text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 | dataset string |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
विषय: दि.01/01/2016 रोजी ची प्राध्यापक (पशुविज्ञान विद्या शाखा) या संबंधाची अंतिम ज्येष्ठतासूची प्रसिद्ध करणे बाबत...
उपरोक्त विषयाचे अनुरोधाने प्राध्यापक (पशुविज्ञान विद्या शाखा) या संबंधाची दिनांक 01/01/2016 रोजीची अंतिम ज्येष्ठतासूची तयार करण्यात आली असून प्रसिद्ध करण्यात येत आहे. सदरील ज्येष्ठतासूची ही विद्यापीठ संकेतस्थळ www.mafsu.in वर उपलब्ध करून देण्यात आलेली आहे. सदरील ज्येष्ठता सुविध्याची प्रत संकेतस्थळावरून मुद्रित (डाउनलोड) करून घ्यावी.
सर्व नियंत्रण अधिकारी व विभाग प्रमुख यांना कल्याण्यात येते की, सदर सुधारित अंतिम ज्येष्ठतासूची सर्व संबंधीतांच्या निर्देशास आणुन तशी पोच पावती घ्यावी.
कार्यपालन अहवालासाठी सदर पत्राच्या कृपया पोच देण्यात यावी.
मा. कुलगुरु महोदयांचे माण्डतेने.
स्वाक्षरीत/-
कुलसचिव
महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ,
नागपूर
प्रतिलिपी:
1. मा. संचालक शिक्षण तथा अधिष्ठाता (पशुविज्ञान), महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
2. मा. संचालक संशोधन, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
3. मा. संचालक विस्तार व प्रशिक्षण, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
4. मा. संचालक विद्यार्थी कल्याण, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
प्रत माहिती व योग्य त्या कार्यवाहीस्तव:
1. सहयोगी अधिष्ठाता, पशुवेद्यकीय महाविद्यालय, नागपूर/मुंबई/परभणी/शिरवड/उद्दीप
2. सहयोगी अधिष्ठाता, स्नातकोत्तर पशुवेद्यक व पशुविज्ञान संस्था, अकोला.
प्रत:
1. मा. कुलगुरु महोदय यांचे खाजगी सचिव, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर.
2. कुलसचिव यांचे स्विच्छ सहायक, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर.
[Signature]
सहायक कुलसचिव
महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ,
नागपूर
| श्रेणी | विषय | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति |
|-------|-------|------------|------------|------------|------------|------------|------------|
| 1 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 2 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 3 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 4 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 5 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 6 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 7 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 8 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 9 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 10 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 11 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 12 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 13 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 14 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 15 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 16 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 17 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 18 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 19 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 20 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 21 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 22 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 23 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 24 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 25 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 26 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 27 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 28 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 29 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 30 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 31 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 32 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
**Note:** The above table is a sample and may not reflect the actual data. | 679e2127-6ea3-47dd-8f74-2cd143889a8d | CC-MAIN-2023-14 | https://mafsu.in/downloads/Seniority/Professor%20Veterinary.pdf | 2023-03-20T22:58:42+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00414.warc.gz | 429,788,070 | 2,227 | eng_Latn | eng_Latn | 0.499931 | mar_Deva | 0.980776 | [
"mar_Deva",
"eng_Latn"
] | true | rolmOCR | [
1570,
4405
] | [
1.8515625
] | 2 | 1 | HuggingFaceFW/finepdfs-edu |
二Ｏ一八年十一月
November 2018
Issue 59 期
稜聲音樂 Prism Music
透過光線、散發異彩。
源自三藩市，成立於2006年，稜聲音 樂(Prism Music)透過創作貼近大眾口味的音 樂，讓基督的真理在地上繼續「流行」。
Prism曾經推出兩張唱片集專輯和一本 作品，為人熟悉的有「鹽與光」、「Party Every Week」等歌曲，深受教友喜愛。2014 年，Prism其中的創始成員受邀請到北京參加 中港台音樂交流，從而結識了多位志同道合 的香港年青教友。回港後，他們隨即加入 Prism，讓Prism在香港正式扎根。同年，創 作歌曲「流動」更榮獲真理盃華語聖歌創作 大賽優秀獎。目前三藩市和香港各有Prism團 體，大家一起成長，互相幫助。
地點： Our Holy Redeemer, 311 Mont Albert Road, Surrey Hills VIC 3127
日期： ２０１８年１１月４日
時間：
下午 2:30 - 5:00 ◆
1
澳洲墨爾本天主教華人信友團體
Prism is a band formed by a group of young Chinese Catholics peppered around the Bay Area Community. Our goal is to spread the Gospel through music. Also, we hope that we can use the harmony we have created to present the sense of community and unity of God. Prism is a transparent solid that can reflect rays of light and dispersing light into a spectrum. When there is light, prism can reflect a blend of colourful light to various directions. We are just like prism. By relying in the light of God, we can enlighten ourselves and reflect light of God in many different ways. We would like to utilize our various music training and backgrounds, and spread God's love and good news to different parts of the world.
Prism and the community would like to invite you and your family and friends to an EV concert on 4th November, details as the following:
Venue: Our Holy Redeemer, 311 Mont Albert Road, Surrey Hills VIC 3127
Date: 4 / 11 / 2018
Time: 2:30 - 5pm ◆
主，我愛祢嗎？
-- 記籌備2018兒童彌撒的反省 Emerald Siu
＂耶穌第三次問他說：「若望的兒子西滿，你 愛我嗎？」伯多祿因耶穌第三次問他說：「你愛我 嗎？」便憂愁起來，遂向他說「主啊！一切你都知 道，你曉得我愛你。」耶穌對他說：「你餵養我的羊 群。」＂～若21:17
在若望福音21章中記載，主在復活後顯現給門 徒，在「吃完了早飯」便問了三次伯多祿：＂你愛我 嗎？＂。回想當時主在受難之前，伯多祿才於人前三 次不認祂，主耶穌復活回來之後，非但沒有怪責他的 軟弱，反而再三問他：＂你愛我嗎？＂。而且，就如 伯多祿回答的：＇主一切都知道＇，主也一早知道他 的心，但更重要的是，主隨即回應他的三個答覆： 〈你餵養我的羔羊〉，〈你牧放我的羊群〉和〈你餵 養我的羊群〉。
當然，才疏學淺的我，大概要再多進修之後才 能夠說出這一章經文入面所包含深一層的奧義。然 而，我卻希望藉此分享我在籌備兒童彌撒的這些日子 中，心中一再響起的這問題：＂主，我愛祢嗎？＂。
今年兒童彌撒的主題是：＂你應當全心愛上 主，並愛近人如自己＂。作為主日學的導師和家長， 我覺得準備這個題目其實特別困難。困難在於，我心 中不禁再三響起這問題：＂主，我真的愛祢嗎？＂。 或只是口上說說，行為卻沒有祂？
愛，是一個既簡單又複雜的詞彙。簡單是它的 ＇與生俱來＇，人類從出生開始，就已經存有愛這個 特質。這個特質，就是天主照著祂的肖像，賜予給我 們每一個人的禮物。
但是，愛也是複雜的。複雜是世上從古至今， 除了主耶穌外，多少學者聖人，都沒有人能夠為愛下 一個確切的＇定義＇和＇規則＇去解說何謂＇真愛 ＇。因為愛是很個人和主觀的感覺，但也是包含一些 客觀的回應。
在我當了母親之後，對愛的體會尤其深。許多 時候我會問自己，到底我應該用我自己的經驗去愛我 的孩子，還是用她們的需要去愛呢？
2
舉一個例子，我為她們安排了形形式式的學 習，為的希望發展她們在各方面的潛能和增加在社會 上的競爭力。但女兒卻會告訴我，她們希望和我們在 家時一起玩，或周末時能一起去不同的地方體驗。孩 子們固然在這方面沒有選擇，但也是有她們想法的理 據，而家長面對的就是如何作一些＇有智慧＇的決定 呢？
我在自己與＇近人＇的各種關係相處上，無論 父母、兄弟、夫妻、兒女、朋友，我都希望盡量以他 們喜歡的方式去表達。但其實，當中有多少撞板犯錯 的地方？這往往都是因為我還是免不了這些表達當中 的主觀性——就是主觀地認為對方有需要就行動，而 沒有真正瞭解對方的想法之後才去作選擇。
其實，再引申到我們對天主的愛——我們又有 否去瞭解天主希望我們如何愛祂呢？我們到底是用自 己覺得舒服的方式去表達對天主的愛？還是有否嘗試 瞭解天主需要我們怎樣去愛祂呢？
人類因為受造物的本質，許多時候愛的層次， 容易局限於＇求＇和＇供＇。然而，天主愛的層面， 卻是＇恩＇和＇賜＇。恩和賜沒有條件，沒有限制， 也沒有保留；只在於成就受惠方最大的好處而考慮。
是的，我們沒有多少人能像先知一樣，和天主有親自
對話的經驗，從而瞭解天主的想法。但我們可 以透過祈禱、讀經、聖神和教會中與別人的相處分 享，就能夠感受天主的心意，聽到天主對我們愛的需 要！
而透過若望福音的提醒，主耶穌回答伯多祿的 愛並沒有告訴他只是把對主的愛放在心中，反之，主 吩咐他要：〈你餵養我的羔羊〉，〈你牧放我的羊 群〉和〈你餵養我的羊群〉。這正正就是呼應了祂之 前所重申的兩個愛的大誡命：
＂耶穌回答說：「第一條是：以色列！你要 聽！上主、我們的天主，是唯一的天主。你應當全 心、全靈、全意、全力，愛上主、你的天主。第二條 是：你應當愛近人，如你自己。再沒有別的誡命，比 這兩條更大的了。」＂～谷12:29-31
我相信天主固然會祝福默默祈禱念經愛祂的兒 女們，但我更深信若我們都能把我們對天主賜予的愛 與別人分享，效法基督牧羊人的身份，讓更多的人能 受福惠，天主定必更為欣喜！
〈主基督，求祢親自祝福我們的團體和社會， 讓我們每個人都能懂得怎樣能夠更加愛天父，愛祢和 愛近人！亞孟〉◆
福音的喜樂: 聖神與教會(五)
David Yuen
以色列民為奴400年，藉天主的手，在埃及的壓迫 下得到解放和自由。這個深刻的經驗，使他們認識了「唯 一的真神」，肯定自己是天主特別揀選的民族。西乃山之 約，誡命的頒布，以民得到使命：光榮天主，去作萬民之 光，成為世界的祝福 。守安息日，感恩天主的賞賜與祝 福，關懷窮人、照顧孤兒寡婦、恩待陌生人、外旅者與社 會邊緣人…。懂感恩，施仁愛，行公義，這樣的生活方式 要成為「萬民」的模範－－ 帶領全人類回歸天主。
可是，當以民進入福地後不久，竟忘記自己昔日 為奴受壓迫的痛苦，更輕忽自己立約的誓言，他們要求天 主給他們立一個「王」－－像列國一樣。天主告訴 撒慕 爾：「他們做的，無非是拋棄我而去事奉別的神；… 你 去，必須清楚警告他們，要他們明瞭那統治他們的"王＂ 所享的權利。」 （撒上8: 5-18）
王國成立，其結果，正應驗了先知所預言的警 告。
眾多先知的出現 ，一致嚴厲地指控「盟約之民」 拜邪神、不再照顧窮人、孤兒寡婦…， 社會再沒有憐恤 與公義，強權者剝削欺壓貧苦的人，霸佔宗族兄弟的土地 …。以民反叛了昔日與天主立下的盟約，且沉淪成為新霸 權者，他們已失去作為「萬民之光」的標記，反成為可詛 咒的對象。天主的回應：以色列 要成為「亡國之奴」， 且充軍流徙異鄉！
「我們非要一位君王管理我們不可。我們要像異 民一樣，有君王來治理我們 …。」（撒上8: 19-20） 為 求滿足自己的需要，以民一語成讖？
公元1210 年 教宗依諾森三世 在夢中見到一個衣 衫襤褸的人前來，用肩膀幫他托著「搖搖欲墜」的聖拉特 朗大殿。夢醒後他做的，只是答允 方濟各 成立修會的要 求，但對教廷的腐敗墮落，天主的警告，卻充耳不聞，無 動於衷。
1305年，克萊門五世 在 法王腓力 操控下當選為 教宗，自此開始了為時72年的「教會巴比倫之囚」，期間 我們經歷了6 位法屬的教宗，他們把教廷從羅馬移至法國 的Avignon。這種王權政治操控教會的手段，招來其他國 君、諸侯、主教們的反對。1377年 意大利 選出 烏班爾 六世 為教宗，絕罰罷免當時在Avignon 的 克萊門七世。 此舉遭到 法國教廷 的抗拒，反過來絕罰 烏班爾六世 及 其擁護者。兩幫勢力對峙不下。1409年為解決這個僵局， 雙方都派出代表在意大利的比薩參加一次大公會議。會議 的結果，廢黜現有的，另選出一位兩方都認可的 亞歷山 大五世。但被廢黜的兩位前教宗，卻斷然拒絕大公會議的 決定，於是出現鼎足三立的局面，情況混亂得難以想像。 時為教會最黑暗的時代。
3
1377年，英國牛津大學教授 約翰•威克里夫 對 當時的政治操控、教會腐敗、教宗制的荒謬…，發出震耳 欲聾的怒吼，他說：「基督生於貧窮，而教宗卻鑽營於榮 華富貴；基督拒絕俗世權力，教宗、主教們卻沉迷於爭權 奪利；基督為真理而犧牲，而他們卻為自己的私利去蠱惑 人心（假借大赦、贖罪券等斂財）…。」如此露骨不留情 面的批評，令當局難堪不滿，但碍於他的批評說出部份真 理與實情，獲得許多神職人員和信徒的共鳴與支持。當權 者只能施壓大學把 威克里夫 停職，將他逐出牛津，限制 他的自由和影響力。但他的追隨者 約翰•胡斯，卻不幸 地於1415年被宗教栽判處定為異端，遭火柱刑處決。當時 差距馬丁路德 的宗教改革 (1517年) 還有100年。當局者 迷？沒有人覺醒到大變局、大分裂即將降至；目前能夠呼 風喚雨，隻手遮天的強權者，不久將成為新時代、新世界 的唾棄者！而歷史學家將會把此段歷史定性為中世紀的黑 暗時代！
肉先腐，而後蟲生。如果一位以瘋狂宴樂聞名， 擁有多位情婦及7 名子女的貴族浪子，竟可成為 教宗亞 歷山大六世 (1492年) 。基督的教會是否需要進行大改 革？如果一位公爵出高價幫兒子買得一席主教職，而兒子 當時才得8歲 (1451年)，急不容緩的革新是否事在必行？ 絕對的權力，造成絕對的腐敗。馬丁路德的「宗教改革」 不是一件偶發的事故，也不是他個人信仰的出錯，而是天 主憤怒的時代呼召，是真實基督門徒的醒覺與回應！
在「聖年2000」若望保祿二世 於聖伯多祿大殿舉 行「求寬恕」彌撒，特為教會二千年間犯下的各種罪愆過 失，尋求天主慈悲的寬恕。
兄弟姊妹們，自梵二開始，歷任教宗都不斷向世界、向別 的分裂弟兄尋求原諒和寬恕，現在我們可明白原因了吧！
「是時候，打開梵蒂岡的窗戶，讓聖神內進工作 了。」現在，我們真能感受到 教宗若望廿三 的微笑背後 所蘊含的痛苦和希望了嗎？
神聖羅馬帝國在中世紀曾擁有4 萬平方公里的領 地，現今只剩下0.44平方公里的梵蒂岡，我們的(帝)國已 亡；現代人對基督的輕視和敵意；今日信徒深感無力感、 也缺乏使命感…，因我們已失去成為「萬民之光」的標 記。我們是在被迫流徙的異鄉人！我們醒覺到嗎？
歷史何其相似！我們要如何面對和解救目前的境 況 ?!
「梵二」：聖神更新的教會。她的重要性就在於 此。(未完) ◆
Donation acknowledgement:
Charlotte Tam $100 to CCC, $100 to Chaplaincy 李香 $200
Louis Cheuk and Family to CCC $100
澳洲墨爾本天主教 華人信友團體
地址 Address：
永援聖母堂 Our Lady of Perpetual Succour
299 Elgar Road, Surrey Hills, Vic 3127 （Melway 47A12）
Catholic Chinese Community Melbourne (CCCM)
電話 ：（03） 9890 7798 傳真：（03） 9890 7783
網址 Website：www.cccmelbourne.org.au 電郵 e-mail：firstname.lastname@example.org
稿件電郵：email@example.com
神師 Chaplain
Fr Aloysius Nato SVD
杜一諾神父
手機 mobile 0428 715 282
牧民助理 Pastoral Assistant
Sister Bernadette Cheng
鄭嫄修女
（03）9836 0220
會長 President
Johnny Yu 余雄光 副會長 Vice-President
Louis Cheuk卓偉興
感恩祭時間 Mass Times
永援聖母堂 Our Lady of Perpetual Succour , 299 Elgar
Road , Surrey Hills：
主日上午十時四十五分 Sunday 10:45am
註：團體小巴於上午十時半於Box Hill My Chemist
門外開出，並於中午十二時半返回 星期一、二、四、五上午九時四十五分
Monday, Tuesday, Thursday & Friday 9:45am
星期二彌撒後有朝拜聖體。
Adoration after Tuesday Mass
修和聖事 Sacrament of reconciliation
第一至第三主日上午十時十五分
1st to 3rd Sunday 15am
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Dear SACRE members,
Thank you for considering the content of the last update regarding Religious Education and the Humanities Area of Learning and Experience (AoLE) within the new curriculum for Wales, sent to you in July 2017. We are grateful for the responses received so far. We are still in the process of receiving comments and are currently collating the feedback to inform the development work.
Timelines
In September 2017, the Cabinet Secretary for Education published 'Education in Wales: Our National Mission'. This action plan includes revised timelines for the new curriculum. Please see below the relevant key dates:
April 2019: Draft curriculum available for feedback
January 2020: Final curriculum available
September 2022: All maintained schools and settings using new curriculum and assessment arrangements (roll-out starting with primary and Year 7 and then year by year)
The What Matters approach
In considering an approach to developing the new curriculum, pioneer school practitioners involved in the design process identified that teaching 'what matters' was the starting point from which to build the new curriculum. As a result, pioneer groups – including the Humanities – have begun the process of developing key concepts to organise their AoLE by identifying 'what matters' in their fields i.e. the key elements that all learners should experience within their areas during their journey along the continuum of learning.
Each AoLE will consist of What Matters key concepts. These concepts are being developed to avoid excessive variation from school to school while allowing for local flexibility. The What Matters key concepts across the AoLEs will support the development of the Four Purposes of the new curriculum and will also reflect current ideas about important disciplinary knowledge, skills and competencies for each domain.
The development process for Humanities
In order to identify 'what matters' within the various subjects and disciplines that form the Humanities, we commissioned experts to prepare a series of papers to support the pioneer group's work. These included papers relating to history, geography, business, social studies and Religious Education. The focus of these papers was to outline for each discipline:
- the core of knowledge/concepts and associated skills and competencies deemed essential for all pupils to learn.
- progression for the above, and an indication of what pupils should learn/experience relating broadly to expectations at ages 5, 8, 11, 14, 16.
- building on the above, suggested What Matters key concepts.
WASACRE was commissioned to prepare a discussion paper relating to Religious Education. Representatives also attended a Humanities pioneer group workshop in November 2017 to present the paper and work with the group to develop proposals for the AoLE. Please find attached a copy of the commissioned paper.
Drawing on the expert input outlined above and identifying 'what matters' for each component discipline within the Humanities provided firm foundations for the pioneer group to develop overarching What Matters key concepts as a means of organising the AoLE.
The What Matters Proposals
I attach initial proposals for the What Matters key concepts for the Humanities AoLE. The content of the report was developed in December 2017 for submission to our Curriculum and Assessment Group, and reflects the Humanities pioneer group's thinking at that time. The group continues to meet every three weeks and has begun developing progression frameworks to underpin each of these What Matters statements. In developing these frameworks as well as the detail of the AoLE during the spring term, the wording of the key concepts outlined in the attached document will naturally change and be refined.
We would like to invite you as a SACRE to consider these initial What Matters proposals and provide comments and/or suggestions for consideration during the next phase of the development work.
Further information, as well as the proposals for all six of the AoLEs, including the Humanities, will be published shortly on our website:
http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum -for-wales-curriculum-for-life/?lang=en
We would appreciate if you would send your comments to me: email@example.com
Next steps
Over the coming months, the Humanities pioneer group will focus on developing progression frameworks for the AoLE, supported by the CAMAU project (colleagues from University of Wales Trinity St David and Glasgow University). During this time, the content of the AoLE be developed in more detail.
We will send the next update to you at the end of May, and again invite your views on the proposals produced. We will also contact you in due course to outline further engagement opportunities for you to contribute to the curriculum development process during the summer term.
Best wishes,
Manon
Manon Jones
Is – Adran y Cwricwlwm, Asesu ac Addysgeg /
Pedagogy Division
Addysg
/ Education
Llywodraeth Cymru/
Welsh Government
Ffôn/Tel: 03000 252240
Annwyl Aelodau o'r Cyngor Ymgynghorol Sefydlog ar Addysg Grefyddol (CYSAG),
Diolch am ystyried y diweddariad diwethaf ynghylch Maes Dysgu a Phrofiad y Dyniaethau o fewn y Cwricwlwm Newydd i Gymru, a anfonwyd atoch chi ym mis Gorffennaf 2017. Rydym yn gwerthfawrogi'r ymatebion yr ydym wedi'u derbyn hyd yn hyn. Rydym yn dal i dderbyn sylwadau, ac rydym wrthi'n coladu'r adborth er mwyn ei ystyried fel rhan o'r gwaith datblygu.
Amserlenni
Ym mis Medi 2017, cyhoeddodd Ysgrifennydd y Cabinet dros Addysg 'Addysg yng Nghymru: Cenhadaeth ein Cenedl'. Mae'r cynllun gweithredu hwn yn cynnwys amserlenni diwygiedig ar gyfer y cwricwlwm newydd. Wele isod y dyddiadau allweddol perthnasol:
Ebrill 2019: Cwricwlwm drafft ar gael er mwyn cael adborth arno
Ionawr 2020: Cwricwlwm terfynol ar gael
Medi 2022: Pob ysgol a lleoliad a gynhelir i ddefnyddio'r cwricwlwm a'r trefniadau asesu newydd (caiff hyn ei gyflwyno gan ddechrau gydag ysgolion cynradd a blwyddyn 7, ac yna fesul blwyddyn)
Yr Ymagwedd 'Beth sy'n Bwysig'
Wrth ystyried sut i ddatblygu'r cwricwlwm newydd, penderfynodd ymarferwyr yr ysgolion arloesi a oedd yn rhan o'r broses ddylunio mai addysgu 'beth sy'n bwysig' fyddai'r man cychwyn ar gyfer llunio'r cwricwlwm newydd. O ganlyniad, mae grwpiau arloesi – gan gynnwys grŵp y Dyniaethau – wedi dechrau'r broses o ddatblygu cysyniadau allweddol ar gyfer trefnu'u Meysydd Dysgu a Phrofiad, a hynny drwy bennu 'beth sy'n bwysig' yn eu meysydd – hynny yw, beth yw'r elfennau allweddol y dylai pob dysgwr eu dysgu a'u profi yn y meysydd dan sylw yn ystod eu taith drwy'r continwwm addysg.
Curriculum, Assessment and
Bydd pob Maes Dysgu a Phrofiad felly'n seiliedig ar gysyniadau allweddol 'beth sy'n bwysig'. Mae'r cysyniadau hyn yn cael eu datblygu fel nad oes gormod o amrywio o ysgol i ysgol ond, hefyd, i sicrhau rhywfaint o hyblygrwydd yn lleol. Bydd y cysyniadau 'beth sy'n bwysig' ar draws y Meysydd Dysgu a Phrofiad yn cefnogi'r gwaith o ddatblygu Pedwar Diben y cwricwlwm newydd. Byddant hefyd yn adlewyrchu syniadau cyfredol mewn perthynas â gwybodaeth, sgiliau a chymwyseddau disgyblaethol pwysig ar gyfer pob maes.
Y broses ddatblygu
Er mwyn pennu 'beth sy'n bwysig' yn y gwahanol bynciau a disgyblaethau sy'n rhan o Faes Dysgu a Phrofiad y Dyniaethau, comisiynwyd arbenigwyr i lunio cyfres o bapurau i gefnogi gwaith y grŵp arloesi. Ymhlith y rhain mae papurau ar Hanes, Daearyddiaeth, Busnes, Astudiaethau Cymdeithasol ac Addysg Grefyddol. Nod y papurau hyn yw amlinellu'r canlynol ar gyfer pob disgyblaeth:
- y craidd: hynny yw'r wybodaeth / cysyniadau, a'r sgiliau a'r cymwyseddau cysylltiedig, y mae angen i bob disgybl eu dysgu;
- dilyniant ar gyfer yr uchod, a mynegiad o'r hyn y dylai disgyblion ei ddysgu neu gael profiad ohono, a hynny'n gysylltiedig, yn fras, â'r disgwyliadau ar gyfer 5 oed, 8 oed, 11 oed, 14 oed ac 16oed.
- Gan adeiladu ar yr uchod; awgrymu cysyniadau allweddol ar gyfer 'beth sy'n bwysig'.
Comisiynwyd Cymdeithas CYSAGau Cymru i baratoi papur trafod mewn perthynas ag Addysg Grefyddol. Hefyd, aeth cynrychiolwyr i weithdy arloeswyr y Dyniaethau ym mis Tachwedd 2017 i gyflwyno'r papur a gweithio gyda'r grŵp i ddatblygu cynigion ar gyfer y maes dysgu a phrofiad. Mae copi o'r papur hwn yn atodedig.
Gyda chymorth y mewnbwn arbenigol a amlinellir uchod a chan bennu 'beth sy'n bwysig' ar gyfer pob disgyblaeth sy'n rhan o'r Dyniaethau, darparwyd sylfaen gadarn i alluogi'r grŵp arloesi i ddatblygu cysyniadau allweddol 'beth sy'n bwysig' trosfwaol ar gyfer trefnu'r Maes Dysgu a Phrofiad.
Y Cynigion 'Beth sy'n Bwysig'
Atodaf gynigion ar gyfer cysyniadau allweddol 'beth sy'n bwysig' ym Maes Dysgu a Phrofiad y Dyniaethau. Datblygwyd y cynnwys ym mis Rhagfyr 2017 i'w gyflwyno i'r Grŵp Cwricwlwm ac Asesu, ac mae felly'n adlewyrchiad o'r hyn oedd dan ystyriaeth y grŵp arloesi bryd hynny. Mae'r grŵp yn parhau i gwrdd bob tair wythnos ac mae bellach wedi dechrau datblygu fframweithiau dilyniant ar gyfer pob un o'r datganiadau 'beth sy'n bwysig' hyn. Wrth ddatblygu'r fframweithiau hyn a manylion eraill y Maes Dysgu a Phrofiad yn ystod tymor y Gwanwyn, bydd geiriad y cysyniadau allweddol yn y ddogfen atodedig yn siŵr o newid.
Hoffem eich gwahodd, fel CYSAG, i ystyried y cynigion cychwynnol hyn ar gyfer 'Beth sy'n Bwysig' a rhoi sylwadau neu awgrymiadau i'w hystyried yn ystod cam nesaf y gwaith datblygu.
Bydd gwybodaeth bellach, ynghyd â'r cynigion ar gyfer y chwe maes dysgu a phrofiad, gan gynnwys y Dyniaethau, ar gael yn fuan ar ein gwefan:
http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum -for-wales-curriculum-for-life/?skip=1&lang=cy
Gwerthfawrogwn pe baech chi'n anfon eich sylwadau ataf i: firstname.lastname@example.org
Camau Nesaf
Dros y misoedd i ddod, bydd Grŵp Arloesi'r Dyniaethau yn canolbwyntio ar ddatblygu fframweithiau dilyniant ar gyfer y maes dysgu a phrofiad, gyda chymorth prosiect CAMAU (cydweithwyr o Brifysgol y Drindod Dewi Sant a Phrifysgol Glasgow). Yn ystod y cyfnod hwn, caiff cynnwys y Maes Dysgu a Phrofiad ei ddatblygu'n fanylach.
Fe anfonwn ni'r diweddariad nesaf atoch tua diwedd mis Mai, gan ofyn eto am eich barn. Hefyd, fe gysylltwn â chi yn y man i ddweud wrthych am gyfleoedd i gyfrannu at y gwaith o ddatblygu'r cwricwlwm yn ystod tymor yr haf.
Cofion gorau,
Manon
Manon Jones
Is – Adran y Cwricwlwm, Asesu ac Addysgeg /Curriculum, Assessment and
Pedagogy Division
Addysg
/ Education
Llywodraeth Cymru/Welsh Government
Ffôn/
Tel: 03000 252240
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How Much Should I Feed My Puppy? Guidelines for Bland Diet 1 cup = 50% Chicken 50% Rice = 270 kcal
Under 4 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY |
|---|---|---|
| 2lb | 190 | 1/2 |
| 5lb | 380 | 1 |
| 8lb | 565 | 1 & 1/2 |
| 10lb | 660 | 1 & 3/4 |
| 15lb | 875 | 2 & 1/3 |
| 20lb | 1130 | 3 |
| 30lb | 1505 | 4 |
| 40lb | 1880 | 5 |
4-9 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 141 | 3/8 - 1/2 | 1/2 |
| 5lb | 330 | 7/8 | 1 & 1/4 |
| 8lb | 470 | 1 & 1/4 | 1 & 3/4 |
| 10lb | 565 | 1 & 3/8 - 1 & 1/2 | 2- 2 & 1/8 |
| 15lb | 750 | 2 | 2 & 3/4 |
| 20lb | 940 | 2 & 1/3 - 2 & 1/2 | 3 & 1/2 |
| 30lb | 1250 | 3 & 1/4 - 3 & 1/2 | 4 & 2/3 |
| 40lb | 1505 | 4 - 4 & 1/4 | 5 & 5/8 |
| 50lb | 1785 | 4 & 3/4 - 5 | 6 & 2/3 |
| 60lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 70lb | 2350 | 6 & 1/4 - 6 & 1/3 | 8 & 2/3 - 8 & 3/4 |
10-12 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 125 | 1/3 | 3/8 |
| 5lb | 250 | 2/3 | 7/8-1 |
| 8lb | 375 | 1 | 1 & 3/8 |
| 10lb | 470 | 1 & 1/8 - 1 & 5/8 | 1 & 3/4 |
| 15lb | 565 | 1 & 1/2 - 1 & 5/8 | 2 - 2 & 1/8 |
| 20lb | 750 | 2 | 2 & 3/4 |
| 30lb | 1000 | 2 & 2/3 | 3 & 2/3 -3 & 3/4 |
| 40lb | 1220 | 3 & 1/4 - 3 & 1/3 | 4 & 1/2 |
| 50lb | 1410 | 3 & 3/4 - 4 | 5 & 1/4 |
| 60lb | 1690 | 4 & 1/3 - 4 & 1/2 | 6 & 1/4 |
| 70lb | 1880 | 5 | 7 |
| 80lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 100lb | 2445 | 6 & 1/2 - 6 & 2/3 | 9 |
|---|---|---|---|
| 120lb | 2820 | 7 & 1/3 - 7 & 2/3 | 10 & 3/8 | | <urn:uuid:4080e8b4-aa9d-4ce8-9e04-999bd6c80aad> | CC-MAIN-2022-21 | https://www.winchestervetgroup.com/uploads/1/2/0/1/120185449/feeding_guidelines.pdf | 2022-05-21T09:56:58+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662539049.32/warc/CC-MAIN-20220521080921-20220521110921-00789.warc.gz | 1,173,253,016 | 1,005 | eng_Latn | eng_Latn | 0.748098 | eng_Latn | 0.748098 | [
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Primary Works – Individual Short Stories
Magona, Sindiwe. "A Drowning in Cala."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 1‐18. Print.
‐‐‐. "A Peaceful Exit."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 86‐106. Print.
‐‐‐. "A State of Outrage."A State Of Outrage and Other Stories.Ed. Andries Oliphant. Cape Town: Mashew Miller Longman, 2009. 89‐101. Print.
‐‐‐. "A State Of Outrage."Opening Spaces.Ed Yvonne Vera. Harare: Baobob, 1999. 114‐27. Print.
‐‐‐. "Beautiful Balding."New Internationalist326 (August 2000): 26. Print.
‐‐‐. "Bhelekazi's Father."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 148‐63. Print.
‐‐‐. "Clawing at Stones."The Spirit of Writing: Classic and Contemporary Essays Celebrating the Writing Life.Ed. Mark Waldman. New York: Tarcher/Putnam, 2001. 7‐13. Print.
‐‐‐. "Comrade, Heal Yourself!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 39‐64. Print.
‐‐‐. "Flight."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 59‐61. Print.
‐‐‐. "House‐Hunting Unlike Soweto."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 19‐26. Print.
‐‐‐. "I'm Not Talking About That, Now."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 65‐85. Print.
‐‐‐. "It was Easter Sunday the day I went to Netreg."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 95‐105. Print.
‐‐‐. "Leave‐Taking."Nobody Ever Said AIDS: Poems and Stories from Southern Africa.Eds. Nobantu Rasebotsa, Meg Samuelson, and Kylie Thomas. Cape Town: Kwela Books, 2004. 124‐41. Print.
‐‐‐. "Lulu."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 87‐94. Print.
‐‐‐. "MaDlomo."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 106‐16. Print.
‐‐‐. "Mama Afrika, A Parable."New Internationalist307 (Nov. 1998): 22‐4. Print.
‐‐‐. "Man Lands on the Moon."Twist.Cape Town: Oshun Books, 2006. 1‐7. Print.
‐‐‐. "Modi's Bride."African Love Stories – An Anthology.Ed. Ama Ata Aidoo. Oxfordshire: Ayebia, 2006. 135‐48. Print.
‐‐‐. "Nosisa."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 72‐86. Print.
‐‐‐. "Now That the Pass Has Gone."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 143‐55. Print.
‐‐‐. "Possession."New Internationalist244 (June 1993): 20‐1. Print.
‐‐‐. "Push: A Short Story."NKA Journal of Contemporary African Art1994.1 (1994): 43. Print.
‐‐‐. "Push‐Push!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 27‐38. Print.
‐‐‐. "Scars of Umlungu."New Internationalist230 (April 1992): 8‐9. Print.
‐‐‐. "The Hand That Kills."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 126‐39. Print.
‐‐‐. "The most exciting day of the week."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 62‐71. Print.
‐‐‐. "The Sacrificial Lamb."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 140‐7. Print.
‐‐‐. "The Widow."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 107‐25. Print.
‐‐‐. "Women at Work."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 1‐56. Print.
‐‐‐. "Two little girls and a city."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 117‐42. Print.
‐‐‐. "Walking on the Moon."New Internationalist265 (March 1995). Web. 7 May 2013. www.newint.org | <urn:uuid:2db6f8f3-9eb7-4a92-b48f-58e0d2f41d7e> | CC-MAIN-2019-26 | https://english.gsu.edu/files/2014/08/Sindiwe-Magona-bibliography-15.pdf | 2019-06-25T05:39:00Z | crawl-data/CC-MAIN-2019-26/segments/1560627999800.5/warc/CC-MAIN-20190625051950-20190625073950-00484.warc.gz | 415,815,316 | 1,472 | eng_Latn | eng_Latn | 0.61163 | eng_Latn | 0.605152 | [
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## Kindergarten Calendar 2024-25
**Brant Christian School**
**Board Approval:** January 16, 2024
### August
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 5 | 6 | 7 | 8 | 9 |
| 12 | 13 | 14 | 15 | 16 |
| 19 | 20 | 21 | 22 | 23 |
| 26 | 27 | 28 | 29 | 30 |
**August 26/27 - New Teacher Orientation**
**August 26 - 28 Site Based PD Days**
**August 29 Division Day**
**August 30 Teacher Directed Day**
### September
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| 2 | 3 | 4 | 5 | 6 |
| 9 | 10 | 11 | 12 | 13 |
| 16 | 17 | 18 | 19 | 20 |
| 23 | 24 | 25 | 26 | 27 |
| 30 | | | | |
**September 2 - Labour Day**
**September 3 First Student Day**
**September 27 Division-Wide PD Day**
**September 30 - National Day for Truth and Reconciliation**
### October
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 7 | 8 | 9 | 10 | 11 |
| 14 | 15 | 16 | 17 | 18 |
| 21 | 22 | 23 | 24 | 25 |
| 28(D) | 29 | 30(D) | 31(D) | |
**October 14 - Thanksgiving Day**
**October 25 Site Based PD Days**
### November
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | |
| 4(D) | 5(D) | 6(D) | 7(D) | 8 |
| 11 | 12 | 13 | 14 | 15 |
| 18 | 19 | 20 | 21 | 22 |
| 25 | 26 | 27 | 28 | 29 |
**November 11 Remembrance Day**
**November 29 - Site Based PD Day**
### December
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| 2 | 3 | 4 | 5 | 6 |
| 9 | 10 | 11 | 12 | 13 |
| 16 | 17 | 18 | 19 | 20 |
| 23 | 24 | 25 | 26 | 27 |
| 30 | 31 | | | |
**Winter Break December 23 - 31**
### January
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 3 | 6 | 7 | 8 | 9 |
| 10 | 13 | 14(D) | 15(D) | 16 | 17(D) |
| 20(D) | 21(D) | 22(D) | 23(D) | 24(D) |
| 27(D) | 28 | 29 | 30 | 31 |
**Winter Break January 1 - 3**
**January 6 First Day Back after Break**
**January 28 Start Second Semester**
### February
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 3 | 4 |
| 10 | 11 | 12 | 13 | 14 |
| 17 | 18 | 19 | 20 | 21 |
| 24 | 25 | 26 | 27 | 28 |
**February 17 - Family Day**
**February 18 - 19 No Staff/Students**
**February 20 - 21 Teachers Convention**
### March
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 3 | 4 |
| 10 | 11 | 12 | 13 | 14 |
| 17 | 18 | 19 | 20 | 21 |
| 24 | 25 | 26 | 27 | 28 |
| 31 | | | | |
**March 21 Division-Wide PD Day**
### April
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 3(D) | 4(D) | | | |
| 7(D) | 8(D) | 9(D) | 10(D) | 11(D) |
| 14 | 15 | 16 | 17 | 18 |
| 21 | 22 | 23 | 24 | 25 |
| 28 | 29 | 30 | | |
**April 18 - Good Friday**
**April 21 Easter Monday**
**April 21 - 25 Spring Break**
### May
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 5 | 6 | 7 | 8 | 9 |
| 12 | 13 | 14 | 15 | 16 |
| 19 | 20 | 21 | 22 | 23 |
| 26 | 27 | 28(P) | 29(P) | 30 |
**May 16 Site Based PD Day**
**May 19 Victoria Day**
### June
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 2 | 3 |
| 9 | 10 | 11(D) | 12(D) | 13(P) |
| 16 | 17(D) | 18(DP) | 19(DP) | 20(D) |
| 23(D) | 24(D) | 25(D) | 26 | 27 |
| 30 | | | | |
**June 21 National Indigenous Peoples Day**
**June 25 Last Student Day**
**June 26 Teacher Directed Day - Last Day for Staff**
### Non-Instructional Days
| Division-Wide PD Days | Collective Agreement Teacher Directed Days | Site Based PD Days | Teachers Convention |
|-----------------------|-------------------------------------------|--------------------|---------------------|
| August 29, 2024 | August 30, 2024 | August 26 - 28, 2024 | ATA: February 20 - 21, 2025 |
| September 27, 2024 | June 26, 2025 | October 25, 2024 | |
| March 21, 2025 | | November 29, 2024 | |
| | | May 16, 2025 | |
**School Year Begins:** August 26, 2024
**First Day For Students:** September 3, 2024
**National Day for Truth and Reconciliation:** September 30, 2024
**Remembrance Day:** November 11, 2024
**Semester 2 Begins:** January 28, 2025
**National Indigenous Peoples Day:** June 21, 2025
**Last Day for Students:** June 26, 2025
**Total Instructional Days:** 80
**Operational Days:** 93
**Semester 1 Instructional Days:** 38
**Semester 2 Instructional Days:** 42
**XX** No Staff/Students
**Prof. Dev. Days (Palliser Directed)**
**Site Based Prof. Dev. Days**
**Collective Agreement Teacher Directed Days**
**Teachers’ Convention - ATA PD**
## Brant Christian School
### Grade 1 - 9 Calendar 2024-25
| August | September | October |
|--------|-----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 | 1 2 3 4 |
| 5 6 7 8 9 | 9 10 11 12 13 | 7 8 9 10 11 |
| 12 13 14 15 16 | 16 17 18 19 20 | 14 15 16 17 18 |
| 19 20 21 22 23 | 23 24 25 26 27 | 21 22 23 24 25 |
| 26 27 28 29 30 | 30 | 28(D) 29 30(D) 31(D) |
**August 26/27 - New Teacher Orientation**
**August 26 - 28 Site Based PD Days**
**August 29 Division Day**
**August 30 Teacher Directed Day**
**September 2 - Labour Day**
**September 3 First Student Day**
**September 27 Division-Wide PD Day**
**September 30 - National Day for Truth and Reconciliation**
**October 14 - Thanksgiving Day**
**October 25 Site Based PD Days**
| November | December | January |
|----------|----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 | 2 3 4 5 6 | 1 2 3 |
| 4(D) 5(D) 6(D) 7(D) 8 | 9 10 11 12 13 | 6 7 8 9 10 |
| 11 12 13 14 15 | 16 17 18 19 20 | 13 14(D) 15(D) 16 17(D) |
| 18 19 20 21 22 | 23 24 25 26 27 | 20(D) 21(D) 22(D) 23(D) 24(D) |
| 25 26 27 28 29 | 30 31 | 27(D) 28 29 30 31 |
**November 11 Remembrance Day**
**November 29 - Site Based PD Day**
**Winter Break December 23 - 31**
**January 6 First Day Back after Break**
**January 28 Start Second Semester**
| February | March | April |
|----------|-------|-------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 3 4 5 6 7 | 3 4 5 6 7 | 1 2 3 4(D) |
| 10 11 12 13 14 | 10 11 12 13 14 | 7(D) 8(D) 9(D) 10(D) 11(D) |
| 17 18 19 20 21 | 17 18 19 20 21 | 14 15 16 17 18 |
| 24 25 26 27 28 | 24 25 26 27 28 | 21 22 23 24 25 |
| | 31 | 28 29 30 |
| | | 16 W D 16 M 16 F 17 F 2 |
**February 17 - Family Day**
**February 18 - 19 No Staff/Students**
**February 20 - 21 Teachers Convention**
**March 21 Division-Wide PD Day**
**April 18 - Good Friday**
**April 21 Easter Monday**
**April 21 - 25 Spring Break**
| May | June |
|-----|------|
| Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 |
| 5 6 7 8 9 | 9 10 11(D) 12(D) 13(P) |
| 12 13 14 15 16 | 16 17(D) 18(DP) 19(DP) 20(D) |
| 19 20 21 22 23 | 23(D) 24(D) 25(D) 26 27 |
| 26 27 28(P) 29(P) 30 | 30 |
**May 16 Site Based PD Day**
**May 19 Victoria Day**
**June 21 National Indigenous Peoples Day**
**June 25 Last Student Day**
**June 26 Teacher Directed Day - Last Day for Staff**
### Non-Instructional Days
| Division-Wide PD Days | Collective Agreement Teacher Directed Days | Site Based PD Days | Teachers Convention |
|-----------------------|------------------------------------------|--------------------|---------------------|
| August 29, 2024 | August 30, 2024 | August 26 - 28, 2024 | ATA: February 20 - 21, 2025 |
| September 27, 2024 | June 26, 2025 | October 25, 2024 | |
| March 21, 2025 | | November 29, 2024 | |
| | | May 16, 2025 | |
### School Year Begins: August 26, 2024
**First Day For Students:** September 3, 2024
National Day for Truth and Reconciliation: September 30, 2024
Remembrance Day: November 11, 2024
Semester 2 Begins: January 28, 2025
National Indigenous Peoples Day: June 21, 2025
Last Day for Students: June 26, 2025
### Total Instructional Days
- Operational Days: 171
- Semester 1 Instructional Days: 80
- Semester 2 Instructional Days: 81
### Key:
- **XX**: No Staff/Students
- **Prof. Dev. Days (Palliser Directed)**
- **Site Based Prof. Dev. Days**
- **Collective Agreement Teacher Directed Days**
- **Teachers’ Convention - ATA PD**
## Brant Christian School
### Grade 10 - 12 2024-25
| August | September | October |
|--------|-----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 | 1 2 3 4 |
| 5 6 7 8 9 | 9 10 11 12 13 | 7 8 9 10 11 |
| 12 13 14 15 16 | 16 17 18 19 20 | 14 15 16 17 18 |
| 19 20 21 22 23 | 23 24 25 26 27 | 21 22 23 24 25 |
| 26 27 28 29 30 | 30 | 28(D) 29 30(D) 31(D) |
**August 26/27 - New Teacher Orientation**
**August 26 - 28 Site Based PD Days**
**August 29 Division Day**
**August 30 Teacher Directed Day**
**September 2 - Labour Day**
**September 3 First Student Day**
**September 27 Division-Wide PD Day**
**September 30 - National Day for Truth and Reconciliation**
**October 14 - Thanksgiving Day**
**October 25 Site Based PD Days**
| November | December | January |
|----------|----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 | 2 3 4 5 6 | 1 2 3 |
| 4(D) 5(D) 6(D) 7(D) 8 | 9 10 11 12 13 | 6 7 8 9 10 |
| 11 12 13 14 15 | 16 17 18 19 20 | 13 14(D) 15(D) 16 17(D) |
| 18 19 20 21 22 | 23 24 25 26 27 | 20(D) 21(D) 22(D) 23(D) 24(D) |
| 25 26 27 28 29 | 30 31 | 27(D) 28 29 30 31 |
**November 11 Remembrance Day**
**November 29 - Site Based PD Day**
**Winter Break December 23 - 31**
**January 6 First Day Back after Break**
**January 28 Start Second Semester**
| February | March | April |
|----------|-------|-------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 3 4 5 6 7 | 1 2 3 4 5 6 7 | 1 2 3 |
| 10 11 12 13 14 | 10 11 12 13 14 | 7(D) 8(D) 9(D) 10(D) 11(D) |
| 17 18 19 20 21 | 17 18 19 20 21 | 14 15 16 17 18 |
| 24 25 26 27 28 | 24 25 26 27 28 | 21 22 23 24 25 |
| | 31 | 28 29 30 |
| | | 16 W D 16 M TH 14 F |
**February 17 - Family Day**
**February 18 - 19 No Staff/Students**
**February 20 - 21 Teachers Convention**
**March 21 Division-Wide PD Day**
**April 18 - Good Friday**
**April 21 Easter Monday**
**April 21 - 25 Spring Break**
| May | June |
|-----|------|
| Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 |
| 5 6 7 8 9 | 9 10 11(D) 12(DP) 13(P) |
| 12 13 14 15 16 | 16 17(DP) 18(DP) 19(DP) 20(D) |
| 19 20 21 22 23 | 23(D) 24(D) 25(D) 26 27 |
| 26 27 28(P) 29(P) 30 | 30 | 18 N 1 D 19 M TH 25 F 23 |
**May 16 Site Based PD Day**
**May 19 Victoria Day**
**June 21 National Indigenous Peoples Day**
**June 25 Last Student Day**
**June 26 Teacher Directed Day - Last Day for Staff**
### Non-Instructional Days
| Division-Wide PD Days | Collective Agreement Teacher Directed Days | Site Based PD Days | Teachers Convention |
|----------------------|------------------------------------------|--------------------|---------------------|
| August 29, 2024 | August 30, 2024 | August 26 - 28, 2024 | ATA: February 20 - 21, 2025 |
| September 27, 2024 | June 26, 2025 | October 25, 2024 | |
| March 21, 2025 | | November 29, 2024 | |
| | | May 16, 2025 | |
### School Year Begins: August 26, 2024
**First Day For Students:** September 3, 2024
National Day for Truth and Reconciliation: September 30, 2024
Remembrance Day: November 11, 2024
Semester 2 Begins: January 28, 2025
National Indigenous Peoples Day: June 21, 2025
Last Day for Students: June 26, 2025
### Total Instructional Days
Operational Days: 162
Semester 1 Instructional Days: 81
Semester 2 Instructional Days: 81
### XX No Staff/Students
Prof. Dev. Days (Palliser Directed)
Site Based Prof. Dev. Days
Collective Agreement Teacher Directed Days
Teachers’ Convention - ATA PD
## 2024-2025 Brant Christian School Supply List for Students
### Kindergarten
1 pair indoor shoes (suitable for gym class)
1 pair outdoor shoes
1 lg. bottle of white glue or 2 small
6 large glue sticks or 10 small
1 eraser (white vinyl)
1 pencil sharpener (with container for shavings)
1 pencil box – Plastic Please
3 pencils (sharpened)
3 boxes colored Crayola wax crayons (pkg. of 8)
- basic colors label each crayon
1 box Crayola washable markers
1 pair scissors (child safe)
2 Hilroy Scrapbooks (11 ½ X 17)
2 Hilroy Exercise book (plain) 72 page -light blue
1 Duotang (3 prong report cover)
2 pkg 8½x11 copy paper
1 box Kleenex
1 backpack
1 lunch kit
1 water bottle
1 – 1” 3 ring binder (hard sided)
1 change of clothing (labeled in a re-sealable bag)
1 container disinfectant wipes
2 large containers of Lysol disinfectant wipes
2 bags large ziploc plastic bags
1 bag medium ziploc plastic bags
1 8½ x 11 whiteboard
4 whiteboard markers
1 old sock or cloth for erasing
1 set of earbuds or headphones with microphone
1 Bible (NIV) this version used for Scripture memory
Please make sure student supplies are labeled with student names.
### Grade 3 & 4
1 pair indoor shoes
1 pair outdoor shoes)
2 large glue sticks
4 erasers (white vinyl)
1 pair scissors
30 pencils (2 HB) (sharpened)
1 pkg. pencil crayons (pre-sharpened)
1 pkg. washable markers
2 highlighters
1 centimeter ruler (wood or metal)
2 - 5 pocket accordion folders
1 pkg lined loose-leaf paper
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
1 Sketch Book (8 ½ x 11)
1 Bible (NIV)
1 box Kleenex
1 backpack
1 pencil sharpener
1 pencil box
1 large ziploc bag for extra supplies
1 paint shirt
1 set of earbuds or headphones with microphone
1 Large container of Lysol disinfectant wipes
1 8 ½ x 11 white board
4 white board markers
1 old sock (for whiteboard erasing)
*Please make sure all materials are labelled with the student’s name.*
### Grade 1 & 2
1 pair indoor shoes (suitable for gym class)
1 pair outdoor shoes
1 lg. or 2 sm. bottles white glue (school glue)
5 large glue sticks or 10 small
4 erasers (white vinyl)
1 pair children’s scissors (not too pointed)
1 plastic rectangular (medium size) pencil box (with name on)
2 pencil sharpener (with container for shavings)
20 pencils (2 HB)
*2 boxes colored crayons (min 8/box)
Gr. 1 - Wax crayons only
Gr. 2 - Staedtler Pencil crayons only
3 boxes Kleenex – labeled
1 change of clothing (labeled in a re-sealable bag)
1 backpack
1 paint shirt (larger one works best)
1 centimeter ruler (not floppy) labeled
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
2 ½ plain ½ interlined 72 page exercise book (journal/peek of the week)
ORDER ALL OF YOUR SCHOOL SUPPLIES FROM SCHOOL START! YOU CAN ORDER ONLINE, BY PHONE OR USE THEIR PRINTABLE FORM. PLEASE SEE THEIR INDIVIDUAL GRADES LIST & INFO.
# 2024-2025 Brant Christian School Supply List for Students
## Middle School (Gr. 5/6)
1 pair indoor shoes
1 pair outdoor shoes
1 bag for gym strip
2 large glue sticks
4 erasers (white vinyl)
1 Scissors
1 calculator (TI-30xIIS recommended)
1 cm ruler (30 cm)
40 pencils (2 HB) pre-sharpened
1 pencil box
2 pencil sharpeners
1 pkg. felt markers (fine tip)
1 pkg. pencil crayons (pre-sharpened)
3 highlighters (3 colours)
2 black FINE TIP Sharpies
1 pkg of whiteboard markers
5 pens of varied colours
2 red pens
3 duo tangs (spelling, Bible, POW)
1 sketch book
4 coil notebooks 100pg (SS, LA, morning work, math)
1 pkg. graph paper
2 pkgs. lined loose-leaf paper
10 dividers
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
2 large (2”) Binders
1 Carabiner (for locker)
1 Dictionary/Thesaurus
1 Bible (NIV)
2 box Kleenex
1 container disinfectant wipes
1 clean, old sock (for whiteboard erasing)
1 Good quality headphone with microphone
Agenda
1 sketch book (for students taking ART option)
2 coil scribblers (100 pages, 1 each for Social & LA)
1 pkg. graph paper
2 pkgs. lined loose-leaf paper
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
4 x 2” Binders for core subjects
2 x pkg of 8 Index dividers
Scientific Calculator (talk to Mr. D if you have questions)
1 Bible (NIV)
1 box Kleenex
1 backpack
Good quality headphone with microphone
## High School (Gr. 10-12)
### General Required Items:
1 pair outdoor shoes
1 pair indoor shoes
1 Box of Kleenex
Bible (NIV or NLT)
Pencil Case or Desktop Pen Holder
Eraser (white vinyl)
Pencils (2HB)
Black Sharpie Marker
Pencil Sharpener
Blue or black pens
Highlighters (4 different colours)
Markers &/or pencil crayons
3 pkg 8 ½ x 11 Copy Paper (500 sheets)
Good quality headphone with microphone
Backpack
Post it notes (recommend 3x3”)
Lined Loose Leaf paper (2 packs)
4 – 2” Binders (one for each core course)
### Course Specific Required Items (Gr. 9-12):
PE - 1 duotang for PE Log
ART - 1 sketch book
2 – Coil Notebook (100 pages, Social Studies and English)
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The water used mainly takes from the river and the reservoir in Taiwan, and the water source was depended on the rainfall supply. The long term rainfall and runoff records were collected to investigate the variation of water resource in Keelung River and Jhuoshuei River. According to historical record, the long-term rainfall decreased obviously, but the runoff increased in Keelung River. The Jhuoshuei River has opposite phenomenon. However, the totally results showed that the rainfall has the tendency of decrease in the whole island, and the weather change influenced the rainfall distribution and amount, which may imply the crisis of water resource shortage.
(Key words: river basin, rainfall, runoff, water resource)
一、前言
近年來由於全球氣候變遷因素，導致世界各地季節時序產生暖冬現象，因此氣候異常愈趨明顯。台灣位於亞熱帶地區，屬於多雨之島國，水資源應較豐沛，但由於土地資源為山多平原少且地形陡峭，使得水資源容易流失，故河川在本島則扮演補注水源的重要角色。
台灣地區近十年來幾乎每遇颱風即帶來豐沛水量，但也同時帶來災害，而沒有颱風雨量補充的河川，水源則易蒸發流失。欲探討河川流域降雨量的長期變化可以歷史資料分析，但欲了解雨量是否直接補注於河川流量尚須考慮其它因素。土地利用的改變也會對巡流產生影響，而巡流係數常用於探討集水區產生巡流的潛勢能力評估。
Bosch et al.（1982）統計全球 94 個集水區實驗發現，森林覆蓋的減少會使巡流量增加。不同植被覆蓋亦有不同的影響，如每減少 10% 的針葉林覆蓋面積，會增加約 40mm 的年巡流深度；每減少 10% 的闊葉林覆蓋面積，會增加約 25 mm 的年巡流深度；而每減少 10% 的灌木或綠地覆蓋，年巡流量深度會增加約 10mm。
Savenije(1996) 推求巡流係數與水分循環之關係式，說明在低巡流係數的流域中每個水分子都會被重複再利用。集水區因砍伐森林、農業的發展、都市化的形成，導致蒸發散減少或集水區的巡流量增加，將會使降雨量減少，而集水區內的水循環是直接受到土地利用的影響，特別是在半乾燥或是在乾燥的地區，水分循環是降雨的重要來源。
另外降雨強度在時間與空間上的變化會影響集水區巡流量的時空變化，當降雨強度大於土壤的入滲率時，部份的降雨會產生地表巡流；反之若降雨強度小於土壤的入滲率時，降雨大都會入滲到土壤而不會形成地表巡流。Wainwright et al.（2002）在不同坡長的條件下，探討降雨強度的時間變化對巡流係數的可能影響。研究結果證明降雨強度的時間變化是控制巡流係數的主要因素。Rose（1998）利用假設檢定(hypothesis testing)的方法分析不同臨前降雨條件下對巡流的影響，收集美國喬治亞州海岸平原 1948 至 1994 年的水文資料，探討在暴雨和乾旱事件後巡流比值的變異，發現從乾旱事件後恢復到正常降雨狀態時的巡流比值需要 1-2 年的時間；而在暴雨的狀態下則需要 2 年以上的時間恢復到正常的巡流比值。
二、材料與方法
本研究選定北部基隆河流域及中部濁水溪流域作為分析比較對象，分析年限則以流域內有記錄的測站起訖年所有資料做為基礎，但為了分析雨量及流量變化情形尚須考量相關影響因子，故藉由水文循環示意圖(如圖 1)說明雨量與流量關係，由圖中可以得知氣候變遷影響的結果會改變水資源的豐枯情形。
1. 資料收集
① 測站資料：為了計算兩個流域的年平均雨量，先以徐昇氏多邊形法展繪出基隆河流域及濁水溪流域之測站分佈圖，再進一步求算流域之平均雨量，分析資料如表 1。
表 1 流域測站年平均雨量資料
| 年度 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 平均 |
|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|
| 全省雨量 | 1,605 | 2,630 | 1,914 | 2,860 | 2,183 | 3,322 | 2,081 | 2,332 | 3,077 | 1,572 | 1,689 | 1,572 | --- | 2,236 |
| 基隆河雨量 | --- | --- | --- | --- | 3,040 | 5,248 | 2,795 | 4,354 | 3,825 | 2,408 | 2,190 | 3,850 | 4,106 | 3,535 |
| 潛水滲雨量 | 1,553 | 2,383 | 1,784 | 2,052 | 2,115 | 2,762 | 2,028 | 2,005 | 2,283 | 1,600 | 1,460 | 2,379 | 2,934 | 2,103 |
資料來源：中央氣象局、水利署、台灣電力公司
②雨量資料：因為雨量站記錄年限不一，故本研究以克利金法將流域內測站所有記錄值進行分析，並以等雨量線方式展繪年雨量分佈圖（如圖 2、圖 3），由此判斷流域內之年雨量分佈。（雨量資料來源主要是透過水利署及中央氣象局網站取得）
圖 2 基隆河流域等雨量分佈圖
Figure 2. The rainfall distribution chart in Keelung River
③流量資料：本研究收集的流量資料顯示，基隆河流域流量資料僅有介壽橋站（上游）及五堵站（下游）。濁水溪流域流長較長，為了解全流域流量變化是否一致性，故分別取上游段（武界進水站）、中游段（玉峰橋站）及下游段（彰雲橋站）分析其歷年流量變化。（流量資料來源為水利署「台灣地區河川流量站資料庫」。）
④土地利用資料：由於土地利用狀況會直接影響徑流量，進而影響河川基流量，所以本研究收集水土保持局及內政部的土地利用數化資料，並以ArcView 3.2軟體判釋基隆河流域及濁水溪流域範圍內各種土地利用分佈，以作為雨量及流量變化分析結果後的驗證資料。
⑤土壤資料：土壤質地會影響降雨入滲率，因此收集土壤資料可以判斷流域內潛在河川基流量的分佈區域。本研究是採用美國農部（USDA）土壤質地劃分方法進行基隆河流域及濁水溪流域土壤質地的比較（如表2）。
表2 基隆河流域與濁水溪流域土壤質地面積比較表
| 地質名稱 | 基隆河流域 分佈面積(m²) | % | 濁水溪流域 分佈面積(m²) | % |
|---------------------------------|-----------------------|-----|------------------------|-----|
| 石礫 | 0 | 0 | 385,513,919 | 7.12|
| 均質粘土、砂質粘土 | 0 | 0 | 495,697,573 | 9.16|
| 均質壤土、均土 | 107,832,505 | 10.24| 508,372,881 | 9.39|
| 砂質粘壤土 | 6,252,541 | 0.59| 1,663,265,531 | 30.72|
| 粗砂土、砂土 | 31,685,673 | 3.01| 77,399,200 | 1.43|
| 細砂土、壤質砂土、壤質粗砂土 | 427,949 | 0.04| 199,948,706 | 3.69|
| 粘土 | 86,144,329 | 8.18| 97,639,030 | 1.80|
| 粘質壤土、均質粘壤土 | 133,688,592 | 12.70| 9,796,265 | 0.18|
| 極細砂土、壤質極細砂土、極細砂質壤土 | 17,236,580 | 1.64| 386,037,660 | 7.13|
| 壤土 | 616,374,718 | 58.55| 1,332,645,238 | 24.62|
| 壤質細砂土、粗砂質壤土、砂質壤土、細砂質壤土 | 53,122,022 | 5.05| 257,250,400 | 4.75|
| 合計 | 1,052,764,909 | 100 | 5,413,566,403 | 100 |
2. 分析方法
(1) 徐昇氏多邊形法 (Thiessen polygons method)
流域平均雨量為重要的水文資料之一，而流域內有多個雨量站，為了解長期降雨趨勢演變及流域平均雨量，本研究採用徐昇氏多邊形法計算。此法係將 n 個測站連接形成多個三角形，再做三角形各邊之垂直平分線，三垂直平分線必交於一點即三角形外心，連接各三角形外心即可形成 n 個多邊形網，求出各水文站之控制面積，再由其公式計算流域之平均雨量，公式如下：
\[ \bar{P} = \frac{\sum_{i=1}^{N} P_i A_i}{\sum_{i=1}^{N} A_i} \]
Pi：各水文站之雨量記錄
Ai：各水站控制之多邊形面積
(2) 克利金法 (Kriging Method)
為了解流域內雨量的空間分佈狀況，本研究以 SURFER 8.0 版中的克利金法求出流域的等雨量線圖，藉此了解流域範圍內的雨量分佈。克利金法因具有最佳線性不偏推估之特性，因此常被使用在地理統計相關之推估應用，以下簡述克利金法之推估公式：
● 線性 (Linear)：估計值為觀測值之線性組合。
\[ Z_0^* = \sum \lambda_{ij} Z_i \]
Z_i: 隨機變數 \( Z(x) \) 在 \( x_i \) 點上之觀測值，即 \( Z(x_i) \)
\( Z_0^* \): 為 \( Z(x_0) \) 之推估值，即 \( Z^*(x_0) \)
\( \lambda_{ij} \): 為對應 \( Z_i \) 之權重
● 不偏估 (Unbiased)：估計值之期望值等於隨機變數之期望值。
\[ E[Z_0^*] = E[Z_0], \text{ 即 } E[Z_0^* - Z_0] = 0 \]
● 最佳化 (Optimal)：估計值與觀測值差之變異數為最小值。
\[ \min \{ \text{Var}[Z_0^* - Z_0] = E[(Z_0^* - Z_0)^2] \} \]
(3) 移動平均法 (Method of moving average)
長期距雨量變化可以用「移動平均法」來判斷其趨勢，移動平均法可以表示某測站在某特定時期內之記錄與全期記錄之相關性，若移動年限選定為 n 年，則 n 年之移動平均如下：
\[ (1/n)(P_1 + P_2 + P_3 + \ldots + P_n) \]
點於(n+1)/2 年之位置，下一個移動平均如下：
\[ (1/n)(P_2 + P_3 + P_4 + \ldots + P_{n+1}) \]
點於[(n+1)/2]+1 年之位置，以此類推。
本研究為了增加研判河川流域豐枯趨勢的合理性，以五年之移動平均來看變化趨勢，基隆河流域選定上游的瑞芳站及中游的五堵站進行分析；濁水溪流域則選定上游的武界進水站、中游的水里站及下游的西螺站進行分析。
三、結果與討論
由本研究所收集的資料經過分析後，基隆河流域及濁水溪流域長期雨量及流量變化情形有下列趨勢：
(一) 長期雨量變化趨勢
根據表 I 的雨量記錄以徐昇氏法求算流域
平均雨量，結果顯示基隆河流域長期雨量變化呈現遞減趨勢（如圖 4），其平均年雨量為 3,535mm，高於全省年平均雨量 2,236mm；濁水溪流域長期雨量變化呈現遞增趨勢（如圖 5），其平均年雨量為 2,103mm，低於全省年平均雨量 2,236mm。由圖 6 所示，全省雨量變化是呈現遞減趨勢，此結果顯示近年氣候變遷已明顯改變台灣地區的降雨量，而且可能致使水資源量減少。
(二)長期流量變化趨勢
基隆河流域流量資料僅收集到介壽橋站（上游）及五堵站（下游），分析其歷年流量變化趨勢顯然有增加之現象（如圖 7）；濁水溪流域流長較長，為了解全流域流量變化是否一致性，故分別取上游段（武界進水站）、中游段（玉峰橋站）及下游段（彰雲橋站）分析其歷年流量變化，結果顯示上游段流量變化不明顯；中游段流量有遞增趨勢；下游段則呈現遞減現象（如圖 8）。
(三)河川流域豐枯趨勢
由五年移動平均研判河川流域豐枯情形，基隆河流域以上游的瑞芳站、中游的五堵站及下游的淡水站進行分析，結果如圖 9、圖 10、圖 11；濁水溪流域則選定上游的武界進水站、中游的水里站及下游的西螺站進行分析，結果如圖 12、圖 13、圖 14。
Figure 4. Annual mean rainfall tendency chart in Keelung River
Figure 5. Annual mean rainfall tendency chart in Jhuoshuei River
Figure 6. Annual mean rainfall tendency chart in Taiwan
Figure 7. The discharge change tendency chart in Keelung River
Figure 8. The discharge change tendency chart in Jhuoshuei River
Figure 9. Juifeng station 5-year rainfall of moving average tendency chart
Figure 10. Wu-Tu station 5-year rainfall of moving average tendency chart
Figure 11. Tanshui station 5-year rainfall of moving average tendency chart
Figure 12. Wu-Chieh station 5-year rainfall of moving average tendency chart
Figure 13. Shui-Li station 5-year rainfall of moving average tendency chart
Figure 14. Hsilo station 5-year rainfall of moving average tendency chart
四、結論與建議
(一) 根據歷年平均雨量記錄，基隆河流域長期水文變化情形顯然有遞減的趨勢，但流量記錄顯示卻呈現遞增現象，探討此原因可能是土地利用改變導致地表徑流量增加。
(二) 根據歷年平均雨量記錄，濁水溪流域長期水文變化情形雖然有遞增的趨勢，但流量記錄顯示卻呈現上游段流量變化不明顯、中游段流量有遞增趨勢、下游段則呈現遞減現象，探討此原因有二種可能，其一是中游段土地利用改變（包括災害造成的土地變遷）導致流量增加；其二是下游段居民大量使用河川引水灌溉作為農業耕作或抽用地下水導致流量遞減。經研究成果顯示，如果欲提升地下水補注量建議可以由下列兩點深入探討：
1. 例如基隆河流域因都市化較深，但是沿著流域兩側大都為建築用地，其河川流量呈現出極顯著的遞增趨勢（如圖7），此現象代表著土地貯水能力不足，而地表徑流皆快速流入河川，因此欲提升地下水貯蓄量建議於上游較未干擾之農業土地設截留設施（如緩衝綠帶或保留平地水田及坡地梯田），使地表水可以停留時間較久，增加入滲率。
2. 濁水溪流域面積廣達3,155平方公里，雖然農業用地佔大部分土地面積，但也因此農業用水佔用大部分水資源量，加上受地形地質條件影響，上中下游才會有流量變化不一致的情形（如圖8）。究其原因主要為上游地區因干擾較少，故其流量變化不明顯；中游段因人為開發的農耕地範圍大，加上全段多屬於山坡地地形，土地貯水條件更不佳，因此大部分的地表徑流皆流入河川；下游地區原為河川流量補注應有較佳的水資源貯蓄機會，但彰雲地區使用河川引水灌溉現象相當普遍，導致下游段流量遞減，因此欲提高水資源貯蓄量建議從改變農業耕作型態或休耕期限，以減少灌溉用水量。
誌謝
本研究計畫由行政院經濟建設委員會委辦計畫（計畫編號：95040105）經費補助，資料收集承蒙工硯工程股份有限公司協助整理，謹此一併誌謝。
參考文獻
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97年04月15日 收稿
97年04月30日 修改
97年06月12日 接受 | <urn:uuid:4c2a9547-6740-41e0-a794-845ce3f979f7> | CC-MAIN-2018-39 | https://core.ac.uk/download/pdf/41695693.pdf | 2018-09-22T18:02:29Z | crawl-data/CC-MAIN-2018-39/segments/1537267158609.70/warc/CC-MAIN-20180922162437-20180922182837-00407.warc.gz | 484,905,306 | 5,378 | eng_Latn | cmn_Hani | 0.507041 | cmn_Hani | 0.905568 | [
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New horizon scholars school
Kavesar, Ghodbunder Road, Thane (W)-400615
English Story Telling Competition
Date:- 06/08/2018
Grade II
| 1 | Vanya Joshi | D | Neptune | I |
|---|---|---|---|---|
| 2 | Yahvi Sorathia | E | Mars | II |
| 3 | Anica Dongerkery | L | Jupiter | II |
| 4 | Niyati Singh | I | Jupiter | III |
| 5 | Ebal Dhanish | D | Mars | III |
| 6 | Trisha Johnson | K | Neptune | III |
| 7 | Avni Pradhan | I | Jupiter | 1st Consolation |
| 8 | Shriya Parshionikar | F | Mars | 1st Consolation |
| 9 | Mansi Jadhav | A | Mars | 1st Consolation |
| 10 | Saisha Kadam | E | Earth | 2nd Consolation |
| 11 | Kanishka Saraiya | J | Neptune | 2nd Consolation |
| 12 | Subhi Singh | K | Earth | 2nd Consolation |
| 13 | Mihir Sant | K | Neptune | 3rd Consolation |
| 14 | Ipshita Shetty | J | Mars | 3rd Consolation |
| 15 | Vaishnavi Iyer | M | Earth | 3rd Consolation | | <urn:uuid:36bae116-d144-437f-a781-76210ae01b4c> | CC-MAIN-2024-33 | https://www.nhssthane.com/download.php?file=NHSST/4a29d00a70f6aab827012c3eacf21b98.pdf&type=document | 2024-08-09T01:47:30+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640751424.48/warc/CC-MAIN-20240809013306-20240809043306-00445.warc.gz | 700,739,016 | 336 | eng_Latn | eng_Latn | 0.770029 | eng_Latn | 0.770029 | [
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Curriculum-Based Assessment List: Examiner Copy
This answer key contains 60 items from the following assessment list(s):
- Letters: Mixed Case
- Dolch Words (Pre-Primer)
| Item | Word | Letter | Count |
|------|---------------|--------|-------|
| 1 | two | | |
| 2 | the | | |
| 3 | for | | |
| 4 | D | | |
| 5 | come | | |
| 6 | and | | |
| 7 | h | | |
| 8 | m | | |
| 9 | U | | |
| 10 | three | | |
| 11 | j | | |
| 12 | T | | |
| 13 | it | | |
| 14 | E | | |
| 15 | y | | |
| 16 | make | | |
| 17 | go | | |
| 18 | me | | |
| 19 | red | | |
| 20 | z | | |
| 21 | o | | |
| 22 | t | | |
| 23 | to | | |
| 24 | R | | |
| 25 | S | | |
| 26 | my | | |
| 27 | funny | | |
| 28 | N | | |
| 29 | one | | |
| 30 | said | | |
| 31 | s | | |
| 32 | we | | |
| 33 | W | | |
| 34 | little | | |
| 35 | O | | |
| 36 | P | | |
| 37 | A | | |
| 38 | I | | |
| 39 | a | | |
| 40 | find | | |
| 41 | look | | |
| 42 | up | | |
| 43 | H | | |
| 44 | M | | |
| 45 | Y | | |
| 46 | not | | |
| 47 | big | | |
| 48 | can | | |
| 49 | a | | |
| 50 | G | | |
| 51 | jump | | |
| 52 | C | | |
| 53 | Letters: Mixed | | |
| 54 | Dolch Words: | | |
| 55 | Letters: Mixed | | |
| 56 | Dolch Words: | | |
http://lefthandlogic.mmaweb.net/servlet/cbaWordlist 11/12/2007
| Case | Pre-Primer | Case | Pre-Primer |
|------|------------|------|------------|
| n | help | L | away |
| | | | 4/56 |
| Item 57: Letters: Mixed | Item 58: Letters: Mixed | Item 59: Letters: Mixed | Item 60: Letters: Mixed |
|-------------------------|-------------------------|-------------------------|-------------------------|
| b | K | v | c |
| | | | 4/60 |
www.interventioncentral.org
Click for Student Worksheet
Curriculum-Based Assessment List: Examiner Copy
This answer key contains 60 items from the following assessment list(s):
- Letters: Mixed Case
- Dolch Words: Pre-Primer
| Item 1: Letters: Mixed Case | Item 2: Letters: Mixed Case | Item 3: Dolch Words: Pre-Primer | Item 4: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|---------------------------------|---------------------------------|
| J | S | it | down |
| Item 5: Letters: Mixed Case | Item 6: Letters: Mixed Case | Item 7: Letters: Mixed Case | Item 8: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|-----------------------------|---------------------------------|
| Z | M | H | blue |
| Item 9: Dolch Words: Pre-Primer | Item 10: Letters: Mixed Case | Item 11: Dolch Words: Pre-Primer | Item 12: Dolch Words: Pre-Primer |
|---------------------------------|-----------------------------|---------------------------------|---------------------------------|
| me | W | look | see |
| Item 13: Letters: Mixed Case | Item 14: Dolch Words: Pre-Primer | Item 15: Letters: Mixed Case | Item 16: Letters: Mixed Case |
|-------------------------------|----------------------------------|-------------------------------|-------------------------------|
| C | in | W | T |
| Item 17: Dolch Words: Pre-Primer | Item 18: Dolch Words: Pre-Primer | Item 19: Letters: Mixed Case | Item 20: Dolch Words: Pre-Primer |
|---------------------------------|----------------------------------|-------------------------------|---------------------------------|
| away | I | G | said |
| Item 21: Dolch Words: Pre-Primer | Item 22: Letters: Mixed Case | Item 23: Letters: Mixed Case | Item 24: Dolch Words: Pre-Primer |
|---------------------------------|-----------------------------|-------------------------------|---------------------------------|
| for | k | F | can |
| Item 25: Letters: Mixed Case | Item 26: Letters: Mixed Case | Item 27: Dolch Words: Pre-Primer | Item 28: Dolch Words: Pre-Primer |
|-------------------------------|-----------------------------|---------------------------------|---------------------------------|
| B | m | three | two |
| Item 29: Letters: Mixed Case | Item 30: Letters: Mixed Case | Item 31: Letters: Mixed Case | Item 32: Letters: Mixed Case |
|-------------------------------|-----------------------------|-------------------------------|-------------------------------|
| I | K | j | V |
| Item 33: Dolch Words: Pre-Primer | Item 34: Letters: Mixed Case | Item 35: Dolch Words: Pre-Primer | Item 36: Letters: Mixed Case |
|---------------------------------|-----------------------------|---------------------------------|-------------------------------|
| is | I | go | z |
| Item 37: Dolch Words: Pre-Primer | Item 38: Letters: Mixed Case | Item 39: Letters: Mixed Case | Item 40: Letters: Mixed Case |
|---------------------------------|-----------------------------|-------------------------------|-------------------------------|
| jump | i | h | n |
| Item 41: Dolch Words: Pre-Primer | Item 42: Dolch Words: Pre-Primer | Item 43: Dolch Words: Pre-Primer | Item 44: Letters: Mixed Case |
|---------------------------------|----------------------------------|---------------------------------|-------------------------------|
| not | funny | help | P |
| Item 45: Dolch Words: Pre-Primer | Item 46: Dolch Words: Pre-Primer | Item 47: Dolch Words: Pre-Primer | Item 48: Letters: Mixed Case |
|---------------------------------|----------------------------------|---------------------------------|-------------------------------|
| red | big | a | L |
| Item 49: Dolch Words: Pre-Primer | Item 50: Dolch Words: Pre-Primer | Item 51: Dolch Words: Pre-Primer | Item 52: Dolch Words: Pre-Primer |
|---------------------------------|----------------------------------|---------------------------------|---------------------------------|
| to | come | little | hers |
| Item 53: Dolch Words: | Item 54: Letters: Mixed | Item 55: Letters: Mixed | Item 56: Dolch Words: |
|-----------------------|-------------------------|-------------------------|-----------------------|
http://lefthandlogic.mmaweb.net/servlet/cbaWordlist
| Item 57: Letters: Mixed Case | Item 58: Letters: Mixed Case | Item 59: Dolch Words: Pre-Primer | Item 60: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|---------------------------------|---------------------------------|
| X | D | make | we |
www.interventioncentral.org
Click for Student Worksheet
Curriculum-Based Assessment List: Examiner Copy
This answer key contains 60 items from the following assessment list(s):
- Letters: Mixed Case
- Dolch Words: Pre-Primer
| Item | Category | Word | Item | Category | Word |
|------|-------------------|--------|------|-------------------|--------|
| 1 | Dolch Words: Pre-Primer | I | 2 | Letters: Mixed Case | B |
| 3 | Letters: Mixed Case | J | 4 | Letters: Mixed Case | b |
| 5 | Letters: Mixed Case | k | 6 | Letters: Mixed Case | c |
| 7 | Letters: Mixed Case | Z | 8 | Letters: Mixed Case | x |
| 9 | Letters: Mixed Case | N | 10 | Letters: Mixed Case | l |
| 11 | Dolch Words: Pre-Primer | down | 12 | Dolch Words: Pre-Primer | the |
| 13 | Letters: Mixed Case | D | 14 | Letters: Mixed Case | E |
| 15 | Letters: Mixed Case | V | 16 | Letters: Mixed Case | l |
| 17 | Letters: Mixed Case | m | 18 | Dolch Words: Pre-Primer | yellow |
| 19 | Letters: Mixed Case | j | 20 | Dolch Words: Pre-Primer | red |
| 21 | Letters: Mixed Case | C | 22 | Letters: Mixed Case | d |
| 23 | Dolch Words: Pre-Primer | jump | 24 | Dolch Words: Pre-Primer | three |
| 25 | Letters: Mixed Case | z | 26 | Dolch Words: Pre-Primer | make |
| 27 | Dolch Words: Pre-Primer | two | 28 | Letters: Mixed Case | O |
| 29 | Letters: Mixed Case | H | 30 | Letters: Mixed Case | U |
| 31 | Dolch Words: Pre-Primer | me | 32 | Dolch Words: Pre-Primer | not |
| 33 | Dolch Words: Pre-Primer | to | 34 | Letters: Mixed Case | S |
| 35 | Dolch Words: Pre-Primer | run | 36 | Dolch Words: Pre-Primer | in |
| 37 | Dolch Words: Pre-Primer | away | 38 | Dolch Words: Pre-Primer | big |
| 39 | Dolch Words: Pre-Primer | go | 40 | Letters: Mixed Case | i |
| 41 | Letters: Mixed Case | K | 42 | Letters: Mixed Case | Y |
| 43 | Letters: Mixed Case | n | 44 | Letters: Mixed Case | G |
| 45 | Letters: Mixed Case | W | 46 | Letters: Mixed Case | t |
| 47 | Letters: Mixed Case | L | 48 | Dolch Words: Pre-Primer | play |
| 49 | Dolch Words: Pre-Primer | help | 50 | Dolch Words: Pre-Primer | and |
| 51 | Dolch Words: Pre-Primer | is | 52 | Letters: Mixed Case | T |
http://lefthandlogic.mmaweb.net/servlet/cbaWordlist
| Item 57: Letters: Mixed Case | Item 58: Letters: Mixed Case | Item 59: Letters: Mixed Case | Item 60: Dolch Words: Pre-Primer |
|-----------------------------|-----------------------------|-----------------------------|---------------------------------|
| M | W | u | little |
www.interventioncentral.org
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Academic year 2018/19
Schooldays
Schoolholidays Special days
Dates given for school holidays are always the
¾¾¾
¾ ¾
first and the
last day of the holidays.
1st day of school - classes II, III, IV and V
3rd September 2018
1st day of school - classes I
4th September 2018
Open Doors Day - Shkolla fillore
12th October 2018
Flagday
28th November 2018
(1st day of school – 29th November 2018)
Catholic Christmas
24th and 25th December 2018
Winter holidays
29th December 2018 – 13th January 2019 (1st day of school – 14th January 2019)
Independance day
16th – 18th February 2019
(1st day of school – 19th February 2019)
Spring holidays
18th – 23rd April 2019
(1st day of school – 24th April 2019)
Catholic easter
21st April 2019
Open Doors Day - Gymnasium
13th April 2019
Labour day
1st - 5th May 2019
(1st day of school – 6th May 2019)
ABC-Fest
17th May 2019
Bajram (Eid-al-Fitr)
1st – 9th June 2019
(1st day of school – 10th June 2019)
Summer holidays
29th June - 1st September 2019
Bajram (Kurban)
11th – 14th August 2019
- | <urn:uuid:9d7d8bc6-819f-4387-8632-a5e117dc00e3> | CC-MAIN-2018-34 | https://alg-prizren.com/pdfs/alg-school-holidays/2018-19-holidays-primary-EN.pdf | 2018-08-17T04:17:32Z | crawl-data/CC-MAIN-2018-34/segments/1534221211664.49/warc/CC-MAIN-20180817025907-20180817045907-00072.warc.gz | 621,718,481 | 375 | eng_Latn | dag_Latn | 0.546944 | dag_Latn | 0.546944 | [
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审计报告 AUDITOR'S REPORT
中国进出口银行：
信会师报字[2024]第ZA31152号
一、审计意见
我们审计了中国进出口银行（以下简称"进出口银行"）财务报表，包括2023年12月31日的合并及银行资产负债表， 2023年度的合并及银行利润表、合并及银行现金流量表、合并及银行所有者权益变动表以及相关财务报表附注。
我们认为，后附的财务报表在所有重大方面按照企业会计准则的规定编制，公允反映了进出口银行2023年12月31日的 合并及银行财务状况以及2023年度的合并及银行经营成果和现金流量。
二、形成审计意见的基础
我们按照中国注册会计师审计准则的规定执行了审计工作。审计报告的"注册会计师对财务报表审计的责任"部分进一 步阐述了我们在这些准则下的责任。按照中国注册会计师职业道德守则，我们独立于进出口银行，并履行了职业道德方 面的其他责任。我们相信，我们获取的审计证据是充分、适当的，为发表审计意见提供了基础。
三、其他信息
进出口银行管理层（以下简称管理层）对其他信息负责。其他信息包括进出口银行2023年年度报告中涵盖的信息，但不 包括财务报表和我们的审计报告。
我们对财务报表发表的审计意见不涵盖其他信息，我们也不对其他信息发表任何形式的鉴证结论。
结合我们对财务报表的审计，我们的责任是阅读其他信息，在此过程中，考虑其他信息是否与财务报表或我们在审计过 程中了解到的情况存在重大不一致或者似乎存在重大错报。
基于我们已执行的工作，如果我们确定其他信息存在重大错报，我们应当报告该事实。在这方面，我们无任何事项需要 报告。
四、管理层和治理层对财务报表的责任
管理层负责按照企业会计准则的规定编制财务报表，使其实现公允反映，并设计、执行和维护必要的内部控制，以使财 务报表不存在由于舞弊或错误导致的重大错报。
在编制财务报表时，管理层负责评估进出口银行的持续经营能力，披露与持续经营相关的事项（如适用），并运用持续 经营假设，除非计划进行清算、终止运营或别无其他现实的选择。
治理层负责监督进出口银行的财务报告过程。
五、注册会计师对财务报表审计的责任
我们的目标是对财务报表整体是否不存在由于舞弊或错误导致的重大错报获取合理保证，并出具包含审计意见的审计报 告。合理保证是高水平的保证，但并不能保证按照审计准则执行的审计在某一重大错报存在时总能发现。错报可能由于 舞弊或错误导致，如果合理预期错报单独或汇总起来可能影响财务报表使用者依据财务报表作出的经济决策，则通常认 为错报是重大的。
在按照审计准则执行审计工作的过程中，我们运用职业判断，并保持职业怀疑。同时，我们也执行以下工作：
（一）识别和评估由于舞弊或错误导致的财务报表重大错报风险，设计和实施审计程序以应对这些风险，并获取充分、 适当的审计证据，作为发表审计意见的基础。由于舞弊可能涉及串通、伪造、故意遗漏、虚假陈述或凌驾于内部控制之 上，未能发现由于舞弊导致的重大错报的风险高于未能发现由于错误导致的重大错报的风险。
（二）了解与审计相关的内部控制，以设计恰当的审计程序，但目的并非对内部控制的有效性发表意见。
（三）评价管理层选用会计政策的恰当性和作出会计估计及相关披露的合理性。
（四）对管理层使用持续经营假设的恰当性得出结论。同时，根据获取的审计证据，就可能导致对进出口银行持续经营 能力产生重大疑虑的事项或情况是否存在重大不确定性得出结论。如果我们得出结论认为存在重大不确定性，审计准则 要求我们在审计报告中提请报表使用者注意财务报表中的相关披露；如果披露不充分，我们应当发表非无保留意见。我 们的结论基于截至审计报告日可获得的信息。然而，未来的事项或情况可能导致进出口银行不能持续经营。
（五）评价财务报表的总体列报（包括披露）、结构和内容，并评价财务报表是否公允反映相关交易和事项。
（六）就进出口银行中实体或业务活动的财务信息获取充分、适当的审计证据，以对合并财务报表发表审计意见。我们 负责指导、监督和执行集团审计，并对审计意见承担全部责任。
我们与治理层就计划的审计范围、时间安排和重大审计发现等事项进行沟通，包括沟通我们在审计中识别出的值得关注 的内部控制缺陷。
中国注册会计师：
中国注册会计师：
二〇二四年四月二十六日
AUDITOR'S REPORT
To the Export-Import Bank of China:
Opinion
We have audited the accompanying financial statements of the Export-Import Bank of China ("the Bank"), which comprise the consolidated and the Bank's balance sheets as at 31 December 2023, the consolidated and the Bank's income statements, the consolidated and the Bank's statements of cash flows, and the consolidated and the Bank's statements of changes in owners' equity for the year then ended, and notes to the financial statements.
In our opinion, the accompanying financial statements present fairly, in all material respects, the consolidated and the Bank's financial position as at 31 December 2023 and the consolidated and the Bank's financial performance and cash flows for the year then ended in accordance with the requirements of Accounting Standards for Business Enterprises.
Basis for Opinion
We conducted our audit in accordance with China Standards on Auditing ("CSAs"). Our responsibilities under those standards are further described in the Auditor's Responsibilities for the Audit of the Financial Statements section of our report. We are independent of the Bank in accordance with the Code of Ethics for Professional Accountants of the Chinese Institute of Certified Public Accountants ("CICPA Code"), and we have fulfilled our other ethical responsibilities in accordance with the CICPA Code. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.
Other Information
Management of the Bank ("Management") is responsible for the other information. The other information comprises all of the information included in the 2023 annual report of the Bank, other than the financial statements and our auditor's report thereon.
Our opinion on the financial statements does not cover the other information and we do not express any form of assurance conclusion thereon.
In connection with our audit of the financial statements, our responsibility is to read the other information and, in doing so, consider whether the other information is materially inconsistent with the financial statements or our knowledge obtained in the audit or otherwise appears to be materially misstated.
If, based on the work we have performed, we conclude that there is a material misstatement of the other information, we are required to report that fact. We have nothing to report in this regard.
Responsibilities of Management and Those Charged with Governance for the Financial Statements
Management is responsible for the preparation and fair presentation of the financial statements in accordance with the requirements of Accounting Standards for Business Enterprises, and for such internal control as management determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.
In preparing the financial statements, management is responsible for assessing the Bank's ability to continue as a going concern, disclosing, if applicable, matters related to going concern and using the going concern basis of accounting unless management either intends to liquidate the Bank or to cease operations, or has no realistic alternative but to do so.
Those charged with governance are responsible for overseeing the Bank's financial reporting process.
Xin Kuai Shi Bao Zi [2024] No. ZA31152
Auditor's Responsibilities for the Audit of the Financial Statements
Our objectives are to obtain reasonable assurance about whether the financial statements as a whole are free from material misstatement, whether due to fraud or error, and to issue an auditor's report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with CSAs will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to influence the economic decisions of users taken on the basis of these financial statements.
As part of an audit in accordance with CSAs, we exercise professional judgment and maintain professional skepticism throughout the audit. We also:
(1) Identify and assess the risks of material misstatement of the financial statements, whether due to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence that is sufficient and appropriate to provide a basis for our opinion. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control.
(2) Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the Bank's internal control.
(3) Evaluate the appropriateness of accounting policies used and the reasonableness of accounting estimates and related disclosures made by management.
(4) Conclude on the appropriateness of management's use of the going concern basis of accounting and, based on the audit evidence obtained, whether a material uncertainty exists related to events or conditions that may cast significant doubt on the Bank's ability to continue as a going concern. If we conclude that a material uncertainty exists, we are required to draw attention in our auditor's report to the related disclosures in the financial statements or, if such disclosures are inadequate, to modify our opinion. Our conclusions are based on the audit evidence obtained up to the date of our auditor's report. However, future events or conditions may cause the Bank to cease to continue as a going concern.
(5) Evaluate the overall presentation (including the disclosures), structure and contents of the financial statements, and whether the financial statements represent the underlying transactions and events in a manner that achieves fair presentation.
(6) Obtain sufficient appropriate audit evidence regarding the financial information of the entities or business activities within the Bank to express an opinion on the consolidated financial statements. We are responsible for the direction, supervision and performance of the group audit. We remain solely responsible for our audit opinion.
We communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that we identify during our audit.
Certified Public Accountant of China:
Certified Public Accountant of China:
This report, the accompanying financial statements and notes to the financial statements are English translation of the Chinese version of the Bank. This translation is not required by law or any regulation. This material was prepared solely for the information of management of the Bank. The accuracy or completeness of this translation is not guaranteed. In the event of any inconsistency between this English translation and the Chinese version, the Chinese version shall prevail.
117 | <urn:uuid:5b79ac74-7b68-41c3-b17f-a6b39e7bc4cf> | CC-MAIN-2024-51 | http://english.eximbank.gov.cn/News/AnnualR/2023/202404/P020240429559415583479.pdf | 2024-12-05T07:16:33+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066339283.61/warc/CC-MAIN-20241205054354-20241205084354-00503.warc.gz | 8,069,708 | 2,622 | eng_Latn | cmn_Hani | 0.497066 | eng_Latn | 0.949102 | [
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Lagarostrobos franklinni
Huon Pine
What is Huon pine?
The Huon pine Lagarostrobos franklinii is a conifer and is endemic to Tasmania. It is the only member of the genus Lagarostrobos. Related species from the family Podocarpaceae, originating from the ancient supercontinent Gondwana, are found in Chile, Malaysia and New Zealand.
How long does it live?
The Huon pine is Australia's oldest living tree and is one of the oldest living organisms on earth. Individuals have been known to reach an age of 3,000 years. Fossil records from a tree found in the south-west of Tasmania were dated at 3,462 years. (Carder A., 1995). Only the bristle-cone pine of North America exceeds it in age.
Growth rate and reproduction
The Huon pine grows at the incredibly slow rate of between 0.3 – 2 mm per year in diameter. Despite such slow growth the tree may attain heights of 40 m and commonly reaches 20 m to 25 m in height. The foliage of the Huon pine consists of tiny scales closely pressed to the stalk.
Huon pines produce pollen and seeds from small cones that are about 3 mm long. Male and female cones are produced on separate trees. A small number of trees produce both male and female cones, though this is quite rare.
Reproduction occurs in 'mast years'. Every 5 – 7 years a mass seeding occurs. Seeds are dispersed a short distance around the tree except where they land in water and are transported downstream. Huon pines also reproduce vegetatively. They do this by layering. Tree branches reaching the ground start to root and establish themselves as a new tree, which eventually breaks away from the parent. Branches breaking off trees can also take root.
Where does it grow?
Huon pines are found in the west and southwest of Tasmania where they grow among river-bank rainforest and also in a few subalpine lake shore forests. They are usually killed by fire and are drought sensitive, so are restricted to cool, wet areas.
Huon pines are often associated with rainforest species such as myrtle (Nothofagus cunninghamii), leatherwood (Eucryphia lucida) and sassafras (Atherosperma moschatum).
In this way populations such as a forest stand at Mt Read, which have no female trees, continue to survive. It is believed that the Mt Read stand has been regenerating in the absence of female trees for more than 10,000 years, although no individual trees are more than 1,500 years old.
Some of the most accessible sites to see Huon pines are: the Tahune Forest Reserve near Geeveston on the Picton River; the Arthur-Pieman River State Reserve near Corinna; the Teepookana Forest Reserve; the heritage landing on the Gordon River on the west coast; and near Newall Creek on the Mount Jukes Road south of Queenstown.
Depar tment of Primary Industries, Parks, Water and Environment
Use of Huon pine
Huon pine has been prized as a timber since the early 1800s. One of the reasons for establishing a convict settlement at Sarah Island in Macquarie Harbour was to harvest Huon pine from the Gordon River. From 1822 until 1833 convict piners were forced to cut timber and float log rafts from the lower reaches of the river to the Sarah Island settlement. There they were pit sawn into frames and planks to build ships for the Government. Pining continued as a commercial operation after the convict era. Felled trees continued to be floated down the river to Sarah Island where they were picked up and taken to the mill at Strahan. Huon pine is one of the few native timbers that floats when green. From 1890 till the present day, the small port of Strahan, on Tasmania's west coast has been the main centre of pining. However, from 1850 until 1880, the Davey River settlement in the southwest, supplied the majority of the market.
The rich creamy yellow wood is soft, durable, smooth, oily and light weight. The wood is very easy to work with and takes a high polish. Huon pine is probably the most durable of Australian timbers, and logs which apparently have lain on the ground for several hundred years are still being harvested and milled. The durability of the wood is due to the presence of the essential oil, methyl eugenol, which gives Huon pine its unique odour. The oil also has preservative qualities and deters insect attack. It has been said 'the only thing slower than a Huon pine's growth is its decay!' As a consequence it is recognised as an excellent timber for building boats, furniture, and for joinery and turning.
Huon pine is still available as a sawlog for the production of crafts. Sources include areas flooded by Hydro Tasmania schemes and previously heavily cut-over areas, particularly the Teepookana State Forest near Strahan.
The annual sawlog cut of 500 cubic metres per year from these sources is expected to last more than a century. Because it thrives in some of the roughest terrain, it has been more difficult to harvest than other Australian timbers. This has resulted in Huon pine traditionally being at least triple the price of common hardwoods, and, with its scarcity today, that has increased to a factor of six or seven.
How much Huon pine is left?
Estimates of the area of living Huon pine vary, but are in the order of 10,500 hectares. In addition there are about 800 hectares of standing, fire-killed pine. The current area of remaining pine is the remnant of a much wider original range that has been reduced by fire, inundation, logging and mining. Today most of the remaining stands are well protected within reserves, the majority within the World Heritage Area.
Further information
Kerr G. and McDermott H. (1999) The Huon Pine Story. A History of Harvest and Use of a Unique Timber. Mainsail Books, Melbourne.
Contact
Biodiversity Conservation Branch:DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
March 2011 © State of Tasmania | <urn:uuid:fdf39c8a-50c6-4718-b403-c96da1606ed3> | CC-MAIN-2017-13 | http://parks.tas.gov.au/file.aspx?id=6575 | 2017-03-27T10:42:25Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz | 276,185,970 | 1,341 | eng_Latn | eng_Latn | 0.997522 | eng_Latn | 0.997738 | [
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Department of State Health Services
Texas School Health Advisory Committee
School Health Program www.dshs.state.tx.us/schoolhealth/shadvise.shtm
CHILD HEALTH RELATED WEB SITES
Abstinence Education Program
The Abstinence Education Program provides educational programs via contract services to priority populations in order to prevent teen pregnancy and sexually transmitted diseases (STDs). Priority populations include youth, parents and health professionals.
www.dshs.state.tx.us/abstain/default.shtm
Action for Healthy Kids
Action for Health Kids (AFHK) is a nonprofit organization formed specifically to address the epidemic of overweight, undernourished and sedentary youth by focusing on changes at school. There are chapters in all 50 states and the District of Columbia including the Texas Action for Healthy Kids Alliance. The Texas Web site can be accessed through the AFHK Web site above. s to learn.
www.actionforhealthykids.org
Adolescent Health
The Adolescent Health Program maintains a comprehensive and holistic view of adolescent's health and well-being. Instead of looking at single behaviors (teen pregnancy, substance use/abuse, violence, delinquency, suicide, depression, unintentional injuries and school failure), the Adolescent Health Program looks at overlap between behaviors, their underlying common causes, and successful interventions. Interventions must be built around researched risk and resiliency factors and maintain a collaborative, multi- disciplinary approach that includes families, schools, churches, communities and agencies that serve teens.
www.dshs.state.tx.us/adolescent/default.shtm
Asthma Coalition of Texas
Resources for schools, professionals, tools, links, the law and other help.
www.texasasthma.org/
Childhood Lead Poisoning Program
The Texas Childhood Lead Poisoning Prevention Program partners with local and regional health departments; city, state, and federal agencies; and other community organizations to protect Texas children by finding and eliminating the sources of exposure to lead poisoning.
www.dshs.state.tx.us/lead/default.shtm
Children with Special Health Needs
The Children with Special Health Care Needs (CSHCN) Services Program provides services to children with extraordinary medical needs, disabilities and chronic health conditions. The CSHCN Services Program's health care benefits include payments for medical care, family support services and related services not covered by Medicaid,
www.dshs.state.tx.us/cshcn/default.shtm
CHIP, private insurance or other "third party payers." The program also contracts with agencies throughout the state to provide an array of clinical and support services to children with special health care needs and their families. The CSHCN Services Program also assists children and their families by supporting case management at Department of State Health Services (DSHS) regional offices throughout Texas.
Chronic Disease Prevention
Chronic Disease Prevention at DSHS provides information, education, resources and assistance to the people of Texas to make healthy life choices, reduce the human and economic impact of poor health, reduce the incidence of premature death and disability and promote healthy communities.
www.dshs.state.tx.us/chronic/default.shtm
Drug Abuse Statistics by County
www.tcada.state.tx.us/research/statistics/index.shtml
Healthy Schools, Healthy Youth
The Centers for Disease Control and Prevention's Division of Adolescent and School Health (DASH) seeks to prevent the most serious health risk behaviors among children, adolescents and young adults. The DASH Web site provides a wealth of school health information and resources.
www.cdc.gov/HealthyYouth/index.htm
HIV/STD/Aids Program
Information on prevention and care in Texas. Find out about HIV/STD services in your area, access HIV/STD and AIDS statistics for Texas, or learn about eligibility requirements for the Texas HIV Medication Program.
www.dshs.state.tx.us/hivstd/default.shtm
Immunizations Branch
Contains information on the immunization program, an electronic edition of the newsletter Upshot, information on the automated immunization tracking system ImmTrac, disease incidence data, the Vaccines for Children Program, and more.
www.dshs.state.tx.us/immunize/default.shtm
Indoor Air Quality in Schools
Information on The Indoor Air Quality Program works to identify problems and concerns relating to the quality of air in occupied buildings, and to provide information to building owners, schools and homeowners so they can prevent or remediate indoor air quality problems such as asbestos, lead, mold, pesticides and Radon.
www.dshs.state.tx.us/iaq/links.shtm#schools
Infectious Disease Control Unit
Promotes epidemiology, surveillance, education, risk stratification/communication, consultation, and disease interventions such as the Human Papilloma Virus Vaccine, a new Antibiotic Resistance/ MRSA and Pandemic Influenza Preparedness Plan
www.dshs.state.tx.us/idcu/default.asp
Maternal and Child Health
Maternal and Child Health (MCH) provides links to information for consumers of MCH services, administrative documents for MCH contractors, and related materials for public health professionals.
www.dshs.state.tx.us/mch/default.shtm
Obesity and Overweight Activities at DSHS
This site outlines DSHS goals for tackling obesity and overweight in Texas including resources, studies, statistics and plans from Texas and other state's community sources.
www.dshs.state.tx.us/phn/default.shtm
Obesity and Overweight Data in Texas including SPAN and the BRFSS
www.dshs.state.tx.us/phn/data.shtm
Oral Health Services Program
The Oral Health Group (OHG) at DSHS serves to encourage the residents of Texas to improve and maintain good oral health. The OHG works collaboratively with various partners across the state in order to identify the oral health needs of Texans and to identify resources to meet these needs.
www.dshs.state.tx.us/dental/default.shtm
Playground Equipment and Safety
Help for building a safe playground for children at school or at home is addressed at this site including equipment types, led paint and more.
www.tdh.state.tx.us/beh/ps/plygrnd.htm
Safe Riders Program
The Safe Riders Traffic Safety Program, in cooperation with the Texas Department of Transportation provides helpful information about child passenger safety, including links to related local and national websites. They can also be reached by phone at 1-800-2528255.
www.dshs.state.tx.us/saferiders/default.shtm
SCHOOL HEALTH PROGRAM
Provides information and resources to communities in their efforts to meet the health services and health education needs of children in a school setting by supporting comprehensive school health programming.
www.dshs.state.tx.us/schoolhealth/default.shtm
School Vision and Hearing Program
Identifies preschoolers and school children with hearing and vision problems early and links them to appropriate remedial services.
www.dshs.state.tx.us/vhs/default.shtm
Spinal Screening Program
School spinal screening was developed to identify adolescents with small spinal curves and refer them for treatment before these curves become too severe.
www.dshs.state.tx.us/spinal/default.shtm
Texas Association for Health, Physical Education, Recreation and Dance
The Texas Association for Health, Physical Education, Recreation and Dance (TAHPERD) is a not-for-profit professional association of individuals in the allied fields of health education, physical education, recreation and dance committed to the development of knowledge and programs that promote active, healthy lifestyles and enhance skilled, aesthetic motor performance.
www.tahperd.org
Texas Association of School Administrators
Resources and technical assistance for public school superintendents and administrators, education service center staff, college and university professors, students, and others interested in public education.
www.tasanet.org
Texas Association of School Based Health Centers
Texas Association of School-Based Health Centers advocates and supports state policies; programs and funding that sustain, grow and integrate school-based health care into the Texas health care and education systems. Resources and technical assistance is provided to enable school-based health centers to deliver quality services in schools.
www.tasbhc.org
Texas Association of School Boards
The Texas Association of School Boards (TASB) represents the largest group of publicly elected officials in the state and is dedicated to the preservation of local control of public education. TASB provides assistance in every area of public school governance and operation and provides products and services to its members to serve their needs.
www.tasb.org
Texas Association for School Nutrition
The Texas Association for School Nutrition (TASN), formerly known as TSFSA, is a professional organization for all levels of school food service employees. TASN was established to provide resources that enhance and promote non-profit child nutrition programs for the benefit of schoolchildren.
www.tsfsa.org
Texas Cooperative Extension
Part of the Texas A&M System, the Family and Consumer Science section of the Extension System offers practical information for families; raising children, housing and the environment, eating well, managing money and staying healthy.
http://fcs.tamu.edu
Texas Dept. of Agriculture – Square Meals – Web Site for School Nutrition Answers www.squaremeals.org
This site provides public school nutrition policies, resources and materials, school meal programs and programs for parents.
Texas Education Agency
The TEA and the State Board of Education (www.tea.state.tx.us/sboe) guide and monitor activities and programs related to public education in Texas.
www.tea.state.tx.us
Texas Education Agency – Health and P.E. Curriculum
The TEA Health and P.E. Curriculum Web site assist districts statewide with implementation of the TEKS; assist the textbook adoption process for K-12 health and physical education instructional materials; and provides information on curriculum, assessment, training, rules and other related topics.
www.tea.state.tx.us/curriculum/hpe/index.html
Texas School Nurses Association
Resource for Texas school nursing practice information.
www.txsno.org
Texas Obesity Policy Portfolio
The Texas Obesity Policy Portfolio chronicles our best health policy knowledge associated with obesity prevention and control and serves as a starting point for policy development and implementation. The Portfolio gives a range of referenced policy options from effective to untested, categorized by type of policy and identified for use in multiple sectors and settings.
www.dshs.state.tx.us/phn/pdf/Texas_Obesity_Policy_Portfolio.pdf
Texas Parent Teacher's Association
Texas Parent Teacher's Association (TXPTA) is a grassroots organization made up of parents, teachers and others around the state that has a special interest in children, families and schools. TXPTA is the largest child-advocacy organization in the state.
www.txpta.org
Tobacco Prevention and Control
This site provides a clearinghouse of information on tobacco use prevention issues.
www.dshs.state.tx.us/tobacco/default.shtm
WIC
WIC is a nutrition program that helps pregnant women, new mothers, and young children eat well, learn about nutrition and stay healthy. Nutrition education and counseling, nutritious foods, and help accessing health care are provided to low-income women, infants, and children.
www.dshs.state.tx.us/wichd/default.shtm
Youth Risk Behavior Surveillance System (YRBSS)
Substance abuse related risk behavior survey.
www.cdc.gov/HealthyYouth/yrbs/index.htm
External links to sites appearing in this publication are intended to be informational and do not represent an endorsement by the Texas Department of State Health Services. These sites may also not be accessible to people with disabilities. External email links are provided to you as a courtesy. Please be advised that you are not contacting the DSHS and DSHS policies do not apply should you choose to correspond. For information about the programs listed, contact the sponsoring organization directly. For comments or questions about this publication, contact Ellen Smith at (512) 458-7111 ext. 2140 or by email at firstname.lastname@example.org. Copyright free. This document may be reprinted without permission. | <urn:uuid:6f1ef795-88b5-4f26-a316-aab4fd78d34b> | CC-MAIN-2017-13 | http://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/111/ChildHealthWebsites.pdf | 2017-03-27T10:45:11Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz | 572,579,611 | 2,476 | eng_Latn | eng_Latn | 0.9787 | eng_Latn | 0.981578 | [
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Trees:
* Rusty, slimy residue or growth on Cedar or Juniper are signs of the rust disease. It can soon infect hawthorn and crabapple trees. To prevent rust disease on hawthorn and crabapple trees, use Bonide Infuse as the flower buds begin blooming and repeat the application in thirty-day intervals in early May and June. Additionally, apply Bonide Mancozeb ten & twenty days after each application of Bonide Infuse. Do not use fruit from sprayed trees for food or feed purposes.
Lawn:
* If your lawn has a history of grub damage, inspect for grubs. If more than seven grubs are present in one square foot of lawn, use Bayer Dylox to eradicate the grubs. Water in the application with 1/2 an inch of water or apply the Bayer Dylox before rain is expected. Six or less grubs per square foot will not do enough damage to harm your lawn if your lawn had been fed with Turf Trust early this spring.
* Wild violets on your lawn can be controlled by applying Speedzone Lawn Weed Killer. Make two applications six days apart with the Ortho dial sprayer. Use the 1tbs setting for the Speedzone applications. Do not mow the lawn for three days before or three days after the applications. It takes two to three weeks to kill wild violets depending on temperature and soil moisture.
Houseplants:
* Do not take houseplants outside yet because nights are still to cool, and there is a danger of night frost. Continue to feed your houseplants with Seamate every time you water.
* Dutch amaryllis can be planted outside in the garden in an area that receives half a day of sunlight after being removed from the pot. When planting, mix fresh Canadian Peet Moss with your soil before planting the amaryllis. Feed the amaryllis with Plant Trust Flower and Bulb Fertilizer. Water these plants weekly during the dry summer conditions.
Flowers:
* The best wave petunia is the blue wave petunia. The purple wave petunia is prone to root rot. When buying blue petunias, make sure the tag says blue wave petunia. You can plant blue wave petunia in the flower bed in two to three weeks. Feed ground planted blue wave petunias with Plant Trust Flower and Bulb Fertilizer. Blue wave petunias grown in pots during the summer should be fed with Jack's Classic Petunia Feed every two to three weeks.
Fruit:
* Strawberries can now be planted in a vegetable garden in a sunny location. Do not expect a large harvest the first year planted. The following year's harvest will be much better.
Bees:
* To protect bees, make insect spray applications in the late evening and do not spray trees or shrubs when blooming (including evergreens like hollies). Mow the lawn to decrease dandelions and clover flowers that would attract bees to the lawn before spraying trees in the lawn.
* Use insecticides less toxic to bees such as B.T or oils, like Clear Choice Green or Summit Year Round Spray Oil, when B.T and oils are adequate for your needs.
* Avoid dust and encapsulated insecticides because they are more toxic to bees. | <urn:uuid:4ff9ad54-9533-4ec5-bb15-e2f82cbe63f4> | CC-MAIN-2017-13 | http://radiogardensense.com/yahoo_site_admin/assets/docs/April_8_2012.99191355.pdf | 2017-03-27T10:49:01Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00221-ip-10-233-31-227.ec2.internal.warc.gz | 294,028,717 | 687 | eng_Latn | eng_Latn | 0.997102 | eng_Latn | 0.998172 | [
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CITES
CITES is an acronym for the "Convention on International Trade in Endangered Species of Wild Fauna and Flora", signed by more than 150 countries worldwide. The aim of CITES is to protect the many endangered wildlife species of the World through controlling the international trade. Some 4,800 animal and 25,000 plant species are covered by CITES. More than 30 animal CITES-species (and a few plant species) live in Greenland and the surrounding waters.
The species are listed in three appendices:
Appendix I (globally endangered species):
This covers species which are banned from ALL export. No part, deriviate or crafted products of these species may be exported. In Greenland this includes; Sperm whale, Bowhead whale (Greenland right whale), Fin whale (also known as the Razorback), Humpback whale and White-tailed eagle.
Appendix II and III (endangered and locally endangered species):
This covers the whole or any part of a species which can be exported for private, non-commercial use when accompanied by a CITES permit. Export of anything made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear require a CITES permit which has to be kept with the product during transport.
Please note:
* If you export ANY product made from a "CITES species"(CITES Appendix II and III) from Greenland and import it to your home country (no matter whether this item was purchased in a shop or found in the wild) it MUST be accompanied by a CITES permit.
* The CITES permit is valid only for products for private and personal use. If the products are to be used in any other way, for example for commercial and scientific purposes, they require further documentation for export.
* Species protected in Greenland and all birds of prey are NOT eligible for sale or export; even if found dead.
* Other, frequently used materials (not covered by CITES or other rules) may be exported from Greenland free of regulations if for private use. This includes all species of seals (except Walrus), Reindeer, Musk ox, Sheep, Mammoth (tooth), driftwood and most stones and minerals.
* More information on the Internet: www.wcmc.org.uk/cites.
Export of all products made from the whole, or any part of, Narwhal, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must have a CITES permit. This applies to the whole range of products including Polar bear claws, jewellery made from Narwhale or Beluga tooth, Walrus skulls and souvenirs fashioned from Minke whale baleen etc. The CITES permit is issued at most of the shops and outlets selling these products.
Please note that no products made from whole, or any part of, Sperm whale (incl. teeth), Bowhead whale, Fin whale, Humpback whale, plus all species of birds of prey, can be exported.
* Without a CITES permit you risk the confiscation of your precious memory of Greenland.
* With a CITES permit you have proof of the origin of your product which will have been caught in the wild by a genuine Greenlandic sealer or hunter.
* With a CITES permit you have proof that you can legally import the product to your home country.
For more information:
Department of Environment and Nature (Direktoratet for Miljø og Natur) P.O. Box 1614 DK-3900 Nuuk
Tel. (+299) 34 67 01
Fax. (+299) 32 52 86
Internet:
www.wcmc.org.uk/cites (general information on CITES including CITES appendixes).
Published by Greenland Home-rule and funded by Dancea
Buying handicraft? Buying handicraft?
Produced for Greenland-Homerule, Department of Environment and Nature, Nuuk, by Ornis Consult A/S • Design: Monsoon • Photos: Erik Bornand Thor Hjarsen • Printing: Datagraf Auning AS
Greenland Home-rule
Department of Environment and Nature
Greenland Home-rule
Department of Environment and Nature
Ask for a CITES permit Ask for a CITES permit
As a tourist in Greenland you will have the opportunity to take back home beautiful souvenir handicrafts, such as clothing, jewellery and other domestic products.
Greenlandic handicraft products are made from nature's own materials such as stones and gems, driftwood, and antlers, bones and teeth of wild animals. Some of the products may be made from animal species covered by CITES, aimed at protecting endangered wild animal and plant species by controlling international trade. In Greenland, products made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must be sold with a special CITES permit.
The CITES permit is your proof that you can legally export the product from Greenland and import this to your home country. Remember to obtain a CITES permit and keep it with the product. Present it to the Customs upon arrival in your home country.
The Greenlandic CITES permit covers 5 wildlife species: Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear.
Narwhale
Narwhale
Greenlandic handicraft products – more than mere souvenirs
The CITES permit is not just a document for the customs clearance officers. It proves that the product originates from wildlife species that can be legally hunted in Greenland. Within the population of 55,000, approximately 2,500 Greenlanders live as sealers and 7,000 are registered hunters. Each year they file reports on their catch so that the authorities can monitor and impose regulations as required. Whaling is conducted according to international regulations.
Greenlandic handicrafts are deeply rooted in the old hunting culture of the Inuit people. In the past the Inuit had a nomadic lifestyle and had to make all of their own tools and only the most important and useful items travelled with them. Survival was an art of its own and through the passage of time the tools of everyday life evolved into first class handicraft products, crafted by true artisans. Thus the Greenlandic handicrafts are more than just souvenirs; they combine art, nature and utility.
They possess inua – the spirit of things. | <urn:uuid:b08e42ee-6e3e-4811-a920-7e7a9811de0e> | CC-MAIN-2017-13 | http://greenland-guide.gl/pdf/cites-uk.pdf | 2017-03-27T10:33:56Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz | 151,031,571 | 1,314 | eng_Latn | eng_Latn | 0.989799 | eng_Latn | 0.991431 | [
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Money and the money supply
Contributed by the Central Bank of Seychelles as part of its Awareness Programme.
Money is any object or record that is generally accepted as payment for goods and services and repayment of debts. This can include notes and coins, as well as electronic forms of money. There are many different currencies of money such as the US dollar, the UK pound and the Euro. In Seychelles, the Seychelles rupee is used. Nearly all money systems are based on what is known as fiat money. Fiat money does not have any value as a physical commodity but has value simply because the government has declared that it must be accepted as a form of payment within the country. As such, because the Government has declared the Seychelles rupee to be the domestic currency and as such has declared its value, the rupee is used as a form of payment within Seychelles.
Money has been thought to have 3 main functions. Firstly, it acts as a medium of exchange. This simply means that it can be exchanged for goods and services. It therefore eliminates the need for barter which proved to be inefficient. Barter is the method of exchange whereby goods and services are directly exchanged for other goods and services. This is difficult because it requires a double coincidence of wants. For example, if money did not exist and a fisherman wanted fruit, he would have had to find someone that grew fruit and also wanted to exchange it for fish. The introduction of money removes the need to find someone who has what you want and wants what you have.
Its second function is that it acts as a store of value. This means that its value should remain stable over time unlike, for example, a car which loses value over time. Thirdly, money can act as a unit of account. This means that it can be recorded that a certain amount of money exists without that money having any actual physical existence. This can be seen when payment is made by cheque. The number representing how much money is in the corresponding bank account decreases without requiring the money to be obtained in physical form for payment.
Money must also be easily portable, durable and very difficult to counterfeit (since if people could produce it themselves it would lose value). That is why notes and coins have various security features to prevent counterfeiting, and are light, long-lasting and thus easy to transport. It also needs to be divisible. If only R500 notes existed, it would be very difficult to buy small items and that is why money is divided into notes and coins of lesser value.
Money must also be in limited in supply in that there is a sole supplier, which in most countries is the central bank. The money supply is the total amount of money available in an economy at a particular point in time. A country's central bank can increase the money supply by, for example, "printing" money or by buying government bonds from the private sector. The central bank can decrease the money supply by, for example, selling government bonds or by encouraging commercial banks to hold more money deposits at the central bank. The latter can be achieved through market operations or minimum reserve requirements.
However, the central bank does not have complete control of the money supply. Commercial banks can effectively create money by giving loans thus increasing the money supply. Loans increase the volume of deposits in the system, because not all money must be present in physical form, and by doing so increase the money supply.
Growth in the money supply, however, will generally cause inflation. This is because an increasing money supply, when the supply of goods and services remains constant usually means that people will have more money to spend on goods and services. The resulting increase in demand for goods and services will drive up prices.
There are several different measures of the money supply generally referred to by 'M' followed by a number, usually ranging from M0 to M3. In Seychelles we have M1, M2 and M3. M1 consists of the currency with the public and transferable deposits. M2 consists of M1 plus fixed term and savings deposits. M3 consists of M2 plus foreign currency deposits. Furthermore, within these measures there are components of money supply – transferable deposits, fixed deposits, foreign currency deposits and so on. These components and their variation over the past 10 years can be viewed in the graph below. | <urn:uuid:58679d7c-bd7f-4cea-bb3b-197f27765b8a> | CC-MAIN-2017-13 | http://cbs.sc/Downloads/publications/Money%20and%20the%20money%20supply_FINAL.pdf | 2017-03-27T10:52:00Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz | 57,149,437 | 892 | eng_Latn | eng_Latn | 0.999411 | eng_Latn | 0.999437 | [
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Evaporative Emission Controls Diagnosis
Meets NATEF Task: (A8-E-11) Inspect and test components and hoses of the evaporative emissions control system; perform necessary action. (P-1)
Name _______________________________ Date ___________ Time on Task __________
Make/Model/Year _________________ VIN ________________ Evaluation: 4 3 2 1
_____ 1. Check service information for the specified tests and procedures to follow to diagnose the problems in the evaporative emission control system.
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________
_____ 2. List the tools and equipment specified for use by service information. Check all that apply.
____ Special tester (describe) ______________________________________
____ Scan tool
____ Other (describe) _____________________________________________
_____ 3. List the components included in the evaporative emission control unit and describe how each is to be tested according to service information.
Component
Test or Inspection
a. __________________________ ___________________________________ b. __________________________ ___________________________________ c. __________________________ ___________________________________ d. __________________________ ___________________________________
_____ 4. Based on the results of the tests and inspection, what is the necessary action?
__________________________________________________________________ | <urn:uuid:5ca87faf-9aef-4f3f-bcf6-dafea429d049> | CC-MAIN-2017-13 | http://jameshalderman.com/task_sheets/fe/fe_page_121.pdf | 2017-03-27T10:37:36Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz | 182,533,481 | 264 | eng_Latn | eng_Latn | 0.789208 | eng_Latn | 0.789208 | [
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THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE
CENTER FOR PUBLIC POLICY - L. DOUGLAS WILDER SCHOOL OF GOVERNMENT AND PUBLIC AFFAIRS
CEPI Education Law Newsletter
Dr. Richard S. Vacca, Editor; Senior Fellow, CEPI
MARCH 2008: Vol. 6-7
STUDENT SEARCH AND SEIZURE 2008: VIDEO CAMERA SURVEILLANCE
Overview
In the aftermath of a recent spate of school shooting tragedies, and because of near riot situations in a growing number of public high school buildings and at interscholastic high school athletic events, the safety and security of staff and students are top priorities for local school boards. A review of recent case law from around the country reveals that in these tumultuous times courts in several jurisdictions have been busy deciding constitutional issues involving the tenuous balance that exists between the prerogatives of public school officials to maintain safe, secure, and disruption-free school environments and the scope of student rights and protections under the Fourth Amendment. One issue area that recently has emerged involves an increase in the use video cameras to provide surveillance of school buildings and grounds, school buses, and extra-curricular events.
Surveillance Cameras at School. Simply stated surveillance means to keep watch, or watch over in an effort to see or keep track of what happens in a particular place. BLACK'S tells us that the term means to closely observe or listen in hope of gathering evidence. (Seventh Edition, 1999) In recent years public school systems have integrated the use of video cameras on school buses and in school owned buildings to increase safety and security. Video cameras have proved helpful in the early identification of trespassers and in monitoring student behavior. At the same time, however, the use of cameras inside school buildings (especially in monitoring classrooms and locker rooms) has raised a number of privacy oriented questions. For purposes of assessing constitutional protections against unreasonable searches and seizures, video surveillance of students is considered a search within the meaning of the Fourth Amendment.
Student Privacy 2008. It is an established tenet of education law that students possess a "reasonable expectation of privacy" while at school and in attendance at school sanctioned activities. Watkins v. Millennium School (S.D. Ohio 2003) The general rule is that the Fourth Amendment protects an individual in the places where he/she can demonstrate a reasonable expectation of privacy. However, because public school officials have a legitimate interest in maintaining safety and discipline in schools, the privacy expectations of students are limited. Doe ex rel. Doe v. Little Rock School District (8th Cir. 2004)
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
In recent months it seems that more courts are expanding the prerogatives of public school officials to conduct searches of students and their belongings and take a variety of other more intrusive steps in school buildings and at school sponsored events to maintain a safe environment. Thus, a major question has been raised but at this point in time remains unanswered. How far can public school officials go in the name of increasing school security before they run afoul of the Fourth Amendment?
The purpose of this commentary is three fold. First, a brief restatement of basic principles of public school search and seizure law will be discussed. Second, a brief review of a recent court decision involving the use of surveillance video cameras in a public school will be presented as an excellent primer regarding Fourth Amendment law. Finally, implications for local school board policy will be suggested.
Restatement of the Law
As the Appellate Court of Connecticut recently stated, the Fourth Amendment does not proscribe all stateinitiated searches and seizures, it merely proscribes those which are unreasonable. State v. State (Conn. App. 2008) More than two decades ago the United States Supreme Court clearly established in New Jersey v. T.L.O. (1985), that the Fourth Amendment's "unreasonable searches and seizures" provision is applicable to public school officials and personnel when dealing with students. However, it must be remembered that "the unique need to maintain a safe learning environment requires a lessening of the restrictions normally imposed for public officials to conduct searches." Bosher, Kaminski, and Vacca (2004)
The ultimate measure of the constitutionality of a school search is one of reasonableness, and what is or is not reasonable depends on the context within which the search takes place. Shuman ex rel. Shertzer v. Penn Manor School District (3rd Cir. 2005) Thus, a determination of the reasonableness of a school search must be adjudged according to the circumstances existing at the time of the search. Des Roches by Des Roches v. Caprio (4th Cir. 1998) In addition, the Fourth Amendment's reasonableness inquiry must take into account the overall purpose that school officials are trying to achieve in conducting the search, Bravo ex rel.Ramirez v. Hsu (C.D. Cal. 20050, and the school's "custodial and tutelary responsibilities over students entrusted in their care." Shade v. City of Farmington (8th Cir. 2002) and Johnson v. City of Lincoln Park (E.D. Mich. 2006) Also, school searches must not be "excessively intrusive in light of the age and sex of the student and the nature of the infraction." Carlson ex rel. Stucznski v. Bremen High School District (N.D. Ill. 2006)
The reasonableness standard created by the United States Supreme Court in New Jersey v. T.L.O. (1985) remains in place. Courts in every jurisdiction consistently apply the following two-pronged standard of analysis in determining whether or not a school initiated student search passes constitutional muster:
1. Was the school search reasonable at its inception? More specifically, did school officials launch the search based on reason to believe (i.e., have reasonable suspicion) that present in the situation at hand is something illegal and/or a violation of school system policies?
2. Did the search as it moved forward remain reasonable in scope (i.e., remain within the purpose and scope of the initial reasonable suspicion for launching the search)?
Contemporary courts consistently apply both the procedural safeguards and precautions set forth in Vernonia School District v. Acton (1995), involving random drug testing (urine analysis) of athletes, and the special needs exception articulated by the United States Supreme Court in Board of Education v. Earls (2002), involving random drug testing of students as a precondition of involvement in extra curricular activities. In Earls, Justice Thomas declared that the privacy interests of students are limited in the public school
environment where school officials are responsible for maintaining discipline, health, and safety. In essence, the Court established that because of the "special needs" of the public school environment school officials do not need to wait for a serious problem (in Earls it was drugs in schools) to exist before they take action to keep it from happening. The Court does stress, however, the need to protect student anonymity (confidentiality) and also to control the intrusive nature of the search. On a related point of law, courts have consistently held that while "individualized suspicion" is helpful to have prior to conducting a search, it is not an indispensable element in establishing reasonable suspicion. Beckham (2005)
A third established point of law that remains in place deals with the courts consistently separating school searches (i.e., searches initiated by and remaining under the control of public school officials where the standard is "reasonable suspicion"), from police searches (i.e., searches initiated by and remaining under the control of police officers, where the standard to apply is "probable cause"). However, some recent courts have held that the search of a student on school grounds by a school resource officer (SRO) at the request of school officials should be deemed a school search and thus is subject to a reasonableness standard and not a probable cause standard. Wilson ex rel. Adams v. Cahokia School District No. 187 (S.D. Ill. 2007)
It should be noted that the mere presence of a law enforcement officer during a school administrator's questioning of a student does not make the situation a police matter. The rule is that a public school student involved a school controlled search is not automatically entitled to a Miranda-type warning prior to being questioned by a school principal. J.D. v. Commonwealth (Va. App. 2004) On a related point of law, courts have consistently held that confrontation and cross-examination of witnesses against a student, and a student being represented by legal counsel are, as a general rule, not mandatory. Horner and Vacca (2005)
Recent Case Law Example
A court decision from the United States Court of Appeals for the Sixth Circuit is very instructive regarding video camera surveillance and student privacy interests under the Fourth Amendment. The case also demonstrates the tenuous balance that must be created and maintained between the reasonable privacy expectations of students and the critical need for today's public school officials to increase and maintain school security.
The Facts: Brannum v. Overton County School Board (6th Cir. 2008), does not involve searching students or their belongings; rather, the case involved issues stemming from the use of video surveillance equipment in a public middle school building. The equipment was installed by school officials to improve school security.
To improve security video cameras were installed through out the school building in areas facing exterior doors, in hallways leading to exterior doors, and in the boy's and girl's locker rooms. Images captured by the cameras were transmitted to an assistant principal's office where they were displayed and stored. Subsequently it was discovered that cameras were videotaping locker room areas in which students routinely dressed for athletic activities. The assistant principal notified the principal of this situation but the camera location were not changed.
In addition to the images being sent to the assistant principal's office they also were accessible via remote internet connection. Any person with access to the software username, password, and Internet Protocol (IP) address could access the stored images. Neither the assistant principal nor anyone else had changed the system password or user name from its default setting. Between July 12, 2002, and January 10, 2003, the system was accessed ninety-eight different times.
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
From July 2002 to January 2003, a number of Overton County Schools and schools from surrounding counties used the locker rooms for athletic events. During a girl's basketball game on January 8, 2003, visiting team members noticed the cameras and told their coach. The coach questioned the school principal who assured the coach that the cameras were not activated. This was not accurate and the images of team members in their undergarments had been recorded. Subsequently the video tape was reviewed by school officials who concluded that the images of the 10 to 14 year old girls contained "nothing more than images of a few bras and panties." Later that day the cameras were removed.
Ultimately, thirty-four middle school students filed a 42 U.S.C. section 1983 suit in federal district court. In their law suit they alleged that school officials violated their privacy by installing the video cameras in the locker rooms and by viewing and retaining the tapes. School officials moved for summary judgment claiming qualified immunity, but their motion was denied. On appeal school officials conceded to the students' version of the facts, but only raised the issue of the students' right to privacy from videotaping under the Fourth Amendment.
The Decision: In reaching its decision the Sixth Circuit made it clear that the right to privacy claimed by the students "is one protected by the Fourth Amendment's guarantee against unreasonable searches and seizures, and that in this case, the defendants violated the students' rights under the amendment." Citing Vernonia School District v. Acton (1995) and New Jersey v. T.L.O. (1985) the Court reiterated the Supreme Court's holding that "the Fourth Amendment applies in the public school context to protect students from unconstitutional searches conducted by school officials." However, said the Court, because Fourth Amendment rights are different in public schools "the ultimate measure of constitutionality of such searches is one of 'reasonableness.'"
Applying the 2-pronged T.L.O. standard to the facts in this case the Sixth Circuit concluded that the videotaping of students was justified at its inception (i.e., reasonable grounds to believe that the search, to increase school security, would garner evidence of violations of law or school rules). However, the scope and manner in which the video surveillance was conducted was the problem. The Sixth Circuit compared the secret surveillance in this case, where children were observed in their undergarments, as being like a strip search situation. Because students were unaware that they were being taped, the locker room taping was very intrusive and significantly invaded the students' reasonable expectations of privacy. In remanding the case, the appellate court concluded that the students in this case had a reasonable expectation of privacy and the invasion of the students' privacy was not justified by the school's need to assure security." Thus, the locker room videotaping was unreasonable in scope and violated the students' Fourth Amendment.
The Sixth Circuit Court ruled that the district court had correctly denied summary judgment to school officials. However, it is important to point out that individual school board members and the Director of Schools were granted qualified immunity. In the Court's view, there was no indication that they either authorized or were aware of the locker room videotaping. There role and involvement was limited to the general decision to improve school security by installing video equipment.
Policy Implications
As indicated above in Brannum (2008), the intent of placing video cameras in a middle school building was to increase security. Some readers might have been surprised by the fact that this case involved the surveillance of such young students. Recent (2006-2007) statistics show that while there has been an overall reduction in reports of serious violent crimes committed in public schools at all levels across this country, middle schools were nonetheless cited as the "most violent." (Indicators of School Crime and Safety: 2007)
As more communities are insisting that local boards of education do all that is necessary to make school buildings, classrooms, playgrounds, parking areas, school buses, bus stops, and interscholastic activities safer and more secure, the use of surveillance equipment will undoubtedly become more popular; especially as the technology improves and the price is made more reasonable. It therefore follows that policies will need to be formulated and implemented to accommodate the use of newly installed surveillance technology. What follow are some suggestions to consider as the policy formulation process moves forward. School system policies must make it clear that:
- The Board recognizes and accepts its legal duties, responsibilities, and prerogatives to do all that is necessary to protect the safety, security, and general welfare of all students.
- The Board and school administration will proactively work to (a) provide a safe and secure environment for all students, and (b) keep the educational environment disruption free and conducive to teaching and learning.
- The Board recognizes, respects, and will work to protect the Fourth Amendment rights and privacy expectations of all students.
- The Board will seek to fully inform all students and their parents of security programs and procedures prior to their implementation.
- Students at all grade levels in the school system, as well as all school personnel and visitors to school buildings and school sponsored events, can expect to be subject to security programs and procedures when entering school buildings and grounds, or while in attendance at school sponsored functions and interscholastic athletic events.
- The installation, placement, location and use of video cameras as security measures, and the collection, storage, and viewing of all video tapes, will be accomplished by authorized school officials through reasonable, least intrusive, confidential, and secure means.
Resources Cited
Beckham, Joseph C., "Searches in Public Schools." In Lane, Kenneth E., et al, THE PRINCIPAL'S LEGAL HANDBOOK, Third Edition (ELA 2005)
Board of Education v. Earls, 122 S.Ct. 2559 (2002)
Bosher, William C. Jr., Kaminski, Kate R., and Vacca, Richard S., THE SCHOOL LAW HANDBOOK: WHAT EVERY LEADER NEEDS TO KNOW (ASCD 2004)
Brannum v. Overton County School Board, No. 06-5931 (6th Cir. 2008)
Bravo ex rel. Ramirez v. Hsu, 404 F.Supp.2d 1195 (C.D. Cal. 2005)
Carlson ex rel. Stuczynski v. Bremen High School District, 423 F.Supp.2d 823 (N.D. Ill. 2006)
Des Roches by Des Roches v. Caprio, 156 F.3d 571 (4th Cir. 1998)
Doe ex rel. Doe v. Little Rock School District, 380 F.3d 349 (8th Cir. 2004)
Garner, Bryan A., Editor in Chief, BLACK'S LAW DICTIONARY, Seventh Edition (West Group 1999)
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
Horner, Jeffrey J. and Vacca, Richard S., "Student Discipline Law." In lane, Kenneth E., et al, THE PRINCIPAL'S LEGAL HANDBOOK, Third Edition (ELA 2005)
Indicators of School Violence and Safety: 2007
J.D. v. Commonwealth, 591 S.E.2d 721 (Va. App. 2004)
Johnson v. City of Lincoln Park, 434 F.Supp.2d 467 (E.D. Mich. 2006)
New Jersey v. T.L.O., 469 U.S. 325 (1985)
Shade v. City of Farmington, 309 F.3d 1054 (8th Cir. 2002)
Shuman ex rel. Shertzer v. Penn Manor School District, 422 F.3d 141 (3rd Cir. 2005)
State v. Smith, 937 A.2d 1194 (Conn. App. 2008)
Watkins v. Millennium School, 200 F.Supp.2d 890 (S.D. Ohio 2003)
Wilson ex rel. Adams v. Cahokia School District No. 187, 470 F.Supp.2d 897 (S.D. Ill. 2007)
Richard S. Vacca Senior Fellow CEPI
Note: The views expressed in this commentary are those of the author. | <urn:uuid:57c58292-14f4-4a3e-9f63-20cf2098bf89> | CC-MAIN-2017-13 | http://cepi.vcu.edu/media/university-relations/cepi/pdfs/newsletters/2007-08/2008-3EdLawNewsletter.pdf | 2017-03-27T10:43:52Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz | 60,054,468 | 3,869 | eng_Latn | eng_Latn | 0.87197 | eng_Latn | 0.997974 | [
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Early Detection Rapid Response Framework and Implementation Plan
Noxious Weed Program June 2016
Early Detection and Rapid Response (EDRR) is a critical component of an Integrated Noxious Weed Management Program. EDRR is the most economically- and environmentally-sound approach to weed management and is often referred to as the "second line of defense" after prevention. The EDRR approach addresses populations of noxious weeds when they are small and still inexpensive to control, and before they cause lasting degradation to the natural environment. Some of the concepts in this framework were derived from the 2003 conceptual design by the Federal Interagency Committee for the Management of Noxious and Exotic Weeds (FICMNEW), along with from the recently-published National Framework for EDRR.
Colorado's EDRR strategy incorporates a key prevention component for species that have not yet arrived in our state. Prevention and EDRR go hand-in-hand when it comes to protecting our natural resources and economy from noxious weed invasions. Knowing what might be headed our way will make it easier to detect and respond to new invasions, so Colorado works closely with neighboring states to prevent the arrival of high-risk species. The Noxious Weed Program staff oversees the development of the Prevention and EDRR noxious weed lists, and implements the goals and objectives of the state EDRR Plan.
Preparation The first step in Colorado's overall EDRR plan is preparation. By taking effective initial steps, we will be able to identify which species are at highest risk to threaten agriculture and/or natural resources of the state. In order to know what species to look out for, we need to know what species have caused problems in other areas of the country with similar climates and what species may be actively invading nearby areas. We need to network with other states and noxious weed programs, as well as actively researching potential new threats, on an annual basis and as new reports come in. Once we know what species may possibly threaten our state, we need to figure out the most
likely way that they would arrive. Natural modes of plant transport include wind, water, and animal movement; however, the most likely way that a plant will travel a far distance is by human transport.
CDA will provide leadership and coordination by designating program staff to administer the various components of the network.
Goals: Build an active, regional communication network that can be used to help detect new noxious weed species which may pose a threat to Colorado and to circulate information regarding these risks. This regional "network" may be a set of integrated networks, all with well-defined roles and responsibilities based on both geographic distribution and habitat type.
CDA program staff will conduct workshops and trainings around the state to inform network members of roles, tasks and responsibilities, and to demonstrate how the network will operate.
Prevention Once we are prepared with what species pose a risk to the state, we can work within the network to keep these species from entering the state, or from spreading within the state, if they are already present in isolated locations.
Using the newly organized noxious weed lists, develop an EDRR Plan for each individual species, based on known distribution and behavior. Plans should include current spatial distribution, habitat and climate specifications, critical control points where invasion is most likely, and modes of dispersal.
Goals: Organize the current listed species, including Watch List species, to reflect the distinction between species already in the state vs. those not yet known to exist in the state in order to craft specific, desired action plans.
Early Detection and Rapid Response Early Detection and Rapid Response (EDRR) is a strategy that will function better with greater involvement from all affected stakeholders. Since noxious weeds have the potential to affect all parts of our landscapes and many sectors of our economy, we hope to attract a diverse group of stakeholders to participate in our state's EDRR network. We also hope to educate and enable enthusiastic citizens to participate, specifically when it comes to identifying and reporting noxious weeds. The EDRR approach can be used for any species invading a new area. These species may be new to the state, or they may exist in some parts of the state, but not the current area at risk. Therefore, there are many ways citizen scientists can take part in an active EDRR Network, along with the professionals who are already highly involved with noxious weed management.
Goal: Identify high-priority landscapes that are at medium- to high-risk of noxious weed invasion, and conduct a demonstration or pilot project to show how the EDRR Framework will be implemented on the ground.
Early Detection Once we are prepared with the species to look out for, and we have done everything we can to prevent their introduction, early detection of new or previously-unknown infestations is the next step. Early detection includes identification of new noxious weeds entering the state, previouslyunknown populations of high-priority EDRR species, and populations of lower-priority species that exist in the state but are new to that area. Ideally, species identified through this process will have been acknowledged in the "preparation" process, but there is a chance that a new species could show up that we had not yet identified as a potential threat. After a new infestation is identified, we will use the tools developed in the Plant Assessment section to help determine our next steps.
Establish a process that enables accurate identification and reporting by network members and citizen scientists, and provide training on this process.
Goals: Conduct education and outreach activities to familiarize a broader audience on the topic and concept of EDRR, and how they can participate.
Advance technological capabilities to allow for more accurate detection, reporting, and identification in the field.
Plant Assessment The plant assessment component of Colorado's EDRR framework consists of two forms. First, a plant assessment is conducted in a systematic, deliberate, and proactive (when possible) manner to gauge threats using academic and other information compiled by experts. With this knowledge,
CDA can determine the need for listing or other monitoring strategies. Second, a plant assessment is conducted rapidly in the field when a new invasion is found, and the response is immediate. New invasions can be of a known, listed or high-risk species, or of a previously-unknown species. These two types of assessment are used to determine whether a new invader is an immediate risk to the area, and what type of response is warranted.
What still needs development is the ability for network members and CDA staff to make a rapid assessment of a new infestation in the field. Once a new potential noxious weed infestation has been identified, we need to quickly identify this plant to the species level, determine the risk factor, and decide if the population should be treated immediately or if the risk is not great enough to warrant immediate action. If a plant cannot be identified accurately in the field, a process needs to be in place to determine how the plant will be identified before the infestation is allowed to expand in size and impact.
In 2007 the state noxious weed advisory board approved a Plant Assessment Form for use with "Criteria for Categorizing Invasive Non-Native Plants that Threaten Colorado's Wildlands, Economy, and Ecology." This assessment form is completed by graduate students in one of the local university weed science departments and helps us determine whether we should list a species as "noxious" and then regulate it accordingly. The tool includes four categories of assessment: ecological impact, invasive potential, geographic distribution, and agricultural impacts.
Goals: For "systematic" or proactive, assessment of invasive plants, CDA will work with CSU to evaluate the current process of developing plant assessment forms and look for opportunities to enhance its effectiveness so as to ensure that the highest priority species are evaluated in a timely, authoritative manner.
For "on the ground" rapid assessment, CDA will develop and maintain the capacity for network members to correctly identify, gather evidence, and plan an effective response, including the development of an eradication plan, mapping and long-term monitoring of sites. This capacity should be applicable for species that are known but invading a new location, as well as for unknown species that have bypassed our predictive risk analysis process.
Rapid Response The rapid response component of the Colorado framework is perhaps the most simple in concept, yet complex in implementation. After it has been determined that an infestation should be
immediately treated, or that a plant should be listed, the next step is to proceed with planning an appropriate response. If the weed has made it to the A List, then it is essential for all entities to be on the lookout for this species and to eliminate it when found, with help from the state Noxious Weed Field Crew, if available. If a plant poses a potential risk but not enough is known yet about its distribution or behavior in Colorado, which includes over-wintering ability, it is placed on the Watch List until more information can be gathered. Watch List species are reassessed on an annual basis to determine if their status has changed and should warrant higher regulatory authority or release from the list completely. In addition, species on both List B and C have the potential to solicit an EDRR response in areas of the state where they have not yet invaded. These species are widespread for the most part, but in areas where they have not yet invaded they are treated like List A species, where elimination is required, and eradication is the ultimate goal.
Develop an "emergency response plan" for special circumstances where invasive species may pose a particularly serious threat. Develop a list of circumstances that would invoke this emergency response.
Goals: Develop the capacity for network members to respond rapidly to an identified invasion or eruption of high-priority species, so that these plants do not reproduce. This capacity should include financial resources, manpower, and treatment equipment.
Evaluation of Success Evaluation of the structure and functions of the EDRR framework will need to be undertaken with regularity to ensure that the framework is doing what it is intended to do. CDA will evaluate the framework after it has been developed and operating for a year or two so that we can make adjustments in order to meet our expectations and goals accordingly. In order for CDA to evaluate the effectiveness of the framework, we have developed timelines and measurable objectives. We will solicit feedback from all stakeholders in the network and other interested parties.
Goal: Measure the effectiveness of the regional network by evaluating responses from the network to invasive occurrences, and provide additional training as necessary.
The goals described above, along with measurable objectives for each, are found in the following Strategic Implementation Plan and will help inform our direction and guide our evaluation measures. We consider this to be an adaptive management plan and anticipate that changes will be made to it as we develop and implement the framework.
Strategic Implementation Plan
Preparation
Objective: Program staff will identify key network components along with individuals and entities within each scale, and invite them to become a part of the network, with the network assembled by October 2016.
Goal 1. Build an active, regional communication network that can be used to help detect new noxious weed species which may pose a threat to Colorado and to circulate information regarding these risks. This regional "network" may be a set of integrated networks, all with well-defined roles and responsibilities based on both geographic distribution and habitat type.
Goal 2. CDA will provide leadership and coordination by designating program staff to administer the various components of the network.
Goal 3. CDA program staff will conduct outreach events to inform network members of roles, tasks and responsibilities, and to demonstrate how the network will operate.
Objective: Define roles within the Program staff unit, assigning leadership and coordination responsibilities such that there is a consistent message being delivered by CDA. Make sure each individual unit of the network has a CDA representative working directly with them, and define the communication structure.
Prevention
Objective: Program staff will hold at least one outreach event, including out-of-state network members, to explain the framework and plan, and to make sure all network members understand their roles, chain of reporting, and authoritative ability by Spring, 2017.
Goal 1: Organize the current listed species, including Watch List species, to reflect the distinction between species already in the state vs. those not yet known to exist in the state in order to craft specific, desired action plans.
Objective: Program staff will divide current List A species between those already present in the state and those not believed to exist in the state, by December 2016. Information should be added to the website and mobile app to indicate this distinction.
Goal 2: Using the newly organized noxious weed lists, develop an EDRR Plan for each individual species, based on known distribution and behavior. Plans should include current spatial distribution, habitat and climate specifications, critical control points where invasion is most likely, and modes of disbursement.
Objective: Program staff will assess Watch List and other species of concern that have been reported to be problematic in neighboring and/or states with similar climates to Colorado, differentiating between species present in the state and those not believed to be in the state and organized geographically, by December 2016. Information should be added to the website and mobile app to indicate this distinction.
Objective: Program staff will begin development of EDRR Plans for each List A species, by October 2016. Plans will include current spatial distribution (both within and outside of state boundaries), habitat and climate specifications, critical control points where invasion is most likely, and modes of dispersal.
Early Detection and Rapid Response
Objective: Program staff will begin development of EDRR plans for high-priority List B species with the goal of keeping those species from spreading into new territory, by October 2016. Plans will include similar information as those created for List A species.
Goal 1. Identify areas of high-priority landscape that are at medium- to high-risk of noxious weed invasion, and conduct a demonstration or pilot project to show how the EDRR Framework will be implemented on the ground.
Objective: Program staff will conduct EDRR field demonstrations at these sites, focusing on surveying and reporting, by August 2017.
Objective: In partnership with key stakeholders, program staff will identify areas of high value and select one or two for pilot projects by May 2017.
Early Detection
Objective: Program staff will create EDRR outreach brochures and individualized species-plan materials and distribute them to network members, weed specialists around the state and region, and interested citizens. These materials will include information on reporting protocols.
Goal 1. Conduct education and outreach activities to familiarize a broader audience on the topic and concept of EDRR, and how they can participate.
Objective: Program staff will lead workshops and give presentations on the new Colorado EDRR Framework and Strategic Plan, with an emphasis on statewide participation.
Objective: Program staff will provide training for network members regarding species of concern, likely vectors of spread, and potential regions subject to invasion by (date) and ongoing, as desirable.
Goal 2. Establish a process that enables accurate identification and reporting by network members and citizen scientists, and provide training on this process.
Goal 3. Advance technological capabilities to allow for more accurate detection, reporting, and identification in the field, and that will incorporate a citizen scientist component.
Objective: Program staff will contribute presence data to regional inventory tracking partners, such as EDDMapS West, in order to form a more accurate regional inventory of noxious weed presence. An accurate regional inventory has the ability to inform the network of species movement and risks.
Objective: Program staff will continue to advance the capabilities of the state Online Mapping System, and will work to make sure the inventory of known sites remains accurate.
Objective: Program staff will work with partners in the Office of Information Technology to advance the capabilities of the Noxious Weed Mobile App to incorporate an in-the-field reporting aspect. Once developed, trainings and workshops will be held to educate network members, interested citizen scientists, and other members of the noxious weed community to utilize the expanded capacity of the mobile app.
Plant Assessment
Objective: Program staff will meet with CSU weed scientists and graduate students to discuss the current process of plant assessment, and suggest improvements that will target key species systematically and provide for a more timely process, by October 2016.
Goal 1. For "systematic" or proactive, assessment of invasive plants, CDA will work with CSU and other universities to evaluate the current process of developing plant assessment forms and look for opportunities to enhance its effectiveness so as to ensure that the highest priority species are evaluated in a timely, authoritative manner.
Objective: Program staff will continue to develop and maintain the listing decision matrix in order to provide an objective, systematic summary of CDA's invasive plant listing decisions (ongoing).
Objective: Program staff will ensure that network members are prepared for the tasks of identifying, reporting and treating new populations of targeted species, as evaluated by program staff by May 2018.
Goal 2. For "on the ground" rapid assessment, develop and maintain the capacity for network members to correctly identify, gather evidence, and plan an effective response, including the development of an eradication plan, mapping and long-term monitoring of sites. This capacity should be applicable for species that are known but invading a new location, and for unknown species that have bypassed our predictive risk analysis process.
Rapid Response
Objective: Program staff will investigate and decide on designating funds for EDRRspecific grants in the 2017 grant cycle; and will facilitate collaboration between adjacent network and community partners so that entities can come together if needed to respond to an EDRR species report.
Goal 1. Develop the capacity for network members to respond rapidly to an identified invasion or eruption of high-priority species, so that these plants do not reproduce. This capacity should include financial resources, manpower, and treatment equipment.
Goal 2. Develop an "emergency response plan" for special circumstances where invasive species may pose a particularly serious threat. Develop a list of circumstances that would invoke this emergency response.
Evaluation of Success
Objective: Program staff will devise a plan that includes timing, resources and strategy/ies for addressing immanent special threats to the state from invasive plants, to be completed by July 2017.
Goal 1: Measure the effectiveness of the regional network by evaluating responses from the network to invasive occurrences, and provide additional training as necessary.
Objective: Within six months of establishment, program staff will survey network members to assess the logistics of how the network functioned. Some evaluation criteria may include: number and type of species identified, actions taken, recordkeeping and follow-up procedures. | <urn:uuid:d913bdcb-22b8-4f74-b525-541ea9d31d29> | CC-MAIN-2017-13 | https://www.colorado.gov/pacific/sites/default/files/EDRR%20Framework%20%26%20Strategic%20Plan%202016.pdf | 2017-03-27T10:54:15Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00221-ip-10-233-31-227.ec2.internal.warc.gz | 879,255,793 | 3,819 | eng_Latn | eng_Latn | 0.996807 | eng_Latn | 0.997417 | [
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EC-Council
C Certified Secure Computer User CU S
SECURING INFORMATION. SECURING LIVES.
Secure yourself today.
Take control and remain in control of your information resources.
GET CERTIFIED. DIFFERENTIATE YOURSELF.
BECOME A CERTIFIED SECURE COMPUTER USER
COURSE DESCRIPTION
The CSCU training program aims at equipping the students with the necessary knowledge and skills to protect their information assets. The program is designed to interactively teach the students about the whole gamut of information security threats they face ranging from identity theft and credit card fraud to their physical safety. The skills acquired during the course of this program will not only help the students to identify these threats but also to mitigate them effectively.
WHAT WILL YOU LEARN
Cloud Security
Data Protection
Disaster Recovery
Password Security
Physical Security
Internet Security
Social Engineering Countermeasures
Mobile Device Security
Credit Card Security
Mitigating Identity Theft
Monitoring Kids Online
Email Security
Social Network Security
Wireless & Home Network Security
Safe Browsing
Antiviruses Protection
TARGET AUDIENCE
This course is specifically designed for todays' computer users who uses the internet and the www extensively to work, study and play.
COURSE DURATION
16 Hours
CERTIFICATION
Students will be prepared for EC-Council's CSCU exam 112-12
This certification is an excellent complement to educational offerings in the domain of security and networking.
Educational institutions can provide greater value to students by providing them not only with one of the most updated courseware available today but with a certification that empower their students in the corporate world. The courseware comes complete with demo videos and scenario-based discussion questions to allow the student to gain actual skills.
EXAM INFORMATION
EXAM NAME
CSCU (112-12) Exam
CREDIT TOWARDS CERTIFICATION
Certified Secure Computer User (CSCU)
EXAM DETAILS
Number of Questions: 50
Passing Score: 70%
Test Duration: 2 Hours
Test Format: Multiple Choice
Test Delivery: EC-Council Exam Portal
COURSE OUTLINE
Introduction to Security
Securing Operating Systems
Malware and Antivirus
Internet Security
Security on Social Networking Sites
Securing Email Communications
Securing Mobile Devices
Securing the Cloud
Securing Network Connections
Data Backup and Disaster Recovery
Certified Secure Computer User (CSCU)
EC-Council
www.eccouncil.org | <urn:uuid:9c5b2ae2-49a7-41ba-9546-d17421497ec7> | CC-MAIN-2017-13 | https://www.eccouncil.org/wp-content/uploads/2016/04/CSCU_v2_Brochure_1.pdf | 2017-03-27T10:41:19Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00221-ip-10-233-31-227.ec2.internal.warc.gz | 886,546,880 | 504 | eng_Latn | eng_Latn | 0.553747 | eng_Latn | 0.973652 | [
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South Bay Environmental Services Center
The South Bay Environmental Services Center (SBESC), a program of the South Bay Cities Council of Governments (SBCCOG), serves as a clearinghouse for information on environmental and sustainable programs including energy efficiency, water conservation and reliability, recycling, and transportation as well as assisting cities in implementation of sustainability projects.
Collaboration with South Bay Member Municipalities
Working with utility partners, the SBESC helps identify opportunities for energy efficiency and water conservation improvements for municipal facilities and coordinates regional plans to achieve environmental sustainability across the South Bay. Services provided include:
* Promoting the Green Business Challenge - a free online program for commercial buildings and businesses in the South Bay designed to drive sustainable actions, while providing recognition opportunities.
* Assisting in developing Climate Action Plans (CAP)
- local and subregional climate action plans which include carbon emission inventories and transportation, land use, greening, waste, and energy efficiency strategies to reduce greenhouse gases.
* Analyzing energy use information to help cities better manage their municipal facilities energy use.
* Providing support from an energy engineer who conducts audits, and offers advice and assistance for the completion of rebate/incentive applications for municipal facility projects.
* Assisting businesses in forming vanpools for their employees.
* Assisting Metro with Transportation and Mobility programs that reduce traffic congestion and greenhouse gas emissions while improving air quality.
Services for Residents and Businesses
Outreach - Maintaining a sustainable South Bay requires access to resources which can be found at www.sbesc.com; subscribing to the SBESC e-newsletter (with over 15,000 recipients); and following SBESC on Twitter and Facebook (search SBESC). These tools provide the latest environmental news in the South Bay; tips on how to improve the environment; and the latest on the programs and trainings hat are available. Other resources include:
* FREE training classes and workshop topics include energy efficiency, water conservation, laundry to landscape grey water, zero waste, alternative transportation, and other topics concerning sustainability.
* Speakers Bureau – speakers available for your clubs or professional organizations.
* Exhibits at community events throughout the South Bay (be on the lookout for the SBESC booth) – program, rebate/incentive, and other educational information is available.
* Call Center – assistance with finding rebates and incentives for building and/or landscape retrofits and other equipment/appliances that can save money on utility bills.
*
Lending Library at the City of
Torrance's Katy Geissert Civic Center Library. Reference books and resource materials on energy efficiency practices, water conservation, transportation options, climate action planning, and recycling measures are available.
* South Bay Travel Pal (www.southbaytravelpal.com) – to promote, educate and facilitate trip planning, ride sharing and alternative transportation choices for local businesses and residents.
How to Get Involved
Become a part of our team, as a volunteer, if you are interested in supporting our work through:
* community outreach
* creative services
* inventory control
* office support
* grant writing
* photography
* research & analysis
* preparation for events
For more information, please visit www.sbesc.com or contact Volunteer Coordinator, Martha Segovia, at 310-371-7222 x 209. Volunteer applications can be found at www.sbesc.com/volunteer/application.
Our Partnerships
Southern California Edison (SCE)
SBESC's Energy Efficiency Partnership Program with SCE is a long standing local government program that provides technical assistance as well as coordination of various strategic planning activities to South Bay cities. Working with SCE also enables the SBESC to inform the community about the latest in energy efficiency rebates/incentives. SCE is also one of the founding partners in the South Bay Green Building Challenge.
Southern California Gas Company (SoCal Gas)
SBESC's relationship with SoCal Gas facilitates the discovery of therm savings opportunities for South Bay cities and school districts through comprehensive audits of their municipal and school facilities and provides support for the filing of their rebate/incentive applications. As with SCE, SBESC also supplies current energy efficiency rebate/incentive information and assists SoCal Gas residential customers to sign up for Energy Efficiency Kits. SoCalGas is also one of the founding partner in the South Bay Green Building Challenge.
West Basin Municipal Water District (West Basin)
Facilitating public outreach for West Basin's water conservation programs, SBESC works with West Basin on California Friendly Landscape Workshops, Grey Water Workshops, Weather-Based Irrigation Controller Exchanges, Cash for Kitchens audits, and various other incentives for residential and commercial communities to save water. Additionally, SBESC collects signed support cards and schedules presentations to groups and businesses for West Basin's Water Reliability program which explains the importance of local control of water and developing drought-proof resources.
City of Torrance Water
As with West Basin, SBESC carries out and promotes water conservation programs such as California Friendly Landscape Workshops, Grey Water Workshops, and Cash for Kitchens audits specifically for residents and commercial businesses in the City of Torrance.
Los Angeles Department of Water and Power (LADWP)
The communities of Harbor City, Harbor Gateway, San Pedro, and Wilmington of the City of Los Angeles, District 15 located within the SBCCOG boundaries, are served by SBESC with LADWP education and information regarding saving water and energy. A pilot group of commercial kitchens are also targeted for water assessments and conservation training.
Sanitation Districts of Los Angeles County (Sanitation Districts)
SBESC maintains up-to-date information on its website about where residents can safely dispose of unused prescription drugs at Sanitation Districts-sanctioned facilities. Alerts are also sent when the Sanitation Districts' Household Hazardous and Electronic Waste Program is coming to a South Bay location -- where hazardous materials can be dropped off safely. Sanitation Districts also supplements the residential workshop curriculum with information and best practices for those in the community who desire to move toward zero waste.
Los Angeles County Metropolitan Transportation Authority (Metro)
Metro is working with SBESC to reach employers and multi-tenant building owners/managers interested in making vanpooling available to their employees or tenants. Specifically, SBESC coordinates meetings with employers and informs them of the on-going monthly subsidy of up to $400 for qualified vanpools as well as other ways that vanpooling provides valuable savings. Information on obtaining Metro's ExpressLanes Transponders for the I-110 High Occupancy Toll (HOT ) lanes is also provided; additionally, the SBESC works with Metro to test new tools like the South Bay Travel Pal that support ride-sharing, transit and other alternative trip choices.
More information on all of the above including event/workshop dates is available by:
* calling 310-371-7222
* sending us an email at email@example.com
* visiting our website www.sbesc.com
* following us on social media
Carson, El Segundo, Gardena, Hawthorne, Hermosa Beach, Inglewood, Lawndale, Lomita, Manhattan Beach, Palos Verdes Estates, Rancho Palos Verdes, Redondo Beach, Rolling Hills, Rolling Hills Estates, Torrance, and the Harbor City/San Pedro/Wilmington communities of the City of Los Angeles, along with the unincorporated areas of the County of Los Angeles District 2 and 4. | <urn:uuid:4eadf1e7-f084-475f-9edc-a87fd5c806a7> | CC-MAIN-2017-13 | http://www.sbesc.com/sites/default/files/WhatIsSBESC2017.pdf | 2017-03-27T10:50:19Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz | 647,512,529 | 1,574 | eng_Latn | eng_Latn | 0.989352 | eng_Latn | 0.989491 | [
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TRAGEDY REMINDS US OF THE NEED FOR BETTER BICYCLE SAFETY
Recently a bike rider, Kevin Flynn, was killed on Three Oaks Road. The Friends of Harbor Country Trails (FoHCT) would like to express our sympathy to his family. This tragedy highlights the need to constantly remind ourselves of all the factors that affect our safety when riding our bikes through the roads of Harbor Country.
Our organization, FoHCT, along with the strong support of The Pokagon Fund, has been working hard to make biking safer in our area. A few examples include the bike lanes on Wilson, Jefferson, Townline and Maudlin roads. In addition, we have installed trail signs which suggest roads that have less car traffic, and maps which cover these routes and are available on our web site, harborcountrytrails.org.
We are also working with New Buffalo Township, Chikaming Township, The Pokagon Fund, The Berrien County Road Commission and MDOT to install bike paths/lanes/crossings along Route 12 from Grand Beach Road to Wilson Road and along the Red Arrow Highway from Lakeshore Road to Youngren Road. In addition, we are planning to install a safer crossing of The Red Arrow Highway at Warren Woods Road.
Following, is a list of suggestions that are aimed at improving the safety of bike riders:
1. Avoid heavily traveled roads, especially The Red Arrow Highway, Three Oaks Road, Warren Woods Road and Route 12. Use alternative routes with less and slower traffic. These routes can be found on FoHCT maps/ web site.
2. Pay attention to what you are wearing. Wear brightly colored, white or even reflective wear so that you have a better chance of being seen. Do not wear plain, dark colors.
3. Wear a helmet. You'd be surprised at the number of bikers who ride busy roadways without a helmet.
4. Be especially careful when you're riding early in the morning or late in the afternoon when the sun is low in the sky and vision is severely compromised.
5. "Share the Road" signs apply to bike riders as wells as to motorists. If you're riding your bike with others, ride single file and always bike ride on the right side of the road.
6. Ride defensively. At intersections, assume a driver doesn't see you.
7. Traffic signs apply to bike riders also. So when there is a stop sign, please stop, and please don't see if you can beat the traffic.
We hope these safety tips help all bikers enjoy the wonderful roads and trails of Harbor Country.
THE FRIENDS OF HARBOR COUNTRY TRAIL | <urn:uuid:bb7390f6-0d7a-40e3-8663-c8008db45d2a> | CC-MAIN-2017-13 | http://cityofnewbuffalo.org/downloads/fhctletterbicycle_safety.pdf | 2017-03-27T10:40:29Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz | 64,059,418 | 541 | eng_Latn | eng_Latn | 0.998985 | eng_Latn | 0.998985 | [
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School Student Achievement Data
State Accountability: Texas STAAR
Percentage of Students Meeting or Exceeding Proficiency
Grade Level: 6th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 69 | 67 | 64 | 66 | 56 | 66 | 73 | No comparison data available | 65 |
| SPED | 15 | 22 | 6 | 23 | 20 | 23 | 35 | | 25 |
| ELL | 24 | 37 | 28 | 40 | 19 | 41 | 51 | | 33 |
| Eco Dis | 63 | 57 | 55 | 56 | 49 | 57 | 67 | | 52 |
| Math | 77 | 75 | 79 | 76 | 84 | 79 | 82 | | 73 |
| SPED | 37 | 38 | 34 | 43 | 59 | 43 | 46 | | 36 |
| ELL | 48 | 58 | 57 | 61 | 72 | 67 | 66 | | 52 |
| Eco Dis | 70 | 67 | 74 | 69 | 80 | 73 | 73 | | 65 |
Grade Level: 7th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 69 | 72 | 72 | 72 | 76 | 74 | 79 | | 66 |
| SPED | 26 | 25 | 18 | 26 | 21 | 29 | 49 | | 28 |
| ELL | 27 | 41 | 36 | 41 | 42 | 48 | 60 | | 41 |
| Eco Dis | 61 | 63 | 64 | 63 | 69 | 66 | 74 | | 55 |
| Writing | 65 | 68 | 65 | 67 | 63 | 69 | No data available | No comparison data available | 60 |
| SPED | 24 | 18 | 14 | 18 | 13 | 21 | | | 22 |
| ELL | 24 | 37 | 22 | 32 | 30 | 42 | | | 31 |
| Eco Dis | 55 | 58 | 57 | 57 | 56 | 60 | | | 53 |
| Math | 73 | 68 | 79 | 71 | 84 | 73 | 77 | | 66 |
| SPED | 42 | 28 | 33 | 34 | 53 | 34 | 38 | | 47 |
| ELL | 34 | 46 | 64 | 52 | 66 | 56 | 63 | | 50 |
| Eco Dis | 63 | 59 | 73 | 63 | 80 | 66 | 73 | | 59 |
Grade Level: 8th
| | 2016-2017 | | 2017-2018 | | 2018-2019 | | 2019-2020 | | |
|---|---|---|---|---|---|---|---|---|---|
| SUBJECT | School | State | School | State | School | State | School | State | School |
| Reading | 85 | 84 | 80 | 83 | 87 | 84 | 88 | | 71 |
| SPED | 40 | 39 | 39 | 38 | 58 | 41 | 59 | | 32 |
| ELL | 56 | 55 | 35 | 54 | 66 | 60 | 64 | | 49 |
| Eco Dis | 80 | 78 | 75 | 77 | 85 | 79 | 84 | | 65 |
| Math | 95 | 84 | 88 | 84 | 92 | 87 | 80 | | 68 |
| SPED | 78 | 46 | 65 | 47 | 82 | 52 | 42 | | 37 |
| ELL | 89 | 71 | 73 | 73 | 88 | 76 | 63 | No comparison data available | 64 | 40 |
|---|---|---|---|---|---|---|---|---|---|---|
| Eco Dis | 94 | 80 | 86 | 80 | 91 | 83 | 79 | | 66 | 50 |
| Science | 68 | 74 | 70 | 74 | 84 | 79 | 80 | | 64 | 67 |
| SPED | 27 | 30 | 25 | 30 | 33 | 38 | 42 | | 34 | 29 |
| ELL | 37 | 44 | 20 | 45 | 50 | 55 | 54 | | 39 | 39 |
| Eco Dis | 59 | 65 | 60 | 66 | 78 | 72 | 77 | | 55 | 56 |
| Social Studies | 51 | 62 | 57 | 64 | 77 | 67 | No data available | | 62 | 56 |
| SPED | 15 | 21 | 21 | 24 | 20 | 27 | | | 39 | 23 |
| ELL | 18 | 28 | 28 | 32 | 44 | 38 | | | 32 | 26 |
| Eco Dis | 39 | 50 | 50 | 54 | 68 | 57 | | | 53 | 43 |
| Algebra I | 100 | 82 | 100 | 83 | 100 | 84 | | | 100 | 72 |
| SPED | 100 | 42 | 100 | 45 | 100 | 49 | | | 100 | 39 |
| ELL | 100 | 63 | 100 | 67 | 100 | 73 | | | 100 | 53 |
| Eco Dis | 100 | 77 | 100 | 79 | 100 | 80 | | | 100 | 63 |
| | | | | | | | STAAR projection data based on the MAP (Measures of Academic Progress) test | | | | | <urn:uuid:9dd683c8-3b12-420c-93ff-ac114b1a399e> | CC-MAIN-2022-49 | https://www.allthingsplc.info/files/uploads/achievement-data--bowman-ms.pdf | 2022-12-04T16:20:38+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710974.36/warc/CC-MAIN-20221204140455-20221204170455-00575.warc.gz | 673,370,963 | 1,625 | eng_Latn | eng_Latn | 0.609792 | eng_Latn | 0.609792 | [
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Suggested Teaching Strategies Unit on Scientific method Use resource book E ARTHSCIENCE FOR
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| *Scientific Method | Student pages x-xxiv Reference RI-R6 | Inquiry: 1. Explain and use skills necessary to conduct scientific inquiry. (DOK3) 1.a-g (see framework) | 10-15 days (flexible) |
| Unit A-1 Lesson 1 | What are cells and what do they do? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3.f. Describe the structural | 5 days |
| Unit A-1 Lesson 2 | What are Animals? (vertebrate/invertebrate) | Review of 3rd : 3.a. Research and explain life forms (including vertebrates/invertebrates) that live in different environments. | 1-2 days |
|---|---|---|---|
| Unit A-1 Lesson3 | What are plants and with seeds? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3.c. Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment.(DOK2) | 1-2 days |
| Unit A-1 Lesson 4 | What are Fungi? | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3. a. Describe the cause and effect relationships that explain the diversity and evolution of organisms over time. (DOK 2) • Observable traits due to inherited or environmental adaptations • Variations in environment (over time and from place to place) • Variations in species as | 1-2 days |
| Unit A-3 Lesson 1-3 | Plant Growth and Adaptations | 3. c. Compare characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment. (DOK 2) | 5 days |
|---|---|---|---|
| Unit A-4 Lesson 1-3 | Human Body Systems | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. 3. b. Classify the organs and functions of the nervous, circulatory, and respiratory systems of the body. (DOK 1) 1. f. Explain why scientists and engineers often work in teams with different individuals doing different things that contribute to the results. (DOK 2) | 5-10 days |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit B-1 Lesson 2 &3 | What makes up an Ecosystem? What are Habitats | 3. Analyze the characteristics, structures, life cycles, and environments of organisms. | 5-7 days |
| Unit C - 1 | Earthquakes and Volcanoes | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. b. Compare and contrast Earth’s geological features and the changes caused by external forces. (DOK 2) • Bodies of water, beaches, ocean ridges, continental shelves, plateaus, faults, canyons, sand dunes, and ice caps • External forces including heat, wind, and water • Movement of continental plates | | 5 -7 days |
|---|---|---|---|---|
| Unit C-2 Lesson 1-3 | Fossils and Fossil Fuels | Review of 3rd: 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. g. Explain how fossil records are used to learn about the past, identify characteristics of selected | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. g. Summarize the process that results in deposits of fossil fuels and conclude why fossil fuels are classified as nonrenewable | 2 – 3 days |
| | Rocks | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. a. Classify sedimentary, metamorphic, and igneous rocks. (DOK 2) | 1-2 days |
|---|---|---|---|
| Unit D – 1 Lesson 1-3 | Weather Conditions | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. c. Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer, wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather events), and using past patterns to predict future patterns. (DOK 2) 1.c. Demonstrate the accurate use of simple tools to gather and compare information (DOK 1) • Tools (English rulers [to the nearest eighth of an inch], metric rulers [to the nearest centimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, rain gauges) • Types of data (height, mass/weight, | 9 days |
| | | temperature, length, distance, volume, area, perimeter) | | |
|---|---|---|---|---|
| Unit D-2 Lesson 1-3 | The Oceans | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. c. Investigate, record, analyze and predict weather by observing, measuring with simple weather instruments (thermometer, anemometer, wind vane, rain gauge, barometer and hygrometer), recording weather data (temperature, precipitation, sky conditions, and weather events), and using past patterns to predict future patterns. (DOK 2) Review 3rd grade 4.c. | 5 – 7 days | ●Create the water cycle in a Ziploc bag ●Use technology to show the water cycle using MDE website(see slideshows) |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit D -3 Lesson 1 | How Do Earth and Its Moon Move? | 4. Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky. e. Compare and contrast the seasons and explain why seasons vary at different locations on Earth. (DOK 2) | 3 days |
| Scientific Method (Review) | Inquiry | 1. Explain and use skills necessary to conduct scientific inquiry. a. Form hypotheses and predict outcomes of problems to be investigated. (DOK 3) | 4 days |
|---|---|---|---|
| Unit E –1 Lesson 1 | States of Mater | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 2 – 4 days |
| Unit E – 1 Lesson 2 | How Can Matter Be Measured and Compared? | 1.c. Demonstrate the accurate use of simple tools to gather and compare information (DOK 1) • Tools (English rulers [to the nearest eighth of an inch], metric rulers [to the nearest centimeter], thermometers, scales, hand lenses, microscopes, balances, clocks, calculators, anemometers, | 2 – 4 days |
| Unit E – 1 Lesson 3 | What Are Some Useful Properties of Matter? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 2 days |
|---|---|---|---|
| Unit E – 1 Lesson 4 | What Are Chemical and Physical Changes? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. b. Distinguish between physical and chemical changes and between objects composed of a single substance from those composed of more than one substance. (DOK 2) | 3 days |
| E – 2 Lesson 1 -3 | Heat – Energy on the Move | 2. Use the properties of objects and materials, | 7 – 9 days |
| | | to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy | |
|---|---|---|---|
| Unit E – 4 Lesson 1 – 2 | Light | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its surroundings as light, sound, and heat (thermal) energy | 5 -7 days |
| Chapter/Unit | Lesson Topic | Objective Number | Approximate Days Needed |
|---|---|---|---|
| Unit F – 1 Lesson 3 – 4 | What is a Magnet? What Is an Electromagnet? | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. d. Explain how energy flowing through an electrical circuit can be converted from electrical energy to light, sound, or heat energy. (DOK1) • Parts of an electric circuit and resulting actions when circuits are opened or closed • Construction and uses of electromagnets • Energy transferred through an electrical circuit to a bulb or bell to its | 5 days |
| Unit F – 2 Lesson 1 – 3 | Motion – Forces at Work | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. c. Determine the causes and effects of forces on motion. (DOK 2) • Force exerted over a distance causes work to be done and that the result (work) is the product of force and distance • Friction on moving objects and actions that increase or decrease friction • Momentum and inertia | 8 - 10 days |
|---|---|---|---|
| Unit F – 3 Lesson 1 -3 | Simple Machines | 2. Use the properties of objects and materials, position and motion of objects, and transfer of energy to develop an understanding of physical science concepts. c. Determine the causes and effects of forces on motion. (DOK 2) • Force exerted over a distance causes work to be done and that the result (work) is the product of force and distance | 8 days | | <urn:uuid:89e22448-cdb3-4e16-9238-f40e62d6f709> | CC-MAIN-2017-13 | http://lowndes.k12.ms.us/wp-content/uploads/2014/06/4th-Grade-Science-Pacing-Guide.pdf | 2017-03-27T10:46:49Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz | 204,955,048 | 2,547 | eng_Latn | eng_Latn | 0.615913 | eng_Latn | 0.615913 | [
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http://www.northcountynews.com/lifestyles/ncn_lifestyles1.asp
Dancing from New York to Peekskill
By Abby Luby
Photo courtesy of Alison Jolicoeur Danielle LaFleur of Putnam Valley, practices ballet with choreographer Scarlett Antonia.
For choreographer and performer Scarlett Antonia, Peekskill is New York City's northern Mecca of the arts. Last month, dance teacher and performer Antonia started up Antonia's Academy for the Performing Arts, a professional training academy at Studio Two on South Street in Peekskill.
"The idea for the academy came from parents who wanted more formal training in ballet for their children," Antonia said. "I had worked in some ballet in a few of the regular classes, but they wanted additional, more formal instruction. We officially began the academy in the beginning of January."
Because the study of classical ballet is more serious, Antonia requires auditions to get in to the program.
The large, well-lit dance studio, replete with parquet floors, high ceilings dotted with stage lights and sweeping red velvet curtains, is a learning space not only for classical ballet but other diverse classes as jazz, drama, classic musical theater, creative theatre arts and the latest Zumba fitness.
Teaching ballet to youngsters from ages of seven to 10 is essential for basic foundation, Antonia said. But her program adds a must-have layer of involvement with professional dancers and actors in New York City.
"Getting students down to the city to see professional dancers and performers is a way to inspire the youngsters," she said.
Antonia's connections include current and former performers from OffBroadway productions, the Radio City Rockettes, Alvin Alley Dance Company, Ellison Ballet Company to Julliard graduates, many of whom will come to the Peekskill school to teach special classes to the young students.
Now in her 50s, Antonia became a professional dancer at 13 and by 18 she was touring nationally with famed director/choreographer Peter Gennaro. She not only performed regularly, but she also started teaching.
But her career was tragically interrupted at 25 when she was seriously injured in a car accident and was unable to walk or dance. Rehabilitation through dance, however, not only saved her but became a major transition in her career, setting her on a different creative path.
"Rehabilitation was the best thing because it gave me a chance to think about choreography," she recalled.
It took Antonia a year to get back on her feet and by then she had formed many original ideas about dance.
"I found myself creating different movements while learning a dance piece,” she said. “I had a strong desire to choreograph.”
Antonia went on to choreograph and direct over 200 international and national performances in such arenas such as Lincoln Center, the
Kennedy Center and the Kaufman Cultural Center in New York City.
She wrote dance numbers and directed productions for the children's television show “Sesame Street,” “Ushers Onstage at Lincoln Center”
and "Wonderland Follies."
"Dance wasn't enough," Antonia said. "There was also theater. There are so many ways to express yourself."
About seven years ago, Antonia was wooed to Peekskill from her active life in New York City by the artists' loft spaces and studios created by the city. She moved into Studio Two from a loft on North Division Street five years ago. The stairway up to the second floor studio is lined with signed photographs by movie stars who knew Antonia's aunt who was in vaudeville - stars such as Dean Martin, Jerry Lewis, Roy Rogers, Ethel Waters and Carol Channing. "My aunt is why I am a performer today," Antonia said. Currently, with the help of the city, she is looking for a larger, commercial space for her classes.
Teaching performance has become a natural extension of the creative process, said Antonia, who has been coaching and directing drama classes at Peekskill High School over the past couple of years where students have followed her direction in such productions of "Grease," "A Christmas Carol," "Sound of Music" and "The Crucible."
On her home turf at Studio Two there are monthly open mic events for live music and poetry readings, staged readings and rehearsals.
"This gives people an opportunity to try out work followed by questions and answers," Antonia said. "It's part of the creative process that is a ground for me."
For information about Antonia art events and the Antonia Academy for the Performing Arts, call (914) 930-7588 or visit www.antoniaarts.com. | <urn:uuid:53e79124-2644-48a0-bbde-5aa7a626bcb5> | CC-MAIN-2017-13 | http://abbylu.com/pdfs/ART/dancingfromny.pdf | 2017-03-27T10:37:29Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz | 4,905,967 | 948 | eng_Latn | eng_Latn | 0.998968 | eng_Latn | 0.999286 | [
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McHenry County Animal Control & Adoption Center: Registering &Microchipping Your Pet:
McHenry County Animal Control microchips pets on 1st Tuesday of every month from 10am11am!
Call for an appointment: 815-459-6222
Microchips are safe, simple and permanent forms of pet identification designed to quickly identify lost pets and reunite them with their owners. It is estimated that over 10 million pets become lost each year and 1 out of every 3 pets is lost during its lifetime, while only 1 in 10 lost pets is found. Having a pet microchipped is a proven way to successfully recover a pet if it should become lost.
FAQ: Microchips:
Is it safe?
No bigger than a grain of rice, a microchip is small, sterile, and safe. It requires no battery and anesthesia is not necessary.
How does it Work?
A microchip is a transponder that contains a unique ID code capable of being read by hand-held scanners used by animal shelters. Microchipping takes a few seconds, is relatively painless, and is recommended for all dogs, cats and rabbits over 8 weeks of age.
A staff member takes the pet to an exam room where a technician inserts a microchip under the pet's skin between the shoulder blades. The insertion of the microchip is similar to a vaccination and, for most animals, is not painful. The information is then stored in Animal Control's database and by the Microchip Company.
When a lost animal is brought to our shelter, a technician scans the entire body of the animal and, if the animal is microchipped, a number will register on the scanner. A staff member will check our database or call the microchip company to obtain owner information and then contact the owner.
If my dog has a microchip, why do I need a dog license?
Dogs 4 months of age and older are required to be currently vaccinated against rabies and licensed. A dog's license tag, which must be securely fastened to the dog's collar or harness and worn by the dog at all times, provides a uniform system of external identification, as well as a visible means of ensuring that the animal has been vaccinated against rabies.
If a dog has been implanted with a microchip, we can also note the microchip number in the dog's license records, and contact the owner promptly if the dog is ever brought to us - with or without external identification.
Why would an owner want to microchip their pet?
A dog should always wear his or her license tag. However, collars or I.D. tags can become detached leaving the pet without any visible identification. A microchip is a permanent device that enables us to locate a pet's owner should the pet become lost.
Why would an owner want to microchip their pet that never gets out of the house or yard?
Many animals that live exclusively in the house or yard can still become lost. A family member or visitor can inadvertently allow a pet to escape through an open door or gate. In other cases, pets may seek safety from the noise associated with fireworks or thunderstorms. The recent tragedy of Hurricane Katrina is a perfect example of why pets should be microchipped. Owners should be prepared and ensure their pets can be identified.
How long does the microchip last?
Microchips will remain active for the life of the animal.
Can an owner's address information be updated if he or she moves?
Yes. This is extremely important. The owner should contact Animal Control and the Microchip Company to ensure that both databases contain current information.
Registration:
Registration (and vaccination) is required by County ordinance for dogs over 4 months of age. Contact your local veterinary clinic for an appointment. Fees are set by the McHenry County Board. Special discounts apply for adults (aged 62+), breeders and pet owners who microchip and spay/neuter their pets (see fee chart).
Tags Available:
Dogs tags can be purchased at your local veterinary clinic or at our Crystal Lake ocffies (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A). A valid driver's license or photo ID with a current address and phone is required. Rabies vaccinations are required by ordinance for all dogs. A signed rabies vaccination certificate must be presented. Cash, check and credit cards (Visa, MasterCard, Discover, American Express) are accepted.
For your convenience, we have included a list of veterinary clinics where our tags are sold.
- Veterinary Clinics in McHenry County
- Veterinary Clinics outside McHenry County (includes Wisconsin)
Lost Tags
If dog tags are lost, replacements can be purchased at our Crystal Lake offices (100 N. Virginia Street) and also at our Woodstock offices (2200 N. Seminary Avenue, Building A). | <urn:uuid:7b750dce-3619-491b-a58c-49435f54c39b> | CC-MAIN-2017-13 | https://www.co.mchenry.il.us/home/showdocument?id=63287 | 2017-03-27T10:44:58Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz | 851,842,284 | 995 | eng_Latn | eng_Latn | 0.998098 | eng_Latn | 0.998806 | [
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This policy is based on statutory expectations from the New Curriculum 2014. Year groups have not been included, to allow the School flexibility in deciding appropriate methods for different groups of children.
Mereworth Community Primary School Progression towards a standard method of Calculation January 2015
Introduction:
The National Curriculum 2014 provides a structured and systematic approach to the teaching of calculation. At Mereworth Community Primary School, we have developed a consistent approach to the teaching of written calculation methods in order to establish consistency, continuity and progression throughout the school.
Aims:
Children should be able to choose an efficient method, mental, written or ICT (calculator) appropriate to the given task. By the end of Year 6, children working at Age Expected or Exceeding will have been taught, and be secure with, a compact standard method for each operation.
General Progression:
- Establish mental methods, based on a good understanding of place value
- Develop use of empty number line to help mental imagery and aid recording
- Use of informal jottings to aid mental calculations
- Use partitioning and recombining to aid informal methods
- Develop expanded methods into compact standard written form
- Introduce expanded written methods
Before carrying out a calculation, children will be encouraged to consider :
- Can I do it in my head? (using rounding, adjustment)
- The size of an approximate answer (estimation)
- Could I use jottings to keep track of the calculation?
- Do I need to use an expanded or compact written method?
When are children ready for written calculations?
Addition and subtraction:
- Do they know addition and subtraction facts to 20?
- Can they add three single digit numbers mentally?
- Do they understand place value and can they partition numbers?
- Can they add and subtract any pair of two digit numbers mentally?
- Can they explain their mental strategies orally and record them using informal jottings?
Multiplication and Division:
- Do they know the 2,3,4,5,6,7,8,9,10,11 and 12 times tables and corresponding division facts?
- Do they understand 0 as a place holder?
- Do they know the result of multiplying by 1 and 0?
- Can they multiply two and three digit numbers by 10 and 100?
- Can they double and halve two digit numbers mentally?
- Can they use multiplication and division facts they know to derive mentally other multiplication and division facts that they do not know?
- Can they explain their mental strategies orally and record them using informal jottings?
These lists are not exhaustive but are a guide for the teacher to judge when a child is ready to move from informal to formal methods of calculation. It is also important that children's mental methods of calculation are practised and secured alongside their learning and use of an efficient written method for each operation.
Point to note:
The correct terminology should be used when referring to the value of digits to support the children's understanding of place value.
E.g. Tens and Ones and 68 + 47 should be read 'sixty add forty' not 'six add four' Teachers should refer to the key vocab document for key vocabulary for each year group.
Progression of Written Calculations
Progression in Addition
Stage 2 Develop pencil and paper methods for additions that cannot be done mentally
35 + 52
5 + 2 = 7
30 + 50 = 80
80 + 7 =87
(no formal layout, informal jottings)
- Continue informal partitioning, reinforce use of empty number line.
- Expanded written method, horizontal layout. (NO 'carrying').
Progression in Subtraction
Stage 1 Understand the operation of subtraction and use the related vocabulary
- Use of pictures and visual aids to record calculations
- Record simple mental subtractions in a number sentence using – and =
- Use jottings to support mental subtractions (empty numberline)
- Develop use of vocabulary
Children to decide how to set out numberlines i.e. the number of steps to use
34 - 27
Stage 2 Develop pencil and paper methods for subtractions that cannot, at this stage, be done mentally (two-digit numbers)
67 – 25
Counting on to find a difference
Using multiples of 10
-
Subtraction can also be recorded using partitioning to answer equivalent calculations that could then be carried out mentally
74 – 27 = 74 – 20 – 7 = 54 – 7 = 47
Children need to be introduced to the concept of the unknown number:
62 - = 27
Stage 3 Expanded written methods showing vertical layout but with no decomposition
- Expanded decomposition
- Extend to 3-digit number and hundreds to tens decomposition
Once children are aware that tens or hundreds are brought across, they can cross numbers out and write the adjusted amount in each column, to make this method less time consuming
Stage 4 Compact written methods involving decomposition
- Provide examples where children deal with 0 as a place holder
503 – 278
Here 0 acts as a place holder for the tens. The adjustment has to be done in two stages. First the 500 + 0 is partitioned into 400 + 100 and then the 100 + 3 is partitioned into 90 + 13.
- Extend written methods for subtraction, to include decimal numbers with up to 2 decimal places and larger numbers up to 10 000
- Choose the most efficient and appropriate method for each calculation
Stage 5
Progression in Multiplication and Division
Concepts in multiplication and division are very closely linked, and should be developed together
Stage
Progression in multiplication
Progression in division
| Foundation | Real life contexts and use of practical equipment to count in repeated groups of the same size: Count in twos, fives, tens | Share objects into equal groups Use related vocabulary |
|---|---|---|
| Stage 1 | Draw pictures to show equal sets: 3 sets of 3 make 9 2 sets of 4 make 8 Count in twos, fives and tens Identify patterns of 2s, 5s, 10s on a hundred square Solve practical problems that combine groups of 2s, 5s and 10s. | Draw pictures to show sharing and grouping: 9 shared between 3 How many groups of 4 in 8? Count in twos, fives and tens Solve practical problems sharing groups of 2, 5 and 10. |
Stage 3
Learn additional multiplication facts and work on different ways to derive new facts from those that they already know
- Know by heart multiplication facts for x2, x3, x4, x5, x6, x7, x8, x9, x10, x11 and x12.
- Understand effect of multiplying by 10
- Recognise multiples of 2, 5 and 10 up to 1000.
- Multiply a single digit by 1, 10, 100
- Double any multiple of 5 up to 50
- Derive related facts
7 x 5 = 35
5 x 7 = 35
355 = 7
357 = 5
Develop and refine written methods for multiplication, based on mental strategies:
- Multiply a 2-digit number by a single digit number, multiplying the tens first
- Using multiples of 10 (mentally) 4 x 30 = (4 x 3) x 10 = 120
- Use jottings to show stages of calculation e.g.
(Tens Ones x Ones) 32 x 3
NB: It is important that children continue to use jottings to support mental calculations for multiplication and division, throughout KS2
Derive quickly division facts corresponding to 2, 5, and 10 times table
- Continue to use empty number lines for division and introduce remainders.
- Divide a 3-digit multiple of 100 by 10 or 100
- Understand effect of dividing by 10
800100 = 8
30010 = 30
- Halve any multiple of 10 up to 100
502 = 25
- Given three numbers such as 4, 5, 20; say or write four different multiplication and division statements.
- Round remainders up or down depending on the context.
- Solve division calculations by using multiplication strategies
Develop and refine written methods for division, building upon mental strategies.
- Divide a 2-digit number by a single-digit, by using multiples of the divisor
Either:
- Use informal jottings
E.g.: 847=
70 + 14
7
10 + 2 =12
Or: use a method linked to the grid method for multiplication
As the mental method is recorded, ask: ‘How many sevens in seventy?’
and: 'How many sevens in fourteen?'
Or: Record mental division using partitioning:
Stage 4 Develop the extended written method of the grid method Tens Ones x Ones
Stage 5 Extend written methods, encouraging estimation first.
Grid method (HTOnes x Ones) e.g. 246 x 7
1400 + 280 + 42 = 1722
Grid method (TOnes x TOnes)
e.g. 62 x 36
This will then lead to a compact written method for multiplication;
Develop use of short division method
Short division
- short division giving quotient as fraction e.g. 90 7 = 12 6 /7
- giving quotient as decimal
- short division of numbers involving decimals (87.5 7)
Short division method can be used when children are confident to divide two and three digit numbers by a single digit.
Stage 6
Double digit multiplication
24 x17
Extend written methods for multiplication, encouraging estimation first.
- continue to use grid method as an expanded written method
- develop short multiplication
- leading to multiplication of numbers involving decimals
Pupils will be taught the more compact method of multiplication if and when the teacher feels they are ready for it.
27
35 x
Long Division:
Extend written methods, encouraging estimation first
So2 8 12/15 or 28.8
15 ) 4313 2
For fractions guidance please visit:
http://nrich.maths.org/2550/index?nomenu=1
Please contact the Maths Subject Leader for any clarification on any further methods to be used. | <urn:uuid:b95cae08-04df-49e6-91ee-0ff0908eeaed> | CC-MAIN-2017-13 | http://mereworth.kent.sch.uk/wp-content/uploads/2015/04/Calculation_Policy-2017-Mereworth-1.pdf | 2017-03-27T10:46:42Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz | 218,528,378 | 2,227 | eng_Latn | eng_Latn | 0.954291 | eng_Latn | 0.993604 | [
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Dear Mr. Curtis,
What do you do that makes so many people, including me, love your books? I was just looking for a book to read, and if I don't like a book, I usually just bring it back to the library. I am a really picky reader, but somehow you have captivated my mind. My favorite book of yours is Bud, Not Buddy . I like it how Bud has so many captivating adventures, and he finally finds who he thought was his dad ended up being his grandpa. I love that (almost) everybody that he meets brings him in as one of their family and treats him like it.
This book has changed me in so many ways. One of them is that I feel melancholy for how black people were treated a long time ago. One more thing that it did to me is that it made me feel sorry for orphans, because they have a hard life.
Now that I have read your book, I am doing a lot of things to help those that are less fortunate than me. One of those things is that I have joined my school's Builders Club, which does lots of amazing things for kids and underprivileged people. Another thing is that I am a part of a babysitting program that baby sits kids when their parents can't be with them.
I am going to try to read all of the rest of your books so I can enjoy all of them as much as the first one that I read.
My hope is that other kids will read your books and it will have the same effect on them. Sincerely,
Kyle Thompson | <urn:uuid:17731e5f-123f-4e23-8dbc-41c58d4184b7> | CC-MAIN-2017-13 | http://www.iowacenterforthebook.org/letters/winners/2006/Thompson.pdf | 2017-03-27T10:39:55Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00221-ip-10-233-31-227.ec2.internal.warc.gz | 567,678,349 | 331 | eng_Latn | eng_Latn | 0.999651 | eng_Latn | 0.999651 | [
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noise pollution is a serious health hazard
You have the right to peace in your environment
All over America, families can't sleep at night because of boom cars, car alarms and loud motorcycles. And the problem is getting worse. In a 2001 US Census survey, 11.8 million households said street or traffic noise was bothersome. An additional 4.5 million residents said it was so bad they wanted to move.
People continuously exposed to noise pollution in their environment experience elevated stress levels, mood swings, hypertension, depression, lost sleep and productivity. In children, it results in slowed learning.
The loud noise from car alarms, boom cars and motorcycles is nerve shattering to adults and frightening to young children.
Learn about your rights as a citizen and your rights to peace and quiet in your own home.
How to deal with noisy neighbors who disturb you.
How the car audio industry promote booming as a means to harass neighbors.
For all the noise they make, do car alarms reduce auto theft?
How bikers and hot-rodders illegally modify their exhaust systems to make them noisy.
Can leaf blowers actually make people sick?
How to lobby your local community council to strengthen the noise ordinance.
We are a united coalition of citizens, elected representatives, researchers, law enforcement professionals, and activists from the United States and abroad. We are dedicated to combating this urban blight that is ruining communities everywhere.
Solutions you can use right away to reduce unwanted noise in your area.
Participate in our message board and connect with other citizens to reduce noise pollution.
Visit us on the web and learn more.
www.NoiseOFF.org
The Coalition Against Noise Pollution | <urn:uuid:ad90c0ee-c1f4-479c-b86d-0f89ea4e7fba> | CC-MAIN-2017-13 | http://noiseoff.org/document/flyer.health.hazard.pdf | 2017-03-27T10:35:36Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz | 242,808,485 | 351 | eng_Latn | eng_Latn | 0.999473 | eng_Latn | 0.999473 | [
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April 2010 Pew Research study on religion and witchcraft in Tanzania.
Persistence of Traditional African Religious Practices
At the same time, many of those who indicate they are deeply committed to the practice of Christianity or Islam also incorporate elements of African traditional religions into their daily lives. For example, in four countries (Tanzania, Mali, Senegal and South Africa) more than half the people surveyed believe that sacrifices to ancestors or spirits can protect them from harm.
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Sizable percentages of both Christians and Muslims - a quarter or more in many countries - say they believe in the protective power of juju (charms or amulets). Many people also say they consult traditional religious healers when someone in their household is sick, and sizable minorities in several countries keep sacred objects such as animal skins and skulls in their homes and participate in ceremonies to honor their ancestors. And although relatively few people today identify themselves primarily as followers of a traditional African religion, many people in several countries say they have relatives who identify with
Quick Definition: African Traditional Religions
Handed down over generations, indigenous African religions have no formal creeds or sacred texts comparable to the Bible or Koran. They find expression, instead, in oral traditions, myths, rituals, festivals, shrines, art and symbols. In the past, Westerners sometimes described them as animism, paganism, ancestor worship or simply superstition, but today scholars acknowledge the existence of sophisticated African traditional religions whose primary role is to provide for human well-being in the present as opposed to offering salvation in a future world.
Because beliefs and practices vary across ethnic groups and regions, some experts perceive a multitude of different traditional religions in Africa. Others point to unifying themes and, thus, prefer to think of a single faith with local differences.
In general, traditional religion in Africa is characterized by belief in a supreme being who created and ordered the world but is often experienced as distant or unavailable to humans. Lesser divinities or spirits who are more accessible are sometimes believed to act as intermediaries. A number of traditional myths explain the creation and ordering of the world and provide explanations for contemporary social relationships and norms. Lapsed social responsibilities or violations of taboos are widely believed to result in hardship, suffering and illness for individuals or communities and must be countered with ritual acts to re-establish order, harmony and well-being.
Ancestors, considered to be in the spirit world, are believed to be part of the human community. Believers hold that ancestors sometimes act as emissaries between living beings and the divine, helping to maintain social order and withdrawing their support if the living behave wrongly. Religious specialists, such as diviners and healers, are called upon to discern what infractions are at the root of misfortune and to prescribe the appropriate rituals or traditional medicines to set things right.
these traditional faiths. African traditional religions tend to personify evil. Believers often blame witches or sorcerers for attacking their life-force, causing illness or other harm. They seek to protect themselves with ritual acts, sacred objects and traditional medicines. African slaves carried these beliefs and practices to the Americas, where they have evolved into religions such as Voodoo in Haiti and Santeria in Cuba. (back to text) | <urn:uuid:587b4974-bba6-47b0-8eae-381cc3539c20> | CC-MAIN-2017-13 | http://www.underthesamesun.com/sites/default/files/Pew%20Research%20study%20on%20religion%20and%20witchcraft%20in%20Tanzania.pdf | 2017-03-27T10:44:52Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz | 704,877,165 | 698 | eng_Latn | eng_Latn | 0.989468 | eng_Latn | 0.994535 | [
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THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE
CENTER FOR PUBLIC POLICY - L. DOUGLAS WILDER SCHOOL OF GOVERNMENT AND PUBLIC AFFAIRS
CEPI Education Law Newsletter
Dr. Richard S. Vacca, Editor; Senior Fellow, CEPI
OCTOBER 2005: Vol. 4-2
STUDENT T-SHIRTS: LEGAL AND POLICY ISSUES
Overview
With few exceptions, student dress (attire) and appearance remain consistent "issue producers" in this nation's public school systems. Not a school year passes without public school administrators encountering problems caused by something worn by a student. Over the years, hairstyles, dress, armbands, buttons, flags and other insignias, and jewelry have produced numerous disciplinary situations in public schools. More recently, however, controversies have arisen involving controversial T-shirts. Shimmel (2005). The subject of this commentary is to explore this issue area.
Codes of Student Conduct. Most public school systems have policies and rules governing student dress and appearance. More often than not, these policies and rules include T-shirts and are applicable to all students while they are in school and in attendance at school sponsored functions.
As a general rule, specific policies and rules governing T-shirts can found in a school system's Code of Student Conduct, where prohibited items (e.g., wearing T-shirts bearing gang-related symbols; or containing obscene and vulgar words; or promoting harmful activities; or displaying threatening symbols) are separated from permissible exceptions (e.g., T-shirts worn on special occasions, such as "school spirit day"). In recent years, some school systems have included a mandatory category (e.g., uniforms) in their student appearance codes of conduct. Bosher, Kaminski, and Vacca (2004)
First Amendment Issues. Nowhere in the United States Constitution is the word "expression" used. In the 1960's, however, the federal courts created a substantive right of "free expression" by expanding the First Amendment's free speech clause. Similarly, while the words "dress" and "appearance" are not specifically included in the United States Constitution's First Amendment, they can be characterized and included as forms of "speech" and "expression." Essex (2002) The United States Supreme Court in Tinker v Des Moines (1969) "recognized the First Amendment free speech rights of public school students." Russo (2004) It is within this First Amendment context that most issues involving student T-shirts can be found.
Privacy Issues. In addition to possibly implicating basic First Amendment protections, so too can T-shirts, as a form of student dress and attire, be characterized as involving personal privacy (e.g., a student's right to freely
THE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
select what she/he shall wear to school). However, since student speech and expression rights have never been declared absolute, experts in school law consistently remind us, "[t]he great weight of judicial authority supports the proposition that a board of education possesses the authority to regulate pupil dress and personal appearance if they become so extreme as to interfere with the school's favorable learning environment." Alexander and Alexander (2005) Moreover, "[e]ven in situations where students' rights to govern their appearance have been recognized, the judiciary has noted that attire can be regulated if immodest, disruptive, or unsanitary." McCarthy, et al. (1998)
School Board Authority. Today's public school officials do not have limitless discretion to suppress student expressive activities. What is more, school officials know that style and personal taste are not the bases upon which to build a rationale for drafting and implementing sound student dress and appearance policies and rules. The courts have consistently held that such policies and rules must be justified as necessary to: (1) protect the learning environment from disruption, (2) keep the learning environment free from threatening, harmful, and dangerous activities, and (3) establish proper decorum. Vacca and Bosher (2003)
Locus of Implementation. The enforcement of student T-shirt policies and rules (along with carrying out disciplinary procedures when necessary) more often than not is the responsibility of public school principals. Vacca and Bosher (2003) As a general rule, school principals are granted discretion to interpret and apply the specific policy or rule. In doing so, however, they are often faced with the following questions and subsequent choices. When is something worn or displayed on a student's T-shirt intended to convey a political message? When is it intended simply to express a "personal opinion" or "personal belief"? When is it intended to provoke a reaction from others? When can something depicted on a T-shirt be characterized as expressing a "personal moral conviction"? When does it contain a distasteful characterization? When does it contain words or pictures that are hateful, or obscene, or pornographic, or threatening, or harmful? When does something said on a T-shirt encourage disruptive behavior or promote illegal activity? Does it matter? Should it matter? In most public school systems it does matter and the building principal is vested with authority to decide what, if anything, must be done?
Case Law
The United States Supreme Court and the courts below it have held that school policies and rules governing student appearance (including student T-shirts) cannot be overbroad and vague, and that public school officials do not have limitless discretion to suppress student speech. Chandler v McMinnville School District (9th Cir. 1992). The most consistent standards applied by the courts in resolving student T-shirt controversies are the: (1) Tinker v Des Moines (1969) standard of "material and substantial disruption," (2) Bethel School District v Fraser (1986) "lewd, vulgar, or profane language" standard, and (3) "legitimate pedagogical concerns" standard created in Hazelwood v Kuhlmeier (1988). What follow are four randomly selected examples of recent case law on point.
In Sypniewski v Warren Hills (2002), a student was suspended from school for wearing a T-shirt making fun of "rednecks." The school system had a policy prohibiting wearing "symbols implying racial hatred and prejudice." The suspended student went to federal court where the court ultimately ruled in his favor. In the court's view, school officials could not show where the wearing of this particular T-shirt caused substantial interference (material disruption) with either school operation or with the rights of other students.
Brandt v Board of Education (2004) involved students in a program for the gifted. The students wanted to create and wear an official class T-shirt. Even though school officials rejected their proposed design, they made the TTHE COMMONWEALTH EDUCATIONAL POLICY INSTITUTE - Education Law Newsletter
shirt and wore it to school. Determining that the message (including a caricature) on the T-shirt was "offensive" and as such violated the school system's dress code, the school principal set restrictions on wearing the T-shirt while at school. Subsequently, parents and students went to federal court claiming that the principal's restrictions violated the First Amendment. The court dismissed their complaint. In the court's view the evidence demonstrated that the principal's actions were based on "reasonable pedagogical concerns."
That same year, in Harper v Poway Unified School District (2004), a high school student unsuccessfully argued that a message displayed on his T-shirt (expressing an objection to homosexuality) was "religiously motivated." The school board had a policy prohibiting "violence, derogatory messages, or hateful behavior" directed toward an individual based on his/her "sexual identity." In the court's opinion the policy was not vague and it definitely applied to the T-shirt statement involved in this particular case.
More recently, in Griggs v Fort Wayne School Board (2005), a student was disciplined for wearing a T-shirt in support of the United States Marine Corps. On the T-shirt was, among other things, the picture of an M-16 rifle. Applying a school system policy prohibiting students from wearing apparel depicting "symbols of violence," the student was disciplined. The student took his case to a federal district court where he prevailed. The court did not see where the T-shirt caused disruption at school. What is more, no other student had complained about the T-shirt message. In other words, in the court's opinion the school system policy as applied to this particular T-shirt served "no legitimate pedagogical concern."
Policy Implications
As stated at the outset of this commentary, student T-shirts have been and continue to be a major source of disciplinary issues in public schools. Experience has taught school officials, principals, and classroom teachers that a proactive stance must be taken to prevent possible disruption of the school's learning environment. At the same time, however, because students "do not shed their First Amendment right to free expression at the school house gate," Tinker v Des Moines (1969), the possibility of a student T-shirt problem morphing into a constitutional issue is a reality. It therefore follows that policies and rules, as well as implementing procedures, specifically written to cover T-shirts, must be drafted with care and caution. What follow are a few simple suggestions to consider when formulating a T-shirt policy.
Local school boards must make it clear that:
- The intent of the school board is to respect student rights. However, student "free speech and expression" rights are not absolute while in attendance at school and at school sponsored functions.
- The school board is vested under state law with the authority to decide what is or is not appropriate student dress and appearance on school property and at school sponsored functions.
- T-shirts are included in student dress and attire policies.
- Specific types of T-shirts (a list of specific examples must be included) will not be tolerated on school grounds or at school- sponsored activities.
- School principals are delegated the school board's authority to decide what is or is not an appropriate Tshirt worn by a student.
- School principals are vested with school board's authority and discretion to take immediate and appropriate disciplinary action if and when the T-shirt policy is violated.
One final question is in order. Why not enact a policy completely banning T-shirts of any type? Some school systems have done so. Maybe it would cut down on the time taken away from instruction and education,
currently consumed by student disciplinary matters? But, is a complete ban the least burdensome alternative, or will it simply produce a different set of problems? In my opinion it would be wise to do some research before automatically selecting this approach.
Resources Cited
Alexander, Kern and Alexander, M. David, AMERICAN PUBLIC SCHOOL LAW, Sixth Edition (Thomson-
West, 2005)
Bethel School District v Fraser, 478 U.S. 675 (1986)
Bosher, William C., Jr., Kaminski, Kate R., and Vacca, Richard S., THE SCHOOL LAW HANDBOOK (ASCD 2004)
Brandt v School Board, 326 F.Supp.2d 916 (D. Ill. 2004)
Chandler v McMinnville School District, 978 F.2d 524 (9th Cir. 1992)
Essex, Nathan, SCHOOL LAW AND THE PUBLIC SCHOOLS, Second Edition (Allyn and Bacon, 2002)
Griggs v Fort Wayne School Board, 359 F.Supp.2d 731 (N.D. Ind. 2005)
Harper v Poway Unified School District, 345 F.Supp.2d 1069 (S.D. Cal. 2004)
Hazelwood v Kuhlmeier, 108 S.Ct. 562 (1988)
McCarthy, Martha M., Cambron-McCabe, and Thomas, Stephen B., PUBLIC SCHOOL LAW, Fourth Edition (Allyn and Bacon, 1992)
Russo, Charles J., REUTTER'S THE LAW OF PUBLIC EDUCATION, Fifth Edition (Foundation Press, 2004)
Shimmel, David M., Freedom of Expression. In Lane, Kenneth E., et al., THE PRINCIPAL'S LEGAL HANDBOOK, Third Edition (ELA, 2005)
Spniewski v Warren Hills Regional Board of Education, 307 F.3d 243 (3rd Cir. 2002)
Tinker v Des Moines, 393 U.S. 503 (1969)
Vacca, Richard S., and Bosher, William C., Jr., LAW AND EDUCATION: CONTEMPORARY ISSUES AND COURT DECISIONS, Sixth Edition (LexisNexis, 2003)
Richard S. Vacca Senior Fellow CEPI
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„heimischer Exot“ – GRUNDNER & LEMISCH Bambusrad ca. 1897
Bambus ist von seiner Eigenschaft her den meisten Hölzern überlegen. Er ist hart, zäh, leicht, und wenn er richtig getrocknet wurde, auch bruch- und rissfest. Er eignet sich deshalb als kostengünstiges und leicht zu beschaffendes Material für nahezu jede Anforderung: von der Möbelherstellung über den Haus- bis zum Brückenbau. Bambus kommt – bevorzugt in der südlichen Hemisphäre - auf allen Erdteilen vor, außer in Europa. Besonders verbreitet ist Bambus in China und Indien, was wohl der Grund dafür ist, dass die damaligen Kolonialherren Indiens, die Briten, auf die Vorzüge dieses Werkstoffs aufmerksam geworden sind und ihn sogar verwendet haben, um besonders leichte Fahrräder herzustellen: ein erstes Patent erwirkte die Bamboo Cycle Company 1894 in England.
Aber auch in Österreich wurden Bambusräder gebaut, und zwar in Kärnten. Ein im Herbst 2019 im Verlag Brüder Hollinek erschienenes Buch erzählt die von Autor Oswald Wieser bis ins Detail recherchierte Geschichte der Herren Franz Grundner und Otto Lemisch, woher sie das Material bezogen haben, wie sie auf die Idee dazu gekommen waren, und ihr leider nur kurzlebiges Unternehmen (1896 – 1904), die „Bambus Fahrräder Fabrik Grundner & Lemisch“ in Ferlach: https://www.hollinek.at/buecher/technik/auto-motorrad-fahrrad/item/294-grundner-lemisch-bambusfahrraeder-in-die-zukunft-geholt.html
Wir können uns deshalb hier die Aufbereitung der Firmengeschichte sparen und dafür zwei erhaltene Räder vorstellen: Auf den ersten Fotos sehen wir ein Bambusrad aus ca. 1897. Es gehört Sepp Schnalzer aus der Südsteiermark, der es aus der Schweiz zurück in seine ursprüngliche Heimat geholt und wieder fahrtauglich gemacht hat - auch wenn er es aus Rücksicht auf das Alter des Rads und die Zerbrechlichkeit des Materials nicht benutzen will.
Bamboo Bicycle
This bicycle is made entirely from bamboo, with a leather seat and a metal chain. The frame is light and flexible, making it easy to ride. The wheels are made from steel and have a smooth surface, providing a comfortable ride. The handlebars are adjustable, allowing the rider to find their perfect position. The brakes are simple but effective, ensuring safe stops. This bicycle is not only eco-friendly but also stylish and functional. It's perfect for短距离通勤 or leisurely rides in the park.
This is a bamboo bicycle from 1920, made by the company "Bambus Fahrrad" in Austria. It was discovered in a garage and has been restored to its original condition. The bicycle is a rare example of early 20th century cycling technology and design.
Das zweite Fotomodell wurde schon seinerzeit zum freilauflosen Rennrad umgebaut, von der Bremse befreit (dafür mit einem sinnvollen Nagelfänger versehen) und mit anderen Laufrädern ausgestattet. Bambusräder wurden entgegen ihrem ursprünglichem Vewendungszweck sogar in Wettbewerbe gezwungen: in Wien gab es zB einen Radrennclub, der sich „die Bambusradler“ nannte. So dürfte es auch unserem zweiten Rad ergangen sein: offenbar wurde es gnadenlos über die Bahn geprügelt, ohne Rücksicht auf das Material. Gesprungene Bambusrohre wurden mit geschraubten Manschetten zum Durchhalten gezwungen, die Bambusgabel gegen eine aus Stahlrohren eines anderen Herstellers getauscht.
Fotografiert wurde es bei der Witwe des letzten Besitzers Alois Schmalwieser aus Gaspoltshofen. Elfie hält die Fahrradsammlung ihres Mannes in Ehren. Lois hat das Bambusrad – das angegeben Baujahr 1899 entspringt seiner Einschätzung, laut Steuerkopfschild dürfte es aber älter sein, so 1896, ’97 - vor vielen Jahren zusammen mit zwei weiteren Rädern gegen ein fahrbereites Motorrad eingetauscht. Weiter ist über die Vorgeschichte des Bambusflitzers leider nichts bekannt. Lange Zeit galt es als einzig in Österreich erhaltenes Exemplar eines Bambusrads, inzwischen ist der bekannte Bestand aber auf ein halbes Dutzend angewachsen. Und wer weiß, was in heimischen Dachböden und Kellnern noch so alles herumstehen mag?
GRUNDNER & LEIMISCH
FRANZUS. FAHRRADER FABRIK
PLAGENFURT
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The International Ecotourism Society (TIES)
Digital Traveler ~ Asia Pacific eNewsletter, December 2007
www.ecotourism.org
Eco-Tour and Farm Visit to Help the Planet
By Donna & Stuart Hamilton, Coast to Coast Tours
Coast to Coast Tours, an Auckland-based tour company with the goal of giving visitors a blend of Nature, Culture, Conservation and Environmental aspects, started operating in 2002, and have been bringing people into their historic Homestead of Auckland, emphasizing the New Zealand lifestyle as well as the natural scenic attractions.
The company focuses on the West Auckland region, where our family has lived and farmed since 1922. We know the area, its history, and its people, very well. We have always regarded our tour quite different from the usual sightseeing tours because of the uniquely local experiences we offer.
We have noted with interest that there doesn't seem to be many organizations in New Zealand that follow the principles of ecotourism as TIES has set forth. When we took a holiday in Australia a couple of years ago and we discovered a tourist newspaper outlining the TIES descriptions of nature-based tourism and ecotourism. This gave us an indication that we were meeting these criteria, and we have been thrilled to contribute to TIES' international network as a member.
We've felt that although there are a number of ecotours in New Zealand, many focus mainly on the nature aspects of our country, and include little cultural experience - be it Maori or Pakeha (European). Recently, however, Tourism New Zealand has begun emphasizing the importance of Manaakitanga (sharing exceptional and natural hospitality, knowledge and beliefs, on the basis of mutual respect between host and visitor), and Kaitiakitanga (the guardianship and sustainable management of natural, built and cultural resources for the collective benefit of current and future generations), so it is pleasing to see such statements starting to filter through into the New Zealand tourism industry.
Stuart and Donna: Stuart has been a sheep farmer all of his working life, and Donna is part Ngai Tahu Maori.
With the New Zealand Government signing the Kyoto Agreement regarding climate change, the country is beginning to approach sustainability and environmental issues in a large way, e.g. windpower generation and tree planting for carbon credits.
Our tour company has decided do our own small contribution in regard to this, so along with our already eco-friendly operation, we are also offering our overseas visitors the opportunity to purchase their own New Zealand Native hardwood trees, which have been proven to be very effective in sequestering carbon.
Tel: +1 202-506-5033 Fax: +1 202-789-7279
Web: www.ecotourism.org Email: email@example.com
The International Ecotourism Society (TIES)
Digital Traveler ~ Asia Pacific eNewsletter, December 2007
www.ecotourism.org
We have established a nursery on our farm where visitors can select a tree and then plant it. They learn about global warming and how the tree will continue to grow and keep absorbing carbon for many years to come. This is a more personal and interactive way in which to 'buy' carbon credits compared to the usual over-the-counter method. (This particularly appeals to our cruise boat groups).
Their tree is numbered with a UV tag, and a certificate is issued. Later when we can be certain that the tree will not be stressed (e.g. by summer drought), it is re-planted into our forest reserve where it will be protected by covenants for perpetuity. To date, we are the only tour company in the Auckland region that is doing this type of tree planting, and we are finding it becoming more and more popular with our tourist visitors.
Native Tree certificate
About Coast to Coast Tours
We are based at our own sheep farm which has been in our family for 85 years. Today, it has been reduced to 100 acres and carries 500 sheep. During our travels as a family group, we thought how it would have been nice to interact more with "the locals" and experience their lifestyle. So, after we noted the absence of these types of tours (especially in the Auckland region!), we thought about starting an ECO-tour and formed 'Coast to Coast Tours'. We began operating in 2002, and today we have hosted people from (almost!) every part of the world; USA, Canada, Japan, Australia, New Caledonia, Hawaii, Tahiti, Papua New Guinea, China, Hong Kong, Malaysia, Thailand, Singapore, Philippines, Indonesia, India, Saudi Arabia, Dubai, Korea, Russia, Germany, France, Switzerland, Belgium, The Netherlands, Spain, Portugal, Italy, Denmark, Austria, Finland, Britain, Scotland, Wales, Ireland. (www.coast2coastnz.com)
Part of forest reserve
Tel: +1 202-506-5033 Fax: +1 202-789-7279
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Stream Gages in the Schoharie Basin
The United States Geological Survey (USGS) maintains two continuously recording stream gages on the Schoharie Creek near Lexington (established 1999, drainage area 96.8 mi 2 , USGS ID# 01349705) and Prattsville (established 1902, drainage area 237 mi 2 , USGS ID# 01350000). Prior to 1996, a crest stage gage was maintained at Lexington starting in 1929. All gage information is available online at the USGS website:
http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01349705 (Lexington) and http://waterdata.usgs.gov/ny/nwis/uv/?site_no=01350000 (Prattsville). You can also navigate to other gages in the Schoharie basin including on the West Kill, East Kill, Batavia Kill, Manor Kill and Bear Kill at: http://waterdata.usgs.gov/ny/nwis/current/?type=flow (Figure 1).
These gages measure the stage, or height, of the water surface at a specific location, typically updating the measurement every 15 minutes. By knowing the stage we can calculate the magnitude of the discharge (flow), or volume of water flowing by that point, using a relationship developed by USGS called a rating curve . Using this rating curve, the magnitude of flow in the Schoharie at the gage location can be determined at any time just by knowing current stage. Flow can also be calculated for any other stage of interest. Additionally, we can use the historic record of constantly changing stage values to construct a picture of stream response to rain storms, snow melt or extended periods of drought, to analyze seasonal patterns or flood characteristics.
The Schoharie gages have a long enough period of record to prepare a hydrograph covering several years for the stream (Figure 2). Each spike on the Prattsville gage graph represents a peak in stream flow (and stage) in response to rain storms. Stream level rises (called the "rising limb" of the hydrograph) and falls as the flood recedes (called the "falling (or receding) limb" of the hydrograph). We can analyze long time periods to see seasonal trends or long-term averages for the entire length (period) of gage record. We can see the hydrograph for the gage shows higher flows in fall (hurricane season) compared to winter (water held in ice and snow), and higher flows in spring (snow and ice melt, with rain-on-snow events) compared to summer (drought conditions with vegetation using a lot of water). The highest flows of the year are generally associated with the hurricane season in the fall, followed by winter and spring snowmelt or rain-on-snow events. Overland flow accounts for most of water that causes the sharp peaks in the hydrograph.
Streamflow always rises and peaks following the height of a precipitation event because it takes time for water to hit the ground and run off to the stream (this is known as lag time). Knowing storm timing, we could also calculate lag time for Schoharie Creek at the gage location for particular storms or types of storms, and determine how the stream responds to storms both in timing and flood magnitude and recession. Through analysis of the long-term flow and flood records provided by the USGS, the town, its residents and resource managers can begin to better understand the cause/effect of various precipitation amounts on flooding.
The hydrograph of April, 2005 illustrates the effects of a spring storm on top of snow (Figure 3). The Schoharie rose quickly from the precipitation from a daily average of 411 CFS to 2,290 CFS in 24-hours. The recession took longer than a large summer storm due to the vegetation still being dormant, or just emerging, and the snow pack.
The unique hydrology of the Schoharie Creek has consequences for how the stream corridor should be managed. Flood history and dynamics play a large role in determining the shape, or morphology, of stream channels and the hazards associated with land uses on the banks and in the floodplain. For example, applications for stream disturbance permits (from NYS DEC) typically increase following floods as landowners and municipalities attempt to repair damage caused by flooding. If we want to minimize their impact on property, infrastructure and other damages or inconvenience, it is critical that we understand and plan for flooding behavior. These stream gages offer a glimpse into the historical flows and provide us with an idea of what we may see in coming years. | <urn:uuid:1a229c6f-84a8-46bf-b42b-82853fbc690a> | CC-MAIN-2017-13 | http://catskillstreams.org/wp-content/uploads/2013/09/The-United-States-Geological-Survey.pdf | 2017-03-27T10:45:19Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz | 60,825,269 | 964 | eng_Latn | eng_Latn | 0.995426 | eng_Latn | 0.996945 | [
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COMPASSION, CATASTROPHE, AND CHANGE
John Cairns, Jr.
Department of Biological Sciences, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061, USA
The world is plunging into an energy crisis unlike any before, while geopolitical alliances are shifting quickly and to a degree not seen since the end of the Soviet era, and perhaps not seen since the end of World War II. Richard Heinberg (2006)
Background
Modern society is based on energy, and its recent evolution has been rapid because of cheap, convenient, readily available energy. Energy availability enabled the small-group species of Homo sapiens to change from a few million, spread thinly over the planet, to over 6 billion individuals, mostly in large human artifacts or cities and their suburbs. The energy in an ecosystem available to its biota is one of the most important determiners of carrying capacity. Anthropological evidence shows that humans have been capable of living in a harmonious relationship with natural systems for most of the 160,000 years the species has been on the planet. This relationship does not mean that humans caused no damage; however, the damage has been small and isolated so that ecosystems could recover from it.
However, as Catton (1980) remarks, humans diverted a substantial portion of Earth's life support capacity from supporting other life forms to supporting humans. Moreover, humans have continued to usurp energy since the Agricultural Revolution (which occurred abut 10,000 years ago) so that only a few truly wild systems remain and most of the planet shows some effects of anthropogenic activities. In addition, tools (e.g., bows and arrows, knives) enabled humans to extend their domination over nature, but the tools also changed humans. In an automobile culture, such as the one in the United States, the "tool" actually separates humans from natural systems.
Domestication of wild plants and animals that supported the Agricultural Revolution also gave humans access to energy that was previously less available to them. For example, horses turned grass into transportation or work energy – cattle turned grass into food. However, climate change can result in a reduction in the energy available via these routes.
The process that has enabled humans to produce a 24% ecological overshoot is called drawdown. This process can use either nonrenewable resources, such as fossil fuels, or renewable resources, such as old growth forest or top soil, for which regeneration rates are slow. However, this strategy is not sustainable.
Humankind faces an unprecedented opportunity for both success and failure on a global scale. As Heinberg (2005), Diamond (2005), and Tainter (1988) note, many human societies have expanded their power and complexity to remarkable levels only to decline and revert to simpler forms of social organization. Humankind has used every means available to displace other life forms from the areas they once occupied, divert their resources to human use, and deplete natural capital that has taken many years to accumulate. Now the cheap, easily available, convenient energy that made this scenario possible is declining (Heinberg 2005). Alternative fossil sources of energy are available (e.g., coal), but come at a higher environmental cost. Wind and solar power are appealing, but are not yet widely available. Clearly, profligate energy use is rapidly becoming a relic of the past.
Humans have not shown much compassion for other life forms during the process of dominating the planet. Will compassion for other life forms increase or decrease when the era of cheap energy is over? Some foodstuffs (e.g., corn) can be converted to fuel (e.g., ethanol). Will compassion for other members of the human species place food ahead of fuel while some humans are starving or malnourished? Some catastrophes now seem probable. How will compassion for the suffering be expressed in terms of resource allocation? In short, in an era of rapid change, will the manifestations of compassion from humans be appropriate?
Resource Consumption
Concern is mounting about global warming, peak oil, environmental pollution, species impoverishment, and other trends resulting mostly from human activities. The concerns and trends continue because implementation of strategies that would improve prospects for sustainable use of the planet is minimal. Tipping points cannot be precisely predicted until they have occurred, so scientific uncertainty is being cited extensively as a justification for inaction, just as it was cited for the harmful effects of cigarettes decades earlier. However, disequilibrium of the planet's life support system will almost certainly not be reversible. Unless major changes are made soon in humankind's relationship with the biospheric life support system, catastrophes will occur and hope for leaving a habitable planet for posterity will diminish.
Beginning around 1980, evidence showed that the use of resources by the global economy has outgrown the capacity of natural systems to regenerate them. Almost daily examples of the conflict between demand and supply are in the news media. Worse yet, resources that have taken hundreds of thousands, even millions, of years to accumulate are being consumed in a few centuries. One lesson of history is that the primary indicators of societal decline were ecological, not economic. The ecological overshoot was about 20% in 2002 and appears to be increasing about 1% per year. This situation is not sustainable.
Ecosystem Restoration
Lowering resource consumption to equal the regenerative capacity of natural systems will require monumental management changes of resource extraction and use. Restoring damaged ecosystems will require even more sacrifice, but the health of the economy and the supply of natural capital and the ecosystem services it supplies are closely coupled. Moreover, restoring damaged ecosystems to their pre-damaged condition in an era of ecological disequilibrium will be extremely difficult (Cairns 2006). In fact, anthropogenic climate change and loss of species may make restoration to predisturbance ecological conditions an impossible task. Perhaps humankind should let nature take its course and see what happens. The major risk of this approach is that the new ecosystems will probably not be as beneficial to humans as the ones that were damaged. Worse yet, new ecosystems could be a threat to human society.
Brown (2006) recommends an annual earth restoration budget of US$93 billion. This sum is tiny in view of the amount of restoration needed. At the very least, such a budget would indicate where and under what conditions ecological restoration might meet stated goals. However low the probability is of success, ecological restoration must be attempted, unless failure is virtually certain. Essential to any plan is the determination of which damaged ecosystems are irreversibly damaged, which should recover without restoration efforts, and those for which ecological restoration efforts will make a major difference.
An ecological triage decision would differ from the human medical one in an important respect: ecosystems too damaged to restore to pre-disturbance condition or to recover naturally to that state could be replaced with constructed ecosystems (e.g., Atkinson and Cairns 1993) and created ecosystems (e.g., Atkinson et al. 1993). These naturalistic systems are designed to function under new conditions, and both help accumulate natural capital and provide ecosystem services. These constructed ecosystems will require subsidies and more intensive management, but should increase Earth's carrying capacity appreciably.
Since humankind has typically ignored threats to the biospheric life support system, damaged ecosystems may also be ignored. This scenario is not a good idea since these damaged systems will be colonized by species resistant to human control (called pests). Many pests will emigrate to parts of the surrounding area and probably out-compete and displace many indigenous species, which is not conducive to achieving sustainable use of the planet. If humans have diminished natural capital and the ecosystem services it provides, both must be replaced to whatever degree possible.
These ecological restoration activities are usually accomplished best in a local setting so that citizens can both be part of the effort and protect the improved ecosystem from future damage. This approach is also helpful in developing and demonstrating compassion for other life forms. What a pity that ecological catastrophes are necessary to catalyze these ecologically benign activities.
Compassion for Other Humans
Exponential increases in both human population size and level of affluence have resulted in a global water shortage. Since 1,000 cubic meters (approximately 1,000 tons) of water are necessary to produce a ton of grain, water shortages and food shortages are closely coupled. Populous countries, such as China and India, already have large water deficits, as do Algeria, Egypt, Iran, Mexico, and Pakistan. Their citizens are fellow crew members of Spaceship Earth; surely, political differences can be resolved so that humans can help each other. If human populations are not stabilized, any efforts will be wasted. However, unsustainable practices caused the problem and compassionate help should not allow these practices to continue. Should the United
States be given more cheap oil with the hope that the US Congress will develop a comprehensive, sustainable energy policy or the that drivers of automobiles will use energy efficient vehicles?
Since the beginning of my professional career in 1948, action has been postponed because "technology will save us," reason will prevail and the environmentally damaging practices will cease, politicians will fulfill their promises to protect the environment, and polluting industries will become environmentally sensitive. Instead of improving environmentally, the planet is in a precarious situation that may be irreversible. None of my hopes have been realized; many have been shattered. However, is inaction best? No; however, neither are statements such as "I respect the interdependent web of life if it is not accompanied by major environmental deeds." Even so, what can be done must be done to protect and restore the environment.
Nation-States in Disequilibrium
Schell (2003) notes that global warming cannot be stopped by B-52 bombers (but they contribute to it) or by nuclear proliferation (pp. 353-354). He notes that peace, social justice, and defense of the environment are a cooperative triad pitted against war, economic exploitation, and environmental degradation. Schell also adds that rejecting war is not enough; humankind must now secure survival by suppressing the menace of annihilation. Second, Schell believes in delimiting sovereignty — when power is cooperative, in the domestic sphere at least, it does not have to be indivisible but can be divided among branches of government and localities (or even eco-regions). Schell states that, if such divisions cannot occur in the international sphere, hope for sustainable use of the planet is doomed. The European Union is a good example of what might be accomplished with hybrid arrangements unimaginable if nation-states base their policies on war. Third, the old unity of state, people, and territory would be dissolved (p. 374).
Gottlieb (1993) feels that the basic components of sovereignty (the state and the nation) might possibly be separated. Given the turbulent relationship between ethnic groups, religions, and other special interest groups worldwide, this separation is unlikely, although it has existed, temporarily, in some sovereign nations. The problem is that humans remain a small-group species and are unable to cope with complex, multivariate political structures. Perhaps human resource distribution issues might be resolved more fairly and equitably if political boundaries were replaced by ecological boundaries and the primary political goal was preservation of carrying capacity based on natural capital and the ecosystem services it provides. The people responsible for the diseconomies and catastrophes would then suffer when their ecological life support system is damaged.
Developing Naturalistic Social Norms
In the 21 st century, a rapid evolution of social norms is essential. For cultures such as the United States, in which social norms have been based on a cheap, convenient, readily available source of energy (i.e., petroleum), the rate and degree of change needed will be almost overwhelming. The American automobile culture has let public transportation languish, and urban sprawl has been possible because of the independence automobiles provide. Coal is a possible energy alternative, but it diminishes air quality as well as producing greenhouse gases. Ethanol is an alternative to petroleum products, but may have unattractive input/output energy ratios. Moreover, corn and other foodstuffs are serious contenders as sources of ethanol. Since most of the planet's arable land is already in use, an "eat or drive" situation could easily develop, especially if climate change (e.g., rainfall patterns, temperatures) diminishes present agricultural productivity. If climate change occurs more rapidly than predicted, as it is in some parts of the world, the consequences will probably be catastrophic. If foodstuffs, such as corn, are diverted to alcohol production for automobiles, the increased demand could force prices well beyond the means of poor and middle-class people. If climate change diminishes the production of corn and other foodstuffs that can be converted to alcohol, prices could soar even more. At present, over a billion people are not adequately nourished, and the additional 3 billion more people who are projected to be added in the 21 st century will exacerbate this troubling situation.
If compassion for the poor exists, something should be done to improve their condition. Since most of the population growth is expected in third-world countries, population stabilization at a level compatible with regional carrying capacity is an obvious solution, which means intruding on individual freedom to have large numbers of children. This intrusion would be distasteful to many people. On the other hand, in natural systems, species that exceed the regional carrying capacity simply lose large numbers of individuals to death, starvation, and disease. If humankind is unable to develop social norms that protect the biospheric life support system, should disease, starvation, and death be permitted to limit human population size as they do for other species? In the Pacific arena of World War II, the very heavy casualties resulting from capturing Iwo Jima were considered justified because they saved the lives of so many B-29 bomber crews whose damaged aircrafts would otherwise have been lost at sea. Should the same reasoning be used to protect the biospheric life support system that is essential to a habitable planet for posterity? Should this reasoning be used when the long-term carrying capacity of the planet has been exceeded?
Biospheric Life Support Systems
One colleague correctly pointed out that there is yet no robust evidence that the biospheric life support system is in disequilibrium; however, no robust evidence indicates that its health and integrity have not been impaired. The consequences of the biospheric life support system ceasing to maintain conditions so favorable to humankind are so appalling that precautionary measures to avoid stressing the biospheric life support system beyond its tipping point are prudent. Paleontological evidence indicates that evolutionary processes eventually restored biological diversity in the past, but not the species that became extinct. Post-disequilibrium conditions may not be as favorable to humans as those at present. From a homocentric viewpoint, precautionary measures are justified even though the precise tipping point of the present biospheric life support system is not known. This tipping point can be determined by continuing present unsustainable practices; however, when the biospheric life support system is in disequilibrium, how will this new knowledge benefit humankind? Evolutionary processes will almost certainly persist (until the sun dies), but individual species, such as Homo sapiens, may well suffer major loss of life or even become extinct. Compassion for the other life forms that constitute the present biospheric life support system is a matter of enlightened self interest, as well as an indication of compassion for posterity.
The Limits of Compassion
The daily news is a constant reminder that catastrophes occur continuously, even though, fortunately, most are regional rather than global. Responding to each in a meaningful way would produce an emotional overload in most people. In fact, many people studiously avoid the bad news and only welcome the good news. Of course, denial of or avoidance of problems usually results in delaying the solution of the problem. However, so does taking on too many problems at once so that none gets the attention needed for solution.
With an exponentially increasing human population, increasing ecological overshoot, global warming, and other types of climate change; peak oil; and inadequate supplies of fresh water, exceeding a number of ecological and societal tipping points in the 21 st century would not be astonishing. Since the exact location of these tipping points will not be known until they have been passed, each catastrophe will be a surprise. Of course, if an urgent, major global effort were made to first arrest and then reverse these unsustainable trends (remembering ecological overshoot), these thoughts could be dismissed as idle speculation. However, no credible signs indicate that this trend is happening at the global level. Worse yet, so little has been done that even inadequate measures may look good to the general public and, thus, delay effective remedial action. Some illustrative questions related to these issues follow.
1. Will compassion for the biospheric life support system be adequate to ensure its health and integrity so that conditions favor Homo sapiens?
2. Can humans adapt to rapidly changing social and ecological conditions so that species survival is likely?
3. Will humankind have sufficient compassion for posterity to withhold aid to populations that persist in having social norms that are unsustainable?
4. Will resource wars, both military and economic, be the primary determinant of allocation of finite resources on a finite planet?
5. Will resources be used sustainably?
In natural systems, finite resource problems are "solved" in ways repugnant to most humans — mass deaths, starvation, disease, etc. Since humankind credits itself with intelligence, creativity, and compassion, one might reasonably expect more from this species than a 24% ecological overshoot, exponential population growth, excessive anthropogenic greenhouse gases, and resource wars. The basic question is not how to meet human "needs" and expectations, but how to live sustainably so that the biospheric life support system continues to maintain conditions that are so favorable to humans. Otherwise, humans will become a transient species like those that preceded it over billions of years.
Acknowledgments. I am indebted to Karen Cairns for transcribing from the handwritten draft and to Darla Donald for editorial assistance.
LITERATURE CITED
Atkinson, R. B. and J. Cairns, Jr. 1993. Constructed wetlands and reclamation. Virginia Mining Journal 6(4):4-6.
Atkinson, R. B., J. E. Perry, E. P. Smith and J. Cairns, Jr. 1993. Use of created wetland delineation and weighted averages as a component of assessment. Wetlands 13(3):185-193.
Brown, L. R. 2006. Plan B 2.0: Restoring a Planet under Stress and a Civilization in Trouble. W. W. Norton, London, United Kingdom.
Cairns, J., Jr. 2006. Ecological restoration in an era of ecological disequilibrium. Asian Journal of Experimental Science 20(1):1-6.
Catton, W. 1980. Overshoot: The Ecological Basis of Revolutionary Change. University of Illinois Press, Urbana-Champaign, IL.
Diamond, J. 2005. Collapse: How Societies Choose to Fail or Succeed. Viking Penguin, New York.
Gottlieb, G. 1993. Nation Against State. Council on Foreign Relations, New York.
Heinberg, R. 2005. The Party's Over: Oil War and the Fate of Industrial Societies, 2 nd ed. New Society Publishers, Gabriola Island, Canada.
Heinberg, R. 2006. Energy geopolitics 2006. Energy Bulletin 25May http://www.energybulletin.net/16393.html Schell, J. 2003. The Unconquerable World. Metropolitan Books, Henry Holt & Co., New York.
Tainter, J. 1988. The Collapse of Complex Societies. Cambridge University Press, Cambridge, UK. | <urn:uuid:6e387eea-32f4-4955-9989-c91b3b78cc9a> | CC-MAIN-2017-13 | http://johncairns.net/Commentaries/Compassion.pdf | 2017-03-27T10:48:47Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz | 181,577,874 | 4,179 | eng_Latn | eng_Latn | 0.909788 | eng_Latn | 0.996846 | [
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Mining for Gold
A Bright Vision and Exploration into the Essential Nature and Purpose of the Bhikkhuni Sangha in the Ancient Texts and Lives of the Noble Ones and Brought to Life through Living the Pure and Perfected Holy Life in the Modern World
by Ayya Tathaaloka Bhikkhuni
Introduction
When meditating on this paper before beginning it, I set my intentions for the fulfillment of the purpose of the Buddha's Sasana—our freedom from suffering and the welfare of all living beings. The nimitta, or image, that came to mind was of sara—the heartwood, or essence.
I remembered my own inspiration to undertake bhikkhuni life came when reading this phrase in the Pali Text Society's translation of the Bhikkhuni Vibhanga: "A bhikkhuni is essential." 1 The Buddha's teaching analogies of heartwood 2 and refining gold 3 are lamps that illustrate the meaning and goal as well as the means of the practice. Consulting with an elder Mahathera mentor of mine in the Bhikkhu Sangha on what would be useful to present to the First Global Congress on Buddhist Women, he repeated three times: "mining for gold." 4 Thus, the title and theme of this paper appeared.
In later reflection, I realized that "Sara" (aka Tessara or Devasara) was also the name of the Sri Lankan bhikkhuni venerable whose service to the Sangha in her fifth century CE trip to China with her peers, recorded both in China and Sri Lanka, has been somehow energetically key in bringing the whole issue of the viability of the original bhikkhuni lineage to life. This paper thus also serves as a tribute to Ayya Sara, to Sanghamitta, and to all the great beings back to the most noble, the Buddha himself, who have served as Dhammadutas, "Dhamma messengers" preserving the Dhamma and the Sangha to this day.
Heartwood and Refining Gold
The Ancient Analogies
Like mining for gold, we begin with a look into passages of the Dhamma-Vinaya texts of the Pali Canon that have inspired a number of modern Western women to adopt the Bhikkhuni Vinaya and undertake the full and complete living of the holy life, contributing to the contemporary development of a Theravadan Bhikkhuni Sangha in North America.
Purpose and Intention in Going Forth
First, I would like to bring forth and affirm the essence of our inspiration, faith, and motivation in going forth into homelessness in this Teaching and Discipline.
"Lord, if women were to go forth from the home life into homelessness in the Tathagata's Dhamma-Vinaya, would they be able to realize the fruit of stream-entry, once-returning, non-returning, or arahantship?"
```
"Yes, Ananda, they would. . . ." (Culavagga)
```
When questioned as to the fundamentals of his Teaching and his Sasana, the Blessed One is said to have answered that he taught only one thing: suffering and the end of suffering, for men and women, human and nonhuman beings. The teaching, divided into path and fruits, has but one taste, the taste of freedom, of liberation. The question here today, as in the time of the Buddha, is whether the going forth of women in the Blessed One's Dhamma-Vinaya, bhikkhuni ordination, will enable this noble purpose. The Buddha's answer is clearly affirmative. This is the basis of our intent.
The entire Doctrine and Discipline, both Dhamma and Vinaya, revolve around and are rightly meant to be skillful means and a practical path to facilitate this one essential purpose. This has been described as the overarching operating principle of the Buddha's Sasana, of his Dhamma, and of his Sangha. We keep the Buddha's intention when we use Dhamma and Vinaya in this way: for facilitating, supporting, and empowering the liberation of women, of men, and of all living beings.
I feel it is important, when coming together as Sangha, to remember and reflect upon this most basic and essential truth, and to affirmatively commit and dedicate our thoughts, words, and deeds to remaining true to this purpose. If we stray from this, we stray from the Path.
Ordination Options
In studying Buddhist history, Indian society appears to have been highly patriarchal in the Buddha's time. Nonetheless, although according to Brahmanical social conventions the Blessed One might have easily had the option to ordain his female disciples as white-robed laywomen devotees with eight precepts or as perpetual novices who lived and practiced by gaining merit in service to the Bhikkhu Sangha, he did not choose to do so. Nor did he, in the Theravadan texts, ever recommend that women seek rebirth as men. 5 , 6 Although the Pali texts do record instances of men being reborn as women and subsequently gaining enlightenment (one example being Mahapajapati Gotami), stories of women being reborn as men and gaining enlightenment do not appear. In fact, in both the Jataka tales and the Theri- and Thera-gathas of the Pali Canon, rebirth in a different gender seems to be quite rare and in several other non-Pali textual renditions, entirely absent. Tellingly, the Blessed One's direction to the aspiring women who had gone forth, as recorded in the Pali texts, was:
"Gotami, as the bhikkhus train themselves, so should you train yourselves." 7 (Culavagga)
Historians have placed the foundation of the Bhikkhuni Sangha, according to the story of the ordination of Mahapajapati Gotami excerpted above, at six years following the Buddha's first teaching. 8 The formation of the first precept of the Vinaya, the explication of which is excerpted directly below, is generally said in Theravadan Buddhist teaching to be dated twenty years after the Enlightenment.
In the Pali Vinaya's Sutta Vibhanga, the very first precept's definition of a bhikkhuni (or a bhikkhu) lists the various constituent factors that make one a Buddhist monastic, beginning with the name, form, and livelihood of a mendicant, that is, "she is called a bhikkhuni because she is a samana who wears patchwork robes and lives dependent upon alms." Then, amongst the early types of ordination listed, we find the ehi bhikkhuni 9 , the bhikkhunis ordained by the "come bhikkhuni" ordination, and the tihi saranagamanehi bhikkhuni, the bhikkhunis ordained through going for the three refuges. Next we find the bhadra bhikkhunis and sara bhikkhunis, those bhikkhunis who are "excellent" and who are "essential" (who have realized the essence or the heartwood). There are those still in "training," the sekha bhikkhunis; and those "beyond training," the asekha bhikkhunis. At the end, we find the final form of ordination for bhikkhunis in the Buddha's lifetime: the bhikkhunis who are such by having been "ordained by both Sanghas in unison through the unshakable and fully valid act of a motion with three pronouncements."
The Buddha himself affirmed that his Sasana of four assemblies became complete with the establishment of the Bhikkhuni Sangha, as it has also been for the Buddhas of the past. As affirmed by thousands of Buddhist monks around the world each day reciting the Ratana Sutta to empower their paritta blessing chants and inspire their meditations: Idam pi Sanghe ratanam panitam; etena saccena suvatthi hotu: "In the Sangha is this precious jewel; by this truth may there be well-being."
The forms of ordination above are distinctive and important, showing that both the Buddha himself and the Sangha as guided by him, used flexibility in method under varying circumstances. 10 Ordained by whatever valid method, it is the sara bhikkhus and sara bhikkhunis that are these essential jewels above; this treasure, the unsurpassed field of merit for the world.
For more than twenty-five centuries the monastic Sangha that has been the keeper of this essence— the practitioners, the knowers, and the teachers of the pith, the heart of the Buddha's teaching and enlightenment, Unborn and Undying. Although there are many elements, the gold is still radiant and discernable. The majority of the Western Buddhist monastics that I know, myself included, were in fact inspired to monastic life by the forth devaduta or "divine messenger," the vision of an inspiring monastic.
With the spread of the lay women's liberation movement in our modern world, even if there had never been bhikkhuni Arahantas, nor verses of the Therigatha in which women sing their songs of freedom, nor any greatest woman disciples of the Buddha, nor affirmations from the Buddha himself of his Sasana being complete with bhikkhunis, still women of today might aspire to ordain, as in other faith traditions. But Buddhism, from its beginnings, is not such a bereft tradition 11 .
It has been said that women do not become religious leaders in a vacuum, but rather in a cultural context that supports their achievement. Truly, as the Buddha taught, nothing happens without cause and supportive conditions. The present existence of great bhikkhunis and great bhikkhus, north and south, east and west, together with reflection upon the great enlightened ones of old, may be just such a context for bringing forth great faith, great resolve and enlightened Sangha members. The supreme and most fertile ground for cultivation has not yet disappeared from this earth, but remains in our human hearts and bodies—both men and women—awaiting good conditions, watering, nourishing, and cultivation.
Sanghanussati: Receiving the Lineage
In my time training with the Bhikkhuni Sangha in South Korea, as part of our thrice-daily chanting, we recollected and chanted our homage to the "Ten Great Disciples" 12 as Sanghanussati, the meditation known as "Recollection of the Sangha." In fact the Buddha himself recommended that his monastics practice such Sanghanussati daily. Research into the identity of the ten great disciples led me to discover that at one point in the Buddha's teaching career, when questioned as to the efficacy of his Sasana, he affirmed having more than five hundred Arahant bhikkhu disciples and five hundred Arahant bhikkhuni disciples. The stories of 102 enlightened bhikkhunis may still be found in twenty places in the Pali Canon, in the Bhikkhuni Samyutta, in the Apadana, in the Suttas themselves, and in the collection known as the Therigatha.
Among these stories, as varied as the Buddha's expedient means, we find mention of anywhere from two to eighty great disciples, of ten great bhikkhus and ten great bhikkhunis, and of the Ten Great Disciples—five of them bhikkhus: Sariputta, Maha Moggallana, Maha Kassapa, Ananda, and Upali; and five of them bhikkhunis: Khema, Uppalavanna, Kisagotami, Dhammadinna, and Patacara—all of them praised for their exemplary cultivation and realization. Of these ten, Sariputta Thera and Khema Theri were known for their wisdom, Maha Moggalana Thera and Uppalavanna Theri for their supernormal powers, Maha Kassapa Thera and Kisagotami Theri for their asceticism, Ananda Thera and Dhammadinna Theri for their exposition of the Dhamma, and Upali Thera and Patacara Theri for their knowledge of the Vinaya. Arahanta Bhikkhuni Dhammadinna was one of the rare and special persons of whom the Buddha himself spoke of her words and teaching as buddhavacana; a "Buddha's words" or "speech of an Awakened One," equating her words with his own. The venerable ones Mahapajapati Gotami, Patacara and Anoja Theri are also recorded as each having followings of five hundred (the language of the suttas for a very large number) of their own enlightened disciples.
The Buddha especially recommended two bhikkhunis as examples for all to look to and emulate, the standard by which a bhikkhuni may evaluate herself, the venerable ones Khema and Uppalavanna. In the early days, Ayyas Khema and Uppalavanna shared the leadership of the Bhikkhuni Sangha. While Khema was known for her great wisdom, Uppalavanna was known for her psychic powers. Uppalavanna is also remembered, along with Mahapajapati, Patacara, Dhammadinna, and Thullananda, as one of the first bhikkhunis authorized by the Buddha to confer bhikkhuni ordination. The good word of the revered Khema was that she was "wise, competent, intelligent, learned, a splendid speaker and ingenious," causing even the great King Pasenadi of Kosala to come to meet her and pay his homage to her.
To end all doubts 13 , finally we find in the Mahaparinibbana Sutta that near the end of his life, the Buddha revealed that from the very beginning of his Dispensation, he had determined to not pass into Parinibbana until his Four-fold Sangha had been fully established— with not only bhikkhus, lay men and lay women, but with bhikkhunis as well:
"And the Blessed Lord has said: 'I will not take Final Nibbana until I have bhikkhunis, female disciples, who are accomplished, trained, skilled, learned, knowers of the Dhamma, correctly trained and walking the Path of the Dhamma, who will pass on what they have gained from their teacher, teach it, declare it, establish it, expound it, analyze it, make it clear; till they shall be able by means of the Dhamma to refute false teachings that have arisen, and teach the Dhamma of wondrous effect.'" (Digha Nikaya 16)
And in case any doubt remained, in Mahavagga III, amongst the allowances for a bhikkhu leaving his vassa boundary for up to seven days, we learn that the ordination is so important and urgent that, for the sake of ordaining a woman as a sikkhamana or even as a samaneri (novice), if no bhikkhuni is available to conduct the ordination a bhikkhu not only may but should, as his affirmative duty, leave his site of retreat to do so. 14 This required him to travel by foot through sodden territory during the monsoons. Contrary to the words of some popular modern teachers who say that being ordained (or not) for women just does not matter, 15 this passage speaks enormously to the great respect and great importance given to each level of ordination (being given as soon as possible!) and the living of the monastic life as the Buddha taught it, in its completeness and purity, in both essence and convention, for the complete ending of all suffering.
It is said that virtuous thoughts arise rarely and transitorily in the world, like a flash of lightning in the dark of night. How important the above Vinaya injunction makes it seem to take full and expedient advantage of the precious opportunity we have in human birth and the still more precious aspiration to bodhi when it arises.
As the Buddha said to Sundari Theri:
"Then welcome to you, good lady; you are not unwelcome. For in this way the tamed come, to pay homage to the Master's feet. Free of desire, unfettered, their task done, without taints." (Therigatha)
The Recollection of the Ten Great Bhikkhuni Disciples is as follows: Khema of Great Wisdom; Uppalavanna, Foremost in Psychic Power; Kisagotami, Foremost in Asceticism; Dhammadina, Foremost in Exposition of the Dhamma; Patacara, Preserver of the Vinaya; Bhadda Kundalakesu, First in Speed to Gain Nibbana; Sundari Nanda, Foremost in Meditation; Sakula, Foremost of those with the Divine Eye; Bhadda Kapilani, Foremost in Recollecting Past Lives; and Sona, Foremost in Valiant Effort.
The Real Living of the Holy Life: Essence and Convention
In Comparison 16
I have spent extended periods of time living as a monastic in South Korea, where there is a thriving, strong, and long-established Bhikkhuni Sangha, as well as with Thai Buddhists (both in America and Thailand) where the tradition of full ordination for women has lapsed (and is often mistakenly said to have never existed 17 ). In Thai Buddhism it has been replaced by an organic tradition of maechees, white-robed female ascetics with the eight precepts, and a very few bhikkhunis, mostly ordained abroad in recent years. Here I would like to compare my experience of these two traditions from the internal perspective of a woman living the holy life, giving consideration to the primary emphasis of the Buddhasasana—that is, to the conditions institutionalized within these Sanghas and whether they engender and perpetuate suffering and the unwholesome or perpetuate values spoken of as wholesome and liberating.
When I was preparing to leave India in robes nearly two decades ago, tickets were offered to either Bangkok or Hong Kong. I was warned that the situation for women in Thailand was difficult, and although the men were well-supported in monastic life (there were many truly inspiring masters) the women were not ordained and had no structural support for the holy life within the Sangha. I was told that I would have to fend for myself and "good luck!"
because I would need to support myself, both morally and materially. This was the rumor and the reputation—often experienced, well-known.
On the other hand, I heard that in Northern Asia, the ancient Bhikkhuni Sangha still flourished and that there were opportunities for training and education, for ordination, and for meditation and teaching. The situation in South Korea was then praised as most genderequal and supportive, with full training and a strong and ancient mountain-forest meditation tradition. A traveler I met spoke of seeing a great bhikkhuni lecturing in the capital on the high seat at the main temple of the country's prevalent monastic order at Jogye-sa in Seoul. (Only a decade later did I learn that she was the very same woman who was to become my bhikkhuni teacher.) Considering rumors of the high casualty and disappointment rate for ordained but unsupported Western women in Buddhist traditions without Sanghas for women, and the call for research into the great and still-existing bhikkhuni lineages, I chose to go north.
Korean Bhikkhuni Sangha
I would like to emphasize that my northbound decision at that time had nothing to do with sectarian preference for any particular Dhamma lineage or tradition. Rather it was guided by practicality and fueled by a typically strong Western Buddhist faith in meditation, coupled with a strong energetic determination to seek out and realize the heart of the way.
In South Korea, my inspiration was furthered to find ancient mountain-forest monasteries dedicated to meditation, Dhamma study, and monastic life training with strong, steady, cleareyed bhikkhunis, well-educated, trained, supported, and deeply dedicated to realization of the Buddha's Path. There was a sense of it being a very old tradition carried on from antiquity, with its heart still very much alive in the modern world, particularly in the meditation traditions. Many women entered the Sangha in their twenties, inspired to come into and be purified and dyed by the waters of the monastic community for life. Wise women, elder teachers in the Sangha, were revered and treasured. There was a deep love and appreciation for the treasure of monastic community, and for the great potential and preciousness of the rightly motivated beginning aspirant's mind. There was full support, in friendship and encouragement as well as in education and requisites. It was naturally assumed that after preparatory training, I and my fellow samaneris would go for full bhikkhuni ordination. After all, that is just the way of the Sangha.
Protected by the greatness of the vehicle created by my elder bhikkhuni teacher, her peers, and the Bhikkhuni Sangha itself, I rarely felt a tinge of the shadow of Confucian ethics towards women in Chinese-influenced society (as in a story I was told: a husband might walk first down a path, her son second, the ox third, and then the woman behind). Rarely, I came across bhikkhunis whose main practice was repentance for the sin of their womanly birth and who dedicated the merit of their practice for the sake of being reborn as a man, finding ostensible justification for such attitudes in a very small number of the many Mahayana texts on either the Bodhisattva Path (one in which, contrary to other texts, a being must incarnate as male as a prerequisite for bodhisattva-hood) or the Pure Land (which recommend aspiring towards reincarnation in the woman-free Western paradise of Sukhavati). Occasionally, I encountered a sense of the bhikkhunis being more humble or having to try harder to earn the same respect afforded bhikkhus. Sometimes the sense of less popularity, glamour, or support (particularly for those who spent a great deal of retreat time in meditation monasteries) came together with a sense of relief and gladness (even pride!) in simplicity and renunciation, as it was well-known that great support and great fame can potentially be a corrupting influence or a downfall, destroying the purity of one's aspirations to relinquish all worldly snares for the freedom of bodhi.
Reclamation of an Ancient Tradition
When I began to learn more of the Korean and Sino-Korean languages and history, it was my great surprise to learn that my bhikkhuni teacher's 1,600-year-old Shilla Dynasty period monastery had, until fifty years prior, been all but destroyed during the Korean War. This was the case for the majority of monasteries; the ones turned over to the Bhikkhuni Sangha had often been the most devastated. The trees of our beautiful forest, cut down during the Korean War to prevent communists from hiding, had almost all been replanted. As there is a deep symbolic connection in the culture of the mountain-forest meditation traditions between the individual trees of the forest with the individual members of the Sangha and the monastic community, seeing the regrowth of the forest was an awakening to the reality of the situation and to the possibilities that exist. Although the fully ordained Sangha is now more than twenty-thousand strong (almost half bhikkhunis), I learned that less than 200 bhikkhunis and less than 100 bhikkhus had survived Japanese occupation and the following Korean War. The great history, great sense of tradition, faith, energy, and courage that sprang forth from the ashes and blossomed again, has all been reclaimed from charred and broken ruins with the incredible dedication, energy, and vision of a small number of monastics, male and female 18 . For this I deeply appreciate and bow down to my Korean Bhikkhuni Eun-sa, Myeong Seong Sunim, her peers, and her own ordination masters, especially the Venerable Bhikkhu Ja Un Sunim who traveled abroad to reordain in Sri Lanka in order to bring back and reestablish the ordination lineage as National Upajjhaya (Skt: Upadhyaya). I understand there will be more in other papers herein on this and related subjects.
Coming Together: The Bridge
After novice ordination, at my Korean bhikkhuni teacher's direction, I traveled to the Lotus Lantern International Buddhist Center in Seoul, then led by the late Won Myeong Sunim
(Bhikkhu Asanga) and Bhiksuni Mujin Sunim. There my sense of appreciation for various traditions of Buddhism was reawakened and reaffirmed. An appreciation developed for the monastics of the Sri Lankan and Thai forest traditions. I was to encounter the monastics of this latter tradition upon my subsequent return to America, where the Abhayagiri Forest Monastery of northern California was just being founded. With a moral idealism common to Americans, I was greatly heartened to find Monastic Sangha practicing the Vinaya as well as the Dhamma fully. This tradition seemed to be very supportive and affirming of such integrity.
These were the beginnings of the bridging of a gap, which I was warmly welcomed to cross, in the spirit of Sangha and harmonious openness and exchange. Such attitudes and behaviors were also encouraged by the multi-traditional Western Buddhist Monastic Conferences, 19 then held yearly in California. I was further encouraged by my late Bhikkhu Upajjhaya, Bhante Havanpola Ratanasara Sangha Nayaka Thero, who, for the two weeks preceding our full ordination, enjoined us regularly from his sickbed "to look upon one another as one global Sangha, live in harmony, and always return to the heart of the Buddha's teaching, for the welfare of gods and humans." In this spirit, meeting "the Ajahns" through our local area's multi-denominational Buddhist Council of Northern California, I also developed a close relationship with our neighboring ethnic Thai Buddhist monastic community. After finishing a three-year retreat, this led to my accepting their friendly invitation to travel to Thailand to visit the famed meditation monasteries and participate in a tudong 20 walk through the northeast, a longtime dream and life-changing experience.
Thai Sangha and Maechees
In my contact with the Thai Bhikkhu Sangha, I found many commonalities with the Koreans, in both the meditation and educational traditions. Thai Buddhism has many strong and beautiful aspects, which I greatly appreciate and have benefited tremendously from. The situation for women in monastic life, however, was radically (and for me shockingly) different than in Korea. As this is well-known and will be presented in detail in other papers, I will summarize my observations and considerations and focus on key points.
Although history would indicate that there have been both bhikkhunis and samaneris in Thailand in the past, from the time of the Ashokan missions of Arahantas Sona and Uttara to Suvannabhumi, up until the Ayutthaya Period, and even into the twentieth century in the north, there is little or no public knowledge nor a sense of connectedness to this distant and more recent past. 21 For the sake of harmony, I have been told that even the Chinese Mahayana traditions in Thailand voluntarily gave up fully ordaining women after a law was passed making it illegal for the Theravadans to do so in 1928 (2472 BE). 22 Despite the interSangha connections with Sri Lanka between the Lanka-vamsa and Siam-Nikaya, there is no popular Thai history of the great and long-lasting Sri Lankan Bhikkhuni Sangha taught to
school children in their classes on Buddhism. 23 Rather, students have been educated to believe that "the Bhikkhuni Sangha died out in India 500 years after its inception, just as the Lord Buddha predicted it would" without ever reaching beyond the bounds of India. 24 According to the Manu-dharma Shastra, tenants of the type of Brahmanism that is still deeply ingrained in Thai culture, birth as a woman may be seen as lowly, inferior, and defiled in many ways. Merit making for women is encouraged, so that a woman might be reborn as a man to be able then to leave home and practice the holy life in the Monastic Sangha. Sons are encouraged to ordain partly in order to gratuitously dedicate merit to their parents, particularly their mothers, as women may not ordain and be considered true fields of merit themselves.
Still, with great faith in Buddhism and a strong renunciate vein in the culture, many women undertake temporary monastic-style retreats, donning white and receiving the eight precepts, particularly on the Lunar Quarter Holy Days. Others leave home, cut off their hair, and don the long white robe of the maechee, or "mother recluse," to live a simple and impoverished life of renunciation for some period of time, or even their entire lives. Because there is no women's Sangha to train and support them, maechees generally must be self-supporting and often live making merit in service to and dependent upon the Bhikkhu Sangha. Still, less than half of bhikkhu temples have lodgings for such nuns, as nun's co-lodging is somewhat mistrusted, and the number of independent samnaks or institutions for maechees is very few. The last records I have seen indicated more than 300,000 bhikkhus and samaneras and around 15,000 maechees. 25 The government offers no official recognition or support for maechees as monastics, as is offered for the Bhikkhu Sangha and male novices. 26 Although there are individual maechees who are honored and respected for their attainments in meditation, their teaching, and their saintly service, in general the social status of the maechee is ambiguous. It may even be considered lower than that of laypeople, since they give up the honor of their status in their lay roles in family, education, and work. The maechees have been publicly called the "white-shadow" by one popular Buddhist artist for their dark aspect in the culture. Again, since they are not ordained Phra (Pali: "vara") signifying "holiness" or "excellence," they are not considered sanctified in the same way that bhikkhus are from the very moment of their ordination. With little or no training, education, or social and community support, either moral or material, their situation is far different than that of their northern bhikkhuni sisters.
Essence and Convention: Humility, Honor, and Tragedy
Although modern Thai women are moving into all fields of a Westernized society with full education and career work, in Thai Buddhism nuns are taught to be humble and unassuming. They are not encouraged to raise, affirm, or assert themselves, but rather may even try to be invisible in order to not cause conflict and to have the precious opportunity of freedom to practice. When questioned, commonly recited Buddhist teachings such as the Karaniya Metta Sutta are cited to affirm that: "those who are skilled in goodness and wish to
break through to the path of peace should be humble and not conceited (obedient, gentle and humble), contented and easily satisfied, modest and with no greed for supporters." Thus, for those women with deep sincerity in this practice of effacement, their spiritual path is righteous.
Although affirming the truth of the virtue of the teaching above, in the Mangala Sutta we find its balancing aspect: "Puja ca pujaniyanam, etam mangalam uttamam," "honoring those worthy of honor" is taught by the Buddha as one of "the highest blessings." This is practiced both within the Bhikkhu Sangha and within the Buddhist lay community. It is here that I feel grave concern. We are taught to have hiri-ottapa, "moral shame and dread," for not respecting worthy ones, which in classical Buddhist teaching may be one of the causes of falling into hell or lower rebirths. This is the logic in Buddhist Thai society for taking sincere care in honoring the Bhikkhu Sangha. For those (we may not know whom) who have removed the triple hook of greed, hatred, and delusion and realized the Path and its fruits are considered to be most worthy of honor and "the Sangha, the most fertile ground for cultivation." Some of the greatest of contemporary male Thai masters have both publicly and privately affirmed that there are women amongst their maechee and even upasika disciples and contemporaries who have realized saintly attainments on the Path and its fruits. Despite the fact that Thai society is more than ninety percent Buddhist, the law requires the king to be Buddhist, and Buddhist establishments are well-supported by both royalty and government, there is no social system for honoring and supporting such holy women.
Sattam sabyanjanam kevala-paripunnam parisuddham brahma-cariyam pakasesi:
The Buddha spoke of "essence and convention uniquely coming together in the completeness and purity of the holy life he expounded" as one of the hallmarks of his Sasana. However, in the example of the Thai maechees, these two factors of essence and convention may radically diverge. This divergence and imbalance is felt by many, both in Thailand and around the world, as stressful, concerning, problematic, and fraught with suffering (i.e., dukkha), for which many in the world feel sadness. It mars our sense of the nobleness of Buddhism. It does not seem to be for the happiness and welfare of many. Like bodhi trees that grow up through the cracks on busy city streets with buses whizzing overhead, in modern Thai society, such noble women remain at risk. They are the rare exceptions, largely unrecognized and unhonored. And the risk is not so much their own, as a loss of opportunity for the whole society. It is the loss of opportunity for those with social power who may be karmically involved with making decisions that perpetuate this situation. A field of merit is easily missed due to lack of attention if it is unmarked or mismarked, unseen, and denied viability and sustenance. 27 Due to the harshness of the conditions, these eminent women spoken of by the great Masters are rarely encouraged or able to grow fully, to noble stature, like the "great trees" praised by the Blessed Lord Buddha himself in his early Sangha, 28 and those in the contemporary Bhikkhuni Sangha in other parts of the world. It is a great loss for those who love merit-making. Again I am reminded of the Buddha's words in the Dhammapada: "Whoever harms a harmless person, one pure and guiltless, upon that very fool the evil recoils like a fine dust thrown against the wind." When such harmful
attitudes are socially institutionalized as "Buddhism," it is my compassionate concern that this may not only be a great loss, but a great tragedy.
Bhikkhunis in Thailand
There are a small number of brave women in Thailand ordained as bhikkhunis and samaneris. These monastics are both Thai and foreign-born, most ordained in the past five years either in Thailand or abroad (mostly in Sri Lanka). My experience with these bhikkhunis is of something that might be described as a "peace warrior." They have strong faith in the Buddha's teaching and the value of the ordained monastic life and strong determination to live it in the face of prevalent social winds to the contrary. Still, their sila may pervade, even against the wind. For this I must commend them. They are challenged regularly by both laity and monastic Sangha—mentally, verbally, and sometimes even physically. Many have stories of arrest, questioning, detention. They are determined to respond peaceably within their monastic vocation. I imagine their paramis becoming incredibly strong. Some of them have not been able to maintain their monastic life in bhikkhuni or samaneri form; but there are those, with the necessary mental skills and strength, who have.
In my own experience as a bhikkhuni in Thailand, I found that in the capital city of Bangkok there was far more media-produced controversy and more extremely polar views, both positive and negative, than anywhere else. As there regularly are in cities, there were politics. To my relief, in the countryside people seemed more simple and natural in their responses, displaying curiosity and respect for the monastic livelihood and the robe. Everywhere I went in the countryside, lay women and maechees expressed an interest in the possibility of going forth in the monastic life. 29 Although the male monks around me assured me that I could grant them at least novice ordination if I wished, and that robes, almsfood, and lodgings were available and offered, I performed no ordinations. At that time, it seemed irresponsible, both socially and practically, as well as according to Vinaya, to give ordination without being able to also commit to offering ongoing training and moral support. Now, having studied the Dhamma and Vinaya more deeply, with contemplation of several of the points written above, 30 my thoughts have changed and evolved.
Everywhere we went, prevalent social misunderstandings that have arisen in Thai society related to having only a one-sided Sangha were overturned. Many times, women would hand something to their menfolk to hand to me, believing that a woman might not even indirectly touch a bhikkhuni just as she might not with a bhikkhu. This was not understood as due to being the opposite gender (which it is), but enculturated as being due to inferior or unclean womanliness. As ideas proliferate, people then also connect this custom with ideas that women may not earn merit themselves, but that it must be done for them through their male relatives. It was heartening to see this misunderstanding righted, since in Thai culture it is men that a bhikkhuni should not have contact with. For most of the men and women I met, this was a new experience. 31 Again and again, this very simple matter proved a great
opening, unbinding, and relief; a long-held false view righted by such a simple gesture and explanation. For the majority of the women, it was the first time that they had ever been able to make the direct, hand-to-hand offering so praised by the Buddha. A whole world of dogma is crushed in a moment, a whole world of possibility opened. This is but one example of many such beautiful and freeing occurrences.
Communion
Let us turn to a similar type of occurrence as above but in a different context—across the Mekong River, the East China Sea and into the wilderness, to the foot of the Leaping Tiger Mountain in a peaceful valley surrounded by mountain forest.
For many of my bhikkhuni and samaneri friends from the Tibetan and Theravadan traditions who visited me during my time at Un Mun Sa, my bhikkhuni teacher's monastery in South Korea, there was a deep and profound impression made while being there; a sense of inheriting our lineage or birthright within the noble birth of the monastic Sangha. It is a great place, and offers a pure and beautiful vision of what we are capable of as women in the Buddha's Sasana when we are well-affirmed and nurtured with supportive conditions. Some female monastic friends said that they could feel that "this" also belonged to them as part of the greater Buddhist Community, and seeing it for themselves was tremendously heartening: an inspiration and great encouragement. I cannot overstate how important, supportive, and beneficial it is to have and make such opportunities available. As Buddhist women and human beings, this is our birthright. The gate to the Deathless is open and, as the Awakened One's daughters and sons "born of his mouth" we should all be welcomed to receive our full inheritance in the Dhamma and Vinaya the Buddha has left us.
This spirit is not dead within the Bhikkhu Sangha. Both in Thailand and South Korea, I met many monastics who had, following the wandering pilgrim ways of the monks of old, traveled abroad to foreign lands to further their study and practice of the Buddha's Dhamma. Within the Bhikkhu Sangha, I observed a broad welcoming of such foreign inquirers and way-seekers, their sense of brotherhood and community transcending ethnic and cultural divisions. Sri Lankan monks in Korea study and meditate together, sharing the warm ondol floors side by side with their Korean brethren. Korean monks in Burma, Thailand, and Sri Lanka walk pindapat for alms barefoot sharing the path, together seeking out the heart of the Buddhist teaching in Southern Theravadan form. I have been deeply gladdened to see this spirit of Sangha alive in the hearts and lives of my monk brothers and elders. It is true, as the Buddha taught, that when inspired gladness and faith arises in the Sangha, it may easily tend toward concentration and energy, and that concentration towards insight. Insight then tends towards knowledge, vision and liberation, the freedom that is the hallmark of the Buddhist monk in this world.
Certainly the wish has been for the women in Buddhist monastic life to be able to do this as well, as they used to, and modern lay society is now wide open with possibility. But bridges (or a common platform) must be built and opened within the Sangha itself. Commonality in type of ordination for Buddhist women would be a tremendously useful upaya; a skillful means in this regard. Its lack, and the concordant lack of common affirmative ground, is one of the main hindrances to the arising of the faith, delight, and joy in "the Sangha practicing the right way" that can so easily facilitate concentration, insight, and liberation— or not.
As the Venerable Sujato Bhikkhu has written in his paper "Full Acceptance":
[For] the bhikkhus, Upasampada (the Higher Ordination) is crucial to our sense of group identity, and we cannot help but see [nuns with other forms of ordination as a separate and] distinct group. Moreover, only the bhikkhuni form can claim authority from the Vinaya itself. The ten-precept novice or samaneri status was clearly intended as a stepping-stone to full ordination, not as an alternative career choice. Only bhikkhunis can perform Sanghakamma (Community Acts), and only bhikkhunis benefit from the complete and thorough training embodied in the Vinaya. The Buddha wanted female renunciates to live as bhikkhunis… Etymologically, upasampada suggests to 'come close, join together, enter into'. It is commonly used in context of 'entering' into an attainment of jhana or samadhi, where it refers to a coalescence or communion. It carries the nuance of finality or completion… In the context of ordination, it suggests 'full acceptance'. One is no longer on the fringes, in a twilight zone. There is a deep solemnity to this feeling of being totally embraced within such a sanctified community… We should keep our focus on the central meaning of upasampada, and should support to the utmost any human being, regardless of race, status, or gender, who aspires to enter into such a communion.
For this reason, for years one of my mentors, the senior-most monastic in our Buddhist Council of Northern California (who has been a kalyanamitta to all of us of various Buddhist traditions), repeatedly suggested and encouraged me in the founding of a Bhikkhuni monastery. Western women in the Theravada in America had been encountering the same gap, with many bhikkhu monasteries and temples appearing: Thai, Sri Lankan, Burmese … Western bhikkhus of the Thai forest tradition have also founded or inherited monasteries: both Metta Forest Monastery in Southern California and Abhayagiri Monastery in Northern California. The teaching of these monks has spread widely in California and in America and inspired many women and men to monastic life. For the men, the present monasteries may be their refuge and there is the open opportunity to travel to Asia and be ordained and train in the heartland of the traditions. On the other hand, for the inspired Buddhist women here in America, there have been the traditional meritorious opportunities of supporting the Bhikkhu Sangha and temporary retreat in close proximity, or life abroad. Trips to Asia, with the disparity in the monks' and nuns' situations there, have generally been far from inspiring or supportive to the Western woman's mind and sensibilities. Rather these good women have regularly been disappointed, challenged, or even harmed in their faith, their experience sometimes even cutting off their budding confidence in Buddhism and the Sangha as an
expression of and path to enlightenment. Many male friends, good men with developed hearts of compassion, have also expressed great sympathetic pain seeing this situation.
Bridging the Gap
Can the gap be bridged? There have been many considerations. Foremost among them: that all is led by the mind, ruled by the mind, created by the mind.
Reflecting on the Buddha's injunction in his final teaching to be a lamp or an island unto ourselves, and to take the Dhamma and Vinaya as our refuge, we may realize that, fortunately, the Dhamma and Vinaya are still known and accessible; in fact, they are widely available to us these days, as native English speakers, in our first language. Many thanks to all those who have made it so! And the Sangha still exists. With the ordination from and the example of both the Asian and Western members of the Bhikkhu and Bhikkhuni Sanghas, north and south, the materials for the bridge are all present, only to be set down and the way walked across.
So, many women aspiring to the full living of the holy life have gone for the full ordination in three waves: the first wave traveling to Asia and being ordained by the Chinese, Vietnamese or Korean Sanghas; the second wave, quite a number of international multiethnic mixed-Sangha ordinations in America, India at Sarnath and Bodhgaya, Australia, and Thailand; and the third wave (for the Theravadans at least), full ordination by Theravadan bhikkhus and bhikkhunis in Sri Lanka.
From what I've heard, the third wave has not yet happened within the Tibetan Buddhist Communities, although the potential is certainly there. Perhaps this potential is even more ripe now than it was for the Theravadans, as there are already a good number of bhikshunis living and practicing in Tibetan tradition who have been fully ordained for more than twelve years. Four or more of them gathered together would seem to be fully within their Vinaya rights to harmoniously recite their Pratimoksa Karman of choice, be it Mulasarvastivada, Dharmagupta or other, thus determining their Vinaya lineage. To my thought, these bhikshunis who are the repositories of the treasures of Tibetan Buddhism seem the most obvious and ideal choice for conveying full dual bhikshuni ordination upon aspiring candidates together with Tibetan bhikshus. Other options also seem reasonable according to Dhamma-Vinaya. 32
For us, when the number of bhikkhunis in Theravadan robes in North America was rumored to have reached four, an important number for Sangha, with the advice of an elder kalyanamitta I proposed the foundation of what came to be known as the North American Bhikkhuni Association to my bhikkhuni friends and colleagues. Five of us: Ayya Sudarshana from Sri Lanka, Ayya Tathaaloka from the United States, Ayya Sucinta from Germany, Ayya Sudhamma from the United States, and Ayya Gunasari from Burma mutually affirmed our
agreement in mid-2005/first month-2549 BE. A number of eminent mahatheras from both Sri Lankan and Thai traditions have blessed us by being senior advisors to our Association.
With the impetus of the number of women interested in monastic life and the strong encouragement of teachers and friends, both monastic and lay, several months later on the full moon of August 2005, Ayya Sucinta and myself came together in founding Dhammadharini Vihara, the first Theravadan bhikkhuni establishment in the Western United States. There has been great interest and appreciation for our doing so. The vihara has been a gathering place and a refuge for women since its inception, blessed by the presence of a large number of the bhikkhunis in North America, Buddhist nuns of various kinds, many aspirants, and friends both male and female. Since the founding of the Vihara, the number of bhikkhunis in our Sangha in the USA has more than tripled 33 and this past year (2006), Ayya Sudarshana Bhikkhuni also opened the Samadhi Buddhist Meditation Center in Florida, becoming the first Sri Lankan bhikkhuni to found a vihara in the West.
Living with the Bhikkhuni Vinaya
One of the main concerns amongst Westerners with bhikkhuni ordination in the Theravada has revolved around the differences between the bhikkhu and bhikkhuni discipline, particularly related to precepts for women that appear overly restrictive or genderdiscriminatory. Thus other alternatives have been considered and developed, although none seems to have the same arama as the full bhikkhuni ordination, for reasons mentioned above. Despite the fact that the majority of Theravadan bhikkhus keep many precepts in an adapted manner, not dissimilar in some ways to their Mahayana brethren, the question has been raised of the worth in giving an ordination if all of the precepts may not be kept in their entirety. The majority of bhikkhunis that I know ordained either in Sri Lanka or North Asia keep the monastic discipline in very similar ways to their bhikkhu peers, that is, attempting to adapt appropriately to their time, culture, and circumstances.
For myself and around one quarter of the Western women who have been fully ordained, there has been inspiration both from the Dhamma and Vinaya texts and a wish to fully live the training recommended therein, as well as from the example of the livelihood of the South Asian, Southeast Asian, and Western forest Sanghas. The wish to fully develop honesty and personal integrity has also contributed. Reflecting upon the qualities of the Dhamma that we chant daily: Sanditthiko akaliko ehipassiko, opanayiko paccattam veditabbo vinnuhi —"To be seen here and now, timeless, inviting all to come and see, leading inward, to be seen by the wise for themselves"— we have undertaken the experiment the Buddha welcomes and invites us to, putting the living of the Doctrine and Discipline to the test. The way the Thus Come One encouraged, the only way to truly see and know the actuality of something is to experience it for ourselves.
This has not been easy, but in actuality is not nearly as difficult as the mountain that can be built up in the inexperienced proliferating and projecting mind. There is relief and an unburdening in the relinquishing. Many new and wholesome aspects of the training have been revealed. So far, it seems to be a tremendously worthy and valuable endeavor. Time, with further practice, will be the proof.
Looking Upon One Another With Kindly Eyes
T
T he Incredible Value of Sangha
The Buddha:
"I hope, Anuruddha, that you are all living in concord, with mutual appreciation..."
Anuruddha:
"It is a gain for me, it is a great gain for me that I am living with such companions in the holy life.' I maintain bodily acts of loving-kindness towards these venerable ones both openly and privately; I maintain verbal acts of loving-kindness both openly and privately; I maintain mental acts of loving-kindness towards them both openly and privately… We are different in body, venerable sir, but one in mind."
(Upakkilesa Sutta, Majjhima Nikaya 128)
Relations with the Bhikkhu Sangha
Since the founding of our Dhammadharini Vihara, we have received great moral and symbolic support from our local Theravadan Bhikkhu Sangha. The name of our vihara, our bodhi tree, and the Buddha image in our meeting hall were all gifted to us by Phra Vitesdhammakavi (Ajahn Maha Prasert), who has mentored and ordained local monks both Western and Thai and been a pillar of support to not only the Thai Buddhist Community, but also the multi-ethnic and multi-traditional Buddhist Community in our area. The coAbbots of the Abhayagiri Monastery, Ajahns Pasanno and Amaro, have also been a great inspiration and have provided moral support, gifting the Vihara with the Buddha image now sitting in our meditation hall, sharing in requisites and supplies, and blessing the first woman's "going forth" into homelessness at our Vihara. Ajahn Thanissaro of Metta Forest Monastery has gifted us with invaluable advice in Dhamma and Vinaya. Many of the younger dhammaduta (foreign missionary) monks have expressed their hope in and appreciation for our ordination, remarking upon and commending our incredible good fortune.
Our local Sri Lankan Sangha led by Bhante Piyananda Sangha Nayaka Thera (my bhikkhu vice-upajjhaya) of Dhammavijaya in Los Angeles, Bhante Seelawimala of the American Buddhist Seminary, Bhante Amarabuddhi of Buddhi Vihara and Bhante Santa of the Dharmapala Institute have also been very warmly welcoming and supportive, offering invitations to lecture, participate in holidays such as Kathina and Vesaka, and come together cooperatively in mainstream Sangha events for the community. 34 Valuable advice and fellowship has been shared on so many occasions. We feel they are a refuge. Our local Burmese temple, Mettananda Vihara, has also been warmly and repeatedly welcoming. These virtuous Elder Brothers and Fathers of the Sangha have gladdened our hearts and continue to teach us by their example how wonderful it can be to have such good kalyanamittas.
Shared Sanghakammas
During this time, both our Bhikkhu Sangha and our bhikkhunis have all had much to learn about shared Sanghakamma Acts, both those that are regular, such as the fortnightly Ovada Request, those that are yearly, such as the Pavarana, and those that may be more or less frequent such as bhikkhuni upasampada ordinations. Having passed through several years of research on these subjects, although it has sometimes seemed like restarting a vehicle that has not been driven for a while, we have been able to find all the information necessary to go ahead. When questions have arisen, we have been very fortunate to have the blessing of such excellent and well-educated monastics in our American Sangha such as Bhante Henepola Gunaratana, Venerable Bhikkhu Bodhi, Ajahn Thanissaro Bhikkhu, and others to consult with regarding the Pali texts of the Tipitaka. Their merits are truly abundant and a blessing to us.
The question of sikkhamana ordination has been a topic of investigation in the past year and, although initially it was thought to be outdated or unnecessary, Canonical research has seemed to show otherwise. In this process, our first generation of Theravadan Bhikkhuni Sangha in America is also gaining a good education through actively researching and studying the texts themselves as well as hearing and reading the commentary and explications of such knowledgeable elders. I can see the benefits that those bhikkhunis who have a strong mind for such study of the Dhamma and Vinaya bring to us and will bring to the next generation. It seems that this will be a great boon both for our Bhikkhuni Sangha here in the next decades and for our society.
Bhikkhunis, Becoming Sangha to One Another: In America and Internationally
Being a fledgling Sangha and living within the mutually-appreciative melting pot mentality of America, although all but three of us bhikkunis have been ordained in different places, by different teachers, and under different circumstances, we generally enjoy a sense of
commonality, sisterhood, and community. This reminds me of one aspect of what the early Sangha may have been like before being divided by time and space, culture and language, and political and sectarian movements. I feel glad and rejoice in this small measure of peace and harmony and hope that it may develop and last. It is best if we use our strengths to elevate and support one another, not waste them in contending over trifles, for our Original Teacher repeatedly advised us to develop those qualities "that create love and respect and conduce to helpfulness, to non-dispute, to concord and to unity."
It has been a treasure to both visit and correspond with Bhikkhuni Sangha internationally as well, in Thailand and Germany for myself particularly; and to hear from Bhikkhuni Sisters of their ordinations and of their inspiring experiences with the much larger Bhikkhuni Sangha in Sri Lanka. All of us would like to offer our congratulations to the April 2007/2550 opening of the new Bhikkhuni Training Monastery in Germany, Anenja Vihara. I remember gladly reading Ayya Sobhana's writing from Sri Lanka of the recitation of the Bhikkhuni Patimokkha in Dambulla with more than one hundred bhikkhuni participants, and of a great bhikkhuni meditation teacher dedicated to helping all her students realize sotāpatti, entry into the Noble Path. News of the inception of the Buddha Vision Bhikkhuni Training Center in India, and the beginnings of a hoped-for Bhikkhuni Sangha at Santi Forest Monastery and Sanghamittarama in Australia have also been a joy to read and hear of.
Response from the Buddhist Lay Community
Not only have these developments been gladdening and inspiring to the members of our Bhikkhuni Sangha in North America, but to the Western Theravadan Buddhist lay community as well. In the Asian-American lay community too, particularly amongst the second-generation youth who sometimes see Buddhism as old-fashioned and irrelevant, the sight of women in the monastic robe (particularly a Western woman!) is seen as a welcome and much needed modernization. Their interest in Buddhism is often instantly and immediately renewed. Although initially a good number of adult and elder Asian Buddhist community members were supportive, others were suspicious or doubtful. Over even such a short time as a few years, with frequent contact and a perception of the many benefits that we bring to the community (particularly for the women, children, and non-Asian partners), the number of those who are supportive has continuously and tremendously increased.
For many Western friends, their first contact with Buddhism in the West has been in a lay context, through Dhamma books, meditation groups and classes, and images in the media, whether movies or television. Their Buddhism is idealistic, pragmatic, and egalitarian. The availability of practical means to realize ideals of peace and freedom reaffirms rather than disappoints these ideals. With concepts of gender equality and non-discrimination equated with enlightenment, it seems only natural that the Buddha would have had enlightened male and female disciples and that the Buddhist Sangha would be fair, just, and free of discriminations fraught with suffering. Contact with excellent Asian monastic teachers and with the Western nonastics of the Thai forest tradition has not lessened this idealism.
However, in contact with the nonastic Sangha (and particularly in the Theravadan communities), the contemporary (non)ordination situation for women, with all of its human rights issues, has been seen by many as a stain on an otherwise bright picture. In fact, for Westerners and Westernized Asians, this picture seems to remarkably fit the situation that prompted the Buddha's formation of each and every precept. In the Vinaya's Sutta Vibhanga, the Buddha himself speaks out strongly and repeatedly against actions or practices of monastics or groups of monastics that are harmful to the development of the trust and confidence of the lay community in the Monastic Sangha, or to that trust within the monastic Community itself, saying:
"It is not, foolish man, for the benefit of unbelievers, nor for the increase in the number of believers, but, foolish man, it is to the detriment of both unbelievers and believers, and it causes wavering in some."
American pragmatism, combined with Buddhist teaching, says: if there is a problem, we should find the cause and fix it. Considering the Four Noble Truths as a fundamental teaching, leading Buddhist monastics (seen as enlightened beings) are imagined to have excellent motivation and capability for such "suffering-solving." This is in fact true, when the mind is freed from entanglements. We naturally want to end any suffering as soon as possible. For those whom ordination for women in Buddhism has been a concern, the appearance of bhikkhunis practicing and teaching in America has been very well received.
Response from the Non-Buddhist Community in America
Our fully ordained female monastics have also been amazingly well met by the nonBuddhists in our community. Many people have expressed that seeing women fully ordained in Buddhism affirms their faith that the Buddha was truly and rightly enlightened (just the opposite of the detrimental effects caused by non-ordination in the quotation above). It has truly been a case of: "the arousing of faith in the faithless and the increase of the faithful" as well as good for "the establishment of the true Dhamma and the fostering of the Discipline." We have been welcomed as a presence of peace. The media and local leaders have been very affirmative. This is the good reputation of the Buddha, his Teaching, and his Monastics. In interfaith dialogue and events, as well, our bhikkhunis' presence has particularly been sought after as a bright example of excellence and rightness in religious life. There is profound appreciation for the greatness of Buddhism and its history in this regard: from the outset having a fully ordained Women's Monastic Community, its great numbers of enlightened women disciples praised and affirmed by the founder himself, and the longlasting tradition and integrity of its Sangha.
Sangha Harmony and Preservation of the Dhamma-Vinaya
In my view, one of the reasons for the strength and long-lasting viability of the Sangha is similar to that of the Dhamma: the Dhamma has its key points, its heartwood which is timeless; but also practically infinite possible variations or permutations, which accord with time, place, and person. The Sangha as well, as dhammadhara, has adapted continuously to various climates both physical and mental, while striving to remain true to its unchanging ground and essential means for liberation.
The Buddha himself is recorded in the suttas of the Fundamental Vehicle as saying that minor differences in Vinaya 35 are not of great concern, rather that commonality and trueness to the heart essence of the Dhamma is of utmost importance. He affirms his middle way position that there may be both adaptation in the minor aspects of monastic discipline and elements of monastic livelihood and that we should keep true to our ancestral grounds, our ancestral ways.
"A dispute about livelihood or about the Patimokkha would be trifling, Ananda. But should a dispute arise in the Sangha about the Path or Way, such a dispute would be for the harm and unhappiness of many, for the loss, harm and suffering of heavenly and human beings." (Samagama Sutta)
Respected modern Dhamma teachers and Vinaya scholars and commentators of great repute such as the Venerable Thanissaro Bhikkhu, author of The Buddhist Monastic Code I and II, have noted the tendency towards the opposite, to "be very intolerant of different interpretations of the Vinaya and get into heated arguments over minor issues having very little to do with the training of the mind." Throughout his BMC books, now widely referred to by English-speaking Buddhist monastics, he repeatedly makes the point "that any interpretation based on a sound reading of the Canon should be respected." He recommends that:
A bhikkhu [or bhikkhuni] should also show respect for the differing interpretations of other Communities where they too do not conflict with the Canon, so as to avoid the pitfalls of pride and narrow-mindedness. This is especially true now that monasteries of different nationalities are taking root in close proximity to one another in the West. In the past, Thais, Burmese, and Sri Lankans could look down on one another's traditions without danger of causing friction, as they lived in separate countries and spoke different languages. Now, however, we have become neighbors and have begun to speak common languages, so it is best that we take to heart the writings of the Chinese pilgrims who visited India centuries ago. They reported that . . . bhikkhus belonging to different schools could be found living together in the same monastery, practicing and conducting communal business in peace and harmony. Theirs is a worthy example. We should not let our minor differences become stumbling blocks on our Way.
In my readings from the Essence of Refined Gold, I have also discovered that His Holiness the Fourth Dalai Lama defined the Lamrim as "the essence of all the teachings of the Buddha, uniting both the method and wisdom aspects of the Path," both essential and conventional dhammas. Although I am hardly in any position to comment on the Lamrim—in reading His Holiness's Refined Gold text, in the Four Excellent Qualities section, several key points appear which would seem to offer directly applicable advice to our current situation: (1) seeing the non-contradictory nature of the Buddha's various teachings, (2) seeing these teachings as personal advice to be related to our present situation in order to overcome the negative tendencies of the mind, (3) the intention to easily realize and manifest the intent of the Buddha rather than being overwhelmed by complexity, and (4) to be protected by spontaneously arresting the great negativity of "abandoning a lineage of the Dharma" which is likened to the "cliff of the greatest evil."
According to the Buddha himself, as spoken in the Bahuvedaniya Sutta of the Pali texts:
"When the Dhamma has thus been shown by me in [different] presentations, it may be expected of those who will not concede, allow, and accept what is well stated and well spoken by others that they will take to quarreling, brawling, and disputing, stabbing each other with verbal daggers.
"However, it may be expected of those who concede, allow, and accept what is well stated and well spoken by others that they will live in concord, with mutual appreciation, without disputing, blending like milk and water, viewing each other with kindly eyes."
Evam.
1 According to eminent scholars such as Ven. Bhikkhu Bodhi and Ven. Thanissaro Bhikkhu, "A bhikkhuni is essential" is a mis-translation here which should read "the essential bhikkhuni" or "the bhikkhuni who has realized the heartwood or the essence"—that is the bhikkhuni Arahantas. Despite the mistranslation, this phrase, handcopied and carried with me in my monastic bag for years, served as a great inspiration.
2 The analogy or "simile of the heartwood" is one of the main teachings in the Theravadan texts in which the Buddha relates his advice to the Monastic Sangha on the rightful aims and rightful goal of the monastic life. We may see for ourselves where attachment to the lesser gains and the hindrances related here may have bound or hindered the issue of women's ordination. In the first simile, monastics with sincere intentions are enjoined not to get caught up in the "(1) leaves and branches, (2) outer bark, (3) inner bark and (4) sapwood of the holy life" which are equated with "growing negligent and living in suffering because of lauding oneself and disparaging others on account of (1) one's own gain, honor and renown in the monastic life; (2) one's own attainment of virtue (precepts, sila); (3) one's own attainment of concentration (samadhi, meditative attainments); or (4) knowledge and vision (nyanadasana). The heartwood by which one is freed from suffering is here spoken of as "perpetual" or "unshakable deliverance of mind that is the goal of the holy life, its heartwood, and its end" (MN.29). In the second analogy, attachment to the former gains are revealed as causing "hanging back" or "slackening" within the Sangha (MN.30). Other similes are related to blindly clinging to wrong identity views that are empty of self and of the goal as a palm tree is empty of heartwood (MN.35), and attachment to the five lower fetters of a mind obsessed and thus enslaved by: (1) doubt, (2) adherence to rules and observances, (3) sensual desire, (4) ill will, and (5) personality views which are related to the various above-mentioned tree parts other than the heartwood. Non-attachment to these hindrances; that is, "cutting through," them leads to "confidence, steadiness and resolution" (MN 64). Again, I believe it would do well to look into where these hindrances may have acted as such in the issue of women's full ordination, and then by clearly cutting through them, attain confidence and resolution. In the first and final "Similes of the Heartwood" in the Majjhima Nikaya, the Elder Maha Kaccana, praised by the Buddha himself as a master of doctrinal exposition, enjoins inquirers not to listen to and rely upon he himself, but rather to rely upon "he who is vision, he who is knowledge, he who is the Dhamma, he who is the Holy One, he who is the sayer, the proclaimer, the elucidator of the meaning, the giver of the Deathless, the lord of the Dhamma, the Tathāgata"; that is, the Buddha himself who is the Heartwood (MN 18 & MN 133). Thus there is an attempt here in the early sections of this paper to rely upon the consistent words and deeds of the Buddha himself to represent his expressed intention related to the Bhikkhuni Sangha he founded.
3 In MN 140, the Dhatuvibhanga Sutta or "Exposition of the Elements," "refining gold" is related to the pure, bright and malleable equanimity of mind that arises with the abandoning and cessation of clinging to what is coarse and lower, bringing about the ability to achieve one's higher goal and purpose.
4 Here, "mining for gold" or "seeking hidden treasure" is the phrase expressed by the teacher. In MN 52, this is associated with a person in a burning house seeking and (through eradicating the five lower fetters and destruction of the taints) coming upon a "door to the Deathless."
5 Women are currently regularly encouraged to aspire to rebirth as men in Southeast Asian Theravadan Buddhist countries. Although the Buddha makes no such statement in the Pali text Suttas that I have ever seen, Commentarial literature which illustrates women's birth as karmically inferior, combined with strong belief in the merit of the full ordination together with the current non-ordination status of women, perpetuates this trend. See the end of footnote 15 for an example.
6 Regarding the subject of rebirth, other Commentarial sources would tend towards the drawing of a highly different conclusion on this subject. For example, in the Commentary to MN 141 as paraphrased by Hellmuth Hecker in Great Disciples of the Buddha (p 19): "…Moggallana, when training pupils in the same way [as Sariputta] did not give up concern for them until they had attained arahantship. This was because he felt, as was said by the
Master, 'As even a little excrement is of evil smell, I do not praise even the shortest spell of existence, be it no longer than the snap of the fingers.'" And in the Questions of King Milenda (Pali-Miln 142), Ven. Nagasena says: "For it has been said, O King, by the Blessed One: 'Just, O Bhikkhus, as a very small quantity of excrement is of evil smell, so do I find no beauty in the very smallest degree of future life, not even for the time of the snapping of the fingers.'"
7 Here, Mahapajapati Gotami has asked the Buddha how the bhikkhunis should train themselves with regard to the precepts held in common with the Bhikkhu Sangha, to which this reply is given.
8 There are other time-frame theories for the foundation of the Bhikkhuni Sangha, including one year after the first teaching and twenty years after. This is a subject worthy of further research and investigation, as there are so many discrepancies and inconsistencies in the "eight garudhammas" foundation story as to make it utterly untenable. Logical dating lies at the crux of this matter, particularly but not exclusively related to Vibangha histories of the formation and development of each of the garudhamma-like pacittiya precepts which lead to the conclusion that the story in its present form must be at least largely either a later construction or reconstruction. This leaves many open questions, but the certain knowledge that, at present if Mahapajapati Gotami was actually ordained with eight dhammas of respect, we do not currently know what they originally were. When and how the related bhikkhuni pacittiyas which developed over time came to be backdated to the foundation of the Bhikkhuni Sangha, we also do not know; we only know with certainty that this has happened. When it came to be required that the eight garudhammas should be the subject of the Bhikkhuni Ovada or fortnightly exhortation is also not clear, as the majority of Ovada examples that appear in the Canon do not mention them, but include other Dhamma subject matter.
9 Looking at the Pali texts alone, we find reference to the ehi bhikkhuni ordination in both the Vinaya and the Therigatha. According to Ven. Analayo, the ehi bhikkhuni ordination is also recorded in four of the other schools' Vinaya's texts as well as linked to seven specific bhikkhunis in the Avadanasataka as recorded in Chinese. Skilling has also noted the Avadana references to ehi bhikkhuni ordination. Bhante Sujato claims to have found even further references to bhikkhunis ordained by this method. The use of both the ehi bhikkhuni ordination and the ordination by going for the three refuges would tend to place the foundations of the Bhikkhuni Sasana in the earlier period of the development of the Sangha.
10 The ehi ordination may be significant in that here we find the Buddha himself proactively calling forth quickly enlightened women to lead the Holy Life in his Sangha, without their even asking. We know that early on in the Bhikkhuni Sasana he instructed his Bhikkhu Sangha to give ordination and training to the majority of the women seeking it, and then compassionately adjusted and readjusted the ordination methods, according to the bhikkhunis' and candidates' own wishes and sensibilities.
11 Sitting the bhikkhus on his left hand and the bhikkhunis on his right, the Buddha recommended that all might righly look to those foremost disciples of his Community composed of two halves, the Ubhoto Sangha, and reflect upon their memorable qualities as objects of meditation.
12 The daily recollection of the "Ten Great Disciples" appears to, at present, be a northern Buddhist practice, a still living remnant of the livelihood and teachings of the Theravadan (Sthaviravadan or Hinayana) Schools that flowed northwards into Korea, China, Japan and Vietnam, and in earlier periods throughout much of South and Southeast Asia. The Pali texts contain reference to the Thirteen Foremost Bhikkhuni Disciples—the Etadagga Bhikkhuni Savakas. In Thailand we find a number of monuments, temple artworks and images dedicated to these thirteen bhikkhuni arahanta theris as well as the ten great laywomen (upasika) disciples enshrined. Locations include the Queen's Chedi at Doi Inthanon in Chiang Mai, the Foremost Bhikkhuni Disciples wall paintings within the Temple of the Reclining Buddha at Wat Po in Bangkok, and the statuary images of these thirteen foremost bhikkhunis at Wat Songdhammakalyani in Nakhon Pathom. According to Skilling, blessing verses chanted in praise of the thirteen foremost bhikkhuni disciples were composed and recited regularly in the Lanna Thai period. The Pali recollection verse from the Anguttara Nikaya's Ekaka Nipaata Paa.li, Etadagga Vagga, Pa~ncama Vagga follows:
"Etadagga.m, bhikkhave, mama saavikaana.m bhikkhuniina.m ratta~n~nuuna.m yadida.m mahaapajaapatigotamii (Bhikkhus, among my bhikkhuni disciples, Mahapajapati Gotami is foremost for her seniority). Mahaapa~n~naana.m yadida.m khemaa (Khema is [foremost] in great wisdom).
Iddhimantiina.m yadida.m uppalava.n.naa (Uppalavanna is [foremost] in attainment of extra-ordinary psychic powers).
Vinayadhraana.m yadida.m pa.taacaaraa (Patacara is [foremost] of Masters of Vinaya). Dhammakathikaana.m yadida.m dhammadinnaa (Dhammadinna is [foremost] in explaining the Dhamma). Jhaaniina.m yadida.m nandaa (Nanda is [foremost] in meditative absorbtion). Aaraddhaviiriyaana.m yadida.m so.naa (Sona is [foremost] in ardent effort). Dibbacakkhukaana.m yadida.m so.naa (Sona is [foremost] in the Divine Eye). Khippaabhi~n~naana.m yadida.m bhaddaa ku.n.dalakesaa (Bhadda is [foremost] in quick penetrative attainment). Pubbenivaasa.m anussarantiina.m yadida.m bhaddaa kaapilaanii (Bhadda Kapilani is [foremost] in fully recollecting past lives). Mahaabhi~n~nappattaana.m yadida.m bhaddakaccaanaa (Bhadda Kaccana is [foremost] in the bases of great supernormal power & higher knowledge). Luukhaciivaradharaana.m yadida.m kisaagotamii (Kisagotami is [foremost] in wearing coarse rag robes). Saddhaadhimmuttaana.m yadida.m sigaalamaataa ti. (Sigalamata is [foremost] in release through trust)."
13 I see no evidence that the Buddha was suspicious about having bhikkhunis, that he tried to limit their numbers, or that he treated women's ordination as unimportant. Rather, throughout the Vinaya, we find the Buddha working to protect the Bhikkhuni Sangha from abuse by either deviant monks or laypeople, acting to ensure the bhikkhunis would receive both the material and the Dhamma requisites of the teaching and training that would facilitate their enlightenment.
14 In the absence of access to bhikkhus when there are obstacles, the bhikkhunis are also directed to ordain women alone, with only a message to and from the Bhikkhu Sangha.
15 In addition to the leading masters who have spoken of there being really no wish or need for the bhikkhuni ordination for women, a number of scholars have also brought forth similar reports related to the Thai nuns and the Thai laywomen who have been the subjects of their research. I would like to state here clearly that this has not been my experience. Perhaps this difference in experience comes from the difference in meeting with a fully-ordained female monastic compared to meeting with a lay researcher who might be expected to report what they say, bringing on fear. I will report on the response that arises in meeting the forth devadhuta—the vision of a bhikkhuni, a female samana. Both in the United States and in Thailand, everywhere I have been I have met Thai women who have confessed to me their aspiration to ordain. They speak of approaching family members or elder monks, voicing the wish in their hearts. I have witnessed this personally, both with Western and Asian women, dear friends inspired by the Buddha's teaching and Sangha. They are regularly answered that as women, they may not. Often the possibility is suggested that, if they make merit well and dedicate their hearts to it, they may be reborn in another life as a man, or be reborn in the Sasana of the future Buddha Maitreya, and then be able to ordain, fulfill the Buddha's teaching and the Path and thus find liberation. Many women live with this wish, giving up their aspiration in this lifetime. It is a very common story.
16 The following is the critical comparison between women's monastic traditions that I was asked to make in the year 2003 when in meeting with monastic and lay administrators at Rajavidyalaya Mahachulalongkornrajavidyalaya Royal Sangha University in Bangkok. At that time, to the disappointment of the table, I was not able to give a balanced, well-informed critical response. This was due to my hesitancy to speak critically (particularly without full information) as well as my newness in Thailand and my then lack of complete comparative knowledge of the Thai nuns' situation related to that of the Korean bhikkhunis. This section hopes to remedy that, informed by the first-hand knowledge and understanding that developed in the time following.
17 See Appendix herein. I have been told by Thai researchers and Buddhist academics that the statement "Thailand has never had a Bhikkhuni Sangha" or "Thailand has never had bhikkhunis" to current knowledge may be accurately and correctly stated as: "Since the foundation of the current dynasty of Kings, that is since the beginning of the Ayutthaya Period in the 14 th century CE, Thailand has never had a Royally sanctioned and supported Bhikkhuni Sangha with dual ordination."
18 It is a common, shared history. Most of the living Buddhist traditions around the world, at one time or another, have been decimated, or nearly so, and have re-arisen. I know of no tradition that has been exempt. The Southern Theravadan Bhikkhu and Bhikkhuni Sanghas have both been eradicated due to political upheavals, and the
Bhikkhu Sanghas of Sri Lanka, Thailand and Burma have been revived with foreign assistance on numerous occasions.
19 Being in the presence of great Buddhist women and men who are ordained, who have faith and confidence, who have developed knowledge and vision, and who have skill in teaching is beneficial no matter what their tradition or lineage. These beneficent qualities transcend race, ethnicity, national boundaries and sectarianism—this transcendence being a hallmark of the Buddhadhamma Sangha.
20 Thai: tudong, Pali: dhutanga—the austerities or ascetic practices allowed by the Buddha, popularized by the Venerable Maha Kassapa. In Thailand, monastics may undertake a period of time when they take upon themselves one or any number of the thirteen dhutanga practices. In modern-day Thailand, tudong often refers to a monastic undertaking a radically simple and unfettered way of life, walking from place to place, sleeping in the forest, living only off of whatever is received during early morning almsround in whatever locale they happen to be passing through.
21 See Appendix herein.
22 Currently, there are several temples established by foreign Mahayana traditions with resident bhikkhunis in Thailand, including a branch temple from Fo Guang Shan in Taiwan and a Korean bhikkhuni temple. Neither these temples nor their monastics are afforded legal "temple" or "monastic" status by the Thai government.
23 Looking at the walls of Wat Po in Bangkok in the Vihara of the Reclining Buddha at the great painting depicting Ashokan daughter Sanghamitta Theri's arrival with the Bodhi tree sapling in Sri Lanka, Queen Anula's request for ordination, and her going forth; one might be inclined to believe that in the early Bangkok era in Thailand the Sri Lankan Bhikkhuni Sangha history might have been more well known than it is today.
24 I have heard this affirmed repeatedly by ostensibly well-educated Thai friends. The quote here is from a Thai layman friend reading and translating directly from a Thai children's primer on Buddhist history, while avidly denying that there had ever been bhikkhunis anywhere outside of India.
25 According to the Thai National Bureau of Religious Affairs statistics for 2550 BE/2007 CE. However, without a formal monastic community or system of ordination, training and support providing documentation, it is very difficult to accurately ascertain the actual number of maechees in the country. So far, only a small percentage of nuns have registered with the Thai Nun's Association.
26 The "Nun's Bill" attempted to introduce legislation that would give official status and support to the maechees in 2004, but failed to pass and was followed by an official letter sent to every temple in the country notifying both the monks and nuns that the nuns had the official status of "upasika" – that is, laywomen. Still, like bhikkhus, nuns are not allowed by law to vote. Again in 2007, a second attempt is being made contemporary to this writing to include provision for official status and support for the maechees in the new Thai constitution.
27 Here I am referring to the wearing of the kasaya-colored civara, the saffron patchwork monastic robe, also known as "the Banner of the Arahants" to Southern Buddhist traditions and the "Field of Merit" to the Northern traditions.
28 Such potential becoming ripe and that fruit coming forth largely depends upon conditions. Where the conditions are good there may be great fruit. Where the conditions are not good there may be only a very few people with truly exceptional paramis who are able to grow and develop. Under harsh conditions, like a tree growing out of a crack in a rock, it may be beautiful like a bonsai but stunted, the fruits few and the benefits limited, not widespread. The Blessed One himself eulogized Mahapajapati Gotami as one such "Great Tree." Some say that the ancient bhikkhunis had such paramis and the blessings of the Buddha's presence, but doubt that women today can possibly have such quality of merit. I have seen this quality manifest in the contemporary Bhikkhuni Sanghas of Korea and China, where there are certainly still saintly women, excellent examples and teachers, bringing great benefit to our human society and world.
29 Men also inquired on behalf of female relatives.
30 Here, I am particularly referring to firstly the Vinaya imperative or affirmative responsibility that the Sangha has to give ordination to qualified applicants; secondly, to the time imperative that appears in the Vinaya; and thirdly, to the vision of the field, knowing that if no seeds are planted there will be no harvest, however if seeds are planted even in very untilled and minimally moist soil (minimal training or support) still a few of the very strong may grow and in doing so break the earth and attract and hold moisture.
31 Most everywhere I traveled, both in the cities and countryside towns and villages in the north and northeast of Bangkok, for the majority of the male monks, maechees and laypeople, it was the first time they had ever met a woman wearing the civara, the monastic robe. They were greatly respectful of the robe and the monastic livelihood which is normal for Thai people, when not confused by issues and politics.
32 Among other options proposed – single ordination from the Tibetan Bhiksu Sangha alone would affirm the cultural solidarity of the lineage while dual ordination together with the Chinese Bhiksuni Sangha (or their Vinaya descendants) would be a tremendous gesture of harmony, peace and forgiveness, affirming our common heritage and Dhamma-Vinaya ancestry as Sakyan sons and daughters.
33 As of this endnoting, August 2007, our known numbers have quadrupled, reaching twenty (Mahasangha) with this Vassa. There are eight bhikkhuni wayplaces in the United States: four on the East Coast, three in the West. Plans are underway for the first national Bhikkhuni Sangha gathering for Patimokkha recitation and Vinaya Seminar in November 2007.
34 In fact, there is such an exponential growth of interest in Buddhism in America that we really need more monastics, both male and female, particularly those skilled and practiced in the Dhamma and capable of teaching, to fill the need.
35 Vinaya literally means "to abandon" or "remove" hindrances, not to create them. When understood and used rightly, it is meant to support the best opportunity for enlightenment in monastic life, not to prevent or prohibit it. The Vinaya does not recognize sects, nor consider nationalities or robe colors as an obstacle to ordination.
Appendix
Glimmers of a Thai Bhikkhuni Sangha History
"Although history would indicate that in the past there have been both bhikkhunis and samaneris in [the lands now known as] Thailand, from the time of the Ashokan missions of Arahantas Sona and Uttara to Suvannabhumi, up until the Ayutthaya Period, and even into the twentieth century [in the northern regions], there is little or no public knowledge nor a sense of connectedness to this distant and more recent past."
This sentence within "Mining for Gold" has elicited significant surprise, interest and curiosity amongst both friends and eminent fellow monastic Sangha members who have read it, particularly those who have lived in Thailand for many years, but "never had a clue." The information that I've come upon in the past years has largely been brought forth by the simple merit of the interest stimulated by the rare appearance of a female form clothed in the patchwork saffron robe, both during my time in Thailand and elsewhere amongst the Thai people, scholars and Sangha members. For those mentioned above who have requested sharing knowledge of the details, they are laid forth here for reflection and consideration. As the information is substantial and deviates from the main theme and flow of "Mining for Gold" it is set forth separately in this appendix. Recognizing that the work shown here with this important subject is barely a beginning and highly inadequate, it is my hope that, as a beginning, it might at least encourage an opening of ideas and views, as well as further research and publication.
A Weaving of Threads
Like weaving threads together, the lines of a sketch or beginning to lay out pieces of a puzzle, I will lay out what I have come across for consideration. The clues span a vast period of time, from roughly the 3 rd century BCE through to the 20 th century, a period of perhaps 2,300 years, nearly as long as Buddhist history itself. I will divide it roughly into three sections as mentioned in the "Mining for Gold" text: (1) the Ancient period or time of the Ashokan missions of Sona and Uttara to Suvannabhumi, (2) the middle period of various "Thai" kingdoms up until the founding of the Kingdom of Ayutthaya, and (3) the period of more recent history reaching into the twentieth century and modern times.
Ancient Period
The first references to bhikkhunis in the lands now known as Thailand come from the records of the Ashokan missions of the Arahanta Theras Sona and Uttara to Suvannabhumi, the ancient and famed "Land of Gold." Although the exact boundaries of the ancient Land of Gold are unknown, the Thai people have strong emotional ties to the history of this land that may be seen in many facets of their culture, in the ancient name of one of their provinces, Suphanbhuri, and the modern, new Suvarnabhumi International Airport. Historians say the Land of Gold roughly covered the territories now known as Burma, Thailand and Laos, as well as parts of Southern China, Cambodia and Northern Malaysia.
The journey of Sona and Uttara Thera to Suvannabhumi is recorded in the important Pali text the Samantapasadika, in the ancient Sri Lankan chronicles the Dipavamsa and Mahavamsa as well as in the Vinaya commentary Sudassanavinayavibhasa. a According to the Samantapasadika, the Theras "ordained 3,500 men and 1,500 women, establishing the Buddhadhamma." In Thai Buddhist historical texts, this record appears in the Thai Ruan Song Pra Thera Bye Prakat Pra Sasana Ni Thang Prathet—About Theras Going to Teach Buddhism Abroad where we find that:
"Youths in the group of royal males of the number of 3,500 ordained. The royal female youths in the number of 1,500 ordained. Thus, the Theras firmly established Buddhism in the area of Suvannabhumi. Thereafter, the young people of the royal heritage received the Dhamma lineage of Sona and Uttara." b
The exact location of the ordinations is disputed. I have no intent to propose which site might have actually been the real and true location of the Suvannabhumi bhikkhus' and bhikkhunis' ordination or whether the Ashokan Missions really happened as recorded, but rather to show that the Thai people themselves lay both historical and emotional claim to the site that their own Buddhist textual records indicate was the place where 1,500 women were ordained as bhikkhunis from the very beginning of the recorded establishment of Buddhism in their land.
The Thai people regularly speak of the location of this great happening, the foundation of the Buddhism in their land, as having occurred at the "First Chedi" Nakhon Pathom, thousands of people coming to pay their reverence to the site daily for this reason. The Burmese people locate the site in Burma at Thaton where there is also a shrine devoted to this most famous and venerable of occurrences. However, according to research done by Ven. Ratanavali Bhikkhuni, contemporary Thai Buddhist historians locate the site of the first ordinations at the ancient Thai city of Nakonsi Thammarat (Nagara Sri Dharmarajasima). According to interviews conducted with local Nakonsi Thammarat historians, it is well known that Buddhism first entered Suvannabhumi in what is now known as Nakonsi Thammarat, not Nakhon Pathom. The Thai Tipitaka reference above is anthropologically linked to the Nakonsi Thammarat Yak Chedi (Yaksa Chaitya) through the accompanying Tipitaka story of the Theras displaying their power over the supernatural forces the people had feared and worshipped by subduing the Yaksas (ogres, cannibals, flesh-eating giants) before teaching the Dhamma and giving ordination. The main Nakonsi Thammarat Chedi, built in Sri Lankan style, is also linked by local history directly to the Tipitaka history and the arrival of the Theras Sona and Uttara. It is recorded to have been built in conjuct with the Sri Lankans to commemorate the site where Indian Prince Kumar and Indian Princess Hemachala (whose statuary images remain there) came with a tooth relic of the Buddha, now enshrined there in memory of it being the site of the establishment of the Buddha Sasana. This is confirmed by Phra Raj Suwan Maytee in Pan Din Ton: Nakon Pathom dan gert Prabuddhasasana.
Neither the Samantapasadika Pali nor the Thai account say what the noblemen and women were "ordained" (Thai: buat) as. However, by the famed statement that "Buddhism has only been established in a land when both sons and daughters of that land have been ordained [as bhikkhus and bhikkhunis,]" c it may be inferred that it was upon such ordination that the pronouncement "the Buddhadhamma has been established" was made in the end of the Samantapasadika account. This is confirmed by the less well-known Sudassanavinayavibhasa which does specify that the men and women were in fact ordained as bhikkhus and bhikkhunis.
Another point of interest is that according to the Thai Vinaya Pitaka version of the Samantapasadika, as related by former Thai Senator Rabiaprat Pongpanit in her 2002 report to the Thai Senate, both men and women appear to have been ordained by the Bhikkhu Sangha alone, as there is no mention of bhikkhunis among the "five bhikkhus, samaneras, upasakas, brahmans, high ranking government officials and members of royalty totaling thirty-eight persons" d who comprised the Ashokan mission. In fact, all of the Ashokan mission records in which both men and women are recorded as ordained in various countries surrounding India by the Arahanta missionaries following their teaching, other than the Sri Lankan record, follow this same pattern. This does not mean that the calling upon of bhikkhunis to perform the dual ordination did not happen, as this part of the historical records could certainly have been lost in many cases. However, the history in its current form could also be seen as giving precedent, in the behavior of numerous Arahanta Dhamma teachers of great renown, to the ordination of both women and men as bhikkhus and bhikkhunis by the Bhikkhu Sangha in the absence of a Bhikkhuni Sangha.
The Middle Period: the Kingdoms of Pattani, Sukhothai, Lanna-thai and Ayutthaya
According to the general Buddhist history of this area in the middle period, there were bhikkhus and bhikkhunis of various Buddhist schools and traditions—Theravada (Sthaviravada or Hinayana), Mahayana and Vajrayana—throughout the lands of South and Southeast Asia. Middle period references specifically to bhikkhunis in the area that is now named Thailand come from the Pattani, Lanna-thai and Sukhothai periods as well as the Ayutthaya period.
Pattani (3 rd —17th Century CE)
Moving through time, we come to the Kingdom of Pan Pan, not far removed from modern Nakonsi Thammarat. Pan Pan was later know by the Thais as Pattani and is considered by them to be one of their ancient historic kingdoms. Earlier historical records of Pan Pan
span the 3 rd through the 7 th centuries of the Common Era; later records of Pattani extend through the 17 th century, up until the absorption of the kingdom in the modern Bangkok period.
In his work Nuns of Southeast Asia (3.6), Peter Skilling relates this finding:
"[In] Ma Tuan-lin's description of the Kingdom of P'an P'an in his Wen-hsien Tungk'ao: 'There are ten monasteries where Buddhist monks and nuns study their canon. They eat all types of meat, but restrain from wine.' Wheatley and others have concluded that P'an-p'an was located in the vicinity of the Bay of Bandon in peninsular Siam."
The record is estimated to be related to the 7 th century CE. The word "nun" in the record is the Chinese character ni commonly used as an abbreviation of the three Chinese characters bi-ku-ni. Although the record is Chinese, the description of the food consumed by the monks and nuns does not bear the marks of the discipline of the Chinese Mahayana schools, thus it seems that these female Buddhist monastics would have belonged to one of the Sthaviravadan or Theravadan schools.
th
Sukhothai (13 —15
th
Century CE)
According to Thai records as related by the Research Department of Rajavidyalaya Mahachulalongkornrajavidyalaya Royal Thai University (hereafter abbreviated as "Mahachula") there are Sukhothai records of bhikkhunis ordained by the Bhikkhu Sangha alone. The question has been raised by scholars whether the (perhaps) original practice of ordaining bhikkhunis by the Bhikkhu Sangha alone may have continued in Thailand from the Ashokan period, rather than being replaced shortly after the original ordinations by the dual-ordination practice. Since these bhikkhunis did not have dual ordination, modern monastic and lay Thai Buddhist scholars have affirmed they may not be considered to have constituted a legitimate historical Bhikkhuni Sangha, having not met the full criteria for ordination as bhikkhunis. However, it may be noted that according to Vinaya, in the time of the Buddha, neither early bhikkhunis ordained by the Bhikkhu Sangha alone nor even those ordained by the "bhikkhu rite," rather than the "bhikkhuni rite," were to be considered not ordained.
Lanna-thai (13 th —16 th Century CE)
In Nuns of Southeast Asia at 3.6, Skilling further relates that:
"in Lanna Thai literature (Catalogue of Palm Leaf Texts on Microfilm at the Social Research Institute, Chiang Mai) there are two texts entitled Tamnan Bhikkhuni Dona and Tamnan Sindu Bhikkhuni, which from their titles are the biographies of bhikkhunis. These bhikkhunis do not seem to be listed in the Tipitaka—at least they are not listed in Malasekara's DPPN, thus there is the speculation that they might be later bhikkhunis' histories." e
As these bhikkhunis' names appear to not be among those dating from the earliest days of the Indian Sangha, there is the expectation that rare and precious records of later bhikkhunis, whether from Thailand or from other locales may have been discovered. It was also in the Lanna-thai period that Sanghanusati chants including the recollection of the virtues of the Thirteen Foremost Bhikkhuni Disciples were composed and their recitation called for by the royalty for the blessings of the populace and nation. Considering the formal veneration payed to the Arahant bhikkhunis by even the great kings of the Buddha's time, it might be seen as ironic that in 2007 CE, bhikkhuni Arahanta statuary images from the Lanna-thai period were removed to Wat Songdhammakalyani (a bhikkhuni temple) from the Lanna-thai monastery where they were long enshrined, as modern local monks felt it inappropriate for men to show veneration to their female forms.
Ayutthaya Period (14 th —18 th Century CE)
Further bhikkhuni records were spoken of at Mahachula, recovered incidentally while conducting research related to the exchange of the upasampada ordination between Thailand and Sri Lanka, in particular the ordinations which facilitated the (re)establishment of the Thai Sangha upon the founding of the Kingdom of Ayutthaya. These records indicate the existence of pre-Lankavamsa Bhikkhu and Bhikkhuni Sanghas in Thailand, up to the entry into the Ayutthaya period, at which time these Sanghas were ended and a new Bhikkhu-only Sangha established with royal patronage and support from the Bhikkhu Sangha lineage of Sri Lanka.
By way of explanation, it is recorded that the Kingdom of Ayutthaya was named after the Indian Kingdom of Ayodhya, famed birthplace of the Hindu God Rama and the "first man" Manu. In its ruling secular and religious leadership structure, the Kingdom of Ayutthaya showed a great harmonizing of the religious teachings and practices of its time: Brahmanistic or Hindu, and both Mahayana and Theravadan Buddhist. The king was thus availed of both the divine right to rule via the Brahman priests as well as the Buddhist messianic right as a "wheel turning monarch" and an incarnation of the Bodhisattva Phra Ariya Maitreya—the future Buddha. These hardly seem to have been unique ideas; in the centuries both preceding and following, history records many Asian rulers, both Thai and non-Thai, adopting similar means in various combinations of these same prevailing teachings.
The records relate the causal reasoning behind the ending of the Bhikkhuni Sangha as "inappropriate relationship" with men and the Bhikkhu Sangha. This is interpreted by some scholars to mean that there were allegations of sexual misconduct. Indeed, this seems to have been a topic of literally mortal concern during the Ayutthaya period, as Skilling has found records of Buddhist monks being regularly punished to death by public roasting over fire for allegations made of sexual misconduct. For this reason, foreign documenters observed and noted that only women past their childbearing years were allowed to
respectably don even white robes in the Kingdom of Ayutthaya. f Other scholars understand this statement regarding "inappropriateness of the bhikkhunis" to mean that it was considered inappropriate for women to have the status of Brahman priests g within the social/religious/ideological framework of the Ayodhyan Brahmanical tenants of the Manudharmashastra, a system of philosophy and social order which had spread at that time from India to Thailand. This system by law subordinates women first to their fathers, then husbands and finally sons, and does not allow for the possibility of women's salvation other than through the "sacrifices" or the merit offered by their sons. Finally, there has been the further speculation that the cessation of the previous Sangha was simply, if nothing else, an oft-repeated political move to ensure the loyalty of the clergy to the sovereign, and thus the solidarity of the kingdom.
As apparent in the Kingdom of Siam exhibit shown in 2004 CE in the United States at the Asian Art Museum in San Francisco, the writings and meticulous drawings of at least one foreign Jesuit missionary in Ayutthaya nonetheless still record the presence of undoubtedly feminine, h saffron-robed, shaven-headed monastics sitting on raised-platform seats in distinctly Thai-temple environs during that period. i Skilling finds records of robed Buddhist renunciate women in those times still addressed as bhagini—"sisters," the Pali/Sanskrit form of respectful address used by both the Buddha and Theras, as well as called nang-chee—"lady renunciates," a melding of Thai and Brahmanical terms and the precursor of the modern, white-robed mae-chee.
According to scholars, it may be reasonably assumed that some numbers of both bhikkhus and bhikkhunis of lineages and traditions from the pre-Ayutthaya period would have continued to survive in areas of what is now known as Thailand outside of the Kingdom of Ayutthaya. This may be confirmed by later records of Bhikkhuni Sangha in the regions that are now known as the surrounding countries of Burma, China and Cambodia.
Pre-modern and Modern Period
Looking for evidence of the continuation of kasaya-robed Buddhist monastic women beyond the Kingdom of Ayutthaya, such evidence may be found in nearly all directions.
In the northwest of what is now Thailand, Mon records include bhikkhunis into the 14 th century CE. In the northeast, records from Lao territories show yellow-robed female monastics into the 20 th century. In the north, Thai-Yuan records of the Yuan Special Autonomous District in Southern China show bhikkhunis contemporarily. The Thai peoples of at least one locale in India also preserve the last remnants of a yellow-robed women's monastic tradition.
To the west in neighboring Myanmar, the Burmese Chronicles of the King's Proclamations, as translated by Dr. Tan Tun in Ideas and Views, shows royal permission granted as late as 1788 CE to women over age nineteen to ordain as bhikkhunis. Additional laws prevented the
king's slaves from becoming bhikkhunis and, as late as 1810 CE, required both the bhikkhus' and bhikkhunis' discipline to be royally monitored. It may be noted here that, rather than the "thousand year gap" regularly spoken of, these records leave a gap of less than 200 years j in the tradition of full ordination for women in Southeast Asia.
To the east there are more recent Thai-Lao records as well. Most well-known is the travel diary of Hermann Norden, as published by Kamala Tiyavanich in the chapter "Sisterhood of the Yellow Robe" in her book Buddha in the Jungle. Norden writes in his 1920s travel diary for the Royal Geographical Society of Great Britian of his visit to the isolated Muang You people:
"At the bonzerie (monastery or nunnery), I was astonished to see young women in yellow robes and with shaven heads; a Buddhist Sisterhood. They were busily sweeping an already tidy yard; an older woman superintending the work."
To the north, the records are not only recent, but contemporary. Dr. Hua Che Min, a Chinese scholar of Sinhalese language affiliated with the language department at the University of Kelaniya, Sri Lanka, has authored a book in Sinhalese about the Thai-lue people's religious lives and practices in the Sip Song Panna Special Autonomous Region in Yunnan Province, Southern China. This book, Theravada Buddhism in China (in Singhalese), records, as of the year 1991 CE, the number of temples and bhikkhus and bhikkhunis of both Mahayana and Theravada traditions, reporting that they have been largely untouched by the Chinese government. Phra Vutthichai Bhikkhu, in his 2006 visit to the area to support the renovation of the Thai people's Theravadan temples, confirmed the reports of the book and reported that the temples look remarkably Thai.
Not only in China and in the regions surrounding modern Thailand, but in the homeland of Buddhism as well, the ethnic Thai peoples seem to have been among the last to devotedly preserve the remnants of their yellow-robed monastic traditions for women. In Yasodhara Magazine, Venerable Dhammananda Bhikkhuni reports her recent discovery of the presence of a tradition of saffron-robed female monastics in at least one ethnic Thai people's community in India. k
Once again returning to within the heart of the Thai Kingdom, images of saffron-robed women in Buddhist monastic life do not entirely disappear in the Ratanakosin Era, but may be found in the arts and histories related to the Royal Family.
Many Thais might be surprised to learn that the heritage of the early Arahanta bhikkhunis and the later bhikkhunis' missions were both affirmed and royally honored in Thailand. In 1836 CE, King Nang Klao—Rama III, established Wat Thepthidarom (Pali: Devadhita-arama) in Bangkok, the Monastery of the Heavenly Daughter, named for his beloved eldest daughter who served efficiently as his personal secretary, Crown Princess Apsonsudathep. The monastery's bhikkhuni Vihara houses statuary images of the Founding Mother of the Bhikkhuni Sangha Mahapajapati Gotami and fifty-two bhikkhuni Arahantas, the images
dedicated to his daughter (whose health was ailing) and his fifty-two children. The princess also contributed from her personal fortune to the construction. King Rama III also undertook the 16 year 7 month restoration of the Ayutthayan period monastery Wat Bodharam (commonly known as Wat Pho), initially begun by King Rama I when he established it as a first grade royal monastery in 1788 CE. King Rama III's son Prince Laddawan led in the restoration of the Western Vihara, the famed Temple of the Reclining Buddha, on whose walls may still be found the Mahavamsa mural paintings of the arrival of Ashokan daughter Sanghamitta with the Bodhi tree to Sri Lanka, her meeting with King Devanampiyatissa and her ordination of Queen Anula with her company of 500 women, establishing the Buddhasasana. Other walls in the sanctuary of the Reclining Buddha are covered by extensive and elaborate mural paintings of the thirteen foremost bhikkhuni disciples of the Buddha and their stories, as well as paintings of the ten foremost laymen and laywomen disciples. This great restoration was undertaken by the king to maintain Wat Pho as "a center of both arts and knowledge for the Thai people, where descendants could look indefinitely."
In the years that followed however, few have even known to look. The doors of the Bhikkhuni Vihara in the Monastery of the Heavenly Daughter generally remain locked. As robed, shaven-headed images of bhikkhus and bhikkhunis may look similar without close examination, even well-educated monks living for years at Wat Pho may never know of the content and meaning of its full-wall mural paintings, not to mention the throngs of tourists that pass through its halls each day. The majority of modern records that are often seen related to ordained women in the saffron robes and the Thai royalty might be considered tragic.
Perhaps the most famous is the diary of Anna Leonowens and the Western movies The King and I and Anna and the King based upon it. Anna Owens was the British governess to the Royal court of Siam from 1862-1865 CE, during the reign of King Mongkut—Rama IV, who was a highly-disciplined Buddhist monk himself for many years and founder of the Dhammayuta Nikaya (a reformed monastic order) before ascending to the throne. In her book Romance of the Harem, she relates the pitiful story of the favorite consort-wife of the king, Lady Tuptim, who was engaged to be married when she was chosen for the royal harem. Her fiancé, Pilat, ordained as a Buddhist monk after her leaving, and when Lady Tuptim felt trapped by the confines of her palace life she escaped and secretly ordained as a novice at Phra Pilat's temple. Upon her discovery there, although affirming purity, the two were tried and sentenced to death by fire. We can only guess the impact that such an event may have had upon the thoughts and views of the royal princes and their heirs, amongst them, Prince Chulalongkorn, the son of King Mongkut who was later to become Rama V, the king to follow, and Prince Wachirayan, the son who was to become Sangharaja.
Under the reign of the beloved and revered King Chulalongkorn—Rama V (the son of King Mongkut tutored by Anna Leonowens while a prince)—Siam lost border territories to colonial powers, to France for Laos and Cambodia, to Britain for Burma. However the King was able to maintain independence, declaring Siam an independent kingdom in 1886.
A son of King Chulalongkorn's, Rama VI—King Vajiravudh—reigned from 1910 to 1925, during which time he increased the westernization begun by his father and grandfather, including mandatory primary school education and a system of standardized basic education for the Buddhist monastic Sangha. Prince Wachirayan (Vajirananavarovasa) was appointed and empowered by King Vajiravudh as Sangharaja—"Sangha King" or "Supreme Patriarch" of Siam.
Texts authored by Prince Patriarch Vajirananavarorasa for the progress and knowledge of Buddhism and education of the Sangha in the monastic discipline of the Vinaya included the Vinaya Mukha and its English-language translation Entrance to the Vinaya. As these texts are often studied in place of the Vinaya itself, they have led (and still continue to lead) the vast majority of Thai-educated Buddhist monks to hold beliefs expressed therein, such as: a "person who wishes for upasampada (full bhikkhu or bhikkhuni ordination) must be male" and "if one has committed serious offences or one is a woman, then such persons cannot receive the upasampada and their ordination would be known as vatthu-vipatti, literally, defect[ive]." l Later, in Volume III of the Vinaya Mukha we find two personal speculative theories propounded by its author: the first, that the Bhikkhuni Sangha "existed temporarily, for no great length of time… [and] probably disappeared in Lord Buddha's own days;" m and the second, that from the time of Sanghamitta Theri, daughter of Emperor Ashoka, "it is agreed that the bhikkhunis disappeared." n In this case, the "agreement" would seem to have become the self-fulfilling prophecy for a nation. With a concerted effort made to spread and establish a statewide system of secular and monastic education, lay children, samaneras, and bhikkhus, from the early 1900s until the present, all came to be educated that the Bhikkhuni Sasana had died out in India not long after the Buddha's time, the last bhikkhuni being Sanghamitta Theri.
Additionally, according to both Buddhist monastic scholars and Buddhist historians such as Tiyavanich, in the twentieth century, diverse, local, ethnic traditions of Buddhism in Thailand were legally replaced by State Buddhism for the sake of a Unified Thai Nation and Sangha. Empowered by the Sangha Acts of 1903 and 1928, both secular and religious laws were made forbidding the ordination of women due to a perceived political threat. o For the sake of a centralized Thai State and uniformity of Sangha standards, although a divergence from the Vinaya, from that time it became illegal for local Elder Buddhist monks to give ordination within their local Sangha traditions and lineages to even men, unless they were approved, trained and certified as Upajjhayas (preceptors) by State Authority.
As a final note, scholar Peter Koret is currently working on the histories of several Thai women ordained as bhikkhunis and disrobed by law during the early 1900s in the Sangha Acts period above. These include the two daughters of outspoken political critic Narin Klung (one of the political threats mentioned above) who were ordained as bhikkhuni and samaneri along with a number of other women. Due to their father's political conflicts, the daughters, Sara and Jongdi, were arrested and most of their Sangha disrobed, while the two sisters were taken to prison where the elder sister was disrobed by force. When released from prison the daughters maintained their monastic life but changed the color of their
robes. Their Sangha ended one day when the elder sister, Phra Bhikkhuni Sara, was kidnapped by a rider on horseback while she was walking on almsround. Due to the negative reaction to that event within the Sangha, the then Sangharaja of Thailand passed a law forbidding any and all Thai bhikkhus from acting as preceptors in ordaining women as either samaneris, sikkhamanas, or bhikkhunis.
Nonetheless, twenty-eight years later, in 1956 CE, Thai lady Voramai Kabilsingh received ordination as a samaneri from Phra Prommuni of Wat Bawanniwet, the King's own ordination master. Although she wore light yellow robes of a different color than Thai bhikkhus, in the 1960s she was charged with the illegal act of impersonating a bhikkhu. After learning of the continuation of Sanghamitta Theri's line in the Chinese Dharmagupta bhikkhuni lineage of Taiwan, in 1971 she traveled for the full bhikkhuni ordination there, receiving the ordained name of Shih Ta-Tao Fa-Shr—Venerable Mahabodhi Dhammacarya. In the year 2001, thirty years after her full ordination, Venerable Mother Mahabodhi's daughter Dr. Chatsumarn Kabilsingh, herself a respected Buddhist scholar and teacher, traveled to Sri Lanka to receive samaneri ordination and two years later the bhikkhuni ordination upon the revival of the tradition of the bhikkhuni upasampada there. Given the ordained name Bhikkhuni Dhammananda, her ordination together with the beneficent works of others, has paved the way for a gradually but steadily increasing number of Thai women, both Theravadan and Mahayana, to be ordained as samaneris and bhikkhunis both in Sri Lanka, in Taiwan, and once again in Thailand. As their stories are many, they will not be told here. p Fortunately, it is the very spirit of further research into the Buddhist texts coupled with dedication to the higher purpose of the Buddhasasana and the welfare of the Monastic Sangha, so championed by Kings Mongkut and his sons King Chulalongkorn and Prince Patriarch Vajirananavarorasa, which has brought this about. In the year 2003 CE, after extensive research and review by the Thai Senate, the secular law banning women's ordination in Thailand was found unconstitutional and revoked as contrary to freedom of religion.
In Conclusion: A Different Definition
Thus, as I have been told by knowledgeable Thai researchers and Buddhist academics, the common statement "Thailand has never had a Bhikkhuni Sangha" or "Thailand has never had bhikkhunis," to current knowledge, might be more accurately and correctly stated as:
Within the domains of the current Chakri dynasty of Rama kings, since its foundation; that is, in the Ratanakosin Era from the Ayutthaya Period through the Bangkok period (1782 CE -present), Thailand has not yet had a royally- or Statesanctioned and supported Bhikkhuni Sangha with dual ordination.
This is not to say that there have never been bhikkhunis amongst the ethnic Thai peoples, nor that the lands, now known as Thailand, have never been host to the Bhikkhuni Sangha.
In fact, the pattern that appears within the historical threads, when woven together, does seem to tell quite a different story.
Endnotes to Appendix
a A text of Sri Lankan origin taken to China and translated by Sanghabhadra about the time of Buddhagosa. The Chinese translation of the title of this Singhalese Vinaya commentary has been retranslated into Pali as the Sudassanavinayavibhasa.
c Although this statement has been attributed to Ashokan son Mahinda Thera in his words to Sri Lankan King Devanampiyatissa regarding his reason for calling for his bhikkhuni sister Sanghamitta Theri and her peers to establish the Bhikkhuni Sangha, it is based upon various quotations from the Tipitaka. As amalgamated and paraphrased briefly from Analayo's Women's Renunciation in Early Buddhism:
b Ruan Song Pra Thera Bye Prakat Pra Sasana Ni Thang Prathet—p 119: "Puak dek ni tragoon praman 3,500 buat laew. Khuntida praman 1,500 nang gan buat laew. Pra thera nan dye pradit tan prasasana hye damrong man yu ni kwan suvanabum nan laew doy prakan cha ni. Jam derm ther nan ma chon [p 120] chow suvanabum gau dye thang cheu pauk dek ti gert ni ratchathragoon wa Sonuttara serp ma."
Numerous early canonical passages concur with the clear statement given in the Mahaparinibbana Sutta that the Bhikkhuni Sangha is an integral part of Buddhist community, particularly the Lakkhana Sutta and the Pasadika Sutta of the Digha Nikaya. Even those outside the Buddhist order apparently perceived the existence of proficient female Buddhist monastics [bhikkhunis] as indispensable for the completeness of the Buddha's Sasana, as in the Mahavaccagotta Sutta of the Majjhima Nikaya, were we find the wanderer Vaccagotta, soon to enter the Buddhist Sangha and become an Arahanta, proclaiming that: "If, in this teaching, only the Reverend Gotama and the bhikkhus were accomplished, but there would not be accomplished bhikkhunis, then this Holy Life, would be deficient in that respect"—(sace ... imam dhammam bhavañc' eva Gotamo aradhako abhavissa bhikkhu ca ... no ca kho bhikkhuniyo aradhika abhavimsu, evam idam brahmacariyam aparipuram abhavissa ten' angena.) The degree to which the existence of the bhikkhunis is integral to the welfare of the Buddha Sasana is highlighted in Samyutta Nikaya 16.13: "bhikkhu bhikkhuniyo upasaka upasikayo satthari ... dhamme ... sanghe ... sikkhaya ...samadhismim sagarava viharanti sappatissa. Ime kho ... pañca dhamma saddhammassa hitiya asammosaya anantaradhanaya samvattanti." The conditions that lead to the duration of the Dhamma after the Buddha has passed away are treated in the Anguttara Nikaya which states these requisite conditions to be that "the four assemblies be respectful towards the Teacher, the Teaching, the Community, the training and towards each other"—(bhikkhu bhikkhuniyo upasaka upasikayo satthari ... dhamme ... sanghe ... sikkhaya... aññamaññam sagarava viharanti sappa issa. Ayam kho ... paccayo yena Tathagate parinibbute saddhammo cira hitiko hoti.) According to the Dakkhinavibhanga Sutta, from the perspective of merit, a gift given to the Ubhoto Sangha comprised of both bhikkhus and bhikkhus is superior to that given to the Bhikkhu Sangha alone, thus the absence of the Bhikkhuni Sangha would result in a deficiency of the Order as a recipient of gifts. Finally, in Samyutta Nikaya 42.7 we find that, in addition to being treated as superior recipients of offerings, the bhikkhus and bhikkhunis are reckoned together when it comes to receiving teachings, as they constitute the superior field for the Buddha's instructions—("seyyathapi ... khettam aggam evam eva mayham bhikkhu-bhikkhuniyo.")
e The translation of these texts into Thai was commissioned by Ven. Dhammananda Bhikkhuni in July 2007.
d Samantapasadika 62-63.
f Skilling—Nuns of Southeast Asia
g In the Buddha's teaching, a person rightly becomes a Brahman (holy) neither by birth-caste nor by gender, but rather by their own virtuous and noble deeds.
h Due to the distinctive double circle breast motif
j The eminent teacher of Burmese Master Mahasi Sayadaw, Mingun Jetavan Sayadaw's 1949 CE reasoned proposal for the reestablishment of the Bhikkhuni Sasana in Burma (although not accepted at that time) thus seems to have followed upon no more than 139 years lapse of the Southeast Asian Bhikkhuni Sangha.
i The author here wonders whether this may have been a drawing of the fabled royal Ayutthayan princess who secretly fled the palace life to be ordained as a bhikkhuni and live the monastic life against the wishes of her father the King.
k See www.thaibhikkhunis.org – Yasodhara Magazine, "back issues."
n Entrance to the Vinaya III, pg 269. ""
l Entrance to the Vinaya I, pgs 4-5 on fulfilling conditions (sampatti) for ordination. Thai version published in 1903. m Entrance to the Vinaya III, pg 268. Thai version published in 1921, English in 1983.
o According to Mahachula, until that time Chinese Mahayana traditions in Thailand still had both Bhikkhu and Bhikkhuni Sanghas in Thailand, but with the establishment of these laws, they voluntarily gave up their practice of ordaining women.
p Many of these women have been awarded as "Outstanding Women in Buddhism" in observance of the United Nation's International Women's Day at the United Nations in Bangkok. Their information may be available through Outstanding Women in Buddhism Awards Secretary General Dr. Tavivat Puntarigvivat or Founder Venerable Rattanavali Bhikkhuni. | <urn:uuid:b4e1a2ee-05a3-4d0f-a002-ad14402c7d58> | CC-MAIN-2017-13 | http://congress-on-buddhist-women.org/fileadmin/user_upload/MiningforGold_01.pdf | 2017-03-27T10:47:27Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00225-ip-10-233-31-227.ec2.internal.warc.gz | 73,939,591 | 28,032 | eng_Latn | eng_Latn | 0.994381 | eng_Latn | 0.997422 | [
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Restoration workers Mike Jeffery (left) and David Randt use soil and plywood to dam one of the drainage ditches in Burns Bog. Courtesy Corporation of Delta
Surrey North Delta Leader
Human beavers bring bog back to life
By Christine Lyon - Surrey North Delta Leader
Published: August 19, 2008 10:00 AM
Updated: August 22, 2008 1:58 PM
Mike Jeffery and David Randt meet at Delta Municipal Hall every morning at 7:15 a.m. They toss their orange coveralls, wading boots, shovels and plywood into a pickup truck and head to Burns Bog.
Jeffery and Randt spend their days damming the drainage ditches that carry water away from the bog. They dig a notch on either side of the ditch embankment, then slot in 4x8 pieces of plywood. The men salvage sticks and branches which they use as stakes to secure the dam. Finally, they fill the layers of plywood with soil for added strength.
Since they started May 12, Jeffery and Randt have built seven new dams and upgraded 10 old ones in the raised peat bog, which occupies a quarter of Delta. Small dams take a day to construct, while larger structures can take up to a week.
Ditch-blocking has been going on since 2001 in an effort to restore the bog to its natural state. Steel barriers and wooden dams from previous years are still in tact.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
Until the '80s, drainage ditches were dug throughout the bog to facilitate large-scale peat mining and cranberry farming. The ditches drained nearly 40 per cent of the original bog – a danger since precipitation is the dome-shaped area's only source of water.
Burns Bog is about half the size it once was because of agricultural and industrial land use. In 2004, the province, Metro Vancouver and the Corporation of Delta purchased 5,000 acres of the bog and created a plan to protect its unique ecosystem and the rare plants and animals living there.
Jeffery and Randt are two of the few people permitted on the bog. They lug their equipment to the dam sites on foot, since there are no roads and driving is a fire hazard.
Jeffery, 25, is studying forestry at BCIT and loves being able to work outside. Randt is studying geological engineering at UBC. The 19-year-old Delta resident is happy to lend an environmental hand in his own community. This is the second year Delta has employed summer students to restore the bog.
The pair runs into deer, owls, herons, hawks and eagles on a daily basis. They were pleased to discover the resident beavers are quick to patch up their faulty dams.
Project manager Sarah Howie explains beavers are attracted to the sound of running water.
"If one of the dams is leaking and water is going around or bypassing it, they'll hear that and they'll start adding onto the bypass until it stops flowing," she says.
Howie is an urban environmental designer for the Corporation of Delta and has been overseeing the hydrology aspect of the restoration project for almost four years.
"It's an engineering feat, what we're doing," she says, explaining the dams must be strategically placed and strongly built to hold back the water pressure. Water levels can rise two feet in winter.
Keeping water in the bog is the most important part of the restoration process because without water, a bog becomes a forest.
Peat, also known as sphagnum moss, is integral to maintaining the bog ecosystem since it releases acid and absorbs water. But peat regenerates very slowly compared to the rate it was harvested for horticulture in the 20th century.
Howie measures water and ground levels year round to determine whether or not the ditch-blocking efforts are worthwhile.
Data over the last three years has shown sphagnum moss is indeed expanding. That means the bog is starting to recover, thanks to a hard-working restoration crew and a few eager beavers.
Links referenced within this article
Find this article at:
http://www.bclocalnews.com/surrey_area/surreyleader/news/Human_beavers_bring_bog_back_to_life.html http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B...
28/08/2008
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http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008 | <urn:uuid:b0378a3c-0d9b-4cfc-80a0-2601faaab9a9> | CC-MAIN-2017-13 | http://sunburyneighbourhood.ca/PDF/SurreyLeaderAug192008.pdf | 2017-03-27T10:39:41Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00225-ip-10-233-31-227.ec2.internal.warc.gz | 333,278,282 | 989 | eng_Latn | eng_Latn | 0.991567 | eng_Latn | 0.998637 | [
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Small Wind Energy System Model Ordinance — An Overview
Written by: Sherrie Gruder
Small wind turbines are being installed to supply power to a variety of sites -- including farms, businesses and schools. A small-scale wind energy system can help make a home or business energy-independent. A gridconnected wind system provides the benefits of wind energy and the consistency of the utility. An off-grid system has no connection to utility lines, so it is very useful in isolated locations. Installing a wind turbine is a productive way of offsetting high utility costs while making a commitment to the community and the environment.
The most significant barrier to small wind turbine installation can be local zoning. This has been an incidental result of uncertainty about large wind farms by some communities. To help educate local officials, Focus on Energy and UW-Extension have developed a small wind energy system model ordinance for local towns and counties. The ordinance complies with the relevant state statute, WI s.s. 66.0401, governing a municipality's ability to regulate wind systems.
There are several ways a town or county can use the small wind energy system model ordinance. It can be adopted as-is, or it can be used as the basis for a conditional-use permit. For example, the Town of Ahnapee in Kewaunee County took out the standards, abandonment, and permit requirements sections and put them into a conditionaluse permit. The Town of Merton in Waukesha County is doing the same thing. Alternatively, Calumet County adopted many of the recommendations in the small wind energy model ordinance and placed it into the overall county wind ordinance that also includes large wind.
For further assistance with small scale wind energy systems and issues, go to the Focus on Energy Web site at www. focusonenergy.com/renewableenergy or call 800 762-7077. With specific questions on zoning issues related to wind, contact Mick Sagrillo through Focus on Energy or directly at (920) 837-7523, email@example.com.
With staff in Green Bay, Madison, Milwaukee and Stevens Point, SHWEC has been providing quality environmental education and technical assistance throughout Wisconsin since 1990. To contact a SHWEC Specialist go to www.shwec.uwm.edu
SHWEC -
UW-Extension 610 Langdon Street, Room 528 Madison WI 53703 608.262.0385 tel 608.262.6250 fax
recycled paperT | <urn:uuid:5229caab-1563-410c-aa93-00125b129cba> | CC-MAIN-2017-13 | http://www.renewwisconsin.org/wind/Toolbox-Zoning/UW-EX%20letter%20about%20the%20Small%20Wind%20Turbine%20Model%20Zoning%20Ordinance.pdf | 2017-03-27T10:40:52Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz | 651,909,159 | 526 | eng_Latn | eng_Latn | 0.996054 | eng_Latn | 0.996054 | [
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Miss Collins' 1 st Grade Classroom News
Important Dates:
Specials for the week:
.
- Late Start Mondays: school begins at 9:05am Dismissal remains the same.
o September 28
o October 5, 12, 19, 26
- 9/30: Community Luncheon: *See back for details*. There will be over 100 community members at Mason to talk with our superintendent about our wonderful school district. If you and your child can walk or bike to school that day it will help our parking lot significantly. Thank you!
- Monday: Music
- Tuesday: Gym (bring shoes)
- Wednesday: Art
- Thursday: Library (bring book)
- Friday: Music
Weekly Words:
- 10/2: Volunteer Tea (in library) @ 8:30am
- 10/7: Student Count Day
- 10/16: Fun Run (time TBD)
- 10/25: Haunted Garage (10/30 rain date)
- 10/30: Halloween Parade/Party (11:30 Dismissal)
Each week students will focus on a word family or spelling pattern that will help them during their reading and writing. The word family and word wall words will be listed in this section of the newsletter each week. We will be giving five word spelling tests each Friday morning on word wall words (sight words) beginning in October.
Classroom Info:
Reading:
We have focused on some phonics and blends that students may see during reading. You may have heard students talk about Spy Y: Wanted for stealing the sounds of A, E and I (day, funny, fly),The Rude Team "TH": makes us stick out our tongue when we say it (think, not fink ), Two Vowels Walking: the first one does the talking (boat, team, rain) and the KN Blend: knee, know, knot. With the help of these reading tricks, students will have more useful strategies to solve unfamiliar words. We will be reviewing short and long vowel sounds as well.
Writing:
We continue to work on handwriting skills including finger spaces. We wrote a small moment about a special summer time. Students all shared such fun stories! We will begin the Small Moment writing unit this month and continue to develop skills as the year progresses.
Math:
Students have been working in math journals and becoming familiar with the Everyday Math units. They have enjoyed playing Bunny Hop, Rolling for 50 and the Penny Dice Game. We also worked on telling time to the hour by identifying the hands of the clock and where they are pointing.
Social Studies/Science:
We reviewed rules and why they are important this week. We also spent time understanding the difference between tattling and reporting. The state of Michigan has provided teachers with Do Unto Otters, a book about manners as a social studies lesson. Students enjoyed listening to the ways otters would like to be treated and learned the valuable lesson of treating others the way you would like to be treated.
Collins' Comments:
- Please send in $5.00 for classroom parties. Thanks for your generosity!
- Raz-Kids: Students were introduced to logging on to Raz-Kids this week. Their log-in and passwords were sent home in the Back to School Night folder. If prompted, my information: Teacher Username: acollins17
- Don't forget to check out my website for any other information you may need: www.misscollinsroom206.weebly.com
- Community Luncheon: September 30 th , Mason is honored to join Beaumont Community Health Coalition and Superintendent Dr. Gary Niehaus., in hosting The Fifth Annual Community Luncheon. Over 100 community leaders from the five Grosse Pointes have been invited to this luncheon. The location of the luncheon is rotated among all of our schools, and Mason is proud to chosen this year! The luncheon is set from 1-3 p.m. On Wednesday, our students will be eating in their classrooms. Sodexo will have a "grab and go bag lunch" and milk will also be available for purchase. Parking will be limited to our guests until 3 p.m. We appreciate your support in helping us shine a light on Mason.
Halloween AM Schedule:
8:45-9:15 School Parade
9:15-10:15 Classroom Party
10:15-11:00 Assembly
11:00-11:30 Classroom Movie
11:30 Dismissal
Halloween Boos and Don'ts!
- No weapons of any kind allowed at school.
- Please no scary masks. Your child needs to be able to see clearly through the eye holes to prevent accidents at school.
Have a great weekend! Miss Collins | <urn:uuid:5d0b1197-84b0-4626-b47d-c06cd50db9e2> | CC-MAIN-2017-13 | http://misscollinsroom206.weebly.com/uploads/4/3/7/4/43746289/9-28-15.pdf | 2017-03-27T10:39:21Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz | 230,700,141 | 987 | eng_Latn | eng_Latn | 0.99846 | eng_Latn | 0.998609 | [
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Mind's Eye
Art Across the Spectrum
K irtenraw Bandiloo, 20, is the youngest of three children. He resides in Malaysia, a country which has little support for families of children on the autism spectrum. Kirtenraw attended public school with the help of his two sisters. He struggled in school because of difficulties with language and communication, and dropped out at age 16.
Kirtenraw has always had a special ability in art. He started drawing with pencil sketches when he was only six years old. In 2007, his dad took him to art lessons in Penang. That became a life-altering event as Kirtenraw discovered that he enjoyed the process of painting with poster colors. In 2010, he started painting with oils. Each painting takes days to weeks to complete. He now has an impressive collection of over 100 big, vivid, and powerful paintings.
Kirtenraw's talent mystifies his parents as they have no art background. Kirtenraw feels compelled to create each day using colors in unique ways. His parents have no idea where he gets the ideas for what he paints. He is influenced by no other artists. His creations come from his imagination, and he completely loses himself in his art. Kirtenraw's first exhibition was in 2015 at a gallery in Penang.
Kirtenraw's goal is to become a successful artist. He wants to earn enough money that he can expand his family's home and buy a big van to transport all his friends. He looks forward to having parties and displaying his art.
We are certain Kirtenraw is going to make his dreams come true. | <urn:uuid:db1a9d43-2c38-4886-8754-8e7c2d0ae818> | CC-MAIN-2017-13 | http://the-art-of-autism.com/wp-content/uploads/2015/09/AF60KirtenrawBandiloo.pdf | 2017-03-27T10:34:50Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz | 339,541,636 | 339 | eng_Latn | eng_Latn | 0.999504 | eng_Latn | 0.999504 | [
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1890s: Local Government and More
Most of our graduates from the 90s dedicated themselves to serving in local government. Amey Kin gan-Scott (1890) served as Tecumseh Township's Treasurer for 15 years.
'92 graduate Franc Snell-Gillespie holds the honor of being the first female postmistress in Tecumseh as well as running her late husband's insurance business for 24 years.
William Hicks and Harry Osgood both graduated in 1897 with Hicks going on to play football at the University of Michigan before returning home to serve as Tecumseh Village President. Osgood was a four-time elected Treasurer of Lenawee County and spent 36 years working in that department.
Miss Woodward explaining some intricate whistling to one of her artist students.
Now for the "More." 1891 graduate Anna Agnes Woodward had wanted to be a concert singer after graduation, but an illness ended those dreams. So instead she became one of the world's most promi nent whistlers and an authority on artistic whistling. She was the originator and director of the Agnes Woodward School of Whistling, the only school of its kind in the world. She was the only woman whistler to hold a gold medal for excellency in the whistling arts.
Locally, Naomi North-Williamson (1897), co-au thored the script used in the Tecumseh Centennial Pageant in 1924. | <urn:uuid:2d2aedb4-9f2d-488e-a0da-1628c60746f9> | CC-MAIN-2017-13 | http://tps.k12.mi.us/wp-content/uploads/2017/02/1890s-C.pdf | 2017-03-27T10:50:06Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz | 363,923,224 | 312 | eng_Latn | eng_Latn | 0.996861 | eng_Latn | 0.996861 | [
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Periodontitis
From Wikipedia, the free encyclopedia
Periodontitis, also known as pyorrhea, is a set of inflammatory diseases affecting the periodontium, i.e., the tissues that surround and support the teeth. Periodontitis involves progressive loss of the alveolar bone around the teeth, and if left untreated, can lead to the loosening and subsequent loss of teeth. Periodontitis is caused by microorganisms that adhere to and grow on the tooth's surfaces, along with an over-aggressive immune response against these microorganisms. A diagnosis of periodontitis is established by inspecting the soft gum tissues around the teeth with a probe (i.e., a clinical examination) and by evaluating the patient's X-ray films (i.e., a radiographic examination), to determine the amount of bone loss around the teeth. [1] Specialists in the treatment of periodontitis are periodontists; their field is known as "periodontology" or "periodontics".
Contents
◾ 1 Classification
◾ 1.2 Severity
◾ 1.1 Extent
◾ 2 Signs and symptoms
◾ 4 Causes
◾ 3 Associated medical conditions
◾ 5 Mechanism
◾ 7 Management
◾ 6 Prevention
◾ 7.1 Initial therapy
◾ 7.3 Surgery
◾ 7.2 Reevaluation
◾ 7.4 Maintenance
◾ 8 Prognosis
◾ 7.5 Alternative treatments
◾ 9 Epidemiology
◾ 10.1 Etymology
◾ 10 Society and culture
◾ 10.2 Economics
◾ 12 See also
◾ 11 Other animals
◾ 13 Footnotes
◾ 14 External links
https://en.wikipedia.org/wiki/Periodontitis
12/31/2016
Periodontitis
Pronunciation Periodontitis /ˌpɛrioʊdɒnˈtaɪtɪs/, pyorrhea /ˌpaɪəˈriə/
Classification and external resources
Classification
The 1999 classification system for periodontal diseases and conditions listed seven major categories of periodontal diseases, [2] of which 2-6 are termed destructive periodontal disease, because the damage is essentially irreversible. The seven categories are as follows:
1. Gingivitis
2. Chronic periodontitis
3. Aggressive periodontitis
4. Periodontitis as a manifestation of systemic disease
5. Necrotizing ulcerative gingivitis/periodontitis
6. Abscesses of the periodontium
7. Combined periodontic-endodontic lesions
Moreover, terminology expressing both the extent and severity of periodontal diseases are appended to the terms above to denote the specific diagnosis of a particular patient or group of patients.
Extent
The "extent" of disease refers to the proportion of the dentition affected by the disease in terms of percentage of sites. Sites are defined as the positions at which probing measurements are taken around each tooth and, generally, six probing sites around each tooth are recorded, as follows:
1. mesiobuccal
2. mid-buccal
3. distobuccal
4. mesiolingual
5. mid-lingual
6. distolingual
If up to 30% of sites in the mouth are affected, the manifestation is classified as "localized"; for more than 30%, the term "generalized" is used.
Severity
The "severity" of disease refers to the amount of periodontal ligament fibers that have been lost, termed "clinical attachment loss". According to the American Academy of Periodontology, the classification of severity is as follows: [3]
◾ Mild: 1–2 mm (0.039–0.079 in) of attachment loss
◾ Severe: ≥ 5 mm (0.20 in) of attachment loss
◾ Moderate: 3–4 mm (0.12–0.16 in) of attachment loss
Signs and symptoms
In the early stages, periodontitis has very few symptoms, and in many individuals the disease has progressed significantly before they seek treatment.
Symptoms may include:
◾ Redness or bleeding of gums while brushing teeth, using dental floss or biting into hard food (e.g., apples) (though this may occur even in gingivitis, where there is no attachment loss)
Gum swelling that recurs
◾
◾ Halitosis, or bad breath, and a persistent metallic taste in the mouth
◾ Spitting out blood after brushing teeth
◾ Gingival recession, resulting in apparent lengthening of teeth. (This may also be caused by heavy-handed brushing or with a stiff toothbrush.)
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◾ Deep pockets between the teeth and the gums (pockets are sites where the attachment has been gradually destroyed by collagen-destroying enzymes, known as collagenases)
◾ Loose teeth, in the later stages (though this may occur for other reasons, as well)
Patients should realize gingival inflammation and bone destruction are largely painless. Hence, people may wrongly assume painless bleeding after teeth cleaning is insignificant, although this may be a symptom of progressing periodontitis in that patient.
Associated medical conditions
Periodontitis has been linked to increased inflammation in the body, such as indicated by raised levels of C-reactive protein and interleukin-6. [4][5][6][7] It is linked through this to increased risk of stroke, [8][9] myocardial infarction, [10] and atherosclerosis.
1: Total loss of attachment (clinical attachment loss, CAL) is the sum of 2: Gingival recession, and 3: Probing depth
[11][12][13][14][15][16][17] It also linked in those over 60 years of age to impairments in delayed memory and calculation abilities. [18][19] Individuals with impaired fasting glucose and diabetes mellitus have higher degrees of periodontal inflammation, and often have difficulties with balancing their blood glucose level owing to the constant systemic inflammatory state, caused by the periodontal inflammation. [20][21] Although no causal association was proven, a recent study showed correlation between chronic periodontitis and erectile dysfunction. [22]
Causes
Periodontitis is an inflammation of the periodontium, i.e., the tissues that support the teeth. The periodontium consists of four tissues:
◾ gingiva, or gum tissue,
◾ alveolar bone, or the bony sockets into which the teeth are anchored, and
◾ cementum, or outer layer of the roots of teeth,
◾ periodontal ligaments (PDLs), which are the connective tissue fibers that run between the cementum and the alveolar bone.
The primary etiology (cause) of gingivitis is poor or ineffective oral hygiene, which leads to the accumulation of a mycotic [23][24][25][26] and bacterial matrix at the gum line, called dental plaque. Other contributors are poor nutrition and underlying medical issues such as diabetes. [27] Diabetics must be meticulous with their homecare to control periodontal disease. [28] New finger prick tests have been approved by the Food and Drug Administration in the US, and are being used in dental offices to identify and screen patients for possible contributory causes of gum disease, such as diabetes.
In some people, gingivitis progresses to periodontitis – with the destruction of the gingival fibers, the gum tissues separate from the tooth and deepened sulcus, called a periodontal pocket. Subgingival microorganisms (those that exist under the gum line) colonize the periodontal pockets and cause further inflammation in the gum tissues and progressive bone loss. Examples of secondary etiology are those things that, by definition, cause microbic plaque accumulation, such as restoration overhangs and root proximity.
Smoking is another factor that increases the occurrence of periodontitis, directly or indirectly, [29][30][31] and may interfere with or adversely affect its treatment. [32][33][34]
Ehlers–Danlos syndrome is a periodontitis risk factor and so is the Papillon-Lefèvre syndrome also known as palmoplantar keratoderma.
If left undisturbed, microbial plaque calcifies to form calculus, which is commonly called tartar. Calculus above and below the gum line must be removed completely by the dental hygienist or dentist to treat gingivitis and periodontitis. Although the primary cause of both gingivitis and periodontitis is the microbial plaque that adheres to the tooth surfaces, there are many https://en.wikipedia.org/wiki/Periodontitis
other modifying factors. A very strong risk factor is one's genetic susceptibility. Several conditions and diseases, including Down syndrome, diabetes, and other diseases that affect one's resistance to infection, also increase susceptibility to periodontitis.
The excess restorative material that exceeds the natural contours of restored teeth, such as these, are termed "overhangs", and serve to trap microbic plaque, potentially leading to localized periodontitis.
Another factor that makes periodontitis a difficult disease to study is that human host response can also affect the alveolar bone resorption. Host response to the bacterial-mycotic insult is mainly determined by genetics; however, immune development may play some role in susceptibility.
According to some researchers periodontitis may be associated with higher stress. [35] Periodontitis occurs more often in people from the lower end of the socioeconomic scale than people from the upper end of the socioeconomic scale. [36]
Mechanism
As dental plaque or biofilm accumulates on the teeth near and below the gums, there is a shift in the composition of the biofilm from essentially streptococcus to an actinomyces dominant plaque. Motile bacteria is also seen more frequently. [37] As this happens, inflammation sets in the gingiva. Initially, this takes the form of gingivitis, which represents inflammation confined to the soft tissues above the bone level. Inflammation in the gingiva can remain at the gingivitis level for a long period and will not progress to periodontitis, unless in the presence of local conditions or generalized host susceptibility. [38] When this shift occurs, the immune system's response to plaque accumulation shifts from a predominantly neutrophilic mediated response to lymphocytic and plasma cell-mediated response. [39] Clinically, the gingiva presents swelling, redness and a tendency to bleed. This modifies the environment, leading to changes in the composition of the biofilm itself. As this happens, a predominantly gram-negative environment is established, with periodontal pathogens emerging. These include A. actinomycetemcomitans, the red complex bacteria (P. gingivalis, T. Forsythia, T denticola) and to a lesser extent the orange complex bacteria (F nucleatum, P micros, P.intermedia, P. nigrecens, E. nodatum and S. constellates). [40] Strongest bacterial association to chronic periodontitis is with P. Gingivalis. Numerous virulence factors have been identified for this pathogen. This allows P. gingivalis to elude defense mechanism and perpetuate inflammation inside the periodontium. Prolonged inflammation in the periodontium leads to an apical shift in the attachment of the gingiva to the tooth with deepening pockets and bone loss around the teeth. Untreated periodontitis progresses unevenly over time but results in loss of function, tissue destruction, and tooth loss.
Prevention
Daily oral hygiene measures to prevent periodontal disease include:
◾ Brushing properly on a regular basis (at least twice daily), with the patient attempting to direct the toothbrush bristles underneath the gumline, helps disrupt the bacterial-mycotic growth and formation of subgingival plaque.
◾ Using an antiseptic mouthwash: Chlorhexidine gluconate-based mouthwash in combination with careful oral hygiene may cure gingivitis, although they cannot reverse any attachment loss due to periodontitis.
◾ Flossing daily and using interdental brushes (if the space between teeth is large enough), as well as cleaning behind the last tooth, the third molar, in each quarter
◾ Using periodontal trays to maintain dentist-prescribed medications at the source of the disease: The use of trays allows the medication to stay in place long enough to penetrate the biofilms where the microorganism are found.
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◾ Regular dental check-ups and professional teeth cleaning as required: Dental check-ups serve to monitor the person's oral hygiene methods and levels of attachment around teeth, identify any early signs of periodontitis, and monitor response to treatment.
◾ Microscopic evaluation of biofilm may serve as a guide to regaining commensal health flora. [41]
Typically, dental hygienists (or dentists) use special instruments to clean (debride) teeth below the gumline and disrupt any plaque growing below the gumline. This is a standard treatment to prevent any further progress of established periodontitis. Studies show that after such a professional cleaning (periodontal debridement), microbial plaque tends to grow back to precleaning levels after about three to four months. Nonetheless, the continued stabilization of a patient's periodontal state depends largely, if not primarily, on the patient's oral hygiene at home, as well as on the go. Without daily oral hygiene, periodontal disease will not be overcome, especially if the patient has a history of extensive periodontal disease.
Periodontal disease and tooth loss are associated with an increased risk, in male patients, of cancer. [42]
Contributing causes may be high alcohol consumption or a diet low in antioxidants. [43]
Management
The cornerstone of successful periodontal treatment starts with establishing excellent oral hygiene. This includes twice-daily brushing with daily flossing. Also, the use of an interdental brush is helpful if space between the teeth allows. For smaller spaces, products such as narrow picks with soft rubber bristles provide excellent manual cleaning. Persons with dexterity problems, such as arthritis, may find oral hygiene to be difficult and may require more frequent professional care and/or the use of a powered toothbrush. Persons with periodontitis must realize it is a chronic inflammatory disease and a lifelong regimen of excellent hygiene and professional maintenance care with a dentist/hygienist or periodontist is required to maintain affected teeth.
Initial therapy
Removal of microbial plaque and calculus is necessary to establish periodontal health. The first step in the treatment of periodontitis involves nonsurgical cleaning below the gumline with a procedure called scaling and debridement. In the past, root planing was used (removal of the cemental layer as well as calculus). This procedure involves the use of specialized curettes to mechanically remove plaque and calculus from below the gumline, and may require multiple visits and local anesthesia to adequately complete. In addition to initial scaling and root planing, it may also be necessary to adjust the occlusion (bite) to prevent excessive force on teeth that have reduced bone support. Also, it may be necessary to complete any other dental needs, such as replacement of rough, plaque-retentive restorations, closure of open contacts between teeth, and any other requirements diagnosed at the initial evaluation.
Reevaluation
Multiple clinical studies have shown nonsurgical scaling and root planing are usually successful if the periodontal pockets are shallower than 4–5 mm (0.16–0.20 in). [44][45][46] The dentist or hygienist must perform a re-evaluation four to six weeks after the initial scaling and root planing, to determine if the patient's oral hygiene has improved and inflammation has regressed. Probing should be avoided then, and an analysis by gingival index should determine the presence or absence of inflammation. The monthly reevaluation of periodontal therapy should involve periodontal charting as a better indication of the success of treatment, and to see if other courses of treatment can be identified. Pocket depths of greater than 5–6 mm (0.20–0.24 in) which remain after initial therapy, with bleeding upon probing, indicate continued active disease and will very likely lead to further bone loss over time. This is especially true in molar tooth sites where furcations (areas between the roots) have been exposed.
Surgery
If nonsurgical therapy is found to have been unsuccessful in managing signs of disease activity, periodontal surgery may be needed to stop progressive bone loss and regenerate lost bone where possible. Many surgical approaches are used in the treatment of advanced periodontitis, including open flap debridement and osseous surgery, as well as guided tissue regeneration and bone grafting. The goal of periodontal surgery is access for definitive calculus removal and surgical management of bony irregularities which have resulted from the disease process to reduce pockets as much as possible. Long- https://en.wikipedia.org/wiki/Periodontitis
term studies have shown, in moderate to advanced periodontitis, surgically treated cases often have less further breakdown over time and, when coupled with a regular post-treatment maintenance regimen, are successful in nearly halting tooth loss in nearly 85% of patients. [47][48]
Maintenance
Once successful periodontal treatment has been completed, with or without surgery, an ongoing regimen of "periodontal maintenance" is required. This involves regular checkups and detailed cleanings every three months to prevent repopulation of periodontitis-causing microorganisms, and to closely monitor affected teeth so early treatment can be rendered if the disease recurs. Usually, periodontal disease exists due to poor plaque control, therefore if the brushing techniques are not modified, a periodontal recurrence is probable.
Alternative treatments
Periodontitis has an inescapable relationship with subgingival calculus (tartar). The first step in any procedure is to eliminate calculus under the gum line, as it houses destructive anaerobic microorganisms that consume bone, gum and cementum (connective tissue) for food.
Most alternative "at-home" gum disease treatments involve injecting antimicrobial solutions, such as hydrogen peroxide, into periodontal pockets via slender applicators or oral irrigators. This process disrupts anaerobic micro-organism colonies and is effective at reducing infections and inflammation when used daily. A number of other products, functionally equivalent to hydrogen peroxide, are commercially available, but at substantially higher cost. However, such treatments do not address calculus formations, and so are short-lived, as anaerobic microbial colonies quickly regenerate in and around calculus.
Doxycycline may be given alongside the primary therapy of scaling (see § initial therapy). [49] Doxycycline has been shown to improve indicators of disease progression (namely probing depth and attachment level). [49] Its mechanism of action involves inhibition of matrix metalloproteinases (such as collagenase), which degrade the teeth's supporting tissues (periodontium) under inflammatory conditions. [49] To avoid killing beneficial oral microbes, only small doses of doxycycline (20 mg) are used. [49]
Prognosis
This section from a panoramic X-ray film depicts the teeth of the lower left quadrant, exhibiting generalized severe bone loss of 30–80%. The red line depicts the existing bone level, whereas the yellow line depicts where the gingiva was located originally (1–2 mm above the bone), prior to the patient developing periodontal disease. The pink arrow, on the right, points to a furcation involvement, or the loss of enough bone to reveal the location at which the individual roots of a molar begin to branch from the single root trunk; this is a sign of advanced periodontal disease. The blue arrow, in the middle, shows up to 80% bone loss on tooth #21, and clinically, this tooth exhibited gross mobility. Finally, the peach oval, to the left, highlights the aggressive nature with which periodontal disease generally affects mandibular incisors. Because their roots are generally situated very close to each other, with minimal interproximal bone, and because of their location in the mouth, where plaque and calculus accumulation is greatest because of the pooling of saliva, mandibular anteriors suffer excessively. The split in the red line depicts varying densities of bone that contribute to a vague region of definitive bone height.
Dentists and dental hygienists measure periodontal disease using a device called a periodontal probe. This thin "measuring stick" is gently placed into the space between the gums and the teeth, and slipped below the gumline. If the probe can slip more than 3 mm (0.12 in) below the gumline, the patient is said to have a gingival pocket if no migration of the epithelial attachment has occurred or a periodontal pocket if apical migration has occurred. This is somewhat of a misnomer, as any depth is, in essence, a pocket, which in turn is defined by its depth, i.e., a 2-mm pocket or a 6-mm pocket. However, pockets are generally accepted as self-cleansable (at home, by the patient, with a toothbrush) if they are 3 mm or less in depth. This is important because if a pocket is deeper than 3 mm around the tooth, at-home care will not be sufficient to cleanse the pocket, and professional care should be sought. When the pocket depths reach 6 to 7 mm (0.24 to 0.28 in) in depth, the hand instruments and cavitrons used by the dental professionals may not reach deeply enough into the pocket to clean out the microbial plaque that causes gingival inflammation. In such a situation, the bone or the gums around that tooth should be surgically altered or it will always have inflammation which will likely result in more bone loss around that tooth. An additional way to stop the inflammation would be for the patient to receive subgingival antibiotics (such as minocycline) or undergo some form of gingival surgery to access the depths of the pockets and perhaps even change the pocket depths so they become 3 mm or less in depth and can once again be properly cleaned by the patient at home with his or her toothbrush.
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If patients have 7-mm or deeper pockets around their teeth, then they would likely risk eventual tooth loss over the years. If this periodontal condition is not identified and the patients remain unaware of the progressive nature of the disease, then years later, they may be surprised that some teeth will gradually become loose and may need to be extracted, sometimes due to a severe infection or even pain.
According to the Sri Lankan tea laborer study, in the absence of any oral hygiene activity, approximately 10% will suffer from severe periodontal disease with rapid loss of attachment (>2 mm/year). About 80% will suffer from moderate loss (1 –2 mm/year) and the remaining 10% will not suffer any loss. [50][51]
Epidemiology
Periodontitis is very common, and is widely regarded as the second most common dental disease worldwide, after dental decay, and in the United States has a prevalence of 30–50% of the population, but only about 10% have severe forms.
Chronic periodontitis affects about 750 million people or about 10.8% of the population as of 2010. [53]
Like other conditions intimately related to access to hygiene and basic medical monitoring and care, periodontitis tends to be more common in economically disadvantaged populations or regions. Its occurrence decreases with a higher standard of living. In Israeli population, individuals of Yemenite, North-African, South Asian, or Mediterranean origin have higher prevalence of periodontal disease than individuals from European descent. [54] Periodontitis is frequently reported to be socially patterned, i.e. people from the lower end of the socioeconomic scale suffer more often from it than people from the upper end of the socioeconomic scale. [55]
Society and culture
Disability-adjusted life year for peridontal disease per
100,000 inhabitants in 2004. [52]
no data
6-6.5
<3.5
3.5-4
4-4.5
4.5-5
5-5.5
5.5-6
Etymology
The word "periodontitis" (Greek: περιοδοντίτις) comes from the Greek peri, "around", odous (GEN odontos), "tooth", and the suffix -itis, in medical terminology "inflammation". [56] The word pyorrhea (alternative spelling: pyorrhoea) comes from the Greek pyorrhoia (πυόρροια), "discharge of matter", itself from pyon, "discharge from a sore", rhoē, "flow", and the suffix -ia. [57] In English this term can describe, as in Greek, any discharge of pus; i.e. it is not restricted to these diseases of the teeth. [58]
Economics
It is estimated that periodontitis results in worldwide productivity losses in the size of about US$54 billion yearly. [59]
Other animals
Periodontal disease is the most common disease found in dogs and affects more than 80% of dogs aged three years or older. Its prevalence in dogs increases with age, but decreases with increasing body weight; i.e., toy and miniature breeds are more severely affected. Recent research undertaken at the Waltham Centre for Pet Nutrition has established that the bacteria associated with gum disease in dogs are not the same as in humans. [60] Systemic disease may develop because the gums are very vascular (have a good blood supply). The blood stream carries these anaerobic micro-organisms, and they are filtered out by the kidneys and liver, where they may colonize and create microabscesses. The microorganisms traveling through the blood may also attach to the heart valves, causing vegetative infective endocarditis (infected heart valves). Additional diseases that may result from periodontitis include chronic bronchitis and pulmonary fibrosis. [61]
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6.5-7
7-7.5
7.5-8
8-8.5
>8.5
See also
◾ Actinomyces naeslundii
◾ Candida albicans
◾ Campylobacter
◾ Chronic periodontitis
Dental implant
◾ ◾
◾ Dental plaque
Edentulism
◾ Epidemiology of periodontal diseases
◾ Gum graft
◾ Gingivitis
◾ Head and neck anatomy
◾ Oral microbiology
Footnotes
1. Savage, Amir; Eaton, Kenneth A.; Moles, David R.; Needleman, Ian (2009). "A systematic review of definitions of periodontitis and methods that have been used to identify this disease". Journal of Clinical Periodontology. 36 (6): 458–467. doi:10.1111/j.1600051X.2009.01408.x. PMID 19508246.
2. Armitage, Gary C. (1999). "Development of a classification system for periodontal diseases and conditions". Annals of Periodontology. 4 (1). pp. 1–6. doi:10.1902/annals.19188.8.131.52.
3. "The Periodontal Disease Classification System of the American Academy of Periodontology — An Update". American Academy of Periodontology.
4. D'Aiuto, Francesco; Parkar, Mohammed; Andreou, Georgios; Suvan, Hannu; Brett, Peter M.; Ready, Derren; Tonetti, Maurizio S. (2004). "Periodontitis and systemic inflammation: control of the local infection is associated with a reduction in serum inflammatory markers". J Dent Res. 83 (2): 156–160. doi:10.1177/154405910408300214. PMID 14742655.
5. Nibali, Luigi; D'Aiuto, Francesco; Griffiths, Gareth; Patel, Kalpesh; Suvan, Jean; Tonetti, Maurizio S. (2007). "Severe periodontitis is associated with systemic inflammation and a dysmetabolic status: a case-control study". Journal of Clinical Periodontology. 34 (11): 931–7. doi:10.1111/j.1600-051X.2007.01133.x. PMID 17877746.
6. Paraskevas, Spiros; Huizinga, John D.; Loos, Bruno G. (2008). "A systematic review and meta-analyses on C-reactive protein in relation to periodontitis". Journal of Clinical Periodontology. 35 (4): 277–290. doi:10.1111/j.1600-051X.2007.01173.x. PMID 18294231.
7. D'Aiuto, Francesco; Ready, Derren; Tonetti, Maurizio S. (2004). "Periodontal disease and C-reactive protein-associated cardiovascular risk". Journal of Periodontal Research. 39 (4): 236–241. doi:10.1111/j.1600-0765.2004.00731.x. PMID 15206916.
8. Pussinen PJ, Alfthan G, Jousilahti P, Paju S, Tuomilehto J (2007). "Systemic exposure to Porphyromonas gingivalis predicts incident stroke". Atherosclerosis. 193 (1): 222–8. doi:10.1016/j.atherosclerosis.2006.06.027. PMID 16872615.
9. Pussinen PJ, Alfthan G, Rissanen H, Reunanen A, Asikainen S, Knekt P (September 2004). "Antibodies to periodontal pathogens and stroke risk". Stroke. 35 (9): 2020–3. doi:10.1161/01.STR.0000136148.29490.fe. PMID 15232116.
10. Pussinen PJ, Alfthan G, Tuomilehto J, Asikainen S, Jousilahti P (October 2004). "High serum antibody levels to Porphyromonas gingivalis predict myocardial infarction". European Journal of Cardiovascular Prevention & Rehabilitation. 11 (5): 408–11. doi:10.1097/01.hjr.0000129745.38217.39. PMID 15616414.
11. Ford PJ, Gemmell E, Timms P, Chan A, Preston FM, Seymour GJ (2007). "Anti-P. gingivalis response correlates with atherosclerosis". J Dent Res. 86 (1): 35–40. doi:10.1177/154405910708600105. PMID 17189460.
12. Beck, James D.; Eke, Paul; Heiss, Gerardo; Madianos, Phoebus; Couper, David; Lin, Dongming; Moss, Kevin; Elter, John; Offenbacher, Steven (2005). "Periodontal Disease and Coronary Heart Disease : A Reappraisal of the Exposure". Circulation. 112 (1): 19–24. doi:10.1161/CIRCULATIONAHA.104.511998. PMID 15983248.
13. Scannapieco, Frank A.; Bush, Renee B.; Paju, Susanna (2003). "Associations Between Periodontal Disease and Risk for Atherosclerosis, Cardiovascular Disease, and Stroke. A Systematic Review". Annals of Periodontology. 8 (1): 38–53. doi:10.1902/annals.2003.8.1.38. PMID 14971247.
14. Wu, Tiejian; Trevisan, Maurizio; Genco, Robert J.; Dorn, Joan P.; Falkner, Karen L.; Sempos, Christopher T. (2000). "Periodontal Disease and Risk of Cerebrovascular Disease: The First National Health and Nutrition Examination Survey and Its Follow-up Study". Archives of International Medicine. 160 (18): 2749–2755. doi:10.1001/archinte.160.18.2749. PMID 11025784.
15. Beck, James D.; Elter, John R.; Heiss, Gerardo; Couper, David; Mauriello, Sally M.; Offenbacher, Steven (2001). "Relationship of Periodontal Disease to Carotid Artery Intima-Media Wall Thickness : The Atherosclerosis Risk in Communities (ARIC) Study". Arteriosclerosis, Thrombosis, and Vascular Biology. 21 (11): 1816–1822. doi:10.1161/hq1101.097803.
16. Elter, John R.; Champagne, Catherine M.E.; Beck, James D.; Offenbacher, Steven (2004). "Relationship of Periodontal Disease and Tooth Loss to Prevalence of Coronary Heart Disease". Journal of Periodontology. 75 (6): 782–790. doi:10.1902/jop.2004.75.6.782. PMID 15295942.
17. Humphrey, Linda L.; Fu, Rongwei; Buckley, David I.; Freeman, Michele; Helfand, Mark (2008). "Periodontal Disease and Coronary Heart Disease Incidence: A Systematic Review and Meta-analysis". Journal of General Internal Medicine. 23 (12): 2079–2086. doi:10.1007/s11606-008-0787-6. PMC 2596495 . PMID 18807098.
18. Noble JM, Borrell LN, Papapanou PN, Elkind MS, Scarmeas N, Wright CB (2009). "Periodontitis is associated with cognitive impairment among older adults: analysis of NHANES-III". J Neurol Neurosurg Psychiatry. 80 (11): 1206–11. doi:10.1136/jnnp.2009.174029. PMC 3073380 . PMID 19419981.
https://en.wikipedia.org/wiki/Periodontitis
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◾ LANAP
◾ Osteoimmunology
◾ Tooth loss
◾ Periodontist
◾ Gingival recession
◾ Drug discovery and development of MMP inhibitors
19. Kaye, Elizabeth Krall; Valencia, Aileen; Baba, Nivine; Spiro III, Avron; Dietrich, Thomas; Garcia, Raul I. (2010). "Tooth Loss and Periodontal Disease Predict Poor Cognitive Function in Older Men". Journal of the American Geriatrics Society. 58 (4): 713–718. doi:10.1111/j.1532-5415.2010.02788.x. PMID 20398152.
20. Zadik Y, Bechor R, Galor S, Levin L (May 2010). "Periodontal disease might be associated even with impaired fasting glucose". Br Dent J. 208 (10): e20. doi:10.1038/sj.bdj.2010.291. PMID 20339371.
21. Soskolne WA, Klinger A (December 2001). "The relationship between periodontal diseases and diabetes: an overview". Ann Periodontol. 6 (1): 91–8. doi:10.1902/annals.2001.6.1.91. PMID 11887477.
22. Zadik Y, Bechor R, Galor S, Justo D, Heruti RJ (April 2009). "Erectile dysfunction might be associated with chronic periodontal disease: two ends of the cardiovascular spectrum". J Sex Med. 6 (4): 1111–6. doi:10.1111/j.1743-6109.2008.01141.x. PMID 19170861.
23. Crich, Aubrey (1932). "Blastomycosis of the gingiva and jaw". Can Med Assoc J. 26 (6): 662–5. PMC 402380 . PMID 20318753.
24. Urzúa B, Hermosilla G, Gamonal J, Morales-Bozo I, Canals M, Barahona S, Cóccola C, Cifuentes V (2008). "Yeast diversity in the oral microbiota of subjects with periodontitis: Candida albicans and Candida dubliniensis colonize the periodontal pockets". Med Mycol. 46 (8): 783–93. doi:10.1080/13693780802060899. PMID 18608938.
25. Matsuo, Toshihiko; Nakagawa, Hideki; Matsuo, Nobuhiko; Matsuo, Nobuhiko (1995). "Endogenous Aspergillus endophthalmitis associated with periodontitis". Ophthalmologica. 209 (2): 109–11. doi:10.1159/000310592. PMID 7746643.
26. Migliari, Dante A.; Sugaya, Norberto N.; Mimura, Maria A.; Cucé, Luiz Carlos (1998). "Periodontal aspects of the juvenile form of paracoccidioidomycosis". Revista do Instituto de Medicina Tropical de São Paulo. 40 (1). doi:10.1590/S0036-46651998000100004. ISSN 0036-4665.
27. Lalla, Evanthia; Cheng, Bin; Lal, Shantanu; Kaplan, Selma; Softness, Barney; Greenberg, Ellen; Goland, Robin S.; Lamster, Ira B. (2007). "Diabetes mellitus promotes periodontal destruction in children". Journal of Clinical Periodontology. 34 (4): 294–8. doi:10.1111/j.1600-051X.2007.01054.x. PMID 17378885.
28. http://drstevenlandin.com/faq-gumdisprev.html
29. Obeid, Patrick; Bercy, P. (2000). "Effects of smoking on periodontal health: A review". Advances in Therapy. 17 (5): 230–7. doi:10.1007/BF02853162. PMID 11186143.
30. Tomar, Scott L.; Asma, Samira (2000). "Smoking-Attributable Periodontitis in the United States: Findings From NHANES III". Journal of Periodontology. 71 (5): 743–751. doi:10.1902/jop.2000.71.5.743. PMID 10872955.
31. Ryder, Mark I. (2007). "The influence of smoking on host responses in periodontal infections". Periodontology 2000. 43 (1): 267 –277. doi:10.1111/j.1600-0757.2006.00163.x. PMID 17214844.
32. Pauletto, Nathalie C.; Liede, Kirsti; Nieminen, Anja; Larjava, Hannu; Uitto, Veli-Jukka (2000). "Effect of Cigarette Smoking on Oral Elastase Activity in Adult Periodontitis Patients". Journal of Periodontology. 71 (1): 58–62. doi:10.1902/jop.2000.71.1.58. PMID 10695939.
33. Persson, Lena; Bergström, Jan; Gustafsson, Anders (2003). "Effect of Tobacco Smoking on Neutrophil Activity Following Periodontal Surgery". Journal of Periodontology. 74 (10): 1475–82. doi:10.1902/jop.2003.74.10.1475. PMID 14653394.
34. Bergström, Jan; Boström, Lennart (2001). "Tobacco smoking and periodontal hemorrhagic responsiveness". Journal of Clinical Periodontology. 28 (7): 680–5. doi:10.1034/j.1600-051x.2001.028007680.x. PMID 11422590.
35. Peruzzo, Daiane C.; Benatti, Bruno B.; Ambrosano, Glaucia M.B.; Nogueira-Filho, Getúlio R.; Sallum, Enilson A.; Casati, Márcio Z.; Nociti Jr., Francisco H. (2007). "A Systematic Review of Stress and Psychological Factors as Possible Risk Factors for Periodontal Disease". Journal of Periodontology. 78 (8): 1491–1504. doi:10.1902/jop.2007.060371. PMID 17668968.
36. Watt RG, Listl S, Peres MA, Heilmann A, editors. Social inequalities in oral health: from evidence to action
(http://nebula.wsimg.com/604637088cabf4db588c57f1fc1d8029?
AccessKeyId=72A54FA9729E02B94516&disposition=0&alloworigin=1). London: International Centre for Oral Health Inequalities
Research & Policy
37. Listgarten MA, Hellden L. Relative distribution of bacteria at clinically healthy and periodontally diseased sites in human" J Clin Periodontol 1978;5:115-132.>
38. Offenbacher, S. (1996). Periodontal diseases: pathogenesis. Ann. Periodontol. 1, 821–878. doi:10.1902/annals.19184.108.40.2061> (https://dx.doi.org/10.1902%2Fannals.19220.127.116.111%3E)
39. Page R, Schroeder HE. Pathogenesis of inflammatory periodontal disease. A summary of current work" Lab Invest 1976;33:235249.>
40. Socransky SS, Haffajee AD, Cugini MA, Smith C, Kent RL Jr. Microbial complexes in subgingival plaque" J Clin Periodontol 1998;25:134-144.
41. Bonner M. To Kiss or Not to Kiss. A cure for gum disease. Amyris Editions, 2013 EAN : 978-28755-2016-6
42. Michaud, Dominique S.; Liu, Yan; Meyer, Mara; Giovannucci, Edward; Joshipura, Kaumudi (2008). "Periodontal disease, tooth loss, and cancer risk in male health professionals: a prospective cohort study". Lancet Oncol. 9 (6): 550–8. doi:10.1016/S1470-2045 (08)70106-2. PMC 2601530 . PMID 18462995.
43. First Evidence Found Of Link Between Gum Disease And High Alcohol Consumption, Low Dietary Antioxidants (http://www.scienceblog.com/community/older/1999/D/199903194.html)
44. Stambaugh RV, Dragoo M, Smith DM, Carasali L (1981). "The limits of subgingival scaling". Int J Periodontics Restorative Dent. 1 (5): 30–41. PMID 7047434.
45. Waerhaug J (January 1978). "Healing of the dento-epithelial junction following subgingival plaque control. I. As observed in human biopsy material". J Periodontol. 49 (1): 1–8. doi:10.1902/jop.1918.104.22.168. PMID 340634.
46. Waerhaug J (March 1978). "Healing of the dento-epithelial junction following subgingival plaque control. II: As observed on extracted teeth". J Periodontol. 49 (3): 119–34. doi:10.1902/jop.1922.214.171.124. PMID 288899.
47. Kaldahl WB, Kalkwarf KL, Patil KD, Molvar MP, Dyer JK (February 1996). "Long-term evaluation of periodontal therapy: II. Incidence of sites breaking down". J. Periodontol. 67 (2): 103–8. doi:10.1902/jop.19126.96.36.199. PMID 8667129.
https://en.wikipedia.org/wiki/Periodontitis
48. Hirschfeld L, Wasserman B (May 1978). "A long-term survey of tooth loss in 600 treated periodontal patients". J. Periodontol. 49 (5): 225–37. doi:10.1902/jop.19188.8.131.52. PMID 277674.
49. Caton J, Ryan ME (2011). "Clinical studies on the management of periodontal diseases utilizing subantimicrobial dose doxycycline (SDD)". Pharmacol. Res. 63 (2): 114–20. doi:10.1016/j.phrs.2010.12.003.
50. Preus HR, Anerud A, Boysen H, Dunford RG, Zambon JJ, Loe H (1995). "The natural history of periodontal disease. The correlation of selected microbiological parameters with disease severity in Sri Lankan tea workers". J Clin Periodontol. 22 (9): 674–8. doi:10.1111/j.1600-051X.1995.tb00825.x. PMID 7593696.
51. Ekanayaka, Asoka (1984). "Tooth mortality in plantation workers and residents in Sri Lanka". Community Dent Oral Epidemiol. 12 (2): 128–35. doi:10.1111/j.1600-0528.1984.tb01425.x. PMID 6584263.
52. "Mortality and Burden of Disease Estimates for WHO Member States in 2002" (xls). World Health Organization. 2002.
53. Vos, T; Flaxman, Abraham D; Naghavi, Mohsen; Lozano, Rafael; Michaud, Catherine; Ezzati, Majid; Shibuya, Kenji; Salomon,
Joshua A; Abdalla, Safa; Aboyans, Victor; Abraham, Jerry; Ackerman, Ilana; Aggarwal, Rakesh; Ahn, Stephanie Y; Ali,
Mohammed K; Almazroa, Mohammad A; Alvarado, Miriam; Anderson, H Ross; Anderson, Laurie M; Andrews, Kathryn G;
Atkinson, Charles; Baddour, Larry M; Bahalim, Adil N; Barker-Collo, Suzanne; Barrero, Lope H; Bartels, David H; Basáñez, Maria-
Gloria; Baxter, Amanda; Bell, Michelle L; et al. (Dec 15, 2012). "Years lived with disability (YLDs) for 1160 sequelae of 289
diseases and injuries 1990-2010: a systematic analysis for the Global Burden of Disease Study 2010". Lancet. 380(9859): 2163–96.
doi:10.1016/S0140-6736(12)61729-2. PMID 23245607.
54. Zadik Y, Bechor R, Shochat Z, Galor S; Bechor; Shochat; Galor (April 2008). "Ethnic origin and alveolar bone loss in Israeli adults". Refuat Hapeh Vehashinayim (in Hebrew). 25 (2): 19–22, 72. PMID 18780541.
55. Watt RG, Listl S, Peres MA, Heilmann A, editors. Social inequalities in oral health: from evidence to action (http://nebula.wsimg.com/604637088cabf4db588c57f1fc1d8029?
AccessKeyId=72A54FA9729E02B94516&disposition=0&alloworigin=1). London: International Centre for Oral Health Inequalities Research & Policy; www.icohirp.com
56. Harper, Douglas. "periodontitis". Online Etymology Dictionary. Harper, Douglas. "periodontal". Online Etymology Dictionary. ὀδούς (http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=o)dou/s), ὀδών (http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=o)dw/n). Liddell, Henry George; Scott, Robert; Greek–English Lexicon at the Perseus Project. 57. πυόρροια (http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=puo/rroia), πύον
A
(http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=pu/on),ῥοή
(http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=r(oh/); cf. πυορροέω
(http://www.perseus.tufts.edu/hopper/text?doc=Perseus:text:1999.04.0057:entry=puorroe/w) in Liddell and Scott. Harper, Douglas. "-ia". Online Etymology Dictionary.
58. "pyorrhea". Merriam-Webster Online.
59. Listl, S.; Galloway, J.; Mossey, P. A.; Marcenes, W. (28 August 2015). "Global Economic Impact of Dental Diseases". Journal of Dental Research. 94: 1355–1361. doi:10.1177/0022034515602879.
60. Dewhirst FE, Klein EA, Thompson EC, Blanton JM, Chen T, Milella L, et al. (2012) The Canine Oral Microbiome. PLoS ONE 7(4): e36067
61. Muller-Esnault, Susan, DVM. "Periodontal Disease in the Dog and Cat" (2009). http://www.critterology.com/articles/periodontaldisease-dog-and-cat
External links
◾ Advanced stage of gum disease is periodontitis (http://www.helpmedentist.com/gum_disease.html) Gum disease causes and treatment
◾ Canadian Academy of Periodontology — What is periodontitis? (http://www.capacp.ca/en/public/periodontal_disease.htm)
◾ Mayo Clinic (http://www.mayoclinic.com/invoke.cfm?id=DS00369)
◾ Healthy behaviors equal healthy gums
(http://www.colgate.com/app/Colgate/US/OC/Information/ADA/Article_2005_08_ADAHealthyBehaviorsGums.cvsp)
— An article from ADA (American Dental Association)
◾ Periodontal disease (http://www.webdentist.in/your-dental-library-detail/what-is-periodontal-disease)
◾ Gum disease in dogs treatment & symptoms (http://www.dogtips.co/gum-disease-in-dogs/) — Dog health care sheet on spotting the symptoms of gum disease in dogs.
◾ Periodontal disease in dogs and cats (http://www.bluecrossah.com/pages/dental.php) — Blue Cross Animal Hospital's write up on periodontal disease.
◾ Differentially informative in-depth review article from the NYTimes. (http://www.nytimes.com/health/guides/disease/periodontitis/print.html)
Drug and discovery and development of MMP inhibitors
Retrieved from "https://en.wikipedia.org/w/index.php?title=Periodontitis&oldid=757450382"
https://en.wikipedia.org/wiki/Periodontitis
Categories: Inflammations Periodontal disorders
◾ This page was last modified on 30 December 2016, at 19:38.
◾ Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization.
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STEP 1
S ST TE EP P 2 2
STEP 1
Place one arm through outer opening and other arm through middle opening, with the towel coming across the front of your body.
Bring other end of towel behind the back of your body.
STEP 2
Bring other end of towel behind the back of your body.
Place same arm through other outer opening and bring it up to your shoulder.
STEP 3
Place arm through other outer opening and bring it up to your shoulder. | <urn:uuid:3a8f4dff-83e0-4f6c-b6d9-8348d1c6b9af> | CC-MAIN-2017-13 | http://wearabletowel.com/wp-content/uploads/2017/01/Instructions_BW.pdf | 2017-03-27T10:37:49Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz | 389,847,511 | 104 | eng_Latn | eng_Latn | 0.992617 | eng_Latn | 0.992617 | [
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Recycling Guide for Grant County
6
no styrofoam
PLASTIC
Newspapers
Phone
books
Magazines
paperback
books
Office paper
Junk mail
Paperboard / chipboard
Aluminum & Metal cans
CANS
Milk, juice, soup cartons
Aseptic and Tetra-Paks
CARTONS
(put shredded paper
in clear bags
)
Flattened
cardboard
PAPER
Put all your recycling in the bin NO NEED TO SORT DON'T PUT IT IN BAGS
Call SWSWA 388-8051 for locations
Keep out: Garbage, plastic bags, glass, food or liquids, Styrofoam®, electronics, hoses or wires, hazardous waste
Recycle computers, household electronics and hazardous waste at the landfill.
Grant County drop-off bin (use any opening)
No Glass | <urn:uuid:3af3c10c-1cd6-44ff-969c-ff90f6dbfe25> | CC-MAIN-2017-13 | http://grantcountynm.com/recycle/2017_recycling_guide_Grant.pdf | 2017-03-27T10:45:11Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz | 142,519,760 | 186 | eng_Latn | eng_Latn | 0.9557 | eng_Latn | 0.9557 | [
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Written by Staff Writer Thursday, 29 November 2012 10:51 -
As part of the City of Columbia and Historic Columbia Foundation's African American Heritage Project, the Modjeska Simkins Archaeology Project is holding Public Archaeology Days Friday, November 30 and Saturday, December 1.
This hands-on, FREE, family-friendly event is designed to introduce people to archaeology and the history of this important site located at 2025 Marion Street, Columbia, SC commemorating the achievements of Modjeska Monteith Simkins, South Carolina's matriarch of Civil Rights activists.
Participants will have the opportunity to work with archaeologists while getting their hands dirty screening for artifacts from an active excavation, washing recovered artifacts, learning how to survey a site with a transit and create archaeological maps.
For younger visitors, the South Carolina Archaeology Outreach Division (SCAPOD) will be at the site on Saturday. Children will learn how to refit broken pottery, what stratigraphy is by making sand art they can take home, and more.
Also on Saturday, Kieth Brown, known as Little Bear, noted potter and member of the Catawba Nation, will demonstrate pottery manufacture, firing and use, as well as talk about the history and culture of his tribe. Little Bear will have many pieces of pottery for sale.
1 / 2
Public Archaeology Days at the Modjeska Monteith Simkins Site
Written by Staff Writer Thursday, 29 November 2012 10:51 -
Participants will also have the opportunity to take free, guided tours of the Mann-Simons and Modjeska Simkins Sites!
We are pleased to announce two lecturers.
On Friday, November 30, from 11:30 am - 12:30 pm, anthropology professor Dr. Kimberly Simmons will talk about representations of African Americans during the past century through print and film. Dr. Simmons is author of the recently published book, Reconstructing Racial Identity and the African Past in the Dominican Republic.
On Saturday, December 1, from 11:30 am -12:30 pm, Chris Judge – Assistant Director of the Native American Studies Center and Co-Director of the Johannes Kolb Archaeology and Education Project – will talk about recent findings at the Kolb Site, encompassing the past 12,000 years of history in South Carolina.
Since space is limited for hands-on activites, registration is requested for morning and afternoon shifts. This includes screening for and washing artifacts, surveying and creating maps. The public is welcome to observe or attend the lunch lectures WITHOUT registering. Register for morning and afternoon activity shifts online here: http://digwithhcf.eventbrite.com/.
For more information about Public Archaeology Days, please contact Dr. Jakob Crockett at email@example.com or (803) 238-7452. | <urn:uuid:b09d29f6-62e8-4c21-8f48-15e342f462a7> | CC-MAIN-2017-13 | http://www.scblacknews.com/advertising/1618-public-archaeology-days-at-the-modjeska-monteith-simkins-site?format=pdf | 2017-03-27T10:33:43Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz | 672,771,465 | 585 | eng_Latn | eng_Latn | 0.994792 | eng_Latn | 0.994937 | [
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College Readiness Indicators 1,2
Beginning fall 2012, all public postsecondary institutions in Kentucky will use the following benchmarks as college readiness indicators. Upon admission to a public postsecondary institution, students scoring at or above the scores indicated will not be required to complete developmental, supplemental, or transitional coursework and will be allowed entry into college creditbearing coursework that counts toward degree credit requirements.
| Readiness Score Area | ACT Score | SAT Score | COMPASS |
|---|---|---|---|
| English (Writing) | English 18 or higher | Writing 430 or higher | Writing 74 or higher 3,4 |
| Reading | Reading 20 or higher | Critical Reading 470 or higher | Reading 85 or higher6 |
| Mathematics (General Education, Liberal Arts Courses) | Mathematics 19 or higher | Mathematics 460 or higher | Algebra Domain 36 or higher7 |
| Mathematics (College Algebra) | Mathematics 22 or higher | Mathematics 510 or higher | Algebra Domain 50 or higher8 |
| Mathematics (Calculus) | Mathematics 27 or higher | Mathematics 610 or higher | NA10 |
1. Institutional admission policies are comprised of many factors including, but not limited to high school completion or a general education equivalency diploma (GED), high school coursework, ACT or SAT scores, high school GPA, class rank, an admission essay or interview, submission of an academic and/or civic activity portfolio, etc. Placement exam results are used for course placement after a student is admitted to a postsecondary institution.
2. A COMPASS or KYOTE placement test score will be guaranteed as an indicator of college readiness for 12 months from the date the placement exam is administered.
3. An Asset writing score of 43 or higher indicates readiness. Asset is the paper-pencil version of COMPASS.
4. COMPASS E-Write scores of 9 on a 12 point scale or 6 on an 8 point scale indicate readiness.
5. A common rubric will be used to score the KYOTE Writing Essay. The rubric has an eight point scale. A score of 6 is needed to demonstrate readiness.
6. An Asset reading score of 44 or higher indicates readiness. Asset is the paper-pencil version of COMPASS.
7. An Asset Elementary Algebra Score of 41 or an Intermediate Algebra score of 39 indicates readiness for a general education course, typically in the social sciences.
8. An Asset elementary algebra score of 46 or an intermediate algebra score of 43 indicates readiness for college algebra.
9. For the 2011-12 school year a KYOTE College Readiness Mathematics Placement score of 27 or higher will be used to indicate readiness for College Algebra. For the 2012-13 and beyond, only the KYOTE College Algebra placement test score of 14 or higher will be used to indicate readiness for College Algebra.
10. There is not a COMPASS or Asset indicator for Calculus readiness.
By fall 2012, the following learning outcomes will be included in developmental, transitional, and supplemental coursework and intervention programming supporting college readiness.
WRITING
Transitional, developmental, and supplemental education writing courses objectives:
1. Generate essays using a variety of modes to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
2. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
3. Produce clear, grammatically correct, and coherent writing in which the development, organization, style, usage, and diction are appropriate to task, purpose, and audience.
4. Develop and strengthen writing through the recursive processes of planning, drafting, revising, editing, or trying a new approach.
5. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
6. Conduct a short inquiry-based research project, demonstrating understanding of the subject under investigation.
7. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
8. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (on demand or single sitting) for a range of tasks, purposes, and audiences.
Courses from public postsecondary institutions that meet the writing readiness learning outcomes:
KCTCS—ENC 091 Eastern Kentucky University—ENG 095 Kentucky State University—ENG 099 Morehead State University—ENG 099 Murray State University—ENG 100 Northern Kentucky University—ENGD 090 Western Kentucky University—DENG 055 University of Kentucky University of Louisville
READING
Transitional, developmental, and supplemental education reading courses objectives:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why ideas develop over the course of a text.
4. Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to compare the approaches the authors take or to build knowledge.
10. Read and comprehend texts independently and proficiently.
Courses from public postsecondary institutions that meet the reading readiness learning outcomes:
KCTCS—RDG 030 or CMS 185 or RDG 041 Eastern Kentucky University—ENR 095 or ENR 116 Kentucky State University—ENG 103 Morehead State University—EDEL 097 Murray State University—REA 100 Northern Kentucky University—RDG 091 or RDG 110 Western Kentucky University—DRDG 080 or LTCY 199 University of Kentucky University of Louisville—GEN 105
MATHEMATICS FOR THE LIBERAL ARTS
Transitional, developmental, and supplemental education mathematics courses objectives for a liberal arts mathematics course:
1. Perform exact arithmetic calculations involving fractions, decimals and percents.
2. Simplify and evaluate algebraic expressions using the order of operations.
3. Use the properties of integer exponents and rational exponents of the form 1/n.
4. Calculate and solve applied problems of the perimeter, circumference, area, volume, and surface area.
5. Solve proportions.
6. Determine the slope of a line given two points, its graph, or its equation; determine an equation of a line given two points or a point and slope.
7. Solve and graph linear equations and inequalities in one and two variables.
8. Simplify square roots of algebraic and numerical expressions.
9. Solve systems of two linear equations in two variables.
10. Graph parabolas on the rectangular coordinate system.
11. Solve quadratic equations.
12. Factor the greatest common factor from a quadratic; factor simple trinomial of the form ax 2 + bx + c.
13. Add, subtract, and multiply polynomials with one or more variables.
14. Solve applied problems using the above competencies.
15. Recommendation for inclusion: Apply the concepts in the course to model and solve applications based on linear and quadratic functions.
Students successfully completing the liberal arts mathematics course may need to complete an additional transitional course to prepare for college algebra.
Courses from public postsecondary institutions that meet the mathematics readiness learning outcomes for a liberal arts mathematics course:
KCTCS—MAT 120 or MAT 085 Eastern Kentucky University—MAT 095 Kentucky State University—MAT 096 Morehead State University—MATH 091 Murray State University—MAT 100 Northern Kentucky University—MAHD 095 Western Kentucky University—DMA 096 University of Kentucky University of Louisville
COLLEGE ALGEBRA
Transitional, developmental, and supplemental education mathematics courses objectives for college algebra:
1. Add, subtract, multiply, and divide polynomials.
2. Factor polynomials including finding the greatest common factor, using grouping, recognizing special products, and factoring general trinomials.
3. Use the properties of rational exponents.
4. Add, subtract, multiply, and divide rational expressions.
5. Solve quadratic equations using factoring, completing the square, and the quadratic formula.
6. Solve polynomial and rational equations.
7. Solve systems of linear equations in two unknowns.
8. Solve absolute value equations and solve and graph absolute value inequalities.
9. Solve and graph linear equations and inequalities in one or two variables.
10. Solve equations with radicals.
11. Introduce complex numbers.
12. Evaluate real numbers raised to rational exponents and simplify expressions containing rational exponents.
13. Convert expressions with rational exponents to radical form and vice versa.
14. Understand the concept of slope, how it relates to graphs, and its relation to parallel and perpendicular lines.
15. Determine an equation of a line given two points, a point, and slope, a point and a parallel or perpendicular line.
16. Determine whether a given correspondence or graph represents a function.
17. Evaluate functions and find the domains of polynomial, rational, and square root functions.
18. Graph parabolas by finding the vertex and axis of symmetry and plotting points.
19. Apply the concepts in the course to model and solve applications based on linear, quadratic, and exponential functions.
Courses from public postsecondary institutions that meet the mathematics readiness learning outcomes for college algebra:
KCTCS—MAT 120 or MAT 085 Eastern Kentucky University—MAT 097 or MAT 098 Kentucky State University—MAT 097 Morehead State University—MATH 093 Murray State University—MAT 105 Northern Kentucky University—MAHD 099 Western Kentucky University—DMA 096 University of Kentucky University of Louisville
College Readiness Writing Rubric | <urn:uuid:0cbbe1cb-fc97-4078-926d-7909de089e9e> | CC-MAIN-2017-13 | http://cpe.ky.gov/policies/academicaffairs/collegereadinessindicators2012.pdf | 2017-03-27T10:32:32Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz | 83,461,759 | 2,123 | eng_Latn | eng_Latn | 0.983309 | eng_Latn | 0.986989 | [
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Coastal livelihoods and post-tsunami resettlement in Sri Lanka
Post-disaster reconstruction, resettlement, livelihoods
2008/9
Hambantota and Ampara District, Sri Lanka
Dr. Jennifer Duyne Barenstein (email@example.com), World Habitat Research Centre (www.worldhabitat.supsi.ch), University of Applied Sciences of Southern Switzerland
Following the Indian Ocean tsunami of 2004 all affected countries expressed their determination to reduce the vulnerability of affected populations by relocating them to a safe distance from the sea. In particular in the case of Sri Lanka this resulted in the resettlement of thousands of people. With the aim of gaining a better understanding of spatial, ecological and social factors affecting the relocation outcome the project addressed the following research question:
- What is the influence of age, gender and occupation on relocation outcomes?
- What impact did relocation have on people's livelihoods?
There is a growing recognition that resettlement often has negative social impacts and accordingly should be avoided as much as possible. However, due to the increased frequency and intensity of natural disasters resettlement is often unavoidable. This calls for the need to better understand how the potential negative impacts of resettlement can be minimized or mitigated.
A graduate student from Peradeniya University conducting a household survey
Prof. P. Wickramagamage (firstname.lastname@example.org) Centre for Environmental Studies, Department of Geography, Peradeniya University, Kandy, Sri Lanka
- How do spatial factors such as distance of the relocation site from the place of origin, services and markets affect people's coping capacity?
The research aimed at seeking answers to these questions through empirical research in a sample of twenty relocated villages in Hambantota and Ampara district. It was found that in most cases people enjoyed better housing conditions than prior to relocation. The research findings confirmed, however, that resettlement in most cases had a negative impact on livelihoods, access to food, education and on social cohesion.
- How did relocation affect communities' social capital and cohesion?
The research aimed at contributing to enhance knowledge on the factors that determine positive or negative outcomes of relocation. Such knowledge is of crucial importance for an informed management of resettlement and for preventing avoidable human sufferance.
A signboard advertising a resettlement site in Hambantota district
Main features of the project
Research findings
After the 2004 Indian Ocean tsunami, the government of Sri Lanka announced that no reconstruction would be allowed within a 200-meter buffer zone along the water. As a result, thousands of households had to be resettled. Our research conducted in 2008 in twenty relocation sites in Hambantota and Ampara district found that, while 96% of the households considered their new houses similar or superior in quality to their pre-tsunami houses, resettlement generally had had a severely negative impact on their livelihoods. This was due to several factors. First, in their pre-tsunami homes, many of the families had goats, cattle, and poultry; homestead gardens; and coconut trees (a staple food in Sri Lanka). They also enjoyed access to free fish. Livestock and poultry provided food security and constituted critical assets in case of financial emergencies. This changed dramatically in the relocation sites, where people were not allowed to keep animals. The number of animals owned by a random sample of 211 households decreased from more than 6,400 before the tsunami to only 107 after the tsunami. People reported that they were consuming less fish, vegetables, and fruits than before the tsunami. Second, relocation led to a dramatic reduction in earning opportunities, in particular for women and the poor. The lack of markets in the relocation sites meant that the small incomes generated from micro-businesses in their homes such as food processing, were now not sufficient to cover the transport expenses from their new homes to the market. As a result, there was a 59% decrease in the number of family members who were earning anything among the 211 households in the sample. Because most people had not relinquished their pre-tsunami property to government, especially after the buffer zone was later reduced, it is not surprising that many people have moved back to their original housing sites. Houses that were built outside the buffer zone by international nongovernmental organizations for tsunami-affected communities have ended up being given to non-affected households. In Hambantota, for example, resettlement sites have been used to house people who have been displaced by the construction of a new port. As of mid-2009, only 63% of houses in the 17 resettlement sites analyzed were occupied by tsunami victims.
Policy implications
Sri Lanka's post-tsunami resettlement experience provided empirical evidence that allowed us to make the following
The findings of this research project had a strong influence on the World Bank Handbook for reconstruction after natural disasters (Jha, A, J. Duyne Barenstein, P. Phelps, D. Pittet, S. Sena (2010). Safer Homes, Stronger Communities. A Handbook for Reconstructing after Natural Disasters. Washington DC: the World Bank [www.housingreconstruction.com]).
recommendations:
2. If relocation is being considered, carry out a detailed participatory assessment of the environmental, social, and economic risks of relocation and of the cost of risk mitigation strategies for alternative sites.
1. Avoid relocation if at all possible. Especially avoid relocation to distant sites. Work hard to keep communities together.
3. Governments should not only avoid relocation in their own housing programs but should also regulate relocation in the reconstruction projects of nongovernmental agencies (private corporations and nongovernmental organizations [NGOs]), which often opt for relocation to gain visibility and for managerial convenience.
5. The technical, financial, and institutional feasibility of providing basic services such as water, electricity, health services, schools, markets, policing, and public transport in the relocation site must be demonstrated during project planning, and all arrangements put in place in advance of the relocation.
4. If relocation is unavoidable, involve the community in the decision-making processes by creating a community relocation committee, among other means.
6. Plan for the relocation of individual or collective cultural properties.
7. Assess and mitigate the impact of relocation on the hosting community, and be prepared to prevent social conflicts and problems of crime, delinquency, and secondary displacement.
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Intertwining Perspectives and Negotiation
ABSTRACT
Cooperative work typically involves both individual and group activities. Computer support for perspectives allows people to view and work in a central information repository within personal contexts. However, work in personal perspectives encourages divergent thinking. Negotiation in group perspectives is needed to converge on consensus, shared understanding, and cooperation. Negotiation processes on their own can delay progress. By intertwining perspective and negotiation mechanisms, individual results can be systematically merged into a group product while work continues. Personal perspectives on shared information are thereby intertwined and merged into a shared group understanding. WebGuide is a prototype system that integrates perspective and negotiation mechanisms; its user interface has been mocked up in detail to work out the many issues involved. We have begun to use partial implementations of WebGuide to support cooperative intellectual work in small research groups.
SUPPORT FOR INDIVIDUAL AND GROUP PERSPECTIVES
The World Wide Web (the Web) provides an obvious medium for cooperative work. However, it provides no support for the interplay of individual and group understanding that drives collaboration. First, we need ways to find and work with information that matches our needs, interests, and capabilities. Then we need means for bringing our individual knowledge together to build a shared understanding and cooperative products.
In this paper, we explore the possibility of providing computer support for intertwining perspectives in cooperative work by means of an integrated system of perspective and negotiation mechanisms.
Our approach combines previous research we conducted individually on computer support for perspectives [23] and for negotiation [10, 11]. The term perspective means that a particular, restricted segment of an information repository is being considered, stored, categorized, and annotated. Computer support for perspectives allows people in a group to interact with a shared, global information source; everyone views and maintains their own perspective on the information without interfering with content displayed in the perspectives of other group members. The problem is that perspectives of group members tend to diverge instead of converging as work proceeds.
Computer support for negotiation provides a solution to the divergence of ideas in different perspectives by allowing members of a group to communicate about what information to include as mutually acceptable. The problem with negotiation is that it delays work on information while potentially lengthy negotiations are underway. Here, perspectives provide a solution, allowing work to continue within personal perspectives while the contents of shared perspectives are being negotiated.
We believe that perspectives and negotiation are each important CSCW concepts in their own right, but that when combined they can offset each other's major weaknesses and provide powerful support for using shared information sources. We propose an approach to intertwining the mechanisms of perspectives and negotiation to help cooperative groups intertwine the personal perspectives of their members into an effective shared network of perspectives on taskrelevant information. Our proposal is based on the normative standpoint that even in the case of distant and asynchronous cooperation people should have a chance to contribute to the convergence of their ideas.
The first section of this paper characterizes perspective and negotiation mechanisms that the authors developed independently in the past, followed by a section on related work to differentiate our approach from others. CSCW approaches often deal with the problem of joint editing of a shared document by several users and the subsequent merging of different versions. By contrast, in our approach many short segments (from selected and inherited individual perspectives) are dynamically extracted from a shared information source and intertwined to construct personal and team perspectives.
The paper's third section describes a student research project that helped us to define the requirements for computer support of this kind of cooperative work. This motivated the design of WebGuide, a prototype system that is then described in some detail. The paper concludes with current work – introducing our software into classrooms and small research groups for testing its use – and future work to evaluate its effectiveness.
PREVIOUS WORK ON PERSPECTIVES AND NEGOTIATION
This paper integrates twio previously independent approaches: collaboration using perspectives and negotiation of shared information.
Perspectives
The most important characteristics of Stahl's [23] perspective mechanism are:
* Individual team members have access to what appears to be their own information source. This is called their personal perspective. It consists of items from a shared central information repository that are tagged as being visible within that particular perspective (or in any perspective inherited by that perspective).
* Team member A can integrate an item from B's perspective into her personal perspective by creating a virtual copy of the item. If B modifies the original item, then it changes in A's perspective as well. However, if A modifies the item, a new item is actually created for A, so that B's perspective is not changed. This arrangement generally makes sense because A wants to view (or inherit) B's item, even if it evolves.
However, B should not be affected by the actions of someone who copied one of B's items.
* Alternatively, team member A can physically copy the contents of an item from B's perspective. In this case, the copies are not linked to each other in any way. Since A and B are viewing physically distinct items now, either can make changes without affecting the other's perspective.
* When A creates a virtual copy of an item from B's perspective, A can decide if she will also get virtual copies of items related to that one, or if she will create her own subnetwork for her copy of that item. Arbitrarily large subnetworks of information can be inherited with no overhead in time or memory using the virtual copy mechanism.
* Items of information can be created, edited, or deleted by users within their own personal perspective without affecting the work of others.
* New perspectives can be created by users. Perspectives can inherit from existing perspectives. Thus, a team perspective can be created that includes virtual copies of all contents of the inherited perspectives of the team members. There is an inheritance tree of perspectives; descendants inherit the contents of their ancestor perspectives. Changes (additions, edits, deletions) in the ancestor are seen in descendent perspectives, but not vice versa. A hierarchy of team, subteam, and individual perspectives can be built to match the needs of a particular application.
This model of perspectives has the important advantage of letting team members copy the content of their team's perspective and other information sources without having to generate it from scratch. They can then experiment with this content on their own without worrying about affecting what others see. This is advantageous as long as one only wants to use someone else's information to develop one's own perspective. It has frequently been noted in computer science literature [5, 8] that different stakeholders engaged in the development and use of a system (e.g., designers, testers, marketing, management, end-users) always think about and judge issues from different perspectives and that these differences must be taken into account.
However, if one wants to influence the content of other team members' perspectives, then this approach is limited because one cannot change someone else's content directly. It is of course important for supporting cooperative work that the perspectives maintain at least a partial overlap of their contents in order to reach successful mutual understanding and coordination. The underlying subjective opinions must be intertwined to establish intersubjective understanding [9, 25].
Negotiation
The concept of computer-mediated negotiation addresses the problem of making changes to a system design or an information repository when the changes may conflict with the interests of others. Such a change must first be proposed by someone. The same software that is used to prepare and propose the change should also inform the people affected and help them to respond to the proposal. According to Herrmann [10], the following options for voting and discussion should be offered: Accept, reject or modify the proposal. Furthermore, the proposal can be accepted until revoked or the computer-supported negotiation process can be interrupted in order to discuss the matter face-to-face, through telephone inquiry or in other ways of more direct communication. Each of the above options can be accompanied by commenting on the choice.
This concept of negotiation was originally developed within the context of software design for situations in which two users of a computer system discuss whether a system feature should be implemented or not. The approach was intended to support "controllability" and "suitability for individualization" (cf. ISO 9234, Part 10) for groupware. Such negotiation can take place in multiple cycles of a proposer and a responder reacting to each other. Negotiation rules must be established to define how many negotiation cycles can take place, how much time is allowed to pass before a decision must be reached, what happens when a time limit is reached, etc. The goal of this negotiation mechanism is to get through routine cases of agreement, abstention, or simple modifications of proposals as quickly as possible in order to determine efficiently which proposals require a more intensive communication process. This provides a common starting point from which cooperation can proceed.
A disadvantage of this negotiation mechanism is that it was designed for just two people. If applied to several participants, the time period for arriving at a common starting point stretches out too much. The original negotiation concept assumed that a modified item would not be worked on further until the negotiation process was complete. This might make sense in the case of a change of software system functionality, but it seems unduly restrictive for modifications of information and analysis. By contrast, the approach of intertwining multiple perspectives into a common one has the advantage that participants can continue to work in their own perspective while awaiting the results of negotiations. This allows the negotiation mechanism to be extended from pairs of participants to small groups.
RELATED WORK
This work builds on ideas from a variety of CSCW approaches.
Hypertext and Hypermedia.
Hypertext and hypermedia structures provide an important mechanism for supporting cooperative work with shared materials. To some extent, this is now provided by the Web itself, although many hypertext mechanisms have been explored that go beyond the Web's simple model [2]. The perspectives mechanism of Stahl [23] is a hypermedia implementation, based on a node and link structure; relationships among contents in different perspectives are defined by links. Internal manipulation of nodes and links allows multiple perspectives to share large information sources without unnecessary duplication. The use of "virtual copying" or "delta storage" is well-known in system software [7], but was not previously used in CSCW hypermedia systems. We have chosen to implement our own hypermedia substrate – rather then use something like Lotus Notes – for reasons of granularity, control, and speed.
Context Mechanisms
The importance of perspectives in cooperative work has been recognized at a theoretical level by Boland [5] and others, primarily based on the hermeneutic tradition in philosophy: Heidegger and
Gadamer (see [23]). The application of virtual copying to perspectives on data was explored at Xerox PARC [4], but abandoned as too complicated for users at that time. A related mechanism of transclusion was proposed by Nelson [16] for hypertext. McCall applied a similar approach for organizing hypertext information by domain and version in Phidias [15]. Stahl [23] extended McCall's approach in Hermes, implementing a hypertext version of virtual copying in a productivity tool for professional design teams. He subsequently adapted this mechanism in CIE, a cooperative information environment for supporting peer group management of ISO 9000 documentation [22].
Computer Supported Collaborative Learning
A number of software systems have been developed to support collaboration of research teams in schools; CSCL [13] has become an important new research direction within CSCW. CSILE [19], for instance, is a threaded discussion system customized to scaffold classroom research. Systems like CoVis [17] and CaMILLE [21] also provide a shared workspace or notebook area for collecting research results. Rather than supporting negotiation through the system, they rely on face-to-face interactions to make choices about what materials get entered into the team repository. The prototypes of WebGuide are intended to demonstrate how current CSCL systems – which lack explicit representations of perspectives – can be enhanced.
Organizational Memories
By organizational memories we mean an approach to building a structured digital library of various forms of information that can be shared by community members through computer supported collaboration and communication mechanisms [1, 14]. Intertwined perspectives can help to structure an organizational memory. For instance, when a group of community members undertakes a new project they can create a new perspective on the memory and negotiate which items from existing perspectives should be included for use in the new project.
Collaborative Filtering
Collaborative filtering (e.g. GroupLens, [18]) is typical of approaches that try to automate the construction of perspectives. It displays available information in accordance with individual or team preferences. Statistical analyses are used to automatically determine which members of a group are interested in similar topics. Items of information that are of interest to one member are then sent to other group members with similar interests. Rather than relying entirely on automated mechanisms, WebGuide allows active selection or modification of information by users.
Conflict Management
The above approaches lack any computer supported negotiation mechanisms. Wulf [27] proposed the support of negotiation and developed it for conflict management in groupware. Wulf focuses on negotiation between two persons and he distinguishes various ways in which a groupware user can avoid or reduce the effects of another user's actions. However, we believe that it should always be possible for users to react to each other, at least by commenting. Ideally, these reactions back and forth should take place with support from the same system that presents the content under discussion.
Decision and Meeting Support
The clearest parallels to computer-supported negotiation are decision support and meeting support systems. In these systems, one can respond to proposals from others by extending them with one's own proposals or amendments. One can also annotate the proposals. In more elaborate systems, such as those derived from Argnoter [24], annotations can be classified as pro or con the argument. Several systems keep track of votes for or against a proposal [6]. Sen, et al. [20] describe an application of this for meeting scheduling. Our negotiation mechanism emphasizes the possibility of continuing the work on a perspective before the decision process is completed.
Due to space limitations, we cannot compare our work with approaches which are focussed on synchronous collaboration and WYSIWIS problems or deal with merging and access mechanisms in the field of joint editing. As pointed out above, these approaches are related to another type of problem where the shared information is relatively limited and can be described by a small set of document versions.
THE WEBGUIDE DESIGN
This section recounts the motivation and history of the design of our integration of perspective and negotiation CSCW mechanisms. It discusses a context in which future researchers are being taught how to engage in cooperative work and how to use computer technologies to support their work.
Supporting Cooperative Student Web Research
In summer 1997 we decided to apply our vision of intertwining perspectives and negotiation to a situation in middle school (6 th grade, 12 year olds) classrooms we work with. The immediate presenting problem was that students could not keep track of Web site URLs they found during their Web research. The larger issue was how to support team projects. The more we discussed computer support for cooperative student Web research, the more complicated and detailed the issues became.
To facilitate our own collaboration we adopted two representations: (1) the design of a detailed user interface using HTML and (2) a formal model of the software procedures, data elements, and context of use. You will see both representations below. The result of our collaboration is (1) an interface design for WebGuide, a Web-based prototype that integrates perspective and negotiation mechanisms to support collaborative learning, and (2) a model of such a system in use. To make our design concrete, we focused on a project-based curriculum [3] on ancient civilizations of Latin America used at the school. The example of this student research project is well suited to illustrate the level of complexity that our approach can and must handle.
WebGuide was first conceived of as a glorified Web bookmark manager [12] and electronic notebook application [26], enhanced with perspective and negotiation mechanisms as described below. Students can conduct Web searches, collect, annotate, categorize, and organize bookmarks for sites they like. They can summarize or excerpt the Web page contents (there is no need to copy the full contents because it is already available through the active bookmarks). Students are encouraged to use the facilities of WebGuide to make the results of their research more self-explanatory for themselves and their team mates by defining a hierarchy of headings or categories, arranging bookmarks under these, and adding concise summaries of the content or importance of the bookmarked sites.
Figure 1 shows a view of a student's personal perspective in WebGuide. There are three topics visible in this view. Within each topic are short subheadings or comments, as well as Web bookmarks and search queries. At the bottom is access to search engines.
Varieties of Information
In compiling a list of requirements for WebGuide, we focused on how computer support can help structure the merging of individual results. Such support should begin early and continue throughout the research process. It should scaffold and facilitate the decision-making process so that students can learn how to build consensus. WebGuide combines displays of individual work with the emerging group view. Note that the topic on Aztec Religion in Figure 1 has been proposed by another student to be part of the team perspective. Kay has made a virtual copy of Que's topic so she can keep track of his work related to her topic. The third topic is an idea that Kay is preparing to work on herself. Within her electronic workspace she inherits information from other perspectives along with her own work.
Each student should be able to view the work of other team members as they work on it, not just when it is submitted to the team. Students should be able to adopt individual items from the work of other students into their own perspective, in order to start the collaboration and integration process. This can be done with the comparison perspective (see Figure 2). From early on, they should be able to make proposals for moving specific items from their personal
perspective (or from the perspective of another) into the team perspective, which will eventually represent their team product, the integration of all their work.
The Web pages of a student's personal perspective should not only contain live link bookmarks and search queries, but also categories, comments, notes, and summaries authored by the student. All these elements are representations of what we have abstractly called "items" of information. Comments can optionally be attached to any information item. Every item is tagged with the name of the person who created or last modified it. Items are also labeled with perspective information and time stamps.
The requirement that items of information can be copied, modified, and rearranged presupposes that information can be collected and presented in small pieces. This is also necessary for negotiating which pieces should be accepted, modified, or deleted.
In addition to bookmarks, the WebGuide page can contain Web search queries for finding current sites on a given topic. WebGuide is designed to help students learn to do Web research, and the sharing of successful query formulations is important for that. WebGuide pages are structured by topic headings or categories for organizing the bookmarks and queries. These categories can initially be created without any bookmarks or queries as preparation for looking for relevant information, as Kay has done for the topics of Mexico City and Live Sacrifice (in Figure 1) that she intends to research. The categories are structured hierarchically to create a tree of information.
Because of the hierarchical nature of items, something that appears as a unit of information that can be proposed for negotiation may actually consist of many parts, some of which appear differently in
Figure 2. Model of the task performance and perspectives.
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different students' perspectives. The possibility of information items having a complex but hidden internal structure is required for the intertwining of perspectives and negotiation.
Types of Perspectives
WebGuide provides six types of perspectives to help students compile their individual and joint research (Figure 2 shows how they are related to each other and to the activities):
1. The student's personal perspective is their private work space. It inherits a view of everything in the team perspective. Thus, it displays the owner's own work within the context of items proposed or negotiated by the team and class – as modified by the student. Students can each modify (add, edit, delete, rearrange, link) their virtual copies of team items in their personal perspectives. They can also create completely new material there.
2. The team perspective contains both items that have already been accepted by the team and items that are currently proposed for negotiation (like the Aztec religion topic in Figure 1). This perspective is pivotal. It includes accepted and proposed items. It gradually collects the products of the team efforts.
3. The class perspective is created by the teacher to start each team off with some initial bookmarks and suggested topics. It typically presents a structure for classroom activities and provides the space used to instantiate the goal of collecting the products of cooperative intellectual work. It has the organizational function of structuring the team perspective.
4. The comparison perspective combines all the personal perspectives of team members and the team perspective, so that anyone can compare all the work that is going on. It inherits from the personal, team, and class perspectives. Students can go here to get ideas and copy items into their own personal perspective or propose items for the team perspective.
5. The negotiation perspective contains all the information related to the current status of negotiation on the items proposed for the team perspective. It inherits proposed items from the team perspective. When they are approved or rejected at the end of negotiation, their status in the team perspective changes. It has the organizational function of making the process of negotiation more comprehensible.
6. The history perspective is an archive of all information that has been entered in WebGuide. It is primarily for the teacher (or researchers), but can also be used by students to retrieve previous versions of items. It inherits from the comparison perspective, that contains information from all the other perspectives.
Of course, there is not really such a multiplicity of information in the central database. The perspectives mechanism merely displays the information differently in the different perspectival Web pages, in accordance with the relations of inheritance. Organizational information as well as content are represented in a consistent way by using the perspectives mechanism.
Practices and Perspectives
To design software for collaborative learning in schools means to design curriculum and classroom process as well. Computer support has to be matched with appropriate content on the Web and with a constructivist pedagogy [19]. The design of the WebGuide interface and the perspective and negotiation mechanisms is accompanied by the design of informative Web pages and of a use scenario.
Figure 2 shows a model of the process involving the teacher, the students, and tasks using WebGuide. It shows the relation of individual to cooperative work and the mediating roles of the perspective and negotiation processes.
The model in Figure 2 represents the process flows. Students research using sources available to them: the Web, books, encyclopedia, CD-ROM, discussions, or other sources. Students can review the contents of the class perspective, their team perspective, and the personal perspectives of their team mates. All of these contents are collected in the comparison perspective, where they are labeled by their perspective of origin. Students extract from the research those items which are of interest to them. Then they organize and develop the data they have collected by categorizing, summarizing, labeling, and annotating. The three stages of investigating, collecting, and editing can be repeated as many times as necessary.
To support these steps of the work, WebGuide provides a menu of functionality for each information item. The following menu options are included: show/hide detail, Add a new item, Move this item, Edit this item's text, Delete item , Copy to my perspective, Propose to team, and Negotiate this item.
The class project ends with each team producing an organized Web site about one of the civilizations. These Web sites can be used by members of the other teams to learn about the civilizations that they did not personally research. The sites can also provide a basis for additional class projects, like narrative reports and physical displays. Finally, this year's research products can be used to create next year's class perspective starting point, so new researchers can pick up where the previous generation left off – within a World Wide Web that will have evolved substantially in the meantime.
Negotiation Procedures
A student can make proposals for the team perspective from the Propose to team option within his or her personal perspective. This is how new items get introduced into the team perspective. A student can also propose an item from someone else's perspective by locating it in the comparison perspective. If she wishes to modify it, she can first copy it into her own perspective. If someone wishes to modify an item that is already in the team perspective, she must copy it into her own perspective, make the modifications there, and then propose the modified item.
It should be possible when proposing – just as with copying – to treat a set of related items in one step. It is important to be able to treat a set of proposed changes together. For example, if a student deletes a bookmark at one spot in order to replace it with a better, richer bookmark elsewhere, then the deletion and the replacement should both be proposed and negotiated together. Of course, students should be discouraged from grouping too many items together.
When a student selects the Propose to team menu option for an item, a dialog box opens (see Figure 3). The student can decide whether the new proposal item should be combined with a previous or future proposal. The proposer also sees a list of all the other students who will be involved in the negotiation of the item. The determination of who should be involved is a matter for installation settings that define a local negotiation policy. These settings are system parameters of WebGuide, so they can be easily varied by teachers or research user communities.
For example, one might want to establish a rule that all new items must be negotiated by all team members – or alternatively that they do not require negotiation at all – while modified items require just those people to participate who either originally created the item or subsequently modified it. Another plausible rule would be to accept all annotations without negotiation.
As soon as an item is proposed, it appears in the negotiation perspective. Through perspective inheritance, it also appears in the
team perspective and in the personal perspective of all team members, labeled as Proposed by name-of-proposer. A student can select the Negotiate this item menu option for the item to switch to the negotiation perspective for that item.
There are three windows (see Figure 4). The top window includes buttons corresponding to the negotiation options: Accept, Reject, Abstain, and Let's talk. The second window displays the proposed item or items within the context they would have in the team perspective once accepted. The bottom window contains the results of negotiation decisions already made about the proposal and the commentary of team members concerning these decisions. No editing of the proposal is allowed in the negotiation or team perspective.
Several negotiation responses to the proposal are possible at this point. A negotiator can indicate that she abstains, that she does not care to participate in the negotiation. Alternatively, she could indicate with Let's talk that she would like to discuss the proposal face-to-face in the team. In the later case, the label on the proposed item changes to Proposed by name-of-proposer, Let's talk. In addition, an automatically maintained agenda of points for group discussion is extended to include this proposal.
Of course, the primary options are to Accept or Reject the proposal. It should be noted that a proposal can have been modified by other group members so that there may be several versions of the same proposal. If Accept is selected for one alternative, then all the others are assigned Reject and the negotiation is over for that student. If Reject is selected, then the next version of the proposal is displayed. When several versions are available, a student can either accept precisely one or reject them all.
After making a negotiation decision, a student should comment on the reasoning behind her response. All students who view the negotiation perspective after that can see her response with her comment. Although it may not be sensible in a negotiation situation involving several participants to allow cycles of responses to responses because the negotiation process would quickly become too confusing, WebGuide does allow students (and teachers) to comment on all actions, including comments on comments. This allows a simple kind of threaded discussion. Even after a student has completed her voting on a proposal she can comment on other people's choices or change her vote.
The procedure for amending a proposal is a bit involved. Once a student has rejected all the existing versions of a proposal, she can modify (see Figure 2) the proposal in her personal perspective and propose her amended version. This is how more than one version of a single proposal can become part of the negotiation perspective. Then the new version will be automatically integrated into the negotiation process of the original proposal. The label of the proposed item will be altered to read, Proposed by name-of-first-proposer amended by name-of-second-proposer. Students who have already voted will see this new label and can decide if they want to return to the negotiation perspective and reconsider their vote on this proposal. It might also make sense to have a more intrusive mechanism to alert people to newly proposed versions. The design decision to restrict modifications this way in the negotiation process results in a simplification of the process. To avoid confusion, it is only possible to edit the original proposal, not proposals that already have the label amended. While a proposal can be rejected by its original proposer when she prefers an alternative version, it cannot be recalled because that would create an asymmetry between the proposer and other participants.
The negotiation process for a proposal cannot exceed a time limit, determined by the negotiation policy parameters. At the end of the time period, the system determines whether the proposal or a modified version is accepted or rejected. Again, installation parameters determine what kind of majority is required: 2/3 of those voting, majority of those eligible, simple majority, etc. If the results are indecisive, the proposal will be labeled proposed for talk and added to the discussion agenda. Then students will have to get together in the classroom and decide what to do about the proposal. When matters are decided in group meetings, someone with a special password can enter changes directly in the team perspective, shortcutting the computer-supported negotiation process.
WEBGUIDE IN PRACTICE
Cooperative Definition of Keywords for a Bibliographic Database
The concept of intertwining perspectives and negotiation is a general one which can be tailored to fit many cooperative work domains. For instance, we have experimented with the negotiation procedures described above in a system for use by academic researchers who share a collaborative on-line bibliography. This system was implemented and used in our research center at the University of Dortmund. The system is based on WebGuide mechanisms and functions.
We started with a literature database that was created in 1988 for our research group. It originally contained about 500 entries. The literary references were classified according to their content using a set of about 50 keywords. The database quickly grew to about 3,000 entries indexed by 200 keywords. The quality of the system deteriorated with this growth: it accumulated duplicate and outdated entries, many entries were inadequately indexed, and the keywords became overlapping and outdated as well. A clear need for convergence could be empirically observed.
To address these problems, we created an experimental new system. Each member of the research group was given their own perspective on the database of entries and keywords; they are now responsible for maintaining the information they are interested in. Information they are interested in but do not want to maintain themselves they can access by virtual links to other perspectives. All literary references and keywords that one considers important for the team can be proposed for the team perspective and negotiated.
Consider the following use scenario: Andy browses the comparison perspective and finds an interesting keyword, K1, from Barbara. He makes a virtual copy of it in his personal perspective. Andy can now use the keyword to retrieve all entries that are classified with it. However, before Andy can use K1 himself to classify a new entry, he must make a physical copy of it (K1 K2). This will protect Barbara from being affected by Andy's classification activities. If Andy had continued to use a virtual copy of K1 then he would retrieve not only his own but also Barbara's classifications of K1 when he did a search for K1. Andy can also introduce a new keyword, K3, and propose it to his team if he thinks it is an important keyword. Even while his team is negotiating the acceptance of this keyword, Andy can already begin to classify references using K3. If and when K3 is accepted by the team, all the references that had been classified with K3 will be automatically proposed for acceptance in the team perspective for negotiation, one at a time.
This prototype system has been explored by a team of six researchers working cooperatively on various projects. Based on these trials, the following principles were proposed as preconditions for regular use of such a system:
* In order to reduce the complexity and the burden of excessive negotiation processes, negotiation should only take place when a new entry is proposed to the team, when the classification of an entry by a keyword is to be changed, or when a keyword itself is being altered. All other changes should simply be accepted automatically without negotiation.
* There should be system functionality to notify team members when a new keyword is introduced (even in a personal perspectives), when someone creates a virtual link to a keyword, and when someone makes a new proposal.
* Proposals make sense not only at the team perspective level; it is also useful for one team member to propose a new item to another team member.
* It should be possible to define sub-team perspectives to represent the interests of small research units and projects.
Negotiating Environmental Perspectives
We are now using an early implementation of WebGuide in a middle school classroom in Denver. (See Figure 5 for a screen image of this Java applet running on the Web). For the past five years, this class of students researched the environmental damage done to mountain streams by "acid mine drainage" from deserted gold mines in the Rocky Mountains above Denver. They actually solved the problem at the source of a stream coming into Boulder from the Gamble Gulch mine site. In 1998/99 they investigated the broader ramifications of their past successes, looking at the issue of acid mine drainage from various
alternative perspectives. They interviewed adult mentors to get opinions from specific perspectives: environmental, governmental, mine owners, local residents, scientists, etc.
WebGuide serves as the medium through which the students cooperatively research these issues with their mentors and with each other. Each student and mentor has their personal perspective, and these perspectives inherit from the content-based perspectives (environmental protection, governmental regulation, etc.) depending upon which intellectual perspective they are working on constructing. Even email interactions happen through WebGuide and are retained as notes in its perspectives. The goal of the year-long course is not only to negotiate within teams to construct the various positions, but also to negotiate among the positions to reach consensus or clarify differences.
As an initial field testing of the WebGuide system, this trial has resulted in valuable experience in the practicalities of deploying such a sophisticated program to young students over the Web. The students are enthusiastic users of the system and offer many ideas for improvements to the interface and the functionality. Consequently, WebGuide is benefiting from rapid cycles of participatory design. One main result is that the possibilities of achieving convergence of the contributions have to be improved. It proved to be a serious lack that this early version of WebGuide did not provide support for negotiation. The ideas of the students diverged within WebGuide and the teacher had to bring them together and build a consensus during face-to-face class discussions.
Constructing Perspectives on CSCL
An interdisciplinary graduate seminar on computer mediation of collaborative learning is also using WebGuide in several ways during 1999:
* As a communication medium for their internal cooperation.
* As an example CSCL system to analyze.
* As an electronic workspace for them to construct their individual and shared ideas.
This version of WebGuide stresses the use of perspectives for structuring collaborative efforts to construct shared knowledge.
Students in the class can form sub-groups either within or across their different disciplines. They develop ideas in their personal perspectives and then debate these ideas in the various comparison perspectives of their sub-groups. Here, it is an important result that the comparison perspectives are directly used to conduct a kind of prenegotiation process. This helps to determine which notes are promoted to the class or team perspective.
A major hypothesis being explored by the course is that the use of a shared persistent information space can support more complex discussions than ephemeral face-to-face conversations.
FUTURE WORK
WebGuide is currently under intensive development and testing. Now that we have initial demos of our concept, we are engaging in participatory design with teachers, students, and research groups to refine the approach. Initial evaluation of some of its concepts will be conducted in middle school, high school, college and graduate classrooms in Boulder, Colorado. We will investigate how different features are used in practice. For instance: Do students move fluidly and effectively among the different perspectives? To what extent do students group related proposals together? How much do students comment on their negotiation decisions or on those of others? Can students handle the process of modifying proposals? We will also explore different negotiation policy parameters: What happens to proposals that just one or two students slate for group discussion? What time limits, voting methods, negotiation participation rules are meaningful and effective?
In parallel with the testing of WebGuide in Colorado, the system will be used in courses at the University of Dortmund. In these courses, future teachers in various disciplines will be trained in the fundamentals of computer technology and its use in the classroom. These teachers-in-training will gain both theoretical knowledge and practical experience through their work with WebGuide.
The system for cooperative use of the bibliographic database described above will be developed further and used on a more regular basis. Thereby, we will explore whether the concepts there can also be applied to support organizational memories. As more of the WebGuide functionality is implemented and deployed in a variety of CSCW and CSCL applications, we will see how effective the intertwining of perspectives and negotiation can be.
ACKNOWLEDGEMENTS
The research reported here was begun during a six month visit by Herrmann to Boulder in 1997. It is being continued by Herrmann and his students at Dortmund, Stahl and his students, Ted Habermann and his group at NOAA, Dan Kowal and his middle school students, and the researchers, teachers, and students in the "Articulate Learners"
project. The work reported here is supported in part by grants from NSF IRI-9711951, the McDonnell Foundation, and NSF EAR9870934.
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27. Wulf , V.(1995): Negotiability: A Metafunction to Handle Access to Data in Groupware; in: Behaviour & Information Technology, Vol. 14, No. 3, ,S. 143 – 151. | <urn:uuid:1d9a103d-5de3-4d70-8622-30495b9ad8e4> | CC-MAIN-2017-13 | http://gerrystahl.net/cscl/papers/ch07.pdf | 2017-03-27T10:41:08Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz | 137,030,391 | 9,478 | eng_Latn | eng_Latn | 0.933258 | eng_Latn | 0.998196 | [
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1: This image, from the Adirondack Mountains in New York, is the only photo in this presentation that was taken outside of Wisconsin. The obvious deforestation resulted when areas harvested with questionable forestry practices were ravaged by the torrential rains of hurricane Irene in 2011.
2: Aspen clear cut: At first glance, this practice appears to be deforestation. However, this technique can benefit tree regeneration and wildlife, and will talk about why coppice harvests like this are an important part of sound forest management. Not all heavy cutting is deforestation, and our goal today is to talk about the complexity of this using a range of examples.
3: Aspen regeneration: The first photo should, optimistically, develop into a young aspen stand like the one shown here. Aspen is a shade-intolerant, early succession species that regenerates after a disturbance like fire, growing thousands of sucker sprouts per acre from the roots and stumps. Young aspen stands are declining as a forest type in Wisconsin, but are important wildlife habitat for many birds, small mammals, deer and moose. If the clearcut from the first photo develops into this, it is not an instance of deforestation but a transitioning habitat. However, unquestionable 'deforestation' looks like some of the following examples from our area. In forest conservation terms we refer to this more permanent loss of forests as 'forest conversion.'
5: Burnett County Conservation officer, Dave Ferris, told me in 2013 that processed frac sand brings $210 per ton loaded on the Mississippi River barges. He was very concerned about the long term consequences from the changes to the landscape. Thousands of acres of shallow surface water replace forest and farm areas after sand has been extracted. According to Mr. Ferris, farmers "who have frac sand on their land become millionaires over night while those who do not suffer the consequences", including air-borne silica dust. He also stated that most Wisconsin sand goes to Saudi Arabia to be used in hydraulic fracturing for crude oil extraction. And we think we only pay for our fuel at the pump!
6: Closer to home in the Northwoods, subdivisions like these are an all too familiar view. They are often named after the habitats they destroy. Prior to the most recent recession, these were very common and have destroyed many thousands of acres of forest land in this area. Even today, this trend continues at a time when there is an oversupply of existing houses flooding the market here. In my opinion, this oversupply in the Northwoods is now becoming a burden. Cost of Community Services studies often find that developments in rural areas consume more money over time than they generate, largely due to cost of services in these areas. One could certainly also argue that other forestry-related economic opportunities are lost in this trend of forest conversion.
7: A dramatic example of unnecessary deforestation is this view from Highway 45 north of Conover. This demonstrates the destruction that disposable money can buy. These folks created a cattle farm from the jack pine habitat, and a concern could be raised about this change possibly threatening the Hay Meadow creek just prior to its confluence with the Wisconsin River. Only 40 miles north in the UP, much better grass lands and abandoned cattle farms are for sale at a fraction of the land value in Vilas County. The future of the next photo still unknown, but it appears to be yet another example of deforestation in our area.
9: 'Sustainable Forestry' is a relative term and is often abused and interpreted widely. On public and private lands in this area, proper forestry will be dependent on management of present species, site conditions and age of the stand. Local species such as aspen, jack pine and balsam fir are short lived and managed in a 50-60 year age class. The harvest of these species while they are still healthy goes a long way to assuring they will regenerate. This is called "even-aged" management, as shown in the aspen stand at the beginning of the talk. Aspen and jack pine require full sunlight to grow, and clear cutting is essential for proper regeneration.
However, other species we enjoy here are very long lived. Red pine, white pine, oak, sugar maple, hemlock and yellow birch are all examples of long lived trees that should be managed in a multi-aged class, with stands including both young regenerating trees and also mid-size and large trees and even some old legacy trees. These are the managed forests we never tire of seeing and make management enjoyable for many forest owners.
'In between aged' species like white birch, red maple and white spruce can be a component in either even aged or multi age forestry.
10: Threats to our forests: Some threats often seem out of our reach to remedy. Climate change (see http://www.nrs.fs.fed.us/pubs/38255), excess deer numbers (see http://na.fs.fed.us/fhp/special_interests/white_tailed_deer.pdf), drought, insects and of course fire are always on the minds of forest managers. But perhaps our biggest threat is people and the poor management decisions leading up to several of the earlier photos.
On private lands, financial pressures often lead to poor management and misinformation. 'High grading' and premature harvests can look enticing for short term financial gain but severely jeopardize the long term economic return of the forest and cause immense harm aesthetically as well.
For the long lived tree species, there can be decades of difference between 'economic maturity and biological maturity'. For example, our red pine slows down in growth at about 70 years of age, leading some to suggest a total harvest at that time, but red pine can live for hundreds of years. On public lands, we as citizens have a voice, and of course elections do matter. The forestry practices we see on public lands are science-based but they are influenced by politics. Examples of this influence include the size of areas not harvested, the pressure to fulfill allowable harvests, and of course deciding when to harvest.
Vilas County will receive about $7890, or $657 per acre for this sale. The red pine saw timber brought $98 per MBF, the white pine brought $89 MBF. Markets are a bit suppressed this year compared to the past few years. If this management strategy on our public lands does not suit you, please be more involved in the process.
14: Forest certification: Most of our Managed Forest Law lands, as well as our state and county forests are third party certified under the Forest Stewardship Council (FSC) or the Sustainable Forest Initiative (SFI). These certification programs are designed to make us feel comfortable with management on enrolled lands. While many of us feel these certificates are a big step in the right direction, we must remain diligent. The range of acceptable practices allowed is very broad, as we have demonstrated above. Often the economic desires, the wish to manage for one species over another, or to manage for wildlife for example, can complicate things.
Certification has, however, helped mitigate some of the horrendous forestry practices of the past, as many industry processing companies have embraced certification as the standard. Forest certification follows a chain of custody in protecting ecological and social concerns, from the management of the forest through the processing of wood products all the way to the consumer. Look for this symbol on wood products you purchase.
15: Forest conservation: Long-term protection of forest lands requires a staunch commitment to conservation. I often say that 'sustainable forestry with out conservation is not long sustainable'. At the local level, land trusts and conservation groups like Partners in Forestry, can be very helpful in working with landowners interested in protecting forests and proper management. But the larger landscape is another challenge. The former industrial forests, covering much of the north, are now owned by investment organizations seeking the highest return on their investment. This can be in direct conflict with nature's time frame of growing trees and our wishes for careful management.
To protect some portion of these vast important forest lands requires a strong commitment to conservation at the state and federal level. A program designed to do just that is 'Forest Legacy', which essentially is a partnership between the USFS State and Private Forestry, participating states and enrolled landowners. Commonly, a FS grant to the state will fund part of the acquisition cost of a forest conservation easement, assisting participating states to work with eligible landowners.
In Wisconsin our Knowles-Nelson Stewardship Program is essential to match federal funds in acquiring these easements, as well as other forest protection acquisitions. In recent years Stewardship has been cut, and the state was even forced by the legislature to dispose of 10,000 acres of land. The forest easements and acquisition assistance for county forests however, has fared better than state land acquisition.
16: The Forest Legacy program is designed to protect forests with high conservation and public values in perpetuity. The funding source is the Land and Water Conservation Fund (LWCF), a program started in 1965, designed to use a portion of the revenue from off shore oil and gas leases to conserve land and water on shore. This 51 year old program was renewed just last year, but only for a three year period. The LWCF Coalition shows that throughout the 50 year history of the LWCF, in only three years was the full amount used to fund conservation and not drawn off for other federal budget matters.
In Wisconsin we barely survived a battle last year to keep the Stewardship Program viable, as the governors budget called for a moratorium on Stewardship. State Senator Tiffany said at that time that we "can no longer afford nature lands". About the same time last year, Vilas County board member and local realtor Jerry Burkett proposed the county begin the sale of County Forest lands. In all these instances it was only public outcry that maintained our invaluable public lands.
17: Most of our public forests and parks are possible because of programs like these. Our appreciation of the benefits of these great programs will help to keep them alive when we converse with elected leaders. It is very important to let them know how important these conservation programs are to our Northwoods way of life. Increasing our knowledge of forest management will help us identify deforestation from a proper timber harvest, and assist us in promoting sound forestry practices.
Partners in Forestry was founded on the belief that our forests should be cared for with the best long term benefits to society. We recognize these benefits to be not only economic, but intrinsic and social as well. | <urn:uuid:13b54aad-a83e-4172-b5b6-f6cb83f2fd59> | CC-MAIN-2017-13 | http://www.partnersinforestry.com/Documents/DeforestationPresentation.pdf | 2017-03-27T10:46:38Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz | 641,953,752 | 2,160 | eng_Latn | eng_Latn | 0.998164 | eng_Latn | 0.998605 | [
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STUDY SHEET
March 22, 2015
The Resurrection Matthew 28:2-7
The Christian ________ rests on the resurrection of Jesus from the dead. We’re going to examine the _____________ for that resurrection. Whether Jesus arose matters __________. If Jesus arose, there is ______ after death. If Jesus arose, then He fulfilled His prophecies and has __________ Himself to be the Son of God. If Jesus arose, then His promises and teaching are ______. If Jesus arose and is the Son of God, He is Lord of all and has _____________ over your life and mine. If the Lord Jesus arose, then He will one day _______ again and ________ you and me according to His Word. Since what we’re studying has _________ consequences for our souls, we need to pay ________ attention. If Jesus arose from the dead, we can’t _________ Him or live as if that was a meaningless act. Read Hebrews 4:12-13.
The Lord Jesus ____________ His death and resurrection (Matthew 20:18-19). This is an amazing and a ___________ prediction. Jesus not only predicted He would be scourged and crucified at the ________ of the chief priests and the Gentiles but also that He would _______ from the dead the third day. Only the Son of God could ________ such a prediction about His death and resurrection and ______ its fulfillment just as He predicted.
Before we can speak of a resurrection, we have to _______ examine the evidence that Jesus actually died upon the cross. That Jesus was beaten by the soldiers and then scourged is _________ dispute. All four __________ accounts speak of His scourging. A Roman scourging was not __________ a beating. Many men ______ from scourging. The whip they used lacerated the skin with _______ objects and caused the ______ of much blood. The Romans did not _______ their stripes to 39 as the Jews did. The purpose of the cross was to kill a person _________ and very ___________. While the nails that went through the hands and feet were not of themselves _______, the physical position of a crucified person hung upon a cross created tremendous ____________ on the heart and lungs. A person had to pull himself up to ___________ in and out. The cross gradually ______ a person down to where he couldn’t breathe. In the case of Jesus, ________ surrounded his heart until it failed. The reason soldiers would ________ the legs of a crucified person was to ________ their death. A person with broken legs couldn’t _______ himself up to breathe and would die quickly. They broke the legs of the _____ thieves; but these experienced soldiers found Jesus was ________ dead, so they didn’t break His bones in fulfillment of Psalm 34:20 that “not a bone of Him should be broken.” Instead, a soldier __________ His side with a spear, “and immediately there came out blood and water” (John 19:34). This flowing of water and blood is a sure ____ that Jesus was _______ dead. If Jesus had not died from the crucifixion, He could not have survived this _______. Joseph of Arimathea and Nicodemus asked Pilate for the ______ of
STUDY SHEET
March 22, 2015
Jesus, but Pilate would not release the body until it was determined _______ positive that he was dead. The two prepared his body for ________ in a new tomb a short distance from where he was crucified. John reveals that they _______ the body in linen wrappings with myrrh and aloes, about a hundred pound weight. This burial process would have ________ Jesus in a mummy-like wrapping with spices sealing the cloth together. Bound up like this, Jesus—even if He by some remote _________ survived the crucifixion and the spear— couldn’t have breathed and lived. Jesus was _______ in the tomb.
The Pharisees and the priests went to Pilate and they requested a _______ for the tomb. Read Matthew 27:62-66. They were determined not to let ___________ happen to that tomb. They didn’t merely ______ a couple of guards at the tomb. They made it as _______ as they could. Some scholars suggest that there were as many as 28 guards at the tomb, and they would have been particularly _____________ on the third day, when the threat was the very greatest. The governor’s _______ meant that it would be criminal to mess with the tomb.
The Scriptures tell us that the women came very _______ on the first day of the week to the tomb, and they came to ________ the body of Jesus. This was their first opportunity since the Sabbath had passed; and they wondered, “Who will _____ _______ the stone for us from the entrance of the tomb?” They realized the stone was “extremely large” (Mark 16:4). Scholars again ___________ that this stone weighed between one and a half and two tons, three to four thousand pounds. They knew that moving this stone was far beyond their _________ and that it would take a number of strong men to move it. When they arrived they saw that an ________ had rolled the stone away.
When the women __________ to the apostles the tomb was empty, many of the apostles laughed and they __________ the women; but two apostles wanted to find out for themselves if the tomb was empty. Peter and John ______ to the tomb. John 20:5-7 says they looked in the tomb and saw the linen wrappings ________ there. They saw “the face-cloth which had been on His _______, not lying with the linen wrappings, but ________ ____ in a place by itself.” Why would the disciples, if they ______ the body, take the ______ to loosen the linen wrappings and ________ them in the tomb, knowing that the guards were just outside? Whatever understanding you have of this event, you must __________ who moved the stone, how the tomb became empty, and who took the linen wrappings from the body of Jesus. The people who examined these events _______ without hesitance that Jesus _____ from the dead. The soldiers ___________ all these events to the chief priests, who paid the soldiers a large sum of money to _____ and promised to keep them out of trouble with the governor (Matthew 28:11-15). But down deep these soldiers and the chief priests knew the ________.
STUDY SHEET
March 22, 2015
We now ask whether the testimony we have about the empty tomb is ______. Is there some way that we can _______ the credibility of the report that we have of the resurrection? First, let’s remember that Jesus believed and taught His people to be _________. The Lord ______ hypocrisy and deceit. Jesus praised Nathanael for being a person in whom there was no ________ (John 1:47). Jesus spoke of the devil as a ______ and He condemned ______ (John 8:44). How could His disciples abandon everything they had been _________ and spread a _____ throughout Jerusalem? All the Jews had to do to ________ Jesus had not been resurrected from the dead was to ___________ the body of Jesus. If the Jews produced the body of Jesus, they could _____ Christianity. They never _______, because they knew they couldn’t. All they could do was _______ the soldiers to lie and __________ the disciples.
Look at the _________ in the disciples. The disciples did not know for ______ that Jesus had been raised on that third day; they ___________ it; and so they _____ in the upper room with the door locked for fear of the Jews. They _________ and they __________ when the women came and told them that Jesus had risen. Their hard _______ kept them from believing until Jesus ___________ Himself to them. One apostle, Thomas, persisted in his disbelief ______ when the others insisted they had seen the Lord (John 20:25-29). Jesus appeared to the disciples and He ________ Himself to them in a variety of ways. Read Luke 24:36-39. Acts 1:3 tells how Jesus “presented Himself _______ after His suffering, by many convincing ________, appearing to them over a period of forty days and speaking of the things concerning the kingdom of God.” So strong did He convince them that we see a very ___________ group of men at Pentecost than we do on the day that Jesus arose. After they disbelieved, hiding themselves as cowards, and doubting the prophecy of Jesus; Jesus then ________ Himself alive with many convincing proofs. So at Pentecost they were ______ and unrelenting in their ___________ of the gospel. They told everyone they were ________________ of the resurrection. They called the people to _________ of their sins, because they had ____________ Jesus whom God for certain had made both Lord and Christ (Acts 2:36). In Acts 3-8 the early disciples endured beatings and imprisonment, but they wouldn’t ______ preaching Jesus as the Christ resurrected from the dead.
When the Sanhedrin, that is the Jewish Council, commanded them not to speak or teach at all in the _____ of Jesus, Peter and John were convinced that they must ______ God and continue preaching the gospel (Acts 4:19-20). The Council arrested the apostles, flogged them, commanded them to ______ preaching in the name of Jesus, and released them. But the apostles __________ “that they had been considered worthy to _______ shame for His name. And every day, in the temple and from house to house, they kept right on teaching and preaching Jesus as the Christ” (Acts 5:41-42). They later suffered imprisonment, beatings and
STUDY SHEET
March 22, 2015
even death for their _______, but nothing kept them from continuing to preach Jesus as the Christ, ________ from the dead. The disciples didn’t become ______ from their preaching; they suffered _______ to tell the story of Jesus. They (the enemies of Christ) stoned __________ (Acts 7) and they beheaded _______ the son of Zebedee (Acts 12). Not one of the disciples _______ denied the resurrection. They died for ___________ it. The only __________ they spoke out so boldly about their faith was they believed Jesus was truly the Christ, the _______ Son of God. And their bold faith __________ us that we too can place our faith in Jesus as Lord.
Saul of Tarsus was originally __________ to Judaism and a violent persecutor of the church, but He ______ Christ on the road to Damascus. His conversion is especially important in view of his earlier ______ against Christianity. He gave up everything to __________ a Christian. What he wrote about the resurrection in 1 Corinthians 15 is really the ___________ documentary evidence that we have. No one can satisfactorily __________ the conversion and the later life of the apostle Paul except in the way that he himself explained it. He had seen the ________ Christ.
Some say Jesus __________ on the cross and revived in the cool of the tomb; but this doesn’t ___________ how Jesus survived the linen wrappings, how He moved the stone, or how He frightened the guards to get away. Others say the apostles only ____________ they saw Jesus after His resurrection, but this doesn’t explain why there were linen wrappings in the empty tomb, how the stone was moved before the women arrived, or how the guards were frightened. Nor does it explain how they were able to ________ Jesus.
Though we have barely discussed the _____________ surrounding the resurrection, we have seen __________ to say confidently with Peter and the apostles that God raised Jesus from the dead. And if He is risen, He is the ______ of God and the _______ of all. He will one day ________ you and me according to His Word (John 12:48; Acts 17:31).
To become a Christian __________ with all your heart that Jesus is the Christ, _______ from your sins in repentance, ________ Jesus as the Christ and the Son of God, and be __________ for the forgiveness of your sins as the Bible teaches in Acts 2:38. | <urn:uuid:f9d10618-dfbf-46a1-8f65-4a50db36ad26> | CC-MAIN-2017-13 | http://searchtv.org/printmaterial/sg/2015/SG-12-15-TheResurrection.pdf | 2017-03-27T10:44:16Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz | 322,406,873 | 2,635 | eng_Latn | eng_Latn | 0.997962 | eng_Latn | 0.998317 | [
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UTSS POSITION PAPER ON INCLUSIVE EDUCATION:
OUR POSITION:
We Dream of Global Inclusion - People with albinism (PWA) worldwide seek a day when what we contribute is not limited because of how we are perceived. We dream of a day when PWA will take their rightful place in every level of every society, everywhere, at all times. Under The Same Sun (UTSS) will always place the students with albinism in our Education Program (EP) into safe, socially inclusive schools with above average academic standards, insisting they be educated, socialized and included in mainstream society where they belong. PWA only "fail to succeed" in societies where families and communities neglect the responsibility of inclusive living.
OUR REASONING:
Inclusion will accelerate understanding and reduce stigma - The students in our Education Program are future models within their own society of what PWA can be when given an opportunity. They are the strongest voice against discrimination and the most powerful message educating their culture towards social change. Worldwide PWA suffer from exclusion and social isolation due to stigma within their own families, communities, schools, workplaces, the social media and society at large. This tragic misfortune is due to the historic fact that very few people in the general population have a healthy and accurate understanding of albinism and thus operate from erroneous and often harmful beliefs and myths (see "What Is Albinism" - http://www.underthesamesun.com/resources ). An integrated society will normalize interactions between PWA and non-PWA, enhancing understanding while dispelling myths and stigma.
We do not support segregation of PWA - UTSS has frequently received suggestions by wellintended but tragically misinformed people which, if implemented, would reinforce and institutionalize social isolation for PWA.
Examples:
* Put PWA into schools for the blind or disabled to accommodate their low vision needs.
* Build PWA schools in order to accommodate understanding, safety and low vision needs.
* Buy an island and send all Tanzanian PWA there to protect them from attacks.
* Build a village for PWA children who are at risk of attacks.
Segregation does not guarantee safety and advancement - Specialized segregated environments will only serve to isolate PWA further from the very society they know, love, depend on and belong in. While safety is a vital consideration for PWA in countries where they are being hunted for their body parts, there is no certainty that they will be safer in a segregated
community or school. Although PWA may feel safer there, ironically they may become easier to locate. Segregation also inadvertently contributes to stigma since society tends to view these segregated settings as confirmation that PWA are not normal people. Many children with albinism (CWA) in Tanzania have been confined to government boarding schools for blind or disabled children in the name of providing a safer environment that can also address their low vision needs. All of these schools have sub-standard conditions, and in some the CWA are forced to learn braille. This is highly unfortunate since CWA are partially sighted and able to read and write and participate as full functioning members of mainstream schools. Such settings obstruct academic development as well as normal social skills development, stunting their integrative capacities. CWA require these developmental experiences in order to be high functioning participants in mainstream society when they leave school. In the name of "help", their academic and social development is decreased and social isolation is increased.
PWA are just like everyone else except for 2 simple differences - PWA suffer from (1) low vision and (2) little or no pigment or colour in their skin, hair and eyes. This means that their skin is very sensitive to the sun and vulnerable to skin cancer. It also means that their eyes are highly sensitive to bright light, making it difficult to see on sunny days and in brightly lit rooms. As well, PWA need to be very close to an object to see what fully sighted people can see at a distance. In every other way, we are all the same.
Equal opportunity means equal success for PWA - Just like anyone else, PWA can achieve almost any goal they set their mind to. They can succeed in life, education, employment and love. They are perfectly able to make meaningful contributions to their society providing they are empowered with the same resources offered to their fellow citizens without albinism. Since low vision and sun sensitivity are the only 2 differences and can be easily accommodated, there is no need to exclude PWA by sending them to special needs centers or schools. In many cases, PWA who experience social inclusion and equal opportunity thrive and often surpass the performance of non-PWA in academic and employment settings.
----------------------------------------------------------------------------------------------------
"Sometimes equality means treating people the same, despite their differences, and sometimes it means treating them as equals by accommodating their differences." (Judge Rosalie Abella, Report of the Commission on Equality in Employment, Canada).
"The worst kind of loneliness in the world is the isolation that comes from being misunderstood."
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Imperial School
P.O. Box 240, Imperial, SK, S0G 2J0
Telephone: 963-2240 Fax: 963-2271 Email: firstname.lastname@example.org
| May 2014 | | | | | | |
|---|---|---|---|---|---|---|
| | | | | | 1 Day 3 | 2 Day 4 |
| | | 5 Day 5 | 6 Day 6 | 7 Day 1 | 8 Day 2 | 9 Day 3 |
| | 4 | | | | | |
| | | 12 Day 4 | 13 Day 5 | 14 Day 6 | 15 Day 1 | 16 Day 2 |
| | 11 | | | | | |
| | Mother’s Day | | | | | |
| | | 19 Victoria Day | 20 Day 3 T&F PreDistricts | 21 Day 4 T & F Districts | 22 Day 5 | 23 Day 6 |
| | 18 | | | | | |
| | | 26 Day 1 | 27 Day 2 T&F Districts Subway lunch | 28 Day 3 | 29 Day 4 | 30 Day 5 Grad |
| | 25 | | | | | |
Imperial School
P.O. Box 240, Imperial, SK, S0G 2J0
Telephone: 963-2240 Fax: 963-2271 Email: email@example.com
June
2014
| Sun | | Mon | | Tue | | Wed | | Thu | | Fri | Sat |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 Day 6 | | 3 Day 1 | | 4 Day 2 | | 5 Day 3 | | 6 Day 4 | | 7 |
| 8 | 9 Day 5 | | 10 Day 6 | | 11 Day 1 | | 12 Day 2 | | | 13 Day 3 | 14 |
| 15 | 16 Day 4 Awards Afternoon 2pm | | 17 Day 5 | | 18 Day 6 | | 19 Day 1 | | | 20 Day 2 | 21 |
| Father’s Day | | | | | | | | | | | |
| 22 | 23 Day 3 Playday/staff BBQ Last Day of Kindergarten | | 24 Day 4 | | 25 Day 5 | | 26 School Open – No Students | | | 27 | 28 |
| | | | | | | | | | | Report | |
| | | | | | | | | | | Cards | |
| 29 | 30 | | | | | | | | | | |
PRINCIPAL'S REPORT
It doesn't look much like the end of April with all this new snow on the ground!!! Elementary students need to remember to bring their rubber boots. The playground is rather wet!
I would like to thank all those involved in this year's Carnival. It was another great success. The Carnival could not happen without so many volunteers. Thank you to the students who worked very hard to set up and to work the various carnival events. A big thank you to those who donated food for either the Silent Auction or the Cake Walk. This is always a big success. Volunteers are a necessary part of making events like this happen. Thank you to the community members, the SCC and the entire teaching staff for allowing this event to happen. It would not be possible without you!
Two new faces will be in our school! I would like to welcome Samantha Saelof of Watrous Saskatchewan into our school. Samantha is currently studying Education at the University of Saskatchewan. She accepted the temporary Educational Assistant position. On behalf of the staff and students, we welcome you!
Soon to be beginning in our school is Britni Pentiluk. Britni will be filling in the maternity leave for Mrs. Spencer. Britni is originally from Imperial. We welcome her back and thank her for filling in for the remainder of the school year.
I would also like to welcome back and congratulate Connor Ingram. Connor left to play with the AAA Prince Albert Mintos. He has had a very successful season with them. Connor won the league's top goalie award.
In Western's, the Mintos emerged victoriously which allowed them to attend the Telus Cup which is a National competition. Connor faced shots from some of the best Midget hockey players from across Canada. Connor faced more than 60 shots in the Gold Medal game which lasted six periods! Congratulations on your Gold Medal win, being selected as player of the game twice in the competition and having your goalie stick inducted into the Hockey Hall of Fame!
Classroom Happenings
K/1/2 News
April According to the Kindergartens
April was a busy month! These are the highlights according to the Kindergarten Class.
At the carnival, Morgan liked the minion cake made by Tracy Federspiel. The cake was sold in the silent auction and raised $40 for Morgan's Minions' Walk for Autism on June 22 in Saskatoon.
Chloe liked the cupcakes and hotdogs at the carnival.
Shara-lee liked the Sucker Pull at the carnival because you got a sucker every time!
Makayla liked the harmonica she got when she spent her tickets at the prize store. Emma enjoyed her Easter because she got lots of surprises.
Mark had fun and bumped his head acting crazy in the bouncy house during the carnival.
Haily Danyluk had a new baby brother in April. His name is Maverick.
Marlon liked the bouncy house at the carnival.
Trey liked playing the Golf Putt game because you could win free tickets to spend in the carnival store.
Haley Crittenden liked going in the carnival bouncy house with the grade ones and twos.
April Report by Grade One and Two
In April we had a movie party in the gym with the whole school. We watched Frozen and the SRC made us popcorn. We also had a Penny Ante Carnival on April 24. There were two bouncy houses and lots of games. At the Fish Pond game you could fish for prizes. Lukis got nine prizes and Travis got eight. The bouncy house was fun because it had obstacles in it. Easter break was April 14-18 and Easter is special because it always lands on a different day in April.
By: Jackson Webster, Travis deVries, Jazmyn and Lukis Hamilton
Special Reminder:
The grade one, two and three computer class would like to remind everyone that their class blog is available for viewing at any time. The address is http://kidblog.org/MrsKellysComputerClass/ Please feel free to leave a comment
.
Grade 3 & 4 News
On Wednesday, April 23, the Grade 3/4 Class held a hotdog and bake sale. We brainstormed fundraising ideas, and then, we had a vote on what we would sell. The class was very excited to bring baking because their moms' baking would receive many compliments! The bake sale went over amazingly well with the students and staff purchasing 117 hotdogs! We raised $278.91 to go towards the tree to be planted in memory of Maxwell in our school yard. Mr. Dave Mooney is building the sign to be posted near the tree. Thank you to all of the parents from our class for donating baking. Thanks also to all of the students and staff that supported our sale.
On Thursday, April 24, we hosted a carnival at our school. We were running the fish pond! We bagged up 300 prizes in paper bags. A worker schedule was made and everyone took a turn working that night. Children at the carnival loved it; every prize was caught.
~The Grade 3/4 Class
Grade 5 & 6 News
This April we made a memorial for Maxwell Cantelon Leslie. We started our Heritage Unit in ELA. The grade fives started a unit in both science and social. In social we started Canada's regions and in science we started forces. We started a new unit in health, we are learning about Canada's food guide. This month we had our Penny Ante Carnival. We ran the golf putt and the bean bag toss. We also started to write stories on the iPads about heritage. The grade 5/6 class would like to congratulate Imperial's Connor Ingram on winning the TELUS Cup. ~Ricky Martens
Grade 7 & 8 News
In math the grade 8s are learning multiplying and dividing integers. The grade 7s are learning adding and subtracting integers. In science we are learning about how colours appear, which we are learning with the grade 6s. In social, which we are also learning with the grade 6s, we are learning about Australia and New Zealand. For band we are playing 2 different songs, The Simpsons theme and The Return of the Killer B's. For ELA we are learning about different types of poems. In art we are doing forgery art. In PE we are moving on to track and field. For health we are continuing on with the drug units. In home ec. We are learning and cooking with dairy products. This year in home ec. We are learning and cooking with the Canadian food guide. In IA we are continuing on to work on our projects.
-Lexie Nelson
Grade 9 & 10 News
This month we, the grade 9/10's have been learning some spectacular stuff. We have been learning about descriptive paragraphs and just finished up the book Romeo and Juliet in ELA. In science we are working hard on constellation projects to present to the class. Our social class has consisted of learning about the African landscapes and bodies of water. Physical education consisted of badminton but that is over and we are quickly moving into the track and field unit. The grade 9's math class has consisted of triangles and tangents, while the 10's have been working on the chapter about converting metric to imperial. The industrial arts classes have us working on an assortment of things. In our home economics classes we are now working on sets of pajamas for ourselves. These are all the tiring, yet exciting things that we have been working on this month!
-Tyson Taylor
Grade 11 & 12 News
The grade 11/12 class has been moving on in math on the topic of probability. In chemistry, the grade 11/12 class has been learning about solutions and solubility. In ELA, the class has been learning communication skills. In PE, the class is moving into a track and field unit. In history, we are learning about the late 19 th century and early 20 th century.
Written by: Austin VanDamme
SRC Happenings
The SRC had another exciting month in April. The Survivor activity was a food challenge. The teams picked two elementary students and two high school students to compete against each other in a contest to see who could eat the pudding and candy mixture the fastest. The SRC also provided students with movies and popcorn on the last day of school before their break. There are also two important upcoming events that the Student Representative Council will be having. Firstly, the grades 7 – 12s will be treated to the play, Operation Big Rock, in Meacham SK. The entire cost which includes bus transportation, and tickets will be covered by the SRC. Secondly, we are excited to be working with the Imperial Family Restaurant once again to provide a hot lunch of chicken fingers and a choice of fries or poutine on Monday, May 5. A big thank you for this fundraising opportunity that is open to the students and the public. The SRC is currently planning an activity for the elementary students, which will be announced at a later date.
-Kiana
In motion
In hopes of kicking off spring, Imperial School's in motion committee held an outdoor Easter egg hunt and relay. Grades K-12 were separated into their teams on Thursday, March 27 and ran outside to collect Easter treats. The kids covered the grounds very quickly in an epic race. In the end, the yellow team finished first, having collected the most goodies. After this, students had participated in the egg and spoon relay. They were separated into their teams, and the first kids in line were given a spoon and egg. They had to walk to the end where the rest of their team was waiting with the egg on their spoon. Morning indoor in motion has come to an end as the weather has gotten nicer. It was a great fitness month for Imperial School!
-Harper Rae and Sarah Joa
PLEASE REMEMBER
1. We are a nut free School, so please refrain from sending anything containing nuts. Thank you.
2. Student doors are not open until 8:40 am. Also, teachers do not start supervision until this time.
Thank you
Imperial Restaurant
For the donation of a luncheon on May 5
SCC News
Reading Bee Results
Imperial SCC and Imperial School ran the Inaugural Reading Bee through March and had fantastic results! A huge thank you to all the parents, community members, and businesses that contributed to this success! The student response to our initiative was truly exciting and reflected in the children's enthusiasm to read as much as possible.
Total number of pages read by the whole school in the month of March was 27,453 pages!
Funds raised are still being counted, but will be used to upgrade our school library with 'much needed' new books and literary material for the benefit of all students K-12 students. Once books have been purchased, they will be temporarily on display for public viewing prior to student use and reading pleasure. Please watch for emails and posters regarding the upcoming display.
Elementary School prizes of $20 gift certificates to Scholastic Canada book orders were awarded to:
| Grade Category | Winners of $20 gift certificates | Total Number of Pages Read by All Students in Grade Category |
|---|---|---|
| Pre-K – Kindergarten | Jonathan Gosselin Emma Schaeffer | Pre-K & K = 4,746 |
| Grade 1-2 | Siara MacLellan Warren Mooney Sianna Tannahill | Grades 1 & 2 = 9,174 |
| Grade 3 - 4 | Jamison Langlois Harrison Mooney | Grades 3 & 4 = 4,549 |
| Grade 5 - 6 | MaKenzie VanDamme Garet Poitras | Grades 5 & 6 = 4,647 |
High School prizes of $40 Indigo/Chapters gift cards were awarded to:
Thank you for your continued support as partners in our children's education.
A huge thank you to the following businesses (in alphabetical order) that contributed to the Reading Bee's success.
Affinity Credit Union, Watrous Cervus Equipment, Watrous E. W. Industries, Imperial Georgie's Place, Imperial Imperial Coop, Imperial Lewis Agencies Ltd, Imperial Lewis & Company, Imperial Long Lake Insurance, Imperial Riteway Mfg Ltd, Imperial Royal Bank of Canada, Imperial Royal Street Pharmacy, Imperial Sierra Stone, Imperial Sunset Seeds Ltd. , Imperial | <urn:uuid:67941506-9f6e-4acc-9b45-92db02792614> | CC-MAIN-2017-13 | http://imperial.ca/Newsletters/Newsletter%2004-2014%20(April).pdf | 2017-03-27T10:33:34Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz | 179,311,546 | 3,393 | eng_Latn | eng_Latn | 0.671132 | eng_Latn | 0.999237 | [
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Livingston Science National Honor Society
Leaf Mulching: Improving our Environment one Leaf at A time…
Shredding leaves with a lawnmower is an easy way to help the environment. Livingston annually collects 34,000 cubic yards of leaves in the fall. Those leaves are transported by trucks to the border of Pennsylvania. Hauling that volume of leaves is expensive and the trucks pollute the air. Shredding compresses the leaves. As a result, fewer trucks are needed to haul the leaves.
Furthermore, shredded leaves can serve as mulch by spreading them on garden soil. Organic mulch protects plants in the winter and in the summer and supplies nutrients to the soil when it decomposes. The simple and quick act of shredding reduces pollution and makes homemade mulch for the garden. By using our leaves as mulch, we can have a more economic and environmentally friendly approach to autumn.
Livingston High School SNHS Leaf Mulching Advocates
Mary Walmsley – SNHS Advisor, firstname.lastname@example.org
Dr. Judy Grebel - Mentor email@example.com | <urn:uuid:c3f47f05-edd9-4bd1-adbd-cd2d63dbeeed> | CC-MAIN-2017-13 | http://livingstontownship.org/wp-content/uploads/2013/09/Leaf-Mulching-Flyer.pdf | 2017-03-27T10:40:34Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz | 214,309,398 | 232 | eng_Latn | eng_Latn | 0.997977 | eng_Latn | 0.997977 | [
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7
FOWL CHOLERA
This disease is known to occur in Afghanistan.
1. Definition
Fowl cholera is a systemic bacterial disease affecting all poultry species, characterized by systemic illness, diarrhea, arthritis, and poor production.
2. Etiology
The causative agent is Pasteurella multocida. This organism is abundan tly present within feces of infected birds and in carcasses of animals that have died of the disease and it can persist in the environment for months. Feces from infected birds may contaminate water supplies. In addition, other animals such as dogs, cats, and rodents, may harbor Pasteurella multocida and spread it to new locations. Also, humans may take it to new locations by contaminated clothing or shoes.
3. Transmission
The organism enters a susceptible bird through the oropharynx, i.e., the mouth or the respiratory tract.
4. Species affected
Many species of birds can suffer from fowl cholera. Both wild and domestic birds are affected by the disease.
5. Clinical signs
Incubation period is 210 days. Morbidity is often high. Disease is most common in adult birds. It may be peracute in which case the first sign of the disease is death. In animals that survive longer, there is systemic illness, including inappetence, poor production, dyspnea, watery diarrhea, swollen joints. The comb and wattles may be swollen and cyanotic. Mortality is 530%.
6. Pathologic findings
In animals that die in the very acute stage, there may be no lesions. Those that survive longer can have evidence of systemic inflammation. Spleen is large and reactive, with numerous white (lymphoid) nodules visible on cut surface. There may be petechial hemorrhages scattered over mucosal and serosal surfaces. Liver is pale throughout. The cranial portion of the intestine (duodenum and jejunum) is reddened with fibrinocatarrhal contents. Joints cavities can contain caseous exudates. Similar caseous material may be found in the sinuses of the head, including the inner ear.
7. Diagnosis
The typical picture at the flock level adult birds, systemic illness, pathologic lesions, can lead to a suspicion of fowl cholera. Confirmation of the diagnosis requires isolating the organism in the laboratory. Differential diagnoses include: fowl typhoid, highly pathogenic avian influenza, colibacillosis.
8. Treatment
Pasteurella multocida is susceptible to a variety of antibiotics and these will cure the infection temporarily. Unfortunately treatment with anti biotics can promote a carrier state and leave additional birds at risk. Also, birds can break out with the disease again at the end of the antibiotic treatment period. So, although antibiotics will work, if other measures are available, such as vaccination, this is preferable to using antibiotics to control the disease.
9. Prevention and Control
Bacterins are available but do not completely prevent infection. They should be used in combination with a strong program of sanitation that would include cleaning and disinfection after an outbreak, rodent control, provision of clean drinking water, and adequate disposal of dead birds. | <urn:uuid:12178126-fa2c-497b-8752-a36953a7c2f7> | CC-MAIN-2017-13 | http://eafghanag.ucdavis.edu/c_livestock/fact-sheets/poultry-diseases/FS_Live_Poultry_Fowl_cholera_FVSU.pdf | 2017-03-27T10:42:33Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz | 110,180,490 | 850 | eng_Latn | eng_Latn | 0.99704 | eng_Latn | 0.997353 | [
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SCHOOL IMPROVEMENT PLAN SURPRISE LAKE MIDDLE SCHOOL IMPLEMENTATION SCHOOL YEAR 20102011
John McCrossin Principal Mark Robinson – Dean of Students Tina Cook – Counselor Pat Bourasa – Office Manager
2001 Milton Way Milton, WA 98354 253.517.1300 253.517.1305 (fax)
V I S I O N
Surprise Lake Middle School: is a place where students are successfully transitioned from the elementary setting to the secondary school environment while developing their academic, emotional, physical, and social potential.
B E L I E F S
In order to realize this vision, we believe
*Teachers are collaborative leaders of instruction and inventors of engaging work that meets the needs of all students and all learning styles.
*All students will learn more when given authentic engaging work, adequate time, proper tools, and assistance.
*Students will be provided resources that will allow for grade level achievement in reading comprehension and fluency, writing and mathematics.
*Surprise Lake Middle School will be safe, clean, and orderly to allow for a productive learning environment.
*Students and staff will consistently treat each other with respect.
s how respect a rrive promptly and prepared b e proud of diversity e ngaged effort r ules apply to me s chool pride saber creed I am a successful and responsible student
* MSP increases for the year;
o7 th grade Reading 66.8% (+.4%)
CELEBRATION OF SUCCESSES For the Surprise Lake Middle School School Improvement Plan 20102011
o7 th grade Mathematics 51.6% (+ 5.6%)
o7 th grade Writing 72.1% (+2.4% over the state average)
* Used fluency testing and related data to place student in appropriate interventions
oMade connections with the elementary schools and implemented fluency testing to mirror reading assessments previously given.
oContinuation of a Reading Tools class (Read Naturally and Rewards)
oContinuation of a remedial Mathematics course
* School wide use of the Portal as a communication and collaboration tool for both academic and discipline purposes
* Successfully implemented Student Learning Plans for all students who did not meet standard on the WASL. These plans also addressed the needs of the Highly Capable students
* Began developing and implementing CBM's/CMA's in all curriculum areas
* Over 80% of our teachers developed websites in order to communicate more effectively with parents
* Science instructors successfully implemented new curriculum
o6 th and 7 th grade Science Fair
oMet with elementary teachers in the winter and spring to coordinate lesson design and curriculum
* Staff participated in the District WOW Academies to develop lessons on difficult to teach concepts
* Implemented buildingwide writing prompts
oThose prompts were graded by the Core team (and administration) with a common rubric
* Core teachers developed reading assessments and intervention
oImplemented Walk to Read model for 7 th grade core teams
oEstablished Tier I, II instructional models
oTwo schoolwide writing prompts given and assessed by core teams with a common rubric
* 7 th Grade Social Studies Department held Washington State Project Night
oImplemented our Character Education Program at both the 6 th and 7 th grade levels in the Social Studies areas
* Student prevention team (SADD) for peer education for alcohol awareness program
* Implemented Safe and Civil School common area lesson plans
oSchool wide bullying and harassment awareness day/lesson
* Introduced Student Recognition for Random Acts of Respect (ROAR)
* Utilized the 'Saber Ambassador' program to transition new students to SLMS
oContinue successful 5 th grade transition program
* Established a Parent Advisory Committee separate from our PIE.
oThose parents met monthly, provided specific feedback on academic issues and participated in building walkthroughs
* Language Line to communicate with nonEnglish speaking parents/use of interpreters at Arena Conferencing
* Continue Parent Education Series using "Strengthening Families" curriculum
* Continued counselor lead groups around social/emotional issues
oImplementation of positive choice behavior videos/packets for students serving In School Suspension
DATA COLLECTION For the 20102011 School Improvement Plan
A comprehensive needs assessment was conducted by our staff, Parent Advisory Council and Learning Improvement Team (LIT). The following are the components of this assessment:
* MSP results and related academic data
* Reading Assessments/Fluency scores
* Classroom Based Measurements: common tests given to students with agreed upon outcomes of what students should know and be able to do
* Student academic achievement levels per grading period/failure rates/grade point averages
* Schools Survey Results (Staff, Students and Parents)
* That includes a survey of students who moved on to CJH
* Student data on attendance and discipline trends
* Learning Improvement Team input and feedback
* Parent Advisory Council / PIE Feedback
Needs identified through achievement data, graduation requirements, federal mandates:
* Continue to work with our students to improve their levels of performance on the MSP
* Continue to work with all students to raise achievement levels in the classroom
* Establish Response to Intervention (RTI) systems at SLMS
* Classroom strategies for ELL Students, Special Needs Students and low income students to ensure greater academic success
Needs identified through Climate Surveys
* Examine how to identify and reward all the good things that occur with our students on a daily bases
* Better monitor behavior/expectations in hallways and common areas
* Consistency in application of school rules and guidelines
* Continue high expectations for engaging academics
* Create more activities for which students may participate in
* Strengthen school spirit and pride
Needs identified through Learning Improvement Team/Building Administration
* The need to establish the Learning Improvement Team (Teacher Leaders) as drivers for academic change
* Need to deepen our Standard Bearer Work (classroom standards, use of protocols, collaboration on difficult to teach concepts)
* Classroom strategies for ELL Students, Special Needs Students and low income students to ensure greater academic success
* The need for standardized instruction practices tied to state standards
* The need to move to a more standardized building wide makeup policy
Evaluation of Impact on Student Achievement for the 20102011 School Improvement Plan
Adequate Progress for the 20102011 School Improvement Plan will be achieved when the three stated goals have been met.
Throughout the school district there is a clear focus on students and on the quality of the work provided to students work that students find interesting, challenging, and satisfying and that results in their learning what is expected by schools, parents, and the community. Our goals reflect this focus.
20102011 GOALS AND ACTION PLAN
Specific School Goal #1: Increase student achievement.
* Staff will clearly identify tough to teach concepts in each respective curriculum area and design and assess work to increase student learning.
* We will examine the established MSP baseline for SLMS. There will be a specific focus on improving those scores for all students with a specific focus on ELL, Special Needs and low income students.
* Every child will be assessed and given appropriate interventions for reading/mathematics deficiencies. All students will meet grade level benchmarks before exiting SLMS.
* Struggling students will be identified through our RTI model and be provide at least one appropriate intervention.
* A more focused effort on the part of staff to disseminate Classroom Based Assessment data which will allow for more pointed discussions on results and appropriate interventions or instructional strategies that what may be needed.
| | On Point | Start/End | Budget/ Resources | Monitoring Date |
|---|---|---|---|---|
| 1. Increasing Academic Achievement | | | | |
| | LIT | 9/106/11 | Staff Meetings Standard Bearer Release Days WOW Academies | There will be some assessment for level understanding and/or participation at the end of every training |
Ongoing work with all departments through
LIT
Staff Meetings
Monthly check in
Student work mirrors state alignment (maintaining that alignment) with GLE’s
9/106/11
during LIT
GLE's / PE's.
need to assess the impart they have on
* Overall 6
th grade MSP
increasing student understanding of those scores in math will
our Core teams
40%
*
Staff development for hands on learning th
| Tina Cook John McCrossin Mark Robinson Kadee Tuttle General Staff as Needed Parents of students identified | 9/106/11 | Prep Period Meetings Staff Meeting time Standard Bearer Days | Check of understanding after each training |
|---|---|---|---|
| John McCrossin Core Teams Steve Tiegs | 9/106/11 | Staff Meeting time Standard Bearer Days | Examine data from ORF scores to guide instruction |
| Mark Robinson MDT Nancy Fitta | 9/106/11 | Staff Meeting times | Monthly |
|---|---|---|---|
| LIT Put together a committee who want to examine this. | 9/096/10 | Department meetings Staff Meeting time | Every grading period (6 times a year) |
| John McCrossin David Stockman Core Team | | | |
Specific School Goal #2: Establish and maintain a positive building climate
* Increase data collection on building climate by 5%. Survey students, parents, and staff members.
* Reduce the number of suspensions by 10%
* Reduce the number of school handbook violations by 10%
| 2. Creating Positive Building Climate | | On Point | | Start/End | | Budget/ Resources | | Monitoring Date |
|---|---|---|---|---|---|---|---|---|
| | Mark Robinson Climate Committee Social Studies Department | | 9/106/11 | | Building Budget for meeting resources ASB resources as applicable Building and district staff resources | | Monthly | |
| | Mark Robinson Katie Krieger Climate Committee | | 9/106/11 | | ASB Funds PIE Funds | | Monthly | |
Mark Robinson
9/106/11 Staff survey data
Monthly
Improved survey results
Continue to compile and analyze data regarding staff Rachael McCormick
| Katie Krieger John McCrossin Mark Robinson | 9/106/11 | ASB Budget PIE Contributions | Monthly |
|---|---|---|---|
| John McCrossin Mark Robinson Katie Krieger LIT | 9/106/11 | None | Weekly/monthly |
| Tina Cook Counseling Interns | 9/106/11 | Grants | Annual |
| John McCrossin Mark Robinson | 9/106/11 | No Cost | Annual |
Specific School Goal #3:Using technology to increase student learning
* 100% of our staff will have Google websites by the end of the year
* 100% of our staff will participate in one or more technology trainings being offered at the building level
| On Point | Start/End | Budget/ Resources | Monitoring Date |
|---|---|---|---|
| John Garrett & Tech Team | 9/106/11 | Training time after school and/or on non district directed days Time at retreat | Monthly |
| John Garrett Tech Team | 9/106/11 | Clock hours for training after school, | Monthly |
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It Is Important To Take Prescribed Blood Pressure Drugs
Ask your doctor to help you fill out the information below.
Blood Pressure Medicine:
Special Instructions:
Questions To Ask Your Doctor If You Have High Blood Pressure
* What is my blood pressure reading in numbers?
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* Is there a healthy eating plan that I should follow to help lower my blood pressure and lose weight?
* Is it safe for me to do regular physical activity?
* What is the name of my medication? What is the generic name?
* What are the possible side effects of my medication?
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U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Heart, Lung, and Blood Institute
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Carry This Card To Help Prevent or Control High Blood Pressure
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My Blood Pressure Diary
Date/Time Location Blood Pressure
My Blood Pressure Goal:
Lifestyle Changes To Help Reduce High Blood Pressure
Talk with your doctor about the lifestyle changes that are appropriate for you. Check off the lifestyle changes you are going to use to help lower your blood pressure.
My Lifestyle Changes
❒ Maintain a healthy weight.
❒ Do physical activity for 30 minutes most days of the week.
❒ Eat a diet high in fresh fruits and lowfat dairy products with reduced saturated and total fat.
❒ Choose foods that are lower in salt and other forms of sodium. Read food labels.
❒ If you drink alcohol, have no more than one drink a day for women, two drinks a day for men.
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The Influence of Parental Socialization Factors on Family Farming Plans of Preadolescent Children: An Exploratory Analysis
Angela R. Wiley, Timothy Bogg, and Moon-Ho Ringo Ho University of Illinois
Citation: Wiley, A. R., Bogg, T., & Ho, M. R. (2005, December 1). The influence of parental socialization factors on family farming plans of preadolescent children: An exploratory analysis. Journal of Research in Rural Education, 20(11). Retrieved [date] from http://www.umaine.edu/jrre/20-11.pdf
Previous scholarship on farm families emphasizes the importance of socializing children to become farmers. This study is the first to focus on the parental socialization factors that are associated with preadolescent children's attachment to, and plans to take over, the family farm. Forty-seven 7- to 12-year-old children and their farming parents responded to a survey regarding the child's involvement in farm work, the father's wishes concerning the child's future in farming, the children's perceptions of their relationship with parents, and the children's perceptions of parents' worry about the farm. Three of these four factors were associated with the children's plans to farm. Recommendations are provided to rural educators for supporting farm children and their families.
In every culture and time, adults must prepare children for adult functioning. This preparation occurs formally and informally in an ecologically interdependent system that includes schools and parents (Seidman, 1988; Vincent & Trickett, 1984). Like other parents, farm parents are responsible for launching their offspring, although often with a twist that is uncommon in our modern world. Because most farmers grow up on family farms, farming parents must prepare at least one child to take over the family business in adulthood. In their extensive study of Iowa farm families, Elder and Conger (2000) found that many farm children's strong family orientation is constructed within the context of frequent and meaningful work activities on the farm, most often performed jointly with parents. We argue that children's plans to farm (and by extension, their eventual decisions regarding taking over the farm as adults) are rooted in the activities and familial relationships of childhood. Rural educators, as partners in the success of rural communities, must understand the roots of farm children's decisions for the future.
Farmers typically inherit their land or marry a person who brings land to the marriage, so farm families often depend on at least one child to take over the family business when the older generation retires (Elder & Conger, 2000; Salamon, 1992; Salamon, Gengenbacher, & Penas, 1986). The first phase in the intergenerational succession cycle of farm families is the "socialization of all children to become farmers" (Salamon & O'Reilly, 1979, p. 531). This socialization occurs in the interaction of work and family contexts on the farm and creates a unique dynamic where family activities and parent-child relationships may affect the future of the family enterprise. Although intensive economic, social, and demographic fluctuations have occurred over the past 25 years (Hobbs, 1994), farming and rural life in general does not appeal to youth as much as it did in previous generations (Strange, 1988). Many rural educational systems are experiencing crises (Beeson & Strange, 2003), and youth retention has become a pressing problem for rural communities, schools, and farm families in particular (Beale, 2000; D'Amico, Matthes, Sankar, Merchant, & Zurtia, 1996; Gibbs, 1994). It is a complex problem that inspires mixed feelings for both parents and children.
The Illinois Rural Families Project at the University of Illinois Urbana-Champaign, which is funded by the Illinois Council on Food and Agricultural Research and the U.S. Department of Agriculture, provided support for this study.
Correspondence concerning this article should be addressed to Angela Wiley, Department of Human and Community Development, University of Illinois, 237 Bevier Hall, Urbana, IL 61801. (firstname.lastname@example.org)
In the context of modern agricultural markets and trends toward farm corporatization, many farmers do not want their children to suffer the loss and stress they have seen in their communities. Others are eager to have a child take over a business that is as much an intergenerational heirloom as a source of revenue (Salamon, 1980). Many farm parents feel torn between these conflicting desires. For youth, the
dilemma often is seen as family, community, and tradition versus higher education, good-paying jobs, and modernity (Esterman & Hedlund, 1995; Gibbs, 1994; Hektner, 1995; Hobbs, 1994).
The youth retention literature has paid particular attention to outcomes related to postsecondary education and community attachment, usually through the assessment of the attitudes and predispositions of adolescents and young adults (Gibbs, 1994; McGrath, Swisher, & Elder, 2001; Smith, Beaulieu, & Seraphine, 1995). However, we were unable to locate research assessing preadolescent youths— children who are in the process of developing social ties, community attachments, and academic goals. While adolescence is a crucial phase, both with respect to decisions about future plans and in terms of parent-child relationships, some researchers have called on the academic community to examine younger farm children (e.g., Van Hook, 1990). This seems important in a time of upheaval in rural communities, especially given that preadolescent children are often more vulnerable to family distress than are adolescents (Smets & Hartup, 1988). Beyond the developmental arguments, it is likely that eventual decisions (which may come after high-school graduation because most farms are not completely "passed on" until the operating generation reaches retirement) are based on a gradual process with deep roots in childhood. In descriptions of the developmental cycle of land transfer, Salamon and colleagues have written about the importance of the socialization of children to become farmers (Salamon & O'Reilly, 1979) and the "process begun in early childhood that develops a farm commitment in the heir and his nonfarm siblings" (Salamon et al., 1986, p. 24).
The Decision to Farm: Context, Process, and Influences
It is likely that eventual retention decisions emerge from the context of a youth's activities, education, and parent-child relationships, and that these "are less matters of individual choice than the product of the family socialization process" (Salamon & O'Reilly, 1979). Those decisions are likely to be made, abandoned, remade, and altered at various times throughout the course of childhood, adolescence, and young adulthood, but always in the context of current activities and relationships. The perspective of Lev Vygotsky is useful for understanding how thinking about future decisions is embedded in activities and relationships. Vygotsky argued that "[s]ocial relationships or relationships among people genetically underlie all higher functions and their relationships" (Vygotsky, 1981, p. 163). Farm children's plans and decisions are examples of higher functions that are based on social relationships and activities.
The process of "guided participation" (Rogoff, 1990) may provide a connection between everyday activities or practices, social relationships, and children's decision mak- ing. In guided participation, children (novices) take part in various culturally valued activities with the guidance of parents or more skilled others (experts such as teachers). These activities usually involve shared focus, problem solving, and mutual understanding. "Children come to share the world view of their community through the arrangements and interactions in which they are involved, whether or not such arrangements are intended to instruct them" (Rogoff, 1990, p. 98).
"Mutual understanding" is a core component of Rogoff's conception of guided participation. The "mutual understanding [that] is achieved between people in communication . . . has been termed 'intersubjectivity,' emphasizing that understanding happens between people" and not within the mind of one or the other (Rogoff, 1990, p. 67). Intersubjectivity or mutual understanding provides the conceptual link of activities and relationships to planning and decision making. Within activities and relationships, children and their parents create the intersubjectivity that serves as a backdrop for children's planning and decision making.
Examples of guided participation in the life of any child might occur many times throughout a typical day. An example from another culture highlights the process of guided participation. Many Mayan children learn to use large, sharp machetes at a young age through a process of watching their parents and others use the knives and then having closely supervised sessions where the children practice the skills they have observed (Rogoff, 1990). In an example closer to home, young American children often learn to cook simple foods for themselves by helping their parents in larger and larger increments until they are able to do it alone. While these are simple examples, Rogoff argues that guided participation facilitates the development of advanced understanding and management of the intellectual and practical problems of a child's community.
The Present Study
We are unaware of other studies that have examined precursors of intergenerational farm succession in preadolescent children's lives. We are interested in how children's plans to farm may be formed in the context of their lives outside of school, specifically through apprenticeship in work activities and the interpersonal context of parent-child relationships. Children who participate in labor may have deeper familiarity with and understanding of the work of the farm. An example of this process might include caring for an animal: first, under the supervision of parents; then, in partnership with the parent; and finally under the child's direct supervision. Activities such as these may lead to a deeper attachment to the farm as well as a concrete decision to farm in the future. Children who report more positive relationships with their parents are more likely to experience frequent episodes
of intersubjectivity or mutual understanding. Such experiences might influence how children think about the family business and subsequently might affect plans to farm in the future. Children's relationships with fathers and mothers may be related in distinct ways to their plans to farm in the future. This study examined two aspects of guided participation hypothesized to affect preadolescent farm children's plans about farming: (a) children's participation in farm and household labor activities, and (b) perceived quality of parent-child relationships. Additionally, we explored two other factors that may affect children's plans: (a) children's perceptions of their parents' worry about the farm and (b) fathers' desire for their children to take over the farm.
Children's Work
Active participation in work is associated with positive developmental outcomes (Goodnow, 1988; Rachman, 1979), particularly when it is embedded in a supportive family context (McHale, Bartko, Crouter, & Perry-Jenkins, 1990). Work is particularly important in the socialization of farm children (Elder & Conger, 2000; Garkovich, Bokemeier, & Foote, 1995) and is a source of pride for many of them (Esterman & Hedlund, 1995). Family-embedded work may be important in the lives of farm youth in part because farm youth tend to be less involved in extracurricular activities outside the home compared to nonfarm adolescents (Esterman & Hedlund, 1995). On the farm, even young children are often assigned some work (Esterman & Hedlund, 1995). Farm children's work matters; it is important for the functioning of the enterprise and is often a collective effort with the father and other family members (Elder & Conger, 2000; Esterman & Hedlund, 1995; Salamon, 1992). One adolescent boy talked about how working on his family farm "is a lot of hard work" that has helped him feel more responsible (Esterman & Hedlund, 1995, p. 87). Paid work (on and off the farm) may be more significant to adolescents than the everyday drudgery of unpaid chores because it demands maturity, responsibility, and some independent decision making (Elder & Conger, 2000).
We propose that independent paid labor is less common for preadolescent children than unpaid work. Further, we propose that unpaid work represents a significant maturity demand in the context of parents' dependence on children's contributions. That is, because their unpaid labor matters (parents need them to pitch in), unpaid work is important in the life of these children. In this sense, preadolescent children's work on the farm and around the house (paid or unpaid) is a significant part of their development and may influence their plans. We expect that children's plans will be associated with the number of hours they spend in farm and housework such that those who work more hours will be more likely to aspire to farming.
Parent-Child Relationships
As Vygotskian scholars have argued, "[i]n order to understand the individual, it is necessary to understand the social relations in which the individual exists" (Wertsch, 1991, pp. 25-26). We propose that eventual decisions to farm are associated with the quality of children's relationships with their parents. Although a prominent developmental task for American children in middle childhood is the attainment of independence and self-regulation, parents are one of the most important influences in their lives (Furman & Buhrmester, 1992). Especially for children coping with normative and non-normative stress (such as the social and economic effects of the farm crisis), parents are an important source of social support (Collins, Harris, & Susman, 1995; Esterman & Hedlund, 1995). Being able to talk with someone about problems helps children cope successfully (Dubow & Tisak, 1989; Hirsch & Rapkin, 1987); in one study, 68% of farm youths reported confiding in their parents more than in their peers. Authors of this study concluded that "farm adolescents are more parent-oriented than peer-oriented" (Esterman & Hedlund, 1995, p. 85) compared to nonfarm rural adolescents.
Some have argued that farm mothers have a central role in socializing their children to farm or not farm (Elder & Conger, 2000; Salamon & Keim, 1979). In the past, consideration of maternal influence has primarily been studied in regard to adolescent and adult children. It remains to be seen whether or not younger children report this influence from their own perspective. Mothers may act as a bridge to the outside, nonfarm world for their preadolescent children; thus, maternal influence on farming aspirations, as well as retention more generally, may have its roots in these early relationships.
While mothers may have some special influence on farm children's decisions, fathers are also likely to influence their children's lives in important ways. A growing body of recent research indicates that the behaviors and characteristics of fathers matter for children in areas as diverse as better life skills, higher social and cognitive functioning, and lower levels of delinquency and behavior problems at school (Pleck, 1997). Longitudinal studies (Elder, Conger, Foster, & Ardelt, 1992) and large-sample panel studies (Yeung, Duncan, & Hill, 1999) support a relationship between aspects of father-child interactions and children's later success in adulthood.
In general, children's aspirations are influenced by the support and encouragement they experience from their parents (Hossler, Schmit, & Vesper, 1999). Among farm children who work closely with their parents, positive parent-child relationships are likely to foster positive attitudes about a future in farming (Elder & Conger, 2000). In the present study, we examined three indices of the quality of
parent-child relationships from the preadolescent child's perspective: (a) global "getting along," (b) talking about topics important to the child, and (c) mutual participation in activities that the child enjoys. We expected that children's plans to farm would be associated with the quality of their parentchild relationships, so that those who report more positive relationships would be more likely to plan to farm.
Perceived Parental Worry and Enjoyment
Many farm parents try to protect their children from knowledge about family farm economic distress (Lempers, Clark-Lempers, & Simons, 1989). Most are likely to have limited success in this charade because family economic stress (as reported by parents) does not go unnoticed (Esterman & Hedlund, 1995) and is associated with adolescent depression (Clark-Lempers, Lempers, & Netusil, 1990). Children who believe that their parents are worried often respond by trying to help. Some rural adolescents manifest their distress through more responsible behavior as they try to help their families (Van Hook, 1990). In fact, 71% of the children in Van Hook's sample said they tried to help their families as a way to cope with the farm crisis. We expected that children who perceive their parents as more worried would be more likely to plan to farm in the future.
Fathers' Desires for Children to Farm
It is important to gauge the impact of parental desire on children's plans to farm because, as Salamon (1992, p. 51) wrote, "[f]amilies that want their children to carry on the family business consciously go about inculcating them in farm lore and practices." Fathers are especially influential in midwestern farm families, particularly with respect to farm transmission (Salamon, 1992) and aspects of adolescents' well-being (Elder & Conger, 2000). We expected that children's plans would be associated with their fathers' wishes in that fathers who desire their children to farm are more likely to have children who plan to do so.
Method
Participants
Participating families were members of a marketing research panel maintained by the Farm Research Institute (FRI). Founded in 1946, FRI is a private for-profit consulting company that provides agricultural survey research services to universities, nonprofit organizations, and governmental agencies. The panel includes approximately 1,700 farm families in Indiana, Illinois, Iowa, and Wisconsin. Members are recruited through agricultural publication mailing lists and referrals, and many have been panel members for many years. In a typical year, panel members are mailed five two- to four-page surveys. Demographic information is collected each year (e.g., value of products sold, number of acres operated, crop and livestock operations, type of ownership structure, age of primary operator, children at home, future plans). Panel members are compensated through a system of points that can be redeemed for tools or items from a gift catalog. While the panel serves as the population of interest, the present study focuses on a subset with children between age 7 and age 12 ( n = 47). These participants were recruited by a random call procedure to eligible panel members (those with children between 7 and 12). Fifty of the first 65 panel members contacted agreed to participate (77% participation rate). The 15 who refused cited reasons such as recent divorce and lack of time (due to unexpected problems on the farm or off-farm jobs). Of those 50, 47 returned the survey (a 95% return rate); 44 provided complete data. The 3 who did not return the survey cited unexpected time demands as the reason they did not participate.
Instruments
This study is part of a larger research project on operator characteristics, parenting, parent-child relationships, future plans, and stresses (Wiley, Bogg, & Ho, 2001). A subset of data was analyzed and, in the interest of brevity, the larger project is not described here. Relevant questions from two measures, the farm operator survey and the youth survey, will be described below. An expert panel of three university researchers and three farm couples reviewed all measures for content and face validity. The edited farm operator survey was piloted with a focus group of six farmers; three farm preadolescents served in a focus group to review the youth survey. Their feedback was used to further refine the constructs and questions for the population. The two-page farm operator survey asked about farm demographics and operator characteristics, plans, and stresses. Families were instructed to have the primary operator, the person most responsible for running the farm and making operational decisions, fill out this survey. In all cases, the father/husband chose to respond. The focal preadolescent child in the family was asked to complete the youth survey. A separate envelope was provided for the youth survey. Parents were asked to allow their children to fill out the youth survey privately and seal it in the return envelope without parental inspection. The study questions were organized by the variables of interest.
Preadolescent plans to farm. Youth were asked "What do you think you would like to do after high school?" Respondents could check all that applied from a list that included "farm," "college," and "I don't know yet." They could also write in their own responses in a blank line beside "other."
Children's work. Reported work around the house and the farm was assessed using a 9-point scale ranging from "less than 1 hour per day" to "more than 7 hours per day."
House and farm work were assessed separately so that analyses could determine if there is any relevant difference between the effects of house and farm work. Two separate items assessed in-season and off-season farm work because there may be a cyclic difference in the need for such labor. We did not ask about off-farm paid labor given that most children under the age of 13 are unlikely to be engaged in paid employment outside the home or farm.
Parent-child relationship. Perceived quality of parent-child relationships was assessed by asking children to indicate the frequency of three indicators: "How often do you get along with X?," "How often do you talk about things that are important to you with X?," and "How often do you do things together with X that you enjoy?" Questions were asked separately for father and mother, and items for each relationship were rated on a 3-point scale (with 1 being never, 2 a little, and 3 a lot).
Perceived parental worry and enjoyment. Children were asked to provide their impressions of parental farm stress by answering yes or no to "Are your parents stressed about the farm?"
Fathers' desires for children to farm. Operators (all fathers) were asked, "How important is it for you that your child [the focal one answering our youth survey] take over the farm later?" Response options were "not important at all," "somewhat important," and "very important."
Additional data gathered. Demographic information was also gathered such as the gender, age, and grade of the focal child. Operators were asked to indicate the average number of hours per week they worked off-farm, if any, and the number of hours worked on- and off-farm by their spouse. As a proxy for family income (a sensitive question that farming families are often reluctant to answer), we used FRI records about the value of products sold from the farm in the previous year. FRI provided the number of acres operated as a proxy for the size of the farming operation. The company also collects some limited information related to farm type by asking members to indicate the source of their major income from the following choices: field crops, livestock, dairy, poultry, fruits and vegetables, custom farm work, nonfarm work, and other farm operations. While respondents could only choose one category and these categories are not mutually exclusive, the data do give some sense of the primary activities that are necessary for farm functioning. We combined livestock, dairy, and poultry into one variable to allow general comparison of these farms with their potentially greater needs for children's labor with operations that were primarily field-crop farms.
Procedure
A database query performed by FRI generated a list of panel members with children in the desired age range. FRI contacted these members by phone or e-mail, and assured confidentiality of information with a letter. Upon consent, they were mailed the two surveys described above. If there was more than one preadolescent child in the family, parents were asked to choose one as the "focal child" for purposes of this study and to answer all questions about that child only. Instructions were that the primary operator of the farm should fill out the farm operator survey instrument. In all cases, the father chose to answer this portion of the survey. Two postage-paid return envelopes were provided. Parents were asked to allow their children to fill out the youth survey privately and seal it in one return envelope without parental inspection. Reminder cards were mailed if surveys were not returned in 3 weeks; if a response was still not forthcoming, FRI called to remind the panel member.
Data Analysis
Preliminary analyses were planned to look at descriptive characteristics and the interrelationships of child gender, farm type, mother and father hours worked off the farm, parentchild relationships, children's work hours, and children's plans to farm. These variables are described below. An overall logistic regression analysis was used to look at all factors simultaneously and determine the best predictors of children's plans to farm.
Preadolescent plans to farm. This variable was converted to a dichotomy for the purpose of analysis. If youth checked "farming" in answer to "What do you think you would like to do after high school?," they were credited with "yes." If they did not, they were assigned "no." They could check more than one of several choices, and if farming was one of the checked responses, children were assigned "yes."
Children's work. Percentages for reported work-hour categories were computed to describe children's reports of their weekly work patterns on and off the farm during the in- and off-seasons and around the house. Chi-square tests were utilized to test for gender differences in response distributions. Point-biserial correlations were used to examine the association between the dichotomous plans-to-farm variable and the quantitative hours-worked variable.
Parent-child relationships. The response scale for the parent-child relationship variables is ordinal. There were three possible categories; however, respondents only used two of those categories, so the variable is effectively dichotomous for purpose of analysis. To see if parent gender was associated with children's perceptions of their parent-child relationships, we tested the difference in response category proportions for each relationship variable using Z-tests. We used the same analytic strategy to see if gender of child mattered in children's perceptions of their parent-child relationships. The relationships between the parent-child relationship binary variables and children's plans to farm (also binary) were evaluated using chi-square tests. Pointbiserial correlations were used to examine the association
between the dichotomous parent-child relationship variables and the quantitative hours-worked variable.
Perceived parental worry and enjoyment. The association between perceived parental worry and children's plans to farm, both dichotomous variables, was evaluated by the chi-square test.
Fathers' desires for children to farm. Although this variable had three response categories, only 6.4% of fathers responded that it was "very important" for their child to farm later. Consequently, so these responses were combined with "somewhat important," creating a dichotomous variable. The association between these two dichotomous variables (fathers' desires and children's plans to farm) was evaluated using a chi-square test.
Best predictor of plans to farm. A logistic regression procedure was used because the outcome variable, "plans to farm," is binary.
Results
For the youth survey, there were 43% (n = 20) female and 57% male respondents (n = 27). Nearly 27% of the children indicated that they planned to farm after high school. There were no differences between boys and girls on this response, and type of farm was not associated with children's plans to farm. On the farm operator survey, fathers reported an average of 50.2 hours per week of on-farm work (SD = 24.4, range 4-120), compared to an average of 15.17 offfarm work hours (SD = 18.34, range 0-50). Fathers reported that mothers worked on the farm 12.9 hours per week (SD = 16.9, range 0-70) and off the farm 29.11 hours per week (SD = 17.71, range 0-60). Of the farm families in this sample, 49% reported that the majority of their income came from field crops, whereas 40% claimed livestock as their primary source of income.
Children's Work
There were no significant correlations between children's hours working around the house and on the farm (during or not during the farm season) and their parents' hours working on and off the farm. Farm type did not make a significant difference in the amount of children's farm work or housework either during or not during the farm season.
Sixty-eight percent of the children reported working on the farm at least 2 hours per day during the farm season. Nearly three quarters reported working 1 or fewer hours per day on the farm during the off-season. When asked about working around the house, only 21% of children reported doing less than 1 hour per day, 40% reported regularly spending at least 1 hour per day, and another 23% said they work around the house on average of 3 hours per day. While boys estimated their hours slightly higher in all categories, there were no significant differences in girls' and boys' estimation of how much they work. Those children who worked more on the farm off-season were more likely to plan to farm after high school ( r = .28, p < .05). Those who worked around the house more also were more likely to plan to farm ( r = .36, p < .01). Finally, there was a tendency for those who worked more on the farm in season to plan to farm when they were older ( r = .27, p < .06).
Parent-Child Relationships
For each parent-child relationship variable, the response scale was 0 ("never"), 1 ("a little"), and 2 ("a lot"). Over 90% of the surveyed children reported they get along "a lot" with their parents. There was no difference between relationship with mother and relationship with father. No correlation between a parent-child relationship variable and children's hours worked per week was statistically significant. Three correlations between a parent-child relationship variable and parents' hours worked per week were significant. Youth reports of getting along with their fathers correlated negatively with fathers' off-farm work hours (r = -0.33, p < .03) and positively with fathers' off-farm work hours (r = 0.32, p < .03). Youth reports of doing enjoyable things with their mothers were correlated with mothers' off-farm work hours (r = 0.35, p < .03).
Half of the children reported spending "a lot" of time talking with their parents about important things. About 57% of children reported talking about important things with their mom "a lot," which was not significantly greater than the 47% who reported such talking "a lot" with their dad.
Children also were asked how much time they spent doing things with their parents that they enjoy. About 73% of them reported doing enjoyable things "a lot" with their mom, which is not significantly different from the 66% who reported doing enjoyable things "a lot" with their dad. Nor were significant differences obtained between girls' and boys' reports of their relationships with parents.
Tests of association revealed significant relationships between children's plans to farm after high school and reports of doing things that they enjoy with their fathers (χ 2 = 6.59, p < .01), and for talking about things that are important to them with their mothers (χ 2 = 3.38, p < .06).
Perceived Parental Worry and Enjoyment
While over 95% of the children thought their parents enjoy farming, about 26% (n = 12 of total 47) reported that their parents were worried about the farm. Of children who reported that their parents were not worried about the farm, only 20% planned to farm. In contrast, when children reported their parents were worried about the farm, 50% planned to farm. Youth who perceived their parents to be worried about the farm were more likely to plan to farm later (χ 2 = 4.02, p < .05).
Table 1 Best Predictors of Children's Plans to Farm
Cox & SnellR
2
= .29
NagelkerkeR
2
= .42
*
p< .05.
Fathers' Desires for Children to Farm
About half of the fathers (49%) thought it was important (42.6% for "somewhat important" and 6.4% for "very important") that the child who responded to the youth survey go into farming when he or she is older. Fathers' responses were not associated with the gender of the child (χ 2 = 2.71, p = .10). When fathers desired their children to farm, 54% of children planned to farm later; the figure was 46% where fathers felt it was not important for children to farm (a difference that was not statistically significantly). Youths' plans to farm were not associated with their fathers' wishes for them to farm (χ 2 = 0.06, p = .81).
Best Predictors of Children's Plans to Farm
Stepwise logistic regression was employed to predict children's intention to farm after high school using the variables that were significantly associated with plans to farm: talking with mother, doing things with father, hours worked on the farm in-season, hours worked on the farm off-season, hours worked around the house, and perceived parental worry about the farm. In the final model, talking with mother, hours worked around the house, and the child's perception of parental worry about the farm emerged as significant predictors (see Table 1).
Discussion
We found that a minority of farm preadolescents plan to farm after high school and, further, we identified a set of factors within the home context that influences those early plans.
Many farm families are highly conflicted about their children's involvement in the uncertain agriculture business, so concern about the future of the family farm as a way of life is warranted. Without a strong commitment to land succession on the part of the future generation, most family farms will not survive. We have argued, based on developmental principles, that such a commitment is rooted earlier in childhood than most past studies have considered. The sociocultural notion of guided participation provides a process for how members of the younger generation decide whether or not to farm (Rogoff, 1990). The genesis of such an important life decision is in the early activities, education, and relationships of farm children. Rural educators may consider ways to support farm children and parents during the critical foundational time for these decisions.
Children's Work
While there was a great deal of variation, a sizable proportion of preadolescent children in this study estimated their involvement in the work of the family farm to be quite extensive. For example, during the farm planting or harvest season, more than two thirds of the youth reported working on the farm at least 2 hours per day, and nearly as many reported at least 1 hour of housework per day. These estimates are higher than those of the older adolescents in the Elder and Conger (2000) study, where the youngest averaged less than 1.5 hours of work per day. While it may seem counterintuitive that younger children work more than older adolescents, perhaps it should not be surprising. Elder and Conger (2000) also noted that younger adolescents in their study reported more work around the farm than older adolescents, a finding they attributed to the latter having off-farm jobs and more extensive school and community activities. While it is possible that younger children cannot provide precise accounts of their working time, it is not necessary for their estimates to be completely accurate given the circumspection of our present interpretations. It may be that the findings are really more about children's perceived work involvement rather than the precise number of hours they actually work.
In this sample, those children who report working more are more likely to plan to farm later; however, the findings also reveal a somewhat more complicated story. There was a marginal association of farm work in-season with plans to
farm and a significant association of farm work off-season with plans to farm. However, the strongest association was with "work around the house." Somewhat surprisingly, hours worked around the house was one of the three best predictors of children's plans to farm using the logistic regression procedure. And this was true regardless of gender. Housework is generally characterized as drudgery and is not associated with as many positive outcomes as other types of work (Elder & Conger, 2000). This type of labor is likely to occur year round and is performed in addition to any work associated with the agricultural activity of the farm. Most children reported between 1 and 3 hours per day, making this work a stable part of the way they spent their nonschool hours each day. The common activities are likely to include laundry, vacuuming, cooking, cleaning up, and so forth.
The ubiquitous nature of such work (relative to the more sporadic nature of seasonal work) might contribute to its importance for children's later plans, even though these plans may be more intensive. It also may be that most able family members are pressed into contributing during the busy season, so farm work in-season (and, to a lesser extent, off-season) may be a less sensitive barometer of children's interest and commitment than work around the house. Elder and Conger (2000) suggest that older children who do more work around the house and not as much paid off-farm labor are more likely to continue in farming, but they are less mature, and more dependent on their parents. It is possible that housework has a different, more positive function with these younger children. It may promote maturity at this early age when there are fewer opportunities for off-farm paid work.
Although we found no relationship between children's work around the house and how much they talk with their mothers about important things, there may be a link between work around the house and children's relationships with their mothers that we were not able to capture in the present study. Working around the house may provide children with opportunities to develop deep relationships with their mothers wherein they may not talk more about important things; instead, perhaps the nature of the conversations differ. The conversations may not be as important as other imperceptible qualities of the relationships, such as improved intersubjectivity or mutual understanding as a result of shared housework. In any case, the amount of work, on the farm and in the home, reported by these children appears to have some implications for their future plans in farming.
Parent-Child Relationships
As reported in past research (Esterman & Hedlund, 1995), these farm children seem to have good relationships with their parents. Almost all reported high levels of "getting along" with their parents. This positive perception is encouraging, given the current difficulties in many agricul- tural communities. It may indicate that parents are, for the most part, handling farm-related stress without allowing the relationships with their children to dissolve into negativity. There was a positive correlation between youth's reports of getting along with fathers and fathers' on-farm work hours, and a negative correlation between getting along with fathers and fathers' off-farm work hours. This pattern suggests that fathers who are on the farm more have children who appraise the general quality of their relationships more positively. Fathers who work a significant number of hours off the farm may be more stressed and less able to "get along" with their preadolescent children.
Somewhat fewer children reported doing things that they enjoy "a lot" with parents. This is likely related to the extremely busy lives that many farm families have, especially those with off-farm jobs, when hours in the evenings and on weekends are filled with farm work. In one interesting counterexample, a positive association surfaced between youth doing fun things with their mothers and the number of hours mothers work off the farm. This is somewhat counterintuitive, particularly given the negative association between global getting along and fathers' off-farm work hours discussed above. Mothers who work off the farm appear to devote time to doing things with their children, perhaps because they have more money for activities given their off-farm income. The number of maternal hours of off-farm work was not associated with youth's report's of global "getting along," suggesting that the overall relationship between children and their working mothers was not affected by off-farm work. Future studies should include qualitative components to map the content and quality of experiences between farm mothers and youth.
Even fewer (but still about one-half) of the children claim they talk with parents "a lot" about things that are important to them. This finding is likely a developmental artifact as many preadolescent children may not talk with their parents about many issues that are important to them. These data did not measure children's satisfaction with these aspects of their relationships with parents, so we cannot address this issue beyond speculation.
The findings of Elder and Conger (2000) led to the expectation that those children who have a better relationship with parents are more likely to plan to farm later. In spite of the general positive nature of the relationships in this study (and therefore lack of impressive variation), the data give some support to this expectation. Children's reports of doing things they enjoy with their fathers and talking about important things with their mothers were positively and significantly associated with plans to farm later. These findings provide further support for the argument that parental support and encouragement influence children's future aspirations (Hossler et al., 1999). In spite of the tremendously busy lives they lead, farm fathers appear to be doing fun things with their children reasonably often. These
data cannot reveal the frequency or nature of these activities (which may be as simple as "hanging out," watching movies, or possibly going to children's sports or church activities). However, the implication of this finding does not depend on the nature of the activities; instead, it lies in the suggestion that when children engage in enjoyable activities with their fathers, it affects children's aspirations.
Half of the children in this study reported talking with their parents "a lot" about things they consider important. In this sample, talking with mothers was important for children's future plans; those who talk about things that are important to them with their mothers "a lot" are more than 11 times more likely to plan to farm as those who do this only "a little." In the logistic regression analyses, talking with mothers was retained as one of the three best predictors of children's plans to farm. We agree with the conclusion of Elder and Conger (2000) that mother-child relationships are critical for children's futures in farming. Given the traditional understanding that farming is male-dominated, this may be a curious finding. However, the power of maternal influence on children's plans to farm can be interpreted within the context of kinship work that is traditionally dominated by women (Di Leonardo, 1987). In most cases, farming is as much about tradition and family history as it is about work and career choice. It may be that some mothers talk with their children to provide them with a fertile kin-ground in which to root their future aspirations about farming.
While the father-child relationship variables did not emerge among the most important predictors of plans to farm, these are likely to be important to children's future success in many other ways (see Pleck, 1997). It may also be that we did not tap important relevant aspects of father-child relationship in this farm sample. There may be other ways in which fathers are influential in the future farm decisions of their preadolescent children. For example, children may be less influenced by their conversations or activities with fathers and more by their admiration for or identification with them (which we did not evaluate). It is also possible that the importance of father-child relationships for the children's aspirations may not emerge until a later point in these children's development.
Clearly, work activities and parent-child relationships, as understood by preadolescents, matter as predictors of a child's future in farming. We also examined two other factors that may potentially influence children's decisions: perceived parental worry and fathers' desires for children to farm.
Perceived Parental Worry and Enjoyment
Past research has indicated that parental worry can negatively affect the well-being of adolescents (Clark-Lempers et al., 1990). Even as preadolescents, youth in this study recognized and had empathy for their parents' struggles. In this sample, the logistic regression results suggest that those who think their parents worry about the farm are more than eight times more likely to plan to farm as those who do not think their parents worry. Their plans to farm later, whether spoken or not, may be an attempt to ease their parents' worries and assure the continuance of the family enterprise. Helping, or planning to help, also may be a way of gaining mastery over their own feelings of helplessness (Van Hook, 1990).
While the present data cannot resolve these competing hypotheses, it is possible that this "let-me-make-it-better" effect would not be seen for children of doctors, factory workers, teachers, or clerks. Instead, this effect might appear for children of the self-employed, especially those who have a business that has been in the family for more than a generation.
Fathers' Desires for Children to Farm
Counter to our hypothesis, paternal desire for children to farm was not associated with their children's plans to farm. It is possible that children were unaware of their fathers' preferences. Past research has shown that children's ability to accurately perceive their parents' beliefs about them increases over middle childhood into adolescence (Alessandri & Wozniak, 1989). Many children in this sample may not accurately perceive their fathers' wishes. It is also possible that fathers' hopes may not yet have been expressed to many of these preadolescent children. Fathers may be waiting until children have passed some milestone, such as a 16th birthday, to convey their hopes. Perhaps many fathers "want" their children to farm while not wanting to pressure them to commit to such a hard life. That ambivalence could result in unexpressed paternal desires. Conversely, these data cannot rule out that fathers do make their desires clear and that these wishes are simply not influencing children's plans at this early point. It also may be that mothers' wishes are more important. In spite of the widespread tendency to view the transfer of the farm as an example of primogeniture (Salamon, 1992), the importance of children's talking with their mothers in this study and the similar findings of Elder and Conger (2000) with adolescents may indicate the need for future studies to assess the impact of mothers' wishes on children's plans.
Parental Off-Farm Work Hours
Other studies have noted the importance of the number of hours mothers work outside the home for a variety of outcomes (Elder & Conger, 2000; McHale et al., 1990). In this study, there were no significant negative impacts of the hours worked off-farm by either parent for children's estimates of their work activities or for the parent-child relationship variables. The single exception was a negative association of fathers' off-farm work hours and the index
of global getting along with children. These data do not permit analysis of the actual hours that parents work. It may be that most mothers work during the hours that these children are in school much of the year, limiting the impact of their absence on the responding children. Alternatively, Galinsky (1999) may be correct when she suggests that it is not parents' working that is detrimental to parent-child relationships but the stress that parents may bring home from work. In the case of these farm families, fathers may be bringing some of their stress home when they work offfarm whereas family financial stress may be relieved when mothers work off-farm, thus improving relationships. The lack of significant impact of mothers' work hours on children may suggest that youth are not merely filling in for their off-farm mothers but are engaging in work that they would otherwise do. Fathers, other siblings, or extended kin may help disperse the workload when mothers work off the farm. Future studies should specify the kinds of work activities undertaken by preadolescent youth and the ways that farm families manage to accomplish necessary work when members engage in significant off-farm labor.
Implications for Rural Educators
Our study, while the first to focus on farm succession and retention issues relevant to preadolescents, is limited by its modest sample size. This constrains both the statistical power and generalizability of the findings. Additionally, longitudinal studies are necessary to determine the significance of the identified factors for the eventual decisions that children will make. Without longitudinal studies, we have no way of knowing how important these early socialization experiences are for children and for the future of family farms. Additional studies should consider how parental socialization factors might influence other aspects of pre-adolescent children's lives (for example, their motivation and achievement in school and their participation in extracurricular activities). Future studies might also examine preadolescent children's work and parent-child relationships from both parents' and children's perspectives. This would give a fuller picture of the family context in which children are developing their future plans. The larger picture of children's aspirations to farm could be further illuminated by an extensive qualitative research effort to elicit their voices and perspectives.
Educators, as part of an interrelated system, work with children who live and develop in the context of their families and communities. A sociocultural framework acknowledges the importance of social activities and relationships, but it does not imply that children will be copies of their parents. It is not surprising that not all farm children want to farm later and that the variables examined do not account for all the variance in children's future plans. Certainly, as children develop and age, many other factors will influence their decisions. Thus, it is important to understand the roots of children's decisions to farm, given that farming parents must continue to prepare at least one child to take over the family business in adulthood if family farms are to survive.
With these limitations in mind, some cautious implications for educators can be advanced. It is important to recognize that future plans among preadolescents are only one piece of a complicated problem (Rojewski, 1999). Children who do not develop a desire and commitment to farm are unlikely to do so, even if later economic conditions and planning permit. Likewise, a child who strongly desires to farm will not be able to do so without adequate opportunity. This study addresses only one piece of this problem, but perhaps it is the piece most amenable to intervention by educators and parents. We are not suggesting that all farm children can or should want to farm later. Rather, when early interest is evident, it can be nurtured in the nexus of family activities and relationships.
Some families may worry about encouraging or requiring their children to participate in the work activities of the farm and household. Our study adds to a growing body of work suggesting that children may benefit from doing work that matters, work that is part of the family enterprise. Our research further supports the value of work, including unpaid work, for preadolescent children. Rural educators may help families understand the value of children's work as part of a balanced schedule that includes school, family time, modest involvement in extracurricular interests and community activities, and some relaxed "down time" with no agenda.
The young respondents in over study lead us to conclude that many farm children are happy with their relationships with their parents. Despite stresses and worries, farm parents are finding time to talk and be with their children. Rural educators can inform parents that this investment is likely to pay off in many ways, both in terms of children's development and adjustment and in terms of the viability of family farms.
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Yeung, W. J., Duncan, G. J., & Hill, M. S.. (1999). Putting fathers back in the picture: Parental activities and children's adult attainments. Journal of Family and Marriage Review, 29, 97-114. | <urn:uuid:1db19890-bd29-4d7e-a863-644b39c082e5> | CC-MAIN-2017-13 | http://jrre.psu.edu/wp-content/uploads/2016/05/20-11.pdf | 2017-03-27T10:44:52Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz | 197,004,748 | 13,123 | eng_Latn | eng_Latn | 0.956365 | eng_Latn | 0.998576 | [
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Copyright2010
By the Lao National Unexploded Ordnance Programme (UXO Lao)
Ban Nongsangtho, P.O. Box 345, Vientiane, Lao PDR
Tel. +856.21.415767
Email: email@example.com
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without prior permission from UXO Lao.
The contents, views, and/or opinions in this document are solely those of UXO Lao. Under no circumstance may they be regarded as reflecting those of donors to the program.
For a listing of any addition, change, omission, or error in this publication subsequent to printing, please visit our website, www.uxolao.gov.la.
Printed in the Lao People's Democratic Republic
Cover page, content, and layout prepared by
Edwin O. Faigmane Programme Specialist (UXO Lao) United Nations Development Programme see our latest updates and photos online, visit our website at www.uxolao.gov.la become a fan of UXO Lao on
Father and son activity. Scrap metal collection along the Ho Chi Minh trail in Khammuane province.
Photo by Edwin Faigmane - UNDP/UXO Lao
Lao National Unexploded Ordnance Programme
2009 ANNUAL REPORT
Inside this report:
Page Number
Cluster Munitions
"Cluster munition/s" means a conventional munition that is designed to disperse or release explosive submunitions each weighing less than 20 kilograms.
"Submunition/s" is defined as a conventional munition that in order to perform its task is dispersed or released by a cluster munition and is designed to function by detonating an explosive charge prior to, on or after impact.
Submunitions are known throughout Lao PDR as "bombies."
More than 270 million bombies were dropped onto Lao PDR.
Up to 30% failed to detonate.
Approximately 80 million unexploded bombies remained in Lao PDR after the war.
Over the last decade, accidents caused by cluster bombs rose to 30% of total casualties.
2009 AT A GLANCE
OPERATIONS
Community Awareness activities: 617 UXO risk awareness activities. 98% of the work plan target.
General Survey tasks:
1,828 survey tasks in 1,135 villages. 139% of the work plan target.
Roving tasks:
1,320 roving tasks in 876 villages. 96% of the 2009 work plan target.
Area clearance operations:
2,552.3456 hectares of land cleared. 100% of the work plan target.
Technical Survey tasks:
released 387.3519 hectares of land. 95% of the work plan target.
Support to development agencies: 316.3752 hectares of land for ten different development agencies
FINANCIALS
Budget:
US$6,859,494
Contributions received:
US$5,489,819
Expenditure:
US$6,709,518
RESOURCES
National personnel:
1,039 personnel, including 993 (96%) in provincial operations and offices
Number of female personnel: 166 (16%) female personnel, including 117 in operations.
International advisors:
08 personnel
Number of detectors:
1,017 functioning detectors, including 132 Ebinger421GC and 480 Vallon VMXC1 detectors.
Number of vehicles:
179 four-wheel vehicles and 111 motorcycles
Community Awareness
Increases the awareness of people in affected areas through various UXO risk education activities such as plays and puppet shows.
Area and Roving Clearance
Area clearance involves searching for UXO under the ground using detectors. Agricultural land is cleared to a depth of 25cm.
Roving clearance involves the removal and destruction of UXO found on the surface by villagers.
General and Technical Survey
General survey activities identifies locations of UXO reported as well as developing maps for use by area clearance teams.
Technical survey involves the release of land through evaluation of available information and with a 25% sampling of the area in question.
Messages
UXO Lao National Program Director
Constant improvement is a phrase that UXO Lao has taken into heart. Following the recommendations of the UXO Sector Evaluation in 2008, we established three roving quality assurance and quality control teams that will work to ensure that all land cleared by UXO Lao meets the requirements stated in the national standards. When these teams are fully functional and trained, this will support the reduction of conventional EOD technical assistance and the shift towards a systematic and holistic operations monitoring approach.
Typhoon Ketsana wreaked havoc in our southern operations when it struck. It is a source of pride to us that while we were able to support immediate relief operations of the Lao Government by deploying our personnel, vehicles, and communications equipment, we still met our clearance targets. We were also able to quickly deploy our community awareness teams and volunteers to educate the people in the flooded areas about the potential risk of UXO carried by the flood waters.
Technical survey is gaining widespread acceptance as we are able to show the people and local authorities its effectiveness. I believe that this initiative of ours will be very useful in the future after we have cleared highly UXO contaminated areas and moved to less contaminated ones.
We were able to clear more land for development agencies in 2009, bringing more socio-economic benefits to people living in UXO impacted areas. While we are doing it at no cost to such agencies, it would be nice if they could help us offset the costs of clearance in the light of our funding needs.
Our resource mobilization efforts did not yield as much as we expected, but we appreciate the efforts and commitments of our donors, who despite being affected by the global financial crisis, were still able to support us.
Our accomplishments in 2009 underscore the collective strength and drive of more than 1,000 UXO Lao staff members and technical advisors who are stationed around the country. We benefit from their commitment, expertise, and positive approach to constant improvement on a daily basis. When the Lao Government established UXO Lao in 1996, it gave the organization a very challenging mandate. This mandate is still very much alive and relevant today and continues to guide us now and in the future.
I would like to take this opportunity to thank the Lao Government, the United Nations, and the international donor community for keeping the trust and continually supporting UXO Lao.
Bounpone Sayasenh
UNDP Senior Technical Advisor to UXO Lao
2009 saw UXO Lao consolidate and stabilize its improved performance in area clearance and in land covered by Technical Survey where we improved the output by one percent. However, these results were impacted in the 5 southern provinces by Typhoon Ketsana that completely destroyed some of our field camps in Attapue, Sekong, and Saravane while totally submerging the Provincial Office in Attapue town. This however had a positive outcome in that it gave UXO Lao the opportunity to demonstrate its ability to react and assist in an emergency. UXO Lao teams assisted the Ministry of Labour and Social Welfare in Sekong and Attapue provinces to deliver much needed emergency supplies, provide communication, and evacuate victims in the immediate aftermath. Then in the recovery process, UXO Lao staff realigned the work plan to support the recovery effort by supplying roving teams to clear exposed UXO and check areas before recovery efforts could take place. In spite of this set back, UXO Lao achieved its targets which should be commended.
2009 also saw the final formation of the Quality Management Teams in the North, Centre, and South and the arrival of two Swiss TA's to support the existing US ArmourGroup TA in carrying out the capacity building necessary to see a successful implementation of the project over the next 18 to 24 months.
It is once again gives me great pleasure to introduce this annual report as the results are good and demonstrate sustained improvement over past years that did not see the problems caused by Mother Nature.
2010 will be a busy year, with UXO Lao reaching a number of milestones, including destroying its 1 million th UXO item and its 500,000 th bombie as well as taking centre stage during the work up to and during the First Meeting of States Parties to the Oslo Convention.
John Dingley
ACCOMPLISHMENTS in 2009
COMMUNITY AWARENESS (CA) ACTIVITIES: conducted 617 UXO risk awareness activities in different villages reaching 158,148 people, including 76,818 children.
Achieved 98% of the 2009 work plan target of 631 activities.
GENERAL SURVEY TASKS: conducted 1,828 survey tasks in 1,135 villages recording the location of 11,013 different UXO items, including 250 big bombs and 5,053 cluster munitions.
Exceeded by 39% the 2009 work plan target of 1,316 survey tasks.
ROVING TASKS: conducted 1,320 roving tasks in 876 villages, removing or destroying 26,044 different UXO items reported by villagers or CA/survey team members, including 271 big bombs and 12,511 cluster munitions.
Achieved 96% of the 2009 work plan target of 1,372 roving tasks.
AREA CLEARANCE OPERATIONS: using UXO detectors, cleared 28,933 different UXO items from 2,552.3456 hectares of land, including 35 big bombs and 16,235 cluster munitions. Reached 131,301 beneficiaries. Agricultural land was cleared to the national standard depth of 25 centimetres.
Cleared 316.3752 hectares of land for ten different development agencies in support of their various socio-economic development projects. Development agencies utilized only 83% of UXO Lao's clearance commitment at the beginning of the year.
Achieved just over 100% of the 2009 work plan target of 2,543.6281 hectares of land despite extreme weather events.
TECHNICAL SURVEY TASKS: released 387.3519 hectares of land through technical survey. Reached 234,544 beneficiaries. Removed or destroyed 177 different UXO items, including 16 cluster munitions.
Achieved 95% of the 2009 work plan target of 405.6507 hectares of land.
Photo above: a female deminer at work in Xiengkhuang province. Photo by Edwin Faigmane, UNDP/UXO Lao
COMMUNITY AWARENESS ACTIVITIES
GENERAL SURVEY TASKS
ROVING TASKS
*includes community awareness volunteer activities
AREA CLEARANCE OPERATIONS
TECHNICAL SURVEY TASKS
UXO LAO OPERATIONS
Unexploded Ordnance Items Found, Removed, or Destroyed
General Survey Tasks*
Roving Tasks
* UXO items surveyed are classified as found as they are either removed or destroyed through roving or area clearance operations.
Area Clearance Operations
Technical Survey Tasks
UXO Clearance and Development
SUPPORT TO DEVELOPMENT AGENCIES
UXO clearance activities contribute not only to saving lives but also to increasing the socio-economic opportunities for some of the poorest districts. Regression analysis in the Lao PDR Poverty Assessment Report (2003) confirms that both the initial level of UXO contamination as well as the progress in UXO clearance accounts for changes in poverty from 1997/8 to 2002/3.
With the degree of UXO contamination in the country, any kind of development program taking place in UXO affected areas (road building, school construction, or tourism development) are at risk from UXO and require substantial extra resources for UXO clearance.
While UXO Lao clears land for development agency projects at no cost to such organisations, development agencies are encouraged to provide financial contributions to help offset UXO Lao costs.
TOTAL 316.3752
TRAINING and TECHNICAL ASSISTANCE
TRAINING
UXO Lao conducted eight courses for 164 trainees at the UXO Lao Training Centre in Ban Ilay, Vientiane. The organization has a core team of national staff as instructors with outside experts invited on occasion for special topics.
1. UXO Clearance course x 3 – 94 graduates
3. SEOD refersher course x1 course – 5 trainees
2. Medic refresher course x 1 – 6 trainees
4. Magnetometer and datalogger course x1 – 32 trainees
5. Computer training for DPC and Ops Assistance x 1 – 18 trainees
TECHNICAL ASSISTANCE
UXO Lao personnel benefit from the support provided by international technical advisors. In 2009, focus on technical assistance shifted from field operations (EOD) to the field of quality management. This is aimed at reducing the number of field technical advisors over the next 18 to 24 months. At the end of 2009, there are nine technical advisors supporting UXO Lao.
Headquarters technical advisors:
1. UNDP Senior Technical Advisor
3. UNDP Finance Technical Advisor
2. UNDP Program Technical Advisor
4. ArmorGroup Quality Management Technical Advisor
Field technical advisors
5. Swiss Ministry of Defense/UNDP Roving Quality Management Technical Advisor x 2 persons
7. Japan Mine Action Service EOD Technical Advisor x 2 persons
6. ArmorGroup Quality Management Technical Advisor
PROCUREMENT ACTIVITIES
UXO Lao procured the following major equipment and vehicles in 2009. Items procured with funds managed by UNDP are procured for UXO Lao by UNDP following UNDP's rules and regulations. Items procured with funds provided direct to UXO Lao follow UXO Lao's procurement system which are approved by both UNDP and the Lao Government.
Detailed Procurement Activities
units
MAJOR EQUIPMENT YEAR END INVENTORY AND DISPOSITION
Detectors
Other Equipment - Radios
1. TAIT Handheld VHF Radios – 667 units
3. TAIT Vehicle VHF Radios – 116 units
2. VHF Repeaters – 21 units
4. CODAN Radio vehicle units – 80 units
5. CODAN Radio base stations – 31 units
FINANCIAL REPORTS
Summary Budget and Expenditure
BUDGET LINES
98% of initial budget
UXO Lao is audited on an annual basis by an external auditor commissioned by UNDP. Financial reports for funds managed through UNDP in this annual report were seen by the external auditor. Some figures may have been rouded off to the nearest whole number by the program MS Excel which may affect manual addition results.
FUNDS THROUGH UNDP
1996-2008
2009 TOTAL
1996-2008
2009
TOTAL
CONTRIBUTION
EXPENDITURE
Source of Funding
Funding Balances (per donor)
Funds
Funds
Balance of
Contribution
LAO/95/A12
Funds Through UNDP
Received
Disbursed
Funding
Purpose
United Kingdom
GRAND TOTAL
138,020
56,084,199
138,020
55,046,192
0
1,038,008
Technical Advisors
2009 Budget Details
NO: National Office; TC: Training Centre; AT: Attapeu; SK: Sekong; CH: Champasack; SL:
Luangprabang
Saravane; SVK: Savannakhet; HP: Huaphanh; XK: Xiengkhuang; KH: Khammuane; LP:
Lao National Unexploded Ordnance Programme
2009 Expenditure Details
14
2009 Annual Report
SHARING THEIR TALE OF TRAGEDY
Interview by Heuangphachanh Panpadith, UXO Lao Programme and Public Information Chief Photo by Edwin Faigmane, UNDP Program Specialist to UXO Lao
Savannakhet Province, Lao PDR. Mr. Hongkham Chanhthavongsa did not know that his life would change that fateful day in December as he went out of his house to work on his rice field. Like most rural farmers, he farmed for subsistence living while trying to raise a family and send his children to school. His three children had a different idea that day though as they decided not to go to school. They instead went off to a different rice field in the village and started playing.
As young children do, they started picking up things on the ground that they threw at each other. Kee, a girl and the youngest, saw something different from the rocks and picked it up – a metal ball with interesting features! They all got excited about the new "ball" they had and started playing catch with it. After a few minutes, the metal "ball" went off. Unknowingly, what Kee picked up was a sub-munition from a cluster bomb that was dropped during the Vietnam War.
Hongkham heard an explosion from afar, but thought nothing about it and he continued to work on his rice field. Suddenly, he saw villagers running towards him and his worst fears were confirmed. His youngest daughter Kee died from the explosion he just heard and his two sons were injured.
Fragments from the sub-munition still remain in his chest and stomach and he is still in danger. Doctors at the provincial hospital have said they will not be able to operate at this time due to the his age and the delicacy of the procedure.
Bounkhouang, the older brother, received fragmentation wounds from the explosion in his chest and stomach. Ket, the younger brother, suffered wounds on his leg. Without having time to grieve for the loss of his daughter, Hongkham brought the two boys to the district hospital for first aid. They were subsequently brought to the provincial hospital for further treatment.
Today, the family is still at a loss on what happened during that one fateful day in December when they lost their youngest daughter. Bounkhouang and Ket are still traumatized by the incident. Bounkhouang, the older brother, has metal fragments near his heart. Doctors have told the family that this must be removed once he grows a bit older.
There was one accident in the village previously. This is the second, and hopefully the last.
ACCIDENTS RECORDED BY UXO LAO
UXO Lao receives accident reports from provincial authorities in the provinces it operates in. The organization does not actively collect UXO accident data. The table below is a summary of reports received in 2009. It does not reflect the nationwide figures of UXO accidents.
UXO Lao equipment, vehicles, and office premises after Typhoon Ketsana hit Attapeu province
THE RAVAGES OF TYPHOON KETSANA
Typhoon Ketsana hit Lao PDR on 28 and 29 September 2009 causing extensive damage to agriculture, property, and infrastructure. The country's five southern provinces of Attapeu, Sekong, Saravane, Savannakhet, and Champasack were affected to various degrees, with Sekong and Attapeu having the most damage. Twenty-six districts in the provinces were affected to various degrees, 18 of which severely. The floodwaters swept away houses, crops, schools, hospitals, roads, and bridges. The Lao Government reported that more than 180,000 people were affected with 28 storm-related deaths.
UXO Lao received US$278,000 from the United Nations Central Emergency Response Fund (CERF) and US$180,723 from the Government of Ireland (Irish Aid) to support operations post-Ketsana.
The floodwaters brought an additional threat, that of unexploded ordnance or UXO. The provinces are among the most UXO affected in the country, especially those affected districts in Sekong, Saravane, and Attapeu. Floodwaters may have carried UXO along and deposited them near riverbanks, roads, farms, or areas of human settlement. This scenario requires a quick response.
The United Nations Flash Appeal was issued in October 2009. Part of the appeal was to support UXO Lao operations in the Typhoon Ketsana affected provinces of Sekong, Saravane, and Attapeu. UXO Lao received US$278,000 from the United Nations Central Emergency Response Fund (CERF) and US$180,723 from the Government of Ireland (Irish Aid.) The funding received by UXO Lao was earmarked for personnel expenses, operating costs, and equipment procurement.
While operations were affected due to equipment and office premises damage, UXO Lao was able to achieve the following during the period November to December 2009.
1. Conducted UXO risk education (CA) activities in 35 villages, reaching 8,094 people including 3,480
children. The National Regulatory Authority for the UXO Sector (NRA) produced community awareness messages specific for flood response which UXO Lao was able to distribute to affected communities.
3. Conducted 62 roving tasks in 58 villages removing or destroying 860 UXO items including 343 bombies;
2. Conducted 89 survey tasks in 82 different villages;
4. Cleared a total of 115 hectare of land including 18 hectares for socio-economic development projects. During the process, removed or destroyed 739 UXO items including 501 bombies.
5. Released 7 hectares of land through technical survey methods.
Equipment procured during the period include 15 units of Vallon VMXC1 detectors, 5 units of the Ebinger UPEX 740M large loop, 2 units of data logger, 4 units of computers, and 10 units of Tait VHF radio 8110.
In addition to conducting emergency tasks, UXO Lao supported Ketsana relief operations by providing information and logistical support to the Provincial Governments.
"I am now able to breathe a sigh of relief when UXO Lao came and cleared my land of UXO."
- Ms. Phouvan Farmer/Beneficiary of UXO Lao operations Attapeu Province, Lao PDR
Khop Chai Lai Lai UXO Lao
Interview by Ms. Heuangphachanh Panpadith, UXO Lao Chief of Program and Public Information Unit Photo by Edwin Faigmane, UNDP Programme Specialist to UXO Lao
An Interview with a UXO Lao Beneficiary
Ms. Phouvan of Ban Vungxay, in Sanxay District of Attapeu province is one of the beneficiaries of UXO Lao operations. For years, her family of six have worked on their two-hectare piece of land, knowing that underneath lies UXO. She knows that there already been three UXO accidents in her village but her family has no choice but to risk their lives as they work on the land as they have to plant rice in order for them to survive. She gets an additional five to six million kip per year from making charcoal and planinting vegetables, but this is really not enough.
Phouvan was able to breathe a sigh of relief when UXO Lao came and cleared her land of UXO. She is now able to use her entire land without fear of getting injured or killed if a UXO is accidentally struck. With her entire land being planted with rice, she can now expect to have an additional 700 to 800 kilograms of rice that can sustain her family for the entire year.
Phouvan is like any other farmer working on UXO contaminated land in Lao PDR, risking their lives to survive.
The Lao Government's National Growth and Poverty Eradication Strategy lists Sanxay District in Attapeu Province as first of 72 poor districts in the country with more than 93% poor villages and around 99% poor households. UXO Lao received reports of nine separate accidents during the period 1999 to 2007 in the district.
The People of UXO Lao
Staff distribution and composition
Area Office Office (F) Deminer Deminer Survey CA CA (F) Medic Medic (F) Driver Cleaner Guard Total Total
7
For 31-year old Keophimpa Chansima, starting the day means preparing her son for his daily activities, putting on her uniform, lacing up her boots, and then going off to the office to take a ride on a big Toyota Troop Carrier off to the field. Tools of her trade are also kind of unique, a metal detector, a shovel, a pair of wire cutters, about a kilometer's worth of electrical wire, detonators, TNT and C4 explosives, and an exploder. Her job is to supervise a team of ten people doing unexploded ordnance (UXO) clearance work in Attapeu province in Lao PDR.
Keophimpha is very much aware of the day to day problem the people in her province face, "everyday, I see how people suffer from the UXO contamination in and around their villages. There are many accidents and injuries caused by UXO." This prompted her to apply for a job vacancy as a deminer in 1999 with UXO Lao, the national UXO clearance operator which is a program supported by UNDP.
A chat with a deminer
Interview by Khammane Bounyavong and Heuangphachanh Panpadith
After being accepted as a trainee, Keophimpha was sent on an eight-week training course at the UXO Lao training centre in Vientiane. After successfully passing the course, she was sent back to Attapeu province to start working. "During the first time in a real UXO clearance site, I was excited as I started swinging my detector looking for UXO underneath the surface of the ground. I was not afraid when I found my first UXO item because I knew I passed the course and I had confidence in myself to handle it. I knew that once I've cleared this UXO item out of the field, it would create a safe environment for people living in the area."
After ten years of experience, an opportunity arose to become promoted as a team leader. After evaluating her previous performance, and taking into consideration her experience, knowledge, and gender, she was promoted by the National Office to become a team leader in 2009. Keophimpha successfully completed a nine-week team leader course at the UXO Lao training centre in Vientiane. As an explosive ordnance disposal (EOD) technician level 3, she can safely handle, remove, and destroy all types of UXO (including sub-munitions, mortar shells, artillery rounds, grenades, white phosphorous, etc.) except aircraft bombs. She supervises a team of 7 other deminers, a medic, and a driver and is responsible for all the equipment and vehicles her team uses. She manages the clearance site's safety and security, ensuring that people living in the area are aware that a UXO clearance operation is taking place. When a deminer finds a UXO item, it is part of her job to investigate what the item is and make a decision on what to do with the item. It is also her job to maintain the site records as well as conduct quality management on the work done.
When asked about her plans for the future, "I may have finished only upper secondary school but I would like to become a Senior EOD like the other female SEOD working in Champasack province. I want to continue working for UXO Lao until UXO clearance operations are finally over in Lao. I want the Lao people to live their lives in safety."
An Interview with Heuangphachanh Panpadith
UXO Lao's senior female staff
I remember my mother telling me a story when I was still a little child. She is from Savannakhet province and knows first-hand about the impact of UXO on people's lives. My mother lost her younger brother and a brotherin-law when the big bomb they were trying to defuse went off. They were trying to get the metal so that they could make them into household appliances.
I remembered that story well and here I am, working for UXO Lao.
I started working with UXO Lao as the Senior Secretary reporting to both the National Program Director and the Senior Technical Advisor. Bit by bit, I was able to understand more about the UXO problem, the day-to-day management of the program, and what needed to be done to limit the danger and harm to people living in affected areas.
An opportunity arose with the Programme Unit to which I successfully applied. I began preparing the numerous reports for our parent Ministry – this was a lot! As time passed on and with the help of my technical advisor, I began to understand more about the complexities of managing the program from a resource mobilization point of view. Imagine, different donors with different requirements, some were easy, some were quite challenging. Information, information, information to the point that I could even now explain the difference between a minimum metal detector and a UXO detector. I gradually began to have more self-confidence in explaining things to donor representatives who visited our operations.
I was promoted at the end of 2009 to become the Unit Chief of the Programme and Public Information Units which meant even more
challenges. Not only do I have to be proficient and effective in my work but I now have to manage a unit of different people, each with different ideas.
I am enjoying the work and challenge that UXO Lao entrusted me. It is developing my managerial and leadership skills which I can translate into making the Progr amme and Public Information Units more effective, better to support the whole program.
I was in Oslo with the Lao Delegation when the Convention on Cluster Munitions was signed. I remember thinking that this is where the challenge and opportunity gets bigger.
Heuangphachanh, or Toun, is the senior female management staff member of UXO Lao. She is twenty-seven years old and taking up her master's degree in business administration at the National University of Laos.
In 1996, recognising the need to clear UXO in order for socio-economic development to take place, the Lao National Unexploded Ordnance Programme (UXO LAO) was established by the Lao Government with the support of UNDP, UNICEF, and other stakeholders through Prime Minister's Decree Number 49, dated 13 February 1996.
UXO LAO is a Nationally Implemented Program (NIM) under the Ministry of Labour and Social Welfare, with the National Program Director directly reporting to the Minister of Labour and Social Welfare. UNDP provides program oversight and assurance and works with different donors to ensure continuing funding for UXO Lao.
UXO LAO is mandated to:
a. Reduce the number of casualties caused by UXO through risk education; and
b. Increase the amount of land available for food production and other socio-economic development activities through UXO clearance activities.
The organisation operates in nine of the most heavily impacted provinces in the country. It maintains provincial offices, equipment, and personnel in these areas.
UXO LAO operations reflect the generic principles of humanitarian mine action. Two components make up clearance operations in the country:
a. Mobile roving teams remove or destroy UXO on the surface reported by villagers or survey team members
b. Area clearance teams that detect and destroy UXO under the ground using metal detectors
Community awareness teams (UXO risk education or CA) raise the awareness of people living in UXO affected villages. CA teams support survey operations by noting locations of UXO pinpointed by villagers during CA activities. CA Volunteers
UXO LAO: THROUGH THE YEARS
(CAV) are trained villagers who pass on UXO safety messages among their own communities. The program provides cost-effective, year-round, village-based access to UXO awareness information, especially in remote areas.
General survey teams provide detailed maps and information for the database on locations of UXO reported.
Technical survey (TS) uses available UXO records (bombing data, UXO reports, and accident reports) to evaluate a clearance request. Combined with a 25% sampling of the land area, this results in the request being either cleared with metal detectors or released and designated low priority. If the request is released, landowners are advised that there is little reason to believe that UXO is present and that they may start using the land. The TS makes more land available faster than area clearance and utilises less resources.
UXO Lao's performance from 2005
Land available in 2008 and 2009 includes technical survey
249
464
210
276
518
580
171
208
483
3,159
22,692
7,753
6,884
4,323
19,918
1,091
5,437
28,266
200,044
296,408
CUMULATIVE ACCOMPLISHMENTS (1996 to 2009)
Unexploded Ordnance Items Removed, or Destroyed
Roving Tasks
Area Clearance Operations
Lao PDR is the most cluster munitions and UXO affected nation in the world. Over two million tons of explosive ordnance were dropped over the country with more than half a million US bombing missions were carried out over Lao between the years 1964 to 1973, delivering more than two million tons of explosive ordnance on the country. This includes more than 260 million anti-personnel sub-munitions (known as "bombies" in Lao) released from cluster bombs.
Significant land battles, including those during the war for independence during the French colonial era, the Second World War, and between the Pathet Lao and the Royal Lao forces, also contributed vast quantities of unexploded heavy bombs, rockets, grenades, artillery munitions, mortars, antipersonnel landmines, and improvised explosive devices.
It is estimated that up to 30% of all ordnance malfunctioned and remain in the ground as unexploded ordnance (UXO). Such UXO continue to maim and kill people and hinders the country's socio-economic development and food security. It is estimated that over 87,000 square kilometres of the country are UXO contaminated. A countrywide survey on the socio-economic impact of UXO in 1996/1997 found significant UXO contamination in 15 provinces, with 25% of all villages in the country reporting UXO.
Poor districts are most often the ones impacted by the presence of UXO. The UXO problem is a cross-cutting issue that needs to be addressed to achieve the GoL's Millennium Development Goals (MDGs) as well as leaving behind the least developed nation status by 2020.
The 1996/97 socio-economic impact of UXO survey states that UXO added "an unknown factor into all of the villages future plans and limits these to only the most essential and important activities." As UXO may be found in everywhere (village centres, lowland and upland rice fields, and forest areas), UXO clearance is necessary for improved and equitable access to land, markets, and socio-economic services. This leads to the enhancement of the livelihoods of poor, vulnerable, and food insecure populations through sustainable development within the MDGs and NSEDP framework.
Lao PDR is the most cluster munitions and UXO affected nation with over two million tons of explosive ordnance dropped over the country.
The National Socio-Economic Development Plan (NSEDP) of the Government of Lao PDR (GoL) states the correlation between the presence of UXO and the prevalence of poverty.
IMPACT OF UXO IN LAO PDR
Bombing data superimposed on Google Earth's imagery of Xiengkhuang Province from 7.1km above. Each red circle indicates a bombing mission. The airport is clearly marked. The current town is on the upper right hand corner of the photo.
Bombing data may be downloaded from the National Regulatory Aurhority website, www,nra.gov.la and opened using Google Earth's free version.
IMPACT IN THE PROVINCES
SAVANNAKHET PROVINCE
The three eastern districts of Savannakhet were extensively bombed due to the presence of the Ho Chi Minh Trail. The Trail crossed the province at Vilabuly district in the north, through Sepone in the east, and south in Nong. The Trail then continued south through Ta Oi district in Saravane Province. The role of the Pathet Lao (PL) was to protect the eastern zones, allowing the free flow of traffic along the trail area. The US decided to cut off the Ho Chi Minh trail and launched major offensives after retaking Sepone and deporting the population west. One of these battles, Lam Seun 719, was intended by the US and Royal Lao Army (RLA) to change the course of the war. However, despite the deployment of 60,000 South Vietnamese troops, the US effort met with defeat. Following this defeat, aerial bombing became more intense.
In the centre of the province, the districts of Phine and Atsaphangthong experienced battles as the front-line moved continuously back and forth from the Sepone border in the east to the Outhoomphone border in the west.
The other four districts of Atsaphangthong, Champhone, Xonbuly, and Thapangthong experienced similar activities during the war. These areas were more firmly under the control of the RLA but with some small incursions from the PL forces. During the early 1970's, occasional ground battles were fought in this area with tactical air support from the Royalist troops and the US.
Of the 1,041 villages surveyed, more than 625 reported the presence of UXO, making up more than one-third of the villages in the province. In addition, 190 villages are deemed severely contaminated, and 194 are considered highly contaminated, representing more than one quarter of all the heavily affected villages in Lao. From the total number of villages in Savannakhet, 47% are still reporting contamination by UXO. A total of 730 villages were subjected to bombing strikes during the war, of which three quarters are still affected.
Savannakhet has had 2,681 accidents since 1973 to 1996, making it the province with the highest number of victims in the country. The civilian victims of this war have been reportedly more numerous since 1973 than the casualties that occurred during the war period. The province follows the national trend with most accidents located in the centre of the village and upland and lowland rice fields. It also follows closely the trend regarding the victim's activity when they had the accident, with agriculture and handling UXO being the most frequent activities. The province does have a larger than average number of accidents occurring with AP bomblets, the remainder of accidents following the national trend.
Savannakhet ranks 1 st out of the ten provinces severely impacted by UXO.
XIENGKHUANG PROVINCE
Xiengkhuang was always considered a strategically important geographic area. Fighting occurred in the area since the Japanese occupation during the Second World War, continuing after the French return, and on into the period when the US replaced the French in supporting the Royalist
Government, and the beginning of the Second Indo-China conflict.
Unlike other UXO affected provinces, it appears that the war in Xiengkhuang involved nearly the whole territory of the province. Intense air and ground battles occurred regularly between the Pathet Lao and their Vietnamese allies with the forces allied with the Royal Lao Government.
The Plain of Jars (PDJ) is a central plateau area overlooked by mountains and hills. Control of this was essential for the control of the province and the northern military theatre. Many of the wartime military activities concentrated around this area, as the opposing forces battled for control of the plain itself, the surrounding mountains, and transit routes.
Pathet Lao (PL) and People's Army of Vietnam (PAVN) troops used National Route 7. The Route crossed from near the Vietnamese border in the east, to the Luangprabang border in the west, and National Route 6 travelling south from Huaphanh and connecting with Route 7 on the northeastern part of the Plain of Jars. There were also minor transit routes criss-crossing the province that were also targets for aerial bombardment. Military camps, airbases, and Lima sites were often located on mountains and hills in positions that gave them the ability to control the surrounding areas. The great majority of villages reported moderate to severe intensity of military activities near their villages during the war.
Of the 498 villages surveyed in 1996 and 1997, two-thirds of the villages reported the presence of UXO. Of these, 129 villages are severely contaminated, with only 76 villages reporting never having had a problem with UXO. The most common type of UXO reported in the provinces are antipersonnel BLUs, followed by mortars and projectiles. Only Pek and Morkmay districts did not report the presence of mines, while nearly half of all the villages in the district of Phookood reporting them. Unlike other affected provinces, Xiengkhuang has UXO in many locations and not just limited to a few areas around the villages. These include village centres, grazing lands, and lowland rice fields. In addition, significant numbers of villages report contamination of upland fields.
Xiengkhuang ranks 2 nd among the ten provinces severely impacted by UXO.
SARAVANE PROVINCE
Saravane province was within the Ho Chi Minh Trail area. It was also affected by other major southern military campaigns of the Bolovens Plateau in 1974. The eastern districts of the province are very mountainous and difficult to travel but were the site of intense military traffic and were the target of constant bombing.
The effects of war were concentrated around the provincial road system, important population centres, and in the area of the former Ho Chi Minh trail. Over one-half of the villages surveyed in the 1996 UXO impact survey in the province
reported the presence of UXO. UXO found are mainly bomblets, big bombs, and mortars. Villages report UXO in their lowland rice fields, village centres, and forest areas.
Saravane ranks 3 rd out of the ten provinces severely impacted by the presence of UXO.
KHAMMUANE PROVINCE
The eastern part of Khammuane province was a typical Ho Chi Minh trail area, with Mu Gia pass in Bualapha being the main entry point nationwide of Vietnamese trucks into Lao PDR. At the beginning of the war and up to the end of the 1960's, trucks were taking National Route 12 for a few kilometres, then crossing the Seybanfay river and going directly south to Savannakhet province. This route was a major supply route and played a major role during the conflict. It experienced very heavy bombing especially along its eastern end.
Of the 705 villages surveyed during the 1996 impact survey, nearly all the villages reported UXO in all locations of the village territory, rice fields, and forest areas. Most of the UXO reported were bomblets, large bombs, mortars, and projectiles.
Khammuane ranks 4 th out of the ten provinces severely impacted by the presence of UXO.
SEKONG PROVINCE
Sekong was considered strategically important due to the location of a section of the Ho Chi Minh trail in the eastern part of the province. Most Vietnamese trucks travelled through the mountainous and difficult to access districts of Kaleum and Dakcheung in the east.
Of the 324 villages surveyed in the 1996 UXO impact survey, nearly two thirds reported contamination by UXO. Most common UXO reported are bomblets and big bombs, with significant number of mortars and projectiles. UXO is reported in all locations around the villages and in upland rice fields.
Sekong ranks 5 th out of the ten provinces severely impacted by the presence of UXO.
CHAMPASACK PROVINCE
During the war, most of Champasack was under the control of the Royal Lao Army (RLA), with Pathet Lao (PL) forces located mainly in some eastern areas. The US and Thai military presence was also very high, with numerous large air bases and military camps situated around the province. Aerial bombing raids from such bases were carried over the Ho Chi Minh Trail area and in support of Royalist troops and bases on the Bolovens Plateau, a strategically important area as it overlooked the south-eastern Trail area.
In 1971, there were large battles for the central area of Paksxong, concentrating around the roads going to Bachiang District in the west, Lao Ngan north in Saravane, and north-east into Thateng district in Sekong. Airstrikes were concentrated in these areas. In addition, while Lao PDR remained neutral during the Cambodian conflict in the late 1970's and 1980's, Khmer Rouge troops entered Lao PDR and laid mines along some of its south-western borders. Landmines are still reported in the forested areas near the Cambodian and Thai borders.
Nearly one-quarter of the 894 villages surveyed during the 1996 UXO impact survey reported contamination by UXO. The province reported an equally high numbers of big bombs, mortars, and bomblets. UXO is mainly found in forested areas, centres of villages, and rice fields.
Champasack ranks 6 th out of the ten provinces severely impacted by the presence of UXO.
HUAPHANH PROVINCE
Huaphanh and Phongsaly provinces were recognised Pathet Lao strongholds since the 1950's. Due to the proximity of Vietnam and the presence of the Pathet Lao headquarters in Viengxay district, Huaphanh was a strategically important area and had many major military activities. The area around National Route 6 experience intense aerial bombing and ground offensives along with National Route 1.
The district oh Huameuang was also important as the site of the Royal Lao Government's alternative centre for the duration of the war, as well as the site of a major RLA military camp. Viengthong district was the site of an important RLA-US military base and other smaller bases built by the CIA and were subjected to intense and ongoing air and ground offensives. The districts of Xamneua, Viengthong, and Huameuang were also subjected to intense bombings by the USAF.
Huaphanh is a highly affected province with 149 villages reporting the presence of UXO. The war in the province was limited to specific areas which now show relatively high levels of UXO contamination. Bomblets and large bombs are the main type of UXO reported, with some mortars and projectiles. UXO are reported mainly in the forests.
Huaphanh ranks 8 th of the ten provinces severely impacted by the presence of UXO.
ATTAPEU PROVINCE
During the war, Attapeu province was mostly under the control of the Royal Lao Army (RLA), with the exception of some of the eastern mountainous area. The RLA was based in and around the provincial capital and had many military camps stationed there. Fighting focused on military bases located on the mountains of the Phu Louang on the eastern slopes of the Bolovens Plateau.
Nearly three quarters of villages surveyed in the 1996 UXO impact survey reported that they experienced moderate to very high intensity of wartime activities. 57.4% of these villages reported the presence of UXO. Bomblets are the most common type of UXO reported, followed by big bombs. UXO is found in all locations - centres of villages, lowland and upland rice fields, and forested areas.
Attapeu ranks 9 th out of the ten provinces severely impacted by the presence of UXO.
LUANGPRABANG PROVINCE
During the conflict, Luangprabang was strategically and symbolically important. First, it was one of the old royal capitals and the seat of the former royal family. Second, it was an important strategic stronghold for Royalist forces.
The Pathet Lao (PL) and the People's Army of Vietnam (PAVN) were stationed in Phongsaly province. During attempts to liberate the provincial capital, they continually pushed south through the north of Luangprabang. The two forces were also moving west through Xiengkhuang province along National Route 7 to the intersection of Route 7 and National Route 13 at Sala Phoukhoune.
Sala Phoukhoune, with the intersection of National Route 7 running west from Xiengkhuang and National Route 13 running north from Vientiane to Luangprabang town, was strategically important since it linked the two main roads leading to the major Royalist Government strongholds of Luangprabang and Vientiane. Intense fighting occurred on occasions when the PL and PAVN forces were able to push far enough west from Xiengkhuang to threaten the Royalist control of Route 13. Most of the time, the Royalist forces were able to maintain control of the area, although there were times when Sala Phoukhoune was under control of the PL and PAVN.
The Royal Lao Army (RLA) was not really interested with the presence of the low number of PL forces in the districts of Nambak, Ngoi, and Pak Ou. However, the RLA attacked these forces when they believed that the PL troops were planning to move south towards the capital. After a brief victory, the RLA was forced out of the area and the PL forces were able to push south until they were close enough to shell the airport in Luangprabang town itself. The PL held this territory until the end of the war, but was subjected to airstrikes from (Royal Lao Air Force) RLAF and Royal Thai Air Force (RTAF) planes.
The contamination map strongly reflects the history of the war, with contamination limited to those districts near present day Nambak and along the Nam Ou River, as well as in the districts of Luangprabang and Phoukhoune. Nearly one quarter of the villages surveyed in Luangprabang province reported the presence of UXO. 457 villages reported moderate to severe intensity of wartime activities, with UXO contamination being reported as high to severe in 58 of the villages surveyed. Villagers reported that the most significant types of UXO were the large bombs, followed by AP bomblets, and mortars. Village centres, upland rice fields, and forest areas are areas where UXO is commonly reported. However, UXO never affected the vast majority of villages in the provinces.
Luangprabang has had 925 people killed or injured due to UXO since the war, ranking it 4 th in the country. The province had very high casualties immediately after the war with accident numbers dropping over the years, unlike neighbouring Xiengkhuang or Huaphanh. Accidents commonly occur in upland rice fields and village centres and are primarily caused by handling UXO and working in the fields.
The number of accidents involving AP bomblets is lower than the national trend. Accidents involving mines and grenades are higher. This is probably due to the nature of the ground battles in the area around Nambak district, where the majority of the accidents have occurred.
The most affected areas are Nambak, Ngoi, Pak Ou, Luangprabang, and Phoukhoune districts.
Luangprabang ranks 10 th of the 10 provinces severely impacted by the presence of UXO.
Remains of a tank
A road contractor in the southern part of Lao PDR unearthed a tank with its artillery shells while rehabilitating a road. In addition, at a different site, ten 500-pound bombs were uncovered.
Many of the roads in Lao PDR were a direct target of the bombing raids during the war. Many of these roads are contaminated with UXO under the surface as no UXO clearance was conducted during their rehabilitation. These rural roads are used daily and many are currently being upgraded by local authorities. Private individuals and development partners encourage such upgrading as they are seen as vital in improving the rural population's access to markets and basic development needs. However, there is a danger as movement from vehicles may set such UXO off, causing casualties.
DONORS AND IMPLEMENTING PARTNERS
National Office Vientiane
Savannakhet Province
Tel. 021.415767
Ban Nongsangthor, Xaysettha District
Ban Xayamoungkhoun, Kaisone Phomvihane
CONTACTS
Mr. Bounpone SAYASENH,
Email: firstname.lastname@example.org
National Program Director
Huaphanh Province
Provincial Coordinator
Ban Thameuang, Samneua District
Tel. 064.312068
Mr. Viengkham PHENGSOULITH,
Luangprabang Province
Tel. 071.252073
Ban Naviengkham, Luangprabang District
Mr. Houmphanh CHANTHAVONG,
Provincial Coordinator
Xiengkhuang Province
Tel. 061.312359
Ban Phonsavanh Neu, Pek District
Mr. Kingphet PHIMMAVONG,
Provincial Coordinator
Khammuane Province
Tel. 051.212870
Ban Nongbouangeun, Thakek District
Mr. Boukhong PHUASINGHA,
Provincial Coordinator
Tel. 041.212768
District
Mr. Soubin SOUPHAKING,
Provincial Coordinator
Champasack Province
Tel. 031.213571
Ban Sok Am Naow, Pakse District
Mr. Chanhthy PHOUMYA,
Provincial Coordinator
Saravane Province
Tel. 034.211280
Ban Nakokpho, Saravane District
Mr. Liam Mixay KEOKANGMOUANG,
Provincial Coordinator
Sekong Province
Tel. 038.211029
Ban Vathluang, Lamam District
Mr. Bounkhenh PHALANGSY,
Provincial Coordinator
Attapeu Province
Tel. 036.211010
Ban Luksam, Samakhixay District
Mr. Saigneune THEPSALY,
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Handout: The Mughal Dynasty from Timur to Awrangzeb
Timur (1336-1405)
A Society of Spectacle and Refined Luxury
The Mughals lived in a society of the spectacle organized by strict principles of visual order. . .An overwhelming number of refined, luxury objects were produced for the Mughal elite, and they avidly collected a wide variety of natural substances. An extraordinary cataloguing of all these things and of a wide range of other aspects of court life reflected the refinement of visual sensations. . .There was an elaborate hierarchy used to grade their favorite blood-red spinels [a gemstone sometimes confused with rubies] and green emeralds (with poetic words used to describe their colors). Their unblemished pearls were ordered in terms of luster, size and weight and how closely they resembled the ideal of the perfect sphere. . .It was the same for horses, carpets and armor. Their shawls were sorted according to color beginning with the natural hues, offwhite, red-gold and then on to blues and lilacs and last of all dove grey (Minissale 2006: xviii).
Jahangir (r. 1605-1627) on His Birthday
His turban was plumed with heron's feathers; on one side was a ruby as big as a walnut; on the other side was a large diamond; in the center was a large emerald, shaped like a heart. . .His sash was wreathed with a chain of pearls, rubies, and diamonds. His neckchain consisted of three double strings of pearls. He wore armlets set with diamonds on his elbows; he had three rows of diamonds on his wrists; he had rings on nearly every finger (Chopra 1976: 17). | <urn:uuid:5b87a289-333c-4728-b4fa-d157bc1b8c24> | CC-MAIN-2017-13 | http://artsoftheislamicworld.qc.cuny.edu/Lesson%20Plans/Mughal%20Handout.pdf | 2017-03-27T10:34:02Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz | 22,274,122 | 376 | eng_Latn | eng_Latn | 0.99833 | eng_Latn | 0.99833 | [
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SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
The Project - The Evaluation - Overall Conclusion & Success Rating - The Main Findings - Lessons
The Project
The Children's Nutrition Unit (CNU) was officially opened in 1975 in response to the entry into Dhaka of large numbers of people in search of food and work following a famine the previous year. The CNU was established by Save the Children Fund (SCF) in order to try to save some of the children who were dying from malnutrition.
The work of the CNU has expanded over time. It has developed from a project providing immediate rehabilitation of malnourished children into an internationally regarded nutrition centre engaged in a wide range of activities including: in-patient and day care for malnourished children; out-patient services, training for Government and NGO staff in Bangladesh and the Asian Region; research and community-based health and nutrition programmes. Currently, the CNU has a budget of about £160,000 per year.
The Evaluation
The project was selected as one of a series of evaluations of projects funded or co-funded by ODA and undertaken by non-governmental organisations (NGOS). The evaluation was jointly undertaken by SCF and ODA, Discussions were held with those involved in the project in Bangladesh and in the UK.
Overall Conclusion & Success Rating
In terms of the objectives set for the CNU, the project has been successful. On the basis of available information, the evaluators believe that the project has had a positive impact on its intended beneficiaries, producing, in general, significant overall benefits in relation to costs.
The Main Findings
* The Government of Bangladesh (GoB) has no clearly stated nutrition policy. Consequently, the CNU is not part of an overall nutrition programme conceived by the Government, but rather the result of a specific response by SCF to the problems of malnutrition in Dhaka.
* The objectives and activities of this project were not clearly stated at the outset in
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (1 of 3) [22/07/2004 11:24:40]
- SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
such a way that indicators of achievement and means of verification could be established. As the project proceeded however, the Unit maintained a good record system and collected substantial amounts of data arising from its activities. These were used to monitor and review progress and helped the Unit to develop its activities in a well planned way.
* The beneficiary groups (children and women from poor slum communities) were not involved in the planning and design stages of the project. Another weakness of the project design was the delay in recognising the importance and potential benefits that could be realised through more community-based work.
* The CNU is delivering a service which the Government of Bangladesh alone is not able to provide. The services offered throughout the CNU are well utilised. The project activities are geared to serving the urban poor and the majority of beneficiaries are 'hard core' poor.
* The CNU has shown that with its approach to the treatment of malnutrition, a large proportion of the children it treats recover satisfactorily from their initial illness.
* One of the most impressive features of the work of the CNU is the training programme for staff from Government and NGO programmes.
* The CNU has had an excellent research record and is held in high regard internationally.
* Although there is a good deal of general coordination between the CNU and other NGOs and development agencies active in the health and nutrition field in Bangladesh, very little of this coordination is directed at trying to influence government policy. On its own, the CNU has little leverage over government policy.
Lessons
* The context in which the CNU services are provided (densely populated slum areas with extremely high rates of mortality and morbidity) may limit the long-term impact of such activities. Although efforts have been made to provide services at a level in keeping with the government health service environment, the main elements required for the replicability of such quality services are good management and support of staff, adequate referral facilities, and a guaranteed supply of drugs and materials for health education.
* Evidence for the impact of the community programme suggests that regular growth monitoring, health education and prompt referral for treatment of infections has led to a reduction in malnutrition rates.
* The type and level of resources available to government staff is relevant to the long term value of the training programme. For training to be effective account must be taken of the conditions in which trainees are likely, ultimately to work.
* A shift of focus towards more operational research can influence service delivery and community involvement.
file:///Y|/DFID_Original/Eval Report/ev_s544.htm (2 of 3) [22/07/2004 11:24:40]
- SAVE THE CHILDREN FUND: CHILDREN'S NUTRITION UNIT, DHAKA BANGLADESH
* One of the perceived advantages of the CNU is that the combination of different project components enhances the effectiveness of the individual activities.
* Health and nutrition services for the poor in the form provided by CNU are unlikely to be self financing, a factor which has implications for the planning and long term sustainability of such projects.
* The single most important factor in determining the success of this project has been the effective way in which the project was managed by highly motivated and hard working staff.
* The CNU is an example of how an NGO such as SCF can provide effective assistance to poor people outside the framework of Government to Government bilateral aid. As an NGO it is possible for SCF to bypass the government system and establish an effective project under its control in a way ODA could not do directly under Government to Government bilateral aid.
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September-October 2008
Inside
RPEC Web Page: http://www. rpec.org
Profiles in Peacemaking
Betsy Brinson, Peacemaker of the Year
by Wendy Bauers Northup
Meeting to talk with Betsy Brinson is a fascinating experience, because she is interested and involved in so many different things. By the time you catch up on just what she's been doing the past few months, you might think you have talked about lifetime pursuits. That's because Betsy, RPEC's Peacemaker of the Year, has spent a lifetime working on behalf of peace and justice in a great variety of ways.
Betsy Brinson
Betsy grew up in the military in the South, and on the army bases experienced well-integrated schools and living conditions. But all she had to do was walk off the base to see that things elsewhere in the world around her were quite different. These instincts were crystallized when she went to college in Greensboro, NC in the 60's and got involved in the student sitins and the civil rights movement.
After working for the ACLU in North Carolina since 1970, in 1974 Betsy moved to Richmond to become the Executive Director of the ACLU here, and continued her journey in the struggle for human rights and civil liberties. Before long, she had become the director for the ACLU's Southern Regional Women's Rights Project, covering 13 states and working with employment issues for blue collar women in non-traditional jobs. Her interest in women and their needs and civil rights became a major theme in her life.
When Betsy returned to graduate school to begin work on her PhD in American History and Women's Studies, she went to work for the YWCA and got involved in issues of domestic violence through the women the Y sheltered. After she graduated, she moved to New York to work for the National YWCA there, and volunteered one day a week at Sloan Kettering working with an AIDS patient. About this time, the YWCA, which was running childcare centers for children in a number of cities, found it had a child who was HIV positive and realized that current policies didn't quite fit this new world. Once again, Betsy stepped up to the plate. Her experiences as a volunteer working with AIDS patients gave her the experience she needed to take on another human rights issue, and she worked with the National YWCA to develop education and training programs for YWCA programs. Back in the days when she was organizing for women in non-traditional jobs, she could hardly have guessed what a new world would bring in terms of issues facing women and children of all races. A volunteer job in New York led to a whole new step in Betsy's journey seeking justice for all.
RPECnews
is a publication of the Richmond Peace Education Center
400 W. 32nd Street Richmond, VA 23225
Phone: (804)232-1002
E-mail: email@example.com
RPEC Web Page: http://www.rpec.org
RPEC STAFF
Executive Director: Adria Scharf
Asst. to the Director Paul Fleisher
Office Manager
Johnnie J. Taylor
NEWSLETTER STAFF
Editor:
Bill Gerow
Newsletter Committee:
John Gallini
Jane Rosecrans
Shirley Silberman
Cathy Woodson
Judy Bennett
Ruth Anne Young
Angela Lehman-Rios
Adria Scharf
Francis Woodruff
John Williamson
Ivaco Clarke
The opinions and announcements in
RPECnews are those of the individual writers and are not necessarily endorsed by RPEC.
RPECnews is published 6 times per year and has a circulation of approximately 1,250. We welcome article and calendar submissions.
Deadline for the next issue is Nov. 10 Contact Bill Gerow at firstname.lastname@example.org.
Remembering Linda Heacock Reflections by Wendy and Adria
O n Friday, September 12, Linda Heacock took leave of this world surrounded by her family and community members. As many of you know, she fought a long valiant battle with cancer for the past year. Linda has been a long time member of the Peace Center, a former Board chair, and active member of the Alternatives to Violence (AVP) team.
She first traveled to Kenya in 2005 to work with Kenyan Quakers in
the Great Lakes region teaching AVP to a core group of Kenyan young adults to aid tribal reconciliation and the prevention of domestic violence. When she returned, she coordinated the RPEC AVP Program. Many RPEC and community members had the good fortune to take part in her workshops.
Linda Heacock in Kenya
On her last trip to Kenya in 2007, she was diagnosed with Burkett's lymphoma, a cancer usually found only in parts of Central Africa. During her illness, as during the rest of her life, Linda's spirituality was evident. As she faced her final illness, she clearly knew she was going to rest in the Spirit and her strength and peace was the final gift she gave to those around her.
She will be sorely missed, though her example will live on as a motivator for those continuing to struggle to bring non-violence into a violent world. — Wendy Northup
**************************************************************
O ur dear friend and partner Linda Heacock passed away last week. Linda led RPEC's Alternatives to Violence Project. Under her guidance, RPEC trained a new group of AVP facilitators and began working again with inmates in the Virginia Correctional Center for Women in Goochland. We also began collaborating with other programs in the city that aid men and women transitioning out of prison and back into the community.
Linda, a Quaker and a member of Richmond Friends Meeting, traveled to Kenya three times in recent years to work with the African Great Lakes Initiative, which promotes peace activities in the Great Lakes region of Africa. Upon returning from her 2005 trip, she wrote: "Among the most meaningful experiences I had while in Kenya was witnessing the profound impact of AVP on its participants. I believe the AVP training has been so universally effective because of its concept of 'Transforming Power,' which is the core philosophy of AVP. To me Transforming Power is synonymous with the Quaker 'Inner Light,' the belief that there is 'that of God' in every human being." She wrote that her life would be forever changed from her experiences in Kenya.
All of our lives will be forever changed from knowing Linda. We continue to feel her wisdom and peaceful spirit guiding us forward.— Adria Scharf
Profiles in Peacemaking
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Planning to return to Richmond in 1988, she was asked to get in on the ground floor of a new organization: Richmond Aids Ministry (RAM), an interfaith organization which was just getting started and hoped to open homes for AIDS patients to spend their final days in dignity and in a homelike environment. Medicines weren't as good as they are now and people didn't live very long once HIV became full-blown AIDS. To prepare for this task, she went to Broadmead, a Quaker life-care community and to another home run by Bon Secours outside Baltimore; they graciously let her spend a year learning how to become a nursing home administrator. Betsy needed all her peacemaking and fundraising skills as RAM prepared to open a residential facility but also to train volunteers to help AIDS patients in their own homes. RAM was ultimately successful and a number of AIDS patients died with love and dignity at home.
been developing since graduate school: doing oral history. She worked with a number of others through the Kentucky Historical Society to collect stories of those people in Kentucky who had been involved in the civil rights movement—learning first-hand and documenting what it meant to live in the south in the days before civil rights and what sacrifices these people had made to usher in a new era. The Project collected over 200 oral history interviews, established three research websites, developed K-12 classroom lesson plans, and produced the documentary film Living the Story. The project in 2003 received the highest award given by the American Association of State and Local History. In 2004 the National Oral History Association recognized the project with its highest award of excellence. The film has been screened internationally. Betsy had found a way to do what she loved and share it for posterity.
Because so few doctors would then care for people with AIDS, Betsy went next to the VCU School of Medicine to recruit and train more primary care doctors. When husband Gordon Davies went to teach at Columbia University, Betsy took a semester leave from VCU to enroll in a certificate program in conflict resolution there. Once again she was developing new skills in the pursuit of justice. Their lives then took them to Kentucky where Betsy once again got involved with ACLU and AIDS programs. But in Kentucky she pursued a path that she had
After a one-year sojourn in New Zealand, Betsy and Gordon once again settled in Richmond and Betsy began to get involved in oral history projects in a variety of venues. She is collecting oral histories of Richmond people involved in peace and justice work here in Richmond and being archived at VCU Special Collections: Zelda Nordlinger, a feminist activist before she died and more recently Ed Peebles, who is wellknown in Richmond circles for his work in human rights. Collecting these stories and sharing the lives of these important people sustains and nourishes Betsy.
Another project that Betsy became involved in when she returned to Richmond is Quaker House, a 40 year old anti-war, military counseling organization in Fayetteville/Fort Bragg, NC. Betsy serves on the Board and headed up the recent capital campaign. As part of the National G. I. Rights Hotline, Quaker House answered over 11,000 calls last year from active duty soldiers who want to get out of the military and need to know their rights. This work has also involved Betsy's oral history skills. She has been working with two anthropologists from Brown University to collect the stories of 35 active duty Iraq soldiers who have grown to oppose the war. Some of these young men and women are still on active duty, having served multiple tours, but have realized that our involvement is wrong; some have gone AWOL and fled to Canada, where their appeals have expired and they will soon be forced to return to the United States where they will face prison sentences charges. A book from this project will be published soon.
Betsy is retired now and so has more time to spend volunteering with RPEC. Her roots go deep in the peace and justice community in Richmond, as she early on met Phyllis Conklin and Marii Hasegawa, two remarkable women who started the Women's International League for Peace and Freedom Chapter in Richmond. They nourished and taught her, as they did so many of us active in the peace community in Richmond for a long
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RPEC Happenings
Recent Events
Summer Peace Protests
This summer RPEC was involved in three peace protests. On July 15, we helped the Church of the Brethren Peace Witness organize a protest at the site of the church's annual national meeting at the convention center. The protest, "End the Occupation of Iraq, Say No to War Against Iran," was held in front of city hall. It called for an end to the violence of all current wars and to focus on the need for engagement and mediation with Iran. One speaker was a member of Christian Peace Witness who had spent time in Iraq during the occupation. Other, local, speakers included Adria Scharf, Director of the Richmond Peace Education Center, Tyla Matteson, who was part of last year's People's Delegation to Iran, Ana Edwards of the Defenders for Freedom Justice and Equality, and Elizabeth Smith of Richmond Friends Meeting. There were about 300 people in attendance, mostly from the Church of
Profiles in Peacemaking
(Continued from page 3)
time. When I asked Betsy about the books she returns to for inspiration, she told me: Born for Liberty: A History of Women in America by Sara Evans, to remind me of women's determination and social advocacy throughout American history; The poetry of Adrienne Rich and Mary Oliver and The Weight Watchers Point Guide, for obvious reasons. Betsy now stands the Brethren. At one point, anyone in attendance who had been a conscientious objector in any war was asked to raise his hand. About 10 men raised their hands, representing objectors to a number of different wars beginning with World War II.
RPEC also supported a rally outside the Richmond Times-Dispatch on July 26th. The purpose was to voice opposition to inflammatory media coverage of the Iran threat. The rally was initiated by RVA4Peace and was supported by the Defenders for Freedom, Justice & Equality and the Richmond Peace Education Center. RPEC also co-sponsored a regional antiwar rally in Virginia Beach: "Stop The Next War Now! No War on Iran! Money for Human Needs, Not War!" This was initiated by the Hampton Roads Peace and Justice Coalition and local members of the Veterans for Peace.
RYPP Night Held September 17
On September 17, teens from the in a long line of courageous women who have devoted themselves to bringing peace into our world. She was a major player in organizing the Eyes Wide Open Project, which displayed the boots of those who had died in Iraq and has been viewed by more people than any other RPEC program; she worked on the Truth in Recruitment Project aimed at giving the real story to high school students interested in enlisting. And more recently she helped to organize the
Richmond Metro area came to the Berryman center for an evening of peaceful fun, games and selfexpression to kick off RYPP's 2008-2009 program year. The evening featured drumming led by Ram Bhagat, group games, snacks and an introduction to upcoming RYPP programs. Participants also had the opportunity to meet other kids who care about making central Virginia a more peaceful place.
New Youth Trainers Workshop
RYPP's team of youth trainers is growing. On Saturday and Sunday, September 27-28, 2008, the Richmond Youth Peace Project held a workshop at the Berryman Center for about 20 teens interested in becoming conflict resolution trainers. The workshop was led by Ram Bhagat, Santa Sorenson and Paul Fleisher. Several of the young people who have previously worked with the youth training team also participated in
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racial awareness oral history project that resulted from the 2007 Racial Dialogue Program. But she also does the less glamorous work of helping with fundraising and volunteering at events; and for the third year in a row, she will once again donate two hours of oral history collection to the Peace Center Auction. The Richmond Peace Education Center is very proud to count her a member and is delighted to be able to give her this award: Peacemaker of the Year.
RPEC Happenings
the second day of the session.
The workshop introduced participants to a variety of conflict resolution techniques to use in their own lives and to share with other young people. Participants also received training in how to plan and present sessions for school and youth groups. Lunch and training materials will be provided.
Word of this RYPP program is spreading in the community. This year, for the first time, we received many more applicants than we could accommodate. If funding becomes available, we hope to offer an additional training for those teens who are currently on our waiting list.
Navarrete works with the antiglobalization people's movement in Mexico. His talk in Richmond will focus on the impact of corporate-dominated trade policies such as NAFTA on the Mexican people, especially small farmers. It will raise awareness about the connection between trade and immigration, and explain how the economic policies that the U.S. supports in Latin America create economic insecurity and drive people to immigrate north.
RYPP teen trainers are now available to lead conflict resolution workshops—under experienced adult supervision—for youth groups, community centers, schools or congregations. To schedule one or a series of workshops, contact the center at 2321002 or email email@example.com.
Upcoming Events
Don't Miss Out on Local Events! Join the RPEC email list.
How do you find out about important peace and justice events in the Richmond area? If you just read this newsletter, you're missing a lot! Many events are scheduled after we go to press. The best way to keep track of up-to theminute happenings is to join the Center's email list. You'll receive several emails each week letting you know about all the latest events.
To sign up, simply send a blank email to rpec-subscribe@lists. riseup.net. If you need assistance, please contact the RPEC office at 232-1002.
Anger Management
On Monday, October 6, Wendy Bauers Northup will lead a 3-hour workshop on "Emotion Regulation" (which is commonly called Anger Management) from 6 to 9 p.m., at the Berryman Center. This training will deepen facilitators' understanding of emotion regulation as a component of violence prevention and conflict resolution. To register, contact 2321002 or e-mail firstname.lastname@example.org.
Wendy Bauers Northup, MA, has more than 35 years experience in developing, implementing, and coordinating positive programs for youth and adolescents – in the past 15 years focusing on violence and substance abuse prevention programs. She is currently president of Prevention Opportunities, LLC, an organization dedicated to training and consultation for adolescent health and well-being.
Mexican Sociologist to Speak on Immigration and Trade
On October 7 at 7:30 PM, Witness for Peace SE will bring Marco Antonio Velasquez Navarrete to Richmond. A Mexican Sociologist from the Mexican Network for Action on Free Trade (REMALC), Marco Antonio Valesquez
RPEC is supporting Witness for Peace in bringing this speaker to Richmond, and invites the community to attend. The talk will be held at St. Augustine Catholic Church, 4400 Beulah Road, Richmond, VA 23237, Tuesday, October 7, 7:309:00 pm. It will be in the Fellowship Hall. Enter through the side door.
Eyes Wide Open-Virginia
Eyes Wide Open-Virginia, which commemorates the human cost of the Iraq war, will be displayed at Mary Baldwin College, Staunton, on Friday, October 10; the Front Lawn of Waynesboro High School, Waynesboro, on Saturday, October 11; and Gypsy Hill Park, Staunton, on Sunday, October 12. On October 24 th , the exhibit will be held at Lynchburg College, at the Dell (or the Hall Campus Center Ballroom as a rain site), in Lynchburg, Virginia.
Join the Slave Trail Walk
On Saturday, October 11, at 9:30 a.m., Richmond Peace Educa-
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RPEC Happenings
(Continued from page 5)
tion Center members and friends are invited to participate in a guided walk along Richmond's historic slave trail. The walk will begin from Libby Hill Park and will last about 3 hours. It will be led by Cricket White and Rev. Tee Turner of Initiatives of Change / Hope in the Cities. We will follow the trail along the river that enslaved people were forced to walk upon arrival in Richmond. Cricket and Tee lead these walks as part of Hope in the Cities' efforts to deepen the Richmond community's recognition and understanding of slavery and its lasting legacy.
If you would like to participate, please email email@example.com or call 232-1002 to register. The walk is free.
Civil Rights and Race Relations in Virginia Public Education
On Thursday, October 23, 7 to 9 p.m., in partnership with the William Byrd Community House, RPEC will co-sponsor a lecture and discussion focused on the Prince Edward County school closings. It will be held at St. Andrew's School Auditorium at 236 Laurel Street in Richmond.
The speakers will include Woody Holton, University of Richmond History Professor who as a young, white, boy, attended an all black Richmond middle school; Dorothy Holcomb and Theresa Clark, who were both affected by the closing of public schools in Prince Edward County 1959 to 1965, and Brian Grogan, a filmmaker with a documentary on the school closing story. The panelists will share their personal stories, and also speak to the power of change, and the challenges of sparking change in the present and future. For more information, call 804-643-2717 or visit the WBCH website at http://www.wbch.org.
vadoran military who had been trained at the SOA. It is a weekend of speeches, music, puppets, nonviolence training, and powerful, symbolic protest. Last year 25,000 people participated.
Alternatives to Violence Project
RPEC is sponsoring an Alternatives to Violence Project Advanced Workshop November 14 to 16, 2008 held at Unity of Richmond at 800 Blanton Ave. in Richmond. It is open to people who have taken AVP Basic. The fee of just $10 includes snacks and drinks. Preregistration is required. To register, or for more information, contact Richmond Peace Education Center at 804-232-1002 or firstname.lastname@example.org. AVP helps people change their lives. It is an intensive learning experience, offering workshops on three levels, the Basic, Advanced, and Training for Trainers. After completing the Training for Trainers, participants are certified to be workshop facilitators. The advanced AVP Workshop concentrates on deepening conflict resolution skills.
Annual SOA Protest
Each year for the past 18 years, a group of activists from the Americas has gathered at Fort Benning in Georgia in mid-November to call for the closing of the School of the Americas (SOA). The weekend event commemorates the assassination of six Jesuit priests, a co-worker and her daughter by Sal-
Since at least 1997, groups (including one from Pax Christi) in Richmond have made the threeday journey. And on two occasions, folks from Richmond have "crossed the line" as part of the protest and have been subject to prison or probation. A group will go again this year (Nov 21-23). A schedule of events is available at www.soaw.org or you can connect to the Richmond group by calling the RPEC office.
Planning for the 2009 RYPP Educoncert to Start Soon
This month, RYPP will begin planning for its annual Educoncert commemorating the life and work of Dr. Martin Luther King, Jr. Young people (either individuals or groups) and their sponsors interested in participating the January show should email email@example.com or call the Center at 232-1002.
Discussions on Racial Justice Set For Early 2009
The Richmond Peace Education Center will present a 4-part workshop--Racial Justice in Richmond—in January and February of 2009. This is the second offering of this program, which was first presented in the fall of 2007. The
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RPEC Happenings
(Continued from page 6) sessions will take place on four Tuesday evenings, at St. Gertrude's High School, 3215 Stuart Avenue. Each session begins at 6 p.m. and ends at 8:30 p.m. Participants may also convene at 5:30 for an optional brownbag dinner and conversation.
The workshop is intended to build solidarity among individuals and organizations in greater Richmond as participants work towards social and economic justice for all. Workshop participants will enhance their understanding of issues of racial justice in the region, and develop a deeper commitment to making our community a better environment for diverse racial and ethnic groups. Participants will leave the final session with the beginnings of a collaborative action project.
The dates and titles of each session are:
Tuesday, Jan. 6: What is Racial Justice?
Tuesday, Jan. 20: Race & Power in Richmond
Tuesday, Feb. 3 : Racism & Vio- lence
Tuesday, Feb. 17: Taking Action for Racial Justice
Participants are asked to make a commitment to attend all four sessions. Early registration is encouraged. The workshop is limited to 20 participants, and we expect more people to register than we can accommodate. The registration fee for the entire series is $25. Scholarships are available. To register, or for more information, email firstname.lastname@example.org or call 2321002.
* Local Government & Schools (LG&S): #140
Support RPEC
"Campaign" Season
Support Ellwood Thompson's Local Market 5% Day 12/13
RPEC will be the beneficiary of Ellwood Thompson's 5% Day program on December 13, 2008. That day, RPEC volunteers will bag groceries and assist customers in carrying bags out to their cars. We'll use that time as an opportunity to tell customers about the center. We will also have a table with information set up at the store. RPEC receives 5% of proceeds sold that day. Please let us know if you can volunteer that day. And do your grocery shopping on the 13th. The more the store sells that day, the more the center will receive in support of peace programs.
RPEC Night at Ten Thousand Villages
How would you like to get your holiday shopping done early, support craftspeople from the developing world, and help RPEC all at the same time? Mark your calendar for Wednesday, November 12, 5-8 p.m., at 3201 W. Cary Street in Carytown. The fair-trade store Ten Thousand Villages is sponsoring a Community Shopping Night for the center. They will stay open late that evening, and donate 20% of all sales during that period to RPEC. See you there.
We appreciate receiving contributions through CFC, CVC, LG&S, and United Way. Designating RPEC makes a statement about the importance of our work for peace. If you or a family member work for a government agency or the schools, or for an employer who participates in the United Way campaign, please consider designating RPEC for your contribution. These are our campaign codes:
* Combined Federal Campaign (CFC): # 24756
* United Way: # 3181
* Commonwealth of Virginia Campaign (CVC): #3751
Please write both the code and
"Richmond Peace Education Cen- ter.” We appreciate your support!
Annual Auction Event
RPEC's primary fundraising event of the year is our annual auction will be held this year on Saturday, November 8. We have some exciting new offerings:
* Home cooked meals from a variety of traditions:
* A nine day stay for 2 to 3 persons at a guest cottage in Vieques, Puerto Rico, donated by Janet Worsham
* Indian dinner for four created by Nassen Ghariban
* Indonesian dinner for four
* Barbecued Rib dinner by the Sims sisters - Joni Terry and Debra Fleisher
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RPEC Happenings
* Oral history from our Peacemaker of the Year, Betsy Brinson
and candy from Mary Munton
from Noni Ledford
* A variety of great children's books
* $100 gift certificate for car service or repair from Decatur's Garage
* Mandolin lessons from Barry Lawson
And once again we will have many of the items you have found so attractive in recent years, including:
* Vacation getaways in Duck, NC (1 week, off-season); South Nags Head, NC (1 week in early May); and Litchfieldby-the-Sea, SC (3 nights, offseason)
* Home-cooked dinner for four from the Northups
* Dave Depp's stained glass – this year a striking replica of the famed "rose window"
* Libby Reid's elegant papermache figures – this year, Great Blue herons
* Interior design consultation from David Barden
* Massage and yoga therapy from many of our friends
* Pottery from your favorite artists
* Carpentry services from Jim Koren and David Graham
* Women's fashions from Odile
* Mim Scalin's "mail art" workshop
* Soup-of-the Month (at least two 6-month packages)
* Portrait session from J. Hoeffeler photographers, with 11x14 print
* Cookies from Elaine Ogburn
We hope many of you will join us for good food, delightful music and a wonderful collection of items for auction. Call the office at 2321002 to make your reservations.
Consumers Corner
Agriberry - Delicious, Local Fruit!
Alisha Gallini and John Gallini
My (Alisha's) family joined Agriberry at its startup this summer and we have been receiving delicious fresh fruit for the past nine weeks. Each week we enjoy a total of about 5 lbs. of fruit including three or four of the following: blackberries, raspberries, blueberries, peaches, plums, nectarines, and apples. Last week we received a special treat of raspberry preserves.
Agriberry is a new CSA (Community Supported Agriculture) that started this summer offering a variety of fruits to its shareholders in the Richmond area. Sprout Richmond, an all volunteer group committed to the growth and success of local, sustainable, artisanal farming serving the Richmond, VA metro region, joined with Anne F. Geyer, a farmer in eastern Hanover county to create Agriberry. Anne implements sustainable, earth-friendly practices and integrated pestmanagement to bring us delicious fruits each week. The pick-up location for this summer is the Lakeside Farmer's Market on Lakeside Dr. about a mile north of Bryan Park.
Agriberry has been a huge success and plans to operate again next summer with a tentative schedule of May 13 – Sep 23, 2009. The pricing will be about $28 per week. In addition to the above listed fruits, strawberries will be available in the spring.
For more information, contact Chris Humes at email@example.com or check out the Sprout Richmond website at http://threemiles.typepad.com/sproutrichmond/.
Correction – Mt. Olive Pickles Boycott
Last issue, I (John) incorrectly stated that there was an active boycott of Mt. Olive Pickles. Not true! I heard from two friends that FLOC had settled their dispute with Mt. Olive in 2004 and that the boycott had been called off. My apologies.
Richmond Peace Education Center 2008 Peace Essay Contest Primary Grade Winner K-3
First place
Elizabeth Harrison, gr. 3, St. Catherine's School, Richmond
"Peace"
"If you want to make peace, you don't talk to your friends. You talk to your enemies." -- Moshe Dayan
My understanding of that quote is that if you only hang out and talk to the people you like, you won't get to know your enemies. Your enemies might turn out to be really nice people once you get to know them. If you are thinking that they're mean, and walking away from them, and doing other disrespectful things to them you are not giving them a chance to tell you about themselves.
An example of this in my personal life is my relationship with my sister. We usually get along, but sometimes we act like enemies. Instead of being meaner to each other or going to our parents to tell on each other we can try to talk it out and break up the fight or argument by ourselves.
An example of this in my community is at my school there is a girl named Peggy in my class. She and I used to not get along very well because I thought she was a show-off and I thought she was rude and she said I was snobby in second grade. But once I let her talk about herself and I spoke to her about myself we became good friends and we still are. We understand each other better now.
An example of this in the world is that people in different religions, different cultures, and different countries and places don't get along because they think that they are so different that they shouldn't be friends with other people who are not like them. These misunderstandings can lead to anger or war.
When it comes to our enemies we should pay more attention to the things we have in common, not the ways we are different. Even though differences make us interesting, some people take them too seriously. We need to understand that we are all humans in the same world.
Suggested Readings Suggested Readings
Francis Woodruff
Reading recommendations from RPEC members this month feature absorbing accounts of experiences in cultures different from ours. Two of the titles are biographical narratives of the work of passionately dedicated humanitarians.
Mountains Beyond Mountains; the Quest of Dr. Paul Farmer, a Man Who Would Cure the World. By Tracey Kidder, Pulitzer Prize winner.
Tracey Kidder's compelling style centers on Dr. Paul Farmer, renowned infectiousdiseases specialist, and his dedicated effort to bring the tools of modern medicine to neglected people in Haiti, Peru, and Russia. A leader in international health concerns, Dr. Farmer's driving philosophy is that the only real nation on earth is humanity.
"This is the book that I encourage anyone who is going to Haiti for the first time to read." John Gallini
Three Cups of Tea; One Man's Passion to Promote Peace…One School at a Time. By Greg Mortenson and David Oliver Relin.
After a 1993 climbing accident in the Karakoram mountain range of the Himalayas, Greg Mortenson was rescued and cared for by the people of a village in an extremely remote, impoverished area of Pakistan. His long recuperation afforded him the opportunity to grow to know and respect his rescuers, especially the village chief, Haji Ali. Mortenson was impressed by Haji Ali's fervent desire to provide an education for the children, and by his repeated attempts to do so despite overwhelming obstacles. To help by building a school for the village became Mortenson's obsession.
Eventually, the school was built. In the intervening years, many more have been established in the dangerous Taliban-influenced regions along the border of Pakistan and Afghanistan. Greg Mortenson's hard-won success has been achieved because of his determination, his respect for the village people, and his ability to maximize good relations with them.
"Three Cups of Tea puts a human face on people living in remote parts of Pakistan and Afghanistan, people who the daily news suggests are a threat to us, but what shines through is their humanity, capacity, and concern for the education of their girls and boys. Ultimately, the book presents an alternative approach for addressing extremism and shows how it's also possible to humanize the face of America for people who may otherwise fear us." John Williamson
Also recommended by RPEC members are the two novels by Khaled Hosseini, The Kite Runner and A Thousand Splendid Suns, both set in Afghanistan. Best-sellers, these riveting works offer the reader emotional insight as well as intellectual understanding. If you haven't had a chance to read these, put them on your list and look forward to timely stories, complex and beautifully written.
CALENDAR
Meetings of Local Groups
Every Sunday Food Not Bombs Richmond-Meal Sharing, 4:00 PM in Monroe Park. Hotline # 359- 4880 for details
Every 3rd Wed. Amnesty International, University of Richmond campus. Contact Ray Hilliard at 289-8289 Every Thursday Richmond Organization for Sexual Minority Youth (ROSMY), 7:00-9:00 PM. Call support line: 353-2077 for more information; 353-1699 for the administrative line.
Every 3rd Saturday Equality Virginia, 12:00 noon at the office. A political advocacy group working towards equal rights for lesbian, gay, bisexual and transgender citizens of Virginia. Open to the public. Contact number is 643-4816.
Every 4th Saturday Pax Christi Peace Community - Call Paula Powdermaker for details - 355-7395 Every 2nd Saturday Walk for Peace - 9:00 AM - 10:00 AM. Meet at the Boulevard entrance of the Virginia Mu- seum. Wear black.
UPCOMING EVENTS
Don't Miss the Don't Miss the Richmond Peace Education Center Auction Richmond Peace Education Center Auction
Saturday, November 8, Saturday, November 8, at the Troutman at the Troutman----Sanders Conference Center Sanders Conference Center Sanders Conference Center on Br on Brown's Island own's Island own's Island
Honor Betsy Brinson Honor Betsy Brinson RPEC's Peacemaker of the Year RPEC's Peacemaker of the Year
Make your reservations now Make your reservations now Email firstname.lastname@example.org, or ca Email email@example.com, or call 232 ll 232 ll 232----1002. 1002.
Non-Profit Organization U.S. Postage PAID Richmond, VA Permit #1119
Richmond Peace Education Center
400 W. 32nd Street, Richmond, VA 23225
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Liberty Brief
No. 2 March 2017
Fifth Amendment of the United States Constitution: “[N]or shall private property be taken for public use, without just compensation.”
When Just Compensation Is Due for "Regulatory Takings" of Private Property
By Jeremy Talcott & Todd Gaziano
Executive Summary: While many people are aware of—and rightly angered by—governmental eminent domain abuses that have been publicized over recent decades, far fewer focus on the more frequent and systematic destruction of property rights through regulation at all levels of government. The Fifth Amendment of the U.S. Constitution provides protection against these severe restrictions on the use and value of property, and the Supreme Court has established several tests for courts to use when confronted with these "regulatory takings." At their core is a simple principle: when regulation "goes too far" in limiting property rights, government must pay compensation for the loss. Pacific Legal Foundation (PLF) has successfully litigated regulatory takings cases for decades as part of its mission to establish precedent in support of the constitutional protections of private property rights. On March 20, 2017, the Supreme Court will hear oral arguments in another PLF regulatory takings case, Murr v. Wisconsin, where the Supreme Court will determine how property is defined in a regulatory takings analysis. The ultimate issue is whether owners of adjoining parcels of property are due compensation when regulations prohibit development on one of them. We argue that, absent special circumstances, each legally defined and separate lot is the proper unit for measuring the impact of a regulation and that the destruction of all economic value of one lot requires compensation.
I. Introduction: The Constitution's Protections of Property Rights and the Role of Public Interest Law Firms to Help Protect Them
The framing generation understood that the right to use and enjoy property was the foundation of many other important rights and liberties. 1 The Founders hoped to construct a structure of limited federal government that would maximize individual liberty while providing strong protection of private property rights. Even so, the right to freely use property was thought to be insufficiently guaranteed in the Constitution drafted in Philadelphia in 1787. The Constitution was ratified only after its advocates promised to provide additional, explicit protections for property and liberty in a Bill of Rights. 2
The explicit protections of property adopted in the Bill of Rights include: the right to possess and carry firearms in the Second Amendment; to be free from the quartering of soldiers in our homes (except in wartime and pursuant to statute) in the Third Amendment; to be secure against any unreasonable searches or seizures of property in the Fourth Amendment; and to receive compensation for government takings of our property in the Fifth Amendment. Initially, these protections applied to limit the power only of the Federal Government, but with the passage of the Fourteenth Amendment after the American Civil War, these rights were also made enforceable against state governments.
Americans recently celebrated the 225th anniversary of the Bill of Rights. Yet the rights it guarantees cannot protect themselves, and their contours are not always clear. Citizens must remain vigilant in defending them, including using the courts when necessary. Those who support
The Constitution was ratified only after its advocates promised additional protections for property.
greater government power come up with seemingly infinite reasons why, in a modern society, individual rights should be construed narrowly or give way entirely to allow greater government
control. Public interest legal firms exist to push back on such government encroachments, especially when private litigants can be easily overwhelmed by the institutional resources of the local, state, or federal government.
Public interest law firms with varying specialties seek justice in individual cases and preserve everyone's fundamental rights with precedent-setting court victories. This paper addresses a large area of Pacific Legal Foundation's work that has resulted in nine wins for property rights in the Supreme Court of the United States. This spring, the Supreme Court will take up another aspect of our property rights protections: the right to be compensated for "regulatory takings" of private property. That case, Murr v. Wisconsin, is discussed primarily in section IV, but its importance is evident only when it is placed in context within the larger struggle for property rights protection.
Having one's home or business physically taken by the government is traumatic and worthy of careful legislative and judicial controls. But, short of physical takings, the government engages in regulation and other actions that diminish property values. These restrictions are far more common and affect many more people. To the extent possible, the scope and cost of government regulation should be reduced. But it is unrealistic to expect government regulation to markedly diminish anytime soon, and it is especially unlikely to happen as a result of political forces alone.
Thus, it is essential to improve the framework of legal rules that govern compensation for government regulations that go too far or that fall especially heavily on certain property owners. After all, the burdens of government action should generally be shared by society as a whole. Improving legal protections of property will also ensure justice and fairness for the individuals least able to battle restrictive government regulations. Requiring reasonable compensation for government takings will also provide
two related social benefits. First, it disciplines regulatory agencies to focus on less costly approaches and regulatory alternatives to achieve the same or similar ends. And second, when cost reduction is not possible or isn't fully implemented, it spreads those costs more broadly and fairly, which lessens friction and increases support for government actions.
II. The Fifth Amendment Guarantee of Compensation for "Takings," and Different Types of Takings
The concluding clause of the Fifth Amendment states: "nor shall private property be taken for public use, without just compensation." Some people refer to it as the "Just Compensation Clause," and others, the "Takings Clause," but it contains both elements. Unlike clauses that prohibit the government from ever abridging free speech rights or religious liberty, or denying a jury in a criminal trial when requested, the Takings Clause implicitly recognizes that government has a sovereign power of "eminent domain," which allows it to take private property without the owner's consent.
Though takings of property are permitted, the Fifth Amendment puts two very important restrictions on that power. First, government may not take property unless it intends to put it to a "public use." The Founders rightly worried that individuals might lobby government to take property from the powerless and give to the wellconnected, so they limited the power to public uses, such as roads, parks, and government buildings. Second, government must pay "just compensation" for whatever property it takes. After all, government might take much more property than it needed if it were able to get it for free, instead of considering whether the public benefit was worth paying the fair value of the property.
There are different types of government takings, and they each present different issues of interpretation and construction in particular cases. The two important categories addressed in this paper are taking physical possession and title of property, and regulations that diminish the use and value of property. 3
1. A physical taking of possession and title
The government sometimes takes physical possession of land or personal property. When government engages in a physical taking of land or its improvements using the power of eminent domain, title formally passes to the government as well. Although the Fifth Amendment recognizes this power, it can still be abused. One abuse of eminent domain occurs when a government entity takes title to private property and—instead of devoting it to a traditional
public use like a road or government building—transfers it to another private party, claiming that the transfer confers a benefit on the public.
In 2005, the Supreme Court wrongly upheld such a takingfrom-A-to-give-to-B scheme in Kelo v. City of New London, 4 holding that any transfer of property that qualified as a "public purpose" was also a "public use." Even worse, that case instructs courts to give deference to what politicians in legislatures say the public purpose is, meaning something as nebulous as a possibility of increased tax collections can suffice. In the wake of that decision, many states turned to legislative action to reinforce the protection of property rights. 5 Americans should continue to seek legislative limits on the eminent domain power, but because the Kelo decision does not reflect the proper understanding of the Fifth Amendment's language, they should also press the Supreme Court to overrule it.
The property protected by the Fifth Amendment isn't limited to land. When government seeks to obtain possession of any physical private property, the same protections apply. For example, the government sometimes orders farmers
"[I]f regulation goes too far it will be recognized as a taking." Pennsylvania Coal Co. v. Mahon (1922).
to turn over a portion of their crops, pursuant to agricultural programs. In 2015, the federal government tried to evade paying compensation for an order taking a portion of a
California farmer's raisin production by characterizing it as a tax. But the Supreme Court correctly held that whether it is land or raisins, when the government wants to take physical possession of property, they have to pay for it. While the government may require forfeiture of property because of wrongdoing by the owner, the protections of the Fifth Amendment apply in full force to people making lawful use of their property.
When the government takes possession and title to property or orders property to be turned over, the Supreme Court has established that the right measure for compensation is generally the fair-market value at the time the government takes the property. While this may seem like a straightforward proposition, the exercise of the eminent domain power still presents many concerns for the owners whose property has been taken. This paper does not address them in any detail, except to note here that government officials often attempt to pay less in compensation than the market value, and even that may be much less than the actual value of the property to the original owner, who often loses a cherished home or business along with its future potential, as well as any sentimental or other important value. 6
2. Regulations or other government actions that diminish property use and value or cause a physical invasion of that property
As mentioned above, the government can use its power of eminent domain to take legal title of all or part of someone's property, so long as it is for a public use, and just compensation is paid. However, government often wants to change the nature of landowners' use of their property without going so far as taking possession or title of their property. For example, a government may grant itself temporary access to some portion of the land, or prevent the owner from excluding a third party, or forbid certain types of use or development of the property. While the Supreme Court has acknowledged the right of government to place restrictions on property use, these types of legislative acts can still run afoul of the Fifth Amendment's protections. After all, government could otherwise heavily burden land use but avoid paying compensation simply by choosing not to take title to the property.
The Revolutionary era and early state practice contain evidence that the founding generation required compensation for a variety of government actions that devalued private property. And by the time the Fourteenth Amendment was ratified, placing the restrictions of the Fifth Amendment on the states, the practice was common. 7 These devaluations of property are often referred to as "regulatory takings," and they trigger payment under the Just Compensation (or Takings) Clause of the Fifth Amendment when the loss of use or devaluation of property is substantial.
Almost 100 years ago, the Supreme Court began to better define the parameters for when regulatory takings require compensation. In a landmark decision, the Supreme Court explained "that while property may be regulated to a certain extent [without any liability], if regulation goes too far it will be recognized as a taking." 8 But determining what "goes too far" needed (and even today still needs) to be fleshed out further by the courts. 9
Accordingly, the courts have developed different standards under the Fifth Amendment to evaluate different types of potential regulatory takings. Two categories of regulatory takings are governed by relatively objective standards, which provide fair notice to both the government and property owners of when compensation is due. The broadest category of regulatory takings, however, is currently evaluated under a multi-factor test that provides
less predictability for both the regulated landowner and the government.
III. Types of Regulatory Takings and the Corresponding Legal Standards for Compensation
There are two main categories of regulatory takings. The first is when the government authorizes a physical invasion (or occupation) of the property, whether by government itself or a third party. The second is when government regulates a piece of property so heavily that it "goes too far" and fairness and justice require the payment of just compensation. In some cases, the regulation results in a denial of all economically viable use of the property. The Supreme Court has characterized regulations that cause physical invasions or deny all economically viable use as categorical or "per se" takings that trigger the compensation requirement. But even if the regulation does not cause physical invasion or deny all economically viable use, the regulation may still require compensation under the multi-factor analysis.
1. Physical invasion without taking possession or title
Some legislation or regulation authorizes the government or a third party to physically enter private property and use a portion of it. Rather than take legal title of the property (which would always require compensation), the regulation simply eliminates the owner's legal right to exclude government or a third party from the property. The Supreme Court has rightly held these types of physical invasions to be per se takings that require compensation. After all, the right to exclude is a fundamental aspect of property ownership. 10
A good example of this type of regulatory taking is the New York City ordinance that forced apartment building owners to allow cable television wires and boxes to be affixed to their structures. 11 Even though the footprint of the box and cable was small, a "Horton Hears a Who" principle applies: an invasion is an invasion no matter how small. Another example is the confiscation of money for a regulatory purpose, even if it is a small portion of a larger sum. 12 Since money is property, any amount being taken is a taking itself, and cannot be remedied by compensation of any less than the full amount. This contrasts with instances where the government acquires money through lawfully imposed taxes that should apply equally to all similarly situated taxpayers.
Even when the government "invades" property by flooding it with water, it may be required to pay compensation for property that is taken or destroyed. In Arkansas Game and Fish Commission v. United States, 13 Arkansas sued the federal government for seasonal releases of water from a dam, arguing that the federal government knew the water would inundate the state's property and destroy its trees. The Supreme Court held that government-induced flooding that damages property may be compensable. Not every temporary halt to use or enjoyment of property is subject to compensation, 14 but when the government itself enters the property or causes the physical invasion and a non-trivial loss, compensation is generally required.
2. Denial of all economically beneficial use ("Lucas" analysis)
Rather than physically invading and using private property itself, government instead may flex its regulatory power to limit the owner's private use of property. The Supreme Court has long upheld the right of local governments to place restrictions on the use of property through the "police power," which allows states to regulate in the interest of health, safety, welfare, and morals. By regulating under this police power, many communities have imposed such severe limits on land use and development that they leave landowners without any remaining economically viable use.
In 1992, the Supreme Court evaluated just such a case. In Lucas v. South Carolina Coastal Council, 15 a landowner had purchased two parcels of beachfront property on a barrier island off the South Carolina coast. The owner,
David Lucas, hoped to build singlefamily residences on the lots, similar to the many other homes that existed in the area. In 1988, however, the South Carolina legislature passed the "Beachfront Management Act" and created a line along the coast
Local governments often impose such severe limits on land use and development that owners are left without any economically viable use.
beyond which no more homes could be built. The goal was to preserve the beach for tourism by setting aside areas of local flora and fauna. Lucas's property was immediately made useless for anything other than temporary camping.
While the Court recognized the strong state interest in protecting the coastline for the public, it reaffirmed that the costs of providing untouched land for all the state's citizens to enjoy should be shouldered by all of those citizens, not by individual landowners. Because David Lucas had been left with a property that was deprived of all economically viable use, the Court held that this was also a per se
regulatory taking. When a regulation destroys all of the economically viable use of a property, the owner is entitled to compensation.
3. Regulatory takings under the multi-factor analysis ("Penn Central" analysis)
Most government regulation of property is not a physical invasion and does not deny all economically viable use of private property, but still may have such a severe impact on private property that it "goes too far" and should be recognized as a compensable taking. 16 The Supreme Court has created a multi-factor test for evaluating these types of regulatory takings. While there has been sustained debate about the legitimacy and coherence of this test, it has occupied a central role in regulatory takings law for almost 40 years. 17
The case where this test originated, Penn Central Transportation Company v. City of New York, 18 is still widely used to analyze regulatory takings. Penn Central involved a historical landmark designation of the Grand Central Terminal in New York City. The owner, Penn Central Transportation Company, wished to build a multistory office building above the Terminal. The city denied the necessary permits, stating that the "majestic approach" of the building would be diminished by a 55-story tower on top of it, despite the presence of existing skyscrapers surrounding the terminal. Penn Central argued that it was being deprived of the right to develop its property and put it to a more productive use. After all, without the Landmarks Preservation Act, it was clear that Penn Central would have been allowed to build upwards, and get a substantial return on its investment in the form of rents.
The Supreme Court held that Penn Central was not entitled to compensation for the loss of its right to develop. Essentially, the Court decided that the restriction had not "gone too far" in limiting Penn Central's development rights. The Court then recited a list of factors to consider when reviewing regulatory takings claims:
(1) the economic impact of the regulation,
(2) the investment-backed expectations of the owners, and
(3) the character of the government's action.
Examining these factors, the Supreme Court held that while Penn Central Transportation Company lost its "air rights" to develop above the terminal, it still retained substantial economic benefit from the use of the Terminal. Accordingly, the Court rejected the takings claim.
Lower courts and commentators have correctly noted that the multi-factor approach is vague, subjective, and excessively malleable. It is also not apparent why the subjective "investment-backed expectations" of an owner should limit or create government liability. Either the
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government has taken the use and value of property or it has not, regardless of what the owner might have hoped to do with the property.
Some scholars have suggested that when the Penn Central opinion discussed the "parcel as a whole" concept, it established a fourth factor to consider. 19 If the Supreme Court had treated the air rights lost by Penn Central as a
Architectural drawing of proposed addition to Grand Central Terminal.
separate right, the regulation would have effected a total destruction of that property interest. The Court instead looked at the loss of the air rights in combination with the remaining rights in the property, which included the right to use and rent the structure already in place. Under that analysis, the Court found that the loss of air development rights was not a substantial interference with the entire parcel owned by Penn Central at this site. Although the language within the opinion established only that a single legal parcel could not be further segmented into air rights, the true meaning of "parcel as a whole" has been debated both academically and in the courts. Which brings us to the case of Murr v. Wisconsin.
IV. What Is at Stake in Murr v. Wisconsin, and Why the "Relevant Parcel" Question Is So Important
In essence, what is at stake in Murr v. Wisconsin is how to determine the unit of property that is being regulated for takings analysis. Because the regulatory takings analysis considers the magnitude of impact on the parcel, determining the relevant parcel of property can be a very important question for property owners trying to obtain
compensation. Recall that in Penn Central the Supreme Court held that it would not sever air rights from the "parcel as a whole" and analyze the impact of the regulation on the air rights alone. But the Court didn't provide much guidance on what does constitute the parcel as a whole.
People buy property in legally defined lots. Sometimes they buy several lots next to each other. If government later forbids the use or development of one of those adjoining lots, is the single lot that is regulated the relevant "parcel as a whole?" If it is, the Lucas test should apply, requiring compensation as a per se taking. But if all of the adjoining lots were considered together as the proper unit for takings analysis, then government has only restricted part of the total property. This makes a regulatory taking less likely because the magnitude of the impact is not measured against the single, discrete parcel, but is measured against all the adjoining lots together, thus diluting the impact. 20
In 1960, William and Dorothy Murr purchased a small parcel of land along the St. Croix River in Troy, Wisconsin. The Murrs built a small, three-bedroom cabin on the lot, creating a vacation spot for their family. Realizing the beauty and future value of the location, the Murrs purchased a second lot in 1963, directly adjacent to their first lot. They believed that it would be a valuable long-term investment. For decades, the little cabin along the St. Croix River was a summer getaway for the growing Murr family of children
and grandchildren. Though William and Dorothy have both since passed away, they transferred the two lots to their grown children, who continue to use the cabin as the family gathering spot.
In 2004, the children decided the time was finally right to sell the adjacent investment property. But because of changes to zoning during the many years that the Murrs had held the lots, the County deemed the investment lot to be "substandard" in size for development. Even though the lot was well over one acre in size, the County subtracted setbacks from the shoreline, from wetlands, and from a steep slope, leaving approximately a half acre of "net project area." While half an acre provides a beautiful building site, County restrictions require a minimum of one acre. The ordinance contains a "grandfather clause" allowing construction on lots that were legally created before the zoning changes. Normally such grandfather clauses for pre-existing lots would provide sufficient relief and allow development. But the clause here has an exception. It does not apply if a landowner owns the adjacent lot. In other words, if anyone else owned the investment parcel, that owner would have been entitled to sell or develop the property. But for the Murrs, the investment parcel could be neither sold nor developed as an independent and discrete lot.
The Murrs brought a takings claim seeking compensation for the taking of the investment parcel. But the Wisconsin appellate court rejected the claim by announcing a rule that under Penn Central's "parcel as a whole" concept, two legally distinct, but commonly owned contiguous parcels must be combined for takings analysis purposes.
The Murrs' situation provides the perfect vehicle for the Supreme Court to finally address the issue of what defines the "parcel as a whole" for takings analysis. Several courts, such as the Wisconsin Appellate Court, have treated the "whole parcel" doctrine as allowing—or even requiring— the courts to aggregate legally separate but commonly owned lots into a single parcel when undertaking a regulatory takings analysis. Other courts treat distinct legal lots individually. This question has been left unresolved during the nearly four decades that have passed since Penn Central was decided. With Murr v. Wisconsin, we may finally get resolution from the Supreme Court.
In Penn Central, the Supreme Court rejected the idea that takings law should "divide a single parcel into discrete segments." But the Wisconsin court has gone to the other extreme, deciding that takings law requires the courts to lump multiple lots together. This aggregation dilutes the amount of loss suffered by the property owner, making it less likely that a regulatory taking under the Penn Central factors will be found.
The Murrs argue that Penn Central compels the opposite result. The analysis of the Grand Central Terminal involved the single legal lot that included the terminal building. Even though Penn Central Transportation Company owned many other properties across New York, the Supreme Court looked only at the reduction of property rights in the Terminal parcel.
Later Supreme Court cases affirm the longstanding tradition of defining property rights as legally defined—and distinct—parcels. In 2002, the Supreme Court decided Tahoe-Sierra Preservation Council, Inc. v. Tahoe Regional Planning Agency. 21 That case involved a temporary moratorium on building near Lake Tahoe. The Supreme Court rejected the theory that there was a Lucas style taking during a period of several years that development was prohibited. The court refused to divide the parcel into
segments of time. In other words, it did not consider the period of time during which development was prohibited as a separate interest in property. But most significantly, the Court recognized that real property is "defined by the metes and bounds that describe its geographic dimensions." This is the type of definition that the states generally use to identify a parcel of property. The Murrs have two such parcels, independently described and titled. For over 50 years they have paid property taxes on them independently. And for a regulatory takings analysis, they should also be treated independently.
A friend-of-the-court brief filed by the State of Nevada, co-written by Professor Ilya Somin and joined by eight other states, argues that the Wisconsin court rule is at odds with the text and original meaning of the Takings Clause, and that it "creates significant perverse incentives for both landowners and regulators." 22 According to Nevada, the Wisconsin court rule will make it more difficult for states to effectively impose land-use regulations, while also undermining traditional expectations of property rights, creating damaging economic impacts, and encouraging government to heavily regulate both individuals' and states' property. Nevada and its sister states agree with the Murrs that individual, legally defined parcels of land have been a fundamental unit of American property law for centuries. They also note that the Supreme Court has often recognized that these parcels play a "central role" when courts are faced with takings claims.
The State of Wisconsin and County of St. Croix filed separate briefs to defend the Wisconsin court ruling. They will also split the oral argument time for their side. They both correctly note that state law has historically created the legal lots that establish property rights. Under Wisconsin state law, new lots may be created through subdivision of property, and the lines of lots may even be redrawn or adjusted in some instances, by following the required state law procedures. Wisconsin argues that states should have the power, without paying compensation, to force a "merger" of lots that are contiguously owned. 23
But Wisconsin law does not match up well with the arguments being made to the Supreme Court. The ordinance that Wisconsin and St. Croix County claim has "effectively merged" the lots has actually done no such thing. The County ordinance did not erase the existing legally drawn lot lines and create a new, unified parcel; it is simply a zoning ordinance that prohibits building or selling when certain lots are next to each other. While zoning ordinances limit the potential use and development of land, they cannot alter lot lines. Wisconsin has formal state law procedures that must be followed to alter previously created lots—procedures that were never undertaken as to the Murrs' two lots. If Wisconsin wishes to merge the two parcels, it should be required to follow the state law procedures and redraw the lines, not achieve the same ends through a local zoning ordinance.
The Murrs further respond that government may not redefine the nature of property at will while avoiding compensation. And the fact that the properties came into the hands of the children after the new regulations were enacted does not change the analysis. The Supreme Court has previously held that post-enactment purchasers have all the same rights to challenge burdensome regulations that previous owners had. 23
PLF and the Murrs urge the Supreme Court to adopt a presumption that the single parcel, legally created under state law, is the proper baseline for measuring the impact of regulatory takings. Whether a court applies the Lucas or Penn Central tests, the single lot should entitles the owner to compensation.
be used to determine whether the regulation has gone too far, and There may be situations where the presumption can be overcome, such as when an owner jointly develops adjoining parcels, but the burden to prove that circumstances warrant combining the parcels should be on the government. And when the separate and independent use of a single parcel is destroyed by government action, as is the case with the Murrs, government should compensate the owner for the loss.
V. Conclusion
At their core, takings analyses are inquiries into longestablished principles of fairness and justice, and flow from the idea that one person should not be forced to bear costs that should rightly be paid by the public as a whole. When the same action taken by government affects two people differently because one happens to own a second parcel of land, it offends that sense of fairness. PLF believes that the Fifth Amendment provides protection from this type of arbitrary government redrawing of property rights and trusts that the Supreme Court will agree.
1 See Paul J. Larkin, Jr., The Original Understanding of "Property" in the Constitution, 100 MARQ. L. REV. 1 (2016) ("Anglo-American traditions, customs, and law held that property was an essential ingredient of liberty that the Colonists had come to enjoy and must be protected against arbitrary governmental interference."); JAMES W. ELY, THE GUARDIAN OF EVERY OTHER RIGHT: A CONSTITUTIONAL HISTORY OF PROPERTY RIGHTS (3d ed. 2007) (detailing the significant role discussions of property rights played in shaping the constitutional era); BERNARD H. SIEGAN, PROPERTY AND FREEDOM: THE CONSTITUTION, THE COURTS, AND LAND-USE REGULATION 14–19 (Transaction Publishers 1997) (discussing the influence of John Locke's theories of property from his Second Treatise on government); DENNIS J. COYLE, PROPERTY RIGHTS AND THE CONSTITUTION: SHAPING SOCIETY THROUGH LAND USE REGULATION 228–30 (State University of New York Press 1993) (same); and Harry V. Jaffa, What Were the "Original Intentions" of the Framers of the Constitution of the United States?, 10 U. PUGET SOUND L. REV. 351, 378–80 (1987) (same).
2 See ROBERT ALLEN RUTLAND, THE BIRTH OF THE BILL OF RIGHTS, 1776-1791, at 186–89 (1950).
3 A third category of takings involves "exactions," where government leverages its power to regulate by demanding that individuals give up money or property to receive some government benefit, such as a development permit. While this is an important area of the law—and one that PLF has extensively litigated—it is beyond the scope of this paper. For more information, see PLF's victories in Nollan v. California Coastal Comm'n, 483 U.S. 825 (1987), and Koontz v. St. Johns River Water Mgmt. Dist., 133 S. Ct. 2586 (2013). See also Christina M. Martin, Nollan and Dolan and Koontz-Oh My! The Exactions Trilogy Requires Developers to Cover the Full Social Costs of Their Projects, but No More., 51 WILLAMETTE L. REV. 39 (2014).
4 545 U.S. 469 (2005).
5 See, e.g., VA. CONST. art. I, § 11 (an amendment was ratified November 6, 2012, that places much stricter limitations on government takings by condemnation than the Fifth Amendment to the U.S. Constitution).
6 See, e.g., C. Jarrett Dieterle, The Sandbagging Phenomenon: How Governments Lower Eminent Domain Appraisals to Punish Landowners, 17 THE FED. SOC. REV., no. 3, Oct. 2016, at 38, http://www.fed-soc.org/ publications/detail/the-sandbagging-phenomenon-how-governmentslower-eminent-domain-appraisals-to-punish-landowners.
7 See, e.g., Kris W. Kobach, The Origins of Regulatory Takings: Setting the Record Straight, 1996 UTAH L. REV. 1211.
8 Pennsylvania Coal Co. v. Mahon, 260 U.S. 393, 415 (1922).
9 While the Fifth Amendment establishes the baseline constitutional requirements for compensation of takings, Congress or state legislatures are free to go above and beyond those minimums with laws to protect property owners. Despite frequent debates on statutory compensation schemes for takings, however, relatively few have been enacted. See, e.g., ILYA SOMIN, THE GRASPING HAND 204–31 (2015) (discussing various proposals for statutory limits on eminent domain through increased compensation, additional procedural protections, or the narrowing of acceptable public uses).
10 Kaiser Aetna v. United States, 444 U.S. 164, 176 (1979) (describing the right to exclude as "one of the most essential sticks in the bundle of rights that are commonly characterized as property").
11 Loretto v. Teleprompter Manhattan CATV Corp., 458 U.S. 419 (1982).
12 Brown v. Wash. Legal Found., 538 U.S. 216 (2003).
13 133 S. Ct. 511 (2012).
14 See Tahoe-Sierra Pres. Council v. Tahoe Reg'l Planning Agency, 535 U.S. 302 (2002) (holding that a temporary moratorium on all development near Lake Tahoe was not a compensable taking).
15 505 U.S. 1003 (1992).
16 This multi-factor analysis is sometimes referred to as a "partial takings" test, but the "partial taking" term is an imprecise one at best, and a highly
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misleading concept overall. For example, Loretto involved a taking of only part of the property, but the possessory nature of the regulation made it a categorical taking. It is instead correct to distinguish categorical, per se takings from regulations that are analyzed under the multi-factor takings analysis. Moreover, the ultimate question is whether the regulation goes so far that justice requires compensation; using the word "partial" adds nothing to the takings analysis. The regulation either causes a taking that requires compensation or it does not.
17 For criticisms of the Penn Central multi-factor test, see Gideon Kanner, Making Laws and Sausages: A Quarter-Century Retrospective on Penn Central Transportation Co. v. City of New York, 13 WM. & MARY BILL RTS. J. 679 (2005) and Steven J. Eagle, Penn Central and Its Reluctant Muftis, 66 BAYLOR L. REV. 1 (2014).
18 438 U.S. 104 (1978).
19 See, e.g., Steven J. Eagle, The Four-Factor Penn Central Regulatory Takings Test, 118 PENN STATE L. REV. 601, 622–24 (2013).
20 This is sometimes called establishing the "denominator" against which the percentage of property rights r estricted by the regulation is calculated. See John E. Fee, Comment, Unearthing the Denominator in Regulatory Taking Claims, 61 U. CHI. L. REV. 1535 (1994).
21 535 U.S. 302 (2002).
22 Brief of the States of Nevada, Alaska, Arizona, Arkansas, Kansas, Oklahoma, South Carolina, West Virginia, and Wyoming as Amici Curiae in Support of Petitioners at 4–5, Murr v. Wisconsin, No. 15-214 (2016).
23 Palazzolo v. Rhode Island, 533 U.S. 606 (2001).
Authored by
Jeremy Talcott is a PLF Attorney and College of Public Interest Law Fellow in PLF's National Headquarters in Sacramento.
Todd Gaziano is Executive Director of PLF's DC Center and Senior Fellow in Constitutional Law.
About Pacific Legal Foundation
Pacific Legal Foundation, America's most powerful ally for justice, litigates in courts nationwide for limited government, property rights, and individual liberty. PLF attorneys have achieved nine consecutive victories at the Supreme Court of the United States.
Pacific Legal Foundation
www.pacificlegal.org (800) 847-7719
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Parent E-News
Volume 1, Issue 1
September 2015
INSIDE THIS ISSUE:
| Director Greeting | 1 |
|---|---|
| Infant Room | 2 |
| Toddler Room | 2 |
| Pre School | 3 |
| School Age | 3 |
| Center Update | 4 |
Dates to Remember
- September 8, part time pre-school begins
- September 18th– Center closes at 5:30 pm for carpet cleaning
- September 24-Family ice cream social @ 5:30
- September 25– Scholastic Book Orders due
- October 15-Center closes at 5:30 for staff meeting
- November 11-center closed
Greetings from the Director
There is nothing better than a new school year! It brings new routines, friendships, and beginnings. There are exciting things happening this year at My Place.
We have kicked off our new part time preschool program. We are delighted to launch this program as a response to the community need for part time offerings for 3 and 4 year olds.
As the year continues, please know that we are here to partner with you for your child's early learning experience. We want your families experience at the center to be inviting, nurturing, and fun!
As a learning organization, we are committing resources to invest in our staff. We are focused on recruiting quality staff and developing a staff retention strategy. Staff are always encouraged to continue their education. We are able to offer a flexible work schedule for staffers to attend school and training.
Glen Rotary. Anytime that I am able to advocate to the community for quality early childhood programming, is a win! Our social media presence is growing, we are about
We are excited for another great year at My Place.
-Best, Brooke Bennett Executive Director
Most importantly we are growing and taking our "center goodness" on the road! Over the summer, I was given the opportunity to be part of several community presentations, including the Hector Lions Club and Watkins to reach 400 likes on Facebook! The center was also part of the Italian Festival parade. We were joined by families and board members to celebrate being part of this great community in Schuyler. So fun!
Tell me more about the part time preschool!
Here is the scoop on the part time preschool option:
Follows the school calendar
Includes breakfast, curriculum engagement, socialization and gross motor play
Three days a week
9 am—11:30 am
3-4 year olds (Do not need to be toilet trained)
$200 a month tuition
Class Room Happenings
Amazing things are happening everyday in the center classroom. Your children are socializing, building their character and learning through play! How awesome! Thank you for allowing us to partner with you during these quick yet critical years.
Classroom wish list:
As you are purging your toy rooms in preparation for new toys please keep us in mind for donations. We are looking for the following items:
- Toy kitchen set
- Play yard gate
- Umbrella or double stroller-with safety straps
Thank you in advance!
Infant Room - Lead Teacher, Karissa Snyder
This summer in the infant room has been super busy and so much fun! We have taken many trips to the waterfalls as well as around town. We have played in our sensory bin with water and other fun sensory materials like whip cream and graham cracker crust. We have also done many art projects that are nicely decorating our walls in our classroom. We can't wait to see what fall brings us.
Toddler Room - Lead Teacher, Carrie Oakley
The children in the Toddler room have been very busy this summer. In between many changes, staff and children, we have been working hard on sharing and helping each other! We have also enjoyed the summer weather and cooling off in the water!
As we welcomed Miss Carrie to the classroom, we have enjoyed talking, singing and learning many different things. We spent her first week doing the Itsy Bitsy Spider, followed by a fun week of every-
thing Farm related. This week we have concentrated on the story Chicka Chicka Boom Boom by Bill Martin. This story is so much fun and helps us with our ABC's! Look for a monthly newsletter from Miss Carrie starting very soon. This will tell you everything new and exciting happening in the Toddler room!
Classroom Reading Guide
Here are a list of books that have been used recently in the classroom. Maybe you already have them in your collections at home. Children love being read to and it fosters early literacy skills. Reading can be built into your routines at home. Reading is wonderful before meals, bed, in the car, on rainy days, and of course just because. Incorporate songs and props to make a full activity come to life!
- Chicka Chicka Boom Boom
- Three Billy Goats Gruff
- It looked like spilt milk
- Loud and Quiet
- Cock-a-doodle-doo! Barnyard Hullabaloo
Preschool Room - Lead Teacher, Ashley Ector
We have had a great summer here at My Place!
have had our days filled with hot days; to cool down we played in
Our curriculum we follow is made up from the Childcare Aware Early Literacy Connections. Everyday has been a different adventure and tons of fun, we the sprinkler! We added some toys to the mix to make it more interesting and fun! Throughout the summer we implemented the alphabet with different crafts that may start with the letter or have the letter in their
names. We LOVE to sing and dance to music, reading books, and enjoying fun science experiments! Mixing colors and watching colors fizz! Playing with sand, playdough, kitchen and dress up! Fine motor activities with pom poms and sorting different colors!
Name that tune: "Cleanup, cleanup, everyone, everywhere, cleanup, cleanup, everyone do your share"Preschool cleanup jingle
School Age Room - Lead Teacher, Darby Cady
This summer in school age has been a blast. The kids made new friends, met up with old friends, and learned new, exciting lessons. From traveling to the humane society, to looking at bugs under magnifying glasses, there was never a dull moment. The summer heat brought out the fun of the sprinkler, games of tag, and walks to see the falls. Even on rainy days the school agers still had tons of fun using their imagination to create new games, painting pictures, building with Legos, laughing, and counting to 100! The staff as well as the children worked together to make fun new summer memories that will last a life time!
Just reminder: Please check your child's cubby for treasured artwork, receipts, soiled items to be washed., ect.
208 W. Broadway St.
Montour Falls, NY 14865
Phone: 607-535-8908 Fax: 607-535-4199 www.myplace-aplc.com
Like us on Facebook!
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Indicators of Attack (IoA)
Context-sensitive clues unlock early attack detection and action.
Sophisticated attacks take time to unfold and involve much more than malware. Organizations must collect, assemble, interpret, and apply many fragments of information early in an attack chain to disrupt advanced and targeted attacks. More than raw data, organizational and situational context enrich other forms of intelligence to create "indicators of attack." These early warnings reveal suspicious events, letting systems and people contain and mitigate attack activities before they lead to system compromises and data loss. They also inform adaptive behaviors for sustainable advantage.
What happens when you see something suspicious outside your home? You gauge its risk and decide what to do. If it's a fire, you might call the fire department—but not if it's coming from the neighbor's grill. If it's someone looking through your neighbor's front window, and your neighbor is on vacation, you might take a picture and call the police—but not if you recognize their house sitter.
Suspicious or Benign? It Depends.
An IoA is a unique construction of unknown attributes, IoCs, and contextual information (including organizational intelligence and risk) into a dynamic, situational picture that guides response.
The key to this decision sequence is your definition of "something suspicious." Your neighborhood, line of business, and experience provide a baseline of "what is normal" as well as context to directly affect this definition. Context is often defined as "who, what, when, and where." It's the analyst's job to derive "why and how." In sizing up the context, we make a decision, one that can protect our neighborhood or our business.
In attack scenarios, the time factor is one of the most pivotal. It involves not just catching a snapshot of a point in time (12:36.12 a.m.), but capturing that event within an attack timeline by noting repetition (20 times) or related events (from different IP addresses) across a span of time (within 24 hours).
IoA versus IoC
These contextual attributes of a situation add up to "indicators of attack (IoAs)." Unlike "indicators of compromise (IoCs)," which are individual known bad, static events (IoC test: Is there a regulation against loss of that structured data? Is file blacklisting a relevant control?), IoAs only become bad based on what they mean to you and the situation.
Technology Brief
Earliest Possible Attack Detection
Because this situational picture can be created as early as the initial phase of an attack— reconnaissance—defenders gain an active role in blocking the attack's success. With visibility and contextualization throughout the attack chain, defenders have many more opportunities to fight off an attack before it succeeds. This is another contrast with IoCs, which primarily support after-the-fact forensic investigation, not the in-the-moment incident intervention made possible by an IoA.
A Bias for Action
The detailed nature of the situational picture increases the sensitivity and precision of attack containment and mitigation. It brings relevant information directly to the people and processes that need it, when they need it.
■ ■ Enhanced, dynamic threat and risk scoring can pinpoint and elevate events for immediate evaluation by security analysts.
■ ■ Actionable details permit targeted processes to automatically and selectively block, disrupt, monitor, or record activities.
■ ■ Fine-grained event attributes can be used to find other instances of an event.
■ ■ Event details can allow heuristics to predict attack behaviors, educate defenses, and suggest policy and control changes to prevent future repetitions.
■ ■ Context helps investigators reconstruct a complete forensic chain of events and look back in time to unearth other and similar attack evidence.
These proactive organizational behaviors demonstrate maturity in incident response, a maturity increasingly sought by enterprise leaders worried about data breaches and cyberattack costs.
An Intelligence-Sharing Architecture
To implement systems that support IoAs, each organization needs to adjust its mindset and controls to be more proactive and timely about sharing and acting on contextual data. This process turns raw data into actionable intelligence and then to intelligent action.
Figure 1. Collection and sharing of context and other forms of intelligence enable adaptive threat management.
Planning and
Direction
Collection
Dissemination
Processing
Exploitation
Analysis and
Production
Indicators of Attack (IoA)
2
Technology Brief
Collection
The first hurdle is usually collection. Many sensors and products can collect raw data, but most "use it and lose it." The architecture needs to ensure the important (relevant) data is collected and shared, not just observed and discarded. This shared data supports immediate containment of the attack and can also factor into improvements in policies and defenses, essentially helping the infrastructure learn as it protects.
Next, the individual data points must be aggregated to construct an indicator of attack. Simple, intermittent data archival as implemented by first-generation security and information event management (SIEM) is not enough. Basic event data must be enriched with contextual data (such as time, prevalence, location) and the human factor of experience, risk values, and instinct. This contextualization can happen in different ways, in different segments of the infrastructure, but it needs to happen at a speed that supports immediate action.
Contextualization
Many products are designed for single functions, not to be part of a centrally managed, intelligencesharing system. This advance requires a trusted way to exchange data in real time, such as the messaging bus used in the McAfee® data exchange layer. By defining clear ways to share precise types of information, the McAfee data exchange layer enables and encourages appropriate sharing.
Centralization
Centralized services help with both collection and contextualization. For example, endpoint sensor events can be baselined, aggregated, and contextualized using local threat intelligence and organizational preferences and risk scores, a model available with the McAfee Threat Intelligence Exchange. This process can reveal first contact and prevalence.
In addition, an advanced security intelligence platform can build on real-time SIEM technologies to normalize and correlate endpoint discoveries with network event data and other information—user data, application policies, threat intelligence, risk posture—and surface concrete IoAs. Correlation is important in this process as it aligns data into IoAs and assembles them into a sequence that reveals attack patterns and intent.
Aggregating a full picture from fragments of information, contextualized intelligence can rapidly become a "Big Data" problem, so an advanced analytics architecture is recommended. This system is available with McAfee Enterprise Security Manager.
Amount of Data
Figure 2. Conversion of massive amounts of data into actionable intelligence requires filtering, contextualization, and high-speed analytics.
Planning
Operational
Environment
Raw Data
Information
Intelligence
Collection
Analysis
Processing
Indicators of Attack (IoA)
3
Technology Brief
Action and adaptation
Once the IoA is created, people and processes can act while the rich intelligence is distributed. Directly, alerts, and thresholds can guide enforcement actions such as quarantine. In near real time, new findings can factor into policy adjustments, authentication requirements, and human response workflows. Within hours and days, findings can influence risk scores, organizational policies, and end-user education. Over longer timelines—weeks and months—organizations can trend and surface anomalies, predict future attacks, and adjust sensitivities.
Getting Started
Support for IoAs will allow your organization to act earlier and more definitively to disrupt advanced and targeted threats. By sending rich IoA insights to cross-vector detection, containment, and remediation systems, security analysts get a sustainable advantage against evolving cyberthreats. Get started today with a visit to mcafee.com/incidentresponse. | <urn:uuid:74371b98-124f-4ca0-9c30-c415e5e37265> | CC-MAIN-2017-13 | https://www.mcafee.com/fr/resources/solution-briefs/sb-indicators-of-attack.pdf | 2017-03-27T10:43:56Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz | 942,209,458 | 1,546 | eng_Latn | eng_Latn | 0.99659 | eng_Latn | 0.996919 | [
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PINELLAS COUNTY SCHOOLS
NETWORK/INTERNET ACCEPTABLE USE AGREEMENT
Pinellas County Schools use computers to support learning and to enhance instruction. Computer networks in the schools allow students and staff to interact with many computers. The Internet, a network of networks, allows people to interact with hundreds of thousands of networks and computers. Internet access is now available to designated students in Pinellas County Schools. This resource offers vast, diverse, and unique resources to students that will allow them to communicate with people from around the world, visit electronic libraries, perform research on a variety of subjects, and participate in special projects with students from all points on the globe. The goal in providing this service is to promote educational excellence in schools by facilitating resource sharing, innovation, and communication. This technology will benefit all students as they prepare for work in a global marketplace.
The student is expected to follow all guidelines stated below, as well as those given orally by the staff, and to demonstrate ethical behavior that is of the highest order in using the network facilities at the school.
1. Acceptable Use:
The purpose of the Internet is to facilitate communications in support of research and education by providing access to unique resources and the opportunity for collaborative work. The use of the student's account must be in support of and consistent with the educational objectives of Pinellas County Schools. Use of other organizations' networks or computing resources must comply with the rules appropriate for that network. Transmission of any material in violation of any U.S. or state regulation is prohibited. This includes, but is not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret. Use for commercial activities is generally not acceptable. Use for product advertisement is also prohibited.
2. Privileges
The use of the Internet is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. The districtwide network system administrator is the supervisor of distributive and user support systems. In addition, the principal will appoint a staff member to act as the school's network system administrator. Students may not allow others to use their account name or their password. Violation of this rule could jeopardize access to the Internet and students who violate this rule will immediately lose all network and computer access. The school's network system administrators will deem what is inappropriate use and their decision is final. Also, the school's network system administrators may close or restrict an account at any time as required. The administration and staff of the district or the school may also request the districtwide network system administrator or the school's network system administrator to deny, revoke, or suspend specific user access.
3. Network Etiquette
Students are expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to the following:
a. Do not reveal personal address, phone numbers, or other personal information of yourself or classmates.
b. Be polite. Do not get abusive in messages to others.
c. Use appropriate language. Do not swear, use vulgarities, or any other inappropriate language.
d. Do not engage in activities that are prohibited under state or federal law.
e. Do not assume that electronic mail is private. People who operate the system do have access to all mail. Messages relating to or in support of illegal activities may be reported to the authorities.
f. Do not use the network in such a way that would disrupt the use of the network by other users.
g. All communications and information accessible via the network should be assumed to be private property.
4. Services
a. Pinellas County Schools will not be responsible for any charges related to fee for service access to on-line resources services incurred by account holders without prior written approval being received from the district.
b. Pinellas County Schools makes no warranties of any kind, either expressed or implied, for the service it is providing. Pinellas County Schools will not be responsible for any damages suffered. This includes loss of data resulting from delays, non-deliveries, mis-deliveries, or service interruptions caused by its own negligence or errors or omissions including any and all viruses. Use of any information obtained via the Internet is at the student's own risk. Pinellas County Schools specifically denies any responsibility for the accuracy or quality of information obtained through its services.
5. Security
Security on any computer system is a high priority, especially when the system involves many users. If the student can identify a security problem, the student must notify the school's network system administrator or the Pinellas County Schools districtwide network system administrator and should not demonstrate the problem to other users. Attempts to logon to the Internet as a network system administrator will result in cancellation of user privileges. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the Internet.
6. Vandalism
Vandalism will result in cancellation of Internet privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user, Internet, or any of the above listed agencies or other networks that are connected to Pinellas County Schools. This includes, but is not limited to the uploading or creation of computer viruses.
STUDENT
I understand and will abide by the Network and Internet Use Agreement. I further understand that any violation of the regulations stated is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked and school disciplinary and appropriate legal action may be taken.
Name of Student_________________________________________________________ School ________________________________________________
User Signature________________________________________________________________________________________ Date _____________________
PARENT OR GUARDIAN
As the parent or guardian of this student, I have read the Network and Internet Use Agreement. I understand that my child’s access is designed for educational purposes. I recognize it is impossible for Pinellas County Schools to restrict access to all controversial or offensive materials and I will not hold them responsible for materials acquired on the network. Further, I accept full responsibility for the supervision, if any, when my child’s use is not in a school setting. I have read and understand the information in this agreement and hereby give my permission for my child to use the Internet for classroom curriculum projects.
Parent or Guardian's Name (please print) ______________________________________________________________________________________
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Water & Pool Safety
(800) 774-7237
Riverside County is dedicated to preventing unintentional injuries to children in our county. The paramedics, fire fighters, law enforcement personnel, and hospital staff who work in our county know all too well the tragic results of a child's death from drowning. Childhood drowning can be eliminated because we know that childhood drowning is 100% preventable.
Make changes now, before a drowning happens. It could happen in your neighborhood or at your next gathering. Please don't wait. Read the following information. It could change your life.
FACTS
* Over 80% of all drowning and near-drowning incidents occur in backyard pools.
* Drowning is the leading cause of unintentional or accidental injury-related death to children ages 1-4 years old in Riverside County.
* There are over one million backyard pools in California without safety features because they were built before the Swimming Pool Safety Act of 1998. One could be in your neighborhood.
* A submerged child can lose consciousness in less than two minutes – the time it takes to answer a phone – and sustain permanent brain damage in only 4 to 6 minutes.
* Drowning is a quiet event. There is no splashing, no screaming, and no noise at all.
* Shimmering and sparkling, water is a magnet for toddlers and young children.
* Remember, it takes very little water for a child to drown. Less than one inch of water is all it takes to cover the mouth and nose of a toddler.
* Children under the age of five have no fear of water and no concept of death. Water is associated with play.
LAYERS OF PROTECTION FOR POOLS
* Fence the pool
* FENCE GATES: All gates to the pool or spa must be selfclosing and self-latching.
* POOL COVERS: If a pool cover is used, make sure it has been approved as a safety device.
* Shut the gate • Learn how to swim it's great! • FENCING: Enclose your pool with four-sided, non-climbable fencing at least 5 feet high. Isolation fencing around a pool or spa is the best protection. If possible, do not use your house as one of the four sides.
* Take CPR
* DOOR & WINDOW ALARMS: All windows and doors that lead to the pool area should have alarms that alert adults when they are opened.
* Adults should always supervise
(more on other side)
* Keep proper supplies
PREVENTION TIPS
* Assign an adult Water Watcher to keep their eyes on the water at all times.
* SUPERVISE! Never leave a child alone near a pool or spa, bathtub, pond, toilet, bucket of liquid, or any standing water.
* Do not allow children to play near the pool or spa.
* Empty wading pools immediately after use and store upside-down.
* Keep toilets lids down. Install safety latches on the toilet lids to prevent toddlers from opening and playing in the toilet.
* Bath rings are only bathing aids, not personal floatation devices.
* American Academy of Pediatrics advises against swim lessons until the 4 th birthday.
* Never rely on devices or swimming lessons to protect children without supervision.
* Never drink alcoholic beverages before or during swimming or supervising children.
BE PREPARED
* Know your neighborhood and the homes your child visits. Is there a pool? Is it properly protected? If the children will be swimming, who will be supervising them?
* Learn CPR & First Aid
* Learn how to swim and learn proper rescue techniques.
* Keep a portable telephone and emergency phone numbers nearby.
* Keep rescue equipment at near the pool. Do NOT use air-filled swimming aids (such as water rings) in place of life preservers. These devices can give parents and children a false sense of security, which may increase the risk of drowning.
IF A WATER EMERGENCY OCCURS
* Check for breathing; clear mouth and nose of any obstructions
* Pull the child from the water and place on his or her back
* Instruct another adult to call for emergency help
* Begin rescue breathing or CPR as needed until the child is revived or help arrives.
SAFETY RESOURCES
(800) 774-7237 or (951) 358-7171
Riverside County Children's Injury Prevention Network
Riverside County Building & Safety Department rivcoips.org
(951) 955-1800 or (951) 600-6245
Riverside/Corona (951) 955-6713
To report an unsafe pool call Code Enforcement:
Perris/Hemet/Temecula (951) 600-6140
American Red Cross in Riverside County
Pass & Desert Areas (760) 863-7180 (951) 656-4218 or (760) 773-9105
www.drowningpreventionalliance.com
National Drowning Prevention Alliance
Safe Kids Worldwide
U.S. Consumer Product Safety Commission www.cpsc.gov
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AUSTRALIAN AND INTERNATIONAL LAWS ON EXPORT CONTROLS FOR CULTURAL HERITAGE
Linda Young Cultural Heritage Management, University of Canberra, ACT
Paper presented at the Art Crime Protecting Art, Protecting Artists and Protecting Consumers Conference convened by the Australian Institute of Criminology and held in Sydney, 2-3 December 1999
Almost every country has laws to protect its cultural heritage. But the effectiveness of these laws is significantly shaped by the pressures of internal economics and international markets, with the result that legal protection and the possibilities of legal action have very different consequences in different locations.
At root is the market inequity of so-called 'art-supply' countries and 'art-market' countries. These euphemisms are a dry economic way to describe the dynamic created by rich nations whose citizens want to own art products and poor nations whose citizens can sell items harvested from their local environments. To the latter people, pottery from Peruvian graves or sculpture from Cambodian temples are economic survival resources in the same way as forests provide timber and rivers provide fish. Selling ceramics and stone-sculpture brings cash into poor communities in need of every penny they can get.
The goods they sell are desired by another kind of society altogether, where such objects placed on display in homes and offices constitute evidence of the new owner's taste, knowledge and wealth. This need grows from the Renaissance tradition of collecting art and antiquities as an activity of the rich and aristocratic; it has been transformed thanks to the 20th century democratisation of wealth. Today (notwithstanding local inequalities) a comparatively huge number of people can afford the pleasures and trappings of art, which still expresses a special aura of prestige.
In these circumstances the definition of art has had to grow to contain enough objects to satisfy the demand. Hence the traditional characteristics of beauty and craftsmanship have enlarged to include non-Western styles which were popularly regarded as primitive less than a hundred years ago. The canon of forms and materials has also grown, admitting ethnographic and vernacular as well as elite cultural products, and finding new value for textiles, whose female connections had traditionally made them secondary goods in most societies.
Thus both the art market and the span of material it seeks are bigger than ever before. Underlying the situation is the perspective that both seller's and buyer's interests are individual. The pure idea of the art market is composed of a series of personal transactions of items that are provenanced to individual owners. But there is another perspective on the same material: a communal interest. It is made explicit in the conceptual transformation of art and antiquities into 'cultural heritage'. Heritage extends the significance of items from individual possessions to a community or national patrimony with meaning for all (or at least for a collectivity) and in which all (or at least the members of the group) have rights.
The rise of heritage is one of the most influential cultural phenomena of the late 20th century. 1 In asserting that a variety of cultural products of the past are public goods and amenities, whether in private hands or public ownership, the ancient struggle between the rights of the individual and the rights of the community moves into a new sphere. About the turn of 19th century museums became the designated custodians of public heritage; indeed, the definition of 'museum quality' came to mean a work of outstanding cultural significance which merited acquisition by the state in order that all could have access to it. In the tradition of princely collecting, the museum thus acquired physical and legal possession of the artefact.
1 See David Lowenthal, Possessed by the Past: The Heritage Crusade and the Spoils of History, New York, Free Press, 1996.
By the mid-late 20th century, places and buildings also moved into the moral sphere of being the heritage of all. By comparison with objects, relatively few places are actually acquired by the state, because real estate has values that keep it in current use in a way that decorative and prestige items do not (they can be taken out of market circulation with little impact). But the community is asserted to have a right to aesthetic amenity and a sense of social landscape continuity via visual access to authentic historic buildings, even at risk of some limit to the owner's full use and enjoyment.
Cultural heritage as the property of all is the foundational concept of the UNESCO Convention on the Protection of Cultural Property in the Event of Armed Conflict 2 , adopted in the Hague in 1954. It asserts that 'damage to cultural property belonging to any people whatsoever means damage to the cultural heritage of all mankind', (Preamble) which therefore deserves protection in time of war. Cultural property is defined as objects and buildings 'of great importance to the cultural heritage of every people' and includes museums, libraries and sites. In general, the Hague Convention provides for protection against theft, pillage or misappropriation of heritage items during events of international armed conflict, and parties undertake to prevent the export of heritage goods from occupied territory, or failing that, to return them after the war.
The Convention establishes the Blue Shield emblem to mark listed buildings or refuge-stores of heritage objects, a kind of Red Cross for heritage resources. Alas, war is a dirty business, and the articles of the Convention are frequently violated. Thus for instance, an estimated 4,000 items were stolen from Iraqi museums during the Gulf War, and monuments marked with the Blue Shield were deliberately bombed in Croatia in 1993. 3 In March 1999, the parties to the Hague Convention agreed that there was a need to improve the protection of cultural property in the event of armed conflict. They resolved on a second, updated Protocol which puts controls on 'imperative military necessity' and enhances protection via listing with the International Committee of the Blue Shield. 4
The removal of cultural property via the agents of colonialism was an issue that particularly affected the post-World War 2 decolonising countries. This history of plunder and the burgeoning art trade impelled UNESCO to act again, introducing its Convention on the Means of Prohibiting and Preventing the Illicit Import, Export and Transfer of Ownership of Cultural Property, adopted in 1970 in Paris. 5 The Convention does not formally resolve the question of public or private ownership of material that might be traded illicitly, but it speaks in the voice of the state and national interest in cultural heritage.
The UNESCO Convention is based on the notion that 'cultural property constitutes one of the basic elements of civilisation and national culture', that it 'enriches the cultural life of all peoples' and that states should therefore respect their own and all other nations' cultural heritage by protecting it against theft, clandestine excavation and illicit export. (Preamble) 'Cultural property' is a catch-all term defined broadly and illustrated with a catalogue of examples; broadly, it is 'property which, on religious or secular grounds, is specifically designated by each State as being of importance for archaeology, prehistory, history, literature, art or science'. (Article 1) Slightly abbreviated, the following lists the specific examples:
2 http://www.unesco.org/culture/laws/hague/html_eng
4 http://www.unesco.org/culture/legalprotection/war/html_eng/protocol2.htm
3 ICOM Secretariat, 'The illicit traffic of cultural property throughout the world', 1998: http://www.icom.org/traffic.html
5 http://www.unesco.org/general/eng/legal/cltheritage/bh572.html
a) Collections/specimens of fauna, flora , minerals, palaeontology
b) Items representing the history of science, technology, military, society, famous lives, great events
c) Products of archaeological excavations (legal or clandestine)
d) Dismembered artistic/architectural elements
e) Antiquities > 100 y.o. eg coins
f) 'Objects of ethnological interest'
g) 'Property of artistic interest': paintings, statuary, prints etc in any medium ('excluding industrial designs and manufactured articles decorated by hand')
h) Manuscripts, incunabula, books, documents of special interest
i) Stamps, single/collections
j) Archives including audio and visual
k) 'Articles of furniture more than 100 y.o. and old musical instruments'
Lists such as this say more about the mentality of the culture which devises them, including its legal expectations and apparatus, than about the real possibility of comprehensiveness, but it is a habit that persists in almost all similar legislation. Suffice it to note that the list defines items for which there is a market; obviously, there is no need to protect objects which no one want to buy. However, the market can and does change, according to fashion and other cultural shifts. It is doubtful whether southeast Asian textiles or 18th century wallpaper - both very collectable today - are covered in these definitions other than by stretching the ethnology or social history categories, and in any case, both might be explicitly excluded by the caveat about manufactured articles in part g).
The central purpose of the UNESCO Convention is to urge signatories to prepare laws and regulations of their own; to keep a national inventory of protected property; to supervise archaeological works; to establish rules for curators, collectors and dealers; and to educate the respect of all people for their cultural heritage. (Article 5) It introduces specific controls on museums not to collect illegally exported material, a response to the tradition of collecting which aimed to establish a 'universal survey' of humanity's wonders; this was particularly the style of the museums of the great imperial powers, such as the British Museum and the Louvre. (Article 7) The UNESCO Convention provides a mechanism for state parties to request the return of cultural property illicitly exported after the Convention came into effect, and requires state parties to respond; following the law traditions of many UN members, it specifies compensation to an 'innocent purchaser' unaware of an object's stolen status.
It sounds simple and admirable, but time has shown up major weaknesses. First, the Convention requires local legislation to actively implement its objectives, and reluctant players such as the United Kingdom have claimed that the time and cost of such legislation is more trouble than the results would be worth; the United Kingdom continues to claim (despite vast evidence of dubious trade) that voluntary professional codes for dealers, auctioneers, museums and collectors are an adequate way to control illicit imports and exports. Second,
the Convention calls for national inventories as the basis for identifying claimable objects; unfortunately inventories have proved to be both difficult and expensive, specially for poor countries, but even for the rich, in that adequate documentation of museum objects is a neverfinished task. Third, the concept of the 'innocent purchaser' reeks of bad faith in a market where a blind eye and an arm's length are regarded as equivalent to innocence.
To resolve these problems, the UNIDROIT Convention on Stolen or Illegally Exported Cultural Objects 6 was adopted in Rome in 1995. 7 The new Convention moves the frame for action on stolen cultural property (including illegally excavated material) from state action to private action in the national court of either the vendor or the buyer. UNIDROIT enlarges the definition of cultural property by including the significance which may be lost through illicit trafficking, in terms of 'significant cultural importance for the requesting state'. It acknowledges the importance of the intact, entire object and its relation to its in-situ environment (such as might be destroyed by the removal of sculptural elements from a building or the break-up of a collection); and the importance for traditional or ritual use of the object by its indigenous owners (as in the removal to museums of ancestral objects). (Article 5(3)(a-d))
Perhaps the most radical assertion of UNIDROIT is the principle that 'The possessor of a cultural object that has been stolen shall return it', notwithstanding the rights of a bona fide buyer or the need to facilitate free trade. (Article 3) Compensation is limited to buyers who can demonstrate due diligence in assessing the provenance of the purchase. Due diligence amounts to a responsible investigation of authenticity, which might be assumed to be required by any rational buyer, including consideration of the circumstances of acquisition, the character of the parties, the price paid, as well as efforts to check registers of stolen material (such as the Art Loss Register) or relevant catalogues (such as the duplicate catalogue of the Angkor Conservation Centre held by a Paris institution). It is hoped that this language will fundamentally alter the market forces governing transactions in art and antiquities by putting the burden of proof squarely on the would-be seller of stolen cultural property.
A further innovation of UNIDROIT is its extension of time limits on legal action. A claim for restitution must be brought within three years of the claimant becoming aware of the location of the stolen object and the identity of its possessor, and technically, within fifty years of the theft. The recent discoveries of cultural property removed in World War 2 indicates the importance of long limitation periods for claims, but also the difficulty of specifying them. Hence the time limit is removed altogether for items forming an integral part of a monument or archaeological site, or belonging to a public collection, or for sacred objects belonging to a tribal or indigenous community. (Article 3(4) and 3(8))
To date, 98 states have ratified the Hague Convention (Australia in 1984); 88 states are party to the UNESCO Convention (Australia in 1989), also including the USA, Japan, and most of Europe, though an important player like France signed on only in 1997 and the United Kingdom is still not a signatory. 70 nations have adopted the UNIDROIT Convention; Australia is not yet among them, since ratification requires, in our federal system, long, slow consultation with the states.
6 http://www.unidroit.org/english/conventions/c-cult.htm
7 UNESCO commissioned the Institute for the Unification of Private Law (UNIDROIT), Rome, to review the problems of legal control of the illicit traffic in cultural property. Lyndel V. Prott, Commentary on the UNIDROIT Convention on Stolen and Illegally Exported Cultural Material, Leicester, Institute of Art and Law, 1997, p.12.
As an aside from this discussion of international laws concerning the illicit trade in cultural property, it might be noted that the only instrument acknowledged in the United Kingdom is a European Community Directive on the Return of Cultural Objects Unlawfully Removed from the Territory of a Member State and an accompanying Regulation, issued in 1993. 8 The Directive applies, of course, only to members of the EC. By contrast, the United States was the first of the major 'art market' countries to implement the 1970 UNESCO Convention. 9 Further, the US has enacted focussed agreements and emergency actions, specifically preventing the import of undocumented archaeological and ethnological material from Peru, Mali, Guatemala, El Salvador, Cyprus, Canada and Bolivia. 10
The prerequisite for Australia to ratify the 1970 UNESCO Convention was the development of national legislation, the Protection of Movable Cultural Heritage Act, 1986. 11 The Act controls the export and import of the most significant elements of Australia's movable cultural heritage, where export would 'significantly diminish Australia's cultural heritage'. It does not affect an individual's right to own or sell heritage objects within Australia. The Act is based on a National Cultural Heritage Control List, and advised by a National Cultural Heritage Committee which can administer the National Cultural Heritage Account of $500,000 p.a.
The Control List consists of Part A, classes of objects of such significance that they may not be exported at all (chiefly indigenous sacred, secret objects, plus a historical category of Victoria Cross medals awarded to Australians), and Part B, items which require permission to be exported. The categories and their thresholds were revised in 1998, based on some rationalising of groups, focussing on items of specifically Australian cultural significance, and compensating for changes in art market prices, which are employed as filters to identify works likely to be of significance. Broadly, the Class B Control List comprises the following:
* Australian Aboriginal and Torres Strait Islander heritage, > 30 y.o., not made for sale
* Archaeological objects > 50 years buried in Australia
* Natural science objects, including fossils and meteorites not adequately represented in Australian public collections
* Applied science/technology of significance to Australia, > 30 y.o., not adequately represented in two Australian public collections
* Fine/decorative arts of significance to Australia, > 30 y.o., > $250,000 paintings; Aboriginal art > 20 y.o.
* Documentary heritage > 30 y.o., not represented in two Australian public collections
* Numismatic objects of significance to Australia, not represented in two Australian public collections, > $15,000
* Philatelic objects of significance to Australia, not represented in two Australian public collections, > $150,000 (collections)
* Historically significant objects > 30 y.o., not represented in two Australian public collections
8 http://europa.eu.int/scadplus/leg/en/lvb/l11017b.html
10 http://e.usia.gov/education/culprop/pefact.html
9 http://e.usia.gov/education/culprop/97-446.html
11 http://www.dcita.gov.au/nsapi-text/?MIval=dca_dispdoc&ID=7
The list demonstrates the difference between the heritage of the Old World and the heritage of the New, and some different aspects of the global collector market, which is not confined to artworks and antiquities. In fact, the range of items for which export permits were issued in 1997-98 indicates the nature of Australia's movable cultural heritage — or rather, that segment which has a market value. Of 108 applications, there were 29 fossils, four mineral specimens and two meteorites. The largest category was eleven cars, such as a 1911 Vauxhall and a 1912 Rolls Royce; two motor cycles; two steam engines; three aeroplanes. 12 Among the four applications to export indigenous artworks was one consisting of six paintings from Papunya whose case has still not been resolved. Works of the early 1970s, they are among the earliest examples of the Central Desert movement in acrylic painting, a special case for which the thirty year rule for both ethnography and art was reduced to twenty years. The National Cultural Heritage Committee has requested further research on their significance.
Informal evidence suggests that there is substantial non-compliance with the Protection of Movable Cultural Heritage Act. A shipping container full of dismembered ironmongery might be scrap, or it might be a trove of 19th century portable steam engines, early 20th century agricultural machinery or 1950s diesel tractors, for all of which there is a big collector market in the United States, the United Kingdom and Europe. In fact, local historic machinery enthusiasts have proved to be a major source of information about the predations of foreign dealers, but controlling the traffic is subject to the same difficulties as other countries experience with other types of cultural property. Objects which have been refused export permits are known to have been smuggled out, and one is currently flaunted on the website of a British collector group. 13 Ignorance informs other illegal exports, as in the 1999 case of the 25kg gold nugget, 'King of the West', which was forfeited to the Commonwealth on discovery in a New York auction house, but restored to the prospector-owner at the direction of the Minister. It is now moving through the legal channels of obtaining an export permit, but meanwhile it seems possible that a local sponsor may acquire the specimen for an Australian museum, perhaps with assistance from the National Cultural Heritage Account.
The Protection of Movable Cultural Heritage Act also enables action on other nations' cultural property that has been illegally exported to this country. Items have been returned after due process, such as a Peruvian feather mantle purchased by the National Gallery of Australia. The Secretariat that administers the law is presently investigating alleged illegal exports including fossil dinosaur eggs from China, gold coins from a Spanish shipwreck and a number of antiquities from Greece and Italy.
Such actions ought to be possible in the reverse direction among UNESCO Convention signatories. But the return of illegally exported Australian cultural property is hampered by particular conditions in our traditional markets. As already noted, the United Kingdom is not party to the UNESCO Convention at all, and the United States legislation defines cultural property very specifically as significant archaeological objects (more than 250 years old and recovered through excavation) or significant ethnological objects (the product of a tribal or non-
12 Annual Report 1998-99 on the Operation of the Movable Cultural Heritage Act 1986, DCITA, 1999, p.16-18.
13 Bredgar and Wormshill Light Railway: http://home.clara.net/billbowman/bwlr.htm. Stock No.7: 'A 0-4-2 side tank built by Societé Nouvelle des Etablissment Decauville-Ainé, Corbeil, France in 1897 (works no. 246) and exported to Australia where it worked at Frederick Buss' Invicta Mill, Avondale, Queensland. In 1918 it was sold to Millaquin Mill, Bundaberg, Queensland. Sometime later it was transferred to Qunaba Mill, Bundaberg where it was as 'Frenchy'. In 1963 it was sold to a Tod Watson who lent or hired it to a private railway in Canberra. In 1996 it joined the stock of the BWLR where it is in the process of being rebuilt.' This engine was refused an export permit in 1993: Annual Report 1993-94 on the Operation of the Movable Cultural Heritage Act 1986, DCITA, 1999, p.4.
industrial society). Though Australian indigenous material would be recognised under these definitions, the kind of items described in the most recent Protection of Movable Cultural Heritage permit list, and indeed, the 'King of the West' nugget, would not be recognised.
Then there is the argument that bad laws are made to be broken, or more bluntly, that people are always going to break laws that run counter to human nature. The excesses of human nature are, of course, among the objects of the rule of law, but many aspects of the laws protecting the export of cultural heritage objects could undoubtedly be improved. There is the implication that cultural material must remain in its country of origin. This necessity varies from place to place depending on the history of collecting/looting and the state of the nation's own museum collections, but it can well be argued that multiple objects sufficiently represented in museums might well be traded legally, perhaps bringing in an export tax. Dealers in antiquities argue that duplicate or minor archaeological items which have been recorded in controlled excavation could enter the free market to the economic benefit of finders and states. 14 All such suggestions point to the need for workable systems of export permits which respond to local conditions.
Such are the limitations of laws. The more effective means of protecting cultural heritage is a change in public attitude. This is not as ethereal as it might sound, as demonstrated by public attitudes towards the protection of endangered species of wildlife; the personal choice not to buy garments or ornaments made of protected animal-materials is increasingly popular, though admittedly, not among all. Such choices in the collector markets for art, antiquities and other heritage objects are much less frequent. It is to be hoped that art lovers can be convinced of the tragedy of dismembering monuments to provide fragments that satisfy another culture's aesthetic tastes. Further, the idea that heritage belongs to all, not just individuals, has a moral power that touches many.
Thankfully for the integrity of museums, the precepts of the UNESCO Convention have been adopted more or less whole-heartedly by professional museologists throughout the world, bolstered by the various national museum codes of ethics, the majority of which follow the Code of the International Council on Museums (a UNESCO affiliate). 15 This change is concomitant with a transformation in the concept of museum authority and responsibility, shifting from a highly prescriptive view of institutional rights to collect all and any cultural material to a more socially-responsive posture. Even once flagrant looter-museums such as the Metropolitan Museum, New York, have demonstrated new standards of ethical action with regard to acquiring and returning illegally-exported objects. 16
Australian public museums today can be confidently said to practise the highest standards of respect for indigenous and other cultures' heritage materials. A number of major museums have returned items requested by Pacific and indigenous groups, and procedures for request and return exist in most, if not all. Nonetheless, the big, old museums are inevitably tainted by the rapacious traditions of older-style museology, and have been cast into the frontline of attack as symbolic bastions of cultural imperialism. Museums are taking responsibility for this history, and finding new directions in cooperative conservation of cultural heritage as a joint project between the owners and makers of culture and the public interest.
14 James Ede, 'The Antiquities Trade: Towards a more balanced view', in Kathryn W. Tubb (ed.), Antiquities Trade or Betrayed: Legal, Ethical and Conservation Issues, London, Archetype, 1995, p.213. 15
16 eg, Lawrence Kaye and Carla Main, 'The Saga of the Lydian Hoard: From Usak to New York and back again', in Tubb Op.Cit.
http://www.icom.org/ethics.html
The contest between public and private interests in cultural heritage persists. While national and international legal instruments slowly weave nets to control illegal action, much remains to be achieved at the national level of regulating rational practice at the coalfaces of cultural heritage management (from improved documentation to controlled excavation to export permit systems). Even more pressing is the project to transform public values about the rights and responsibilities of ownership of cultural property; here is the important nub for future action. | <urn:uuid:fed5d6a7-1956-4d82-9617-15ac5fd824ae> | CC-MAIN-2017-13 | http://aic.gov.au/media_library/conferences/artcrime/young.pdf | 2017-03-27T10:41:06Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz | 11,723,332 | 5,413 | eng_Latn | eng_Latn | 0.953746 | eng_Latn | 0.996044 | [
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Distr. restricted
United Nations Environment Programme
UNEP(WATER)/EAS IG.9/4 Annex I 14 February 2000
Original: ENGLISH
VISION AND PLAN - A SYSTEMATIC APPROACH
Leading the EAS Action Plan to the 21 st Century
This innovative and far-reaching document is the vision and plan of the EAS/RCU to systematically and pragmatically co-ordinate the conservation, restoration and sustainable use of the marine environment in the East Asian Seas Region. Experts from the East Asian Seas Action Plan countries helped in preparing this document.
Taking into account the Regional Action Plan of GPA/LBA, and the Strategic Action Programme in the South China Sea, the planned activities will serve the purposes of these programmes, providing effective means for implementation and ensuring maximum benefits to the Member States.
REGIONAL DATA
BASE
RESTORATION
OF MARINE
HABITATS
REDUCTION OF
LAND-BASED
POLLUTION
MONITORING
ENVIRONMENTAL
ASSESSMENT
EDUCATION
MARINE
PROTECTED
AREAS
S o E
REPORTING
Table of Contents
EP
1. INTRODUCTION
The Regional Seas Programme was initiated by UNEP in 1974 and the first of the Regional Seas Programmes was developed in the Mediterranean. Based on the success of the Mediterranean Action Plan other Regional Seas Programmes were developed. The Governing Council of UNEP repeatedly endorsed a regional approach to the control of marine pollution and management of marine and coastal resources and requested the development of regional action plans.
In 1992, the Plenary of the United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro adopted Chapter 17 of Agenda 21 and reaffirmed the need to strengthen and extend intergovernmental regional co-operation, citing in particular the Regional Seas Programme of UNEP. The Regional Seas Programme includes fourteen regions and nearly 140 states participate in it. It is conceived as an action-oriented programme having concerns for the consequences and causes of environmental degradation, and encompassing a comprehensive approach to combating environmental problems through the management of marine and coastal areas.
In April 1981 the Action Plan for the Protection and Development of the Marine Environment and Coastal Areas of the East Asian Region was adopted by an Intergovernmental Meeting attended by representatives of Indonesia, Malaysia, the Philippines, Singapore and Thailand. In December of that year an intergovernmental meeting established the Coordinating Body of the Seas of East Asia (COBSEA) and the necessary financial and institutional arrangements to support it.
A revised Action Plan and a Long-term Strategy for the COBSEA for the 1994-2009 period were developed in 1994 and Australia, Cambodia, China, R. Korea and Viet Nam joined the Action Plan. Unlike most of the other UNEP Regional Seas Programmes, the East Asian Seas Programme is not supported by a regional convention.
The Long-term Strategy of COBSEA (1994-2009) presented at the Fifth Meeting of the Experts on the East Asian Seas Action Plan (UNEP(OCA)/EAS WG.5/5) requires a pragmatic approach to give tangible results to achieve the objectives of the Action Plan.
A long-term (5-10 years) plan for the Regional Co-ordinating Unit is presented to the member countries, whereby pollution and destruction of habitat problems are identified and possible prevention and amelioration remedies described. This plan is dynamic and includes the problems of the Region yet it is flexible enough to adjust to changes, improvements and unplanned catastrophes. The long-term plan begins with pragmatic projects with finite ends which lead into an integrated set of projects that aim to accomplish the East Asian Seas Action Plan.
Within the overall scheme is fitted the projects and workshops that ran earlier. These projects are considered in the overall plan and are valuable milestones within the concept of the long-term plan. Worthwhile projects are identified and presented for endorsement by the member countries and can be funded by the Trust Fund or funds from donor countries or funding agencies. The role of the EAS Regional Coordinating Unit, as its name implies, is to coordinate activities which improve and preserve the marine environmental quality.
COBSEA's long-term strategy is to promote and support the following:
* Preparation of national strategic plans
* Identification of regional priorities for action, including protection of biodiversity, management of pollution and ecosystem rehabilitation
* Integration of these plans to achieve a regionally balanced approach to the conservation of marine habitats of the EAS
* Evaluation of progress in programme achievement through regular monitoring and assessment of the state of the marine environment of the region
* Increasing awareness in decision makers and the community on socio-economic, cultural and ecological importance of marine ecosystems.
* Strengthening the Governments' capability to manage coastal environments, including training, developing a database and capabilities to assess environmental risk and socioeconomic impact evaluation
The actions described in this Long-term Plan will result from numerous sources of funding. When these actions take place cannot be predicted due to the unknown quantity and timing of available funds and the preferences of donor agencies.
Important Note:
(i) No projects or activities proposed in the document should be implemented in the disputed areas. All activities should not directly nor indirectly affect or/and prejudice the state sovereignty and the land and waters integrity of the member states of the COBSEA.
(ii) Any project or action to be carried out should be based upon consensus by all the participating states through consultations.
(iii) Further development of the projects and activities included in the document should take into account the priorities within this region: those easy to implement be preceding to the difficult ones, acting in line with all the participating state's abilities and highlighting the key points.
2. WHY WORRY ABOUT THE MARINE ENVIRONMENT?
Saving the environment for the environment's sake is not the first priority in many people's agenda. Not everyone wants to save mangrove forests or keep an unseen seagrass meadow in place. If, however, it were brought to the notice of managers, politicians and the public that these natural ecosystems are valuable long-term resources, then perhaps second thoughts about destroying them may change attitudes and actions. Coastal ecosystems are important because:
* Juveniles and adult species of commercial and recreational importance live there
* Coral reefs and other marine based activities attract tourist dollars
* Seagrass meadows and wetlands filter the water and maintain high water quality
* Animals and plants containing valuable chemicals and genes for commercial use are unique to marine habitats
* Marine ecosystems can accept limited waste and process it without unacceptable change
* Seagrass meadows and wetlands stabilise sediments and prevent beach accretion and erosion act as buffer zones to protect coastlines and each other
* Impacts from man-made disturbances and benefits from well managed ecosystems can cross borders
* There is ecological interdependency between ecosystems
* They can support local villages by providing food and habitat for fish and crustaceans
Population pressure
More than 70% of the population of South East Asia lives in the coastal zone and most of it depends upon the coastal environment for food (UNEP, 1996). The increase of population is due to migration for better living conditions, and increasing birth rate. Serious destruction of these valuable resources, such as coral reefs, mangroves and seagrass, affects their economic condition. With the population increasing in the Region, there is strong requirements for marine and coastal resources which must be protected and used in a sustainable fashion.
Pressure from Development
During the last two decades, the East Asian Seas Region (hereafter called the Region) has experienced rapid economic development. This development has not always been carried out mindful of the need to preserve marine environments. In the current economic climate this problem has worsened.
Based on discussion of the Sixth Meeting of the Experts on the East Asian Seas Action Plan (Bangkok, Thailand, 30 June –1 July 1998), the following issues were identified to be important in the Region:
(i) Problems from economic development
* Over-fishing
* Sustainable use of tourism resources
* Loss of marine habitats
* Disaster prevention
(ii) Environmental problems
* Oil pollution
* Land-based Pollution (atmospheric input, river input etc.)
* Harmful algal blooms
* Organic Pollution, e.g. PAH, PCBs,POPs
In order to properly address these problems and provide useful information for economic development and preparation of guidelines for marine and coastal environmental protection,
(i) There is a need to upgrade the capability of the Member States in the Region in implementing the projects identified, including:
* Coordinating the infrastructure on marine, coastal and associated fresh water environments
* Implementing technical skills to carry out necessary observations and monitoring.
* Using scientific knowledge on marine and coastal processes
(ii) Without an inventory of resources it is difficult to choose marine protected areas, to determine the extent of damage or recovery and to know what is available for use as aquaculture or development areas. These inventories are usually prepared from remote sensing platforms, and supplemented with in-situ observations.
(iii) Although complete inventories of habitats of the Region are not available it is already known where many of the areas of damage and deterioration of marine ecosystems have occurred, these "hotspots" need to be carefully monitored and compared with controls where no pollution is occurring.
(iv) Politicians, local government officials, department heads, educators and the public need
to be informed about sustainable use of coastal and marine resources and why the marine environment should be protected. This may take the form of workshops, leaflets, practical demonstrations of the worth of these ecosystems, and media coverage.
(v) There are many ecosystems already destroyed or badly damaged, reclaiming these is expensive and takes a long time. In some instances, with community participation, progress in restoration can occur, in others, highly technical solutions using heavy machinery and the latest technology are the only way.
3. WHAT ARE THE GAPS?
The demand on marine and coastal resources during development places urgency on protecting the marine and coastal environment. Although this urgency calls for immediate action, there are gaps that need to be filled:
(i) Scientific knowledge on the marine and coastal environment
* Lack of systematic knowledge on marine environmental conditions
Understanding the natural processes of marine and coastal environments requires systematic observations and monitoring, which is not the case for most seas in the Region. Although there are many marine science projects and programmes in the Region, they are either limited in specific purpose or by geographic coverage. The general description of marine and coastal environments is incomplete. A systematic approach to understanding the status of and variations in the environments is a basic requirement for the Region.
* Lack of generally agreed format on data/information management
During the past decades, there were many programmes dealing with marine and coastal environments. As a result, there are many databases in the Region. However, due to lack of co-ordination and co-operation, data can not be easily exchanged. There is no generally agreed format for data and information exchange and management in the region.
* Lack of co-ordination of programmes and projects
It is difficult to know how many marine and coastal programmes and projects have been carried out in the Region. These programmes are not well scientifically and technically coordinated. As a result, some funding was wasted, efforts were duplicated and the Member States did not obtain the benefits they should.
(ii) Technical measures
The rapid development of technology provides powerful tools to understand the marine and coastal environment. More benefits and effective implementation of programmes will be ensured if this technology is properly applied. There is a strong requirement on:
* Techniques on managing databases
* Technology on systematic observations and monitoring
* Technology on forming networks
4. PROPOSED PLAN
4.1 Establishment of a Regional Database Network and Information System for Marine Environmental Protection and Management
Decision-making should be based on adequate, precise data and information. At present, there are a lot of data and information relevant to marine and coastal environments held by member states of COBSEA, NGO's, regional and international organizations. However, these data and information will only be useful if they are collated and analyzed in a systema tic manner so as to be used for actual scientific and management purposes. Until now, there is no integrated database and information network, either on paper or in computer files, for marine environmental protection and management in the East Asian Seas Region. Therefore, establishment of a comprehensive Regional database and information network is a necessary component in overall marine environmental protection in the Region.
Although this project is an arduous, dynamic and lengthy exercise, and needs a lot of funds and resources, it has long-term benefits to marine environmental management and lays a foundation for development and implementation of other projects. As the first step, it might be considered to establish a network which will contain already available data and information and link EAS/RCU and National Focal Points of COBSEA through internet or some other network. When funds and resources permit, this network can gradually be expanded and improved. This network will facilitate exchange of data and information and co-operation among member states and between EAS/RCU and member states, and help promote the publicity and education of marine environmental protection in the Region.
The data and information should be collected and collated in a similar format among countries in the Region, and with other countries with similar interests. The type of data and information to be compiled and managed will be defined and agreed to among COBSEA member states at an early stage of this project. However, all the data relevant to coastal and marine environments will potentially be included in its scope. For instance much of this has been done for five of the participating countries up to 1994 (ASEAN-Australia Symposium on Living Coastal Resources, 1994). The ASEAN – Australian Marine Science Project: Living Coastal Resources Phase II set out to:
* Assess the status of ASEAN Living Coastal Resources Project
* Assist in developing long-term management plans for sustainable development
* Understand how coastal ecosystems function and are connected and assess the main impacts on these systems
* Transfer scientific and technical knowledge and skills to ASEAN scientists
* Introduce new technologies, like remote sensing and computer based data analysis to the Region.
The monitoring and status reports from this review are examples of the data or metadata that should be in the database network. The data from the marine and coastal environment monitoring and assessment project (4.3) will be kept in the database network.
The information and data for river basins connected to the geographical scope and Action Plan of the East Asian Seas Action Plan will also be collected. The data and information that will be held by the database network will include:
(i) Regional (for East Asian Seas, if any) and international conventions, agreements, agendas, etc. relevant to marine environmental protection;
(ii) Directories and summaries of completed, ongoing and planned projects and activities, related to marine environmental protection in the Region, implemented by national agencies and regional and international organizations;
(iii) Marine resource exploitation and protection legislation in member states;
(iv) National marine environmental objectives, strategies and policies in the Region;
(v) Institutions in member states;
(vi) Physical, social, demographic and economic conditions and development mode (such as GDP, industry structure, etc.) as they apply to the marine environment in member states;
(vii) Marine environmental standards: quality standards, pollutant discharge standards, etc.
(viii) An inventory of ecosystem types and marine resources;
(ix) Marine environmental status: monitoring data, e.g. water quality, river input, ecosystem, biodiversity;
(x) Coastal and drainage basin environmental status: freshwater quality and quantity, land use, agriculture, etc.
(xi) Environmental problems and issues: coastal and marine pollution, habitat modification, over exploitation of resources, etc.
Some of these data are available from countries in the South China Sea in their reports of Transboundary Diagnostic Analysis. The Coastal and Marine Environment Management Information System (COMEMIS) prepared by UNEP Environment Assessment Programme for Asia and the Pacific, at Asian Institute of Technology (AIT), has much stored data and one of its long-term objectives is to "identify, assess and collate the relevant and available information on coastal and marine environments".
While the database network should be initially based on the existing facilities and achievements among the member countries, collection of items 8-11 as essential components of the dynamic and updating database network, will be accomplished through separate projects and the monitoring and assessment programme, as described below.
Why have a Regional database network?
* Countries can establish marine nature reserves and marine protected areas on a Regional basis;
* Countries can learn from each other the best uses for the database and how to establish it;
* Countries can establish buffer areas for fish habitat on a Regional basis;
* Countries can determine sources of pollution and determine if amelioration methods have worked;
* Solutions to transboundary problems can be determined; and
* Data can be gathered in a consistent form;
* Monitoring can be carried out with consistency throughout the Region and modelled on existing rigorous methods.
Short-term objectives:
(i) Establishment of an institutional framework for marine environmental data and information exchange and management systems;
(ii) Establishment of an internet-based communication network which will also be used as the main media for data and information exchange and management. In the meantime other forms of exchange are also encouraged;
(iii) Allow for discussion and design of the structure of the environmental database network;
(iv) Upgrading the capability of member states to use the network by organizing training activities.
Short-term activities:
(i) Informal experts discussion on the establishment of environmental data and information network, including, location, structure and contents of database. Design of the communication network, and other relevant technical details.
(ii) Scoping of information on the existing databases and information exchange system, with a view to build up co-operation and co-ordination with relevant organisations.
(iii) Preparation of a proposal on the establishment of a regional network on marine environmental data and information exchange and management in the East Asian Seas region.
(iv) Experts Workshop on establishment of an environmental data and information exchange and management system in the East Asian region.
(v) Training course on data and information exchange and management using internet. (possibly with cooperation with currently planned training activities of NEAR-GOOS initiated by IOC/WESTPAC
Financial requirement: no cost
Financial requirement: US$ 4,000 (travel costs)
US$ 5,000 (consultant 1p/m)
Financial requirement: US$ 15,000 (consultant fee and travel)
Financial requirement: US$ 25,000
Financial requirement:
US$ 20,000
(vi) National focal points and technical experts meeting on the establishment of a Regional network on environmental data, information exchange and management system. – Discussion and adoption of the proposal.
Financial requirement: US$ 25,000
Mid-term objectives:
(i) Establishment of a Coordinating Group for the Network;
(ii) Preparation of necessary QA/QC procedures for data and information processing and management, and organization of a necessary workshop for preparation of the procedures to be agreed upon; and
(iii) Experimental phase of the operation of the system.
Mid-term activities:
(i) Meetings of the Coordinating Working Group
Venue to be decided
Financial requirement: US$30,000 (Coordinating Working Group meetings).
Publication of the meeting reports: US$1,000 for each of the meeting reports
(ii) Technical workshop on QA/AC and prepare a draft technical manual
In order to improve quality of the participating databases and the data exchange, techniques of Quality Assurance and Quality Control (QA/QC) and data formats relevant to the parameters of the environmental database will be discussed. The unified and compatible pollution index/grade system will be discussed and designed in the workshop.
Financial requirement:
Workshop: US$ 25,000
Prepare the manual: US$ 8,000
Publication of the workshop report and the manual: US$ 5,000
(iii) Experimental operation of the marine environment data and information network in the Region
Using the established internet communication network, an experimental operation of the network will be organized.
Financial requirement: No cost. The results of the operation will be gathered through the network.
Long-term objectives
(i) Provision of environmental data and products to the decision maker, scientific communities, and other users; and
(ii) Self-sustained operation of the system.
Long-term activities
The main purpose for the long-term plan of the network is to enable its operation to be self-sustainable. To achieve this purpose, necessary environmental data products need to be developed and provided in order to attract more users to the network.
The detailed activities will be proposed by the Coordinating Group.
4.2 State of the Env ironment Reporting (SoE)
From the database as described previously, it should be a fairly straightforward, though lengthy task, to prepare a state of the marine environment report for the Region. This report would come from the analysis and diagnosis of the data from the database network and collection of data from the sources concerned, where metadata only were in the database. The SoE report would identify "hotspots" and areas that are potential "hotspots". The "pressure, state, response" type of reporting is one way of compiling a SoE Report. It would analyse the efforts by member States to conserve their marine environments and inform the community about the pressures on and condition of its environment. The report would contain directions for action, future research suggestions and guidelines and recommendations at the Regional level. It would be produced at regular intervals to demonstrate changes that have occurred over time and be followed by public awareness campaigns.
Although this project is tied in closely with the database project described above (4.1) it does not necessarily have to be carried out as the only outcome from that project. In other words, it is a stand alone project which can be prepared most easily from the one above. Other SoE Reports in the Region, e.g. the ESCAP five year reporting and the UNEP Global Environmental Outlook, will be taken into account when reporting for the East Asian Seas is carried out. The results and analyses from the monitoring project (4.3) would be used in the database network to describe the state of the environment.
Short-term objectives:
(i) Establishment of a mechanism for the state of the environment reporting;
(ii) Provision of environmental information to all users
Short-term activities
To form an editorial task force for the State of the Environment Reporting, and discuss the format, contents, publication and distribution of the Report. The members of the Task Force will be chosen by EAS/RCU in consultation with Member States.
(i) A circular letter will be sent to Member States for nomination of experts, together with a questionnaire to assess requirements at national level;
(ii) First meeting of the Task Force. The result of the questionnaire will be reported to the Task Force, indicating the requirement of the Report. The plan for the first Report and its contents, format and other technical details will be decided. The first report should be completed by the end of 2000 and should have considered the ESCAP SoE Report
Financial requirement: None.
Financial requirement: US$ 30,000
US$ 14,000 (Chief Editor, 2p/m)
Medium-term and Long-term Objectives:
(i) Preparation and publication of the State of Environment Report every five years;
(ii) Provision of systematic information on the environment, its state, the pressures on it and the responses to those pressures.
Medium-term and Long-term Activities:
(i) Access of information required for the Report;
(ii) Regular preparation and publication of the report,
(iii) Annual meeting of the Task force
Financial requirement: (annually)
Information assessment: US$ 4,000
Editor
US$ 15,000
Publication and distribution: US$ 30,000
Meeting of the Task force US$ 20,000
4.3 Marine and Coastal Environment Monitoring and Assessment
Management decisions and choosing marine protected areas require that an inventory of marine resources is developed. This inventory usually assesses the extent, condition and status of marine ecosystems. Ecosystem assessment can assist with decisions on:
* Managing fisheries habitats;
* Determining vulnerable areas in case of an oil spill or similar disaster;
* Choosing marine protected areas;
* Choosing where to develop ports and marinas along the coast; and
* Choosing where tourist developments should take place
These uses are all relevant to management. More detailed environmental assessment can be made if the management requirements are to:
* Measure changes in areal extent of the marine resource;
* Determine the extent of damage to a marine resource on a small (5 m) scale
* Determine species or types of resource; and
A real cover of mangroves is easier to assess than the area of underwater ecosystems. Remotely sensed data can be used to assist with interpretations, and ground truth work carried out in the field is essential. Each country should be responsible for its own database but the UNEP Environment Assessment Programme for Asia and the Pacific can offer assistance in the form of image processing, storing data or metadata and assisting with GIS. Countries that do not have the technical capabilities to carry out the inventory of their marine resources while carrying out the capacity building project, can be funded to have consultants carry out the work.
Considerable amounts of pollutants from land-based human activities find their way to the seas. In many cases the effects of these pollutants on marine habitats are obvious but in some cases they are more insidious and only apparent when the habitat is destroyed. The main questions to ask before remedial action is taken are: is there a problem and what is it? They can be answered by monitoring, then if remedial measures are taken, monitoring can detect the effect of those measures. Monitoring should also be used to track and assess the status of management actions on fisheries and to determine the necessary actions to sustain fisheries.
Monitoring the marine environment is a long-term exercise, requiring at least five years data that have been obtained in a statistically rigorous fashion and strategically placed in space and time. Monitoring is not always popular with managers because of the expense and time involved but it is the only way to detect changes and distinguish between natural ecosystem variation and that brought about by humans.
There is an assortment of monitoring stations throughout the Region in "hotspot" and control areas. The role of the EAS/RCU is to co-ordinate the methodology, data storing and analysis of the monitoring results and encourage the collection and analyses of new data.
A suitable set of demonstration monitoring stations, including control sites, already in place could be used and the data displayed on a web site to show other member countries their use for marine environmental protection. The controls are to determine if detected changes are natural variations caused by excesses of weather or by human activities. There is, now, a global coral reef monitoring network programme known as "Reef Check" – the availability, methods and metadata of the global network is an example of what could be in the database.
The development and management of marine resources must be based on a sound and technically informative marine environment base. The COBSEA countries must, therefore have a current and dynamic database on the state of the environment (chemical, physical and biological processes, environmental tolerance to anthropogenic stress, etc.). Understanding the state of the marine environment is only possible with a series of reliable data and information compatible among the states. Baselines for the state of the marine environment must be established to monitor consequences of man made disturbances and determine if remedial actions of COBSEA countries were successful. Therefore, it is necessary to establish a collaborative, Regional monitoring programme.
Regular monitoring and surveillance of coastal and marine waters involve maintaining
a continuous record of selected environmental parameters, usually over a long period of time (at least 5-10 years). In order to achieve a Regional consistency in assessment and monitoring, it is essential that the COBSEA states agree on consistent:
* parameters to be monitored;
* data quality; and
* monitoring methods and techniques;
* analyses of the monitoring results.
International agencies (IOC, UNEP, IAEA-MESL, Wetlands International, WCMC, etc.) can ensure that the monitoring data are compatible not only within the Region but also on a global scale.
Monitoring and surveillance programmes are implemented usually over a long period of time and involve repeated measurements at fixed or randomly selected positions. The design of any monitoring programme depends mainly on the overall goal. The results of a regional monitoring programme can be used for the following purposes (UNEP, 1996):
* To assess the state of the marine, coastal, and associated freshwater environments (including land-based sources of pollution and other routes of contaminant inputs);
* Integrated coastal zone management (including associated freshwater systems);
* Management and conservation of marine and coastal biological diversity.
* Pollution control of land-based and sea-based activities; and
Short-term objectives:
(i) Identification of regional requirements for the monitoring of the marine, coastal and associated fresh water environments in the East Asian Seas region. In particular, regional environmental problems requiring long-term, systematic observation and monitoring;
(ii) Identification of sources of necessary information for assessing marine habitats, fisheries habitats and the rational use of marine and coastal resources;
(iii) Preparation of a comprehensive proposal for a collaborative monitoring network, with initial focus on certain crucial parameters which are important for understanding regional environmental problems. For instance, monitoring on the atmospheric deposition of pollutants and river inputs of pollutants to the marine and coastal environment will greatly contribute to understanding the effect of land-bases pollutants on the marine environment;
(iv) Development of common methods for environmental assessment, and applying them to a pilot project to check whether the method works for certain purposes;
(v) Establishment of a regional network for marine, coastal and freshwater monitoring; and
(vi) Upgrading the national capabilities in carrying out the necessary monitoring and environment assessment programmes in the region.
Short-term activities
(i) Regional workshop on monitoring requirements of marine, coastal and associated freshwater environments.
Considering the issues identified in the Transboundary Diagnostic Analysis for the South China Sea (TDA/SCS) and the Regional Programme of Action on GPA/LBA, a workshop should be organised to identify the regional requirements for a collaborative monitoring programme.
Budget requirement: US$ 30,000
(ii) Preparation of a comprehensive proposal on a Regional collaborative monitoring programme for the East Asian Seas region.
Based on the necessary information in the Region, TDA/SCS, Strategic Action Plan for the South China Sea and Regional Programme of Action for GPA/LBA, a comprehensive proposal on a Regional collaborative monitoring programme for the East Asian Seas Region should be prepared and submitted to a COBSEA meeting for approval.
Financial requirements:
US$ 21,000 (consultant 4p/m)
US$ 10,000 (fact finding mission)
(iii) Preparation and distribution of a questionnaire to assess information on the relevant activities at both national and regional levels
A questionnaire should be prepared by EAS/RCU and distribute to all Member States and relevant organisations. Analysis will be carried out by EAS/RCU upon receipt of responses. A summary will be provided by EAS/RCU on the results of the survey.
Financial requirement: None
(iv) Collection of information from various sources concerning what has been done and data that may be used for environmental assessment
Financial requirement: none
(v) Training course on marine, coastal and associated fresh water environments monitoring
(a detailed training programme will be prepared after the survey of the natio nal and
Regional requirement).
Venue to be identified.
(vi) EAS/RCU will demonstrate the usefulness of environmental assessment in preparation for a Regional workshop on identification of the scope of the Regional requirements for habitat assessment, requirement for consistent methods, tie in with MPA's, fisheries habitats, harbour and marina developments, oil spill contingency plans.
(vii) Development of methods and relevant training materials for the assessment of environmental ecosystems. An expert will be invited to develop necessary training materials for environmental assessment after consultation with the Co-ordinator.
Venue to be identified
Financial requirement: US$ 25,000
Financial requirement: US$ 7,000 (consultant 1 p/m)
US$ 1,500 (publication and distribution)
Medium-term objectives:
(i) Identification of the necessary QA/QC procedures for the monitoring programmes to ensure the quality of the monitoring results. Relevant inter-calibration should be considered in cooperation with other relevant organizations, e.g. IOC and IAEA;
(ii) Preparation of technical manuals in local languages for the collaborative monitoring programmes, preferably with identified priorities. The Strategic Plan of the Health of Ocean (HOTO) module of the Global Ocean Observing System (GOOS) will provide guidelines for the monitoring programme;
(iii) Development of monitoring products to show the results of the monitoring programmes to the decision makers, scientific communities, various users and public to ensure continued financial support and human resources are available for the programmes; and
(iv) Application of the monitoring results to address certain marine, coastal and associated fresh water environmental problems and concerns.
Medium-term activities
(i) Preparation, translation and printing of technical manuals.
Assess the existing technical manuals for the monitoring of marine, coastal and associated fresh water environments, decide if they are suitable for the monitoring activities identified in the region, and re-produce and distribute to the participating institutions. Necessary co-ordination should be ensured with TDA/SCS and GPA/LBA, as well as other relevant activities going on in other organisations.
Financial requirement: to be identified
(ii) Joint workshop on marine, coastal and fresh water environment monitoring with HOTO. The workshop will focus on the scientific, technical and management issues relevant to the marine, coastal and associated freshwater environmental monitoring. To avoid duplication of the efforts, close cooperation and coordination with HOTO, which is cosponsored by UNEP, should occur.
(iii) Initiate a demonstration project perhaps in Cambodia, on marine and coastal resource assessment using the data and information from various sources.
(iv) Distribution of the results of Cambodia environmental assessment to other Member States of the region, assessment of reactions from the States and continue the environmental assessment project in other countries, if acceptable.
(v) Exercise on environment impact assessment
Venue: Cambodia
Financial requirement: to be identified
Financial requirement: US$ 5,000
Based on the information available from the database and monitoring programmes, procedure on environment impact assessment will be formulated, taking into account the WHO quick assessment method.
Financial requirement: US$ 14,000 (consultant 2 m/p)
(vi) Support ASEAMS in an effort to have scientific input in the monitoring network, and to assist scientists to take the initiative in government monitoring systems.
Long-term objectives
(i) Operation of regular strategic monitoring programmes at national and Regional levels;
(ii) Understanding of natural processes in the marine, coastal and associated freshwater environments, and provision of scientific and environmentally sound advise for the environmental protection and sustainable use of marine resources.
Long-term activities
(i) Annual report, assessment of use of monitoring results, assessment of acceptance by countries.
(ii) Financial requirement: US$ 10,000 /year.
4.4 Education
Probably the single most effective approach in conserving the marine environment is to have public participation and ownership. Without informed education, the public will be unaware of the devastation that is occurring both under the sea and on the coastal rim. Without education and public participation, waste dumping, sediment release and continued disturbance of marine habitats will continue. There are many ways that public awareness can be improved and all can be integrated. Projects should be initiated with the help of the UNEP Regional Office for Asia and the Pacific, and a demonstration or pilot project to determine the feasibility of extending the project to the whole Region should be introduced.
The marine, coastal and associated fresh water environment databases can be used to present examples of marine pollution and pristine marine environments, so that people know what is happening and what the marine environment should be like. The monitoring network can be assisted by the public and improvement in measured parameters can demonstrate the worthiness of protection programmes. Community efforts in restoration of marine habitats will be enhanced by people knowing more about what and why they are helping restore them. The marine protected areas project (Section 4.7) will be assisted by public participation if the community knows why these areas are being protected. Education on marine matters, such as the need for conservation and the knowledge that these marine habitats are important for the livelihood of the community, will increase awareness of damage done by development and hence raise the status of Environmental Impact Assessment. Marine law and legislation will be complied with rather than having to be enforced.
The education programme is a long-term process which will gain momentum as other programmes take shape. If a particular problem can be identified, then a programme to educate the public on how to solve the problem can be initiated. This may take the form of simple leaflets in an appropriate language that explain the reasons for and effects of the problem and what the public can do to prevent it.
To begin this project, it is suggested that mangrove forests or coral reefs be used as an example and that a leaflet on identification, value to marine and human environments, causes of destruction, restoration methods and possibly a success story from another area may be a good start. This first leaflet should be in a language of the local people of one of the member countries and then be translated to others as the time and resources permit. The success of the leaflet should be assessed by a careful monitoring programme, before further resources are used to produce others. Much more needs to be done than produce pamphlets, and the education needs to flow through to the politicians who make the law and allow certain activities. For them to know the consequences of their decisions and resulting activities, is essential to coastal management. Department heads and their advisers need to know about the marine habitats and why they are so important.
Short-term objectives
(i) Increase pubic awareness in the state of the marine, coastal and associated fresh water environments in the region;
(ii) Identification of the needs of education and capacity building in the Member States with regard to environmental education, conservation, monitoring and protection; and
(iii) Upgrade scientific and technical understanding for marine environmental protection and sustainable use of marine and coastal resources.
Short-term activities
(i) Preparation and distribution of pamphlets, booklets or teaching aids translated into a language of the East Asian Seas Region. Design a sampling programme to determine if this teaching aid was successful.
(ii) Development of a home page for the East Asian Seas Action Plan, and publishing an electronic version of a newsletter.
(iii) Preparation of a questionnaire to determine the effect of the educational tool. Provision of technical assistance to monitor some ecosystem parameters that will indicate if tool is successful.
Financial requirement: Assessment of information & materials, US$ 2,000
Design of pamphlet, booklet,
US$ 3,000
Publication of education materials, US$ 8,000
Financial requirement: Computer software: US$ 1,500
Rent of server:
US$ 600
Financial requirement: none
(iv) Organization of training courses in the implementation of project activities, as identified in this document and approved by COBSEA.
Financial requirement: no separate cost required.
Medium-term objectives
(i) Identification of the evidence of usefulness of the above approach see (iii) above.
(ii) Quantifying the beneficial changes in resource use.
(iii) Preparation of recommendations for further implementation.
Medium-term activities
(i) Site visits together with other travels to the Member States and collect necessary information which is useful for educational purposes;
Financial requirements:
US$ 2,000 for publication of the report.
(ii) Organization of a marine and coastal environmental tour (option)
Financial requirement: to be identified.
4.5 Restoration of Marine Habitats
Throughout the Region marine habitats have been and are being destroyed in an alarming rate. Sometimes management agencies realised the need to preserve them but often too late. Once their value was realised, NGO's, community groups and government departments attempted to restore these habitats with limited success. The objectives of this project are to bring together all groups working on restoration of marine habitats, co-ordinate their efforts and learn from these experiences. It will also tie together the successes and failures of various restoration projects so that they can learn from others' experience. This project will also research the literature to put together either a review or a database on the restoration of seagrass, saltmarsh, mangrove and coral reef habitats, e.g. Thayer, G.W. 1989. Restoring the Nation's Environment. Maryland Sea Grant Book, College Park, Maryland, USA. 716 pp.
While the attempts at restoration are being examined, the consultant for this work can continually be communicating successes to each group visited. In this way the update during the term of the project will be continuous and actual results can be recorded as the project progresses.
The choice of consultant for this work is critical. The consultant will report to the EAS/RCU regularly and must be capable of communicating and gathering information on restoration of marine habitats. This person's background must be in tropical marine ecolo gy with experience in restoring damaged ecosystems. This project should be for two years resulting in a report on restoring one of the important ecosystems:
* Coral reefs
* Saltmarshes
* Mangroves
* Seagrass meadows
Consideration should also be given to establishing artificial reefs in some areas where fisheries habitats may be enhanced.
The first ecosystem with which to commence this project should be mangroves. Mangroves are arguably the most seriously impacted ecosystem of the four above. There is a large number of mangrove restoration projects already underway and they are not well coordinated. Mangrove ecosystems may be the easiest to restore.
Short-term objectives
(i) Survey all mangrove restoration projects in the Region, and prepare an inventory of the relevant information
(ii) Write a handbook on mangrove restoration methods after six months and an update at the end of the year.
Short-term activities
(i) Assessment of existing information on the mangrove restoration projects in the region, and prepare an inventory of the relevant information;
(ii) Preparation of a technical handbook on mangrove restoration methods suitable for the
region, and provision of technical advise for the member states.
Financial requirement:
US$ 40,000 (consultant 1 y)
US$ 4,000 (publication of the handbook)
US$ 15,000 (travel cost)
US$ 2,000 (translation and publication in other languages)
Medium-term Objectives
(i) Provision of the updated information by continuing with the mangrove survey, revisiting sites and presenting new findings as an addendum to the handbook. Assess the usefulness of the project.
(ii) Expansion of the project to include seagrass and coral reefs if the mangrove handbook was useful.
Medium-term activities
(i) Provision of updated information by updating the handbook on the restoration of mangroves in the Region;
(ii) Assessment of information on restoration of seagrass and coral reefs in the region and preparation of handbooks on the methods for restoration of seagrass and coral reefs.
Financial requirement:
US$ 21,000 (consultant 3p/m)
US$ 6,000 (publication of handbooks)
Long-term Objectives
(i) Continue with coordinating and awareness building of mangrove restoration sites.
(ii) If successful, these activities will be applied to other ecosystems.
Project outputs
* Handbook on methods to replant mangrove.
* Later, handbooks on restoration of coral reefs, and seagrass beds.
* Pilot site to demonstrate the usefulness of the handbook.
4.6 Environmentally Sound Technology and Coordination of Activities to Prevent Land- based Pollution Entering the Sea
Land-based sources of pollution account for 80% of all marine pollution. At a recent meeting of the experts on marine protection and conservation held in Bangkok (UNEP(WATER)/EAS WG.6/3), the participants decided that sewage disposal was the worst problem facing the marine environment from land-based activities. This was followed by the runoff of sediments and nutrients from the land.
Sewage dumping and excess nutrients from agricultural or urban runoff can cause algal blooms, increased epiphyte growth on mangroves, seagrasses and corals and enhance growth of benthic algae. With this excess plant growth, the light is reduced to other plants, particularly seagrass and zooxanthellae, and they die. Similarly, high levels of sediment in the water reduce light to benthic plants.
Often, monitoring in rivers is detecting the increase in sediment or nutrient loads and it is obvious from the plumes showing in aerial photographs or satellite imagery that there is a lot of sediment deposited into the sea.
This project cannot control the building of sewage treatment plants or the correct
engineering and farming practices to prevent excess run off of nutrients and sediment. It can, however, educate and help build the capacity of countries in the Region to reduce these problems. A handbook of best practises to reduce erosion from farms and engineering enterprises may assist countries to reduce sediment load in rivers and estuaries. Encouragement and a proactive effort to obtain new technology for sewage disposal may also be a way of treating the problem. Simple changes to engineering practices such as reducing the slope of road cuttings, culverts and bridge approaches will increase the life of these structures and reduce the erosion from them. The use of Geotextile-like materials and immediate planting of fast growing annuals after construction will also reduce runoff. Agricultural practices such as ploughing and leaving ground bare can be reduced to decrease runoff loads.
One section of this project will use the data and recommendations of the EAS/RCU (1997) Technical Report Series No.13 project which analysed, among others, the effects of sediments on the coastal wetlands, seagrass beds and coral reefs. Based on the impact assessment of sediments on the coastal and marine environment, actions will be proposed to reduce the sediments to the rivers from catchment areas. These actions could consist of regulating engineering, recommending economic incentive policies, improving development planning along river basins, and persuading local residents to clean up their activities, etc.
The GPA LBA office in the Hague is working closely with EAS/RCU to obtain funding for and assist with the good management of land-based activities which impact the East Asian Seas. There is a number of agencies working on similar or closely related projects, such as the Mekong River Commission and some national agencies, which will be co-ordinated with this project.
A second section of this project would be to determine the effect of excess nutrients on the marine environments and then, if this could be shown, to attempt to co-ordinate efforts at reducing sewage and farm run off entering marine ecosystems.
Short-term objectives
(i) Provision of environmentally sound information on the control of land based pollutants, including quantity and types of pollutants transferred from the land to the oceans through river inputs and atmospheric deposition;
(ii) Provision of potential technology in controlling the land based pollutants
(iii) Assistance in monitoring of land based pollutants to the marine and coastal environments through rivers and atmosphere.
Short-term activities
(i) Assessment and distribution of scientific findings on river inputs and atmospheric deposition, and translate to common understandable languages;
(ii) Preparation of technical manual on the monitoring of river inputs and atmospheric deposition of pollutants to the marine and coastal environments, taking into account the efforts of GPA/LBA, and ESCAP monitoring activities identified in the previous section, and activities carried out by other organisations, e.g. IOC.
In close co-operation with Regional GPA/LBA action
Plan
Financial requirement: US$ 5,000 (information assessment and publication)
US$12,000 (co-ordinate and reprint the relevant technical manuals in local languages)
(iii) Selection of several typical demonstration sites among the member states, where one of each of the damaging erosion events are taking place and determine if
environmentally correct development will make a significant difference in conserving the marine environments.
Financial requirement: US$ 4,000 / each site
Medium-term objectives
(i) Provision of regular information on the marine and coastal water qualities for using in the control of land base pollutants;
(ii) Provision of information on the environmental technology to control pollutants to be transferred to the marine and coastal environments.
Medium-term activities
To be identified after the 1 st phase of activities.
4.7 Marine Protected Areas
A principle objective in developing a regional representative system (or regional network) for marine protected areas (MPAs) is to adequately represent biogeographic, ecosystem, habitat and species diversity. The coastal zone is considered to be of highest priority. The results of a representative system can be used for the following purposes:
* Conserve biological diversity at all levels of organisation, regionally and nationally;
* Maintain ecosystem integrity;
* Promote the sustainable use of resources;
* Provide sites for research;
* Facilitate public education.
* Monitor and assess ecological processes, environmental changes and human impacts;
Intensive use of the seas and the coastal zone, the natural histories of marine species, the large-scale ecological processes that control marine ecosystems, and the structuring of coastal ecosystem by the interaction of terrestrial and oceanic processes acting over large scales, dictate the need for setting MPAs within regional contexts.
A regional representative system cannot be adequately developed without a comparative biogeographic-physiographic, related grouping of individual marine protected areas.
The 18 marine regions defined by the Commission on National Park and Protected Areas (CNPPA) are used as a framework for establishment of a global representative system of MPAs . The East Asian Seas is one of these regions, containing the following countries: Brunei Darussalam, Cambodia, Indonesia, Malaysia, Philippines, Singapore, Thailand and Viet Nam (A Global Representative System of Marine Protected Areas, Volume III, 1995). The following actions were adopted for the East Asian Seas:
* Biogeographic Classification – Outline of the biogeographic classification scheme proposed for the region.
* 92 areas for selection as MPAs were identified from seven countries in the region (No information was available on MPAs in Cambodia). 20 areas, considered as priorities for the conservation of the region's marine biological diversity, coral reefs, mangroves and seagrass beds, were recognised as key ecosystems.
* Assessment of existing MPAs – Overview of MPAs within the region and identification of key issues.
* Provision of guidelines in selection of priority areas--Determination of Priority Areas
Countries of the East Asian Seas region have collectively and individually taken steps to
conserve the marine environment through the establishment of MPAs. All countries in the region have established MPAs and most have established programs for marine biodiversity conservation. In some areas, MPAs management plans were formulated and implemented. However, there are still some major problems to be solved in the established MPAs:
(i) Deficiencies in management of the majority of the established areas. According to an assessment made by IUCN/CNPPA Working Group for East Asian Seas, of the 92 areas identified, 9 were considered to have a "high" management level (about 13 percent of areas identified for which data are available), 22 a "moderate" management level and 41 a "low" management level. No data were available for 20 areas.
(ii) There is a paucity of data on species and ecosystem dynamics; in particular the economic value of resources and activities carried out within MPAs.
(iii) Most countries have inadequate resources with which to implement MPAs effectively.
(iv) Lack of public support is a major problem.
There is clearly still much to be done to ensure that these areas achieve the aims for which they are being established and adequately represent the entire biogeographic zone in the region. Development of a regional representative system (or regional network) for MPAs will be required.
Short-term objectives:
(i) Identification of regional requirements for the MPAs.
(ii) Preparation of a comprehensive programme on the regional network for MPAs
(iii) Develop criteria in selecting MPAs to identify characteristic sites for the regional network.
Sort-term activities:
(i) A regional workshop should be organized to identify the regional requirements and prepare the comprehensive programme on a regional network for MPAs
(ii) Two expert groups should be organized to develop the criteria in selecting MPAs for the East Asian Seas region and assess whether the existing MPAs adequately represent the entire biogeographic zone in the region. The development of criteria should be based on previous information in the region and IUCN.
(iii) National focal points and technical experts meeting to discuss and adopt the above (1) and (2)
Financial requirement: US$ 25,000
Financial requirement: US $ 20,000
Financial requirement: US $ 30,000
Medium-tem objectives:
(i) Development of regional guidelines for the establishment of MPAs according to IUCN Guidelines for Establishing Marine Protected Areas.
The establishment of individual marine protected areas can be considered only a first step in the process of creating a regional network. A systematic framework is required to associate individual marine protected areas into a regional representative system,
united by the collective goals of marine or estuarine habitats, biodiversity protection and ecological sustainable use.
(ii)
Development of an approach on the environmental impact assessment of MPAs
(iii) Increased management capacity
(iv) Publish a regional map for MPAs through the regional databse network (4.1).
Medium-term activities:
(i) Three regional expert groups should be organized to draw up guidelines on the establishment of MPAs and an approach for operating environmental impact assessments of MPAs.
Financial requirement:
(ii) National focal points and technical experts meeting for discussion and adoption of the above-mentioned guidelines on the establishment of MPAs and the approach for operating environmental impact assessments of MPAs.
(iii) Training courses for management staff at all levels Increasing political awareness of the need for, and advantages of marine biodiversity conservation, and translating this awareness into positive support.
Financial requirement: US$ 30,000
Financial requirement: US$ 25,000
Long-term objectives
(i) Report of regional environmental state of MPAs prepared for decision makers, the scientific community, and other users; (Included as a part of Section 4.2, State of the Environment Reporting)
(ii) Establish a comparative and self-sustainable MPAs database, as the essential tool to help assessment, monitoring and decision-making (Included, as a part of Section 4.3, Monitoring)
(iii) Publish "a regional representative system of marine protected areas".
Long-term activities:
(i) Draw up a regional representative system of marine protected areas.
(ii) Operate and sustain a regional network for MPAs.
(iii) Prepare and publish the regional environmental state for MPAs every five years. The procedure is the same as Section 4.2, State of the Environment Reporting.
Financial requirement: US$ 10,000/year
List of Acronyms. INTEGRATION OF SUGGESTED PROJECTS
East Asia Seas Regional Coordinating Unit
REGIONAL DATA BASE
RESTORATION
OF MARINE
HABITATS
REDUCTION OF
LAND-BASED
POLLUTION
MONITORING
ENVIRONMENTAL
ASSESSMENT
EDUCATION
MARINE
PROTECTED
AREAS
STATE OF
ENVIRONMENT
REPORTING
Environmental Management
N Maintenance of a regional database
N
Development and Maintenance
of Monitoring and environmental
assessment programmes
N
Management aspects of
rehabilitation of vital ecosystems
and restoration of ecologically
or economically important
species and communities
N
Establishment of a viable
network of marine protected
areas
N
Employing appropriate
technologies for the prevention
and management of pollution
N
Environmental impact
assessment
N
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National Cemetery Burial Ledgers: Reproduction & Indexing Project, 2009-2012
Historic burial ledgers documenting national cemetery interments from the 1860s to the 1960s are valuable for the genealogical information they contain, as well as being antique artifacts. Concerns over limited access and safekeeping led the NCA History Program to design a project for the electronic reproduction of 60 ledgers and greater access to their content for federal managers and public researchers.
Public Law 37 - An Act to Establish and to Protect National Cemeteries, enacted on February 22, 1867, is the first legislative reference to a "register of burials." The oversized, leather-bound books are the oldest "system"
documents and the absence of modern personal identifiable information (such as Social Security numbers of living service members) the ledgers are considered public records. Multiple ledgers exist for some cemeteries. Beginning in the late 1990s, the form of cemetery burial data began to evolve to keep up with technology, most recently posted on the internet-accessible Nationwide Gravesite Locator (NGL: http://gravelocator.cem.va.gov/).
of recording military burials. Much of the ledger data is found in NCA's current tracking system: the electronic Burial Operations Support System (BOSS). Ledger entries include a soldier's name, date of death, regiment, and grave location. Many Civil War soldiers were buried near where they fell in battle or in temporary cemeteries, and sometimes that location is also recorded in the ledgers. Due to the age of these
Between 2009 and 2011, NCA reproduced ledgers by digitization—photographing or scanning each page— and storing it as a high-resolution graphic file format. NCA then transferred 60 fragile, hand-written ledgers for 36 of its oldest cemeteries to the National Archives and Records Administration (NARA) as required by law. NARA was already the steward of more than 156 U.S. Army ledgers documenting burials at more than 146 facilities.
The digitized ledgers are a convenient source of primary data but entries stored in photographic form are not electronically searchable by name or other information. To maximize the value of these records, in 2011 NCA formally partnered with Ancestry.com to index the entries—nearly 114,000 individuals were extracted from 9,344 pages in all—at no cost to the government. Ancestry.com is a popular subscription source for primary records; it and NARA have partnered for many years to make public-domain records available online. NCA's project prompted NARA to elevate as a priority the reproduction-and-indexing of its ledgers under contract to Ancestry.com. The combined collection encompasses more than 556,000 individuals contained in more than 216 historic ledgers. VA/NCA staff will have free online access to the indexed ledgers to answer questions from the public and others.
To facilitate the stewardship of national cemetery heritage during the Civil War sesquicentennial and beyond, NCA obtained authorization from Ancestry.com for personnel at the 14 national cemeteries overseen by the National Park Service, associated with pivotal Civil War events, and the two Army-run national cemeteries, to have access to the online ledgers at no cost. Ancestry.com launched access to the burial ledger records on its website in conjunction with Veterans Day 2012.
For more information, visit these links:
* Project Frequently Asked Questions
* List of cemetery burial ledgers available online at Ancestry.com
* VA Press Release, January 10, 2013 | <urn:uuid:d6dd31f5-06c2-4623-9a07-c7062194cb83> | CC-MAIN-2017-13 | http://www.cem.va.gov/CEM/pdf/Project_description_Internet_Ancestry.pdf | 2017-03-27T10:39:09Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 470,775,722 | 761 | eng_Latn | eng_Latn | 0.996116 | eng_Latn | 0.996116 | [
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A FROZEN Wonderland
(Ages 4-7) Just because it's summer doesn't mean you can't have a chilling good time! Campers will sing and dance to the songs from the movie Frozen. They'll share their favorite scenes from the movie and have discussions on the amazing characters. We are also firm believers that everyone needs a little "Olaf" in their lives, so we will create our very own snowmen with their very own dreams and wishes. "Winter is a good time to sit close and cuddle…but put me in summer and I'll be a happy snowman!"
American Girl Camp
(Ages 4-9) Have your little one bring her favorite doll to camp and play "American Girl" all week long. Filled with bonding activities, campers will work with their friends to decorate purses, and put on a fashion show for both themselves and their dolls. In addition to crafts, there will be plenty of play time for your child and their doll. We will even picnic outside as we listen to some fabulous stories!
BEST of CampKids 2016
The BEST of the BEST! This week's camp will be a combination of the BEST crafts, games, and activities from every themed summer camp we have! Campers will get a little taste of everything! They'll get to create a lego fortress, battle with nerf guns, play volleyball and participate in an awesome Talent Show. It's like a Summer Camp Sampler! We're so excited to share the BEST of what Camp Kids has to offer!
(Ages 4-12)
Color Me Crazy
Rainbow and Sparkle seem to be the top answers when asking a child's favorite color, so we can't wait to let kids use their creativity and imagination this week with as much rainbow and sparkle as they wish! This week will include tie dye, drawing, coloring, painting, crafting and plenty of colorful games.
(Ages 4-9)
Cooking
A pinch of this and a lot of that! Does your child like to spend time in the kitchen with you, helping you cook? If so, this camp is perfect for them. They will spend the week learning how to make easy, no bake meals with a hands-on opportunity to cook. Their creations will taste so good that it will satisfy everyone's appetite. Foods include main dishes, appetizers and everyone's favorite—desserts. All ingredients are provided and favorite recipes will be shared. These young chefs will leave with their own cookbook at the end of camp, complete with their favorite recipes—a great gift for you or anyone.
(Ages 5-12)
COOL Kids
Ice Ice Baby! This week is all about staying and looking COOL in the heat of summer! Campers will enjoy outdoor water games, popsicles, sunglasses, homemade ice cream, water slides, and tons more water fun! It'll be a CHILLin' good time!
(Ages 4-9)
Daily Optional Swimming
Swimming will be available (at no extra cost) every day of every camp. It's up to you! If your child does not wish to swim in camp they will participate in other fun activities during that time.
All campers under 48" tall will be required to wear a life jacket during swim time.
Goopy, Grimy, Super Slimy
This camp is as messy as it gets, but parents don't have to worry about the clean up! Campers will participate in hands on gooey fun each day this week. They'll take a dive down our slimy slip n slide, create/take home goopy gak, have a truly epic food fight, and challenge themselves in our super sticky games. Make sure to dress in your best worst as we venture on in this dirty camp.
(Ages 4-12)
Gymnastics
Learn about the great sport of gymnastics this week! We will introduce skills on the bars, vault, balance beam, trampoline, and floor. Our Campers will love showing off their rolls, handstands,cartwheels, roundoffs, pullovers, mounts/dismounts, squat ons, straddle ons, and more! We'll make sure to instill safety along with having lots of fun! So bring your Ta Da and get ready to earn the perfect score!
(Ages 4-12)
Just Dance
Hip Hop, Jazz, Tap, Ballet…. what's your favorite??? If your answer is ALL then get ready for a music filled action packed dancing event! Our weeklong dancers will learn a new dance each and every day, exploring different styles of dancing. We will review our dances frequently and at the end of the week we will put on our very own recital for our fellow campers. If your kiddo likes to dance and loves to perform then this camp is for them. Don't delay and get ready to learn some killer moves today!
(Ages 4-12)
May the Fourth be with you
(Ages 4-12) Star Wars obsessed you are?? Take the first steps in becoming a true Jedi! Campers will embark in a Jedi training camp that includes light saber making and battling, intergalactic missions, relay races, obstacle courses and other activities that are out of this world. This camp only happens on the fourth of the month so don't miss out. The Fourth is strong with you!
Ninja Warrior
Does your child want to become the next Ninja Warrior? Have them join us in a full week of strength, adventures, balance, obstacle courses and training to make their dreams come true! We can't wait to see them swing on the bars, climb up the rope, jump on the trampolines and maneuver through the pit! They will have the BEST TIME achieving their BEST TIME on the course!
(Ages 4-12)
Operation: Nerf
Nerf Gun: CHECK….Ammunition: CHECK….Plan of attack: CHECK! All that is missing is you, Nerf Warrior! Your child's excitement will not be contained during our Nerf Operation extravaganza: featuring tactical training, team building games, target practice and adventures through our facility. We will provide nerf guns for use and ammunition, foam pit battles, tug o war, and other amazing gladiator challenges.
(Ages 4-12)
Pirates and Mermaids
Avast ye young pirates and merfolk! We hope you arrrrrrrrrrrr joining us for this fun week of Pirates and Mermaids! Campers will walk the plank, play shipwreck, and race pirate ships as well. They'll find their inner mermaid or pirate this week through all of arrr nautical themed activities. It's definitely "a pirate's life for me!"
(Ages 4-12)
SPLASH BASH
CampKids has put together the most fun and exciting party you'll attend all summer! To celebrate the start of a new school year, campers are invited to our CampKids end-of-the-summer party! Campers will enjoy our large inflatables, face painting, slip n slide, water activities, obstacle courses, trampoline and pit time, fun games and…a giant foam machine! What a great way to enjoy summer!
(Ages 4-12)
SPORTS
This week of camp will be filled with competitions and activities surrounding various sports. Your kiddos will be introduced to soccer, gymnastics, swimming, basketball, baseball, volleyball, football, and tennis!! This camp will have campers learning about sportsmanship and teamwork along with a healthy amount of competition. They will be participating in active learning all while having tons of fun!
(Ages 5-12)
SUPERheroes
Bring your camper to join in the adventures with the America's Kids in Motion staff as they use their imagination to become true superheroes. This camp will include games, activities and visits from some of our favorite superheroes as well as creating our very own! Superheroes Camp is guaranteed to spark their ingenuity and provide exciting escapades!
(Ages 4-12)
Trucks, Trains, and Planes
Race car drivers start your engines! Vroom Vroooom! If your child is constantly RACING around the house and sometimes DRIVES you a bit crazy…then this is their perfect camp! Kids will make planes, race hot wheel cars, construct monster trucks, make a train station, and drive power wheels (Power Wheels battery charged cars are supplied). They will learn how to be a conductor, a safe driver, and all about being a pilot. Can't wait to keep on truckin'!
(Ages 4-9)
Under the Sea (Ages 4-9)
Campers will love this week of exploring the wonderful world of the Ocean. Sharks, fish, and other sea animals will be a big part of this week. We are so excited to find buried treasure, walk the plank, and have huge foam block battles! We can't wait to "Find Nemo" go to the "Codfish Ball" and become "Part of Your World."
Week at the Beach
Sign up for a day camp vacation! Bring some sunscreen, a towel, and your shades as we relax at "the beach." We will be learning how to surf, play volleyball, and we'll even make some totally awesome sand art! What a great way to enjoy summer!
(Ages 4-12)
And join us for......
Wacky Waterworks Day
Come join us each Friday for a day full of exciting water activities! Play water games, fly down our giant slip and slide, play in our outdoor blow up water house, and swim in our pools! We will provide the water, good times, and pizza! Just a reminder…you WILL get wet on this ride! | <urn:uuid:484da911-a0a8-4efd-a309-f1815e7b3161> | CC-MAIN-2017-13 | http://americaskidsinmotion.com/pdf/2016/summer-camp-descriptions.pdf | 2017-03-27T10:48:30Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 18,766,062 | 2,088 | eng_Latn | eng_Latn | 0.998815 | eng_Latn | 0.998815 | [
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Monthly Newsletter
Welcome!
!
We are announcing the grand unveiling of our new web site/search engine designed for high school students.
www.Infotrek.info
Check out our animated video below!
You Tube: http://youtu.be/N9OXhmynem4
Vimeo: https://vimeo.com/101749012
Students can search the main categories, which include the following:
* Science, Technology and Math
* Biographies
* Arts and Recreation
* Literature and Language Arts
* Social Studies, Geography, and History
* Quotations
* Health, Nutrition, Medicine and Disease
* Images, Audio and Video Clips
* Languages
The power of Infotrek is the search engine:
1) Students can type in their own keywords and high school level results will be displayed.
2) Students can click on a topic such as "Earth Science" and an extensive list of earth science topics will be displayed. Then, the student would click on a specific topic and it is entered automatically in the search box.
As always, Infotrek and our other sites only access resources that have been recommended by teachers and librarians and reviewed by us.
Send us your feedback!
Welcome to the students, teachers, and librarians of Vancouver, British Columbia We're happy you are using Infotopia.info, Infotrek.info and Kidtopia.info for your research needs!
Are You Looking for Resources on Landforms?
Our newly updated resources page on landforms consists of twelve carefully selected web sites, which include videos from WatchKnowLearn, interactive lessons, definitions, pictures, maps of world locations, quizzes, anagrams, a PowerPoint presentation, a slide show, songs about Landforms, and even a game called Landform Detective. As you know, information about landforms is difficult to find in one place. Hopefully, this will help with your class objectives on landforms.
http://www.infotopia.info/landforms.html
http://www.powtoon.com/
Have you or your students tried PowToon yet? It is easy to use and the results are quite professional looking. You can easily animate a presentation (with audio) for free using Powtoon, and then upload it to YouTube or download to your computer. It is quite intuitive and doesn't require professional skills to use. There are one-minute online tutorials that teach you how to use it! (It's that easy!)
New "How-To" Animated Videos for many subjects, including science fair projects, how to perform keyword searches, and more. Send us your requests!
Infotopia Newsletter
\
Our blog can now be found at www.infotopiaworld.com. Recent Posts include:
* How to Find Free eBooks and Audiobooks
* How to Borrow Free eBooks and Audiobooks
* Free Children's eBooks, Online Books, and Audiobooks
* Google Search Operators vs. Boolean Searching
* Summer Reading Ideas
Presentations for Students:
* How and Why to Cite Your Resources
* It's a Jungle Out There (How to Distinguish Good from Bad Web Sites)
Sign up and you will receive updates via email.
(Fill in "Subscribe/Connect" or click the "Contact Us Here" button at the top left.) (Or click the link here.)
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We have also posted our presentations for students, teachers, and librarians on YouTube. We will be creating more videos each week. You can find us at:
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Also, please suggest topics and presentation ideas by sending us an email (email@example.com)
Looking for some FREE eBooks or online audiobooks for young children? We have evaluated hundreds of web sites and made our recommendations here. Many are downloadable to your Kindle, Nook, etc. Others are available only online. It's never too late to get children captivated by reading, which can turn into a lifelong habit.
If you want to subscribe to our Infotopia newsletters, just send us an email.
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Follow our blog by email at:
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August Events
National Inventors' Month http://www.infotopia.info/inventions.html
Get Ready for Kindergarten Month
http://www.coolmath.com/parents/getready.htm
All August Events
http://www.surfnetkids.com/calendar/august/
http://www.infotopiaworld.com/2014/07/part-iii-how-to-find-free-childrens.html
Help! We are working on a number of new resource pages and we need to know if your schools/school districts allow students to access embedded videos from YouTube or Vimeo on a web site. Could you complete this brief (one question) survey for us? Thanks in advance for your help! Just click on the link below. http://bit.ly/WIriy0 | <urn:uuid:b5a3929a-09d4-4f7f-982c-1bf39bed288c> | CC-MAIN-2017-13 | http://www.infotopia.info/newsletters/August_Infotopia_2014.pdf | 2017-03-27T10:45:40Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz | 547,117,548 | 1,148 | eng_Latn | eng_Latn | 0.995638 | eng_Latn | 0.996154 | [
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How to Find Cool Masonic Places in New Zealand's North Island
When travelling around New Zealand there are interesting Freemason-related locales to visit while you travel the North Island. Use this as an opportunity to share Freemasonry with partners /friends and encourage non-Freemasons to also search these out.
St Pauls Church, Symonds St Auckland: The first instance of Masonic Labour in New Zealand, of which there is authentic record, was in Auckland in July 1841, at the laying of the Foundation Stone of the first St. Paul's Church. It was a very pretty church, built brick faced with Auckland stone, seating 600 people, which stood in Emily Place at the top of Shortland Street.
By advertisement, the brethren of the town were summoned to assist, with the newspaper of the day subsequently recording that "the gentlemen in Auckland who were Freemasons appeared, with the decorations and insignia of their Order". Among these were the founders of the current Ara Lodge No1.
That historic stone was used again fifty years afterwards as the Foundation Stone of the present St. Paul's on Symonds Street. It is a very large, rough ashlar of grey stone, built into the wall of the church without inscription, and can be found inside the porch at the left of the front door.
Southern Cross Hotel Site, Willis St Wellington: The first regular meeting of Freemasons in New Zealand on 23 November 1842 was at the Southern Cross Hotel run by Bro Frederick France. He was the first Inner Guard of the new Lodge. A sketch in 1842 by Capt William Mein-Smith RN of Te Aro shows the hotel on the southeastern corner of Willis St and Old Customhouse St, now Bond St. The Bordeaux Bakery is presently at this location.
First Freemasons Hall, Lambton Quay, Wellington:
A Freemasons Hall was built by NZ Pacific Lodge in the mid 1840's on the northern side of Barrett's Hotel. From the etching below it is likely it was located alongside the first Barrett's Hotel which was on what is now known as Waititi Landing Park. This small triangle of land on the corner of Molesworth Street and Lambton Quay was a long-standing waka landing place for Maori. Twin 6.3-metre pouwhenua (boundary markers), designed by Te Atiawa sculptor Ra Vincent, symbolise waka and now stand where the beach once was. The pouwhenua carry two figures depicting the people of the land they stand on, and a kowhai design on their inner surfaces represents the wairua (spirit of the land) from which they emerge. On the other side of the Hotel where the Cenotaph is now, was the first Public Library.
NZ Pacific Lodge No2 – Tucker & Stafford Grave, Wellington: If you have time for a walk in the Bolton Street Memorial Park in Wellington find your way to the entrance at the beginning of Easdale Street off Bolton Street. Here you'll find Powles Path which travels north through the gully beside the motorway and climbs up on to the main ridge pathway a short way down from the Richard Seddon Memorial (Seddon was also a prominent Freemason - his portrait in Masonic regalia is hanging in the Wellesley Building). On Powles Path you'll find an amazingly decorative Freemasons grave complete with two columns and a tessellated pavement.
The new plaque installed when NZ Pacific Lodge undertook restoration work in 2009 records the death of Henry Tucker in 1873 and Edwin Stafford in 1885. These two had an agreement that whoever survived the other, he would erect an appropriate tombstone in memory of the brother that had died. Also take a look around at the graves nearby as there are several others with masonic symbolism.
Grand Lodge Library, Wellington: An extensive collection of Masonic related books can be found at the GLNZ national office located in Freemason House at 195 -201 Willis Street Wellington. The library can be visited any working day 8.30am-5pm.
United Masters Lodge Museum and the Freemasons Museum, Auckland:
These combined museums are maintained by the '167 Heritage Society' and can be found at the Auckland Freemasons Centre located at 181 Khyber Pass Rd, Auckland. Visits by individuals and groups can be arranged by contacting the Society Secretary via the website https://sites.google.com/site/unitedmasterslodgeno167/Calendar
Wellesley Building, 2-8 Maginnity St Wellington: This NZIA Gold medal winning building, as well as a Category 1 Historic Place, was built for the 'Wellesley Club' in the late 1920's and is one of the best examples of Georgian architecture in New Zealand. Purchased by a group of Freemasons circa 2009 it is now home to the Wellington Freemasons Centre and the Wellesley Boutique Hotel / 1815 Café & Bar. The Lodge room is in the original grand billiard room creating one of the most ornate lodge rooms in the country.
While the 1815 café is a great place for a meal and/or drink. The building has one of the few Lodge rooms in NZ (with the building being open to the public) that by arrangement it may possible for an out of town Freemason to visit.
Original Masterton Masonic Hall: If travelling through Masterton the original Masonic Hall can be found at 109 Chapel Street where today it is the 'Vibe Bar' a burger restaurant, late night restaurant and night club.
Other Historic Buildings: There are a number of buildings around the North Island with a Masonic connection classified on the Historic Building list as Category 2 being buildings of ' historical or cultural significance or value ' . These include:
o Former Masonic Hall, Yarborough St, Kohukohu
o
Masonic Hall, 3 Baxter St, Warkworth
o Masonic Club / Buckland Building, 30-34 Customs St East, Akld
o Masonic Hall, 14 Rodney St, Northcote
o Former Remuera Masonic Hall, 82 Remuera Rd. Auckland
o Former Masonic Lodge, 776 Rings Rd and Victoria St, Coromandel
o Sir Walter Scott Lodge, 415 Mackay St, Thames
o Masonic Lodge, 47 William St, Huntly
o United Manawatu Lodge, 186 Broadway, Palmerston North
o Gisborne Amateur Operatic Society Building (former Masonic Hall) at 188 Childers Rd.
o Lion Lodge Hall at Newton St, Ormondville
o Lodge Waimarino No 175, 23 Ward St, Raetihi
o Former Masonic Lodge, Bruce St, Hunterville | <urn:uuid:c53571eb-679c-4013-8638-ac714f46899e> | CC-MAIN-2017-13 | http://freemasonsnz.org/tools/wp-content/uploads/sites/3/2015/10/108_Toolbox-ipad_How-to-Find-Cool-Masonic-Places-In-NZ_North-Island.pdf | 2017-03-27T10:38:19Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 144,448,238 | 1,388 | eng_Latn | eng_Latn | 0.78671 | eng_Latn | 0.988245 | [
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22 July 2015
A NEW WATER TANK FOR LOCAL GIRL GUIDES
Pakenham Girl Guides are soon to discover the benefits of recycling natural water following their success in the 2015 SUEZ environnement Community Grants Program.
The group has received a $3,000 grant from SUEZ environnement to install a sustainable water tank system at their local Guide Hall.
By installing an onsite water tank, the Girl Guides site will harvest and recycle water that is naturally available during rainy periods. The water tank will not only provide natural source of water onsite, it will be used as a learning tool for Guides as young as five to understand the importance of water conservation and reduce their current water utility bills freeing up funds to deliver other beneficial programs to the group.
Kelvin Sargent, SUEZ environnement's State General Manager Victoria, presented the cheque to the Pakenham Girl Guides at a CampFire ceremony on Wednesday night and said SUEZ environnement was pleased to support this local community group with their future sustainability goals.
"The Girl Guides are a well-respected organisation with long-standing involvement both locally and globally. Their ethos encourages young girls to be actively involved in their community and provides opportunities to contribute towards the environment and a sustainable future. We are proud to support them in this small way to reach their goals."
Group Leader at the Pakenham Girl Guides, Sonya Boloski, was excited to receive the news about the grant.
'Following the recent completion of our new Girl Guide Hall roof, the installation of the water tank will be a great addition to our Guide Hall here in Pakenham, complementing the sustainable life practices we instil in each Guide."
"Thanks to SUEZ environnement, the water tank will enable our Girl Guides to learn new skills about rainwater harvesting, water conservation and recycling water practices," said Sonya.
"The water tank will also assist in reducing our utility costs enabling the group to use the funds to support other Girl Guide programs."
SUEZ environnement was the first waste company in Australia to launch a national community grant program. Over the past two years, the SUEZ environnement Community Grants Program has provided more than $250,000 to inspiring local organisations and projects. This year, 38 community groups across Australia have been awarded more than $155,000 in community grant funding to help realise their project dreams.
For more information on the SUEZ environnement Community Grants program or to register to receive information about the next grant round in 2016 visit www.suez-envcommunitygrants.com.au
– Ends –
Contact – SUEZ environnement Media Office on 02 8775 5527
SUEZ environnement finds smart and reliable resource management solutions to make the best use of water and waste for towns, cities, business and industry. We partner with organisations through the SUEZ environnement Community Grants program to support local participation in social and environmental projects which help create a more sustainable future. | <urn:uuid:b8b687f7-c0f3-47ad-8605-7a4a00b0ea1e> | CC-MAIN-2017-13 | http://www.sita.com.au/media/media_releases/150722_MEDIA_RELEASE__Pakenham_Girl_Guides.pdf | 2017-03-27T10:50:31Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 713,456,392 | 609 | eng_Latn | eng_Latn | 0.997 | eng_Latn | 0.997 | [
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www.mindingyourmind.org
Program Overview
Minding Your Mind is a 501c3 not-for-profit organization with a mission of reducing stigma and destructive behaviors associated with mental health issues while promoting help-seeking behavior in youth through education.
Minding Your Mind offers an evidence-based, contact strategy through in-school and community-wide mental health education programs aimed at middle school, high school, and college-age students. Through our professionallycrafted presentations, students hear stories of hope and recovery from young adult speakers who successfully and productively cope with their mental health issues. Our educational programs move away from crisis-based response to prevention through education. Programs create a safe space for communication and aim to normalize the conversation around mental health.
Our Goal
Our goal is to help reduce the incidence of substance abuse, self-harm, isolation, bullying, and suicide in teens and young adults. Suicide is now the second leading cause of death for teens and young adults aged 14 to 23. Suicide almost always is the result of an untreated or under-treated mental health condition. Stigma and shame are the greatest barriers to treatment. Our goal is to create a culture of openness and advocacy.
Since 2007, through our young adult speaker program, Minding Your Mind has reached hundreds of thousands of high school, middle school, and college-aged students, their teachers, families, and caregivers. The programs occur during school assemblies, health classes, and workshops. Issues addressed in these presentations range from mood disorders, suicide ideation and eating disorders, to addictive behavior and bullying.
Our Speakers
Our speakers all have received training to ensure that their presentations are delivered in a professional and knowledgeable fashion. These inspiring presentations provide students with a better understanding of the signs and symptoms of mental health disorders, emphasizing that they are common, treatable, and that help is available. In 2015-2016, Minding Your Mind completed over 1,100 presentations to schools and community organizations. Additionally, Minding Your Mind offers two Best Practice Registry Suicide Prevention Education Programs for school faculty and staff, which qualify for state-mandated training. These presentations often take place during teacher inservice days, at conferences, or during parent nights. All programs are age appropriate and can be tailored to meet the needs of an individual school or community demographic. Our "Be the One" initiative promotes awareness and teaches students how to best take action if their friends or family members are suffering.
All speaker bios, teacher testimonials, and school presentation lists can be viewed on our website www.mindingyourmind.org. To schedule a presentation, please click here to complete the "Book a Speaker Form" found on the upper right hand corner of our Home page. Please feel free to contact our executive director, Trish Larsen, at email@example.com with any questions or comments.
Breaking the Silence through Education
Minding Your Mind • 124 Sibley Avenue • Ardmore, PA 19003 • tel 610.642.3879 • fax 610.896.5704 | <urn:uuid:f4e63a9e-8464-4d63-9f04-0bec6ac1c367> | CC-MAIN-2017-13 | http://mindingyourmind.org/wp-content/uploads/2016/04/Program-Overview-Minding-Your-Mind.pdf | 2017-03-27T10:38:56Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 243,511,321 | 613 | eng_Latn | eng_Latn | 0.997359 | eng_Latn | 0.997359 | [
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EU scientists confirms bioenergy accounting error
Title
A major carbon accounting flaw in EU legislation whereby biofuels used in transport and biomass used for power generation are counted as ?zero emissions? will have ?immense? consequences for the environment.
This is the key finding of a report published on Friday 16 October by the Scientific Committee of the European Environment Agency (EEA), a top EU advisory body.
Click here to read the EEA report.
The report warns that counting biofuels and biomass as ?zero emissions? is wrong because it ignores the emissions that come when the fuels are burned, assuming that this impact is automatically offset when new plants grow. In many cases these emissions will not be offset because increased demand for land for bioenergy will just displace emissions elsewhere.
The report goes on to say that ?if bioenergy could or should provide 20% to 50% of the world?s energy needs in coming decade?doing so would require doubling or tripling the total amount of plant material currently harvested from the planet?s land.? Such an increase would have devastating environmental consequences.
The report follows the similar findings of a study published in June last year by three environmental organisations, BirdLife Europe, EEB, and T&E. (x) The organisations have repeatedly called for an end to so-called 'zero counting' of bioenergy emissions, including those from biofuels production.
The EU is currently reviewing one of the accounting flaws linked to its mandatory renewable energy target for transport, which will mostly come from a switch to biofuels. Currently socalled EU ?sustainability criteria? fails to account for the central question of indirect impacts on land use and emissions (Indirect land use change or ILUC). ILUC occurs when biofuel crops replace food crops.
The land needed to grow the missing food is displaced, often to the developing world. This in turn causes rainforests and other sensitive eco-systems to be destroyed to grow food, causing a massive release of emissions. Many EU countries are scaling up on biomass for heat and power, and biofuels for transport to meet mandatory European renewable targets. The report shows that continuing with today?s flawed carbon accounting would lead to an increase rather than a decrease of emissions in the real world.
Biomass and biofuels receive generous subsidies and tax breaks across Europe, leaving the EU faced with the prospect of an ?environmental? measure causing disastrous consequences, and largely funded by the taxpayer. Ariel Brunner, Head of EU policy of BirdLife Europe said: ?The EU has been basing its entire bioenergy policy on fake carbon accounting; the result is a sub-prime bioenergy mortgage that will never be paid off unless the EU changes course immediately.?
Faustine Defossez of the European Environmental Bureau said: ?This study should be taken as a wake up call to start bringing out some badly needed policy adjustments: it is now clear that the increase in harvesting of plant material for energy purposes, foreseen under the Renewable Directive, will have serious negative environmental, including climate impacts? Nusa Urbancic of Transport & Environment said: ?The European Commission has been sitting on its hands for almost three years figuring out what to do about the indirect effects of biofuels. Every serious scientific body that has studied the issue says action is needed, the EEA is the latest in a long line. The EU should waste no more time coming forward with a proposal to fix this massive accounting hole. It?s important not just for the environment but also for the biofuels industry in Europe, which has frozen most of its investments, until it knows what the future rules are going to be.?
NOTES [x] Two studies commissioned by BirdLife Europe, EEB, and T&E show that Europe has a major carbon accounting problem, threatening the credibility of two flagship EU environmental policies: the Renewable Energy Directive (RED) and the Emissions Trading Scheme. Under EU accounting rules, burning bioenergy is considered to be ?carbon neutral? despite the release of significant greenhouse gas (GHG) emissions in the short-medium term, turning bioenergy into a misguided policy tool for achieving emissions reductions. The best available scientific evidence shows that the carbon costs of many bioenergy options are high.
Bioenergy causes losses of carbon to the atmosphere from vegetation and soils when biomass is harvested. And biofuels cause losses of carbon to the atmosphere when land is converted - either directly or indirectly - to meet the increased demand for agricultural crops. See the full report here.
Stichting BirdLife Europe gratefully acknowledges financial support from the European Commission. All content and opinions expressed on these pages are solely those of Stichting BirdLife Europe. | <urn:uuid:4c5a85a0-4353-4227-9420-d8c3aad82c25> | CC-MAIN-2017-13 | http://www.birdlife.org/printpdf/europe-and-central-asia/news/eu-scientists-confirms-bio-energy-accounting-error | 2017-03-27T10:44:36Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz | 421,344,065 | 959 | eng_Latn | eng_Latn | 0.998463 | eng_Latn | 0.998487 | [
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Stoic Greek Vocabulary
William S. Annis Scholiastae.org ∗
February 5, 2012
This is a list of key Stoic terms used in the works of Epictetus, as well as a few idioms that might cause trouble for those used to different genres or periods of Greek.
δύναμις
Δύναμις refers to an individual's ability or capacity for something, and not the art or science itself. So there would be an opposition between e.g., ἡ γραμματικὴ δύναμις and ἡ γραμματικὴ τέχνη, with the former being an individual's linguistic (in a very broad sense) ability, while the latter would be the abstract science of linguistics.
ἔκκλισις
The base meaning of ἔκκλισις is "disposition, tendency," but in Stoic terms means specifically disposition away from something, "aversion, avoidance." Opposite of ὄρεξις.
ἐφ' ἡμῖν
Ἐπί with the dative is a fundamental phrase in Epictetus' philosophy, usually in the form ἐφ' ἡμῖν or οὐκ ἐφ' ἡμῖν, "up to us, under our control," but also sometimes with other pronouns, ἐπ' ἐμοί, κτλ. It is often nominalized, τὰ ἐφ' ἡμῖν, "those things that are up to us." See Ench. 1.1.
ὄρεξις
Ὄρεξις, "desire," is often used to mean in particular desire towards virtue, but may sometimes refer to those desires to be avoided. Opposite of ἔκκλισις.
∗ This work is licensed under the Creative Commons Attribution-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.
ὁρμή
This means "impulse, rush forward," but in Stoic writings "choice, intention, appetite," the motivation of an action. It's usually contrasted to ἀφορμή, "repulsion, aversion." The denominative verbs ὁρμάω, "feel attraction, desire," and ἀφορμάω, "feel aversion," are also often seen.
πάσχω
The base meaning of πάσχω is to be on the receiving end of some action, so "suffer, have something happen to one, come to be in a state," etc. There is a particular Stoic idiom meaning, "be acted on by external things, take impressions from (them)," which may further be used with a report clause introduced with ὅτι, "to be (led to) suppose that." See Epict. 1.2.3.
προαίρεσις
Πριαίρεσις, from the verb προαιρέω, "choose, prefer," comes in for a lot of extravagant translations in philosophical literature. Its basic meaning in non-philosophical Greek is "choice, resolution, purpose," but it may also refer to one's habits of choice, and so "conduct, character, reputation, devotion." In Stoic writings it may be translated "moral purpose, moral character, intention, volition," etc.
προκόπτω, προκοπή
The verb προ-κόπτω means "to move forward, advance, make progress," especially in a philosophical or moral sense in Epictetus. The present participle is often used as an agent noun, ὁ προκόπτων, referring to someone making progress in living as a Stoic. The noun, προκοπή, is then "moral progress, improvement." See Ench. 12.1, Ench. 13.1.
φαντασία
Φαντασία corresponds to the "idea" of British Empiricists (like Locke and so on), so it would include both particular sense-data and more abstract mental ideas. The use of φαντασίαι leads to value judgements both about gold (external things) and other δυνάμεις (abstract things). It is often translated "impression" in modern English works on Stoicism. See Epict. 1.20.7.
φύσις
Φύσις has the base meaning "growth, origin," but also shades into "natural form, constitution, natural position," and in the Stoic context is often simply "nature." Because Stoics viewed the cosmos as a teleological system (it had a purpose for everything), living κατὰ φύσιν, "according to nature" was synonymous with living correctly. The phrase παρὰ φύσιν, "contrary to nature" is seen, as is the bare dative, φύσει, "by nature." The intransitive second aorist (ἔφυν) and perfect (πέφυκα) of the verb φύω, "grow," may be used with the meaning "to be (something) by nature."
It should be noted that several Hellenistic schools all advocated living κατὰ φύσιν yet still came to quite different ideas about what that meant.
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Ethiopia Tod ay
Newsletter of the Embassy of the Federal Democratic Republic of Ethiopia in Canada
Vol.1 No.7 OCTOBER 2014
IGAD Envoys Condemn Latest Attack
The IGAD Special Envoys for South Sudan have strongly condemned the action of SPLM/A-InOpposition forces in initiating conflict in the area of Bentiu, Unity State. A statement said the ongoing fighting in and around Bentiu, Unity State, demonstrated that the SPLM/A-InOpposition has yet "to abandon the option of war." The IGAD Envoys called on the forces of the SPLM/A-In-Opposition to immediately cease hostilities, for government forces to demonstrate restraint and for all parties to give peace a chance.
They demanded the parties adhere to their commitments, particularly the requirements of the Cessation of Hostilities Agreement to end the recruitment and mobilization of forces, including that of child soldiers, the acquisition of arms and ammunition, and all possible military provocation.
The Envoys also appealed to the IGAD Heads of State and Government, the United Nations, the African Union and the international community to prevail on the parties to immediately cease fighting, commit to a genuine process of peace and dialogue and abandon the option of war.
this war. This "unfortunate development" comes despite progress in the peace talks in Ethiopia and at the start of the current session of talks. It is also taking place on the eve of the convening of the Assembly of the IGAD Heads of State and Government and, at their specific request, direct negotiations between President Kiir and Dr. Machar.
Ethiopia to Help Ebola–affected Countries
Health Minister, Dr. Keseteberhan Admasu, told a press conference on October 24 that Ethiopia was sending 210 health professionals to help deal with the epidemic. The mission, to be deployed in two groups, would be made up of medical doctors, nurses, field epidemiologists, environmental health professionals and public health specialists, drawn from both public and private sectors. They will engage in Ebola case management/treatment, surveillance, contact tracing, social mobilization, and community engagement, and will also assist national health systems in the affected countries to continue their essential and basic health, food, water and sanitation services.
The statement noted that the already dire humanitarian situation throughout South Sudan was further imperiled by this violence, and risked millions of lives and the international effort to address the humanitarian catastrophe induced by
Dr. Keseteberhan Admasu said "This new commitment of deploying medical staff can be considered as a continuation and commitment of Ethiopia's firm stand for African solidarity. Ethiopia shall and will continue to support all efforts until this dreadful crisis is over." He also
1501 - 2 75 Slater Street, Ottawa, ON, Canada K1P 5H9. Tel: 613 565 6637 Fax: 613 565 9175
e-mail: firstname.lastname@example.org ,Website: www.ethioembassy canada.org
said Ethiopia would be providing financial support of US$500,000 to Liberia, Guinea and Sierra Leone, the worst affected countries. The African Union, which earlier launched its AU Support to Ebola Outbreak in West Africa (ASEOWA) program recently appealed for more human resources from member states and development partners to fight the Ebola epidemic. The AU Commissioner for Social Affairs, Mustapha Sidiki Kaloko, expressed appreciation to the government and the people of Ethiopia for the contribution and expressed the hope that the positive decision of Ethiopia would encourage other AU member states to respond favorably to the AU's call.
Ethiopian Diaspora Held a Fundraising Event in Winnpeg,Manitoba
Ethiopians and Ethio-Canadians residing in Winnipeg,Brandon and other cities in Manitoba province held a successful fundraising event in Winnipeg city on November 2, 2014, in which a great number of Ethiopian Community members, Candians and officials of provincial administration participated. The event is organized by Ethiopian Community and Winnipeg Area Grand Ethiopian Renaissance Dam Public Participation Coordinating Council.
Hon. Flor Marcelino, Minister of Multiculturalism and Literacy, Hon. Steve Ashton, Minister of Infrastructure and Transportation of Manitoba province and H.E. Ambassador Birtukan , were among the invited guests that were in attendance at the event.
H.E Birtukan Ayano, Ambassador Extraordinary and Plenipotentiary of the Federal Democratic Republic of Ethiopia to Canada, in a speech delivered at the event congratulated the organizers of the event and members of the Ethiopian community of Winnipeg and Manitoba Province for their dedication and strong support towards the development of Ethiopia. H.E further noted that the nation's plan to alleviate poverty and to join the rank of middle income countries is on the right course as evidenced by successful two digit economic growth, recorded over the last eleven years. In order to sustain the viability of the current economic growth it is essential to avail sufficient energy supply, she said.Accordingly, the Ambassador said, the GERD and other hydro power dams under construction in the country by the government and Ethiopian public participation is to satisfy current and future demand of energy of the country and to export to the neighboring countries. Ambassador Birtukan commended Ethiopians and Ethio- Canadians who participated in the actualization of the event and for their
financial contribution and hoped that their current enthusiasm for the development of their country of origin remain intact until the completion of GERD project.
Dr.Seifu Guangul, chairperson of Ethiopian Association Manitoba as well as head of the organizing committee praised fellow participants and called upon all Ethiopian diaspora to exploit current suitable conditions in the country and partake in the development of the country.
UN Ban Ki-moon Announces $8 Billion in new funding to the Horn of Africa
UN Secretary General Ban Ki-moon at the start of a tour of the Horn of Africa on Monday (October 27) announced US$8 billion in funding for Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan, and Uganda. He said "The countries of the Horn of Africa are making important progress in economic growth and political stability. Now is a crucial moment to support those efforts, end the cycles of conflict and poverty, and move from fragility to sustainability. The UN is joining with other global and regional leaders to ensure a coherent and coordinated approach towards peace, security and development in the Horn of Africa," the UN Secretary General said. The UN Secretary General is accompanied by World Bank President Jim Yong Kim, as well as the President of the Islamic Development Bank Group and high level representatives of the African Union Commission, the European Union, the African Development Bank, and the Intergovernmental Agency for Development (IGAD). On the first day of the visit in Addis Ababa, the World Bank also pledged US$1.8 billion for cross-border activities in a Horn of Africa Initiative intended to boost economic growth and opportunity, reduce poverty, and spur business activity. The African Development Bank announced a pledge of US$1.8 billion over the next three years for countries in the region and the Islamic Development Bank has committed to deploy up to US $1 billion in new financing for its four member countries in the Horn of Africa: Djibouti, Somalia, Sudan and Uganda. The African Union Commission Deputy Chairperson, Erastus Mwencha said that "Our efforts to create peace and stability must be reinforced by investments in the peoples and countries of the Horn."
A conference on IGAD Economies and Federalism in Somalia Held in Addis Ababa
Dr. Tedros Adhanom, Ethiopia's Foreign Minister and Chair of the IGAD Council of Ministers, delivered a keynote address at the Conference on IGAD Economies and Federalism on October 29, co-organized by the Horn Economic and Social Policy Institute (HESPI) and the Intergovernmental Authority on Development (IGAD). Dr. Tedros Adhanom; UNECA Deputy Executive Secretary, Dr. Abdalla Hamdock; Ambassador Mohammed Afey, IGAD Special Envoy to Somalia; and Ambassador Ahmed Abdisalam, Somalia's Ambassador to Ethiopia made opening remarks at the opening session of the three-day conference.
HESPI managing director, Dr. Ali Issa Abdi said the conference was the first of its kind despite the fact that federalism had been on the political agenda of Somalia for a long time. He noted that many in Somalia believed that federalism would break up the country by 'balkanizing' the nation while many others believed it was the panacea to Somalia's intractable problems of governance and
its previous state collapse. He said the debate between the two sides had been acrimonious and far from civilized. It was, however, important to have a sober discussion to reconcile differences. Ambassador Ahmed Abdisalam underscored the role of experts in helping Somalis come to a common understanding on issues of federalism through a dialogue based on 'nuanced understanding' of the subject, though he also emphasized that "the expert's role is facilitating the discussion , discussing the way forward is solely the task of the people of Somalia". Ambassador Mohammed Afey noted that that pluralism continued to be a subject that even advanced countries still grappled with. He hailed Ethiopia's bold steps in recognizing self determination and federalism in its constitution, pointing out that peace and stability had followed the coming into force of the constitution. Referring to the IGAD-led process in Somalia to lead to a federal state, he said "Somalia is a federal state: what remains is full implementation, "and he called on Somali MP's to expedite the establishment of the Boundary Demarcation Commission. Dr. Abdalla Hamdock highlighted the changing narrative of the Horn of Africa with its rapid economic development and the increase of FDI while emphasizing the need for underpinning consolidation of these gains. Dr. Tedros Adhanom, in his keynote address, underlined that Somalia was making a good progress in removing the threat of Al-Shabaab and in consolidating local administrations in newly liberated areas. Speaking about the experience of federalism in Ethiopia, he said federalism was a blessing to Ethiopia because it had brought both peace and economic development. The key factor in this, he said, was ownership, adding that "ownership brings commitment and hence positive results. " He said Somalis must take ownership of their common destiny. A federalism prescribed from the outside cannot work as it can endanger commitment to uphold it. He also talked about the need to put Somalia's interest beyond individual or group interest to end to the nation's problems.
News
Addis Ababa Becomes 3rd Largest UN Duty Station
Prime Minister Hailemariam Desalegn and UN Secretary-General Ban Ki-moon inaugurated the United Nations' New Office Facility (NOF) in Addis Ababa at the ECA Compound on Tuesday (October 28). Mr. Ban Ki-moon said that Addis Ababa had now become the third largest UN duty station after New York and Geneva.
Speaking on the occasion Ethiopian Prime Minister Hailemariam Dessalegn noted that the continent was struggling against colonialism and apartheid during the establishment of ECA in 1958, Africa is now witnessing development. Today, Africa has liberated itself from colonialism and embarked upon an era of development, stability and good governance, he noted.
"It is for this reason that I am hopeful that this building would herald the consolidation and realization' of this new chapter- an era of African Renaissance." he said.
In his keynote speech, UN Secretary-General Ban Ki-Moon on his part said the opening of the new facility would help to bring the UN staff together, thereby harmonize UN operations, saying "Most of all, it means the United Nations are better placed to deliver better results."
"With the completion of the new facility, we take an important step towards a future of dignity, prosperity and peace." Ban said.
Noting the ECA compound has a rich history, the Secretary-General said Africa Hall, a gift from Ethiopia upon establishment of the ECA in 1958, has seen memorable events, including the founding of the Organization of African Unity more than half a century ago.
"Thanks to this new facility, we have been able to cater for growing demand for office space and increase the number of staff working in the compound to more than 1,000." said Executive Secretary of ECA, Carlos Lopes.
Although, the facility wouldn't allow bringing all UN staff into the compound, it will house UNOAU, UNAMID, UNICEF, UNOPS, WHO and UNHCR representatives to the African Union Commission and ECA, he added
Established as one of the UN's five regional commissions, ECA's mandate is to promote the economic and social development of its member States, foster intra-regional integration, and promote international cooperation for Africa's development.
Ban Hails Ethiopia's Effort to Ensure Peace, Bring Economic Integration
The United Nations Secretary General Ban Kimoon hailed Ethiopia's role to ensure peace and stability and bring about economic integration in the Horn of Africa region.
In a press conference he gave to local and international journalists at the Sheraton Addis on October 27, Ban said that peace and stability cannot be sustained without development and development cannot be sustained without peace.
"The two things are inseparable. Ethiopia has contributed a lot in realizing these needed paths both within itself and in the region," he said.
Ban also congratulated Prime Minister Hailemariam Desalegn and Foreign Affairs Minister Tedros Adhanom for the prevailing dynamic economic growth and political stability in Ethiopia.He further thanked the government of Ethiopia for its generosity in receiving and sheltering over 600,000 refugees escaping war and repression from various countries.
The World Bank Group (WBG) President, Jim Yong Kim, on his part appreciated Ethiopia's fast economic growth and poverty reduction strategies, which lifted millions out of poverty.
He further said that the World Bank will support Ethiopia's fight against poverty and in its efforts to create economic integration in the region.
Business and Economy
Made in Ethiopia: The Leather Gloves Keeping the World Warm and Stylish
The steady hum of sewing machines fills the air inside a large glove making factory on the outskirts of Addis Ababa, the bustling Ethiopian capital. Patches of leather move through an array of working stations as busy laborers work feverishly to meet the company's export quota: 5,000 gloves a day.
The operation belongs to Pittards, a UK-based company whose trading partnership with Ethiopia dates back to the early 1900s. Here, hardy, durable cow hide is made into work gloves. These are ideal for builders and gardeners, and are mainly exported to the U.S.And then there are the stylish designs created from a different type of animal skin, these are made to keep fingers warm in Tokyo, Paris and Rome.
"The fashion glove is made of sheepskin which is unique to Ethiopia," explains Tsedenia Mekbib, general manager at Pittards Products Manufacturing. "The durability, the stretch ability and the strength make it popular for gloving leather specifically. That has been the one strength of Ethiopia and the leather sector."
Sophisticated designs with decorative touches may be the hallmark of this type of glove, but they must also be practical. Ethiopia's climate makes this animal skin effective in withstanding the winter chill an essential selling point.
And this effective material is in abundant supply. Ethiopia's 90-million cattle, sheep and goat population is one of the world's largest, according to the United Nations Industrial Development Organization. (CNN) (WIC)
Bombardier Transportation Lands Rail Contract in Ethiopia
Bombardier Transportation has landed a contract to deliver mainline signalling for a 400-kilometer stretch of rail in Ethiopia.
The order awarded by Turkish construction company Yapi Merkezi, which is delivering the design and construction of the project, has a value of approximately US$45 million.
"This is one of the longest lines tendered as a turnkey project in sub-Saharan Africa," Yapi Merkezi board member Erdem Arioglu said in a statement Wednesday.
"Yapi Merkezi went through a very detailed selection process to determine its suppliers and subcontractors and Bombardier was selected due to its proven track record and its successful, longterm cooperation with Yapi Merkezi on similar projects worldwide."
Bombardier Transportation is headquartered in Berlin and is a unit of Montreal-based Bombardier Inc. (brandonsun.com)
Ethiopian Receives 10th B787 Dreamliner
Ethiopian Airlines, the largest airline in Africa, announced it has received its 10th B787 Dreamliner dubbed "Niagara Falls" on 2 October 2014.
Ethiopian, an aviation technology leader in Africa, was the first airline in the world outside Japan to receive and operate in August 2012 the B787 Dreamliner, the most technologically advanced commercial aircraft.
The airline has chosen the B787 as its core fleet on its mid and long range routes such as Johannesburg, Lagos, Abuja and Harare in Africa; London, Paris and Frankfurt in Europe; Shanghai, Beijing, Hong Kong, and Seoul in Asia; Washington D.C., Toronto and Brazil in the Americas.The Toronto and Washington, D.C. routes are recorded as the longest non-stop routes using the B787.Ethiopian is Pan-African global carrier serving 83 destinations across five continents from its main hub at Bole International Airport in Addis Ababa.
Indian Companies to Invest 2 Billion USD in Ethiopia
Addis Ababa, October 02/2014 Indian companies with an aggregate capital of 2 billion USD are making preparations to invest in Ethiopia, according to India's Ambassador to Ethiopia.
Ambassador Sanjay Verma told ENA that Indian investors are ready to invest in Ethiopia seizing the favorable investment opportunities created in the country. The reliable peace and fast economic growth in the country have in particular made Ethiopia the most preferred investment destination in Africa for Indian investors, he said.
As a result, the number of Indian businesspersons investing in Ethiopia has been growing from time to time, the ambassador noted, adding that over 600 Indian companies with 4 billion USD have so far invested in the country.
According to Verma, the trade and investment volume of Ethiopia and India has exceeded 1.2 billion USD.In order to further strengthen the trade and investment tie of the countries, India is finalizing preparations to establish the biggest agricultural and science center in Africa and a textile industry cluster in Kombolcha town, the ambassador revealed.
Moreover, the ambassador recalled that India had extended 1 billion USD to Ethiopia's mega projects, specifically electric transmission lines, railway construction, sugar factories and
irrigation.Diplomatic relations between Ethiopia and India started over seventy years ago.
Tourism and Culture
Visitors Say Ethiopia Land of Incredible Destinations
North American National Tour visitors who visited Ethiopia recently said that Ethiopia is an incredibly diverse nation with infinite tourist destinations which could drastically build its image at global level.The group, which included authors, journalists, educators and travel operators made the remark in the early October after they visited the country for ten days.
The visitors during their stay in Ethiopia traveled to great tourist destinations such as Lalibela, Aksum, Gondar and the Blue Nile.
Yuriy Segovia, Author and journalist in the United States said Ethiopia is a country with an absolutely great potential for tourism, but which still needs to promote itself to the rest of the world."Many people still perceive Africa as something backward, poor and continent in misery and sickness, but Ethiopia is different in that it is a country with fantastic tourist sites and fantastic people," Segovia said.
Segovia also said that his perception is that Ethiopia has to work on promoting itself aggressively. This is a unique country, rich in diversity compared to other African countries. As it is difficult to reach tourists in North America and Europe and other parts of the world, it is possible to do it locally."
He says, through people, tourism is much more perceptible and Ethiopia has a great human resource. Visiting Ethiopia for the second time he said road construction has significantly improved over the last nine years, increasing the accessibility of tourism sites in the country."You are on the right track to raise the number of foreign visitors," Segovia added.
NTA Director of International Development Hybina Hao also said that Ethiopian tourism can grow as much as the rest of tourism owning countries provided that it continues to build its capacity to meet the demands of international tourists and promote its endowment.
John William came to Ethiopia to celebrate Maskal two weeks ago. And, it was not his first time visiting Ethiopia but he came to Ethiopia many times. John says that he likes to visit Ethiopia very often not only for its impressive historical features but also to enjoy the humble hospitality and kind approaches of the people.
Christina Bie was also one of Maskal celebrants from Canada. She said: "I have seen no country like Ethiopia which is endowed with some kind of unique scenery and natural heritage in every village and region you move."
By creating websites and other online platforms, the group of visitors noted that the country's image should be posted to communicate and to invite the outside world. They also pledged to introduce Ethiopia to others in various events back home.
Ethiopian Tourism Organization Chief Executive Officer Solomon Tadesse on his part said that the government has planned to launch a website that would enable the country promote itself, providing detail information about its countless natural and historical destinations.(EH) | <urn:uuid:3792018b-c1c6-4141-858a-765c25d9d9e1> | CC-MAIN-2017-13 | http://ethioembassycanada.org/docs/EthiopiaTodayVol1No7OCTOBER2014.pdf | 2017-03-27T10:43:03Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 122,315,214 | 4,436 | eng_Latn | eng_Latn | 0.996055 | eng_Latn | 0.997167 | [
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Summary of Adverse Health Effects of Noise Pollution
Prepared by Louis Hagler, MD
Based on the World Health Organization Guideline for Community Noise
(See: http://www.who.int/docstore/peh/noise/guidelines2.html for complete report)
As the population grows, there is increasing exposure to noise pollution, which has profound public health implications. Noise pollution creates a need for action at the local level, as well as for improved legislation and management. Urban noise pollution produces direct and cumulative adverse health effects by degrading residential, social, working, and learning environments with corresponding real (economic) and intangible (well-being) losses. The World Health Organization has documented seven categories of adverse health effects of noise pollution on humans.
1. Hearing Impairment: Hearing damage is related to duration and intensity of noise exposure and occurs at levels of 80 dB or greater, which is equivalent to the noise of heavy truck traffic. Children seem to be more vulnerable than adults.
2. Interference with Spoken Communication: Noise pollution interferes with the ability to comprehend normal speech and may lead to a number of personal disabilities, handicaps, and behavioral changes. These include problems with concentration, fatigue, uncertainty, lack of self confidence, irritation, misunderstandings, decreased working capacity, disturbed interpersonal relationships, and stress reactions.
3. Sleep Disturbances: Uninterrupted sleep is known to be a prerequisite for good physiological and mental functioning in healthy persons. Noise pollution is a major cause of sleep disturbances. Apart from various effects on sleep itself, noise pollution during sleep causes increased blood pressure, increased heart rate, increased pulse amplitude, vasoconstriction, cardiac arrhythmias, and increased body movement. These effects do not decrease over time. Secondary effects include fatigue, depressed mood and well-being, and decreased performance. Combinations of noise and vibration have a significant detrimental effect on health, even at low sound pressure levels.
4. Cardiovascular Disturbances: A growing body of evidence suggests that noise pollution may be a risk factor for cardiovascular disease. Acute exposure to noise activates nervous and hormonal responses, leading to increased blood pressure and heart rate and to vasoconstriction. If the exposure is of sufficient intensity, there is an increase in heart rate and peripheral resistance; an increase in blood pressure, and increased levels of stress hormones (epinephrine, norepinephrine, and cortisol).
5. Disturbances in Mental Health: Noise pollution is not believed to be a cause of mental illness, but it is assumed to accelerate and intensify the development of latent mental disorders. Noise pollution may cause or contribute to the following adverse effects: anxiety, stress, nervousness, nausea, headache, emotional instability, argumentativeness, sexual impotence, changes in mood, increase in social conflicts, neurosis, hysteria, and
psychosis. Children, the elderly, and those with underlying depression are particularly susceptible to these effects.
6. Impaired Task Performance: The effects of noise pollution on task performance have been well-studied. Noise pollution impairs task performance, increases errors, and decreases motivation. Reading attention, problem solving, and memory are most strongly affected by noise. Noise produces negative after-effects on performance, particularly in children; it appears that the longer the exposure, the greater the damage.
7. Negative Social Behavior and Annoyance Reactions: Annoyance is defined as a feeling of displeasure associated with any agent or condition believed by an individual to adversely affect him or her. Annoyance increases significantly when noise is accompanied by vibration or by low frequency components. The term annoyance does not begin to cover the wide range of negative reactions associated with noise pollution; these include anger, disappointment, dissatisfaction, withdrawal, helplessness, depression, anxiety, distraction, agitation, or exhaustion. Social and behavioral effects are complex, subtle, and indirect. These effects include changes in everyday behavior (closing windows and doors to eliminate outside noises), changes in social behavior (aggressiveness or disengagement), and changes in social indicators (residential mobility, hospital admissions, drug consumption, and accident rates), and changes in mood (increased reports of depression). Noise above 80 dB is consistently associated with decreased helping behavior and increased aggressiveness.
Effects of Multiple Sources of Noise Pollution: Most environments contain a combination of sounds from more than one source (e.g., trains, boom-box cars, car horns and alarms, and heavy trucks). Adverse health effects are related to total noise exposure from all sources. In residential populations, combined sources of noise pollution will lead to a combination of adverse effects, such as sleep disturbances; cardiovascular disturbances; interference at work, school, and home; and annoyance; among others.
Groups Vulnerable to the Effects of Noise Pollution: Although everyone may be adversely affected by noise pollution, groups that are particularly vulnerable include infants, children, those with mental or physical illnesses, and the elderly. Because children are particularly vulnerable to noise induced abnormalities, they need special protection.
Conclusions and Recommendations: The adverse health effects of noise pollution are numerous, pervasive, persistent, and medically and socially significant. These adverse effects represent a significant public health problem that can lead to social handicaps, reduced productivity, impaired learning, absenteeism, increased drug use, and accidents. The aim of enlightened governmental controls should be to protect the population from these adverse effects of noise. | <urn:uuid:ff84439b-a391-4865-92a2-5b9fc8c08138> | CC-MAIN-2017-13 | http://noiseoff.org/document/who.summary.pdf | 2017-03-27T10:37:50Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 268,970,259 | 1,094 | eng_Latn | eng_Latn | 0.995958 | eng_Latn | 0.996213 | [
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Tibet Oral History Project
Interview #15M – Tsondue Gyaltsen April 7, 2010
The Tibet Oral History Project serves as a repository for the memories, opinions and ideas of elderly Tibetan refugees. The oral history process records the words spoken by interviewees in response to questions from an interviewer. The interviewees' statements should not be considered verified or complete accounts of events and the Tibet Oral History Project expressly disclaims any liability for the inaccuracy of any information provided by the interviewees. The interviewees' statements do not necessarily represent the views of the Tibet Oral History Project or any of its officers, contractors or volunteers.
This translation and transcript is provided for individual research purposes only. For all other uses, including publication, reproduction and quotation beyond fair use, permission must be obtained in writing from: Tibet Oral History Project, P.O. Box 6464, Moraga, CA 94570-6464, United States.
Copyright © 2012 Tibet Oral History Project
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
INTERVIEW SUMMARY SHEET
1. Interview Number:
#15M
2. Interviewee:
Tsondue Gyaltsen
3. Age:
74
4. Date of Birth:
1936
5. Sex:
Male
6. Birthplace:
Digung
7. Province:
Utsang
8. Year of leaving Tibet:
1959
9. Date of Interview:
April 7, 2010
10. Place of Interview:
Home for the Aged, Doeguling Settlement, Mundgod,
Karwar District, Karnataka, India
11. Length of Interview:
1 hr 51 min
12. Interviewer: Marcella Adamski
13. Interpreter:
Namgyal Tsering
14. Videographer:
Pema Tashi
15. Translator:
Tenzin Yangchen
Biographical Information:
Tsondue Gyaltsen's birthplace Digung Thashoe was a distance of three to four hours by vehicle from Lhasa. The most unique part of his village was that it was surrounded by a fence with gates in the east and west. His family was engaged in farming and paid taxes to the Digung Monastery and the Tibetan government based on the family's wealth. He elaborates on the two types of taxes and how they were paid.
Tsondue Gyaltsen describes the monks called tsam-pa 'meditators' and their role in the life of the local villagers. Tsondue Gyaltsen became a monk at the age of 13 and joined Gaden Monastery near Lhasa. He provides a vivid description of an epidemic which claimed the lives of many young people, including a large number of monks. He was able to escape death during the epidemic as a result of an unusual remedy provided by his teacher.
Tsondue Gyaltsen explains in length about the death ritual of chadhor in which dead bodies were dissected and fed to the vultures. This was the preferred method of burial except in the case of death by disease when bodies were buried instead of sky burial during the epidemic.
Tsondue Gyaltsen witnessed the bombing of Lhasa by the Chinese in 1959. He wanted to join the Chushi Gangdrug [Defend Tibet Volunteer Force] but was too late and escaped into India.
Topics Discussed:
Taxes, monastic life, religious festivals, customs/traditions.
TIBET ORAL HISTORY PROJECT
www.TibetOralHistory.org
Interview #15M
Interviewee: Tsondue Gyaltsen
Age: 74, Sex: Male
Interviewer: Marcella Adamski
Interview Date: April 7, 2010
Question: Pa-la 'respectful term for father,' please tell us your name.
00.00.17
Interviewee #15M: Tsondue Gyaltsen.
Q: His Holiness the Dalai Lama asked us to record your experiences, so that we can share your memories with many generations of Tibetans, the Chinese and the rest of the world. Your memories will help us to document the true history, culture and beliefs of the Tibetan people. Do you give your permission for the Tibet Oral History Project to use this interview?
#15M: Yes.
Q: Thank you for offering to share your story with us.
00:01:18
#15M: [Nods]
Q: During this interview if you wish to take a break or stop at anytime, please let me know.
#15M: Okay.
Q: If you do not wish to answer a question or talk about something, let me know.
00:01:45
#15M: Okay.
Q: If this interview were shown in Tibet or China, would this be a problem for you?
#15M: I have relatives in Tibet but I do not have any relations with them.
Q: Would there be any problems?
00:02:15
#15M: There will be no problems. I do have relatives but we do not have any relations. Since coming here in '59, I have never gone back [to Tibet]. If one went back after coming here, there might be contact. However, I do not have such contacts.
Q: We are honored to record your story and appreciate your participation in this project.
00:02:52
#15M: Okay.
Q: Pa-la, tell me a little bit about where you were born?
#15M: I was born in Tibet near Meto Gongkar.
Q: Where is Meto Gongkar?
00:03:18
#15M: Meto Gongkar is in the central part [of Tibet]. It's at a distance of three to four hours from Lhasa.
Q: Walking or on horse-back?
#15M: In a vehicle.
Q: Were there vehicles then?
00:03:32
#15M: There were vehicles then. There were no vehicles before the arrival of the Chinese, but after the Chinese came, there were.
Q: What did you say?
#15M: There were no [vehicles] before the Chinese arrived in Tibet. After the Chinese arrived in Tibet, there were vehicles.
Q: How many people were in your village? How many families?
00:04:08
#15M: Our district was Meto Gongkar. My home was in Digung Thashoe.
Q: How many families were there?
#15M: There were about 70-80 families.
Q: So this was a big community.
00:04:36
#15M: It was big. There was a boundary wall surrounding the homes and gates in the east and west. There was no other entrance except through the two gates.
Right in the center was a big palace, which was the original monastery of Digung [Kagyu sect of Tibetan Buddhism]. I heard that when the Chinese arrived, they destroyed the whole thing.
Q: Was it unusual for a village to have a fence around it?
#15M: There was a fence around it with gates in the east and west. Nobody could enter except through the gates. In the early times, the gates would be shut but later they were not closed. In the center was an open space which was laid with stones.
Q: Was the fence around the whole village or just in…
00:06:04
#15M: [Interrupts] The animals were tethered on the stones during winter.
[Question is repeated.]
#15M: The whole village was surrounded.
Q: The fence was around the whole village. What was the fence made of?
00:06:36
#15M: It was made of stones.
Q: Like a stone wall?
#15M: Yes, it was built of stones.
Q: Was it plastered with clay?
00:06:49
#15M: Yes, it was plastered with clay.
Q: How high was it?
#15M: It was about four-stories high.
Q: Four stories? Could you estimate a measurement?
00:07:03
#15M: You can estimate that [points to wall of the room] as one storey and so on.
[Interpreter describes as three men's height.]
Q: Three men's height? Okay, so say six foot times three is 18 feet. What was the purpose of this wall?
#15M: The purpose of building this wall was because that was the place where the original Digung Monastery of the Kagyu sect was established. It was said to have been established by Choepa Rinpoche.
Q: In your home, how many people lived in your home?
00:08:19
#15M: There were my mother, my mother's younger sister, her four children—two sons and two daughters—and my mother's two sons and two daughters. My father…
Q: Your mother's sister lived in your house?
#15M: Yes, she did. There was one father and two mothers who were sisters.
Q: Were you the son of the first mother or the second mother?
00:09:37
#15M: I was the child of the first mother.
Q: Were the mothers equally liked in the home by the father?
#15M: They were not treated differently.
Q: What kind of work did his father do?
00:10:13
#15M: My father took the responsibility of the fields and any work outside the home.
Q: What else did he do besides field work?
#15M: [He did the] field works as well as paid taxes to the Digung Labrang [residence of a grand lama] and the government. There were two types of taxes called external tax and internal tax. The external tax was paid to the government and the internal tax was paid to the Digung Labrang. There were two Digung kyabgon 'high lama' in the Digung Labrang called senior kyabgon and junior kyabgon.
Q: Why did you have to pay tax to the monastery?
00:10:58
#15M: Because the monastery was our leader.
Q: Were the taxes affordable? Could the family afford the taxes to the monastery and the government?
#15M: The tax to the Digung Labrang was separate. The Digung Labrang owned a farm which had to be cultivated and after the harvest, the proceeds must be offered to the Digung Labrang.
Q: What was grown in the fields?
00:12:07
#15M: Barley was grown.
Q: What was the tax that you paid to the Tibetan government?
#15M: There was transportation service and charcoal that needed to be given to the Tibetan government. The weather was extremely cold in winter and there was plenty of wood in our region. So we had to prepare charcoal and deliver it at long distances.
Q: How did you prepare coal?
00:12:47
#15M: We prepared coal by burning wood.
Q: Then you delivered this to the Tibetan government as tax?
#15M: Yes.
Q: Where did you work to earn food for you to keep?
00:14:04
#15M: A school was started for the very small children of the village to teach them Tibetan. Another [school] was started for the older children. They were taught the…, so that they could turn out to be…
Q: Pa-la, you said that you did some farming of some land and gave the proceeds to the monastery and then you burned wood to make charcoal and gave that to the government, but when did you have time to work, so that your family could keep the food and the labor?
#15M: The government had given land for the families to earn their livelihood. We earned from that.
Q: The government had provided land.
00:15:31
#15M: Yes, the government had provided us land.
Q: You could [utilize] that land.
#15M: Yes, we could. The area of land depended upon the amount of taxes one paid.
Q: So that in addition to the land that you cultivated for the monastery, the government gave you some land and you cultivated that?
[Interpreter to interviewer]: Paid tax accordingly and had a little bit of lands to cultivate.
Q: Pa-la, your father worked on the lands. What did your mother do?
00:16:29
#15M: My mother prepared food for those that worked outside [in the fields] and the children. She managed the home.
Q: Was the monastery the center of village life and how was that? How was monastery the center?
#15M: We visited the monastery on auspicious days and made offerings to the monastery.
Q: And what about the monastery to the village?
00:17:27
#15M: There was no other…
Q: [Interrupts] Didn't the monastery do anything beneficial for the village?
#15M: If there was no rain during summer, the monastery performed the "rain ceremony."
Q: Did the monks ever work in the fields?
00:18:23
#15M: [Shakes head] The monks did not do field work.
Q: Did they just spend their time in prayers?
#15M: Yes, they spent their time in prayers.
Q: Were the people accepting of the taxes or was there any other feelings besides acceptance?
00:18:55
#15M: There were various degrees of taxes. Taxes were very high for the wealthy families. Some trelkhang 'high tax payers' were obliged to two regiments. They had to send men to the Drapchi Regiment and Kusung Regiment [different divisions in the Tibetan army].
Q: Why did they have to go to the army?
#15M: They had to send men to the army and bear the cost of their food and clothing.
Q: What about the lower taxes?
00:19:41
#15M: The lower tax payers were not obliged to send men to the army. At the same time, they had less area of land [for cultivation].
Q: The higher tax payers owned more land…
#15M: The higher tax payers were obliged to send their men or substitutes to the army.
Q: Did the people feel this was fair?
00:20:31
#15M: There was no feeling of dejection or anything like that because the more taxes you paid, the richer you were.
Q: I asked the question because later the Chinese often said the people were oppressed by the government and by the monasteries and forced to pay taxes. So I am enquiring pa-la, whether this was so. Did the people feel oppressed as the Chinese said they did?
#15M: They were lying.
Q: This monastery in the middle of your village, the Digung Monastery, had it been there for many years, many centuries? Was it an old monastery?
00:22:26
#15M: I have no knowledge about that.
Q: But it was there when your father was born?
#15M: Yes, it was.
Q: How many years earlier to that, can you make a guess, was it there?
00:22:52
#15M: If I make a guess, I suppose it was about 10-15 generations [old].
Q: How many monks lived in the monastery?
#15M: In the Digung Monastery in my village, there were only about 30 monks.
Q: That's not too big.
00:23:32
#15M: It was considered the main monastery of Digung. It was considered the original establishment. There were two Digung kyabgon and if [one of the] lamas passed away, the funeral rituals were performed here and if the lama reincarnated, his enthronement ceremony happened in this very region.
Q: The lama who was the head of the monastery, when he was alive, was this very special person, a reincarnation person?
[Interpreter to interviewer]: He was a reincarnation person.
Q: He was a reincarnated lama. He was the reincarnation of which person?
#15M: I do not know how many reincarnations had been born. The Digung Monastery in my village had 30 monks. There were two other Digung [Monasteries] called Digung Yaraga and Digung Thay. The Digung Thay consisted of two tsam-pa 'meditators' divisions. [The tsam-pa are those that have] matted hair on their heads. They have matted hair on their heads and they are called tsam-pa.
Q: Were they monks?
00:25:25
#15M: Yes, they were monks with [touches hands upon head].
Q: Why did they have that?
#15M: They were tsam-pa and went into retreat. There were two such divisions and a monk division. These divisions consisted of a population of 300 monks. The Digung kyabgon lived at Digung Yaraga. There were over 500 monks at this monastery.
Q: How many tsam-pa were there [at Digung Thay Monastery]?
00:26:20
#15M: There were about 100 monks and 200 tsam-pa. There were two divisions of tsam-pa called tsam-pa east and tsam-pa west.
Q: Were some monks, they stayed in meditation for long?
#15M: There were some who sat in retreat for a year and some for three years.
Q: Where would they be in this meditation?
00:27:13
#15M: Each one had a separate room and a courtyard. The monastery provided them with tea and water. In order to get water [inside the cells], there was a stone with a groove outside. A water container was placed inside [the cell]. When [someone] came to provide water, he knocked on the window and said, "Solchu 'honorific term for water'" and the lid of the water container was opened. Water was poured onto the groove in the stone. Water was brought and poured onto the stone groove.
Q: Was the same thing done in the case of tea?
#15M: Water was poured on the stone groove and [it filled] the water container inside.
Q: So these meditating monks, they were in rooms?
[Interpreter to interviewer]: There were separate rooms for them, very silent and no one is allowed to enter.
Q: Was this Digung sect specially known for meditation?
00:28:43
#15M: These tsam-pa were very renowned. There was one lama called Gelong Angor Rinpoche. He was supposed to have a [letter] "A" on his foot. The "A" was formed naturally on his foot. He was poor. There were many people who approached him for divinations. He'd say, "Just wait. I will offer you food." and he would travel in the air to Lhasa and bring back steaming hot momo 'dumplings.' This was a story that used to be told.
Q: Was he alive at the time that pa-la was? He was living at the same time?
#15M: [Speaks without listening to question] He was showing miracles.
[Question is repeated.]
00:30:32
#15M: I have seen him. The reason I could see him was because I have an uncle who was a tsam-pa and he became blind. I used to accompany him on circumambulation and assist him. When he sat in retreat, I used to cook for him and serve him food, as he meditated.
Q: Was he your relative?
#15M: Yes, he was a relative.
Q: How was he your relative?
00:31:04
#15M: He was a relative from my father's side. I lived for about two years at the monastery.
Q: How old were you when you did that, pa-la?
#15M: I was 9 years old at that time.
Q: You entered the monastery? When did you become a monk? What year?
00:32:01
#15M: I lived there for nine [?] years. During the nine years, there were two teachers that taught me. One was a lame monk who did not beat me much. The other teacher beat me a lot. I would have to fill out my cheek [with air] and he hit it with a bamboo stick.
Q: Pa-la, when did you go to the monastery from your home first?
#15M: When my uncle, the tsam-pa, passed away, [I] returned home. [My parents] said, "We need someone in the house who understands the taxes. You should not [continue to be] a monk. We will keep you at home." I told them that I did not wish to stay home and at the age of 13, I became a monk.
Q: So you became a monk at age 13.
00:33:28
#15M: Yes, at Gaden [Monastery].
Q: You were a monk from 9 to 13?
#15M: I left [home] to become a monk at age 13.
Q: So from 9-13 you stayed at home?
00:34:05
#15M: Yes. [At age 13] I went to the monastery.
[Interviewer to interpreter]: But before 9, he helped his uncle. Was that in the monastery?
[Interpreter to interviewer]: At the meditation monastery.
[Interviewer to interpreter]: When did he go, like 6 years old or something? When did he go to his uncle?
Q: How old were you when you went to help your blind uncle?
#15M: I was 9 years old then.
Q: Were you there for two years?
00:34:47
#15M: I was there until I was 10.
Q: Then you returned home.
#15M: From there, I returned home and stayed for two years, until I was 12.
Q: When you left for the monastery, why did you want to go to the monastery instead of staying at home and write family business?
00:35:22
#15M: I wished to become a monk and practice the dharma. So I became a monk. The teacher taught me the scriptures very well. I was very sharp at that time. I could memorize two long pages and two short pages of the scriptures [at a time]. Then I would be taught khalap.
Q: What's khalap?
#15M: Khalap is oral teaching, which one must keep in mind. I could recite the whole thing by memory to my teacher. My teacher did not beat me. However, I was very naughty. In the evening the teacher would take a test and then give me tsampa 'flour made from roasted barley' mixed with cheese and butter. After the test, he would give me that and tell me to go to sleep. In the cold of winter, I would be clad only in the thonga 'monks' sleeveless shirt' and not the zen 'shawl-like upper garment' and made to recite the scriptures.
Q: So for how long you were given very little clothing and it was cold and it was better to study that way? Is that what you are saying?
00:38:28
#15M: It was said that if one was clad in warm clothing, he would feel the warmth and not study. He would fall asleep. If one was cold, he would not sleep.
Q: Would it be in the monastery that he was then kept kind of cool, not too warm?
#15M: It was in the monastery.
Q: Which monastery was it?
00:39:02
#15M: At Gaden.
[Interviewer to interpreter]: So he joined that monastery and not the one in his village?
[Interpreter to interviewer]: Not in his village.
Q: Ah, he went to Gaden. Did he have a room of his own? Was he in with other students?
00:39:23
#15M: [I] was not kept inside the room. [I] sat in the courtyard.
Q: So you sat on the verandah and studied. And how many days did you do that?
#15M: I did that for five to six years. Then in one year, there was an epidemic in Lhasa including in Sera, Drepung and Gaden [monasteries] and many young monks died. Many died in Lhasa and it was said that dogs were dragging [the bodies] in the streets.
Q: So there was an epidemic or a plague. How old was pa-la at that time?
00:41:07
#15M: [Speaks before question is interpreted] When this epidemic occurred, all the younger people died. All the hair on the head fell off. I developed boils in my eyes and could not open them. Chang 'home-brewed beer' was brought from my teacher's home, which was located below the mountain pass. He mixed musk in the chang and gave it to me. The dormitories of the monks were like this [makes a circular motion and points to the middle] and right there was the courtyard. Every young monk of my age in those dormitories died. I was the only one who became well. I was cured because of the musk.
Q: Does he see people dying or he hears of it?
#15M: I saw it myself.
Q: Did the monks in the monastery get this illness?
00:42:58
#15M: Yes, many died in Sera and the same occurred in Drepung as well as in Gaden. It was all the younger ones that died. Since it was a bad disease, chadhor could not be performed.
Q: What is chadhor?
#15M: Chadhor 'sky burial ritual' could not be offered to the birds. Since it was a bad disease, [the bodies] needed to be buried.
Q: Did they have a name for this disease?
00:43:53
#15M: The epidemic was in three types. One was the hair fall; the other was fever and then the boils. The boils occurred in the eyes. There was this injection that used to be given here [points to left arm].
Q: Was there injections in Tibet?
#15M: A tiny cut was made in the flesh here [points to left arm] and [to the interpreter] do you know the khambu gamzik?
Q: What's that?
00:44:28
#15M: The inner core of the apricot was broken and medicine was filled in the hollow part. This was tied on it [points where the cut was made on the arm] and bandaged with a cloth. A week later it was untied and pus would have formed there.
Q: Were the boils under the arms here?
#15M: There were boils. They were called lhandum
Q: Were did the boils occur, on the arms or the face?
.
00:45:54
#15M: It occurred on the face as well as on the arms.
Q: The name, it sounds like, the name is the bubonic plague. Small-pox? Maybe small-pox.
#15M: Those who were not afflicted [by the illness] abstained from having contact with the afflicted. They were isolated. When the boils healed, they formed depressions in the flesh.
Q: I think that's probably small-pox, with the hole. It's terrible. If you went to the monastery and you were 13, so this had to be in, somewhere 1949-1950-1951.
00:47:15
#15M: I think I was around 15 years old at that time. Since it was a bad disease [the bodies] had to be buried and it used to be said that there was no space left to bury [the dead].
Q: In your monastery in Gaden, how many people died roughly? What percentage?
#15M: Perhaps a thousand.
Q: And Gaden had how many thousands then?
00:48:11
#15M: The average figure of Gaden was 3,300 monks. However, there were more than 3,300.
Q: If there were 3,300 there, 1,000 of them died; so one in three people.
#15M: Yes, that is right.
Q: Do they know what caused this illness? Do they…
00:48:40
#15M: [Interrupts] It did not affect the older ones.
[Question is repeated.]
#15M: Much later, after the epidemic had ended, it was said that the epidemic was brought by a nun. The nun was the cause of the epidemic. It was then said that she had gone away beyond the mountain pass.
Q: How did she get it?
00:49:08
#15M: The disease was brought…
Q: …by the nun?
#15M: Yes.
Q: Why did they think a nun brought it?
00:49:31
#15M: It was said that the nun had brought the illness and it spread.
Q: Where did the nun get the disease from?
#15M: I do not know how she got the disease. [Smiles]
Q: Had she been traveling outside of Tibet?
00:50:07
#15M: The nun was said to be staying in the monastery. Then many young people became sick and died. After the illness ended, it was said that the nun had left the monastery.
That's what was said.
Q: Why was the nun staying in a monastery?
#15M: I do not know about that.
Q: Was there any inoculation? Did any outside people come to give them shots or needles for protection?
00:51:14
#15M: Such things were very rare. If there were doctors present in the monastery, they would be consulted. Good doctors were found in Lhasa. So for analysis of urine [of a sick person], it was filled in the horn of yak, covered and taken to Lhasa on horseback to the doctors there. Then they diagnosed the illness and provided medicines.
Q: Did they find any medicine that was effective or did the epidemic just go away slowly?
#15M: Very good medicines were available. There were doctors in Lhasa at Tengayling and Chakpori.
Q: Really, the medicine helped cure people?
[Interpreter to interviewer]: Yes, it helped cure people because the two main doctors, according to their prescription, medicines were required.
Q: Good. So every monastery, Drepung had it, Sera had it and Gaden, everybody? Three monasteries had this epidemic?
[Interpreter to interviewer]: Yeah, all the monasteries had it. Even they had it in Lhasa.
Q: Even the city of Lhasa?
00:53:17
#15M: Yes. Monks of the three monasteries of Sera, Drepung and Gaden assembled in Lhasa for the Monlam Chenmo 'Great Prayer Festival.' After the assembly got over, there were dhodi constructed about this height [gestures off camera] and another one higher than this and then a third one. There were three such dhodi. Medicine dispensers sat on the dhodi. The medicines were in [pouches made of] woolen cloth and a piece of paper attached to it. The names of the medicines were attached to the medicine pouch. After checking the pulse, the doctor [gave the prescription] and the dispenser took the medicine out of the pouches.
Q: And did it bring the epidemic to a close?
[Interpreter to interviewer]: …close and they were checked and then medicine was distributed. Stalls were made for the medicines.
[Interviewer to interpreter]: A medicine stall was held in Lhasa to give out medicine.
[Interpreter to interviewer]: …during the Monlam period.]
Q: When is the Monlam period?
#15M: The Monlam's duration is 21 days.
Q: In what month?
00:54:59
#15M: It started on the 4 th day of the 1 st Tibetan lunar month. On the 15 th day chonga choepa '15 th day offering' was celebrated, thogya 'pyramid-shaped offerings' took place on the 16 th and jampa dhende 'bringing out of the statue of Jetsun Jampa Gonpo' was celebrated on the 17 th day.
Q: Was the medicine given out freely or did people have to buy it?
#15M: The medicine was free. One did not have to pay for it.
Q: Can you remember what the medicine looked like?
00:55:51
#15M: They were in the form of pills as well as powder. They were Tibetan medicines. It was similar to the medicine that is dispensed at the Mentsekhang [Tibetan Medical Center] here.
Q: You said that when the epidemic broke out, the people were dying so fast that their bodies were in the streets in Lhasa?
#15M: It used to be said that the dogs were dragging [the bodies]. It came to be said that there was no space left at the Sera Shar cemetery. [The bodies] needed to be buried at the cemetery as only [dead bodies of] people [who died] without bad diseases could be offered to the birds. There was the thomdhen who conducted the chadhor [shows cutting motion with hands]. Chadhor was conducted and [the bodies] offered to the birds. [Those bodies] which did not have bad diseases were given to the birds.
Q: Did people think this was any kind of an omen or punishment or anything? What was the attitude about why this was afflicting the population?
00:58:10
#15M: When the epidemic was present, [healthy people] did not have contact with those that had contracted the disease. They remained within their rooms and did not venture where the disease was since the epidemic was infectious.
Q: When they had to take them out of town, did they bury people or cremate the bodies? You said there was no room in town, in the village—no room left. So you took the bodies outside. Did they burn them, cremate them or did they bury the bodies?
00:59:22
#15M: They might have buried them close to each other.
Q: Pa-la, how long did this last? Like a month or one week or how long were people sick before it went away?
#15M: It might have been one month or two months. The epidemic came and [the number of sick] increased.
Q: How many months did it take altogether?
01:00:14
#15M: About two months.
Q: And the nun they said brought the disease, do you know what happened to her, pa-la?
#15M: It was said that the nun left and the disease was at an end.
Q: Just that when she left, there was no disease left.
01:00:54
#15M: Yes.
Q: Does he believe it was the nun's fault for the disease?
#15M: That's what people used to say.
Q: Did you believe that to be true?
01:01:11
#15M: Yes, I thought that was true. I was sick myself. Look, there are windows in a row here [points around the interview room]. Let's take them as the monks' quarters. In each of these quarters lived a teacher and two or three students. So imagine how many would have died in a community hall like this. I was the only one who became well. If we take this hall as an example, I was the only one who survived. The rest died. How many would have died in the other houses! If we take these windows as the quarters, how many monk students were in each room! I was the only monk student in my quarters. My teacher's home was below the monastery. They brought chang from there and mixed it with latsi 'musk.' After drinking that, I became well. I was the only one who survived, while all those who were afflicted died.
Q: From which animal do you get latsi?
#15M: Latsi is derived from a wild animal called musk deer.
Q: Was the latsi its waste matter or blood or what was it?
01:03:20
#15M: It was obtained from the genital of the male animal.
Q: And did his teacher survive?
#15M: He did not fall sick. He was older.
Q: Pa-la, do you know after this epidemic, how many people died from the epidemic in Lhasa?
01:04:41
#15M: I think it was countless because there were more monks in Sera and Drepung than Gaden. [Imagine] how many would have died!
Q: This epidemic happened when you were 15 years old and you had gone back to the monastery when you were 13. I just want to review. You studied meditation and scriptures for two years and then the epidemic came.
#15: Then I became well and everything was good.
[Interviewer to interpreter]: So what does he do next? He is the only student in his group, is that right, that survived?
[Interpreter to interviewer]: Yes.
Q: And then pa-la, what do you do next?
01:06:29
#15M: Generally if people died from diseases other than the epidemic, there were thomdhen who conducted the chadhor by cutting the flesh and feeding it to the birds. The birds arrived who also had their rules. One of the vultures flew, while all the rest of the birds sat bowing [bows head]. The leader of the vultures took a bite of the flesh and flew away. Then the rest of the [vultures] went to eat.
Q: Was that later on because you said none of the people who died in the epidemic were given to the vultures, so we are talking about a later time now.
[Interpreter to interviewer]: A later time.
[Interviewer to interpreter]: How does he know about the sky burial so much?
#15M: I have seen it with my eyes. There was a [sky burial] place at Digung Thay, which was considered very holy. It used to be said that not a day passed when a corpse was not brought there. There is a very holy cemetery in India called Siwatse Dhutoe. It was said that there is no difference between the Siwatse Dhutoe and the Digung Thay cemetery.
Q: Does it mean that all the flesh gets eaten here? It was eaten by the birds?
01:09:23
#15M: After the birds had eaten [the flesh], only the bones were left behind. The bones were ground and mixed with tsampa; even the brain within the head was ground and mixed with tsampa and they were once again fed to the birds. Everything got eaten. There was nothing left behind.
Q: This area was near you when you were a child or after you left the monastery?
#15M: That area was called Digung Thay. That was the monastery where I told you I lived for two years.
Q: During the two years near Gaden Monastery?
[Interpreter to interviewer]: Not Gaden.
[Interviewer to interpreter]: He was in Drepung?
[Interpreter to interviewer]: He was in Gaden and not in Drepung.
[Interviewer to interpreter]: What monastery did he go to?
[Interpreter to interviewer]: He went to the Gaden Monastery but earlier, before when he was at the age of 9, or something like that, with uncle he stayed.
[Interviewer to interpreter]: With his uncle, he stayed and then he saw the mountain.
[Interpreter to interviewer]: Because nearby, the holy place was located.
[Interviewer to interpreter]: Got it. I understand. So he saw it with his own eyes.
01:11:39
#15M: I am not relating anything more [than it actually happened]. I am not telling any lies. I am relating exactly what happened.
Q: This is important information. Did people wish to have a sky burial? Is that their first choice or were there other kinds of burials that they wanted?
#15M: If it [the death] was not from a bad disease, not an infectious disease like the one I told you about now, all those that did not have infectious diseases were fed to the birds.
Q: You wanted us to know about the sky burial and my question was, did people prefer the sky burial or were there other forms of burial that they wanted?
01:12:51
#15M: When someone died, rituals were performed in the home. Then it [the body] was taken to the cemetery. Inviting monks to read prayers depended on the economic situation of the family, whether to invite monks from the main monastery or the datsang [section in a monastery]. Offerings were made [to the monks].
Q: Why was the sky burial the first choice? Why was it not buried or cremated?
#15M: That was the tradition since long ago.
Q: And what was the next option?
01:13:54
#15M: It was always given to the birds.
Q: But if you didn't live near a mountain to do that, what other kind of burial could you have?
#15M: [Speaks before question is interpreted] These days if someone dies, he is cremated at the cemetery. [I am] old and if [I] could go back to Tibet and die there in my country, I could have the chadhor. [I] would prefer that. Chadhor is preferred to burning.
[Question is repeated.]
01:14:43
#15M: It would be taken there, wherever the [sky burial] cemetery was. The person who conducted the chadhor would be there.
Q: So everybody who died in his village, do they have a sky burial?
#15M: Yes. However, it was not everybody who performed the chadhor [makes cutting motion with hand]. There was one particular person who conducted it. Nobody else touched [the body].
Q: Pa-la, did you ever witness with your own eyes a sky burial?
01:16:03
#15M: I have seen it with my eyes. I told you that I stayed for two years at the meditation monastery at Digung Thay, where there were two tsam-pa Monasteries and a [regular] monastery. There used to be a chadhor held everyday at the cemetery.
Q: Have you been to witness it?
#15M: Yes, I have been to witness it. The vultures sat there and a person with a stick stood guard over them. The vultures sat thus [bends head and shoulders]. Then the leader of the vultures flew down. When the leader landed on the ground, all the vultures sat with bowed heads, just like humans do when they show respect to someone.
Q: Did he see the body being dissected? Has he witnessed that?
01:17:32
#15M: [Speaks before question is interpreted] After they landed, their wings moved like this [moves hands up and down]. He [the leader of the vultures] took a bite from the dissected flesh and flew away.
[Question is repeated.]
#15M: Yes, I have witnessed that.
Q: Do they start with any particular part of the body?
01:18:03
#15M: Yes, the person [who dissected the body] was called thomdhen.
[Question is repeated.]
#15M: He put on a different type of attire, meditated and then dissected with a knife.
Q: Which part did he do first?
01:18:25
#15M: It was started from the upper part of the body.
Q: And then did he cut straight down?
#15M: No, the body was laid face down.
Q: Did he cut straight down or sever the hands?
01:18:35
#15M: The hands were not severed. [Makes cutting motion with hand.]
Q: Right down the middle?
#15M: Right down the middle starting from the upper part.
Q: And what happens to the head?
01:18:59
#15M: The head was ground. The brain was removed and mixed with tsampa. The bones were ground finely and mixed with tsampa and given to the vultures. There was nothing that was left behind. Everything was cleaned. That was what I witnessed.
Q: What about the organs in the body, the heart, kidneys, lungs?
#15M: It was cut here [indicates front portion of body] and [the organs] removed. They were fed to the birds along with the flesh.
Q: How long does it take for the vultures to finish taking away a whole body?
01:20:35
#15M: It took about an hour. After all the bones were eaten, they flew away and slept on the rocky mountains, with their wings stretched out in the sun.
Q: Does every village have a place where they take their bodies to be dissected for the vultures?
#15M: Yes, they did.
Q: And does every village have a man who does that work?
01:21:33
#15M: There was never any burial [underground]. As long as it [the death] was not from a bad disease, there never was any burial. It was considered bad to bury. It was considered good [for the body] to be given to the birds.
[Question is repeated.]
#15M: Yes, most villages had [a place for sky burial]. In some cases, if they did not have one, [the bodies] were brought on horses and yaks from distance of two or three days.
Q: Do they do the feeding of the bodies in the spring, summer, winter, fall, all year long?
01:22:40
#15M: It was done throughout the seasons. It was done throughout.
Q: What happens to the person's possessions, their earrings and things like that? What happens to them?
#15M: Those were offered to the monasteries. They were offered to the monasteries and lamas.
Q: Does the monastery keep those items?
01:23:34
#15M: Then they sold them.
Q: And are the monks, do they have sky burials the same as lay people?
#15M: Whether one was a monk or a lay person, it was the same.
Q: Was it the same for women?
01:24:11
#15M: It was the same for women.
Q: So before we heard about the sky burial, I was asking you when the epidemic was over, pala, in the monastery, what did you do next?
#15M: I continued to be a monk.
Q: What happened then?
01:24:48
#15M: I continued to be a monk and then I lived separately from my teacher. There are the monasteries called Gyuto, relocated in Dharamsala [Himachal Pradesh, India] and the Gyumey, relocated in Hunsur [Karnataka, India]. After completing his Geshe Degree 'Master in metaphysics,' my teacher left for Gyuto Monastery. And then my teacher was deputed as an abbot to a branch monastery of the Gyuto Monastery. I accompanied him as his steward. I was the steward to the abbot.
Q: And where is this monastery located?
#15M: The Gyuto Monastery was located in Lhasa. It was at Ramoche in Lhasa. Both the Gyuto and Gymey Monasteries are located at Ramoche. From there he had to go to a branch monastery of the Gyuto Monastery as an abbot. He took me along as his steward.
Q: Does the teacher travel very much in a year?
01:27:38
#15M: Until he reached the monastery where he was deputed, he was provided a certificate by the government authorizing him to tax people for a horse for his travel and animals for the transportation of his belongings. When he produced the certificate from the government, he was escorted from one place to the next. He would receive a donkey, a horse, a yak or an ox to load his things. They [the tax payers] also brought him a horse to ride on. This was done from one point to the next.
Q: And this special letter; is it from the Tibetan government or is it from…yeah, from the Tibetan government?
#15M: It was a letter from the Tibetan government.
Q: The epidemic is over and it's 1952. What happens between '52 and the next five years? What happens in his life?
01:29:59
#15M: I lived separately [from my teacher]. In autumn and during the time of cultivation, I went to work in the fields. During the sowing and harvesting seasons, I went home to help my parents in field work.
Q: How old were you then?
#15M: I was 23 years old when I escaped in 1959. Until then, I stayed at home and helped my parents. I did not stay relaxing at home on account of my being a monk. I helped my parents in the fields. I did not plow the lands, but pulled out the weeds from the fields of wheat, peas and barley. I helped them in whatever way they required. I did not sit relaxing at home just because I was a monk.
[Interviewer to interpreter]: Was he still traveling with his teacher at that time?
[Interpreter to interviewer]: No, no. He left the teacher and went back to the house.
Q: How many years was he with the teacher?
#15M: I was eight years with the teacher.
Q: Eight years? From which year? You traveled with your teacher who became an abbot after you became well from the epidemic…
#15M: Then I lived separately. I did not live with my teacher. When the teacher was leaving [for Gyuto Monastery] he could get other stewards but he preferred to take me, who was his student, with him. So I left with him.
Q: After he took you with him, how many years did you stay with him?
01:32:39
#15M: [I] stayed about two years. And then I went back to the monastery.
Q: Which monastery? Gaden?
#15M: Yes, I went back to Gaden. His Holiness the Dalai Lama was holding the ceremony of offering of the Geshe tsenthak at the three monasteries of Sera, Drepung and Gaden.
Q: What is Geshe tsenthak?
01:33:18
#15M: His Holiness the Dalai Lama had to make an offering for the Geshe 'Buddhist philosophy' Degree.
Q: His Holiness had to make the offering.
#15M: Yes, the offering had to be made. It was thukpa patsema 'specially-prepared rice' mixed with apricots, dates, grapes and liquid butter. That was thukpa patsema. [The monks] had huge bowls like this [joins palms together to form shape of bowl]. A ladleful [of thukpa patsema] was put into it and pressed down [shows action of ladle pressing down on the food in the bowl].Then another ladleful was poured onto that and again pressed down. And once more another ladleful was put on it. The bowl looked heaping.
Q: What's in the thukpa?
01:34:54
#15M: There were dates, white grapes and apricots in it.
Q: What else?
#15M: Liquid butter. The butter from dri 'female yak' was used.
Q: Were there rice or wheat in it?
01:35:24
#15M: It was [made of] rice. I was one of those who carried the thukpa in containers and served tea.
Q: So that was the special ceremony.
[Interpreter to interviewer]: He got the opportunity to come back to Gaden.
Q: And then do you stay at the monastery there or what happens?
#15M: My teacher told me that I must accompany him to the monastery, but my mother and grandmother arrived and said, "Times are very bad. Please do not go back [to the monastery with your teacher]. Stay [at home] or we might never get to see each other again." About 500 monks of Gaden had left to join the Chushi Gangdrug [Defend Tibet Volunteer Force]. There was a separate division called Gaden Division [in the Force].
I was not allowed to accompany my teacher. Had they sent me with my teacher, I would not be here.
Q: What was the danger of going to the monastery?
01:37:33
#15M: Times were bad because there was a war looming over.
Q: Did he join those monks [who went to fight]?
#15M: I did not join the force. I became sick during the Monlam Festival and my mother and older sister came to see me. They asked me to come home. I lived at home and then [received a message which] said that monks should not stay in the villages but return to their monasteries. On my way back to the monastery, as I left the district [headquarters] of Meto Gongkar the next morning, Lhasa was being shelled by the Chinese. Lhasa was covered in smog and echoed with the sound "dhing, dhing."
Q: You heard artillery. And then what happens next in your story? We're going to have to wrap up.
01:39:36
#15M: When the Chinese first appeared in Tibet, it was during the Monlam Festival in Lhasa that they first came to Lhasa.
Q: What year was it?
#15M: I do not know which year but it was during the Monlam Festival.
Q: When did you first see [the Chinese]?
01:40:02
#15M: It was several years after I had become a monk. Then there was the battle at Sera [Monastery]. There was a monastery in Lhasa called Tsomoling and close to it a big road called Chanzesha which led to the Potala Palace. On one side of the road was the rented house where we stayed during the Great Monlam Festival in Lhasa. In the courtyard of this rented house was a small house in which lived a very high Chinese official and a woman. We were young monks then and used to play around and he complained to the older monks after which we got a beating on the head.
Once it was night and the other monks had gone to attend the assembly, while I was alone [in the house]. The house where the Chinese official lived was in the courtyard and I could see a lamp burning. I peeped in and saw the Chinese official break four eggs and stir it. The woman was cutting some onions. I wanted to spite them. If I moved in front, they would have seen me. I took a handful of dust and waited. [They] fried the onion in the pan and then added the eggs. Just then I threw the dust in the pan and fled.
Q: It sounds like it was your protest. We are going to have to wrap up now but it sounds like when you heard the shelling in the background, was that Lhasa being bombed? Was that 1959?
01:43:39
#15M: That was in the year 1959.
Q: Do you know the month?
#15M: It was in March.
Q: Had His Holiness left at that time or not?
01:43:49
#15M: When the shelling was going on, His Holiness was there [in Lhasa].
Q: After Lhasa was attacked and occupied, how soon after that did you leave Tibet?
#15M: It was on the 15 th or 16 th of March 1959 that I left the monastery. Then I went to escort a lama who belonged to my village.
Q: Where? To Gaden?
01:44:55
#15M: No, he belonged to my village and needed to be escorted to India. When I reached home, I told my parents that I wanted to join the Chushi Gangdrug and fight. My father agreed, but my mother cried and pleaded with me not to go. She said we would never meet again.
Q: Your mother would not give permission.
#15M: [She] asked me not to go but I insisted that I wished to go. At that time there was no thought about going to India. I believed I would fight in the war and be back after that. I never thought that I would go to India.
Q: Did you join the Chushi Gangdrug?
01:46:57
#15M: I did not join the Chushi Gangdrug. When we reached there, the Chushi Gangdrug had left for India. That was in the 4 th Tibetan lunar month. There was a double 6 th lunar month that year and we left during the last days of the second 6 th lunar month.
They [the Chinese] had seized all the boats. We found one boat in which we managed to cross. We could not go to the villages to buy tsampa as the Chinese had arrived there. Had we gone there, we'd be captured by the Chinese.
Q: Maybe we'll talk to you about that again, but right now we're going to wrap up for today.
#15M: [Interrupts] I had a gun. It was a short-barrel English-made rifle. I had only five bullets. [Smiles]
Q: Did you fire your gun?
01:48:39
#15M: I did a trial. I fired at a target but could not hit it. I had never used a gun before.
Q: So you obeyed your grandmother and your teacher and you didn't join the Chushi Gangdrug but you tried to fire your gun somewhere and it didn't work.
#15M: I tried the gun. [Smiles]
Q: We're going to conclude our interview now and I want to thank you very much for your story. We have many more things to talk to you about and maybe we can do that another time but for today, I want to thank you for this very helpful interview.
01:50:01
#15M: Okay.
Q: And if this interview was shown in Tiber or China, would this be a problem for you?
#15M: There will be no problem for me because I am living here. There will be no problem.
Q: Can we use your real name for this project?
01:50:32
#15M: Yes, you can. I have relatives in Tibet but there has been no contact between us. I had a relative who passed away on the 15 th of November 2002. [The relative] died from hypertension and diabetes. [The relative] visited Tibet twice but I have not been there since [I left].
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Preliminary Chart Pack
[do not cite; all data subject to revision and refinement]
NYC Social Services Career Ladder Project
Fiscal Policy Institute James Parrott firstname.lastname@example.org 4-3-14
Chart 1—NYC Contract Budget for Social Services
- NYC contracts out $4 billion in social services annually, over one-third of the City's total service contract budget.
Chart 2—Demographics of Private Social Service Workforce
- There are 116,000 private sector social service workers (not including those working for organizations that are primarily health care).
- People of color are 77% of social service workers vs. 63% overall.
- Social service workers are 82% female and slightly older, and less welleducated. However, 44% have at least a 2- or 4-year college degree.
Chart 3—Occupations, Earnings & White Non-Hisp. Share
- According to the ACS, median annual earnings are only $25,255 in social services.
- Within social services, higher-paying occupations tend to have higher proportions of white non-Hispanic workers, and lower-paying ones have higher proportions of persons of color.
Chart 4—Wages and Hours
- The median hourly wage in private social services is only $13.49, nearly one quarter less than the $17.79 hourly median for NYC resident workers overall.
- 24% of social service workers are paid less than $10 an hour, and 40% make less than $12 an hour.
- White workers have a median hourly wage of $18.19, 42% greater than the $12.79 median wage for persons of color working in social services.
Chart 5—Family Income and poverty
- Across all industries in NYC, 24% of workers have family incomes that place them below 200% of the federal poverty line; in social services, 34% of workers have family incomes below 200% of federal poverty. | <urn:uuid:93832c1b-fd28-4284-b7d1-3c32554a5797> | CC-MAIN-2017-13 | http://fiscalpolicy.org/wp-content/uploads/2014/04/Preliminary-Chart-Pack-4-3-14.pdf | 2017-03-27T10:43:52Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 135,614,158 | 414 | eng_Latn | eng_Latn | 0.931795 | eng_Latn | 0.997555 | [
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Become a Friend for Freshwater
I wish to pay:
monthly (suggested donation is £5)
yearly
one off gift
Title:
Name:
Address:
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E-mail:
Freshwater
Habitats Trust
Gift Aid - If you are a UK tax payer, we can reclaim the tax on donations increasing the amount by 25%
.
I am a UK taxpayer and I wish the Freshwater Habitats Trust to reclaim tax on my donation.
By ticking the gift aid box and signing this form you are confirming you pay an amount of UK income or capital gains tax at least equal to the tax Freshwater Habitats Trust will claim and that they should treat all gifts of money that I have made in the past 4 years and all future gifts of money that I make from the date of this declaration as Gift Aid donations. You must notify the charity if your tax status changes or you are no longer a UK taxpayer.
Signed
Date
Please return to: Freshwater Habitats Trust, Bury Knowle House, North Place, Headington, Oxford, OX3 9HY
Title:
Name:
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E-mail:
To the Manager (name of Bank/Building society)
Address
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Please pay Freshwater Habitats Trust Direct Debits from the account detailed in this Instruction subject to the safeguards assured by the Direct Debit Guarantee.
Signed
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Banks and Building Societies may not accept Direct Debit instructions from some types of account.
Originator No.: 249358 For office use only, DD reference: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The Direct Debit Guarantee : This Guarantee is offered by all Banks and Building Societies that take part in the Direct Debit Scheme. The efficiency and security of the Scheme is monitored and protected by your own Bank or Building Society. If the amounts to be paid or the payment dates change, Freshwater Habitats Trust will notify you 14 working days in advance of your account being debited or as otherwise agreed. If an error is made by Freshwater Habitats Trust or your Bank or Building Society, you are guaranteed to a full and immediate refund from your branch of the amount paid. You can cancel a Direct Debit at any time by writing to your Bank or Building Society. Please also send a copy of your letter to us.
Instruction to your Bank or Building Society to pay by Direct Debit
Freshwater
Habitats Trust
Freshwater
Habitats Trust
Protecting Freshwater Life for Everyone to Enjoy
www.freshwaterhabitats.org.uk
Freshwater Habitats Trust Registered Charity Number 1107708 A company registered in England & Wales Number 5317683
Water can turn a landscape from humdrum to magical. Clean water can make it utterly marvellous.
Freshwater
Habitats Trust
There are corners of our countryside where ponds and streams bloom and buzz, where ditches and fens shimmer with almost unimaginable beauty. What connects them all is clean water. As these havens become rarer and clean water harder to find, freshwater plants and animals disappear and life becomes irrevocably poorer - for everyone. The figures make for difficult reading: threequarters of rivers and nine out of ten ponds in the UK are damaged by pollution, making freshwater wildlife one of the most threatened parts of the natural world.
We want to change this, with your help.
What we do
Freshwater Habitats Trust works in three main areas:
Research to gather evidence and further knowledge on freshwater protection.
A host of vulnerable species like the Water-violet are now extinct in many areas of lowland England - Fowl’s Pill is one of a handful of places in Oxfordshire where Water-violet still survives.
Why support us?
Research & Policy
Policy to push for much needed change in conservation practices in UK and Europe. Practical Projects to protect endangered freshwater wildlife in the UK, while at the same time raising awareness and encouraging participation from local communities.
Experience Our team of leading ecologists have been working to protect freshwaters in the UK for over 25 years – so we know what we are talking about!
Focus We are the only organisation in the UK dedicated solely to the protection of freshwater wildlife. We focus on the small overlooked habitats, like ponds and headwaters, where their size belies their importance.
Innovation We are pioneers in the field of freshwater research, developing new environmental techniques that are employed by organisations far and wide
Impact We only do things that are based on sound scientific evidence and that are likely to make a significant difference to freshwater wildlife.
Traditionally, research on freshwaters has focused on rivers and lakes. The most abundant waterbodies - ponds, small lakes and headwater streams, which are home to a great variety of endangered species - were more or less ignored. As a result, their conservation was also ignored.
FHT research has helped to change this focus, providing the scientific foundation which shows that we need to look after all kinds of freshwater, small and large, to save wildlife.
Today, the UK Government's policy on freshwater conservation is beginning to recognise the importance of small water bodies.
Water Friendly Farming
F arming is one of the main contributors to water pollution in the UK and we want to find effective ways to reduce it. In Water Friendly Farming, we are working together with farmers to determine how effective measures to control water pollution in farmed landscapes actually are. The project is the largest scheme of its kind and was launched in 2010 in conjunction with the Universities of York and Sheffield. It is set in rural Leicestershire, where our team is simulating and assessing pollution control measures, such as buffer strips, ditches and artificial dams, currently used in farms across the UK. The lessons we learn will influence land management practices in the UK and Europe, improving the condition of freshwater habitats.
Barkby stream – one of the
Water Friendly Farming
project sites in Leicestershire
Even small changes in government policy can bring huge benefits for wildlife, but to change policy you need evidence. So, together with partners such as some of the UK's leading universities, we lead research to answer critical conservation policy questions.
Our current research projects include:
* Finding out the best ways to decrease freshwater pollution in farmed landscapes
* Identifying Important Freshwater Areas so that conservation efforts can be focused in key areas
* Monitoring freshwater biodiversity and water quality across the UK
Practical Projects
We have some wonderful freshwater sites throughout the country. Our practical projects are designed to protect and, where possible, increase these beautiful places. We work with local communities as much as possible in our projects, giving people the chance to experience and enjoy magical freshwater sites in England and Wales as much as we do.
Million Ponds Project
We launched the Million Ponds Project in 2008 to start putting clean water back into the landscape. We kick-started this 50 year initiative by supporting land managing and environmental organisations to create over 1000 clean water ponds for the UK's most threatened species, with partners constructing several thousand more. The next stage is to make 30,000 more ponds by 2020. Eventually the UK will have once again have one million ponds, a thriving network of beautifully rich freshwater habitats.
People, Ponds and Water
People, Ponds and Water launched in 2015 to engage 10,000 people across the UK, from all ages and backgrounds, in practical activities to protect our freshwater heritage. Volunteers are helping to manage some of our most important freshwater
Species Protection
sites, collecting information about trends in rare freshwater plants and animals, and helping to gather water pollution data on a national scale. People, Ponds and Water will provide much-needed information about the condition of freshwater wildlife in the UK while encouraging widespread public engagement in environmental conservation at the same time!
The delicate and particular Glutinous Snail is our rarest aquatic snail. Any changes to the single lake it calls home could make it extinct in the UK. We are working with partners on a backup plan to ensure we don't lose it: a small captive breeding population is being nurtured; giving us an insight into its life, and animals to release back into the wild should the worst happen.
How can you help
The pressures on freshwater wildlife are huge but, together, there is a lot we can accomplish to protect it. We would be delighted if you would stand with us.
Make a donation:
We are grateful for all donations, large or small. If you are able to make a Regular Gift this is especially valuable, as it allows us to better predict our income and plan effectively for the longer term. You can make a donation by completing the form overleaf or online at www.freshwaterhabitats.org.uk
Get your company involved:
Volunteer with us:
We work with a number of local, national and international companies who support our commitment to environmental protection. If you'd like to know more about how your company can get involved please email firstname.lastname@example.org or call us on 01865 595 505 for an informal discussion.
line on email@example.com or call us on 01865 595 505.
We are always looking for an extra pair of hands to help with our survey and monitoring work in England and Wales. No matter your experience, we'd love to hear from you. Just drop us a
Thank You
Freshwater
Habitats Trust | <urn:uuid:6df0f2b4-eba4-45d4-b526-37c43bd5a8c5> | CC-MAIN-2017-13 | http://freshwaterhabitats.org.uk/wp-content/uploads/2016/03/About_us_Leaflet_2016_web.pdf | 2017-03-27T10:40:19Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz | 145,842,765 | 1,967 | eng_Latn | eng_Latn | 0.995337 | eng_Latn | 0.998133 | [
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Diocese of Amarillo
Safe Environment____________________________________________________________________________
Training Program
Phone: (806) 383-2243 www.amarillodiocese.org
Directions: Circle each rule that was introduced in the Gospel.
Hint: If you need a little help, read these scripture passages.
Matthew 22:39 – "And the second is like it: 'You shall love your neighbor as yourself'".
Matthew 7:12 – "Do for others what you want them to do for you: this is the meaning of the Law of Moses and of the teachings of the prophets".
Romans 13:9 – "The commandments, 'You shall not commit adultery; you shall not murder; you shall not steal; you shall not covet'; and any other commandment, are summed up in this word, 'Love your neighbor as yourself'".
Luke 6:31 – "Do unto others as you would have them do to you."
"Be Good." | <urn:uuid:916d9ac6-9cf3-4517-8342-ea968d2e6eed> | CC-MAIN-2017-13 | http://www.amarillodiocese.org/documents/Safe%20Environment/I.%20KNOW%20THE%20RULES%20Handout(5)%20THE%20RULES%20ACCORDING%20TO%20JESUS%204-5.pdf | 2017-03-27T10:41:06Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 423,960,077 | 198 | eng_Latn | eng_Latn | 0.998799 | eng_Latn | 0.998799 | [
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Ages of Famous Personalities
Junior Level
Part 1: Data Collection:
You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
Name________________________________
Ages of Famous Personalities
Junior Level
Part 2: Analysis of the Data:
1. Using the grid below, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Be sure to label your axes and scale, and place a title on the graph.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
3. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?
Name________________________________
4. Based upon your scatter plot, did you, in general, overestimate or underestimate the ages? _____________________ Explain how you made this decision by examining the scatter plot.
5. a. What percent of your estimated ages were correct?
b. What percent of your estimated ages were above the actual ages?
6. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon your model equation from question #1?
7. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon your model equation from question #1?
8. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon your model equation from question #1?
9. a. What is your age? __________
b. Based upon the your model equation from question #1, what would have been your estimated age?
10. a. Which personality had the greatest difference between the estimated age and the actual age?
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities? | <urn:uuid:87a92729-54ba-44ea-b45c-1224fbf23b3b> | CC-MAIN-2017-13 | http://mathbits.com/MathBits/PPT/Ages%20of%20Famous%20People%20JUNIOR%20wkst.pdf | 2017-03-27T10:42:48Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 229,425,657 | 585 | eng_Latn | eng_Latn | 0.999195 | eng_Latn | 0.999441 | [
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CE 8930 – Structural Health Monitoring, Spring 2014
9 th Class Exercise
Recall Group Assignment 9, which involved long-term monitoring campaign for a beam that is being continuously damaged. In this class exercise, groups are asked to extract to two features from their experimental measurements and plot these features against each other.
Recall that when the bottle attached to the tip of the cantilever was full, the beam was considered to be 100% healthy. Your group must have recorded the time steps when 25%, 50% and 75% of the water was lost. Each group is asked to identify these four regions and plot the data points corresponding to these regions with different colors. | <urn:uuid:d5eb32f1-afaa-458e-9e4d-048303d944e5> | CC-MAIN-2017-13 | https://static1.squarespace.com/static/58124ad3ebbd1a4b8b01a203/t/585b275f46c3c49922f1138b/1482368864311/CE8930-Class%2BExercise%2B-9.pdf | 2017-03-27T10:34:18Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz | 829,424,633 | 142 | eng_Latn | eng_Latn | 0.998938 | eng_Latn | 0.998938 | [
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Want to make a difference? Collect soccer equipment for kids in Haiti!
Global Outreach And Love of Soccer (GOALS) relies on donated soccer equipment that is new or lightly used. These donations go directly to kids in Haiti who play soccer every day without basic equipment. With your help, GOALS can give these players soccer balls, cleats, socks, shin guards, shorts, shirts, and goalkeeper gear. In addition, we can supply teams with materials such as pinnies, cones, soccer balls, pumps, needles, bags, water bottles, and first aid supplies. With enough donated equipment, GOALS can start programs in new areas, which include soccer, community service, and learning activities. A little bit can go a long way in Haiti, so every donation makes a big difference!
GOALS is a registered non-profit that uses soccer to engage kids in community work that improves their quality of life, the environment, and local leadership www.goalshaiti.org
What our players in Haiti need:
1. Soccer equipment for boys and girls of all ages: cleats, socks, shin guards, athletic shorts and jerseys, uniforms, gloves, goalie apparel, etc.
2. Sport-related materials: balls, goal nets, bags or backpacks, cones, corner flags, etc.
3. Classroom and program materials such as notebooks, pencils, coloring books, etc.
4. We do not accept: (a) Dirty, torn, or unusable donations; or (b) Clothing unsuitable for sports activities in Haiti, such as jeans, tank tops, sweatshirts, etc.
How to organize an equipment drive for GOALS
1. Register your equipment drive with GOALS by emailing email@example.com.
2. Determine the goal for your drive: is there a deadline? A certain amount of equipment you'd like to collect?
3. Spread word about your drive by contacting your friends, family members, colleagues, classmates, and neighbors. We recommend you contact local soccer clubs and organizations in the area.
4. Collect equipment! Make sure you keep an inventory and check quality of donations
5. When your drive is complete, please fill out our "In-kind donation form," which can be found at goalshaiti.org/donate-equipment
6. Send the gear to GOALS! Please mail donations to 1201 Tree Bay Lane / Sarasota, FL 34242 with your name or organization clearly marked on the outside of the box. We then take responsibility for shipping the equipment down to Haiti.
Please note: a $50 donation is suggested for each box. This will allow us to ship the materials to Haiti to reach the players in need immediately. Thank you!
7. Thank you! GOALS will send you a thank you card or email along with photos of our players. Keep in mind it may take up to 4 weeks for donations to be processed and for cards and emails to be sent. Don't forget to visit www.facebook.com/goalshaiti and www.twitter.com/goalshaiti for photos and updates from our programs. | <urn:uuid:60850cfb-4b4b-4ad0-bd7b-0623dd196f4a> | CC-MAIN-2017-13 | http://goalshaiti.org/wp-content/uploads/2013/09/GOALS-equipment-drive1.pdf | 2017-03-27T10:38:28Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz | 157,666,220 | 627 | eng_Latn | eng_Latn | 0.996725 | eng_Latn | 0.996884 | [
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19 NINA MONASEVITCH: Aloha. Thank you for
25 country to defend, there will be no business, and there
1 will be no survival if we do not sustain our oceans.
2 The oceans are in a critical state of decline;
3 serious, serious, major problems. Sonar is one of the
4 most important stressors including entanglement,
5 overfishing, ship strikes, acidification, pollution.
6 The list goes on and on. But the fact that we're
7 inundating the entire oceans with sound and killing the
8 ecosystem with sound and not knowing how it's effecting
9 all the other marine organisms including the fish to
10 sustain human life is just downright irresponsible.
11 And the predictions to deafen 1,600 whales per
12 year and kill 200 per year is absolutely unacceptable.
13 So I would like us to consider that life on the planet
14 will not continue if we don't malama the ocean. We're
15 an ocean planet.
16 And I'd like to echo some of the other comments
17 here, especially what Michael said about listening to
18 your heart and your soul and caring compassionately for
19 other species. There's seven billion people on the
20 planet. Not that I'm against human beings, but without
21 the biodiversity, humans will not continue to survive
22 here. Mahalo. (Applause.)
```
20 the opportunity to be here. I appreciate your presence. 21 My name is Nina Monasevitch. I'll give you my card. 22 I'm the co-founder and chair of Kohola Leo, Kohola 23 meaning whales, and Leo meaning voice. We started the 24 group to be a voice for the whales. 25 There's been a lot of discussion here about 1 impacts to marine mammals, and I just want to say 2 unequivocally sonar kills marine mammals. It tortures, 3 it causes excruciable pain to all cetaceans and other 4 marine life. I've done a lot of research. I've read 5 all the scientific papers. 6 The fact that the Navy is even continuing to 7 consider decimating marine animals, particularly 8 cetaceans with sonar is unconscionable. Especially 9 within the Hawaiian Islands Humpback Whale National 10 sanctuary where we're the only meeting and birthing 11 grounds in the United States for these endangered 12 whales. 13 I have briefed some of the EIS. But, of 14 course, it's very long. I haven't read it all. And 15 I've given documentation throughout the years on several 16 scientific papers that I'd like you to include, but I 17 haven't checked whether or not you've included all of 18 those. 19 But the evidence is clear, scientifically sonar 20 kills whales and other marine life. 21 And just as a reminder to all of us here, we're 22 on an ocean planet. Seventy-one percent of our surface 23 is covered by the ocean. It is the breath of life of 24 our planet. There will be no life, there will be no
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PRIVATE LIFE OF NAPOLEON BONAPARTE - V9
CONSTANT ∗
PREMIER VALET DE CHAMBRE
TRANSLATED BY WALTER CLARK
1895
CONTENTS:
CHAPTER I. to CHAPTER VII.
CHAPTER I.
In September, 1811, the Emperor decided to make a journey into Flanders in company with the , Empress, that he might personally ascertain if his orders had been carried out in all matters concerning both the civil and religious administration. Their Majesties left Compiegne on the 19th, and arrived at Montreuil-sur-Mer at nine o'clock in the evening. I accompanied the Emperor on this journey. I have read in O'Meara's Memorial that M. Marchand was at that time in the service of Napoleon. This is incorrect; for M. Marchand did not enter the Emperor's private service until 1814, at Fontainebleau. His Majesty at that time ordered me to select from the domestics of the service an intelligent young man to assist me in my duties near his person, since none of the ordinary 'valets de chambre' were to remain on the island of Elba. I mentioned the name of M. Marchand, son of a nurse of the King of Rome, as a suitable person for the place. He was accepted by his Majesty, and from that time M. Marchand formed a part of the private service of the Emperor. He may have been on this journey to Holland; but Napoleon was not aware of it, as his duties did not bring him near his Majesty's person.
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I will now relate some of the circumstances which occurred on this journey, and are not generally known to the public, and at the same time take advantage of the opportunity to refute other assertions similar to those I have just mentioned, and which I have read with surprise, sometimes mixed with indignation, in the Contemporary Memoirs. I deem it important that the public should have correct information as to everything pertaining to this journey, in order that light may thus be thrown on certain incidents, by means of which calumny has attacked the honor of Napoleon, and even my own. A devoted though humble servant of the Emperor, it is natural that I should be deeply interested in explaining all that seems doubtful, in refuting all falsehoods, and in giving minute corrections of many incorrect statements which might influence the judgment of the public concerning my master and myself. I shall fulfil this duty with perfect frankness, as I have sufficiently proved in the foregoing volumes of these Memoirs.
A little incident occurred at Montreuil, which I take pleasure in narrating, since it proves how carefully Napoleon examined both the fortifications and improvements being made in the towns, either by his personal orders, or from the impulse given by him to these important departments of public service. After investigating the work done in the past year on the fortifications of Montreuil, and having made a tour of all the ramparts, the Emperor returned to the citadel, whence he again emerged to visit the exterior works. An arm of the river Canche, which lies at the foot of the wall on one side of the city, intercepted his route. The whole suite set to work to construct a temporary bridge of planks and logs; but the Emperor, impatient at the delay, walked through the stream in water up to his knees. The owner of a mill on the opposite shore took his Majesty by the arm to assist him in mounting the bank, and profited by this opportunity to explain to the Emperor that his mill, being in the line of the projected fortifications, would necessarily be torn down; whereupon the Emperor turned to the engineers and said, "This brave man must be indemnified for any loss he may sustain." He then continued his rounds, and did not re-enter his carriage until he had examined everything at leisure, and held a long interview with the civil and military authorities of Montreuil. On the route a soldier who had been wounded at Ratisbon was presented to him; and his Majesty ordered that a present should be made him on the spot, and that his petition should be presented to him on his arrival at Boulogne on the 20th.
This was the second time Boulogne had received the Emperor within its walls. Immediately on his arrival he went on board the flotilla and held a review. As an English frigate was evidently preparing to approach in order to observe more closely what was taking place in the roadstead, his Majesty immediately sent out a French frigate under full sail against the hostile ship, whereupon the latter, taking the alarm, at once disappeared. On the 29th of September his Majesty reached Flushing, and from Flushing went to visit the fortifications at Tervueren. As he was overlooking the various works at that place, a young woman threw herself at his feet, her cheeks wet with tears, .and extended a petition to the
Emperor with a trembling hand. Napoleon most graciously assisted her to rise, and inquired the object of her petition. "Sire," said the poor woman between her sobs, I am the mother of three children, whose father is conscripted by your Majesty; the children and the mother are in the deepest distress."–"Monsieur," said his Majesty to some one of his suite, "make a note of this man's name; I will make him an officer." The young woman tried to express her gratitude, but her emotion and tears prevented the utterance of a word, and the Emperor went on his way.
Another kind act marked his departure from Ostend. On leaving that town he followed the course of the Estrau, and as he did not care to pass through the locks, in order to cross the Swine, entered a fishing-boat in company with the Duke of Vicenza, his grand equerry, Count Lobau, one of his aides-de-camp, and two chasseurs of the guard. This boat, which was owned by two poor fishermen, was worth only about one hundred and fifty florins, including its equipment, and was their only source of wealth. The crossing required about half an hour, and his Majesty alighted at Fort Orange, on the island of Cadsand, where the prefect with his suite awaited him; and as he was wet and suffering with the cold, a large fire was kindled, by which he warmed himself with evident enjoyment. The fishermen were then asked how much they charged for the passage, and upon their replying a florin for each passenger, Napoleon ordered that a hundred napoleons should be counted out to them, and they should be granted a pension of three hundred francs for life. It is impossible to give an idea of the joyful surprise of these poor men, who had not in the least suspected the exalted rank of their passenger; but no sooner were they informed than the whole country was told, and thus many hearts were won for Napoleon; while at the same time the Empress Marie Louise was being welcomed on his account at the theater, and whenever she appeared on the streets, with sincere and vociferous applause.
Preparations had been made everywhere in Holland two months before the arrival of their Majesties, in order that they might be suitably received; and there was no village on the Emperor's route so small that it was not eager to earn his approbation by the proportional magnificence of the welcome accorded his Majesty. Almost the whole court of France accompanied him on this journey, and grand dignitaries, ladies of honor, superior officers, aides-de-camp, chamberlains, equerries, ladies of attire, quartermasters, valets de chambre, regulators of soldiers' quarters, the kitchen service–nothing was wanting. Napoleon intended to dazzle the eyes of the good Dutchmen by the magnificence of his court; and, in truth, his gracious manner, his affability, and the recital of the numerous benefits he scattered around his path, had already had their effect in conquering this population, in spite of the frowning brows of a few, who, as they smoked their pipes, murmured against the impediments to commerce caused by the Continental system.
The city of Amsterdam, where the Emperor had decided to remain some time, found itself suddenly in a condition of peculiar embarrassment, owing to
the following circumstance: This town had a very extensive palace, but no coaches nor stables attached to them, which for the suite of Napoleon was a prime necessity; and the stables of King Louis, besides their insufficiency, were placed too far from the palace to be occupied by even a portion of the Emperor's service. Consequently there was great embarrassment in the city, and much difficulty was experienced in quartering the Emperor's horses; since to improvise stables in a few days, almost in a moment, was impossible, and to build carriage-houses in the midst of courts would have had a ludicrous effect. But fortunately this difficult situation was ended by one of the quartermasters of the palace named M. Emery, a man of great intelligence, and an old soldier, who, having learned from Napoleon and the force of circumstances never to be overcome by difficulties, conceived the happy thought of converting the flower-market into stables and coach-houses, and placing the equipages of the Emperor there under immense tents.
The Emperor at last rejoined his august spouse at Brussels, where the enthusiasm excited by his presence was unanimous. On a suggestion from him, which was as delicate as politic, Marie Louise during her stay bought laces to the value of one hundred and fifty thousand francs, in order to encourage the manufacturers. The introduction into France of English merchandise was at that time severely prohibited, and all that was found was indiscriminately burned.
Of the whole system of offensive policy maintained by Napoleon against the maritime tyranny of England, nothing more nearly aroused open opposition than the vigorous observance of prohibitory decrees. Belgium then contained a quantity of English merchandise, which was most carefully concealed, and which every one was anxious to obtain, as is ever the case with forbidden fruit. All the ladies in the suite of the Empress made large purchases of these articles; and one even filled several carriages with them, not without fear, however, that Napoleon might be informed of this, and might seize everything on its arrival in France. These carriages, bearing the arms of the Emperor, passed the Rhine filled with this precious luggage, and arrived at the gates of Coblentz, which furnished an occasion of painful uncertainty to the officers of the custom-house, while they deliberated whether they should arrest and examine the carriages, or should permit a convoy to pass unmolested because it professed to belong to the Emperor. After mature deliberation, the majority adopted this alternative; and the carriages successfully passed the first line of French custom-houses, and reached port in safety,–that is to say, Paris,–with its cargo of prohibited merchandise. If the carriages had been stopped, it is probable that Napoleon would have highly applauded the courage of the inspectors of customs, and would have pitilessly burned the confiscated articles.
Their Majesties arrived at Utrecht the 6th of October, and found every house on the quays as well as the streets decorated with ribbons and garlands. The rain was falling in torrents; but this did not prevent the authorities being on foot from early in the morning, and the population
filling the streets. As soon as he alighted from his carriage, Napoleon, in spite of the weather, mounted his horse, and went to hold a review of several regiments stationed at the gates of Utrecht, accompanied by a numerous staff, and a large number of curious persons, most of them wet to the skin. After the review Napoleon entered the palace, where the entire deputation awaited him in an immense hall, still unfurnished, though it had been built by King Louis, and without changing his clothing gave audience to all who were eager to congratulate him, and listened with most exemplary patience to the harangues addressed to him.
The entrance of their Majesties into Amsterdam was most brilliant. The Empress, in a chariot drawn by splendid horses, was a few hours in advance of the Emperor, who made his entry on horseback, surrounded by a brilliant staff, glittering with gold and embroideries, who advanced at a slow pace amid shouts of admiration and astonishment from the good Hollanders. Through his simple and unaffected bearing there shone a profound satisfaction, and perhaps even a natural sentiment of pride, in seeing the welcome accorded to his glory here as elsewhere, and the universal sympathy aroused in the masses by his presence alone. Drapery in three colors, which produced a very fine effect, hung from posts erected at regular intervals and formed the decoration of the streets through which his Majesty was to pass; and he who three years later was to enter the palace of the Tuileries by night, and as a fugitive, after having with much difficulty gained admission through the gates of the chateau, passed then under arches of triumph, with a glory yet unsullied by defeat, and a fortune still faithful. These reminiscences are painful to me, but they recur to my mind even against my will; for no year of the Empire was marked by more fetes, more triumphant entries, or more popular rejoicings, than that which preceded the disastrous year of 1812.
Some of the actors of the French Theater at Paris had accompanied the court to Holland, and Talma there played the roles of Bayard and d'Orosmane; and M. Alissan de Chazet directed at Amsterdam the performance by French comedians of a vaudeville in honor of their Majesties, the title of which I have forgotten. Here, again, I wish to refute another assertion no less false made by the author of these 'Contemporary Memoirs', concerning a fictitious liaison between the Emperor and Mademoiselle Bourgoin. I cite the passage in question: "Mademoiselle Bourgoin, one of the delegates from the court of Thalia, in order to be permitted to accompany the party on this journey, had thoughtlessly succumbed to the temptation of making indiscreet revelations; even boasting aloud that she attracted the Emperor to the theater in which she played; and these boasts, which were by no means virtuous, having reached the Emperor's ears, he would no longer attend the theater. He charged Talma, for whom he had much consideration, to urge the pretty actress to be silent; and to inform her that on the slightest indiscretion she would be reconducted to France under good escort."
This by no means agrees with what his Majesty said one day in regard to this actress while at Erfurt. These words, which the author of the Memoirs would do well to recall, prove that the Emperor had no views in regard to her; and the most important proof of all, is the great discretion which the Emperor always exercised in regard to his amours.
During the entire passage through Holland, the Emperor showed himself cordial and affable, welcoming every one most kindly, and accosting each in a suitable manner, and at no time was he ever more amiable or anxious to please. He visited the manufactures, inspected dock-yards, reviewed troops, addressed the sailors, and attended the ball's given in his honor in all the towns through which he passed; and amid this life of seeming pleasure and distraction, he exerted himself almost more than in the quiet, monotonous life of the camp, and was affable, gracious, and accessible to all his subjects. But in these processions, in the very midst of these fetes, amid all this acclamation of whole cities rushing out to meet him, eager to serve as his escort, under these arches of triumph which were erected to him sometimes even at the entrance of an obscure village, his abstraction was deeper than ever, and his heart more oppressed with care; for his thoughts were from this time filled with the expedition to Russia. And perhaps into this amenity of manner, this friendliness, and these acts of benevolence, most of which were foreign to his character, there entered the design of lessening in advance the discontent which this expedition would produce; and perhaps in attaching all hearts to himself, in exhausting every means of pleasing, he imagined he was obtaining pardon in advance, by means of the enthusiasm of his subjects, for a war which, whatever might be the result, was to cost the Empire so much blood and so many tears.
During their Majesties' stay at Amsterdam, there was placed in the apartments of the Empress a piano so constructed as to appear like a desk with a division in the middle, and in this space was placed a small bust of the Emperor of Russia. Soon after, the Emperor wished to see if the apartments of the Empress were suitable, and while visiting them perceived this bust, which he placed under his arm without a word. He afterwards said to one of the ladies of the Empress, that he wished this bust removed; and he was obeyed, though this caused considerable astonishment, as it was not then known that any coolness had arisen between the two Emperors.
A few days after his arrival at Amsterdam, the Emperor made several excursions into the country, accompanied by a somewhat numerous suite. He visited at Saardam the thatched cottage which sheltered Peter the Great when he came to Holland under the name of Pierre Michaeloffto study ship-building; and after remaining there half an hour, the Emperor, as he left, remarked to the grand marshal of the palace. "That is the finest monument in Holland." The evening before, her Majesty the Empress had visited the village of Broek, which is the pride of the whole north of Holland. Almost all the houses of the village are built of wood, and are of one story, the fronts ornamented with numerous paintings in accordance with the caprice of the owners. These paintings are cared for
most zealously, and preserved in a state of perfect freshness. Through the windows of clearest glass are seen curtains of embroidered China silk, and of painted muslin and beautiful India stuffs. The streets are paved with brick and very clean, and are washed and rubbed daily, and covered with fine white sand, in which various figures are imitated, especially flowers. Placards at the end of each street forbid the entrance of carriages into the village, the houses of which resemble children's toys. The cattle are cared for by hirelings at some distance from the town; and there is, outside the village, an inn for strangers, for they are not permitted to lodge inside. In front of some houses I remarked either a grass plot or an arrangement of colored sand and shells, sometimes little painted wooden statues, sometimes hedges oddly cut. Even the vessels and broom-handles were painted various colors, and cared for like the remainder of the establishment; the inhabitants carrying their love of cleanliness so far as to compel those who entered to take offtheir shoes, and replace them with slippers, which stood at the door for this singular purpose. I am reminded on this subject of an anecdote relating to the Emperor Joseph the Second. That prince, having presented himself in boots at the door of a house in Broek, and being requested to remove them before entering, exclaimed, "I am the Emperor!" –"Even if you were the burgomaster of Amsterdam, you should not enter in boots," replied the master of the dwelling. The good Emperor thereupon put on the slippers.
During the journey to Holland their Majesties were informed that the first tooth of the King of Rome had just made its appearance, and that the health of this august child was not impaired thereby.
In one of the little towns in the north of Holland, the authorities requested the Emperor's permission to present to him an old man aged one hundred and one years, and he ordered him brought before him. This more than centenarian was still vigorous, and had served formerly in the guards of the Stadtholder; he presented a petition entreating the Emperor to exempt from conscription one of his grandsons, the support of his old age. His Majesty assured him, through an interpreter, that he would not deprive him of his grandson, and Marshal Duroc was ordered to leave with the old man a testimonial of Imperial liberality. In another little town in Friesland, the authorities made the Emperor this singular address: "Sire, we were afraid you would come with the whole court; you are almost alone, and thereby we see you the better, and the more at our ease." The Emperor applauded this loyal compliment, and honored the orator by most touching thanks. After this long journey, passed in fetes, reviews, and displays of all kinds, where the Emperor, under the guise of being entertained, had made profound observations on the moral, commercial, and military situation of Holland, observations which bore fruit after his return to Paris, and even while in the country, in wise and useful decrees, their Majesties left Holland, passing through Haarlem, The Hague, and Rotterdam, where they were welcomed, as they had been in the whole of Holland, by fetes. They crossed the Rhine, visited Cologne and Aix-la-Chapelle, and arrived at Saint-Cloud early in November, 1811.
CHAPTER II.
Marie Louis was a very handsome woman. She had a majestic figure and noble bearing, fresh complexion, blond hair, and blue eyes full of expression; her hands and feet were the admiration of the court. Her figure was, perhaps, a trifle too stout; but she lost some of this superfluous flesh during her stay in France, though thereby she gained as much in grace and beauty. Such was her appearance. In her intercourse with those immediately around her she was affable and cordial; and the enjoyment she felt in the freedom of these conversations was depicted on her countenance, which grew animated, and took on an infinite grace. But when she was obliged to appear in public she became extremely timid; formal society served of itself to isolate her; and as persons who are not naturally haughty always appear so with a poor grace, Marie Louise, being always much embarrassed on reception days, was often the subject of unjust criticism; for, as I have said, her coldness in reality arose from an excessive timidity.
Immediately after her arrival in France, Marie Louise suffered from this embarrassment to a very great degree, which can be easily understood in a young princess who found herself so suddenly transported into an entirely new society, to whose habits and tastes she felt obliged to conform, and in which, although her high position must naturally attract the world to her, the circumstances of this position rendered it necessary that she should take the initiative in any advances made, a fact which explains the awkwardness of her early relations with the ladies of her court. After intimacies had been formed, and the young Empress had chosen her friends with all the abandon of her young heart, then haughtiness and constraint vanished, or reappeared only on occasions of ceremony. Marie Louise was of a calm, thoughtful character; it took little to arouse her sensitive spirit; and yet, although easily moved, she was by no means demonstrative. The Empress had received a very careful education, her mind was cultivated and her tastes very simple, and she possessed every accomplishment.
She detested the insipid hours passed in idleness, and liked occupation because it suited her tastes, and also because in a proper employment of her time she found the only means of driving away ennui. I think she was, in fact, a most congenial wife for the Emperor. She was too much interested in the concerns of her own private life to ever mingle in political intrigues, and, although she was both Empress and Queen, very often was in entire ignorance of public affairs, except what knowledge she obtained from the journals. The Emperor at the end of days filled with agitation could find a little relaxation only in a quiet domestic hearth, which restored to him the happiness of family life; and,
consequently, an intriguing woman or a talkative politician would have annoyed him exceedingly.
Nevertheless, the Emperor sometimes complained of the want of affability the Empress showed to the ladies of her court, and said that this excessive reserve was injurious to him in a country where the opposite extreme is most common.
This was because he was recalling the past somewhat, and thinking of the Empress Josephine, whose constant gayety was the chief charm of the court. He was necessarily struck by the contrast; but was there not some injustice at the foundation of this? The Empress Marie Louise was the daughter of an Emperor, and had seen and known only courtiers, and, having no acquaintance with any other class, knew nothing of any world outside the walls of the palace of Vienna. She arrived one fine day at the Tuileries, in the midst of a people whom she had never seen except as soldiers; and on this account the constraint of her manner towards the persons composing the brilliant society of Paris seems to me to a certain point excusable. It seems to me, besides, that the Empress was expected to show a frankness and simplicity which were entirely misplaced; and, by being cautioned over and over again to be natural, she was prevented from the observance of that formality also suitable on the part of the great, who should be approached only when they themselves give the signal. The Empress Josephine loved the people because she had been one of them; and in mounting a throne her expansive nature had everything to gain, for she found it was only extending her friendship among a larger circle. Inspired by her own kind heart, the Empress Marie Louise sought to make those around her happy; and her benevolent deeds were long the subject of conversation, and, above all, the delicate manner in which they were performed. Each month she took from the sum allotted for her toilet ten thousand francs for the poor, which was not the limit of her charities; for she always welcomed with the greatest interest those who came to tell her of distresses to be alleviated. From the eagerness with which she listened to those soliciting aid, it would seem that she had been recalled suddenly to a duty; and yet it was simply an evidence that the chords of her sensitive heart had been touched. I do not know if any one ever received from her a refusal of a demand of this sort. The Emperor was deeply touched each time that he was informed of a benevolent act of the Empress. At eight o'clock in the morning the curtains and blinds were half opened in the apartments of the Empress Marie Louise, and the papers were handed her; after reading which, chocolate or coffee was served, with a kind of pastry called tongue. This first breakfast she took in bed. At nine o'clock Marie Louise arose, made her morning toilet, and received those persons privileged to attend at this hour. Every day in the Emperor's absence, the Empress ascended to the apartment of Madame de Montebello, her lady of honor, followed by her service, composed of the chevalier of honor, and some of the ladies of the palace; and on her return to her apartments, a light breakfast was served, consisting of pastry and fruits. After her lessons in drawing, painting, and music, she commenced her grand toilet. Between six and seven o'clock
she dined with the Emperor, or in his absence with Madame de Montebello, the dinner comprising only one course. The evening was spent in receptions, or at concerts, plays, etc.; and the Empress retired at eleven o'clock. One of her women always slept in the room in front of her bedroom, and it was through this the Emperor was obliged to pass when he spent the night in his wife's room.
This customary routine of the Empress was changed, however, when the Emperor was at the chateau; but when alone she was punctual in all her employments, and did exactly the same things at the same hours. Her personal domestics seemed much attached to her; for though cool and distant in her manner, they always found her good and just.
In the Emperor's absence the portrait of the Duchess of Montebello ornamented the Empress's room with those of the entire Imperial family of Austria; but when the Emperor returned, the portrait of the duchess was removed; and during the war between Napoleon and the Emperors of Austria and Russia, the portrait of Francis II. was removed from his daughter's room, by order of his Majesty, and was, I think, consigned to some secret spot.
The King of Rome was a very fine child; and though he resembled the Emperor less than the son of Hortense had done, his features were an agreeable union of those of his father and mother. I never knew him except in his infancy, and what was most remarkable in him at that age was the great kindness and affection he showed to those around him. He was much devoted to a young and pretty person named Fanny Soufflot, daughter of the first lady of the bedchamber, who was his constant companion; and, as he liked to see her always well dressed, he begged of Marie Louise, or his governess, Madame the Countess of Montesquiou, any finery that struck his fancy, which he wished to give to his young friend. He made her promise to follow him to the war when he was grown, and said many charming things which showed his affectionate disposition.
There was chosen as companion for the little king (as he styled himself) a young child named Albert Froment, I think, the son of one of the ladies of honor. One morning as they were playing together in the garden on which the apartments of the king opened at Saint-Cloud, Mademoiselle Fanny was watching them without interfering with their games, Albert tried to take the king's wheelbarrow; and, when the latter resisted, Albert struck him, whereupon the king exclaimed, "Oh, suppose some one had seen you! But I will not tell!" I consider this a fine evidence of character.
One day he was at the windows of the chateau with his governess, amusing himself by looking at the passers-by, and pointing out with his finger those who attracted his attention. While standing there he saw below a woman in deep mourning, holding by the hand a little boy also dressed in mourning. The little child carried a petition, which he waved from a distance to the prince, and seemed to be entreating him to receive.
Their black clothing made a deep impression on the prince, and he asked why the poor child was dressed all in black. " Doubtless because his papa is dead," replied the governess, whereupon the child expressed an earnest desire to speak to the little petitioner. Madame de Montesquiou, who especially desired to cultivate in her young pupil this disposition to mercy, gave orders that the mother and child should be brought up. She proved to be the widow of a brave man who had lost his life in the last campaign; and by his death she had been reduced to poverty, and compelled to solicit a pension from the Emperor. The young prince took the petition, and promised to present it to his papa. And next day when he went as usual to pay his respects to his father, and handed him all the petitions presented to him the evening before, one alone was kept apart; it was that of his little protege. "Papa," said he, "here is a petition from a little boy whose father was killed on your account; give him a pension." Napoleon was deeply moved, and embraced his son, and orders for the pension were given that day. This conduct in so young a child gives undeniable evidence of an excellent heart.
His early training was excellent; as Madame de Montesquiou had an unbounded influence over him, owing to the manner at once gentle and grave in which she corrected his faults. The child was generally docile, but, nevertheless, sometimes had violent fits of anger, which his governess had adopted an excellent means of correcting, which was to remain perfectly unmoved until he himself controlled his fury. When the child returned to himself, a few severe and pertinent remarks transformed him into a little Cato for the remainder of the day. One day as he was rolling on the floor refusing to listen to the remonstrances of his governess, she closed tie windows and shutters; and the child, astonished by this performance, forgot what had enraged him, and asked her why she did this. "I did it because I was afraid you would be heard; do you suppose the French people would want you as their prince, if they knew that you gave way to such fits of anger?"–"Do you think they heard me?" he inquired; "I would be very sorry if they had. Pardon, Mamma Quiou [this was his name for her], I will not do it again."
The Emperor was passionately devoted to his son; took him in his arms every time he saw him, and jumped him up and down most merrily, and was delighted with the joy he manifested. He teased him by carrying him in front of the glass and making grimaces, at which the child laughed till he cried. While at breakfast he took him on his knee, dipped his finger in the sauce and made him suck it, and smeared his face with it; and when the governess scolded, the Emperor laughed still more heartily, and the child, who enjoyed the sport, begged his father to repeat it. This was an opportune moment for the arrival of petitions at the chateau; for they were always well received at such times, thanks to the all-powerful credit of the little mediator.
The Emperor in his tender moods was sometimes even more childish than his son. The young prince was only four months old when his father put his
three-cornered hat on the pretty infant.
The child usually cried a good deal, and at these times the Emperor embraced him with an ardor and delight which none but a tender father could feel, saying to him,
"What, Sire, you crying! A king weeping; fie, then, how ugly that is!" He was just a year old when I saw the Emperor, on the lawn in front of the chateau, place his sword-belt over the shoulders of the king, and his hat on his head, and holding out his arms to the child, who tottered to him, his little feet now and then entangled in his father's sword; and it was beautiful to see the eagerness with which the Emperor extended his arms to keep him from falling.
One day in his cabinet the Emperor was lying on the floor, the king riding horseback on his knee, mounting by jumps up to his father's face, and kissing him. On another occasion the child entered the council chamber after the meeting had ended, and ran into his father's arms without paying attention to any one else, upon which the Emperor said to him, "Sire, you have not saluted these gentlemen." The child turned, bowed most gracefully, and his father then took him in his arms. Sometimes when going to visit the Emperor, he ran so fast that he left Madame de Montesquiou far behind, and said to the usher, "Open the door for me, I want to see papa." The usher replied, "Sire, I cannot do it." –"But I am the little king."–"No, Sire, I cannot open it." At this moment his governess appeared; and strong in her protection he proudly repeated, "Open the door, the king desires it."
Madame de Montesquiou had added to the prayers which the child repeated morning and evening, these words: "My God, inspire papa to make peace for the happiness of France." One evening the Emperor was present when his son was retiring, and he made the same prayer, whereupon the Emperor embraced him in silence, smiling most kindly on Madame de Montesquiou.
The Emperor was accustomed to say to the King of Rome when he was frightened at any noise or at his grimaces, "Come, come! a king should have no fear."
I recall another anecdote concerning the young son of the Emperor, which was related to me by his Majesty himself one evening when I was undressing him as usual, and at which the Emperor laughed most heartily. "You would not believe," said he, "the singular reward my son desired of his governess for being good. Would she not allow him to go and wade in the mud?" This was, true, and proves, it seems to me, that the greatness which surrounds the cradle of princes cannot eradicate from their minds the singular caprices of childhood.
CHAPTER III.
All the world is familiar with the name of the Abbe Geoffroy of satirical memory, who drove the most popular actors and authors of the time to desperation. This pitiless Aristarchus must have been most ardently enamored of this disagreeable profession; for he sometimes endangered thereby, not his life, which many persons would have desired earnestly perhaps, but at any rate his health and his repose. It is well, doubtless, to attack those who can reply with the pen, as then the consequences of the encounter do not reach beyond the ridicule which is often the portion of both adversaries. But Abbe Geoffroy fulfilled only one of the two conditions by virtue of which one can criticise,–he had much bitterness in his pen, but he was not a man of the sword; and every one knows that there are persons whom it is necessary to attack with both these weapons.
An actor whom Geoffroy had not exactly flattered in his criticisms decided to avenge himself in a piquant style, and one at which he could laugh long and loud. One evening, foreseeing what would appear in the journal of the next day, he could think of nothing better than to carry offGeoffroy as he was returning from the theater, and conduct him with bandaged eyes to a house where a schoolboy's punishment would be inflicted on this man who considered himself a master in the art of writing.
This plan was carried out. Just as the abbe regained his lodging, rubbing his hands perhaps as he thought of some fine point for tomorrow's paper, three or four vigorous fellows seized him, and conveyed him without a word to the place of punishment; and some time later that evening, the abbe, well flogged, opened his eyes in the middle of the street, to find himself alone far from his dwelling. The Emperor, when told of this ludicrous affair, was not at all amused, but, on the contrary, became very angry, and said that if he knew the authors of this outrage, he would have them punished. "When a man attacks with the pen," he added, he should be answered with the same weapon." The truth is also that the Emperor was much attached to M. Geoffroy, whose writings he did not wish submitted to censure like those of other journalist. It was said in Paris that this predilection of a great man for a caustic critic came from the fact that these contributions to the Journal of the Empire, which attracted much attention at this period, were a useful diversion to the minds of the capital. I know nothing positively in regard to this; but when I reflect on the character of the Emperor, who wished no one to occupy themselves with his political affairs, these opinions seem to me not devoid of foundation.
Doctor Corvisart was not a courtier, and came rarely to the Emperor, except on his regular visit each Wednesday and Saturday. He was very candid with the Emperor, insisted positively that his directions should
be obeyed to the letter, and made full use of the right accorded to physicians to scold their negligent patient. The Emperor was especially fond of him, and always detained him, seeming to find much pleasure in his conversation.
After the journey to Holland in 1811, M. Corvisart came to see the Emperor one Saturday, and found him in good health. He left him after the toilet, and immediately went to enjoy the pleasures of the chase, of which he was exceedingly fond. He was in the habit of not announcing where he was going, solely in order that he might not be interrupted for some slight cause, as had happened to him sometimes, for the doctor was most obliging and considerate. That day after his breakfast, which, according to custom, he had devoured rapidly, the Emperor was taken suddenly with a violent colic, and was quite ill. He asked for M. Corvisart, and a courier was dispatched for him, who, not finding him in Paris, hastened to his country house; but the doctor was at the chase, no one knew where, so the courier was obliged to return without him. The Emperor was deeply vexed, and as he continued to suffer extremely, at last went to bed, and Marie Louise came and spent a few moments with him; at last M. Yvan was summoned, and administered remedies which soon relieved the Emperor.
M. Corvisart, somewhat anxious perhaps, came on Monday instead of Wednesday; and when he entered Napoleon's room, the latter, who was in his dressing-gown, ran to him, and taking him by both ears, said, "Well, Monsieur, it seems that if I were seriously ill, I should have to dispense with your services." M. Corvisart excused himself, asked the Emperor how he had been affected, what remedies he had used, and promised always to leave word where he could be found, in order that he might be summoned immediately on his Majesty's orders, and the Emperor was soon appeased. This event was really of advantage to the doctor; for he thus abandoned a bad habit, at which it is probable his patients rejoiced.
M. Corvisart had a very great influence with the Emperor, so much so that many persons who knew him gave him the soubriquet of doctor of petitions; and it was very rarely he failed to obtain a favorable answer to his requests. Nevertheless, I often heard him speak warmly in favor of M. de Bourrienne, in order to impress upon the Emperor's mind that he was much attached to his Majesty; but the latter always replied, "No, Bourrienne is too much of an Englishman; and besides, he is doing very well; I have located him at Hamburg. He loves money, and he can make it there."
It was during the year 1811 that Cardinal Fesch came most frequently to the Emperor's apartments, and their discussions seemed to me very animated. The cardinal maintained his opinions most vehemently, speaking in a very loud tone and with great volubility. These conversations did not last more than five moments before they became very bitter, and I heard the Emperor raise his voice to the same pitch; then followed an exchange of harsh terms, and each time the cardinal arrived I felt distressed for the Emperor, who was always much agitated at the close of
these interviews. One day as the cardinal was taking leave of the Emperor, I heard the latter say to him sharply, "Cardinal, you take advantage of your position."
A few days before our departure for Russia the Emperor had me summoned during the day, and ordered me to bring from the treasury the box of diamonds, and place it in his room, and not to go far away, as he had some important business for me. About nine o'clock in the evening I was again summoned, and found M. de Lavalette, director-general of the post, in the Emperor's room. His Majesty opened the box in my presence, and examined the contents, saying to me, "Constant, carry this box yourself to the count's carriage, and remain there till he arrives." The carriage was standing at the foot of the grand staircase in the court of the Tuileries; and I opened it, took my seat, and waited until half-past eleven, when M. de Lavalette arrived, having spent all this time in conversation with the Emperor. I could not understand these precautions in delivering the diamonds to M. de Lavalette, but they were certainly not without a motive.
The box contained the sword, on the pommel of which was mounted the regent diamond, the handle also set with diamonds of great value; the grand collar of the Legion of Honor; the ornaments, hatcord, shoulderpiece, and buttons of the coronation robes, with the shoe-buckles and garters, all of which were of immense value.
A short time before we set out for the Russian campaign, Josephine sent for me, and I went at once to Malmaison, where this excellent woman renewed her earnest recommendations to watch most carefully over the Emperor's health and safety; and made me promise that if any accident, however slight, happened to him, I would write to her, as she was exceedingly anxious to know the real truth concerning him. She wept much; talked to me constantly about the Emperor, and after a conversation of more than an hour, in which she gave full vent to her emotions, presented me with her portrait painted by Saint on a gold snuff-box. I felt much depressed by this interview; for nothing could be more touching than to see this woman disgraced, but still loving, entreating my care over the man who had abandoned her, and manifesting the same affectionate interest in him which the most beloved wife would have done.
On entering Russia, a thing of which I speak here more according to the order of my reminiscences than in the order of time, the Emperor sent out, on three different roads, details of select police to prepare in advance lodgings, beds, supplies, etc. These officers were Messieurs Sarrazin, adjutant-lieutenant, Verges, Molene, and Lieutenant Pachot. I will devote farther on an entire chapter to our itinerary from Paris to Moscow.
A short time before the battle of La Moskwa, a man was brought to the camp dressed in the Russian uniform, but speaking French; at least his language was a singular mixture of French and Russian. This man had
escaped secretly from the enemy's lines; and when he perceived that our soldiers were only a short distance from him, had thrown his gun on the ground, crying in a very strong Russian accent, "I am French," and our soldiers had at once taken him prisoner.
Never was prisoner more charmed with his change of abode. This poor fellow, who seemed to have been forced to take arms against his will in the service of the enemies of his country, arrived at the French camp, called himself the happiest of men in finding again his fellowcountrymen, and pressed the hand of all the soldiers with an ardor which delighted them. He was brought to the Emperor, and appeared much overawed at finding himself in the presence of the King of the French, as he called his Majesty. The Emperor questioned him closely, and in his reply he declared that the noise of the French cannon had always made his heart beat; and that he had feared only one thing, which was that he might be killed by his compatriots. From what he told the Emperor it appeared that he belonged to that numerous class of men who find themselves transplanted by their family to a foreign land, without really knowing the cause of their emigration. His father had pursued at Moscow an unremunerative industrial profession, and had died leaving him without resources for the future, and, in order to earn his bread, he had become a soldier. He said that the Russian military discipline was one of his strongest incentives to desert, adding that he had strong arms and a brave heart, and would serve in the French army if the general permitted. His frankness pleased the Emperor, and he endeavored to obtain from him some positive information on the state of the public mind at Moscow; and ascertained from his revelations, more or less intelligent, that there was much disturbance in that ancient capital.
He said that in the street could be heard cries of, "No more of Barclay!
–[Prince Michael Barclay de Tolly, born in Livonia, 1755, of Scottish extraction; distinguished himself in wars against Sweden, Turkey, and Poland, 1788 and 1794, and against the French, 1806; commanded Russian army against Napoleon in 1812, until superseded, after battle of Smolensk, by Kutusoff, and commanded the right wing at Borodino; afterwards commanded at Bautzen and Leipsic; died 1818]–
Down with the traitor! dismiss him! Long live Kutusoff!" The merchant class, which possessed great influence on account of its wealth, complained of a system of temporizing which left men in uncertainty, and compromised the honor of the Russian arms; and it was thought unpardonable in the Emperor that he had bestowed his confidence on a foreigner when old Kutusoff, with the blood and the heart of a Russian, was given a secondary position. The Emperor Alexander had paid little attention to these energetic complaints, until at last, frightened by the symptoms of insurrection which began to be manifest in the army, he had yielded, and Kutusoffhad been named generalissimo, over which important event there had been rejoicings and illuminations at Moscow. A great
battle with the French was talked of; enthusiasm was at its height in the Russian army, and every soldier had fastened to his cap a green branch. The prisoner spoke with awe of Kutusoff, and said that he was an old man, with white hair and great mustaches, and eyes that struck him with terror; that he lacked much of dressing like the French generals; that he wore very ordinary clothes–he who could have such fine ones; that he roared like a lion when he was angry; that he never started on a march without saying his prayers; and that he crossed himself frequently at different hours of the day. "The soldiers love him because they say he so much resembles Suwarrow. I am afraid he will do the French much harm," said he. The Emperor, satisfied with this information, dismissed the prisoner, and gave orders that he should be allowed the freedom of the camp; and afterwards he fought bravely beside our soldiers. The Emperor made his entrance into Gjatsk with a most singular escort.
Some Cossacks had been taken in a skirmish; and his Majesty, who was at this time very eager for information from every quarter, desired to question these savages, and for this purpose had two or three brought to his headquarters. These men seemed formed to be always on horseback, and their appearance when they alighted on the ground was most amusing. Their legs, which the habit of pressing their horses' sides had driven far apart, resembled a pair of pincers, and they had a general air of being out of their element. The Emperor entered Gjatsk, escorted by two of these barbarians on horseback, who appeared much flattered by this honor. I remarked that sometimes the Emperor could with difficulty repress a smile as he witnessed the awkward appearance made by these cavaliers from the Ukraine, above all when they attempted to put on airs. Their reports, which the interpreter of the Emperor had some difficulty in comprehending, seemed a confirmation of all his Majesty had heard concerning Moscow. These barbarians made the Emperor understand by their animated gestures, convulsive movements, and warlike postures, that there would soon be a great battle between the French and the Russians. The Emperor had brandy given them, which they drank like water, and presented their glasses anew with a coolness which was very amusing. Their horses were small, with cropped manes and long tails, such as unfortunately can be seen without leaving Paris.
It is a matter of history that the King of Naples made a most favorable impression on these barbarians. When it was announced to the Emperor one day that they desired to appoint him their hetman, the Emperor was much amused by this offer, and said jestingly that he was ready to indorse this choice of a free people. The King of Naples had something theatrical in his appearance which fascinated these barbarians, for he always dressed magnificently. When his steed bore him in front of his column, his beautiful hair disordered by the wind, as he gave those grand saber strokes which mowed down men like stubble, I can well comprehend the deep impression he made on the fancy of these warlike people, among whom exterior qualities alone can be appreciated. It is said that the King of Naples by simply raising this powerful sword had put to flight a horde of these barbarians. I do not know how much truth there is in this
statement, but it is at least possible.
The Cossacks, in common with all races still in their infancy, believe in magicians. A very amusing anecdote was told of the great chief of the Cossacks, the celebrated Platoff. Pursued by the King of Naples, he was beating a retreat, when a ball reached one of the officers beside him, on which event the hetman was so much irritated against his magician that he had him flogged in presence of all his hordes, reproaching him most bitterly because he had not turned away the balls by his witchcraft. This was plain evidence of the fact that he had more faith in his art than the sorcerer himself possessed.
On the 3d of September, from his headquarters at Gjatsk, the Emperor ordered his army to prepare for a general engagement. There had been for some days much laxity in the police of the bivouacs, and he now redoubled the severity of the regulations in regard to the countersigns. Some detachments which had been sent for provisions having too greatly prolonged their expedition, the Emperor charged the colonels to express to them his dissatisfaction, adding that those who had not returned by the next day could not take part in the battle. These words needed no commentary.
The country surrounding Gjatsk was very fertile, and the fields were now covered with rye ready for the sickle, through which we saw here and there broad gaps made by the Cossacks in their, flight. I have often since compared the aspect of these fields in November and September. What a horrible thing is war! A few days before the battle, Napoleon, accompanied by two of his marshals, made a visit of inspection on foot in the outskirts of the city.
On the eve of this great event he discussed everything in the calmest manner, speaking of this country as he would have done of a beautiful, fertile province of France. In hearing him one might think that the granary of the army had here been found, that it would consequently furnish excellent winter quarters, and the first care of the government he was about to establish at Gjatsk would be the encouragement of agriculture. He then pointed out to his marshals the beautiful windings of the river which gives its name to the village, and appeared delighted with the landscape spread before his eyes. I have never seen the Emperor abandon himself to such gentle emotions, nor seen such serenity manifested both in his countenance and conversation; and at the same time I was never more deeply impressed with the greatness of his soul.
On the 5th of September the Emperor mounted the heights of Borodino, hoping to take in at a glance the respective positions of the two armies; but the sky was overcast. One of those fine, cold rains soon began to fall, which so often come in the early autumn, and resemble from a distance a tolerably thick fog. The Emperor tried to use his glasses; but the kind of veil which covered the whole country prevented his seeing any distance, by which he was much vexed. The rain, driven by the wind,
fell slanting against his field-glasses, and he had to dry them over and over again, to his very great annoyance. The atmosphere was so cold and damp that he ordered his cloak, and wrapped himself in it, saying that as it was impossible to remain there, he must return to headquarters, which he did, and throwing himself on the bed slept a short while. On awaking he said, "Constant, I hear a noise outside; go see what it is." I went out, and returned to inform him that General Caulaincourt had arrived; at which news the Emperor rose hastily, and ran to meet the general, asking him anxiously, "Do you bring any prisoners? " The general replied that he had not been able to take prisoners, since the Russian soldiers , preferred death to surrender. The Emperor immediately cried, "Let all the artillery be brought forward." He had decided that in his preparations to make this war one of extermination, the cannon would spare his troops the fatigue of discharging their muskets.
On the 6th, at midnight, it was announced to the Emperor that the fires of the Russians seemed less numerous, and the flames were extinguished at several points; and some few said they had heard the muffled sound of drums. The army was in a state of great anxiety. The Emperor sprang wildly from his bed, repeatedly exclaiming, "It is impossible!"
I tried to hand him his garments, that he might clothe himself warmly, as the night was so cold; but he was so eager to assure himself personally of the truth of these statements, that he rushed out of the tent with only his cloak wrapped around him. It was a fact that the fires of the bivouac had grown paler, and the Emperor had reason for the gravest suspicions. Where would the war end if the Russians fell back now? He re-entered his tent much agitated, and retired to bed again, repeating many times, "We will know the truth to-morrow morning."
On the 7th of September, the sun rose in a cloudless sky, and the Emperor exclaimed, "It is the sun of Austerlitz!" These words of the Emperor were reported to the army, and repeated by them amid great enthusiasm. The drums were beaten, and the order of the day was read as follows:
SOLDIERS,–Behold the battle you have so long desired! Henceforth that victory depends on you which is so necessary to us, since it will furnish us abundant provisions, good winter quarters, and a prompt return to our native land. Conduct yourselves as at Austerlitz, at Friedland, at Witepsk, at Smolensk, and let the most remote posterity refer with pride to your conduct on this day; let it be said of you, "He took part in the great battle under the walls of Moscow."
The army replied by reiterated acclamations. The Emperor, a few hours before the battle, had dictated this proclamation, and it was read in the morning to the soldiers. Napoleon was then on the heights of Borodino; and when the enthusiastic cries of the army struck his ear, he was standing with folded arms, the sun shining full in his eyes, reflected from the French and Russian bayonets. He smiled, then became more
serious until the affair was terminated.
On that day the portrait of the King of Rome was brought to Napoleon. He needed some gentle emotion to divert his mind from this state of anxious suspense. He held this portrait long on his knees, contemplating it with delight, and said that it was the most agreeable surprise he had ever received, and repeated several times in a low tone, "My good Louise! This is a charming attention!" On the Emperor's countenance there rested an expression of happiness difficult to describe, though the first emotions excited were calm and even melancholy. "The dear child," was all that he said. But he experienced all the pride of a father and an Emperor when by his orders officers, and even soldiers, of the old guard came to see the King of Rome. The portrait was placed on exhibition in front of the tent; and it was inexpressibly touching to see these old soldiers uncover themselves with respect before this image, in which they sought to find some of the features of Napoleon. The Emperor had at this moment the expansive joy of a father who knows well that next to him his son has no better friends than his old companions in endurance and glory.
At four o'clock in the morning, that is to say one hour before the battle opened, Napoleon felt a great exhaustion in his whole person, and had a slight chill, without fever, however, and threw himself on his bed. Nevertheless, he was not as ill as M. de Segur states. He had had for some time a severe cold that he had somewhat neglected, and which was so much increased by the fatigue of this memorable day that he lost his voice almost entirely. He treated this with the soldier's prescription, and drank light punch during the whole night, which he spent working in his cabinet without being able to speak. This inconvenience lasted two days; but on the 9th he was well, and his hoarseness almost gone.
After the battle, of every six corpses found, one would be French and five Russian. At noon an aide-de-camp came to inform the Emperor that Count Auguste de Caulaincourt, brother of the Duke of Vicenza, had been struck by a ball. The Emperor drew a deep sigh, but said not a word; for he well knew that his heart would most likely be saddened more, than once that day. After the battle, he expressed his condolences to the Duke of Vicenza in the most touching manner.
Count Auguste de Caulaincourt was a young man full of courage, who had left his young wife a few hours after his marriage to follow the French army, and to find a glorious death at the battle of La Moskwa. He was governor of the pages of the Emperor, and had married the sister of one of his charges. This charming person was so young that her parents preferred that the marriage should not take place until he returned from the campaign, being influenced in this decision by the fate of Prince Aldobrandini after his marriage with Mademoiselle de la Rochefoucault before the campaign of Wagram. General Auguste de Caulaincourt was killed in a redoubt to which he had led the cuirassiers of General Montbrun, who had just been fatally wounded by a cannon-ball in the attack on this same redoubt.
The Emperor often said, in speaking of generals killed in the army, "Such an one is happy in having died on the field of honor, while I shall perhaps be so unfortunate as to die in my bed." He was less philosophical on the occasion of Marshal Lannes's death, when I saw him, while at breakfast, weeping such large tears that they rolled over his cheeks, and fell into his plate. He mourned deeply for Desaix, Poniatowski, and Bessieres, but most of all for Lannes, and next to him Duroc.
During the whole of the battle of the Moskwa the Emperor had attacks resembling stone in the bladder. He had been often threatened with this disease unless he was more prudent in his diet, and suffered much, although he complained little, and only when attacked by violent pain uttered stifled groans. Now, nothing causes more anxiety than to hear those complain who are unaccustomed to do so; for then one imagines the suffering most intense, since it is stronger than a strong man. At Austerlitz the Emperor said, "Ordener is worn out. There is only one time for military achievement in a man's life. I shall be good for six years longer, and after that I shall retire."
The Emperor rode over the field of battle, which presented a horrible spectacle, nearly all the dead being covered with wounds; which proved with what bitterness the battle had been waged. The weather was very inclement, and rain was falling, accompanied by a very high wind. Poor wounded creatures, who had not yet been removed to the ambulances, half rose from the ground in their desire not to be overlooked and to receive aid; while some among them still cried, Vive l'Empereur!" in spite of their suffering and exhaustion. Those of our soldiers who had been killed by Russian balls showed on their corpses deep and broad wounds, for the Russian balls were much larger than ours. We saw a color-bearer, wrapped in his banner as a winding-sheet, who seemed to give signs of life, but he expired in the shock of being raised. The Emperor walked on and said nothing, though many times when he passed by the most mutilated, he put his hand over his eyes to avoid the sight. This calm lasted only a short while; for there was a place on the battlefield where French and Russians had fallen pell-mell, almost all of whom were wounded more or less grievously. And when the Emperor heard their cries, he became enraged, and shouted at those who had charge of removing the wounded, much irritated by the slowness with which this was done. It was difficult to prevent the horses from trampling on the corpses, so thickly did they lie. A wounded soldier was struck by the shoe of a horse in the Emperor's suite, and uttered a heartrending cry, upon which the Emperor quickly turned, and inquired in a most vehement manner who was the awkward person by whom the man was hurt. He was told, thinking that it would calm his anger, that the man was nothing but a Russian. "Russian or French," he exclaimed, "I wish every one removed!"
Poor young fellows who were making their first campaign, being wounded to
the death, lost courage, and wept like children crying for their mothers. The terrible picture will be forever engraven on my memory.
The Emperor urgently repeated his orders for removing the wounded quickly, then turned his horse in silence, and returned to his headquarters, the evening being now far advanced. I passed the night near him, and his sleep was much disturbed; or, rather, he did not sleep at all, and repeated over and over, restlessly turning on his pillow, "Poor Caulaincourt! What a day! What a day!"
CHAPTER IV.
As I have announced previously, I shall endeavor to record in this chapter some recollections of events personal to the Emperor which occurred during the journey between the frontiers of France and Prussia. How sad a contrast results, alas! as we attempt to compare our journey to Moscow with that of our return. One must have seen Napoleon at Dresden, surrounded by a court of princes and of kings, to form an idea of the highest point which human greatness can reach. There more than ever elsewhere the Emperor was affable to all; fortune smiled upon him, and none of those who enjoyed with us the spectacle of his glory could even conceive the thought that fortune could soon prove unfaithful to him and in so striking a manner. I remember, among other particulars of our stay at Dresden, a speech I heard the Emperor make to Marshal Berthier, whom he had summoned at a very early hour. When the marshal arrived, Napoleon had not yet risen, but I received orders to bring him in at once; so that while dressing the Emperor, I heard between him and his major-general a conversation of which I wish I could remember the whole, but at least I am sure of repeating correctly one thought which struck me. The Emperor said in nearly these words:–
"I wish no harm to Alexander; it is not on Russia that I am making war, no more than on Spain; I have only one enemy,–England, and it is her I am striving to reach in Russia; I will pursue her everywhere." During this speech the marshal bit his nails, as was his constant habit. On that day a magnificent review was held, at which all the princes of the Confederation were present, surrounding their chief as great vassals of his crown.
When the various army-corps marshaled from the other side of the Elbe had advanced to the confines of Poland, we left Dresden, meeting everywhere the same enthusiasm on the advent of the Emperor. We were as a result sumptuously entertained in every place at which we halted, so anxious were the inhabitants to testify their regard for his Majesty, even in the person of those who had the honor of serving him.
At this time there was a general rumor in the army, and among the persons of the Emperor's household, that his intention was to re-establish the kingdom of Poland. Ignorant as I was, and from my position should naturally be, of all political matters, I heard no less than others the expression of an opinion which was universal, and which was discussed openly by all. Sometimes the Emperor condescended to ask me what I heard, and always smiled at my report, since I could not tell the truth and say anything that would have been disagreeable to him; for he was then, and I do not speak too strongly, universally adored by the Polish population.
On the 23d of June we were on the banks of the Niemen, that river already become so famous by the interview between the two Emperors, under circumstances very different from those in which they now found themselves.
The passage of the army began in the evening, and lasted for forty-eight hours, during which time the Emperor was almost constantly on horseback, so well he knew that his presence expedited matters. Then we continued our journey to Wilna, the capital of the Grand Duchy of Lithuania, and on the 27th arrived in front of this town, occupied by the Russians; and it may truly be said that there, and there alone, military operations began, for up to this time the Emperor had traveled as he would have done in the departments of the interior of France. The Russians, being attacked, were beaten and fell back, so that two days after we entered Wilna, a town of considerable size, which seemed to me to contain about thirty thousand inhabitants. I was struck with the incredible number of convents and churches which are there. At Wilna the Emperor was much gratified by the demand of five or six hundred students that they should be formed into a regiment. It is needless to say that such solicitations were always eagerly granted by his Majesty.
We rested for some time at Wilna; the Emperor thence followed the movement of his armies, and occupied himself also with organizing the Grand Duchy of Lithuania, of which this town, as is well known, is the capital. As the Emperor was often on horseback, I had sufficient leisure to acquaint myself thoroughly with the town and its environs. The Lithuanians were in a state of enthusiasm impossible to describe; and although I have seen during my life many fetes, I shall never forget the joyous excitement of the whole population when the grand national fete of the regeneration of Poland was celebrated, which owing either to a singular coincidence, or the calculation of the Emperor, was appointed for the 14th of July. The Poles were still uncertain as to the ultimate fate which the Emperor reserved for their country; but a future bright with hope shone before their eyes, until these visions were rudely dispelled by the Emperor's reply to the deputation from the Polish confederation established at Warsaw. This numerous deputation, with a count palatine at its head, demanded the integral re-establishment of the ancient kingdom of Poland. This was the Emperor's reply:–
"Messieurs, deputies of the Confederation of Poland, I have heard with interest what you have just said. Were I a Pole, I should think and act as you have done, and I should have voted like you in the assembly at Warsaw; for love of country is the first virtue of civilized man.
In my position I have many opposing interests to reconcile, and many duties to fulfill. If I had reigned at the time of the first, second, or third division of Poland, I would have armed all my people to sustain you. As soon as victory permitted me to restore your ancient laws to your capital and to a part of your provinces, I have done so readily, without, however, prolonging a war which would have shed the blood of my subjects.
I love your nation. For sixteen years I have seen your soldiers by my side on the fields of Italy as on those of Spain.
I applaud all that you have done; I authorize the efforts you wish to make; and all that depends on me to carry out your resolutions shall be done.
If your efforts are unanimous, you may indulge the hope of forcing your enemies to recognize your rights. But in these countries, so distant and so extensive, any hope of success can be founded only on the unanimous efforts of the population which occupies them.
I have maintained the same position since my first appearance in Poland. I should add here that I have guaranteed to the Emperor of Austria the integrity of his States, and I could authorize no movement tending to disturb him in the peaceful possession of what remains to him of the Polish provinces. Let Lithuania, Samogitia, Witepsk, Polotsk, Mohilow, Wolhynia, Ukraine, and Podolia be animated by the same spirit I have seen in great Poland, and Providence will crown with success the holiness of your cause; it will recompense this devotion to your native country which has made you such an object of interest, and has obtained for you the right to my esteem and protection, on which you may rely under all circumstances."
I have thought it best to give here the entire reply of the Emperor to the deputies of the Polish confederation, as I was a witness of the effect it produced at Wilna. A few Poles with whom I was associated spoke to me of it with sorrow; but their consternation was not loudly expressed, and the air did not the less resound with cries of "Vive l'Empereur!" each time the Emperor showed himself in public, which is to say almost every day.
During our stay at Wilna some hopes were entertained that a new peace was about to be concluded, as an envoy had arrived from the Emperor Alexander. But these hopes were of short duration; and I have since ascertained that the Russian officer, M. Balochoff, fearing, like almost all of his nation, a reconciliation between the two emperors, delivered
his message in such a manner as to rouse the pride of his Majesty, who sent him back after a cool reception. Everything smiled on the Emperor. He was then at the head of the most numerous as well as most formidable army he had ever commanded. On M. Balachoff's departure everything was set in order for the execution of his Majesty's plans.
When on the point of penetrating into the Russian territory, his Majesty no longer maintained his customary serenity; at least, I had occasion to remark that he was unusually silent at the hours I had the honor to approach him; and, nevertheless, as soon as his plans were made, and he had brought his troops from the other side of the Vilia, the river on which Wilna is situated, the Emperor took possession of the Russian territory with the enthusiastic ardor one would expect in a young man. One of the escort which accompanied him related to me that the Emperor spurred his horse to the front, and made him run at his utmost speed nearly a league through the woods alone, and notwithstanding the numerous Cossacks scattered through these woods which lie along the right bank of the Vilia.
I have more than once seen the Emperor much annoyed because there was no enemy to fight. For instance, the Russians had abandoned Wilna, which we had entered without resistance; and again, on leaving this town scouts announced the absence of hostile troops, with the exception of those Cossacks of whom I have spoken. I remember one day we thought we heard the distant noise of cannon, and the Emperor almost shuddered with joy; but we were soon undeceived, the noise was the sound of thunder, and suddenly the most frightful storm I have ever seen burst over the army. The land for a space of more than four leagues was so covered with water that the road could not be seen; and this storm, as fatal as a battle could have been, cost us a large number of men, several thousand horses, and a part of the immense equipments of the expedition.
It was known in the army that the Russians had done an immense amount of work at Drissa, where they had constructed an enormous intrenched camp; and the number of troops collected there, the considerable sums expended in the works, all gave reason to believe that the Russian army would await the French at this point; and this belief was all the more reasonable since the Emperor Alexander, in his numerous proclamations disseminated through the army, and several of which fell into our hands, boasted of conquering the French at Drissa, where (said these proclamations) we should find our grave. It was otherwise ordained by destiny; for the Russians, constantly falling back towards the heart of Russia, abandoned this famous camp of Drissa on the approach of the Emperor: I heard it said by many general officers that a great battle would have been at that time a salutary event for the French army, in which discontent was beginning to increase, first, for want of enemies to fight, and second; because privations of every kind became each day more unendurable. Whole divisions lived, so to speak, by pillage. The
soldiers devastated the dwellings and cottages found at rare intervals in the country; and, in spite of the severe orders of the Emperor against marauding and pillaging, these orders could not be executed, for the officers themselves lived for the most part on the booty which the soldiers obtained and shared with them.
The Emperor affected before his soldiers a serenity which he was far from feeling; and from a few detached words which I heard him pronounce in this grave situation, I am authorized to believe that the Emperor desired a battle so ardently, only in the hope that the Emperor Alexander would make him new overtures leading to peace. I think that he would then have accepted it after the first victory; but he would never have consented to retrace his steps after such immense preparations without having waged one of those great battles which furnish sufficient glory for a campaign; at least, that is what I heard him say repeatedly. The Emperor also often spoke of the enemies he had to combat with an affected disdain which he did not really feel; his object being to cheer the officers and soldiers, many of whom made no concealment of their discouragement.
Before leaving Wilna, the Emperor established there a kind of central government, at the head of which he had placed the Duke of Bassano, with the object of having an intermediate point between France and the line of operations he intended to carry on in the interior of Russia. Disappointed, as I have said, by the abandonment of the camp of Drissa by the Russian army, he marched rapidly towards Witepsk, where the greater part of the French forces were then collected: but here the ire of the Emperor was again aroused by a new retreat of the Russians; for the encounters of Ostrovno and Mohilev, although important, could not be considered as the kind of battle the Emperor so ardently desired. On entering Witepsk, the Emperor learned that the Emperor Alexander, who a few days before had his headquarters there, and also the Grand Duke Constantine, had quitted the army, and returned to St. Petersburg.
At this period, that is to say, on our arrival at Witepsk, the report was spread abroad that the Emperor would content himself with taking position there, and organizing means of subsistence for his army, and that he would postpone till the next year the execution of his vast designs on Russia. I could not undertake to say what his inmost thoughts were on this subject; but what I can certify is that, being in a room adjoining his, I one day heard him say to the King of Naples, that the first campaign of Russia was ended, and that he would be the following year at Moscow, the next at St. Petersburg, and that the Russian war was a three years' campaign. Had it pleased Providence that his Majesty had executed this plan, which he outlined to the King of Naples so earnestly, so many of the brave would not have laid down their lives a few months after in the frightful retreat, the horrors of which I shall hereafter describe.
During our stay at Witepsk, the heat was so excessive that the Emperor was much exhausted, and complained of it incessantly; and I have never seen him under any circumstances so oppressed by the weight of his
clothing. In his room he rarely wore his coat, and frequently threw himself on his bed to rest. This is a fact which many persons can attest as well as I; for he often received his general officers thus, though it had been his custom never to appear before them without the uniform which he habitually wore. Nevertheless, the influence which the heat had on his physical condition had not affected his great soul; and his genius ever on the alert embraced every branch of the administration. But it was easily seen by those whose positions enabled them best to know his character that the source of his greatest suffering at Witepsk was the uncertainty whether he should remain in Poland, or should advance without delay into the heart of Russia. While he was hesitating between these two decisions he was nearly always sad and taciturn.
In this state of vacillation between repose and motion, the Emperor's preference was not doubtful; and at the end of a council where I heard it said that his Majesty met with much opposition, I learned that we were to move forward and advance on Moscow, from which it was said that we were only twenty days' march distant. Among those who opposed most vehemently this immediate march on Moscow, I heard the names cited of the Duke of Vicenza and the Count of Lobau; but what I can assert of my own knowledge, and which I learned in a manner to leave no room for doubt, is that the grand marshal of the palace tried on numerous occasions to dissuade the Emperor from this project. But all these endeavors were of no avail against his will.
We then directed our course towards the second capital of Russia, and arrived after a few days march at Smolensk, a large and beautiful city. The Russians, whom he thought he had caught at last, had just evacuated it, after destroying much booty, and burning the greater part of the stores.
We entered by the light of the flames, but it was nothing in comparison to what awaited us at Moscow. I remarked at Smolensk two buildings which seemed to me of the greatest beauty,–the cathedral and the episcopal palace, which last seemed to form a village in itself, so extensive are the buildings, and being also separated from the city.
I will not make a list of the places with barbarous names through which we passed after leaving Smolensk. All that I shall add as to our itinerary during the first half of this gigantic campaign is that on the 5th of September we arrived on the banks of the Moskwa, where the Emperor saw with intense satisfaction that at last the Russians were determined to grant him the great battle which he so ardently desired, and which he had pursued for more than two hundred leagues as prey that he would not allow to escape him.
CHAPTER V.
THE day after the battle of the Moskwa, I was with the Emperor in his tent which was on the field of battle, and the most perfect calm reigned around us. It was a fine spectacle which this army presented, calmly reforming its columns in which the Russian cannon had made such wide gaps, and proceeding to the repose of the bivouac with the security which conquerors ever feel. The Emperor seemed overcome with fatigue. From time to time he clasped his hands over his crossed knees, and I heard him each time repeat, with a kind of convulsive movement, "Moscow! Moscow!" He sent me several times to see what was going on outside, then rose himself, and coming up behind me looked out over my shoulder. The noise made by the sentinel in presenting arms each time warned me of his approach. After about a quarter of an hour of these silent marches to and fro, the sentinel advanced and cried, "To arms!" and like a lightning flash the battalion square was formed around the Emperor's tent. He rushed out, and then re-entered to take his hat and sword. It proved to be a false alarm, as a regiment of Saxons returning from a raid had been mistaken for the enemy.
There was much laughter over this mistake, especially when the raiders came in sight, some bearing quarters of meat spitted on the ends of their bayonets, others with half-picked fowls or hams which made the mouth water. I was standing outside the tent, and shall never forget the first movement of the sentinel as he gave the cry of alarm. He lowered the stock of his gun to see if the priming was in place, shook the barrel by striking it with his fist, then replaced the gun on his arm, saying, "Well, let them come; we are ready for them." I told the occurrence to the Emperor, who in his turn related it to Prince Berthier; and in consequence the Emperor made this brave soldier drink a glass of his best Chambertin wine.
It was the Duke of Dantzic who first entered Moscow, and the Emperor came only after him. This entry was made in the night, and never was there a more depressing scene. There was something truly frightful in this silent march of an army halted at intervals by messages from inside the city, which seemed to be of a most ominous character. No Muscovite figures could be distinguished except those of a few beggars covered with rags, who watched with stupid astonishment the army file past; and as some few of these appeared to be begging alms, our soldiers threw them bread and a few pieces of money. I cannot prevent a sad reflection on these unfortunate creatures, whose condition alone remains unchanged through great political upheavals, and who are totally without affection and without national sympathies.
As we advanced on the streets of the faubourgs, we looked through the windows on each side, and were astonished to perceive no human being; and if a solitary light appeared in the windows of a few houses, it was soon
extinguished, and these signs of life so suddenly effaced made a terrible impression. The Emperor halted at the faubourg of Dorogomilow, and spent the night there, not in an inn, as has been stated, but in a house so filthy and wretched that next morning we found in the Emperor's bed, and on his clothes, vermin which are by no means uncommon in Russia. We were tormented by them also to our great disgust, and the Emperor did not sleep during the whole night he passed there. According to custom, I slept in his chamber; and notwithstanding the precaution I had taken to burn vinegar and aloes wood, the odor was so disagreeable that every moment the Emperor called me.
"Are you asleep, Constant?"–"No, Sire."–"My son, burn more vinegar, I cannot endure this frightful odor; it is a torment; I cannot sleep." I did my best; but a moment after, when the fumes of the vinegar were evaporated, he again recommended me to burn sugar or aloes wood.
It was two o'clock in the morning when he was informed that a fire had broken out in the city. The news was received through Frenchmen residing in this country, and an officer of the Russian police confirmed the report, and entered into details too precise for the Emperor to doubt the fact. Nevertheless, he still persisted in not believing it. "That is not possible. Do you believe that, Constant? Go, and find out if it is true." And thereupon he threw himself again on his bed, trying to rest a little; then he recalled me to make the same inquiries.
The Emperor passed the night in extreme agitation, and when daylight came he knew all. He had Marshal Mortier called, and reprimanded both him and the young guard. Mortier in reply showed him, houses covered with iron the roofs of which were uninjured, but the Emperor pointed out to him the black smoke which was issuing from them, pressed his hands together, and stamped his heels on the rough planks of his sleeping-room.
At six o'clock in the morning we were at the palace of the Kremlin, where Napoleon occupied the apartment of the Czars, which opened on a vast esplanade reached by a broad stone staircase. On this same esplanade could be seen the church in which were the tombs of the ancient sovereigns, also the senatorial palace, the barracks, the arsenal, and a splendid clock tower, the cross on which towers above the whole city. This is the gilded cross of Ivan. The Emperor threw a satisfied glance over the beautiful scene spread out before him; for no sign of fire was yet seen in all the buildings which surrounded the Kremlin. This palace is a mixture of Gothic and modern architecture, and this mingling of the two styles gives it a most singular appearance.
Within these walls lived and died the old dynasties of the Romanoffand Ruric; and this is the same palace which has been so often stained with blood by the intrigues of a ferocious court, at a period when all quarrels were settled with the poniard. His Majesty could not obtain there even a few hours of quiet sleep.
In fact, the Emperor, somewhat reassured by the reports of Marshal Mortier, was dictating to the Emperor Alexander words of peace, and a Russian flag of truce was about to bear this letter, when the Emperor, who was promenading the length and breadth of his apartment, perceived from his windows a brilliant light some distance from the palace. It was the fire, which had burst out again fiercer than ever; and as the wind from the north was now driving the flames in the direction of the Kremlin, the alarm was given by two officers who occupied the wing of the building nearest the fire. Wooden houses of many various colors were devoured in a few moments, and had already fallen in; magazines of oil, brandy, and other combustible materials, threw out flames of a lurid hue, which were communicated with the rapidity of lightning to other adjoining buildings. A shower of sparks and coals fell on the roofs of the Kremlin; and one shudders to think that one of these sparks alone falling on a caisson might have produced a general explosion, and blown up the Kremlin; for by an inconceivable negligence a whole park of artillery had been placed under the Emperor's windows.
Soon most incredible reports reached the Emperor; some said that Russians had been seen stirring the fire themselves, and throwing inflammable material into the parts of houses still unburned, while those of the Russians who did not mingle with the incendiaries, stood with folded arms, contemplating the disaster with an imperturbability which cannot be described. Except for the absence of cries of joy and clapping of hands they might have been taken for men who witness a brilliant display of fireworks. It was soon very evident to the Emperor that it was a concerted plot laid by the enemy.
He descended from his apartment by the great northern staircase made famous by the massacre of the Strelitz. The fire had already made such enormous progress that on this side the outside doors were half burned through, and the horses refused to pass, reared, and it was with much difficulty they could be made to clear the gates. The Emperor had his gray overcoat burned in several places, and even his hair; and a moment later we were walking over burning firebrands.
We were not yet out of danger, and were obliged to steer clear of the burning rubbish which encumbered our path. Several outlets were tried, but unsuccessfully, as the hot breezes from the fire struck against our faces, and drove us back in terrible confusion. At last a postern opening on the Moskwa was discovered, and it was through this the Emperor with his officers and guard succeeded in escaping from the Kremlin, but only to re-enter narrow streets, where the fire, inclosed as in a furnace, was increased in intensity, and uniting above our heads the flames thus formed a burning dome, which overshadowed us, and hid from us the heavens. It was time to leave this dangerous place from which one means of egress alone was open to us,–a narrow, winding street encumbered with debris of every kind, composed of flaming beams fallen from the roofs, and burning posts. There was a moment of hesitation among us, in which some proposed to the Emperor to cover him from head to foot with their cloaks, and transport him thus in their arms through this dangerous passage. This proposition the Emperor rejected, and settled the question by throwing himself on foot into the midst of the blazing debris, where two or three vigorous jumps put him in a place of safety.
Then ensued a touching scene between the Emperor and the Prince of Eckmuhl, who, wounded at the Moskwa, had himself borne back in order to attempt to save the Emperor, or to die with him. From a distance the marshal perceived him calmly emerging from so great a peril; and this good and tender friend by an immense effort hastened to throw himself into the Emperor's arms, and his Majesty pressed him to his heart as if to thank him for rousing such gentle emotions at a moment when danger usually renders men selfish and egotistical.
At length the air itself, filled with all these flaming masses, became so heated that it could no longer be breathed. The atmosphere itself was burning, the glass of the windows cracked,' and apartments became untenable. The Emperor stood for a moment immovable, his face crimson, and great drops of perspiration rolling from his brow, while the King of Naples, Prince Eugene, and the Prince de Neuchatel begged him to quit the palace, whose entreaties he answered only by impatient gestures. At this instant cries came from the wing of the palace situated farthest to the north, announcing that the walls had fallen, and that the fire was spreading with frightful rapidity; and seeing at last that his position was no longer tenable, the Emperor admitted that it was time to leave, and repaired to the imperial chateau of Petrovskoi.
On his arrival at Petrovskoi the Emperor ordered M. de Narbonne to inspect a palace which I think had belonged to Catherine. This was a beautiful building, and the apartments handsomely furnished. M. de Narbonne returned with this information; but almost immediately flames burst from every side, and it was soon consumed.
Such was the fury of these wretches who were hired to burn everything, that the boats which covered the Moskwa laden with grain; oats, and other provisions, were burned, and sunk beneath the waves with a horrible crackling sound. Soldiers of the Russian police had been seen stirring up the fire with tarred lances, and in the ovens of some houses shells had been placed which wounded many of our soldiers in exploding.
In the streets filthy women and hideous, drunken men ran to the burning houses and seized flaming brands, which they carried in every direction, and which our soldiers were obliged repeatedly to knock out of their hands with the hilts of their swords before they would relinquish them. The Emperor ordered that these incendiaries when taken in the act should be hung to posts in the public squares; and the populace prostrated themselves around these gallows, kissing the feet of those executed, praying, and signing themselves with the sign of the cross. Such fanaticism is almost unparalleled.
One incident of which I was a witness proves that those hired to carry out this vast plot acted, evidently, according to instructions given by higher authorities. A man covered with a sheepskin, old and tattered, with a miserable capon his head, boldly mounted the steps of the Kremlin. Under this filthy disguise an elegant costume was concealed; and when a stricter surveillance was instituted, this bold beggar himself was suspected, arrested, and carried before the police, where he was questioned by the officer of the post. As he made some resistance, thinking this proceeding somewhat arbitrary, the sentinel put his hand on his breast to force him to enter; and this somewhat abrupt movement pushing aside the sheepskin which covered him, decorations were seen, and when his disguise was removed he was recognized as a Russian officer. He had on his person matches which he had been distributing to the men of the people, and when questioned admitted that he was specially charged to keep alive the fire of the Kremlin. Many questions were asked, each eliciting new confessions, all of which were made in the most indifferent manner, and he was put in prison, and was, I think, punished as an incendiary; but of this I am not certain. When any of these wretches were brought before the Emperor, he shrugged his shoulders, and with gestures of scorn and anger ordered that they should be removed from his sight, and the grenadiers sometimes executed justice on them with their bayonets; but such exasperation can be well understood in soldiers thus driven by these base and odious measures from a resting-place earned by the sword.
In Petrovskoi, a pretty residence belonging to one of Alexander's chamberlains, a man was found concealed in one of the apartments his Majesty was to occupy; but not being armed he was released, as it was concluded that fright alone had driven him into this dwelling. The Emperor arrived during the night at his new residence, and waited there in intense anxiety till the fire should be extinguished at the Kremlin, intending to return thither, for the pleasure house of a chamberlain was no suitable place for his Majesty. Thanks to the active and courageous actions of a battalion of the guard, the Kremlin was preserved from the flames, and the Emperor thereupon gave the signal for departure.
In order to re-enter Moscow it was necessary to cross the camp, or rather the several camps, of the army; and we wended our way over cold and miry ground, through fields where all was devastation and ruin. This camp presented a most singular aspect; and I experienced feelings of bitter melancholy as I saw our soldiers compelled to bivouac at the gates of a large and beautiful city of which they were the conquerors, but the fire still more than they. The Emperor, on appointing Marshal Mortier governor of Moscow, had said to him, "Above all, no pillage; you will answer for it with your head." The order was strictly enforced up to the moment the fire began; but when it was evident that the fire would devour everything, and that it was useless to abandon to the flames what would be of much value to the soldiers, liberty was given them to draw largely from this great storehouse of the north.
It was at once sad and amusing to see around poor plank sheds, the only tents our soldiers had, the most magnificent furniture, silk canopies, priceless Siberian furs, and cashmere shawls thrown pell-mell with silver dishes; and then to see the food served on these princely dishes,– miserable black gruel, and pieces of horseflesh still bleeding. Good ammunition-bread was worth at this time treble all these riches, and there came a time when they had not even horseflesh.
On re-entering Moscow the wind bore to us the insufferable odor of burning houses, warm ashes filled our mouths and eyes, and frequently we drew back just in time before great pillars which had been burned in two by the fire, and fell noiselessly on this calcined soil. Moscow was not so deserted as we had thought. As the first impression conquest produces is one of fright, all the inhabitants who remained had concealed themselves in cellars, or in the immense vaults which extend under the Kremlin; and driven out by the fire like wolves from their lairs, when we re-entered the city nearly twenty thousand inhabitants were wandering through the midst of the debris, a dull stupor depicted on faces blackened with smoke, and pale with hunger; for they could not comprehend how having gone to sleep under human roofs, they had risen next morning on a plain. They were in the last extremity of want; a few vegetables only remained in the gardens, and these were devoured raw, while many of these unfortunate creatures threw themselves at different times into the Moskwa, endeavoring to recover some of the grain cast therein by Rostopchin's orders;
–[Count Feodor Rostopchin, born 1765; died 1826. He denied that Moscow was burnt by his authority. He claimed that it was burnt partly by the French, and partly by Russians without orders.]–
and a large number perished in the water in these fruitless efforts. Such was the scene of distress through which the Emperor was obliged to pass in order to reach the Kremlin.
The apartments which he occupied were spacious and well lighted, but almost devoid of furniture; but his iron bedstead was set up there, as in all the chateaux he occupied in his campaigns. His windows opened on the Moskwa, and from there the fire could still be plainly seen in various quarters of the city, reappearing on one side as soon as extinguished on the other. His Majesty said to me one evening with deep feeling, "These wretches will not leave one stone upon another." I do not believe there was ever in any country as many buzzards as at Moscow. The Emperor was annoyed by their presence, and exclaimed, Mon -Dieu! will they follow us everywhere?"
There were a few concerts during our stay at the Emperor's residence in Moscow; but Napoleon seemed much dejected when he appeared at them, for the music of the saloons made no impression on his harassed mind, and the only kind that ever seemed to stir his soul was that of the camp before and after a battle.
The day after the Emperor's arrival, Messieurs Ed—- and V—- repaired to the Kremlin in order to interview his Majesty, and after waiting some time without seeing him, were expressing their mutual regret at having failed in this expectation, when they suddenly heard a shutter open above their heads, and, raising their eyes, recognized the Emperor, who said, "Messieurs, who are you?"–"Sire, we are Frenchmen!" He requested them to mount the stairs to the room he occupied, and there continued his questions. "What is the nature of the occupation which has detained you in Moscow?"–"We are tutors in the families of two Russian noblemen, whom the arrival of the French troops have driven from their homes. We have submitted to the entreaties made by them not to abandon their property, and we are at present alone in their palaces." The Emperor inquired of them if there were still other Frenchmen at Moscow, and asked that they should be brought to him; and then proposed that they should charge themselves with maintaining order, appointing as chief, M. M—-, whom he decorated with a tri-colored scarf. He recommended them to prevent the pillage of the French soldiers in the churches, and to have the malefactors shot, and enjoined them to use great rigor towards the galley-slaves, whom Rostopchin had pardoned on condition that they would set fire to the city.
A part of these Frenchmen followed our army in its retreat, seeing that a longer stay at Moscow would be most disagreeable to them; and those who did not follow their example were condemned to work on the streets.
The Emperor Alexander, when informed of the measures of Rostopchin, harshly rebuked the governor, and ordered him at once to restore to liberty these unfortunate Frenchmen.
CHAPTER VI.
We re-entered the Kremlin the morning of the 18th of September. The palace and the hospital for foundlings were almost the only buildings remaining uninjured. On the route our carriages were surrounded by a crowd of miserable Muscovites begging alms. They followed us as far as the palace, walking through hot ashes, or over the heated stones, which crumbled beneath their feet. The poorest were barefoot; and it was a heart-rending sight to see these creatures, as their feet touched the burning debris, give vent to their sufferings by screams and gestures of despair. As the only unencumbered part of the street was occupied by our carriages, this swarm threw themselves pell-mell against the wheels or under the feet of our horses. Our progress was consequently very slow, and we had so much the longer under our eyes this picture of the greatest of all miseries, that of a people burned out of their homes, and without food or the means to procure it. The Emperor had food and money given
them.
When we were again established at the Kremlin, and had resumed our regular routine of living, a few days passed in perfect tranquillity. The Emperor appeared less sad, and in consequence those surrounding him became somewhat more cheerful. It seemed as if we had returned from the campaign, and taken up again the customary occupations of city life; but if the Emperor sometimes indulged in this illusion, it was soon dispelled by the sight Moscow presented as seen from the windows of his apartments, and each time Napoleon's eyes turned in that direction it was evident that he was oppressed by the saddest presentiments, although he no longer manifested the same vehement impatience as on his first stay at the palace, when he saw the flames surrounding him and driving him from his apartments. But he exhibited the depressing calm of a careworn man who cannot foresee how things will result. The days were long at the Kremlin while the Emperor awaited Alexander's reply, which never came. At this time I noticed that the Emperor kept constantly on his table Voltaire's history of Charles XII.
The Emperor was a prey to his genius for administration, even in the midst of the ruins of this great city; and in order to divert his mind from the anxiety caused by outside affairs, occupied himself with municipal organization, and had already arranged that Moscow should be stocked with provisions for the winter.
A theater was erected near the Kremlin, but the Emperor never attended. The troupe was composed of a few unfortunate French actors, who had remained in Moscow in a state of utter destitution; but his Majesty encouraged this enterprise in the hope that theatrical representations would offer some diversion to both officers and soldiers. It was said that the first actors of Paris had been ordered to Moscow, but of that I know nothing positively. There was at Moscow a celebrated Italian singer whom the Emperor heard several times, but only in his apartments, and he did not form part of the regular troupe.
Until the 18th of October the time was spent in discussions, more or less heated, between the Emperor and his generals, as to the best course to be pursued. Every one well knew that retreat had now become inevitable, and the Emperor was well aware of this fact himself; but it was plainly evident that it cost his pride a terrible struggle to speak the decisive word. The last days preceding the 18th were the saddest I have ever known. In his ordinary intercourse with his friends and counselors his Majesty manifested much coldness of manner; he became taciturn, and entire hours passed without any one present having the courage to begin a conversation. The Emperor, who was generally so hurried at his meals, prolonged them most surprisingly. Sometimes during the day he threw himself on a sofa, a romance in his hand which he simply pretended to read, and seemed absorbed in deep reverie. Verses were sent to him from Paris which he read aloud, expressing his opinion in a brief and trenchant style; he spent three days writing regulations for the French
comedy at Paris. It is difficult to understand this attention to such frivolous details when the future was so ominous. It was generally believed, and probably not without reason, that the Emperor acted thus from motives of deep policy, and that these regulations for the French comedy at this time, when no bulletin had yet arrived to give information of the disastrous position of the French army, were written with the object of making an impression on the inhabitants of Paris, who would not fail to say, "All cannot be going so badly, since the Emperor has time to occupy himself with the theater."
The news received on the 18th put an end to all uncertainty. The Emperor was reviewing, in the first court of the Kremlin palace, the divisions of Ney, distributing the cross to the bravest among them, and addressing encouraging words to all, when an aide-de-camp, young Beranger, brought the news that a sharp engagement had taken place at Winkowo between Murat and Kutusoff, and that the vanguard of Murat had been overwhelmed and our position taken. Russia's intention to resume hostilities was now plainly evident, and in the first excitement of the news the Emperor's astonishment was at its height. There was, on the contrary, among the soldiers of Marshal Ney an electric movement of enthusiasm and anger which was very gratifying to his Majesty. Charmed to see how the shame of a defeat, even when sustained without dishonor, excited the pride and aroused a desire to retrieve it in these impassioned souls, the Emperor pressed the hand of the colonel nearest to him, continued the review, and ordered that evening a concentration of all the corps; and before night the whole army was in motion towards Woronowo.
A few days before quitting Moscow, the Emperor had the churches of the Kremlin stripped of their finest ornaments. The ravages of the fire had relaxed the protection that the Emperor had extended to the property of the Russians.
The most magnificent trophy in this collection was the immense cross of the great Ivan. It was necessary to demolish a part of the tower on which it stood in order to take it down, and it required stupendous efforts to break this vast mass of iron. It was the Emperor's intention to place it upon the dome of the Invalides, but it was sunk in the waters of Lake Semlewo.
The evening before the Emperor was to hold a review, the soldiers were busily employed polishing their arms and putting everything in order, to conceal as far as possible the destitute condition to which they were reduced. The most imprudent had exchanged their winter clothing for provisions, many had worn out their shoes on the march, and yet each one made it a point of honor to make a good appearance on review; and when the glancing rays of the sun shone on the barrels of the well-polished guns, the Emperor felt again in witnessing this scene some slight return of the emotions with which his soul was filled on the glorious day of his departure for the campaign.
The Emperor left twelve hundred wounded at Moscow, four hundred of whom were removed by the last corps which quitted the city. Marshal Mortier was the last to go. At Feminskoe, ten leagues from Moscow, we heard the noise of a frightful explosion; it was the Kremlin which had been blown up by the Emperor's orders. A fuse was placed in the vaults of the palace, and everything arranged so that the explosion should not take place within a certain time. Some Cossacks came to pillage the abandoned apartments, in ignorance that a fire was smoldering under their feet, and were thrown to a prodigious height in the air. Thirty thousand guns were abandoned in the fortress. In an instant part of the Kremlin was a mass of ruins. A part was preserved, and a circumstance which contributed no little to enhance the credit of their great St. Nicholas with the Russians was that an image in stone of this saint remained uninjured by the explosion, in a spot where almost everything else was destroyed. This fact was stated to me by a reliable person, who heard Count Rostopchin himself relate it during his stay in Paris.
On the 28th of October the Emperor retraced his way to Smolensk, and passed near the battle-field of Borodino. About thirty thousand corpses had been left on this vast plain; and on our approach flocks of buzzards, whom an abundant harvest had attracted, flew away with horrible croakings. These corpses of so many brave men presented a sickening spectacle, half consumed, and exhaling an odor which even the excessive cold could not neutralize. The Emperor hastened past, and slept in the chateau of Oupinskoe which was almost in ruins; and the next day he visited a few wounded who had been left in an abbey. These poor fellows seemed to recover their strength at the sight of the Emperor, and forgot their sufferings, which must have been very severe, as wounds are always much more painful when cold weather first begins. All these pale countenances drawn with suffering became more serene. These poor soldiers also rejoiced to see their comrades, and questioned them with anxious curiosity concerning the events which had followed the battle of Borodino. When they learned that we had bivouacked at Moscow, they were filled with joy; and it was very evident that their greatest regret was that they could not have been with the others to see the fine furniture of the rich Muscovites used as fuel at the bivouac fires. Napoleon directed that each carriage of the suite should convey one of these unfortunates; and this was done, everybody complying with the order with a readiness which gratified the Emperor exceedingly; and the poor wounded fellows said in accents of most ardent gratitude, that they were much more comfortable on these soft cushions than in the ambulances, which we could well believe. A lieutenant of the cuirassiers who had just undergone an amputation was placed in the landau of the Emperor, while he traveled on horseback.
This answers every accusation of cruelty so gratuitously made against the memory of a great man who has passed away. I have read somewhere with intense disgust that the Emperor sometimes ordered his carriage to pass over the wounded, whose cries of agony made not the slightest impression on him; all of which is false and very revolting. None of those who
served the Emperor could have been ignorant of his solicitude for the unfortunate victims of war, and the care he had taken of them. Foreigners, enemies, or Frenchmen,–all were recommended to the surgeon's care with equal strictness.
From time to time frightful explosions made us turn our heads, and glance behind us. They were caissons which were being exploded that we might no longer be encumbered with them, as the march became each day more painful. It produced a sad impression to see that we were reduced to such a point of distress as to be compelled to throw our powder to the winds to keep from leaving it to the enemy. But a still sadder reflection came into our minds at each detonation,–the grand army must be rapidly hastening to dissolution when the material remaining exceeded our needs, and the number of men still left was so much short of that required to use it. On the 30th, the Emperor's headquarters were in a poor hovel which had neither doors nor windows. We had much difficulty in enclosing even a corner sufficient for him to sleep. The cold was increasing, and the nights were icy; the small fortified palisades of which a species of post relays had been made, placed from point to point, marked the divisions of the route, and served also each evening as Imperial headquarters. The Emperor's bed was hastily set up there, and a cabinet arranged as well as possible where he could work with his secretaries, or write his orders to the different chiefs whom he had left on the road and in the towns.
Our retreat was often annoyed by parties of Cossacks. These barbarians rushed upon us, lance in hand, and uttering rather howls of ferocious beasts than human cries, their little, long-tailed horses dashing against the flanks of the different divisions. But these attacks, though often repeated, had not, at least at the beginning of the retreat, serious consequences for the army. When they heard this horrible cry the infantry was not intimidated, but closed ranks and presented bayonets, and the cavalry made it their duty to pursue these barbarians, who fled more quickly than they came.
On the 6th of November, before leaving the army, the Emperor received news of the conspiracy of Malet and everything connected with it. He was at first astonished, then much dissatisfied, and ended by making himself very merry over the discomfiture of the chief of police, General Savary; and said many times that had he been at Paris no one would have budged, and that he could never leave at all without every one losing their heads at the least disturbance; and from this time he often spoke of how much he was needed in Paris.
Speaking of General Savary recalls to my memory an affair in which he was somewhat nonplussed. After quitting the command of the gendarmerie, to succeed Fouche in the office of minister of police, he had a little discussion with one of the Emperor's aides-de-camp. As he went so far as to threaten, the latter replied, "You seem to think you have handcuffs always in your pockets."
On the 8th of November the snow was falling, the sky covered with clouds, the cold intense, while a violent wind prevailed, and the roads were covered with sleet. The horses could make no progress, for their shoes were so badly worn that they could not prevent slipping on the frozen ground.
The poor animals were emaciated, and it was necessary that the soldiers should put their shoulders to the wheels in order to lighten their burdens.
There is something in the panting breath which issues from the nostrils of a tired horse, in the tension of their muscles, and the prodigious efforts of their loins, which gives us, in a high degree, the idea of strength; but the mute resignation of these animals, when we know them to be overladen, inspires us with pity, and makes us regret the abuse of so much endurance.
The Emperor on foot in the midst of his household, and staffin hand, walked with difficulty over these slippery roads, meanwhile encouraging the others with kind words, each of whom felt himself full of good-will; and had any one then uttered a complaint he would have been badly esteemed by his comrades. We arrived in sight of Smolensk. The Emperor was the least fatigued of all; and though he was pale, his countenance was calm, and nothing in his appearance indicated his mental sufferings; and indeed they must needs have been intense to be evident to the public. The roads were strewn with men and horses slain by fatigue or famine; and men as they passed turned their eyes aside. As for the horses they were a prize for our famished soldiers.
We at last reached Smolensk on the 9th, and the Emperor lodged in a beautiful house on the Place Neuve. Although this important city had suffered since we had passed through before, it still had some resources, and we found there provisions of all kinds for the Emperor's household and the officers; but the Emperor valued but little this privileged abundance, so to speak, when he learned that the army needed food for man and beast. When he learned of this his rage amounted to frenzy, and I have never seen him so completely beside himself. He had the commissary in charge of the provisions summoned, and reproached him in such unmeasured terms that the latter turned pale, and could find no words to justify himself, whereupon the Emperor became still more violent, and uttered terrible threats. I heard cries from the next room; and I have been told since that the quartermaster threw himself at the feet of his Majesty, beseeching pardon, and the Emperor, when his rage had spent itself, pardoned him. Never did he sympathize more truly with the sufferings of his army; never did he suffer more bitterly from his powerlessness to struggle against such overwhelming misfortunes.
On the 14th we resumed the route which we had traversed a few months before under far different auspices. The thermometer registered twenty
degrees, and we were still very far from France. After a slow and painful march we arrived at Krasnoi. The Emperor was obliged to go in person, with his guard, to meet the enemy, and release the Prince of Eckmuhl. He passed through the fire of the enemy, surrounded by his old guard, who pressed around their chief in platoons in which the shell made large gaps, furnishing one of the grandest examples in all history of the devotion and love of thousands of men to one. When the fire was hottest, the band played the air, 'Where can one be better than in the bosom of his family?' Napoleon interrupted them, exclaiming, "Play rather, 'Let us watch over the safety of the Empire.'" It is difficult to imagine anything grander.
The Emperor returned from this combat much fatigued. He had passed several nights without sleeping, listening to the reports made to him on the condition of the army, expediting orders necessary to procure food for the soldiers, and putting in motion the different corps which were to sustain the retreat. Never did his stupendous activity find more constant employment; never did he show a higher courage than in the midst of all these calamities of which he seemed to feel the weighty responsibility.
Between Orcha and the Borysthenes those conveyances for which there were no longer horses were burned, and the confusion and discouragement became so great that in the rear of the army most of the stragglers threw down their arms as a heavy and useless burden. The officers of the armed police had orders to return by force those who abandoned their corps, and often they were obliged to prick them with their swords to make them advance. The intensity of their sufferings had hardened the heart of the soldier, which is naturally kind and sympathizing, to such an extent that the most unfortunate intentionally caused commotions in order that they might seize from some better equipped companion sometimes a cloak, sometimes food. "There are the Cossacks!" was their usual cry of alarm; and when these guilty tricks became known, and our soldiers recovered from their surprise, there were reprisals, and the confusion reached its height.
The corps of Marshal Davoust was one of those which suffered most in the whole army. Of the seventy thousand men with which it left France, there only remained four or five thousand, and they were dying of famine. The marshal himself was terribly emaciated. He had neither clothing nor food. Hunger and fatigue had hollowed his cheeks, and his whole appearance inspired pity. This brave marshal, who had twenty times escaped Russian bullets, now saw himself dying of hunger; and when one of his soldiers gave him a loaf, he seized it and devoured it. He was also the one who was least silent; and while thawing his mustache, on which the rain had frozen, he railed indignantly against the evil destiny which had thrown them into thirty degrees of cold. Moderation in words was difficult while enduring such sufferings.
For some time the Emperor had been in a state of great anxiety as to the fate of Marshal Ney, who had been cut off, and obliged to clear for himself a passage through the midst of the Russians, who followed us on every side.
As time passed the alarm increased. The Emperor demanded incessantly if Ney had yet been seen, accusing himself of having exposed this brave general too much, asking for him as for a good friend whom one has lost. The whole army shared and manifested the same anxiety, as if this brave soldier were the only one in danger. A few regarding him as certainly lost, and seeing the enemy threaten the bridges of the Borysthenes, proposed to cut them; but the army was unanimous in their opposition to this measure.
On the 20th, the Emperor, whom this idea filled with the deepest dejection, arrived at Basanoni, and was dining in company with the Prince of Neuchatel and the Duke of Dantzic, when General Gourgaud rushed in with the announcement that Marshal Ney and his troops were only a few leagues distant. The Emperor exclaimed with inconceivable joy, "Can it be true?" M. Gourgaud gave him particulars, which were soon known throughout the camp. This news brought joy to the hearts of all, each of whom accosted the other eagerly, as if each had found a long-lost brother; they spoke of the heroic courage which had been displayed; the talent shown in saving his corps in spite of snows, floods, and the attacks of the enemy. It is due Marshal Ney, to state here, that according to the opinion I have heard expressed by our most illustrious warriors, his safe retreat is a feat of arms to which history furnishes no parallel. The heart of our soldiers palpitated. with enthusiasm, and on that day they felt the emotions of the day of victory! Ney and his division gained immortality by this marvelous display of valor and energy. So much the better for the few survivors of this handful of braves, who can read of the great deeds they have done, in these annals inspired by them. His Majesty said several times, "I would give all the silver in the vaults of the Tuileries to have my brave Ney at my side."
To Prince Eugene was given the honor of going to meet Marshal Ney, with a corps of four thousand soldiers. Marshal Mortier had disputed this honor with him, but among these illustrious men there were never any but noble rivalries. The danger was immense; the cannon of Prince Eugene was used as a signal, understood by the marshal, to which he replied by platoon fires. The two corps met, and even before they were united, Marshal Ney and Prince Eugene were in each other's arms; and it is said that the latter wept for joy. Such scenes make this horrible picture seem somewhat less gloomy. As far as the Beresina, our march was only a succession of small skirmishes and terrible sufferings.
The Emperor passed one night at Caniwki, in a wooden cabin containing only two rooms. The one at the back was selected by him, and in the other the whole service slept pell-mell. I was more comfortable, as I slept in his Majesty's room; but several times during the night I was
obliged to pass into this room, and was then compelled to step over the sleepers worn out by fatigue. Although I took care not to hurt them, they were so close together that it was impossible not to place my feet on their legs or arms.
In the retreat from Moscow, the Emperor walked on foot, wrapped in his pelisse, his head covered with a Russian cap tied under the chin. I marched often near the brave Marshal Lefebvre, who seemed very fond of me, and said to me in his German-French, in speaking of the Emperor, "He is surrounded by a set of who do not tell the truth; he does not distinguish sufficiently his good from his bad servants. How will he get out of this, the poor Emperor, whom I love so devotedly? I am always in fear of his life; if there were needed to save him only my blood, I would shed it drop by drop; but that would change nothing, and perhaps he may have need of me."
CHAPTER VII.
The day preceding the passage of the Beresina was one of terrible solemnity. The Emperor appeared to have made his decision with the cool resolution of a man who commits an act of desperation; nevertheless, councils were held, and it was resolved that the army should strip itself of all useless burdens which might harass its march. Never was there more unanimity of opinion, never were deliberations more calm or grave. It was the calm of men who decide to make one last effort, trusting in the will of God and their own courage. The Emperor had the eagles brought from each corps and burned, since he thought that fugitives had no need of them. It was a sad sight to see these men advancing from the ranks one by one, and casting in the flames what they valued more than their lives, and I have never seen dejection more profound, or shame more keenly felt; for this seemed much like a general degradation to the brave soldiers of the battle of La Moskwa. The Emperor had made these eagles talismans, and this showed only too plainly he had lost faith in them. And although the soldiers realized that the situation of affairs must be desperate to have come to this, it was at least some consolation to think that the Russians would have only the ashes. What a scene was presented by the burning of these eagles, above all to those who like myself had been present at the magnificent ceremonies attending their distribution to the army in the camp of Boulogne before the campaign of Austerlitz!
Horses were needed for the artillery, and at this critical moment the artillery was the safeguard of the army. The Emperor consequently gave orders that the horses should be impressed, for he estimated the loss of a single cannon or caisson as irreparable. The artillery was confided to the care of a corps composed entirely of officers, and numbering about five hundred men. His Majesty was so much touched at seeing these brave officers become soldiers again, put their hand to the cannon like simple cannoneers, and resume their practice of the manual of arms in their devotion to duty, that he called this corps his sacred squadron. With the same spirit which made these officers become soldiers again, the other superior officers descended to a lower rank, with no concern as to the designation of their grade. Generals of division Grouchy and Sebastiani took again the rank of simple captain.
When near Borizow we halted at the sound of loud shouts, thinking ourselves cut offby the Russian army. I saw the Emperor grow pale; it was like a thunderbolt. A few lancers were hastily dispatched, and we saw them soon returning waving their banners in the air. His Majesty understood the signal, and even before the cuirassiers had reassured us, so clearly did he keep in mind even the possible position of each corps of his army, he exclaimed, "I bet it is Victor." And in fact it was Marshal Victor, who awaited us with lively impatience. It seemed that the marshal's army had received very vague information of our disasters, and was prepared to receive the Emperor with joy and enthusiasm. His soldiers still fresh and vigorous, at least compared with the rest of the army, could hardly believe the evidence of their own eyes when they saw our wretched condition; but the cries of "Vive l'Empereur" were none the less enthusiastic.
But a different impression was made when the rear guard of the army filed before them; and great confusion ensued, as each one of the marshal's army who recognized a friend rushed out of the ranks and hastened to him, offering food and clothing, and were almost frightened by the voracity with which they ate, while many embraced each other silently in tears. One of the marshal's best and bravest officers stripped offhis uniform to give it to a poor soldier whose tattered clothing exposed him almost naked to the cold, donning himself an old cloak full of holes, saying that he had more strength to resist the freezing temperature. If an excess of misery sometimes dries up the fountains of the heart, sometimes also it elevates men to a great height, as we see in this instance. Many of the most wretched blew out their brains in despair; and there was in this act, the last which nature suggests as an end to misery, a resignation and coolness which makes one shudder to contemplate. Those who thus put an end to their lives cared less for death than they did to put an end to their insupportable sufferings, and I witnessed during the whole of this disastrous campaign what vain things are physical strength and human courage when the moral strength springing from a determined will is lacking. The Emperor marched between the armies of Marshal Victor and Marshal Oudinot; and it was a depressing sight to see these movable masses halt sometimes in succession,–first those in front, then those who came next, then the last. And when Marshal Oudinot who was in the lead suspended his march from any unknown cause, there was a general movement of alarm, and ominous rumors were circulated; and since men who have seen much are disposed to believe anything, false rumors were as readily credited as true, and the alarm lasted until the front of the army again moved forward, and their confidence was somewhat restored.
On the 25th, at five o'clock in the evening, there had been thrown across the river temporary bridges made of beams taken from the cabins of the Poles. It had been reported in the army that the bridges would be finished during the night. The Emperor was much disturbed when informed that the army had been thus deceived; for he knew how much more quickly discouragement ensues when hope has been frustrated, and consequently took great pains to keep the rear of the army informed as to every incident, so that the soldiers should never be left under cruel delusions. At a little after five the beams gave way, not being sufficiently strong; and as it was necessary to wait until the next day, the army again abandoned itself to gloomy forebodings. It was evident that they must endure the fire of the enemy all the next day. But there was no longer any choice; for it was only at the end of this night of agony and suffering of every description that the first beams were secured in the river. It is hard to comprehend how men could submit to stand up to their mouths in water filled with ice, and rallying all the strength which nature had given them, with all that the energy of devotion furnished, and drive piles several feet deep into a miry bed, struggling against the most horrible fatigue, pushing back with their hands enormous blocks of ice, which would have submerged and sunk them with their weight; in a word, warring even to the death with cold, the greatest enemy of life. This marvelous feat was accomplished by our French pontoon corps. Many perished, borne away by the current or benumbed by the cold. The glory of this achievement, in my opinion, exceeds in value many others.
The Emperor awaited daylight in a poor hut, and in the morning said to Prince Berthier, "Well, Berthier, how can we get out of this? "He was seated in his room, great tears flowing down his cheeks, which were paler than usual; and the prince was seated near him.
They exchanged few words, and the Emperor appeared overcome by his grief. I leave to the imagination what was passing in his soul. At last the King of Naples opened his heart to his brother-in-law, and entreated him, in the name of the army, to think of his own safety, so imminent had the peril become. Some brave Poles had offered themselves as escort for the Emperor; he could cross the Beresina higher up, and reach Wilna in five days. The Emperor silently shook his head in token of refusal, which the king understood, and the matter was no longer considered.
Amid overwhelming disasters, the few blessings which reach us are doubly felt. I observed this many times in the case of his Majesty and his unfortunate army. On the banks of the Beresina, just as the first supports of the bridge had been thrown across, Marshal Ney and the King of Naples rushed at a gallop to the Emperor, calling to him that the enemy had abandoned his threatening position; and I saw the Emperor, beside himself with joy, not being able to believe his ears, go himself at a run to throw a searching glance in the direction they said Admiral Tschitzakoffhad taken. This news was indeed true; and the Emperor,
overjoyed and out of breath from his race, exclaimed, "I have deceived the admiral." This retrograde movement of the enemy was hard to understand, when the opportunity to overwhelm us was within his reach; and I doubt whether the Emperor, in spite of his apparent satisfaction, was very sure of the happy consequences which this retreat of the enemy might bring to us.
Before the bridge was finished, about four hundred men were carried part of the way across the river on two miserable rafts, which could hardly sustain themselves against the current; and we saw them from the bank rudely shaken by the great blocks of ice which encumbered the river. These blocks came to the very edge of the raft, where, finding an obstacle, they remained stationary for some time, then were suddenly ingulfed under these frail planks with a terrible shock, though the soldiers stopped the largest with their bayonets, and turned their course aside from the rafts.
The impatience of the army was at its height. The first who reached the opposite bank were the brave Jacqueminot, aide-de-camp of Marshal Oudinot, and Count Predzieczki, a brave Lithuanian, of whom the Emperor was very fond, especially since he had shared our sufferings with such fidelity and devotion. Both crossed the river on horseback, and the army uttered shouts of admiration as they saw that the chiefs were the first to set the example of intrepidity. They braved enough dangers to make the strongest brain reel. The current forced their horses to swim diagonally across, which doubled the length of the passage; and as they swam, blocks of ice struck against their flanks and sides, making terrible gashes.
At one o'clock General Legrand and his division were crossing the bridge constructed for the infantry, while the Emperor sat on the opposite bank, and some of the cannon becoming entangled had for an instant delayed the march. The Emperor rushed on the bridge, put his hand to the work, and assisted in separating the pieces. The enthusiasm of the soldiers was at its height; and it was amid cries of "Vive l'Empereur" that the infantry set foot on the opposite bank.
A short time after, the Emperor, learning that General Partonneaux had laid down his arms, was deeply affected by this news, and gave vent to reproaches which were somewhat unjust to the general. Later, when he had received more correct information, he understood perfectly the part which necessity and despair had played in this surrender.
It is a fact that the brave general did not come to this decision till he had done all that a brave man could under the circumstances; for it is permitted a man to recoil when there is nothing left but to let himself be killed to no purpose.
When the artillery and baggage-wagons passed, the bridge was so overloaded that it fell in; and instantly a retrograde movement took
place, which crowded together all the multitude of stragglers who were advancing, like a flock being herded, in the rear of the artillery. Another bridge had been constructed, as if the sad thought had occurred that the first might give way. But the second was narrow and without a railing; nevertheless, it at first seemed a very valuable makeshift in such a calamity. But how disasters follow each other! The stragglers rushed there in crowds. The artillery, the baggage-wagons, in a word, all the army material, had been in the front on the first bridge when, it was broken; and when, from the sudden panic which seized on those in the rear of this multitude, the dreadful catastrophe was learned, the last there found themselves first in gaining the other bridge. It was urgent the artillery should pass first, consequently it rushed impetuously towards the only road to safety which remained. No pen can describe the scene of horror which now ensued; for it was literally over a road of trampled human bodies that conveyances of all sorts reached the bridge. On this occasion could be seen how much brutality, and even cold-blooded ferocity, can be produced in the human mind by the instinct of self-preservation. There were some stragglers most frantic of all, who wounded, and even killed, with their bayonets, the unfortunate horses which obeyed the lash of their guides; and several caissons were left on the road in consequence of this slaughter.
As I have said, the bridge had no railing; and crowds of those who forced their way across fell into the river and were ingulfed beneath the ice. Others in their fall tried to stop themselves by grasping the planks of the bridge, and remained suspended over the abyss until their hands, crushed by the wheels of the vehicles, lost their grasp, and they went to join their comrades as the' waves closed over them. Entire caissons, with drivers and horse were precipitated into the water.
Poor women were seen holding their children out of the water in the effort to delay for a few instants their death, and death in such a frightful form, a truly admirable maternal incident, which the genius of the painter has divined in painting scenes from the Deluge, and which we saw in all its heartrending and frightful reality! The Emperor wished to retrace his steps, believing that his presence might restore order; but he was dissuaded from this project so earnestly, that he withstood the promptings of his heart and remained, though certainly it was not his elevated rank which kept him on the bank. All the suffering he endured could be seen when he inquired every instant where the crossing was, if they could still hear cannon rolling over the bridge, if the cries had not ceased somewhat in that direction. "The reckless creatures! Why could they not wait a little?" said he.
There were fine examples of devotion under these distressing circumstances. A young artilleryman threw himself into the water to save a poor mother with two children, who was attempting to gain the other shore in a little canoe. The load was too heavy; an enormous block of ice floated against and sunk the little boat. The cannoneer seized one of the children, and, swimming vigorously, bore it to the bank; but the
mother and the other child perished. This kind young man adopted the orphan as his son. I do not know if he had the happiness of regaining France.
Officers harnessed themselves to sleds to carry some of their companions who were rendered helpless by their wounds. They wrapped these unfortunates as warmly as possible, cheered them from time to time with a glass of brandy when they could procure it, and lavished on them most touching attentions.
There were many who behaved in this manner, many of whose names we are ignorant; and how few returned to enjoy in their own country the remembrance of the most admirable deeds of their lives.
The bridge was burned at eight o'clock in the morning.
On the 29th the. Emperor quitted the banks of the Beresina, and we slept at Kamen, where his Majesty occupied a poor wooden building which the icy air penetrated from all sides through the windows; nearly all the glass of which being broken, we closed the openings as well as we could with bundles of hay. A short distance from us, in a large lot, were penned up the wretched Russian prisoners whom the army drove before it. I had much difficulty in comprehending this delusion of victory which our poor soldiers still kept up by dragging after them this wretched luxury of prisoners, who could only be an added burden, as they required their constant surveillance.
When the conquerors are dying of famine, what becomes of the conquered? These poor Russians, exhausted by marches and famine, nearly all perished this night. In the morning they were found huddled pell-mell against each other, striving thus to obtain a little warmth. The weakest had succumbed; and their stiffened bodies were propped the whole night against the living without their even being aware of it. Some in their hunger ate their dead companions. The hardihood with which the Russians endure pain has often been remarked. I can cite one instance which surpasses belief. One of these fellows, after being separated from his corps, had been struck by a cannonball which had cut offboth his legs and killed his horse. A French officer on a reconnoitering tour on the bank of the river where this Russian had fallen, perceived at some distance an object which appeared to be a dead horse, and yet he could see that it moved.
He approached, and saw the bust of a man whose extremities were concealed in the stomach of the horse.
This poor creature had been there four days, inclosing himself in his horse as a shelter against the cold, and feeding upon infected morsels torn from this horrible retreat.
On the 3d of December we arrived at Malodeczno. During the whole day the Emperor appeared thoughtful. and anxious. He had frequent confidential conversations with the grand equerry, M. de Caulaincourt, and I suspected some extraordinary measure. I was not deceived in my conjectures. At two leagues from Smorghoni, the Duke of Vicenza summoned me, and told me to go on in front and give orders to have the six best horses harnessed to my carriage, which was the lightest of all, and keep them in constant readiness. I reached Smorghoni before the Emperor, who did not arrive till the following night. The cold was excessive; and the Emperor alighted in a poor house on a square, where he established his headquarters. He took a light repast, wrote with his own hand the twenty-ninth bulletin of the army, and ordered all the marshals to be summoned.
Nothing had yet transpired as to the Emperor's plans, but in great and desperate measures there is always something unusual which does not escape the most clear-sighted. The Emperor was never so amiable nor so communicative, and one felt that he was endeavoring to prepare his most devoted friends for some overwhelming news. He talked for some time on indifferent subjects, then spoke of the great deeds performed during the campaign, referring with pleasure to the retreat of General Ney whom they had at last found.
Marshal Davoust appeared abstracted; and the Emperor said to him, "At least say something, Marshal." There had been for some time a little coolness between him and the Emperor, and his Majesty reproached him with the rarity of his visits, but he could not dissipate the cloud which darkened every brow; for the Emperor's secret had not been as well kept as he had hoped. After supper the Emperor ordered Prince Eugene to read the twenty-ninth bulletin, and spoke freely of his plan, saying that his departure was essential in order to send help to the army. He gave his orders to the marshals, all of whom appeared sad and discouraged. It was ten o'clock when the Emperor, saying it was time to take some repose, embraced all the marshals and retired. He felt the need of withdrawing; for he had been oppressed by the constraint of this interview, as could easily be seen by the extreme agitation his countenance manifested at its close. About half an hour after, the Emperor called me into his room and said, "Constant, I am about to leave; I thought I should be able to take you with me, but I have taken into consideration the fact that several carriages would attract attention; it is essential that I experience no delay, and I have given orders that you are to set out immediately upon the return of my horses, and you will consequently follow me at a short distance." I was suffering greatly from my old malady; hence the Emperor would not allow me to go with him on the boot as I requested, in order that he should receive his customary attentions from me. He said, "No, Constant, you will follow me in a carriage, and I hope that you will be able to arrive not more than a day behind me." He departed with the Duke of Vicenza, and Roustan on the box; my carriage was unharnessed, and I remained to my great regret. The Emperor left in the night.
By daybreak the army had learned the news, and the impression it made cannot be depicted. Discouragement was at its height; and many soldiers cursed the Emperor, and reproached him for abandoning them. There was universal indignation. The Prince of Neuchatel was very uneasy, and asked news of every one, though he would naturally have been the first to receive any information. He feared lest Napoleon, who had a feeble escort, should be made prisoner by the Cossacks, who, if they had learned his departure, would make the greatest efforts to carry him off.
This night, the 6th, the cold increased greatly; and its severity may be imagined, as birds were found on the ground frozen stiffwith the cold. Soldiers who had seated themselves with their head in their hands, and bodies bent forward in order to thus feel less the emptiness of their stomachs, were found dead in this position. As we breathed, the vapor from our lips froze on our eyebrows, little white icicles formed on the mustaches and beards of the soldiers; and in order to melt them they warmed their chins by the bivouac fire, and as may be imagined a large number did not do this with impunity. Artillerymen held their hands to the horses' nostrils to get a little warmth from the strong breathing of these animals. Their flesh was the usual food of the soldiers. Large slices of this meat were thrown on the coals; and when frozen by the cold, it was carried without spoiling, like salted bacon, the powder from the cartridge-boxes taking the place of salt.
This same night we had with us a young Parisian belonging to a very wealthy family, who had endeavored to obtain employment in the Emperor's household. He was very young, and had been received among the boys of the apartments, and the poor child was taking his first journey. He was seized with the fever as we left Moscow, and was so ill this evening that we could not remove him from the wagon belonging to the wardrobe service in which he had been made as comfortable as possible. He died there in the night, much to be regretted by all who knew him. Poor Lapouriel was a youth of charming character, fine education, the hope of his family,, and an only son. The ground was so hard that we could not dig a grave, and experienced the chagrin of leaving his remains unburied.
I set out next day armed with an order from the Prince de Neuchatel that all on the road should furnish me horses in preference to all others. At the first post after leaving Smorghoni, whence the Emperor had set out with the Duke of Vicenza, this order was of invaluable aid to me, for there were horses for only one carriage. I found myself a rival to M. the Count Daru, who arrived at the same time. It is useless to say that without the Emperor's orders to rejoin him as quickly as possible I would not have exercised my right to take precedence over the intendant general of the army; but impelled by my duty I showed the order of the Prince de Neuchatel to M. the Count Daru, and the latter, after examining it, said to me, "You are right, M. Constant; take the horses, but I beg you send them back as quickly as possible." How crowded with disasters was this retreat.
After much suffering and privation we arrived at Wilna, where it was necessary to pass a long, narrow bridge before entering the town. The artillery and wagons occupied the whole bridge so entirely that no other carriage could pass; and it was useless to say "His Majesty's service," as we received only maledictions. Seeing the impossibility of advancing, I alighted from my carriage, and found there the Prince of Aremberg, ordnance officer of the Emperor, in a pitiable condition, his face, nose, ears, and feet having been frozen. He was seated behind my carriage. I was cut to the heart, and said to the prince that if he had informed me of his condition I would have given him my place. He could hardly answer me. I helped him for some time; but seeing how necessary it was that we should both advance, I undertook to carry him. He was delicate, slender, and about medium height. I took him in my arms; and with this burden, elbowing, pushing, hurting some, being hurt by others, I at last reached the headquarters of the King of Naples, and deposited the prince there, recommending that he should receive every attention which his condition required. After this I resumed my carriage.
Everything had failed us. Long before reaching Wilna, the horses being dead, we had received orders to burn our carriages with all the contents. I lost heavily in this journey, as I had purchased several valuable articles which were burned with my baggage of which I always had a large quantity on our journeys. A large part of the Emperor's baggage was lost in the same manner.
A very handsome carriage of Prince Berthier, which had just arrived and had not been used, was also burned. At these fires, four grenadiers were stationed, who with fixed bayonet prevented any one from taking from the fire what had been ordered to be sacrificed.
The next day the carriages which had been spared were visited in order to be assured that nothing had been kept back. I was allowed to keep only two shirts. We slept at Wilna; but the next day very early the alarm was given that the Russians were at the gates of the town. Men rushed in, beside themselves with terror, crying, "We are lost!" The King of Naples was quickly aroused; sprang from his bed; and the order was instantly given that the Emperor's service should leave at once. The confusion made by all this can be imagined. There was no time for any arrangements; we were obliged to start without delay. The Prince of Aremberg was put into one of the king's carriages with what could be secured for the most pressing needs; and we had hardly left the town before we heard shouts behind us, and the thunder of cannon accompanied by rapid firing. We had to climb a mountain of ice. The horses were fatigued, and we made no progress. The wagon with the treasure-chest of the army was abandoned; and a part of the money was pillaged by men who had not gone a hundred steps before they were obliged to throw it away in order to save their lives. | <urn:uuid:abef4291-9558-4e80-bf80-1e709d8c8e93> | CC-MAIN-2017-13 | http://pdfbooks.co.za/library/CONSTANT-PRIVATE_LIFE_OF_NAPOLEON_BONAPARTE_-_V9.pdf | 2017-03-27T10:41:07Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz | 266,158,204 | 33,269 | eng_Latn | eng_Latn | 0.999171 | eng_Latn | 0.999202 | [
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I READ. I THINK. I COMPREHEND. I SHARE.
February 2017
CALENDAR OF EVENTS
* Feb. 3 - Wear Red Dress Down Day
* Feb. 10 - Patriot's Dress Down Day
* Feb. 13 - Family Dance
* Feb. 20-24: Winter break - no school
The Nurse's Office
Happy Valentine's Day!
In the month of February we will be sponsoring two fund raisers. Our annual Pennies for Patients, which supports the Leukemia and Lymphoma Society (Childrens' Cancers), will kick off again on February 17th. The student will attend an assembly to explain what blood cancer is, and how they can help other children living with cancer..
And this year will have included our students in the American Heart Association's (AHA) Wear Red Day. AHA sponsors this event every year to raise money to support Women's Heart Health. Heart disease and stroke is the number one killer of women in our country. Through education and lifestyle changes 80 percent of all cardiac events can be prevented. So let's educate our young woman!
Students have received red hearts to bring home. Parents can put any name on the heart and sent it back to school and we will display the hearts in the school foyer for the month of February. A donation of any size will be accepted from the students on behalf of the AHA.
And as always, thank you in advance for your support.
Mrs. Couto
We have the school's family dance coming up, February 13, 2017 from 5-7pm at the Boys and Girls Club - invitations were sent home February 6th! We continue to fundraise for the school and have PTO meetings that are open for all to come. Next PTO is scheduled for February 7th at 3:30pm. Call if you are interested!
Message From Principal Carvalho
Every child at Watson has one similar homework assignment and that is to read and log their time/pages. Studies have proven that the more a child reads, and it doesn't matter what they read, the more successful they are in all areas of their education. Children need to be exposed to all kinds of stories and more importantly, vocabulary.
Second quarter is over and time is marching on. Once again, I am asking for your help …
Let them read to you then discuss what was read. Ask questions that begin with why, how or I wonder. These types of questions help children think about what they have read and this is another important skill that will help them be successful learners.
We have free books in the hall, and all teachers have classroom libraries so there is no need to go out and purchase books. The library is another great choice.
What we need from you is to check in with your child every night and take 20 minutes to sit and read with them - the difference that time will make will be huge!
Also, our PTO has many great new ideas and plans for the remainder of the year and we need more parent volunteers to make these programs successful! Please think about joining the PTO or become a parent volunteer. Teachers always need help copying and laminating work for your children.
In closing, I am very proud of our students this year. They are working hard and showing us their best work. Please have discussions about all the new, exciting things they are doing and learning about … .
Thank you, Mrs. Carvalho
ATTENDANCE
The grade level with the best percentage is grade 5 again with 96.02%!! Go grade 5 you are on your way to a free field trip!. Attendance for the month of January was 94.23%, great job Watson families with making sure your children are in school! We had 47 students with perfect attendance this month. Please make sure students are bundled up walking to school the cold weather will be setting in. We need to stay strong with attendance in these cold months so please make sure your child is here all day every day and on time!! Thank you for your cooperation with ensuring success for your child!!
Kindergarten
Can you believe we are halfway through the school year! Be on the lookout for a letter regarding our 100th day celebration! We will be sending it home the beginning of next week!
We just started unit 3 in ELA and the students are loving it.! We continue to work on letter sounds and sight words. They also have been working very hard on writing sentences.
In math, we are focusing on numbers 6-10. The students are really enjoying growing their brains.
Please continue to read every night and fill out the reading log! When reading with them try and let them read their sight words or sound out some of the words! You will be amazed at how much they can read!
Grade 3
During February in math class, we are learning the meaning of multiplication. The students are using two strategies to determine a product; ratio tables and arrays. We will soon begin memorizing the multiplication tables up to the tens tables. You can expect more information about that soon.
In science, we are continuing to learn about how motion can only occur with force and that the directions and strength of such a force affects the motion.
In ELA we have finished reading our first novel, Fantastic Mr. Fox. We will begin discussing how people and nature are connected by reading Charlotte's Web. The students will be doing some research about habitats. Be sure your child is reading for 20 minutes as part of their homework! Mrs.Borkman's class has completed their projects for Fantastic Mr. Fox and they are so proud and excited to share it with you.
P.E./Music
I can't believe we're already in February! The students have been great with the abrupt changes of weather throughout the day which allows us to be outside, or changes the lesson to an indoor activity. Catching and throwing is going to a continuous priority for the K-2 classes, and the upper grades are staying active with movement games that incorporate thinking, strategy, and teamwork.
What is Going on In…
Grade 1
Grade 2
Wow, first grade is half over and students are that much closer to second grade!
In ELA, we have started unit 3 and we are exploring changes around the world. We will read and write about things that change around us- at home, at school, seasons, and how animals change and grow. In math, we are practicing adding and word problem. Continue reading every subtracting within 20. We are adding money and starting to read and solve night!
Grade 4
In ELA, we are finishing our first novel study. We've worked very hard on many comprehension skills and will be holding a showcase to show off all of our hard work. Invitation to follow. Next, we will be moving on to a research project on Extreme Weather to help us build background for our next novel study. Please keep encouraging your loved one to read and log every night.
In Math, we are working on multiplication and division with bare numbers and word problems. We are taking our assessment soon! Moving on from here will be conversions. Please help your student with their multiplication facts at home!
STEM
Kindergarten has been working on polar animals and their cold homes.
First Grade is starting to work on animal behavior and interactions between parent animals and their children..
Second grade is has recently been looking at states of matter as well as reversible vs. nonreversible reactions!
Third grade is working on force and motion and the differences between balanced and unbalanced forces.
Fourth grade is learning about waves and how sound is created and light waves. Grade 4 has also been working on their typing skills.
Fifth grade is learning about matter and mass of objects. We also are focusing on the scientific method and more specifically on variables.
In ELA, we are working on unit three, what does it mean to be creative? We are reading stories about creative ideas and working together to solve problems. As the weekly conventions and phonics skills become more challenging, we ask that you have your student complete the weekly homework packet. Independent practice is very important as the students begin to apply the skills they have learned.
In Math, we just began our unit on geometry. This is a very language rich math unit. You can help at home by having your student find and name two and three dimensional shapes.
As always, students should be reading and logging at least 20 minutes of reading time each night!
Grade 5
In math, we are working on applying our adding and subtracting skills to answer complex word problems.
In ELA, we are focusing on reading and finding themes and main ideas. We are finishing up our first novel study "Esperanza Rising", and will soon begin our project! Our projects will be creative and fun, and I cannot wait to begin!
Miss Amaral
In ELA we will continue our unit on Freedom and will be learning about personal freedom and the law. Students will work on their comprehension and writing skills by using t-charts to show what they learned about Freedom at the end of each week.
In math we will wrap up out fraction unit through a project. Students will be working in small groups to understand and explain a fraction concept to the class then to our families. Stay tuned for information regarding this project and presentations!
Many students are not keeping up with their homework so please check in with them each night. Homework is important because it helps students practice skills independently and become more confident learners. We want them to grow their brains! | <urn:uuid:6e8a1930-547e-401b-903f-952b01e30506> | CC-MAIN-2017-13 | http://fallriverschools.org/NewsletterFebruary.pdf | 2017-03-27T10:38:46Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz | 126,782,069 | 1,959 | eng_Latn | eng_Latn | 0.999394 | eng_Latn | 0.999419 | [
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THE BIRDING COMMUNITY E-BULLETIN
***************
February 2010 ***************
This Birding Community E-bulletin is being distributed to active and concerned birders, those dedicated to the joys of birding and the protection of birds and their habitats. This issue is sponsored by the Wild Bird Centers of America and the National Bird-Feeding Society. You can access an archive of past E-bulletins in our newsletter archives.
Table of Contents:
RARITY FOCUS
ANOTHER MULTI-MONTH "MAJOR CONTENDER"
FEBRUARY: NATIONAL BIRD FEEDING MONTH AND GBBC
TEXAS COAST WHOOPING CRANES UP SLIGHTLY
TWO WATERFOWL COUNTERS PERISH IN PLANE CRASH
SQUEEZING THE LIFE OUT OF SUSTAINABLE COFFEE?
CORN VS BIRDS IN PRAIRIE POTHOLE REGION: A NEW REPORT ON ETHANOL
IBA NEWS: CANADIAN WEBSITE LAUNCH
BOOK NOTES: HUGE NATIONAL GEO
TIP OF THE MONTH: RADIO USE WHILE BIRDING
HAITI: AFTER THE EARTHQUAKE
*****************
RARITY FOCUS
Late in the afternoon of 24 January, Alan Wormington and Robert Epstein found and photographed a female Amazon Kingfisher in Laredo, Texas. This species normally ranges from Mexico (no closer than southern Tamaulipas) to Argentina and Uruguay. Amazon Kingfisher is the largest "green" kingfisher in the Americas.
In April 1999, ABA's BIRDING magazine ran an article on the "next birds" that might be seen in North America, with Amazon Kingfisher featured, not among the half-dozen core predictions to appear as Texas and U.S. first occurrences, but as the first alternate "honorable mention" species. It took a little over a decade, but the prediction was accurate.
Wormington and Epstein saw the kingfisher at the mouth of Zacate Creek, then along the creek itself. Zacate Creek is downstream from Las Palmas Park along the Rio Grande, specifically located within the Laredo city limits. Alan Wormington said of the experience, "It is a bit ironic that we were constantly complaining that we had not seen a single kingfisher anywhere during our week-long trip; then we saw FOUR kingfisher species at Zacate Creek!"
The two original observers are currently submitting photos and other details for eventual publication. This would be the first record of an Amazon Kingfisher for North America north of Mexico.
To see two photos taken on site on 25 January by Dan Jones and Stuart Healy, respectively, see:
http://i48.tinypic.com/33aasjs.jpg http://www.aztrogon.com/images/birds/Kingfishers/AMKI20100125TX-f2.jpg
As of the end of January, the Amazon Kingfisher was still present at Zacate Creek, and many birders from far and wide were beating a path to Laredo. In fact, the City of Laredo has made a special effort to welcome birders - from local cleanup and cordial police attention, to bringing in portable toilets! The city and the local Monte Mucho Audubon Society also cooperated in putting up bright yellow crowd-control tape to keep birders from inadvertently entering areas too close to the Amazon Kingfisher's favorite perches.
ANOTHER MULTI-MONTH "MAJOR CONTENDER"
Once again, we have a species that we passed over as the rarity of the month for two consecutive months, bested both times by Texas mega-rarities - Bare-throated Tiger-Heron and Amazon Kingfisher.
Nonetheless, this bird and its generous hosts deserve special mention.
Since 3 December, Harvey and Brenda Schmidt have hosted a Rustic Bunting at their bird feeder in Creighton, Saskatchewan. The small mining town of Creighton is located near the Saskatchewan-Manitoba border, about 540 miles NNW of Winnipeg and at a latitude roughly the same as the southern end of the Alaska panhandle.
The backyard location in north-central Canada is simply amazing for a Rustic Bunting, a species that might normally spend the winter in eastern China.
Rustic Bunting, a species that breeds from Scandinavia to eastern Siberia and winters mainly in eastern China, Korea, and Japan, is considered rare to uncommon in North America as a migrant through the western Aleutians and Bering Sea areas. It is considered an accidental migrant and winter visitor from southern Alaska, British Columbia, Washington, Oregon, and California. There are three previous Canadian records, all from coastal British Columbia. In essence, this is a very rare bird for anywhere in interior North America. (You can find the species described in the National Geographic guide on pages 434-435 and in the "large" Sibley on page 503.)
The Rustic Bunting visited the Schmidt feeder through the end of January. Birders who braved the cold and drove the distance to see the bunting were generally treated to excellent looks. Most of these travelers were Canadians, with a few from the U.S.
For details, including photos and a video by Harvey Schmidt, visit Brenda Schmidt's informative blog: http://birdschmidt.blogspot.com/2009/12/arriving-with-four-juncos-yesterday.html
FEBRUARY: NATIONAL BIRD FEEDING MONTH AND GBBC
Our report on the Rustic Bunting at the home of Harvey and Brenda Schmidt is an appropriate prelude to February feeder activities for a number of reasons.
In January 1994, Congressman John Porter (R-IL) read a resolution into the Congressional Record declaring February "National Bird-Feeding Month." Since then, February has become the month most associated with wild bird feeding promotions and activities, all focused on backyard birds. February has become an ideal month for promoting and enjoying this wholesome, home-based, nature-oriented activity.
For example, to see what Mass Audubon has been doing in this regard, see:
www.massaudubon.org/Birds_and_Birding/FoF/participate.php
This year's theme for National Bird-Feeding Month is "Hatching Out – An Introduction to the Wild Bird Feeding Hobby," being promoted by the National Bird-Feeding Society (NBFS). You can find more details, including a link to a helpful NBFS "Guide to Better Bird Feeding" and associated poster at: www.birdfeeding.org/nbfm.html
Also, in 1997 the National Audubon Society and the Cornell Lab of Ornithology, along with a number of bird-feeding retailers, launched the Great Backyard Bird Count (GBBC) in an effort to learn more about late-winter bird distributions. The next GBBC will be held between 12 and 15 February. Anyone can take part, from novice bird watchers to experts. Participants count birds for as little as 15 minutes (or as long as they wish) on one or more days of the count period and report their sightings online. You can find all the details on this citizen's science effort here: www.birdsource.org/gbbc/
Another seasonal reminder is appropriate. Some readers may not already be participating in Project FeederWatch, another effort of the Cornell Lab, in this case with Bird Studies Canada as a partner. The project's reporting season runs through 6 April. If you are not already involved in Project FeederWatch, be sure to consider getting on board, if only next winter season. You can find more details here:
www.birds.cornell.edu/pfw/
Appropriately, Harvey and Brenda Schmidt, the hosts of the previously mentioned Rustic Bunting , have been participants in Project FeederWatch since 2006. In addition, two other Rustic Buntings were reported by a participating Feeder-Watcher in Ketchikan, Alaska, last fall.
TEXAS COAST WHOOPING CRANES UP SLIGHTLY
Last May we reported that the previous winter was the worst on record for the Texas coast Whooping Crane flock. Between 21 and 23 cranes died due to food shortages and the associated drought: www.refugeassociation.org/birding/maySBC09.html#TOC15
Now that the arrival of virtually all the cranes expected along the Texas coast has occurred, it appears that there are about 264 birds present. This is nearly 20 more birds than left Aransas National Wildlife Refuge and nearby areas last spring. Accordingly, the increase just about replaces the individuals lost last winter. For the most recent crane counts, see Tom Stehn's reports:
www.birdrockport.com/tom_stehn_whooping_crane_report.htm
Unfortunately there is concern that another die-off could occur this winter, owing to a lack of blue crabs in the area and the continuing squeeze on crane habitat from local development and fresh-water use. See this Associated Press story for more information:
more information:
TWO WATERFOWL COUNTERS PERISH IN PLANE CRASH
On 17 January, two USFWS biologists died in a small Cessna aircraft crash while returning from a day of surveying waterfowl in Oregon and Washington. Ray Bentley and Dave Pitkin were highly experienced counters in the Service's mid-winter waterfowl surveys, often flying low and slow, counting ducks, geese, and swans. They were part of an unblemished 54-year history of conducting aerial bird surveys until the fatal crash last month. These surveys take place during both winter and summer and cover over 80,000 air miles each year. Select teams of pilot-biologists and observers conduct the surveys.
Ray Bentley had recently flown Chesapeake Bay surveys and was soon scheduled to fly to the Arctic to do surveys there. Dave Pitkin, who left the Service in 2007, was doing surveys on a contractual basis and was an accomplished photographer, according to Roy Lowe, project leader for the Oregon Coast National Wildlife Refuge Complex. Lowe said Pitkin was "a great conservationist."
You can read more details in a USFWS release at:
www.fws.gov/news/NewsReleases/showNews.cfm?newsId=47C3737C-B35D-099F-611B5E1E5B517371
and a local story:
www.gazettetimes.com/news/local/article_38546af0-0587-11df-81cf-001cc4c002e0.html
SQUEEZING THE LIFE OUT OF SUSTAINABLE COFFEE?
Last month we brought your attention to a fine report on marketing bird-compatible coffee, a report by the Smithsonian Migratory Bird Center:
www.refugeassociation.org/birding/janSBC10.html#TOC06
This month, we bring you some sobering trends in coffee economics, trends which put the future of sustainable coffee (shade, organic, fair-traded), and therefore birds, in some jeopardy.
A decade ago, with coffee prices at an all-time low, many growers in Latin America and the Caribbean switched to organic for the premium price they might receive. Some growers had a three-year waiting period to certify a pesticideand chemical-free landscape, but for a time this wait was considered worthwhile. Once certified, the organic producers did well. Now the premium price is disappearing, and an estimated 10 percent of organic farmers from Mexico to Costa Rica have stopped organic production over the past three to four years.
Similarly, fair-traded coffee was seen as a way to get coffee co-ops a better price for their coffee and to guarantee some social programs for coffee families. Today, while the fair-trade price per pound may be slightly more than the overall market price, it is no longer enough for coffee communities to stay much above subsistence.
With Americans drinking one-fifth of the world's coffee, this is a trend to watch. While some major retailers are driving down the prices of coffee, this is not necessarily good for people in coffee communities in the hemisphere, nor can it be good for shade-coffee-seeking birds.
If demand for shade, organic, and fair-traded coffees in the U.S. grows, producers in Latin America and the Caribbean may have the incentive to continue with or return to sustainable coffee production.
For two recent summaries on these trends (from TIME magazine and THE CHRISTIAN SCIENCE MONITOR) see here: www.time.com/time/magazine/article/0,9171,1926007-2,00.html www.csmonitor.com/World/Americas/2010/0103/Organic-coffee-Why-Latin-America-s-farmers-are-abandoning-it
CORN VS BIRDS IN PRAIRIE POTHOLE REGION: A NEW REPORT ON ETHANOL
Government incentives boosting corn-based ethanol are accelerating the destruction of North America's Prairie Pothole region, a region where millions of birds find nesting habitat and shelter in the shallow wetlands and grasslands of the Northern Great Plains. This is according to a new study released by the National Wildlife Federation, with data gathered by University of Michigan researchers.
The Northern Great Plains unique topography was formed 10,000 years ago when ice-age glaciers scouring the terrain left behind large indentations, today known as "prairie potholes." The Prairie Pothole study covers mainly Iowa, Minnesota, and the Dakotas, but the region actually extends as far west as northern Montana and also includes portions of Alberta, Manitoba, and Saskatchewan.
More than 3.2 million acres of prairie potholes and associated grasslands were plowed under across parts of Iowa, Minnesota, North Dakota, and South Dakota between 2005 and 2007 in order to make space for corn. Much of that corn was grown to meet U.S. thirst for ethanol, a fuel which can create cleaner combustion, and curb auto tailpipe emissions when blended with gasoline.
But the conversion of prairie pothole habitat to corn also comes at a very high cost to birds and other wildlife. In some areas, species loss has been as high as 30 percent, including declines among local populations of Upland Sandpipers, Grasshopper Sparrows, and Western Meadowlarks.
If the demand for biofuel remains steady, farmers could plant an additional 10.6 million acres of corn in the next year to meet ethanol mandates. Moreover, the connection "between ethanol incentives and habitat destruction is fairly clear,"
,
y ,
states the report released last month. The USDA provides corn-growing incentives, such as crop insurance, that virtually guarantee farmers a profit regardless of the crop yield.
This ethanol/habitat study is one of the first to narrow the focus to the Prairie Pothole region, an area identified by multiple conservation groups as one of the most threatened zones in North America as a result of the conversion of wetlands and grasslands to agricultural row crops.
"Grassland birds were already in steep decline, making this additional habitat loss quite alarming," said Gary Botzek, executive director at the Minnesota Conservation Federation.
The study puts forth several solid recommendations, including reconsidering financial support for corn ethanol, special protections for grassland and wetland habitats, and strengthening of the Farm Bill's Conservation Reserve Program (CRP).
The full 24-page study can be found here:
www.nwf.org/News-and-Magazines/Media-Center/News-by-Topic/Wildlife/2010/~/media/PDFs/Reports/Wildlife/01-1310-Corn-Ethanol-Wildlife.ashx
And it is summarized by NWF here:
www.nwf.org/News-and-Magazines/Media-Center/Reports/Archive/2010/~/media/PDFs/Wildlife/01-13-10-Corn-EthanolWildlife.ashx
IBA NEWS: CANADIAN WEBSITE LAUNCH
Co-partners Bird Studies Canada and Nature Canada have launched an informative new website for the Canadian Important Bird Areas (IBA) Program. The effort has also gained critical support from a number of regional organizations, including BC Nature, Federation of Alberta Naturalists, Nature Saskatchewan, and Nature Quebec, as well as hundreds of volunteers nationwide. TransCanada Corporation and the U.S. Neotropical Migratory Bird Conservation Act grant provided funding for the new website.
This new, fully bilingual website provides information, tools, and mapping features to help IBA partners and volunteers more effectively monitor birds and assess conditions at key bird conservation areas. These volunteers, part of the IBA Caretaker Network, are connected to individual IBAs, assigned a lead volunteer, and assisted by other citizen scientists and helpers.
There are nearly 600 Canadian IBAs, many of which are not legally or formally protected. To learn more or get involved, visit the new IBA Canada website at: www.ibacanada.ca
For additional information about worldwide IBA programs, and those across the U.S., check the National Audubon Society's Important Bird Area program web site at: www.audubon.org/bird/iba
BOOK NOTES: HUGE NATIONAL GEO
Do you cherish your National Geographic bird guide? Do you carry your old 3rd edition into the field while leaving your crisp, newer 5th edition at home? Do you relish the 5th edition's thumb-marks for fast access to family groups? Do you look for the new name-changes and "splits" with every National Geographic edition?
If you answered "Yes." to any one of these questions, you may be a certified National Geo fan, and a birder who might be interested in the ILLUSTRATED BIRDS OF NORTH AMERICA (Jon L. Dunn and Jonathan Alderfer, editors), a large, folio version of the 5th edition of the popular field guide. It was published late last year, and it is nothing short of delicious. At 9.5 inches x 12 inches, it has all the maps, text, and illustrations of the original field guide, only it is much larger. The illustrations, of course, are the real treat, especially because all are beautifully presented only on the right pages.
Our only quibble with the presentation of this wonderful book is that the book's 20 original artists who, understandably, had their names placed at the very end of the regular guide, also received the same treatment in this large format version. Given the size of the book and the prominence of the artists' work, it is unfortunate that these talented individuals couldn't receive conspicuous acknowledgment for their accomplishments on the pages where their artwork appears.
TIP OF THE MONTH: RADIO USE WHILE BIRDING
Cell phones are great, but they have three drawbacks for active birders: 1) under most circumstances they are limited to two-way conversations, 2) some prime birding locations may have poor cell-coverage, and 3) their use is dangerous while driving.
On the last point, at least six states (i.e., California, Connecticut, New Jersey, New York, Oregon and Washington) and the District of Columbia prohibit drivers from talking on handheld cell phones while driving. In Canada, it is illegal to use a handheld cell phone while driving in Newfoundland and Labrador, Nova Scotia, and Quebec. Other states and provinces are also considering similar legislation. (Texting while driving is another, but related, issue.)
Alternatively, the use of popular FRS/GMRS radios, either for birding caravans or at locations where there is much field activity, can be very useful. All it takes is two or more inexpensive radios and a common channel and local birders can be off and running.
In Minnesota, for example, many birders with these handy FRS/GMRS radios use channel 6 with sub-code 6, thus allowing both FRS and GMRS users to communicate. In Iowa, the statewide birding recommendation is channel 5 with sub-code 0 as the first choice, only using channel 6 with sub-code 0 as a backup. The American Birding Association (ABA) suggested the use of FRS channel 11 and sub-code 22 a number of years ago, but that initial suggestion predates the popular spread of GMRS frequencies.
For your consideration (in order of preference) we suggest that birders use radio channels/sub-codes: 6/0, 6/6, 5/0, and 11/22.
You can find an informative Minnesota birding page by Bob Ekblad packed with radio information here:
www.birding-minnesota.com/Radio.htm
HAITI: AFTER THE EARTHQUAKE
Our sympathy and concern go out to the survivors of last month's devastating earthquake in Haiti. There will need to be both immediate and ongoing disaster recovery, along with long-term rebuilding work in this beleaguered country.
If you haven't already done so, we encourage you to consider giving to an organization that is currently doing serious recovery work in Haiti. There are many groups working on addressing key relief issues such as providing food and clean water, medical care, and shelter for families.
There are also bird-related and natural resource field projects that will need massive future support. When the time is right and our bird education and bird conservation colleagues in Haiti are able to resume something that resembles normal life, there will be many appropriate ways to help them. These will include replacing lost field equipment and lab supplies, collecting and distributing educational and research materials, and various other ways to help Haitians rebuild a foundation that will revive bird education and conservation in Haiti.
Not surprisingly there are projects already being discussed among members of the bird conservation community who have been previously engaged in conservation and education initiatives in Haiti. Let us hope we can all cooperate to help put an effective plan in place that will help our counterparts in Haiti. We intend to provide more information in the future about how you can help to restore important Haitian bird conservation and education programs when the time comes.
- - - - - - - - -
You can access past E-bulletins on the National Wildlife Refuge Association (NWRA) website: www.refugeassociation.org/birding/birding5.html
If you wish to distribute all or parts of any of the monthly Birding Community E-bulletins, we simply request that you mention the source of any material used. (Include a URL for the E-bulletin archives, if possible.)
If you have any friends or co-workers who want to get onto the monthly E-bulletin mailing list, have them contact either:
Wayne R. Petersen, Director Massachusetts Important Bird Areas (IBA) Program Mass Audubon 718/259-2178 email@example.com or
Paul J. Baicich 410/992-9736 firstname.lastname@example.org
We never lend or sell our E-bulletin recipient list.
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A Whiff of the Past
Most of us have experienced it at some point in our lives: A memory flashes bright, sparked by a particular odor—freshly cut grass, a baking pie, or, perhaps, a certain perfume. The connection often is emotionally strong. But why? What ties a smell so firmly to a memory?
Odor and memory are inextricably linked for several reasons, says Sandeep Robert Datta, MD, PhD, an assistant professor of neurobiology at Harvard Medical School. Datta, who studies olfaction (the sense of smell) in mammals and the relationship between odors and instinctual behavior, says one reason for this link may be the close physical proximity in the brain of the region that processes odors from the outside world and the regions responsible for memory formation. They are near neural neighbors.
"Visual information that travels to the parts of the brain involved in memory or emotion must go through a lot of connections," Datta says. "For smell, the number of connections is small—perhaps as few as two—so there's very little processing needed."
"Smell was the first sense to evolve," he adds. "The brains of non-human animals are basically machines designed to process smell. For millions of years, animals have used this sense to determine food, friends, and what they should fear." The behavioral reactions that animals have to odors from their predators—fear, avoidance, and stress— are in fact primitive forms of human emotions, Datta notes.
Much of what we know about the human sense of smell comes from the work of former HMS neurobiologist Linda Buck, who is now at the Fred Hutchinson Cancer Research Center in Seattle. The identification of olfactory receptors, for which she shared the 2004 Nobel Prize in Physiology or Medicine with Richard Axel at Columbia University, provided important insights into the underlying mechanisms of our sense of smell.
The nose knows
The process for detecting a smell begins when our nostrils capture airborne molecules of vaporized odors and those molecules dissolve in the mucus at the roof of each nostril. Beneath this mucus lies the olfactory epithelium, a tissue layer studded with olfactory receptor neurons that are ready to capture the thousands of different chemical signatures defined in the dissolved molecules.
The receptor neurons transmit odor information along the olfactory nerve to the olfactory bulb located at the base of the brain. Inside the olfactory bulb are nerve cells that send odor messages forward along two routes: to the brain's limbic system and to its cortex. Odor messages to the limbic region largely target the amygdala, which is involved in the formation of memories of emotional experiences, while messages to the cortex involve the entorhinal cortex, which plays an important role in autobiographical and episodic memory, and the piriform cortex, a key player in identifying odors and mediating complex emotional behavior.
Certain odors trigger stronger neurologic—and behavioral—responses in the brain than others. A sour smell from milk, for example, signals that it's unsafe for drinking, while an astringent musk warns that a skunk lurks nearby.
Emotional bind
The rush of memories that smell can elicit is called "Proustian memory," after the twentieth century French novelist Marcel Proust, who famously described the phenomenon in the opening of his novel, Swann's Way.
Although the brain's dorsolateral prefrontal cortex stores most memories, we retrieve memories using the right prefrontal cortex, a region located near the olfactory processing center. These two right-hemisphere centers are proximal to the continued on page 7
on the brain
Sight Unseen
The sc i e nti st s we re astonished by what they were witnessing. A blind man, unaided by cane or companion, was making his way down a hallway strewn with furniture and was effortlessly maneuvering his way around each obstacle.
This dramatic demonstration of "blindsight" took place during an experiment conducted by an international team of neuroscientists that included Beatrice de Gelder, PhD, an instructor in radiology at Harvard Medical School and a cognitive neuroscientist at Tilburg University in the Netherlands.
" Blindsight results from sensory messages that move directly from the retina to a subcortical region of the brain, rather than traveling through the primary visual cortex."
damaged, but the eyes and the optic nerve remain intact and are still capable of gathering and sending sensory information to unaffected parts of the visual system.
Previous research has reported this curious phenomenon in people with damage to one of the brain's two visual areas—there is a visual processing area in each of the brain's hemispheres. The damage left them blind on only one side of their visual field. But de Gelder's study is the first to show blindsight in a person whose bilateral centers for visual processing had been completely destroyed, in this case by a stroke.
"Our findings are significant," she says, "for they tell us that this visually based behavior has to be implemented by some other visual structure."
Subconscious sight
Blindsight, which is the capacity to sense movement, location of objects, and even emotions on other people's faces in the absence of the more usual neural pathways, results from sensory messages that move directly from the retina to a subcortical region of the brain, rather than traveling through the primary visual cortex. Relying on a so-called subconscious visual pathway, blindsight is thought to kick in when the visual cortex or other key areas of the brain involved in vision are
In humans, visual processing usually follows what is considered to be a conscious pathway that takes information gathered by cells in the retina and sends it to the primary visual cortex. But in addition to sending information to the visual cortex, the retina also projects information into subcortical regions of the brain that include the superior colliculus, which processes eye movements and performs other vision-related functions. De Gelder and colleagues, testing whether blindsight works because it exploits the information from this secondary pathway, have shown that the superior colliculus is indeed essential for translating visual signals that cannot be consciously perceived.
on the brain
In 2010, de Gelder described these findings in Scientific American, writing that ". . . the superior colliculus acts in the human brain as an interface between sensory processing (sight) and motor processing (leading to the patient's action), thereby contributing to visually guided behavior in a way that is apparently separate from pathways involving the cortex and entirely outside conscious visual experience."
Using blindsight, a person can identify simple shapes, the orientation of lines, movement, and color. The phenomenon is strongest when visual details are about the size of a quarter and are viewed at distances of 5 to 15 feet.
Researchers have also found that people with emotional blindsight can recognize facial expressions and other gestures or non-verbal signals in those they encounter. Using advanced imaging techniques such as diffusion tensor imaging, researchers have traced the neural pathways of the visual signals that produce this type of blindsight
A Whiff of the Past continued from page 5
amygdala–hippocampal complex. If location does influence association, the nearness of the centers for odor processing, memory storage, and memory recall may help explain the strong link between a smell and a memory.
Several studies have shown that our most vivid autobiographical memories tend to be of emotional events. Unlike more neutral memories, autobiographical memories tend to be recalled frequently and with great clarity and detail. This sort of memory retention has been preserved through human evolution, helping us link smells to situations that could threaten our survival. Over time, protective patterns of behavior were reinforced through life-and-death situations, eventually becoming genetically embedded in the amygdala. The well-known fight-or-flight response is the result of eons of learning how best to survive.
Datta says it's almost certain that humans and other animals can form deeply embedded memories from just about any smell. Researchers studying the fruit fly, for example, are unable to alter its innate repulsion for carbon dioxide, he and have identified small collections of neurons that connect the superior colliculus to the amygdala, the brain's emotional headquarters.
De Gelder and others have found that people with what is called emotional blindsight can reliably determine facial expressions, such as a smile or a frown, but that they can't identify such characteristics as identity or gender. Their findings suggest that the subcortical regions of the visual system can recognize not only objects but social signals as well.
De Gelder says her research may one day help blind people and those with certain brain injuries become more independent, and she adds that training may also help people who have lost their sight because of an injury or illness that has damaged the vision-processing regions of the cortex. Learning to use this secondary system may provide these people with the skills they need to tap their subconscious visual pathways—and to better see their world.
says, regardless of the rewards they provide the flies. Such a finding suggests that you can't "learn" to change your behavioral response to particular smells. "That said," adds Datta, "there are many innately aversive odors, including predatory odors, that you can train an animal to consider attractive."
Context is key
The strength of an odor-linked memory quite possibly depends more on the context than the smell itself, says Datta. "Certain smells evoke your grandmother's kitchen," he says, "because your grandmother's kitchen is such a strong contextual cue."
It's a good thing that context plays a role or we would be deluged with smell-triggered memories. The ambient air is chock full of small odor molecules, but because the context in which we identify and process these odors is often unimportant, we don't notice these smells acutely— and we don't remember them. We instead link smells with experiences that count, and, in savoring those memories, survive.
on the brain
on the brain
correspondence/circulation t h e h a r v a r d m a h o n e y n e u r o s c i e n c e i n s t i t u t e l e t t e r
Harvard Medical School Gordon Hall 25 Shattuck Street, Room 001 Boston, MA 02115
For additional copies of this newsletter or to update a name or address in the On The Brain mailing list, please contact Ann Marie Menting at 617-432-7764 or by email at firstname.lastname@example.org nonprofit org. US Postage Paid Boston, MA Permit No. 53825
HARVARD MAHONEY NEUROSCIENCE INSTITUTE
Council Members: Hildegarde E. Mahoney, Chairman Steven E. Hyman, MD Caroline Kennedy Schlossberg Ann McLaughlin Korologos Joseph B. Martin, MD, PhD Edward F. Rover
ON THE BRAIN
On The Brain is published three times a year through the Office of Communications and External Relations at Harvard Medical School, Gina Vild, Associate Dean and Chief Communications Officer.
Editor: Ann Marie Menting
Editorial Director: Karin Kiewra
Freelance Writer: Scott Edwards
Design: Gilbert Design Associates, Inc.
In collaboration with: Michael E. Greenberg, Nathan Pusey Professor of Neurobiology and Chair, Department of Neurobiology
Harvard Mahoney Neuroscience Institute Harvard Medical School 107 Avenue Louis Pasteur Suite 111 Boston, MA 02115
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Texas Department of Public Safety
Tropical Weather Awareness
Informational Products Distributed by the State Operations Center
Weather Forecast
Lows
Weather Forecast
Wind Speeds
Gusts
Hazardous Weather
Hazardous Weather
It will be hot today with thunderstorms confined to the Davis Mountains and Big Bend.
Weather Warning/Advisories Issued
09/18/16
09/18/16
09/18/16
Fire Danger Forecast
Burn Bans and KBDI INDEX
Fire Activity (*Last 24 Hours)
Reports 532 (no change) fires and 111,440 (no change) acres destroyed this year. There are 56 (no change) counties with burn bans. The Keetch-Byram Drought Index list 113 (+6) counties with an average over 400.
Training
| | TITLE | COURSE |
|---|---|---|
| 10/25/16 | Community Emergency Response Team (CERT) Course | G-317 |
| 09/29/16 | Ham Radio General License Class | HAM-G |
| 09/19/16 | Intermediate Incident Command System for Expanding Incidents | G-300 | | <urn:uuid:9ac64d34-0d49-48cd-ad63-f6202620fb15> | CC-MAIN-2017-13 | https://www.dps.texas.gov/dem/sitrep/GetFile.aspx?id=1919 | 2017-03-27T10:43:20Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz | 887,291,622 | 259 | eng_Latn | eng_Latn | 0.880525 | eng_Latn | 0.968715 | [
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RoboCupJunior Singapore 2010 Super Team DANCE PERFORMANCE
Team Name: _______________________________
Country: _______________________
Co-operation among teams:
give points on the evidence of co-operation
As shown in performance and in presentation.
(e.g. co-operation in human and robots dance, in props and
scenery, etc.)
/14
TOTAL
/14
Presentation:
The presentation prepared by the SuperTeam…
TOTALS
Involved description about each team in the Super Team
(e.g. students background, information of the countries, cities, families, schools, etc. of team members)
/4
Showed enough information on the common performance theme
(e.g. what the performance is about, how did they choose this specific theme? Did the have disagreements?)
/4
Presented difficulties they succeeded to overcome
(e.g. speaking languages barriers, different software languages, different cultures, etc.)
/4
TOTAL
/12
Artistic Design and props:
The appearance of the robot involved…
Artistic use of existing robot(s) was relevant or enriched the performance.
(Note: reward handmade more heavily than commercial, modelling materials may be used as part of design)
/3
Props, eg. multiple robots, lights/moving parts/sound or light effects from original performances
are effectively used.
/4
Props and/or props from original performances are creatively used and completed robot(s)
performance.
(Does human interaction ADD to robot's performance or DISTRACT from it?)
/3
TOTAL
/10
Choreography and use of stage:
The dance performed by the robot(s)…
Included movements and sequencesin timewith the rhythm /beat/change of the music (or
complemented the music).
(robot's movements random = 0, some match to rhythm = 1-2, some parts sharply in time
with music rhythm = 3-4, robots are responsive to change of music and sharply in time with music rhythm = 5-6)
/5
Included more difficult movements/sequences: students took risks.
(basic and repetitive movement = 0, going close to boundary, risking balance, co-ordination between multiple robots, sequencing
robot movement to an event, etc all +1)
/6
Made use of the dance space creatively to provide interest.
(staying in 1 location = 0, moving about large area on the floorORfilling floor area with props =1-2, creatively used space with
robot movement =3-4)
/4
TOTAL
/15
Entertainment Value:
The presentation and performance…
Creatively and innovatively used original performances to create a new performance
(eg.exciting, entertaining, enthralling, humorous, appealing, etc.)
/6
Was varied and non repetitive, used original and/or unusual movements, held interest
/4
Presentation was appealing, creative and innovative
(an overall theme and atmosphere was created; exciting,
entertaining, enthralling, humorous, etc.)
/4
TOTAL
/14
Reliability:
The design and construction of the robot(s) results in…
Robot(s), costumes and decorations were stable and reliable throughout the performance.
/4
Movements were smooth and controlled.
/3
Set-up and performance was within the allotted time
(7 mins max: dance > 1 min, < 2 mins,)
including
restarts
(Reduce score by 1 for every 10 sec over 7 min overallORunder 1 min or over 2 min for performance. Stop
performance if score gets here to zero.
/3
Was performed without restarts (excluding music miscues or factors outside control of team)
Restart 1 (-1) / Restart 2 (-2) / no restart after 1 min (only 2 restarts allowed)
/2
Was performed without need for human intervention
(-1 for each unplanned human contact)
/3
TOTAL
/15
Country: _______________________
Age Group (tick one) PRIMARY/SECONDARY
JUDGE Initials
TOTAL
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Publication DASC-67P
Pasteurella spp.: A Practical Summary for Controlling Mastitis
Turner Swartz, Ph.D. Student, Dairy Science, Virginia Tech Christina S. Petersson-Wolfe, Dairy Specialist, Virginia Cooperative Extension
Pasteurella spp. are contagious pathogens that are seldom reported as a cause of bovine mastitis. Mastitis caused by Pasteurella spp. usually appears as a thick, creamy-yellow, viscous secretion, sometimes with a foul odor. Pasteurella spp. are Gram-negative and similar in structure to other coliform mastitis pathogens. Additionally, when grown on blood agar, Pasteurella spp. have been found to have irregular, rough colonies that produce a musty odor.
Information in this publication was summarized from the National Mastitis Council's Laboratory Handbook on Bovine Mastitis (Hogan et al. 1999).
Where are these organisms found?
Reservoirs of Pasteurella spp. are the upper respiratory tract of mammals and birds.
How does Pasteurella spp. spread to the mammary gland?
The spread of Pasteurella spp. is unknown, but most likely is cow to cow. Under suitable conditions, Pasteurella spp. has been found to spread from the respiratory tract of cows to the udder via the blood or lymph system.
How can you prevent and control mastitis caused by Pasteurella spp.?
When are Pasteurella spp. mastitis infections most likely to occur?
New infections can occur at any time during lactation. Cows with teat injuries are at a higher risk. Furthermore, if an infected cow is confirmed, other cows could be at risk.
How likely is Pasteurella spp. to be cured?
Cows infected with Pasteurella spp. typically do not respond well to antibiotic therapy. Furthermore, cows can become severely ill due to presence of endotoxins in blood, which can result in death.
Quick Notes
* Pasteurella spp. are contagious pathogens that are rarely seen in bovine mastitis.
* The spread of Pasteurella spp. is unknown but is suspected to be from cow to cow.
* Preventing teat injuries and removing infected cows are the main ways to prevent and control this pathogen.
* Pasteurella spp. do not respond well to antibiotic therapy and can cause endotoxemia, which can result in death; thus, prevention is key. is key.
Because Pasteurella spp. can grow in injuries, preventing teat injuries appears to be the best way to control this pathogen from causing mastitis. Due to its contagious behavior, if infection does occur, removing the infected cow from the herd is necessary to prevent the spread to other cows. Until an infected cow can be removed from the herd, the infected cow should be milked with a separate milking unit or segregated and milked last.
References
Hogan, J. S., R. N. Gonzalez, R. J. Harmon, S. C. Nickerson, S. P. Oliver, J. W. Pankey, and K. L. Smith. (1999). Laboratory Handbook on Bovine Mastitis. Madison, WI: National Mastitis Council.
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What you need to know about the MB!
Scouts will operate in patrols. Patrols should be 4 to 8. Groups less than 8 will likely be combined with other smaller groups for labs. There are no formal MB prerequisites.
As with all MBs, Scouts should review the MB book ahead of time. Leaders are encouraged to consider a general review as part of a scout meeting (or two) prior to the event. See the requirements below.
Leaders should turn in Scout-completed Blue cards at check-in.
You'll find following each requirement below:
(b) If applicable, what scouts (and leaders) must know before the weekend and what they must bring with them (IN BOLDFACE);
(a) A brief summary of what will happen during DDD (UNDERLINED);
(c) If applicable, what activities scouts can do ahead of time to lighten their weekend load (IN ITALICS).
The Engineering Merit Badge Requirements
1. Select a manufactured item in your home (such as a toy or an appliance) and, under adult supervision and with the approval of your counselor, investigate how and why it works as it does. Find out what sort of engineering activities were needed to create it. Discuss with your counselor what you learned and how you got the information.
Under supervision from a DDD Instructor, scouts in patrols will dismantle a home appliance and discuss the engineering involved in its manufacture and its operation.
We are working with a northeastern Ohio appliance manufacturer who is attempting to provide us with an adequate supply of the same appliance, so that all scouts can work on the same appliance. If that manufacturer is unable to fulfill that request, each patrol will need to bring a used appliance to dismantle (check with your scouting parents and your local resale shops). If that is necessary, we will identify the type of appliance that must be brought. In either situation, patrols must bring a basic toolkit: check back for a list of required tools.
____________________________________________________________________________
2. Select an engineering achievement that has had a major impact on society. Using resources such as the Internet (with your parent's permission), books, and magazines, find out about the engineers who made this engineering feat possible, the special obstacles they had to overcome, and how this achievement has influenced the world today. Tell your counselor what you learned.
Scouts will watch the PBS American Experience Video on the making of the Hoover Dam. Scouts will then hike to Dover Dam, where DDD Instructors who are members of the Corp of Army Engineers will discuss the construction of both dams.
To lighten your Saturday load, troops may watch the DVD ahead of time. http://www.pbs.org/wgbh/americanexperience/films/hoover/player/ About an hour long - ideal for a scout meeting. It is available at most public libraries.
____________________________________________________________________________
3. Explain the work of six types of engineers. Pick two of the six and explain how their work is related.
4. Visit with an engineer (who may be your counselor or parent) and do the following:
a. Discuss the work this engineer does and the tools the engineer uses.
c. Find out how the engineer's work is done and how results are achieved.
b. Discuss with the engineer a current project and the engineer's particular role in it.
d. Ask to see the reports that the engineer writes concerning the project.
e. Discuss with your counselor what you learned about engineering from this visit.
DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. For those unable to attend Friday night, this session will be presented at lunchtime on Saturday.
____________________________________________________________________________
5. b. Make an original design for a piece of patrol equipment. Use the systems engineering approach to help you decide how it should work and look. Draw plans for it. Show the plans to your counselor, explain why you designed it the way you did, and explain how you would make it.
Scouts will participate in a session where this requirement will be reviewed, and questions answered. On their own time, patrols will work on this requirement throughout the day. Scouts may approach any Instructor at the Dining Hall immediately prior to, or immediately after dinner, to show their plans and explain why they designed it the way they did, and explain how they would make it.
Patrols are encouraged (but not required) to work on this prior to the DDD weekend. Patrols may come to the event with their plan fully completed.
____________________________________________________________________________
6. a. Transforming motion. Using common material or a construction set, make a simple model that will demonstrate motion. Explain how the model uses basic mechanical concepts like levers and inclined planes to demonstrate motion. Describe an example where this mechanism is used in a real product.
Led by Carl H. Hager Jr., Ph.D., Tribology Specialist, of The Timken Company, patrols will construct a model to demonstrate motion.
____________________________________________________________________________
e. Converting energy. Do an experiment to show how mechanical, heat, chemical, solar, and/or electrical energy may be converted from one or more types of energy to another. Explain your results. Describe to your counselor what energy is and how energy is converted and used in your surroundings.
Lead by DDD instructors who are engineering students (and some who are Eagle scouts) patrol will make a Rube Goldbergesq device showing energy conversion.
Check back to see if scouts must bring anything for this requirement
____________________________________________________________________________
7. Explain what it means to be a registered Professional Engineer (PE). Name the types of engineering work for which registration is most important?
9. Find out about three career opportunities in engineering. Pick one and research the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.
8. Study the Engineer's Code of Ethics. Explain how it is like the Scout Oath and Scout Law.
DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. For those unable to attend Friday night, this session will be presented at lunchtime on Saturday. | <urn:uuid:1caf1fd1-d8a5-48d3-9dad-37ff90bc99b1> | CC-MAIN-2017-13 | http://tuscazoar.org/DDW-2013_Engineering_MB_reqs.pdf | 2017-03-27T10:40:40Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz | 362,144,922 | 1,278 | eng_Latn | eng_Latn | 0.999484 | eng_Latn | 0.999604 | [
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Sherida V. Morrison
Biography
Sherida V. Morrison is best described as a motivator, public speaker, and visionary for today's youth and young adults. She is a native of Chicago (South Side), where she serves as Founder and CEO of Demoiselle 2 Femme, NFP. Demoiselle 2 Femme (D2F), French for "Young Ladies to Women" is a 501-(c)-(3) not-for-profit organization with a rich history of providing community-based programs to girls on the far south side of Chicago as well as the south suburbs. The mission of D2F is to provide holistic services, education, instruction and training to assist adolescent females in a successful transition to womanhood. In fulfilling its mission, D2F has provided prevention and education programs to more than 3,000 girls ages 13-19 in the Chicagoland community for almost 20 years.
Under the leadership of Sherida Morrison, Demoiselle 2 Femme challenges girls to utilize critical thinking skills in operation of one of the greatest powers humans possess-the power of choice. The community-based model developed by D2F is an approach which encourages the avoidance of at-risk behaviors as a strategy for success while empowering girls with the hope of accomplishing their educational and professional goals through selfdiscipline, hard work, commitment and service to their community. D2F provides an array of prevention and education programs which address: HIV/AIDS, obesity, teen pregnancy, substance abuse and violence, as well as financial literacy, leadership development, college access, media literacy and STEM (Science Technology Engineering Mathematics) centered programming for girls. D2F is also the convening organization for the South Side Coalition on Urban Girls and Partnership for a Better Roseland. The success of D2F has been featured in the Chicago Tribune, Sun-Times, the Chicago Defender, the STAR Newspapers, N'DIGO and ABC 7 News. The vision of Demoiselle 2 Femme, NFP is to build the HOPE Center for Girls in the Roseland community of Chicago. This state of the art facility will provide social and cognitive development programs to girls ages 12-18 which inspire them to achieve personal, academic and social success. It will also house the first Institute for Research on Urban Girls in the country.
Sherida Morrison obtained a Bachelor of Arts degree in Communications from Southern University in Baton Rouge, Louisiana, and a Master of Arts degree in Sociology from DePaul University, Chicago, IL. Sherida enjoys working with youth and has facilitated workshop sessions and served as keynote speaker at churches, universities, community agencies, and at national conferences across the country. She served as Adjunct Faculty at Kennedy King College for seven years as a professor of Sociology. Sherida is the author of the 3-D P.R.I.D.E. (Power Respect Intelligence Desirable Endurance) curriculum, which is comprised of 40 sessions which uses holistic approaches to teach self-esteem and the voidance of atrisk behaviors to adolescent females. The curriculum is approved by the Illinois Department of Human Services and the U.S. Department of Health and Human Services and is currently being evaluated as an evidence-based approach to reduce teen pregnancy by Chapin Hall of the University of Chicago. She has served on federal grant review panels for the Office of Population Affairs, the Maternal Child and Health Bureau, and the Administration for Children and Families. Sherida currently sits on several community boards, and provides consulting services to state and federal entities through SheVash Consulting where she serves as President. Sherida has received numerous awards and commendations which include the "Community Treasure's Award" from the office of Dorothy Brown, Clerk of the Circuit Court of Cook County IL, "Women and Girls Inspiring Change Award" of Global Girls Inc., "Leading Ladies of Chicago Award", "Leadership Service Award" from the Christian Guild of Chicago, and "Woman of the Year Award" on behalf of Working on Wholeness Inc.
For more than 20 years, Sherida Morrison has dedicated her time and resources to teach a generation with a questionable identity-leadership, integrity, and service that will refute and eradicate all questions and doubts concerning their future. Sherida ultimately believes that "leadership by example" is critical to the personal, social and educational success of youth. She feels that "youth are the heartbeat of our community, and as adults we have the ability to either produce a healthy heart or contaminate the very blood it needs to survive!" | <urn:uuid:59c02a40-d8be-48a9-8f46-03abd254f5b2> | CC-MAIN-2017-13 | http://demoiselle2femme.org/wp-content/uploads/Bio-Sherida-Morrison-PDF.pdf | 2017-03-27T10:45:17Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz | 91,687,263 | 926 | eng_Latn | eng_Latn | 0.994657 | eng_Latn | 0.994747 | [
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Mission Creek Sail Tours
Sailing Fundamentals
"Something about sailing a boat brings so many senses and sensations into play that it's very difficult to pinpoint what it is, specifically, that makes me like it so much: the sight of sails and sheets overhanging the water; the foam and spray flying as the bow cuts the water; the motion of the boat; the physical and mental ballet necessary to handle the boat correctly. A sailboat might just be the most beautiful, sensuous, and intelligent blend of man/machine/elements that exists in the world today. The relationship between the three is the most harmonious I have experienced so far.
Besides, you can have a beer while you do it."
Introduction
The stated purpose of the Mission Creek Sail Tours is to provide you a fun, memorable, enjoyable and most of all safe day on San Francisco Bay.
When you participate in an MCST sailing event, one of the most important goals is for you to have fun. That being said, there are also things you need to know about the boats you'll be sailing on and sailing in general. The following is not meant as any kind of instruction, it is just to give you an overview on what to expect and some basic knowledge so you can get the most out of your time on the water.
Before stepping into a sailboat and going for a sail there are some important things to know. A typical day of sailing involves: preparing and rigging the boat at the dock, leaving the dock, sailing on different points of sail, trimming the sails, tacking, jibing and finally landing back at the dock (hopefully with the same number of persons aboard you left with). Most of the previous tasks will be handled by your MCST Captain and Crew.
Safety First
In addition to having fun, safety is of primary importance. Your MCST Captain has years of practical experience and is a USCG licensed professional. It is extremely important that you follow his instructions. If, at any time, the skipper feels that there are problems, he may, and probably will, terminate the sail. Also, if you, as part of the crew, for any reason, feel uncomfortable or your safety compromised, you can, and should, request to be taken back to the dock.
During races, all skippers and crew are required to wear a PFD (personal floatation device) per YRA rules. During introductory sails, your skipper may ask you to wear a PFD. If you choose not to, you may, and probably will, be returned to the dock.
Your first sail
Stepping onto a sailboat can be tricky. Because of this it is important to do several things first. When getting onto a boat, make sure that both hands are free. Hand your gear to someone already on the boat or set it down inside the lifelines. When stepping onto the boat get on at the widest part, hold onto the shrouds and then step over the lifelines. Never, ever, jump into, or off of, a boat.
The position of the helmsman (the individual who steers the boat) and the crew (the individuals who do not steer) are important to sail safely and efficiently. The skipper usually stands or sits on the windward side (the side of the boat the wind hits first) and the crew may be asked to move to the high side as well when they're done with their assignments. This helps to balance the boat as much as possible in the water.
If you need to go forward while the boat is underway, move up the windward side of the boat, keep low (crawl if you have to) and always keep one hand on something solid (not the lifelines). Finish what you went forward to do quickly (and safely), then return to the cockpit as soon as possible.
Rules of the Road
* A sailboat will always give way to
o A disabled vessel or a vessel not under command
o Vessels restricted in their ability to maneuver
o A vessel restricted by draft
o A vessel engaged in fishing
* When one sailboat meets another
o A boat on a port tack shall give way to one on a starboard tack.
o If on the same tack, the windward boat shall give way to a leeward boat when on the same tack.
o A boat that is overtaking shall give way to a boat ahead, regardless to the type of vessels or tack.
o A boat coming about (tacking) or jibing shall give way to a boat on a steady heading. Thus, if your vessel is the stand-on vessel you are required not to turn or alter course. If the stand-on vessel does alter course it must be to avoid a collision. If your vessel is the give-way vessel you must turn away from the stand-on vessel to avoid a collision.
Basic Sailing Fundamentals
Sailboats move through the water by a combination of the force of the wind in the sails and the resistance of the keel in the water. Most of the time, depending on the "point of sail", the sails on a modern sailboat will also generate lift, much like an airplane wing, and help pull the boat forward.
The natural tendency of a sailboat is to heel, that is to lean away from the wind. In fact, that's what they're designed to do. When a sailboat heels, the waterline of the boat increases and that helps the boat go faster. Most sailboats today are designed for a heeling angle of about 20°.
Strong gusts of wind can push the boat over quite a bit and that can be intimidating, but not to worry; the keel, a big chunk of iron or lead, hanging from the bottom of the boat will keep the boat from capsizing.
Changing Directions: Turning the sailboat away from the wind is to fall off or bear away. Turning into the wind is to head up or harden up. As the sailboat falls off the sails should be eased or let out. As the sailboat heads up the sails need to be trimmed or moved toward midline. When one changes the point-of-sail it is advantageous to change the position of the mainsail before or during the maneuver, not after. For example, if one is going to change from a close reach to a broad reach, you should change the sail position before completing the turn or the wind will hit the sail at 90 degrees and may excessively heel the boat.
Changing Directions through the Wind: Sailing directly into the wind is impossible and sailing directly downwind is difficult and tricky. There are two basic maneuvers to change directions through the wind — Tacking (Coming About) and Jibing. We use one of these two maneuvers anytime the change in our course causes the wind to change from one side of the boat to the other. Both maneuvers will accomplish this objective. Tacking does so by taking the bow (the pointy end) through the wind. Jibing does so by taking the stern (the other end) through the wind. Which one you choose depends upon a number of factors. First is the direction you want to turn. Is it easier to turn to starboard (boat's right) or to port (boat's left) to steer to your new objective? If the closer turn takes the bow through the wind, it is generally better to tack. If it is closer to turn downwind and take the stern through the wind, then generally jibing is the desired maneuver. Other factors to consider are wind strength and proximity to obstructions such as shoals, wharfs or other boats. In stronger winds, jibing can be a more challenging maneuver, often intimidating less experienced sailors as well as subjecting the boat and its equipment to serious stress due to the rapid shift of the wind force from one side to another. If conditions warrant we'll probably do what we call a "Chicken Jibe" which is heading up and tacking around the long way.
Tacking: In this maneuver, the bow of the boat goes through the wind as one changes from a close-hauled point-of-sail on one tack (direction) to a close hauled point-of-sail on the other direction. Only the jib needs to be adjusted, the working sheet of the jib is changed and the new working sheet is placed on a winch. The mainsail is left alone and will by itself often assume the correct position.
Commands
* Skipper - Ready about!
* Crew - Ready!
* Skipper - Helm's Alee!
* Skipper - Trim to course!
Jibing: In this maneuver, the stern of the boat goes through the wind as one changes from a broad reach on one tack (direction) to a broad reach in the other tack (direction). Both the jib and mainsail will need adjusting. The mainsail is first centered, the turn made and the mainsail is then let out. Be sure the mainsheet is free to run! The jib's working sheet is changed and the new working sheet is placed on a winch.
Commands
* Skipper - Prepare to jibe!
* Crew - Ready!
* Skipper - Center the mainsail!
* Crew - Centered!
* Skipper - Jibe Ho!
* Skipper - Trim to course!
One may wish to divide a jibe into a series of steps. First, enter a deep broad reach. This is the point-of-sail just before the jib starts to flap as the mainsail blankets the jib's wind. Turn the boat directly downwind in a run and sail Wing-on-Wing. The jib and jib's working sheet can now be switched to the outer side of the boat and adjusted for the new point of sail. Next, center the mainsail and jibe the boat. Unlike coming-about, in a jibe the boat only needs to be turned a few degrees to allow the mainsail to switch to the other side. Once the mainsail swings to the other side, quickly ease its sheet and trim the main for the new tack.
Finally
It's been said a great day sailing is one that ends with the same number of people you left the dock with and they all have their limbs and appendages in roughly the same condition; and every MCST sail has been a great sail! We plan on keeping it that way.
We encourage everyone to provide feedback to our Staff so we can continue to improve our program.
Email: email@example.com | <urn:uuid:22d19b26-926c-43f7-8b14-fe274afbddf0> | CC-MAIN-2017-13 | http://sfsailtours.com/docs/Sailing_Fundamentals.pdf | 2017-03-27T10:34:35Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz | 311,861,776 | 2,175 | eng_Latn | eng_Latn | 0.998645 | eng_Latn | 0.998965 | [
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Date of completion: 27 July 2006
BLOWING SUNSHINE #2: TRANSFORMING INCONVENIENT TRUTHS INTO CONVENIENT TRUTHS
John Cairns, Jr.
Department of Biological Sciences, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061, USA
Often it does seem a pity that Noah and his party did not miss the boat.
Mark Twain
A comedian has a hard time making a living when Congress is in session.
Will Rogers
So many opportunities exist to "blow sunshine" these days, that I could not resist another try.
1. The inconvenient truth is that the US Congress is pushing new legislation that could, if passed, eliminate the ability of California and other US states to ban or strictly limit the use of pesticides and toxic industrial chemicals that can jeopardize human health (Coile 2006). The convenient truth is that it will make the United States more egalitarian – all citizens will share the same health risks. How much more democratic can it get?
2. The inconvenient truth is that Governor Ernie Fletcher, US State of Kentucky, uses a Lincoln town car, driven by a state trooper, to go to and from his government office across the street from his residence. The governor, a physician by training, has been urging his constituents to walk for their health (Associated Press 2006). In my home state of Virginia, and in West Virginia, the governors walk the short distance from residence to office daily. However, Governor Chris Gregoire (Washington), Governor Rick Perry (Texas), and Governor Harley Barbour (Mississippi) routinely ride to work from their homes next door. Security is the reason given for avoiding a walk across the street; however, walking across the street could give the non-walking governors some sense of the risks that American service people face in Iraq. The governors might even be given token hazardous duty pay for walking across the street, which would save taxpayers money, release the state trooper or other driver for other duties, and even make a tiny reduction in greenhouse gas emission. The convenient truth is that most citizens walk to their offices if they are near their residence.
3. The inconvenient truth is that "Deliberate obsolescence in all its forms – technological, psychological, or planned – is a uniquely American invention. Not only did we invent disposable products, ranging from diapers to cameras to contact lenses, but we invented the very concept of disposability itself" (Giles Slade, author of Made to Break as quoted by Grossman 2006). However, even proponents of planned obsolescence (i.e., throwing things away) are beginning to be concerned that humankind is running out of "away." Perhaps the era of the "throwing" culture is ending. The convenient truth is that people are beginning to realize this is not a sustainable lifestyle and are slowly moving toward a sustainable lifestyle.
4. Cigarette smokers rejoice! Smoking is not bad for human health (or at least not as bad as everyone states). For example, smoking need not damage fertility (Goodchild and Hodgson 2006). In fact, some World War II era movies depict every alluring female and virile male star smoking cigarettes. Since they were rarely married, too much fertility was doubtless a major concern. So, ignore those health nuts and light up, folks!
5. People living near proposed nuclear plants and wind farms in Britain will lose their rights to question the necessity of these developments or their own general safety (Henderson and Smith 2006). Get with it folks, democracy is just too indecisive and time consuming! Power to the people (nuclear power, that is)!
6. Theoretical physicist Stephen Hawking asked: "In a world that is in chaos politically, socially, and environmentally, how can the human race survive the next hundred years?" (Sample 2006). The inconvenient truth is (as Professor Hawking hinted in his seminar in Hong Kong recently) to leave Earth and occupy another planet. The convenient truth for the 30+ million other species with which humans share the planet is: "hey, we don't have to put up with these humans much longer; then we can get to work restoring our planet."
7. The 178-nation "Happy Planet Index" confirms that people can live long, happy lives without consuming large amounts of Earth's resources (BBC News 2006). The index, developed by the New Economics Foundation, is based on consumption levels, life expectancy, and happiness rather than national economic wealth measurements such as GDP. The inconvenient truth is that, among the world's largest economies, Germany is ranked 81 st , Japan 95 th , and the United States 150 th (out of 178). Despite many material possessions, the United States ranks low in the happiness index. The convenient truth is that one need not "shop until you drop," especially if material possessions do not ensure happiness but do impoverish future generations. The highest ranked country (Vanuatu) has far fewer material possessions than the United States.
8. The inconvenient truth is that "spin doctors" are altering the interpretation of scientific evidence that offends special interest groups. The "pocketbook nerve" is the most sensitive in the human body (my undergraduate advisor Professor Robert Enders of Swarthmore College used to say). These tactics are used to imply that a statement is absurd without actually stating that it is untrue. In the United States, many people use "spin" as a pejorative term, indicating a heavily biased viewpoint. All too often, the spin doctor's professional credentials do not accompany the statements. The credentials, if any, can easily be found, however, through any Internet search engine for scholars. People point out to me articles in magazines and newspapers that have contrary viewpoints to mine. My usual answer is to ask about the evidence for the contrary viewpoint and about the author's scientific credentials. Gullible humans may fall for spin, but the convenient truth is that is has no impact on natural laws.
9. The inconvenient truth is that the scenic Eiger Mountain in Switzerland is crumbling because the Grindelwald Glacier, which used to support the rockface, is melting (Swinford 2006, Bott 2006). The convenient truth is that the Swiss are flocking to the area while they can still view this disappearing national treasure – thus, boosting the local economy.
10. The inconvenient truth is that the world is experiencing a major demographic shift as populations of many countries age. In 2020, about one-third of Shanghai China's present 13.6 million will consist of people over the age of 59 – a profound demographic shift (French 2006). In China, this change will result in a shortage of cheap labor and emerging problems, such a health care, that are associated with a large group of elderly citizens. Most mammalian species do not have such
problems because starvation, disease, and predators eliminate any aging population. However, at age 83, this "solution" lacks appeal, even though the process is part of nature's laws, which humankind proclaims as part of the interdependent web of life. Another solution would be to cease using the cheap labor that results from exponential population growth for the purpose of making more "stuff" (material goods). With a 24% ecological overshoot, Earth cannot afford to have natural resources used at a rate far greater than the replacement rate. The convenient truth is that the time saved by not "shopping until you drop" can be used to watch sunsets and even talk to other people.
11. A major issue at stake in the United States and elsewhere is whether policy decisions should be based on evidence or on ideology (Editorial 2006). For example, National Aeronautics and Space Administration scientist James Hansen stated: "In my more than three decades in government, I have never seen anything approaching the degree to which information flow from scientists to the public has been screened and controlled as it is now" (Editorial 2006). The inconvenient truth is that governments and corporate funded "think tanks" are distorting scientific evidence and denigrating the scientists who published the evidence in peer-reviewed professional journals. The convenient truth is that scientists are speaking up about this tragic situation and, perhaps, the pubic will respond.
12. The inconvenient truth is that women outnumber men by a substantial margin in most US colleges and universities. The convenient truth is that, in a type of reverse affirmative action, small colleges and universities are establishing football teams to increase male enrollment, and the plan is working (Pennington 2006). Since this new gender divide will have females in laboratories and males on the football fields, the plan may also help stabilize the human population.
13. The inconvenient truth is that Britain's frogs and toads face the threat of extinction (Roberts 2006). What effect will this situation have on all the children's books produced in Britain? Mr. Toad – never heard of him. The convenient truth is that this extinction provides a dazzling array of opportunities for writers of children's books. Writers can use species with which today's children are acquainted – Mrs. Cockroach, Mr. Housefly, Childe Ant, etc.
14. The inconvenient truth is that scientists testing the deep geologic disposal of the greenhouse gas carbon dioxide find that, although it seems to be staying where it is put, it is chewing up minerals (Kerr 2006). However, carbon dioxide might possibly reach an overlying aquifer. The possible convenient truth would be carbonated well water.
Acknowledgments. I am indebted to Darla Donald for typing the handwritten draft and for expertise editorial assistance.
LITERATURE CITED
Associated Press. 2006. Kentucky governor takes time to cross the street. MSNBC News 28 June http://www.msnbc.msn.com/id/13597660.
BBC News. 2006. Happiness doesn't cost the Earth. BBC News 12 July http://www.news.bbc.co.uk/1/hi/5169448.stm.
Bott, M. 2006. Swiss tourists flock to watch Eiger mountain crumble. The Independent 14 July http://www.news.independent.co.uk/europe/article1174345.ece.
Coile, A. House eyes national toxics law. SF Gate 13 July http://www.sfgate.com/cgibin/article.cgi?file=/c/a/2006/07/13/MNG20JU7DK1.DTL.
Editorial. 2006. Don't ask, don't ask. Boston Globe 22 June http://www.boston.com/news/globe/editorial_opinion/editorials/articles/2006/06/22/dont_ask_ dont_ask?
French, H. W. 2006. As China ages, a shortage of cheap labor. New York Times 30 June Late editionfinal, Section A, p. 1, col. 2.
Goodchild, S. and M. Hodgson. 2006. Tobacco industry: smoking isn't bad for your health. The Independent 12 July http://www.news.independent.co.uk/world/americas/article1090210.ece.
Grossman, E. 2006. Them's the breaks. Grist Magazine 29 June http://www.grist.org/advice/books/2006/06/29/grossman/index.html.
Hendersen, M. and L. Smith. 2006. Britain to enter a new nuclear age, whether you like it or not. Times Online 12 July http://www.timesonline.co.uk/printFriendly/0,,1-2-226158-2,00.html.
Kerr, R. A. 2006. A possible snag in burying CO2. Science 28 June http://www.sciencenow.sciencemag.org/cgi/content/full/2006/628/3.
Pennington, B. 2006. Small colleges, short of men, embrace football. New York Times 10 July Late edition-final, Section A, p. 1, col. 2.
Roberts, G. 2006. Britain's frogs and toad face threat of extinction. The Independent 7 July http://www.news.independent.co.uk/environment/article1164564.ece.
Sample, I. 2006. Hawking turns to Yahoo for answers to his big question. Guardian Unlimited 8 July http://www.guardian.co.uk/science/story/0,,1815754,00.html.
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Creationists vs. Geologists and Evolutionists
A naturalist's thoughts about science and religion Based on a talk presented by Ben Gadd at The Grand Prairie College Festival of Science, October 2005
In March of 2003 I received a disturbing e-mail.
Hello Mr. Gadd,
My name is [withheld] and I am currently taking a high school philosophy class. My art teacher referred your name to me so I could ask you some questions. Over the past week our philosophy teacher has been talking about evolution, and some ideas of why it is wrong. (He truly believes it is wrong.) There are of course some holes in the theory of evolution, but not enough to toss it out the window.
He has also made the claim that the Earth is only 5000 years old. Today we talked about Mt. St. Helen's and when it exploded. He brought up some very interesting points on some very interesting topics. Mr. [withheld] told us today that the Grand Canyon was formed over a couple of days, and that dragons (the ones from our fairy tale books) do exist. Could you please help me defend science and make good points? Here are some of the questions that arose today in our classroom:
1. How was the Grand Canyon formed? (and is it fact of how it was formed?)
2. Is there a possibility of it forming any other way?
3. How are coal layers/oil pits formed?
4. How long do they take to make?
5. Could dragons ever exist? (the ones from books, not lizards of today)
6. Could dinosaurs ever co-exist with human beings?
7. How old is the Earth?
8. How is it proved how old the Earth is? (not using radio-metric dating or layers of the Earth)
9. How long does it take mountains to form?
We have discussed all of these questions in our classroom and our teacher believes that he is right without a doubt. He does not want to discuss things that he does not know about (how oil is formed and how long that takes) so our class is having a hard time trying to convince him otherwise. If you could please email me back with some answers or explanations you would be of great help!
Uh oh. The topics were familiar, seen often in literature issued by proponents of Christian creationism. I'm a naturalist with a degree in Earth science and a special interest in geology, so I'm always speaking to the public about geological time and the results of evolution, which means that I'm always having to deal with questions like these. I responded to the student right away, providing the answers that science has discovered.
Ensuing e-mails brought more questions, and soon I was invited to speak to the class. The course was being offered in a public high school in a nearby town. It was being taught as an elective by a shop teacher who was, indeed, a creationist. I spoke with him over the phone. He was friendly. Yes, he agreed that he was pushing the envelope on this. I could have gone to the school board about it. But he did have a genuine interest in
philosophy—his course outline included the ancient Greeks and so on—and he was teaching the subject on his own time.
I decided to keep an open mind. Perhaps the course was a good thing. Perhaps high-school students should be exposed to the issues surrounding the argument between scientists and creationists.
The teacher told me further that he wasn't really interested in debating me. Nor was I interested in possibly making him look bad in front of his students. (I'm a teacher myself and know how that feels.) He was happy to have me attend as someone knowledgeable about geology who could speak to whatever was on the students' minds.
I did attend, driving two hours through blowing snow to get there. The class was packed, because the teacher had invited students from the previous year to sit in. A student asked me if it was okay to videotape the proceedings. Sure.
The teacher invited me to speak first, so I began by reading some passages from a handout I had written just for this class, to show where I was coming from. One of the paragraphs posed a question:
Suppose we are listening in on a debate between two brilliant people. One is a Christian creationist, the other a biologist who studies evolution. Each is trying to show that the opposing ideas are wrong. The arguments go round and round. Who will win? Who is right? Which philosophy do you support, that of religion or that of science?
"Let's actually vote, just for fun," I said. "How many of you would side with science's view of geology and evolution over the religious view?"
Surprise: nearly everyone was pro-science! Yet this high school served a rural area that was home to many fundamentalist Christians.
"Okay, now how many of you would side with the religious view?"
Only one student put up her hand. She sighed and looked resigned. I guess the teacher had not been very persuasive in trying to convince the students that Genesis was literally true.
I asked for questions. Here was the first one: "Mr. Gadd, how do geologists know how old rock is? I mean, how do they really know?"
I explained that the work of Albert Einstein was essential for this. The students were impressed. Einstein!
Indeed, we can thank Einstein for reliable rock dating. His special theory of relativity gave us the mathematics for computing accurately the half-lives of radioactive elements. Any rock that was once molten contains radioactive elements, and those elements—isotopes, properly speaking—become part of various minerals when the rock solidifies. Then, through radioactive decay, the isotopes gradually change. By determining the proportion of an original isotope to one resulting from radioactive decay, you can work out the time that has elapsed since the rock solidified.
Creationists are always attacking radiometric dating. And most people do not understand how fossils can be used to assign ages to sedimentary rocks, which have never been molten. So that was the next question: "What about fossils? How can you tell how old a fossil is?"
I drew on the board, showing a layer of shale. Imbedded in the shale was a fossil snail. I told the students to think of this snail as an index fossil: a species that is easily identified and found in many places around the world. Further, to be a good index fossil it had to be a species that wasn't around for very long, maybe for only a few million years. The students laughed. Only a few million years? I laughed, too. "Geologists have this distorted sense of time …"
I turned back to the drawing and added a layer of lava below the shale. "Since the lava was deposited before the shale, the snail can't be any older than the lava. Not any older than 20 million years. We don't know how old the snail is. It could be a lot younger than 20 million years. But it can't be any older, right?"
The students nodded. So did the teacher.
Then I drew another layer of lava, this one above a layer of limestone. And in the limestone I drew the same species of snail. "In this case the limestone was deposited first, then the lava flowed out on top of it. Let's say the lava was dated to be 15 million years old. That means the snail can't be any younger than 15 million years. We are tempted to think that this species of snail existed only between 15 and 20 million years ago, but just to be sure, we look at lots of situations like this, using the same species of snail, and we never find an example that shows the snail to be older than 20 million years or younger than 15 million years. So we conclude that any rock containing this particular snail, anywhere in the world, is between 15 million years old and 20 million years old. By using the snail, we can date the rock."
The students got it. One of them thumped the desk. "Right on!"
And so it went. I answered other questions about how geologists once tried to deduce the age of the Earth from the saltiness of the sea (they were way off), how mountains are made, how plate tectonics works, how evolution works—and then the class was over. The teacher, who had spoken very little the whole time, thanked me. So did some of the students as they picked up copies of my handout. One of them said, "You really know your stuff, Mr. Gadd."
That was gratifying, but what struck me more was that I had learned this 'stuff' forty years ago in Geology 101 and Biology 101, yet it was still being taught today. Forty years is a long time in science. Basic concepts of geology and biology have been holding up well.
I walked down the hall with the creationist.
"So what do you think?" I asked him. "Was this worthwhile?"
"Well, you certainly had the answers they were looking for," he replied. He looked down.
"But how about you? Did this clear up anything for you?"
"No, I take my instruction from the Bible. I just wish I could do more. Kids are so mixed up today. All this drug stuff. Crime. Girls getting pregnant at 14."
"That concerns me, too."
We had reached the door. We shook hands. As I drove home (the snow had turned to rain), I thought about the long-running conflict between science and religion. Soon after arriving I turned my student handout into an essay. Here is the most recent version.
cience versus religion? This is a matter of fact versus belief. Beliefs that are incorrect should yield to scientific rigor, and most do, but not religious beliefs. Religious beliefs sustain themselves despite the lack of evidence for them. They are cultural, not logical. They don't have to be true. They just have to be shared among likeminded people. If your mom and dad brought you up to believe in God, and most of those around you believe in God, then you're going to find it difficult to disbelieve. S
To my way of thinking, here are some of the more important differences between science and religion.
1. Science is about understanding the natural world. You gain information about it firsthand, or by referring to the work of others who have that first-hand experience. You use your eyes and ears and brain. You extend the reach of your senses by using equipment— laboratories, microscopes, telescopes, computers, space probes. You apply logic and mathematics. You believe that, through reason and effort, you can figure out how the natural world works. This is an article of faith among scientists.
In science, knowledge comes from gathering evidence and testing ideas. Something about the natural world catches your interest. For example, you see an insect walking across the snow in February. This puzzles you. How can it live at temperatures below freezing? You identify the bug—it's a type of crane fly, scientific name Chionea— and you check out the scientific literature about it, looking for an explanation. You can't find one. So you formulate an idea of your own: perhaps Chionea crane flies have some kind of antifreeze in them. You capture a few specimens and take them to a laboratory that can identify the various compounds in their bodies. The lab does the analysis and reports the results to you: the bugs contain unusually large amounts of glycerol, which is a natural form of antifreeze. You were right!
This is how science works. Ask a question, formulate a possible answer (the "hypothesis") and test it by gathering evidence. In science, things divine are not required. In fact, they are not acceptable.
2. Religion is also partly about the natural world, but it is about much more than that. In many religions the natural world is explained through accounts of the creation of the Earth and how the animals, plants and people on it came to be. Then religion goes further. It deals with the supernatural, meaning things that lie outside our senses and beyond our understanding. Religion offers knowledge of gods, ghosts and demons.
Religion takes on difficult philosophical problems and provides answers. It tells us what is good and what is evil, how we should live our lives and how we should interact with others. It tells us what happens after we die. Divine intervention in the natural world is assumed, even desired. Most religions show us ways in which we can influence events, and some predict the future.
3. Rather than using evidence, religious knowledge is typically revealed from divine sources and handed down from one generation to the next, often in the form of sacred books. Reading these books critically is unnecessary and not encouraged. One need only believe and act accordingly.
In most Judeo-Christian religions the pressure to believe is strong. Same with Islam. In some religions one can be punished in various ways for not believing. In the Judeo-Christian tradition one can be punished after death, in hell. For believers who live righteous lives, heaven awaits.
4. Religious beliefs resist change. Religions pride themselves on how old their beliefs are and how long they have endured without significant alteration. Religious change is typically a painful process for those involved. For example, the Catholic Reformation of Europe sparked wars, caused countless deaths and brought on the horrors of the Inquisition. Religious intolerance has had a lot to do with the settlement of North America by people wanting to escape persecution.
5. Science, on the other hand, welcomes change. (Some individual scientists do not. I have heard it said that "science advances when old professors retire.") Scientific understanding improves as more knowledge is acquired, better tools are brought to bear and different minds do the analysis. Science is self-correcting. As time goes by, ideas that are shown to be wrong are replaced with newer, better ones.
In my career I have had the pleasure of working with scientists. On occasion I have done a little science myself, learning a few new things about the Canadian Rocky Mountains. Some of these observations have raised questions that I may never be able to answer, but I won't be invoking supernatural forces by way of explanation. In science, the statement "I don't know" is perfectly acceptable. Perhaps someone, some day, will do the work required to find out.
he gulf between science and religion is wide. It has to be. History has shown that science and religion—especially some branches of Christianity—have not been a good mix. That's because scientific discoveries have contradicted passages in religious texts such as the Old Testament. In response, many of the world's politically powerful religious bodies have held science back and oppressed scientists. Science has had to break free from religious control to become what it is today. The Enlightenment period of the 18th century, when intellectual and religious freedom swept Europe, provided that opportunity. Science has since become very strong, in no small part because, for its own good, it is completely secular. T
What, then, does one make of "creation science"? The science/religion divide has not stopped some Christian believers in divine creation from trying to combine science with biblical revelation—by relating the geological time periods to Genesis, for example—but without success. Failure is to be expected. The effort seems pointless.
Some fundamentalist Christians attack science, attempting to discredit wellestablished scientific ideas. They pick away at what they perceive as inconsistencies and unknowns. Yes, there are certainly inconsistencies and unknowns in science. Solving such problems is what science is all about. But these issues are far fewer and less serious than creationists make them out to be. The edifice of science is in no danger of crumbling. Nor is science out to destroy the edifice of religion. 1
Yet the creationist camp is clearly anti-science. It keeps pressing its argument, which seems to boil down to this: science is wrong about the geological history of the Earth and the evolution of human beings, and thus we should all accept the explanations given in the Bible instead. Since there is no hard evidence for these concepts, they must be taken on faith.
Okay, lots of things can be taken on faith, but there are all the other biblical interpretations available, and all the other sacred books in the world claiming to be correct. How does one choose?
This is why Canadian public schools are secular. Adopting only the Christian view would be undemocratic, and observing the many religions represented among the students would be impractical.
As a nonreligious person I don't have any quarrel with most creationists. Let them believe whatever they wish. However, I am disturbed by the work of those creationists who call themselves "creation scientists." They promote an idea called "intelligent design," which is another term for divine intervention. Mainstream geologists and biologists have looked into the published results of creation science. They have found many errors. Essential information is often left out—easily accessible facts that any diligent researcher could have located in the scientific literature. Minus these facts, some creationist claims look plausible. But with the missing information included, such claims are obviously incorrect. For many examples of this, go to www.talkorigins.org.
Creationists who try to pass off flawed studies as proper science must know that they are violating a fundamental rule of the scientific method, which is to account for all the known information that bears on one's findings, leaving nothing out intentionally. To ignore relevant data is poor science. It won't stand up to peer review, which is to say that it won't be accepted as valid by eagle-eyed, PhD-level scientists who are acknowledged experts. To them, failing to tell the full story is a form of intellectual dishonesty. 2
For this reason creation science has been labelled pseudo-science, meaning false science, and dismissed. For the many well-intentioned, sincere creationists who teach in religiously oriented schools, this is unfortunate. The source of their information has been
1 Still, as Richard Dawkins explains so cogently in his book The God Delusion, scientists are free to examine religious claims objectively. When they do, such claims are routinely found to be unsupportable. Thus, science does tend to discredit religion. Dawkins presents convincing scientific and historical reasons for his view that religion is actually a bad thing.
2 In 2004 I visited the Creation Evidence Museum in Texas (www.creationevidence.org), a project of creation science. I was not impressed. The exhibits were not credible, among them "human" footprints in Cretaceous rock (dinosaur-era rock). Such prints have long been known to have been faked, as the people who carved them have freely admitted. The people working at the museum must have known this. Yet they were telling the visitors that the carvings were natural. This was not ethical behavior.
tainted. I know some of these academics, and I feel for them. But next to mathematics, science is the most rigorous of the academic disciplines, and creation science will not become a widely accepted field of study until its practitioners improve the quality of their work.
What about scientists who also practice religion? How can they do that? Is it possible to accept both the scientific and religious belief systems? Indeed it is. The physicists Isaac Newton, Michael Faraday and James Maxwell all are known to have believed in God. (Einstein, thought by some to believe in God, probably did not.) I know geologists who do science from Monday to Friday and worship in Christian churches on the weekend. Somehow they manage to balance their beliefs.
Is it possible to show convincingly that our world was created by a divine being? After all, the idea of a universe that created itself from nothing is hard to swallow. Surely there must have been something there. To say it was God, though, begs the question. Where did God come from? Some sort of god-creator? And who or what created that?
This problem reminds me of an oft-repeated apocryphal story about an elderly person who, at the end of a lecture about the origin of the Earth, raised her hand to insist that our planet rested on the back of a giant turtle. When the speaker asked her what lay beneath the turtle, the person replied, "Another turtle, of course." And below that? "Ah, you're very clever, young man," came the retort, "but it's turtles all the way down."
That's amusing, but thinking about the ultimate origin of everything leaves me pasted on the front of science's speeding bus. The Big Bang, quantum mechanics, the concept of infinity, the idea that nothing, nothing at all, lies outside the universe, even though we seem to be inside it—well, it's just too much. It's frightening. My brain can't handle it. How inviting it would be for me, as for so many people the world over, to substitute comforting belief for things I simply cannot understand.
But I won't let myself do that, not when a few brave and brilliant minds have taken on the basic mysteries of the cosmos and turned paradox into paradigm. Stephen Hawking is one such scientist. This is a person who can study the bizarre workings of a black hole and reduce them to sensible equations. Perhaps someone with Hawking's intelligence and skill will one day bridge the gap between science and religion. 3
In the meantime, I prefer science. There is a wonderful cleanness to it, an openness. 4 In good science, what you see is what you get.
What you get are answers to some fundamental questions. You want to know the purpose of life? Read a good general biology textbook, and you will find that life appeared on its own, as an inevitable consequence of our planet's chemistry, and it exists
3 In 2003 Random House published The Probability of God: A Simple Calculation That Proves the Ultimate Truth, by physicist Stephen Unwin. The book concludes that there is a 67-percent chance that God exists. But this result depends on numbers assigned subjectively. So the conclusion of numerous philosophers and theologians still stands: the existence of God can be neither proved nor disproved.
4 Well, not completely clean and not completely open. Science has always served the military, often in secret, to produce weapons and other tools of war.
simply to reproduce. 5 DNA replicates itself, and all else follows from that. What is this process we call "thinking"? It's neurons firing along pathways in the brain. What are emotions, what is the "self," and what is reality? More of what we merely perceive these things to be, depending on what's physically going on in our heads. (If you doubt the electrochemical basis of mental processes, consider the many pharmacological creations that will put you out of your mind.)
Sounds awfully cold, doesn't it, this view of the world? Yet it is a view I have come to accept, even to cherish. Here's why.
* For me it's science only—except in my imagination. I wasn't brought up in a religious family. My mother was a doubter, my father was an atheist, and I spent very little time in Sunday school. Still, out of interest I read some of the world's great sacred books—the Bible, the Koran, Teachings of the Buddha, works of Hinduism, the Book of Mormon— and found in them much that was interesting, even uplifting. I also found them to be full of things that were clearly untrue. Some of what I read offended me.
So to this day I have no religion. Nor do I miss having one. The natural world alone is quite acceptable to me. It has order. In most ways it makes sense. And that is enough. I seldom think about gods, ghosts, clairvoyance and other things supernatural. I am, in more ways than one, a natural-ist.
I will admit, though, to writing a novel in which the supernatural is front and centre. People ask me about that. They say, "Ben, how could you write a book like Raven's End and not believe what you have written?"
My reply is that it's only a story, and in a story the author can write whatever he pleases. In Raven's End it was important to the plot of the novel to invent a raven creation story and other things that I attributed to raven culture. I was assuming, just for fun, that these very interesting, very smart birds were capable of having their own system of beliefs. Who knows? Perhaps they actually do. It also pleased me to write as if raven mythology were true, as if some ravens could be immortal, as if animals could speak with one another, as if deities existed. Why not? This is the joy of imagination.
* A naturalist's world view. The real world, the natural world, is more beautiful and mysterious and surprising than anything a mere writer could ever invent. I love that world. As a naturalist, teacher and interpretive guide, I have made nature my life's work. Doing so has been satisfying and rewarding. The fact that natural history does not have all the answers doesn't bother me. Science can never have all the answers. Science has given us the Heisenberg uncertainty principle, which tells us that we cannot know everything.
This truth has set me free. I don't dwell on whether God exists or whether there is an afterlife. These things are neither provable nor disprovable, and to me they don't matter very much. What matters far more is what I understand of the world around me. Not what I don't understand, but what I do understand. This is knowledge with elegance and power. It's not religion, but it moves me when I think about it.
5 Death, however, does have at least one purpose: it removes each organism from the ecosystem after a time, so that a new one can take its place, presenting slightly modified genes. Death is necessary for evolution.
For example, I know that my body will die, but I also know that part of me will live on in my offspring. My children have come directly from my wife and me, each from a single cell of her own (the egg) to which one of mine (the sperm) has been added. So our cells and genes—physical bits of us—have become our two boys. Our living tissue has grown with them, and it will remain part of them until they die.
Each of our children has also reproduced. Again, a physical part of them, plus that bit from us, resides in their offspring. All parents transfer life forward, and they have been doing so for countless generations of humans. 6
In other words, yes, there really is immortality! Perhaps not life after death in the supernatural sense, but immortality nonetheless. This is stunning news, and it has come from the work of science. No wonder that so many religions have embraced the idea of reincarnation. One life has indeed led to the next, over and over, as undying DNA has been passed along from organism to organism.
The same kind of immortality reaches far, far back in time. My genes originated in the first living thing to use DNA as its genetic code. Every cell in my body contains DNA handed down from primitive life forms that drifted about in ancient oceans 3.7 billion years ago. 7 My body is built along the same basic plan as that of the first fish, which swam the Cambrian seas 500 million years back. 8 The blood that flows through my veins is a lot like the blood that coursed through the dinosaurs. I am descended from small mammals that escaped the likes of T-rex and Velociraptor.
Life's many-branched DNA lineage includes every organism that has ever lived, including me. This means that every living thing is related, however distantly. The bears and the birds and the wildflowers in the mountains out my window are all my relatives, and the notion delights me. I belong. I'm part of planet Earth's great family, an ecosystem so strong, so resilient that it has bounced back from several global disasters. In such numbers there is safety.
Which brings up another of important scientific finding. Gene by gene, generation after generation, the process of evolution has kept up with the astonishing changes the Earth has gone through. Over the eons, Earth's orbit has varied in shape. Its axis of rotation has tilted and wobbled. The continents have moved; ice ages have come and gone; asteroids have struck. In one deadly episode 251 million years ago, the whole planetary environment became poisonous and about 96 percent of all marine species were wiped out, along with 70 percent of the vertebrate species living on land. Yet the world was soon bustling with life again, much of it in the form of new species.
That's because DNA changes slightly with each generation. Mutations occur in the genes of our reproductive cells. Such alterations are caused mainly by errors in cell division and self-repair, by radiation damage and by the effects of substances and conditions in an organism's environment. These changes are random, not working according to any plan or toward any goal. Modified DNA produces modified life forms that try themselves out in modified circumstances. Most fail and die before they
6 This is true whether we reproduce or not. Families share many genes, so if one couple is childless most of their genes will still be passed along by reproducing sisters, brothers and cousins.
7 Latest dates: age of the planet, 4.6 billion; oldest evidence of life, 3.9 billion; earliest cells, 3.7 billion.
8 We used to think that fish arose later, in the Ordovician Period, but recent fossil evidence from China suggests that the first fish species appeared way back in the early Cambrian.
reproduce, but some succeed and carry on new genetic code that is better suited to whatever the world is becoming. This is the process of natural selection, Charles Darwin's great discovery. Coupled with random mutation, it explains how the world's vast diversity of animals and plants, millions and millions of different species, have come to exist. As Darwin himself put it so simply and elegantly in the title of his most famous book, it explains The Origin of Species.
And here is a follow-up message, one that ought to convince anyone who doubts that evolution is a fact. Evolution is essential to survival on this planet. Without the means to modify the code and test it, that is to say, without evolution, life might not have been able to meet the challenge of a changing Earth and could have disappeared long ago.
umming up, my thesis in this essay has been that the creationist attack on biology and geology is unfortunate. It some respects it is misguided, even fraudulent. Some fundamentalist Christians are stridently anti-science. Others try to pass off pseudoscience as the real thing. S
What scares me is that so many poorly informed people buy the creationist argument, at least to the extent that they doubt the validity of well-established facts about the evolution of species and the length of geological time. This has disturbing implications. Fundamentalist religion has shown itself to be dangerous to intellectual freedom, especially when it winds up in control of education. Free academic enquiry is curtailed when closed minds control the funding.
Science is not seriously threatened by school-board fights over whether or not "evolution is just a theory." But we have to resist the erosion of science's right to be taught properly. When a legislature decrees that "intelligent design"—meaning creationism—has to be presented to public-school students as equal in scientific stature to Darwin's achievement, then an injustice has occurred. Religion is not the factual equivalent of science. Science is not the spiritual equivalent of religion. One shouldn't mix physics and metaphysics, astronomy and astrology, psychology and parapsychology. We owe it to our students to teach them the difference.
A final word. Despite my rejection of religion, please know that I run my life by some of the more commonly held Judeo-Christian ethics and rules of conduct. These are excellent conventions, time-tested and worth following regardless of whether one believes in God or not.
Of the Ten Commandments, one through four are meant for believers only, but my wife and I certainly practice commandments five through ten. 9 The Golden Rule— "Do unto others as you would have them do unto you"—is a terrific piece of advice, and there is a version of it in most any religion you care to name. Of all the Christian precepts, we particularly like a motto that one hears in Restoration Movement churches and among the Quakers. We try to live by it.
1. In essentials, unity (we all agree to abide by certain rules)
2. In non-essentials, liberty (for everything else we have freedom of choice)
3. In all things, charity (whatever we do, we are kind and we are fair)
9 As interpreted liberally, in modern terms and in brief: be good to your parents and the elderly, don't kill people, be faithful to your spouse, don't steal, don't lie about others, and don't be jealous of them.
This is where religion and science share some common ground. What makes a better human being also makes a better scientist. I'll bet that the creationist high-school teacher who prompted this essay would agree with that.
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Couple Dance Tip Sheet
~ General Tips ~
(waltz cont'd)
Internalize the rhythm & tempo. First, feel the rhythm throughout your body—move in time to the music. Don't just do the steps by rote —have a feel for how they fit with the rhythm.
The all-important dance "frame". A good frame maintains the connection and good spacing between you and partner. In the closed position frame the gent's left hand and lady's right hand are palm to palm at about shoulder height, and the man's right arm reaches around his partner's back; lady's left hand on top of man's right shoulder. Ladies, you should feel yourself pushing, but not leaning, into the hand that is on your back. The joined hands should be relaxed with a little pressure against your partner's palm (but don't clamp down like an "alligator clip") The frame works best when bodies are parallel, rather than a V formation, and offset (nose to right shoulder, rather than nose to nose).
Small steps work best. Small, short steps enable you to keep up with the music, especially when the tempo is fast. Small steps conserve energy and they help keep your feet underneath your weight, thus maintaining better balance.
~ Waltz ~
Waltz is the beautiful dance that never goes out of style. It's a graceful dance, light on the feet.
Waltz music has 3 beats/steps per measure. Try starting by standing in place and sway to the rhythm before starting to move your feet.
Feel and dance to waltz music in phrases of two measures (six beats). The gent starts on his left foot: Left, R, L (1,2,3); R, L, R (4,5,6). Each odd measure starts on the gent's left, each even measure starts on the gent's right. The opposite is true for the lady.
The hesitation step is a handy rest during fast tempos: You can take one step per measure—take a step on the 1st beat and hold for beats 2 & 3 before taking a step on the 1st beat of the next measure.
When waltzing in line-of-direction without turning it works best for the feet to go straight ahead rather than side-to-side. (Imagine you're on railroad tracks that go around the room.) Step styling: think long, short, short, or step, toe, step.
~ East Coast Swing ~
East Coast Swing can be smooth or exuberant to match each particular swing tune.
The partner connection can be "open" (connecting with one or both hands) or "closed" (gent's arm around women's back.) The basic step pattern is 6 counts/beats: counts 1-2 man steps on his left foot; counts 3-4 he steps on his right foot; 5-6 rock-step (quick springy steps back & forth (left & right)) Lady mirrors her partner.
~ Polka ~
The polka is a lively 19-century Bohemian dance.
Each 4-count measure has three steps and a hop, and you alternate feet on each successive measure.
~ Schottische ~
The schottische is a light-hearted relatively easy dance that makes for a nice change of pace.
Part 1 is danced in promenade position (8 counts): Step, step, step, hop, step, step, step, hop.
Part 2 in closed position and rotating (8 counts): Step, hop, step, hop, step, hop, step, hop.
Stay close to the ground on the hops.
~ Zwiefacher ~
The zwiefacher (pronounced tswee' fa khur) is a traditional dance associated with Bavaria & Austria.
Zwiefachers alternate between repeating measures of 3-beat (waltz) and 2 or 4-beats (pivots). Each tune has its own pattern—some that are simple and predictable; others are complicated and challenging. | <urn:uuid:8241e8f8-98b4-4c1f-8249-cf1789ae1bfa> | CC-MAIN-2017-13 | http://www.mostlywaltz.com/TipSheetSep13.pdf | 2017-03-27T10:32:26Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz | 600,584,086 | 828 | eng_Latn | eng_Latn | 0.998767 | eng_Latn | 0.998767 | [
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Joseph and Mary called the baby Jesus, just like the angel Gabriel had told them. They wrapped him in a soft linen cloth and made him a bed in a manger box of hay.
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Joseph and Mary called the baby Jesus, just like the angel Gabriel had told them. They wrapped him in a soft linen cloth and made him a bed in a manger box of hay.
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Jesus Was Born In Bethlehem By Jill Kemp Illustrated by Richard Gunther
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Jesus Was Born In Bethlehem By Jill Kemp Illustrated by Richard Gunther
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Joseph the Carpenter lived in the town of Nazareth. One night God sent the angel Gabriel to tell him that the baby Mary was expecting was the promised Son of God and he was to marry Mary and take care of her and the baby.
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Joseph the Carpenter lived in the town of Nazareth. One night God sent the angel Gabriel to tell him that the baby Mary was expecting was the promised Son of God and he was to marry Mary and take care of her and the baby.
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So many people had come to put their name on the list at Bethlehem that there was nowhere for Mary and Joseph to stay, except a smelly stable that animals slept in.
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So many people had come to put their name on the list at Bethlehem that there was nowhere for Mary and Joseph to stay, except a smelly stable that animals slept in.
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The emperor Augustus wanted more tax money. He made a new law that everyone was to go to the town their ancestors came from to put their names on a list, so Joseph the Carpenter had to go to Bethlehem.
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The emperor Augustus wanted more tax money. He made a new law that everyone was to go to the town their ancestors came from to put their names on a list, so Joseph the Carpenter had to go to Bethlehem.
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