study of genetics. Something about how something so small can be so complicated and have such a large impact on our lives, really caught my attention. It wasn’t until I was sitting in my introductory genetics course, freshman year at NDSU, that I realized I could really pursue a career in this field. My professor talked so highly about genetic counselors and what they do that I had to research more. When I found out that I could combine my love of genetics with helping educate people that are living with the consequences of even the slightest changes in their DNA, I knew this was the career for me. This change of heart lead me to changing my major to Zoology: Physiology, Cell Biology, and Health Science with a minor is Psychology. Academics have always been an important part of my life, but beyond that I have always had a love for volunteering. I volunteered at an animal shelter in Fargo as a dog socializer and now volunteer as an on-call advocate at the Rape and Abuse Crisis Center in Fargo. When not at school I spend my free time involved in the NDSU Lion’s Club, a volunteer based organization, or working for a research wheat geneticist at the USDA in Fargo. I have always loved hunting and fishing, trying to learn to snowboard, and also spending time with family and friends. Pearl I. Young Scholarship I am majoring in Petroleum Engineering and minoring in both Mathematics and Geology. I volunteer my time at the CSI after school program which is aimed at tutoring young students of low income families. At the University of North Dakota, I am actively involved in the Society of Petroleum Engineers in which I serve as the Committee Chair of Public Relations and with the Society of Women Engineers where I serve as the Outreach Coordinator and received the Distinguished Member Award for substantial involvement in my first semester. I am also a member of the Dean’s Advisory Board. Along with serving as Secretary of the Engineer’s Council, I am also the Treasurer of The Society of Exploration Geophysicists. Every academic year, Space Grant provides each of the affiliate two year, tribal, and four year colleges with scholarship funding. Students are selected by faculty at their home institution and must have an excellent academic record and be majoring in a STEM field. Bismarck State College - Mitchell Quist - Matthew Kurti - Tyler Weigel - Levi Kinn - Candi Yates Cankdeska Cikana Community College - Danacca Greywater* - Alexis Lohnes - Traci Owlboy - Bridget Baker - Bailee Longie - Nicole Demarce - Colton LaRoque - Mary Cavanaugh - David Mattson - Duane Mudgett - Ava Robertson - Moriah Thompson Dakota College at Bottineau - Spencer Dorsey - Taylor Hewson - Jesse Mendel - Braden Pewe Dickinson State University - Rachel Kovash - Zachary Miller - Braeton Erhardt - Parker Egli - Joshua Hatch - Tatia Hibbs - Erin Bertelsen - Christopher Zumwalt - Shanta Zietz - Aleesa Joslyn - Travis Huff - Seth Ehlang - Brittany Decker Lake Region State College - Tailor Rudoph - Mariah Foote - Nicholas Hammons - Landyn Swenson Mayville State University - Bennie Bradner - Alicia Gibson - Karissa Hanson - Elizabeth Hoglo - Bradley Nygaard - Katelyn Ogburn - Summer Dearinger - Jacob Eaton - Shayla Fossum - Maren Johnson - Jacob Leier - Brooklyn Miller - Brady Nygaard - Leah Olson - Taylor Plautz - Morgan Porter - Adrian Sevigny - Jeannette Sevigny - Hannah Torgerson Minot State University - Caitlyn Bachmeier - Inga Dudley - Donald Forche - Mark Fulbright - Michael Heck - Rachel Holmes - Annika Kraft - Stephanie Sundhagen - Dennis Uhrmacher - Matthew Winburn North Dakota State College of Science - Trinity Dahl - Taylor Heinz - Kayla Karels Ryan Iverson - Matthew Schuster - Evan Smith - Matt Glen - Faith Goettle - Brandon Joos - Logan Kisgen - Cody Danielson - Hope Krumm - Nathan Schmit - Jolene Kerr - Brandon Eckholm - Dalton VonRuden - Braeden Neiber - Mitchel Johannsen - Emily Siqoist - Caleb Belling Nueta Hidatsa Sahnish College - Caley Fox - Sonya Abe - Lee Voigt - Alexis Archambault - Flo L. Garrett Sitting Bull College - Luke Black Elk - Sheena Gladue* - Anitra Hill - Melanie Howard - Jacquelyn Mitchell Turtle Mountain Community College - Memphis Belgarde* - Crystal Azure - Trevor Thomas - Kevin Brien - Joshua Lackey - Nefer Villalobos Sanchez Jr. United Tribes Technical College - Kimberly Blevins - Bonita Claymore - Marlee Finley* - David Shillingstad Valley City State University - Alex Askerooth - Machenzie Bruce - Haley Christofferson - Max Kollar - Nick Kramer - Lindsey McMaster - Brady Smith - Marielle Villarin - Madelyn Zahnow * Recipient of the American Indian Scholarship To increase awareness of Space Grant opportunities, the NDSGC participates in career fairs at affiliate institutions throughout the state. The NDSGC attended college fairs at the University of North Dakota and North Dakota State College of Science in 2016. At these fairs, students receive information on available scholarships, fellowships, NASA internships, and graduate level STEM-programs. The NDSGC research fellowships are given on a competitive basis to undergraduate and graduate students at affiliate colleges who are completing projects that are of particular interest to NASA. Lindsay Anderson Space Studies, University of North Dakota A Comparative Analysis of the Geology Tools Used During the Apollo Lunar Program and Their Suitability for Future Missions to the Moon "The fellowship awarded by the NDSGC allowed me to spend a semester focused on finishing my thesis data reduction and write-up. Thanks to this research opportunity, I was able to graduate with my Master of Science in the spring of 2016." Meyer Bohn Soil Science, North Dakota State University Evaluating Soil Health Using Remotely Sensed Evapotranspiration on the Benchmark Barnes Soils of North Dakota "I am exceedingly grateful for the funding and support provided by the NDSGC Summer Fellowship. This research opportunity has given me insight to the complex dynamics of soils, survey methods, and broad scale resource assessment via remote sensing. The experience I gained from field work, GIS, and laboratory analyses has been instrumental in my development as a soil scientist and further prepared me to address the challenges of the future." Lawrence Burkett Earth System Science and Policy, University of North Dakota A Sustainable Tuvalu "The support of Space Grant allowed me to focus on both research and my family. I was able to study Tuvalu, a remote island nation in the South Pacific, with the goal of helping to characterize environmental stability." Jason Burns Mechanical Engineering, University of North Dakota Quantifying Cure in Industrial Composites Using Fourier Transform Infrared Spectroscopy “The Space Grant fellowship has afforded me the opportunity to dive deeper into my graduate research as I work towards graduating with a Master’s of Science in Mechanical Engineering.” Nathan Carlson Physics and Astrophysics, University of North Dakota Measuring the Specific Frequency of Globular Clusters around Spiral Galaxies “The Space Grant Fellowship allowed me to explore and develop my skills and abilities as a scientific researcher. I had a rewarding experience of overcoming challenges and discovering my strengths and weaknesses.” Mitch Campion Electrical Engineering, University of North Dakota Predicting West Nile Virus Occurrences in North Dakota Using Data Mining Techniques “This project has challenged me to come up with novel solutions to complex problems, for which, there is no known protocol or example to follow in meeting the desired objective. More specifically, this project has exposed me to the skills required by a career in the field of data science and has given me tangible experience by applying these skills to a meaningful problem, the mitigation of West Nile Virus.” Peter Henson Civil Engineering, University of North Dakota Structural Health Monitoring (SHM) of Spacecraft Structures “The NASA research fellowship I took part in has helped me obtain a more developed understanding of SHM systems used today and for deep space exploration in the future. With Space Grant’s helpful contribution, I was given the opportunity to work problems scientifically and to continue pursuing my interests in an education and a career path I am truly passionate about in the aerospace industry!” Tyler Lane Electrical Engineering, North Dakota State University Energy Harvesting of Prosthetics “This experience has helped me to further explore my interest in the field of control systems. I am very excited to finish my graduate degree and I look forward to a potential career with NASA.” Sean McCloat Space Studies, University of North Dakota Photometry and Transit Timing Variation Analysis of Recently Discovered Hot Jupiter Exoplanets “The support I have received from the NDSGC (from this fellowship and in the past) has been the single most enabling factor of my college and graduate school career. Absolutely, the NDSGC has been indispensable in helping me achieve the level of success I currently experience and continues to enable me to fulfill my dreams of participating in the future of space exploration.” Research Fellowships Lucky Mulenga Chemical Engineering, North Dakota State University A Study of Continuously Rotating Detonation Engines “This fellowship allowed me to add another pertinent section to my dissertation, furthering my research in Chemical Engineering.” Madison Olson Mechanical Engineering, University of North Dakota UND Habitat Modeling and Additions “This fellowship has taught me that many environmental conditions must be considered in design for space exploration. It is also important to keep in mind the simulation conditions in the local area and how to note the contrast between the environments when making a simulation as accurate as possible. These are critical factors to consider for future projects for space in my career and I am grateful for the opportunity.” Sophie Orr Space Studies, University of North Dakota Analysis of Human Exploration Research Analog (HERA) Crew Audio/Visual Journals “Working alongside an industry expert with ties to many facets of NASA has prepared me to engage in space related research and connect what we are doing in the Space Studies department at UND with government level projects.” Sophie is pictured with mentor Dr. Jack Stuster. Mary Pearson Electrical Engineering, North Dakota State University The Interaction of Radio Frequency and Lambda DNA “Receiving this Space Grant fellowship has motivated me to pursue my academic goals of continuing my education to obtain my PhD in Biomedical Engineering.” Billi Jean Peterman Environmental Science, Dickinson State University Investigating Changes in Soil Microbiological Communities “If Drs. Brevik and Steffan had not persuaded me to participate in this soils research project, I would still be wandering aimlessly on an academic path that was not suited for me. This project has revealed to me a career I will enjoy daily and not necessarily see as a just job I must report to.” Charles Schneider Electrical Engineering, University of North Dakota Pilot Headset Augmentation - Navigation and Physiological Feedback Device “The NASA Space Grant has been a gift that allowed me to pursue my research and further my career in the field of aerospace and bio-electrical engineering, while reducing my student debt!” Tim See Atmospheric Sciences, University of North Dakota Application of Docker Containerizing Software in Undergraduate Education to Increase Model Understanding “This fellowship made it possible to work toward presenting my first scientific poster in the summer of 2016 at the 17th Annual WRF Users’ Workshop in Boulder, Colorado.” Kara Stone Exercise Science and Nutrition, North Dakota State University Surface Electromyography Analysis of Paraspinal Muscles when Facilitated with Kinesio® Tape During Exercise Countermeasures “I am very grateful for the experience, knowledge, and growth provided by the NDSGC summer research fellowship. I was able to combine my knowledge of human performance with a plethora of technologies (many of which were new to me) causing me to grow not only as a student, but also as a researcher.” This year, NDSGC selected six students to be STEM Ambassadors - students from across North Dakota who visit K-12 schools, conduct public outreach events, or other STEM projects - to represent Space Grant's outreach program. On September 17th, these STEM Ambassadors attended our first training session. They conducted the hands-on activities that they would be teaching North Dakota students and received advice from guest speaker, Dr. Mark Guy, professor from the Teaching and Learning Department, on how to improve their teaching pedagogies. This year's STEM Ambassadors attend Mayville State University, Sitting Bull College, and the University of North Dakota. Some of the past events STEM Ambassadors have assisted NDSGC with include: the 1000th ARISS Call to Astronaut Tim Kopra, K-12 school visits, the Near-Space Balloon Competition (NSBC), and our Summer Space Camp in Bismarck. This year's STEM Ambassadors are: Tiana Delzer (University of North Dakota), Hope Gutschmidt (Mayville State University), Madison Olson (University of North Dakota), Shae Skager (University of North Dakota), Nathan Walsh (Mayville State University), and Floris White Bull (Sitting Bull College). Maddy and Floris examine glitter meteorite samples in SciGirls™ Super Sleuths activity. Hope, Shae, and Maddy design robot arms, an activity used with K-12 students. Hope, Tiana, Maddy, Shae, and Floris. Not pictured: Nathan. The NDSGC provides travel grants to North Dakota students to present papers or posters at conferences throughout the U.S. Many of the research projects presented have been funded by Space Grant. The students have the ability to not only share their research with others in the STEM community but also to network with others in their field. This allows them to eventually become employed in a STEM field as a result of their travel to the conference. Nathan Carlson University of North Dakota Globular Cluster Population of the HST Frontier Field Galaxy J07173724+3744224 American Astronomical Society Meeting Kissimmee, FL Christopher Buelke University of North Dakota Moon Rocks into Spacecraft LOX: Modernizing a study and Comparing Reactions Space Resources Roundtable and the Planetary and Terrestrial Mining Sciences Symposium Golden, CO Sean McCloat University of North Dakota Constraining Exoplanet Transit Timing Variations (TTVs) 2016 Sagan Exoplanet Summer Workshop Pasadena, CA Mike Cook University of North Dakota Extreme Poynting Flux over the Polar Cap Region Space Weather Workshop Denver, CO The NDSGC’s Deputy Director, Coordinator, and STEM Ambassador, Hope Gutschmidt, traveled to United Tribes Technical College (UTTC) in Bismarck and conducted a Space Camp on June 15th and 16th with UTTC faculty member, Jeremy Guinn. Thirty middle school students were led through a Mars mission, where they worked in teams to solve their own science and engineering design problems. Students had to form a crew, launch their own rockets, think critically and work as a team during “emergency Apollo-13-esque” situations, design robotic CanadArms, construct robotic rovers to remove Martian dust from solar panels, and land a crew safely on Mars. Team 876 Thunder Robotics Team 876 Thunder Robotics from Hatton/Northwood was a semi-finalist at the Northern Lights Regional in Duluth, MN. They were the Regional Champions at the Central Illinois Regional in Peoria, IL. At the World Championships in St. Louis, MO Team 876 finished 2nd in their division of 75 teams, one of the top 48 teams out of 650 teams at the competition! The team also ran a summer golf tournament, helped serve a prime rib supper and demonstration, assisted in a coyote tournament, demonstrated at parades, nursing homes, and school activities. They had 24 members from four communities: Hatton, Northwood, Aneta, and Emerado. The faculty mentor for Team 876 is Mike Voglewede. Team 877 North Star Robotics North Star Robotics FRC 877 made it to the semi-final rounds in our 2016 competition in Duluth, Minnesota and we hope to “freeze out the competition” in this year’s challenge, FIRST Steamworks. We were selected to present at the 2017 Technology Showcase and are looking forward to showing our state senators and representatives what we CAN-Do with technology! We would like to wish all competitor’s the best of luck this season and would like to thank the UND/NASA Space Grant Consortium and all of our sponsors for their support. The faculty mentor for Team 877 is Lisa Ramey. Team 4818 The Herd The First Robotics team from West Fargo, ND competed in two regional events in 2016 located in Duluth MN, and Cedar Falls, IA. In the Duluth competition, Team 4818 finished in 58th place, so they fundraised to be eligible for participation in a second regional competition. They were selected as Team Captain at the Cedar Falls competition, and made it to the Semifinals. This was the first time Team 4818 had earned this honor in their five years of competing. For preparation, during the off-season, the students became familiar with 3D-modeling software to increase their efficiency in mechanical design of the robot. Team 4818 also developed and built three new drive trains (Mecanum, Tank, and Swerve) in the fall of 2016 to improve the design, build, and programming skills to prepare them for the 2017 season. The faculty mentor for Team 4818 is Brad Mackowick. The sixth annual Near-Space Balloon Competition (NSBC) was held in Grand Forks, ND, at the University of North Dakota. The NSBC is a state-wide middle and high school student launch competition, where students gain hands-on experience with the scientific and engineering design process. Students define a hypothesis, design, construct, and launch a payload to the near-space environment. After the payloads ascend to 100,000 feet and return back to Earth, the students analyze their data and produce a final report. This year’s NSBC objective was to design a payload that would study heliophysics, in preparation for the August 21, 2017 total solar eclipse. Even though the primary and secondary launch dates were postponed due to weather, the students visited UND to participate in Integration Night. Each team presented their payload to their fellow peers and the graduate student team of judges. The following morning, they participated in various hands-on sessions which included a tour of the Human Space Flight Laboratory at UND, ballooning tracking equipment, and eclipse ground station operations. Their payloads are ready for the next available launch date, which will occur in the spring semester of 2017. All of the NSBC students were mature and patient, understanding how real life space missions may be delayed for weather. They are very excited to complete this year’s competition! This year, we had over 60 students from 11 different teams representing 6 towns! This was a record year for the NDSGC’s competition! The NDSGC team was invited to participate in and support many outreach events throughout 2016. In the spring, Space Grant visited the Alerus Center and conducted an interactive lunar activity at ArtWise, a community night for families and schools. In May, Space Grant visited Dakota College at Bottineau during their annual Water Festival, where students conducted a problem-based learning activity as Neutral Buoyancy Laboratory engineers. The annual Marketplace for Kids, held in Grafton, was also a great success, where Space Grant conducted the Strange New Planet activity with middle school students. The NDSGC supported a star party family event at Lake Region State College in September to celebrate the college’s 75th anniversary. The NDSGC team also visited the North Dakota Vision Services/School for the Blind (NDVS/SB) throughout the year. The team taught interactive lessons on seasons, meteorites, and space suits. Students who participate in these NDVS/SB week-long programs travel from around the state and Northern Minnesota. Tours: The Human Space Flight Laboratory (HSFL), located at UND and supported by the NDSGC, offers tours to the North Dakota community, prospective students, local legislative staff, summer camps, and K-12 field trips. The HSFL is comprised of Spacecraft Simulators, Inflatable Habitat, Space Suits, and Electric Rover. To prepare students for the radio call to Astronaut Tim Kopra on the ISS (see page 24), numerous schools toured the HSFL. Other special tours included homeschool groups, undergraduate Space Policy classes, other Space Grant affiliates. Classroom Visits Throughout the school year, the NDSGC team makes visits to classrooms statewide and conduct hands-on activities with students grades K-12. In 2016, the NDSGC visited the school districts that would be attending the ARISS call to Astronaut Tim Kopra, conducting NASA-related activities to increase their excitement and help them prepare their interview questions. In the second year of the STEM Ambassador program, students traveled across the state and led hands-on activities. The Deputy Director and Coordinator also led a school-wide assembly presentation at Century Elementary School in Grafton, ND. They presented the young students with potential STEM careers, encouraging them to stay in school and pursue college. They examined possible NASA career paths, discussing real NASA missions and programs and relating them to TV-robots and space movies. In order to prepare for the upcoming August 21, 2017 total solar eclipse, the NDSGC Deputy Director, Coordinator, and two students traveled to Bozeman, Montana for an eclipse workshop. Teams from over 30 states met at Montana State University (MSU) and constructed a balloon-tracking ground station. This ground station will receive high resolution images and live video from the balloon and transmit these to the NASA website. Never have high altitude balloons streamed a total eclipse live before and NDSGC is grateful to be a part of this multi-space grant collaboration and once-in-a-lifetime opportunity. Preparations for this eclipse are ongoing throughout the year, culminating in the summer of 2017! In April, the 2016 NDSGC Affiliates Meeting was held at Dickinson State University in Dickinson, ND. Presentations included Space Grant funded student research, team projects, faculty research, and funded STEM education projects from across North Dakota. Attendees also participated in a hands-on competition of designing, constructing, and launching a rocket to safely deliver food to an astronaut stranded on Mars. The schedule for the meeting, along with research presentation downloads, can be found here: https://goo.gl/vHYlvG. The first team to successfully land “on Mars” and rescue Mark Watney. At 1:07 pm on March 10, 2016, 400 K-12 students, teachers, University of North Dakota (UND) students, and community members sat quietly in the Memorial Union’s ballroom at UND and stared straight ahead, listening attentively. The HAM radio, broadcasting silence, suddenly burst out with static. The voice of astronaut Tim Kopra, Commander of the International Space Station (ISS), confirmed he could hear us “loud and clear”. The excitement in the room was palpable – we had established the complex link from North Dakota all the way to an orbiting research center flying 200 miles above us, traveling at nearly 18,000 miles per hour. This was NASA’s historic 1,000th ARISS call – and first ISS radio call to North Dakota. This long-distance connection was made possible by the collaboration between the North Dakota Space Grant Consortium (NDSGC), the Student Amateur Radio Association (SARA), and the Amateur Radio on the International Space Station (ARISS). The ARISS mentor, Charlie Sufana AJ9N, worked with the NDSGC and SARA for an entire year, helping to make this event a success. With help from the UND Aerospace Network, colleagues, friends, and family from across the nation were able to view the contact through a live video stream. Sixteen students, ages ranging from second grade to graduate school, asked CDR Kopra their own questions, within a 9-minute contact window. The attentive audience heard responses such as how he became an astronaut, his exercise routine on the Space Station, and advice to work hard in school. “My advice to some of you who might want to work for NASA or any place that requires a high level of academic achievement is to study very hard and work hard in school. When you do well in school and learn a lot, it’s like money in the bank. You can always use that for future opportunities,” CDR Kopra stated. He also admitted how he has a new personal photography goal – imaging North Dakota from space! After receiving classroom visits from the NDSGC team in preparation for this day, students traveled to the event at UND from all across the ND region – Kindred, Grafton, Grand Forks, and even Crookston, MN. They participated in twelve different hands-on activities throughout the morning, such as constructing and launching paper rockets, constructing a robotic CanadArm, and releasing their own Orion Capsules with parachutes. There were four college-level demonstrations: the Student Amateur Radio Association, Formula One Car organization, and two NASA competition teams, Rocketry and Robotics. The UND Space Studies Department provided their interplanetary rover and analog space suits (part of the NASA EPSCoR program), demonstrating their functionality to all of the students. Additionally, the UND Physics and Teaching and Learning Departments provided the GeoDome – one of the students’ favorite stations. This historic 1,000th ISS call was successful due to the collaboration between organizations, the gracious volunteers, and the teachers’ flexibility with scheduling. The NDSGS’s involvement in this event would not have been possible without the motivation of UND students Joey Castiglione and Jason Burns. Commander Kopra may have spoken to only 16 students that day, but in fact, he impacted the lives of the entire North Dakota community. Check out our featured article on NASA’s website! https://goo.gl/xpv9e1 In February 2016, the NDSGC Deputy Director and Coordinator attended the 22nd Annual Space Exploration Educators Conference (SEEC) at Johnson Space Center in Houston, Texas. They participated in hands-on STEM sessions, toured the Neutral Buoyancy Lab, flew planes with the Civil Air Patrol, and met astronauts Clayton Anderson, Eric Boe, and Apollo 12 astronaut, Alan Bean. These new STEM activities were brought back and adapted for pre- and in-service teacher workshops in North Dakota. The NDSGC supported two North Dakota teachers to attend Space Academy for Educators at the U.S. Space and Rocket Center in the summer of 2016. As a result of their participation in “space camp,” they are now more equipped to include hands-on, NASA-relevant investigations in their classrooms and encourage their students to pursue careers in STEM fields. Barry Olson 8th Grade Earth Science Ben Franklin Middle School, Fargo, ND “I would like to thank you for the opportunity to attend ‘Space Camp for Educators.’ The camp was filled with great activities, presentations, and lessons. I will be using many of the things learned at the camp in my classroom during the rest of my teaching career.” Check out his webpage on his time at NASA Space Camp! https://sites.google.com/a/fargoschools.org/olson-science/nasa-space-camp-2016 Shannon Blomker STEM Program Director for Charism Fargo, ND “I will never forget the experience I had at Space Camp in Huntsville, Alabama; it has made such an impact on my life that I’ll never take for granted. The missions were real-life and incredible. My team was amazing and it was great to collaborate with them during challenges throughout the week. It’s been wonderful to use the resources and curriculum I received while at Space Camp—students have learned a lot more about space exploration and absolutely love it. It’s so cool to see kids get excited and inspired about STEM education and 21st century competencies. Also, it was such an honor to meet Ed Buckbee, Homer Hickam, and Luke Talley (one of the computer scientists that worked on the Saturn VI).” The NDSGC Deputy Director and Coordinator attended the 2016 Spring ND Collaborative STEM Conference for Science and Math Teachers in North Dakota. They presented the teachers with handouts, lesson plans, and NASA-related STEM resources at their NDSGC booth. In addition to the booth, they conducted a workshop on the annual Near-Space Balloon Competition (NSBC) and provided hands-on demonstrations, such as investigating heliophysics experiment ideas, methods to construct a payload, and how the NDSGC uses HAM radios to track in real-time. Discussing how middle and high school teachers can benefit from ballooning education resulted in a record year for 2016 NSBC participation! The NDSGC Deputy Director and Coordinator conducted various pre-service teacher workshops throughout 2016. These took place at the University of North Dakota, Valley City State University, Minot State University, and North Dakota State University. Education students learned about NASA classroom resources and opportunities for them as teachers, studied human space exploration, and launched their own rockets, rovers, and rescue missions. These workshops allow future teachers to bring space sciences into their North Dakota classroom with web resources and hands-on activities. “Thank you for taking time to work with the Minot State University Elementary Education teachers. I had a great time November 4th and really enjoyed the afternoon. I can see how fun it would be to incorporate those activities into the classroom. Not only are they engaging, but the students are learning as well! From Johnson Space Center :).” Hannah Alto, Minot State University Students at UND work on Stomp Rockets activity. Mars Rover powered by “Bristle Bots.” MSU students use the engineering design process to build landers. UND students pose with rovers. NDSU students test out their Mars Rover Lander designs. Every summer, the NDSGC provides funding to faculty to create or revise a college-level course that is in a science, technology, engineering, math (STEM) field and is NASA-relevant. This program directly supports one of the goals of NASA Education. The overall goal of this program is to increase the exposure of college students to NASA research. Ms. Alexa Azure United Tribes Technical College Engineering with CAD, 3D Printing Lab, Trigonometry, Organic Chemistry/Lab, and College Physics/Lab Dr. Kerry Hartman Nueta Hidatsa Sahnish College Entomology Michael Dodge, JD, LL.M. University of North Dakota Space Politics & Policy Dr. Mandy Guinn United Tribes Technical College Genetics and restructured six-one credit courses in Undergraduate Research Dr. Julie Stock-Porter United Tribes Technical College Advanced Cell Biology Dr. Joshua Steffan Dickinson State University Pathophysiology The NDSGC provides funding to STEM faculty at all affiliate institutions who have an interest in NASA-relevant research in North Dakota. This is the sixth year of Research Focus Area (RFA) funding, which is designed to promote, develop, and expand NASA research in North Dakota in astronomical/planetary research, small satellite development, earth sciences, materials science, planetary space suit research, and other NASA-relevant research areas. Dr. Alena Kubátová UND - Chemistry Proof of Concept of Drone (UAS) Sample Collection to Investigate Occurrence of Atmospheric Carbonaceous Particulate Matter with Nueta Hidatsa Sahnish College In order to understand a full scope of atmospheric processes, a comprehensive picture on occurrence of carbonaceous species in air particles is essential. Within the project we will design and install a particulate matter sampler on the UASs allowing for investigation of the atmospheric carbonaceous particles. Such systems may then be employed for assessment of specific sources or plumes including impacts of harvest, ditch burning, etc. The benefits of the UAS sample collection are in ability of both vertical and horizontal spatial sampling and low costs, thus making feasible screening studies using several UASs at the same time over a large area. Aside from scientific impact, the project will provide training of several graduate and undergraduate students including students from Nueta Hidatsa Sahnish College. --- Dr. Dilpreet Bajwa NDSU - Mechanical Engineering Improvement in the Performance of Novel Nanocellulose based Fire Retardants for Polymer Composites with Nueta Hidatsa Sahnish College --- Dr. Yeo Howe Lim UND - Civil Engineering Water Yield Characteristics of Tile Drained fields in Eastern North Dakota: Use of Hydrologic Models Based on Field and Remote Sensing Data at Various Scales with Mayville State University Dr. Howe Lim, an Associate Professor at UND, is collaborating with Dr. Aaron Kingsbury, an Assistant Professor in Geography and Political Science at Mayville State University (MSU). Hydrologic models will be utilized to project the water yield characteristics of a number of sites in the local area. Graduate students from UND and undergraduate students from MaSU will collaborate on carrying out field measurements of parameters, including soil moisture, surface flow and tile-drain flow from the selected areas starting in the spring of 2017. MaSU has acquired a soil moisture probe equipped with a logger under the grant. Representative watersheds in Grand Forks County are currently being selected and the detailed infrastructures are being mapped out by UND graduate student Daniel Fife. Daniel is pursuing his MS research under the supervision of Dr. Lim. Jeremy Guinn serves as Chair of the Tribal Environmental Science Department at United Tribes Technical College. The department houses the Pre-Engineering program and the Environmental Science & Research program. He has a doctorate in Zoology from NDSU, is a Certified Wildlife Biologist, and uses advanced technology to study wildlife. He received a BS in Biology from Bridgewater College (VA), a MS in Biology from Western Illinois University, and an AA in Native American Studies from Sitting Bull College. He has served as a science faculty member at tribal colleges since 2004 and has been Department Chair since 2015. In 2009, his high standards of student engagement were acknowledged by receiving the Diversity Award from The Wildlife Society. His participation with the ND NASA Space Grant Consortium began just this past year. For summer 2016, Jeremy was searching for more meaningful and exciting science outreach opportunities for K-12 students near United Tribes Technical College. A collaborative team, including Jeremy (UTTC), Marissa Saad (NDSGC), Caitlin Nolby (NDSGC), and Hope Gutschmidt (Student, Mayville State University - Elementary Education), designed and delivered a week-long “Space Camp for Kids” program. The program was held at the Science & Technology Center at United Tribes Technical College in June and targeted 5th-8th graders, recruited primarily through the Department’s Facebook page. Registration was overbooked on the first day! The program included plenty of competition-style group “make” activities representing NASA science and math concepts. The first few days began with a Mission to Mars theme as students learned about space travel and built mock space-suits and robots to keep their rover’s solar panel clear of dust. Later, the students took a trip in the Star Lab, an inflatable domed planetarium, to learn about stars and constellations to help guide them on their way. Finally, the students built and tested balloon rockets to see which team could reach the destination (i.e. Mars; i.e. to other side of the classroom) carrying a payload of four astronauts. Science! It has always been my passion. Whether it was star-gazing, storm chasing, or hiking nature trails in the Badlands, if it involved science and nature, I was onboard. As a freshman enrolling at Dickinson State University, I wasn’t sure exactly what I wanted to do, but it was a no-brainer that it would involve science. I initially took math, chemistry, and biology classes, but still not quite having decided on a definite career, I took a break from school for a few years. I returned to DSU in the spring of 2008 with a little more focus of what I wanted to study, and declared Chemistry as my major and Earth Science as my minor. During my time as an undergraduate, I was fortunate enough to be the recipient of NASA Space Grant funding and had the opportunity to visit the Goddard Space Flight Center in Greenbelt, MD. As a student researcher, I was involved in a project that utilized Landsat satellite images for cover crop analysis of Dunn County, ND. I worked on that project for a semester and a half until I graduated in 2011. Immediately following graduation, I was hired as a well-site mudlogger/geosteering consultant in the Bakken and Three Forks oilfields. I started initially as a paid intern with Neset Consulting Service, but eventually I was promoted to a full-time lead hand. My job was to analyze and log (hence the name) the drill cuttings that are removed from the wellbore during the drilling process, and along with interpreting gamma radiation signatures, we determined where the drill bit was underground in relation to the desired payzone. The hours and days out on a given job could get long, and although it was sometimes stressful, it was a lot of fun and a very rewarding experience. I never would have thought of myself as part of the rough-and-tumble oilfield crowd, but it was a blast! And I never got bored with looking at rocks millions of years old that came from two miles below the surface. The biggest downside is that the oil industry is, of course, very market-driven. So in late 2015 with the downturn in the price of crude oil, employment in the oilfield became more uncertain and I had to start to consider other options. I was fortunate enough to be hired on as a chemistry laboratory technician in the fall of 2015 at what is now the Tesoro Dickinson Refinery. Here I test the process samples—from the Bakken crude that comes in off of the pipeline and trucks all the way to the finished diesel product that gets sold at the fuel pumps. I think that it is so cool that not only did I have a hand in getting the oil out of the ground, but also a hand in processing it! While working in the oil and refining industries has been an incredible experience, my real passion is nature and the environment. I do think that at some point I will continue on with my formal science education. In fact, I am currently considering finding a program that would allow me to utilize my oilfield experience and also my enthusiasm for the environment—perhaps something along the lines of oilfield remediation or reclamation. In the meantime, I’m grateful for the experiences that I’ve had that have shaped my career into what it is today and I’m simply enjoying that I get paid to “play” science! \| Bismarck State College \| Cankdeska Cikana Community College \| Dakota College at Bottineau \| Dickinson State University \| \|------------------------\|----------------------------------\|----------------------------\|--------------------------\| \| Gateway to Science Center \| Lake Region State College \| Mayville State University \| Minot State University \| \| North Dakota State College of Science \| North Dakota State University \| Nueta Hidatsa Sahnish College \| Sitting Bull College \| \| State Historical Society of North Dakota \| Turtle Mountain Community College \| United Tribes Technical College \| University of North Dakota \| \| Valley City State University \| Williston State College \|	<urn:uuid:13a9aebe-c40a-4435-a8e0-ee9ab38f985a>	CC-MAIN-2019-43	https://ndspacegrant.und.edu/_files/docs/aurora/2017.pdf	2019-10-22T03:49:27Z	crawl-data/CC-MAIN-2019-43/segments/1570987798619.84/warc/CC-MAIN-20191022030805-20191022054305-00444.warc.gz	631,893,787	11,253	eng_Latn	eng_Latn	0.974257	eng_Latn	0.996186	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	true	rolmOCR	[ 100, 3491, 4152, 6520, 8470, 10435, 13099, 15268, 18339, 19903, 21162, 22507, 23719, 24777, 25611, 27025, 28178, 28824, 31031, 32564, 35050, 35759, 36364, 38311, 39741, 42517, 43724, 44648, 47437, 49549, 52789, 53474 ]	[ 1.375, 1.265625 ]	1	0	HuggingFaceFW/finepdfs-edu
National Burns Awareness week: 6-12 May NATIONAL BURNS AWARENESS WEEK: 6-12 MAY 2021 [Ethel Botha, Social Worker] To reduce the high number of burn injuries in children in South Africa, we need to teach our children from a very young age about the risks of fire. Fire safety is still the parent's responsibility. Although children can learn safety behaviours, it is sometimes difficult for them to correctly judge and react to fire situations. These are some essential things to remember at home: Never leave children unattended. Fire holds a lot of curiosity for small children, and they may start fires or become involved in fires when they are left alone, even for short periods. Keep matches and lighters high up out of reach of children. Consider installing a smoke detector outside the bedrooms in your home. Consider how you would evacuate your home in the event of a fire. Design an escape plan and practice it. We aim to teach children fire and burn safety habits and develop resources to cope with the frightening effects of fire. These resources include skills that they can use and knowledge that others are available to help. The critical fire safety behaviours that your child should learn are: * To stay away from hot things that can hurt them. * To tell an adult when they find matches or lighters. * To 'Stop, Drop and Roll' if their clothes catch on fire. * To cool a burn with running water. * To recognise the sound of the fire alarm/smoke detector. * To crawl low under smoke. * To practice an escape plan. * To recognise a firefighter as a friend in the event of a fire.	<urn:uuid:e5a520cd-9098-4d86-92e0-a14e416f494a>	CC-MAIN-2021-31	http://macahfoundation.org.za/downloads/1000Days_Burns.pdf	2021-07-24T13:43:18+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046150266.65/warc/CC-MAIN-20210724125655-20210724155655-00475.warc.gz	28,184,623	342	eng_Latn	eng_Latn	0.998496	eng_Latn	0.998562	[ "unknown", "eng_Latn" ]	false	docling	[ 40, 1609 ]	[ 3.40625 ]	1	0	HuggingFaceFW/finepdfs-edu
Abstract: We have examined wild palearctic and nearctic parids in their ability to recognize and assess a threat level of sympatric and allopatric predators. The study was conducted in Prague, Czech republic, on great tits (Parus major) and blue tits (Parus caeruleus) during the winter of 2013, and the following year in the city of Calgary, Canada, on black-capped chickadees (Poecile atricapillus). Three species of falcons (merlin (Falco columbarius), common kestrel (Falco tinnunculus) and american kestrel (Falco sparverius)), were chosen, two of which were sympatric and one was allopatric to the studied parid species in each area. We have also tested their reaction to nest predators magpies (eurasian magpie (Pica pica), black-billed magpie (Pica hudsonia)). Using two ground feeders in the winter time, we gave parids a choice between a feeder with either one of the three dummies of falcons, or a magpie, and a feeder with a dummy of either a hawk (the most dangerous predator of small birds) or a dove (a harmless bird of the same size as falcons). As a control we have only used sympatric species: eurasian sparrowhawk (Accipiter nisus), Cooper's hawk (Acipiter cooperii), eurasian collared dove (Streptopelia decaocto) and mourning dove (Zenaida macroura). Results from the city of Calgary did not produce any conclusive evidence in the reaction of chickadees to the presented predators, while in Prague we saw that the reaction of tits is more influenced by their experience of the predators than by the threat they pose. Tits saw common kestrel, the most common falcon in Prague, as the most dangerous and allopatric american kestrel as the least dangerous of the predators. These results also prove that magpie is being rated as a potential predator by tits. Keywords: antipredator behavior, feeder experiments, parids, predator recognition	<urn:uuid:92320d91-5d96-423d-ba2c-cac354fd5a42>	CC-MAIN-2019-26	https://dspace.cuni.cz/bitstream/handle/20.500.11956/68014/DPBE_2012_1_11310_0_392194_0_130987.pdf?sequence=3&isAllowed=y	2019-06-17T23:19:48Z	crawl-data/CC-MAIN-2019-26/segments/1560627998581.65/warc/CC-MAIN-20190617223249-20190618005249-00002.warc.gz	416,384,659	449	eng_Latn	eng_Latn	0.99306	eng_Latn	0.99306	[ "eng_Latn" ]	false	docling	[ 1860 ]	[ 1.71875 ]	1	0	HuggingFaceFW/finepdfs-edu
Provided to you by: Citronella Ants Phil Pellitteri, UW Insect Diagnostic Lab Citronella ants (Acanthomyops interjectus), also known as larger yellow ants, nest in moist soil along or under foundations. These ants feed on aphid honeydew and have no interest in human food. You may find Citronella ants when digging in the soil or when large numbers of winged reproductive forms of these ants (called swarmers) show up along cement walls or floors. Winged forms are most often seen in early spring (March and April) and in late September to October. They can be reddish to dark brown in color. Worker forms of Citronella ants are yellow to brownish-yellow in color. Citronella ants give off a distinctive lemon or citronella odor when crushed. The odor can be used to identify this species. Citronella ants. Reproductive ants or swarmers (left). Worker and winged ants (right). Control: Because Citronella ants are only a nuisance when they swarm, chemical controls are typically neither needed nor recommended. Citronella ants will not respond to normal ant baits. Outdoor nests can be drenched with landscape sprays, but such treatments are hard to justify. Because swarming only lasts for three to four days, the easiest and most environmentally friendly control method is to vacuum up winged forms as they appear. To prevent Citronella ants from entering your home, caulk or otherwise seal any cracks or openings that might serve as entry points. For more information on Citronella ants: Contact your county Extension agent. 2008-2019 by the Board of Regents of the University of Wisconsin System doing business as the division of Cooperative Extension of the University of Wisconsin Extension. An EEO/Affirmative Action employer, University of Wisconsin Extension provides equal opportunities in employment and programming, including Title IX and ADA requirements. This document can be provided in an alternative format by calling Brian Hudelson at (608) 262-2863 (711 for Wisconsin Relay). References to pesticide products in this publication are for your convenience and are not an endorsement or criticism of one product over similar products. You are responsible for using pesticides according to the manufacturer’s current label directions. Follow directions exactly to protect the environment and people from pesticide exposure. Failure to do so violates the law. Thanks to Steve Huntzicker, Deb Simons and Ann Wied for reviewing this document. A complete inventory of University of Wisconsin Garden Facts is available at the University of Wisconsin-Madison Division of Extension Plant Disease Diagnostics Clinic website: https://pddc.wisc.edu.	<urn:uuid:ffd17f4c-d803-4a73-b4c9-054820d9fde2>	CC-MAIN-2024-30	https://hort.extension.wisc.edu/files/2019/05/Citronella_Ants.pdf	2024-07-19T15:47:15+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763514908.1/warc/CC-MAIN-20240719135636-20240719165636-00298.warc.gz	279,329,084	562	eng_Latn	eng_Latn	0.994269	eng_Latn	0.994269	[ "eng_Latn" ]	false	docling	[ 2682 ]	[ 2.078125 ]	3	4	HuggingFaceFW/finepdfs-edu
Critical Reading Strategies Critical Reading: What Is It? "Critical reading is a complex thinking technique that involves discovering and taking apart an author's meaning, evaluating the author's meanings based on established standards, and incorporating the meaning into the ideas you already know." Janet Nay Zadina, et al., College Reading: The Science and Strategies of Expert Readers (Boston: Cengage Learning, 2014), 8. Active Reading A "Conversation" Between Author and Reader Author: The author communicates ideas to the reader. Reader: The reader engages the author's ideas to generate meaning. Strategies for Active Reading Concentration - Learning Environment: Create a quiet and clean space for reading. - Schedule: Create a specific, daily reading plan. - Reflection: How can you minimize your internal and external distractors? - Preparation: Identify ways in which the reading is relevant. Habits Author Reader Meaning - Skimming: Preview the text to estimate the time it will take complete the reading. - Rereading: Reread difficult sentences for comprehension. - Vocabulary: Build your vocabulary by using a dictionary and flash card for new words. - Subvocalization: Read the text out loud. - Pacing: Place your fingers or a bookmark under the line of the text. - Textbook Marking: Underline, highlight, and annotate to identify key ideas. - Review: Review the text to reinforce key ideas and the "big" picture. Textbooks and Authors Understanding a Textbook Title Page: Provides basic information about the book (e.g., title, author, publisher, publication date). Table of Contents: Details section and chapter titles. About the Author : Offers information about the author’s background, research, and research interests. Preface/Introduction: Gives an overview of the book. Chapters: Develop the topic of the book with specific information. Critical Reading … 1) is intentional 2) requires focus and concentration 3) involves thinking, understanding, interpretation, and reflection Appendices: Provide additional information on specific topics in the chapters. Glossary: Lists definitions for key terms in the chapters. Bibliography: Lists the sources the authors used to research the book. Index: Lists important terms and topics in alphabetical order. Understanding an Author The Structure of Academic Writing Patterns of Academic Writing Main Idea Secondary Ideas Major Supporting Details Minor Supporting Details Pattern Definition Word Clues Listing Placing items in order first, second, third Analysis Breaking large topic into pieces properties, components Cause/Effect Identifying reasons and results because, if … then Compare/Contrast Finding similarities and differences however, on the other hand, similarly The Preview-Read-Review Reading System Step 1: Preview Skim: Examine sub-headings and introduction Question: Develop preview questions about the topic Keywords: Circle keywords (in bold or italic type) Knowledge: Recall prior knowledge Step 2: Read Study-Read Read each sub-section at a time Look up unfamiliar words Rephrase the section in your own words Compare information with prior knowledge Answer preview questions; ask new questions Mark the Text Highlight the main idea in a specific color Highlight major supporting ideas in a new color Circle specialized vocabulary words Use symbols (MI = Main Idea; 1, 2, 3 ...) Write key words or phrases to summarize sections Draw a chart or graph to illustrate an argument Step 3: Review Main Idea: Return to the main idea (what has the chapter argued?) Scan: Scan each subheading to review the supporting details Questions: Review and answer all of your reading questions Reorganize: Organize the material in your own way for retrieval Resources Gardner, John N., and Betsy O. Barefoot. Your College Experience: Strategies for Success. 13 th ed. Boston: Bedford/St. Martin's, 2018. Gore, Paul A., et al. Connections: Empowering College and Career Success. Boston: Bedford/St. Martin's, 2016. Zadina, Janet Nay, et al. College Reading: The Science and Strategies of Expert Readers . Boston: Cengage Learning, 2014.	<urn:uuid:6ae4153a-cff9-44f0-bc1c-aebbaf1e6c8f>	CC-MAIN-2020-45	https://sitecore.uidaho.edu/-/media/UIdaho-Responsive/Files/current-students/academic-support-programs/tcs/success-strategies/study-strategies/handout9-critical-reading.pdf	2020-10-20T06:38:19+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107869933.16/warc/CC-MAIN-20201020050920-20201020080920-00471.warc.gz	542,004,074	888	eng_Latn	eng_Latn	0.982925	eng_Latn	0.984757	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2023, 4159 ]	[ 3.90625 ]	1	1	HuggingFaceFW/finepdfs-edu
Spell each of your words adding just one letter at a time, so you make a pyramid. Write a silly story (a paragraph) using all of your spelling words. Underline your spelling words. Assign each letter of the alphabet a number. Write each word using your code. Write your spelling words. Total up the value of each spelling word. Vowels = 5 points Consonants = 2 points Draw a swirly line. Write your words over and over along the line. Write each word and draw a picture to represent each word. zebra Use each of your spelling words to write a question. Make sure you use a question mark! Write the vowels in blue and the consonants in red. create Choose 5 of your spelling words and find antonyms for them. Choose 5 of your words and find synonyms for them. Assign each letter of the alphabet a symbol. Write each of your spelling words using your secret code. Write a funny sentence for each of your spelling words. E.g. The purple people sipped on milkshakes at midnight. Draw a picture and hide all of your spelling words in the picture. Swap with a friend and see if you can find the words. Create acrostic poems using your spelling words. Write each word vertically for each letter. Carries people and things Awesome way to get around Riding around town Write each of your spelling words and try to make new words from that word. E.g. showers show, sew, how, owe Sort your words according to their syllables. Then list them from the most to the least syllables. Write and illustrate a comic strip using all of your spelling words. Underline the spelling words you use. Use alliteration to write your words in silly sentences. For example: Alice's aunt ate apples around August. Choose 5 of your spelling words. Use the dictionary to write the definition of each word.	<urn:uuid:850790aa-3dd7-4f01-8b09-636aa6a2fd96>	CC-MAIN-2020-40	https://homelearningatikps.weebly.com/uploads/3/7/6/9/37697917/year_3-4_-_spelling_choice_board_-_all_weeks.pdf	2020-09-25T15:18:10+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00685.warc.gz	421,667,119	392	eng_Latn	eng_Latn	0.998076	eng_Latn	0.998174	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 770, 1797 ]	[ 4.1875 ]	1	0	HuggingFaceFW/finepdfs-edu
Nexus from Practical Kitchen to Work: CLIL Lect. Burcu Yılmaz, Dr. Emel Akay Anadolu University, Tourism Faculty, Turkey Abstract Content and Language Integrated Learning (CLIL) is an innovative educational approach that integrates subject matter instruction with language learning objectives. Originating in Europe during the mid-1990s, CLIL has gained prominence for its dual-focused educational model, emphasizing content mastery and language proficiency. This presentation explores the foundational principles of CLIL, encapsulated in the 4Cs framework: Content, Communication, Cognition, and Culture. It highlights the multifaceted benefits of CLIL, including enhanced language skills, improved cognitive abilities, heightened cultural awareness, and increased student engagement. A significant focus of this presentation is the application of CLIL in vocational education. Given the globalized nature of today’s workforce, proficiency in English is crucial for vocational students across fields such as tourism, hospitality, engineering, and information technology. By integrating English language instruction with vocational training, CLIL not only improves language skills but also aligns educational outcomes with industry requirements, thereby enhancing employability. Through case studies and practical examples, this presentation demonstrates the effectiveness of CLIL in real-world settings, underscoring its potential to revolutionize vocational education. By preparing students with the dual competencies of vocational expertise and language proficiency, CLIL equips them for successful careers in an interconnected world. Keywords: CLIL, English, Language Skills, Vocational Education, Tourism	<urn:uuid:87cbd3d6-4be2-4d83-baf2-6ba725b9347e>	CC-MAIN-2025-05	https://www.dpublication.com/wp-content/uploads/2024/07/63-ITL6-3944L.pdf	2025-01-14T16:07:31+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362206.2/warc/CC-MAIN-20250114150318-20250114180318-00803.warc.gz	785,700,228	306	eng_Latn	eng_Latn	0.989579	eng_Latn	0.989579	[ "eng_Latn" ]	false	rolmOCR	[ 1715 ]	[ 1.3203125 ]	1	0	HuggingFaceFW/finepdfs-edu
10,000 LIVES LOST 700 BODIES FOUND DALLAS, Tex., Sept. 10.—From Virginia Point north and south along the bay front at such places as Texas City, Dickinson, Hitchcock, Seabrook, Alvin and intermediate points the number of dead bodies gathered up by rescue trains and sailing craft had reached at noon more than seven hundred. Hundreds have been swept out to sea who never will be accounted for. The Houston and Texas Central Railroad officials at noon received bulletins from their general office in Houston that the loss of life will reach 3,000 in Galveston. TEN THOUSAND SAID TO HAVE PERISHED IN THE TERRIBLE TEXAS DISASTER. HEARTRENDING APPEALS FOR AID FROM AFFECTED COUNTRY DISTRICTS OF THE DEVASTATED COAST. RELIEF FUND TO BE WIRED FREE GALVESTON STORM HEADLINES THAT SPOKE TO A NATION Bring history to life in your classroom through historic newspapers at: Chronicling America http://chroniclingamerica.loc.gov University of North Texas Libraries The power of ideas starts here Library of Congress UNT UNIVERSITY OF NORTH TEXAS Discover the power of ideas. National Endowment for the Humanities	<urn:uuid:7ae8171d-4597-41c1-a7c7-66f0806f9bf3>	CC-MAIN-2017-13	http://education.texashistory.unt.edu/lessons/posters/2GalvestonLOWRES.pdf	2017-03-28T02:28:39Z	crawl-data/CC-MAIN-2017-13/segments/1490218189589.37/warc/CC-MAIN-20170322212949-00040-ip-10-233-31-227.ec2.internal.warc.gz	112,712,034	273	eng_Latn	eng_Latn	0.991664	eng_Latn	0.991664	[ "eng_Latn" ]	false	rolmOCR	[ 1113 ]	[ 1.4765625 ]	1	3	HuggingFaceFW/finepdfs-edu
Research Article Investigation of feeding problems in children with cerebral palsy Abstract Volume 11 Issue 1 - 2019 Introduction: Eating and swallowing are important for child health and play an essential role in her/his physical, social, emotional and cultural development. In children with cerebral palsy because of neuromuscular disorders, there is high prevalence of feeding and swallowing disorders. Early diagnosis, prevention and management of feeding problems are important process. In this study, feeding problems in different types of cerebral palsy were investigated. Materials and methods: In this cross-sectional descriptive study, 60 children with cerebral palsy that referred to clinical centers were selected using random sampling. Feeding and swallowing skills of these children were investigated with using of Pediatric assessment scale for severe feeding problems. Results: Findings indicated that children with spastic and flaccid cerebral palsy have feeding problems with similar severity. Also children with athetoid cerebral palsy showed lowest severity of feeding problems. Conclusion: Swallowing performance and proper feeding skills plays an important role in children's development. Given the high prevalence of feeding problems in children with cerebral palsy, early diagnosis and intervention should be done to prevent of secondary problems. Keywords: cerebral palsy, feeding skills, swallowing Introduction Normal development of sucking, swallowing and chewing require the correct oral skills, as well as coordination of voluntary and involuntary movements of oro-facial and tongue muscles. 1 In children with cerebral palsy, normal functioning of this group of muscles is impaired in a variety of ways. 2,3 Abnormal tension and movement of the tongue, throat and palate, as well as sensory defects in these areas may lead to strangulation, as well as prevent swallow of saliva and thus cause drooling in these children. 4 The two-sided impairment of the upper motor neuron also usually causes swallowing disorder, which involves problems in the formation of food morsel and delays in the transfer the solid and liquid food from the oral cavity to the digestive tract. 5 The swallow function is divided to the voluntary oral stage and the pharyngeal stages and involuntary esophagus. 6 Oral stage is performed by coordinated movements of the mouth, throat and larynx. Chewing a morsel, prepare it for transfer to the throat and esophagus. This process also requires adequate saliva secretion, oral-pharyngeal mucosal layers, and neuro-muscular coordination, which is controlled voluntarily by the cranial nerves 5, 7 and 12. When the food reaches the posterior throat, the pharyngeal stage begins and immediately a sensory message is sent to the swallowing center in medulla oblongata and a coordinated response is returned. The efferent messages, which are cholinergic stimuli, transmit impulses to the upper throat and esophagus through various cranial nerves (e.g., 5, 9 and 10). 7 The third stage of swallowing (esophagial) that is an involuntary reflex, with the relaxation of the lower esophageal sphincter and the successive constrictions of the muscle of the body of the esophagus, morsel is pushed along the esophagus to the stomach. 8 The oral and pharyngeal abnormalities of the swallowing process result in the patient's inability to form a mouthful of food and move it to the throat, resulting in the presence of food in the mouth. 9 Abnormalities in the second stage of swallowing cause to delay in transmission the fluid and food in the lower larynx, which is associated with coughing, choking, returning food from the nose (causing choking, producing tears and sneezing), or vomiting; initial symptoms this condition is a feeling of itching in the throat and dry cough during mealtime. 10 Another problem in children with swallowing disorder is excessive sensation in the oral area and oral mucosa that causes vomiting and severe choking when eating solid foods. 4 Some movements and muscles related to the function of swallowing, speech, as well as neural networks related to the high level control of these motor functions is same, 11,12 which is why, in most children with cerebral palsy, in addition to swallowing problems, a speech dysarthria is also seen. 13 According to Rezaei et al., Nutritional skills disorder that also show the sensory-motor and muscle tone deficits is common in children with cerebral palsy. 14–16 The results of Calis and Kulak's research indicate that there is a correlation between the severity of swallowing disorder and the severity of cerebral palsy, and in children with the most severe type of cerebral palsy (involvement of all four organs), swallowing disorder is more common. 17–18 The purpose of this study was to determine the prevalence of swallowing disorders in children with cerebral palsy and to determine the relationship between type of cerebral palsy and severity of swallowing disorder. Materials and methods This study was descriptive-analytic and conducted in a crosssectional manner. The target population in this study was children who were diagnosed with cerebral palsy by a neurologist. In this study, 60 children referred to Speech Therapy Clinics of Hamedan University of Medical Sciences participated in this study under the control of Speech and Language pathologists by simple random sampling method. Children who suffered from seizures during the past year or oral-facial impairment such as cleft palate and lip and dental defects were excluded from the study. Data were collected by a questionnaire Farhad Sakhaei, 1 Golnoosh Golmohamadi, 1 Mohamad Rezaei 2 1University of Social Welfare and Rehabilitation Science, Iran 2Faculty of Rehabilitation Sciences, Hamadan University of Medical Sciences and Health Services, Iran Correspondence: Farhad Sakhai, University of Social Welfare and Rehabilitation Science, Tehran, Iran, Tel 0098912809589, Email Received: December 12, 2018 \| Published: February 05, 2019 of demographic variables and a pediatric evaluation scale for severe feeding problems. The demographic variables questionnaire included sex, age and type of palsy. The child's assessment scale for severe swallowing disorders was also used to diagnose swallowing problems. This test consists of 15 items in 2 parts, where information from items is obtained based on severity and each item is calculated based on a 4-point Likert scale. The overall scores range from 0 to 100, which 0 to 25 was severe, 25 to 50 were moderate, 50 to 70 were mild, and 70 to 100 were without impaiment. Crist et al. 19 Reported a appropriate validity of this test and its reliability was calculated using α = 0.89 using Cronbach's alpha coefficient. 19 In this study, the reliability of the child's assessment scale for severe nutritional disorders was obtained by using Cronbach's alpha coefficient and α = 0.81. Content validity of this scale was also evaluated using Lawshe's technique and content validity index was 0.73.The parents of the children studied were taken informed consent to participate in the study, and they were assured that their information would be kept confidential. The data were analyzed by SPSS 16 software and one-way ANOVA. Results Of the 60 children studied, 33 (55%) were male. Their minimum age was 17 months and a maximum of 7 years with a standard deviation of 1.78 years. 30 (50%) of the children were spastic cerebral palsy, 20 (33.34%) were flacid cerebral palsy and 10 (16.66%) had athetoid cerebral palsy. Table 1 shows the prevalence of swallowing disorders in children with cerebral palsy, depending on their type of paralysis. Based on the results of one-way ANOVA test as shown in Table 2 and Table 3, there is a significant relationship between the mean score of swallowing disorder and type of cerebral palsy, which was determined by post-test by LSD method, Mean scores of severity of swallowing disorder in children with paralysis Spastic and Flacid have no significant difference (Pv = 0.95);However, the difference in mean scores of children with atheoid cerebral palsy with spastic and flacid cerebral palsy was significant (Pv = 0.005 and P = 0.009, respectively). Also, the lowest severity of swallowing disorder in children with atheoid cerebral palsy was observed (M = 80.26). Table 1 Prevalence of swallowing disorder in children with cerebral palsy Table 2 score comparison of swallowing disorder in children with cerebral palsy Table 3 Mean of swallowing disorder severity in cerebral palsy group N=60 Discussion Swallowing disorders can occur in any of the oral, pharyngeal and esophagial stages. The results of this study showed that overall swallowing problems in children with cerebral palsy are prevalent. The study of Calis et al. Reported the prevalence of nutritional problems in these children by 99%. 17 In this study, all children with cerebral palsy had at least one type of swallowing problem based on the assessment of the child for severe swallowing disorders. The Helfrich-Miller study reported that there are the oral-movement abnormalities in children with cerebral palsy, such as abnormal tounge protrusion, hyper and hypo gag reflex, oral hypersensitivity, biting reflux, and inappropriate lip and tongue function. 20 In this study, most children with cerebral palsy had some degree of oral-facial problems and abnormalities in the swallow oral and pharyngeal stages. The problem with these stages, especially if accompanied with symptoms such as poor control of the tounge, the presence of biting reflexes and malfunctioning of the velo-pharyngial reflux, will lead to a slow passage of food from the throat and as a result of aspiration. In this study, the type of cerebral palsy was determined based on the classical classification (neuroanatomical location of the lesion). It was found that the severity of swallowing disorder varies in types of cerebral palsy, so that children with athetoid cerebral palsy had the lowest severity of problems.This difference in the severity of swallowing disorder may be related to the extent and location of the neurological disorder.spastic palsy is due to the two-sided injury of the upper motor neuron (the pyramidal and extra-pyramidal pathways), and children with more damage to the cortico-spinal and corticomedulary pathways have more malfunction in voluntary stages, and then the athetoid paralysis that due to lesions of the basal ganglia ,This will cause more oral –motor impairments and, consequently, a more severe swallowing disorder. 21,22 Voluntary control plays an important role in the oral and pre-oral stages of swallowing. In these stages, inappropriate functioning in the voluntary movements of the tongue, lips , tongues and cheek leads to malfunctioning of the mouthpiece formation and then problems with swallowing it and even aspiration. Other factors that aggravate swallowing problems in children with spastic and flacid paralysis is the inapparopriate status of the body while eating. In order to have proper nutrition, it is necessary for the person to sit in a position where the knees are bent and on the ground and head and trunk in one direction and the neck is slightly forward to allow the oral and respiratory movements to take place easily. In children with cerebral palsy, and especially spastic and flacid children, this ideal condition is not possible, and this may cause respiratory problems and aspiration. Also, hand movement impairment and inappropriate body status in these children will also prevent independent nutrition in these children and often require parental support for nutrition, which causes resentment of parent. 22 So, depending on the severity of the nerve injury and the resulting amount of motor problems, the severity of the problems of swallowing will also change. This finding is consistent with the findings of Reilly. 4 Conclusion The present study showed that swallowing problems in children with cerebral palsy are high and related to the type of cerebral palsy (severity of lesion) in these children. Because nutritional and swallowing problems prevent children from developing their physical and cognitive development, making them difficult to treatment plan and rehabilitation in children, accurate evaluation of these problems is essential. Also, providing appropriate therapeutic interventions not only affects the quality of life of these children, but also prevents future problems and has a direct impact on the emotional and physical health of these children. The lack of similar Farsi studies and the lack of cooperation of some children, which resulted in exclusion them, were the most important limitations of this study. Given the importance of the subject and the available results, it is suggested that designing clinical interventions should be considered in future studies. Acknowledgment This article is the result of a research project that has been registered at Tehran University of Medical Sciences. Thanks, therefore, for all the children participating in this research, as well as for the cooperation of their families, which helped us to foster this in-depth study. Conflicts of interest The author declares there is no conflict of interest. References 1. Vik T, Skrove M, Dollner H, et al. Feeding problems and growth disorders among children with cerebral palsy in south and north Trondelag. Tidsskr Nor Laegeforen. 2001;121(13):1570–1574. 2. Kulak W, Sobaniec W. Magnetic resonance imaging of the cerebellum and brain stem in children with cerebral palsy. Advances in Medical Sciences. 2007;52(Suppl 1):180–182. 3. Kulak W, Sobaniec W, Bockowski L, et al. Neurophysiologic studies of brain plasticity in children with cerebral palsy. Rocz Akad Med Bialymst. 2005;50(Suppl 1):74–77. 4. Reilly S, Skuse D, Poblete X. Prevalence of feeding problems and oral motor dysfunction in children with cerebral palsy: a community survey. The Journal of Pediatrics. 1996;129(6):877–882. 5. Lefton–Greif MA. Pediatric dysphagia. Phys Med Rehabil Clin N Am. 2008;19(4):837–851. 6. Serlin M. Language and Swallowing Intervention in Children with Cerebral Palsy. USA: Southern Illinois University Carbondale; 2012. 7. Croghan J, Burke E, Caplan S, et al. Pilot study of 12–month outcomes of nursing home patients with aspiration on videofluoroscopy. Dysphagia. 1994;9(3):141–146. 8. Del Giudice E, Staiano A, Capano G, et al. Gastrointestinal manifestations in children with cerebral palsy. Brain Dev. 1999;21(5):307–311. 9. Gisel EG. Oral–motor skills following sensorimotor intervention in the moderately eating–impaired child with cerebral palsy. Dysphagia. 1994;9(3):180–192. 10. Wasko–Czopnik D, Paradowski L. Swallowing disorders in clinical practice. Dysphagia in clinical practice. 1999;10(1):5–17. 11. Humbert IA, Robbins J. Normal swallowing and functional magnetic resonance imaging: a systematic review. Dysphagia. 2007;22(3):266– 275. 12. Saarinen T, Laaksonen H, Parviainen T, et al. Motor cortex dynamics in visuomotor production of speech and non–speech mouth movements. Cerebral Cortex. 2006;16(2):212–222. 13. Benfer KA, Weir KA, Bell KL, et al. Oropharyngeal Dysphagia and Gross Motor Skills in Children with Cerebral Palsy. Pediatrics. 2013;131(5):1553–1562. 14. Rezaei M, Mohammadi H, Rashedi V. The relationship between feeding problems and mental retardation. Journal of Research in Rehabilitation Sciences. 2012;8(3):419–425. 15. Rezaei M, Rashedi V, Gharib M, et al. Prevalence of feeding problems in children with intellectual disability. Iranian Rehabilitation Journal. 2011;9:56–59. 16. Rezaei M, Rashedi V, Heidari A. Eating problems among children with Down syndrome. Journal of Kermanshah University of Medical Sciences. 2013;16(8):682–684. 17. Calis EA, Veugelers R, Sheppard JJ, et al. Dysphagia in children with severe generalized cerebral palsy and intellectual disability. Developmental Medicine & Child Neurology. 2008;50(8):625–630. 18. Kułak W, Sobaniec W, Goscik M, et al. Clinical and neuroimaging profile of congenital brain malformations in children with spastic cerebral palsy. Adv Med Sci. 2008;53(1):42–48. 19. Crist W, Dobbelsteyn C, Brousseau AM, et al. Pediatric assessment scale for severe feeding problems: validity and reliability of a new scale for tube–fed children. Nutr Clin Pract. 2004;19(4):403–408. 20. Helfrich–Miller K, Rector K, Straka J. Dysphagia: Its treatment in the profoundly retarded patient with cerebral palsy. Arch Phys Med Rehabil. 1986;67(8):520–525. 21. Webb W, Adler RK. Neurology for the speech–language pathologist: Mosby; 2008. 22. Salghetti A, Martinuzzi A. Dysphagia in cerebral palsy. Eastern Journal of Medicine. 2012;17:188–193.	<urn:uuid:dc54ff6b-57e2-4475-b28f-34958d3a8a48>	CC-MAIN-2024-22	https://medcraveonline.com/JOENTR/JOENTR-11-00410.pdf	2024-05-30T06:47:24+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971059506.69/warc/CC-MAIN-20240530052602-20240530082602-00204.warc.gz	318,944,614	3,758	eng_Latn	eng_Latn	0.973474	eng_Latn	0.994524	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 6040, 12364, 16750 ]	[ 1.625 ]	1	0	HuggingFaceFW/finepdfs-edu
Niobium strengthens and lightens to reduce costs and CO2 emissions Infrastructure Bridges Pipelines The ØRESUND bridge in Sweden used 0.022% of niobium in steel to reduce the weight of steel required by 15 tonnes and saved $25 million. Power generators Building stronger with less steel. The use of advanced high strength steels (AHSS) to build new, and replace old, infrastructure will play an important role in contributing to a low-carbon society. Transport Niobium in steel decreases the amount of steel required, resulting in improved fuel efficiencies and decreased CO2 emissions without compromising safety, style or affordability. Health & scientific advancement Superconductor magnets can conduct electricity with no resistance at extremely low temperatures. They are used in advanced medical and scientific machines to improve human health and research understanding. Power stations rely on niobium stainless steel turbine blades to turn at extreme temperatures for power generation. Aerospace Niobium is used in jet engines and the newest generation of helicopters to reduce the weight of steel required, whilst maintaining their strength at extreme temperatures and pressures. Freight trucks A 25% weight reduction in the bucket of a truck using high strength steels resulted in 2.2% savings in total transportation costs, a reduction of 3.7% in diesel consumption and a 3% decrease in carbon dioxide emissions. MRI Magnetic Resonance Imaging is used to scan medical patients, to determine the severity of injuries. MRI machines contain superconductive magnets made from niobium-titanium alloys. www.alkane.com.au Water, gas, oil and chemical pipelines operate under very high pressure and at extreme temperatures. Niobium steels resist corrosion and require far less steel to operate safely. Portable fuel cells Solid oxide fuel cells deliver clean energy with high efficiency. Lightweight steels containing niobium are used to connect the fuel cells due to their electrical conductivity, corrosion resistance, mechanical strength at high temperatures and formability. Automobiles The auto industry is increasingly using niobium in steels to lighten cars. Just 300g of niobium reduces the weight of steel required in a mid-sized car by 200kg and improves the fuel efficiency by one litre per 200km driven, leading to lower emissions. Maglev trains Maglev trains currently travel up to 430kph along a magnetic guideway using niobium superconductor magnets. Advanced scientific research CERN is home to the Hadron Collider, the world's largest particle accelerator and is located in Europe. Research at CERN focuses on looking at how particles interact and how the universe began. At CERN, superconducting wires of niobium-titanium conduct electricity 100 times that of traditional copper wires. Niobium What is it? Niobium is a metal with superconductive properties that is used mostly in alloys and superalloys. Niobium is frequently alloyed with steel because of its strength at high temperatures and lightweight characteristics. It is usually sold as niobium pentoxide or ferroniobium; niobium metal is produced in small quantities. The Dubbo Zirconia Project will produce ferroniobium. "For every 1kg of advanced high strength steel (AHSS) used in a vehicle, there is a total life cycle saving of 8kg CO2 equivalents. Further, if all vehicle bodies produced globally were fabricated with AHSS, the annual emissions savings is estimated to be 156 million tonnes of CO2." www.worldsteel.org/media-centre/press-releases/2009/material-choice-in-car-design.html World production Current use of ferroniobium Material produced DZP World market (2017) Ferroniobium(FeNb) 3,000tpa 90,000tpa 90% of niobium is used in standard grade ferroniobium for the production of advanced high strength steels (AHSS). www.alkane.com.au	<urn:uuid:518967bf-84c0-4390-bba1-100a0d6c4f2c>	CC-MAIN-2019-04	http://www.alkane.com.au/wp-content/uploads/2017/09/Niobium.pdf	2019-01-18T01:00:29Z	crawl-data/CC-MAIN-2019-04/segments/1547583659654.11/warc/CC-MAIN-20190118005216-20190118031216-00341.warc.gz	257,504,963	829	eng_Latn	eng_Latn	0.992557	eng_Latn	0.99478	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2834, 3879 ]	[ 2.28125 ]	1	0	HuggingFaceFW/finepdfs-edu
Shorelines Newsletter of the Whidbey Audubon Society January 2019 Whidbey Audubon Society is dedicated to the understanding, appreciation and conservation of birds, other wildlife and their habitats on Whidbey Island and in surrounding waters. Whidbey Audubon Meets Thursday, January 10 in Freeland South Georgia Island One of the Most Amazing Wildlife Spectacles on Earth Join Dave Parent as he presents a program on the circumnavigation of South Georgia Island with a bit of the Falklands, Chile and Argentina. He has been fortunate to travel to South Georgia Island in the South Atlantic Ocean and will share his experiences and show photos and videos of most of the seabirds, endemics (species unique to the area) and marine mammals that breed on this remote island. Dave Parent is a veterinarian who co-owns the Useless Bay Animal Clinic in Freeland. He has been interested in wildlife since a very early age. As a child, he says, he was always turning over rocks at the beach and trying (unsuccessfully) to dig up moles. His longsuffering mother allowed him to keep various wild reptiles, amphibians, birds and mammals. While raising a family and keeping them South Georgia Island is off the southern tip of South America as shown here. Upcoming Field Trips Saturday, January 5: FORT CASEY STATE PARK. Start the New Year with a fun walking, birding trip at Fort Casey State Park. We'll explore the habitat near the lighthouse then head up the trail through the forest to the picnic area. If there is time, we will head to the ferry parking lot and check out what's hanging out there and in the water. Meet at 9 a.m. at the lighthouse parking lot. Drive up the road into the park (1280 Engle Road, Coupeville) and take a right by the flag pole (do not go down the hill to the fort) and drive to the end of the road to the light- Thursday evening Join Us! January 10 Congregation Unitarian Universalist 20103 State Route 525, two miles north of Freeland 7:00 socializing donations for snacks welcome 7:15 brief meeting 7:30 program begins active in the raptor rehabilitation program. Upon graduation, he worked as a veterinarian in Port Orchard, Washington and then purchased the Useless Bay Animal Clinic in Freeland in 1990. He immediately took the test to become a licensed wildlife rehabilitator in the state and treats between 30 to 50 wild afloat with various jobs, Dave earned a degree in wildlife science at the University of Washington and then a Doctor of Veterinary Medicine at Washington State University (wsu). While at wsu, he was Puget Sound Energy Powerful Partnership Grant and at Deception Pass State Park, to speak with energy specialists at our meetings and at other venues, such as the January Way of Whales workshop and to participate in a field trip to pse'sWild Horse Wind Farm near Ellensburg. For additional information, please contact Linda Perry Dwight, firstname.lastname@example.org. Sound Waters, a one day university for all, has been bringing together people passionate about life in Puget Sound since the early 1990s, and now attracts over 600 people yearly. No prior knowledge is required to attend — just an interest in learning about this amazing place that we call home. Registration Open Now It will be held at South Whidbey High School in Langley. Registration is from December 28 through January 20. For more information, visit www.soundwaterstewards.org. Look for Whidbey Audubon Society's display in the exhibit area during the breaks and at lunch. (Also at Way of the Whales, January 26. Volunteers welcome, contact Linda, treasurer@ whidbeyaudubon.org.) Dates to Remember JANUARY 5: Field Trip: Fort Casey State Park 8: Raptor Class at Padilla Bay for five weeks; www.padillabay.gov 15: Field Trip: Loons at Deception Pass 10: Whidbey Audubon Program: Southern Hemisphere Pelagics and Penguins with Dave Parent, Freeland 17: Deadline for February Shorelines 24: Whidbey Audubon Society Board Meeting, Methodist Church, Coupeville, 6 p.m. (NOTE earlier time) Members welcome 31: Native Plant Sale end; for details, visit www.whidbeycd.org FEBRUARY 26: Way of the Whales Workshop, Coupeville Middle School Performing Arts Center, 10 a.m. to 4:30 p.m.; 360-2235666 or email@example.com 2: Sound Waters, Langley; go to www.soundwaterstewards.org 14: Whidbey Audubon Program: Puget Sound Seabird Survey, Freeland 9: Padilla Bay: Swans, Geese and Dabbling Ducks, a class, www.padillabay.gov 15 to 18: Great Backyard Bird Count 21: Deadline for March Shorelines Puget Sound Energy (pse), our electric utility provider, selected Whidbey Audubon Society for a 2019 Powerful Partnership award of $5,000. We will use the funding to educate Whidbey Island residents and other interested citizens about the importance of protectioning birds and reducing harmful environmental impacts using efficient energy practices. In addition to providing events to help educate the public about pse's energy efficiency and renewable energy options, we will publicize pse's efforts on its continued commitment to support the Migratory Bird Treaty Act throught its Avian Protection Program. We will engage in a cooperative effort to investigate the feasibility of Osprey nesting at Cranberry Lake in Deception Pass State Park with the Deception Pass Park Foundation. Events include opportunities to hear speakers at our meetings Field Trips, from page 1 house. You will need a Discover Pass, binocs, and bring a scope if you have one. For more information contact Janet Hall at firstname.lastname@example.org or 360-969-1340. Tuesday, January 15: LOONS AT DECEPTION PASS. Trip leaders are Sarah Schmidt and Joe Sheldon. Meet at 9:30 a.m. at the north end of West Beach parking lot, Deception Pass State Park. We'll bird the beach and lake and hope to see hundreds of Red-throated Loons gathering to feed in the outflowing current of Deception Pass. Bring a spotting scope if you have one. Depending on weather and interest, we will end at about noon, with a possible stop at Dugualla Bay on the way back toward Oak Harbor. If you like, bring water, a snack or a hot drink. Dress warmly and prepare for wind. To carpool, meet at 8 a.m. at Trinity Lutheran Church in the Freeland Park & Ride, 8:30 in Coupeville at Prairie Station Transit Park, 201 South Main Street; or at 9 at Walgreen's in Oak Harbor (after State Route 20 turns 90-degrees left at Pioneer Way traffic light, the entrance comes up immediately on the right.) Cars parking at state park will need a Discover Pass. Questions: contact Sarah Schmidt, at email@example.com call 360-929-3592. Field Trip Checklist D D Beginners are very welcome. D D Field trips are free and open to anyone interested in birding or conservation. Bring your friends! D D Carpooling is encouraged and even required for some sites with limited parking. D D Very bad weather cancels a trip. Check with the trip leader. D D Dress for the weather and in layers. D D If you have them, bring binoculars, scope and field guides. D D We are always looking for new trip leaders and assistants. If you are interested, please contact Patty Cheek at firstname.lastname@example.org. If you might need them, bring a drink and snack. Conservation Column: Reducing Our Carbon Footprint large boxes and cut through layers of protective packaging to get at contents that were small and unbreakable. And sometimes, had to ship the item back! We certainly have control over this much of our lives. We can try to find a product on the island or nearby. Eat more seasonally and locally. We can combine errands, consolidate our online purchases, choose a slower shipping method, buy less new stuff, buy more used stuff. Or maybe keep using the stuff we already have. Washington did not pass Initiative 1631, but we can reduce our individual carbon footprint. We have to. You'll be hearing a lot more about this in the upcoming months as the legislature reconvenes and begins the discussion of new laws that put Washington on a path to a 100 percent clean energy future. —-Kim Shepard, Conservation Chair Did you know that choosing five-day shipping over twoday shipping when ordering from Amazon reduces carbon emissions a lot? And that buying the same item in a brick and mortar store possibly reduces emissions even more? There are, of course, many variables, but an important factor is how that item was shipped. If it was shipped by boat then truck to a store as inventory, it was part of a larger shipment — a full, efficient container. The carbon footprint of a single item shipped that way will be relatively small, even including your drive to the store and back. Your five-day delivery was consolidated with other deliveries and thus more energy efficient. Your two-day Amazon order, on the other hand, likely got to you as a single box that was flown, then trucked, then delivered without much opportunity for consolidation or efficiency. Maybe the shipping was "free" and very convenient, but not green. We've all opened Dan's Blog: Looking Out for the Snowbirds By Dan Pedersen and Craig Johnson, #328, December 15, 2018 Editor's note: Dan's Blog is published every Saturday morning. Clicking this website link will take you to: www.pedersenwrites. blogspot.com. If you'd like to be added to Dan's email list to receive the link to the latest post each week, write to Dan Pedersen at email@example.com. It was a bitter cold winter morning. Ice coated the branches of trees all over Puget Sound, partially melted from the previous night's snow and then refrozen overnight. It had all the makings of can explosion of orange birds in our crabapple tree. Few sights are prettier on a winter morning than a flock of radiantly gold Varied Thrushes showing up in the yard. Every summer our crabapple tree produces a blowout crop of fruit. The same is true of an apple tree in the yard of my blog partners, Craig and Joy Johnson, except that they know exactly how they'll use those apples. They're for the wildlife. We don't harvest our crabapples, either, so the fruit clings to the tree for months afterwards, in reserve for the Varied Thrushes that show up here on the coldest of days. By then the deer have stripped the low-hanging fruit. Rabbits have stood on their hind legs to reach the bottom-most branches. Everything from deer-height upward now belongs to the thrushes. Photo by Craig Johnson© Craig photographed this male Varied Thrush on his wildlife apple tree. As part of a photo series on winter birds of the forest landscape in Puget Sound, my blog partner Craig Johnson included Varied Thrushes in his selection, and it's not hard to see why. These birds bring a splash of color and excitement everywhere they go. Every winter I look forward to the sight of these birds scratching at the leaf litter, sunning themselves or going from branch to branch to feast on crabapples. I suspect they may be drunk on the fermenting fruit. In any case the tree brings them much joy when other food sources are scarce. I always know when Varied Thrushes are around because I hear their oddly metallic, whistling notes in the treetops in the mornings. I don't usually see them unless they descend to the lawn or the fruit trees. They're about the size and shape of an American Robin and sometimes appear with their cousins as part of a mixed flock, all working the ground together. Varied Thrushes seem to specialize in digging through piles of leaf litter with their feet, looking for bugs and grubs underneath. I find my neat piles of leaves spread all over the lawn. Varied Thrushes are just one of the birds that bring colorful surprises to Northwest yards. [Visit the blog to read about other "snowbirds" such as the Purple Finch, Anna's Hummingbird and Sightings Sightings Sightings Sightings Sightings October 29: Northern Shrike perched on top of very long bamboo pole in garden (about 15 feet up.) First time I've seen one on our property. I see there was a sighting in Maxwelton area last week. Location: Midvale Road. — Sego Jackson October 31: A flock of 35 Snow Geese on Ebey's Landing Road across from Willow ood Farm. First time I've ever seen them on our island. — Martha Hollis November 2: A duck with a redhead and large black stripe running laterally over face and eye area. It was by itself. Duck was mallard size. I'm an experienced birder and I could not identify it. Location: Deer Lagoon, one of the ponds. beach between the lagoon and the bay, moving in and out of vegetation and driftwood and foraging on the sand. I saw one in the same area on March 6, 2018. An American White Pelican continues to hang out at the lagoon and the adjacent marsh. A Northern Shrike is still hunting in the area, first reported on 10/12/2018. A Sora continues. It called today for about 10 seconds. Likely the same bird that was first reported on 10/4/2018 and by several other observers since. Six Snow Geese again for this observer on the marsh side of the lagoon area. There have been one to 70 reported here this fall since 10/21/2018. Location: Deer Lagoon. — Sue Minger November 5: Two Snow Geese one adult, one juvenile. The adult has a left leg lameness. Both foraging normally. Location: On the fairway near Dunlap Drive, Holmes Harbor Golf Course. — David Parent November 8: Male Ringnecked Pheasant seen on our property Tuesday afternoon and this morning foraging in our horse pastures. Location: Near the north end of Pintail Road. — Kellee Roberti Snow Bunting November 10: Snow Bunting feathers were white. The bill was very pale, almost white, with a black ring, like a Ringbilled Gull. The eyes were black, not pink, and I couldn't get a good look at the legs, but I "feel" like they were black. The bird was fairly elusive, though it was walking about and feeding with some immature ring billed gulls. I was about forty or fifty yards from it. A friend who was with me today said he saw the same bird yesterday at a different location on the golf course. Location: Whidbey Golf Club Confirmation: I only list this as rare, not because it's a ring billed gull, but I've been an avid birder for forty years and have never seen an all-white gull before today. Update to all white ring-billed gull posting: I was much closer to the bird again yesterday. The bill is a pale yellow, with the clearly marked black ring around the end of the bill. The legs and feet are pink, not black. It is a much larger gull, at least 15 to 20 percent larger than the dozen immature ring-bills it was traveling with, so large that it seemed like a giant next to them, like a seven-foot basketball player walking among six footers. It walked around the grassy area with them, but they would not quite mingle with it on land. They flew to a nearby pond and the dozen immatures swam together, but the all-white gull had to swim around the pack at about twenty feet away. If it swam toward them, they would move away slightly, keeping their distance. — Vince Hagel December 8: There were found at the lagoon area on the Photo by Jann Ledbetter Yellow-shafted Flicker face, black malar and red nape crescent, as well as the yellow shafts that seem to indicate it is a pure yellow-shafted Flicker, and not an intergrade. — Jann Ledbetter November 14: A Wilson's Snipe appeared on my side lawn dipping his long bill repeatedly into the lawn obviously eating something delicious. Being from the Midwest, I immediately thought it was a Woodcock but got out the trusty bird books to discover it was a Wilson's or Common Snipe. Location: On the bluff of Deer Lagoon. — Carla Corin — Nancy Van Wormer November 15: Chipping Sparrow at Pacific Rim Institute, moving between the parking area and the fenced orchard/garden plot. Listed as rare on Whidbey list, though there seem to be annual sightings at this location. November 24: White-throated Sparrow (tan striped) under our bird feeder today (along with the usual suspects, including 16 California Quail). Second one we've had this year, the other was in May. Location: West Beach and Barque, Oak Harbor. — Carla Corin November 30: I saw a completely white gull. ALL of its Sightings, see page 6 — George Heleker November 11: Three Trumpeter Swans flying over Crockett Lake. — Marie Shaw November 11: Walking the west dike — three male plus two female Redheads (not Canvasbacks) remarkable in that they are listed as rare on the Whidbey check list; at least four male Eurasian Wigeons; a Peregrine Falcon kept the ducks moving and the Dunlins murmurating. Didn't find George's Snow Bunting. Location: Deer Lagoon, west dike. — Darwin Wile November 12: This Yellowshafted Flicker was seen with a flock of seven or eight Red-shafted Northern Flickers that have been coming to my yard regularly. Location: Coupeville (not far from downtown). Confirmation: While Redshafted Flickers are quite common, I'm learning that the Yellow-shafted is somewhat rare. This one has the brown Who would have thought we would have a calm, warm day for the birding trip in November? Six of us (two from offIsland) started at Freeland Park at the end of Holmes Harbor on November 15. The scopes were set up and we started scanning, seeing four Grebes including Western, Horned, Red-necked and Pie-billed Grebes along with Bufflehead and Doublecrested Cormorant. It was really helpful to see all of them in one place for comparison. We had to study one bird and finally decided it was a female Surf Scooter. The vertical white loralpatch was very faint. Another bird had us stumped until we looked in the book and realized a juvenile Rhinoceros Auklet has a dark beak, not a yellowish one. 5 Field Trip Report: Freeland Park and Wetland Trail It was quite entertaining watching one lone American Wigeon swimming up to the beach, mingling with several Mallards, then back out in the water. It seemed the bird wasn't comfortable "hanging out" with them. We also saw Common Loon, Canada Geese, Belted Kingfisher, American Crow, Bald Eagle, Glaucous-winged X Western Hybrid Gull, Mew Gull and even a Bonaparte Gull. Intrepid birders at Freeland Park include Patty Cheek, Kim Shepard, Janet Hall, Jo Waldron and Marilynn Strayer. We headed up the grassy slope behind Freeland Hall, walking between forest and brush habitats. The Bushtits surrounded us along with a few Black-capped and Chestnut-backed Chickadees. Farther up the path in the brush we saw Golden and Whitecrowned Sparrows. Looking in the forest we spotted a Brown Creeper and heard a Red-breasted Nuthatch. The Golden- crowned Kinglets showed up along with Spotted Towhee and Dark-eyed Junco. Walking back to the park we saw Eurasiancollared Dove, House Sparrow and European Starling. Next, we headed over to the Freeland Wetland Trail. It's a nice walk but the woods were quiet. We did hear a Pacific Wren, Common Raven and Northern Flicker. Overall, we counted 35 birds and had a fun time birding on a nice November day — Janet Hall, Trip Leader Crockett Lake with Birding in Neighborhoods North November 16: All three Cormorants, Pelagic, Brandt's and Double-crested, were in their expected location on the old pilings off the beach. Pigeon Guillemots and a Common Loon in their winter plumage were nearby. The Belted Kingfisher was on the wire by the restaurant, as expected, but the Harlequins were missing from the ferry landing. We also saw Dunlin, Western Sandpipers, Yellowlegs and Black-bellied Plovers. On the lake were more Green-winged Teal than I have ever seen at once. A surprise sighting was a pair of Mourning Doves, which often seem to be missing in favor of the Eurasiancollared Doves. Including some very busy Northern Harriers, we saw 26 species. — Marcia Lazoff Birding in Neighborhoods (bin) North meets at 9 a.m. on the second Wednesday of most months. We bird from Crockett Lake to Deception Pass. Locations each month are chosen on the Monday before we go. If you would like to receive an email of where we are going, please contact Marcia Lazoff at firstname.lastname@example.org and I will add you to the list. The former list no longer exists and we are starting anew. Birding in Neighborhoods South Explores Deer Lagoon November 8: What a spectacular day at Deer Lagoon Thursday! We saw 52 species, and that doesn't even include any possible additions from those of us who finally had to drag ourselves away early. Did you happen to spy the Coots, a Chestnutbacked Chickadee, a Creeper, the Lincoln's Sparrow, woodpeckers, House Sparrows? And what about a final confirmation on all the various peeps and shore-walkers? five different gulls, a couple of Eared Grebes (thanks to George H. for spotting them), and finally found those three Eurasian Wigeons amongst the hundreds of other ducks. Among all the usual sightings, we did all get to watch a Trumpeter Swan, Snow Geese, a Northern Shrike, at least November 22, Thanksgiving: What a good group to dodge the rain at Deer Lagoon to see and/or hear 32 species! Wind kept a few of the usual avian visitors under cover, but it was fun to bump into many human walkers with family and friends, enjoying the decent weather window before afternoon gatherings. Wildlife Spectacles, from page 1 birds, mammals and reptiles each year. He has also participated in wildlife research in the Olympic Mountains, the Selkirk Mountains, Alaska and Madagascar. He enjoys birding, telemark skiing, being out on the open ocean and just wandering around in the mountains and the Olympic coast beaches. He is married, and his combined family includes seven children and eleven grandchildren. Photo by Sam Crimmin Sightings, from page 4 46 Black Oystercatchers feeding along the shoreline. Location: Oak Harbor City Beach. — Vince Hagel December 10: Female Shorteared Owl. Location: West side of Crockett Lake on a metal T-post. — Traci & Robert York December 19: For the past three weeks, American Goldfinch in beautiful non-breeding colors have been enjoying my backyard feeders. Started with one and now have 12 to 16 feeding and bathing every day. Anyone else seeing these? This is a first for my backyard in winter. Location: Lagoon Point on the bluff, Greenbank. — Shirley Hendricson Photo by Traci and Robert York Short-eared Owl December 21: Male Canvasback with a flock of Greater Scaup and Surf Scoters along City Beach in Oak Harbor. I've never seen a Canvasback there! — Carla Corin Please post unusual sightings to the Whidbey Audubon Society (was) website. Sightings should be on Whidbey Island or relate in some way to Whidbey Audubon. Reports should refer to birds or other wildlife that are not commonly seen here. Alternatively, they may refer to migratory birds that arrive outside their normal seasons. Reports of especially interesting sightings in nearby areas are welcome. Greater selectivity is needed to keep the email volume reasonable so editors will exercise judgment on whether the rarity, proximity and significance of sightings merit inclusion. These guidelines reflect the interests of local birders. Please respect the essentially scientific nature of the Sightings feature. Thanks for your cooperation. There are designated spaces to submit your information, such as what you saw, where you saw it and the date and approximate time. Although we are asking those who post to leave a phone number or email address with your sighting, they will not be included on the actual "Sightings" page. Thank you! Keep up with "Sightings" on the was website, on your mobile device at www.m.whidbeyaudubon.org or on the Whidbey Audubon Society Facebook page. Welcome New and Renewing Members New Ali Erickson (Spotted Towhee) Tim and Patsy Mack Robert Steelquist Greg Routt and Kristie Kujawski Leslie Boies and Rob Harris Charlotte Ginn Mary Jo Adams Renewing Miriam Nack (Scholarship Fund) Pamela and Scott Wessel-Estes Linda Bainbridge Beth Heffernan Jeff Campbell (Spotted Towhee) David and Stella Schoen Christi Shaffer Jay Adams David and Sharon Winkel Carlos and Toni Andersen Susan Berg Linda Dwight and Stu Ashley Brian and Jan Martin Lori Holt Baz Stevens and Sandra Towne Jeri Gregory (Spotted Towhee) Chip and Libby Hayward Nancy Luenn & Glenn Duncan Mary Bloom (Scholarship Fund) Ann Sullivan and John Leaser (Scholarship Fund) Frank Ruggiero and Karen Posner (Pigeon Guillemot) Roy and Betty Branson (Spotted Towhee) Louise Abbott and Dave Earp (Red-tailed Hawk) Margie and Gary Parker (Spotted Towhee) Christie Hammond (Red-tailed Hawk) Tom Sparks and Flora Goldthwaite Sharon Gauthier and Tom Hyde (Red-tailed Hawk) Ed and Martha Hollis (Red-tailed Hawk) Barbara Fournier (Pigeon Guillemot) Marie Shaw and Colleen Fox (Red-tailed Hawk) Arthur and Iris Misner (Scholarship Fund) Mary Jo and Michael Stansbury (Osprey) Karen Johnson & Cynthia Barrett (Pigeon Guillemot) If you receive a paper copy, an additional $5.00 is requested at renewal to defray an impending postage increase. I will send email reminders to all subscribers before your membership expires. — Linda Bainbridge, Membership Chair bin South, from page 5 A pleasant start to the day. Thanks to the guests who joined us, too! Rewarding to watch the little ones noticing the ducks. By the way, that Pelican is still hanging around out there with the Canada and Snow Geese. When the conditions are better, a Short-eared Owl has been out hunting lately. December 6: It was such a nice day today, of course we went to the beach! For a different perspective, we walked up from Shore Avenue to the south end of the Deer Lagoon West dike. Thanks to Gwen for providing our access from that direction. But just a carload of birders braved the chill to identify at least 38 species, so perhaps we'll do that again later this season. We did not see any Snow Geese, Swans or the Pelican this time, but it really never gets old, observing the many types of beautiful ducks — at least a dozen species regularly at Deer Lagoon. Dan's Blog, from page 3 the Red Crossbill. The photos are gorgeous. Find this blog, # 328 Looking Out for the Snowbirds, at pedersenwrites.blogspot. com/2018/12/328-snowbirds.html.] Birding Deer Lagoon on a very stormy December 20. December 20: The final bins of 2018 had nearly everyone hunkered down, but for three birders, who managed to see (or hear — the Rail) 19 species, not surprisingly, mostly ducks. Raptors, shore-walkers, most all the little guys — all hiding. But ducks didn't care a whit that it was dumping and howling out at Deer Lagoon. In spite of damp birders and their optics, I say that any day with a Hooded Merganser and/or a Northern Pintail is a good day. See you next year! — Cathi Bower, Bird early — bird often Whidbey Audubon Society Membership Please make your check payable to WHIDBEY AUDUBON SOCIETY (WAS) Mail to: Linda Bainbridge, 4459 Towhee Lane, Greenbank, WA 98253 Name_________________________________________________________________________________________ Y20 Address ___________________________________City_______________________State_____ Zip__________________ Phone _______________________Email________________________________(Your issues will be emailed to you.) _____ Check here to receive your Shorelines by mail. Please add an additional $5.00 to defray mailing costs. SELECT a Category of Membership ______Individual Annual Membership $20 ______Pigeon Guillemot $75 ______Household Annual Membership $30 ______Red-tailed Hawk $100 ______Spotted Towhee $50 ______Osprey $________ $__________Additional Donation to be used for Scholarships All memberships include 9 issues of Shorelines annually, a WAS window decal, discounts and early registration in our educational classes. _____ SPECIAL INTRODUCTORY MEMBERSHIP for first year National Members only. Receive a joint membership in National and Whidbey Audubon for one year for only $35. Make check payable to National Audubon. Birding in Neighborhoods (bin) South meets every other Thursday. Time varies with the season. Contact Cathi Bower at whidbird@ whidbey.com. So while some birds and humans fly south for the winter, the real snowbirds stay right here in the Northwest and bring joy and surprises to all who keep an eye on the view outside their window. The Whidbey Audubon Society is a 501(c)3 nonprofit organization. Donations are tax deductible. It is Whidbey Audubon policy to never share our membership and subscription information with other groups.	<urn:uuid:97530d89-6d55-41f4-ba69-0fc859b0089e>	CC-MAIN-2019-04	http://www.whidbeyaudubon.org/shorelines.pdf	2019-01-19T17:33:38Z	crawl-data/CC-MAIN-2019-04/segments/1547583671342.16/warc/CC-MAIN-20190119160425-20190119182425-00021.warc.gz	398,711,035	6,679	eng_Latn	eng_Latn	0.996449	eng_Latn	0.998149	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2569, 7208, 11755, 16949, 21156, 25075, 28448 ]	[ 1.53125, 1.40625 ]	1	0	HuggingFaceFW/finepdfs-edu
in order to prevent effective balance-of-payments adjustments or to gain unfair competitive advantage over other member countries''; Whereas the International Monetary Fund has identified ''protracted, large-scale interventions in one direction in the exchange markets'' as indicating a need for International Monetary Fund discussion with the offending country; and Whereas the People's Republic of China has engaged in such manipulation and interven- tion: Now, therefore, be it Resolved, That it is the sense of the Senate that the President should instruct the United States Executive Director to the International Monetary Fund to bring a general complaint under the International Monetary Fund's Articles of Agreement against the People's Republic of China for not complying with Article IV of the Articles of Agreement and manipulating the rate of exchange of its currency against other currencies to gain an unfair trade advantage and to prevent effective balance of payment adjustments. SENATE CONCURRENT RESOLUTION 57—RECOGNIZING THE CONTRIBUTIONS OF AFRICAN-AMERICAN BASKETBALL TEAMS AND PLAYERS FOR THEIR ACHIEVEMENTS, DEDICATION, AND CONTRIBUTIONS TO THE SPORT OF BASKETBALL AND THE NATION Ms. STABENOW (for herself and Mr. LEVIN) submitted the following concurrent resolution; which was referred to the Committee on Commerce, Science, and Transportation: S. CON. RES. 57 Whereas, even though African-Americans were excluded from playing in organized White-only leagues, the desire of AfricanAmericans to play basketball could not be repressed; Whereas, unlike baseball, which had Negro leagues, basketball had no organized Black leagues, thus forcing Blacks to take to the road out of necessity; Whereas among the most well-known black barnstorming teams that found their beginnings in the 1920s were the New York Renaissance (or Rens), the Harlem Globetrotters, the New York Enforcers, the Harlem Clowns, the Harlem Road Kings, the Harlem Stars, the Harlem Ambassadors, and the Philadelphia Tribunes; Whereas, despite the racism they faced, Negro basketball teams overcame great obstacles to play the game before Black players were allowed to play in the National Basketball Association in the early 1950s; Whereas the New York Rens became one of the first great basketball dynasties in the history of the game, compiling a 2,588-539 record in its 27-year existence, winning 88 straight games in the 1932-33 season, and winning the 1939 World Professional Championship; Whereas the Harlem Globetrotters proved that they were capable of beating professional teams like the World Champion Minneapolis Lakers led by basketball great George Mikan in 1948; Whereas the barnstorming African-American basketball teams included exceptionally talented players and shaped modern-day basketball by introducing a new style of play predicated on speed, short crisp passing techniques, and vigorous defensive play; Whereas among the pioneers who played on Black barnstorming teams included players such as Tarzan Cooper, Pop Gates, John Isaacs, Willie Smith, Sweetwater Clifton, Ermer Robinson, Bob Douglas, Pappy Ricks, Runt Pullins, Goose Tatum, Marques Haynes, Bobby Hall, Babe Pressley, Bernie Price, Ted Strong, Inman Jackson, Duke Cumberland, Fat Jenkins, Eddie Younger, Lou Badger, Zachary Clayton, Jim Usry, Sonny Boswell, and Puggy Bell; Whereas the struggles of these players and others paved the way for current AfricanAmerican professional players, who are playing in the National Basketball Association today; Whereas the style of Black basketball was more conducive to a wide open, fast-paced, spectator sport; Whereas, by achieving success on the basketball court, African-American basketball players helped break down the color barrier and integrate African-Americans into all aspects of society in the United States; Whereas, during the era of sexism and gender barriers, barnstorming African-American basketball was not limited to men's teams, but included women's teams as well, such as the Chicago Romas and the Philadelphia Tribunes; Whereas only in recent years has the history of African-Americans in team sports begun receiving the recognition it deserves; Whereas basketball is a uniquely modern and uniquely American sport; Whereas the Black Legends of Professional Basketball Foundation, established by former Harlem Globetrotter Dr. John Kline of Detroit, Michigan, honors and highlights the significant contributions of these pioneers and their impact on professional basketball today; and Whereas the hard work and efforts of the foundation have been instrumental in bringing African-American inductees into the Naismith Memorial Basketball Hall of Fame in Springfield, Massachusetts: Now therefore, be it Resolved by the Senate (the House of Representatives concurring), That (1) Congress recognizes the teams and players of the barnstorming African-American basketball teams for their achievement, dedication, sacrifices, and contribution to basketball and to the Nation prior to the integration of the White professional leagues; (2) current National Basketball Association players should pay a debt of gratitude to these great pioneers of the game of basketball and recognize them at every possible opportunity; and (3) a copy of this resolution be transmitted to the Black Legends of Professional Basketball Foundation, which has recognized and commemorated the achievements of AfricanAmerican basketball teams, the National Basketball Association, and the Naismith Basketball Hall of Fame. f AMENDMENTS SUBMITTED AND PROPOSED SA 2053. Mr. STEVENS proposed an amendment to the bill H.R. 2863, making appropriations for the Department of Defense for the fiscal year ending September 30, 2006, and for other purposes. SA 2054. Mr. STEVENS (for Mr. FRIST) proposed an amendment to the bill H.R. 2863, supra. SA 2055. Mr. STEVENS (for Mr. BYRD) proposed an amendment to the bill H.R. 2863, supra. f TEXT OF AMENDMENTS SA 2053. Mr. STEVENS proposed an amendment to the bill H.R. 2863, making appropriations for the Department of Defense for the fiscal year ending VerDate Mar 15 2010 20:27 Jan 30, 2014 Jkt 081600 PO 00000 September 30, 2006, and for other purposes; as follows: At the appropriate place, insert the following: SEC. ll . INCREASE IN RATE OF BASIC PAY OF THE ENLISTED MEMBER SERVING AS THE SENIOR ENLISTED ADVISOR FOR THE CHAIRMAN OF THE JOINT CHIEFS OF STAFF. (a) INCREASE.—Footnote 2 to the table on Enlisted Members in section 601(b) of the National Defense Authorization Act for Fiscal Year 2004 (Public Law 108–136; 37 U.S.C. 1009 note) is amended by striking ''or Master Chief Petty Officer of the Coast Guard'' and inserting ''Master Chief Petty Officer of the Coast Guard, or Senior Enlisted Advisor for the Chairman of the Joint Chiefs of Staff''. (b) PERSONAL MONEY ALLOWANCE.— (1) ENTITLEMENT.—Section 414(c) of title 37, United States Code, is amended by striking ''or the Master Chief Petty Officer of the Coast Guard'' and inserting ''the Master Chief Petty Officer of the Coast Guard, or the Senior Enlisted Advisor for the Chairman of the Joint Chiefs of Staff''. (2) EFFECTIVE DATE.—The amendment made by paragraph (1) shall take effect on April 1, 2005. SA 2054. Mr. STEVENS (for Mr. FRIST) proposed an amendment to the bill H.R. 2863, making appropriations for the Department of Defense for the fiscal year ending September 30, 2006, and for other purposes; as follows: At the appropriate place, insert the fol- lowing: SEC. ll . SUPPORT FOR YOUTH ORGANIZATIONS. (a) SHORT TITLE.—This Act may be cited as the ''Support Our Scouts Act of 2005''. (b) SUPPORT FOR YOUTH ORGANIZATIONS.— (1) DEFINITIONS.—In this subsection— (A) the term ''Federal agency'' means each department, agency, instrumentality, or other entity of the United States Government; and (B) the term ''youth organization''— (i) means any organization that is designated by the President as an organization that is primarily intended to— (I) serve individuals under the age of 21 years; (II) provide training in citizenship, leadership, physical fitness, service to community, and teamwork; and (III) promote the development of character and ethical and moral values; and (ii) shall include— (I) the Boy Scouts of America; (II) the Girl Scouts of the United States of America; (III) the Boys Clubs of America; (IV) the Girls Clubs of America; (V) the Young Men's Christian Association; (VI) the Young Women's Christian Association; (VII) the Civil Air Patrol; (VIII) the United States Olympic Committee; (IX) the Special Olympics; (X) Campfire USA; (XI) the Young Marines; (XII) the Naval Sea Cadets Corps; (XIII) 4-H Clubs; (XIV) the Police Athletic League; (XV) Big Brothers—Big Sisters of America; and (XVI) National Guard Youth Challenge. (2) IN GENERAL.— (A) SUPPORT FOR YOUTH ORGANIZATIONS.— (i) SUPPORT.—No Federal law (including any rule, regulation, directive, instruction, or order) shall be construed to limit any Federal agency from providing any form of support for a youth organization (including the Frm 00031 Fmt 0624 Sfmt 0634 E:\2005SENATE\S06OC5.PT2 S06OC5 mmaher on DSKCGSP4G1 with SOCIALSECURITY	<urn:uuid:986f0fb3-ee3c-4c87-bdfc-90de490765ee>	CC-MAIN-2021-04	https://www.congress.gov/109/crec/2005/10/06/CREC-2005-10-06-pt2-PgS11239.pdf	2021-01-16T12:28:31+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703506640.22/warc/CC-MAIN-20210116104719-20210116134719-00234.warc.gz	747,378,445	2,070	eng_Latn	eng_Latn	0.970987	eng_Latn	0.970987	[ "eng_Latn" ]	false	docling	[ 9210 ]	[ 1.484375 ]	1	0	HuggingFaceFW/finepdfs-edu
Health Benefits of Drinking Coffee Coffee is made of a number of compounds that are well known for having a positive effect on humans. In addition, it contains certain chemicals that are pleasing to the body and that make the consumer "feel good." Scientific research shows that coffee, when drunk in moderation (four to five regular size cups a day) is safe for healthy adults and can even have beneficial health implications as part of a healthy diet and physically active lifestyle. - One of the benefits of coffee is its ability to reduce the risk of developing Alzheimer's disease. According to one study, those that drank two cups of coffee per day as compared to those that drank less than one cup per day were significantly less likely to develop the disease. A similar study comparing coffee drinkers to non drinkers found that those that drank 3 cups of coffee per day were less likely to develop Parkinson's Disease. - Studies have also shown that drinking caffeinated coffee has reduce the risk of developing gallstones as well as gallbladder disease in both women and men. - Coffee has also been long well known for its ability to help increase the short term memory of those that drink it, as well as to increase IQ scores. Those that drink coffee were also found to have a quicker reaction time, better visuospatial reasoning, and improved incident verbal memory. In fact, the amount of coffee the person drank had a direct correlation with how well he or she performed on tests. Studies also found that women over the age of 80 that has regularly consumed coffee during their lifetime performed significantly better on cognitive tests. - Coffee has also been found to have anti-diabetic qualities and may even help reduce the risk of developing diabetes mellitus by as much as half. - It was also found to provide analgesic enhancement, which means it can make pain-killers work more effectively. This is particularly true of those taken for headaches and painkillers. It is because of this research data that some aspirin manufacturers add caffeine to their medication. - Coffee is also considered to be a diuretic and also helps to prevent constipation. It is possible, however, that coffee can cause the bowel movements to become excessively loose. - Similarly, it contains a number of anticancer compounds and, therefore, behaves as an antioxidant. In fact, the antioxidant compounds found in coffee and not available in significant amounts in other foods. It is important to note, however, that the most important compound is not found in raw coffee beans. Rather, it is formed during the roasting process. As such, it is found in caffeinated, decaffeinated, and even instant coffees. Reference: http://www.positivelycoffee.org/	<urn:uuid:ec826972-d619-4437-b534-9b03e7e92dde>	CC-MAIN-2018-22	https://www.bethlehem.edu/document.doc?id=505	2018-05-24T21:26:27Z	crawl-data/CC-MAIN-2018-22/segments/1526794866870.92/warc/CC-MAIN-20180524205512-20180524225512-00612.warc.gz	698,726,119	541	eng_Latn	eng_Latn	0.999361	eng_Latn	0.999361	[ "eng_Latn" ]	false	rolmOCR	[ 2758 ]	[ 2.71875 ]	2	0	HuggingFaceFW/finepdfs-edu
The Academies at Benson High School Magnet Defining Career Academies * The purpose is to create an entire school focused on both the rigor of college preparation and the real-world application of career skills. * A career academy includes the following essential elements: – A small learning community – A college-prep curriculum with a career theme – Partnerships with employers, the community, and higher education Academy Structure Freshman Academy Key Concepts in Academy Development Freshman Academy for 14/15 – Teamed Freshman Offerings (Priority Scheduling) * English 1-2 * U.S. History 1-2 * GPS – Additional Freshman Team Members * Math Teachers (non-priority scheduling) * Administrator (Kuhns) * Counselor (Starks) Small Business Academy Academy Foundation Classes Paired Electives Pathways Principles of Business, Marketing, Management Product/Service Development Advanced Business Career Development * Graphic Design * Culinary * Law/Business Law * Accounting * Newspaper/Photography * Marketing * JROTC * Journalism/Yearbook Creative and Technical Sciences Academy Academy Foundation Classes Paired Electives Pathways Research Seminar Digital Design Advanced Creative Portfolio OR Technical Career Development * Electrical Systems * Welding * Art * Pottery * Robotics * Drama * Music Health & Wellness Academy Academy Foundation Classes Paired Electives Pathways Foundations of Healthcare Medical Terminology Advanced Healthcare Career Development • Foods and Nutrition • Aerobics • Weight Training • Sports Management • Child Development • Fitness Trainer Sample Schedule SBA Sample Schedule Scheduling Rules \| \| A – Day \| B – Day \| \|---\|---\|---\| \| B1 \| English 3-4 \| Band 3-4 \| \| B2 \| Econ/Geogr aphy \| Biology 1-2 \| \| B3 \| Economic Developme nt/HGD \| Culinary 1-2 \| \| B4 \| Spanish 3-4 \| Geometry 1-2 \| * Students must register for 4 academic cores and academy foundation Students must register for an academy foundation Students must choose 1 academy elective Students can choose any area for additional electives Sample Personal Learning Plan \| Freshman \| A – Day \| B – Day \| \|---\|---\|---\| \| B1 \| English 1-2 \| PE/Band/ROTC \| \| B2 \| Algebra 1-2 \| Physical Science 1-2 \| \| B3 \| US History 1-2 \| Elective 2 \| \| B4 \| Elective 1 \| GPS \| \| Sophomore \| A – Day \| \|---\|---\| \| B1 \| English 3-4 \| \| B2 \| Econ/ Geography \| \| B3 \| ½ Elective /HGD \| \| B4 \| Academy Foundation \| \| Junior \| A – Day \| B – Day \| \|---\|---\|---\| \| B1 \| English 5-6 \| Band/ROTC/ Elective 1 \| \| B2 \| Algebra 3-4 \| Chemistry 1-2 \| \| B3 \| World History 1-2 \| Academy Foundation \| \| B4 \| Paired Elective \| Elective 2 \| \| Senior \| A – Day \| B – Day \| \|---\|---\|---\| \| B1 \| English 7-8 \| Band/ROTC/ Elective 1 \| \| B2 \| Trig/Pre-Calc \| Academy Foundation \| \| B3 \| Govt/ Elective ½ \| Paired Elective \| \| B4 \| Elective 3 \| Elective 2 \| 4 year Benson students must take Science Elective Curriculum Adaption * Why? – Academies combine a college-preparatory curriculum with a career theme – Academic courses that meet high school graduation and college entrance requirements need to be linked with technical courses that focus on the academy's field of work. * Why career academies? – Academies help students receive a more relevant, rigorous education and make connections to other students, teachers, mentors, and future employers. Career pathways focus on coursework that connects academic learning to real world applications and include Advanced Placement course options. Capstone experiences allow students to individualize their focus with a culminating experience or project. Several pathways include industry certification indicators or affiliation with national or regional professional associations. – Academies promote teamwork among teachers, relationships among students with common interests and link high schools to career professionals, communities and higher education. Each Career Academy will have multiple business, education and community partners who support student success through mentorship or contribution of resources. * Who makes the decision about which academy a student enters? – Students and parents make the academy choice, with guidance from teachers and counselors. – The interests and needs of each student determine what academy program they enter and what courses they choose to take. Each Career Academy offers many pathways to careers, with courses focused on information and skills that support further academic study and future employment. The pathways guide students in selecting courses that support their personal and academic goals. * What happens when a student wants to change? – If a student chooses to change from the H&W academy to the SB academy, they can. They will take the sophomore level academy course and cannot enter a pocket academy * Can a student choose an academy foundation as an elective? (Ex. Can a SB student choose Anatomy & Physiology) – No. The academy foundation curriculum is closely tied to the previous academy foundation and loosely tied to paired electives. We provide plenty of other rigorous non-academy courses to choose from. From the example: AP Biology or AP Chemistry instead of Healthcare Skill Development. Further, hopefully all of those students with an interest in the academy foundation are in that academy. * What about electives not listed? – Students still have every opportunity to take Band, ROTC, Choir, etc... They will need to make those choices with their additional elective options. Students in pocket academies, making up credits or in remediation programs will have fewer options. * Are students required to complete a program of study? – No. While not preferred, students can choose any paired elective at any time. Ex. SBA student takes Culinary 1-2, Graphic Design 1-2, Accounting 1-2, with other non-academy electives. * Why 4 academic cores for 4 years? – Academy students are expected to participate in rigorous curriculum. With our emphasis on careers, we need to ensure students are prepared for college if that is the path they choose. Our academies are about opening more doors for students, not closing them. * What do educational researchers say about career academies? – Career academies, after more than four decades of development and three decades of evaluation, have been found by a conclusive random assignment study to be effective in improving outcomes for students during and after high school. 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Ivydene Play Area has been designed to ensure inclusive play and challenge differing age groups and abilities. The NRG trail increases in difficulty providing: * lower level challenging balancing and coordination * upper body strength as children swing to traverse levels Swing unit: * cradle seat giving support to smaller children * flat seat challenge to older children * inclusive basket seat allows multiple children to swing in one go or an adult to sit and support a child and swing together The bespoke UniPlay ship: * stimulates imagination * 12+ children can explore and develop at different levels * multiple access at lower levels * children can be transferred from a wheelchair to the low-level deck which gives easy access to the small slide * higher level has more difficult access to the larger slide * wheelchair accessible talk tubes will encourage communication and help develop social skills Viper promotes: * cooperative play * loco-motor play * challenging and exciting to multi-generational users	<urn:uuid:697234ae-9d8c-4463-8605-24625718c123>	CC-MAIN-2019-26	https://consult.reading.gov.uk/dens/ivydene-play-area/supporting_documents/1%20%20HAGS%20equipment%20details.pdf	2019-06-19T17:29:45Z	crawl-data/CC-MAIN-2019-26/segments/1560627999003.64/warc/CC-MAIN-20190619163847-20190619185847-00087.warc.gz	406,595,564	200	eng_Latn	eng_Latn	0.99788	eng_Latn	0.99788	[ "eng_Latn" ]	false	docling	[ 1027 ]	[ 1.8046875 ]	1	0	HuggingFaceFW/finepdfs-edu
Atom Economy 1. What is the atom economy for making hydrogen by reacting coal with steam? \[ C(s) + 2H_2O(g) \rightarrow CO_2(g) + 2H_2(g) \] 2. Lithium hydroxide will react with nitric acid to produce lithium nitrate and water. What is the atom economy if our product is lithium nitrate. 3. Calculate the atom economy percentage for the Blast Furnace reaction. The desired product is iron and the waste product is carbon dioxide. \[ Fe_2O_3 + 3CO \rightarrow 2Fe + 3CO_2 \] 4. Calculate the atom economy percentage for the Haber Process. The desired product is ammonia (NH₃). \[ N_2 + 3H_2 \rightarrow 2NH_3 \] 5. Calculate the atom economy percentage for the Oswald Process (the desired product is nitric acid). \[ NH_3 + 2O_2 \rightarrow HNO_3 + H_2O \]	<urn:uuid:b723c15d-fd11-443d-be8b-beca41819cff>	CC-MAIN-2021-04	https://www.scienceskool.co.uk/uploads/9/5/5/0/9550437/atom_economy_questions.pdf	2021-01-15T17:21:48+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703495936.3/warc/CC-MAIN-20210115164417-20210115194417-00468.warc.gz	1,091,992,940	226	eng_Latn	eng_Latn	0.921093	eng_Latn	0.921093	[ "eng_Latn" ]	false	rolmOCR	[ 773 ]	[ 2.765625 ]	1	2	HuggingFaceFW/finepdfs-edu
Bulletin of the Illinois State Laboratory of Natural History Urbana, Illinois, U. S. A. STEPHEN A. FORBES, Ph.D., LL.D., DIRECTOR Vol. IX. October, 1910 Article III. THE VEGETATION OF THE INLAND SAND DEPOSITS OF ILLINOIS BY HENRY ALLAN GLEASON, PH. D. LIBRARY OF THE GRAY HERBARIUM HARVARD UNIVERSITY. THE GIFT OF H. A. Gleason. THE VEGETATION OF THE INLAND SAND DEPOSITS OF ILLINOIS BY HENRY ALLAN GLEASON, PH.D. MICROFILMED AT HARVARD # CONTENTS \| Section \| Page \| \|------------------------------------------------------------------------\|------\| \| Introduction \| 23 \| \| Physiography and Origin \| 24 \| \| Climate \| 31 \| \| Ecological Environment \| 34 \| \| General Discussion \| 35 \| \| The Vegetation \| 42 \| \| Classification of the Plant Associations \| 46 \| \| The Prairie Formation \| 47 \| \| The Bunch-grass Association \| 47 \| \| Successions from the Bunch-grass Association \| 77 \| \| The Panicum pseudopubescens Association \| 79 \| \| Reversion to the Bunch-grass Association \| 83 \| \| The Blowout Formation \| 84 \| \| The Basin Association \| 90 \| \| The Windward Slope Association \| 91 \| \| The Blowsand Association \| 92 \| \| The Deposit Association \| 95 \| \| Successions between the Associations of the Blowout Formation \| 100 \| \| Stabilization of the Blowouts and their Reversion to Bunch-grass \| 105 \| \| The Hudsonia Association \| 106 \| \| Successions from the Blowout Formation \| 107 \| \| The Blowout Thicket Association \| 107 \| \| The Stenophyllus Association \| 108 \| \| The Swamp Formation \| 109 \| \| The Salix and Solidago Associations \| 109 \| \| The Polytrichum Association \| 112 \| \| The Swamp Association \| 114 \| \| Succession of the Prairie Formation by the Forest \| 116 \| \| The Forest Formation \| 121 \| \| The Black Oak Association \| 121 \| \| Successions from the Black Oak Association \| 129 \| \| The Bur Oak Association \| 129 \| \| The Mixed Forest Association \| 135 \| \| The River Dunes and their Plant Associations \| 139 \| \| The Perched Dunes \| 145 \| \| Annotated List of Species \| 145 \| \| Bibliography \| 171 \| ARTICLE III.—The Vegetation of the Inland Sand Deposits of Illinois. By Henry Allan Gleason. INTRODUCTION* In the rapid development of ecological and phytogeographical knowledge during the past few decades, the vegetation of sand deposits has been the subject of especially frequent and detailed study. At least three reasons may be mentioned why this type of vegetation has received particular attention. First, sand deposits are usually well developed and form dune complexes of greater or less extent along the shores of the ocean or the larger inland lakes, and in many cases are convenient places for vacation trips. Secondly, the vegetation on sand is usually open and easily studied, and the dynamic nature of the environment is emphasized. For this reason the interrelations of plant and environment are more easily observed and offer attractive fields for study. Thirdly, sand areas are usually infertile in comparison with their surroundings. They are accordingly frequently left uncultivated and constitute temporary natural preserves, in which the original types of vegetation persist and are available for study. In the case of the inland sand regions of Illinois the first statement is hardly effective, and that may explain why they have received relatively little attention from local botanists. At the present time, however, they comprise the largest, and virtually the only, areas of natural vegetation within the state. With the exception of parts of the sand deposits, of some small swamp areas, of rock outcrops, of ponds and lakes, and of some small tracts of forest, all the original vegetation of Illinois has been destroyed or greatly modified by clearing, planting, or pasturing. The area covered by the last four of these exceptions is very small, but there are still thousands of acres of sand deposits in nearly original condition and available for study. They still contain some virgin prairie that has never been plowed or pastured. These prairies are probably somewhat different from the more representative types of prairie which formerly grew upon more fertile soil, but they are much more nearly typical than the small strips still occurring along the margins of some streams and ponds. The field work upon which this article is based, was carried on by the aid of a grant from the Botanical Society of America. Further financial assistance was given by the Illinois State Laboratory of Natural History. The study of the vegetation of the sand deposits of Illinois is therefore of especial scientific interest because they constitute the only considerable area of natural vegetation in the state, and because their vegetation is closely related to that of the original prairie. It is also of some general value, since it concerns an area which has received little attention from botanists, and because it affords intelligible illustrations of certain ecological principles. The field work upon which the present paper is based was done during the summer of 1908. Reference is also frequently made to the field work at Havana in August, 1903, and August, 1904, the results of which have already been published (Hart and Gleason, 1907). The itinerary during 1908 was as follows: May 28, 29, St. Anne, Kankakee county. May 31-June 3, June 12-24, August 15-18, Hanover, Jo Daviess county. June 25-29, Shirland, Winnebago county. June 30-July 3, August 19, 20, Dixon, Lee county. July 4-15, August 10-14, Oquawka, Henderson county. July 16, Forest City, Mason county. August 7, Topeka, Mason county. August 8, Havana, Mason county. August 21, Amboy, Lee county. From June 12 to 19 Mr. Frank C. Gates assisted in the field work. He also identified many of the plants mentioned in the paper. The grasses and sedges were identified through the courtesy of Mrs. Agnes Chase. Mr. H. N. Patterson rendered important assistance in the field work in the Oquawka area. Dr. H. S. Pepoon has supplied valuable information concerning the Hanover area. To each of these the writer extends his thanks for their interest and appreciation. The photographs have been taken by the writer, using a folding film camera, Ansco films, and tank development. Physiography and Origin* The chief sand deposits of Illinois lie in the northern half of the state, between latitude $40^\circ$ and $42^\circ 30'$. In the southern half sand occurs only in small local deposits or in bars near the larger rivers, and is never of such extent that a peculiar vegetation is developed upon it. Banks and bars of sand also border the streams of northern Illinois, but their vegetation bears little relation to that of the larger deposits here described. For convenience the sand areas have been given names taken from some geographical feature of the vicinity. Some of these areas are contiguous, and some owe their existence to the same causes. The names, therefore, do not indicate areas which are geologically distinct, but merely general locations in which the field work was prosecuted. The geography of each of these regions will be described separately. The Havana Area.—The Tazewell sheet of the Field Operations of the Bureau of Soils (Bonsteel, 1903a) shows the northern extremity of this deposit, and illustrates its relation to the glacial valley of the Illinois river. North of Pekin, in Tazewell county, the Illinois river cuts through the Shelbyville and Bloomington moraines, flowing close to high bluffs on its left (eastern) side. From this point southward the river crosses the broad glacial valley diagonally toward the right, exposing a triangular area of lowland between the channel and the east bluffs. The sand is deposited in this glacial flood-plain. At Pekin the plain is about two miles (3 km.) wide; below that city it widens more abruptly, and near Green Valley is 14 miles (22 km.) wide. At some places near the river the plain is covered with modern alluvial deposits, and it is crossed by the Mackinaw river with its broad flood-plain. The remaining area is occupied by sand and by a sandy loam, shown in the Soil Survey as Miami sandy loam. The latter lies at a lower level and represents the original alluvial deposits upon which the sand has been superposed. In this county 22,976 acres (90 sq. km.) are covered with sand. South of Tazewell county the plain retains its maximum width across Mason county, and then becomes gradually narrower toward the south, terminating near Meredosia, Morgan county, with a total length of approximately 75 miles (120 km.). While sand deposits occupy only a portion of this area, their aggregate extent is large and has been estimated (Hart and Gleason, 1907: 145, 146) at 179,200 acres (700 sq. km.). The Chicago, Peoria and St. Louis railway traverses the areas from Peoria through Havana to Virginia, and a good idea of the general topography may be gained from its trains. The exposed areas of Miami sandy loam, which forms the foundation of the whole, are irregular in shape and extremely variable in size, ranging from a few acres up to several square miles. They are almost entirely under cultivation. Above them rise the low sand hills (Pl. I, Fig. 1), usually gently undulating at their margins but, if large in extent, frequently quite level toward the center. These vary in size from mere hills of a few acres up to continuous deposits several miles in extent. Their average height is probably 20-30 feet (6-10 m.), but isolated dunes rise much higher. One of the highest lies about four miles (6 km.) north of Topeka, and is probably about 60 feet (18 m.) above the general level. Part of the sand was originally covered with prairie, but most of this has been destroyed by cultivation and pasturing, so that only a few small areas remain in their natural condition. A larger portion has been forested, and much of it remains in its virgin state. Particularly large tracts of forest are situated near Forest City and between Kilbourne and Bath. The Hanover Area.—This region of sand deposition takes its name from the station of the Chicago, Burlington and Quincy railway in Jo Daviess county, which lies near the location of the best development of sand vegetation. As in the Havana area the sand occupies the so-called second bottom, between the bluffs on the east and the Mississippi river on the west. In some places the sand extends to the river's edge, in others a strip of alluvial forested floodplain intervenes. In the northern portion of the county the bluffs lie close to the river and the sand is limited to small isolated areas. In the southern half the bluffs and river become one to three miles (2-5 km.) apart, affording space for an extensive sand deposit. North of Savanna, in Carroll county, the river again flows directly at the base of the bluffs. The area in Jo Daviess county covered by sand is estimated at 5700 acres (22 sq. km.). Unlike the Havana area, the sand deposits here are nearly continuous and unbroken by intervening areas of a different soil. The surface of the area is gently rolling, with virtually no extensive level tracts. Its general elevation is about 25 feet (8 m.) above the river, but isolated dunes reach a much greater height. Near the eastern margin of the valley the depth of sand abruptly decreases, leaving a trough-like valley extending for a long distance at the base of the bluffs. The Chicago, Burlington and Quincy railway lies mainly in this depression. The drainage from the hills enters the valley through a number of small spring-fed streams. None of these has sufficient energy to erode a valley through the sand, and their discharge merely accumulates in a series of swamps, which are drained by percolation through the sand into the river beyond. The swamps are not continuous, but are separated by tracts of moist ground, originally prairie (the lower prairie of Pepoon, 1909: 526) but now almost entirely under cultivation. The sand deposit is chiefly prairie, but a belt of forest lies along the river, and tongues and irregular areas of forest project out into the prairie, in some places extending nearly across. Some of the forest and most of the prairie have been placed under cultivation, but extensive areas of each are still in their original condition, or but slightly modified by pasturing. Below Savanna, sand deposits of the same age again appear and continue intermittently down the Mississippi into Rock Island county, where they connect with those of the Oquawka area described later. The geological origin of these two sand areas is known with considerable accuracy. Both are approximately contemporaneous and are derived from outwash from the Wisconsin glaciers. The method of deposition has been well described by Chamberlin and Salisbury (1885: 261, 262), with special reference to the Hanover area. "The fringing deposits of glacial waters.—Outside the moraine lie two classes of deposits which gathered apace with it. The precipitation which fell upon the western slope of the glacial lobe, together with the water which arose from the same part of the glacier by melting, was shed from the edge, except the portion which may have found exit beneath in other directions and the portion lost by evaporation. Copious streams were doubtless the result. It is not difficult to understand that these, as they issued from the glacier, should have been exceptionally charged with silt, sand, and rolling stone, and that, as turbid waters, they poured down the channel-ways that were open to them. Long trains of glacial wash stretching away from the edge of the ice and leading down the several valleys testify to the reality of such streams. "The most notable flood-train originating on the actual border of the driftless region is that which stretches down the valley of the Wisconsin River. The edge of the ice lobe crossed the Wisconsin in the western part of Dane and Sauk counties. In the immediate valley of the river the moraine is largely composed of gravelly constituents, disposed in kame-like hills and ridges, or undulatory and pitted plains, showing the combined action of wash and push on the part of the glacier and its waters. Originating from this gravelly moraine, there stretches away a flood-train of gravel and sand, reaching down the valley to the Mississippi, and, there joining similar gravel streams originating higher up, it continues down through the driftless area and beyond, though only remnants now remain. This valley drift originates at a height of about 90 feet above the present level of the Wisconsin River, and as it stretches down the valley gradually declines, so that, as it leaves the driftless region, it is barely 50 feet above the Mississippi. Near its origin coarse cobbles, boulderets, and even occasional bowlders are not infrequent. Farther down, the material becomes finer, and, in the lower stretches, only pebbles and sand are found. The lessening coarseness of the deposit seems to show that as the glacial waters issued from the edge of the ice they were overloaded and struggling with a burden too great for their complete mastery; and, while they successfully carried the silt, sand, and even some of the finer gravel far down their courses, the heavier material in large part lodged near its origin and progressively filled the bottom of the channel. "This phenomenon, of which the Wisconsin Valley presents the only complete example lying entirely within the driftless region, finds other examples in several streams which cross the region. The Black River, the Chippewa, the Mississippi, and the Zumbro are all attended by such glacial flood deposits, which may be traced back to their origin on the face of the outer moraine. All these glacial flood plains slope more rapidly than the present streams. The train in the Chippewa Valley falls a little more than six feet per mile in the first 40 miles of its course, and over five feet per mile from its source on the face of the moraine to the Mississippi. In crossing the driftless area the glacial flood plain of the Mississippi declines about 50 feet more than the present stream." Their description applies as well to the sands of the Havana area, except that the source of the latter is the outwash through the Bloomington moraine in the vicinity, as already described by Hart (Hart and Gleason, 1907: 139-144). The Amboy Area.—This name is given in this report to the irregular complex of sand ridges and marshes along the Green river in Lee county, well illustrated in the vicinity of Amboy. Near that place the sand occupies a strip about four miles (6 km.) wide on the south (left) bank of the river. It lies usually in comparatively narrow ridges from 20-50 feet (6-15 m.) above the intervening marshes. Back from the river the ridges are broader and the marshes proportionately more limited in size. Numerous small undrained ponds and swamps lie among the ridges. Near Amboy the ridges are either forested or under cultivation, but the number of prairie species occupying the roadsides indicates that at least a portion of the sand was originally covered with prairie. Alternating areas of swamp and sand border Green river along its whole course through Lee, Bureau, and Henry counties to its junction with Rock river, a distance of about 70 miles (110 km.). They are to be regarded as outwash from the Bloomington morainal system, which crosses the south part of Lee county from northeast to southwest (Leverett, 1899: 277, 492, 493). The drainage of the whole valley is poor, and two large marsh areas, known as the Inlet Swamp and the Winnebago Swamp, are as yet not entirely reclaimed. Probably the present local swamps are the vestiges of large continuous marshes which formerly extended the whole length of the river, and the hydrophytic plant associations now between the dunes are doubtless the survivors of an earlier swamp vegetation. Slow drainage has permitted the formation of extensive muck deposits, while in the Illinois river valley more rapid and complete drainage has merely left areas of a sandy loam between the dunes. The Dixon Area.—A small outlier of this general area, situated four miles (6 km.) southwest of the city of Dixon, is referred to under this name in the subsequent pages. This area is not forested, but the small marshes among the dunes indicate by their vegetation a close similarity to the rest of the area. The Oquawka Area.—Below the mouth of Rock river the Mississippi turns sharply to the south and follows a generally southerly direction for about 60 miles (100 km.). Through this portion of its course, from Muscatine, Iowa, to Ft. Madison, Iowa, its valley is well filled with sand deposits. These are probably chiefly a continuation of those along Green river, derived from outwash from the Bloomington moraine. It is possible that some of the sand is derived from the Wisconsin river outwash, as described above under the Hanover area. At the northern end of this area the principal deposits lie on the Iowa side of the river, where their vegetation has been briefly described by Pammel (1899). In Illinois the sand extends in a strip through the western part of Mercer and Henderson counties, lying usually close to the river, and gradually becoming thinner and less nearly continuous toward the south. A branch of the Chicago, Burlington and Quincy railway crosses the deposits between Aledo and New Boston and follows them south from Arpee to the junction with the main line at Gladstone. The town of Oquawka is situated on the deposits, and is a convenient location for the study of the sand vegetation. At the north end of Henderson county the sand lies in large, continuous, nearly level areas, with here and there at wide intervals a low ridge. Its general height is 30-50 feet (10-15 m.) above the river. The ridges rise a few feet higher and near the Mississippi the river dune reaches a maximum height of about 100 feet (30 m.). Toward the south the sand lies in irregular, gently rolling ridges, not more than 30 feet (9 m.) high, and separated by areas of a sandy loam. South of Oquawka the deposits are broken by the Henderson river, but beyond it low ridges reappear and continue to the southern edge of the county. A large proportion of the area has been forested, and most of that part is not under cultivation. Some fields have been cleared and abandoned, and are now densely covered with a thick growth of small trees. The portion originally covered with prairie is almost entirely under cultivation. Some large areas of blowsand occur, caused in many cases by pasturing or plowing. A conspicuous instance may be seen just south of Keithsburg, where the railroad passes through a blowout complex, with one large traveling dune. The Kankakee Area.—This is undoubtedly the largest sand area represented in the state, but at least three fourths of its total extent lies in Indiana. Leverett (1899: 328-338) has given a detailed account of its extent and thickness, and from him the following statements are taken. The sand occupies a roughly semicircular area, with the curved edge to the south. Beginning in western Marshall county, Indiana, the sand margin curves to the south and southwest near the Tippecanoe river, passes westward near the towns of Monticello and Kentland into Iroquois county, Illinois, and thence follows the Iroquois river north to the Kankakee river, which forms the northern boundary of the area. This area includes about 3000 square miles (7500 sq. km.). The deepest deposits lie near the Kankakee river, where the sand extends "several feet below the level of the base of the ridges." As in other areas the sand is not necessarily continuous. Especially near the border of the area it is heaped into irregular ridges and dunes, probably caused by wind, and between them lie areas of sandy loam or muck. As in the Amboy area, the appearance indicates a slow recession of water, with the last of the hydrophytic vegetation still persisting. While the presence of the sand is certainly due to glacial outwash, Leverett does not give more definite conclusions. At the present time all the upland-sand ridges are either forested or under cultivation, while the lowlands of peat, muck, or loam are occupied by swamp or meadow associations. Brief notes on the vegetation, with maps showing the distribution of the sand in Newton and Marshall counties, Indiana, have been published by the Bureau of Soils (Neill and Tharp, 1907; Bennett and Ely, 1905). But little attention has been given to this area during the present investigation. The Winnebago Area.—This series of sand deposits lies chiefly in the northern part of Winnebago county, Illinois, and the southern part of Rock county, Wisconsin. It has been mapped and described by the Soil Survey (Bonsteel, 1903b; Coffey, Ely, and Mann, 1904). The sand lies between the valleys of Sugar river and Rock river, in level areas or low ridges with a generally east and west direction, and has a total extent, as estimated by the Bureau of Soils, of 25,088 acres (100 sq. km.). This sand differs essentially from the other areas described in its upland position. In some places it forms the bluffs of Sugar river, but in the center of its area it occupies the highest ground between the two river valleys and over 100 feet (30 m.) above them. Its position indicates that it is not of fluviatile or lacustrine origin, as stated in the Soil Survey report. Leverett's account of its origin (1899: 131-138) is the most satisfactory, connecting the sand with the invasion of the Iowan glaciers. The western border of the Iowan glaciation enters Illinois at the valley of Sugar river, extends south along that river and southwestward along Pecatonica river to the western edge of the county, and thence east to the Rock river. The particular area of sand deposition is thus within the limits of the Iowan glaciers, and the sand itself is regarded by Leverett as the drift of the Iowan invasion. There is no present evidence of the recent existence of extensive prairies in the Winnebago area. Aside from a few deep depressions with a hydrophytic vegetation, the whole area is either forested or under cultivation. CLIMATE The general climatic conditions of the northern and central parts of Illinois are shown in the following diagrams, taken from Henry (1906). Dubuque, Iowa, is located on the Mississippi river just north of the Hanover sand area. Beloit, Wisconsin, is situated on the Wisconsin-Illinois state line at the eastern edge of the Winnebago area. Keokuk, Iowa, is on the Mississippi river, near the southern end of the Oquawka area. Springfield, Illinois, is in the central part of the state, east and southeast of the Havana area. Peoria, Illinois, is on the Illinois river, at the northern end of the Havana area. The first four stations, being located at the extreme edges of the general sand areas of the state, will indicate the extremes of climate at the north and south, and the conditions of the intervening region may be approximated by interpolation. Figure 1 shows that the seasonal distribution of heat is of the continental type, with moderately cold winters and hot summers, and with occasional great extremes of heat and cold. It may again be mentioned that the official temperatures, taken under a shelter of regular pattern, do not represent the actual temperature to which plants are exposed. This is particularly true of plants growing in exposed sand, where the surface temperature in Fig. 1. Temperature curves for Dubuque, Beloit, Keokuk, and Springfield, from December to November, expressed in degrees Fahrenheit (left) and Centigrade (right): $A$, absolute maximum for Keokuk and Springfield, $B$, for Dubuque and Beloit; $C$, mean maximum for Keokuk and Springfield, $D$, for Dubuque and Beloit; $E$, mean minimum for Keokuk and Springfield, $F$, for Dubuque and Beloit; $G$, absolute minimum for Keokuk and Springfield, $H$, for Dubuque and Beloit. summer may exceed 130° F. (55° C.). According to Mosier (1903) the average date of the last frost in spring is April 29 in northern Illinois and April 21 in the central portion, while the first frosts in autumn occur on October 6 and 10, respectively. The average length of the growing season is accordingly from 160 to 172 days, depending on the latitude. Fig. 2. Rainfall curves for Dubuque, Beloit, Keokuk, and Springfield, from December to November, expressed in inches (left) and millimeters (right). The rainfall, as shown in Figure 2, is unequally distributed, the greater portion falling during the growing season. The resulting dry winters are probably somewhat favorable to the perpetuation of the prairie formations (Schimper, 1903). The number of days with 0.01 inch of rainfall or more varies from 75 per year at Beloit to 117 at Dubuque, and of these from 35 to 52 occur during the growing season. Comparing the preceding statements with the curve of total sunshine (Figure 3), it becomes evident that the comparatively rainy summer months have the greatest proportion of sunshine. This implies heavy rains separated by days of hot dry weather, and leading to a generally xerophytic season in late summer. This climatic feature has already been commented upon (Schimper, 1903) as in a measure conducive to a prairie type of vegetation. Further climatological data might be included, but it is believed that these will give a sufficiently complete idea of the general climate of the region. The details of plant distribution are in nowise affected by the broad features of climate. Fig. 3. Sunshine curves for Dubuque and Peoria, from December to November, expressed in per cent. of total possible sunshine. THE ECOLOGICAL ENVIRONMENT In each area the sand has essentially the same structure. It is fine grained, yellowish brown in color, and virtually free from organic matter except in the upper layers. In those portions occupied by prairie, and in a part of the forests, the surface is exposed and considerable loose sand is shifted by every wind. The ecological nature of sand as an environment for plants has been so frequently described that further discussion here is unnecessary, especially since it is probable that no important additions can be made to our knowledge of the subject without careful field experimentation. Some of the best treatments of the matter in English may be found in the works by Cowles (1899), Warming (1909), Olsson-Seffer (1909), and Schimper (1903), and in them fuller reference is made to the literature. Briefly summarized, it may be stated that in sand deposits (1) the temperature shows a great variation from day to night and from surface to subsoil; (2) in open associations the insolation is increased by reflection; (3) the water capacity is low and the available supply is small in amount, but constant, because of atmospheric condensations; (4) the amount of soluble inorganic salts and of organic matter is small; (5) in open associations the surface sand is constantly shifting, resulting always in an unstable environment and sometimes in large excavations or accumulations. Of these conditions, the last exerts the most apparent and the most important influence on the associational distribution of the vegetation. The other four are probably responsible chiefly for the selection of a sand flora from those species which are located within invading distance of the area in question. They certainly can not account for the sharp differentiation of the vegetation into definite associations. In this the plants themselves are most concerned, through their modification and control of the physical features of the environment. If their control is lost, a successional series begins. In the field study, it was usually possible to recognize in the dynamic trend of the vegetation the underlying cause. The descriptions which follow take up the subject from this aspect, discussing in more detail the effect of the dynamic environment, especially the wind, and its partial or complete control by the vegetation. General Discussion In the field study upon which this work is based the observational method has been used almost exclusively. No apology or justification for this method is necessary, for direct observation has led in the past and will lead in the future to some of the most important results of plant ecology, and must always be the method by which the first ecological work in any region is done. The value of an exact knowledge of some of the physical features of the environment is evident, but their evaluation in an area of considerable size is a task not to be undertaken by one man or completed in a single season. Undue emphasis on the environment may lead to the partial neglect of the most important feature of a region, the vegetation. The plant itself is in many cases the controlling agent in the environment; the differentiation of definite associations is mainly due to the interrelation of the component plants; and the physical environment is as often the result as the cause of the vegetation. The relative importance of the plant covering and the physical environment is happily expressed by Spalding (1909: 477, 479): "But little reflection is needed to arrive at the conclusion that the classical question regarding the relative importance of physical constitution and chemical composition of the substratum to plant growth * * * does not, and can not reach the heart of the problem. * * * This being the case, it would seem that in the future, investigations of the habitat relations, of the desert species especially, must be directed mainly to the plant itself. * * * The establishment of a plant in the place which it occupies is conditioned quite as much by the influence of other plants as by that of the physical environment." In the prairies of the sand deposits the two chief dynamic features of the environment are wind, which tends to move the sand, and vegetation, which tends to stabilize it. These two opposing forces are primarily responsible for the present location of every association. In the forested portion of the sand the water factor is apparently the most important, but it depends chiefly upon the influence of the vegetation rather than upon any truly physical condition. In a broader way, the presence of a particular flora in the sand is due partly to the selection from the surrounding associations of various species with certain physiological requirements, and partly to climatic changes in the past. The latter can only be conjectured; the former are not known for any plants in this state and for very few in any place. According to these views, physical factors are relatively little concerned in the development of vegetational structures in this region, while the demands of the plant and the effects of its growth are of chief importance. The delimitation of the various associations concerned is also a matter which must depend, for the present at least, upon direct observation. Jaccard (1902) has given a method for comparing different associations and stating numerically the degree of difference between them. This has been used frequently and has given some comparisons which are interesting rather than important. It can not, however, be used successfully in the field. The chief difficulty in separating associations lies in the idea of the association itself, which has never been expressed with sufficient clearness.* By some this idea has never been received with favor. It is true that the distinctness of the associations is lost and their character greatly modified by the effects of civilization, but experience in natural conditions justifies the statement that associations are definite organized units and that all vegetation is composed of them, either mature and fully differentiated or in process of organization (cf. Harper, 1906: 33, 34). It is as difficult to formulate a satisfactory definition of an association as of a species, and as unnecessary. For the present it may be considered that it is a homogeneous area of vegetation in which the interrelations of the component individual plants permit them to endure the physical environment. In this work the recognition of associations has been based upon the idea of uniformity, and those areas, whether large or small, The concepts of the association as expressed by authors are very variable and frequently conflicting. Some demand that each association shall occupy a definite habitat (Clements, 1905: 292), others allow a wide range in environment (Cowles, 1901: 79); some consider that the change of a single species affects the nature of the association (Harshberger, 1900: 652), while others permit a large variation in the flora (Warming, 1909: 145, 146). which are homogeneous (Clements, 1904: 11) throughout their extent have been considered members of the same association. This uniformity is shown by the environment, by the behavior of the vegetation, and, above all, by the plants themselves. In a region of limited size, over which the climate is essentially the same, the physical environment of an association is usually nearly constant, although instances are not lacking of an association living in the same area under widely different conditions (Cowles, 1901: 79). On the other hand, it is not necessary that every area with the same environment should be occupied by one association. It is regularly the case in the sand region, and usually also elsewhere, that if the areas of the associations are conditioned by the environment, a considerable and observable change is necessary to influence the vegetation (Clements, 1905: 292). But in no case should the recognition and delimitation of associations be based upon the environment alone, which leads to a classification of habitat rather than vegetation (Gradmann, 1909) and may lead to the uniting of radically different types of vegetation. The behavior of the vegetation with respect to adjacent areas is shown by successions which take place between them. If two areas with essentially the same environment show no successional relations it is probable that they represent different consocies of the same association. But the first test of a plant association must be the vegetation itself. No two areas of vegetation are exactly similar, either in species, the relative number of individuals of each, or their spatial arrangement, and the smaller the areas to be compared the greater proportionately are the differences between them. Also, with continued and more detailed observation the importance of these minor variations is magnified, and tends to lead to the recognition of an unwieldy number of minor groups unworthy of the rank of association. This introduces the question of how great a variation may occur in the structure of the vegetation without the identity of the association being changed. Field work shows that the dominant and the secondary species may both vary independently. In the same association the dominant species, if more than one, will have the same vegetative form, as bunch-grasses, or trees, and will be of nearly the same size. Excessive development of one of them to the partial or complete exclusion of the others makes no change in the general ap- The classification of associations by Clements (1905: 302, 303) is largely of this nature, and in some cases leads to the wide separation of closely related associations or even to the placing of a particular area in two different groups. Thus a hydrophytic sand-bar (Cheradium) may be converted into a new xerophytic "formation" (Syrtidium) merely by the fall of the water in the river. pearance of the vegetation and does not affect the growth of the secondary forms. There are frequently no successional relations between these local areas, or consocies. Areas characterized by dominant species of widely different appearance can not be regarded as belonging to the same association unless it can be shown that the areas represent transitory stages of development, as described below for the stabilization of blowouts. If the dominant species have the same general form, but do not tend to mix, except in the tension zone between them, and are accompanied by different groups of secondary species, the occurrence of different associations is suggested, as in the black oak and bur oak forests. The secondary species occupy a comparatively small area in the associations and their number usually depends in some way upon the habits of the dominant species. This is well illustrated by the bunchgrass association, in which the secondary species are absolutely dependent upon the dominant bunch-grasses. More species are concerned and their distribution is frequently irregular. These irregularities, however, are seldom coincident with any variation in the dominant plants, but are caused chiefly by competition for space regulated by seed dispersal and seasonal climatic fluctuations. A considerable variation in their quantitative distribution may be expected, unless they belong to the derived element of the association (see below), in which case they may indicate the beginning or the end of a succession or some local change in the environment which is nevertheless not sufficient to induce a change in the dominant species. Two areas of vegetation dominated by different species are accordingly probably consocies of the same association if (1) there is no obvious difference in their environments; (2) if there is no evidence of succession between them; (3) if the secondary species are the same for each; (4) if the dominant species are of the same vegetative form or (5) tend to mingle in other areas with the same environment and secondary species. A slight deviation from these criteria may be neglected if there is a preponderance of agreement with them, while a radical deviation would indicate that the areas represent distinct associations. In most cases (in the sand areas, at least) their application in the study of the vegetation leads to definite and unquestionable results. Whether small or large, associations usually contain some species which are more characteristic of other areas. This derived element can be recognized only by comparison with neighboring associations, where the species in question are more numerous, more general in distribution, or more luxuriant in growth. They are least abundant near the center of the association, and tend to increase progressively toward its boundaries. The best idea of the structure of an association is accordingly gained at its center. The presence of a derived element is well illustrated in the black oak association, in which every spot of unshaded exposed sand is occupied by interstitial annuals of the bunch-grass association, while near the margin of the forest numerous prairie perennials and grasses also occur. Many species, naturally, are almost equally typical of two or more associations. The boundary of an association is frequently sharp and well defined, especially if the dominant species of the adjoining areas are of different vegetation forms, as between prairie and forest, or if the associations are correlated with considerable and relatively constant differences in the environment, as between the windward slope and basin in the blowout formation. In other cases the boundary is broad and more or less indefinite. This is particularly true if the dominant species are of the same vegetation form or if the environmental difference is fluctuating, as, for example, between the bunch-grass and the Panicum pseudopubescens* associations. The vegetation of these transition zones is a mixture of usually indefinite and frequently highly variable character. The species in them should be referred as far as possible to their respective associations, and not allowed to modify the ideas of structure gained from an examination of more typical localities. Besides these transitions in space, there are also transitions in time. An early stage in the development of an association may resemble but little its mature condition. Certain members of the association with excessive seed production, with more mobile seeds, or better adapted to the somewhat aberrant environment, appear first and for a time dominate the area. Thus, in the stabilization of a blowout, the redevelopment of the bunch-grass association begins with a growth of Lespedeza capitata and Oenothera rhombipetala in large quantities. This condition lasts but a short time before they are replaced by the usual bunch-grasses. Such an area is at first suggestive of a distinct association, but examination shows that it has no species, aside from relics of the preceding vegetation, not found also in the bunch-grass, and that the environmental conditions are very similar to those of the spaces between the bunches of grass, where these interstitials (p. 54) grow. A knowledge of the habitat preferences and habits of the component species and of the general dynamics of the area is necessary to decide upon the proper classification of these transitional stages. In estimating the uniformity of the vegetation, direct observation is in many cases satisfactory, especially if the associations are small in area or the component plants low in stature so that a comprehensive view of them may be taken. In other cases, simple lists of species, taken in each area of the association, may be compared, and their similarity is a good index. For more accurate work, the quadrat method proposed by Clements (1905: 161-170) may be employed. It gives excellent results but demands much time and labor. In areas of closed vegetation it seems to have its chief value in expressing, rather than determining, the structure of the association. A modification of the quadrat method has been tried with success in this work. It consists in listing, in the approximate order of the space occupied by each (not the number of individuals), the species on an imaginary quadrat of about four square meters situated directly in front of the observer. Stepping forward two paces brings another quadrat to view, and a series of ten or twenty, extending in a continuous strip or scattered throughout the association, may be listed in a short time. The size of the quadrat used is chosen to suit the character of the vegetation; two meters square seems adequate in the study of prairie associations. In a forest a quadrat of that size could be used only for the herbaceous vegetation, and one ten meters square would be necessary to show the nature of the forest cover. Quadrats of such size are unwieldy, and in practice it has been found that results are more easily obtained by counting every tree within five meters of the observer as he walks through the forest. A new list may be made for each hundred meters or for any area with distinct environment. In investigating the tension zone between associations the transect method (Clements, 1905: 176-179) may be used, but is subject to the same limitation as the quadrat method. Good results may be conveniently obtained by walking back and forth repeatedly from one association to the other, listing the species in the order of their appearance. Carefully conducted studies, as indicated above, show that the dominant species are uniformly distributed over the whole area of the association or consocies, and that the floral discrepancies are caused by a number of comparatively rare species represented usually by a small number of individuals. The weakness of the whole method lies in the fact that, in a mere list, a rare species, possibly a single individual, is given as much weight as a common one. Actual counts of the individuals of each are difficult to make and may give misleading results. If each species could be correlated with the proportion of the area which it occupies, it would be demonstrated that most parts of an association are highly similar in structure, and the resulting community coefficient of different areas would probably be above 0.900 (in the black oak association virtually 1.000). Unfortunately no practical method for this has been devised. The more widely the different areas of an association are separated, the greater are the floral discrepancies. The dominant species, however, remain constant, and the change lies almost wholly in the secondary species. Many of these are the results of selective migration from neighboring associations, so that a variation in the general nature of the vegetation of an area affects the specific structure of each association. This phenomenon has been discussed briefly by Warming (1909: 145, 146) under the name of geographical variation. It is well illustrated in the sand areas of Illinois by the secondary species in the black oak association. In the Havana area are found some typically southern species, as Quercus marilandica and Galium pilosum, while in the Winnebago area some species of northern or eastern distribution occur, as Pyrus americana and Lupinus perennis. In comparing areas of such wide geographic separation emphasis must be placed upon the dominant species, which are the fundamental cause of the general physiognomy of the association. The areal distribution of an association may be compared to the distribution of a species. Both are irregular in outline, although coextensive with certain combinations of environmental factors. Both consist of scattered members, independent of each other, but related by a common genesis and common demands upon the environment. Both show minor local and broad geographical varieties. The former are illustrated in the association by the consocies; the latter, in the species by the subspecies, which in their typical form occupy outlying arms or peninsulas but toward the center of distribution intergrade with the main body of the species. Taxonomic work has shown that the interpretation and classification of these forms is a matter of great difficulty. Proper treatment of the geographical varieties of an association will be a matter of much greater difficulty, since the necessary comparisons must be based entirely upon written description or photographic record. Because of this geographical variation and consequent difficulty of comparison, few correlations of associations in different parts of America have been made or attempted. Ecological literature contains numerous descriptions taken from the few representatives of the associations in a limited locality, but as yet no one has given a general description of an association, compiled from observations taken throughout its range.* In this respect the present status of systematic ecology resembles that of pre-Linnaean taxonomy, a maze of detached facts waiting for a Linnaeus to collate and correlate them into a foundation for future investigation. The associations recognized in the field have been grouped into formations, characterized partly by uniformity in the physiognomy of the vegetation, and partly by uniformity of environment, to which the physiognomy is in some extent due. Formations correspond somewhat to genera in taxonomy, and like them may be limited or comprehensive in their scope, this depending solely upon individual opinion. As far as possible they have been made to coincide with the popular idea of the different types of vegetation. The four formations are all generally known through the sand regions and given the names used here, with the exception of the forest, which is colloquially known as "timber" or, in some places, as "black-jack." The latter term applies to the particular association rather than to the forest formation in general. The areal extent of a formation is approximately coincident with one of the phytogeographical provinces of North America, and formations with the same distribution are placed in the same province. It is thus seen that the differentiation of both minor and major ecological groups depends principally upon the plants themselves, the associations being distinguished by the specific composition, the formations by the general appearance, and the province by the distribution of the vegetation. This is an extension of the idea already expressed, that the most important feature of the association is not the habitat but the plant. It is believed that the regional classification of associations is really genetic and dynamic, bringing together those which are most closely related by origin and succession. THE VEGETATION The area covered by the state of Illinois occupies a unique position in respect to the vegetation of the continent, marking the region of closest approximation of four great floral and vegetational provinces. (See maps in Schimper, 1903; Engler, 1902; Transeau, 1903, 1905; Merriam, 1898; Sargent, 1884.) The Austroriparian Province (Merriam, 1898: 45) enters the state at the extreme southern end, and well-developed examples of its dominant hydrophytic vegetation, the cypress swamp (Taxodium distichum), extend northward into the lower valley of the Wabash --- The nearest approach to this has been made by Transeau (1903: 1905-6) in his studies of bog floras. river. Scattered species of Austroriparian affinity extend north in ever decreasing numbers, for some 300 miles (500 km.). One of the most conspicuous plants of this nature is Carya illinoensis, the pecan, which follows the alluvial bottom-land of the Mississippi river as far as southeastern Minnesota. Few species of this group occur on the sand deposits of northern and central Illinois, although a number occupy the sand-bars of the lower Mississippi. The southern boundary of the great Northeastern Conifer Province of the north and northeast passes southeastward across Wisconsin and Michigan, and numerous species persist south of this line. Definite but isolated associations of Pinus Strobus and of Larix laricina, each with its usual attendant species, are found in various places in northern Illinois, and many scattered species of northern range, such as Populus tremuloides and Betula alba, var. papyrifera, live in associations of other provinces. Some of them are concerned in the vegetation of the sand deposits. Between the Austroriparian Province on the south and the Northeastern Conifer Province on the north there are extensive plains, reaching from the base of the Appalachian mountain system on the east to Nebraska on the west. This area is known as the Deciduous Forest Province, and is occupied, as its name indicates, by deciduous forests, with Quercus, Acer, Fraxinus, Tilia, Fagus, Nyssa, Liriodendron, Aesculus, and Carya as some of the leading genera. In the eastern part of the province the forest is almost continuous, broken only by minor associations of an edaphic nature. At the west, from Indiana and Illinois to Nebraska, it becomes discontinuous, and a portion of the area, becoming proportionately larger westward, is occupied by the prairies. The Prairie Province, last on the list, extends in a long strip north and south through the Great Plains at the eastern base of the Rocky Mountains from Texas to Saskatchewan, and an eastward extension passes across Iowa and Illinois into Indiana, sharing the area with the deciduous forests (Pound and Clements, 1898). Throughout its whole area the dominant vegetation is prairie. Each of these four provinces is composed of many plant associations, which occupy usually definite habitats, and which are related to each other by certain successional trends. In each there are associations occupying limited areas of extreme environment, and these tend to converge, through the effect of various physiographic and biotic agencies, toward the dominant or climax vegetation of the region. In each of the provinces the successional events in the establishment of the dominant vegetation are relatively simple. There is in every case at least a hydrophytic and a xerophytic extreme, forming two general converging lines of succession. In our present knowledge of the subject, it is impossible to state whether there is one definite climax association in each province; it seems probable that there are several such associations, each characteristic of a limited portion. It is certain that in each province there is a dominant formation, or type of vegetation, deciduous forest, coniferous forest, or prairie, as the case may be. Present evidence seems to indicate that the nature of the dominant type is determined by a long chain of historical factors (Adams, 1902, 1905) and its present areal distribution by the broader existing climatic factors, notably heat and rainfall (Transeau, 1905). The boundaries of the four provinces have been subject to great changes in the past, both during and following the glacial period, as the ice swept to the south, overthrowing the previous conditions of climate, and then retreated to the north, uncovering unoccupied ground and throwing it open to plant invasion. The ensuing movements of vegetation were among the greatest in the history of the continent, and have been of the greatest moment in determining the present distribution of the biota. These movements have by no means ceased. They are merely less obvious when measured in terms of years and centuries rather than in geological periods. Even now a biotic migration is in progress, which is probably the direct continuation of early postglacial movements, and is doubtless as rapid and as far-reaching in its effects as any of the past. In the present migration the vegetation of the Deciduous Forest Province is the chief factor. It is now pushing out its boundaries to the north and west and enlarging its area at the expense of the Northeastern Conifer Province on one side and the Prairie Province on the other. Some detailed features of the northern extension have been given by Whitford (1901), Transeau (1905-06), and others, and summarized by Adams (1905). The westward migration has been mentioned by many, but scarcely described in detail. The actual steps in the migration of the vegetation are due to a series of successions, by which associations of the prairie or of the coniferous forest are replaced by others, with similar environmental demands, from the deciduous forest. Some of the northern and western associations are succeeded with comparative ease; others resist succession for long periods of time. Because of this the forest extends north and west, not in continuous masses but in long tongues and detached bodies, while relics of the former vegetation lag behind as isolated areas in the midst of the forest. Relics of the northern coniferous forest persist in Illinois as tamarack swamps and groves of white pine, and both are frequently termed "boreal islands." In a similar way the detached areas of prairie in Illinois may be regarded as western relics, although they are often miles in extent. The oldest relics, that is, those toward the east or south, are regularly smaller in extent and more mixed with forest species (Bonser, 1903). In the migration of the deciduous forest associations, the greatest advance has always been made in those habitats which most nearly resemble those occupied by the climax formation, and which are therefore most nearly suited to the invading vegetation. On the other hand the relic associations have been left behind in those habitats, not necessarily best adapted to the relic vegetation, which are least suited to the invaders. For this reason the boreal associations in Illinois are limited to sandstone hills and to undrained swamps, while the prairies persist chiefly in the upland soils between the stream courses. The successions by which the general migration is consummated are of a type different from that found within the formation and leading merely to the dominance of the climax vegetation, since they involve associations of two and sometimes of three provinces. While several descriptions of this type have been published, general conclusions have not usually been drawn. At the present time it can only be stated that the succession seems to take place between equivalent members of the different provincial successional series. Thus, as shown in the following pages, the xerophytic extreme of the prairie, the bunch-grass association, tends to give way to the corresponding extreme of the forest, the black oak association. In a similar way the black oak association may succeed the xerophytic extreme of the Northeastern Conifer Province, the jack-pine association. We find similar relations between the hydrophytic extremes, and in Illinois the succession of the northeastern tamarack association by the deciduous bottom-land forest may be observed. Northern Illinois, therefore, has been and is the scene of important events in the biogeographical history of the continent. The following description of vegetation is designed to be not merely a discussion of static conditions, but rather a portrayal of one phase of this great vegetational movement and of the consequent struggle for supremacy which is still being waged. In the vegetation four distinct formations, or types of vegetation, have been recognized. Each of these consists of several associations, characterized by a distinct group of plants, by a distinct habitat, or by both. The subjoined tabular view will express the classification used, while the arrangement of the associations in the descriptive matter follows as nearly as possible their successional relations. CLASSIFICATION OF THE PLANT ASSOCIATIONS A. The vegetation is dominated by grasses, occupying a relatively stable habitat with low water-content. The secondary species occupy the interstices between the stools of grass. The Prairie Formation of the Prairie Province. a. The movement of sand is slow; several species of bunch-grass are present and many secondary perennial species. The Bunch-grass Association. b. Sand movement is more rapid; the area is dominated by Panicum pseudopubescens and the secondary species are chiefly annuals. The Panicum pseudopubescens Association. B. The vegetation is very sparse and open, occupying usually a very unstable habitat due to rapidly shifting sand; there is little distinction between dominant and secondary species. The Blowout Formation of the Prairie Province. a. The sand movement is chiefly due to removal by gravity; the vegetation consists of relic grasses and perennials. The Windward Slope Association. b. The sand movement is due chiefly to removal by wind; the extremely sparse vegetation consists of deep-rooted perennials. The Basin Association. c. The sand movement consists chiefly of a mere redistribution or of gradual deposition; the vegetation is composed chiefly of annuals. The Blowsand Association. d. The sand movement consists chiefly of a mere redistribution; the vegetation is dominated by the sand-binding perennial, Hudsonia tomentosa. The Hudsonia Association. e. The sand movement consists chiefly of deposition; the vegetation is composed of sand-binding perennials with accessory annuals. The Deposit Association. f. The vegetation occupies a fossil soil, uncovered by continued sand movement; the dominant species is Stenophyllus capillaris. The Stenophyllus Association. C. The vegetation is dense, closed or nearly so, with grasses only as secondary species; the sand is stable, with usually relatively high water-content; the formation is developed in deep depressions. The Swamp Formation of the Deciduous Forest Province. a. The vegetation is semixerophytic, characterized by slender perennials. The Solidago Association. b. The vegetation is truly mesophytic. 1. The vegetation is dominated by willows. The Salix Association. 2. The vegetation is dominated by mat-forming mosses. The Polytrichum Association. c. The vegetation is hydrophytic.............The Swamp Association. D. The vegetation is dense and closed, dominated by trees or aevectent shrubs, or by herbs in the immediate vicinity of shrubs; the sand is stable, with usually low water-content. The Forest Formation of the Deciduous Forest Province. a. The vegetation is dominated by herbs. The Smilacina Association. The Physalis Association. b. The vegetation is dominated by shrubs, with numerous lianes, the secondary species are of a mesophytic type. 1. On the crests of dunes or other areas of deposition. The Dune Thicket Association. 2. In blowouts..................The Blowout Thicket Association. c. The vegetation is dominated by trees. 1. The secondary species are generally xerophytic; aevectent shrubs or lianes are few or absent; the leaf-mold is thin or absent. The Black Oak Association. 2. The secondary species are generally mesophytic; aevectent shrubs and lianes are abundant; a superficial layer of humus is developed. a. The dominant species are bur oak and white oak. The Bur Oak Association. b. The dominant vegetation is composed largely of black oak, but with numerous other arborescent species. The Mixed Forest Association. THE PRAIRIE FORMATION THE BUNCH-GRASS ASSOCIATION The bunch-grass association formerly occupied probably more than nine tenths of the unforested portion of the sand areas. It extended over hill and dale, interrupted only by the blowouts and their related associations, and was by far the most important association of the unforested area. Monotonously uniform floristically, its ecological structure showed an obvious differentiation into several consocies, each characterized by the preponderance of one or a few species of grass, and often sharply distinct from its surroundings. These are considered to be consocies instead of associations because they can not be referred to any apparent difference in the environment, and because they exhibit no successional relations to each other. The best development of the bunch-grass association was, and is, in the Hanover sand area. By far the larger portion of the area was originally unforested. Large fields are still in a virgin condition, and hundreds of acres have been but little pastured. The area includes most of the consocies described and offers without doubt the best conditions for ecological study. The Winnebago area includes, so far as observed, but one small area of bunch-grass, not more than an acre in extent, entirely surrounded by forest. It is evidently a relic of a former wider extension of the association. In the Amboy area most of the country is either forested or pastured, and the only observed examples of bunch-grass were scattered fragments along the roadsides. The Dixon area formerly contained much bunch-grass, but it is also now largely under cultivation. The Oquawka area is more extensively forested, but some of the bunch-grass still remains in the original condition. The Leptoloma cognatum consocies is especially well represented there. The bunch-grass association formerly occupied thousands of acres in the Havana area, but most of it is now under cultivation. In the three chief sand areas, at Hanover, Oquawka, and Havana, the sand deposits lie, as has already been noted, on the east side of a river, extending from the water's edge to the bluff. The bunch-grass association is always separated from the river by a narrow or wide marginal forest, but may extend inland to the very base of the bluffs, as at Hanover. It may then be divided into smaller areas by transverse belts of forest, as at Havana. To these smaller tracts local names are sometimes given, as Benton Prairie at Oquawka. The tracts thus delimited are not uniform, but each may be occupied by two or more consocies. The different prairies of a sand area are, however, occupied in general by the same consocies and have the same flora. But two noteworthy species seem to form an exception to this rule, Breweria Pickeringii in Benton Prairie at Oquawka, and Lesquerella argentea in the Devil's Neck region of the Havana area. The bunch-grasses which give the association its name produce at the base or along the lower portion of the culm a number of leaves, which are aggregated into loose or crowded bunches, depending upon their size and number. Rising from their center are the flowering culms, and beneath the living leaves are also the dried dead leaves and culms of the previous season. The height of the bunches, exclusive of the culms, is therefore, in most cases, approximately equal to the length of the basal and lower leaves. In simple bunches all the leaves and culms radiate from one center, and a bunch consists of one plant, or rather of one stool. The diameter of the bunch is then not more than twice the length of the basal leaves. Such simple bunches are exhibited by Panicum perlongum and Stipa spartea. With some other species, as Panicum pseudopubescens, the culms are also spreading or horizontal, and the diameter of the bunch is about equal to twice the length of the culms. In other cases the individual plants are closely associated, so that the dense bunches may reach any diameter, and are usually very irregular in shape. This habit is well illustrated by Leptoloma cognatum. The bunches of each species are distinct in size, structure, and general appearance, and when in a sterile condition can frequently be recognized by their habit alone. Notes on the individual character of the bunches will follow. The living and dead leaves of the bunches cover the ground in most cases so closely that other plants cannot grow among them. The two bunch-forming sedges, Carex Muhlenbergii and Cyperus Schweinitzii, alone produce bunches so loose that various annuals usually grow within them. Stipa spartea also produces loose bunches through which Ambrosia psilostachya or Teucrium occidentale may grow. A number of small annuals may be found between the radiating culms of Panicum pseudopubescens at some distance from the center, while the dense compact bunches of Koeleria cristata and Leptoloma cognatum are entirely free from other plants. Besides restricting the growth of other species, and thus retaining the dominance in the association, they act efficiently in preventing the blowing of the sand. The greater proportion of the surface is usually entirely covered, and the small intervening spaces are so narrow that the sand is not easily lifted by the wind above the bunches. The tendency to blow, if present, is usually shown by the slight elevation of the grasses above the concave or trough-shaped interspaces. Nevertheless, blowing may sometimes take place to such an extent that the whole association is destroyed, and succeeded by another in which Panicum pseudopubescens is the dominant grass, as will be described later. It seems probable that in most of these cases the density of the plant covering has been reduced by pasturing or other recent causes, or, conversely, that under strictly natural conditions the bunch-grasses permanently prevent blowing. In some places the surface is entirely covered, either with bunch-grasses alone or with mat-plants in addition, and there is every gradation down to cases where but little more than half the actual surface is occupied. It may be arbitrarily assumed that the bunch-grass association can not exist with more than half the sand exposed, and it is certain that it may disappear with even more of the surface occupied. The proportion of the ground covered by the grasses varies with the species, the habitat, and the stability of the sand. Of the grasses which tend to cover a relatively small part of the surface Koeleria cristata and Andropogon scoparius are good examples, while the bunches of Leptoloma cognatum show especially a tendency to become confluent and to cover large unbroken areas. The consocies which contain the largest number of species of bunch-formers are also apt to occupy the space most completely. The general appearance of the association, including especially the color-tone and number of secondary plants, depends almost entirely upon the specific peculiarities of the bunch-grasses represented and upon the density of the covering. Most bunches are so distinct in size, density, or other features that they are easily recognized, even when sterile. In doubtful cases minor morphological characters may be used, such as pubescence, the structure of the ligule, and other similar vegetative features. Some of the most important bunch-forming species are the following. 1. Koeleria cristata.—Bunches regular, compact, about one foot (3 dm.) in maximum diameter and eight inches (2 dm.) high, with a considerable accumulation of dead leaves beneath them, forming an elevated central tuft and radiating on the sand; leaves six to ten inches (15-25 cm.) long, mostly straight and erect, glaucous-green or canescent with fine pubescence. The regular close bunches of Koeleria have an appearance of trimness and neatness in which they excel any other species. The gray-green color and the shining spikelike panicles make the grass very conspicuous, especially during the aestival aspect when it is in bloom, or at any season when the dew is still on it in the early morning. The bunches are rarely confluent and tend to leave a considerable uncovered area between, especially when not associated with other species. 2. Leptoloma cognatum.—Bunches 8-12 inches (20-30 cm.) wide and about eight inches (20 cm.) high, very compact, close and dense, flat-topped, frequently confluent in large irregular patches; leaves short, all erect or radiating, and freely mixed with the dead leaves of the preceding season, giving the whole bunch a yellow-gray appearance. The short leaves are more irregularly arranged than those of Koeleria cristata, and the dead leaves and culms remain for a long time mixed with the living. In the serotinal season the large, but very lax, red-flowered panicles appear and impart a distinct reddish hue to the consocies in which the plant grows. 3. Stipa spartea.—Bunches loose, few-leaved, but regular in size, 1-1.5 feet in diameter and about the same height, with a slight accumulation of dead leaves and culms on the sand beneath. The flowering culms rise to a height of three feet (1 m.). Of all the bunch-forming species of grass in the association this species forms the loosest and most indefinite bunches. 4. Panicum pseudopubescens (Pl. III, Fig. 2).—Bunches irregularly circular in outline, depressed, 1-1.5 feet (3-5 dm.) in diameter, four to six inches (1-1.5 dm.) high; culms and leaves radiating from the center, straight, barely exceeding the dead culms with their split and curled leaves. The culms and especially the spikelets are red in color and give a reddish tone to the whole bunch. This species forms one of the most distinctive bunches of the association, due to the depressed or prostrate radiating culms with their erect or almost appressed leaves, and to the persistence on the dead culms of the recurved leaves of the previous season. The culms extend beyond the leaves, and bear small, but conspicuous, panicles of red spikelets. This species is more characteristic of the association to which it gives its name, but is also frequent in the typical bunch-grass, where its peculiar habit makes it conspicuous. 5. Bouteloua hirsuta.—Bunches low, irregular, two to four inches (5-10 cm.) high, usually confluent in matlike masses 5-12 inches (1-3 dm.) in diameter; leaves short, irregular in position, forming a loose tuft, conspicuously gray-pubescent, and giving a gray color to the whole bunch. The slender culms, 4-12 inches (1-3 dm.) high, appear during the late aestival season. The small bunches are entirely too low to compete with the other grasses for space or to constitute a conspicuous element in the association. They are usually restricted to the intervening spaces, where they have the general habit of mats rather than of bunches. They associate frequently with Selaginella rupestris. 6. Bouteloua curtipendula.—Bunches loose, 6-12 inches (1-3 dm.) in diameter, eight to ten inches (2-3 dm.) high; leaves mostly all erect, six to eight inches (15-20 cm.) long. 7. Cyperus Schweinitzii.—Bunches very open and loose, basal leaves few in number, ascending; culms several, erect or ascending. The plant frequently has the habit of an interstitial rather than of a bunch-grass. 8. Andropogon scoparius.—Bunches one to three feet (3-8 dm.) wide, circular, 1-1.5 feet (3-4 dm.) high, compact, and regular; leaves very long and narrow, erect or ascending, the dead leaves persisting as a dense mass at the base, or recurved around the margin of the bunch; culms about two feet (6 dm.) high, the dead culms persisting through the following summer. The bunches are notable for their large size and the dense mass of dead leaves mingled with the living ones. As the bunches grow older the center dies, and rings are formed which reach a maximum diameter of over a yard (1 m.). In such rings the zone of living grass is three to eight inches (1-2 dm.) wide, and the central portion is elevated four to six inches (10-15 cm.) above the general level. It is composed of a dense mass of old roots and culms mingled with debris of all kinds, and is almost always devoid of any plant growth. 9. Andropogon furcatus.—The bunches of this grass, commonly known as bluejoint, resemble those of the smaller A. scoparius in general habit, but are taller, 1.5-2.5 feet (4-8 dm.), and frequently larger in diameter, three to four feet (8-12 dm.). The leaves are larger, less densely aggregated, and without the tangle of dead leaves among them. The flowering culms are three to five feet (10-15 dm.) tall or even more, and seldom persist until the following summer. Like A. scoparius, the bluejoint may also form rings by the death of the center of the old bunches. These are five to seven feet (15-20 dm.) in diameter and without a conspicuous elevated center. Sorghastrum nutans and Panicum virgatum (Pl. IV, Fig. 2) form large bunches much resembling those of bluejoint. Calamovilfa longifolia grows in patches with the individual culms one to six inches (3-15 cm.) apart, forming dense clusters which resemble true bunches. Eragrostis trichodes produces bunches closely resembling those of Andropogon scoparius in general character, but without the mass of dead leaves. The bunches of Panicum perlongum are very regular, hemispherical in shape, and composed of a dense mass of straight radiating leaves. In general appearance they resemble the bunches of Koeleria cristata. Paspalum setaceum and Eragrostis pectinacea send up several culms from a common center, on which the leaves are most closely approximated near the base, thus forming a loose irregular bunch. The loose open bunches of Carex Muhlenbergii are especially characterized by their leafless, obliquely ascending stems. Since the bunch-grasses virtually exclude other growth beneath them, the secondary species are found upon the small areas of bare sand between the bunches. They may be conveniently divided into four ecological groups based upon their habits and structure. As in most ecological classifications, these groups are not entirely distinct, and some species are of doubtful position. To them may be given the names perennials, mats, interstitials, and parasites. The members of the first group, the perennials, are generally very deep-rooted, and frequently grow in tufts or bunches resembling those of the bunch-grasses. The deep roots are a response to the conditions of water supply, and the bushy habit is possibly correlated with the generally xerophytic environment and exposure to the wind. Resembling the bunch-grasses in habit, they are able to compete with them for space, and may be found in the center of a patch of grass, where they have persisted since the grass surrounded them. Their competition with the bunch-grasses is defensive rather than offensive; they can resist the encroachment of a grass, but are not able to displace it. Some typical plants of this habit are Aster linariifolius, Lithospermum Gmelini, Aster sericeus, Tephrosia virginiana (Pl. IX, Fig. 1), and Chrysopsis villosa. Others have more slender stems, several of which arise from a common base and spread divergently, somewhat resembling in habit the looser bunches of Carex Muhlenbergii or Cyperus Schweinitzii. Good examples of this type are furnished by Callirhoe triangulata, Petalostemum purpureum, and Petalostemum candidum. Still others have erect stems which tend to grow in clusters, as Coreopsis palmata, Solidago missouriensis, Solidago nemoralis, and Helianthemum majus. A fourth type is furnished by Physalis virginiana, Baptisia bracteata, and Tradescantia reflexa, with solitary stems which branch freely or bear widely spreading leaves toward the top. A fifth type is illustrated by Euphorbia corollata or the species of Liatris, whose slender erect stems grow singly and occupy very little ground space. This type approaches most nearly the third group of interstitials. One member of the group, Breweria Pickeringii, has very numerous long decumbent stems, forming an elevated mass at the center, and spreading out in all directions on the sand. The shrubs of the association are for convenience classified in this group. They include Rhus canadensis, var. illinoensis, forming dense rounded masses 3-15 feet (1-5 m.) across and three feet (1 m.) high, and excluding all other vegetation; Amorpha canescens and Ceanothus americanus, undershrubs with several erect or ascending stems one to three feet (3-8 dm.) high; and Ceanothus ovatus (Pl. II, Fig. 2), with several ascending stems forming an irregular bushy shrub two or three feet (1 m.) tall. The two species of Ceanothus are notable for their immense woody roots, frequently six inches (1.5 dm.) in diameter and extending downward to great depths. They are crowned by a few live stems, which are of comparatively short life, and with the dead and decaying bases of many others of previous years. It is needless to say that the vast majority of these plants present obvious xerophytic adaptations, the most general of which are a reduction of surface to narrow or small leaves, and a protective covering of silvery or canescent hairs or scales. Their general tone is grayish green, amid which the vivid green of Euphorbia corollata and Tradescantia reflexa appears strangely out of place. The various types described do not include all the species of the group, but omit some of the less frequent. Neither do all perennials belong to this group, but some, as Lesquerella argentea, are placed among the interstitials. The second group includes the mat-plants, a small group with but three flowering plants, Opuntia Rafinesquii, Opuntia fragilis, and Antennaria sp. Selaginella rupestris is also common in the Hanover area. These grow close to the sand and tend to spread annually over a larger area. They are unable to encroach upon either the bunch-grasses or the perennials, and do not survive when covered by members of these groups. Their number is accordingly largest in the more open consocies. These plants are of the greatest importance in binding sand, and under certain conditions have a prominent part in stabilizing blowing sand. Selaginella rupestris is especially noteworthy for its habit of circular growth. Extending vegetatively from the center, its growth is so regular that a circular patch is formed. This is soon converted into a ring by the death of the center, leaving a marginal zone of living plants one to two inches (2-5 cm.) wide. This ring gradually increases in size until it may reach a maximum diameter of four feet (1.2 m.). Additional rings may begin within an old one, or parts of two rings may overlap. Megaspores are produced in enormous quantities, but their successful growth must be rare. The prickly pear, Opuntia Rafinesquii, is much more common in the Havana area than in any of the others. The mats of Selaginella are favorite places for small mats of a dark colored crusty species of Cladonia. Small mosses, of unidentified species, are also frequently found, and in many places a dark-colored crust on the sand is formed by a species of Oscillatoria, which from its habit may also be classified with the mats. The third group, the interstitials, is composed in general of annuals, with slender, frequently unbranched stems, generally narrow leaves, and fibrous roots. They come up late, principally during the season of heavy rainfall in June or July, and cover the bare areas of sand with prodigious numbers of individuals. Notwithstanding their number, they are of the least ecological importance. Their slender stems occupy little space and take no part in sand-binding, while the very existence of the entire group is due to the presence of the bunch-grasses, which act as windbreaks and hold the sand. If the number of grasses decreases somewhat, there is a correspondingly larger number of interstitials, but if the bare spots become too large, so that blowing of the sand begins, their number begins to decrease. The most abundant species of interstitials are Oenothera rhombipetala, Ambrosia psilostachya, Linaria canadensis, Cassia Chamaechrista, Monarda punctata, and Croton glandulosus, var. septentrionalis. The fourth group, or parasites, is represented by a single species of seed plant, Orobanche fasciculata, found on the roots of Artemisia caudata in the Hanover area. While these four groups are sufficiently distinct to serve as ecological units, they are not absolutely separate. The perennial Lespedeza capitata, with its slender stems and narrow leaves, associates frequently with the true interstitials, and might then well be regarded as one of them. Cyperus Schweinitzii appears now as a bunch-grass, now as an interstitial. Bouteloua hirsuta behaves sometimes as a bunch-grass, producing small tufts two to four inches (5-10 cm.) high, but frequently it functions more as a mat and associates with Selaginella rupestris and Antennaria sp., or, when growing between larger bunches of Koeleria cristata, it might be regarded also as an interstitial. The number of secondary species and individuals is naturally greatest in the more open parts of the association and least in the denser portions. The mats may entirely disappear and the interstitials be greatly reduced in number when the bunch-grasses are closely aggregated. The perennials, with their greater resistance to crowding by the grasses, remain throughout and always occupy a prominent place in the association. The close relation between the secondary and dominant plants of an association is seldom better illustrated than in this one, where the presence and disappearance of the interstitials are both correlated with the density and luxuriance of the bunch-grasses. The association as a whole is, as already noted, divided into a number of consocies. Some of these are characterized by a single species of grass and may be called pure consocies. Such are those characterized by Koeleria cristata, Leptoloma cognatum, Stipa spartea, and Carex Muhlenbergii. A larger part of the association is occupied by several characteristic species and is here termed the mixed consocies. Although the specific composition of the latter varies somewhat from place to place, its general appearance is so uniform that it does not admit of further subdivision. Besides describing these five, representing natural conditions, it is necessary also to mention some of the effects of cultivation, pasturing, and burning. The consocies are described in the reverse order of their importance, and the notes on cultural changes follow. It will be observed that the floristic differences between the various consocies are slight. The Carex Muhlenbergii Consocies The only observed examples of this consocies were in the Hanover area, the first in an interdunal depression, the second on the side of a gentle slope. In both cases they were surrounded by other consocies of the same association, but were sharply separated from them. The dominant species is Carex Muhlenbergii. The bunches are separate or rarely confluent and cover about three fourths of the surface. Since there are few dead leaves beneath the bunches, and the living leaves are mainly erect, there is abundant space for other plants. Although four species of grasses are included, of which three are typical bunch-grasses, they are so sparsely represented that none can at any place be considered dominant. The following secondary species were noted. Bunch-grasses: Leptoloma cognatum Panicum virgatum Panicum pseudopubescens Poa pratensis Perennials: Lithospermum Gmelini Pentstemon hirsutus Helianthus scaberrimus Helianthus occidentalis Solidago nemoralis Mat: Opuntia Rafinesquii Interstitials: Monarda punctata Linaria canadensis Ambrosia psilostachya Lactuca canadensis The vernal aspect is characterized by Lithospermum Gmelini, the serotinal by Monarda punctata, and the autumnal by Helianthus occidentalis. The whole consocies stands out in sharp relief from its surroundings because of the rich dark-green color of the dominant species. Carex Muhlenbergii is also widely distributed throughout the bunch-grass association, and occasionally appears in large numbers on the lee deposits of blowouts, and may take part in their stabilization. That the consocies does not have this origin is shown by the absence of Diodia teres and Tephrosia virginiana, the poor development of Panicum virgatum, and the presence of Opuntia Rafinesquii. The Stipa spartea Consocies This consocies is developed in but one place in the Hanover area, and is there of limited extent. Stipa spartea is the dominant grass, with Poa pratensis second in abundance. The bunches of Stipa are here more or less confluent, and the intervening spaces are so occupied by blue-grass that the surface of the sand is completely covered. This leaves no opportunity for the growth of the usual interstitial plants and also tends to limit the number of perennials. But four species occur and they are represented by few individuals. They are Panicum pseudopubescens, Callirhoe triangulata, Coreopsis palmata, and Aster linariifolius. All of these are common in other consocies of the same association. At either side the consocies changes rather abruptly into another characterized by Koeleria cristata, which has larger open spaces between the bunches and permits the growth of more secondary species. The Koeleria cristata Consocies In the Hanover area this is by far the most important consocies of the bunch-grass association which is characterized by a single species, and in area is second only to the mixed consocies. If its present extent may be taken as an index, it must originally have covered hundreds of acres of the sand prairie, although in scattered patches of rather small size. It is found alike on the sides and tops of the hills, but seldom in the depressions between them. Elsewhere the consocies was not observed. The dominant species is Koeleria cristata. The bunches of this grass are mostly separate and compact, occupying from one half to two thirds of the surface. The dead basal leaves cover the sand between the bunches, and make an efficient protection against blowing. Panicum pseudopubescens, which flourishes where the sand is largely bare, is also frequently well developed. The number of secondary plants is large because of the unusual amount of ground space available, and comparatively many species are represented. The number of individuals of the interstitial species is especially large. The mats of Selaginella rupestris reach here their maximum size; regular circles up to three feet (1 m.) in diameter are common, and they may become confluent to form solid masses eight to ten feet (2-3 m.) wide. Koeleria cristata lives indiscriminately upon these mats or between them, and so do most of the perennials. Panicum pseudopubescens and the annuals are seldom found except on the bare sand between them. The centers of the Selaginella mats are usually covered with a black crust, upon which a species of Cladonia is frequently growing. Antennaria sp. may grow on the mats also, or in the absence of Selaginella form circular patches one to three feet (3-10 dm.) across, which are very conspicuous because of their gray color. The principal secondary species are the following. Bunch-grasses: Sorghastrum nutans Panicum virgatum Panicum pseudopubescens Panicum perlongum Stipa spartea Perennials: Tradescantia reflexa Amorpha canescens Petalostemum candidum Petalostemum purpureum Tephrosia virginiana Viola pedata Callirhoe triangulata Lithospermum Gmelini Pentstemon hirsutus Solidago nemoralis Aster sericeus Aster linariifolius Helianthus scaberrimus Coreopsis palmata Artemisia caudata Mats: Selaginella rupestris Opuntia Rafinesquii Opuntia fragilis Antennaria sp. Interstitials: Festuca octoflora Rumex Acetosella Lepidium virginicum Arabis lyrata Oxalis corniculata Scutellaria parvula Monarda punctata Ambrosia psilostachya The vernal aspect is characterized by the blue flowers of Viola pedata, which were still in bloom when the consocies was first visited in June; later, Pentstemon hirsutus and Lithospermum Gmelini are conspicuous with their white and yellow flowers. The aestival season is well marked by Tradescantia reflexa, and the serotinal by Monarda punctata, which is frequently present in immense numbers. The flowers of the prairie clovers (Petalostemum), the lead plant (Amorpha canescens), and the sand poppy (Callirhoe) appear at the same season, but the plants are usually too scattered to break the effect of the masses of Monarda. Still later, in the autumnal aspect, the prevailing tone is yellow from the flowers of the goldenrod, Solidago nemoralis. The Koeleria cristata consocies illustrates well the general principle that an association may be derived from different sources. In some cases it is evidently the result of the stabilization of the Panicum pseudopubescens association, in which event it is characterized by the greater abundance of that species, the better development of mats, which are composed of Selaginella rather than Antennaria, and the greater abundance of Scutellaria parvula and Arabis lyrata. In other cases it is entirely independent of any former blow conditions, and then contains less Panicum pseudopubescens, mats of Antennaria rather than Selaginella, and a larger proportion of perennials, including Aster sericeus and Amorpha canescens, which are absent on blowing sand. The two types have the same structure and represent the same consocies, notwithstanding their difference in species. The only ecological difference between them, aside from their origin, is their age, and it may very properly be considered that the floral difference will gradually disappear as the various perennials succeed in establishing themselves in the younger type. The order of appearance of the species in this process of stabilization will be considered later. There is usually a gradual change in the appearance of the consocies at its margin as other grasses appear or as Koeleria disappears. The secondary species vary but little specifically, but the number of individuals naturally increases or decreases according to the density of the grasses. The Leptoloma cognatum Consocies This consocies is extensively developed in the Hanover, the Dixon, and the Oquawka areas, and in the last two is by far the most important consocies characterized by a single species (Pl. I, Fig. 2). In the Hanover area it is exceeded in extent by the Koeleria cristata and the mixed consocies. It has a wider topographic range than the Koeleria cristata consocies, and is found in the interdunal depressions as well as on the hilltops. Leptoloma cognatum is the principal bunch-forming grass, and its flat-topped bunches are usually so confluent that nine tenths of the surface or more is occupied. The bunches are of such uniform height and density that the consocies appears as if artificially trimmed, and has a generally gray-green color because of the numerous dead leaves mixed with the living. The other grasses, which are usually of larger size and bright green in color, stand out very prominently against the background. In the serotinal aspect the plants are in bloom, and the large panicles with the red spikelets are so numerous that the whole consocies has a reddish hue. A few other grasses may at some places occupy enough of the surface to affect the general appearance of the consocies. They are Koeleria cristata at Hanover and Dixon, Sorghastrum nutans at Hanover, Panicum pseudopubescens at Hanover, Andropogon scoparius at Dixon and Oquawka, and Paspalum setaceum at Oquawka. At Dixon, Chrysopsis villosa becomes conspicuous and occupies a large amount of space, but it seems probable that the conditions there are not quite normal. It has already been noted that the confluent habit of the bunches of Leptoloma cognatum restricts the space for secondary species. The great extent of the consocies, on the other hand, tends to increase the number of species, even though the number of individuals is relatively small. A list of the secondary species follows. Bunch-grasses: - Andropogon scoparius - Sorghastrum nutans - Paspalum setaceum - Panicum perlongum - Panicum Scribnerianum - Panicum pseudopubescens - Koeleria cristata - Bouteloua hirsuta - Bouteloua curtipendula - Poa pratensis - Cyperus Schweinitzii - Carex umbellata - Carex Muhlenbergii Perennials: - Tradescantia reflexa - Sisyrinchium sp. - Oxybaphus nyctagineus - Delphinium Penardi - Baptisia bracteata - Amorpha canescens - Petalostemum purpureum - Tephrosia virginiana - Lespedeza capitata - Polygala polygama - Euphorbia corollata - Rhus canadensis, var. illinoensis - Ceanothus americanus - Callirhoe triangulata - Helianthemum majus - Viola pedata - Asclepias amplexicaulis - Acerates viridiflora - Acerates viridiflora, var. lanceolata - Lithospermum Gmelini - Verbena stricta - Verbascum Thapsus - Pentstemon hirsutus - Ruellia ciliosa - Liatris scariosa - Chrysopsis villosa - Solidago speciosa, var. angustata - Solidago nemoralis - Aster linariifolius - Helianthus scaberrimus - Achillea Millefolium Mats: - Selaginella rupestris - Opuntia Rafinesquii - Antennaria sp. - Senecio Balsamitae Interstitials: Festuca octoflora Cyperus filiculmis Rumex Acetosella Polygonum tenue Silene antirrhina Arabis lyrata Lepidium virginicum Cassia Chamaechrista Linum sulcatum Polygala incarnata Croton glandulosus, var. septentrionalis Oenothera rhombipetala Monarda punctata Hedeoma hispida Linaria canadensis Specularia perfoliata Erigeron annuus Erigeron ramosus Ambrosia psilostachya Of the grasses in the above list, Bouteloua hirsuta is most abundant in the Oquawka area, and may usually be found in any of the narrow strips of sand between the bunches of Leptoloma, although its small size makes it very inconspicuous. Near Hanover, Bouteloua does not occur in this consocies, and Panicum Scribnerianum and Panicum perlongum are important secondary species. The others are usually infrequent but are sometimes very conspicuous if the bunches are of large size and overtop the Leptoloma. Those of Andropogon scoparius and Carex Muhlenbergii contrast especially with Leptoloma both in size and color. In the Hanover area the most abundant perennials are Euphorbia corollata and Helianthus scaberrimus; in the Oquawka area, Ruellia ciliosa and Baptisia bracteata. Many of the perennials are conspicuously taller than the Leptoloma and stand out in prominent relief above it. This is especially true of the bushy shrubs Ceanothus americanus, Rhus canadensis, var. illinoensis, and Amorpha canescens. Antennaria is the most abundant mat, and is frequent throughout the consocies. The mats are small because of the limited space available. Senecio Balsamitae forms dense patches two to three feet (5-10 dm.) across and shows some tendency to resist the encroachment of the bunch-grasses. Of the interstitial plants, Ambrosia psilostachya is omnipresent, and is represented by an immense number of individuals. Rumex Acetosella and Monarda punctata are also very abundant. The latter is one of the most conspicuous features of the serotinal aspect. Oenothera rhombipetala is not so abundant as Monarda, but is equally conspicuous at its blooming season during the aestival aspect, because of its taller stems and vivid yellow flowers. The other interstitial plants vary greatly from place to place, and almost any species may in some places or at some seasons appear very conspicuously. A striking example of this was given by Linum sulcatum, which was observed only on one sand-hill near Oquawka, and was so local that it did not appear in any of the quantitative studies made there. The plant has very slender erect unbranched stems, and during the first days of July was hardly noticeable. A few days later the flowers appeared and brought the plant at once so much into evidence that it might have been wrongly considered a characteristic member of the consocies. Table I.—Floristic composition of ten quadrats in the Leptoloma cognatum consocies, Oquawka area. \| Species \| Presence/absence \| \|-------------------------------\|------------------\| \| Leptoloma cognatum \| X X X X X X X X \| \| Paspalum setaceum \| X X - X X X - X X\| \| Panicum Scriberianum \| - X - - - X X - \| \| Bouteloua hirsuta \| X X - X X X - X X\| \| Cyperus filiculmis \| - - - - - - X X -\| \| Carex Muhlenbergii \| - - - - - - - X \| \| Rumex Acetosella \| - X X X X - X X X\| \| Polygonum tenue \| - - - - - X - - -\| \| Silene antirrhina \| - - X - - - X - \| \| Cassia Chamaechrista \| - X X X - - X X -\| \| Baptisia bracteata \| X X X . X - - X -X\| \| Amorpha canescens \| - X X - X - - - X\| \| Polygala incarnata \| X - - - - - - - \| \| Oenothera rhombipetala \| - - - X - - X - X\| \| Verbena stricta \| X X - X - - X X X\| \| Monarda punctata \| X - X X - X X - X\| \| Hedeoma hispida \| - - - - - X - X \| \| Linaria canadensis \| - - X - - - - - \| \| Pentstemon hirsutus \| - - - - - X - - X\| \| Ruellia ciliosa \| X X X X X X X X X\| \| Specularia perfoliata \| - X - - - - - - \| \| Erigeron ramosus \| - - - X X X X - X\| \| Antennaria sp. \| - X - - - - - - \| \| Ambrosia psilostachya \| X X - X X X X X X\| \| Senecio Balsamitae \| - - - - - - X - -\| A series of counts (Table I) were made at Oquawka, in the best example of the consocies observed (near the site of Plate I, Fig. 2), to determine the relative frequency of the secondary species. These counts record the presence or absence of the species in each of ten quadrats two meters square, extending in a continuous strip through the consocies. No record was made concerning the abundance of each species. Bouteloua hirsuta, Ruellia ciliosa, Ambrosia psilostachya, and Rumex Acetosella appear as the most frequent of the secondary species, while Leptoloma cognatum naturally appears in every quadrat. The average number of species in each quadrat is 10.6, while the whole number observed in the Oquawka area is 47. The consocies was not under observation during the vernal season, but Baptisia bracteata and Delphinium Penardi are probably quite conspicuous at that time. During the aestival aspect of late June and July Oenothera rhombipetala and Amorpha canescens are much in evidence. These are followed in August by Monarda punctata, and the red spikelets of Leptoloma cognatum are also very conspicuous at that season. In the Hanover area the vernal aspect is characterized by Pentstemon hirsutus, while the aestival and serotinal conditions are essentially the same as at Oquawka. In the Oquawka area contact between this consocies and others was not observed. At Hanover it grades into the mixed consocies next to be described. There is no sharp line between the two, but other species of grasses appear, the spaces between the bunches become wider, and a greater number of secondary species occupy the bare sand thus available. The Mixed Consocies In the Hanover area the greatest portion of the sand prairie was originally occupied by a mixed consocies, in which several species of bunch-grass were well represented (Pl. II; Pl. III, Fig. 1). The same consocies was also of considerable importance in the Havana area, and was described in a former paper (Hart and Gleason, 1907: 158-160). It was also well represented in the Oquawka area, especially in the prairies between Keithsburg and Oquawka. In the Dixon area no estimate can be made at present concerning its former extent. It seems probable that over the sand prairies as a whole at least two thirds of the surface was occupied by this mixed growth. Although now greatly reduced in area because of cultivation, the remnants left show that it grew alike on the higher elevations and on the depressions between the hills; that there was little difference in the vegetation as the habitat changed; and that the specific composition of the grasses varied considerably from place to place, but that the general appearance of the consocies was remarkably uniform. The reason for its wide extent is obvious. The bunch-grasses all belong to the same ecological type, and, with the unimportant exception of Bouteloua hirsuta, have approximately the same size. Competition between them therefore is largely limited to a struggle for ground space, and of that there is usually an abundance. There is very little possibility of one species shutting off the light from another, either by its size or by making an earlier start in the season. The dead leaves and culms with which each bunch is surrounded make a good ground cover which holds the sand and excludes the growth of seedlings of competing species. None of the species is distinguished by a particularly large seed production or by special adaptations for seed dispersal. Few of them spread by underground stems. Taking all these points into consideration, it is clear that there are no particular adaptations which might lead to a monopoly by one species in the consocies. The presence of so many species indiscriminately mixed is caused by their uniform dissemination and continued by the evenness of their competition for space. For a few species these statements do not hold. The small bunches of Bouteloua hirsuta and the flat ones of Panicum pseudopubescens are easily overshadowed and killed by the growth of other species. The loose, few-leaved bunches of Stipa spartea similarly tend to be crowded out by species of denser habit. These three species, accordingly, are not to be found throughout the consocies, but tend to disappear as the surface becomes more completely covered. The number of grasses which occur is large, and includes virtually every species of bunch-grass found in the region. Not all of them occur together, or even in the same area, but in most places three or four may be recognized as of chief importance, while the others have more of the nature of secondary species. The following bunch-grasses were observed: Andropogon scoparius Sorghastrum nutans Leptoloma cognatum Paspalum setaceum Panicum virgatum Panicum perlongum Panicum Scribnerianum Panicum pseudopubescens Stipa spartea Calamovilfa longifolia Koeleria cristata Bouteloua hirsuta Bouteloua curtipendula Eragrostis trichodes Eragrostis pectinacea Poa pratensis Cyperus Schweinitzii Carex umbellata Carex Muhlenbergii Of these twenty species, eleven, marked with an asterisk, have been noted in some locality as dominant species, that is, so abundant and occupying so much space that their removal would seriously change the nature and appearance of the consocies. A further study shows that three species are so regularly present and so frequently associated with each other that they may be regarded as the most typical grasses of the consocies. They are Leptoloma cognatum, Koeleria cristata, and Andropogon scoparius. The remaining nine grasses are always secondary species and never occupy a considerable portion of the ground space. Their huge bunches, as of Sorghastrum nutans, or tall culms, as of Calamovilfa longifolia, may nevertheless make them very conspicuous in some places. A few other grasses, not bunch-formers, are also mentioned under the proper head. There is a great variety of perennials, interstitials, and a few mats, of which the following were listed. Perennials: \| Species \| Species \| \|----------------------------------------------\|----------------------------------------------\| \| Equisetum hyemale, var. intermedium \| Verbena stricta \| \| Tradescantia reflexa \| Physostegia denticulata \| \| Sisyrinchium sp. \| Physalis virginiana \| \| Anemone cylindrica \| Physalis heterophylla \| \| Baptisia bracteata \| Pentstemon grandiflorus \| \| Amorpha canescens \| Pentstemon hirsutus \| \| Petalostemum purpureum \| Synthyris Bullii \| \| Petalostemum candidum \| Kuhnia eupatorioides, var. \| \| Tephrosia virginiana \| corymbulosa \| \| Lespedeza capitata \| Liatris cylindracea \| \| Polygala polygama \| Liatris scariosa \| \| Euphorbia corollata \| Chrysopsis villosa \| \| Rhus canadensis, var. illinoensis \| Solidago speciosa, var. angustata \| \| Ceanothus americanus \| Solidago nemoralis \| \| Ceanothus ovatus \| Solidago missouriensis \| \| Callirhoe triangulata \| Solidago rigida \| \| Helianthemum majus \| Aster sericeus \| \| Viola pedata \| Aster multiflorus \| \| Asclepias amplexicaulis \| Aster linariifolius \| \| Acerates viridiflora \| Aster sp. \| \| Acerates viridiflora, var. lanceolata \| Brauneria pallida \| \| Breweria Pickeringii \| Helianthus scaberrimus \| \| Phlox bifida \| Helianthus occidentalis \| \| Lithospermum Gmelini \| Coreopsis palmata \| \| \| Achillea Millefolium \| \| \| Artemisia caudata \| Interstitials: Aristida tuberculosa Festuca octoflora Elymus virginicus Cyperus filiculmis Stenophyllus capillaris Carex pennsylvanica Carex festucacea, var. brevior Commelina virginica Polygonum tenue Chenopodium album Froelichia floridana Mollugo verticillata Silene antirrhina Talinum rugospermum Lesquerella argentea Lepidium virginicum Erysimum parviflorum Arabis lyrata Cassia Chamaechrista Strophostyles sp. Linum sulcatum Polygala verticillata Croton glandulosus, var. septentrionalis Crotonopsis linearis Euphorbia Geyeri Oenothera rhombipetala Verbena bracteosa Monarda punctata Hedeoma hispida Linaria canadensis Specularia perfoliata Erigeron ramosus Erigeron canadensis Gnaphalium polycephalum Ambrosia psilostachya Lactuca canadensis Mats: Selaginella rupestris Opuntia Rafinesquii Parasite: Orobanche fasciculata Not every station of the consocies contains all of these secondary species, or even a majority of them. The actual specific composition of the consocies and the frequence and abundance of the species vary so greatly from place to place that individual descriptions must be given. Seven distinct areas occupied by the mixed consocies were examined with more or less detail. 1. Hanover area, one mile southwest of the railway station. The consocies occupies a flat interdunal depression (Pl. III, Fig. 1). Nine species of bunch-grasses are present, which are named in the approximate order of their abundance: Leptoloma cognatum, Koeleria cristata, Stipa spartea, Sorghastrum nutans, Panicum perlongum, Panicum Scribnerianum, Carex Muhlenbergii, Panicum pseudopubescens, and Bouteloua hirsuta. Of these the first two occupy more space than the other seven together. The bunches are very compact and close and at a little distance resemble a close sod. Many dead leaves collect under the bunches, aiding in the soil formation, and even the narrow strips between the bunches are frequently covered with dead leaves. On the small open spots are mats of Antennaria sp. and Selaginella rupestris, often growing together, and as the Selaginella dies out in the middle of the mats a brownish moss comes in. The result is that there is absolutely no chance for the sand to blow and humus can form rapidly. The surface sand is dark brown in color, somewhat loamy in texture, and partially coherent because of the mass of rootlets in it. This condition continues to a depth exceeding ten inches (25 cm.). Of the grasses mentioned, Panicum pseudopubescens, often so abundant in the consocies, is quite scarce, because of the absence of flat bare sand areas on which its decumbent bunches may spread. Bouteloua hirsuta is also scarce for the same reason. It grows in small tufts two to four inches (5-10 cm.) high on the mats of Selaginella. The presence of Panicum Scribnerianum is of interest, since it occurs only in the densest growth of bunch-grass. Thirty-one secondary species occur in various degrees of frequency. Ten quadrats of four square meters each were examined, and the numeral following each plant name indicates the number of quadrats in which the species occurred. Eleven species, without numbers, did not appear in the quadrats, but were found elsewhere in the consocies. The secondary species are as follows. Perennials: \| Plant Name \| Occurrence \| \|----------------------------------\|------------\| \| Equisetum hyemale, var. intermedium (2) \| \| \| Poa pratensis \| \| \| Petalostemum purpureum (1) \| \| \| Tephrosia virginiana (4) \| \| \| Polygala polygama \| \| \| Euphorbia corollata (4) \| \| \| Viola pedata (1) \| \| \| Callirhoe triangulata (7) \| \| \| Lithospermum Gmelini (2) \| \| \| Plant Name \| Occurrence \| \|----------------------------------\|------------\| \| Acerates viridiflora, var. lanceolata (1) \| \| \| Physalis virginiana \| \| \| Aster sericeus (1) \| \| \| Aster linariifolius (8) \| \| \| Aster sp. \| \| \| Helianthus scaberrimus (6) \| \| \| Coreopsis palmata (2) \| \| \| Artemisia caudata (1) \| \| Mats: \| Plant Name \| Occurrence \| \|----------------------------------\|------------\| \| Selaginella rupestris (8) \| \| \| Opuntia Rafinesquii (1) \| \| Antennaria sp. (6) Interstitials: \| Plant Name \| Occurrence \| \|----------------------------------\|------------\| \| Festuca octoflora \| \| \| Chenopodium album \| \| \| Arabis lyrata (1) \| \| \| Plant Name \| Occurrence \| \|----------------------------------\|------------\| \| Hedeoma hispida \| \| \| Linaria canadensis \| \| \| Specularia perfoliata \| \| Oenothera rhombipetala (1) Erigeron ramosus Verbena bracteosa Ambrosia psilostachya (9) Monarda punctata (4) It may be noticed that of the twenty species appearing in the quadrats only four were interstitials, while of the eleven more infrequent species not appearing in the quadrats seven were interstitials. The relative frequency of the perennials is as 172 to 100. This illustrates and substantiates the general principle that the number of individuals of interstitial plants decreases as the density of the bunchgrass increases. Although Ambrosia psilostachya has a greater frequency than any of the perennials, it actually plays a very unimportant part in the consocies. Growing up straight and slender, it is quite inconspicuous and really much less important than Aster linariifolius. The high frequency of the latter species and of Callichoe triangulata is also of interest. 2. Hanover area; up the hill (Pl. III, Fig. 1) toward the plateau at the southwest of the station just described. The consocies continues without interruption, but is somewhat different in appearance (Pl. II, Figs. 1, 2). On the hillside the dominant species are the same, but Panicum Scribnerianum and Selaginella rupestris disappear; the mats of Antennaria are sparse; the ground is not well covered and does not have the loamy texture of the sand in the depression. Bouteloua hirsuta becomes more abundant, corresponding to the larger surface of open sand, and Linaria canadensis, an interstitial, is common with it. The remaining secondary species are almost the same as in the valley. A transect up this hillside is shown in Table II. The table shows that the change from the lower (left) end of the transect to the upper is caused chiefly by the addition of species as the space between the bunches becomes larger. In the first half the average number of species per quadrat of 0.25 sq. m. is 2.5, while in the last half it is increased to 4.35. \| Species \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| 9 \| 10 \| 11 \| 12 \| 13 \| 14 \| 15 \| 16 \| 17 \| 18 \| 19 \| 20 \| \|-------------------------------\|---\|---\|---\|---\|---\|---\|---\|---\|---\|----\|----\|----\|----\|----\|----\|----\|----\|----\|----\|----\| \| Selaginella rupestris \| X \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Andropogon scoparius \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Sorghastrum nutans \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Leptoloma cognatum \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Panicum perlongum \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Panicum pseudopubescens \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Bouteloua hirsuta \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Koeleria cristata \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Festuca octoflora \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Carex umbellata \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Talinum rugospermum \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Arabis lyrata \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Petalostemum purpureum \| X \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Euphorbia corollata \| X \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Callirhoe triangulata \| X \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Oenothera rhomboipetala \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Monarda punctata \| X \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Linaria canadensis \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Solidago nemoralis \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Aster linariifolius \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Antennaria sp. \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Ambrosia psilostachya \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Helianthus scaberrimus \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| On the top of the hill there is again a little Selaginella, but the areas between the bunches are mostly bare or with Bouteloua, here growing in short flat irregular tufts. Andropogon scoparius appears in great abundance and becomes the most conspicuous member of the consocies. Frequency counts were made here also, as indicated by the numerals following the names. The ten bunch-grasses present are as follows: Andropogon scoparius (10) Sorghastrum nutans Leptoloma cognatum (7) Panicum perlongum (1) Panicum Scribnerianum Panicum pseudopubescens (10) Stipa spartea Bouteloua hirsuta (10) Koeleria cristata (10) Carex Muhlenbergii Of these Andropogon scoparius, Leptoloma cognatum, and Koeleria cristata are the most important and are almost equally abundant. The flat bunches of Panicum pseudopubescens are very numerous, but are inconspicuous among the larger bunches of the other taller grasses. The ground is open, with probably 20 per cent. of the surface exposed. The intervening spaces are bare or sparsely covered with dead stems and leaves, or rarely with mats of Selaginella. This permits a larger development of Panicum pseudopubescens and the interstitial vegetation, and the counts show that six of the seven interstitials are frequent enough to appear in one or more of the plots. Although the location is on top of a hill there is no evidence of blowing. The secondary species are as follows. Perennials: Carex festucacea, var. brevior Tradescantia reflexa Petalostemum purpureum Lespedeza capitata (1) Euphorbia corollata (1) Ceanothus ovatus Callirhoe triangulata (4) Helianthemum majus Viola pedata Acerates viridiflora, var. lanceolata Lithospermum Gmelini (2) Aster sericeus (3) Aster linariifolius (6) Solidago nemoralis (4) Helianthus scaberrimus (4) Coreopsis palmata Artemisia caudata (1) Mats: Selaginella rupestris (1) Opuntia Rafinesquii Interstitials: Festuca octoflora (1) Arabis lyrata Oenothera rhombipetala (1) Monarda punctata (3) Linaria canadensis (4) Erigeron ramosus (1) Ambrosia psilostachya (9) The relative frequency of perennials and interstitials is 56 to 100. 3. Oquawka area; a small tract of bunch-grass near the station at Milroy. The dominant vegetation consists of four grasses, almost equally abundant: Koeleria cristata, Andropogon furcatus, Bouteloua curtipendula, and Bouteloua hirsuta. Four other grasses are also present: Stipa spartea, Panicum pseudopubescens, Panicum Scribnerianum, and Andropogon scoparius. Other secondary species are as follows. Perennials: Tradescantia reflexa Tephrosia virginiana Lespedeza capitata Euphorbia corollata Rhus canadensis, var. illinoensis Acerates viridiflora Pentstemon hirsutus Liatris scariosa Solidago speciosa, var. angustata Solidago nemoralis Helianthus scaberrimus Coreopsis palmata Mat: Opuntia Rafinesquii Interstitials: Cyperus filiculmis Froelichia floridana Lepidium virginicum Cassia Chamaechrista Polygala verticillata Croton glandulosus, var. septentrionalis Monarda punctata Linaria canadensis Ambrosia psilostachya The ground here is open and has probably been used at times for pasture. This accounts for the large number of interstitial plants present. The same consocies extends also along the railway right of way, where several additional species occur, including the following. Bunch-grass: Elymus canadensis Perennials: Carex pennsylvanica Carex festucacea, var. brevior Sisyrinchium sp. Anemone cylindrica Amorpha canescens Ceanothus americanus Helianthemum majus Asclepias amplexicaulis Interstitials: Stenophyllus capillaris Commelina virginica Breweria Pickeringii Verbena stricta Physostegia denticulata Pentstemon grandiflorus Aster sericeus Aster multiflorus Brauneria pallida Achillea Millefolium Polygonum tenue 4. Oquawka area; nearly original bunch-grass near the county line between Henderson and Mercer counties. The dominant species are Andropogon scoparius, Koeleria cristata, and Leptoloma cognatum, named in order of their abundance. These three species are mixed indiscriminately and with them are several other bunch-grasses of less importance in the consocies. These are Panicum pseudopubescens, Panicum virgatum, Panicum Scribnerianum, Andropogon furcatus, Bouteloua hirsuta, and Carex Muhlenbergii. The ground is about 90 per cent. covered, and the spaces between the bunches are well covered with patches of moss, mats of Antennaria, and bunches of Panicum pseudopubescens and Bouteloua hirsuta. The secondary species are the following. Perennials: Tradescantia reflexa Baptisia bracteata Amorpha canescens Tephrosia virginiana Lespedeza capitata Euphorbia corollata Acerates viridiflora Mat: Antennaria sp. Interstitials: Paspalum setaceum Cyperus filiculmis Commelina virginica Silene antirrhina Cassia Chamaechrista Rhus canadensis, var. illinoensis Physalis virginiana Helianthus scaberrimus Helianthus occidentalis Brauneria pallida Oenothera rhombipetala Monarda punctata Linaria canadensis Specularia perfoliata Ambrosia psilostachya During the aestival aspect the blue spikes of Amorpha canescens, the pink heads of Brauneria pallida, and the yellow flowers of Oenothera rhombipetala are very conspicuous. Lespedeza capitata is especially abundant near the railroad, where the ground has been somewhat disturbed. 5. Havana area; on "Tower Hill", four miles (6 km.) north of Topeka. Leptoloma cognatum, Eragrostis pectinacea, and Bouteloua hirsuta are the dominant species. These occupy about equal amounts of space, but the Bouteloua is of course relatively inconspicuous. Associated with the grasses are twelve secondary species, as follows. Perennials: - Tephrosia virginiana - Callirhoe triangulata - Phlox bifida - Pentstemon hirsutus - Liatris scariosa - Aster sericeus - Aster linariifolius Mats: - Opuntia Rafinesquii - Antennaria sp. Interstitials: - Silene antirrhina - Lesquerella argentea - Cassia Chamaechrista - Crotonopsis linearis - Oenothera rhombipetala 6. Havana area; the "Devil's Neck", three miles (5 km.) north of Topeka. The bunches are rather widely scattered, leaving a considerable portion of the ground space exposed. They are formed by Leptoloma cognatum, Cyperus Schweinitzii, and Panicum pseudopubescens. The latter is most abundant in the more open spots, indicating the approach of blow conditions. But three species of perennials are present, Tephrosia virginiana, Callirhoe triangulata, and a few plants of Lespedeza capitata. Scattered mats of Opuntia Rafinesquii occur. The interstitial plants are numerous, corresponding to the large space available, and consist of Aristida tuberculosa, Ambrosia psilostachya, Crotonopsis linearis, Commelina virginica, Oenothera rhombipetala, Mollugo verticillata, Cassia Chamaechrista, and Strophostyles helvola. The consocies here represents the last stage before succession by the Panicum pseudopubescens association, and is probably also somewhat modified by pasturing. 7. Dixon area; in a field near the railroad. The ground is more or less carpeted with fine cinders discharged from locomotives. The vegetation consists of large bunches of Andropogon furcatus, with smaller ones of Andropogon scoparius, Panicum virgatum, Leptoloma cognatum, and some Paspalum setaceum. Other less important species of bunch-grasses are Stipa spartea, Cyperus Schweinitzii, Panicum pseudopubescens, and Koeleria cristata, indicating a former luxuriant development of the consocies. There are also scattered plants of Froelichia floridana, Monarda punctata, Liatris scariosa, Lithospermum Gmelini, Tephrosia virginiana, and Amorpha canescens. The aspect of the mixed consocies varies considerably from one area to another, but a few plants may be mentioned which are usually common and conspicuous. In the vernal aspect Viola pedata, Pentstemon hirsutus, and Lithospermum Gmelini are in bloom. They are followed during the aestival aspect of July by Tradescantia reflexa, Chrysopsis villosa, Oenothera rhombipetala, and Amorpha canescens. In the serotinal aspect Solidago nemoralis, Liatris scariosa, and a number of other composites appear. The consocies was not under observation during other aspects. Cultural Changes The railroads which traverse the sand areas make apparently little effort to keep the right of way free from tall grasses or other plants, and as a result fires occur frequently. Their chief effect seems to be to limit the growth of bunch-grasses to the largest species, and of those only the larger bunches are spared. The deposit of cinders along the track is also an important factor in the vegetation. It tends to increase the intensity of the xerophytic conditions, and hence to limit the plant growth. In this the greater heat absorption of the dark-colored, cindered surface may be controlling for the perennials, while the poorer chance of seed planting may tend to reduce the number of the annuals. The general effect of both fires and cinders is to increase greatly the amount of open space and to restrict the vegetation mainly to a few of the hardier species. There are of course frequent scattered relics of many other species of the association. An association of quite similar appearance, characterized by Andropogon scoparius and Petalostemum purpureum, appears on some of the gravelly ridges along Lake Michigan, where the surface of the ground is covered with flat rounded pebbles one to two inches (2-5 cm.) in diameter. North of Oquawka, along the Chicago, Burlington and Quincy railroad there are many huge bunches of Sorghastrum nutans, Andropogon furcatus, and Andropogon scoparius, separated by interspaces 3-15 feet (1-5 m.) wide. Nearly all these bunches are dead in the center, showing that they are of great age. But few perennials have persisted, the most notable of which is Breweria Pickeringii, growing in large tangled masses three to five feet (1-2 m.) across. Along the same railroad near Keithsburg, Andropogon scoparius is the dominant species. Burning there has been less frequent, or has not occurred for a longer time, since there are many plants of Bouteloua hirsuta and some blue-grass. Antennaria frequently forms mats on the ground and there are some patches of Helianthus occidentalis, which are so dense that almost all other plant growth is excluded from them. Some other perennials in this habitat are Ceanothus americanus, Tradescantia reflexa, Solidago nemoralis, Desmodium illinoense, and Rudbeckia hirta, but the most abundant of all is Euphorbia corollata. There are comparatively few interstitials. Along the Chicago and Northwestern railroad southwest of Dixon the surface is thickly covered with cinders but there is little evidence of burning. There is a good growth of Leptoloma cognatum, and a few scattered plants of Panicum Scribnerianum still persist. Euphorbia corollata is abundant, and numerous patches of Equisetum hyemale, var. intermedium occur. Other secondary plants are Chrysopsis villosa, Brauneria pallida, Helianthus occidentalis, and Monarda punctata. Pasturing, if too close, results in the destruction of part of the bunches and a consequent increase in the number of interstitials. If continued too long, the sand may begin to blow, ruining the pasture or possibly even the adjacent fields. The bunch-grasses seem to be poorly adapted to grazing and they are soon displaced by blue-grass. Some of the coarser species are avoided by stock, and persist for a longer time. On a hillside pasture in the Hanover region Eragrostis pectinacea is in most places the only bunch-grass remaining. Cyperus Schweinitzii is abundant and blue-grass is appearing in a few patches. The secondary species include a large proportion of annuals, of which Monarda punctata is especially abundant. This species with its exceedingly pungent foliage is not eaten by stock and seems to flourish in pastures notwithstanding the tramping. It will be noted that many of the species listed below have a similar protection against grazing animals. The following species were observed. Grasses: \| Species \| Species \| \|--------------------------\|--------------------------\| \| Setaria glauca \| Eragrostis pectinacea \| \| Cenchrus carolinianus \| Poa pratensis \| \| Aristida tuberculosa \| Cyperus Schweinitzii \| Perennials: Petalostemum purpureum Liatris scariosa Petalostemum candidum Solidago nemoralis Euphorbia corollata Solidago rigida Callirhoe triangulata Helianthus scaberrimus Vernonia fasciculata Helianthus occidentalis Liatris cylindracea Artemisia caudata Interstitials (excluding grasses): Polygonum tenue Croton glandulosus, var. Mollugo verticillata septentrionalis Draba caroliniana Euphorbia Geyeri Arabis lyrata Oenothera rhombipetala Polanisia graveolens Monarda punctata Linum sulcatum Erigeron ramosus Arabis lyrata is here sometimes very abundant and covers areas five to fifteen feet (2-5 m.) across to the exclusion of almost all other vegetation. These spots are always covered by gravel sorted out by water action, affording an optimum habitat for the rock-loving plant. In the Oquawka area Paspalum setaceum and blue-grass tend to replace the bunch-grasses. The number of interstitials is increased, and Monarda punctata, Erigeron ramosus, and Ambrosia psilostachya become especially abundant. A few weedy perennials also remain, such as Lactuca canadensis and Verbena stricta. Many of the roads across the sand prairies are little used and the roadsides are occupied by a vegetation very similar to the original bunch-grass. This is particularly true in the Hanover area, which is very sparsely settled. Even there Poa pratensis comes in and partially converts the bunch-grass into sod. Thickets of Ribes gracile and other berry-bearing shrubs come up along the fence-rows, and their shade is a favorite habitat for Artemisia ludoviciana. Various interstitials, especially Cassia Chamaechrista, Digitaria filiformis, Mollugo verticillata, and Cenchrus carolinianus grow even in the road-bed between the wheel-tracks. The same general conditions obtain in the Havana and Oquawka areas, but with more travel because of the denser population the original bunch-grass is destroyed or obscured by the numerous weeds that follow civilization. These include two groups, the first composed of species normal to natural associations but flourishing also along the roadsides, and the second of true weeds, mostly natives of the Old World and not found on natural sand associations in the vicinity. In the first group are Verbena stricta, Strophostyles helvola, Monarda punctata, Froelichia floridana, Oenothera rhombipetala, and Lepidium virginicum. The second is represented by Digitaria filiformis, Trifolium pratense, Trifolium repens, Poa pratensis, Verbascum Thapsus, Hordeum pusillum, Anthemis Cotula, Erigeron canadensis, Polygonum erectum, Polygonum aviculare, Achillea Millefolium, Plantago Rugelii, and Chenopodium album. In the Oquawka area Populus alba, Gleditsia triacanthos, and Robinia Pseudo-Acacia are frequently planted along the roadsides, and shelter a number of more mesophytic species, such as Solanum nigrum and Phytolacca decandra. In cultivated fields the weeds are composed mainly of introduced species and of those natives of the original bunch-grass which are readily propagated by seeds, thus including most of the interstitials and but few of the perennials. In the Hanover area the most abundant are Lepidium virginicum and Rumex Acetosella. Under certain conditions which could not be determined Euphorbia corollata and Pentstemon hirsutus come up in great abundance in almost pure association. A square meter taken at random contained 605 plants of the former species, and Pentstemon grows almost as densely. Other abundant weeds are Monarda punctata, Hedeoma hispida, Silene antirrhina, Specularia perfoliata, and Diodia teres. In the Havana area, where the prickly-pear, Opuntia Rafinesquii, is common, it frequently becomes a bad weed in corn fields. Cultivation does not kill it, but merely serves to break the plant up into joints and scatter it over a wider area. In the Oquawka area many fields are cultivated some years and abandoned others, and they always contain a heavy growth of weeds. One such field was almost carpeted with Cenchrus carolinianus, above which arose the yellow-flowered stalks of Oenothera rhombipetala in such numbers that from a distance the whole field looked yellow. The other weeds with them were Mollugo verticillata, Strophostyles helvola, Polanisia graveolens, Ipomoea hederacea, Croton glandulosus, var. septentrionalis, Xanthium commune, Erigeron canadensis, Ambrosia artemisiaefolia, Solanum carolinense, Lepidium virginicum, Cyperus Schweinitzii, Asclepias amplexicaulis, and Ambrosia psilostachya. This field had been in corn during the previous year. Successions from the Bunch-Grass Association The bunch-grass association just described belongs typically to the Prairie Province. Of the various associations composing the vegetation of that province and represented on the sand areas of Illinois, this is ecologically the best fitted to meet the environmental conditions under which it lives. Such associations have been called by Cowles climax associations (1899: 374, 1901: 80, 81), a term which is both logical and expressive and which has been generally adopted by American ecologists. Some associations, however, which are relatively stable and consequently more nearly permanent, may under certain conditions give way to others, and to this type may be given the name temporary climax, introduced by Cowles (1901: 88) to cover a somewhat different case, but applicable here as well. Within every vegetation province there is one climax association, which tends to displace every other association with which it comes in contact. For the Prairie Province this seems to be the prairie-grass association (Pound and Clements, 1898: 389), which is very poorly represented in the areas under discussion. In the Havana area it tends to come in at the bottom of extinct blowouts, which have reached a depth sufficient to expose moist strata of sand (Hart and Gleason, 1907: 168). In the Hanover area certain tracts of bunch-grass occupying depressions between the dunes are composed of an unusually dense and luxuriant covering of grasses in which Panicum Scribnerianum occurs (see description of station 1 of the mixed consocies, p. 66). This species is representative in Nebraska and South Dakota of the prairie-grass association (Pound and Clements, 1898: 389; 1900: 348; Harvey, 1908: 102), and may be considered in our area as a pioneer invader in a prairie-grass succession. The environmental and vegetational differences between the depressions mentioned and the remaining stations of the consocies were not considered sufficient to warrant its separation as an example of the latter association. In other cases where Panicum Scribnerianum occurs in the mixed consocies the usual bunch-grasses are so well developed that there is no doubt as to the association concerned. When associations from two provinces come in contact, local conditions, either climatic or edaphic or both, together with the structure of the associations themselves, decide the supremacy, and one is replaced by the other. In the Illinois sand areas the associations of the Prairie Province are surrounded by those of the Deciduous Forest Province, and the bunch-grass association is under certain conditions succeeded by an oak forest. Certain physical conditions, in this case wind, may also destroy the bunch-grass, and open the way for a series of successions, which generally revert sooner or later to the bunch-grass. The fundamental difference between these two types of succession is apparent. One consists merely of changes within the Prairie Province; the other is between two provinces, leads to the permanent replacement of the prairie vegetation, and consequently affects the area and the boundaries of both the Prairie and the Deciduous Forest Provinces. Because of the large area occupied, its resistance to succession by associations of the same province, and its ability to reoccupy the space where it has been destroyed by wind action, the bunch-grass association must be regarded as a temporary climax. The succession caused by wind will be described first. It begins with the development of the Panicum pseudopubescens association, and is followed by a number of associations representing the blowout formation. THE PANICUM PSEUDOPUBESCENS ASSOCIATION Notwithstanding the resistance offered by the bunch-grasses to removal of sand by the wind, the exposure of from 20 to 50 per cent. of the surface gives considerable opportunity for aeolian action. Large bunches are not destroyed, and probably not seriously injured, by the removal of sand, but the smaller bunches may be killed. With every subtraction from the vegetative covering more sand is exposed and the effect of the wind correspondingly heightened. One species of bunch-grass, Panicum pseudopubescens, can not only endure the removal of sand from beneath it, but seems to thrive better under such conditions than when mixed with larger grasses on more stable sand. As the blowing proceeds, an increasingly larger portion of the surface is occupied by it, until finally it becomes dominant, and the bunch-grass association is thereby converted into the Panicum pseudopubescens association. Just where the dividing line between the two should be drawn is questionable. It has been arbitrarily decided that the bunch-grass association must have at least half the surface occupied to be considered typical, and it may also be arbitrarily considered that, in the Panicum pseudopubescens association, the characteristic species should constitute at least three fourths of the plant covering. When the vegetation does not comply with these conditions it may be regarded as representing transitional stages of this succession or of other successions. The best development of this association is in the almost original conditions of the Hanover area, but it also occurs in the Oquawka, Dixon, and Havana areas, presenting the same essential characters in each. Since the development of the association depends primarily upon wind action, it does not occupy large continuous stretches, but occurs in isolated tracts of generally small size (Pl. III, Fig. 2). It also shows a very definite space relation to the bunch-grass association and to the blowout associations. The former is normally found at the west and northwest, and the latter are at the east and southeast of the Panicum pseudopubescens association. This is caused by the prevailingly west and northwest winter winds, together with the successional relations of the associations. The circular depressed bunches of the dominant species have already been described under the bunch-grass association. They may grow in almost pure association, as far as other bunch-forming grasses are concerned, or may be somewhat mixed with other species. The additional species, however, are never sufficiently abundant to give the general tone to the association, thereby assuming dominant rank. The bunches are separate or confluent in small irregular patches. The intervening areas of bare sand may be two or three feet (6-10 dm.) across, and are invariably conspicuously depressed between the bunches. The elevated position of the bunches gives them an appearance of prominence and individuality not found in the bunch-grass association. Two other bunch-formers, Carex umbellata and Panicum perlongum, appear quite frequently. The former produces very dense, flat, circular bunches 1-1.5 feet (3-5 dm.) wide, with narrow, stiff, short, closely aggregated leaves. The bunches are conspicuously elevated, sometimes six inches (1.5 dm.), and the larger ones are invariably dead in the center, thus producing a growth-ring. The outer edge of living plants stands at a conspicuous angle, and the dead center is a few inches above the general level of the sand. The regular hemispherical bunches of Panicum perlongum have already been described. In this association they grow somewhat more depressed, approaching in structure those of Panicum pseudopubescens. Carex umbellata scarcely occurs beyond this association, while Panicum perlongum is found in the bunch-grass as well. The amount of ground space occupied by these three plants probably never exceeds 75 per cent., and may be less than 50 per cent. Several other species of bunch-grasses which occur scattered at wide intervals must be regarded as relics of a former bunch-grass association. They vary in species from station to station, and in number of individuals inversely with the age of the association. They are never abundant, but are frequently very conspicuous because of their larger size or erect habit of growth. The species of this character are as follows: Andropogon scoparius Tridens flavus Leptoloma cognatum Elymus canadensis Panicum virgatum Cyperus Schweinitzii Koeleria cristata Carex Muhlenbergii Bouteloua hirsuta Others of this nature might be expected. Two other grasses, Paspalum setaceum and Sporobolus cryptandrus, may also occur. They are pioneers, proper to the blowsand and indicative of the probable future succession. The secondary species, aside from grasses, consist primarily of perennials and interstitials. Correlated with the removal of the sand, the number of species and individuals of the perennials is small, and they are in general to be regarded as relics rather than proper members of the association. The species observed are as follows: Tradescantia reflexa Acerates viridiflora, var. Sisyrinchium sp. lanceolata Baptisia bracteata Lithospermum Gmelini Tephrosia virginiana Physalis virginiana Lespedea capitata Pentstemon hirsutus Polygala polygama Solidago nemoralis Callirhoe triangulata Aster linariifolius Viola pedata Helianthus scaberrimus Acerates viridiflora Of these Lespedea capitata is by far the most abundant, with Helianthus scaberrimus and Lithospermum Gmelini next in importance. Some of the others are represented in single stations, or even by single individuals. But one instance was observed of the presence of a mat-plant as a relic; Opuntia Rafinesquii in the Havana area. This is due to the fact that a bunch-grass association with a good development of mats is far less subject to wind action, and consequently to succession by the Panicum pseudopubescens association. The exclusion of perennials and mats permits a correspondingly larger representation of interstitial species. These come up from seed late in spring and complete their whole cycle of development in the season when the gentler winds and heavier rainfalls keep the sand in a state of relative quiet. The chief species are given in the following list: Aristida tuberculosa Polygala verticillata Festuca octoflora Croton glandulosus, var. Cyperus filiculmis septentrionalis Comparing the lists of perennials and interstitials, it will be noted that the latter group is represented by more species, while the number of individuals is vastly greater. The perennials are also infrequent in comparison with the more general distribution of the interstitials. The species in twelve quadrats of approximately four square meters each, in the Hanover area, were listed. The results are shown in the following list, where the numeral indicates the number of quadrats in which the species occurred: Ambrosia psilostachya (12) Lepidium virginicum (9) Lithospermum Gmelini (2) Oenothera rhombipetala (1) Croton glandulosus, var. septentrionalis (1) Polygala polygama (1) Linaria canadensis (10) Helianthus scaberrimus (4) Acerates viridiflora, var. lanceolata (2) Solidago nemoralis (1) Silene antirrhina (1) The relative frequency of the perennials and interstitials in the list is as 35 to 100. This may be compared with the data given in the description of the bunch-grass association, where in two cases the relative frequencies were as 56 to 100 and as 172 to 100. The interstitial vegetation varies somewhat from place to place, and any species may be locally very abundant. In general, the three leading species in the list are the most important of the group. At any station the species are generally closely similar to those found in the neighboring bunch-grass. The greatest number of individuals of perennials is found in young associations which have but recently displaced the original bunch-grass, and the number decreases continually with age. The individuals of interstitial species increase in number as the available space becomes larger, but when so much surface is exposed that the blowing of the sand becomes too rapid or continues too long in spring and early summer, the number begins to decrease. None of the species with conspicuous flowers is abundant enough to give much color to the association, while the more abundant interstitials have for the most part very small flowers. There is but one season when the association has a well-marked floral aspect. That is during the aestival period when the reddish spikelets of Panicum pseudopubescens give a general red tone to the whole. Local displays of color, caused by single plants or groups of Oenothera rhombipetala, Monarda punctata, or other species, are conspicuous, but not distributed generally over a whole station. The duration of the association is usually not great. Since both its beginning and end are caused by wind action, its age depends somewhat upon the rate at which sand is removed. If the destruction of vegetation by the wind is aided by heavy pasturing, its duration is still further shortened, and one station in the Havana area contained at the same time relics of the bunch-grass, Carex Muhlenbergii and Leptoloma cognatum, and pioneers of the blow-sand association, Paspalum setaceum and Sporobolus cryptandrus. Under other circumstances the blowing may cease, and the association then gradually reverts to the original bunch-grass association. REVERSION TO THE BUNCH-GRASS ASSOCIATION The dominant or climax nature of the bunch-grass association has already been mentioned. Whenever those physical conditions which are concerned in producing the Panicum pseudopubescens association become inoperative or ineffective, a reversion to the original vegetation begins. This may take place with considerable rapidity, because of the usual proximity of the two associations and the consequent readiness with which migration may take place. Reversion begins not only near the margin of the association, but in the center as well, if that part has ceased blowing. This succession has been observed only in the Hanover area, but undoubtedly occurs at any other place where both associations are present and the environmental conditions are suitable. The pioneer invader in the Hanover area is Selaginella rupestris. Its habit of growth in circular patches allows a comparative estimate of the age of different stages in the succession. Some stations of the Panicum pseudopubescens association were observed which were apparently normal except for a few small, regularly circular mats of Selaginella near the margin. The number, size, and regularity of the mats all indicate an early stage in the reversion. Later it becomes so abundant that it may form a solid mat on the ground, in which the rings are of large size and overlap each other. Accompanying it is an increased development of Bouteloua hirsuta, which, as already noted, may almost be regarded as a mat. Until the mats become continuous there is an excessive growth of the usual interstitial plants. Aristida tuberculosa, Ambrosia psilostachya, and Monarda punctata are especially abundant, and the others of less frequency are Talinum rugospermum, Specularia perfoliata, Erigeron ramosus, and Arabis lyrata. The latter species frequently grows by the hundred upon the mats of Selaginella. Opuntia Rafinesquii also occurs rarely, and the only known Illinois station for Opuntia fragilis is in one of these reversional stages and the adjoining bunch-grass association. The perennials probably include both pioneers and relics, but they can not be distinguished in the field. Those observed are Aster sericeus, Aster linariifolius, Pentstemon hirsutus, Callirhoe triangulata, and Lithospermum Gmelini. Beside the normal bunch-grasses, scattered bunches of other species occur, which may be either relics or pioneers. As the Selaginella mats grow older they become dark and charcoal-like in appearance and are frequently occupied by crusts of Cladonia. At a later stage small mats of Antennaria come in. The order of entrance of the bunch-grasses was not observed, but depends largely upon the nature of the neighboring areas of the bunch-grass association. At the border of some of these reversional stages, portions of extremely large mats of Selaginella were found in the bunch-grass, indicating the invasion of the grasses from the margin toward the center. The dense mats of Selaginella probably serve to check their rapid development. The Blowout Formation Of all the features of the action of the wind upon sand, the saucer-shaped or bowl-shaped excavations known as blowouts are the most peculiar (Pl. VII, Fig. 2; Pl. VIII, Fig. 1). Blowouts probably occur in every large unforested sand region. They reach a large size and a considerable depth, and are frequently a prominent feature of the landscape. The physical conditions and the movement of the sand within them have apparently not been fully described, and the vegetation of American blowouts is still very imperfectly known. Cowles (1899: 195-197) mentioned the blowouts or “wind-sweeps” of the south shore of Lake Michigan, but did not describe the vegetation in detail. As usual, they stand in a direction parallel to the wind, and may reach down almost to the water-level. One of them, at Dune Park, Indiana, has steep sides from 30 to 60 feet (10-20 m.) high, making it much deeper than any in the inland dunes of Illinois. Developing in the midst of moving sand, they may have a different structure and different plant associations from those of the inland regions. Rydberg (1895: 135) described blowouts in the sand-hill region of Nebraska which were 100 yards (100 m.) in diameter and from 50 to 60 feet (15-20 m.) deep. He mentioned how sand slides down from the sides into the basin, but did not describe similar behavior of the vegetation. Certain grasses, as Calamovilfa longifolia, Redfieldia flexuosa, Eragrostis trichodes, and Muhlenbergia tenuis, colonize in the basin and take part in the stabilization of the blowout. Of these four grasses, Calamovilfa and Eragrostis live also in the Illinois sand region, but not in blowouts. Rydberg's work was mainly taxonomic in its aims, and the ecological notes which he gives are merely incidental. Pound and Clements (1900: 365-368) later studied the same region from an ecological standpoint, and have given the best description of blowouts and their vegetation. Redfieldia flexuosa and Muhlenbergia pungens are "habitually and almost exclusively blowout inhabitants." These two grasses are pioneers in binding the sand and creating conditions suitable for other plants. Stabilization apparently begins at the bottom, and ultimately the whole blowout is reoccupied by the bunch-grass vegetation. The description does not give an idea of the structure or vegetation of the other parts of the blowout, which are probably the same in Nebraska as in Illinois. In an earlier paper (1898: 392) Pound and Clements described the Nebraska blowouts in a short paragraph, and indicated that the life of a blowout from formation to stabilization may be about ten years. In both papers the "sand-draw" formation is also described (1898: 392; 1900: 368-370). In neither case does the description give a clear idea of the vegetation or the environmental conditions, but it seems probable that the vegetation is somewhat similar to the blow-sand association of this paper. No similar habitat occurs in Illinois. Jennings (1908: 324-326) has described blowouts on Cedar Point, near the western end of Lake Erie, which extend down to a former surface level, or fossil beach. On them there is developed sometimes a heath vegetation of Arctostaphylos Uva-ursi and Juniperus, and sometimes an association characterized by Artemisia caudata and Panicum virgatum. The complex nature of the blowouts was recognized but the successions which led to their stabilization were not worked out. In a later paper on the vegetation of Presque Isle (1909: 313-318) Jennings regards his Artemisia-Panicum association as equivalent in habitat to the Illinois blowouts. There are some species in common, but in the opinion of the present writer there is not sufficient resemblance in habitat or flora between the two to justify their classification in the same ecological group. The only ecological discussion of the inland region of Illinois is by Gleason (Hart and Gleason, 1907: 162-167, 169-171). The origin, growth, and stabilization of the blowouts of the Havana area were discussed and the typical plants were listed. The different physiographic parts of the blowouts, and their four plant associations and the various successions between them were not recognized. In the normal development of a blowout, it probably always follows the Panicum pseudopubescens association, and consequently appears at the eastern side or in the center of that association. When its development begins in the bunch-grass association, without the intervention of an intermediate society, it is probable that its inception is due to some extraordinary local cause. The stamping of grazing cattle has been suggested as a possible cause, and in one case a blowout started from a hole excavated in removing sand for building purposes. If a single blowout can increase in size without coming in contact with any others, it shows certain definite physiographic features which appear to be constant. More often, however, several blowouts originate near each other, and, becoming confluent with growth, they form a complex waste of sand (Pl. IV, Fig. 2) which baffles physiographic analysis and sometimes causes the greatest difficulty in classifying the meager vegetation. A complete typical blowout (Pl. IV, Fig. 1) contains four parts, extending from west to east in the direction of the prevailing winds. As a matter of fact the direction of the axis of the blowouts may vary from north-south through west-east to south-north. In the following discussion the direction is always spoken of as west-east, for the sake of brevity. At the western end there is a downward slope from the general level, here termed the windward slope. From it sand is being removed by the wind toward the east, and is also settling down by gravity toward the bottom of the slope. The windward slope generally occupies a more or less crescent-shaped area extending partly around the north and south sides of the blowout. The deepest portion is termed the basin, and from it sand is being rapidly carried away by the wind. Some is also being deposited by wind and gravity from the windward slope, but the resultant is in favor of the general removal of sand. A crescent-shaped sloping area toward the eastern end of the blowout is termed the lee slope. There the rates of erosion and deposition are about equal; the sand is constantly changing although its level varies but little. Finally an outer crescent, called the deposits (Pl. V), surrounds the lee slope and is somewhat higher than the general level. As its name indicates, it is composed of sand removed from the other three parts and carried up by the wind. A longitudinal section through a typical blowout is shown in Figure 4. The basin shows a constant ![Diagram](image) Fig. 4. Diagrammatic longitudinal section through a typical blowout. 1, original level of sand; 2, windward slope; 3, basin; 4, lee slope; 5, deposits. tendency to increase in size or in depth. If this tendency is most pronounced toward the rear, i.e., the west, it is shown by a steep windward slope; if most pronounced toward the front, or east, by gentle windward and steep lee slopes. If all the sand removed is poured out in one direction, the sides become steep and settle by gravity toward the basin. They may be regarded as a continuation of the windward slope and are occupied by the usual vegetation. On the other hand, if the sand is carried out toward the north and south as well as toward the east, the windward slope is small, and the lee slope and deposits extend around three sides of the blowout. Between the two extremes there is every imaginable gradation. A blowout of this simple type is occupied by four plant associations which are usually easily recognizable and which are correlated with the four physiographic divisions. The maximum observed length of a simple blowout, but without all four parts present, is in this region about 200 yards (200 m.). As their size increases the windward slope may disappear, either by a reduction in its gradient or by stabilization. The continuous crescent of deposits may be broken up into several detached segments, separated by patches of sand corresponding to a lee slope or by promontories covered by bunch-grass and with vertical walls. The slope below these steep-sided mounds usually functions as a windward slope, and is occupied by the characteristic vegetation, even though it is at the eastern end of the blowout. There is also a general progressive movement of the blowout from west to east, so that the stabilized remains of an old windward slope may be found behind the present active one. Blowouts of this simple type are not common; in fact only one of large size was observed in which all four parts were present without any apparent modification. Deviations from the normal may usually be referred to three general causes: (1) the blowout is young and not all the parts are developed (Pl. VI, Fig. 1; Pl. VII, Fig. 1); (2) the blowout is old or has ceased its development and part or all of it has become stabilized by the action of plants (Pl. XI, Fig. 2); or (3) two or more blowouts have grown together or smaller secondary blowouts have begun within them, interfering with the regular arrangement of the physiographic features and plant associations (Pl. IV, Fig. 2). Any two, or all three, of these may act together. Observation shows that stabilization may begin in any part of the blowout, whether it is young and small or large and old. When two or more blowouts grow together, the most usual disturbance in their regularity is the combination of the two deposits or the filling of the basin of one by the deposits of the other. The larger the space occupied by the blowout complex, the smaller is the probability of stabilization and the greater the amount of loose sand exposed to the wind. The complex may then occupy several acres of ground and be an actual menace to agriculture in the vicinity (Pl. X, Fig. 1). When in this condition it is locally known as "wild sand." The most notable complex in this respect is the waste known as the Devil's Neck, in the Havana area north of Topeka, where more than forty acres of land is covered by shifting dunes, which have a maximum height of probably 50 feet (15 m.). Blowouts may sometimes develop on the west side of a hill, in which case the windward slope, if any, is composed of one or two lateral slopes on the north and south sides. The basin is relatively high and the bunch-grasses at the windward end are removed by wind alone and not by gravity. Blowouts may also develop on the east side of a hill (Pl. VII, Fig. 1), resulting in a strongly developed windward slope, and in a lee slope and deposit which may be actually lower than the basin. Attention must be called to the fact that the general effect of the wind is to reduce the elevations and fill up the depressions of the surface. The dunes themselves are initiated and perpetuated by the growth of plants upon their summits. This has been well described by Cowles in his report on the dunes of Lake Michigan (1899: 175-190.) Even the migrating or wandering dunes, although carried forward by the wind, leave a trail of sand behind, which would soon exhaust them if continued very far. In a somewhat similar way there is a limit to the size and depth of the blowouts. At the maximum depth the wind is no longer able to lift sand up the lee slope from the basin. If too wide, the currents of the wind are changed and the bottom of the blowout ceases to be eroded. The basin is thus converted into an extension of the lee slope, where the sand is merely in motion, without an essential change in level. Very little information is available concerning the rate of movement of the sand. That the motion is continuous through the summer is shown by a rough experiment in the Hanover area. A hole about eight inches (2 dm.) deep was dug June 2, 1908, on a flat expanse of sand, with no vegetation except a few plants of Hudsonia. On June 13 it was found filled to a depth of two inches (5 cm.). This does not indicate erosion or deposition, but merely the amount of sand which traveled across the area in the given time and was caught in the hole. In spite of the physiographic diversity, the vegetation, if any, can be referred to four different associations. One of these, which from its position may be called the windward slope association, is primarily relict in its nature, being derived from the bunch-grass or the Panicum pseudopubescens association. The basin association consists of a very sparse growth of perennials, analogous to those described by Pound and Clements (1898: 392; 1900: 365) in similar situations in Nebraska. The lee slope is occupied by the blow-sand association, limited in duration and consisting almost entirely of annuals. Lastly, the deposit association is composed chiefly of sand-binding perennials, which serve to build up the deposits into dunes. Each of these associations is well correlated with the dynamic conditions of its environment; so well correlated in fact that the vegetation is one of the chief means of recognizing the nature or rate of movement of the sand. When the different physiographic parts are obscured or obliterated in a complex of blowsand, the vegetation is still correlated with the dynamic conditions, and the nature of the movement of sand may be compared with accuracy to the appropriate portion of a normal blowout where the same vegetation is developed. Care must of course be exercised to avoid confusing relics with the typical plants of the station. The specific composition of each of these associations varies greatly from area to area and from blowout to blowout. The variation is frequently perplexing, and becomes especially so when the number of species is small and the individual plants few or scattered. Relics of a preceding vegetation are also frequently found and add considerably to the difficulty of distinguishing the associations. The development of a blowout in the prairie is first evidenced by an exposed area of bare sand surrounded by the Panicum pseudopubescens association. The young blowout may in fact be regarded as a mere expansion of the spaces between the bunches. The sand thus exposed is but slightly concave, indicating that wind erosion has only begun. The small quantity of sand removed is piled up in a scarcely perceptible heap along the lee side of the blowout. There is then at the outset a differentiation of two of the physiographic parts, the basin and the deposits, and each of these is soon occupied by its characteristic association. The windward slope and the lee slope may not appear at first, but may be consequent upon the greater development of the excavation. THE BASIN ASSOCIATION The basin has always the most meager vegetation of the blowout, and in the first stages is either absolutely bare or occupied by one or two perennials left as relics from the Panicum pseudopubescens association. The annual interstitial plants, so abundant in that association, do not grow here because of the removal of sand, which prevents the proper planting of their seeds, as will be shown later. As the blowout deepens and widens, a few hardy deep-rooted perennials appear in the bottom, and these constitute the basin association proper. Most notable among the few species is Acerates viridiflora and more especially its varieties lanceolata (Pl. VI, Fig. 2) and linearis. The varieties reach here their largest size and best development. The roots go down to a very great depth; the stems are one to five in number and lie prostrate on the sand. Acerates viridiflora, var. lanceolata blooms and produces fruit in this precarious situation; A. viridiflora, var. linearis has not been seen in fruit or flower, is always smaller in size, and may possibly be a juvenile form of the other variety. These two varieties are more widely distributed and more frequent in the basins than in any other habitat. Many blowouts are entirely bare in the basin except for a single individual of the variety lanceolata. The plants are never numerous, but are conspicuous because of the absence of other species. They are known to occur in the Hanover, Oquawka, and Havana areas, and doubtless occur in other regions where blowouts are developed. They also grow in the bunch-grass and Panicum pseudopubescens associations, but are never common. It may be that in some blowouts they are merely relics, but their number and frequency in that situation are incompatible with their distribution outside. Again, they have not been seen on the windward slope, where relics might be expected. Also, the only plant in a small secondary blowout, newly excavated on the deposits of an older one, was a single plant, exactly in the middle, of the variety lanceolata. Considering all lines of evidence, it seems conclusive that these two varieties find their optimum habitat in the basins, colonize in the blowouts after the basin is formed, and occupy a place similar to that of the grass Redfieldia in the blowouts of Nebraska. The other species represented in the blowouts are Lithospermum Gmelini, Euphorbia corollata, and Lespedeza capitata. Each of these has deep roots, but they cannot live in the more active blowouts, which are either bare or with Acerates alone. Rarely a few annuals, of species occurring also on the lee slope, are found with Acerates, but it seems probable that their occurrence indicates at least a partial or temporary cessation of wind erosion. If this is the case, they should be regarded as a mere extension of the blowsand association, in which the Acerates is persisting as a relic. The perennial Lespedeza capitata is also good evidence of the same condition, since, as will be shown later, it is one of the most abundant pioneer species in the stabilization of this part of a blowout. THE WINDWARD SLOPE ASSOCIATION As the erosion of the blowout proceeds, the windward slope is formed, as already described. From this, sand is being removed by the wind and is also settling down by gravity. There is little chance for seed burial, because the same wind that carries out sand will also blow away the seeds, and as a consequence the annual plants are absent. But the action of gravity, which brings down sand from above, may also bring down plants. The principal vegetation, therefore, is composed of perennials or grasses of the Panicum pseudopubescens association which are undermined and gradually slide down the slope into the basin. The most frequent species is Panicum pseudopubescens itself, which seems admirably adapted to live in this shifting substratum. Its usual associate, Carex umbellata, also has the same property. These two species seem able to live on this slope under almost any condition of angle or rate of erosion. Scattered bunches may be found on the steep slope below vertical walls of sand capped with the same species. The wall is held vertical by the roots of the grass, until finally a portion of it topples over. If the grasses happen to fall right side up they continue their growth and eventually land at the foot of the hill. Many, if not all, of the remaining grasses of the same association appear on the gentler windward slopes, where the erosion takes place more slowly. The grasses observed are Leptoloma cognatum, Carex Muhlenbergii, Andropogon scoparius, Bouteloua hirsuta, and Panicum virgatum. Lespedeza capitata is the most abundant perennial. In one blowout the original bunch-grass association was being undermined: Viola pedata and whole mats of Selaginella rupestris were not only sliding down the slope, but persisting at the bottom. Viola pedata holds a small dune at its base until the erosion gets below the level of its roots, when the whole miniature dune slides down with the plant. At the bottom of the slope the plants are usually undermined completely and their dead remains are blown away. But if the erosion of the basin is slow they may persist. One blowout (Pl. XI, Fig. 2) in the Oquawka area showed a semicircle of established bunches of Panicum pseudopubescens and Leptoloma cognatum at the base of the slope, and in their shelter numerous annuals were beginning to colonize. The vegetation of the windward slope is very open, with at least 90 per cent. of the sand exposed. The individual bunches stand at a much greater interval than in the association above the slope, because only a portion of them survive and the gradual settling tends to separate the remainder. THE BLOWSAND ASSOCIATION The lee slope of the blowout, unless the rate of movement is unusually rapid, is occupied by a variable group of annual plants, most of which live also as interstitials in the bunch-grass and Panicum pseudopubescens associations. As has been mentioned, the lee slope is an area characterized neither by erosion nor deposition, but by the mere movement of sand. Most of this movement affects only the surface, or extends to but a slight depth. Every autumn and winter countless seeds are blown across the blowouts. There is virtually no chance of their being covered to the requisite depth on the windward slope or in the basin, because there erosion is active. Consequently both of these associations are almost entirely without annuals. But on the lee slope, where the upper layers of sand are almost always drifting, there is a good chance that some of the seeds will be left covered to a depth of an inch (2.5 cm.) or more. This seems to be the minimum depth at which germination takes place, and marks the upper limit of moist sand during the rainy season in June. It is quite probable that this minimum fluctuates with the amount of rainfall, and may be much deeper in drier years (cf. Britton, 1903: 577). In late spring and early summer the seedlings appear, and the frequent presence of thousands of dead stems of Aristida tuberculosa indicates that the level, in some places at least, has changed but little since the preceding autumn. Elsewhere seedlings appear on ground without dead stems, indicating that conditions were probably unfavorable for seed planting during the previous year. It may be assumed also that certain tracts covered with plants during one year may be bare the next, because of some slight change in the velocity or direction of the sand movement. So the position and extent of the blowsand association vary from year to year, now extending lower and possibly surrounding some relics of the basin association, now retreating toward the summit of the slope, but always appearing where the movement of the sand tends to bury the seeds to a small, but sufficient depth. The species of the association vary in their ability to extend out upon the sand. Aristida tuberculosa is always the pioneer, and the margin of the association frequently consists of that species alone. This is probably due to the awned grains, which may be able to bury themselves to some slight depth. The grains of Stipa spartea, with much longer and stiffer bent awns, are known to bury themselves to a depth of about two inches (5 cm.). Places most densely covered with Aristida usually have several other species as well, and their contour generally shows that upon them small deposits, generally less than an inch (2.5 cm.) deep, have taken place. Other conditions being eliminated, small seeds are more apt to be buried than large ones, and it is at once noticeable that the individuals of species with small seeds are vastly more numerous than those with larger ones, as Cassia Chamaechrista. The necessity of seed burial is strikingly illustrated by seedlings coming up in rows over wagon tracks. This has already been mentioned for Cassia Chamaechrista (Hart and Gleason, 1907: 165) and, in a short note (Amer. Botanist 7: 91), for Diodia teres. A blowout in the Hanover area illustrates the effect especially well (Pl. VIII, Fig. 2). At the very edge of the lee slope, where erosion has probably exceeded deposition, there are several curving rows of Diodia teres, marking the tracks of a wagon which had been driven in a curve across the sand. To be effective this artificial planting must be deep enough to prevent the seeds from being uncovered by any subsequent erosion. The species comprising the association, arranged approximately in the order of their abundance, are as follows: \| Species \| Species \| \|--------------------------\|--------------------------\| \| Aristida tuberculosa \| Commelina virginica \| \| Paspalum setaceum \| Cenchrus carolinianus \| \| Diodia teres \| Ambrosia psilostachya \| Cassia Chamaechrista Sporobolus cryptandrus Oenothera rhombipetala Croton glandulosus, var. septentrionalis Euphorbia Geyeri Froelichia floridana Tephrosia virginiana Cyperus filiculmis Cycloloma atriplicifolium Festuca octoflora Polanisia graveolens Helianthus lenticularis Hedeoma hispida Euphorbia corollata Mollugo verticillata Polygonella articulata Crotonopsis linearis Linaria canadensis Cristatella Jamesii Monarda punctata Lepidium virginicum Lespedeza capitata Strophostyles helvola Apocynum cannabinum, var. hypericifolium Scutellaria parvula The majority of these 31 species are annuals, and appear also as interstitials in the bunch-grass and Panicum pseudopubescens associations. One, Apocynum cannabinum, var. hypericifolium, is a perennial, but behaves as an interstitial in this habitat. Its occurrence was noted but once. The three true perennials, Euphorbia corollata, Lespedeza capitata, and Tephrosia virginiana, and the one bunch-grass, Sporobolus cryptandrus, are all more numerous on the deposits or in other associations, and their presence here is either casual or else indicative of a succession by the deposit association. But one species, Aristida tuberculosa, is equally common over the four areas studied. Scarcely a blowout was observed which did not have hundreds of plants of this slender grass growing on the lee slope. The other leading species are more local in their distribution. Diodia teres is particularly characteristic of the Hanover area, is also common, but local, in the Havana area, but was not observed in the other two areas. The Oquawka blowouts are marked especially by Commelina virginica and Paspalum setaceum, while Cenchrus carolinianus is most abundant in the Havana area. Excluding the Dixon area, in which there is comparatively little blowing sand, from 17 to 22 of the 31 species occur in each area. Within each area the flora varies from one blowout to another, and a comparatively small portion of the flora appears in any one. Notwithstanding this great local variation between stations, there is no evidence that more than one association exists. The different combinations of species represent merely alternations in the structure of the association, which are not definite enough to demand classification or description as separate consociies. An interesting phenomenon caused by the dead stems of Aristida tuberculosa is frequently observed in the spring and early summer. The dead culms of the preceding year lie flat on the sand but remain firmly attached at the base. When blown by the wind they swing around in arcs of a circle and the tips scratch concentric curves in the sand. The maximum diameter of these wind circles is about three feet (8 dm.), and the average arc about 60 degrees, although some complete circles were observed. THE DEPOSIT ASSOCIATION The chief difference in physical environment between the lee slope and the deposits is the nature of the movement of the sand. On the deposits sand is being added by the wind more rapidly than it is being moved away, so that there is a gradual increase in height. This soon leads to the development of a ridge, its size depending naturally on the size of the basin which furnishes the sand. When sand is piled up by wind alone, unimpeded by obstacles of any sort, it is distributed rather uniformly over a considerable area. The resulting dune has a very gentle windward slope and a slightly steeper face. According to Cowles these slopes are about 5 degrees and 30 degrees respectively (1899: 191). Sand can not accumulate to a great depth because of the full exposure to the wind, and the dune is sometimes so flat that it almost escapes attention. The blowouts in the Oquawka area are particularly notable for their broad, flat deposits, which are usually not more than three or four feet (1 m.) above the general level. Their vegetation differs but little from that of the lee slopes of the blowout. For building up the steeper dunes, so characteristic of the blowouts in the Hanover area, the wind alone is not sufficient. There must be an obstacle of some sort which will cause the wind to drop much of its load of sand at one spot, and which will also prevent its removal by other winds from the same or different directions. This obstacle must grow up with the dune, otherwise it would eventually be covered and its efficiency destroyed, and it must last through the winter, when the wind is strongest. All of these conditions are met only by plants, a few species of which become, because of their growth habits, the chief dune-builders of the region. Cowles has shown very clearly the necessary characteristics for a good dune-forming plant (1899: 175-190). They are (1) a perennial life, (2) the ability to spread radially by rootstocks (with certain exceptions), (3) the power of growing out into the light when buried by sand, (4) the ability to adapt the root to a stem environment or the stem to a root environment, depending upon burial by sand or exposure by its removal, and (5) a good set of xerophytic structures, which enable the plant to withstand the extreme conditions of its environment. To these might be added a sixth requisite, the persistence of the subaerial parts during the winter. In every dune region there are some plants which fulfill all or some of these requirements, and which are responsible for the construction of the local dunes. In Illinois the principal ones are Rhus canadensis, var. illinoensis, Ceanothus ovatus, Panicum virgatum, and Tephrosia virginiana. These are discussed in the order of their effectiveness. Tephrosia virginiana (Pl. IX, Fig. 1) is a perennial herb with very long, slender, tough roots. Several stems, each 1-1.5 feet (3-4 dm.) high, arise from a common base and are densely covered by leaves. These serve to catch the sand and hold it during the summer, but they die in autumn and the dead stems are soon removed by the winter storms. The sand is then held by the subterranean root system only. Tephrosia endures covering by sand if it is not to too great a depth, at least not exceeding half the height of the stems. It does not possess the power of unlimited growth during the season, and is consequently not able to keep above the sand indefinitely. Neither is it a very efficient sand-binder, and it dies if the crown and a few inches of the roots are exposed (Pl. IX, Fig. 2). Such cases are seldom seen, because the dead remains are soon blown away. From both of these reasons it is clear that Tephrosia is not a very efficient dune-former, and this is fully substantiated by field observation. Tephrosia dunes are low and gently sloping (Pl. VII, Fig. 2), and are found mainly on blowouts where the rate of sand movement is apparently very slow. This, of course, does not prohibit the plant from growing on larger dunes in company with other species. It is always associated with Aristida tuberculosa. Panicum virgatum is by all odds the most abundant dune-former in the Hanover area (Pl. IV, Fig. 2). While it does occur in the bunch-grass association, it is much more abundant on the deposits, and in the area mentioned even the smallest and youngest blowouts are sometimes marked by a conspicuous growth of the plant on their newly formed deposits (Pl. VI, Fig. 1; Pl. VII, Fig. 1). In the Havana and Oquawka areas it is infrequent, and the dunes are usually formed and held by some other species. Like Tephrosia, it has a large number of very deep tough roots which help bind the sand, and it also spreads slowly by rhizomes. The subaerial parts have the typical bunch-grass structure, and the dense basal leaves act efficiently in catching and holding the sand during the summer. After the death of the leaves and culms in the autumn, they still persist, and continue to build up the dune during the winter. These dead bunches are frequently partly covered, but the new growth of the succeeding spring comes up through the sand, and bunches entirely destroyed by burial were not observed. The species is accordingly a very efficient dune-former, and builds up steep dunes from two to ten feet (1-3 m.) high. The infrequency of the plant in situations from which sand is being removed gives no opportunity to estimate its ability to withstand uncovering. In a few cases relic bunches have been seen on windward slopes, but it is probably not well adapted to undermining. Rhus canadensis, var. illinoensis, while not so abundant as Panicum virgatum, is the most effective dune-former in our inland dunes. It is characteristically a species of the open bunch-grass association (Pl. VII, Fig. 1), where it produces dense rounded thickets up to a yard (1 m.) in height and frequently several yards across. These thickets are so dense that at a little distance they appear as a solid mass of foliage. Within there is a tangle of stems, with the leaves mostly near the ends. The roots are long, and penetrate very deeply into the soil. Fruit is produced abundantly and is probably scattered widely by birds, yet comparatively few young plants are seen and none at all have been seen on the deposits of the blowouts. Its presence there is probably in most cases due to persistence from the bunch-grass which preceded the blowout. It may occur, therefore, at either side or at the deposit end. The number of blowouts where it so occurs depends upon its frequency in the adjoining bunch-grass. It has not been observed in the Panicum pseudopubescens association or on the windward slopes of the blowouts. The efficiency of the plant in building up dunes is due to its habit of growth in dense compact masses and to its ability to withstand burial by sand. The blowing sand is caught and held by the dense thickets, and accumulates in a rounded heap conforming to the shape of the thicket. The accumulation continues until the sand reaches within six or eight inches (1-2 dm.) of the top of the thicket. There is little difference in the outward appearance of such a partly buried thicket, although the leafy twigs protrude but a few inches above the sand. When the leaves fall in autumn they also tend to accumulate between the twigs and thus protect the sand from erosion during the winter. The sumach is not injured by this partial burial, but in each successive season grows farther upward and outward, maintaining its position above the sand and causing the rapid growth of the dune. As the thicket becomes larger, portions of it may die away and leave unprotected areas between smaller thickets. These bare spots are usually one or two feet (3-6 dm.) below the general level of the dune, indicating the erosion of the sand after the death of the sumach. The steepest and highest dunes are invariably held by the sumach. The highest ridges along the Mississippi river, which will be described later, are usually crowned at their very summits by scattered patches of sumach, whose large size and irregular outlines bear witness to their great age. Ceanothus ovatus behaves in a way similar to Rhus, but is much rarer. It is more susceptible to injury by burial and does not possess so great a capacity for unlimited growth above the accumulating sand. Ceanothus dunes have been observed only along the Mississippi river in the Hanover area. Besides these plants which are of chief importance, a few other perennials or grasses may locally aid in building up dunes. They are, however, generally temporary in their nature and persist only during the summer when the plants are growing. Their size depends upon the habit of the plant, but seldom exceeds a foot in height. The larger dunes of this type are formed by Euphorbia corollata, Stipa spartea, Sporobolus cryptandrus, and Paspalum setaceum. Even annuals, if growing in close patches, may accumulate an inch or so of sand around them. Euphorbia Geyeri and Mollugo verticillata, the two common prostrate species of the deposits, do not accumulate sand, but their flat close mats prevent erosion if it is not too rapid. They are sometimes seen growing on plateaus a half-inch (1-2 cm.) in height, and corresponding with the shape and size of the plant. Mollugo reaches its largest size on the deposits, forming mats sometimes two feet (6 dm.) across. Two general types of deposits may be distinguished; those with and those without effective sand-binders. Examples of the latter class are broad and low with gentle slopes, and scarcely differ in vegetation from the neighboring blowsand association, of which they may be considered an extension. When the blowout is young and small the annual increment of sand is but a few inches thick and affords optimum conditions for the burial of seeds of the annuals. The young deposits are accordingly covered with a dense growth of these plants, and under such circumstances may be regarded, as far as the vegetation is concerned, as extensions of the lee slope. If efficient sand-binders do not appear on the deposits with the subsequent growth of the blowout, the vegetation remains essentially the same, except for the addition of various species of perennials. The most abundant grasses, Cenchrus carolinianus and Paspalum setaceum, are not injured by burial to a slight depth, but are easily undermined. They find their optimum conditions on deposits of this type, where their fruits are easily buried and where the annual deposit of sand is not sufficient to injure them. If the deposition becomes too rapid and the fruits are buried too deeply, the sand remains entirely bare (Pl. V). The best observed example of this condition is a large dune just south of Keithsburg, in the Oquawka area (Pl. X, Fig. 1). The top of the dune is here entirely bare. At its base along the lee side is a zone of sparse vegetation consisting of Helianthus lenticularis, Euphorbia corollata, Cenchrus carolinianus, Cycloloma atriplicifolium and Lespedeza capitata. A line of dead plants of Helianthus shows that the annual forward movement of sand is about 15 feet (5 m.). None of the four most efficient sand-binders is abundant in the Oquawka area, either in the bunch-grass or on the deposits. The blowouts there are mainly broad and shallow, with similarly broad flattened deposits, spreading out fanwise over a large area. They are occupied especially by Cenchrus carolinianus and Paspalum setaceum, with most of the species of the blowsand association. With these are a few additional species, such as Sporobolus cryptandrus, Leptoloma cognatum, Panicum pseudopubescens, Bouteloua hirsuta, and Lespedeza capitata. These five species do not occur on the regular lee slopes, and represent the deposit association in the narrower sense. The Havana dunes resemble those of the Oquawka area and have in general the same vegetation. Paspalum setaceum, Cenchrus carolinianus, and Sporobolus cryptandrus are the usual species. Deposits of this type occur rarely in the Hanover area also, and then generally in connection with secondary blowouts which have developed on parts of other larger ones. They are especially characterized by the abundance of Diodia teres. The second type of deposit is marked by the presence of effective sand-binders, and is best developed in the Hanover area. Usually Panicum virgatum or Tephrosia virginiana appears immediately on the youngest deposits and begins at once the building of the dune. They may appear at a later stage, but in either case the result is the same. Dunes may be held by Panicum or Tephrosia or by both together. They seldom appear in association with Rhus, probably because the rate of increment of a Rhus dune is too rapid to permit their growth there. Associated with them are a large number of annuals, such as occur also on the lee slopes. They are most numerous on the Tephrosia dunes, which are of relatively slow growth, and least numerous on the rapidly growing Rhus dunes. If the dune is held by Panicum virgatum, it is usually distributed uniformly around the deposits, and the dune is approximately uniform in height. The bunches of grass are seldom more than a yard or two apart and most of the intervening space is occupied by annuals. Stipa spartea, Andropogon furcatus, and Carex Muhlenbergii are sometimes associated with Panicum and are probably relics. Carex umbellata, Panicum pseudopubescens, Koeleria cristata, and Viola pedata are less frequent and are undoubtedly relics. Because of the relic nature of the sumach on the deposits, a dune seldom has more than one thicket of it. At that place the dune rises much above the general level and has steep slopes occupied by relatively few other plants. At a little distance from the sumach thicket the bunches of Panicum and Tephrosia appear. On such blowouts the deposits frequently become irregular or one-sided, or the direction of deposition may be changed, because of the greater efficiency of the sumach as a sand-binder. Successions Between the Associations of the Blowout Formation As the Panicum pseudopubescens association becomes more open and more bare sand is exposed in the formation of a young blowout, it is difficult to decide just where the dividing line between the two types of associations should be drawn. For convenience it may be considered that a blowout begins with the first appearance of areas of deposition and erosion, that is, with the differentiation of basin and deposit. These two physiographic structures are very soon occupied by their usual vegetation. The windward slope and its attendant plant association appear as soon as the increasing size and depth of the basin begin to disturb the bunches of Panicum pseudopubescens in the rear. Between the basin and the deposits there must be at least a small space where the movement of sand is about neutral, and this represents an incipient lee slope. The typical vegetation, however, does not appear during the earliest stages of the blowout. The four associations, therefore, appear in the following order: (1) the basin and deposit associations, (2) the windward slope association, (3) the blowsand association. These four physiographic parts constitute a definite series as to structure and development, but their vegetation does not fall into a regular successional series. That is, an area now occupied by the windward slope association may not, and probably will not, be occupied in turn by the basin, the blowsand, and the deposit associations. The successions are, instead, very complicated and irregular. The successional relation between the Panicum pseudopubescens and the windward slope associations is self-evident, since there is an actual transfer of individuals from the former to the latter. The basin is developed directly within the Panicum pseudopubescens association by a mere change in the nature of the sand movement, and also represents a direct succession. Because of the environmental conditions there are seldom any relics which survive. The succession represents a case where the preceding vegetation is entirely destroyed before the next stage appears. The deposit association also succeeds the Panicum pseudopubescens association directly and relics frequently occur. On the lee slope the movement of the sand is similar to that going on in the intervals between the bunch-grasses, so that the blowsand may be regarded as another direct succession. All four associations of a typical blowout, therefore, may and do arise simultaneously and independently. The general appearance of a typical young blowout is shown in Plate VI, Fig. 1. The total width of the blowout from west (left) to east (right) is about 20 feet (6 m.). At the left is the edge of the Panicum pseudopubescens association, with many relic bunches of Andropogon scoparius and in the extreme left foreground a bunch of Carex Muhlenbergii. From this will develop the windward slope association. Along the right is a conspicuous zone of Panicum virgatum, marking the deposit association, with relic bunches of Panicum pseudopubescens and Carex umbellata. The central basin is still bare and the lee slope is scarcely differentiated. A transect across this blowout is given in Table III. Table III.—Transect of 20 quadrats, each 5 dm. square, across the blowout shown in Pl. VI, Fig. 1. \| Species \| X X X X - - - - - - - - - - - - - - - - \| \|-------------------------------\|------------------------------------------\| \| Linaria canadensis \| X X X X - - - - - - - - - - - - - - - - \| \| Panicum pseudopubescens \| X X X X - - - - - - - - - - - - - - - - \| \| Andropogon scoparius \| X - - - - - - - - - - - - - - - - - - - - \| \| Bouteloua hirsuta \| - X - - - - - - - - - - - - - - - - - - - \| \| Festuca octoflora \| - X - - - - - - - - - - - - - - - - - - - \| \| Carex Muhlenbergii \| - - X - - - - - - - - - - - - - - - - - - \| \| Carex umbellata \| - - - - X X - X - - - - - - - - - - - - \| \| Lespedeza capitata \| - - - - - X - - - - - - - - - - - - - - - \| \| Croton glandulosus \| - - - - - X - - - - - - - - - - - - - - - \| \| Aristida tuberculosa \| - - - - - - - - - - - - - - - - - - - - - \| \| Ambro-ia psilostachya \| - - - - - - - - - - - - - - - - - - - - - \| \| Panicum virgatum \| - - - - - - - - - - - - - - - - - - - - - \| \| Equisetum laevigatum \| - - - - - - - - - - - - - - - - - - - - - \| \| Koeleria cristata \| - - - - - - - - - - - - - - - - - - - - - \| The subsequent successions of vegetation depend primarily upon the physiographic changes. As the development of the blowout proceeds, the basin may begin to encroach on the windward slope. This is caused either by an increase in depth or by a general movement to the rear, or by both together. The sliding vegetation of the latter association reaches the bottom of the slope, is undermined and blown away, and its place is taken by plants of the basin. The windward slope thus comes to occupy a place intermediate in time between the basin and the Panicum pseudopubescens associations. If the basin is moving backward without an attendant increase in size, the lee slope will also extend backward over the extinct basin, constituting another succession. If the general movement is forward, the conditions are reversed and the basin association succeeds the blowsand association. This forward movement, however, reduces the grade of the windward slope, and eventually stops the settling of the sand. With this change in its environmental condition, stabilization begins, as will be described later, and the windward slope association is succeeded by the bunch-grass. So, while the basin may succeed the windward slope, the reverse does not take place. Succession may also take place in either direction between the blowsand and the deposit associations. This depends in part on local environmental changes, leading to the increase in size of one association and the corresponding restriction of the other, but principally upon the direction of the general movement of the whole blowout. If forward, the blowsand association succeeds the deposit association; if backward, the reverse is true. As has been previously mentioned, the basin of a blowout may eventually become so wide or so deep that further erosion by the wind is impossible. Erosion is the one factor of the environment which is chiefly responsible for the development of the basin association, and when that ceases the basin is at once replaced by a different type of vegetation. Some of the basin plants may persist for a time as relics. It seems probable that the first new vegetation is the blowsand association, mainly because of its proximity, its excessive seed production, and its rapid development. When the sand becomes stationary, it is no better suited to the blowsand plants than to a number of others, including bunch-grasses and perennials. These at once begin to colonize in the blowout and the stabilization of the basin is effected. With the extinction of the basin the source is destroyed from which sand is added to the deposits, and they cease their growth. The surface of the sand, so far as it is not protected by the duneforming plants, remains more or less in motion and affords an environment suitable for the development of the blowsand association, which then becomes dominant. This condition is much like that on the broad flat deposits without dune-formers, where the rate of deposition is slow, because of the large surface to be covered, and the vegetation accordingly consists of the blowsand association. On the deposits this association persists longer than in the basin, because the greater exposure of the sand to the wind keeps it longer in motion. Finally the motion stops, and the deposits are also completely stabilized by various outside species, chiefly bunch-grasses. On the steeper slopes, held by Rhus canadensis, var. illinoensis, Panicum virgatum, or other species constituting the real deposit association, there is less opportunity for the development of the blowsand vegetation, because the perennials persist and retain their dominancy. They are finally joined by additional species, until eventually the surface is covered and the sand completely stabilized. Summing up the successions within a single blowout (Figure 5), it is seen that there exists a perfect correlation between the vegetation and the physical conditions of the environment. The original Panicum pseudopubescens association is succeeded by each of the four blowout associations. Between these four, the successions depend partly upon the direction of movement of the blowout as a whole. The windward slope association may be succeeded by the basin association, but the reverse does not take place. Between the other three, the succession may be in either direction. The blowsand association shows a general tendency eventually to succeed both of the others, and may be regarded as the climax association of the blowout formation. This is directly correlated with the general dynamic effect of the wind, which leads, on the average, neither to erosion nor deposition, but merely to the movement of the sand. This condition is most favorable to the blowsand association, and is the cause of its dominancy. It is probable that the blowsand vegetation would also appear on the windward slope after it has become static, but the relic bunch-grasses become at once the controlling feature, among which the blowsand species play a secondary part as interstitials. When one blowout is filled by the deposits of another, or when secondary blowouts appear on the lee slope or deposits of an older one, there may be deviations from this normal series of successions. In the latter case the young blowout may be wholly or partially surrounded by a blowsand association, and the windward slope association is never developed because of the absence of any relic plants. When two or more blowouts unite to form a complex waste of sand, Fig. 5. Normal successional relations between the Panicum pseudopubescens (1), windward slope (2), basin (3), blowsand (4), deposit (5), Hudsonia (6), and bunch-grass (7) associations. It becomes impossible to decipher the entire past history of the vegetation, but any of the successions given in the diagram between the basin, blowsand, and deposits may occur repeatedly, in any order, and for any length of time, until finally the sand becomes static and stabilization begins. The windward slope association alone is not included in the blowsand complex. It can follow only the Panicum pseudopubescens or more rarely the bunch-grass association, and if not succeeded by the basin association reverts to bunch-grass. STABILIZATION OF THE BLOWOUTS AND THEIR REVERSION TO BUNCH-GRASS Stabilization of the blowouts may take place in any or all of the four parts. Usually it begins on the windward slope and takes place last on the deposits. The windward slope is already occupied by bunch-grasses, although at a considerable distance apart. When the movement of sand ceases, other species invade the area at once and appear in large numbers between the bunches. Aristida tuberculosa and other members of the blowsand association are prominent but do not become dominant. Following them come Oenothera rhombipetala and Lespedeza capitata, making a thick weedy growth, and later various species of bunch-grass. In the basin and on the lee slope stabilization begins with the extraordinary development of the blowsand association. It is followed immediately by large bunches of Sporobolus cryptandrus and by a rank growth of Oenothera rhombipetala and Lespedeza capitata (Pl. XI, Fig. 2). Sporobolus cryptandrus sometimes lives in actively blowing sand, but only in small depressed bunches (Hart and Gleason, 1907: pl. XVIII, fig. 2). In partly stabilized blowouts it forms dense bunches one to two feet (3-6 dm.) wide and 1-1.5 ft. (3-5 dm.) high, surmounted by culms two or three feet (6-9 dm.) tall. Beneath the shelter of these three plants a number of interstitial species colonize, many of which are not common in the blowsand association. Some of these are Hedeoma hispida, Polygonum tenue, Scutellaria parvula, Silene antirrhina, and Festuca octoflora. This weedy growth lasts a comparatively short time. One blowout was observed where only about half as many plants of Lespedeza were growing as had grown the previous year, as shown by the dead stems. Since stabilization usually begins near the bottom of the blowouts, some may be found in which Lespedeza and Oenothera have already left the deepest part and occupy a ring around the sides. This also shows that the bunch-grasses which follow are not plants which slide in from the sides, as was intimated in an earlier paper (Hart and Gleason 1907: 169). In this tangle the bunch-grasses gradually appear (Pl. X, Fig. 2), and by their growth restrict the interstitials, as was explained in connection with the bunch-grass association. Mats of Antennaria, Cladonia, and moss also appear very early. The perennials follow the bunch-grasses. The order of their appearance is not definite, but depends upon the composition of the neighboring bunch-grass association. Stabilization of the basin and windward slopes may take place at the same time, or there may be a stabilized area behind the active basin, following it as it moves forward. The flat open deposits without efficient dune-formers are stabilized in nearly the same way. Paspalum setaceum first becomes more abundant and is followed by large numbers of Sporobolus cryptandrus, with the usual growth of Lespedeza and Oenothera. Following these the bunch-grasses appear. A tract in the Oquawka area shows the results of twelve years of stabilization in this way. The field was formerly blowing actively, until some locust trees were planted as a windbreak at the west side. In the twelve years that have elapsed most of the blowouts have become extinct and the extensive flat deposits have been almost entirely stabilized. Oenothera rhombipetala and Leptoloma cognatum constitute the dominant species at the present time. The bunches of the latter are round and compact, but widely separate, and cover only about 30 per cent. of the ground. Oenothera is so abundant that when in bloom it shows almost a solid mass of color. But nine accessory species have appeared: Paspalum setaceum, Ambrosia psilostachya, Bouteloua hirsuta, Croton glandulosus, var. septentrionalis, Cyperus Schweinitzii, Lepidium virginicum, Monarda punctata, Verbena stricta, and Physalis virginiana. Proceeding up the lee slope from a partially active blowout toward this newly developed bunch-grass, the grasses appear in the following sequence: Paspalum, Sporobolus, Leptoloma. In this case the horizontal arrangement probably indicates the succession in time as well. THE HUDSONIA ASSOCIATION In the Hanover area blowouts are sometimes stabilized by Hudsonia tomentosa, which forms a peculiar association of its own. Hudsonia grows in dense hemispherical tufts up to 4 dm. in diameter and is always gregarious, occupying 10 to 50 per cent. of the whole surface. It can not endure burying and does not possess the power of growing up with the deposition of sand. Consequently it does not live on deposits. Similarly it can not well resist undermining and does not live in basins or on windward slopes. Neither has it been observed on actively moving lee slopes, nor is it able to hold its own in competition with bunch-grass. Its optimum habitat seems to be open quiet sand, and it is restricted therefore to young blowouts in which the surface is nearly flat and the sand is not actively in motion, or to small portions of more active blowouts where it is able to get a foothold. The plants appear first at the edge of the bare sand and soon cover the whole area. When a colony is once established it effectually checks any further movement of the sand. Colonies in young blowouts are usually surrounded by Panicum pseudopubescens, which soon closes in and reoccupies the space. A few plants of Hudsonia may persist for a time, but their life is short. But few other species occur in the association. Those observed are Cassia Chamaechrista, Euphorbia corollata, Polygonella articulata, Carex umbellata, and Andropogon scoparius. The last two are probably pioneers in the redevelopment of the Panicum pseudopubescens or bunch-grass association. Successions from the Blowout Formation As the blowouts increase in size and become progressively deeper the movement of the sand becomes less active, and in nearly every case they finally become stabilized and revert to the bunch-grass association. The few cases where the reversion does not take place are of interest, since they illustrate a peculiar series of successions and introduce some associations not found elsewhere in the sand regions under discussion. The general vegetational and environmental conditions of one type of these successions have been given by Gleason (1907: 167-169) from observations on a few blowouts in the Havana area. The principal changes in the ecological conditions are in the direction of protection against wind, resulting in a stable substratum, and a larger supply of water, depending upon the depth of the blowout. These conditions, rather unusual for the sand areas, permit the development of a more mesophytic vegetation. This is generally simply a more luxuriant growth of bunch-grass composed of the usual species. More rarely entirely different species appear, especially if there are groves or cultivated grounds near. The Blowout Thicket Association A simple case, leading to what may be named the blowout thicket association, is shown in a blowout near Oquawka. The blowout is nearly stabilized, with the usual growth of Lespedeza and Oenothera, but in the very bottom two locust trees (Robinia Pseudo-Acacia) have become established. Under them are plants of Oxybaphus nyctagineus, Lactuca canadensis, and an unknown grass, of a species not occurring in the surrounding bunch-grass. In another blowout several young plants of Populus deltoides are growing (Pl. XI, Fig. 2). In a similar deep blowout in the Hanover area is a large tree of hackberry, Celtis occidentalis, probably forty or fifty years old. Under it are shrubs of apple, Cornus Baileyi, and Rosa sp. They are overhung with vines of Psedera quinquefolia, and in their shade are plants of Polygonatum commutatum. Many other common sand plants are associated with them. It is probable that all these species were introduced by birds, since they all have fleshy fruits. Vitis vulpina, Menispermum canadense, Populus deltoides, and Acer Negundo were reported by Gleason (Hart and Gleason, 1907: 168) for similar conditions in the Havana area. Although these three blowouts have no species in common, the vegetation probably represents the first stages, changed considerably by proximity to civilization, of a definite series. This series, however, has always been curtailed by refilling the blowouts with sand, since there is no association in the three areas mentioned which can possibly be referred back to this origin. THE STENOphyLLUS ASSOCIATION It has already been mentioned that a thin layer of loamy soil is formed on the surface of the sand in the bunch-grass association. This layer is coherent and quite resistant to wind action. The deposits of a blowout may bury this soil layer to a considerable depth and for an indefinite time, completely destroying the original vegetation. At a subsequent period another blowout may develop on these deposits and finally expose the old soil layer. When this is uncovered the growth of the blowout in depth ceases. Its future growth, if any, is lateral, leaving a flat bottom which is level or gently sloping. Blowouts of this type are generally easily recognized by the bottom being flat instead of the usual concave shape. As soon as the soil layer is uncovered a new type of vegetation appears, characterized particularly by the small sedge Stenophyllus capillaris, and constituting the Stenophyllus association. This is well illustrated by several blowouts in the Hanover and Oquawka areas. One in the former (Pl. XI, Fig. 1) is of special interest since it shows the old soil over the western half of the blowout, while the other half is still pure sand, with the usual vegetation. The western half is flat, but slopes up about one foot (3 dm.) in its total width of 25 feet (8 m.), indicating the gently rolling nature of the original surface. The soil layer is covered with one to two inches (2-4 cm.) of fresh sand, blown in from an active blowout toward the west. This portion of the blowout is occupied by numerous small tufts of Stenophyllus about an inch (2-4 cm.) wide, a square foot containing on an average from 75 to 100 plants. Associated with it are numerous plants of the blowsand association: Diodia teres, Aristida tuberculosa, Croton glandulosus, var. septentrionalis, Linaria canadensis, Mollugo verticillata, Cyperus Schweinitzii, and Euphorbia corollata. The presence of these accessory species is probably correlated with the thin deposit of fresh sand, since they are not found on the soil layer proper. A blowout of the same type in the Oquawka area (Pl. XI, Fig. 2) is about 80 by 100 feet (25 by 30 m.) in size, but less than three feet (1 m.) deep. Most of the broad flat basin is covered with a black crusted soil layer and occupied by large numbers of Stenophyllus and a few plants of Gnaphalium polycephalum and Lactuca scariola, var. integrata. There are also two circular patches of an unknown moss, probably only two or three years old. Parts of this basin are still covered with a thin layer of sand, on which the vegetation is the usual blowsand association, characterized especially by Cenchrus carolinianus, Froelichia floridana, and Paspalum setaceum. Stabilization has already begun with Lespedeza capitata and Oenothera rhombipetala, and at one end are a few plants of Populus deltoides. It seems probable that this association is finally succeeded by a prairie vegetation, although no evidence of this was seen during the present investigation. According to Gleason (Hart and Gleason, 1907: 168) it may be followed in the Havana area by Cladonia and Antennaria, and later is converted into "prairie, scarcely distinguishable, in vegetation at least, from the typical prairies of central Illinois." THE SWAMP FORMATION THE SALIX AND SOLIDAGO ASSOCIATIONS Blowouts may become so deep that they reach and uncover moist layers of sand, probably not far above the water-table. In these, new plant associations soon appear, which may be even hydrophytic in nature. The few cases observed have not made it possible to determine the order in which the vegetation develops, and the discussion must be limited mainly to the simple description of conditions as they are. Cowles has mentioned a similar succession at the head of Lake Michigan (1899: 308). The deepest of the excavations, measured by the vegetation rather than by actual dimensions, is in the "Devil's Neck" north of Topeka, in the Havana area. The center of the depression is a sandy loam and probably represents the subsoil, the Miami loam of the Soil Survey, on which the sand is superposed. It is occupied by a sparse vegetation of Ludvigia palustris and Eleocharis obtusa. Surrounding it is a zone of Salix longifolia, now about three feet (1 m.) high, and Juncus acuminatus. Outside of this are the usual plants of stabilized blowouts, particularly Oenothera rhombipetala and Lespedeza capitata. This vicinity was studied also in the summer of 1904, and according to the best recollection of the writer, no such assemblage of plants was observed. It is entirely probable that the association has developed since that time. Willow seeds may easily have been blown in by the wind, and the seeds of the herbaceous plants may have been brought in mud on the feet of birds, which were attracted by a temporary pool of water collected after rains. Not far from this depression there was a similar one, but with sandy bottom. In 1904 it was occupied by Polygonum acre, Hypericum mutilum, Cyperus rivularis, and Juncus tenuis. In 1908, after a lapse of four years, the deepest part of the depression had been filled, so that the bottom was generally level. The prevailing vegetation is blue-grass, Poa pratensis, but a few relics of Hypericum, Juncus, and Cyperus still persist. Just east of Havana, at the "Devil's Hole," there is another deep depression with a more luxuriant growth of vegetation. In the deepest part there is a small but dense thicket of Salix longifolia. Under the willows the sand is covered with a carpet of moss and decaying leaves, making a humus layer which must aid greatly in the absorption and retention of water. At the edge of the thicket is a narrow zone of Boehmeria cylindrica, Ludvigia alternifolia, and Lycopus americanus. These plants may be considered as a part of the Salix association but do not live within the thicket because of the weak light. Around the willows, and extending partly up the hill, is a dense growth of Solidago graminifolia and Equisetum hyemale, var. intermedium, constituting the Solidago association. The two alternate, Equisetum occupying about one third of the zone. Mingled with these are a few plants of Cacalia atriplicifolia, Vernonia fasciculata, and Asclepias syriaca, as well as a number of the usual blowsand plants, as Paspalum setaceum, Cassia Chamaechrista, Cristatella Jamesii, Croton glandulosus, var. septentrionalis, Ambrosia psilostachya, and Monarda punctata. Eragrostis trichodes, Chrysopsis villosa, and Lithospermum angustifolium also occur, but are rare. This zone has a vertical width of about six feet (2 m.). Near its upper (outer) margin are a number of old bunches of Sporobolus cryptandrus and a few of Andropogon furcatus and Panicum virgatum. These, as well as the appearance of the goldenrod, indicate that the zone is migrating up hill over the partially stabilized sand. The rounded contour of the willow thicket with the youngest plants at the edge, show that it is also enlarging and occupying successively higher levels. This movement is correlated with the development of the retentive layer of humus under the thicket, but the movement of the Solidago, already six feet (2 m.) above the willows, depends more upon the general vegetative activity of the plant itself. These two associations, Solidago and Salix, may then be expected to appear in any deep blowout. Naturally the deeper ones only can support the willow, which requires a larger supply of moisture. This zonal relation of willow and goldenrod is by no means local, but may be observed in many localities in the eastern states. The absence of the goldenrod zone around the willows in the first depression described is merely one of those chance instances of distribution for which no explanation can be given. Possibly the presence of Juncus acuminatus indicates the first stage in its formation. It is evident that with the establishment of the dense growth of Solidago the movement of the sand must cease, and it may be that it does not appear until the sand has first become static. In either case, if its depth is not sufficient to reach moist layers of sand the willow can not develop and the blowout will be occupied by Solidago alone. On the other hand, if the conditions are suitable for the growth of willows, the Solidago association can develop simultaneously around it. The willows therefore, requiring the deeper excavation, can not follow the goldenrod, but must appear before or with it. When both are established, the former becomes dominant because of its greater control of the physical conditions and tends to succeed the latter. This condition of affairs is peculiar in two respects. First, the development of the dominant Salix association can not follow in time that of the minor Solidago association. Second, the general movement of the zones is centrifugal, extending progressively further up the sides of the blowout, and the direction of succession is apparently toward a hydrophytic climax. It must not be presumed that in this case a hydrophytic climax will appear. It is probable that the water-retaining humus does not become thick enough to hold standing water, and it is still more probable that a new movement of sand from the west may overwhelm the whole association. As in another case already mentioned, there is at present no association in the region that could possibly be referred back to this for its origin, indicating that all former associations of this type have sooner or later been destroyed. THE POLYTRICHUM ASSOCIATION In the Dixon area the hydrophytic series is carried further, and a new association, characterized by Polytrichum juniperinum, also appears. The Solidago* and Salix associations are also represented. In all, six depressions show one or more of these associations and illustrate not only the successions between them but their development as well. For convenience they will be referred to by letters. These depressions are near the Northwestern tracks about four miles west of Dixon. Blowout $A$ is on the north side of the track; $B$ is near the track on the south side; $C$ is east of the deposits of a large blowout south of the track; $D$, $E$, and $F$ are in this blowout or its southern extension. Blowout $A$ is a shallow depression, but with rather moist sand. It is occupied mainly by a dense growth of Solidago graminifolia, with Equisetum arvense, Carex sp., and Spiraea salicifolia as accessory species. Blowout $B$ is smaller in width and length, but deeper and with steeper sides. On the outside there is a ring of Solidago graminifolia with an abundant growth of Aristida tuberculosa. The most abundant accessory species is Lespedeza capitata, and others of less frequency are Andropogon furcatus, Cassia Chamaechrista, and a few sterile grasses which could not be identified. Aristida and Solidago are almost equally abundant except at the inner margin, where the former is slightly in excess. This zone extends up the hillside to the typical bunch-grass and is rather sharply delimited from it. In the center of this ring is the Polytrichum association. The moss grows in dense mats, occupying all the surface in the deepest part of the depression. These mats are very thick and spongy and sink beneath the feet several inches. The dead stems grade off beneath into a thick, brown, moist, spongy layer of a somewhat peaty texture. The mats are sparsely occupied by solitary plants of the several accessory species. Solidago graminifolia is the most abundant of these and extends entirely across, but the plants are much smaller than in the association outside. The others are Lycopus americanus, Hypericum majus, Salix pedicellaris, and Aster sp. There are also a few depauperate relic bunches of Panicum virgatum. There is a narrow tension zone between the two associations, in which the mats of moss are less close and the stand of Solidago less pure. The moss is encroaching upon the Solidago. There is a difference of about 1.5 feet (5 dm.) in the upper and lower levels of the Polytrichum zone, and the Solidago association is somewhat broader vertically. The deepest part is about 16 feet (5 m.) above the drainage level 200 yards (200 m.) away and all the intervening territory is sand. The mesophytic nature of the association must be due to the action of the moss in developing a retentive layer of humus, rather than to any feature of drainage. Blowout C is small and flat and most of it is occupied by a dense carpet of Polytrichum, with many low shrubs of Salix pedicellaris and some seedlings of Populus deltoides. The surrounding zone consists chiefly of Solidago graminifolia and Lespedeza capitata. This blowout is about 12 feet (4 m.) above the drainage level and about 6 feet (2 m.) above the cultivated field just east of it. It is 14.5 ft. (4.8 m.) below the crest of the deposits of blowout D at the west. D is a large blowout still active on the north, east, and west. A low oblong area enters the blowout from the southwest and is now almost entirely stabilized. Most of this represents a recent deposit of sand from the rear, but the deepest part, nearest the center of the blowout, is the extinct basin. It is now 11 ft. (3.3 m.) below the crest of the deposits. In this basin both the Salix and Solidago associations are now developing. The latter is represented by a plentiful growth of Solidago graminifolia and Aristida tuberculosa, with some Juncus acuminatus; the former by abundant young plants of Salix longifolia, with Ludwigia palustris, some small plants of Panicum virgatum, four or five plants of Populus deltoides, and four bunches of Scirpus cyperinus. The sand is wet and well covered with a layer of dead vegetable matter. On pure sand back of this basin and 6-12 inches (1-3 dm.) above it is a mixture of the Solidago and Polytrichum associations. The ground is partially covered with dense or open mats of Polytrichum, with Hypericum gentianoides, Rhexia virginica, Juncus acuminatus, Polygala sanguinea, and seedlings of Salix pedicellaris. Solidago graminifolia and Aristida tuberculosa are abundant, but as usual are conspicuously smaller when growing on the moss mats. Rhexia may live in the middle of the mats, but Hypericum gentianoides grows only in the bare sand in the immediate vicinity of the moss. Each of these parts of the blowout illustrates early stages in the development of the associations, before their zonal relations have been established. The Salix association apparently demands moist sand and comes in only in the deepest part of the blowout. Polytrichum, on the other hand, may colonize in relatively dry sand, where it at once produces moist conditions by its dense growth. Still farther in the rear and also somewhat higher is a deposit of sand representing a later stage in the refilling of the basin. It has been stabilized by Panicum virgatum and Lespedeza capitata. Besides these, Solidago nemoralis, Hudsonia tomentosa, and Panicum pseudopubescens indicate a reversion to bunch-grass. Over this whole area mats of Polytrichum are appearing. Some mats are large, confluent, and dense; others small, regularly circular, and with very small plants near the margin. These are coming in everywhere, even under the bunches of Panicum virgatum and Panicum pseudopubescens, or surrounding Hudsonia tomentosa or Solidago nemoralis. Coming up with it are many plants of Solidago graminifolia, Aristida tuberculosa, Rhexia virginica, Polygala sanguinea, and in the deepest parts a few plants of Scirpus cyperinus. On the larger and older mats these species are small or absent, and other species more characteristic of the association occur. These are Salix pedicellaris, Viola lanceolata, and Spiranthes cernua. A few depauperate plants of Panicum pseudopubescens persist even in the dense mats of the moss. Along the south and west margins of this area almost pure mats of Polytrichum extend to the very edge of the blowsand (Pl. XII, Fig. 1; XII, Fig. 2), reaching a height of three feet (9 dm.) above the Salix association already described. They are associated only with the three typical species just mentioned. Throughout this area Solidago graminifolia and Aristida tuberculosa occur, but they are most abundant on the bare sand between the mats. As the Polytrichum increases and finally occupies all the surface, these will be forced into a marginal zone, as in blowouts B and C. THE SWAMP ASSOCIATION. In the Dixon area, just south of blowout D, is a long north and south excavation (Pl. XIII, Fig. 1), with rather steep walls of bare sand on either side. These walls represent a partially stabilized windward slope, and are occupied by Carex umbellata, Aristida tuberculosa, Panicum pseudopubescens, and Solidago nemoralis. In the deepest parts are two ponds, E and F, surrounded by definite zones of vegetation. The bottom of the ponds is a black muck well mixed with sand. The water-level fluctuates with the weather. When visited in August it was one foot (3 dm.) above the basin of blowout D, 6.4 feet (2.1 m.) above the country to the east, and 16 feet (5.4 m.) above the drainage level at the northeast. The inner zone of vegetation is characterized by Scirpus cyperinus, Eleocharis obtusa, Ludvigia palustris, Juncus nodosus, and a few relics of Panicum virgatum. Outside this is a regular but narrow zone of Polytrichum, with Polygala sanguinea, Juncus acuminatus, Hypericum gentianoides, and Rhexia virginica. Next is the zone of Solidago graminifolia with its usual associate Aristida tuberculosa, and, as accessory plants, Rhexia virginica, Juncus acuminatus, Gerardia purpurea, and Polygala sanguinea. Either of these outer zones may be absent for short intervals, but are usually very distinct. The second pond, $F$, was almost dry when visited in August, 1908, and its mucky bottom was about 15 inches (4 dm.) below the water-level in pond $E$. Its vegetation had been badly destroyed by cattle. On the windward slope near $E$ a mat of Polytrichum is developing in a very shallow, flat depression three feet (9 dm.) above the water-level and one foot (3 dm.) above its nearest neighbors. It is surrounded by a large patch of Hypericum gentianoides extending one to ten feet beyond it. From this detailed description it is seen that the vegetation of the foregoing series of depressions of the swamp formation comprises four associations of the following species. 1. The Solidago association. Solidago graminifolia, Aristida tuberculosa, Equisetum arvense, Spiraea salicifolia, Carex sp., Polygala sanguinea, Gerardia purpurea, Juncus acuminatus, Rhexia virginica. Accessory or relic species: Stenophyllus capillaris, Lespedeza capitata, Andropogon furcatus, Cassia Chamaechrista. 2. The Salix association. Salix longifolia, Salix nigra, Populus deltoides. Accessory or relic species: Panicum virgatum, Scirpus cyperinus, Juncus acuminatus, Ludvigia palustris. 3. The Polytrichum association. Polytrichum juniperinum, Hypericum gentianoides, Salix pedicellaris, Aster sp., Lycopus americanus, Hypericum majus, Viola lanceolata, Rhexia virginica, Spiranthes cernua. Accessory or relic species: Polygala sanguinea, Panicum virgatum, Juncus acuminatus, Ludvigia palustris. 4. The swamp association. Scirpus cyperinus, Juncus nodosus, Eleocharis obtusa, Ludvigia palustris. Relic species: Panicum virgatum. The Salix and Polytrichum associations occupy parallel positions, but develop under different conditions. The former demands a considerable supply of moisture and is restricted to the deeper depressions, whereas the latter may develop at almost any level in the blowout. The appearance of the Salix association can not follow in time that of the Solidago association, as has already been explained. Polytrichum may colonize not only under the Solidago but also under a more xerophytic type of vegetation as well. Both indicate moist sand; the mosses by retention of moisture, the willows by retention and depth of position. Consequently each develops contemporaneously with the Solidago association, and in the early stages the associations are not differentiated. Later the Solidago association is forced to the outside. In both cases the succession is in a xerophytic-hydrophytic direction. Nothing has been observed to succeed the Salix association, even in the oldest and deepest blowouts. The mats of Polytrichum, on the other hand, produce a peaty layer over the sand, which becomes so thick that it retains standing water and admits of the development of a pond society. These ponds must be held by a watertight bottom, otherwise their water would soon drain out through the sandy subsoil. As it is, they are conspicuously higher than the general level of the country. The zones surrounding the ponds move outward and upward and permit the continued growth of the pond. This is evidenced not only by the position of young mats of Polytrichum, but also by relic bunches of such typical sand plants as Panicum virgatum, now actually in the standing water. If continued far enough the increase of the pond might ultimately lead to the establishment of other associations, such as pondweeds or water-lilies. Its growth is retarded, however, by the gradual deposition of windblown sand, by the accumulation of soil by the aquatic plants, and by loss of water because of increased pressure on the mucky bottom. Most important of these is the deposition of sand, which will mix with the peat and eventually raise the level of the soil somewhat above the water-table. The later stages in the succession are probably similar to the meadows in the Kankakee area, except that the latter represent primary successions on a large scale, instead of secondary successions in a small area. Succession of the Prairie Formation by the Forest It was a matter of great interest to the first explorers and settlers in Illinois that so much of the surface was occupied by prairie, and that the forests were confined to certain physiographic divisions, especially the stream valleys. In seeking to account for this natural feature, the earlier generation of scientists, and to some extent even the modern ones as well, were influenced, or even prejudiced, by two wrong ideas. In the first place, as they and their ancestors had lived for generations in a forested country, the forest came to be regarded as the only possible natural covering, and any other type of vegetation was considered extraordinary. In the second place, they did not at first recognize that the forests were everywhere encroaching slowly upon the prairies, or that the encroachment became measurable as soon as the prairie fires were checked. The prairie is not an extraordinary thing, to be explained only by some strange or fanciful causes; it owes its origin to ages of arid climate in the west and southwest (Harvey, 1908: 84). The forest also owes its origin to ages of humid climate in the east and southeast (Adams, 1902). These great climatic types acting upon the plant world through evolution and elimination, gradually developed the two extreme types of vegetation, each of which was especially adapted to its own environment. After the close of the glacial period migration of each of these types brought them in contact in Illinois and the neighboring states, and a struggle for supremacy began between them. The outcome is decided mainly by two sets of factors; first, the control of the environment by the vegetation, and second, the climatic conditions of temperature and rainfall. In the first case, the prairie vegetation, by virtue of its close sod, tends to prevent the proper germination and growth of the forest-tree seedlings (Harvey, 1908: 86; Robbins and Dodds, 1908: 35). Prairie fires, following the advent of man, also tend to restrict the growth of the forest. On the other hand, the forest has control of the light supply for the herbaceous layers and the well-established trees are resistant to fire. Above all, the climatic conditions are favorable to forest (Schimper, 1903: 162-173; Transeau, 1905). The balance has been in general in favor of the forest and it has advanced slowly upon the prairie.* The greatest speed of advance has been along the lines of least resistance, the watercourses, and has resulted in long strips of forest, paralleling the streams, and usually widest on the east side of streams or marshes where they were better protected from fire. In the sand regions the forest distribution is not regulated in that way, because of the absence of small streams, but it does show a possible relation to fires. Where the sand lies in disconnected ridges, separated by strips of moist or swampy ground acting as fire-breaks, as in the Havana, Amboy, and Kankakee areas, there is a good growth of forest on the higher ground. Where the sand lies in large continuous masses, as in the It is probable that at certain places and during certain periods the influence of fires has turned the balance in favor of the prairie, but this has not interfered with the general advance of the forest. Oquawka and Hanover areas, there are large tracts of prairie. The Winnebago area lies protected on three sides by streams of considerable size, and is almost entirely forested, except the cultivated fields. In the Havana area, there is a belt of forest along the Illinois river, and large forest masses at the south and north ends, particularly near Forest City and Kilbourne. In other parts of the territory the broader deposits of sand are usually prairie, and the forest is restricted to the narrow ridges. These extend north and south and mark the location of old sand-bars. In the Amboy area the distribution is similar, but the ridges run generally east and west. They have probably all been forested except those nearest the margin of the deposits. In the Oquawka area there is a belt of forest along the Mississippi river and another inland near the bluff line. These are connected by broad bands of forest which separate several areas of prairie. The Hanover area has a similar belt along the Mississippi, and a number of transverse strips extend inland. These have been partially cleared, but probably none of them crossed to the bluffs except at the extreme northern end. The Winnebago area was entirely forested except a few small areas of marsh and islands of prairie. It is difficult to estimate the proportion of the area covered with forest. It was probably considerably more than half in the Oquawka area, about a third in the Hanover area, and about a half in the Havana area. The regular belt of forest along the rivers in the last three areas may be correlated with the effect of fire. The transverse bands across the area in the Hanover and Oquawka areas follow the most irregular portion of the surface, where the effect of fire was possibly limited. The large grove northwest of Hanover station, in particular, follows a line of steep-sided irregular dunes totally unlike the gently rolling prairie. The encroachment of the forest is caused by the slow migration of the forest trees in every direction. The open structure of the bunch-grass does not prevent the proper germination of seeds or growth of seedlings as does the close sod of a normal prairie. Few species of trees, however, are able to withstand in their seedling stages the extreme conditions of the physical environment. These are especially the shifting nature of the sand, the hot surface layer, which may be almost totally dry to a depth of more than a decimeter, and the lack of protection against wind during the winter. Still another restricting influence is the absence of ready means of dispersal. The trees composing the early stages of the forest are oaks. Their heavy acorns have no means of dispersal except gravity and the agency of animals. There are few animals to carry the acorns out on the prairie. The majority of such acorns are eaten, and many of the remainder decay. Some trees produce exceedingly heavy crops of acorns, which lie in layers an inch or two (3-4 cm.) deep beneath the tree, but of a large number examined, not one was sound. The life of a tree seedling is at best precarious, and in an unusual environment, with full exposure to wind and sun, few of them may be expected to survive. It is possible that some seasons are more favorable than others, and that after intervals of several years a succession of two or three favorable seasons may lead to a considerable extension of the forest. This condition has been described by Ramaley (1908: 30) and is probably of wide application. Establishment of the forest makes at first very little difference in the environment. The trees are relatively far apart, and sufficient light comes through the foliage to permit the growth of many species of the original bunch-grass. The edge of the forest, therefore, shows, not a change in the flora but merely the addition of a few other species. There are at present few places where the contact between forest and prairie can be observed. Of these, the best is in the Hanover area (Pl. XIII, Fig. 2). The ground cover is the usual climax growth of the mixed consocies of bunch-grass, consisting particularly of Koeleria cristata and Andropogon scoparius. With these are Bouteloua hirsuta, Aster linariifolius, Aster sericeus, Callirhoe triangulata, and other common species. The sand is in apparently the same condition as upon the prairie. The fallen oak leaves have either blown away completely or have been collected in piles around fallen branches and in thickets of Rhus canadensis, var. illinoensis. There is none of the additional herbaceous species typical of the older established forest. In the Winnebago area there are a few small open spots within the forest, which represent the last stages of a prairie. In the first of these there are Carex Muhlenbergii, Koeleria cristata, Liatris cylindracea, Lespedeza capitata, Viola pedata, Polygala polygama, and Artemisia caudata. Oak seedlings one or two years old were also present. In a larger opening (Pl. XVII, Fig. 1) the prairie character is more obvious. The dominant species consist of a mixed growth of Panicum Scribnerianum, P. perlongum, P. pseudopubescens, P. virgatum, and Carex Muhlenbergii. Between their branches the ground is well matted with Cladonia. Some of the accessory species are Tephrosia virginiana, Amorpha canescens, Lespedeza capitata, Solidago nemoralis, Asclepias amplexicaulis, Potentilla arguta, Acerates viridiflora, var. linearis, Viola pedata, and Ambrosia psilostachya. There are no forest relics. This fact, together with the pure yellow sand of which the substratum is composed, indicates that it never has been forested. The boundary between the forest and prairie differs from the usual forest margin in the absence of a tension zone and a definite vegetation. Thickets of hazel, of sassafras, or of sumach, which surround the typical Illinois forests, are absent. There is no sharp distinction of flora within and without the forest edge, and no massing of a large number of species near the margin. The whole succession is of a type rarely mentioned or described, in which there is at first no essential change in the environment. There is no first-hand evidence concerning the rate at which the extension of the forest is proceeding. The first settlements were usually made near the edge of the forest, where clearing and cultivation at once stopped any advance. Historical evidence is not always of value, because complete dependence can not be placed on statements of a scientific nature made by travelers or casual observers. A note by Patrick Kennedy (Imlay, 1797: 508), however, is suggestive, and probably at least partially correct. "About sun-set we passed the river Demi-Quian. It comes in on the western side of the Illinois river (165 miles from the Mississippi); is 50 yards wide, and navigable 120 miles. We encamped on the south-eastern side of the Illinois river, opposite to a large savanna, belonging to, and called, the Demi-Quian swamp. The lands on the southeastern side are high and thinly timbered; but at the place of our encampment are fine meadows, extending farther than the eye can reach, and affording a delightful prospect. The low lands on the western side of the Illinois river extend so far back from it, that no high grounds can be seen. Here is plenty of buffalo, deer, elk, turkies, etc." Kennedy's whole narrative seems reliable, and we may believe that at least in some directions his camp commanded an uninterrupted view of the prairie. At the present time, however, the marginal belt of timber along the river in the vicinity of Havana is from 100 yards to a quarter of a mile (100 to 500 m.) wide, while the fringing woods along Quiver creek and large tracts of black oak completely cut off a view of the prairies. If Kennedy's statement is correct, then large areas of timber have developed within the last century. It is difficult to explain the migration of the oaks. Their normal method is by gravity, which tends to scatter the acorns to a little distance as they fall from the trees. By this method alone the mi- The Spoon river, which empties into the Illinois opposite Havana. gration even of a few miles would require thousands of years. The animals which feed upon acorns do not usually carry them a long distance, and those which are carried away are generally eaten. The acorns are produced in large numbers and lie thickly on the ground beneath the trees, but, as reported also by Britton (1903: 578), most of them are not viable. Reid (1899: 29) reports that in England rooks carry acorns to some distance and that isolated young plants may be found at a considerable distance from fruit-bearing trees. It is his idea (1899: 31) that the "accumulated accidents of some thousands of years" are sufficient to explain the distribution of oaks in England. In the Illinois sand region seedling oaks are always few in number and are never found on the prairie. Accidents can not be invoked here to explain a migration so regular, so continuous, and apparently so rapid, and the whole question must be left unanswered. When once established the forest is permanently dominant, unless destroyed by man or by some exceptional physiographic changes. In the former case there may be a temporary reversion to the bunch-grass association. One such case was observed near Forest City, in the Havana area. The ground was occupied by a good growth of bunch-grasses, including Panicum pseudopubescens, Leptoloma cognatum, Sorghastrum nutans, Andropogon scoparius, Tridens flavus, Bouteloua curtipendula, Paspalum setaceum, and Carex Muhlenbergii. There were thickets of Rhus canadensis, var. illinoensis, and mats of Opuntia Rafinesquii, and numerous interstitial plants of Cassia Chamaechrista, Ambrosia psilostachya, and Monarda punctata. None of the perennial group was present. Numerous young plants of Quercus marilandica* and Quercus velutina were appearing, indicating the approaching end of the bunch-grass association. Within the forest may be distinguished two well-marked associations, related to each other by a clearly defined order of succession, and differing in their habitat and component species. Of these the pioneer is the black oak association. The Forest Formation The Black Oak Association The associations of the forest formation are fewer in number than those of the prairies. The first of them in order of succession and the most typical of the sand region is the black oak association. (Pl. XIV, Figs. 1, 2; XV, Figs. 1, 2; XVII, Fig. 1). It is found in each area studied, except the Dixon area, which is entirely without forest. In the others most of the forested portion is covered with this type. It has also a wide distribution beyond Illinois and is mentioned under the same or different names by several writers. Cowles described the association (1899: 379-382) at the head of Lake Michigan under the name of oak dunes. Nearly all the herbaceous species mentioned in his short list occur also in Illinois. Jenning's Quercus velutina-imbricaria Forest Formation of Cedar Point (1908: 300) is similar, but includes many plants which represent a somewhat later stage in succession. The oak-pine-sassafras society of Livingston (1903: 40-42) in Kent county, Michigan, is also much like the Illinois association, but contains many relic specimens of the pine forests which preceded it in order of succession. Britton (1903: 578, 579) mentions the occurrence of black oak on the sand-plains of Connecticut. He did not differentiate a particular association, but it is very probable that at least some of the vegetation is of this type. In each of the extralimital localities mentioned the dominant tree is the black oak, while the herbaceous vegetation shows a considerable variation. This is because of the differences in the neighboring associations, from which many species find their way into the black oak forest. Warming (1909: 146) has termed such conditions geographical variations of an association. With our present knowledge of plant associations it is not clear how much weight should be given to these variations in floristic composition. The association is characterized by the black oak, Quercus velutina, and in the Havana and Oquawka areas also by the black-jack oak, Quercus marilandica. Both species have the same general habit and live together in various proportions, but with the black oaks usually more numerous. The trees are sometimes close and crowded, sometimes wide apart. Old forests, whose origin probably dates back to the period of prairie fires, and forests on steep dunes are usually open, with trees 5-20 yards (5-20 m.) apart. Young forests of recent development or those protected by swamps are usually dense, with an average distance of 3-15 ft. (1-4 m.) between the trees (Pl. XIV, Fig. 1). Densest of all are the young groves which have recently sprung up in abandoned fields and clearings. In these the trees stand at close intervals and the trunks are covered with stiff, crooked, dead branches down to two or three feet (1 m.) from the ground (Pl. XIV, Fig. 2), making them almost impassable. The older and more open forests are especially characterized by bare crooked trunks with divergent branches at a height of 6-12 ft. (2 to 4 m.). This gives the grove an aspect not unlike an old apple orchard (Pl. I, Fig. 1). The absence of low branches is possibly due to the action of fires, since natural pruning does not seem very effective. The trees are uniformly low, rarely exceeding 35 ft. (10 m.) in height or one foot (3 dm.) in diameter. In the Havana and Oquawka areas the bitter nut hickory, Carya cordiformis, also occurs. Since the oak trees are the dominant members of the association, they determine to a large extent the ecological nature of the forest floor, and many peculiarities in the growth or distribution of the herbaceous or shrubby members are directly correlated with the character of the forest. In the young oak woods the ground is bare sand, covered by leaves only around fallen branches or sumach thickets. In forests of greater area or wider extent there is a greater accumulation of leaves, leading to the formation of a thin layer of leaf-mold. The thickness of the leaf-mold is a crude index to the age of the forest. The surface layers of sand thus gradually attain a greater capacity for holding water and a greater amount of organic matter. Even in the young forests the surface layers of sand are in general moister than on the prairie, because of the lower intensity of light and the slight exposure to the wind. The intensity of the light is much reduced, although the foliage of the trees is less dense than in the more typical forests of the state. These two features, soil and light, are the most important environmental factors in the association. The herbaceous and shrubby vegetation, after a few ubiquitous weeds and naturalized plants are excluded, may for convenience be referred to two groups. The prairie group includes those species more abundant in and more typical of that formation, and the forest group includes species more characteristic of the forest and rare or absent in the prairies. It is impossible, but also unnecessary, to draw a sharp line between the two groups. It is evidently the light relation that determines the distribution of the members of the prairie group, since they occur in leaf-mold in the more open woods, but are absent from dense woods with a pure sand substratum. The leaf-mold, on the other hand, seems to be of chief importance to the true forest species, since they frequently occur in open woods with a thin layer of mold on the surface, but seldom in shady woods with a sand floor. Dense woods without leaf-mold are therefore very poor in species and individuals, while the most luxuriant herbaceous vegetation is developed in relatively open woods with a thin layer of mold. The species of the prairie group persist within the edge of the forest, and are at first dominant. Farther back from the margin the prairie species may include both invaders from the bunch-grass and relics of a former prairie occupation. It is always difficult and usually impossible to distinguish the two. It may be assumed that most of the annuals and the more abundant perennials with effective means of dispersal are invaders, while rare or solitary perennials are relics. Aster sericeus is one of the most reliable examples of this type. As the forest increases in density, the sun-loving prairie species become more and more restricted to the small openings between the trees (Pl. XIV, Fig. 2). There the number and character of the species vary very regularly with the size of the opening. For illustration, in the Oquawka area openings 12-15 ft. (4-5 m.) across usually contain Opuntia Rafinesquii and Rudbeckia hirta, while others of twice the diameter may have in addition Panicum pseudopubescens, Carex Muhlenbergii, and Bouteloua hirsuta. In general, the perennial members of the group extend farther into the shade, and the interstitial annuals are more intolerant; few species appear, and they are usually limited to the larger openings between the trees. This feature of distribution is probably correlated with the duration of life of the plants, and the demands of their seedlings for certain definite light conditions. Some species do not occur beyond the more open woods or the larger open spots. Such are Petalostemum purpureum, Pentstemon hirsutus, Tradescantia reflexa, Lespedeza capitata, Lithospermum Gmelini, Viola pedata, and many others. Some species grow well and reach a normal size in the sun, while in the shade they are stunted or sterile. Shade plants of Coreopsis palmata are weak and lax, with thin divaricately lobed leaves; Physostegia denticulata is weak and thin-leaved, contrasting sharply with the stout, thick-leaved form in full sun; Tephrosia virginiana grows with single stems instead of dense bunches; the bunch-grasses are loose and lax, and tend to lose their bunch habit. Andropogon furcatus and A. scoparius are more tolerant than the other bunch-grasses, but in the shade they lose their bunch habit completely, sending up single culms which have a few long spreading leaves and are always sterile. Rudbeckia hirta and Poa pratensis seem to have about the same light requirements. Both are found only in the more open woods or in sunny places, and are very frequently associated. Notwithstanding the limitations in their distribution, a few of these plants play an important part in the composition of the association, and are almost as characteristic of the forest as some members of the forest group proper. They are Lithospermum Gmelini and Rudbeckia hirta, because of their conspicuous showy flowers, Tephrosia virginiana, because of its bunch habit, and Lespedeza capitata, because of its great frequency and abundance. These four occur in every area of the association. Seventy-one species may be regarded as typical of the forest rather than the prairie, and of these, nineteen represent pioneers in the succession of another, more mesophytic, type of forest, leaving fifty-two to characterize the black oak association. The most distinctive feature of the flora is the large proportion of perennial herbs. Thirty-nine species, or 75 per cent. of the total, belong in this general group. Contrasted with the same group in the bunch-grass association, the chief difference is in the smaller number of bushy forms, a type which seems to belong primarily to the more xerophytic prairie formation. The bushy perennials of the oak forest are almost without exception more abundant in and more characteristic of the bunch-grass association. Callirhoe triangulata and Asclepias tuberosa send up several ascending stems from a common base; Phlox bifida is divergently branched and may assume a rounded shape; Helianthemum majus has erect stems which frequently grow in clusters. Nearly all of these plants live also in the bunch-grass association. By far the greatest number of species have erect, simple or sparingly branched stems, without a large number of basal leaves, growing singly or in small loose clusters. Pteris aquilina lives in large patches, spreading by its rhizomes, and Pedicularis canadensis has the same habit on a small scale. Fragaria virginiana, var. illinoensis, and Potentilla canadensis are also gregarious, spreading by runners. Synthyris Bullii has a basal rosette of large suborbicular leaves which are closely appressed to the ground. A considerable number of species belonging to the interstitial group of the prairie associations live also in the forest, but are limited usually to sunny places or the more open woods. Only four characteristic species of the forest have this habit, and these plants are neither common nor widely distributed. They are Anychia polygonoides, in the Hanover, Havana, and Oquawka areas, Castilleja coccinea, in the Winnebago area, Gnaphalium polycephalum, in the Oquawka and Amboy areas, and Krigia virginica in the Havana area. From an ecological standpoint, this group is of very slight importance. Shrubs are much more abundant in the forest than upon the prairie. Rhus canadensis, var. illinoensis is the most abundant and grows in irregular thickets, seldom exceeding two feet (5 dm.) in height, but from 3-30 ft. (1-10 m.) wide. It was not observed in the Winnebago or Amboy areas, where its place is taken by the equally abundant Salix tristis growing in thickets of the same general structure. Ceanothus americanus is found in all five areas and is locally abundant. Rosa humilis is common in the Hanover and Winnebago areas. Rhus glabra is occasional and a single individual of Pyrus americana was found in the Winnebago area. One of the most noteworthy plants is a species of Geaster, which is abundant in each of the five areas, especially in open woods or near the edge of the forest. Although the total number of species in the association is large, the number per unit of area is scarcely greater than in the prairie. Counts of a series of quadrats each two meters square, in the Winnebago area, showed an average of 6.5 species per quadrat. The forest there was rather open, with a thin deposit of mold, and the conditions for plant life near the optimum. In the whole field of about twenty acres (8 hectares) 32 species occurred. The number of species in the whole association is large, as might be expected in a type of such wide distribution and extent, but less than half of the total live in any one of the five areas examined. The small number in any individual station and the large number for each quadrat produce a monotonous uniformity throughout the association and prevent the recognition of definite consocies. The following list gives the ecological grouping of the component species. A. Species typical of the black oak association 1. Trees: Quercus velutina Quercus marilandica Carya cordiformis 2. Perennial herbs: Pteris aquilina Smilacina stellata Comandra umbellata Fragaria virginiana, var. illinoensis Potentilla arguta Potentilla canadensis Lupinus perennis Desmodium illinoense Euphorbia corollata Callirhoe triangulata Lechea sp. Helianthemum majus Zizia aurea Asclepias tuberosa Asclepias amplexicaulis Asclepias verticillata Physostegia denticulata Scrophularia leporella Pentstemon grandiflorus Synthyris Bullii Gerardia grandiflora Pedicularis canadensis Galium pilosum Liatris scariosa Solidago speciosa, var. angustata Solidago nemoralis Aster azureus Rudbeckia hirta Helianthus occidentalis Helianthus strumosus Artemisia caudata Cacalia atriplicifolia Apocynum androsaemifolium Krigia amplexicaulis Phlox bimda Hieracium longipilum Monarda fistulosa Hieracium canadense Monarda mollis 3. Shrubs: Salix tristis Rhus canadensis, var. Rosa humilis illinoensis Pyrus americana Ceanothus americanus Rhus glabra 4. Annuals and interstitials: Anychia polygonoides Gnaphalium polycephalum Castilleja coccinea Krigia virginica B. Species more typical of the prairie associations Andropogon furcatus Tephrosia virginiana Andropogon scoparius Lespedeza capitata Sorghastrum nutans Strophostyles helvola Leptoloma cognatum Polygala polygama Paspalum setaceum Crotonopsis linearis Panicum virgatum Euphorbia Geyeri Panicum perlongum Ceanothus americanus Panicum Scribnerianum Hudsonia tomentosa Panicum pseudopubescens Viola pedata Stipa spartea Opuntia Rafinesquii Aristida tuberculosa Oenothera rhombipetala Sporobolus cryptandrus Acerates viridiflora Calamovilfa longifolia Acerates viridiflora, var. Koeleria cristata lanceolata Bouteloua hirsuta Lithospermum Gmelini Tridens flavus Teucrium canadense Cyperus filiculmis Scutellaria parvula Carex pennsylvanica Monarda punctata Carex Muhlenbergii Physalis heterophylla Tradescantia reflexa Physalis virginiana Commelina virginica Linaria canadensis Rumex Acetosella Pentstemon hirsutus Polygonella articulaia Ruellia ciliosa Talinum rugospermum Diodia teres Anemone cylindrica Specularia perfoliata Lepidium virginicum Liatris cylindracea Arabis lyrata Polanisia graveolens Cristatella Jamesii Cassia Chamaechrista Baptisia bracteata Amorpha canescens Petalostemum candidum Petalostemum purpureum Aster sericeus Aster linariifolius Antennaria sp. Ambrosia psilostachya Coreopsis palmata Artemisia caudata Senecio Balsamitae C. Forest species, typical of succeeding associations Polygonatum commutatum Smilacina racemosa Smilax herbacea Smilax ecirrhata Smilax hispida Populus grandidentata Corylus americana Silene stellata Anemone virginiana Ribes gracile Rubus occidentalis Prunus virginiana Rhus Toxicodendron Vitis vulpina Psedera quinquefolia Cormus Baileyi Monotropa uniflora* Fraxinus pennsylvanica, var. lanceolata Eupatorium serotinum Prenanthes alba D. Ubiquitous weeds and naturalized species Poa pratensis Poa compressa Juncus tenuis Chenopodium album Saponaria officinalis Oxalis corniculata Oenothera biennis Asclepias syriaca Verbena stricta Nepeta Cataria Leonurus Cardiaca Solanum carolinense Solanum nigrum Verbascum Thapsus Erigeron ramosus Achillea Millefolium Lactuca canadensis E. Species of doubtful position in the sand region Rumex altissimus Solidago serotina Silphium integrifolium Not observed in the bur oak association, but, from its general habit, probably more typical there. In Illinois, succession between different types of forest is usually caused by the disturbance of some feature of the physical environment by physiographic changes. It therefore becomes possible to correlate the succession of forests with the physiography (Cowles, 1901). In the sand areas of the state, however, physiographic processes are primarily not concerned, and the whole process is due to the reaction of the plant upon its habitat, by which there is developed a different habitat, adapted to a different type of vegetation. The chief feature of the vegetation by which these environmental changes are caused is the general density of the plant covering. This leads to the partial exclusion of sunlight, heat, and moisture from the soil, and to the addition every autumn of a large quantity of vegetable matter. In this way the soil moisture is conserved, the transpiration of the plants is diminished, and a layer of leaf-mold is slowly formed. The leaf-mold also aids in the conservation of moisture in the soil and at the same time increases its capacity for holding water. All of these changes go on simultaneously, and each is correlated with the others. The whole is in a mesophytic direction and, as a result, the xerophytic black oak association is succeeded by vegetation of a more mesophytic type, consisting of at least two, and possibly more, distinct associations. For the present, that of the Winnebago and Amboy areas will be considered as one, termed the bur oak association, and that of the Hanover, Havana, and Oquawka areas as another, the mixed forest association. THE BUR OAK ASSOCIATION In the Winnebago area the sand is distributed in irregular ridges, separated by irregular depressions of various sizes. The latter are occupied by an association characterized by bur oak, Quercus macrocarpa, and white oak, Quercus alba, together with a distinct type of herbaceous flora. None of the narrower upland ridges has as yet been succeeded by the bur oak association, although some show indications of it in the presence of scattered plants of choke-cherry, Prunus virginiana, black cherry, Prunus serotina, and hazel, Corylus americana. The bracken fern, Pteris aquilina, also becomes more abundant near the bur oak association (Pl. XV, Fig. 1), and its presence in large quantities may in some degree be considered as one indication of the approaching succession. On some ridges there is a well-defined zone of Pteris* along the slopes, extending neither into the xerophytic black oak timber above, nor into the mesophytic bur oak forest below. This type of distribution has been observed only on the narrower ridges, along the crests of which the xerophytic habitat is more emphasized and where the accumulation of humus takes place more slowly. On the broader uplands Pteris is usually common. Some of the latter show a transition to the bur oak type in the presence of Pyrola elliptica, Amphicarpa Pitcheri, Vitis vulpina, and Agrimonia mollis, typical members of the latter association. On the slopes from the black oak into the bur oak association there is usually a well-defined tension zone (Pl. XV, Fig. 2) where the plants of both groups mingle. Among these the most abundant are Pteris aquilina and Smilacina stellata of the black oak association and Geranium maculatum and Prunus virginiana of the bur oak. The sharpness of the tension line, coupled with the slow development of the dominant species of the two associations, indicates a condition approaching an equilibrium between the two associations. Their common boundary on the steeper slopes seems to depend upon the water content of the sand as influenced by the height above the water-table, while on the broader uplands the incipient succession may depend not only upon the depth of the water-table, but to a greater extent upon the increase in water capacity through the development of humus. The present location of small ponds in the sand deposits shows that the actual depth of the water-table is several yards, and in all probability too great to explain the sharp tension line already noted. Its origin must accordingly be referred back to a past condition in which the general water-level was higher. Trees of Quercus velutina in the lower portions of the bur oak association are very few in number and usually small in size, showing that they are not relics, but recent sporadic invaders, and there is an unusually small number of herbaceous relics. In the upland portions of the bur oak association relic trees of black oak are numerous and frequently of large size, while many relic herbaceous species also occur. Throughout the black oak association pioneers of the bur oak group are well represented, as is shown by the list given in the discussion of the former association. All these peculiarities lead to a choice of two conclusions: the depressions have never been occupied by black oak, or the succession by the bur oak has been extraordinarily complete. Further evidence leading to the acceptance of the first alternative is afforded by conditions in the Amboy area and to some extent also in the Kankakee area. In the Amboy area the sand lies in similar ridges mostly parallel to Green river and not over 60 feet (20 m.) above it. The intervening valleys are for the most part filled with extensive deposits of muck overlying sand and occupied by swamp vegetation, with Iris versicolor, Typha latifolia, Rhexia virginica, Houstonia coerulea, Populus tremuloides, and other species of similar habitat preferences. Outside these depressions, and accordingly above them, lies the bur oak association, above which in turn is the black oak association, occupying the crests of the ridge. In every case the bur oak type is characteristic of the more mesophytic sand near the water-level. According to all established principles of succession the drainage of the intervening swamps would cause a downward migration of the bur oak association, provided other features of the environment were favorable to it. It is, of course, hardly probable that the bur oak would extend very far out upon the deposits of muck. If the swamps were composed of sand instead of muck, it is very probable that the whole area would be occupied by the bur oak association as rapidly as the lowering of the water-level permitted. In the Kankakee area the interdunal depressions are occupied by meadows, which are doubtless very similar to the Amboy swamps, having a number of species in common, and probably representing a further stage in the succession on muck or peat. The ridges are all covered with forest, but in the short trip made through the area the distinctions made between the black oak and bur oak associations were not recognized. The whole leads to the first alternative mentioned, that the depressions in the Winnebago area have never been occupied by the black oak association, and that the bur oak association, which now occupies them, represents the present culmination of a past hydrophytic to mesophytic succession, which has been so far completed that scarcely a trace of it is now in existence. This conclusion is supported by the presence of a single small pond occupying a depression in a partially cleared field. The few plants remaining indicate that the surrounding vegetation was of the bur oak type. The swamp vegetation at its margin is scanty, consisting of Scirpus validus and Steyronema lanceolatum, outside of which are successive zones of Populus tremuloides and Solidago graminifolia. Further details were not noted. The development of the muck soil in the depressions of the Amboy and Kankakee areas and its absence in those of the Winnebago area must also be explained. The latter areas are essentially fluviatile; their depressions are not far above the beds of the Green and the Kankakee rivers, respectively, and the lowering of the water-level is entirely dependent upon changes in the river level and upon deposition of soil. A slow change in the water-level, for such it must have been along these comparatively sluggish streams, would permit the long-continued existence of swamps and the consequent accumulation of large deposits of muck. In the Winnebago area, on the other hand, the deposits lie many feet above the Rock, Sugar, and Pecatonica rivers; swamps would be of short duration and the accumulation of muck would not take place. Consequently, the depressions have been occupied almost entirely with the bur oak association, with the exception of the single pond already mentioned. of the hydrophytic extreme is, as usual, chiefly due to changes in the water factor, while that of the xerophytic extreme is in this case The development of the bur oak association represents, therefore, another case of the interpolation of a mesophytic mean association between a hydrophytic and a xerophytic extreme. The succession caused primarily by the development of humus. The whole probable successional history is indicated upon the diagram (Fig. 6.) showing the relation of the various associations. The preceding statements concerning the development of the bur oak association following the swamp vegetation does not imply that it was the first type of forest to appear. On the other hand, there is some fragmentary evidence that an entirely different forest association preceded it. Within the bur oak association (Pl. XVI, Fig. 1), Quercus macrocarpa is everywhere the prevailing tree. In the Amboy area, it was the only arborescent species in the small areas examined. In the Winnebago area it is mixed with white oak, Quercus alba, and shellbark hickory, Carya ovata. The former composes 25-50 per cent. of the whole, while there is seldom over 2 per cent. of hickory. The trees are larger and straighter than those in the black oak association, but still much inferior to those of their own species growing on a more fertile soil. A large number of shrubs form a second layer beneath them, and are often aggregated into dense thickets. Prunus serotina, Prunus virginiana, and Corylus americana are by far the most abundant, with several other occasional species. Lianes are not common, and consist of scattered individuals of Vitis vulpina, Smilax hispida, and Rhus Toxicodendron, with a few other species of less importance. The forest cover is dense and the light diffuse. This prevents the growth of most grasses, except where the forest has been partially cleared. The ground cover is composed chiefly of a dense luxuriant growth of herbaceous plants. They are of a larger average size and much more mesophytic appearance than those of the black oak ridges. Fig. 6. Diagram showing the plant associations of the inland sand deposits of Illinois, and the principal successions between them. Although comparatively few in number, their distribution is remarkably uniform, so that the various areas occupied by the association are strikingly similar in their vegetational appearance. On the uplands, it is more or less mixed with relics of the preceding black oak association. An association greatly resembling this, and possibly identical with it, occupies in the Winnebago area the upland areas of clay overlying limestone, and indicates that, in the future development of the vegetation, the associations on sand and clay will become gradually similar. This is in accordance with the views of Cowles (1901: 7), that all the vegetation of a region "is tending toward an ultimate common destiny." The specific composition of the association is shown by the following list. A. Species characteristic of the association 1. Trees: Quercus macrocarpa Carya ovata Quercus alba 2. Smaller trees and shrubs: Populus tremuloides Rubus occidentalis Populus grandidentata Prunus serotina Corylus americana Prunus virginiana Rubus idaeus, var. aculeatissimus Cornus Baileyi 3. Lianes: Smilax herbacea Vitis vulpina Smilax ecirrhata Psedera quinquefolia Smilax hispida Lonicera Sullivantii Rhus Toxicodendron 4. Herbs: Botrychium ternatum, var. intermedium Desmodium grandiflorum Botrychium virginianum Amphicarpa Pitcheri Polygonatum commutatum Geranium maculatum Smilacina racemosa Circaea lutetiana Cypripedium parviflorum, var. pubescens Sanicula canadensis Pyrola elliptica Dodecatheon Meadia Silene stellata Veronica virginica Arcanaria lateriflora Galium concinnum Heuchera hispida Prenanthes alba Agrimonia mollis B. Species more typical of preceding associations Pteris aquilina Ceanothus americanus Poa pratensis Apocynum androsaemifolium Tradescantia reflexa Monarda mollis Salix tristis Synthyris Bullii Quercus velutina Gerardia grandiflora Fragaria virginiana, var. illinoensis Pedicularis canadensis Rosa humilis Antennaria sp. Amorpha canescens Helianthus strumosus Euphorbia corollata Coreopsis palmata Cacalia atriplicifolia THE MIXED FOREST ASSOCIATION In the Hanover, Oquawka, and Havana areas the succession from the black oak association is dependent primarily upon a general and gradual increase in the water content of the sand and a corresponding decrease in the light, without the concurrence of historical factors as in the two areas previously described. The succeeding vegetation is derived wholly from the surrounding associations. Since other types of vegetation are developed best near the rivers which border these sand areas, invasion begins near the river and gradually extends back toward the center of the sand deposits, so that the most advanced stages in the succession are always found near the river. The development of this succession is greatest in the Havana and least in the Hanover area; a feature which is perhaps correlated with the general southeastern origin of the forest formation. In the Havana area, as in the Winnebago deposits, the narrower ridges of sand are the last to be affected by this succession, while the broader ridges or those near the river generally show some indication of it. Certain species are soon recognized as the normal pioneers in the succession, and while their order of appearance is not constant, their presence is always connected with the development of a thin, fibrous layer of leaf-mold over the surface of the sand. It is frequently possible to observe nearly all stages in the succession in a distance of a mile, passing from the edge of the forest toward its center. In some places, adjacent ridges of sand represent different stages of the succession, and permit an easy comparison of the vegetation. This is especially well shown on the first two forested ridges east of Havana, about two miles (3 km.) from that city. The first of these represents an advanced stage of the succession, while the second is occupied by a nearly typical black oak association. Excluding the two species of oaks, the ridges have 29 and 31 species, respectively, of which only ten are common to both. This gives a community coefficient (Jaccard 1902: 351) of 0.200, indicating at once the great floral dissimilarity. There are, on the other hand, thousands of acres still occupied by the black oak association, with as yet no indication of the approaching succession. Rhus canadensis, var. illinoensis, Tephrosia virginiana, and Opuntia Rafinesquii are the chief species concerned in accumulating fallen leaves for conversion into leaf-mold. With the simultaneous decrease in light, the succession begins, and occasional plants of Polygonatum commutatum and Silene stellata appear as pioneers. Agromonia mollis comes in somewhat later, and young plants of three lianes appear. These are Vitis vulpina, Rhus Toxicodendron, and Psedera quinquefolia. The last is especially common and valuable as a succession index. Its long, slender stems trail for several feet along the ground, unless by chance they encounter a tree trunk to climb. Rhus Toxicodendron seldom trails, but usually grows directly at the base of some tree. Following these six species, which are easily recognized as pioneers, a number of others appear in irregular order. The arborescent flora remains essentially the same, except for occasional trees of Celtis occidentalis or Prunus serotina, or, near the river, Quercus rubra, Quercus macrocarpa, Juglans nigra, Ulmus americana, Morus rubra, and Gymnocladus dioica. The undergrowth is frequently dense, with numerous thickets of shrubs, and the herbaceous growth is tall and luxuriant. The following additional species are especially characteristic: \| Species \| Species \| \|--------------------------------\|--------------------------------\| \| Asparagus officinalis \| Sanicula canadensis \| \| Smilacina racemosa \| Cornus Baileyi \| \| Smilax herbacea \| Asclepias phytolaccoides \| \| Dioscorea villosa \| Lappula virginiana \| \| Anemone virginiana \| Scrophularia leporella \| \| Ribes gracile \| Galium concinnum \| \| Celastrus scandens \| Eupatorium purpureum \| \| Oenothera biennis \| Eupatorium urticaefolium \| It will be noted that a majority of these species have unusually efficient means of seed dispersal. When an association develops de novo some distance from the nearest existing area of it, the most mobile species may naturally be expected to appear first, while the less mobile species follow after greater intervals of time. The species in the preceding list accordingly represent the mobile pioneers of an association, the usual dominant species of which have as yet not appeared. Near the Illinois river there are some rather extensive sand fields occupied by a forest characterized particularly by bur oak and white oak, with several other arborescent species, such as red oak, Quercus rubra, elm, Ulmus americana, hackberry, Celtis occidentalis, and white ash, Fraxinus americana. This probably represents the complete succession, the beginning of which has been indicated above. Intermediate stages, however, have not been observed. In the Oquawka area the succession is found only on the long dunes nearest the river. The first indication of it is given by Silene stellata, Polygonatum commutatum, and Pseadera quinquefolia, which are followed by a number of additional species, including several trees. The whole leads to the highest type of mesophytic forest (Pl. XX, Fig. 2, background) that occurs on the sand deposits. The succession is best seen along the dune nearest the river, north of the town of Oquawka, and may be traced through various stages from north to south for a distance of about 1.5 miles (2 km.). This dune has a maximum height of about 100 feet (30 m.), indicating a very strong and continued wind action at some time in the past. It is now completely covered with trees, and the surface layers of sand are well mixed with organic matter. At the north end a bayou of the Mississippi lies at its base, and the margin of the water is marked by a line of elms and willows, with Rumex verticillatus, Physostegia virginiana, and other species of hydrophytic tendencies. Equisetum hyemale is the only one of these which extends much above the water-level, where it mingle with the usual sand-dune species. Along the north end of this ridge the prevailing trees are Quercus velutina and Quercus marilandica, with occasional trees of Quercus rubra, especially on the lower part of the slope. Besides the pioneer herbaceous species mentioned above, there are also Strophostyles helvola, Mona rda fistulosa, Aquilegia canadensis, and Vitis vulpina. Somewhat farther toward the south Juglans nigra appears near the base of the hill not far above water-level; farther along it extends higher and even appears at the top of the dune. Cercis canadensis is usually found with it. In the same way the river birch, Betula nigra, the elm, Ulmus americana, the green ash, Fraxinus pennsylvanica, var. lanceolata, and finally the soft maple, Acer saccharinum, appear first at the bottom of the dune and as mesophytic conditions increase toward the southward extend higher and higher above water-level, until they finally appear at the top. Each one of these species is more moisture-loving than its predecessors, until the climax is reached in the soft maple, a characteristic tree of river-bottom swamps, here growing many feet above the water. The change in the herbaceous and shrubby flora and ground cover is no less manifest. Cornus Baileyi and Scrophularia leporella soon appear; Celastrus scandens becomes a common liane; and Zanthoxylum americanum grows high above the river. Following these, dense mats of moss and Peltigera cover the sand and aid in the increase and conservation of soil moisture. With them come such pronounced mesophytes as Parietaria pensylvanica, Aster oblongifolius, Anychia canadensis, and finally Woodsia obtusa and Anemone canadensis. The last species, together with the soft maple, is sufficient proof of the extraordinary change that has taken place in the water factor. Bare sand is seldom exposed, but is covered with the dense mats of moss and Peltigera, and shaded by the luxuriant tangle of herbaceous plants and shrubs. The few bare spots are still occupied with the typical black oak vegetation of Artemisia caudata, Rudbeckia hirta, and other similar species. The further fate of this association will be described later in connection with the vegetational history of the river dune as a physiographic form. In the Hanover area, the conditions which lead to succession are virtually the same as in the Havana area, but a much smaller area has been affected. Psedera quinquefolia is one of the pioneers, as usual, and is followed by a considerable number of species of mesophytic character. Among these are the following. Trees: - Betula nigra - Ulmus americana - Celtis occidentalis Fraxinus pennsylvanica, var. lanceolata Shrubs: - Ribes gracile - Rubus idacus, var. aculeatissimus - Rubus occidentalis Prunus virginiana Rhus glabra Ceanothus americanus Cornus Baileyi Lianes: - Smilax ecirrhata - Smilax herbacea - Menispermum canadense Rhus Toxicodendron Vitis vulpina Herbs: - Polygonatum commutatum - Silene stellata Amphicarpa Pitcheri Ziza aurea Aquilegia canadensis Ranunculus abortivus Heuchera hispida Fragaria virginiana, var. illinoensis Geum canadense Asclepias phytolaccoides Apocynum androsaemifolium Monarda mollis Eupatorium serotinum Eupatorium urticaefolium Antennaria plantaginifolia THE RIVER DUNES AND THEIR PLANT ASSOCIATIONS In the preceding pages those various associations have been described which comprise most of the vegetation of the sand areas. The chief physical factors concerned in molding their topography or differentiating their associations have been wind and soil moisture. There remains to be discussed the narrow strip of dunes which lies close along the Mississippi river and which is affected also by water action. The river dunes are well developed in the Hanover and Oquawka areas along the Mississippi river, whose swift current and shifting channel have been chiefly responsible for their origin. They are much less prominent along the Illinois river, whose sluggish current possesses but little power of erosion. The first stages in the vegetational history of the dunes were observed only in the Hanover area; the last, from and including the development of the oak forest, only in the Oquawka area. In the first two areas, the sand deposits lie at an average height of 15-30 feet (5-10 m.) above the swampy, alluvial flood-plain. The river meanders across its flood-plain from side to side, and in some places flows directly at the foot of a sand hill. Under these conditions a river dune may be formed. Erosion by the river carries away the sand from below, and that portion of the sand above the high-water mark of the river, and consequently removed from the direct erosive action, stands at a steep slope, the angle of which depends upon the wind, the rate of erosion, and the vegetative covering. The surface sand on this slope is exposed to the full sun and keeps loose and dry. Below ordinary high-water mark the sand is worked over by the water and lies at a gentle slope, forming a broad or narrow beach. The wind, which is generally from the west, removes sand from the lower slope, and to a less extent also from the steeper portion, carries it up the slope, and piles it in a long dune parallel with the river and several feet higher than the general level of the sand. As long as the river continues erosion on that part of its banks, the whole slope moves gradually back; if the wind constructs the dune as rapidly, or more rapidly, than the river erodes it, the whole complex migrates slowly landward. If the river erodes more rapidly than the wind piles up the sand, the dune will soon be destroyed and only a bare slope remain. On the other hand, if the river shifts its channel, or for some other reason ceases erosion, the whole exposed surface will ultimately be fixed with vegetation and become static. From a physiographical standpoint, therefore, the whole dune consists typically of two divisions (Pl. XVII, Fig. 2): the lower, termed the middle slope, consists of sand now being uncovered and removed by the wind and erosion; and the upper, called the upper slope, of sand deposited by the wind, and removed by undermining through erosion. From the standpoint of vegetation, several associations may be distinguished which are in part correlated with the physiography. The lowest portion of the dune, near the river and within reach of high water, is marked by vegetation of a semi-hydrophytic nature. When visited in June, 1908, the river was very high, and only the tops of the half-submerged plants could be seen. These were Populus deltoides, Salix longifolia, Fraxinus pennsylvanica, var. lanceolata, Gleditsia triacanthos, and Ulmus americana, typical sand-bar or river-bottom plants. The herbaceous vegetation of a later season is doubtless of the same ecological nature, probably including Eupatorium serotinum, Xanthium commune, and other species of similar habitat. This vegetation has no relation to the typical dune vegetation above it, except in the presence of a few individuals of Panicum virgatum, which had probably slid down from the slope above. The vegetation of the middle slope clearly belongs to the blow-sand association, as described under the blowout formation. The plant covering is sparse, becoming somewhat dense toward the bottom. It consists chiefly of Cassia Chamaechrista and Diodia teres, with smaller numbers of Croton glandulosus, var. septentrionalis, Ambrosia psilostachya, and Cristatella Jamesii. At wide intervals are tufts of perennials, including Acerates viridiflora, var. lanceolata, Panicum virgatum, Lithospermum Gmelini, Euphorbia corollata, Cyperus Schweinitzii, and Tephrosia virginiana. The surface of the sand is dotted with numerous pebbles, sometimes as much as 2 inches in diameter. They apparently do not affect the vegetation, and there are not enough of them to be called gravel. They evidently represent the accumulation of pebbles left by the sand blowing up into the deposits above. The top of the middle slope is marked by the outcrop of a layer of loamy sand (Pl. XVII, Fig. 2), very dark brown in color, rather fine-grained, and conspicuously earthy in texture. The top of this layer is well marked, but it gradually passes below into the typical orangebrown sand of the middle slope. It is caused by past generations of plants which occupied this surface before the dune was formed, or at least before it had migrated so far inland. Since this soil blows, weathers, or dries out less rapidly or easily than the pure sand, the outcrop is marked by a slightly steeper slope and by dark-colored patches. Digging behind shows that the stratum extends indefinitely beneath the sand. For long distances the outcrop line is very distinct, but not perfectly level. Its elevation varies gradually, but irregularly, and in some places the whole outcrop disappears, corresponding to irregularities in the original level of the sand, or to locations of former blowouts. This soil stratum is on the same level as the country behind the dune and illustrates plainly the continued inward migration of the dune. (Cf. also Pl. XVIII, Fig. 2.) It is characterized now by a line of Elymus canadensis. The upper slope consists of fine sand piled at an average angle of about 20 degrees. The vegetation is much like that of the middle slope, but denser and with many additional species (Pl. XVII, Fig. 2). It is likewise referred to the blowsand association. Cassia Chamaecrista and Diodia teres are again the most abundant species, and Aristida tuberculosa is also conspicuous. Other less characteristic species are Monarda punctata, Lithospermum Gmelini, Euphorbia corollata, Diodia teres, Cristatella Jamesii, Ambrosia psilostachya, Oenothera rhombipetala, Linaria canadensis, Kuhnia eupatorioides, var. corymbulosa, Acerates viridiflora, var. lanceolata and var. linearis, Oxybaphus nyctagineus, Teucrium occidentale, Tradescantia reflexa, Lespedeza capitata, and Rumex Acetosella. In somewhat sheltered places Scrophularia leporella, Draba caroliniana, and Corydalis micrantha occur. In some places, near the top of the slope, adjacent to the thickets described later, are associations of Physalis heterophylla (Pl. XVIII, Fig. 1). The individual plants grow in large patches and are very loosely aggregated, with a large amount of open sand between them, yet the patches are remarkably free from other plants. Even Cassia and Diodia, so abundant on the upper slope, are almost entirely absent from these patches. This peculiarity of distribution leads to the inference that they are more closely related ecologically to the thickets which crown the dunes than to the slope below. They may bear the same relation to the blowsand association that Smilacina stellata on the lee slope bears to the deposit association. The crest of the river dune is primarily an area of deposit, and is consequently occupied at first by the regular deposit association, already described in connection with the blowout formation. Rhus canadensis, var. illinoensis is again the most important member of the association. The perpetuation and vertical growth of the river dune are chiefly due to its efficiency as a sand-binder. The general height of the dune thus held is from 15-30 feet (5-10 m.) above the general level of the sand, but a maximum height of about 80 feet (25 m.) is attained in the Oquawka area, or fully 100 feet (30 m.) above the high-water level of the river. It is noteworthy that this highest point is occupied by a loose patch of Rhus, evidently of great age. Associated with Rhus on these dunes are similar dense patches of Ceanothus ovatus and, occasionally, of Rhus Toxicodendron. This shrubby habit of the last species was not observed elsewhere in the region, but is very common along the dunes of Lake Michigan, particularly toward the north, and is reported from Lake Erie by Jennings (1909). There are also the usual bunches of Tephrosia virginiana, Panicum virgatum (Pl. XX, Fig. 1), and, more rarely, Eragrostis trichodes and Sporobolus cryptandrus. Intervening spaces of open sand are occupied by the usual members of the blowsand association. If the erosion by the river proceeds at such a rate that the crest of the dunes remains relatively stable for some years, opportunity is given for the development of a higher type of vegetation. The first step in this succession depends upon the introduction of seeds by wind or animals from the alluvial bottom-lands. The species most frequently introduced in this way are Ulmus americana and Fraxinus pennsylvanica, var. lanceolata, both of which have light winged seeds. Pods of Gleditsia triacanthos are blown up the slope from the trees on the river bank below, and more rarely Juglans nigra develops from seeds probably carried by animals. Seeds of Acer saccharinum were also found on the dunes, but they probably do not germinate, since no young plants were seen. These trees are not numerous, and never reach a large size, partly because of the unfavorable habitat, but chiefly because of the general movement of the dune. All the older trees have portions of their root systems exposed. One ash tree, 8 inches (2 dm.) in diameter, had the base of its stem 3 feet (1 m.) above the surface and 15 feet (5 m.) behind the present crest of the dunes (Pl. XVIII, Fig. 2). The ash, which is by far the most abundant of the trees, usually branches freely from the base, forming a complex of stems. The trees offer a roosting place for birds, which in turn serve as agents in the dispersal of several shrubs and lianes. These at once spring up beneath the trees, and develop the dune thicket association. The mature thickets (Pl. XIX, Fig. 1) are exceedingly dense, impenetrable tangles of shrubs and lianes, with an occasional tree, half smothered with vines, rising above them. Eight species of shrubs or small trees and seven species of lianes are concerned and, with a single exception, all have seeds adapted to dispersal by birds. They are as follows: \| Smilax herbacea \| Prunus serotina \| \|-----------------\|----------------\| \| Smilax hispida \| Prunus sp. (plum) \| \| Salix longifolia\| Rhus Toxicodendron \| \| Celtis occidentalis \| Celastrus scandens \| \| Menispermum canadense \| Psedera quinquefolia \| \| Ribes gracile \| Vitis vulpina \| \| Pyrus ioensis \| Cornus Baileyi \| \| Prunus virginiana \| The choke-cherry (P. virginiana), plum, and crab (Pyrus ioensis) are the most abundant shrubs. The plum has running roots which send out shoots at short intervals, so that it tends to spread out upon the blowsand. The lianes are usually luxuriant and cover the shrubs with such masses that the supports are almost hidden. Within the thicket the light is very low; many of the branches are leafless or dead, and the herbaceous vegetation is scanty. It consists of Teucrium occidentale, Scrophularia leporella, Polygonatum commutatum, and Smilacina racemosa, with seedlings of Psedera quinquefolia. These thickets occupy the crest of the dunes and usually extend also some distance down the lee side. In some places the advance of the dune is sufficiently rapid to bring a portion of the thickets over to the windward side, where they are soon undermined (Pl. XIX, Fig. 2). The further fate of these thickets is not known. It is worthy of note that they are somewhat similar in floristic composition to the thickets developing in certain blowouts, as described elsewhere in this paper (p. 107) and also in an earlier article (Hart and Gleason, 1907: 168). Many of the species concerned are also characteristic of the mixed forest association and indicate a possible succession in that direction. Just at the margin of the thickets on the lee side, and partially shaded by them, patches of Smilacina stellata frequently occur. The plant spreads by running rootstocks, but is not efficient as a sandbinder. The few patches on the windward side of the thickets are very soon undermined and destroyed. This small association encroaches upon the deposit association in advance of the thickets, and is dependent upon the thickets for a partial protection from sunlight. It illustrates a peculiar case of succession in which an early stage is dependent upon a later stage for its existence and appears only after the later stage (in this case the dune thicket association) is well developed. Blowouts may be formed on the crest of the river dune in the usual way, and extend transversely through it. They seldom reach below the old soil bed which marks the limits of the middle slope. Their vegetation is of the usual type, except that the lateral slopes are frequently held by the plums and crabs of the thicket association. In some places in the Hanover area the river dune is occupied by the black oak association. The erosion there is generally feeble and the dune relatively stable. It seems probable that the oaks would also develop on the dunes stabilized by the ordinary deposit association if the thickets did not encroach upon them so rapidly. Smilacina stellata, as already mentioned, is a characteristic member of the black oak association, and its position on the dunes between the thicket and the deposit associations possibly indicates a potential development of the black oak forest at this place. In the Oquawka area the greater portion of the river dune is forested, and in parts of it the development of humus and the increased density of the ground cover has led to the establishment of a mesophytic type of forest, described already (p. 137) under the mixed forest association. This portion of the dune is no longer washed by the river itself, but by some sluggish bayous representing a former channel of the river and separated from the present channel by a number of densely wooded alluvial islands. At the foot of these islands the channel bends eastward against the foot of the dune and erosion is now proceeding rapidly. The plant covering is an efficient protection against wind erosion, and the dune would be completely stable if it was farther inland, but it can not resist the undermining effect of the water. On a strip several hundred yards long the forest has been completely destroyed (Pl. XX, Fig. 1), and the vegetation now consists entirely of the blowsand and deposit associations. At the north end of the deforested portion the destruction of the forest is still proceeding. The effect of the erosion is first manifested at the foot of the dune, and its influence gradually extends higher until eventually the trees at the top are undermined. There is thus produced a triangular extension of the blowsand, extending like a wedge along the river between the water below and the forest above. It is now seen that the principal root development of the herbaceous vegetation extends but one or two feet (3-5 dm.) below the surface, and binds the sand into a coherent stratum resting on the loose sand beneath (Pl. XX, Fig. 2). The loose sand rests at as steep an angle as possible, and irregular blocks of the surface layer become detached. and slide slowly down the incline toward the river. Their sides are nearly vertical, and by their detachment the margin of the remaining forest association is left as a prominent vertical wall of coherent sand. The motion of these detached blocks is of course very slow; but that they are loose is at once demonstrated by stepping on one, which then immediately starts down the slope and in a short time comes to rest on the flat beach at the base of the dune. Their plant population is a relic of the former mesophytic vegetation, and consists largely of perennials with a root system extensive enough to bind the mass together. Some of the commoner species are Lespedeza capitata, Tradescantia reflexa, Monarda mollis, Solidago nemoralis, and Artemisia caudata. The more pronounced mesophytes of course disappear with the removal of the protecting trees. The general trend of vegetation on the river dunes is therefore always toward stabilization, but their permanence is never certain because of the constant changes in the channel of the river. With the destruction of the higher types of vegetation by erosion, the pioneer blowsand association reappears and the successional cycle begins anew. The Perched Dunes In the Hanover area wind-blown sand has collected on top of the high bluffs which border the sand areas, and forms miniature dunes and blowouts. A number of typical sand plants have colonized upon them, and are usually accompanied by the more resistant species of the uplands or of the rocky hillsides. In the blowouts, which are always small, the vegetation represents the blowsand association and consists of Scutellaria parvula, Linaria canadensis, Monarda punctata, Verbena bracteosa, Ambrosia psilostachya, Festuca octoflora, and Hedeoma hispida. On the stabilized dunes there are also Opuntia Rafinesquii, Artemisia caudata, Amorpha canescens, Lithospermum Gmelini, Rhus canadensis, var. illinoensis, Panicum pseudopubescens, Viola pedata, and Lespedeza capitata. In the sandy soil under the oaks are Cacalia atriplicifolia, Hypoxis hirsuta, Lithospermum Gmelini, Phlox pilosa, Antennaria sp., Anemone patens, var. Wolfgangiana, Erigeron pulchellus, Poa pratensis, Corylus americana, and Juniperus virginiana. Annotated List of Species No attempt was made to secure a complete collection or a complete list of the plants living in the sand regions, and the list given here could be greatly extended by further observation. Only the seed-plants, ferns, and fern-allies are included, and the usual habitat of each species is given by associations. Many unusual locations of species are omitted. The nomenclature follows the Vienna Code, as exemplified in the seventh edition of Gray's Manual. Polypodiaceae Pteris aquilina L. Winnebago, Amboy, and Havana areas, in the black oak association; Kankakee area, very abundant in the black oak forest and the intervening marshy meadows; sometimes persisting as a relic in the bur oak association in the Winnebago area. Woodsia obtusa (Spreng.) Torr. Oquawka area, in the mixed forest association, growing in dense shade on mats of moss on the mesophytic portions of the river dune. Not observed elsewhere in the sand region. Ophioglossaceae Botrychium ternatum (Thunb.) Sw., var. intermedium D. C. Eaton. Winnebago area, in the upland portions of the bur oak association. Botrychium virginianum (L.) Sw. With the last species. Equisetaceae Equisetum arvense L. Dixon area, in the Solidago association in extinct blowouts. Equisetum hyemale L. Oquawka area, an invader from the alluvial flood-plain vegetation into the mixed forest association on the river dune. Equisetum hyemale L., var. intermedium A. A. Eaton. Hanover, Dixon, and Havana areas, usually in the bunch-grass association; sometimes growing in dense masses and aiding in the stabilization of blowout deposits; abundant in the Solidago association in the Havana area. Selaginellaceae Selaginella rupestris (L.) Spring. Hanover area, in the bunch-grass association. It is frequently concerned in the fixation of sand and the re-establishment of the bunch-grass, and sometimes appears in the windward slope association of the blowouts. The growth rings formed by this plant have been described in the text. Pinaceae Juniperus virginiana L. Hanover area, frequent on the rocky exposed bluffs and from them invading the perched dunes. Gramineae Andropogon scoparius Michx. One of the most typical sand grasses in the Hanover, Amboy, Dixon, Oquawka, and Havana areas; very frequent in the bunch-grass association and persisting from it as a relic in the Panicum pseudopubescens and the black oak associations. Andropogon furcatus Muhl. An abundant and important grass, but by no means as common as the preceding species. Hanover, Amboy, Dixon, Oquawka, and Havana areas, normally in the bunch-grass association, but persisting as a relic in the black oak and Solidago associations, and sometimes appearing on blowout deposits. Sorghastrum nutans (L.) Nash. Hanover, Amboy, Oquawka, and Havana areas, in the bunch-grass association, and as a relic in the edge of the black oak association. Digitaria filiformis (L.) Koeler. Hanover, Oquawka, and Havana areas, apparently not native, but coming in as a weed along roadsides or in too closely cropped pastures. Leptoloma cognatum (Schultes) Chase. Abundant in each area except Winnebago and Kankakee, chiefly in the bunch-grass, where it may be dominant, also as a relic in the edge of the black oak association, in the Panicum pseudopubescens association, and on the windward slope of blowouts; it also appears early on blowout deposits. Paspalum setaceum Michx. Hanover, Dixon, Oquawka, and Havana areas, typically in the blowsand association, and continuing on the deposits, also as an interstitial in the bunch-grass and in bare spots at the edge of the black oak association. Panicum pseudopubescens Nash. Abundant in each of the five areas in a variety of situations; common in the bunch-grass association but usually as a secondary species; characteristic of the association to which it gives its name; persisting as a relic in the blowout succession in the windward slope and deposit associations; frequent in open sunny places in the black oak forest; rare in the blowsand association; and, in the Dixon area, depauperate plants persist in the mats of Polytrichum. Panicum virgatum L. Common throughout but not abundant, usually in the bunch-grass association, but in the Hanover area one of the commonest dune-formers on the blowout deposits or the crest of the river dunes; rare in open places in the black oak association, or as a relic in other situations. Panicum perlongum Nash. Hanover, Havana, and Winnebago areas, common in the bunch-grass and Panicum pseudopubescens associations, or in open places in the black oak association. Panicum Scribnerianum Nash. Only in the most mesophytic stations of the bunch-grass association in the Havana, Hanover, Dixon, and Oquawka areas; along roadsides and at the edge of the black oak forest in the Amboy and Winnebago areas. Setaria glauca (L.) Beauv. Naturalized from Europe. Hanover area, a weed in pastured bunch-grass. Cenchrus carolinianus Walt. Hanover, Dixon, Havana, and Oquawka areas; regularly in the blowsand association or as an interstitial on blowout deposits. Stipa spartea Trin. In the bunch-grass association in the Hanover, Dixon, Havana, and Oquawka areas, more rarely on deposits or at the edge of black oak woods; also in a pastured field in the Winnebago area. Aristida basiramea Engelm. Oquawka area, according to Patterson. Aristida tuberculosa Nutt. Hanover, Dixon, Havana, and Oquawka areas, common as an interstitial in the bunch-grass and Panicum pseudopubescens associations, very abundant and characteristic in the blowsand association, common at the edge of the black oak forest, and in the Dixon area abundant in the Solidago association. Sporobolus cryptandrus (Torr.) Gray. Chiefly in the blowsand and deposit associations of the Hanover, Havana, and Oquawka areas, sometimes in bare sunny spots in the black oak forest. Sporobolus heterolepis Gray. Oquawka area, according to Patterson. Calamovilfa longifolia (Hook.) Hack. Dixon, Havana, and Oquawka areas, in the bunch-grass association or persisting as a relic in open places in the black oak association. Koeleria cristata (L.) Pers. Hanover, Winnebago, Dixon, and Oquawka areas, abundant and conspicuous in the bunch-grass; persisting as a relic in the black oak and Panicum pseudopubescens associations; and in rare cases appearing on blowout deposits. Spartina Michauxiana Hitchc. Amboy area, along roadsides, doubtless adventive from the swampy meadows below. Bouteloua hirsuta Lag. Hanover, Havana, and Oquawka areas, common but inconspicuous in the bunch-grass, where it grows as an interstitial between the larger grasses, rarely persisting in the Panicum pseudopubescens and black oak associations. Bouteloua oligostachya (Nutt.) Torr. Hanover area, according to Pepoon. Bouteloua curtipendula (Michx.) Torr. Havana and Oquawka areas, in the bunch-grass association. Tridens flavus (L.) Hitchc. Havana area, chiefly in the bunch-grass, but also in the black oak association and rarely as a relic in the Panicum pseudopubescens association. Triplasis purpurea (Walt.) Chapm. Oquawka area, in the blow-sand association, according to Patterson. Eragrostis trichodes (Nutt.) Nash. Havana and Oquawka areas, typically in the bunch-grass but also in the black oak and deposit associations. Eragrostis pectinacea (Michx.) Steud. Hanover, Havana, and Oquawka areas, always in the bunch-grass association. Poa compressa L. Sunny places in the black oak association, Havana area. Poa pratensis L. In a large variety of situations in each area, but chiefly where the land has been pastured or along roadsides. Festuca octoflora Walt. Hanover, Winnebago, and Oquawka areas, chiefly as an interstitial in the bunch-grass, but also common in the blowsand association. Hordeum pusillum Nutt. A weed along the roadsides in the Oquawka area. Elymus virginicus L. Oquawka area, occasional in the bunch-grass association. Elymus canadensis L. Hanover and Oquawka areas, in the bunch-grass association and sometimes as a relic in the Panicum pseudopubescens association. Elymus striatus Willd. Oquawka area, a typically mesophytic species of the mixed forest association on the river dune. Cyperaceae Cyperus rivularis Kunth. Havana area, in the swamp association of an extinct blowout. Cyperus Schweinitzii Torr. Hanover, Dixon, Havana, and Oquawka areas, chiefly in the bunch-grass; common also in the Panicum pseudopubescens association and rarely in the blowsand. Cyperus filiculmis Vahl. Hanover, Winnebago, Havana, and Oquawka areas, a common interstitial of the bunch-grass, frequent in the blowsand and Panicum pseudopubescens associations, and more rarely in open places in the black oak woods. Eleocharis obtusa (Willd.) Schultes. In the swamp association in the Dixon and Havana areas. Stenophyllus capillaris (L.) Britton. The characteristic species of the Stenophyllus association in the bottoms of partially stabilized blowouts in the Hanover, Havana, and Oquawka areas, rarely in the Solidago and bunch-grass associations. Scirpus validus Vahl. Around the margin of a pond in a depression between the dunes, Winnebago area. Scirpus cyperinus (L.) Kunth. Common in the swamp association and occasional in the Salix association in the Dixon area. Carex festucacea Schkuhr, var. brevior (Dewey) Fernald. An interstitial in the bunch-grass association in the Hanover and Oquawka areas; not common. Carex Muhlenbergii Schkuhr. Abundant in the bunch-grass association in the Hanover, Havana, Dixon, and Oquawka areas, and sometimes becoming the dominant species; one of the commoner bunch-grass relics in the Panicum pseudopubescens association; infrequent on the deposits and windward slopes of blowouts; in the black oak association in the Hanover, Winnebago, Havana, and Oquawka areas. Carex umbellata Schkuhr. Hanover, Havana, and Dixon areas, most abundant in the Panicum pseudopubescens association, persisting as a relic on the windward slopes, occasional in the bunch-grass association, and rare on the deposits of blowouts. Carex pennsylvanica Lam. Oquawka area, in the bunch-grass association; Winnebago area, in open places in the black oak association. Carex sp. Dixon area, in the Solidago association. Commelinaceae Commelina virginica L. Havana and Oquawka areas; one of the most abundant interstitial species, growing in a wide variety of associations, but probably most abundant on blowout deposits. Tradescantia reflexa Raf. Hanover, Kankakee, Winnebago, Amboy, Havana, and Oquawka areas; common in the bunch-grass and black oak associations and persisting as a relic in the bur oak and Panicum pseudopubescens associations. Juncaceae Juncus tenuis Willd. Havana area, in the Solidago association; Winnebago area, in open places in the black oak association. Juncus nodosus L. Dixon area, in the swamp association. Juncus acuminatus Michx. Dixon and Havana areas, in the Solidago association, and also less frequently in the Polytrichum and Salix associations. Liliaceae Lilium philadelphicum L., var., andinum (Nutt.) Ker. Winnebago area, in the bur oak association. Asparagus officinalis L. Havana area, in the mixed forest association. Smilacina racemosa (L.) Desf. Hanover area, in the dune thicket association; Winnebago area, in the bur oak association; Havana area, in the mixed forest association, and occasionally in the black oak association. Smilacina stellata (L.) Desf. Hanover, Winnebago, Amboy, and Havana areas, characteristic of the black oak association, and in the last area rarely also in the mixed forest association. Polygonatum commutatum (R. & S.) Dietr. Hanover, Winnebago, Amboy, Oquawka, and Havana areas, characteristic of the bur oak and mixed forest associations, one of the earliest pioneers in the black oak forest, indicating the succession, and occasional in the blowout and dune thickets. Smilax herbacea L. Hanover, Winnebago, Amboy, and Havana areas, chiefly in the bur oak and mixed forest associations, occasional as a pioneer in the black oak association, and in the Hanover area in the dune thickets. Smilax ecirrhata (Engelm.) Wats. Hanover, Winnebago, and Amboy areas, in the bur oak association, or as a pioneer in the black oak forest. Smilax hispida Muhl. In the dune thickets in the Hanover area, mixed forest in the Oquawka area, and in the black oak and bur oak forest in the Amboy area. Dioscoreaceae Dioscorea villosa L. Havana area, in the mixed forest association. Amaryllidaceae Hypoxis hirsuta (L.) Coville. Hanover area, under oaks on the perched dunes. Iridaceae Sisyrinchium sp. Hanover and Oquawka areas, in the bunchgrass association and persisting as a relic in the Panicum pseudopubescens association. Orchidaceae Cypripedium parviflorum Salisb., var. pubescens (Willd.) Knight. Winnebago area, in the bur oak association. Spiranthes cernua (L.) Richard. Dixon area, in the Polytrichum association. Salicaceae Salix nigra Marsh. Dixon area, in the Salix association. Salix longifolia Muhl. Dixon and Havana areas, in the Salix association; Hanover area, in the dune thickets. Salix pedicellaris Pursh. Dixon area, in the Polytrichum association. Salix tristis Ait. Winnebago and Amboy areas, in the black oak association and as a relic in the bur oak forests; Havana area, in the mixed forest association. Populus alba L. Oquawka area, frequently planted and escaped along roadsides and fence-rows. Populus tremuloides Michx. Winnebago, Amboy, and Kankakee areas, in the swamps and meadows between the sand hills, and occasional in the bur oak association. Populus grandidentata Michx. Amboy area, in the bur oak association, or occasionally as a pioneer in the black oak woods. Populus deltoides Marsh. Hanover area, in the dune thickets; Dixon area, in the Salix association; Oquawka and Havana areas, in blowout thickets. Juglandaceae Juglans nigra L. Hanover area, in the dune thickets; Oquawka area, in the mixed forest association on the river dune. Carya ovata (Mill.) K. Koch. Winnebago area, in the bur oak association. Carya cordiformis (Wang.) K. Koch. Hanover area, in the mixed forest; Oquawka and Havana areas, in the black oak association and persisting in the mixed forest. Betulaceae Corylus americana Walt. Hanover area, on the perched dunes; Winnebago and Amboy areas, common in the bur oak association and occasional as a pioneer in the black oak forest. Betula nigra L. Hanover and Oquawka areas, in the mixed forest association near the river. Betula alba L., var. papyrifera (Marsh.) Spach. Hanover area, on the perched dunes. Fagaceae Quercus alba L. Winnebago area, in the bur oak association. Quercus macrocarpa Michx. Winnebago and Amboy areas, the characteristic species of the bur oak association. Quercus rubra L. Oquawka area, in the mixed forest association. Quercus velutina Lam. Hanover, Winnebago, Amboy, Kankakee, Havana, and Oquawka areas, the characteristic species of the black oak association, persisting commonly as a relic in the mixed forest association and less commonly in the bur oak forest; common on the perched dunes in the Hanover area. Quercus marilandica Muench. Havana and Oquawka areas, abundant in the black oak association, and persisting in the mixed forest. Urticaceae Ulmus americana L. Hanover and Oquawka areas, in the mixed forest association and in the dune thickets. Celtis occidentalis L. Hanover and Havana areas, in the mixed forest association, and in the blowout and dune thickets. Morus rubra L. Havana area, in the mixed forest association. Boehmeria cylindrica (L.) Sw. Havana area, in the Salix association. Parietaria pensylvanica Muhl. Oquawka area, in the mixed forest association. Santalaceae Comandra umbellata (L.) Nutt. Hanover, Winnebago, Amboy, Oquawka, and Hanover areas, in the black oak association, or occasionally along roadsides. Polygonaceae Rumex altissimus Wood. Hanover area, in the black oak association. Rumex Acciosella L. Hanover, Winnebago, Dixon, and Oquawka areas, a common interstitial in the bunch-grass association, and in cultivated ground, less frequently in the Panicum pseudopubescens association. Rumex sp. Hanover area, in the blowsand association. Polygonum aviculare L. Oquawka area, a weed along roadsides and in yards. Polygonum erectum L. Oquawka area, a common roadside weed. Polygonum tenue Michx. Hanover, Oquawka, and Havana areas, a common interstitial in the bunch-grass association and less commonly also in the Panicum pseudopubescens association. Polygonella articulata (L.) Meisn. Hanover and Dixon areas, in the blowsand association; Hanover and Oquawka areas, in open places in the black oak association. Chenopodiaceae Cycloloma atriplicifolium (Spreng.) Coult. Havana and Oquawka areas, in the blowsand and deposit associations. Chenopodium album L. Hanover, Havana, and Oquawka areas, common as a weed, occasional in the bunch-grass association and in open places in the black oak forest. Amaranthaceae Froelichia floridana (Nutt.) Moq. Dixon, Oquawka, and Havana areas, usually in the blowsand association, occasionally an interstitial in the bunch-grass association or open blowout deposits; Hanover area, along the railroad track, appearing as if introduced. Phytolaccaceae Phytolacca decandra L. Oquawka area, in waste places under the shade of trees. Nyctaginaceae Oxybaphus nyctagineus (Michx.) Sweet. Hanover, Dixon, and Oquawka areas, in the blowsand and blowout thicket associations, an interstitial in the bunch-grass, and frequent as a weed in waste places and along roads. Illecebraceae Anychia polygonoides Raf. Hanover, Havana, and Oquawka areas, in the black oak association. Anychia canadensis (L.) BSP. Oquawka area, in the mixed forest association. Aizoaceae Mollugo verticillata L. Hanover, Dixon, Oquawka, and Havana areas, especially common in the blowsand association and occasional as an interstitial in the bunch-grass and Panicum pseudopubescens associations. Caryophyllaceae Arenaria lateriflora L. Winnebago area, in the bur oak association. Silene antirrhina L. Hanover, Winnebago, Dixon, Havana, and Oquawka areas, an abundant weed in fields and a common interstitial in the bunch-grass and Panicum pseudopubescens associations. Silene stellata (L.) Ait. f. Hanover, Winnebago, Havana, and Oquawka areas, characteristic of the bur oak and mixed forest associations and a pioneer in the black oak association. Saponaria officinalis L. Hanover area, in the black oak association near dwellings. Portulacaceae Talinum rugospermum Holzinger. Winnebago, Oquawka, and Havana areas, in the black oak association; Hanover area, in the bunch-grass association. Ranunculaceae Ranunculus abortivus L. Hanover area, in the mixed forest association. Anemone patens L., var. Wolfgangiana (Bess.) Koch. Hanover area, on the perched dunes. Anemone caroliniana Walt. Hanover area, in the bunch-grass association. Anemone cylindrica Gray. Hanover and Oquawka areas, in the bunch-grass and black oak associations; Winnebago and Amboy areas, in the black oak association. Anemone virginiana L. Havana area, in the mixed forest association and appearing as a pioneer in the black oak association. Anemone canadensis L. Oquawka area, in the mixed forest association. Aquilegia canadensis L. Hanover and Oquawka areas, in the mixed forest association. Delphinium Penardi Huth. Oquawka area, in the bunch-grass association. Menispermaceae Menispermum canadense L. Hanover area, in the dune thicket and mixed forest associations; Havana area, in the blowout thicket association. Fumariaceae Corydalis micrantha (Engelm.) Gray. Hanover area, in the blowout association on the river dune. Cruciferae Draba caroliniana Walt. Hanover area, in the bunch-grass association, and in sheltered places in the blowsand association on the river dune. Lesquerella argentea (Pursh) MacM. Havana area, in the bunch-grass association. Lepidium virginicum L. Hanover, Winnebago, Dixon, Oquawka, and Havana areas, especially abundant in the Panicum pseudopubescens association, a common interstitial in the bunch-grass association, occasional in the blowsand association, and common in open places in the black oak association. Erysimum parviflorum Nutt. Havana area, in the bunch-grass association. Arabis lyrata L. Hanover, Winnebago, and Oquawka areas, most abundant as an interstitial in the bunch-grass and Panicum pseudopubescens associations in the Hanover area, also in open places in the black oak association. Capparidaceae Polanisia graveolens Raf. Hanover, Oquawka, and Havana areas, frequent in the blowsand association and in the black oak forest. Cristatella Jamesii T. & G. Hanover and Havana areas, in the blowsand association. Saxifragaceae Heuchera hispida Pursh. Winnebago area, in the bur oak association; Hanover and Oquawka areas, in the mixed forest association. Ribes gracile Michx. Hanover and Havana areas, in the mixed forest association, occasional in the dune thickets and the black oak forest, or along fence-rows on the prairie. Rosaceae Spiraea salicifolia L. Dixon area, in the Solidago association. Pyrus ioensis (Wood) Bailey. Hanover area, in the dune thickets. Pyrus Malus L. Hanover area, in the blowout thicket association. Pyrus americana (Marsh.) DC. Winnebago area, in the black oak association. Fragaria virginiana Duchesne, var. illinoensis (Prince) Gray. Winnebago and Amboy areas, in the black oak association and as a relic in the bur oak association; Hanover area, in the mixed forest. Fragaria vesca L., var. americana Porter. Winnebago area, in the bur oak association; Hanover area, on the perched dunes. Potentilla arguta Pursh. Winnebago and Amboy areas, in the black oak association and along roadsides. Potentilla argentea L. Winnebago area, in a pastured field. Potentilla canadensis L. Winnebago area, in the black oak association. Geum canadense Jacq. Hanover area, in the mixed forest association. Rubus idaeus L., var. aculeatissimus (C. A. Mey.) Regel & Tiling. Hanover area, in the mixed forest association; Winnebago area, in the bur oak association. Rubus occidentalis L. Hanover area, in the black oak and mixed forest associations and on the perched dunes; Winnebago area, in the black oak and bur oak associations. Rubus sp. (Blackberry). Amboy area, in the bur oak association. Agrimonia mollis (T. & G.) Britton. Winnebago and Amboy areas, in the bur oak association; Havana area, in the mixed forest association. Rosa humilis Marsh. Hanover area, in the black oak and blowout thicket associations; Winnebago area, in the black oak forest and as a relic in the bur oak association; Dixon area, in the bunchgrass association. Prunus serotina Ehrh. Hanover area, in the dune thickets; Winnebago area, in the bur oak association and as a pioneer in the black oak forest; Havana area, in the mixed forest association. Prunus virginiana L. Hanover area, in the mixed forest and dune thicket associations; Winnebago area, in the bur oak association; in both areas as a pioneer in the black oak association. Prunus sp. (Plum). Hanover area, in the dune thickets. Leguminosae Gymnocladus dioica (L.) Koch. Havana area, in the mixed forest association. Gleditsia triacanthos L. Hanover area, in the dune thicket association; Dixon area, planted on the deposits of a blowout; Oquawka area, along roadsides. Cassia Chamaechrista L. Most abundant in the Havana and Oquawka areas, in the bunch-grass, blowsand, and black oak associations; Hanover area, in the blowsand association; Amboy area, in the black oak forest; Dixon area, in the Solidago association. Cercis canadensis L. Oquawka area, in the mixed forest association. Baptisia bracteata (Muhl.) Ell. Winnebago area, in the black oak association; Oquawka area, in the bunch-grass and Panicum pseudopubescens associations. Lupinus perennis L. Winnebago and Amboy areas, in the black oak association; Kankakee area, in mucky meadows at the base of sand hills. Trifolium pratense L. Oquawka area, roadsides. Trifolium repens L. Oquawka area, along roadsides. Amorpha canescens Pursh. Hanover, Winnebago, Amboy, Dixon, Kankakee, Oquawka, and Havana areas, most abundant in and typical of the bunch-grass association, persistent as a relic and common in the black oak association, and occasional in the bur oak and mixed forest associations; in the Hanover area, also on the perched dunes. Petalostemum purpureum (Vent.) Rydb. Hanover and Oquawka areas, abundant in the bunch-grass; also in the black oak association in the Amboy and Oquawka areas; along roadsides in the Winnebago area. Petalostemum candidum Michx. Hanover and Oquawka areas, in the bunch-grass association; Winnebago and Amboy areas, in the black oak association. Tephrosia virginiana (L.) Pers. In all seven areas; abundant in the bunch-grass and black oak associations, frequent on blowout deposits, and occasional in the blowsand and Panicum pseudopubescens associations. Robinia Pseudo-Acacia L. Oquawka area, commonly planted as a sand-binder and escaping into the mixed forest and blowout thicket associations. Desmodium grandiflorum (Walt.) DC. Winnebago area, in the bur oak association. Desmodium illinoense Gray. Oquawka area, in the bunch-grass association; Amboy area, in the black oak forest. Lespedeza capitata Michx. Common in all seven areas, chiefly in the bunch-grass and black oak associations; a relic in the Panicum pseudopubescens association, active in the stabilization of all parts of the blowouts; in the Dixon area it appears in the Solidago association; and in the Hanover area, on the perched dunes. Strophostyles helvola (L.) Britton. Havana area, in the black oak forest; Oquawka area, in the bunch-grass, blowsand, black oak, and mixed forest associations. Strophostyles sp. Havana area, in the bunch-grass association. Amphicarpa Pitcheri T. & G. Hanover area, in the mixed forest association; Winnebago area, in the bur oak association. Linaceae Linum sulcatum Riddell. Hanover and Oquawka areas, in the bunch-grass association. Oxalidaceae Oxalis corniculata L. Hanover area, in the bunch-grass and black oak associations. Geraniaceae Geranium maculatum L. Winnebago area, in the bur oak association. Rutaceae Zanthoxylum americanum Mill. Oquawka area, in the mixed forest association. Polygalaceae Polygala polygama Walt. Hanover, Winnebago, Dixon, and Oquawka areas, in the bunch-grass, Panicum pseudopubescens, and black oak associations. Polygala incarnata L. Oquawka area, in the bunch-grass association. Polygala sanguinea L. Dixon area, in the Solidago association, and as a relic also in the Polytrichum association; Amboy area, in muck meadows at the base of the dunes. Polygala verticillata L. Hanover, Havana, and Oquawka areas, in the bunch-grass and Panicum pseudopubescens associations. Euphorbiaceae Croton glandulosus L., var. septentrionalis Muell. Arg. Hanover, Havana, and Oquawka areas, an interstitial in the bunch-grass and Panicum pseudopubescens associations, common in the blowsand association, and occasional on blowout deposits. Crotonopsis linearis Michx. Havana area, a common interstitial in the bunch-grass, Panicum pseudopubescens, blowsand, deposit, and black oak associations. Euphorbia Geyeri Engelm. Hanover, Dixon, Havana, and Oquawka areas, most abundant in the blowsand association, occasional as an interstitial in the bunch-grass and the black oak forest. Euphorbia corollata L. Very abundant in all seven areas, chiefly in the bunch-grass and black oak association, frequent on blowout deposits, occasional in the blowsand association, and rare in the bur oak association. Anacardiaceae Rhus glabra L. Winnebago and Amboy areas, in the bur oak association; Hanover area, in the mixed forest association. Rhus Toxicodendron L. Hanover, Oquawka, and Havana areas, in the mixed forest association, in the dune thickets, and occasionally a pioneer in the black oak forest; Winnebago area, in the bur oak and black oak associations. Rhus canadensis Marsh., var. illinoensis (Greene) Fernald. Hanover, Havana, and Oquawka areas, in the bunch-grass, deposit, and black oak associations. Celastraceae Celastrus scandens L. Havana and Oquawka areas, in the mixed forest; Hanover area, in the dune thickets. Aceraceae Acer saccharinum L. Oquawka area, in the mixed forest association on the river dune. Acer Negundo L. Havana area, in the blowout thicket association. Rhamnaceae Ceanothus americanus L. Hanover, Winnebago, Amboy, Oquawka, and Hanover areas, in the black oak, bur oak, and mixed forest associations; occasional in the bunch-grass in the Oquawka area. Ceanothus ovatus Desf. Hanover area, in the bunch-grass, deposit, and black oak associations. Vitaceae Psedera quinquefolia (L.) Greene. Winnebago area, in the bur oak association; Hanover, Havana, and Oquawka areas, in the mixed forest, blowout thicket, and dune thicket associations, and one of the most frequent pioneers in the black oak association. Vitis vulpina L. Winnebago and Amboy areas, in the bur oak association; Havana, Oquawka, and Hanover areas, in the mixed forest, the blowout thickets, and the dune thickets, and occasional as a pioneer in the black oak association. Malvaceae Callirhoe triangulata (Leavenw.) Gray. Hanover and Havana areas, chiefly in the bunch-grass and the black oak forests, and occasionally in the Panicum pseudopubescens association. Hypericaceae Hypericum cistifolium Lam. Oquawka area, in the mixed forest association along the river dune. Hypericum mutilum L. Havana area, in the Solidago association. Hypericum majus (Gray) Britton. In the Polytrichum association in the Dixon area. Hypericum gentianoides (L.) BSP. Dixon area, in the Polytrichum association, or perhaps more common in a zone just outside of it. Cistaceae Helianthemum majus BSP. Hanover, Winnebago, Amboy, Dixon, Havana, and Oquawka areas, probably most widely distributed in the black oak association, but also abundant in the bunch-grass. Hudsonia tomentosa Nutt. Hanover and Dixon areas, characteristic of the Hudsonia association, and occasional upon blowout deposits and in black oak woods. Lechea sp. In the black oak association in the Winnebago and Oquawka areas. Violaceae Viola pedata L. Hanover, Oquawka, and Winnebago areas, most abundant in the bunch-grass prairie and in the black oak woods, occasional in the Panicum pseudopubescens association and on blowout deposits. Viola lanceolata L. Dixon area, in the Polytrichum association; Kankakee area, in the wet meadows. Cactaceae Opuntia Rafinesquii Engelm. Hanover, Oquawka, and Havana areas, usually very abundant in the bunch-grass and the open parts of the black oak forest. Opuntia fragilis (Nutt.) Haw. Hanover area, in the bunch-grass and Panicum pseudopubescens associations. Melastomaceae Rhexia virginica L. Dixon area, in the Polytrichum and Solidago associations; Amboy area, in the wet meadows. Onagraceae Ludwigia alternifolia L. Havana area, in the Salix association. Ludwigia palustris (L.) Ell. Dixon and Havana areas, in the swamp association, and persistent as a relic in the Solidago and Polytrichum associations. Oenothera biennis L. In the bur oak association in the Winnebago area, and in the mixed forest in the Havana area. Oenothera rhombipetala Nutt. One of the most common interstitials, occurring in all seven areas in a wide variety of associations, but most abundant in the bunch-grass and in the Panicum pseudopubescens association. Circaea lutetiana L. In the bur oak forest in the Winnebago area. Umbelliferae Sanicula canadensis L. Winnebago and Havana areas, in the bur oak and mixed forest associations. Zizia aurea (L.) Koch. Winnebago area, in the black oak forest; Hanover area, in the mixed forest. Cornaceae Cornus Baileyi Coult. & Evans. Hanover, Winnebago, Amboy, Havana, and Oquawka areas, in the bur oak and mixed forest associations; also in the dune thickets and the blowout thickets. Ericaceae Pyrola elliptica Nutt. In the bur oak association in the Winnebago area. Monotropa uniflora L. Winnebago area, in the black oak forest, probably a pioneer from the bur oak association. Primulaceae Steironema lanceolatum (Walt.) Gray. Winnebago area, in the swamp association. Dodecatheon Meadia L. Winnebago area, in the bur oak association. Oleaceae Fraxinus pennsylvanica Marsh., var. lanceolata (Borkh.) Sarg. Hanover and Oquawka areas, in the mixed forest and dune thicket associations and as a pioneer in the black oak forest. Apocynaceae Apocynum androsaemifolium L. Winnebago and Amboy areas, in the black oak forest and persisting as a relic in the bur oak association; Hanover area, in the mixed forest. Apocynum cannabinum L., var. hypericifolium (Ait.) Gray. In blowsand in the Dixon area. Asclepiadaceae Asclepias tuberosa L. Hanover, Havana, and Amboy areas, in the black oak forest; Oquawka area, in the mixed forest; Winnebago area, along a sandy roadside. Asclepias syriaca L. Hanover and Oquawka areas, near cultivated grounds around the river dune; Havana area, in the black oak and Solidago associations. Asclepias amplexicaulis Sm. In the black oak forest in the Hanover, Winnebago, Amboy, Havana, and Oquawka areas; also in the bunch-grass association in the Dixon and Oquawka areas. Asclepias phytolaccoides Pursh. Hanover and Havana areas, in the mixed forest association. Asclepias verticillata L. In the black oak and bur oak forests in the Havana area, and along roadsides in the Hanover area. Acerates floridana (Lam.) Hitchc. In the windward slope association in the Dixon area, probably a relic from the bunch-grass association. Acerates viridiflora Ell. Hanover and Oquawka areas, in the bunch-grass and basin associations, and occasional in the Panicum pseudopubescens association; Winnebago area, in an open place in the black oak forest. Acerates viridiflora Ell., var. lanceolata (Ives) Gray. Hanover and Havana areas, characteristic of the basin association, and occasional in the bunch-grass and Panicum pseudopubescens associations. Acerates viridiflora Ell., var. linearis Gray. Hanover and Oquawka areas, in the basin and blowsand associations. Convolvulaceae Breweria Pickeringii (M. A. Curtis) Gray. In the bunch-grass prairies of the Oquawka area. Ipomoea hederacea Jacq. A weed in cultivated fields in the Oquawka area. Polemoniaceae Phlox pilosa L. Perched dunes in the Hanover area. Phlox bifida Beck. In the bunch-grass and black oak associations in the Havana and Winnebago areas. Boraginaceae Lappula virginiana (L.) Greene. Havana area, in the mixed forest association. Lithospermum Gmelini (Michx.) Hitchc. Abundant in all seven areas, chiefly in the bunch-grass and black oak associations, more rarely in the basin, blowsand, and Panicum pseudopubescens associations. Lithospermum angustifolium Michx. In the bunch-grass association in the Havana area. Verbenaceae Verbena stricta Vent. Havana, Oquawka, Dixon, and Hanover areas, occasional in the bunch-grass and black oak forest, and a weed along roadsides. Verbena bracteosa Michx. Perched dunes and bunch-grass in the Hanover area. Labiatae Teucrium canadense L. Havana and Hanover areas, in the black oak and Solidago associations. Teucrium occidentale Gray. Hanover area, an interstitial in the bunch-grass, and common in the blowsand association along the river dune. Scutellaria parvula Michx. In the black oak association in the Hanover, Amboy, and Havana areas; also an interstitial in the bunch-grass in the Hanover area, and in the blowsand association in the Dixon area. Nepeta Cataria L. Hanover area, in the black oak forest near dwellings. Physostegia denticulata (Ait.) Britton. Oquawka, Havana, and Hanover areas, in the bunch-grass and black oak associations. Leonurus Cardiaca L. Hanover area, near dwellings in the black oak forest. Monarda fistulosa L. Oquawka area, in the black oak and mixed forest associations. Monarda mollis L. Hanover, Winnebago, Amboy, Havana, and Oquawka areas, usually in the bur oak forest, but occasionally as a pioneer in the black oak association. Monarda punctata L. Hanover, Dixon, Havana, Oquawka, and Kankakee areas, one of the most abundant interstitials in the bunch-grass, and common also in the Panicum pseudopubescens and blowsand associations and in open places in the black oak forest; very common as a weed in pastured ground. Hedeoma hispida Pursh. Hanover, Dixon, and Oquawka areas, an interstitial in the bunch-grass, and common also in the Panicum pseudopubescens and blowsand associations. Lycopus americanus Muhl. Havana area, in the Salix association; Dixon area, in the Polytrichum association; Amboy area, in the wet meadows. Solanum nigrum L. Hanover, Oquawka, and Havana areas, under the shade of trees. Solanum carolinense L. Hanover and Oquawka areas, in the black oak forest and a weed in cultivated fields. Physalis heterophylla Nees. Hanover, Winnebago, Dixon, and Havana areas, in the bunch-grass and black oak associations. Physalis virginiana Mill. Hanover and Oquawka areas, in the black oak and bunch-grass associations. Scrophulariaceae Verbascum Thapsus L. Hanover, Winnebago, Oquawka, and Havana areas, usually in the black oak forest, but occasionally in the bunch-grass association. Linaria canadensis (L.) Dumont. Hanover, Dixon, Oquawka, and Havana areas, a common interstitial in the bunch-grass, frequent in the Panicum pseudopubescens and blowsand associations, and occasional on blowout deposits. Scrophularia leporella Bicknell. Hanover, Winnebago, Oquawka, and Havana areas, most abundant in the mixed forest and in the dune thickets, less frequent in the black oak forest. Pentstemon hirsutus (L.) Willd. Hanover, Amboy, Havana, and Oquawka areas, common in the bunch-grass and the black oak forest, and occasional in the Panicum pseudopubescens and bur oak associations. Pentstemon grandiflorus Nutt. In the bunch-grass and black oak associations of the Oquawka area. Veronica virginica L. Winnebago and Amboy areas, in the bur oak association. Synthyris Bullii (Eaton) Heller. Hanover, Winnebago, and Oquawka areas, characteristic of the black oak association and occasional as a relic in the bur oak forest, rare in the bunch-grass. Gerardia grandiflora Benth. In the black oak association in the Winnebago and Amboy areas, and as a relic in the bur oak forest. Gerardia purpurea L. In the Solidago association in the Dixon area. Castilleja coccinea (L.) Spreng. Winnebago area, in the black oak association. Pedicularis canadensis L. Winnebago area, in the black oak and bur oak associations. Orobanche fasciculata Nutt. Parasitic on Artemisia caudata in the bunch-grass association of the Hanover area. Acanthaceae Ruellia ciliosa Pursh. Havana and Oquawka areas, in the bunch-grass and black oak associations. Plantaginaceae Plantago Rugelii Dcne. Along roadsides in the Oquawka area. Rubiaceae Galium pilosum Ait. In the black oak forest in the Havana area. Galium concinnum T. & G. Winnebago area, in the bur oak association; Havana area, in the mixed forest. Diodia teres Walt. Hanover and Havana areas, common in the blowsand association, and occasional in the black oak forest and as a weed in cultivated ground. Caprifoliaceae Lonicera Sullivantii Gray. Winnebago area, in the bur oak association. Campanulaceae Specularia perfoliata (L.) A. DC. Hanover, Havana, and Winnebago areas, a common interstitial in the bunch-grass, occasional in open places in the black oak forest and one of the most abundant weeds in sandy fields. Compositae Vernonia fasciculata Michx. Havana area, in the Solidago association; Amboy area, in the wet meadows between the dunes; Hanover area, in pastured bunch-grass. Eupatorium purpureum L. Havana area, in the mixed forest association; Amboy area, in the wet meadows at the base of the dunes. Eupatorium serotinum Michx. Hanover area, in the black oak and mixed forest associations. Eupatorium urticaefolium Reichard. In the mixed forest association in the Hanover and Havana areas. Kuhnia eupatorioides L., var. corymbulosa T. & G. Hanover, Oquawka, and Havana areas, chiefly in the bunch-grass, but occasional in the blowsand and dune thicket associations. Liatris cylindracea Michx. Hanover area, in the bunch-grass association; Winnebago and Amboy areas, in the black oak forest. Liatris scariosa Willd. In the bunch-grass association in the Hanover, Dixon, Oquawka, and Havana areas; in the black oak forest in the Winnebago and Amboy areas. Chrysopsis villosa Nutt. Hanover, Dixon, and Havana areas, common in the bunch-grass association; along roadsides in the Amboy area. Solidago speciosa Nutt., var. angustata T. & G. Winnebago, Amboy, Hanover, and Havana areas, in the black oak forest; Hanover and Oquawka areas, in the bunch-grass association. Solidago missouriensis Nutt. In the bunch-grass association in the Havana and Hanover areas. Solidago nemoralis Ait. Abundant in all seven areas, in the black oak and bunch-grass associations; in the Hanover area, also in the Panicum pseudopubescens association. Solidago serotina Ait. Hanover and Havana areas, in the black oak association. Solidago rigida L. In the bunch-grass association in the Hanover area; along roadsides in the Amboy area. Solidago graminifolia (L.) Salisb. Characteristic of the Solidago association in the Dixon and Havana areas; along sandy roadsides in the Amboy area; in a swamp between the dunes in the Winnebago area. Aster oblongifolius Nutt. Oquawka area, in the mixed forest on the river dune. Aster sericeus Vent. In the bunch-grass association in the Hanover, Havana, and Oquawka areas; in the black oak forest in the Hanover and Amboy areas; in the mixed forest on the river dune in the Oquawka area; in a cleared field in the Winnebago area. Aster azureus Lindl. Winnebago, Amboy, Havana, and Oquawka areas, in the black oak association. Aster multiflorus Ait. Havana, Oquawka, and Hanover areas, in the bunch-grass association. Aster linariifolius L. Common in all seven areas in the bunch-grass and black oak associations, and occasionally persisting as a relic in the Panicum pseudopubescens association. Aster sp. In the bunch-grass association in the Hanover area. Aster sp. Dixon area, in the Polytrichum association. Erigeron pulchellus Michx. On the perched dunes in the Hanover area. Erigeron ramosus (Walt.) BSP. Hanover and Oquawka areas, in the bunch-grass and Panicum pseudopubescens associations; Winnebago area, in the black oak forest. Erigeron canadensis L. An interstitial in the bunch-grass in the Hanover area, and on blowout deposits in the Oquawka area. Antennaria plantaginifolia (L.) Richards. Hanover area, in the mixed forest association. Antennaria sp. One or more unidentified species of Antennaria are common in the bunch-grass and black oak forests of the Hanover, Winnebago, Amboy, Dixon, Oquawka, and Havana areas. Gnaphalium polycephalum Michx. Hanover area, in the bunch-grass; Amboy and Oquawka areas, in the black oak forest; in the latter area also in the Stenophyllus and blowout thicket associations. Silphium laciniatum L. Along roadsides in the Amboy area. Silphium integrifolium Michx. Amboy area, in the black oak forest. Parthenium integrifolium L. Hanover area, in the mixed forest association; Amboy area, along sandy roadsides. Ambrosia artemisiifolia L. A weed in the waste grounds in the Oquawka and Winnebago areas. Ambrosia psilostachya DC. Observed in the Hanover, Winnebago, Dixon, Oquawka, and Havana areas, and probably in the others as well; a common interstitial in the bunch-grass, black oak, and Panicum pseudopubescens associations, and abundant in the blowsand association. Xanthium commune Britton. A weed in sandy fields in the Oquawka area. Rudbeckia hirta L. Hanover, Winnebago, Havana, and Oquawka areas, abundant in the black oak forest, and occasional in the mixed forest and bunch-grass. Brauneria pallida (Nutt.) Britton. Hanover, Dixon, and Oquawka areas, in the bunch-grass association; Amboy area, along roadsides. Lepachys pinnata (Vent.) T. & G. Winnebago area, in a clearing in the black oak forest. Helianthus lenticularis Dougl. Oquawka area, in the blowsand association. Helianthus scaberrimus Ell. Hanover and Oquawka areas, common in the bunch-grass and Panicum pseudopubescens associations; Amboy area, along sand roadsides. Helianthus occidentalis Riddell. Common in all seven areas in the bunch-grass and black oak associations. Helianthus occidentalis Riddell, var. illinoensis (Gleason) Gates. With the species, especially in more shaded places; occasional in the mixed forest association. Helianthus strumosus L. Winnebago, Amboy, and Havana areas, in the black oak forest, and persisting as a relic in the bur oak and mixed forest associations. Coreopsis palmata Nutt. Hanover, Winnebago, Amboy, and Oquawka areas, in the bunch-grass and black oak associations, rare as a relic in the bur oak forest; Havana area, in the mixed forest. Hymenopappus carolinensis (Lam.) Porter. In the black oak association in the Kankakee area. Achillea Millefolium L. Winnebago, Amboy, Dixon, and Oquawka areas, in the bunch-grass and black oak associations. Anthemis Cotula L. A weed in the Oquawka area. Artemisia caudata Michx. Very common in all seven areas in the bunch-grass and black oak associations, occasional as a relic in the Panicum pseudopubescens association. Artemisia ludoviciana Nutt. Hanover area, occasional in the bunch-grass and black oak forest; more abundant in shaded places along fence-rows and thickets. Cacalia atriplicifolia L. Hanover area, on the perched dunes; Winnebago area, in the bur oak forest; Havana area, in the black oak and mixed forest associations, and occasionally in the bunch-grass. Senecio Balsamitae Muhl. Hanover and Oquawka areas, in the bunch-grass and black oak associations. Krigia virginica (L.) Willd. Havana area, in the black oak association. Krigia amplexicaulis Nutt. In the bur oak forest in the Winnebago area. Lactuca scariola L., var. integrata Gren. & Godr. Oquawka area, in the Stenophyllus association. Lactuca canadensis L. Hanover, Havana, and Oquawka areas, in the bunch-grass, occasional in the blowout thickets and the black oak forest. Prenanthes alba L. Winnebago area, in the bur oak association, or as a pioneer in the black oak forest. Hieracium longipilum Torr. In the black oak forest in the Winnebago area. Hieracium canadense Michx. Hanover area, in the black oak association. BIBLIOGRAPHY Adams, C. C. 1902. Southeastern United States as a center of geographical distribution of flora and fauna. Biol. Bull. 3: 115-131. 1905. The postglacial dispersal of the North American biota. Biol. Bull. 9: 53-71. Bennett, F., and Ely, C. W. 1905. Soil survey of Marshall county, Indiana. Field Operations of the Bureau of Soils, 6: 689-706, map 30. Bonser, T. A. 1903. Ecological study of Big Spring prairie, Wyandot county, Ohio. Ohio State Acad. Sci., Special Paper 7. Bonsteel, J. A. 1903a. Soil survey of Tazewell county, Illinois. Field Operations of the Bureau of Soils, 4: 465-489, map 23. 1903b. Soil survey of the Janesville area, Wisconsin. Field Operations of the Bureau of Soils, 4: 549-570, map 27. Britton, W. E. 1903. Vegetation of the North Haven sand plains. Bull. Torr. Bot. Club 30: 571-620, pl. 23-28. Chamberlin, T. C., and Salisbury, R. D. 1885. The driftless area of the upper Mississippi. U. S. Geol. Surv., Ann. Rep. 6: 205-322, pl. 23-29, f. 26-48. Clements, F. E. 1904. The development and structure of vegetation. Bot. Surv. Nebraska, 7: 3-175. 1905. Research methods in ecology. Lincoln, Neb. Coffey, G. N., Ely, C. W., and Mann, C. J. 1904. Soil survey of Winnebago county, Illinois. Field Operations of the Bureau of Soils, 5: 753-775, map 39. Cowles, H. C. 1899. The ecological relations of the vegetation on the sand dunes of Lake Michigan. Bot. Gaz. 27: 95-117, 167-202, 281-308, 361-391, f. 1-26. 1901. The physiographic ecology of Chicago and vicinity; a study of the origin, development, and classification of plant societies. Bot. Gaz. 31: 73-108, 145-182, f. 1-35. Engler, A. 1902. Die pflanzengeographische Gliederung Nordamerikas. Notizbl. d. Königl. Bot. Gart., Appendix IX. Gradmann, R. 1909. Ueber Begriffsbildung in der Lehre von den Pflanzenformationen. Engler's Jb. 43, Beibl. 99: 91-103. Harper, R. M. 1906. A phytogeographical sketch of the Altamaha grit region of the coastal plain of Georgia. Ann. N. Y. Acad. Sci. 17: 1-415, pl. 1-28, f. 1-17, map. Harshberger, J. W. 1900. An ecological study of the New Jersey strand flora. Proc. Acad. Nat. Sci. Philadelphia 1900: 623-671. Hart, C. A., and Gleason, H. A. 1907. On the biology of the sand areas of Illinois. Bull. Ill. State Lab. Nat. Hist. 7: 135-273, pl. 8-23, map. Harvey, L. H. 1908. Floral succession in the prairie-grass formation of southeastern South Dakota. Bot. Gaz. 46: 81-108, 277-298, f. 1-3, 1-4. Henry, A. J. 1906. Climatology of the United States. U. S. Dept. Agr., Weather Bureau, Bull. Q. Imlay, G. 1797. A topographical description of the western territory of America. Third edition. London. Jaccard, P. 1902. Gesetze der Pflanzenvertheilung in der alpinen Region Flora 90: 349-377. Jennings, O. E. 1908. An ecological classification of the vegetation of Cedar Point. Ohio Nat. 8: 291-340, f. 1-22. 1909. A botanical survey of Presque Isle, Erie county, Pennsylvania. Ann. Carnegie Mus. 5: 289-421, pl. 22-51. Leverett, F. 1899. The Illinois glacial lobe. U. S. Geol. Surv., Monograph XXXVIII. Livingston, B. E. 1903. The distribution of the upland plant societies of Kent county, Michigan. Bot. Gaz. 35: 36-55, map. Merriam, C. H. 1898. Life zones and crop zones of the United States. U. S. Dept. Agr., Div. Biol. Surv., Bull. 10. Mosier, J. G. 1903. Climate of Illinois. Bull. Ill. Agr. Exper. Station 6: 45-76. Neill, N. P., and Tharp, W. E. 1907. Soil survey of Newton county, Indiana. Field Operations of the Bureau of Soils, 7: 747-779, map 32. Olsson-Seffer, P. 1909. Relation of soil and vegetation on sandy sea shores. Bot. Gaz. 47: 85-126, f. 1-12. Pammel, L. H. 1899. Some ecological notes on the Muscatine flora. Plant World 2: 181-186. Pepoon, H. S. 1909. An ecological survey of the driftless area of Illinois and Wisconsin. School Sci. and Math. 9: 441-446, 522-527. Pound, R., and Clements, F. E. 1898. The vegetation regions of the prairie province. Bot. Gaz. 25: 381-394, pl. 21. 1900. The phytogeography of Nebraska. Second ed. Lincoln, Neb. Ramaley, F. 1908. Climatology of the mesas near Boulder, Colorado. Univ. of Col. Studies 6: 19-31. Reid, C. 1899. The origin of the British flora. London. Robbins, W. W., and Dodds, G. S. 1908. Distribution of conifers on the mesas. Univ. of Col. Studies 6: 31-36. Rydberg, P. A. 1895. Flora of the sand hills of Nebraska. Contr. U. S. Nat. Herb. 3: 133-203. Sargent, C. S. 1884. Report on the forests of North America. U. S. Tenth Census Report, 9: Schimper, A. W. 1903. Plant geography upon a physiological basis. Oxford. Spalding, V. M. 1909. Problems of local distribution in arid regions. Amer. Nat. 43: 472-486. Transeau, E. N. 1903. On the geographic distribution and ecological relations of the bog plant societies of northern North America. Bot. Gaz. 36: 401-420, f. 1-3. 1905. Forest centers of eastern America. Amer. Nat. 39: 875-889, f. 1-6. 1905-06. The bogs and bog floras of the Huron river valley. Bot. Gaz. 40: 351-375, 418-448; 41: 17-42; f. 1-16. Warming, E. 1909. Oecology of plants. Oxford. Whitford, H. N. 1901. The genetic development of the forests of northern Michigan; a study in physiographic ecology. Bot. Gaz. 31: 289-325, f. 1-18. October, 1910. Fig. 1. General view of the sand-dunes near Havana. The isolated trees are Quercus velutina; at the right is a grove of Juglans nigra. Fig. 2. Leptoloma cognatum consocies of the bunch-grass association, Oquawka area. Large bunches of Andropogon scoparius in the rear, and a flowering Achillea Millefolium in the center. Fig. 1. Mixed consocies of the bunch-grass association in the Hanover area. Andropogon scoparius most abundant. Fig. 2. Mixed consocies of the bunch-grass association in the Hanover area. Various species of grasses and perennials in the foreground, and a society of Ceanothus ovatus behind. Fig. 1. Luxuriant development of the mixed bunch-grass association in a depression between dunes in the Hanover area. Fig. 2. Typical development of the Panicum pseudopubescens association, Hanover area. Fig. 1. Typical blowout in the Hanover area, looking west. In the foreground, the deposit association, with Panicum virgatum dominant and many interstitials; behind this, the blowsand association, with Diodia teres; next, the basin, with a few plants of Acerates. The dunes at the side are held by Rhus. Fig. 2. Blowout complex in the Hanover area, looking north. Bunches of Panicum virgatum are conspicuous. Typical habitat for Cristatella Jamesii. The deposits of the blowout shown in Plate VIII, Fig. 1. The bunch-grass association at the right. Fig. 1. Young blowout in the Hanover area, looking north, indicating the differentiation of three associations. Detached bunches of Panicum pseudopubescens at the left mark the windward slope; the deposits at the right are occupied with Panicum virgatum; while the basin has as yet no vegetation. Fig. 2. Acerates viridiflora, var. tanceolata, in its typical habitat. Fig. 1. Incipient blowout on a hillside in the bunch-grass association, Hanover area. The windward slope is just developing in the background, while an extensive growth of Panicum virgatum, indicating the deposits, occupies the center. Rhus is in the foreground, at the right. Fig. 2. Large blowout in the Hanover area, looking east. The dunes at the right are held by Rhus, Tephrosia, and Panicum virgatum, by Tephrosia alone at the left, and by Tephrosia and Panicum at the rear. The basin is almost bare. Fig. 1. Large blowout in the river dune, Hanover area, looking east. The dunes at the left are held by Rhus; those at the right by Prunus, with various herbs in the blowsand association at their base. The basin is entirely bare. Fig. 2. Seedlings of Diodia teres coming up in wagon tracks. Thickets of Rhus and bunches of Panicum virgatum at the rear. Fig. 1. Characteristic growth of Tephrosia virginiana. Fig. 2. A blowout almost completely stabilized by bunch-grasses, especially Leptoloma coggiaenum. Fig. 1. Extensive tract of blowsand in the Oquawka area near Keithsburg. Fig. 2. Development of the Stenophyllus association in a shallow blowout, Hanover area. The conspicuous erect plants are Oenothera rhombipetala. Fig. 1. Development of the Stenophyllus association in a shallow blowout in the Hanover area. The conspicuous erect plants are Oenothera rhombipetala. Fig. 2. Blowout in the Oquawka area. Stabilization is beginning, as shown by the persistence of the grasses at the base of the windward slope, the conspicuous plants of Lespedeza capitata, patches of moss, and by the thicket of Populus deltoides in the background, at the left. Fig. 1. Contact of the Polytrichum association with bare blowsand. Fig. 2. Contact of the Polytrichum (see foreground) and bunch-grass associations. Fig. 1. Pond "E," in a depression between dunes in the Dixon area, showing the zones of vegetation. Fig. 2. Invasion of the bunch-grass by the black oak association, Hanover area. Fig. 1. Black oak association, Oquawka area. Typical habitat of Synthyris Bullii. Fig. 2. Typical opening in the black oak association, Oquawka area, with Tephrosia virginiana, Monarda punctata, Opuntia Rafinesquii, etc. Fig. 1. Characteristic growth of Pteris aquilina near the margin of the black oak association, Winnebago area. Fig. 2. Hillside in the Winnebago area, showing the transition from the black oak association on the upland (left) to the bur oak association in the lowland (right). The shrubbery is chiefly Prunus virginiana. Fig. 1. Bur oak association, Winnebago area. Rubus sp. in the foreground, at the left; Pteris aquilina conspicuous under the trees. Fig. 2. Black oak association, Oquawka area. A few young vines of Psedera and Celastrus have appeared, indicating the beginning of the succession to the mixed forest. Fig. 1. Natural opening in the black oak association, Winnebago area, occupied by the bunch-grass association. Fig. 2. Face of the river dune, Hanover area, showing the upper and middle slopes, separated by the outcrop of an old soil layer. The thicket association caps the dune in the background. Fig. 1. Windward margin of the thickets on the river dune, Hanover area. The outermost tree at the left is a green ash. A small Physalis heterophylla association in the foreground, at the right. Fig. 2. Dune thickets on the slope of the river dune, Hanover area. The exposed root system of the ash at the left indicates the migration of the dune. Fig. 1. Associations on the river dune, Hanover area. In the right foreground, the deposit association, with a large bunch of Panicum virgatum and abundant Aristida tuberculosa; behind it, the Smilacini association; in the background the dune thickets, with a dense tangle of lianes. Fig. 2. Margin of the dune thickets on the windward side of the river dune, Havana area. The effect of the migration of the dune is shown in the exposed roots. Forests of the Mississippi river flood-plain in the background. Fig. 1. Destruction of the stabilized river-dune and its mesophytic vegetation by river erosion, and the reversion of the vegetation to the pioneer blowsand association. Oquawka area. Fig. 2. 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Fake News / Real Jesus Week 7: The Real Jesus Satisﬁes Your Soul Weekly Summary: When a "bad Samaritan" met Jesus, she was shocked by his behavior. He engaged her, confused her, and then saved her, turning her into the Bible's most unlikely missionary. This message reminds us that Jesus is still offering the water of life to the most unlikely people in the most unlikely places. ✦ John 4:3-6 - So he left Judea and went back once more to Galilee. 4 Now he had to go through Samaria. 5 So he came to a town in Samaria called Sychar, near the plot of ground Jacob had given to his son Joseph.6 Jacob's well was there, and Jesus, tired as he was from the journey, sat down by the well. It was about noon. John 4:7-15 - When a Samaritan woman came to draw water, Jesus said to her, "Will you give me a drink?" 8 (His disciples had gone into the town to buy food.). 9 The Samaritan woman said to him, "You are a Jew and I am a Samaritan woman. How can you ask me for a drink?" (For Jews do not associate with Samaritans.). 10 Jesus answered her, "If you knew the gift of God and who it is that asks you for a drink, you would have asked him and he would have given you living water." 11 "Sir," the woman said, "you have nothing to draw with and the well is deep. Where can you get this living water?12 Are you greater than our father Jacob, who gave us the well and drank from it himself, as did also his sons and his livestock?" 13 Jesus answered, "Everyone who drinks this water will be thirsty again,14 but whoever drinks the water I give them will never thirst. Indeed, the water I give them will become in them a spring of water welling up to eternal life." 15 The woman said to him, "Sir, give me this water so that I won't get thirsty and have to keep coming here to draw water." ✦ Two Problems: 1. Getting water is work. 2. Most water doesn't work. ✦ John 4:16-18 - He told her, "Go, call your husband and come back." 17 "I have no husband," she replied. Jesus said to her, "You are right when you say you have no husband.18 The fact is, you have had ﬁve husbands, and the man you now have is not your husband. What you have just said is quite true." ✦ Six "Waters" That Don't Work: 1. Love 2. Lust 3. Looks 4. Likes 5. Loot 6. Leisure ✦ Jeremiah 2:13 - "My people have committed two sins: They have forsaken me, the spring of living water, and have dug their own cisterns, broken cisterns that cannot hold water." ✦ John 4:25 - The woman said, "I know that Messiah" (called Christ) "is coming. When he comes, he will explain everything to us." John 4:26 - Then Jesus declared, "I, the one speaking to you—I am he." ✦ The Solution: Jesus' water works (and it's not work). ✦ Revelation 22:17b - Let the one who is thirsty come; and let the one who wishes take the free gift of the water of life. Points to Ponder 1. Which of the six "waters" to you most often turn to for a satisfying life? What kind of work does it take to get them? 2. Evaluate: Good things that turn into "God things" are just as spiritually dangerous as bad things. 3. Meditate on Psalm 63. Name three connections you see between that ancient song and John 4. Homework For Next Week: Genesis 1-3	<urn:uuid:4a806667-61cc-4939-9d9b-955ef0c8a3cd>	CC-MAIN-2019-26	http://922church.com/Websites/922church/images/Series_Notes_CORE/2019/FakeNews-RealJesus-7.pdf	2019-06-20T03:51:52Z	crawl-data/CC-MAIN-2019-26/segments/1560627999130.98/warc/CC-MAIN-20190620024754-20190620050754-00306.warc.gz	4,040,842	854	eng_Latn	eng_Latn	0.999222	eng_Latn	0.99956	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2162, 3186 ]	[ 1.953125 ]	1	0	HuggingFaceFW/finepdfs-edu
Course Syllabus Updated 08/02/2017 English 1-2 (Eng.121-122) Mrs. Duccini 552-5172 (7:00- 7:30) or leave a message firstname.lastname@example.org This course emphasizes a mastery of the comprehension, writing and communication skills which were developed in 7th and 8th grade Language Arts. Units will focus on teaching and assessing skills to meet standards in the following categories: literature interpretation, writing, digital literacy, speaking and listening. Alignment to the Iowa Core Curriculum: Instruction, learning, and assessment are built on the 9-10th grade-band expectations of the Iowa Core Reading, Writing, Listening and Speaking, and Language Strands. Iowa Core Standards: Standard 1: Reading Strand - Literature Students will effectively comprehend, analyze, evaluate, and create using a diverse range of appropriately complex print materials. Standard 2: Reading Strand – Informational Text Students will effectively comprehend, analyze, evaluate, and create using a diverse range of appropriately complex print materials. Standard 3: Writing Students will routinely write to learn and to communicate for a range of tasks, purposes, and audiences. Standard 4: Speaking and Listening Students will participate effectively in a range of rich, structured conversations, collaborations, and presentations. Standard 5: Language Students will apply knowledge of the English language and its conventions when reading, writing, speaking and listening. Assessments: I will provide a variety of assessments during this course: * Conferencing and anecdotal records * Journal writing (Writing to Learn) * Formative and summative assessments for literature interpretation * Formative and summative writing assessments for writing (self, peer, and teacher conferencing). Content: (See course outline at the end of this document) Instructional Strategies I will utilize to help my students become independent, critical thinkers. 1. Student-Centered 2. On-line Learning Management through Google Docs 3. Discussion centered within the classroom and on-line 4. Questioning and discussion techniques 5. Connections (personal experience, prior knowledge, world events) 6. Action research and writing (modeling, conferences, discussions, e-mail, etc.) Resources: Glencoe text (Course 4), novels and supplemental literature selections as listed on course outline. Canvas: online learning management system for course content and submission of assignments. Expectations- As Mustangs, we demonstrate PRIDE in our classroom. Discipline: I will first address inappropriate behavior with the student. If the student does not improve his or her behavior, a parent contact and/or A.P. referral will be made. \| Prepared \| Responsible \| Inclusive \| Dignified \| \|---\|---\|---\|---\| \| Arrive on Time (Two feet in when bell rings) Have necessary materials Have agenda Organize & prioritize \| Be honest Comply with teacher requests without arguing Leave no trace Appropriate use of technology/electronic devices \| Be respectful Help others when needed Stand UP for others Collaborate with classmates \| Respect personal property Allow others the best opportunity to learn Resolve conflict with maturity \| Grading: I expect students to hand in assignments on time. Late work from students who were not absence from class will only be accepted after a student- teacher conference. Late assignments with a point value of 25 or less will have a 50% grade reduction, while major assignments will have a reduction value designated on the assignment sheet (i.e., research paper = 20% reduction for each day it is late). * For students who are absences, the make-up ration is 1:2. (i.e. 1days sick = 2 days to make up work). After 3 or more consecutive days of being absent, the student needs to communicate with me within the first or second day upon return to discuss a make-up plan. Late work for a particular unit will not be accepted beyond the date of the completion of the unit. * If you have academic concerns while you are absent, you may call my voice mail number 552-5172 or e-mail email@example.com E-mail is the more efficient way to communicate. PLAGIARISM (This is what can be found on pp. 32-33 of the student planner.) Hempstead students are expected to do their own schoolwork. Cheating by looking at another student's schoolwork, copying others' work, copying from other sources or similar cheating is not tolerated. With the advent of the Internet, the availability of information has exploded into a whole new and exciting realm for our students. The accessibility of documents has also brought with it an increasing concern regarding plagiarism, which is a form of cheating. All Hempstead teachers are committed to educating our students about plagiarism, helping them understand what plagiarism is—especially through specific instruction in individual courses. We aim to teach students how to accurately quote and document sources as well as how to effectively convert researched information into their own words. Plagiarism is defined by www.dictionary.com as: "a piece of writing that has been copied from someone else and is presented as being your own work; taking someone's words or ideas as if they were your own." Iowa Core Literacy Anchor Standard #8 for College and Career Readiness states that students will: "Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism." Cheating, including plagiarism, may result in loss of or reduced credit on an assignment, referral to the Assistant Principal office for documentation on the student's record, and possible loss of class credit and failing grade. Plagiarism and cheating exist in many forms and to various extents. Some typical examples are noted here: 1. Copying another student's assignment/artwork/project; note: BOTH parties are engaging in cheating 2. Using another person's paper/artwork/project/ in its entirety and calling it your own 3. Copying a paper word-for-word (artwork/project) from an internet document or documents 4. Using sentences from another source but replacing a few words 5. Passing off ideas or critiques as your own when they are someone else's 6. Not putting quotation marks around exact words pulled from another resource 7. Not documenting the source at all, or documenting the wrong source 8. Not citing the sources used (even when paraphrasing and summarizing) Incidental plagiarism will be addressed by the classroom teacher, and may include loss of credit for the assignment and parent contact. Consequences for blatant plagiarism and repeated acts of incidental plagiarism are listed below. Disciplinary action by Hempstead administration may include loss of class credit and failing grade. Freshmen: 1 st occurrence: 0% on plagiarized piece, possibility of revision for a better grade, parent contact, referral to Assistant Principal for documentation; repeated plagiarized pieces 0% without revision, parent contact and referral to AP Office for possible disciplinary action GRADING: My standard grading scale for all my classes is as follows: I do not weight grades; grades are based on total points with approximate percentages for grading categories: homework 30-40%, writing 15-20 % (obviously higher for a writing course), 15-20 quizzes and tests, and 15-20% for the semester final. As grades are available online, it will be the student's responsibility to check his or her grades. Perceived discrepancies should be directed to the teacher through e-mail or during teacher office hours. OTHER INFORMATION YOU SHOULD KNOW… Cell Phone usage: your cell phone should be shut off and put in your bag during class time. 1 st Offense of using cell phone during class time- warning 2 nd Offense – taken away for class period 3 rd offense- referred to office and parent phone call Food/Drinks in the Room Water is the only beverage that will be allowed in the classroom. No eating of food is allowed in the classroom. Gum is allowed, but should never be chewed when one is presenting. Communication: Students if you know ahead of time that you are going to miss class, let's work out a plan! If you have any questions or concerns about your grade, my expectations, etc., don't hesitate to discuss them with me. I am known as very approachable person. I'd be happy to offer you extra help. Catch me when I have a "free minute", and we will set up a time to meet during one of the following blocks of time: Availability: Monday - Friday mornings (except Tuesdays) from 7:00 a.m. - 7:30 a.m. Period 7 (prep period: check in the English office, or the English Learning Center/ Writing Center) Required Reading: Short Stories, Speak, Of Mice and Men, The Odyssey, Romeo and Juliet, poetry, and nonfiction Alternative Works: The Curious Incident of the Dog in the Night, Staying Fat for Sarah Byrnes Independent Fiction and Nonfiction selections, Fahrenheit 451 Writing Pieces: personal (descriptive, autobiographical, biographical), expository, analysis, research, Other possibilities: (comparison, persuasive, creative), essay tests, poetry, informal writing Unit1: How Do We Read for Deeper Meaning? (Literature Interpretation) Review: Reading Strategies, Literary Devices/Elements, Inferencing Introduce: QAR, Close Reading with Annotations, Graded Discussion Language Analysis: Figurative vs. Literal, Inferencing Texts: Selected short stories Contemporary Novel- Speak Nonfiction: biographical excerpts, articles/essays Poetry selections Unit 2: How do We Tell Stories? (Narrative Writing) Review: Basic Elements of Language and Writing Introduce: Showing vs Telling and other writing techniques Assessment: Personal Narrative Texts: The Odyssey Short Stories: Poetry Selections Short nonfiction texts: Unit 3: How do We Interpret and Analyze Text? Review: Interpretation Techniques from Unit 1 Continue Language Review Introduce: Character Analysis recording and essay formation Assessment: Character Analysis Texts: Of Mice and Men Additional Independent Selections (Speak, Curious Incident of the Dog in the Night, Miracle or other preferred choice) ************************************************************************************* Unit 4: How do we use Technology to Demonstrate our Knowledge? Review: Interpretation Techniques from Unit 1 Continue Language Review Introduce: Shakespeare, Elizabethan Era Topic, Research Paper/MLA Formatting for Internal Citations and Bibliography, New Literary Techniques used by Shakespeare Assessment: Technology Project/Digital Presentation Additional Research Paper Assessment Texts: Nonfiction research articles/essays Romeo and Juliet Unit 5: How do We Express our Critical Thinking of Thinking of Text? Review: Types of Group Discussion Introduce: Graded Discussion Assessment: Formal Graded Discussion/Socratic Circle Texts: Fahrenheit 451 Unit 6: How do We Synthesize Multiple Texts and Make Personal Connections to Our Own Lives? Review: Novels and Themes Covered, continue to review language Assessment: Personal Reflective Essay/Letter Additional Summative Assessment for Language Texts: Additional Short nonfiction pieces, poetry, short stories	<urn:uuid:0bcbf654-90d0-4744-9595-78bed6940e1a>	CC-MAIN-2018-05	http://cdn.dbqschools.org/wp-content/uploads/sites/19/2017/09/17-18-syllabus-duccini_b_english_english_1_2.pdf	2018-01-18T14:08:06Z	crawl-data/CC-MAIN-2018-05/segments/1516084887414.4/warc/CC-MAIN-20180118131245-20180118151245-00235.warc.gz	62,344,900	2,381	eng_Latn	eng_Latn	0.932036	eng_Latn	0.993894	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2478, 5306, 8791, 10830, 11359 ]	[ 2.703125 ]	1	0	HuggingFaceFW/finepdfs-edu
kehilatnitzan.org.au NEWSLETTER From the Rabbi Rabbi Yonatan Sadoff As I greet Elul, the month of spiritual preparation for the High Holidays, our family is unpacking boxes and thinking about the possibilities that this new year may bring for our family and extended family: the Kehilat Nitzan community. We have been here in Melbourne for just a few short months and already feel like this is home, thanks to so many wonderful people at KN. To quote Ron Wolfson, author of The Spirituality of Welcoming and Relational Judaism, 'There is nothing wrong with programs; every organisation has them. But, if the program designers have given no thought to how the experience will offer participants a deeper connection to each other, with the community and with Judaism itself, then it will likely be another lovely evening, afternoon or morning with little or no lasting impact.' You may already have heard of some of the new programs both Merav and I have either started or will soon be starting, such as Sihot B'Salon and Kruv Nitzanim. I sense some excitement about the new things to come in 5779! We, too, are excited, but I have to tell you… creating new programs is not my primary goal for renewal at KN. Rather, the driving force for all that I intend to do here is creating relationships. To illustrate the point, I remember a woman who was a member for some years at my shul and who came to every event, but suddenly quit the synagogue. When asked why she was leaving, she simply replied: 'I came to everything, but never met anybody!' While other organisations are focused on programs, marketing, branding, labels, logos, clever titles, websites, and smartphone apps, I want us to focus on people, on relationships! When we create relationships, we are doing something real, lasting, meaningful, something that makes every individual feel that KN is a home and an extended family, just as my family has been made to feel. If the goal is not programs, but rather people, relationships and connections, what kind of relationships do we hope to foster and with whom do we seek to connect? We strive for deeper connections to self, family, friends, Jewish living, community, peoplehood, Israel and the world. And, while sometimes surprisingly unmentioned in religious institutions, but massively essential, we strive for our connection to God! We are a religious communal organisation; we are a faith. We seek to connect to the divine, to the holy – to God, and we do so through our personal relationships. We don't see connections with people as replacing our connection to God, but as a concrete worldly manifestation of our connection with God. When we care, when we love, when we act selflessly for the good of others, we are doing tikkun olam, repairing the world, and connecting to the sacred, to the divine. To quote Ron Wolfson once more, 'What really matters is that we care about the people we seek to engage. When we genuinely care about people, we will not only welcome them; we will listen to their stories, we will share ours, and we will join together to build a Jewish community that enriches our lives.' Shana Tova and looking forward to a year of connecting! It's about people, not programs " " From the President Zvi Civins I'm about to write something I haven't written in about a year. Ready? … Shanah tovah! Of course I haven't written these words since last year. We will hear them so often in the coming weeks that they will become habitual, an automatic expression shared with others. They are powerful words but with such frequent usage their power may not be obvious to us. So just what do these two words contain? What can we find in them beyond their equivalent, 'Happy New Year'? Let me start with 'tovah' – good. Of course we wish each a 'Shanah tovah', a good year filled with good things for us and our family and friends. 'Tovah' though can mean more than simply 'good', and certainly more than 'happy'. During Creation, when God saw that 'It was good', 'good' could not mean 'good as opposed to bad,' for there was nothing to compare with the Creation. Rabbi Eli Munk in his commentary on Creation therefore ascribes to 'tov' the meaning 'in its intended state' – that things are now as they should be. 'Shanah' – year – is obvious, but like 'tov' it too has deeper meanings. Shanah is related to the verb 'to change'. So, taken together, when we say 'Shanah tovah,' we are actually expressing the idea 'have a good change; may you change in the intended way.' The question then is: what is the 'intended way'? Is there one answer to how you, or I, should live our lives, how we should change ourselves, our goals, our values to some better way that is 'as it should be'? If so, where do we find this? And why only once a year does this idea dominate? The Internet and media are replete with countless ways to improve just about every aspect of our lives: Ten ways to make new friends, five habits and mind shifts to revitalise your brain, 24 uncomfortable things we should do, even how to make scrambled eggs the correct way, because you've been doing it all wrong! (Really?) If I took all these seriously I'd feel like giving up, as I wouldn't even know where to begin to make a change. But we don't need new foods, exercises or whatever else to make a positive change to a better state. Judaism affirms that each day is an opportunity to consider our lives, where we are going and why. We are reminded in our daily prayers, amongst many other sources, of 'the obligations without measure' that we should fulfil: honouring parents, comforting mourners, healing the sick, welcoming strangers and more. Rabbi Sadoff recently presented a Shabbat shiur on 'Wise Ageing'. One of the powerful ideas he shared was that each dawn is the renewal of creation. The sages and our prayers express the idea that with the rising of the sun we are witnessing creation, day after day, and with it the potential for our own personal re-creation. I am often up before the sun rises, but I'm usually indoors and never stop to really see it. I was fortunate to see the sunrise a few weeks ago in the outback, on the Larapinta Trail, as Marian and I joined Kehilat Nitzan's good friends Gary and Eileen Freed. I hadn't packed my siddur, but seeing the sunrise, having started trekking at 4:30 am, looking out over the vast wilderness, the empty MacDonald Ranges, and slowly seeing valleys, rocks, and trees welcoming the new day was a powerful experience. Like me, many of us probably don't take the time to stop and see the renewal of creation. Our kids, our jobs, our lives take over. We may want to make a positive change but the routines of simply living deny us this chance to even think about what it is we should do. We have to find the time to do this, but time is difficult to find. But now, the time is here! As the High Holidays approach, as we renew friendships and acquaintances, recall familiar words and melodies from the mahzor last heard a year ago, as we wish each other 'shanah tovah', let us try to use this time to reflect on our personal 'change to a better, intended state'. Only you can know what it is that you need to do, as only I know what I need to do. Finally, 'mah tovu', how good is it that we will soon join together in our shul, for the first time with Rabbi Sadoff and Merav who, with our own members, will lead us in song, prayer and reflection. As a community, let us renew our kehilah: come to Shabbat services, attend shiurim, help with Tikkun Olam. However you can, we hope you will help us achieve our kehilah's intended state. The story of the Kehilat Nitzan piano Miriam Faine The piano in the Kehilat Nitzan sanctuary has a plaque that says: In loving memory of well-known Piano Teacher, LEO SHALIT, and his wife, HALINA, donated by their children, Tony and Barbara But who was Leo Shalit? Some Kehilat Nitzan members still remember Leo Shalit as their piano teacher and were very likely to have been taught on this piano, which Leo used for lessons. Leo Shalit was well known within the Jewish community and beyond as a marvellous teacher. He also gave piano recitals, including on ABC Radio. Leo had learnt from Theodor Leschetizky, a famous Polish pianist who was a pupil of the composer Czerny, who in turn was a pupil of Beethoven. One of his students wrote, 'Leo Shalit was of the old European school; technique and relaxation were most important. He was very strict. I remember I was in awe of him. I still teach my students some of the exercises and technique he had me do. I had other teachers at university, but they did not leave such a lasting impression.' Among his most prominent pupils was the renowned pianist Alan Kogosowski, who wrote that Leo Shalit was an 'oldschool cultivated European gentleman from Riga, with a distinguished pianistic background and a deep understanding of the piano and its literature, who attended master classes of Rachmaninoff's colleague Alexander Goldenweiser in the inter-war years'. Leo was a cousin of Kehilat Nitzan member Greg Shalit's father David, and they boarded together in Riga and then in Berlin in the 1930s. David was an engineering student while Leo was studying chemistry, but he gave up his studies to become a professional musician. To earn money, he accompanied silent movies on the piano. Although David managed to leave Europe just before the outbreak of the Second World War, Leo was not so lucky and survived several concentration camps. After the war, David found Leo and brought him and his wife Halina to Melbourne. Leo was also greatly assisted by the Mushin family, several of whom are Kehilat Nitzan members. When Leo and Halina's children, Barbara and Tony, were clearing their parents' house they asked Greg to find a worthy home for this piano – and that is how it came to Kehilat Nitzan. Rabbi Yonatan Sadoff blowing the shofar at the Australian Friends of RAMBAM Community Healthy Day, held at Kehilat Nitzan in August Zehoo: Having fun while learning Marcie Civins Now well into our second year, Zehoo has been just as creative, if not even more so, than last year. We have explored the chagim, including making family trees out of felt in honour of Tu B'Shvat, hamentaschen for Purim, and some super-sweet, super-bright, three-colour layered cheesecake for Shavuot. Of course, it isn't all about the food: for Tisha B'Av we rolled up our sleeves and got busy building our own creations in complete silence, then watched as they were knocked down. This led to some very interesting discussions about why we were having such a sombre session. We created a brand new sign for Zehoo, drawing upon the parashiyot Teruma and Ki Tisa for our inspiration. First we used thirteen different materials to decorate the letters: gold, silver, copper, red, purple, blue, wood, spices, gems, 'goat hair', 'animal skins' (maybe looking very similar to the 'goat hair'!) and flax. The olive oil proved a little tricky, so we decided the glue would be an acceptable substitute. Then, after talking about what or where we would find our personal sanctuaries, we made our own half-shekels, and 'donated' them to Kehilat Nitzan, further decorating our sign. This goes nicely with our Aleph Bet posters, with each letter made of a photo of carefully posed Zehoovians. Our regular, once-per-term tzedakah session supporting the Food Van is as popular as ever. It is magical watching the Zehoovians swing into action, baking goodies to give away, decorating the paper bags as cheerfully as possible, then filling them with the cooled treats. This year the Zehoovians, completely on their own initiative, opted to include some bags of toys and books to go to the clients at the Food Van. They considered how to bundle the items, and there was discussion about what it might be like not to have sweets or toys readily available. Role-playing has been a recurring feature of Zehoo. Pesach and Purim offer great opportunities and require a wide cast, but Yom Ha'atzmaut was the quiet achiever this year. We mapped out Israel on the ground, then made a plane, packed our bags, and headed off to visit as much as we could fit into the session. We enjoyed felafel, floating in the Dead Sea and visiting the Kotel, before flying back into Melbourne. to increase our library. The Zehoovians also bring in some special books from time to time, including ones from PJ Library (a US-based organisation that sends free Jewish children's books to families across the world every month). The most popular would have to be Do Unto Otters by Laurie Keller – it's worth looking for a copy for your own family bookshelf! Every week we sit down to enjoy some fruit and a book or two. We are very appreciative of the lovely books donated by Kehilat Nitzan members With ten regular Zehoovians attending, we have a wonderful, enthusiastic, diverse, smart, friendly group, who are a joy to see in full swing. Zehoo? Zehoo! Inspired by the Song of Songs Merav Sadoff Fima I first encountered the Song of Songs when I was 15 years old and preparing to represent Canada at the International Bible Contest in Israel. I was immediately captivated by its poetic language and beautiful imagery, and intrigued by the prominence of the active female voice exclaiming 'I sought him whom my soul loves; I sought him, but I found him not. I will rise and go about the city, through the streets and marketplace; I will seek him whom my soul loves' (3:1–2). Reading it as a series of love letters exchanged by King Solomon and his beloved, the Shulamite, I was fascinated by this unusual biblical text that differed so drastically from the hundreds of other chapters we had been assigned to study in preparation for the Bible Contest. I read it over and over again and committed many of its passages to memory. It was this sacred text, more than any other, that influenced the course of my life many years later, in ways that were unbeknownst to me then. As I had always yearned to return to Israel, the place of my birth, I was inspired by the Song of Songs' descriptions of the Land of Israel – 'The flowers appear on the earth; the time of singing is come, and the voice of the turtledove is heard in our land; the fig-tree puts forth her green figs, and the vines in blossom give forth their fragrance' (2:12–13) – and made Aliyah as soon as I completed my undergraduate degree in Literature and Art History at Concordia University in Montreal, Canada, at the age of 21. Settling in Jerusalem, the setting of the Song of Songs, I worked for five years at the Israel Museum, Israel's largest cultural institution. I believe that the skills I had gained while studying for the Bible Contest as a teenager – attentiveness to linguistic patterns, sensitivity to the rhythm and musicality of the language, and discernment of the covert meaning of complex texts – enabled me to excel in my professional work as an editor and translator of exhibition catalogues and gallery texts. The Song of Songs also kindled my passion for poetry and helped me find my own literary voice as a young Jewish female writer. Though I have been writing prose fiction in English from a young age and am now pursuing a PhD in Creative Writing at Monash University, consisting of a novel of historical fiction and exegesis, my profound encounter with the Song of Songs has also empowered me to give expression to my singular experiences as a woman, wife and mother in the sacred Hebrew tongue, my verses resonating with the language of the Scriptures while taking on contemporary meaning. Had I not internalised the text so many years before, it would not have resurfaced on the page to give expression to my own poetic musings. I truly saw the Song of Songs working its magic twelve years after I had the honour of participating in the International Bible Contest. I had enrolled in a short workshop offered by Beit Avi Chai, one of Jerusalem's prime cultural institutions promoting contemporary Jewish culture. The workshop brought together a dozen young poets and aimed to produce poetry inspired by the Song of Songs, based on in-depth study and exploration of the text. Our instructor opened the workshop by encouraging us to live and breathe the Song of Songs for the duration of the workshop; it was indeed marvellous that I met my beloved and got engaged before the final session and performance of the workshop's output. I was sitting at my desk at the Israel Museum one day when I got a call from a colleague's father – a member of the International Bible Contest organising committee, who remembered me from the time I was 15 – saying that he was standing in synagogue following morning minyan with a young Conservative rabbi who had just returned to Israel from the United States and would like to meet me. He had persuaded him to meet me by telling him that I was a Bible Contest champion and that he had a 'strong feeling' about this. We agreed to meet a week later for a picnic lunch in the Israel Museum's spectacular sculpture garden. The first sculpture we encountered as we entered the garden was Robert Indiana's AHAVA (LOVE). We paused and the young rabbi told me that, according to the Zohar's interpretation of the Song of Songs, a seminal work of Jewish mysticism, AHAVA constitutes God's most sacred name. After a delightful lunch, which certainly lasted longer than my allocated lunch break, we decided to meet again for another picnic the following week, and so on, until we were engaged five months later. The poems that I composed during the workshop – all employing the exquisite phrases and motifs of the Song of Songs – reflected our evolving relationship, and found a home in the birkon (book of blessings) we designed for our wedding (we just celebrated our fifth anniversary in July). Each Friday night as we sit around the Shabbat table we recite verses from the Song of Songs and from my own poetry to each other as an assertion of our love. Several years after first encountering the Song of Songs and reading it as an exchange of love letters, I learned that it was included in the biblical canon as an allegory of love between God and the People of Israel. The month of Elul, which we celebrated with the Kehilat Nitzan Women's Rosh Hodesh Group in a wonderful session that included text study and a creative activity, allows us to embrace our reciprocal relationship with the divine, as encapsulated by the verse 'I am my beloved's, and my beloved is mine' (6:3), whose initial Hebrew letters make up the acronym Elul. May this month of Elul bring with it boundless and everlasting love for our family, our community and the Holy One, whose ultimate essence is love. Commemorating Tisha B'av at Kehilat Nitzan Sammy Pinkus It is interesting how being in the presence of others and sharing our emotions brings one hope and strength. This is how I felt when members of many other Melbourne Jewish communities joined us at Kehilat Nitzan to commemorate Tisha B'Av and to remember the tragedies that have befallen the Jewish people over the years. After a sombre, deliberately unmelodic Ma'ariv service led by Rabbi Yonatan, most of the lights were turned off; we lit small candles and sat on the floor. The mood was certainly set. The beautiful haunting melody of Eicha was heard as each chapter was sung by different members of all the communities – although by now we were really all one community. Interspersed between each chapter, Merav Sadoff read poetry and community leaders gave insights into the messages of the day. Another strong emotion I felt was a sense of connection with those that came before me. Generations of Jews have sat of the floor and mourned the destruction of Jerusalem on Tisha B'Av. To be another link in that chain of tradition gave me a sense of awe, and helped me focus on my current time and place. again rejoiced in a unified and rebuilt Jerusalem. Afterwards, when we turned on the lights, stood up and extracted ourselves from the rich emotions of Eicha, Merav conducted a creative writing session to help us consolidate our feelings. I am not normally a 'creative writing person' but, unexpectedly, it made me feel the emotion of Tisha B'Av more strongly than before. I have always been cognisant of limiting my happiness on Tisha B'Av, but after our time with Merav, I found more depth and hope in my feelings. In the 1800s, even Napoleon was impressed. Tradition has it that, in Paris, he saw Jews sitting on the ground commemorating Tisha B'Av, and supposedly said, 'If the Jews still mourn the destruction of Jerusalem after so many years, then they will surely merit to see its rebuilding.' And a little over a century after his death, Jews once For those who have never experienced this part of our tradition, I commend sitting on the floor for Tisha B'Av. There is a beautiful sense of community and support. Tradition has it that the Temple was destroyed due to sinat chinam (baseless hatred). But if we continue to share our feelings, reach out to others with a sense of brotherhood and sisterhood, and give generously of our time and love (ahavat chinam – baseless love), then surely the lessons of Tisha B'Av will be learned. And all of us will merit joyous times ahead! An update on KN's education programs Rhona Rosenberg Since the recent arrival of Rabbi Sadoff, his wife Merav, and their two young daughters, our education programs at Kehilat Nitzan have been re-energised. The Rabbi introduced 'Hot Cholent, Spicy Torah' held every second Shabbat morning after the service. This program has attracted many more shule goers to stay on to enjoy the delicious vegetarian gluten-free cholent, and remain to attend the shiur. Another initiative of Rabbi Sadoff is his outreach discussion sessions titled 'Sichot B'Salon' – ('conversations in the lounge room'). Instead of inviting the community to the shule, these sessions are held in the private homes of Kehilat Nitzan members, who invite a small group of friends, both members and non-members, for a discussion about Jewish issues in a more intimate and casual setting. The topics are chosen ahead of time by the participants. To date, two very successful events have been held: the first on the subject of 'Gender, Judaism and Kabbalah' and the second on 'The Essence of Judaism'. The Zehoo children's program, held on Sunday mornings during school terms for children in lower primary school, is in its very successful second year. Marcie Civins offers an imaginative and varied program, including a tzedakh project each term. (You can read more about the Zehoo program in this newsletter.) The B'nei Mitzvah program has been very ably led by Zvi Civins for the last few years. Zvi has now handed over the program to Rabbi Sadoff. Kehilat Nitzan can look forward to many bar/bat mitzvah smachot in the coming months. The adult program 'Pondering the Parsha' is held every Thursday night, and Stacey Ford organises sessions on 'Contemporary Jewish Issues' every four to six weeks. The Education Committee of Kehilat Nitzan now includes representatives from every age group. We are considering establishing a post-Zehoo group next year as the first 'Zehoovians' graduate. This after-school program will also be a pre-b'nei mitzvah class. We are also planning a post-b'nei mitzvah group in which the young people themselves will lead the group and decide on their program of activities and events. The Education Committee has been working hard to develop great ideas for the future. After the High Holidays, we will begin planning programs for next year. If you would like further information about KN's education programs, please contact Rhona Rosenberg at Kehilat Nitzan, phone (03) 9500 0906. Providing engaging Jewish learning opportunities Rabbi Yonatan Sadoff God's counsel endures forever, His heart's intentions are for all generations age of zero all the way through to the end of high school . We are now seeking to implement additional programming in order to achieve this essential goal. Many of us cherish beautiful memories of our Jewish upbringing and education, whether at home or in synagogue and school. How do we today, within the framework of our Kehilat Nitzan community, educate our children and engage them in our ancient and sacred tradition? This is the million-dollar question being asked everywhere. We at Kehilat Nitzan are doing our utmost to provide engaging and exciting Jewish learning opportunities for our youth. We have, for example, our very successful Zehoo program run by Marcie Civins, and our tremendous B'nai Mitzvah program run by our President, Zvi Civins, and myself. We share an ultimate aspiration for youth engagement: continuity of engagement in the synagogue from the WELCOME TO NEW MEMBERS Lior, Melanie Attar and family Jeff Klein and Nicole Potasz and family David and Simone Krug and family Alison Marcus John Rosenbloom and Kathryn Earp Jeremy and Adele Stowe-Lindner and family Aaron Walton and Deb Friedman and family Charlotte Willis and family So, what are we doing? Starting at zero! One program that initiates a process of engagement from the youngest ages is called Kruv Nitzanim (brussel sprouts or little cabbages). This program will be held every Friday morning (beginning after the High Holidays) and is meant for babies and toddlers aged 0-4 and their parents and grandparents. It will be run by my wife, Merav, and myself, and includes Hebrew story time, AlephBet Yoga, arts and crafts, and songs to welcome the Shabbat. This program is based on the premise that a connection to Judaism and Jewish education, as well as to the Hebrew language, starts at Kehilat Nitzan at age zero. Let us begin this year with a renewed commitment to engaging, educating and embracing our young people, while doing our duty to pass this beautiful sacred tradition from generation to generation. M'dor l'dor. MAZAL TOV ON YOUR BAR/BAT MITZVAH Toby Woolfe Lewin Elinor Gertrude Auster Rose Stein Lily Stein Joel Green Bella Rubenstein Jake Joseph Ruby Burstyner Newsletter: edited by Ruth Mushin design by Lisa Lipshut Designs The following members wish their relatives, friends and the community a happy, healthy new year and well over the fast Sadoff Rabbi Yonatan and Merav and family Civins Zvi and Marian and family Corran Trevor Ellison Mark and Odile Faine-Shalit family Feiglin Judy and family Feldman Fran and family Feldman Vivian and Pam and family Furstenberg John and Dalia and family Goldberg Esther, Henry and Jeremy Goldberg Gabby and Eloise Korman Debra, Braham and family Landau Georgie, Jim, Anna, Ben, Kara, James and Tahlia Lynn-Goldberg Michelle, Jeff, Noah and Nathan Rosenberg Bev and John and family Rosenberg Rhona and Shaw Rohan, Rebecca, Nathan and Asher Wolkenberg Tom and Linda Wyse	<urn:uuid:76b64896-9052-4222-831b-dc8ebeb744f2>	CC-MAIN-2019-04	https://kehilatnitzan.org.au/wp-content/uploads/2018/08/KN-newsletter-Sept2018.pdf	2019-01-16T04:12:46Z	crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00456.warc.gz	577,883,851	6,036	eng_Latn	eng_Latn	0.997069	eng_Latn	0.99833	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3226, 7610, 9997, 12963, 18720, 21279, 23766, 26866 ]	[ 1.078125, 1.5546875 ]	1	1	HuggingFaceFW/finepdfs-edu
We acknowledge and respect that we are gathered on the traditional lands of the Anishnaabe People of Turtle Island and proudly recognize our local host Atikameksheng Anishnawbek. We also recognize the contributions of Wahnapitae First Nation and the Métis Nation of Ontario. \| Course Title \| Business Professionalism \| \|--------------\|--------------------------\| \| Course Code: \| BUS1125 \| \| Credit Value:\| 3 \| \| Credit Hours:\| 42 \| Programs: - ACBU Business Administration - Accounting - BFND Business - Finance - BFPG Business Fundamentals - BFPO Business Fundamentals - Online - BUAD Business Administration - BUAO Business - Accounting - Online - BUAP Business - Accounting - COBU Common Business - GBBH Business - GBBH Business - Brampton - GBHP Business - Hanson - GEBU Business - HHRP Hospitality - Hotel & Restaurant - Hanson - HRBH Hospitality - Hotel & Restaurant - Hanson - HRMD Hospitality - Hotel & Restaurant - PFDC Business Professionalism - Dual Credit Equivalencies Prerequisites Corequisites This course may be delivered in a variety of different formats: 100% in-class, 100% online (or a blend of both), videoconferencing, distributed learning or off-campus. Please confirm with your faculty member which format will be used for your section of this course. General Education Course: □ Degree Breadth Course: □ Eligible for PLAR: ✔ Research Intensive Course Designation: Experiential Learning: □ COURSE DESCRIPTION In this course, students will develop strategies to think critically, engage in meaningful self-evaluation, develop sustainable relationship building and leadership skills when entering the workforce. This course will prepare students to become well-rounded business professionals when working independently or as part of a team. In this course, students will demonstrate the importance of soft skills required in a dynamic, fast-evolving marketplace. This course will help students develop intrapersonal and interpersonal skills resulting in enhanced individual and organizational performance. Date: May 18, 2023 Approved by: LORADONNA BOTTER Chair, School Of Business, Creative Industries, And Information Technology Effective: Fall 2023, Winter 2024, Spring 2024 ## RELATIONSHIP TO PROGRAM VOCATIONAL LEARNING OUTCOMES \| PROGRAM LEVEL \| PROGRAM(s) \| Vocational Learning Outcomes \| \|---------------\|------------\|------------------------------\| \| \| \| Ministry Standards \| \| \| \| 1. Analyze and evaluate organizational structures and the interdependence of functional areas, and contribute to the development of strategies which positively impact financial performance. \| \| \| Business Administration - accounting \| Ministry Standards \| \| \| \| 1. Develop strategies for ongoing personal and professional development to enhance work performance. \| \| \| Business Fundamentals \| Ministry Standards \| \| \| \| 1. Develop strategies for ongoing personal and professional development to enhance work performance. \| \| \| Business Fundamentals - Online \| Ministry Standards \| \| \| \| 1. Develop strategies for ongoing personal and professional development to enhance work performance. \| \| \| Business Administration \| Ministry Standards \| \| \| \| 1. Apply human resource practices to support management objectives and the organization’s goals. \| \| \| \| 2. Develop strategies for ongoing personal and professional development to enhance work performance in the business field. \| \| \| Business - Accounting - Online \| Ministry Standards \| \| \| \| 1. Analyze organizational structures, the interdependence of functional areas, and the impact those relationships can have on financial performance. \| \| \| Business - Accounting \| Ministry Standards \| \| \| \| 1. Analyze organizational structures, the interdependence of functional areas, and the impact those relationships can have on financial performance. \| \| \| Business \| Ministry Standards \| \| \| \| 1. Explain the role of the human resource function and its impact on an organization. \| \| \| \| 2. Develop strategies for ongoing personal and professional development to enhance work performance in the business field. \| \| \| Business - Hanson \| Ministry Standards \| \| \| \| 1. Explain the role of the human resource function and its impact on an organization. \| \| \| \| 2. Develop strategies for ongoing personal and professional development to enhance work performance in the business field. \| \| \| Business \| Ministry Standards \| \| \| \| 1. Explain the role of the human resource function and its impact on an organization. \| \| \| \| 2. Develop strategies for ongoing personal and professional development to enhance work performance in the business field. \| This is an important document and should be saved for future reference. It may be needed for certification, credit transfer and employment purposes. Published: July 18, 2023 \| Program(s) \| Vocational Learning Outcomes \| \|-------------------------------------------------\|-----------------------------------------------------------------------------------------------\| \| Hotel And Restaurant Management - Hanson \| 1. Support an industry and workplace service culture by adopting a positive attitude and professional decorum, accommodating diverse and special needs, and contributing as a team member. 2. Use leadership, teamwork, conflict and relationship management skills and tools, as well as knowledge of organizational behaviour, labour relations, employment standards and human rights to contribute to a positive work environment. \| \| Hospitality - Hotel & Restaurant - Hanson \| Ministry Standards 1. Support an industry and workplace service culture by adopting a positive attitude and professional decorum, accommodating diverse and special needs, and contributing as a team member. 2. Use leadership, teamwork, conflict and relationship management skills and tools, as well as knowledge of organizational behaviour, labour relations, employment standards and human rights to contribute to a positive work environment. \| \| Hospitality - Hotel & Restaurant \| Ministry Standards 1. Support an industry and workplace service culture by adopting a positive attitude and professional decorum, accommodating diverse and special needs, and contributing as a team member. 2. Use leadership, teamwork, conflict and relationship management skills and tools, as well as knowledge of organizational behaviour, labour relations, employment standards and human rights to contribute to a positive work environment. \| COURSE CURRICULUM Topics/Concepts Covered in This Course - The increasing importance of soft skills in the workplace - Understanding human behaviour - Organization skills and effective prioritization - Intrapersonal skill development - Attitudes and self-concept - Values and ethics - Personality, stress, learning and perception - Building sustainable relationships in the workplace - Effective communication - Managing emotions and criticism - Managing conflict in the workplace - Interpersonal skill development - Group and team dynamics - Motivating personal and team performance - Professional development strategies - Problem solving skills \| Learning Outcome \| Objectives \| \|----------------------------------------------------------------------------------\|----------------------------------------------------------------------------\| \| 1. Describe the importance of behaviour, human relations, and performance in today's work environment. \| 1.1 Explain why human relations skills are so important in the workplace 1.2 Relate individual behaviour to work ethic, and organizational performance 1.3 Describe the history of human relations. 1.4 Demonstrate the value of human relations to being happy and developing strong working relationships in the workplace. \| \| 2. Prepare a strategy to effectively manage the demands of a fast paced, demanding work environment \| 2.1 Explore and select appropriate tools for effective time management 2.2 Explore and select appropriate task management tools 2.3 Determine appropriate criteria for assigning tasks as high, medium, or low priority 2.4 Discuss the importance of business etiquette 2.5 List the steps in the career planning model \| \| 3. Engage in activities that include critical thinking and self-evaluation to promote professionalism \| 3.1 Perform a personality self evaluation 3.2 Explain the benefits of understanding and identifying personality profiles 3.3 Explain the importance of first impressions and how to project a positive image 3.4 Define attitudes and describe how they affect behaviour, human relations, and performance 3.5 Determine whether you have a positive self-concept, and it affects your behaviour, human relations, and performance 3.6 Identify your personal values and discuss moral development \| \| 4. Relate positive attitudes, self-concept, values, and ethics to higher performing individuals and organizations \| 4.1 Define attitudes and explain how they affect behavior, human relations, and performance 4.2 Illustrate best practices to change your attitudes in the workplace. 4.3 Determine whether you have a positive self-concept and how it affects your behavior, human relations, and performance 4.4 Understand how your managers and your own expectations affect your performance. 4.5 Compare and contrast the three levels of moral development \| \| Learning Outcome \| Objectives \| \|----------------------------------------------------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------\| \| 5. Create personal and professional strategies for effective communication \| 5.1 Discuss the importance of timely and effective communication 5.2 Explore the message sending and receiving process 5.3 Explore the importance of verbal and non-verbal communication 5.4 Explore how to give and receive constructive feedback to enhance work performance 5.5 Identify the differences between passive, aggressive and assertive behaviours 5.6 Explore when and how to use conflict management styles to initiate, respond to, or mediate conflict resolutions \| \| 6. Identify training courses, workshops and programs to enhance employment opportunities \| 6.1 Discuss the importance of short-, medium-, and long-term career planning and goal setting 6.2 Discuss the concept of Professional Development [PD] is it pertains to reaching career goals 6.3 Identify the roles and benefits of professional organizations and certification \| \| 7. Apply skills related to working effectively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view \| 7.1 Describe the 5 stages in team development 7.2 Explain how team dynamics can affect team performance 7.3 Explain how to identify problem members and list strategies for handling them so they do not have a negative effect on your team meetings or outcomes 7.4 Discuss the importance of diversity among groups and teams and within the workforce 7.5 List the steps in the decision making model and describe techniques for generating creative alternatives 7.6 Explore ways to improve relationship and interpersonal skills \| Essential Employability Skills Communication - communicate clearly in written, spoken, and visual form that fulfills purpose/needs of audience. - respond to written, spoken, or visual messages in a manner that ensures effective communication. Numeracy - not applicable Critical Thinking and Problem Solving - use a variety of thinking skills to anticipate and solve problems. Information Management • locate, select, organize, and document information using appropriate technology and info systems. Interpersonal • show respect for the diverse opinions, values, belief systems, and contributions of others. • interact with others in groups in ways that contribute to effective working relationships. Personal • manage the use of time and other resources to complete projects. • take responsibility for one’s own actions, decisions, and consequences. Delivery Method • Classroom: Course is delivered through scheduled synchronous teaching that may be face-to-face and/or virtual. • Online: Course is fully delivered through asynchronous teaching. Learning Activities • Lectures • Class Discussions • Group Work • Presentations • Guest Speaker(s) • Reflective Writing • In-Class Exercises • Small Group Instruction • One-to-One Instruction • Case Studies • eLearning Components Resources Required Books Lussier, Human Relations in Organizations, DIGITAL CONNECT access ONLY, 12th edition, McGraw Hill ISBN: 978126406924 Evaluation Plan Grading Scheme A 80% - 100% B 70% - 79% C 60% - 69% D 50% - 59% F 0% - 49% \| Evaluation Method \| Value (%) \| \|------------------------------------\|-----------\| \| Quizzes \| 35% \| \| Quizzes include, but are not limited to, the following activities: Section summary quizzes, test, and module preparation activities. \| \| Applied Activities (G) \| 65% \| \| The applied activities will include, but not limited to, reflections, presentations, case studies, role plays, as determined by the professor. \| ADDITIONAL INFORMATION College Academic Policies It is the student's responsibility to be aware of the College’s Academic Policies. The Academic Policies apply to all applicants to Cambrian and all current students enrolled in any program or course offered by Cambrian in any location. Academic policies, procedures, and forms can be found on the Cambrian website at https://cambriancollege.ca/about/official-documents-and-policies/academic-policies/. Accessibility Services Cambrian is committed to creating an inclusive learning environment where we support our students' success. Students who are registered with the Glenn Crombie Centre can access accessibility and/or counselling services by: 1. Registering and scheduling an appointment through Clockwork in the Student Portal in myCambrian. 2. Contacting 705-566-8101 ext. 7420 or 7311, or 3. E-mailing email@example.com or firstname.lastname@example.org Audio/Visual Capture Sounds and images from this class, and contributions made by a participant, virtually or in-person, are recorded under the authority of the Ontario Colleges of Applied Arts and Technology Act, 2002. 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For more information, please visit: https://cambriancollege.ca/about/official-documents-and-policies/equity-human-rights-and-accessibility/ Modifications to the Course Evaluation Plan Under exceptional circumstances, Cambrian reserves the right to alter the Course Evaluation Plan. Upon approval from the Dean, faculty members will notify students of any modification to the Course Evaluation Plan and post to the course Learning Management System site (Moodle). Prior Learning Assessment and Recognition (PLAR) Students wishing to have work or life experience considered through Prior Learning Assessment and Recognition should contact firstname.lastname@example.org Testing Practices at Cambrian Many courses include major tests and/or final exams. The practice at Cambrian requires that these types of test situations involve proctoring to ensure academic integrity. 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If you have any questions regarding the collection of your personal information, please contact Vice President Academic, Cambrian College, 1400 Barrydowne Rd., Sudbury ON P3A 3V8, 1-705-566-8101. Tests and Evaluations Students are required to write tests and/or complete evaluations as scheduled. Exceptions may be made in the event of an emergency or a sanctioned event (e.g., varsity sports, field trip, religious observances, etc.). In non-emergency situations, students are expected to contact the faculty member in the event that they can not be present for a test/evaluation to explain the reason for their absence. At the discretion of the faculty member, an alternate time for the test/evaluation may be allowed. Transfer Credit Students wishing to have courses from other programs or institutions assessed for equivalency and/or transfer credit should contact email@example.com. Wabnode Centre for Indigenous Services Students are encouraged to come to Wabnode to meet our Elders and to access personal counselling and connect with academic tutoring. Our team is also be able to provide students with information related to funding and scholarship and bursary opportunities for Indigenous students. We encourage students to come to Wabnode and find out about opportunities to share in cultural, sports and community activities. Students can also contact Wabnode at firstname.lastname@example.org Out-of-Class Assistance The faculty will inform students of their Out-of-Class availability through the Learning Management System site (Moodle). Professional Conduct Students are expected to demonstrate respectful behaviour and professional communication in all modes of course delivery. Respectful behaviour is demonstrated by compliance with school and College policies, professional conduct in program activities (on and off-campus), appropriate and safe usage of school/College property, meeting program expectations for participation and attendance, and adhering to assignment deadlines and requirements. Related policies: Code of Conduct Student Rights and Responsibility	2bf0900a-f3a7-4223-b668-8d2699464248	CC-MAIN-2024-30	http://dualcredit.cambriancollege.ca/wp-content/uploads/2023/10/Business-Professionalism-2023-24.pdf	2024-07-21T06:15:58+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763517648.65/warc/CC-MAIN-20240721060614-20240721090614-00618.warc.gz	8,670,882	3,884	eng_Latn	eng_Latn	0.973804	eng_Latn	0.985176	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1870, 2310, 5402, 7834, 10182, 12661, 14294, 17628, 20813 ]	[ 1.71875, 1.4609375 ]	1	0	HuggingFaceFW/finepdfs-edu
MAPSD Wellness Infogram April 2015 Upcoming Wellness Events See page 4. Insidethisissue: 1 1 2 3 3 4 5 9 Spring Cleaning Tips for a Healthier Home 1. Thoroughly dust your home and clean or replace air conditioning and heating filters; clean all ducts and vents to decrease your exposure to pollens and other airborne allergens. 2. Organize your medicine cabinet, discarding expired medications and old prescription medications no longer in use. 3. Check the garage, basement , and under the sink for old cans of paint, thinners, oils, solvents, cleaning products, stains, and other forms of "toxic" trash. Get rid of any you will not use. 4. Have your chimney cleaned. This will re- duce the chances of carbon monoxide exposure when it's fire season again. protruding bolts, and other potential sources of injury. 5. Clean any mold or mildew from bathrooms and other damp areas. 6. Check your rugs to be sure that rugs on bare floors have nonskid mats. Older mats that have become dusty may need to be washed or replaced to provide effective protection from falls. Outfit your bathrooms with nonskid bath mats. 7. Inspect outdoor playground equipment and be sure that it remains sturdy and in good repair. Pay particular attention to guardrails, 8. Change the batteries in your smoke detector and carbon monoxide detector. 9. Collect old batteries throughout the house for disposal in a battery recycling or hazardous waste center. http://www.medicinenet.com/ 7 Healthy Reasons to Love Spring Extra daylight. Springing forward for daylight savings time feels rough the day after, but once you're recovered from a night of sleep deprivation, the benefits are far-reaching. In addition to giving us more time to spend outdoors and serving as a natural mood booster, that extra hour of light may help reduce traffic accidents and fatalities. A healthier home. During warmer weather, open your windows and let the sunshine in while you spring clean, declutter, and organize your home. Not only will a more streamlined space help you feel more in control of your day-to-day life, it could also make you fitter. Owners of tidy homes are more likely to be physically fit than those who live in messy environments. A spring-cleaned diet. Sweep the cobwebs out of your cold-weather diet with a dose of fresh spring produce. Peas, asparagus, kale, radicchio, and rhubarb are just a few of the fresh foods that reach their peak during spring. Chances are, you'll find yourself wanting to eat less during warmer weather than you did during the dark winter months, so use your body's natural cravings as a way to focus on filling up with whole, fresh foods. Outdoor exercise. If winter is too cold and summer is too hot, spring is just right for outdoor exercise, which can actually improve your mental and physical well-being better than an indoor sweat session. Whether it's an after-dinner walk, an adult rec league, or an early-morning run, longer days and moderate temperatures are perfect reasons to take your workout outside. America's favorite pastime returns. For sports fanatics, no season is sweeter than the one that starts with NCAA March Madness and goes through opening day of Major League Baseball. And all that time obsessing over team sports has benefits, such as the emotional perks that come with social interaction and feelings of community around a sports team. Sports fans are less likely to experience feelings of depression and alienation than their uninterested peers. No more dry winter skin. Gone are the freezing temps and harsh winds that wreak havoc on your skin and hair — and summer's heat hasn't yet arrived to turn up the frizz factor. It can be tempting to skip moisturizing once you no longer feel like you need it, but remember that sun protection with a daily SPF of at least 15 is essential year-round. Spring break. Spring break often calls for a relaxing staycation, and getting away at the end of winter has definite health benefits. Leisure activities — whether at home or away — can reduce risks for diseases such as breast cancer and cardiovascular disease, as well as help manage stress long-term. http://www.everydayhealth.com/ Lemon-Parsley Green Beans Ingredients -1 pinch white sugar -1 pound fresh green beans, trimmed -2 t. olive oil -3 cloves minced garlic -1/4 c. chopped fresh parsley -1 lemon, cut into wedges -2 T. butter Directions 1. Bring a large pot of salted water to a boil over high heat. Add sugar and beans. Cook until beans are bright green and tender, 3 to 5 minutes. Drain and place in a large bowl of ice water to stop cooking. Hot Spinach and Artichoke Dip 2. Combine the butter and olive oil in a large skillet over medium-high heat; cook until butter melts. Stir in the garlic; cook until pale beige and fragrant. Stir in the beans; cook until wilted, and garlic is dark brown, about 4 minutes. Toss beans with parsley and lemon zest, and cook 1 to 2 minutes more. Season to taste with salt and pepper. Transfer beans to a serving dish, and garnish with lemon wedges. http://allrecipes.com/ Wellness Reminders Quarter 3 Point Logs—Due April 15th!!! You can access a printable copy of the log via the MAPS District website under "Wellness Information". An online form is also available via the following web link: https://docs.google.com/forms/ d/1OM6XoHMWFgW4ESrrS8mBHUK05Fn4RWZAqrOD7pwSHfk/viewform?usp=send_form Schedule Your Health Coaching Session - Health Coaching schedules can be accessed via the following link: https://docs.google.com/ spreadsheet/ccc?key=0ArsLgi3XPxX5dHFGSFlhcjBxTk84Y0pjSHk2d1pIWGc&usp=sharing - A minimum of one health coaching session must be completed by June 30, 2015. - Please sign up for a time that works for you, but please reserve the limited telephonic sessions for employees and spouses who are absolutely unable to make the Upcoming Wellness Events April Challenge: Exercise at Home April 1: Blood Drive Medford Fire Hall; 1:30 pm-5:30 pm Call 715-748-8762 to register. April 13: Basic CPR & First Aid Classroom A & B - Aspirus Medford Hospital & Clinics Call to sign up: 715-748-8100 April/May DTBD: Incontinence & Pelvic Organ Prolapse — (Watch for flyer…) 5:00 pm? At the District Office Conference Room Join Kirsten Hayes, Physical Therapist at Aspirus Medford Hospital & Clinics, as she shares what she learned at a recent women's health course on Incontinence & Pelvic Organ Prolapse. April 23: My Real Life Emergency: A Health Forum Series Locations: Aspirus Medford Hospital 5:45 pm Free Boxed Lunch 6:00 pm Program Seating is limited. Registration is required. Call: 715-748-8886 by April 17. April 25: Pine Line Marathon Fpr more information and to download Registration Form off of the Medford Chamber of Commerce's website: http://medfordchamber.org/ Race start for Marathon and 1/2 Marathon 8:00 am, 5K Run/Walk 8:30 am April 27: Alzheimer's Support Group Aspirus Country Gardens; 1:30 pm Support group for family and friends of those afflicted with Alzheimer's disease or other dementias. Ongoing: Weight Watchers at Work Weekly Meetings: Tuesdays—6:45am Aspirus Medford Hospital; Paid Enrollment Required Call Kathy Stamos at 715-748-0802 for details and registration information Thoughts? We want to hear from you! Amanda Lange, Wellness Coordinator Aspirus—Medford Hospital & Clinics Personal and Organizational wellness is an ongoing effort. If you have any thoughts about how your MAPSD Wellness Program can better support you, please share them with the Wellness Coordinator or your building representative. We welcome any ideas for program design, events, guest speakers, etc. 135 S Gibson Street Medford, WI 54451 Know someone who has realized a personal P: 715-748-8128 F: 715-748-8792 E: firstname.lastname@example.org success story? Please nominate them to be recognized in an upcoming Infogram! (Permission will be obtained from the nominated individual before the story is published.) For more information on anything included in the infogram, including upcoming wellness events, please contact the Wellness Coordinator. Medford Area Public School District Wellness Team Building Representatives MASH: Tracy Swedlund SES: Jerri Suchomel MAMS: Eliza Decker District Office: Luanne Olson MAES: Elizabeth Orth District Wide: Jill Koenig Taylor County Education Building: Sara Holewinski Aspirus—Medford Amanda Lange, Wellness Coordinator; Angela Hupf Spectrum Greg Schmidt; Clark Theilig; Cory Toth	<urn:uuid:01e92718-995f-4394-9789-5b9bd44d1449>	CC-MAIN-2017-22	http://www.medford.k12.wi.us/Wellness/Infograms/Apr15Infogram.pdf	2017-05-26T05:25:47Z	crawl-data/CC-MAIN-2017-22/segments/1495463608642.30/warc/CC-MAIN-20170526051657-20170526071657-00043.warc.gz	710,251,315	2,027	eng_Latn	eng_Latn	0.986367	eng_Latn	0.995953	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1473, 4179, 5858, 7269, 8531 ]	[ 1.46875 ]	2	2	HuggingFaceFW/finepdfs-edu
YEAR 12* COMPETITION GLOBAL SUSTAINABLE DEVELOPMENT DON’T WORRY ABOUT THE FUTURE. FIX IT. Think creatively, gain valuable research skills and learn more about global sustainable development Choose one of the following questions: 1) What is the main challenge to sustainable development in your local area? What solutions do you propose to address it? 2) Many influential figures deny that climate change is real. How would you respond to climate change deniers? 3) To what extent is sustainable development about creation? Enter one of the following as your response: - A 1,000-1,500 word essay - A 4 minute video/podcast essay - A photo/series of photos and a 500 word (maximum) commentary - An artistic exploration (for example, a painting, poetry, a short story or a short film) and a 500 word (maximum) commentary Shortlisted entrants will be invited to a GSD Campus Day at the University of Warwick on Saturday 27 June 2020. You’ll take part in interactive sessions and get a sense of what studying GSD involves. Winners will be announced and each awarded a £50 prize. Deadline: Midnight, Friday 10 April 2020 What is GSD? The United Nations defines GSD as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. Our GSD degrees at Warwick equip our students with the expertise, skills and knowledge that enable them to contribute meaningfully to the debates about the big problems facing us today, so that they can make a real difference to the world. warwick.ac.uk/gsdcompetition *Year 12 in the UK or sixteen to seventeen year old age group equivalent	<urn:uuid:86ed87de-922d-4b24-bb25-c3ebeb08af5a>	CC-MAIN-2020-40	https://warwick.ac.uk/fac/arts/schoolforcross-facultystudies/gsd/engagement/gsdcompetition/gsd_competition_2020_a3_poster_final.pdf	2020-09-26T15:59:00+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400244231.61/warc/CC-MAIN-20200926134026-20200926164026-00545.warc.gz	692,174,030	362	eng_Latn	eng_Latn	0.995908	eng_Latn	0.995908	[ "eng_Latn" ]	false	rolmOCR	[ 1647 ]	[ 2.390625 ]	1	1	HuggingFaceFW/finepdfs-edu
Shastas mix so effortlessly with other perennials like salvias and grasses that no garden should be without them! Leucanthemum superbum 'Amazing Daisies Marshmallow' * Exposure/Soil: Plant in full sun to partial sun. Use slow release or water soluble fertilizer. Keep soil moist watering under leaves and flowers for best results. Drought tolerant once established. * Use: A new and unique look for Proven Winners® Shasta Daisies, 'Marshmallow' has a puffy look just like the sweet treat. Large, 3½" fully double, bright white flowers absolutely cover the medium-sized habit. Shasta Daisies are all-time favorites for the perennial border. The cheery flowers begin to appear in early summer and continue on for several months if faithfully deadheaded. Shastas mix so effortlessly with other perennials that no garden should be without them! * Growth: Fast growing to 18-20" tall in bloom. Spreads to 20-22" in width. * Hardiness: Zone 5-9 Perennial. Very heat tolerant! Mulch around plant in the winter. * Foliage: Deciduous. Dark green foliage. * Flower: Large, 3.5" fully double bright white flowers absolutely cover this summer-blooming plant A very floriferous plant that has an extra long bloom time in summer. Blooms spring to fall frosts. Deadheading increases flower count.	<urn:uuid:cb18d21e-1277-4dfa-9346-1a5f894721e8>	CC-MAIN-2023-14	https://growersoutlet.com/Plant_Info/Perennials/Leucanthemum/Leucanthemum_superbum_Marshmallow.pdf	2023-03-20T22:44:14+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00522.warc.gz	338,865,857	306	eng_Latn	eng_Latn	0.996462	eng_Latn	0.996462	[ "eng_Latn" ]	false	docling	[ 1285 ]	[ 1.7734375 ]	1	0	HuggingFaceFW/finepdfs-edu
‐ Name: Page: Day Date Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Reps Reps Reps Reps Reps Reps Reps Reps Reps Reps Reps Exercise & # Lower Back 1 Ver@cal BuCerﬂy 2 Bicep Curl 3 Abdominal 4 Tricep Extension 5 Shoulder Press 6 Outer Thigh 7 Inner Thigh 8 Lat Pull 9 Leg Curl 10 Seated Row 11 Leg Extension 12 Seated Chest 13 Leg Press 14 Augy'sFitness CenterParamountWorkoutChart All14exercisesaretotalbodyandshouldbeperformedeveryotherday!!!!!!! 1- 3 Sets/ 10- 15Reps The Beneﬁts of Exercise The expected beneﬁts of exercise are: * Improved ﬂexibility, increased muscular strength and endurance * Increased cariorespiratory enduance, increased bone mass * Decreased percent body fat, decreased heart rate & blood pressure * Increased self-‐esteem and feelings of well being Cau@on: Before beginning an exercise program, you should ﬁrst consult your doctor and get a physical examina@on ‐ Name: Page: Day Date Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Reps Reps Reps Reps Reps Reps Reps Reps Reps Reps Reps Exercise & # Outer Thigh 7 Inner Thigh 8 Leg Curl 10 Leg Extension 12 LegPress 14 Lower Back 1 Ver@cal BuCerﬂy 2 Bicep Curl 3 Abdominal 4 Tricep Extension 5 Shoulder Press 6 Lat Pull 9 Seated Row 11 Seated Chest 13 Augy'sFitness CenterParamountWorkoutChart Upper/LowerSplitWorkout!!!!! Top5 exercisesonMonday& Thursday; BoMom9 onTuesdays& Fridays!!! 2 to 4 sets / 10- 15 Reps The Beneﬁts of Exercise The expected beneﬁts of exercise are: * Improved ﬂexibility, increased muscular strength and endurance * Increased cariorespiratory enduance, increased bone mass * Decreased percent body fat, decreased heart rate & blood pressure * Increased self-‐esteem and feelings of well being Cau@on: Before beginning an exercise program, you should ﬁrst consult your doctor and get a physical examina@on ‐ Name: Page: Day Date Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Weight/ Reps Reps Reps Reps Reps Reps Reps Reps Reps Reps Reps Exercise & # Leg Press 14 Leg Extension 12 Seated Row 11 Outer Thigh 7 Inner Thigh 8 Abdominal 4 LowerBack 1 Seated Chest 13 Leg Curl 10 Lat Pull 9 Shoulder Press 6 Tricep Extension 5 Bicep Curl 3 Ver@cal BuCerﬂy 2 Augy'sFitness CenterParamountWorkoutChart SplitBodyCircuit!!!!! Top7 exercisesonMonday& Thursday; BoMom7 onTuesdays& Fridays!!! 2 to 4 sets / 10- 15 Reps The Beneﬁts of Exercise The expected beneﬁts of exercise are: * Improved ﬂexibility, increased muscular strength and endurance * Increased cariorespiratory enduance, increased bone mass * Decreased percent body fat, decreased heart rate & blood pressure * Increased self-‐esteem and feelings of well being Cau@on: Before beginning an exercise program, you should ﬁrst consult your doctor and get a physical examina@on	<urn:uuid:56be786a-1925-48a0-a64c-109f85883112>	CC-MAIN-2021-21	http://www.augysfitness.com/PDF/AugysFitness_Parmount%20Workouts.pdf	2021-05-12T12:07:34+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989693.19/warc/CC-MAIN-20210512100748-20210512130748-00087.warc.gz	60,731,363	2,974	eng_Latn	eng_Latn	0.908296	eng_Latn	0.898039	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 963, 1966, 2962 ]	[ 1.7109375 ]	1	3	HuggingFaceFW/finepdfs-edu
teaching shakespeare POLICY • PEDAGOGY • PRACTICE Spring 2017 ISSN 2049-3568 (Print) • ISSN 2049-3576 (Online) COLOUR IN SHAKESPEARE AND WIN A FREE BOOK TEACH TITUS AT GCSE WITH HELEN MEARS PONDER BOTTOM’S DREAM WITH MICHAEL COLLINS Find this magazine and more at the BSA Education Network’s webpage www.britishshakespeare.ws/education/ WELCOME! Last issue we said farewell to our outgoing British Shakespeare Association leaders. This issue we welcome our new BSA Chair and Treasurer, Alison Findlay and Marion Wynne-Davies. They are experienced celebrators and promoters of Shakespeare educators across all sectors. Indeed, the BSA will front a day of panels at the Shared Futures conference organized by the English Association and University English, 5–7 July 2017, Newcastle, UK. www.englishsharedfutures.uk COLOURING SHAKESPEARE! This issue, we have three copies of Colouring Shakespeare, a new book illustrated by Judy Stevens, to give away. Published by Modern Books in 2016, it boasts a foreword by Simon Callow and has an RRP of £9.99. Join our reader competition and colour in excerpts from the book on pages 8 and 9 of this issue. Send one of the pages along with your name, institutional affiliation (if applicable), and postal address to Sarah Olive, Education, University of York, Heslington, York, YO10 5DD, UK by March 16 2017. Three winners will be announced and their work displayed on the BSA education network blog by 1 April 2017 (no joke). SEND US YOUR VIEWS With Teaching Shakespeare now firmly in double figures, we thought this would be a good time to check in with our readers and ask for your views on and experiences with us. Ten questions which should take no more than ten minutes of your time to answer, to help us serve the BSA community even better, can be found at: www.surveymonkey.co.uk/r/JRDLVHL SHAKESPEARE 401: WHAT’S NEXT? The 2017 Theatre Conference Shakespeare 401: What’s Next? has issued its call for papers. Proposals for 20-minute papers, full sessions, and workshops should be submitted by January 31 to firstname.lastname@example.org, otherwise watch for opportunities to audit June 22–24 2017 in Ontario. All approaches to Tudor-Stuart drama and its afterlives are welcome. Plenary speakers include Sarah Beckwith (Duke University), Martha Henry (Stratford Festival), Peter Holland (University of Notre Dame), Julia Reinhard Lupton (University of California, Irvine). The conference is a joint venture of the University of Waterloo and the Stratford Festival, and will bring together scholars and practitioners to talk about how performance influences scholarship and vice versa. Paper sessions will be held at the University of Waterloo’s Stratford campus, with plays and special events hosted by the Festival. The conference schedule will include free time to attend evening performances of Twelfth Night, Timon of Athens, and The Changeling. For further details visit: uwaterloo.ca/english/shakespeare SHAKESPEARE AND EUROPEAN THEATRICAL CULTURES: AN ATOMIZING TEXT AND STAGE This will be taking place from 27–30 July 2017 in Gdańsk, Poland. This conference will convene Shakespeare scholars at a theatre dedicated to Shakespeare that proudly stands in the place where English players regularly performed 400 years ago. It ponders with renewed interest the relation between theatre and Shakespeare. His work has informed educational traditions, and, through forms of textual transmit has actively contributed to the process of building national distinctiveness. Papers are invited on the uses of Shakespeare in theatrical cultures across Europe and beyond, with a focus on textual/performative practices, on the educational dimension of Shakespeare in theatre, on the interface between text, film and stage productions, on his impact on popular culture, on Shakespearean traces in European collective and individual memory, and on his broader cultural legacy. For further information, see esra2017.eu/call-for-papers/ In July, I visited the George Dixon Academy, in Edgbaston, Birmingham. It is an average-sized secondary school, currently with a smaller than average sixth form but whose teachers are working hard and imaginatively to fire students’ interest and engagement in formal education. Guest speakers and other visitors are key ways in which they hope to whet students’ appetite for subjects. I was primarily there to talk to their year 10 students about Macbeth, with a focus on the play’s historical context and to discuss the balance of human versus supernatural agency in the play. However, their wonderful English department even indulged my request to do a vox pop with their students (if you’re a regular reader, you’ll see we ask these questions, or similar ones, around the world. If you would like to contribute a vox pop please email me, email@example.com). There were 137 students in attendance during my talks making this our largest vox pop ever. The vox pop participants were also the most diverse, linguistically and culturally, we’ve asked about their experience of Shakespeare. OFSTED describes the school’s demographic thus: ‘The very large majority of students come from a wide range of minority ethnic group. [Also sizeable is] the proportion of students who are learning English as an additional language and that are known to be eligible for the pupil premium (additional funding from the government for students looked after by the local authority and known to be eligible for free school meals etc)’. A duly huge ‘thank you’ to the George Dixon staff and students from Teaching Shakespeare! With special thanks to Mr Paul Wassell, one time fellow graduate student at the University of Birmingham, for contacting me in the first place. Joan Lee, a third year student on the BA English in Education programme, Education Department, University of York, speedily transcribed the handwritten vox pops for me and deftly tabulated the results. This editorial is thus co-authored with Joan. In terms of facts and figures regarding when, where and how students at George Dixon Academy recalled experiencing Shakespeare: Of those who had encountered his works in primary school (around a quarter of students), there was an even split between those who had done so in English classes only versus in English and Drama. One student had encountered him in primary History lessons and another in primary Spanish lessons. Shakespeare at primary school involved role playing, watching videos and movies, reading the play, making mind maps and hot seating (in that order of frequency). 75% of students said they had first studied Shakespeare at secondary school. 75% of these had done so in English classes only. Two had encountered him additionally in History and one in Art. Shakespeare at secondary school involved, in order of frequency recalled, viewing videos and movies (including one student who recalled watching the film while following the text alongside it), role play (including Macbeth), acting, watching the plays, writing a summary of the plays, reading books and revision guides, reading the play, making mind maps, hot seating, writing PETAZI paragraphs, completing question and answer sheets, playing scrabble tile games and quizzes, having group discussion (also ‘giving comments and describing’), listening to recordings, making comic books, searching for quotes online, analysing scenes from the plays, puzzles and working with Lego. A huge variety of techniques! In addition to their current play, Macbeth, students had studied Romeo and Juliet (26%), his sonnets, Twelfth Night, Much Ado About Nothing, and Richard III (4% each). Two students mentioned studying Henry VIII – it would be interesting to ascertain whether these were the same two students that had met Shakespeare in their secondary History lessons. In reply to the question about the kind of reading material used, the most featured responses were: textbook (76%), edition (36%), storybooks (34%), comics (18%), and films (3% – this may be so low because it didn’t seem to count as ‘reading material’). Apart from my visit, students mentioned Shakespeare-related visits and visiting speakers (14%), visiting actors, one student mentioned a trip to California, two to Stratford upon Avon (one mentioned the Royal Shakespeare Company), four to London (one named the Globe and going to see plays elsewhere). However, 72% of students didn’t perceive their Shakespeare study to have involved any of these. 70% of students had heard of Shakespeare first outside school, from television (71%), libraries and books (41%), films (39%), family or friends (24%), theatre (11%), drama club (4%), holidays and news (both 2%), the soundtrack for Alkali (which could refer to a video game), museums and the internet (each 1%). Many students listed multiple sources of information outside school. Out of the 84% of students who could remember the age they first encountered Shakespeare, almost half were 10–12 years old (16–17% for each year in this range), 13% were 13, 7% 14 or 15 (each), 6% 7 or 8 (each), and less than 3% under 6. Asked ‘What is your ideal (perfect scenario or vision) for Shakespeare and young people in the UK? Should it be taught at all? At what age? Should people encounter his works outside of class instead? Which of his works? What would be the best way of experiencing him? Why?’ students produced a range of answers, mostly favourable towards learning Shakespeare at some stage of formal education. I was struck by the seriousness and earnestness of students’ reflections; the way in which they articulated their rationales for or against Shakespeare in school; as well as their preferences for subjects in and methods through which to encounter him. I quote them directly below. Spending some time immersed in their varied views while writing these pages has been a powerful antidote to the many homogenizing, often scaremongering, headlines written about young people. YES: - Starting before secondary [said three students] - Starting secondary onwards because it is too complex for primary. [This answer was given by three students. One student mentioned aged 12–13 specifically]. - Only in primary. Not important enough for secondary school - At a later age. Not primary. - Should be taught because Shakespeare can be hard for young adults to understand - The Old should be taught of him too - Should be taught through trips and acting to better understand - It teaches of emotions that affect others like greed or happiness - Should be taught at young age because it is hard to understand if learnt only when we’re older - Should be taught, but there is too much focus on it here - It helps improve and learn English - To learn about history - He should be taught so people will appreciate him/he is interesting - To learn and appreciate Shakespeare through history - We should learn of him in trips like museums, theatres, movies - It should be taught but not in English. In Drama or History instead - For knowledge of the past - It’s key to progress in children’s learning - It improves English and vocabulary - It should be taught as a university degree MAYBE: - It shouldn’t be made compulsory to learn, should be given a choice - No, unless they are passionate about it (should be an optional subject) NO: - It is confusing for children - It shouldn’t be taught - It’s too much emotionally for children/too complex - It’s irrelevant for modern day life Helen Mears is an English, Media and Film teacher who also does freelance writing and education work. She has a Masters in the Advanced Teaching of Shakespeare and is keen on finding new and interesting ways to engage young people with his works, particularly through the use of performance-based methods. Titus Andronicus is rarely chosen as a set text for GCSE English. It is near the bottom of a list that is topped by Romeo and Juliet, Macbeth, A Midsummer Night’s Dream and Twelfth Night. The play has had something of a resurgence of late with an excellent production at the RSC in 2013 and the infamous, faint-inducing revival of Lucy Bailey’s version at Shakespeare’s Globe in 2014. Now, with Game of Thrones riffing on Shakespeare’s plot in its latest season finale, perhaps the time is right to reconsider the potential of Titus Andronicus as a GCSE text. The one reservation teachers may have about the play is the Lavinia storyline, but this can be dealt with sensitively and carefully. I would never embark on this text without a warning about Lavinia’s treatment. One way to approach the text that contextualises this atrocity is to frame your teaching of the text around the themes of family, revenge and justice; this lends itself particularly well to a question centred around who is driven to commit the worst act of revenge in the text – the word ‘driven’ adds more meat to the question as it asks your students to look deeply at motivating and mitigating circumstances. This focus will allow your students to explore the parent and child relationships at the heart of the narrative and to understand how these familial links contribute to the spiral of revenge at the heart of the play. In order to engage students with these central themes some contextual ideas can be considered before study of the text itself is undertaken. Create a tableau in the classroom before the first lesson to grab your learners’ attention from the outset. A bloodstained cloth draped over a desk with bloody swords and two pies creates a striking first impression. A series of prompt questions can then be projected on the screen and used to open up discussion: - What are the most important things in your life? - What would you do to protect them? - What is revenge? - What might push you to vengeance? - How far would you go to get revenge? - Is revenge ever justified? - Can you have justice without revenge? Allow your learners plenty of time to really digest these questions and to think about what is important to them and to debate the issues of revenge and justice. These are concepts that are crucial to the narrative of Titus Andronicus and which provide the motivations of the central characters. A useful next step is to familiarise students with the narrative and to give a first look at the key characters. The narrative could be covered by a Whoosh style activity (an RSC favourite) – find or write a good synopsis of the play’s main action and read it an engaging way while encouraging learners to create visualisation of the key events. Another way is to intersperse a reading of the plot with PowerPoint prompts for the students to call out key quotations from important scenes. A good, printable resource to give your learners for consolidation is the online LitChart for the play (www.litcharts.com/lit/titus-andronicus). They might also enjoy the Titus Andronicus Death Clock by the artist Good Tickle Brain which can be found here: goodticklebrain.com/home/2015/7/27/the-titus-andronicus-death-clock “As there are a lot of characters, often with difficult, Roman names, they can be made more memorable with a Team Titus and Team Tamora approach throughout. The characters can be easily divided into these warring factions and the relative brutality of each team is a good focus for framing the central question.” As there are a lot of characters, often with difficult, Roman names, they can be made more memorable with a Team Titus and Team Tamora approach throughout. The characters can be easily divided into these warring factions and the relative brutality of each team is a good focus for framing the central question. As your study of the play progresses, a good starter for each lesson is to pick one student to come to the whiteboard and to write out the members of each team (use a different colour for each) and then with the help of the class to review who is dead, alive, mutilated at the stage of the play you have reached. This becomes an enjoyable routine which also reinforces the number of acts of brutality in the text. A good frame for teaching the play is an act by act approach. If you want to show a production of Titus Andronicus, Shakespeare’s Globe recorded their 2014 production and it is a visceral, engaging adaptation. The Game of Thrones link is consolidated by the presence of Indira Varma and students should also enjoy watching Obi Abili’s Aaron reveling in his malice. If you intend to show the whole play, limit your viewing to an act at a time to ensure that your learners have a good understanding of the plot. You can strengthen their learning with some end of act activities. The first is an end of act summary sheet which could include the following questions: - What happens in this act? - Which key characters are involved? - What do they do to each other? - How is the theme of revenge present? - What is the worst act committed? - Why does the character commit this act? Particular attention should be paid to the last three questions with students being asked to discuss their answers to the last two questions. In order to ensure every learner demonstrates an opinion on this topic you could use a continuum line; run an imaginary axis through the room with Team Titus as one end and Team Tamora as the other. Students should then place themselves along the line according to which team they think has committed the worst atrocity in the act. Learners from different positions on the line should be asked to explain the reasoning behind their positioning. For a more visual summary of the act, you could distribute cards with character names written on them (use all characters, dead or alive) and ask your learners to create a tableau of the state of play of each team, dead characters in a ‘vault’ and live character expressing their current emotional state. An alternative to this is to give out people shaped cardboard cutouts (usually available in discount shops) and ask your learners to customise them to create a poster of the state of the characters at the end of each act. These create a great visual talking point in your classroom. As you move through the play select speeches or short extracts to study in more detail and to provide the depth of analysis required for a GCSE essay. Some useful scenes are: ACT 1, SCENE 1, 99–132 Lucius demands a sacrifice and Titus gives him Tamora’s eldest son, Alarbus, despite her desperate pleading to spare his life. ACT 1, SCENE 1, 295–335 Titus slays his own son, Mutius, for defying the Saturninus’ request for Lavinia as his bride. He then elects to marry Tamora instead. ACT 2, SCENE 1, 1–25 Aaron celebrates Tamora’s elevation to Empress and reveals his ties to her ACT 2, SCENE 3, 138–187 Lavinia pleads with Tamora to spare her from Chiron and Demetrius ACT 3, SCENE 1 Much of this scene is useful. Titus pleads to the Senate for the life of his sons, he discovers the mutilated Lavinia, Aaron tricks Titus into cutting his hand off before returning the heads of his sons. Titus talks of revenge in lines 265–286. ACT V, SCENE 1 Aaron confesses his part in the plot against the Andronicii ACT 5, SCENE 3 The brutal denouement To complete your work on the play, your students can create a final tableau illustrating the fate of all the characters. Ask one student to comment on what they see and whether either team finishes in a stronger position than the other. It is also useful to do a final continuum line asking students to demonstrate how they think the acts of brutality compare between the two teams over the entire narrative. This is a good time to revisit the idea of motivation and who has greater justification for the acts they carry out. No one is right or wrong and asking learners to use textual evidence to back up their position will provide them with further evidence to use in an essay. It can also be helpful to place the play within the revenge tragedy tradition to address the context element of the assessment. “Titus Andronicus is an underrated, understudied part of the Shakespearean canon. With a strong focus on revenge, justice and motivation and a sensitive handling of some of the grittier elements of the play it can be a very satisfying GCSE text.” Titus Andronicus is an underrated, understudied part of the Shakespearean canon. With a strong focus on revenge, justice and motivation and a sensitive handling of some of the grittier elements of the play it can be a very satisfying GCSE text. And your students will see how Shakespeare’s storytelling still holds a powerful influence on contemporary texts. In 2017, Teaching Shakespeare is moving to three issues a year. We are adding a Summer issue to our existing Spring and Autumn offerings. This means being able to publish many more of your pieces a year. So please do email firstname.lastname@example.org if you have ideas for features you would like to contribute or see. This issue alone has a vox pop, a lesson plan, a photocopiable activity, an interview as well as more traditional articles - so the limits on form are few. We welcome material from around the globe and are particularly keen to hear from Shakespeare educators and students in mainland Europe, Ireland, Central and South Americas, China, Taiwan, the Middle East and Africa. These are voices and experiences that are less well represented in the magazine currently. Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date. Sometime too hot the eye of heaven shines, And often is his gold complexion dimm’d; And every fair from fair sometime declines, By chance, or nature’s changing course, untrimm’d; But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st, Nor shall death brag thou wand’rest in his shade, When in eternal lines to Time thou grow’st. So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. Sonnet 18 COLOURING SHAKESPEARE by Judy Stevens Published by Modern Books 978191130239, RRP £9.99, 20 October 2016 Copies can be ordered directly from the publisher by phoning 01256 302 692 or emailing email@example.com. BIGAIL RICHARDSON interviews Chris Stafford about the Globe’s ‘Playing Shakespeare’ initiative. ‘Playing Shakespeare’, sponsored by Deutsche Bank, was created for young people and designed to support the teaching of English in the National Curriculum. Chris Stafford is currently the Chief Executive of Curve, Leicester. Today, the Globe boasts the largest education department in UK, which offers affordable education programmes, some of which are free due to sponsors, funds and trusts. Fiona Banks, Senior Advisor: Creative Programmes at Shakespeare’s Globe, explains that since its inception, Globe Education has worked to provide young people, regardless of cultural background, with workshops and projects through which they can engage practically and actively with Shakespeare, as plays to be performed rather than texts to be read. In 1998 the Adopt an Actor scheme was introduced so that wherever they lived, students could have access to the Globe actors through the website. The first show under the scheme was As You Like It where ten actors volunteered to be adopted via blogs and questionnaires. In 2001 Globe Education embarked on a project called ‘Right to Reply’ – a 5 year project that used Shakespeare’s plays to teach core communication skills so that the plays cease to become ‘high art’ and culturally unknowable and inaccessible and become inclusive. 2004 saw ‘Magic in the Web’, an interactive performance of Othello where students worked in role throughout a ninety minute session in which they were cast as Othello’s army. In 2008 Globelink had developed and learners were able to communicate with Othello, travel with Romeo and Juliet on tour and have open access to the performers. Revisions to English education policy in 2007 stated that students should ‘watch live performance in the theatre wherever possible to appreciate how atmosphere, tension and themes are conveyed’. (QCA 2007 Programme of Study for KS3). The education department recognised that cost, time and availability can be a serious obstacle to fulfil this criteria and so 10 years after the Globe’s opening, the department decided to take their previous ideas and initiatives a step further. A nine-year strong relationship with Deutsche Bank, with its corporate social responsibility policy, enabled this vision to become a reality and the project ‘Playing Shakespeare’ was created. No longer was the Globe simply trying to make the main stage plays accessible to students via internet activities but they became committed to producing an annual full-scale Shakespeare production specifically for young people. The latest National Curriculum guidelines at KS3, stating that students should also understand ‘how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play’, are also addressed by this scheme. Chris Stafford explains that Deutsche Bank wanted the Globe to be more ambitious with the programme that it provided for younger audiences and opted to fund shows specifically aimed at school children which would be performed free of charge, with five performances over a two week period for local schools and the third week would be subsidised for schools outside of London. Stafford and his team would write to all of the London schools – every Head of Drama and English and tickets would be issued on a first come first served basis. ‘The Globe was to be a resource – everyone, especially young people have a right to come and see Shakespeare; it’s the Globe’s responsibility to bring them in – to introduce students to live theatre’. In March 2007, 7000 young people came to the Globe over four days to see Much Ado About Nothing, and over 500 students took part in workshops in their schools. 2008 and 2009 was Romeo and Juliet with a change in 2011 which saw Macbeth and A Midsummer Night’s Dream in 2012. Over the last ten years there have been over one million tickets donated to local schools but it has not always been straightforward: sometimes groups would simply not turn up or would cancel their 200 seats on the day, or leave before the end in order to synchronise with the school buses. The department soon learned that the plays would have to be 100 minutes maximum and start early in order to recognise the logistics of the school day. That is, in order to be accessible, they would have to be modern with perhaps a period twist and most importantly they needed to target 14 years olds. 2012’s Romeo and Juliet, which reached 16,000 students from 128 state schools across the capital, was an example of this. On the Globe’s website, Adrian Hastings, creative director, explains that his brief was to make the design interesting, creative and accessible for the target audience – the teenage market, and that the theme was to be ‘young love’ today. With this in mind he decided the design should be ‘very gritty with an urban feel’ and more confrontational rather than romantic. He wanted the feel to be grounded, ‘not too high and mighty’, and worked on ideas incorporating urban architecture such as flyovers and concrete as well as graffiti art and fly posters. The brief from the marketing department for posters to promote the show was that they ‘should feel urban and current; not like a traditional love story’. The notion of gang culture was also key to making the play relevant, although Stafford was keen to stress that at no point did they want to patronise the audience by suggesting that the gang culture of 16th century Verona was any way similar to the gangs of 21st century London but he felt that the relatively recent riots and racial tensions could make an urban interpretation of the play more accessible: ‘It’s about telling a story responsibly … never glorifying it or dumbing it down. There are a lot of gangs in South London and we would never try and recreate this on stage, but that ancient grudge is still relevant in London today. We wanted to show that Romeo and Juliet is a historical war and a bloody one so it has to be about brutality like the riots where, similarly, I feel that some people didn’t know what they are rioting about!’ Stafford explains that the directors never made an artistic decision based on the fact that the audience might not understand it, nor did they try to be ‘down with the kids’ as they wouldn’t appreciate it: ‘The director’s job is to tell a story on the stage – not to advocate for wrongs. London is a multicultural city with a huge rafters of languages and beliefs and faiths but we would never patronise the audience by making parallels. So, in the end, we focused on the relationships with the parents’. The performance would usually start with a preshow where the actors would interact with the students. This way the relationship between actor and audience could begin before the production commenced. Stafford explained that because the audience is lit up, it is crucial that the actor develops a real relationship with the audience throughout. Mark Rylance talks to this in Carson and Karim-Cooper’s book, Shakespeare’s Globe – A Theatrical Experiment: ‘Don’t speak to them, don’t speak for them, speak with them, play with them . . . it was about thinking of the audience as other actors . . . when you were alone they were you conscience, your soul’ (p.107). He continues: It gives the audience a different power . . . audiences want to have something more to happen than they did 20 years ago. I do not think they are happy to sit quietly in the dark and admire us with their minds . . . The sacred geometry of the architecture generates a particular collective spirit . . . the setting of the play was the imaginative energy of the audience. It must be said there is a lot more humour in a Globe audience than elsewhere. Is that something truly revealed in Shakespeare’s writing by the reconstruction? I came to feel it was. I feel the writer wanted us to laugh much more than we do at his plays. Other educational initiatives from 2011 were the popular ‘Lively Action’ workshops, lectures and theatre tours in which hundreds of students come to the Globe to take part on a daily basis. Lively Action takes its name from John Marston’s preface to The Malcontent in which he apologises ‘that Scenes invented, merely to be spoken, should be enforcively published to be read’ and asks that the play ‘be pardoned, for the pleasure it once afforded you, when it was presented with the soul of lively action’. This encapsulates the spirit at the core of all Globe Education’s work – that plays should be explored practically rather than read passively as texts. And thus, for six months of the year, the Globe stage is used for education. Stafford was keen to communicate, however, that he believes that some of the best teaching of Shakespeare has been done in schools by teachers. 2015 saw 17,000 London school children watch Othello, where the scheme was extended to Birmingham children with five schools travelling down to London. The next ‘Playing Shakespeare’ production will be Twelfth Night, with performances taking place from 25 February to 18 March 2016 (note: performances between 25 February –10 March are reserved for state schools from London and Birmingham). For further information see: www.shakespearesglobe.com/discovery-space/playing-shakespeare In A Midsummer Night’s Dream, Bottom the weaver spends a long night in the woods outside Athens. During rehearsals for the play he and his mates hope to perform before the Duke at his wedding, he is translated into an ass, wooed and feted by Titania, the Fairy Queen, and finally left sleeping on the stage. When Bottom wakes up the next morning, he finds himself alone. He calls to his mates, but they have long ago gone back to Athens. Then, often speaking directly to the audience, he remembers his dream, his “rare vision,” but decides “man is but an ass if he go about to expound this dream.” Instead, he will get his friend Peter Quince to write a ballad about it. It shall be called, he says, “Bottom’s Dream” because “it hath no bottom.” But, despite Bottom’s warning, scholars and directors, in critical essays and theatrical productions, have set about to expound his dream, proving, through the variety of their conclusions, that it indeed has no bottom. The play, as a result, offers teachers an opportunity to talk with their students not simply about the multiple interpretations of Bottom’s dream, but more generally about the nature of interpretation itself. A Midsummer Night’s Dream is often considered an excellent introduction to Shakespeare for children. It is frequently performed outdoors in summer, an evening’s entertainment for the entire family: the Globe’s touring production in 2010, played with eight actors on a booth stage, seemed largely designed for such an audience. In these productions, Bottom’s dream is usually but not always (as we shall see) a comic dream. The translated Bottom recalls the stuffed animals in the toy department of Harrods, the Fairy Queen is besotted with him, and the ass jokes add to the comedy for the younger members of the audience. In this version of Bottom’s dream, when Oberon finally releases Titania from the charm and shows her Bottom sleeping on the ground, she laughs with him at the joke he has played upon her. Literary scholars and critics have proposed comparably generous readings of Bottom’s dream. Titania finds the translated Bottom beautiful and his song enchanting (“Mine ear is much enamored of thy note; / So is mine eye enthralled to thy shape”): Bottom’s dream tells us that all persons are lovable, and Bottom’s humble recognition that he is unworthy of such love (“Methinks, mistress, you should have little reason for that”) recalls the unworthiness of any flawed human person to be loved. Like the love of Bottom and Titania – the love of an ass and “a spirit of no common rate” – human love is absurd, irrational, asinine and simultaneously ennobling and rewarding. As Bottom and Titania rest peacefully together in her bower while the young lovers run madly through the woods, they figure forth mutual and enduring human love by which two different people have become one. As the film of the play by Michael Hoffman saw it, Bottom had, for the first time in his life, been truly loved. Yet the bottom of Bottom’s dream may be deeper still. As he talks to the audience about it, Bottom garbles the words with which St. Paul’s assures us (in his first letter to the Corinthians) that no one can imagine “what God has prepared for those who love Him” (2:9). Bottom’s “the eye of man hath not heard, the ear of man hath not seen” thus suggests to some readers that Bottom, through the Fairy Queen, has had a vision of God’s love for men and women, a love that encompasses and forgives their asinine failings. But Bottom’s dream seems to other readers, if not a nightmare, a far less generous vision of the human condition. As Jan Kott suggested in Shakespeare our Contemporary, Titania feels not love but lust as she wakes to see an ass, an animal anatomically well endowed. The talk of love in the play is a polite fiction to disguise the desire for copulation and the continuance of the species. In a production of the play in Regent’s Park in 2012, when she first saw Bottom, Titania tore off her bodice and, topless, leaped upon him (much to the delight of some schoolboys who had direct and unobstructed lines of sight to the unadorned frontal anatomy of the Fairy Queen). In the production at The Globe in 2012, Michelle Terry’s Fairy Queen, more demurely (and more comically), leaned back seductively, waiting for Bottom to embrace her. Not all critics see Bottom’s dream as a metaphor for love, and not all productions seem suitable for the younger members of the family. Bottom’s dream, in the literature and on the stage, has also taken on social and political resonances. In Athens, Theseus has wooed Hippolyta with his sword and, at the insistence of her father, refuses to allow Hermia to marry the man she loves. In the woods, Oberon anoints the eyes of Titania and humiliates her through her consequent escapades with an ass. In both Athens and the woods, men subjugate women to retain power over them. As Titania makes a fool of herself by wooing an ass, we witness the imposition of abusive patriarchal power that denies a competent woman her agency and autonomy. But Bottom too is abused. (In Max Reinhart’s classic film of the play, James Cagney’s Bottom, after looking at a reflection of himself in a stream, weeps at his “translation”). The elite, the powerful, moreover, use him, a simple Athenian worker, both for their entertainment and for their own political purposes. Bottom the ass amuses Puck and proves useful to Oberon in his struggle to take from Titania the Indian boy he wants. Once the night in the woods is over, Bottom, having served his purpose, is forgotten. This pattern of abuse may continue on the stage during the performance of Pyramus and Thisbe, for the aristocratic audience sometimes mocks and interrupts the players, entertaining themselves, like Puck and Oberon, at the expense of the rude mechanicals. “Bottom’s bottomless dream rests at the heart of Shakespeare’s great comedy, endlessly interpretable, reflecting and refracting all the other action, continually making possible new readings and new performances of the play.” Bottom’s dream has no bottom, and, as Bottom himself tells the audience, only an ass would act as if it did. Bottom and the Fairy Queen have even been understood (most famously in an essay by Louis Montrose) as a complex representation of Elizabeth I and her subjects, and Judi Dench played the role (at the Rose Theatre, Kingston in 2010) made up (with a red wig) to look like the queen. Bottom’s bottomless dream rests at the heart of Shakespeare’s great comedy, endlessly interpretable, reflecting and refracting all the other action, continually making possible new readings and new performances of the play. “they can also provide teachers with an opportunity to remind their students that all great texts – religious or secular – need to be interpreted, but that the interpretations will necessarily, inevitably, be different. The words of the text mean only what they say, but, paradoxically, they say many things.” Those apparently endless possibilities for interpretation are one of the qualities that make A Midsummer Night’s Dream so engaging a play to teach. But they can also provide teachers with an opportunity to remind their students that all great texts – religious or secular – need to be interpreted, but that the interpretations will necessarily, inevitably, be different. The words of the text mean only what they say, but, paradoxically, they say many things. Students, like almost everyone else in the world, want certainty (and often look to their teachers for it), because certainty is comforting, both in the text and in the world at large. But certainty is, in both realms, impossible to achieve. As Bottom’s dream tells us, we must, like it or not, live in the cold, in mystery, and resist the fundamentalist desire to find or privilege a single meaning in any complex text or complex human event. If students come to see through the multiple interpretations of Bottom’s dream the inescapable ambiguity of the human condition and of the words we use to understand it, they may perhaps come to live wiser and more tolerant lives. 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New Series ISSN 0309-4200 Dear BAC Members, there is much to report so Newsletter Winter 2006 is a six page offering featuring articles on the 2005 Conference, the Wadsworth prize, business archive MLA designation successes, an update on the Cable & Wireless Archive and more. Newsletter 2005 Annual Conference The Conference took place at Peter Jones department store, Sloane Square, London on 8 November 2005. The theme of the day was 'From Family to FTSE'. The Council thanks the speakers and Judy Faraday, Archivist, John Lewis Partnership, for organising such a successful day. The Council is grateful to Sarah Jane (Archivist, Cataloguing & Acquisitions, Joint Archive Service of the Corporation of London: London Metropolitan Archive), and Ellen Parton (Assistant Archivist, BT Group plc) recipients of the BAC sponsored conference places for the following write-ups of the day: The Morning Session This year's theme was 'From Family to FTSE', with speakers examining various aspects of the role of families in business history. banking mergers highlighting the progression from private country banks to Joint Stock Banks and on to the dominance of the 'Big Five'. She then outlined the evidence she has uncovered for the prominence of multiple generations of families amongst the staff and shareholders of these organisations. Sources used for this research were largely bank share registers, although Newton discussed the limitations of this material and the need to corroborate findings from other sources. The first presentation of the day was given by keynote speaker Michael Moss from the University of Glasgow on 'The Business of Archives and the Archives of Business'. Moss set the day in context by discussing the international debate on the purpose of business archive services in the current 'culture of coercive accountability'. Concerns were voiced that when using business archives for promotional purposes, the evidential value of records can be neglected. Using examples such as the Hutton Enquiry and Railtrack scandal, Moss illustrated that despite Freedom of Information legislation being limited to public sector organisations, issues of accountability are just as relevant to private sector organisations. Jim Bolton from Queen Mary College continued with an introduction to the Borromei Bank Research Project. This innovative work used the two surviving ledgers of the fifteenth century Borromei Italian banking family to produce a unique software package. The programme facilitates data entry for double entry book keeping records and allows the in-depth examination of exchange rates and borrowing/lending patterns. It is hoped that if funding is secured for further development for this software, it will soon be available for commercial distribution. Lucy Newton from the University of Reading then presented a summary of her research on the continuity of family personnel in banking through the nineteenth and twentieth centuries. Newton gave a brief history of Edwin Green, Archivist at HSBC Holdings plc, completed the morning's presentations. He discussed the sources available in business archive holdings for the increasingly popular family history research. At HSBC these materials include staff registers, records of appointments and salaries and staff photograph albums. During the nineteenth and early twentieth centuries, these records largely concern male employees, although, the archive also holds a considerable amount of material on women's employment during the first and second world wars. Green also outlined an interesting oral history project recently undertaken to explore the experience of the wives and families of expatriate bank personnel. While the role of overseas managers is well documented in the bank's archive, the wives' unofficial role in entertaining clients and providing social networks was previously unrecorded. Sarah Jane The Afternoon Session Andrew Alexander from the University of Surrey opened the afternoon's proceedings with a talk on the changing market place in 1930s Britain, exploring the relationship between big business retailers and the 'small man'. Introducing the assembled to a database he has developed on the subject, The Retail Trades Database, he spoke about the dramatic rise in competition, and the rapid growth of both multiple and co-operative stores in Britain, in the 1930s. Focussing on the grocery and provisions trade and the menswear clothing trade, he demonstrated how the database continued overleaf 2005 Annual Conference continued could be used to track the changing fortunes, of specific outlets and trades, during this period of great change. Dr. Alexander paid tribute to the many archives and archivists that had assisted him, whilst researching the project, including the retail business archives of Montague Burton, Marks and Spencer and Sainsbury's. He explained that extent and impact of retail change varied geographically, and the motivation behind such rapid change was clear; 'The whole of Britain is practically like one city today. What sells in Penzance will also sell in Putney and Pontypridd. The changes date from the Great War, when the miner, brick layer and bank clerk were all thrown into the melting pot' (Burton Archives, Box 114). The debate over multiple versus independent stores was played out in many forms, resulting in the ultimate decline of the latter, on the British high street. Judy Faraday, Archivist for the John Lewis Partnership, continued the retail theme, in the second presentation of the afternoon, entitled Just One Big Happy Family. Her talk focussed on exploring ways in which archival records held by the partnership could be used to study social development within a corporate culture. Retailing has always been a very social trade and, using records and images from the John Lewis archive, Judy demonstrated the value of these records to the social historian. Larger retailers have always been interested in portraying themselves as one big happy family, and John Lewis is no exception. Records generated by its many staff associations, welfare and benefit societies, and The Gazette (John Lewis' in-house magazine from 1918), document ways in which staff care has developed in the company, and reflect national economic and social trends. John Lewis continues to collect records from staff societies and events held across the company, today. Richard Wilson from the University of East Anglia, concluded the afternoon's talks with The Family Rules Supreme: Brewers in Business 1830-1960. Despite finding that "the mention of the history of beer always brings a laugh", Richard explained that brewing continues to be a fascinating research subject. Crediting the many surviving records as a rich resource (and including three excellent journals- dating from the 1890s, Government statistics, Barnard's list of notable breweries, local press and oral history interviews), he explained how brewing has always been about family enterprise. In 1830, there were more than 2000 brewers in business in the UK, the vast majority of which were family businesses. Unfortunately, mainly due to increased competition, by the 1960s this number was in rapid decline. However, their records remain an important and rich resource, revealing much about British traditions, agriculture, and social and business networks. Ellen Parton Congratulations to Unilever and Royal Mail on Designation Successes 'Designated' status is awarded by the Museums, Libraries and Archives Council (MLA), the national agency responsible to the government for the strategic guidance of the museums, libraries and archives sector in England. Designation is reserved by MLA for collections they recognise to be of outstanding national and international importance. Designation has been available for collections in museums for some years but in 2005 library and archive collections became eligible for the first time. In October 2005 MLA announced that 38 collections had been designated nationally in 28 institutions, including two major business archives. Congratulations to Unilever Archives & Records Management and The Royal Mail Archive on their successful applications. Below archivists Jeannette Strickland and Vicky Parkinson briefly describe their respective organisations' designated collections and the benefits they believe designation will bring. Jeanette and Vicky plan to write a more detailed article on designation for a future edition of Business Archives. Principles and Practice. chronological range. The bulk of the material concerns the key West African countries where UAC operated, although there are also papers relating to other parts of the African continent, Europe, the Persian Gulf, Latin America, and the Solomon Islands. The earliest papers date from the late eighteenth century and there is significant material on the mid-nineteenth century, but the bulk of the archive concerns the colonial period of African history and its aftermath. It is not just an archive in the traditional sense, as the collection also comprises antiquarian books, artwork and artefacts, 20,000 photographs, films and oral history reminiscences, thereby presenting a unique picture of life in West Africa and a major trading company. Designated Collection – The United Africa Company Archive Unilever Archives & Records Management is responsible for the archives of Unilever's corporate centre and its operating companies in the UK, past and present, including the United Africa Company (UAC). The UAC archive covers an enormous geographical and The UAC archive is of international importance, being of interest primarily to historians working in three broad and overlapping fields - African history, imperial history, and business history – but also to other specialists as well, eg the photographic material provides important ethnographic and historical data, for which there is no obvious parallel. The research potential of the UAC collection is such that part funding to catalogue the collection was secured from The Leverhulme Trust in 2002. Benefits Access to this collection has been long awaited. Designation has raised our profile and the standing of the archive and we hope that the attendant publicity will help to attract a wide range of researchers beyond the academic sector. It will also lead to greater use of other collections whose creators interacted with UAC, such as the Board and Special Committee minutes of Unilever. It has also enhanced our profile within the company, by highlighting that the service we provide has been externally recognised and, hopefully, will help safeguard the collection amid commercial pressures should it ever potentially be at risk as a non-core part of the business now that UAC no longer exists as a company. Completing the Designation application forced us to take a fresh look at our policies and will act as a spur to periodically reassess and revise our procedures so that we maintain our high standards. The contents of this collection are so varied that Designation will provide a yardstick by which we can measure ourselves against our peers. It will also provide recognition from our peers that we hold both an outstanding collection and provide the necessary infrastructure, i.e. storage, staffing and intellectual control, worthy of it. Jeannette Strickland, Head of Art, Archives & Records Management, Unilever plc Designated Collection – The Royal Mail Archive The Royal Mail Archive applied for designation of its archive in April 2005. Specifically, the records relating to the operation, policy, development and social impact of the British Post Office from 1636 to the present day. Through postal innovation, Britain has become a world leader in the sphere of communications. From 1635 (the material in The Royal Mail Archive dates from 1636) to the present day, Post Office administration has dealt with essential aspects of everyday life, from broadcasting to banking. Prior to the Second World War, the Post Office was the largest employer nationally, and today continues to reach the lives of every member of the population. All aspects of this organisation's unique history, from employment records to stamp artwork, are held within The Royal Mail Archive. The records are public records, accessible to the public. The archive continues to accrue the records of Royal Mail. The Royal Mail Archive is a vital resource for education, research and in particular for colleagues within the social history community, and through increased outreach and press and marketing activity it is striving towards increasing access to the collection. Benefits We felt that Designation would help us increase access, through recognition of the importance of the records, which we could then use to promote the archive to new audiences, such as further education, while at the same time using it to reassure our key stakeholder, Royal Mail, and we believe that having a Designated collection would give more sway in our negotiations with Royal Mail when it came to their using The Royal Mail Archive as part of their Corporate Social Responsibility programme. This would bring many benefits to the archive, with more promotion, and reaching new audiences that we could not have reached before using the Royal Mail network - both employees, and parts of the community that we have not yet managed to tap into. We believe it will help us show Royal Mail employees the importance of the collection, and encourage them to take our records management and operational selection policies seriously, thus improving archive accrual. We hope that Designation will give peer recognition and greater credence to the Trust solution that we chose to manage The Royal Mail Archive, and will encourage other archives to look for similarly forward-thinking solutions to problems that face most business and small archives. Vicky Parkinson, Head of Archives, The British Postal Museum & Archive Business Archives Council Awards Wadsworth Prize In Business History For 2004 The Council awarded its annual Wadsworth Prize in Business History for 2004 on 8th November 2005. The winner was Professor Robin Pearson of the University of Hull, for his book Insuring the Industrial Revolution. Fire Insurance in Great Britain, 1700-1850 (Aldershot: Ashgate, 2004). The prize, which is awarded annually for the best book in British business history, was presented to Robin Pearson at Peter Jones, Sloane Square, by Ian Hay Davison, one of the judges. The other judges were Roy Edwards (University of Southampton) and John Orbell. A strong short-list of entries for this year's prize reflects the growing influence and vitality of business history within the managerial science and historical studies disciplines. Enquiries about the Wadsworth Prize should be directed to Peter Scott, email@example.com. Left to right: BAC President Sam Twining, one of the Wadsworth Prize judges, Ian Hay Davison, Prize Winner Robin Pearson and, BAC Chairman Terry Gourvish. BAC Welcomes New Member DeepStore A Records Management Facility Like Nothing on Earth The Council welcomes DeepStore as a new member and thanks Katie Moffat for the following: In a corner of Cheshire hidden from view is a records management company unique in the UK. DeepStore is located 150 meters below the Cheshire countryside. The underground environment is ideal for storing documents and sensitive or fragile materials due to its naturally stable atmospheric conditions: there is no UV light, no risk of flooding or lightning strikes, no moisture and no pests or vermin. The temperature remains at a constant 14°C all year round together with a relative humidity band of 6070%. This is a natural atmospheric state and cannot be affected by power cuts or air conditioning breakdowns. DeepStore also has the advantage of being incredibly secure. The nature of its physical location underground means it is not easily identifiable to potential intruders. To enter the facility visitors have to go through two different security checks, one to access the mine and another to enter the DeepStore area. Some clients also have separate secure rooms as a further level of protection. Steve Holmes is the General Manager of DeepStore and he is very aware of the natural advantage the location affords them, "We all feel privileged to work in such a unique environment and there is no doubt that we have a number of benefits purely by virtue of our location and the atmosphere. DeepStore works with private businesses and public organisations and offers both long-term and 'active' storage for which they provide a next day retrieval and delivery service across the UK. Clients include The National Archives, the Bodleian Library, police forces, hospitals and many large and small private businesses. Contact: Katie Moffat +44 (0) 161 947 9579 Business Archives in Vogue In the February 2006 edition of Vogue magazine there is a feature on Christopher Bailey the creative director of fashion house Burberry. In the article Baliey describes how when he first arrived in post as Creative Director he went directly to the Burberry company archive, stating "Without knowing where you've come from, you don't know where you are going to". Burberry dates back to 1856 so celebrates its 150th anniversary this year. The 'archive-inspired' collection is a huge success –'By digging deep into the house's archives, the designer brought the focus back to tailoring and English eveningwear…' (www.burberry.com). The magazine article is illustrated lavishly with inspirational images of designs drawn from across the firm's history and is well worth a read for anyone interested in the contribution archives may be able to make to the current commercial success of a business. How times have changed… In response to an article in the recent Business Archives. Principle and Practice, BAC member Sue Garland writes, "I enjoyed reading Valerie Johnson's article about women in BP's history in the November issue of Business Archives. I recall that there is some similar material in the Guinness archives now held by my colleagues at Diageo's Archive in Scotland. I smiled at the sentence "there are now some women taking husbands or partners abroad". I was reading the article on a flight to the USA because Diageo will shortly be seconding me to their North America company for 18 months to help develop their records management programme. Naturally I'm taking my husband!" An Update on the Cable & Wireless Archive and Historical Collections Mary Godwin, Cable & Wireless Curator and Director of the PK Trust Since 1999 the Cable & Wireless archive has been based at Porthcurno, near Land's End in Cornwall. Formerly housed at company headquarters in Theobalds Road, Holborn, the move was inspired by the redevelopment of the Company's historic site at Porthcurno. formation of the Museums Libraries and Archives Council (formerly Museum and Galleries Commission) and integrated regional bodies (in our case SWMLAC). We have already applied successfully for a number of grants, which involve both our museum and archive collections. In June 1870, the British end of the first undersea telegraph cable to Bombay was landed at Porthcurno. This marked the beginning of the valley's distinguished role in the history of international communications and the birth of a pioneering British Empire telegraph network based in West Cornwall. For 123 years, from 1870 to 1993, Porthcurno remained as a working telegraph station and training centre for engineers. From this tiny Cornish cove, telegraph cables stretched out under the sea, linking Britain with the rest of the world. By the early years of the 20th century the village was home to the world's largest telegraph station. During the Second World War the telegraph station was moved into an underground building to protect it from enemy bombing. Today these 'tunnels' house Porthcurno Telegraph Museum. The museum houses a unique collection of historic telegraph equipment which was originally collected by a senior member of staff at the Porthcurno Engineering college, David KendallCarpenter, OBE (1927-1990). In the 1960s he could see the 'end of an era' for the old telegraph cables and the equipment that worked them. His foresight led to the saving of this internationally important collection of polished brass and mahogany instruments. A private museum was established and maintained on a voluntary basis by staff until the college closure in 1993. The closure created a significant problem as it was the Company's intention to sell off the whole site, with the effect that the museum would have to be found a new home. However, circumstances intervened; the site failed to sell and alternative options were investigated. The happy outcome was a decision to focus on the heritage of the site and develop the museum. To achieve this, a charitable trust, the Cable & Wireless Porthcurno and Collections Trust (PK Trust), was established. All the historic assets at Porthcurno, including buildings, land and the large collection of telegraph apparatus, were transferred to the Trust. A grant of £500,000 was secured from The Heritage Lottery Fund and was matched by Cable & Wireless and other European funds. The museum opened to the public in May 1998. Since that time the PK Trust has developed its work significantly. The most important development came in 1999 when it was decided to move the Company's historic archive from London to Porthcurno, to be managed by the PK Trust and operated with the museum as a single centre for study and education. A five-year funding agreement was made with Cable & Wireless and this has now been renewed for another 5 years. The agreement funds the staffing and administration of the archive, along with all aspects of its operation and care. Having all the Company's historic collections on one site enables the Trust to take an integrated approach to its work, very much in line with current thinking demonstrated by the With regard to access, having the archive fully integrated with the museum enables us to offer wide access to people of all ages. As an educational charity, the PK Trust is committed to making its contribution to enthusing young people about science and now has a lively education programme with a full time education officer. Workshops for visiting groups and for delivery through our outreach programme have been created involving both museum and archive material. These include: 'Electrifying Victorians', 'Tunnels and Telegrams'. 'Light Fantastic' and 'Sound Science'. In 2006 the Trust will be participating in the 'Brunel 200' celebrations and has HLF funding to develop activities based on archive material about Brunel's enormous ship, the Great Eastern. The archive has also given us opportunities to become more closely involved with the local community. The museum's local history unit was established in 2002 with the help of funding from the Neighbourhood Renewal Fund. Documents and photographs from the local community were collected and conserved and in November 2004 a major book on the history of the Parish of St Levan was published. Volunteers have played a major part in all this work and have been involved with documentation, digitisation, basic conservation and extensive research. We continue to work with the community to gather new archive material and the Trust has recently been awarded a grant of £39,000 by the Heritage Lottery Fund to extend its oral history and image digitisation work and make a film about the telegraph station and parish. Ours is the second most westerly museum and archive on mainland Britain (nearby Geevor Tin Mine is about a mile further west) but it is well worth the journey. Porthcurno has one of the finest beaches in Cornwall which is just five minutes stroll from the museum and the PK Trust even has its own holiday flats. If you would like to visit, please contact Mary Godwin at firstname.lastname@example.org Cables. Reproduced with permission of Cable & Wireless Archive and Historical Collections The British Records Association Archivist for Hire Scheme The British Records Association is now making its archivist available for hire. This has proved extremely popular with many jobs coming from across the archive sector. Projects have included the Roundhouse Archives, Gieves and Hawkes, the Eyre Estate, the London Civic Forum, the Royal College of Surgeons and, most recently, Sir Roy Strong. Two types of service are offered: * The first service provides a report and action plan for organisations wishing to establish, or re-establish, their own archive. The report contains information for the development and maintenance of an archive. * The Association also offers its archivist to provide additional professional support to established repositories. This includes sorting, box listing, cataloguing and other archive services. Further detail and fee information is available from Celia Pilkington at Finsbury Library, 245 St John Street, London EC1V 4NB. Tel. +44 (0) 207 833 0428 or email email@example.com. BAC Responds to Consultation Papers On behalf of members The Council has responded to the Department of Culture, Media and Sport's 'Inquiry into Protecting, Preserving and Making Accessible our Nation's Heritage' and to the Heritage Lottery Fund (HLF) Consultation on its strategic plan 2008-2013. For further information contact Sara Kinsey at firstname.lastname@example.org. STOPPRESS A Business Records Development Officer has been appointed. More details will appear on www.businessarchivescouncil.com and in the Spring edition of the Newsletter. Who Do You Think You Are? Thomas Cook archivist and BAC member Paul Smith recently appeared on the BBC's hugely popular series 'Who Do You Think You Are?'. The episode featured the genealogical investigations of actress Sheila Hancock whose grandfather worked for Thomas Cook. Paul spent more than half an hour (though screen time was somewhat briefer) explaining to the actress exactly what her grandfather's role had been and then asked her to wear white cotton gloves to examine the firm's 19th century agreements book. Paul reckons this is the first pair of cotton gloves to appear in the series so far! Mind The Gap The Digital Preservation Coalition (DPC) has published "Mind the Gap. Assessing digital preservation needs in the UK." The report is the culmination of almost three years of data gathering and preparation and is available in .pdf format on www.dpconline.org. The report reveals that less than 20% of UK organisations surveyed have a strategy in place to deal with the risk of loss or degradation to their digital resources - despite a very high level of awareness of the risks and potential economic penalties. With the release of the report DPC, aims to help government, public institutions and private companies turn high awareness into concerted action. The figures revealed by the survey are startling. The loss of digital data is commonplace - with more than 70% of respondents saying data had been lost in their organisation. Despite this awareness of the potential economic and cultural risks is high, with 87% recognising that corporate memory or key cultural material could be lost and some 60% saying that their organisation could lose out financially. Only 18% of organisations surveyed have a digital preservation stragey in place. The Editor of this Newsletter is Jane Waller. The next issue will appear in Spring 2006. Prospective copy should be sent to Jane Waller at ING Bank NV, 60 London Wall, London EC2M 5TQ; email@example.com. The Hon Secretary is Karen Sampson, Archivist, Lloyds TSB Group Archives, 25 Gresham St, London EC2V 7HN (tel: +44 (0) 207 860 5945); firstname.lastname@example.org. © 2006 Business Archives Council Printed by Paterson Printing Ltd, 21 Chapman Way, Tunbridge Wells, Kent TN2 3EF. Tel: 01892 511212; Fax 01892 519566; www.patersons.com	<urn:uuid:76c8a42b-fdaf-4c52-9df8-cb12a2e0e848>	CC-MAIN-2024-22	https://businessarchivescouncil.org.uk/materials/nlwinter2006.pdf	2024-05-24T13:30:33+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058719.70/warc/CC-MAIN-20240524121828-20240524151828-00815.warc.gz	126,066,425	5,546	eng_Latn	eng_Latn	0.997732	eng_Latn	0.998123	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4521, 10829, 15074, 18542, 24153, 28055 ]	[ 0.91796875, 1.5 ]	2	0	HuggingFaceFW/finepdfs-edu
A Correlation of Interactive Music Powered by Silver Burdett Grade 7, ©2016 South Carolina College- and Career-Ready Standards for General Music Proficiency Introduction This document shows how Interactive Music powered by Silver Burdett™ meets the South Carolina College- and Career-Ready Standards for General Music Proficiency (2017). Correlation references are to the Teacher Notes and are cited by the title of the lesson or activity where the matching instruction is found. Teacher Notes have associated student-facing activities that are referenced at point of use. Interactive Music powered by Silver Burdett™, a brand new all-digital program developed cooperatively with Alfred Music Publishing, Inc., provides a rich array of assets and engaging activities for any general music curriculum. Teachers can select from a wide variety of content to customize lessons and meet the needs of students in grades Pre K–8. Table of Contents A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| College- and Career-Ready Standards for \| \| \|---\|---\| \| General Music Proficiency \| \| \| Intermediate Mid General Music Standards \| \| \| Artistic Processes: Creating - I can use the elements of music to communicate new musical ideas \| \| \| and works. \| \| \| Anchor Standard 1: I can arrange and compose music. \| \| \| Intermediate Mid \| \| \| Benchmark \| \| \| GM.CR IM.1 I can compose a rhythmic and \| Play-Along (Percussion) Notation (Projectable) \| \| melodic phrase. \| and Play-Along (Percussion) Teacher Notes: \| \| \| Alumot \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| Notes: Santa Mash-Up \| \| \| Instructional Activity (Interactive) and Teacher \| \| \| Notes: Santa Mash-Up \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| Notes: La mariposa (The Butterfly) \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| and Play-Along (Ensemble) Teacher Notes: \| \| \| Mama Don't 'Low \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| Corta la caña \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| \| College- and Career-Ready Standards for \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| General Music Proficiency \| \| \| \| \| \| \| \| Indicator \| \| \| \| \| \| \| GM.CR IM.1.1 I can organize rhythmic and melodic patterns into a musical phrase. \| GM.CR IM.1.1 I can organize rhythmic and \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| melodic patterns into a musical phrase. \| Notes: \| La mariposa (The Butterfly \| ) \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| \| Notes: \| Riendo el río corre (Run, Run, River \| \| ) \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| \| \| \| \| Riendo el río corre \| \| \| \| \| \| \| \| Instructional Activity (Interactive) and Teacher \| \| \| \| \| \| \| \| Notes: Santa Mash-Up \| \| \| \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| \| \| \| \| Corta la caña \| \| \| \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| \| \| \| Notes: \| By the Waters of Babylon \| \| \| \| \| \| \| Instructional Activity (Interactive) and Teacher \| \| \| \| \| \| \| \| Notes: Give a Little Love \| \| \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: \| \| \| \| \| \| \| \| Mama Don’t ‘Low \| \| \| \| \| \| \| Indicator \| \| \| \| \| \| \| GM.CR IM.1.2 I can create a melodic phrase over a given rhythmic idea. \| GM.CR IM.1.2 I can create a melodic phrase \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| over a given rhythmic idea. \| Notes: Santa Mash-Up \| \| \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: \| \| \| \| \| \| \| \| Mama Don't 'Low \| \| \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| \| Notes: \| Riendo el río corre (Run, Run, River \| \| ) \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: \| \| \| \| Hey, \| \| \| \| Ho! Nobody Home \| \| \| \| \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| \| College- and Career-Ready Standards for \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| General Music Proficiency \| \| \| \| \| \| \| \| \| Anchor Standard 2: I can improvise music. \| \| \| \| \| \| \| \| \| Benchmark \| \| \| \| \| \| \| \| GM.CR IM.2 I can improvise a rhythm pattern to embellish a given a harmonic phrase. \| GM.CR IM.2 I can improvise a rhythm pattern to \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| \| embellish a given a harmonic phrase. \| \| and Play-Along (Keyboard) Teacher Notes: \| \| \| \| Little \| \| \| \| \| Shop of Horrors \| \| \| \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| \| \| Notes: \| Riendo el río corre (Run, Run, River \| \| ) \| \| \| \| \| \| Instructional Activity (Interactive) and Teacher \| \| \| \| \| \| \| \| \| Notes: Down by the Riverside \| \| \| \| \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| \| \| \| \| Notes: Down by the Riverside \| \| \| \| \| \| \| \| \| Play-Along (Guitar) Notation (Projectable) and \| \| \| \| \| \| \| \| \| Play-Along (Guitar) Teacher Notes: \| \| El \| \| \| \| \| \| \| carnavalito humahuaqueño \| \| \| \| \| \| \| Indicator \| \| \| \| \| \| \| \| GM.CR IM.2.1 I can embellish a bass line with improvised rhythm from an instrument or music software \| GM.CR IM.2.1 I can embellish a bass line with \| Play-Along (Ensemble) Notation (Projectable) and Play-Along (Ensemble) Teacher Notes: Hey, Ho! Nobody Home Play-Along (Keyboard) Notation (Projectable) and Play-Along (Keyboard) Teacher Notes: Little Shop of Horrors Play-Along (Keyboard) Notation (Projectable) and Play-Along (Keyboard) Teacher Notes: Las mañanitas Orff Arrangement Notation (Printable) and Orff Arrangement Teacher Notes: St. Louis Blues Instructional Activity (Projectable) and Teacher Notes: Boil Them Cabbage Down Play-Along (Keyboard) Notation (Projectable) and Play-Along (Keyboard) Teacher Notes: Shake, Rattle and Roll \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| \| improvised rhythm from an instrument or \| \| and Play-Along (Ensemble) Teacher Notes: \| \| \| \| Hey, \| \| \| music software \| \| Ho! Nobody Home \| \| \| \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: \| \| \| \| Little \| \| \| \| \| Shop of Horrors \| \| \| \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: \| \| \| \| Las \| \| \| \| \| mañanitas \| \| \| \| \| \| \| \| \| Orff Arrangement Notation (Printable) and Orff \| \| \| \| \| \| \| \| \| Arrangement Teacher Notes: St. Louis Blues \| \| \| \| \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| \| \| \| \| Notes: Boil Them Cabbage Down \| \| \| \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: \| \| \| \| \| \| \| \| \| Shake, Rattle and Roll \| \| \| \| \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| \| South Carolina \| \| \|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| General Music Proficiency \| \| \| \| Indicator \| \| \| GM.CR IM.2.2 I can sing on a neutral syllable an improvised rhythm. \| GM.CR IM.2.2 I can sing on a neutral syllable an \| Instructional Activity (Interactive) and Teacher \| \| \| improvised rhythm. \| Notes: Santa Mash-Up \| \| \| \| Preparation: \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: Sing in Harmony! \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: Scattin' A-Round \| \| \| Artistic Processes: Performing - I can perform a variety of music with fluency and expression. \| \| \| \| Anchor Standard 3: I can sing alone and with others. \| \| \| \| Benchmark \| \| \| GM.P IM.3 I can sing with expression and technical accuracy. \| GM.P IM.3 I can sing with expression and \| Song Notation (Projectable) and Song Teacher \| \| \| technical accuracy. \| Notes: Alumot (Sheaves of Grain) \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: Born to Be Somebody \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: Down in the Valley \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: Give a Little Love \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: Sing in Harmony! \| \| \| \| Music Reading Notation (Projectable) and Music \| \| \| \| Reading Teacher Notes: Scarborough Fair \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: Sing in Harmony! \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: Born to Be Somebody \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| \| South Carolina \| \| \|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| General Music Proficiency \| \| \| \| Indicator \| \| \| GM.P IM.3.1 I can sing with proper intonation alone and in different ensembles. \| GM.P IM.3.1 I can sing with proper intonation \| Song Notation (Projectable) and Song Teacher \| \| \| alone and in different ensembles. \| Notes: Born to Be Somebody \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: Scarborough Fair \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: Play Ball! \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: Tom Dooley \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: The Beat Goes On \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: There Is Love Somewhere \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: A Gift to Share \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: There is Love Somewhere \| \| \| South Carolina \| Interactive Music ©2016 \| \| \|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| General Music Proficiency \| \| \| \| \| Indicator \| \| \| \| GM.P IM.3.2 I can apply dynamics and expression when I sing. \| GM.P IM.3.2 I can apply dynamics and \| Song Notation (Projectable) and Song Teacher Notes: Stille Nacht (Silent Night) Instructional Activity (Projectable) and Teacher Notes: Another Op'nin', Another Show Song Notation (Projectable) and Song Teacher Notes: You Were on My Mind Song Notation (Projectable) and Song Teacher Notes: Scattin’ A-Round Song Notation (Projectable) and Song Teacher Notes: Peace Like a River Song Notation (Projectable) and Song Teacher Notes: Hooray for Hollywood Song Notation (Projectable) and Song Teacher Notes: Just a Snap-Happy Blues Song Notation (Projectable) and Song Teacher Notes: Sing in Harmony! \| Song Notation (Projectable) and Song Teacher \| \| \| expression when I sing. \| \| Notes: Stille Nacht (Silent Night) \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| Notes: Another Op'nin', Another Show \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: You Were on My Mind \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Scattin’ A-Round \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Peace Like a River \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Hooray for Hollywood \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Just a Snap-Happy Blues \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Sing in Harmony! \| \| \| South Carolina \| \| \| \| \|---\|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| \| General Music Proficiency \| \| \| \| \| \| Anchor Standard 4: I can play instruments alone and with others. \| \| \| \| \| \| Benchmark \| \| \| \| \| GM.P IM.4 I can play and read complimentary and contrasting instrumental parts accurately and independently. \| GM.P IM.4 I can play and read complimentary \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| and contrasting instrumental parts accurately \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| \| and independently. \| Jambo Bwana \| \| \| \| \| \| Play-Along (Recorder) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Recorder) Teacher Notes: \| \| A \| \| \| \| Distant Shore \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: I \| \| \| \| \| \| Bought Me a Cat \| \| \| \| \| \| Orff Arrangement Notation (Printable) and Orff \| \| \| \| \| \| Arrangement Teacher Notes: St. Louis Blues \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: Give \| \| \| \| \| \| a Little Love \| \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| \| \| Corta la caña \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: \| \| \| \| \| \| Mama Don’t ‘Low \| \| \| \| \| \| Orff Arrangement Notation (Printable) and Orff \| \| \| \| \| \| Arrangement Teacher Notes: Tom Dooley \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: Las \| \| \| \| \| \| mañanitas \| \| \| \| \| \| Play-Along (Guitar) Notation (Projectable) and \| \| \| \| \| \| Play-Along (Guitar) Teacher Notes: \| La \| \| \| \| \| golondrina \| \| \| \| \| South Carolina \| Interactive Music ©2016 \| \| \| \|---\|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| \| General Music Proficiency \| \| \| \| \| \| Indicator \| \| \| \| \| GM.P IM.4.1 I can play my part independently in an ensemble. \| GM.P IM.4.1 I can play my part independently in \| Play-Along (Ensemble) Notation (Projectable) and Play-Along (Ensemble) Teacher Notes: I Shall Sing Play-Along (Percussion) Notation (Projectable) and Play-Along (Percussion) Teacher Notes: Riendo el río corre Orff Arrangement Notation (Printable) and Orff Arrangement Teacher Notes: Scattin’ A-Round Play-Along (Keyboard) Notation (Projectable) and Play-Along (Keyboard) Teacher Notes: Little Shop of Horrors Play-Along (Keyboard) Notation (Projectable) and Play-Along (Keyboard) Teacher Notes: Shake, Rattle and Roll Play-Along (Keyboard) Notation (Projectable) and Play-Along (Keyboard) Teacher Notes: Glory, Glory, Hallelujah Orff Arrangement Notation (Printable) and Orff Arrangement Teacher Notes: Down in the Valley Play-Along (Percussion) Notation (Projectable) and Play-Along (Percussion) Teacher Notes: Alumot Play-Along (Ensemble) Notation (Projectable) and Play-Along (Ensemble) Teacher Notes: Loigratong \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| an ensemble. \| \| and Play-Along (Ensemble) Teacher Notes: I \| \| \| \| \| \| Shall Sing \| \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| \| \| Riendo el río corre \| \| \| \| \| \| Orff Arrangement Notation (Printable) and Orff \| \| \| \| \| \| Arrangement Teacher Notes: Scattin’ A-Round \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: \| Little \| \| \| \| \| Shop of Horrors \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: \| \| \| \| \| \| Shake, Rattle and Roll \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: \| \| \| \| \| \| Glory, Glory, Hallelujah \| \| \| \| \| \| Orff Arrangement Notation (Printable) and Orff \| \| \| \| \| \| Arrangement Teacher Notes: Down in the \| \| \| \| \| \| Valley \| \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| \| \| Alumot \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: \| \| \| \| \| \| Loigratong \| \| \| South Carolina \| Interactive Music ©2016 \| \| \|---\|---\|---\| \| College- and Career-Ready Standards for \| \| \| \| General Music Proficiency \| \| \| \| Indicator \| \| \| \| GM.P IM.4.2 I can play my instrument with \| \| Orff Arrangement Notation (Printable) and Orff \| \| technical accuracy. \| \| Arrangement Teacher Notes: Dona nobis \| \| \| \| pacem \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| and Play-Along (Percussion) Teacher Notes: The \| \| \| \| Beat Goes On \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| Siyahamba \| \| \| \| Play-Along (Guitar) Notation (Projectable) and \| \| \| \| Play-Along (Guitar) Teacher Notes: Cowboys' \| \| \| \| Christmas Ball \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| and Play-Along (Keyboard) Teacher Notes: \| \| \| \| Glory, Glory, Hallelujah \| \| \| \| Play-Along (Recorder) Notation (Projectable) \| \| \| \| and Play-Along (Recorder) Teacher Notes: \| \| \| \| Ribbons in the Sky \| \| \| College- and Career-Ready Standards for \| \| \| \| \|---\|---\|---\|---\|---\| \| \| General Music Proficiency \| \| \| \| \| \| Indicator \| \| \| \| \| GM.P IM.4.3 I can read from notation, songs I play. \| GM.P IM.4.3 I can read from notation, songs I \| Play-Along (Recorder) Notation (Projectable) and Play-Along (Recorder) Teacher Notes: Ribbons in the Sky Play-Along (Recorder) Notation (Projectable) and Play-Along (Recorder) Teacher Notes: A Distant Shore Play-Along (Recorder) Notation (Projectable) and Play-Along (Recorder) Teacher Notes: Good King Wenceslas Play-Along (Ensemble) Notation (Projectable) and Play-Along (Ensemble) Teacher Notes: Loigratong Play-Along (Percussion) Notation (Projectable) and Play-Along (Percussion) Teacher Notes: The Beat Goes On Play-Along (Ensemble) Notation (Projectable) and Play-Along (Ensemble) Teacher Notes: Stille Nacht Play-Along (Keyboard) Notation (Projectable) and Play-Along (Keyboard) Teacher Notes: Little Shop of Horrors Play-Along (Ensemble) Notation (Projectable) and Play-Along (Ensemble) Teacher Notes: Come Back, Liza Play-Along (Keyboard) Notation (Projectable) and Play-Along (Keyboard) Teacher Notes: Las mañanitas \| Play-Along (Recorder) Notation (Projectable) \| \| \| \| play. \| \| and Play-Along (Recorder) Teacher Notes: \| \| \| \| \| \| Ribbons in the Sky \| \| \| \| \| \| Play-Along (Recorder) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Recorder) Teacher Notes: \| A \| \| \| \| \| Distant Shore \| \| \| \| \| \| Play-Along (Recorder) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Recorder) Teacher Notes: \| Good \| \| \| \| \| King Wenceslas \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: \| \| \| \| \| \| Loigratong \| \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: The \| \| \| \| \| \| Beat Goes On \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: \| Stille \| \| \| \| \| Nacht \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: \| Little \| \| \| \| \| Shop of Horrors \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: \| \| \| \| \| \| Come Back, Liza \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: Las \| \| \| \| \| \| mañanitas \| \| \| \| South Carolina \| Interactive Music ©2016 \| \| \| \| \|---\|---\|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| \| \| General Music Proficiency \| \| \| \| \| \| \| Anchor Standard 5: I can read and notate music. \| \| \| \| \| \| \| Benchmark \| \| \| \| \| \| GM.P IM.5 I can interpret musical symbols within multiple meters, clefs, and expressive symbols. \| GM.P IM.5 I can interpret musical symbols \| Song Notation (Projectable) and Song Teacher Notes: I Shall Sing Play-Along (Recorder) Notation (Projectable) and Play-Along (Recorder) Teacher Notes: Ribbons in the Sky Play-Along (Keyboard) Notation (Projectable) and Play-Along (Keyboard) Teacher Notes: Glory, Glory, Hallelujah Play-Along (Guitar) Notation (Projectable) and Play-Along (Guitar) Teacher Notes: La golondrina Play-Along (Percussion) Notation (Projectable) and Play-Along (Percussion) Teacher Notes: Riendo el río corre Play-Along (Percussion) Notation (Projectable) and Play-Along (Percussion) Teacher Notes: Alumot Music Reading Notation (Projectable) and Music Reading Teacher Notes: Red River Valley Music Reading Notation (Projectable) and Music Reading Teacher Notes: Blue Mountain Lake Music Reading Notation (Projectable) and Music Reading Teacher Notes: Scarborough Fair Song Notation (Projectable) and Song Teacher Notes: Stille Nacht (Silent Night) Instructional Activity (Projectable) and Teacher Notes: Another Op'nin', Another Show \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| within multiple meters, clefs, and expressive \| \| Notes: I Shall Sing \| \| \| \| \| symbols. \| \| \| \| \| \| \| \| \| Play-Along (Recorder) Notation (Projectable) \| \| \| \| \| \| \| and Play-Along (Recorder) Teacher Notes: \| \| \| \| \| \| \| Ribbons in the Sky \| \| \| \| \| \| \| Play-Along (Keyboard) Notation (Projectable) \| \| \| \| \| \| \| and Play-Along (Keyboard) Teacher Notes: \| \| \| \| \| \| \| Glory, Glory, Hallelujah \| \| \| \| \| \| \| Play-Along (Guitar) Notation (Projectable) and \| \| \| \| \| \| \| Play-Along (Guitar) Teacher Notes: \| \| La \| \| \| \| \| golondrina \| \| \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| \| \| \| Riendo el río corre \| \| \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| \| \| \| Alumot \| \| \| \| \| \| \| Music Reading Notation (Projectable) and \| \| \| \| \| \| \| Music Reading Teacher Notes: \| Red River Valley \| \| \| \| \| \| Music Reading Notation (Projectable) and \| \| \| \| \| \| \| Music Reading Teacher Notes: Blue Mountain \| \| \| \| \| \| \| Lake \| \| \| \| \| \| \| Music Reading Notation (Projectable) and \| \| \| \| \| \| \| Music Reading Teacher Notes: Scarborough Fair \| \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| Notes: Stille Nacht (Silent Night) \| \| \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| \| \| Notes: Another Op'nin', Another Show \| \| \| \| \| South Carolina \| Interactive Music ©2016 \| \| \| \| \|---\|---\|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| \| \| General Music Proficiency \| \| \| \| \| \| GM.P IM.5 I can interpret musical symbols within multiple meters, clefs, and expressive symbols. \| GM.P IM.5 I can interpret musical symbols \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| within multiple meters, clefs, and expressive \| \| Notes: You Were on My Mind \| \| \| \| \| symbols. \| \| \| \| \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| \| \| \| Jambo Bwana \| \| \| \| \| Indicator \| \| \| \| \| \| GM.P IM.5.1 I can read alto/tenor clef. \| GM.P IM.5.1 I can read alto/tenor clef. \| \| Preparation: \| \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| Notes: I Shall Sing \| \| \| \| \| Indicator \| \| \| \| \| \| GM.P IM.5.2 I can identify compound, complex, and syncopated rhythms. \| GM.P IM.5.2 I can identify compound, complex, \| Song Notation (Projectable) and Song Teacher Notes: Blue Mountain Lake Music Reading Notation (Projectable) and Music Reading Teacher Notes: Blue Mountain Lake Song Notation (Projectable) and Song Teacher Notes: Down in the Valley Song Notation (Projectable) and Song Teacher Notes: I Bought Me a Cat Play-Along (Percussion) Notation (Projectable) and Play-Along (Percussion) Teacher Notes: The Rhythm Is Gonna Get You Song Notation (Projectable) and Song Teacher Notes: Riendo el río corre (Run, Run, River) Instructional Activity (Projectable) and Teacher Notes: Hit Me with a Hot Note and Watch Me Bounce Song Notation (Projectable) and Song Teacher Notes: Rockin' Pneumonia and the Boogie Woogie Flu \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| and syncopated rhythms. \| \| Notes: Blue Mountain Lake \| \| \| \| \| \| \| Music Reading Notation (Projectable) and \| \| \| \| \| \| \| Music Reading Teacher Notes: Blue Mountain \| \| \| \| \| \| \| Lake \| \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| Notes: \| Down in the Valley \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| Notes: I Bought Me a Cat \| \| \| \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| The \| \| \| \| \| Rhythm Is Gonna Get You \| \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| Notes: Riendo el río corre (Run, Run, River) \| \| \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| \| \| Notes: Hit Me with a Hot Note and Watch Me \| \| \| \| \| \| \| Bounce \| \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| \| Notes: Rockin' Pneumonia and the Boogie \| \| \| \| \| \| \| Woogie Flu \| \| \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| \| South Carolina \| Interactive Music ©2016 \| \| \| \|---\|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| \| General Music Proficiency \| \| \| \| \| \| Artistic Processes: Responding - I can respond to musical ideas as a performer and listener. \| \| \| \| \| \| Anchor Standard 6: I can analyze music. \| \| \| \| \| \| Benchmark \| \| \| \| \| GM.R IM.6 I can examine how the elements of music are used in a variety of genres, cultures, and time periods. \| GM.R IM.6 I can examine how the elements of \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| music are used in a variety of genres, cultures, \| \| Notes: Hit Me with a Hot Note \| \| \| \| and time periods. \| \| \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: St. Louis Blues \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Rockin' Pneumonia and the Boogie \| \| \| \| \| \| Woogie Flu \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: \| Loigratong \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Corta la caña (Head for the Canefields) \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: By the Waters of Babylon \| \| \| \| \| \| Play-Along (Ensemble) Notation (Projectable) \| \| \| \| \| \| and Play-Along (Ensemble) Teacher Notes: Give \| \| \| \| \| \| a Little Love \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Hey, Ho! Nobody Home \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: The Beat Goes On \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Stille Nacht (Silent Night) \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: La golondrina (The Swallow) \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Give a Little Love \| \| \| \| South Carolina \| \| \| \|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| General Music Proficiency \| \| \| \| Continued GM.R IM.6 I can examine how the elements of music are used in a variety of genres, cultures, and time periods. \| Continued \| Continued \| \| \| \| GM.R IM.6 I can examine how the elements of \| Listening Activity (Projectable) and Listening \| \| \| \| music are used in a variety of genres, cultures, \| (Projectable) Teacher Notes: Fugue in G minor \| \| \| \| and time periods. \| \| \| \| \| \| Instructional Activity (Interactive) and Teacher \| \| \| \| \| Notes: The Rhythm Is Gonna Get You \| \| \| \| Indicator \| \| \| \| GM.R IM.6.1 I can examine the elements of pitch, tempo, and dynamics in a variety of musical styles presented aurally and visually. \| GM.R IM.6.1 I can examine the elements of \| Listening Interactive Activity and Listening \| \| \| \| pitch, tempo, and dynamics in a variety of \| (Interactive) Teacher Notes: American Salute \| \| \| \| musical styles presented aurally and visually. \| \| \| \| \| \| Listening Activity (Projectable) and Listening \| \| \| \| \| (Projectable) Teacher Notes: Batman: Main Title \| \| \| \| \| Theme \| \| \| \| \| Listening Animated Map and Teacher Notes: \| \| \| \| \| String Quartet: II \| \| \| \| \| Listening Activity (Projectable) and Listening \| \| \| \| \| (Projectable) Teacher Notes: Route 66 \| \| \| \| \| Listening Animated Map and Teacher Notes: \| \| \| \| \| The Planets: I. Mars \| \| \| \| \| Listening Animated Map and Teacher Notes: Le \| \| \| \| \| sacre du printemps (The Rite of Spring): Dance \| \| \| \| \| of the Earth \| \| \| \| \| Listening Activity (Projectable) and Listening \| \| \| \| \| (Projectable) Teacher Notes: Fugue in G minor \| \| \| \| \| Listening Animated Map and Teacher Notes: \| \| \| \| \| Symphony No. 40 in G minor \| \| \| \| \| Listening Activity (Projectable) and Listening \| \| \| \| \| (Projectable) Teacher Notes: \| Concerto for \| \| \| \| Bandoneón: III. \| \| \| \| \| Listening Activity (Projectable) and Listening \| \| \| \| \| (Projectable) Teacher Notes: \| Symphony No. 60: \| \| \| \| III. \| \| \| \| South Carolina \| \| \| \| \|---\|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| \| General Music Proficiency \| \| \| \| \| \| Indicator \| \| \| \| \| GM.R IM.6.2 I can examine the contribution of timbre in a variety of musical instruments/voices to musical style and mood. \| GM.R IM.6.2 I can examine the contribution of \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| timbre in a variety of musical \| Notes: \| Ezekiel Saw the Wheel \| \| \| \| instruments/voices to musical style and mood. \| \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: You Were on My Mind \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Jambo Bwana \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Born to Be Somebody \| \| \| \| \| \| Listening Interactive Activity and Listening \| \| \| \| \| \| (Interactive) Teacher Notes: American Salute \| \| \| \| \| \| Listening Activity (Projectable) and Listening \| \| \| \| \| \| (Projectable) Teacher Notes: Fugue in G minor \| \| \| \| \| \| Listening Activity (Projectable) and Listening \| \| \| \| \| \| (Projectable) Teacher Notes: Symphony No. 60: \| \| \| \| \| \| III \| \| \| \| \| \| Listening Activity (Projectable) and Listening \| \| \| \| \| \| (Projectable) Teacher Notes: \| \| Concerto for \| \| \| \| Bandoneón: III. \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: \| The Marines' Hymn \| \| \| \| \| Instructional Activity (Interactive) and Teacher \| \| \| \| \| \| Notes: Come Back, Liza \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: \| Loigratong \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Corta la caña (Head for the Canefields) \| \| \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| Continued GM.R IM.6.2 I can examine the contribution of timbre in a variety of musical instruments/voices to musical style and mood. \| \| \| Continued \| \| \|---\|---\|---\|---\|---\| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: \| La golondrina (The Swallow) \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Glory, Glory, Hallelujah \| \| \| \| Indicator \| \| \| \| \| GM.R IM.6.3 I can identify musical forms presented aurally and visually. \| GM.R IM.6.3 I can identify musical forms \| Listening Activity (Projectable) and Listening (Projectable) Teacher Notes: Fugue in G minor Listening Animated Map and Teacher Notes: Symphony No. 40 in G minor Listening Interactive Activity and Listening (Interactive) Teacher Notes: American Salute Song Notation (Projectable) and Song Teacher Notes: By the Waters of Babylon Song Notation (Projectable) and Song Teacher Notes: I Shall Sing Song Notation (Projectable) and Song Teacher Notes: Hernando's Hideaway Song Notation (Projectable) and Song Teacher Notes: Alumot (Sheaves of Grain) Song Notation (Projectable) and Song Teacher Notes: Give a Little Love Song Notation (Projectable) and Song Teacher Notes: La mariposa (The Butterfly) Song Notation (Projectable) and Song Teacher Notes: Scattin’ A-Round Instructional Activity (Projectable) and Teacher Notes: Step Too My Lou (Write) \| Listening Activity (Projectable) and Listening \| \| \| \| presented aurally and visually. \| \| (Projectable) Teacher Notes: Fugue in G minor \| \| \| \| \| \| Listening Animated Map and Teacher Notes: \| \| \| \| \| \| Symphony No. 40 in G minor \| \| \| \| \| \| Listening Interactive Activity and Listening \| \| \| \| \| \| (Interactive) Teacher Notes: American Salute \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: By the Waters of Babylon \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: I Shall Sing \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: \| Hernando's Hideaway \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Alumot (Sheaves of Grain) \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Give a Little Love \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: La mariposa (The Butterfly) \| \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| \| Notes: Scattin’ A-Round \| \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| \| Notes: Step Too My Lou (Write) \| \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| \| South Carolina \| \| \|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| General Music Proficiency \| \| \| \| Anchor Standard 7: I can evaluate music. \| \| \| \| Benchmark \| \| \| GM.R IM.7 I can evaluate the quality of musical performances and/ or compositions of others using assessment tools. \| GM.R IM.7 I can evaluate the quality of musical \| Song Notation (Projectable) and Song Teacher \| \| \| performances and/ or compositions of others \| Notes: Glory, Glory, Hallelujah \| \| \| using assessment tools. \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: Hooray for Hollywood \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: St. Louis Blues \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: Hit Me with a Hot Note \| \| \| \| Listening Activity (Projectable) and Listening \| \| \| \| (Projectable) Teacher Notes: Batman: Main Title \| \| \| \| Theme \| \| \| \| Instructional Activity (Interactive) and Teacher \| \| \| \| Notes: Santa Mash-Up \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: A Gift to Share \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: A Gift to Share \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: There Is Love Somewhere \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: Now That's Tap \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: It's Possible (Rec.) \| \| \| \| Orff Arrangement Notation (Printable) and Orff \| \| \| \| Arrangement Teacher Notes: Down in the \| \| \| \| Valley \| \| \| South Carolina \| \| \|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| General Music Proficiency \| \| \| \| Indicator \| \| \| GM.R IM.7.1 I can apply assessment tools to evaluate tone quality, intonation, articulation, rhythmic accuracy, musicality, posture, and stage presence to a live or recorded performance. \| GM.R IM.7.1 I can apply assessment tools to \| Instructional Activity (Projectable) and Teacher \| \| \| evaluate tone quality, intonation, articulation, \| Notes: Hooray for Hollywood \| \| \| rhythmic accuracy, musicality, posture, and \| \| \| \| stage presence to a live or recorded \| Song Notation (Projectable) and Song Teacher \| \| \| performance. \| Notes: There Is Love Somewhere \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: A Gift to Share \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: A Gift to Share \| \| \| \| Orff Arrangement Notation (Printable) and Orff \| \| \| \| Arrangement Teacher Notes: Scattin’ A-Round \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| Rockin' Pneumonia and the Boogie Woogie Flu \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| Notes: Born to Be Somebody \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| Corta la caña \| \| \| \| Play-Along (Percussion) Notation (Projectable) \| \| \| \| and Play-Along (Percussion) Teacher Notes: \| \| \| \| Riendo el río corre \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| Notes: Peace Like a River \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| \| South Carolina \| Interactive Music ©2016 \| \| \|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| General Music Proficiency \| \| \| \| \| Artistic Processes: Connecting - I can relate music ideas to personal meaning, other arts disciplines, \| \| \| \| \| and content areas. \| \| \| \| \| Anchor Standard 8: I can examine music from a variety of stylistic and historical periods and \| \| \| \| \| cultures. \| \| \| \| \| Benchmark \| \| \| \| GM.C IM.8 I can research the role of music within a specific culture or historical time period and present what I discovered. \| GM.C IM.8 I can research the role of music \| Instructional Activity (Proj.) and Teacher Notes: Ding-Dong! The Witch (Thtr) Enrichment Activity (Projectable) and Teacher Notes: Little Shop of Horrors Song Notation (Projectable) and Song Teacher Notes: Peace Like a River Listening Animated Map and Teacher Notes: Le sacre du printemps (The Rite of Spring): Dance of the Earth [Recorded Interview with Igor Stravinsky] Listening Interactive Activity and Listening (Interactive) Teacher Notes: American Salute Song Notation (Projectable) and Song Teacher Notes: Hit Me with a Hot Note and Watch Me Bounce Instructional Activity (Proj.) and Teacher Notes: Ding-Dong! The Witch (Thtr) Song Notation (Projectable) and Song Teacher Notes: Glory, Glory, Hallelujah Song Notation (Projectable) and Song Teacher Notes: Siyahamba Song Notation (Projectable) and Song Teacher Notes: The Marines' Hymn \| Instructional Activity (Proj.) and Teacher Notes: \| \| \| within a specific culture or historical time \| \| Ding-Dong! The Witch (Thtr) \| \| \| period and present what I discovered. \| \| \| \| \| \| \| Enrichment Activity (Projectable) and Teacher \| \| \| \| \| Notes: Little Shop of Horrors \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Peace Like a River \| \| \| \| \| Listening Animated Map and Teacher Notes: Le \| \| \| \| \| sacre du printemps (The Rite of Spring): Dance \| \| \| \| \| of the Earth [Recorded Interview with Igor \| \| \| \| \| Stravinsky] \| \| \| \| \| Listening Interactive Activity and Listening \| \| \| \| \| (Interactive) Teacher Notes: American Salute \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Hit Me with a Hot Note and Watch Me \| \| \| \| \| Bounce \| \| \| \| \| Instructional Activity (Proj.) and Teacher Notes: \| \| \| \| \| Ding-Dong! The Witch (Thtr) \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Glory, Glory, Hallelujah \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Siyahamba \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: The Marines' Hymn \| \| \| South Carolina \| Interactive Music ©2016 \| \| \|---\|---\|---\|---\| \| \| College- and Career-Ready Standards for \| \| \| \| \| General Music Proficiency \| \| \| \| \| Indicator \| \| \| \| GM.C IM.8.1 I can use music vocabulary terms such as form, tempo, dynamics, etc. to describe musical works from similar cultures and time periods. \| GM.C IM.8.1 I can use music vocabulary terms \| Song Notation (Projectable) and Song Teacher Notes: By the Waters of Babylon Song Notation (Projectable) and Song Teacher Notes: Give a Little Love Song Notation (Projectable) and Song Teacher Notes: Bát kim thang (Setting Up the Golden Ladder) Song Notation (Projectable) and Song Teacher Notes: Loigratong Song Notation (Projectable) and Song Teacher Notes: Corta la caña (Head for the Canefields) Song Notation (Projectable) and Song Teacher Notes: La borinqueña (Beloved Island Home) Song Notation (Projectable) and Song Teacher Notes: La golondrina (The Swallow) Song Notation (Projectable) and Song Teacher Notes: Las mañanitas Song Notation (Projectable) and Song Teacher Notes: I Got Rhythm Song Notation (Projectable) and Song Teacher Notes: Hit Me with a Hot Note and Watch Me Bounce Instructional Activity (Projectable) and Teacher Notes: Hit Me with a Hot Note and Watch Me Bounce Song Notation (Projectable) and Song Teacher Notes: Rockin' Pneumonia and the Boogie Woogie Flu \| Song Notation (Projectable) and Song Teacher \| \| \| such as form, tempo, dynamics, etc. to describe \| \| Notes: By the Waters of Babylon \| \| \| musical works from similar cultures and time \| \| \| \| \| periods. \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Give a Little Love \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Bát kim thang (Setting Up the Golden \| \| \| \| \| Ladder) \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Loigratong \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Corta la caña (Head for the Canefields) \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: La borinqueña (Beloved Island Home) \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: La golondrina (The Swallow) \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Las mañanitas \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: I Got Rhythm \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Hit Me with a Hot Note and Watch Me \| \| \| \| \| Bounce \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| Notes: Hit Me with a Hot Note and Watch Me \| \| \| \| \| Bounce \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: Rockin' Pneumonia and the Boogie \| \| \| \| \| Woogie Flu \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| College- and Career-Ready Standards for \| \| \|---\|---\| \| General Music Proficiency \| \| \| Indicator \| \| \| GM.C IM.9.1 I can examine the relationship \| Enrichment Activity (Interactive) and Teacher \| \| between music and specific content from \| Notes: I Got Rhythm \| \| another arts discipline and content area. \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| Notes: Hernando's Hideaway \| \| \| Instructional Activity (Proj.) and Teacher Notes: \| \| \| Ding-Dong! The Witch (Thtr) \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| Notes: A Brand New Day (Move) \| \| \| Listening Animated Map and Teacher Notes: Le \| \| \| sacre du printemps (The Rite of Spring): Dance \| \| \| of the Earth \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| Notes: Siyahamba \| \| \| Enrichment Activity (Projectable) and Teacher \| \| \| Notes: The Lion Sleeps Tonight \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| Notes: The Beat Goes On \| \| \| Listening Interactive Activity and Listening \| \| \| (Interactive) Teacher Notes: American Salute \| \| \| Instructional Activity (Interactive) and Teacher \| \| \| Notes: A Distant Shore \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| Notes: Bát kim thang (Setting Up the Golden \| \| \| Ladder) \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| Notes: El carnavalito humahuaqueño (The Little \| \| \| Humahuacan Carnival) \| A Correlation of Interactive Music ©2016, to the South Carolina College- and Career-Ready Standards for General Music Proficiency Grade 7 \| South Carolina \| Interactive Music ©2016 \| \| \| \|---\|---\|---\|---\| \| College- and Career-Ready Standards for \| \| \| \| \| General Music Proficiency \| \| \| \| \| Indicator \| \| \| \| \| GM.C IM.9.2 I can examine the educational \| \| Enrichment Activity (Interactive) and Teacher \| \| \| requirements needed for a variety of careers in \| \| Notes: Ding-Dong! The Witch \| \| \| music. \| \| \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| Notes: The Rhythm Is (Careers) \| \| \| \| \| Song Notation (Projectable) and Song Teacher \| \| \| \| \| Notes: \| Hit Me with a Hot Note and Watch Me \| \| \| \| Bounce \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| Notes: Another Op'nin' \| \| \| \| \| Instructional Activity (Projectable) and Teacher \| \| \| \| \| Notes: A Brand New Day (Light) \| \| \| \| \| Listening Track: Recorded Interview with Evelyn \| \| \| \| \| Glennie \| \| \| \| \| Listening Track: Recorded Interview with Rick \| \| \| \| \| Bassett \| \|	<urn:uuid:91fee013-d3fc-470d-a568-3a153eaf1e44>	CC-MAIN-2021-21	https://assets.savvas.com/correlations/ADOPT_SC_Inter%20Mid_Interactive%20Music2016_G7.pdf	2021-05-12T02:49:17+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243991693.14/warc/CC-MAIN-20210512004850-20210512034850-00237.warc.gz	134,415,300	14,872	eng_Latn	eng_Latn	0.878867	eng_Latn	0.934772	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 157, 926, 945, 2123, 4476, 7613, 9391, 10554, 12257, 14166, 16732, 17761, 20290, 23339, 26199, 28308, 30427, 32240, 34988, 36753, 38387, 41238, 44067, 44207, 45758, 46896 ]	[ 2.734375, 2.578125 ]	1	0	HuggingFaceFW/finepdfs-edu
MIL DOT VERIFICATION TARGET V2 One milliradian (the distance between mil-dots) is equal to 3.6 inches at 100 yards. The distance from the center of the target to the edges of the large square is 3.6 inches in all four directions. The points of the diamonds are spaced at .2, .4, and .6 milliradian intervals, assuming the target is at 100 yards. At 50 yards, the diamond points are at .4, .8, and 1.2 milliradian intervals, with the target edge at 2 milliradians. The grid is at 2/10 milliradian intervals at 100 yards. Shooter Notes:	<urn:uuid:6756a2bf-c147-44f3-903a-035c2d8d62d2>	CC-MAIN-2023-50	https://www.hwsportsman.net/MilDotTarg2.pdf	2023-12-03T21:25:03+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00168.warc.gz	919,390,131	153	eng_Latn	eng_Latn	0.995705	eng_Latn	0.995705	[ "eng_Latn" ]	false	docling	[ 540 ]	[ 1.84375 ]	1	0	HuggingFaceFW/finepdfs-edu
Verbs in Writing Assignments Here are some verbs commonly used in History essay and paper questions. Be sure you know what you are being asked to do. Also, try to use these verbs in your own writing. Analyze: Take apart and look at each part closely Compare: Look for similarities & differences; stress similarities Contrast: Look for similarities & differences; stress differences Critique: Point out both positive & negative aspects Define: Explain exactly what something means Describe: Show what something looks like, including physical features Discuss: Explore an issue from all sides; implies wide latitude Evaluate: make a value judgment according to some criteria (which you make clear) Explain: Clarify or interpret how something works or happens Illustrate: Show by means of example or educated speculation Interpret: Translate how or why; implies some subjective judgment Justify: Argue in support of something, to find positive reasons List: Order facts, attributes, or items in sequence Outline: Organize according to hierarchy and/or category Prove: Demonstrate correctness by use of logic, fact or example Review: reexamine the main points or highlights of something State: Assert with confidence Summarize: Put together the main points; condense Synthesize: Combine pieces or concepts into new pieces or concept Trace: Present an outline, or show a sequence, of how or why something occurs or happened	<urn:uuid:26d451c8-3f38-4d80-92d4-5dbaf25afcb1>	CC-MAIN-2021-39	https://history.rutgers.edu/docman-docs/pdf-documents/787-verbs/file	2021-09-22T00:00:30+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780057274.97/warc/CC-MAIN-20210921221605-20210922011605-00410.warc.gz	355,364,514	294	eng_Latn	eng_Latn	0.993384	eng_Latn	0.993384	[ "eng_Latn" ]	false	docling	[ 1439 ]	[ 3.21875 ]	1	7	HuggingFaceFW/finepdfs-edu